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 University Signs MoU with Fukui University to enhance Research, Teacher Development and STEM Education
Education
Makerere Vice Chancellor tasks CEES to re-position into Africa’s leading Centre for Graduate Training and Education Research
“Graduate Training, especially PhD production, is at the heart of Makerere University’s strategy for growth, national transformation and Africa’s development,” stated Prof. Barnabas Nawangwe, the Vice Chancellor.
The Vice Chancellor made the pronouncement during his visit to the College of Education and External Studies (CEES) on Tuesday 16th June 2026. The meeting which started at 2:00pm, focused on strengthening graduate training and research at Makerere University, and positioning CEES as the leading centre for graduate training and educational research in Africa.
This discourse comes at a time when Pan-Africanists, the African Union, governments, universities and research institutions, are pushing for a more dominant role of Africa in global research and development. To realise this agenda, one of the key targets involves the training of 1 million PhDs in the next 10 years.
The strategic plan stipulates the transition of Makerere University into a research-led institution, a strategic direction that positions the University, to significantly contribute to Africa’s development and transformation through graduate training, research, innovations and community impact.
“Africa must train 1 million PhDs in the next 10 years. Makerere University must lead and make its impact. Graduate Training is our core strategy for the future. We must significantly increase graduate student numbers. We have the expertise and academic strength to train many more, with strict adherence to quality assurance and academic standards,” said the Vice Chancellor.
The Vice Chancellor’s engagement with faculty and staff on PhD training is focused on the need to consolidate the gains so far achieved. At the 76th graduation ceremony of Makerere University (24th to 27thFebruary 2026), a total of 213 students graduated with PhDs. Out of these, the College of Education and External Studies presented the highest number, a record 27 PhD graduates.
Acknowledging the positive contribution of CEES to PhD training, the Vice Chancellor’s engagement with the college leadership, faculty, researchers and staff was aimed at leveraging this strength to support higher education development in Africa.
At the College level, the meeting brought onboard, Prof. Anthony M. Mugagga-Principal, Prof. Ronald Bisaso-Deputy Principal, Associate Prof. Mathias Mulumba Bwanika, Dean-School of Education, Dr. Harriet Nabushawo, Dean-School of Distance and Lifelong Learning, Associate Prof. Jude Ssempebwa-Dean, East African School of Higher Education Studies and Development, Heads of Departments, Teaching and Research Centres, Coordinators of Graduate Training, Senior faculty, researchers and staff.
At the University level, given the centrality of CEES to Makerere University’s mission of advancing knowledge, building capacity, and transforming lives, the meeting attracted the following University Officials who enriched the discourse on graduate training and research: Prof. Henry Alinaitwe- Deputy Vice Chancellor (Finance and Administration), Prof. Buyinza Mukadasi-Academic Registrar, Prof. Julius Kikooma-Director, Graduate Training, Prof. Robert Wamala-Director, Research, Innovations and Partnerships, Prof. Sylvia A.N. Nannyonga-Tamusuza-Head, Grants Administration and Management Support Unit (GAMSU), Associate Prof. William Tayeebwa-Managing Editor, Makerere University Press, Dr. Margaret Nagwovuma-representative from the Makerere University Technology and Innovation Centre, Prof. Fredrick Jones Muyodi-Head of the Makerere University Writing Centre, Mr. Andrew Mwesigwa-from Makerere University Library, and Mr. Gordon Murangira-Personal Assistant to the Vice Chancellor.
Vice Chancellor’s presentation to CEES
Prof. Nawangwe appreciated the College for championing the Competence-Based Education (CBC) agenda at Makerere University, other Universities in Uganda, and in the region. He commended the School of Education for training staff in teaching pedagogy, which is a core component in the delivery of teaching and learning at Makerere University.
Prof. Nawangwe’s presentation highlighted the following: Graduate training as a core strategy, the central role of CEES and teachers to national transformation, enabling increase in graduate student enrolment through online and flexible learning (IODel), adherence to quality assurance and academic standards, positioning Makerere as a continental leader, resource mobilization and sustainability.
