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Understanding the Impact of the Trump Aid Freeze on Higher Education in Uganda

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By Eutychus Ngotho Gichuru

The announcement of the freezing of foreign aid by U.S. President Donald Trump sent shock waves around the globe, and one of the main sectors that would feel the consequences in Uganda was higher education. American aid had been a godsend for Ugandan universities as many have enjoyed support in their research, scholarship, and infrastructural projects. This withdrawal of such vital financial support has exacerbated existing challenges, making the need for innovative solutions to keep the higher education sector afloat quite urgent.

The Immediate Impact

The freeze in American foreign aid has brought about an immediate financial shock to the Ugandan higher education sector, considering its historical dependence on U.S. funding. The most conspicuous effect is in research funding, where universities have for a long time depended on grants from the USAID and other educational institutions for projects in health, agriculture, and technology. These funds now being frozen means that critical research programs, like HIV/AIDS research at Makerere University, have been brought to a screeching halt. This retardation of scientific progress not only reduces Uganda’s contribution to global research but also impoverishes achievements in public health and technology. Further, scholarships provided by American institutions have been disrupted, which has thrown current beneficiaries into financial crisis and barred any prospective students from opportunities for higher education. The loss of these scholarships goes a long way in affecting student opportunities, especially among those who had avenues of social mobility. Another effect of the freeze has been felt on Ugandan universities regarding infrastructural development, which aims to ease pressures associated with learning environments. Because USAID had previously financed the construction of lecture halls, libraries, and laboratories, institutions without such support could only struggle to maintain quality education facilities, further leading to classroom congestion and resource shortages.

 Long-term Educational Consequences

The freezing of this aid has repercussions that go beyond the immediate financial blow to encompass long-term ramifications threatening to unravel stability at higher education in Uganda. Long-term effects include compromises on quality education, whereby with reduced funding, there is the tendency for universities to cut budgets in faculty development; this may be disastrous in securing qualified educators. This may lead to larger class sizes, outdated teaching materials, and a general decline in academic standards. The freeze also threatens international collaborations between Ugandan and American institutions, which have been instrumental in fostering academic exchanges and joint research projects. Loss of these partnerships isolates Uganda from global academic networks, limiting opportunities for knowledge transfer and innovation. Other key concerns are the brain drain, as reduced prospects for research funding and academic growth may drive across the border some of the best scholars and students. This would weaken the nation’s workforce through the exodus of intellectual capital, negatively affecting national development. If not strategically intervened upon, the country will continue experiencing a prolonged educational crisis that may take years to get out of, increasing the gap between Uganda and other more developed academic systems around the world.

Case Studies: The Human Element

In drives to flesh out the human face behind the aid freeze, specific case studies were crucial in regard to Uganda’s higher education sector. Makerere University, recognized for its research excellence and the country’s premier institution, has suffered immensely due to funding disruptions. Projects focusing on HIV/AIDS research, which were largely supported by American grants, are now at risk of stagnation. This indeed, affects not only the university’s standing globally but also the greater fight against HIV/AIDS within Uganda, which has had tremendous progress in combating the epidemic. Similarly, Kyambogo University has emerged with programs in special education and vocational training; however, it faces acute setbacks. In this regard, various programs aimed at supporting students with different abilities can no longer easily secure alternative funding, thus marginalizing such groups as far as the educationist support is concerned. These examples epitomize that freezing of aid is not an abstract financial problem; it’s real people-students, educators, and researchers-dependent on American aid to advance interests for their career and academic objectives. The money dried up-cuts across the lives, damped aspirations, and threatens wiping out years of gains in this East African country.

What Can Be Done?

