Natural Sciences
Mak Study Reveals Key Factors Undermining Performance in Biology
A nationwide study led by Prof. Fredrick Jones Muyodi has revealed multiple factors contributing to poor performance in Biology in Uganda’s national examinations, with the Northern and Eastern regions being the most affected. The study highlights significant gaps in practical learning, digital access, and teaching methods, underscoring an urgent need for educational reforms.
Factors that prompted the study
Launched in 2023, the study was undertaken in response to growing concerns over the long-term decline in Biology performance in the Uganda Advanced Certificate of Education (UACE) examinations.
An earlier analysis conducted by the School of Biosciences at the College of Natural Sciences (CONAS), Makerere University, revealed that since the late 1970s, performance in Biology at the UACE level had consistently fallen below expectations. Over time, the situation worsened, as reflected in the annual examination results released by the Uganda National Examinations Board (UNEB).
In 2018, for example, only one student out of 13,061 candidates scored an “A” in Biology, while just 38% scored at least an “E”. Although 2019 saw a slight increase, overall results remained far below national standards, a trend that persisted into the post-COVID-19 era.
Poor performance in Biology has serious implications, as the subject underpins 70–100% of academic and research work across the College of Natural Sciences, the College of Health Sciences (CHS), the College of Veterinary Medicine, Animal Resources and Biosecurity (COVAB), and the College of Agricultural and Environmental Sciences (CAES). Weak results affect student progression and threaten Uganda’s life sciences ecosystem, impacting key sectors and government ministries.
In response, Makerere University, through the School of Biosciences at CoNAS in collaboration with the College of Education and External Studies (CEES), launched a study to investigate and address the problem. Funded by the University’s Research and Innovations Fund (MakRIF), the study examined teacher qualifications, curriculum depth, laboratory infrastructure, and student attitudes towards the subject.
Dissemination of the Study Findings
The project team presented their findings to stakeholders at a workshop held on 19th March 2026 at Makerere University. The event was attended by the Commissioner for Secondary Education at the Ministry of Education and Sports, Mrs. Juliet Atuhairwe Muzoora, alongside senior leaders from Makerere University.
Factors undermining performance in Biology
Guided by the socio-ecological model, the project team interviewed 5,000 participants, including teachers, students, parents, school administrators, and curriculum experts, across 100 districts nationwide. Key challenges identified include:
- Inadequate practical learning – Many schools lack functional laboratories, leaving students unable to connect concepts to real-life applications.
- Limited digital access – Poor internet connectivity and lack of digital learning tools hinder modern science education.
- Ineffective teaching methods – Overreliance on lectures weakens conceptual understanding.
- Gender disparities – Lower confidence and limited participation of female students in practical work.
- Negative community perceptions – Low motivation resulting from societal attitudes toward Biology.
Recommendations for Improvement
Despite a notable improvement in the 2025 Uganda Advanced Certificate of Education (UACE) examinations, the project team recommends a series of strategic interventions:
- Expansion of practical learning through fieldwork and project-based activities, with government support to fund hands-on initiatives.
- Investing in digital infrastructure, prioritizing internet access and online resources for underserved schools.
- Upgrading laboratories with modern equipment and increasing technical support to create conducive learning environments.
- Strengthening teacher development through continuous professional development programs promoting inquiry-based teaching.
- Aligning curriculum and assessments by fostering collaboration between the NCDC and UNEB to ensure coherence between instruction and exams.
- Enhancing student engagement through mentorship programs, academic clubs, and career guidance initiatives.
- Promoting gender equity in science education through targeted interventions.
The project team emphasizes that these interventions are essential for developing a generation of Biology students well-equipped to meet the demands of higher education and scientific careers. They advocate for coordinated action among government agencies, schools, and communities to reverse current trends and strengthen science education nationwide.
To further support efforts to improve performance in Biology, the team is seeking additional funding to pilot interventions in the most affected regions, particularly Northern and Eastern Uganda, and to establish a monitoring and evaluation framework to track progress and ensure lasting impact.
Remarks by the Commissioner for Secondary Education
Addressing participants at the dissemination workshop, the Commissioner for Secondary Education at the Ministry of Education and Sports, Mrs. Juliet Atuhairwe Muzoora, commended the research team for the initiative, highlighting its potential to improve performance in Biology. She called for the expansion of the initiative to cover other science disciplines.
