General
Govt called upon to Fund Research in NCDs: Diabetes can be Prevented and Effectively Managed
“Non-communicable diseases (NCDs) are a rapidly growing health burden in Uganda, and many other low and middle income countries. I call upon the Government of Uganda to fund research in NCDs. Most people with NCDs do not know that they are suffering from NCDs such as diabetes, high blood pressure, cancer, or heart diseases. For diabetes, about half of the people with diabetes in Uganda do not know that they have it,” said Prof. Rhoda Wanyenze, Dean of Makerere University School of Public Health.
According to the World Health Organisation (WHO) report of 2016, deaths from NCDs were on the rise, with developing countries hit hardest. NCDs are the leading cause of death globally. In 2016, they caused 71% of all deaths (40.5 million) up from 60% in 2000.
Opening the SMART2D Research Dissemination Workshop to various stakeholders held on 21st March 2019, Prof. Wanyenze applauded researchers from Makerere University School of Public Health for teaming up with other partners to undertake a multi-country four year research project aimed at identifying strategies to better prevent and manage Type-2-Diabetes, one of the NCDs.
She commended the research team headed by the Uganda co-Principal Investigator, Prof. David Guwatudde for not only describing problems, but also providing prevention and management strategies for Type-2-Diabetes.
The co-Principal Investigator of SMART2D, Prof. David Guwatudde emphasized that the primary aim of the four year research was to strengthen capacity for both prevention and management of Type-2-Diabetes.
“Health systems in most parts of the world were struggling to diagnose and manage Type-2-Diabetes especially in low and middle income countries. More than 50% of people with diabetes in Uganda are undiagnosed. They are not aware that they have diabetes. Further in Uganda, only about 30% of people with diabetes have ever had their blood tested for high blood sugar,” he said.
Funded by the European Union (EU) and Government of Sweden through the Swedish International Development Cooperation Agency (Sida), the SMART2D research presents a people-centered approach through Self-Management and Reciprocal Learning for the Prevention and Management of Type-2-Diabetes.
Prof. Guwatudde revealed that Type-2-Diabetes is more of a lifestyle disease, which can be prevented if we modify our lifestyle and behaviour. The nutrition aspect is one of the factors leading people to get diabetes.
According to Dr. Juliet Kiguli, co-Investigator on the SMART2D, some of the factors putting one at the risk of getting diabetes included: consumption of unhealthy foods (eating sweet things, too much oil, alcohol); physical inactivity (not exercising); Worrying; and ignoring the advice from medical personnel.
With Dr. Elizabeth Ekirapa sharing statistics that diabetes wields a tremendous economic burden on society (to patients and the economy at large); and further revelation from Dr. Roy William Mayega that most of the patients the research team interviewed, could not afford the drugs and equipment to monitor their blood sugar, yet often there are stock-outs of these at Government health centers. He emphasized that SMART2D advocates for strategies aimed at prevention and effective management of diabetes. “Prevention is better than cure. Since diabetes can be prevented and the prevalence of pre-diabetes is high, preventive efforts should be stepped up so as to save lives as well as resources that are going to be spent on treatment.”
For those living with diabetes, Prof. David Guwatudde emphasized that if they follow the advice of the medical personnel and take the prescribed medicines; they can live a normal life. “It is not true that when they diagnose you with diabetes you die soon. If you take the prescribed medicines and follow the advice from medical personnel, you will live with diabetes and still live a normal life.”
The SMART2D research team consists of the following researchers: Prof. David Guwatudde, Dr. Juliet Kiguli, Dr. Roy William Mayega, Dr. Barbara Kirunda Tabusibwa, Dr. Elizabeth Ekirapa Kiracho, Dr. Francis Xavier Kasujja, Dr. Anthony Muyingo, Mrs. Max Walusimbi, Ms. Gloria Naggayi, Mr. Edward Ikoona, and Mr. Kusolo Ronald.
Some of the challenges in the prevention and management of NCDs include: Inadequate prevention strategies; a large proportion of people with NCDs are undiagnosed; lack of funds to buy the recommended medicines; and poor retention into care.
To address the four challenges, the SMART2D research team came up with a set of Facility and Community interventions.
Minimal improvements in organization of facility-based care significantly improved the percentage of patients with diabetes that are retained into care by over 30%. It also improved control of the disease in the patients by over 10%, and prevented the development of diabetes among people at high risk by over 50%.
In line with WHO report published in 2002 titled Innovative Care for Chronic Conditions: Building Blocks for Action which noted that a community has a crucial role to play in chronic care, Dr. Francis Xavier Kasujja reiterated that peer groups were instrumental in the ongoing support to diabetes patients in Iganga and Mayuge communities.
Delivering a personal testimony, one of the patients with diabetes said that they significantly benefited from the engagement and trainings received during the SMART2D project.
However, with the end of the project, most of the patients were worried because they cannot afford the cost of treatment for management of diabetes.
Presenting the implications of their findings on policy, Dr. Roy William Mayega highlighted the following recommendations:
• Health Centres from level III+ should be supported to establish diabetes care and prevention services and accredited in a phased way
• Roll-out of a minimum package of equipment, and essential drugs from Health Centre III and above, supported by a regular supply, inclusive of hypertension medicines
• Need to roll out lean clinical guidelines and a care algorithm to all facilities
• Scaled training (pre- and -in-service), supervision and clinical mentorship of nurses and clinical staff on care and prevention
• Strengthen the information system for chronic care including appointments, clinical records and follow-up
• A simple health education and coaching approach and manuals should be rolled out to facilities targeting patients and people at high risk
• A task shifting approach should be scaled up where stable patients are managed by nurses
• Need to strengthen self-care so that patients can manage themselves
Representing the Ministry of Health, Dr. Gerald Mutungi the Senior Medical Officer in Charge on Non-Communicable Diseases shared with workshop participants some of the strategies being undertaken: The Ministry of Health has a technical working group on NCDs; ongoing research aimed at studying the effectiveness of the integration of HIV/AIDS and NCDs into the chronic care clinic; and Government entering into a strategic partnership with Novartis, an NCD drugs manufacturer, to ensure that drugs for NCDs are available at all Government health facilities.
Some of the key stakeholders who attended the SMART2D Research Dissemination workshop include: Dr. Gity Behravan,1st Secretary and Senior Research Advisor, Swedish Embassy- Kampala, Dr. Fred Makumbi-Deputy Dean of Mak School of Public Health, Dr. Esther Buregyeya, Dr. Noah Kiwanuka and officials from the World Health Organisation, Ministry of Health, NCD platforms, diabetic associations, lung and heart institutions, district health workers, patients from Iganga and Mayuge, Makerere University Directorate of Research and Graduate Training, and among others.
Written by: Ritah Namisango, Mak Public Relations Office
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.
-
Law2 weeks agoMakerere hosts Chief Justices of Zambia and Uganda
-
General4 days agoMakerere University Set to Develop Curriculum to Transform Graduate Supervision and Mentorship
-
Business & Management1 week agoMakerere Vice Chancellor tasks CoBAMS to Change Africa’s research trajectory through graduate training
-
General4 days agoRevised Advertisement for Positions of Principal and Deputy Principal at Makerere University
-
Education4 days agoMakerere University Signs MoU with Fukui University to enhance Research, Teacher Development and STEM Education