General
Unlocking Global Opportunities: Makerere University Career Fair – Day Two Connects Students to Scholarships and Fellowships
By Christopher Kaahwa
After an engaging opening day that explored the growing role of artificial intelligence in shaping the future of work, the second day of Makerere University Careers Fair – 2026 focused on scholarship and fellowship opportunities for students and graduates.
Day one of the Careers Fair highlighted how emerging technologies, particularly AI, are transforming industries and the skills that young professionals need to remain competitive in the evolving global job market. Building on these conversations, Day Two of the Careers Fair, held on Thursday, 12th March 2026, provided participants with practical guidance on accessing funding opportunities for further study, research, and professional development, both locally and internationally.
The day featured a series of presentations, information sessions, and interactive engagements delivered through a panel discussion. This approach was designed to help participants better understand the wide range of scholarship and fellowship opportunities available to support their academic and professional journeys. Participants interacted directly with program representatives and alumni who have previously benefited from international scholarships and fellowships.
Throughout the discussions, speakers encouraged students to prioritize early preparations for such opportunities by identifying programs that align with their academic interests, leadership aspirations, and long-term career goals. They emphasized that while academic excellence is important, most of the scholarship and fellowship programs also look out for individuals who demonstrate leadership potential, community engagement, and a clear commitment to addressing societal challenges.
Mastercard Foundation Scholarships at Makerere University
Speaking during the session, Prof. Justine Namaalwa Jjumba, Program Director, Mastercard Foundation Scholars Program at Makerere University, highlighted the scholarship opportunities available for both undergraduate and graduate students. Prof. Namaalwa stated that the Mastercard Foundation extends scholarships across the entire University, and this year, the Program would soon advertise 260 scholarships, with 70 per cent reserved for female students and 30 per cent for male students.
Prof. Namaalwa highlighted the Program’s dedication to inclusion, referencing the Mastercard Foundation initiatives that aim to serve all categories of prospective applicants in the quest to promote gender equity in higher education. “Beyond the gender percentages, we are very keen on inclusion,” she stated, noting that 25 per cent of the scholarships are allocated to refugees and internally displaced persons, while 10 per cent are reserved for young people with disabilities.
She explained that the Mastercard Foundation initiatives prioritize students from economically dis-advantaged and hard-to-reach regions such as Karamoja, Teso, Busoga, and West Nile, with 20 per cent of the scholarships designated for applicants from such areas. An additional 20 per cent are for students from refugee-hosting communities, 10 per cent allocated to international students, and the remaining opportunities remain open to other Ugandan applicants.
In addition, Prof. Namaalwa announced graduate scholarships under the Africa Climate Collaborative, which will provide 50 scholarships for master’s students and 12 scholarships for PhD students across the university. She revealed that the scholarships offer comprehensive support, including full tuition and functional fees, and urged prospective applicants to demonstrate academic excellence, leadership potential, and a commitment to community service.
She encouraged participants to carry on the mantle of sharing the information widely within their communities, particularly with bright learners who may lack the financial means to pursue university education. “So, I call upon every one of you present today to extend a hand of charity by sharing this information,” she urged.
U.S. Exchange and Fellowship Opportunities
Representatives from the United States Exchange Program shared a wide range of scholarship, fellowship, and leadership opportunities available to students and young professionals who aspire to study or undertake any programme in the United States.
Ms. Blessing Owomugisha Immaculate, President of the U.S. Exchange Program Alumni Network in Uganda, explained that Uganda currently has a vibrant Alumni Network of more than 6,000 members comprising individuals who have previously participated in Exchange Programs in the United States and returned to contribute to community development and mentorship.
She stated that there are several United States-sponsored exchange programs available for students, graduates, and professionals, primarily focusing on leadership, academic research, and professional development. The key programs include the Fulbright Foreign Student Program (master’s/research), Mandela Washington Fellowship (young leaders), Study of the U.S. Institutes (SUSI), Pan-Africa Youth Leadership Program, Academy for Women Entrepreneur Program, Young African Leaders Initiative (YALI), Hubert H. Humphrey Fellowship,EducationUSA Scholars Program, and many more tailored to meet the diverse needs and aspirations of Ugandan youth.
