General
PhD training as a pillar in Uganda’s Economic and Sustainable Development
On 26th October 2015, The Guardian run an article by Tom Kariuki with an alarming title, albeit with a promise. It read “Africa produces just 1.1% of global scientific knowledge – but change is coming”. Therein, Mr. Kariuki, the Director of the Alliance for Accelerating Excellence in Science (ASEA) noted that his institution had been founded by the African Academy of Sciences (AAS) and the African Union’s New Partnership for African Development to award research grants to African universities, advise them on financial best practice and develop a science strategy for Africa.
Approximately seven (7) years later on 17th February 2022, the University World News website published an article by Wagdy Sawahel titled “Science output rising, but some countries’ yields still low” that showed that Africa had “made notable progress in the production of scientific knowledge in the past two decades, with a total share of 7.6% of contributions to the world of science and one-third of all international publications in tropical medicine.”
These revelations were made by Dr. Vincent Ssembatya on 25th April 2022 as he presented a rationale for PhD production to a visiting delegation from Norway. The delegation is attending the NORHED Week in Uganda, that is set to conclude on 29th April 2022 with a visit to the Uganda National Council for Science and Technology (UNCST).
“Among the top 10 high-producing countries in science in Africa there were six Sub-Saharan countries, namely; South Africa, Uganda, Nigeria, Kenya, Ethiopia and Tanzania” noted Dr. Ssembatya.
Coincidentally, South Africa which leads Sub-Saharan Africa pack at 437 also has the highest number of researchers per one million people. Uganda and Tanzania have 38 and 18 scientists per one million people respectively.
Dr. Ssembatya observed that the liberalisation of higher education in Uganda led to a more diverse and complex system, partly due to the growth in the number of public and private institutions and multiple stakeholders with diverging interests.
“Human resources were redistributed to support the elastic change in higher education provision with existing institutions seceding Human Resources to newly created ones; more PhDs were required to support the higher education system” he said.
Statistics shared by Dr. Ssembatya show that there are approximately 6,667 Higher Education students for every one million Ugandans, with only 44 of these being PhD holders. Whereas the current enrolment at universities requires more than 3,600 PhDs, the PhD count stood at only to 2,200 in 2020.
“PhD production capacity is stifled with about 100 PhDs per year with most of these produced at Makerere University. PhD productivity is coupled with research productivity in more ways than one; at Makerere every PhD student is required to have two publications, while the supervision of PhDs to completion is an incentive for promotion. Senior lectureship is required for supervision of PhDs” noted Dr. Ssembatya.
The PhD count at Makerere and the country as a whole could be attributed to the policy environment. Since the year 2000, Makerere University has had a requirement that every lecturer hold a PhD degree, the exception being the clinical medicine disciplines and those lecturers who were already serving prior to the policy enforcement. Furthermore, the National Council for Higher Education (NCHE) has modified the requirement for a PhD in universities to allow for the hiring of registered PhD students who are progressing normally.
“The modification to the PhD requirement was compelled by the difficulties of attaining a sufficient number of PhDs. It is estimated that Uganda has about 2,200 PhDs, amidst a requirement for over 10,000 PhDs according to a 2011 publication by the Uganda National Council for Science and Technology (UNCST).
“The current PhD deficit is over 8,000 PhDs. This deficit cannot be covered with the current production rate of about 100 PhDs per year” stressed Dr. Ssembatya.
Powell, Walter W.; Snellman, Kaisa (2004) define the knowledge economy or knowledge-based economy as an economic system in which the production of goods and services is based principally on knowledge-intensive activities that contribute to advancement in technical and scientific innovation. Statistics shared by Dr. Ssembatya revealed that Makerere accounts for 65% of the research output in Uganda. This statistic, coupled with the fact that the institution has the highest concentration of PhDs in Uganda shows a direct correlation between PhD numbers and knowledge production, an essential ingredient of the knowledge economy.
Discussing the presentation, Prof. John David Kabasa concurred that “a PhD should be a transformative tool helping us to get product and solutions to the market. Co-creation of knowledge at the level of PhD will liberate African from the conundrum of poverty.”
Furthermore, Prof. Kabasa pointed out the urgent need for PhDs to be anchored in the community so as to extract knowledge of the challenges faced and advise on policy formulation that is anchored and implementable at Local Government level.
