The Audit Manager in the Office of the Auditor General, Mr. William Ezama has commended Makerere University for improving grants management and reporting processes.

“Since the Grants Administration and Management Support Unit (GAMSU) came into existence, there is a significant improvement on how grants in the University are managed,” said Mr. Ezama during the Capacity Building Workshop held at Makerere University on Tuesday 10^th December 2024.

Delivering a presentation on Financial Accountability and Auditing of Grant-Funded Projects in Higher Education Institutions in Uganda, Mr. Ezama emphasized the need to account for each public fund, indicating the value for money in terms of outputs/deliverables.

“Funding received through grants becomes public money. The Office of the Auditor General by law is mandated to conduct financial, value for money audits and other audits, in respect of any project or activity involving public funds,” he said.

Recounting earlier experiences before the establishment of GAMSU at Makerere University, Mr. Ezama noted that some Project Investigators had a tendency of personalizing funding received through grants.

“In the past, we encountered some cases where some grant holders would tend to personalize these grants because they wrote the proposals. However, this attitude is changing. I believe mainly because of sensititisation and capacity building programmes like the one that we are participating in.  I wish to emphasize that when you receive grants/funds, it becomes public money,” he stated.

Mr. Ezama thanked GAMSU for organizing the capacity building workshop on Legal, Financial and Managerial Frameworks for Grant-Funded Projects in Higher Education Institutions. He noted that workshops of this nature provide a platform to the different stakeholders involved in grants management to engage and understand the expectations of the government, funding agencies, other entities and partners.

Underscoring the importance of GAMSU, Prof. Sylvia Antonia Nakimera Nannyonga-Tamusuza stated the availability of substantial funding opportunities globally and revealed the need for researchers to strategize and tap into those financial resources.

“I want to assure you that there is a lot of money out there in form of grants. We need to strategize and tap into that money. Makerere University established GAMSU in 2020 with the core mandate of supporting faculty and staff throughout the grant lifecycle. This includes identifying funding sources, planning and preparing proposals, facilitating administrative review processes, ensuring compliance, managing grant funds, and successfully closing projects,” she explained.

Drawing from the experiences that grants are not free, and, also grants being legally bound, Prof. Nannyonga-Tamusuza informed the participants that the capacity building workshop bringing on board the university leadership, researchers and staff was aimed at strengthening grant administration and management skills and knowledge to manage projects of this nature.

“This capacity building program is about improving our proposal writing and understanding the rules and guidelines of the different funders. We also want to strengthen our grants administration and management skills, equip ourselves with knowledge and competencies to write winning grants and be able to manage them with compliance,” she said.

The Vice Chancellor, Prof. Barnabas Nawangwe who was represented by Prof. Buyinza Mukadasi underscored the significant contribution of grant funding to the financial sustainability of the University.

Cognizant of the strategic focus to transform Makerere University into a research-led institution, the Vice Chancellor implored leaders, researchers and staff to work hand in hand with GAMSU to continue writing winning grant proposals to support research.

“It is a timely workshop because we have strategically decided that Makerere becomes a research-led university. When you want to be research-led, it means that the intensity of research definitely has to increase. Research funding is crucial. Grants provide access to funds for research,” said Prof. Nawangwe in a speech read by Prof. Buyinza Mukadasi, the Acting Deputy Vice Chancellor (Academic Affairs).

Reflecting on the ever increasing demands on the government’s resource envelope, which affects the funding remitted to universities, Prof. Buyinza Mukadasi implored researchers and staff to accelerate grant application processes to win funds for research. He also appealed to the participants to exercise the highest degree of transparency in grants management and project execution.

Contributing to the discussion, the Acting Deputy Vice Chancellor (Finance and Administration), Prof. Henry Alinaitwe encouraged the participants to read the Grants Administration and Management Policy, as uploaded on the Makerere University policies website, in order to understand and appreciate the roles and expectations.

