General
Empowering and Shaping Tomorrow’s Peacebuilders: Transformative Reflections on a 3-Day Training
On December 5, 2024, the Julius Nyerere Leadership Centre (JNLC), in partnership with Konrad Adenauer Stiftung (KAS), concluded its three-day Youth Leadership Training Programme with a cross-generational dialogue on peace and security. This dynamic gathering, held in the serene gardens of Julius Nyerere Leadership Centre at Makerere University, brought together student leaders and alumni from various universities to exchange insights with seasoned experts and practitioners.
The “Ekyooto” Experience: Bridging Generations
The event, modeled after the traditional “Ekyooto” fireside gathering, facilitated open conversations between youth and experienced leaders. Discussions tackled peacebuilding, conflict resolution, gender, and regional politics. Participants explored innovative solutions to local and global peace and security challenges, enriched by intergenerational wisdom.
Leadership Perspectives
Dr. Nansozi Muwanga, JNLC Executive Director, emphasised the dialogue’s purpose: bridging young and experienced voices to provide a holistic view of peace and security challenges. She lauded participants’ enthusiasm and highlighted their potential to translate lessons into actionable solutions for their communities.
Ms. Angella Kasekende of KAS highlighted the transformative nature of cross-generational conversations, sharing how similar dialogues had shaped her leadership journey. She stressed the value of interactive learning over information-heavy training, enabling participants to directly engage with experts.
Insights from Prof. Julius Kiiza
Prof. Julius Kiiza, a political science and political economy expert, delivered a thought-provoking presentation on Servant Leadership, Pan-Africanism, and Peacebuilding in the Great Lakes Region. Addressing the question Whose Security Counts?, he argued that true peace extends beyond the absence of war to encompass human, economic, and cyber security. He urged leaders to prioritize citizens’ welfare, economic opportunities, and meritocracy, framing these within the broader concept of Staatsbildung (state-building).
Key Themes and Reflections
- Human-Centered Security: Addressing unemployment, access to resources, and functioning institutions as prerequisites for genuine peace.
- Meritocracy and Good Governance: Advocating for competence-based leadership to drive national progress.
- Pan-African Aspirations: Exploring the potential for African unity, inspired by historical state-building models.
Cross-Generational Panel Explores Root Causes of Conflict
Moderated by Prof. Julius Kiiza, a distinguished panel at the Julius Nyerere Leadership Centre included Prof. Philip Kasaija, Prof. Helen Nambalirwa Nkabala, Ms. Joanna Grace Nakabiito, and Ms. Nashiba Nakabira. They addressed the root causes of conflict and strategies for peacebuilding, drawing insights from academia, policy, and practice to address the root causes of conflict, identity-related disputes, and the roles of youth and women in peacebuilding.
Root Causes of Conflict
The panelists identified marginalisation, greed, colonial legacies, and identity-based disputes tied to religion, ethnicity, or politics as key conflict drivers. To understand identity-based conflicts, participants were asked, “What non-negotiable rights are you ready to fight for?”
Prof. Nkabala urged a shift from a “hardware” focus on peace (guns and uniforms) to human security, emphasizing livelihoods, governance, and distinguishing positive peace from mere absence of conflict. She also highlighted the media’s dual role in fueling or resolving disputes, stressing the importance of trauma-informed peacebuilding and responsible journalism.
Prof. Kasaija categorised conflicts using the “conflict tree” framework, noting interconnections among colonialism, resource greed, and constructed identities. He highlighted the evolution of security from state-centered to human-focused, emphasizing individual well-being as a pillar of stability.
Ms. Nakabiito addressed the complexity of identity conflicts, which are deeply tied to self-concept and collective identity. She stressed the need to address marginalisation and dismantle media narratives that portray such disputes as irrational.
Tackling Conflict and Building Peace
Panelists agreed on the need for inclusive, multi-dimensional approaches to address the root causes of conflict. They emphasized leadership, collaboration, and proactive engagement by youth and women as essential for fostering sustainable peace. The discussion offered participants practical frameworks and insights to address challenges, inspiring them to drive transformative change in their communities.
Key Takeaways from Panelists:
Prof. Helen Nambalirwa Nkabala
- Advocated for a human-centric approach to peace and security, highlighting livelihoods, human rights, and the distinction between positive and negative peace.
