CTLS Objectives

CTLS is an arm of the college that enables her to engage in knowledge and technology partnerships related to the CEES mandate. CTLS is dedicated to innovating and supporting teaching and learning through facilitating learner-centered and competency based pedagogical practices at Makerere University, with (in) different learning institutions in Uganda and beyond. The Centre offers a variety of workshops, seminars that facilitate the development of educators, teachers, students, professionals and individuals. It offers capacity building and retraining of staff, teachers and students to respond to changing curricula and national needs. CTLS strives to support learning institutions to create a socially responsive and contextually relevant teaching and learning environments that embrace principles of openness at all levels of education starting from pre-school, to post-secondary (higher education). Our key areas of innovation and support at different educational levels include: staff development, capacity building, trainings, mentorship, curriculum and instructional design, development, implementation and evaluation, as well as innovative utilization of digital tools, to promote Quality, Equitable and Inclusive education in humanities, Sciences and related disciplines. We collaborate and partner with national and international institutions with a focus of improving the quality of teaching and learning. CTLS will leverage external funding and collaborations to ensure and afford sustainability of its operations.

Research Projects

  • CTLS in collaboration with the North Eastern University, USA Capacity Building workshops for staff and students in Digital Humanities with virtual seminars entitled: Introduction to Digital Pedagogy and Artificial Intelligence in the Classroom.
  • CTLS in collaboration with the University College London, UK, Educational Webinars for staff and students on Sloane ‘s Involvement in the local Jamaican History, African Slavery and Modern Slavery to building Shared futures
  • CTLS will offer short courses and training in Public Speaking, Guidance and Counselling, Graduate students’ Research to the general public and Parliamentary staff in Budget office
  • CTLS intends to build capacities of staff and students in mindset change, pedagogy and Patriotism
  • CTLS is in the process of developing a competence profile for graduate teacher trainees in Universities in Uganda
  • CTLS collaborates with the Uganda National Teachers’ Union (UNATU) to offer Continuous Professional Development to secondary school teachers

Projects Accomplished

A. Graduate Supervisors’ Training Workshop

CTLS spearheaded the organization of the Graduate Supervisors’ Training Workshop held on 10th and 11th August, 2023. Over 20 lecturers from the College of Education and External Studies obtained skills, strategies and best practices for ensuring robust Graduate Supervision. This training aligns with the Makerere University Strategic plan and CTLS goal of building staff capacity for knowledge production, innovation and the critical infrastructure for growth and competitiveness in the 21st Century’s globalized economy (MAK Strategic Plan 2020-2030).

B.  Educational Webinar

Following the Makerere University Strategic Plan Goal 4: Enhance partnerships with International Institutions. CTLS in collaboration with the University College London, UK organized an Educational Webinar entitled: ‘Omissions in Sloane’ Jamaican Collections: African Slave Trade and Modern Slavery building shared Futures’ The webinar held on 28th July, 2023 was attended by over 40 participants including lecturers and students from Makerere University and other Public and Private universities engaging in debates on addressing contemporary challenges as such Modern Slavery.

C. Digital Humanities Seminar 

CTLS in collaboration with Northeastern University, USA held two-day virtual seminar on Introduction to Digital Pedagogy and Artificial Intelligence in the Classroom. 

D. CTLS Short Certificate Courses

CTLS developed and is currently offering short certificate courses for the general public undertaken by different cohorts. The short certificate courses were as a result of a needs assessment survey that revealed the need to train the public and graduate students in: Public speaking, Guidance and Counselling, ICTs in Education, Qualitative & Quantitative research design courses among others. The certificate courses were launched in June 2023 and are duly offered by different cohorts of participants depending on their needs Certificate courses were developed to equip participants with knowledge and skills aligned to the 21st century demands with the aim of enhancing continuous professional development.

CTLS CERTIFICATE COURSES:
  • Public Speaking
  • Guidance & Counseling
  • Mindset Change for Stakeholders in Education
  • Introduction to Education Marketing
  • Resource Mobilization for Education
  • Information and  Communication Technologies in Education 
  • Innovative Educational Leadership skills and Emotional Intelligence
  • GRADUATE CERTIFICATE COURSES:
  • Qualitative Research Designs
  • Quantitative Research Designs
  • Mixed Methods Research Design
  • Research Theorization

 

Research Publications 

 

  • Kaahwa, Y. T., Sentamu, R., Muweesi, C. & Atugonza, S. (2023). Perception of Teachers of English Towards Boys in English Lessons in Secondary Schools in Uganda: Implication on Students’ Performance: East African Journal of Education Studies, 6(2), 182-197. https://doi.org/10.37284/eajes.6.2.1286. 

