Education
CPD, Networking Platforms, Mentorship Needed to Enhance Capacities of Women to Leadership Positions in Uganda
On Thursday 5th November, 2020, a project titled Enhancing Capacities of Women to Leadership Positions in Universities in Uganda (WOLEP) held a Dissemination Event at the Central Teaching Facility 1 (CTF1), Makerere University. The Principal Investigator (PI) WOLEP is Dr. Florence Nakamanya, Lecturer, East African School of Higher Education Studies and Development (EASHESD), College of Education and External Studies (CEES). The WOLEP team that also includes Assoc. Prof. Ronald Bisaso and Ms. Sharon Ainmbabazi recommended that Continuous Professional Development (CPD), Suitable Networking Platforms and Structured Mentorship Programmes are needed to enhance capacities of both incumbent and aspiring women leaders in Uganda’s Higher Education sector. The Dean, EASHESD, Assoc. Prof. Ronald Bisaso who was the moderator welcomed members to the dissemination and gave a preamble of the WOLEP project. The event started with a prayer led by Sr. Bernadette Lutaaya.
The event attracted a number of distinguished personalities who attended both physically and online. In attendance online were; Prof. Joy C. Kwesiga, the Vice Chancellor of Kabale University and the Guest of Honour, Prof. William Bazeyo, the Chairperson Grants Management Committee (GMC), Makerere University Research and Innovations Fund (Mak-RIF), Prof. Charles Masembe, GMC Member, Prof. Fred Masagazi Masaazi,the Principal, College of Education and External Studies(CEES), Ms. Harriet Adong, Head, Communication, RIF, Prof. Monica Chibita, Dean, Faculty of Journalism, Media and Communication, Uganda Christian University (UCU), Assoc. Prof. Betty Ezati, Dean, School of Education, Makerere University and GMC Member. In the physical meeting, we had the project team members, women leaders from Ugandan Universities including Makerere University, Kyambogo University, Ndejje University, Kampala International University, St. Lawrence University, Al-Mustafa Islamic College and female employees from the National Planning Authority (NPA) among others.
Dr. Nakamanya in her presentation highlighted that the project was made possible with funding from the Government of the Republic of Uganda through Mak-RIF. The PI noted that there exist leadership training programmes aimed at building capacities of female leaders in different parts of the world including Uganda. However, the numbers of women in leadership positions are still miserably low. For instance, she noted, we have only three female Vice Chancellors in Uganda and yet there are over 50 universities. Besides, the leadership training programmes provided are adhoc in nature, they are developed in the western world and adapted to African context, do not meet the current and emerging needs and largely depend on the availability of funding. This then created the need for the WOLEP project.
She enlisted the objectives the project as follows;
- To analyze the Leadership-related Training Programmes (LTPs) that women in leadership positions in universities in Uganda have attended.
- To establish the leadership-related competence profile for women in leadership positions in universities in Uganda.
- To investigate whether the existing leadership-related training programmes influence women’s aspirations and progression to leadership training positions in universities in Uganda.
- To examine women’s experiences with the existing Leadership-related Training Programmes in universities in Uganda.
- To identify the capacity needs and what works for women to occupy leadership positions in universities in Uganda.
The WOLEP project employed an interpretive approach to research because the team wanted to get an in-depth understanding of the issue that was under investigation. The participants of the project included the incumbent and aspiring female leaders. The Incumbents comprised of senior female leaders like Vice Chancellors, the middle leaders (Deputy Principals and Deans) and the lower leaders such as examination and research coordinators. The aspiring female leaders constituted any female academic member of staff in the university. The participants were purposively selected on the basis that they had ever attended a leadership-related training programmes and were drawn from the different categories of Ugandan Universities. The universities were categorized into public, private religious-affiliated and private-for-profit universities. Data was collected through interviewing 29 participants comprising of 2 senior female leaders, 9 middle female leaders, 9 lower female leaders and 9 aspiring female leaders.
The findings of the study include;
Objective One, where different Leadership-related Training Programmes (LTPs) were analyzed: It was discovered that the participants had attended international leadership-related programmes. Whereas the senior female leaders had participated in programmes organized by the Commonwealth, Higher Education Resources Services, Inter-University Council of East Africa, RUFORUM, the middle female leaders highlighted trainings such as the International Deans’ Course adn COACH AFRICA workshops in South Africa and Finland. Importantly, the international trainings were attended by mostly participants at all levels of leadership from the public universities. The middle female leaders had attended national leadership-related trainings particularly those organized by the National Council for Higher Education (NCHE) whereas the lower and aspiring female leaders had mostly participated in internal institutional trainings.
