Education
Makerere University Strengthens Management of Mental Health and Psychosocial challenges in Schools
By Ritah Namisango and Meeme Monica
On Saturday 21st March 2026, teachers, head-teachers and administrators convened at Makerere University to participate in the School Stakeholders’ Workshop aimed at strengthening their capacity to address students’ mental health and psychosocial challenges.
Hosted by the Centre for Teaching and Learning Support (CTLS) under the College of Education and External Studies (CEES), the School Stakeholders’ Workshop, brought onboard participants involved in the delivery of education services at the different levels; pre-primary, primary and secondary schools.
Some of the key stakeholders included representatives from the Ministry of Education and Sports, the Principal of the College of Education and External Studies-Prof. Anthony Muwagga Mugagga, the Keynote Speaker- Rev. Prof. Dr. Samuel Luboga, Chairperson of the Education Service Commission, the Association of Secondary School Head teachers in Uganda, and Dr. Henry Nsubuga, the Manager of Makerere University Counselling and Guidance Centre.
Mental Prevalence in Uganda
According to statistics, Uganda ranks among the top six countries in Africa with 14 million cases of mental disorders, including a depression rate of 4.6% and anxiety rate of 2.9% (Uganda Association of Psychiatrists 2025, WHO 2017).
Mental health issues in Schools
During the School Stakeholders’ Workshop, several participants revealed that a number of learners and teachers were grappling with mental health issues and psychosocial challenges. Citing the cases reported in the media, the participants noted that mental health issues, stress, depression and substance abuse were on the rise, and in some instances leading to suicide.
Drawing on findings from a recent study, Dr. Anne Ampaire, a Lecturer of Educational Psychology at Makerere University, revealed critical gaps in schools’ ability to respond to complex learner needs such as mental health, bullying, emotional instability, and psychosocial distress. She noted that while 68% of stakeholders reported having some form of training, it was largely limited to peer support and insufficient to address emerging challenges. Dr. Ampaire reported that major gaps were identified in the guidance and counselling (55%) and referral systems (15%).
Topics lined up to build the capacity of School Stakeholders
Informed by the research findings, Dr. Anne Ampaire, the Principal Investigator and her team, introduced the participants to the following topics:
- Overview of Learners’ Mental Health and Psychosocial Challenges -Dr. Anne Ampaire
- Mental Health Literacy and Self Care-Dr. Naomi Namanya
- Mental Health and Counselling: Lived Experiences in Schools-Dr. Henry Nsubuga
- School Community Referral and Support Systems-Bro. Dr. Augustine Mugabo
- Career Pathways and Self-management-Dr. Naomi Namanya
- Crisis and Anger Management-Dr. Anne Ampaire and Dr. Timothy Tebenkana
- Managing Bullying and School Based Violence-Dr. Wilber Karugahe
- Basic Psychosocial Support Services-Dr. Anne Ampaire
Timely intervention and Understanding Mental Health
The Principal. College of Education and External Studies, Prof. Anthony Muwagga Mugagga, commended Dr. Anne Ampaire, the Principal Investigator, Bro. Dr. Augustine Mugabo, Dr. Naomi Namanya, and Dr. Timothy Tebenkana for partnering with the Centre for Teaching and Learning Support headed by Dr. Dorothy Sebbowa Kyagaba, to organize the School Stakeholders’ Workshop.
The Principal observed that the School Stakeholders’ Workshop was a timely intervention, to empower participants with the required knowledge and skills to manage the mental health issues and psychosocial challenges affecting both the learners and teachers.
Prof. Mugagga disclosed that the problem of mental health was complex, affecting parents and guardians as well. He proposed that engagements on mental health and psychosocial management should bring on board parents and the families of the affected learners.
Prof. Mugagga explained that sometimes teachers, use verbal attacks or abusive statements, that affect the mental health of struggling learners. He mentioned that negative remarks from teachers, could be complicating the mental health challenges such learners could be dealing with both at the school and in the home setting.
To elaborate, Prof. Mugagga shared a personal account of one of his children, who had failed to get good grades because of abusive statements from a teacher. However, when they transferred the child to another school, the child excelled and was among the best students. In a discussion, the child revealed that they were able to excel because at the new school, the teachers were a source of encouragement and support. She pointed out that there is a particular teacher who always mentioned her name in class, an act that made her feel valued, alert, and inspired her to work hard.