- Stressed governance and representation as essential pillars for societal harmony.
- Emphasized the responsibility of the media in fostering peace, warning against dehumanizing language and sensationalism that escalate conflicts.
- Advocated for trauma-informed peacebuilding, urging the need to address unresolved trauma as a foundation for sustainable peace.
- Encouraged proactive youth and women’s leadership, suggesting readiness to act even with partial preparedness.
Associate Prof. Philip Kasaija
- Introduced the “conflict tree” framework, linking conflicts to colonial legacies, marginalization, greed, and constructed identities.
- Traced the evolution of security definitions from state-centric to human-centric approaches, emphasizing individual well-being as the ultimate security goal.
- Highlighted resource greed and grievances as intertwined conflict drivers, with examples from the DRC and Darfur.
- Addressed latent regional conflicts (e.g., border disputes) and urged comprehensive, inclusive conflict-resolution strategies.
Ms. Joanna Grace Nakabiito
- Examined identity-related conflicts, emphasizing their roots in self-concept tied to ethnicity, religion, or political ideology.
- Distinguished between necessary (group identity) and sufficient (marginalization) conditions fueling identity conflicts.
- Called for meaningful youth inclusion in peacebuilding, moving beyond token representation.
- Advocated for better coordination among youth empowerment initiatives to align with global and regional frameworks.
Ms. Nashiba Nakabira
- Highlighted the link between strong national institutions and regional integration, using South Sudan’s struggles as an example.
- Criticized barriers to intra-African movement and reliance on foreign donations, urging domestic resource mobilization.
- Addressed the gender disparities in peace processes, emphasizing the need for women’s capacity building in negotiation and diplomacy.
Mr. Robert Muhangi
- Urged youth to advocate for national peace and security action plans, ensuring resource allocation for youth training.
- Encouraged grassroots mobilization of small youth groups to engage in conflict resolution and peacebuilding.
- Highlighted the importance of integrating peace initiatives at the community level for broader impact.
Ms. Falade Olutoyin
- Questioned the persistence of patriarchy, advocating for gender equality as a pathway to women’s leadership and decision-making roles.
- Linked corruption to women’s marginalization, particularly in conflict zones, stressing the need to address governance flaws to enable women’s empowerment.
Core Recommendations:
- Address the Root Causes of Conflict: Focus on marginalization, resource greed, and identity-based grievances.
- Promote Human-Centric Security: Broaden definitions of security to encompass individual livelihoods and well-being.
- Empower Youth and Women: Foster meaningful participation in peace processes, ensuring capacity-building and leadership opportunities.
- Strengthen Institutions for Integration: Build robust national frameworks to facilitate effective regional collaboration.
- Leverage Media for Peace: Promote peace narratives and train journalists in peace reporting to prevent conflict escalation.
- Combat Corruption: Redirect resources from corrupt practices to inclusive governance and women’s empowerment.
This panel underscored the complexity of conflicts in Africa and the importance of a multi-faceted, inclusive approach to peacebuilding and governance. The discussion laid a foundation for actionable strategies to empower marginalized groups, harmonize initiatives, and foster a culture of sustainable peace. Here’s a summary of key insights and recommendations:
Key Issues Highlighted
Identity-Based Conflicts:
- Rooted in self-concept based on ethnicity, religion, or ideology.
- Often exacerbated by systemic marginalization and colonial legacies, as exemplified by the Tutsi-Hutu conflict.
- Requires addressing underlying marginalization to prevent escalation.
Youth and Women’s Participation:
- Youth face systemic barriers limiting their decision-making roles.
- Women are disproportionately affected by conflicts and underrepresented in peace processes.
- The intersectionality of age and gender adds layers of vulnerability, particularly for young women.
Structural Barriers:
- Weak national institutions hinder regional integration efforts.
- Fragmented initiatives lack coordination, undermining peacebuilding programs.
- Patriarchy restricts women’s roles in leadership and peacebuilding.
Abuse of Power in Professional Spaces:
- Women face exploitation and harassment in leadership contexts.
- Cultural and systemic issues discourage victims from seeking justice.
Corruption:
- Deepens economic inequalities, disproportionately affecting women in conflict zones.
- Diverts resources that could empower women and youth in leadership.
