Education
CEES Holds Open Day and Skills Expo to Empower Future Educators
Several students from the College of Education and External Studies (CEES) at Makerere University have showcased different innovations that can be used to train learners in the new competence-based curriculum that has been rolled out across different levels of learning.
These student innovations were presented during the CEES Open Day and Skills Expo held on Friday 14th March 2025 at Makerere University Yusuf Lule Central Teaching Facility Auditorium under the theme: “Empowering Future Educators Through Skills and Innovation for National Prosperity.”
The CEES Open Day and Skills Expo 2025 comes at a time when the Government of Uganda through the Ministry of Education and Sports in partnership with the National Curriculum Development Centre is implementing the new competence- based curriculum. This strategic direction requires both the teachers and the students to embrace the teaching and learning approaches for effective delivery and implementation.
Featuring student presentations and innovations as well as a panel discussion focusing on strategies for adopting the new curriculum, the student-driven event organized by CEES student leaders with the support of the College leadership aimed at equipping education students with practical skills to prepare them for their roles as future educators.
The Vice Chancellor, Prof. Barnabas Nawangwe commended the students and staff for prioritizing innovations and presentations on the new competence-based curriculum. In a speech read by Prof. Robert Wamala, the Acting Director of Research, Innovations and Partnerships, the Vice Chancellor noted that the College of Education and External Studies is mandated to train students who will implement the new competence-based curriculum at the lower secondary, upper secondary and at institutions of higher learning.
“The new competence-based curriculum focuses on equipping learners with practical skills. The College has undertaken strategies to train and produce teachers who can effectively teach students and actively engage them in practical sessions. Makerere University is committed to providing innovative teaching, learning and community engagement. This Open Day and Skills Expo aligns perfectly with our vision of producing graduates who are not only knowledgeable, but also fit for purpose in the evolving job market,” he said.
He added: “I must emphasize that there are changing demands in education that go beyond theoretical instructions and indeed require practical and hands-on experiences. I believe that this skills expo serves as a bridge between academia, industry and other key stakeholders. It will help students showcase skills and innovations like we have seen, and explore entrepreneurship and self-employment.”
The Vice Chancellor encouraged students to seize this opportunity to develop more innovations that go beyond simplifying education, to blending an entrepreneurship ideology to create jobs in an economy that is increasingly evolving.
“To our students, this is your chance to demonstrate your capabilities, learn from others, but also take both steps towards building your future careers. It is possible that you can look at yourself as a teacher, but allow me to remind you that you can as well look at yourself as an entrepreneur, innovator and business person. So, size this opportunity to diversify your skills and make meaningful connections,” he guided.
On behalf of Prof. Anthony Mugagga, the Principal of the College of Education and External Studies, Dr. Muhammad Kiggundu described the event as a clear demonstration of Makerere University‘s commitment to preparing students for the new competence-based curriculum.
“We are delighted that our students have organized this event in an effort to transition to a skills-based curriculum. Our students represent a group that embraces innovative teaching and learning approaches, and are ready to continue learning and sharing,” he said.
“The College of Education and External Studies is working with the National Curriculum Development Centre to ensure the effective delivery of the competence-based curriculum at the Secondary School and University levels.
He acknowledged the National Curriculum Development Centre for being an instrumental partner who has organized several workshops that have equipped the staff at the College of Education and External Studies with the 21st century skills required to deliver the new competence based curriculum.
Mr. Wilson Ssabavuma who represented the Executive Director of the National Curriculum Development Centre (NCDC) commended the College of Education and External Studies for undertaking an innovative approach to transform the service teaching force into a competent labour force.
“I take this opportunity to thank the College of Education and External Studies for inviting the National Curriculum Development Centre to witness the steps and strategies undertaken to transform the service teaching force into a competent labour force positioned and ready to deliver the competence-based curriculum,” he said.
“You will agree with me that most of us gathered here are products of the old curriculum. Since the introduction of secondary education in Uganda, it is the first time, we are having major reforms in education following the realisation that we cannot dodge the way of change that is taking place all over the world. We must definitely transform our education to ensure that we remain relevant to the national, regional and global economies,” he stated.
He highlighted that the different stakeholders noted that the only way to produce a competent work force would be through changing the education sector to meet the market demands and the 21st century trends.
“In 2011, we started to revise the old curriculum. In 2020, we rolled out the competence-based curriculum at the Ordinary level. This year, we have done the same to the Advanced level curriculum,” Mr. Ssabavuma added.
He disclosed that when the NCDC rolled out the new curriculum, it became problematic not only to students, but also to the teachers at the different levels. To address this challenge, mindset change approaches and a number of initiatives including capacity building workshops were implemented to onboard the different stakeholders.
“Teacher educators have to be responsive to the ongoing changes in the local, regional and global trends so that we train human resources that is suited to the task. I am happy to note that the staff and students at the College of Education and External Studies have embraced the competence-based curriculum. I am particularly pleased to see that you have come up with home grown innovations. This attempt is very useful and we commend you for that initiative,” he said.
Ms Anyango Oliver, one such innovator, built an innovation that explains the different types of unemployment. Her innovation describes what unemployment is, and different types of un employment including structure and cyclical unemployment.
Her innovation further identifies the causes of these types of unemployment, effects of unemployment to individuals and the society, and suggest solutions to these kinds of unemployment.
