Education
Celebrating Prof. Livingstone Walusimbi’s Legacy: A Call for Linguistic Innovation and Digital Transformation
Published
3 months agoon

Makerere University College of Education and External Studies in partnership with the Buganda Kingdom Ministry of Heritage and Palaces hosted an inaugural memorial lecture to honour the late Professor Livingstone Walusimbi, whose ground breaking contributions to African languages have left an indelible mark on the field. Themed “Building Sustainable Futures: Bridging Prof. Walusimbi’s Linguistic Legacy with Digital Transformation,“ the event provided a profound moment of reflection on the transformative power of language and its pivotal role in shaping societies.
Held on February 27, 2025 at Makerere University School of Public Health Auditorium, the memorial lecture provided a befitting platform to celebrate Prof. Walusimbi’s legacy and selfless service in advocating for and advancing the recognition of Luganda and African languages at Makerere University and other academic institutions. The month of February is dedicated to mother tongues and African languages. It was therefore a perfect decision to hold the inaugural memorial lecture during the month of February. According to Wikipedia, the International Mother Language Day is a worldwide annual observance held on 21st February to promote awareness of linguistic and cultural diversity and to promote multilingualism.
The hybrid lecture featured Anthems led by Buddo Senior Secondary School, a prayer led by Rev. Juliet Ssekamate from Wampeewo Church of Uganda, and a powerful poem with words that symbolized the good works of Prof. Walusimbi and a pledge by those he mentored and the future generations to keep his legacy alive, recited with love and emotion by Mr. Aloysius Matovu Joy (a former student of Professor Walusimbi), speeches, a keynote speech and a panel discussion.

The lecture brought on board dignitaries from Buganda Kingdom and other cultural institutions, the family of Prof. Walusimbi, the academia, scholars, educators, learners from primary schools, students and teachers from various secondary schools, institutes and universities, Bakayimbira Dramactors, the media, individuals mentored by Prof. Walusimbi, alongside leading experts in linguistics. The lecture presented a golden opportunity to honor his legacy while exploring the continued relevance of his work in the context of today’s rapidly advancing digital age.
Prof. Livingstone Walusimbi’s academic journey was marked by an unwavering dedication to linguistic excellence and education. Born on 23rd March 1935, his early experiences in the Ugandan school system during the 1940s and 1950s laid the ground work for what would become a lifelong vocation in education. Beginning his career as a Grade III teacher at the National Teachers’ College in Kyambogo in 1958, he demonstrated from the outset a deep-seated passion for teaching and learning-an attachment that would drive him to pursue advanced studies abroad, ultimately earning him a certificate from Leicester University in 1962, a diploma from the University of California, Los Angeles in 1969, and culminating in a master’s degree in Linguistics in 1971 followed by a PhD in 1976.
Through these rigorous academic pursuits, Prof. Walusimbi not only solidified his place as a distinguished scholar, but also laid the foundation for his lifelong contributions to linguistics and language education.

Beyond his academic achievements, Prof. Walusimbi played a pivotal role in integrating Uganda’s indigenous languages into the university’s curriculum. Understanding the crucial need to preserve and promote the nation’s linguistic heritage, he spearheaded the introduction of courses in Luganda, Runyakitara, Ateso, and Luo. His efforts not only enriched the academic landscape at Makerere University, but also made a significant contribution to the cultural vibrancy of Uganda’s higher education system.
The Chief Guest, Owek. Joseph Mulwanyammuli Ssemwogerere, former Katikkiro of Buganda Kingdom, lauded Prof. Walusimbi for his tireless efforts in promoting African languages, particularly Luganda, which continue to shape Uganda’s linguistic landscape. Speaking on behalf of the Katikkiro of Buganda Kingdom, Charles Peter Mayiga, Owek. Mulwanyammuli offered profound reflections on the pivotal role of language in preserving culture and driving socio-economic development.
At the core of his address was the critical role of language in defining identity and fostering unity in the community. “A community without language and culture is a lost group,” Owek. Mulwanyammuli stated, emphasizing the necessity of nurturing indigenous languages as vital to the socio-economic transformation of societies. African languages, he argued, are not only markers of identity, but also powerful tools for development, promoting community cohesion and progress.
The former premier celebrated Prof. Walusimbi’s remarkable contributions, noting that he was a steadfast advocate for the academic recognition and preservation of African languages, particularly at a time when many dismissed them as unworthy of scholarly attention. Prof. Walusimbi’s groundbreaking work to have Luganda and other indigenous languages taught at universities has created a lasting impact, resulting in a generation of experts in these fields. His unwavering commitment has shaped the academic landscape, leaving behind a legacy of linguistic scholars continuing his mission.
Owek. Mulwanyammuli also addressed a contemporary challenge—the misconception that native speakers of a language are automatically experts. He stressed the importance of formal education in indigenous languages, particularly to guide the youth who are increasingly influenced by social media and globalization. “We need people like Professor Walusimbi to guide us, especially the youth,” he remarked, underscoring the need for academic support in teaching indigenous languages and culture.

