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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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Makerere Hands Over CCE Hall to NEC for Renovation

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5 days ago

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June 26, 2026

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Lt. Gen. James Mugira (3rd R) and Guild President H.E. Kadondi Gracious (3rd L) display a copy of the CCE Complex Working Drawings at the site handover on 26th June 2026 as L-R: Eng. Brian Buhanda, Prof. Barnabas Nawangwe, Dr. Winifred Kabumbuli and Prof. Henry Alinaitwe witness. Vice Chancellor, Prof. Barnabas Nawangwe hands over CCE (Complex) Hall of Residence Site to National Enterprise Corporation (NEC) Managing Director and CEO, Lt. Gen. James Mugira for renovation and overhaul works, Friday, 26th June 2026, Makerere University, Kampala Uganda, East Africa.

The Makerere University Vice Chancellor, Prof. Barnabas Nawangwe has today, Friday, 26th June 2026 handed over the CCE (Complex) Hall of Residence Site to National Enterprise Corporation (NEC) Managing Director and CEO, Lieutenant General James Mugira for renovation and overhaul works. The UGX 12billion Government of Uganda-funded works, expected to be completed within a year, are the fourth project to be undertaken by NEC. They were preceded by; construction of the University Perimeter Wall, Renovation of Lumumba Hall, and Renovation of Mary Stuart Hall.

NEC’s Record Lauded

Prof. Nawangwe in his remarks at the handover ceremony lauded these projects. “The quality of work done by NEC makes us proud because we can finally say that we have Ugandans who can do the things, which we previously depended on foreigners to do.” He therefore thanked the Government of Uganda for fully funding the projects and the First Lady and Minister of Education and Sports, Hon. Janet Museveni, whose visit set the renovation projects in motion.

The Vice Chancellor added that as the Alma mater for most members of both the Contractor and Project Management Teams, this was a moment of great pride as their expertise and skills have saved the country billions of taxpayers’ money. “Thank you for being patriotic”, he commended.

Arch. Dr. Kenneth Ssemwogerere (R) leads the team on a guided tour of the site. Vice Chancellor, Prof. Barnabas Nawangwe hands over CCE (Complex) Hall of Residence Site to National Enterprise Corporation (NEC) Managing Director and CEO, Lt. Gen. James Mugira for renovation and overhaul works, Friday, 26th June 2026, Makerere University, Kampala Uganda, East Africa.
Arch. Dr. Kenneth Ssemwogerere (R) leads the team on a guided tour of the site.

Prof. Nawangwe concluded by noting that CCE Hall, by virtue of its location, provides a first impression of Makerere University as a whole. He therefore urged the contractor to ensure that upon renovation, CCE Hall would create a memorable and lasting first impression, exceeding even that of the renovated Mary Stuart Hall.

A Project Fueled by Nostalgia

Speaking of impressions, Lt. Gen. Mugira, with nostalgia recalled that close to 42 years ago, he not only attended his first lectures in Hall 1 of the CCE Complex but also, on a more personal note added, “my wife was a resident, and so I have every motivation to put in a lot of effort and make sure that I deliver more than was done with Mary Stuart and Lumumba.”

He therefore extended heartfelt appreciation to his Alma mater Makerere University for the trust and confidence bestowed in NEC, which underscored their ability to deliver. “Trust is earned through performance, through integrity and consistency, and your decision to engage us motivates us to work even harder to exceed your expectations.”

L-R: Dr. Winifred Kabumbuli, Lt. Gen. James Mugira, Prof. Henry Alinaitwe and Prof. Barnabas Nawangwe inspect the top floor of CCE Hall. Vice Chancellor, Prof. Barnabas Nawangwe hands over CCE (Complex) Hall of Residence Site to National Enterprise Corporation (NEC) Managing Director and CEO, Lt. Gen. James Mugira for renovation and overhaul works, Friday, 26th June 2026, Makerere University, Kampala Uganda, East Africa.
L-R: Dr. Winifred Kabumbuli, Lt. Gen. James Mugira, Prof. Henry Alinaitwe and Prof. Barnabas Nawangwe inspect the top floor of CCE Hall.

In his remarks, the Deputy Vice Chancellor (Finance and Administration) Prof. Henry Alinaitwe reechoed the need to ensure that the project is executed with adherence to the cost, quality, specifications and safety related issues as earlier shared by the Acting (Ag.) Chief Engineer of Estates and Works, Eng. Ezra Sekadde.

“NEC has already demonstrated this (with previous projects), and that is why we have all the confidence that you can deliver this project within 12 months” remarked Prof. Alinaitwe. He equally lauded the Project Management Team (PMT) led by Arch. Dr. Kenneth Ssemwogerere whose supervision ensures timely project completion.

