Category Education

What happened to the plan to produce pads in Uganda?


Girls in a primary school in Uganda make pads using a pedal-driven sewing machine

By Dr.Edward Kayondo via Ugandans at Heart (UAH) Community
Forum members, sensitivity is needed on the issue of sanitary pads, and I wish we can get a ladies input. Gone are the days when men have to decide what is right or wrong for women.One thing to note, there psychological and physical changes that women experience before, during or after their periods. Its a known fact especially for young ladies to be in pain or embarrassed during this period especially when the folded clothes that many use to control this bleeding leaks into their dresses. They become the jokes at schools and many would rather stay away from school until they are done with this period.
Provision of sanitary pad coupled with sexual education and periodic check ups would be the best way to go and this the government I believe should be able to provide.
What happens however with every good program that is proposed, individuals find away to flip it and make money out of it. The idea is good, but the system as it is cannot support it. I wish it could be done.

As a note this idea came to life because there was a plan to produce these pads within Uganda, I guess thats the reason why it excited the President, but either way it would be great if done.

Eddie, MD

Sanitary pads arent more important than food in schools!


Posho and beans is the main food in Uganda schools


By Godfrey Nsubuga’ via Ugandans at Heart (UAH) Community

Why are politicians so engrossed in matters of sanitory pads while ignoring the fact that these kids run on empty stomachs from morning to evening at school with teachers equally hopeless seeking solace in kaveras of kitoko because of poor and sometimes no pay? Why are our good no-nosense ladies like Miria Matembe not taking this one up?I can tell with 70% certainity that these good ladies like Matembe, Olive Nantubwe, E. Madra and lousy Specipza Kazibwe, could have used their first sanitory pad when above 18. so how did they manage their lady days then? and they did go to school.

There is an affordable solution in these grown up and educated ladies that can prove enormously helpful to Ugandans, why arent they talking today? The talk of pads has been taken on theoretical grounds by those whose job is to write papers and proposals for a living; these want to scoop billions and buy pads for millions. If there is less/ no money, we must feed children healthy and then address ”messes” in a fancy way if need be and not ”messes” before food.

How many women digging the farm land in Bukunja are Using pads? very few yet their ”messes” come normally. These TV stunts of girls Using leaves and fibres is hogwash designed to alarm TV audience. What am saying is, the PAD is not the only thing that works during those days and should not be amplified beyond the key factors killing education; teacher motivation and training, teaching aides, feeding at school. The most affected girls come from rural areas and the mothers there are well versed with alternatives that work in different fabrics. All primary girls come from homes with mothers still going through ”messes”, how do mothers do it and can not tell their kids

Remarks on Fees Setting Principles in Public and Private Universities in Uganda


Mukwanason A. Hyuha

by

Prof. Mukwanason A. Hyuha
Centre for Critical Thinking and Alternative Analysis

Introduction

A university has four main functions: creation of new knowledge by extending frontiers of knowledge (through scientific research), dissemination of existing knowledge (via teaching/lecturing), preservation and storage of existing knowledge (through books, libraries, archives, etc.), and community outreach to assist the community at least in its vicinity. However, the major function that differentiates a university from primary and secondary schools, teacher training colleges or other non-tertiary education institutions is the scientific research whose main outputs include books, articles in recognised journals and patented innovations and products. A university without research is merely a ‘glorified secondary school’, and a university with minimal research is definitely weak, dangerously hovering on the brink of a bottomless abyss of oblivion.

Apart from student/staff ratios and related quantitative measures, a university’s ranking is determined by its research output. The more the research output, the higher will, ceteris paribus, be the ranking, and vice versa. For instance, given its research, Harvard University is highly ranked. Whereas in renown scientific journals, one will find numerous articles authored by Harvard University academic staff, one will find just a few articles contributed by Ugandan university academicians. The same applies to other scientific research products.

Research output speaks for itself; a university’s research output should be readily available in the universe, since a university is universal. Ugandan universities’ academic staff may indeed be engaged in numerous consultancies, but are these consultancies resulting in scientific output? Most consultancies are financially very lucrative but do not result in publications in recognised academic journals and other outlets. In the extreme, consultancies are only good from the pecuniary viewpoint; a consultant is contracted to write a report after “research” to show, say, that ‘A is equal to B’, this being a conviction of the “research” funder. After “research”, if the consultant concludes that ‘A is not equal to B’, he/she is likely to have serious problems with the purse-holder. The consultant even risks not being paid because of this ‘wrong’ conclusion! Hence, research output should not be measured by volumes of consultancies; definitely, ranking should not be based on consultancy output as a major factor.