EducationUSA Scholars Program
In the same session, participants received valuable guidance on pursuing higher education in the United States during a presentation by Mr. Ezra On’rel Nuwenyine, an EducationUSA Adviser in Kampala. Mr. Nuwenyine mentioned that EducationUSA is a global network of over 430 advising centres in more than 175 countries, including Uganda, providing accurate and comprehensive information for international students aspiring to study in the U.S.
He presented the benefits of studying in the United States and guided the participants through the five key steps to consider for their studies abroad. The steps included researching suitable academic institutions that match one’s interests, financial support for their studies, completing application forms with the necessary supporting documents, applying for a student visa, and preparing for their departure to the U.S for their academic journey. He highlighted important resources such as educationusa.state.gov, collegeboard.org, and finaid.org, which can be visited for accurate and credible information.
“Make sure to always check the eligibility criteria before applying to any university and focus on finding institutions that match your academic, financial and personal goals,” he advised, while encouraging participants to carefully plan their academic journey.
Young African Leaders Initiative (YALI)
Sharing his personal experience, Mr. Joseph Luswabi, a veterinary medicine student at Makerere University, shared about his remarkable participation in the Young Africa Leaders Initiative (YALI). He explained that the program provides leadership and professional development opportunities to young people across Africa.
Mr. Luswabi informed students that his selection to participate in the YALI program required persistence, revealing that he applied four times before being selected in 2024. He shared that his experience, which included intensive training on leadership and networking with fellows across the continent, has broadened his perspective beyond his academic discipline.
“Before you leave the University, make sure you apply and gain an opportunity to participate in any fellowship program,” he said. He encouraged students to take advantage of fellowship opportunities while still at the university, emphasizing that such experiences provide exposure, leadership training, and access to influential professional networks that can significantly shape their career path.
Hubert H. Humphrey Fellowship
Another speaker, Mr. James Katumba, President – Hubert Humphrey Fellowship alumni association in Uganda, shared insights about the prestigious fellowship designed for mid-career professionals. The program, named after former U.S. Vice President Hubert Humphrey, focuses on leadership, public service, and professional development.
Mr. Katumba elaborated that the fellowship takes professionals to the United States for a 10-month non-degree academic study, during which fellows are placed at different universities where they can attend courses, engage with faculty members, and undertake professional placements aligned with their career goals.
Reflecting on his journey, Mr. Katumba encouraged students not to be discouraged by rejection during competitive applications, and emphasized that persistence often pays off, sharing that many successful fellows apply multiple times before being selected.
The second day of the Fair also featured presentations from several partner universities – Ashesi University, Association of Chartered Certified Accountants (ACCA), and industry players – Tamani Solutions and AniScholar, who presented study and employment opportunities available to students and graduates. These equipped participants with the knowledge and resources needed to take the next step in their academic and professional journeys. Ms. Ritah Namisango, a Public Relations and Communication Specialist at Makerere University moderated the proceedings of the Career Fair.
Writer: Christopher Kaahwa is an alumnus of the Mastercard Foundation Scholars’ Program at Makerere University
General
Makerere University Leads EU-Funded MAGNETISE Project to Strengthen Gender Equality in Higher Education Across Sub-Saharan Africa
A consortium of African and European universities has intensified efforts to mainstream gender equality in higher education through the MAGNETISE project, with Makerere University taking a leading role in hosting a high-level workshop that brought together policymakers, researchers, and gender experts to reflect on institutional progress, persistent gaps, and future strategies.
The initiative, focused on Mainstreaming Gender in Higher Education Institutions in Sub-Saharan Africa (MAGNETISE), is supported by the European Union and implemented through a multi-country partnership involving institutions in Uganda, South Africa, and Europe. It aims to move beyond policy formulation to practical implementation, monitoring, and institutional accountability in gender equality.
At the heart of the discussions was a shared concern: while universities across the region have developed gender policies over the past decades, translating these frameworks into measurable, lived institutional change remains uneven.
