The Norwegian Ambassador to Tanzania, the Comoros, Rwanda, Burundi and Uganda, H.E. Tone Tinnes visited Makerere University on 25^th March 2025 and met with University Management as well as researchers under the NORHED II projects. Amb. Tinnes visit begun with a courtesy call, where he was received upon arrival by Acting Vice Chancellor, Prof. Buyinza Mukadasi before interacting with the delegation from the Norwegian Agency for Development Cooperation (Norad) and NORHED II researchers.

The Norad team included: Tor-Øyvind Rand, Senior Adviser, Education and Research; Solbjørg Sjøveian, Policy Director – Higher Education and Research; Thomas Poulsen, Assistant Director and Chief of Education, Higher Education and Research; and Tone Margrethe Utvik, Senior Advisor, Grant Management Systems. Also present were staff from the Norwegian Embassy in Dar es Salaam.

NORHED is Mutually Beneficial

H.E. Tone Tinnes thanked the leadership and staff of Makerere University for a warm welcome and reiterated her Government’s commitment to continue supporting energy for development and gender equality for development programmes in partnership with the relevant Ugandan Ministries.

Amb. Tinnes added that NORHED is a very important programme in the collaboration between Uganda and Norway, not only because Uganda is the largest participant but also because of the programme’s longstanding nature and mutual benefit.

“It is not only beneficial to Uganda and Makerere University but it is also beneficial to Norway and Universities that take part from the Norwegian side” underlined Amb. Tinnes, who also lauded NORHED II’s South-South collaborations as very important.

Norway’s Impact at Mak

Prof. Buyinza in his welcome address thanked Amb. Tinnes for visiting Makerere to appraise the collaboration with Norwegian institutions which dates back to the 1960s.

“Makerere has benefited enormously from the generosity of the Government and people of Norway. You find a footprint of the Government of Norway in Makerere in many respects; in terms infrastructure, professional skills development, and technical assistance,” narrated Prof. Buyinza.

He also acknowledged gains of the specific Norwegian Programme for Capacity Building in Higher Education and Research for Development – NORHED I (2013-2019) and its successor NORHED II (2021-2026) upon which the visit was based. Uganda is the biggest partner in the NORHED II programme with twenty-one (21) out of the sixty (60) total projects, of which nineteen (19) are being implemented at Makerere University.

“Your Excellency, Makerere is old in age but we are a learning institution. We want to expand our collaboration network and consolidate our huge gains with institutions in Norway, and some of them like the University of Bergen have got a cooperation desk here” Prof. Buyinza committed.

On the future outlook, Prof. Buyinza explained Makerere’s working model of mentoring other universities in Uganda, “we are the oldest university in the region and therefore we have a duty to support upcoming public universities to build their research infrastructure.”

The Role of HEIs

Speaking on behalf of Norad, Thomas Poulsen reiterated that Norway’s support to Higher Education Institutions (HEIs) is based on the acknowledgement that they are essential partners of sustainable development and societal change. He nevertheless outlined significant disparities that still exist between the North and sub-Saharan Africa such as gross national enrolment ratios (75% vs. 8%) and women’s participation.

“In Norway, women were the majority in Higher Education Institutions in 1988. So Norway’s wealth is not built on oil and gas and fish and energy but it’s built on very early inclusion of females into Higher Education” shared Poulsen.

In this regard, he said that efforts to foster inclusive higher education should focus on underrepresented groups, diverse curricula, academic freedom, and equitable government sub-structures.

“Uganda is Norway’s largest Higher Education partner, with Makerere University boasting nineteen out of twenty-one projects. Makerere is a key partner, demonstrating strong institutional commitment to education and research. As Uganda’s oldest and largest University, and I am proud to say that I am an alumni myself, Makerere plays a vital role in mentoring institutions across the region” added Thomas Poulsen.

NORHED II Projects

Following the remarks, Amb. Tinnes and Norad officials received presentations from some the nineteen (19) projects the University is taking part in. Makerere was listed most in Sub-programme: 3. Climate Change and Natural Resources (6 projects), followed by Sub-programme: 5. Humanities and Social Sciences (5 projects), Sub-programme: 1. Education and Teacher Training (4 projects) as well as Sub-programme 2. Health and Sub-programme: 6. Energy with two projects apiece. Please click the link below to view the detailed list of projects.

https://news.mak.ac.ug/2021/09/mak-listed-in-19-of-60-projects-to-be-funded-under-norhed-ii/

The Academic Registrar Makerere University announces that the Pre-Entry Examination for admission to the Bachelor of Laws for 2025/2026 will be held on Saturday 12^th April, 2025 from 9am – 12pm.

