i

11

REPUBLIC OF UGANDA

VALUE FOR MONEY AUDIT REPORT ON

MANAGEMENT OF ACADEMIC PROGRAMMES BY MAKERERE UNIVERSITY.

March 2012

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TABLE OF CONTENTS Page LIST OF ABBREVIATIONS……………………………………………………………………………….. LIST OF TABLES …………………………………………………………………………………………… EXECUTIVE SUMMARY…………………………………………………………………………….v CHAPTER ONE: INTRODUCTION…………………………….……....................................1

1.1 Motivation………………….…………………………..…………….…………….….………………………….1 1.2 Description of the Audit Area

1.2.1 Mandate…………………….……………………………………………………………………………………2 1.2.2 Vision and Mission……………………………………………………………………………………………2 1.2.3 Objectives and functions……………..…………………………………………….…………………….2 1.2.4 Activities ….........................................................................................................2 1.2.5 Funding ………………………………………….…………………………..………………………………….2 1.2.6 Organizational structure…………………………………………………..……………………….………3 1.3 Audit objectives…………………………………………………………………………………….…………….3 1.4 Audit scope …………………………………………………………..……………………..…………….……..4 CHAPTER TWO: METHODOLOGY………………………….…….……….……………….…….5 2.1 Sampling……………………………………………………………………………………………..………………..5 2.2 Data collection methods……………………………………………………..………………………………..6 2.3 Data analysis……………………………………………………………………..…………………………..…..6 CHAPTER THREE: ROLES AND PROCESS DESCRIPTION………………………….…..….7 3.1 Roles and responsibilities of key players……………………………………………………….….…….7 3.2 Process description…………………………………………………………………..………………….…….13 CHAPTER FOUR: FINDINGS, CONCLUSIONS AND RECOMMENDATIONS……….….15 4.1 Academic staff…………….………..…………………………………………………………………..…..….15

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4.2 Academic programs..……………………………………………………………….……………………..….31 4.3 Physical facilities…………………………….……………………………….………………..………….……34

GLOSSARY OF KEY TERMS…………………………………………………………………...58

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LIST OF ABBREVIATIONS

AG Auditor General

BFP Budget Framework Paper

CAES College of Agricultural and Environmental Sciences

CEDAT College of Engineering, Design, Art, and Technology

CHUSS College of Humanities and Social Sciences

COBAMS College of Business and Management Sciences

CONAS College of Natural Sciences

COHAS College of Health Sciences

COEES College of Education and External Studies

COCIS College of Computing and Information Sciences

FY Financial Year

GRC Guild Representative Council

GOU Government of Uganda

INTOSAI International Organization of Supreme Audit Institutions

LG’s Local Governments

MOES Ministry of Education and Sports

MOFPED Ministry of Finance, Planning and Economic Development

MOPS Ministry of Public Service

MQS Minimum Quality Standards

NCS National Council for Sports

NCHE National Council for Higher Education

OAG Office of the Auditor General

PAP Possible Audit Problem

PGD Post Graduate Diploma

PS Permanent Secretary

Ug Shs Uganda Shillings

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LIST OF TABLES Table 1: Showing funding from 2008/2009 to 2010/2011………………………………………3

Table 2: Showing over/ (under) establishment of academic staff in the eight (8)

Selected Colleges as at 31/12/2011…………………........................................15

Table 3: Showing vacant posts of academic staff in the eight (8) selected colleges as at

31/12/2011..........................................…………………………………………………17

Table 4: Showing percentage of staff recruitment funds budgeted for but not received by

for the period 2008/2009 – 2010/2011…………………………………………………..17

Table 5: Showing different levels of academic staff qualifications required in a University

by NCHE……………………………………………………………………………………………….19

Table 6: Showing percentage of academic staff in the eight (8) selected Colleges

with PhDs and Masters qualifications as at

31/12/2011…………………………………………………………………………………………… 19

Table 7: Showing percentage of staff training funds budgeted for but not received

for the period 2008/2009-2010/2011.............. ………………………………………..20

Table 8: Showing different levels of research projects won by staff ……………………..22

Table 9: Showing different levels of research publications by staff ……………….. …………23

Table 10: Showing funding to non-bilateral research projects in the eight (8)

selected Colleges between 2008-2011…………………………….. …………………..23

Table 11: Showing number of unaccredited academic programmes offered in the

eight (8) Selected Colleges as at 31/12/2011......................................26

Table 12: Showing required levels of computer to student ratio as per NCHE………. 28

Table 13: Showing computers to student ratio in the eight selected Colleges

as at 31/12/2011......................................... ………………………………………..29

Table 14: Showing percentage of funds for computer purchases budgeted for

but not received for the period 2008/2009 – 2010/201………………………..30

Table 15: Showing the various levels of classroom space required as per NCHE……..31

Table 16: Showing available classroom and reading space in the eight (8)

selected Colleges as at 31/12/2011…………………………………………………………32

Table 17: Showing percentage of funds for non-residential buildings budgeted

for but not received for the period 2008/2009 – 2010/2011…………………….33

Table 18: Showing required levels of science laboratories as per NCHE guidelines…….37

Table 19: Showing available science laboratory space in the eight (8) selected Colleges

as at 31/12/2011............................. …………………………………………………….37

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Table 20: Showing percentage of funds for science laboratories, teaching

Materials and equipment budgeted for but not received for the period

2008/2009 -2010/2011…………………………………………………………………………..38

Table 21: Showing required levels of office space for academic staff as per NCHE

guidelines……………………………………………………………………………………………..40

Table 22: Showing available office space for academic staff in the eight selected

Colleges as at 31/12/2011 …………………………………………………………………...40

Table 23: Showing required levels of library space for as per NCHE guidelines………..43

Table 24: Showing available library space in the eight selected Colleges

as at 31/12/2011 ……………………………………………………………………………….. 43

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GLOSSARY OF KEY TERMS

Audited Course: This is a course offered by a student for which no credit/credit unit is

awarded. Students are encouraged to register for audited courses just to broaden their

knowledge.

Contact Hour: This is the equivalent of one (1) hour of a lecture\clinical, or two (2) hours

of tutorial\practical or four (4) hours of internship/fieldwork.

Core Course: This is a course which is essential to an academic programme and gives the

academic programme its unique features. Everyone offering that particular academic

programme must pass this course.

Course: This is a unit of work in a particular field\area of a study normally extending

through one (1) semester, the completion of which always carries credit towards the

fulfillment of the requirements of certain Degrees, Diplomas or Certificates.

Credit or Credit Unit: This is the measure used to reflect the relative weight of a given

course towards the fulfillment of any Degree, Diploma, Certificate or other programmes

required. One (1) credit Unit is equal to One (1) Contact Hour per week per semester or a

series of fifteen (15) Contact Hours.

Elective Course: This is a course offered in order to broaden an academic programme or to

allow for specialization. It is chosen from a given group of courses largely at the convenience

of the student. Another elective course may be substituted for a failed elective course.

National Council for Higher Education: is a body corporate with perpetual succession

and a common seal and may sue or be sued in its corporate name.

Normal Progress: This occurs when a student has passed all the assessments/tests in the

courses he/she registered for in a particular semester. Normal progress does not mean

passing the assessments/tests in the core courses only, but all the courses registered for in

that semester.

Pre-requisite Course: is a condition (either a course or classification), which has to be

satisfied prior to enrolling for the course in question. A pre-requisite Course, therefore, is a

course offered in preparation for a higher level course in the same area of study; and should

a student fail a pre-requisite course, he/she is not allowed to take the higher level course

requiring a pre-requisite. Students are required to retake the failed pre-requisite courses

before embarking on higher-level courses requiring pre-requisites.

Probationary Progress: This occurs when a student has obtained Cumulative Grade Point

Average (CGPA) of less than 2.0, but is temporarily allowed to progress or continue to the

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next semester or academic year pending to retake/resit the course(s) that were not passed

in the assessments/tests in order to obtain at least the pass mark of 50%.

Professor emeritus means: Retired professors who still give support to the University

Public University: Means a University established by the Minister with the approval of

Parliament as shown under Section 22 of UOTIA of 2001 and maintained of public funds.

University: Means any Institution, School, Institute or Centre of Higher Education, other

than a Tertiary Institution, one of the objects of which is the provision of post secondary

education offering courses of study leading to the award of certificates, diplomas and

degrees and conducting research and publications.

Vice Chancellor: Means the person appointed as per Section 31 of the UOTIA of 2001, and

is responsible for the academic, administrative and financial affairs of the University.

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LIST OF APPENDICES

Appendix 1: Organizational structure….………………………………………………………. 46

Appendix 2: Documents reviewed........... ………………………………………………….. 47

Appendix 3: Officers interviewed................................................................... 49

Appendix 4: Physical inspections ………………………………………………………………. 51

Appendix 5: Levels of academic staff required per teaching by NCHE in the.. 52

Appendix 6: Categories of vacant academic staff positions in the Eight (8) selected

Colleges as at 31/12/2011……………………………………………………… 53

Appendix 7: Unaccredited academic programmes being as at 31/12/2011……… 53

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EXECUTIVE SUMMARY

BACKGROUND

Universities are at the core of national development system because they produce

not only knowledge needed to drive economic growth but also the skilled human

resources required to gain employment.

According to the National Development Plan (2010/11 to 2014/15), the current

tertiary gross enrolment ratio is 4.97% and Government targets a ratio of 15% at the

end of the plan. To economically take off, a country should have a tertiary gross

enrolment of at least 40% in relevant disciplines.1 In its efforts to increase the

tertiary gross enrolment ratios, the Government has embarked on initiatives in the

education sector such as Universal Primary Education (UPE) and Universal Secondary

Education (USE); which will lead to increased enrolments, leading to high demand for

higher education. This will put pressure on the universities in terms of providing the

requisite resources and incentives to expand and maintain the required facilities and

standards.

Motivation

Despite the substantial expenditure by Makerere University of Ug Shs 377.8 billion

during the financial years 2008/2009 to 2010/2011,2 there are: inadequate academic

staff, limited research and publication; unaccredited academic programmes;

inadequate physical facilities, like: computers, classrooms, science laboratories,

teaching materials and equipment. These challenges3 are all affecting the teaching

and learning process hence lowering the quality of education offered.

It is against this background that the Office of the Auditor General deemed it

necessary to conduct a value for money audit regarding management of academic

programmes at Makerere University to confirm the existence of the challenges,

ascertain the underlying causes and suggest recommendations to address them.

