Education
Celebrating Prof. Livingstone Walusimbi’s Legacy: A Call for Linguistic Innovation and Digital Transformation
Makerere University College of Education and External Studies in partnership with the Buganda Kingdom Ministry of Heritage and Palaces hosted an inaugural memorial lecture to honour the late Professor Livingstone Walusimbi, whose ground breaking contributions to African languages have left an indelible mark on the field. Themed “Building Sustainable Futures: Bridging Prof. Walusimbi’s Linguistic Legacy with Digital Transformation,“ the event provided a profound moment of reflection on the transformative power of language and its pivotal role in shaping societies.
Held on February 27, 2025 at Makerere University School of Public Health Auditorium, the memorial lecture provided a befitting platform to celebrate Prof. Walusimbi’s legacy and selfless service in advocating for and advancing the recognition of Luganda and African languages at Makerere University and other academic institutions. The month of February is dedicated to mother tongues and African languages. It was therefore a perfect decision to hold the inaugural memorial lecture during the month of February. According to Wikipedia, the International Mother Language Day is a worldwide annual observance held on 21st February to promote awareness of linguistic and cultural diversity and to promote multilingualism.
The hybrid lecture featured Anthems led by Buddo Senior Secondary School, a prayer led by Rev. Juliet Ssekamate from Wampeewo Church of Uganda, and a powerful poem with words that symbolized the good works of Prof. Walusimbi and a pledge by those he mentored and the future generations to keep his legacy alive, recited with love and emotion by Mr. Aloysius Matovu Joy (a former student of Professor Walusimbi), speeches, a keynote speech and a panel discussion.
The lecture brought on board dignitaries from Buganda Kingdom and other cultural institutions, the family of Prof. Walusimbi, the academia, scholars, educators, learners from primary schools, students and teachers from various secondary schools, institutes and universities, Bakayimbira Dramactors, the media, individuals mentored by Prof. Walusimbi, alongside leading experts in linguistics. The lecture presented a golden opportunity to honor his legacy while exploring the continued relevance of his work in the context of today’s rapidly advancing digital age.
Prof. Livingstone Walusimbi’s academic journey was marked by an unwavering dedication to linguistic excellence and education. Born on 23rd March 1935, his early experiences in the Ugandan school system during the 1940s and 1950s laid the ground work for what would become a lifelong vocation in education. Beginning his career as a Grade III teacher at the National Teachers’ College in Kyambogo in 1958, he demonstrated from the outset a deep-seated passion for teaching and learning-an attachment that would drive him to pursue advanced studies abroad, ultimately earning him a certificate from Leicester University in 1962, a diploma from the University of California, Los Angeles in 1969, and culminating in a master’s degree in Linguistics in 1971 followed by a PhD in 1976.
Through these rigorous academic pursuits, Prof. Walusimbi not only solidified his place as a distinguished scholar, but also laid the foundation for his lifelong contributions to linguistics and language education.
Beyond his academic achievements, Prof. Walusimbi played a pivotal role in integrating Uganda’s indigenous languages into the university’s curriculum. Understanding the crucial need to preserve and promote the nation’s linguistic heritage, he spearheaded the introduction of courses in Luganda, Runyakitara, Ateso, and Luo. His efforts not only enriched the academic landscape at Makerere University, but also made a significant contribution to the cultural vibrancy of Uganda’s higher education system.
The Chief Guest, Owek. Joseph Mulwanyammuli Ssemwogerere, former Katikkiro of Buganda Kingdom, lauded Prof. Walusimbi for his tireless efforts in promoting African languages, particularly Luganda, which continue to shape Uganda’s linguistic landscape. Speaking on behalf of the Katikkiro of Buganda Kingdom, Charles Peter Mayiga, Owek. Mulwanyammuli offered profound reflections on the pivotal role of language in preserving culture and driving socio-economic development.
At the core of his address was the critical role of language in defining identity and fostering unity in the community. “A community without language and culture is a lost group,” Owek. Mulwanyammuli stated, emphasizing the necessity of nurturing indigenous languages as vital to the socio-economic transformation of societies. African languages, he argued, are not only markers of identity, but also powerful tools for development, promoting community cohesion and progress.
The former premier celebrated Prof. Walusimbi’s remarkable contributions, noting that he was a steadfast advocate for the academic recognition and preservation of African languages, particularly at a time when many dismissed them as unworthy of scholarly attention. Prof. Walusimbi’s groundbreaking work to have Luganda and other indigenous languages taught at universities has created a lasting impact, resulting in a generation of experts in these fields. His unwavering commitment has shaped the academic landscape, leaving behind a legacy of linguistic scholars continuing his mission.
Owek. Mulwanyammuli also addressed a contemporary challenge—the misconception that native speakers of a language are automatically experts. He stressed the importance of formal education in indigenous languages, particularly to guide the youth who are increasingly influenced by social media and globalization. “We need people like Professor Walusimbi to guide us, especially the youth,” he remarked, underscoring the need for academic support in teaching indigenous languages and culture.
Owek. Mulwanyammuli thus called for continued research into the relationship between indigenous languages, culture, and development. “We need to move with the times,” he urged, highlighting the potential of integrating indigenous languages into the evolving digital landscape. By doing so, he believes African languages can play a pivotal role in the continent’s economic and political transformation, serving as bridges to new technologies and innovations.
In her keynote address, Ms. Margret Nankinga, Coordinator of Luganda, Lusoga, and Lugwere Languages at the Language Commission of the African Union, emphasized the contributions of Prof. Walusimbi to the teaching of Luganda and African languages at Makerere University and other Universities as well as key issues of cultural identity, education and technological advancement.