Objective Two, which was about the competence profile of female leaders: She said that during the interviews, the participants shared competences related to leadership and management, teaching and research. Specifically, competences related to pedagogy, curriculum, research, social challenges, customer care, ICT, confidence building, teamwork, conflict resolution among others. She asked participants to reflect on how they teach and supervise graduate students in higher education.
Objective Three, on whether the existing LTPs influenced women’s aspirations and progression to Leadership: The female leaders shared that the training enabled them to acquire knowledge, share experiences, provided opportunities for personal professional development and networking. In-depth analysis had confirmed that the female leaders’ experiences with the existing LTPs influenced their desire to aspire and progress to academic and administrative leadership positions in Ugandan universities. For example, a female senior leader serving in a public university had said that “we are always given an opportunity to share experiences in the leadership training programmes. I ask colleagues and they would tell me how to solve it. I would get tips that I learn which makes me perform better in my work.”
Objective Four focused on experiences with LTPs: The focus was on the programme structure, stakeholder involvement and post-training experiences. The participants shared that the content provided in the trainings was too broad, theoretical and delivered in a very short period of time and yet very costly. She noted that there was limited stakeholder involvement, the training needs analysis was hardly done and there was unclear selection process. It was also found out that most of the LTPs that female leaders attend in Ugandan universities lacked the aspect of mentorship and did not make follow-ups. In view of this, achievement of the intended outcomes was constrained.
Objective Five identified the Capacity Needs for female leaders: The findings showed that the female incumbent and aspiring leaders would like to be capacitated in areas including networking and mentorship, research and publishing as well as leadership and management skills.
The study concluded that:
- Female leaders had attended International, National, and Institutional LTPs.
- The competence profile of female leaders comprised of leadership and management, teaching and research skills developed from the training programmes.
- LTPs had influenced women’s desire to aspire and progress to leadership positions.
- LTPs were too costly, theoretical with broad content, with limited stakeholders’ involvement, no follow up and lacked mentorship opportunities.
- Networking, mentorship, research and publishing as well as leadership and management skills were the capacity needs of incumbent and aspiring female leaders in Ugandan Universities.
The study recommended that:
- Continuous Professional Development should be rolled out for both incumbent and aspiring female leaders. The modularized programme that has been developed out of the current study will span a reasonable period of time and will be flexibly delivered using blended training approaches at the East African School of Higher Education Studies and Development, Makerere University.
- Universities should initiate sustainable networking platforms that provide avenues for incumbent and aspiring leaders to share experiences, challenges and new insights on how to perform their duties through periodic meetings and reflective seminars that could be flexibly organized or delivered using online technologies and social learning platforms like WhatsApp, Facebook, Zoom etc.
- The Ministry of Gender, Labour and Social Development and other relevant stakeholders should collaboratively initiate and support robust structured mentorship programmes for women in higher education where those with rich experience are invited to share their life stories which could be published in different formats like videos and used to continually nurture aspiring leaders and equally enhance women’s progression to leadership
The study proposed an intervention/solution/programme informed by a range of capacity needs that were highlighted by women at the different levels of leadership. The two modules developed to be flexibly delivered are:
- Leadership and Management in Higher Education
- Career Advancement of Women in Higher Education
The PI shared a quote by Sheryl Sandberg:“If more women are in leadership roles, we’ll stop assuming they shouldn’t be”.
In her welcome remarks, Prof. Joy Kwesiga the Guest of Honour congratulated the project team on the important research in which she participated and that she had been looking forward to the general research results. She highlighted that there was a minimal number of females that participate in higher education leadership. She shared her past experience while serving in Makerere University and expected the findings to trigger reflection on how to increase the number of women in leadership positions through established policies, support mechanisms and practices. Prof. Kwesiga noted that when the only female presidential candidate Nancy Kalembe said that females are going to break the glass ceiling and that becoming president was one of them, her mind was drawn to the importance of gender perspectives in leadership and management, in teaching, and research. Finally, she said she was glad that the study had been successfully conducted and that it would open up into a wider field so that we can have specialists.