The audit was conducted in accordance with the International Organization of

Supreme Audit Institutions (INTOSAI) Auditing Standards and Guidelines as

set out in the Office of the Auditor General VFM audit manual. Those

standards require that the audit should be planned in a manner which ensures

1 National Development Plan (2010/2011-2014/2015), Pages 214-215. 2 Audited Final Accounts for Makerere for 2008/2009 – 2010/2011 3 Makerere University Annual Report 2010, Pages 18 and 39

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that an audit of high quality is carried out in an economic, efficient and

effective way and in a timely manner.

KEY FINDINGS:

ADEQUACY OF ACADEMIC STAFF

Scrutiny of the staffing level, however, revealed that out of the 1,618 members of

academic staff in the 8 selected Colleges, only 655 (40.5%) were filled up; leaving

963 (59.5%) posts vacant. COCIS (89%) had the highest percentage of vacant posts

followed by COBAMS (81%).

QUALIFICATIONS OF ACADEMIC STAFF

Scrutiny of the filled staff structure and interviews with senior staff in the human

resource department at the University showed that, the percentage of academic staff

with PhDs was lower than the ideal standard set, but within the acceptable range.

Lecturers with Masters Degrees were above the ideal standard set by the NCHE.

On average, PhD holders were at an acceptable level, however, one college, CEDAT

(14%), had a level that could be improved upon while COBMAS (6%) and COEES

(7%) had unacceptable levels. On the other hand, all colleges had levels of Masters

Holders that were above the ideal standard, except for CAES (57%), which has an

acceptable level.

RESEARCH AND PUBLICATIONS

Through interviews with senior staff in the directorate of research and graduate

studies and a review of the University’s annual report 2011, it was noted that the

University had 1,396 articles in the Scopus database and the University was ranked

as 12th out of 60 in Africa and 1,563 out 3,042 institutions that were considered world

over.4 However, the university did not maintain a database of all the research

completed by staff. As a result the audit could not confirm the figures as reported by

the university.

4 Makerere University Annual report 2011, Page 36

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ACCREDITATION OF ACADEMIC PROGRAMMES

Scrutiny of documents showing academic programmes offered in the selected eight

Colleges and interviews with senior staff in the academic registrar’s department

revealed that out of the 215 academic programmes being offered, only 144 (67%)

were accredited by the NCHE, leaving 71 (33%) academic programmes not

accredited. The most affected Colleges were: COBAMS (74%) and CONAS (72%).

ADEQUACY OF PHYSICAL FACILITIES

A comparison with NCHE standards revealed that, on average, the University had the

ideal computer to student ratio categorized as follows: Day programme (1:7),

Evening programme (1:5) and External programme (1:5). However, the ratios varied

across individual colleges. Audit inspection of the facilities at the university revealed

that there were small computer laboratories in each college in addition to the huge

computer rooms that were shared amongst colleges. Students were also using

their personal laptops to access the university network.

It was noted that the average classroom space per student in the eight selected

colleges was 1.1m2, 1.5m2 and 5.2m2 for day, evening and external students

respectively against an ideal standard of 2.5m2.

It was noted that five out of the eight selected Colleges offered science based

disciplines. Of these five, only CONAS that had an ideal science laboratory space of

3m2 as per the NCHE Standards for both day and evening categories.

KEY RECOMMENDATIONS:

ADEQUACY OF ACADEMIC STAFF

The University and Government should jointly develop a strategy for funding the

university wage bill to enable the recruitment of staff as per the established

university structure.

In the long run, the University in collaboration with Government should improve

on the remuneration of academic staff so as to enable attraction, recruitment and

retention of the required academic staff.

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QUALIFICATIONS OF ACADEMIC STAFF

The University should prioritize staff training in the budgeting and allocation of funds.

RESEARCH AND PUBLICATIONS

The University should maintain a database to record all the research and

publications completed by staff and students.

The University and Government should prioritize funding of research in critical

areas.

ACCREDITATION OF ACADEMIC PROGRAMMES

Makerere University should ensure that all academic programmes offered are

accredited by the National Council of Higher Education.

Makerere University should ensure that tracer studies are conducted for academic

programmes offered after their duration.

NCHE should expedite the process of accrediting academic programmes of the

university.

NCHE should enforce the requirement of conducting tracer studies by Public

Universities.

ADEQUACY OF PHYSICAL FACILITIES

Makerere University should expedite the implementation of the idea of utilizing

computer rooms on a shared- basis by properly scheduling and harmonizing

computer course units across the colleges.

Makerere University should increase student accessibility to computer facilities,

including both the physical computers and the network.

Makerere University should ensure that adequate classroom space is provided to

ensure effective teaching, learning and research to occur.

Admission of students should be in line with the available physical facilities.

Makerere University should ensure that adequate science laboratories are

provided to ensure effective teaching, learning and research to occur.

Admission of students should be in line with the available physical facilities.

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CHAPTER ONE

INTRODUCTION

BACKGROUND TO THE STUDY

1.1 Motivation

Universities are at the core of national development system because they produce

not only knowledge needed to drive economic growth but also the skilled human

resources required to gain employment.

According to the National Development Plan (2010/11 to 2014/15), the current

tertiary gross enrolment ratio is 4.97% and Government targets a ratio of 15% at the

end of the plan. To economically take off, a country should have a tertiary gross

enrolment of at least 40% in relevant disciplines.5 In its efforts to increase the

tertiary gross enrolment ratios, the Government has embarked on initiatives in the

education sector such as Universal Primary Education (UPE) and Universal Secondary

Education (USE); which will lead to increased enrolments, leading to high demand for

higher education. This will put pressure on the universities in terms of providing the

requisite resources and incentives to expand and maintain the required facilities and

standards.

Despite the substantial expenditure by Makerere University of Ug Shs 377.8 billion

during the financial years 2008/2009 to 2010/2011,6 there are: inadequate academic

staff, who are also not adequately researching and publishing; unaccredited academic

programmes being offered; inadequate physical facilities, like: computers,

classrooms, science laboratories, teaching materials, equipment and office space for

academic staff. These challenges7 are all affecting the teaching and learning process

hence lowering the quality of education offered.

5 National Development Plan (2010/2011-2014/2015), Pages 214-215. 6 Audited Final Accounts for Makerere for 2008/2009 – 2010/2011 7 Makerere University Annual Report 2010, Pages 18 and 39

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It is against this background that the Office of the Auditor General deemed it

necessary to conduct a value for money audit regarding management of academic

programmes at Makerere University to confirm the existence of the challenges,

ascertain the underlying causes and suggest recommendations to address them.

1.2 DESCRIPTION OF THE AUDIT AREA

1.2.1 MANDATE The mandate of Public Universities is derived from Section 24 of the Universities and

Other Tertiary Institutions Act of 2001 (UOTIA of 2001) as amended, which provides

that Universities shall teach, carry out research and publication, and conduct

community outreaches.

1.2.2 VISION AND MISSION OF MAKERERE UNIVERSITY

Vision: “To be the leading Institution for academic excellence and innovations in

Africa”

Mission: “To provide innovative teaching, learning, research and services responsive

to national and global needs”

1.2.3 OBJECTIVES AND FUNCTIONS

The objectives and functions of a Public University as set out in the UOTIA of 2001

are:

The provision of higher education, promotion of research and advancement of

learning.

Dissemination of knowledge and giving opportunity of acquiring higher education to

all persons including persons with disabilities wishing to do so regardless of race,

political opinion, color, creed or sex.

The provision of accessible physical facilities to the users of the Public University.

1.2.4 ACTIVITIES CARRIED OUT

In order to achieve the above objectives, there are several activities carried out,

these include: planning and budgeting, mobilization of resources, admission of

students, conducting of lectures, conducting of examinations, issuing of certificates

and transcripts, upkeep of students, procurement and disposal of goods and services,

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management of assets, research and publication, supervision and monitoring,

capacity building of staff and carrying out community outreaches.

1.2.5 FUNDING

Makerere University get funding from any of the following sources:

Grants or contributions from Central Government as may be appropriated by

Parliament.

Voluntary contributions from the District Council within which the University is

situated.

Grants, contributions, loans and donations acceptable to the University Council.

University fees

Any other money that may become payable to the University in the discharge of its

functions.

The total funding to Makerere University for the period 2008/2009 to 2010/2011 was

Ug Shs 378.0 billion as shown in Table 1.

Table 1: Funding for the FYs 2008/2009 to 2010/2011.

Source of revenue

2008/2009 2009/2010 2010/2011

Total (Actuals)

Billion Shs. Billion Shs. Billion Shs. Billion Shs.

Central Government

43.7 44.9 54.4 143.0

Non Tax Revenue

57.2 59.6 72.1 188.9

Donor Funds

8.4 5.8 10.4 24.6

Miscellaneous

7.1 7.8 6.6 21.5

TOTAL

116.4 118.1 143.5 378.0

Source: Makerere University audited accounts for 2008/2009-2010/2011.

1.2.6 ORGANIZATIONAL STRUCTURE

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The University Council (UC) is the supreme governance body. The UC works through

various Committees, and academic matters are channeled to the UC through the

University Senate. The detailed university organizational structure8 is detailed in

Appendix 1.

1.3 AUDIT OBJECTIVES

To confirm whether the available academic staff in Makerere University are adequate,

have the necessary qualifications to teach in a University and are conducting research

and publishing.

To confirm whether academic programmes offered in Makerere University are timely

accredited by the National Council.

To confirm whether there are adequate physical facilities and infrastructure in to

enable effective teaching and learning.

1.4 AUDIT SCOPE

The audit was carried out in Makerere University covering a period of three (3)

financial years (FY) from 2008/09 to 2010/2011. The audit focused on availability and

qualification of academic staff, research and publications conducted accreditation of

academic programmes and adequacy of physical facilities.

8 Makerere University, Organizational Manual, 2011, Page 14

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CHAPTER TWO

METHODOLOGY

The audit was conducted in accordance with the International Organization of

Supreme Audit Institutions (INTOSAI) auditing standards and guidelines as set out in

the Office of the Auditor General VFM audit manual. The standards require that the

audit should be planned in a manner which ensures that an audit of high quality is

carried out in an economic, efficient and effective way and in a timely manner.

2.1 SAMPLING

The audit was conducted through sample check of various records at Makerere

University.

At Makerere, Colleges were arranged according to the number of students, lecturers

and funding as at 31st December 2011 and the first eight (8) with the highest figures

were selected, which are; College of Humanities and Social Sciences (CHUSS),

College of Health Sciences (COHAS), College of Agricultural and Environmental

Sciences (CAES), College of Natural Sciences (CONAS), College of Business and

Management Sciences (COBAMS), College of Education and External Studies

(COEES), College of Computing and Information Sciences (COCIS) and College of

Engineering, Design, Art and Technology (CEDAT).