She highlighted the impact of colonial-era policies that sought to diminish the role of mother tongues in education, labeling them as hindrances to academic success. These attitudes, which punished children for speaking their native languages, still re-occur today, inhibiting the growth of linguistic diversity. She stressed that Prof. Walusimbi defied these odds, dedicating his career to proving that African languages—specifically Luganda—could be vehicles for higher education and intellectual discourse.
She portrayed the significance of linguistic literacy, urging a revitalization of indigenous languages in both educational and technological contexts. Ms. Nankinga highlighted how, despite the historic stigmatization of mother tongues, languages such as Luganda have demonstrated adaptability. Prof. Walusimbi’s pioneering work in introducing Luganda at the university level exemplifies the potential of African languages to carry complex and high-level knowledge.
Drawing attention to the challenges of the 21st century, she warned of the digital divide, where African languages are at risk of being excluded from the digital revolution. “Are we capable of migrating our languages into the digital sphere?” Ms. Nankinga asked. She emphasized that in an age where social media, artificial intelligence, and ICT dominate global communication, it is crucial that African languages are not left behind. To preserve their cultural heritage and ensure their relevance in the future, African languages must evolve alongside technology.
“In this migration, someone may be sitting right next to you, yet they’re not truly present. They are in another world—the world of social media. Their attention is consumed by social media. Their body may be here, but their spirit and everything else have already migrated—that’s the term they use. So, how do we ensure that as they migrate, they carry our language with them? How do we ensure they carry our cultures? How do we ensure that our indigenous knowledge also migrates to the digital world, to social media, and the Internet?” she questioned.
Ms. Nankinga also underscored the importance of policy reform, calling for a shift in attitudes toward language education. She advocated for policies that provide economic value to indigenous languages and support their integration into the digital landscape. The example of the Bible being translated into 22 Ugandan languages was a powerful illustration of the richness of these languages and their capacity to convey complex ideas. Yet, much more needs to be done, she argued, particularly in the realms of scientific research and technological innovation.
She advocated for collaborative efforts among universities, researchers, and policymakers to bridge the gap between traditional knowledge and modern innovation. “If we are to evolve, let us start with our languages,” Ms. Nankinga guided. She also pointed out the need for researchers to present their findings in African languages, making academic knowledge more accessible and relevant to local communities.
Prof. Barnabas Nawangwe, the Vice Chancellor of Makerere University, emphasized the significant impact of Prof. Walusimbi’s work on both the academic and cultural realms. He remarked that when Prof. Walusimbi joined Makerere University as a tutorial fellow in 1972, he entered an academic environment that had not yet fully recognized the intrinsic value of Ugandan and African languages. Prof. Walusimbi advocated for the inclusion of indigenous languages in the university curriculum, beginning with the introduction of Luganda as a formal subject in 1976.
The Vice Chancellor stated that Prof. Walusimbi’s academic journey at Makerere University exemplified both scholarly excellence and an unwavering commitment to the advancement of indigenous languages. His rapid progression from tutorial fellow to lecturer in 1975, senior lecturer, and ultimately, the first Ugandan to attain a professorship in linguistics in 1992, stands as a testament to his dedication and intellectual rigor. He explained that Prof. Walusimbi’s contribution to Makerere University extended far beyond his exemplary academic achievements.
“Recognizing the importance of community engagement, he established platforms such as the Baganda Nkobazambogo Students Association and co-founded the Luganda Language Society (Ekibiina ky’olulimi oluganda). These initiatives not only nurtured linguistic scholarship, but also promoted cultural pride and heritage among generations of Ugandans. His persistent outreach has indelibly changed the cultural and educational landscape of our nation,” Prof. Nawangwe said.
Prof. Nawangwe announced the University’s exciting new initiative that is aligned to integrating technology with language preservation. He highlighted a research project by researchers at Makerere University at the College of Education and External Studies who were developing an application to transcribe the Luganda language in real-time. This tool was designed to enable those with hearing impairments to read spoken Luganda on their screens. Prof. Nawangwe stated that this project was a true reflection of the kind of research-driven innovation that Prof. Walusimbi had championed throughout his life.
Prof. Anthony Muwagga Mugagga, the Principal of the College of Education and External Studies represented by Prof. Paul Muyinda Birevu, acknowledged Prof. Walusimbi’s instrumental role in establishing the Department of Humanities and Language Education at the College. He stated that Prof. Walusimbi’s visionary leadership played a pivotal role in integrating rigorous linguistic scholarship with progressive pedagogical practices, creating a strong foundation for the study of languages. He added that by championing interdisciplinary research, Prof. Walusimbi set a benchmark for academic excellence in language education.
“His foresight and leadership were critical in leading these language studies in our curriculum. Through incorporating rigorous traditional linguistic scholarship in progressive pedagogical practices, he not only established a robust academic foundation for the study of languages, but also set a standard for interdisciplinary research. His commitment to multi-term education has reshaped education practices in Uganda,” Prof. Anthony Mugagga stated.
The Principal noted that Prof. Walusimbi was at the forefront of advocating for policies that promoted language instruction in local dialects, ensuring that Ugandan and other indigenous languages were integrated into formal education. This advocacy helped position language as more than just an academic discipline but as a fundamental tool for cultural preservation and social cohesion.
On a personal note, Prof. Mugagga shared that Prof. Walusimbi was not just an outstanding academic but also a compassionate mentor whose guidance left a profound impact on many scholars, including himself. He credited the late professor for instilling in him the belief that education transcends textbooks and lecture halls. According to him, Professor Walusimbi’s mentorship emphasized the importance of curiosity, identity, and ethical responsibility in academia. He noted that the late professor’s dedication to blending traditional values with innovative educational practices made him a model educator who fostered equity, intellectual rigor, and mutual respect among students and colleagues alike.
