General
Minister Janet Museveni Launches Emerging Leaders Program at Makerere University
The First Lady and Minister of Education and Sports, Hon. Janet Kataaha Museveni, officially launched the Emerging Leaders Program and commissioned the first cohort of SAFE champions at Makerere University on Friday 27th September 2024.
“It gives me great pleasure to commission you as Emerging Leaders Program Champions. I charge you to become role models. Please take the training that you have received as your moral campus at the University and beyond,” said Hon. Janet Museveni amidst applause from the audience.
The launch, held at Makerere University’s Freedom Square, was attended by notable figures including the Chairperson of the University Council- Mrs. Lorna Magara, Deputy Chairperson of Council- Rt. Hon. Dan Fred Kidega, the Vice Chancellor-Professor Barnabas Nawangwe, Program Chairperson-Professor Henry Alinaitwe, Co-Chair- Mrs. Barbara Kaija, and Bishop Joshua Lwere-Board Chair of the Global Leadership Summit.
The formulation of the Emerging Leaders Program followed a discussion between Hon. Janet Museveni and Makerere University Council members held on February 2, 2023. Burdened by the challenges that were being faced by students and the disastrous effects of addiction to alcohol, drug and substance abuse, corruption, HIV/AIDS, the First Lady and Hon. Minister of Education and Sports tasked the University Council headed by Mrs. Lorna Magara to partner with her and come up with a solution to save the students and young people from destruction.
The launch of the Emerging Leaders Program at Makerere University, therefore marked the beginning of the actualization of Hon. Janet Museveni’s vision to implement a national Anti-Corruption and HIV/AIDS campaign in Uganda. The SAFE campaign stands for Sexually Fortified, Addiction Free, Financially Faithful and Education Focused.
Speaking at the launch, Hon. Janet Museveni said the Emerging Leaders Program is an initiative that she holds dear in her heart because it has the potential to nurture the young generation and shape the destiny of our nation.
“My desire is that this program expands beyond Makerere University to all universities in Uganda. I pray that God will make that possible,” she said.
The Minister credited the leadership of Makerere University and the program’s partners namely the Global Leadership Summit and Life Ministry Uganda for taking up the challenge to craft the Emerging Leaders Program that will instill character in university students throughout the country.
The Emerging Leaders Program is a life skills capacity-building and behavioral intervention coded “The SAFE Campaign.” The initiative seeks to address critical challenges threatening students’ education and well-being such as addiction to drugs, corruption, substance abuse, gambling, and the risks of HIV/AIDS. These issues were viewed as not only jeopardizing students’ health and academic performance, but also affecting the social well-being of graduates entering the workforce.
According to Mrs. Barbra Kaija, the Co-Chair of the Emerging Leaders Program, this was intended to help the parents who risk a lot to educate their children so that they become important and resourceful people, but sometimes disappoint them when they engage in harmful practices which eventually threaten their education and future.
“Parents take a lot of risks to educate their children, and when your child reaches a University level, you always want to see him or her succeed and become an important person, therefore what we are trying to do is to remove those barriers which are stopping them from becoming important people,” she said.
“Through this emerging leaders program, we can help shape the new generation. What we do in this program is that; we interact with these students and talk to them, teach them, and invite experts in these fields to share ideas,” she added.
Mrs. Kaija mentioned that the Emerging Leaders Program focused on Universities because university students are the most productive and as such, we must ensure their safety.
“University students are at the most productive age, and the workforce that is building our country, so we must make sure that they are safe. The emerging leaders program will help them in character development. While our students graduate with academic degrees, they need the right set of values and character to succeed in life,” she emphasized.
In her remarks, Mrs. Kaija informed the audience comprising students who filled the Freedom Square to capacity, Makerere University stakeholders and the media that the Emerging Leaders Program implementation team conducted a baseline study, which enabled them to understand the challenges that a few of the students at Makerere University were grappling with.
According to Mrs. Kaija, the Emerging Leaders Program team targeted 473 first year students and 1041 continuing students. Some of the vices include: achohol and drug abuse, sex before marriage, and betting primarily due to peer pressure. She noted that, although some results were worrying, they also registered some good news that they can build on.
