General
Makerere University commemorates International Day of Persons with Disabilities: Emphasizes Disability-Inclusive Programmes
In the first week of December 2025, Makerere University in solidarity, with the rest of the world, celebrated the International Day of Persons with Disabilities.
The colourful event held in the University Main Hall on 1st December 2025 brought onboard Ministers and government officials, Makerere University Council and Management, National Union for Persons with Disabilities (NUDIPU), representatives of persons with disabilities at different levels, members of parliament, disability rights advocates, private sector partners, civil society actors, university staff, student leaders, and the wider community of persons with disabilities.
The celebrations graced by the Minister of State for Disability Affairs, Hon. Hellen Grace Asamo and the Deputy Vice Chancellor (Academic Affairs)-Prof. Sarah Ssali was attended by key stakeholders including Hon. Safia Nalule Juuko-Chairperson of the Equal Opportunities Commission, Prof. Frank Mwiine-Acting Deputy Vice Chancellor (Finance and Administration), the Dean of Students-Dr. Winfred Kabumbuli, Guild President-Hon. Ssentamu Churchill James, Guild Minister for Persons with Disabilities-Hon. Donita Akakunda, and among other personalities.
The commemoration featured a panel discussion moderated by Dr. Diana Ateenyi Ahumuza, offering a blend of academic, experiential, and advocacy-based perspectives on disability inclusion. The panel consisted of Dr. Naboth Rwakazwaire, founder of Hope for People with Disabilities; Prof. Anthony Muwagga Mugagga, Principal of the College of Education and External Studies (CEES); Lord Councillor Peace Sserunkuma; and Ms. Catherine Nakibuuka, a second-year law student. Their conversation explored practical solutions, policy gaps, personal experiences, and the role of institutions such as Makerere University in shaping a more inclusive society.
Reflecting on the times and in line with the theme, Fostering Disability-Inclusive Societies for Advancing Social Progress, the different speakers, persons with disabilities, and participants in general, lauded Makerere University for positive steps being undertaken with respect to inclusion of persons with disabilities. The participants commended the University for inclusive teaching, library services that are sensitive and inclusive, acquisition of a university bus for students with disabilities, sports activities for persons with disabilities, and establishment of the Makerere University Disability Support Unit. The institution has been called upon to remodel the old buildings so that people with disabilities are able to access the required spaces.
Highlighting strides in Disability Inclusion at Makerere
Welcoming the guests, Prof. Sarah Ssali, the Acting Vice Chancellor, celebrated Makerere University’s commitment to recognizing the resilience, contributions, and potential of persons with disabilities. She emphasized that building truly inclusive societies requires a dual approach: empowering marginalized individuals to realize their potential and creating institutions that are receptive and accommodating of diverse needs. Prof. Ssali underscored that disability inclusion is not an act of charity but a matter of human rights, social justice, and a collective responsibility shared by the entire university community.
Prof. Ssali highlighted Makerere University’s strong commitment to inclusivity, noting the Disability Support Centre’s support, campus accessibility improvements, flexible teaching approaches, and digital inclusion efforts. She also recognized investments in sign language interpretation and staff training to better support students with disabilities.
Prof. Ssali called upon stakeholders to make inclusion a lived reality—one that celebrates diversity and recognizes disability as an integral part of the human experience. She explained that genuine inclusion is built on partnership, shared responsibility, and intentional accommodations, noting that these principles underpin the university’s safeguarding policy inspired by the Ubuntu philosophy. She observed that inclusion goes beyond creating comfort. “It requires those without disabilities to actively adjust, accommodate, and treat everyone as equal participants in the university community,” she said.
Dr. Winifred Namuwonge Kabumbuli, Dean of Students at Makerere University, reaffirmed the university’s long-standing commitment to implementing inclusive policies and practices. She emphasized that Makerere values diversity and creativity, fosters mutual support, and provides an inclusive academic and social environment that enables all members to grow, thrive, and contribute as changemakers.
The Dean of Students highlighted Makerere University’s provision of essential assistive devices such as wheelchairs, Braille materials, and white canes to support full integration of students into academic and social life. She noted the university’s commitment to equitable academic participation through measures such as extra exam time, access to readers, and provision of carers who receive accommodation, feeding, and remuneration.