The Minister for Heritage and Palaces in the Buganda Kingdom, Dr. Anthony Wamala acknowledged the lasting contribution of Prof. Livingstone Walusimbi to the development of his mother tongue, to be specific Luganda.
The Minister described Prof. Walusimbi as the “father of modern Luganda language,” underscoring his pivotal role in ensuring that the study and teaching of Luganda received the academic recognition it deserved. “Through his effort in advocacy and mentorship, the teaching of our own language gained recognition at this great centre of academic excellence,” the Minister said.
The Minister emphasized that Prof. Walusimbi’s contributions went far beyond academic scholarship. His work laid a critical foundation for the continuity of Uganda’s heritage and cultural identity. “It is therefore incumbent upon us, the living, to protect and extend the vision and leadership of Professor Walusimbi,” the Minister urged, stressing the need for continued efforts in supporting the teaching and further development of Luganda.
Taking note of the modern technological advancements today, the Minister highlighted the potential to use these tools to further the transmission of Luganda. “We are blessed to live in a world with numerous technologies that we can exploit to pass on our language,” he remarked, pointing to mobile applications as one example of how technology could be harnessed to make learning and teaching Luganda more accessible, especially for younger generations and those from outside the region wishing to learn.
The Minister called on everyone, to not only celebrate Prof. Walusimbi’s achievements, but also to commit to embodying the values he championed. “Let us strive for excellence in our pursuits, serve our communities with proportion, and use our knowledge to build a more just and equitable world,” he stated. By doing so, the Minister affirmed that Prof. Walusimbi’s legacy would continue to inspire and guide future generations in the preservation and growth of Uganda’s linguistic and cultural heritage.
As the first recipient of a PhD in Luganda from Makerere University and the only professor specializing in the subject, Prof. Fred Masagazi Masaazi, the Chairperson of the Organizing Committee for the inaugural lecture and a former student of Prof. Walusimbi praised his unwavering commitment to the development of Luganda and other African languages. He underscored the significance of Prof. Walusimbi’s work in advancing linguistic scholarship. He expressed the collective aspiration to see other Ugandan and African languages develop to the level of Luganda, highlighting how the late Professor’s efforts extended beyond Makerere University to impact the broader linguistic and educational landscape.
He said, “It is our wish to see Uganda and other African languages develop the way Luganda has developed. We are here to instruct on work that has been done by Prof. Livingstone Walusimbi.”
Prof. Masagazi Masaazi applauded the invaluable contributions of Uganda’s language teachers, recognizing their role in sustaining and expanding linguistic education through research, teaching, and publication. He further reflected on Professor Walusimbi’s groundbreaking achievements, explaining that his mentor did not merely study languages for academic interest, but worked tirelessly to develop structured programs in Luganda. Prof. Walusimbi, initially trained in English language and linguistics, conducted extensive research and pioneered the creation of Luganda language programs.
Mr. Aloysius Matovu Joy, a multifaceted Ugandan artist, one of the directors of Bakayimbira Dramactors and a former student of Prof. Walusimbi, in a poignant poetic tone called the populace to preserve and nurture the Luganda language, the mother tongue of many Ugandans. He re-echoed the importance of passing the language on to future generations, encouraging parents to teach their children not just to speak it, but to gain expertise and qualifications in it. He called for a broader recognition of the language, urging for books and knowledge in Luganda to multiply, thus safeguarding its future.
He recounted the invaluable role Professor Walusimbi played in his life, describing him as a nurturing figure who never let his students wither but instead helped them flourish. “He watered us, and we blossomed,” said Mr. Matovu, highlighting how the professor instilled in his students a profound love and respect for Luganda. According to Mr. Matovu, it was Professor Walusimbi who helped elevate the language, allowing it to surpass others, especially those that historically sought to suppress it.
Mr. Matovu praised Professor Walusimbi for being a fountain of wisdom, comparing him to a stone that, once ordinary, transformed into a mighty rock that stood out among others. “You became a father, mother, and grandparent to us, shaping us into the people we are today,” he said, conveying deep respect and admiration. He also underscored how Prof. Walusimbi not only made his students experts in the Luganda language, but also helped them become teachers and leaders in their own right.
Dr. Alice Joy Nabalamba, daughter of the late Prof. Walusimbi, on behalf of the family, expressed deep gratitude for the recognition of her father’s legacy. She emphasized that Makerere University was more than just a workplace for her father—it was his second home for over four decades. She extended special thanks to the organizing committee for their unwavering commitment to ensuring that Professor Walusimbi’s work is celebrated and remembered.
Reflecting on his career, Dr. Nabalamba described her father as more than an educator; he was a mentor and a guardian of language and culture. His belief that language is deeply intertwined with identity and heritage fueled his relentless efforts to preserve indigenous languages. As an advocate for linguistic preservation, his work extended beyond academia to global platforms such as UNESCO, where he collaborated with experts to safeguard endangered languages. Dr. Nabalamba noted that he was acutely aware that the disappearance of a language equated to the loss of history, wisdom, and the very essence of a people.
Dr. Nabalamba called upon the multitude to carry forward her father’s vision. She urged scholars, educators, and language enthusiasts to continue his work by promoting indigenous languages, fostering education, and embracing kindness. In her words, “Today, as we honor him, I know he would not want us to dwell in sorrow. Instead, he would want us to continue with his work—to teach, to preserve, to serve, and most of all, to be kind to one another.”