Regardless of whether the crisis has been less or more severe, there are a few approaches that could help the higher education sector in Uganda reduce the shock of the freezing of aid: first, diversification of funding. First and foremost, the Ugandan government should prioritize education in its budget to ensure that universities receive appropriate financial support. This might be supplemented by the introduction of educational bonds, specific education taxes, and the increase in national research grants. Additionally, deeper interaction with the private sector can promote scholarships, endowments, and research grants that orient education to market demands. Secondly, international partnerships with non-American institutions in Europe, Asia, and Africa could also provide sources of funding and collaboration opportunities. Further, the institutional resilience would be enhanced by cost management and income generation. The universities should also maximize all their financial resources by embracing full digital transformation-which would lower dependence on real estate infrastructure-while looking out for other opportunities like online course sales and offering consultancy services. Thirdly and lastly, there is also advocacy and influencing policy. For this, it is important that educational bodies urge the U.S. government toward exemptions or reviews of the foreign aid policy. Domestically, there is a need for policies that emphasize education funding and incentivize private sector investment in academia. Alumni networks can also be leveraged to make contributions toward university endowments, which could be used to grant scholarships and finance research projects. Finally, there is a need to adapt to new realities through curriculum reform and technological integration. Ugandan universities should, therefore, design curricula with an emphasis on practical skills that reduce foreign aid dependence by making them self-sustaining. Integrating technology in education, such as offering online courses to international students, can also generate revenue and expand Uganda’s academic influence globally.

Conclusion

The Trump aid freeze serves as a stark reminder of the vulnerability of educational systems that overly depend on foreign assistance. For Uganda, it is a call to action-an opportunity to restructure and fortify its higher education framework to become more self-sufficient and resilient. While the immediate implications of the freeze are indeed daunting, this crisis offers an opportunity for innovation, new partnerships, and construction of sustainable funding mechanisms. Diversification of funding sources, reinforcement of institutional resilience, policy advocacy, alumni engagement, community outreach, and new educational models-these are how Uganda’s higher education sector may surmount the setback and grow stronger. The future of Ugandan higher education lies in strategic adaptation, not dependence. The proactive steps will be more appropriate. This crisis can accelerate the wheels of long-term improvement in the performance of Uganda universities with stakeholders’ timely intervention so that even with falling global finance, Uganda universities may continue to prosper.

Eutychus Ngotho Gichuru is a Doctoral Student at East African School of Higher Education Studies and Development, College of Education and External Studies, Makerere University.

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Education

Trump vs. Harvard: A Threat to Academic Freedom Driving African Students to China

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Harvard Business School, in Cambridge, Massachusetts, USA. Source: Faith Ninivaggi

By Eutychus Ngotho Gichuru

The escalating fight between veteran US President Donald Trump and the powerful American institutions like Harvard University is politics, it’s bare-faced incursion into intellectual freedom that can reshape the international world of higher education, particularly for Africans. The latest “scandal,” Trump’s combative condemnation of colleges as liberal ideological hotbeds, amplified by legal intimidation and political retaliation against colleges like Harvard, is damaging America’s international reputation as the academic gold standard. Unless the trend continues, African scholars have long regarded American colleges as embodiments of intellectual liberty will seek further afield, such as China’s Tsinghua University, and redefine the landscape of scholarship.

Trump himself, bloated-check on his 2024 campaign and beyond, denounces elite universities as “woke” indoctrination centers. Demands to defund universities, ideological segregation, and laser-beam focus on diversity programs have chilled the atmosphere. Harvard, already on trial for affirmative action and accused of suppressing conservative thinking, is under greater scrutiny than ever. The Trump-endorsed Supreme Court win in 2023 over the case against racially discriminatory admissions, as a triumph for Trump and his faithful, has been exerting political pressure on institutions to fall in line. Politicization is destroying the very essence of intellectual freedom: freedom to pursue truth through means of open-ended inquiry, unhampered by interference.

For African students, it is shattering the American academic dream. America has been the preferred destination of African Muslims for many years, with 400,000 or more African students enrolled in American universities by 2023. Harvard stands for hope, intellectual activism, and interdependence worldwide. But when academic freedom is attacked, either in Muslim nations by executive fiat or group demonization, students question the system. The image of American universities as payoff politics centers rather than temples of knowledge is a great discourager.

