General
African Universities need to regain Social Change status
Community Based Research and Community University Engagement have been proposed as the most viable strategies for African Universities to salvage their much coveted position as agents of social change in society. This was the overwhelming realization of participants in a half-day workshop organized by the College of Education and External Studies (CEES), Makerere University on 28th October 2014 where the Fifth Global University Network for Innovation (GUNi) Report was also launched. The Fifth GUNi Report, ‘Higher Education in the World Report 5: Knowledge, Engagement and Higher Education: Contributing to Social Change’ is a product of three years’ research, consultations, academic seminars and an international conference, to which 73 authors from 34 countries have contributed.
Welcoming participants to the seminar, Dr. Alex Okot-Dean, School of Distance and Lifelong Learning (SoDLL), CEES noted that the Fifth GUNi Report Launch was preceded by a two-day workshop on Community University Engagement that drew Academics from Kenyan, Tanzanian and Ugandan Public Universities. Dr. Okot emphasized the need for Universities to move from the top-down mode of dissemination to reciprocally being engaged with the community to develop knowledge.
“From the meeting we had, we came up with resolutions to share with different universities and forge a critical community that will pursue avenues of working together with our respective universities and communities to develop modalities to improve Community University Engagement” shared Dr. Okot.
Dr. George Openjuru-former Dean, SoDLL and newly appointed Deputy Vice Chancellor of Gulu University and Dr. Janice Busingye, SoDLL both contributed chapters; “Knowledge, engagement and Higher Education in Africa” and “Knowledge, Engagement and Higher Education in Eastern Africa” respectively to the Fifth GUNi Report. In his presentation Dr. Openjuru noted that Makerere University through SoDLL was at the forefront of producing this report and it was therefore of great relevance that the report was launched at Makerere University. He also emphasized that Community University Engagement which was the gist of the 5th GUNi report was a participatory process that necessitated the involvement of the people on whom research was going to be undertaken in the knowledge creation process.
Dr. Openjuru paid tribute to the late Mwalimu Julius Nyerere whose passion and love for the Community University Engagement model enabled it to withstand all the resistance and negative energy that threatened its implementation. He shared that Higher Education in sub-Saharan Africa predates colonialism although the advent and establishment of the male Eurocentric world view dominated and continues to dominate the African Higher Education sector even today.
He shared that Indigenous Education is a philosophy which is continuous in life and does not separate education from implementation but seeks to apply whatever is learnt at a particular stage of life to that very particular point in life. To this end, Dr. Openjuru said “Indigenous education goes on throughout life and is therefore existent as an organic piece and not as separate entities. It goes on throughout the different stages of life and is in tandem with the changing roles and responsibilities that one must fulfill. You do not learn to become an elder while you are still young but only when you attain that age. This goes on until you are dead, which is a concept which has been rebranded as lifelong learning” he explained. He concluded by noting that Community University Engagement entails dialoguing with the community as equal partners in knowledge creation, a very important aspect in ensuring that graduates remain relevant to community needs.
Dr. Budd Hall is a Professor of Community at the University of Victoria, Canada and co-Director of the UNESCO Chair on Community Based Research and Social Responsibility in Higher Education. His first contact with Africa was as an 18 year old and has for the last 50 years been engaged in the development of participatory research along with various stakeholders including the late Mwalimu Julius Nyerere. He noted that the launch of the 5th GUNi Report was particularly important because this issue was the first of its kind that provided a global picture of Community University Engagement, as previous text books and scholarly works produced focused on particular countries or only one area of research. “This is the first report that has attempted to drawn experiences, voices and studies from as many countries and regions of the world as possible” said Prof Hall.
Commenting on the source of the content, Prof. Hall shared that ironically most of the intellectual roots of the work published came from people like Mwalimu Julius Nyerere, Kwame Nkrumah, and others from the region today referred to as the Global South although the last twelve years have played witness to its discovery by Universities and policymakers from the United Kingdom, USA and Canada. He noted that Community University Engagement is a movement that ought to have an impact and implications on not just outreach but teaching and research as well, which calls upon Higher Education to be more proactive and not just reactive.
