MAKERERE UNIVERSITY

ANNUAL REPORT 2003

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The Makerere University Chancellor, Rt Honorable, Professor Apollo Nsibambi

Incoming Vice Chancellor Outgoing Vice Chancellor Professor L.S. Luboobi Professor P.J.M. Ssebuwufu

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Note from the Vice Chancellor Makerere University during this reporting period adopted a highly participatory and consultative process. The University presented its activities to the stakeholders at a meeting held in January, 2004. Stakeholders at the meeting included, government officials, members of parliament, the private sector, students, national stakeholders, development partners as well as University staff. This annual report, however, represents the statutory Annual Report requirement which highlights the activities of the University for the calendar year 2003. A separate Report that tracks the outcome of the stakeholders� consultative meeting with documented University�s achievements since the current Strategic plan 2000/2001 � 2006/2007 was launched. A mid-term review of the Strategic Plan in 2003 revealed that its overall strategy was to a large extent still valid and a number of major strategic activities had been embarked upon but not concluded. It was also noted that there was need to align the University training and research programs to the needs of society. The strategic plan was slightly revised and updated to tailor it to the national priorities as spelt out in the Poverty Eradication Action Plan (PEAP) 2002 and it was extended by two years to 2006/07. By 2006/07, it is hoped that the Ministry of Education and Sports and the National Council for Higher Education (NCHE) will have completed the task of putting in place a national higher education strategic plan. Major issues in the assessment and updating of the Strategic Plan were:- The continued expansion of the student population. The delay by the Ministry of Education and Sports to approve and implement a financial strategy

based on unit costs of educating students, submitted by Makerere University. The on-going processes for restructuring the University, devolving powers and functions from Centre

to Units, and the proposed formation of Colleges. The importance of assuring that the University strategies and goals are compatible with national

policies and development plans, such as expressed in Vision 2025, the Poverty Eradication Action Plan (PEAP), Plan for Modernisation of Agriculture (PMA) and Decentralized Service Delivery.

The long time taken to implement the new Universities and Other Tertiary Institutions Act (2001). The Main directions in the development and transformation of Makerere University as outlined by the revised strategic plan are:- Transformation of the University delivery system especially, capacity development, teaching and

learning through application of Pedagogic and Information Technology, and Curricula Reform. Further devolution of powers to operational units. Relating University education to the needs of society. Taking forward the development of critical mass of science and technology and research and human

resource development to harness natural resources and seize opportunities from international scientific breakthrough.

Gender mainstreaming. Worth to note is that University in its operations over 2003, and indeed since the formulation of the strategic plan 2000/01- 2004/05, has had two fundamental funding divisions. First, is the recurrent expenditure largely funded by the Government subvention supplemented by internally generated revenue from private sponsorship. The other is capital development including research that continues to be a joint effort with substantial input from development partners.

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Expectations and areas of discontent by our national and international stakeholders as highlighted by the presentations at the stakeholders meeting held in January 2004 will be the focus of our activities during the year 2004. Specifically, these relate to issues of quality, diversification of the resource base, internationalization and the relevance of education at the University level as outlined by the meeting. Higher education should play its role in national development and Makerere University as the premier institution has the responsibility to nurture the University education system in Uganda and meet the challenges of higher education with limited resources and within a liberalized environment as �We Build For The Future�. VICE CHANCELLOR

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Table of Contents ACRONYMS ...........................................................................................................................................................VII

EXECUTIVE SUMMARY................................................................................................................................... VIII

1.0 TEACHING AND LEARNING...................................................................................................................1

1.1 CONTINUAL IMPROVEMENT OF ACADEMIC STANDARDS .............................................................................1 1.2 PRODUCING GRADUATES WHO ARE RELEVANT AND EFFICIENT IN THE MARKET.........................................6 1.3 ENHANCING GENDER MAINSTREAMING IN TEACHING AND LEARNING.......................................................8 1.4 CHALLENGES IN TEACHING AND LEARNING ...............................................................................................8 1.5 WAY FORWARD ..........................................................................................................................................9

2.0 RESEARCH IN THE UNIVERSITY........................................................................................................10

2.1 MAKERERE UNIVERSITY RESEARCH PRIORITIES ...............................................................................................10 2.2 STRENGTHENING THE RESEARCH INFRASTRUCTURAL CAPACITY......................................................................11 2.3 RESEARCH FINANCE MANAGEMENT..................................................................................................................11 2.4 FACILITATION OF RESEARCH PRODUCTIVITY BY STAFF AND STUDENTS ...........................................................12 2.5 APPLIED RESEARCH...........................................................................................................................................13 2.6 PUBLICATIONS...................................................................................................................................................13 2.7 RESEARCH FUNDING AT THE UNIVERSITY .........................................................................................................14 2.8 CHALLENGES .....................................................................................................................................................14 2.9 WAY FORWARD.................................................................................................................................................14

3.0 OUTREACH, EXTENSION SERVICE AND CONSULTANCY...................................................................16

3.1 CHANNELS OF UNIVERSITY OUTREACH.............................................................................................................16 3.2 CHALLENGES .....................................................................................................................................................19 3.3 WAY FORWARD.................................................................................................................................................20

4.0 ICT DEVELOPMENT IN THE UNIVERSITY..............................................................................................21

4.1 ACHIEVEMENTS .................................................................................................................................................21 4.2 CHALLENGES .....................................................................................................................................................22 4.3 WAY FORWARD.................................................................................................................................................22

5.0 ORGANIZATION AND MANAGEMENT ......................................................................................................23

5.1 IMPLEMENTATION OF THE UNIVERSITIES &OTHER TERTIARY INSTITUTIONS ACT ............................................23 5.2 OPERATIONALIZATION OF THE CONTRACTS COMMITTEE ..................................................................................24 5.3 GENDER MAINSTREAMING PROGRAM ...............................................................................................................26 5.5 RESTRUCTURING OF MAKERERE UNIVERSITY ...................................................................................................28 5.6 VISITS TO OTHER UNIVERSITIES ........................................................................................................................28 5.7 STUDENTS� WELFARE........................................................................................................................................29

6.0 HUMAN RESOURCE DEVELOPMENT ........................................................................................................32

6.1 SITUATIONAL ANALYSIS OF HUMAN RESOURCE DEVELOPMENT.......................................................................32 6.2 INSTITUTIONAL SET UP FOR HUMAN RESOURCE MANAGEMENT FUNCTIONS.....................................................37 6.3 FUNDING OF HUMAN RESOURCE DEVELOPMENT ..............................................................................................37 SOURCE: DEPARTMENT OF THE ACADEMIC REGISTRAR, MAKERERE UNIVERSITY..................................................38 6.4 BUSINESS PROCESS RE-ENGINEERING ...............................................................................................................38 6.5 STAFF RETENTION .............................................................................................................................................39 6.6 CHALLENGES .....................................................................................................................................................39 6.7 WAY FORWARD.................................................................................................................................................39

7.0 PHYSICAL INFRASTRUCTURE ....................................................................................................................41

7.1 REHABILITATION AND MAINTENANCE...............................................................................................................41 7.2 STUDENTS� HALLS OF RESIDENCE AND THE PERIMETER WALL FENCE .............................................................41 7.3 PHYSICAL INFRASTRUCTURE EXPANSION ..........................................................................................................41 7.4 CHALLENGES .....................................................................................................................................................43

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7.5 WAY FORWARD.................................................................................................................................................43

8.0 FINANCIAL RESOURCE MANAGEMENT ..................................................................................................44

8.1 BUDGET PERFORMANCE ....................................................................................................................................44 8.4 OTHER FUNDING INITIATIVES/ INTERVENTIONS ................................................................................................46 8.5 FUNDING OF THE UNIVERSITY�S PRIORITY PROGRAMMES .................................................................................48 8.6 OTHER EMERGING POLICY ISSUES AND SPENDING PRESSURES .........................................................................48 8.7 CHALLENGES .....................................................................................................................................................49

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List of Tables

Table 1: Undergraduate Student Enrolment 2002/03 ..................................................................... 2 Table 2: Summary of First Year Post graduate Students................................................................ 2 Table 3: Summary of University graduates 2002/03 ..................................................................... 3 Table 4: Distance Education Student Enrolments (Undergraduates):1991/92 � 2002/03 ............. 5 Table 5: Academic staff establishment and staffing position ...................................................... 33 Table 6: Establishment and Staffing Position of Non-Teaching Staff......................................... 34 Table 7: Distribution of Academic staff by sex ........................................................................... 35 Table 8: Non-Teaching Staff Position by sex .............................................................................. 35 Table 9: The Qualification profile of Academic Staff ................................................................. 36 Table 10: Internal funding of Human Resource Development 2003............................................ 37 Table 11: Development Partners� support to HRD initiatives of Makerere University- 2003 ..... 38 Table 12: Summary of prioritized essential Physical Facilities.................................................... 43 Table 13:Recurrent Budget and performance for Makerere University (Ushs. Millions)............ 44 Table 14: Income and Expenditure Accountable to Parliament of Uganda :2002/03 .................. 45 Table 15: Scenarios of Salary Proposals....................................................................................... 46 Table 16: Approved Budget for the Makerere University Carnegie Institutional ........................ 47 Table 17: Funding of the Sida/SAREC Collaborative Research Program (in million SEK)........ 47 Table 18: Distribution of major donor funds to University Priorities (USD �000�) ..................... 49

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Acronyms ADB African Development Bank ARIS Academic Registrars Information system AVU African Virtual University DICTS Directorate o Information and Communication Technology DICTS Directorate of Information and Communication Technology Support FINIS Financial Information System FSI Female Scholarship Initiative HURIS Human Resource Management Information system ICS Institute of Computer Science ICT Information and Communication Technology ISAE Institute of Statistics and Applied Economics IUIU Islamic University in Uganda LAN Local Area Network MakLIBIS Makerere Library and Information system MTSIFA Margaret Trowell School of Industrial and Fine Art MUIE Makerere University Institute of Economics MUIENR Makerere University Institute of environment & Natural Resources NCHE National Council for Higher Education NORAD Norwegian Agency for International Development NUFU Norwegian Council of Universities PMA Plan for Modernization of Agriculture SAREC Swedish Agency for Research Cooperation UCU Uganda Christian University UMI, Uganda Management Institute UMU Uganda Marty�s University Nkozi

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Executive Summary During the year 2003, the reporting process of the University was advanced to a new milestone where for the first time, the University invited its stakeholders and presented its major achievements and challenges and it also received feedback from them. A mid-term review of the Strategic Plan in 2003, revealed that the University�s overall strategy was to a large extent still valid and a number of major strategic activities had been embarked upon but not concluded. It was also noted that there was need to align the University training and research programs to the needs of society. In light of this, the Strategic Plan was revised and extended to 2006/07.

The activities of the University during 2003 were underpinned by the seven pillars of the University Strategic Plan of teaching and learning, research, extension and consulting services, organization and management, human resource development, infrastructural improvement and resource mobilization and allocation by the various Faculties/Schools/Institutes and Administrative units.

Teaching and Learning: The driving force behind teaching and learning as the primary function of the University is to increase access and maintain quality. The University is inclined towards offering distance education programs to increase access to education as well as reduce the congestion in the formal lecture rooms. Enrolment for regular day and evening programs, in 2003/04 was approximately 24,000 with 9,300 government sponsored and 15,560 private sponsored students while the distance education constituted 7,000 students (23%). With particular reference to access and provision of quality education, the focus has been on capacity factors that affect teaching and learning; these include staffing and staff development, pedagogical practice, curricula reform, library and information services, use of ICT in teaching and learning and strengthening science-based Faculties. In addition, the University continued its endeavor to harness opportunities for female students and mainstreaming gender in all its programs.

Library and Information services: The University significantly stepped up its library information resources through the use of ICT. In addition, to the traditional book form, students can now access over 7,000 electronic Journals. Server points in the main library have expanded and several new computers have been acquired to accelerate the learning process. All major Faculties have established local area networks, which are linked onto the optic fiber backbone and the wireless network set up with support from NORAD, Sida/SAREC and a loan to Government of Uganda from the African Development Bank. The University is also in the process of establishing the Makerere Library Information System (MakLIBIS), which aims at modernizing and putting online databases, as well as management of all library functions. However, access issues still remain.

Total volume of books currently stands at 600,000. With a student book ratio of 1:11 in reference materials and 1:6 in the Book Bank compared to 1:40 in the developed countries. There is also need to expand the bandwidth to facilitate access to educational materials both in form of reference materials (books and journals) as well as ability to access resources online from the different locations in the University.

Research: The University has identified specific research areas to strengthen research co-ordination and evaluation; enhance the quality and perspective of research, increase the utilisation of research results and improve the research skills of teaching and non-teaching staff within Makerere University. The University has identified research priorities, which are relevant to national development. These include:

Research into education for development which is linked to Government initiative towards Universal Primary Education in particular and the policy on Education.

Food, nutrition and value addition linked to the Plan for the Modernization of Agriculture, the Fisheries Policy and the nascent policy on the use of genetically modified organisms.

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Sustainable environmental development linked to the implementation of the National Environmental statute, 1995.

Good governance, equity (including gender), service delivery, linked to the National objectives and Directive Principles of State Policy contained in the Constitution of 1995, the Local Government Act, 1997, the Inspectorate of Government Statute of 1988 as amended and the Uganda Human Rights Act.

Health (infectious and lifestyle related diseases).

Natural resources utilization and conservation in line with the National Environmental Statute, the Forestry Act and Fisheries Policy.

Information and Communication Technology for Development.

Additionally, the University has identified research priorities of a cross-cutting nature covering:

Appropriate technology;

Economics;

Biotechnology;

Methodological studies and

Research for staff development.

Extension and Consulting: The University has strengthened its outreach and service delivery activities as a direct contribution to community development. Closely linked with University research is the dissemination of generated information through the mass media publications as well as consultancies and demand driven service extension. The first major link between the University and the community is the Decentralized Service Delivery Pilot funded by the Rockefeller Foundation and the World Bank. This program creates a linkage between the University and the community by facilitating knowledge and skills transfer through training local government staff as well as improving relevance of higher education as Lecturers acquire grass root experiences and integrate them in the curricular. Makerere University is collaborating with Mbarara University of Science and Technology (MUST); Uganda Martyrs� University (UMU) in Nkozi; Islamic University in Uganda (IUIU) in Mbale; Uganda Management Institute (UMI); Uganda Christian University (UCU) in Mukono and Nkumba University in this process.

Organization and Management: The year 2003 saw the operationalization of the new Universities and Other Tertiary Institutions Act 2001. The University Council, Senate and other organs assumed their rightful role in the University as stipulated by the Act. For the first time, the University searched for its Chancellor who has already been appointed. The process of searching for a new Vice Chancellor was initiated and it was expected to be complete by mid 2004.