“Let us unite in promoting disability awareness, understanding, and inclusion. Together, we can build a more inclusive and supportive community. One of Makerere University’s core aims is to ensure that everyone at this esteemed institution has the opportunity to participate in every aspect of life to the best of their abilities and dreams as we build for the future,” she said.
Minister appeals for true inclusion through shared spaces and equal access
The Guest of Honour, Hon. Hellen Grace Asamo, Minister of State for Disability Affairs, stated that disability is shaped more by societal attitudes than by personal limitations. She called for true inclusion through shared spaces, equal access, and collective participation. She urged parents to take equal responsibility for their children with disabilities and reminded the public that anyone can experience disability, making proactive inclusion a collective responsibility.
“Disability is an idea shaped by society, and the attitudes often start at home. When a child is born with a disability, many see it as a burden. And while women often bear the brunt, fathers must also support their children. Remember: anyone can become disabled at any point—through accident, illness, or age. So planning for inclusion is not optional; it is necessary,” Hon. Asamo said.
She added that breaking barriers is essential, as persons with disabilities continue to excel across various fields. According to her, inclusive progress depends on creating opportunities rather than imposing limitations, and on recognizing that persons with disabilities are not homogeneous, but a diverse group with unique abilities, needs, and potential.
Hon. Asamo urged academic leaders to leverage their influence beyond the Makerere University main campus, to promote inclusive communities, calling for accessible education pathways, employability-focused training, and stronger advocacy against stigma. She emphasized that leadership is defined by capability, not physical condition, and noted the importance of mentorship, counselling, and job preparation for graduates with disabilities.
The Minister highlighted the everyday challenges faced by persons with disabilities, stressing that both public and private sectors must take action. She praised emerging inclusion in beauty, fashion, and entertainment, noting pageants and showcases as affirmations that talent and dignity transcend disability. She encouraged persons with disabilities to always claim their space and be visible.
“To people living with disabilities: nobody will hand over to you, your space—you must claim it. Be visible and be heard. Inclusion is a right, not a debate. Persons with disabilities contribute to society and the economy just like anyone else,” she said.
Keynote Speaker advocates for an enabling environment for disability-inclusion
Delivering the keynote address, Hon. Safia Nalule Juuko, Chairperson of the Equal Opportunities Commission and former National Woman MP representing Persons with Disabilities in the 10th Parliament, affirmed that disability is not a single condition, but a diverse experience shaped by the interaction between health conditions and environmental barriers.
Hon. Safia Nalule was emphatic that families, teachers, and communities must create enabling environments, and praised the role of supportive parents and educators in her own life while calling attention to the many children who lack similar support.
“Families must accept their children, support them, understand their needs, and avoid treating disability as a curse or omen. Children with disabilities are entitled to healthcare, nutrition, education, and decision-making space. Sadly, many do not receive these rights,” Hon. Safia Nalule said.
She recommended that disability inclusion requires practical, measurable action: education and awareness led by persons with disabilities, meaningful consultation, and active participation in planning, budgeting, and implementation. She stressed that institutions must budget for both physical and financial access since the cost of exclusion far outweighs that of inclusion.
Inclusivity must span humanities and science disciplines
Prof. Frank Mwiine, Acting Deputy Vice-Chancellor (Finance & Administration) and Principal of the College of Veterinary Medicine, Animal Resources & Bio-Security, asserted that in addition to the humanities and social sciences, inclusivity must span all disciplines, including STEM (Science, Technology, Engineering, and Mathematics). He articulated that inclusion is a continuous responsibility, not a one-off event or favour. “It is a responsibility that Makerere University must consistently and intentionally uphold, and we are committed to doing exactly that,” he affirmed.
Mak Council lauded for promoting disability-inclusion
Mr. Amon Muteganda, representative of administrative staff with disabilities on the Makerere University Council, reaffirmed that the university is indeed an inclusive institution. He noted that disability-related concerns consistently receive respect and thoughtful consideration during council deliberations, with members listening attentively and responding constructively. He praised management for its timely action on the issues raised, highlighting the new transport initiative as a key example.