Educational Disparities:
- Women face additional challenges accessing quality education in conflict regions.
- Lack of networks and support makes it difficult for women to sustain leadership roles.
Recommendations and Insights
Enhancing Youth Engagement:
- Adopt and implement national action plans for youth inclusion in peace and security.
- Equip youth with skills through training programs like those led by the Julius Nyerere Leadership Centre.
Promoting Women’s Leadership:
- Increase investment in women’s capacity-building for preventive diplomacy and peace negotiations.
- Address systemic barriers to education and leadership, ensuring equitable resource allocation.
Strengthening Institutions:
- Build robust national frameworks to support regional integration and peace initiatives.
- Mobilize domestic resources to reduce reliance on foreign aid.
Addressing Gender-Based Violence and Harassment:
- Establish policies and support systems to protect women in professional and leadership spaces.
- Create safe avenues for victims to report abuses without fear of retaliation.
Building Networks and Coalitions:
- Foster coordination among peacebuilding initiatives to align with global frameworks.
- Encourage collective advocacy by women and youth to amplify their voices.
Continuous Learning and Advocacy:
- Encourage participants to stay informed about global and regional conflicts.
- Promote proactive steps toward leadership, utilizing knowledge gained from training sessions.
Looking Ahead
This transformative programme serves as a reminder that peacebuilding is a collective endeavor, requiring bold ideas, cross-generational collaboration, and unwavering commitment. The training and dialogue fostered a shared commitment to tackling peace and security challenges. As future leaders, participants were equipped with tools, perspectives, and networks to drive transformative change across Uganda and Africa.
Closing Remarks
The collaborative efforts of organisations like Konrad Adenauer Stiftung (KAS), Makerere University Rotary Peace Centre, and Julius Nyerere Leadership Centre highlight the value of mentorship and training. As emphasized by facilitators, this initiative is not only about expanding knowledge but also about equipping young leaders with tools to foster meaningful change. Furthermore, the cross-generational dialogue underscored the need for collective action, deliberate policy-making, and active participation to achieve sustainable peace and security in Africa.
College of Health Sciences Quality Assurance (QA) Training in Assessments, Pedagogy and Competence Based Curriculum Held 18–19 June 2026 at Esella Hotel.
Pedagogy, Assessment and Supervision Training Workshop
The College of Health Sciences has embarked on the journey to improve the teaching, assessment and preparation for the adoption of the competence-based curriculum.
The training was held on 18-19 June 2026, at Esella Hotel, Kira, the training targeted the teaching assistants, lecturers’ senior lecturers’ key administrators and some PhD fellows, generally the early career academic staff that are yet growing in the ranks.
Objectives
- Equip participants with modern pedagogical approaches for effective teaching and learning.
- Review and harmonize assessment strategies to ensure quality and fairness in academic evaluation.
- Enhance supervisory competencies for guiding graduate students in research and academic progress.
- Foster collaboration and shared experiences among facilitators, supervisors, and administrators.
The key focus areas for the training
- Guidelines in Assessment & Course Outlines- Dr. Cyprian Misinde -Chief Quality Assurance Officer.
- Competence Based Education and Assessment- Dr. Mike Kagawa
- Advancing continuous improvement in teaching, learning through teaching styles -Dr. Ssebowa Dorothy.
- Teaching methods Knowledge production and acquisition- Dr. Peter Ssenkusu
- Graduate Supervision Challenges and Opportunities- Prof. Grace Ndeezi.
- Competence Based Curriculum in line with the NCHE- Dr. Innocent Besigye.
- Feedback mechanisms in training- Dr. Irene Rebecca Namatende.
Key Outcomes for this training
- The participants gained the understanding of learner-centered teaching approaches and pedagogical principles.
- Acquired new skills supervisory skills, particularly in guiding research and addressing student challenges.
- Consensus on adopting standardized assessment tools across graduate programmes.
- Practical exposure to teaching models and interactive learning methods.
- Development of action plans for continuous professional development in pedagogy and supervision.
- The participants also acquired more skills in line with the competence-based curriculum as required by the National Council for Higher Education.
During the Discussion Key important Questions emerged as follows:
- Who supervises the supervisor?
- What is the difference between notion hours and contact hours?
- The 60/40 way of assessments—can it be independent for every course unit taught or allocated differently?