The University is geared towards creation of devolved units at a level of constituent colleges that will have more autonomy in the management of academic, financial and operational affairs. The College of Health Sciences is expected to be the first of these Management structures/ colleges to be operationalised.

Human Resource Development: Currently, 193 members of staff are undergoing training for higher Diplomas and Degrees, specifically at Masters and Doctoral levels. However, the training of staff is not as fast as it ought to be particularly due to financial constraints. Many members of staff have been admitted for doctoral studies but have not yet started due to lack of funds. In implementing this staff development policy the University has had the support of four major partners namely; Sida/SAREC under the Collaborative Research Program; The Carnegie

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Corporation of New York; The Rockefeller Foundation and The World Bank under the capacity building program for Decentralization; and NORAD. This is in addition to internally generated funds.

Physical Infrastructure: The major accomplishments in terms of infrastructural development over the year 2003 were as follows:-

Completion of a 2,375 square metres building for the Institute of Computer Science that will also host the Directorate of Information and Communication Technology Support (DICTS) and the Meteorology Unit with NORAD support.

Construction of 4,030 square metres building for the Department of Food Science and Technology funded by NORAD.

Renovation of Lumumba Hall of Residence Block B from internally generated funds.

Construction of the new building for the Institute of Infectious Diseases at Mulago funded by Pfizer Foundation.

Face lift of several buildings using internally generated funds.

Completion of the optic fiber backbone for ICT at the main campus from the ADB loan.

Procurement of 400 Computers and installation of several LANs through a joint effort of development partners and own internally generated resources.

Generation and Allocation of Resources: During the year Makerere received funding from three major sources namely:

Government Subvention - Shs.27.5 billion

Internally generated funds (IGF) - Shs.29.4 billion

Support by Development Partners - Shs.18 billion.

Total Shs. 74.9 Billion

The University recurrent budget during the year was Ushs 71bn combining both the internally generated funds and the government subvention. The University therefore, operated with a deficit of 20% of the recurrent budget. This budget deficit however did not take into consideration the dwindling value of the take home package of University staff. The funding of the University operations still remains a major challenge.

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1 Teaching and Learning

In producing human resource required for national development, the underlying focus for teaching and learning in Makerere University over the past decade has been to facilitate wider access to higher education. Demand for higher education is on the rise and has witnessed a marked increase of 300% within a period of 10 years.

As outlined in the University Strategic Plan 2000/01 � 2006/07, there are five goals that underpin teaching and learning in Makerere University. Achievements and challenges during the calendar year 2003 have been structured along these identified tenets of:-

Continual improvement of academic standards.

Development of teaching capacity to sustain quality education for increased student enrolment.

Producing graduates who are relevant and efficient in the market.

Enhancing gender mainstreaming in teaching and learning.

Review of the criteria and procedures for admission to improve access and equity to University education.

1.1 Continual Improvement of Academic Standards

With particular reference to access and provision of quality education, the focus has been on capacity factors that affect teaching and learning. These include staffing and staff development, pedagogical practice, curriculum reform, library and information services, use of ICT in teaching and learning and strengthening science-based faculties. In addition, best practices like gender mainstreaming and revision of entry requirements have been adopted.

1.1.1 Student Enrolment

The University is inclined towards offering distance education programs to increase access to education as well as to reduce the congestion in the formal lecture rooms. Total enrolment for 2003/04 is approximately 24,000 on the regular day and evening programs, with 9,300 government sponsored and 15,560 private sponsored students. Admission for government sponsored students 2003/04 was 2,527 compared to the 2,870 for 2002/03. Detailed distribution of undergraduate student enrolment is given in Table 1.

The University on the other hand, had 1,097 students registered as first years on postgraduate programs (see Table 2) ranging from postgraduate diplomas, masters and doctorates. Of these, 66 are international students. There is an equivalent number of continuing students giving the approximate postgraduate enrolment of 2,000.

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Table 1: Undergraduate Student Enrolment 2002/03

FACULTY/SCHOOL/INSTITUTE Gov't Private Total

Faculty of Medicine 667 330 997

Faculty of Veterinary Medicine 242 199 441

Faculty of Agriculture 599 253 852

Faculty of Forestry 225 13 238

Faculty of Technology 477 425 902

ISAE 390 413 803

School of Education 751 3,036 3,787

Faculty of Science 754 248 1,002

Inst. of Computer Sci 27 97 124

Fac. of Social Science 1,762 2,417 4,179

Faculty of Law 397 1,008 1,405

EASLIS 76 323 399

Faculty of Arts 1,858 5,240 7,098

MTSIFA 181 268 449

IACE 130 6,751 6,881

MUIE 121 540 661

Psychology 34 301 335

Total 8,591 21,862 30,453

Source: Academic Registrar�s Office based on registration

Table 2: Summary of First Year Post graduate Students

Faculty Male Female Total

Post Graduate Diplomas 158 73 231

Agriculture 38 10 48

Arts 63 51 114

Computer Science 19 8 27

Economics 68 24 92

Education 98 62 160

EASLIS 5 11 16

Forestry 9 12 21

Law 5 7 12

Public Health 12 6 18

Medicine 36 25 61

Science 20 7 27

Social Science 59 72 131

ISAE 53 14 67

MTSIFA 1 2 3

Psychology 13 25 38

Technology 17 1 18

Veterinary Medicine 9 4 13

Total 683 414 1,097 Source: Makerere University Graduate School

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1.1.2 Graduates

To reduce congestion at the graduation ceremony the University evolved a mechanism of holding two graduations for each academic year. These graduations are generally held in October and March. For the 2002/03 academic year, 8,044 students graduated, of whom 22 were at doctorate level and 3,370 (42%) were females. However, given the increased student enrolment there may be need to further subdivide the graduands into manageable graduation ceremonies.

Table 3: Summary of University graduates 2002/03

Undergraduate Diploma

Undergraduate Degree

Post graduate Diploma

Post Graduate Degree (masters)

PhD Total

M F M F M F M F M F M F

Nov-03 128 117 2,160 1,511 53 24 172 119 10 0 2,523 1,771

Mar-04 5 17 1,879 1,469 140 53 116 59 11 1 2,151 1,599

Total 133 134 4,039 2,980 193 77 288 178 21 1 4,674 3,370

Grand Total

267 7,019 270 466 22 8,044

Source: Academic Registrar�s Office

1.1.3 Staff Development

Currently, 193 members of staff are undergoing training for higher Diplomas and Degrees, specifically at Masters and Doctoral levels. However, the training of staff is not as fast as it ought to be particularly due to financial constraints. Many members of staff have been admitted for doctoral studies but have not yet started due to lack of funds.

In implementing its staff development policy, the University has had the support of four major partners namely; Sida/SAREC under the Collaborative Research Program; The Carnegie Corporation of New York; The Rockefeller Foundation and The World Bank under the Capacity Building Program for Decentralization; and NORAD for institutional development. This is in addition to internally generated funds.

In addition to the long term degree programs, staff have continued to undertake short term courses (particularly ICT related) to enhance their ability in course delivery and instruction. With support from Sida/SAREC, cross-cutting courses have been introduced for academic staff. These include computer application courses, philosophy of research and research methodology as well as gender mainstreaming of academic programs. These courses however, have been limited to few staff and there is need to scale them up and have them on a continuous basis for all University staff.

1.1.4 Use of ICT in Course Instruction and Delivery

Modern instructional materials and methods enhance academic standards not only in academic institutions but more so where enrolment levels are on the increase. Makerere University is gradually adopting e-learning to transform the teaching process and make more optimal utilization of the limited space. Several courses have been run for University staff in adopting the e-learning mode of delivery for training of trainers for academic and administrative staff. These courses were organized through the Institute of Computer Science with support from Nuffic of

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The Netherlands. Teaching software like the "Blackboard" is already in use in some units and has facilitated lecturer-student interaction through online posting of notes, assignments and tests.

The increase in enrolments has created challenges as the numbers of staff have not increased at the same rate as the students. Current academic staff levels are 1,172 with a bottom heavy staffing structure. This has necessitated the diversification of teaching approaches to include distance education, use of practicing professionals and use of postgraduates in tutorials, marking as well as an increased use of ICT.

1.1.3 Pedagogical Practice

Related to modern instruction materials, an investment in pedagogic practices improves the teaching methods of the staff, ensures quality delivery of knowledge and enhances learning by the students. In this regard, the University has embarked on a systematic academic and pedagogical training of academic staff through the School of Education. This has involved members of staff in, among others, getting exposed to professional ethics, acquiring skills in preparing and using teaching-learning materials, alternative delivery methodologies and techniques for handling the increased demand for higher education, assessment and evaluation methods.

In addition, staff members in general have undertaken training in soft skills to help them to communicate better and also to be able to do self-analysis. A program for imparting soft skills in the Faculty of Agriculture funded by the Rockefeller Foundation trained 30 staff. This also targeted the introduction and utilization of modern instructional materials and methods. Evaluations undertaken however, indicate that for maximum benefit to be realized the program has to be extended to other faculties initially on a pilot basis. Furthermore, the scope for using non-conventional approaches in teaching and learning has also been extended to Distance Learning.

1.1.4 Library and Information Services

The University significantly stepped up its library information resources through the use of ICT. In addition to the traditional book form, students can now access over 7,000 electronic Journals. Server points in the main library have expanded and several new computers have been acquired to accelerate the learning process. All major Faculties have established local area net works which are linked up to the optic fiber backbone and the wireless network set up with support from the African Development Bank, NORAD and Sida/SAREC.

The University with support from these development partners is in the process of establishing the Makerere Library Information System (MakLIBIS), which aims at modernizing and putting online databases, as well as management of all library functions. As part of the Makerere University /Carnegie Corporation of New York Institutional Development Program, the Library received support for the establishment of an Electronic Document Delivery Service (EDDS). The project has improved Electronic Document Delivery Service, ICT facilities and added 1,561 books to the library holdings book stock in scientific subject areas, gender and for the blind. This support also covered increased book security and minimizing loss of books and two book check units were acquired and 2,380 end users were trained to improve their skills for searching for information more effectively. However, access issues still remain.

Makerere University was part of the pilot program initiated by the Association of African Universities, to create capacity in African universities for the collection, management and electronic dissemination of theses and dissertations. This project for the �Database on African Theses and Dissertations� (DATAD) is with partial funding from the Ford foundation and

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Rockefeller Foundation. The main objectives of the project were, to provide visibility and improve accessibility to the work of African scholars both within and outside the continent.

The total volume of books in Makerere University Library currently stands at 600,000 with a student book ratio of 1:11 in reference materials and 1:6 in the Book Bank compared to 1:40 in the developed countries. There is also need to expand the bandwidth to facilitate access to educational materials both in form of reference materials (books and journals) as well as ability to access resources online from the different locations in the University. In addition, the student computer ratio is still dismally low. For example, the Faculty of Medicine with its student population of over 1,000 needs many more computers and a much faster internet connection.

1.1.5 Distance Learning

The proportion of under graduate distance education students at Makerere has increased from 19% to 23% over the past five years. A significant component of the enrollment is in the area of distance. Students enrolled on the distance program include the Bachelor of Education Degree Course and the Bachelor of Commerce Degree program. Distance education was boosted with the development of the Science Distance Degree Program supported by the Carnegie Corporation of New York. The Program is run on a collaborative arrangement between the Faculty of Science, the Institute of Adult and Continuing Education (I.A.C.E.) and the School of Education. The main goal for this program is to meet the increasing need for science teachers in secondary schools and tertiary institutions. The program will strengthen institutional support to distance education through the existing extramural regional centres and through study centres to be established. The study centres will arrange for the conduct and supervision of practicals, organize face to face sessions as well as teleconferencing in liaison with AVU for Internet and Broadcasting facilities. The program creates a multiplier effect particularly in science education where enrolments in the secondary school level are still low. In addition to these programs, the Faculty of Medicine in conjunction with Hospice Uganda is running a Distance Learning Diploma in palliative care.

Table 4: Distance Education Student Enrolments (Undergraduates):1991/92 � 2002/03

Year Government Private Distance /External

Total Enrollment % of Distance Students

1991/92 5819 5969

1994/95 6494 7906

1999/00 6103 10479 3786 20368 19%

2000/01 6133 13987 5092 25212 20%

2001/02 8189 15133 6904 30226 23%

2002/03 8591 15111 6751* 30453 22%

Source: Academic Registrar�s Department. * Figure from the IACE

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1.1.6 Use of Practicing Professionals

The University has continued to use practicing professionals in the delivery of lectures. The advantage created by the arrangement is that it enhances exposure to real life experiences and practical examples in the various disciplines. The Challenge however, is that it is risky to rely on them heavily as the ability of the University to regulate activities of these part time lecturers is limited. For instance, the Faculty of Medicine makes extensive use of practicing professional, registrars, medical officers of special grade and consultants for teaching. Ministry of Health staff constitute 80% of the teaching workforce. This makes the Faculty of Medicine vulnerable to Ministry of Healthy policy changes just as the recent hike in the remuneration of Health workers has resulted in great exodus of Lecturers from Faculty of Medicine to Ministry of Health.

1.1.7 Institutional Arrangements for Quality Assurance

With the implementation of the Universities and Other Tertiary Institutions Act 2001, the new Senate has restructured its Committee system with a view to ensuring that the standards are not only maintained but also improved. One such Committee is the Quality Assurance Committee with the mandate to closely monitor the academic standards of the University and carry out regular auditing of all academic programs. The Academic Programmes committee regulates and harmonizes the academic programmes in the University. The Carnegie Corporation of New York has offered to support the University to develop a clear quality assurance framework in its next program of institutional support.

1.2 Producing Graduates who are relevant and efficient in the Market

The first major linkage of the University to society has been facilitated through the Capacity Building Program for Decentralization, which seeks to create a partnership between the University and the Decentralized District Service Delivery. This project has facilitated knowledge and skills transfer through training to the Districts on the one hand and improving the relevancy of higher education as lecturers acquire grass root experiences and integrate them into the curricula on the other. Under the program, several units within the University including the Faculty of Medicine, the Faculty of Technology and the Faculty of forestry and Nature Conservation have revised curricular. These revisions have been geared towards producing a graduate who is more relevant to the needs of society. The program funded by the Rockefeller Foundation and the World Bank is seen as a pilot phase which will be opened up to other areas if proved successful.

1.1.8 Curricular Review

Curricular review and development ensures that the course contents and methods of teaching improve, with the aim of producing graduates that are efficient and relevant in the world of work.

