General
Depression is the 4th leading cause of burden of disease in women
The Office of the Deputy Vice Chancellor (Academic Affairs) – DVC AA has established a programme for nurturing the next generation of academics. Under this programme, recent Graduates of PhD studies will be availed the opportunity to make public, findings from their doctoral research.
The Office of the Deputy Vice Chancellor (Academic Affairs) – DVC AA has established a programme for nurturing the next generation of academics. Under this programme, recent Graduates of PhD studies will be availed the opportunity to make public, findings from their doctoral research.
Apart from knowledge sharing, the seminars seek to enhance networking among intellectuals both within and outside Makerere University. Furthermore, it is believed that research findings provide a rich ground for policy reviews and enhancement of national development goals.
The PhD Seminar Series Programme was launched on 2nd September, 2010 with Dr. Euzobia Baine, who made a presentation on "Gender and Teaching Education in Uganda: Responses to Contemporary Changes". The second series was held on 27th October 2010 and featured Dr. Joshua Tugumisirize, who presented his findings on “Depression, Women and Culture: A comparative study of depression among Malawian and Ugandan women”.
In her remarks The Deputy Vice Chancellor Prof. Lillian Tibatemwa-Ekirikubinza emphasized on the need for Makerere University to nurture public intellectuals. “As Faculty of the premier University; the academia of Makerere have a duty to take the lead and in fact enrich public debate on issues of National Import.” “Indeed I opine that the academia have a duty to play as leading public intellectuals while at the same time maintaining rigorous commitment to traditional scholarship,” added Prof. Tibatemwa-Ekirikubinza.
Dr. Joshua Tugumisirize the series’ presenter noted that although depression is a common and disabling disorder, it is poorly understood and is often unrecognised and untreated. “The extent to which cultural factors influence the nature, the experience, the extent, recognition and treatment of depression remain to be resolved,” he noted.
He further observed that although the rate of depression in women varies widely between countries and ethnic groups, women were more vulnerable to a wide range of adverse conditions and situation such as: poor relationship with significant others, poor relationship with mother, mother-in-law and inadequate material and emotional support.
Results from the comparative study showed that although the depressive symptoms were more common among the Malawian (Mzuzu) women than their Ugandan (Wakiso) counterparts, the prevalence of depression was by over 10% higher in Uganda than Malawi. The main factors associated with depressive illness were coercive sex, debt burden and marital conflict for women in Mzuzu, and domineering spouses for women in Wakiso.
It was also observed that whereas there was no difference in the level of instability of marriage in Wakiso and women in Mulanje (Malawi), the women in Uganda have more severe depressive illness. This was likely to be associated to the fact that the Mulanje women have more access to social/peer support.
In conclusion, Dr. Tugumisirize observed that there are wide variations in the rates of depression among Malawian and Ugandan women. However, the role of culture in contributing to depression in both countries remains unclear. Nonetheless, psychosocial factors which may have cultural basis are more significantly associated with depression.
Downloads
Prof. Lillian Tibatemwa-Ekirikubinza's presentation
Dr. Joshua Tugumisirze's presentation
Contacts.
Dr Joshua Tugumisirize,
Formerly at Department of Psychiatry, Makerere College of Health Science
Email: jtugumisirize@yahoo.com
Phone: +256-772-929741
mwamai@admin.mak.ac.ug, Public Relations Office
General
Makerere University Set to Develop Curriculum to Transform Graduate Supervision and Mentorship
By Moses Lutaaya
KAMPALA – Makerere University is set to develop a curriculum for a specialized Certificate Course in Supervision and Mentoring for Graduate Training and Higher Education Management, in a move aimed at professionalizing graduate supervision and strengthening the capacity of academic staff to deliver quality postgraduate education.
The proposed programme will equip academic staff with advanced competencies in graduate-level teaching, research supervision, mentorship, and higher education management, while supporting the University’s agenda of improving the quality and relevance of graduate training.
The curriculum development process was discussed during a Stakeholders’ Curriculum Development Consultation Workshop held on Thursday, 18th June 2026 at the Senate Building Telepresence Hall, Makerere University.
