Education
Facilitating Access and Participation through Higher Education Access Programmes and Connected Education for Students with Refugee Backgrounds: A Global South Delphi Study
On 17th December 2025, a Delphi workshop was convened at Kampala Kolping Hotel, providing a collaborative platform for dialogue on standardisation and harmonisation of Higher Education Access Programmes (HEAP) across institutions, alongside strategies for portability and verification on demand through a HEAP Digital Passport. Discussions centered on accreditation, diversification of delivery and learner support, and future scenarios for HEAP and Connected Education.
Expert panelists underscored the urgent need for:
- Standardised HEAP frameworks across universities to ensure consistency in admission pathways.
- Harmonisation of HEAP curricula, duration, and procedures to eliminate barriers that hinder access and transition.
- Development of a HEAP Digital Passport enabling portability of credentials, secure digital verification, and integration with national qualification frameworks and international recognition systems.
Uganda, is one of the leading refugee-hosting countries with inclusive education policies, faces challenges in ensuring equitable access and participation for students with refugee backgrounds. While some universities offer HEAP as a bridging programme for marginalized learners, variations in programme design, delivery, and support systems still exist, which may lead to violations of accreditation. This calls for urgent standardisation and harmonisation to strengthen HEAP as a recognized transitional pathway into higher education.
Funded by Education Beyond Borders, researchers from Makerere University and the University of Edinburgh engaged stakeholders from public and private universities in Uganda through participatory workshops and expert meetings. This Delphi Workshop aimed providing a collaborative platform for dialogue on standardisation and harmonisation of Higher Education Access Programmes (HEAP) across institutions, alongside strategies for portability and verification on demand through a HEAP Digital Passport. Discussions centered on accreditation, diversification of delivery and learner support, and future scenarios for HEAP and Connected Education. The project is led by Dr. Rovincer Najjuma (Principal Investigator), with co-PIs Dr. Rebecca Nambi and Dr. Michael Gallagher.
Listening to experiences and co-creating solutions
Opening the workshop, Dr. Rebecca Nambi, a Senior Lecturer at Makerere University and Co-Investigator of the project, emphasized that the engagement was not about formal presentations, but about listening to experiences of students with refugee backgrounds that have accessed Higher Education using the HEAP programme and co-creating solutions with Expert Panelists.
Highlighting the persistent disparities in refugee participation in higher education, Dr. Nambi explained that while global and national efforts often focus on primary and secondary education, higher education remains critically under-supported. Drawing on years of research, she observed that refugee participation in higher education has historically stood at three percent (3%), later improving to about seven percent (7%), leaving the highest number of refugees excluded.
“Where do they go if they do not transition to higher education?” she asked. “Who supports them and how do institutions respond when learners arrive with disrupted educational trajectories?”
Shift from mere documentation of marginalization and adversity to practical interventions
Dr. Nambi underscored the importance of moving beyond research that merely documents marginalizationa and adversity. She advocated for practical interventions that improve systems for people with refugee backgrounds and strengthening education for host communities. “Addressing refugee education is part of a broader global agenda shaped by migration, conflict, and labour mobility in several countries.”
Dr. Nambi emphasized that HEAP provides a legitimate pathway for students with refugee backgrounds, and the ongoing adjustments aim to align the program with national standards and student needs.
Central to the discussion was the concept of connected learning, which promotes flexible, blended, and digitally supported education pathways that link learners across institutions, resources, locations, and systems.
Referencing the Makerere University E-Learning Environment (MUELE) as a key enabler of digital and interactive learning between lecturers and students at Makerere University, Dr. Nambi urged other universities to explore such a digital approach to catalyze the delivery of HEAP programmes. She noted that connected education is not solely about technology, but about harmonization, recognition, and collaboration among universities and regulators.
Comparing public and private universities, Dr. Nambi observed that private universities often have more flexible access pathways, and urged that documentation of students’ experiences of HEAP is critical to understanding gaps in provision, delivery and support
“Much of our work has involved examining how Makerere University and other universities are handling access for vulnerable students. We want to document lived experiences, analyze what is working and what is not, and generate evidence that can inform policy and institutional practice,” Dr. Nambi explained.
HEAP Emerging Challenges, lived experiences and future
Moderating one of the key sessions, Dr. Rovincer Najjuma, the Principal Investigator and a Lecturer in Digital Education and the Global South at the University of Edinburgh, guided participants through delphi workshop activities; these included engaging panelists in articulating expectations, uncertainities and risks, and developing future scenarios for HEAP accreditation, diversification of delivery and support and connected education.