Please see below for the presentation.
References
Powell, Walter W.; Snellman, Kaisa (2004). “The Knowledge Economy”. Annual Review of Sociology. 30 (1): 199–220. http://doi.org/10.1146/annurev.soc.29.010202.100037
The Vice Chancellor, Prof. Barnabas Nawangwe on 20th April 2026 inaugurated the Second Makerere University Health User Committee (Mak-HUC). The Committee was established by the Vice Chancellor in 2022 as part of his strategic mandate to strengthen and oversee the University’s health service delivery.
Chaired by Dr. Allen Kabagenyi from the College of Business and Management Sciences (CoBAMS), Mak-HUC has as its members; Prof. Josaphat K. Byamugisha-Director Makerere University Health Services (MakHS) and Dr. Daniel Ronald Ruhweza-Department of Law and Jurisprudence, School of Law.
Other members include; Dr. Arthur Kwizera-Department of Anaesthesia and Critical Care, College of Health Sciences (CHS) and Makerere University Academic Staff Association (MUASA) Representative, Dr. Lillian Tukahirwa-Makerere University Administrative Staff Association (MASA) Representative, Mr. Godfrey Othieno- National Union of Educational Institutions (NUEI) Representative, and as Secretariat, Ms. Kevin M. Nabiryo-Directorate of Human Resources.
The 2nd Mak-HUC has been appointed for a period of four years effective 1st January 2026 with a mandate to: Guide, monitor and oversee delivery of health services by MakHS; Represent the interests and concerns of staff and students that use MakHS; Advise on alignment with sustainable health financing and insurance models; Strengthen systems for fraud prevention, digital transformation and access to specialized treatment, among other responsibilities.
The 1st Mak-HUC was chaired by Dr. Allen Kabagenyi and had as members; Prof. Josaphat Byamugisha, Dr. Fred Mayambala, Dr. Zahara Nampewo, Mr. Othieno Godfrey, Mr. Apunyo Paul Okiria and Ms. Ikiriza Racheal. Milestones during the first era included; Outpatient Department visits growth from 4,802 (2022) to 7,388 (Nov 2025) for staff and 14,641 (2022) to 19,069 (Nov 2025) for students.
Others milestones included; Commissioning of a fully equipped Operating Theatre, Establishment of a modern Imaging Hub, Development of a fully functional Audiology Unit, Expansion of the Temporal Bone Laboratory, Launch of the Olink Proteomics Platform and Enhancement of the Dental Unit with 32 dental chairs and experienced personnel.
Related article: https://news.mak.ac.ug/2025/12/three-years-of-impact-makerere-university-health-user-committee-presents-status-report/
By Gerald Ochwo
On Monday, 20th April 2026, the Academic Registrar, Prof. Buyinza Mukadasi and his Senior Management Team (SMT) convened to witness the official handover of office within the Senate Division. The ceremony, attended by representatives from the Directorate of Internal Audit, marked an important moment of transition and continuity in the University’s academic administration. The outgoing Deputy Academic Registrar in charge of the Senate Division, Mrs. Patience Mushengyezi, formally handed over office to Ms. Gladys Khamili, who assumes the role in an acting capacity.
In his remarks, Prof. Buyinza Mukadasi underscored the significance of the transition, situating it within a broader institutional context. He observed that the Department of the Academic Registrar has, over the years, experienced a steady wave of retirements, particularly among senior staff. He noted that this trend is expected to continue, with a considerable number of experienced personnel due to retire within the next two years.
While acknowledging the institutional gaps created by these departures, he reassured staff that the University is actively addressing the situation to ensure the continued efficiency of the Department.
“You will agree with me that the Department has, over the years, witnessed the retirement of many senior colleagues. Their departure leaves behind a significant institutional gap. However, the University is fully aware and will address it through targeted recruitment,” he stated.
In her detailed handover report, which she delivered verbatim, Mrs. Patience Mushengyezi reflected on her tenure with gratitude and a deep sense of fulfillment. She paid tribute to the Vice-Chancellor, in his capacity as Chairperson of the University Senate, for his steadfast guidance and support throughout her service. She also expressed sincere appreciation to the Academic Registrar, Prof. Buyinza Mukadasi, for his pragmatic and results-oriented leadership.
