Natural Sciences
Makerere VC Calls for Increased Investment in Graduate Training & Research for Socio-economic Transformation
Africa’s Research Gap and Need for Investment in Graduate Training
Makerere University Vice Chancellor, Prof. Barnabas Nawangwe, has called for increased investment in graduate training, research, and innovation, emphasizing that Africa’s socio-economic transformation depends on the continent’s ability to train and retain homegrown scientists and researchers capable of driving sustainable development.
Speaking during the University Senior Management engagement with staff at the College of Natural Sciences (CoNAS) on 19th June 2026, Prof. Nawangwe highlighted Africa’s limited contribution to global knowledge production, noting that the continent accounts for only about 3% of the world’s research publications.
He cited a 2020 World Bank recommendation that Africa needs to produce one million PhDs by 2030 if it is to accelerate transformation and compete effectively in the global knowledge economy.
“Africa cannot achieve sustainable development without significantly increasing its capacity for research, innovation, and graduate training,” Prof. Nawangwe said.
Lessons from South Korea’s Development Model
Drawing comparisons with countries that have successfully leveraged higher education to drive development, the Vice Chancellor pointed to South Korea’s remarkable transformation over the past six decades. He noted that in the 1960s, Uganda was economically ahead of South Korea and even extended financial support to the Asian nation. Today, however, South Korea has emerged as a global economic powerhouse largely because of sustained investments in higher education, research, and innovation.
According to Prof. Nawangwe, South Korea currently produces approximately 12,900 PhDs annually, while South Africa, one of Africa’s leading research nations, produces about 2,000 PhDs each year.
Makerere University’s Role in Closing the Research Gap
The Vice Chancellor challenged Makerere University, particularly the College of Natural Sciences (CoNAS), to play a greater role in addressing Africa’s research deficit. He described CoNAS as one of the best-resourced colleges at the university and urged it to expand postgraduate training and research output.
Despite acknowledging that much work remains to be done, Prof. Nawangwe said Makerere had made significant strides in building research capacity. He revealed that the university currently manages a research portfolio worth approximately USD 400 million, a figure he said exceeds the national budgets of several African countries, including Burundi, Eritrea, and Comoros.
He further noted that Makerere is implementing 35 United Kingdom-funded projects and more than 40 ongoing European Union-supported initiatives, underscoring the institution’s growing international research profile.
“Makerere is one of the most collaborative universities in the world, partnering with universities and agencies across the globe,” he said.
Call for Commercialization of Innovations
Prof. Nawangwe emphasized that Uganda’s future development will largely depend on the university’s ability to generate knowledge and innovative solutions. He called for the commercialization of research projects to ensure that innovations made at the institution contribute directly to national development.
“The socio-economic development of Uganda depends on what we do at Makerere. Our research must move beyond laboratories and classrooms to create industries, businesses, and solutions that improve people’s lives,” he said.
The Vice Chancellor also stressed the need to equip staff and students with computers and digital tools at all levels of education, arguing that technology access is essential for producing the scientists and innovators required to drive industrialization.
As part of Makerere’s long-term strategy, Prof. Nawangwe advocated for the establishment and strengthening of specialized centres of excellence in key areas, including space sciences, sports development, mathematics, science and technology, plant sciences, and petroleum and gas studies.
He said these centres would not only advance research and innovation but also stimulate the growth of discipline-specific academic journals, enhancing Africa’s contribution to global scholarship.
To further expand the university’s impact, Prof. Nawangwe called for increased student enrolment, particularly in science-related disciplines. He revealed that the University Management is engaged in discussions with government aimed at securing additional funding for research.
The engagement provided an opportunity for Senior Management and staff to discuss graduate enrolment, research productivity, supervision, mentorship, infrastructure, and strategic interventions needed to enhance the quality, relevance, and impact of postgraduate education at Makerere University.
CoNAS Presentation: Research Output and Graduate Training
Briefing the Senior Management team about the status of research and graduate training at CoNAS, the Principal, Prof. Winston Tumps Ireeta, highlighted the College’s strategic role in advancing scientific knowledge, nurturing talent, and generating solutions to national and global development challenges.
