CURRICULUM VITAE OBAKIRO SAMUEL BAKER Bsc (MAK), Msc
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Africa Center of Excellence in Phytochemicals, Textile and Renewable Energy (Ace Ii - Ptre)
AFRICA CENTER OF EXCELLENCE IN PHYTOCHEMICALS, TEXTILE AND RENEWABLE ENERGY (ACE II - PTRE) Virtual International Conference on Phytochemistry, Textile & Renewable Energy for Sustainable Development 12th to 14th August 2020 Conference Theme: Advancing Science, Technology and Innovation for Industrial Growth Venue: VIRTUAL CONFERENCE Host: Moi University, Eldoret, Kenya CONFERENCE PROGRAMME BOOK August, 2020 Edited by Dr. Rose Ramkat Deputy Center Leader, ACE II-PTRE & Head, Department of Biological Sciences Prof. Charles Lagat, Director, International Programmes, Linkages and Alumni Dr. Charles Nzila, Coordinator, Workshops, Conferences and Seminars, ACE II-PTRE Center Dr. Fredrick Oluoch Nyamwala Coordinator, Monitoring & Evaluation, PhD & Msc Programmes, ACE II-PTRE & Head, Department of Mathematics and physics Naomi N. Nkonge Administrator and Communications Officer, ACEII-PTRE Center Prof. Ambrose Kiprop Center Leader ACE II-PTRE & Dean School of Sciences and Aerospace Studies TABLE OF CONTENTS BRIEF ABOUT AFRICA CENTER OF EXCELLENCE IN PHYTOCHEMICALS, TEXTILE AND RENEWABLE ENERGY (ACEII – PTRE) ............................................................................................................................................. 2 BRIEF ABOUT SINO-AFRICA INTERNATIONAL FORUM ON TEXTILE AND APPAREL & SINO-AFRICA CULTURAL EXCHANGE FORUM (SAISTA)............................................................................................................... 2 REMARKS BY AMBASSADOR SIMON NABUKWESI, PRINCIPAL SECRETARY, STATE DEPARTMENT -
Informal Support for People with Alzheimer's Disease and Related D
Informal Support for People With Alzheimer’s Disease and Related Dementias in Rural Uganda: A Qualitative Study Pia Ngoma Nankinga ( [email protected] ) Mbarara University of Science and Technology Samuel Maling Maling Mbarara University of Science and Technology Zeina Chemali Havard Medical School Edith K Wakida Mbarara University of Science and Technology Celestino Obua Mbarara University of Science and Technology Elialilia S Okello Makerere University Research Keywords: Informal support, dementia and rural communities Posted Date: December 17th, 2019 DOI: https://doi.org/10.21203/rs.2.19063/v1 License: This work is licensed under a Creative Commons Attribution 4.0 International License. Read Full License Page 1/16 Abstract Background: The generation of people getting older has become a public health concern worldwide. People aged 65 and above are the most at risk for Alzheimer’s disease which is associated with physical and behavioral changes. This nurtures informal support needs for people living with dementia where their families together with other community members are the core providers of day to day care for them in the rural setting. Despite global concern around this issue, information is still lacking on informal support delivered to these people with dementia. Objective: Our study aimed at establishing the nature of informal support provided for people with dementia (PWDs) and its perceived usefulness in rural communities in South Western Uganda. Methods: This was a qualitative study that adopted a descriptive design and conducted among 22 caregivers and 8 opinion leaders in rural communities of Kabale, Mbarara and Ibanda districts in South Western Uganda. The study included dementia caregivers who had been in that role for a period of at least six months and opinion leaders in the community. -
Higher Education Solutions Network (HESN) 2.0 Programs Bi-Annual Performance Report Narrative
