General
Makerere University Commemorates Uganda’s Education Icon, Prof. Senteza Kajubi
Two years after Uganda got independence, now a lecturer at Makerere, Prof. Senteza was appointed the director of National Institute of Education, at the same institution till 1977 when he became Vice Chancellor for the first time.
Makerere University in partnership with the United States Mission in Uganda will this afternoon commemorate the legacy of Prof. Senteza Kajubi with a public lecture in honour of his exceptional service to the growth of Uganda’s Education system.
In this article, we shed light on who this Academic Giant was and why it is necessary to reflect on his professional journey as we look towards Internationalisation of Higher Education in the next Century.
Background
Prof. Senteza Kajubi was born in 1926, in Singo county (modern day Mityana District), to Yoweri Bugonzi Kajubi and Bulanina Namukomya. His family later moved closer to the capital and settled in Busega, a suburb in the outskirts of Kampala, where he began his long journey with, or rather in, education at the Mackay Memorial Primary School in 1933. He then attended Mengo Junior School from 1941 to 1943 before transferring to King’s College Budo for his Advanced Level, finally making it to Makerere College in 1947 where he pursued a Bachelor of Arts with a Diploma in Education.
Shortly after he graduated, Prof. Kajubi taught at Kako Junior Secondary School before going to the University of Chicago for a Master of Science in Geography. Later, in 1955, he went back to his alma mater, King’s College Budo, and taught Geography. It was during this period that he taught other notable personalities in Uganda’s history such as Mathew Rukikaire and Prof. Apollo Nsibambi in a predominantly white environment. The only other native teachers at Budo, then, were the Deputy Headteacher, Mr. Sempebwa and Erisa Kironde, an English language teacher.
As one of the few Protestant members of a predominantly Catholic Democratic party (DP), Senteza Kajubi was a member of the National Symbols Committee which was tasked with selecting the national anthem, flag and coat of arms.
His political acumen propelled him to chair a number of government boards over the years until he directly participated in electoral politics in 1994 as a delegate of the Constituent Assembly representing Kyadondo North.
Two years after Uganda got independence, now a lecturer at Makerere, Prof. Senteza was appointed the director of National Institute of Education, at the same institution till 1977 when he became Vice Chancellor for the first time.
Education Policy Formation in Uganda
As the Secretary General of the Uganda Teachers’ Association from 1959 to 1962, Prof. Senteza Kajubi was a member of the famed Castle Commission on Uganda’s post-independence education policy framework.
Instituted and appointed in January 1963, the Castle Commission had been tasked with examining the content and structure of education in Uganda in light of the approved recommendations of the International Bank Survey Mission Report, Uganda’s financial position and its future manpower requirement.
In the execution of its mandate, the commission dealt with a dilemma; if the formulated policy disproportionately focused on universal primary education and adult literacy while neglecting secondary, tertiary and higher education, it would fail to produce high level manpower which was required to staff government and teach in schools. However, on the other hand, the country did not have the resources to make improvements across the board and had to prioritise one option to the detriment of the other.
Since Makerere was still under the University of East Africa and higher education was still an inter-territorial responsibility, the commission instead focused on prioritising teacher-training, expanding secondary school enrolment and improving relevance, quality and access of primary education in remote areas.
In 1977, during his first tenure as the Vice Chancellor of Makerere University, Prof. Kajubi went on to chair the Education Policy Review Commission (EPRC) which was appointed by Idi Amin’s Minister of Education, Brig. Barnabas Kili.
Owing to the political climate at the time, the education system was facing even dire problems. The gross human rights violations had led to a mass exodus of highly qualified professionals from civil service, teachers and university faculty into exile. Imploding diplomatic relations rendered external assistance with regard to education inexistent and the government had to deal with shortages from personnel to instructional material.
Prof. Senteza Kajubi was then tasked with the responsibility of leading an effort to circumvent some of these challenges and therefore keeping the education system in Uganda alive. Unfortunately the findings and recommendations of the report, from its members and constituent sub-committees were overtaken by events in 1979 when war broke out and the Idi Amin regime was overthrown. The report was shelved and never formally presented to cabinet.
In 1987, after the ascendancy of the NRM government into power, another commission, once again headed by Prof. Senteza Kajubi, was appointed. Still under similarly unique circumstances, this commission too had to work within the socio-economic confines of a post-war society riddled with scarcity of resources. Eighteen months later, the commission’s report was produced in January 1989.
The most notable outcome of this committee report was a government white paper which brought to life the famous Universal Primary Education. This recommendation alone, for all its limitations, has contributed significantly to literacy levels in Uganda and to the education system as a whole.
After chairing the second Kajubi commission, he then became the Vice Chancellor of Makerere University for the second time, from 1990 to 1993, preceded by Prof. George Kirya and succeeded by Prof. John Ssebuwufu.
