2022 CIU MAGAZINE DEC EDITION

CLARKE INTERNATIONAL UNIVERSITY MAGAZINE

03 05 06 10 12 14 18 20 22 23 24 26 26 29

CLARKE INTERNATIONAL UNIVERSITY MAGAZINE

Editorial

What does it mean to have a CIU DNA? CIU is seen in our current students, staff and the leaderfundamentally rooted in changing students’ ship of the University. Our Vice chancellor Prof. Rose lives. We are grooming future leaders who are Clarke Nanyonga was appointed on the board of the changing their communities. It is in our DNA Uganda Health Care Federation, whose aim is to to lead without a title. It is in our DNA to inno- promote affordable, quality health care in Uganda. vate nuance ways of doing things. Our unique In attempts to spread our DNA and build stronger DNA can be seen in the way our alumni conduct community ties, CIU trained Boda Boda riders at the themselves, and is the reason we have a 92% Bukasa stage, to lead without a title and avoid reckemployment rate of our alumni in their fields less accidents. We also donated reflector Jackets of study. Our alumni are actively involved in al- and Helmets to the boda boda riders. We continue to most all sectors and innovating the spaces they create great brand ambassadors who live out the CIU are in. They are Doctors, nurses, clinicians, pub- mission in demonstrable and courageous ways. They lic health specialists, politicians, army generals are solutions. and many more. Our DNA is also very clearly

CLARKE INTERNATIONAL UNIVERSITY MAGAZINE

By Daphne Bukirwa

CLARKE INTERNATIONAL UNIVERSITY MAGAZINE

I am CIU

“

CLARKE INTERNATIONAL UNIVERSITY MAGAZINE

t the not only abou ’s it y it rs ve ni eU of “As you join th arn the value loma but to le ip D e, re eg D , ing Masters novating by us in d an t en m gage to community en r community in ces to turn ou ur so re e bl la The the avai IU taught me. this is what C nd A e. ac pl a better teering” Value of Volun

“

Uganda Nurses and Midwives Council at 100

Associate Prof.Rose Nanyonga Clarke Vice Chancellor, Clarke International University In November this year, I was invited to deliver a talk at the Uganda Nurses and Midwives Council’s (UNMC) 100-year anniversary about the past, present, and future education of NM and implications for regulation. This was a monumental event, and as such, it was only fitting that we adopt a bidirectional lens: reflecting on the journey thus far—noting candidly its highs and lows—while looking to the future with hope, clarity, and purpose.

.....................................................................

CLARKE INTERNATIONAL UNIVERSITY MAGAZINE

A little History: There is no doubt that NM education, regula- It has been 10 years since the Geneva Declaration tion and practice in Uganda have progressed at a steady pace adopted at the SIDIEF General Assembly encouraged since 1922. Our journey has not been so different from other countries to adopt the undergraduate program as the countries in that the core of NM (from the outset) was (and to entry requirement for the nursing profession. Relatedmany still is) considered a calling. From this perspective, the ly, the Plan for Action for scaling up nursing and mideducational preparation was kept to basic vocational training wifery education and practice for the African Region to enable basic skills for ensuring patient comfort (food, ser- 2012-2022 also provided a framework for the World vice, bathing and toileting, laundry etc.) (Bvumbwe & Mtsha- Health Organization (WHO) member states to ensure li 2018). In the early 1900s, many countries progressed NM quality nursing and midwifery education and training. learning to college-based education which was supported by Perhaps it’s time to plan for the workforce with these new standards and policies. Education institutions and NM key recommendations in mind. scholars focused on curricular that resulted in the mastering of skills and competencies.

Looking to the Future: As we look to the next 10, 20 or 100 years, key questions that the UNMC and other

Significant escalation of regulation and standards of care have relevant stakeholders must grapple with in terms of further driven reforms in education, regulation and practice in the overall improvement of the portfolio of the nursthe 21st century.

ing and midwifery workforce include:

In our context, the UNMC, recognizing that regulation is a key 1. enabler of growth in the NM profession, has strived to keep 2.

What is the future of healthcare in Uganda?