Mrs. Muzoora expressed concern over the increasing monetization of academic activities, particularly seminars, warning that such practices threaten the core objectives of the programme. She further cautioned against the circulation of inappropriate and substandard pamphlets, noting that these undermine the quality of education.
She appealed to Makerere University to expand its school outreach programmes to reach all regions of the country, including the underserved and hard-to-reach areas.
Emphasizing the importance of the study, Mrs. Muzoora committed to arrange a meeting for the team to present their findings to the Ministry’s Senior Management team. “The findings of the study will inform policy adjustments that will enable us to improve performance in the sciences,” she noted.
Re-aligning A’ Level Subject Combinations and Leveraging Local Resources for Experiential Learning
In his presentation, Prof. Winston Tumps Ireeta, Deputy Vice Chancellor in charge Finance and Administration (DVCFA) and Principal of the College of Natural Sciences (CoNAS), emphasized the importance of targeted interventions in improving student performance, particularly in Biology and other science disciplines. Drawing attention to the medical field, he stressed the urgent need to review and realign Advanced Level subject combinations to correspond with the evolving requirements of various professional disciplines.
Drawing on insights from secondary school teachers at the CoNAS Science exhibition held from 5th–7th March 2026, Prof. Ireeta expressed concern over the limited adoption of experiential learning. He implored school administrators to leverage locally available materials to enhance hands-on learning. He expressed gratitude to the Government of Uganda for its continued support toward academic and research programmes at the University.
Re-aligning the Competence-based Curriculum
Prof. Anthony Muwagga Mugagga, the Principal of the College of Education and External Studies at Makerere University, highlighted the need to clearly define and systematically map out the modes of instruction under the Competence-based Curriculum. He emphasized that clarity in instructional approaches is essential for ensuring consistency, effectiveness, and measurable learning outcomes across institutions. He appreciated the MakRIF for the financial and technical support extended to the project, noting that such partnerships are instrumental in driving educational innovation and reform.
Remarks from the Chair, MakRIF
The Chairperson of the MakRIF, Prof. Fred Masagazi Masaazi, underscored the significance and far-reaching impact of the initiative, noting that the project scored 92% in the vetting process. He informed participants that the MakRIF remains committed to supporting ideas and initiatives that have a tangible and measurable effect on student learning outcomes.
“The focus on enhancing the teaching and learning of Biology is both timely and essential. Strengthening Biology education not only equips students with critical scientific knowledge but also lays a solid foundation for the country’s broader educational and developmental objectives. By prioritizing initiatives that nurture scientific understanding, the MakRIF seeks to contribute meaningfully to shaping a generation of learners capable of driving innovation, research, and sustainable development.”
Remarks by the representative from UNEB
In response to concerns regarding the gaps in curriculum development and assessment processes, Dr. Jimmy Okello reassured participants that the Uganda National Examinations Board (UNEB) works closely with the National Curriculum Development Centre (NCDC) to uphold quality across all stages of curriculum design and assessment.
He, however, acknowledged the need to further align curriculum with assessment frameworks for better learning outcomes. Dr. Okello stressed the importance of continuous professional development and retooling to enable teachers to respond effectively to evolving educational demands. He highlighted the challenge of sustaining quality education amid rising student enrolment, emphasizing the need for deliberate measures to ensure standards are maintained.
The need to enhance experiential learning and the mismatch between student enrolment and the learning infrastructure
Drawing on his experiences from visits to various schools, Prof. Arthur Tugume, Dean of the School of Biosciences, expressed concern over the rapidly increasing number of students enrolling in science disciplines. “This surge has significantly outpaced the available support infrastructure and human resources, ultimately compromising the quality of teaching and learning,” he noted. He highlighted the importance of formalizing seminars as a core component of the learning process and advocated for closer collaboration with research institutions to provide students with opportunities for hands-on experiences and real-world exposure. Additionally, he pointed out a critical mismatch between the current course content and the requirements of a competence-based curriculum, stressing the need for alignment.
In response to the presentations, Dr. Godfrey Kawooya Kubiriza, Head of the Department of Zoology, Entomology, and Fisheries Sciences at CoNAS, Makerere University, called for a streamlined assessment process to ensure fairness for all students. He expressed concern over disproportionate grading practices, noting that allocating 40% of the total marks to a single question disadvantages students.
The workshop was moderated by Dr. Edward Kansiime (Co-PI) and member of staff in the Department of Science, Technology and Vocational Education at CEES, Makerere University.