The Principal CEES, Prof. Fred Masagazi Masaazi in his remarks, congratulated the lead researcher Dr. Nakamanya Florence and the research team upon attaining the milestone. He said that, whereas research was a boost to our academic endeavors, it was also a springboard for opening up space for national development. He further said that he strongly believed that the findings would go a long way in informing gender policy and other aspects related to gender and Higher Education. He thanked the Dean, East African School of Higher Education Studies and Development (EASHESD), for the support in ensuring that the School contributes to the body of knowledge, and for impacting on the College’s visibility. He further thanked the Mak-RIF team for the support and for identifying and funding the special area of study on enhancing capacities of women to leadership positions in universities. He concluded by noting that young researchers like Dr. Nakamanya were pillars for the University’s development.
Prof. Charles Masembe, Member of the Mak-RIF Grants Management Committee (GMC) in his speech welcomed the participants noting that they had been drawn from different universities and organisations. He thanked them for making time to attend the dissemination. He thanked the researchers and innovators for their tireless efforts. In a special way, he thanked the Government of Uganda for the continued support to Makerere University and for funding research through Mak-RIF. He further said that for a country to move from lower to middle income status, it needs research. In addition, he said that Mak-RIF is aimed at complementing available research funding to address unfunded priorities critical to accelerating development across different sectors of the economy in Uganda. He was happy that the WOLEP project had unearthed the capacity needs of the different categories of female leaders. He implored the project team to partner with a range of stakeholders to address the capacity needs as they roll out the project’s proposed training programme.
Prof. William Bazeyo Chairperson Mak-RIF Grants Management Committee (GMC), thanked the organizers for the Dissemination. He highlighted that this was the first dissemination he had attended ever since the fund started. He congratulated Dr. Florence Nakamanya and her team and thanked the Principal, Professor Masagazi for supporting research efforts in CEES. He noted that he believed in negotiation and he challenged every researcher to become a negotiator so as to ensure research uptake by the policy makers. He noted that since Makerere has the capacity and the negotiation skills, it should do better. He acknowledged the contributions of other teams on RIF1 and RIF2 and announced that RIF3 had been approved. He emphasized that whereas RIF1 was UGX 30 billion, RIF2 was UGX 30 billion and COVID-19 Response UGX 9.3 billion, he had negotiated for a greater allocation of funds for RIF3 and it will be higher, if not double.
He informed participants that he was also negotiating on how Makerere University (Mak) can support other universities to do research. He cited an example of a model university in Malaysia which was leading in research and had been funded to support research and capacity building in other public universities. Furthermore, he re-echoed the need of researchers to reach out to stakeholders and different ministries to share research findings. He called upon all researchers to begin writing policy briefs. He finally set a challenge to his colleagues on the GMC to start a programme to train researchers on how to write policy briefs.
Article by John Nuwagaba, CEES
On Thursday 23rd April 2026, people from different spheres of life, filled the Makerere University Main Hall to the brim, while other friends, partners and admirers, followed the proceedings virtually in a display of love and continuity, in honour of the legacy of Professor George William Senteza Kajubi, a distinguished scholar and educationist.
Prof. George William Senteza Kajubi, respected for being the first African Fulbright Scholar, served as a Vice Chancellor at Makerere University from 1977 to 1979, and 1990 to 1993.
He passed away on 1st May 2012, but his good works, knowledge, vocation, continue to inspire countless individuals across the globe.
Education Policy Reform as an Enabler of Student Success: The Kajubi Legacy
The 6th Annual Professor Senteza Kajubi Fulbright Memorial Lecture brought onboard the family of the late, the US Ambassador to Uganda, senior government officials, the Vice Chancellor and members of the University Management, the Uganda Vice Chancellors’ Forum, academics, staff, alumni, university and secondary school students, and international partners. All gathered for a detailed reflection on Uganda’s education system under the theme “Education Policy Reform as an Enabler of Student Success: The Kajubi Legacy.”
The lecture, organised by the College of Education and External Studies (CEES) at Makerere University in partnership with the U.S. Embassy in Uganda and the Fulbright Program, evolved into a wide-ranging policy dialogue on curriculum reform, student learning outcomes, teacher training, digital transformation, and the legacy of Prof. William Senteza Kajubi.