For some time now, the issue of financing tertiary education through tuition and functional fees in public universities has evoked considerable debate in Uganda. This is one of the aftermaths of the introduction of private sponsorship schemes in Makerere University in the 1990s. In the good old days, university education was fully financed by the government However, as the number of eligible students increased, government found itself unable to cover all costs; it resorted to highering entrance requirements from one to two principal passes at the ‘A’ level. Eventually, Government had to yield to pressure from parents who continuously expressed interest to pay fees for their children not absorbed by government sponsorship. In 1993, private sponsorship schemes were, therefore, initiated by Makerere University. This was followed by similar schemes in other public universities, plus the founding, thereafter, of private universities.

Student Unrest over High University Fees

Subsequently, as attempts were made to increase fees, student strikes and related unrest emerged. Following unrest over allegedly excessive fees, debates on the issue of the appropriate level of fees in public universities emerged. Should the level of fees in Makerere be lower than or similar to that in a private university? If lower, how lower? What principles should guide fees setting in public universities, vis-a-vis purely private universities? The moral question is: Why should two students who both qualify to join a university (each with two ‘A’ level principal passes) pay different fees—a government-sponsored student paying zero fees, while a non-government-sponsored one in the same public university is paying high fees? This moral issue is even more serious when one realises that the zero-fees paying student is from a rich family that can easily afford the high fees, while the one facing the burden of ‘exorbitant’ fees is from a poor family (the wretched of the Earth, so to speak!).

This paper deals with this issue of fees in public universities. In particular, it highlights the fact that fees in public universities should be significantly different from those in private universities. Hence, comparing of fees in Makerere University with those in, say, Uganda Christian University (UCU) is technically wrong; it is like comparing apples with oranges.

Financing Higher Education in Uganda

Education is both an investment and a consumption good. The government and individuals buy education because they expect a future flow of goods and services. Education leads to creation of both individual and institutional capacities. First, it enables individuals to acquire knowledge, ingenuity and skills to perform various functions better than before and to become innovators and entrepreneurs (individual capacity building). Second, education leads to the production of high-calibre human resources for, inter alia, universities, secondary schools, and other tertiary education institutions—in addition to boosting research, knowledge dissemination and storage and community outreach. This is its role in institutional capacity building.

As a consumption good, individuals have to pay for the education they consume, just like they pay for other consumption commodities. Hence, individuals should contribute to payment for education in its individual capacity building function. However, for national institutional capacity building, the government must pay for education and the accompanying infrastructure. It is because of this reality that maskini (developing) countries the world over decided to fully pay for tertiary education right from the time they attained political independence. Non-tertiary education was regarded as a consumption good—hence, mutually paid for by government and individuals.

To date, this philosophy-cum-ideology on education in all maskini countries is still relevant and prudent. Given this viewpoint, university education should be financed by government and parents/guardians on a cost-sharing basis; in public universities, the government should, ideally, meet all costs. With good foresight and planning, this is still feasible.

Principles of Fees Setting in Public and Private Universities

There are three types of universities in Uganda: public universities (such as Makerere, MUST, Gulu, Lira, Busitema, etc.), faith-based universities (such as IUIU, UMU, UCU, Bugema, etc.), and purely private universities—founded by individuals and organisations (including KU, KIU, IUEA, St. Lawrence, etc.).

Ideally, the public universities should be fully funded by government through the taxpayer, and the faith-based universities should be fully funded by the concerned faiths through their ‘sheep’. The purely private universities should be funded by their owners (trustees) through user fees and other means at the disposal of the trustees. So, the three types of universities should be guided by different principles in fees setting. Whereas the public and faith-based universities should aim at breaking-even or, at best, generating small surpluses (not maximum profits), private universities should generate maximum profits for their shareholders.

Price determination in any firm is highly dependent on the basic objectives or philosophy of the firm. That is why there are vast differences amongst prices set by monopolies, oligopolies, firms in competitive markets, firms in socialist countries, and so on. Comparisons may, therefore, not be useful unless one takes into account the underlying philosophy or ideology of a firm.

