Africa is a continent of opportunity, with the youngest population on the planet. While ‘talent is equally distributed opportunity is not’. In sub-Saharan Africa, the gross enrolment ratio in higher education reached only 9% in 2020 (compared to 40% worldwide), and the gender parity index showed that 70 women for every 100 men participated in higher education.
Regarding knowledge production, Africa invests 0.6-0.9% of GDP on research and development, compared to a world average of 1.93%, and generates less than 1% of the world’s research. Doctoral education has received lower priority in Africa, given the attention to the undergraduate level: an unbalance that plays against the significant interdependence between these levels. In addition, relevant studies (British Council and DAAD, 2018) have highlighted low or inconsistent PhD capacity despite the significant expansion in master’s level graduations – an issue related to funding capacity and lack of mechanisms to assess the quality and socio-economic relevance of PhD outputs, among others. Moreover, Africa ’faces a huge digital skills gap, which is diluting economic opportunities and development. Some 230 million jobs across the continent will require some level of digital skills by 2030’ (World Bank, 2020).
As in other regions, academic mobility is increasing in the continent and thus recognition systems need to be enhanced or established. However, robust quality assurance mechanisms and agencies, which are key to upholding academic standards, do not exist in some countries. To engage firmly in a sustainable development path, Africa needs more inventors, innovators, scientists, technologists, academics, and researchers. For this to happen, Africa requires adequately resourced and academically excellent universities and higher technical institutions that train, research and innovate; companies that are entrepreneurial and investing in research and development; incubators that can nurture new technologies and partnerships and venture capital networks that can sponsor these initiatives.
Equally important is the elaboration of sound policies and strategies for strengthening higher education systems, based on reliable data and information. According to an initial needs assessment and mapping conducted by UNESCO, there have been many efforts to increase production and dissemination of data on tertiary education in and for Africa. Yet, internationally comparable information remains limited and data collection across Africa is weak. Hence, there is a great need to improve the quality, coverage, and frequency of data collection and strengthen capacities for data analysis to adequately inform education policy discussions and decisions.
Elaborated as one of the five flagship programmes of UNESCO Operational Strategy for Priority Africa 2022-2029), the overall objective of the Campus Africa Flagship Programme is to build integrated, inclusive, and quality tertiary education systems and institutions, for the development of inclusive and equitable societies in the Continent. The Programme is implemented along three interrelated main lines of action (MLAs) through which UNESCO jointly with its partners will strengthen and enhance equity and quality of higher education systems, connect Africa’s tertiary education systems, institutions, researchers, and communities, and promote mobility and employability of higher education students.
Campus Africa activities will promote all SDGs and more specifically SDG 4, 8 and 9. In particular, synergies are to be sought with United Nations agencies, the United Nations Sustainable Development Cooperation Frameworks (UNSDCF) and development partners’ initiatives supporting SDG 4.3 – by 2030 ensure equal access for all women and men to affordable quality technical, vocational, and tertiary education, including university.
2. Objectives of the Mapping Research and Doctoral Programmes in HEI in Eastern Africa
To achieve the Campus Africa objective, UNESCO is working with its networks and partners to pool expertise and resources and ensure synergies in action and sustainable impact. To this end, UNESCO is collaborating with the Makerere University within the framework of the Campus Africa flagship with the objective to propose relevant operational initiatives, which address challenges of access and quality of higher education in Africa, with a focus on Eastern Africa. More specifically, work shall be conducted in relation to Campus Africa Main Line of Action (MLA) 1 on improving the research capacity of African tertiary institutions and increasing research outcomes with effective networking through Workstream 1.1 which focuses on enhancing inter-university collaboration in Africa by facilitating the development of collaborative research and doctoral programmes that prioritize interdisciplinary work and focus on SDGs-related issues; and through Workstream 1.2 which focuses on support and strengthening of mechanisms that facilitate the exchange of students and professors and investment in joint research programmes and publication, and provides for access to research grants, scholarships and fellowships that give due attention to girls and women applicants, as well as to applicants from marginalised population groups.
This assignment therefore is to map and assess opportunities and challenges for enhancing research and doctoral programmes in higher education in Eastern Africa. The mapping report should analyze capacity gaps and highlight existing successful efforts, including inter-university collaboration and joint research and doctoral programmes, statistics on fellowships/scholarships, various funding mechanisms, and other initiatives across Africa as relevant.
The mapping study is to have an inclusive approach, with gender, country, and regional balance where relevant – with a focus on Eastern Africa. It should target perspectives from stakeholders of higher education in Eastern Africa, in particular, from governments (ministries responsible for higher and tertiary education), higher education institutions, development partners, quality assurance council/agencies, NGOs, funding agencies, private sector associations and employers, and relevant institutions, including UNITWIN/UNESCO Chairs, as well as students and graduates, as related to the content of the work.