Using participatory methods, participants shared insights through post-it notes and group reflections, capturing perspectives from expert panelists, HEI administrators, and students with refugee backgrounds. Dr. Najjuma encouraged an open dialogue, ensuring that student voices, particularly those with refugee backgrounds were centred in the conversation by encouraging them to share their experiences and journeys of participating in HEAP programmes.
The panelists acknowledged that while the HEAC has changed the nomenclature from HEAC to HEAP, programmatic provisions need to evolve, to address the inconsistencies that remain with respect to how institutions implement HEAP, duration, curriculum, and transfer of HEAP credit across institutions. Panelists shared about the critical gaps in awareness, mentorship, orientation, and institutional readiness to implement HEAP in ways that support refugee learners effectively.
On the issues faced by students with refugee status, participants identified several recurring challenges affecting access to and participation in higher education. These included low awareness of the HEAP programmes, fragmented and uncoordinated information dissemination, and difficulties in credential recognition and transfer across institutions and country host-country education systems.
Students highlighted low self-esteem, identity struggles, and stigma, especially where access programmes are perceived as inferior to Advanced High School Certificates. They also cited financial barriers, limited digital access, mental health challenges, and lack of learner-centred teaching approaches.
Key outcomes from the workshop
Panelists outlined key expectations to strengthen access and participation, which included the development of a standardized national HEAP curriculum, with clear and uniform entry requirements, and seamless credit transfer across institutions and host countries, facilitated by the development of HEAP Digital Passport.
Mentorship emerged as a cornerstone of learner support, alongside extended orientation programmes, life skills training, and entrepreneurial education. Participants emphasized the need for blended and online learning, supported by affordable internet access and institutional investment in digital infrastructure.
Policy coherence, stakeholder engagement in policy formulation, and timely communication of reforms were identified as essential for successful implementation. Participants called for gender-sensitive curricula, student representation structures, humane and trauma-informed teaching staff, and adequate learning resources, including reference materials.
HEAP: A Structured Pathway to Higher Education
Dr. Gidraf Joseph Wanjala, Principal of the College of Education, Open and Distance Learning at Kampala International University, highlighted the evolution of access programs in Uganda.
“Historically, the higher education access framework was known as the Higher Education Access Certificate (HEAC). Last year, it was updated to the Higher Education Access Program (HEAP), reflecting a shift from a certificate to a full program, approved by the Ministry of Education and Sports,” Dr. Wanjala said.
He explained that HEAP provides structured pathways for students to progress from diploma to bachelor degree levels, from mature entry to degree programs, and from senior secondary school to higher education. “This program is inclusive of refugee students and all marginalized groups, provided there is funding and space. HEAP supports students not just academically, but also through orientation programs, mental health training, reproductive health education, and gender-responsive support,” Dr Wanjala stated.
Challenging Misconceptions
Dr. Derrick Ssekajugo, Chair of the Special Purpose Committee on Academics and Acting Principal of the College of Economics and Management at Kampala International University, addressed public misconceptions about HEAP.
“Some perceive HEAP—or previously HEAC—as only for students who could not succeed in secondary school. That is not the case. For instance, we have students who initially studied Education but through HEAP transitioned into medicine. Today, they are fully qualified professionals,” Dr. Ssekajugo said.
He also highlighted the pedagogical shift from teacher-centred to learner-centred approaches in secondary education and the need for universities to adapt. “Students entering HEAP come with diverse learning experiences, and universities must adjust to integrate them effectively into competency-based programs,” he noted.
Dr. Ssekajugo added that benchmarking with both local and international institutions is critical to identify gaps and best practices, which inform ongoing program improvements and policy reforms.
HEAP and standardization, accessibility and inclusivity
Sharing their vision for HEAP, panelists recommended standardization, accessibility, inclusivity and foundational nature of HEAP. They advocated for a competence-based HEAP, with a standardized curriculum, offline and online access to resource books and materials, diversification of delivery and support through blended learning and a HEAP Digital Passport for portability and verification on demand.
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.
Education
Mak CEES Hosts Kiswahili Primary School Orientation Workshop to Boost Language Teaching Quality
On Saturday 14th March 2026, the Center for Teaching and Learning Support, based at the College of Education and External Studies (CEES), Makerere University, hosted the Kiswahili Primary School Orientation Workshop, aimed at strengthening skills in content and delivery, enhancing assessment competencies, and improving the understanding of the Kiswahili curriculum.
This initiative brought together Kiswahili primary teachers from across the country, affiliated with the umbrella association, CHAWAKISHUMU, with the objective of fostering high-quality Kiswahili teaching in primary schools across Uganda through professional collaboration, resource sharing, and cultural integration.