With specific reference to Section 9 (7, viii) of the Policy, Prof. Alinaitwe commended GAMSU for developing the database of all grants in the University.

On his part, the University Secretary Mr. Yusuf Kiranda, acknowledged the substantial contribution of research grants to Makerere University’s funding portfolio, which is supplemented by approximately $8 million annually.

Mr. Kiranda applauded the Government of Uganda for being the primary funder of Makerere University. He credited the government for the timely payment of staff salaries, utilities such as water and electricity, teaching and learning expenses, as well as supporting research through the Makerere University Research and Innovations Fund (MakRIF).

He called upon staff entrusted with financial resources to always be in position to provide value for money.  “The government has changed to programme-specific budgeting, which necessitates the need for staff to provide value for money in the implementation of different university activities,” he said.

The University Secretary, who is also the Secretary to Council, stressed the need for compliance as stated in the different sections of the Grants Administration and Management Policy. He pointed out that the University Council will not approve remittance of funds to any project, that is not registered or reflected in the Grants Management system of the University.

Delivering a keynote speech, Ms Nana Oye Akuffo, a Grants Administrator at the University of Ghana, with over 22 years of experience in managing grants, shared that research is dynamic and not static, and encouraged researchers and grant writers to study the research environment and adapt to emerging trends while applying for grants as well as focusing on conducting research that creates a meaningful impact on society.

Ms Akuffo emphasized the need for capacity building trainings in research and grants application and management. “Let us train our faculty members because they are key people. These are the people who will go and look out for the funding and we will manage it for them,” she said.

She urged researchers applying for grants to prioritize attention to the do’s and don’ts, noting that ignoring these details often leads to unsuccessful applications.

She underlined the need for integrity, professionalism, transparency and proper accountability in the management of grants. To expound this point, she reminded the participants that the donor community is interlinked, and the news of mismanagement of funds from a particular funding agency/body, will be relayed to other funding agencies/bodies.

Noting that different funders have different financial requirements and guidelines, she advised the participants to always study the needs of each funder in detail.

Pointing out that during the grant application process, funders request for specific policies available at the University and/or in the country, she requested the participants to always take note of the list of the policies required, and submit them as per the guidelines.

At the university level, the keynote speaker advocated for regular stakeholder engagements to ensure that every staff involved in the grant process is on board, developing policies for research development, and undertaking monitoring and evaluation of policies for learning outcomes to guide the next course of action.

During the question and answer session moderated by Dr. Venny Nakazibwe, the participants gained a deeper understanding on the need for the Project Principal Investigators, faculty and support staff to work together in all the processes of grant management and execution. In addition, participants reached a consensus that the existing structures at Makerere University namely the Deputy Vice Chancellor (Academic Affairs), Deputy Vice Chancellor (Finance and Administration), GAMSU, and the Directorate of Research and Graduate Training should consolidate the efforts towards grants management, reporting and compliance.

Closing the half day workshop, Prof. Nannyonga-Tamusuza explained that GAMSU is working with the different units within the University to integrate the grants management system with the financial domain in order to track the entire process.

She stressed that compliance starts when the Principal Investigator or researcher reads the call for a grant, and decides to apply. She reported that during the grant application processes, a number of issues and documents are requested for, including mentioning the structures in place to assist in the execution of the grant, as well as staff or offices, and available university policies, among others.

Prof. Nannyonga-Tamusuza thanked the participants for dedicating valuable time to listen to the different presenters and the keynote speaker, and for actively participating in the discussions. She also thanked Ms Ritah Namisango for moderating the workshop.

On December 5, 2024, the Julius Nyerere Leadership Centre (JNLC), in partnership with Konrad Adenauer Stiftung (KAS), concluded its three-day Youth Leadership Training Programme with a cross-generational dialogue on peace and security. This dynamic gathering, held in the serene gardens of Julius Nyerere Leadership Centre at Makerere University, brought together student leaders and alumni from various universities to exchange insights with seasoned experts and practitioners.