Take the case of China, which has placed its universities at the world map. Tsinghua University, affectionately referred to as “China’s MIT,” features among the top 20 universities in the world with state-of-the-art research in AI, engineering, and global governance. China’s Belt and Road initiative has already prompted scholarship collaborations with Africa, awarding more than 50,000 African students scholarship annually. China provides an open alternative to America, in which political anti-foreigner prejudice and visa controls have tightened but in which Tsinghua’s insistence upon technical discipline and non-Western-inspired political scandal-mongering offers a sanctuary to those denied security and possibility.

Life for African students is a game. If the shine fades from American campuses, Nigerian, Kenyan, or Ghanaian students may be lured by the more appealing prospect of subsidized campuses and meritocratic competition culture of Tsinghua. Chinese universities, though not inexpensive, are another deal: intellectual seriousness untainted by ideational competition distorting American campuses. To Africans bureaucratically and financially strained in America, China’s streamlined visa process and subsidized schooling are appealing. Tsinghua welcomed 20% more African applicants in 2024, and the figures can only go up if America’s learning environment deteriorates.

This has far-reaching implications. Chinese-educated Africans will increasingly adopt the Beijing approach to geopolitics, enhancing China’s soft power in Africa. America will lose the intellectual and cultural capital that it has gained through decades of exportation of Africa’s best and brightest for studies in its institutions. Harvard-educated African leaders have led the innovation and governance driver in the continent; a transition to Tsinghua would funnel those networks into China’s quarter. In order to ensure academic freedom and global competitiveness, America should not politicize its colleges and universities. Institutional autonomy must be upheld by academics and legislative members in a situation where scholarship, rather than ideology, is the basis of higher education. For the students from Africa, the consequence is ominous: college selection not only determines their future but that of the continent. And if the Trump-Harvard soap opera continues chewing away at American scholarship’s trust factor, Tsinghua’s gates will swing wider and wider, and Africa’s best and brightest will walk through them with the U.S. in their rearview mirror.

About the Author

Eutychus Ngotho Gichuru is a Doctoral Student at East African School of Higher Education Studies and Development, College of Education and External Studies (CEES), Makerere University, Kampala Uganda, East Africa.
Eutychus Ngotho Gichuru is a Doctoral Student at East African School of Higher Education Studies and Development, College of Education and External Studies (CEES), Makerere University.

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Admission List to Bachelor of Education External (BED) 2025/26 -Private Sponsorship

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The Office of Academic Registrar, Makerere University has released the admission list of Diploma holders provisionally admitted to Bachelor of Education (EXTERNAL) programme under Private Sponsorship for the Academic Year 2025/2026 pending verification of their academic documents by the awarding institutions.

The List can be accessed by following the link below:

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Makerere University embarks on developing e-Learning Digital Transformation Roadmap

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The Ag. DVCAA-Prof. Buyinza Mukadasi (2nd Left), Prof. Paul Birevu Muyinda (Left) and other stakeholders pose for a group photo at the dissemination event on 24th April 2025. Institute of Open, Distance and e-Learning (IODeL), College of Education and External Studies (CEES) disseminating results of phase 1 of the e-Learning initiative at Makerere University, Makerere University, Kampala Uganda, East Africa supported by Mastercard Foundation, Arizona State University (ASU)-USA, to over 75 participants and key stakeholders, 24th April 2025, Speke Resort Munyonyo.

Makerere University has been selected to participate in Phase 2 of the e-Learning Initiative aimed at the development of a five-year digital pedagogy transformation roadmap (2025-2030).

This noble task championed by the College of Education and External Studies (CEES) through its expert team at the Institute of Open, Distance and e-Learning (IODeL) will shape the future of e-learning and digital education in Uganda.