“Our Students, Researchers and Administrative staff need to be on the lookout for what is going on in the community. We need to think about broadening our concept from simply just Knowledge Economy–the contribution of knowledge to a certain type of job creation to Knowledge Democracy which includes not only livelihood but also knowledge from different sources. We also need to continue to provide space for debate. Does the University still provide a public good or is it simply a place where our children go to get a degree and hopefully get a job?” challenged Prof. Hall.
Touching on the recommendations of the report, Prof. Hall noted the need for universities to recognize excellence in community-engaged scholarship, so that Scholars can advance their careers through ways that were more practical than publishing journal articles which very few members of the community read. He encouraged staff from other universities in the region who attended the seminar to hold similar forums with their respective leaders so as to bring them on board this discussion that has lately become very much part of our times.
The SPEDA (Skills for Production, Employment, and Development Project) Model under the African Institute of for Strategic Services and Development (AFRISA) in the College of Veterinary Medicine, Animal Resources and Biosecurity (CoVAB) is one of Makerere University’s most profound experiences of Community University Engagement. Making a presentation on the model at the Seminar, Prof. John David Kabasa the Principal CoVAB shared that this Makerere alternative education model and community transformation scheme for Africa is an initiative that has been developed over the last seven years to contribute to the National Development Programme. He noted that because of the incapacity of our graduates, our Governments is forced to rely on foreign entities to use the land in Africa to feed and employ the Africans.
“If your children cannot feed themselves and the world, someone else will” lamented Prof. Kabasa before adding that as long as our countries continued producing and exporting raw materials, they were exporting jobs as well. “Our conventional education systems have failed to transform community and we cannot encourage an education system that fuels unemployment and sends supervisors of peasants; who themselves did not benefit from any form of education, onto the streets searching for jobs” he further stressed. He said that ideological barriers and an ineffective educational mould are barriers to societal transformation which had formed a shunt which needed to be operated upon and removed by the surgeons of Makerere.
“Take the University to the community, translate this education, science and technology into livelihood and health in a professional manner. This model actually sets out to create a new generation of Africans that is skilled, productive, entrepreneurial, developmental, accredited and nation transforming” shared Prof. Kabasa about the SPEDA model’s aspirations. He noted that by securing accreditation for this model, Makerere had set into motion a movement to liberate not only Uganda but Africa as a whole. He shared that by taking this model to the community, Makerere was taking cognisance of skills and competence value chains resident at all levels within our communities. “The key concept is to produce value, exchange it and get more value” said Prof. Kabasa as he concluded his presentation.
The days emcee Dr. Twine Bananuka-SoDLL, CEES thanked the presenters for their elaborate and informative presentations and admitted that Community University Engagement was indeed the way to break free from traditional bureaucratic knowledge ownership as fronted by the male Eurocentric model and its specific emphasis on disciplines. During the question and answer session that followed,
Dr. Anthony Mugagga Muwagga-Deputy Principal, CEES indeed admitted that our two biggest challenges in Education were the lack of knowledge and the fear of knowledge. He however noted that the SPEDA Model would be incomplete if it did not factor in the teaching disciplines and therefore encouraged Prof. Kabasa to consider partnering with CEES to impact a wider audience in society.
The Acting Vice Chancellor and Deputy Vice Chancellor Finance and Administration (DVCFA) Prof. Barnabas Nawangwe welcomed all guests and presenters to the event and admitted that it had been his most educative seminar to date. He however called upon all those that heaped criticism upon today’s African Scholars to consider their working conditions and rigourous academic schedules.
“There is a need to examine our National and International policies on Education. A Professor at Makerere today has very limited time in between teaching, supervising students, marking scripts and looking for additional income to research and deliver public lectures like our compatriots in the former years. And so as we criticize today’s Scholars, we need to ask if we as a Country, Region and continent making higher education our priority” said Prof. Nawangwe.
He commended the Community University Engagement model as shared during the seminar for clearly outlining what Makerere University sought to achieve through the Knowledge Transfer Partnerships and Networking pillar of her strategic plan. He thanked the School of Distance and Lifelong Learning particularly Dr. George Openjuru for taking the lead in producing the report, and Prof. Budd Hall for his contribution to spreading the Community University Engagement movement.