The “Ekyooto” Experience: Bridging Generations

The event, modeled after the traditional “Ekyooto” fireside gathering, facilitated open conversations between youth and experienced leaders. Discussions tackled peacebuilding, conflict resolution, gender, and regional politics. Participants explored innovative solutions to local and global peace and security challenges, enriched by intergenerational wisdom.

Leadership Perspectives      

Dr. Nansozi Muwanga, JNLC Executive Director, emphasised the dialogue’s purpose: bridging young and experienced voices to provide a holistic view of peace and security challenges. She lauded participants’ enthusiasm and highlighted their potential to translate lessons into actionable solutions for their communities.

Ms. Angella Kasekende of KAS highlighted the transformative nature of cross-generational conversations, sharing how similar dialogues had shaped her leadership journey. She stressed the value of interactive learning over information-heavy training, enabling participants to directly engage with experts.

Insights from Prof. Julius Kiiza

Prof. Julius Kiiza, a political science and political economy expert, delivered a thought-provoking presentation on Servant Leadership, Pan-Africanism, and Peacebuilding in the Great Lakes Region. Addressing the question Whose Security Counts?, he argued that true peace extends beyond the absence of war to encompass human, economic, and cyber security. He urged leaders to prioritize citizens’ welfare, economic opportunities, and meritocracy, framing these within the broader concept of Staatsbildung (state-building).

Key Themes and Reflections

• Human-Centered Security: Addressing unemployment, access to resources, and functioning institutions as prerequisites for genuine peace.
• Meritocracy and Good Governance: Advocating for competence-based leadership to drive national progress.
• Pan-African Aspirations: Exploring the potential for African unity, inspired by historical state-building models.

Cross-Generational Panel Explores Root Causes of Conflict

Moderated by Prof. Julius Kiiza, a distinguished panel at the Julius Nyerere Leadership Centre included Prof. Philip Kasaija, Prof. Helen Nambalirwa Nkabala, Ms. Joanna Grace Nakabiito, and Ms. Nashiba Nakabira. They addressed the root causes of conflict and strategies for peacebuilding, drawing insights from academia, policy, and practice to address the root causes of conflict, identity-related disputes, and the roles of youth and women in peacebuilding.

Root Causes of Conflict

The panelists identified marginalisation, greed, colonial legacies, and identity-based disputes tied to religion, ethnicity, or politics as key conflict drivers. To understand identity-based conflicts, participants were asked, “What non-negotiable rights are you ready to fight for?”

Prof. Nkabala urged a shift from a “hardware” focus on peace (guns and uniforms) to human security, emphasizing livelihoods, governance, and distinguishing positive peace from mere absence of conflict. She also highlighted the media’s dual role in fueling or resolving disputes, stressing the importance of trauma-informed peacebuilding and responsible journalism.

Prof. Kasaija categorised conflicts using the “conflict tree” framework, noting interconnections among colonialism, resource greed, and constructed identities. He highlighted the evolution of security from state-centered to human-focused, emphasizing individual well-being as a pillar of stability.

Ms. Nakabiito addressed the complexity of identity conflicts, which are deeply tied to self-concept and collective identity. She stressed the need to address marginalisation and dismantle media narratives that portray such disputes as irrational.

Tackling Conflict and Building Peace

Panelists agreed on the need for inclusive, multi-dimensional approaches to address the root causes of conflict. They emphasized leadership, collaboration, and proactive engagement by youth and women as essential for fostering sustainable peace. The discussion offered participants practical frameworks and insights to address challenges, inspiring them to drive transformative change in their communities.

