Natural Sciences
CoNAS Moves to Popularise the Bachelor of Science Programme, Improve Performance in the Subject of Biology
Overview
Basic biological research offered by the School of Biosciences at the College of Natural Sciences (CoNAS), more so at the Department of Zoology, Entomology and Fisheries Sciences (ZEFS) requires continuous recruitment of trainees to ensure its sustainability at Makerere University. Over the years, there has been a decline in the number of students admitted to offer biological courses at the School of Biosciences due to poor performance, but also the negative perception about the courses. These courses are often termed as “FLAT” during career guidance at high school, an indication that even the career teachers do not have a clear understanding of the Bachelor of Science degree programme. The perception that the programme is flat with no job prospects makes it unpopular, yet basic sciences are a pivot for several other applied sciences that significantly contribute to the wellbeing of humans and the economy of the country. For example, studies in basic Zoology, Botany, Chemistry and Biochemistry are a basis for effective understanding of applied courses such as plant breeding, vector control, wildlife management, plant pollination, environmental conservation, veterinary science, and human health management, among others. The decline in uptake of these programmes is a big challenge as it is likely to affect the learning of applied sciences.
The reduced recruitment of students into basic sciences has long term implications of missing on key scientists to support research in various scientific fields, yet the graduates of Bachelor of Science degree have numerous opportunities to undertake research and academic work in several national and international research institutions, academic institutions, and the private sector. The use of the term “FLAT” by career masters reflects the lack of clear understanding of the vast opportunities that this course exposes the candidates to, both in public and private sectors.
Plans to popularise the Bachelor of Science programme
To increase uptake, CoNAS has embarked on a programme to popularize the courses offered at the School of Biosciences among high school science teachers and learners by deciphering the myths associated with the Bachelor of Science degree. Broadly, the action aims at arousing the interest and improve academic performance among high school students in biology, and ultimately increase the students applying for the courses offered at the Department of Zoology, Entomology and Fisheries Sciences. Specifically, the programme aims to popularize research by early career researchers in the Department of Zoology, Entomology and Fisheries Sciences in selected schools with A-level biology students, as well as biology and career teachers. The Department of Zoology, Entomology and Fisheries Sciences will engage selected schools to share progressive research, experiences and lessons learnt to cultivate/arouse interest among the biological students in high schools. During the engagement sessions, the team will discuss possibilities to improve performance in biology and inform the next course of action.
The programme is coordinated by Dr Godfrey Kawooya Kubiriza, a Lecturer in the Department of Zoology, Entomology and Fisheries Sciences and a postdoc fellow for CECAP. It is part of the activities supported under his project on “Popularizing early career research for increased visibility of the Department of Zoology, Entomology and Fisheries Sciences”.
CoNAS engagement with Secondary School Biology teachers
On 26th July 2023, the CoNAS through the Department of Zoology, Entomology and Fisheries Sciences held a seminar for Secondary School teachers from selected schools around the country. The one-day seminar was funded by the Carnegie Corporation of New York, through the Directorate of Research and Graduate Training at Makerere University. It was intended to bridge the gap between the School of Biosciences, Makerere University and high school biology teachers in Uganda. It was also aimed at sensitising the teachers about the programmes at CoNAS, the importance of the Bachelor of Science programme and the opportunities it presents. The Seminar held at ZEFS was graced by the Commissioner in charge of Crop Inspection and Certification at the Ministry of Agriculture, Animal Industry and Fisheries (MAAIF), Mr. Paul Mwambu; the Principal of CoNAS, Prof. Winston Tumps Ireeta, and senior academics from the School of Biosciences, Makerere University.
During the engagement, academics from the School of Biosciences sensitized the teachers on the programmes in their departments, highlighting the different course units, research activities, career prospects and opportunities, and emphasizing the importance of the BSc programme.
