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Call For Contribution To Mak@100 Book Chapters

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4 years ago

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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.

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From Mastercard Foundation Scholar to Changemaker: Dr. Ekwaro Ronald’s Vision for Eye Health in Uganda

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18 hours ago

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December 1, 2025

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Dr. Ekwaro attending a capacity building workshop to enhance his skills at Mengo Hospital. Impact Stories: Dr Ekwaro Ronald, Mastercard Foundation Scholars Program alumnus, Optometrist, committed to enhancing eye health in Uganda. He plans to establish the country's first Myopia Control Centre, dedicated to safeguarding the eye health of young people in Uganda and neighbouring nations, November 2025, Makerere University, Kampala Uganda, East Africa, November 2025, Kampala Uganda, East Africa.

Dr Ekwaro Ronald, a Mastercard Foundation Scholars Program Alumni at Makerere University, is committed to enhancing eye health in Uganda. He plans to establish the country’s first Myopia Control Centre, dedicated to safeguarding the eye health of young people in Uganda and neighbouring nations. This goal is within reach, given his experience and commitment. At present, he is gaining valuable experience in the Optometry Department at Mengo Hospital, one of Uganda’s largest private hospitals. His dedication and efforts were recognised last year when he received the hospital’s best optometrist award.

His Early Life

Ronald was born on May 5, 1997, in the Oyam District of Northern Uganda. He is the youngest of eight siblings, comprising six boys and two girls. Tragically, Ronald’s father, a primary school teacher, passed away just two months after his birth. This loss placed Ronald and his seven siblings under the care of their mother, a single parent and smallholder farmer, who became the sole provider for the family.

Early Education

Ronald took a unique path in his education, starting school at the age of seven at Alutkot Primary School in his neighbourhood. With his elder brother’s encouragement and support, he completed Primary Five. He then moved on to Masindi Army Day Primary School for Primary Six, where he was supported and lived with his other elder brother, who served in the army at the time. For Primary Seven, Ronald returned to his village home and completed his primary leaving examinations at Loro Primary School. Despite the challenge of walking approximately 2 kilometres to attend school, he demonstrated determination and resilience in his pursuit of education.

Dr. Ekwaro during his free time, it is all not work without play for him. Impact Stories: Dr Ekwaro Ronald, Mastercard Foundation Scholars Program alumnus, Optometrist, committed to enhancing eye health in Uganda. He plans to establish the country's first Myopia Control Centre, dedicated to safeguarding the eye health of young people in Uganda and neighbouring nations, November 2025, Makerere University, Kampala Uganda, East Africa, November 2025, Kampala Uganda, East Africa.
Dr. Ekwaro during his free time, it is all not work without play for him.

Secondary Education

Despite the challenges he faced and the frequent changes of educational institutions, he completed Primary Seven with a first-grade distinction. One of his elder brothers, a primary school teacher, provided financial support for his continued education. Consequently, Ronald was enrolled as a boarding student at Blessed Comboni Secondary School in Kiryandongo District. However, due to financial constraints stemming from his brother’s limited income, he transferred to Masindi Army Secondary School in his second year. This transition occurred under the Universal Secondary Education (USE) programme, an initiative of the Ugandan government that offers free secondary education to young individuals from communities facing social and economic barriers.

While attending Blessed Comboni Secondary school, he lived with his elder brother in a military barracks, which exposed him to military life from an early age. This experience of living in an army environment significantly shaped his fearless and resilient character, enabling him to navigate the challenges of growing up without a father.

In 2014, he performed excellently in his Form Four final examinations, earning a first-grade qualification. Afterwards, he received support for his A-Level studies through BRAC-Uganda in partnership with the Mastercard Foundation Scholars Program. He then joined Seeta High School Green Campus in Mukono, where he studied Physics, Chemistry, and Biology (PCB).

Joining Makerere University

In 2017, after excelling in his final A-Level exams, he once again became a Mastercard Foundation Scholar at Makerere University through the Mastercard Foundation Scholars Program, to pursue a Bachelor of Science in Optometry, a four-year eye healthcare programme at the College of Health Sciences.

