Connect with us

General

Call For Contribution To Mak@100 Book Chapters

Published

4 years ago

on

The Main Building, Makerere University against an almost clear blue sky. Date taken 15th March 2013, Kampala Uganda, East Africa.
The Main Building, Makerere University against an almost clear blue sky. Date taken 15th March 2013, Kampala Uganda.

INTRODUCTION

Makerere University (Mak) is due to celebrate a century of existence in 2022. Among the significant highlights of these centenary celebrations, the University plans to publish an easy-to-read and well-documented book that critically reviews its successes in living to the Motto: “We Build for the Future”, since its inception in 1922 as a technical institute. Under this theme, the book will address several sub-themes and issues such as: How Makerere has met the changing East African market needs for skilled labour since 1922 and how, as a premier regional university, it is now positioned to develop research leadership in the region; whether or not Makerere has sustained its research leadership status as a postcolonial university that had influenced other sub-Saharan universities, and how this is reflected in the curricula What are the new courses that have emerged to locate Makerere as a nation-building institution? What ground-breaking researches and knowledge is being produced in the University? What has been the relationship between the University and the states it was built to serve, and how has this affected Makerere‘s performance over the years? Since a university that has come of age is assessed based on its ability to be independent/autonomous, how has Makerere performed? What funding strategies are in place in this regard? What has emerged as Makerere‘s identity: an ivory tower or a service university that offers service to empower the hinterlands? What are Makerere‘s overall influence and image in the region, and what explains this? What would Makerere like to become in the next 100 years? These are some of the broad questions to guide the formulation of thoughts for the chapters from diverse disciplinary perspectives. 

EDITORS:  ABK Kasozi, Josephine Ahikire and Dominica Dipio

BOOK TIMELINE

Submission of abstracts (Max. 500 words): December 31, 2021

Submission of draft chapters (Max 10,000 words): March 30, 2022

Submission of Final Chapters:  June 30, 2022

Book Publication – June to October 2022

Send abstracts to: mak100.bookproject[at]mak.ac.ug

Copy to: josephine.ahikire[at]mak.ac.ug, abkkasozi[at]yahoo.com, ahikirejosephine[at]gmail.com

THE THEMES AND BROAD AREAS OF FOCUS

Section 1: Providing skilled human resources for East African Society

(i)The technical school which opened in 1921

The colonial state established Makerere Technical School to produce low-level technicians. The school taught skills needed by the East African countries of Kenya, Uganda, Tanganyika, and Zanzibar. Students were taught carpentry, building, general mechanics, and some tailoring. Many of the trainees were absorbed by the E. African states and their markets. The question to answer by writers for this section is: What was the trajectory of the technical school and its offshoots in enhancing the lifestyles of the people of East Africa?

(ii) Makerere College and Kampala Technical College

A formal College was founded in 1922 as “Uganda Technical College”, but in the same year, the College was renamed Makerere College, teaching technical subjects and courses in education and the arts.  The writers on this section should focus on the demands for skilled labour; what Makerere was called upon to deliver, and whether Makerere truly built the future of the parties involved. In 1928, vocational courses were separated from the College and were transferred to “Kampala Technical College”. What became of the latter College, and were vocational courses wholly divorced from the university system?

(iii) Makerere graduates to university status, 1949

The 1945 Judge Asquith’s Report on higher education gave the blueprint for establishing institutions of higher learning in British African colonies to provide high-level African civil servants such as doctors, engineers, agriculturalists, a few lawyers, and production of knowledge through research to the colonial states. In 1949, the institution became Makerere College, the University of East Africa, giving certificates of the University of London. When Makerere became a university, it assumed, like other universities, multiple functions. These functions included the production of knowledge for development, skilled and thinking individuals who would use known wisdom to create better knowledge and improve themselves and their societies. The University College was expected to be the leading teaching and innovation centre in East Africa. The areas to review in this section are the expectations of the colonial officers and their African collaborators who worked hard to establish the University. Did the institution fulfil those expectations? Did their aims go beyond human resource production? How did the production of graduates by Makerere change East African society in the eleven years before independence? The writers should assess the colonial workforce needs from 1935 to 1960, find out what Makerere was called upon to produce and whether it achieved those targets.

(iv) Skills needed for independent East Africa

In the period 1950 to 1963, Makerere remained the only University College for East Africa. There was an increased demand for educated graduates in almost all disciplines, including science and humanities-based ones. Makerere was called upon to produce graduates to increase educated Africans in the civil service and the private sector.

The education Makerere was giving was ideology-free, which Kenya and Uganda did not object to. But Tanzania felt that the instruction given must enhance patriotism and service to communities. Chapters dealing with topics in this section must review the needs of the three East African states in the period 1950 to 1965 and assess the place of Makerere therein.

(v) Skills needed for the digital age

From around 1980 through the current period, the digital age has transformed how goods and services are produced and delivered. It is only those societies that use technology that are likely to sustain a reasonable standard of living. To what extent has Makerere transformed its activities to exploit the digital age for itself and the society it serves.