Data was collected from the selected Colleges under the three themes namely;

academic staff, academic programmes and physical facilities.

Data was also collected about the total number of lecturers in each of the eight

selected Colleges under each category of: Professors, Associate Professors, Senior

Lecturers, Lecturers, Assistant Lecturers and Teaching Assistants clearly indicating

those on permanent and part time basis, also ascertained was their qualifications,

research done, publications made either print or online and trainings undertaken.

Data was relating to the total number of programmes accredited was collected.

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Data was obtained on the available number of computers and computer laboratories,

science laboratories, teaching materials and equipment, classrooms, office space for

academic staff and library space.

2.2 DATA COLLECTION METHODS

Various methods were used to collect and analyze data from the field and these

included; document review, interviews and physical inspections.

DOCUMENT REVIEW

Documents at the MOES, National Council for Higher Education (NCHE) and Makerere

University were reviewed for various purposes as indicated in Appendix 2.

INTERVIEWS

Interviews were conducted with officials at the MOES, NCHE and staff at Makerere

University for various purposes as shown in Appendix 3.

Physical inspections

Physical inspections were conducted at Makerere University to establish the state of

available teaching facilities and infrastructure and ascertain the numbers of academic

staff. Details of the inspections made are shown in Appendix 4.

2.3 Data analysis

Staff establishment structures were studied and compared with the existing staff to

ascertain staff adequacy. Schedules of academic programmes offered were studied to

identify those accredited and those which are not. Lists containing the required and

existing physical facilities were studied and discrepancies noted. Budgets and audited

financial statements were scrutinized to establish whether the budgeted amounts for

the provision of physical facilities were provided. Annual performance reports were

studied to establish the extent to which planned activities were carried out.

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CHAPTER THREE

ROLES AND PROCESS DESCRIPTION

3.1 ROLES AND RESPONSIBILITIES OF KEY PLAYERS.

The roles and responsibilities of key players in the management of academic

programmes at the University are explained below:

Permanent Secretary- Ministry of Education and Sports

The Permanent Secretary (PS) is the administrative head and Chief Executive Officer

(CEO) of the MOES responsible for policy implementation and overall supervision of

activities in the Ministry, and reports to the Minister.

Directorate of Higher Education

The Directorate of Higher Education (DHE) in the MOES is responsible for the

monitoring and supervision of the operations of all PUs to ensure that government

policies are properly implemented. The DHE is represented on the governing Councils

of all PUs by the Commissioner for Higher Education.

National Council for Higher Education

According to Section 5 of the Universities and other Tertiary Institutions Act, 2001 as

amended, the NCHE is required to:

Promote and develop the processing and dissemination of information on higher

education for the benefit of the people.

Register all institutions of higher education established under the Act.

Receive and investigate complaints relating to institutions of higher education and

take appropriate action.

Monitor, evaluate and regulate institutions of higher education.

Cooperate with the relevant Government departments, private sector, or the

different institutions of higher education to evaluate the overall manpower

requirement and

recommend solutions.

xxi

Ensure minimum standards for courses of study and the equating of degrees,

diplomas and certificates awarded by the different public and private institutions

of higher education.

Ensure that all Universities adhere to the minimum criteria set by the National

Council for admission to under-graduate and higher degree programs.

Set and coordinate national standards for admission of students to the different

institutions of higher education.

Certify that an institution of higher education has adequate and accessible

physical structures and staff for the courses to be offered by it.

University Council

The University Council (UC) is headed by a Chairperson. The UC is the supreme

organ of the PU responsible for the overall administration of the objects and functions

of the University. The UC is mainly responsible for directing of the administrative,

financial and academic affairs of the University; by formulating general policies,

issuing of general guidelines to the administration and academic staff of the

University on matters relating to the operations of the University and making any

other decisions necessary for the fulfillment of the objects and functions of a

University.

University Senate

The University Senate (US) is headed by the VC as its Chairperson. The US is

responsible for the organization, control and direction of the academic matters of the

University and as such the US is in charge of the teaching, research and the general

standards of education and research; and their assessment in the University. The US

initiates the academic policies of the University and advises the UC on the required

facilities to implement the policies. It directs and regulates the structure of any

degree, diploma or certificate course within the University. The US advises the UC on

the eligibility and qualifications of persons for admission to courses. It also makes

regulations regarding the content and academic standard of any course.

Boards of faculties or (institutes and colleges)

Boards of faculties, institutes, colleges or other academic bodies recommend for

adoption by the US proposals in relation to; research and publications, regulating the

attendance of students, the content of courses and lectures and the admission of

xxii

students in the faculty, methodology and curricula to be followed taking into account

the policy guidelines given by the UC. They also regulate the procedures and dates of

examinations, promotion of teaching, research and writing of papers in the faculty,

institute, college or other academic body.

Boards of departments

Each faculty, institute, college or other academic body has a board for the various

courses offered. They are composed of the academic staff of the department and

deals with its own academic and administrative matters in their departments. The

board may propose study plans and academic decisions to the dean of the

department for approval and assign members of the board to particular curricula

courses, lectures, seminars and workshops.

Appointments Board

The Appointments Board (AB) consists of nine (9) members appointed by the UC.

The Board, except where provided otherwise, is responsible to the UC for the

appointment, promotion, removal from service and discipline of all officers and staff

of the academic and administrative service of the University, as may be determined

by the UC.

The Visitor

The President of the Republic of Uganda is the Visitor to university and performs

overall supervisory function of the underlying affairs of the university. The Visitor as

often as circumstances may require, may conduct a visitation of the university or may

direct the Chancellor that a visitation be conducted by a person or persons that the

Visitor may appoint.

The University Chancellor

The University has a Chancellor who is appointed by the President of Uganda on the

recommendation of the UC, and holds office for a period of four (4) years but eligible

for re-appointment for one more term. The Chancellor is the titular head of the

University and as such, presides over all ceremonial assemblies of the University and

confers degrees and other academic titles and distinctions of the University.

xxiii

Vice Chancellor

The University has a Vice Chancellor (VC) who is appointed by the Chancellor on the

recommendation of the UC from among three (3) candidates recommended by the

US. The VC is appointed on terms and conditions determined by the UC for a period

of five (5) years and eligible for re-appointment for one (1) more term. The VC is

responsible for the academic, administrative and financial affairs of the University;

and in the absence of the Chancellor, presides at ceremonial assemblies of the

University and confers degrees and other academic titles and distinctions of the

University.

Deputy Vice Chancellors

The University has two (2) Deputy Vice Chancellors in charge of academics and,

finance and administration affairs. The DVC who are appointed by the Chancellor on

the recommendation of the US with the approval of the UC. A DVC holds office for a

period of five (5) years and is eligible for re-appointment for one more term.

The DVC assists the VC in the performance of his or her functions particularly being

responsible for the academic affairs of the University; and in the absence of the VC,

performs the functions of VC and such other functions that may be delegated to him

or her by the VC or assigned by the UC.

DVC also assists the VC in the performance of his or her functions particularly being

responsible for the finances and administration of the University; and is also

responsible for the planning and development of the University.

University Secretary

The University Secretary is appointed by the UC on the recommendation of the

Appointments Board of the University on terms and conditions that the UC may

determine and is responsible to VC. The University Secretary is the Secretary to the

UC, the accounting officer of the University and is responsible for the general

administration of the University, which includes the custody of the seal and managing

of University assets.

Academic Registrar (AR)

The Academic Registrar (AR) is appointed by the UC on the recommendation of the

Appointments Board on such terms and conditions as the UC may determine. The AR

assists the DVC in the administration and organization of all academic matters

xxiv

including admission, undergraduate studies, postgraduate studies, examination,

research and publication; and is responsible to the VC. The AR is the Secretary to

University Senate and all its Standing Committees and is also the Secretary to the

Convocation Committee.

University Librarian

The University Librarian (UL) is appointed by the UC on the recommendation of the

Appointments Board on terms and conditions that the UC may determine and is

responsible to the VC. He/She is responsible for the development, control,

management and coordination of all library activities and information services of the

University.

University Bursar

The University Bursar (UB) is appointed by the UC on the recommendation of the

Appointments Board on such terms and conditions that the UC may determine. The

UB is responsible for the financial administration and planning of the University and

maintains the accounts in a form determined by the UC; and is responsible to the VC

through the University Secretary.

Principals of Colleges

The Principal is appointed by the chancellor on the recommendation of the UC. The

Principal is in charge of the day to day activities of the college and mentoring and

supervision of staff under him/her and reports to the VC.

The Chancellor also appoints a Deputy Principal on the recommendation of the

University Senate with the approval of the University Council and is responsible to the

Principal.

Deans of Colleges

In the case of a faculty, institute, college or other academic body established for the

first time, the VC directly appoints a dean who holds office for a period not exceeding

two (2) years after which the dean is elected by the academic staff from among its

senior members in accordance with the procedures proposed by the US and approved

by the UC. The elected dean holds office for a period of four (4) years and is eligible

for re-election for one more consecutive term. The dean is responsible for the general

supervision and administration of the affairs of the faculty, institute, college, or other

xxv

academic body and as such is responsible for the promotion and maintenance of

efficient teaching and research in the relevant body.

Heads of Department

In the process of establishing a department, the VC appoints an acting head of

department (HOD) to hold office for a period of one (1) year after which the

substantive HOD is elected by the academic staff of that department concerned who

recommends the name to the Appointments Board. The minimum requirement for

election to the post of HOD is the rank of Senior Lecturer, and the HOD holds office

for a period of four (4) years and is eligible for re-election for one (1) more

consecutive term. The HOD is responsible for the day to day activities within the

department. Two-thirds of the academic members of the department may make a

recommendation to the VC to be forwarded to the Appointments Board, to remove

the HOD from office.

Visiting Lecturers

Visiting Lecturers (VLs) are appointed by the Appointments Board (AB) as per their

status from the parent universities for a period of two (2) years renewable on the

recommendation of their respective parent universities. Promotion of VLs is done by

the parent universities and a given honoraria and not salary.

Honorary Lecturers

Honorary Lecturers (HLs) are dignified members of society who are identified and

recommended by the concerned colleges or faculties to the Vice Chancellor for

appointment to serve as such for a period of less than one year or recommended to

the Appointment Board (AB) for appointment to serve as such for a period of more

than one year and renewable on recommendation of the concerned college or faculty.

HLs are given honoraria and not salary.

Students Guild

This is a students’ government elected annually by the entire students’ body and is

headed by a Guild President (GP), who after elections appoints a Cabinet. The GP is

responsible to the Guild Representative Council (GRC), which is the legislative body of

the Guild. The GP is a link between the students’ body and the University

administration. The GP represents the views of the students to the UC to which

xxvi

he/she is a member. The student leaders are a link to the University management

and aid in solving disputes between students and management.

