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Directorate of Quality Assurance

MAKERERE UNIVERSITY

Our Core Values:1. A global outlook and outreach

2. Breath of vision, creativity and openness to change

3. Collaboration and team work.

4. Excellence and continuous improvement

5. Transparent and courteous internal and external communication in the organization

6. The highest intellectual and ethical standards and;

7. The values of humane and just society; and in realizing Makerere University as an internationally recognized and globally focused, research-intensive institution, with a vigorous learning and teaching environment; the University commits an equivocal commitment to high quality permeating all dimensions of academic activities and support services.

Quality Assurance Directorate: Room 203, Senate Building Makerere UniversityP.O. Box 7062, Kampala, UgandaTel: +256 414 533009 Fax: +256 414 533640 Email: [email protected]://qad.mak.ac.ug

Our mission:To promote confidence in the quality provision (teaching, research and outreach services) that the quality and the standards of awards of Makerere University are safeguarded, enhanced and effectively managed.

Becoming a Learner Centered Research Led University

A n n u a l Report 2012

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Makerere University Directorate of Quality Assurance 3

Directorate of Quality AssuranceBecoming a Learner Centered Research Led University

Design & LayoutSonko James. NIntuition Media

[email protected]+256 772 472949

PrintingNew Vision Printing & Publishing Co. Ltd

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Table of Contents

Message from the Director 7

Secretariat 9

Introduction 11

Academic Program Assesment and Submission for approval 12

Makerere University Academic Profile 14

Student Enrolment 18

Academic Staff 20

Accommodation Facilities 27

Student Graduation Rates 29

Research Output 36

Surveys 38

Visitations to Campases 43

The Change Management Process 47

Quality Supervision Skills Workshop 50

Part I – Quality Assurance Policy 51

Part II – Quality Assurance Management Structure 56

Part III – Roles And Responsibilities In Quality Assurance 59

Part IV – Information 61

Part V – Graduate Training 63

Part VI – Research 63

Part VII – Collaboration 65

Part VIII – Experiential And Flexible Learning 67

Part VIX – External Examining 70

Part X – Academic Appeals And Student Complaints

On Academic Matters 75

Part XI - Student Admission 78

Part XII – University Assessment System 79

Part XIII – Programme Approval, Monitoring And Review 83

Part XIV – Staff Recruitment, Development And Appraisal 93

Part XV – Career Guidance 97

Part XVI — Guidelines On Disability 99

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Makerere University Directorate of Quality Assurance6

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Message from the Director

Makerere University (Mak) has a long-standing commitment to quality. But baseline studies which were carried out in 2005 by the committee set up to come up with a Quality Assurance Policy revealed the limitations of the quality control methods at Makerere University. In many cases the emphasis up to that time, had been mainly on controlling inputs, with comparatively little attention given to the processes and outputs. At institutional level, there was little capacity to monitor educational performance in a systematic manner.

In the Makerere University’s Strategic Plan 2008/9-2018/19; the University has articulated its vision of being a “leading institution of academic excellence and innovation in Africa”; Quality Assurance (QA) is one of three crosscutting themes of the Strategic Plan. Through its Quality Assurance Policy (May 2007), the University is committed to promoting internal and external confidence in the academic services provision. The Quality Assurance Directorate established in May 2007 was henceforth tasked to develop and implement quality assurance mechanisms in all university functions.

The University has undergone major reforms directed towards making its processes in Finance, Administration, Research, Teaching and Learning more effective and more efficient. The Swedish International Development Agency (Sida) financed these reforms. This transformation was realized through the methodology of Business Process Re-engineering (BPR) in which 150 processes were identified, mapped, critically examined and reengineered to a new desired end. The new processes are documented in the University Organizational Manual and the Research Manual. The reorganization of the University into a collegiate structure was a culmination of the BPR processes to ensure that a requisite organizational framework is put in place to leverage the new processes.

In the year 2011, the Vice Chancellor of Makerere University put in place the Change Management Committee (CMC) to ensure that the proposed changes smoothly take root. The committee, which has already started its work, has been partly financed by the Canadian International Development Corporation (IDRC). The Quality Assurance Directorate is the Secretariat to the CMC. It is planned that the activities of this committee will last for 18 months since its inception and will then drift into routine activities after this period.

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This is the second report since the University started operating the collegiate system. The data on Key Performance Indicators (KPI) has been analyzed and reported within the collegiate framework. This year’s report includes the Quality Assurance Policy and Framework.

The university’s commitment to Quality will continue to be reflected in its range of engagements in the institution, the country, the region and internationally. The University is in the second year of collaboration in Quality Assurance with four other Public Universities (MUST, Busitema, Gulu and Kyambogo). The aim of the collaboration is to create a forum for generating and sharing data on the quality of research and graduate training within the country. This engagement continues to be supported by Sida under its Bilateral Agreement with Uganda (2010-2014). In addition, the university has continued with its participation in the Higher Education Research and Advocacy Network in Africa (HERANA), which is hosted by the Center for Higher Education Transformation (CHET) in Cape Town in South Africa. The HERANA key partners include the University of Oslo (Norway), Makerere University (Uganda) and the University of the Western Cape (South Africa). The Network is co-ordinated by CHET in Cape Town. The Ford, Rockefeller and Kresge Foundations and the Carnegie Corporation fund HERANA. Under this framework of collaboration, CHET provided funding for the reproduction of the three major publications under HERANA.

The Directorate is grateful for the support from the Vice Chancellor, Professor Ddumba-Ssentamu for his unwavering support for the activities of the Directorate. We thank the University Management; The Quality Assurance Gender and ICT Committee of Council; and staff of the university who have responded to the call in igniting the quality regime in this university.

We build for the future.

Vincent A Ssembatya, PhD.Director, Quality Assurance,Makerere University.

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Quality Assurance Directorate

Dr. Vincent AloysiusDirector, Quality Assurance

Dr. Euzobia Mugisha BaineManager (Academic Affairs)

Mr. George Henry TusiimeSenior Program Officer

(Support Services)

Ms. Irene NamatendeAdministrative Assistant

Mr. Kiwanuka R. NgobiManager (Support Services)

Mr. Walter OdochAccountant

Ms Catherine KuteesaWeb Intern

Mr. Gilbert ArikosiSenior Program Officer (Academic, Humanities)

Ms. Beatrice AdongoSecretary

Mr. Johnson OsomelOffice Assistant

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Introduction

The Directorate of Quality Assurance is the Makerere University’s unit charged with the responsibility of providing leadership in prescribing, controlling and implementing quality standards at Makerere University. This Directorate was set up in May 2007. The University Quality Assurance Policy and Framework of 2007 guide the activities of the Directorate. The activities of the Quality Assurance Directorate include:

1. Ensuring the development and maintenance of high quality academic programmes;2. Enhancement of Quality Experiential and Flexible learning;3. Development of mechanisms to motivate high quality and competitive research;4. Ensuring an effective external examination system;5. Ensuring an efficient staff recruitment, development and appraisal system;6. Ensuring an effective student admission, assessment and progression process;7. Ensuring a high quality support environment for staff and students for effective teaching, learning, research and knowledge transfer partnerships.8. Contributing to the formulation of the university quality assurance enhancement policies and practices; to their implementation and monitoring across the university and where appropriate with collaborative partner institutions.

The Structure of the Quality Assurance DirectorateThe Quality Assurance Directorate is composed of the following staff members:1. Director – Dr. Vincent A Ssembatya2. Manager (Academic Affairs) – Dr. Euzobia Mbaine (Ms)3. Manager (Support Services) – Mr. Kiwanuka Ngobi4. Senior Program Officer (Academic, Humanities) – Mr. Gilbert Arikosi5. Senior Program Officer (Support Services) – Mr. George Tusiime6. Accountant – Mr. Walter Odoch7. Administrative Assistant – Ms. Irene Namatende8. Secretary – Ms. Beatrice Adongo9. Office Assistant – Mr. Johnson Osomel

The positions of Senior Program Officer (System Administrator), Senior Program Officer (Teaching and Learning; Science) and Senior Program Officer (Research) are still vacant and will need to be filled in the course of the coming months as the activities of the Directorate become even more intensive; especially when the financing of the Directorate increases. Currently the Directorate has depended on the CMC, Communication Officers in the Colleges, Student Interns to fill the Human Resource gap. The activities of the CMC will soon phase into those of the Directorate in a few months ahead. Routine and Specialized Activities of the Directorate The Quality Assurance Directorate routinely attends to internal and external Quality Assurance Mechanisms that span across the mission areas of the university: Teaching and Learning; Research; as well as Knowledge Transfer Partnerships. In addition the Directorate has the responsibility of ensuring that high quality standards are maintained in the support environment. In the foregoing year, the Directorate engaged in the following activities:

1. Academic Program Assessment and Submission for Approval2. Student Evaluation of Course and Teaching;3. Survey of Ownership and Usage of ICTs by students;4. Follow up on External Examiners Reports;5. Pedagogical and Supervisory Training for Supervisors of Graduate Students;6. Institutional Self-Assessment;7. Baseline Survey for monitoring institutional reforms;8. Survey on Quality Assurance Knowledge and Skills among Graduate Supervisors;9. Review of External Campuses;

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10. Establishment of Quality Assurance Forum for Public Universities;11. Coordinating the Activities of the Change Management Committee (Include Policy Development);12. Analysis of Capacity and Resource Utilization using the NCHE capacity indicators;

The above list is by no means exhaustive as members of the Directorate end up on many task forces and committees in the University. The Directorate also coordinates the population of the Document Server database that is hosted at www.docs.mak.ac.ug as well the database for Courses at the University hosted at www.courses.mak.ac.ug. The Directorate interfaces with the Center for Higher Education Transformation (CHET) on a routine basis for work under the Higher Education Research and Advocacy Network for Africa (HERANA) on flagship universities in Africa. Makerere University is a member of this consortium. The Directorate also coordinates the transmission of data on Key Performance Indicators to the Thomson Reuters Institutional Profiles project. This data is used by international organizations as a basis for locating the strengths of academic institutions.

Academic Program Assessment and Submission for ApprovalThe University Senate has streamlined the program approval process. All undergraduate academic programs will be considered by the Senate subcommittee on Academic Policy before being considered by Senate. The postgraduate academic programs will be assessed by the Board of Graduate Studies and Research, as has been the case in the past, before being considered by senate. The Senate will forward the recommended programs to the Quality Assurance, Gender and ICT committee for consideration; this committee will forward the recommended programs to the University Council for approval.

The Directorate vetted 19 programs from Academic Units; 11 of these programs were approved by the University Council. The rest of the programs were not approved for a variety of reasons and were referred back to Senate for reconsideration. The status of programs considered by the University Quality Assurance Gender and ICT (UQGICT) are presented in Table 1: Programs Considered by the UQGICT Committee in 2012. All the programs that were successfully approved by the University Council were postgraduate programs. This brings to 154 the number of postgraduate programs with registered students; as opposed to 98 Bachelors programs with enrolled students. Despite the large number of postgraduate programs in the university, the postgraduate enrolment has not yet reached the 25% mark expected of a research-led university. The disaggregation of postgraduate enrolment shows that it is only in the College of Health Sciences where this mark is superseded.

Table 1: Programs Considered by the UQGICT Committee in 2012 Programme Status 1 MSc in Petroleum Geo-Science Approved 2 Masters in Public Infrastructure Management. Approved3 Msc in Power Systems Engineering Approved4 Msc in Telecommunication Engineering. Approved5 Master of Public Health Disaster Management Approved6 Msc in Geo- Information Sciences and Technology Approved7 Msc in Construction Management Approved8 MBA Executive Approved9 Higher Diploma in Clinical Institution Approved10 Graduate Diploma in Medical Education. Approved11 Graduate Diploma in Social Justice Approved12 Bachelor of Optometry Referred to Senate13 Bachelor of Physiotherapy Referred to Senate14 Diploma in Pharmacy Referred to Senate15 Bachelor of Clinical Nutrition (BCN) Referred to Senate16 Bachelor of Science in Water and Irrigation Engineering Referred to Senate17 Bachelor of Visual and Communication Design and Multimedia Referred to Senate18 Bachelor of Fine Art Referred to Senate19 Higher Diploma in Physical Education Referred to Senate

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The committee received 19 academic programs for consideration. This registered an increment of 5 from last year 14 that were received by the committee. The University Council approved eleven of these programs. The Senate Academic Policy Committee will now be scrutinizing all Academic Programs before consideration by Senate. The Quality Assurance Committee will only consider programs that have been ratified by Senate.

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Makerere University Academic ProfileThe Makerere University Quality Assurance Directorate routinely attends to internal and external Quality Assurance Mechanisms that span across the mission areas of the university: Teaching and Learning; Research; as well as Knowledge Transfer Partnerships. In addition the Directorate has the responsibility of ensuring that high quality standards are maintained in the support environment.

The Vision of Makerere University is To be the leading institution for academic excellence and innovations in Africa. The mission of the university is To provide innovative teaching, learning, research and services responsive to national and global needs. In its 2008-2018 strategic plan, the university set a fundamentally new direction of being Research-led, Learner-Centered and forming Knowledge Transfer partnerships.

Before the advent of colleges, most of the data reported about the university was exclusively in aggregates making it difficult for decision makers to isolate areas to pay specific attention. As part of the college formation process, data from various faculties, institutes and schools was collected and analyzed by the University Reforms Committee with the objective of configuring academic units (colleges) that would optimally utilize available resources as well as deliver outputs more efficiently. The missions of the various units to identify synergies that would result in meaningful configurations also informed the process.

The current profile of the colleges shows evidence of utilization of this synergy in various ways: 1. Resources are being shared; 2. Curriculum is being modified to respond to new realities; 3. There is increased research output; 4. Colleges have built capacity to mobilize funds from Development Partners; 5. Innovations are gaining momentum and receiving seed funding from Government;

There is evidence that the university is in the Efficiency stage of development forging mechanisms of achieving High Quality outputs amidst increasing enrolmment pressure; the university has maintained its attention to access and equity. The university is building momentum to launch into the Innovation stage of development where the central focus will be Differentiation in the Academic Provision. There is commitment of being Research-led; Learner-centered and forging Knowledge Transfer Partnerships.

Makerere University Colleges and Independent Schools

The university is divided up into nine colleges and one independent school:1. The College of Agriculture and Environmental Sciences (CAES);2. The College of Engineering, Design, Art and Technology (CEDAT);3. The College of Health Sciences (CHS);4. The College of Humanities and Social Sciences (CHUSS);5. The College of Business and Management Sciences (COBAMS);6. The College of Computing and Information Sciences (COCIS);7. The College of Education and External Studies (COEES);8. The College of Natural Sciences (CONAS);9. The College of Veterinary Medicine, Animal Resource and Biosecurity (COVABS);10. The School of Law.

The Distribution of Schools and Departments in the Colleges

College of Natural SciencesSchool of Physical Sciences 1. Chemistry2. Mathematics

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3. Physics4. Geology and Petroleum Studies

School of Biological Sciences 1. Biology2. Biochemistry and Sports Science

College of Business and Management Sciences (COBAMS) School of Economics 1. Economic Theory and Analysis2. Policy and Development Economics

School of Business 1. Marketing & Management2. Accounting and Finance

School of Statistics and Applied Economics 1. Planning and Applied Statistics2. Population Studies3. Statistics and Actuarial Science

College of Computing and Information Sciences (COCIS) School of Computing and Informatics Technology (CIT) 1. Computer Science2. Information Technology3. Information Systems4. Networks

East African School of Library and Information Science (EASLIS) 1. Library and Information Sciences2. Records and Archives Management

College of Engineering, Design, Art and Technology (CEDAT) School of Engineering 1. Civil and Environmental Engineering2. Electrical and Computer Engineering3. Mechanical Engineering

School of the Built Environment 1. Architecture and Physical Planning2. Construction Economics and Management3. Geomatics and Land Management.

Margaret Trowell School of Industrial and Fine Arts 1. Department of Fine Art2. Visual Communication Design and Multi-media3. Industrial Art and Applied Design

College of Humanities and Social Sciences (CHUSS) School of Languages, Literature and Communication 1. Literature2. Linguistics, English Language Studies & Communication Skills3. African Languages European 4. Oriental Languages5. Depart of African Languages6. Journalism and Communication

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School of Women and Gender Studies

School of Liberal and Performing Arts 1. Philosophy & Development Studies 2. Religion and Peace Studies 3. Performing Arts 4. History, Archaeology & Organizational Studies

School of Psychology 1. Mental Health and Community Psychology 2. Educational, Organizational and Social Psychology

School of Social Sciences 1. Sociology & Anthropology. 2. Social Work and Social Administration 3. Political Science and Social Administration

Makerere University Institute of Social Research

College of Agricultural and Environmental Sciences (CAES) School of Agricultural Sciences 1. Agricultural Production (AP) 2. Agribusiness and Natural Resource Economics (Ag & NRE) 3. Extension & Innovations (EI)

School of Food Technology, Nutrition and Bioengineering 1. Agricultural & Bio systems Engineering (ABE) 2. Food Technology and Human Nutrition (FT&HN)

School of Forestry, Environmental and Geographical Sciences 1. Forestry, Bio-Diversity and Tourism (F, B &T) 2. Environmental Management (EM) 3. Geography, Geo Informatics and Climatic Sciences (GGCS)

College of Education and External Studies (COEES) School of Education (SoE) 1. Social Sciences & Arts Education 2. Science, Technology & Vocational Education (DSTVE) 3. Foundations & Curriculum Studies (DFCS)

School of Distance and Lifelong Learning (SoDLL) 1. Open & Distance Learning (DODL) and 2. Adult & Community Education (DACE)

EA School of Higher Education Studies and Development (EASHESD)

College of Health Sciences (CHS) School of Biomedical Sciences 1. Anatomy 2. Biochemistry 3. Medical Illustration 4. Microbiology 5. Pathology 6. Pharmacology and Therapeutics 7. Physiology

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School of Medicine 1. Anesthesia 2. Child Health and Development Center 3. ENT 4. Family Medicine 5. Internal Medicine 6. Obsterics and Gynecology 7. Ophthalmology 8. Orthopedics 9. Pediatrics and Child Health 10. Psychiatry 11. Radiology and Radiotherapy 12. Surgery

School of Health Sciences 1. Allied Health Science 2. Dentistry 3. Nursing 4. Pharmacy

School of Public Health 1. Community Health and Behavioral Sciences 2. Disease Control and Environmental Health 3. Epidemiology and Biostatics 4. Health Policy Planning and Management

College of Veterinary Medicine, Animal Resource and Biosecurity School of Biosecurity, Biolab and Biotechnical Sciences (SBS) 1. Biomolecular Resources and Biolab Sciences (BBS) 2. Biotechnical and Diagnostic Sciences (BDS) 3. Biosecurity, Veterinary Public Health and Eco-Health (BPE) 4. Industrial Products and Resource Economics (IPE)

School of Veterinary and Animal Resources Development (SVAD) 1. Livestock Health and Entomology (LIHE) 2. Food Animal Resources and Zootechnics (FAZ) 3. Wildlife and aquatic Animal Resources Management (WARM) 4. Comparative Medicine, Veterinary Pharmacy and Clinics (CPC)

School of Law 1. Commercial Law 2. Human Rights and Peace Center 3. Law and Jurisprudence 4. Public and Comparative Law

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Student Enrolment

Student Enrolment in the colleges is determined by a number of factors. The key factors include: the number and capacities of Academic Programmes in the colleges; popularity of the programmes; job market; parental influence; fees; pass rates; drop out rates; graduation rates; admission requirements; among others. At Makerere University, programmes in the Humanities including Business and Law, tend to attract more students than the Science and Technology programmes.

The College of Humanities and Social Sciences (CHUSS) alone has more than 20% of the student enrolment in the University. The Humanities Based colleges (including Business and Law) constitute 60% of the Student Enrolment. This gives the University a 40% enrolment proportion in Science and Technology. The proposed target for the South African Universities is 40% enrolment in the Science Engineering and Technology. This distribution is depicted in Figure 1: Student Enrolment at Makerere University as of December 2012. CHET has adopted the same proportion for its project under the Higher Education Research and Advocacy Network in Africa (HERANA). The HERANA project has eight participating universities from Eight Countries in Africa. Through the HERANA network, CHET has developed an analytical framework upon which the extent to which universities participate in Economic Development can be determined.

Gender Disparity in Student Enrolment

The proportion of female students enrolled in the university is 44% of the total student enrolment. Across the colleges, the distribution of students is generally tilted towards male students. The exceptions are CHUSS and the School of Law. The ideal distribution across gender is 50%. The university has an affirmative action policy that has assigned extra 1.5 points to all female applicants. Such an action has been in place for the last 25 years and has contributed to narrowing the gender disparity in student enrolment. The distribution of students is depicted in figure 1

Figure 1: Student Enrolment at Makerere University as of December 2012

The distribution of students across the different offering modes of Day, Evening and External is shown in Figure 2: The majority of the students were enrolled in the Day programmes with a proportion of 54%. The proportion for Evening students was 38%, whereas the External programmes had 8% of the students.