In a panel discussion moderated by Dr. David Kabugo, the panelists namely Dr. Prosperous Nankindu, Dr. Ronald Kizito, and Prof. Abasi Kiyimba shared insights into the linguistic legacies of Professor Walusimbi and how to continue his work in preserving and promoting African languages in the digital era.
Dr. Ronald Kizito pointed out Prof. Walusimbi’s role in introducing Luganda at Makerere University, which later spread to other institutions. He noted that Prof. Walusimbi’s 1976 PhD dissertation from UCLA continues to be a valuable resource for their work, especially in training computers to recognize the syntax, grammar, and structure of Luganda. He emphasized how this laid the foundation for teaching computers to understand and process Luganda, making it accessible on a global scale. He also shared ongoing efforts at Makerere University College of Engineering, Design, Art and Technology, where they are working on teaching machines to read, translate, and speak Luganda, ensuring that the younger generation can interact with technology in their native language.
Dr. Prosperous Nankindu mentioned the importance of preserving and promoting Luganda, highlighting the foundational work of Prof. Walusimbi in developing Luganda studies. She acknowledged his efforts in standardizing Luganda grammar and literature, which have greatly influenced language education in Uganda. Dr. Nankindu stressed the need for continued research and technological advancements to ensure that Luganda remains relevant in the digital age. She called for more initiatives to integrate Luganda into modern communication, education, and artificial intelligence, ensuring its sustainability for future generations.
Prof. Abasi Kiyimba focused on Prof. Walusimbi’s great work in developing the Luganda language and its literature. He explained how Prof. Walusimbi helped set rules on how Luganda should be written and spoken correctly. He also worked on creating dictionaries and improving the language for teaching and learning. Prof. Kiyimba called upon the audience to continue researching and using modern technology to keep Luganda strong and relevant in schools and everyday life.
The well-attended lecture moderated by Ms Ritah Namisango and Dr. Muhammad Kiggundu Musoke from the College of Education and External Studies, ended with a prayer led by Bishop Hannington Mutebi, a member of Prof. Livingstone Walusimbi’s family.
28th February 2026– On 28th Feb 2026, 200 students examined by the Uganda Vocational and Technical Assessment Board (UVTAB) were awarded National Diplomas and Certificates during the 7th graduation ceremony organized by the Centre for Lifelong Learning (CLL) under the College of Education and External Studies (CEES) at Makerere University.
The occasion marked a significant milestone not only for the graduates, but also for the university’s expanding lifelong learning and technical education mandate.
Speakers described the ceremony as a celebration of partnership, and the growing recognition of skills-based education as a driver of national transformation.
The celebration brought onboard graduands, parents and guardians. At the ceremony, the Principal of CEES, Prof. Anthony Muwagga Mugagga was represented by Prof. Paul Muyinda Birevu, the Director of the Institute of Open, Distance and e-Learning. The following University officials also graced the ceremony: Dr. Harriet Nabushawo-Dean, School of Distance and Lifelong Learning, Dr. Marjorie Batiibwe-Head, Department of Science, Technical and Vocational Education, Dr. Oscar Mugula-National Coordinator, Centre for Lifelong Learning, Dr. Rose Atugonza-former Coordinator of the Centre, and members of staff at the Centre for Lifelong Learning.
Vice Chancellor congratulates UVTAB graduates
The Vice Chancellor of Makerere University, Prof. Barnabas Nawangwe conveyed his regards, and congratulated the students, the Centre for Lifelong Learning under College of Education and External Studies (CEES), as well as, the College of Engineering, Design, Art and Technology (CEDAT) upon this academic milestone built on partnership, skills development, and lifelong learning.
In a special way, Prof. Nawangwe credited the students, supervisors, and instructors for undertaking the real-life project, which led to the construction of the wall fence at Makerere College School.
The wall fence constructed by students pursuing the National Diploma for Architecture, and Civil Engineering, was unveiled on 12th November 2025, and handed over to the Head Teacher of Makerere College School, Dr. Martin Muyingo.
A Milestone Built on Sacrifice and Partnership
Addressing the congregation of graduates, parents, guardians, instructors, and invited guests, Dr. Oscar Mugula, the National Coordinator of the Centre for Lifelong Learning, acknowledged the sacrifices made by families.
“Today is not only about certificates and diplomas,” he said. “It is about the journey you have walked — the sleepless nights, the tuition sacrifices, the encouragement, and the belief that education changes lives.”
He thanked parents and guardians for standing by the students throughout their studies, describing their investment in education as one that yields long-term dividends for families and communities.
The graduation ceremony underscored the importance of institutional collaboration. Dr. Mugula extended gratitude to the leadership and management of CEDAT for the strong partnership that has enabled the Centre for Lifelong Learning to train and mentor students effectively. He commended instructors and trainers whose dedication shaped the graduates’ academic and professional growth.
“Our instructors have not only taught content,” he noted. “They have moulded character, built competence, and instilled discipline.”
Skills and Entrepreneurship are the New Currency
The Principal of CEES, Prof. Anthony Muwagga Mugagga, in a speech read by Prof. Paul Muyinda Birevu, the Director of the Institute of Open, Distance and e-Learning, emphasized that the qualifications awarded represent more than academic success — they signify practical competence.
“These qualifications certify knowledge, and affirm your ability to apply what you have learned in real-world contexts.”
The Principal reminded graduates that technical and vocational education is inherently practical, designed to solve problems and respond to industry demands.
“You are entering society at a time when skills are the new currency,” he stated. “Uganda needs technicians, innovators, engineers, administrators, planners, and entrepreneurs who can deliver results.”
The graduates received awards in diverse fields, including architecture, mechanical engineering, electrical engineering, civil engineering, accountancy, public administration and management, business administration and management, and project planning and management.
