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X-WR-CALNAME:CEES | Makerere Univsity
X-ORIGINAL-URL:https://cees.mak.ac.ug
X-WR-CALDESC:Events for CEES | Makerere Univsity
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TZID:UTC
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DTSTART:20210101T000000
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BEGIN:VEVENT
DTSTART;TZID=UTC:20231208T100000
DTEND;TZID=UTC:20231208T100000
DTSTAMP:20260408T215949
CREATED:20231208T095332Z
LAST-MODIFIED:20240102T152022Z
UID:7016-1702029600-1702029600@cees.mak.ac.ug
SUMMARY:PhD Defence: Ms. Nakitto Jeniffer Milly
DESCRIPTION:The Dean\, School of Education\, College of Education and External Studies (CEES) invites you to the PhD Defense of the following Candidate \nName: Ms. Nakitto Jeniffer Milly \nThesis Title: “Exploring the Integration of Career Guidance in the teaching and learning of History: A case of Selected Secondary Schools in Wakiso District.” \nDate and Time: Wednesday 13th December\, 2023 starting 10:00 AM EAT. \n\nVenue : Room 126\, Curriculum Building\, College of Education and External Studies (CEES)\, Makerere University \n\nSupervisors: \n\nDr. Dorothy Sebbowa\nDr. Tebenkana Timothy\n\nFILE ATTACHMENT \n\n\n\n\n\nPhD Abstract (369.64 KB)
URL:https://cees.mak.ac.ug/event/phd-defence-ms-nakitto-jeniffer-milly/
CATEGORIES:CEES Events
ATTACH;FMTTYPE=image/jpeg:https://cees.mak.ac.ug/wp-content/uploads/2023/02/rsz_1c5a1592-scaled.jpg
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BEGIN:VEVENT
DTSTART;TZID=UTC:20231206T080000
DTEND;TZID=UTC:20231206T170000
DTSTAMP:20260408T215949
CREATED:20231201T115959Z
LAST-MODIFIED:20240102T152042Z
UID:6994-1701849600-1701882000@cees.mak.ac.ug
SUMMARY:PhD Defence: Mr. Mugabo Augustine
DESCRIPTION:VENUE : Room 126\, Curriculum Building\, College of Education and External Studies (CEES)\, Makerere University. \nNAME OF CANDIDATE: Mugabo Augustine (2019/HD04/31026U) \nTITLE: Student Support Services Management in Masaka City Universal Secondary Education Schools: Implications for Student Retention. \nSUPERVISORS:       1. Dr. Ssenkusu Peter \n\nDr. Victoria Kaggwa Rosette\n\n Abstract \nThe purpose of this multiple case study was to analyze the way Masaka City USE schools manage Students’ Support Services (SSS) and its implications for student retention. The study was guided by four objectives where first three objectives were to examine the way USE schools manage the guidance and counselling; the co-curricular; and the school feeding services; while the fourth objective was to determine the implication of the way the three SSS are managed for student retention. Management of SSS was benchmarked by Max Weber’s theory of bureaucracy\, while student retention was benchmarked by Tinto’s model of student departure. A qualitative approach was adopted\, and the pragmatism paradigm provided a basis for the study.  The study was conducted in three USE schools in Masaka City\, and the respondents included\, head teachers\, teachers\, heads of non-academic Departments\, students and dropouts. Data was collected using Key Informant Interviews (KIIs)\, Nine Focus Group Discussions (FGDs)\, and Non- obtrusive observation. All respondents were purposively selected. Findings revealed that against all odds\, the three schools try their best to provide guidance and counselling\, co-curricular\, and school feeding services to students. It was also revealed that management of guidance & counselling\, co-curricular\, and school feeding at the three USE schools was at the bare minimum due to a number of barriers that inhibit effective provision of the three support services. The key barriers identified were structural and logistical in nature. The structural barriers gravitated around the bureaucratic management of the three services that leads to a one size fits all approach to service provision. The logistical barriers were inadequate human\, financial\, infrastructure and time resources suffered by the three schools. It was also established that the way the three USE schools manage the three support services has far reaching implications for student retention. In keeping with Tinto’s model of student departure\, students who are able to cope with the basic provision of the three support services stay in school\, while those who cannot cope leave and join other schools or dropout of school completely. The study concluded that the way the three USE schools manage guidance & counselling\, co-curricular\, and school feeding services leaves a lot to be desired\, given the entering behavior of the students that patronize the schools. Secondly\, the way the three services are managed largely undermine student retention in the three schools. The study recommends that management at the three USE schools should rethink the one size fits all approach to the provision of student support services and adopt a more customized approach. Secondly\, management at the three schools needs to devise innovative ways of mobilizing resources needed to support the provision of adequate services by diversifying their sources of revenue\, sensitization of key stakeholders\, involving students more in the management of these services\, and building capacity to enable staff to provide services more effectively and efficiently.
