Veronica Munuve is a lecturer in the Faculty of Education at Uganda Martyrs University (UMU) and the university’s course redesign coordinator for the Transforming Education for Social Change in East Africa (TESCEA) partnership. She spoke to Tabitha Buchner about how curriculum redesign can help ensure that university students gain critical thinking skills through their studies.
David Monk of Gulu University in Uganda reports on a meal that brought together university staff and students with employers and members of the community to help forge closer links between university studies and employability
Aloysius Tenywa Malagala represented Gulu University, Uganda in a recent meeting about ensuring gender-responsive pedagogy in course redesign within the TESCEA project. In this blog post, he shares some of his reflections about gender issues in course redesign and how they fit with wider gender mainstreaming work within his university.
Haseeb Md. Irfanullah discusses the findings of a recent workshop he was a rapporteur of in Bangladesh on the potential impact on policy and practice of agricultural research in the country.
Dr Kendi Muchungi discusses the importance of iterative approaches and gaining high-level buy-in to new pedagogical approaches in East African universities.
Dr. Jennifer Sesabo of Mzumbe University in Tanzania shares her experiences from working on quality assurance initiatives across East Africa and the importance of understanding and addressing local contexts for effective and sustainable projects. Contextual understanding across four institutions in Uganda and Tanzania also underpins the TESCEA approach to ensure that changes to curricula and pedagogical approaches are appropriate and help enable students to leave university with the skills needed for the workplace and wider society.
