General
Students Offer Insightful Feedback on Courses, Lecturers & Teaching for Semester 2 of 2022/23
On Friday, 24th November 2023, the Quality Assurance Directorate (QAD) hosted a dissemination meeting at which results of the Students Evaluation of Course and Teaching (SECAT) for Semester 2 of the academic year 2022/2023 were shared with Management as well as Academic and Student leaders. According to QAD, SECAT is one of the mechanisms for engaging students to have a say about the course they have enrolled for, the lecturer who teaches the course and how the course has been delivered so as to generate evidence that can be used for progressive improvement towards to attainment of the University’s strategic plan.
Delivering the welcome remarks at the event, the Deputy Vice Chancellor (Academic Affairs), Prof. Umar Kakumba noted that SECAT is a standard requirement for institutions all over the world and expressed appreciation to QAD for undertaking the exercise. He was particularly appreciative that SECAT is an authentic tool that offers confidentiality to students and provides objective areas and metrics. Furthermore, he noted that since the mechanism is not cast in stone, it can be modified to cater for the unique or emerging teaching and learning needs of some academic units.
“The quality of learners is not a problem because from our cut off points, we take the best performers annually. However, how are the students prepared to learn? What is their attitude and what are their expectations?” pondered the Deputy Vice Chancellor (Academic Affairs).
Prof. Kakumba therefore appreciated the appropriateness of SECAT as a tool for receiving feedback from a tech-savvy generation that is not only good at juggling various tasks but also has a short attention span. He noted that it was important to evaluate whether the courses taught, the lecturers who conduct them and the methods of delivery all meet students’ expectations.
Presenting findings from the SECAT, the Director QAD, Dr. Cyprian Misinde noted that the exercise is essential for assessing teaching quality, aligning course expectations with outcomes, optimizing the timing of evaluations, influencing faculty teaching practices, and evaluating the effectiveness of instructional technology. “By providing valuable feedback and insights, student evaluations contribute to the continuous improvement of educational practices and the overall learning experience.”
It is against this background that Dr. Misinde urged all faculty members from all ten constituent colleges of Makerere University and the Jinja Campus to encourage their students to evaluate their courses. “When we send out the tools, encourage your students to complete them.”
Presenting results from the evaluation, Dr. Misinde reported that overall, 60.2% respondents strongly agreed that the course they took had positive impact on their learning, while 54.7% strongly agreed that courses undertaken improved their capacity to think and learn independently. In terms of courses’ impact on professional practice and relevance to career prospects, respondents were 52.7% and 57% respectively in strong agreement, while 55.9% strongly agreed that courses improved their knowledge and understanding.
As Makerere aspires to be a more research-led University, it was encouraging to learn that 45.9% of students strongly agreed that the courses improved their research skills. Additionally, 55.8% of students strongly agreed that the courses they took encouraged them to read widely.
With regard to the lecturers’ conduct the students strongly agreed that 60.8% of lecturers gave clear descriptions of course objectives, 52.6% were punctual, 51.4% strictly followed the timetable and 59.3% encouraged discussions and participation. Furthermore, students strongly agreed that 64.3% of lecturers were knowledgeable and resourceful on the subject matter, 46.6% assessed and gave timely feedback, 56.1% had a cordial and professional relationship with students, and 66.7% strongly agreed that lecturers dressed appropriately and decently.
On the methods of delivery of courses, students strongly agreed that 53.9% had clear outlines as well as up-to-date reading lists and references, 44% were taught with a variety of teaching methods, tutorials, and aids e.g. ICTs, and 47.1% of teaching and learning environments were conducive for academic pursuit. On the contrary over 50% disagreed that a variety of tools was offered during assessments.
Qualitative results from the evaluation also showed that students enjoyed diverse methods of course delivery, particularly the hands-on experiences, with some acknowledging that “We were sent out into the field to go and do research as groups, this improved on our student to student relationship as it encouraged teamwork and also helped us to do more research”. Additionally, students noted that “…We had to do a survey on marriages in Uganda and on top of the knowledge we attain from the syllabus, we also gained socioeconomic knowledge.”