“Many people have spoken about inclusivity at the management level, and we have seen it in action. I want to sincerely thank the university management for their responsiveness. Whenever we raise concerns about disability-related issues, they are addressed promptly. One notable example is our transport initiative,” Mr. Muteganda said.
Student leader asserts disability is not inability
The Guild Minister for Persons with Disabilities, Hon. Donita Akankunda reflected on her experiences as a student with low vision and representative of visually impaired learners. She acknowledged improvements in accessible infrastructure, such as buildings and transport. She applauded the determination of fellow students with disabilities to create awareness, challenge stereotypes, and demonstrate that disability is not inability.
“My fellow students and persons with disabilities, I thank you for your resilience and dedication to raising awareness. Despite the many challenges we face, you have stepped forward, embraced leadership roles, and engaged in meaningful activities, demonstrating that disability is not inability. Together, we will continue to prove this every day,” she said.
Student with Disability shares his experience on adaptation
Sharing his personal journey as a student with a disability, Mr. Safiri Mungofeni, a first-year Bachelor of Architecture student at Makerere University, reflected on his initial concerns about managing practical work, navigating equipment, and moving around campus. “Over time, with the support of accessible resources and encouragement from staff, I gradually adapted,” he said. He added that witnessing fellow students with disabilities confidently navigating campus life inspired him to believe in his own potential and persevere.
Drawing inspiration from global examples, such as Chris Downey, a visually impaired architect, Safiri declared that with proper support, encouragement, and mindset, students with disabilities can excel in fields where society least expects them.
Parents called upon to love and support children living with disabilities
Illuminating both the challenges and transformative possibilities of parenting children with disabilities in Uganda, Mr. and Mrs. Kizito Bbosa, parents of Hon. Catherine Nakibuuka, a second-year law student and Speaker of the Makerere University Students with Disabilities Association shared their journey that began when their daughter was born with visual impairment. In their quest for solutions, they initially invested all their resources in medical interventions, holding onto hope that she might one day regain her sight. When these options were exhausted, they redirected their focus entirely to education, embracing it as the next frontier of opportunity and empowerment for their daughter.
“When our daughter was born in 2003 with a visual impairment, I invested every resource I had, believing she might regain her sight, until I realized that even money has its limits. We then shifted our focus to her education. Truly, the most challenging experience I have ever faced has been trying to educate her,” Mr. Bbosa recounted.
Recognizing that Catherine and other visually impaired children deserved more than sympathy, the Bbosas transformed their personal struggle into a broader mission for change. This led to the founding of the Centre for Visually Impaired Children (CEVIC) and later CEVIC School for the Blind, institutions created not out of charity but from a belief in the potential of children with visual impairments, providing them with opportunities to learn, belong, and thrive.
General
Hands-On RIMS Training Equips Makerere University College Registrars to Power Graduate Success and Research Excellence
By Moses Lutaaya
Kampala, April 10, 2026 — College Registrars and Senior IT Technicians at Makerere University have undergone intensive, hands-on training in the Research Information Management System (RIMS), in a move aimed at strengthening graduate training, improving completion rates, and advancing the university’s research agenda.
The training, held on Friday at the CFT 2 Building, Lecture Room 4.1 Computer Lab, brought together key custodians of academic records to gain practical skills in using the system that university leadership says will transform graduate education management.
In his opening remarks, the Director of Graduate Training, Julius Kikooma, underscored the strategic importance of RIMS, linking it directly to the university’s long-standing challenges in tracking graduate students and supporting research progression.
“Graduate training is central to the research mission of this university,” Prof. Kikooma told participants. “Yet for years, we have struggled to answer simple but critical questions, where exactly are our graduate students in their academic journey, and why are many not completing on time?”
He pointed out that the issue has consistently drawn concern from top university leadership, including Council, particularly as Makerere rolls out its new five-year strategic plan. “One of the key priorities identified is improving graduate completion rates,” he said. “But we cannot improve what we cannot measure.”
Prof. Kikooma explained that unlike undergraduate programmes, graduate studies are largely research-driven and therefore more complex to monitor. “The research component of graduate programmes has not been adequately captured in any system,” he noted. “That is why it has been difficult to track progress, supervise effectively, and provide accurate reports.”