3. Scope of the study
The scope of study will include the following:
Conduct a mapping study to generate information on existing efforts and enablers, opportunities, and challenges to enhance research and doctoral programmes in higher education in Africa, with a focus on Eastern Africa
Integrate perspectives of key stakeholders of higher education across Africa, particularly in Eastern Africa, to complement the mapping study
Develop recommendations to enhance the research capacity of African tertiary institutions and increase research outcomes with effective networking, upholding the principles of inclusiveness, relevance and gender equality
The study team/individual is expected to propose the best approaches for undertaking this mapping study. The proposal should detail the study objectives and methodology proposed and all the costs associated with conducting the study.
4. Key Deliverables
The key deliverables will include:
Inception report: detailing the methodology including the main research methods, the sampling framework, proposed sources of data, and procedures for data collection and analysis. The proposed research tools will be discussed by the UNESCO Campus Africa/CFIT III Makerere Team before study commences.
Revised first Draft Final Report, incorporating suggestions and recommendations from a reference group. A second round of revision may be required before the final version of the Final Report can be produced.
A final report (one electronic copy in PDF Format and one in WORD format) with key findings and recommendations.
An electronic copy of all data collection tools and the mapping study data set
A final presentation of the overall findings to stakeholders for validation
5. Duration of the study
The final report of the analytical study is due by Wednesday 11 October 2023. The duty station is Makerere University as it is expected that capacity for such studies is available.
6. Qualifications and Expertise
Post-graduate degree and demonstrable experience in conducting mapping studies – particularly in the context of research and graduate training
Good knowledge of Eastern Africa’s higher education sector and relevant institutional frameworks
Ability to interpret results and provide practical recommendations
A good understanding of English language with excellent communication and report writing skills
7. How to Apply
Study teams or individuals interested in this opportunity should provide the following:
A technical proposal with detailed response to these terms of reference, with specific focus on the scope of work, methodology to be used and draft list of key stakeholders to be engaged
Initial high level work plan based on an outlined methodology and indication of availability to undertake the tasks within the specified timeframe
A financial proposal including a detailed budget breakdown for the different tasks in each specified work package
Applications should be sent via email to cedat.soe@mak.ac.ug by Monday 28 August 2023.
In a strategic move to enhance academic leadership and institutional efficiency, Makerere University conducted a comprehensive capacity-building and retooling workshop for all Heads of Department (HoDs) on August 5, 2025. The workshop, held at the Senate Conference Hall, brought together HoDs from various academic units to deepen their understanding of university academic policies, graduate training guidelines, and intellectual property management.
The training was organized under the office of the Deputy Vice Chancellor, Academic Affairs. The session aimed at aligning departmental leadership with the University’s strategic goals, policies, and operational frameworks, particularly in relation to graduate education and research governance.
Opening the workshop, Prof. Buyinza Bukadasi, Deputy Vice Chancellor (Academic Affairs), underscored the importance of strong departmental leadership in driving the University’s vision:
Prof. Buyinza Mukadasi makes his remarks.
“The Head of Department is not merely an administrator; they are the academic engine of their unit. By equipping our HoDs with up-to-date policy knowledge, research management skills, and leadership tools, we are investing in the core structures that sustain academic excellence and innovation at Makerere.”
Emphasis on Graduate Policy and Structured PhD Training
Dr. Julius Kikooma, Director of the Directorate of Graduate Training (DGT), led an engaging presentation on the Makerere University Graduate Policies, Guidelines, and Procedures. His session unpacked critical updates in the revised 2024 Graduate Handbook, including:
Removal of provisional admission for PhD by Research.
A structured PhD framework requiring a minimum of three years and 40 credit units.
Strengthened supervision standards and doctoral mentorship structures.
Cohort-based admissions to improve program coherence and tracking.
Integration of cross-cutting courses such as Scholarly Writing, Advanced Research Methods, and Teaching Assistantship into PhD training.
The new framework, supported by the Research Information Management System (RIMS), enhances monitoring of student progress and ensures timely completion of graduate programs. Dr. Kikooma emphasized the importance of departmental roles in guiding and supporting students, noting that departments serve as the primary disciplinary homes for graduate students and are key in fostering research cultures.
A section of HoDs listens to the DVCAA make his address.
Understanding and Applying Intellectual Property Policies
The session also featured a detailed presentation on the Makerere University Intellectual Property Management Policy (2008, as amended), delivered by Counsel Esther Kabinga, Ag. Manager of the Intellectual Property Management Office (IPMO). Participants were guided through the obligations and rights related to IP created by staff, students, and visitors.