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Enrolment in the Graduate Programmes

The proportion of graduate students enrolled at the university is 5%. The recommended percentage by CHET is 15%. Figure 2: The distribution of students in various program categories

Gender Share for Students

Distribution of Students in Programs Propotions of Graduate Students in Colleges

Students to Staff Ratio Enrolment by Type of program

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Academic StaffThe University has about 1,600 academic staff distributed across its nine colleges and the independent School of Law. The members of staff are further segmented into the permanent staff categories of Professors (67), Associate Professors (99), Senior Lecturers (189) and Lecturers (414); the training category of Assistant Lecturers (440) and Teaching Assistants (285); as well as Part-time Lecturers (124). This gives a total of 759 permanent members of staff, 725 staff members in the training category and 124 part-time lecturers – see Table 2: The Distribution of Academic Staff within Colleges with Professors (P); Associate Professors (AP); Lecturers (L); Senior Lecturers (SL); Assistant Lecturers (AL); Teaching Assistants (TA); Part Time Lecturers (PTL). Most of the Assistant Lecturers are doing their PhDs whereas most of the Teaching Assistants are those members who exceled in their undergraduate studies (got first classes or upper second classes degrees) and are doing their Masters degrees.

Table2: Permanent Academic Staff in Colleges with Professors (P); Associate Professors (AP); Lecturers (L); Senior Lecturers (SL); Assistant Lecturers (AL); Teaching Assistants (TA).

College P AP L SL AL TA PTL Total

CAES 11 14 45 37 43 23 26 200CEDAT 3 8 39 24 53 47 10 185CHS 11 29 99 30 40 47 16 274CHUSS 10 22 85 41 85 41 13 299COBAMS 2 1 21 8 59 13 25 129COCIS 3 1 9 7 43 24 6 94COEES 1 1 46 12 37 15 8 120CONAS 10 13 45 15 34 33 14 164LAW 4 4 8 4 24 3 3 50VET 12 6 17 11 22 39 3 111Total 67 99 414 189 440 285 124 1626

Figure 3: Staff to Student Ratio

There are more male academic staff than the female academic staff. In most cases, the male academic staff outnumbers the female by twice. The worst situation is in CAES where the proportion of female staff is 23% and the best relative situation is in Law with a proportion of 36%. Table 2: The Distribution of Academic Staff within Colleges with Professors (P); Associate Professors (AP); Lecturers (L); Senior Lecturers (SL); Assistant Lecturers (AL); Teaching Assistants (TA); Part Time Lecturers (PTL).

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Overall the proportion of women academic staff in the University is 28%.

Figure 4: A Radar Diagram showing the Gender Gap in the Distribution of Academic Staff in the University.

Staff to Student Ratios

The University’s staff to student ratio is 1:21, which is good according to the NCHE Capacity Indicators in Schedule 4 of Statutory Instrument No. 85 of 2005. The Ideal overall Staff to Student ratio according to the same instrument is 1:15. According to Center for Higher Education Transformation (CHET), a ratio of 1:20 is considered strong. Such a strong ratio allows for PhD supervision and research. The staff to student ratio requirements varies with disciplines and the University is compliant mostly in the Science and Technology disciplines. The non-compliant Colleges are COEES, COCIS and COBAMS.

It should be noted that the University runs three modes of Academic Programmes: Day, Evening and External. These three colleges have large student populations in the non-conventional modes of Evening and External. As such the staff and student ratios should be interpreted in context, as the modes of delivery are mutually exclusive. In addition, the part-time staff is not part of this computation.

Staff QualificationsThere are five broad categories of staff in Makerere: Academic staff includes, teaching, research and library staff; Technicians predominantly in the science based teaching units and the estates and works department; Administrative staff at the senior level in the administrative units and administrators in the teaching units; and support staff at the intermediate and group level in both teaching and administrative units. Kitchen staff operate in the Halls of Residence for the provision of food to resident students.

According to the University Policy on Appointments and Promotions, a PhD is a requirement for a teaching position at the level of Lecturer and above. With the exception of the Clinical Disciplines, this applies across the university.

In computing the proportion of academics with doctoral degrees, the training category of Teaching Assistants and Assistant Lecturers is not considered. In addition, only permanent members of staff are considered in this computation. This category of staff had 777 members of whom 566 were PhD holders. This gives 72.8% as the percentage of PhD holders. This is considered strong according to CHET and Ideal according to the NCHE.

The distribution of staff with PhDs is summarised in Table 3

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Table 3: Makerere University Staff whose Highest Qualification is a PhD

Makerere Staff with PhDs

College School Abbreviation Staff

with PhD

CAES Food Technology Nutrition & Bio-Engineering FTBN 15

Agricultural Sciences AS 54

Forestry Enviroment And Geographical Science FEGS 33

CEDAT Built Environment BE 13

Engineering ENG 36

Margret Trawel School Of Industrial And Fine Art MTSIFA 26

CHS Biomedical Sciences BS 16

Health Sciences HS 3

Medicine MEDICINE 23

Public Health PH 7

CHUSS Languages Literature And Communication LLC 19

Liberal And Performing Arts LPA 42

Psychology PSY 8

Social Sciences SS 33

Women And Gender Studies WGS 12

COBAMS Economics ECO 15

Business BUS 4

Statistics And Applied Economics SAE 10

COCIS Computing And Information Technology CIT 14

Library And Information Science LIS 9

COEES Distance And Lifelong Learning DLL 9

East African School Of Higher Education And Development EASHED 9

Education EDUC 30

CONAS Biological Sciences BS 43

Physical Sciences PS 38

COVABS Veterinary Sciences 38

LAW Law 7

566

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Figure 5: A radar diagram showing the distribution of Staff with PhDs in the various schools.

Figure 6: A radar diagram showing PhD staff to student ratios in the colleges

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Table 4: The distribution of staff with PhDs in the Colleges

College PhD Staff Students Student PhD Ratio

CAES 102 1685 17

CEDAT 75 2911 39

CHS 49 1694 35

CHUSS 114 8109 71

COBAMS 29 6182 213

COCIS 23 5017 218

COEES 48 6595 137

CONAS 81 1140 14

COVABS 38 576 15

LAW 7 1237 177

Rate of Academic Staff turnover.

More than 170 members of staff (4% of the University staff) left the University for various reasons in the period 2010-2012. The biggest turnover was in the Directorate of Information and Communication Technologies (DICTS), which lost close to 50% of its staff including its Director and her deputies. The cause for this turnover in DICTS is attributable to the differentials between the salaries of Makerere ICT staff as opposed to the salaries in the ICT industry even within the country.

Even though no official survey has been carried out to establish the main reason for the staff turnover in Makerere University, the expansion of the Higher Education Sub-sector could be the main reason for this. Some of the senior staff in Academics have moved on to become administrators in upcoming universities in the country. Another major reason for staff turnover is likely to be the low salaries (as compared to salaries of staff in premier universities within the region). Low salaries have been a cause for staff unrest at the university in the last two years.

The university regularly advertises and fills the vacant positions in its establishment. It is noteworthy, however, that entry into the university establishment is usually at lower levels of the staff ranks.

Academic Programs

At the undergraduate level Makerere University has 13 Diploma and 98 Bachelors Degree programmes. The University has 19 Postgraduate Diploma and 135 Masters Degree programmes. All Faculties Schools and institutes have provision for offering Doctoral Degrees either by research only or by course work and dissertation.

Facilities and InfrastructureComputer to Student RatiosComputers are considered very important inputs in the process of teaching and learning. The National Council for Higher Education (NCHE) recommended computer to student ratio is one computer to five students. In the College of Computing and Information Sciences (COCIS), there is the required number of computers for the students in the college. In addition, it is a requirement in the College that second and third year students own laptop computers. Students can access the WIFI network anywhere on campus. The worst student to computer ratio is in the School of Law. Efforts are underway to deal with this situation. In addition, it is hoped that Colleges should try and attain an overall average of the ratios recommended by the NCHE.

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Table 5: The Distribution of Computers in the colleges

College Computers Total Students Student/Computer Required Computers Computer GapCOCIS 1035 4842 5 968 -67VET 100 584 6 117 17CAES 260 1627 6 325 65CONAS 143 1147 8 229 86CHS 117 1423 12 285 168LAW 4 1205 301 241 240CEDAT 239 2912 12 582 343COBAMS 147 5884 40 1177 1030COEES 163 6608 41 1322 1159CHUSS 200 7879 39 1576 1376 Total 2405 34111 14 6822 4417

Figure 7: A radar diagram showing the Computer to Student Ratio in the Colleges

Lecture Space

Makerere University Strategic Plan: 2008/09- 2018/19, underscored the significance of infrastructure in facilitating teaching, learning, research, administration and other functions. The university is committed to increase lecture space by 20,000 sqm by the end of 2018, enhance the re-organization and efficient running and management of laboratory facilities by end of 2014 and improve the efficiency and effectiveness in the management of physical resources such as classrooms, laboratories, equipment and estate by the end of 2014.

Figure 8: A radar diagram showing the space available per student.

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Space in the University

Table 6: Teaching Space by College as of December 2012

College Space sqm Lab space Space (sq m) per StudentCAES 1653 2976 2.85COSIS 3355 1.36COBAMS 1399 0.43CHUSS 2504 0.72CONAS 1273 3470 4.55CEDAT 2790 1817 2.37COESS 1687 159 1.15CHASS 1065 1032 1.65LAW 479 0.99Vet Medicine 575 1760 10.56Total 19217 11213 1.75

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Accommodation FacilitiesMakerere University is one of the most populous universities in the East African region. It was originally mainly a residential university until the mid-1990s. It is currently mainly a non-residential university with a large number of students off-campus. A number of students live in hostels facilities located outside campus. The landscape of the student population has also largely changed from predominately young students to include relatively older students.

Table 7: Makerere University Accommodation Facilities; Sourced from the Makerere University Fact book 2010/2011

Hall Year Affiliation Rooms Area (M2) Students Lavatories Space RatioComplex 1971 Female 252 5920 530 64 11.2Mary Stuart 1953/64 Female 298 8130 556 63 14.6Lumumba 1971 Male 496 12560 648 98 19.4Nkrumah 1952/65 Male 267 7333 529 41 13.9Nsibirwa 1952/65 Male 290 7736 510 46 15.2Livingstone 1958 Male 281 6365 528 78 12.1Africa 1971 Female 198 4740 498 70 9.5Mitchell 1963 Male 293 7030 542 53 13.0University Hall 1958 Male 256 5536 487 79 11.4Galloway House 1962/72 Mixed 71 102 27 19.7Kabanyolo Hostel 1960 Mixed 35 76 10 11.4Dag Hammarskjold 1970 Mixed 101 2000 118 20 13.7Total 2,838 5,124 649

Makerere University has nine undergraduate halls of residence three female and six male and one postgraduate hall. Two off campus hostels in Mulago and Kabanyolo accommodate students from the College of Health Sciences and the College of Agriculture and Environmental Sciences

Figure 9: Capacity of Halls of Residence

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Table 8: Places of Worship in the University

Year Floor space M² Religious OrientationSt Augustine Chapel 1955 780 Roman CatholicSt Francis Chapel 1955 840 AnglicanMosque 1948 803 Moslem

Table 9: Games and Sports Facilities

Makerere University Sporting FacilitiesFacility Number Acreage M² LocationAthletics track 8 lane 16385.4 Main sports groundFootball pitch 1 5000 Main Sports ground Football pitch 1 5000 Nsibirwa Football pitch 1 5000 Katanga Tennis Courts 2 260.7 Main Sports groundTennis Court 2 Guest HouseTennis Court 9 Each Hall of ResidenceBasketball court 1 420 Main Sports groundBasketball court 1 420 Pool RoadNetball pitch 1 462 Main Sports groundCricket Oval Main Sports groundRugby Pitch Main Sports groundHandball pitch Main Sports groundBoxing Training Area Main Sports groundVolley ball pitch 1 162 Main Sports groundVolley ball pitch 9 Each Hall of ResidenceSquash 2 Swimming poolBadminton court 1 81.74 Gymnasium 1 Privately rumSwimming pool 1 200 yds Pool Road

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Student Graduation RatesWhen all things are equal, one should expect the graduation rates to be at 100%. This means that all students admitted to a particular program should be able to graduate at the end of their study period. In reality this does not normally happen as many factors tend to come into play and, in most times, slow down the progression rate of some students or even stop the progression altogether. Some of these factors may be financial (say the lack of tuition), academic (failure of some of the courses), health and otherwise social.

On the other hand, extremely high graduation rates do not always mean that the quality of the provision is high. Moderate graduation rates might reflect a rigorous curriculum and a high level of quality control. The graduation rates presented in the figures below are computed as the number of graduates in a given program divided by the number of students admitted in that cohort for the specific program. The average graduation rate is computed over for the data of 3 consecutive cohorts.

Table 10: A table showing the various Undergraduate Academic Programs in the Colleges

Makerere University Academic Programs College Undergraduate Programs CodeCAES 1 B. Conservation Forestry & Product Technology FOR 2 B. Of Sc. In Agricultural Engineering AGE 3 B. Of Science Food Science & Technology FST 4 B. Of Science In Horticulture HOT 5 B. Social And Entrepreneurial Forestry BCF 6 Bach Of Agricultural & Rural Innovation BAR 7 Bachelor Of Agricultural Extension Education 8 Bachelor Of Agribusiness Management AGM 9 Bachelor Of Community Forestry 10 Bachelor Of Environmental Science BVS 11 Bachelor Of Science In Agriculture AGR 12 Bachelor Of Science In Human Nutrition HUN 13 Bachelor Of Wood Science And Technology 14 Bsc. Agric. Land Use & Management BAM 15 Bachelor Of Tourism BTM 16 Bachelor Of Science In Meteorology BMTCEDAT 17 B. Of Science Electrical Engineering ELE 18 Bachelor Of Sci. In Construction Management SCM 19 Bachelor Of Sci. In Quantity Surveying SQS 20 Bachelor Of Science In Computer Engineer CMP 21 Bachelor Of Science In Land Economics SLE 22 Bachelor Of Science In Telecommunication Engineering STE 23 Bachelor Of Architecture ARC 24 Bachelor Of Science In Civil Engineering CIV 25 Bachelor Of Science In Mechanical Engine MEC 26 Bachelor Of Science In Surveying SUR 27 Bachelor Of Industrial And Fine Arts FIN 28 Diploma In Civil Engineering Surveying CSD 29 Bachelor Of Urban And Regional Planning BUPCHS 30 Bach. Of Sci. In Speech & Language Therapy BSL

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31 Bachelor Of Pharmacy PHA 32 Bachelor Of Science In Palliative Care 33 Bach. Of Medicine And Bach. Of Surgery MAM 34 Bachelor Of Dental Surgery BDS 35 Bachelor Of Environmental Health Science BEH 36 Bachelor Of Sci. In Medical Radiography BMR 37 Bachelor Of Science In Nursing NUR 38 Bachelor Of Science In Dental Technology BDT 39 Bachelor Of Biomedical Sciences BSB 40 Bachelor Of Science In Biomedical Engineering BBI 41 Bachelor Of Cytotechnology BYCCHUSS 42 Bach.of Arts (Environmental Management) BEM 43 Bachelor Of Arts In Social Development BSD 44 Bachelor Of Community Psychology BCO 45 Bachelor Of Indus. & Organizational Psy. BIP 46 Bachelor Of Journalism And Communication BJC 47 Bachelors Arts In Social Sciences ASS 48 Bachelor Of Arts ( Arts) ARS 49 Bachelor Of Arts ( Drama) DRM 50 Bachelor Of Arts ( Music) MUS 51 Bachelor Of Arts(Dance) DNC 52 Bachelor Of Development Studies DVS 53 Bachelor Of Mass Communication BMC 54 Bachelor Of Secretarial Studies BSS 55 Bachelor Of Urban Planning BUP 56 Bachelors Of Social Work And Social Administration SOC 57 Diploma In Music Dance And Drama MDDCOBAMS 58 Bachelor Of Business Administration ADM 59 Bachelor Of Commerce COE 60 Bachelor Of Development Economics DEC 61 Bachelor Of Procurement And Supplies Management BPR 62 Bachelor Of Arts In Economics ECO 63 Bachelor Of Sci. In Business Statistics BBS 64 Bachelor Of Science In Actuarial Science SAS 65 Bachelor Of Science Quantitative Economics BQE 66 Bachelor Of Statistics STA 67 Bachelor Of Population Studies BPSCOEES 68 Bachelor Adult And Community Education BAC 69 Bachelor Of Education BED 70 Bachelor Of Arts With Education EDA 71 Bachelor Of Commerce COX 72 Bachelor Of Science With Education 73 Bachelor Of Science SCX 74 Bachelor Of Medical Education EDM 75 Diploma In Palliative Care

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76 Diploma In Project Planning And Manament. DPM 77 Diploma In Youth In Development Work CYPCONAS 78 Bachelor Of Sc. In Industrial Chemistry BIC 79 Bachelor Of Sci. In Fisheries And Aqua BFS 80 Bachelor Of Sci. In Geo. Resource Management 81 Bachelor Of Science SCI 82 Bsc In Petroleum Geoscience Production BGP 83 Bachelor Of Science In Ethno Botany ETB 84 Bachelor Of Sports Science BSP 85 Bachelor Science In Conservation Biology BCBCOSIS 86 Bach. Of Library & Information Science 87 Bachelor Of Information Systems ISD 88 Bachelor Of Information Technology BIT 89 Bachelor Of Records & Archives Management BRA 90 Bachelor Of Science In Software Engineer BSW 91 Bachelor Of Science In Computer Science CSC 92 D.Lib & Info. Studies LIB 93 D.Records & Archives Management ARM 94 Dip.Comp. Sc. & Information Technology DCS 95 Diploma In Computer Science LAW 96 Bachelor of laws VET 97 B. of biomedical laboratory technology BLT 98 B.of Animal Production Tech and Management BAT 99 Bachelor of Veterinary Medicine VET 100 Bsc. In Wild Life Health and Management. WHM 101 Dip in Livestock Prod Development and Entrepreneur DLP 102 Dip in Livestock Health Sciences DLH

Figure 10: A graph showing the graduation rates in CAES

Colleges are advised to take interest in the graduation rates as low average graduation rates may be indicative of bottlenecks inherent in a specific program. At the time of designing programs, expectations are leveled on several input parameters like the required academic proficiency for admissible students; quality of teaching staff; quality of scholastic inputs and teaching labs; books and other reference materials; and largely the whole spectrum of quality assurance mechanisms deployed to ensure the output of the intended graduate.

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Figure 11: A graph showing the graduation rates in CEDAT

High graduation rates are registered in CAES in the Agriculture program with an average of over 100%. In addition, in the program of Community Psychology (in CHUSS) and in the external programs in COEES (BED and Commerce) register graduation rates of over 100%. The lowest graduation rates are in the Sports Science program in CONAS with an average of 26%. In the CEDAT, the program in Architecture has unusually low graduation rates with an average of 30% and 46% registered graduation rate for 2011. In CHUSS, a program with exceptionally low graduation rates is that Bachelor of Arts in Drama with an average graduation rate of 35%. However this program has now been suspended and probably a modified program may appear in the future.

Figure 12: A graph showing the graduation rates in CHUSS

Figure 13: A graph showing the graduation rates in COBAMS

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Figure 14: A graph showing the graduation rates in COCIS

Figure 15: A graph showing the graduation rates in CONAS

Figure 16: A graph showing the graduation rates in COVABS

Figure 17: A graph showing the graduation rates in COEES

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Figure 18: A graph showing the graduation rates in LAW

The graduation rate is frequently applied to measure the “productivity” of university programmes. Use of this indicator requires considerable caution, with due regard to factors such as the social composition and preparedness of the student body, as well as the employment market to which a particular programme is geared. A modest graduation rate points to a mismatch between programme requirements and student expectations, to a certain extent misuse of public resources and, above all, a misuse of human capital.

