General
Chinese Ambassador awards 24 Scholarships to Mak Students
By Ritah Namisango
“When he entered the room, they looked at him with beaming smiles, an expression of the sincere gratitude deep within. A true friend, he was representing a generous People and Country that saved them from dropping out of Makerere University!”
That was the mood on Tuesday 26th July, 2022 when the Ambassador of the People’s Republic of China to Uganda, H.E. Zhang Lizhong entered the Tele-Presence Centre at the Senate Building to officiate at the Scholarship Award Ceremony.
A total of 24 Makerere University students who are academically gifted, but challenged with raising tuition and functional fees received financial support to continue and complete their studies courtesy of the Chinese Ambassador’s scholarship programme.
H.E. Zhang Lizhong presented the scholarship package worth UGX 83 million to Makerere University Vice Chancellor, Prof. Barnabas Nawangwe at a colourful award ceremony witnessed by the beneficiaries and invited guests.
The 24 scholarship recipients currently in their third year of study were identified and supported during the second year of study, following documented evidence that they had performed well in the first year of study, but were struggling with payment of tuition and functional fees to move on to the next level. The Chinese Ambassador’s scholarship programme is coordinated by the Makerere University Gender Mainstreaming Directorate (GMD).
In her remarks, the Director GMD, Dr. Euzobia Mugisha Baine welcomed Ambassador Zhang Lizhong to Makerere University and commended him for continuity of the scholarship programme started by his predecessor. She thanked the Ambassador and the People’s Republic of China in general for the scholarship programme aimed at transforming lives of the scholars through provision of access to university education.
Providing an overview, Dr. Mugisha Baine pointed out that Makerere University signed the Chinese Ambassador’s scholarship contract in 2018 when the then Ambassador of the People’s Republic of China presented the scholarship programme as a sign of friendship and cooperation between the people of Uganda and China.
“In 2018, the Chinese Ambassador offered 30 scholarships to students who are academically talented, but economically disadvantaged to study at Makerere University. In 2020, the Chinese Embassy renewed this scholarship offer by supporting an additional 24 students with scholarships categorized into two – the Friendship Award and Excellence Award.
“To date, 54 scholarships have been awarded to students studying various programmes in the different Colleges at Makerere University. The first cohort started with the Academic year 2018/2019. Out of the 30 scholars in the first cohort, 26 had graduated as at May 2022. The second cohort of 2020/2021 are now in the third year of study and are 24,” highlighted Dr. Mugisha Baine.
She was happy to note that the scholars have continued to excel in their studies. “We are delighted that three (3) of the 26 graduates obtained first class degrees, fifteen (15) obtained second class upper degrees and the rest second class lower degrees. The remaining four (4) are pursuing programmes that are more than three (3) years and are expected to complete studies this semester.”
The Vice Chancellor, Prof. Nawangwe underscored the value of education by quoting a line from the speech delivered by President Nelson Mandela on 16th July 2003 at the launch of the Mindset Network in South Africa.
“Education is the great engine of personal development. It is through education that the daughter of a peasant can become a doctor, that the son of a mine worker can become the head of the mine; that a child of farm workers can become the president of a great nation.”
Nelson Mandela
Prof. Nawangwe informed the audience that although many people in Uganda value education, not everyone can access university education. He provided an account of telephone calls that he regularly receives from different parts of the globe requesting for scholarships to study at Makerere University. He also noted that every year, more than 1,000 students drop out of school due to lack of fees.
Based on this lived experience, Prof. Nawangwe saluted the Ambassador and People’s Republic of China for the generosity extended to students pursuing studies at Makerere University supported by the Chinese Ambassador’s scholarship programme.
Upholding the fact that there are many more students who would wish to receive such scholarships, the Vice Chancellor implored the lucky scholars to concentrate on their studies and use the knowledge acquired to contribute to the transformation of communities, Uganda and the world at large.
