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Call For Contribution To Mak@100 Book Chapters

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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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MURBS Reconstitutes Board of Trustees

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April 2, 2025

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The reconstituted Makerere University Retirement Benefits Scheme (MURBS) Board of Trustees as of 1st April 2025 from Left to Right: George Bamugemereire, CPA Edna Isimbwa Rugumayo, CPA Francesca Angida Mugyema, Michael Kizito (PhD), Elizabeth P. Nansubuga (PhD), Deus Kamunyu Muhwezi (PhD), and Mr. Joseph Ikarokok. Kampala Uganda, East Africa.

The Makerere University Retirement Benefits Scheme (MURBS) announces the reconstitution of its Board of Trustees as of 1 April 2025. This follows the Trustee Elections that were held in December 2024 where vacant positions on the Board for Makerere University Academic Staff Association (MUASA), Makerere University Administrative Staff Association (MASA), and National Union of Education Institutions (NUEI) were filled.

On 1st April 2025, the Board held a reorganisation meeting and elected Michael Kizito (PhD) as the Board Chairperson and CPA Francesca Angida Mugyema as the Board Secretary. In addition, the Board confirmed the membership of its standing Committees.

MURBS remains committed to strong governance and acting in the best interest of its members.

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Business & Management

Mak and ACCA Career Workshop: Students tipped on success, professionalism and the future of accountancy

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April 2, 2025

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On Tuesday 1st April 2025, over600 students from the College of Business and Management Sciences convened at Makerere University Yusuf Lule Central Teaching Facility Auditorium to participate in the Career workshop that provided an invaluable platform for students to engage with industry leaders, gain insights into career prospects and professional development within the accounting and finance sectors.

Organized by the Association of Chartered Certified Accountants (ACCA) in Uganda in partnership with Makerere University Department of Accounting and Finance, School of Business under the College of Business and Management Sciences, the Career workshop also presented a platform to celebrate the academic achievements of the ten (10) Bachelor of Commerce students who graduated with First Class degrees-Honours Division during the Makerere University 75th Graduation ceremony held in January 2025.

Prior to the workshop, the Dean, School of Business, Dr. Godfrey Akileng in an interview with the College’s Communication Office, disclosed that celebrating the academic achievements of the students who obtained First Class degrees would inspire the current students to excel. In addition, Dr. Akileng noted that the presence of graduates who excelled at the Career workshop would lead to networking and peer mentorship possibilities with the current students.

During the Career workshop, speakers from Makerere University and ACCA Uganda re-affirmed their commitment to equipping graduates with the knowledge, skills and tools needed to excel in a rapidly evolving job market.

To understand the future of accountancy, students listened to presentations featuring the relevance of the accounting and finance in today’s job market by Dr. Eric Nzibonera; Insights on the collaboration with ACCA by Ms Charlotte Kukunda; Discussion of the global career opportunities in accounting and how ACCA supports professional development by Ms Jackie Mbabazi; and a keynote speech titled, An exploration of the skills and trends shaping the future of the accounting and finance industries in the 21st Century by Mr. Robert Busuulwa.

Ms Charlotte Kukunda – Country Manager, ACCA Uganda answering questions from students.

In his address, the Principal of the College of Business and Management Sciences, Prof. Edward Bbaale acknowledged the School of Business for proritising career talks and mentorship sessions for students.

“To the students, the Career workshop presents you with a chance to envision your career, and what you want to be, or what you want to study,” he said.

The Principal underscored the critical importance of bridging the gap between the academia and industry. He highlighted the instrumental role of partnerships, particularly the collaboration between Makerere University and ACCA in equipping students with globally competitive skills and certifications.

Prof. Bbaale emphasized that in the 21st century, this interface isn’t merely an option but “a necessity,” echoing the sentiments of both the keynote speaker, Mr. Robert Busuulwa, and ACCA partners.

The workshop was well attended, the venue was full house.