Section II: Production of knowledge through research and innovation

When Makerere became a university, it was expected to produce and expand knowledge by providing researchers with facilities for creating, disseminating, storing information and data for use by society and institutions of higher learning. Although not emphasized as its primary task, the Asquith Report identified research as one of the functions of the various university colleges the British Empire was to establish in Africa. Has Makerere contributed to knowledge, the development and improvement of the thinking capacity of its target areas? Writers on this section have several sub-themes and therefore chapters to think about, including:

  • Writers, poets, and actors

In the period 1950 to 1970, Makerere-based writers contributed to the dissemination of knowledge. These writers included Ngugi was Thiong’o, Okot p’Btek, Peter Nazareth, Ali Mazrui, Audrey Richards, Paul Theroux, V.S. Naipaul, Mahmood Mamdani, Samwiri Karugire, Mathia M. Kiwanuka, Phares Mutibwa and others. A chapter to assess the contribution to knowledge by Makerere staff and students in this period would say a lot about how the university contributed to building an informed society in East Africa.

  • Visual Artists

Since 1940, the Margaret Trowell School of Fine has produced artists whose work has contributed to the shaping of Makerere University’s social consciousness.  It has documented Makerere’s challenges and successes over the years. The art works, both in storage in the Makerere Art Gallery and those in private and public spaces, reveal Makerere as an enduring institution which has used every opportunity to push its research agenda.  Artists such as Gregory Maloba, Sam Ntiro, Elimo Njau, Francis Nnaggenda and Kefa Ssempangi have, through their work, provided a variety of perspectives on Makerere’s history. A narrative of Makerere University’s journey of ten decades through the lens of Makerere Artists is proposed.

  • Knowledge production

There was a lot of knowledge produced at the East African Institute of Social Research (now MISR), the Medical School and the Faculty of Agriculture from 1950 to 1970. A survey of what was achieved in research at Makerere in that period would add to our knowledge of the institution’s contribution to knowledge in East Africa.

  • Management of research and post-graduate production

Management of research and production of high-level person power such as PhD holders is a topic that a book on the achievements of Makerere should highlight. To what extent has Makerere contributed to developing high-level human resources and creating the next generation of knowledge producers?

Section III: Makerere’s contribution to democratic governance and the building of social institutions in East Africa

Universities contribute to democratic governance and the building of social and political institutions by equipping their graduates with the intellectual skills to understand and analyze social and political issues before taking appropriate positions. Makerere has supplied East Africa with political leaders, including presidents, prime ministers, ministers, judges and journalists. Writers of chapters in this section might organize these achievements by roles such as:

  1. Political leaders
  2. Religious leaders
  3. Institutional developers
  4. Famous politicians and political thinkers

Section IV: Makerere’s contribution to the economic development of East Africa

Universities support economic growth by the general training of the labour force and providing knowledge linked to a country’s innovation system. This is more so now when most critical development is knowledge-based; universities should be the reservoirs of intellectuals and experts. To what extent has Makerere supplied the market with skills and knowledge to move East African economies forward? Writers for this section need to have a thorough understanding of East African economies and the extent to which the university has influenced their performances.

Section V: Makerere and Curriculum Development in East Africa

Universities strengthen lower levels of education by training the needed teaching personnel and triggering relevant curriculum changes at the lower levels of education. Lower-level syllabuses are structured to fit into the admission requirements of universities. The question to ask is: To what extent has Makerere influenced what is taught at the lower levels of education? Should Makerere take credit or blame for the slow curriculum development and the failure of Africanising what is taught in East African schools and universities?

Section VI: Challenges

There are several challenges to Makerere’s ability to build the future for a society that contributors must investigate if readers are to participate in appreciating the successes or failures of Makerere University.

  • Governance of the University

The governance of a university is key to the delivery of good higher education. Like other universities, Makerere has passed through several hiccups in its desire to provide higher education.

Though it is difficult to govern institutions differently — or better – than the way society is managed, we expect higher education institutions to handle themselves well, to be autonomous but at the same time accountable to the public in the way they manage their financial and academic processes. Higher education institutions, particularly universities, must accept the Government as the final protector of the public good in higher education to achieve autonomy and accountability. In Uganda the oversight roles of the Auditor General for financial matters and the National Council for Higher Education must be accepted. At the same time, governments must understand that universities perform best when they are institutionally free and protected from state micromanagement. The writers in this section must survey the history of how the University has been governed and how it has passed through the East African region’s various political storms since 1922.

  • The university and the Uganda state

The history of the current university in Uganda is tied to, and reflects, the rocky history of the Uganda state since the 1945 anti-colonial riots. The Ugandan university has prospered and declined amidst the fortunes of the Uganda state. Like other African countries, university education was introduced in Uganda to create an intelligent collaborating elite to manage the colonial state. After independence, the post-colonial leaders were determined to build a collaborating middle class and avoid the emergence of a hostile educated elite. A well-researched chapter on the university’s relations with the state between 1922 and 2022 would be an excellent monument to reveal how Makerere survived and built a society in that period.

