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CALL FOR NOMINATIONS FOR THE STUDY OF THE U.S. INSTITUTES FOR SCHOLARS

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15 years ago

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The Public Affairs Section is soliciting candidate nominations/applications for six competitive Summer 2012 Study of the U.S. Institutes for university faculty and other related scholars. In-country deadline for nominations and applications is November 30, 2011. Nominees and interested applicants should email their curriculum vitae to : Dorothy Ngalombi, Cultural Affairs Specialist, U.S. Mission Uganda; email: NgalombiDN@state.gov by the deadline. Please share widely with your colleagues.

1) INSTITUTE DESCRIPTION: Study of the United States Institutes for Scholars are intensive post-graduate level academic programs with integrated study tours whose purpose is to provide foreign university faculty and other scholars the opportunity to deepen their understanding of U.S. society, culture, and institutions. The ultimate goal is to strengthen curricula and to improve the quality of teaching about the United States in academic institutions abroad.

The institutes will take place at various colleges and universities throughout the United States over the course of six weeks beginning in June 2012. Prospective applicants are encouraged to visit the website to obtain general information about the Institutes. The website address is:
http://exchanges.state.gov/academicexchanges/scholars.html.

A. The Institute on American Politics and Political Thought will provide a multinational group of 18 foreign university faculty with a deeper understanding of U.S. political institutions and major currents in American
political thought. The institute will offer an overview of political thought during the founding period (constitutional foundations), and the development and current functioning of the American presidency, Congress, and the federal judiciary. The examination of political institutions will include the electoral system, political parties and interest groups, the civil service system, media and think tanks, and the welfare/regulatory state. The institute will address modern political and cultural issues in the United States (including but not limited to civil rights, women's rights, immigration, etc.) and the significance of public discourse in the formulation of public policy.

B. The Institute on Contemporary American Literature will provide a multinational group of up to 18 foreign university faculty and scholars with a deeper understanding of U.S. society and culture, past and present,
through an examination of contemporary American literature. Its purpose is twofold: to explore contemporary American writers and writing in a variety of genres; and to suggest how the themes explored in those works reflect larger currents within contemporary American society and culture. The program will explore the diversity of the American literary landscape, examining how major contemporary writers, schools and movements reflect the traditions of the American literary canon. At the same time, the program will expose participants to writers who represent a departure from that tradition, and who are establishing new directions for American literature.

C. The Institute on Journalism and Media will provide a multinational group of 18 journalism faculty and other related specialists with a deeper understanding of the role of journalism and the media in U.S. society. It
will examine major topics in journalism, including the concept of a free press, First Amendment rights, and the media's relationship to the public interest. The legal and ethical questions inherent in journalistic endeavors will be incorporated into every aspect of the institute. The institute will cover strategies for teaching students of journalism the basics of the tradecraft: researching, reporting, writing, and editing. The program will also highlight technology's impact on journalism, addressing the influence of the internet, the globalization of the news media, the growth of satellite television and radio networks, and other advances in media that are transforming the profession.

D. The Institute on Religious Pluralism in the United States will provide a multinational group of up to 18 foreign university faculty and practitioners with a deeper understanding of U.S. society and culture, past and present, through an examination of religious pluralism in the United States and its intersection with American democracy. Employing a multi-disciplinary approach and drawing on fields such as history, political science,
sociology, anthropology, law and others, the program will explore both the historical and contemporary relationship between church and state in the United States. Participants will examine the following aspects of
religious pluralism in the United States: the ways in which religious thought and practice have influenced, and been influenced by, the development of American-style democracy; the intersections of religion and politics in the United States in such areas as elections, public policy, and foreign policy; and the sociology and demography of religion in the United States today, including a survey of the diversity of contemporary religious beliefs and its impact on American politics.

E. The Institute on U.S. Culture and Society will provide a multinational group of 18 experienced and highly-motivated foreign university faculty and other specialists with a deeper understanding of U.S. society, culture,
values, and institutions. The Institute will examine the ethnic, racial, economic, political, and religious contexts in which various cultures have manifested themselves in U.S. society, and the ways in which these cultures have influenced both social movements and historical epochs throughout U.S. history. The program will draw from a diverse disciplinary base, and will itself provide a model of how a foreign university might approach the study of U.S. culture and society.