To be eligible to sit the examination, Applicants must possess the minimum admission requirements of the University, and any one of the following specific requirements:

1. A’ Level leavers: Must hold an ‘O’ Level Certificate (UCE) or its equivalent with at least 5 Passes plus ‘A’ Level Certificate (UACE) or its equivalent having obtained a minimum of 13 points (Males) and 12 points (for Females) in any ‘A’ Level combination for both Humanities and Sciences. Candidates who did ‘A’ Level before 2013 should have 15 and 14 points for male and female applicants respectively.
2. Diploma Holders: Must possess at least a 2^nd Class or Credit Diploma from a recognised institution. Certified Copies of Diploma Transcripts (No Provisional Results) from the Awarding Institutions must be attached to the Application Forms.
3. Mature Age Applicants: Must have passed the Makerere University Mature Age Entry Examination (for Bachelor of Laws) for February 24, 2024 and December 14, 2024.
4. Degree Holders: Must be graduates in any Discipline from a Chartered University. Certified Copies of Degree Transcripts (No Provisional Results) from the Awarding Institutions must be attached to the Application Forms. (Degree holders are not eligible for Government sponsorship)

Note:

• All applicants wishing to be admitted to the Bachelor of Laws programme offered by Makerere University are required to sit and pass the pre-entry examination of Makerere University.
• All applicants interested in Government sponsorship, must have applied for Bachelor of Laws( LAW) by filling in the Government application form. All applicants interested in Private Sponsorship for Bachelor of Laws (LAW) -Day and Afternoon (LLA) will apply afresh when the advert comes out.
• All applicants who hold diplomas and degrees must present a certified copy of the academic transcript. Provisional results shall not be accepted to register for this examination.
• Applicants should note that admission is based on performance in the pre-entry examination and intake capacities for private day and private afternoon for all categories i.e. ‘A’ level, Diploma Holder, Mature Age, Degree holder and international applicants.
• All applicants must attach a PDF Format of scanned copies of their original academic documents, original identification documents (A’ level former school IDs, the rest should have valid IDs s ) and the most recent coloured passport size photograph with a white background as shall be specified on the online application portal.
• Each Applicant MUST without fail avail his/her e-mail address and an active mobile phone number that will be used appropriately as may be required to reach out to her/him in case of any communication after submitting the application. Applicants are encouraged to regularly check with the e-mail address/ mobile phone number availed/ application account(portal) for any future communication/information.
• All Applicants with visual impairment are advised to come with laptops installed with the computer BRAIL Programme which they will use to write/sit for their pre-entry examination.

Further information detailing how to submit the application are contained in the document below:

The closing date for submitting the completed online Application Forms is Thursday 10^th April, 2025.

Prof. Buyinza Mukadasi
ACADEMIC REGISTRAR

School Managers have been urged to incorporate entrepreneurship as an innovative solution aimed at addressing the existing problems in Universal Primary Education (UPE) schools.

Studies indicate that in most UPE Schools in Uganda, learners still lack parental support, mid-day meals, scholastic materials, clean water, and are often unattended to by teachers, which undermines children’s desire to learn or stay in school because hunger impairs their ability to concentrate and learn effectively.

Constrained by resources, UPE schools are unable to offer decent feeding, sanitary facilities and clean water. The situation is perpetuated by the inability of the School management to optimize potential benefits of UPE schools such as the available land, space, human resources, public goodwill to experiment with innovative solutions to address existing problems.

“If UPE schools incorporate entrepreneurship, it can make a very big difference,” said Prof. Christopher Mugimu based at the College of Education and External Studies at Makerere University.  Prof. Mugimu is the Project Principal Investigator, Entrepreneurial Leadership Initiative for UPE schools.

This proposal is informed by a one-year study conducted by the project research team consisting of staff from the College of Education and External Studies namely Prof. Christopher Mugimu, Dr. Badru Musisi, Dr. Victoria Tamale, Dr. Justine Namaganda and Dr. Joyce Bukirwa from Muni University

As an intervention, the project research team proposes an Entrepreneurial Leadership Initiative for UPE schools to reboot, retool and re-orient school management.  “This is a timely, strategic and innovative empowerment initiative purposively designed to transform UPE Schools managers’ mindset from a traditional managerial role to an enterprising leadership role,” said Prof. Mugimu.

The project aims at promoting entrepreneurial leadership in UPE schools by training and equipping school leaders and teachers with entrepreneurial skills.

He said: “With this project, we are confident that UPE schools can overcome the challenges that have held them back for so long and unlock a brighter future for their learners.”

