Education
Inclusive education: Using assistive technologies to manage the learning needs of students with visual impairments at Makerere and Kyambogo Universities
Over 80 academic staff at Makerere University and Kyambogo University have been trained under a five-year project designed to enhance the teaching and learning of visually impaired students in Uganda, through the use of assistive technologies. In addition, 100 university students with visual impairments have also been trained and supported. An online course titled, “Supporting Learning of Students with Visual Impairment” was developed. There is increased awareness and understanding at Universities of the needs of learners with visual impairments.
With this support, the College of Education and External Studies at Makerere University secured some specialized equipment and assistive technologies for research as well as facilitating usage and access to these devices by students with visual impairments.
Inclusive education is based on the premise that all children, regardless of their social, cultural, physical and mental (UNESCO, 2009) conditions should learn together (UNESCO, 2014). As a philosophy, inclusion urges training institutions to welcome, value everyone, and minimize barriers to accessing quality education and ensuring effective participation in learning experiences by all learners (Morina, 2017).
Globally, ICT is increasingly being used to improve the learning and independence of students with visual impairments (Gill, Sharma & Gupta 2017).
The project team consisting of staff from Makerere University College of Education and External Studies, Kyambogo University, National Council for Higher Education and Uganda National Association of the Blind noted that the preparedness of public universities in Uganda to provide education to students with visual impairments was still wanting. The research team noted that available studies indicated evidence of discrimination, an unsupportive teaching and learning environment, negative attitudes, inappropriate infrastructure and unprepared academic staff.
With funding from the Government of Uganda through Makerere University Research and Innovation Fund (MakRIF), a research project titled, Unlocking the Potential for Enhanced Teaching and Learning of the Visually Impaired in Uganda’s Public Universities: The Role of Assistive Technologies-(ATEVIL) was designed to address the challenge of limited awareness and capacity by public universities to support the teaching of students with visual impairments.
Since 2020, the research team has been implementing the ATEVIL project aimed at supporting students with visual impairment by strengthening educators’ capacities and enhancing educational accessibility.
At the stakeholder’s dissemination workshop held on 12th March 2025 to assess the five-year application of the ATEVIL project, the participants unanimously agreed that assistive technologies are key in helping the visually impaired students close the learning gaps.
The research team consists of the following members: Dr. Leah Sikoyo, Associate Professor Betty Ezati, Dr. Dianah Nampijja, Dr. Michael Walimbwa, Associate Professor Joyce Ayikoru, Mr. Daniel Okot, Dr. Godfrey Onyait and Mr. Ronald Luyima.
Dr. Leah Sikoyo, the Principal Investigator of ATEVIL Project
Presenting the situation analysis, Dr. Leah Sikoyo, the Principal Investigator-ATEVIL project indicated that the number of learners with visual impairments enrolling for university education has been increasing amidst limited capacity by teacher educators to effectively manage their learning needs.
Dr. Sikoyo attributed the rise in the number of students with visual impairments accessing university education to the awareness and sensitization efforts by the Government of Uganda, Ministry of Education and Sports, parents, the Uganda National Association of the Blind and other stakeholders.
She disclosed that although at Makerere University, most of the students with visual impairments enroll for academic programmes in the humanities, social sciences, education, law and business, at the global level, where assistive technologies are accessible, they empower the learners with visual impairments to study a wide range of courses in the sciences, medicine, engineering and among others.
Using a very common scenario, Dr. Sikoyo who is an academic member of staff at Makerere University-College of Education and External Studies, mentioned a critical issue in the existing educational framework. She pointed out that most of the teaching staff unconsciously use this statement when teaching, and I quote: “Dear students, do you see this?” This inherent bias towards sighted students results in significant barriers for those with visual impairments. The lack of awareness and training among educators has led to inadequate support mechanisms, leaving students with visual impairments feeling isolated and ignored, especially during crucial assessment periods. She added that in some situations, academic staff would establish that some students have visual impairments during tests or towards the examinations period.