Staff Associations

A public university may have an academic, administrative and support staff

association. All staff are eligible to be members of their respective associations

consequent upon their appointment and taking up of their duties. The staff

associations are responsible for representing the interests of their respective

members to the University Council to which they are represented.

Students Association

The student association is constituted in accordance with the statute made for that

purpose by the UC except that, the governance of the Students Association is guided

by the constitutions drawn by the students body of the University and in conformity

with the statute of the University. All the students are eligible to become members of

any students’ association upon admission to and registration at the University. They

represent interests and concerns of particular groups to the student’s guild.

3.2 PROCESS DESCRIPTION

3.2.1 Recruitment of Academic Staff

Academic staff posts are created by the University Council (UC) on the

recommendation of the establishment and administration committee. The academic

staff comprises of; professors, associate professors, senior lecturers, lecturers,

assistant lecturers and teaching assistants. There are also visiting and honorary

lecturers. Appointments and promotions are made in line with the UC established

criteria. Academic staff are appointed by the Appointments Board on terms and

conditions, which are determined, by the UC. The initiative to advertise and fill a staff

post or promote a staff originates from the concerned department. The UC is

supposed to publish, by notice in the gazette, guidelines for the approved

qualifications of academic staff.

The staff are responsible to the VC and are deemed to be on full-time service, except

where it is otherwise provided.

xxvii

3.2.2 Research and publication

According to UOTIA, 2001 as amended, conducting research and publishing is one of

the cardinal objectives of a University. Each College or Faculty has a Board in charge

of approval of research projects, administration, and monitoring of the staff

undertaking research. Boards consider the kind and relevancy of any research project

to be undertaken so as to ascertain their academic value. According to Statutory

Instrument No.80 B: Capacity Indicators, Regulation 9, Schedule 4, item 11, of the

NCHE, it is ideal for academic staff to publish over 10 books a year.

3.2.3 Accreditation of academic programmes

Makerere University provides certificate courses, undergraduate, graduate and post

graduate programmes leading to the award of Certificates, Diplomas, Bachelor’s,

Master’s and Doctoral degrees. The programmes are Government or privately

sponsored and categorized as day, evening, weekend or external.

Before academic programmes are offered, they must be accredited by the National

Council for Higher Education (NCHE) to ensure desirability, relevancy and

appropriateness. The NCHE assembles experts in particular fields to verify whether

the submitted programmes have the required course content and outline, lecturers,

teaching guidelines, teaching facilities like laboratories and equipment and

examination management procedures. The Universities are required to conduct tracer

studies, after the programme duration, to find out whether students who qualified

are employed.

3.2.4 Provision of physical facilities

According to Regulation 31 of Statutory Instrument (SI) No. 85 of The Universities

and Other Tertiary Institutions (Institutional Standards) Regulations, 2005,

Universities are required to provide physical facilities to aid the teaching and learning

processes. These facilities include: computers; lecture, tutorial and reading rooms;

staff and student common rooms; science and computer laboratories; libraries; office

space and workshops.

xxviii

CHAPTER FOUR

FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

4.1 ACADEMIC STAFF

4.1.1 ADEQUACY OF ACADEMIC STAFF

According to the approved structure and establishment for Makerere University as at

December 2011, the 8 selected Colleges were supposed to have 2,491 academic

staff.

Scrutiny of the staffing level, however, revealed that out of the 1,618 members of

academic staff in the 8 selected Colleges, only 655 (40.5%) were filled up; leaving

963 (59.5%) posts vacant, as indicated in Table x. COCIS (89%) had the highest

percentage of vacant posts followed by COBAMS (81%).

Table x: Academic staff levels in the eight (8) selected Colleges at as at

31/12/2011.

COLLEGE(S) APPROVED

POSITIONS

FILLED VACANT %ge of vacant

posts

CAES 174 79 95 55%

CHUSS 302 140 162 54%

COCIS 202 23 179 89%

COBAMS 181 35 146 81%

COEES 164 60 104 63%

CEDAT 201 93 108 54%

CONAS 167 71 96 57%

COHAS 227 154 73 32%

TOTAL 1,618 655 963 59.5%

Source: Makerere University approved structure and establishment as at 31/12/2011.

* Honorary, Visiting and Professors Emeritus9 are not included in the table.

9 Professor emeritus means: Retired professors who still give academic support to the University.

xxix

The staff categories most affected in each of the colleges were; Professors, Associate

Professors, Senior Lectures and Lecturers. Details of the missing staff per college are

shown in Appendix 6.

Through interviews with senior staff in the human resource department and review of

the appointment board minutes, it was noted that the vacant posts were due to

failure by the University to attract, recruit and retain staff because of the low pay and

lack of auxiliary benefits, such as: housing and transport.

Through a review of budgets and audited accounts for the period under review, it

was noted that the University was not properly budgeting for its employee costs as

indicated by the amounts overspent on this budget item in Table 4. The University

cannot precisely determine its wage bill to enable it appropriately plan and allocate

sufficient funds towards the bill.

Table xx: Funds Budgeted and Released for staff salaries and wages

2008/2009 – 2010/2011.

Financial

Years

Budgeted Amount

(Billion Shs)

Expenditure

(Billion Shs)

Amount overspent

(Billion Shs)

2008/2009 69.2 80.2 11.0

2009/2010 56.5 78.6 22.1

2010/2011 76.1 83.0 6.9

TOTAL 201.8 241.8 40

Source: Makerere University audited accounts for the period 2008/2009 to 2010/2011

Further analysis of the budgets and audited accounts revealed that, although

Government was supposed to fully contribute towards employee wage bill, the

contribution does not match the university’s wage requirements. The percentage of

Government contribution, on average, has been at 55% while the university met

45%. The university has resorted to using internally generated funds to top-up the

wage bill, thus straining its resources that would have been put to other use as

shown in Table xxx.

xxx

Table 4: Government contribution to employee costs 2008/2009 –

2010/2011.

Financial

Years

Expenditur

e

(Billion

Shs)

Governmen

t

contributio

n

(Billion

Shs)

%

Governmen

t

contributio

n

University

contributio

n

(Billion

Shs)

%

University

contributio

n

2008/200

9

80.2 43.6 54.4% 36.6 45.6%

2009/201

0

78.6 44.7 56.9% 33.9 43.1%

2010/201

1

83.0 44.5 53.6% 38.5 46.4%

TOTAL 241.8 132.8 55.0% 109 45.0%

Source: Makerere University audited accounts for the period 2008/2009 to 2010/2011

Lack of the requisite number of academic staff has led to extra workload and fatigue

to the available staff. For example, the average contact hours in CHUSS was 30 hours

which exceeded the ideal 10 contact hours per week recommended by NCHE.

Arising from the inadequacy of academic staff, the University could not take full

control of the academic programmes without out sourcing staff, that is, part time

lecturers who are difficult to manage because of the divided loyalty since they have

other jobs elsewhere. The average percentage of part time lecturers especially in the

CHUSS and COBAMS was 40% as compared to the ideal percentage of 10%.

The shortage of staff has also resulted into sharing of lecturers across colleges. For

instance, staff in the Department of Mathematics in CONAS are also offering basic

arithmetic training to students in other colleges, like: COEES, COCIS and COBAMS.

Management response

The Ministry of Education and Sports (MOES) advised public universities to

plan up 50% recruitment of the established structure due to lack of funds.

The University has requested Government to offer funding or the

outstanding 50% staff so as to fill the establishment.

xxxi

Conclusion

Makerere University has not filled up all the existing positions of the academic staff in

the approved structure. Staffing gaps lead to work overload and fatigue to the

existing staff, which affects effective teaching of students and the supervision of their

research projects. This will in turn negatively impact on the quality of education

received by students.

Recommendation

The University and Government should jointly develop a strategy for funding

the university wage bill to enable the recruitment of staff as per the

established university structure.

In the long run, the University in collaboration with Government should

improve on the remuneration of academic staff so as to enable attraction,

recruitment and retention of the required academic staff.

4.1.3 QUALIFICATIONS OF ACADEMIC STAFF

Regulation 9, Schedule 4, item 5 (b), of the NCHE, gives guidelines on qualifications

of the different academic staff. The levels are categorized as: Ideal, Good, Acceptable

Can be improved and Unacceptable, as detailed in Table 5.

Table 5: Levels of academic staff qualifications required in a

University as stated under item 5 (b) of Schedule 4, Regulation 9

by the NCHE.

Level

Qualification

Ideal Good Acceptable Can Be

Improved

Unacceptable

PhD Holders 60%

of

staff

50%

of

staff

15%-50%

of staff

10% of

staff

Less than 10%

of staff

Masters Holders 70%

of

staff

60%

of

staff

50% of staff 40% of

staff

Less than 30%

of staff

xxxii

Scrutiny of the filled staff structure and interviews with senior staff in the human

resource department at the University showed that, the percentage of academic staff

with PhDs was lower than the ideal standard set, but within the acceptable range.

Lecturers with Masters Degrees were above the ideal standard set by the NCHE.

On average, PhD holders were at an acceptable level, however, one college, CEDAT

(14%), had a level that could be improved upon while COBMAS (6%) and COEES

(7%) had unacceptable levels. On the other hand, all colleges had levels of Masters

Holders that were above the ideal standard, except for CAES (57%), which has an

acceptable level. Details of the individual and average College analysis are shown in

Table 6.

Table 6: Academic staff in the eight (8) selected Colleges with PhDs and

Master’s qualifications as at 31/12/2011

COLLEGE(S) No. of filled

academic

staff

No. of Staff

with Ph.D.’s

% out PHD

holders

No. of

staff with

Master’s

%

Masters

holders

CAES 79 34 43% 45 57%

CHUSS 140 34 24% 106 76%

COCIS 23 6 26% 17 74%

COBAMS 35 2 6% 33 94%

COEES 60 4 7% 56 93%

CEDAT 93 13 14% 80 86%

CONAS 71 23 32% 48 68%

COHAS 154 43 28% 111 72%

TOTAL 655 159 24% 496 76%

Source: Makerere University approved structure and establishment as at 31/12/2011.

* Honorary, Visiting and Professors Emeritus are not included in the table.

Through interviews with senior staff in the human resource department and review of

the strategic plan for Makerere University 2008/2009 to 2018/2019, it was noted that

the failure to have ideal numbers of academic staff with PhDs and Masters

qualifications, in the case of CAES, was because of inability by the University to

attract and recruit such caliber of staff due to the low pay offered by the University.

xxxiii

In addition, due to insufficient funds, there were inadequate training opportunities for

existing staff to upgrade their qualifications.