Funded by the Government of Uganda through Makerere University Research and Innovation Fund (MakRIF), the project seeks to address the perennial challenges of low learning outcomes in UPE schools.

During the dissemination workshop held on 20^th March 2025 at the College of Education and External Studies, Prof. Mugimu informed the different stakeholders that in most UPE schools, the leaders are not free to take on new ideas.

Presenting the results of the baseline survey, Prof. Mugimu underscored that the findings proved very low entrepreneurial orientation levels with less than 20% of UPE school leadership in terms of autonomy, pro-activeness, innovativeness, competitiveness and risk-taking.

Prof. Mugimu emphasized that the Entrepreneurial Leadership Initiative framework is ideal for UPE school leadership to identify and utilize opportunities to start-up and scale-up UPE School learning environment improvement initiatives.

On the issue of utilization of resources in UPE schools, the survey indicated that most UPE schools possess resources, most of which are unrecognized, unutilized and underutilized.

“If the School managers implement the entrepreneurial leadership initiative, these resources could be leveraged to improve the quality of education and transform the lives of learners,” he said.

Prof. Mugimu stated that some UPE schools have 10 acres of land, which could be a valuable resource to undertake school gardening to produce food stuff for school meals or bee-keeping for production of honey. He suggested that Schools could utilize biogas material from waste to support cooking and lighting, talent clubs should be ‘re-awakened’ to train and empower learners gifted in Music, Dance and Drama to come up with performances that generate income. The schools should rejuvenate art and crafts so that materials produced by the learners are sold to generate income.

According to Prof. Kagimu, entrepreneurial leadership builds and promotes an entrepreneurial mindset and culture bringing on board both the teachers and learners. He explained that if the school leadership creates an entrepreneurial culture in UPE schools, this would not only involve the teachers and learners in the activities, but also contribute to the ultimate goal of empowering learners with skills and knowledge as well as making learning attractive and interesting.

The Acting Principal of the College of Education and External Studies, Prof. Ronald Bisaso commended the project team for coming up with an intervention aimed at integrating entrepreneurship in UPE schools. He added that the Entrepreneurial Leadership Initiative in UPE schools would add value to learners in line with the new competence-based education curriculum.

 “This intervention (the Entrepreneurial Leadership Initiative) is timely. Its implementation will contribute to the transformation of the education sector. It adds value to schools and significantly benefits the learners who are our focus. Teachers with an entrepreneurial mindset will train and equip learners with entrepreneurial skills,” said Prof. Bisaso, who is the substantive Deputy Principal.

He shared that the initiative will have a ripple effect on the entire education system, with benefits extending beyond the schools to the boarder community.

“By promoting entrepreneurial thinking and self-reliance amongst UPE teachers, we hope to create a new generation of educators and learners who are equipped to drive innovation and progress in the entire education sector,” he remarked.

Dr. Kulthum Nabunya, Officer Education Services at Kampala City Authority (KCCA) highlighted that the implementation of the Entrepreneurial Leadership Initiative at the respective UPE schools would follow a committee approach to ensure continuity and sustainability.

Dr. Nabunya also acknowledged the project research team for the timely intervention. “With the ongoing implementation of the Competence-based education curriculum, schools have no option, but to embrace the innovative approaches such as the Entrepreneurial Leadership Initiative,” she said.

 She was optimistic that if the Entrepreneurial Leadership Initiative is effectively implemented, UPE learners would be in position to adapt to the secondary competence-based curriculum.

Contributing to the discussion, Dr. Nicholas Itaaga, an Associate Professor at the College of Education and External Studies said the implementation of the entrepreneurial leadership initiative would significantly benefit staff in UPE schools through skills acquisition, empowerment and involvement in school activities.

Wrapping up, the stakeholders who participated in the dissemination workshop stressed the need for mindset change programs in UPE schools, incorporating entrepreneurship into the curriculum, and undertaking community-school working strategies that bring on board politicians and community leaders.

Project Summary:

UPE was introduced in 1997 to cater for poor households in Uganda. Hence, UPE schools’ management was mandated to create inclusive and enabling learning environment for upward social mobility of deprived children. However, 23 years later, UPE schools are typified by a tangible state of teacher, parental and community detachment; which leads to learner letdown. As an intervention, we propose an Entrepreneurial Leadership Initiative for UPE schools to reboot, retool and re-orient school management from mechanically implementing prescribed solutions; to encounter school management challenges and dilemmas in a sustainably creative, innovative and adaptive ways. The Initiative is consistent with the Ministry of Education and Sports’ mission to deliver quality education to all Ugandans and to SDG 4 Target 1, seeking all children to complete free, equitable and quality basic education by 2030.