Higher Education Solutions Network (HESN) 2.0 Programs Bi-Annual Performance Report Narrative 1. BACKGROUND LASER PULSE is a five-year USAID-funded consortium, led by Purdue University and also comprising Catholic Relief Services, Indiana University, Makerere University, and the University of Notre Dame. LASER PULSE supports the research-to-translation value chain through a global network of 1,000+ researchers, government agencies, non-governmental organizations, and the private sector for research-driven, practical solutions to critical development challenges in low- and middle-income countries (LMICs). LASER supports the discovery and uptake of research-sourced, evidence-based solutions to development challenges spanning all USAID technical sectors and global geographic regions. The LASER PULSE strategy ensures that applied research is co-designed with development practitioners, and results in solutions that are useful and usable. LASER does this by involving development practitioners upfront - from topic selection, research question definition, conducting and testing research, and developing translation products for immediate use. We support this process with capacity building and technical assistance to enable the researcher/user partnerships to function effectively. 2. MAJOR MILESTONES / ACHIEVEMENTS 1. Researcher Capacity: Makerere University had an opportunity to engage with USAID Uganda’s Regional Development Initiative. The team accompanied the Uganda Regional Development Initiative team on several visits, to provide feedback on working with local universities in order to enhance their role in the path to self-reliance. This is a model that can be replicated in other countries and regions. The collaboration (Makerere and RDI) has resulted in a new buy-in opportunity for Makerere to work with regional universities in strengthening resilience for indigenous Ugandan groups). -
Gulu University Announcement
The MasterCardfdn@RUFORUM Scholarships 2017/2018 The MasterCard Foundation has partnered with the 4. Master of Science in Agri-Enterprises ADMISSION TO PROGRAMMES IN GULU UNIVERSITY Regional Universities Forum for Capacity Building in Development Agriculture (RUFORUM; www.ruforum.org), a network A: THOSE HOLDING UGANDA ADVANCED CERTIFICATE OF EDUCATION OR IT’S EQUIVALENT FOR of 66 universities in 26 African countries. The partnership Egerton University ADMISSION TO UNDERGRADUATE PROGEAMMES focuses on ‘Transforming African Agricultural Universities to 1. Bachelor of Science in Agriculture meaningfully contribute to Africa’s growth and development’. 2. Bachelor of Science in Animal Code Programme Minimum Requirements Duration The aim of partnership is to transform African agricultural Science universities and their graduates to better respond to 3. Master of Science in Community BFA Bachelor of Science in Food and Principal passes in Chemistry and Biology obtained at 4 years developmental challenges through enhanced application Studies and Extension Agribusiness (Weekdays) the same sitting and at least credit in Mathematics and of science, technology, business and innovation for rural 4. Master of Science in Agri-Enterprise English at ‘O’ Level. agricultural transformation. Development BSA Bachelor of Science in Agri- Principal passes in two of the following: Chemistry, 4 years Application procedure Entrepreneurship and Communication Biology Economics, Entrepreneurship, Mathematics and Under this partnership, 110 undergraduate and 110 Applicants should obtain application forms Management (Weekdays) Agriculture obtained at the same sitting and at least a masters scholarships will be provided over a period of eight for both the scholarships and admission credit in Mathematics. years. The scholarships target; academically deserving yet from the university of choice. -
Report Micro-Research Workshop Makerere University
Micro-Research Report Micro-Research Workshop Makerere University “Nurturing an Academic Career from Research Ideas to Finished Papers-using Micro-Research” Workshop for Community Based Researchers Held at Makerere University, Kampala, Uganda From August 2 to 13, 2010 Lecturers Robert Bortolussi, MD FRCPC, Professor Pediatrics, Noni MacDonald, MD, FRCPC, FCAHS, Professor of Pediatrics, IWK Health Centre and Dalhousie University, Halifax, Canada and Eric Wobudeya, Department of Pediatrics and Paul Kutyabami, Department of Pharmacy, Makerere University, Kampala, Uganda Ugandan Mentor Kasangaki Arabati, Faculty of Dentistry, Makerere University Funding Sponsors Micro-Research, IWK Health Centre And Canadian Child Health Clinician Scientist Program (CCHCSP) Report Makerere Workshop 2010 Page 1 Micro-Research Introduction and Background The absolute need for capacity building in research was recognized