USD 50 million national programme moves into full implementation, strengthening
adolescent and youth rights, empowerment, protection and access to youth-responsive
services in 13 districts across five sub-regions

KAMPALA, 7 MAY 2026: The Government of Uganda, through the Ministry of Health, today officially launched the SAY Plus+ Programme, a Sexual and Reproductive Health and Rights (SRHR) initiative designed to strengthen adolescent and youth rights, empowerment, protection and access to quality services in Uganda’s underserved regions.

The launch, held at Makerere University‘s Freedom Square under the theme “My Voice Matters: Youth Voices for SAY Plus+” and the tagline “Nothing for us, without us”, marks the programme’s transition into full implementation.

SAY Plus+, formerly known as Strengthening Adolescents and Youth Rights and Empowerment: Scaling Impact, is led by the Ministry of Health, in coordination with other Ministries, with UNFPA Uganda serving as the Managing and Technical Agency.

Backed by a USD 50 million pooled fund from the Governments of Iceland, Denmark, the Netherlands, and Sweden, the initiative is scheduled to operate between 2024 and 2030. It is currently being rolled out across thirteen districts within five sub-regions, providing targeted assistance to regional referral hospitals in Jinja, Mbale, Moroto, Yumbe, Arua, and Gulu. Furthermore, the programme supports the Human Capital Development goals established in Uganda’s National Development Plan IV.

“SAY Plus+ represents a shift from fragmented interventions to a coordinated national effort that meaningfully places young people at the centre of both design and delivery. Through our partnership with the Government of Uganda, development partners, and implementing partners, we are investing not only in services, but in the systems, communities, and environments that enable adolescents and young people to thrive not only today but also in the future,” said Ms. Kristine Blokhus, Representative – UNFPA Uganda.

Officially launched by the Minister of State for Health Hon. Margaret Muhanga, the SAY Plus+ programme targets adolescents and young people aged 10 to 24 years, with particular focus on adolescent girls and young women, refugees and host-community youth, out-of-school young people, those not in employment, education or training, adolescents with disabilities, and young people in humanitarian and post-conflict settings.

“For many of us, things like this one are designed without listening to what we go through every day, think or even feel. SAY Plus+ feels different because it starts with our voices and gives us a real role in shaping solutions. It is not just about information, it is about being supported to make decisions, access services, and build the future we want.” – Jovia Dranzoa, Young person.

SAY Plus+ operates through three pillars. First, it empowers youth to exercise their rights and make informed choices. Second, it engages families, communities, and leaders to address harmful social norms. Third, it strengthens youth-responsive SRHR, HIV, and gender-based violence services via health facilities and community platforms, aiming to reach over 2.3 million direct and indirect beneficiaries.

The SAY Plus+ initiative stands as a model of international cooperation and multi-sectoral synergy. Through the combined support of the Governments of Iceland, Denmark, the Netherlands, and Sweden, and the technical leadership of UNFPA, Uganda is now equipped to scale-up critical interventions in HIV prevention, gender-based violence response, and reproductive health. With implementation now in high gear through 2030, the programme is poised to make a lasting contribution to the nation’s human capital development goals.

— ENDS —

Photos from the event

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The Academic Registrar, Makerere University invites persons with disability who applied for admission to public universities under the disability entry scheme for 2026/2027 Academic Year to appear for medical/review exercise at Makerere University, Senate Building, Level Four Conference Hall.

NOTE: Only those who have the minimum entry requirements of at least two principal passes at A’ Level or its equivalent and at least five (5) passes at O’ Level or its equivalent will be interviewed.

 Only candidates who sat ‘A’ level in 2025, 2024 and 2023 are eligible for admission.

THE EXERCISE WILL BE CONDUCTED ON 18^th, 19^th, 20^th, 21^st and 22^nd May, 2026 respectively from 9.00 A.M – 1.00 P.M each day.

See details below:

IMPORTANT:

(i) If you fail to appear on any of the given days above, there will be no other chance for you this year.