Embracing entrepreneurship
Prof. Mugagga called upon the graduates to embrace entrepreneurship. “Entrepreneurship begins with identifying the need of your society/community. I encourage you to master your craft/skill, and learn to work with teams, and develop a positive attitude towards work,” he said.
Graduation as the Beginning of Responsibility
While celebrating academic achievement, speakers cautioned graduates against viewing graduation as the final destination. “Today marks the end of one chapter,” Prof. Mugagga observed, “but it is the beginning of responsibility.”
He urged them to pursue mastery in their respective disciplines, emphasising that competence must go beyond minimum standards. “Be the graduate who says, ‘Give me the task, and I will deliver,’” he challenged.
Graduates were encouraged to build professional identities anchored in integrity, reliability, and innovation. They were advised to maintain professional networks formed during their studies and to continue learning in order to remain relevant in a rapidly evolving global environment.
Dr. Mugula echoed this call, describing the graduates as “designers of change and leaders of tomorrow.” “You have crossed a bridge,” he said. “What lies ahead depends on the choices you make from today.”
Recognized Qualifications and Standards for further education
A key highlight of the ceremony was the reaffirmation that the diplomas and certificates awarded are nationally and internationally recognised under the Government of Uganda through UVTAB.
“The custodian of these awards is the Government of Uganda,” Dr. Mugula emphasized. “These qualifications meet standards required for further education and professional advancement.”
He encouraged graduates not to stop at the diploma or certificate level, but to consider advancing to degree programs locally and internationally. “A new journey begins today,” he said. “Plan for your dream degree. Take yourself to the next level.”
The message resonated strongly with students who had progressed from certificate level to diploma level — a transition celebrated during the ceremony as a testament to determination and growth.
Recognising Academic Excellence
The ceremony also celebrated outstanding performers who graduated with First-Class Diplomas (GPA 4.4–5.0).
Among those recognised were:
Diploma in Public Administration
• Giibwa Dennise Kivumbi (4.63)
• Hussein Omar (4.41)
• Ssentale Peter (4.50)
National Diploma in Business Management
• Oyella Vivian Mildred (4.48)
National Diploma in Accountancy
• Nakiboneka Ritah (4.43)
• Nabaasa Annah (4.65)
• Olupot Jorem Dominic (4.42)
• Mulindwa Ashraf (4.53)
National Diploma in Civil Engineering
• Masaakate Joshua Robinson (4.53)
• Tamale Arafah (4.51)
• Kulumba Anwar (4.59)
Their achievement was met with applause from the audience, serving as inspiration to fellow graduates.
Giving Back to the Community
Beyond personal advancement, graduates were urged to remain ambassadors of the Centre for Lifelong Learning. “Most young people out there are not aware of these opportunities,” Dr. Mugula said. “Guide them. Encourage them to seek institutions whose qualifications are recognised.”
He called upon graduates to mentor others, share knowledge, and uplift communities. “That is how we build a stronger society,” he said. “You have come, you have seen, you have experienced. Now help others to benefit.”
The Centre’s motto — “Taking the University to the Communities and bringing the Communities to the University” — was highlighted as a reflection of its outreach philosophy. Established in 1953 as the Department of Extra-Mural Studies, the Centre has evolved into Makerere’s primary unit for community training and lifelong learning initiatives.
Character, Discipline, and Faith
In addition to academic and professional counsel, speakers emphasised moral grounding and discipline.
Graduates were advised to uphold integrity in their workplaces, avoid shortcuts, and resist societal pressures that undermine professionalism. “Your character will sustain your success,” Prof. Muyinda Birevu remarked. “Skills will open doors, but integrity will keep you in the room.”.
A Growing Role in Uganda’s TVET Landscape
The ceremony reflected Uganda’s broader efforts to strengthen Technical and Vocational Education and Training (TVET). The partnership between Makerere University and UVTAB demonstrates how universities and national assessment bodies can collaborate to expand access to quality, standards-based technical education.
Speakers commended the government for supporting TVET reforms and reaffirmed Makerere’s commitment to inclusive education pathways that serve both traditional and non-traditional learners.
As industries evolve and technology reshapes economies, the demand for competent, adaptable professionals continues to grow. The graduates, drawn from multiple disciplines, are positioned to contribute meaningfully to national development.
Looking Ahead
For the 200 graduates, the ceremony symbolised achievement earned through hard work and perseverance. Yet, as repeatedly emphasised, it also marked a beginning.
They leave equipped with recognised qualifications, practical training, and the encouragement of mentors and families. They carry the responsibility to apply their knowledge ethically, pursue continuous improvement, and uplift their communities.
As the event drew to a close, the central message remained clear: Graduation is not merely a celebration of past effort — it is a launchpad for future impact.
“Go out and seek jobs with confidence — you have the skills,” Prof. Muyinda Birevu told them. “Create jobs with courage — you have the innovation.”
With that charge, applause filled the hall, marking not just the award of diplomas, but the commissioning of a new cohort of skilled professionals ready to transform society.
24th February 2026– Makerere University officially commenced its 76th Graduation Ceremony, setting the stage for a four-day celebration of academic excellence scheduled to run until 27th February 2026. The landmark event brought together government and university officials, faculty, staff, graduands, parents and guardians, development partners, and the media, in a vibrant display of achievement. A total of 9,295 graduands were presented by the respective colleges for the conferment of degrees and the award of diplomas and certificates.
On the first day, presided over by the Chancellor, Hon. Dr. Crispus Kiyonga, the congregation at the Freedom Square witnessed Principals, Deputy Principals, Deans and faculty presenting students for graduation from the following colleges: Agricultural and Environmental Sciences (CAES), Education and External Studies (CEES), Computing and Information Sciences (CoCIS) and the School of Law.