CEES and national transformation
The Vice Chancellor reiterated the central role of preparing quality teachers and education professionals. “Teachers are critical to the nation. If we transform teachers, we transform the nation. Quality teacher education must be at the heart of what we do,” he stressed.
Online and Flexible Learning
Acknowledging the reality that many teachers and working professionals cannot leave their jobs to study, the Vice Chancellor called for the expansion of online and blended programmes. “Online and flexible learning will allow more people to study while staying where they are. This will significantly increase access and enrolment,” he said.
Resource mobilization and Sustainability
Submitting that growth requires adequate resources, the Vice Chancellor called upon staff and researchers to attract more partnerships, grants and subscriptions. He stated that increased enrolment and innovative programmes will strengthen sustainability.
Envisioning the desired future
According to the Vice Chancellor, if the College of Education and External Studies implements the aforementioned strategies, more PhDs will be trained, more teachers and professionals will be upskilled, online programmes will lead to greater access to education, stronger research output and impact will be registered, and as such, Makerere University will be recognized as Africa’s graduate training hub.
CEES Principal presents report on graduate training and research
Renowned for his consultative and team-building approach, Principal, Prof. Mugagga engaged staff and the various research teams, during the preparation for the Vice Chancellor’s visit to the College. Consequently, on 14th May 2026, staff and researchers, convened in the CEES Smart Room, to discuss and provide input, into the proposed College’s presentation on research and graduate training. The members of staff agreed that the College’s presentation to the Vice Chancellor should feature the following: Graduate Training and Research at CEES, Research Priorities, Schools, Institutes and Centres, CEES Research and Graduate Training Strategy, Journals at CEES, the Books Project, Funding Challenges, Teaching, Learning and Quality Assurance, Knowledge Transfer Partnerships and Networking.
Principal presents CEES Research Priorities
Welcoming the Vice Chancellor and his delegation, the Principal mentioned that 16th June 2026, will be remembered as a special and historic day at CEES, with respect to the execution of graduate training and research.
Pleased to share a detailed report with input from staff and various research teams, the Principal outlined the following research priorities:
- Graduate Training and Research (GTR)
- Competence Based Education (CBC)
- Inclusive Education
- Teacher Wellbeing and Mental Health
- Educational Technology
- Science, Technology, Engineering and Mathematics (STEM)
- Technical, Vocational Education and Training (TVET)
- Early Childhood Education and Development
Artificial Information (AI) Centre, and Development of Play materials for Children
On behalf of the College, Prof. Mugagga expressed the commitment of CEES to set up an AI Centre, as well as, developing play materials that are crucial in the children’s formative years, early child education, nursery and primary school levels. To appreciate this strategic approach, Prof. Mugagga called upon the Vice Chancellor and the University officials to read the works titled: The Challenges of Play materials in rural Uganda.
CEES Research and Graduate Training Strategy
The Principal presented that the College had embarked on a wide plan to build a robust research-culture promoting practitioner action research and aligning graduate programs with macro policies such as the Competence-Based Curriculum (CBC) implementation, inclusive education, teacher well-being and mental health, the National Teacher Education Policy 2019, Uganda’s Early Childhood Care and Education (ECCE) Policy 2026, the National Development Plan (NDP IV), Uganda’s Vision 2040 agenda, plus other relevant global policies such as the Sustainable Development Goals-UN SDGs Agenda, and the Makerere University Strategic Plan.
Research Institutes and Centres
The Principal reported that the following institutes and centres are crucial in the promotion of graduate training activities and research: Makerere Institute of Teacher Education and Research (MITER), Centre for Teaching and Learning Support (CTLS), Makerere University Early Childhood Care and Education Research Centre, The Centre for Wisdom Pedagogy (CWP), The Centre for Lifelong Learning (CLL), and the Institute of Open, Distance and e-Learning (IODel).