In response to these challenges, the ATEVIL project integrates assistive technologies to foster an inclusive learning environment. “Technology enables flexibility. It provides possibilities to adapt to the learning environment. Students can work not just with ease, but also with independence,” stated Dr. Sikoyo. She stressed that this approach not only empowers students to access information independently, but also shifts the educational paradigm towards a more equitable system.
The ATEVIL project’s innovative strategies encompass not just hardware and software, but also methodologies that cater to different learning needs, enabling educators to create a supportive environment for all students.
With the ATEVIL project success, its implications extend beyond the classroom, serving as a contact of hope for a more inclusive Uganda and fostering awareness and training among educators, the initiative hopes to maximize the potential of all students, regardless of their disabilities. It is hoped that, by addressing the systemic challenges faced by visually impaired students, this initiative is not just changing lives; it is redefining the future of education in Uganda.
Remarks by Representative of MakRIF
Representing Prof. Fred Masagazi Masaazi, the Chairperson of the MakRIF Grants Committee, Dr. Zahara Nampewo, the Deputy Principal, School of Law at Makerere University stated that true vision goes beyond physical sight, and this project aims at helping visually impaired students to see with their minds.
Dr. Nampewo commended the project team for their innovative approach towards inclusive learning for visually impaired students, noting that it has transformed the lives of learners and positively influenced government policy.
“In addition to learners with visual impairments, I implore the ATEVIL project team at Makerere University, Kyambogo University and National Council for Higher Education, to consider students with hearing and mental disabilities. I encourage you to expand the scope of this project to achieve even greater impact and actionable results,” said Dr. Nampewo, a Member of MakRIF Grants Management Committee.
Remarks from National Council for Higher Education
Participating in the stakeholder’s dissemination workshop, Dr. Olive Lunyolo, a Senior Education Officer at NCHE re-affirmed Government’s commitment to promoting inclusive learning across all educational institutions.
Dr. Dianah Nampijja presents impacts and outcomes
Dr. Nampijja said: “When we started this journey, it was a journey of not knowing things to do. As we have walked through, we have increased awareness on inclusive learning. We needed our students to be independent. We didn’t want to pity them. The goal is to equip the learners to thrive in competitive work environment.”
The ATEVIL project gathered insights into the lived experiences of students with visual impairments, ensuring that their needs were met comprehensively. According to Dr. Nampijja, the ATEVIL project presented possibilities. The project research implementation team focused on presenting possibilities to learners with visual impairments. “Assistive technologies are part of those artifacts that allow these possibilities,” she said.
She noted that by focusing on assistive technologies, the ATEVIL project made learning more accessible. “The initiative addressed gaps in the learning management systems, allowing students to navigate these platforms effectively,” she remarked.
Highlighting the importance of continuous professional development, Dr. Nampijja reported that through the ATEVIL project, 80 academic staff across Makerere and Kyambogo Universities were successfully trained in inclusive teaching strategies and assessment methods tailored for students with visual impairments.
Contribution from Makerere University Disability Support Unit
Ms Elizabeth Rwabu who manages the Makerere University Disability Support Unit mentioned that that she has been engaged with disability advocacy since childhood. “You should never allow the disability to define you. Accept your circumstances, but remember, you are not defined by them,” she advised. According to Ms Rwabu, this is a notion that the true challenges are not solely in the impairments themselves, but in the societal barriers that inhibit full participation in daily life. She noted that, ‘Barrier plus impairment equals disability.’ She explained that by dismantling barriers, be it physical, social, or systemic, individuals can reclaim their agency.
Contribution from the Makerere University Dean of Students’ Office
Mr. Peter Mwanja from the Office of the Dean of Students at Makerere University guided as follows: “In addition to providing accommodation to students with disabilities, we need to ensure that they are actively included in all aspects of university life. This includes sports and extracurricular activities, which are vital for social integration.”