F. The Institute on U.S. Foreign Policy will provide a multinational group of 18 foreign university faculty and scholars with a deeper understanding of how U.S. foreign policy is formulated and implemented. The Institute will focus on United States Foreign Policy making through an exploration of domestic politics and players with emphasis on how each entity shapes U.S. perspectives and action on international issues. The four-week academic residency program will be complemented by two weeks of study tours of diverse loci of foreign policy-making: including Chicago and Washington, DC. The Institute program will also include day trips to Orlando, Tampa, Tallahassee, and historic St. Augustine.

2) CANDIDATE DESCRIPTION AND QUALIFICATIONS:

A. Candidates should be mid-career, typically between the ages of 30-50, highly-motivated and experienced professionals generally from institutions of higher education or research focused organizations (non-profits, think tanks, etc.). While the educational level of participants will likely vary, most should have graduate degrees and have substantial knowledge of the thematic area of the institute.

B. The ideal candidate will also be an experienced professional with little or no prior experience in the United States, whose home institution is seeking to introduce aspects of U.S. studies into its curricula, to develop
new courses in the subject of the institute, to enhance and update existing courses on the United States, or to offer specialized seminars/workshops for professionals in U.S. studies areas related to the program theme. In this respect, while the nominee's scholarly and professional credentials are an important consideration, an equally important factor is how participation in the institute will enhance mutual understanding course offerings in U.S. studies at the nominee's home institution.

C. Candidates should be willing and able to fully take part in an intensive post-graduate level academic program and study tour.

3) Program Funding: The Department of State will cover all participant costs, including: program administration; travel and ground transportation in the United States; and book, cultural, housing, subsistence, mailing, and incidental allowances for selected participants.

Contact Details

Dorothy Ngalombi
Cultural Affairs Specialist
Public Affairs Section
U.S. Mission Uganda
Tel: 256-414-259791/5 ext. 6313; 256-414-306313

http://kampala.usembassy.gov/ <http://kampala.usembassy.gov/>
http://www.america.gov/ <http://www.america.gov/>

<http://www.facebook.com/pages/US-Mission-Uganda/121384077911109?v=app_49497
52878> <http://www.flickr.com/photos/us_mission_uganda>
<http://www.youtube.com/user/USMissionUganda>
<http://twitter.com/usmissionuganda> <http://kampala.usembassy.gov/>

The Public Affairs Section is soliciting candidate nominations/applications for six competitive Summer 2012 Study of the U.S. Institutes for university faculty and other related scholars. In-country deadline for nominations and applications is November 30, 2011. Nominees and interested applicants should email their curriculum vitae to : Dorothy Ngalombi, Cultural Affairs Specialist, U.S. Mission Uganda; email: NgalombiDN@state.gov by the deadline. Please share widely with your colleagues.

1) INSTITUTE DESCRIPTION: Study of the United States Institutes for Scholars are intensive post-graduate level academic programs with integrated study tours whose purpose is to provide foreign university faculty and other scholars the opportunity to deepen their understanding of U.S. society, culture, and institutions. The ultimate goal is to strengthen curricula and to improve the quality of teaching about the United States in academic institutions abroad.

The institutes will take place at various colleges and universities throughout the United States over the course of six weeks beginning in June 2012. Prospective applicants are encouraged to visit the website to obtain general information about the Institutes. The website address is:
http://exchanges.state.gov/academicexchanges/scholars.html.

A. The Institute on American Politics and Political Thought will provide a multinational group of 18 foreign university faculty with a deeper understanding of U.S. political institutions and major currents in American
political thought. The institute will offer an overview of political thought during the founding period (constitutional foundations), and the development and current functioning of the American presidency, Congress, and the federal judiciary. The examination of political institutions will include the electoral system, political parties and interest groups, the civil service system, media and think tanks, and the welfare/regulatory state. The institute will address modern political and cultural issues in the United States (including but not limited to civil rights, women's rights, immigration, etc.) and the significance of public discourse in the formulation of public policy.