He advised students to visualise themselves as “global candidates” and pursue their careers with diligence and passion, taking the lessons from the workshop seriously and seeking continuous professional development. Prof. Bbaale stressed the significance of “building oneself, moulding oneself” through education, training, and experience, advocating for a focus on human capital development over immediate financial gain.

He emphasized the importance of “volunteering to work” in orderto gain experience and build a professional network. He reaffirmed the College’s commitment to strengthening collaborations to ensure graduates are academically competent and well-prepared to navigate the evolving job market.

Dr. Eric Nzibonera, the Head, Department of Accounting and Finance at the College of Business and Management Sciences highlighted the significance of career guidance events for University students. He explained that career workshops provide a valuable opportunity for students to “make a choice about a particular career,” a privilege he noted was not always available to students in the past. Dr. Nzibonera believed the workshop was a chance for students to learn from experienced professionals, guiding them towards informed decisions about their future careers.

Convinced that the workshop presented a golden opportunity to students to learn from experienced professionals, Dr. Nzibonera called upon students to leverage such moments to listen to the respective presenters, prepare to ask questions on professionalism, accreditation and career paths.

Focusing on the relevance of accounting and finance in today’s job market, Dr. Nzibonera reiterated that the accounting profession is very central in the day to day lives of individuals. “Inall realms of business, in whatever you do, you need some scheme or some kind of accounting that works,” he remarked. He noted that this underlines the universal applicability of financial literacy, whether pursuing careers directly related to the field.

Some of the Bachelor of Commerce students who graduated with First Class degrees-Honours Division during the Mak 75th Graduation ceremony.

The Country Manager, ACCA Uganda, Ms Charlotte Kukunda informed the students who turned up in big numbers, that the Career workshop was anchored in the programmes and activities that Makerere University and ACCA Uganda agreed to undertake when both entities signed a Memorandum of Understanding (MoU) in July 2022.

Ms Kukunda affirmed that ACCA Uganda values its strategic partnership with Makerere University, which has been mutually beneficial and fruitful. To expound this argument, Ms Kukunda highlighted the achievements which included: 660 students enrolled for ACCA programme, curriculum reviews of Makerere University accounting programmes, re-accreditation of the Bachelor of Commerce Accounting in June 2022, annual recognition of best accounting students since 2022, tutor capacity building workshops conducted at the College, lecturers granted access to the Education Hub, and hosting of three student career workshops annually.

She outlined the areas of collaboration with Makerere University as follows: accreditation of accounting programmes, co-development of teaching programmes that align and support the University edge resources and professional insights, employability through supporting students’ career and skills development, access to ACCA member networks to support Makerere University guest lectures/panels/conference speakers, and faculty skills development support in their teaching, learning and assessment.

The Country Manager said the Career workshop is planned, deliberate and intentional because ACCA classifies Makerere University students as strategic business leaders who are being nurtured, trained and prepared to drive the economy. She clarified that the ACCA programme is not limited to only students studying accounting.  According to Ms Kukunda, the ACCA programme embraces a broader range of disciplines and positions students for global competitiveness.

Ms. Kukunda encouraged students to explore the information resources on the ACCA website to tap into the opportunities that will enhance their financial acumen. She urged students to perceive themselves as global citizens. “When you perceive yourself as that, you are the right candidate for pursuing these globally accredited qualifications,” she said. She reinforced the value of connections and valuable networks with industry professionals, assuring students that their future is filled with potential and opportunities.

Feeding into Ms Kukunda’s presentation, Ms Jackie Mbabazi, the Business Relationship Manager at ACCA Uganda highlighted the significance of the ACCA qualification in shaping future leaders. She affirmed that ACCA is “a forward-thinking qualification” connected to vital sectors and stakeholders globally.

Ms. Mbabazi emphasized the global reach of the ACCA. “We are present in 180 countries. As you plan your professional journey, consider the ACCA qualification that is going to make you professional. Technology has enabled us to work beyond borders. Having globally recognized qualifications such as ACCA positions you to work globally,” she elaborated.