several years ago by African nations. Lack of grant funds for small research projects is a major obstacle to research development in developing countries. Small projects are the fuel, upon which research skills are honed and a track record is established, a critical factor in any research grant proposal. In March 2009, Drs. Noni MacDonald and Robert Bortolussi were awarded funds from CCHCSP for a pilot Micro-Research infrastructure project. Micro-Research, a concept modeled on Micro–Finance, was conceived by Jerome Kabakyenga, Dean of Medicine of Mbarara University of Science and Technology (MUST), Noni MacDonald and Bob Bortolussi in 2008 (Appendix 1). The CCHCSP pilot project would use educational tools, mentors, seed grant support and peer-to-peer interaction with CCHCSP and Ugandan researchers. The program of the workshop at Makerere University was modeled after an earlier workshop but modified to address issues such as grant reviewing, knowledge translation and community engagement. -
Disability & Special Needs Policy
DISABILITY & SPECIAL NEEDS POLICY DISABILITY IS A MINDSET MBARARAMBARARA UNIVERSITYUNIVERSITY OFOF SCIENCESCIENCE && TECHNOLOGYTECHNOLOGY SUCCEED WE MUST 2019JUNE ACKNOWLEDGEMENTS I reserve special plaudits for the African Development Bank that funded the formulation of this policy. We also offer special thanks to Ms. Reste Ndholorwa who coordinated all cross cutting issues in the ADB HEST project, (TA/CCAHEST Project). Her commitment and guidance cannot be forgotten. During the formulation of the policy, benchmarking was done at Kyambogo University, Makerere University Business school, Nkumba University and Uganda Christian University –Mukono. I acknowledge the contribution of these Universities, and would like to extend sincere thanks to the following: • Dr. Eron Lawrence, the Dean, Faculty of Special Needs and Rehabilitation, Kyambogo University, for the time and effort made to guide us in the process. • Mr. Muteesa Mungereza Ayub, Dean of Students Department, Uganda Christian University- Mukono for the warm reception and the willingness to share information to facilitate our interactions. • Ms Juliet Kateega and Mr. Vincent Balabyeki, Dean of Students Department, Makerere University Business School for their invaluable support to our cause. • Ms Elisa Nsereko the University warden/counsellor, Nkumba University for her insights into the management of the PWDs. Special thanks also go to the facilitators of the consultative meetings, namely, Ms Twembi Topisita from Human Right Commission, Mr. Besiga John from NUDIPU, Ms Nakalema Gladys, and Dr, Ssenyonga Joseph from the Faculty of Science with Education (MUST), Fr. David Nuwagaba- sign language interpreter from Montfort Missionaries, and Ms. Atwongire Loice. Their tireless efforts have led to the development of this policy for which we are thankful. -
Vote:149 Gulu University
Education Vote Budget Framework Paper FY 2020/21 Vote:149 Gulu University V1: Vote Overview (i) Snapshot of Medium Term Budget Allocations Table V1.1: Overview of Vote Expenditures Billion Uganda Shillings FY2018/19 FY2019/20 FY2020/21 MTEF Budget Projections Approved Spent by Proposed 2021/22 2022/23 2023/24 2024/25 Outturn Budget End Sep Budget Recurrent Wage 29.686 31.059 6.988 31.059 31.059 31.059 31.059 31.059 Non Wage 4.759 13.589 2.484 13.589 16.307 19.569 23.483 28.179 Devt. GoU 2.499 3.803 0.418 3.803 3.803 3.803 3.803 3.803 Ext. Fin. 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 GoU Total 36.944 48.452 9.890 48.452 51.169 54.431 58.345 63.041 Total GoU+Ext Fin 36.944 48.452 9.890 48.452 51.169 54.431 58.345 63.041 (MTEF) A.I.A Total 9.039 0.000 0.000 0.000 0.000 0.000 0.000 0.000 Grand Total 45.983 48.452 9.890 48.452 51.169 54.431 58.345 63.041 (ii) Vote Strategic Objective TEACHING AND LEARNING Increase students' Enrolment Enhance academic quality Provide appropriate teaching and learning materials HUMAN RESOURCE DEVELOPMENT Enhance staff capacity Enhance safety at place of Work RESEARCH, PUBLICATIONS ANDCONSULTANCIES Develop research policy of the University Conduct basic and applied Research Establish a University Journal Enhance research skills of staff and students Enhance research dissemination through publications Consultancies COMMUNITY OUTREACH SERVICES Develop and strengthen community outreach programs Education Vote Budget Framework Paper FY 2020/21 Vote:149 Gulu University Support community peace building and conflict transformation INFRASTRUCTURAL DEVELOPMENT Complete the process of land acquisition for Gulu University Expand and maintain physical Infrastructure INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) Integrate ICT to improve all functions of the University LIBRARY AND INFORMATION SERVICES Increase and maintain collections of information materials to meet the growing demand. -