Through a review of the University’s financial statements, it was noted that out of Ug

Shs 4.8 billion budgeted for staff training during the period under study, only Ug Shs

2.1 billion (that is 44%) was received and spent on staff training leaving a deficit of

Ug Shs 2.6 billion (that is 56%) as shown in Table xx.

Table xx: Showing percentage of budgeted and actual staff training funds

for the period 2008/2009 – 2010/2011.

Financial

Year (s)

Budgeted Amount

(In Ug Shs)

Actual Expenditure

(In Ug Shs)

Difference

(In Ug Shs)

2008/2009 2,821,638,991 657,355,987 2,164,283,004

2009/2010 986,148,459 639,748,285 346,400,174

2010/2011 1,009,603,000 837,546,571 172,056,429

TOTAL 4,817,390,450 2,134,650,843 2,682,739,607

Percentage 100% 44% 56%

Source: Makerere University audited accounts for the period 2008/2009 to 2010/2011

In addition, the turnover of the senior staff in search of career growth was attributed

to the inflexibility of the existing staff structure. According to available records, sixty

eight (68) members of academic staff left Makerere University between 2008 and

2011 for various reasons yet it is difficult to replace lecturers in some disciplines, such

as: Literature, Mass communication, Accounting, Engineering and Medicine because

of the rigorous process and funding required to train staff.

Audit also attributed the failure to have ideal number of academic staff with PhDs and

Masters to the inadequate wage bill. A number of staff (50) with the requisite

qualifications have not been promoted because of the corresponding wage bill

involved.

Inadequate number of staff with PhDs and Masters negatively affects teaching,

research, and supervision of students.

Management response

xxxiv

There is a policy of ensuring that all lecturers (except those in clinical

disciplines) have PhDs according to the Mujaju report. Overall the

University has 47% of its staff with PhDs which includes staff in

administration who supervise graduate students but excludes Assistant

Lecturers and Teaching Assistants who are normally not considered

permanent academic staff. Minus that category, the percentage is 57%.

The international benchmark for a research led University is 50%.

The University proposes that Government should reinstate sponsorship for

graduate training.

Conclusion

The inadequate number of qualified staff at PhD level hinders the level of innovation

and research.

Recommendation

The University should prioritize staff training in the budgeting and allocation of funds.

4.1.4 RESEARCH AND PUBLICATIONS

4.1.4.1 RESEARCH

Regulation 9, Schedule 4, item 12; Checklist of quality and Universities Capacity

indicators for assessment of Universities and programmes by the National Council for

the Higher Education, gives guidelines on research projects completed by staff. The

levels are categorized as: Ideal; Good; Acceptable; Can be improved and

Unacceptable, as detailed in Table 8.

Table 8: Levels of research projects to be completed by staff as

stated by NCHE under item 12 of Schedule 4, Regulation 9 by the

NCHE.

Level/

Research

Ideal Good Acceptable Can Be

Improved

Unacceptab

le

Research

projects

complete

d by staff

Over 10

projects

5 - 10 projects

1-5 projects 1 project No research

going on

xxxv

Through interviews with senior staff in the directorate of research and graduate

studies and a review of the University’s annual report 2011, it was noted that the

University had 1,396 articles in the Scopus database and the normalized impact of

the University research was 1.4 which is higher than the world average. According to

the SCImago journal and country ranking report in research for 2011, Makerere

University was ranked as 12th out of 60 in Africa and 1,563 out 3,042 institutions that

were considered world over.10 However, the university did not maintain a database

of all the research completed by staff. As a result the audit could not confirm the

figures as reported by the university.

4.1.4.2 PUBLICATIONS

Regulation 9, Schedule 4, item 11; Checklist of quality and Universities Capacity

indicators for assessment of Universities and programmes by the National Council for

Higher Education, gives guidelines on publications to be made by staff. The levels are

categorized as: Ideal, Good, Acceptable, Can be improved and Unacceptable, as

detailed in Table xx.

Table xx: Showing different levels of research publications by staff

as stated under item 11, Schedule 4, Regulation 9 by the NCHE.

Level

Research

Ideal Good Acceptable Can Be

Improved

Unacceptable

Publications

by staff

Over 10

books a

year

5 - 10 books a year

1-5 books a year

1 book a year

No publication

at all

Through interview with the Director of research and post graduate studies and the

review of the annual report for 2011, it was stated that several publications had been

made during the period under study as required by the guidelines set by the NCHE.

However, there was no evidence availed to confirm publication. The publications also

were not recorded in the database.

4.1.4.3 FUNDING OF RESEARCH AND PUBLICATIONS

10 Makerere University Annual report 2011, Page 36

xxxvi

A number of research projects had been financed under bilateral and non-bilateral

arrangements. A total of 280 research projects in the eight selected colleges were

funded and as at 30th June, 2011, only 85 projects had been completed. 195 projects

were still at the various stages of funding and work. Although US $ 11 Million out of

US $ 76.8 Million received had been spent by 31/12/2011, documents concerning the

research projects were not availed for audit verification. The details are in Table xx.

Table 10: Funding of the research projects in the eight selected colleges for

the period from 2008 to 2011

COLLEGE TOTAL

PROJECTS

PROJECTS

CLOSED

PROJECTS

STILL

RUNNING

TOTAL GRANT

(in million US

$)

SO FAR

SPENT

(in million

US $)

BALANCE

(in million

US $)

CAES 123 32 91 12.9 3.4 9.5

CHUSS 31 16 15 6.1 0.736 5.3

COCIS 12 7 5 0.456 0.309 0.147

COBAMS 8 0 8 3.3 2.3 1.03

COEES 5 4 1 0.425 - 0.425

CEDAT 9 1 8 5.7 - 5.7

CONAS 15 2 13 10.4 4.5 5.9

COHAS 77 23 54 37.7 37.7

TOTAL 280 85 195 76.8 11.037 65.8

%ge 100% 14% 86%

Source: Makerere University, Grants & Projects fourth quarter operational report June 2011.

It was also noted that the University was funding student research projects using

internally generated funds, but details of funds usage were not availed. For instance,

the School of Graduate studies at the university collected Ug. Shs 800 Million in form

of research fees, but only Ug. Shs 400 Million was allocated to the coordination and

administration of research work for the FY 2010/2011.

xxxvii

Laboratory based research, in some disciplines, could not be conducted due to

inadequately equipped physics, chemistry and biology11 laboratories. In other

extreme cases, science practicals, fieldworks, industrial training and research

internships are started late, partially done or not done at all.

Without proper recording of research and publications, students; academicians and

the public cannot easily access the research knowledge.

Over reliance on external funding to conduct research projects may expose the

University and Government to the potential risk of conducting research in non priority

areas.

Management response

Makerere’s research achievement is seemingly downplayed given the

operational financial environment. The appearance at 12th and 5th positions

in terms of quality makes it the flagship University in the region. With the

publications that appear in Scopus, Makerere University has the top impact

factor in Africa together with the University of Cape Town among higher

education institutions. The Country index in Scopus is low and this brings

down the institutional index. Makerere’s ranking is evidence of efficiency in

resource utilization.

Management also agreed to the short fall in funding for scientific

equipment. A remedy to this includes increasing funding for capital

development. In addition, taxes on educational equipment should be

waived.

Conclusion

Makerere University has not maintained a database of all the research and

publications completed by staff and limited research has been conducted in critical

areas, such as: Sciences and cultural heritage.

Recommendations

The University should maintain a database to record all the research and

publications completed by staff and students.

11 CONAS, Annual report 2011.

xxxviii

The University and Government should prioritize funding of research in critical

areas.

Internally generated funds directly collected as research fees should be allocated

to student’s research projects.

Science laboratories of biology, chemistry and physics should be equipped with

the necessary equipment and chemicals to enable research of scientific nature.

4.2 ACADEMIC PROGRAMMES

4.2.1 ACCREDITATION OF ACADEMIC PROGRAMMES

Academic programmes offered by Universities must be first accredited by the NCHE

to ensure relevancy and appropriateness, and Universities, in turn, are required to

conduct tracer studies after the programme duration.

Scrutiny of documents showing academic programmes offered in the selected eight

Colleges and interviews with senior staff in the academic registrar’s department

revealed that out of the 215 academic programmes being offered, only 144 (67%)

were accredited by the NCHE, leaving 71 (33%) academic programmes not

accredited. The most affected Colleges were: COBAMS (74%) and CONAS (72%).

Details of accreditation of programmes are given in Table 11 and in Appendix 7.

Table 11: Accreditation of academic programmes in the eight (8)

selected colleges as at 31/12/2011

COLLEGE(S) TOTAL

ACADEMIC

PROGRAMMES

ACCREDITED

PROGRAMME

S

UNACCREDIT

ED

PROGRAMME

S

% of

UNACCREDITED

PROGRAMMES

CAES 36 31 5 16%

CHUSS 40 28 12 30%

COCIS 19 17 2 11%

COBAMS 23 6 17 74%

COEES 17 12 5 29%

CEDAT 25 15 10 40%

CONAS 18 5 13 72%

xxxix

COHAS 37 30 7 19%

TOTAL 215 144 71 33%

Sources: 1. Makerere University fact book; second edition 2010/2011, Page 19.

2. Makerere University; Min. No. 10727 of University Council dated 24/08/2011.

According to university management, all academic programmes were submitted to

NCHE for accreditation and only 14 had not been accredited. However, there was no

evidence of accreditation submitted for verification.

It was also noted that tracer studies were not conducted as required by the NCHE to

determine the appropriateness of programmes after their academic cycle.

Through interviews with senior staff in the academic registrars department and a

review of the management minutes, it was observed that the offering of unaccredited

academic programmes by the university was because of the failure by NCHE to

approve submissions in time. According to management, approval of new academic

programmes by the University Council was enough to start offering them while

awaiting final approval by the NCHE.

Management of NCHE stated that programme accreditation goes through due process

and that the Council was understaffed, underfunded and with overwhelming

workload thereby impairing the pace of reviews.

Failure to conduct tracer studies by the University was attributed to limited funding.

The offering of unaccredited academic programmes may lead to the teaching of

inappropriate programmes, thus affecting the quality of education.

