General
Nyabyeya Forestry College Hands Over 10hectares to Enhance Mak’s Practical Forestry Training
Nyabyeya Forest College (NFC) in Masindi has handed over ten (10) hectares of land to Makerere University to enhance practical forestry training. The land provided will be used for establishment of a training plantation forest which will help in enhancing practical training and research.
This follows a Memorandum of Understanding signed between the College of Agricultural and Environmental Sciences (CAES) and Nyabyeya Forestry College on 3rd July 2018.
The land was handed over by the Principal NFC Mr. Godfrey Akubonabona to the Vice Chancellor Prof. Barnabas Nawangwe on his maiden visit to NFC on 15th August 2018. The MoU between CAES and NFC was operationalised on the same day.
The hand over was witnessed by NFC staff including the Deputy Principal, Mr. Kisakye Richard, the Academic Registrar Mr. Swaib Gwanyi, the Assistant Academic Registrar Mr. Ambrose Ahimbisibwe and the Plantation Manager, Mr. Geofrey Sebahutu among others.
The Vice Chancellor was accompanied by the Director Legal Affairs Mr. Henry Mwebe, the Principal CAES Prof. Bernard Bashaasha, his deputy Dr. Gorettie Nabanoga, the Dean School of Forestry, Environmental and Geographical Sciences Prof. Mnason Tweheyo, Deans and Heads of units from CAES.
Prof. Nawangwe described Nyabyeya Forestry College as a centre of excellence in training foresters and appreciated the college for the excellent work it has been doing to train Makerere University students.
“I must commend those who have been resilient to keep this place in difficult times. I also commend the Principal Nyabyeya Forest College for the transformations during his two years in office,” Nawangwe commended.
The Vice Chancellor noted that Mak and NFC provide the biggest opportunity in the country as the only university and college training foresters.
The Professor decried the declining forest cover in the country noting that unlike the past where permission would be sought to even cut a tree one owned in his or her land, today cutting of trees is not regulated leading to the disappearance forestry cover.
Citing Kenya as an example of an organized country where cutting a tree for charcoal is not allowed, Nawangwe implored educational institutions including Mak and NFC to take on the responsibility to ensure these standards come back.
“Government expects a lot from us the educational institutions. The most absurd thing is that someone from government should advise Makerere what to do. We can do a lot of research and that is extremely important.
The reason forests are disappearing is that we are producing very fast. Uganda is still among the fastest growing populations in Africa and therefore we must research into alternative ways of keeping our forests,” Nawangwe said.
The Vice Chancellor emphasized the importance of more practical training and learner-centered approach in promoting entrepreneurship and churning out graduates that can compete on the world market.
He observed that with two forests at their disposal, the two institutions can work together not only to do research and promote practical training but also generate resources to supplement government efforts.
“NFC has the land and expertise. Makerere has expertise. We should identify what we can do jointly so that we are able to relieve government from the burden of paying staff salaries.
There is a shortage of avocados on the world market. Israel with its problems is the biggest exporter of avocados to Europe but they can only supply one season. This is one thing we can look at, say if we plant 100 acres, we would be the biggest suppliers in East Africa”. Nawangwe advised.
The Professor thanked NFC for the support given to Makerere over the past 40 years and advised the two institutions to take advantage of the capacity built to offer sabbaticals and staff exchanges so that the relationship is mutually beneficial.
Nawangwe further implored the two institutions to take on responsibility of advising Government on matters of policy. He noted that since the 1998 Act, everyone in the country can do whatever they want irrespective of the repercussions.
“The Great lakes region is the worst affected. The Water war will begin from here, there is high population, climate change, all forms of degradation and we are heading for disaster.
We are the people who have the knowledge to avert these problems. You need to do research in these areas and give proper policy guidance to our government,” Nawangwe said.
The Principal CAES, Prof. Bernard Bashaasha said NFC and CAES have been enjoying an informal relationship for over 35years. Bashaasha expressed happiness that they were at Nyabyeya to consummate the marriage.
“The collaboration has been going on not properly anchored and I am happy that this is happening .
The MoU has three critical elements; facilities, recess term and staff exchange but we are here to add another aspect of the relationship of having land,” Bashaasha reported.
Prof. Bashaasha was optimistic that with the acquisition and improvement of the existing facilities at NFC, forestry students would be able to spend more time on practical training.