I expect governments in maskini countries to offer education as an investment, since there is a high, statistically significant correlation between education or skilled labour and development. A government firm should, therefore, aim at just offering an essential service as the basic ideology. Of course, it should not be a loss-making firm; it should at least break-even. It is actually commendable if the firm makes a small surplus, which can be ploughed back to expand the firm. Definitely, the firm should not aim at profit maximisation. I place a public university in this category. This is why I expect the costs of operating a public university to be borne by the sole shareholder (government). If a government is no longer able to do so, it should privatise the firms it is unable to cater for with regard to at least fixed costs.

Thus, a public firm’s ultimate philosophy is to produce and offer a good or service at the lowest possible price, so that the product is affordable by the firm’s clients. The firm may generate a surplus for ploughing back for continued growth; the firm may even afford to operate at the break-even point in order to offer an affordable product to its clients. Note that surplus generation is definitely not based on the principle of profit maximisation.

However, non-charitable private firms normally aim at making not just a surplus but at least a (normal) profit. The firms essentially offer a service or produce a good or service in the process of their maximising profits; philanthropy does not come into the picture. If the firms could generate maximum profits without producing any good or service, they would be fine for costs of production would then be almost zero. Private universities are in this category. They have no godfather (government) to meet some of their operational costs, yet they need to generate profits for shareholders, not just break-even; they are in business to maximise their shareholders’ earnings.

Let F = fixed costs, D = development and other non-recurrent expenditure, W = wages and salaries, E = expendables (pen, paper, etc.), A = extra allowances for teaching non-government-sponsored students, P = profit, S = a surplus (S < P), and u = unforeseen expenses. In a public university, fees setting should be based on a cost-plus pricing principle; fixed and related non-recurrent costs and wages and salaries must be financed by the government. The total variable costs plus a given mark-up (i.e., ‘W’ + E + A + S + u) should be divided by the number of students to arrive at the fees payable by each student—where ‘W’ is the wage bill of part-timers teaching on the programme.

For the day programmes with private sponsored students, the numerator should exclude F, D and W, since these were already met by the government; these programmes have to run whether or not private students are admitted to the programmes. For the purely private programmes (e.g. evening programmes), again not all fixed costs should be included in the numerator; fees should be set such that they cover all programme costs plus a mark-up to take care of a surplus required to contribute to the infrastructure of the university. This surplus should ideally be re-invested for the continued sustainability of the private sponsorship scheme.

This implies a subsidy for the non-government sponsored students, since their parents and guardians (through taxation) contribute to paying for the fixed and other costs at the public university. This subsidy is also justified because, after all, government was supposed to cater for all who qualified to join the university.

For a private university, the numerator is total costs (F + D + W + A + E + P + u). Therefore, prices set by private firms are perfunctorily expected to be higher than those at non-profit-maximising firms in similar enterprises, including universities. In general, it is, therefore, wrong to compare fees in Makerere University with those in private universities in Uganda. Fees in one private university can, however, be compared with those in another private university in the same country.

A faith-based university should set fees almost as the public university does, as it has a godfather (the ‘sheep’) to cater for some of the costs, and it embraces philanthropic objectives. If no godfather, then its fees setting mechanism should be similar to that of a purely private university.

Increasing of Fees over Time

Prices—including fees—should not automatically increase periodically. Justification for raising fees must be based on sound reasons, like inflationary pressures, need to improve quality of education, or need to boost efficiency across the board. It should not be based on just statements that fees in private or foreign universities are higher, or just statements that the fees have remained constant for a long time, or on similar flimsy arguments. The fees in Kenya, Tanzania, UK, USA and/or any other foreign country need not be similar to those in Uganda in view of differing income, productivity, inflation, and poverty levels. Besides, one still needs to grapple with the issue of the degree of efficiency in revenue collection and resource deployment so as to determine whether or not a given fees structure is optimal or otherwise.

As I stated in an article in the Saturday Monitor newspaper of March 22, 2008, when we started the private sponsorship schemes in Makerere, we used these principles in setting fees for different programmes. Makerere’s setting of fees for students was not based on the ‘market place’.

Concluding Remarks

This paper uses simple economic principles to lay out foundations for setting tuition fees in public and private universities in a maskini country. It is argued that the principle of cost-plus pricing should be used to set fees in public universities and, possibly, in faith-based and other universities that embrace philanthropy. The purely private universities should use the principle of profit maximisation, as they will then maximise their shareholders’ return on investment.

In view of differing pricing mechanisms, fees in public universities should be lower than those in private universities across various study programmes. Further, in view of these differing mechanisms and philosophies, it makes little sense to compare fees in public and those in private universities in the same country. And, given dissimilar income, productivity, efficiency, cost of living and poverty levels across countries, comparison of fees across countries also tends to be futile. Besides, one should always base fees increases over time on sound (economic) reasons, not on a flimsy reason like ‘fees have remained unchanged for a long time’.

