Law
Mak Council Visits the School of Law
The Makerere University Council visited the School of Law (SoL) on Monday, 27th February 2023. Council members held a meeting with the School leadership including the Principal, Deputy Principal and Chairs of Departments.
Mrs. Lorna Magara (Chairperson – Council) was accompanied by Hon. Dan Kidega (Vice Chairperson – Council), Mr. Edwin Karugire (Chairperson – Appointments Board), Mr. Edward Sengonzi Damulira (Council Member), Mr. Bruce Kabaasa (Chairperson – Finance, Planning, Administration & Investment Committee), Dr. Sarah Ssali (Chairperson – Quality Assurance, Gender & ICT Committee), and Mr. George Bamugemereire (Chairperson – Legal, Rules, Privileges & Estates Committee).
In her remarks, Mrs. Lorna Magara who was recently re-appointed to serve a second term as Chairperson – Council said, ‘it is a delight to be back to the School of Law. The purpose of this meeting is to introduce the new Council members to the College, get to know what the SoL is doing as well as engage staff on how best to work together through this term’.
In his brief presentation, Associate Professor Ronald Naluwairo, the Ag. Principal SoL welcomed the Council members to the School and expressed optimism about the meeting. He said, ‘we don’t take this visit lightly, it is not every day that Council visits the colleges. The last time Chairperson and Vice Chairperson of Council were here, we got the new School of Law Building which we are slated to move into in March 2023’. He shared the vision, mission and strategic direction that the School is taking towards implementing its strategic plan and the University Strategic Plan. He added that the Strategic Plan of SoL is aligned to the National Development Plan III to support human resource development, community development and mindset change and administration of justice.
Professor Naluwairo explained that the SoL is constantly enriching its programmes through revisions responsive to client needs, the LL. B programme was recently revised and two new specialised LL.M programmes developed. The School is also moving to revamp its alumni association; diversify teaching methods to include clinical legal methods and online instruction which are more learner centred; as well integration of career guidance in its curricula. He also informed members that ‘In tandem with the strategic direction of Makerere University of becoming a research-led university, SoL is developing its new research agenda around five thematic areas.
The SoL has also successfully taken Makerere University to the community and made the University relevant and felt by the ordinary people through its outreach initiatives including the Public Interest Law Clinic (PILAC), Refugee Law Project, Business Law Clinic, Disability Law & Rights Centre, the Human Rights and Peace Centre, as well as the Administration Law Short Course, the Principal added.
He concluded by highlighting the major challenges and threats that SoL faces. Key among these is the delay for National Council for Higher Education to formally gazette it as a College of Makerere University. He informed the Council members that this was attributed to two major factors i.e., the unacceptable student to lecturer ratio and the poor and inadequate physical infrastructure. ‘Although the University has now addressed the latter for which we are very grateful, it is yet to address the issue of high student: lecturer ratio.’
The other challenges highlighted were: the under representation of the SoL in key university decision making organs (like in Senate where it is represented by only two people), furnishing of the new SoL building; delayed staff promotions and donor dependence for most of its outreach and advocacy initiatives.
After the Principal’s presentation, the Council members thanked SoL for the good work it is doing towards realizing the University strategic objectives. They however challenged the School to realign its strategic plan along the Government direction of science, technology and innovation. In light of the many law schools in the country now, they also emphasized the need for the School to profile the kind of graduate products it should work towards producing, who should be distinguishable and marketable. The School was also encouraged to vigorously engage its alumni to support its operations.
The meeting was characterized by open discussion and commitment for support of the SoL from the Council.
Closing the meeting, the Chairperson Council encouraged SoL leadership to continue engaging the University Secretary, Appointments Board and University Management for more in-depth discussion of the issues raised during the meeting.
Mrs. Magara advised that SoL should document the challenges and requirements, forward them to University Management who will then share them with Council for consideration.
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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