Feedback from participants at the Stakeholders Dissemination Workshop
During the plenary session, participants observed that the disability will be broken when you remove the barriers preventing access to what you are meant to do. They commended the ATEVIL project which aims at addressing these barriers head-on for providing practical solutions that are changing perceptions and outcomes within the community.
The participants underscored the need for teachers and staff to receive training on disability awareness and inclusivity. They also noted that while some progress has been made, many university facilities are still lacking essential features such as ramps and accessible restrooms.
The stakeholders advocated for policies that support and empower students with visual impairments as well as increased support from the Ministry of Education and Sports in form of funding specific to the needs of students with visual impairments, specialized equipment and assistive technologies.
Testimonies from academic staff trained during the ATEVIL project
Dr. Zaid Sekito, Makerere University
Dr. Zaid Sekito, an academic staff member at Makerere University College of Humanities and Social Sciences and a beneficiary under the ATEVIL Project, reflected on his transformative two-year journey since joining the initiative. “I have learned how to deal with students with visual impairments. I am very sensitive when it comes to inclusion of learners with different abilities as well as on the choice of words and terminologies,” he shared.
Convinced that true empowerment requires equitable educational opportunities, Dr. Sekito advocated for a shift towards “multi-diversity universities” that embrace modern technologies to support diverse learners.
He highlighted the need to create more ambassadors advocating for comprehensive training for staff to address the special needs of our students effectively.
Dr. Jackie Adong, Makerere University
Dr. Jackie Adong, an academic staff member at Makerere University College of Humanities and Social Sciences and a beneficiary of the ATEVIL Project shared her transformative journey in supporting students with visual impairments. She elaborated that being sensitive to the needs of students with visual impairments is a reminder of our responsibility as human beings to fellow human beings. Dr. Adong highlighted the rights of students with visual impairments, emphasizing their entitlement to education, participation, and access to resources.
She has adapted to alternative teaching methods by posting class notes on WhatsApp and allowing students to utilize assistive technology for reading. “Now we are aware of them from the beginning of the class, during coursework and during exams,” she said, detailing how the Department of Literature at the College of Humanities and Social Sciences has created a supportive environment. Dr. Adong is committed to continuing these inclusive practices to ensure a brighter future for all students.
Dr. Asio Santamaria, Kyambogo University
Dr. Asio Santamaria, the head of the Department of Biological Sciences at Kyambogo University and a beneficiary of the ATEVIL Project, highlighted the significant impact of the initiative on her teaching approach and awareness of students with visual impairments.
Reflecting on her experience, she pointed out, “Observation has helped us recognize students who may appear physically fine, but require special attention.” Dr. Asio emphasized the need to accord extra time for coursework and exams to students with visual impairments. She credited the ATEVIL project for enhancing her knowledge of modern assistive technologies and inclusive teaching strategies.
Enock Kisekka, Kyambogo University
Enock Kiseka, an academic staff member at Kyambogo University and beneficiary of the ATEVIL Project, shared his transformative journey in supporting visually impaired students. He disclosed that initially, he did not understand fully the challenges faced by students with visual impairments.
His perspective changed after participating in inclusive training. Kiseka emphasized the importance of intentionality, stating, “I became more aware of students with low vision and learned to provide appropriate support, such as extra time during assessments.”
His engagement with the Disability Support Centre led to collaborative efforts to create a more inclusive environment. “We have developed a strong relationship with the special needs faculty,” he added, underscoring the collective responsibility in enhancing accessibility.
Students’ Testimonies
Awilo Mariam, a student at Makerere University and beneficiary under the ATEVIL Project, shared her experience, stating, “Before the training, I struggled with using the Moodle portal, but now I can type my notes and exams confidently.”
She emphasized the power of empathy, urging, “Treat everyone simply; life can change in an instant.” Awilo expressed gratitude for the support from her lecturers, acknowledging their crucial role in her educational journey.