Thus, to increase fees in Makerere and other public universities, one should look at these issues. This means that serious studies and sound analyses must be undertaken before final decisions are made. Short of this, fees setting will be based on arbitrary considerations—considerations that are bound to generate more student unrest on a sustainable basis in future.

Finally, it is imperative that government observes equity in student sponsorship. All who qualify to join a public university should be treated equally in terms of paying, or not paying, fees. My long-held conviction is that government sponsorship should be abolished, in favour of a loan system for all. This would go a long way in dealing with inequity and the moral issue raised earlier.

December 10, 2019.

On the World Bank’s Wrong Advice to Uganda to Scrap the PLE


by

Mukwanason A. Hyuha
Professor of Economics
Centre for Critical Thinking and Alternative Analysis
hyuhama@gmail.com
June 12, 2019.

Introduction

According to the 13th Uganda Economic Update, released on June 7, 2019, the World Bank has advised Uganda, inter alia, to:

1.Scrap Primary Leaving Examinations (PLE) and rely heavily on continuous assessment.

2.Eliminate class repetition so as to reduce on wastes and encourage the learners to complete.

3.Stop constructing teachers’ houses, libraries and laboratories in secondary schools.

4.Expand pre-primary education so as to improve the reading and numeracy of its citizens.

5.Privatise poorly performing schools.

Recommendation 2 (automatic promotion) is effectively being implemented in the primary section of Uganda’s education system. In my opinion, there are more cons than pros on this policy; hence, one hopes that it will not be extended to post-primary sections.

The World Bank gives two reasons to justify the first recommendation. First, because $82million is lost in ‘unproductive education’ as many children leave in the middle of primary education when they are still illiterate. Second, one “way to improve the issue of low transition to lower secondary could be abolishing examinations in the final grade of primary. The rationale for this policy is that most countries now consider primary and secondary education as part of the same foundational education, which they are making compulsory. …”.

The ‘advice’ to stop building teachers’ houses, libraries and laboratories in secondary schools is justified because this activity is, allegedly, not only costly but also unsustainable. In addition, the last two recommendations are justified because they are supposed to improve the country’s reading and numeracy levels and result in cost reductions and efficiency.

Besigye offered to pay fees for Deogloria Virtue Ejang, best PLE girl in northern Uganda who had failed to join secondary.


In this short paper, I critically evaluate some of these ‘advices’—with great emphasis on the first three. I believe that the ‘advices’ are not only misplaced and inappropriate but also imprudent and likely to result in a further deterioration in academic standards, and, eventually, lead to unintended results. Implementation of the advices is bound to increase ignorance—lowering of academic standards across the board—and yet ‘ignorance is more expensive than education’. Besides, in a corruption-ridden country like Uganda, is a continuous assessment system likely to operate optimally? Given the society-embedded corruption, with the profit motive being the basic guiding light for private schools, are many schools not likely to distort or inflate continuous assessment grades for their students so as to outcompete others?

High Dropout (Attrition) Rates in Uganda

It is true that attrition rates are very high, thereby contributing to the lower transition from primary to lower secondary education sections. As the following table shows, in 2009, pupil enrollment in P.1 was 1,943,552, and in 2013, the enrollment was 1,883,803, while the enrollment in the same years in P.7 were 544,531 and 579,431, respectively. Assuming that these are typical years, this gives attrition (drop-out) rates of 72.0% and 69.2% for the two years, respectively.

What explains the high attrition rates in the primary section? As I stated in an earlier (published) article (see the New Vision, April 3, 2019), since there is automatic promotion of pupils at the primary school level, the attrition cannot be due to examination bottlenecks. Instead, research has shown that factors that lead to this significant attrition include, inter alia, the following:

1. High poverty levels that lead to poor provision to students by parents and guardians of the required tuition fees, reading materials, school meal charges, uniforms, and other scholastic materials. This is more pronounced in rural than urban areas. A parent under abject poverty is in great pain and stress to provide his family with a decent meal; hence, he/she should not be expected to afford scholastic materials or cater for his/her child’s feeding at school.

2. In view of the extreme poverty, there exist several other families that ‘force’ their children to get employed in sugarcane estates, tea plantations or rudimentary mines—even if the families have a high value for education. The fact is that the harsh socio-economic conditions under which they live compel them to put their personal economies ahead of education.