The Project Team
- Prof. Fredrick Jones Muyodi – PI (Department of Zoology, Entomology and Fisheries Sciences, CoNAS, Makerere University)
- Assoc. Prof. Josephine Esaete – Co-PI (Department of Science, Technology and Vocational Education, CEES, Makerere University)
- Assoc. Prof. Arthur Tugume (Dean, School of Biosciences, Makerere University)
- Dr. Godfrey Kubiriza (Head, Department of Zoology, Entomology and Fisheries Sciences, CoNAS, Makerere University)
- Dr. John Joseph Kisakye (Department of Zoology, Entomology and Fisheries Sciences, CoNAS, Makerere University)
- Assoc. Prof. Eric Sande (Department of Zoology, Entomology and Fisheries Sciences, CoNAS, Makerere University)
- Dr. Edward Kansiime – Co-PI, (Department of Science, Technology and Vocational Education, CEES, Makerere University)
- Dr. John Sentongo (Department of Science, Technology and Vocational Education, CEES, Makerere University)
- Dr. Levi Masereka (Department of Science, Technology and Vocational Education, CEES, Makerere University)
- Dr. Reymick Oketch (Department of Science, Technology and Vocational Education, CEES, Makerere University)
- Dr. Joel Isanga (Department of Biochemistry and Systems Biology, CoNAS, Makerere University)
- Dr. Rosemary Nalwanga (Department of Zoology, Entomology and Fisheries Sciences, CoNAS, Makerere University)
- Ms. Caroline Nakafeero (Department of Zoology, Entomology and Fisheries Sciences, CoNAS, Makerere University)
- Mr. Ambrose (School of Public Health)
Natural Sciences
Dr. Alice Nabatanzi Wins Charles Wambebe Innovation Award, Named Best Oral Presenter at APSS 2026 South Africa
Dr. Alice Nabatanzi, a Senior Lecturer at the College of Natural Sciences, has earned international recognition after winning First Place in the Charles Wambebe Innovation Award – Academic Category and receiving an Honourable Mention for Best Oral Presenter at the 3rd International Congress of the African Phytomedicine Scientific Society (APSS 2026), held at The Capital, Zimbali Resort, KwaZulu-Natal, South Africa.
The congress brought together researchers, academics and industry stakeholders to discuss advances in medicinal-plant research, phytomedicine and natural product development. The event provided an international platform for showcasing African scientific research and exploring ways of translating indigenous knowledge and biodiversity into practical innovations.
In addition to the two recognitions, Dr. Nabatanzi was invited to deliver a keynote address, highlighting her contribution to research on African medicinal plants and their potential nutraceutical applications.
First Place in the Charles Wambebe Innovation Award: Honouring a legacy in African phytomedicine
The most significant recognition was winning First Place in the Charles Wambebe Innovation Award – Academic Category. The award is named in honour of the late Professor Charles Obadiah Nimma Wambebe (1946–2022), a distinguished Nigerian pharmacologist whose work made significant contributions to the advancement of African phytomedicine. Professor Wambebe was a pioneer in the scientific investigation and development of medicines from African medicinal plants. He championed the integration of indigenous medical knowledge with rigorous scientific research, demonstrating the potential of African biodiversity to contribute to pharmaceutical innovation.
One of his most notable contributions was his role in the development of Niprisan, a standardised plant-derived formulation researched for the management of sickle cell disorder. This work became an important example of translating traditional medicinal-plant knowledge into a scientifically investigated phytomedicine. He also served as the founding Director-General of Nigeria’s National Institute for Pharmaceutical Research and Development (NIPRD), contributing to pharmaceutical research, development and scientific capacity building. His achievements earned him international recognition, including The World Academy of Sciences (TWAS) Award in Medical Sciences.
Of particular significance to Makerere University, Professor Wambebe also served as an Honorary Professor of Pharmacology at the University. This connection makes the recognition especially meaningful to the institution and to a Makerere academic whose work is similarly committed to exploring the scientific and practical value of medicinal plants. The award celebrates the legacy of a scientist who believed in the capacity of African researchers to transform indigenous knowledge and natural resources into scientifically investigated products. It recognises innovation in the development of phytopharmaceutical, cosmeceutical and nutraceutical products, particularly research that progresses beyond academic investigation towards practical applications.
Winning First Place in this category is therefore an important distinction. It recognises not simply an idea, but the research, development and innovation behind a product with potential for wider application and commercialisation.
