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
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
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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