Education
Makerere University Hosts 3rd East African Teacher Education Symposium: A Regional Call to Decolonize and Re-imagine Education
In a continued effort to champion regional dialogue on educational transformation, Makerere University, together with its partners under the Capacity Building for Research-Based Teacher Education (CABUTE) project hosted the 3rd East African Teacher Education Symposium (EATES) from 9th to 10th April 2025, under the theme “Curriculum Development and Decolonization of Education in East Africa.”
The symposium brought onboard participants from local and international academic institutions, researchers, policymakers, and development partners to reflect on teacher education and curriculum reform.
Organized through the Norwegian Agency for Development Cooperation (Norad) supported CABUTE project through a collaborative effort involving Makerere University, Kyambogo University, the Uganda National Institute of Teacher Education (UNITE), the University of Bergen in Norway, and the Western Norway University of Applied Sciences, the symposium fostered dialogue on decolonial perspectives, pedagogical innovation, and cross-border collaboration in reshaping education to reflect African realities.
In her keynote address, Prof. Proscovia Namubiru Ssentamu, Deputy Vice Chancellor for Academic Affairs Designate at the Uganda National Institute for Teacher Education (UNITE) stressed that decolonization must begin at the individual level. She articulated that true transformation requires internal reflection and personal change, stating, “Decolonization starts with us—each one of us. It begins from within.” She warned against championing decolonization in word while remaining mentally and structurally tied to colonial systems, likening such contradictions to “wolves in sheep’s clothing.”
Prof. Namubiru highlighted how education plays a central role in shaping identity, development, and progress, arguing that African education systems must reclaim and integrate indigenous knowledge. She pointed out that despite post-independence reforms, colonial legacies persist, particularly in the continued use of foreign languages in education—an indication that the colonial past still holds.
“Despite significant advancements in educational access and quality, remnants of the colonial curriculum persist, prompting calls for frameworks rooted in indigenous and African perspectives. The continued use of foreign languages reflects this lingering colonial history. Curriculum development is central to this transformation—if you want to touch a nation, go through education,” Prof. Namubiru stated.
Prof. Namubiru questioned the absence of African symbols and tools in curriculum development spaces. “For instance where are the cooking pots?” she asked. Prof. Namubiru called for a radical restructuring of curriculum to reflect African realities. She categorized curriculum into three types: informal, non-formal, and formal. Informal curriculum, she explained, is spontaneous and rooted in community life, taking on the form of pre-colonial African education, driven by oral traditions and lived experiences. Formal curriculum, by contrast, is rigid, institutionalized, and focused on structured learning, often overlooking the value of informal knowledge. Non-formal curriculum exists outside traditional academics—such as cultural galas and extra-curriculum activities—but wondered whether these are meaningfully integrated into higher education. She criticized the rigidity of formal education, stating that even at the kindergarten level, it is disconnected from children’s real-life.
Prof. Namubiru underscored that curriculum design must begin with the needs of learners and society. She guided that curriculum design should not exclude the voices of teachers who implement it. “Teachers must be seen as co-creators, not just implementers,” she noted. She thus defined decolonization as the replacement of colonial knowledge systems with local and culturally grounded content, advocating for culturally relevant pedagogies rooted in African philosophies like Ubuntu, Ujamaa, and Pan-Africanism, describing them as essential pillars in reclaiming African identity and educational empowerment.
The Vice Chancellor of Makerere University, Prof. Barnabas Nawangwe represented by Prof. Buyinza Mukadasi called for urgent reflection and action in the education sector. He emphasized the need to rethink the evolution of education, especially within the current discourse on decolonization. Referring to the theme of this year’s symposium, he described it as “particularly timely,” offering a vital chance to reshape educational frameworks by integrating local histories and addressing global challenges.
“This event is special because it has undoubtedly become a cornerstone in the region,” Prof. Buyinza noted, “providing us with a platform to reflect on our successes and explore ways to transform future education.”
Prof. Buyinza highlighted the fast-paced global changes driven by technology and globalization, urging education systems to adapt to the trends. “The issues at hand are evolving quite fast. We live in a dynamic society, and therefore the aspiration for the future needs really critical thinking and reflection,” he said. He underscored the importance of lifelong learning and strategic positioning of African institutions to lead transformative progress.