Dr. Ekwaro during his student days at College of Health Sciences at Makerere University. Impact Stories: Dr Ekwaro Ronald, Mastercard Foundation Scholars Program alumnus, Optometrist, committed to enhancing eye health in Uganda. He plans to establish the country's first Myopia Control Centre, dedicated to safeguarding the eye health of young people in Uganda and neighbouring nations, November 2025, Makerere University, Kampala Uganda, East Africa, November 2025, Kampala Uganda, East Africa.
Dr. Ekwaro during his student days at College of Health Sciences at Makerere University.

“I chose Optometry because of my passion for optics and physics. At Seeta High School Green Campus, I was the only student to score an A in Physics in the 2016 Form Six final examinations. I wanted to combine my knowledge of Physics and Biology to help improve people’s vision,” Ronald explains.

While pursuing his studies at Makerere University, Ronald’s life transformed for the better, largely due to the robust support from the Mastercard Foundation Scholars Program. The support provided him with the opportunity to support his family while continuing his education. Notably, he utilised a portion of his monthly stipend to help his elder sister with her tuition for her final semester of nursing school, exemplifying the impact of his journey on his life and his family’s lives.

Ronald took proactive steps to kickstart his career as an Optometrist even before graduating. While studying at the University, he sought out various learning experiences and volunteer opportunities in eye care facilities to enhance his practical skills. His volunteer work at Dr. Agarwal’s Eye Hospital and Lapaire significantly enriched his curriculum vitae and provided invaluable hands-on experience in the field.

“I did not wait for graduation to pursue my career aspirations as an optometrist. From the beginning of my academic programme, I actively sought opportunities and volunteered at Dr Agarwal’s Eye Hospital and Lapaire. These experiences greatly enriched my curriculum vitae. I encourage fellow students at the university to begin exploring opportunities while still enrolled, as gaining relevant experience is vital for meeting the expectations of prospective employers upon graduation.” Ronald advises.

Life After Makerere University

Upon graduating from Makerere University in 2022, Ronald navigated the job market with remarkable ease, thanks to the strategic internships and volunteer positions he pursued during his studies. His proactive networking efforts paid off when he received an invitation to apply for a position at Mengo Hospital. Just two days before graduation, he was among three candidates shortlisted for interviews. This allowed him to celebrate his graduation with a sense of accomplishment, knowing he had already secured a job. He began his new role at the hospital shortly after graduation, marking the start of an exciting new chapter in his career.

Dr. Ekwaro during his graduation at Makerere University in January 2022. Impact Stories: Dr Ekwaro Ronald, Mastercard Foundation Scholars Program alumnus, Optometrist, committed to enhancing eye health in Uganda. He plans to establish the country's first Myopia Control Centre, dedicated to safeguarding the eye health of young people in Uganda and neighbouring nations, November 2025, Makerere University, Kampala Uganda, East Africa, November 2025, Kampala Uganda, East Africa.
Dr. Ekwaro during his graduation at Makerere University in January 2022.

His Professional Life as an Optometrist at Mengo Hospital

Over the past three years at Mengo Hospital, Ronald has demonstrated professionalism, a sentiment echoed by his colleagues. His unwavering commitment to prioritising patients’ interests has not only earned him the 2024 Best Optometrist award at the Eye Department but also emphasised the positive impact of his work. Beyond his clinical duties, Ronald has developed a strong research interest. He is currently in the advanced stages of securing a grant from the World Council of Optometrists to study the progression of myopia (commonly known as short-sightedness) in children. He is optimistic that the findings will significantly aid advocacy efforts for myopia intervention strategies, ultimately helping to ease the challenges this condition poses for children in Uganda.

Dr. Ekwaro examining one of his patients at Mengo Hospital. Impact Stories: Dr Ekwaro Ronald, Mastercard Foundation Scholars Program alumnus, Optometrist, committed to enhancing eye health in Uganda. He plans to establish the country's first Myopia Control Centre, dedicated to safeguarding the eye health of young people in Uganda and neighbouring nations, November 2025, Makerere University, Kampala Uganda, East Africa, November 2025, Kampala Uganda, East Africa.
Dr. Ekwaro examining one of his patients at Mengo Hospital.

His Impact on the Community

With his siblings’ support, he successfully built a house for his mother in Oyam district, demonstrating his commitment to his family. He is also contributing to the tuition expenses of one of his nephews currently attending university, emphasising his dedication to education and the next generation. In 2024, he took part in a Mengo Hospital outreach team that screened and provided post-surgical care for over 100 patients who received free cataract surgeries, made possible by the generous support of Christian Blind Mission. The surgeries were performed at PAG Mission Hospital in Lira. Through his efforts, he mobilised numerous community members to take advantage of this initiative, leading to many people having their sight restored and enhancing the overall well-being of his community.