The award-winning innovation: From botanical research to cosmeceutical products
The innovation presented at APSS 2026 was developed through Aurene Aura, a science-led skincare brand founded by Dr. Nabatanzi.
Two flagship products featured in the innovation presentation were:
- Aurene Cera Anti-Aging Cream
- Aurene Glow Lotion
The product-development work brings together phytomedicine research, formulation development and product evaluation. The selected plants include Panax ginseng roots, Centella asiatica leaves, Glycyrrhiza glabra roots and Kigelia africana fruits. The research has involved bioactivity evaluation of the plants used in the formulations, alongside extensive investigation of Kigelia africana fruits (LC-MS, cytotoxicity, anti-inflammatory, and anticancer activity) to explore their potential as a source of bioactive compounds for cosmeceutical applications. The formulations combine selected botanical ingredients with established cosmetic actives. Product evaluation has included physicochemical assessment, with recorded pH values of approximately 5.5 ± 0.2 for Aurene Cera and 5.6 ± 0.1 for Aurene Glow.
The innovation demonstrates how academic research can inform locally developed cosmeceutical products and create opportunities for value addition, entrepreneurship and commercialisation. It also highlights the potential of African plant resources in a competitive global skincare industry.
A special book presented alongside the award
As part of the First Place innovation award presentation, Dr. Nabatanzi also received a special gift: Aquatic Plants: Pharmaceutical and Cosmetic Applications, edited by Professor Namrita Lall.
The book explores the pharmaceutical and cosmetic applications of aquatic plants, making it a particularly fitting gift in recognition of research and innovation centred on the potential of natural resources.
Honourable Mention for Best Oral Presenter
In addition to the innovation award, Dr. Nabatanzi received an Honourable Mention for Best Oral Presenter. This recognition acknowledged the scientific presentation and its communication to an international audience. It highlights the importance of not only conducting relevant research but also presenting scientific findings effectively and contributing to international academic discourse.
Keynote address: African Medicinal Plants in Oncology – Exploring Their Nutraceutical Potentials
Dr. Nabatanzi also delivered a keynote address titled:
“Oncology Medicinal Plants and Their Nutraceutical Values in Africa: A Comprehensive Overview and Case Study of Kigelia africana and Spathodea campanulata.”
The presentation examined the scientific and nutritional relevance of African medicinal plants, focusing on Kigelia africana and Spathodea campanulata. It explored the importance of investigating plant-derived bioactive compounds and their potential nutraceutical applications, while emphasising the need for rigorous scientific evidence in evaluating their properties and possible health benefits. The keynote contributed to discussions on the value of African biodiversity, the scientific investigation of indigenous plant resources and the opportunities for African researchers to advance research in phytomedicine and nutraceutical science.
Dr. Nabatanzi’s participation as a keynote speaker is featured on the official APSS 2026 speakers’ page. View: APSS 2026 Official Speakers’ Page
Advancing Makerere University‘s research and innovation agenda
The achievements at APSS 2026 demonstrate the contribution of Makerere University researchers to international scientific engagement and the development of innovations informed by African biodiversity. The First Place Charles Wambebe Innovation Award is particularly significant because it connects contemporary research and product development with the legacy of a scientist who championed African-led pharmaceutical innovation and had an academic association with Makerere University. For Dr. Nabatanzi, the recognitions affirm the importance of research that bridges scientific investigation, effective communication and practical innovation. They also provide encouragement to emerging African scientists to explore the potential of local natural resources, strengthen scientific evidence and pursue research that can contribute to new products, enterprises and solutions for society. The achievements reflect Makerere University‘s commitment to research excellence, innovation, entrepreneurship and global engagement, while reinforcing the importance of translating academic knowledge into meaningful impact.
Makerere University congratulates Dr. Alice Nabatanzi on these achievements and celebrates her contribution to advancing African scientific research and innovation.
Natural Sciences
Makerere Engages Industry to Align Geology Training with Uganda’s Mineral Sector Ambitions
The curriculum review process is supported by the Government of the Federal Republic of Germany and the European Union through Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ).
The Stakeholder Workshop
As part of the ongoing efforts to strengthen Geology training and align it with industry and national development needs, Makerere University convened a stakeholder workshop to get input on the review of its Geology curricula and the development of industry-aligned short courses.