Research Outputs and Projects
The Principal outlined some of the following research outputs and projects: Competence-Education Blueprint designed to transition higher education regulators and universities toward CBE in East and West Africa, MiSet Project-Mindset Change and Social Economic Transformation from the People’s World, PhD Pedagogy and Mapping, Department of Adult and Continuing Research Seminar Series, Online postgraduate diploma in Education and the ongoing curriculum development steps, CEES and the National Council for Higher Education are implementing the TRUCE project (funded by the European Union) to transition East and West African Universities to Competence Based Education, Competence-Based Curriculum (CBC) Exhibition, and School Stakeholders Workshop.
Book Projects and Journals at CEES
The meeting noted in partnership with the Makerere University Press (MakPress) several books on different disciplines have been authored by CEES faculty members, and old journals in the Education Journals are being revitalized. The MakPress scans the old journals, applies for the ISSN, and ensures that articles are given the digital object identifier.
The College Journals include:
Makerere Journal of Higher Education (MAJOHE) (ISSN: 1816-6822 [print]; 2707-6113 https://www.ajol.info/index.php/majohe
Makerere University Journal of Research and Innovations in Teacher Education (RITE) https://rite.mak.ac.ug/editorial-board
The College is also in advanced stages of re-establishing the Uganda Journal of Education.
Key Challenges affecting graduate training and research at CEES
The Principal reported that the desire for CEES to become a graduate training hub is constrained by the following factors: Low staffing levels, financial constraints, and overwhelming workload for staff with respect to teaching, learning and supervision.
Low staffing levels: CEES faces a challenge of under-staffing in both academic and administrative units.
Financial constraints: “The budget is inadequate. We are running the same budget for the last five years, yet the College has new programmes, and subject areas, which have raised the undergraduate student numbers by almost 1000 more students,” he revealed.
Overwhelming supervision workload: Each supervisor at CEES has over 16 PhD and Masters’ students to supervise. The overwhelming workload for staff in teaching and learning affects time dedicated to research and supervision. In addition, “Graduate supervision is not officially considered as a teaching load except during promotion or at post retirement contract.”
Wrapping Up
After listening to the detailed presentation by the CEES Principal, and the brief reports from the ten (10) offices/entities, which indicated the existing working relationship with the College, the Vice Chancellor congratulated the College leadership and staff upon the milestones in teaching and learning, research, graduate training, teacher education, and knowledge transfer partnerships.
Responding to the issue of graduate financing, the Vice Chancellor revealed that he had noted the concerns raised in the College’s presentation, and pointed out that the views therein will enrich his submission to government as he puts across a strong case for funding.
The Vice Chancellor informed the faculty members at the College that the University Management had embarked on discussions and consultations aimed at providing incentives to staff who supervise PhD students. “The issue of incentivizing staff who supervise PhD students is being discussed by the University Management. We will prioritize this key component of graduate training,” he said.
On the issue of limited space for graduate students, and their supervisors, the Vice Chancellor informed the meeting, that this was being addressed through the USD 8 million investment building for graduate training and research (being constructed opposite Lumumba Hall of Residence).
Vote of Thanks
The Deputy Principal, Prof. Ronald Bisaso, expressed the readiness of the College to continue working with the University leadership, staff and stakeholders to align CEES programmes with the University-led agenda.
“We commit to do much better. We commit to engage with the various Offices to propel the Makerere University research-led agenda. We will continue to be intentional on graduate training and research,” he said.
East African School of Higher Education Studies and Development
The meeting climaxed with a brief tour the Vice Chancellor, and the University Management Members, to the East African School of Higher Education Studies and Development. Spearheaded by the Dean, Associate Prof. Jude Ssempebwa, the engagement at this particular entity, focused on gaining a deeper understanding and appreciation of the mandate of the East African School of Higher Education Studies and Development in graduate training and research.
Conclusion
The meeting which underscored the centrality of the College of Education and External Studies (CEES) to Makerere University’s mission of advancing knowledge, building capacity, and transforming lives ended at 6:00pm.
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