URL:https://cees.mak.ac.ug/event/phd-defence-mr-mugabo-augustine/
CATEGORIES:CEES Events
ATTACH;FMTTYPE=image/jpeg:https://cees.mak.ac.ug/wp-content/uploads/2023/12/New_DSCN9375-1.jpg
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BEGIN:VEVENT
DTSTART;VALUE=DATE:20231016
DTEND;VALUE=DATE:20231021
DTSTAMP:20260408T215949
CREATED:20231012T152125Z
LAST-MODIFIED:20240102T152127Z
UID:6894-1697414400-1697846399@cees.mak.ac.ug
SUMMARY:Digital Pedagogy and Artificial Intelligence in the classroom
DESCRIPTION:
URL:https://cees.mak.ac.ug/event/digital-pedagogy-and-artificial-intelligence-in-the-classroom/
CATEGORIES:CEES Events
ATTACH;FMTTYPE=image/jpeg:https://cees.mak.ac.ug/wp-content/uploads/2023/10/WhatsApp-Image-2023-10-12-at-5.29.25-PM.jpeg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20231002T100000
DTEND;TZID=UTC:20231002T170000
DTSTAMP:20260408T215949
CREATED:20230922T200337Z
LAST-MODIFIED:20240102T152138Z
UID:6842-1696240800-1696266000@cees.mak.ac.ug
SUMMARY:PhD Candidate due for viva defense
DESCRIPTION: Monday 2nd October at 10 am in Room 126 Curriculum Building (East African School for Higher Education Studies and Development)\nCandidate for the Degree of Doctor of Philosophy in Educational Management of Makerere University \nThesis Title: Predictors of student engagement in the online component of Blended distance learning programs at Makerere University\nName of Candidate: Tumwesigye Tibs Jimmy\nReg. No.: 2015/HD04/1737U \nSupervisors:\n1. Assoc. Prof. Paul Muyinda Birevu\n2. Prof. Anthony Muwagga Muggaga \nAbstract\nStudent engagement is an antecedent of a successful learning process and educational outcomes. Student engagement enhances student learning motivation\, reduces the sense of isolation and dropout rates\, and enhances student cognitive development. This study investigated the predictors of student engagement in the online component of blended distance learning programs at Makerere University. The study particularly investigated whether teaching presence\, social presence\, and cognitive presence significantly predicted student engagement. The study was prompted by raising worries about the low levels of student engagement especially in the online component of blended distance learning programs in higher education institutions (HEIs) and Makerere University in particular\, which is a threat to students’ attainment of educational outcomes. The study was underpinned by the Community of Inquiry theoretical framework and used the positivist paradigm with survey-based predictive correlational and cross-sectional research designs. Data were collected using a Self-administered Questionnaire (SAQ) from 283 students drawn from the College of Education and External Studies (CEES) and the College of Health Sciences (CHS) and analysis was done using both descriptive and inferential statistics with the help of the Statistical Package for Social Scientists (SPSS). Multiple regression analysis revealed that jointly; teaching presence\, social presence\, and cognitive presence were significant predictors of student engagement in the online component of blended distance learning programs at Makerere University (F=213.885\, = .000\, p<0.05). The three variables collectively explained 69.4% of the variance in student engagement. Social presence was observed to have the strongest predictive effect on student engagement (β = .382\, sig. .000)\, followed by the cognitive presence (β = .288\, sig. .000)\, and teaching presence (β = .228\, sig. .000). The study concluded that teaching presence\, social presence\, and cognitive presence together influence student engagement in the online component of blended distance learning programs at Makerere University. The study recommends that online course instructors need to promote strategies focused on motivating group unity amongst learners through ensuring meaningful social interactions and group cohesion; implement online course activities that stimulate deep thinking and reflection in learning among students to achieve high levels of knowledge construction; design course activities that stimulate teaching presence through ensuring a simple and consistent course design that is easily accessed by students\, a detailed syllabus with clear expectations and assignment guidelines\, appropriate rubric\, timelines and rules of engagement\, provide orientation to learners\, feedback and learner support.\nKeywords:\nCommunity of Inquiry\, Teaching presence\, Social Presence\, Cognitive presence\, Behavioral engagement\, emotional engagement\, Cognitive engagement.