- How do we manage difficult supervisors?
- How do we Coerce PhD students to be fully involved in departmental activities without them feeling Coerced?
- How much time do we need to prepare for the review of the programmes in line with the competence-based curriculum as required by the National Council for Higher Education (NCHE) and the World Health Organization (WHO)?
We truly thank the facilitators and the participants who made this training very informative and enlightened. We also appreciate the Principal/Deputy CHS, the Chief QA Officer, Makerere University and the University Management for the enormous support and for making this activity possible.
Dr. Irene Rebecca Namatende
Quality Assurance 0ffice
College of Health Sciences,
Makerere University
The Deputy Vice Chancellor in charge of Academic Affairs (DVCAA) Prof. Sarah Ssali on 15th July 2026 commended the Research and Education Network for Uganda (RENU)’s Industrial Trainee Program, describing it as the perfect hands-on intervention for the future workforce. She made the comments while on a guided tour of RENU’s on-campus Lab facility where ten undergraduate students from Makerere and other Universities are undergoing a two-month practical training.
Origin of tour
The tour was prompted by a 24th June 2026 meeting with a RENU delegation led by CEO, Mr. Nicholas Mbonimpa, aimed at broadening the existing partnership with Makerere University beyond internet service provision to supporting teaching, learning and research activities. During the said meeting, Prof. Ssali expressed Makerere‘s desire to produce graduates that are not only academically grounded but also cognizant of the needs of the job market.
In his response then, Mr. Mbonimpa expressed RENU’s readiness to continue advancing digital transformation through advancing resilient connectivity, research infrastructure, and innovative initiatives that enhance teaching, learning, and research. He shared that the Senate Building’s computer network had been revamped in line with advancing resilient connectivity, and the initiative would be expanded to the College of Engineering, Design, Art and Technology (CEDAT) buildings and other premises subsequently.
The RENU CEO further highlighted that resilient connectivity forms a good basis for the proposed Open Radio Access Network (RAN) Architecture deployment set to be done within six months, so as to boost training of students in 5G and other technologies. Other initiatives discussed included training staff and students on acquisition of Open Researcher and Contributor ID (ORCID) to improve visibility of their publications and research output.
Training Program Lauded
Addressing student interns during the 15th July guided tour, the DVCAA who was accompanied by the 92nd Guild Speaker Rt. Hon. Trevis Mutatiina Muhwezi urged beneficiaries to harness all the technical and social opportunities accorded by the Program. “Not all students in your respective academic programmes had the benefit of being exposed to this kind of training so please make the most of it and utilize skills gained here beyond the classroom setting”.
The 2026 Industrial Trainee Program is equipping students with skills on how to diagnose and repair ICT equipment based on old and disused stock.
Prof Ssali was also toured the makerspace where solar-powered routers are manufactured and deployed to extend internet connectivity to both rural and urban locations. In 2023, RENU partnered with Mesh++, a Chicago-based connectivity solutions manufacturer, to manufacture solar-powered internet routers in Uganda. Since inception, over 200 units have been manufactured and deployed across various sites in Uganda, while over 80 units have been shipped to various African countries such as Malawi, Rwanda and South Sudan under the RENUMESH Technologies joint venture.
Partnerships Inspiring New Prototypes
The RENU CEO nevertheless pointed to a long turnaround time for shipping parts from the U.S. as one of the drawbacks hindering the product’s rapid deployment. As a result, RENU, in response to the Ugandan Government’s call for import substitution and local capacity development is developing a solar-powered internet router with some of the components sourced from Ugandan companies Innovex and Chloride Excide.
“Innovex will supply the Internet of Things (IoT) component to help RENU remotely monitor and control the router while Chloride Excide will provide the batteries” Mr. Mbonimpa explained. He added that some of the current lot of trainees were already running simulations on the prototype and proposing how the device can be further refined so as to increase its portability and reduce its price.
A call for Expansion
At the conclusion of the tour, Prof. Ssali who commended the use of modular Ugandan components for the prototype thanked the RENU team to exposing students to real-world technological deployments. She nevertheless urged the CEO and his team to expand the program’s intake beyond ten trainees and duration beyond the current two months so as to give students a richer experience.