Relatedly, Arch. Dr. Semwogerere was on 25th June 2026, the eve of the handover, promoted to the rank of Associate Professor, a milestone Prof. Alinaitwe attributed to his track record as Head of PMT. He therefore, on a light note, urged him to keep up the good work as this could equally contribute to his promotion to the rank of full Professor.

R-L: Eng. Ezra Sekadde, Eng. Brian Buhanda, Prof. Anthony Mugagga, Arch. Dr. Kenneth Ssemwogerere and other stakeholders at the site handover. Vice Chancellor, Prof. Barnabas Nawangwe hands over CCE (Complex) Hall of Residence Site to National Enterprise Corporation (NEC) Managing Director and CEO, Lt. Gen. James Mugira for renovation and overhaul works, Friday, 26th June 2026, Makerere University, Kampala Uganda, East Africa.
R-L: Eng. Ezra Sekadde, Eng. Brian Buhanda, Prof. Anthony Mugagga, Arch. Dr. Kenneth Ssemwogerere and other stakeholders at the site handover.

Also present at the handover ceremony was the Principal, College of Education and External Studies (CEES) Prof. Anthony Mugagga, whose unit will be greatly affected by the renovations. He nevertheless welcomed and reiterated his full support for the project, noting that just as renovation of Lumumba and Mary Stuart Halls had resulted in many alumni revisiting, the CCE Complex would upon renovation attract former residents and teaching professionals to give back or forge new partnerships.

Student Welfare at the Forefront

On her part, the Dean of Students Dr. Winifred Kabumbuli lauded the renovations of Halls of Residence as a clear demonstration of Government’s dedication to the improvement of student welfare, and creating an environment conducive for nurturing responsible citizens who can contribute to national development. She pledged her Office’s and the Student Leadership’s readiness to ensure that the renovated facilities used responsibly for the benefit of future generations.

Stakeholders pose for a group photo after the event. Vice Chancellor, Prof. Barnabas Nawangwe hands over CCE (Complex) Hall of Residence Site to National Enterprise Corporation (NEC) Managing Director and CEO, Lt. Gen. James Mugira for renovation and overhaul works, Friday, 26th June 2026, Makerere University, Kampala Uganda, East Africa.
Stakeholders pose for a group photo after the event.

As a resident of the recently renovated Mary Stuart Hall, 92nd Guild President H.E. Kadondi Gracious could not help but appreciate how impactful the renovation of CCE Hall would be to student welfare. “The female students will be very excited (to occupy CCE Hall) but the male students will be left complaining – so we shall be expecting more renovations, not just for the female but also the male students,” she amiably concluded.

Mark Wamai

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Undergraduate Admission Lists 2026/2027

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6 days ago

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June 26, 2026

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Students in discussion groups at Freedom Square.

The Office of Academic Registrar, Makerere University has released admission lists of candidates admitted under the Talented Sports Men & Women, Disability and District Quota Schemes with Government sponsorship 2026/27 Academic Year including appeals and remarked cases.

Other admission lists released include A-Level Applicants with Ugandan and those with Foreign Qualifications, Diploma in Performing Arts, Mature-Age Entry and Bachelor of Education (EXTERNAL Batch 2) for the Academic Year 2026/2027 under self sponsorship.

The cut-off points points can be accessed by following the link: https://mak.ac.ug/study-mak/cut-points

Kindly follow the links below to access the lists:-

Mak Editor

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Makerere University Leads EU-Funded MAGNETISE Project to Strengthen Gender Equality in Higher Education Across Sub-Saharan Africa

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6 days ago

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June 25, 2026

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Policies exist, but lived change lags behind; a concern raised at the Consortium convened by the MAGNETIZE project, June 2026. Mainstreaming Gender in Higher Education Institutions in Sub-Saharan Africa (MAGNETISE) Project supported by the European Union and implemented through a multi-country partnership involving institutions in Uganda, South Africa, and Europe high-level workshop for policymakers, researchers, and gender experts to reflect on institutional progress, persistent gaps, and future strategies, June 2026, College of Veterinary Medicine, Animal Resources and Biosecurity (CoVAB), Makerere University, Kampala Uganda, East Africa.

A consortium of African and European universities has intensified efforts to mainstream gender equality in higher education through the MAGNETISE project, with Makerere University taking a leading role in hosting a high-level workshop that brought together policymakers, researchers, and gender experts to reflect on institutional progress, persistent gaps, and future strategies.