Most academic units are engaged in continuous review of curriculum and programmes in order to produce relevant and efficient graduates, who can match with the ever changing and increasing community, national and international demands. For example, the Faculty of Veterinary Medicine has started this year to implement fully the new curriculum with the current First Year students. The Faculty of Medicine has undertaken an extensive change from traditional (Lecture based/Institutional based) to Problem Based Learning/Community Based Education and service PBL/COBES. This will produce health workers who are appropriate to the needs of the communities they serve. This innovation won the Vice Chancellor�s Award which was designed to promote innovation in Makerere and given at the October 2003 graduation . Similarly, the School of Education has reviewed its undergraduate programmes (B.A.Ed. and B.Sc.Ed).

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As outlined below, new programs have been developed during the academic year and 2003/04, while some of these started in 2003/04, others are scheduled to begin in 2004/05 and will run in both the day and evening mode, while courses in the Faculty of Technology are run in both the day and afternoon mode. These courses include:-

1.1.8.21 Undergraduate

Bachelor of Science in Actuarial Science

Bachelor of Environmental Science

Bachelor of Industrial and Organisational Psychology

Bachelor of Information Technology

Bachelor of Science in Quantity Surveying

Bachelor of Science in Land Economics

Bachelor of Science, Construction Management

Bachelor of Science Telecommunications Engineering

Diploma in Computer Science

1.1.8.22 Post Graduate

M. Sc. in Population Studies

M. Sc. in Quantitative Economics

M.A in Leadership and Human Relation Studies

Masters in Education ICT

MPH Distance Education

PGD in Integrated Rural Planning

PGD in Primary Education

1.1.9 Internships and Field Attachments

In addition to curriculum reform, the Capacity Building Program for Decentralization has supported the exposure of students to real life experiences through internships, attachments and industrial training. Where traditional internships and attachments were restricted to urban and peri-urban areas around the University, the program during the 2003 recess term sponsored 1,147 students from the Faculties of Education, Agriculture, Social Sciences, Technology, Veterinary Medicine and Medicine to undertake internships in various local governments. This does not only expose them to alternatives in terms of job opportunities, but also enhances their life long learning and their perception of a work environment different from what they are used to, and one where they are likely to work after their studies.

The concept of internships and field attachments is still limited to a few faculties like Technology, Medicine, Veterinary Medicine, Education and Agriculture. In addition, the maximum benefit of the practical training is concentrated on the government sponsored students who have access to funding to sustain them in their respective internship or field attachment stations.

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1.1.10 Tracer Studies

Verification of academic standard requires systematic monitoring procedures and special studies such as tracer studies for verifying the quality and relevance of the graduates entering the world of work. Faculties have been encouraged to undertake tracer studies as a mechanism of informing them about the type of graduate they produce. This is an initiative that is being revitalised at the University level, with two tracer studies funded by the Carnegie Corporation of New York in the pipeline. Tracer studies, however, have been undertaken at the faculty level but have not been appropriately operationalized within the University.

1.3 Enhancing Gender Mainstreaming in Teaching and Learning

Gender mainstreaming is one of the key priority areas of the Makerere University Seven -Year Strategic Plan (2000/01-2006/07) in teaching and learning. This means that, gender mainstreaming must be given consideration in all University functions and by the various planning units especially the primary function of teaching and learning.

Through the 1.5 point scheme, the female student enrolment has steadily increased. The University through the gender mainstreaming division initiated research activities and situational analyses to evaluate the 1.5 point scheme and determine the gender terrain at Makerere University. Supported by the Carnegie Corporation of New York, the University is administering the Female Scholarship Initiative (FSI) for disadvantaged undergraduate females who qualify for University education at Makerere University, The three-year project, which started in 2001, is renewable up to 9 years. Currently, there are 355 students benefiting from the project, 232 in Sciences and 123 in Humanities.

1.1.11 Review of the Criteria and Procedure for Admission Strategies

The University maintains affirmative action for the female students and persons with disabilities. For instance, for female students (as already pointed out) there is a system under which all female students entering the University receive an additional 1.5 points. There is also a special entry scheme to the University that favours the disadvantaged like the lame and blind so that they do not have to meet the same entry requirements like other students. Thirteen (13) students with disabilities were admitted through this scheme during the 2003/04 University admissions.

1.4 Challenges in Teaching and Learning

1.1.12 Implementation of an effective and efficient ICT Infrastructure

One of the challenges confronting the University relates to the implementation of ICT policy in teaching and learning as well as other services offered at the University. The increasing demand for higher education especially at undergraduate level, though hailed, has its challenges. For most academic units, the use of computer- based teaching and learning, Information Technology, and for information and library services as well as audio-visual aids is still quite inadequate and limited for both undergraduate and postgraduate students.

1.1.13 Academic Staff Recruitment and Retention

The other critical challenge concerns staff recruitment. Presently, about 65% of the established academic posts (Professor to Assistant Lecturers) in the University are filled. For the total academic staff including Teaching Assistants and Technicians, 58% is filled. Furthermore, the lowest percentages of filled established posts are in the highest grades of Professors and

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Associate Professors. The main constraint to the recruitment is the wage bill provision in the budget, while retention is hampered by the current low level salary structure.

1.1.14 Practical Training in Science-based Units

In science based units, the programs offered have substantial practical training component conducted both within the faculty and in the field. In addition, conducting of cutting edge research requires state of the art laboratories. The major goal, therefore, is to produce quality human resource with excellent practical skills able to deliver/work for improved service delivery at the national level and internationally, utilizing the most modern techniques in practical training and research at the University. Therefore, this can only happen if our laboratories have state of the art equipment for training and research in order to produce highly skilled human resource to perform and compete in today�s world as well as produce relevant technologies to alleviate poverty in our communities. However, the major constraints in this development are the following:-

Major laboratory technical equipment - presently, the existing equipment is in poor condition in many science laboratories in the University.

Technical capacity/competences in the application of modern laboratory technologies in research and teaching is limited.

ICT in teaching and research in the laboratories is not well developed.

Practical field laboratory work for students is limited due to lack of funds.

1.5 Way Forward

The University continues with its quest for computerization. As priority of the University, ICT is the focus of institutional development programs funded by Development Partners. Based on the developed ICT master plan, a comprehensive requirements strategy that has been evolved will be followed by undertaking the following:-

Increasing access and acquiring sufficient computers to achieve the policy target of 1 computer per 5 undergraduates, and 1 computer per post graduate student or member of staff.

Extending access within halls of residence, to permit shifting some of the Internet load to the hours when most academic faculties have closed.

Utilizing the Strategic Partnership for African Higher Education development of a cheaper bandwidth to increase access to information through ICT.

Establishing channels to offer the majority of University programs in distance mode. This will ensure increased access to education while at the same time will limit the strain on the physical infrastructure of the University.

Modernization of science laboratories. There is urgent need to refurbish and equip science based units especially the science laboratories to enhance the competencies of both the students and staff. Implementation of these is the focus of the institutional development programs under the planned phase of donor support to the University.

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2 RESEARCH IN THE UNIVERSITY

Research is one of the three track mandates of Makerere University. The role of research in generating and widening the knowledge base and improving the quality of teaching cannot be over emphasised. The execution of the research mandate at Makerere University has, however, been impeded by constrained financial resource support and limited infrastructure. In order to address the constraint buffeting research at the University, Makerere University adopted strategic interventions geared to increasing research output and enhancement of the quality and perspective of research. In the period under review, the following are some of the successes the University recorded in the domain of research.

2.1 Makerere University Research Priorities Prior to 2003, the University did not have a strategic research agenda. Absence of an institutional research agenda made the preliminary screening of research proposals for funding difficult.

In 2003, the University managed to identify research priorities based on the national development framework of Poverty Eradication Action Plan (PEAP). The presence of a strategic research agenda at the University will go a long way in enhancing resource allocative efficiency in the domain of research. The following research areas constitute the strategic research agenda of the University:-

Research into education for development linked to the Government initiative towards Universal Primary Education in particular and the policy on Education.

Food, nutrition and value addition linked to the Plan for the Modernization of Agriculture, the Fisheries Policy and the nascent policy on the use of genetically modified organisms.

Sustainable environmental development linked to the implementation of the National Environmental statute, 1995.

Good governance, equity (including gender), service delivery, linked to the National objectives and Directive Principles of State Policy contained in the Constitution of 1995, the Local Government Act, 1997, the Inspectorate of Government Statute of 1988 as amended and the Uganda Human Rights Act.

Health (infectious and lifestyle related diseases).

Natural resources utilization and conservation in line with the National Environmental Statute, the Forestry Act and Fisheries Policy.

Information Communication Technology for Development.

Additionally, the University has identified research priorities of a crosscutting nature covering:

Appropriate technology;

Economics;

Biotechnology;

Methodological studies and

Research for staff development.

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2.2 Strengthening the Research Infrastructural Capacity The research Infrastructural capacity at Makerere University includes School of Graduate Studies, Makerere Institute of Social Research, Makerere University Agricultural Research Institute and other research units. In 2003, the University realized the following achievements with regard to strengthening her research Infrastructural capacity. Senate strengthened the functions of research and graduate studies by instituting two committees namely the Board of Graduate Studies and Board of Research and publications. These committees provide mechanisms for regulating and streamlining research activities with a view to assuring research quality.

Improvement in research coordination and use of ICT in research. To avoid the duplication of research findings and to avail existing findings at Makerere University to researchers with funding from the Carnegie Corporation of New York, the University continued documenting the research activities in the University. For this purpose, it has set up an electronic database for research findings from all units in the University. The electronic database is codenamed Rmacs@mak (Research Management and Co-ordination system at Makerere University).

The University with the support of Sida/SAREC of Sweden amounting to US$940,000, has set up the Makerere Library Information System (MakLIBIS), which is being implemented by the University Library and the Directorate of Information Communication Technology Support (DICTS). This is aimed at providing updated library services and ICT to research. This has involved the provision of infrastructure including hardware, software and networks, capacity building through the training of library staff at postgraduate level and on-job-training and subscription to electronic journals and licenses for universities, tertiary and research institutions in Uganda. NORAD support amounting to US$200,000, has enabled the Library to acquire more computers under the MakLIBIS project.

The University also received assistance from the Norwegian Agency for Development (NORAD) towards the strengthening of research management in the form of transportation, computers and associated equipment amounting to NOK 854,000 (about US$ 107,000) as at the end of December 2003.

2.3 Research Funding

In its effort to establish effective research activities as well as enhance the research capacity, the University, through the Graduate School, has created budgets for:

Staff Development research funds particularly for Master�s and PhD students.

Publication funds for Journals.

Book publishing funds; Seminars funds (monthly).

Invited Lecture Series (Quarterly) for Eminent Scholars.

Staff Research Fellowships for graduate students.

Seed grants for new research ventures.

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2.3 Sida/SAREC support of Capacity Building for Research

With support from Sida/SAREC, four (4) Faculties namely Social Sciences, Agriculture, Medicine and Technology undertook several research projects as indicated below:-

2.3.1. Faculty of Agriculture

The focus of support was on research and PhD degree supervision in the area of utilization of urban market crop waste on crop/livestock production system in the lake region crescent. Specifically, the following projects were supported:-

Livestock nutrition and husbandry project.

Urban crop waste soil fertility inputs in urban and peri-urban Agricultural systems.

Integrated pest management following use of crop-wastes.

Social-economic implications of market waste utilization in urban and Peri-Urban Agriculture.

Under the auspices of the Sida/SAREC, the Faculty of Agriculture set up the Faculty Project Fund. 70% of the fund was provisioned for research initiative and 30% for conferences, seminars and workshops. The Faculty Project Fund has been accessed to support the following initiatives in the period under review:

Nine research projects

Three conferences

Three workshops

2.3.2 Faculty of Medicine

The key focus of support was on research and PhD supervision in the following areas:

Molecular Biology of malaria � 3 PhD students

Clinical Pharmacology of malaria � 4 PhD students

Degenerative Diseases, particularly cancer � 4 PhD students

Reproductive Health and HIV/AIDS � 5 PhD students

Mental Health � 4 PhD students

2. 3.3 Faculty of Social Science

The overall objective of the project is to conduct research and PhD supervision in the area of �Consolidating Peace and Development in the Lake Victoria Regions and its Environments: The National and Local Responses to Transformation from Turmoil to a more sustainable development process�. The following were the specific research areas:-

Uganda�s Foreign Policy in the Security Complexes in the Great Lakes Region from 1986.

Agricultural Liberalization, Gender Relations and Livelihood patterns in Central, Uganda.

Gender vulnerability to HIV/AIDS and changes in risk behaviour.

Faculty Capacity Building Fund.

Conflict and Post conflict reconciliation in Uganda.

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Public Policy, changing Gender Relations, Ideologies and Identities in Uganda.

The Political Economy of Disease in the context of conflict.

2.3.4 Faculty of Technology

The programme has so far supported PhD research and supervision in the following areas:-

Performance of highway pavements in the Lake Region.

Development of Environment Friendly Architecture in the Lake Region.

Water quality management and pollution control in Uganda.

Characterization of high temperature ceramic raw materials in Uganda for manufacture of firebricks.

Sustainable energy for rural development.

Integration of small renewable energy sources.

Geographical Information System database for Uganda.

2.3.5 Support for Research under NORAD Institutional Development Program

NORAD has supported the University in a wide range of areas such as infrastructure development, human resource development, setting up the four information systems namely Academic Registrar Information System (ARIS), Human Resource Information System (HURIS), Financial Information System (FINIS) and Makerere University Library Information System (MakLIBIS) capacity building for institutional management. In the area of research, the following research projects have been undertaken:-

A multidisciplinary approach to encompass a range of species of plants, animals and socio-economic studies of local communities in Budongo Forest, by the Faculty of Forestry and Nature Conservation.

Ankole cow and Mubende goat genetic research by the Department of Animal Science, Faculty of Agriculture in collaboration with both local and international research institutions.

2. 4 Applied Research In the field of applied research, the University has recorded some breakthroughs which include:-

The School of Medicine participated in developing health workers� training manuals on Prevention of Mother to Child Transmission (PMTCT) of HIV

The School of Medicine has researched and proved that administration of Nevirapine to pregnant mothers reduces mother to child transmission (PMTCT) of HIV from 30% to 15%. The work has resulted in the establishment of the PMTCT in many countries in the world.

The Faculty of Agriculture has developed, among others; the Media for micro propagation of bananas and Integrated Pest Management Method for groundnuts.

2. 5 Publications In order to facilitate the dissemination of research findings, the University set up Makerere University press. To-date, the Makerere University press has published 15 books. During 2003, four publications were produced by the University press which include:-

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The African Concept of Time, by E. Beyeraza, 2000.

Business Strategy, An Introduction, by Geoffrey Bekunda, 2001.