Positioning RIMS as a transformative solution, he emphasized its role in bridging this gap. “RIMS is not just a system, it is the backbone of how we are going to support graduate students and research going forward,” he said. “With it, we can track every stage, from concept development to proposal, to thesis completion in real time.”
He stressed that the system will enhance both efficiency and accountability across the university. “This is the tool that will enable us to confidently assure Council and management that we know the status of every graduate student at any given time,” he said.
However, Prof. Kikooma made it clear that the success of RIMS depends heavily on the commitment of college registrars. “You are the custodians of graduate records. You are central to this process,” he said. “If RIMS succeeds, it will be because of your efforts. If it fails, it will be because you did not play your part.”
He revealed that registrars will now form part of the steering committees overseeing the full implementation of RIMS across university units. “You are not just users of this system, you are its drivers at the college level,” he emphasized.
Calling for seriousness and full participation, Prof. Kikooma set clear expectations for the training. “No one should leave this room without knowing how to use RIMS in their daily work,” he said. “You must understand the kind of data required, the information on students, supervisors, and every stage of the research process.”
He added that incomplete data has already limited the system’s effectiveness in some units. “Graduate students are already on the system, but some of the critical information is missing,” he noted. “That gap must be closed by you.”
In his technical presentation, Juma Katongole, the Manager Information Systems, highlighted the limitations of existing systems and how RIMS is designed to address them.
“We can only produce accurate statistics for students on coursework,” he said. “But we cannot tell how many graduate students are at proposal level, concept level, or thesis level. That is a major gap.”
He explained that RIMS will provide comprehensive, real-time tracking of graduate students throughout their academic journey. “This system will enable us to produce accurate reports of which student is where,” Katongole said. “It will help us identify delays and take action.”
On the issue of prolonged completion times, he added, “With reliable data, we can see where students are getting stuck and introduce administrative or strategic measures to address those bottlenecks.”
Describing the system as a turning point, Katongole noted, “We are moving towards having valid statistical information at our fingertips, which is critical for a research-led institution.”
From the administrative perspective, Eleanor Nandutu, Senior Assistant Registrar from MISR, welcomed the initiative, describing it as a practical solution to long-standing inefficiencies.
“RIMS will ease the tracking process and help us know exactly where each student is and how long they take at each stage,” she said. “It will also help us understand where the challenges are and how to better support students.”
She emphasized that the system will improve completion rates by identifying bottlenecks early. “We shall be able to see where we are stuck and take corrective action in time,” she noted.
Addressing concerns about possible conflict of interest between supervisors and students, Nandutu clarified that the system is designed to enhance transparency, not create tension. “This is about ensuring that processes are followed and that students succeed,” she said. “It brings everyone, administrators, supervisors, and coordinators onto one platform.”
She added that the system will even improve interaction between students and supervisors. “It will make follow-ups easier and ensure timely feedback, which is critical for research progress,” she said.
As the university intensifies efforts to strengthen its research output and graduate training, the hands-on RIMS training marks a significant step toward a more efficient, transparent, and data-driven academic environment, one that leaders believe will finally address the long-standing challenge of delayed graduate completion.
Pupils, parents and authorities at Bwera Primary School in Kabale District were filled with joy as the Mastercard Foundation Scholars Program at Makerere University, in partnership with dfcu Bank, handed over a four-classroom block to the school.
Speaking during the commissioning ceremony, one of the parents, Saison Tumukuratire, expressed gratitude for the support.
“We thank God for this gesture. Our children can now attend classes without interruptions caused by rain. Previously, whenever it rained, lessons would stop. The old building was on the verge of collapsing, had no windows, and the floor was dusty,” she said.
Uganda has made significant progress in expanding access to education through Universal Primary Education (UPE); bringing millions of children into school. However, in hard-to-reach communities, physical access and the quality of learning environments continue to shape how effectively that opportunity translates into consistent attendance and meaningful outcomes.
Bwera Primary School, a government-aided institution located in the remote and hard to reach village in Kahama Sub-County, has an enrollment of 275 pupils. For decades, the school has faced significant challenges related to access and infrastructure.
With no road access and limited infrastructure, the school has long struggled to provide a conducive environment for learning. Efforts to improve facilities have often been constrained by high transportation costs and logistical barriers; with some contractors previously declining to take on construction work due to the difficulty of accessing the site.