Mr. Patrick Muhinda, Assistant Commissioner in charge of Communication and Information Management, Ministry of Education and Sports (MoES) who represented the Minister of State for Higher Education, Hon. John Chrysostom Muyingo thanked Makerere University and Prof. Budd Hall for the great effort that led to the production of the 5th GUNi World Report. He also commended Prof. Kabasa whose SPEDA model had “deeply moved” him. He noted that the Presidential Initiative for Science and Technology had gone a long way in enabling universities to conduct cutting edge research which is boosting Uganda’s technological advancement as we move towards the attainment of Uganda Vision 2040.
“The Government of Uganda is cognizant of the relevance of community based research to enhance academia. It envisions promoting collaborations through joint projects and programmes of mutual interest to research and development centres, SMEs and large farms to spark innovation and entrepreneurship” read Mr. Muhinda from the Minister’s speech. The speech further noted that the Government plans to support innovation financing by introducing special grants, loans and guarantees for startups and new firms as well as subsidies and tax incentives to stimulate development of research in the public and private sectors. Mr. Muhinda thereafter declared the report launched and officially signed a few copies of the report.
Before moving a vote of thanks Prof. Fred Masagazi Masaazi the Principal, CEES announced that his college would in October 2015 host a regional conference on Community University Engagement which would bring together key stakeholders in Government, Academia and Civil Society to discuss their lessons and experiences. He particularly thanked Dr. Openjuru and Dr. Busingye for the respective contributions to the production of the report and noted that the College’s contribution to the 6th GUNi Report would be even more detailed. He stressed the need for all Higher Education Institutions’ involvement in identifying and coming up with solutions to community problems, noting that “Universities have all the capacity to influence and interact with the communities to find solutions to problems affecting them” he added.
Article by Public Relations Office
At a time when Africa stands at the intersection of demographic opportunity and governance uncertainty, a powerful question is emerging across the continent: what kind of leadership will define Africa’s future?
This question took centre stage at the 2026 Julius Nyerere Leadership Lecture and Youth Conversations, held on April 13, 2026, at Makerere University. Convened by the Julius Nyerere Leadership Centre in partnership with the Council for the Development of Social Science Research in Africa (CODESRIA), the event brought together policymakers, scholars, diplomats, and youth leaders from across East Africa under the theme: “Africa’s Next Generation: Youth Agency and the Leadership Africa Needs.”
Held on the birth anniversary of Mwalimu Julius Kambarage Nyerere, the gathering was not merely commemorative. It was deliberately forward-looking—an effort to reinterpret Nyerere’s legacy in light of contemporary realities and to position young people as central actors in shaping Africa’s political, economic, and social trajectory.
A Defining Moment for Leadership in Africa
Opening the event, Dr. Nansozi K. Muwanga, Executive Director of the Julius Nyerere Leadership Centre, framed the conversation within a broader continental context marked by a rapidly expanding youth population, rising political awareness, and increasing demand for accountability.
“Africa is not short of potential,” she noted. “What is at stake is whether that potential is matched by the kind of leadership required to transform it into sustainable development and inclusive progress.”
Her remarks underscored a critical shift: young Africans are no longer passive participants in governance processes. Across communities, institutions, and political spaces, they are organizing, contesting, innovating, and demanding accountability. The challenge, she argued, is to ensure that this energy is channelled into ethical, competent, and service-oriented leadership capable of transforming institutions and delivering long-term change.
Reclaiming Unity as a Strategic Imperative
The importance of unity—long championed by Mwalimu Nyerere—featured prominently throughout the discussions. Representing Tanzania, Major General Paul Kisesa Simuli emphasized that Pan-Africanism must evolve from a historical ideal into a practical framework for cooperation and development.
“Africa’s unity is not optional,” he observed. “It is a necessity for survival in an increasingly competitive and interconnected world.”
He pointed to education, language, and shared values as critical foundations for building a cohesive regional identity, highlighting the need for deliberate investment in systems that strengthen cross-border collaboration. His intervention reinforced a central theme of the lecture: that regional integration and collective action are indispensable to Africa’s long-term stability and prosperity.
Leadership in Transition: From Authority to Influence
The keynote address by Israel Laryea provided a compelling reflection on how leadership itself is evolving. Drawing from Africa’s political history, he argued that the continent has moved through distinct phases—from liberation-era “builders,” to “controllers,” and now to a generation navigating democratic transitions that remain incomplete.