Owek. Mulwanyammuli thus called for continued research into the relationship between indigenous languages, culture, and development. “We need to move with the times,” he urged, highlighting the potential of integrating indigenous languages into the evolving digital landscape. By doing so, he believes African languages can play a pivotal role in the continent’s economic and political transformation, serving as bridges to new technologies and innovations.
In her keynote address, Ms. Margret Nankinga, Coordinator of Luganda, Lusoga, and Lugwere Languages at the Language Commission of the African Union, emphasized the contributions of Prof. Walusimbi to the teaching of Luganda and African languages at Makerere University and other Universities as well as key issues of cultural identity, education and technological advancement.
She highlighted the impact of colonial-era policies that sought to diminish the role of mother tongues in education, labeling them as hindrances to academic success. These attitudes, which punished children for speaking their native languages, still re-occur today, inhibiting the growth of linguistic diversity. She stressed that Prof. Walusimbi defied these odds, dedicating his career to proving that African languages—specifically Luganda—could be vehicles for higher education and intellectual discourse.
She portrayed the significance of linguistic literacy, urging a revitalization of indigenous languages in both educational and technological contexts. Ms. Nankinga highlighted how, despite the historic stigmatization of mother tongues, languages such as Luganda have demonstrated adaptability. Prof. Walusimbi’s pioneering work in introducing Luganda at the university level exemplifies the potential of African languages to carry complex and high-level knowledge.

Drawing attention to the challenges of the 21st century, she warned of the digital divide, where African languages are at risk of being excluded from the digital revolution. “Are we capable of migrating our languages into the digital sphere?” Ms. Nankinga asked. She emphasized that in an age where social media, artificial intelligence, and ICT dominate global communication, it is crucial that African languages are not left behind. To preserve their cultural heritage and ensure their relevance in the future, African languages must evolve alongside technology.
“In this migration, someone may be sitting right next to you, yet they’re not truly present. They are in another world—the world of social media. Their attention is consumed by social media. Their body may be here, but their spirit and everything else have already migrated—that’s the term they use. So, how do we ensure that as they migrate, they carry our language with them? How do we ensure they carry our cultures? How do we ensure that our indigenous knowledge also migrates to the digital world, to social media, and the Internet?” she questioned.
Ms. Nankinga also underscored the importance of policy reform, calling for a shift in attitudes toward language education. She advocated for policies that provide economic value to indigenous languages and support their integration into the digital landscape. The example of the Bible being translated into 22 Ugandan languages was a powerful illustration of the richness of these languages and their capacity to convey complex ideas. Yet, much more needs to be done, she argued, particularly in the realms of scientific research and technological innovation.
She advocated for collaborative efforts among universities, researchers, and policymakers to bridge the gap between traditional knowledge and modern innovation. “If we are to evolve, let us start with our languages,” Ms. Nankinga guided. She also pointed out the need for researchers to present their findings in African languages, making academic knowledge more accessible and relevant to local communities.
Prof. Barnabas Nawangwe, the Vice Chancellor of Makerere University, emphasized the significant impact of Prof. Walusimbi’s work on both the academic and cultural realms. He remarked that when Prof. Walusimbi joined Makerere University as a tutorial fellow in 1972, he entered an academic environment that had not yet fully recognized the intrinsic value of Ugandan and African languages. Prof. Walusimbi advocated for the inclusion of indigenous languages in the university curriculum, beginning with the introduction of Luganda as a formal subject in 1976.