B. The Institute on Contemporary American Literature will provide a multinational group of up to 18 foreign university faculty and scholars with a deeper understanding of U.S. society and culture, past and present,
through an examination of contemporary American literature. Its purpose is twofold: to explore contemporary American writers and writing in a variety of genres; and to suggest how the themes explored in those works reflect larger currents within contemporary American society and culture. The program will explore the diversity of the American literary landscape, examining how major contemporary writers, schools and movements reflect the traditions of the American literary canon. At the same time, the program will expose participants to writers who represent a departure from that tradition, and who are establishing new directions for American literature.

C. The Institute on Journalism and Media will provide a multinational group of 18 journalism faculty and other related specialists with a deeper understanding of the role of journalism and the media in U.S. society. It
will examine major topics in journalism, including the concept of a free press, First Amendment rights, and the media's relationship to the public interest. The legal and ethical questions inherent in journalistic endeavors will be incorporated into every aspect of the institute. The institute will cover strategies for teaching students of journalism the basics of the tradecraft: researching, reporting, writing, and editing. The program will also highlight technology's impact on journalism, addressing the influence of the internet, the globalization of the news media, the growth of satellite television and radio networks, and other advances in media that are transforming the profession.

D. The Institute on Religious Pluralism in the United States will provide a multinational group of up to 18 foreign university faculty and practitioners with a deeper understanding of U.S. society and culture, past and present, through an examination of religious pluralism in the United States and its intersection with American democracy. Employing a multi-disciplinary approach and drawing on fields such as history, political science,
sociology, anthropology, law and others, the program will explore both the historical and contemporary relationship between church and state in the United States. Participants will examine the following aspects of
religious pluralism in the United States: the ways in which religious thought and practice have influenced, and been influenced by, the development of American-style democracy; the intersections of religion and politics in the United States in such areas as elections, public policy, and foreign policy; and the sociology and demography of religion in the United States today, including a survey of the diversity of contemporary religious beliefs and its impact on American politics.

E. The Institute on U.S. Culture and Society will provide a multinational group of 18 experienced and highly-motivated foreign university faculty and other specialists with a deeper understanding of U.S. society, culture,
values, and institutions. The Institute will examine the ethnic, racial, economic, political, and religious contexts in which various cultures have manifested themselves in U.S. society, and the ways in which these cultures have influenced both social movements and historical epochs throughout U.S. history. The program will draw from a diverse disciplinary base, and will itself provide a model of how a foreign university might approach the study of U.S. culture and society.

F. The Institute on U.S. Foreign Policy will provide a multinational group of 18 foreign university faculty and scholars with a deeper understanding of how U.S. foreign policy is formulated and implemented. The Institute will focus on United States Foreign Policy making through an exploration of domestic politics and players with emphasis on how each entity shapes U.S. perspectives and action on international issues. The four-week academic residency program will be complemented by two weeks of study tours of diverse loci of foreign policy-making: including Chicago and Washington, DC. The Institute program will also include day trips to Orlando, Tampa, Tallahassee, and historic St. Augustine.

2) CANDIDATE DESCRIPTION AND QUALIFICATIONS:

A. Candidates should be mid-career, typically between the ages of 30-50, highly-motivated and experienced professionals generally from institutions of higher education or research focused organizations (non-profits, think tanks, etc.). While the educational level of participants will likely vary, most should have graduate degrees and have substantial knowledge of the thematic area of the institute.

B. The ideal candidate will also be an experienced professional with little or no prior experience in the United States, whose home institution is seeking to introduce aspects of U.S. studies into its curricula, to develop
new courses in the subject of the institute, to enhance and update existing courses on the United States, or to offer specialized seminars/workshops for professionals in U.S. studies areas related to the program theme. In this respect, while the nominee's scholarly and professional credentials are an important consideration, an equally important factor is how participation in the institute will enhance mutual understanding course offerings in U.S. studies at the nominee's home institution.