Speakers repeatedly cited Kajubi’s 1989 Education Policy Review Commission Report, which many described as the foundation of modern Uganda’s education architecture, including the 1992 Government White Paper on Education for National Development.
Senteza Kajubi was a pioneering intellectual and reformer
The Vice Chancellor of Makerere University, Prof. Barnabas Nawangwe re-affirmed Senteza Kajubi’s intellectual depth and policy influence and shared personal reflections on his legacy.
“Prof. Senteza Kajubi was an exceptional intellectual. I had the opportunity to travel with him for two weeks—witnessing his depth of intelligence, clarity of thought, and remarkable generosity in sharing knowledge.”
Prof. Nawangwe emphasized Senteza Kajubi’s contribution to Uganda’s education policy framework. “Prof. Senteza Kajubi authored the 1989 Education Policy Review Commission Report—still one of the most comprehensive analyses of Uganda’s education system. Many reforms today echo his forward-looking recommendations.”
Prof. Nawangwe highlighted Senteza Kajubi’s leadership at Makerere, where he served as Vice Chancellor of Makerere University at critical moments, shaping the institution into what it is today.
On international cooperation, Prof. Nawangwe stated that the United States remains central to Uganda’s development. The Vice Chancellor, acknowledged the U.S for being a strong supporter of education and research at Makerere University. He then welcomed the U.S. Ambassador to Uganda, H.E William Popp, to address the congregation, at Makerere University Main Hall.
Education is a bridge between nations
The U.S. Ambassador to Uganda, H.E. William Popp, framed the lecture within the broader philosophy of international education exchange. “Education is one of the most powerful instruments for promoting relations between people and building bridges across cultures,” he said.
The Ambassador highlighted Senteza Kajubi’s historic role in the Fulbright Program: “Professor Senteza Kajubi was the first Fulbright scholar from Africa. He bridged two worlds and returned not only with knowledge, but with a vision for what Ugandan education could become.”
He emphasized education as a tool for transformation: “Education policy must serve students—the young people whose families and nations depend on them.”
He argued that education systems must prepare learners for an uncertain future: “Students must be prepared not only for today’s jobs, but for careers that do not yet exist.”
H.E. Popp stressed the dual nature of education: “The best education provides technical skills for employment and develops creativity, independent thinking, and problem-solving abilities” he said, adding “Let us honour the legacies of Senator Fulbright and Professor Kajubi not only in words, but in action.”
Senteza Kajubi remains the foundation of Uganda’s education reforms
Prof. Anthony M. Mugagga, Principal of CEES, described Prof. William Senteza Kajubi as central to Uganda’s education system design and reform trajectory.
“It is very hard to talk about education reforms in Uganda without mentioning the name William Senteza Kajubi,” Prof. Mugagga said. “For over thirty years, Uganda’s education system has had as its fulcrum the Kajubi Report (1989) and the resultant Uganda Government White Paper on Education for National Development (1992).”
He emphasized that Senteza Kajubi’s influence extended beyond policy documents into the broader transformation of Ugandan society. “His vision and dedication to education have had a lasting impact on Uganda, not only as an education system, but also on the entire Ugandan polity served by this system.”
Prof. Mugagga described Senteza Kajubi as a “beacon of academic excellence” and highlighted his leadership roles at Makerere University during periods of institutional and national crisis.
“His leadership, particularly during challenging times, serves as a testament to his unwavering commitment to fostering a higher education system that is not only academically rigorous but also deeply rooted in responsibility, ethics, and civic engagement.”
He connected Senteza Kajubi’s philosophy to the current reforms in the education sector, which provide a transition to the competence-based curriculum.
Reflecting on Senteza Kajubi’s legacy, Prof. Mugagga stressed that universities must remain relevant by engaging in continuous policy dialogue. “The only way the College of Education and External Studies can justify its existence is by engaging in meaningful dialogue about education policy reforms from pre-primary to university level.”
“Implementation defines policy success”
Delivering the keynote address, Dr. Mary Goretti Nakabugo, Executive Director of Uwezo Uganda, described Kajubi’s policy legacy as the backbone of Uganda’s education system. “A policy is as good as its implementation,” she stated.
She outlined the foundational principles of the 1989 Commission: “Education is for everyone, and education should produce responsible citizens.”