The Fulbright Program
In 1952, Prof. Senteza went on to the University of Chicago, on a Fulbright Scholarship, to pursue a Master of Science in geography, making him one of the earliest beneficiaries of this scholarship program in Uganda and possibly all over the African continent.
The student exchange scholarship program, which was started shortly after the Second World War by an act of Congress, was named after the American senator J. William Fulbright, its framer. He made the case that “educational exchange could turn nations into people, contributing as no other form of communication can to the humanising of international relations.”
As part of its year-long centennial celebrations, Makerere is hosting the Prof. Senteza Kajubi Fulbright Memorial Lecture under the theme of; “Internationalization of Higher Education in the Next Century.”
Through his notable achievements and illustrious career, it is clear that this initiative to bridge cultural gaps through an international education exchange program had Prof. Senteza as one its successes. As Makerere seeks to leverage its 100 years of excellence in building a transformed society, the lessons learnt from the lives and experiences of its alumni serve as an important pedestal from which to launch into the future.
Staff and students at the College of Natural Sciences (CoNAS) have been sensitized on Makerere University’s Gender Equality Policy (GEP) and the Policy and Regulations Against Sexual Harassment (PRASH), in an engagement aimed at strengthening awareness of staff rights and responsibilities and promoting a safe, inclusive and respectful University environment.
The two-hour sensitization session, held on Friday, 30th October 2026 in the Chemistry Boardroom, was organized by the Gender Mainstreaming Directorate (GMD) and led by its Director, Dr Euzobia Baine.
The engagement provided staff with an opportunity to understand the purpose and scope of the two policies, their role in promoting gender equality and preventing sexual harassment, as well as the mechanisms available for reporting and addressing cases of sexual harassment within the University.
Sensitization on the Gender Equality Policy
The Makerere University Gender Equality Policy, originally adopted in 2009 and amended in 2022, provides a broad institutional framework for promoting gender equality and women’s empowerment. It seeks to integrate gender considerations into the University’s core functions, including teaching and learning, research and innovation, institutional management, recruitment, staff development and leadership.
The policy also promotes equal opportunity and non-discrimination, equitable participation and progression of students, increased participation of women in leadership and decision-making, and a gender-responsive, inclusive and secure University environment.
The Policy Against Sexual Harassment
Staff were also sensitized on PRASH, which provides the institutional framework for preventing and responding to sexual harassment at Makerere University. The policy establishes mechanisms for sensitization, reporting, investigation and management of complaints, while providing for accountability and protection of members of the University community.
The policy applies to members of the University community, including academic, administrative and support staff, students, contractors, partners and visitors to University premises. Sexual harassment encompasses unwelcome sexual advances, requests for sexual favours and other unwanted physical, verbal or non-verbal conduct of a sexual nature.
The sensitization highlighted the complementary role of the two policies. While the GEP provides the broader framework for gender equality, equity and inclusion across the University, PRASH specifically addresses sexual harassment and establishes measures for its prevention and response.
Implementation and Institutional Commitment
Mr. Eric Tumwesigye, Principal Gender Officer in Makerere University’s Directorate of Gender Mainstreaming, briefed staff on progress in implementing MakPRASH, sharing experiences and lessons learned, as well as the consequences of persistent sexual harassment.
On behalf of CoNAS, the Deputy Principal, Prof. Godwin Kakuba, welcomed the initiative and called for continued sensitization of staff and students on the policies.
Prof. Kakuba pledged support towards ensuring that the policies are understood and observed, noting that regular awareness and engagement are important in creating a respectful and safe working and learning environment.
The sensitization forms part of the University’s ongoing efforts, through the Gender Mainstreaming Directorate, to strengthen implementation of its gender-related policies and promote a University community where all members can participate, work and learn in an environment free from discrimination, harassment and other forms of gender-based harm.
Staff and students at the College of Veterinary Medicine, Animal Resources and Biosecurity (CoVAB) were encouraged to embrace gender-responsive practices as a key step towards building an inclusive, equitable, and productive academic environment.
The call was made during a gender sensitization workshop held on October 28th, 2026, organized by the Directorate of Gender Mainstreaming, which brought together members of the CoVAB community to deepen their understanding of gender issues and their relevance in higher education institutions.
Principal Calls for Active Participation
A section of the participants that included academic and administrative staff listen attentively
Welcoming participants to the workshop, CoVAB Principal Prof. Clovice Kankya thanked the Directorate of Gender Mainstreaming for choosing the College to host the engagement and encouraged staff and students to take advantage of such learning opportunities.
He described the meeting as one of his first major engagements with members of the College community since assuming office and emphasized the importance of continuous learning and participation in institutional programs.
“Opportunities such as these should not be taken for granted. When experts come to share knowledge and experiences, it is important that we make time to attend, listen, and learn,” he said.