  • Funding of the University, 1922-2022

The funding of Makerere is key to understanding almost all the challenges the university has faced in the past and is meeting now. Writers for this section should study the model the colonial state used in funding Makerere; its subsequent alteration by the 1970 Act to a state-driven one; the failure of the state to finance the institution fully; the throwing of the university to the waves of the market in the 1980s; the subsequent shortage of funds and the impact of the Structural Adjustment “Conditionalities” on Makerere.[1] Although the state allowed the market to operate in the financing of Makerere, the state retained its power to control the institution’s financial policy. Currently, most public universities have accumulated deficits. After such a review, it is necessary to point out what went right or wrong and what course the institution should take in financing all its activities.

  • Staff and Student strikes

Writers on this section should review staff and student strikes at Makerere, beginning with the 1928 and 1952 food strikes to the many activists from the 1980s when the university implemented neoliberal policies to the current period.[2] The core causes of these strikes are funding, relations with external forces and mismanagement. To write Makerere’s contribution to society, we must study its problems, shortcoming and the constraints under which it operates.

  • The type of University Makerere has been and should be in the next century

Carol Sucherman poses an interesting question, which Mahmood Mamdani grappled with at the University of Cape Town.[3] Has Makerere been a foreign (European) university in Africa or an African university? In his many speeches in Parliament, Abu Mayanja emphasized the Africanisation of the curriculum as a basis of decolonizing the minds of Ugandan youths.[4] It seems that this is an area where Makerere has not entirely constructed ideas for Africanising the University. But we cannot blame the institution for this failure. The current African university was an outgrowth of the European university. Universities as chartered communities of learners, teachers and knowledge producers developed over time from the Islamic through the medieval and enlightenment periods. Some of the earliest centres of learning included Athens ((500-300 BC), Alexandria (288 BC- 650 AD), Qarawiyyin (859 -), Al-Azhar 970-) and Timbuktu (C12th – C18th). Many of these learning centres became corporate entities when rulers gave them charters or guarantees of freedom to teach and search for knowledge unhindered. The original aim of many universities founded in Europe before 1800 was to produce and defend the values and social legitimation of the founders of a given institution. The modern western university evolved out of religious centres of learning, mainly Christian Cathedral schools for the clergy. These included Bologna (1088), Salamanca (1134), Paris (1150), Oxford (1167), Cambridge (1209) and others. Later, other disciplines were added to theology for study as scholars realized that the development of the mind involved the mastery of multiple domains (Newman,1907). Al-Azhar, founded earlier in 970AD in Egypt, stuck to only religious teaching and research until the C19th.

In Uganda and many post-colonial states, higher education imitated and followed western traditions. Almost all university studies delivered at Makerere followed and were certified by a western institution, the University of London, whose certificates Makerere graduates received until 1963. The administration of the university and its curriculum followed and was never allowed to undermine the colonial administration, and any dissenting lecturers (like Mary Parker, who criticized the colonial policies of Kenya in her lectures) were not permitted to teach. With independence, it was expected that Makerere would develop a robust institutional personality, chart its course by defining what type of university it wished to be and serve society accordingly.

Umar Kakumba (PhD)
DEPUTY VICE CHANCELLOR (ACADEMIC AFFAIRS)/
CHAIRPERSON, MAK@100 PROGRAMME SUB-COMMITTEE

[1] Mamdani, Mahmood (2007).  Scholars in the Marketplace:  The Dilemmas of Neo-Liberal Reform at Makerere University, 1989-2005.  Kampala:  Fountain Publishers.

[2] Byaruhanga, Fredrick Karuhanga (2006). Student Power in Africa’s Education: A Case Study of Makerere University. New York: Routledge, Tailor and Francis Group

[3] Sicherman, Carol (2005). Becoming an African University: Makerere 1922-2000. Kampala: Fountain Publishers

[4] Abu K. Mayanja: Several speeches in Parliament e.g Hansard: “Motion: 1965/66 – Estimates of Expenditure”, 6th July 1965, p. 2802; Hansard: “Motion – Address in Reply to the Presidential Speech.”  January7, 1966 pp. 295 – 297; Hansard: Motion: Estimates of Expenditure- Ministry of Education, 6th July 1965, pp.2799-2806.

Makerere-at-100-Call-For-Book-ChaptersDownload

Mark Wamai

Related Topics:
Continue Reading

General

Makerere University Writing Centre trains first cohort of staff on professional minute writing

Published

8 hours ago

on

November 7, 2025

By

Mak Writing Centre Leadership, Facilitators and Participants pose for a group photo. Makerere University Writing Centre (MakWC), Directorate of Research, Innovations and Partnerships (DRIP), workshop aimed at enhancing professional writing skills among University staff, 6th November 2025, School of Business Conference Hall, College of Business and Management Sciences (CoBAMS), Kampala Uganda, East Africa.

By Christopher Kaahwa and Ritah Namisango

On 6th November 2025, the Makerere University Writing Centre (MakWC) held a training workshop aimed at enhancing professional writing skills among University staff.