What are the critical health needs of our com-

pace with changes in the health sector that directly impact the munities?

How do we position nurses and midwives (and education, training, roles, scope, and overall standards for NM 3. practice.

other healthcare providers) to meet the health needs

The initial Nurses, Midwives and Nursing Assistant Act was of the country?

What kind of Nurse/Midwife should we have established in 1964. In 1996, the Act was revised to allow di- 4. versification of cadres (ULII, 1996). This critical update was now and in the future?

What level of training? subsequently followed with some reforms in the education and 5. training of NM.

6.

And how do we align our regulatory tools to

match these aspirations?

However, it still took Uganda over 71 1922-1993) years to introduce baccalaureate degrees in nursing. The present: Ugan- NM operate in an increasingly complex work environda currently sits at a cusp of opportunities and challenges in ment with multiple competing priorities. Answering education, practice, and regulation. The country’s workforce these questions will inform the next strategic under(101,068 per UNMC data; includes 27,112 with expired licens- taking in aligning vocational and professional cadres es) is tipped to one end with the majority (70%) of NM at the and defining specific needs for education and training, Enrolled Nursing/Midwifery Certificate level, with a moderate regulation, and practice. And it will enable education number at diploma level (nearly 25%), and even fewer NM with institutions to tailor NM curricular to current and fubaccalaureate degrees (2.3% BNS and 2.1 Bachelor of Science ture demands placed on nurses and midwives so that in Midwifery) (UNMC, 2022). Thus, while diversification in cad- the country consistently produces a workforce fit for res has occurred, the new categories unearth complexities in purpose. defining practice standards and the scope of practice for each Key Domains of Competencies for current and future level. It does also raise concerns about whether the current NM include but are not limited to portfolio of the workforce is what the country needs for a rap-

............................................................................ idly changing and complex health sector.

CLARKE INTERNATIONAL UNIVERSITY MAGAZINE

1.

Quality and Safety: We mvust have a nurse/mid-

4.

Healthcare Reforms: We need a nurse/midwife who

wife who can drive the cost of care down while driving

can lead the next generation of healthcare reforms

the safety and quality of care up.

5. Business of Healthcare: Key factors driving healthcare

2.

Knowledge Development: We need a nurse/

reforms in Uganda include healthcare disparities, demo-

midwife who is not just a consumer of knowledge for

graphic shifts, dual burden of disease, resource scarcity

evidence-based practice; but can engage meaningfully in

and unsustainable costs of care, access issues, suboptimal

developing and disseminating nursing/midwifery knowl-

outcomes, improvement in quality of care, fee-for-service

edge and science through research and innovation.

systems, insurance-driven health systems etc. To be a ma-

3.

jor player in shaping healthcare reforms, we need a NM

ICT in Health: We must have a nurse who is not

averse to the utilization and integration of information

who understands the business of healthcare

technology in the care/management of patients and pre-

6.

Accountable: We need a nurse/midwife who is ac-

vention of disease—but one who will run to it and readily countable for their own actions, while working autonoembrace it.

mously, and as an equal partner within interdisciplinary teams 7.

Visionary/Strategi Leader: We need a nurse/midwife

who is strategic; can envision the future including understanding challenging environments, the burden of disease including NCDs, different modes of care, shifting demographics, innovation, rapidly evolving demographics etc.

CLARKE INTERNATIONAL UNIVERSITY MAGAZINE

8.

Cultures of Health: We need a nurse/midwife who can

lead the primary healthcare agenda and who is engaged in building a culture of health and developing effective nursing practices for eliminating gaps and disparities in health care.

9.

Compassionate: And we need them to do all these things

while remaining compassionate, evidence-based and person-centred.

10. Wellness: Above all we need a nurse/midwife whose well-being to execute these duties is highly prioritized in government budgets year after year for the next century (NAM, 2021) In Sum: Nurses and midwives constitute the largest health workforce. From a business perspective, this strength also translates into the largest expenditure an issue that continues to plague the capacity of the profession to garner necessary investment and funding. This subsequently has an impact on the capacity to rigorously pursue the production of an efficient workforce with relevant competencies—a critical role of not just the nursing and midwifery education sector, but also the regulator (Bvumbwe & Mtshali, 2018).