College Code Programme Year 2012 2011 2010 2009 2008 2000-2007 TotalCAES 1 AGE Agricultural Engineering 16 25 15 21 17 106 200 2 AGM Agribusiness Management 64 71 72 85 12 144 448 3 AGR Agriculture 47 95 64 99 25 519 849 4 Agriculture and Rural Innovation 40 0 40 5 Agriculture Extension Education 3 7 5 11 1 104 131 6 BAM Agricultural Land Use and Management 39 49 44 58 7 98 295 7 BVS Environmental Science 60 66 49 20 41 27 263 8 FST Food Science and Technology 28 43 38 24 7 184 324 9 Environmental Management 110 183 204 0 131 907 1535 10 Forestry 33 27 24 31 1 235 351 11 Community Forestry 20 14 16 12 146 208 12 Wood Science and Technology 6 8 9 11 20 54 13 HOT Horticulture 15 26 13 11 0 27 92CEDAT 14 ARC Archtecture 8 18 6 11 2 96 141 15 CIV Civil Engineering 71 107 73 75 0 470 796 16 ELE Electrical Engineering 63 72 64 60 4 362 625 17 FIN Industrial and Fine Art 100 155 109 126 51 525 1066 18 MEC Mechanical Engineering 47 45 52 44 0 248 436 19 SCM Construction Management 53 42 31 40 0 12 178 20 SLE Land Economics 36 37 36 5 0 114 21 SQS Quantity Surveying 41 48 53 25 0 167 22 STE Telecom Engineering 60 63 51 29 0 203 23 Urban Planning 55 103 81 57 513 809 24 SUR Surveying 43 40 19 14 0 103 219CHS 25 BDS Dental Surgery 15 12 10 11 0 86 134 26 BEH Environmental Health Science 43 49 63 43 0 225 423 27 BMR Medical Radiography 11 11 10 10 1 43 86 28 MAM Medicine and Surgery 125 120 90 113 1 690 1139 29 NUR Nursing 12 17 11 14 0 91 145 30 PHA Pharmacy 30 33 30 25 3 119 240CHUSS 31 ARS Arts 233 275 400 447 470 3640 5465 32 ASS Social Sciences 676 730 799 866 822 7932 11825 33 BCO Community Psychology 105 251 215 231 249 502 1553 34 BIP Industrial and Organisational Psychology 101 145 165 167 124 0 702 35 BTM Tourism 74 223 140 101 144 1223 1905 36 DRM Drama 26 24 23 17 20 68 178

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37 DVS Development Studies 211 205 263 310 204 1624 2817 38 MUS Music 8 11 12 13 10 41 95 39 Dance 4 1 9 14 40 Social Development 220 0 220 41 Mass Communication 103 97 122 109 85 582 1098 42 46 74 101 87 131 312 751 43 SOC Social Work and Social Administration 102 108 123 64 83 533 1013COBAMS 44 ADM Business Administration 683 976 867 104 58 3711 6399 45 BBS Business Statistics 103 124 86 42 6 10 371 46 BPS Population Studies 108 123 123 102 10 347 813 47 BQE Quantitative Economics 101 110 89 81 20 590 991 48 DEC Development Economics 185 227 235 126 4 38 815 49 ECO Economics 253 308 346 314 27 816 2064 50 SAS Actuarial Science 53 42 61 12 3 35 206 51 Human Resource Management 237 326 267 6 215 1051 52 STA Statistics 79 83 100 75 9 428 774COCIS 53 BIT Information Technology 497 571 538 789 80 384 2859 54 CSC Computer Science 242 280 196 210 34 364 1326 55 LIS Library and Information Science 106 136 118 106 12 378 856COEES 56 BAC Adult and Community Education 105 162 131 160 7 691 1256 57 BED Education 293 1376 906 910 182 7084 10751 58 COX Commerce 915 991 761 90 4511 7268 59 EDA Arts Education 738 1062 1081 933 1012 5235 10061 60 EDS Science Education 169 152 142 109 79 396 1047 61 SCX Science External 68 7 7 0 82CONAS 62 BCB Conservation Biology 16 18 18 15 8 26 101 63 BFS Fisheries and Aquaculture 32 21 28 23 10 127 241 64 BIC Industrial Chemistry 81 80 63 46 52 122 444 65 BSP Sports science 33 38 19 12 9 22 133 66 ETB Ethnobotany 8 11 7 8 9 41 84 67 Geological Resource Management 14 0 14 68 SCI Science 175 175 182 138 95 1139 1904COVAB 69 BAT Animal Product Technology and Management 27 12 16 10 2 48 115 70 BLT Biomedical Lab Technology 90 94 81 79 8 259 611 71 VET Veterinary Medicine 23 43 17 27 5 302 417 72 WHM Wild Life Health and Management 16 7 17 5 2 24 71LAW 73 LLB Law 262 312 267 344 330 1772 3287UG Dip 259 201 272 231 78 2048 3089PG Dip 18 57 74 110 98 1188 1545Masters 1032 1106 1249 878 443 3572 8280PhD 42 53 39 30 6 139 309Total 9283 12931 12399 10237 5504 58628 108982

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Research Output

Makerere University’s Research Ranking improved from 12th in Africa in 2011 to 9th in 2012 according to the Scimago Institutions Ranking (SIR) World Report 2012. Makerere is theonly institution in Uganda that featured in the ranking and is competing with adequantely funded Institutions from South Africa, Nigeria and Egypt.

According to the information available on their website, SIR is a comprehensive ranking of Worldwide Research Institutions; following the goal of embracing every institution around the world with meaningful scientific output. The ranking includes 3,290 institutions that together are responsible for more than 80% of worldwide scientific output during the term 2006-10 as indexed in Elsevier’s SCOPUS database.

Makerere moved up 11 places her worldwide ranking from 1,563rd in 2011 to 1,552nd in 2012. The SCOPUS database is the largest abstract and citation database of peer-reviewed literature and quality web resources with smart tools that track, analyse and visualize research. The report which annually considers the number of scientific articles, reviews and conference papers contained in the database is good news to Makerere’s research efforts as the improvement in ranking implies a greater worldwide audience is being impacted by publications and output from the University.

Research Output for the Period 2010-2012

Number of Paper Publications in Colleges from 2010 - 2012

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Research Output in the Various DisciplinesFIELDS OF STUDY Year 2010 Year 2011 Year 2012Business and Management 3 4 10Science and Technology 2374 2293 2164Humanities 22 13 21

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Surveys

Survey on Students ICT Usage at Makerere University

Introduction

Information and Communication Technologies are considered to be an integral component of the support environment for the core business of Makerere University whose vision is “to be a leading institution in Academic Excellence and Innovations in Africa”. It is against this backdrop that the Directorate of Quality Assurance carried out a survey on ICT ownership and usage among the undergraduate students.

The objective of the survey was collect data that would be used to derive recommendations for more effective provisioning for ICT services and facilities at Makerere University. The survey was limited to undergraduate students on the main campus. On-line and Distance Programmes were not covered in this survey. For the purpose of this survey, ICTs stand for information and communication technologies and will be defined as a “diverse set of technological tools and resources used to communicate and to create, disseminate, store, and manage information”.

The survey covered all the nine colleges and the School of Law. A total number of 4000 self-administered questionnaires were distributed targeting more than a 10% population. The sampling was based on the year of study, nature of programme (Day or Evening) and targeting 10% of the student population in each school. The response rate was 60%.

The data was captured using the software Epidata, entered into Microsoft Excel Worksheets and analyzed using SPSS version 6.0. The findings of the survey are presented in tables, bar charts and radar diagrams.The major areas of analysis include Demographic Distribution of the respondents; ICT usage capacity; Nature of ICT usage; Ownership of ICT equipment and Nature of Access to the Internet;

Demographic characteristics of the RespondentsA total of 4000 questionnaires were distributed to the nine colleges of the university as well as the independent School of Law. The number of questionnaires that were correctly filled and analysed was 2520 representing a 61% response rate. Among the respondents, 1146 (46%) were female whereas 1374 (54%) were male. Figure 19 shows the Gender Distribution of Respondents to the Survey. The radar diagram in Figure 20 portrays the divergence in the gender distribution of the respondents. An earlier analysis of the enrolment of Makerere University for 2011/2012 Academic year done by the Directorate of Quality Assurance revealed that 44% of the current enrolled students are female.

Figure 19: Distribution of Respondents by Gender

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The average age of the respondents was 22 years with the majority of the respondents being of age 20. The maximum age captured in this survey was age 45 whereas the minimum was age 17. Figure 20 shows the age distribution of the respondents to this survey. As shown in Figure 21, the majority of the respondents were in the second year of their studies and, as well as expected, the majority of the respondents came from the College of Humanities and Social Sciences (CHUSS). It should be noted that this college has the largest number of students.

Ownership of ICTs

A total of 1561 students from those that participated in this survey said that they owned a mobile phone. This represents 67% or two thirds of the respondents. The survey also revealed that 61% of the respondents owned either a laptop or a desktop computer. There were no evident discrepancies of ICTs ownership across gender as revealed in figures 5 and 6.

Figure 20: Age of Respondents Figure 21: Distribution of Respondents by Year

Figure 22:ICTs Ownership by Gender

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Figure 23: Systems used on ICTs in Colleges College CAES CEDAT CHS CHUSS COBAMS COCIS COEES CONAS COVABICTs Owned DESKTOP 93 27 17 86 26 49 27 21 12 LAPTOP 165 110 64 151 71 177 37 58 41 PDAS 11 10 1 5 3 22 2 5 2 IPOD 28 12 5 36 9 25 6 6 4 CELLPHONE 245 149 88 302 90 291 165 103 79

College CAES CEDAT CHS CHUSS COBAMS COCIS COEES CONAS COVABYear of Study 1 85 72 32 174 15 171 18 48 27 2 126 115 54 175 35 104 46 62 26 3 167 16 12 145 83 109 140 29 18 4 11 4 2 0 0 0 0 1 13 5 0 0 2 0 0 0 0 0 5

F MCapacity LIGHT 178 212 MODERATE 414 451 GOOD 436 547 HEAVYUSER 101 169

College CAES CEDAT CHS CHUSS COBAMS COCIS COEES CONAS COVAB LAWResearch 183 168 84 357 241 331 166 125 68 71Email 188 157 80 233 207 248 119 97 65 92Social Networking 151 126 60 139 113 184 64 61 47 111Entertainment 159 141 71 181 151 200 92 69 52 71Classwork 271 140 69 243 177 259 105 84 58 105Word Processing 232 98 41 140 101 203 52 53 35 93Library 95 62 46 105 64 94 50 40 26 59

Figure 24: Systems Used on ICTs

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Figure 25: Systems Used on ICTs

Figure 26: Use of ICTs

Year 1 2 3 4 5ICT Equipment Owned DESKTOP 101 146 152 20 1 LAPTOP 228 367 360 51 6 PDAS 26 30 37 13 1 IPOD 40 65 46 9 0 CELLPHONE 471 536 523 32 4

Figure 27: Network Access

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Figure 28: ICT Equipment Owned by Students

CAES CEDAT CHS CHUSS COBAMS COCIS COEES CONAS COVAB LAW

DESKTOP 93 27 17 86 26 49 27 21 11 62

LAPTOP 165 110 64 151 71 178 37 58 41 142

PDAS 11 10 1 5 3 22 2 5 2 48

IPOD 28 12 5 36 9 25 6 6 4 30

CELLPHONE 245 149 88 302 90 291 164 103 78 64

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Visitation to Campuses

Section A: Fortpotal Campus Visitation Report

BackgroundStaff of the Directorate of Quality Assurance led by the Director visited the Makerere University Fort Portal Campus on the 23rd April 2012. The purpose of the visitation was twofold:

a) A familiarization visit since the Directorate staff had never visited the campusb) To validate a number of issues raised by students during their strike; these issues ranged from poor educational facilities to welfare aspects; Also to provide a way forward.

Composition of the Teama) Dr. Vincent A Ssembatya, Director Quality Assurance, Makerere University;b) Mr. Robert Kiwanuka Ngobi, Manager Support Services, Directorate of Quality Assurance, Makerere University.

Physical Infrastructure The Makerere University Fort Portal Campus has rented premises of the Kyembogo District Agricultural Training and Information Centre located 8 KMs off the Kyejonjo-Fort Portal Road and 10 KMs from Fort Portal Municipality. The campus entered into a three years tenancy agreement effective from 31st January 2011.

Lecture RoomsThe Fort Portal Campus had four (4) lecture rooms. Two of the lecture rooms had each a seating capacity of 80 students and the other two have a seating capacity of 50 students each. The lecture room space is sufficient for the current student enrollment of 52.

Librarya) The campus has no library and the Board Room is currently used as a book store. b) There is a total of 128 textbooks kept in a Side Boardc) The Librarian is a first degree holder and once worked in the Makerere University Main Libraryd) There is space earmarked for a Library and could sit up 120 students

Computer Laboratorya) The campus had no Computer Laboratoryb) There is, however, space which has been earmarked for a computer laboratory and was large enough for up to 20 computersc) The campus, however, had six (6) faulty and unconnected computers at the time of visitationd) The Campus since then received 20 computers

Staffing Levela) The campus had a total of seven (7) members of staff inclusive of the Coordinator, Librarian and Administrative Secretary. b) There were four (4) teaching staff. c) There were two (2) unarmed guards.

The student: staff ratio was 13:1 which was acceptable according to the standards of the Uganda National Council for Higher Education.

Welfare AspectsThe team noted the following regarding students’ welfare:

a) There are student accommodation facilities (one for female students and another for male students). The students, however, cook in the halls of residence. The sanitary facilities are functional and the halls are generally clean.b) There are no accommodation facilities for staff. At the time of the visit no member of staff was staying at campus for lack of accommodation facilities. The team was, however, shown three houses which could be renovated for staff upon agreement with the landlord.

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c) There was no health facility at campus which is tricky since the campus is 10 KMs from Fort portal Municipality. The team was, however, shown space which had been earmarked for private health providerd) The campus had two unarmed guards which is a security risk for the students. The campus has, however, asked the District Police Commander for armed guards and at the time of visitation a house had been earmarked for the Police Post. e) The sports facilities (Foot Ball Playground) had not been cleared so there was not any sports facility for the students f) The staff and student share sanitary facilities

Governance StructureThe Draft Policy on the management of off-campuses is yet to be approved.

Student Enrollment The total student enrollment is 52: (a) Bachelor of Commerce has 18 students and (b) Bachelor of Business Administration has 34 students. The students are all first year students.

ProgramsThere are only two programs with students: Bachelor of Commerce and Bachelor of Business Administration

Challengesa) The campus is located 10 KMs from the Fort Portal Municipality with no public commuter taxes making it difficult to access the campus and other social servicesb) The National Agricultural Research Organization (NARO) is competing for space with the campusc) There is no library and this needs urgent attentiond) The Campus has no official means of transport for students and staff.

Recommendations

a) There is urgent need to relocate the Campus to the Municipality to make it compete for students with other universities located in the Municipality. b) There is need to set up a library for the Campusc) There is need to set up Computer Laboratories for the Campusd) There need to allocate a vehicle to the Campus

Section B: Jinja Campus Report

IntroductionOn Monday 23rd April, 2012, a team from Quality Assurance Directorate visited the Makerere University Jinja Campus. The team comprised:

1) Dr.Euzobia Mugisha Baine ( Manager Academic Affairs)2) Mr. Gilbert Arikosi - Senior Programme Officer ( Academics)3) Mr. George Henry Tusiime - Senior Programme Officer ( Support Services)

The purpose was for the Directorate to acquaint itself with the operations of the external campus with regard to realising the mandate of the university. The team was received by the coordinator of the Jinja Campus, Professor J.B. Nyakaana and the aspects of discussion regarding quality assurance issues centred on the following:

a) Physical Infrastructureb) Programmes availablec) Governance structured) Staffinge) Instructional Facilitiesf) Student Enrolmentg) Student leadership

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h) Student welfarei) Financingj) Tenancy agreementsk) Status of the Campus in relation to the Main Campusl) Challenges

FindingsPhysical Infrastructures • TheCampusishousedintheNationalWaterandSewerageCorporationbuilding;Jinjabranch.• Occupies2½upperfloors.• AnapplicationforlandhasbeenlodgedwithJinjaMunicipalCouncilforlandatMasese.• PlanstohirespaceadjacenttotheCampusareunderwayasatemporarymeasure.• Hasnowatermeter.• HasanissuetoresolvewithUMEMEwhohassinceneverbilledthemsince.

Observation• Giventheenrolmentandthepotentialfordevelopment,thecampusshouldacquireitsownhome.

Programmes AvailableThe following programmes exist in the Jinja Campus.

i. Bachelor of Information Technology.ii. Bachelor of Business Administration.iii. Bachelor of Development Studies.iv. Bachelor of Tourism.

More other three (3) Programmes are to be adopted from COBAMS.

Governance StructureThere is no defined policy for the running of the Campus as it is neither a School, a department nor a College. Consequently the Campus(es) is (are) sometimes not recognised by the centre and the working relationship in all aspects is not well defined. Generally the operations are adhoc without any establishment.

Staffinga) The Academic Staff StructureThere are 13 full time staff and 2 part timers. Of the full time staff, 2 have PhDs, 8 have master’s degree and 2 have Bachelor’s degree.

b) The Administrative Staff StructureThe Campus has a skeleton staff consisting of: 1) Co-ordinator 01 2) Custodian. 01 3) Cleaners 02 4) Messengers 02 5) Copy typists 02 6) Security Guars 01

The College does not have its staff offer other support services such as a registrar, accountant, or librarian. The coordinator often doubles the accountant.

Instructional Facilities• Thecentredoesnothavealibrary.Afewbookshavebeenpurchasedbutarestilllockedupin cupboards. Shelves have been procured but the establishment of a library is being hampered by lack of a librarian to facilitate the process.• ThereareSixteen(16)workingcomputers.• Teachingisdoneintheupper2floorswhichhavebeensubdividedintoclassroomsandoffices,butis inadequate.

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Student Enrolment• TheCampushasbeenrunningforthe2yearswiththecurrentenrolmentof295students–1stand 2nd year.• RegistrationisdonebyAcademicRegistrar’sOffice(MainCampus),whotraveltoJinjaCampus.

Student Leadership• TheMakerereUniversityGuildConstitutiondoesnotcaterforexternalcampuses.• In2011/2012thestudentselectedtheirfirstrepresentativetotheGRCattheMainCampus.Thisrepresentative has the status of an Off-Campus Minister according to the main Campus GRC. However the Jinja campus regards him as its Guild President, which causes confusion.• Theprocessofelectingarepresentativefor2012/2013ison-going.

Student Welfare• Therearenohealthservicesprovidedforthestudents.TheCoordinatorhaswrittentoJinjaHospitalto ask for students to be referred there whenever there is need for medical attention / treatment. • TheHaspromisedtobuysportsuniform.• HasbeenfrustratedbytheDean’sOfficeinprovidingthesefacilities.

Financing• FinancedbytheCentre.• OnlycollectsmoneyfromtheShortCourseswhichisusedtopayforparttimersandotherurgent needs.• Receivesimpressofone(01)millionpermonthwhichdoesnotcomeintime.• PermanentstaffandthosewhowasrelocatedfromtheMainCampusareonGovernmentPayroll.

Visitations to the CampusThe Jinja campus has received formal visits from the Main Campus from the following Units:.

i. DICTS.ii. Estates Department.iii. Quality Assurance Directorate.

Informal visits from the Main Campusi. University Librarian.ii. Deputy Registrar Senate.iii. Ag. Director, Human Resources Directorate

Othersi. Official from State House – over State House Scholarships.ii. Auditor Generals Team.

Tenancy• TheCampushasaoneyeartenancyagreementwithNationalWaterwhichisrenewableeveryyear with effect from June 2010.

Challenges• Lackofaclearpolicytoregulatetheestablishmentandregulationoftheexternalcampuses.The Campus is not fully recognised by the Main Campus and the status remains unclear.• LackofadequatequalifiedAcademicandAdministrativestaff.• MoststaffmemberscommutefromKampalaandthereforebeingonthegroundremainsachallenge• StaffrecruitedbyCOCISanddeployedtoJinja,havenotbeenpaidtillto-datebecauseofnot following the right procedures on recruitment.• Lackofclarityonservicesthataresupposedtobeaccessedbystudents-healthservices,sports facilities etc. Space for a Health facility is still being sought for.• LackofapermanenthomecreatessomecomplicationsegnoindependentmeterforElectricityand Water what happens if national water decides that it is no longer interested in the tenancy etc

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The Change Management Process

PREAMBLEThe University Research, Administrative and Financial Reforms Committee commenced work in June 2009. The Committee has completed the task of identification of core and support processes in the University, carried out mapping of as-is processes, critically examined them and made recommendations for to-be processes, including mapping them. The first draft of the Organisational Manual and the Research Manual were presented to Management at a retreat on 14-16 April 2011 and Management made their in-put into the two documents. The final versions of the two documents was submitted to the Vice Chancellor by 30th June 2011. A Change Management Committee was appointed by the Vice Chancellor and it has commenced work.

This interim report outlined the key reform areas, which the Change Management Committee would embark on as the final documents were being finalized. The report is presented in five sections as follows:• PendingPolicies• OrganisationalStructure• Support(AdministrativeandFinancial)Processes• TeachingandLearningProcesses• ResearchProcesses

Pending PoliciesThe URAFR Committee notes that implementation of reforms in Makerere University will be constrained by the lack of key policies and regulations as listed below:

i. Policy on Teaching and Learning

ii. Policy on Internationalisation

iii. Legal Services Policy

iv. Housing Policy

v. Policy on Recruitment of Staff

vi. Policy on Staff welfare

vii. Transport Policy

viii. Policy on Procurement of Research Equipment

ix. Regulations for Maintenance of Laboratory Equipment

x. Policy on Institutional Affiliation

xi. Communication Policy and Strategy

xii. Financial Management Policy

xiii. Research Strategy

xiv. Guidelines on Programme Development

xv. Policy on Knowledge Transfer Partnerships

xvi. Policy on Development of University Land

xvii. Policy on Establishment of Institutes, Centres and Commercial Units

xviii. Security Policy

xix. Investment Policy.