Focusing on official documentation and record keeping, the training, hosted at the School of Business Conference Hall, attracted participants from different University units, including Assistant Administrative Officers and Assistant Academic Registrars. This marked the first cohort of trainees to benefit from the program, which covered topics such as the fundamentals and responsibilities of a minute taker, writing techniques, policy and legal considerations, e-meeting platforms, and the ethical use of Artificial Intelligence (AI).

In her opening remarks, Mrs. Patience Rubabinda Mushengyezi, the Deputy Academic Registrar, who represented the Academic Registrar, Professor Buyinza Mukadasi, commended the Writing Centre for championing the growth of writing skills across the University. “I want to thank the team from the Writing Centre for considering the Academic Registrar’s Department. Writing is central to everything that we do – from keeping accurate minutes to communicating decisions. This training will greatly improve our writing skills,” she said.

Mrs. Patience Rubabinda Mushengyezi. Makerere University Writing Centre (MakWC), Directorate of Research, Innovations and Partnerships (DRIP), workshop aimed at enhancing professional writing skills among University staff, 6th November 2025, School of Business Conference Hall, College of Business and Management Sciences (CoBAMS), Kampala Uganda, East Africa.
Mrs. Patience Rubabinda Mushengyezi.

Mrs. Mushengyezi emphasized that official records, especially minutes, must be accurate, ethical, and well-structured. She reminded participants that minutes are not mere summaries, but legal and public documents that can serve as evidence in administrative or legal matters. “When we write minutes, we must remember they represent official proceedings and can be used in courts of law. This calls for professionalism, clarity, and ethical responsibility in your daily work,” she stated.

Speaking during the workshop, Professor Fredrick Jones Muyodi, the Team Leader, Makerere University Writing Centre (MakWC), explained that the Centre is pivoted to support the University’s strategic goal of becoming a research-led institution by 2030. Established and institutionalized in 2025 by the University Senate and Council, the Centre operates under the Directorate of Research, Innovations, and Partnerships (DRIP).

Prof. Fredrick Jones Muyodi. Makerere University Writing Centre (MakWC), Directorate of Research, Innovations and Partnerships (DRIP), workshop aimed at enhancing professional writing skills among University staff, 6th November 2025, School of Business Conference Hall, College of Business and Management Sciences (CoBAMS), Kampala Uganda, East Africa.
Prof. Fredrick Jones Muyodi.

Professor Muyodi shared that the Centre has developed a comprehensive training and mentorship program to build writing skills across the University and beyond. The program will involve experts and mentors experienced in writing, collaborative research, and publication. It will use a hybrid approach, combining traditional teaching with online learning, case studies, and hands-on practice.

He also revealed that the Centre will offer short courses, lasting up to two weeks, in key areas such as academic, technical and scientific writing, editing and proofreading, policy brief and report writing, writing for community engagement, professional writing for administrators, and publishing. “These courses will strengthen the writing capacity of both staff and students while promoting research translation and effective communication,” he said.

On behalf of the Writing Center, Professor Ronald Bisaso commended the support from the Directorate of Human Resource and the Academic Registrar’ department for the identification of capacity development gaps, that provided the basis for the choice of topics and training facilitators.

Prof. Ronald Bisaso. Makerere University Writing Centre (MakWC), Directorate of Research, Innovations and Partnerships (DRIP), workshop aimed at enhancing professional writing skills among University staff, 6th November 2025, School of Business Conference Hall, College of Business and Management Sciences (CoBAMS), Kampala Uganda, East Africa.
Prof. Ronald Bisaso.

During her presentation on the Fundamentals and Roles of a Minute Taker, Mrs. Mushengyezi underscored the importance of understanding institutional structures and governing frameworks before taking on the role of writing minutes. She explained that Makerere University’s governance system – from the University Council and Senate down to College Boards and departmental committees, operates under clear mandates, which minute writers must understand to accurately record proceedings.

She noted that effective minute writing begins with proper preparation, which includes knowing the committee composition, consulting the Chairperson about meeting details, and ensuring members receive timely notices and agendas. She advised participants to differentiate between regular, special, and emergency meetings, as each requires a unique approach to documentation. Drawing from experience, she encouraged participants to arrive early for meetings, verify meeting logistics, and carry official record books to ensure accuracy. “A well-prepared minute writer, not only captures discussions accurately, but also upholds the credibility of the meeting,” she remarked.

Mrs. Proscovia Nakayiki, Acting Deputy Academic Registrar (Examinations and Transcripts), led a session on Writing Techniques. During the session, she emphasized that minutes are vital for accountability, serve as a record for future reference, and inform those who missed meetings. “Well-written minutes should tell a clear, flowing story that remains meaningful even years later,” she said.

Ms. Prossie Nakayiki. Makerere University Writing Centre (MakWC), Directorate of Research, Innovations and Partnerships (DRIP), workshop aimed at enhancing professional writing skills among University staff, 6th November 2025, School of Business Conference Hall, College of Business and Management Sciences (CoBAMS), Kampala Uganda, East Africa.
Ms. Prossie Nakayiki.

Ms. Nakayiki stressed that minute writing requires preparation and structure. She advised secretaries to be familiar with the meeting type and agenda, list all attendees and absentees, clearly summarize discussions, and outline action points. She also encouraged the use of templates, testing of recording devices beforehand, and remaining attentive during meetings to capture key decisions accurately.

