PhD Public Defense for Mr. Erisa Walubo
2026-02-05 09:00 - 12:00 UTC | AVU, School of Distance and Lifelong Learning, Makerere University, Makerere University DICTS, KAMPALA
INVITATION:

The Dean, School of Education under the College of Education and External Studies (CEES), cordially invites you to the PhD Public Defense of the following candidate:

Name of the Candidate: Mr. Erisa Walubo

Title of Thesis:

Decolonizing Ugandan Primary Musical Arts Teacher Education through Exploring the Indigenous Amayebe Musical Practices

Date: Thursday 5th Februrary 2026.

Time: 9:00am – 12:00pm

Venue:

AVU Conference Room, College of Education and External Studies, Makerere University

ABSTRACT

This study examines Indigenous Knowledge Systems (IKS) and transmission processes within the Amayebe musical tradition of the Basoga in eastern Uganda, with the aim of contributing to the decolonization of Uganda’s Primary Musical Arts Teacher Education (PMTE) programme. While precolonial Ugandan education was grounded in community-based Indigenous knowledge, colonial and postcolonial education systems marginalized Indigenous epistemologies, leading to the decline and under-documentation of traditions such as Amayebe.

Guided by Decolonial Theory, the study adopts an interpretivist, ethnographic approach involving semi-structured interviews with five (05) master musicians, focus group discussions with nineteen (19) apprentices, and participant observation, complemented by audio-visual documentation and field notes. Inductive thematic analysis revealed that Amayebe plays vital cultural roles in royal ceremonies, funerals, and communal gatherings, serving functions of identity preservation, historical narration, moral education, and social critique. The tradition transmits musical competencies including performance, composition, improvisation, dance, and instrument-making as well as transferable values such as humanistic conduct, self-reflection, and self-confidence.

Drawing on these findings, the study proposes the Practitioner-Pedagogue-Andragogue (2PA) model, which integrates Indigenous and global perspectives to support culturally responsive, holistic, and reflective music teacher education. The study advocates for the systematic integration of IKS into PMTE through collaboration with Indigenous culture bearers.

Supervisors:

Dr. Ssegantebuka Julius

Dr. Ssekalegga Lawrence Branco

Prof. David Gabriel Hebert

Your presence and participation will be highly appreciated as we support the student in this important academic milestone.

PhD Public Defense
2026-07-06 09:00 - 13:00 | Room 127, Curriculum Building-Makerere University, Makerere University DICTS, KAMPALA, KAMPALA, +2560414, Uganda
INVITATION:

The Dean, East African School of Higher Education Studies and Development under the College of Education and External Studies (CEES), cordially invites you to the PhD Public Defense of the following candidate:

Name of the Candidate: Joseph Kiwanuka Sebabi

Title of Thesis:

Exploring Alumni Engagement Practices in Universities in Uganda

Date: Monday 6th July 2026

Time: 9:00am – 1:00pm

Venue:

Room 127, Curriculum Building

ABSTRACT

This study explored alumni engagement practices in universities in Uganda, where institutions continue to face challenges in effectively mobilizing support from their former graduates to advance institutional goals. Anchored in the interpretive worldview and guided by Blumer’s symbolic interactionism, the study employed qualitative methods, including interviews and document analysis. Social Exchange Theory provided the theoretical lens, informing three research questions that guided the inquiry. Findings revealed three key themes: nature and forms of engagement, motivations for engagement and execution strategies. Alumni engagement practices identified included organizing reunion events, establishing endowment funds, supporting infrastructure projects, implementing fundraising initiatives, creating alumni chapters, and recognizing outstanding students. Motivations for alumni engagement included commitment to the university, participation in governance, alignment with institutional aspirations, and a positive student experience. The study further found that engagement is operationalized through social networking, strategic planning, web-based platforms, and segmenting alumni efforts. Based on the findings, I conclude that alumni engagement in Ugandan universities is multidimensional, shaped by socio-relational, strategic and operational factors. The study recommends that universities in Uganda: should develop and maintain digitized alumni databases; institutionalize annual alumni events; establish and support alumni chapters; recognize alumni achievements; and appoint endowment fund ambassadors. In addition, universities should pursue strategic objectives that enhance student-alumni linkages, strengthen institutional image and satisfaction, and promote alumni gratitude and reciprocity.

Supervisor: Professor Ronald Bisaso

Doctoral committee:

1. Professor Ronald Bisaso

2. Professor FEK Bakkabulindi

3. Associate Professor Joseph Kimoga

4. Dr. David Onen

5. Dr. Tom Darlington Balojja

Your presence and participation will be highly appreciated as we support the student in this important academic milestone.
