Do you want to study European law in Leiden for a semester? The Leiden Centre for Comparative Regional Integration (CompaRe) is offering exchange scholarships to study EU law at Leiden University, The Netherlands. The scholarship is for Makerere University LLD students or LLM students researching regional integration related issues or planning to pursue an EAC related LLD/PhD. The one semester long exchange programme will take place during the Spring semester 2026/2027 at the renowned Leiden Law School. Students will study courses on EU law and regional integration and participate in research activities of CompaRe. The CompaRe exchange is connected to an Erasmus+ scholarship which covers travel, housing and living expenses. Please note this is not a PhD programme. The exchange programme largely aims to assist LLD/PhD and graduate research and train the candidate in regional integration law, but does not lead to a Leiden PhD or Masters.

CompaRE:
CompaRe is a Jean Monnet Centre of Excellence on comparative regional integration, and forms an integral part of the Europa institute of Leiden University. Our mission is to use our expertise for two primary aims:

1. To stimulate and support the process of regional integration around the globe.
2. To broaden and deepen academic understanding of regional integration through academic exchange and collaboration and comparative research between the EU and other forms of regional integration.

Whilst achieving these aims, CompaRe always respects its guiding principle that regional integration must be custom designed for each region and must reflect the unique cultures and identities of the peoples involved. Regional integration can never be a copy-paste exercise, though the successes and failures of the EU provide valuable lessons that can be translated to other contexts.

The CompaRe-exchange programme:
The CompaRe-exchange programme is taking place during the Spring semester in 2027 (February 2027 to June 2027). During this exchange, the participants are following a determined selection of legal courses at Master-level, covering inter alia EU Institutional Law and Internal Market Law. For the exchange period, participants are recognized as exchange students at Leiden University.

Participants will receive a transcript of the completed courses and proof of their exchange period at Leiden University. Note, however, the CompaRe-exchange programme covers only a one semester exchange period. It does not lead to the award of a Master degree or a PhD position at Leiden Law School.

Besides following the determined courses, participants will contribute to the (research) activities of CompaRe. This part of the programme also allows work on own research, including the preparation of a PhD proposal for your home university or, preferably, work on already ongoing PhD or Masters project, where you may benefit from feed-back and academic discussions from staff at Leiden Law School.

Eligibility for the exchange programme:

The exchange programme is open to 1) Students that are pursuing a LLD-track Makerere University, preferably on EAC related topics, 2) LLM students at Makerere University that are pursuing or preparing to engage on an EAC related topic for their dissertation. Applicants need to possess the necessary proficiency in the English language (TOEFL test (overall score of 100 Internet-based) or IELTS test (overall score of 7.0), or Cambridge English Proficiency certificate (CPE)) to be eligible for the exchange programme. If an applicant does not yet possess an appropriate certification of the required English proficiency, it is necessary to complete such certification prior to admission to Leiden University.

Scholarship:
The exchange programme is covered by an ERASMUS+ scholarship, which consists of a monthly allowance and an allowance for travelling expenses. Furthermore, possible costs for completing the required language test as well as visa application costs are covered by the scholarship.

How to apply and Required Documents:
Applicants have to send a short motivation letter (500 words), a CV/resume, a short LLD/LLM research proposal/ draft chapter, previous writing samples (if possible), and the required language certificate (if already completed). LLM students should have completed their first year of study and should submit a testimonial.

Applicants should send their motivation letters and other relevant documents to
dean.law@mak.ac.ug before 5pm on Sunday 19th July 2026. Copy to aderos39@gmail.com

Females, persons with disabilities and students with fewer opportunities are strongly encouraged to apply.

Assessment Process

The School of Law will constitute a small committee that will review the applications and select the best applicants based on focus on EAC law and regional integration related issues, academic and professional experience, as well as overall motivation. Subsequently, CompaRe will also assess the applications. The selected candidates will be informed by 15^th August 2026, and can then start the formal registration process with Leiden University.

Further information
For further information, please visit our website https://law.mak.ac.ug or visit the website of CompaRe. You can also contact the Dean, Makerere University School of Law Ronald Naluwairo via dean.law@mak.ac.ug/naluwairo1@gmail.com or contact prof. A. Cuyvers via a.cuyvers@law.leidenuniv.nl.

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The Vice Chancellor, Prof. Barnabas Nawangwe, has commended the leadership and faculty of Makerere University School of Law for their outstanding contribution to graduate training, research, and academic excellence, describing the School as one of the key drivers of Makerere University’s growing international reputation.

The commendation was made during the Vice Chancellor’s ongoing engagements with Colleges, Stand-alone Schools, and Institutes, aimed at strengthening the management and administration of graduate training and research across the University. The visits form part of a broader initiative to assess progress in graduate education, identify emerging opportunities, and address challenges affecting research and postgraduate studies.

Prof. Nawangwe applauded the School of Law for achieving the University’s Strategic Plan target of 40% graduate student enrolment, describing the milestone as a testament to the School’s commitment to producing highly skilled professionals and researchers.

He emphasized that graduate education, particularly doctoral training, is fundamental to national development. Drawing lessons from countries such as the United States and China, the Vice Chancellor observed that a nation’s number of PhD holders per capita is closely linked to its capacity for innovation, research, and socio-economic transformation.

“The countries that lead in research, innovation and industrial development have invested heavily in doctoral education. The number of PhDs per capita is a strong indicator of a country’s ability to generate knowledge and solve societal challenges,” he noted, urging the School to continue expanding graduate enrolment while maintaining high academic standards.