The initiative, focused on Mainstreaming Gender in Higher Education Institutions in Sub-Saharan Africa (MAGNETISE), is supported by the European Union and implemented through a multi-country partnership involving institutions in Uganda, South Africa, and Europe. It aims to move beyond policy formulation to practical implementation, monitoring, and institutional accountability in gender equality.

At the heart of the discussions was a shared concern: while universities across the region have developed gender policies over the past decades, translating these frameworks into measurable, lived institutional change remains uneven.

A Consortium Approach to Gender Mainstreaming in Academia

Professor James Acai Okwee, Project Lead and Deputy Principal of CoVAB, (Center) highlights MAGNETISE as a collaborative effort driving innovation and partnership. Mainstreaming Gender in Higher Education Institutions in Sub-Saharan Africa (MAGNETISE) Project supported by the European Union and implemented through a multi-country partnership involving institutions in Uganda, South Africa, and Europe high-level workshop for policymakers, researchers, and gender experts to reflect on institutional progress, persistent gaps, and future strategies, June 2026, College of Veterinary Medicine, Animal Resources and Biosecurity (CoVAB), Makerere University, Kampala Uganda, East Africa.
Professor James Acai Okwee, Project Lead and Deputy Principal of CoVAB, (Center) highlights MAGNETISE as a collaborative effort driving innovation and partnership.

Opening the workshop, held at Makerere University recently, the project lead, Professor James Acai Okwee  who is also deputy Principal CoVAB, described MAGNETISE as a collaborative effort designed to strengthen institutional capacity for gender equality planning across higher education systems in Sub-Saharan Africa.

He explained that the consortium includes Ugandan partners such as Makerere University and Muni University, alongside South African institutions including University of KwaZulu-Natal, Rhodes University, and Nelson Mandela University. European partners include Katholieke Hoge school VIVES Zuid (VIVES) and KMOP Policy Centre from Belgium, as well as Research Innovation and Development Lab (ReadLab) and University of Peloponnese. The consortium also includes additional European academic collaboration through the University of Applied Sciences and related policy and research networks.

According to Acai, the core objective is not simply to produce policies, but to ensure universities develop functional gender equality plans supported by implementation tools, monitoring frameworks, and institutional accountability systems.

“We have had policies since the early 2000s, but the real question is: where is the implementation plan, and how do we track progress?” he noted. “If a policy says 40 percent representation for women in leadership, we must be able to measure whether that is being achieved.”

He emphasized that MAGNETISE would support training, capacity-building exchanges with European institutions, student engagement programmes, and the development of a digital knowledge hub for gender equality.

Makerere University’s Institutional Position on Gender Equality

Representing university leadership, Dr. Suzan Mbabazi of Makerere University’s Gender Mainstreaming Directorate reaffirmed the institution’s commitment to advancing gender equality across its academic, research, and community engagement mandate. She highlighted significant progress made over more than two decades, citing policies such as the Gender Equality Policy and the Regulations Against Sexual Harassment, alongside governance frameworks that have institutionalized gender equity. Makerere has also established key structures, including the Institute of Gender and Development Studies and the Gender Mainstreaming Directorate, to coordinate initiatives across faculties. Yet, Dr. Mbabazi cautioned that structural achievements do not erase systemic challenges. “Despite progress globally and locally, we must acknowledge persistent gaps, biases, and inequalities within higher education institutions,” she said, stressing the need to bridge policy and practice. She urged participants to prioritize awareness creation, institutional analysis of existing gaps, and deliberate action to dismantle structural barriers. Reaffirming management’s support, she called for continued collaboration among institutions and stakeholders to sustain momentum in gender mainstreaming.

Preliminary Survey Findings Reveal Mixed Progress

Presenting the initial findings of a university-wide survey, Dr. Peace Musiimenta of the School of Women and Gender Studies at Makerere University revealed that responses from 82 participants across various units highlight both progress and persistent challenges in advancing gender equality. While many acknowledged strides in gender mainstreaming, structural and cultural barriers remain entrenched. The study found that although gender policies exist, their implementation is often inconsistent, and initiatives risk being treated as isolated projects rather than integrated institutional practices. Dr. Musiimenta noted that some staff perceive gender programs as overly focused on women, fueling resistance and ideological tensions within academic spaces. She emphasized that the challenge is no longer the absence of policy but the need to ensure visibility, ownership, and effective application of existing frameworks to embed gender equality across the institution.