Representing the 89th Guild Academic Affairs Minister Hon. Patience Nambaziira and student body in general, Mr. Matsiko Timothy expressed happiness that QAD invited the student leaders to participate in rollout of SECAT. Furthermore, he was pleased that SECAT demonstrated the University Management’s appreciation of the changing trends and keenness to receive feedback from the student body on their experience and expectations. “This is surely something to help us build for the future as the Makerere University motto says.”
Concluding the day’s remarks, Dr. Misinde recommended that all units should study the evaluation report and set targets for improvement. He further urged that courses should be grounded in students’ real life situations by evaluating and implementing the suggestions they provided. The Director further recommended that lecturers should take particular note of aspects of courses, their own conduct and methods of delivery that the students enjoyed and seek to inculcate more of these best practices going forward.
Makerere University has today Wednesday, 9th June 2025 officially unveiled NCBA Bank Uganda as the Platinum Sponsor of the Makerere University Endowment Fund (MakEF)’s flagship initiative – the Makerere University Marathon. Formerly known as a fun run, the initiative was rebranded on 27th March 2025 during the launch of its Fifth Edition. This year’s event, #MakRun2025, is slated for 17th August 2025 under the theme “Run the Hills for the Future”.
Addressing the Media at a press conference this afternoon, the MakEF Board Chairperson, Dr. Maggie Kigozi remarked, “We are deeply honoured and excited to unveil NCBA Bank Uganda as the Platinum Sponsor of #MakRun2025, with a landmark commitment of UGX 1.45 billion over the next five years.”
Dr. Kigozi further described the unveiling as “a strategic partnership built on shared values and a common vision for inclusive education and sustainable impact,” adding that it would “fast-track the establishment of a fully equipped Disability Support Unit for students living with disabilities, and to build a sustainable pool of funds to support Economically Disadvantaged Students.”
Appreciating the generous sponsorship, the Vice Chancellor, Prof. Barnabas Nawangwe acknowledged that NCBA Bank had not only made history as the biggest corporate sponsor of #MakRun to date but also aligned with Makerere’s vision to improve the quality of student life. “This is a powerful gesture of trust in our mission and a demonstration of deep corporate citizenship”, he added.
Prof. Nawangwe further thanked NCBA for recognizing that an investment in Makerere University is an indirect investment in the future of Uganda. “The Makerere Marathon is not just a race. It is a movement to establish a fully-fledged Disability Support Unit for students living with various forms of disabilities, and to build a sustainable fund for Economically Disadvantaged Students.”
The Vice Chancellor therefore rallied staff, students, alumni, partners and friends of Makerere to match NCBA’s generous support with vigour and commitment, so as to make #MakRun2025 the most impactful edition since its founding.
The Chief Executive Officer, Mr. Mark Muyobo thanked Makerere University for giving NCBA Bank Uganda the opportunity to play its part in “shaping Uganda’s future one student, one community, one strength at a time,” adding that #MakRun is a symbol of hope for students living with disabilities as it speaks to Makerere’s core values of inclusion, equity, and excellence.
On a rhythmical note, Mr. Muyobo remarked that the #MakRun2025 theme is “not just about finishing lines, it is about opening doors; giving opportunities to those who are disabled. It is about promoting active lifestyle.”
#MakRun2025 will for the first time feature a full 42.2km marathon race with international accreditation and professional timing along a dedicated traffic-free route.
“These are not just upgrades, these are bold steps towards building a world-class international marathon right here in Kampala. We are proud to be the wings at your back as you take this leap because when Makerere University, the beacon of higher learning in Uganda grows stronger, the ripple effects are felt across the region and across the continent” Mr. Muyobo affirmed.
To officially seal the deal, a Memorandum of Understanding was officially signed between Makerere University and NCBA Bank Uganda, and thereafter, a dummy cheque of UGX 1.45 billion was presented to Dr. Maggie Kigozi as the Vice Chancellor, Members of Management and NCBA staff witnessed.
General
Directorate of Graduate Training Empowers PhD Supervisors with Academic Supervision Training
By Moses Lutaaya
The Directorate of Graduate Training (DGT) in conjunction with CARTA’s Emerging and Re-emerging Infectious Diseases (TERID) Research Hub and the East– Spark Project completed a two days Doctoral (PhD) academic supervisors training under the theme: “Empowering Academic Supervision Training in Eastern Africa: Sparking Potential, Advancing Research, and Knowledge (EAST-SPARK).”