Dr. Ekwaro examining a patient at Mengo Hospital's eye Department. Impact Stories: Dr Ekwaro Ronald, Mastercard Foundation Scholars Program alumnus, Optometrist, committed to enhancing eye health in Uganda. He plans to establish the country's first Myopia Control Centre, dedicated to safeguarding the eye health of young people in Uganda and neighbouring nations, November 2025, Makerere University, Kampala Uganda, East Africa, November 2025, Kampala Uganda, East Africa.
Dr. Ekwaro examining a patient at Mengo Hospital’s eye Department.

Looking into the Future

Ronald is on a mission to establish the first Myopia Control Centre in Uganda, aiming to make a significant impact on children’s eye health in the region. Currently, he is pursuing a Pediatric Optometry Fellowship at the Indian Academy of Optometry, where he is gaining valuable knowledge and expertise in myopia control. This training will empower him to lead a specialised centre dedicated to reducing the progression of myopia among children in Uganda. The centre will implement evidence-based interventions, including orthokeratology lenses and low-dose atropine eye drops, to effectively manage myopia.

Additionally, it will serve as a vital resource for identifying and addressing other childhood eye disorders that can hinder academic performance, such as squints, amblyopia (lazy eye), heterophorias, accommodative disorders, and convergence insufficiency. Through these efforts, Ronald envisions a brighter future for children’s vision and learning in Uganda.

Dr. Ekwaro at his currrent station, Mengo Hospital. Impact Stories: Dr Ekwaro Ronald, Mastercard Foundation Scholars Program alumnus, Optometrist, committed to enhancing eye health in Uganda. He plans to establish the country's first Myopia Control Centre, dedicated to safeguarding the eye health of young people in Uganda and neighbouring nations, November 2025, Makerere University, Kampala Uganda, East Africa, November 2025, Kampala Uganda, East Africa.
Dr. Ekwaro at his currrent station, Mengo Hospital.

Message to Fellow Young People

Ronald encourages other young people to establish clear developmental goals and set specific timeframes for each one. He emphasises the importance of discipline and focus, urging them to stay committed and continuously strive for progress.

Words of Gratitude to the Mastercard Foundation Scholars Program at Makerere University

“I would like to express my profound gratitude to the Mastercard Foundation Scholars Program at Makerere University and the entire Mastercard Foundation team for their pivotal role in transforming my life and providing opportunities that were previously unimaginable. Your support not only facilitated my education but also reinstated my hope, dignity, and sense of purpose in my journey. As someone who faced barriers to opportunity, the Mastercard Foundation Scholars Program has served as a significant turning point, shaping my future and empowering me to become the individual I am today.” Ronald remarks.

Ronald emphasises that through the Mastercard Foundation Scholars Program, he gained access to quality education, mentorship, leadership training, and a community that believes in the power of young people to change the world. The Mastercard Foundation Scholars Program enabled him to devote himself fully to his studies and to support his family during critical moments, demonstrating both academic focus and a strong sense of responsibility.

“I am especially grateful for the values the Mastercard Foundation Scholars Program instilled in us: service, humility, leadership, and the responsibility to uplift our communities. These values continue to guide my professional journey and my commitment to improving eye health in Uganda.” Ronald pointed out.

The writer is the Principal Communication & Public Relations Officer for the Mastercard Foundation Scholars Program at Makerere University

Bernard Buteera

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Makerere University Hosts Ambassador Judyth Nsababera for Strategic Dialogue Advancing Uganda–China Engagement

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6 days ago

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November 26, 2025

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Members of Top Management and Amb. Judyth Nsababera pose for a group photo at the Main Building Staircase on 26th November 2025. Makerere University, in a Top Management meeting chaired by Prof. Sarah Ssali, the Acting Vice Chancellor, hosted an important engagement with Uganda’s Consul General to China, Amb. Judyth Nsababera, 26th November 2025, Main Building, Kampala Uganda, East Africa.