URL:https://cees.mak.ac.ug/event/phd-candidate-due-for-viva-defense/
LOCATION:East African School of Higher Education Studies and Development\, Curriculum Building\, Kampala\, Wandegeya\, Uganda
CATEGORIES:CEES Events
ATTACH;FMTTYPE=image/jpeg:https://cees.mak.ac.ug/wp-content/uploads/2023/09/Jimmy-Tibs-Tumwesigye-scaled-e1695413001567.jpg
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BEGIN:VEVENT
DTSTART;TZID=UTC:20230731T140000
DTEND;TZID=UTC:20230731T170000
DTSTAMP:20260408T215949
CREATED:20230727T132716Z
LAST-MODIFIED:20240102T152201Z
UID:6632-1690812000-1690822800@cees.mak.ac.ug
SUMMARY:ChatGPT and Its Implications on Teaching and Learning
DESCRIPTION:
URL:https://cees.mak.ac.ug/event/chatgpt-and-its-implications-on-teaching-and-learning/
LOCATION:Online Event
CATEGORIES:CEES Events
ATTACH;FMTTYPE=image/jpeg:https://cees.mak.ac.ug/wp-content/uploads/2023/07/WhatsApp-Image-2023-07-25-at-12.02.59-PM.jpeg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20230728T143000
DTEND;TZID=UTC:20230728T170000
DTSTAMP:20260408T215949
CREATED:20230717T121750Z
LAST-MODIFIED:20230717T123039Z
UID:6495-1690554600-1690563600@cees.mak.ac.ug
SUMMARY:Omissions in Sloane's Jamaican collections: African slave trade and modern slavery building shared futures
DESCRIPTION:
URL:https://cees.mak.ac.ug/event/omissions-in-sloanes-jamaican-collections-african-slave-trade-and-modern-slavery-building-shared-futures/
LOCATION:Online Event
ATTACH;FMTTYPE=image/jpeg:https://cees.mak.ac.ug/wp-content/uploads/2023/07/WhatsApp-Image-2023-07-17-at-10.13.35-AM.jpeg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20230724T080000
DTEND;TZID=UTC:20230727T170000
DTSTAMP:20260408T215949
CREATED:20230717T121055Z
LAST-MODIFIED:20230717T122306Z
UID:6491-1690185600-1690477200@cees.mak.ac.ug
SUMMARY:The Distance Education and Teacher Training In Africa (DETA) Conference
DESCRIPTION:The College of Education and External Studies invites you to the Distance Education and Teacher Training In Africa (DETA) Conference organized in collaboration with the University of Pretoria.\nThis international Conference will take place on Monday July 24th to July 27th in the Yusuf Lule Central Teaching Facility Auditorium. The opening Ceremony will be held on July 24th at 2pm.\nYou are all invited to the opening ceremony.