Yet, despite these transitions, a fundamental gap persists.
“Africa has never lacked leaders,” he remarked. “The real question is the kind of leadership each generation chooses to tolerate.”
In today’s context, he argued, leadership is increasingly shaped not only by formal authority but by influence, credibility, and the ability to mobilize and organize. Digital platforms have expanded access to information and participation, but they have also introduced new complexities—where visibility does not necessarily translate into power.
For young Africans, this presents both an opportunity and a challenge. While they are more connected and engaged than ever before, their influence in formal decision-making spaces remains limited. Bridging this gap requires a shift from digital engagement to structured political and institutional participation.
The Knowledge Question: Leadership and Intellectual Responsibility
A recurring theme across the lecture was the centrality of knowledge in shaping effective leadership. Scholars warned against the risks of historical distortion, shallow engagement with complex issues, and leadership divorced from intellectual grounding.
Discussions emphasized that Africa’s development challenges are not simply technical—they are deeply political and ideological. Addressing them requires leaders who are not only well-intentioned but also analytically grounded, historically informed, and ethically driven.
The idea that “ignorance remains one of the greatest obstacles to progress” resonated strongly, reinforcing the need for continuous learning, humility, and critical reflection as essential components of leadership.
Youth Leadership in Practice: From Ideas to Implementation
Beyond theory, the lecture provided a platform for young leaders to demonstrate how leadership is already being exercised in practical and impactful ways.
Across panel discussions, participants shared experiences in governance, entrepreneurship, and community development. These contributions highlighted a growing shift toward solution-oriented leadership, where young people are not waiting for opportunities but actively creating them.
Key insights emerging from these engagements included:
- The importance of policy reforms that enable youth participation, particularly in economic and governance spaces
- The role of innovation and technology in addressing local challenges and expanding opportunities
- The need for community-centred approaches that prioritize inclusion and social impact
What became evident is that Africa’s youth are not merely a demographic category—they are an active force shaping new pathways for development and leadership.
Intergenerational Dialogue: Bridging Legacy and Aspiration
The Ekyooto fireside conversations provided one of the most reflective moments of the event, bringing together seasoned leaders and emerging voices in an open and candid dialogue.
These conversations explored the deeper questions of identity, purpose, and responsibility. Participants emphasized that the future of Africa will depend on a generation that understands not only the challenges it faces but also the values and principles required to address them.
Lena Nyerere, representing the Nyerere family, highlighted the enduring relevance of Pan-Africanism as a vision rooted in unity, dignity, and collective progress. Her presence served as a symbolic bridge between legacy and the future—reminding participants that leadership is both inherited and redefined across generations.
From Reflection to Action
As the day concluded, a clear consensus emerged: Africa’s transformation will depend on the ability of its young people to move beyond participation toward active leadership and institutional influence.
This transition requires:
- Strengthening leadership development pathways
- Investing in education and critical thinking
- Expanding opportunities for meaningful participation in governance and policy processes
- Building a shared sense of Pan-African identity and purpose
Equally important is the need to move beyond episodic conversations toward sustained programmes, structured mentorship, and institutional support systems that enable young leaders to grow, collaborate, and lead effectively.
Looking Ahead: Reimagining Leadership for Africa’s Future
The 2026 Julius Nyerere Leadership Lecture and Youth Conversations ultimately served as more than a platform for dialogue—it was a strategic intervention in shaping Africa’s leadership trajectory.
As the Julius Nyerere Leadership Centre continues to expand its work in youth leadership training, regional engagement, and policy dialogue, the challenge ahead is clear: to translate ideas into action, and action into lasting institutional change.
Africa’s future will not be determined by its challenges alone, but by the quality of leadership that emerges to confront them. In this regard, the legacy of Mwalimu Julius Nyerere is not a static memory—it is a living framework for leadership grounded in service, unity, and responsibility. The task for this generation is to reimagine that legacy in practical terms, and to carry it forward with clarity, courage, and purpose.
The Makerere University School of Public Health (MakSPH) has honored Ms. Gladys Khamili for her 12 years of service as Registrar, as she transitions to a senior role in the Senate Division of Makerere University.
During the School’s 239th Management Meeting, colleagues recognized her contribution to academic administration and formally handed over the office.