College Agro forestry, by Charles Ssekabembe, 2003.

Importance of Mathematical Modelling of Biological and Biomedical Processes, edited by L.S. Luboobi, J.Y.T. Mugisha and J. Kasozi, 2004.

In addition, Makerere University produces several journals to which University staff subscribe (see section three).

2.6 Research Funding at the University Since 2000, the University has continued to mobilize resources from a variety of sources to support the prosecution of her research mandate. To-date, the following successes have been realized:

The University received a grant from Sida/SAREC to the tune of USD 9.6 million to cover a period of 3 years. The beneficiary Units are Faculties of Medicine; Social Sciences; Technology and Agriculture. Other beneficiaries are School of Graduate Studies ,the University Library and DICTS.

The University received USD 396, 000 from the Carnegie Corporation of New York to support PhD research.

The University received USD202, 000 from NORAD (Norway) for research.

The University continued to levy Ushs. 10,000 on undergraduate students and Ushs. 20,000 on postgraduate students. This generates approximately Ushs 300m equivalent to USD 150,000 annually.

2.7 Challenges The University still faces the challenges of effective co-ordination of inter-disciplinary

research within the various faculties and research centres. The University needs to empower research centers and develop research expertise and specialization .

The biggest challenge however remains the inadequate funding for research. Available funds are currently limited to research leading to an academic award of Masters and/or PhD. Research does not adequately cover post doctoral and other research.

Dissemination of research findings is a major challenge. A lot of research generated by the University does not get to the beneficiaries.

Institutionalizing Intellectual Assets/Property Rights Management geared towards transferring ownership and findings to the private sector.

2.8 Way Forward It is envisaged, that through improved research management and the research projects

funded by Sida/SAREC and Rockefeller Foundation, the culture of co-ordination among the different units would be achieved. In addition, the teaching of crosscutting courses to graduate students would also spur co-ordination not only to the students but to University staff as well. The University is geared towards further strengthening through the Research Coordination system (Remacs@maks).

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The University is also working out a policy to institutionalize intellectual Assets/Property Rights Management within the University.

The Graduate School is in the process of formulating a research policy which will address issues of dissemination and multi- disciplinary research.

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3.0 OUTREACH, EXTENSION SERVICE AND CONSULTANCY

Provision of professional services through outreach and extension services to transfer knowledge and skills for application in solving society�s problems is one of the key mandates of Makerere University. During the reporting period, the University continued to strengthen its outreach and service delivery activities as a direct contribution to national development.

3.1 Channels of University Outreach The University uses different means to reach out to the public and the private sector. These include publications, consultancy, extension services, exhibitions and open days, workshops and conferences, University public and private industry partnerships, internships and attachments, clinical services and in service training and short courses.

A number of Faculties, Schools and Institutes have carried out awareness and outreach programmes through seminars, demonstration workshops and presentations at conferences. Other Faculties have disseminated their research outputs and exchange information through both local and Internationally published Journals in various forms including leaflets, flyers, posters, brochures produced both in English and local languages.

Makerere University annually produces several journals which include: Journal for Political Science, Journal for Social Sciences and Arts (MAWAZO), African Health Science Journal, African Journal of Crop Science, East African Journal of Rural Development, Uganda Veterinary Journal.

3.1.1 Outreach through Publications

Faculties have written brochures and distributed them to local councils at district level and also disseminated through visual aids and posters especially displaying role of indigenous knowledge in the community development. Some of these included:-

The Department of Agricultural Economics published the East African Journal of Rural Development. Volume 18; held a stakeholders meeting on collaborative MSc. Program in Agricultural and business management; mounted an agribusiness management short course for various stakeholders and produced MSc. Abstracts Handbook. It also generated strategies for improved impact monitoring for the Agricultural Sector Program supported by DANIDA; established a Uganda Poverty Analysis Model (UPAM). Through an on-going research geared to generating a Green Revolution in Uganda collaborative research between the Faculty of Agriculture and the International Foundation for Advanced Studies on International Development (FASID) based in Tokyo, Japan has been initiated.

The Department of Soil Science received a grant from the Rockefeller Foundation for production of proceedings of the Soil Science Society of East Africa Conference held in December, 2002 at Mbale, Uganda. In addition, eight academic staff from the Department of Soil Science presented research papers at the Soil Science Society of East Africa held at Eldoret in Kenya.

The Department of Crop Science acquired state of the art equipment for the molecular biology laboratory. The Faculty of Agriculture has developed, among others; Media for micro propagation of bananas, Integrated Pest Management Method for groundnuts and Cowpeas, which is widely used in Eastern Uganda; Two varieties of Soya Beans and 3 of cowpeas; A Technology for controlling bean flies; 106 peer-reviewed papers in International Journals and

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75 papers as proceedings in the last two years; A new idea on agriculture for small holder farmers published in Nature and Resources.

The Faculty of Forestry and Nature Conservation developed a new idea for classification of Natural High Forest habitats published in the Journal of Forest Ecology and Management. The Faculty has also produced 32 papers in international journals in the last two years.

Makerere Institute of Social Research is in the process of writing a book on transformations, innovations and challenges of governance and development in Uganda.

3.1.2 Consultancy and Demand Driven Activities

Makerere University has remained sensitive to the needs of society by engaging in consultancy activities. For instance, through provision of technical assistance throughout the country. Examples here include:-

TECO Consults from the Faculty of Technology either on its own or in partnership with other established local and international firms has actively continued to provide consultancy services in various works such as building (civil and architectural), surveying and water engineering among others.

Institute of Public Health and the School of Medicine staff were consulted by WHO through the Ministry of Health on special health crisis cases. The Institute of Public Health was consulted on health policy formulations and public health issues e.g. it is currently contracted by Kampala City Council to examine Food Handlers in Kampala City.

The Faculty of Veterinary Medicine continued to train Para-veterinarians throughout the whole country on short courses developed through the capacity building program for decentralisation.

Makerere Institute of Social Research staff continued to be consulted by government institutions, private sector and NGOs. There were also continued consultations with the National Land policy Committee, Uganda AIDS Commission, Uganda National Council for Science and Technology and UNESCO.

The Department of Women and Gender Studies also continued to be consulted and provided guidance to Ministries, Districts and local NGOs on gender concerns.

3.1.3 Outreach through Student Internships and Attachments

Students from different faculties were engaged in internship and special project attachments in various parts of the country, some of these included:-

The Faculty of Medicine has teaching sites in Mpigi District for Obstetrics /Gynecology and at Kasangati for Community Clerkship. The faculty attached 4th year medical students at Kasangati Health Center for six weeks and also attached students to health organization of their preference in recess term.

Establishment of a demographic survellience site in Mayuge district as part of the facilities for Community Based Education for students from the Faculty of Medicine.

The Institute of Public Health in particular sent masters students of Public Health to 16 districts in the country under the Public Health School Without Walls (PHSWOW) programme. Through this programme, the students provide the services to the district and also learn from the rural life context where they spend 75% of their training.

Students from Faculty of Agriculture and Faculty of Forestry and Nature Conservation benefited by learning from interactions with farmers and extension staff. These students were exposed to practical skills of Silviculture, Mensuration, Logging, Saw Milling and

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Biodiversity Conservation. Forestry Students were also sent to different National Parks, Forest Reserves, Sawmills and other institutions both within the country (Nyabyeya Forestry College and Budongo Forest) and outside in Kenya and Tanzania.

Faculty of Veterinary Medicine attached students to District Veterinary Offices during the Semester break/or holiday.

3.1.4 On-Farm Research and Trials

In addition to internships and field attachments, various faculties continued to be involved in hands on experience in the field such as:-

Farmer Field Schools on Integrated Pest Management and Integrated Soil Fertility Management. This is being done by Faculty of Agriculture in the districts of Tororo, Lira, Masindi, Hoima, Mubende, Pallisa, Mbale.

Faculty of Forestry and Nature Conservation Students have done field practicals in Nangabo subcounty in Wakiso and Kabimbiri in Mukono for on farm research.

With funds from the capacity building program for decentralization, the Faculty of Technology implemented various appropriate technology projects in selected districts in the Country.

Faculty of Veterinary Medicine reached out to secondary schools to sensitize and interest girls about opportunities in veterinary practice.

Makerere Institute of Social Research continued to be involved in updating land registers in the country. A study was done to computerize Land Registers in Mukono and Mbarara districts.

Makerere Institute of Social Research carried out a study on management of Acute Respiratory Infections among children by caretakers and community drug providers in Bushenyi District. The study aimed at educating caretakers, traditional healers and community drug providers to correctly classify signs and symptoms of cough, fever and/or difficulty in breathing among children under five years.

Staff from the Department of Soil Science empowered farming communities in Iganga, Mukono, Kampala and Rakai districts to manage soil sustainably through use of Decision Aid Tools developed by departmental staff with funding from I@Mak.com.

3.1.5 Field, Open Days and Exhibitions

Makerere University continued to be involved in day to day field work and exhibition of its products for example:-

The Faculty of Agriculture hosted the Rockefeller Foundation President and also mounted a joint Faculty of Agriculture and NARO exhibition to the Rockefeller Foundation President and his entourage visit to Makerere University. In the same period also, the Faculty mounted workshop in Biometrics and Statistics for Faculty staff.

A number of Faculties were involved in annual shows and exhibitions, some of which included the Faculty of Agriculture that participated in the Annual National Agricultural show in Jinja, World Food Day Celebrations, Organized an Open Day at MUARIK and also held an exhibition where student prototypes from special projects were displayed.

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The Margaret Trowel School of Industrial and Fine Arts continued to hold an annual exhibition and had an Open Art Gallery throughout the year.

3.1.6 Workshops and Conferences

Various faculties held both Local and International Conferences and Symposia. At these conferences, research findings have been disseminated. Some of these included:-

Over 100 members of staff and MSc. students presented papers at the African Crop Science Conference co-organised by Faculty staff and held in October 2003 at Hilton in Nairobi, Kenya.

Mathematics Dept. in the Faculty of Science held the 1st Pan African Biomathematics Congress between the 8th and 12th December, 2003 whose theme was the �Importance of Mathematical Modelling of Biological and Biomedical Processes in biological processes, ecology, common African Diseases, agriculture and medicine�. This was attended by both local and foreign participants from Norway, Australia, Nigeria, Cameroon, Zimbabwe, Kenya and Tanzania.

Makerere Institute of Social Research organized and hosted the National Poverty Forum that brought together different government organizations, private sector, NGOs, academicians and donors to discuss issues related to poverty eradication.

3.1.7 University Public and Private Partnerships

The University continued to work with both national and international institutions to reach communities and firms for instance:-

The Gatsby Trust in the Faculty of Technology is applying appropriate technology through metal fabrication with linkages to the private sector.

The Rockefeller Foundation funded the Sexual Maturation Program that involved the Faculty of Technology, Makerere Institute of Social Research, Kyambogo University and Makerere School of Education in the School Sanitation Programme in Nakaseke, Luwero District.

The Institute of Public Health worked in close partnership with the Ministry of Health, Ministry of Local Government, World Health Organisation (WHO), and CDC on community based services.

3.1.8 Provision of Clinical Services

Makerere University Medical School continued to support the 11 Clinical Departments in Mulago Hospital where the number of patients with varying cases has dramatically increased.

The Faculty of Veterinary Medicine also continued to run small and large animal clinics; and ambulatory Clinics of large and small ruminants to communities in and around Kampala.

3.2 Challenges In spite of the above achievements, Makerere University is still faced with constrained capacity for quality, well organized and sustainable outreach and service delivery mainly attributed to:-

Absence of a comprehensive outreach programme and organization structures at the centre and in units to effectively coordinate the outreach activities and output required. The

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faculties� inability to scale up support to upcountry communities� needs and follow up activities, due to financial limitations. The link between the University and district administration centers is still weak. Also the University needs to recognize Field Supervisors as honorary lecturers.

Rapid increase in University student population, that inevitably calls for the need to increase the number of training sites and well-equipped field stations.

Inadequate information dissemination equipment and structures such as Audio visuals, Internet access and low bandwidth, collection and preservation of specimen and Resource centers for practical purposes like nurseries, books, soil and Geographical Information System (GIS) Laboratories.

3.3 Way Forward The University is putting emphasis on:-

Development of a comprehensive outreach programme and establishment of organization structures both in the units and at the University level.

Establishment of a strong University-Industry partnership through linkages on industrial training and internships. The University is in the process of developing guidelines through the capacity building program for decentralsiation that will enable students in programs which have not traditionally undertaken internships to undertake them.

Development of more and well-equipped demonstration and field training sites.

Development of functional capacity of the Geographic Information System GIS

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4.0 ICT DEVELOPMENT IN THE UNIVERSITY

Development of ICT is one of the top priority areas in the current Makerere University Strategic Plan:2000/01 � 2006/07. In accordance to its Information and Communication Technology (ICT) Policy and Master Plan, the target is to integrate ICTs in the University�s administrative operations and core functions of teaching, learning and research. Using funding from development partners, Government and internally generated, the University has managed to register some achievements during the period under review.

4.1 Achievements In summary, the specific developments that have been undertaken include:-

4.1.1 Enhanced ICT Awareness

Intensified sensitization and creation of awareness and appreciation of the potential benefits of embracing ICTs. This has been through the series of workshops and continuous end-user training in basic computer literacy for all staff and students. As an indicator here, the number of ICT literate staff has grown from about 200 in the year 2000 to over 3,000 by December, 2003, mostly trained through the end-user training project.

4.1.2 Development of the Campus Network and Local Area Networks

The University has continued its efforts to consolidate the setting up of the Campus-wide area network � code named the �Maknet�, the intranet and the provision of internet / e-mail service. The demand for the facility (incoming/outgoing internet bandwidth) though still suppressed, has grown from just under 128/64kbps in 2000 to about 2.5/1.25Mbps. The number of e-mail users has grown from about 300 in the year 2000 to over 5300 by December, 2003. Over the same period, a number of Local Area Network segments have been set up for various administrative and academic units in the University. Some of these include LANs for the Main Administration building, Senate building and Planning and Development Department while the networked academic units include, Faculty of Agriculture, The School Education and The Library among others. What remains is the integration of these segments with the Campus network. For comparison purposes, the number of LANs in the various Units (both academic and administrative) have grown from 15 in the year 2000 to 40 by December, 2003. The number of networked computers in the University has grown from 310 to over 1,700 by December, 2003.

4.1.3 Building up of ICT Technical Capacity

During the year, Directorate of Information and Communication Technology Support (DICTS) Offices and the Network Operating Center (NOC) were re-relocated and re-established in the new building for the Institute of Computer Science. This gave the University the opportunity to convert the former NOC into a Disaster Recovery Center for the network system. In addition, specialized ICT human resource that was about 22 has now been raised to 33 people as staff dedicated to ICT work in DICTS.

