The Ag. DVCAA-Prof. Buyinza Mukadasi (2nd Left), Prof. Paul Birevu Muyinda (Left) and other stakeholders pose for a group photo at the dissemination event on 24th April 2025.
On Thursday 24th April 2025, the Director of the Institute of Open, Distance and E-learning under the College of Education and External Studies presented the dissemination results of phase 1 of the e-Learning initiative at Makerere University to over 75 participants and key stakeholders.
The dissemination brought on board Members of Makerere University Management, the Principal and staff from College of Education and External Studies (CEES), a representative from the Ministry of Education and Sports (MoES), student leaders, the Directorate for ICT Support (DICTS), Mastercard Foundation, Arizona State University (ASU)-USA and a representative sample of staff from academic and administrative units of Makerere University.
The dissemination of results of phase 1 of the e-Learning initiative follows the successful conclusion of the implementation process that kicked off in 2021 and ended in 2024. Phase 1 of the Mastercard Foundation Scholars Program e-Learning initiative has been implemented by the Institute of Open, Distance and E-learning (IODEL) in partnership with the Office of the Deputy Vice Chancellor (Academic Affairs).
Prof. Paul Birevu Muyinda presents the findings.
Addressing the participants, the Director of IODEL and the Principal Investigator, Prof. Paul Birevu Muyinda stated that the overarching goal of phase 1 was to enhance the e-learning capabilities with partner institutions. He elaborated that in phase 1, the Mastercard Foundation worked with 10 universities to digitally transform the teaching and learning processes.
“During the implementation of Phase 1, Makerere University has registered significant achievements in e-Learning. I am glad that you have convened here today during the e-Learning Digital Transformation workshop, to receive the dissemination results as we work together to prepare for Phase 2,” said Prof. Birevu Muyinda.
Phase 1 of the e-Learning initiative provided a platform to strengthen the existing Makerere University e-Learning Environment (MUELE), onboarding of the University leadership, staff and students for the successful implementation of e-Learning initiative, capacity building for staff and students, and involvement of the teaching staff to develop content for online courses.
Stakeholders that took part in the dissemination event pose for a group photo.
During the e-Learning Digital Transformation Workshop, Prof. Birevu Muyinda shared the dissemination results of phase 1 of the e-Learning initiative amidst applause from the participants, highlighting the following achievements:
Training of 1,280 faculty members
Development of 2,579 courses out of 2,560 representing 100.74%
Development of four (4) support services modules
Capacity building for over 7,000 students
Training and recruitment of 32 e-Learning champions
Acquisition of e-Learning infrastructure namely five (5) multi-media studios, a video streaming server and all in one printers.
Presenting the lessons learned, Prof. Birevu Muyinda informed the participants that top management support significantly contributed to the successful implementation of the program.
On this note, Prof. Birevu Muyinda acknowledged the University Council, the Vice Chancellor, Deputy Vice Chancellor (Academic Affairs), Deputy Vice Chancellor (Finance and Administration), the Academic Registrar, the University Secretary, DICTS and the entire leadership at the different levels for the support rendered in the execution of the different activities of phase 1.
Prof. Anthony Muwagga Mugagga contributes to the discussion.
In appreciation, Prof. Birevu Muyinda requested the Principal of the College of Education and External Studies, Prof. Anthony Muwagga Mugagga, and the Ag. Deputy Vice Chancellor (Academic Affairs), Prof. Buyinza Mukadasi to convey the message of gratitude to the Top University Management and Central University Management respectively.
Underscoring top management support as a pre-condition for successful digital transformation, he provided a detailed account of the lessons learned in Phase 1. These include:
Co-creation: Course co-creation breeds ownership and effective utilization
Learning Designers: Learning designers are necessary for the pedagogical design of e-Courses
Infrastructure: A robust integrated institutional, staff and students’ infrastructure is vital for successful e-Learning ecosystem
Capacity building: Inclusive capacity building for staff and students is essential for successful digital transformation
Multi-media Studios: Video content enhances flipped classroom pedagogy. This requires the setup of cost-effective multi-media studios operated by multi-media specialists who also provide ongoing technical support and capacity building
Pedagogical Building Design: The design of new buildings in the University should take into consideration all pedagogical and inclusivity requirements
Inclusivity: All courses should be designed following the universal design for learning principles
Student Support: The success of online courses heavily relies on well structured student support offered by the University (coaches, mentors, facilitators, technicians, career guidance, counsellors) among others
Central Unit: There should be a central unit (similar to Arizona State University-ASU’s EdPlus) to foresee the design, development and growth of digital and innovative pedagogy in the University
Design thinking: There is need to use design thinking approaches in digital transformation processes in the University
Partnerships: There is need to optimize collaborations for institutional growth
Background to Phase 1
The e-Learning Initiative is a program funded by Mastercard Foundation out of the need to address the negative effects of the COVID-19 pandemic that constrained access and continuity of teaching, learning and community engagement activities at Makerere University.