Prof. Mugagga informed the participants that he used a personal story to illustrate how empathetic teachers and supportive school environments can transform learners’ outcomes.
Prof. Mugagga, a parent and teacher by profession, called upon the participants, to understand and appreciate that the learners are different, and appealed to teachers to use words that uplift the learners.
Enhancement of Counselling Structures
Expressing concern over the growing pressures faced by both teachers and learners, such as academic stress, depression, anxiety, and cases of suicide, the Deputy Vice Chancellor (Academic Affairs), Prof. Sarah Ssali called upon school administrators and teachers to enhance the provision of counselling services by qualified personnel.
In a speech read by Prof. Mugagga, the Deputy Vice Chancellor (Academic Affairs) emphasized that Makerere University undertakes research in order to come up with strategies aimed at solving problems that affect communities and society in general. She therefore commended the College of Education and External Studies, the Centre for Teaching and Learning Support, and the School of Psychology, for developing the Psycho-Educational Model, that seeks to address challenges in schools.
Proactive and Sustainable School Mental Health Systems
Dr. Anne Ampaire, underscored the urgent need for schools to shift from reactive responses to proactive sustainable systems that safeguard learners’ mental health.
Dr. Ampaire emphasized that mental health challenges are systemic, affecting not only learners but also teachers and support staff. She called for a coordinated, holistic school approach involving both teaching and non-teaching staff, including matrons and security personnel.
She cautioned that without timely intervention, more learners risk dropping out or being exposed to harmful environments.
Mission of the Centre for Teaching and Learning Support (CTLS)
Reflecting on CTLS’ mission of promoting learner-centered teaching and supporting both professional development and community outreach, Dr. Dorothy Sebbowa Kyagaba, highlighted that the workshop provided a key platform for strengthening stakeholder competencies through a psycho-educational approach.
She emphasized the critical role of school stakeholders in providing counselling support, helping learners navigate depression, anger, and career-related challenges, while strengthening family-school-community partnerships.
Holistic Support Strategies to prevent Mental Health Challenges
In the keynote address, the Chairperson, Education Service Commission, Rev. Prof. Dr. Samuel Luboga, described learner mental health as a critical determinant of academic success and long-term well-being. He pointed to the complex challenges facing students today, including academic pressure, family instability, social media influence, substance abuse, and gender-based violence.
He urged educators to adopt the following strategies to mitigate the gap between learners and the administration, and to prevent mental health challenges:
- Spot Warning Signs – Watch out for withdrawal, irritability, absenteeism, and declining grades to identify struggling students early.
- Keep Communication Open – Regular check-ups and mentoring create safe spaces for students to share challenges and build resilience.
- Use Collaborative Support – Teams of teachers, counselors, and administrators provide comprehensive student support.
- Maintain Professional Boundaries – Uphold ethics and transparency while nurturing student development.
- Set Expectations and Model Success – High standards and mentorship inspire students to reach their potential.
- Celebrate Achievements and Involve Families – Recognize student success and engage families to reinforce motivation.
- Support Holistic Well-Being – Encourage physical activity and cater to diverse learning styles to help all students thrive.
He advised educators to commit themselves fully to their students’ development, recognizing that their role extends beyond instruction to shaping resilient, well-rounded, and successful individuals.
Structured Referral Systems and Learners’ Wellbeing
Dr. Augustine Mugabo, Co-Principal Investigator, emphasized that the well-being of the learner strengthens the entire education system.
“Increasing emotional distress, behavioral challenges, and school dropouts are often linked to unaddressed social and psychological issues rather than academic failure alone,” he noted.
Dr. Mugabo identified gaps such as limited counselling services, lack of referral training, and weak collaboration with professional support systems, advocating for a structured, multi-level referral model that connects schools with parents and mental health professionals.
Career Pathways and Self-Management
Dr. Naomi Namanya articulated that forcing students to study subjects that they do not like or are not in position to manage contributes to mental health challenges. Dr. Namanya explained that some teachers and parents dictate to learners on the choice of subjects and/or academic disciplines.
She urged teachers and parents to dialogue with learners on their interests, career aspirations and choices. “The learner has a very important role in the decision of his or her career path,” she said.
Making reference to the ongoing narrative of sciences versus humanities disciplines, some learners who desire to study courses within the humanities disciplines are being stressed.