The CMC embarked on the process of writing Missing policies. Table 10 shows the number of policies drafted by the CMC.

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Figure 10: Makerere University Draft Policies

Organisational StructuresThe URAFR Committee scrutinized the organizational structures of the University’s administrative and service units, as well as the Library and made recommendations for re-structuring of these units in line with the aims of creating a leaner administrative structure and relations to colleges. Units that have been re-structured include the following:

i. The University Libraryii. Academic Registrar’s Departmentiii. Human Resource Departmentiv. Office of the Dean of Studentsv. Estates and Works Departmentvi. Finance Departmentvii. DICTSviii. Quality Assurance Directorateix. Planning and Development Departmentx. Investment and Resource Mobilisation Departmentxi. Office of The University Secretary (including Legal Office and Procurement and Disposal Unit)xii. Directorate of Gender Mainstreamingxiii. Public Relations and International Affairs officesxiv. Counselling and Guidance Unit

New organizational structures have already been approved by Council for the following units:a) Directorate of Audit

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b) Directorate of Research and Graduate Trainingc) College structure

Recommendation:i. The CMC should review the recommendations of the URAFR Committee on re-structuring of administrative units with the aim of further re-structuring to make them leaner and more efficient and ensuring proper relation to colleges;ii. The CMC should explore the possibility of collapsing some of the units into larger units as was the case with college formation;iii. The CMC should make recommendations to the VC as soon as possible so that the re-structured units are approved by Council by 30th June 2011;iv. The CMC should follow up implementation of the re-structuring exercise to its completion.

Support (Financial and Administrative) ProcessesThe core processes of the University: Teaching and Learning, Research and Knowledge Transfer Partnerships cannot succeed without a vibrant and efficient administrative regime. The URAFR Committee has made key recommendations with regard to the following support processes:• GovernanceandStrategicManagement• HumanResource• FinancialManagement• EstatesandLogisticsManagement• StudentGovernanceandWelfare

Key Outputs of CMCKey outputs of the CMC included:1. Drafting of new policies in Teaching and Learning, Finance and Human Resource Administration. The policies are being taken through the process of consultation before being submitted for consideration by the relevant subcommittees of the University Council. Council has already approved the Communication Policy which had already undergone the consultative process earlier;2. The formulation of the Research Agenda. The Research subcommittee of the CMC has already consulted the Colleges through the process of formulation of this agenda;3. Undertaking financial diagnosis for the university;4. Carrying out a Baseline Survey based on a system of performance indicators aimed at monitoring the effectiveness of the Change Management intervention;5. Supporting the drafting of the new Financial Manual that will guide the management of Financial Resources of the University;6. Sensitizing the University community in the Colleges about the reforms;7. Carrying out training in Leadership and Financial Mobilization for members of administration in two pilot colleges of CHUSS and CAES as well members of Top Management of the university. This activity was carried out in partnership with the CEMM group, a consultancy procured for this purpose.

Information on the activities of the committee may be found on its website at www.change.mak.ac.ug.

Baseline Survey on Quality AssuranceIn response to the restructuring process that the university has undertaken, the Change Management Committee proposed for the Directorate of Quality Assurance to carry out a Base Line Survey utilizing both Qualitative and Quantitative Indicators with the following objectives:

a) To inform the Reform Process on the Status of the new colleges along the reform continuum;b) To provide a basis for the mid-term review of the Makerere University Strategic Plan. c) Create a common position of quality that Colleges and Administrative units will adhere to in the

implementation and monitoring of their activities.

With a limited scope on chosen indicators (say to exclude the need for a comprehensive tracer study which is normally very expensive), data has been collected and analyzed mostly in the teaching and learning dimension of the university. Below is some of the results of the analysis.

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QUALITY SUPERVISION SKILLS WORKSHOP

The Directorate of Quality Assurance in conjunction with the Directorate of Research and Graduate Training organized a workshop for Makerere University Deans scheduled from 17th-20th December 2012 at Silver Springs Hotel ; Bugolobi .

Objective of the Workshop:

The objective of the workshop was to train graduate student supervisors on Quality Supervision Skills.

Presentations The following presented papers on Day Two of the workshop

1. Prof Mukadasi Buyinza – Expectations of DRGT for Quality Training and Supervision 2. Mr. Gordon Murangira – Supervision of Graduate Students: Registrar’s Perspective 3. Prof. Charles Opolot-Okurut – Roles and Responsibilities of Supervisors and Students4. Dr John Mango – Administering the Supervision of Graduate Students: Deans Perspective

In addition, Prof Peter Baguma made a presentation on the Nature of Student Supervisor Relationship

Dr. Asa Kettis made a presentation on the Supervision of Graduate Students – University of Uppsala Perspective in the morning session and the afternoon featured a discussion session on the Resolutions on Areas of Improvement

Dr. Asa Kettis – Supervision of Graduate Students – University of Uppsala PerspectiveDr. Asa Kettis, is an Associate Professor of Social Pharmacy and currently works as the Chief Quality Promotion Officer, Quality and Evaluation Unit, Uppsala University, Sweden. Dr. Kettis gave a presentation on her institutions approach to Graduate Student Supervision and best practices. Founded in 1477 Uppsala University is the oldest University in the Nordic countries. 23% of the University’s 600 Professors are female and the University has an annual output of 300 doctorates and 4,000 academic publications. 50% of their research is funded by external sources.

She shared on the trend in the University of Uppsala’s gradual move away from intuitive teaching to the pedagogical model through Evidence Based Education (EBE). Noting that supervisors had different strengths and abilities, she emphasized the need to track the efficient and less efficient supervisors.

Dr. Kettis shared eleven practices of effective postgraduate supervisors derived from a James & Baldwin (1999) University of Melbourne Publication as: Ensure the partnership is right for the project; Get to know students and carefully assess their needs; Establish reasonable, agreed expectations; Work with students to establish a strong conceptual structure and research plan; Encourage students to write early and often; Initiate regular contact and provide high quality feedback; Get students involved in the life of the department; Inspire and motivate; Help if academic and personal crises crop up; Take an active interest in students’ future careers and Carefully monitor the final production and presentation of the research. She also shared on the characteristics of successful research groups/departments in Uppsala University, creative environments and successful research environments and a one week mandatory course on Supervising PhD Students that ought to be completed within one year.

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PART I – QUALITY ASSURANCE POLICY

1. This Policy may be cited as Makerere University Quality Assurance Policy.2. The purpose of the Policy is to enhance the effectiveness of the University’s activities focusing on its contribution to and alignment with the University’s Strategic Goals and to match with the international standards against verifiable processes and outcomes.

3. In this Policy, unless the context otherwise requires, Audit - Means a process of ensuring that the quality assurance and control arrangements are satisfactory and operating effectively;

MUQA - Means Makerere University Quality Assurance;

Policy - Means the Makerere University Quality Assurance Policy;

ODEL - Means Open Distance e-Learning;

Programme review - Means a holistic appraisal of a course or programme and resources;

Quality - Means a degree or standard of excellence appropriate or suited to the purpose for which they were designed;

Quality control - Includes the measures to assess outcomes and results to verify whether teaching, learning and research innovations are carried out in appropriate manner and assessment is valid and credible;

Quality management - Includes all processes in place to facilitate achievement of quality at the University;

Stakeholders -Include government and private institutions, individuals, groups and clients that control, participate in or have responsibilities towards tertiary and University education in Uganda;

Standard assessment - Means the process of evaluation and appraisal of internal procedures to ensure that they conform to established standards;University- Means Makerere University;UQAC - Means the University Quality Assurance Committee.

4.(1) The University strives to be an example of an efficient and effective educational institution in Uganda and has adopted Quality a “fitness for purpose” concept that stresses conformity to generally accepted standards such as those defined by an accreditation or quality assurance body. (2) The objectives of the Policy shall be: (a) to provide guidance in development and implementation of internal and external quality assurance procedures and practices; (b) to ensure that the quality of academic programmes at Makerere University meet the stakeholders’ needs and expectations;

Purpose

Interpretation

Goals and Objectives of the Policy

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(c) to ensure that graduates attain valuable skills, knowledge and attitudes; (d) to ensure that the University’s policies, systems and processes are functioning efficiently and effectively; (e) to provide guidance in identifying internally and externally recognized standards; (f) to guide in maintaining and developing quality academic programmes and support services; (g) to facilitate the development of a culture of continuous quality improvement; (h) to strengthen the independence of the Quality Assurance Unit; (i) to ensure that various quality assurance aspects/ activities are consistent with international standards; (j) to ensure effective and efficient performance of staff and students; (k) to ensure that the University attracts

5. The principles underpinning Makerere University Quality Assurance are as follows:(a) Principle 1: “Holistic” approach which means all aspects of the institution’s academic, administrative and managerial activities are subject to audit and reporting;(b) Principle 2: “Based on self-assessment” - “Trust but verify” which means the institution will be judged according to its own objectives, that is, on whether or not it is achieving its own mission in a purposeful and clear manner;(c) Principle 3: “Improvement focus” which means Makerere University Quality Assurance (MUQA) shall focus on assisting and facilitating improvement within the University; (d) Principle 4: “Planning policy” which means that the quality assurance model adopted presupposes a planning and evaluation policy to ensure quality systems and the objectives must be “SMART”, i.e. Specific, Measurable, Achievable, Realistic and Time-bound;(e) Principle 5: “Data and resources” which means that the resources are needed by the MUQA shall be in line with the institutions’ own internal quality systems and processes that are in existence; (f) Principle 6: Quality teaching, learning, research and support services or auxiliary services shall have continuous improvement as a core value;(g) Principle 7: Benchmarking and evidence-based approach which means that the University shall evaluate its achievements against appropriate national and international benchmarks and its quality assurance methods shall be evidence-based, where outcomes and feedback from stakeholders will provide the basis for analyses and conclusions on which improvements are planned;(h) Principle 8: Collegiality and Team spirit which means that the University’s procedures shall reflect the principles of rigorous peer review to identify areas for improvement, foster collaboration and team spirit, exchange of best practices and encourage a spirit of critical self- evaluation; and(i) Principle 9: Modus Operandi which means that members of audit teams shall be independent of the institution they are auditing and will be trained in auditing techniques and audit guidelines shall be developed collaboratively between the Makerere University Quality Assurance Unit and the Senate.

Principlesof the Policy

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Application 6. The policy shall apply to all units of Makerere University through: (a) Internal Quality Assurance Mechanisms and (b) External Quality Assurance Mechanisms.7. (1) The mechanisms to assess internal quality assurance areas shall include quality of Programmes and Courses where (a) a curriculum is designed to meet the objectives of theprogramme (e.g. array and sequence of courses, modes of instruction and evaluation, development of skills, acquisition of knowledge and synthesis of information); (b) a programme provides students with elements of a liberal education by encouraging the development of broadly informed, reflective, and literate minds capable of an independent and critical thinking; (c) a programme includes opportunities for synthesis, application and integration of knowledge within and between disciplines; (d) a programme is current, both in content and modes of instruction delivery and reflects a responsiveness to change in discipline; (e) a curriculum reflects the goals of education equity; (f) a curriculum provides sufficient flexibility to individual students to choose courses according to their own interests within and outside their minor discipline (e.g. electives); (g) a program meets or exceeds accreditation and/or national standards; (h) design and implementation of programs and courses shall be carried out by qualified staff members; and (i) a programme design shall be based on guidelines and procedures approved by Senate and Council.(2) A programme shall be reviewed once every three years or in accordance with the duration of the programme. (refer to programme review section).(3) The primary purpose of a program review shall be to evaluate six aspects of a program which include: (a) quality, (b) resource use, (c) contribution to the Mission and Vision of the University, (d) adaptability to environment, (e) transferability of credits and recognition of qualifications, and (f) updating knowledge and relevance.

8. (1) The academic staff supervisor shall have qualifications in a relevant field of study higher than, or at least at the same level as, the exit level of the programme he or she is teaching or supervising. (2) Assessment of quality in academic staff shall take into account qualifications, scholarly work and continuing professional development and benchmarks for minimum qualifications, scholarly work and involvement in continuing professional development activities shall be determined by the University. (3) Assessment of quality in teaching and learning shall include: (a) use of established tools such as the Head of Department’s assessment; (b) Student Evaluation of Course and Teaching (SECAT); (c) teaching portfolios; (d) peer review; (e) individual performance management goals; and (f) Appointments and Promotions Procedures that pertain to teaching. (see appendix for tools so far developed) (4) Quality assurance assessment mechanisms shall include

Quality Assurance Mechanisms

Areas of Internal Quality Assurance

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continuous assessment and final examinations. (5) The assessments under sub-clause (4) of this clause shall comply with the following: (a) comprehensiveness in that submitted assessments should demonstrate knowledge and skills of the course content learnt; (b) multiple judgments: submitted assessments should involve multiple judgements of student performance; (c) multiple dimensions: the submitted assessments should provide information on multiple dimensions of student performance; (d) directness: submitted assessments should take into account other considerations such as direct observation or demonstration of student capabilities; and (e) internal moderation shall take place. (6) The Government shall provide support services to enable the University achieve its goals and objectives. (7) The quality of support services shall be based on the following: (a) Technical performance: The degree with which the tasks carried out to comply with standards; (b) Effectiveness: the degree to which desired results (outcomes) are achieved; (c) Efficiency of service delivery: the ratio of the outputs of service to the associated costs of producing those services; (d) Safety: the degree to which the risks of injury, infection, or other harmful effects are controlled; (e) Availability and Access To Services: shall not be a deterrent to their use; (f) Interpersonal relations: trust, respect, confidentiality, courtesy, responsiveness, empathy, effective listening; and (g) Physical infrastructure and comfort: The degree to which the physical facilities and infrastructure are fit for purpose. (8) The University shall continuously maintain an outstanding international reputation in research and the research conducte shall extend to the frontiers of knowledge relevant to society needs, patentable and adhere to set standards.

9. (1) The University shall consider the available expertise and leadership at the University when identifying assessment teams. (2) Current students and alumni will participate in the Quality Assurance Committees and Teams. (3) The Unit Self-Study shall include the following areas of academic programme review: (a) assessment methods analyses or evaluations; (b) marking guides or strategies; (c) assessment of teaching and learning environments including teaching strategies used, and resource availability; (d) summaries of peer assessments; (e) statistical summaries of student evaluation of course and teaching scores; (f) academic staff information, i.e. qualifications,scholarly work and professional development activities; (g) student results; and (h) a department’s organizational structure including record keeping.

10. (1) The University shall use the following external mechanisms to ensure high quality standards are maintained: (a) External academic reviewers;

Implementation of the Internal Quality Assurance Policy

External quality assurance mechanisms

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(b) External examiners; (c) External professional bodies; (d) External accreditation agencies (for professional programmes that have recognized, credible professional accreditation agencies); (e) Employers; (f) Alumni; and (g) Other Universities. (2) The University shall periodically appoint reviewers to assess the following areas: (a) Courses or programmes content and delivery; (b) student assessment; (c) programme resources and support services; (d) academic staff qualifications, scholarly work and professional development activities; (e) procedures for External Review will include but not be limited to the following areas: (f) review of documents, i.e., staff and students records; (g) observations including for example lecture room teaching, laboratory work, counselling, etc.; (h) Interviews with staff, students and senior management; and (i) on-site visits to the academic and support units at an agreed time and for a set duration to examine the quality, reliability and validity of the self-study data through review of documents, observation and interviews with staff and students.

11. The external reviewers shall scrutinize the following documents: (a) students’ assignments, tests, projects, examination papers and answer scripts; (b) academic staff course materials such as course outlines, handouts, monographs, laboratory manuals and studyguides; (c) programme and course structure and content; (d) physical facilities: laboratories and equipment, library facilities, computer facilities; (e) information on administrative support; (f) financial support information, i.e. research grants, conference funds, accountability and evaluation; (g) Curriculum Vitae of academic staff; (h) academic staff publications; (i) student tracking information, i.e. progression and employment data; and (j) records, data and any other material related to teaching, research and publications as shall be requested by the External Reviewers.

Modes of external review

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PART II – QUALITY ASSURANCE MANAGEMENT STRUCTURE

12. The University reaffirms its commitment to the development and implementation of a formal integrated Quality Management System as part of its strategic mission and seeks to engender a creative, dynamic and supportive quality assurance culture built upon the following principles: (a) the establishment of an independent Quality Assurance Unit, responsible for overall coordination of quality assurance functions; (b) ensuring that the University environment meets students and staff needs through good academic planning and evaluations, staff development and good leadership; (c) identifying and disseminating good practices within and from outside the university while upholding the highest standards of professionalism, ethics and equal opportunities for all students and staff; and (d) ensuring effective liaison with stakeholders to build and sustain productive relationships within the university, government departments, regional bodies, and other universities while strengthening and promoting confidence that quality of provision and awards are safeguarded, enhanced and maintained.

13. The University shall be committed to promoting an innovative quality assurance culture fostered by continuous improvement, building on the experiences of the past, seeking opportunities for change and pursuing and promoting creativity among staff and students.

14. There shall be a Joint Committee of Council and Senate on quality assurance which shall be called the University Quality Assurance Committee.

15. The University Quality Assurance Committee shall consist of: (a) Chairperson (Representative from Council); (b) one representative from the University Management; (c) one representative from the Council besides the Chairperson; (d) one representative from the Ministry of Education and Sports outside the Council; (e) two representatives from the Senate outside the Council; (f) one Administrative Staff representative outside the Council; (g) two student representatives, one male and one female, one of whom must be a graduate student; (h) one person appointed by the Council from the Private sector; (i) one representative from the National Planning Authority; and (j) one representative from the National.

16. (1) There shall be a Quality Assurance Unit at the level of Council on the Establishment and Administration Committee and the Finance, Planning and Development Committees. (2) Each Unit shall budget for funds for quality assurance activities at unit level.

17. (1) There shall be a Quality Assurance Directorate responsible for developing funding proposals for quality assurance activities for the whole University. (2) There mission of the Quality Assurance Directorate shall be:

To promote confidence in the academic provision (teaching, research and outreach services) that the quality and the standards of awards of

Principles for Quality Managment and Enhancement

Membership of the University Quality Assurance Committee

Membership of the University Quality Assurance Unit

Quality Assurance Directorate

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Makerere University are safeguarded enhanced and effectively managed. (3) The Quality Assurance Directorate (QAD) shall be managed by a Director whose responsibility shall be to oversee the day-to-day activities of the Directorate.

18. The main duties of the Director of the Quality Assurance Directorate shall be: (a) to spearhead the development and implementation of University wide Quality Assurance initiatives; (b) to co-ordinate and support Quality Assurance and Enhancement Management System across the University; (c) to contribute to the identification, development and promotion of the University’s Quality Assurance protocols and mechanisms; and (d) to perform any other duties as may be assigned from time to time by organs relating to Quality Assurance.

19. The College Quality Assurance Committee shall comprise: (a) Chairperson who shall be the Principal of the College; (b) One representative from each Department; (c) One representative from support staff; (d) One representative for Technical staff; (e) Two student representatives (under-graduate and post-graduate); and (f) College Registrar shall be Secretary to the Committee.

20. The College Quality Committee shall have the following functions: (a) to develop quality standards and promote quality within the College; (b) to promote a quality culture at the College; (c) to establish and monitor quality standards and practices; (d) to review and evaluate Quality Assurance systems and procedures; (e) to handle issue of examination irregularities and malpractice; (f) to implement recommendation from UQAC; and (g) to consider new academic programs and recommend them to appropriate Senate Committee for consideration.

21.(1) The Research Quality Assurance Committee for shall be constituted by the Board of Research and Graduate Training from among members of the different Research Units, Colleges and Schools. (2) The functions of the Research Quality Assurance Committee shall be: (a) to establish and monitor research quality standards and practices; (b) to promote academic quality and standards in research at all the research units and colleges; (c) to review and evaluate research Quality Assurance Systems and procedures; and (d) to implement recommendations from UQAC.

22. (1) The Libraries Quality Assurance Committee shall consist of: (a) a Chairperson who shall be elected by the Committee members; (b) a representative from each College; and (c) the University Librarian. (2) The Library Quality Assurance Committee shall carry out the following functions: (a) to develop quality standards and promote quality of the library services; (b) to promote a quality culture in the library; (c) to establish and monitor quality standards and practices; (d) to review and evaluate Quality Assurance Systems and procedures; and

Duties of the Director of theQuality Assurance Directorate

Membership of the College QualityAssurance Committee

Functions of the College or School Quality Assurance Committee

Research Quality Assurance Committee

Library Quality Assurance Committee

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(e) to implement recommendations from UQAC.

23. (1) The Administrative Quality Assurance Committee shall consist of: (a) a Chairperson who shall be elected by the members of the Committee; (b) a representative of the Vice Chancellor’s office; (c) a representative of the Academic Registrar’s Department; (d) a representative of the Dean of Students’ Office; (e) a representative of the Human Resource Directorate; (f) a representative of the University Secretary’s Office; (g) a representative of the Directorate for Information Communications Technology Systems; (h) a representative from Counselling and Guidance Department; (i) a representative from the Estates, Planning and Development Department; and (j) a Secretary who will be appointed by the Quality Assurance Directorate.

