The Uganda Journal of Education (UJE) is a peer-reviewed journal hosted by the College of Education and External Studies, Institute of Education Research Makerere University. It seeks critical reviews and in-depth analyses or study findings in all areas of education. UJE serves as a communication medium among education professionals, policy makers, researchers, students and the community. UJE encourages the dissemination of studies aimed at identifying problems, informing policy and contributing towards reform and the general development of education in the country and region.
The Journal also accepts Conference, Symposia and Workshop announcements, book reviews and has an advertisement section. The articles submitted to UJE are reviewed anonymously (blind review) by three referees: one tracking selected from among the editorial team and two editorial board members. All manuscripts are evaluated for their significance to education and on their technical quality for the type of scholarship represented. All submissions are acted upon as quickly as possible.
The review process usually takes 2-4 weeks. The author will receive galley proofs of the article to read and correct. The UJE Editorial team, reviewers, and contributors, are bound by national and international ethical dictates and try at all times to be guided by the cardinal ethical principles. Contributors must not use sexist language (e.g. the notion that man is a generic term that includes women). United Kingdom English spellings and conventions of usage are preferred. The information and views expressed in UJE are those of the authors and do not necessarily reflect those of the Journal, its staff, the institute of Education Research , Makerere University College of Education and External Studies or their partners.
All correspondence, including scholarly manuscripts that have not been published or simultaneously sent elsewhere for publication, should be addressed to: Editor-in-Chief, Uganda Journal of Education
Contributors to UJE should adhere to the following requirements:
Length: 4000 to 6000 words. Format: Times New Roman; size 12 and 1.5 spacing. Structure: Even though articles may have other subsections as may be thought necessary by the author(s), the following should be conspicuous: Introduction; Methodology; Findings; Discussion; Conclusions; and Recommendations. Tables, diagrams, figures and pictures should be in their appropriate places in the body of the article. Abstract: Articles must be accompanied with an abstract of not more than 150 words. Keywords: After the abstract, the author(s) should outline the keywords in the article, on whose basis it can be classified. Referencing: All citations must be referenced and contributors should adhere to the sixth edition of the APA format.
Contributors of accepted manuscripts will receive detailed guidelines for preparing accepted papers for publication. Contributors may note that, although reviews may be accepted, priority will be given to primary papers that are original and discuss themes or cases that are relevant at national and international levels.
Submission and enquiries: Manuscripts should be e-mailed to the editor at uje[at]cees.mak.ac.ug/dier[at]cees.mak.ac.ug
The Office of the Academic Registrar, Makerere University has released the admission lists for Bachelor of Laws for the Academic Year 2025/2026.
Please note that the list includes Government Sponsorship for Bachelor of Laws i.e A-Level (Direct Entry), Bachelor of Laws-Day – (LAW) and Bachelor of Laws-Afternoon – (LAA)
Makerere University has received 700 digital tablets from the Uganda Bureau of Statistics (UBOS), aimed at enhancing statistical research, teaching, and data-driven decision-making across the institution.
The donation was made on June 30, 2025, as part of UBOS’ broader initiative to distribute a total of 3,025 tablets to ten government-funded institutions of higher learning. The handover ceremony was attended by Makerere’s Acting Deputy Vice Chancellor for Academic Affairs, Prof. Buyinza Mukadasi and Mr. Simon Kizito, the Deputy University Secretary among other Vice Chancellors and accounting officers.
Vice Chancellors from government-funded institutions of higher learning that received the donation of tablets from UBOS.
Dr. Allen Kabagenyi, a UBOS Board Director, who coordinated the distribution of the tablets to the respective 10 Public universities, underscored the significance of inter-institutional collaboration in fostering a data-literate and innovative generation. “This initiative is a testament to the power of partnerships between public institutions. In a country like Uganda, with one of the youngest populations globally, equipping our future leaders with the right tools is critical to achieving both national and global development goals,” she remarked.
The tablets had initially been procured and deployed during the recently concluded National Population and Housing Census. UBOS Executive Director Dr. Chris Mukiza explained that their redistribution marks the beginning of the Bureau’s post-census utilization strategy.
Dr. Chris Mukiza (L) flanked by his Board Director Dr. Allen Kabagenyi (R) addressing the meeting.
“We acquired 120,000 tablets to conduct the census, and as we committed earlier, we are ensuring that these resources continue to serve the country even after the census,” said Dr. Mukiza. “Our expectation is that these tablets will strengthen data collection, teaching, and research in universities and higher institutions. We want to see a culture where statistics are not only produced but also actively used to influence development outcomes.”
Dr. Mukiza encouraged academic institutions to take full advantage of the extensive data available at UBOS, emphasizing that greater use of statistical resources will translate into more impactful research and policy interventions.
Some of the accounting officers who attended the handover ceremony.
During the same event – cultural institutions also received tablets.
With this donation, Makerere University is well-positioned to further empower students and researchers in statistical analysis, evidence-based planning, and innovation-driven teaching.