The Vice Chancellor stated that Prof. Walusimbi’s academic journey at Makerere University exemplified both scholarly excellence and an unwavering commitment to the advancement of indigenous languages. His rapid progression from tutorial fellow to lecturer in 1975, senior lecturer, and ultimately, the first Ugandan to attain a professorship in linguistics in 1992, stands as a testament to his dedication and intellectual rigor. He explained that Prof. Walusimbi’s contribution to Makerere University extended far beyond his exemplary academic achievements.
“Recognizing the importance of community engagement, he established platforms such as the Baganda Nkobazambogo Students Association and co-founded the Luganda Language Society (Ekibiina ky’olulimi oluganda). These initiatives not only nurtured linguistic scholarship, but also promoted cultural pride and heritage among generations of Ugandans. His persistent outreach has indelibly changed the cultural and educational landscape of our nation,” Prof. Nawangwe said.
Prof. Nawangwe announced the University’s exciting new initiative that is aligned to integrating technology with language preservation. He highlighted a research project by researchers at Makerere University at the College of Education and External Studies who were developing an application to transcribe the Luganda language in real-time. This tool was designed to enable those with hearing impairments to read spoken Luganda on their screens. Prof. Nawangwe stated that this project was a true reflection of the kind of research-driven innovation that Prof. Walusimbi had championed throughout his life.
Prof. Anthony Muwagga Mugagga, the Principal of the College of Education and External Studies represented by Prof. Paul Muyinda Birevu, acknowledged Prof. Walusimbi’s instrumental role in establishing the Department of Humanities and Language Education at the College. He stated that Prof. Walusimbi’s visionary leadership played a pivotal role in integrating rigorous linguistic scholarship with progressive pedagogical practices, creating a strong foundation for the study of languages. He added that by championing interdisciplinary research, Prof. Walusimbi set a benchmark for academic excellence in language education.
“His foresight and leadership were critical in leading these language studies in our curriculum. Through incorporating rigorous traditional linguistic scholarship in progressive pedagogical practices, he not only established a robust academic foundation for the study of languages, but also set a standard for interdisciplinary research. His commitment to multi-term education has reshaped education practices in Uganda,” Prof. Anthony Mugagga stated.
The Principal noted that Prof. Walusimbi was at the forefront of advocating for policies that promoted language instruction in local dialects, ensuring that Ugandan and other indigenous languages were integrated into formal education. This advocacy helped position language as more than just an academic discipline but as a fundamental tool for cultural preservation and social cohesion.

On a personal note, Prof. Mugagga shared that Prof. Walusimbi was not just an outstanding academic but also a compassionate mentor whose guidance left a profound impact on many scholars, including himself. He credited the late professor for instilling in him the belief that education transcends textbooks and lecture halls. According to him, Professor Walusimbi’s mentorship emphasized the importance of curiosity, identity, and ethical responsibility in academia. He noted that the late professor’s dedication to blending traditional values with innovative educational practices made him a model educator who fostered equity, intellectual rigor, and mutual respect among students and colleagues alike.
The Minister for Heritage and Palaces in the Buganda Kingdom, Dr. Anthony Wamala acknowledged the lasting contribution of Prof. Livingstone Walusimbi to the development of his mother tongue, to be specific Luganda.
The Minister described Prof. Walusimbi as the “father of modern Luganda language,” underscoring his pivotal role in ensuring that the study and teaching of Luganda received the academic recognition it deserved. “Through his effort in advocacy and mentorship, the teaching of our own language gained recognition at this great centre of academic excellence,” the Minister said.
The Minister emphasized that Prof. Walusimbi’s contributions went far beyond academic scholarship. His work laid a critical foundation for the continuity of Uganda’s heritage and cultural identity. “It is therefore incumbent upon us, the living, to protect and extend the vision and leadership of Professor Walusimbi,” the Minister urged, stressing the need for continued efforts in supporting the teaching and further development of Luganda.
Taking note of the modern technological advancements today, the Minister highlighted the potential to use these tools to further the transmission of Luganda. “We are blessed to live in a world with numerous technologies that we can exploit to pass on our language,” he remarked, pointing to mobile applications as one example of how technology could be harnessed to make learning and teaching Luganda more accessible, especially for younger generations and those from outside the region wishing to learn.