“Education will enable you to be a better person. Always remember that as a beneficiary under the Chinese Ambassador’s scholarship, you have a duty to create a positive change in your life, your families and communities. When you become a better person, we expect you to uplift your families and communities,” he said.
Prof. Nawangwe re-echoed to the students that Makerere University by virtue of a number of collaboration activities/programmes involving the Embassy of the People’s Republic of China, Chinese companies, the Confucius institute, and memoranda of understanding with universities in China accords them a number of golden opportunities to further their education.
Presenting the dummy cheque worth UGX 83 million to the Vice Chancellor, H.E. Zhang Lizhong congratulated the scholars on being awarded the Chinese Ambassador’s scholarship for Excellence and Friendship. The Ambassador pointed that for five consecutive years, nearly 100 students have received financial support to fulfill their dreams through the Chinese Ambassador’s scholarship, with some graduates already active in all walks of life in Uganda. He thanked the Vice Chancellor and staff of Makerere University for promoting education and cooperation between Uganda and China.
H.E. Zhang Lizhong disclosed that people-to-people exchange is an important component of the China-Uganda Comprehensive Cooperative Partnership. He was therefore happy to witness the fruitful results brought by the cooperation in the education field among China, Makerere University and the Ministry of Education and Sports.
The Ambassador acknowledged the Confucius Institute at Makerere University for the instrumental role played in cementing the relationships at different levels and partnerships involving Uganda and China. The Confucius Institute has facilitated classes and cultural exchanges that have enabled many Ugandans to learn Chinese.
“The first phase of language training has been completed successfully and 100 Ugandan teachers for Chinese language are able to teach Mandarin in schools in Uganda, and the second phase of 500 is in good progress,” he highlighted. He also stated that for the past five years, China has provided 5,000 training opportunities and government scholarships to Ugandans.
In line with the Ambassador’s address, the Director of the Confucius Institute at Makerere University, Dr. Gilbert Gumoshabe called upon the scholars to create time and participate in activities undertaken by the Institute. He also expressed readiness to work with the Gender Mainstreaming Directorate to come up with a schedule that would enable the scholars to learn the Chinese language and culture.
On behalf of the students, Ms. Daphne Naudho who is studying a Bachelor of Arts in Social Sciences profoundly thanked the Ambassador, the People’s Republic of China and Makerere University for according them the golden opportunity to complete their studies.
“Your generosity has inspired us to help others and give back to the community. Thank you for putting our feet on the path of true greatness and setting us on the path of true discovery,” remarked Naudo amidst applause from scholars.
Ms. Ritah Namisango, the Principal Public Relations Officer of Makerere University moderated the Scholarship Award ceremony as well as discussions between the Ambassador, the Vice Chancellor, the Confucius Institute, staff, scholars and the media.
General
Makerere University Leads EU-Funded MAGNETISE Project to Strengthen Gender Equality in Higher Education Across Sub-Saharan Africa
A consortium of African and European universities has intensified efforts to mainstream gender equality in higher education through the MAGNETISE project, with Makerere University taking a leading role in hosting a high-level workshop that brought together policymakers, researchers, and gender experts to reflect on institutional progress, persistent gaps, and future strategies.
The initiative, focused on Mainstreaming Gender in Higher Education Institutions in Sub-Saharan Africa (MAGNETISE), is supported by the European Union and implemented through a multi-country partnership involving institutions in Uganda, South Africa, and Europe. It aims to move beyond policy formulation to practical implementation, monitoring, and institutional accountability in gender equality.
At the heart of the discussions was a shared concern: while universities across the region have developed gender policies over the past decades, translating these frameworks into measurable, lived institutional change remains uneven.
A Consortium Approach to Gender Mainstreaming in Academia
Opening the workshop, held at Makerere University recently, the project lead, Professor James Acai Okwee who is also deputy Principal CoVAB, described MAGNETISE as a collaborative effort designed to strengthen institutional capacity for gender equality planning across higher education systems in Sub-Saharan Africa.