A Consortium Approach to Gender Mainstreaming in Academia
Opening the workshop, held at Makerere University recently, the project lead, Professor James Acai Okwee who is also deputy Principal CoVAB, described MAGNETISE as a collaborative effort designed to strengthen institutional capacity for gender equality planning across higher education systems in Sub-Saharan Africa.
He explained that the consortium includes Ugandan partners such as Makerere University and Muni University, alongside South African institutions including University of KwaZulu-Natal, Rhodes University, and Nelson Mandela University. European partners include Katholieke Hoge school VIVES Zuid (VIVES) and KMOP Policy Centre from Belgium, as well as Research Innovation and Development Lab (ReadLab) and University of Peloponnese. The consortium also includes additional European academic collaboration through the University of Applied Sciences and related policy and research networks.
According to Acai, the core objective is not simply to produce policies, but to ensure universities develop functional gender equality plans supported by implementation tools, monitoring frameworks, and institutional accountability systems.
“We have had policies since the early 2000s, but the real question is: where is the implementation plan, and how do we track progress?” he noted. “If a policy says 40 percent representation for women in leadership, we must be able to measure whether that is being achieved.”
He emphasized that MAGNETISE would support training, capacity-building exchanges with European institutions, student engagement programmes, and the development of a digital knowledge hub for gender equality.
Makerere University’s Institutional Position on Gender Equality
Representing university leadership, Dr. Suzan Mbabazi of Makerere University’s Gender Mainstreaming Directorate reaffirmed the institution’s commitment to advancing gender equality across its academic, research, and community engagement mandate. She highlighted significant progress made over more than two decades, citing policies such as the Gender Equality Policy and the Regulations Against Sexual Harassment, alongside governance frameworks that have institutionalized gender equity. Makerere has also established key structures, including the Institute of Gender and Development Studies and the Gender Mainstreaming Directorate, to coordinate initiatives across faculties. Yet, Dr. Mbabazi cautioned that structural achievements do not erase systemic challenges. “Despite progress globally and locally, we must acknowledge persistent gaps, biases, and inequalities within higher education institutions,” she said, stressing the need to bridge policy and practice. She urged participants to prioritize awareness creation, institutional analysis of existing gaps, and deliberate action to dismantle structural barriers. Reaffirming management’s support, she called for continued collaboration among institutions and stakeholders to sustain momentum in gender mainstreaming.
Preliminary Survey Findings Reveal Mixed Progress
Presenting the initial findings of a university-wide survey, Dr. Peace Musiimenta of the School of Women and Gender Studies at Makerere University revealed that responses from 82 participants across various units highlight both progress and persistent challenges in advancing gender equality. While many acknowledged strides in gender mainstreaming, structural and cultural barriers remain entrenched. The study found that although gender policies exist, their implementation is often inconsistent, and initiatives risk being treated as isolated projects rather than integrated institutional practices. Dr. Musiimenta noted that some staff perceive gender programs as overly focused on women, fueling resistance and ideological tensions within academic spaces. She emphasized that the challenge is no longer the absence of policy but the need to ensure visibility, ownership, and effective application of existing frameworks to embed gender equality across the institution.
Gender Audit Highlights Structural Gaps and Progress
Expanding on the institutional audit, Dr. Florence Ebila outlined the methodology and preliminary findings of the gender audit conducted between May and June 2026.She explained that the audit examined institutional policies, governance systems, practices, organizational culture, and perceptions of gender equality.
The study drew data from multiple administrative units including human resources, academic registrars, estates and works departments, and student leadership structures. Ebila reported that Makerere University has made significant institutional progress, including the establishment of gender-focused units and integration of gender considerations into teaching, research, and governance. However, she identified persistent disparities in representation, particularly in science-related disciplines where male staff and students remain dominant.
She also highlighted infrastructural gaps, noting that while newer buildings are increasingly accessible, several older facilities lack adequate support for persons with disabilities and other vulnerable groups.
Another concern raised was limited gender-responsive budgeting, with insufficient allocation of resources to sustain gender mainstreaming activities across all units. “The challenge is not just policy design, but operationalization at all levels of the institution,” she said.