The CEO RENUMESH Technologies Mr. Brian Masiga thanked the DVCAA for following up their 24th June meeting with the visit, which demonstrates that the University Management values students’ development of practical skills. He equally thanked Prof. Ssali for Management’s support to RENU activities and pledged to further refine the prototype to produce a cheaper and more portable proudly Ugandan product.
General
Makerere University Launches First Writing Summer School to Strengthen Professional Writing Skills.
KAMPALA, UGANDA, EAST AFRICA| July 6, 2026.
Makerere University has officially launched its inaugural writing summer school, a week long professional development program aimed at equipping students, graduates, researchers and staff with practical writing skills required for academic excellence and success in today’s competitive job market. The program jointly organized by the Makerere University Writing Centre and Makerere University Press (MakPress), reflects the University’s commitment to nurturing graduates with not only academic knowledge but also the communication skills needed to thrive professionally.
Held virtually, the launch attracted more than 280 participants from Makerere University and other higher education institutions, demonstrating the growing demand for structured writing support beyond the classroom.
Building the Next Generation of Writers.
Speaking at the launch, the Director of Makerere Writing Press, Prof. William Tayeebwa, said the summer school represents an important investment in developing writers before their work reaches publication.
“The press has traditionally focused on publishing books, journals and scholarly work. Today, we are expanding that mission by helping and develop the writers who will produce tomorrow’s publication.
He noted that MakPress continues to support the publication of books and scholarly works produced by members of the Makerere Community. Using recently published books authored by a member of staff and a student as examples, he encouraged participants to submit manuscripts for publishing support rather than relying solely on self publication.
Writing as a Foundation for Academic and Professional Success.
Chairperson of the Makerere University Writing Centre, Prof. Frederick Muyodi, said the center was established to strengthen the writing competences among students, researchers and university staff.
” The Writers Center is here to support every stage of the writing process from CVs and application letters to research manuscripts, grant proposals, reports and responsible use of Artificial Intelligence in writing.”
He explained that the Centre supports writing across multiple disciplines and professional contexts, adding that its long term vision is to extend writing support beyond Makerere University to institutions across Uganda and the East African region.
Equipping Graduates for the Labour Market.
Officially launching the summer school, the First Deputy Vice Chancellor for Academic Affairs, Prof. Sarah Ssali, described the initiative as a strategic investment in preparing graduates for an increasingly competitive labour market.
She observed that while universities successfully impart disciplinary knowledge, many graduates leave campus without the practical writing skills required to secure employment and other professional opportunities.
“We teach content very, but many students are never taught how to write an effective CV, application letter, motivation statement or scholarly essay. Yet these are the documents that often determine whether someone secures an opportunity.”
Prof. Ssali said the writing summer school would bridge the gap between classroom learning and professional practice by equipping participants with market ready communication skills.
Reaffirming her office’s commitment to the initiative, she added:
“My office is pleased to support this initiative as we institutionalize the Writing Summer School to ensure that Makerere graduates leave not only with degrees but also with practical competencies needed to thrive professionally,”
She officially declared the inaugural Writing Summer School open and expressed optimism that future editions would attract even more participants and resources.
Participants Gain Practical CV Writing Skills.
The first technical session was facilitated by Mr. Abdul Noor Luttamaguzi, a PhD student in the Department of Zoology, Entomology and Fisheries Sciences within the School of Bio sciences at Makerere University, a Senior Fisheries Officer with Luweero District Local Government, and the founder and director of the ANL Foundation, an organization that supports youth employment and capacity building.
During the session, he guided participants on developing competitive CVs tailored to specific professionals and employer expectations. He emphasized that applicants should customize their CVs to suit each opportunity instead of submitting the same document for every application. Participants also learned how effectively present their education, work experience, leadership roles technical competencies and professional achievements, while avoiding unnecessary personal information. Practical demonstrations using professional specific CVs provided participants with hands on examples of preparing competitive job application documents.
Looking Ahead.
The Writing Summer School continues throughout the week sessions on application letter writing, responsible use of artificial intelligence, professional communication and other essential writing skills aimed at improving academic productivity and employablity.
Through initiatives such as the Writing Summer School, Makerere University continues to strengthen its commitment to producing graduates who are not academically accomplished but also equipped with practical communication skills that enable them to compete and lead in today’s global workplace.
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