She explained that Senteza Kajubi’s reforms prioritized inclusion and equity: “The commission emphasized universal access, teacher training, foundational learning, and inclusion of marginalized groups.”
She warned that Uganda faces persistent learning gaps: “Even at Primary Seven, some learners cannot read basic texts.”
She criticized the overemphasis on enrolment over learning outcomes: “For too long, the focus has been on access rather than whether children are actually learning.”
Dr. Nakabugo called for systemic reforms: “We must strengthen school management, expand pre-primary education, and invest in inclusive learning systems.” She stressed: “If we are to honour Professor Senteza Kajubi’s legacy, we must ensure that every child not only enters school, but succeeds in it.”
Senteza Kajubi’s vision was holistic education for life
Prof. Eriabu Lugujjo, Executive Director of the Uganda Vice Chancellors’ Forum (UVCF), offered a deeply reflective account of Senteza Kajubi’s philosophy of education, grounded in five core pillars.
He recalled first meeting Senteza Kajubi in 1960: “I first met Professor Senteza Kajubi when I was in Senior One at Makerere College School. He was among the top student teachers at the time.”
Prof. Lugujjo explained Senteza Kajubi’s core educational philosophy: “He emphasized that learning should involve and engage the learners. Students must be confident, know what they want, and express themselves clearly.”
To drive home the point, Prof. Lugujjo informed the audience in the Main Hall and those following the lecture virtually, that Prof. Senteza Kajubi always emphasized the need for student confidence: “He told us to look people in the eye when speaking. That built confidence in us.”
He outlined the five pillars of Kajubi’s education philosophy: “Learning to be, learning to know, learning to do, learning to learn, and learning to live together.”
He emphasized lifelong learning: “Learning should never stop, especially in developing countries where skills must continuously evolve”, and concluded by reiterating “Education should produce confident, skilled, adaptable, and socially responsible individuals.”
Technology must remain human-centred.
Dr. Richard Scott Nokes, a Full Professor of English at Troy University and currently a Fulbright Scholar in Uganda, situated education within historical technological transformations. “Technology must serve the human. The human must never serve the technology.”
He examined the evolution of education through three major shifts: the printing press, global mobility through Fulbright exchanges, and digital technologies.
On online learning: “Students can now learn across continents without travelling, but the classroom community has weakened.”
On artificial intelligence, he emphasized the need for balance:“We need AI that knows Uganda and the world—not one or the other,” he pointed out. “None of these technologies teach by themselves. They are tools we use to teach one another” he added.
Senteza Kajubi as a man of culture, humility, and access
Representing the family, Beverley Nambozo, Prof. Senteza Kajubi’s eldest granddaughter and founder of the Babishai Niwe (BN) Poetry, delivered a personal tribute.
“Professor Senteza Kajubi was a gentleman who carried much of the legacy of Africa’s Fulbright experience on his shoulders in the 1950s.”
She recounted his experience studying in the United States: “He spoke about long bus rides across Chicago and the challenges he faced as a young man abroad.”
She highlighted his support for education and literature: “Every time I published a book, he would buy at least five copies.”
She emphasised his inclusive philosophy: “He spoke to gardeners and household workers about their views on education” and concluded with a quote “Time stays and we go, but time cannot erase the legacy we create.”
During a panel discussion, moderator Dr. Leah Namatome-Sikoyo, a member of faculty at CEES, emphasized collective responsibility in education reform. “To realise transformative education, everyone has a role to play—government, policymakers, teachers, learners, parents, and citizens.”
The 2026 Senteza Kajubi Fulbright Memorial Lecture reaffirmed Kajubi’s central role in shaping Uganda’s education system and highlighted urgent challenges in implementation, learning quality, inclusivity, and digital transformation.
The family of the late Prof. Senteza Kajubi and the Principal of the College of Education and External Studies, commended the Organizing Committee chaired by the Deputy Principal, Prof. Ronald Bisaso for the excellent planning, coordination and execution.
Event Photos: https://flic.kr/s/aHBqjCS7up
Education
Advancing Education Policy Dialogue through Partnership: Makerere Hosts the 2026 Senteza Kajubi Fulbright Memorial Lecture
Makerere University continues to position itself as a hub for global academic exchange and strategic partnerships, as demonstrated by the successful hosting of the 2026 Professor William Senteza Kajubi Fulbright Memorial Lecture.