Ms Jackie Mbabazi

Ms. Mbabazi further pointed out the “forward-thinking qualification” attributes of ACCA. These include: Empowering individuals to be digitally relevant, creating ethical and trusted professionals, global recognition, professionals who add value, access to the most up to date syllabus on the market, and continuous learning for trainees as well as access to the global employability platform.

She also discussed the importance of adapting to technological advancements, stating, “You need to adapt and make sure technology is at the heart of what you are doing.”

Ms. Mbabazi articulated that ethics is at the centre of the ACCA programme. “ACCA programmes uphold ethics in building professionals. I urge you to avoid any form of fraud,” she emphasized.

The captivating presentations from the College of Business and Management Sciences and ACCA Uganda set the pace for the students to listen to a powerful keynote speech. Dr. Martin Bakundana introduced the keynote speaker, Mr. Robert Busuulwa, the founder and Managing Partner of Forvis Mazars in Uganda with over 30 years of tested and proven experience.

Mr. Robert Busuulwa’s keynote speech embodied words of wisdom and lived experiences that require an individual to be responsible for his or her destiny.

He guided the students that being successful is a personal choice and commitment. “If you want to be successful, dedicate time and study success,” he advised.

“When you plan to do something, focus and concentrate. Pursue your ambitions and career aspirations with determination and confidence,” he added.

 He castigated the popular phrase where individuals believe that it is the government responsible for their success and development. That statements calling upon the government to “assist” individuals should be discarded. “True liberation is about understanding who you are, your strengths and weakness, and what you can do as an individual to leverage your strength,” he stated.

He emphasized the importance of acquiring relevant skills, urging students to consider what they needed to demonstrate to future employers, particularly in light of evolving trends such as AI, robotics, and big data. “What are the skills that you are expected to demonstrate?” he asked, reflecting on the broadening scope of skills in the field.

Mr. Robert Busuulwa

Using lively examples, the keynote speaker informed the audience that he had to create time to be at Makerere University on 1st April 2025 to speak to the students. He reported that he manages a very tight schedule, but if you want and value something, you work towards it, and ensure it is a possibility.

“I am here because I created time and convinced myself that I should join you today. I love mentorship and interacting with people. I love being here. I have to return to society, what it has given me through qualifications, life and experiences. Through this career workshop, I am exactly doing that,” he said.

Mr. Busuulwa shared anecdotes from his academic journey and connecting with young minds poised for the future. He reinforced the notion that the landscape of accounting has changed dramatically, moving from traditional number-crunching to roles involving Environmental, Social, and Governance (ESG) factors, financial crime, and IT consulting.

A student poses a question during a Q&A session.

Mr. Busuulwa mentioned that with the trends in the accounting profession, students and practitioners are presented with diverse career paths.

Mr. Busuulwa encouraged students to understand and appreciate their potential. “Every one of you here has the potential. I urge you to believe in your capabilities,” he said. He cautioned students and young people in general against limiting beliefs. Citing the power of thinking and its effects on the choices that individuals make, he stated, “If you think you can’t do it, you will not.”

He inspired students to actively shape their careers, stressing the need for adaptability and continuous learning. He appealed to the students to always empower their minds and souls with positive statements such as “Whatever it is, I am going to be successful,” he remarked.

The Career workshop moderated by Ms Sylvia Namujjuzi, Assistant Lecturer at the College of Business and Management Sciences assisted by Mr. Jonathan Basalirwa, a third year student, ended on a high note with presentation of awards of excellence to the best ten (10) First Class Honours Division graduates, and a networking session involving the respective speakers and students.

The Principal thanked the Dean, School of Business- Dr. Godfrey Akileng, Dr. Eric Nzibonera, Ms Sylvia Namujjuzi, Mr. John Ogema, the Makerere University Accountancy Bureau, and the team from ACCA Uganda for organizing the Career workshop 2025.

The discussions involving Makerere University staff namely Prof. Edward Bbaale, Dr. Eric Nzibonera, ACCA Uganda-Ms Charlotte Kukunda and Ms Jackie Mbabazi, and the Keynote Speaker Mr. Robert Busuulwa emphasized the necessity of bridging the gap between academic training and real-world skills.