CEES Graduation Statistics
The College of Education and External Studies (CEES) presented 824 graduands for the conferment of degrees and the award of diplomas. These included 27 Doctor of Philosophy (PhD) degrees, 106 Master’s degrees, 111 Postgraduate Diplomas, 572 Bachelor’s degrees, and 8 Diplomas—a reflection of the College’s strong postgraduate research profile and its continued investment in advancing professional and teacher education.
CEES champions digital transformation and Competence-Based Education
Addressing the congregation, the Vice Chancellor of Makerere University, Prof. Barnabas Nawangwe, underscored the strategic role of the College of Education and External Studies (CEES) in driving the University’s digital and pedagogical transformation. He observed that CEES has remained at the forefront of championing Makerere’s digital agenda, notably through the institutionalisation of the Institute of Open, Distance and eLearning.
“The College of Education and External Studies continues to play a pivotal role in Makerere University’s digital and pedagogical transformation by Championing the digital transformation of Makerere University. In pursuit of digital transformation, Makerere University institutionalised the Institute of Open, Distance, and eLearning effective January 1, 2025. The College, through the Institute of Open, Distance, and eLearning, in collaboration with the College of Engineering, Design, Art and Technology (CEDAT), is implementing a KOICA-funded project aimed at enhancing the distance education environment at Makerere University,” Prof. Nawangwe said.
The Vice Chancellor noted that the initiative reflects Makerere’s deliberate shift towards innovative, technology-enabled learning models designed to expand access, enhance quality, and position the University as a leader in digital higher education in the region.
He explained that the initiative has already yielded significant milestones, including the development and approval of a 10-year Distance Education Master Plan (2025–2035), the construction of a four-storey Open, Distance and eLearning Centre, and the capacity building of academic staff in multimedia e-content production.
He emphasized that these efforts, alongside the ongoing Phase II of the eLearning Initiative supported by the Mastercard Foundation, demonstrate Makerere’s resolve to integrate online and face-to-face learning in expanding access to quality higher education.
Affirming CEES’ growing continental stature, the Vice Chancellor applauded the College for its leadership in advancing Competence-Based Education (CBE) across Africa. He reported that in 2025, CEES successfully coordinated eight partner institutions and secured a prestigious €1 million ERASMUS+ grant to spearhead the institutionalisation of CBE in East and West Africa.
Through the Transitioning Higher Education Regulators and Universities to Competence-Based Education (TRUCE) initiative, he noted, the College is working collaboratively with regulatory bodies, universities, and industry stakeholders to realign teaching methodologies, assessment frameworks, and digital integration towards demonstrable learner competencies that respond to labour-market demands and societal priorities.
Graduates urged on entrepreneurship and employment
To the graduates, Prof. Nawangwe reminded them of the prestige and responsibility that comes with a Makerere degree, “You are graduating with a degree from one of the best universities on earth. We have equipped you with the knowledge and skills that will make you employable or create your own businesses and employ others. Do not despair if you cannot find employment; instead reflect on the immense opportunities around you and rise to the occasion as an entrepreneur. Do not despise humble beginnings. To the graduands of PhDs, you are now global science citizens. Africa expects much from you. Use your degree to transform our Continent.”
Funding of Research and Innovation
The Chancellor, Hon. Dr. Crispus Kiyonga stated that research plays a very vital role in the development of any community. In this regard, the Chancellor thanked the government of Uganda for committing UGX 30 Billion through the Makerere University Research and Innovation Fund (MakRIF). He lauded the Ministry of Science, Technology and Innovation Secretariat-Office of the President for supporting research initiatives at Makerere University aimed at promoting home grown solutions to our various challenges.
The Chancellor called upon the graduates to tap into opportunities at the University to broaden their knowledge on the world, communities and societies.
Government Commits USD 162 million concessional loan for Laboratory and Infrastructural development, orders shift to Competence-Based Education.
The Guest of Honour, Hon. Janet Kataaha Museveni, Minister of Education and Sports and First Lady of Uganda, represented by State Minister for Primary Education, Hon. Dr. Joyce Moriku Kaducu, commended Makerere University for its pivotal role in nurturing leaders, sharpening scholars, and giving direction to dreams. She congratulated the University Council, management, staff, and graduands for their dedication, noting that Makerere continues to serve as a model institution for academic excellence and national development.
Addressing the transition to Competence-Based Education, the Minister restated the directive that all higher education institutions must prepare for full implementation of Competence-Based Education and Training by July 2027. She urged Makerere University, and particularly CEES, to lead in curriculum reform, staff training, and infrastructure development to ensure graduates are equipped with practical skills, innovation, and problem-solving abilities.
“As we celebrate today’s achievements, we must also look far to the future. I reiterate a key directive from the Ministry of Education and Sports: all institutions of higher learning must prepare for the full implementation of Competence-Based Education and Training by July 2027. This is not merely a policy change; it is a fundamental shift in how we prepare our graduates. We are moving toward a model that emphasizes practical skills, innovation, and problem-solving. I request the Vice Chancellor and your team to lead the way in curriculum reform, staff training, and infrastructure development to make Competence-Based Education (CBE) a reality,” she said.
The Minister highlighted the Government’s deliberate investments in higher education, particularly in research, innovation, infrastructure, and academic development. She underscored key initiatives including the Makerere University Research and Innovation Fund (Mak-RIF), which supports high-impact research and innovation addressing national priorities, and the USD 162 million concessional loan for modernizing university infrastructure, including state-of-the-art laboratories and smart classrooms. The minister reaffirmed the Government’s commitment to strengthening higher education through research funding, digital transformation, and strategic partnerships, emphasizing that universities must not only produce graduates but also solution-makers and job creators.