In phase 2, the Mastercard Foundation commits to supporting e-Learning and digital transformation based on the needs of each institution. Makerere University’s consideration for Phase 2 follows the successful implementation of phase 1 of the Mastercard Foundation Scholars Program e-Learning Initiative (2021-2024), which registered remarkable achievements.

‘In a bid to consolidate the gains of phase 1 and transition into a digitally resilient and learner-centred institution, Makerere University has been selected to participate in phase 2 of the e-Learning Initiative. Led by the Mastercard Foundation in partnership with Arizona State University (ASU), phase 2 aims to support partner universities in designing and implementing a five-year digital pedagogy transformation roadmap (2025-2030),” highlighted Prof. Paul Birevu Muyinda, the Director of IODeL.

Speaking at the co-creation workshop held on 24th April 2025 at Speke Resort Munyonyo, Prof. Birevu Muyinda said: “During phase 1, Makerere University registered significant achievements in e-Learning. I am glad that you have convened here today during the e-Learning Digital Transformation workshop, to receive the dissemination results as we work together to prepare for phase 2, which focuses on the unique needs for each institution.”

Prof. Paul Birevu Muyinda presents the findings. Institute of Open, Distance and e-Learning (IODeL), College of Education and External Studies (CEES) disseminating results of phase 1 of the e-Learning initiative at Makerere University, Makerere University, Kampala Uganda, East Africa supported by Mastercard Foundation, Arizona State University (ASU)-USA, to over 75 participants and key stakeholders, 24th April 2025, Speke Resort Munyonyo.
Prof. Paul Birevu Muyinda presents the findings.

Through phase 1, which aimed at enhancing the e-learning capabilities of partner institutions, Makerere University strengthened the existing Makerere University e-Learning Environment (MUELE), conducted onboarding workshops for the university leadership, trained teaching staff and students, and engaged teaching staff to develop content for online courses.

According to Prof. Birevu Muyinda, the specific achievements of phase 1 of the e-Learning initiative included the following:

  • Training of 1,280 faculty members
  • Development of 2,579 courses out of 2,560 representing 100.74%
  • Development of four (4) support services modules
  • Capacity building for over 7,000 students
  • Training and recruitment of 32 e-Learning champions
  • Upgrading of the Makerere University e-Learning Environment (MUELE)
  • Acquisition of e-Learning infrastructure namely five (5) multi-media studios, a video streaming server and all in one printers.

The co-creation workshop for phase 2 and dissemination of results for the concluded phase 1, brought on board over 75 participants comprising members of Makerere University Management, the Principal and staff of the College of Education and External Studies, a representative from the Ministry of Education and Sports, student leaders, the media, the Directorate for ICT Support (DICTS), Mastercard Foundation, Arizona State University(ASU)-USA, and a representative sample of staff from academic and administrative units of Makerere University.

The co-creation guide. Institute of Open, Distance and e-Learning (IODeL), College of Education and External Studies (CEES) disseminating results of phase 1 of the e-Learning initiative at Makerere University, Makerere University, Kampala Uganda, East Africa supported by Mastercard Foundation, Arizona State University (ASU)-USA, to over 75 participants and key stakeholders, 24th April 2025, Speke Resort Munyonyo.
The co-creation guide.

Facilitated by Arizona State University (ASU) working closely with IODeL, the interactive co-creation sessions involved taking into account the milestones from phase 1 and leveraging the successes, as well as coming up with proposed strategies for phase 2.

The co-creation workshop involved understanding the concept transformation road mapping, using a grid to identify the current state of e-Learning and digital transformation at Makerere University and the desired state, assessment alignment on shared vision for the current and the desired state, and identifying learner needs in line with the desired state, among other items.

The workshop adopted a holistic approach to digital transformation focusing on the following themes: teaching and learning, student services, instructional infrastructure, leadership and culture, and partnerships. For each cluster, the participants proposed immediate, short-term and long-term strategies with respect to digital transformation in those processes. With each group presenting during the plenary sessions, the co-creation workshop was a success. The ideas were captured instantly feeding into the proposal for the phase 2 e-learning digital transformation roadmap (2025-2030).