Makerere University, in a Top Management meeting chaired by Prof. Sarah Ssali, the Acting Vice Chancellor, hosted an important engagement with Uganda’s Consul General to China, Amb. Judyth Nsababera. The meeting brought together university leaders, innovators, students, and heads of departments and Units. Discussions centred on innovation, commercialisation, branding, and international collaboration, particularly with China, while also showcasing Makerere’s growing role as a national and continental engine for research, entrepreneurship, and transformative ideas.

This dialogue came at a symbolic moment as Makerere recently concluded its centenary celebrations, positioning the institution not just as a historical leader in higher education but as a forward-looking university ready to shape Africa’s place in global knowledge, trade, and innovation ecosystems.

Showcasing Innovation and Student Enterprise

The engagement highlighted the work of the University Centre for Entrepreneurship and Innovation, which champions student-led innovations, particularly from the Makerere Coffee Club. The Coffee Club, a student-led innovation focused on value addition to coffee, served their products during the top management meeting, demonstrating how academic training is being translated into real, market-ready solutions.

Students from the Makerere coffee club during the meeting. Makerere University, in a Top Management meeting chaired by Prof. Sarah Ssali, the Acting Vice Chancellor, hosted an important engagement with Uganda’s Consul General to China, Amb. Judyth Nsababera, 26th November 2025, Main Building, Kampala Uganda, East Africa.
Students from the Makerere coffee club during the meeting.

Prof. Sarah Ssali emphasized the importance of ensuring that innovation does not remain confined to laboratories or “junk” backrooms, but progresses into structured systems that support commercialization, intellectual property (IP) protection, and market penetration.

The presence of officers from the University Intellectual Property Office reinforced the need for stronger collaboration to safeguard student innovations and maximize their economic potential.

The university’s investment in barista training and coffee branding was cited as a model of practical, inclusive innovation, with training open not only to students but also to wider communities. This was further strengthened by the role of the Uganda Coffee Development Authority (UCDA), which donated a professional coffee machine to support student training and practical exposure within the Makerere Coffee Club, reinforcing the importance of national institutions in strengthening the coffee value chain.

The meeting highlighted the establishment of a Coffee Museum at the University, led by the School of Food Science, Nutrition and Bioengineering. The Museum will be the first of its kind in Uganda.  Amb. Judyth Nsababero highlighted the fact that it would serve as an intellectual, cultural, and societal tool for preserving and elevating Uganda’s coffee heritage on the world stage. Beyond preservation, the museum was framed as a strategic branding platform that would connect Uganda’s coffee narrative to global audiences and align it with China’s fast-growing coffee consumption culture, positioning it as both a knowledge centre and a symbol of national identity.

Education, Language, and Capacity Building

The strategic engagement also underscored the need to strengthen the Chinese language teaching capacity at Makerere University.

Strong emphasis was placed on Chinese language acquisition as a tool for trade, diplomacy, and innovation. Prof. Mugaga Muwanga stressed that while Uganda remains focused on local languages, there is an urgent need to empower lecturers to become Chinese-trained educationists who can cascade this knowledge across the education system. Strong emphasis was placed on Chinese language acquisition as a tool for trade, diplomacy, and innovation. Prof. Mugaga Muwanga, Principal, CEES, Makerere University, underscored this need, stating:

“The language Chinese is becoming key in world trade. As educationists, we are still focused on teaching Ugandan languages. We need to be empowered to train Chinese-trained educationists. This value chain has to start with capacity building of the lecturers, who will teach the future teachers to roll out the language across various levels of education.”

His remarks reinforced the urgency of investing in structured capacity building for lecturers as the foundation for sustainable introduction of Chinese language education across Uganda’s learning system.

Amb. Judyth Nsababera giving her remarks during the meeting. Makerere University, in a Top Management meeting chaired by Prof. Sarah Ssali, the Acting Vice Chancellor, hosted an important engagement with Uganda’s Consul General to China, Amb. Judyth Nsababera, 26th November 2025, Main Building, Kampala Uganda, East Africa.
Amb. Judyth Nsababera giving her remarks during the meeting.

The Ambassador committed to supporting scholarships and training opportunities for staff and academicians, particularly at CEES, to build capacity in Chinese language and culture. This initiative will equip beneficiaries with the skills needed to teach Chinese and strengthen meaningful international engagement in key fields such as law, medicine, business, and technology.