The Dean, School of Biosciences, also Patron of the Biology Society of Uganda (BioSU) delivered a presentation on the past, present and future dynamics of biology, stressing its relevance in driving the world systems in the next century. He also briefed participants on the BioSU and its intended purpose to improve performance in the subject of biology that has been declining over the years. A research conducted in the performance of Biology at the UACE sitting of 2018 whose results were released in February 2019, indicated that a total of 13,061 candidates sat for Biology countrywide, and of these only 1 candidate scored an “A”. That year, only up to 38% of the candidates scored at least an “E” leaving almost 80% failed (score O or F). In the next year’s sitting of 2019, only 44 candidates countrywide scored “A” in Biology. This trend was found quite repeated several times before 2018 and has not improved to-date post COVID-19. To solve this problem, Makerere University through the School of Biosciences at CoNAS in partnership with the College of Education and External Studies (CEES) under the supervision of the office of the Deputy Vice Chancellor in charge of Academic Affairs has embarked on a programme to identify the root causes of poor performance, by undertaking a detailed and carefully planned analysis of the qualifications, competence, and availability of Biology teachers and technicians at A’ level; the scope- breadth and depth of Biology curriculum at A’ level; how topics are segregated or not segregated in different UNEB past papers of Biology at A’ level in comparison to other A’ level subjects; the state of laboratory and field infrastructure for teaching Biology at A’ level; and attitudes of learners/students towards Biology at A’ level.
During his presentation, Prof. Tugume appealed to government to support and promote skilling programmes, noting that there are many people who have not had an opportunity to acquire University education but are doing wonders because of the skills attained from vocational training.
At the same meeting, Dr Kubiriza presented the research activities at the College, specifically in the Department of ZEFS, whereas Mr. Paul Mwambu, Commissioner in charge of Crop Inspection and Certification at MAAIF narrated how his study of the Bachelor of Science programme had exposed him enormous employment opportunities.
During the engagement, the secondary school teachers shared the challenges they experience and brainstormed on strategies that can be used to demystify the negativity about the Bachelor of Science programme. They also shared ideas on how to improve performance in subject of biology, emphasizing the need to review the syllabus and to retool the teachers. “The syllabus is so wide and this could be one of the lead causes of poor performance in the subject,” Prof. Tugume noted.
In his remarks, the Principal of CoNAS, Prof. Winston T. Ireeta emphasized the importance of career guidance and sharing of resources to improve performance. He pledged the College support towards secondary school career guidance programmes and retooling of teachers.
Natural Sciences
Makerere University Benchmarks Leading Institutions to Strengthen Geology Curriculum Review
Uganda’s mineral sector holds significant potential to drive economic transformation through increased mineral exploration, responsible extraction, value addition and investment. Realizing this potential, however, requires a highly skilled geoscience workforce equipped with the technical knowledge, practical competencies and professional skills needed to meet the evolving demands of the mineral industry.
Recognizing the critical role of skilled human resources in the sustainable development of the mineral sector, Makerere University is undertaking a comprehensive review of its geology programmes under the project titled “Strengthening Uganda’s Mineral Sector through Labour-Market Aligned Curricula Reforms: A Comprehensive Review of BSc/MSc/PhD Geology Curricula and Development of Industry-Aligned Short Courses at Makerere University (Mak-SDMU).”
The review seeks to ensure that Makerere University’s geology programmes remain responsive to the evolving needs of Uganda’s mineral sector while keeping pace with emerging trends and developments in the global geoscience profession. The exercise is being undertaken under the Sustainable Development of the Mineral Sector in Uganda (SDMU) programme, funded by the Government of the Federal Republic of Germany and the European Union through the Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ), in partnership with Uganda’s Ministry of Energy and Mineral Development (MEMD).
Benchmarking for Industry-Responsive Geoscience Education
As part of the curriculum review process, staff from Makerere University’s Department of Geology and Petroleum Studies, together with a representative from the Ministry of Energy and Mineral Development (MEMD), undertook a benchmarking exercise at leading geoscience and mining education institutions in the region. The team visited Copperbelt University (CBU) in Kitwe, Zambia, and the Zimbabwe School of Mines (ZSM) in Bulawayo, Zimbabwe, to gain insights into approaches that could strengthen the relevance and quality of Makerere University’s geology programmes.
Makerere University was represented by Dr. Arthur Batte, Dr. Denis Mutebi, Principal Investigator of the Mak-SDMU project, and Dr. Joan Nakajjigo, while Mr. Kevin Byamugisha represented MEMD. Mr Byamugisha’s participation provided an opportunity to explore the role of government in strengthening geoscience and mining education through policy support, industry engagement, strategic partnerships and resource mobilisation.