Co-creation in progress. Institute of Open, Distance and e-Learning (IODeL), College of Education and External Studies (CEES) disseminating results of phase 1 of the e-Learning initiative at Makerere University, Makerere University, Kampala Uganda, East Africa supported by Mastercard Foundation, Arizona State University (ASU)-USA, to over 75 participants and key stakeholders, 24th April 2025, Speke Resort Munyonyo.
Co-creation in progress.

At this highly participatory workshop, reaching consensus was a key factor in determining the ideas that were included in the proposal.

In addition to the aforementioned clusters, some of the broader aspects that the co-creation teams highlighted should be prioritized included:

  • Adoption of e-supervision of students
  • Increasing enrollment of international students through e-Learning
  • Reducing the digital divide among learners
  • Ensuring digital inclusion with programs sensitive to learners with disabilities
  • Capacity building programmes for administrative support
Co-creation in progress. Institute of Open, Distance and e-Learning (IODeL), College of Education and External Studies (CEES) disseminating results of phase 1 of the e-Learning initiative at Makerere University, Makerere University, Kampala Uganda, East Africa supported by Mastercard Foundation, Arizona State University (ASU)-USA, to over 75 participants and key stakeholders, 24th April 2025, Speke Resort Munyonyo.
Co-creation in progress.

Opening the co-creation workshop, Prof. Buyinza Mukadasi, Ag. Deputy Vice Chancellor (Academic Affairs) of Makerere University, conveyed the congratulatory messages from the University Council and Management on the successful completion of phase 1 and its remarkable achievements.

On behalf of the University Management, Prof. Buyinza said, phase 2 of the e-Learning Initiative should be a revolutionary phase, igniting Makerere University to be a key player in digital education and integration of technologies.

Reflecting on youth empowerment, Prof. Buyinza highlighted that phase 2 is student-centred with e-Learning and digital pedagogies addressing the needs of learners. In addition, Prof. Buyinza underscored that this approach will increase the number of students accessing quality education programmes at Makerere University at the national and international levels.

Prof. Buyinza Mukadasi (3rd Left) with a section of the audience at the dissemination. Institute of Open, Distance and e-Learning (IODeL), College of Education and External Studies (CEES) disseminating results of phase 1 of the e-Learning initiative at Makerere University, Makerere University, Kampala Uganda, East Africa supported by Mastercard Foundation, Arizona State University (ASU)-USA, to over 75 participants and key stakeholders, 24th April 2025, Speke Resort Munyonyo.
Prof. Buyinza Mukadasi (3rd Left) with a section of the audience at the dissemination.

The Ag. Deputy Vice Chancellor (Academic Affairs) commended the Mastercard Foundation for partnering with Makerere University to empower the young people through education and technological advancements. Prof. Buyinza acknowledged the collaboration with the Mastercard Foundation and Arizona State University (ASU) for building the capacity of faculty at Makerere University.

Emphasizing the importance of building capacity, retooling and reshaping the curriculum to produce graduates who meet the demands of the modern workforce, Prof. Buyinza re-affirmed that Makerere University is a learning institution committed to embracing new approaches. He recognized the Institute of Open, Distance and e-Learning (IODeL) for holding onboarding workshops for the University leadership, staff and students in phase 1.

Prof. Buyinza testified that the onboarding sessions changed his perception, and transformed him into a firm believer in positioning e-Learning to champion the digital transformation agenda at Makerere University. He disclosed that he is a “convert” to the transformative potential of technology integration, learner-centeredness, industry partnerships, and lifelong learning, key features of University 5.0.