Ms. Khamili assumes the role of Deputy Academic Registrar in charge of the Senate Division, where she will oversee academic standards, policy, and governance at the University. She replaces Mrs. Patience Rubabinda Mushengyezi, who officially retires after 26 years of dedicated service.
At the ceremony, Dr. Rhoda Wanyenze, Professor and Dean, together with members of MakSPH management, presented Ms. Khamili with a plaque in recognition of her service, noting that she “served the School of Public Health with distinction, demonstrating exceptional dedication, professionalism, and commitment to excellence,” and that her contribution strengthened academic administration at the School.
Dr. Wanyenze described Ms. Khamili as a steady and dependable presence. “She’s been with us and supported us in many ways. We thought we should meet here together to see her off. And I wish her the very best… we shall continue to work with her. She will continue to serve us in a different capacity,” she said.
Ms. Khamili joined the School of Public Health on March 15, 2012, from the College of Computing and Information Sciences, where she served as an Assistant Registrar.
Over the years, she has been central to the School’s academic operations—coordinating student admissions, managing records, overseeing examinations, and serving as secretariat to key governance structures, including the Academic Board, Examinations and Results Committee, and Appointments and Promotions Committee. Her role also involved handling student matters and ensuring compliance with University policies and Senate decisions.
Reflecting on her tenure, Ms. Khamili pointed to improvements in registration systems, records management, and examination processes. “In my tenure, I have had some achievements that have improved efficiency in the students’ registration processes and strengthened records management and data accuracy… and coordinated successful university graduation ceremonies,” she said.
She also highlighted areas for further strengthening, including improving documentation and follow-up of pending tasks, enhancing coordination across departments, and decentralising selected services, including transcript issuance.
The handover process was overseen by Internal Auditor Amos Dembe, who emphasized the importance of continuity in such a critical office. “The office of the registrar is very sensitive… It is at the core of what we do and what we stand for as a school. It calls for integrity and professionalism,” he said, adding that Ms. Khamili’s handover report provides “a strong body of knowledge for Ms. Annet Khabuya to build on and to hit the ground running.”
Mr. Dembe also commended Ms. Khamili’s professional and ethical record. “We have not had student issues of marks, money, or related concerns as a School… Thank you for making my work easier. That is not always the case. Some people make it hard for us, but this has not been the case here,” he noted.
Colleagues described her as thorough and dependable in a role that often operates behind the scenes. Dr. Joan Mutyoba, Head of the Department of Epidemiology and Biostatistics, said the incoming Registrar would be stepping into a demanding position. “The shoes you are stepping into are really big. I have seen her work… She is extremely professional, one of the most professional people I have worked with. She takes her work very seriously and goes beyond the line,” she said.
In her farewell remarks, Ms. Khamili spoke candidly about her experience at the School. “My work has been with everybody… everything here is different—the people, the work culture—it has been very, very worthwhile,” she said, thanking colleagues for their support.
“If I had a choice, I would stay… but I don’t have that choice. Thank you so much for the support and for the love,” she added, acknowledging the demands of her role. “In my line of work, like in any space where you work with people, you certainly step on some toes… I ask that you find it in your heart to forgive and forget where necessary.”
The meeting also marked the official handover to Ms. Annet Khabuya, who takes over as Registrar. She commended the School’s approach to transition and organization.
“I have seen the systems, I have seen the organization, and I can confidently say there is continuity. I look forward to building on this work and working with all of you,” she said.
Ms. Khabuya joins MakSPH from the Examinations and Transcripts Division of the Senate and brings experience from the College of Natural Sciences and the School of Statistics and Planning.
Ms. Khamili’s transition marks a shift from School-level administration to University-wide academic governance, extending her impact beyond MakSPH to the broader Makerere system.
General
Makerere’s CHUSS Embraces Digital Future as RIMS Training Sparks Push for Faster Graduate Completion
By Moses Lutaaya
KAMPALA, April 17, 2026 — The College of Humanities and Social Sciences (CHUSS) at Makerere University has taken a decisive step toward strengthening graduate training and accountability following a comprehensive hands-on Research Information Management System (RIMS) training by a team from the Directorate of Graduate Training (DGT) and Directorate for ICT Support (DICTS) held yesterday, April 16, in the CHUSS Smart Room.