Gender, Identity, and Institutional Culture: A Critical Reflection
A keynote reflection by Dr Josephine Ahikire introduced a deeper theoretical lens to the discussion, situating gender mainstreaming within broader questions of institutional power, identity, and cultural norms.
Ahikire emphasized that gender mainstreaming is not a technical exercise but a structural transformation process that challenges entrenched systems of privilege.
She used the example of Makerere University’s centenary monument, where a male graduate is prominently positioned in front view while a female graduate is placed at the rear, to illustrate how symbolic representations can reflect deeper institutional biases.
“What appears natural often hides embedded inequality,” she argued. “Even symbolic structures matter because they reflect how institutions imagine gender.”
Ahikire acknowledged Makerere University’s progress in policy development and institutional frameworks but cautioned that deeper cultural transformation is still required.
She emphasized the need to interrogate curriculum design, research systems, and informal institutional practices that may perpetuate inequality despite formal commitments to inclusion.
She further argued that gender discourse must retain its political dimension, noting that terms such as feminism should not be avoided but engaged critically in order to address structural inequality.
“Gender equality work is not about comfort,” she said. “It is about questioning established norms and rethinking how power is distributed.”
Institutional Achievements and Remaining Challenges
Across presentations, several common themes emerged.
Participants acknowledged that Makerere University has developed one of the most advanced gender mainstreaming frameworks in the region, including:
- A dedicated gender equality policy framework
- Sexual harassment regulations and safeguarding policies
- Institutional gender mainstreaming structures
- Student engagement programmes and gender clubs
- Scholarships supporting women in science and disadvantaged backgrounds
- Increasing integration of gender into teaching and research
However, speakers consistently highlighted persistent challenges, including:
- Limited implementation of gender policies at departmental level
- Uneven representation of women in senior academic ranks
- Infrastructure gaps affecting accessibility and inclusion
- Weak gender-responsive budgeting mechanisms
- Resistance and misunderstanding of gender equality concepts
- Fragmentation of gender work across isolated units
Towards a Comprehensive Gender Equality Plan
A key outcome of the MAGNETISE project is the development of a comprehensive institutional gender equality plan for Makerere University, supported by monitoring tools and a sustainability framework.
The plan is expected to consolidate existing policies into a coherent implementation strategy, linking institutional commitments to measurable outcomes.
It will also include a handbook for monitoring gender equality initiatives and a digital platform for knowledge sharing among students and staff.
Project leaders emphasized that sustainability will depend on institutional ownership beyond donor funding, particularly through integration into university governance systems.
A Continuing Institutional Journey
The workshop concluded with a shared recognition that gender equality in higher education remains a work in progress, requiring sustained institutional commitment, cultural transformation, and accountability mechanisms.
While Makerere University has made notable progress over the past decades, speakers agreed that the next phase of gender mainstreaming must focus on implementation, visibility, and structural change.
As the MAGNETISE project continues across partner institutions in Africa and Europe, it positions itself not only as a research initiative, but as a long-term institutional reform effort aimed at reshaping how universities understand and operationalize gender equality in higher education.
General
Makerere University Set to Develop Curriculum to Transform Graduate Supervision and Mentorship
By Moses Lutaaya
KAMPALA – Makerere University is set to develop a curriculum for a specialized Certificate Course in Supervision and Mentoring for Graduate Training and Higher Education Management, in a move aimed at professionalizing graduate supervision and strengthening the capacity of academic staff to deliver quality postgraduate education.
The proposed programme will equip academic staff with advanced competencies in graduate-level teaching, research supervision, mentorship, and higher education management, while supporting the University’s agenda of improving the quality and relevance of graduate training.
The curriculum development process was discussed during a Stakeholders’ Curriculum Development Consultation Workshop held on Thursday, 18th June 2026 at the Senate Building Telepresence Hall, Makerere University.
The workshop, organized by the Directorate of Graduate Training in collaboration with the Centre for Teaching and Learning Support (CTLS), brought together curriculum specialists, academic staff, and higher education stakeholders to review and enrich the proposed curriculum before it proceeds through the University approval processes.