The failure to conduct tracer studies limits the university’s ability to study the

relevancy of its programmes in order to meet the public demand. For example, a

number of programmes in different colleges have been either suspended or attract

very low demand from the public as indicated in the Table xxx, which would have

been further analyzed through tracer studies and early decisions taken on them to

reduce costs. Such decisions would have been early suspension, modification or

introduction of new relevant programmes.

xl

Table xx: Status of academic programmes in the eight (8)

selected colleges as at 31/12/2011

COLLEGE(S) NUMBER OF

VERY HIGH

DEMAND

PROGRAMMES

NUMBER OF

HIGH

DEMAND

PROGRAMMES

NUMBER OF

LOW DEMAND

PROGRAMMES

NUMBER OF

MODERATE

DEMAND

PROGRAMMES

NUMBER OF

SUSPENDED

PROGRAMMES

TOTAL

CAES 3 1 5 2 3 14

CHUSS 0 0 6 4 7 17

COCIS 1 0 6 3 0 10

COBAMS 1 2 2 4 1 10

COEES 0 0 4 5 0 9

CEDAT 4 2 0 6 0 12

CONAS 0 1 5 1 1 8

COHAS 4 1 2 0 1 8

TOTAL 13 7 30 25 13 88

Management response

By the time of audit, all academic programmes had been submitted to the

National Council for Higher Education for accreditation. Presently, only 14

programmes are awaiting accreditation.

Two University units, CHUSS and MISR have conducted tracer studies.

However, tracer studies are expensive and the University may require

between Ug Shs 10-15 billion to conduct tracer studies, and an employer

expectation survey of 5 of its recent cohort graduates over a two years

period. Further tracer studies have been carried out in Agriculture and

Medicine.

Conclusion

xli

The University was still offering some academic programmes, which were

unaccredited and tracer studies have not been conducted on the accredited ones to

determine their relevancy to the economic and social development of the country.

Recommendations

Makerere University should ensure that all academic programmes offered are

accredited by the National Council of Higher Education.

Makerere University should ensure that tracer studies are conducted for academic

programmes offered after their duration.

NCHE should expedite the process of accrediting academic programmes of the

university.

NCHE should enforce the requirement of conducting tracer studies by Public

Universities.

4.3 PHYSICAL FACILITIES

4.3.1 ADEQUACY OF PHYSICAL FACILITIES

According to regulation 31 of Statutory Instrument (SI) No. 85 of 2005 (Institutional

Standards), Universities are required to provide physical facilities. Item 4 of

Regulation 9, Schedule 4, specifies the standard levels in which these facilities should

be provided. These facilities include: computers, lecture rooms, tutorial rooms, staff

and student common rooms equipped with indoor recreation facilities, outdoor

recreation facilities, science and computer laboratories, library, dispensary and

engineering workshops.

This audit focused on: computers, classroom space, science laboratories, teaching

materials and equipment, libraries and office space for academic staff.

4.3.1.1 Computers

In accordance with item 6, Regulation 9, Schedule 4; the university should provide

computers as shown in Table 12.

xlii

Table 12: Showing the required levels of computer to student ratios as per

NCHE guidelines.

Level Ideal Good Acceptable Can Be

Improved

Unacceptable

Computer

ratio

1:5 1:10 1:20 1:25 More than 1:30

A comparison with NCHE standards revealed that, on average, the University had the

ideal computer to student ratio categorized as follows: Day programme (1:7),

Evening programme (1:5) and External programme (1:5). However, the ratios varied

across individual colleges as indicated in Table 13.

Table 13: College computer to student ratios as at 31/12/2011.

COLLEGE(S) CATEGORY NO. OF

STUDENTS

PER

CATEGORY

TOTAL

STUDENTS IN

THE COLLEGE

NO. OF

WORKING

COMPUTERS IN

COLLEGE

COMPUTER TO

STUDENT

RATIO

CAES DAY 1451 1,527 260 1:6

EVE 76 1:1*

CHUSS DAY 3764 7,737 200 1:19

EVE 3973 1:20

COCIS

DAY 2467 4,767 1035 1:2

EVE 2300 1:2

COBAMS

DAY 3281 5,836 147 1:22

EVE 2555 1:17

COEES

DAY 1604 6,538 163 1:10

EVE 1607 1:10

EXT 3327 1:20

CEDAT

DAY 1946 2,859 239 1:8

EVE 913 1:4

CONAS

DAY 1043 1,100 143 1:7

EVE 57 1:1*

COHAS

DAY 1269 1,357 117 1:11

EXT 87 1:1*

TOTAL

DAY 16,825 31,720 2,304 1:7

EVE 11,481 1:5

EXT 3,414 1:5

Source: Makerere University annual report 2011.

xliii

Although ratios in COCIS, CAES and CONAS were ideal, these Colleges run academic

programmes, which are computer based, thus require frequent use of computers by

students. In CHUSS, COBAMS and COEES, the ratios were generally acceptable, but

practically could not facilitate effective teaching and learning.

Further analysis of the use of computers in selected programmes in the different

colleges revealed that the computer student ratio varied widely across the selected

programmes.

According to the university, the NCHE standard on physical computers is practical for

a newly established university and not for a highly developed university, like

Makerere. The issue at Makerere is the accessibility of the network by students since

some of them have personal laptops or study outside the university.

Audit inspection of the facilities at the university revealed that there were small

computer laboratories in each college in addition to the huge computer rooms that

were shared amongst colleges.

Through the review of work plans and audited accounts, it was also noted that, the

university was not purchasing all computers as planned. Only 45% of the funds

budgeted for the purchase of computers was availed during the period under study

as indicated in Table 14.

Table 14: Percentage of funds budgeted and received for purchase of

computers for the period 2008/2009 – 2010/2011.

FYs Budgeted Amount

(Ug Shs)

Actual Expenditure

(Ug Shs)

Variance

(Ug Shs)

2008/2009 499,663,731 238,266,757 261,396,974

2009/2010 159,706,839 210,096,673 -50,389,834

2010/2011 1,500,000,000 533,270,197 966,279,803

TOTAL 2,159,370,570 981,633,627 1,177,736,943

Percentage 100% 45% 55%

Source: Audited accounts for the period 2008/2009 to 2010/2011

xliv

Students may not able to do thorough research during course works and assignments

due to limited accessibility to computers.

Management response

Access time to computers is much better than portrayed since the

University has different mutually exclusive modes of access to the

programmes that include: distance, evening and day. In 2011, the

proportions of students in the various programmes were 54%, 38% and

8% in the day, evening and distance respectively. In addition, students in

COCIS and CEDAT are required to have personal computers.

Conclusion

The students at the University, generally, have accessibility to computer facilities.

This can be further improved to foster effective teaching, learning and research.

Recommendation

Makerere University should expedite the implementation of the idea of utilizing

computer rooms on a shared- basis by properly scheduling and harmonizing

computer course units across the colleges.

Makerere University should increase student accessibility to computer

facilities, including both the physical computers and the network.

4.3.1.2 Class room space

In accordance with item 4 (i), Regulation 9, Schedule 4; the university should provide

classroom space as shown in Table 15 below.

Table 15: Level of classroom space required as per NCHE guidelines.

Level Ideal Good Acceptable Can Be

Improve

d

Unacceptabl

e

Classroom

space

2.5m2 per

student

2m2 per student

1m2 per student

0.25m2

Per student

0.2 m2 per

student

xlv

It was noted that the average classroom space per student in the eight selected

colleges was 1.1m2, 1.5m2 and 5.2m2 for day, evening and external students

respectively. The details are indicated in Table 16.

Table 16: Availability of class room space in the eight (8) selected Colleges

as at 31/12/2011.

COLLEGE(S) CATEGORY NO. OF

STUDENTS

PER

CATEGORY

TOTAL

STUDENTS

CLASS ROOM

SPACE ( M2)

CLASSROOM

SPACE PER

STUDENT

(M2)

CAES DAY 1451 1,527 1228.08 0.8

EVE 76 16

CHUSS DAY 3764 7,737 2950.95 0.7

EVE 3973 0.7

COCIS

DAY 2467 4,767 3355.45 1.4

EVE 2300 1.5

COBAMS

DAY 3281 5,836 1823.75 0.6

EVE 2555 0.7

COEES

DAY 1604 6,538 1686.67 1.0

EVE 1607 1.0

EXT 3327 0.5

CEDAT

DAY 1946 2,859 4452.32 2.2

EVE 913 4.8

CONAS

DAY 1043 1,100 1481.02 1.4

EVE 57 26

COHAS

DAY 1269 1,357 689.99 0.5

EXT 87 8

TOTAL

DAY 16,825 31,720 17,668.23 1.1

EVE 11,481 1.5

EXT 3,414 5.2

Source: Makerere University annual report 2011.

Through interviews with staff in estates department, College custodians and scrutiny

of work plans and audited accounts, it was noted that the problem of class room

space was because of inadequate funding as illustrated in Table 17 which shows

xlvi

that only 66% of the budgeted funds for construction of non-residential buildings

were received during the period of study.

Table 17: Budgeted and actual expenditure on non-residential buildings

for the period 2008/2009 – 2010/2011.

FYs Budgeted Amount

(Billions Ug. Shs)

Actual

Expenditure

(Billions Ug. Shs)

Variance

(Billions Ug. Shs)

% Budget

Performance

2008/2009 4,681,845,385 1,714,072,914 2,967,772,471 37%

2009/2010 5,483,846,126 1,988,802,984 3,495,043,142 36%

2010/2011 5,159,620,000 3,272,904,985 1,886,715,015 63%

TOTAL 10,643,466,126 6,975,780,883 3,667,685,243 66%

Source: Audited accounts for the period 2008/2009 to 2010/2011

Management explained that there was minimal capital development support from

Central Government yet over 80% of the internally generated revenue was being

used for operational expenses leaving very little for capital development. However,

Government contribution greatly improved in FY 2010/11, whereby a total of Shs.

9.95 billion was extended to the university. Government contribution to capital

development is further analyzed in Table xxxx.

Table xx: Budgeted and actual Government Contribution to capital

development for the period 2008/2009 – 2010/2011.

FYs Budgeted

Amount

(Billions Ug. Shs)

Actual Expenditure

(Billions Ug. Shs)

Variance

(Billions Ug. Shs)

% Budget

Performance

2008/2009 859,340,686 97,480,000 761,860,686 11%

2009/2010 859,340,000 159,340,000 700,000,000 19%

2010/2011 8,031,669,000 9,953,984,582 (1,922,315,582) 124%

TOTAL 9,750,349,686 10,210,804,582 (460,454,896) 110%

xlvii

It was further noted that the University was constructing buildings through external

support and the use of internally generated funds. For example, buildings, such as:

COCIS, COBAMS, Senate and CEDAT were constructed through that initiative

(Pictures 1 up to 4).

Picture 1. Showing COCIS building which was constructed with support from Norway and

internally generated funds.

Picture 2. Showing COBAMS building which was constructed with external support and internally

generated funds.