Of note, it is important to rapidly address intractable challenges that continue to stand in the way of pragmatic strategies for advancing the nursing and midwifery agenda:

• To build on what the country has achieved so far and to drive future transformation, there is need to bolster strategic leadership at all levels.

• Transitioning from vocationally trained nurses and midwives (who are the majority) to basic and higher degrees requires innovative curricula, education investment and funding, and enabling regulation—these are critical ingredients. Past-century experiences of underinvestment in these groups of professionals will not yield the type of NM the country seeks to have.

• Documented critical shortages of regulatory staff need urgent attention • There is need to address the continuing inadequate productive capacity of NM training institutions—including critical shortages of learning resources and investing in faculty development for nursing and midwifery education, training, and research (Mitchell et al., 2014).

• Nurses and midwives are part of the human capital development agenda for Uganda. A key group for achieving Universal Healthcare Coverage. If the country wants better, highly qualified (both in quantity and quality), efficient nurses and midwives, they must be empowered to practice to the full extent of their training.

It is all going to take coordination, collaboration, and support. And I hope that as we reflect in this centennial, we can all make some commitments and engage in the required heavy lifting.

References

............................................................................

UNMC (2022). UNMC 100 years anniversary. November 2022. Centenary Magazine Uganda Legal Information Institute (1996). Nurses and Midwives Act 1996. Accessed at https://old.ulii.org/ug/legislation/consolidated-act/274 Bvumbwe, T., & Mtshali, N. (2018). Nursing education challenges and solutions in Sub Saharan Africa: an integrative review. BMC nursing, 17(1), 1-11.

Mitchell, A., Zuber, A., Quain, E., Hall, C. M., Foradori, L., & Lim, C. K. (2014). Building capacity of training institutions and Ministries of Health in sub-Saharan Africa: The PEPFAR approach. Annals of Global Health, 80(3).

CLARKE INTERNATIONAL UNIVERSITY MAGAZINE

STRENGTHENING RESEARCH CAPACITY: WHAT ARE WE DOING?

Research and innovation are at the heart of Clarke International University (CIU) and are embedded in its core principles and vision. As such, the institution is intentional in its agenda of growing its capacity through research and training. The School of Graduate Studies, Research and Innovation (SGSRI) leads the institution in driving its research agenda with a mindset aimed at attracting the involvement of all researchers and nurturing capacity for the upcoming/ young researchers. We look towards capacity training initiatives to enhance the available pool of research trained staff and seek to strengthen and widen the scope of collaborative research initiatives between CIU and the partner local and international institutions. The University has prioritized four (4) broad research areas considered relevant to our academic departments and community stakeholders. These include; public health research, health systems strengthening, clinical laboratory sciences and population ageing. All research that we engage in as an institution is guided by the institutional research policy.

The university boasts of a comprehensive set of guidelines along which all research (done in solitude or in partnership with other institutions) is based. The policy which has just recently been updated provides a benchmark for our research work from study design to dissem-

CLARKE INTERNATIONAL UNIVERSITY MAGAZINE

ination of the study findings. The policy is aligned to students’ research goals and is forthright on such key issues as research examination, supervision and grading of student’s research among others. This has enabled us ensure that research conducted at the university is streamlined to match national and international standards. As part of the capacity development initiatives, the SGSRI research department organizes periodical research trainings as guided by identified learning needs. In this year (2022), our faculty, researchers and students have benefited from research training in building a research profile, scientific writing, grant search and proposal writing, research ethics, research methods and processes, research dissemination, graduate research supervision among others manuscript writing and 2; graduate supervision). In addition, the research department supports processes of writing proposals for funding and submission and trains in abstract and manuscript writing for upcoming researchers. We actively look out for opportunities for funding and dissemination including research grants, scholarships, conferences and continuously encourage and support staff and students to apply for these opportunities.

The institution leverages partnerships to grow capacity in research, training and enabling of collaborative research.

We have worked with both local and international institutional partners to pursue research and academic excellence.