In her message to the graduands, the minister urged graduands to use their degrees to solve problems and create jobs, emphasizing the need for innovators, engineers, healthcare professionals, and educators. She encouraged them to stay adaptable, creative, ethical, and committed to lifelong learning, while seizing opportunities like the Parish Development Model to drive sustainable community transformation.
Commencement Speaker encourages Knowledge with Purpose and Service with Integrity
Delivering the commencement address under the theme “Knowledge with Purpose, Service with Integrity”, Prof. Nicholas Ozor, Executive Director of the African Technology Policy Studies Network, reminded graduates that Makerere University has long been a beacon of scholarship and a home for thinkers, innovators, reformers, and leaders. From its halls have emerged presidents, jurists, scientists, educators, technologists, and agricultural pioneers whose work has shaped Uganda, the continent, and the world. Prof. Ozor informed graduands of the storied legacy they had joined, marking both the end of one chapter and the beginning of another; one that demands knowledge, courage, creativity, integrity, and service.
“From these halls have emerged presidents, jurists, scientists, educators, technologists, and agricultural pioneers whose ideas have shaped not only Uganda, but the continent and the world. Among those who studied here are former Presidents such as Julius Nyerere, Mwai Kibaki, Milton Obote, Benjamin Mkapa, and Joseph Kabila. Graduates, today you join this storied legacy of a great citadel of learning. This moment did not come cheaply. It was earned through late nights, failed attempts, financial strain, resilience, and persistence. Today we celebrate your achievement—but even more, we recognize your responsibility,” he articulated.
Addressing the CEES graduands, he emphasized that they are custodians of the future, noting that the quality of teachers directly shapes the future of nations. He urged them to never underestimate the power of the classroom, to teach not only for examinations but for understanding, to teach both content and character, and to cultivate critical thinking rather than rote knowledge. He described education as quiet work whose impact echoes across generations.
Beyond CEES, Prof. Ozor delivered key lessons for all graduates, stressing that character, integrity, humility, and resilience will outlast certificates and grades. He encouraged them to embrace lifelong learning, choose purpose over comfort, build character before career, serve something larger than themselves, and believe in Africa by taking initiative to solve its challenges. He pointed out that failure is part of growth, urging them to let it refine rather than define them.
He acknowledged the sacrifices of parents and guardians, noting that their financial, emotional, and spiritual support is embedded in every certificate awarded. Prof. Ozor concluded with a call for graduates to carry the values of Makerere into the world, whether in government, private sector, civil society, academia, or entrepreneurship. He encouraged them to build justice, minds, systems, and sustainable futures, honoring their families, their nation, and the University itself, reminding them that the future is watching and waiting for their contribution.
Photo Credit: Christopher Kaahwa – Communications Practitioner
Education
Facilitating Access and Participation through Higher Education Access Programmes and Connected Education for Students with Refugee Backgrounds: A Global South Delphi Study
On 17th December 2025, a Delphi workshop was convened at Kampala Kolping Hotel, providing a collaborative platform for dialogue on standardisation and harmonisation of Higher Education Access Programmes (HEAP) across institutions, alongside strategies for portability and verification on demand through a HEAP Digital Passport. Discussions centered on accreditation, diversification of delivery and learner support, and future scenarios for HEAP and Connected Education.
Expert panelists underscored the urgent need for:
- Standardised HEAP frameworks across universities to ensure consistency in admission pathways.
- Harmonisation of HEAP curricula, duration, and procedures to eliminate barriers that hinder access and transition.
- Development of a HEAP Digital Passport enabling portability of credentials, secure digital verification, and integration with national qualification frameworks and international recognition systems.
Uganda, is one of the leading refugee-hosting countries with inclusive education policies, faces challenges in ensuring equitable access and participation for students with refugee backgrounds. While some universities offer HEAP as a bridging programme for marginalized learners, variations in programme design, delivery, and support systems still exist, which may lead to violations of accreditation. This calls for urgent standardisation and harmonisation to strengthen HEAP as a recognized transitional pathway into higher education.
Funded by Education Beyond Borders, researchers from Makerere University and the University of Edinburgh engaged stakeholders from public and private universities in Uganda through participatory workshops and expert meetings. This Delphi Workshop aimed providing a collaborative platform for dialogue on standardisation and harmonisation of Higher Education Access Programmes (HEAP) across institutions, alongside strategies for portability and verification on demand through a HEAP Digital Passport. Discussions centered on accreditation, diversification of delivery and learner support, and future scenarios for HEAP and Connected Education. The project is led by Dr. Rovincer Najjuma (Principal Investigator), with co-PIs Dr. Rebecca Nambi and Dr. Michael Gallagher.
Listening to experiences and co-creating solutions
Opening the workshop, Dr. Rebecca Nambi, a Senior Lecturer at Makerere University and Co-Investigator of the project, emphasized that the engagement was not about formal presentations, but about listening to experiences of students with refugee backgrounds that have accessed Higher Education using the HEAP programme and co-creating solutions with Expert Panelists.
Highlighting the persistent disparities in refugee participation in higher education, Dr. Nambi explained that while global and national efforts often focus on primary and secondary education, higher education remains critically under-supported. Drawing on years of research, she observed that refugee participation in higher education has historically stood at three percent (3%), later improving to about seven percent (7%), leaving the highest number of refugees excluded.
“Where do they go if they do not transition to higher education?” she asked. “Who supports them and how do institutions respond when learners arrive with disrupted educational trajectories?”
