General
Inaugural Youth & Innovation Expo a Roaring Success
The inaugural edition of the Youth and Innovation Expo was a roaring success as over 300 innovators showcased their creations and thousands of guests walked through the doors of the Yusuf Lule Central Teaching Facility Auditorium, as well as traversed the surrounding spaces on 6th and 7th October 2023. Organised by Makerere University in partnership with the United Nations Development Programme (UNDP), the Expo was held under the theme “Fostering Innovation for Uganda’s Transformational Development”. The event was sponsored by MTN Uganda, while StartHub Africa – a hybrid-social venture curated all the knowledge sessions over the two-day period.
Officially opened by Rt. Hon. Thomas Tayebwa, the Deputy Speaker of Parliament on 6th October 2023, the Expo was graced by the Chairperson of Council Mrs. Lorna Magara, Resident Representative UNDP Uganda H.E. Elsie Attafuah, Ambassador of Italy to Uganda H.E. Massimiliano Mazzanti, the Vice Chancellor Prof. Barnabas Nawangwe, and the Acting Deputy Vice Chancellor (Finance and Administration) Prof. Frank Norbert Mwine among other dignitaries. The Expo was officially closed on 7th October 2023 by the Minister of State for Youth and Children Affairs Hon. Nyirabashitsi Sarah Mateke.
Delivering an abridged version of his keynote address, Rt. Hon. Tayebwa could not help but appreciate the strides that Makerere University is making as it transitions from producing job seekers to producing job creators, through initiatives aimed at nurturing youth innovations and youth enterprise. “I want to thank the Country Director UNDP, H.E. Elsie Attafuah and the entire diplomatic corp for this enormous gesture and timing to help Makerere transition.”
Recalling with nostalgia his own academic journey through Makerere, Rt. Hon. Tayebwa could not help but appreciate his Alma mater for not only offering the bedrock upon which he built his career but also according him the opportunity to hone his entrepreneurship skills. “The assurance I can give you is that I might have been a son of a peasant, but I’m no longer a peasant and my children will never be peasants.”
The Deputy Speaker decried the perverse poor saving culture especially among the youth today, noting that “the problem we have is, when we get money, we eat and when we are full, we save. You can’t develop that way”. He reminded the congregation that funders like UNDP are providing seed, while the Government is proving the environment conducive for innovation to thrive, and it was upon the youth to make the most of it and develop successful enterprises that can help grow the Uganda’s tax-to-GDP ratio from the current 13.9%.
In her remarks, the Chairperson of Council, Mrs. Lorna Magara thanked H.E. Elsie Attafuah for steering UNDP’s support to nurtur innovation and entrepreneurship at Makerere, noting that the expo was a dream come true. “We are creating a platform that facilitates meaningful engagement between the youth and the various partners to tap into their expertise and experience.”
The Chairperson of Council equally thanked the Deputy Speaker for sparing time to preside over the Expo’s opening ceremony, noting that Rt. Hon. Tayebwa, while serving as a Council Member wrote the first concept to create a business hub for Makerere University. She added that Makerere is transitioning from a second generation to a third generation university. “Third generation universities are those that not only generate knowledge but also have innovation that is then translated into competitive enterprises that impact society.”
Responding to the “why now?” question that could have been lingering in the audience, H.E. Elsie Attafuah shared that since we live in a world of uncertainties such as covid-19, climate change and wars, “we must invest and we must innovate” to enable us overcome the effects associated with these uncertainties. Furthermore, she noted that in the midst of unevenness in development progress, “we must redouble our efforts by investing in innovations and solutions that will help us progress as a country.”
Thirdly on the “why now?”, she stressed that the unemployment in Uganda, Africa and other developing countries ought to concern us all. “We must seize this opportunity to create job opportunities for our young people… we can no longer be exporting our wealth and importing poverty into our continent.”