The partners we have worked with in the past and currently include: - Yale University, Queen's University, Belfast, Louise Herrington School of Nursing-Baylor University, University of Leeds, University of Southampton, University of Cambridge, Makerere University College of Health Sciences (MakCHS), Kabale University, Busitema University, ACHEST—The African center for Global Health and Social Transformation, Mbarara University for Science and Technology, Bwindi community Hospital, Share Uganda, Makerere University Joint AIDS Program and University of Kisubi. The Health Professionals Education and training for Strengthening the health system and services in Uganda (HEPISU) project, where CIU is a partner institution, has provided opportunities for faculty and student research training, and a number of our faculty and students have benefited from this training and

CLARKE INTERNATIONAL UNIVERSITY MAGAZINE

research support. As an institution, we strive to engage in research that promotes equity, influences policy and empowers populations. More recently, CIU has collaborated with Queen’s University, Belfast on an exploration study of the roles, responsibilities and support needs of Ugandan carer’s of chronic non-communicable disease patients. The study findings were disseminated to the Ugandan Ministry of Health (MoH) and various stakeholders CIU continues its partnership with Queen’s University, Belfast to co-produce a draft carer’s policy, based on the recommendations from the initial carers’ research. CIU prides in her Research and Ethics Committee (CIUREC) for its outstanding service in research ethics. Recently, CIUREC established partnership with the University of Kisubi (Unik to train and support the establishment of the Unik Research Ethics Committee (UNiKREC) to a fully accredited status (fig 4. Signing MoU). As a private and a growing academic institution, collaborations have been pivotal in strengthening our research capacity. Through these collaborations, we have been able to increase our research visibility through research publications and dissemination at various conferences.

In conclusion, as we purpose to lead, innovate and transform, the School of Graduate Studies, Research and Innovations realizes the urgent global need for quality research. It therefore pledges to continue supporting and advocating for the conduct of impactful research that promotes equity, influences policy and empowers populations. More importantly, the school purposes to build mentorship networks to nurture young researchers that will sustainably carry the institution through towards the achievement of the global research agenda.

By Dr. Catherine Lwanira

.................................................................

THE NEW FACE OF ICT AT CIU ......................................................

By Lubanga Robert We must all agree that in the recent past ICT has become the

engine for innovative teaching, learning and research at Clarke International University and world over. Today, Clarke International University has become a model institution in adoption and utilization of technology for operational efficiency and innovation.

Since the start of COVID-19 pandemic, the ICT department has swiftly transformed how teaching and learning is delivered at CIU, helping the University to adopt to the rapid technological changes that have seen businesses transform from the traditional face-to-face interactions / communication to today’s Online teaching and learning using web conferencing solutions to conduct meetings/ classes and the use of automated services for efficient communication and decision making.

............................................................................

CLARKE INTERNATIONAL UNIVERSITY MAGAZINE

............................................................................

Integrated Systems Student Management Information System In the Early 2022, we embarked on a journey we have always dreamed of, having a modern integrated student management Information system. Where all university routine processes such as online applications processing, admissions, registrations, tuition payments through different modes, Payroll, real time tuition updates, automated Exam cards, ID printing and Transcripts among other processes is what the new system will have to offer.

This will improve efficiency of all the university’s business processes and delivery of services to our students, staff and other stakeholders, all done in line with the ICT Department as a key enabler for research.

CLARKE INTERNATIONAL UNIVERSITY MAGAZINE

We are already in the implementation stage and our target is to have this system rolled out by January, tested and will be ready for use by the beginning of February.

What value will system integration bring to CIU 1. Efficiency gains.

Once you input data in one of the systems, you won’t have to re-enter it into other systems. That data should be shared programmatically in ways that are more efficient and less prone to errors from manual data entry.

2. Increased value from systems and solutions.

When solutions can access more data, those solutions can provide more value. Our system will focus on retention and it is going to be most effective when it is able to see an entire picture of the student’s involvement in campus life using data that resides in multiple systems.