C. Candidates should be willing and able to fully take part in an intensive post-graduate level academic program and study tour.

3) Program Funding: The Department of State will cover all participant costs, including: program administration; travel and ground transportation in the United States; and book, cultural, housing, subsistence, mailing, and incidental allowances for selected participants.

Contact Details

Dorothy Ngalombi
Cultural Affairs Specialist
Public Affairs Section
U.S. Mission Uganda
Tel: 256-414-259791/5 ext. 6313; 256-414-306313

http://kampala.usembassy.gov/ <http://kampala.usembassy.gov/>
http://www.america.gov/ <http://www.america.gov/>

<http://www.facebook.com/pages/US-Mission-Uganda/121384077911109?v=app_49497
52878> <http://www.flickr.com/photos/us_mission_uganda>
<http://www.youtube.com/user/USMissionUganda>
<http://twitter.com/usmissionuganda> <http://kampala.usembassy.gov/>

Denis Wamala

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Students with Disabilities Trained on Assistive Technology Use for Learning

Published

24 hours ago

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August 31, 2026

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The training for students with disabilities in the Disability Support Centre on 22nd August 2026. 60 students with disabilities trained on use of assistive technology to help them navigate studies and university life with fewer barriers, organized by Dean of Students’ Office in partnership with the Mastercard Foundation Scholars Program at Makerere University and the Makerere University Disabled Students Association (MUDSA), 22nd August 2026, Disability Support Centre, Makerere University, Kampala Uganda, East Africa.

For 60 students with disabilities, a computer, Braille reader or scanner is more than just a piece of equipment. It can be the difference between struggling to access information and learning with greater independence.

The students recently received practical training on the use of assistive technology to help them navigate their studies and university life with fewer barriers.

The one-day training was held on Saturday, August 22, 2026, at the Disability Support Centre in the Frank Kalimuzo Building. It was organised by the Dean of Students’ Office in partnership with the Mastercard Foundation Scholars Program at Makerere University and the Makerere University Disabled Students Association (MUDSA).

Assistive devices in the Disability Support Centre. 60 students with disabilities trained on use of assistive technology to help them navigate studies and university life with fewer barriers, organized by Dean of Students’ Office in partnership with the Mastercard Foundation Scholars Program at Makerere University and the Makerere University Disabled Students Association (MUDSA), 22nd August 2026, Disability Support Centre, Makerere University, Kampala Uganda, East Africa.
Assistive devices in the Disability Support Centre.

Unlike a classroom lecture, the training was largely hands-on. Students were taken through different technologies available at the University and given an opportunity to learn how they can use them in their day-to-day academic work.

Assistive technology includes devices, software and other tools that help people with disabilities access information, communicate, study and perform everyday tasks more independently.

Learning without barriers

Ms Elizabeth Rwabu, the Inclusion Support Services Officer at the Mastercard Foundation Scholars Program, encouraged students, particularly first-years, to make use of the Disability Support Centre.

“For first-year students, university is a new chapter, and none of you should feel that you have to navigate it alone. Familiarise yourselves with the services at the Centre and seek support whenever they need it,” Ms. Rwabu, said.

Assistive devices in the Disability Support Centre. 60 students with disabilities trained on use of assistive technology to help them navigate studies and university life with fewer barriers, organized by Dean of Students’ Office in partnership with the Mastercard Foundation Scholars Program at Makerere University and the Makerere University Disabled Students Association (MUDSA), 22nd August 2026, Disability Support Centre, Makerere University, Kampala Uganda, East Africa.
Assistive devices in the Disability Support Centre.

Ms. Rwabu also reminded the students to take care of the equipment, saying the facilities are shared by many students.

“These computers and assistive technologies are not simply pieces of equipment; they are tools that open doors to learning, communication and independence,” she said.

Students introduced to Braille technology

Mr Binasali Kyebagadha, an assistive technology expert from the Kyambogo University Disability Support Centre, led the practical session. He introduced students to the ethical use of assistive technology and demonstrated how different devices can support learning.