The Minister called on everyone, to not only celebrate Prof. Walusimbi’s achievements, but also to commit to embodying the values he championed. “Let us strive for excellence in our pursuits, serve our communities with proportion, and use our knowledge to build a more just and equitable world,” he stated. By doing so, the Minister affirmed that Prof. Walusimbi’s legacy would continue to inspire and guide future generations in the preservation and growth of Uganda’s linguistic and cultural heritage.
As the first recipient of a PhD in Luganda from Makerere University and the only professor specializing in the subject, Prof. Fred Masagazi Masaazi, the Chairperson of the Organizing Committee for the inaugural lecture and a former student of Prof. Walusimbi praised his unwavering commitment to the development of Luganda and other African languages. He underscored the significance of Prof. Walusimbi’s work in advancing linguistic scholarship. He expressed the collective aspiration to see other Ugandan and African languages develop to the level of Luganda, highlighting how the late Professor’s efforts extended beyond Makerere University to impact the broader linguistic and educational landscape.
He said, “It is our wish to see Uganda and other African languages develop the way Luganda has developed. We are here to instruct on work that has been done by Prof. Livingstone Walusimbi.”
Prof. Masagazi Masaazi applauded the invaluable contributions of Uganda’s language teachers, recognizing their role in sustaining and expanding linguistic education through research, teaching, and publication. He further reflected on Professor Walusimbi’s groundbreaking achievements, explaining that his mentor did not merely study languages for academic interest, but worked tirelessly to develop structured programs in Luganda. Prof. Walusimbi, initially trained in English language and linguistics, conducted extensive research and pioneered the creation of Luganda language programs.

Mr. Aloysius Matovu Joy, a multifaceted Ugandan artist, one of the directors of Bakayimbira Dramactors and a former student of Prof. Walusimbi, in a poignant poetic tone called the populace to preserve and nurture the Luganda language, the mother tongue of many Ugandans. He re-echoed the importance of passing the language on to future generations, encouraging parents to teach their children not just to speak it, but to gain expertise and qualifications in it. He called for a broader recognition of the language, urging for books and knowledge in Luganda to multiply, thus safeguarding its future.
He recounted the invaluable role Professor Walusimbi played in his life, describing him as a nurturing figure who never let his students wither but instead helped them flourish. “He watered us, and we blossomed,” said Mr. Matovu, highlighting how the professor instilled in his students a profound love and respect for Luganda. According to Mr. Matovu, it was Professor Walusimbi who helped elevate the language, allowing it to surpass others, especially those that historically sought to suppress it.
Mr. Matovu praised Professor Walusimbi for being a fountain of wisdom, comparing him to a stone that, once ordinary, transformed into a mighty rock that stood out among others. “You became a father, mother, and grandparent to us, shaping us into the people we are today,” he said, conveying deep respect and admiration. He also underscored how Prof. Walusimbi not only made his students experts in the Luganda language, but also helped them become teachers and leaders in their own right.
Dr. Alice Joy Nabalamba, daughter of the late Prof. Walusimbi, on behalf of the family, expressed deep gratitude for the recognition of her father’s legacy. She emphasized that Makerere University was more than just a workplace for her father—it was his second home for over four decades. She extended special thanks to the organizing committee for their unwavering commitment to ensuring that Professor Walusimbi’s work is celebrated and remembered.
Reflecting on his career, Dr. Nabalamba described her father as more than an educator; he was a mentor and a guardian of language and culture. His belief that language is deeply intertwined with identity and heritage fueled his relentless efforts to preserve indigenous languages. As an advocate for linguistic preservation, his work extended beyond academia to global platforms such as UNESCO, where he collaborated with experts to safeguard endangered languages. Dr. Nabalamba noted that he was acutely aware that the disappearance of a language equated to the loss of history, wisdom, and the very essence of a people.