Now in its fourth edition since the revitalisation of the lecture series in 2022, the Kajubi Lecture has evolved beyond a commemorative academic event into a powerful platform for institutional collaboration, most notably between Makerere University and the United States Embassy in Uganda. This partnership, anchored in the shared legacy of Professor William Senteza Kajubi as the first African Fulbright Scholar, reflects a deeper commitment to knowledge exchange, diplomacy, and education reform.
The 2026 lecture, held on April 23 at the Makerere University Main Hall, convened a diverse audience of policymakers, scholars, Fulbright alumni, students, and development partners, underscoring the multi-stakeholder approach required to drive meaningful education reform.
At the heart of this collaboration is a shared belief in the transformative power of education and international exchange. In his remarks, the United States Ambassador to Uganda, William W. Popp, emphasised that the Fulbright Program represents more than academic mobility; it is a bridge between nations, fostering mutual understanding and long-term cooperation. He noted that such exchanges strengthen both countries by creating enduring networks of collaboration and shared knowledge.
This partnership is not incidental but rather intentional. Through the Advancement and International Office, Makerere University has strategically aligned the College of Education and External Studies (CEES) with the U.S. Embassy to ensure that the Kajubi Lecture serves as both an intellectual platform and a diplomatic touchpoint. The lecture reinforces ongoing cooperation while also expanding opportunities for academic exchange, research collaboration, and alumni engagement.
Delivering the keynote address, Dr. Mary Goretti Nakabugo, Executive Director of Uwezo Uganda, brought the discussion back to the core purpose of education policy: enabling student success. Her address traced the enduring influence of the Kajubi legacy on Uganda’s education system, highlighting both progress and persistent challenges in access, quality, and relevance.
At the heart of her message was a return to Kajubi’s foundational belief: that education is both a basic human right and a tool for shaping responsible citizens. Education, she emphasised, must go beyond the acquisition of certificates to cultivate values, critical thinking, and a sense of civic responsibility.
A central critique in the keynote was the increasing dominance of technocratic approaches to education policy. While economic growth and workforce readiness are important, Dr. Nakabugo cautioned against reducing education to a tool for productivity alone. In doing so, systems risk neglecting the broader purpose of education, to nurture well-rounded individuals capable of contributing meaningfully to society.
This calls for a redefinition of student success. Success, she argued, should not be measured solely by enrollment or completion rates, but by meaningful outcomes: literacy, competence, retention, and the ability to apply knowledge in real-world contexts. It is about preparing learners not just for jobs, but for life.
To achieve this, Dr. Nakabugo called for a renewed commitment to the Kajubi vision. This includes making education truly universal and equitable, investing in teachers and infrastructure, strengthening inclusive support systems, and reducing the financial burden on families. Equally important is the need to re-centre values such as critical thinking, citizenship, and accountability within the education system.
The Vice Chancellor of Makerere University further underscored this point, noting that education remains one of the most powerful instruments for building bridges between people and cultures. He expressed appreciation to the United States for its continued support, recognising the partnership as a critical contributor to Uganda’s development and to Makerere’s global outlook.
Before the Senteza Kajubi Memorial lecture, at a farewell cocktail session for H.E Ambassador. William Popp, the Vice Chancellor, expressed sincere appreciation to H.E. Amb. William W. Popp for his distinguished service and steadfast support to Makerere University during his tenure. He noted that the United States has remained a key partner in advancing the University’s global engagement, with a significant number of Makerere’s academic and institutional partnerships anchored in collaborations with U.S. universities. The Vice Chancellor commended Ambassador Popp for strengthening these ties and for his commitment to fostering academic exchange, research collaboration, and mutual understanding between Uganda and the United States.
Importantly, the Kajubi Lecture continues to serve as a convening space for Fulbright alumni, policymakers, and scholars, reinforcing a growing network of individuals committed to shaping the future of education in Uganda and beyond. This aligns with the broader objective of the lecture to initiate and sustain conversations on education policy reform while strengthening institutional and international cooperation.
As Makerere University advances its strategic priorities in internationalisation and alumni engagement, the Kajubi Fulbright Memorial Lecture stands out as a model of how legacy, partnership, and purpose can converge to drive impact.
Kainomugisha Caroline is the Communications Officer, Advancement Office, Makerere University.
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