In support of Dr. Namanya’s argument, Dr. Henry Nsubuga revealed to the participants, that some of the students undertaking subjects within the humanities and social sciences disciplines feel neglected and excluded. Some of them disclosed that during Career Days/Fairs or important academic briefings, the speakers focus on sciences, and at times, there is no expert to talk to them.
Compassionate Counselling, Listening and Mental Health Well being
Dr. Henry Nsubuga, the Director, Makerere University Counselling and Guidance Centre, highlighted that mental health remains a neglected aspect of well-being despite its central role in shaping behavior and outcomes.
“Many learners carry hidden trauma, which significantly affects their performance and emotional stability, he said, stressing the importance of listening and compassionate support.
He pointed out systemic challenges, including weak collaboration among stakeholders, lack of trust in counselling systems, and ethical concerns, calling for more supportive and inclusive school environments.
Managing Bullying and School-Based Violence
Dr. Wilber Karugahe, a Counselling Psychologist, highlighted various forms of violence, particularly psychological bullying and cyberbullying, which have severe long-term effects, including depression, substance abuse, and criminal behavior.
“No learner should be subjected to bullying. Therefore, schools and stakeholders should prioritize preventive strategies against this vice,” he said.
He advocated for prevention, early detection, and interventions such as Counselling and Cognitive Behavioral Therapy.
Anger and Crisis Management
Dr. Anne Ampaire, explained that anger is a natural and normal human emotion experienced across all age groups, but becomes harmful when it is expressed in unhealthy or aggressive ways.
“Anger can range from mild irritation to extreme intensity, and if not properly managed, it can lead to serious consequences such as violence, self-harm, or suicide,” she noted.
She emphasized that individuals express anger differently through emotional, physical, and behavioral signs, often influenced by stress, lack of proper sleep, and mental exhaustion, particularly in highly demanding school environments.
She highlighted that even young children experience emotional struggles, stressing the importance of guiding emotional development from early childhood through activities such as storytelling and emotional expression, while adolescents require structured support due to hormonal and identity challenges.
She recommended practical strategies such as teaching emotional awareness, using calming techniques such as deep breathing and counting to ten, and creating safe spaces within schools for both learners and teachers to manage stress. She advocated for better preparedness through holistic approaches that include proper rest, nutrition, physical activity, and reduced reliance on medication.
She urged schools to strengthen crisis preparedness systems, train staff effectively, and promote collaboration among educators, parents, and professionals to support emotional well-being and safe learning environments.
Way forward
During the discussion segment moderated by Dr. Timothy Tebenkana, participants emphasized the influence of home environments on learner well-being and called for stronger parental involvement. They highlighted the need for empathy, listening, discipline, improved handling of sensitive cases, and addressing systemic challenges such as academic bias and unhealthy competition among learners.
The workshop reaffirmed the importance of collaborative, structured, and proactive approaches to mental health in schools. Participants were encouraged to apply the knowledge gained to strengthen support systems within their institutions and contribute to creating safer and more responsive learning environments across Uganda.
On Thursday 23rd April 2026, people from different spheres of life, filled the Makerere University Main Hall to the brim, while other friends, partners and admirers, followed the proceedings virtually in a display of love and continuity, in honour of the legacy of Professor George William Senteza Kajubi, a distinguished scholar and educationist.
Prof. George William Senteza Kajubi, respected for being the first African Fulbright Scholar, served as a Vice Chancellor at Makerere University from 1977 to 1979, and 1990 to 1993.
He passed away on 1st May 2012, but his good works, knowledge, vocation, continue to inspire countless individuals across the globe.
Education Policy Reform as an Enabler of Student Success: The Kajubi Legacy
The 6th Annual Professor Senteza Kajubi Fulbright Memorial Lecture brought onboard the family of the late, the US Ambassador to Uganda, senior government officials, the Vice Chancellor and members of the University Management, the Uganda Vice Chancellors’ Forum, academics, staff, alumni, university and secondary school students, and international partners. All gathered for a detailed reflection on Uganda’s education system under the theme “Education Policy Reform as an Enabler of Student Success: The Kajubi Legacy.”
The lecture, organised by the College of Education and External Studies (CEES) at Makerere University in partnership with the U.S. Embassy in Uganda and the Fulbright Program, evolved into a wide-ranging policy dialogue on curriculum reform, student learning outcomes, teacher training, digital transformation, and the legacy of Prof. William Senteza Kajubi.
