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CODESRIA HELP Call for Proposals for National Working Groups & Comparative Research Networks

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14 years ago

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Within the framework of its mandate to build knowledge on Africa produced in the African continent or by the African scholars, the Council for the Development of Social Science Research in Africa (CODESRIA) invites
proposals from researchers based in African universities and research centres to constitute *National Working Groups (NWGs), and/ or Comparative Research Networks (CRNs)*, to  undertake studies around its newly launched research programme  on higher education leadership in Africa (HELP).

This call for proposals is intended for university based scholars and researchers from the six countries that are, for the time being, covered by the project. These are Ghana, Nigeria, Kenya, Tanzania, Uganda and South Africa.

The Higher Education Leadership Programme (HELP)
Globally, higher education has undergone profound changes over the last two decades. Traditional conceptions of the university have been challenged by the forces of globalization, the increased use of ICTs, and the
introduction and spread of the market logic into the higher education sector. Today, a variety of new types of higher education institutions exists. Student demographics, access and delivery modes have changed too.
In the midst of these changes traditional modes of higher education governance and leadership have come under close scrutiny. Central to this questioning especially with regard to higher education institutions in
Africa is not only how traditional governance structures (where they still exist), are responding to these changes, but also what kind of leadership and governance is needed to position the institutions to confront the
challenges and positively respond to the development challenges of their societies.  Higher education leadership in the continent face continued pressures to innovate and adapt to the rapid changes affecting the sector, and those affecting the societies more generally.

With the advent of a global consensus on the importance of knowledge for development, African higher education is receiving much greater attention than before. The strategic importance of Higher Education Institutions (HEIs) in the education systems has now been widely recognized and acknowledged. However, the leadership of universities in Africa is increasingly obliged to respond to or adapt to changes coming from Europe and the United States, such as those associated with the Bologna Process, and the introduction of the LMD (the French acronym for Bachelors, Masters, and Doctorate degree programmes) in Francophone Africa, and the broad allay of forces in global higher education categorized as Internationalization

What are the implications of such changes for HE leadership and how have the adaptation processes contributed to the evolution of leadership roles in African universities? How can African HE leaders ensure that African HE continues to be informed by, and relevant to Africa’s realities and needs for democratic transformation and development, rather than being primarily driven by concerns that are far removed from those of the African continent and its peoples?

A key issue that this Programme will seek to address, therefore, is to better understand the various changes taking place with regard to the governance and leadership of higher education institutions in Africa, the
nature and forces at play in constituting leadership and governance organs in HEIs in Africa,  the extent to which changes in governance and leadership  of African HE have contributed or not to changing the general
perceptions of the mission and roles of HEIs, documenting of case studies of governance and leadership that have had a positive impact in repositioning the institutions to respond to their missions (weather such
leadership has emanated from the core institutional management team, faculty boards, etc., or student and staff Unions, or both).  Furthermore, the Program seeks to encourage research that will focus on investigating
how changes in the higher education system and the perceptions of the mission and roles of HEIs are impacting on HE leadership, the types of adaptation that HE leadership has had to make to respond to the challenges associated with globalization and the spread of managerialism in the HE sector?

CODESRIA’s history is inextricably linked to the challenges which the African higher education system have faced  at various stages of its development, and the changing contexts within which different generations
of African scholars have evolved and strived to function. The Programme therefore seeks to deepen scholarly understanding of the nature of, trends in and challenges associated with Higher Education Leadership and
university governance in Africa in the second decade of the 21st Century.

The universities form the core constituency of CODESRIA, and the main site of the bulk of CODESRIA’s research and research training activities. CODESRIA is also one of the few institutions that have been carrying out
social science research on HE in Africa. In the past ten years alone, CODESRIA has launched several national working groups (NWG), and comparative research networks (CRN), as well as a multinational working
group (MWG) on HE. In addition to the Journal of Higher Education in Africa, CODESRIA has published many books on HE and academic freedom. This Programme is therefore informed to a large extent by CODESRIA’s own experience working with the HEIs of Africa, and by the research it has already carried out on the dynamics and challenges facing the HE sector in Africa. These experience and materials have tended to identify governance and leadership as some of the most important issues for African HE in the 21st Century. So, this programme on HE leadership will bring the knowledge on HE and, more specifically, on HE governance and leadership to new and higher levels, both scientifically and from a policy perspective.