Strategic Profiles of the International Dimension in Universities in Uganda Ronald Bisaso and Florence Nakamanya
Strategic Profiles of the International Dimension in Universities in Uganda Ronald Bisaso and Florence Nakamanya Abstract This article is based on a study that explored the nature of and variations in strategic profiles of internationalisation in universities in Uganda. Six universities, comprising of three public and three private chartered uni- versities with different histories and philosophies were selected for the study. Profiles of the international dimension were ascertained through a review and analysis of national and institutional strategic plans and reports. The findings highlight six profiles of internationalisation, namely, vision and mission, shared/core value, student enrolment, staff and student exchange, partnerships and collaborations, and the management structure. It is imperative that universities integrate internationalisation as an ethos that is systematically mainstreamed in all activities, produce knowledge relevant to local and international audiences, and improve the manage- ment structure by deploying managerial capacity that corresponds to the strategic period. The article recommends that further research should be conducted on profiles of the international dimension. Key words: internationalisation, international dimension, strategic pro- files, university, Uganda Ce article se fonde sur une étude qui a exploré la nature de et les variations dans les profils stratégiques d’internationalisation dans les universités en Ouganda. Six universités, composées de trois publiques et trois privées agréées, avec des histoires et des philosophies différentes, ont été sélec- tionnées pour l’étude. Les profils de rayonnement international ont été vérifiées avec un examen et une analyse des plans stratégiques et des rap- about the authors: ronald bisaso and florence nakamanya East African School of Higher Education Studies and Development, Makerere University. -
Undergraduate Private Admissions 2020/2021 Academic Year
MBARARA UNIVERSITY OF SCIENCE AND TECHNOLOGY OFFICE OF THE ACADEMIC REGISTRAR P.O. Box 1410, MBARARA-UGANDA Telephone: +256-485-660584, +256-414-668971 Email: [email protected], [email protected] Web: www.must.ac.ug UNDERGRADUATE PRIVATE ADMISSIONS 2020/2021 ACADEMIC YEAR The following have been admitted to the different programmes as below for the 2020/2021 academic year. Admission letters shall be sent by email to applicants who have paid a NON-REFUNDABLE TUITION FEES DEPOSIT of Shs. 50,000=. Visit www.must.ac.ug for instructions on how to pay or contact us by email [email protected] or WhatsApp us on +256-786-706490. BACHELOR OF SCIENCE IN COMPUTER ENGINEERING SN NAME GENDER NATIONALITY DISTRICT ALEVEL_INDEX YEAR WEIGHT 1 BATAMYE ABDUL M Ugandan BUIKWE U1609/635 2019 47.1 2 BONGO JOSHUA M Ugandan APAC U2060/581 2019 44.2 3 KIA JANET F Ugandan ALEBTONG U1923/610 2019 43.7 4 NSHEKANABO MARIUS M Ugandan SHEEMA U1063/563 2019 41.3 5 BINTO NAOMI F Ugandan MUKONO U2583/568 2019 40.7 6 BWAMBALE ROBERT SEMAKULA M Ugandan KASESE U3231/514 2019 31.5 7 MUTEBI JONATHAN M Ugandan WAKISO U0053/823 2019 31.2 8 ARINAITWE JULIUS M Ugandan MBARARA U1495/554 2017 31.1 9 ATWIINE SAGIUS M Ugandan NTUNGAMO U0946/572 2019 28.0 10 KISAKYE JULIUS M Ugandan IGANGA U0027/564 2019 27.6 11 MUKWATANISE ALBERT M Ugandan ISINGIRO U0334/692 2019 27.6 12 MATEGE DERICK M Ugandan KAMULI U2877/614 2012 27.1 13 MUHUMUZA JOSEPH M Ugandan KISORO U0080/566 2019 25.2 14 MWEBESA TREVOR M Ugandan NTUNGAMO U0053/827 2019 25.2 15 KAANYI JANE PATIENCE F Ugandan KIBUKU U0065/586 -
RENU Bids Farewell to Prof. Lejeune, Welcomes New Members to the Board!