The training took place between 2nd and 3rd July 2025 at the College of Business and Management Sciences’ (COBAMS) School of Business conference hall.
In his opening remarks, the Director of Graduate Training Prof. Julius Kikooma challenged the team to set clear and manageable objectives for graduate students under their supervision so that they can complete their doctoral studies on time.:
“Set expectations at the beginning of the research journey of PhD students under your supervision. Resist working with students that are not objective. Set a time frame with in which the student is able to do their research so that they are able to finish their doctoral studies on time.”
He added, “The issue of supervising graduate research is very vital because there needs to be seamless progression of the graduate students.”
Prof. Kikooma further highlighted that the target in the strategic plan is to have 30% graduate students enrolled in the next five years. Currently, it is about 17%.
“We need to get everything right in this training. Our biggest issues are in the supervision process flow of the graduate students. Graduate supervisors need to listen to students and equally the students need to listen to the supervisors. The graduate supervision journey is simple with open communication and immediate feedback between the two parties.”
This will help us in creating a new breed of academia and researchers that Makerere university and the country as a whole need.”
Prof. Kikooma further added “Take the excellence you have to represent the university. Ensure you have all they policies on your fingertips so that you guide the students well.”
In his remarks, Prof. Ibrahim Okumu (representing the Principal, COBAMS) said that such a training was necessary and it was a right move towards standardization of doctoral training in the region.
“What does it take to standardize doctoral and graduate studies? We need to create unison in the region and learn by doing. Doctoral studies are vital and cannot be taken for granted. We need to continue creating critical thinkers ready to nature research programs. These trainings are enablers in this journey.”
He added, “Let us blend the old and young birds in this training so that we share knowledge and experience to nature and grow the dreams of the doctoral students. Nature the inner person, not imposing yourself on to the student. Enable them to open up while doing their research and they will have a good and seamless doctoral academic journey.”
Dr. Drago Kato Charles, a trainer and a senior Lecturer at the Department of Biomedical Laboratory Technology at CoVAB said, “These trainings are continuous professional development programs aimed at refreshing doctoral supervisors every now and then. They are vital and needed by the mixture of the young, intermediate and senior supervisors.”
He added, “These senior supervisors share knowledge and experience on what is going on in the world of education. The young come to learn from old supervisors. The goal is to increase completion and quality of the PhD output. In totality, such a training aims to improve quality and mentorship on how to facilitate and handle graduate student supervision.”
He added that the trainees were taking the obtained skills to their schools and colleges to produce more quality doctoral and graduate students which would lead to growth of economies since every country needs PhD researchers to drive economic transformation and policy developments as well as implementation.
Dr. Peter Ssenkusu, a senior lecturer in the Department of Foundations and Curriculum studies in the School of Education said, “The training modules are extensively researched. The areas covered are very pertinent for doctoral supervision.”
Dr. Stephen Ojiambo Wandera, a facilitator and a Senior Lecturer at the Department of Population Studies in the School of Statistics and Planning at COBAMS added, “The vision for Makerere University is to be a research led institution. To be research- led university, we need to promote graduate teaching and learning. To achieve this, graduate students need supervisors that are well trained and skilled. We will also continue to do retooling for experienced supervisors.”
Dr. Byaruhanga Micheal Bruce from the Department of Biochemistry and Tourism, a lecturer and a participant said, “Whoever thought about this training did something very important. I thought all I was doing in supervision was normal until this training came. I did not know that some issues I knew would let the students off the course while others would keep them on. I want to ensure that all I have learnt is put into action. The modules have been very enriching. We need more of such trainings, probably for more than two days.”
Dr. Tukae Mbegalo, a guest trainer from Mzumbe University in Tanzania said, “The training is very relevant considering the diversity of the participants which include the young and senior researchers because of sharing the experiences which include delays and the relationships between supervisors and supervisees.” He added, “As supervisors, our emphasis is on scientific writing which we should instill in the students. Scientific writing leads to consistency right from problem setting, objectives, methodology and aligning it to the results so that we improve the quality of the doctoral outputs.”
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