_{By Betty Kyakuwa and Carol Kasujja}

In this exclusive quick chat, we spoke to the 91^st Guild President, Ssentamu Churchill James, a third-year student pursuing a Bachelor of Social Sciences. He shares insights into his leadership journey, key achievements, challenges, and his vision for the student community.

What inspired you to run for Guild President?

My background and personal leadership journey played a big role. Growing up, I saw my father and uncle actively involved in politics, which shaped my interest in leadership.

I also held leadership roles in high school—serving as Sports Minister at O-Level and later as Head Prefect at St. Juliana High School, Gayaza, during my A-Level. These experiences built my confidence and passion for representing others.

Seeing former Guild President Vincent Lubega Nsamba win also motivated me. We come from the same high school, and I succeeded him as Head Prefect. That gave me the belief that I, too, could lead at that level.

What was your vision when you assumed office, and how much of it did you achieve?

My vision was to amplify students’ voices and ensure their needs were prioritized. While it wasn’t easy due to bureaucracy, we made progress.

We improved students’ social welfare by engaging management, which led to greater flexibility in organizing events like the Bazaar and Freshers’ Ball. We also addressed the issue of missing marks. Previously, it could take semesters to resolve, but now, through the Office of the Academic Registrar, such issues can be handled much faster.

What is your biggest achievement?

One of the biggest milestones was allowing students to sit for examinations after paying at least 60% of tuition. This has reduced the number of students dropping out due to financial constraints.

We also saw the lifting of the ban on social events, which has gradually revived campus life. Additionally, leadership roles such as ministers and Guild Representative Councillors (GRCs) have become more functional, with clearer responsibilities and greater impact.

What key lessons have you learned?

One key lesson is the importance of daring to take action. Things may seem impossible, but once you step out and try, you realize they are achievable.

I also learned that leadership begins with influence. For example, when class representatives raised concerns about not being paid, I had to engage and influence them to understand the situation while working toward solutions.

Leadership also requires teamwork. You cannot lead alone—you need a support system. When you delegate, trust people and avoid micromanaging.

Another lesson is the importance of effective communication with management. Building strong relationships increases your chances of influencing decisions.

On a personal level, I have learned discipline—keeping time, improving how I present myself, and becoming more mindful in how I engage with others.

What do you attribute your success to?

First and foremost, God, who gave me the wisdom and understanding to lead.

I also attribute it to the strong working relationships I built with University leadership, especially the Vice Chancellor and the Dean of Students. Without that collaboration, it would have been difficult to achieve much.

How did you balance academics and leadership?

It required intentional planning and prioritization. When meetings clashed with tests, I delegated to the Vice President or Prime Minister. This ensured continuity while giving them an opportunity to grow.

However, I made it a point to attend critical engagements, such as Council meetings, because I was entrusted with representing students’ voices. I was also selective about external engagements to remain focused on my academics.

What challenges did you encounter?

Managing high expectations from students was a major challenge. Even small delays could attract criticism. For example, when students’ upkeep delayed by a week, some assumed I was not advocating for them.

I learned to remain calm and not react emotionally, instead using feedback as motivation to improve.

Another challenge was handling sensitive cases, such as advocating for students who had been suspended. Even when I did not agree with their actions, it was my duty to seek fair consideration on their behalf.

Was there a difficult decision you had to make?

Yes. Just a month into office, I made the decision to relieve a minister of their duties because they did not align with the cabinet’s vision and values. Leadership requires making tough decisions to maintain unity and integrity.

Is there anything you would have done differently?

I feel I could have engaged more with the administration. At times, I was occupied with activities outside the University, which limited my interaction with management. With more engagement, I believe I could have achieved even more.

What will you miss most?

I will not necessarily miss the office itself. Leadership is about service, and it is now time for others to take on that responsibility as I move on to the next chapter of my life.

How would you like to be remembered?

As a selfless leader who went the extra mile to serve others and always put students’ interests first—even when it required personal sacrifice.

For instance, during the Freshers’ Ball, we wanted to host a musician whose fee was UGX 4 million, yet we only had UGX 2 million. I personally covered the balance to make it happen for the students.