In her fourth and final response to the “why now?”, H.E. Attafuah revealed that development is being unfunded. “We see the trajectory. While development financing is increasing, it is increasing into other spaces and not necessarily the development agenda of Africa,” she noted with concern, before adding “in fact it is moving out of Africa.” The UNDP Resident Representative reminded her audience that whereas overseas development assistance is catalytic, it will not solve the problems of poverty in any country.
Still on the topic of development, H.E. Massimiliano Mazzanti acknowledged that the need to match his country’s support to national development is often prioritized in discussions with Ugandan authorities. That notwithstanding, of particular interest to the Embassy has been support to the Ugandan youth, whom the Ambassador admitted showcase amazing creativity.
H.E. Mazzanti gave the example of the Start-up Africa Road Trip project promoted by “BeEntrepreneurs”, an Italian non-profit association created in 2017, that seeks to create inclusive and collaborative ecosystem between young African and Italian start-up companies. “We do this training through road trips and select exclusively the best start-ups in Uganda and as a member of the panel of judges, I am amazed by the creativity and capacity of innovation of start-uppers in this country.”
The best three companies are then sent to Italy to develop their ideas together with Italian start-up companies at the expense of the host Government. In the last six years, the initiative has supported 300 African start-ups through workshops, bootcamps and competitions, as well as reached 3.5million youth in Burundi, Kenya, Rwanda and Uganda.
The Youth4Climate is another initiative co-led by the Government of Italy and UNDP to raise awareness of climate change and sustain long-term engagement with youth. “What we want is to create a new class of leaders on climate change for the future” added Ambassador Mazzanti.
“The majority of our population are the youth and we must tap into their energies to move our country and continent forward positively” remarked the Prof. Nawangwe in relation to youth and entrepreneurship. “Makerere has resolved to be a leader in research and innovations because we realize that we must empower these youth to create jobs for themselves and for the other people who are less advantaged than them” he added.
The Vice Chancellor therefore thanked the UNDP for partnering with Makerere to organise the inaugural Youth and Innovation Expo. Additionally, he thanked UNDP for supporting the establishment of the Makerere Innovation Hub, which will accord the students and youth elsewhere the opportunity to develop their ideas, “and move out of these gates with companies in their pockets to go and create jobs for themselves and all other Ugandans.”
In addition to the exhibitors from all ten Makerere University Colleges and other participating entities, the Youth and Innovation Expo featured a fireside chat (ekyooto) by H.E. Elsie Attafuah and Mrs. Lorna Magara, five knowledge sessions, and a free medical camp by the Makerere University Hospital and the Nakasero Blood Bank. The two-day event also featured an Art and Fashion Exhibition by the Margaret Trowell School of Industrial and Fine Arts (MTSIFA), a Fashion Show, Entertainment Corners by various partners and the Department of Performing Arts and Film (PAF) as well as Food Vendor Stalls.
Please click the embedded video below to view proceedings of the Youth and Innovation Expo.
General
Makerere University Leads EU-Funded MAGNETISE Project to Strengthen Gender Equality in Higher Education Across Sub-Saharan Africa
A consortium of African and European universities has intensified efforts to mainstream gender equality in higher education through the MAGNETISE project, with Makerere University taking a leading role in hosting a high-level workshop that brought together policymakers, researchers, and gender experts to reflect on institutional progress, persistent gaps, and future strategies.
The initiative, focused on Mainstreaming Gender in Higher Education Institutions in Sub-Saharan Africa (MAGNETISE), is supported by the European Union and implemented through a multi-country partnership involving institutions in Uganda, South Africa, and Europe. It aims to move beyond policy formulation to practical implementation, monitoring, and institutional accountability in gender equality.
At the heart of the discussions was a shared concern: while universities across the region have developed gender policies over the past decades, translating these frameworks into measurable, lived institutional change remains uneven.
A Consortium Approach to Gender Mainstreaming in Academia
Opening the workshop, held at Makerere University recently, the project lead, Professor James Acai Okwee who is also deputy Principal CoVAB, described MAGNETISE as a collaborative effort designed to strengthen institutional capacity for gender equality planning across higher education systems in Sub-Saharan Africa.
