General
GREAT Project 4th Course on Gender Responsive Breeding Attracts India, Thailand Teams
The GREAT Project has opened its 4th training and General course on gender responsive plant breeding attracting more men and other participants beyond Sub-Saharan Africa (SSA).
Gender-responsive Researchers Equipped for Agricultural Transformation (GREAT) is a 5 year (2015-2020) Makerere University (Uganda) and Cornell University (USA) joint certificate program in applied gender training for agricultural researchers funded by the Bill and Melinda Gates Foundation.
It offers skills in gender-responsive research tailored to assisting agricultural researchers to address gender issues along the design, implementation, evaluation, and communication pathway of their research projects.
At Makerere University, the project is jointly implemented by the College of Agricultural and Environmental Sciences (CAES) and the School of Women and Gender Studies (SWGS). The project has been operational for the past three years.
Week 1 of the fourth training was officially opened by Makerere University’s GREAT Project PI Prof. Margaret Najjingo Mangheni at the Forest Cottages in Bukoto-Kampala on 22nd July 2019.
The training brought together social scientists and plant breeders from East, West and South Africa as well as Asia. The participants included research teams from India, Thailand, Benin, Cameroon, Ethiopia, Ghana, Malawi, Niger, Sierra Leone, Tanzania, Togo, Uganda, Kenya and Zimbabwe.
Speaking during the opening ceremony, Prof. Mangheni said, the GREAT Project has been in operation for the last three years where three cohorts have been trained in different commodities.
“The first one was focusing on breeders doing work on root tubers and bananas. The second one was on cereal grains and the third one was on legumes.
This year, we have opened up so that we are working with breeding programs focusing on a whole range of crops not restricted to a commodity. But still, they are coming as an interdisciplinary team of social scientists working with a breeder on a breeding program.” The PI explained.
Prof. Mangheni said the goal of the trainings is to strengthen the capacity of these research teams to be able to conceptualize, design, implement and communicate gender responsive research within a breeding program.
This year, the course attracted more men than women with other participants coming from as far as India.
“Actually we are excited with this cohort because we have been able to broaden the reach of GREAT. Initially, we were targeting Sub-Saharan Africa but when we sent out the call for applications, it attracted a broad range beyond the anticipated target catchment area of SSA.
We have a team for this course from the World Vegetable Centre (Worldveg) South Asia/Central Asia based in Hyderabad India working on Mechanised Mungbean Harvesting in Bangladesh, Myanmar and Pakistan and they have come in to train alongside the SSA research counterparts,” Prof. Mangheni explained.
She said the GREAT Project is funded by Bill and Melinda Gates Foundation but the model had inbuilt models for sustainability so that progressively, the funding by the project decreases and the funding from participants increases.
“We hope that next year we shall run a course that is 100 percent funded by participants based on demand. This time, we have seen a significant increased level of funding from participants themselves, self-supported teams but we are also funding some participants from the project, so it is a mix”. Prof. Mangheni said.
In her key message Prof. Mangheni emphasized that Gender responsiveness needs to be the norm in terms of breeding.
“The emphasis we have is that when we breed varieties, we send them out there through the seed system and we need to be cautious about stakeholders and cultural context from which they come and; this cultural context shapes and positions men and women differently and if one is not paying due attention to these socio-cultural contexts, you may end up causing unintended harm,” Mangheni explained
The nine day training program focuses on different aspects including Gender concepts and why gender matters in Agriculture, What men and masculinity have to do with gender and agriculture, Why gender matters in plant breeding, Positionality, The science of gender and plant breeding, Principles of quantitative gender research,
Quantitative gender analysis plan, Setting breeding priorities, and Qualitative gender research methods, mixed methods and practical sessions on interviewing techniques and Field case studies among others.
The courses are being delivered by a team of over 15 facilitators from Makerere University’s College of Agricultural and Environmental Sciences (CAES), the School of Women and Gender studies, staff from collaborative research institution, and consultants from abroad.
“I am very excited to deliver the gender responsive course which is this time broadened in approach compared to the previous ones that we held focusing on specific commodities.