Ms Anyango believes such a model of looking at employment, if adapted, can be solution-based because it identifies the problem, its causes, and also outlines possible solutions.
Mr. Richard Nizeyimana, a Student Leader at CEES thanked students for actively participating in Open Day and Skills Expo. He emphasized that the Expo provided a platform to students to exhibit the innovations in line with the competence-based curriculum. “We have used local materials to make teaching aids that can explain concepts for students. We are solving the problem of teachers going out there in the field and teaching their students’ things that are only based on theory. We want to be on point and effectively deliver the new competence-based curriculum to students both at O and A-level,” he stated.
Makerere University has taken a significant step toward transforming its digital education landscape with the unveiling and stakeholder review of its Draft Master Plan for Open, Distance, and e-Learning (ODeL). The consultative workshop, held on Thursday, June 5, 2025, at Hotel Africana, brought together university leadership, academic staff, student representatives, and development partners to review the 10-year roadmap aimed at scaling access to quality, affordable, and inclusive education.
The workshop was officially opened by the Deputy Vice Chancellor (Academic Affairs), Professor Buyinza Mukadasi, who represented the Vice Chancellor. In his remarks, Prof. Buyinza underscored the transformative potential of the KOICA-supported initiative.
“This project is a significant milestone in our journey to enhance the university’s capacity in ODeL,” he noted. “With support from the people of the Republic of Korea, KOICA’s grant will enable us to strengthen our ODeL infrastructure, develop high-quality digital content, and build staff capacity. This investment will undoubtedly have a lasting impact on our institution and the wider education sector in Uganda.”
Prof. Buyinza also paid tribute to the late Prof. Sung Seyeoung, the head of the Project Management Consultant team in Seoul, who passed away earlier this year, describing him as “a dedicated partner in this transformative journey.”
The project, which began in 2024, is being implemented with technical support from the Korea National Open University (KNOU) and the Korea Institute for Development Strategy (KDS). It focuses on three core components: development of a strategic and contextualized ODeL masterplan; capacity building for academic, administrative, and technical staff; and enhancement of ODeL infrastructure, including a new Learning Management System (LMS), Content Management System (CMS), ICT equipment, and the construction of a dedicated ODeL building.
Professor Henry Alinaitwe, the Project Investigator, emphasized the forward-looking nature of the initiative. “Through this masterplan, we are not only expanding access to higher education across Uganda and beyond, but also redefining how knowledge is delivered in the 21st century,” he said.
The workshop aimed to disseminate information about the masterplan, gather stakeholder feedback, and prepare the document for preliminary approvals by the University Senate and Council. The draft was developed by a joint task force composed of Ugandan and Korean experts, including representatives from KNOU, KDS, Makerere’s Institute of Open, Distance and e-Learning (IODel), and the Directorate for ICT Support (DICTS).
Prof. Alinaitwe noted that all three project components are progressing steadily. Training sessions are underway both in Uganda and Korea, and the design for the Mak-ODeL building is currently 60% complete, with construction expected to commence later in the year.
The ODeL Master Plan (2025–2035) envisions Makerere as a regional hub for digital education. It outlines strategies to increase the number of accredited ODeL programmes, enhance ICT infrastructure, improve content development, and ensure that distance learners can access high-quality and flexible education through the university’s Moodle-based MUELE platform.
Speaking at the workshop, KOICA Country Director Ms. Ahn Jihee commended Makerere for its commitment to digital transformation. “We believe education is a powerful driver of national development, and we are proud to partner with Makerere University on this ambitious journey,” she said. “Our partnership is not just about technology, but about building resilient systems and empowered people who can shape the future.”
She also recognized the efforts of both Ugandan and Korean teams and encouraged continued dialogue and knowledge sharing.
Currently, only 8 of Makerere’s academic programmes are offered through ODeL. However, the university’s Strategic Plan (2020–2030) envisions a substantial increase in that number. The new masterplan draws from international best practices including models from KNOU, Hanoi Open University, and the Africa Virtual University.
Prof. Alinaitwe extended special thanks to KOICA and its Kampala-based experts Prof. Kim Hyunjoo and Mr. Kim Kihun for their ongoing support, and acknowledged the contributions of the Makerere team—Prof. Paul Muyinda, Dr. Godfrey Mayende, Dr. Harriet Nabushawo, Dr. Richard Kajumbula, Mr. Samuel Mugabi, and Co-PI Dr. Venny Nakazibwe.
“We are laying the foundation for a future where Makerere University can provide education that is not just accessible, but also adaptable to the needs of learners wherever they may be,” he concluded.
The masterplan, once finalized and approved, is expected to usher in a new era of blended, learner-centered education that meets both local and global demands.
In his closing remarks, Professor Anthony Mugagga, who represented the Deputy Vice Chancellor (Finance and Administration), applauded participants for their insightful engagement. He emphasized the need for academic units to take ownership of ODeL implementation.
“The future of education is blended and borderless,” Prof. Mugagga said. “We must collectively embrace this shift—not just through policy, but through action: by developing new programmes, supporting learners, and investing in infrastructure that will carry us into the next generation of higher education.”
He also expressed appreciation to KOICA for its continued support and funding, which he said is helping to shape a more resilient and inclusive education system for Uganda and the region.
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.
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