“The school structures are not sufficient for our learners, and we do not have a single staff house. We are deeply grateful to the Mastercard Foundation Scholars Program and dfcu Bank for coming to our rescue after the school’s plight was highlighted in the media,” Edson Bikorwomuhangi, the headteacher, said.
On Wednesday, April 1, 2026, the Mastercard Foundation Scholars Program at Makerere University and dfcu Bank officially handed over the new facilities. These include a four-classroom block equipped with 60 bench desks, a four-stance modern pit latrine, and a 10,000-litre rainwater harvesting system.
The new infrastructure is expected to significantly improve the learning environment and support better educational outcomes for the pupils.
Since 2014, Mastercard Foundation Scholars at Makerere University and alumni have contributed to communities across Uganda by constructing classrooms, providing clean water and supporting vulnerable communities.
Speaking at the event, Mr. Nelson Dumba, the Chairperson of the Scholars giveback Committee, noted that the event was not about commissioning structures, it is about celebrating impact, partnership and the power of giving back.
“As scholars we are deeply aware that we are beneficiaries of opportunity, and because we have been given a chance, we carry a responsibility to extend that opportunity to others and contribute meaningfully to the communities that shape us,” Mr. Dumba, said.
Mr. Dumba called upon the Bwera community to take ownership, protect the property, and ensure that it continues to serve generations to come.
“To the pupils of Bwera Primary, this investment is for you, use it well, take care of it and believe in your dreams. You are capable of achieving better outcomes,” Mr. Ddumba, said.
One of the central pillar of the Scholars Program is community service and giveback, grounded in the belief that leadership is best demonstrated through service to others.The Scholars Program is not only about access to education, it is about transformation and impact.
In her speech, Ms. Jolly Okumu, the Program Operation Lead of the Mastercard Foundation Scholars Program at Makerere University, noted that through mentorship and structured engagement, Mastercard Foundation Scholars are encouraged to initiate community-driven projects, improve livelihoods, promote inclusion and foster sustainable development.
“Today is not just about handing over infrastructure, it is a celebration of partnership, shared purpose and our collective commitment to improving learning environment for young people. It reflects our belief that when institutions and communities come together, we can create lasting impact and open up greater possibilities for the next generation,” Ms Okumu, said.
Ms Okumu extended special appreciation to the Jane Goodall Institute for providing a 10,000 litre water tank and dfcu Bank for a financial contribution of UGX 20Million used to renovate two classrooms and purchase desks.
“As we officially hand over this project, we hope these improved facilities will provide a safe environment and a space conducive for learning. Our Scholars are not just beneficiaries, they are committed to building a stronger and more inclusive communities,” Ms. Okumu, noted.
Speaking on behalf of dfcu Bank, Ms Helena Mayanja, the Head of Corporate Affairs and Sustainability, noted that the giveback project reflects the Bank’s commitment to elevate education, financial literacy and health in intended communities.
“The journey to the school itself reflects the realities these children face every day. Improving infrastructure in such communities is essential to ensuring that access to education translates into real learning outcomes,” she said.
dfcu Bank has various partnerships and programs targeting vulnerable and hard to reach communities which are aimed at elevating financial literacy, health and education.
Kabale District Education Officer, Mr. Moses Tumwijukye Bwengye welcomed the development, noting that previous efforts to upgrade the school had failed due to inaccessibility.
“We thank our partners for renovating this classroom, with these projects, results are going to change because now the learning is conducive. Before contractors were unable to take on the work because of the terrain. Partnerships like this are important in unlocking development in hard-to-reach communities and improving education outcomes,” Mr. Tumwijukye, said.
Parents speak out
Evidence Tumwebaza, who has a child in Primary One noted that the infrastructures are going to help them improve the school’s sanitation.
“The tank is big and I am happy that my child will now study in a conducive environment and will have clean water for drinking,” Tumwebaza, said.
Ann Turyasima, a parent and former pupil said that the project is going to help pupils to stop carrying water from a long distance.
“These pupils have been moving from down the valley to go and fetch water for the school but now everything is here. They can now concentrate in school.”
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