Presenting on Policy and Legal Frameworks for Minute Writing, Ms. Esther Kabinga, Principal Legal Officer discussed the laws and policies that govern record keeping in Uganda. She noted that minutes are crucial for transparency and accountability, citing laws such as the Companies Act (2012), Public Finance Management Act (2015), and Access to Information Act. She also referenced some of Makerere University policies, including the Record Keeping Policy, Academic Records Management Policy (2022), and Communications Policy (2013). “Proper documentation protects both the institution and the individuals involved in decision-making,” she emphasized.

Prof. Paul B. Muyinda. Makerere University Writing Centre (MakWC), Directorate of Research, Innovations and Partnerships (DRIP), workshop aimed at enhancing professional writing skills among University staff, 6th November 2025, School of Business Conference Hall, College of Business and Management Sciences (CoBAMS), Kampala Uganda, East Africa.
Prof. Paul B. Muyinda.

Discussing the Ethical and Responsible Use of Artificial Intelligence (AI), Prof. Paul Birevu Muyinda, Director of the Institute of Open, Distance and e-Learning, noted that AI has become part of everyday life. He commended Makerere University for adopting an official AI policy that promotes its ethical, inclusive, and responsible use in teaching, research, administration, and innovation. He urged participants to use AI as a supportive tool, combining it with human judgment and creativity while writing.

Building on to the aforementioned presentation, Dr. Godfrey Mayende, the Head, Department of Distance Learning and Deputy Director at the Institute of Open, Distance and eLearning, highlighted the role of digital platforms such as Zoom, Microsoft Teams, Google Meet, and WebEx in improving meeting efficiency and documentation. He pointed out that these platforms provide useful features like recording, transcription, and chat functions that make meetings more interactive and inclusive. “Familiarity with these tools enhances accountability and ensures that discussions are well-documented and easy to retrieve,” he advised.

Dr. Godfrey Mayende. Makerere University Writing Centre (MakWC), Directorate of Research, Innovations and Partnerships (DRIP), workshop aimed at enhancing professional writing skills among University staff, 6th November 2025, School of Business Conference Hall, College of Business and Management Sciences (CoBAMS), Kampala Uganda, East Africa.
Dr. Godfrey Mayende.

Writers:  Ritah Namisango is a Principal Communication Officer at Makerere University. Christopher Kaahwa contributed to this article as a Volunteer. Christopher Kaahwa is a Graduate of Makerere University-Bachelor of Journalism and Communication.

Ritah Namisango
Ritah Namisango

Continue Reading

General

Meet Sedrick Nuwagaba, a Mastercard Foundation Scholars Program Alumni Contributing to Uganda’s Oil & Gas Industry

Published

2 days ago

on

November 5, 2025

By

Sedrik at his workstation at the Petroleum Authority of Uganda. Impact Stories: Sedrick Nuwagaba, a 35-year-old petroleum engineer and Mastercard Foundation Scholars Program alumnus actively contributing his expertise to the Petroleum Authority of Uganda, November 2025, Makerere University, Kampala Uganda, East Africa.

Sedrick Nuwagaba, a 35-year-old petroleum engineer, is actively contributing his expertise to the Petroleum Authority of Uganda, which regulates the oil and gas sector. He obtained his Bachelor of Science in Petroleum Geoscience and Production from Makerere University in 2021, an opportunity he accessed through the Mastercard Foundation Scholars Program. Sedrick’s educational qualifications and professional responsibilities exemplify his commitment to advancing Uganda’s oil and gas sector.

Who is Sedrick Nuwagaba?

Sedrick was born on February 1, 1990, in Kashari, located within the Mbarara district of Western Uganda. He spent his early childhood in a large family, where he faced many challenges that shaped his resilient character. By the age of 14, Sedrick had become the primary breadwinner for his immediate family, comprising his mother and two sisters. His unwavering commitment to their well-being remains evident to this day.

To support his family during these formative years, Sedrick took on a variety of jobs in his community. These early experiences cultivated in him resilience and tenacity, qualities that have significantly contributed to his success as a petroleum engineer.

Following these family challenges, Sedrick and his immediate family relocated from Kashari to a new area in what is now Lyantonde district, where they continue to reside. His journey not only reflects personal growth but also underscores a steadfast commitment to uplifting those around him.

Youthful Sedrik during his university days at Makerere. Impact Stories: Sedrick Nuwagaba, a 35-year-old petroleum engineer and Mastercard Foundation Scholars Program alumnus actively contributing his expertise to the Petroleum Authority of Uganda, November 2025, Makerere University, Kampala Uganda, East Africa.
Youthful Sedrik during his university days at Makerere.

Early Education

The implementation of Universal Primary Education (UPE) in Uganda in 1997 was a pivotal development for Sedrick, facilitating his enrollment at St. Martin Lyantonde Primary School at the age of seven, which was conveniently located near his residence. Sedrick expresses deep appreciation for this initiative, commenting, “Without UPE, I might not have had the opportunity to pursue my education. It truly opened the door for me to attend school and engage in learning.” Despite confronting considerable challenges, including a lack of necessities such as food, Sedrick distinguished himself academically. He achieved top candidate status among UPE schools in his district, earning an impressive seven aggregates in the Primary Leaving Examinations—a remarkable accomplishment given the adversities he faced.