Objectives
The objectives of the Higher Education Leadership Programme are:

1) to provide a rigorous historical and social science analysis  on higher education leadership and higher education governance in Africa;
2) to examine the changes  which are occurring , and challenges facing,  HE governance and leadership in Africa in the 21st century;
3) to identify and analyse ways in which  the leadership and governance  of African universities are constituted and  exercised and how leadership is trying to address global, regional and local challenges facing the HE
sector.
4) to elaborate models of university leadership that can ultimately serve as a basis for new policy on the governance of the rapidly expanding higher education sector.

Strategies
The High Education Leadership Programme aims to produce high quality knowledge on HE leadership through 1) comparative research experiences shared across countries, both at the institutional level and at the more
general system level; 2) research teams on HE that are similar to National Working Groups or Comparative Research Networks 3) research grants and fellowships on a competitive basis, 4) case studies; 5) publications of research findings.

Researchers who are interested are requested to send a research proposal (in form of National Working Groups-NWG or Comparative Research Networks-CRN) that highlight clearly the questions they want to address.

** **

NWG are set up to mobilise national-level research capacities and to channel these into autonomous organised reflections on research themes of their choice. They have been an important instrument for promoting research into and publications about different national-level experiences pertinent to the pre-occupations of African scholars active in the Social Sciences and Humanities. The size of an NWG will vary from country to country but on average, most of the groups sponsored by CODESRIA in the past have had between five and seven members. ****

** **

The primary purpose of CRNs is to encourage the development and
consolidation of a comparative analytic perspective in the work of African
social researchers. In so doing, it is hoped to establish a strong corpus
of comparative studies produced by African scholars that could help to
advance theoretical knowledge and discussion. ****

** **

For more information on NWG and CRN see www.codesria.org.

** **

Each proposal should include:-an introduction, a problem statement,  a literature review, the objectives of the study,  the research methodology, the expected results, the outline of the proposed budget and time frame
knowing that the total duration of the study is 18 months from the date of launch. Furthermore, the proposal should include information on the research team, including the coordinator(s) of the group, the bio data of
researchers, their institutional affiliations, and the curriculum vitae of the coordinator and members of the network.

A proposal should not exceed 12 pages (font Times New Roman, size 12, line spacing: single). 

Authors of proposals are requested to pay close attention to the methodology they intend to apply and to demonstrate a good understanding of the leadership and governance challenges facing the HE sector in Africa.
For CRNs, a comparative approach involving scholars from at least two countries out of the six covered by the project (Ghana, Nigeria, Kenya, Tanzania, Uganda and South Africa) is highly encouraged. The teams are
requested to ensure that they are multidisciplinary in composition, sensitive to gender issues, and accommodative of younger scholars.

Each team will be entitled to organise three meetings/workshops during its lifespan, the first one is a methodological workshop; the second to evaluate the progress of the work, and the third to review draft research reports, and identify policy recommendations, and begin disseminating the results. For indicative purposes, the   budget for each group will vary from USD 10,000 to USD 35,000, based on past grants that have been awarded by CODESRIA under similar programmes. Similarly, although no specific format is required for the presentation of the budget, authors are requested to note that resources will be allocated by the Council to cover the following costs:

i)     A methodological workshop for the members of the NWG/CRN;
ii)    A mid-term review workshop on the progress of the research; 
iii)   The field work to be undertaken by the members of the network;
iv)   Books to be purchased for the research;
v)    The honorarium to be paid to the members of the research network for the work undertaken.
vi)   A final workshop

For this call for proposals, CODESRIA will be open to receive proposals up to 15th September 2012. Notification of the result of the selection committee will be done by 30th September 2012. Proposals (Electronic version) for the constitution of NWGs or CRNs should be sent to:

Higher Education Research Leadership Programme (HELP)
CODESRIA,
BP 3304, CP 18524
Dakar, Senegal.
Tel: +221-33 825 98 22/23
Fax:+221-33 824 12 89
E-mail: help@codesria.sn
Web Site: http://:www.codesria.org
Facebook: http://www.facebook.com/pages/CODESRIA/181817969495
Twitter: http://twitter.com/codesria

NB: In addition to the CVs of the team members required, the identification sheet (Please see Attachments Below) for the updated database of the Council should be filled and sent along with the proposal .The applicants should clearly indicate on the outer page of the proposal if they are submitting for NWG or CRN, with the
designated group or network coordinator(s) identified. Incomplete proposals and those sent outside the deadline will not be considered.

