Participants in a group photo with the Principal of CAES, Prof. Gorettie Nabanoga (C), who presided over the event on 28th July 2022, Yusuf Lule Central Teaching Facility, Makerere University.
Diversity and Inclusion (D&I) in Leadership and Training: The project funded by Michigan State University’s Alliance for African Partnership (AAP), under the Transforming Institutions Strategic Funding seeks to deepen knowledge and sensitivities on diversity and inclusion at the participating institutions.
The Department of Extension and Innovation Studies, College of Agricultural and Environmental Sciences (CAES), Makerere University on 28th July 2022 held the second workshop on diversity and inclusion for management and staff from participating institutions. The activity held at the Yusuf Lule Central Teaching Facility at Makerere University was graced by the Principal of CAES, Prof. Gorettie Nabanoga. It featured expert presentations on integrating diversity and inclusion in teaching, training and community engagement; exploration of inclusive teaching and research; as well as cultivation and nurturing diverse and inclusive environments.
CAES Principal, Prof. Gorettie Nabanoga addressing participants at the second D&I workshop held at the Yusuf Lule Central Teaching Facility at Makerere University.
About the D&I Project
The Diversity and Inclusion in Leadership and Training project, funded by Michigan State University’s Alliance for African Partnership (AAP), under the Transforming Institutions Strategic Funding is implemented by Michigan Fellows Agribusiness Initiative (MFAI), Makerere University (Mak), and Michigan State University (MSU)-African Studies Centre. The project features a series of trainings aimed at deepening the knowledge and sensitivities of participating administrators, faculty, staff and youth leaders on matters of diversity and inclusion. The overarching objective of the project is to increase the representation of categories of people typically marginalized from leadership and decision-making processes such as women, people living with disabilities and youth from low income earning families. The project Principal Investigator (PI) at Makerere University is Prof. Nelson Turyahabwe, Head, Department of Extension and Innovation Studies at CAES.
Participants at the workshop.
Presentations at the workshop
Addressing participants at the workshop, the Principal of CAES, Prof. Gorettie Nabanoga, emphasized the importance of inclusivity in all University programmes. “Inclusivity is extremely important and starts with us as individuals. It is important for fulfilling the University mission and core values and each one of us, regardless of our shortcomings has a contribution to make. We must therefore be intentional on diversity and inclusion and must always practice fairness and justice in our pursuit for inclusivity,” she explained.
The D&I project PI at Makerere University, Prof. Nelson Turyahabwe presents the needs assessment report.
The Institutional Diversity and Inclusion (D&I) Capacity and Needs Assessment at Makerere
Sharing the project findings on Makerere University, the PI, Prof. Nelson Turyahabwe indicated that some of the University policies do not outrightly address issues of diversity and inclusion. He called for periodical reviews to ensure diversity and inclusion are emphasized in all University programmes. According to the Institutional D&I Capacity and Needs Assessment conducted at Makerere, the University is an inclusive institution with policies and procedures that provide equal opportunity for all and generally lay foundation for diversity, equity and inclusion in the provision of services to the wider community without discrimination. However, integration of diversity, equity and inclusion in the University core mandate areas: teaching, research, and Knowledge Transfer and Partnerships is wanting, thus the need for training of persons responsible for these core functions. The Institutional D&I Capacity and Needs Assessment targeted to understand how the partner institutions take into account representation of categories of people that have typically been marginalized from leadership and decision-making processes as well as integration of Diversity, Equity and Inclusion in the mandate areas. The assessment was conducted by staff from the Department of Extension and Innovation Studies led by Prof. Turyahabwe (PI) and Dr. Losira Nasirumbi Sanya.
Dr. Euzobia Baine Mugisha, Director Gender Mainstreaming at Makerere University called for periodical monitoring and evaluation of the University policies from an inclusive perspective.