He explained that the consortium includes Ugandan partners such as Makerere University and Muni University, alongside South African institutions including University of KwaZulu-Natal, Rhodes University, and Nelson Mandela University. European partners include Katholieke Hoge school VIVES Zuid (VIVES) and KMOP Policy Centre from Belgium, as well as Research Innovation and Development Lab (ReadLab) and University of Peloponnese. The consortium also includes additional European academic collaboration through the University of Applied Sciences and related policy and research networks.
According to Acai, the core objective is not simply to produce policies, but to ensure universities develop functional gender equality plans supported by implementation tools, monitoring frameworks, and institutional accountability systems.
“We have had policies since the early 2000s, but the real question is: where is the implementation plan, and how do we track progress?” he noted. “If a policy says 40 percent representation for women in leadership, we must be able to measure whether that is being achieved.”
He emphasized that MAGNETISE would support training, capacity-building exchanges with European institutions, student engagement programmes, and the development of a digital knowledge hub for gender equality.
Makerere University’s Institutional Position on Gender Equality
Representing university leadership, Dr. Suzan Mbabazi of Makerere University’s Gender Mainstreaming Directorate reaffirmed the institution’s commitment to advancing gender equality across its academic, research, and community engagement mandate. She highlighted significant progress made over more than two decades, citing policies such as the Gender Equality Policy and the Regulations Against Sexual Harassment, alongside governance frameworks that have institutionalized gender equity. Makerere has also established key structures, including the Institute of Gender and Development Studies and the Gender Mainstreaming Directorate, to coordinate initiatives across faculties. Yet, Dr. Mbabazi cautioned that structural achievements do not erase systemic challenges. “Despite progress globally and locally, we must acknowledge persistent gaps, biases, and inequalities within higher education institutions,” she said, stressing the need to bridge policy and practice. She urged participants to prioritize awareness creation, institutional analysis of existing gaps, and deliberate action to dismantle structural barriers. Reaffirming management’s support, she called for continued collaboration among institutions and stakeholders to sustain momentum in gender mainstreaming.
Preliminary Survey Findings Reveal Mixed Progress
Presenting the initial findings of a university-wide survey, Dr. Peace Musiimenta of the School of Women and Gender Studies at Makerere University revealed that responses from 82 participants across various units highlight both progress and persistent challenges in advancing gender equality. While many acknowledged strides in gender mainstreaming, structural and cultural barriers remain entrenched. The study found that although gender policies exist, their implementation is often inconsistent, and initiatives risk being treated as isolated projects rather than integrated institutional practices. Dr. Musiimenta noted that some staff perceive gender programs as overly focused on women, fueling resistance and ideological tensions within academic spaces. She emphasized that the challenge is no longer the absence of policy but the need to ensure visibility, ownership, and effective application of existing frameworks to embed gender equality across the institution.
Gender Audit Highlights Structural Gaps and Progress
Expanding on the institutional audit, Dr. Florence Ebila outlined the methodology and preliminary findings of the gender audit conducted between May and June 2026.She explained that the audit examined institutional policies, governance systems, practices, organizational culture, and perceptions of gender equality.
The study drew data from multiple administrative units including human resources, academic registrars, estates and works departments, and student leadership structures. Ebila reported that Makerere University has made significant institutional progress, including the establishment of gender-focused units and integration of gender considerations into teaching, research, and governance. However, she identified persistent disparities in representation, particularly in science-related disciplines where male staff and students remain dominant.
She also highlighted infrastructural gaps, noting that while newer buildings are increasingly accessible, several older facilities lack adequate support for persons with disabilities and other vulnerable groups.
Another concern raised was limited gender-responsive budgeting, with insufficient allocation of resources to sustain gender mainstreaming activities across all units. “The challenge is not just policy design, but operationalization at all levels of the institution,” she said.
Gender, Identity, and Institutional Culture: A Critical Reflection
A keynote reflection by Dr Josephine Ahikire introduced a deeper theoretical lens to the discussion, situating gender mainstreaming within broader questions of institutional power, identity, and cultural norms.