4.1.4 Operationalisation of the Administrative Computing Information Systems

The tender for an integrated package of three administrative computing information systems of ARIS HURIS and FINIS was awarded to Ms. Computer Point Ltd in partnership with the

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Integrated Tertiary System (ITS) � a South African based firm, at a cost of US$861,784, and the contract was signed in February, 2004. The contract covers purchase, implementation and user support for 3-years with free product upgrades. Installation of the software and hardware (Oracle, ITS, UNIX, Sun Server and UPSs) was completed while user training is still ongoing. There are also provisions for customization work to suit Makerere�s needs through business process re-engineering (BPR), data conversion and developing of software interfaces with Banks for electronic banking and the Library Information System � MakLIBIS. Unlike MakLIBIS that was completed and commissioned in December, 2003, due to the above mentioned reasons for the delays, the date for commissioning is yet to be set.

4.2 Challenges Greater efficiency gains, reliability and utility remain to be awaited until completion when all the systems will become operational. The major issue will then be the building up of the capacity to technically and financially sustain the information systems. The key challenges include:-

The high cost of subscription for Internet access via the satellite is not sustainable. Currently, the University pays US$28,000 per month for a 2.5mbps bandwidth. The same bandwidth at the same guaranteed service availability level of 98% would cost less than US$1,500 per month in more developed countries.

Low Internet bandwidth that stands at 2.5mbps compared to the current required 8mbps and projected 200mbps by the year 2010.

Prohibitively high cost of licenced software coupled with lack of technical capacity to

develop our own software.

4.3 Way Forward

The University is undertaking the following measures :-

Through strengthened collaboration with sister African Universities, Makerere University is

working with U.S. based Partnership for Higher Education in Africa towards securing expanded and more cost-effective Internet bandwidth. This will entail procurement of an own VSAT and training.

Sustainability measures are provided for with cost recovery in-built measures in form of user charges in the University�s ICT Policy and Master Plan

Introduction of a revolving fund to enable staff acquire Computers

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5.0 ORGANIZATION AND MANAGEMENT

The main goals under the Makerere University Strategic Plan 2000/1-2006/7 in the area of Organization and Management were as follows:

Improving the Efficiency and Effectiveness of the Overall Organization.

Improving the Administrative Performance of the Operative Units.

Developing Information and Communication Technology (ICT) Capacity and Utilization.

Improving the conditions of services in order to attract and retain staff.

Improving the welfare of students.

Reinforcing Gender Mainstreaming in Administration and Management.

Equalizing Opportunities in the University.

During the year 2003, the University was pre-occupied with the challenges of managing changes and transformation. The University continued to operationalize the legal framework brought in by the 2001 Universities and Other Tertiary Institutions Act, and the Procurement and Disposal of Public Assets Act 2002. The University continued to pursue its strategies in Gender Mainstreaming in the effort to reduce the disparities between women and men among students as well as staff.

Furthermore, the University, addressed itself to the need for the reorganization of academic units into colleges in order to improve on the delivery of quality teaching, research and outreach services in light of the increased student enrolment and the range of programs offered by the University. At the same time, the University forged ahead with the process for automation of many University processes through harnessing Information and Communications Technology (ICT).

5.1 Implementation of the Universities &Other Tertiary Institutions Act

Steps to operationalise the new law governing Universities included downsizing the University Council and search for the Chancellor and Vice Chancellor. During the year 2003, Parliament passed the amendment to the Universities and Other Tertiary Institutions Act. The amendment affected Section 38 which defines the size of Council. Previously, all connected institutions, such as Gaba Major Seminary, Katigondo Major Seminary were represented in Council by the chairpersons of their governing Councils � the chairpersons of the Academic Boards, a reprensentative of the staff and one students� representative. The total membership to Makerere University Council was 41. Following this amendment, the size of Council was reduced to 21 members.

5.1.1. Search for the Chancellor The Search for Chancellor, Makerere University was carried out in accordance with Section 30 of the Universities and Other Tertiary Institutions Act 2001. The University Council set-up a Search Committee to identify candidates for the position of Chancellor of Makerere University. The Committee consisted of the following members:-

1 Dr. Colin Sentongo Chair

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2 Prof. Katunguka Rwakishaya Member

3 Mr. John Ntimba Member

4 Prof. Ruth Mukama Member

5 Prof. Sewankambo Member

6 Mr. S. R. Byanagwa Secretary

The Committee used two methods to identify the candidates. They advertised the position of Chancellor nationally and internationally and it received applications. It also invited nominations from the public. It held discussions with the short listed candidates and identified two candidates who were forwarded to Council. These were:-

1. Prof. Apollo Nsibambi, the Rt. Hon. Prime Minister of Uganda.

2. Prof. George Kirya former Vice Chancellor, Makerere University and former Uganda High Commissioner to Britain.

The Visitor to the University, who is the President of Uganda, finally appointed Prof. Nsibambi to be Chancellor of Makerere University for a period of four years. So far, Prof. Nsibambi has presided over two Graduation Ceremonies in November, 2003 and that of March, 2004.

5.1.2 Search for Vice Chancellor The Search for Vice Chancellor was carried out in accordance with Section 31 of the Universities and Other Tertiary Act 2001. A Search Committee to identify suitable candidates for the post of Vice Chancellor was put in place. The Search Committee was composed of two members from the University Council and three members from the University Senate. The first Search Committee advertised the position and short listed the candidates. However, some of the candidates who were not short listed petitioned the Inspector General of Government for unfairness in the process.

The Inspector General of Government ( IGG ) intervened to investigate the alleged irregularities. The IGG ruled that �the Search Committee had deviated from the Council guidelines by failing to treat the Ph.D. or Professorial status as added advantage and aggregated them and also scored the Ph.D. more than the basic requirement of a Masters� degree�.

When Council and Senate received the ruling from the Inspector General of Government, they decided to restart the process from the beginning right from defining the criteria to be used by the Search Committee and the pass mark. The process took sometime and the year 2003 ended before the new Vice Chancellor had been appointed.

5.2 Operationalization of the Contracts Committee

Before the enactment of the Procurement and Disposal of Public Assets Act 2002, the procurement function at Makerere University was dispersed. The Estates and Works Committee used to handle procurement of civil works and its related professional services; Tender Board Committee used to handle procurement of physical goods and the Technical Assistance Procurement and Evaluation Committee (TAPEC) used to handle consultancy services for institutional development. Under the Procurement and Disposal of Public Assets Act 2002 (PDPA), the University was required to set up one Contracts Committee to replace the various Tendering bodies to manage the procurement function of the University. In accordance with the

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Law, the University Accounting Officer with Approval of the University Council appointed five members to the Contracts Committee in August 2003 who were to serve for a term of 3 years renewable only once. The Contracts Committee members are as follows:-

1. Prof. G.P. Tumwine-Mukubwa - Chairperson

2. Mr. G. Bazanye-Nkangi - Member

3. Dr. J.A, Mwakali - Member

4. Mr. J. Ekudu Adoku - Member

5. Mr. Sam Akorimo - Secretary

In addition, the following officials attend the Contracts Committee as desk officers:-

1. Ms J.W. Nabawanuka - Senior Assistant Secretary (Legal)

3. Mr. D. Sewava - Project Implementation Office

4. Mr. Levi Tushabe - Senior Administrative Officer (Purchasing)

5. Ms Rhoda B. Mugamba - Senior Assistant Bursar (Purchasing)

The Procurement and Disposal Unit (currently the Purchasing Office) serves as the Contracts Committee Secretariat. It receives submissions (requisitions) from user departments, scrutinizes them and ensures that they are presented to the Contracts Committee on time and in a correct form.

The Act provides for the following Procurement Institutional Framework:

The Accounting Officer � responsible for procurement activity and therefore appointing authority for the members of the Contracts Committee.

The Contracts Committee � approves contract awards.

The Procurement and Disposal Unit � is the Secretariat managing the procurement process.

User Department � Initiates procurement requests and provides technical input.

Evaluation Committee � Evaluates bids.

The Contracts Committee sets up evaluation committees for different items and membership of these committees varies from item to item. The Contracts Committee meets at least twice a month to consider business prepared by the Procurement Secretariat and the Secretary of the Contracts Committee. The Contracts Committee has approved a number of firms to supply various requirements and is yet to approve more. This has helped in minimizing delays in the process of purchasing. (i.e such items whose suppliers have been prequalified).

The challenge is that there have been changes instituted by the Contracts Committee in the procedures of requisitions from user departments. This is certainly taking some departments time to master and follow appropriately the procedure and there are still some complaints of delays in processing tenders. This problem is made worse by the absence of a procurement manual. The University is yet to set up an independent Procurement Unit as is required by the Act.

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To address these challenges, the University commissioned a Consultancy firm in the name of �Centre for Procurement Training (CPT)� to map out the new procurement department and to assist in preparing an internal Procurement Manual for the University and identify training needs for staff.

5.3 Gender Mainstreaming Program

Gender Main Streaming was identified as one of the six prioritized areas during the current Strategic Plan. The University�s effort in Gender Mainstreaming, particularly in the area of student intake is dealt with in Section one, which deals with Teaching and Learning. This Section therefore, focuses on Gender Mainstreaming in Administration and Management.

In order to consolidate and deepen the Gender activities, the University set up a Gender Mainstreaming Committee of Senate. In 2003, Senate restructured its Committee system, while some committees were merged and others phased out, the Gender Mainstreaming Committee (GMC) was redefined , strengthened and provided with clear Terms of Reference. Besides the Gender Mainstreaming Committee, the University operationalized Gender Mainstreaming Division as one of the five divisions in the Academic Registrar�s Department.

The main achievement is that gender mainstreaming has so far been institutionalized by Makerere University as a policy and planning tool. The work of the Division has become more known and visible after a series of sensitization workshops which were carried out for top University management, including members of the central executive, Deans, Directors, Heads of Departments, and Senior Women staff. Similar workshops have also been held for all staff of the Academic Registrar�s Department. Units within Makerere University have started requesting for assistance from the Division, particularly in providing technical support when running their own workshops. Thus, there is evidence of acceptance and in some cases application of good gender practices e.g. awarding scholarships and appointments to committees. However, Gender Mainstreaming is going to be a long term process. The need to organize on both academic and non-academic fronts is still enormous. There is therefore, a need for sustainability and keeping up the momentum in Gender Mainstreaming. Although women have been facilitated in order to correct the gender imbalances in the education sector, the ratio of females to males among the lecturers is still very low. The University, is however, facing the challenge of increasing the number of women in the higher ranks of the academic and administrative staff.

To address this, the Univesity is moving toward affirmative action in terms of training for PhDs and sabbatical leaves for female staff.

5.4 Formation of Colleges

The current Makerere University Strategic Plan 2000/2001 � 2006/2007, identified and recommended the transformation of existing Faculties, Schools and Institutes into larger Units to be called colleges. This is one of the strategies to improve on the efficiency and effectiveness of the overall organization and management, following the students� expansion and competition from the growing number of both public and private Universities in Uganda. The formation of colleges has also a framework in the following two documents:-

(a) The Makerere University Statute for Constituent Colleges � May, 2000.

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(b) The Universities and Other Tertiary Institutions Act 2001 (Section 29).

On the basis of this legal and Strategic Plan framework, a number of units took the initiative to transform themselves into colleges. These include:-

The Faculty of Medicine together with the Institute of Public Health secured a planning grant of US$ 245,000 from Rockefeller Foundation and started working on the College of Health Sciences in 2002. It completed the prospectus for the college in 2003.

The Faculties of Agriculture, Forestry and Nature Conservation, Veterinary Medicine, the Institute of Environment and Natural Resources and the Fisheries Unit in the Department of Zoology formed a planning group known as Plan-for-5 to plan another college. They also secured a planning grant of USD 176,638 from The Rockefeller Foundation and embarked on the planning process. Later on, the Faculty of Veterinary Medicine withdrew from the process. The college prospectus for the college of Agriculture, Forestry, Fisheries and Environmental Sciences has been put in place. It is waiting implementation.

The third grouping of faculties to form a college was that of Humanities, which is called the Penta Plan College. This consists of the Faculties of Social Sciences, Arts, the Institute of Economics, the Institute of Psychology and Makerere Institute of Social Research (MISR). This too, secured a planning grant of US $100,000 from The Ford Foundation.

The process of forming these colleges generated a number of issues that required more clarification and definitions. A review of the Makerere Constituent Colleges Statute indicated that the statute had not provided for a number of critical requirements. For example, the size and demarcation of colleges is not determined in the statute. During the study visits to other established colleges abroad, different structures of colleges were identified. Some college models have four levels, that is from the centre, college, faculties and department, while others have three levels covering the centre, the colleges and department. However, the number of levels envisaged in the Makerere Structure was not defined. Furthermore, the power relation between the colleges and the centre in the areas of appointment of staff, procurement, financial management particularly Government funds were not defined.

When MUBS was established, it became a separate vote in the Ministry of Finance, Planning and Economic Development. Would each college at Makerere University become an independent vote? Equally, the budgeting, planning and monitoring procedure was not clear. Would colleges make any financial contribution to sustain the centre?

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In order to clarify on these issues, the Planning and Development Department initiated a study to rationalize and manage the Devolution Process to colleges. The University Management set up a Reference Group to carry out the study in May, 2003. The Reference Group will produce guidelines for devolution to colleges. The guidelines will provide the way forward on all outstanding issues generated in the formation of colleges. These will be incorporated into the constituent colleges statutes of 2000.

5.5 Restructuring of Makerere University The Restructuring process moved a step forward when the Ministry of Public Service commissioned a consultant to undertake a micro Restructuring study of the three key central offices namely that of the:- University Secretary, Academic Registrar and Dean of Students. The consultants submitted a draft report in which they:-

Redefined the powers of the Chief Executive of the University.

Proposed a new macro organization structure.

Created and phased out a number of posts which would lead to retrenchment of some staff.

Proposed contracting out and or management contracting and other forms of privatization of certain non-core services.

Prepared new job descriptions for key positions and units.

The Draft Report is still being studied by Council. The main challenge is that this report has enormous financial implications which have to be sorted out before it is approved.

5.6 Visits to other Universities

The Vice Chancellor and members of Management and selected academic staff (Deans and Directors), toured several Universities in all continents and attended several conferences. At the same time, Makerere University received a number of guests from other governments , other universities and institutions. These visits cemented the University�s collaboration and net working with other Universities. Makerere University signed a number of Memoranda of Understanding with several Universities to concretize the collaboration and exchange in the following areas:

Collaborative Research

Supervision of Masters and Ph.D. Candidates

External Examining.