The presentation highlighted:
Ownership structures for IP generated at the University.
Procedures for disclosing, protecting, and commercializing IP.
Roles of departments in supporting creators and liaising with IPMO.
Revenue-sharing mechanisms and the inclusion of IP outputs in staff promotion criteria.
Counsel Kabinga encouraged HoDs to promote awareness of IP rights and responsibilities within their units, especially given the increasing volume of research outputs and innovations emerging from the University.
Strategic Alignment with the University’s Research Agenda
The workshop is part of broader efforts to implement the Makerere University Research Agenda 2025/26 – 2029/30, which prioritizes talent development, research visibility, and knowledge transfer. According to Dr. Robert Wamala, Director of the Directorate of Research, Innovation and Partnerships (DRIP), strengthening administrative and academic capacity at departmental level is critical for sustaining Makerere’s status as a leading research institution.
Dr. Robert Wamala makes his presentation.
The Research Agenda also supports the operationalization of structures like the IP Management Committee and GAMSU (Grants Administration and Support Unit), both of which are instrumental in streamlining research support services.
The training reaffirmed Makerere University‘s commitment to continuous professional development and the strategic empowerment of academic leaders. With a renewed understanding of policies and tools, Heads of Department are now better equipped to foster academic excellence, supervise graduate research, and steward innovation at the departmental level.
The Office of Academic Registrar, Makerere University has released the admission lists for candidates for those whose appeals have been successful for the 2025/26 Academic Year.
Kindly follow the links below to access the lists respectively:-
Makerere University, in collaboration with the United Nations Development Programme (UNDP) Uganda, has launched two transformative facilities, a Daycare and Breastfeeding Centre at the Institute of Gender and Development Studies (IGDS), and a state-of-the-art Multimedia Studio at the Frank Kalimuzo Central Teaching Facility. These facilities mark a major milestone in the University’s commitment to gender equality, student and staff welfare, and digital innovation in higher education.
A Milestone for Gender Equality: Daycare and Breastfeeding Centre
Mr. Ian King, the Ag. Resident Representative, UNDP Uganda, speaking at launch of the Daycare and Breastfeeding Centre emphasized the importance of the Gender Equality Seal (GES) initiative, funded by the European Union (EU). He applauded the Institute for being the first in Africa to participate in the GES.
Mr. King highlighted the role of the facility to mothers and some fathers in ensuring children’s safety and peace of mind for parents. He further commended the Institute for demonstrating what can be achieved through the programme. He stressed the importance of setting high standards for child care centres and making spaces safe for young parents. The Daycare centre is intended to provide a safe and nurturing environment for children and relief for mothers and fathers to focus on their work and studies.
A view of the general play and lounge area of the Daycare Centre.
Prof. Barnabas Nawangwe, the Vice Chancellor, noted that the centre will be crucial in supporting breastfeeding mothers—particularly students and staff—to continue their academic and professional pursuits. Recalling a time when women were barely represented in the University Senate, he acknowledged the significant strides Makerere has made, while also noting ongoing gaps in graduate gender equity.
“The majority of graduates are women, but there are still issues of equity at the graduate level. I think there are still issues that we must solve, and one of them is helping mothers who are students and members of staff to continue with what they do, even when they have got babies to look after because that’s one of the reasons, I think, why many students drop out just because they become mothers,” he added.
Prof. Barnabas Nawangwe holds a baby as he makes his remarks at the Daycare facility.
He acknowledged that the facility will come in handy for addressing challenges, including balancing motherhood with academic or professional responsibilities. He extended appreciation to UNDP for their long-standing partnership in transforming Makerere into a more inclusive and modern academic institution.
The Head of the Institute of Gender and Development Studies (IGDS), Prof. Sarah Ssali, in her remarks, thanked the Vice Chancellor who catered for the Daycare Centre while designing the building. Prof. Ssali highlighted that the Daycare describes Makerere University‘s history and its commitment to gender equality and inclusion. She highlighted that the University has over 20 gender policies and interventions—with some directly impacting gender equality and others improving the work ecosystem—for example, digitization, quality assurance programmes and scholarship programmes. “But this is the first that directly addresses the needs of both students and staff—mothers and fathers alike—through a shared space for child care,” she said.
Prof. Sarah Ssali (Right) welcomes officials to the Institute of Gender and Development Studies.
Ms. Donna Keirungi, a mother and alumna of the University, shared her personal journey on how challenging it is to balance both studying and childcare. She highlighted that the Daycare Centre aims to make the various policies on gender equality and women’s empowerment practical, and to support the University’s commitment to Gender Equality. The Centre aims to fulfil the University’s Strategic Plan 2020–2030’s emphasis on creating an enabling environment and work-life balance.
