General
Tribute to Prof. Livingstone S. Luboobi: Servant leader, Mentor, Father Figure and Role Model
Professor Livingstone Sserwadda Luboobi, on 16th July 2025, you have completed your earthly journey, and you are returning to the Almighty God, your creator. It is very painful to lose you, my mentor and role model. I will find solace in your impactful legacy. I am comforted that you will live on, through the countless lives that you touched, inspired and mentored at the national and international levels.
To God be the glory, for a life well lived (25th December 1944 to 16th July 2025). A genuine human being with a pure heart. A life of good works to humanity filled with simplicity, empathy, love, respect, generosity, wise counsel and guidance, and compassion. You have been a true embodiment of the scripture in Matthew 22:39, love your neighbor as yourself.
Professor Luboobi, you were one of a kind. You have been God’s perfect gift to humanity. A very intelligent and distinguished mathematician who served as the Vice Chancellor of Makerere University from 2004 to 2009. You believed that every individual had a contribution to make in the transformation of Makerere University. I am grateful to God that I met you in the course of my academic journey, a blessing that presented me with a rich and rewarding experience that solidified my career path.
Meeting Greatness
Reflecting on my career and life journey (2004 to date), I was blessed to work with Professor Luboobi during his tenure as Vice Chancellor. I met Professor Luboobi in 2004, when I was a student pursuing a Bachelor of Mass Communication degree at Makerere University. It was in the morning hours, as he headed to the Office of the Vice Chancellor, walking along that path of the then Faculty of Arts to the Main Building. I was coming out of a lecture at the Faculty of Arts, and rushing to catch another lecture at the Faculty of Social Sciences.
A few months earlier, I had read about him as the Vice Chancellor of Makerere University in one of the newspapers. When I glanced at him walking along the same path, he stopped, and greeted me with a smile. I responded to the greeting. After the greeting, I became speechless. He volunteered to continue the conversation, with a question, “Which course are studying at the University?” I responded-Bachelor of Mass communication. And in a minute, he passed on a word of counsel, enjoy your studies and remember to read and excel. I was meeting him for the first time, but he used that minute to pass on words of wisdom. I was filled with joy that I had met and greeted the Vice Chancellor, and little did I know, that I one day, I would work directly under him.
As luck would determine, the then Public Relations Officer of Makerere University, Ms. Helen Nanteza Kawesa joined the Department of Mass Communication to teach one of the course units. Ms. Nanteza Kawesa assigned us work, and I scored 29 out of 30 in the coursework. After the lecture, she requested to meet that particular student who had scored that mark. I interacted with her, and later, I was presented with an opportunity to join Makerere University Public Relations Office for internship.
When I reached the Public Relations Office, I was introduced to the staff in the Office of the Vice Chancellor. Ms. Nanteza Kawesa also introduced me to the Vice Chancellor as a student intern who was joining the Public Relations Office. He was seated in his Chair, but he stood up, shook my hand, and with a smile, welcomed me to the Office of the Vice Chancellor. He said: “You are going to add value to the Office of the Vice Chancellor.” I felt so nice and empowered.
The following morning, Professor Luboobi presented to me a note in his very nice hand-writing: “I am certain that you are that little girl, I once met and interacted with briefly at the Faculty of Arts as I headed to my office. I did not know that a year later, you would join the Office of the Vice Chancellor, I am extremely pleased that you have joined the Public Relations Office for internship. Feel free through your immediate supervisor to participate in every activity or program undertaken by the Office.”
I read that note a number of times, and I would recall, the phrase from the Vice Chancellor, assuring me that I was going to add value to the Office. He was a source of inspiration.
During my internship, I observed that Professor Luboobi was very intelligent, but down to earth. He embodied the true qualities of a servant leader. He was people-centred and inclusive. In the staff meetings, Professor Luboobi was always calm. He accorded his staff and the student intern, an opportunity to contribute ideas on the different topics or issues that were being discussed. He was a principled and exemplary leader. He was honest and a person with the highest degree of integrity and morality. He was a team player, and he exercised an open door policy. In his presence, we felt safe, valued and respected. He believed in the team that he led, and presented each member of staff with an opportunity to shine.
Professor Luboobi appreciated the contribution of his staff. There was cohesion and we felt a great sense of belonging. As I completed my internship, I was strongly convinced that in Professor Luboobi, I had met a father figure and role model. He closely monitored my academic performance, and I knew that I had no room not to excel.
On completion of my studies, I felt that I should return to the Public Relations Office to volunteer as I applied for jobs in other organisations. When the PRO presented my request, Professor Luboobi was very receptive. When I graduated, he presented me with a card, in his neat hand-writing, congratulating me upon my academic achievement. He gifted me with a simple, but classic present that I hold dear up to this day. He also contributed a generous package towards my graduation party.
During his tenure as Vice Chancellor, I was in position to serve as a student intern, volunteer, and Administrative Assistant.