The workshop, organized by the Directorate of Graduate Training in collaboration with the Centre for Teaching and Learning Support (CTLS), brought together curriculum specialists, academic staff, and higher education stakeholders to review and enrich the proposed curriculum before it proceeds through the University approval processes.
Participants included 11 lecturers from the College of Engineering, Design, Art and Technology (CEDAT), 3 from the College of Agricultural and Environmental Sciences (CAES), 2 from the College of Veterinary Medicine, Animal Resources and Bio-security (CoVAB), 1 from the College of Humanities and Social Sciences (CHUSS), 4 from the College of Education and External Studies (CEES), among others.
The National Curriculum Development Centre (NCDC) was represented by Dr. Patrice Ssembirige, Deputy Executive Director in charge of Curriculum Review and Instructional Materials Development. The Centre for Teaching and Learning team was led by Dr. Dorothy Ssebowa, while Dr. Stephen Wandera coordinated the workshop.
Addressing participants, Prof. Julius Kikooma, Director Graduate Training at Makerere University, said the curriculum development initiative is central to strengthening graduate education and ensuring that academic staff are adequately prepared to support postgraduate learners.
Prof. Kikooma noted that Makerere University is targeting an increase in graduate student enrolment to 50 percent of the total student population, but emphasized that this ambition must be matched with investment in the capacity of academic staff who supervise and mentor students.
“We can get many graduate students, but if the people supporting them do not have the right tools and preparation, we will still have challenges,” Prof. Kikooma said.
He explained that the initiative responds to University policies requiring academic staff teaching graduate students to undergo pedagogical training, while those supervising graduate research must undergo specialized preparation in supervision and mentoring.
Prof. Kikooma said graduate supervision requires deliberate preparation because supervisors play a central role in shaping research quality, student success, and the overall effectiveness of postgraduate programmes.
He further emphasized Makerere University’s responsibility as a leading institution in the region.
“We have a double expectation. We must support the country to achieve its aspirations in national development, but we also have an expectation from other institutions to support them in building graduate training capacity. In that sense, we are a trainer of trainers,” he said.
Speaking on behalf of the National Curriculum Development Centre (NCDC), Dr. Patrice Ssembirige commended Makerere University for adopting a consultative and inclusive approach to curriculum development.
He noted that education systems globally are undergoing significant transformation, requiring continuous curriculum review and alignment with emerging needs.
“Education systems globally are undergoing significant transformation, and in Uganda, NCDC has been leading and spearheading the implementation of the competency-based curriculum,” Dr. Ssembirige said.
He explained that NCDC has developed competency-based curriculum frameworks at primary and lower secondary levels and is currently advancing reforms at upper secondary level, which feeds into higher education institutions.
Dr. Ssembirige said the new curriculum presents an opportunity to align graduate training with global trends, Sustainable Development Goals (SDGs), international best practices, and national development priorities.
“As we develop this curriculum, we need to align with global trends, SDGs and international best practices. We also need to undertake comparative analysis because curriculum reforms are taking place across East African Community states,” he noted.
He encouraged developers to ensure that the programme follows competency-based principles and equips participants with relevant 21st-century skills.
“Since we are talking about competency-based curriculum, we must be cognizant of the principles of competency-based education and ensure that we develop skills that fit the demands of the 21st century,” he added.
Dr. Dorothy Ssebowa, Director of the Centre for Teaching and Learning Support at Makerere University, said the initiative marks an important step in strengthening professional development for academic staff involved in graduate education.
She noted that effective supervision requires more than disciplinary expertise, but also skills in mentorship, communication, research guidance, ethics, assessment, and student support.
“The quality of graduate education depends on the quality of mentorship and supervision we provide. This curriculum will strengthen the capacity of academic staff to guide graduate students effectively, improve research outcomes, and uphold the standards expected of a leading university,” Dr. Ssebowa said.
She added that the Centre for Teaching and Learning will continue working with the Directorate of Graduate Training, academic colleges, curriculum specialists, and regulators to ensure the programme remains relevant and impactful.
During the workshop, stakeholders reviewed the proposed curriculum structure, course content, competency areas, assessment strategies, quality assurance mechanisms, and alignment with national and international standards.
Once finalized, the programme is expected to strengthen graduate supervision at Makerere University and serve as a model for professional development across higher education institutions in Uganda and beyond.
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