Appointment and Recruitment of Staff policies are silent on D&I. ‘Equal Opportunity Employer’ is more of theory than practice
Admission of students: All courses are open to all gender; Girls are given affirmative action of 1.5 at entry and 40% for females in STEM. There is a District quota system to address imbalances and cater for the less privileged/disadvantaged students from rural districts and also minority tribes. However,there is still low consideration of D&I in the admission of graduate students
Curriculum Development: Many programmes are approved without gender and equity considerations. Appreciation of the importance of D&I is not shared across the board
Teaching and Learning: Instructors/Lecturers to some extent use gender-responsive pedagogy. There are limited facilitates and support systems for special groups – Venues/buildings without lifts and ramp, no exams and examination scripts to cater for PWDs and no childcare facilities. Limited capacity – inadequate or no training on D&I
Staff Development: The Staff Development Policy (SDP) is neutral to Diversity and Inclusion. However Administrative and Support staff ‘are not entitled’ in the SDP
Research: Appreciation of the importance of gender dimension is not shared across the board. There is inadequate or no training in gender-responsive research methodology
Implementation of Knowledge transfer partnerships (KTPs) is more on ad hoc basis
Leadership: There is openness to diversity in the current Strategic Plan 2020-2030. However, women are still very few in senior positions and become even fewer the higher you go in the hierarchy
Mr. Mubiru Ipolito pointed to unconscious bias as one of the major obstacles to nurturing inclusive environments.
Integration of D&I in teaching, training and community engagements
Speaking to participants on the need to integrate diversity and inclusion in teaching, training and community engagement, the Founder, Africa Diversity and Inclusion Centre (ADIC), Mr Mubiru Ipolito pointed to unconscious bias as one of the major obstacles to nurturing inclusive environments. “We all have unconscious bias in our practices. If we are to create inclusive environments, we must learn to address our biases. Unconscious bias leads to prejudice,” he noted.
Dr. Gorretti Byomire, a Lecturer and Director Makerere University Business School Disability Resource & Learning Centre addressing participants on the importance of cultivating and nurturing inclusive environments.
In her presentation titled “Exploration of Inclusive Teaching and Research”, Dr. Euzobia Baine Mugisha, Director Gender Mainstreaming at Makerere University noted that research in higher education institutions was predominantly STEM and a few areas in social sciences. “The link between disciplines & how they affect development is not adequately explored,” she explained, noting that most of the funding goes to science research, a factor that largely undermines inclusivity and development of some units. She further explained that research at the University was still gender-blind despite the initiatives to incorporate gender analysis/perspectives.
Mr. Raymond Musiima, D&I project PI at MFAI addressing participants.
Commenting on the small number of women in leadership positions at Makerere, Dr. Euzobia called for periodical monitoring and evaluation of the University policies from an inclusive perspective. “We should exercise discretion in the implementation of policies. We also need to interrogate the concept of merit and how it applies in real life.” Dr. Euzobia further appealed to the University managers to pick interest in the welfare of staff and students, saying the majority struggle with different challenges that undermine their performance. “We should not rash to judge and exclude them before establishing the root cause of poor performance,” she explained.
Cultivating and nurturing inclusive environments
Regarding the need to cultivate and nurture inclusive environments, Dr. Gorretti Byomire, a Lecturer and Director Makerere University Business School (MUBS) Disability Resource & Learning Centre, called for modification of existing practices and policies to accommodate everyone. “Developing Institutional policies on Diversity Management and training University leadership, staff and students about diversity and inclusion fosters inclusivity at workplaces.
Dr. Losira Nasirumbi Sanya moderated the workshop.
The discussion was moderated by Dr. Losira Sanya, project member, also Lecturer in the Department of Extension and Innovation Studies, CAES, Makerere University.
