Education
School Stakeholders’ Exhibition: Graduate Students partner with schools to simplify the new Competence Based Curriculum
Makerere University, on Thursday 26th March 2026, hosted the School Stakeholders’ Exhibition, bringing together learners, teachers, researchers, and education policymakers to demonstrate how Uganda’s Competence Based Curriculum (CBC) can be implemented through experiential learning and real-life situations.
The Exhibition was championed by graduate students from the College of Education and External Studies (CEES) and the College of Humanities and Social Sciences (CHUSS) guided by Dr. Anne Ampaire, a Lecturer of Educational Psychology at Makerere University.
With Dr. Anne Ampaire’s close supervision, the graduate students studying the Master of Early Childhood Education, Postgraduate Diploma in Education, and the Master of Education-Educational Psychology, teamed up with various schools and learners, to showcase the possibilities of taking classroom content into real-life situations.
For instance, at the pre-primary level, students in kindergaten and nursery schools (Two to Eight years) participated in the Early Childhood Development (ECD) sessions guided by their teachers, and graduate students pursuing the Master of Early Childhood Education at Makerere University.
Themed, School Stakeholders’ Responsibilities in Shaping Minds for Productive Life, the exhibition attracted pre-primary, primary and secondary school learners, university students, educators and stakeholders in the education sector.
The following university officials graced the School Stakeholders’ Exhibition: The Principal of CEES-Prof. Anthony Mugagga, the Dean, School of Psychology-Dr. Martin Baluku, and the Head of the Department of Educational, Social and Organisational Psychology-Dr. Richard Balikoowa, Dr. Naomi Namanya-School of Psychology, and Ms. Ritah Namisango-Public Relations and Communication Specialist, who moderated the proceedings.
Education is no longer confined within classroom walls
Dr. Anne Ampaire, a Lecturer of Educational Psychology, welcomed the participants to the Exhibition, an initiative designed to connect theory with practice through stakeholder collaboration.
“Why is it important for Makerere University academic staff and students, to engage with headteachers, teachers, administrators, and learners from pre-primary, primary, and secondary levels? The answer lies in collaboration and shared responsibility, to effectively implement the Competence Based Curriculum,” she emphasised.
Dr. Ampaire explained that the Competence Based Curriculum represents a major shift in education delivery. “Education today is no longer confined to classrooms, not even the transmission of knowledge from teacher to the learners is adequate. The new Competence Based Curriculum focuses on developing competencies that prepare learners for a rapidly changing world,” she stated.
She highlighted the key competencies promoted under Competence Based Curriculum (CBC), including critical thinking, creativity, communication, and problem-solving. “With CBC, the learner is at the centre of this transformation, actively engaged in a learner-centred learning environment,” she added.
CBC grounded in psychology and experiential learning
Dr. Ampaire explained that the exhibition is rooted in educational psychology and field-based research conducted by Makerere University graduate students. “This work is grounded in early childhood education, psychology of learning, human development, and instructional science,” she said.
According to Dr. Ampaire, the School Stakeholders’ Exhibition re-affirms that learning is shaped by the environment and interaction. “The environment continuously shapes learning,” she stressed.
She emphasised that modern education is collaborative. “What I know, what you know, and what others know-when combined-form a stronger system. That is the direction education is taking,” she said.
Dr. Ampaire challenged traditional teaching models. “Gone are the days of teacher-centred learning where the teacher is the sole authority. Today’s learning model recognises that none of us knows it all,” she said.
Roleplays, drama, and cultural performances
A major highlight of the exhibition was a series of interactive performances by learners from different schools, who used drama, storytelling, and traditional dances to demonstrate CBC principles in action.
Pre-primary and primary learners guided by teachers and graduate students, staged roleplays reflecting everyday life situations, including family interactions, classroom discipline, peer pressure, and decision-making. The performances illustrated both positive and negative behaviours, with learners demonstrating how better choices could be made in real-life situations.
In one roleplay, a home setting illustrated the importance of parental attention and emotional bonding, showing how children respond better when given quality time and encouragement.
Another skit focused on classroom discipline, where learners acted out cases of dishonesty and conflict, later resolving them through dialogue, counselling, and cooperation between teachers and parents.
A nutrition-based performance demonstrated how diet affects learning outcomes, contrasting healthy meals such as fruits, eggs, and yoghurt with unhealthy options such as soda and processed snacks.
The exhibition also featured vibrant traditional dances performed by learners to cultural songs. The performances showcased unity in diversity and reinforced messages of identity, discipline, and teamwork.
We must be our brother’s keeper
Dr. Richard Balikoowa, the Head, Department of Educational, Social and Organisational Psychology, emphasised the importance of positive psychology in child development. “Human beings are dynamic and grow through stages of confusion, chaos, compromise, and change,” he said.
He urged educators to focus on constructive discipline approaches. “We should strengthen desired behaviour through positive reinforcement and carefully guide correction without harming the child’s wellbeing,” he said.
Identify formation and long-term development
The Dean of the School of Psychology, Dr. Martin M. Baluku, emphasised identity formation and long-term development. He stressed the role of both teachers and learners in shaping future outcomes. “As teachers, we have a responsibility to shape minds and identities. At the same time, learners must actively shape themselves,” he said.
He called upon students to remain focused on their aspirations. “If you want to join Makerere University in future, you must work hard and take your studies seriously,” he said.
CBC is a bold and necessary reform
Dr. Ampaire described the Competence Based Curriculum (CBC) as a major transformation in Uganda’s education system. “CBC is a bold and necessary step. Education is no longer confined within classroom walls. Learning is everywhere. We should prioritize project-based learning and contextual education. A banana plantation is a laboratory. A craft workshop is a laboratory. Learners must connect classroom knowledge to real-life experiences,” she said.
Schools must embrace practical learning
The Principal of CEES, Prof. Anthony Mugagga, praised the initiative and urged schools to fully adopt CBC approaches. “Many schools are still struggling with how to implement the Competence Based Curriculum,” he stated.
He emphasised that learning must be practical and reflective of real life. “When a child observes behaviour, they may internalise it. That is why learning experiences must be carefully guided,” he said.
Prof. Mugagga urged learners to value time and education. “When faced with challenges at school and you feel like giving up, remember those other Ugandans who wish to be at school, but they are not able, due to lack of school fees,” he advised.
“Being at school is a golden opportunity that you need to utilize to become a better person. I encourage you to be hard-working, focused,disciplined and resilient as you pursue your studies,” he added.
Sharing his experience, Prof. Mugagga disclosed that he was once a student, who faced challenges, but he did not give up.
Prof. Mugagga informed the participants that he was a seminarian, and when his chances of becoming a priest did not materialize, he focused on other career paths within the education sector, rising up to the rank of Professor at Makerere University, and with ability to stand in front of the learners, to share words of wisdom and inspiration.
Stakeholders encouraged to support learner centred education
The exhibition concluded with a strong call for collaboration among parents, teachers, policymakers, and communities to support learner-centred education. Stakeholders agreed that the Competence Based Curriculum can only succeed if all actors work together to create supportive, practical, and inclusive learning environments that prepare learners for real-life challenges.
Schools that participated in the exhibition
Some of the schools that participated in the exhibition include: Mengo Senior Secondary School, Mirembe G. Vocational Training Centre-Zana, Garfield Nursery and Primary School-Gayaza, Tephies Kindergarten School Nagalabi-Budo, Raayat Islamic Primary School.
Education
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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