Among the devices demonstrated were the Orbit Reader 40 and Focus Blue 40 refreshable Braille displays, as well as the Pearl scanner.

Students were also shown how to use a smart interactive board and how it can support learners with different disabilities.

Up close with students with disabilities during the training. 60 students with disabilities trained on use of assistive technology to help them navigate studies and university life with fewer barriers, organized by Dean of Students’ Office in partnership with the Mastercard Foundation Scholars Program at Makerere University and the Makerere University Disabled Students Association (MUDSA), 22nd August 2026, Disability Support Centre, Makerere University, Kampala Uganda, East Africa.
Up close with students with disabilities during the training.

Mr. Kyebagadha told the students that assistive technology should be seen as a tool for independence.

“Assistive technology is meant to remove barriers, not create dependence. When properly used, it gives a student the confidence and independence to learn, communicate and participate on an equal footing with others,” he said.

He also cautioned the students against misusing the equipment, noting that the devices are shared resources.

Disability Support Centre

The training comes as Makerere continues to strengthen its Disability Support Centre, which provides a range of services to students with disabilities.

The Centre has computers fitted with screen readers such as JAWS and Fusion, Braille embossing services, large-print materials, refreshable Braille displays and audiobook reading services.

For students with visual and hearing impairments, such services can make access to learning materials easier and improve their participation in university activities.

Assistive devices in the Disability Support Centre. 60 students with disabilities trained on use of assistive technology to help them navigate studies and university life with fewer barriers, organized by Dean of Students’ Office in partnership with the Mastercard Foundation Scholars Program at Makerere University and the Makerere University Disabled Students Association (MUDSA), 22nd August 2026, Disability Support Centre, Makerere University, Kampala Uganda, East Africa.
Assistive devices in the Disability Support Centre.

The Centre also provides a link between students and academic staff, helping to address challenges that may affect students’ participation in learning.

Makerere established the Disability Support Centre as part of its efforts to promote an inclusive learning environment. The University also adopted its Policy on Persons Living with Disabilities in 2022.

For the students who attended the training, the most important takeaway was whereas having the right technology is useful, knowing how to use it can make an even bigger difference.

As Makerere expands its support for students with disabilities, the focus is increasingly moving beyond providing equipment to ensuring that students have the skills and confidence to use the technology effectively.

Carol Kasujja
Carol Kasujja Adii

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Uganda to Launch ACT-PREP, Africa’s New Epidemic Preparedness Research Network

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4 days ago

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August 28, 2026

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A KCCA Medical Office debriefs the MakSPH Field Epidemiologists and Surveillance Team during the CoVID-19 pandemic. Makerere University School of Public Health, Kampala, Uganda, East Africa.

By Henry Mugenyi

When the next infectious disease outbreak strikes, the question for African researchers should not be whether they have the capacity to conduct the research, but how quickly they can begin.

That is the gap a new five-year research initiative, Advancing Clinical Trials and Epidemic Preparedness Research Capacity in Africa (ACT-PREP), is seeking to address.

The project will be officially launched in Uganda on September 28th, 2026, bringing together researchers and partners from universities and research institutions across Africa and Europe. The launch will be held at the Makerere University School of Public Health (MakSPH) Auditorium in Kampala.

Led by Makerere University School of Public Health, ACT-PREP is designed to strengthen Africa’s ability to conduct clinical trials and other research before and during infectious disease outbreaks.

Africa has repeatedly faced epidemics of diseases such as Marburg, Ebola, COVID-19 and other emerging infections. Yet when outbreaks occur, the capacity to quickly generate the evidence needed to guide treatment, prevention and public health decisions remains underdeveloped.

ACT-PREP aims to make research part of outbreak preparedness not something that begins only after an epidemic has already spread.

According to Prof Rhoda Wanyenze, the Principal Investigator on the project, “the initiative will establish a framework for more equitable collaboration among 10 African and two European institutions, working alongside Universities and the Africa Centres for Disease Control and Prevention (Africa CDC)”.

The consortium includes institutions from Uganda, Rwanda, Tanzania, the Democratic Republic of Congo, Somalia, South Sudan and Senegal, as well as European partners in Sweden and Germany. Africa CDC is also among the participating institutions.