3. Bad parenting, whereby children are left on their own. In such a situation, children may abandon their homes and become ‘street kids’.

4. Excessive alcoholism in a family, a situation that leaves very little income for spending on education and other necessities. This may also result in children becoming ‘street kids’.

5. Violence and/or severe misunderstandings among parents in a home. This situation may also lead to children running away from their homes to become ‘street kids’.

6. Negative societal attitudes towards the girl-child in the face of biting poverty, that often lead to parents and guardians marrying off their daughters early so as to get bride price.

7. Lack of necessities, such as sanitary pads, as far as girls in the upper sections of the primary school level are concerned.

8. A poor teaching and learning environment, mostly in rural schools. This includes poor physical and academic infrastructures, poor teaching and high teacher absenteeism rates, poor motivation for both teachers and students (e.g., poor teacher remuneration and lack of career guidance for pupils), etc. For instance, various studies have shown that pupils’ learning environment and conditions are quite harsh and unconducive; hence, most primary school graduates can neither read nor write, nor do basic mathematics. This has led to the low quality of education, yet the strength of a structure or system depends on its foundation or pillars.

9. Availability of factors that attract pupils away from school—such as local ‘cinema halls’, gambling and other distractions. Besides, many parents in rice-growing areas, like Doho in Butaleja District, often engage their children in tending rice gardens during school time—leading to high pupil absenteeism. In fact, even teachers in such areas pay more attention to their rice gardens than to teaching; some report to school as late as 11.00a.m. daily.

10. Other explanatory factors include the exorbitant fees charged by private and other schools, in addition to poverty and the high cost of living. A parent will often erroneously appear not to prioritise education, yet deep down he/she would have loved to see his/her child in school.

Note that, as evident from the above table, attrition rates at the secondary school levels (Senior 1 to Senior 4) are also high, although far lower than those at the primary school level.

Extremely Low Academic Standards at All Education Levels

I and various other researchers and writers on the education system in Uganda have argued and shown that academic standards in the country are very low, across the board. This is due, among other things, to poor physical infrastructure at all levels, poor academic facilities, a poor teaching and learning environment, poor supervision or oversight, poor staffing, poor or insufficient consumables in institutions (chemicals for laboratories, computers, other laboratory equipment/requirements, etc.), inadequate teaching, poor remuneration of instructors across the board, adverse effects of the corruption scourge, and issues of inappropriate governance.

In fact, the World Bank itself is in agreement with this issue of low standards—yet it makes the above bizarre recommendations. A report of a study, commissioned in 2018 by the World Bank and other partners, showed that children in Sub-Saharan Africa learn very little in education systems with millions of them lacking basic literacy and numeracy skills even after spending many years in school. The report explains that schooling is not the same as learning, and that in Kenya, Tanzania, and Uganda, when Primary 3 pupils were asked during the study to read a sentence such as “The name of the dog is Puppy”, three-quarters did not understand what it said.

Further, according to the report, at least 80% of pupils in Primary 2 in Uganda cannot perform a two-digit subtraction, whereas 61% cannot read a single word of a short sentence. For example, in rural areas, the report says, nearly 75% of pupils in Primary 3 could not solve a two-digit subtraction, such as “46 – 17”, and by Primary 5, half still could not do so.

Analysis and Conclusion

It is obvious that the World Bank bases its recommendations mainly on the need to reduce attrition (dropout) rates, need to boost transition from primary to lower secondary school levels, and need to cut costs. That is why even mind-boggling recommendations like stopping “constructing teachers’ houses, libraries and laboratories in secondary schools as this is costly and not sustainable” and “privatising poorly performing schools” are made—without taking into account their likely impacts on academic standards.

Garbage in, garbage out; in the face of very low academic standards, automatic promotion and abolition of the PLE would lead to forcefully pushing children with extremely low numeracy and literacy levels from Primary 1 to Senior 4; and these are the majority of learners during the 12 formative years of education. Isn’t this more costly than if automatic promotion is abolished and PLE is retained? Should emphasis be placed on avoiding high attrition rates and improving transition to lower secondary, rather than on measures aimed at bettering working conditions for teachers, revamping physical infrastructure at all school levels, improving academic facilities and teaching and learning environment, fighting the corruption scourge, and so on?

The problem with the Uganda education system is not the high attrition rates and the existence of (the PLE, UCE and UACE) examination ‘bottlenecks’ per se, but existence of factors that militate against lowering dropout rates and improving academic standards across the board.