Picture 3: Showing Senate building which was

constructed with external support and internal funds. Picture 4. Showing CEDAT building which was constructed with external support and internal

funds.

Audit attributed the classroom space challenges to the admission of private students,

who are a majority at the University. The available space does not match the number

xlviii

of students admitted at the university thereby causing congestion in lecture rooms,

science and computer laboratories and seminar rooms. For instance, COBAMS with 6

computer laboratories, 4 libraries, 8 lecture rooms, 8 seminar rooms and 1 video

conferencing facility was previously a faculty and an Institute admitting 4,000

students, but with the same number of facilities, currently admits 5,836 students.

50 offices are shared between administrative and teaching staffs that have tripled in

number.12

The inadequate physical infrastructures have led to exertion of pressure on the

existing limited and old facilities as expounded below;

Colleges are using dining rooms in halls of residence as well as St. Augustine

and St. Francis student centers for lectures.

Science laboratories meant for less than 100 students have been turned into

class rooms and in other cases computer or reading rooms for non-science

students as shown in Picture 5.

Picture 5: Showing a science laboratory also used for lectures and reading

students.

12 Report of the Visitation team, on establishment of Constituent Colleges of Makerere, May 2011, Page 19

xlix

The absences of tutorial rooms, common rooms with indoor recreation

facilities and workshops have left students without space to contact their

lecturers and supervisors for private academic guidance, consultation and

practice. After classes, resident students who fail to get space in the library to

carry out private research, use their rooms of accommodation to read while

non-resident students either sit under trees or on verandahs in groups to do

course works. Reading under such conditions negatively affects students’

concentration which may ultimately lead to poor academic performance.

Management response

The University has about 20,000 m2. The innovation is in utilization in

scheduling in the various modes of access. The University has restricted

admission to programmes largely because of space restrictions. The

University has potential to handle larger numbers of students if the space

is increased as well as the human resource requirements.

Government’s idea of an open University would go a long way to minimize

the space problems being experienced by the ‘brick and mortar

Universities’. To tag admissions to physical facilities will definitely reduce

access to higher education by many Ugandans and will unfortunately

worsen the country’s tertiary gross enrolment ratios. It will eventually

reduce the labor productivity of the country and make the economy less

competitive and may not be cost effective given the tight public budgets.

Government should let Public Universities charge tuition fees based on

established cost units. The University hopes to benefit from the MOES

effort through the African Development Bank (ADB) project to expand

infrastructure.

Conclusion

The available classrooms space at Makerere University in general, does not conform

to the ideal standard as set by the National Council. Student admissions are not in

line with the available space which has led to overcrowding in classrooms, which

affects the teaching and learning process.

l

Recommendations

Makerere University should ensure that adequate classroom space is provided to

ensure effective teaching, learning and research to occur.

Admission of students should be in line with the available physical facilities.

4.3.1.3 Science laboratories

According to item 4 (iii), Regulation 9, Schedule 4; the standard level for science

laboratories space is shown in Table 18 below.

Table 18: Levels of science laboratory space required as per NCHE

guidelines.

Level Ideal Good Acceptabl

e

Can Be

Improved

Unacceptabl

e

Science

Laboratory

space

3m2 Per

one student

2.5m2

Per one student

1m2 Per one student

1m2 Per 4 students

1m2 Per one

over 5

students

It was noted that five out of the eight selected Colleges offered science based

disciplines. Of these five, only CONAS that had an ideal science laboratory space of

3m2 as per the NCHE Standards for both day and evening categories. The other

colleges had differing laboratory space ratios as indicated in Table 19.

Table 19: Availability of space at science laboratories in the five (5)

selected Colleges as at 31/12/2011.

COLLEGE(S) CATEGORY NO. OF

STUDENTS

PER

CATEGORY

TOTAL

STUDENTS

IN THE

COLLEGE

LABORATORY

SPACE IN

COLLEGE (in

M2)

LABORATORY

SPACE PER

STUDENT (in

M2)

CAES DAY 1451 1,527 4,023.53 2.8

EVE 76 53

COEES

DAY 1604 6,538 159.02 0.1

EVE 1607 0.1

EXT 3327 0.05

CEDAT DAY 1946 2,859 1,817.32 0.9

li

EVE 913 2

CONAS

DAY 1043 1,100 7,668.73 7.4

EVE 57 135

COHAS

DAY 1269 1,357 908.70 0.7

EXT 87 10.4

TOTAL

DAY 7,314 13,381 14,577.3 2

EVE 2,653 5.5

EXT 3,414 4.3

Source: Makerere University annual report 2011.

N/A: Means Not Applicable.

Through inspection of the science laboratories like Makerere University Agricultural

Research Institute (MUARIK) at Kabanyolo under CAES, it was further noted that in

addition to inadequate science laboratories, the infrastructure for both laboratory and

field based researches was not enough13. In the physics, chemistry, biology and in

the laboratories at School of Biomedical Sciences (Microbiology), School of Medicine

(radiology and radiotherapy) and School of Health Sciences (dentistry), there were

inadequate teaching materials, chemicals, analytical equipment, which were poorly

stored.

It was noted that the inadequacy of science laboratories, teaching materials and

equipment was because of inadequate funding as illustrated in Table 20 which

shows that only 66% of the budgeted funds for construction of science laboratories,

purchase of teaching materials and equipment were received during the period of

study.

13 Report on the state of CAES, February 2012, Page 4.

lii

Table 20: Budgeted and Actual expenditure on science laboratories,

teaching materials and equipment for the period 2008/2009 – 2010/2011

FYs Budgeted Amount

(Billion Ug Shs)

Actual

Expenditure

(Billion Ug Shs)

Variance

(Billion Ug Shs)

% Budget

Performan

ce

2008/2009 5,980,366,625 9,285,219,344 (3,340,852,719) 155%

2009/2010 30,746,316,380 6,505,627,884 24,240,688,496 21%

2010/2011 4,583,689,000 11,079,446,697 (6,495,757,697) 242%

TOTAL 41,310,372,005 26,870,293,925 14,440,078,080 65%

Source: Makerere University audited accounts for the period 2008/2009 to 2010/2011

Because the science laboratories are not adequately equipped, Government policy of

promoting science courses may not be achieved.

Management response

The University has various laboratories as indicated in the Appendix to the

report.

Conclusion

Makerere University does not provide adequate physical facilities to accommodate its

activities as required by the Institutional Standards set by the NCHE. The science

laboratories are not properly equipped, thus negatively impacting on the teaching

and learning process.

Recommendations

Makerere University should ensure that adequate science laboratories are

provided to ensure effective teaching, learning and research to occur.

Admission of students should be in line with the available physical facilities.

John F. S. Muwanga AUDITOR GENERAL

KAMPALA

liii

23rd March, 2012

liv

LIST OF APPENDICES

Appendix 1

Organizational structure of Makerere University

Visitor

Chancellor

University Council

University Council Committees

University Senate Committees Vice Chancellor

College Principals

Deputy Vice Chancellor Finance & Administration

Deputy Vice Chancellor Academic Affairs

lv

Appendix 2

Documents reviewed

Document reviewed Purpose of the review

The Constitution of the Republic of

Uganda 1995, as amended in 2005.

To obtain and understand the constitutional provisions relating to the

management of Public Universities.

Universities and Other Tertiary

Institutions Act 2001 as amended.

To obtain and understand the enabling laws specific to the

management of Public Universities

National Development Plan: 2010-2011

up to 2014-2015

To obtain and understand the national development plans and

strategies regarding higher education.

National Council for Higher Education

Strategic Plan for 2008-2011.

To obtain and understand the strategic plans of NCHE in regard to

management of Public Universities.

Makerere University Strategic Plan for

the years 2008/2009-2018/2019.

To obtain and understand the strategic plans of the Makerere

University for the period under audit.

Ministry of Education and Sports Policy

Statements for -2008/2009-2010/2011.

To obtain and understand the Ministry policy plans and directions

regarding Public Universities.

Makerere University budgeted and

audited statements for: 2008/2009-

2010/2011

To obtain and understand audit observations that have been raised

and the actions taken on them.

Makerere University staff establishment

as at 31/December/2011

To understand the academic staffing levels in the Universities, staff

establishment, filled positions and the vacant positions.

Makerere University Council minutes

from 2008/2010 - 2010/2011.

To obtain and understand University Council policies and decisions

made regarding academic programmes.

Makerere University Senate minutes

from 2008/2010 - 2010/2011.

To obtain and understand University Senate policies and decisions

made regarding academic programmes.

Makerere University human resource

manual.

To understand guidelines concerning academic staff.

Regulation 31 of Statutory Instrument

(SI) No 85 of 2005 of the NCHE

To understand the required physical facilities in public Universities.

College and faculty budgets and work

plans for Gulu and Makerere

Universities for 2008/09-2010/12.

To obtain and understand needs identifications at different levels in

their budgets

Makerere University Fact book Second

edition 2010/2011

To obtain and understand basic facts regarding Makerere University.

lvi

National Council for Higher Education

checklist of quality and Universities

capacity indicators for assessment of

Universities and programs under the

Universities and other tertiary

institutions Act 2001

To obtain the required measurements of lecture rooms, office space,

library space, computer lab space, lecturer-students ratio, and

computer-students ratio

lvii

Appendix 3 Officers interviewed

Section Officer

interviewed

Purpose of the interview

Ministry Director of

Higher Education

To obtain policy information about the management of Public Universities.

Commissioner -

Higher Education

To obtain policy information about the management of Public Universities.

NCHE Executive

Director

To obtain and understand the functions of National Council in respect of

Public Universities.

Makerere

University

Vice Chancellor

(VC)

To obtain policy information about the management of Public Universities.

Deputy Vice

Chancellor

To obtain policy information about the management of Public Universities.

Chairperson of

the University

Council

To obtain policy information about the management of Public Universities.

University

Secretary (US)

To obtain information about the activities, roles and challenges faced by

the office of the US.

Academic

Registrars (AR)

To obtain information about the activities, roles and challenges faced by

the office of the AR.

Dean of Student

(DS)

To obtain information about the activities, roles and challenges faced by

the office of the DS.

University Bursar

(UB)

To obtain information about the activities, roles and challenges faced by

the office of the UB.

University

Librarian (UL)

To obtain information about the activities, roles and challenges faced by

the office of the UL.

Estates Manager

(EM)

To obtain information about the activities, roles and challenges faced by

the office of the EM.

Director Planning

& Devt (DPD)

To obtain information about the activities, roles and challenges faced by

the office of the DPD.