Prof. Buyinza Mukadasi (3rd Left) with a section of the audience at the dissemination.
The COVID-19 pandemic disrupted the teaching and learning in a number of universities in Africa. As the pandemic intensified, the World Health Organisation and the respective countries issued Standing Operating Procedures (SOPs) which limited physical interactions, gatherings and restricted movements. In extreme cases, the respective governments declared a lockdown to reduce the spread of the deadly pandemic. The lockdowns affected a number of Universities, higher education institutions and schools that had to stop operations, close and send students home in order to save lives.
Makerere University continued to conduct online teaching and learning aided by its home grown, Makerere University e-Learning Environment (MUELE), managed by the Institute of Open, Distance and e-Learning under the College of Education and External Studies.
Although MUELE enabled Makerere University to conduct online teaching during the difficult time of the COVID-19 pandemic, the experience called for a robust approach to institutionalize MUELE and online teaching pedagogies.
In its strategic plan, Makerere University committed to providing innovative teaching and learning as well as adaptation to ICT trends. This strategic approach dictated the adoption of a blended approach towards teaching and learning. The COVID-19 period and post COVID-19 challenged Universities to come up with immediate, short-term and long-term measures to institutionalize e-Learning through onboarding of staff and students, creating content for online courses, and acquisition of the required infrastructure and equipment for e-learning.
Fortunately, the Mastercard Foundation issued a call for proposals for universities to compete for funding targeting quality delivery of and access to education during and post the COVID-19 era.
The IODEL team at Makerere University in partnership with the Deputy Vice Chancellor (Academic Affairs) seized this golden opportunity and submitted a proposal. Following the competitive processes and strict adherence to the required grant application procedures, Makerere University’s proposal was successful.
With the award of the USD 2million grant, Makerere University embarked on supporting colleges to develop high-quality content and revitalization of the Makerere University e-Learning Environment (MUELE). The Mastercard Foundation Scholars Program e-Learning Initiative was officially launched on Tuesday 20th September 2022 by Prof. Mary Okwakol, the Executive Director of the National Council for Higher Education (NCHE) at a colourful ceremony held at Makerere University Yusuf Lule Central Teaching Facility Auditorium.
The results for the 2025/2026 special entry examination for the Diploma in Performing Arts held on Saturday 17th May, 2025. Candidates who scored a final mark of 50% and above passed the Examination and have been recommended to the university’s Admissions Committee for consideration.
The Office of Academic Registrar, Makerere University has released full results for the Mature Age Entry Scheme Examinations for the Academic Year 2025/2026 held on Saturday 14th December, 2024.
The Candidates who scored a final mark of 50% and above passed the examination and have been recommended by the Pre-Entry & Mature Age Committee to the University’s Admissions Board for Consideration.
Context: Natural resources in Africa are being depleted at an alarming rate due to several factors, including unsustainable human activities, climate change, and population growth. A primary condition of sustainable development is to ensure that the pressures do not exceed the environmental limits, and that demand for the resources does not exceed levels that can be sustainably provided by nature. Therefore, there is a pressing need for transformative, systems-thinking approaches and tools that can tackle the diverse challenges facing these systems. In Africa, this need is compounded by a lack of data and monitoring, which significantly hinders sustainable decision-making.