The benchmarking exercise provided an opportunity for the team to examine best practices in curriculum design and delivery, competency-based and practical training, industry engagement, infrastructure development, technology integration and professional skills development. The team also explored the role of professional short courses and institutional partnerships in supporting high-quality geoscience and mining education.
At Copperbelt University, the team toured microscopy, metallurgy, analytical and environmental laboratories, as well as the mineral processing laboratory. The team also interacted with Dr. Gabriel Ziwa, Head of the Department of Geology and representative of the Dean of the School of Mines and Mineral Sciences, to gain insights into the university’s approach to geoscience and mining training.
At the Zimbabwe School of Mines, the team visited mineral processing, metallurgy, gemology and analytical laboratories. They also observed practical training in gemstone cutting and polishing and examined rock pulverisation facilities. These engagements provided valuable insights into how practical training, mineral value addition and industry-oriented skills can be integrated into geoscience education.
The lessons and best practices drawn from the benchmarking exercise are expected to inform the ongoing review of the geology programmes, helping to strengthen their quality, relevance and competitiveness. The exercise will also contribute to ensuring that graduates acquire the technical, practical and professional competencies required to respond effectively to the evolving needs of Uganda’s mineral sector and the wider geoscience profession.
Lessons to Inform Makerere University’s Curriculum Review
The benchmarking exercise provided several lessons with direct relevance to the ongoing review of the geology programmes.
1. Strengthening Government-Industry-University Partnerships
The benchmarking exercise highlighted the importance of strong collaboration among universities, government and industry in developing relevant geoscience and mining programmes. Such partnerships support curriculum development, research, industrial training, equipment acquisition, scholarships, guest lectures and graduate employability. Continuous engagement with industry also enables universities to respond to changing labour-market and sector needs.
2. Aligning Training with the Mineral Value Chain
The visits demonstrated the need for geoscience training to extend beyond theoretical knowledge to cover the entire mineral value chain, including exploration, extraction, processing, value addition and environmental management. Areas such as gemstone identification, lapidary and mineral processing can equip graduates with practical skills relevant to both employment and entrepreneurship.
3. Emphasizing Competency-Based and Practical Training
The benchmarked institutions place strong emphasis on practical learning, fieldwork and laboratory-based training. Practical activities are linked to clearly defined learning outcomes and competencies, enabling students to graduate with demonstrable technical skills alongside theoretical knowledge. This provides an important lesson for strengthening practical and competency-based approaches within Makerere’s revised curricula.
4. Strengthening Industrial Training and Workplace Exposure
Structured and extended industrial exposure was identified as an important component of geoscience and mining education. Industrial training enables students to apply classroom knowledge to real-world operations, develop professional competencies, strengthen research skills and gain a better understanding of workplace expectations. These practices provide useful insights for enhancing Makerere’s existing industrial attachment programmes.
5. Investing in Modern Training Infrastructure
The benchmarking visits demonstrated the importance of well-equipped laboratories, field equipment and specialized analytical facilities in delivering effective geoscience and mining education. The facilities visited at CBU and ZSM provide useful benchmarks for assessing Makerere’s infrastructure requirements and identifying opportunities for industry partnerships in equipment acquisition, maintenance and shared utilization.
6. Integrating Digital Technologies and Industry-Standard Software
The exercise highlighted the growing role of digital technologies in contemporary geoscience and mining practice. Technologies such as Laboratory Information Management Systems, 3D geological modelling, mine-planning software and drone-based surveying and mapping can strengthen students’ preparedness for the modern workplace. Their progressive integration into the curriculum will therefore be important in enhancing graduates’ digital and technical competencies.
7. Expanding Professional Short Courses and Micro-Credentials
The institutions visited demonstrated how professional short courses can respond quickly to emerging skills gaps within the mining and mineral sector. Makerere could leverage this approach to develop flexible, demand-driven training for mining companies, artisanal and small-scale miners, professionals and other stakeholders. Such programmes could also strengthen industry engagement, support continuing professional development and create additional revenue opportunities for the University.
8. Strengthening Staff Capacity and Specialization
Effective implementation of a modern geology curriculum requires adequate academic expertise across key areas of geoscience and mining. The benchmarking findings therefore underscore the need for strategic staff development, recruitment and specialization. An assessment of existing staff competencies against the proposed curriculum will help identify expertise gaps and inform targeted capacity-building initiatives.
