Re-Imagining Education at Higher Education Institutions to Unlock Capacity for Economic Development

The research study developed a re-imagining education framework for Higher Education Institutions (HEIs) to support skills building of undergraduate learners to achieve economic development in Uganda, case of Makerere University. The study objectives were to; identify the challenges associated with implementation of re-imagining education in HEIs of Uganda, propose strategies to support reimagining education framework for economic development in Uganda and develop a re-imagining education framework for economic development. The learner centered design, NDP-IV and SDG4: quality education supported this study. The study used descriptive research design with a qualitative approach supported by interpretivism paradigm. The study participants were 35 undergraduate students and School Deans from the College of Humanities and Social Sciences (CHUSS) atMakerere University selected using simple random and purposive sampling techniques respectively. The interview guides were used to collect data from participants for this study. Interview data was analyzed using Atlas.ti Qualitative Analysis version 10 to generate network view diagram.The findings stated that learning and teaching involves; orientation activities, participatory delivery methods, provision of learning resources, assessment and feedback to unlock the critical foresight thinking of students at HEIs. Challenges were; cost of ICT gadgets, followed by variability in curriculum, limited practical learning, absence of mentorship and limited learner support at HEIs. Strategies included; curriculum review, adoption of technology, practical work, emphasis on internship, continuous training and provision of inclusive education support re-imagining education framework at HEIs. The engagement of stakeholders; HEIs, National Council for Higher Education, Ministry of Education and Sports, private partners ‘mobile network operators’ and students enhances re-imagining of education framework suitable for 21st century HEIs. The study recommends that HEIs should adopt the re-imagined education framework that start with assessment criteria on competency-based learning, followed by practical work, dynamic student support, adoption of technology, innovative curriculum review and emphasis on internship to support networked learning that fit this 21st century.