Director Human

Resource (DHR)

To obtain information about the activities, roles and challenges faced by

the office of the DHR.

lviii

Director Quality

Assurance (DQA)

To obtain information about the activities, roles and challenges faced by

the office of the DQA.

Director Internal

Audit (DIA)

To obtain information about the activities, roles and challenges faced by

the office of the DIA.

Head of

Procurement

To obtain information about the activities, roles and challenges facing the

procurement unit.

Principals of

Colleges

To obtain information about the activities, roles and challenges faced by

various Colleges.

Deans of

faculties

To obtain information about the activities, roles and challenges faced by

various faculties.

Heads of Staff

Associations

To obtain information about the activities, roles and challenges faced by

the academic staff.

Students

Leadership

To obtain information about the challenges faced by the students and how

to solve them.

lix

Appendix 4

Physical inspections made

S/N Entity visited Purpose of the inspection 1 Makerere University Fort

portal Campus To establish the available academic staff, academic programmes offered and the physical facilities available.

2 Makerere University Jinja Campus

To establish the available academic staff, academic programmes offered and the physical facilities available.

3 College of Humanities and Social Sciences (CHUSS)

To establish the teaching facilities in the College, number of academic staff, number of academic programmes offered and establishing those accredited and those not, research and publications and College budgets.

4 College of Agricultural and Environmental Sciences (CAES)

To establish the teaching facilities in the College, number of academic staff, number of academic programmes offered and establishing those accredited and those not, research and publications and College budgets.-do-

5 College of Engineering Design art and Technology (CEDAT)

To establish the teaching facilities in the College, number of academic staff, number of academic programmes offered and establishing those accredited and those not, research and publications and College budgets.-do-

6 College of Business and Management Sciences (COBMAS)

- To establish the teaching facilities in the College, number of academic staff, number of academic programmes offered and establishing those accredited and those not, research and publications and College budgets.-do-

7 College of Education and External Studies (COEES)

To establish the teaching facilities in the College, number of academic staff, number of academic programmes offered and establishing those accredited and those not, research and publications and College budgets.-do-

8 College of Natural Sciences (CONAS)

- To establish the teaching facilities in the College, number of academic staff, number of academic programmes offered and establishing those accredited and those not, research and publications and College budgets.-do--

9 College of Health Sciences (CHAS)

To establish the teaching facilities in the College, number of academic staff, number of academic programmes offered and establishing those accredited and those not, research and publications and College budgets.-do-

10 College of Computing and Information Sciences (COCIS)

To establish the teaching facilities in the College, number of academic staff, number of academic programmes offered and establishing those accredited and those not, research and publications and College budgets.-do-

11 Makerere University Agricultural Research Institute (MUARIK) Kabanyolo

Inspection of teaching facilities and University demonstration farm

lx

Appendix 5

Showing different levels of academic staff required per teaching

discipline as stated under item 5 (a) of Schedule 4, Regulation 9 by the

NCHE.

Level

Discipline

Ideal Good Acceptable Can Be Improved Unacceptable

General

1:15 1:20 1:25 1:40 1:50 or more

Arts/Social

Sciences

1:15 1:25 1:30 1:50 1:60 or more

Medicine,

Veterinary,

Pharmacy,

Dentist.

1:8 1:15 1:20 1:25 1:26 or more

Science based

profession

1:10 1:15 1:20 1:25 1:26 or more

Other

Professions

1:15 1:20 1:25 1:30 1:30 or more

lxi

Appendix 6

Showing most affected categories of vacant academic staff positions in

the eight selected as at 31/12/2011.

S/N College Staff category Approved

No.

Available

No.

Vacant %ge of

Vacant

1 CAES Professors 18 16 2 11

Associate Professors 31 18 13 42

Total Professors 49 34 15 31

Senior Lectures 50 17 33 66

Lecturers 75 28 47 63

Total Lectures 125 45 80 64

T/Permanent staff 174 79 95 55

Assistant Lecturers 60 55 5 8

Teaching Assistants 25 49 -24 -96

T/Temporary staff 85 104 -19 -22

Total Teaching staff 259 183 76 29

2 CHUSS Professors 36 6 30 83

Associate Professors 38 28 10 26

Total Professors 74 34 40 54

Senior Lectures 84 40 44 52

Lecturers 144 66 78 54

228 106 122 54

T/Permanent staff 302 140 162 54

Assistant Lecturers 132 71 61 46

Teaching Assistants 56 14 42 75

T/Temporary staff 188 85 103 55

Total Teaching staff 490 225 265 54

3 COCIS Professors 18 3 15 83

Associate Professors 36 3 33 92

Total Professors 54 6 48 89

Senior Lectures 55 9 46 84

Lecturers 93 8 85 91

Total Lectures 148 17 131 89

T/Permanent staff 202 23 179 89

Assistant Lecturers 73 49 24 33

lxii

Teaching Assistants 23 22 1 4

T/Temporary staff 96 71 25 26

Total Teaching staff 298 94 204 68

4 COBAMS Professors 18 2 16 89

Associate Professors 23 0 23 100

Total Professors 41 2 39 95

Senior Lecturers 55 15 40 73

Lecturers 85 18 67 79

Total Lectures 140 33 107 76

T/Permanent staff 181 35 146 81

Assistant Lecturers 56 51 5 9

Teaching Assistants 1 0 1 100

T/Temporary staff 57 51 6 11

Total Teaching staff 238 86 152 64

5 COEES Professors 14 1 13 93

Associate Professors 14 3 11 79

Total Professors 28 4 24 86

Senior Lectures 56 13 43 77

Lecturers 80 43 37 46

Total Lectures 136 56 80 59

T/Permanent staff 164 60 104 63

Assistant Lecturers 58 43 15 26

Teaching Assistants 52 15 37 71

T/Temporary staff 110 58 52 47

Total Teaching staff 274 118 156 57

6 CEDAT Professors 33 3 30 91

Associate Professors 33 10 23 70

Total Professors 66 13 53 80

Senior Lectures 58 30 28 48

Lecturers 77 50 27 35

Total Lectures 135 80 55 41

T/Permanent staff 201 93 108 54

Assistant Lecturers 55 44 11 20

Teaching Assistants 34 36 -2 -6

T/Temporary staff 89 80 9 10

Total Teaching staff 290 173 117 40

lxiii

7 CONAS Professors 21 11 10 48

Associate Professors 24 12 12 50

Total Professors 45 23 22 49

Senior Lectures 47 14 33 70

Lecturers 75 34 41 55

Total Lectures 122 48 74 61

T/Permanent staff 167 71 96 57

Assistant Lecturers 73 32 41 56

Teaching Assistants 26 26 0 0

T/Temporary staff 99 58 41 41

Total Teaching staff 266 129 137 52

8 COHAS Professors 33 14 19 58

Associate Professors 27 29 -2 -7

Total Professors 60 43 17 28

Senior Lectures 64 43 21 33

Lecturers 103 68 35 34

Total Lectures 167 111 56 34

T/Permanent staff 227 154 73 32

Assistant Lecturers 104 59 45 43

Teaching Assistants 45 41 4 9

T/Temporary staff 149 100 49 33

Total Teaching staff 376 254 122 32

GRAND TOTAL

(Permanent staff)

0

1618 655 963 60

GRAND TOTAL

(Temporary staff)

873 607 266 30

GRAND TOTAL

(Teaching staff)

2491 1262 1229 49%

Source: Makerere University approved structure and establishment as at 31/12/ 2011.

* Honorary and Visiting Professors are not included in the Appendix.

lxiv

Appendix 7

Showing unaccredited academic programs offered in the eight selected

Colleges as at 31/12/2011

S/N College Un accredited Academic programme (s)

1 CAES Undergraduate programmes

Bachelor of Agribusiness Management

Bachelor of Science in Agric. Engineering

Graduate programmes

MSc. in Soil Science

MSc. In Food Science and technology

PhD in Agricultural and rural innovations

2 CHUSS Undergraduate programmes

Bachelor of Arts in Arts

Bachelor of Arts (Music)

Bachelor of Journalism and Communication

Bachelor of Arts in Social Science

Graduate programmes

Postgraduate Diploma in Guidance and Counseling

Master of Arts in Counseling Psychology

Master of Arts in Gender Studies

Master of Arts in History

Master of Arts in Literature

MSc. in Clinical Psychology

Master of Arts in Journalism & Communication

MA in Philosophy

3 COCIS Undergraduate programmes

Bachelor of Library & information Science

Graduate programmes

MSc. In Information Science

4 COBAMS Undergraduate programmes

Bachelor of Development Economics

Bachelor of Arts in Economics

Bachelor of Science in Actuarial Science

Bachelor of Population Studies

Graduate programmes

PGD in Demography

lxv

PGD in Statistics

Master of Arts in Economic Policy and training

Master of Arts in Economics

Master of Business Administration

Master of Arts in Demography

Master of Arts in Population and Development

Master of Science in Population and Reproductive Health

Master of Science in Population Studies

Master of Science in Quantitative Economics

Master of Statistics

Master of Arts in Financial Services

Doctor of Philosophy in Economics

5 COEES Undergraduate programmes

Bachelor of Science (External)

Graduate programmes

Master of Education in Social & Arts Education

Master of Arts in Educational Management

Master of Education in Science Education

PhD in Educational Management

6 CEDAT Undergraduate programmes

Diploma in civil Engineering & Surveying

Bachelor of Science in Land Economics

Bachelor of Science in Civil Engineering

Bachelor of Science in Mechanical Engineering

Graduate programmes

PGD in Construction Project Management

PGD in Urban Planning and Design

Master of Arts in Fine Arts

Master of Science in Civil Engineering

Master of Science in Telecommunication Engineering

Master of Science in Urban Planning & Design

7 CONAS Undergraduate programmes

Bachelor of Science in industrial Chemistry

Bachelor of Science in Fisheries & Aquaculture

Bachelor of Science (physical)

Bachelor of Science in Ethno botany

Bachelor of Science in Conservation Biology

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Graduate programmes

Master of Science in Botany

Master of Science in Biochemistry

Master of Science in Chemistry

Master of Science in Geology

Master of Science in Mathematics

Master of Science in Physics

Master of Science in Clinical Biochemistry

Master of Science in Zoology (Fisheries)

8 COHAS Undergraduate programmes

Diploma in Palliative Health

Graduate programmes

PGD in Quality of Healthcare

MSc Pharmaceuticals & Health Supplies Management

Master of Medicine in Anesthesia

Master of Medicine – Pediatrics and Child Health

Master of Medical illustration

PhD in Health Sciences

Unaccredited undergraduate programmes: 22

Unaccredited graduate programmes: 49

TOTAL OF UNACCREDITED ACADEMIC PROGRAMMES: 71

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