Agriculture & Environment
Mak staff trained on the importance of Diversity & Inclusion
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 Second D&I Workshop Held at Makerere University
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.
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.
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 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.
Preliminary findings/ Status of D&I at Makerere University
- 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
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.
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.
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.
The discussion was moderated by Dr. Losira Sanya, project member, also Lecturer in the Department of Extension and Innovation Studies, CAES, Makerere University.
First D&I training at Makerere: https://caes.mak.ac.ug/uncategorized/makerere-administrators-sensitized-on-significance-of-diversity-and-inclusion/
Agriculture & Environment
Launch of the MUJAES Online Submission System & Call for Manuscripts for Volume 15 (Issue 1)
Makerere University students have once again demonstrated academic excellence and commitment to environmental conservation after emerging as the overall winners in the Uganda Wildlife Authority Tertiary Institutions Conservation Competitions held during the national celebrations to mark the World Wildlife Day.
On 25th February, a team of eight students, including members of the Makerere University Tourism Association (MUTA), proudly represented the university at the competitions organized by the Uganda Wildlife Authority. The event took place at the Uganda Wildlife Education Centre in Entebbe and brought together students from various tertiary institutions across the country to showcase knowledge and innovation in wildlife conservation.
The competitions formed part of the activities marking World Wildlife Day and were held under the theme “Medicinal and Aromatic Plants: Conservation, Health, Heritage and Livelihoods.” The theme highlighted the importance of protecting plant biodiversity, particularly species that support traditional medicine, cultural heritage, and sustainable livelihoods.
After a highly competitive contest that tested participants’ knowledge of conservation, biodiversity, and environmental sustainability, Makerere University emerged as the overall winner. The Uganda Wildlife Research and Training College finished as the first runner-up, while Nkumba University secured the second runner-up position.
The team’s achievement was officially recognized during the national World Wildlife Day celebrations held on 3rd March at the Entebbe Works Grounds. During the ceremony, the students were awarded a trophy in recognition of their outstanding performance.
The award was presented by Uganda’s Prime Minister, the Rt. Hon. Robinah Nabbanja, alongside the Minister of Tourism, Wildlife and Antiquities, Hon. Tom Butime, and the State Minister for Tourism, Wildlife and Antiquities, Martin Mugarra. The leaders commended the students for their remarkable achievement and emphasized the critical role young people play in promoting conservation and protecting Uganda’s natural heritage.
The winning team comprised students from diverse academic disciplines as follows:
- Iradikunda Jemimah – Bachelor of Biomedical Laboratory Technology
- Nankabirwa Edith Mirembe – Bachelor of Science in Tourism and Hospitality Management
- Agenrwoth Brenda – Bachelor of Science in Tourism and Hospitality Management
- Joel Kibirango – Bachelor of Science in Tourism and Hospitality Management
- Elvis Mujuni Kamara – Bachelor of Science in Biological Sciences (Botany/Zoology)
- Kamyuka Ben – Bachelor of Science in Biological Sciences (Botany/Zoology)
- Karisa Geofrey – Bachelor of Science in Forestry
- Nyangoma Caroline – Bachelor of Science in Forestry
According to Prof. Jim Ayorekire, Head, Department of Tourism at Makerere University, the win not only highlights Makerere University’s continued leadership in conservation education but also underscores the importance of empowering young people to take an active role in protecting biodiversity and promoting sustainable use of natural resources.
Agriculture & Environment
From Campus to Community: Universities Lead Teso in Fight Against Greenhouse Gas Emissions
By John Omoding
When Immaculate Acom inhaled smoke from traditional firewood stoves, it was a daily struggle. Her eyes watered, her lungs ached, and cooking became a source of illness rather than nourishment.
Today, Acom’s home in Aten Village, Odudui Parish, Arapai Sub-county, Soroti District, has transformed into a living laboratory for green energy solutions, a hub where university researchers, students, and local farmers collaborate on practical strategies to combat climate change.
“I used to cough every time I cooked. Now, with a biogas digester built by my husband, I can cook and light our home safely,” she says, pointing to the small green dome beside her house. “This is a relief for all the mothers in the community.”
Bringing Academia to the Grassroots
Acom’s story is part of the TORCH Project, a multi-university initiative involving Makerere University, Busitema University, Kabale University, and the University of Juba. The project seeks to reduce greenhouse gas emissions and promote sustainable practices at the community level.
Unlike conventional environmental campaigns, the TORCH Project emphasizes direct engagement with local communities. Role models within villages are identified and trained in modern agricultural practices, clean energy use, and environmentally friendly living standards.
Dr. Jolly Akullo Oder, TORCH Project Coordinator at Busitema University, explains:
“Our mandate is to go to the community, share knowledge, listen to their challenges, and co-create solutions. This is not about lecturing – it’s about learning together.”
The project’s operational area spans a ten-square-kilometer zone around Busitema University’s Arapai campus, where researchers, students, and community members meet regularly to exchange ideas and implement practical solutions.
A Living Lab for Green Growth
The initiative, branded as a living lab, aims to achieve green growth, rural carbon credits, and the adoption of affordable green technologies.
Dr. Patrick Musinguzi, Principal Investigator from Makerere University, emphasizes the community-centric approach: “We are here to sit at the table with the community, discuss the challenges of global warming and greenhouse gas emissions, and chart a path forward together. Awareness is the first step to action.”
The project focuses on tangible interventions, including biogas digesters, sustainable tree planting, and energy-efficient farming methods, to reduce carbon emissions at the household and community level.
Community Voices: From Awareness to Action
For local farmers like John Michael Elebu, the university outreach is both eye-opening and practical. “I’ve never seen academics come to the community and engage with us so openly. I hope they can provide free improved tree seedlings to support our farming and fight climate change,” Elebu said.
Acom urges men in the community to take an active role in adopting clean energy technologies. Her husband, David Okwi, is among those championing the integration of green technologies into everyday agricultural practices.
“Promoting renewable energy and sustainable farming isn’t just about protecting the environment,” Okwi says. “It also improves health, saves money, and strengthens the resilience of our families.”
Universities as Catalysts for Environmental Change
The TORCH Project represents a unique model of academic-community collaboration, where research and practical application intersect.
Universities provide expertise, training, and access to modern technologies.
Community members contribute local knowledge, labor, and willingness to adopt change.
Together, they tackle climate change, energy poverty, and environmental degradation at the grassroots.
Dr. Akullo notes that the initiative will expand its activities continuously, monitoring outcomes, adapting approaches, and scaling up best practices across Teso and neighboring regions.
Way forward
By turning households into living laboratories, the TORCH Project aims to bridge the gap between knowledge and action.
For residents like Acom and Okwi, the benefits are immediate: cleaner air, reduced health risks, and practical solutions for everyday life. For Teso, the project could serve as a blueprint for climate-smart rural development across East Africa.
“Change begins at home,” Dr. Musinguzi says. “When communities understand the challenges of green gas emissions and know how to respond, the impact spreads far beyond one village or household.” In Aten Village, the hum of a biogas stove and the sight of thriving tree seedlings offer a glimpse of what is possible when universities partner with communities, creating hope for a cleaner, healthier, and more sustainable future.
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