Prof. Buyinza warned against lagging behind in the Fourth Industrial Revolution, just as Africa did in previous revolutions. “We live in a digital age, and we must keep pace with rapid advancements. The first, second and third industrial revolutions left us lagging. The fourth should not leave us behind!” He stressed the need to “revolutionize and reshape” the curriculum to prepare students for this era, integrating essential subjects such as English, mathematics, music, and foundational education.
He recognized the long-standing support from the Royal Government of Norway, which has funded infrastructure and academic initiatives at Makerere since the 1960s, including the construction of some buildings at the University. He also acknowledged the contributions of University of Bergen, other Ugandan universities, and international partners like the Western Norway University of Applied Sciences.
He urged participants to actively engage in the symposium’s discussions: “Let us embrace the opportunity to exchange knowledge, challenge prevailing paradigms, and explore new pathways for the future of education,” he said, officially declaring the symposium open.
Prof. Anthony Muwagga Mugagga, Principal of the College of Education and External Studies, specified the urgent need to decolonize African education, particularly in curriculum development. He explained that despite some progress, African education systems lag in fully embracing indigenous knowledge and cultural values.
Citing the Catholic Church’s shift in the 1950s to include African languages, music, and drumming in worship, Prof. Mugagga argued that religious institutions have outpaced education systems in decolonization efforts. “The church decolonized itself by, first, allowing indigenous languages to be used in their services. So, I think we are very late—extremely late. The church, which introduced formal education, has decolonized itself,” he stated.
He challenged educators and policymakers to question the philosophical foundations of current curricula, invoking thinkers like Franz Fanon, Walter Rodney, and Paulo Freire. “Are we humanizing ourselves or dehumanizing ourselves? Are we freeing ourselves from oppression? How can I be decolonized if I am still wearing a necktie?” he posed.
Prof. Mugagga observed that the neglect of African folk songs in favor of Western ones in schools is indicative of the broader problem in African education: the lack of meaningful representation of indigenous culture and knowledge. He disclosed that decolonization goes beyond content—it also requires transforming teaching methods. According to him, teachers must be retrained to adopt learner-centered, culturally relevant pedagogies rooted in African traditions, shifting away from colonial-era methods.
In his thought-provoking address, Prof. Steinar Saetre, Principal Investigator of the CABUTE Project, expressed pride in the symposium’s evolution into a regional platform for educators and stakeholders to reflect, challenge norms, and envision a better future. He urged participants to ask critical questions: “Whose knowledge are we teaching? Whose voices are we prioritizing? What kind of society are we shaping through education?” Highlighting that teachers are more than content deliverers—they are culture bearers and community builders—he called for curricula to be continually interrogated and contextually grounded.
Prof. Saetre critiqued the lingering colonial influences in education systems, including language, assessment models, and epistemologies introduced under British rule. “Colonization is not just a thing of the past—it can take new, less visible, yet still powerful forms today,” he warned. He pointed to digital education tools shaped by Western, market-driven values as a modern example, acknowledging their benefits but cautioning against deepening inequalities where access is uneven.
Recognizing the potential of digital platforms for inclusion and collaboration, Prof. Saetre highlighted the need to assess them critically to avoid inadvertently deepening educational inequalities — particularly where access remains uneven. He said that in a decolonized perspective, the digital revolution in education is a double-edged sword which offers opportunities, but only if we engage with it critically, contextually, and equitably.
Drawing from Norway’s experience, he noted a national shift away from excessive screen use, with renewed focus on printed books and foundational skills—signaling that even digital leaders are reassessing what matters most in education.
Though European, Prof. Saetre rejected the notion of being an outsider in decolonization efforts. He stressed that “decolonization is not solely an African responsibility, but a global one,” urging educators to reflect on their own assumptions, cultural biases, and inherited worldviews that often go unexamined.