Thus, to improve education across the board, I strongly believe, the factors that lead to high attrition rates and low standards—some of which have been enumerated above—should be tackled head-on. Automatic promotion, abolishing PLE or UCE or UACE, stopping constructing houses for teachers and other measures recommended by the World Bank are, to say the least, misplaced and inappropriate priorities. If one does a comparative analysis of the situation now and the situation that obtained in the 1950s, 1960s and 1970s, one is bound to draw the same conclusion as I have done. Otherwise, how could a child, like me, from a poor family and a rural school (Busolwe Primary School), along with many others, have joined a good school like Ntare School? What went wrong? This is the question that needs focus, rather than prioritising the ‘advices’.

Africans living abroad should send their kids back to Africa for primary and secondary school


By Halima Kiberu via UAH facebook group

Kids of Africans born in Europe are unlikely to succeed. It’s rare to find these kids at University or in any respectable social position, except entertainment and sport. Most of them become destitute adults with unrecoverable conditions.

The successful Africans you find in Europe are Africans born in Africa who later migrated to Europe. They are University graduate, doctors, scientists, engineers, artists,…

African kids born among white people are crushed early in life and their spirit killed by pervasive racism and classicism.

At school, their white teachers tell them not to waste time in education (remember Malcom X) because a black man place is to be a maid, a janitor, in prison, or in sport or music.

kids play in Africa


I don’t know if the white teachers use codes, but they are very skilled, and active to discourage and break the African kids. Maybe, they are trained to act that way.

Like the Nigerians in the Diaspora do, all other Africans living abroad should send their kids back to Africa for primary and secondary school at least to build up their self esteem, their African pride, in an environment free from constant harassment and humiliation from non-african people.

If you cannot send your Kids back home, and if her teachers are white, make sure you ask your Kids about any sign of ostracism, discrimination and verbal abuses. Check the songs they sing if they are not racial and white pride songs that would inflict your child mind. Check the coloring books and school manuals for racist contents.

Be active in your child schooling. If you can, do homeschooling. White dominant environment are often very hostile to Africans and kids are more sensitive therefore easily broken.

“I would be a PhD holder now if it wasn’t for the sufferings brought by UPC government.” Mp Bakireke Nambooze


“I would be a PhD holder now if it wasn’t for the sufferings brought by UPC government.” Mp Bakireke Nambooze

“I would be a PhD holder now if it wasn’t for the sufferings brought by UPC government.” Mp Bakireke Nambooze
She’s 48 years now. UPC left power in 1985 when she was 16 years old.

Members,

I am really sorry if our government sabotaged MP Nambooze’s education! Exactly what did UPC do to young Nambooze? At her age, there were thousands of young Ugandans in primary and secondary schools who later proceeded to various higher institutions of learning with strong academic background attained during the time.

It is not enough to blame a regime for all problems unless there were particular issues affecting the individual or community. Can Nambooze explain how she missed her Ph.D or what has prevented her from pursuing her dreams over this 31 year period (1985-2017) the infamous UPC lost power? I see many Ugandans taking advantage of their backgrounds and the mushrooming institutions and online/distance education to graduate with higher qualifications these days, why hasn’t the legislator follow suit?

I hope it not the case of scapegoating around UPC when there are hidden problems elsewhere, or instance upstairs!

Peter Simon

MAMDANI-NYAZI SAGA:A former staff member weighs in


By Christine Lubwa Oryema Lalobo

Its people like Barya who caused this problem by not adhering to procedures and system. You cannot tell and encourage a Supervisor to variate a staff JD using the clause ‘Any other duty assigned by the supervisor as that clause is for emerging, unpredictable and temporary tasks. What The Baryas did was to create a new hybrid cadre at MISR. Once they did that it was incumbent upon them to proceed and complete the paperwork and issue to staff new Terms and Conditions of service and most likely new Titles too. At Makerere University there are Academic staff that comprise those who lecture and conduct research and publish, those who conduct research only and publish, those who work in the Library. All these categories have basic qualifications for entry into the University service, Job rankings and career path clearly defined. There is still no hybrid Researchers/Lecturers and it needed to be created and all staff affected officially given time to consider accepting the change of a phase out plan worked out.
Prof Mamdani should have known better. In his quest to be the Big Man he forgot the systems and procedures. Grievance Handling, conflict resolution and disciplinary measures are all clearly outlined in the University Staff Manual and if my memory serves me right evicting staff from office is not one of them. In fact the final act at separation includes handing over University equipment and keys and involves the Estate Department before the Exit Form is signed off. Makerere University continues to have Researchers at The Economic Policy Research Centre, The Child Health and Development Centre, Buyana Stock Farm, The Biological Field Station Kibale and many other such ‘Departments’.