Key Takeaways from Panelists:

Prof. Helen Nambalirwa Nkabala

• Advocated for a human-centric approach to peace and security, highlighting livelihoods, human rights, and the distinction between positive and negative peace.
• Stressed governance and representation as essential pillars for societal harmony.
• Emphasized the responsibility of the media in fostering peace, warning against dehumanizing language and sensationalism that escalate conflicts.
• Advocated for trauma-informed peacebuilding, urging the need to address unresolved trauma as a foundation for sustainable peace.
• Encouraged proactive youth and women’s leadership, suggesting readiness to act even with partial preparedness.

Associate Prof. Philip Kasaija

• Introduced the “conflict tree” framework, linking conflicts to colonial legacies, marginalization, greed, and constructed identities.
• Traced the evolution of security definitions from state-centric to human-centric approaches, emphasizing individual well-being as the ultimate security goal.
• Highlighted resource greed and grievances as intertwined conflict drivers, with examples from the DRC and Darfur.
• Addressed latent regional conflicts (e.g., border disputes) and urged comprehensive, inclusive conflict-resolution strategies.

Ms. Joanna Grace Nakabiito

• Examined identity-related conflicts, emphasizing their roots in self-concept tied to ethnicity, religion, or political ideology.
• Distinguished between necessary (group identity) and sufficient (marginalization) conditions fueling identity conflicts.
• Called for meaningful youth inclusion in peacebuilding, moving beyond token representation.
• Advocated for better coordination among youth empowerment initiatives to align with global and regional frameworks.

Ms. Nashiba Nakabira

• Highlighted the link between strong national institutions and regional integration, using South Sudan’s struggles as an example.
• Criticized barriers to intra-African movement and reliance on foreign donations, urging domestic resource mobilization.
• Addressed the gender disparities in peace processes, emphasizing the need for women’s capacity building in negotiation and diplomacy.

Mr. Robert Muhangi

• Urged youth to advocate for national peace and security action plans, ensuring resource allocation for youth training.
• Encouraged grassroots mobilization of small youth groups to engage in conflict resolution and peacebuilding.
• Highlighted the importance of integrating peace initiatives at the community level for broader impact.

Ms. Falade Olutoyin

• Questioned the persistence of patriarchy, advocating for gender equality as a pathway to women’s leadership and decision-making roles.
• Linked corruption to women’s marginalization, particularly in conflict zones, stressing the need to address governance flaws to enable women’s empowerment.

Core Recommendations:

• Address the Root Causes of Conflict: Focus on marginalization, resource greed, and identity-based grievances.
• Promote Human-Centric Security: Broaden definitions of security to encompass individual livelihoods and well-being.
• Empower Youth and Women: Foster meaningful participation in peace processes, ensuring capacity-building and leadership opportunities.
• Strengthen Institutions for Integration: Build robust national frameworks to facilitate effective regional collaboration.
• Leverage Media for Peace: Promote peace narratives and train journalists in peace reporting to prevent conflict escalation.
• Combat Corruption: Redirect resources from corrupt practices to inclusive governance and women’s empowerment.

This panel underscored the complexity of conflicts in Africa and the importance of a multi-faceted, inclusive approach to peacebuilding and governance. The discussion laid a foundation for actionable strategies to empower marginalized groups, harmonize initiatives, and foster a culture of sustainable peace. Here’s a summary of key insights and recommendations:

Key Issues Highlighted

Identity-Based Conflicts:

• Rooted in self-concept based on ethnicity, religion, or ideology.
• Often exacerbated by systemic marginalization and colonial legacies, as exemplified by the Tutsi-Hutu conflict.
• Requires addressing underlying marginalization to prevent escalation.

Youth and Women’s Participation:

• Youth face systemic barriers limiting their decision-making roles.
• Women are disproportionately affected by conflicts and underrepresented in peace processes.
• The intersectionality of age and gender adds layers of vulnerability, particularly for young women.

Structural Barriers:

• Weak national institutions hinder regional integration efforts.
• Fragmented initiatives lack coordination, undermining peacebuilding programs.
• Patriarchy restricts women’s roles in leadership and peacebuilding.