“If we utilise the 10hectares of land well, we can train environmentalists and conservation managers and also make money. Environmental issues are important, climate change is here with us, when you see global patterns, that makes training in environmental conservation very important,” the CAES Principal stated.
The Dean School of Forestry, Environmental and Geographical Sciences Prof. Mnason Tweheyo explained that as the most needy and user unit they labored to undertake the curriculum review to remove redundancies and duplications and ultimately found that Nyabyeya Forest College was the most practical area for training foresters.
Prof. Tweheyo said, since 1973 NFC has been training Makerere students undertaking forestry and related programs every year during recess term including use of the college facilities, staff exchange and collaborative research.
Tweheyo said at one time both institutions benefited from NORAD support. From 1973 to 1975, NORAD supported NFC and Makerere University to establish the Faculty of Forestry and Nature Conservation.
“Before, we used to time when NFC students were out and would bring Makerere students here. This year 2018, more than 400 students from 1st to 4th year have passed through NFC.
NFC offered space where Makerere can build a hostel to accommodate 45 students. In addition there is land identified next to the hostel allocated to Makerere that can be used to expand accommodation for staff and students.” The Dean said.
Prof. Tweheyo explained that for a long time stakeholders have been complaining about forestry graduates being more theoretical than practical. He said with the acquisition of the 10 hectares of land from NFC, the university will be in position to offer the best training in Africa.
“NFC sits on a Forest reserve. Those who work in forest reserves do not get titles but certificates. So NFC gave us user rights for training students.
We thought this would be very important and we shall be able to collect data from day one when the trees are planted, conduct research as well as training,” he said.
Prof. Tweheyo said the school will not plant indigenous trees but look at different species for recommendation to the industry.
“We shall use it for demonstration whereby students visit once a month, and rely on student labour as this is important for them to gain practical skills. Mak and NFC will do research together,” the don added.
“For the first 2 years, one hectare can consume 3million shillings. The next 2-6 years a hectare will consume 2million. 6-12 years, a hectare requires 2million and from 12-18 years a hectare will consume 1 million shillings” the Dean said.
Prof. Tweheyo pledged that school had earmarked 4million Uganda Shillings to kickstart the process and called upon the college and the university to lend a helping hand to make the project a success. The Dean also underscored the role played by Budongo Conservation Forest (BCF) in accommodating and training Makerere University staff and students although this association was yet to be formalised.
He said BCF by virtue of its being a tropical forest has attracted researchers from across the globe. He was optimistic that the BCF would become the Biological field station for Makerere since many of her units including CAES, the College of Veterinary Medicine, Animal Resources and Biosecurity (CoVAB) and the College of Natural Sciences (CoNAS) stand to benefit.
The Deputy Principal Dr. Gorettie Nabanoga thanked the Dean for articulating the issues affecting Forestry training. She observed that the field of forestry training has taken a turnaround, requiring modern and state-of-the-art equipment as opposed to the obsolete machines.
She also echoed the need to promote retooling of teaching staff in forestry so that what is given to students meets the current employers and stakeholders expectations.
Nabanoga proposed the need for Makerere and NFC to look at both long and quick maturing tree species so as to project the resources to be generated for the university and college. She also encouraged the two institutions to be gender sensitive during the enrolment of students and recruitment of staff in forestry.
The Deputy Principal thanked the Vice Chancellor for honouring the invitation to grace the occasion.
“We have never had the Vice Chancellor visiting this college. Pulling you out of the university Main Building to the forest is a signal that forestry training and natural resource management is dear to your heart,” Nabanoga said.
The day’s major events included, meeting between Mak and NFC staff punctuated by brief remarks, launching the implementation of the Mak- CAES & NFC MoU, exchange of appreciation gifts, touring NFC facilities, tree planting at the allocated site to signify the handover of the land and finally the visit to Budongo Conservation Field Station.
Report Compiled by
Jane Anyango,
Principal Communication Officer, CAES
General
Makerere University Leads EU-Funded MAGNETISE Project to Strengthen Gender Equality in Higher Education Across Sub-Saharan 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
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
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.
General
Makerere University Set to Develop Curriculum to Transform Graduate Supervision and Mentorship
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. 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.
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.
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.
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