Curriculum Development.

Teaching Exchange.

Exchange of Academic literature and publication.

Library Resources.

The visits also equipped the staff delegations from Makerere University with best practices and alternative options to tackle the major challenges in critical areas such as :-

Restructuring and outsourcing of certain services.

Relating Higher Education to the needs of society.

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Formation of colleges.

Fundraising for higher education.

International Relations.

Management Information Systems.

Quality assurance.

Marketing and Public Relations.

Human Resource Management.

Infrastructure development.

Counselling and Career Guidance.

The academic study tours and conferences revealed that there were a number of similarities and strengths shared between Makerere and other Universities both in the North and the South. This indicated that there were significant opportunities for mutual sharing of experiences and learning. The development process is driven by Universities as centers of knowledge as well by partnership through their positive impact on spreading practical solutions and experiences. For the University to nurture its international relationship and partnerships with other Universities, Makerere University will set up a strong international office.

5.7 Students� Welfare The students expansion at Makerere University has transformed the University itself and also impacted on the whole City of Kampala, especially the immediate vicinity of the University. One of the visible changes is the phenomenon of private hostels that have been established to cater for students accommodation. Related to this, is also the development of the transport net work to serve the surging student population at the campus. The capacity of the University�s halls of residence is about 5,000 students and the rest of more than 25,000 students are catered for by the private sector partners.

5.7.1 Students� Accommodation and Feeding The year 2003 saw the renovation of one block in Lumumba Hall The water flow into the halls has improved as most of the halls are now hooked on both Makerere and National Water and Sewerage Systems. There are however, two more blocks A and C that also need immediate renovation especially block C. The lift in Mary Stuart Hall is not yet repaired.

The University has continued to cater for students welfare under difficult circumstances. The student�s ration per day has slightly gone up from Shs.1,030/= to Shs.1,070/= an increase of 40/=. This is meaningless when the prices of food items have changed so much. Students would be meaningfully fed at Shs.1,500/= per day. It is becoming increasingly difficult to maintain halls because of lack of funds.

5.7.2 Private Hostels Twenty-six hostels are affiliated to Makerere University and charge rent ranging from Shs. 125,000/= to Shs.300,000/= per semester. The Dean of Students office has established a working relationship between the University and the owners of hostels accommodating University Students. The University instituted a Hall Inspection Sub committee that goes around the hostels. The main objective of this committee is to advise hostel owners on the areas of improvement, and assess the readiness of these hostel to accommodate the students.

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There has been tremendous improvement in these hostels in terms of security and sanitation. This has been due to the increasing, and the competition among hostel owners to attract students. Most hostels can even afford to transport students from the hostels to the main campus.

5.7.3 International Students The number of International students is now 1000. The majority of International students are from Kenya. Tanzanian students are also admitted as private although many are admitted under Inter-University Council (IUC) Exchange Program and treated as Government sponsored Students. Other students are from Norway, who normally come for short courses under the collaboration with Bergen University.

There is a big number of students from Sudan. Many of these are refugees who are catered for by charity organizations. They are treated like Ugandan private students in terms of tuition and any other fees payment. Other International students, also come from Rwanda, Congo, Swaziland, Burundi, Zambia, Zimbabwe, India, South Africa, Eritrea, Bangladesh, Ethiopia, Cameroon and Nigeria among others.

Many of these international students have formed associations. Some of these associations include: TANZAMA-Tanzania Makerere and Mbarara Universities students Association, MUKESA-Makerere University Kenyan students Association and MUSSA- Makerere University Sudanese Students Association. The formation of the above associations has made it quite easy to handle the international students� welfare problems.

The Minister for International Affairs in the Guild Government has come up with the idea that International students should be able to organize a cultural gala on the International students Day to display their different countries cultural norms and practices.

5.7.4 Spiritual Centers The University has facilities for the Catholic, Anglican and Muslim students. The other faiths such as the Seventh Day Adventists, the Pentecostals, the Baptists and the Presbyterians are not catered for.

5.7.5 Counseling and Guidance Center

The Counseling and Guidance Center has continued to provide services to the students as well as the staff. The increased student numbers have overwhelmed the center. The University Strategic Plan proposed to have a counselor based in each Hall of residences and Faculties. This is yet to be implemented.

5.7.6 Security

The University has had relative security during 2003. The deployment of the patrol vehicle has greatly enhanced this security. There is need, however, to have another one. The opening of the East Gate has greatly relieved the traffic for the University community.

5.7.7 Challenges in student welfare The University has increased in numbers tremendously to over 30,000 students. This has created several challenges.

The Government recurrent funding is inadequate to meet the basic requirements and affects the students ration and the capacity to recruit staff in vital areas such as counseling.

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The deficiency in funding capital development translates in shortages in the following areas:-

Inadequate Toilet facilities Inadequate places of Worship Lack of Students Centre

5.8 Way Forward The University will continue to negotiate with Government to achieve an adequate budget based on a realistic Unit Cost that can cater for the students� welfare needs. The reorganization of the counseling services at the Halls of Residence and Faculty level will take services to the point of delivery. This will involve staff expansion which has to be met through budget improvement. In the meantime, the University awaits the approval of the new policies and strategies for students� welfare in the proposed strategic plan for higher education. The University also plans to strengthen its partnership with the private sector in harnessing and expanding its facilities in an effort to provide quality students� welfare services. With regard to built up space requirements, this is one area where the University plans to adopt the �Build Own and Transfer� (BOT) approach. A policy for BOT will have to be formulated and approved by the University Council and the following facilities are to be targeted:-

Toilet Facilities Students Centre Halls of Residence

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6.0 HUMAN RESOURCE DEVELOPMENT

Makerere University recognises the pre-eminent role human resources play in the execution of mission critical activities. Makerere University therefore, attaches great importance to the development of her human resources. The strategic goal of the University is to improve the quantity, quality and effectiveness of human resources in a gender sensitive manner with a view to ensuring adequate performance through the following activities:

Formulation of training policies for academic, administrative and support staff.

Facilitation of staff to meet the requirements for promotion and career development.

Including development of research skills in staff training.

Conducting staff training for consultancy and policy development.

Organizing short- term refresher courses for staff.

Instituting incentive schemes for innovativeness.

Facilitating sabbatical leaves for staff.

Instituting continuous two way evaluation and staff performance.

Evaluating of staff by students.

6.1 Situational Analysis of Human Resource Development

6.1.1 Academic Staff Establishment status of Makerere University

As shown in Table 5, the University staffing structure is bottom heavy. Out of 151 established posts of professor only 50 positions are subscribed to representing only 33%. At the rank of Associate Professor, out of the established positions of 190 only 64 are filled representing a subscription of only 34%. Under staffing at the levels of Professor and Associate Professor reflects inadequate academic leadership, which impacts negatively on the capacity of the University in the domains of research and supervision of post graduate programs. In the echelon of Senior Lecturer, out of the establishment base of 362 positions, 189 are filled representing a staffing position of 52%. Subscription level of 52% in this echelon is not good as it implies heavy teaching load impedes professional growth, as there is limited time for research and publishing. At lecturer level, out of the established posts of 581, 501 positions are filled representing a subscription level of 86%. The subscription level of 86% is quite good. However, the challenge facing the University is facilitation of lecturers to undertake research so as to qualify for promotion to the upper echelons. In the Assistant Lecturer stratum, out of 383 established posts, 212 positions are filled representing a subscription level of 55%. at the Teaching Assistant level, out of the established positions of 161 posts 155 are filled representing a staffing position of 96%. On average, the staffing level stands at 64% compared to total academic staff establishment.

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Table 5: Academic staff establishment and staffing position

PLANNING UNIT

Professor Assoc Professor

Senior Lecturer

Lecturer Assistant Lecturer

Teaching Assistant

Total E P E P E P E P E P E P E P %

AGRICULTURE 11 9 12 2 24 17 34 65 28 13 8 8 117 114 97%

FAC. OF ARTS 10 5 19 6 34 16 35 53 40 13 6 6 144 99 69%

ECONOMICS 3 0 5 2 18 2 36 15 16 8 2 0 80 27 34%

FORESTRY &NC 4 1 4 3 8 2 16 14 16 8 8 9 56 37 66%

PUBLIC HEALTH 5 1 5 4 13 4 13 4 8 3 8 3 52 19 37%

PYSCHOLOGY 4 2 4 0 8 3 16 4 16 2 8 7 56 18 32%

COMP. SCIENCE 1 0 2 0 3 3 3 6 4 2 2 4 15 15 100%

MEDICINE 37 5 37 17 66 21 103 73 70 42 32 28 345 186 54%

FINE ART 8 0 13 1 25 7 46 20 17 13 6 4 115 45 39%

ISAE 6 2 6 1 15 8 24 20 12 9 6 3 69 43 62%

SCIENCE 15 10 22 8 34 25 64 48 36 17 18 15 189 123 65%

TECHNOLOGY 9 0 10 3 21 16 34 32 17 13 5 21 96 85 89%

IACE 3 0 3 0 8 7 16 10 12 1 6 8 48 26 54%

EDUCATION 7 2 11 4 20 17 29 30 20 17 10 7 97 77 79%

LAW 3 3 6 3 10 7 12 14 16 9 8 5 55 41 75%

MISR 2 0 2 1 4 0 16 2 0 0 0 0 24 3 13%

LANGUAGES 4 2 4 1 9 4 13 13 5 5 2 5 37 30 81%

EASLIS 1 1 1 1 2 1 3 3 2 1 2 1 11 8 73%

SOC. SCIENCES 9 0 12 5 20 12 37 40 16 16 8 10 102 83 81%

VET. MEDICINE 10 7 12 2 20 17 31 35 32 20 16 11 121 92 76%

TOTAL 151 50 190 64 362 189 581 501 383 212 161 155 1829 1171 64%

PERCENTAGE 33% 34% 52% 86% 55% 96%

Source: Planning and Development Department

Key:

E: Established position P: Staffing position

6.1.2 Establishment and Staffing Position of Non-Teaching Staff

As depicted in Table 6, there are 209 positions in the category of senior administrative staff out of which 180 positions are filled representing a subscription rate of 86%. In the support staff category, there are 354 established positions out of which 211 are subscribed to representing a staff-in post status of 60%. The technician category, which is critical in providing pedagogical back up, especially in the Science based disciplines, there are 139 established positions out of which only 73 are filled signifying a subscription rate of 53%.

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Table 6: Establishment and Staffing Position of Non-Teaching Staff

Establishment category/salary scale Establishment Status % Filled

Senior Administrative staff (M1-M7) 209 180 86

Support staff (M8-M13) 354 211 60

Technicians (M6-M13) 139 73 53

Total 702 379 56

Source: Planning and Development Department

6.1.3 Gender dimension of staffing at Makerere University

Through the establishment of a Gender Mainstreaming Division, the University is trying to address gender imbalance. As indicated in Table 7, at professorial level, men account for 98% of the staff base while women constitute a paltry 2%. At associate professorial level, women account for only 10 % while men constitute 90%. The low percentage of women at both professorial and associate professorial echelons signifies the limited role women play in the academic leadership of the University.

The demographic size of women in the staff base improves slightly in the rest of the academic ranks. At Senior Lecturer level, Women account for 18% of the staff base while Men account for 82%. At Lecturer level the demographic size of Women stands at 23% while at Assistant Lecturer level Women account for 28%, which is the highest. The composition of the staff base by Women improves at both middle and lower end of the academic hierarchy although the general picture is not satisfactory.

In the non-teaching staff category depicted in Table 8 below, women account for 42% of the staff base while men account for 58% in the senior administrative category. In the category of support staff, women account for 63% while men account for 37%. In the cadre of technicians, men account for whopping 97%, while women constitute a paltry 3%. This highlights gender imbalance in the University and points to a huge task the University faces in redressing gender imbalance.

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Table 7: Distribution of Academic staff by sex

UNIT P AP SL L AL TA TOTAL

M F M F M F M F M F M F M F

AGRICULTURE 9 - 2 - 14 3 51 14 10 3 6 2 92 22

ARTS

4 - 6 - 14 2 41 12 10 3 3 3 78 20

ECONOMICS 1 1 2 - 16 4 3 - - - 22 5

FORESTRY 1 - 2 1 1 1 11 3 6 2 8 1 29 8

COMP. SCIENCE 3 - 5 1 2 - 3 1 13 2

PUBLIC HEALTH 1 - 3 1 3 1 2 2 3 - 3 15 4

PSYCHOLOGY 2 - - - 2 1 2 2 1 1 5 2 12 6

MEDICINE 5 - 15 2 25 6 67 16 20 7 22 6 154 37

INDUSTRIAL AND FINE ART

1 - 5 2 14 9 7 4 2 1 29 16

STATISTICS 2 - 1 - 7 3 18 5 7 - 35 8 SCIENCE 9 - 8 - 23 2 40 8 12 5 13 2

105 17 TECHNOLOGY 3 - 15 1 29 3 7 6 17 4

71 14 ADULT AND CONTINUING ED.

5 2 7 3 1 - 5 3 18 8

EDUCATION 2 - 4 - 12 3 24 16 10 1 5 - 57 20

LAW 3 - 3 - 6 1 10 4 3 6 3 2 28 13

LANGUAGES 1 1 1 - 4 - 10 3 3 2 3 2 22 8

LIBRARY AND INFORMATION SCIENCE

1 1 - 1 - 2 1 1 - 1

7 1 SOCIAL SCIENCES - - 4 1 9 3 30 13 8 5 6 4

57 26 VET MEDICINE 6 - 2 - 12 5 30 5 15 5 8 3

73 18 Total 46 1 57 6 163 36 409 124 129 50 113 36

917 253 PERCENTAGE by Gender

98% 2% 90% 10% 82% 18% 77% 23% 72% 28% 76% 24% 78% 22%

Source: Planning and Development Department

Table 8: Non-Teaching Staff Position by sex

Male Female Senior Administrative M1-M7

104 76

Percentage 58% 42% Support staff M8-M13 78 133 Percentage 37% 63% Technicians M6-M13 71 2 Percentage 97% 3% Source: University Secretary�s Office

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6.1.4 The Qualification Profile of the Teaching Staff

As indicated in Table 9 below, out of the academic staffing base of 1,174. The PhD holders are 285 representing 24%, 600 hold masters degree representing 51% and 118 hold Bachelors degree representing 10% and 171 are on study leave representing about 15%. The challenge facing the University is to marshal financial resources to train 723 members of staff representing 63% of its staff base to PhD level, which is a mandatory qualification for a Lecturer.