As one of the University’s leading research hubs, CoNAS hosts over 1,300 students and about 153 academic, technical, and administrative staff across eight departments under the Schools of Biosciences and Physical Sciences. The College contributes significantly to teaching and research across several colleges and academic units at Makerere University, with more than 150 publications annually and research activities in several scientific fields. “These efforts have contributed to policy development, technological innovation, environmental conservation, public health, energy planning, and agricultural sustainability,” Prof. Ireeta noted.
To further enhance graduate training and research excellence, Prof. Ireeta called for increased funding for graduate students and research, establishment of more specialized laboratories, operationalization of the Research Information Management System (RIMS) to track student progress, revitalization of the Graduate Fellowship Programme, and expanded scholarship opportunities for outstanding students.
He also appealed for stronger industry partnerships, increased recruitment of technical staff, greater support for the Makerere University Biological Field Station (MUBFS) in Kibale, incentives for research publications, and a review of the Teaching Assistant position to retain talented graduates within the University system.
Prof. Ireeta emphasized that investing in graduate education and research will strengthen Makerere University’s contribution to Uganda’s Fourth National Development Plan, the African Union’s Agenda 2063, and the United Nations Sustainable Development Goals.
Presenting the graduate statistics at CoNAS, the Deputy Principal, Prof. Juma Kasozi, emphasized the importance of sustained investment in graduate training as a key strategy for maintaining and increasing enrolment.
The engagement also provided an opportunity for various university units to present their services and interventions aimed at enhancing graduate training, research productivity, and academic excellence.
Strengthening Graduate Training Systems and Policy Reform
The Acting Deputy Vice Chancellor in charge of Academic Affairs, Prof. Edward Bbaale, called on the College to deepen its collaboration with industry partners in order to better align academic programmes with real-world needs. He further emphasized the importance of expanding research centres to strengthen innovation and knowledge generation within the institution. In addition, he encouraged continued implementation of competence-based curricula, noting that such approaches are essential for equipping students with practical skills and adaptability required to meet the changing demands of the job market.
Prof. Julius Kikooma, Director of Graduate Training at Makerere University, emphasized the need to strengthen institutional capacity to improve graduate training in both quality and numbers. He informed staff of the ongoing policy reforms aimed at improving graduate training. He called on academic staff to participate in a survey on doctoral supervision to inform future reforms. He also announced plans to introduce a PhD programme in Artificial Intelligence, intended to align graduate training with emerging technological trends and national development priorities. Additionally, he urged all academic staff to register on the Research Information Management System (RIMS), which is designed to improve research coordination, track academic outputs, and strengthen institutional oversight.
Support Systems for Research and Academic Writing
Prof. Fredrick Muyodi encouraged staff and students to leverage the services of the Makerere University Writing Centre. The Centre supports postgraduate students, early-career researchers, senior academics, and other categories of staff within the University to improve their writing skills. It particularly offers training programmes in manuscript writing, development of competitive grant proposals, responsible use of artificial intelligence in academic writing, and preparation of policy briefs, and minutes. The services are designed to improve research quality, publication output, and success in attracting research funding.
Speaking on grants management, Prof. Sylvia Antonia Nakimera Nannyonga-Tamusuza, Head of the Grants Administration and Management Support Unit (GAMSU) emphasized the critical importance of ensuring the proper and timely close-out of research grants upon completion. She observed that while many projects successfully deliver on their grant-funded activities, the formal close-out stage is frequently overlooked, despite being a key requirement for accountability, compliance, and strengthening the integrity of research management systems.
Prof. Tamusuza stressed that effective grant closure is not merely procedural, but an essential part of the research lifecycle that safeguards institutional credibility and enhances prospects for future funding. She further highlighted GAMSU’s comprehensive support role across the entire grant continuum, including the identification of funding opportunities, interpretation of donor requirements, facilitation of competitive proposal development, guidance during submission, and oversight of the pre-award process through a dedicated grants management system designed to improve efficiency, transparency, and coordination.
She urged Project Principal Investigators to prioritize the timely submission of quarterly progress reports, noting that consistent reporting is central to strengthening accountability frameworks, improving project monitoring, and ensuring that research activities remain aligned with the approved objectives and deliverables.
