General
Call For Contribution To Mak@100 Book Chapters
Published
4 years agoon

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:
- Political leaders
- Religious leaders
- Institutional developers
- 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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General
Re-Advert for Applications for Diploma and Certificate Training
Published
1 day agoon
July 9, 2025
The Government of Uganda and AFRISA in Collaboration with Makerere University invites
applicants for Diploma and Certificate programs tenable at the College of Veterinary Medicine,
Animal Resources and Bio-security (COVAB).
The details are in the following document:
The deadline for receiving applications will be 25th August, 2025.

Makerere University has today Wednesday, 9th June 2025 officially unveiled NCBA Bank Uganda as the Platinum Sponsor of the Makerere University Endowment Fund (MakEF)’s flagship initiative – the Makerere University Marathon. Formerly known as a fun run, the initiative was rebranded on 27th March 2025 during the launch of its Fifth Edition. This year’s event, #MakRun2025, is slated for 17th August 2025 under the theme “Run the Hills for the Future”.

Addressing the Media at a press conference this afternoon, the MakEF Board Chairperson, Dr. Maggie Kigozi remarked, “We are deeply honoured and excited to unveil NCBA Bank Uganda as the Platinum Sponsor of #MakRun2025, with a landmark commitment of UGX 1.45 billion over the next five years.”

Dr. Kigozi further described the unveiling as “a strategic partnership built on shared values and a common vision for inclusive education and sustainable impact,” adding that it would “fast-track the establishment of a fully equipped Disability Support Unit for students living with disabilities, and to build a sustainable pool of funds to support Economically Disadvantaged Students.”
Appreciating the generous sponsorship, the Vice Chancellor, Prof. Barnabas Nawangwe acknowledged that NCBA Bank had not only made history as the biggest corporate sponsor of #MakRun to date but also aligned with Makerere’s vision to improve the quality of student life. “This is a powerful gesture of trust in our mission and a demonstration of deep corporate citizenship”, he added.

Prof. Nawangwe further thanked NCBA for recognizing that an investment in Makerere University is an indirect investment in the future of Uganda. “The Makerere Marathon is not just a race. It is a movement to establish a fully-fledged Disability Support Unit for students living with various forms of disabilities, and to build a sustainable fund for Economically Disadvantaged Students.”
The Vice Chancellor therefore rallied staff, students, alumni, partners and friends of Makerere to match NCBA’s generous support with vigour and commitment, so as to make #MakRun2025 the most impactful edition since its founding.

The Chief Executive Officer, Mr. Mark Muyobo thanked Makerere University for giving NCBA Bank Uganda the opportunity to play its part in “shaping Uganda’s future one student, one community, one strength at a time,” adding that #MakRun is a symbol of hope for students living with disabilities as it speaks to Makerere’s core values of inclusion, equity, and excellence.
On a rhythmical note, Mr. Muyobo remarked that the #MakRun2025 theme is “not just about finishing lines, it is about opening doors; giving opportunities to those who are disabled. It is about promoting active lifestyle.”

#MakRun2025 will for the first time feature a full 42.2km marathon race with international accreditation and professional timing along a dedicated traffic-free route.
“These are not just upgrades, these are bold steps towards building a world-class international marathon right here in Kampala. We are proud to be the wings at your back as you take this leap because when Makerere University, the beacon of higher learning in Uganda grows stronger, the ripple effects are felt across the region and across the continent” Mr. Muyobo affirmed.

To officially seal the deal, a Memorandum of Understanding was officially signed between Makerere University and NCBA Bank Uganda, and thereafter, a dummy cheque of UGX 1.45 billion was presented to Dr. Maggie Kigozi as the Vice Chancellor, Members of Management and NCBA staff witnessed.