Table 9: The Qualification profile of Academic Staff

Planning Unit PhD Masters Bachelors On PhD Study Leave

Agriculture 41 48 12 13

Arts 34 50 4 11

Inst. of Economics 7 12 0 8

Education 24 37 8 8

Forestry 7 15 4 11

Inst. of Languages 5 19 4 2

Law 7 24 0 10

MTISFA 2 29 7 7

Medicine 11 136 30 14

Public Health 3 12 2 2

Inst. Of Psychology 6 10 0 2

IACE 4 15 2 5

ISAE 12 25 0 6

ICS 4 6 5 -

EASLIS 4 2 0 2

Science 64 39 10 10

Social Sciences 16 44 10 13

Veterinary Medicine 21 45 11 14

Technology 13 30 14 28

TOTAL 285 600 123 166

PERCENTAGE 24% 51% 11% 14%

Source: Academic Registrar�sDepartment, Makerere University.

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6.2 Institutional set up for Human Resource Management Functions Presently, the human resource management function is dispersed in two offices at the center, namely the University Secretary and Academic Registrar. The University Secretary�s office plays a central role in the execution of the human resource management functions such as staff recruitment and staff retention while the Academic Registrar�s office plays a coordinative role in human resource development function. The Academic Registrar�s office is responsible for identifying training needs of various categories of the University staff, mobilizing funds for training, identifying training providers and designing induction courses geared at addressing human resource development needs.

The University is gearing up efforts to set up a human resource department with a view to streamlining the management and development of her human resources. The proposed department of human resources will be information technology enabled through the Human Resource Information System (HURIS) . Work on the development of HURIS is in the advanced stage.

6.3 Funding of Human Resource Development Cognisant of the critical role the development of human resources plays in the execution of her mandate, the University deploys significant effort and resources to the development of her human resources. Staff development activities include training, research, sabbaticals, conferences, and exchange programmes. In the period under review, the following successes were realized in facilitating human resource development.

6.3.1 Staff Development Fund

The University through its staff development fund powered by internally generated funds, and waiver of tuition supported training at PhD, Masters, Bachelors and Diploma levels. The University also did provide for short courses, conferences, workshops, seminars, inaugural lectures and sabbatical leave (see Tables 10 & 11).

Table 10: Internal funding of Human Resource Development 2003

ITEM

2000/2001

2001/2002

2002/2003

2003/2004

TOTAL BUDGETTED 688, 419,800 857, 182,400 850, 175,350 1, 059,011,000

1 PH.D. MASTERS, 55% BACHELORS STUDY PROGRAMMES

378, 630,890 471, 450,320 467, 596,443 1, 082,456.050

2 DIPLOMA AND SHORT COURSES 25%

172,104,950 214, 295,600 212, 543,837 264, 752,750

3 CONFERENCES, WORKSHOPS SEMINARS 10%

68, 841,980 85, 718,240 85, 517,534 105, 901,100

4 INAUGURAL LECTURES 5% 34, 420,990 42, 859,120 42, 508,768 52, 950,550

5 SABBATICAL LEAVE 5% 34, 420,990 42, 859,120 42, 508.768 52, 950,550

Source: Academic Registrar�s Department, Makerere University

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6.3.2 Support by the Development Partners

Besides the University Staff Development Fund (SDF), the development partners have continued to support human resource development needs of the University. The Development Partners that continue to support the University in the area of human resource development include: The Carnegie Corporation of New York, Sida/SAREC, NORAD, The Rockefeller Foundation, The Ford Foundation, DAAD, USAID only to name but a few.

Table 11: Development Partners� support to HRD initiatives of Makerere University- 2003

Source of Sponsorship PhD Masters Total M F M F M F German �DAAD 14 5 19 14 33 19 British �Common Wealth 8 5 8 5 American �Fulbright 6 3 6 3 Norwegian Government/NORAD 6 2 5 1 11 3 ARTP 5 3 4 9 3 USHEPIA 3 3 3 6 3 Canada- Alberta 2 - 2 - Canada-CIDA 1 1 1 1 Italian Government 5 1 5 1 Sida/SAREC 9 2 9 2 Others 44 6 25 69 6 Total

103 31 56 15 159 46

Source: Department of the Academic Registrar, Makerere University

6.4 Business Process Re-engineering During the process of analyzing the administrative system at Makerere University in preparation for the setting up of the computerized Human Resource Information System (HURIS) it was realized that many of the HURIS processes could not be automated and they would remain tedious and slow. It was subsequently recommended that the current personnel section should re-orient the way it transacted its business processes through Business Process Re-engineering (BPR) with particular regard to the following functions:-

Human Resource Policy Development.

Human Resource Planning.

Recruitment/Termination.

Appraisal and promotion.

It was decided that the BPR be conducted before the actual automation of the Human Resource functions. The funding for BPR totaling to US$73,000 came from the Administrative Computing Component of the NORAD Institutional Development Program. The process redesign has been executed through a series of workshops conducted by the consultant. Through these workshops the University Secretary�s Department has done the following:-

Prepared processes and performance maps assessed in terms of the lead time, quality, capacity and performance.

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Cut out all the cumbersome processes and strengthened others in preparation for HURIS Automation.

Discussed the recommended process designs with a cross section of stakeholders from the whole University and with top Management members for decision making.

Realized that the Appraisal System was archaic and should be overhauled for a modern one. In order to put in place a modern effective system there was need for a series of participatory workshops with all stakeholders of the existing system. .

The main challenge now is to set up the Human Resource Department as recommended by the restructuring Consultant. The staff will require training and the new department will require equipping. This Project is being considered for funding in the second phase of the NORAD Institutional Development support to the University.

6.5 Staff Retention The University is acutely conscious of the need to improve staff welfare with a view to improving staff retention. To this end, the University recently adjusted upwards the salaries of staff to the tune of 33%. Besides the salary payment by government and the University, individual faculties/departments continue to shoulder the responsibility of staff welfare with their respective departments taking advantage of funds generated internally from mounting short courses, income from privately sponsored students, committees and from individual researches. Despite the welfare initiatives of the University, staff motivation continues to be a challenge especially in the science- based faculties that are lagging behind in internal generation of income. There is need to revise the terms and conditions of service to make them attractive to the staff to reflect the current market rates.

6.6 Challenges The pursuit of the University�s human resource development strategy is constrained by the following factors:

Inadequate funding due to government withdrawal from post- graduate funding as well as limited scholarship opportunities from the development partners.

Poor terms of service that make recruitment and retention of staff with doctorates difficult especially in areas such as Medicine, Economics, Statistics, Computer Science and Management.

Limited research facilities such as well equipped laboratories and ICT infrastructure.

6.7 Way Forward The major goal of the University is to increase the quantity and improve the quality of human resources with a view to ensure effective performance of staff. In order for the University to realize her human resource development strategic goal, the following strategies will have to be aggressively pursued:-

Facilitation of staff to meet the requirements for promotion and career development especially training at PhD level and development of pedagogic and research skills.

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Improving the remuneration of staff through negotiation with governments via the Vice Chancellors of Public Universities Forum and the implementation of the new salary structures.

The University is in advanced stages of setting up a human resource department to be responsible for the human resource management and development functions. As a corollary, the staff development section presently in the Academic Registrar�s office will be transferred to the new department. A human resource manager, who will report to the Deputy Vice Chancellor Finance and Administration, will head the new department.

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7.0 PHYSICAL INFRASTRUCTURE

In Makerere University�s 7-years Strategic Plan � 2000/01 to 2006/07, the University�s goal is to rehabilitate, maintain and expand its physical infrastructure facilities in order to cope with the increasing number of staff and students. To effectively achieve its set goal, a number of initiatives have been devised. Key among these have entailed the soliciting of joint stakeholders and development partners� support and even use of internally generated resources that have been intensified during the current plan period. The major achievements registered during the year are as outlined below.

7.1 Rehabilitation and Maintenance The University Council set up a policy of setting aside 5% of internally generated income for maintaining and rehabilitation of the physical infrastructure. Further more the University encourages faculties which generate income to cater for repairs and maintenance of their physical plant. However, the physical plant has deteriorated especially in units whose income generation capacity is still low. Therefore, rehabilitation and maintenance continues to be a serious problem given the persistent yearly inadequate Government capital development budget provisions to the University.

During the period under review, about 14 staff houses and a number of other buildings were renovated including the Students� Guild Canteen, the Science Workshop, the Green Houses for the Department of Animal Science at MUARIK and the Fume Hoods for the Department of Chemistry.

7.2 Students� Halls of Residence and the Perimeter Wall Fence The long awaited rehabilitation of Lumumba and Mary Stuart Halls of Residence and construction of a Perimeter Wall Fence that had been pledged by His Excellence the President over three years ago have been embarked on in a phased manner. This rehabilitation started in FY2003/04 with Lumumba Students� Hall of Residence as part of Phase I started with rehabilitation of Block B that has cost the University Ushs.560m raised from internally generated income of the University. Phase II planned to be undertaken in the next financial year is estimated at Ushs.850m.

7.3 Physical Infrastructure Expansion Support from development partners has enabled the University to undetake new Constructions and Extensions as detailed below:-

7.3.1 Institute of Computer Science Building

A new 5-storeyed building was completed during the year by Ms. Excel Construction Limited. It now houses the three units namely ICS, DICTS and Meteorology Unit under the Geography Department in the Faculty of Arts. This building with about 2,375 square meters of usable space was completed at a cost of approximately US$1.87million for the actual construction and consultancy cost including some basic furniture and extra external works all funded by NORAD to the tune of NOK 13.5m approximately Ushs.3.5bn (exclusive of VAT). The VAT component is by agreement provided by the GoU. The building was inaugurated by His Excellence, Gjoes Tore, the Ambassador, Royal Norwegian Embassy in Uganda in January, 2004.

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7.3.2 Department of Food Science & Technology Building

Construction work by Ms.Dott Services Limited, is almost completed of a multi-purpose building complex (to consist of a main Administrative and Teaching Block, Staff Offices, Laboratories, a Library and a Conference Hall) with a provision for a Pilot Food Processing Plant. It is estimated to have a total usable space of 4,030 square metres. The building is estimated to cost about UShs.4.5bn which is all provided by NORAD (to cover the actual cost of construction together with some basic furniture and equipment). The Frame Agreement, obliges GoU, to meet the taxes that accrue. The construction work now at over 70% completion is expected to be commissioned by August/September, 2004.

7.3.3 Building for the Institute of Infectious Diseases in the Medical School at Mulago

This is expected to be a state of the Art Facility for research into the treatment of HIV/AIDS. It is a turnkey project estimated to cost US$1.5m fully funded by the Pfizer Foundation of USA. It is a donation to the Academic Alliance which is a consortium of Makerere University HIV/AIDS researchers and their counterparts from various USA Universities. It is expected to have a total usable space of over 2,000 square metres. Its commissioning is slated for December 2004.

7.3.4 New Building for Makerere University Institute of Economics (MUIE)

This is the outcome of a joint development partnership between the African Capacity Building Foundation and the Makerere University Institute of Economics using its internally generated resources. It is estimated to cost over US$700,000 (Ushs.1.25bn) with a total usable space area of 1,500 square meters with provisions for four lecture theatres each of 200 people, two boardrooms, 32 offices and a lift/elevator. At the time of this report over 70% of the construction work has been completed.

7.3.5 St. Francis Staff and Students Community Centre Building

This is a project of the St. Francis Community at Makerere University. The community is raising its own funds from all possible sources for the project. It is located on Mary Stuart Road at the main Campus. It is estimated to cost close to Ushs1bn and completion date will depend on the availability of required funds for completion. About 40-50% of the construction work has been done to-date.

7.3.6 Extension to the Department of Pathology Building at the Faculty of Medicine

This project is funded by the Walter Reed (Henry M. Jackson Foundation). It is to house part of the research work on HIV vaccine development which Makerere University through the Faculty of Medicine which is jointly undertaking it with the Water Reed Project and the U.S. Army. It is also a turnkey project estimated to cost US$147,000 expected to be completed before the end of 2004. The extension is to create a space of 603 square meters to accommodate four clinical rooms, a boardroom, four offices, a data room, a pharmacy, a reception and an additional toilet facility.

7.3.7 Makerere University - John Hopkins University Building

This new building is located above the Department of Pharmacology at Mulago. It is estimated to cost US$200,000 It is funded by the John Hopkins University in USA as part of the collaborative research work on the prevention of HIV transmission from Mother to Child Project. It is also a turnkey project expected to be completed by the end of 2004.

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7.4 Challenges With the growing demand for higher education and University Education in particular, physical infrastructure development remains a big challenge. There exists enormous space deficits/ or requirements for many of the various units in the University. Given the perennial inadequate Government yearly budget provisions for capital development and rehabilitation of the University physical plant together with all its many Estates, Infrastructure development and maintenance still poses a big challenge. Most of the development partners are increasingly losing interest/or are not keen in funding development of physical infrastructure and space.

7.5 Way Forward To alleviate the inadequate academic space problem, the University as a way forward plans to use both the centralized and decentralized approaches for maintenance and rehabilitation. While a centralized approach is to be enforced for prioritized new constructions of physical facilities. The priority ranking of space requirements totaling about 44,200m2 are listed in Table 16.

Table 12: Summary of prioritized essential Physical Facilities

Priority Facility Area Needed (SQM)

Estimated Cost (USD)

Possible Source of Funding

Main Library 8000 3,300,000 Phase I to be financed by Makerere University using internally generated resources at a cost of US$600,000 while Phase II funding is to be solicited from development partners.

Extension to Faculty of Technology

6500 4,500,000 Funding of Phases I & II is to be solicited from development partners.

Faculty of Arts 4000 1,600,000 To be funded by Makerere University from own savings with support from stakeholders.

Social Sciences 4500 1,800,000 To be funded by Makerere University from own savings with support from stakeholders.

MTSI & FA 2000 1,000,000 To be funded by Makerere University from own savings with support from stakeholders.

Inst. of Computer Science � Phase II

2500 1,500,000 To be funded by Makerere University from own savings with support from stakeholders.

Law 2000 900,000 To be funded by Makerere University from own savings with support from stakeholders.

Students Centre 4000 1,600,000 Makerere Univ./Leasing arrangements Four large Central Computer Labs.

1200 1,200,000 Mak/Stakeholders� Investment (Proposed to be incorporated in the Planned Main Library Extension)

Five large common lecture Halls

2500 1,500,000 Mak (by pooling savings from Faculties)/Stakeholders� investment

Staff Recreation Centre 1000 400,000 Mak/Leasing arrangements. International Students Hall 4000 2,000,000 Leasing arrangements 50-Bed Hospital 2000 1,200,000 Mak/Stakeholder investment Perimeter Fence N/A 1,200,000 Government of Uganda (need to follow up on

Govt. pledge) University Stadium N/A 3,000,000 Mak/Stakeholder investment Three Outreach Centres N/A 1,000,000 Mak/Stakeholder investment

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Fig 1: Sources of University Funding 2002/03

37%

24%

39%

Government

Internally generated

External funding

8.0 FINANCIAL RESOURCE MANAGEMENT

The University manages its finances guided by the broad goals as laid out in the strategic Plan:

Increasing and diversifying the University�s financial base.