Dr. Zahara Nampewo highlighted growing interest by Chinese students in studying law at Makerere University, opening opportunities for reciprocal exchange and joint legal training. The Ambassador also proposed training Ugandan lawyers to better understand the Chinese legal system to strengthen negotiation and international business competence.

Broader Strategic Partnerships

Ambassador Judyth Nsababera highlighted several strategic partnership opportunities aimed at strengthening Makerere University’s global engagement and innovation capacity. These include collaboration with UNDP, which is already supporting commercialisation, skilling, and capacity building, including benchmarking Ugandan enterprises with Chinese packaging companies to enhance product competitiveness and scale production.

She also referenced Yunnan University (China’s coffee province) as a critical academic partner, citing its pioneering coffee degree programme, integrated innovation model, and student-led branding system as a benchmark Makerere could learn from and engage with in developing its own coffee ecosystem and museum.

Additionally, the Ambassador pointed to Koti Coffee (China’s fastest-growing coffee chain) as a potential industry partner, noting its rapid expansion and influence in the global coffee market as an entry point for promoting Ugandan coffee and strengthening market linkages. She further encouraged exploration of collaboration with corporate entities such as Huawei, particularly in areas of student mobility, technological advancement, and academia-industry integration.

Together, these proposed partnerships represent strategic avenues for academic exchange, innovation transfer, market access, and international positioning, laying the groundwork for sustainable and mutually beneficial engagement between Makerere University and global institutions.

Strategic Engagement as a Pathway to Sustainable Partnerships

Prof. Sarah Ssali gifts Amb. Judyth a Makerere Souvenir. Makerere University, in a Top Management meeting chaired by Prof. Sarah Ssali, the Acting Vice Chancellor, hosted an important engagement with Uganda’s Consul General to China, Amb. Judyth Nsababera, 26th November 2025, Main Building, Kampala Uganda, East Africa.
Prof. Sarah Ssali gifts Amb. Judyth a Makerere Souvenir.

The engagement between Makerere University and Ambassador Judyth Nsababera marked a defining moment in advancing strategic dialogue and relationship-building as a foundation for future Uganda–China academic and innovation cooperation. It reinforced the need for structured branding systems, scalable production, commercialisation pathways, language capacity building, and strong university-industry linkages.

As Makerere continues to evolve as a national engine of innovation, research, and thought leadership, this visit provided a clear roadmap for how the institution can assert its rightful place within China’s expanding academic, technological, and economic ecosystem, transforming Uganda’s heritage, creativity, and intellectual capital into global influence.

Caroline Kainomugisha is the Alumni and Partnerships Communications Officer, Advancement Office, Makerere University.

Caroline Kainomugisha
Caroline Kainomugisha

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Makerere Students share experiences, connections and inspiration at inaugural For Youth, By Youth Conference in Turkey

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7 days ago

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November 25, 2025

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Some of the Makerere University students pose for a group photo during the inaugural For Youth, By Youth Conference in Turkey. From Left to Right: Naomi Ayebale, Sandrah Naikambo, Kirabo Joel, Hope Nyamwiza (Sign Language Interpreter), Helena Nuwagaba, Harriet Tyobo Yake, Harunah Damba, and Michael Emong. Six students from Makerere University, Kampala Uganda, East Africa travelled to Turkey to join 69 peers from other prestigious universities for the inaugural For Youth, By Youth Conference on Conscious Leadership and Global Solidarity organised by the Talloires Network of Engaged Universities, in collaboration with paNhari and Sabancı University, and supported by the Mastercard Foundation, 17th to 18th November 2025. 

On 16 November 2025, six students from Makerere University travelled to Turkey to join 69 peers from other prestigious universities for the inaugural For Youth, By Youth Conference on Conscious Leadership and Global Solidarity. The two-day conference was organised by the Talloires Network of Engaged Universities, in collaboration with paNhari and Sabancı University, and supported by the Mastercard Foundation.

