Law
13th Edition of the CLE Moot Competition
The Public Interest Law (PILAC) held its 13th Clinical Legal Education (CLE) Moot on 14th May 2026 in the Makerere University School of Law (SoL) Moot Court Room. The CLE Moot is one of the clinical activities forming part of the experiential learning approach used by PILAC in its CLE class.
This Moot gives CLE students the opportunity to build their court advocacy skills, including case research and preparation, oratory and case presentation, court etiquette and teamwork, among others. This is in addition to exposing students to emerging areas of law and legal dilemmas that require specialised legal knowledge and talent to resolve. The uniqueness of this Moot lies in the fact that it is presided over by real judges, drawing mainly from the High Court. This is a result of the collaboration between the School of Law and the Judiciary of Uganda.
The Case and Arguments
This year, the theme of the moot was, ‘Rapid Economic Liberalisation and Urban Growth as drivers of inequity, weakened accountability, strained public infrastructure, and conflict between traders and the state’.
The Moot was presided over by a panel of three High Court Judges: Hon. Lady Justice Jane Okuo Kajuga, Hon. Justice Isa Serunkuma and Hon. Lady Justice Alice Komuhangi Khaukha. The moot problem focused on two unique and interrelated issues. First were legal questions around public-private partnerships and the nature of the legal obligations they impose on the state. Second, there were questions about the state’s obligations regarding human rights abuses arising from the actions of private actors under public-private partnership arrangements.
A compelling display of legal advocacy, a mock human rights enforcement petition highlighted the rising tide of climate litigation across Africa, tackling the devastating human toll of environmental disasters and the inadequacy of state responses. The fictional case centred on a catastrophic flood that destroyed local businesses, displaced scores of traders, and tragically claimed the lives of a mother and her infant child.
At the heart of the legal arguments was the state’s defence: a flat-rate compensation package that critics argued barely scratched the surface of the community’s profound losses. The petition cut straight to a definitive and increasingly urgent question facing the African continent: When climate-related disasters hit already vulnerable communities, and the state fails in its constitutional duty to protect the right to a clean and healthy environment, what does the law actually require? The answer put forward by the petitioners was unwavering: the law requires a meaningful, comprehensive remedy—not mere sympathy, and certainly not token payments.
While climate litigation in Africa is still in its infancy, legal scholars note it is growing rapidly out of sheer necessity. As environmental obligations are too often treated by governments as aspirational goals rather than enforceable duties, the courtroom is emerging as a vital arena to bridge the gap between state promises and true accountability.
Highlights of the Competition and Recognition of Best Performers
A total of 30 students participated in the Moot, under three teams: Applicants, Respondents, and Amicus. After weeks of preparations, the students wore their lawyers’ robes and had the chance to appear before the panel of judges, each presenting their arguments in a passionate and eloquent manner.
At the end of the competition, the judges gave their feedback, expressing appreciation for the level of performance and preparedness of the teams. Some were complimented for performing better than some of the advocates who appear before the judges in court. The judges also provided tips and guidance for the purpose of enabling the students to improve their performance.
In his remarks, Professor Christopher Mbazira, the PILAC Coordinator, commended the students for their hard work and appreciated the judges for taking time off their busy court dockets to support the School in skilling the young future legal professionals. Each of the judges was recognised with a plaque of appreciation.
For his exceptional performance, Mayanja Owen was named Best Oralist of the competition. The Amicus team were recognised as the winning team from the presentations. Reflecting on the weight of the subject matter, the participating students expressed deep gratitude to the judging panel, their teammates who shared the immense burden of the case, and the instructors who guided them through weeks of demanding preparations.
Law
Call for Applications – Makerere University School of Law-Leiden University Exchange Scholarship
The Vice Chancellor, Prof. Barnabas Nawangwe, has commended the leadership and faculty of Makerere University School of Law for their outstanding contribution to graduate training, research, and academic excellence, describing the School as one of the key drivers of Makerere University’s growing international reputation.
The commendation was made during the Vice Chancellor’s ongoing engagements with Colleges, Stand-alone Schools, and Institutes, aimed at strengthening the management and administration of graduate training and research across the University. The visits form part of a broader initiative to assess progress in graduate education, identify emerging opportunities, and address challenges affecting research and postgraduate studies.
Prof. Nawangwe applauded the School of Law for achieving the University’s Strategic Plan target of 40% graduate student enrolment, describing the milestone as a testament to the School’s commitment to producing highly skilled professionals and researchers.
He emphasized that graduate education, particularly doctoral training, is fundamental to national development. Drawing lessons from countries such as the United States and China, the Vice Chancellor observed that a nation’s number of PhD holders per capita is closely linked to its capacity for innovation, research, and socio-economic transformation.
“The countries that lead in research, innovation and industrial development have invested heavily in doctoral education. The number of PhDs per capita is a strong indicator of a country’s ability to generate knowledge and solve societal challenges,” he noted, urging the School to continue expanding graduate enrolment while maintaining high academic standards.
Prof. Nawangwe further praised the School’s vibrant Staff Colloquia Series, describing it as an important platform for promoting scholarly engagement, mentorship, and interdisciplinary collaboration among academic staff and graduate students.
He also commended the School’s growing research focus on Environmental Law, particularly water governance and sustainability, noting that these priorities align well with Makerere University’s strategic commitment to addressing pressing environmental and climate-related challenges through research and innovation.