From the Makerere University Press (MakPress), Dr. William Tayebwa commended CoNAS for its contribution to book publishing and urged staff to increase the number of book projects and scholarly journals originating from the College. He emphasized the importance of developing more home-grown journals to enhance the visibility of local research. Dr. Tayebwa further pledged support in securing International Standard Serial Numbers (ISSN), obtaining Digital Object Identifiers (DOIs), and guiding journals through indexing pathways to increase their global reach and credibility.
Publishing, Quality Assurance, and Innovation Commercialization
In his remarks, the Chief Quality Assurance Officer, Dr. Cyprian Misinde, highlighted Makerere University’s continued academic progress, noting that it is currently ranked 904th globally and placed among the top 4.3% of universities worldwide-a reflection of the institution’s growing global standing.
He commended CoNAS researchers for their strong output in high-impact journals and urged staff to consistently upload all publications into the university’s quality assurance system to ensure accurate and comprehensive documentation of research achievements.
Dr. Misinde further emphasized the need to fully align academic programmes with the competence-based curriculum framework, with greater emphasis on practical skills development and industry engagement, to ensure graduates are well-prepared to meet evolving labour market demands.
The Acting Assistant Manager at the Makerere University Technology and Innovation Centre (MUTIC), Dr. Margaret Nagwovuma, encouraged researchers to utilize the centre to refine, develop, and commercialize their innovations. She noted that the centre serves as a vital platform for transforming research outputs into market-ready products and services, bridging the gap between academia and industry while fostering innovation and entrepreneurship within the university community.
Pictorial of the meeting: https://drive.google.com/drive/folders/1NPUwpHONFFi-BbA3R1af1Ja6qnLDqKk2?usp=sharing
Natural Sciences
Makerere University Benchmarks Leading Institutions to Strengthen Geology Curriculum Review
Uganda’s mineral sector holds significant potential to drive economic transformation through increased mineral exploration, responsible extraction, value addition and investment. Realizing this potential, however, requires a highly skilled geoscience workforce equipped with the technical knowledge, practical competencies and professional skills needed to meet the evolving demands of the mineral industry.
Recognizing the critical role of skilled human resources in the sustainable development of the mineral sector, Makerere University is undertaking a comprehensive review of its geology programmes under the 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 (Mak-SDMU).”
The review seeks to ensure that Makerere University’s geology programmes remain responsive to the evolving needs of Uganda’s mineral sector while keeping pace with emerging trends and developments in the global geoscience profession. The exercise is being undertaken under the Sustainable Development of the Mineral Sector in Uganda (SDMU) programme, funded by the Government of the Federal Republic of Germany and the European Union through the Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ), in partnership with Uganda’s Ministry of Energy and Mineral Development (MEMD).
Benchmarking for Industry-Responsive Geoscience Education
As part of the curriculum review process, staff from Makerere University’s Department of Geology and Petroleum Studies, together with a representative from the Ministry of Energy and Mineral Development (MEMD), undertook a benchmarking exercise at leading geoscience and mining education institutions in the region. The team visited Copperbelt University (CBU) in Kitwe, Zambia, and the Zimbabwe School of Mines (ZSM) in Bulawayo, Zimbabwe, to gain insights into approaches that could strengthen the relevance and quality of Makerere University’s geology programmes.
Makerere University was represented by Dr. Arthur Batte, Dr. Denis Mutebi, Principal Investigator of the Mak-SDMU project, and Dr. Joan Nakajjigo, while Mr. Kevin Byamugisha represented MEMD. Mr Byamugisha’s participation provided an opportunity to explore the role of government in strengthening geoscience and mining education through policy support, industry engagement, strategic partnerships and resource mobilisation.
The benchmarking exercise provided an opportunity for the team to examine best practices in curriculum design and delivery, competency-based and practical training, industry engagement, infrastructure development, technology integration and professional skills development. The team also explored the role of professional short courses and institutional partnerships in supporting high-quality geoscience and mining education.