Prof. Anthony Muwagga Mugagga contributes to the discussion. Institute of Open, Distance and e-Learning (IODeL), College of Education and External Studies (CEES) disseminating results of phase 1 of the e-Learning initiative at Makerere University, Makerere University, Kampala Uganda, East Africa supported by Mastercard Foundation, Arizona State University (ASU)-USA, to over 75 participants and key stakeholders, 24th April 2025, Speke Resort Munyonyo.
Prof. Anthony Muwagga Mugagga contributes to the discussion.

He urged participants to utilize the co-creation e-Learning digital transformation workshop to define institutional needs and expectations, allowing for a more rapid and collaborative advancement into the “revolutionary” phase 2.

Building on the Prof. Buyinza’s submission, the Principal of the College of Education and External Studies, Prof. Anthony Muwagga Mugagga informed the participants that phase 2, which focuses on e-Learning and digital transformation should empower the faculty and university at large to provide inclusive education. He implored the co-creation team and stakeholders to come up with digital strategies for students who are visually impaired and those with hearing impairments.

Prof. Mugagga emphasized the importance of continuous learning and self-examination, stating that even a professor should strive to be open to new knowledge. With reference to Socrates’ philosophy, he suggested that a life devoid of learning is not worth living.

Prof Anthony Muwagga Mugagga (3rd Left) and Prof. Paul Birevu Muyinda (Leaning on table) with participants engaged in group assignments. Institute of Open, Distance and e-Learning (IODeL), College of Education and External Studies (CEES) disseminating results of phase 1 of the e-Learning initiative at Makerere University, Makerere University, Kampala Uganda, East Africa supported by Mastercard Foundation, Arizona State University (ASU)-USA, to over 75 participants and key stakeholders, 24th April 2025, Speke Resort Munyonyo.
Prof Anthony Muwagga Mugagga (3rd Left) and Prof. Paul Birevu Muyinda (Leaning on table) with participants engaged in group assignments.

In a moving testimony, the Principal explained that he is always learning new ideas from his techy savvy son. Prof. Mugagga shared that his son continues to be instrumental in teaching him online safety principles and techniques. This experience underscored the generational gap in digital literacy and the importance of adapting to the evolving digital landscape.

The Principal expressed his hope to learn from the workshop, acknowledging that digital transformation requires everyone to be proactive in acquiring new skills.

On behalf of the students, Hon. Julius Kiganda, the Minister of Academic Affairs at Makerere University commended the organisers for including students in the e-Learning digital transformation workshop. Hon. Kiganda pledged active participation in the training to ensure that the interests of the students are effectively captured.

Hon. Julius Kiganda (Right) with Dr. Harriet Nabushawo. Institute of Open, Distance and e-Learning (IODeL), College of Education and External Studies (CEES) disseminating results of phase 1 of the e-Learning initiative at Makerere University, Makerere University, Kampala Uganda, East Africa supported by Mastercard Foundation, Arizona State University (ASU)-USA, to over 75 participants and key stakeholders, 24th April 2025, Speke Resort Munyonyo.
Hon. Julius Kiganda (Right) with Dr. Harriet Nabushawo.

Evaluating phase 1, Ann Nielsen from Mastercard Foundation recognized that the institutions had built a solid foundation, prompting a transition into phase 2 to address the unique needs of each university.

“Phase 2 will prioritize scaling training and knowledge mobilization, offering opportunities for scholars to pursue learning design and technologies, graduate certificates, master’s degrees, and professional certificates tailored for individuals seeking instructional design knowledge.

“Mastercard Foundation will emphasize inclusive learning practices, collaborating with experts to ensure accessibility and equity. The Foundation aims to enhance digital infrastructure, focusing on student support systems, quality management, and data-driven decision-making in order to meet diverse learner needs,” Nielsen explained.

Some of the facilitators from ASU. Institute of Open, Distance and e-Learning (IODeL), College of Education and External Studies (CEES) disseminating results of phase 1 of the e-Learning initiative at Makerere University, Makerere University, Kampala Uganda, East Africa supported by Mastercard Foundation, Arizona State University (ASU)-USA, to over 75 participants and key stakeholders, 24th April 2025, Speke Resort Munyonyo.
Some of the facilitators from ASU.