He explained that the consortium includes Ugandan partners such as Makerere University and Muni University, alongside South African institutions including University of KwaZulu-Natal, Rhodes University, and Nelson Mandela University. European partners include Katholieke Hoge school VIVES Zuid (VIVES) and KMOP Policy Centre from Belgium, as well as Research Innovation and Development Lab (ReadLab) and University of Peloponnese. The consortium also includes additional European academic collaboration through the University of Applied Sciences and related policy and research networks.
According to Acai, the core objective is not simply to produce policies, but to ensure universities develop functional gender equality plans supported by implementation tools, monitoring frameworks, and institutional accountability systems.
“We have had policies since the early 2000s, but the real question is: where is the implementation plan, and how do we track progress?” he noted. “If a policy says 40 percent representation for women in leadership, we must be able to measure whether that is being achieved.”
He emphasized that MAGNETISE would support training, capacity-building exchanges with European institutions, student engagement programmes, and the development of a digital knowledge hub for gender equality.
Makerere University’s Institutional Position on Gender Equality
Representing university leadership, Dr. Suzan Mbabazi of Makerere University’s Gender Mainstreaming Directorate reaffirmed the institution’s commitment to advancing gender equality across its academic, research, and community engagement mandate. She highlighted significant progress made over more than two decades, citing policies such as the Gender Equality Policy and the Regulations Against Sexual Harassment, alongside governance frameworks that have institutionalized gender equity. Makerere has also established key structures, including the Institute of Gender and Development Studies and the Gender Mainstreaming Directorate, to coordinate initiatives across faculties. Yet, Dr. Mbabazi cautioned that structural achievements do not erase systemic challenges. “Despite progress globally and locally, we must acknowledge persistent gaps, biases, and inequalities within higher education institutions,” she said, stressing the need to bridge policy and practice. She urged participants to prioritize awareness creation, institutional analysis of existing gaps, and deliberate action to dismantle structural barriers. Reaffirming management’s support, she called for continued collaboration among institutions and stakeholders to sustain momentum in gender mainstreaming.
Preliminary Survey Findings Reveal Mixed Progress
Presenting the initial findings of a university-wide survey, Dr. Peace Musiimenta of the School of Women and Gender Studies at Makerere University revealed that responses from 82 participants across various units highlight both progress and persistent challenges in advancing gender equality. While many acknowledged strides in gender mainstreaming, structural and cultural barriers remain entrenched. The study found that although gender policies exist, their implementation is often inconsistent, and initiatives risk being treated as isolated projects rather than integrated institutional practices. Dr. Musiimenta noted that some staff perceive gender programs as overly focused on women, fueling resistance and ideological tensions within academic spaces. She emphasized that the challenge is no longer the absence of policy but the need to ensure visibility, ownership, and effective application of existing frameworks to embed gender equality across the institution.
Gender Audit Highlights Structural Gaps and Progress
Expanding on the institutional audit, Dr. Florence Ebila outlined the methodology and preliminary findings of the gender audit conducted between May and June 2026.She explained that the audit examined institutional policies, governance systems, practices, organizational culture, and perceptions of gender equality.
The study drew data from multiple administrative units including human resources, academic registrars, estates and works departments, and student leadership structures. Ebila reported that Makerere University has made significant institutional progress, including the establishment of gender-focused units and integration of gender considerations into teaching, research, and governance. However, she identified persistent disparities in representation, particularly in science-related disciplines where male staff and students remain dominant.
She also highlighted infrastructural gaps, noting that while newer buildings are increasingly accessible, several older facilities lack adequate support for persons with disabilities and other vulnerable groups.
Another concern raised was limited gender-responsive budgeting, with insufficient allocation of resources to sustain gender mainstreaming activities across all units. “The challenge is not just policy design, but operationalization at all levels of the institution,” she said.
Gender, Identity, and Institutional Culture: A Critical Reflection
A keynote reflection by Dr Josephine Ahikire introduced a deeper theoretical lens to the discussion, situating gender mainstreaming within broader questions of institutional power, identity, and cultural norms.