During the capacity-building workshop, participants listened to the following presentations delivered by experts in the discipline: Kiswahili Curriculum Content by Dr. Boaz Mutungi and Kiswahili Curriculum Delivery by Mr. Micah Bamugyeya. At the end of each presentation, participants engaged in plenary discussions managed by Mr. Joseph Tusingwiire and Dr. Caesar Jjingo, respectively.
Delivering the opening remarks on behalf of Prof. Anthony Muwagga Mugagga, the Principal of the College of Education and External Studies, Dr. Dorothy Ssebowa Kyagaba welcomed the participants to the capacity-building workshop, aimed at redefining the teaching and speaking of Swahili in primary schools and Uganda at large.
“The purpose of this workshop is to learn, reflect, and share insights on Kiswahili curriculum delivery and assessment at primary, secondary, and university levels,” Dr. Kyagaba said.
Dr. Kyagaba stated that a memorandum of understanding was signed between the College of Education and External Studies and CHAWAKISHUMU to collaborate on building the capacity and professional development of Kiswahili teachers, research, and innovation of Kiswahili pedagogy.
Highlighting the mandate of the Centre for Teaching and Learning Support, Dr. Kyagaba articulated its commitment to undertaking innovative approaches through learner-centered and activity-based pedagogical practices.
Dr. Kyagaba reiterated the importance of Kiswahili teachers’ role in helping learners develop language skills, deliver content clearly, and assess learning effectively. She expressed confidence that the facilitators’ expertise and Kiswahili teachers’ shared experiences will improve understanding of the Kiswahili curriculum and strengthen skills in content delivery and assessment competencies.
The National President of Chama Cha Walimu Wa Kiswahili Shule Za Msingi Nchini Uganda (CHAWAKISHUMU), Mr. Joseph Tusingwiire, explained that the association is an inclusive organisation, uniting primary, secondary, and university educators.
According to Mr. Tusingwiire, CHAWAKISHUMU exists to promote high-quality Swahili teaching in primary schools in Uganda through professional collaboration, resource sharing, and cultural integration.
In pursuit of this vision, the association, since its inception in 2012, has undertaken several activities, including the successful organisation of national Swahili music, dance, and drama concerts, showcasing students’ skills in the language through debates and poems
Mr. Tusingwiire called upon Swahili teachers to seize opportunities including participating in workshops, training abroad, and the provision of translation services. He stressed that CHAWAKISHUMU aims to create more opportunities for its members. He called upon teachers to work together to promote Swahili and equally tap into its benefits.
Mr. Tusingwiire acknowledged the government’s rollout of Swahili in secondary schools as a positive development. However, he noted that its impact is limited because the subject is not compulsory up to Senior Four. He therefore urged the government to extend the rollout to primary schools, emphasizing that this would provide learners with a strong foundation in Kiswahili before they progress to secondary education.
In his presentation on Kiswahili Curriculum Content, Dr. Boaz Mutungi revealed that the focus is on equipping learners with practical language skills rather than just grades. “Ours is not about grades but about a learner exhibiting four critical skills in language learning. These include writing, reading, speaking, and listening,” he said.
The curriculum content revolves around the four key areas namely, reading, writing, listening and speaking, with writing being the highest order. Dr. Mutungi stressed the importance of proper pronunciation, urging students to mind about the pronunciation as they deliver their skills.
The methodologies employed in the curriculum are centred on strengthening these fundamental language fields. He noted that, focusing on these core areas, learners will develop a strong foundation in Swahili, enabling them to communicate effectively. He revealed that the National Curriculum Development Centre (NCDC) is emphasizing this approach to language learning, prioritising practical application over mere academic achievement.
In his presentation, Mr. Micah Bamugyeya highlighted concerns over the delivery of the Kiswahili curriculum, citing that most schools are not prioritising the subject because it is not examinable.
He suggested that this structural issue can be addressed by re-evaluating the subject’s importance in the school curriculum. Mr. Bamugyeya stressed that the lack of emphasis on Kiswahili affects the quality of teaching and learning, urging stakeholders to take action to rectify the situation and ensure the subject receives the necessary support.
Participants called upon school leaders to engage the Uganda National Examinations Board (UNEB) to include Swahili on the list of examinable subjects. “Students have been studying Swahili, and UNEB doesn’t examine them. This is a gap that UNEB should address,” Dr. Nelson Nsereko noted.
The workshop achieved a significant milestone in enhancing Kiswahili teaching in Uganda, with participants aligning on promoting practical language skills and addressing challenges like the low priority given to the subject in some schools. It also enhanced plans for capacity-building workshops, certification programs, and curriculum review.
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