At Copperbelt University, the team toured microscopy, metallurgy, analytical and environmental laboratories, as well as the mineral processing laboratory. The team also interacted with Dr. Gabriel Ziwa, Head of the Department of Geology and representative of the Dean of the School of Mines and Mineral Sciences, to gain insights into the university’s approach to geoscience and mining training.
At the Zimbabwe School of Mines, the team visited mineral processing, metallurgy, gemology and analytical laboratories. They also observed practical training in gemstone cutting and polishing and examined rock pulverisation facilities. These engagements provided valuable insights into how practical training, mineral value addition and industry-oriented skills can be integrated into geoscience education.
The lessons and best practices drawn from the benchmarking exercise are expected to inform the ongoing review of the geology programmes, helping to strengthen their quality, relevance and competitiveness. The exercise will also contribute to ensuring that graduates acquire the technical, practical and professional competencies required to respond effectively to the evolving needs of Uganda’s mineral sector and the wider geoscience profession.
Lessons to Inform Makerere University’s Curriculum Review
The benchmarking exercise provided several lessons with direct relevance to the ongoing review of the geology programmes.
1. Strengthening Government-Industry-University Partnerships
The benchmarking exercise highlighted the importance of strong collaboration among universities, government and industry in developing relevant geoscience and mining programmes. Such partnerships support curriculum development, research, industrial training, equipment acquisition, scholarships, guest lectures and graduate employability. Continuous engagement with industry also enables universities to respond to changing labour-market and sector needs.
2. Aligning Training with the Mineral Value Chain
The visits demonstrated the need for geoscience training to extend beyond theoretical knowledge to cover the entire mineral value chain, including exploration, extraction, processing, value addition and environmental management. Areas such as gemstone identification, lapidary and mineral processing can equip graduates with practical skills relevant to both employment and entrepreneurship.
3. Emphasizing Competency-Based and Practical Training
The benchmarked institutions place strong emphasis on practical learning, fieldwork and laboratory-based training. Practical activities are linked to clearly defined learning outcomes and competencies, enabling students to graduate with demonstrable technical skills alongside theoretical knowledge. This provides an important lesson for strengthening practical and competency-based approaches within Makerere’s revised curricula.
4. Strengthening Industrial Training and Workplace Exposure
Structured and extended industrial exposure was identified as an important component of geoscience and mining education. Industrial training enables students to apply classroom knowledge to real-world operations, develop professional competencies, strengthen research skills and gain a better understanding of workplace expectations. These practices provide useful insights for enhancing Makerere’s existing industrial attachment programmes.
5. Investing in Modern Training Infrastructure
The benchmarking visits demonstrated the importance of well-equipped laboratories, field equipment and specialized analytical facilities in delivering effective geoscience and mining education. The facilities visited at CBU and ZSM provide useful benchmarks for assessing Makerere’s infrastructure requirements and identifying opportunities for industry partnerships in equipment acquisition, maintenance and shared utilization.
6. Integrating Digital Technologies and Industry-Standard Software
The exercise highlighted the growing role of digital technologies in contemporary geoscience and mining practice. Technologies such as Laboratory Information Management Systems, 3D geological modelling, mine-planning software and drone-based surveying and mapping can strengthen students’ preparedness for the modern workplace. Their progressive integration into the curriculum will therefore be important in enhancing graduates’ digital and technical competencies.
7. Expanding Professional Short Courses and Micro-Credentials
The institutions visited demonstrated how professional short courses can respond quickly to emerging skills gaps within the mining and mineral sector. Makerere could leverage this approach to develop flexible, demand-driven training for mining companies, artisanal and small-scale miners, professionals and other stakeholders. Such programmes could also strengthen industry engagement, support continuing professional development and create additional revenue opportunities for the University.
8. Strengthening Staff Capacity and Specialization
Effective implementation of a modern geology curriculum requires adequate academic expertise across key areas of geoscience and mining. The benchmarking findings therefore underscore the need for strategic staff development, recruitment and specialization. An assessment of existing staff competencies against the proposed curriculum will help identify expertise gaps and inform targeted capacity-building initiatives.