 

  • Kaahwa Yuda Taddeo et al (2023). The Post Covid-19 Violence Prevention Approaches in Schools and Students’ Achievement in Selected Government-Aided Secondary Schools in Jinja City, Uganda: Advances in Social Sciences and Management, Vol-1, No 9, pp 01-13

 

  • Yuda Taddeo Kaahwa, Sande Erunao Muwanguzi, Nakajjugu Flavia, Nansamba Florence (2022). Digital Divide-Related Educational Inequalities in Uganda: Alternative Learning Modalities during the Covid-19 Pandemic Period Learning. International Journal of Innovative Research and Knowledge, Vol 7 (11) pp 55 – 64, November, 2022 http://www.ijirk.com/current-issue

 

  • Yuda Taddeo Kaahwa, Kasamba Juliet (2022). Challenges of Inclusive Education in Uganda – Analysis of the Disabled Students Government Scholarship Scheme. International Journal of Innovative Research and Knowledge, Vol 7 (8) pp 50 – 58, August, 2022 http://www.ijirk.com/good/0080

 

  • Bagonza Godfrey, Yuda Taddeo Kaahwa (2022). The Challenge of Inequality in University Education: Is the District Quota Scheme Addressing Socio-Economic Disparities in Access to University Education in Uganda? International Journal of Higher Education, vol 11, (3), pp 110 – 120, December 2021 URL: https://doi.org/10.5430/ijhe.v11n3p110

 

  • Sande Erunao Muwanguzi, Yuda Taddeo Kaahwa, Nicholas Itaaga (2021) Teacher Generated Pamphlets as a Feasible Covid-19 Learning Alternative in Uganda: A Review of Existing Global and Domestic Pandemic Pedagogies. American Journal of Educational Research, vol 9 (9), pp 580 – 586, September 2021 http://pubs.sciepub.com/education/9/9/4

 

  • Nicholas Itaaga, Kaahwa Yuda Taddeo, Kategaya Rogers, Bagonza Godfrey (2020). Challenges Hindering Equitable Education in Buyende District. International Journal of Innovative Research and Knowledge, Vol 5 (11), pp. 34 – 43, November, 2020 http://www.ijirk.com/issue-details/56

 

  • Yuda Taddeo Kaahwa, Nicholas Itaaga (2019). Rural – Urban Disparities and Access to Government University Scholarships: An Analysis of Equity in the District Quota System in Uganda. International Journal of Innovative Research and Knowledge, Vol 4, (10), pp 29 – 38, October 2019

 

  • Yuda Taddeo Kaahwa, Anthony Muwagga Mugagga, Betty Akullo Ezati, Nicholas Itaaga (2019). Socio-Economic Disparities and Access to     Government University Scholarships – The Case of The District Quota System in Uganda. International Journal of Education and Research, Vol 7 (5), pp. 117 – 126, May 2019https://www.ijern.com/May-2019.php

 

  • Nicholas Itaaga, Kaahwa Y. Taddeo, Anthony Mugagga Muwagga, Kiggundu Musoke Muhammad. Socio-Economic Causes of Low Internal Efficiency of the Universal Primary Education Programme in Eastern Uganda. Discourse Journal of Educational Research. Vol 2 (1). pp11-17. June 2014. ISSN 2346-7045. http://resjournals.org/IJER/PDF2/2014

 

 

  • Nicholas Itaaga, Anthony Muwagga Mugagga, and Yuda Taddeo Kaahwa: Apathy among undergraduate education students at Makerere University: An analytical study of the causes and possible solutions. International Journal of Educational Research and Development Vol. 2(8), pp. 203-210, September 2013; ISSN 2327-316X ©2013 http://www.academicreserch

 

 

  • Sebbowa D. & Kontinen, T (In Press). Enhancing social justice? Experimenting social media in preservice teacher education at Makerere University in Uganda. FAPI Book Project, Taylor& Francis

 

  • Sebbowa, D., Ezati, B., Kakeeto, M., Mugagga, A., Byakutaaga (Forthcoming). Integrating Patriotism in Early Childhood Teacher Education: A Case of four PTCs in Uganda. Higher Education Journal.

 

  • Sebbowa D. (2022). Teaching and learning of History Education during COVID 19: Reflections from Makerere University, Uganda.Yesterday and Today Journal.

  • Sebbowa, D. & Majani, W. (2021). Dialogues over decolonisation in East Africa: A case study of History Education in Uganda, Historical Encounters: A Journal of historical Consciousness, historical cultures and history education, 8(2), 38-60. ISSN 2203 7543. DOI: https://www.hej-hermes.net/8-202

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  • Sebbowa, D. K. (2021). Bentrovato, D. & Wassermann, J. 2020. Teaching African History in schools: Experiences and perspectives from Africa and beyond [Book review].

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  • Sebbowa D. & Ng’ambi, D. (2020). Teaching History in ways C21st Students Learn- A Design-Based Research Perspective. International Journal of Learning, Teaching and Educational Research 19 (9), 259-280. DOI: https://doi.org/10.26803/ijlter.19.9.14

 

  • Sebbowa D. & Nabushawo, H. (2019). Emerging Technology Mediation among Pre-service History Teachers at Makerere University. Makerere Journal of Higher Education, 11(1), 15-29. DOI: http://dx.doi.org/10.4314/majohe.v11i1.2.

 

  • Sebbowa, D & Muyinda, P (2018). The Utilization of a Mobile Phone Forum on the Winksite Application in the Teaching and Learning of History. Yesterday and Today Journal, No. 20, 124-147.  DOI: http://dx.doi.org/10.17159/2223-0386/2018/n19a6

     

  • Sebbowa, D, Ng’ambi, D & Brown, C (2014). Using Wikis to Teach History Education to 21st Century Learners: A Hermeneutic Perspective. Critical Studies in Teaching and Learning 2(2), 24-48.

Partners

Local Partners

Uganda National Teachers’ Union (UNATU)

International Partners

Sloane Lab, University College London (UCL)

Personnel

Full Name Role/Designation Link to Bio
Dr. Dorothy Kyagaba Sebbowa Acting Coordinator
Dr. Kaahwa Taddeo Staff