Emphasizing dialogue and collaboration, he championed sincere cross-cultural conversations as key to creating more inclusive educational models. He encouraged integrative approaches that blend indigenous and Western knowledge, balance digital and printed resources, and stay locally relevant while embracing global collaboration.
In his remarks, Prof. Mathias Mulumba Bwanika, Dean of the School of Education at Makerere University, connected historical curriculum practices with current reforms. Reflecting on the symposium’s theme, he noted its alignment with ongoing regional innovations in curriculum and staffing.
Prof. Mulumba Bwanika, a key contributor to Uganda’s competence-based curriculum (CBC), described it as the best the country has ever developed. Unlike the former content-based approach, which focused on rote learning and fluency in colonial languages without imparting practical skills, he said that the CBC centers on the learners and equips them with relevant, real-world competencies.
“Before the introduction of the competence-based curriculum, East African countries and Africa in general followed a traditional content-based curriculum which emphasized content over competence. One of the most notable outcomes of the content-based approach was that its recipients could speak the colonial language fluently, yet often lacked the practical skills and competences needed in the world of work,” Prof. Mulumba Bwanika said.
He cited CBC adoption timelines across East and Central Africa—highlighting Uganda’s official adoption in February 2020—and stressed the importance of instruction in familiar languages. He recalled the initial exclusion of local languages in Uganda’s CBC and how it took two years of advocacy to have them integrated.
Underscoring the pivotal role of teachers, Prof. Bwanika praised the National Curriculum Development Centre (NCDC) for the retooling efforts, but called for continued structured training for both in-service and pre-service teachers. He affirmed that curriculum development is an ongoing process that must evolve to meet learners’ changing needs.
Prof. Paul Birevu Muyinda, the Country Coordinator of the CABUTE Project, highlighted the initiative’s core objectives: strengthening postgraduate teacher education, building research capacity among teacher educators, promoting gender inclusion, and fostering stakeholder engagement. He elaborated that the symposium’s theme, “Curriculum Development and Decolonization of Education,” was a vital step toward transforming teacher education in Uganda.
Prof. Muyinda noted that the CABUTE project is designed to align teacher education with the competence-based curriculum introduced in Uganda in 2020, ensuring relevance to current educational demands. “Through this symposium, we are committed to advancing the objectives of the CABUTE project, ensuring that teacher education remains relevant, inclusive, and transformative,” he stated.
He extended appreciation to the Norwegian government for its support, acknowledged the efforts of the project team, and commended the local organizing committee for successfully coordinating the symposium.
As the opening session of the symposium concluded, participants engaged in a rich and open dialogue that illuminated critical challenges and opportunities within Uganda’s education system. The key insights included:
- Teacher Exclusion in Reforms: Participants expressed concern that the 2020 rollout of the competency-based lower secondary curriculum lacked meaningful input from teachers, leaving many unprepared and disengaged in the implementation process.
- Colonial Legacy in Education: Several participants lamented the lingering colonial influence, highlighting how local languages and cultural practices are often devalued—even by teachers. This has created a divide between urban and rural learners and undermined efforts to preserve indigenous heritage.
- Role of Teachers as Change Agents: It was emphasized that teachers must lead societal transformation rather than being driven by outdated community expectations. A shift in teacher training and mindset is crucial for meaningful decolonization.
- Implementation Gaps in Curriculum Reform: Teachers reported that the competency-based curriculum, though well-intentioned, is poorly implemented due to lack of retraining and resources. Without proper support, reforms risk failure, similar to past initiatives.
- Marginalization of Indigenous Languages: There were strong concerns about the continued punishment of students for speaking native languages and the lack of written material and literature in indigenous tongues. Participants warned that losing these languages equates to losing cultural identity and history.
- Community Skepticism and Parental Influence: Resistance from parents who equate quality education with Western ideals hinders the acceptance of indigenous knowledge in schools, complicating reform efforts.
- Digital Exclusion and Language: Participants observed that the global digital shift—especially in areas like AI and content creation—further sidelines communities that lack content in local languages.
- Mockery and Undervaluing of Local Languages: Students interested in studying local languages often face ridicule, revealing a societal bias that discourages linguistic and cultural pride.