 

Mark Wamai

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Makerere University Set to Develop Curriculum to Transform Graduate Supervision and Mentorship

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June 22, 2026

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Prof. Julius Kikooma (Centre) with stakeholders at the Workshop on 18th June 2026. Stakeholders’ Curriculum Development Consultation Workshop organized by the Directorate of Graduate Training in collaboration with the Centre for Teaching and Learning Support (CTLS) to develop a curriculum for a specialized Certificate Course in Supervision and Mentoring for Graduate Training and Higher Education Management, 18th June 2026, Senate Building Telepresence Hall, Makerere University, Kampala Uganda, East Africa.

By Moses Lutaaya

KAMPALA – Makerere University is set to develop a curriculum for a specialized Certificate Course in Supervision and Mentoring for Graduate Training and Higher Education Management, in a move aimed at professionalizing graduate supervision and strengthening the capacity of academic staff to deliver quality postgraduate education.

The proposed programme will equip academic staff with advanced competencies in graduate-level teaching, research supervision, mentorship, and higher education management, while supporting the University’s agenda of improving the quality and relevance of graduate training.

The curriculum development process was discussed during a Stakeholders’ Curriculum Development Consultation Workshop held on Thursday, 18th June 2026 at the Senate Building Telepresence Hall, Makerere University.

The workshop, organized by the Directorate of Graduate Training in collaboration with the Centre for Teaching and Learning Support (CTLS), brought together curriculum specialists, academic staff, and higher education stakeholders to review and enrich the proposed curriculum before it proceeds through the University approval processes.

Participants included 11 lecturers from the College of Engineering, Design, Art and Technology (CEDAT), 3 from the College of Agricultural and Environmental Sciences (CAES), 2 from the College of Veterinary Medicine, Animal Resources and Bio-security (CoVAB), 1 from the College of Humanities and Social Sciences (CHUSS), 4 from the College of Education and External Studies (CEES), among others.

The National Curriculum Development Centre (NCDC) was represented by Dr. Patrice Ssembirige, Deputy Executive Director in charge of Curriculum Review and Instructional Materials Development. The Centre for Teaching and Learning team was led by Dr. Dorothy Ssebowa, while Dr. Stephen Wandera coordinated the workshop.

Addressing participants, Prof. Julius Kikooma, Director Graduate Training at Makerere University, said the curriculum development initiative is central to strengthening graduate education and ensuring that academic staff are adequately prepared to support postgraduate learners.

Prof. Julius Kikooma. Stakeholders’ Curriculum Development Consultation Workshop organized by the Directorate of Graduate Training in collaboration with the Centre for Teaching and Learning Support (CTLS) to develop a curriculum for a specialized Certificate Course in Supervision and Mentoring for Graduate Training and Higher Education Management, 18th June 2026, Senate Building Telepresence Hall, Makerere University, Kampala Uganda, East Africa.
Prof. Julius Kikooma.

Prof. Kikooma noted that Makerere University is targeting an increase in graduate student enrolment to 50 percent of the total student population, but emphasized that this ambition must be matched with investment in the capacity of academic staff who supervise and mentor students.

“We can get many graduate students, but if the people supporting them do not have the right tools and preparation, we will still have challenges,” Prof. Kikooma said.

He explained that the initiative responds to University policies requiring academic staff teaching graduate students to undergo pedagogical training, while those supervising graduate research must undergo specialized preparation in supervision and mentoring.

Prof. Kikooma said graduate supervision requires deliberate preparation because supervisors play a central role in shaping research quality, student success, and the overall effectiveness of postgraduate programmes.

He further emphasized Makerere University’s responsibility as a leading institution in the region.

“We have a double expectation. We must support the country to achieve its aspirations in national development, but we also have an expectation from other institutions to support them in building graduate training capacity. In that sense, we are a trainer of trainers,” he said.

Speaking on behalf of the National Curriculum Development Centre (NCDC), Dr. Patrice Ssembirige commended Makerere University for adopting a consultative and inclusive approach to curriculum development.