Organized by the Department of Geology and Petroleum Studies, the workshop, held on 6th October 2026 at Silver Springs Hotel, Bugolobi, Kampala, brought together representatives from industry, government, academia and other key sectors to assess the relevance of Makerere’s BSc, MSc and PhD Geology programmes in light of the emerging industry needs. Participants included officials from the Ministry of Energy and Mineral Development, the Ministry of Water and Environment, the National Environment Management Authority (NEMA), the National Planning Authority (NPA), GIZ, and the UPDF Chemical, Biological, Radiological and Nuclear (CBRN) Unit.
The reforms come at a time when Uganda’s mineral sector is evolving rapidly, creating demand for professionals who can work with emerging technologies, respond to changing industry practices and contribute to national development priorities.
Conducted under a project titled – Strengthening Uganda’s Mineral Sector through Labour-Market Aligned Curricula Reforms: A Comprehensive Review of BSc/MSc/PhD Geology Curricula and Development of Industry-Aligned Short Courses at Makerere University– the review seeks to ensure that Geology graduates are equipped with competencies that meet labour-market demands, while also creating opportunities for professionals across Uganda’s mining and mineral value chain to update their skills.
The project is being implemented under the Sustainable Development of the Mineral Sector in Uganda (SDMU) programme, with support from the Government of the Federal Republic of Germany and the European Union through Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ), in collaboration with the Ministry of Energy and Mineral Development (MEMD).
Briefing participants on the purpose of the workshop, the Project Coordinator, Dr. Denis Mutebi outlined the broader focus of the curriculum review and the key activities undertaken to inform the proposed reforms. These include constituting the project team, holding the inception meeting, developing project tools, including survey and monitoring and evaluation tools, conducting a baseline survey, benchmarking with Copperbelt University (CBU) in Kitwe, Zambia, and the Zimbabwe School of Mines (ZSM) in Bulawayo, Zimbabwe, engaging consultants, and undertaking a curriculum audit.
Skills Gaps and Proposed Reforms in Geology Training
Presenting findings from the stakeholder needs assessment, Geoscience Curriculum Development Consultant, Dr Betty Nagudi, highlighted gaps in areas including mineral processing and beneficiation, exploration and resource estimation, geological risk assessment, economic geology, fiscal modelling, analytical methods, remote sensing, and the use of exploration and survey equipment.
She pointed to a strong demand for skills in mineral economics, project feasibility studies, technical report writing, practical competency-based training, industrial attachment, and field-based learning.
Among students and alumni, mineral processing and beneficiation emerged as the weakest competency areas, followed by extractive metallurgy. 84 percent of respondents expressed interest in short courses, while 77 percent had undertaken additional training after graduation, underscoring the need for stronger opportunities for continuing professional development.
Proposed Reforms in the BSc, MSc and PhD Programmes
To address the skills gaps, the consultant proposed a package of reforms extending beyond the planned transition to a four-year BSc Geology programme. The reforms include strengthening competency-based and practical training, expanding industrial attachment and field-based learning, introducing industry-aligned short courses, and updating the curriculum to cover emerging technologies and skills demanded by the mineral sector.
The proposed undergraduate curriculum would strengthen training in mineral processing and beneficiation, exploration and resource estimation, geometallurgy, geospatial data analysis, programming and machine learning, analytical techniques, mineral economics, project feasibility, environmental management and value addition. It would also introduce or strengthen areas such as geohazards and climate change, geothermal and renewable energy systems, geoscientific equipment and techniques, and gemology.
The consultant further recommended eight recess terms across the undergraduate programme to increase students’ exposure to industry and field-based training, alongside greater involvement of industry practitioners, access to relevant equipment, and the use of real-world projects in teaching.
The proposed MSc reforms similarly introduce emerging areas such as advanced mineral processing, digital skills, health and safety, geothermal energy and seismology, alongside extended industrial attachment.
The reforms also seek stronger industry participation in postgraduate training through company-funded research, scholarships and access to industry laboratories.
For the PhD programme, proposals include strengthening structured training around research methods, scholarly communication and other competencies, while ensuring that research remains responsive to scientific, technological, environmental and industry challenges.
The review additionally recommends investment in specialized laboratories for mineral processing, metallurgy, analytical techniques, remote sensing, GIS and data science, greater staff specialization and retooling, and stronger university-industry partnerships.
Lessons from Regional Benchmarking
The curriculum review has also been informed by international benchmarking at Copperbelt University in Zambia and the Zimbabwe School of Mines.
The exercise pointed to opportunities for Makerere to strengthen university-industry collaboration through company-supported research, industry guest lectures, student visits to mines and processing plants, equipment and software support, scholarships and stronger academic advisory structures.