9. Aligning Academic Training with Professional Competencies
The benchmarking exercise emphasized the importance of ensuring that university training reflects the competencies expected by employers and professional bodies. The curriculum review should therefore take into account professional standards, industry requirements and pathways towards professional recognition to improve graduates’ preparedness for employment and professional practice.
10. Promoting Interdisciplinary Geoscience and Mining Education
The integration of related disciplines within closely connected academic structures creates opportunities for interdisciplinary teaching, research and innovation. Strengthening linkages among geology, mining engineering, metallurgy, environmental sciences, geomatics and mineral processing could promote the shared use of specialised facilities, foster multidisciplinary research and support the development of joint professional training programmes at Makerere University. This integrated approach would enhance collaboration across disciplines and contribute to more holistic and industry-responsive geoscience and mining education.
More about the curriculum review exercise: https://news.mak.ac.ug/2026/06/makerere-university-to-revamp-geology-curricula-to-bridge-critical-skills-gap-in-ugandas-mineral-sector/
Report shared by Dr Denis Mutebi, Principal Investigator of the Mak-SDMU project
Natural Sciences
Enhancing Experiential Learning: ZPEB Uganda Donates Well Control System Demonstration Model to Mak’s Department of Geology & Petroleum Studies
ZPEB Uganda Co. Limited has donated a Well Control System Demonstration Model to the Department of Geology and Petroleum Studies at Makerere University, a contribution expected to significantly enhance practical training, research, and industry-oriented learning in petroleum geoscience and drilling engineering.
The equipment was officially handed over to Makerere University at a ceremony held on 5th August 2026 at Onomo Hotel Kampala. The event was attended by Makerere University Vice Chancellor, Prof. Barnabas Nawangwe, alongside representatives from the Department of Geology and Petroleum Studies led by the Head, Dr John Mary Kiberu.
The Well Control System Demonstration Model is an advanced educational training tool designed to provide students with practical understanding of well control principles, equipment operation, and safety procedures applied during drilling operations. Although it is not intended for field deployment, the model offers a realistic representation of the systems and processes used in the prevention and management of well control incidents, including blowouts, enabling students to acquire practical experience within a safe learning environment.
The equipment will significantly enhance students’ understanding of well control systems by providing practical demonstrations of pressure management techniques and strengthening their competencies in kick detection, well control procedures, drilling safety, and emergency response.
By integrating practical demonstrations into petroleum education, the model will contribute to the development of highly skilled graduates equipped with the technical knowledge and practical capabilities required to support Uganda’s emerging oil and gas industry.
ZPEB Uganda Co. Limited, the donor of the equipment, is the Ugandan subsidiary of Zhongyuan Petroleum Exploration Bureau (ZPEB), a globally recognized Chinese drilling contractor with extensive expertise in oil and gas exploration, drilling, cementing, and engineering services. The company has been actively involved in supporting petroleum exploration and development activities in Uganda while contributing to capacity building within the country’s oil and gas sector.
The Department of Geology and Petroleum Studies at Makerere University continues to play a pivotal role in developing professionals who contribute to the sustainable exploration and management of natural resources. Through its undergraduate and postgraduate programmes, the Department equips students with comprehensive knowledge and practical skills in geology, petroleum systems, exploration methods, reservoir characterization, and production technologies.
Natural Sciences
CoNAS Orientation: First Year Students Urged to Lay Strong Foundation for Academic & Professional Success
First Year students admitted to the College of Natural Sciences (CoNAS) at Makerere University for the Academic Year 2026/2027 have been encouraged to remain focused on their studies, embrace the opportunities available at the University, and lay a strong foundation for successful academic and professional careers.
The call was made during the orientation ceremony held on 5th August 2026 at the College premises. The session introduced the students to university life and policies, academic expectations, support services, and the diverse opportunities available within the College and University, helping them make a smooth transition from secondary school to higher education.
The orientation was attended by the College Management led by the Principal, Prof. Winston Tumps Ireeta, the Deputy Principal, Prof. Juma Kasozi, Deans, Heads of Departments, academic staff, and representatives from various University administrative units.
Welcoming the students, the Principal, Prof. Winston Tumps Ireeta, congratulated them on securing admission to one of Uganda’s leading science colleges and encouraged them to take full advantage of the opportunities available at the University.