For Uganda, the launch at Makerere University is significant. The university is taking the scientific lead on a programme that places African research institutions at the centre of efforts to prepare for future epidemics.

One of ACT-PREP’s central ambitions is to address the shortage of researchers and systems capable of rapidly conducting high-quality clinical research during emergencies.

The project will strengthen clinical research, ethics and regulatory capacity, while also supporting laboratory and disease surveillance systems. It will integrate training into PhD and postdoctoral programmes, with the consortium aiming to train at least 700 fellows at the end of the project.

“The idea is straightforward: Africa needs not only laboratories and equipment, but also people with the skills to use them when an outbreak begins” – Says Dr Steven Kabwama, ACT-PREP Project Manager.

Researchers will also be supported to share expertise, data, resources and technology across institutions and national borders.

ACT-PREP will further explore One Health approaches and artificial intelligence-supported systems to improve disease prediction, detection and rapid response. The project also seeks to support more streamlined regulatory processes so that clinical trials can be deployed and monitored more quickly when they are needed.

The experience of recent epidemics has shown that time is one of the most valuable resources in an outbreak.

Delays in detecting a pathogen, setting up research sites, securing ethical and regulatory approvals or generating reliable evidence can affect how quickly health authorities are able to respond.

ACT-PREP is built around the idea that many of these systems should already be in place before the next emergency.

That means having trained researchers, functioning laboratories, established regulatory pathways, surveillance systems and relationships between institutions that can be activated when an outbreak occurs.

It also means changing how research partnerships are built.

Rather than relying on external institutions to arrive when a crisis begins, the project seeks to strengthen African institutions themselves and create longer-term collaborations in which expertise, technology, data and resources can be shared across borders.

Mak Editor

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SPH celebrates Claire’s 14 years of service

Published

6 days ago

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August 26, 2026

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The Dean and Staff of SPH with Claire Nakayizi during the celebration. Celebrating Claire Nakayizi's 14 years of service as Custodian, August 2026, Makerere University School of Public Health (MakSPH), Mulago Hospital Complex, Kampala Uganda, East Africa.

After 14 years of dedicated service, Claire Nakayiza, a familiar face and trusted custodian at the School of Public Health (SPH), has retired, leaving behind a legacy of hard work, commitment, kindness and service to the School community.

For many people at the School of Public Health, the sight of Claire arriving early in the morning, opening up the building and ensuring that everything was in order was simply part of the daily rhythm of life at the School.

For 14 years, Claire has been a constant presence at SPH. She has witnessed generations of staff, students, researchers and visitors walk through the School’s doors. She has seen colleagues join, grow and eventually move on, while she remained a dependable presence, quietly carrying out her responsibilities and ensuring that the School was ready to welcome everyone each day.

Her retirement was therefore more than a routine farewell. It was an opportunity for colleagues to celebrate a woman whose contribution, though often carried out behind the scenes, touched many lives and contributed significantly to the smooth running of the School.

Prof. Rhoda Wanyenze (R) and Claire Nakayiza (L). Celebrating Claire Nakayizi's 14 years of service as Custodian, August 2026, Makerere University School of Public Health (MakSPH), Mulago Hospital Complex, Kampala Uganda, East Africa.
Prof. Rhoda Wanyenze (R) and Claire Nakayiza (L).

At a farewell brunch organised by the Dean, School of Public Health, Prof. Rhoda Wanyenze, colleagues and friends described Claire in glowing terms. Words such as hardworking, kind, patient, resilient, dependable and caring repeatedly featured in the tributes.

For many, Claire was much more than a custodian. She was described as a mother figure, a counsellor and someone people could approach whenever they needed a listening ear, encouragement or simply a warm smile.

A commitment that went beyond the call of duty

One of the strongest themes to emerge during the farewell was Claire’s extraordinary commitment to her work.

Colleagues recalled how she would routinely open the School building as early as 6:00 a.m., ensuring that staff and students arriving for the day found the premises ready. Her working day could stretch well into the evening, with some days requiring her to remain at the School until 8:00 p.m. or even 10:00 p.m.