Pursuing Secondary Education

Sedrick faced significant challenges after earning 7 points in the Primary Leaving Examinations, as he was unable to secure a bursary. At that time, alternative arrangements for Universal Secondary Education were limited, which made it difficult for him to continue his education. However, demonstrating remarkable resilience, Sedrick sought work at 14 to fund his secondary education. Through his determination and resourcefulness, he enrolled at Victoria Western College, a small private school in his area, where he attended for three years, reaching Form 3.

Sedrik having the interview with Mr. Bernard Buteera, the Principal Communication Officer for the Scholars Program at Makerere. Impact Stories: Sedrick Nuwagaba, a 35-year-old petroleum engineer and Mastercard Foundation Scholars Program alumnus actively contributing his expertise to the Petroleum Authority of Uganda, November 2025, Makerere University, Kampala Uganda, East Africa.
Sedrik having the interview with Mr. Bernard Buteera, the Principal Communication Officer for the Scholars Program at Makerere.

Although financial barriers hindered his progress to Form 4, Sedrick’s journey shows his dedication to education and his ability to overcome adversity. Fortunately, his elder half-brother, a businessman in the neighbouring town of Mbarara, reached out and helped him enrol in Form 4 at Kashari Secondary School in Mbarara in 2007.

Embarking on a Journey to Iraq in Search of Opportunity

In 2008, facing difficulties in pursuing his education, Sedrick made the brave decision to take up a security job during the conflict in Iraq between 2003 and 2011. At that time, many young Ugandans were recruited to provide buffer security support to the U.S. military in Iraq. During his time in Iraq, Sedrick not only earned a stable income to support his family but also cared for his mother and funded his two sisters’ education, ultimately improving their lives. Unfortunately, his contract ended in 2010, and he had to return to Uganda to write the next chapter of his life.

Joining the Mastercard Foundation Scholars Program at Makerere University

 Upon returning to Uganda after his experience in the Iraq War, Sedrick recognised that education was the key to transforming his life. With a determined mindset, he committed himself to his studies, understanding the long-lasting impact they could have on his future. Thanks to his perseverance and the relationships he had built, Sedrick obtained a bursary from a religious organisation, enabling him to resume his high school education six years after his last time in school.

In 2015, he completed his high school education at Namirembe Hillside, where he studied Physics, Mathematics, and Chemistry. With 15 points in his final exams, he was admitted to the Bachelor of Science in Petroleum Geoscience and Production program, supported by the Mastercard Foundation Scholars Program at Makerere University.

Sedrik on his graduation day at Makerere University in 2021. Impact Stories: Sedrick Nuwagaba, a 35-year-old petroleum engineer and Mastercard Foundation Scholars Program alumnus actively contributing his expertise to the Petroleum Authority of Uganda, November 2025, Makerere University, Kampala Uganda, East Africa.
Sedrik on his graduation day at Makerere University in 2021.

“Participating in the Mastercard Foundation Scholars Program at Makerere University significantly changed my life. For the first time, I was free from the constant worries about necessities like food and shelter. The Mastercard Foundation Scholars Program provided me with a supportive environment that allowed me to focus on my education and personal growth,” Sedrick shared.

Life After Makerere University

In 2020, after graduating, Sedrick had the opportunity to intern at the Uganda National Oil Company (UNOC) in the Reservoir Engineering section. During his internship, he demonstrated exceptional dedication and expertise in the oil and gas sector. His performance led to his promotion to a Graduate Trainee, which provided him with valuable experiential learning and expanded his exposure within the industry. This experience ultimately paved the way for his recruitment as a Petroleum Engineer at the Petroleum Authority of Uganda, where he now contributes to the regulation of petroleum exploration activities in the country.

Impact on the Community

Upon graduating from university, Sedrick took a proactive approach that set him apart from his peers. He launched Kleanerman, a social venture project designed to have a positive impact on his community. This initiative provides valuable short-term, on-demand domestic services—such as home cleaning, laundry, and babysitting—catering to the needs of busy city residents. Through Kleanerman, Sedrick has successfully created employment opportunities for several young men and women in his community of Kanyanya, fostering both economic growth and personal development.

Sedrik with a colleague during their typical working hours at the Petroleum Authority of Uganda. Impact Stories: Sedrick Nuwagaba, a 35-year-old petroleum engineer and Mastercard Foundation Scholars Program alumnus actively contributing his expertise to the Petroleum Authority of Uganda, November 2025, Makerere University, Kampala Uganda, East Africa.
Sedrik with a colleague during their typical working hours at the Petroleum Authority of Uganda.

Due to his own challenges during his educational journey, he has developed a deep commitment to helping other young people facing difficulties with school expenses. To date, he has successfully supported seven young individuals in his Lyantonde community, guiding them from primary through secondary education. His long-term goal is to establish a charitable organisation dedicated to providing young people facing barriers to education with the resources they need to access quality education.