On the other hand Stella too went overboard. Granted she might have ran temporarily mad but who wants a lunatic as their staff? God forbid because Professor Mamdani was forcing her to teach and there is strong possibility that she could have broken down in front of the eminent Mamdani Ph.D students. They would have been permanently damaged and suffered Trauma for the rest of their lives.

This should be a good lesson however currently most people are so taken up by the money talk it’s sickening!

Our mothers who pay 19% tax VAT on everything they purchase are making sacrifices too. They in effect fund most of us! Hyuha actually gets it…many others don’t!

Stella overreacted but the Institutional framework was abandoned and people are working using their feelings rather than procedures. That is a very dangerous trend.

For those who say if MM leaves the Ph.D program will collapse I say if the PhD program depends on only one person then the earlier it collapses the better!

Stella has a contract that she signed designating her as a Researcher a bona fide position at The University. After her employment and working in the position she was appointed a Ph.D International hybrid program was launched at MISR. MISR was founded in 1948 as an East African Social Science Research (not teaching) Institute. Teaching always happened at the Faculty now School of Humanities and Social Science. There are Ph.D students enrolled there too…so this is a parallel program. It appears MM asked and was allowed to ‘make’ all researchers at the Institute who had Ph.Ds to begin lecturing without amending their contracts or JDs or Job Titles. Stella says she cannot lecture because her contract is for a researcher not a lecturer. MM says if Stella cannot lecture she must leave the office and work from the Library…the rest you know.

Basically the entire issue has been mismanaged with MM ignoring Institutional Procedures and systems and offices and taking charge even where he does not have the power to and Stella over reacting and we end up with uncalled for friction!

Stella comes from a rich family.So, she will be OK!


Maybe it is because I know something about Mamdani that makes me sympathise with Dr Stella.

As a UPC vocal member, Mamdani was always ‘on the ‘take’. I am told that that is why he fell out with Obote.

Mamdani worked with M7 in UPC, and I am sure used this connection to infiltrate Makerere and create a personal business out of the MISR in his retirement.

Renting MISR space to his wife to create a studio is a sympton of what the man is about.

Why someone who refused to work on a Harry Potter film ends up renting studios at Makerere is a mystery.

I would not be surprised if Mamdani starts a PhD in film production at MISR.

Stella Nyanzi is not mad. She is incredibly brave. In a country where the majority have been cowed and bullied for ages, people like Stella are very few.
For someone under 40 years she is amazing.

Now knowing who her relatives are,she comes from a fairly wealthy and educated family, and she has options.

That she has opted to take on the bullying demigod at MISR, is to be encouraged. She has nothing to lose at this point.

FRANK MUJABI VIA THE UAH FORUM
LONDON

Sorry I misjudged you,Stella…..Keep going!


Allow me to contradict myself but I am beginning to see much sense in this woman’s recent behavior. And I should be excused for thinking that she has won both the war and the battle head high!

Forget all the moral hypocrisy most of us have exhibited here and elsewhere. We all have a sex and obscene animal in us which we exhibit from time to time, mostly behind the closed doors of our bedrooms and/or bathrooms.

Dr Stella has gone one better over us by exploiting this animal and unleashing it vs her tormentors. With it she has struck two birds with one stone. She has not only turned a would-be internal matter into a national and probably an international one but has also let loose her hitherto deep-seated agony of sexual, social and probably physical abuse.

Let the moralists cry foul as loud as they wish but the woman has caught everybody’s attention and has not only exposed the oppressor, who’s now on the defensive, but has just opened a new chapter of peaceful defiance and resistance. We have not seen the last nudity protest and only God knows which oppressor will be tamed next.

Has this woman broken any law? Her lawyer thinks otherwise and it’s noteworthy that up to now Kaihura has desisted the temptation to pounced on her. The University Disciplinary Authority will have to comb the University disciplinary rules to make a water tight case against this woman. I hear they are riding against the storm!

There’s just one thing that worries me, Edward. It’s this thing of death striking in the family in the August of each of the past two years. Is it a coincidence? Do you see a trend? Who’s next in the queue?

By the way, does anyone know if Aunt Susan and Uncle Andrew have been kind enough to answer the woman’s questions?