Together, the reforms are intended to strengthen graduates’ technical, practical and digital competencies while creating clearer pathways for continuous professional development through industry-aligned short courses.
Stakeholders Validate Demand for Geology Short Courses
A cross-sector needs assessment confirmed strong demand for industry-aligned short courses in Geology, with 88% of ASM miners ranking Health, Safety and Environment (HSE) training as a top priority.
Presenting the findings during the stakeholder engagement, short-course consultant Harmony Musiyarira reported that 83% of women in ASM prioritized geological mapping and mineral marketing, while 84% of students and alumni expressed interest in professional short courses. All Department of Geology and Petroleum Studies staff indicated willingness to deliver the training.
The assessment highlighted skills gaps in mineral processing and beneficiation, economic modelling, field instrumentation and resource estimation, technical reporting, exploration technologies, environmental management and digital mining.
The recommended short courses broadly cover mineral exploration and resource estimation, mineral processing and value addition, mineral economics and governance, HSE, environmental and mine-waste management, GIS and remote sensing, drilling and field technologies, digital and AI applications, and entrepreneurship and business management.
Incorporation of CBET Principles
Speaking during the workshop, Dr. Cyprian Misinde, Chief Quality Assurance Officer at Makerere University, emphasized the need to embed Competency-Based Education and Training (CBET) principles to better prepare graduates for professional demands. Dr. Misinde cautioned against prioritizing academic grades over real-world skills, calling on faculty to move from traditional lecture delivery toward learner-centered instruction that fosters ethics, self-drive, and critical thinking.
To achieve this, Dr. Misinde recommended defining robust Programme Learning Outcomes (PLOs), supported in each course by at least three learner-centred teaching methods. He also highlighted the importance of flexible learning pathways for diverse student needs, strict alignment with National Council for Higher Education (NCHE) guidelines on internships and practical assessments, and the financial allocation required to implement CBET without compromising academic rigor.
Stakeholders’ Call for Legal and Regulatory Training
Stakeholders stressed the need for the revised Geology curriculum to give greater attention to the legal and regulatory framework governing Uganda’s minerals sector. They noted that geologists entering the industry must understand not only the technical aspects of mineral exploration and extraction, but also the laws, regulations, licensing requirements and institutional procedures that guide the sector.
Closing the Skills Gap in a Changing Mineral Sector – NPA Guidance
Addressing participants, Dr Kurayish Ssebulime, Senior Labour Economist at the National Planning Authority (NPA), said the curriculum review comes at a critical time as Uganda seeks to translate its development ambitions into economic opportunities.
He linked the reform to Vision 2040 and the Fourth National Development Plan (NDP IV), which place minerals, oil and gas, science, technology and human capital among the drivers of Uganda’s economic transformation.
“Minerals do not explore, mine, process or regulate themselves,” Dr Ssebulime noted, emphasizing that the availability of relevant skills is essential for transforming Uganda’s mineral sector.
He said the growing demand for geologists, geochemists, geophysicists, mining engineers, metallurgists and technicians makes it necessary for universities to continually align training with labour-market needs.
Dr Ssebulime pointed to emerging areas shaping demand for skills, including critical minerals and the energy transition, digital transformation, the green economy and regional integration.
He guided that effective curricula must focus on practical capabilities and value creation, rather than just factual knowledge, recommending the use of graduate tracer studies, employer feedback and labour-market data as part of the curriculum review cycle.
GIZ Urges Stronger Alignment of Geology Training with Industry Needs
Mr. Henry Mukasa, Advisor on Mineral Resources Governance at GIZ Uganda, stressed the need to bridge the gap between university training and the evolving skills demands in Uganda’s mineral sector.
“The growing investment in the sector is increasing demand for specialized skills in areas such as modern exploration technologies, digital mapping, resource estimation and data analytics. The Mak-SDMU project provides an opportunity to address these gaps through the review of BSc, MSc and PhD Geology curricula, development of industry-aligned short courses, and integration of environmental, social and governance considerations, as well as occupational health and safety, into training.
He called on industry, government and other stakeholders to provide candid input on the competencies required in the workplace, emphasizing the need for closer collaboration between academia and industry in shaping the curricula.
Mr. Mukasa said the initiative ultimately seeks to strengthen Uganda’s local technical capacity to enable more Ugandans to benefit from opportunities emerging from the country’s growing mineral sector.