Investing in young scientists who are committed to take lead in sustainable management of Africa’s natural resources is very important. Capacity building of young scientists will enhance their knowledge and skill on sustainable natural resources and their involvement for implementation of the sustainable development goals (SDG’s) in Africa. To this effect, SNRM summer schools have been implemented in three sessions in 2019, 2020, and 2022 with support from Volkswagen Foundation; to build a critical mass of skilled and competent young natural resource scientists in Africa through training, capacity building and mentorship. Session 4 (2025) will target competent young scientists (MSc and PhD students) in Africa and Germany to further develop their knowledge and skills in systems thinking, advanced data collection and analysis, and application of emerging digital technologies such as Artificial Intelligence (AI), machine learning (ML), internet of things (IoT), and embracing transdisciplinary approaches. In addition, we include an ideation workshop where students can work on real problems to come up with solutions for sustainable transformations in natural resource use.
Organizers: Leibniz Universität – Hannover (Germany), University of Antananarivo, University of Abomey Calavi (Benin), Makerere University (Uganda), University of Ghana (Ghana), University of Parakou (Benin), The Technical University of Kenya, with financial support from the Volkswagen Foundation (Germany).
Venue and dates: Nairobi, Kenya, 16-28 November 2025
Target: MSc and PhD students, early in the program of less than 35 years of age from any university/research institution in either sub-Saharan Africa or Germany with an interest in natural resources management.
Participants and Scholarships: The course is fully funded and open to 20 MSc and PhD students from Africa, and 5 from Germany. Funding will cover the costs of air ticket, accommodation, meals, visa, and transportation. However, participants will cover the cost of their travel health insurance.
Topics
SNRM Summer School Session 4: Transformative pathways in biodiversity management and conservation. This summer school is designed to deliver four modules over a two-week period. The modules are designed to enable the students to acquire new ways of designing data collection protocols and analysis for transformative sustainable natural resources management.
Module 4.1: Data collection I Skills in data collection for a transformative and sustainable management of natural resources (water, wildlife, forest, land, livestock, crops) monitoring and data collection techniques; remote monitoring tools, earth observation system data, e.g. satellite data sources, LIDAR, and UAV aerial images. Collect and analyse In-situ data on biotic and abiotic parameters, map and analyse data using R or Google Earth Engine, field data collection and retrieving data from online databases.
Module 4.2 Data management and processing Introduction to tools and methods of managing large and diverse data sets of natural resources such as time series, spatial, directional, and multivariate data. Practicals will include data storage, organization and conversion into various formats using databases such as PostgreSQL and statistical programming software such as R and Python; scripts.
Module 4.3 Ecological monitoring, modelling and management This module aims to teach participants how to anticipate and validate trends that can be observed in various ecosystems. Lectures include ecological monitoring and its design; population monitoring studies; metrics in population monitoring; methods for monitoring and assessing marine ecosystems; human ecology to socio-ecological systems; climate change impact of ecosystems; suitability assessments; overview of the principles underlying wildlife monitoring and prediction systems for climate change adaptation. Practicals will include field data collection (individual and group); ecological data analysis using R or PAST; modelling and experiencing the behaviour of complex systems using Vensim.
Module 4.4 Natural habitat restoration ideation lab This module is designed to spur students’ innovation and creativity, and to help students comprehensively identify interdependencies across the 17 SDG goals. Participants will be trained on ideation processes for solutions and intervention for transformative natural resource management. They will work collaboratively in small groups on case studies and develop pathways of transformative sustainable natural resource management. Examples of projects include forest (mangrove) ecosystem and habitat restoration, improved technologies for agricultural production, nature-based solutions for improving water quality, and reversing land degradation.
Language: The course will be delivered in English. Participants are expected to be fluent in writing and speaking the English language.
How to apply
Applicants are kindly requested to fill in the application form available from https://snrmafrica.com/ and submit the following documents in English through the system.
a curriculum vitae (maximum 2 pages)
a letter of motivation (maximum 1 page)
a confirmation of university enrolment
a reference letter from the academic supervisor
project summary of MSc/ PhD project (1 page including objectives, methodology and key findings or expected outcomes).
Important dates Application deadline: 30th June 2025. Announcement of accepted applicants: 15th August 2025. Confirmation of attendance by selected participants: 12th Sept 2025. Summer school held: 16 – 28 Nov 2025.
Further information is available from
The secretariat info@snrmafrica.com Dr Lydia Olaka lydiaolaka@tukenya.ac.ke Prof. Dr. Hartmut Stuetzel stuetzel@gem.uni-hannover.de