Speakers repeatedly cited Kajubi’s 1989 Education Policy Review Commission Report, which many described as the foundation of modern Uganda’s education architecture, including the 1992 Government White Paper on Education for National Development.
Senteza Kajubi was a pioneering intellectual and reformer
The Vice Chancellor of Makerere University, Prof. Barnabas Nawangwe re-affirmed Senteza Kajubi’s intellectual depth and policy influence and shared personal reflections on his legacy.
“Prof. Senteza Kajubi was an exceptional intellectual. I had the opportunity to travel with him for two weeks—witnessing his depth of intelligence, clarity of thought, and remarkable generosity in sharing knowledge.”
Prof. Nawangwe emphasized Senteza Kajubi’s contribution to Uganda’s education policy framework. “Prof. Senteza Kajubi authored the 1989 Education Policy Review Commission Report—still one of the most comprehensive analyses of Uganda’s education system. Many reforms today echo his forward-looking recommendations.”
Prof. Nawangwe highlighted Senteza Kajubi’s leadership at Makerere, where he served as Vice Chancellor of Makerere University at critical moments, shaping the institution into what it is today.
On international cooperation, Prof. Nawangwe stated that the United States remains central to Uganda’s development. The Vice Chancellor, acknowledged the U.S for being a strong supporter of education and research at Makerere University. He then welcomed the U.S. Ambassador to Uganda, H.E William Popp, to address the congregation, at Makerere University Main Hall.
Education is a bridge between nations
The U.S. Ambassador to Uganda, H.E. William Popp, framed the lecture within the broader philosophy of international education exchange. “Education is one of the most powerful instruments for promoting relations between people and building bridges across cultures,” he said.
The Ambassador highlighted Senteza Kajubi’s historic role in the Fulbright Program: “Professor Senteza Kajubi was the first Fulbright scholar from Africa. He bridged two worlds and returned not only with knowledge, but with a vision for what Ugandan education could become.”
He emphasized education as a tool for transformation: “Education policy must serve students—the young people whose families and nations depend on them.”
He argued that education systems must prepare learners for an uncertain future: “Students must be prepared not only for today’s jobs, but for careers that do not yet exist.”
H.E. Popp stressed the dual nature of education: “The best education provides technical skills for employment and develops creativity, independent thinking, and problem-solving abilities” he said, adding “Let us honour the legacies of Senator Fulbright and Professor Kajubi not only in words, but in action.”
Senteza Kajubi remains the foundation of Uganda’s education reforms
Prof. Anthony M. Mugagga, Principal of CEES, described Prof. William Senteza Kajubi as central to Uganda’s education system design and reform trajectory.
“It is very hard to talk about education reforms in Uganda without mentioning the name William Senteza Kajubi,” Prof. Mugagga said. “For over thirty years, Uganda’s education system has had as its fulcrum the Kajubi Report (1989) and the resultant Uganda Government White Paper on Education for National Development (1992).”
He emphasized that Senteza Kajubi’s influence extended beyond policy documents into the broader transformation of Ugandan society. “His vision and dedication to education have had a lasting impact on Uganda, not only as an education system, but also on the entire Ugandan polity served by this system.”
Prof. Mugagga described Senteza Kajubi as a “beacon of academic excellence” and highlighted his leadership roles at Makerere University during periods of institutional and national crisis.
“His leadership, particularly during challenging times, serves as a testament to his unwavering commitment to fostering a higher education system that is not only academically rigorous but also deeply rooted in responsibility, ethics, and civic engagement.”
He connected Senteza Kajubi’s philosophy to the current reforms in the education sector, which provide a transition to the competence-based curriculum.
Reflecting on Senteza Kajubi’s legacy, Prof. Mugagga stressed that universities must remain relevant by engaging in continuous policy dialogue. “The only way the College of Education and External Studies can justify its existence is by engaging in meaningful dialogue about education policy reforms from pre-primary to university level.”
“Implementation defines policy success”
Delivering the keynote address, Dr. Mary Goretti Nakabugo, Executive Director of Uwezo Uganda, described Kajubi’s policy legacy as the backbone of Uganda’s education system. “A policy is as good as its implementation,” she stated.
She outlined the foundational principles of the 1989 Commission: “Education is for everyone, and education should produce responsible citizens.”
