Mini case study
The COVID-19 pandemic caused disruptions at each of the universities involved in the TESCEA project. In Uganda, restrictions prompted Gulu University and Uganda Martyrs University (UMU) to transition to online delivery. With their expertise in pedagogy, multipliers have been key figures in this process, supporting their colleagues with adjusting their courses and developing online methods of assessment.
In November 2020, multipliers at UMU developed an e-learning and multimedia training for staff involved in the TESCEA programme. However, the Deputy Vice-Chancellor for Academic Affairs requested that this training be expanded to include all academic staff at the university. The training covered three aspects: transformative learning, course redesign and e-learning. The sessions included a variety of ‘mock teaching sessions’ in which participants had the opportunity to test different facilitation methods and, with the support of the university’s ICT department, they were guided through the development of online content.
“We felt this would enable the university to be allowed to reopen after several months of closure during the lockdown. It also gave us an opportunity to reach out to everyone on transformative learning approaches, including those who had ignored them before”
Charles Mushabe, UMU
This opportunity allowed the rapid scaling up of transformative learning to all departments in the university. Further, the university got permission from the government (through the National Council of Higher Education) to reopen using online teaching and learning, thanks in part to the delivery of the training offered by multipliers. It also saved the university a significant amount, compared to if they had hired external trainers.
“Teamwork enabled us to do a lot of things we would not normally have managed. Each one motivated the others, and where we lacked a skill, someone would go out to acquire it and share with others. The impact of our work on the entire university was more satisfying than any remuneration we would have received in exchange”
Charles Mushabe, UMU
Training of multipliers also continued during the pandemic. For more information, read the blog post: Pivoting to remote support for transforming higher education: what we have learnt.