(ii) Applicants with other Government Scholarships are not eligible for admission through the Disability Entry Scheme

Prof. Mukadasi Buyinza
ACADEMIC REGISTRAR

_{By Betty Kyakuwa and Carol Kasujja}

In this exclusive quick chat, we spoke to the 91^st Guild President, Ssentamu Churchill James, a third-year student pursuing a Bachelor of Social Sciences. He shares insights into his leadership journey, key achievements, challenges, and his vision for the student community.

What inspired you to run for Guild President?

My background and personal leadership journey played a big role. Growing up, I saw my father and uncle actively involved in politics, which shaped my interest in leadership.

I also held leadership roles in high school—serving as Sports Minister at O-Level and later as Head Prefect at St. Juliana High School, Gayaza, during my A-Level. These experiences built my confidence and passion for representing others.

Seeing former Guild President Vincent Lubega Nsamba win also motivated me. We come from the same high school, and I succeeded him as Head Prefect. That gave me the belief that I, too, could lead at that level.

What was your vision when you assumed office, and how much of it did you achieve?

My vision was to amplify students’ voices and ensure their needs were prioritized. While it wasn’t easy due to bureaucracy, we made progress.

We improved students’ social welfare by engaging management, which led to greater flexibility in organizing events like the Bazaar and Freshers’ Ball. We also addressed the issue of missing marks. Previously, it could take semesters to resolve, but now, through the Office of the Academic Registrar, such issues can be handled much faster.

What is your biggest achievement?

One of the biggest milestones was allowing students to sit for examinations after paying at least 60% of tuition. This has reduced the number of students dropping out due to financial constraints.

We also saw the lifting of the ban on social events, which has gradually revived campus life. Additionally, leadership roles such as ministers and Guild Representative Councillors (GRCs) have become more functional, with clearer responsibilities and greater impact.

What key lessons have you learned?

One key lesson is the importance of daring to take action. Things may seem impossible, but once you step out and try, you realize they are achievable.

I also learned that leadership begins with influence. For example, when class representatives raised concerns about not being paid, I had to engage and influence them to understand the situation while working toward solutions.

Leadership also requires teamwork. You cannot lead alone—you need a support system. When you delegate, trust people and avoid micromanaging.

Another lesson is the importance of effective communication with management. Building strong relationships increases your chances of influencing decisions.

On a personal level, I have learned discipline—keeping time, improving how I present myself, and becoming more mindful in how I engage with others.

What do you attribute your success to?

First and foremost, God, who gave me the wisdom and understanding to lead.

I also attribute it to the strong working relationships I built with University leadership, especially the Vice Chancellor and the Dean of Students. Without that collaboration, it would have been difficult to achieve much.

How did you balance academics and leadership?

It required intentional planning and prioritization. When meetings clashed with tests, I delegated to the Vice President or Prime Minister. This ensured continuity while giving them an opportunity to grow.

However, I made it a point to attend critical engagements, such as Council meetings, because I was entrusted with representing students’ voices. I was also selective about external engagements to remain focused on my academics.

What challenges did you encounter?

Managing high expectations from students was a major challenge. Even small delays could attract criticism. For example, when students’ upkeep delayed by a week, some assumed I was not advocating for them.

I learned to remain calm and not react emotionally, instead using feedback as motivation to improve.

Another challenge was handling sensitive cases, such as advocating for students who had been suspended. Even when I did not agree with their actions, it was my duty to seek fair consideration on their behalf.

Was there a difficult decision you had to make?

Yes. Just a month into office, I made the decision to relieve a minister of their duties because they did not align with the cabinet’s vision and values. Leadership requires making tough decisions to maintain unity and integrity.

Is there anything you would have done differently?

I feel I could have engaged more with the administration. At times, I was occupied with activities outside the University, which limited my interaction with management. With more engagement, I believe I could have achieved even more.

What will you miss most?

I will not necessarily miss the office itself. Leadership is about service, and it is now time for others to take on that responsibility as I move on to the next chapter of my life.

How would you like to be remembered?

As a selfless leader who went the extra mile to serve others and always put students’ interests first—even when it required personal sacrifice.

For instance, during the Freshers’ Ball, we wanted to host a musician whose fee was UGX 4 million, yet we only had UGX 2 million. I personally covered the balance to make it happen for the students.