- Barriers to Indigenous Language Research: A shortage of linguistic resources and skepticism about who can research indigenous languages limits academic exploration. Yet participants emphasized that language understanding, not ethnicity, should define research legitimacy.
Recognizing the value of individual efforts, the participants underscored that systemic change was essential for genuine decolonization. Making reference to the entrenched colonialism, the participants agreed that decolonization is a gradual process requiring resilience, unity and continued resistance.
Tackling the challenges facing the adoption of the curriculum (CBC), Mr. George Wilson Ssabavuma, a curriculum specialist and developer at NCDC noted that resistance to change spans across stakeholders including school owners, teachers, learners and parents. He explained that the major issue is that 64% of the schools in Uganda are privately-owned, and many of these schools lack the necessary resources to effectively implement the new curriculum. This has led to hesitation and in some cases, outright resistance to the adoption of the new curriculum.
He pointed out that only 38% of the teachers have been adequately trained to implement CBC. This lack of training among educators, particularly in the practical application of new teaching methods presents a significant obstacle.
Noting that the transition is not solely the responsibility of curriculum developers, Mr. Ssabavuma informed the participants that the Ministry of Education and Sports must play an active role in ensuring that teachers are properly trained, school heads understand their duties, and ensuring that schools receive access to the resources that they require.
“The involvement of all stakeholders including the School administrators is essential for successful implementation of the competence-based curriculum. Without this collective effort, the expected results will remain elusive,” said Mr. Ssabavuma.
Education
Makerere Takes Lead in Transitioning Universities to Competence-Based Education in East and West Africa
According to Nelson Mandela “Education is the most powerful weapon that you can use to change the world.” This powerful statement resonates with the strides being undertaken by the Government of Uganda to transform the education sector through the Competence-Based Education model.
According to the experts in the field, competence-based education is about the change of methodology from the teacher-centred to the learner-centred approach that positions the learner at the heart of the learning, teaching and innovative processes.
In Uganda, the Ministry of Education of Education and Sports, in partnership with regulators has rolled out a road-map for education institutions at the different levels namely pre-primary, primary, secondary, technical, and universities to transition to the competence-based education (CBE) model.
At the University level, the Ministry of Education and Sports in partnership with the respective Universities, the National Council for Higher Education in Uganda (NCHE), and the Uganda Vice Chancellor’s Forum (UVCF), have lined up several strategies aimed at aligning academic programmes, curricula, research and innovations with the competence-based education (CBE) model.
Ministry tasks Makerere University to provide leadership on CBE
Specific to universities, the directive from the Ministry of Education and Sports was amplified on Tuesday 25th February 2026, during the 76th Graduation Ceremony of Makerere University.
“Earlier on, I directed that all institutions of higher learning prepare for full implementation of competence-based education and training by July 2027. This is a fundamental shift in how we prepare our graduates. We are moving towards a model that emphasizes practical skills, innovation, and problem-solving, directly aligned with the needs of industry and the economy,” stated Hon. Janet Kataaha Museveni in a speech read by Hon. Joyce Moriku Kaducu.
“In this regard, I want to specifically and strongly encourage Makerere University, as our premier institution, of higher learning to champion this directive. I request the Vice Chancellor and your team to lead the way in developing curricula, training staff, and establishing the necessary infrastructure to make competence-based education a reality,” added the Minister.
TRUCE project aligns with Makerere’s Competence-based education agenda
The policy directive from the Ministry of Education and Sports, coincides with Makerere University’s partnership with nine (9) consortium partners to implement an Erasmus+ Capacity Building Higher Education project. Titled Transitioning Higher Education Regulators and Universities to Competence-Based Education in East and West Africa (TRUCE), the project seeks to strengthen the capacities of universities and higher education regulators in Uganda and Ghana to transition to Competence-Based Education (CBE).
Funded by the European Union, the four year TRUCE project (December 2025 to 30th December 2029) draws from African and European expertise in curriculum reform, assessment, quality assurance, digital pedagogy, and stakeholder engagements. TRUCE brings together Makerere University as the lead partner, working with, the Mountains of the Moon University, University of Ghana, Legon University of Education, Winneba, Universitat de Barcelona, Instituto Politecnico do Porto, the National Council for Higher Education of Uganda, the Ghana Tertiary Education Commission, and RUFORUM.