Prof. Kankya noted that he was one of the staff training gender in the past and noted that to date, there were many gender experts who together work towards ensuring the student community gains the needed knowledge and skills to mainstream gender concerns in the college activities.
Gender Concerns Everyone
Some energizers to keep the participants fully engaged
Addressing common misconceptions about gender-related discussions, the Principal emphasized that gender is not exclusively a women’s issue but one that concerns all members of society.
“Gender is not all about women. It is about the social roles, responsibilities, and relationships that shape our lives and workplaces. Understanding these issues helps us create a more supportive and inclusive environment for everyone,” he explained.
Drawing from his academic experience, Prof. Kankya noted that gender considerations cut across disciplines and sectors and remain an important component of sustainable development efforts worldwide. He urged participants to appreciate the role of gender mainstreaming in fostering equal opportunities, promoting respectful working relationships, and enhancing institutional effectiveness.
The College of Veterinary Medicine, Animal Resources and Biosecurity (CoVAB) recently hosted a gender sensitization session aimed at increasing awareness of Makerere University’s gender policies and gathering stakeholder feedback to support their effective implementation.
Organized by the Directorate of Gender Mainstreaming, the engagement brought together staff and students to discuss gender equality, prevention of sexual harassment, gender-responsive planning and budgeting, and the role of university stakeholders in fostering an inclusive academic environment.
Principal Welcomes Gender Mainstreaming Directorate
Prof. Clovice Kankya, Principal CoVAB – made welcome remarks, acknowledging the importance of gender in all areas
The session was officiated by the new CoVAB Principal, who thanked the Directorate for selecting CoVAB to host the engagement and encouraged staff and students to take full advantage of opportunities that contribute to professional and personal growth. While challenging the common misconception that gender discussions are solely women’s affairs, he emphasized the importance of participation in university activities, noting that such engagements provide valuable opportunities to learn, share experiences, and contribute to institutional development. “Gender is not all about women. It is about the social roles and responsibilities that shape our interactions and work environments. Understanding these issues is important for all of us.”, he stated.
Disseminating University Gender Policies
R-L: The Director of the Gender mainstreaming Directorate at Makerere University Dr. Euzobia Baine, and Mr. Eric Tumwesigye facilitated the session.
Facilitators from the Directorate of Gender Mainstreaming led by Dr. Euzobia Baine explained the purpose and scope of Makerere University’s Gender Equality Policy and the Policy and Regulations Against Sexual Harassment. Dr. Baine said the sensitization session aimed to increase awareness and understanding of the University’s gender policies and to obtain feedback from stakeholders to guide their implementation and continuous improvement.
Participants were informed that the policies apply to students, academic staff, administrative staff, and all other individuals who study, work, or undertake activities within university spaces. The Directorate also highlighted its mandate to coordinate policy implementation and provide technical support to colleges, schools, departments, and administrative units across the University.
Promoting Gender Equality across University Functions
The meeting highlighted the broad scope of the Gender Equality Policy, which seeks to integrate gender considerations into teaching, learning, research, outreach, partnerships, and institutional management.
Participants learned that the policy promotes the integration of gender perspectives into curricula and research activities, equitable access, participation, retention, and progression for students and staff, increased participation of women and other underrepresented groups in Science, Technology, Engineering and Mathematics (STEM) fields and leadership positions, Gender-responsive community engagement and university partnerships and a university culture founded on respect, inclusion, equity, and equal opportunity. The facilitators emphasized that gender mainstreaming is not a stand-alone activity but a responsibility that should be incorporated into all university programs and operations.
Addressing Sexual Harassment in University Spaces
A key component of the sensitization focused on the University’s Policy and Regulations against Sexual Harassment. Participants were informed that the policy was developed in response to evidence showing that sexual harassment was affecting members of the university community and that stronger preventive and response mechanisms were needed.
It was explained that the policy provides guidance on prevention, reporting, investigation, and management of sexual harassment cases while promoting safe and respectful learning and working environments for all and that the was commited to supporting colleges and administrative units in implementing the policy and creating awareness among staff and students.
Gender and Equity in Planning and Budgeting
The session also highlighted the growing importance of gender and equity considerations in institutional planning and resource allocation. Participants were informed that the Public Finance Management Act requires public institutions to mainstream gender and equity concerns in their plans and budgets. They also learned that the Equal Opportunities Commission assesses institutional performance in implementing gender and equity commitments. The discussion prompted reflection on how colleges can strengthen compliance with these requirements and address existing gaps in implementing gender-responsive activities.
Fostering an Inclusive University Community
The sensitization session provided an opportunity for participants to share experiences, ask questions, and provide feedback on the implementation of the University’s policies. Participants welcomed the engagement, noting that it enhanced their understanding of gender issues and underscored their role in promoting a respectful, inclusive, and supportive environment for both staff and students.
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