Dr. Nabalamba called upon the multitude to carry forward her father’s vision. She urged scholars, educators, and language enthusiasts to continue his work by promoting indigenous languages, fostering education, and embracing kindness. In her words, “Today, as we honor him, I know he would not want us to dwell in sorrow. Instead, he would want us to continue with his work—to teach, to preserve, to serve, and most of all, to be kind to one another.”
In a panel discussion moderated by Dr. David Kabugo, the panelists namely Dr. Prosperous Nankindu, Dr. Ronald Kizito, and Prof. Abasi Kiyimba shared insights into the linguistic legacies of Professor Walusimbi and how to continue his work in preserving and promoting African languages in the digital era.
Dr. Ronald Kizito pointed out Prof. Walusimbi’s role in introducing Luganda at Makerere University, which later spread to other institutions. He noted that Prof. Walusimbi’s 1976 PhD dissertation from UCLA continues to be a valuable resource for their work, especially in training computers to recognize the syntax, grammar, and structure of Luganda. He emphasized how this laid the foundation for teaching computers to understand and process Luganda, making it accessible on a global scale. He also shared ongoing efforts at Makerere University College of Engineering, Design, Art and Technology, where they are working on teaching machines to read, translate, and speak Luganda, ensuring that the younger generation can interact with technology in their native language.

Dr. Prosperous Nankindu mentioned the importance of preserving and promoting Luganda, highlighting the foundational work of Prof. Walusimbi in developing Luganda studies. She acknowledged his efforts in standardizing Luganda grammar and literature, which have greatly influenced language education in Uganda. Dr. Nankindu stressed the need for continued research and technological advancements to ensure that Luganda remains relevant in the digital age. She called for more initiatives to integrate Luganda into modern communication, education, and artificial intelligence, ensuring its sustainability for future generations.
Prof. Abasi Kiyimba focused on Prof. Walusimbi’s great work in developing the Luganda language and its literature. He explained how Prof. Walusimbi helped set rules on how Luganda should be written and spoken correctly. He also worked on creating dictionaries and improving the language for teaching and learning. Prof. Kiyimba called upon the audience to continue researching and using modern technology to keep Luganda strong and relevant in schools and everyday life.
The well-attended lecture moderated by Ms Ritah Namisango and Dr. Muhammad Kiggundu Musoke from the College of Education and External Studies, ended with a prayer led by Bishop Hannington Mutebi, a member of Prof. Livingstone Walusimbi’s family.
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Admission List to Bachelor of Education External (BED) 2025/26 -Private Sponsorship
Published
3 days agoon
May 22, 2025By
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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.
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Education
Makerere University embarks on developing e-Learning Digital Transformation Roadmap
Published
2 weeks agoon
May 8, 2025
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.”

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.

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).

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

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.

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.

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.

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.

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.

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.”

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.

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.
Education
University of Zululand Explores collaboration in decolonization of curriculum and teaching of Kiswahili and isiZulu languages
Published
4 weeks agoon
April 30, 2025
On 29th April 2025, a delegation from the University of Zululand, South Africa led by the Deputy Vice Chancellor (Engagement and Transformation), Prof. Byron A. Brown visited the College of Education and External Studies (CEES) at Makerere University to discuss collaboration opportunities specific to decolonization of the curriculum in African universities, teaching pedagogies and re-positioning of African languages in education institutions.
The term decolonization of education is a central theme within the African Union’s agenda 2063, which envisions a united and self-reliant Africa. This agenda emphasizes the need for an education system that reflects African values, knowledge systems, and cultural identities, further supporting the ongoing push for integrating indigenous knowledge into formal education.
Underscoring the value of collaboration between Makerere University and the University of Zululand, Prof. Brown stated that both institutions will be in position to promote African values and knowledge, promote local languages and develop a socially responsive decolonized pedagogy.