(2) The Administrative Quality Assurance Committee shall have the same status as that of a College Quality Assurance Committee. (3) The functions of the Administrative Quality Assurance Committee shall be: (a) to promote the University quality culture within the Administrative Units; (b) to establish and monitor quality standards and practices in administration; (c) to review and evaluate quality assurance systems and procedures within administration units; and (d) to implement recommendations from UQAC on quality assurance issues.

24. (1) A member of the UQAC or Unit Committee, other than a student representative, shall serve for a period of four years and shall be eligible for reappointment for one more term. (2) A student representative shall hold office for a period of one year.

25. The Quality Assurance Committee Structure shall be as follows:

The Quality Assurance Committee Structure

Administrative Quality Assurance Committee

Tenure of Membership

Quality Assurance Committee Structure

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PART 111 – ROLES AND RESPONSIBILITIES IN QUALITY ASSURANCE

26. (1) A student shall, in addition to the student’s responsibilities defined in the Academic Regulations, maintain and enhance the quality of his or her own learning and that of others. (2) Notwithstanding the generality of sub-clause (1) of this clause, a student shall; (a) attend academic activities regularly; (b) prepare for taught sessions, especially seminar and workshop sessions; (c) spend the recommended time in student managed learning; (d) use the information and guidance provided; (e) take up opportunities to receive academic advice and feedback on their work; (f) carefully complete course questionnaires and other surveys and consultations; and (g) show commitment to academic honesty.

27. (1) An academic staff have responsibility to: (a) undertake scholarly activities which strengthen teaching and research; (b) be well prepared for teaching; (c) provide students with clear information and academic guidance in accordance with University rules and regulations, both through written information and by making themselves accessible to students; (d) maintain contact with professional practitioners, professional and subject associations and wider academic community; and (e) pursue professional development whether in the subject are or in pedagogic techniques which supports teaching. (2) A subject group shall develop systems which ensure that: (a) the scope, content, learning outcomes and recommended reading and other sources for units in the subject remain current; (b) courses are developed enhanced and updated to serve the needs of all programmes to which they contribute; (c) programme and course content and learning strategies are appropriately matched to students’ knowledge and skills at entry; (d) units are regularly monitor (e) course guides accord with University guidelines and are fit for purpose; and (f) subject area external examiner’s comments are considered, appropriate action initiated, and response made. (3) A teams of staff contributing to a programme shall (a) liaise with each other to ensure the coherence of the programme and the consistency and quality of support for students enrolled on the programme; (b) attend Academic Boards and engage in discussion with academic colleagues and student representatives, with a view to improve; (c) specify, implement and regularly review the appropriateness of programme entry requirements; and (d) use evidence to contribute to an annual report on the monitoring of the programme.

Roles of Students

Role of Academicstaff

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28. (1) A head of an academic unit shall ensure that the programme portfolio is developed and enhanced, and that subject specific resources and operational systems appropriately support the quality of the learning experience. (2) A head of an academic unit shall carry out the following duties: (a) allocate individual roles and ensure that staff are prepared for those roles; (b) develop the programme portfolio to optimise academic and vocational opportunities and student appeal and collaborating with other Faculties or Departments to achieve this were relevant; (c) ensure that the teaching and learning environment meets students and staff needs; (d) maintain contact with potential employers and with the wider academic community; (e) supervise and monitor policies and procedures for selecting students and for assessing prior learning; (f) ensure that there is an effective liaison with partners in offering collaborative programmes; (g) identify and disseminate good practice within and outside the Faculty, Institute, School or Department; (h) ensure that the course planning committees and review teams are adequately supported by senior staff experienced in evaluation and programme development, and that new and revised programmes receive thorough internal scrutiny before progressing to validation or review; and (i) attend to specific directives from UQAC or QAD on Quality Assurance issues.

29. The Quality Assurance Unit shall share best practices with key stakeholders in quality assurance implementation at Makerere University.

30. The support services departments shall: (a) maintain professional standards appropriate to the service function; (b) plan, manage and review services they provide to ensure that those services align with institutional priorities,support academic developments and add to the quality of the student experience; (c) gather information on student needs and priorities to inform the planning of the service; (d) consider student feedback, through local surveys or through student satisfaction survey; and (e) promote a client-centred approach.

31. The Vice Chancellor shall: (a) guide the University in reviewing the organizational performance for quality assurance; (b) ensure that the establishment of a clear mission, articulation of core values, and communication of high expectations of performance at all levels; (c) ensure the creation and sustenance of an educational environment that promotes ethical values and equity for all stakeholders at the University; (d) encourage research, innovations and pursuance of current and future opportunities for improvement; and (e) establish priorities for quality improvement to ensure that Makerere University’s Mission is achieved.

Role of Heads of Academic Units

Role of the Vice Chancellor

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PART IV – INFORMATION

32. (1) The University shall gather and publish information regarding the standards and quality of its programmes to enable the stakeholders and more specifically prospective and current students to have access to up-to-date, information about the standards and quality of the programmes offered. (2) The University shall disseminate the information through print, audio and electronic means.

33. Every student shall receive a Student Handbook, a Programme Guide, and a Course Guide so as to assist him or her to: (a) Understand what is required to achieve the standards for the award for which the student has enrolled; (b) understand the student’s responsibilities in learning and maintaining his or her enrolment; (c) understand the student’s responsibilities as a member of the University community and in professional conduct; (d) obtain information on how to derive maximum benefit from the learning opportunities available; (e) obtain information on how and in what circumstances to access support services; (f) understand the regulatory policy which governs decisions about progression and awards; and (g) know how to use the available systems for feedback and communication.

34. (1) The purpose of Course Guides shall be to help students understand what is required to meet the learning outcomes of a course and how to successfully complete the course. (2) The Directorate of Quality Assurance shall provide detailed guidance on the purpose of the Course Guides, content which is required or desirable, the relationship between the Course Guide and what is approved at validation, and responsibilities for preparing the guides and checking their quality. (3) The Directorate of Quality Assurance shall prepare and disseminate an electronic template for Course Guides on the QA Unit website to ensure uniformity across the University. (4) The assessment criteria shall be in the Course Guide, and shall be issued to students with the assessment task in order to help students understand the attributes of their work for which marks will be allocated, and what is required to pass or achieve good marks. (5) A lecturer shall prepare a course guide for a course he or she is teaching. (6) The College Quality Assurance Committee of eachacademic unit shall have in place a system to monitor the quality of course guides.

35. (1) The Academic Registrar shall prepare a Student’s Handbook. (2) The Student’s Handbook shall help a student to: (a) understand the University’s regulations and codes of behaviour; (b) recognize and accept their own responsibilities; (c) know what University services are available, and any requirements which users must satisfy; (d) know procedures for complaints, appeals and claims; (e) make good use of services or resources or administrative procedures;

Sources of information and accessibility

Information for Students

Course Guides

Student’s Handbook

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(f) understand the rules for use of the services, and their responsibilities towards other users; and (g) guide students develop and improve skills for learning; which could include specific skills development in research, academic reading and writing. (3) Every student shall, at registration, sign a declaration that he or she shall abide by the University’s regulations. (4) The Library shall provide extensive information describing the resources available and how to use them. (5) The Academic Registrar shall publish a web page containing the information mentioned in sub-clause (4) of this clause.

36. (1) The Programme Guide shall help students to: (a) understand the aims and outcomes of the programme and the standards they are expected to achieve to compete it successfully; (b) understand how separate courses of the programme contribute to its overall aims, the themes which run through the programme as a whole, and any pre-requisites or decision points in terms of options and award paths; (c) understand the teaching and learning approaches used; (d) plan their work with knowledge of the overall assessment workload for a semester; (e) understand programme-specific regulations, and other programme-specific information; (f) know who to contact for academic, personal and administrative advice; (g) know how to access and benefit from relevant learning resources and support services. (2) The Programme Guide shall help students with programme specification and may cover the whole programme, or may be issued for each year or level.

37. (1) The Quality Assurance Unit shall produce a regular University newsletter and a report on the state of quality standards in the University. (2) Each academic unit shall produce accurate and accessible information for staff assisting them to: (a) understand their role; (b) understand University and Unit policies and procedures; (c) give students advice; (d) know where to obtain advice on University policies, procedures and services; and (e) understand the University’s strategies and priorities.

38. (1) A new staff shall, upon appointment, receive a Staff Handbook from the University. (2) The Staff Handbook shall provide guidelines on (a) the staff’s role in the University; (b) course or programme validation and review; (c) exploring collaboration and approving collaborative programmes; (d) academic irregularities; (e) appointing external examiners; (f) the staff’s role as an internal examiner; and (g) examination conduct.

Programme Guide

Information

Staff Handbook

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39. (1) The Senate shall annually approve a calendar detailing the dates by which functions associated with assessment must be completed. (2) The purpose of the assessment calendar shall be to help academic and support staff to: (a) understand their roles and responsibilities in relation to assessment; and (b) plan their workloads and fulfil their responsibilities within the set timeframe.

40. The University shall regularly publish policies and procedures, approved by Senate and Council.

41. (1) Each academic unit shall gather (a) quantitative information on the student profile at entry; (b) data on student progression and non-completion; (c) data on awards achieved by students; (d) data on graduates entering employment and further study; (e) summaries of external examiner reports; (f) a report on Learning and Teaching; and (g) reports of periodic internal reviews. (2) The Quality Assurance Directorate shall publish the information provided under sub-clause (1) of this clause. (3) The Quality Assurance Unit will process, store and disseminate information pertaining to quality assurance.

42. (1) The University shall create an information centre to process, store and disseminate information pertaining to quality assurance to staff, students and members of the public. (2) The Quality Assurance Directorate shall, in conjunction with the Office of the Vice-Chancellor, manage the information centre.

PART V –GRADUATE TRAINING

43. High quality graduate education depends upon the professional and ethical conduct of the participants. Academic staff and graduate students have complementary responsibilities in the maintenance of academic standards and the creation of high quality graduate programs. Excellence in graduate education is achieved when both Academic staff and students are motivated; possess the academic and professional backgrounds necessary to perform at the highest level, and are earnest in their desire to see each other succeed.

PART VI – RESEARCH

44. (1) The University and its researchers shall ensure that research is undertaken in conformity with the law relevant to the needs and aspirations of the country. (2) The University shall provide an environment where good research practice is encouraged. (3) The Research Code shall be applicable to all persons conducting research within or on behalf of the University. (4) The University’s internal Quality Assurance Research system and external peer-review of the research processes and outputs shall assure the quality of research.

Policy StatementsInformation on quality of teaching

AssessmentCalendar

Information Centre

Graduate Training

Quality Research

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45. (1) Good research practice includes the following: (a) competence in supervision of staff; (b) adherence to relevant Health and Safety regulatory requirements; (c) maintenance of professional standards, ensuring ethical approvals are obtained and guidelines followed, questioning one’s own results and conclusions, acknowledging and attributing apwprocesses and equipment used; (g) appropriate use of document control procedures; (h) preparation and regular updating of standard operating procedures, methods and protocols; (i) identification, storage and documentation of samples and research materials; (j) Maintenance, storage and appropriate archiving of samples and other research materials; (k) authorization, securing and storing of primary data and results; and (l) openness in the dissemination of work, data and materials. (2) The University shall promote an organisational culture in which high standards of personal conduct and integrity are expected. (3) Academic misconduct and fraud are forbidden and appropriate steps taken by the University to deal fairly and firmly with any misconduct which is alleged or suspected.

46. The following are the principles of good research practice. (1) A researcher shall be honest in respect of his or her actions and in his or her response to the actions of others and each researcher shall refrain from plagiarism, infringement of intellectual property rights, and the fabrication of results. (2) A researcher shall be open in discussing his or her work with other researchers and the public. Once the results have been published, researchers should make available relevant data and materials on request. Researchers shall seek the advice of the Intellectual Property Office about protecting intellectual property rights. (3) A researcher shall ensure that the research he or she undertakes is: (a) consistent with terms and conditions defined by the funding body and/or covered by agreements between the University and the funding body; (b) in conformity with University Mission; (c) timely and accurate. (4) A researcher shall be honest about conflict of interest issues throughout the research process especially when reviewing the work of others.

47. (1) The University Board for Research shall be the primary body where issues related to Research Governance, including this Code, are to be considered. (2) Academic Units shall ensure a climate of good research practice in their centres.

48. The University reserves the right to withhold permission for its staff to enter into research contracts with inappropriate/unsuitable funding bodies.

49. There shall be an Ethical Committee which shall approve any research that falls within the scope of the Ethical Committee.

Scoop and Purpose

Principles of good research practice

Responsibility for research

Research Funders

Ethical approval

Misconduct

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50. (1) A staff or student who carries out research misconduct commits a disciplinary offence. (2) In this Policy, unless the context otherwise requires, “research misconduct” includes: (a) fabrication or falsification of results; (b) plagiarism, misquotation or misappropriation of the work of others including the unethical use of material provided for review or assessment; (c) any other research conduct which has the effect of bringing the name of the University into disrepute. (3) The Ethical Committee shall take disciplinary action on complaints on the grounds of research misconduct.

51. The College Committee for Research and graduate training in consultation with the Directorate of Research and Graduate Training shall use the following guidelines in considering awards for grants through the University: (a) the quality of research proposals, output and outcome; (b) the competence of researchers – their standing within a discipline; (c) the quality of research management; (d) the contribution of research programmes development to human resource capacity; (e) the potential for the research to contribute to the quality of life of people; (f) the potential for the research to contribute to generation of wealth in the community; (g) the extent to which the proposed research will contribute to University’s vision; and (h) the contribution of new knowledge in the respective discipline.

52. (1) The evaluation of a researcher and his or her output shall be by peer review. (2) The Committee’s evaluation shall be guided by: (a) applicability of research contribution to knowledge; (b) the impact factor of the journal in which his or her research is published; (c) the quality of researchers output; (d) notions of quality, value and relevance of research shall be context and discipline derived; and (e) the research’s contribution to knowledge.

PART VII –COLLABORATION

53. (1) The purpose of developing links with other institutions is to enrich educational opportunity and experience. (2) The specific purposes of partnership are: (a) to utilize related and relevant expertise towards a course, degree award or closely related specialities; (b) to establish linkage between different Universities for their mutual benefits in terms of: (i) human resource utilization; (ii) technological advantage; (iii) comparative resource advantage; (iv) research cooperation; (v) inter-disciplinary of knowledge;

Professional standards

Peer review

Purpose of Collaboration

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(vi) attracting funding; (vii) partnership with the private sector; and (viii) situational uniqueness for training others and for research. (3) The partnership shall serve the purpose of: (a) promoting mutual learning; (b) strengthening collaboration through research sharing; and (c) yielding national and international visibility by excellence in research on global issues.

54. (1) Before any institution is approved to affiliate with Makerere University, the Senate shall satisfy itself under section (1) of Statute XI with the following that: (a) a College, Faculty, Institute or School in the University is in position to administer in like manner as the internal awards, the external award or awards of the University for which affiliation is sought; (b) the institution is recognized by the National Council for Higher Education under the Universities and Other Tertiary Institutions Act of 2001 as amended by Act No. 7 of 2003; (c) the institution is established on a permanent basis under the laws of the country in which it is situated and is recognized by the National Council for Higher Education; and (d) the members of staff who are designated to teach courses for awards of the University have the academic stature and qualifications which are acceptable to the University and have reached such a standard as would be required for teachers of the University. (2) In this clause, unless the context otherwise requires, “Affiliated Tertiary Institution or College” means the Tertiary Institution or College established under Section 71 or 111 of the Universities and Other Tertiary Institutions Act, 2001. The Universities and Other Tertiary Institutions Act, 2001 under Section 71 empowers a Tertiary Institution as defined under that Act to affiliate with a Public University upon satisfaction of two conditions, as follows:

55. (1) The Senate shall, before any institution is approved to affiliate with Makerere University, satisfy itself under section (1) of Statute XI with the following: (a) the programme taught and assessed at a partner institution contribute to credit for Makerere University award; (b) the programme taught at a partner institution is equivalent in standard to the same or similar provision at Makerere University; (c) the learning experience and learning support given to students at the partner institution shall be broadly equivalent to that available at Makerere University; (d) the members of staff who are designated to teach courses for awards of the University shall have the academic stature and qualifications that are acceptable to the University; and (e) fees chargeable for registration, examination, graduation and other purposes shall be determined from time to time by the University Council. (2) Makerere University shall verify a programme’s continuing compatibility with the linked course at Makerere University and ensure the quality and standard of collaborative programmes.

(3) Where the same course is offered wholly or partly at Makerere

Affiliation

Guidelines for affiliation

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University and at one or more partner institution, the quality systems followed should generally be the same in all locations.

(4) Depending on the experience of the partner institution, the quality assurance and student feedback systems in place shall be some of the measures relied upon by Makerere University to monitor the partner organisation.

56. (1) The College or School at Makerere University to which the collaboration is assigned shall be responsible for the management of collaborative links. (2) The principal systems to be followed shall be specified in a Memorandum of Cooperation between the partners where detailed arrangements may vary according to the maturity of the partnership, experience of the partner, the type of partnership, the number of students and programmes involved, the location of the partner, and the extent of cultural difference involved.

57. The partner institution shall (a) facilitate regular discussion of further developments and of ways in which liaison can be improved; (b) ensure that there is a forum for student representation; (c) work together with Makerere University to ensure that the assessment criteria is clear, and understood in the same way by staff in both locations; (d) monitor the operation of the partnership; and (e) carry out periodic review of collaborative programmes.

58. The University shall (a) ensure that the partner sees comments and feedback on monitoring from an external examiner, and has opportunity to discuss these; and (b) seek to establish whether the terms of agreement have been followed on an annual basis.

59. The University shall promote internal cooperation between units within the University especially in the area of sharing of resources to optimise their use.

PART VIII–EXPERIENTIAL AND FLEXIBLE LEARNING

60. In this Part, unless the context otherwise requires, “experiential approach” means an action-oriented and experience based learning which is learner-centred, participatory based, involving and interactive communication.

61. The objectives of experiential learning are: (a) to enhance staff professional development and performance; (b) to enhance development of students skills; (c) to develop a profiling system for students which monitors their skills development; (d) to develop further support systems to enhance student achievement; (e) to enhance learning resources; and (f) to ensure that quality monitoring and enhancement systems are fit for purpose.

Role of the College or School

Role of partner institution

Role of Makerere University

Internal Collaboration

Definition of precepts

Objectives ofExperiential Learning

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62. (1) The University shall, in order to enhance staff professional development and performance, do the following: (a) provide opportunities for staff to develop their skills further; (b) enhance information and communication technology skills of staff; (c) establish a policy for staff development activities, to enable them to work effectively; (d) make provision for and encourage sharing of good practices across, academic units; and (e) develop and periodically review, appraisal, development and reward processes. (2) The University shall, in order to enhance students’ core skills, take the following steps: (a) make provision for students’ core skills development; (b) develop flexible learning skills in the programme of study; (c) develop programme specifications for all courses; (d) develop a profiling system for students which monitors their skills development; and (e) develop practical skills among students. (3) The University shall, in order to develop support systems that enhance student achievement, do the following: (a) support independent and flexible learning; (b) link the relationship between assessment and learning outcomes; (c) offer pre entry guidance; (d) offer adequate orientation to new students; and (e) provide on-course guidance. (4) The University shall, in order to enhance learning, do the following: (a) ensure that the physical learning environment is conducive; and (b) promote the use of ICT support of teaching, learning and assessment. (5) The University shall ensure that the monitoring and review systems reflect students experience and feedback through quality monitoring and enhancement systems.

63. (1) There shall be a University policy to promote Distance Learning as a mode of increasing access to higher education. (2) The Open Distance e-Learning (ODEL) entity will be represented in the overall University strategic planning process through a participatory approach and the ODEL plan shall be consistent with the University plan. (3) The ODEL Entity Strategic Plan and attendant processes shall be reviewed annually. (4) Each component (section) of the ODEL entity will develop annual plans consistent with the entity’s Strategic Plan.

64. (1) The management team of the ODEL Entity shall comprise the Head of the Entity and Heads of Entity sections, and Learning Centre Coordinator representatives. (2) The team shall, in its monthly meetings, consider reports from all sections against section plans using an agreed format.

65. (1) The management team of the ODEL Entity shall undertake regular monitoring of delivery and management systems, including the following: (a) materials effectiveness (against agreed criteria); (b) student retention and completion rates; (c) assignment completion and return rates (against agreed criteria and marking turnaround time);

Strategies and Action

Policy on Open Distance Learning

Management team

Monitoring

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(d) examination marking; (e) entity budgeted and planned activities implementation; (f) student support; and (g) staff training. (2) The management team of the ODEL Entity shall review all learner materials used against agreed criteria and using an agreed time cycle (4-6 years). (3) The ODEL Entity and collaborating School or College shall, before introducing any new courses or programmes, conduct a needs assessment survey.