Dr. Patrice Ssembirige. Stakeholders’ Curriculum Development Consultation Workshop organized by the Directorate of Graduate Training in collaboration with the Centre for Teaching and Learning Support (CTLS) to develop a curriculum for a specialized Certificate Course in Supervision and Mentoring for Graduate Training and Higher Education Management, 18th June 2026, Senate Building Telepresence Hall, Makerere University, Kampala Uganda, East Africa.
Dr. Patrice Ssembirige.

He noted that education systems globally are undergoing significant transformation, requiring continuous curriculum review and alignment with emerging needs.

“Education systems globally are undergoing significant transformation, and in Uganda, NCDC has been leading and spearheading the implementation of the competency-based curriculum,” Dr. Ssembirige said.

He explained that NCDC has developed competency-based curriculum frameworks at primary and lower secondary levels and is currently advancing reforms at upper secondary level, which feeds into higher education institutions.

Dr. Ssembirige said the new curriculum presents an opportunity to align graduate training with global trends, Sustainable Development Goals (SDGs), international best practices, and national development priorities.

“As we develop this curriculum, we need to align with global trends, SDGs and international best practices. We also need to undertake comparative analysis because curriculum reforms are taking place across East African Community states,” he noted.

He encouraged developers to ensure that the programme follows competency-based principles and equips participants with relevant 21st-century skills.

“Since we are talking about competency-based curriculum, we must be cognizant of the principles of competency-based education and ensure that we develop skills that fit the demands of the 21st century,” he added.

 Dr. Dorothy Ssebowa, Director of the Centre for Teaching and Learning Support at Makerere University, said the initiative marks an important step in strengthening professional development for academic staff involved in graduate education.

Dr. Dorothy Ssebowa (front) with participants. Stakeholders’ Curriculum Development Consultation Workshop organized by the Directorate of Graduate Training in collaboration with the Centre for Teaching and Learning Support (CTLS) to develop a curriculum for a specialized Certificate Course in Supervision and Mentoring for Graduate Training and Higher Education Management, 18th June 2026, Senate Building Telepresence Hall, Makerere University, Kampala Uganda, East Africa.
Dr. Dorothy Ssebowa (front) with participants.

She noted that effective supervision requires more than disciplinary expertise, but also skills in mentorship, communication, research guidance, ethics, assessment, and student support.

“The quality of graduate education depends on the quality of mentorship and supervision we provide. This curriculum will strengthen the capacity of academic staff to guide graduate students effectively, improve research outcomes, and uphold the standards expected of a leading university,” Dr. Ssebowa said.

She added that the Centre for Teaching and Learning will continue working with the Directorate of Graduate Training, academic colleges, curriculum specialists, and regulators to ensure the programme remains relevant and impactful.

During the workshop, stakeholders reviewed the proposed curriculum structure, course content, competency areas, assessment strategies, quality assurance mechanisms, and alignment with national and international standards.

Once finalized, the programme is expected to strengthen graduate supervision at Makerere University and serve as a model for professional development across higher education institutions in Uganda and beyond.

Mak Editor

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Revised Advertisement for Positions of Principal and Deputy Principal at Makerere University

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4 hours ago

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June 22, 2026

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An aerial shot of the Main Building, as taken by a drone over the Freedom Square with Left to Right: CHUSS, St. Francis, St. Augustine and CAES Buildings and the Kikoni area (Background) in view. Makerere University, Kampala Uganda, East Africa.

Makerere University, Uganda’s premier institution of higher learning and one of Africa’s leading research universities, invites applications from suitably qualified and distinguished individuals for the positions of Principal and Deputy Principal in the Colleges listed below. The University seeks visionary leaders with demonstrated academic excellence, strategic leadership, and a commitment to institutional transformation. This advertisement is for the positions of:

  1. Principal and Deputy Principal, College of Agricultural and Environmental Sciences (CAES)
  2. Principal and Deputy Principal, College of Education and External Studies (CEES)
  3. Principal and Deputy Principal, College of Natural Sciences (CoNAS)
  4. Principal and Deputy Principal, College of Veterinary Medicine, Animal Resources and Biosecurity (CoVAB)
  5. Principal, College of Computing and Information Sciences (CoCIS)
  6. Deputy Principal, College of Humanities and Social Sciences (CHUSS).