It is with profound pride, reflection, and vision that I present the 2024 Annual Report for the College of Agricultural and Environmental Sciences (CAES) at Makerere University. This report is more than a summary of the milestones in 2024 – it is a powerful testament to what is possible when a dedicated academic community rallies behind a common purpose. It encapsulates the collective effort, ingenuity, and resilience of our faculty, researchers, administrators, technical teams, students, alumni, and partners – each of whom has contributed meaningfully to advancing our threefold mandate: Teaching and Learning, Research and Innovation, and Knowledge and Technology Transfer Partnerships.
Throughout 2024, we deepened our resolve to nurture not only competent graduates, but also purpose-driven leaders capable of shaping the future of agriculture, environmental stewardship, and food systems across Uganda, Africa, and beyond. Through transformative curricula, cutting-edge facilities, and a strong commitment to STEM-based experiential learning, CAES continues to empower a new generation of innovators – technically sound, ethically grounded, and globally aware.
Our academic programs continued to evolve in both quality and relevance. We offered 48 academic programs—including 15 undergraduate, 19 masters, 11 PhD, and 3 postgraduate diploma programs. A total of 2,339 students were enrolled in 2024, with 60% of undergraduate learning delivered through hands-on, field-based instruction. At the 74th graduation ceremony, 638 students graduated, including 20 PhDs, 104 masters, and 511 bachelor’s degree recipients. Notably, we celebrated 25 first-class graduates who represent academic excellence across disciplines.
Through over 100 partnerships, we translated knowledge into impact. Initiatives like CURAD, FTBIC, and MaRCCI empowered communities in agribusiness, food safety, and climate resilience.
I thank our entire community for your commitment and collaboration. Together, we are not only advancing knowledge but shaping sustainable futures across Uganda and beyond.
Makerere University is pleased to announce 30 Masters’ and 6 PhD Scholarships for students joining Makerere University (Main Campus) for Academic Year 2025/2026. An applicant must belong to one of the following categories: Persons with Disabilities, Internally Displaced young people, Refugees, other Ugandan National with financial constraints, and, youth from other African countries.
ELIGIBILITY
For Master’s Applicants
The applicant must have applied for admission to Makerere University‘s main campus for the academic year 2025/2026.
The Applicant must have completed their undergraduate education in an African country.
The Applicant should be experiencing financial hardships to pursue higher Education.
The Applicant should not be a holder of any other scholarship.
The Applicant should not be pursuing or have completed any Master’s degree studies.
The applicant should have engaged in leadership responsibilities and/ or community service.
The Applicant should not be over 30 years at the application deadline.
Applicants in the Refugee and Students with Disabilities categories should be under 40 years at the application deadline.
A refugee applicant MUST hold a Refugee Identity card or Family Attestation.
The applicant should have applied for any of these degree programs MSc. in Soil Science and Agrology, MSc. in Crop Science, MSc. in Environment and Natural Resources Management, M.A. in Economic Policy and Planning, MSc. in Agricultural Engineering.
The Applicant should have an interest in research, innovation and entrepreneurship in climate resilience and sustainability, and committed to complete the degree in 2 years.
For PhD Applicants
The applicant must have applied for admission to Makerere University‘s main campus for the academic year 2025/2026.
The applicant must have completed their undergraduate education in an African country.
The applicant should be experiencing financial hardships to pursue higher Education.
The applicant should not be a holder of any other scholarship.
The applicant should not be pursuing or have completed any PhD degree studies.
The applicant should have engaged in leadership responsibilities and/ or community service.
The applicant should not be over 35 years at the application deadline.
The applicants in the Refugee and Students with Disabilities categories should be under 45 years at the application deadline.
A refugee applicant MUST hold a Refugee Identity card or Family Attestation.
The applicant should have an interest in research, innovation and entrepreneurship in climate resilience and sustainability, and committed to complete the degree in time.
The prioritised research themes are indicated in the application form.
SUBMISSION DEADLINE: Friday, 6 June 2025 at 11:59 PM EAT.
Access and complete the Application Form at NO COST through the online application portal https://apply.caes.mak.ac.ug/