Ritah Namisango
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Re-Advert: Position of Second Deputy Vice Chancellor

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4 days ago

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March 31, 2025

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Mak Main Building

Makerere University is governed by the Universities and Other Tertiary Institutions Act, Cap 262. The University is seeking applications from suitably qualified applicants for the position of Second Deputy Vice-Chancellor. The Second Deputy Vice Chancellor holds a pivotal role in financial governance, institutional planning, and administrative leadership.

1.      POSITION:           SECOND DEPUTY VICE-CHANCELLOR
2.      SALARY SCALE: PU2
3:     DUTY STATION:  MAKERERE UNIVERSITY
4.      ROLE

The Second Deputy Vice-Chancellor will report to the Vice–Chancellor and shall:

a)     Assist the Vice Chancellor in performance of his or her functions and in that regard shall oversee the finances and administration of the University;

b)     Be responsible for the Planning and Development of the University and,

c)      Perform such other functions that may be delegated to him or her by the Vice Chancellor or assigned by the University Council.

5.      PURPOSE OF THE JOB

To provide strategic leadership and ensure efficient and sound financial, human and fiscal resources management in the University.

6.      DUTIES AND RESPONSIBILITIES

a)     Provide leadership in Strategic planning and governance, leadership and administrative experience, Human resource and performance Management, Stakeholder engagement and collaboration.

b)     Provide leadership in preparation and implementation of the University’s recurrent and capital budgets.

c)      Monitor the development and implementation of the University’s accounting procedures, manuals and other documents relating to financial control and Management as per approved financial regulations.

d)     Oversee income and expenditure of all income generating units of the University.

e)     Coordinate the production of the University-wide Financial Reports by Colleges and Units.

f)      Management of human resources in the University.

g)     Oversee the management of University Estates and Assets.

7. CANDIDATE SPECIFICATION

a)     Hold a PhD or any other academic doctorate.

b)     Be at the rank of associate or full professor level in an institution whose academic ranking is comparable with that of Makerere University as accepted by Senate.

c)      Be a Ugandan citizen within the age bracket of 40 to 65 years at the time of application.

7.1 Academic Qualifications

a)     Earned a Ph.D. or equivalent doctorate should be acceptable by Senate.

b)     At least five years of financial or administrative leadership experience at the level of school dean/director or higher in a higher education institution, public service, or corporate institutions.

c)      Supervised at least ten (10) postgraduate students (Master’s and Ph.D.) to completion. At least three of the students must be at the PhD level.

7.2 Strategic Planning and Governance

a)     Experience in leading large administrative teams at the level of dean or higher, demonstrating efficiency and productivity.

b)     Proven record in developing and executing strategic plans, aligning financial and administrative objectives with institutional goals.

c)      Evidence of developing and implementing financial policies that have improved financial efficiency, transparency, and risk management.

d)     Evidence of implementing organisational restructuring or process improvements to ensure operational efficiency.

e)     Ability to develop and implement institutional policies, ensuring compliance with national higher education and financial regulations.

7.3 Leadership & Administrative Experience

a)     Minimum 5 years of senior academic leadership in a recognized institution comparable with that of Makerere University, as accepted by Senate.

b)     Demonstrated    experience    in    managing    budgets    exceeding    UGX 500,000,000=, ensuring financial sustainability and accountability.

c)     Proven ability to mobilize resources, secure grants, and attract external funding to support institutional growth.

d)     Experience in conducting financial forecasting, cost control measures, and investment strategies to optimize institutional resources.

e)     Track record of leading financial audits and compliance assessments in alignment with national and international financial regulations.

f)      Experience in handling procurement, asset management, and infrastructure development, ensuring transparency and value for money.

7.4    Human Resource and Performance Management

a)    Track record of leading workforce planning, recruitment, and talent development strategies, ensuring a high-performance institutional culture.

b)     Experience in implementing performance-based appraisal systems, leading to improved staff efficiency and accountability.

c)      Proven ability to foster industrial harmony, resolving labour disputes and improving employer-employee relations.

