Law
Inaugural Makerere Law Journal Symposium held
The Makerere University School of Law (SoL) held the Inaugural Makerere Law Journal (MLJ) Symposium on 17th June 2022 under the theme, ‘Charting the Course and Diversifying Scholarly Content’. The symposium was held to give opportunity to authors of outstanding papers in recent issues of the MLJ to present their work to the general membership of the Makerere Law Society (MLS) and the public. The symposium was supported by the Public Interest Law Clinic (PILAC), SoL.
The MLJ is a student-edited law journal published by the SoL under the auspices of the law students’ union, MLS. The journal founded in 1971 considers submissions from legal writers, students, and scholars within Uganda and beyond. Quoting the pioneer editor of the MLJ, Daniel Omara Atubo, ‘the journal was intended as a medium for discourse on the immense problems of law’. The submissions may be for education purposes; aimed at causing law reform in the jurisprudence of Uganda or other African jurisdictions on matters of legal doctrine and philosophy; human rights; public policy; governance; economics among others.
Previously, the MLJ was printed annually, however, it is now a free-access online publication that considers, reviews and publishes submissions on a rolling year basis throughout the year. Access issues of the MLJ here: https://makererelawjournal.org/. At the inaugural symposium four papers were presented and interrogated by subject experts. Highlights of the papers are detailed below.
Tukwatanise Hans Rwantangare presented his paper titled, ‘A Case for The Application of the Theory of Deferred Indefeasibility in Uganda as an Instrument to Promote Indefeasibility of Title Under the Registration of Titles Act’. Abstract: The theory of deferred indefeasibility as opposed to immediate indefeasibility is presented as a means to improve security of title today. A comparison is made of the relative merits and demerits of the two theories of deferred and immediate indefeasibility. In so doing, the aim is to reconcile the outdated theory of immediate indefeasibility with the modern legal regime and to preserve its relevance in the prevailing socio-economic situation. In a comparative analysis, other jurisdictions, especially Canada are studied to ascertain how they have evolved their interpretation of the same. Inevitably, indefeasibility, as a concept of real property is analysed considering human rights perspectives as relatively impacted by the two theories.For more about Hans’ paper click: https://makererelawjournal.org/view-publication/35. The paper was discussed by Dr. Rose Nakayi, Senior Lecturer at SoL. Dr. Nakayi is a seasoned expert in land law and rights and an advocate for the reform of the mailo land tenure system.
Fatumah Ramathan-Nabulya presented her paper which had reviewed a case Baryamureeba V Kabakonjo Abwooli. In her review she argued that it was ‘A Win for Women’s Property Rights in Cohabitation’. Abstract: Marriage, especially at its dissolution, tends to be contentious owing to its cross cutting effects on property rights, children custody, spousal maintenance among others. It is more complex when that “union” is not legally recognized. Over 65% of Uganda’s couples are left out under the law because their arrangements are not contracted in accordance with the laws provided for. This potentially subjects women to unequal social laws (patriarchy) usually with no legal remedies. Hence, marriage, due to its overarching effects, can be breeding ground for the entrenchment of gender inequality. This paper reviews a High Court decision through which judicial activism is employed to lessen the plight of cohabiting women. Due to the time they have been in operation, it is often difficult to see our matrimonial laws for what they really are; patriarchal and gender indiscriminate. There is need for Judges to be fully alive to the history of these laws and the debates that led to their passing, to correct the wrongs of history.For more about Fatumah’s paper click: https://makererelawjournal.org/view-publication/23. Dr. Diana Musoke, Senior Lecturer, Islamic University in Uganda and expert on family law discussed the paper.
‘The Human Rights Implications of Uganda’s Borrowing’ paper was presented by Ruth Muhawe. Abstract: The relationship between the sovereign debt of developing countries and the protection of the social rights of citizens in those countries has received considerable analysis from the economic, political and moral perspectives, but relatively little has been written from the legal point of view. Consequently, this paper provides legal insights into the lingering crisis that sovereign debt poses to human rights, with a specific focus on the economy of Uganda. The paper is particularly concerned with examining what Uganda’s debt burden means for the basic observance and enjoyment of human rights by its citizens of both the present and the future.For more about Ruth’s paper click: https://makererelawjournal.org/issues (MLJ 2019 Issue) A constitutional law and international law expert, Dr. Busingye Kabumba, Senior Lecturer at SoL was the discussant of the paper.
A joint paper titled, ‘The Legal Risks of Cryptocurrency On State Sovereignty; A Case Study of Uganda’ was presented by Ntamugabumwe Victor & Joshua Kingdom. Abstract:State sovereignty is conventionally known to mean that all states are equal under Public International Law, the decisive criterion being effective power over territory and people. Indeed, the most rudimentary definition of a state is the organization of power over territory and people within that territory. However, sovereignty today depends much on the state’s monetary independence – the state’s capacity to control the flow of money and currency in their jurisdiction. With the constant evolution of money transactions from Cash to credit and then to crypto, the state must always be ready for each revolution so that sovereignty is kept. Cryptocurrencies work outside the existing legal financial framework and as such avoid the state’s invented structure to control their monetary policies, stability to achieve sovereignty.For more about the paper click: https://makererelawjournal.org/view-publication/17
Law
Call for Applications – Makerere University School of Law-Leiden University Exchange Scholarship
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.
Law
Enhancing Legal Education: Capacity Building Workshop for Competence-Based and Clinical Teaching at Makerere Law School
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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