General
Graduate Training Students Advised to Read the Graduate Handbook as a “Bible”
At an orientation for Postgraduate students held at the Yusuf Lule Central Teaching Facility Auditorium on 11th August 2025, the Academic Registrar and Acting Deputy Vice Chancellor in charge of Academic Affairs, Prof. Buyinza Mukadasi, reiterated Makerere University’s readiness to avail all the necessary support to ensure timely completion of various programmes. He underscored the contribution of research conducted by Makerere to national development priorities and urged Postgraduate students to play their role in making this influence more impactful.
Picking up from where Prof. Buyinza left off, the Director, Directorate of Graduate Training, Prof. Julius Kikooma reassured students that “Makerere University has all the resources to facilitate you through the academic journey of your graduate studies.” He equally further advised that “The Graduate Handbook is your bible that will guide you through your academic programs,” given its comprehensive reference to policies, procedures, and resources that support students during their graduate journey.
In his remarks, the Director, Prof. Robert Wamala introduced the Directorate of Research, Innovations, and Partnerships (DRIP) and outlined its role in guiding students in research. He explained DRIP’s primary functions, which include promoting and coordinating research activities, innovation and technology transfer, and overseeing research ethics and integrity. The Directorate also enhances research capacity and infrastructure, secures funding, and manages partnerships. He stressed the importance of understanding and following key university policies such as the Research and Innovations Policy and the Intellectual Property Management Policy. Prof. Wamala explained that the Intellectual Property Policy ensures that “IP created by a student in the course of study at the university, will be owned by the student,” adding that, “whatever you develop through the course of your study belongs to you and not the university.” He further encouraged students to protect their ideas and innovations through proper registration and documentation.
Dr. Godfrey Kawooya Kubiriza, from the Department of Zoology, Entomology & Fisheries at the College of Natural Sciences (CoNAS), discussed the importance of aligning research with relevant Sustainable Development Goals (SDGs) to ensure it remains current and impactful. He advised students to be cautious of peers who might negatively influence their studies and urged them to co-create with stakeholders to ensure their research has a clear impact. He also emphasized translating research evidence into policy briefs and building interdisciplinary and regional networks, encouraging connections with colleagues from East Africa, West Africa, and Europe for future collaborations and career development.
The Head ICT Division, Office of the Academic Registrar, Dr. Mike Barongo welcomed the students and underscored the importance of downloading admission letters from the portal, as these contain student numbers necessary to activate the student portal. He highlighted that enrolment is key to knowing the fees to be paid and to creating a Makerere University email address. In case of challenges, students were encouraged to seek help from college registrars or the Directorate of ICT Support. “The College of Computing has a support center at the basement of Block A, where students can get assistance,” he said.
The Deputy University Librarian, Dr. Kizito Ongaya, provided an overview of library services, noting significant changes compared to the 1990s and early 2000s. He outlined various training programs, including Reference Management Tools and Plagiarism Detection, and stressed the importance of using the available resources. “There are over 40 online libraries that we pay for. We pay over 1 billion shillings per annum to subscribe to these libraries, and you need special training so that you are able to access these,” he said. He also shared the library website, https://mulib.mak.ac.ug/ as a valuable resource.
Mr. Henry Nsubuga the Head of Counselling and Guidance Services addressed mental health and well-being, especially for PhD and Masters students, noting the significant mental toll of such programs. He pointed out that over 40% of graduate students experience depression, anxiety, and stress, and urged them to seek help early. He advised against internalizing negative feedback, suggesting instead that criticism be reframed as external rather than personal. He also encouraged positive self-talk to maintain motivation.
Ms. Diana Nabikolo, the Safeguarding Liaison Officer, briefed students on the Safeguarding Policy launched in April, which complements 11 other safeguarding policies available on the university policies website. She explained that the policy addresses various forms of abuse—physical, emotional, and neglect—as well as infrastructure-related concerns. She mentioned the presence of Safeguarding Champions in each college, both staff and students, who may assist in logging cases into the Makerere Safe Space and determining whether an issue qualifies as a safeguarding concern.
The Registrar at the Directorate of Graduate Training Ms. Caroline Nannono Jjingo explained the Directorate’s presence at all colleges and its coordination role with college and school registrars. She clarified the difference between enrolment and registration, noting that enrolment signifies acceptance of the study offer and triggers billing, while registration must follow enrolment. She also outlined the official withdrawal process, which can be prompted by financial challenges, illness, or job opportunities. Students were advised to formally notify the university to avoid being marked absent. “Withdrawal can only occur after registration,” she said, adding that students should inform the university if they plan to return.
The event was moderated by the Managing Editor Makerere University Press Dr. William Tayeebwa, who also doubles as a Senior Lecturer in the Department of Journalism and Communication, College of Humanities and Social Sciences (CHUSS). It follows a similar orientation session for undergraduate students held on 4th August 2025.
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.
-
Law1 week agoMakerere hosts Chief Justices of Zambia and Uganda
-
General4 days agoMakerere University Set to Develop Curriculum to Transform Graduate Supervision and Mentorship
-
Health2 weeks agoMakerere Medical Students Honour Their ‘Silent Teachers’
-
Business & Management1 week agoMakerere Vice Chancellor tasks CoBAMS to Change Africa’s research trajectory through graduate training
-
General4 days agoRevised Advertisement for Positions of Principal and Deputy Principal at Makerere University