Despite the long hours and demanding nature of her responsibilities, colleagues said Claire rarely complained. Instead, she approached her work with patience and resilience, always focused on ensuring that the School was secure and that its operations could continue smoothly.

Her dedication was particularly evident in her contribution to improving the security of the School building. Over the years, Claire became a trusted custodian of the premises, helping to ensure that the building was opened and closed responsibly and that the environment remained secure for those who worked and studied there.

Speaking at the farewell, Prof. Wanyenze described Claire as someone who consistently worked beyond the call of duty.

Claire Nakayiza receives a plaque in appreciation of her service from the Dean and Leadership of SPH. Celebrating Claire Nakayizi's 14 years of service as Custodian, August 2026, Makerere University School of Public Health (MakSPH), Mulago Hospital Complex, Kampala Uganda, East Africa.
Claire Nakayiza receives a plaque in appreciation of her service from the Dean and Leadership of SPH.

The Dean acknowledged that saying goodbye to Claire was an emotional moment, given the many years she had spent serving the School and the relationships she had built along the way.

However, Prof. Wanyenze said she had spoken to Claire and was assured that she was ready to embrace the next phase of her life.

She joined colleagues in wishing Claire good health, happiness and prosperity as she begins her retirement journey.

More than a custodian

Claire’s impact at SPH was not limited to the physical responsibilities associated with her job. To those who interacted with her regularly, her greatest contribution was perhaps the warmth and humanity she brought to the workplace.

Amos Ddembe, the Internal Auditor, described Claire as a joy to watch as she went about her work.

He particularly remembered her interactions with people when she was stationed at the reception area. Claire, he noted, was almost always smiling and welcoming to staff and visitors.

Her ability to make people feel comfortable, regardless of their position or role at the School, earned her the affection and respect of many colleagues.

Claire’s colleagues also remembered her as someone who was willing to listen and offer guidance. Her patience and calm demeanour meant that people could approach her with their concerns, knowing they would receive a sympathetic ear.

Over the years, these seemingly small interactions accumulated into meaningful relationships, helping to make Claire one of the most recognisable and trusted members of the SPH community.

A legacy of service

Fourteen years is a significant period in the life of any institution. During that time, Claire witnessed changes in leadership, staff, students, programmes and the physical environment of the School.

She remained a constant through these transitions.

Her service represents the important contribution made by members of the support staff whose work often happens quietly but is essential to the functioning of an institution.

From opening the building before sunrise to securing it late in the evening, welcoming people at reception, supporting the day-to-day operations of the School and contributing to the security of the premises, Claire’s work helped create an environment in which others could perform their own responsibilities.

Claire Nakayiza makes her remarks. Celebrating Claire Nakayizi's 14 years of service as Custodian, August 2026, Makerere University School of Public Health (MakSPH), Mulago Hospital Complex, Kampala Uganda, East Africa.
Claire Nakayiza makes her remarks.

Her story is a reminder that the success of an institution is built not only through high-profile academic and research achievements, but also through the dedication of people who ensure that the institution functions every day.

A gesture of appreciation

As part of the farewell, the Department of Community Health and Behavioral Sciences also expressed its appreciation for Claire’s years of service.

Representing the Department, Dr. Christine Nalwadda presented Claire with a cash envelope on behalf of the staff as a token of appreciation for her commitment and contribution to the School.

A new chapter begins

As Claire leaves the School of Public Health, she takes with her the memories of 14 years of service and the goodwill of the many people she encountered along the way.

For the colleagues who gathered to celebrate her, the farewell was not simply about marking the end of employment. It was about celebrating a colleague who had become part of the fabric of the School.

As she begins this new chapter, the School of Public Health joins together in saying:

“Thank you, Claire, for 14 years of dedicated service. Thank you for the early mornings, the long evenings, the smiles, the patience and the unwavering commitment.

May retirement bring you the good health, peace, happiness and prosperity you so richly deserve.”

Betty Kyakuwa
Betty Kyakuwa

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