Ahikire emphasized that gender mainstreaming is not a technical exercise but a structural transformation process that challenges entrenched systems of privilege.
She used the example of Makerere University’s centenary monument, where a male graduate is prominently positioned in front view while a female graduate is placed at the rear, to illustrate how symbolic representations can reflect deeper institutional biases.
“What appears natural often hides embedded inequality,” she argued. “Even symbolic structures matter because they reflect how institutions imagine gender.”
Ahikire acknowledged Makerere University’s progress in policy development and institutional frameworks but cautioned that deeper cultural transformation is still required.
She emphasized the need to interrogate curriculum design, research systems, and informal institutional practices that may perpetuate inequality despite formal commitments to inclusion.
She further argued that gender discourse must retain its political dimension, noting that terms such as feminism should not be avoided but engaged critically in order to address structural inequality.
“Gender equality work is not about comfort,” she said. “It is about questioning established norms and rethinking how power is distributed.”
Institutional Achievements and Remaining Challenges
Across presentations, several common themes emerged.
Participants acknowledged that Makerere University has developed one of the most advanced gender mainstreaming frameworks in the region, including:
- A dedicated gender equality policy framework
- Sexual harassment regulations and safeguarding policies
- Institutional gender mainstreaming structures
- Student engagement programmes and gender clubs
- Scholarships supporting women in science and disadvantaged backgrounds
- Increasing integration of gender into teaching and research
However, speakers consistently highlighted persistent challenges, including:
- Limited implementation of gender policies at departmental level
- Uneven representation of women in senior academic ranks
- Infrastructure gaps affecting accessibility and inclusion
- Weak gender-responsive budgeting mechanisms
- Resistance and misunderstanding of gender equality concepts
- Fragmentation of gender work across isolated units
Towards a Comprehensive Gender Equality Plan
A key outcome of the MAGNETISE project is the development of a comprehensive institutional gender equality plan for Makerere University, supported by monitoring tools and a sustainability framework.
The plan is expected to consolidate existing policies into a coherent implementation strategy, linking institutional commitments to measurable outcomes.
It will also include a handbook for monitoring gender equality initiatives and a digital platform for knowledge sharing among students and staff.
Project leaders emphasized that sustainability will depend on institutional ownership beyond donor funding, particularly through integration into university governance systems.
A Continuing Institutional Journey
The workshop concluded with a shared recognition that gender equality in higher education remains a work in progress, requiring sustained institutional commitment, cultural transformation, and accountability mechanisms.
While Makerere University has made notable progress over the past decades, speakers agreed that the next phase of gender mainstreaming must focus on implementation, visibility, and structural change.
As the MAGNETISE project continues across partner institutions in Africa and Europe, it positions itself not only as a research initiative, but as a long-term institutional reform effort aimed at reshaping how universities understand and operationalize gender equality in higher education.
General
Makerere University Set to Develop Curriculum to Transform Graduate Supervision and Mentorship
By Moses Lutaaya
KAMPALA – Makerere University is set to develop a curriculum for a specialized Certificate Course in Supervision and Mentoring for Graduate Training and Higher Education Management, in a move aimed at professionalizing graduate supervision and strengthening the capacity of academic staff to deliver quality postgraduate education.
The proposed programme will equip academic staff with advanced competencies in graduate-level teaching, research supervision, mentorship, and higher education management, while supporting the University’s agenda of improving the quality and relevance of graduate training.
The curriculum development process was discussed during a Stakeholders’ Curriculum Development Consultation Workshop held on Thursday, 18th June 2026 at the Senate Building Telepresence Hall, Makerere University.
The workshop, organized by the Directorate of Graduate Training in collaboration with the Centre for Teaching and Learning Support (CTLS), brought together curriculum specialists, academic staff, and higher education stakeholders to review and enrich the proposed curriculum before it proceeds through the University approval processes.