URL:https://cees.mak.ac.ug/event/the-distance-education-and-teacher-training-in-africa-deta-conference/
LOCATION:Yusuf Lule Central Teaching Facility Auditorium\, Makerere University
ATTACH;FMTTYPE=image/jpeg:https://cees.mak.ac.ug/wp-content/uploads/2023/07/WhatsApp-Image-2023-07-17-at-10.13.15-AM.jpeg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20230512T080000
DTEND;TZID=UTC:20230520T170000
DTSTAMP:20260408T215950
CREATED:20230417T085527Z
LAST-MODIFIED:20230417T085527Z
UID:5415-1683878400-1684602000@cees.mak.ac.ug
SUMMARY:Bi-Annual National Science Workshop
DESCRIPTION:Download Letter here :NATIONAL SCIENCE WORKSHOP
URL:https://cees.mak.ac.ug/event/bi-annual-national-science-workshop/
LOCATION:School of Education Main Block\, Lecturer Room 4\, School of Education main Block\, Wandegeya\, Uganda
ATTACH;FMTTYPE=image/jpeg:https://cees.mak.ac.ug/wp-content/uploads/2023/04/FLYER-National-Science-Workshop-April-2023.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20230124T100000
DTEND;TZID=UTC:20230124T170000
DTSTAMP:20260408T215950
CREATED:20230120T130134Z
LAST-MODIFIED:20230120T130303Z
UID:4057-1674554400-1674579600@cees.mak.ac.ug
SUMMARY:PhD Public Defense of Sr. Bernadette Lutaaya
DESCRIPTION:The Dean\, East African School of Higher Education Studies and Development\, invites you to the PhD defence for Sr. Bernadette Lutaaya\, scheduled to take place in Curriculum Building – Room 126 on Tuesday\, 24th January 2023\, starting at 10:00 AM. I’ve attached hereon the student’s abstract.\n\nSupervisors:\nAssoc.Prof. Ronald Bisaso\n             Dr: Florence Nakamanya\n\nDownload Abstract: Click here
URL:https://cees.mak.ac.ug/event/phd-public-defense-of-sr-bernadette-lutaaya/
LOCATION:East African School of Higher Education Studies and Development\, Curriculum Building\, Kampala\, Wandegeya\, Uganda
ATTACH;FMTTYPE=image/png:https://cees.mak.ac.ug/wp-content/uploads/2023/01/Sr.-Bernadette-Lutaaya.png
ORGANIZER;CN="The Dean":MAILTO:pr.cees@mak.ac.ug
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20230123T100000
DTEND;TZID=UTC:20230123T170000
DTSTAMP:20260408T215950
CREATED:20230123T203043Z
LAST-MODIFIED:20230123T203043Z
UID:4160-1674468000-1674493200@cees.mak.ac.ug
SUMMARY:PhD Public defense of Lukwago Rashid
DESCRIPTION:The Dean\, East African School of Higher Education Studies and Development\, invites you to the PhD Public defense of Lukwago Rashid scheduled for Monday\, 23 January 2023\, in Curriculum Building Room 126\, starting at 10 AM.
URL:https://cees.mak.ac.ug/event/phd-public-defense-of-lukwago-rashid/
LOCATION:East African School of Higher Education Studies and Development\, Curriculum Building\, Kampala\, Wandegeya\, Uganda
ATTACH;FMTTYPE=image/png:https://cees.mak.ac.ug/wp-content/uploads/2022/10/Capture.png
ORGANIZER;CN="The Dean":MAILTO:pr.cees@mak.ac.ug
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20230117T100000
DTEND;TZID=UTC:20230117T170000
DTSTAMP:20260408T215950
CREATED:20230112T135652Z
LAST-MODIFIED:20230112T135826Z
UID:3722-1673949600-1673974800@cees.mak.ac.ug
SUMMARY:PhD Public Defense of Mr Enock Kibuuka
DESCRIPTION:The Dean\, East African School of Higher Education Studies and Development\, invites you to the PhD Public Defense of Mr Enock Kibuuka\, scheduled to take place on Tuesday\, 17th January 2023\, in the Curriculum Building starting at 10 AM. \nSupervisors: Associate Professor Joseph Kimoga\nAssociate Professor Ronald Bisaso \nOpponent: Larazus Nabaho \nThe abstract is herein attached. Click here
URL:https://cees.mak.ac.ug/event/phd-public-defense-of-mr-enock-kibuuka/
LOCATION:East African School of Higher Education Studies and Development\, Curriculum Building\, Kampala\, Wandegeya\, Uganda
ATTACH;FMTTYPE=image/png:https://cees.mak.ac.ug/wp-content/uploads/2023/01/banner-cees.png
ORGANIZER;CN="The Dean":MAILTO:pr.cees@mak.ac.ug
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20230112T110000
DTEND;TZID=UTC:20230112T170000
DTSTAMP:20260408T215950
CREATED:20230111T071908Z
LAST-MODIFIED:20230111T075225Z
UID:3684-1673521200-1673542800@cees.mak.ac.ug
SUMMARY:Mr. Opul Joseph's thesis defense
DESCRIPTION:ABSTRACT \nTitle: Contribution of Education to Building Resilience of Regugee Learners: A case of Primary Schools in Nakivale Settlement\, Isingiro District\, Western Uganda   \nEducation contributes to resilience of refugee learners as emphasized by Uganda Education Refugee Response Plan (2018). However\, current education provided to refugee learners appears inadequately  contributing to  resilience Nanyunja et al (2021).This is evidenced by 90% of  refugee learners dropping out of school  (UNHCR Reports\, 2016\,2019 and 2020). \nThe purpose of this study was to improve on the contribution of education to building resilience of refugee learners by focusing on primary schools in Nakivale settlement\, Isingiro District in Western Uganda. The study was guided by three specific objectives: To assess the contribution of the curriculum to building resilience of refugee learners; To examine the role of teachers in building resilience of refugee learners and; To examine the role of the school leadership in building resilience of refugee learners. The study adopted a single case study design and used a qualitative approach to collect data from thirty-five purposively sampled participants (refugee learners\, teachers\, head teachers\, School Management Committees\, Parents Teachers Associations\, the District Education Officer and development partners) in three primary schools of Kashojwa\, Nyarugugu