Shift from mere documentation of marginalization and adversity to practical interventions
Dr. Nambi underscored the importance of moving beyond research that merely documents marginalizationa and adversity. She advocated for practical interventions that improve systems for people with refugee backgrounds and strengthening education for host communities. “Addressing refugee education is part of a broader global agenda shaped by migration, conflict, and labour mobility in several countries.”
Dr. Nambi emphasized that HEAP provides a legitimate pathway for students with refugee backgrounds, and the ongoing adjustments aim to align the program with national standards and student needs.
Central to the discussion was the concept of connected learning, which promotes flexible, blended, and digitally supported education pathways that link learners across institutions, resources, locations, and systems.
Referencing the Makerere University E-Learning Environment (MUELE) as a key enabler of digital and interactive learning between lecturers and students at Makerere University, Dr. Nambi urged other universities to explore such a digital approach to catalyze the delivery of HEAP programmes. She noted that connected education is not solely about technology, but about harmonization, recognition, and collaboration among universities and regulators.
Comparing public and private universities, Dr. Nambi observed that private universities often have more flexible access pathways, and urged that documentation of students’ experiences of HEAP is critical to understanding gaps in provision, delivery and support
“Much of our work has involved examining how Makerere University and other universities are handling access for vulnerable students. We want to document lived experiences, analyze what is working and what is not, and generate evidence that can inform policy and institutional practice,” Dr. Nambi explained.
HEAP Emerging Challenges, lived experiences and future
Moderating one of the key sessions, Dr. Rovincer Najjuma, the Principal Investigator and a Lecturer in Digital Education and the Global South at the University of Edinburgh, guided participants through delphi workshop activities; these included engaging panelists in articulating expectations, uncertainities and risks, and developing future scenarios for HEAP accreditation, diversification of delivery and support and connected education.
Using participatory methods, participants shared insights through post-it notes and group reflections, capturing perspectives from expert panelists, HEI administrators, and students with refugee backgrounds. Dr. Najjuma encouraged an open dialogue, ensuring that student voices, particularly those with refugee backgrounds were centred in the conversation by encouraging them to share their experiences and journeys of participating in HEAP programmes.
The panelists acknowledged that while the HEAC has changed the nomenclature from HEAC to HEAP, programmatic provisions need to evolve, to address the inconsistencies that remain with respect to how institutions implement HEAP, duration, curriculum, and transfer of HEAP credit across institutions. Panelists shared about the critical gaps in awareness, mentorship, orientation, and institutional readiness to implement HEAP in ways that support refugee learners effectively.
On the issues faced by students with refugee status, participants identified several recurring challenges affecting access to and participation in higher education. These included low awareness of the HEAP programmes, fragmented and uncoordinated information dissemination, and difficulties in credential recognition and transfer across institutions and country host-country education systems.
Students highlighted low self-esteem, identity struggles, and stigma, especially where access programmes are perceived as inferior to Advanced High School Certificates. They also cited financial barriers, limited digital access, mental health challenges, and lack of learner-centred teaching approaches.
Key outcomes from the workshop
Panelists outlined key expectations to strengthen access and participation, which included the development of a standardized national HEAP curriculum, with clear and uniform entry requirements, and seamless credit transfer across institutions and host countries, facilitated by the development of HEAP Digital Passport.
Mentorship emerged as a cornerstone of learner support, alongside extended orientation programmes, life skills training, and entrepreneurial education. Participants emphasized the need for blended and online learning, supported by affordable internet access and institutional investment in digital infrastructure.
Policy coherence, stakeholder engagement in policy formulation, and timely communication of reforms were identified as essential for successful implementation. Participants called for gender-sensitive curricula, student representation structures, humane and trauma-informed teaching staff, and adequate learning resources, including reference materials.
HEAP: A Structured Pathway to Higher Education
Dr. Gidraf Joseph Wanjala, Principal of the College of Education, Open and Distance Learning at Kampala International University, highlighted the evolution of access programs in Uganda.
“Historically, the higher education access framework was known as the Higher Education Access Certificate (HEAC). Last year, it was updated to the Higher Education Access Program (HEAP), reflecting a shift from a certificate to a full program, approved by the Ministry of Education and Sports,” Dr. Wanjala said.
He explained that HEAP provides structured pathways for students to progress from diploma to bachelor degree levels, from mature entry to degree programs, and from senior secondary school to higher education. “This program is inclusive of refugee students and all marginalized groups, provided there is funding and space. HEAP supports students not just academically, but also through orientation programs, mental health training, reproductive health education, and gender-responsive support,” Dr Wanjala stated.
Challenging Misconceptions
Dr. Derrick Ssekajugo, Chair of the Special Purpose Committee on Academics and Acting Principal of the College of Economics and Management at Kampala International University, addressed public misconceptions about HEAP.
“Some perceive HEAP—or previously HEAC—as only for students who could not succeed in secondary school. That is not the case. For instance, we have students who initially studied Education but through HEAP transitioned into medicine. Today, they are fully qualified professionals,” Dr. Ssekajugo said.
He also highlighted the pedagogical shift from teacher-centred to learner-centred approaches in secondary education and the need for universities to adapt. “Students entering HEAP come with diverse learning experiences, and universities must adjust to integrate them effectively into competency-based programs,” he noted.
Dr. Ssekajugo added that benchmarking with both local and international institutions is critical to identify gaps and best practices, which inform ongoing program improvements and policy reforms.
HEAP and standardization, accessibility and inclusivity
Sharing their vision for HEAP, panelists recommended standardization, accessibility, inclusivity and foundational nature of HEAP. They advocated for a competence-based HEAP, with a standardized curriculum, offline and online access to resource books and materials, diversification of delivery and support through blended learning and a HEAP Digital Passport for portability and verification on demand.
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