Paul Kakooza, a student at Makerere University and beneficiary under the ATEVIL Project, expressed profound gratitude for the initiative’s impact on students with visual impairments. According to Kakooza, the ATEVIL project has yielded results, empowering visually impaired students to navigate technology and advocate for their needs.
Kakooza also reported on the transformation in his ability to access information. “We are now able to navigate our phones and the Internet, which was once a challenge for many of us,” he mentioned. He pointed out the societal discrimination faced by visually impaired individuals, urging for greater awareness among educators about their needs.
“We need to extend the ATEVIL project’s reach into the employment sector,” he urged, noting that many organizations underestimate the potential of visually impaired graduates.
Namugenyi Rosemary, an alumnus of Makerere University alumnus and beneficiary of the ATEVIL Project shared her experience. Being a visually impaired student, Namugenyi faced challenges coping with traditional learning methods. She was liberated and empowered by the ATEVIL project, which helped her to navigate technology effectively.
Namugenyi recounted how she initially struggled with online course works and assignments, but eventually mastered it. “Through the training, I became a pioneer in using scanning technologies to transform hard copy notes into accessible formats.
Namugenyi explained that her newly acquired skills through the ATEVIL project have enabled her to gain trust among her peers, who often seek her guidance for research. She concluded with heartfelt gratitude for the project, stating, “I pray that it continues to support others who may not yet have access to these vital resources.”
Daniel Elaju, a recent graduate of Makerere University and beneficiary of the ATEVIL Project, who graduated with a First Class degree shared how the initiative aided his academic success and workplace readiness. “I faced numerous challenges at the university, especially finding accessible materials, but the ATEVIL project helped bridge that gap,” he remarked.
Elaju who works at Equity Bank said: “Using Jobs Access to With Speech (JAWS) Screen reader in computers which could enable the visually impaired students to use computers at ease, made a significant difference in his learning journey and career.”
He expressed gratitude for the training he received, which enabled him to outshine competitors during job interviews, notably at Equity Bank, where he secured a job. Elaju described his commitment to sharing knowledge with peers. “I mobilized my colleagues to ensure resources are accessible as well as helping them submit coursework.”
Noting that many employers were not aware of the capabilities of visually impaired individuals, Elaju urged the ATEVIL project and other stakeholders to continue with the advocacy and awareness at the different levels.
Trevor Twinomugisha Makuru, a second-year student at Kyambogo University and beneficiary of the ATEVIL Project, shared his impactful journey, emphasizing the project’s role in enhancing awareness among students with visual impairments. “Joining Kyambogo was challenging as a private student with low vision,” he noted, reflecting on the initial difficulties he faced.
He commended the ATEVIL project for providing him with the essential training in assistive technologies, which enabled him to become more independent in his studies. “We were inspired to revive the Kyambogo University Visually Impaired Students Association, where I currently serve as the President,” he stated, underlining their commitment to educating fellow students about these technologies.
Twinomugisha Makuru credited ATEVIL project’s influence towards his transformation. “Our trainings fostered a desire to advocate for inclusivity leading to workshops that educated others about visual impairments,” he reported.
He called for the expansion of such initiatives, advocating for inclusivity in spaces such as museums, where visually impaired students could also benefit from accessible learning experiences.
Latif Lugudo, an alumnus of Kyambogo University and beneficiary of the ATEVIL Project, shared his inspiring journey, emphasizing the project’s critical role in his academic and personal development.
As a person with albinism and vision impairment, Lugudo who works as an Inclusion facilitator at Heifer International underscored the importance of self-acceptance, stating, “You have to accept the impairment you have before moving forward.”
He described the challenges he faced in his academic journey, particularly in a demanding business studies academic program. “At first, I experienced ridicule from classmates, which made adapting difficult,” he highlighted.
However, the trainings from the ATEVIL Project empowered him to engage more actively with faculty, leading to significant changes, including the installation of JAWS software on computers in the lab for visually impaired students.