RENU Bids Farewell to Prof. Lejeune, Welcomes New Members to the Board! th KAMPALA – Tuesday, 8 September 2020 attaining level 6 of NREN status, and reduction of the cost of bandwidth from USD 630 to less than USD 50 per Mbps per month currently. It was a day of mixed feelings at the last Annual General Meeting (AGM) of RENU as Prof. Michel Lejeune officially announced his end of service as the Prof. Lejeune leaves the RENU Board together with two other dedicated Chairperson of the RENU Board of Directors (BoD). The announcement was board members, Prof. Eleanor Wozei of Uganda Christian University (UCU) th th made last Thursday, 27 August 2020 as Prof. Lejeune chaired the 11 and Prof. George Nasinyama of Kampala International University (KIU), AGM (the last RENU AGM he would chair), which was held online on the whose terms of office had also ended. RENU web conferencing platform. “Please note that today, three members of the Board, including myself, will be stepping down and it is your duty to Prof. Eleanor Wozei, who had been a Board Member of RENU since 2014, see to it that their replacements will be for the greater good of RENU”, he is a Senior Lecturer, and Coordinator of Engineering and Environment announced, triggering numerous messages of appreciation for his Programs in the Department of Engineering and Environment at Uganda dedicated service flowing in the chat section from representatives of the Christian University (UCU). She is also the current Chair of the UCU Central various RENU member institutions in attendance. ICT Committee. -
The Medical Education Partnership Initiative (MEPI): Innovations and Lessons for Health Professions Training and Research in Africa
Omaswa F, et al. The Medical Education Partnership Initiative (MEPI): Innovations and Lessons for Health Professions Training and Research in Africa. Annals of Global Health. 2018; 84(1), pp. 160–169. DOI: https://doi.org/10.29024/aogh.8 ORIGINAL RESEARCH The Medical Education Partnership Initiative (MEPI): Innovations and Lessons for Health Professions Training and Research in Africa Francis Omaswa*, Elsie Kiguli-Malwadde*, Peter Donkor†, James Hakim‡, Miliard Derbew§, Sarah Baird‖, Seble Frehywot‖, Onesmus Wairumbi Gachuno¶, Steve Kamiza**, Isaac Ongubo Kibwage¶, Alfred Mteta Kien††, Yakub Mulla‡‡, Fitzhugh Mullan‖, Jean B. Nachega§§, Oathokwa Nkomazana‖‖, Emilia Noormohamed¶¶, Vincent Ojoome*, David Olalaye***, Sandy Pillay†††, Nelson K. Sewankambo‡‡‡ and Marietjie De Villiers§§ MEPI was a $130 million competitively awarded grant by President's Emergency Plan for AIDS Relief (PEPFAR) and National Institutes of Health (NIH) to 13 Medical Schools in 12 Sub-Saharan African coun- tries and a Coordinating Centre (CC). Implementation was led by Principal investigators (PIs) from the grantee institutions supported by Health Resources and Services Administration (HRSA), NIH and the CC from September, 2010 to August, 2015. The goals were to increase the capacity of the awardees to pro- duce more and better doctors, strengthen locally relevant research, promote retention of the graduates within their countries and ensure sustainability. MEPI ignited excitement and stimulated a broad range of improvements in the grantee schools and countries. Through in-country consortium arrangements African PIs expanded the programme from the 13 grantees to over 60 medical schools in Africa, creating vibrant South–South and South–North partnerships in medical education, and research. Grantees revised curricular to competency based models, created medical education units to upgrade the quality of education and established research support centres to promote institutional and collaborative research. -
African Agricultural and Life Science Universities in the Present And
African Agricultural and Life Science Universities in the present and future Adipala Ekwamu and Anthony Egeru Regional Universities Forum for Capacity Building in Agriculture (RUFORUM), P.O. Box 16811, Wandegeya-Kampala, Uganda Corresponding author: [email protected] Abstract There is a recognition that higher education has a catalytic role in expanding opportunities; employment, business and entrepreneurship owing to innovation potential resident in the universities. Trends in the present bring to the fore that the future of agriculture is about science, technology and innovation and higher education institutions are better positioned to propel a knowledge driven growth. In this article we report that agricultural and life science universities like other higher education institutions in Africa have seen an increase in student enrollment. However, this enrolment was not matched with corresponding investments in the staffing, infrastructure and associated services. One of the effects of these unmatched investments is high student-faculty ratio, low capacity of the universities to deliver high quality training in particular output of doctoral level graduates which is impacting the number of PhD level trained faculty in many universities. This deficit in PhD level qualified staff in the continent is costly; it is indicated that Africa spends approximately US$4 billion annually on salaries of western experts that help to fill the gap in the supply of professionals. However, this does not mean that everything in the continent is on a sloppy side of things, there are successes registered amidst these prevailing constraints for example the ability of the universities to innovate agricultural training programmes beyond what they inherited from colonial times.