Opening the session, the Director of Graduate Training, Prof. Julius Kikooma, underscored CHUSS’s central role in producing graduate students and contributing to Uganda’s development agenda. He cautioned that the college’s leading position could easily be overtaken if vigilance wanes.
“I’m glad we are back here to focus on something that can propel CHUSS to its rightful position,” Prof. Kikooma said. “Your contribution to graduate student production is highly envied across the university, but if you sleep even briefly, that position can be taken.”
He emphasized that beyond competition, the real goal is national transformation. According to Prof. Kikooma, increased graduate output directly supports Uganda’s Fourth National Development Plan (NDP IV), which prioritizes building relevant human capital.
“More than ever before, the country needs human resources from the humanities and social sciences,” he noted.
Prof. Kikooma explained that the RIMS platform builds on CHUSS’ pioneering cohort-based PhD model by introducing a digital solution to track student progress, enhance supervision, and improve completion rates. The system, developed in collaboration with the Directorate for ICT Support, allows both supervisors and students to log and monitor academic activities in real time.
“This is not optional,” he stressed. “By the end of this month, we must report on who is using the system. It is a strategic priority of the University Council.”
Welcoming participants, the Deputy Principal of CHUSS, Assoc. Prof. Eric Awich Ochen, described the training as timely and necessary in a rapidly digitizing academic environment.
“Makerere today is very different from the Makerere of 15 or 20 years ago,” he said. “We are moving from an analogue past to a digital future.”
He noted that while the college has improved its graduate output in recent years, gaps in tracking student progress remain a concern.
“We celebrate the numbers we graduate, but we may still have many students in the pipeline whom we cannot fully account for,” he said. “This system will help us track supervision and improve accountability.”
The training drew participation from the CHUSS Principal and Deputy Principal, senior lecturers, lecturers, and registrars from the School of Psychology, School of Social Sciences, School of Liberal and Performing Arts, and the School of Languages, Literature and Communication.
In an interview after the session, Dr. Jim Spire Ssentongo offered a more reflective perspective, welcoming RIMS as a timely innovation while highlighting key realities in graduate training.
“I think RIMS is a good idea with strong potential,” he said, noting that the system could help address long-standing supervision gaps by ensuring that interactions between students and supervisors are tracked and visible.
However, he pointed out that delays in graduate completion are not solely the fault of supervisors. According to him, student-related factors—particularly lack of consistency and self-discipline during the research phase—play a significant role.
“At the coursework level, students are guided by timetables and structured assessments, which keeps them active,” he explained. “But once they transition to research, much depends on their own discipline. Some students simply become unresponsive.”
Dr. Ssentongo observed that RIMS could help counter this by introducing a level of accountability on both sides. If properly used, the platform would enable students to track feedback from supervisors while also making it clear when they themselves have delayed progress.
He also noted that the system’s monitoring aspect could encourage improved completion rates, as both supervisors and students become more conscious of timelines and expectations.
At the same time, he cautioned that implementation would be key. He explained that while systems that enhance accountability are beneficial, they must be introduced in a way that supports rather than intimidates users.
“There is an element of monitoring, which is good,” he said, “but it should be balanced so that it does not create an environment where people feel over-policed.”
Dr. Ssentongo further emphasized that RIMS should be seen as part of a broader strategy to strengthen research culture at the university. Beyond improving completion rates, he said, there is need to encourage publication, collaboration between students and supervisors, and greater visibility of research outputs.
“If it is implemented well and supported by other initiatives, it can contribute not just to completion, but also to improving research productivity and impact,” he added.
The RIMS training marks a significant step in Makerere University’s efforts to modernize graduate education, improve accountability, and align academic output with national development priorities.
-
Law7 days agoPre-Entry Examination for Admission to the Bachelor of Laws for 2026/2027 AY
-
Health6 days agoCourse Announcement: Certificate in Water, Sanitation and Hygiene (CWASH) – 2026
-
General3 days agoApplications for Admission to Undergraduate Programmes 2026/27
-
General1 week agoCall for Participants: 2026 Hainan International Youth Cultural Exchange Program
-
General4 days agoA Graceful Exit: Makerere Celebrates Patience Mushengyezi’s 26 Years of Service