Closing remarks by Prof. Betty Ezati
Wrapping up, the ATEVIL Project Stakeholders’ Dissemination Workshop, Dr. Betty Ezati, an Associate Professor at the College of Education and External Studies at Makerere University and a member of the research project team called upon stakeholders to strengthen collaboration to uplift learners with special needs in all educational settings.
Prof. Ezati emphasized that supporting learners with visual impairments is a collective responsibility. “For a long time, we have left learners with visual impairments to fend for themselves, but now it’s clear that we all have a role to play in making a positive difference in the lives of these students. There is need for targeted support and provision of assistive technologies,” she stressed.
Acknowledging the various stakeholders who participated in the dissemination workshop, Prof. Ezati appealed for continued support and training. “This project is meant to light the fire; we hope it will remain burning,” she stated.
Education
School Stakeholders’ Exhibition: Graduate Students partner with schools to simplify the new Competence Based Curriculum
Makerere University, on Thursday 26th March 2026, hosted the School Stakeholders’ Exhibition, bringing together learners, teachers, researchers, and education policymakers to demonstrate how Uganda’s Competence Based Curriculum (CBC) can be implemented through experiential learning and real-life situations.
The Exhibition was championed by graduate students from the College of Education and External Studies (CEES) and the College of Humanities and Social Sciences (CHUSS) guided by Dr. Anne Ampaire, a Lecturer of Educational Psychology at Makerere University.
With Dr. Anne Ampaire’s close supervision, the graduate students studying the Master of Early Childhood Education, Postgraduate Diploma in Education, and the Master of Education-Educational Psychology, teamed up with various schools and learners, to showcase the possibilities of taking classroom content into real-life situations.
For instance, at the pre-primary level, students in kindergaten and nursery schools (Two to Eight years) participated in the Early Childhood Development (ECD) sessions guided by their teachers, and graduate students pursuing the Master of Early Childhood Education at Makerere University.
Themed, School Stakeholders’ Responsibilities in Shaping Minds for Productive Life, the exhibition attracted pre-primary, primary and secondary school learners, university students, educators and stakeholders in the education sector.
The following university officials graced the School Stakeholders’ Exhibition: The Principal of CEES-Prof. Anthony Mugagga, the Dean, School of Psychology-Dr. Martin Baluku, and the Head of the Department of Educational, Social and Organisational Psychology-Dr. Richard Balikoowa, Dr. Naomi Namanya-School of Psychology, and Ms. Ritah Namisango-Public Relations and Communication Specialist, who moderated the proceedings.
Education is no longer confined within classroom walls
Dr. Anne Ampaire, a Lecturer of Educational Psychology, welcomed the participants to the Exhibition, an initiative designed to connect theory with practice through stakeholder collaboration.
“Why is it important for Makerere University academic staff and students, to engage with headteachers, teachers, administrators, and learners from pre-primary, primary, and secondary levels? The answer lies in collaboration and shared responsibility, to effectively implement the Competence Based Curriculum,” she emphasised.
Dr. Ampaire explained that the Competence Based Curriculum represents a major shift in education delivery. “Education today is no longer confined to classrooms, not even the transmission of knowledge from teacher to the learners is adequate. The new Competence Based Curriculum focuses on developing competencies that prepare learners for a rapidly changing world,” she stated.
She highlighted the key competencies promoted under Competence Based Curriculum (CBC), including critical thinking, creativity, communication, and problem-solving. “With CBC, the learner is at the centre of this transformation, actively engaged in a learner-centred learning environment,” she added.
CBC grounded in psychology and experiential learning
Dr. Ampaire explained that the exhibition is rooted in educational psychology and field-based research conducted by Makerere University graduate students. “This work is grounded in early childhood education, psychology of learning, human development, and instructional science,” she said.
According to Dr. Ampaire, the School Stakeholders’ Exhibition re-affirms that learning is shaped by the environment and interaction. “The environment continuously shapes learning,” she stressed.