“The journey to establish the centre began in 2022 with support from the UNDP, including benchmarking at a well-established Daycare Centre in Parliament. The centre is open to children aged zero to five years, including those of students and staff members,” she highlighted.
Ms. Donna Keirungi leads officials on a tour of the Daycare Centre.
The Daycare Centre is unique in that it benefits all members of the University community, including single fathers and students.
H.E. Ssentamu Churchill James, the 91st Guild President, thanked UNDP and the organising committee for their efforts in making the facility a reality, describing it as a testament to the University’s commitment to gender equity, student welfare, and removing barriers for parenting students. He highlighted the importance of peace of mind for students, especially mothers, and how the facility will help them balance their roles.
Advancing Digital Transformation: New Multimedia Studio Launched
In a separate but equally impactful launch at the Frank Kalimuzo Central Teaching Facility, Mr. Ian King described the studio as a strategic milestone in the University’s vision to modernise higher education and foster flexible learning. Mr. King noted that Uganda has made significant progress in digital inclusion with over 13 million internet users. He emphasized that the facility aims to address gaps in digital skills access—with only 3% of the population currently benefiting—and promote digital inclusion in line with the pillars of the Digital Economy Scorecard.
Mr. Ian King makes his remarks prior to launching the Multimedia Studio.
He also expressed confidence that the next Digital Economy Scorecard will show improved figures due to the efforts of Makerere and other universities. The digital studio will provide a dedicated space equipped with modern infrastructure to facilitate equitable access to digital skills development. He encouraged full utilization of the studio to maximise its impact on teaching, learning and skills development. He further thanked the Makerere University Management and development partners for their financial contributions that enabled the studio’s realization.
Prof. Barnabas Nawangwe expressed gratitude to the UNDP for their long-time support, especially with facilities like the Makerere University Innovation Pod (Mak UniPod). He thanked the UNDP for contributing to the modernisation of the University. The Vice Chancellor pledged to use the facility to build capacity across all disciplines and provide knowledge to a wider audience online.
Left to Right: Prof. Sarah Ssali, Prof. Paul Birevu Muyinda, Prof. Barnabas Nawangwe, Mr. Ian King, H.E. Ssentamu Churchill James and Ms. Annet Mpabalungi Wakabi in the Multimedia Studio.
He noted that Africa’s enrolment in higher education is the lowest in the world despite having the fastest-growing population, emphasizing the importance of providing high-quality education to as many people as possible, both on-campus and online. “I’m happy that this facility looks even more diverse than ones I have seen,” he said, expressing his gratitude to UNDP. The Vice Chancellor also highlighted the impact of the UNDP’s support towards unleashing talent and fostering innovation among students. “So by bringing the UniPod, you helped us unlock so much talent, and these students can now come up with the innovations which can be commercialised and create jobs for our fast-growing populations,” said Prof. Nawangwe.
Prof. Paul Birevu Muyinda, the Director, Makerere University Institute of Open Distance and e-Learning (IODel), said that the studio brings a significant leap in content production for e-learning. He expressed gratitude to UNDP for providing the necessary equipment to compete with world-class universities. He highlighted that e-learning courses are now incorporating multimedia elements like video and sound, moving on from the text-based model.
Officials pose for a group photo shortly after the launch of the Multimedia Studio.
He further mentioned the preference of the younger generation for visual and interactive content, making multimedia content essential for effective teaching and learning. Prof. Muyinda explained how the new multimedia studio will allow for more authentic and context-specific e-learning content, enhancing student engagement. He emphasized that the University is focusing on four key areas: training staff on studio usage, AI literacy, online facilitation, and teaching learners how to use e-learning technology. He underscored the importance of continuous innovation and adaptation in e-learning to keep up with global standards.
Dr. Godfrey Mayende revealed that all science units can also be taught in this Multimedia Studio. He said that the studio provides the naturalness of a class setting as it gives space for students to physically sit in the studio room as the lecturer is teaching or recording a lecture.
Dr. Godfrey Mayende observes as Mr. Ian King tests the Multimedia Studio’s provisions that support teaching of subjects that necessitate writing of formulae and other hand-drawn illustrations.
The two facilities; Daycare Centre and Multimedia Studio, are the latest in a series of initiatives borne out of the strong partnership between Makerere University and the United Nations Development Programme, including the previously launched Mak UniPod and Gender Equality Seal for Public Institutions. The abovementioned developments offer clear demonstration that Makerere University and the United Nations Development Programme (UNDP) have a strong partnership focused on fostering innovation and development in Uganda and beyond.