At Makerere University, the TRUCE Project is implemented through the College of Education and External Studies (CEES), with Associate Professor Josephine Esaete as the Principal Investigator, and Professor Anthony Muwagga Mugagga, the Principal of CEES providing oversight. At the strategic level, the TRUCE Project brings onboard Vice Chancellors of the participating universities, Deputy Vice Chancellors, Academic Registrars, the Directors of Quality Assurance, and Chief Executive Officers.
TRUCE Objectives
The project pursues four (4) interlinked objectives:
- Retooling university faculty and higher education regulators in Uganda and Ghana on competence based education
- Developing guidelines for the design, implementation, and assessment of competence based education
- Strengthening collaboration between universities , and the assessment of competence based education
- Improving the capacity of regulatory bodies and higher education institutions to assure the quality of CBE programmes
TRUCE project holds Inception meeting
Bringing onboard over 30 participants, with a minimum of three (3) representatives from each of the nine (9) participating institutions, a TRUCE inception meeting was held on the 8th and 9th of April 2026. It featured remarks from selected partners and regulators, a session aimed at reaching a common understanding of the project scope and start-up priorities, alignment of partner expectations, presentations on financial management, quality assurance principles and indicators, discussion of the five (5) work packages, work plan and budget alignment per work package, consideration of the risk register, decision log, key dates for project activities and stakeholder engagements, as well as, adoption of meeting resolutions.
The work packages, which form the core of the TRUCE project are outlined below:
- Project Management, Coordination and Oversight
- Development and piloting of guidelines for CBE design, implementation, and assessment
- Development of Collaborative Learning ecosystem for CBEs in Higher Education Institutions
- Capacity building for regulators, faculty, managers in CBE design, implementation, and assessment
- Dissemination, Communication and Impact
Purpose of the TRUCE Inception meeting
Dr. Josephine Esaete, an Associate Professor at Makerere University, and Principal Investigator of the project, welcomed the national and international participants to the TRUCE inception meeting.
“Your presence and participation, is testimony to your commitment to the TRUCE project focused on significantly contributing to the transformation of the education sector. TRUCE is grounded in learner-centered pedagogies, which position the learner as the key driver of his or her education or learning process,” said Associate Professor Josephine Esaete.
Emphasizing the importance of the two-day engagement, Associate Professor Esaete said: “This kick-off meeting is aimed at aligning all partners on the project logic, working methods, responsibilities, and implementation expectations for TRUCE.” She articulated that the meeting would provide a formal platform for adopting the consortium’s start-up decisions so that the project moves from inception into coordinated implementation.
“To ensure implementable decisions, the inception meeting programme, combines short plenary inputs, structured technical sessions, regulator-university dialogue, work package planning sessions, and a final decision session,” she explained.
Role of the Colleges or Schools of Education in CBE implementation
Responding to key issues from a brief, but interactive plenary session, Associate Professor Josephine Esaete flanked by Dr. Alfred Buluma, Dr. Michael Walimbwa, Dr. Julius Shopi Mbulankende, from the College of Education and External Studies, at Makerere University, highlighted that the ultimate goal of the TRUCE project envisions impacting the entire university, as well as, the education system in general.
In pursuit of this goal, the team explained that in addition to the Project Management Team (PMT), at the strategic level, TRUCE is structured with a Project Advisory Board (PAB), which consists of Vice Chancellors, Principals, or Chief Executive Officers of the participating consortium partners.
At the implementation level, the Colleges or Schools of Education, play a fundamental role in determining the formulation of teaching, learning and digital pedagogies, curriculum development, and early childhood education.
“The starting point in changing education in a given country should be the teacher. We are intentional on rolling out programmes to strengthen the capacities and competences within the Schools of Education in Universities because those Units have the mandate to influence the entire education system,” explained Dr. Alfred Buluma, Co-Principal Investigator, TRUCE project.