and Nakivale in Nakivale refugee settlement\, Isingiro District – Western Uganda. \nFindings of the study revealed that the curriculum was not adequately contributing to the resilience of refugee learners since its objectives not well defined\, content was inappropriate\, and evaluation was ineffective; furthermore\, the study findings revealed that the teachers did not adequately contribute to the resilience of refugee learners as they largely focused on teaching for grades\, made limited efforts in creative arts/extracurricular activities and psycho-social support; and lastly it was revealed that that the role of the school leadership was ineffective as none of the schools made policy towards learners’ progress\, prepared school improvement plans (SIPs)\, 5 year strategic plans and  all only scantly monitored the school operations. It was therefore concluded that if the curriculum objectives are well defined\, its content responsive to the needs of refugee learners and effective curriculum evaluation\, its contribution to the resilience of refugee learners will be higher; if teachers focus on creative arts /extracurricular activities and psycho-social support\, resilience of refugee learners will largely improve and; as long as the school leadership plays its policy roles\, develop SIPs\, and provide oversight role\, resilience of refugee learners will be built. Given the above conclusions\, the researcher recommended that the Ministry of Education and Sports should spearhead the development of a Significant Blended Curriculum that will provide significant education for refugee learners to build resilience; a teacher-management framework be designed by the MoES to enhance teachers’ roles in the building of resilience of refugee learners; and the MoES should develop an integrated refugee school leadership framework that will promote and ensure cohesion and collaboration between the three structures of PTA\, SMC and school administration. A conceptual model for building resilience of primary school refugee learners was developed by the researcher based on this study’s findings. \nSupervisors:   \nDr.  Nicholas Itaaga \nDr. Wycliffe Scot Wafula
URL:https://cees.mak.ac.ug/event/mr-opul-josephs-thesis-defense/
LOCATION:School of Education Main Block\, Lecturer Room 4\, School of Education main Block\, Wandegeya\, Uganda
ATTACH;FMTTYPE=image/jpeg:https://cees.mak.ac.ug/wp-content/uploads/2022/12/makere.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20221216T100000
DTEND;TZID=UTC:20221216T170000
DTSTAMP:20260408T215950
CREATED:20221209T202501Z
LAST-MODIFIED:20221209T204837Z
UID:2443-1671184800-1671210000@cees.mak.ac.ug
SUMMARY:PhD defence by Luyima Jimmy
DESCRIPTION:MOBILE PHONE APPS SUPPORTED INSTRUCTIONAL RESOURCES AND LEARNING OF CHEMISTRY: A CASE OF RESOURCE-CONSTRAINED PRIVATE SECONDARY SCHOOLS IN WAKISO DISTRICT-UGANDA  \nBy: Luyima Jimmy \nSupervisors: \nDr. Walimbwa Michael \nDr. Sentongo John \nAbstract \nThis study focused on mobile phone application tools (Apps) and learning of chemistry in resource-constrained privately owned secondary schools\, in Wakiso district. With a growing number of students facing the challenge of access to physical science instructional resources from their respective schools\, this study attempted to explore one of the possible alternatives to address the challenge\,  by particularly investigating the effect of integrating WhatsApp-supported chemistry instructional resources in out-of-classroom teaching and learning. \nInformed by the social learning theory and the community of inquiry model\, and using lenses of the pragmatic philosophical orientation\, this study adopted a mixed methods approach\, taking on a quasi-experimental pretest-posttest nonequivalent group design. Solomon’s four-group design was particularly employed because of its high internal and external reliability and validity. Quantitative data was collected using a SAQ and a chemistry process skills test on a sample of 240 students from four different schools. The data were analyzed using the independent and paired samples t-test\, to establish whether there was a statistically significant difference between the experimental and control groups. Qualitative data was collected using an interview and observation guide\, from 12 students and four teachers\, which was analyzed thematically. This was used to supplement the quantitative findings. \nThe study findings revealed that the integration of the WhatsApp-supported chemistry instructional resources in form  of videos\, photos\, audio\, and text outside the classroom setting improved the teacher-student interactions outside the classroom\, the students’ chemistry process skills and attitude towards chemistry\, and students were positive about using mobile phones for learning. Based on these findings\, it was concluded that the integration of WhatsApp-supported chemistry instructional resources in out-of-classroom setting improves learning\, as well as students’ willingness to use mobile phones for learning in resource-constrained schools. The study recommends that the different education stakeholders at different levels of education need embrace the use of mobile phones to support teaching and learning\, particularly in science instructional resource-constrained schools. Therefore\, the policy implication for this study points to the need by the Government to expedite the formulation of a policy on using the various ICTs\, such as mobile phones for teaching and learning in schools.