Abuse of Power in Professional Spaces:

• Women face exploitation and harassment in leadership contexts.
• Cultural and systemic issues discourage victims from seeking justice.

Corruption:

• Deepens economic inequalities, disproportionately affecting women in conflict zones.
• Diverts resources that could empower women and youth in leadership.

Educational Disparities:

• Women face additional challenges accessing quality education in conflict regions.
• Lack of networks and support makes it difficult for women to sustain leadership roles.

Recommendations and Insights

Enhancing Youth Engagement:

• Adopt and implement national action plans for youth inclusion in peace and security.
• Equip youth with skills through training programs like those led by the Julius Nyerere Leadership Centre.

Promoting Women’s Leadership:

• Increase investment in women’s capacity-building for preventive diplomacy and peace negotiations.
• Address systemic barriers to education and leadership, ensuring equitable resource allocation.

Strengthening Institutions:

• Build robust national frameworks to support regional integration and peace initiatives.
• Mobilize domestic resources to reduce reliance on foreign aid.

Addressing Gender-Based Violence and Harassment:

• Establish policies and support systems to protect women in professional and leadership spaces.
• Create safe avenues for victims to report abuses without fear of retaliation.

Building Networks and Coalitions:

• Foster coordination among peacebuilding initiatives to align with global frameworks.
• Encourage collective advocacy by women and youth to amplify their voices.

Continuous Learning and Advocacy:

• Encourage participants to stay informed about global and regional conflicts.
• Promote proactive steps toward leadership, utilizing knowledge gained from training sessions.

Looking Ahead

This transformative programme serves as a reminder that peacebuilding is a collective endeavor, requiring bold ideas, cross-generational collaboration, and unwavering commitment. The training and dialogue fostered a shared commitment to tackling peace and security challenges. As future leaders, participants were equipped with tools, perspectives, and networks to drive transformative change across Uganda and Africa.

Closing Remarks

The collaborative efforts of organisations like Konrad Adenauer Stiftung (KAS), Makerere University Rotary Peace Centre, and Julius Nyerere Leadership Centre highlight the value of mentorship and training. As emphasized by facilitators, this initiative is not only about expanding knowledge but also about equipping young leaders with tools to foster meaningful change. Furthermore, the cross-generational dialogue underscored the need for collective action, deliberate policy-making, and active participation to achieve sustainable peace and security in Africa.

Uganda joined the global community on December 3^rd, 2024, to commemorate the International Day of Persons with Disabilities, which promotes the rights and well-being of people with disabilities (PWDs).

According to the World Health Organization (WHO), in 2023, approximately 1.3 billion people worldwide live with significant disabilities, and many of them encounter substantial barriers to accessing higher education. Statistics from the Dean of Students Office at Makerere University indicate that the number of students with disabilities has steadily increased. For the 2024/2025 academic year, the university welcomed over 100 students with disabilities.

We spoke to Sam Omukaga, a 22-year-old first-year student pursuing a Bachelor’s in Adult and Community Education at Makerere University. He shared his testimony on coping with a physical disability while studying there.

Sam, the second of six children, comes from Manafwa District. He completed his Primary Leaving Examination (PLE) at Hope Primary School before attending Rock High School in Tororo for his O and A levels. He attained 12 points in History, Economics, Divinity, and Entrepreneurship.

Despite attaining 12 points, Sam did not qualify for the Bachelor of Education course on Government sponsorship at Makerere University, prompting him to seek other opportunities to join the university.

 “Since childhood, I have dreamed of attending Makerere University, but my parents could not afford the tuition. Therefore, I want to express my sincere gratitude to the Mastercard Foundation Scholars Program at Makerere University for giving me this opportunity to study. I used to think that Makerere was only for wealthy people,” Sam said.

When Sam enrolled at Makerere University, a place he believed was meant for the wealthy, he was pleasantly surprised by the warm welcome he received from his lecturers and fellow students, many of whom were older than him.