“I remain deeply grateful for the support from the Vice-Chancellor and all members of Senate for the trust they accorded me. I equally thank the Academic Registrar, Prof. Buyinza, for his results-oriented approach to administration. His support enabled us to achieve remarkable progress under the DARP (Digitalization of Academic Records and Processes) Project, including the successful digitalization of Senate minutes, some dating as far back as the 1990s, which are now easily retrievable,” she noted.
Her remarks painted a picture of dedication, progress, and institutional strengthening, leaving behind a legacy that will continue to benefit the University.
In her acceptance remarks, Ms. Gladys Khamili expressed heartfelt appreciation to the Academic Registrar for the confidence placed in her. She acknowledged the weight of responsibility that comes with the role and pledged her commitment to upholding the standards and gains established by her predecessor.
She paid glowing tribute to Mrs. Mushengyezi’s exceptional service, noting that her impact within the Senate Division is both profound and enduring.
“I am truly honored by the trust bestowed upon me. I am committed to building on the strong foundation laid by Mrs. Mushengyezi, whose remarkable contribution and dedication will continue to inspire us all,” she said.
The ceremony not only marked the end of a distinguished era in the Department of the Academic Registrar, but also the beginning of a new phase, underscored by continuity, renewal, and a shared commitment to excellence in academic administration at Makerere University.
Gerald Ochwo is the Liaison and Communication Officer, Office of the Academic Registrar
At a time when Africa stands at the intersection of demographic opportunity and governance uncertainty, a powerful question is emerging across the continent: what kind of leadership will define Africa’s future?
This question took centre stage at the 2026 Julius Nyerere Leadership Lecture and Youth Conversations, held on April 13, 2026, at Makerere University. Convened by the Julius Nyerere Leadership Centre in partnership with the Council for the Development of Social Science Research in Africa (CODESRIA), the event brought together policymakers, scholars, diplomats, and youth leaders from across East Africa under the theme: “Africa’s Next Generation: Youth Agency and the Leadership Africa Needs.”
Held on the birth anniversary of Mwalimu Julius Kambarage Nyerere, the gathering was not merely commemorative. It was deliberately forward-looking—an effort to reinterpret Nyerere’s legacy in light of contemporary realities and to position young people as central actors in shaping Africa’s political, economic, and social trajectory.
A Defining Moment for Leadership in Africa
Opening the event, Dr. Nansozi K. Muwanga, Executive Director of the Julius Nyerere Leadership Centre, framed the conversation within a broader continental context marked by a rapidly expanding youth population, rising political awareness, and increasing demand for accountability.
“Africa is not short of potential,” she noted. “What is at stake is whether that potential is matched by the kind of leadership required to transform it into sustainable development and inclusive progress.”
Her remarks underscored a critical shift: young Africans are no longer passive participants in governance processes. Across communities, institutions, and political spaces, they are organizing, contesting, innovating, and demanding accountability. The challenge, she argued, is to ensure that this energy is channelled into ethical, competent, and service-oriented leadership capable of transforming institutions and delivering long-term change.
Reclaiming Unity as a Strategic Imperative
The importance of unity—long championed by Mwalimu Nyerere—featured prominently throughout the discussions. Representing Tanzania, Major General Paul Kisesa Simuli emphasized that Pan-Africanism must evolve from a historical ideal into a practical framework for cooperation and development.
“Africa’s unity is not optional,” he observed. “It is a necessity for survival in an increasingly competitive and interconnected world.”
He pointed to education, language, and shared values as critical foundations for building a cohesive regional identity, highlighting the need for deliberate investment in systems that strengthen cross-border collaboration. His intervention reinforced a central theme of the lecture: that regional integration and collective action are indispensable to Africa’s long-term stability and prosperity.
Leadership in Transition: From Authority to Influence
The keynote address by Israel Laryea provided a compelling reflection on how leadership itself is evolving. Drawing from Africa’s political history, he argued that the continent has moved through distinct phases—from liberation-era “builders,” to “controllers,” and now to a generation navigating democratic transitions that remain incomplete.
Yet, despite these transitions, a fundamental gap persists.
“Africa has never lacked leaders,” he remarked. “The real question is the kind of leadership each generation chooses to tolerate.”