At Makerere University, the future didn’t feel distant, it felt urgent, alive, and within reach.

For three days in March, the university’s grounds transformed into a vibrant meeting point of ambition and opportunity as students, graduates, and industry leaders converged for the 2026 Careers Fair. Lecture halls spilled into exhibition spaces, conversations replaced uncertainty, and for many students, career dreams began to take clearer shape.

A Question That Defined the Moment: Man or Machine?

The opening day set the tone with a bold theme;“Machine vs. Man”, placing artificial intelligence at the center of career conversations. Students listened, questioned, and reflected as leaders challenged them not to fear technology, but to harness it.

The message was clear: the future belongs to those who can adapt.

Speakers emphasized that while AI is reshaping industries, it is also creating new opportunities for innovation, entrepreneurship, and job creation. For many students in attendance, this was more than a discussion—it was a wake-up call to rethink their place in a rapidly evolving world.

Beyond Jobs: Unlocking Global Opportunities

If Day One provoked thought, Day Two opened doors.

The focus shifted to scholarships, fellowships, and international study opportunities, expanding students’ horizons beyond the immediate job market. Conversations moved from “What job can I get?” to “What possibilities exist for me globally?”

Students explored pathways into prestigious programmes, exchange opportunities, and further study options, discovering that their ambitions could stretch far beyond borders.

Where Potential Meets Purpose

By the final day, the Careers Fair had evolved into something deeper—a platform for connection.

Under the theme “Connecting Potential to Purpose,” industry leaders, employers, and development partners engaged directly with students, emphasizing collaboration as the key to career success.

Across Freedom Square and exhibition booths, students asked tough questions, shared ideas, and made meaningful connections. Employers, in turn, offered insights into the skills that matter most in today’s workplace—adaptability, creativity, and critical thinking.

More than 50 organizations participated, turning the fair into a living ecosystem of mentorship, networking, and opportunity.

Stories That Defined the Experience

But beyond the panels and presentations, it was the human moments that stood out.

There was the student who, after a conversation with a recruiter, discovered a career path they had never considered. The group of finalists who used simple tools like mobile phones to create powerful messages about safety and inclusion, reminding everyone that innovation often begins with what is available.

And there were countless quiet exchanges, handshakes, questions, shared laughter—that carried the weight of possibility.

A Bridge to the Future

What emerged from the three-day experience was not just a successful event, but a powerful reminder of the university’s role as a bridge, linking academic training to real-world demands.

The Careers Fair reaffirmed Makerere’s commitment to preparing students not just for employment, but for meaningful participation in shaping the future. It brought into focus a simple but profound truth: careers are not built in isolation—they are nurtured through connections, curiosity, and courage.

For many students who walked through the fair, the journey ahead no longer felt uncertain. It felt possible.

Long before the title “Guild Administrator” became synonymous with her name, Norah Nalubowa was simply a young administrator finding her footing at the university. It was 2006 when she joined the Dean of Students’ Department, unaware that she was beginning a journey that would see her become one of the most beloved figures on campus.

Today, many students do not know her by her official title. To them, she is simply “Guild Mama.”

“I learned very early,” she says, “that when dealing with students, you must listen more and speak less. These students need to be loved.” That philosophy would come to define her work, and her identity.

From ‘Head Girl’ to ‘Mama’

In her early days, students fondly referred to her as “Head Girl,” a nod to her youthful presence and approachable demeanor. As the years passed, the names evolved—“Kazende,” a term of respect, then “Mama,” and eventually “Guild Mama.”

Each name told a story. Each reflected a deepening relationship.

“I decided to befriend them,” she recalls. And for nearly two decades, she has lived up to that role, often going far beyond the call of duty.

A Job That Never Ends at 5:00 PM

For Norah, student affairs do not end when the workday does. Some of the most critical moments unfold after hours, late into the night. She remembers one such moment vividly.

At 3:30 a.m., she received information about a planned student strike. Without hesitation, she picked up her phone and called the student leader.

“We had already agreed during the day that issues should be resolved through dialogue,” she says. “So I reminded him.”