She explained that Senteza Kajubi’s reforms prioritized inclusion and equity: “The commission emphasized universal access, teacher training, foundational learning, and inclusion of marginalized groups.”
She warned that Uganda faces persistent learning gaps: “Even at Primary Seven, some learners cannot read basic texts.”
She criticized the overemphasis on enrolment over learning outcomes: “For too long, the focus has been on access rather than whether children are actually learning.”
Dr. Nakabugo called for systemic reforms: “We must strengthen school management, expand pre-primary education, and invest in inclusive learning systems.” She stressed: “If we are to honour Professor Senteza Kajubi’s legacy, we must ensure that every child not only enters school, but succeeds in it.”
Senteza Kajubi’s vision was holistic education for life
Prof. Eriabu Lugujjo, Executive Director of the Uganda Vice Chancellors’ Forum (UVCF), offered a deeply reflective account of Senteza Kajubi’s philosophy of education, grounded in five core pillars.
He recalled first meeting Senteza Kajubi in 1960: “I first met Professor Senteza Kajubi when I was in Senior One at Makerere College School. He was among the top student teachers at the time.”
Prof. Lugujjo explained Senteza Kajubi’s core educational philosophy: “He emphasized that learning should involve and engage the learners. Students must be confident, know what they want, and express themselves clearly.”
To drive home the point, Prof. Lugujjo informed the audience in the Main Hall and those following the lecture virtually, that Prof. Senteza Kajubi always emphasized the need for student confidence: “He told us to look people in the eye when speaking. That built confidence in us.”
He outlined the five pillars of Kajubi’s education philosophy: “Learning to be, learning to know, learning to do, learning to learn, and learning to live together.”
He emphasized lifelong learning: “Learning should never stop, especially in developing countries where skills must continuously evolve”, and concluded by reiterating “Education should produce confident, skilled, adaptable, and socially responsible individuals.”
Technology must remain human-centred.
Dr. Richard Scott Nokes, a Full Professor of English at Troy University and currently a Fulbright Scholar in Uganda, situated education within historical technological transformations. “Technology must serve the human. The human must never serve the technology.”
He examined the evolution of education through three major shifts: the printing press, global mobility through Fulbright exchanges, and digital technologies.
On online learning: “Students can now learn across continents without travelling, but the classroom community has weakened.”
On artificial intelligence, he emphasized the need for balance:“We need AI that knows Uganda and the world—not one or the other,” he pointed out. “None of these technologies teach by themselves. They are tools we use to teach one another” he added.
Senteza Kajubi as a man of culture, humility, and access
Representing the family, Beverley Nambozo, Prof. Senteza Kajubi’s eldest granddaughter and founder of the Babishai Niwe (BN) Poetry, delivered a personal tribute.
“Professor Senteza Kajubi was a gentleman who carried much of the legacy of Africa’s Fulbright experience on his shoulders in the 1950s.”
She recounted his experience studying in the United States: “He spoke about long bus rides across Chicago and the challenges he faced as a young man abroad.”
She highlighted his support for education and literature: “Every time I published a book, he would buy at least five copies.”
She emphasised his inclusive philosophy: “He spoke to gardeners and household workers about their views on education” and concluded with a quote “Time stays and we go, but time cannot erase the legacy we create.”
During a panel discussion, moderator Dr. Leah Namatome-Sikoyo, a member of faculty at CEES, emphasized collective responsibility in education reform. “To realise transformative education, everyone has a role to play—government, policymakers, teachers, learners, parents, and citizens.”
The 2026 Senteza Kajubi Fulbright Memorial Lecture reaffirmed Kajubi’s central role in shaping Uganda’s education system and highlighted urgent challenges in implementation, learning quality, inclusivity, and digital transformation.
The family of the late Prof. Senteza Kajubi and the Principal of the College of Education and External Studies, commended the Organizing Committee chaired by the Deputy Principal, Prof. Ronald Bisaso for the excellent planning, coordination and execution.
Event Photos: https://flic.kr/s/aHBqjCS7up
Education
Advancing Education Policy Dialogue through Partnership: Makerere Hosts the 2026 Senteza Kajubi Fulbright Memorial Lecture
Makerere University continues to position itself as a hub for global academic exchange and strategic partnerships, as demonstrated by the successful hosting of the 2026 Professor William Senteza Kajubi Fulbright Memorial Lecture.