General
Directorate of Graduate Training Empowers PhD Supervisors with Academic Supervision Training
Published
1 day agoon
July 9, 2025
By Moses Lutaaya
The Directorate of Graduate Training (DGT) in conjunction with CARTA’s Emerging and Re-emerging Infectious Diseases (TERID) Research Hub and the East– Spark Project completed a two days Doctoral (PhD) academic supervisors training under the theme: “Empowering Academic Supervision Training in Eastern Africa: Sparking Potential, Advancing Research, and Knowledge (EAST-SPARK).”
The training took place between 2nd and 3rd July 2025 at the College of Business and Management Sciences’ (COBAMS) School of Business conference hall.
In his opening remarks, the Director of Graduate Training Prof. Julius Kikooma challenged the team to set clear and manageable objectives for graduate students under their supervision so that they can complete their doctoral studies on time.:
“Set expectations at the beginning of the research journey of PhD students under your supervision. Resist working with students that are not objective. Set a time frame with in which the student is able to do their research so that they are able to finish their doctoral studies on time.”
He added, “The issue of supervising graduate research is very vital because there needs to be seamless progression of the graduate students.”
Prof. Kikooma further highlighted that the target in the strategic plan is to have 30% graduate students enrolled in the next five years. Currently, it is about 17%.
“We need to get everything right in this training. Our biggest issues are in the supervision process flow of the graduate students. Graduate supervisors need to listen to students and equally the students need to listen to the supervisors. The graduate supervision journey is simple with open communication and immediate feedback between the two parties.”
This will help us in creating a new breed of academia and researchers that Makerere university and the country as a whole need.”

Prof. Kikooma further added “Take the excellence you have to represent the university. Ensure you have all they policies on your fingertips so that you guide the students well.”
In his remarks, Prof. Ibrahim Okumu (representing the Principal, COBAMS) said that such a training was necessary and it was a right move towards standardization of doctoral training in the region.
“What does it take to standardize doctoral and graduate studies? We need to create unison in the region and learn by doing. Doctoral studies are vital and cannot be taken for granted. We need to continue creating critical thinkers ready to nature research programs. These trainings are enablers in this journey.”
He added, “Let us blend the old and young birds in this training so that we share knowledge and experience to nature and grow the dreams of the doctoral students. Nature the inner person, not imposing yourself on to the student. Enable them to open up while doing their research and they will have a good and seamless doctoral academic journey.”

Dr. Drago Kato Charles, a trainer and a senior Lecturer at the Department of Biomedical Laboratory Technology at CoVAB said, “These trainings are continuous professional development programs aimed at refreshing doctoral supervisors every now and then. They are vital and needed by the mixture of the young, intermediate and senior supervisors.”
He added, “These senior supervisors share knowledge and experience on what is going on in the world of education. The young come to learn from old supervisors. The goal is to increase completion and quality of the PhD output. In totality, such a training aims to improve quality and mentorship on how to facilitate and handle graduate student supervision.”
He added that the trainees were taking the obtained skills to their schools and colleges to produce more quality doctoral and graduate students which would lead to growth of economies since every country needs PhD researchers to drive economic transformation and policy developments as well as implementation.
Dr. Peter Ssenkusu, a senior lecturer in the Department of Foundations and Curriculum studies in the School of Education said, “The training modules are extensively researched. The areas covered are very pertinent for doctoral supervision.”
Dr. Stephen Ojiambo Wandera, a facilitator and a Senior Lecturer at the Department of Population Studies in the School of Statistics and Planning at COBAMS added, “The vision for Makerere University is to be a research led institution. To be research- led university, we need to promote graduate teaching and learning. To achieve this, graduate students need supervisors that are well trained and skilled. We will also continue to do retooling for experienced supervisors.”
Dr. Byaruhanga Micheal Bruce from the Department of Biochemistry and Tourism, a lecturer and a participant said, “Whoever thought about this training did something very important. I thought all I was doing in supervision was normal until this training came. I did not know that some issues I knew would let the students off the course while others would keep them on. I want to ensure that all I have learnt is put into action. The modules have been very enriching. We need more of such trainings, probably for more than two days.”
Dr. Tukae Mbegalo, a guest trainer from Mzumbe University in Tanzania said, “The training is very relevant considering the diversity of the participants which include the young and senior researchers because of sharing the experiences which include delays and the relationships between supervisors and supervisees.” He added, “As supervisors, our emphasis is on scientific writing which we should instill in the students. Scientific writing leads to consistency right from problem setting, objectives, methodology and aligning it to the results so that we improve the quality of the doctoral outputs.”
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