Looking into the Future

Sedrick is dedicated to making a meaningful impact in Uganda’s oil and gas sector. He, along with his colleagues, is focused on ensuring that Uganda achieves its inaugural oil production by 2026.

“Each day, our collective efforts are directed toward successfully introducing Uganda’s first oil into the market by the end of 2026, and expanding the country’s petroleum resource base by discovering more oil reserves,” Sedrick states with evident pride. He is also committed to advancing his career in the oil and gas industry. From his earnings, he has enrolled for a Master’s degree in Petroleum Geosciences at Makerere University to deepen his skills and expertise in the sector.

Message to his fellow young people

Sedrick urges the current Mastercard Foundation Scholars enrolled in the Mastercard Foundation Scholars Program at Makerere University, as well as those at other universities, to make the most of the support provided by the Mastercard Foundation Scholars Program. He emphasises the importance of engaging in capacity-building sessions, skill development programs, mentorship opportunities, and psychosocial support. Sedrick asserts that this comprehensive support framework has been instrumental in transforming his life and shaping who he is today.

He references a quotation that has become a guiding principle in his life: “Until death, all defeat is psychological.” Through this quotation, he seeks to inspire his peers to persevere, emphasising the notion that individuals can always recover and succeed despite the myriad challenges they may encounter in their initial endeavours.

Words of Gratitude

“The impact of the Mastercard Foundation Scholars Program on my life is profound and transformative. I am sincerely grateful to the Mastercard Foundation Scholars Program at Makerere University and to the Mastercard Foundation as a whole. It is my hope and prayer that the Foundation continues to make a positive difference in the lives of numerous young individuals, particularly within the African continent.” Sedrick emphasises.

His supervisor speaks out

Sedrick’s immediate supervisor, Mr Derrick Katusiime, the Senior Petroleum Engineer in the Directorate of Exploration at the Petroleum Authority of Uganda, was full of praise for him both at work and outside.

Mr. Derrick Katusiime, Sedrik's supervisor at his workstation. Impact Stories: Sedrick Nuwagaba, a 35-year-old petroleum engineer and Mastercard Foundation Scholars Program alumnus actively contributing his expertise to the Petroleum Authority of Uganda, November 2025, Makerere University, Kampala Uganda, East Africa.
Mr. Derrick Katusiime, Sedrik’s supervisor at his workstation.

“Sedrick is very sociable and gets along well with everyone here at work, and his technical skills in just two years are impressive,” Mr. Katusiime pointed out.

Mr Katusiime further revealed that Sedrick champions values of integrity, active listening, and being an excellent team player. He goes the extra mile to complete tasks, takes on multiple responsibilities, and demonstrates humility and eagerness to learn.

Bernard Buteera is the Principal Communications Officer, Mastercard Foundation Scholars Program at Makerere University.

Bernard Buteera

Continue Reading

General

MLI Celebrates 10th Anniversary with Landmark Expansion Project

Published

3 days ago

on

November 5, 2025

By

Officials pose for a group photo after the site handover for the MLI Expansion Project (MEP) on 4th November 2025. Makerere University Lung Institute (MLI) Expansion Project (MEP) site handover to CK Associates on 4th November 2025, Mulago Hill, Kampala Uganda, East Africa.

A few weeks shy of celebrating a decade of advancing lung health for all through research, training and patient care, the Makerere University Lung Institute (MLI) on 4th November 2025 unveiled a landmark expansion project, set to provide world-class care and contribute to global lung health research. The proposed six-level facility will house the Centre for Advanced Pulmonary and Intensive Care (CAPIC), Centre for Clinical Investigation (CCI), and Centre for Capacity Enhancement (CCE). Upon completion these units will deliver advanced respiratory care, cutting-edge research, and specialist training for pulmonologists, thoracic surgeons, and respiratory scientists. MLI’s year-long celebrations of a decade of existence will culminate in a grand event to be held on 27th and 28th November 2025.

Prof. Nawangwe (2nd Right) and other officials at the site handover of the MLI Expansion Project (MEP) to CK Associates. Makerere University Lung Institute (MLI) Expansion Project (MEP) site handover to CK Associates on 4th November 2025, Mulago Hill, Kampala Uganda, East Africa.
Prof. Nawangwe (2nd Right) and other officials at the site handover of the MLI Expansion Project (MEP) to CK Associates.

Officials laud MLI Milestones

Addressing officials at the site handover ceremony who included the Executive Director, Mulago National Referral Hospital (MNRH)-Dr. Rosemary Byanyima, Chairperson MLI Board of Directors-Prof. Charles Ibingira, Founder and Director MLI-Prof. Bruce Kirenga among others, the Vice Chancellor Prof. Barnabas Nawangwe commended MLI on milestones such as treating 20,000 patients to-date. “Thank you Prof. Kirenga for having the vision to start and grow the Lung Institute, and to hear that you have already raised some of the funds to commence this phase of the project is commendable,” Prof. Nawangwe lauded.