“CoNAS is internationally recognized for excellence in teaching, research, and innovation. Supported by highly qualified academic staff, 95 per cent of whom are PhD holders, the College provides high-quality education, equipping students with the knowledge, skills, and global perspectives needed to excel in an increasingly competitive world.”
Prof. Ireeta urged the students to approach university life with discipline and commitment from the outset, encouraging them to attend lectures consistently and develop effective study habits that would enable them to excel academically. While acknowledging that university life presents many social opportunities, he advised the students to maintain a healthy balance between academics and extracurricular activities.
The Deputy Principal, Prof. Juma Kasozi, challenged the students to take personal responsibility for their learning and professional development. He encouraged them to cultivate a culture of discipline, curiosity, and continuous learning, emphasizing that academic success is achieved through consistent effort rather than last-minute preparation.
He equally advised the students to attend all lectures, actively participate in all academic activities, and develop strong computer and statistical skills – competencies that are increasingly vital for success across scientific disciplines and in today’s evolving workplace.
He also urged the students to uphold academic integrity, manage their time effectively, and seek guidance whenever they encounter academic or personal challenges.
The Deans introduced students to the departments and academic programmes within their respective Schools, explaining programme structures, academic expectations, career prospects, and the support systems available to facilitate student success. They encouraged the students to take advantage of the mentorship opportunities offered by academic staff.
Addressing the students, the Acting Dean, School of Biosciences, also Head of the Department of Zoology, Entomology and Fisheries Sciences, Dr. Godfrey Kawooya Kubiriza, encouraged the students to embrace the programmes to which they were admitted, noting that each programme offers unique opportunities for learning, research, innovation, and career growth. “Success depends more on commitment, dedication, and hard work than on the title of one’s degree programme.” Dr. Kubiriza reminded the students that, while university life provides greater freedom and independence, it also requires a strong sense of responsibility, self-discipline, and effective time management to achieve academic success.
The Dean of the School of Physical Sciences, Prof. David Ssevviiri, underscored the critical role that science graduates play in driving national development through research, innovation, and technological advancement. He encouraged students to maximize the opportunities available within the School and urged them to adopt a finalist mindset from their very first semester by setting high academic standards and remaining committed to excellence throughout their academic journey.
Ms. Barbra Akello and Mr. Ivan Ocen shared practical insights on strategies for achieving a good CGPA. They encouraged students to take personal responsibility for their academic success by embracing self-directed excellence, setting clear academic goals, and developing effective study habits from the beginning of their university journey. They advised students to actively engage with lecturers, seek academic guidance whenever necessary, and build supportive study networks. They emphasized that consistent effort, early preparation, discipline, and a focused approach to learning are key foundations for attaining good grades and succeeding at the university.
Students also received comprehensive guidance on academic procedures and University regulations from representatives of the College Registrar’s Office, Ms. Hellen Mirembe and Ms. Hasifa Mukyala. They explained key processes relating to admission, registration, enrolment, progression requirements, examinations, academic appeals, and withdrawal procedures, while emphasizing the importance of honesty, integrity, and compliance with the University regulations. The students were also sensistized on the library services and fees payment policy.
The Deputy Director of the Institute of Open, Distance and e-Learning (IODeL), Dr. Godfrey Mayende, introduced students to the University’s digital learning environment. He demonstrated how students can effectively utilize the Makerere University Electronic Learning Environment (MUELE) to access course materials, submit assignments, and interact with lecturers. He also encouraged responsible and ethical use of Artificial Intelligence (AI) tools to support learning while observing the University’s academic integrity policies.
Representatives from the Gender Mainstreaming Directorate, the Counseling and Guidance Centre, and the Emerging Leaders’ Programme introduced students to institutional support services aimed at fostering academic success, personal growth, and wellbeing. They emphasized the availability of guidance, mentorship, and leadership development opportunities to help students effectively navigate university life and make informed decisions throughout their academic journey.
Photos of the orientation ceremony: https://drive.google.com/drive/folders/1eGEb6tAYcr15qQHIuV-Imgclu9sueOk7?usp=sharing
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