Minister Janet Museveni said young people have been grappling with many challenges, some of which have been imposed on them because of peer pressure. She noted with concern, that gambling in the form of sports betting is also spreading very fast in Uganda.
“Over the past few years, we have all experienced our young people grapple with many challenges such as alcohol, drug, and other substance abuse, sexual immorality, and gambling which has led to many university students dropping out. Through this program, we desire to help students rise above what has been the norm of negative peer pressure that compromises their innocence,” said the Minister.
The First Lady reiterated that the Emerging Leaders Program has the potential to engage the students and significantly save lives. The Program provides an inclusive process to nurture the young generation into impactful people by instilling values into them and improving their health. It provides life skills to enable students and youth in general to make the right choices while at the University, at places of work, in the communities and with their families.
“This program is not just about imparting leadership skills; it is about the total transformation of lives through instilling values. Furthermore, through this program young people are being prepared to make the right choices in life, that will safeguard their health and wellbeing while enabling them to succeed in their academics,” she said.
In the same vein, Mrs. Lorna Magara, the Chairperson of Makerere University Council said that the program will help to curb societal moral degradation and refocus our young people on values and life skills to secure their future.
She explained that the program is timely because the country and the continent’s development relies on the quality of its leaders.
“The development of Uganda and indeed Africa hinges on the quality of its people, therefore the Emerging Leaders Program is a strategic tool to this cause with a fully-fledged behavior change program, curriculum, and messaging campaigns,” she stated.
She also revealed that Makerere University Council had approved the developed Emerging Leaders Program mandatory course and students will be required to take it over three years of their study. The course will soon be presented to the University Senate for approval. Some of the short courses of the Emerging Leaders Program are ready to be rolled out.
The Vice Chancellor, Professor Barnabas Nawangwe commended the First Lady and Hon. Minister of Education and Sports for the initiative that is highly anticipated to reshape the future generation. Prof. Nawangwe also seized the opportunity to thank the First Lady for supporting the University’s infrastructure development initiatives.
“We thank you for the support towards the development of infrastructure at Makerere University particularly the reconstruction of the Main Building,” he remarked.
He appreciated Hon. Janet Museveni for championing the fight to save the emerging leaders from destruction and committed himself to ensure Emerging Leaders Program succeeds.
“Makerere University is committed to ensuring the safety of her students and staff. The University Council has approved the safeguarding policy, and the counselling and career guidance policy is in the offing. The University Management will make every necessary effort to ensure the success of the Emerging Leaders Program,” he said.
Prof. Nawangwe acknowledged the Students’ Guild leadership for their contribution towards the success of ELP noting that; “The Guild Leadership has implemented activities that complement the efforts of the Emerging Leaders Program.” He also appreciated Prof. Henry Alinaitwe, the Chair of the Emerging Leaders Program, Mrs. Barbra Kaija, the Co-Chair and the entire implementation team for accepting to serve.
Dr. Ronald Semyalo, a Lecturer in the department of Zoology at the College of Natural Sciences and one of the Emerging Leaders Program trainees, noted that the Emerging Leaders Program is not just another academic course, but a catalyst for personal transformation, empowering each individual to reach their full potential for the betterment of themselves and the community.
Ms Julian Kanyesigye, a student of Makerere University studying Bachelor of Science in Quantitative Economics, and one of the SAFE champions, noted that the Emerging Leaders Program has come at a time when youth are battling pandemics on multiple fronts from high rates of drug abuse to high rates of sexual immorality, with an alarming increase in the number of HIV infections among young people.
With the Emerging Leaders Program being student centred, the audience listened to a poem titled “For God and My Country,” recited by two Makerere University Students namely Grace Deborah Mirembe and Paul Tumwesigye studying Literature and English Language Studies from the College of Education and External Studies. The poem calls on students and young people to focus on the values which emphasize the need to uphold good character, humanness, knowing to say NO and when to say YES for the good of the individual and the whole society.
In addition, the students from the Department of Performing Arts and Film, which is headed by Dr. Benon Kigozi captivated the audience with beautiful melodies and sounds. The Department of Performing Arts and Film is under the College of Humanities and Social Sciences.
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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