TRUCE positions Makerere for more collaboration opportunities
The Vice Chancellor, Professor Barnabas Nawangwe represented by Professor Anthony Muwagga Mugagga congratulated the TRUCE universities and partners for winning the research grant, which seeks to re-model the education system, transform Africa and the world at large.
The Vice Chancellor observed that competence based education provides the best approach of producing critical thinkers and innovative learners with problem solving abilities.
Building on the spin offs of the TRUCE project including the number of participating universities and reputable partners, the Vice Chancellor extended an olive branch for more collaborations. “Makerere University welcomes collaborations through the signing of Memoranda of Understanding (MoUs) in areas of mutual interest, joint research and publications, student and staff exchanges, visiting professors, and external examinations,” he said.
Emphasizing transparency and accountability for funds, the Vice Chancellor appealed to the participating institutions and partners to strictly adhere to the guidelines and templates provided by the funding partner-the European Union.
TRUCE enhances CEES’ competence-based education profile
The Principal of the College of Education and External Studies, Prof. Mugagga stated that the TRUCE project was a timely intervention. “In Uganda, the shift to competence-based education is challenging. Makerere University and the College of Education and External Studies are implementing several strategies including re-tooling teachers to adapt to CBE. Therefore, the TRUCE project with its objectives, is a welcome intervention, as we advance to CBE,” he stated.
In the same vein, Professor Mugagga commended the TRUCE project for bringing onboard the Regional Universities Forum for Capacity Building in Agriculture (RUFORUM), a reputable partner with expertise in managing international projects.
RUFORUM commits to aligning programmes with Competence-based education
Building on related initiatives such as AgriCBE, the TRUCE project aims to contribute to more relevant, market-responsive graduates and stronger university-regulator-industry linkages. Prof. Anthony Egeru, Programme Manager, Training and Community Development at the RUFORUM Secretariat, informed the participants that the TRUCE project commences on a solid foundation.
“RUFORUM has been actively involved in initiatives at the national and international levels of aligning agriculture programmes to competence-based education. RUFORUM has implemented several research and international projects in partnership with Makerere University, which provides a firm ground for the successful execution of the TRUCE project. RUFORUM works closely with the different colleges at Makerere University to execute research, innovations and community development programmes,” said Professor Egeru.
With respect to aligning academic programmes with the competence-based education model, Professor Egeru mentioned that over the years, RUFORUM has implemented several research and project activities with the Makerere University College of Agricultural and Environmental Sciences (CAES).
Professor Egeru said the TRUCE project presents yet another opportunity to RUFORUM and Makerere University through the College of Education and External Studies (CEES) to enhance the quality of education through building a critical mass of teachers, trainer of trainers, learners and experts in competence-based education.
On the issue of successful coordination and execution of the project activities, the RUFORUM Secretariat called upon the participating institutions and each member involved in the project, to read and understand the agreements, proposal, guidelines, travel arrangements, and to initiative procurement early so that the activities are implemented within the stipulated timelines.
TRUCE supporting other universities
During the inception meeting, participants and stakeholders appreciated the approach consisting of training and capacity building programmes lined up to create a pool of competence-based education (CBE) facilitators. “The TRUCE project will support other universities in the region by creating a critical mass of experts who understand competence-based education,” said Dr. Michael Walimbwa, a member of the TRUCE implementation team.
NCHE urges universities to train staff in Competence-based education
The National Council for Higher Education in Uganda (NCHE) is a key partner in the TRUCE project. The Executive Director of NCHE, Professor Mary J. N. Okwakol represented by Mr. David Musiimaani, Head of Standards, Recognition and Equating of Qualifications, congratulated the participating institutions on the TRUCE project and its intended objectives.
At the TRUCE inception meeting, Mr. Musiimaani highlighted that NCHE has taken the necessary steps to ensure that the alignment with CBE is done. He reported that NCHE had developed the minimum standard guidelines of competence based education. He implored the University Management in the respective institutions to train staff in order to execute the Competence Based Education (CBE) model.
GTEC-Ghana commends the TRUCE project
Sharing his experience, Prof. Ahmed Jinapor Abdulai, the Director-General, Ghana Tertiary Education Commission (GTEC), said: “In Ghana, we are working towards technical education, but it is difficult.”