What followed was a long, patient conversation, one that ultimately diffused the situation before it escalated. “I thank God he listened,” she adds quietly.

It is in these unseen moments, phone calls in the middle of the night, quiet interventions, careful listening, that her impact is most deeply felt.

Carrying More Than a Job Title

Beyond administration, Norah has become counselor, mediator, and, in many cases, a lifeline.

Students come to her with everything, from leadership disputes to deeply personal struggles.

Some come with nothing at all. “There are students who lack basic things,” she explains. “Soap, sanitary towels… sometimes even food.” In such moments, policy gives way to compassion.

“You may have little,” she says, “but you share what you have.”

Her guiding principle is simple yet profound: “If a student comes to my office crying, they should leave with a smile.”

Inside the World of Guild Politics

Having overseen Guild elections for over a decade, Norah has witnessed the highs, the tensions, and the transformation of student politics.

She recalls one particularly intense election season when eight strong candidates competed fiercely, each backed by large crowds and vibrant campaigns.

But it was not strategy or strength that ultimately shifted the race—it was a rumor or what students popularly refer to as ‘chemical’. The candidate that had been favored to win, lost the election.

“By morning, everything had changed,” she says. “That is the power of perception.”

Moments like these have shaped her approach, grounding it firmly in fairness, guidance, and adherence to policy.

Over time, the elections themselves have changed. Once marked by physical campaigns and, at times, violence, they have since transitioned to virtual platforms following tragic incidents.

“It was a necessary shift,” she reflects. “Safety had to come first.”

One campaign moment still makes Norah smile. She recalls a candidate whose slogan stood out for its simplicity and rhythm: “Allow me, to allow you to sing a song, Dangote.”

“It was catchy,” she says, laughing softly. “Students connected with it immediately.”

The slogan quickly gained traction across campus, echoing through campaign trails and student gatherings. More than just words, it created a sense of participation and excitement among the electorate. “That message helped him win,” Norah notes.

Years later, she still remembers it, not just as a slogan, but as a reminder of how creativity, timing, and connection with students can define a campaign.

Lessons in Leadership and Life

After years of working closely with students, Norah has come to believe that leadership is both innate and cultivated. “Some are natural leaders,” she says. “But others grow into it.”

Her advice to aspiring Guild Presidents is practical: stay academically grounded, understand student needs, and work within university policies. But beyond that, her deeper lesson is one of humanity, of empathy, patience, and presence.

A Legacy Written in Lives Touched

Ask Norah about her proudest moments, and she does not mention titles or milestones.

Instead, she speaks of the students. The messages she receives. The quiet “thank yous.” The moments when a student says her guidance changed their path.

One memory stands out—when students with disabilities chose to recognize her among all administrators, presenting her with an accolade. “That meant the world to me,” she says.

More Than a Mother at Work

Outside the university, Norah finds joy in farming; growing coffee, cocoa, bananas, maize, and beans. It is a practice she describes with the same care and intentionality she brings to her work.

“Even one acre,” she says, “can be productive if you plan well.”

At home, she is a mother to one biological child, but in her heart, she carries many more. “I have six children at home and many more on campus” she says with a smile. And perhaps that is the simplest way to understand her story.

In lecture halls, in offices, in late-night phone calls and quiet acts of kindness, Norah has built something far greater than a career. She has built a family.

Grounded in Gratitude

As our conversation comes to a close, Norah pauses, not to speak about herself, but to give thanks.

“I am very grateful for the opportunity to share my story,” she says. “But more importantly, I thank the University management. It is not easy to sit in meetings and constantly think about the welfare of students and the institution. Their work should never be taken for granted.”

She is equally quick to acknowledge those who have guided her journey. “I have served under several Deans of Students, and each one has mentored me in a special way. Whenever I face a challenge, I still reach out to them for guidance.” Her appreciation extends to her colleagues—the wardens and staff in the Dean of Students’ Department, whom she credits for their teamwork and vigilance.

And finally, she turns to the students themselves, the very reason her journey began. “I thank all the student leaders, past and present. Many of them call to say thank you, and to tell me that something they learned from me has helped them. That feedback means everything.”