Mode of application

Interested individuals for the positions of Principal and Deputy Principal should submit the following documents sealed in an envelope addressed to the University Secretary;

  1. A signed letter of application;
  2. Certified copies of academic certificates and transcripts;
  3. The curriculum vitae of the candidate;
  4. Three (3) letters of recommendation;
  5. Copies of the required minimum number of publications;
  6. Copies of letters of appointment to leadership positions at the level of Head of Department and/or its equivalent or higher in a recognised institution comparable to Makerere University;
  7. A copy of the applicant’s national ID or passport; and
  8. A copy of the last letter of clearance from the Inspectorate of Government or other equivalent national body.

The deadline for applications is 6th July 2026 at 5:00 p.m. East African Time.

Applications should be hand-delivered to:

The University Secretary
Makerere University
Main Administration Building,
Level 2, University Secretary’s Office

Or submitted via email at search.principal@mak.ac.ug

Makerere is an equal opportunity employer and encourages applications from suitably qualified individuals regardless of gender, disability, or other legally protected status. The University is committed to promoting diversity, inclusion and excellence in all its activities.

THIS ADVERT CANCELS THE EARLIER ISSUED ADVERT DATED 17TH JUNE 2026

REVISED MAK ADVERT-PRINCIPALS AND DEPUTY PRINCIPALSDownload

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Makerere Launches Upgraded Financial Management System and Roadmap

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5 days ago

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June 17, 2026

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Prof. Tumps Ireeta - Ag. Deputy Vice Chancellor (Finance & Administration) launch the roadmap for upgrading the Mak FMS in Council Room on 17th June2026.

Makerere University on 17th June 2026 launched the upgraded Financial Management System (Mak-FMS) and Implementation Roadmap aimed at ensuring paperless end-to-end transactions right from requisition to sign-off. Mak-FMS was initially launched on 10th July 2024 to automate requisition initiation and approval. The upgraded system will ensure that the hitherto paper-based payment voucher generation, examination, digital clearance, and sign off are completed digitally.

Presiding over the launch on behalf of the Deputy Vice Chancellor (Finance and Administration) Prof. Henry Alinaitwe, the Principal, College of Natural Sciences (CoNAS) Prof. Winston Tumps Ireeta commended the Directorate of Finance and the Directorate for ICT Support (DICTS) on the strides made in digitalisation of financial processes at Makerere. He nevertheless called for the need to make approvals time bound at each stage of the process to ensure that requisitions are sanctioned or deferred for additional input promptly.

The University Bursar, Mr. Evarist Bainomugisha informed attendees at the launch that the objective of the Mak-FMS upgrade was to ensure paperless transactions by 1st July 2026. He added that Champions had been appointed from colleges and administrative units, and will together with ICT Support Staff be trained by DICTS to support users during the transition.

Mr. Bainomugisha nevertheless noted that incorporation of Mak-FMS into Uganda’s Integrated Financial Management System (IFMS) remains undone. He therefore called upon Finance Officers and Accountants to prudently ensure that the money committed on the Makerere system is charged to the appropriate Government code.

DICTS Chief, Mr. Samuel Mugabi reiterated that the upgraded system is not entirely new but is only aimed at further enhancing accountability and transparency of financial management for efficiency of Makerere’s business operations. He added that the upgraded Mak-FMS will be integrated with the recently rolled out Procurement System in a phased approach, especially as users increasingly get acquainted with the paperless working environment. He equally reiterated DICTS readiness to support the Directorate of Finance to ensure a holistic training of users.

Highlighting the ten-day Implementation Roadmap, DICTS Deputy Chief, Mr. Juma Katongole noted that launch of the upgraded Mak-FMS marked Day 1, while Day 2 will be dedicated to training Finance Officers, Accountants and ICT Support Staff and Day 3 to training Champions and more ICT Support Staff. Days 4 and 5 will be dedicated to Hands-on Training Sessions for College Bursars, Accountants and Champions, while Day 6 will feature University-wide pilot implementation of the upgraded Mak-FMS.

Day 7 of the roadmap will handle user support clinics and help desk sessions, while Day 8 will feature refresher training and a workshop on frequently encountered issues. A University-wide simulation exercise covering the end-to-end payment lifecycle will be held on Day 9 and Day 10 will host the readiness assessment meeting and go-live sign-off.

In order to ensure a smooth transition to a digital Mak-FMS, a help desk will remain operational throughout the period and user manuals as well as quick-reference videos will be developed and distributed on the University Knowledge Base and DICTS Social Media platforms.

Mark Wamai

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