9. Aligning Academic Training with Professional Competencies
The benchmarking exercise emphasized the importance of ensuring that university training reflects the competencies expected by employers and professional bodies. The curriculum review should therefore take into account professional standards, industry requirements and pathways towards professional recognition to improve graduates’ preparedness for employment and professional practice.
10. Promoting Interdisciplinary Geoscience and Mining Education
The integration of related disciplines within closely connected academic structures creates opportunities for interdisciplinary teaching, research and innovation. Strengthening linkages among geology, mining engineering, metallurgy, environmental sciences, geomatics and mineral processing could promote the shared use of specialised facilities, foster multidisciplinary research and support the development of joint professional training programmes at Makerere University. This integrated approach would enhance collaboration across disciplines and contribute to more holistic and industry-responsive geoscience and mining education.
More about the curriculum review exercise: https://news.mak.ac.ug/2026/06/makerere-university-to-revamp-geology-curricula-to-bridge-critical-skills-gap-in-ugandas-mineral-sector/
Report shared by Dr Denis Mutebi, Principal Investigator of the Mak-SDMU project
Natural Sciences
Enhancing Experiential Learning: ZPEB Uganda Donates Well Control System Demonstration Model to Mak’s Department of Geology & Petroleum Studies
ZPEB Uganda Co. Limited has donated a Well Control System Demonstration Model to the Department of Geology and Petroleum Studies at Makerere University, a contribution expected to significantly enhance practical training, research, and industry-oriented learning in petroleum geoscience and drilling engineering.
The equipment was officially handed over to Makerere University at a ceremony held on 5th August 2026 at Onomo Hotel Kampala. The event was attended by Makerere University Vice Chancellor, Prof. Barnabas Nawangwe, alongside representatives from the Department of Geology and Petroleum Studies led by the Head, Dr John Mary Kiberu.
The Well Control System Demonstration Model is an advanced educational training tool designed to provide students with practical understanding of well control principles, equipment operation, and safety procedures applied during drilling operations. Although it is not intended for field deployment, the model offers a realistic representation of the systems and processes used in the prevention and management of well control incidents, including blowouts, enabling students to acquire practical experience within a safe learning environment.
The equipment will significantly enhance students’ understanding of well control systems by providing practical demonstrations of pressure management techniques and strengthening their competencies in kick detection, well control procedures, drilling safety, and emergency response.
By integrating practical demonstrations into petroleum education, the model will contribute to the development of highly skilled graduates equipped with the technical knowledge and practical capabilities required to support Uganda’s emerging oil and gas industry.
ZPEB Uganda Co. Limited, the donor of the equipment, is the Ugandan subsidiary of Zhongyuan Petroleum Exploration Bureau (ZPEB), a globally recognized Chinese drilling contractor with extensive expertise in oil and gas exploration, drilling, cementing, and engineering services. The company has been actively involved in supporting petroleum exploration and development activities in Uganda while contributing to capacity building within the country’s oil and gas sector.
The Department of Geology and Petroleum Studies at Makerere University continues to play a pivotal role in developing professionals who contribute to the sustainable exploration and management of natural resources. Through its undergraduate and postgraduate programmes, the Department equips students with comprehensive knowledge and practical skills in geology, petroleum systems, exploration methods, reservoir characterization, and production technologies.
Natural Sciences
CoNAS Orientation: First Year Students Urged to Lay Strong Foundation for Academic & Professional Success
First Year students admitted to the College of Natural Sciences (CoNAS) at Makerere University for the Academic Year 2026/2027 have been encouraged to remain focused on their studies, embrace the opportunities available at the University, and lay a strong foundation for successful academic and professional careers.
The call was made during the orientation ceremony held on 5th August 2026 at the College premises. The session introduced the students to university life and policies, academic expectations, support services, and the diverse opportunities available within the College and University, helping them make a smooth transition from secondary school to higher education.
The orientation was attended by the College Management led by the Principal, Prof. Winston Tumps Ireeta, the Deputy Principal, Prof. Juma Kasozi, Deans, Heads of Departments, academic staff, and representatives from various University administrative units.