Call for Stronger Postgraduate Training and Industry Partnerships
On behalf of the Principal, Prof. Godwin Kakuba, Deputy Principal, College of Natural Sciences (CoNAS), urged the Department to use the curriculum review exercise as an opportunity to strengthen the entire Geology training pathway, from undergraduate to postgraduate education.
Prof. Kakuba noted that a strong undergraduate programme provides the foundation for a strong postgraduate training system, calling for deliberate efforts to strengthen the BSc Geology programme while simultaneously expanding opportunities for postgraduate training and research.
He encouraged the project team to integrate Competency-Based Education and Training (CBET) principles into the curriculum, with greater emphasis on the knowledge, skills and competencies graduates need to perform effectively in the workplace. He also called for the development of additional postgraduate programmes that respond to emerging needs in the geosciences and Uganda’s mineral sector.
Prof. Kakuba further urged the team to consider the needs of working professionals when designing postgraduate programmes. He proposed the use of flexible learning approaches, including blended teaching and modularized programmes, to enable graduate students to balance their studies with professional responsibilities.
He also stressed the importance of stronger collaboration between the University and industry, noting that partnerships would enhance both teaching and research. He encouraged the Department to establish formal partnerships, including Memoranda of Understanding (MoUs) with industry players, to facilitate joint research, industry participation in teaching, student exposure and access to professional expertise and facilities.
“The curriculum review should ultimately contribute to building a Geology training system that is responsive to both academic and labour-market needs. It could also provide a useful model for similar curriculum review processes across the University, particularly in demonstrating how academic programmes can be aligned with evolving industry requirements while strengthening research and postgraduate training,” he noted.
Prof. Kakuba appreciated the funders and implementing partners for the support extended towards strengthening teaching, learning and research at the University.
Mr. Data Gabriel, Assistant Commissioner for Geology at the Ministry of Energy and Mineral Development in Uganda, equally appreciated the support, highlighting the immense potential of Uganda’s mineral wealth to advance the country’s Ten-Fold Growth Strategy if effectively managed “The curriculum review and adoption of CBET principles will enable the university to make a vital contribution to the growth of the mining sector,” he noted.
The exercise was moderated by Mr. David Kisitu, IT Officer at the College of Natural Sciences (CoNAS), Makerere University.
Project Team
- Dr. Denis Mutebi – Project Coordinator
- Prof. Winston Tumps Ireeta – Compliance Lead
- Dr Arthur Batte – Data Analyst, Monitoring and Evaluation, and Quality Assurance Lead
- Dr. Ivan Ssewanyaga Mukiibi – Mining Industry Liaison and Skills Mapping Lead
- Dr John Mary Kiberu – Accreditation, Programmes, and Logistics Lead
- Dr Joan Nakajigo – Communication and Reporting Lead
- Ms. Claire Birungi – Project Accountant
Pictorial of the workshop: https://drive.google.com/drive/folders/1C-rYcYxUXNLDkOYuyjOFcEOAFuO2qQMC?usp=sharing
Natural Sciences
Mak, CoRE-MATH Project Partners Develop Models to Address Regional Development Challenges
Mathematics is increasingly being applied beyond the classroom to help make sense of complex problems, explore possible solutions and support better decision-making in everyday life. From determining how public funds can sustain pension systems and identifying people at risk of disease to guiding investment decisions and optimising limited space, mathematical modelling provides a powerful way to translate real-world challenges into evidence that can inform action.
It is this practical application of mathematics that formed the focus of the five-day ICMS-CoRE-MATH Study Group in Industry, held from 21st-25th September 2026 at the Department of Mathematics, Makerere University. The Study Group brought together mathematicians, industry practitioners and regional and international experts to develop mathematical models for addressing challenges across sectors.
Held under the Africa–Europe Cluster of Research Excellence in Mathematics (CoRE-MATH), in collaboration with the NORHED II Mathematics for Sustainable Development (Math4SDG) project, the workshop sought to strengthen the application of mathematical research to development challenges while deepening collaboration between academia, industry and society.
CoRE-MATH is co-led by Prof. John Mango Magero of Makerere University and Prof. Bengt Ove Turesson of the International Science Programme at Uppsala University, Sweden. The initiative brings together leading universities from both continents. African partner institutions include Makerere University, the University of Nairobi, the University of Rwanda, the University of Dar es Salaam, Addis Ababa University, the University of Zambia, and Stellenbosch University. These institutions collaborate with European universities such as Uppsala University, the University of Amsterdam, and the University of Oslo.