Participants included 11 lecturers from the College of Engineering, Design, Art and Technology (CEDAT), 3 from the College of Agricultural and Environmental Sciences (CAES), 2 from the College of Veterinary Medicine, Animal Resources and Bio-security (CoVAB), 1 from the College of Humanities and Social Sciences (CHUSS), 4 from the College of Education and External Studies (CEES), among others.
The National Curriculum Development Centre (NCDC) was represented by Dr. Patrice Ssembirige, Deputy Executive Director in charge of Curriculum Review and Instructional Materials Development. The Centre for Teaching and Learning team was led by Dr. Dorothy Ssebowa, while Dr. Stephen Wandera coordinated the workshop.
Addressing participants, Prof. Julius Kikooma, Director Graduate Training at Makerere University, said the curriculum development initiative is central to strengthening graduate education and ensuring that academic staff are adequately prepared to support postgraduate learners.
Prof. Kikooma noted that Makerere University is targeting an increase in graduate student enrolment to 50 percent of the total student population, but emphasized that this ambition must be matched with investment in the capacity of academic staff who supervise and mentor students.
“We can get many graduate students, but if the people supporting them do not have the right tools and preparation, we will still have challenges,” Prof. Kikooma said.
He explained that the initiative responds to University policies requiring academic staff teaching graduate students to undergo pedagogical training, while those supervising graduate research must undergo specialized preparation in supervision and mentoring.
Prof. Kikooma said graduate supervision requires deliberate preparation because supervisors play a central role in shaping research quality, student success, and the overall effectiveness of postgraduate programmes.
He further emphasized Makerere University’s responsibility as a leading institution in the region.
“We have a double expectation. We must support the country to achieve its aspirations in national development, but we also have an expectation from other institutions to support them in building graduate training capacity. In that sense, we are a trainer of trainers,” he said.
Speaking on behalf of the National Curriculum Development Centre (NCDC), Dr. Patrice Ssembirige commended Makerere University for adopting a consultative and inclusive approach to curriculum development.
He noted that education systems globally are undergoing significant transformation, requiring continuous curriculum review and alignment with emerging needs.
“Education systems globally are undergoing significant transformation, and in Uganda, NCDC has been leading and spearheading the implementation of the competency-based curriculum,” Dr. Ssembirige said.
He explained that NCDC has developed competency-based curriculum frameworks at primary and lower secondary levels and is currently advancing reforms at upper secondary level, which feeds into higher education institutions.
Dr. Ssembirige said the new curriculum presents an opportunity to align graduate training with global trends, Sustainable Development Goals (SDGs), international best practices, and national development priorities.
“As we develop this curriculum, we need to align with global trends, SDGs and international best practices. We also need to undertake comparative analysis because curriculum reforms are taking place across East African Community states,” he noted.
He encouraged developers to ensure that the programme follows competency-based principles and equips participants with relevant 21st-century skills.
“Since we are talking about competency-based curriculum, we must be cognizant of the principles of competency-based education and ensure that we develop skills that fit the demands of the 21st century,” he added.
Dr. Dorothy Ssebowa, Director of the Centre for Teaching and Learning Support at Makerere University, said the initiative marks an important step in strengthening professional development for academic staff involved in graduate education.
She noted that effective supervision requires more than disciplinary expertise, but also skills in mentorship, communication, research guidance, ethics, assessment, and student support.
“The quality of graduate education depends on the quality of mentorship and supervision we provide. This curriculum will strengthen the capacity of academic staff to guide graduate students effectively, improve research outcomes, and uphold the standards expected of a leading university,” Dr. Ssebowa said.
She added that the Centre for Teaching and Learning will continue working with the Directorate of Graduate Training, academic colleges, curriculum specialists, and regulators to ensure the programme remains relevant and impactful.
During the workshop, stakeholders reviewed the proposed curriculum structure, course content, competency areas, assessment strategies, quality assurance mechanisms, and alignment with national and international standards.
Once finalized, the programme is expected to strengthen graduate supervision at Makerere University and serve as a model for professional development across higher education institutions in Uganda and beyond.
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