Gender Audit Highlights Structural Gaps and Progress

Dr. Florence Ebila (2nd from left) presenting preliminary findings from the institutional gender audit (May–June 2026), highlighting gaps in policy implementation, leadership representation, and organizational culture. Mainstreaming Gender in Higher Education Institutions in Sub-Saharan Africa (MAGNETISE) Project supported by the European Union and implemented through a multi-country partnership involving institutions in Uganda, South Africa, and Europe high-level workshop for policymakers, researchers, and gender experts to reflect on institutional progress, persistent gaps, and future strategies, June 2026, College of Veterinary Medicine, Animal Resources and Biosecurity (CoVAB), Makerere University, Kampala Uganda, East Africa.
Dr. Florence Ebila (2nd from left) presenting preliminary findings from the institutional gender audit (May–June 2026), highlighting gaps in policy implementation, leadership representation, and organizational culture.

Expanding on the institutional audit, Dr. Florence Ebila outlined the methodology and preliminary findings of the gender audit conducted between May and June 2026.She explained that the audit examined institutional policies, governance systems, practices, organizational culture, and perceptions of gender equality.

The study drew data from multiple administrative units including human resources, academic registrars, estates and works departments, and student leadership structures. Ebila reported that Makerere University has made significant institutional progress, including the establishment of gender-focused units and integration of gender considerations into teaching, research, and governance. However, she identified persistent disparities in representation, particularly in science-related disciplines where male staff and students remain dominant.

She also highlighted infrastructural gaps, noting that while newer buildings are increasingly accessible, several older facilities lack adequate support for persons with disabilities and other vulnerable groups.

Another concern raised was limited gender-responsive budgeting, with insufficient allocation of resources to sustain gender mainstreaming activities across all units. “The challenge is not just policy design, but operationalization at all levels of the institution,” she said.

Gender, Identity, and Institutional Culture: A Critical Reflection

A keynote reflection by Dr Josephine Ahikire introduced a deeper theoretical lens to the discussion, situating gender mainstreaming within broader questions of institutional power, identity, and cultural norms.

Ahikire emphasized that gender mainstreaming is not a technical exercise but a structural transformation process that challenges entrenched systems of privilege.

She used the example of Makerere University’s centenary monument, where a male graduate is prominently positioned in front view while a female graduate is placed at the rear, to illustrate how symbolic representations can reflect deeper institutional biases.

“What appears natural often hides embedded inequality,” she argued. “Even symbolic structures matter because they reflect how institutions imagine gender.”

Ahikire acknowledged Makerere University’s progress in policy development and institutional frameworks but cautioned that deeper cultural transformation is still required.

She emphasized the need to interrogate curriculum design, research systems, and informal institutional practices that may perpetuate inequality despite formal commitments to inclusion.

She further argued that gender discourse must retain its political dimension, noting that terms such as feminism should not be avoided but engaged critically in order to address structural inequality.

“Gender equality work is not about comfort,” she said. “It is about questioning established norms and rethinking how power is distributed.”

Institutional Achievements and Remaining Challenges

Across presentations, several common themes emerged.

Participants acknowledged that Makerere University has developed one of the most advanced gender mainstreaming frameworks in the region, including:

  • A dedicated gender equality policy framework
  • Sexual harassment regulations and safeguarding policies
  • Institutional gender mainstreaming structures
  • Student engagement programmes and gender clubs
  • Scholarships supporting women in science and disadvantaged backgrounds
  • Increasing integration of gender into teaching and research

However, speakers consistently highlighted persistent challenges, including:

  • Limited implementation of gender policies at departmental level
  • Uneven representation of women in senior academic ranks
  • Infrastructure gaps affecting accessibility and inclusion
  • Weak gender-responsive budgeting mechanisms
  • Resistance and misunderstanding of gender equality concepts
  • Fragmentation of gender work across isolated units

Towards a Comprehensive Gender Equality Plan

A key outcome of the MAGNETISE project is the development of a comprehensive institutional gender equality plan for Makerere University, supported by monitoring tools and a sustainability framework.

The plan is expected to consolidate existing policies into a coherent implementation strategy, linking institutional commitments to measurable outcomes.

It will also include a handbook for monitoring gender equality initiatives and a digital platform for knowledge sharing among students and staff.

Project leaders emphasized that sustainability will depend on institutional ownership beyond donor funding, particularly through integration into university governance systems.

A Continuing Institutional Journey

The workshop concluded with a shared recognition that gender equality in higher education remains a work in progress, requiring sustained institutional commitment, cultural transformation, and accountability mechanisms.

While Makerere University has made notable progress over the past decades, speakers agreed that the next phase of gender mainstreaming must focus on implementation, visibility, and structural change.

As the MAGNETISE project continues across partner institutions in Africa and Europe, it positions itself not only as a research initiative, but as a long-term institutional reform effort aimed at reshaping how universities understand and operationalize gender equality in higher education.

Harriet Musinguzi

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