General
Mak Hosts 3rd Hadithi Ya Mzizi in honour of Nshuti Balaam Kabaasa
Makerere University on 29th August 2025 hosted the 3rd edition of Hadithi Ya Mzizi, an event held under the theme “Shaded Economy” at the Yusuf Lule Central Teaching Facility Auditorium. The gathering was marked by an exhibition and panel discussion, serving two main purposes: to celebrate the resilience and innovation of the informal sector through the Hadithi Ya Mzizi exhibition and to memorialize its founder, the late Nshuti Balaam Kabaasa. Balaam a final year student awaiting graduation in January 2026 passed away suddenly on 22nd June 2025.
The platform, conceived by Balaam, was designed to allow Africans to tell their own stories, inspire younger generations, and promote Pan-Africanism by celebrating Black excellence, re-centering the African experience, and encouraging youth engagement in continental and global challenges.
Representing the Vice Chancellor, the Acting Deputy Vice Chancellor for Finance and Administration, Prof. Winston Tumps Ireeta, described the event as a befitting gesture by the University. He noted that the exhibition was an important event utilizing art to celebrate Balaam’s life, “an individual who was an economist by profession but deeply loved art.” He pointed to the art pieces displayed outside as a reflection of his passion and thanked all funders and organizers for their support in remembering Balaam’s life. Prof. Ireeta expressed hope that the exhibition will become an annual event to ensure that Balaam’s life “is continuously remembered, as he was a nice gentleman.”
Mr. Yusuf Kiranda, the University Secretary, also spoke at the event, sharing the emotional difficulty of the day since it had only been a few months since the University lost Balaam, whom he referred to as his son. He explained the absence of some friends who were still overwhelmed by grief and prayed for strength for all members of the family and friends present. He emphasized that Balaam’s vision was to promote the connection between art and economic development, noting that “art transcends mere beauty, carrying profound messages.” He further highlighted that Balaam created a platform to help those less familiar with art to understand these deeper meanings. Mr. Kiranda, encouraged all to carry forward Balaam’s vision with confidence, emphasizing its importance “beyond a mere memory, as it addresses the necessity of a functional economy.”
Prof. Sarah Ssali, Director of the Institute of Gender and Development Studies—whom Balaam fondly referred to as kaaka (grandmother in Runyakore)—welcomed participants to the event. She explained that Kabaasa conceived the Hadithi Ya Mzizi platform and the themes for the previous exhibitions. Hadithi Ya Mzizi, meaning “Tales of the Roots” in Kiswahili, is a Pan-African social advocacy initiative dedicated to reclaiming African narratives through creative expression. “Founder Balaam Kabaasa believed art was a tool for memory, liberation, and voice for the marginalized,” she said.
Prof. Ssali outlined the platform’s four objectives: to celebrate Black excellence, unite Pan-Africans across borders, re-center the African experience for youth, and encourage active youth engagement in addressing challenges. She also highlighted the success of the two previous exhibitions. The first, Tales of Black Excellence in the Eyes of Winnie Mandela, celebrated the end of Black History Month in 2023, paying tribute to Winnie Mandela’s life, her role in Africa’s liberation, and her influence on women’s empowerment through art and dialogue. The second exhibition, Hymns of the Nation, was a multidisciplinary showcase of visual art, music, and poetry held in 2024 that addressed themes such as domestic violence, girl-child empowerment, and community relationships.
She explained that this third exhibition, themed The Shaded Economy, celebrates the resilience of those working in the informal economy, particularly young people in the gig economy who thrive despite being excluded from formal economic metrics. Prof. Ssali thanked the event funders, including the Office of the Deputy Speaker, Makerere University’s Advancement Office, Switch Africa, and the Media Challenge Initiative (MCI).
The keynote address was delivered by Prof. Ibrahim Mike Okumu, Dean of the School of Economics, who expressed delight at speaking about the shaded economy, a subject he extensively covered in his PhD research. He illustrated this economy by highlighting the resilience of young Ugandans engaged in diverse activities such as providing boda-boda rides, food delivery, graphics design, online sales, and coding. He defined it as “the livelihood and creativity existing between informal survival and formal employment,” ranging from mobile money agents and street vendors to musicians, digital freelancers, and artists. Prof. Okumu emphasized that these individuals “constitute the pulse of Uganda’s everyday economy,” and dedicated the discussion to the memory of Balaam Kabaasa.
On behalf of the family his mother, Mrs. Pamela Kabaasa thanked Makerere University, the Guild leadership, Balaam’s friends, and all attendees for honoring her son. She described him as her “sonshine,” as a non-conformist who consistently chose not to follow the crowd, recalling his early passion for fine art alongside mathematics and economics. She shared memories of his entrepreneurial spirit, family devotion, and leadership ambitions. “He was full of ideas, but his strongest passion was for fine art,” she said. She also spoke of his role as a dependable “deputy parent” to his siblings, always looking out for their well-being.
A touching poem was delivered by Nicole Kabaasa in tribute to her late brother, while Steven Kiwanuka Kafeero, a friend of Balaam, also presented a poem in his memory.
The panel discussion, moderated by Ssali Richard a third year Law Student, featured young entrepreneurs who had started informal businesses while still at university. These included Ethan Kaweesi of Mbio Za Mungu Fashion Brand, Beatrice Eyotaru, who runs a laundry business and participates in the student work scheme, Akanyihayo Joshua, who sells mattresses, Victor, who owns a perfume business, and Mr. Amos Desmond Wambi of Switch Africa.
Joy Eve Serunjogi who spoke on behalf of Hadithi Ya Mzizi (Tales of the roots) explained that the initiative name symbolizes that the strength of a tree comes from its roots rather than its branches. She emphasized that the movement, founded at Makerere by Balaam, is one of art, identity, and storytelling, with a vision to reclaim African narratives and a mission to empower youth through art, dialogue, and innovation.
In his remarks, H.E. Ssentamu Churchill James, the Guild President, described the gathering as “a unique intersection of beauty and burden, reflection and resilience.” He observed that it not only celebrated artistry but also confronted pressing economic realities. “The event also honors the memory of a departed soul whose light continues to shine through the displayed works,” he noted. He further emphasized that “art speaks where statistics fail, effectively telling human stories, reflecting inflation, embodying struggle, and inspiring hope in ways that reports or policies rarely do.” The exhibition was dedicated to the memory of Nshuti Balaam Kabaasa, a non-conformist lover of art, brother, friend, and student whose passing left a significant void.
The event was attended by several Makerere University officials and friends of the late, including Prof. Wamala of the Directorate of Research, Innovation and Partnerships, Dr. Winifred Kabumbuli, Dean of Students, and H.E. Rose Nabwire, Guild President of Makerere University Business School among others.
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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