This time it is breeding of different types of commodities. We don’t want to leave any one behind in the breeding world. We have brought most people on board, those breeding tomatoes, beans, maize, cowpeas and animal breeding commodities.
This is our fourth year of the course and we hope we shall harness the opportunities and knowledge brought from the commodity-based training now to this broad spectrum,” Dr. Brenda Bonabaana from the CAES Department of Forestry Biodiversity and Tourism, CAES narrated.
She was proud of the high diversity of the current cohort saying, the course was becoming more demanded with more participants from West, South and East Africa than before.
Dr. Bonabaana who is also an Associate Coordinator of GREAT project will be delivering sessions on principles of qualitative and quantitative gender research with a focus on data collection methods and tools, session on women empowerment and also coordinating the mentorship program.
Delivering on gender concepts and why gender matters in agriculture, Dr Peace Musimenta from the School of Women and Gender Studies described gender as development issue adding that Human Development, if not engendered, is endangered.
She noted that women’s domination or exclusion from participation in agricultural opportunities raises gender issues in agriculture as a sector in as far as the division of labour, land ownership and control, decision making and agricultural marketing and irrigation are concerned.
“Agriculture is the backbone of many economies of the developing countries…if women had access to the same productive resources as men, they could increase yields on their farms by 20-30%.This could in turn reduce the number of hungry people in the world by 12-17 % .
Women compared to men are 10 times likely to invest more of their earnings in their families’ well-being,” Dr. Musimenta asserted.
She said although many women depend on agriculture for their livelihoods, they face numerous gender based constraints or barriers such as unpaid care work, stereotypes, low education, discriminatory laws e.g on land, limited access to productive resources, limited mobility and inability to make independent decisions. She advised gender responsive researchers to strive for rigorous gender focused research.
“Aim at conceptual clarity, achieve greater precision in terminology, collect data carefully and accurately, avoid stereotypes; build the evidence base, and recognise that gender equality is good for communities, families, women and men, is key to achieving sustainable development,” Dr. Musimenta advised.
Speaking on Gender and Agricultural Development and what men and masculinities have got to do with it, Dr. Amon Ashaba Mwiine from the School of Women and Gender Studies said men are unavoidably involved in gender concerns including control of equitable resources, decision making and being custodians of traditional knowledge.
“Some forms of masculinities can be harmful to men and women and detrimental to development. The subordination of women and other men, the desire to control agricultural technologies, marketing, networks, information, proceeds and men withdrawing labor from agricultural production raises gender concerns”. Dr. Mwiine said.
The don emphasized the need for gender responsive researchers to involve men in their research programs to realize gender equitable development.
“Expectations, attributes, behaviors and roles associated with men can hinder or promote agricultural innovations. In your research outputs, technologies and interventions, consider men’s ways of living and relationships, Dr. Mwiine advised.
About the GREAT theme Four training
The course has three components: Week 1 of classroom work (22-31 July 2019) and Field work with support from Field trainers.
Week 2 of classroom work will take place on 13-17 January 2020. The course includes a variety of applied learning activities.
During Week 1, each participating team will complete a plan for data collection to be conducted in their field site for analysis during Week 2 of the course.
At the end of Week 1, participants are expected to come up with a Gender research question related to participants’ projects, a sampling framework and design, draft data collection methods and tools, a Research plan and timeline and a draft budget for the field research grant
During the Field Training Phase, participants are expected to come up with Qualitative and quantitative data sets to be analyzed during Week 2.
During Week 2 participants will write a Seed grant proposal. For teams selected for seed grants, a detailed timeline and budget for ensuing work will be submitted.
Funding for the fieldwork phase will be supported by teams’ research projects, except one team. The cost is about $1000.
Teams will develop the fieldwork concept and tools progressively during the course and the final product presented on Day 9 for trainers’ feedback. Teams will present a well thought out research plan covering the Brief contextual background and the Case Study description.
Competitive research grants of $5000-10,000 for each of the top three teams or individual participants will be available post Week 2.