Ahikire emphasized that gender mainstreaming is not a technical exercise but a structural transformation process that challenges entrenched systems of privilege.
She used the example of Makerere University’s centenary monument, where a male graduate is prominently positioned in front view while a female graduate is placed at the rear, to illustrate how symbolic representations can reflect deeper institutional biases.
“What appears natural often hides embedded inequality,” she argued. “Even symbolic structures matter because they reflect how institutions imagine gender.”
Ahikire acknowledged Makerere University’s progress in policy development and institutional frameworks but cautioned that deeper cultural transformation is still required.
She emphasized the need to interrogate curriculum design, research systems, and informal institutional practices that may perpetuate inequality despite formal commitments to inclusion.
She further argued that gender discourse must retain its political dimension, noting that terms such as feminism should not be avoided but engaged critically in order to address structural inequality.
“Gender equality work is not about comfort,” she said. “It is about questioning established norms and rethinking how power is distributed.”
Institutional Achievements and Remaining Challenges
Across presentations, several common themes emerged.
Participants acknowledged that Makerere University has developed one of the most advanced gender mainstreaming frameworks in the region, including:
- A dedicated gender equality policy framework
- Sexual harassment regulations and safeguarding policies
- Institutional gender mainstreaming structures
- Student engagement programmes and gender clubs
- Scholarships supporting women in science and disadvantaged backgrounds
- Increasing integration of gender into teaching and research
However, speakers consistently highlighted persistent challenges, including:
- Limited implementation of gender policies at departmental level
- Uneven representation of women in senior academic ranks
- Infrastructure gaps affecting accessibility and inclusion
- Weak gender-responsive budgeting mechanisms
- Resistance and misunderstanding of gender equality concepts
- Fragmentation of gender work across isolated units
Towards a Comprehensive Gender Equality Plan
A key outcome of the MAGNETISE project is the development of a comprehensive institutional gender equality plan for Makerere University, supported by monitoring tools and a sustainability framework.
The plan is expected to consolidate existing policies into a coherent implementation strategy, linking institutional commitments to measurable outcomes.
It will also include a handbook for monitoring gender equality initiatives and a digital platform for knowledge sharing among students and staff.
Project leaders emphasized that sustainability will depend on institutional ownership beyond donor funding, particularly through integration into university governance systems.
A Continuing Institutional Journey
The workshop concluded with a shared recognition that gender equality in higher education remains a work in progress, requiring sustained institutional commitment, cultural transformation, and accountability mechanisms.
While Makerere University has made notable progress over the past decades, speakers agreed that the next phase of gender mainstreaming must focus on implementation, visibility, and structural change.
As the MAGNETISE project continues across partner institutions in Africa and Europe, it positions itself not only as a research initiative, but as a long-term institutional reform effort aimed at reshaping how universities understand and operationalize gender equality in higher education.
General
Makerere University Set to Develop Curriculum to Transform Graduate Supervision and Mentorship
By Moses Lutaaya
KAMPALA – Makerere University is set to develop a curriculum for a specialized Certificate Course in Supervision and Mentoring for Graduate Training and Higher Education Management, in a move aimed at professionalizing graduate supervision and strengthening the capacity of academic staff to deliver quality postgraduate education.
The proposed programme will equip academic staff with advanced competencies in graduate-level teaching, research supervision, mentorship, and higher education management, while supporting the University’s agenda of improving the quality and relevance of graduate training.
The curriculum development process was discussed during a Stakeholders’ Curriculum Development Consultation Workshop held on Thursday, 18th June 2026 at the Senate Building Telepresence Hall, Makerere University.
The workshop, organized by the Directorate of Graduate Training in collaboration with the Centre for Teaching and Learning Support (CTLS), brought together curriculum specialists, academic staff, and higher education stakeholders to review and enrich the proposed curriculum before it proceeds through the University approval processes.