In today’s context, he argued, leadership is increasingly shaped not only by formal authority but by influence, credibility, and the ability to mobilize and organize. Digital platforms have expanded access to information and participation, but they have also introduced new complexities—where visibility does not necessarily translate into power.
For young Africans, this presents both an opportunity and a challenge. While they are more connected and engaged than ever before, their influence in formal decision-making spaces remains limited. Bridging this gap requires a shift from digital engagement to structured political and institutional participation.
The Knowledge Question: Leadership and Intellectual Responsibility
A recurring theme across the lecture was the centrality of knowledge in shaping effective leadership. Scholars warned against the risks of historical distortion, shallow engagement with complex issues, and leadership divorced from intellectual grounding.
Discussions emphasized that Africa’s development challenges are not simply technical—they are deeply political and ideological. Addressing them requires leaders who are not only well-intentioned but also analytically grounded, historically informed, and ethically driven.
The idea that “ignorance remains one of the greatest obstacles to progress” resonated strongly, reinforcing the need for continuous learning, humility, and critical reflection as essential components of leadership.
Youth Leadership in Practice: From Ideas to Implementation
Beyond theory, the lecture provided a platform for young leaders to demonstrate how leadership is already being exercised in practical and impactful ways.
Across panel discussions, participants shared experiences in governance, entrepreneurship, and community development. These contributions highlighted a growing shift toward solution-oriented leadership, where young people are not waiting for opportunities but actively creating them.
Key insights emerging from these engagements included:
- The importance of policy reforms that enable youth participation, particularly in economic and governance spaces
- The role of innovation and technology in addressing local challenges and expanding opportunities
- The need for community-centred approaches that prioritize inclusion and social impact
What became evident is that Africa’s youth are not merely a demographic category—they are an active force shaping new pathways for development and leadership.
Intergenerational Dialogue: Bridging Legacy and Aspiration
The Ekyooto fireside conversations provided one of the most reflective moments of the event, bringing together seasoned leaders and emerging voices in an open and candid dialogue.
These conversations explored the deeper questions of identity, purpose, and responsibility. Participants emphasized that the future of Africa will depend on a generation that understands not only the challenges it faces but also the values and principles required to address them.
Lena Nyerere, representing the Nyerere family, highlighted the enduring relevance of Pan-Africanism as a vision rooted in unity, dignity, and collective progress. Her presence served as a symbolic bridge between legacy and the future—reminding participants that leadership is both inherited and redefined across generations.
From Reflection to Action
As the day concluded, a clear consensus emerged: Africa’s transformation will depend on the ability of its young people to move beyond participation toward active leadership and institutional influence.
This transition requires:
- Strengthening leadership development pathways
- Investing in education and critical thinking
- Expanding opportunities for meaningful participation in governance and policy processes
- Building a shared sense of Pan-African identity and purpose
Equally important is the need to move beyond episodic conversations toward sustained programmes, structured mentorship, and institutional support systems that enable young leaders to grow, collaborate, and lead effectively.
Looking Ahead: Reimagining Leadership for Africa’s Future
The 2026 Julius Nyerere Leadership Lecture and Youth Conversations ultimately served as more than a platform for dialogue—it was a strategic intervention in shaping Africa’s leadership trajectory.
As the Julius Nyerere Leadership Centre continues to expand its work in youth leadership training, regional engagement, and policy dialogue, the challenge ahead is clear: to translate ideas into action, and action into lasting institutional change.
Africa’s future will not be determined by its challenges alone, but by the quality of leadership that emerges to confront them. In this regard, the legacy of Mwalimu Julius Nyerere is not a static memory—it is a living framework for leadership grounded in service, unity, and responsibility. The task for this generation is to reimagine that legacy in practical terms, and to carry it forward with clarity, courage, and purpose.
-
Law1 week agoPre-Entry Examination for Admission to the Bachelor of Laws for 2026/2027 AY
-
General4 days agoApplications for Admission to Undergraduate Programmes 2026/27
-
Health1 week agoCourse Announcement: Certificate in Water, Sanitation and Hygiene (CWASH) – 2026
-
General2 weeks agoCall for Participants: 2026 Hainan International Youth Cultural Exchange Program
-
General5 days agoA Graceful Exit: Makerere Celebrates Patience Mushengyezi’s 26 Years of Service