Participants included 11 lecturers from the College of Engineering, Design, Art and Technology (CEDAT), 3 from the College of Agricultural and Environmental Sciences (CAES), 2 from the College of Veterinary Medicine, Animal Resources and Bio-security (CoVAB), 1 from the College of Humanities and Social Sciences (CHUSS), 4 from the College of Education and External Studies (CEES), among others.
The National Curriculum Development Centre (NCDC) was represented by Dr. Patrice Ssembirige, Deputy Executive Director in charge of Curriculum Review and Instructional Materials Development. The Centre for Teaching and Learning team was led by Dr. Dorothy Ssebowa, while Dr. Stephen Wandera coordinated the workshop.
Addressing participants, Prof. Julius Kikooma, Director Graduate Training at Makerere University, said the curriculum development initiative is central to strengthening graduate education and ensuring that academic staff are adequately prepared to support postgraduate learners.
Prof. Kikooma noted that Makerere University is targeting an increase in graduate student enrolment to 50 percent of the total student population, but emphasized that this ambition must be matched with investment in the capacity of academic staff who supervise and mentor students.
“We can get many graduate students, but if the people supporting them do not have the right tools and preparation, we will still have challenges,” Prof. Kikooma said.
He explained that the initiative responds to University policies requiring academic staff teaching graduate students to undergo pedagogical training, while those supervising graduate research must undergo specialized preparation in supervision and mentoring.
Prof. Kikooma said graduate supervision requires deliberate preparation because supervisors play a central role in shaping research quality, student success, and the overall effectiveness of postgraduate programmes.
He further emphasized Makerere University’s responsibility as a leading institution in the region.
“We have a double expectation. We must support the country to achieve its aspirations in national development, but we also have an expectation from other institutions to support them in building graduate training capacity. In that sense, we are a trainer of trainers,” he said.
Speaking on behalf of the National Curriculum Development Centre (NCDC), Dr. Patrice Ssembirige commended Makerere University for adopting a consultative and inclusive approach to curriculum development.
He noted that education systems globally are undergoing significant transformation, requiring continuous curriculum review and alignment with emerging needs.
“Education systems globally are undergoing significant transformation, and in Uganda, NCDC has been leading and spearheading the implementation of the competency-based curriculum,” Dr. Ssembirige said.
He explained that NCDC has developed competency-based curriculum frameworks at primary and lower secondary levels and is currently advancing reforms at upper secondary level, which feeds into higher education institutions.
Dr. Ssembirige said the new curriculum presents an opportunity to align graduate training with global trends, Sustainable Development Goals (SDGs), international best practices, and national development priorities.
“As we develop this curriculum, we need to align with global trends, SDGs and international best practices. We also need to undertake comparative analysis because curriculum reforms are taking place across East African Community states,” he noted.
He encouraged developers to ensure that the programme follows competency-based principles and equips participants with relevant 21st-century skills.
“Since we are talking about competency-based curriculum, we must be cognizant of the principles of competency-based education and ensure that we develop skills that fit the demands of the 21st century,” he added.
Dr. Dorothy Ssebowa, Director of the Centre for Teaching and Learning Support at Makerere University, said the initiative marks an important step in strengthening professional development for academic staff involved in graduate education.
She noted that effective supervision requires more than disciplinary expertise, but also skills in mentorship, communication, research guidance, ethics, assessment, and student support.
“The quality of graduate education depends on the quality of mentorship and supervision we provide. This curriculum will strengthen the capacity of academic staff to guide graduate students effectively, improve research outcomes, and uphold the standards expected of a leading university,” Dr. Ssebowa said.
She added that the Centre for Teaching and Learning will continue working with the Directorate of Graduate Training, academic colleges, curriculum specialists, and regulators to ensure the programme remains relevant and impactful.
During the workshop, stakeholders reviewed the proposed curriculum structure, course content, competency areas, assessment strategies, quality assurance mechanisms, and alignment with national and international standards.
Once finalized, the programme is expected to strengthen graduate supervision at Makerere University and serve as a model for professional development across higher education institutions in Uganda and beyond.
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