Rationalising University funds allocation and utilisation.

Improving the University�s capacity for resource generation.

The University gets its funding from various sources including Government, internally generated funds and donor funds. The University has continued to increase her resources from internally generated funds. For example, while actual releases from treasury for the years 2001/02 and 2002/03 remained constant at approximately Ushs.27 billion, the percentage of treasury over the total funds released dropped from 65% to 48% (see Tables 13 and 14).

8.1 Budget Performance The Budget performance and distribution is given in Tables 13, 14 and illustrated in figure 1.

Table 13:Recurrent Budget and performance for Makerere University (Ushs. Millions)

Budget Actual Total Year Govt+AIA Govt AIA Govt+AIA %Govt/Total %Actl/Bugt

2000/01 61.5 23.2 14.0 37.0 63% 60%

2001/02 70.7 27.7 13.8 42.7 65% 60%

2002/03 73.6 27.5 29.4 56.9 48% 77% Source: Dept. of Planning & Development and Finance Department

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Table 14: Income and Expenditure Accountable to Parliament of Uganda :2002/03

Budget 30th June, 2003

Shs.000

Actual 30th June,

2003 Shs.000

Variance 30th June,

2003 Shs.000

Performance

RECEIPTS

Grants from foreign government 17,517,189 6,920,685 -10,596,504 40%

Transfers received from the Treasury 30,015,909 27,526,751 -2,489,158 92%

Non-Tax Revenues 19,030,439 29,438,099 10,407,660 155%

Total Receipts 66,563,537 63,885,535 -2,678,002 96%

EXPENDITURE � by nature of expenditure

Employee costs 31,150,778 30,130,107 -1,020,671 97%

Goods & Services consumed 31,017,820 18,858,610 -12,159,210 61%

(Fixed Assets) 18,697,000 8,387,865 -10,309,135 45%

Grant paid 1,950,000 2,442,383 492,383 125%

Social benefits 2,000,000 1,573,656 -426,344 79%

Other expenses 0 1,236,263 1,236,263 Total Expenditure for Services Voted 84,815,598 62,628,884 -22,186,714 74% Source: Finance Department, Makerere University

Table 18 above, indicates that the total budget was shs.66.6billion with the Government ceiling provided of Ushs.28.29bn which was adjusted to Ushs.26.26bn to cater for the capital budget for Gulu University. This adjustment greatly affected the operations of the University. The actual funds received for the year were Shs.63.9billion giving a deficit of shs.2.7billion. Employee costs took the highest percentage on expenditure (50%). The total expenditure was shs.62.6billion.

8.2 Student Expenses Student expenses include students ration, special faculty allowance and the Book Bank The University within the second quarter of the financial year 2003/04 has not been able to meet government obligations to the Students. These unpaid obligations include, special faculty allowance and the Book Bank. This shortfall greatly affects students enrolled in the science related disciplines who have the requirement for the special faculty allowance. The MOES calculated average unit cost of Ushs.3m grossly understates this requirement. Provisional outturn for the year 2003/04 indicates that Ushs.3.3bn. has been allocated for student expenses, average provision per student is Ushs.394,466/= for all student expenses. (food and accommodation, faculty allowance as well as Book Bank). This greatly falls short of the minimum irreducible requirement of Ushs.942,863/= per student. It is therefore likely to greatly impact on the education quality.

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8.3 Staff Salaries Full time staff in post are 4,309, of which 1,174 are academic. Maintaining the current salary levels the total wage bill is Ushs 25.bn, Government provision in the given ceiling of Ushs.28bn can accommodate only Ushs.16bn towards the wage bill. The shortfall of Ushs.9bn is met from AIA. Yet in addition to topping up the wage bill, part time staff for particularly evening and distance education programs have to be accommodated within the AIA. This kills the incentive for generation of income and will in the long run undermine the increase in access as well as the efficiency gains made through increased enrolment.

Furthermore, the salary figures do not reflect the realistic wage for the University staff. The analysis of the consequences of increased student enrolment on the quality of education (2002) showed that, the real wage had decreased to 65% of its 1997 levels. In addition, the University is operating at 61% of its established academic staff capacity. Related to this is the requirement of Ushs 1.8bn that the University requires for staff employed in the medical school. The University, and particularly the medical school, has over the last two years experienced a staff migration to the Ministry of health because of the discrepancy in pay between the two institutions.

Given the current subvention budget ceiling, the University cannot meet this requirement and will continue to experience this shortfall, not perhaps until the Vice Chancellors Forum of Public Universities salary proposal is implemented (see Table 19).

Table 15: Scenarios of Salary Proposals

Scenario Annual Wage Bill (Ushs Billions)

Current Salary Levels 25.0

Vice chancellors Forum of Public Universities 69.9

MUASA Proposed Total Salaries Requirements 37.5

Source: Finance Department, Makerere University

8.4 Other Funding Initiatives/ Interventions

8.4.1 The NORAD Institutional Development Program

Under this program, the University has been able to access 110 million NOK (US$12m) phased over a period of five years 2000/01 � 2004/05. The program effective FY 2000/01 undertook infrastructure development for i) the Department of Gender and Women Studies (6.3m NOKS); ii)The Institute of Computer Science (NOK13.5m); and iii) the Department of Food Science and Technology (NOK21m). In addition to infrastructure, the program includes organizational development including ICT, staff training and research infrastructure, all of which started their first phases of implementation in 2000/01. The NORAD program constituted 33% of the Donor funding to the University for the year 2003. Initial activities for a successor program have been started and are expected to materialize within the medium term.

8.4.2 Carnegie Institutional Development Program

Deriving from the Strategic Plan, the University has been able to access a grant from the Carnegie Corporation of New York for its development activities. During the first phase of the three year Institutional Development Program, the University received USD 3m for Institutional Development and the Female Scholarship initiative from the Carnegie Corporation of New York (see Table 16). The main strategy for this project is to promote the equalization of opportunities

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for women and men to enhance teaching and research capacity in critical science based disciplines, which have not developed at the same pace as the humanities following the introduction of the private students scheme in the University. The Female Scholarship initiative grant on the other hand, is aimed at increasing enrolment, retention and academic performance of female undergraduates at Makerere University with specific emphasis on the sciences students from disadvantaged backgrounds.

Table 16: Approved Budget for the Makerere University Carnegie Institutional

Development Program Phase I (US$) by Project

Project Title Year I Year II Year III Total 1 Gender Mainstreaming Unit 266,963 163,300 179,600 610,000 2 Library Scientific Information Resources 220,000 265,724 164,276 650,000 3 Science Distance Education 136,418 92,406 75,176 304,000 4 Strengthening research 168,163 118,263 109,574 396,000 5 Development of Quality Assurance Framework 24,938 - 62 25,000 6 Tracer studies 14,963 15037 30,000 7 Capacity in Valuation and Quantity Surveying in

the Faculty of Technology. 51,907 103,500 44,593 200,000

8 Student Practical Training in the Faculty of Veterinary Medicine

158,505 85,259 11,236 255,000

9 Capacity for Social Responsiveness to Slum Communities Around Makerere University Faculty of Medicine.

84,000 64,790 53,210 202,000

10 Gender mainstreaming in the Faculty of Agriculture and Scholarships for Women with Diplomas.

101,689 86,445 39,866 228,000

11 Capacity of Technological Instruction and Establishing New ICT Linkages

103,371 55,330 22,299 181,000

GRAND TOTAL (�000 US$) 1,330,917 1,035,017 714,929 3,081,000

Source: Planning and Development Department

8.4.3 Makerere University Capacity Building Program for Decentralisation

With support from Rockefeller Foundation and the Learning Innovations Loan from the World Bank, the University is developing programs that will enhance the decentralisation process and respond to the training and research needs of the districts. In this initiative, the University is partnering with other Universities in the country. Funding for this capacity building program represents 30 % of donor funding over a period of five years 2000/01-2004/05.

8.4.4 SIDA/SAREC Collaborative Research Program This three year collaborative research program has the main objective of promoting research and the development of institutional capacity in an effort to strengthen higher education and University development in the framework of national policies and plans. The program worth SEK96.61million (US$9.2m) took effect in January, 2002 and has been extended to end in June, 2005.

8.4.5 Institute of Infectious Diseases In the effort to diversify funding for academic and outreach activities, the Makerere University Faculty of Medicine wrote a proposal and received funding worth US$11m for the Centre for Infectious Diseases from the Pfizer Inc and the Pfizer Foundation. The centre is part of the innovative exercises of the University to improve service delivery and relate to the needs of society integrated in the transformation of the Faculty of Medicine into the College of Health Sciences. The grant, which was effective May,2002 entails infrastructure of a four storeyed building as well as operational costs.

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Table 17: Funding of the Sida/SAREC Collaborative Research Program (in million SEK)

Beneficiary Unit/Year 2002 2003 2004 Total Research (SPGS) 4.69 4.48 5.49 14.66 Agriculture 2.12 2.64 2.78 7.54 Technology 5.47 6.03 5.60 17.1 Medicine 7.81 6.17 6.40 20.38 Social Sciences 3.71 3.97 3.95 11.63 Integrating ICT in University Functions 10.00 10.00 ICT & Library 2.00 6.45 6.85 15.3 Total 35.8 29.74 31.07 96.61

Source: School of Graduate Studies

8.5 Funding of the University�s priority Programmes The main priorities according to the Strategic Plan are as follows:-

Information and Communication Technology

Library Services

Research

Science based disciplines:-

Agriculture and Livestock Management

Health Sciences

Science and Technology

Environment and Nature Conservation

Good Governance and Human Rights

Gender Mainstreaming

Table 18, shows the distribution of contribution by major donors to the above University�s prioritized activities in the Strategic Plan. The University wide projects were developed amounting to total donor support of US$57 million equivalent UShs.100bn over a period of five years 2000/01- 2004/05. This will go a long way in enabling the University to realize its vision and mission.

8.6 Other Emerging Policy Issues and Spending Pressures The University continues to highlight the presidential pledges of rehabilitation of two halls of residence as well as the construction of a perimeter wall fence for improved security. The University during FY 2003/04 earmarked Ushs 600m of internally generated funds for the rehabilitation of Lumumba Hall. These funds were insufficient for the other competing needs made on the Internally generated Income/or Appropriation In Aid (AIA). The University continued to hope that these presidential pledges will be fulfilled. The physical plant has continued to deteriorate especially in units where the internally generated funds are very minimal.

8.6.1 Taxes

There has been a respite in additional academic space from internally generated funds and Development Partners especially NORAD, but these efforts have been facilitated by generous government tax provisions. The University during this financial year requires Ushs3.1bn as tax revenue as counterpart funding for the procurement of goods and services under donor funded

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Institutional Development Programs including the NORAD Institutional Development Program, the Sida/SAREC research collaboration, the Rockefeller Foundation/World Bank Capacity building Program for Decentralization and the Carnegie Corporation of New York Institutional Development Program.

Table 18: Distribution of major donor funds to University Priorities (USD �000�)

ICT Library Research

Agriculture Health

Science & Techn.

Environ. & Nature Conserv.

Good Gvernance

Gender Main- Streamining.

Other Areas

Total US. $'000'

1 NORAD 1067 - 202 3707 - 1910 2134 - 539 1686 11,245

2 Sida /SAREC1 - - 1500 - - - - - - - 1,500

3 Sida /SAREC2 1000 1530 1466 754 2038 1710 - - - 1163 9,661

4 Rockfeller/IDA - - 2600 - - - - 15000 - - 17,600

5 Carnegie - 650 396 - - 304 - - 1610 55 3,015

6 Pfizer - - - - 11000 - - - - - 11,000

7 ADB/Govt. 1000 - - - - - - - - - 1,000

8 USAID/Leland 800 - - - - - - - - - 800

9 Italian Government - - - - - 1000 - - - - 1,000

TOTAL 3867 2180 6164 4461 13038 4924 2134 15000 2149 2904 56,821 Source: Planning and Development Department

8.6.2 Cost of Funding University Education

In operationalising the Makerere University Strategic Plan 2000/01 � 2006/07, the Planning and Development Department with assistance from a NORAD Consultant undertook a study to determine the consequences of increased student enrolment to the quality of education offered by the University. The study determined the appropriate unit cost per student and revealed that the university was still largely underfunded The study showed that the present building facilities are insufficient even for the present student enrolment. It highlighted the need to increase and rationalize academic space in order to maintain academic standards. From the study, it was revealed that a maximum realistic level of investment in building facilities will be within the range of 5,000 m2 representing Ushs.6.0 billion per year for 6 years. Furthermore, there is a need for rehabilitation and maintenance of building facilities, which is lagging behind due to lack of funds.

8.8 Challenges Major challenges facing the University in this respect are as follows:

Inadequate Funding from the Government where the University only receives a grant for the State sponsored students. These students do not pay tuition fees as it happens in other countries. This grant covers only 40-49% of the cost of those students and the variables considered to arrive at the figure for the grant are not known by the University Council. Payment of less than adequate fees by both the government and the private students is a major cause of the challenges in financial resource management.

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There are still a number of Faculties that cannot attract Private Student, especially the science based Faculties whose programs too are expensive to attract students who can pay for themselves. With inadequate funding from the Government, these Faculties face many financial constraints in their operations.

ICT Development and Sustainability is a big challenge. The University over the medium term has a direction towards improving its efficiency by developing ICT capacity in storage, retrieval and dissemination of information for management, teaching, research and learning as laid down in the University Strategic Plan 2000/01 �2004/05. The ICT drive by the University, however, has been principally donor supported. It will require substantial budgetary investment to ensure sustainability.

Staff Attraction and Retention to the University is another bottleneck. There are new skills needed in the University but the University�s remuneration system tends not to attract staff with special skills especially in areas such as Information and Communication Technology.

8.9 Way Forward The University is negotiating with Government to agree on the unit cost per student

per course. The University believes that the implementation of this realistic unit cost will address most of the issues including staff attraction and retention, ICT sustainability and the general University under funding.

The University, in addition to implementation of a realistic unit cost that would

alleviate the cost of developing the Science based faculties� facilities, is approaching Development Partners for an affirmative action for science and technology. This implies having a deliberate effort by both the Government and Development partners to develop and equip the Science based faculties, schools and institutes.

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