RAJAB ALI, LONDON, VIA THE UAH FORUM

—————–
I celebrate my use of nudity, obscenity and profanity to protest against six years of the brutal rape and sodomization of my employment contract. My family members that matter all accept the necessity of my protest. Against intense pressures from many distant relations suddenly interested in my wellbeing, my close family clearly distinguish the protest as a work-related struggle that must be solved between myself and the public institution that employs me. That is the position of my family members that matter.

Now, wiseacre relatives who are clueless and distant to me are going into the limelight of the cameras to ‘apologise to the public on behalf of the family’. Blithering ignorant bumbling fools! I am neither apologetic nor regretful about my nude profane and obscene protest. Do not puncture my sails. You speak for neither me nor my sisters! You only want to enjoy the camera lights.

My father died in August 2014. My mother died in August 2015. None of these family members ever came to check on me, my siblings and my children. But now they had the audacity to apologise to the public for my nudity, obsenity and profanity. Fucking impostors.

Auntie Susan Bidandi Ssali, what were you doing in Bukedde apologising to the public for my nudity? Who sent you? Were you doing damage control or what? Why? Was it because you love us so much that you were helping to cleanse us from your perceived sense of the shame and disgrace facing us? Why didn’t you come and ask me if that is what I wanted? Did you ever apologise to the foreign public for the time you were found abroad when insane and stark naked because of schizophrenia? Why did you feel the need to undo what I am doing? Auntie Susan Bidandi Ssali, nvako. Tomanyira. Nja kukwanika mu lwattu bwewakumpanya Mummy essente ze ezettaka okutuusa lw’eyagenda emagombe. Nzungira ko mpola.

Uncle Andrew Lwenswa, what do you know about me, my life or my wishes? What were you doing on Bukedde apologising to the public about my nudity? Did you ever apologize to anyone for trying to forcefully have incestuous sex with one of my father’s daughters? Do you remember that night when we found your naked buttocks sneaking into her bed? Will you apologize for this attempted incest as well? And you desecrated my parents’ memory by lying about my upbringing in your apology. Wabadde weegula biki? Ssebo nvako, nvirako ddala. Kitange teyakundekera nga awandika ekilamo kye. Nzijjako obutaala n’akamanyiro. Tonjogerera nze!

As for Jaja Maria, I am at a loss for words. You are responsible for years of immense pain and suffering among my sisters due to your scorn at my mother for bearing your son no sons. Lwaki watukyawa ffe bawala ba Nyanzi abakulu? Obukyayi bwebwakututte ku Bukedde nga welokompojja? Jajja Maria nvako! Weefula afaayo enyo. Nze ndi Nnalongo owennenne. Buli lwempemula nga abalongo bakula. Abalya mmere wabula muwalampa. Nzijjako gasiya!

DR.STELLA NYANZI
VIA FACEBOOK

The two Professors should have been suspended too!


Dear all,

There is no justice and name to protect when some people are oppressed. From the look of things, all the three are on wrongs. I mean the VC Prof. Dumba, Dr. Nyanzi and Prof. Mamdan. Prof. Mamdan did not have authority to lock Dr. Nyanzi ‘ s office. Other university authorities should have done it or he should have used legal means to get her out. On the other hand Prof. Dumba should be investigated for incompetency because it appears he did not act when he was requested by Prof. Mamdan. Like wise Prof. Mamdan seems the have failed to follow the procedures, he should have reported the case to the principal of the college. In other words he seemed to have been a god of some kind and never respected those he ought to have reported to.

Finally, it appears to me that Prof. Mamdan failed to incorporate the views of Dr. Nyanzi at the time he was developing the PhD program. And in protest Dr. Nyanzi refused to be part of his program. We should also note that Prof. Mamdan program may have been influenced by American system. While Dr. Nyanzi may have acted based on British system. In Britain, you are taught to understand methodology and then do own research. Such basics are only taught at bachelor and master level. In America, I mean USA, they believe in training a student to understand the theory behind things.

Also, I may not have examples but it seems to me that most senior academic staff do not actually teach. It seems a norm to do consultancies while there. Dr Nyanzi may have been unfortunate working under a strict boss.

Now, all the three needs to be investigated. By Mamdan and Dumba being in office they will influence the process.All the three should go home and investigations go on.

As I pen off, we all appreciate that hero’s come and go. Prof. Mamdan is by no means a powerful academic figure but that does not mean that he should use that influence to silence other people’s theories.

Clet Wandui Masiga via the UAH forum

%d bloggers like this: