General
Prof. Bazeyo Hands over DVCFA Office to Dr. Nabukenya
The outgoing Acting (Ag.) Deputy Vice Chancellor (Finance and Administration)-DVCFA on 30th November 2020 officially handed over office to the incoming Ag. DVCFA Dr. Josephine Nabukenya at a ceremony presided over by the Chairperson of Mak Council Mrs. Lorna Magara. The event held in the Central Teaching Facility 1 (CTF1) was guided by the Ag. University Secretary-Mr. Yusuf Kiranda and witnessed by the Chairperson Finance, Planning, Administration and Investment Committee (FPAIC) of Council-Mr. Bruce Kabaasa, the Vice Chancellor-Prof. Barnabas Nawangwe, Deputy Vice Chancellor (Academic Affairs)-Dr. Umar Kakumba, Members of University Management and Prof. Bazeyo’s family.
In his remarks, the Vice Chancellor paid tribute to Prof. Bazeyo for the tremendous achievements registered which made his own job very easy.
“One of Prof. Bazeyo’s tremendous achievements has been to move the University out of huge debt, with the most outstanding one; the In-House benefits scheme, almost completely settled,” remarked Prof. Nawangwe.
He also commended Prof. Bazeyo for his negotiation skills, which enabled the University to secure the Research and Innovations Fund (Mak-RIF) from the Government of Uganda. Mak-RIF is the first of its kind Government funding dedicated purely to supporting research and innovations at Makerere University, and is open to competitive bidding by any member of staff.
Prof. Nawangwe thanked the outgoing DVCFA for his exemplary service and accepting to continue chairing the inaugural Grants Management Committee (GMC) of Mak-RIF. This selflessness, he noted would help Makerere to become a truly research-led university.
The Vice Chancellor equally expressed gratitude that Prof. Bazeyo was handing over to Dr. Nabukenya who is known for her steadfastness, prolific research and grant winning abilities. “Dr. Nabukenya has been very responsive when called upon to serve on various University Committees and we pledge to continue according you all the necessary support until a substantive DVCFA is appointed.”
In his handover speech, Prof. William Bazeyo thanked God for the negotiation and other skills that have enabled him to be a contribution to Makerere University right from his date of appointment on 23rd August 1993 until he attained the mandatory retirement age on 22nd June 2017. Now serving on a post-retirement contract valid until May 2021, Prof. Bazeyo shared that these skills had enabled him to transform the School of Public Health (MakSPH) from being virtually unknown to the second-best School of Public Health on the African continent.
Speaking about what motivated him to take up the role of DVCFA, Prof. Bazeyo outlined; the Media coverage of Makerere’s indebtedness, need to achieve research-led status, need to improve staff remuneration, unpaid retirement benefits and the absence of an institutional grants policy as some of the challenges that spurred him on.
“On the research front, I am glad to say that today, we have 595 project groups concurrently engaged with full funding by Government under Mak-RIF. And whereas Government had initially committed to avail this funding for only five years, they are now willing to funding every financial year having seen Makerere’s demonstrated capacity,” Prof. Bazeyo said.
Addressing Dr. Nabukenya, the outgoing Ag. DVCFA said, “I have never seen an office as challenging as this but the fact that I have tried means that you too can do the same through initiatives like strategic planning, participatory budgeting and a host of others as outlined in my handover report. I pledge that I will be available to introduce you and support you where you need me.”
In conclusion, Prof. Bazeyo thanked the Chairperson and Members of Council for entrusting him with the role of DVCFA and Prof. Nawangwe for always listening to his proposals and offering much-needed guidance. He thanked Dr. Kakumba for always speaking honestly and Dr. Eria Hisali for continually stepping-in to act on his behalf whenever he was out of office. Prof. Bazeyo equally thanked rest of the members of Management for their support throughout his term of office and staff in the Office of the DVCFA for enabling him to serve efficiently.
In her acceptance speech, Dr. Josephine Nabukenya thanked the University Council for giving her the opportunity to act as DVCFA, a role she pledged to use wisely. “I thank the Chairperson Council, Mrs. Lorna Magara, Vice Chancellor, Deputy Vice Chancellor (Academic Affairs) and all members of Management for being part of this handover ceremony. I am humbled to be assigned the role of next Acting DVCFA, a great responsibility and at the same time, a great honour.”
She paid tribute to her predecessor Prof. Bazeyo for the achievements registered during his term of leadership and for not losing sight of his goals especially in research, despite the challenges faced. She attributed this to Prof. Bazeyo’s passion for Makerere University, which has been a good driving force during his three years in office.
Dr. Nabukenya nevertheless made appealed to her outgoing colleague to continue working with the institution to cement the successes that had been registered during his term. She pledged to work hand in hand with her colleagues in Top Management to ensure that several projects currently being undertaken such as automation of services are accomplished.
In her remarks, the Chairperson Council thanked Prof. William Bazeyo for his selfless service to Makerere University, especially for his role in spearheading negotiations with Government to secure the remainder of funds owed to the Makerere University Retirement Benefits Scheme (MURBS). Mrs. Magara noted that the University Council is still looking forward to working with Prof. Bazeyo in various capacities.
Turning to Dr. Nabukenya, the Chairperson noted that the University Council celebrates her as a woman who has ascended to a top position of University Management. She nevertheless noted that Dr. Nabukenya’s prolific record made her a good candidate for the position. “Drawing on the gender card was never a necessity in considering your candidature because your past attainments in research and especially automation made you a perfect fit for the role.”
Quoting Proverbs 22:1 “A good name is to be chosen rather than great riches, Loving favor rather than silver and gold”, Mrs. Magara urged Dr. Nabukenya focus on leaving a legacy in Makerere University because her legacy would outlive her. She added that Council’s expectations of the DVCFA role are high but nevertheless expressed confidence that Dr. Nabukenya would deliver as much as Prof. Bazeyo had and hopefully, exceed expectations.
The Chairperson noted that whereas the University aspires to be research-led, the institution should not conduct research just for the sake. “Our drive must be to conduct research that responds to the National Development Agenda” remarked Mrs. Magara before posing a question, “What do we need to do to ensure that Makerere becomes the Think Tank for the National Development Agenda?”
She concluded her remarks by pledging the University Council’s and her personal support to the new Ag. DVCFA and urged Dr. Nabukenya to stay focused on her duties.
Members of Management also present included the University Librarian-Dr. Helen Byamugisha, University Bursar-Mr. Evarist Bainomugisha, Director Estates and Works Directorate-Eng. Christina Kakeeto, Director Internal Audit-Mr. Walter Yorac Nono, Ag. Director Legal Affairs-Mr. Hudson Musoke, Representing the Ag. Director Human Resources-Mr. Deus Mujuni Tayari and other officials.
Article by 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.
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