Drawing from his experience and lessons learned, Professor Jinapor Abdulai, informed participants that Competence-based education (CBE) requires commitment in terms of strategy, time, and investment in staff.
The Director General welcomed the TRUCE project as a timely intervention, which seeks to empower universities and regulators with Competence-based education (CBE) knowledge through re-tooling of staff, and on-boarding of partners through consultations, involvement and capacity building.
Consensus
The inception meeting concluded on a high note, with participants, regulators and stakeholders re-affirming their commitment to adapt to the competence-based education model through innovative teaching and learning pedagogies, undertaking research projects, participating in community development, training and re-tooling, bench-marking best practices, as well as, scaling up partnerships at the national and international levels.
Makerere University Truce Project Implementation Team
At the end of the inception meeting, the following participants were introduced as members of the TRUCE Implementation team at Makerere University: Associate Professor Josephine Esaete, Dr. Alfred Buluma, Dr. Michael Walimbwa, Dr. Julius Shopi Mbulankende. Prof. Anthony Muwagga Mugagga and Ms. Teddie Nassali (Project Management and Oversight) as well as Ms. Ritah Namisango (on the Communication, Dissemination and Impact Work Package).
Education
Makerere University Students and Staff participate in Prof. Peter Jarvis Memorial Lecture at Gulu University
Students and Staff from the Department of Adult and Community Education under the College of Education and External Studies at Makerere University, on 15th April 2026, participated in the Second Professor Peter Jarvis Memorial Lecture, held at Gulu University in a hybrid format, bringing together scholars, practitioners, and students from across the region.
Held under the theme “The Individual, The Collective and The Learning Society,” the lecture created a dynamic platform for reflecting on Prof. Jarvis’s enduring contribution to adult and lifelong learning, particularly within the African context.
A highlight of the event was the powerful tribute by Makerere University students, who presented selected quotations from Prof. Jarvis’s work, demonstrating both intellectual depth and practical understanding of adult learning principles. Among the reflections shared was Jarvis’s assertion that:
“Education is a social provision of learning opportunities, not just the idealistic kind but one driven by the desire to make the world better.”
Democracy, lifelong learning and learning society: “I remain convinced that learning is intrinsic to human living and that we will never completely understand the process until we understand life itself, our approach to learning has, therefore, to be inclusive”
Towards a comprehensive theory of human learning: “Society needs free people if it is to change or develop in any manner—people who will keep on learning and acting independently but doing so for the good of the whole group.”
Students also engaged the audience with his insight that:
“All learning begins with experience, but not all experience results in learning,”
emphasizing the importance of critical reflection in transforming experience into meaningful learning.
The Department was actively represented in the academic programme through scholarly contributions. Dr. Dianah Nampijja, Graduate Coordinator, facilitated a dialogical session on:
“Continuous Professional Development, Community Learning and Lifelong Learning in Practice: The Individual and Development Partners.”
In another session, Dr. Hannington Bananuka Twine (Emeritus, Department of Adult and Community Education) contributed to a dialogical engagement on:
“African Socialism and Adult Education as Transformation in Tanzania: Navigating Neoliberalism and Sustaining Communal Ownership,” in collaboration with Ms. Leonia Kassamia from the Institute of Adult Education, Tanzania.
These sessions enriched the discourse by linking Jarvis’s theoretical contributions to contemporary issues in adult education, including community development, professional learning, and the sustainability of collective approaches in changing socio-economic contexts.
The Acting Head of Department, Dr. Joseph Watuleke, provided overall leadership to the Makerere delegation physically present at Gulu University, coordinating participation and engagement throughout the event.
The Memorial Lecture, organized under the PAR & Lifelong Learning Series, seeks to stimulate intellectual activism by exploring Jarvis’s concepts of agency and the learning market within the context of Eastern Africa’s adult education and policy environment.
Participation in this lecture underscores Makerere University’s continued commitment to advancing adult and lifelong learning, while nurturing students and staff as reflective practitioners and contributors to knowledge and practice in the field.
Education
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