Uganda’s policy on the liberalisation of education is widely recognised as one of the most progressive in Africa, with a strong focus on expanding access to education at all levels. Despite the significant strides made in primary and secondary education, higher education has received little attention in terms of its management.
A glance at Ugandan universities reveals a landscape marked by both redundancy and inefficiency. Many universities offer the same courses as if they were competing rather than complementing one another. This duplication of effort not only wastes resources but also dilutes the quality of education offered. The lack of diversity in course offerings also leads to a saturated job market, with graduates from different universities vying for the same limited opportunities, often in fields that are already oversupplied. Unlike the well-structured curriculum and regulation in primary and secondary education, university education seems disorganised, gradually deviating from its intended path and lacking proper regulation.
Proximity and duplication of courses is acute in every region of Uganda. Some public universities are 80 or 60 kms apart, while private ones almost share perimeter walls, offering duplicated programs. If University X teaches medicine, let another university in the neighbourhood specialise in a different discipline. Some courses in health and engineering taught in regional public universities do not attract local students because of duplication and competition for learners. Students who live within a three-hour drive to Kampala tend to choose to study at universities in the capital city. Most courses that attract the most students in these universities often have limited job prospects, creating a vicious cycle of unemployment and underemployment. A more prudent approach would have been to first establish enough secondary schools and vocational institutes in lacking regions. This way, the regions could have been better equipped to supply learners to universities in the future. The accreditation of these courses often fails to consider the frustration they cause for learners and the extreme poverty that sponsors are trapped in after wasting their money on education with no expected returns. It would be unfair to place the blame for unemployment solely on the learners’ poor choice of irrelevant courses. Instead, the responsibility rests on the policy makers, planners, and regulators who grant licenses to universities, allowing them to offer courses that are irrelevant.
The situation in private universities is equally concerning. Several private universities have taken commendable steps to promote quality education through their initiatives. However, the policy makers and regulators provide inadequate guidance, leaving them without direction. Obtaining a charter for some of these institutions appears to be a gateway to paradise, but unfortunately, it often leads to a halt in innovation and progress. With no active research centres, lack of journals, and innovation hubs, these universities often resemble advanced high schools rather than higher learning institutions. Curriculum development, rather than being a continuous process, is often a onetime affair conducted merely to meet accreditation requirements set by the National Council for Higher Education (NCHE).
A thorough evaluation of Uganda’s higher education policy, focusing specifically on specialisation, is urgently needed. Regulators should mandate universities to offer specific courses based on the skills gap, as identified through a comprehensive nationwide skills audit. Private universities may feel compelled to offer a wide range of courses to remain financially viable. However, financial considerations should not take precedence over the quality of education and the career prospects of students. When graduates are left unemployed for years after taking courses with no job prospects, it’s akin to having conned them. Taking a closer look at countries like China and France, we can observe that their emphasis on specialised higher education has proven to be a successful approach. In France, universities like Grandes Ecoles specialise in engineering, while institutions like Montpellier focus on life sciences. In China, Fudan University is renowned for its humanities programs, while Sun Yat-Sen University specialises in medicine. This model of specialisation not only ensures that universities develop deep expertise in specific areas but also reduces redundancy in course offerings and contribute to national development.
In Uganda, we could envision a scenario where, for the example, Mbarara University of Science and Technology focuses on health and environmental sciences, while Kabale University specialises in engineering or technological studies. Mountains of the Moon University could then concentrate on arts and humanities. Similarly, Makerere University Business School (MUBS) should be the sole provider of business courses, with these courses being phased out from Makerere University main campus. Makerere should concentrate on perhaps two disciplines especially health sciences and natural sciences including geology and space science. It could be argued that learners should have the freedom to decide where they prefer to study. However, the government should regulate such a choice because education is not only a national asset but also a top priority. The idea of specialisation should extend to private universities. These institutions should be encouraged to focus on teaching courses in areas where the government has less involvement, thereby complementing rather than duplicating the efforts of public universities. The Ministry of Education and the NCHE should propose to the government policies that promote specialisation and eliminate unnecessary duplication of courses across institutions.
Another area worth exploring is the delivery method for certain courses. A uniform competence-based curriculum, like the one at the secondary level, is needed in universities. Universities should abolish overreliance on rote memorisation. It may be worth considering whether some programs could offer students the opportunity to study independently, allowing them to register for university examinations and assessments. This approach would be beneficial for courses that are practical-heavy and require no classroom guidance or knowledge-based disciplines. Many experts in development have not studied development studies, and this is also the case for renowned entrepreneurs, psychologists, journalists, artists, writers, and musicians. The Bar course for lawyers is not taught in many countries, requiring learners to self-study before taking state-conducted exams. NCHE should provide clear guidance on which courses could be self-taught. Implementing self-taught or hybrid models for certain courses could significantly alleviate the financial burden on both students and their sponsors. By establishing a structured curriculum that allows for independent study, Uganda could make higher education more meaningful and adaptable to the diverse needs of learners and the country. This would also encourage lifelong learning, as individuals could continue their education alongside work or other commitments.
Embracing technology in higher education could revolutionise the way courses are delivered. The COVID-19 pandemic has showed the potential of online learning platforms, which, when used effectively, can expand access to education across the country, including in remote and underserved areas. Universities should be encouraged to develop and offer online courses, costed fairly to cater for learner’s use of data. This would be suitable for disciplines that do not involve laboratory work or require physical presence. How does attending a physical lecture enhance a learner’s understanding of tourism? Instead of wasting resources on avoidable costs, universities should prioritise enhancing the quality of relevant education.
Research and innovation must be at the heart of higher education reform in Uganda. Currently, many universities, both public and private ones lack active research centres and innovation hubs, limiting their contribution to national development. Encouraging universities to finance and engage in meaningful research and innovation is essential for fostering a culture of inquiry and problem-solving. The government could incentivise research by providing grants, tax breaks, or other forms of support to public and private universities that show a firm commitment to research and development. To further enhance the relevance and impact of higher education, partnerships between universities and industry should be strengthened. We should establish more regional directorates of industrial training, bringing them closer to universities. Every region in Uganda should have at least one specialised research and development centre. The service and product sectors should design specialised internship or apprenticeship policies to advance skills to Uganda’s graduates. Collaboration with the private sector can provide students with practical experience, internships, and employment opportunities upon graduation. Industry partnerships can also inform curriculum development, ensuring that the skills being taught are those in demand in the job market.
Most countries that have made significant strides in development invest at least 2-3% of their GDP into research and development. In Uganda, a negligible amount is invested in these critical areas, hindering the country’s ability to compete globally and address its unique challenges effectively. Ugandan government is credited for establishing some research centres such as the National Agricultural Research Organisation (NARO) and the Uganda Virus Research Institute (UVRI). In Uganda, there are over 40 universities that offer computer science related courses, producing many graduates. To bring together these graduates and support their innovations, we require a computing research institute. The country needs more research institutes in geology to study and conduct research in earth sciences. Establishing academies dedicated to humanities and social sciences, geographical societies, and similar institutions could provide the specialised knowledge needed for national growth. While the Kiira Motors Corporation is an excellent venture, it should diversify into a modern technology research institute, given its pioneering status. This would ensure that Uganda stays at the forefront of technological innovation, supporting the development of homegrown solutions to local and global challenges.
Dr. Everest Turyahikayo, PhD
The writer, a Published Scholar, holds a PhD in Knowledge Management.
He is a Consultant in Higher Education & Novelist. Find his latest novel-Fraternity and Fratricide on Amazon, Barnes & Noble