The Vice Chancellor highlighted the proposed collaborative Master’s Programme in Environmental Diplomacy between Makerere University and University of Padua as an example of the University’s efforts to develop specialized graduate programmes that respond to emerging global priorities while strengthening international academic partnerships.
To further support the School’s ambitions, Prof. Nawangwe reaffirmed the University’s commitment to facilitating the establishment of new Centres of Excellence, revitalizing the Environmental Law Centre (ELC), and implementing measures to strengthen staff recruitment and promotion.
He observed that investing in strong academic staff and research infrastructure remains central to Makerere University’s vision of becoming a research-led institution that contributes solutions to national, regional, and global development challenges.
The Vice Chancellor encouraged the School’s leadership and faculty to sustain the momentum in graduate training, research productivity, and international collaboration, noting that their achievements continue to enhance Makerere University’s standing as a leading centre of academic excellence in Africa.
Law
Enhancing Legal Education: Capacity Building Workshop for Competence-Based and Clinical Teaching at Makerere Law School
Uganda’s higher education system is undergoing a transformative shift through the adoption of a competency-based curriculum (CBC) starting in 2026-2027, aimed at producing graduates with both theoretical knowledge and practical skills suited to the modern labor market. This shift emphasizes balancing doctrinal learning with experiential and clinical legal education, necessitating increased capacity among faculty members, many of whom currently lack formal training in curriculum development, assessment methods, and clinical supervision. Aligning with national development goals focused on human capital and ethical workforce development, the reform seeks to produce well-rounded, adaptable legal professionals equipped to address Uganda’s socio-economic challenges.
In response, Makerere University’s School of Law organized a capacity-building workshop on June 19th, 2026, at Kalanoga Resort Beach, to strengthen lecturers’ skills in delivering practical legal education. The workshop was attended by a diverse group of professionals, including representatives from Makerere University, National Curriculum Development Centre, and the Islamic University in Uganda.
This initiative underscores Makerere Law School’s dedication to producing practice-ready legal professionals through continuous faculty development and experiential learning. The workshop focused on equipping faculty with innovative teaching strategies, assessment techniques, and clinical supervision skills essential for effective curriculum implementation. Beyond faculty development, Makerere Law School has advanced its commitment to experiential learning through its Public Interest Law Clinic (PILAC).
Remarks by Participants
In his opening remarks, Prof. Ronald Naluwairo, the Principal School of Law, Makerere University highlighted a diverse set of practical experiences offered by the PILAC—including internships, externships, moot court competitions, legal aid outreach, simulation exercises, public interest litigation, and community legal literacy programs, that foster students’ legal skills, ethical awareness, and community engagement. These comprehensive efforts aim to cultivate a new generation of ethically grounded, community-oriented legal professionals ready to contribute meaningfully to Uganda’s development.
In his remarks, Professor Mukadas Buyinza, Academic Registrar, Makerere University emphasized Uganda’s commitment to transforming higher education through the adoption of competency-based and clinical legal education. He highlighted the importance of curriculum redesign, innovative teaching methodologies, and assessment reforms to equip graduates with practical skills, core values, and the right attitudes. Acknowledging the pivotal role of universities in driving socio-economic development, he advocated for sustained investment in capacity building, digital learning, and strategic partnerships. Professor Buyinza also called on institutions to embrace innovation and institutionalize confidence-based approaches to learning. Ultimately, he underscored the critical need for active stakeholder engagement to strengthen Uganda’s leadership in experiential, value-driven legal education—ensuring that graduates are ethically grounded and competently prepared to address societal needs.
Key Highlight from the Training
The education system prioritizes comprehensive assessment and curriculum design based on principles like authenticity, reliability, transparency, performance focus, and technology integration to produce ethically and professionally capable graduates. Lecturers play a vital role, requiring competencies in communication, research, curriculum development, technology, and ongoing professional development to adapt to emerging challenges such as AI and digital tools.
Uganda’s shift to competency-based education and curriculum reform aims to produce relevant, skilled, and ethically grounded graduates through innovative teaching, rigorous assessment, and continuous curriculum review involving diverse stakeholder input and international benchmarking. Curricula are systematically updated to align with societal, labor market, and global standards.
Assessment practices include formative, summative, diagnostic, performance-based tasks, self-evaluation, and peer review, guided by principles of authenticity, reliability, transparency, and technological use. Both traditional and innovative methods like interviews, debates, projects, and exams are employed.
Educational programs focus on developing diverse competencies, including foundational knowledge, critical thinking, social skills, practical skills, communication, ethics, digital literacy, research, lifelong learning, and vocational skills. Pedagogical approaches such as case-based learning, collaborative activities, environment and community-based learning, and digital platforms promote active engagement and practical skills, ensuring relevant and adaptable higher education.
Innovative practical teaching approaches incorporate community engagement and real-world assessments, to enhance student learning and relevance. There is need for careful student grouping, honest assessment, and resource allocation, including budgeting and support for field activities and student mobility, to effectively implement reforms and improve educational outcomes.
Transitioning to competency-based education must focus on developing knowledge, skills, values, and attitudes through student-centered, interactive teaching methods.
Recommended approaches include participatory lectures, simulations, clinics, internships, case studies, problem-based learning, workshops, research projects, seminars, guest speakers, and audiovisual tools—all aimed at ensuring students acquire relevant competencies aligned with national, regional, and institutional goals.
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