7.5    Infrastructure Development and Resource Optimization

a)     Experience in overseeing capital development projects, ensuring timely delivery and cost efficiency.

b)     Track record of overseeing the maintenance and expansion of university facilities, enhancing institutional infrastructure.

c) Proven ability to negotiate and manage contracts for outsourced services, ensuring cost-effectiveness and quality standards.

7.6 Digital Transformation and ICT Integration

a) Experience in integrating ICT solutions in financial and administrative operations, improving service delivery and efficiency.

b) Evidence steering the automation of financial, procurement, and HR systems, reducing paperwork and improving real-time decision making.

c) Proven ability to implement cybersecurity measures that safeguard institutional financial and administrative data.

7.7 Stakeholder Engagement & Collaboration

a) Demonstrated experience in building partnerships with government agencies, donors, private sector investors, and international organizations to enhance institutional funding.

b) Proven ability to engage faculty, students, and staff in financial decision-making, ensuring transparency and inclusivity.

c) Experience in negotiating contracts, partnerships, and collaborations that have led to financial and administrative growth.

7.8 Personal Attributes

a) High level of integrity, transparency, and ethical leadership, with a record of financial prudence.

b) Strong analytical, problem-solving, and decision-making skills, backed by evidence of successfully managing complex financial and administrative challenges.

c) Excellent communication, negotiation, and interpersonal skills, ensuring effective stakeholder engagement.

d) A visionary leader with the ability to drive financial sustainability administrative efficiency, and institutional growth.

8. REMUNERATION

An attractive remuneration package that is in accordance with Makerere University terms and conditions of service.

9. TENURE

The Second Deputy Vice Chancellor shall hold office for a period of five years and shall be eligible for re-appointment for one more term.

10. METHOD OF APPLICATION

Interested applicants are invited to submit their application letters. The following documents shall comprise a complete application:

a) A signed letter of application;

b) A vision statement;

c) Curriculum Vitae with contact details signed and dated by the applicant;

d) Copies of required minimum number of publications;

e) Certified copies of academic transcripts and certificates;

f) Three (3) letters of recommendation;

g) Copies of letters of appointment to leadership positions at the level of Dean of a School in a national accredited university or other academic institution;

h) A copy of the applicant’s National Identity Card or passport;

i) A copy of the last clearance from the Inspector General of Government or other equivalent national body;

j) Referees should be advised to send confidential reference letters, addressed to the Chairperson Search Committee for the Position of Second Deputy Vice Chancellor and delivered directly to the address below by 5:00 pm on Monday 14th April, 2025;

k) The references should cover the following areas: the applicant’s academic credential, experience, leadership, managerial and administrative skills and personal integrity.

Both Hardcopy and Electronic (Email) applications shall be accepted.

(a) Hardcopy applications: Both confidential letters and sealed applications marked

“CONFIDENTIAL: POSITION OF SECOND DEPUTY VICE CHANCELLOR”

should be addressed to:

SECRETARY SEARCH COMMITTEE
THE ACADEMIC REGISTRAR
MAKERERE UNIVERSITY
6TH Floor, ROOM 602, SENATE BUILDING
P. O. BOX 7062, KAMPALA, UGANDA

(b) Electronic media (e-mail) applications should have all the above documents scanned and emailed to search.dvcfa[at]mak.ac.ug by 5.00 pm East African Standard Time on Monday 14th April, 2025.

Please note that:

(a) Incomplete applications or applications received after the closing date and time

will not be considered.

(b) Only shortlisted applicants shall be contacted.

RE-ADVERT-for-DVC–FA-27-03-2025Download

For more Information and inquiries:
Email us on search.dvcfa@mak.ac.ug OR Call Telephone number: +256-414-532634 during working hours (between 8:00 am to 5:00 pm Monday to Friday).

MAKERERE UNIVERSITY IS AN EQUAL OPPORTUNITY EMPLOYER

Prof. Buyinza Mukadasi (PhD)
ACADEMIC REGISTRAR

Mak Editor

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