**5.7 HEAC programme opportunities**

This study has also consolidated the programme opportunities. Overall, the HEAC is an exceptional bridging programme in Uganda that is intended to give students who do not match the minimal standards for direct admission into university degree or diploma programmes an opportunity to enroll. Similarly, BU, GU and MUST, are the three universities in which the programme is implemented in partnership. Thus, the HEAC programme can now reach a wider audience because of such partnerships. Additionally, it seeks to close the knowledge gap for students who are uncertain about their university readiness or who do not possess the presumptive knowledge needed for professional courses. Candidates can enroll in particular degree and diploma programmes in the university and post secondary education system upon successful completion of the HEAC. Moreover, the programme is designed to cater for a number of different groups of learners, such as holders of the UACE who have completed and obtained at least two subsidiary passes, vocational students, international students who possess qualifications comparable to the UACE, and international students who possess qualifications that allow them to enroll in post secondary education in their home countries.

Another opportunity of the programme is the increasing access to STEM Programmes. HEAC encourages research and innovation by providing opportunities for students who narrowly missed the cutoff points for university admission to a variety of science programs. Additionally, it facilitates underrepresented groups' entry to STEM fields. More so, Universities interested in implementing the HEAC program can receive technical assistance from FAWEU, which includes course accreditation and curriculum creation. Additionally, Professional associations, the Ministry of Education and Sports, and other institutions now recognize and acknowledge HEAC. This programme is being adopted by more Ugandan universities, which will improve access to higher education. Assignments, tests, essays, projects, and written exams are used to evaluate the academic progress of HEAC students. Studies are being carried out to assess the effectiveness and influence of the HEAC initiative in advancing STEM education and broadening the pool of candidates for higher education. Both a qualitative and quantitative method is used in this study. The chapter outlines problems with the HEAC programme identifies challenges associated with it and suggests fixes, including improving graduates' perceived quality, increasing awareness, and offering sufficient course materials.

Finally, Goals 4 and 17 of the Sustainable Development Agenda (SDGs) are aligned with the implementation of the HEAC. These goals center on lifelong learning, inclusive and equitable quality education, and tackling inequities and inequalities in education. HEAC students receive mentoring, more clarifications, and practical experiences from universities and personnel. Universities can expand their sources of incoming students by putting the HEAC programme into practice. The overall goals of the HEAC programme are to close the achievement gap, advance STEM education, and give students access to post secondary education, with a focus on science and innovation. It also shows a dedication to raising Uganda's educational standards.

## **5.8 HEAC programme challenges**

This study also documented the programme challenges. Some Universities have expressed concerns over the perceived quality of graduates attaining degrees through the HEAC route and were afraid that the professional bodies like the Uganda Engineers Association, Uganda Dental Practitioners and Uganda Nurses Council would not recognize qualifications of students who did not attain degrees via direct entry to the universities. This is addressed through awareness creation on HEAC. The acceptance of the HEAC programme by the Ministry of Education and Sports has also improved the programme's acceptance by professional bodies. The slow pace of the internal approval processes of the developed HEAC curriculum by the Universities' Council and Senate is addressed by soliciting buy-in from the universities' top leadership before rolling out the programme. Transition to the University degree programmes challenges met by the HEAC students are linked to lack of tuition and other related academic requirements for enrollment and completion. Lack of adequate HEAC reference materials (textbooks and lab equipment) to support the programme is ameliorated by the partner Universities being provided with basic learning materials to start the programme. There are also plans to engage the HEAC technical team, National Curriculum Development Centre and the NCHE to develop more learning materials for the HEAC program. Stigmatization of the HEAC students by some lecturers at the partner Universities, is managed through provision of pyscho-social support and mentor-ship as well a continuous engagement and sensitization of the academic staff about the programme. Arising from this study, we suggest:


### **5.9 Lessons learned from HEAC implementation**

Implementation of HEAC does not only anchor in SDG 17 of ending poverty, protecting the planet, and addressing discrimination against MARPs but also SDG 4 of ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all. Science, Technology, Engineering and Mathematics are highlighted as crucial driving forces for achieving these goals. Moreover, they are a strong-bond for advancing the industrialization sector. On the other hand, HEAC is a bridging programme in Uganda, accredited by the NCHE and designed to provide entry opportunities for students who did not meet the minimum requirements for direct entry into the University. The HEAC programme aims at bridging the knowledge gap for students who might not have sufficient cognizance required for university professional courses, increasing science profiles among scholars, and addressing disparities and inequalities in education by providing second chances to disadvantaged students. While HEAC was championed by the FAWE-U with funding from the MCF, it has been institutionalized in five Ugandan universities so far.

The programme targets students with qualifications such as Uganda Advanced Certificate of Education (UACE) holders with at least two subsidiary passes, vocational qualifications and equivalent foreign qualifications. HEAC provides open access to a diverse range of courses in partner universities and prepares students for higher education and the workforce. The programme has been recognized and accepted by professional bodies and the Ministry of Education and Sports**.** All those involved, in both teaching and laboratory staffs are encouraged to spare a few minutes to encourage students during some lecture/practical hours. As implementation of HEAC takes off, teachers/facilitators provision of additional explanations and individuals/groups discussions enhances students' comprehension and unlocks focused interpretation of subject content. Organized workshops directed to orient laboratory and other teachers/facilitators motivate staff and students to hold mixed and separate regular meetings, conduct effective and constructive HEAC teaching and hands- on activities.

Studies are yet to be conducted to access the HEAC products and their performance. Sketchy results though indicate that the HEAC students transitioning into university are better prepared than those who join directly from secondary schools. Interestingly, the graduates of HEAC display their zeal to maintain their worth of admission to regular degree programmes. Moreover, those universities implementing the HEAC programmes are widening their source of enrolment.