3. Greater insights for our students, staff, and faculty.

Once we integrate our solutions, our users will access more data, get more complete views of their projects, and work at a higher level. It’s really all about the people who will be using this system and what data they will access. If our systems aren’t integrated, then somebody using our student system might not be able to access complete information about, say, a student’s admission for days or weeks.

That person can’t do their job as effectively. Again, we will be driving more value, because our users will have real-time access to all the data they need—not just bits and pieces.

Fresher’s Ball 2022 Freshers Ball 2022, was the most colorful event at CIU this year. The annual event consisted of Mr. And Miss. CIU competitions as well as a welcome party for the freshers. MTN pulse Uganda, was the event sponsor and really took the event to the next level. They set up an amazing stage, and had the students participate in a number of activities like board games, the 360 camera, dance competitions and many more.

Mr. and Miss. CIU were tested on their intellectual abilities, confidence and ability to represent their cultural heritage appropriately.

All the participants were brilliant, but Bumpenjje John Mary and Sarah Levi Wani came up on top taking the titles of MR. and Miss. CIU. The CIU guild were very active in the preparations of the event and the event was very well attended. Mr. and Miss. CIU will be ambassadors for the University across the country.

......................................................

By Daphne Bukirwa

Mr.CIU Bumpenjje John Mary

Miss CIU Sarah Levi Wani

CLARKE INTERNATIONAL UNIVERSITY MAGAZINE

CLARKE INTERNATIONAL UNIVERSITY MAGAZINE

CLARKE INTERNATIONAL UNIVERSITY MAGAZINE

Miss CIU Sarah Levi Wani

CLARKE INTERNATIONAL UNIVERSITY MAGAZINE

DONATION OF NEW PCs AND PROJECTORS TO CIU .............................................................

Recently, Mr. and Mrs Chuck Gordon of Russellville, Arkansas made a generous donation to CIU. The donation included 20 computers, 7 laptops, 8 projectors, 1 high-end server, a server rack press, and a CCTV system.

This generous gift will allow CIU to upgrade its ICT facilities, providing students with access to the latest technology and resources. The donation will have a lasting impact on the students and department at CIU, and we are deeply grateful to the Gordons for their continued support.

The upgraded ICT facilities will enhance the educational experience at CIU, providing students with the tools they need to succeed in today’s digital world. The addition of the high-end server and server rack press will ensure that CIU has the necessary backup and storage capacity to support its growing needs.

Mr. & Mrs Godorn’s is testament to their committment to enhancing education opportunities for health professional students at CIU and in Uganda. We are grateful for their generosity and support, and we look forward to working with them to continue improving the educational experience at CIU.

Strategic partners and friends of CIU remain crucial in enhancing our capacity to deliver accessible and quality educational experiences for all students.

During Covid-19, approved emergency Open Distance and eLearning (ODeL) strategies bolstered the university’s capacity to foster continuity of learning during lock-down. With enhanced ICT infrastructure, the university will strive to ensure that ODeL remains an integral part of innovative strategies for structuring and delivering learning and teaching with the required rigor, coherence, and effective faculty and student engagement.

In a recently concluded 4th Annual Higher Education Conference, under the theme “Enhancement of teaching, learning, and assessment with ODeL in higher education” the majority of stakeholders agreed that distance education globally will remain an arena of innovation in higher education, and an incubator for conceptual and technological advances capable of strengthening teaching and learning in the country and at CIU. In her remarks at the conference, the Education and Sports Minister, Janet Kataaha Museveni said that “Through the Education and Sport Sector Strategic Plan 20212024/25, the ministry intends to strengthen ODEL by having it mainstreamed in all institutions of higher learning as well as the strategies that will ensure increased access to higher education As noted, CIU recognises that education is rapidly changing and that eLearning will reshape teaching and learning in markets that are increasingly digitally driven. Preparing graduates that are market ready remains at the heart of what we do routinely.

Thank you to our sponsors for supporting these efforts.