66. (1) All staff involved in ODEL shall undergo training in ODEL methodology which shall include: (a) ODEL materials development and publication; (b) ODEL assignment and examination marking; (c) use of ICT in ODEL; (d) Distance Learning facilitation methods; (e) support for, and communication with, the ODEL learner; (f) record-keeping, monitoring and evaluation; and (g) other areas deemed necessary. (2) The staff shall, where necessary, undertake further supported programmes of study which will strengthen the individual, entity and institutional skills base. (3) All professional staff shall undertake research in ODEL focusing on effectiveness and their overall management of the delivery models being used.

67. (1) The ODEL Entity Quality Assurance Committee shall work with the main Quality Assurance Committee (in line with the University Quality Assurance Policy) to establish appropriate quality standards and practices for ODEL and undertake appropriate and regular, reviews of the standards. (2) The ODEL Entity shall continue to explore the use of a range of assessment instruments in order to effectively assess skills, knowledge and attitude, for example, assignments, projects, reports, tests internship/field attachment, etc. (3) All assignments given to ODEL students shall be developed and marked by specially-trained staff and the marking shall provide a timely comprehensive and helpful feedback to the ODEL learners. (4) An ODEL programme duration shall be flexible and may not be of the same duration as the Internal equivalent programme. (5) ODEL shall allow for Credit Accumulation Transfer Schemes (CATS) after a technical analysis by a technical committee of the applicants’ academic results and course or programme content. (6) The management team shall, at the end of any activity, make a report showing the objectives, activities, challenges and way forward and the report shall be followed up for improving future activities.68. (1) The ODEL Entity shall leverage its effectiveness and enable easier access to and coverage of ODEL by using ICT in instruction, learning, student support and University wide research. (2) The ODEL shall, in collaboration with the e-Learning Unit, transform programmes offered in the internal mode into e-Learning or online mode. (3) The ODEL courses and programmes shall be of the same quality as those offered through other modes. (4) The ODEL Entity shall financially and otherwise support the

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development of e-content for eLearning/online courses and programmes. (5) The ODEL Entity shall advocate for the adoption of a common digital learning environment infrastructure and software responsive to academic needs through the eLearning Unit. (6) The ODEL shall create or adopt OER for use in its ODEL courses and programmes. (7) The University shall fully support the lecturers, tutors and administrators to effectively facilitate on e-Learning or online courses. (8) Makerere University staff and students shall abide by IPR requirements during eLearning/Online Learning.

PART VIX – EXTERNAL EXAMINING

External Examiners reports

The Makerere University Quality Assurancepolicy is explicit on the use of External Ex-amination as one of its External Quality Assurance mechanisms.

External Examiners reports for Academic year 2011/2012 revealed the following gen-eral observations.

• Thedesignandcontentstructuringofmostprogramsarestandardand match those of reputable regional and international Universities. • Inspiteoflargeclasssizes,contentcoverageisdoneandthemodesof in-struction appear satisfactory as evidenced by the student’s responses. • Thereisvariabilityinassessmentprocedureswhichisbasedonthe nature of the program and the expected learning outcomes.

However the following overall observations will need special attention.

• NeedforCourseoutlinesandMarkingguides.

• Externalexaminersbegivenampletimeandfacilitationfortheirwork

• ThedesignofMarksheets,Examinationscriptsandquestionpaper envelopes should have provision for external examiners comments.

• Courseobjectivesbemadeclearandalignedwithassessment.

• Staff/studentimbalancestendtohaveimplicationsonthequalityof assess-ment.

• Highdropoutandfailureratesmayaffecttheoverallqualityof education at the university.

• Supportforstudentlearninginformofelectronicequipment, laboratories and other instructional resources shouldbe enhanced as this will be translated to better performance.

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General Principles

ApplicationRole of an external examiner

Policy objectives on external examination

Guidelines on external examination

• Instructionalmethodsaretailoredtomeettheneedsoflearnersandconse-quently enhancethe quality of learning.

• Strengtheningthemoderationofexaminationsbothinternallyandexternally.

• Carryoutcurriculumreviewsinschoolsinlinewiththepolicyrequirement of after every3years.

69. External examining is one of the ways of ensuring academic excellence in Universities in that external examiners are engaged to evaluate the program content and the process of student assessment and the external examiners’ reports act as reference points against which the university maybe evaluated and accredited.

70. The conduct of external examinations at the University shall be governed by Senate Regulations.

71. An external examiners shall comment on the validity of the assessment instruments, the quality of student performance and the standard of student attainment, the reliability of the marking process and any concerns or irregularities with respect to observation of the University regulation.

72. The following are the policy objectives that should guide the external examination process: (a) to provide external and unbiased evaluation of the University’s student assessment process in line with Senate regulations; (b) to verify that standards of student performance are appropriate for the award for which the external examiner has been appointed; (c) to verify that the student assessment method is reliable and precise, will produce similar results if repeated with students of comparable standard and comparable circumstances and similar assessors, valid (measures the competence it is intended to measure), has educational impact (it promotes appropriate student learning behaviour, is acceptable to all assessors and students and is feasible within the resources available; (d) to ensure that the University upholds the high academic standards of its programmes and awards; (e) to compare the academic standard of the University with those of similar institutions.

73. (1) An external examiner shall write a report detailing his or her observations, conclusions and recommendations to the Deputy Vice- Chancellor (Academic Affairs) who will submit it to the Quality Assurance Committee for consideration and action. (2) The University shall publicise the principles and guidelines on external examining so that they can be accessed by students, staff and other stakeholders. (3) The University shall create audit mechanisms to ensure that external examiners are invited annually for each academic programme.

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74. An external examiner shall have the following powers and responsibilities: (a) to make judgments independent of the internal examiners; (b) to recommend to the Academic Board for the adjustment of marks for a student; (c) to access student assessments (scripts and coursework); (d) determine the method of sampling of students’ work; (e) to recommend, where appropriate, the remarking of a student’s scripts to the Faculty Board; (f) to determine the modalities pertaining to the conduct of VIVA VOCE; (g) to investigate suspected cases of cheating; (h) to endorse mark and pass lists before they are published; and (i) to determine, in specific cases, the extent to which medical and other extenuating circumstances should be taken into account in the determination of a case.

75. An external examiner should have the following attributes: (a) quality as an Academic professor or senior Lecturer or be a practising professional at the rank of consultant or the equivalent; (b) possess recent examining experience, including external examining experience, and competence in assessment; (c) possess knowledge and understanding of academic standards in a broad higher education context; and (d) have the ability to offer constructive comments, criticism and suggestions for enhancement in the area of assessment practice.

76. (1) A Head of Department shall establish willingness and availability of a nominee to serve as an external examiner and solicit his or her curriculum vitae. (2) The academic members of the department shall study the curriculum vitae to satisfy themselves that the nominee has the necessary expertise, experience and seniority to serve as external examiner. (3) External examiners for Undergraduate Programmes shall be appointed on the recommendation of the respective Academic Board based on Senate guidelines. (4) External examiners for Graduate Programmes shall be appointed on the recommendation of the respective Academic Board based on Senate guidelines.

77. (1) An external examiner shall be appointed for a period of three years and his or her tenure may be extended for one year. (2) An external examiner shall not be re-appointed until a period of one year has elapsed since his or her last appointment. (3) A former member of the teaching staff of the University will not be eligible for appointment as an external examiner until a period of three years has elapsed. (4) An external examiner shall not be appointed from a department in which a member of staff of the relevant department at Makerere University is serving as an external examiner or teaching.

78. An external examiners shall be an ex-officio member of the relevant Examiners’ Boards.

79.The host department will send to the newly appointed external examiner the following information: (a) programme and course aims, objectives and syllabuses;

Powers of an external examiner

Attributes of an external examiner

Process of nomination and appointment

Tenure of an external examiner

Status of an external examiner

Information to an external examiner

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(b) copies of past examination papers; (c) methods of assessment or marking scheme; (d) ways in which marks of individual parts of the examination are aggregated and averaged to produce the final result; (e) the method by which the pass mark (cut-off point) at and above which students are pronounced passed and below which they are declared to have failed; (f) proposed dates of departmental and faculty examiners’ board meetings (g) information pertaining to the communication and handling of sensitive information; (h) The dates for the face to face briefing; (i) The scripts for marking or moderation.

80. An external examiner shall be facilitated through payment of the following: (a) transport expenses to and from nearest point of departure; (b) accommodation cost; (c) per diem or out of pocket allowance; and (d) honoraria upon receipt of the examiners report.

81. (1) An external examiner shall review, moderate and approve an examination paper given to him or her. (2) The University shall send draft examination papers to the external examiners well in advance to allow enough time for them to propose modifications where necessary. (3) An external examiner shall ensure the safety of draft examination papers, examination scripts and dissertations. (4) The University shall give the external examiners unfettered access to all marked examination scripts and all evaluated reports, dissertations and theses.

82. External examiners shall participate in oral and clinical examination as follows: (a) where only a proportion of students are subjected to oral examination; (b) during the selection of the examination content, marking and making final judgments; or (c) to meet with the students to assess their opinion on the conduct of the examination process.

83. (1) External examiners shall attend the main Examiners’ Board meetings at which final examination results are reviewed and approved before they are published. (2) Minutes of the Examiners Board meeting shall note the following: (a) members present; (b) the final decisions taken; (c) in specific cases the extent to which medical and other extenuating circumstances were taken into account; and (d) any general comments made by internal and external examiners.

84. (1) An external examiner’s report shall include: (a) curriculum design and its relevance; (b) comparability of the program with those offered in other institutions of Higher Education locally and internationally; (c) variability in the assessment process; (d) academic standards of awards; and

Remuneration of an external examiner

Moderation of examinations

Participation in oral and clinical examinations

Participation in Examiners Board meetings

External examiner’s report

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(e) academic standards of student achievement. (2) The external examiner’s report shall also include an analysis whether: (a) the structure, content and methods of assessment used are appropriate and adequate; (b) the administration of the examination process was satisfactory; (c) the assessment process was appropriate to the course or subject; the level of students; and competencies of interest; (d) the examinations were sufficiently comprehensive with regard to the programme or course being examined; (e) the materials and facilities used for practicals and clinical examinations are appropriate and adequate; (f) the external examiner was given adequate access to the necessary examination scripts of all borderline candidates and coursework in order to form a reasonable opinion; (g) the internal marking was appropriate fair and consistent; (h) the Examiner’s Board meeting was conducted in an impartial and fair manner; (i) the programme structure, content and objectives were well defined and appropriate to the subject matter and the level at which they were taught; (j) the quality of teaching and methods used, as revealed by the examination, were effective and appropriate; (k) the general standard of performance of the students was satisfactory and comparable to similar institutions; (l) the failure rate was acceptable or too high; and (m) the distribution of honours was satisfactory in comparison to other institutions.

85. (1) An external examiner shall submit his or her report directly to the Deputy Vice-Chancellor (Academic Affairs) and forward a copy to the respective academic units. (2) The Deputy Vice-Chancellor (Academic Affairs) shall submit the report to the Director Quality Assurance Directorate for consideration and action. (3) The Quality Assurance Directorate shall ensure that the respective academic units attend to the concerns or suggestions of the external examiners.86. An external examiners shall review existing programmes and the process of internal examination for purposes of improving the assessment process.

87. The Academic Board may terminate the appointment of an external examiner for the following reasons: (a) failure to provide reports on the assessment process as required by the University; (b) inability to attend two successive such boards; (c) change in the external examiner’s circumstances which brings about potential conflicts of interest; (d) persistent refusal to work within the University’s set academic regulations; or (e) any conduct which in the case of an employee of the University would be the subject of disciplinary action.

88. (1) The Deputy Vice-Chancellor (Academic Affairs) shall write formally to the external examiner to inform him or her that the termination is being considered and offer an opportunity for the examiner to explain the circumstances and show cause why the termination should

Submission of report by external examiner

Submission of report by external examiner

Procedure for termination

Review of programmesGrounds of termination of service

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not take effect. (2) The Chairperson of the College Quality Assurance Committee, acting on behalf of the Faculty Board, shall take the final decision regarding the termination after which the external examiner will be notified in writing of this decision.

PART X – ACADEMIC APPEALS AND STUDENT COMPLAINTS ON ACADEMIC MATTERS

89. (1) Students will have full opportunity to raise individually or collectively matters of concern to them without fear of disadvantage and in the knowledge that privacy and confidentiality will be respected. (2) The rights of staff members and students shall be taken into account and protected when handling appeals and there shall be a policy on protection of information or data regarding appeals. (3) There shall be structures to handle student’s appeals at every College or School. (4) The Dean of Students, the health services and academic units shall be part of the academic support system for appeals. (5) The University shall ensure that its procedures are fair and that the decisions made are reasonable and have regard to any applicable law. (6) The University will address student complaints and appeals in a timely manner, using simple and transparent procedures including an informal resolution of a complaint at the level at which the matter arose. (7) The University shall publicise information on complaints and appeals procedures in an accurate, complete, clearly presented, readily accessible manner and issued to students and staff. (8) The University shall widely advertise sources of impartial help, advice, guidance, and support within the university. (9) The complaints and appeals procedures should identify the persons or bodies from whom authoritative guidance may be sought on the applicability and operation of the procedures. (10) Those responding to investigating or adjudicating upon complaints or appeals must do so impartially and must not act on any matter in which they have a material interest or in which any potential conflict of interest might arise. (11) A complaint or appellant should be entitled to be accompanied at all stages of the complaints or appeals process by a person of his or her choice. (12) The documentation should indicate any internal procedures, which are available to a student dissatisfied with the response to a complaint or outcome of an appeal. (13) The University will ensure that where a complaint or appeal is upheld appropriate remedial action is implemented. (14) The University will have in place effective arrangements for the regular monitoring, evaluation and review of complaints and appeals. (15) The academic appeals system shall be viewed as mediation, arbitration, and monitoring process that goes beyond handling examination malpractice. (16) The University will keep their monitoring, evaluation and review arrangements under scrutiny, taking into account good practice. (17) The University shall design tools of instruments for collecting complaints from students.

Precepts and general principles

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90. (1) A student may appeal against an academic decision without fear of reprisal or victimisation where he or she has reason to believe that it is incorrect or partial information. (2) The University shall handle an academic appeal impartially and in confidence and the matter shall be disposed of within a reasonable time.91. The University’s general Regulations prescribe two sorts of circumstances in which an appeal may be made against an academic decision of the University and these are where (a) a student’s registration is terminated on the recommendation of the Board of Studies on the basis of examination failure or unsatisfactory progress; or (b) a student believes that the award of degree or qualification awarded to him or her is incorrect or where the board decides that a student may not have fully satisfied the academic or professional requirements for an award.92. (1) The University shall consider an appeal against an academic decision where: (a) in reaching its decision the University was unaware of factors which had affected the student’s performance; (b) there had been mathematical or procedural error in recording or calculating the marks on which a decision was based; (c) there had been irregularities or administrative errors in the conduct of an examination or other form(s) of assessment of such a nature as to invalidate the examiners decision; or (d) valid reason exists for the examiner’s prejudice or bias. (2) The University shall not consider an appeal where (a) the appeal was made against properly exercised academic judgment, or duly appointed examiners, including external examiners; (b) the appeal was made mischievously or frivolously without justifiable ground; (c) the appeal was made on the basis of alleged insufficiencies in teaching or supervision or the provision of materials or equipment; (d) the appeal was based on ill-health or other circumstances which could and should have been reported to the school at the time of their occurrence; or (e) the general regulations preclude appeals in circumstances in which a student has been allowed to be addressed or to re- present a dissertation or thesis.93. (1) If a student decides to submit an appeal against an academic decision of the university, he or she should do so within 14 days of formal publication or otherwise receiving notification of the results. (2) A student shall lodge his or her appeal the Dean of Students, setting out in writing the specific grounds on which the appeal is being made. (3) The Dean of Student’s office will treat any personal information which is received in the course of dealing with students appeal as confidential and such information will be kept, used and shared where necessary and appropriate with other members of university staff, only for the purposes of investigating and determining the outcome of the appeal. (4) Where advice is required on whether the proper grounds for an appeal have been met or, where a student requires assistance to present the grounds of appeal, assistance maybe sought from the students’ guild or from the Dean of Students. (5) The Dean of students will refer the appeal to the head of the academic

Types of academic appeals

Grounds of appeal

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unit for comment and for any further information required to enable it to be considered. (6) Upon receiving the response from the Faculty, Institute, or School, the Dean of Students shall, where appropriate, consult the Academic Registrar and the Deputy-Vice Chancellor to establish whether the grounds for appeal merit a hearing. (7) If it is decided that the ground for appeal is not in accordance with those prescribed in the general regulations, the Dean of students shall, within 15 working days of receiving the initial appeal, inform the student in writing about the decision and the reasons. (8) If it is decided that the grounds for appeal are in accordance with those prescribed in the general regulations, the Dean of students may: (a) in the case of an appeal involving a mathematical or procedural error in calculating eligibility for an award, consultations will be made with the Chairperson of the Board of Examiners and if an error is found then the examiner’s decision will be amended, including where necessary, the pre-classification of an award; or (b) in the case of an appeal involving irregularities in the assessment process, circumstances which had not been known at the time the decision was made or allegations of bias, the matter shall be referred to Appeals Committee. (9) A student who is dissatisfied with the decision of a Committee may, within 30 days from the date of the letter communicating the decision, appeal in writing to the Senate Appeals Committee. (10) A student’s appeal shall be in writing addressed to the Academic Registrar and copied to the Committee stating clearly the grounds of appeal. (11) The Academic Registrar shall acknowledge in writing to the student and Chairperson of College or School Committee receipt of the appeal. (12) A student who pleaded guilty to an offence before the College or School Committee shall have a right of appeal only with respect to the penalty. (13) The student appealing shall be notified in writing of the date when the appeal will be heard and shall be given an opportunity to be heard before the Senate Appeals Committee which shall hear the appeal expeditiously. (14) The Academic Registrar shall officially notify the college Committee that made the decision in the first instance of the date of hearing of the appeal and the College Committee shall have a right of representation. (15) At the hearing of the appeal, the student shall have an opportunity to be heard and the College Committee shall have a right to respond to the student’s presentation. (16) The Senate Appeals Committee shall have power on causebeing shown to allow the student present additional evidence before it. (17) Where an additional witness is called, he or she shall be cross- examined by the representative of the College Committee and the College Committee may also adduce additional evidence, which maybe responded to by the student. (18) The Senate Appeals Committee shall then deliberate in the absence of the student and College or School Committee representative preferably on the date of hearing. (19) The Senate Appeals Committee may confirm, vary or set aside the decision of the College. (20) The Senate Appeals Committee shall take into account the rules of natural justice in the hearing of the appeal.

Procedures of appeal

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94. (1) The Appeals Committee shall be composed of members who were not directly involved in the universities original decision. (2) The Appeals Committee shall include three student members. (3) The Appeals Committee shall determine the procedure for consideration and determination of an appeal.95. (1) The student concerned and other parties involved in the appeal shall, prior to the meeting of the committee have access to relevant papers, including written commentaries on the appeal and responses to the appeal. (2) The appellant shall be given adequate notice of the date, time and venue for the meeting and also be invited to attend. (3) The appellant is entitled to be accompanied by a person of his/her choosing during the hearing. (4) The appellant shall, within ten days of the hearing, be informed in writing of the result of the appeal. (5) The appellant shall be notified of any delay in communication the decision of the appeal. (6) A staff who is the subject of an appeal shall not adjudicate over the appeal.

PART XI -STUDENT ADMISSION

96. (1) Admission and selection of students shall be in line with the stipulated University requirements and the University and Other Tertiary Institutions Act. (2) The number of students selected for each program shall be done in regard to the following considerations; intended learning outcomes, capacity to offer good quality education and; the needs of the particular program. (3) The following minimum standards are required for each program: (a) advertising and promotional materials shall contain sufficient information on the programme with regard to admission policies, completion requirements, and academic standards; (b) admission, matriculation and exemption requirements shall be inline with the existing regulations; (c) the programs admission criteria shall be in line with the National goal of widening access to higher education and equity targets and plans to attain them shall be clearly stated; (d) admission requirements shall be in line with the nature of the programme.

97. (1) The following information shall be availed at the institution: (a) a copy of the institution and College or School policies and procedures for approval of advertising and promotional material for programs including approval procedures and responsibilities; (b) the recruitment plan for the programme, with details on strategies to recruit a diversity of students (in terms of region and gender); (c) the programs advertising and promotional materials; (d) institutional admissions and student placement policies; (e) Institutional Access Policies; (f) examples of tests, if used as selection instruments (with scoring system); (g) interview procedures and selection of panels for interviews where applicable; (h) details of professional/vocational specifications in relation to

Appeals Committee

Code of procedure

Precepts and general principles

Institutional information sources

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student recruitment where applicable; and (i) a copy of relevant regulations to be provided or any other vocational specification where applicable. (2) The University shall, before a new academic programme commences, supply the following information with the application: (a) admission requirements; (b) selection criteria and procedure where applicable; (c) expected enrolments; and (d) Fees structure.

PART XII – UNIVERSITY ASSESSMENT SYSTEM

98. (1) The University shall have an assessment policy with clear and effective procedures for its implementation. (2) The policy and procedures ensure academic and professional standards in the design, approval implementation and review of assessment strategies for programmes and modules, and for the qualifications awarded.