Prof. Barnabas Nawangwe is joined by Prof. Charles Ibingira and other officials to cut the tape, signifying the site handover. Makerere University Lung Institute (MLI) Expansion Project (MEP) site handover to CK Associates on 4th November 2025, Mulago Hill, Kampala Uganda, East Africa.
Prof. Barnabas Nawangwe is joined by Prof. Charles Ibingira and other officials to cut the tape, signifying the site handover.

The MLI Expansion Project (MEP) is valued at UGX 66.84Bn (US$18.06M) comprising of construction of a 5,139sqm building valued at US14.04 M, specialist training valued at US$ 1.43M, and equipment valued at US$2.59M. It will be located on Mulago Hill on land allocated by the MNRH Board of Directors, a gesture the Vice Chancellor sincerely appreciated the Executive Director Dr. Byanyima for.

“Thank you for offering this land Dr. Byanyima. Makerere University and Mulago National Referral Hospital as top institutions our country must work together because if Makerere succeeds at conducting research, the hospital benefits” added Prof. Nawangwe.

MLI’s Role in Advancing Lung Health

Dr. Byanyima in her remarks acknowledged that it was during the CoVID-19 pandemic that the importance of lung health and the role played by MLI was brought to the fore. “But I’m glad that (pandemic) made the Lung Institute grow stronger and on the Hill (Mulago) when we have a unit growing stronger, we have an obligation to support it, not that we abdicate our responsibilities, but we know that it is shared responsibility.”

Dr. Rosemary Byanyima. Makerere University Lung Institute (MLI) Expansion Project (MEP) site handover to CK Associates on 4th November 2025, Mulago Hill, Kampala Uganda, East Africa.
Dr. Rosemary Byanyima.

She therefore thanked Prof. Kirenga for his foresightedness in always thinking of projects that benefit the public. “Mulago Hill does not expand; there are many needs and as MNRH we are looking for land elsewhere. So for the Lung Institute to have been given an opportunity to get a few square metres is because you showed justified cause,” complimented Dr. Byanyima.

The Chairperson MLI Board acknowledged that the Lung Institute has not only received support from MNRH but from its mother Ministry of Health, and other Government entities such as the Ministry of Science, Technology and Innovation, which is supporting MLI’s Clinical Trials Centre and the current expansion project. Prof. Ibigira equally thanked the University for the good policies that facilitate the creation and growth of centres of excellence.

Prof. Charles Ibingira. Makerere University Lung Institute (MLI) Expansion Project (MEP) site handover to CK Associates on 4th November 2025, Mulago Hill, Kampala Uganda, East Africa.
Prof. Charles Ibingira.

“As the board, we pledge to ensure that this expansion project is executed with excellence, transparency and timeliness, and look forward to a facility that will stand as a beacon of hope in innovation and global excellence in lung health” remarked Prof. Ibingira.

In his remarks, Prof. Bruce Kirenga noted that it is critical that centres of excellence such as MLI are located around MNRH so as to synergize general and specialized healthcare services offered to the public. He therefore thanked Dr. Byanyima and the MNRH Board for not only allocating land for MLI’s expansion but also the two buildings within the Hospital complex that have boosted Institute operations since its founding in 2015.

Prof. Nawangwe is received upon arrival on-site by Prof. Charles Ibingira (Left), Prof. Bruce Kirenga (Right) and other officials. Makerere University Lung Institute (MLI) Expansion Project (MEP) site handover to CK Associates on 4th November 2025, Mulago Hill, Kampala Uganda, East Africa.
Prof. Nawangwe is received upon arrival on-site by Prof. Charles Ibingira (Left), Prof. Bruce Kirenga (Right) and other officials.

“These two buildings house the Clinical Trials Ward and the Vaccine House, which is the biggest cold room for vaccines in the country apart from National Medical Stores. This has enhanced our capability in research, storage of vaccines, and most importantly, we can also store a large amount of investigational vaccines, and right now we are being profiled as a centre for stockpiling investigational vaccines on the continent” Prof. Kirenga elaborated, before adding “and we have the largest specialist clinic in the region for treating people with complex lung diseases.”

Scope of works

According to Eng. Ezra Sekadde, Head of the Project Management Team, the construction phase of the MEP has been divided into three stages; 1a to renovate an existing onsite structure for MLI operations, 1b to construct the six-level facility, and 2 to complete internal and external finishes as well as concrete paving and access road works.

Eng. Ezra Sekadde. Makerere University Lung Institute (MLI) Expansion Project (MEP) site handover to CK Associates on 4th November 2025, Mulago Hill, Kampala Uganda, East Africa.
Eng. Ezra Sekadde.

Construction will be undertaken by CK Associates within a period of seven months. The Fundraising Committee for the MEP will be chaired by Prof. Tonny Oyana, the Principal, College of Computing and Information Sciences (CoCIS).

The Team from CK Associates the contractor. Makerere University Lung Institute (MLI) Expansion Project (MEP) site handover to CK Associates on 4th November 2025, Mulago Hill, Kampala Uganda, East Africa.
The Team from CK Associates the contractor.

Mark Wamai

Continue Reading

Trending