Now in its fourth edition since the revitalisation of the lecture series in 2022, the Kajubi Lecture has evolved beyond a commemorative academic event into a powerful platform for institutional collaboration, most notably between Makerere University and the United States Embassy in Uganda. This partnership, anchored in the shared legacy of Professor William Senteza Kajubi as the first African Fulbright Scholar, reflects a deeper commitment to knowledge exchange, diplomacy, and education reform.
The 2026 lecture, held on April 23 at the Makerere University Main Hall, convened a diverse audience of policymakers, scholars, Fulbright alumni, students, and development partners, underscoring the multi-stakeholder approach required to drive meaningful education reform.
At the heart of this collaboration is a shared belief in the transformative power of education and international exchange. In his remarks, the United States Ambassador to Uganda, William W. Popp, emphasised that the Fulbright Program represents more than academic mobility; it is a bridge between nations, fostering mutual understanding and long-term cooperation. He noted that such exchanges strengthen both countries by creating enduring networks of collaboration and shared knowledge.
This partnership is not incidental but rather intentional. Through the Advancement and International Office, Makerere University has strategically aligned the College of Education and External Studies (CEES) with the U.S. Embassy to ensure that the Kajubi Lecture serves as both an intellectual platform and a diplomatic touchpoint. The lecture reinforces ongoing cooperation while also expanding opportunities for academic exchange, research collaboration, and alumni engagement.
Delivering the keynote address, Dr. Mary Goretti Nakabugo, Executive Director of Uwezo Uganda, brought the discussion back to the core purpose of education policy: enabling student success. Her address traced the enduring influence of the Kajubi legacy on Uganda’s education system, highlighting both progress and persistent challenges in access, quality, and relevance.
At the heart of her message was a return to Kajubi’s foundational belief: that education is both a basic human right and a tool for shaping responsible citizens. Education, she emphasised, must go beyond the acquisition of certificates to cultivate values, critical thinking, and a sense of civic responsibility.
A central critique in the keynote was the increasing dominance of technocratic approaches to education policy. While economic growth and workforce readiness are important, Dr. Nakabugo cautioned against reducing education to a tool for productivity alone. In doing so, systems risk neglecting the broader purpose of education, to nurture well-rounded individuals capable of contributing meaningfully to society.
This calls for a redefinition of student success. Success, she argued, should not be measured solely by enrollment or completion rates, but by meaningful outcomes: literacy, competence, retention, and the ability to apply knowledge in real-world contexts. It is about preparing learners not just for jobs, but for life.
To achieve this, Dr. Nakabugo called for a renewed commitment to the Kajubi vision. This includes making education truly universal and equitable, investing in teachers and infrastructure, strengthening inclusive support systems, and reducing the financial burden on families. Equally important is the need to re-centre values such as critical thinking, citizenship, and accountability within the education system.
The Vice Chancellor of Makerere University further underscored this point, noting that education remains one of the most powerful instruments for building bridges between people and cultures. He expressed appreciation to the United States for its continued support, recognising the partnership as a critical contributor to Uganda’s development and to Makerere’s global outlook.
Before the Senteza Kajubi Memorial lecture, at a farewell cocktail session for H.E Ambassador. William Popp, the Vice Chancellor, expressed sincere appreciation to H.E. Amb. William W. Popp for his distinguished service and steadfast support to Makerere University during his tenure. He noted that the United States has remained a key partner in advancing the University’s global engagement, with a significant number of Makerere’s academic and institutional partnerships anchored in collaborations with U.S. universities. The Vice Chancellor commended Ambassador Popp for strengthening these ties and for his commitment to fostering academic exchange, research collaboration, and mutual understanding between Uganda and the United States.
Importantly, the Kajubi Lecture continues to serve as a convening space for Fulbright alumni, policymakers, and scholars, reinforcing a growing network of individuals committed to shaping the future of education in Uganda and beyond. This aligns with the broader objective of the lecture to initiate and sustain conversations on education policy reform while strengthening institutional and international cooperation.
As Makerere University advances its strategic priorities in internationalisation and alumni engagement, the Kajubi Fulbright Memorial Lecture stands out as a model of how legacy, partnership, and purpose can converge to drive impact.
Kainomugisha Caroline is the Communications Officer, Advancement Office, Makerere University.
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