She emphasised that modern education is collaborative. “What I know, what you know, and what others know-when combined-form a stronger system. That is the direction education is taking,” she said.
Dr. Ampaire challenged traditional teaching models. “Gone are the days of teacher-centred learning where the teacher is the sole authority. Today’s learning model recognises that none of us knows it all,” she said.
Roleplays, drama, and cultural performances
A major highlight of the exhibition was a series of interactive performances by learners from different schools, who used drama, storytelling, and traditional dances to demonstrate CBC principles in action.
Pre-primary and primary learners guided by teachers and graduate students, staged roleplays reflecting everyday life situations, including family interactions, classroom discipline, peer pressure, and decision-making. The performances illustrated both positive and negative behaviours, with learners demonstrating how better choices could be made in real-life situations.
In one roleplay, a home setting illustrated the importance of parental attention and emotional bonding, showing how children respond better when given quality time and encouragement.
Another skit focused on classroom discipline, where learners acted out cases of dishonesty and conflict, later resolving them through dialogue, counselling, and cooperation between teachers and parents.
A nutrition-based performance demonstrated how diet affects learning outcomes, contrasting healthy meals such as fruits, eggs, and yoghurt with unhealthy options such as soda and processed snacks.
The exhibition also featured vibrant traditional dances performed by learners to cultural songs. The performances showcased unity in diversity and reinforced messages of identity, discipline, and teamwork.
We must be our brother’s keeper
Dr. Richard Balikoowa, the Head, Department of Educational, Social and Organisational Psychology, emphasised the importance of positive psychology in child development. “Human beings are dynamic and grow through stages of confusion, chaos, compromise, and change,” he said.
He urged educators to focus on constructive discipline approaches. “We should strengthen desired behaviour through positive reinforcement and carefully guide correction without harming the child’s wellbeing,” he said.
Identify formation and long-term development
The Dean of the School of Psychology, Dr. Martin M. Baluku, emphasised identity formation and long-term development. He stressed the role of both teachers and learners in shaping future outcomes. “As teachers, we have a responsibility to shape minds and identities. At the same time, learners must actively shape themselves,” he said.
He called upon students to remain focused on their aspirations. “If you want to join Makerere University in future, you must work hard and take your studies seriously,” he said.
CBC is a bold and necessary reform
Dr. Ampaire described the Competence Based Curriculum (CBC) as a major transformation in Uganda’s education system. “CBC is a bold and necessary step. Education is no longer confined within classroom walls. Learning is everywhere. We should prioritize project-based learning and contextual education. A banana plantation is a laboratory. A craft workshop is a laboratory. Learners must connect classroom knowledge to real-life experiences,” she said.
Schools must embrace practical learning
The Principal of CEES, Prof. Anthony Mugagga, praised the initiative and urged schools to fully adopt CBC approaches. “Many schools are still struggling with how to implement the Competence Based Curriculum,” he stated.
He emphasised that learning must be practical and reflective of real life. “When a child observes behaviour, they may internalise it. That is why learning experiences must be carefully guided,” he said.
Prof. Mugagga urged learners to value time and education. “When faced with challenges at school and you feel like giving up, remember those other Ugandans who wish to be at school, but they are not able, due to lack of school fees,” he advised.
“Being at school is a golden opportunity that you need to utilize to become a better person. I encourage you to be hard-working, focused,disciplined and resilient as you pursue your studies,” he added.
Sharing his experience, Prof. Mugagga disclosed that he was once a student, who faced challenges, but he did not give up.
Prof. Mugagga informed the participants that he was a seminarian, and when his chances of becoming a priest did not materialize, he focused on other career paths within the education sector, rising up to the rank of Professor at Makerere University, and with ability to stand in front of the learners, to share words of wisdom and inspiration.
Stakeholders encouraged to support learner centred education
The exhibition concluded with a strong call for collaboration among parents, teachers, policymakers, and communities to support learner-centred education. Stakeholders agreed that the Competence Based Curriculum can only succeed if all actors work together to create supportive, practical, and inclusive learning environments that prepare learners for real-life challenges.