He enhanced my leadership abilities. In one of the interactions, he disclosed to me that over time, he had observed that I was gifted with leadership abilities. I informed him that I had been a leader from nursery, primary and throughout my secondary school level education. He looked at me with a smile, and then said, “you are now going to be a leader guiding the Vice Chancellor, and your ideas will matter.” I looked at him, trying to understand what he exactly meant.
He assigned me tasks that enabled me to understand and appreciate the role of a Vice Chancellor. He said: “I am going to present you with an assignment.” If you became the Vice Chancellor today, what issues would you focus on? What issues or current practices would you wish to change? He requested that I should return with the written report the next morning. I have vivid memories of this assignment, I spent long hours at night, to ensure that I do not disappoint. In the morning, I walked into his office. He listened to my ideas as he took notes. After my presentation, he thanked me for contributing such wonderful ideas, and he gave me some chocolates. A week after, he convened a meeting for the staff in the Office of the Vice Chancellor, he shared those ideas with them. He then requested each member to provide his or her input. Thereafter, he organized a retreat off campus, for members of staff in his office, to provide more ideas on building strong systems within the Office of the Vice Chancellor.
He presented me with opportunities that grounded me in my career path: In office, he would ensure that the mandated office executes its work. He respected systems and worked within the hierarchy.
However, outside of the office, when his personal friends reached out to him to identify a person excellent in public relations and communications, he would strongly recommend me.
He nurtured my strategic planning potential: After some months, he assigned me another task. “I am working on the Strategic Plan for the University. It is going to be a consultative and participatory process. However, a leader does not go to a strategic meeting without any sense of direction. I have my ideas of what should be in the strategic plan, and I would like you to provide your ideas as a recent graduate of Makerere University, who has served as a student intern and volunteer in the Office of the Vice Chancellor.
“You are the first person that I am presenting this task with. After your submission, I will engage the members of staff in the Office the Vice Chancellor, Deans and Directors, and other stakeholders.”
I felt exceedingly humbled and challenged at the same time. To be sincere, at that time, I had never come across any strategic planning document. Sensing that I was overwhelmed, he said, let me simplify the task in form of a question. “What would you like Makerere University to be in the next five years? or What would be your vision for Makerere University in the next five years?”
When I went to his office the next day, he presented me with his strategic plan working document. He told me to read and critique it. I will never forget this experience!
I did not feel bold and grounded enough. In a very calm tone, he looked at me straight in the eye, and requested me to give it a try and critique it. Since he would listen to our opinions or ideas, I suggested to him that I felt that fellow Professors or Senior academics would critique his work. He welcomed the idea and he requested me to provide the names of the Professors or Senior academics that I thought would critique his work. I provided five (5) names and he wrote them down. Professor Luboobi said, you have presented me with a team of experts and I will involve them at the next stage.
However, I have a team leader in front of me, gifted with the knowledge of identifying a team of experts, I would like such a person to critique my work. I must acknowledge that this was not a simple task, but I read his document and I provided my input.
He also requested for my written report about my vision of Makerere University. After reading it, he informed me that he had selected some ideas that would enrich his working draft. He convened a meeting involving the Professors or Senior academics that I had proposed as his team of experts and all the staff in the Office of the Vice Chancellor to enrich the strategic plan working document. Thereafter, he requested the Planning and Development Department to organize a retreat bringing onboard leaders of the different academic, administrative and research units to contribute ideas to the strategic plan of the University.
At the level of Administrative Assistant, Professor Luboobi mentored me, to understand and appreciate the roles of a Vice Chancellor, he involved me in key critical decision making processes, he nurtured my strategic planning potential; he linked me with experts in the different disciplines for mentorship; he entrusted me with managing team-building engagements in the Office of the Vice Chancellor, to mention, but a few.
Over the years, I have served as Communication Officer, Senior Public Relations Officer, and Principal Public Relations Officer of Makerere University.
The team in the Public Relations Office, will forever hold dear Professor Luboobi’s visionary leadership that streamlined the public relations function within the University. During his tenure as Vice Chancellor, Professor Luboobi championed the recruitment of more staff in the Public Relations Office, bringing on board Corporate Affairs, Web management, Branding and Marketing experts. By providing this strategic direction, he significantly contributed to the visibility of Makerere University at the national and global arena.
He was truly called to the teaching profession. He loved his work and served people with distinction and humility. He was selfless, dedicated and committed to duty throughout his life. He generously shared his vast knowledge and skills with humanity.
He was humane. He espoused the most important ethos of a true human being. He lived the ‘Obuntu’ style. In Luganda, ‘abadde musajja omuntumulamu, omwetowaze era ow’empisa.’
Professor Luboobi, I will forever remain eternally grateful to God that I crossed your path. You will always remain my mentor and role model. Thank you for impacting my life positively. Fare-thee-well.
Ritah Namisango is the Principal Public Relations and Communication Specialist at Makerere University.
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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