Students pose for a photo at Entebbe International Airport on their way to Istanbul, Turkey, to participate in the inaugural For Youth, By Youth Conference. Left to Right: Tete Mupenge (a student from Ashesi University), Anthony Byansi, Harriet Tyobo Yake, Naomi Ayebale, Kirabo Joel, Harunah Damba, Sandrah Naikambo, Helena Nuwagaba, Michael Emong (Sign Language Interpreter), Hope Nyamwiza (Sign Language Interpreter), and Rinah Marion Namwase. Six students from Makerere University, Kampala Uganda, East Africa travelled to Turkey to join 69 peers from other prestigious universities for the inaugural For Youth, By Youth Conference on Conscious Leadership and Global Solidarity organised by the Talloires Network of Engaged Universities, in collaboration with paNhari and Sabancı University, and supported by the Mastercard Foundation, 17th to 18th November 2025. 
Students pose for a photo at Entebbe International Airport on their way to Istanbul, Turkey, to participate in the inaugural For Youth, By Youth Conference. Left to Right: Tete Mupenge (a student from Ashesi University), Anthony Byansi, Harriet Tyobo Yake, Naomi Ayebale, Kirabo Joel, Harunah Damba, Sandrah Naikambo, Helena Nuwagaba, Michael Emong (Sign Language Interpreter), Hope Nyamwiza (Sign Language Interpreter), and Rinah Marion Namwase.

During the Conference, held between 17 and 18 November, students participated in a variety of activities, including panel discussions, presentations, and the drafting of the For Youth, By Youth Movement Charter and the Talloires Declaration, the first of its kind to be drafted entirely by students. For many of the students, this experience was the beginning of their journey of global impact and a rare platform to openly share their experiences, ideas and aspirations.

Student reflections after the conference

Naomi Ayebale, a Master of Science in Clinical Psychology student at Makerere University, who took part in the panel discussion “Struggles for Justice and Peace in Our World,” shared: “Attending this event felt like stepping into a space where every voice truly mattered. It was a reminder that no single, beautifully crafted story can ever capture what all our stories hold when woven together. Everyone came with their own truth, their own lens, and their own hope, and somehow it all fit.

“Being part of this movement fills me with a sense of joy, not just because of the cause itself, but because I get to stand alongside people who are not only demanding change but actively working to build it,” she said. “It’s energizing, but it also comes with a deep sense of responsibility. For me, being part of the For Youth, By Youth movement isn’t about how long I’ve lived; it’s about the experiences I carry and the problems I’ve witnessed firsthand. Those experiences have taught me not only what needs to change, but also how meaningful that change can be.”

Naomi Ayebale, with a microphone in hand, sharing her reflections during the panel discussion “Struggles for Justice and Peace in Our World.” She shared a time when standing up for what was right felt uncomfortable or costly, and discussed ways young people can contribute meaningfully to the pursuit of justice and peace in their communities. Six students from Makerere University, Kampala Uganda, East Africa travelled to Turkey to join 69 peers from other prestigious universities for the inaugural For Youth, By Youth Conference on Conscious Leadership and Global Solidarity organised by the Talloires Network of Engaged Universities, in collaboration with paNhari and Sabancı University, and supported by the Mastercard Foundation, 17th to 18th November 2025. 
Naomi Ayebale, with a microphone in hand, sharing her reflections during the panel discussion “Struggles for Justice and Peace in Our World.” She shared a time when standing up for what was right felt uncomfortable or costly, and discussed ways young people can contribute meaningfully to the pursuit of justice and peace in their communities.

Tyobo Harriet Yake, a final-year student at Makerere University pursuing a BSc in Biomedical Engineering and one of the inaugural cohort participants of the For Youth, By Youth movement, remarked: “For me, it was amazing and exciting to meet young people from different countries who share similar beliefs and ambitions,’ she said. “Conversations like these created a safe space where victims of injustice could share their stories openly. It inspired me to return to my community and continue doing whatever I can, however small, to make life better for those facing similar circumstances.

“I felt a strong sense of unity, and the words of the famous song ‘Different colors, one people’ truly came to life. I loved trying foods I couldn’t even pronounce but absolutely enjoyed. It was a full package of rich experiences in just a few days” she added.

“As I move forward, I’m reminded of John F. Kennedy’s quote ‘leadership and learning are inseparable.’ A leader learns through listening to the loud and silent voices of the community. It’s this conscious leadership that sparks transformation and fuels collective growth. This is the leadership I embrace in this journey” Harriet concluded.