CLARKE INTERNATIONAL UNIVERSITY MAGAZINE

CLARKE INTERNATIONAL UNIVERSITY MAGAZINE

FINISH EXCHANGE PROGRAM Clarke International University has partnered with Health Africa Network for over 10 years. The Health Africa Network was founded by Finish teachers to promote higher education cooperation in Uganda, Kenya and Finland. In the last ten years, we have had our nursing students get the opportunity to study abroad for 3 months and in exchange CIU has hosted Finish students at the University and placed them at our different hospitals in Uganda for training. With the outbreak of COVID-19, we saw this exchange program paused indefinitely because of the restrictions in movement. This year however, with the lifting of travel restrictions, we were excited to be hosting 6 Finish students in the CIU Nursing program, and have two of our nursing students in their final year travel to Finland. Pricilla Asiimwe and Elizabeth Atim just completed their three months exchange at Lapland University of Applied Sciences in Kemi- Finland.

Our faculty also attended the international week at both Lapland University of Applied Sciencesvand Seinäjoki University of Applied Sciences in Finland. By participating in the International Week, we had the opportunity to meet colleagues from around the globe, network, teach and plan for future partnerships in the Nordic atmosphere. In addition, our students and staff experienced the nature of the cold but beautiful winter in Finland. Mrs. Wafula Elizabeth a senior nursing lecturer gave a presentation about maternal health in Uganda and Miss Claire Nankinga, also a lecturer in the school of nursing presented a paper on critical care nursing.

We pride ourselves in these kinds of partnerships that are extremely rewarding for both our students and staff.

Claire Nankinga giving a presentation

By Daphne Bukirwa CLARKE INTERNATIONAL UNIVERSITY MAGAZINE

Participants at the international week in Finland

Finnish exchange students at CIU

Finnish exchange students with our staff Academic registrar, Mrs. Wafula & Ms. Daphne Bukirwa

CLARKE INTERNATIONAL UNIVERSITY MAGAZINE

Group picture with students after presentation

LAST MILE SCHOLARSHIP TESTIMONIALS

“

Nkwanzi Peace Kaabahita, a second year student of diploma in clinical medicine.

Am a beneficiary of the CIU scholarship scheme with a futuristic desire to specialize in psychiatry. CIU gave me an entry point to not just a career but a passion that would enable me engage fully with health issues affecting my community. I desire to transform the face of mental health in the eyes of the public. For giving me a chance to dream again thank you CIU.

“

..............................................................................................................

I am Nanyonjo Brenda, a CIU student in the second semester of the first year pursuing a Diploma in Clinical Medicine and Community Health.

I hereby extend my heart felt gratitude towards the CIU management for giving me a chance to be able to continue with my studies through the scholarship which has been granted to me and other students who wouldn’t be able to be in school without your help.

Having obtained this scholarship, I’m going to be able to attend my lectures and do my exams with less difficulty and expect to be a clinician at the end of this course. I would also like to continue with my studies and make my dream of being a pediatrician come true.

Thank you again CIU,

..........................................................................................................

CLARKE INTERNATIONAL UNIVERSITY MAGAZINE

The Road to charter still remains a great journey we still walk, Prof. Mawa Micheal Chief Principle Quality Assuarance and Qualification framework Inter-university council for East Africa gave us a Charter Mock Visit on the 6th of August this year and gave his views into better preparation for Charter

..........................................

By Florence Githinji

CLARKE INTERNATIONAL UNIVERSITY MAGAZINE

OUTREACHES AT CIU Clarke International University has had several outreach activities this year 2022 and has managed to partner with several partner organisations to reach out to more schools and communities.

CIU partnered with Reach a Hand Uganda this year, so that young people in secondary schools can get to know more about the University and what it offers. We engaged several schools including St. Elizabeth Nkoowe, Lowell Girls School, Elite High School, Naalya Secondary School.

We also participated in the Brave Girls Festival, and Brave Girls Tournament, and we were able to create a CIU Girls Soccer team to this effect. We also participated in career days of some of the schools including Masaka Secondary School.

Reach a Hand has gone ahead to see us as a valuable partner to contribute to their mandate as well as ours, and we participated in the launch of their strategic plan for the next 5 years. We are excited about this partnership and look forward to a look term relationship with them.

The different institutes and schools within the University have also been able to participate in several events including the School of Public Health which participated in the Hepatitis B 2-day event which was led by Ms. Alimah Komuhangi. Day 1 was an outreach for awareness in the community of Nakawa and the Day 2 the team attended the scientific symposium and the Dean of Public Health, John Alege made his contribution at the symposium Come 2023, we look forward to visiting more communities and schools as the country continues to discover the Clarke International University brand and the contribution it is making in the Health and Business Industries.

By Julia Nansubuga

CLARKE INTERNATIONAL UNIVERSITY MAGAZINE

#LEAD CLARKE INTERNATIONAL UNIVERSITY MAGAZINE

CIU wins International Computer Driving License (ICDL ) for Africa’s Best Practice 2022 The International Computer Driving License (ICDL) is a globally recognized certification that provides individuals with the skills and knowledge necessary to use a computer and common computer applications.

The certification is designed to give individuals a solid foundation in computer literacy and is recognized by employers, educational institutions, and governments around the world.

The ICDL program is based on a set of international standards that define the core competencies required for computer use. The program covers a range of topics, including computer hardware, software, operating systems, and common applications such as word processing, spreadsheets, and presentation software.

To obtain the ICDL certification, individuals must pass a series of exams that assess their knowledge and skills in each of the core competencies.

Clarke International University is an accredited testing centre, since 2017. The testing centre is under our School of Business and Applied Technologies.

The University has been running public classes online and currently has started partnering with corporate companies to contribute to the skilling gap in the market today. Standard Chartered Bank has been our first corporate customer, because their current mandate is to give back to their customers by providing a digital upskilling program that will help them remain relevant in this fast-growing digital era. One of the key advantages of the ICDL certification is that it is portable and recognized internationally. This means that individuals who have obtained the certification can use it to demonstrate their computer literacy skills to employers, educators, and governments regardless of where they are in the world. And got the opportunity to attend the ICDL Africa Forum, in Kigali. Themed: “In what way should African governments Leverage digital skills for the workforce to contribute to a knowledge -based economy?” where CIU got THE ICDL AFRICA BEST PRACTICE AWARD 2022 EDUCATION IN THE WHOLE OF AFRICA for the astoninishing work being done with in the country.

Justus Nuwagaba from our ICDL team recieving the award

...................................................

By Justus Nuwagaba & Julia Nansubuga

CLARKE INTERNATIONAL UNIVERSITY MAGAZINE

CLARKE INTERNATIONAL UNIVERSITY MAGAZINE

CIU wins 1st Runner up Exhibitor Award at the 13th Blended National Council for Higher Education Institutions Exhibition On the 13 th of September 2022, CIU participated in the 13th Blended National Council for Higher Education Institutions Exhibition at UMA show grounds Lugogo. The exhibition gives high school students in their final year, an opportunity to interact with institutions of higher education and get guidance on their options for further studies. The Theme this year was “Enhancement of teaching, learning and assessment with ODEL in higher education.”

During the exhibition, institutions displayed how they were using Open Distance and E-learning (ODEL) and CIU won 1 st runner up for best private institutions effectively implementing ODEL. The guest of honor Hon. Tayebwa Thomas Deputy Speaker of Parliament encouraged the government to provide scholarships for students whose parents could not afford school fees. He also encouraged students to be hungry for success and to work hard for their goals.

..........................................

By Daphne Bukirwa

CLARKE INTERNATIONAL UNIVERSITY MAGAZINE

Daphne handing over a package to Deputy speaker Thomas Tayebwa

CLARKE INTERNATIONAL UNIVERSITY MAGAZINE

Clarke International University Shilling Account: Account number: 6000164850 Bank Name: Absa Bank Uganda Limited Bank Location: Tank Hill Parade Muyenga Swift Code: BARCUGKX Clarke International University DOLLAR Account: Account number: 6000678587 Bank Name: Absa Bank Uganda Limited Bank Location: Tank Hill Parade Muyenga Swift Code: BARCUGKX

CLARKE INTERNATIONAL UNIVERSITY MAGAZINE

CLARKE INTERNATIONAL UNIVERSITY MAGAZINE

CLARKE INTERNATIONAL UNIVERSITY MAGAZINE