Schools that participated in the exhibition
Some of the schools that participated in the exhibition include: Mengo Senior Secondary School, Mirembe G. Vocational Training Centre-Zana, Garfield Nursery and Primary School-Gayaza, Tephies Kindergarten School Nagalabi-Budo, Raayat Islamic Primary School.
Education
DACE Launches Research Seminar Series to Strengthen Co-Authorship and Scholarly Engagement
The Department of Adult and Community Education (DACE), under the School of Distance and Lifelong Learning at the College of Education and External Studies (CEES), Makerere University, has launched a bi-weekly research seminar series aimed at strengthening scholarly engagement and promoting co-authorship among staff and students.
The initiative forms part of the Department’s broader strategy to develop and operationalise its research agenda, with the goal of repositioning Adult and Community Education within national and global academic discourse.
According to the Head of Department and staff members, limited public understanding of Adult and Community Education continues to constrain its visibility and impact, particularly in relation to its contribution to lifelong learning, community transformation, and national development. The research seminar series is therefore intended to enhance knowledge production, increase publications, and promote evidence-based engagement in the field.
The seminars, held every Tuesday, are coordinated by Dr. Karembe Ahimbibisibwe and Dr. Kellen Aganyira, following their nomination by the Departmental Academic Board.
The inaugural session, held on Tuesday, 24th March 2026, focused on the theme: “Understanding Co-Authorship in Academic Practice.”
The seminar brought together academic staff, PhD students, and recent graduates of the Master of Adult and Community Education (MACE) programme to reflect on collaborative research and scholarly writing.
Participants engaged with key aspects of co-authorship, including contribution, collaboration processes, and the role of joint writing in enhancing academic productivity and mentorship.
“Co-authorship is not just about writing together—it is about building shared thinking, mentorship, and a collective scholarly identity,” noted one of the facilitators during the session.
As part of the seminar, participants were required to prepare structured abstracts outlining their research focus, theoretical grounding, methodology, and anticipated contribution to scholarship or policy. The session included presentations of draft ideas, followed by peer feedback.
This practical approach enabled participants to move beyond conceptual discussions and actively engage in the process of developing publishable work.
A participant described the experience as transformative. “The seminar has helped me refine my research idea and think more clearly about collaboration. The feedback from colleagues is both constructive and motivating.”
The Department has prioritised inclusive participation by involving graduate students and recent alumni, with plans to expand the initiative to all postgraduate learners in order to strengthen research capacity across academic levels.
Speaking during the seminar, the Acting Head of Department, Dr. Joseph Watuleke, commended staff and students for embracing the initiative and called for sustained commitment to building a research culture. “This seminar series represents a deliberate step toward strengthening our research culture and increasing our contribution to knowledge and development,” said Dr. Watuleke.
Dr. Watuleke noted that the initiative aligns with the strategic direction of the Principal, CEES, Prof. Anthony Muwagga Mugagga, who has consistently emphasized the importance of research in repositioning academic units within the University.
“The Principal has continually guided us to reclaim our intellectual space and strengthen our contribution to Adult and Community Education. This initiative is part of that broader vision of enhancing research visibility and academic leadership.”
The Department envisions the seminar series as a platform for fostering collaborative research, increasing scholarly publications, and building a vibrant academic community within the College of Education and External Studies (CEES).
Education
Makerere University Charts New Future with the unveiling of the Open, Distance and E‑Learning Building and Strategic Plan
By Harriet Musinguzi, CEDAT
Makerere University has embarked on a transformative journey in higher education with the official launch of its Open, Distance and E‑Learning (ODeL) Strategic Plan and the laying of the foundation stone for a new ODeL facility at the College of Engineering, Design, Art and Technology (CEDAT). The event, attended by dignitaries, university leaders, and international partners, marked a milestone in Uganda’s quest to harness digital technology for accessible, innovative, and inclusive education.
Presiding over the ceremony, Ms. Jihee Ahn, Country Director of the Korea International Cooperation Agency (KOICA), underscored the spirit of collaboration that has defined the project. She praised the collective efforts of Korean partners, Makerere’s project management team, and the construction and consulting teams.
Quoting an African proverb, she reminded the audience that “a single stick cannot make fire”, emphasizing that the success of the initiative lies in shared purpose and unity. Drawing from Korean wisdom, she added, “a journey of a thousand miles begins with a single step,” noting that this launch is the first step toward positioning Makerere as a leader in open and distance education across Africa.
“This new building will not be just a physical structure but a driving force that advances our shared vision,” Ms. Ahn said. “KOICA looks forward to continued cooperation with Makerere University and all partners as we move forward together.” she added.
Representing the University Council Chairperson Dr. Lorna Magara, Dr. Silas Ngabirano highlighted the broader significance of the ODeL project. He described it as a turning point in bridging the gap between traditional teaching methods and modern learning needs. “This project is more than just providing technology,” he said. “It’s about enhancing capacity for our students, faculty, and staff. It’s about making education more accessible and affordable, fostering innovation, creativity, and lifelong learning.” He urged staff and students to embrace the opportunities offered by online distance learning, reaffirming the Council’s commitment to supporting initiatives that expand access to higher education.
The Vice Chancellor, Prof. Barnabas Nawangwe, represented by Deputy Vice Chancellor for Academic Affairs Prof. Sarah Ssali, emphasized that e‑learning is a central pillar in Makerere’s Strategic Plan (2026–2030). She noted that the initiative aligns with Uganda’s National Development Plan IV, which prioritizes digital transformation by 2030.
“ODeL provides opportunities for students inside and outside Uganda to engage in learning, access cutting-edge research, and participate in innovation and entrepreneurship,” he said. “Now that ODeL is getting a home, there is no excuse for not delivering.”
Prof. Nawangwe expressed gratitude to KOICA and the people of Korea for the US$12.2 milliongrant, describing it as a testament to Makerere’s reputation as a center of academic excellence and innovation. He also acknowledged the support of Uganda’s Ministry of Education and Sports and the Ministry of Finance, Planning and Economic Development.
The Principal Investigator, Prof. Henry Alinaitwe, outlined three core components of the project: the development of the ODeL Masterplan, the enhancement of e‑learning infrastructure through a state‑of‑the‑art facility and modern equipment, and capacity building to equip staff with the skills needed to create high‑quality digital content. He explained that the construction, valued at USD 3.7 million, is being undertaken by SMS Construction Ltd, with designs developed by ArchForum Consultants Ltd, and is scheduled for completion by September 29, 2027.
Prof. Henry Alinaitwe explained that the ODeL Masterplan was developed through a highly consultative process, engaging numerous Makerere University staff and working closely with project consultants to ensure inclusivity and relevance. He expressed deep appreciation to the implementing partners, the Korea National Open University (KNOU) and the Korea Institute ofDevelopment Strategy (KDS) for their invaluable support in making the initiative a success.
Prof. Alinaitwe also commended the Makerere University Council for approving the allocation of space and committing to maintain the building and systems once operational. He recognized the dedication of the project implementation team, which includes Dr. Venny Nakazibwe(Co‑PI), Prof. Paul Muyinda, Dr. Godfrey Mayende, Mr. Samuel Mugabi, Mr. Alex Mwebaze, Dr. Kenneth Ssemwogerere, and Dr. Lydia Mazzi Ndandiko, for their tireless efforts in managing the project. He further acknowledged KOICA Country Director Ms. Jihee Ahn for expanding the scope of the project beyond the College of Engineering, Design, Art and Technology (CEDAT) to encompass
Written by Musinguzi Harriet, Principal Communication Officer, College of Engineering, Design, Art and Technology.
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