Evaluation based on criteria will be shared during the course. Field trainers will support in completing seed grant research work, and publication of outputs.
Two social scientist who have demonstrated competency and have an interest in further developing their gender research skills will be selected as GREAT Gender Fellows (GGFs) at the end of Week 2: Other opportunities include professional mentorship and additional research funding and getting positions on the GREAT CoP Advisory Board.
Report compiled by:
Jane Anyango,
Principal Communication Officer, CAES
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.
General
Revised Advertisement for Positions of Principal and Deputy Principal at Makerere University
The Vice Chancellor, Prof. Barnabas Nawangwe, has called for strengthened graduate training and research systems, urging a significant scale-up in the production of Masters and PhD graduates to meet Uganda’s and Africa’s growing knowledge and development needs.
The call was made during an engagement with the College of Health Sciences leadership, where the Vice Chancellor underscored the strategic importance of research-intensive colleges in advancing the university’s mission and contributing to national transformation.
The Vice Chancellor noted that while the College of Health Sciences continues to make a substantial contribution to the university’s research output and remains one of the most productive units, there is need to further strengthen systems that support graduate training, supervision, and timely completion of studies.
He emphasized the need to increase postgraduate enrolment, with a target of raising graduate participation to 40 percent. According to him, expanding graduate training is essential for building a critical mass of highly skilled researchers capable of addressing Uganda’s and Africa’s development challenges.
Improving Completion Rates and Supervision
The Vice Chancellor highlighted concerns over graduate completion rates, noting that delays in supervision and academic support continue to affect timely graduation across many institutions.
He called for stronger supervision systems, improved mentorship, and more structured academic support to ensure that students complete their programmes within the stipulated timeframes.
“Completion of graduate programmes must be prioritized through effective supervision and structured academic support systems,” the Vice Chancellor emphasized.
Strengthening Research Output
The Vice Chancellor also stressed the need to enhance research productivity and visibility through increased publications, improved citation impact, and expanded access to competitive research funding.
He encouraged deeper collaboration among researchers, including co-supervision arrangements with international scholars and strengthened partnerships with other universities to enhance research quality and global competitiveness.
Investment in Infrastructure
The College Deputy Principal, Prof. Richard Iwa Idro, shared with the VC some of the college’s challenges which included low staffing levels at both academic and administrative levels, inadequate infrastructure and high staff turnover among others.
The Vice Chancellor reaffirmed the University’s commitment to improving infrastructure for teaching and research within the College of Health Sciences. He noted that ongoing and planned developments are aimed at strengthening PhD training environments and supporting advanced research activities.
He further emphasized the importance of expanding academic staffing and leveraging expertise from both active and retired scholars, including the appointment of honorary professors to support mentorship and research development.
Academic Accountability and Innovation
The Vice Chancellor reminded professors and associate professors of their responsibility to deliver inaugural lectures within stipulated timelines as part of academic accountability and recognition of scholarly contribution.
He also encouraged researchers to translate their work into innovation and practical solutions that contribute to Uganda’s socio-economic transformation, noting that research must go beyond publication to deliver real-world impact.
The Vice Chancellor reiterated that strengthening graduate training and research is central to achieving national development goals and enhancing Uganda’s competitiveness in the global knowledge economy.
He emphasized that sustained investment in Masters and PhD training, combined with stronger research systems, will be critical in producing the next generation of scholars, innovators, and leaders required to drive sustainable development.
The Vice Chancellor was accompanied by the Academic Registrar, Prof. Buyinza Mukadasi, the Director DRIP, Prof. Robert Wamala, Prof. Edward Bbaale, who represented the Deputy VC in charge of Academic Affairs, Prof. Fredrick Muyodi, the Director of the Writing Centre, Dr. Margaret Nagwovuma, the Deputy Director of Makerere University Technology and Innovation Centre, Prof. William Tayeebwa, the Manager of Makerere Press and Prof. Kikooma Julius, the Director of Graduate Training. The officials shared with staff how staff can benefit from their offices.
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