99. Every College or School shall, in order to meet the standard requirements, (a) design guidelines or regulations for the following: formative assessment, provision of feedback to students, weighting of class marks (continuous assessment) and examinations, security procedures, disciplinary and appeals procedures for examinations, regulations for marking, grading, aggregates, retaking examinations, conceded passes and other related matters; (b) allocate responsibility for the implementation of the institutional assessment policy to Colleges, Schools and departments and the assessment decisions by the committees or boards at these levels shall be validated by the Senate through its Examination committee; (c) at the programme and course or module level, use systematic and purposeful assessment to generate data for summative purpose (grading, ranking, selection, predicting) and for formative and diagnostic purposes, such as providing time-outs feedback to inform teaching and learning; (d) ensure effective monitoring of assessment practices at the management level; (e) apply reliable principles, procedures and practices of assessment throughout the institution; (f) ensure that assessment shall be conducted within a policy of institution, College, School or Professional rules and regulations governing assessment; (g) ensure that there are security arrangements in relation to recording and documenting assessment decisions to safeguard the credibility of outcomes; (h) ensure that the academic staff responsible for the decisions on assessment are properly trained and competent to assess; and (i) ensure that distance learning programmes are assessed using formative and summative assessment procedures to establish the appropriateness of the delivery mode and the circumstances in which the programmes are taught.

Principles

Standard requirements

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100. The University shall conduct the assessment of field attachment or work- based learning with efficient and clear criteria which ensures that: (a) there are academic and workplace-based assessors to provide an input into assessment, depending on the specific nature of the task to be assessed; and (b) There are clearly spelled out criteria for assessment using assessment tasks that will be developed in a manner that advances the required competencies.

101. The purpose of assessment are: (a) to measure a student’s learning, skills and understanding; (b) to contribute to a student’s achievements; (c) to enable a student to demonstrate that he or she has fulfilled the objectives of the programme of study on which the student enrolled and achieved the standard for the award for which he or she is a candidate.102. (1) The University requires the following documents to ensure that administrative procedures for assessment are followed: (a) a summary of University administrative procedures and regulations designed to safeguard the integrity of assessment and to reinforce consistency in decision-making; (b) Makerere University Academic Regulations for taught courses which define the basis of assessment for the University awards and academic credit, and procedures intended to ensure consistency. (2) The University-designed examinations shall comply with the following standard requirements: (a) comprehensiveness: submitted assessments should demonstrate knowledge and skills course content; (b) multiple judgments: submitted assessments should involve more than one source or involve multiple judgments of student performance; (c) multiple dimensions: submitted assessments should provide information on multiple dimensions of student performance – i.e. they should yield more than a summative grade; (d) directness: submitted assessments should take into account other considerations such as direct observation or demonstration of student capabilities; (e) arrangements for submitting coursework and for agreeing an extenuation to a course work deadline; (f) Rules for conduct in examinations should be designed; (g) arrangements for claims in relation to assessment; (h) established procedures for investigating allegations of academic misconduct; and (i) Established procedures for appeal against the decision of an Examination Board.

103. (1) The academic staff of a College, School or Division shall ensure that the assessment is reliable, valid at the appropriate level and matched to learning outcomes and the systems for fulfilling these responsibilities may be defined for a whole College, School, or Division. (2) The systems mentioned in sub-clause (1) of this clause shall comply with the following standards: (a) independent internal corroboration ensuring that assessment tasks are clearly specified at the appropriate level, allow students to demonstrate that they have met the learning out comes,

Field attachments

Purpose of assessment

Quality Management and Enhancement of Assessment

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capable of discriminating between stronger and weaker candidates and avoid inappropriate overlap between different elements of assessment in the same unit and between different units taken by the same student; (b) assessment criteria shall explain how the allocation of marks rewards the different standards achieved by different students; and (c) Clear marking schemes which detail how marks shall be allocated for each specific piece of assessment work and any features of work for which a student may be assessed.

104. (1) The moderation of marking shall be done as follows; (a) each question paper set shall be accompanied by a clear marking guide; (b) all the examination papers shall be moderated by Departmental Examinations Committees and external examiners; (c) an examination script shall be marked by more than one examiner for greater accuracy and easier accountability. (2) The University shall give timely feedback to students. (3) Each academic unit shall design protocols for quality management of forms of assessment such as presentations, group work, oral examination or peer assessment and such protocols shall provide for internal corroboration and moderation and for external examiner sampling.

105. (1) The membership and remit of Examination Boards and the regulations relating to awards and progression shall be detailed in the Senate guidelines. (2) The following two levels of Examination Boards shall operate in equally capacity: (a) the Departmental Examination Board which makes decisions about the mark to be awarded to a student in each course of study; and (b) The School Examination Board which considers the overall profile of each student enrolled on a course.

106. (1) The University shall design the annual assessment calendar to specify the dates on which Departmental Examination Boards and College Examination Boards will meet after each semester examination. (2) The Head of Department shall ensure that: (a) there is an established functioning departmental Examination Committee; (b) all examination papers are set, moderated, typed, produced, sealed and kept in a strong room within the College at least one month before the beginning of the end of the Semester Examinations; (c) examiners are informed of the date of the examination process and the date of the meeting of the Examination Board; (d) members of the Board are informed of the date, time and location of the Board meeting; (e) examiners complete marking and internal moderation by the date set in the assessment calendar; and (f) he or she gives marks for each element of assessment for each student to the College Registrar by the date specified on the assessment calendar.

Roles of the Academic Units

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(3) The Principal or Dean shall be responsible for: (a) creating an examination strong room and marking centres which offer security of examination; (b) entering all unit marks on the student record system by the date specified in the assessment calendar; (c) making all arrangements for meetings including external examiners facilitation; (d) notifying any other relevant offices of changes in the provisional marks made at the Subject Area Board; (e) informing the Senate Examinations Office of the date, time and location of all Examination Boards and sending to the examinations office the full agenda for each award and progression; and (f) providing a Minute taker for every Examination Board. (4) The Academic Registrar’s Department shall (a) coordinate and monitor all examination processes to ensure successful completion, declaration of results and record safety; (b) issue academic transcripts; (c) serve as the secretariat of the College Academic Board and committees; and (d) report to the Senate about examination matters generally.

107. (1) The following procedures shall be followed in determining the award of marks at the departmental level: (a) internal examiners shall mark the student’s scripts using the agreed marking scheme; (b) marks shall be moderated in accordance with the college, School or Department Policy; (c) the department shall publish all Continuous Assessment (Coursework) marks; and (d) the External Examiner for the Unit shall review an agreed sample of the assessed work in light of the assessment criteria and marking scheme. (2) The Departmental Board shall, for each course, receive: (a) a list of provisional marks for all students in the elements of assessment; (b) a short oral or written report from the Course Coordinator when ever relevant, explaining any issues which may have affected the assessment; and (c) any comments the External Examiner wishes to make on the basis of sampling. (3) The Departmental Board may decide to scale the unit marks where: (a) it is established from the Course Coordinator that errors were made in the delivery of assessment of the Course which may have affected the achievement of all or some of the students registered for the unit; or (b) external examiners advise that the marking has been too harsh or too generous. (4) Where marks are scaled upwards, the Departmental Board shall be satisfied that there is evidence that a student who receives a pass mark has met the learning outcomes of the course and that the marking reflects the published assessment criteria on the marking scheme and the method used should not disproportionately reward students with the lowest marks. (5) The Departmental Board shall make the decision to scale the marks; however, the Board may have particular regard for the external

Moderation of marking

Examination Boards

Responsibilities in preparing for Examination Boards

Decisions on marks for a course at the Departmental level

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examiner’s advice and shall carefully consider and record any decision counter to that advice. (6) If the external examiner’s views of the marks differ from that of the internal marker, but not to a significant extent, the Board may decide to offer advice for the future. (7) An external view that marking has been marginally too generous or too harsh may lead the Board to modify individual marks very close to the pass/fail border, without changing others for the same course. (8) If the external examiner is concerned about lack of consistency in marking, he or she may ask to look at a larger sample, together with an internal marker, to assist the Board in deciding the marks. (9) The College or School Academic Board shall exercise discretion within the regulations, where relevant using published protocols concerning discretion at the margins of honours degree classification bands. (10) In order to maintain consistency in decision making, (a) all chairs of Boards must be constantly sensitized by the Quality Assurance Director; and (b) a representative of the Registrar should be present during award decisions and consideration of penalties for academic misconduct. (11) The Registrar’s representative shall (a) advise the College or School Boards on options available within the regulations and previous decisions made; and (b) inform the Academic Registrar about awards agreed upon by the Faculty Boards.

108. (1) A student shall, upon completing requirements for an academic award, apply for graduation with the Academic Registrar or Graduate School. (2) The application for graduation shall be made by the student at the beginning of the last semester.

109. The following policy documents shall support the assessment process: (a) the Semester regulation; (b) the Rules of Handling Examination Malpractices and Irregularities; and (c) Procedure for appeals and remarking of scripts.

Regulations to support the Quality Assurance Policy

PART XIII – PROGRAMME APPROVAL, MONITORING AND REVIEW

110. The University shall produce a manual to guide units in curriculum development.

111. The University shall use the following procedure for making the manual: (a) First step: the Head of Department or Programme initiator shall liaise with the Senate office at an early stage for advice to ensure that the programme is developed in accordance with the University formats; (b) Second step: a concept paper on the proposed academic programme shall be submitted to the Quality Assurance Unit.

112. The proposed curriculum shall include: (a) Title; (b) Objectives/outcomes; (c) Justification; (d) Entry requirements; (e) Detailed course content;

Application for Graduation

Manual on Curriculum Development

Procedurefor making the manualContents of a curriculum

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(f) Course categorisation which includes the core, electives, audit and pre-requisites; (g) Duration; (h) Classification of the awards; (i) External review by professional association or the prospective employer; (j) Resources include staffing, (full-time, part-time, technicians) equipment, general operating costs/fees structure; Resources which may include relevant Library materials, ICT, space/accommodation (lecture rooms, laboratories, workshops, studios, land, Internship facilities etc) and photocopying requirements; (k) A balance of theory, practical skills and internship; and (l) a programme coordinator whose qualifications are in the major courses to be conducted in the Programme.

113. The concept paper shall provide information on: (a) the name of the academic programme; (b) objectives of the programme; (c) justification for introduction of the programme; (d) list of proposed technical committee members to design the programme; (e) physical facility requirements for the programme; (f) human resource requirements for the programme; and (g) evidence to show that there is demand for the programme.

114. (1) The Quality Assurance Unit shall consider the concept paper and establish whether: (a) the Department proposing the programme has the mandate to run the programme; (b) whether the technical committee has the right staff to design such curricula and if not suggest additions and subtractions to and from the committee. (2) Where the Quality Assurance Unit approves the concept paper, the Department may proceed and develop the programme with the help of the technical committee and present it to the Faculty Board. (3) No program will be approved where there are no staff or physical facilities for the program.115. (1) The Faculty board shall consider the proposal and approve or reject the proposed changes. (2) Where the proposal is endorsed by the School Board, it shall be forwarded to the College Assurance Committee.

116. The proposed program shall be considered by the College Quality Assurance Committee and forwarded to Senate for consideration.

117. (1) The Senate shall, through its technical committee or peer review committee, examine the program in order to: (a) ensure that it is in harmony with the University policies and mission; and (b) ascertain quality of delivery (to verify information provided i.e. availability of facilities, equipment, core staff including staff-load) to establish whether the unit proposing the programme has the mandate to house it. (2) The Senate shall set the dates or deadlines for the units to follow each academic year when developing academic programmes.

Contents of a concept paper

Role of the Quality Assurance Unit

Role of the School BoardRole of the College Quality Assurance Committee

Role of the Senate

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118. (1) The University Quality Assurance Committee shall recommend the proposed program to the University Council for final approval. (2) The University Council shall examine the justification and whether there are enough resources to manage the program and where it is satisfied, approve the programme. (3) Upon approval, the respective academic unit shall launch the program with the guidance of the Academic Registrar’s Office. (4) The University shall, upon approval of a programme by the Council, present the programme to the National Council of Higher Education for accreditation.

119. (1) A curriculum should be able to facilitate a balanced learning process and ensure that students are able to acquire such cognitive, effective and psychomotor skills as are consistent with the educational goals and aspirations of Uganda as may, from time to time be defined by the National Council for higher Education. (2) The University shall ensure that every curriculum designed has the following: (a) is broad-based or integrated; (b) is practice oriented; (c) is diversified; (d) it does not compromise the standards of excellence set by the National Council for Higher Education (NCHE); and (e) contributes to the overall national human resource development and requirements. (based on HCHE Statutory Instruments No. 85 of 2005 )

120. The structure of a programme shall be as in the table below:

PROGRAMME STRUCTURESemester I Code Course Name CU LH PH CHCore Course Electives

Semester II Code Course Name CU LH PH CHCore Course Electives

Semester III Code Course Name CU LH PH CHCore Course Electives

Semester IV Code Course Name CU LH PH CHCore Course Electives

121. (1) The smallest course shall be two (2) credit units. (2) A course that has a practical component within it shall have a maximum of five (5) credit units. (3) A course that has no practical component within it shall have a maximum of four (4) credit units.

122. A contact hour shall be equivalent to one (1) hour of lecture/clinical or two (2) hours of tutorial/practical or four (4) hours fieldwork.

123. (1) A Credit or Credit Unit is the measure used to reflect the relative

Role of the University Quality Assurance

Committeeand Council

Curriculum design

Structure of a programme

Size of a course

Contact hour

Credit unit

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weight of a given course towards the fulfilment of appropriate Degree, Diploma, Certificate or other Programmes required. (2) One credit Unit shall be one contact hour per week per semester or a series of fifteen (15) contact hours.

124. Every course shall have the following content: (a) Course description; (b) Objectives/Aims; (c) Course outline; (d) Learning outcomes; (e) Method of teaching/delivery; (f) Mode of assessment; and (g) Reading/reference materials

125. A statement not more than 100 words long, of the definition of the course, main substance and orientation of the course.

126. The aims of a course shall be specific to the course and the role the course plays in the overall shall be explained in the rationale for the course structure and should only be mentioned in the course aims if the course is designed to be restricted to one specific course, or if the purpose of the course is to facilitate integration of learning from other courses (as in the case of a project or integrating study).

127. The syllabus must have an indication of the topics to be covered and these should be written in general rather than in specific terms. 128. (1) The University shall ensure that learning outcomes focus on new knowledge, skills change attitudes or values. (2) The University shall ensure that the output of the university education process is a graduate with a qualification and certain abilities which should qualify him or her for activities in the particular sector and the labour market requirements. (3) The University shall ensure that the learning outcomes, which include knowledge and understanding of a subject as well as cognitive, general and professional skills, should be explicitly stated for each course or programme and these should be the pivot around which the whole course is developed. (4) A department or school shall, in the development of a curriculum, clearly formulate their aims as well as learning outcomes.

129. The syllabus should briefly state the defining characteristics of the teaching and learning approach adopted; for example lectures, laboratory tasks, extensive use of case studies, tutorials, self study and field attachment.

130. (1) The syllabus must state the items of assessment used to assess whether students have met the learning outcomes and this may include a variety of methods such as examinations, course works, laboratory work and group projects. (2) The syllabus shall include the reading materials such as books, journals which can be referred to by students and staff.

Detailed course content

Course descriptionObjectives

Course outlineLearning outcomes

Method of teaching

Assessment Method

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131. (1) The Undergraduate Grading system for the intake of 2008/2009 academic year onwards shall be as indicated in the table below:

Marks Letter Grade Grade Point Interpretation90-100 A+ 5 Exceptional80-89 A 5 Excellent75-79 B+ 4.5 Very good70-74 B 4 Good65-69 C+ 3.5 Fairly good60-64 C 3 Fair55-59 D+ 2.5 Pass50-54 D 2 Marginal Pass45-49 E 1.5 Marginal Fail40-45 E- 1 Clear FailBelow 40 F 0 Bad Fail

(2) The Postgraduate Grading system for the intake of 2008/2009 academic year onwards shall be as indicated in the table below:

Marks Letter Grade Grade Point Interpretation90-100 A+ 5 Exceptional80-89 A 5 Excellent75-79 B+ 4.5 Very good70-74 B 4 Good70-74 B 4 Good65-69 C+ 3.5 Fairly good60-64 C 3 Pass55-59 D+ 2.5 Marginal Fail50-54 D 2 Clear Fail45-49 E 1.5 Bad Fail40-44 E- 1 Qualified FailBelow 40 F 0 Qualified Fail

132. (1) The resources of an institution shall include staffing, (full-time, part-time, technicians) equipment, general operating costs or fees structure, ICT, space (lecture rooms, laboratories, workshops, studios, land, internship and photocopying facilities. (2) Where it is an Undergraduate programme, the academic staff shall be as per the table below:

Academic Staff (if the proposed programme is Postgraduate)

Grading system

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Note: To teach on the Graduate Programmes, the Academic Staff shall be a Senior Lecturer and above or a PhD Holder

133. The Entry requirements or expectations shall reflect the University policy and the goals of the program, but they should also take into account the real performance of the secondary education process, which precedes the university education process.134. A practical work experience shall (a) last for a minimum of three months to enable understand how industry operates and to give the student networking opportunities; and (b) Emphasize the connections between different aspects to encourage a broad systems view and to illustrate the practical, technological and human constraints of solving real world situations.

135. The proposed programme shall have a coordinator whose qualifications shall be in the major courses to be conducted in the Programme.

136. Before a proposed curriculum design is approved, the University shall consult stakeholders who include past and current students, academics, professional bodies and employees in both private and public sectors.

137. (1) The student intake shall take into consideration the approved staff/ student ratio. (2) The recommended staff student ration (SSR) set by the National Council for Higher Education and the University Council approved and designated staff/student ration (SSR) is as illustrated in the table below:

(3) In order to determine intake capacity, the following factors should be taken into account:

Required Entry Qualification

Practical Work Experience

Programme CoordinatorConsultations with stakeholders

Student intake

Student support and guidance

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(a) the likely opportunities or outcome for future graduates from the Programme; and (b) the likely context and environment in which the Programme will operate.

138. (1) The University shall communicate to the students opportunities and arrangements for student support and guidance on a programme. (2) The University shall ensure that programmes and course outlines or modules are effectively described and communicated in order to: (a) meet the information needs of all users; (b) define credit ratings of programme pathways and component; (c) make students and prospective students aware of course expectations; (d) allow for personal development planning, within and beyond University education; and (e) give guidance on curricular choice.

139. The Quality Assurance Unit shall (a) provide expertise required for curriculum design and development and also review by initiating actions or to spear head tracer studies; (b) design and produce a manual to guide in curriculum production and management; and (c) liaise with stakeholders on curriculum issues.

140. (1) The core requirements of an academic program are that it shall be: (a) of high quality; (b) in demand by students and the public; (c) resource efficient; (d) unique and; (e) relevant. (2) A policy based on key considerations shall be designed to guide the development and approval of academic programs. (3) Programs developed by the University shall exhibit fair and equitable access both locally and internationally; conform to standards of equality and environmental responsibility and shall exhibit an international perspective. (4) The unique features of a programme and its relevance shall be viewed as characteristics of secondary importance, in light of the quality of, demand for and costs associated with a programme. (5) The unique features of a program may assume primary importance where the cost of delivering a programme is high or relates to building on economic or other strengths that already exist and a programme may also be considered of primary importance where it serves as a nucleus, contributing expertise and services, which would otherwise be unavailable to the community. (6) The table that follows identifies essential components for each of the primary characteristics and general criteria associated with them.

Role of Quality Assurance Unit in curriculum approval

Policy on evaluation of academic programmes

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Table Four: Policy for Evaluation of new Academic Programmes

Characteristics Components CriteriaHigh Quality Curriculum i) Curriculum is designed to meet the objectives for the programme (e.g. array and sequence of courses, modes of instruction and evaluation, development of skills, acquisition of knowledge, and synthesis of information. ii) Programme provides students with the elements of a liberal education by encouraging the development of broadly informed, reflective, and literate minds capable of independent and critical thinking. iii) Programme includes opportunities for synthesis, application and integration of knowledge within and between disciplines. iv) Programme is current, both in content and modes of instruction delivery, and reflects a responsiveness to change in the discipline. v) Curriculum reflects the goals of education equity. vi) Curriculum provides sufficient flexibility to individual students to choose courses according to their own interests within and outside their minor discipline (e.g. Electives) vii) Program meets or exceeds accreditation and/or national standards (if they exist)

Academic staff viii) Academic staff responsible for/involved in programme are well-qualified i.e. have the appropriate academic and/or professional qualifications to support and develop the programme. In the case of graduate programs, this includes active involvement in scholarly work. ix) Academic staff maintains and updates the skills and knowledge appropriate to their discipline through involvement with academic, professional and/or scientific organizations. x) Academic staff are nationally/ internationally recognized for their local/ national/international invitations to present their work to colleagues in their discipline. xi) Scholarly work of Faculty has made a significant contribution to the discipline. xii) Staff are committed to developing their teaching skills.