URL:https://cees.mak.ac.ug/event/phd-defence-by-luyima-jimmy/
LOCATION:School of Education Main Block\, Lecturer Room 4\, School of Education main Block\, Wandegeya\, Uganda
ATTACH;FMTTYPE=image/jpeg:https://cees.mak.ac.ug/wp-content/uploads/2022/12/makere.jpg
ORGANIZER;CN="The Dean":MAILTO:pr.cees@mak.ac.ug
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20221201T100000
DTEND;TZID=UTC:20221201T170000
DTSTAMP:20260408T215950
CREATED:20221130T141635Z
LAST-MODIFIED:20240924T175807Z
UID:2269-1669888800-1669914000@cees.mak.ac.ug
SUMMARY:Launching the school of Education scholarship Programme for Refugees\, Asylum Seekers and Vulnerable female students
DESCRIPTION:The college is set to sign an MOU with the Jesuit Refugee Services. The MOU will see the actualization of a scholarship program for refugee students and vulnerable female students.\n\n 
URL:https://cees.mak.ac.ug/event/launching-the-school-of-education-scholarship-programme-for-refugees-asylum-seekers-and-vulnerable-female-students-2/
LOCATION:Frank Kalimuzo Central Teaching Facility (CTF 1)\, Makerere University\, Wandegeya\, Uganda
ATTACH;FMTTYPE=image/jpeg:https://cees.mak.ac.ug/wp-content/uploads/2022/11/WhatsApp-Image-2022-11-30-at-4.18.23-PM.jpeg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20221201T100000
DTEND;TZID=UTC:20221201T170000
DTSTAMP:20260408T215950
CREATED:20221130T140050Z
LAST-MODIFIED:20221130T140050Z
UID:2262-1669888800-1669914000@cees.mak.ac.ug
SUMMARY:Launching the school of Education scholarship Programme for Refugees\, Asylum Seekers and Vulnerable female students
DESCRIPTION:The college is set to sign an MOU with the Jesuit Refugee Services. The MOU will see the actualization of a scholarship program for refugee students and vulnerable female students.f
URL:https://cees.mak.ac.ug/event/launching-the-school-of-education-scholarship-programme-for-refugees-asylum-seekers-and-vulnerable-female-students/
LOCATION:Frank Kalimuzo Central Teaching Facility (CTF 1)\, Makerere University\, Wandegeya\, Uganda
ATTACH;FMTTYPE=image/jpeg:https://cees.mak.ac.ug/wp-content/uploads/2022/11/WhatsApp-Image-2022-11-30-at-4.18.21-PM.jpeg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20221102T000000
DTEND;TZID=UTC:20221102T235959
DTSTAMP:20260408T215950
CREATED:20231020T130018Z
LAST-MODIFIED:20240925T082654Z
UID:6900-1667347200-1667433599@cees.mak.ac.ug
SUMMARY:Prof. Senteza Kajubi\, Fulbright Memorial Lecture
DESCRIPTION:
URL:https://cees.mak.ac.ug/event/prof-senteza-kajubi-fulbright-memorial-lecture/
LOCATION:Yusuf Lule Central Teaching Facility Auditorium\, Makerere University
CATEGORIES:CEES Events
ATTACH;FMTTYPE=image/jpeg:https://cees.mak.ac.ug/wp-content/uploads/2023/10/WhatsApp-Image-2023-10-20-at-11.26.29-AM.jpeg
END:VEVENT
END:VCALENDAR