“As a student with a physical disability, I have never felt discriminated against. The university has made significant efforts to create a supportive environment for students like me. Students with disabilities enroll, study, and graduate with the same skills and qualifications as their peers,” noted Sam.

Although his condition sometimes restricts his movements, it has not impacted his social life. He actively participates in sports and entertainment, which has helped boost his confidence. In his village, he farms and teaches at a nearby primary school.

He urges all students living with disabilities to make friends with students who are not facing similar challenges because they need their help and support. He also encourages new students living with disabilities to enjoy every moment at the university.

“Some students living with disabilities tend to befriend others with disabilities, but I would advise them also to have friends without disabilities,” Sam guided.

Education plays a crucial role in determining one’s success. Therefore, Sam encourages all individuals with disabilities to study diligently.

“Being a student living with disabilities does not mean that one’s intellect is disabled. Focus on your education so that when an opportunity arises, you are prepared to seize it. Fortunately, policies in place encourage organizations to employ persons with disabilities. Read diligently, as books are a reliable source of knowledge,” Sam said.

As someone who walks on crutches, his biggest challenge is movement. He calls upon the University management to design facilities that accommodate students with different impairments, be it visual, auditory, physical, or cognitive.

What the University is doing

Under the office of the Dean of Students, Makerere University has led the implementation of strategies to create a supportive environment for students with disabilities.

According to Dr. Winifred Kabumbuli, the Dean of Students, the university has a policy for persons with disabilities (PWDs) and a disability scheme.

Upon admission, students are accommodated in halls of residence featuring designated spaces for improved accessibility. Dr Kabumbuli explained that “most PWDs occupy ground floor rooms in their respective halls, which helps to reduce accessibility challenges.”

Financial Assistance

However, that is not the only support available. Dr. Kabumbuli explains that students enrolled in the disability scheme receive financial assistance to help them acquire the necessary equipment and materials for their studies. Additionally, guides and interpreters for students who require these services are paid a salary for this support.

Helpers/Interpreters/Guides allowances

The helpers and interpreters are entitled to accommodation, meals, utilities, security, and sports facilities. The Main Library offers several exclusive benefits for persons with disabilities (PWDs).

According to Elizabeth Rwabu, the Inclusion and Safeguarding Officer at the Mastercard Foundation Scholars Program at Makerere University, the library features three rooms on the ground floor designated for PWDs: an equipped computer lab for users with visual impairments, a computer lab with accessible computers for PWDs, and a dedicated study room for PWDs.

Extracurricular activities are another area in which the university supports PWDs. Students participate in annual Inter-University games.

The Persons with Disabilities Act stipulates that a person in charge of a building to which the public is allowed to access shall, subject to the requirements of the law on building standards and other relevant laws, provide appropriate access for PWDs to the building. Right now, it is a University Council Policy that all new buildings must be user-friendly to students with disabilities. Most teaching facilities have ramps, lifts, and special access areas to improve accessibility for wheelchair users.

A winding ramp runs alongside the entire Frank Kalimuzo and Yusuf Lule Central Teaching Facilities. Some parts of Mary Stuart Hall, the Arts/CHUSS Building and old buildings like the Department of Chemistry have recently been fitted with ramps.

To ensure that laws safeguarding the rights of students and staff living with disabilities are fully implemented, the University set up a disability centre that serves as a one-stop facility for students with disabilities to access the necessary learning equipment, counsellors, and support.

Leadership

Students with disabilities participate in leadership at the hall, college and guild house levels.

Nature of disability

The following are some of the types of disabilities that are considered in the selection of applicants with disabilities for undergraduate courses at Makerere University

(a) Severe visual impairment
(b) Low Vision
(c) Severe Hearing impairment
(d) Hard of hearing
(e) Mobility appliances
(f) Physical Disability
(g) Albinism
(h) Chronic medical problems (sickle cell, Epilepsy, Asthma etc)