It is envisaged that Makerere University’s rich history and impact on the African continent will significantly enrich the University of Zululand’s project aimed at building authentic African universities.
In the morning hours, the delegation from the University of Zululand held a strategic meeting with the Vice Chancellor of Makerere University, Prof. Barnabas Nawangwe and some members of Makerere University Management. Quoting the proceedings of the meeting, Prof. Brown was pleased to note that Makerere University has ten (10) Colleges and a significant number of Schools and Departments, which will play a central role in the collaboration.
At the core of this interaction was the language question, which is central in the decolonization agenda with several researched opinions and respected voices at the national and global levels advocating for re-positioning of local or African languages.
Consequently, at the College of Education and External Studies, the delegation interacted with staff from the Kiswahili Section under the Department of Humanities and Language Education where issues of knowledge decolonization and exchanges were central.

During the interaction, Prof. Brown highlighted that the University of Zululand is committed to the implementation of the theme that focuses on strong institutions, education and social justice.
Stating the main purpose for visiting the Kiswahili section, Dr. Bongephiwe Myeni Gladness, a Lecturer at the Department of African Languages and Culture, University of Zululand highlighted that they are interested in introducing Kiswahili as one of the African languages at the University of Zululand.
“We have some interventions such as taking Kiswahili to Zululand, working on the online teaching and internationalization program. We are promoting research in African languages. We have students that are doing research in isiZulu,” she said.

Dr. Bongephiwe reiterated that their objective is to create collaborations with African Universities. Highlighting that Kenyatta University and Moi University in Kenya were onboard, they visited Makerere University to interact with the University Management and faculty on matters pertaining to decolonization of the curriculum and academic exchange.
Building on the commitment that the delegation from the University of Zululand had received from the Vice Chancellor and the University Management, Dr. Caesar Jjingo, a Lecturer specializing in Kiswahili language pedagogies and materials development highlighted the readiness of the teaching staff to participate in the collaboration aimed at promoting the Kiswahili and isiZulu languages.
“It was an insightful engagement with the delegation in relation to pedagogy, research collaboration and language students’ exchanges purposely to advance the teaching of Kiswahili and isiZulu languages at the University of Zululand and Makerere University, respectively,” said Dr. Jjingo.

With the short term, medium and long term strategies being undertaken by the College of Education and External Studies to decolonize education in East Africa, the coming on board of the University of Zululand from South Africa expands the spectrum to the African continent.
On 9th and 10th April 2025, the College of Education and External Studies at Makerere University hosted the 3rd East African Teacher Education Symposium under the theme, “Curriculum Development and Decolonization of Education in East Africa.”
Supported by the Norwegian Agency for Development Cooperation (Norad), the Capacity Building for Research-Based Teacher Education (CABUTE) project with its partner institutions namely Makerere University, Kyambogo University, University of Bergen in Norway, Western Norway University of Life Sciences and the Uganda National Institute for Teacher Education (UNITE) played a pivotal role in making the decolonization of education a topical issue.
During the symposium, experts called for the integration of indigenous knowledge into Uganda’s education system to make learning more relevant, practical, culturally aligned with the communities.
The Keynote Speaker, Prof. Proscovia Namubiru, the Acting Vice Chancellor at UNITE highlighted that much of Africa’s indigenous knowledge was suppressed during the colonial period. She noted that the pre-colonial African knowledge in various fields-was often deemed “satanic” or primitive by missionaries and colonial leaders. This view led to the promotion of Western educational models, which largely ignored and erased the indigenous practices.
Prof. Namubiru advocated for a holistic multi-disciplinary approach that values indigenous practices alongside formal education. “Education institutions must form strong, respectful relationships with communities to ensure that indigenous knowledge is shared appropriately,” she said.
Tackling the key factor of language, Prof. Namubiru decried the practice of suppressing the local languages or African languages, and promoting the foreign languages.
She observed that even when the colonialists left, schools and universities in Uganda have continued to promote foreign languages to the detriment of African languages. She reminded the audience about the practices in different schools where learners are punished for speaking vernacular. According to Prof. Namubiru, referring to local languages as “vernacular” was aimed at making them inferior.
Acknowledging that decolonization of the curriculum should bring on board everyone, a step that involves starting with liberating the mind of each individual, Prof. Namubiru urged the participants to start with the small steps for instance stopping the punishments for speaking “Vernacular” and popularizing the usage of the local or African languages.
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