Purpose of the Workshop
Rather than approaching mathematics as an abstract discipline, the Study Group provided a platform for researchers to work directly on practical problems presented from different sectors. Through mathematical modelling, the researchers sought to break down complex challenges into measurable variables, analyze relationships between them and develop models that can be tested and refined to support decision-making.
Four areas were explored during the Study Group: public-service pension reform, hypertension risk prediction, aquaculture investment and food-court seating optimization.
Modelling Uganda’s Public-Service Pension Transition
One of the research groups, led by Dr Herbert Mukalazi, developed a mathematical framework to examine the fiscal implications and long-term sustainability of Uganda’s transition to the new public-service pension system.
The model is designed to help Government understand how much the transition to the new public-service pension system could cost over time and plan for these financial demands in advance. It shows how payments to existing pensioners and obligations under the new system may overlap, helping Government anticipate funding needs, avoid financial shortfalls and ensure that pension benefits can continue to be paid as expected.
Preliminary simulations indicate that the transition could place an additional financial burden on the Government, equivalent to approximately 1.14 percent of GDP, with the burden peaking around the 2028/29 financial year. The model also highlights the importance of investment returns to the Fund’s long-term financial position.
Under a scenario assuming a 6 percent annual nominal investment return, the model estimates that Government may need to make an additional contribution equivalent to about 2.14 percent of covered payroll to ensure the pension system has enough cash to meet its obligations throughout the simulated period.
The study illustrates how mathematical modelling can transform a complex public-finance challenge into measurable scenarios, allowing policymakers and other stakeholders to examine how different assumptions and policy choices could affect the pension system over time.
Predicting Hypertension Risk Using Available Health Data
In healthcare, Dr Rebecca N. Nsubuga is leading a team that is developing a mathematical model to predict an individual’s risk of hypertension using available demographic and health data.
The study seeks to categorize individuals into low-, moderate- or high-risk groups using variables including age, sex, residence, education and income, together with anthropometric measures such as body mass index and waist circumference where available.
Using ordinal logistic regression and a generalized ordinal logistic regression approach, the researchers examined how different risk factors relate to progression across the different hypertension-risk categories.
Analysis of 100,000 observations identified significant associations between hypertension risk and several factors, including age, residence, education and income.
The model provides a foundation for developing predictive tools that could support the early identification of people at increased risk of hypertension, potentially enabling more targeted prevention and public-health interventions.
Using Mathematics to Inform Aquaculture Investment
Another study group, led by Dr. Godfrey Kawooya Kubiriza, developed a mathematical model to help investors make more informed decisions about aquaculture investments.
The model brings together key factors such as production costs, expected fish yields, market prices, risks and potential returns to show how changes in these factors could affect the profitability of an investment. This enables investors to examine different scenarios before committing resources and identify how changes in production or market conditions may influence expected returns.
The study demonstrates how mathematical modelling can provide a structured approach to investment planning in aquaculture, where biological, financial and market factors are closely interconnected.
Food-Court Seating Optimization
A fourth study, led by Dr Henry Kasumba, focused on food-court seating optimization, demonstrating how mathematical modelling can be applied to everyday operational challenges.
The study explored how available space could be organized to optimize seating arrangements while taking into account competing requirements and spatial constraints.
Although seemingly simple, the problem illustrates a broader application of mathematics: helping organizations make better use of limited resources by identifying arrangements that satisfy multiple requirements as efficiently as possible.
Strengthening the Link Between Mathematics and Society
The Study Group forms part of the broader efforts by Makerere University and its partners to strengthen the connection between mathematical research and real-world development challenges.
By bringing mathematicians and practitioners together to address real-world problems, the initiative supports the development of evidence-based models for decision-making while creating opportunities for further research and postgraduate studies.
The workshop was coordinated by Prof. John Mango Magero and Dr. Alex Behakanira, Senior Lecturer at the Department of Mathematics and member of the academic network contributing to capacity building and collaborative research activities in the CoRE-MATH initiative.
Photo highlights of the workshop: https://drive.google.com/drive/folders/1KbMC4rF0-M3HHD_ofbIdlbEsBUEtkeWf?usp=sharing
More about the Core-MATH initiative: https://news.mak.ac.ug/2026/06/makerere-department-of-mathematics-industry-partners-explore-strategies-to-strengthen-collaboration-in-addressing-societal-challenges/
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