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Learning and Environment i) Programme incorporates a variety of modes of instruction, accommodates different learning styles and where possible allows flexibility in scheduling. ii) Teaching within the programme demonstrates responsiveness to new developments in the field, including incorporating practical experiences where appropriate. iii) Programme integrates teaching and scholarships. iv) Approaches to instruction and students reflect a commitment to the goals of education equity. v) Instruction methods and philosophies are consistent with programme objectives. vi) Scholarly work of Academic staff enhances the learning environment.

Characteristics Components Criteria Infrastructure i) Adequate numbers of appropriately trained staff are available to support the programme. ii) Necessary facilities and equipment are provided. iii) Appropriate library resources are available. iv) The organization and administration of the programme and the academic unit(s) delivering the programme are effective and supportive of the programme.

Outcome i) Programmes achieve their educational objectives. ii) Students are satisfied that the programme will/has helped them achieve their personal and/or professional goals. iii) Students competing graduate programs are successful in finding employment or in utilizing the advanced training in their field of study. iv) The academic load does not impose undue barriers to completion such that students can complete the programme in the regular allocated time. v) Qualifications of students graduating from specific professional programs are acceptable to licensing bodies and/or employees. vi) Students are successful in examinations and/or competitions. vii) Employees or subsequent graduate supervisors are satisfied with performance and academic preparation of students.

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In demand Student demand Interest by students is sufficient to market demand establish or to maintain a programme and/or societal and to allocate resources to it. need Market demand (national) for graduates justifies the size of the programme which is offered.

The programme attracts outstanding students from within and outside the country, while still providing general access to other applicants.

High demand for junior ‘service’ courses is sufficient to maintain programs within an academic area.

Uses resources Program is delivered in a cost-effectivesufficiently manner, in comparison to other similar programs.

Where student demand for a program is low, high demand for service courses justifies maintenance of the area of study and the incremental cost of offering the program is low.

Major areas of research, scholarly or artistic work are associated with opportunities for graduate education.

Unique Programme is unique in content (e.g. specialization) and or approach nationally/ regionally.

Relevance Program builds on and contributes to social development and economic strength of Uganda.

Staff and other personnel associated with the programme provide services and expertise otherwise unavailable.

141. (1) The University shall review a new programme after the first group of graduates have completed their studies and thereafter periodically. (2) These reviews shall make use of input from external sources. (3) The Quality Assurance Unit/Committee shall initiate a mandatory review of academic Programmes involving external input, after every three years or when the cohort graduates. (4) The Quality Assurance Unit/Committee shall create a panel of knowledgeable and experienced persons to periodically review University courses/programme so as to advise on their validity and relevance. (5) The Senate Academic Programmes and Library Committee shall initiate mechanism of harmonisation of courses to address the issue of duplication of courses and mandates.

Programme review

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PART XIV– STAFF RECRUITMENT, DEVELOPMENT AND APPRAISAL

142. (1) The University shall have an academic staff to promote academic standards and quality of learning and to complement resources such as Library, Computing/IT, teaching accommodation, specialist equipment, facilities, field trips, internships and opportunities. (2) The University shall carefully identify, deploy, develop and manage an academic staff. (3) The rules and processes that govern selection, promotion and reward of staff in various positions at Makerere University shall be comparable to international standards and in conformity with the national standard as set by the Uganda National Council for Higher Education (NCHE).

143. (1) The maximum workload (hours per week) for teaching members of staff shall be weighted in terms of hours as follows: (a) Lecture Preparation 12 (b) Lecturing 6 (c) Tutorial/Seminar 2 (d) Marking 6 (e) Practical/Clinical 2 (f) Supervision 4 (g) Research 4 (h) Outreach 4 Maximum workload per week 40 (2) The mandatory contact hours shall be based on visible and monitorable workload (b), (c), and (e) which shall constitute a minimum of 10 and maximum of 12 contact hours per week for a member of staff. (3) The teaching and supervision of graduate students shall be done by staff who hold a doctorate degree or who are at the rank of Senior lecturer. (4) The following ratios shall guide a decision for the intake capacity to graduate programmes: (a) Masters programmes 1:5 (that is, one lecturer to five students) (b) PhD programmes 1:3 (that is, one lecture to three students) (c) Postgraduate Diploma programmes 1:10 (that is one lecturer to 10 students)

144. (1) As a value-based community, the University staff shall aspire to: (a) promote academic excellence and the attainment of the institutional goal of becoming a world-class University; (b) preserve what is valuable in the history of the institution and in the history of Uganda, and respond to the challenges posed by past injustices and unfair discrimination; (c) achieve social transformation, empowerment and participative governance; and (d) encourage the institution and all its members to accept responsibility for the welfare of the community and for behaving in accordance with these community values. (2) Staff shall commit themselves to: (a) truth, fairness, consistency, and integrity in both academic and other work, and in all personal and institutional relationships; (b) compassion, generosity and concern for the needs and aspirations

Academic staff

Staff workload

Staff Values

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of others, and in particular for the challenges faced by the less privileged in society; (c) have respect and tolerance for cultural, religious, political and other differences and acknowledge the value of diversity in society; (d) respect for individual privacy, dignity and the right to personal choice; (e) intellectual honesty, vigour in debate, openness to alternative ideas and respect for other views, beliefs and opinions; (f) commitment to high standards, personal fulfilment and the pursuit of excellence; (g) protection and responsible use of the University’s assets and resources; (h) contributing to national development; (i) fostering global competences among students; (j) promoting the use of technology; and (k) quest for excellence.

145. (1) The University shall appoint staff on the basis of academic qualification and in accordance with the University Appointment and Promotion Policy. (2) An academic staff of the University shall have the following; (a) requisite qualification or certification in the disciplines he or she teaches; (b) high standards of student achievement demonstrable in every aspect of classroom work; (c) ability to teach students to apply learned skills to other fields and to everyday living experiences; (d) ability to equip students with practical skills; (e) ability to create consistency in learning methods that include problem-solving, thinking and creative activities; (f) ability to ensure timely completion of work assigned within established standards for quality; (g) ability to design challenging and interesting classroom assignments that are appropriate to the subject; (h) ability to apply various approaches to teaching; (i) ability to reconcile the objectives of lessons taught with the students’ backgrounds, communities, and culture; (j) ability to maintain discipline in the classroom to foster the optimal learning environment; (k) ability to keep students consistently informed on their progress in a particular course of study and to relate it to concepts previously taught; (l) ability to keep students informed about their individual learning progress through continuous assessment and feedback; and (m) ability to employ testing and evaluation as tools to measure student progress and to determine curriculum changes and teaching strategies.

146. (1) The University shall fill vacant positions by recruiting permanent and part time lecturers. (2) The University shall develop a robust model for calculating staff- student ratios which shall be based on programmes and categories of students. (3) The Staff Development policy shall be reviewed to ensure that the workload of staff that go for further studies does not affect the performance of those who remain.

Quality of academic staff

Appointment and promotion of staff.

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(4) The University shall review and update guidelines and procedures for appointments, promotion and reward. (5) A ceiling for the maximum lecture hours shall be put at 15 contact hours per week. (6) The University shall execute employment contracts with part-time lecturers. (7) The University shall carry out staff development and the action plans shall target the following: (a) regular self evaluation to identify weaknesses and strengths; and (b) pedagogical training for new teaching staff through short teaching method courses by the Department of Higher Education for Training.

147. (1) The University shall use the following instruments for staff appraisal: (a) the annual progress appraisal forms; (b) instruments to assess learning; and (c) Appointment and Promotion Guidelines.

(2) The University’s staff appraisal system shall be re-designed to evaluate, support and develop staff capabilities and to: (a) promote a sense of responsibility, a culture of self-evaluation; (b) ensure that a mechanism of analysis is designed for students to assess their lecturers and that the process is regulated and streamlined with established reporting and follow up mechanisms; (c) Enhance the quality of teaching and developing individual professionalism through observation of lecturers. (3) Full time academic staff shall have their teaching observed by a colleague for at least one teaching session per year and peer observation shall be conducted in a spirit of professional development and professionalism.

148. (1) Awards shall be created and given to staff that excel in scholarship.

(2) The criteria for the awards shall be based upon the following: (a) interest and enthusiasm in undertaking teaching and promoting student learning; (b) ability to arouse curiosity, to stimulate independent learning and to develop critical thinking skills among students; (c) ability to organise course material and present it cogently and creatively; (d) command of subject matter including the incorporation of recent developments in the field of study; (e) evidence of innovation in the design and delivery of units; (f) evidence of participation in the effective guidance and advising of students; (g) evidence of highly acclaimed research; (h) provision of appropriate assessment with worthwhile feedback to students on their learning; (i) ability to support students from equity groups and where appropriate, to ensure their participation and achievement of success in their courses; (j) professional and systematic approach to teaching development; or (k) participation in professional activities and research related to teaching.

Staff appraisal system

Awards for excellence

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149. (1) Rewards for the attainment of the standards set out in the Quality Assurance Policy in Makerere University shall include: (a) remuneration for best performance; (b) promotion; (c) financial support to School or Departments or individuals; (d) Excellence Awards by Vice-Chancellor, Deans or Directors for best practices; (e) contract renewal for persons employed on a contractual basis. (2) The University shall, on recommendation of UQAC, create rewards from time to time.

150. (1) Staff who fail to measure up to the Quality Assurance standards of University shall be subject to the following: (a) reprimand; (b) suspension; (c) removal from office of responsibility; (d) criminal investigation; (e) denial of benefits; or (f) dismissal.

(2) The Human Resource Directorate shall, in collaboration with the Quality Assurance Directorate, develop the criteria for awarding staff who excel and for designing penalties for staff who fail to satisfy the University regulations and standards.

151. (1) The University shall strive to provide a safe environment in which all members are able to reach their full academic or other work potential. (2) The University shall eliminate threats or acts that interfere with an individual’s performance at work or in study, or create an intimidating, hostile or demeaning work or study environment on the basis of an individual’s race, ethnicity, gender, beliefs, creed, health status, physical ability or age.

152. (1) The University shall enforce and implement the sexual harassment policy through the Committees which have been created at various levels in the University to implement that policy. (2) In this Policy, unless the context otherwise requires, “sexual harassment” includes; requests for sexual favours, sexual advances, demeaning verbal or other expressive behaviour of a sexual nature.

153. (1) The University recognises that relationships between student and staff including romantic relationships, kinship, and relationships with a history of serious interpersonal conflict may undermine, or be perceived to undermine integrity and compromise fairness or objectivity. (2) A members of staff shall ensure that he or she minimises the potential to compromise his or her integrity in his or her relationship with a student.

154. (1) A members of staff shall avoid involvement in special relationships with another member of staff, which may undermine, or be perceived to undermine employment integrity, and may compromise fairness or objectivity, or be perceived to do so. (2) A member of staff who has any special relationship to or with, a member of staff, a student or job applicant in the department or

Rewards

Punishment

Work environment

Sexual Harassment

Special relationships between staff and students

Professional ethics

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section of which he or she is a member shall disclose the relationship to the relevant authority. (3) In this clause, unless the context otherwise require, “special relationship” includes romantic relationships, a marriage relationship, kinship, contractual or financial (i.e. where some form of agreement exists between two parties which may, for example, include nomination of a beneficiary or evidence that the relationship is of a long term nature built upon mutual dependency and trust such as a joint bank account, joint ownership of property, or long term cohabitation) and relationship with a history of serious interpersonal conflict.

PART XV– CAREER GUIDANCE

155. (1) The University shall have a clear documented and accessible policy for career guidance, information and guidance, including statements of the University Quality Assurance objectives and of students’ entitlements and responsibilities. (2) Career education, information and guidance provision shall be impartial, client focused and accessible. (3) Career education, information and guidance provision should be subject to Makerere University Quality Assurance procedures. (4) The University shall seek to identify and cater for the special needs of students who may be disadvantaged in the labour market.

156. The University shall consider; (a) ensuring that statements of service make it clear who is responsible for the delivery of different aspects of career education, information and guidance including definitions of the role of academic staff and the expert contribution of a dedicated career service staff; (b) providing explicit statements of service that set out clearly and concisely how the university career education, information and guidance provision is intended to meet the individual needs of students; (c) the extent to which the University policy on equal opportunities is integrated with its career provision to avoid discriminatory practices which disadvantage individuals or groups of students; (d) how best to make career education, information and guidance provision, as detailed in the University’s statements of service, available to all students including part time, overseas/distance learning students based on different campuses; (e) implementing procedures to support a collaborative approach, which strengthens and supports links with relevant internal contracts e.g. other student service staff, academic staff) and with relevant external organisations (e.g. career companies in the public and private sector, other guidance and counselling services, audit guidance networks, further education sector etc.; (f) the adoption of national higher education quality standards for career education, information and guidance services; (g) the impact of relevant statutory requirements or National Council for Higher Education and regional policy on career education, information and guidance provision; (h) promoting the importance of skills development for students in relation to employment and lifelong learning through, for example,

General principles

Roles and responsibilities

Students

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progress records; (i) referring to statements of transferable abilities contained in relevant subject benchmark statements; (j) ensuring that responsibilities for providing references for students, including their format coverage and quality are clearly located and effectively discharged; (k) how best to promote career education, information and guidance provision as detailed in the statement of service to part time/ overseas/distance learning student/e-learning/i-learning students/ students based on different campuses; and (l) How best to use Information and Communication technologies (ICTs) to promote and deliver career education, information and guidance.157. (1) The University shall provide students with information on the services available to them while registered at the University and those which will continue to be available to them when they have left. (2) The University shall inform prospective and present students about how the skills and knowledge acquired during study are intended to be of use to them in the development of their careers.158. (1) The University shall promote close collaboration between employers, career education and information and guidance providers to maximise the benefits of both students and employers. (2) The University shall ensure that its career education, information and guidance provision takes account of development in the employment market and work opportunities in the community at large.

159. (1) The University shall ensure that all members of its staff involved with career education, information and guidance provision, including academic staff, have the skills, knowledge and training appropriate to the role they are undertaking. (2) The University will consider supporting any staff involved in developing his or her relevant professional expertise through continuing professional development. (3) The University shall consider proving training required for academic and other appropriate staff to fulfil his or her role in improving career education, information and guidance.

160. (1) The Makerere University Quality Assurance Unit or its equivalent shall account formally and regularly for the quality and standards at the University in the areas of career education, information and guidance with the objective of promoting continuous improvement. (2) The Quality Assurance Unit or its equivalent shall provide the training required for academic and other appropriate staff to fulfil their role in providing career education, information and guidance. (3) The Quality Assurance Unit or its equivalent shall (a) incorporate key stakeholders into career education, information and guidance; (b) set up appropriate targets to measure the performance of the Career Education (Information and Guidance); (c) make records of unmet requests for information with a view to amending the statement of service; (d) Produce an annual report on provision, performance and outcomes of the career education, information and guidance program. This shall be publicized in detail and submitted to the Deputy Vice Chancellor academic Affairs; (e) undertake regular reviews on the career education, information

External Relations

Staff

Monitoring, feedback, evaluation and improvement

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and guidance policies, to include development, monitoring and resourcing; and (f) Collect data on graduate destinations through the various academic units.

PART XVI — GUIDELINES ON DISABILITY

161. (1) Staff and students with disability shall be allowed to participate in all aspects of the academic and social life of the University. (2) The University shall (a) Plan and provide resources to ensure equal opportunities for students and staff with disability; and (b) Develop a culture of tolerance in the University community.

162. The University shall consider: (a) implementing procedures which ensure that the needs of students with disabilities are addressed at all stages and levels of academic and resource planning; (b) embedding the fair and equal treatment of disabled students in all operational practices; (c) identifying clearly the locus of senior management responsibilities in relation to arrangements for students with disabilities; (d) ensuring that senior managers and other key staff have an adequate understanding of the legal policy concerning disabled people; (e) ensuring that management systems include the gathering of information to enable the making of well-informed decisions regarding participation and progression of students with disabilities; (f) including the needs of disabled students within the remits of all resources allocation, academic management, estates and services committees; (g) incorporating the views of disabled students in the development and review of the physical environment, academic programmes and services; (h) identifying designed contact(s) for disabled students with specialist expertise and effective channels of communication with senior managers; (i) providing staff development in disability awareness or equality for all staff; (j) monitoring and reviewing the impact of all institutional policies, procedures and practices on students with disabilities with a view to continuous improvement; and (k) The implications for disabled students of collaboration provision and articulation and arrangements involving study in more than one institution and/or other partner organisation.

163. The University shall ensure that (a) Disabled students can have access to the physical environment in which they will study, learn, live and take part in the social life of the University; and (b) The facilities and equipment are as accessible as possible to disabled students.

General policyobjectives

Precepts and general principles on disability

Physical Environment

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164. The University shall ensure that the programme details and general information are accessible to people with disabilities and describe the opportunities for disabled students.

165. In selecting students, the University shall ensure equitable consideration of all applicants and a disabled applicant’s support needs shall be identified and assessed in an effective and timely way, taking into account the applicant’s view.166. (1) The arrangements of enrolment, registration and induction of new entrants should accommodate the needs of disabled students. (2) Learning and teaching should accommodate the needs of disabled students.

(3) Programme specifications should include no unnecessary barriers to access by disabled students. (4) Academic support services and guidance should be accessible and appropriate to the needs of disabled students. (5) The delivery of programmes should take into account the needs of disabled people or, where appropriate, be adapted to accommodate their individual requirements. (6) The University should ensure that, wherever possible, disabled students have access to academic and vocational placements including field trips and study abroad. (7) Disabled research students should receive the support and guidance necessary to secure equal access to research programme.

167. (1) Assessment and examination policies, practices and procedures should provide disabled students with the same opportunity as their peers to demonstrate the achievement of learning outcomes. (2) Where studying is interrupted as a direct result of a disability- related cause, it shall not unjustifiably impede a student’s subsequent academic progress.

168. The University shall ensure that orientation and other relevant training programmes for all staff should include disability awareness or equality and training in specific services and support.

169. (1) Students with disabilities shall have access to the full range of support services that are available to their non-disabled peers. (2) The University shall ensure that there are sufficient designated members of staff with appropriate skills and experience to provide specialist advice and support to disabled applicants and students and to the staff who work with them. (3) The University shall identify and seek to meet the particular needs of individual disabled students. (4) The University shall ensure that the staff receives information about the particular needs of disabled students. (5) The University shall have a clearly defined policy on the confidentiality and disclosure of information relating to a person’s disabilities that is communicated to applicants, students and staff.170. (1) The University shall ensure that information about all complaints and appeals, policies and procedures is available in accessible formats and communicated to students. (2) The University shall have in place policies and procedures to deal with complaints arising directly or indirectly from a student’s disability.

Access to informationSelection and admission of studentsEnrolment, registration and orientation

Examination, assessment and progression

Staff development

Access to general facilities and support

Complaints

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171. (1) The University information systems for example ARIS shall monitor the applications, admissions, academic progress and nature of impairment of disabled students. (2) The University shall operate systems to monitor the effectiveness of provision for students with disabilities, evaluate progress and identify opportunities for enhancement.

172. (1) The University shall; (a) develop and implement procedures which ensure that the needs of students with disabilities are addressed at all stages and levels of academic and resource planning; (b) ensure that a fair and equal treatment of disabled students is incorporated in all operational practices; (c) identify clearly the locus of senior management responsibilities in relation to arrangements for students with disabilities; (d) ensure that management systems include the gathering of information to enable well-informed decisions to be made regarding participation and progression of students and staff with disabilities; (e) designate contact(s) for disabled staff or students with specialist expertise and effective channels of communication with senior managers; and (f) Provide staff development in disability awareness or equality for all staff. (2) The Quality Assurance Committee shall monitor and review the impact of all institutional policies, procedures and practices on students or staff with disabilities with a view to continuous improvement.

Monitoring, evaluation and improvement

Strategies and actions

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Directorate of Quality Assurance

MAKERERE UNIVERSITY

Our Core Values:1. A global outlook and outreach

2. Breath of vision, creativity and openness to change

3. Collaboration and team work.

4. Excellence and continuous improvement

5. Transparent and courteous internal and external communication in the organization

6. The highest intellectual and ethical standards and;

7. The values of humane and just society; and in realizing Makerere University as an internationally recognized and globally focused, research-intensive institution, with a vigorous learning and teaching environment; the University commits an equivocal commitment to high quality permeating all dimensions of academic activities and support services.

Quality Assurance Directorate: Room 203, Senate Building Makerere UniversityP.O. Box 7062, Kampala, UgandaTel: +256 414 533009 Fax: +256 414 533640 Email: [email protected]://qad.mak.ac.ug

Our mission:To promote confidence in the quality provision (teaching, research and outreach services) that the quality and the standards of awards of Makerere University are safeguarded, enhanced and effectively managed.

Becoming a Learner Centered Research Led University

Documents

Annual Report 2012 - qad.mak.ac.ug · ... the Vice Chancellor of Makerere University put in place the Change ... Annual Report 2012 Makerere University ... for Courses at the University