The Foundation revealed that the ultimate goal is to collectively impact policies across the continent, advocating for e-learning as a valid and accredited pathway to quality education. Recognizing the network’s growing maturity, the initiative aims to position participating universities as leaders and resources, fostering collaborative learning and co-creation.

The Foundation’s participation stems from a belief in the future of young Africans, seeking to equip them with education and skills to fulfill their careers by strengthening institutions and scaling innovative solutions through technology. The focus shifts from a reactive response to a sustainable and long-term initiative.

Regan Matsiko, the IT Officer at the Ministry of Education and Sports, highlighted the Ministry’s commitment to digital advancement, drawing on prior experience with the national digital transformation roadmap initiated by the Ministry of ICT. “This roadmap, built on five key pillars including digital scaling and infrastructure development, serves as a foundation for current initiatives within the education sector.”

Another group of participants engaged in group assignments. Institute of Open, Distance and e-Learning (IODeL), College of Education and External Studies (CEES) disseminating results of phase 1 of the e-Learning initiative at Makerere University, Makerere University, Kampala Uganda, East Africa supported by Mastercard Foundation, Arizona State University (ASU)-USA, to over 75 participants and key stakeholders, 24th April 2025, Speke Resort Munyonyo.
Another group of participants engaged in group assignments.

Matsiko emphasized the Ministry of Education and Sports’ development of a digital agenda last year as demonstration of a proactive approach to integrating technology.

He commended the partnership with universities in developing e-learning programs. Matsiko noted a shift towards a more integrated structure within the Ministry, where the ICT department now includes a dedicated e-learning department working directly with university partners, demonstrating a unified push for digital transformation in education.

The voices from key stakeholders set the stage for an interactive and high participatory training session. Lara Rabala the facilitator of the training outlined the primary objectives. These included: To collaboratively envision e-learning-driven classrooms, not only for the host institution but also for external partners, aligning proposed initiatives with McKinney’s strategies and broader community programs.

She noted that a key focus will be on formulating recommendations that correspond with critical areas to drive the development of a roadmap and implementation plan. 

Facilitator Lara Rabala (standing) with participants. Institute of Open, Distance and e-Learning (IODeL), College of Education and External Studies (CEES) disseminating results of phase 1 of the e-Learning initiative at Makerere University, Makerere University, Kampala Uganda, East Africa supported by Mastercard Foundation, Arizona State University (ASU)-USA, to over 75 participants and key stakeholders, 24th April 2025, Speke Resort Munyonyo.
Facilitator Lara Rabala (standing) with participants.

Labala stressed that the aim is to establish a clear vision for the future, crafting a transformative roadmap and a practical implementation plan. This roadmap will serve as the foundation for a tangible proposal to attract funding and partnerships, articulating the vision and direction for key learning and behavioral transformation.

Trainees were encouraged to respect the past as the foundation for the present and future, while also imagining innovative possibilities. Trainees, regardless of their expertise, were urged to maintain curiosity, open-mindedness, and value every voice. 

The co-creation sessions featured the following clusters:

  • Teaching and learning: Digital strategy, pedagogical services, faculty development and staff support
  • Student services: Engagement-enrollment, Administrative support and Academic Support
  • Instructional Infrastructure: Connectivity, Educational technology, and Instructional design learning analysis
  • Leadership and Culture: Internal stakeholders, Leadership structure, Governance models, Innovative Culture
  • Partnerships: Development, Evaluation and External Stakeholders

Closing the co-creation workshop, Prof. Birevu Muyinda said: “The exercise has presented us with an understanding of the major activities to be undertaken and the key priorities.”

With the support of the Mastercard Foundation and other partners, Makerere University is focused to develop a comprehensive e-learning roadmap, driving innovation and excellence in education.

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