Sandrah Naikambo, a third-year student pursuing a Bachelor of Information Systems and Technology, shared her reflections:

“From my experience at the conference and the movement in general, I learned that change isn’t just spoken about—it’s built. I witnessed young people who weren’t waiting for permission but using their own lived experiences to create real solutions. In that space, every voice mattered and every story had room to breathe. I walked away feeling seen, inspired, and connected with a purpose bigger than myself. This experience showed me that the youth are not the future, they are the present!”

Namwase Rinah Marion, a final year student at Makerere University pursuing a Bachelor of Social Work and Social Administration, and a former Guild Minister for Students with Disabilities in the 89th Guild remarked:

“It was exciting to meet young leaders from across the world who had ambitions towards change in their respective communities and universities,” she said. “The international conference did not only expose me to fellow determined leaders but also inspired me to push hard for success as I got to know there is nothing without us. We are the leaders of tomorrow, and the program entrusted us; so, we are the change makers of today and tomorrow. Young leaders for a better world.”

Left to Right: Rinah Marion Namwase, Harunah Damba, Harriet Tyobo Yake, Michael Emong, Hope Nyamwiza (Sign Language Interpreter), Tete Mupenge (a student from Ashesi University) and Kirabo Joel. Six students from Makerere University, Kampala Uganda, East Africa travelled to Turkey to join 69 peers from other prestigious universities for the inaugural For Youth, By Youth Conference on Conscious Leadership and Global Solidarity organised by the Talloires Network of Engaged Universities, in collaboration with paNhari and Sabancı University, and supported by the Mastercard Foundation, 17th to 18th November 2025. 
Left to Right: Rinah Marion Namwase, Harunah Damba, Harriet Tyobo Yake, Michael Emong, Hope Nyamwiza (Sign Language Interpreter), Tete Mupenge (a student from Ashesi University) and Kirabo Joel.

The For Youth, By Youth movement was born from the vision of 36 Next Generation Leaders from 18 countries, including Makerere’s Harunah Damba and Patrovas Okidi, who, at the height of the COVID-19 pandemic, worked together to stitch the threads that would later give rise to the movement. They organized local community and campus events, engaging directly with young people, communities, and universities to identify the issues that mattered most to them.

In recognition of the university’s support and as a gesture to strengthen ties with university leadership, Harunah and Patrovas presented a plaque to Vice Chancellor Professor Barnabas Nawangwe, honouring Makerere University’s support for the Next Generation Leaders Program in December 2023.

Harunah Damba (Left) and Patrovas Okidi (Right) present a plaque to Professor Barnabas Nawangwe (Centre) in December 2023, in appreciation of Makerere University’s support for the Next Generation Leaders Program. Six students from Makerere University, Kampala Uganda, East Africa travelled to Turkey to join 69 peers from other prestigious universities for the inaugural For Youth, By Youth Conference on Conscious Leadership and Global Solidarity organised by the Talloires Network of Engaged Universities, in collaboration with paNhari and Sabancı University, and supported by the Mastercard Foundation, 17th to 18th November 2025. 
Harunah Damba (Left) and Patrovas Okidi (Right) present a plaque to Professor Barnabas Nawangwe (Centre) in December 2023, in appreciation of Makerere University’s support for the Next Generation Leaders Program.

Reflecting on their experience, Harunah, now a Makerere University alumnus, said: “It was such an honour for me to be part of the inaugural For Youth, By Youth conference. Seeing the fruits of our hard work finally come to life is something that sits very close to my heart. I can’t think of any work that would be more rewarding, more encouraging, or more inspiring than this.”

Patrovas, a Master of Science in Bioinformatics student at Makerere University, said: “The For Youth, By Youth movement is a testament of what young people can do when organised, from its birth to the very first international conference, it has been led by youth and for the youth who are guided by values of respect, humility, kindness, impact, solidarity, hope, levity, collaboration, and inclusivity. The conference echoed one clear message I would love to pass on to everyone out there, our movement is a values-based civic infrastructure of engaged universities and a nimble network of virtual spaces. To solve multiple intersecting crises, education must evolve into regenerative, living systems rooted in community. Universities should represent all members of society, and be able to speak truth to power, and to centre empathy as the heart of learning and belonging. Youth must be co-creators in solving global challenges, while universities steward safe spaces for critical discourse and shared learning.”

He added “Echoing the voice of Lorlene Hoyt and others: For Youth, By Youth… it’s not a program — it’s a movement. Look out 2045, we’re just getting started. – this is our sense of belonging.”

Mak Editor

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