Prof. Nawangwe further praised the School’s vibrant Staff Colloquia Series, describing it as an important platform for promoting scholarly engagement, mentorship, and interdisciplinary collaboration among academic staff and graduate students.

He also commended the School’s growing research focus on Environmental Law, particularly water governance and sustainability, noting that these priorities align well with Makerere University’s strategic commitment to addressing pressing environmental and climate-related challenges through research and innovation.

The Vice Chancellor highlighted the proposed collaborative Master’s Programme in Environmental Diplomacy between Makerere University and University of Padua as an example of the University’s efforts to develop specialized graduate programmes that respond to emerging global priorities while strengthening international academic partnerships.

To further support the School’s ambitions, Prof. Nawangwe reaffirmed the University’s commitment to facilitating the establishment of new Centres of Excellence, revitalizing the Environmental Law Centre (ELC), and implementing measures to strengthen staff recruitment and promotion.

He observed that investing in strong academic staff and research infrastructure remains central to Makerere University’s vision of becoming a research-led institution that contributes solutions to national, regional, and global development challenges.

The Vice Chancellor encouraged the School’s leadership and faculty to sustain the momentum in graduate training, research productivity, and international collaboration, noting that their achievements continue to enhance Makerere University’s standing as a leading centre of academic excellence in Africa.

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Uganda’s higher education system is undergoing a transformative shift through the adoption of a competency-based curriculum (CBC) starting in 2026-2027, aimed at producing graduates with both theoretical knowledge and practical skills suited to the modern labor market. This shift emphasizes balancing doctrinal learning with experiential and clinical legal education, necessitating increased capacity among faculty members, many of whom currently lack formal training in curriculum development, assessment methods, and clinical supervision. Aligning with national development goals focused on human capital and ethical workforce development, the reform seeks to produce well-rounded, adaptable legal professionals equipped to address Uganda’s socio-economic challenges.

In response, Makerere University’s School of Law organized a capacity-building workshop on June 19th, 2026, at Kalanoga Resort Beach, to strengthen lecturers’ skills in delivering practical legal education. The workshop was attended by a diverse group of professionals, including representatives from Makerere University, National Curriculum Development Centre, and the Islamic University in Uganda.

This initiative underscores Makerere Law School’s dedication to producing practice-ready legal professionals through continuous faculty development and experiential learning. The workshop focused on equipping faculty with innovative teaching strategies, assessment techniques, and clinical supervision skills essential for effective curriculum implementation. Beyond faculty development, Makerere Law School has advanced its commitment to experiential learning through its Public Interest Law Clinic (PILAC).

Remarks by Participants

In his opening remarks, Prof. Ronald Naluwairo, the Principal School of Law, Makerere University highlighted a diverse set of practical experiences offered by the PILAC—including internships, externships, moot court competitions, legal aid outreach, simulation exercises, public interest litigation, and community legal literacy programs, that foster students’ legal skills, ethical awareness, and community engagement. These comprehensive efforts aim to cultivate a new generation of ethically grounded, community-oriented legal professionals ready to contribute meaningfully to Uganda’s development.

In his remarks, Professor Mukadas Buyinza, Academic Registrar, Makerere University emphasized Uganda’s commitment to transforming higher education through the adoption of competency-based and clinical legal education. He highlighted the importance of curriculum redesign, innovative teaching methodologies, and assessment reforms to equip graduates with practical skills, core values, and the right attitudes. Acknowledging the pivotal role of universities in driving socio-economic development, he advocated for sustained investment in capacity building, digital learning, and strategic partnerships. Professor Buyinza also called on institutions to embrace innovation and institutionalize confidence-based approaches to learning. Ultimately, he underscored the critical need for active stakeholder engagement to strengthen Uganda’s leadership in experiential, value-driven legal education—ensuring that graduates are ethically grounded and competently prepared to address societal needs.

Key Highlight from the Training

The education system prioritizes comprehensive assessment and curriculum design based on principles like authenticity, reliability, transparency, performance focus, and technology integration to produce ethically and professionally capable graduates. Lecturers play a vital role, requiring competencies in communication, research, curriculum development, technology, and ongoing professional development to adapt to emerging challenges such as AI and digital tools.

Uganda’s shift to competency-based education and curriculum reform aims to produce relevant, skilled, and ethically grounded graduates through innovative teaching, rigorous assessment, and continuous curriculum review involving diverse stakeholder input and international benchmarking. Curricula are systematically updated to align with societal, labor market, and global standards.

Assessment practices include formative, summative, diagnostic, performance-based tasks, self-evaluation, and peer review, guided by principles of authenticity, reliability, transparency, and technological use. Both traditional and innovative methods like interviews, debates, projects, and exams are employed.

Educational programs focus on developing diverse competencies, including foundational knowledge, critical thinking, social skills, practical skills, communication, ethics, digital literacy, research, lifelong learning, and vocational skills. Pedagogical approaches such as case-based learning, collaborative activities, environment and community-based learning, and digital platforms promote active engagement and practical skills, ensuring relevant and adaptable higher education.

Innovative practical teaching approaches incorporate community engagement and real-world assessments, to enhance student learning and relevance. There is need for careful student grouping, honest assessment, and resource allocation, including budgeting and support for field activities and student mobility, to effectively implement reforms and improve educational outcomes.

Transitioning to competency-based education must focus on developing knowledge, skills, values, and attitudes through student-centered, interactive teaching methods.

Recommended approaches include participatory lectures, simulations, clinics, internships, case studies, problem-based learning, workshops, research projects, seminars, guest speakers, and audiovisual tools—all aimed at ensuring students acquire relevant competencies aligned with national, regional, and institutional goals.

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