Welcoming the students, the Principal, Prof. Winston Tumps Ireeta, congratulated them on securing admission to one of Uganda’s leading science colleges and encouraged them to take full advantage of the opportunities available at the University.
“CoNAS is internationally recognized for excellence in teaching, research, and innovation. Supported by highly qualified academic staff, 95 per cent of whom are PhD holders, the College provides high-quality education, equipping students with the knowledge, skills, and global perspectives needed to excel in an increasingly competitive world.”
Prof. Ireeta urged the students to approach university life with discipline and commitment from the outset, encouraging them to attend lectures consistently and develop effective study habits that would enable them to excel academically. While acknowledging that university life presents many social opportunities, he advised the students to maintain a healthy balance between academics and extracurricular activities.
The Deputy Principal, Prof. Juma Kasozi, challenged the students to take personal responsibility for their learning and professional development. He encouraged them to cultivate a culture of discipline, curiosity, and continuous learning, emphasizing that academic success is achieved through consistent effort rather than last-minute preparation.
He equally advised the students to attend all lectures, actively participate in all academic activities, and develop strong computer and statistical skills – competencies that are increasingly vital for success across scientific disciplines and in today’s evolving workplace.
He also urged the students to uphold academic integrity, manage their time effectively, and seek guidance whenever they encounter academic or personal challenges.
The Deans introduced students to the departments and academic programmes within their respective Schools, explaining programme structures, academic expectations, career prospects, and the support systems available to facilitate student success. They encouraged the students to take advantage of the mentorship opportunities offered by academic staff.
Addressing the students, the Acting Dean, School of Biosciences, also Head of the Department of Zoology, Entomology and Fisheries Sciences, Dr. Godfrey Kawooya Kubiriza, encouraged the students to embrace the programmes to which they were admitted, noting that each programme offers unique opportunities for learning, research, innovation, and career growth. “Success depends more on commitment, dedication, and hard work than on the title of one’s degree programme.” Dr. Kubiriza reminded the students that, while university life provides greater freedom and independence, it also requires a strong sense of responsibility, self-discipline, and effective time management to achieve academic success.
The Dean of the School of Physical Sciences, Prof. David Ssevviiri, underscored the critical role that science graduates play in driving national development through research, innovation, and technological advancement. He encouraged students to maximize the opportunities available within the School and urged them to adopt a finalist mindset from their very first semester by setting high academic standards and remaining committed to excellence throughout their academic journey.
Ms. Barbra Akello and Mr. Ivan Ocen shared practical insights on strategies for achieving a good CGPA. They encouraged students to take personal responsibility for their academic success by embracing self-directed excellence, setting clear academic goals, and developing effective study habits from the beginning of their university journey. They advised students to actively engage with lecturers, seek academic guidance whenever necessary, and build supportive study networks. They emphasized that consistent effort, early preparation, discipline, and a focused approach to learning are key foundations for attaining good grades and succeeding at the university.
Students also received comprehensive guidance on academic procedures and University regulations from representatives of the College Registrar’s Office, Ms. Hellen Mirembe and Ms. Hasifa Mukyala. They explained key processes relating to admission, registration, enrolment, progression requirements, examinations, academic appeals, and withdrawal procedures, while emphasizing the importance of honesty, integrity, and compliance with the University regulations. The students were also sensistized on the library services and fees payment policy.
The Deputy Director of the Institute of Open, Distance and e-Learning (IODeL), Dr. Godfrey Mayende, introduced students to the University’s digital learning environment. He demonstrated how students can effectively utilize the Makerere University Electronic Learning Environment (MUELE) to access course materials, submit assignments, and interact with lecturers. He also encouraged responsible and ethical use of Artificial Intelligence (AI) tools to support learning while observing the University’s academic integrity policies.
Representatives from the Gender Mainstreaming Directorate, the Counseling and Guidance Centre, and the Emerging Leaders’ Programme introduced students to institutional support services aimed at fostering academic success, personal growth, and wellbeing. They emphasized the availability of guidance, mentorship, and leadership development opportunities to help students effectively navigate university life and make informed decisions throughout their academic journey.
Photos of the orientation ceremony: https://drive.google.com/drive/folders/1eGEb6tAYcr15qQHIuV-Imgclu9sueOk7?usp=sharing
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