Participants included 11 lecturers from the College of Engineering, Design, Art and Technology (CEDAT), 3 from the College of Agricultural and Environmental Sciences (CAES), 2 from the College of Veterinary Medicine, Animal Resources and Bio-security (CoVAB), 1 from the College of Humanities and Social Sciences (CHUSS), 4 from the College of Education and External Studies (CEES), among others.
The National Curriculum Development Centre (NCDC) was represented by Dr. Patrice Ssembirige, Deputy Executive Director in charge of Curriculum Review and Instructional Materials Development. The Centre for Teaching and Learning team was led by Dr. Dorothy Ssebowa, while Dr. Stephen Wandera coordinated the workshop.
Addressing participants, Prof. Julius Kikooma, Director Graduate Training at Makerere University, said the curriculum development initiative is central to strengthening graduate education and ensuring that academic staff are adequately prepared to support postgraduate learners.
Prof. Kikooma noted that Makerere University is targeting an increase in graduate student enrolment to 50 percent of the total student population, but emphasized that this ambition must be matched with investment in the capacity of academic staff who supervise and mentor students.
“We can get many graduate students, but if the people supporting them do not have the right tools and preparation, we will still have challenges,” Prof. Kikooma said.
He explained that the initiative responds to University policies requiring academic staff teaching graduate students to undergo pedagogical training, while those supervising graduate research must undergo specialized preparation in supervision and mentoring.
Prof. Kikooma said graduate supervision requires deliberate preparation because supervisors play a central role in shaping research quality, student success, and the overall effectiveness of postgraduate programmes.
He further emphasized Makerere University’s responsibility as a leading institution in the region.
“We have a double expectation. We must support the country to achieve its aspirations in national development, but we also have an expectation from other institutions to support them in building graduate training capacity. In that sense, we are a trainer of trainers,” he said.
Speaking on behalf of the National Curriculum Development Centre (NCDC), Dr. Patrice Ssembirige commended Makerere University for adopting a consultative and inclusive approach to curriculum development.
He noted that education systems globally are undergoing significant transformation, requiring continuous curriculum review and alignment with emerging needs.
“Education systems globally are undergoing significant transformation, and in Uganda, NCDC has been leading and spearheading the implementation of the competency-based curriculum,” Dr. Ssembirige said.
He explained that NCDC has developed competency-based curriculum frameworks at primary and lower secondary levels and is currently advancing reforms at upper secondary level, which feeds into higher education institutions.
Dr. Ssembirige said the new curriculum presents an opportunity to align graduate training with global trends, Sustainable Development Goals (SDGs), international best practices, and national development priorities.
“As we develop this curriculum, we need to align with global trends, SDGs and international best practices. We also need to undertake comparative analysis because curriculum reforms are taking place across East African Community states,” he noted.
He encouraged developers to ensure that the programme follows competency-based principles and equips participants with relevant 21st-century skills.
“Since we are talking about competency-based curriculum, we must be cognizant of the principles of competency-based education and ensure that we develop skills that fit the demands of the 21st century,” he added.
Dr. Dorothy Ssebowa, Director of the Centre for Teaching and Learning Support at Makerere University, said the initiative marks an important step in strengthening professional development for academic staff involved in graduate education.
She noted that effective supervision requires more than disciplinary expertise, but also skills in mentorship, communication, research guidance, ethics, assessment, and student support.
“The quality of graduate education depends on the quality of mentorship and supervision we provide. This curriculum will strengthen the capacity of academic staff to guide graduate students effectively, improve research outcomes, and uphold the standards expected of a leading university,” Dr. Ssebowa said.
She added that the Centre for Teaching and Learning will continue working with the Directorate of Graduate Training, academic colleges, curriculum specialists, and regulators to ensure the programme remains relevant and impactful.
During the workshop, stakeholders reviewed the proposed curriculum structure, course content, competency areas, assessment strategies, quality assurance mechanisms, and alignment with national and international standards.
Once finalized, the programme is expected to strengthen graduate supervision at Makerere University and serve as a model for professional development across higher education institutions in Uganda and beyond.
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