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Journal articles on the topic 'Makerere University College History'

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Author: Grafiati

Published: 10 December 2022

Last updated: 29 January 2023

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1

Mills, David. "Life on the Hill: Students and the Social History of Makerere." Africa 76, no. 2 (May 2006): 247–66. http://dx.doi.org/10.3366/afr.2006.76.2.247.

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AbstractHow will history judge British late-colonial efforts to export its model of higher education to Africa? In this article I challenge any simple interpretation of the ‘Asquith Commission’ university colleges – such as Makerere or University College Ibadan – as alien impositions or colonial intellectual ‘hothouses’. Focusing on Makerere University in Uganda, and drawing on a variety of archival and personal sources, I show how its students and faculty engaged in an ambivalent recreation and subversion of the Western idea of the university and its foundational discourses. I suggest that the institution offered a space to question and debate the purpose of an African university education. Students and staff made use of their limited political autonomy to challenge and rework the colonial hierarchies of race and culture. As a result, Makerere remained an influential forum for intellectual debate, cultural expression and social critique until the mid-1970s. Whilst this legacy is made less visible by the subsequent years of political crisis, underfunding and expansion in student numbers, it remains an important historical legacy from which to rethink the future of African universities.

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2

Sicherman, Carol. "Building an African Department of History at Makerere, 1950–1972." History in Africa 30 (2003): 253–82. http://dx.doi.org/10.1017/s0361541300003247.

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Once upon a time, in the euphoric 1960s, a new generation of historians of Africa undertook to write the history of Africa and Africans through the ages, overturning previous Western suppositions that Africa had no precolonial history worth investigating. As J.D. Hargreaves has written, they were “excited by the challenge to apply their craft to the continent which Hegel had judged ‘no historical part of the world’.” Among the explorers of the largely unmapped territories of prccoloniai history were members of the Makerere Department of History and their students, many of whom were to become professional historians. This essay sketches the construction of a modern Department of History at Makerere, a task requiring a new curriculum and a new staff.Makerere began in 1922 as a government technical school for Africans. Courses in medicine and teacher training soon replaced the original more “vocational” instruction in carpentry, surveying, mechanics, and the like. The next several decades saw an evolution into a “higher college,” preparing students from all over East Africa for examinations leading to university degrees. By the late 1930s, a top-level commission recommended fulfilment of an early forecast that Makerere would one day become a university college. In the meantime, as World War II put off any substantial changes, it loomed ever greater as the legendary “mountain” that only the best could ascend. In 1950, finally fulfilling the forecast, Makerere joined in a Special Relationship with the University of London to become the University College of East Africa.

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3

Mapunda, Bertram B. B. "A Critical Examination of Isaria Kimambo's Ideas Through Time." History in Africa 32 (2005): 269–79. http://dx.doi.org/10.1353/hia.2005.0015.

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In this paper I attempt to review critically the historical thought of Isaria Kimambo through time by examining a selected number of his publications and manuscripts. The paper also incorporates comments from his peers and colleagues, as well as his own assessment. In conclusion, the paper appeals to historical institutions and organizations in the developing world (including the Department of History, University of Dar es Salaam and the Historical Association of Tanzania) to cultivate a culture of awarding outstanding historians for the purpose of promoting creativity, commitment, and devotion to the discipline.Isaria Ndelahiyosa Kimambo turned 72 years of age in 2003, For half his lifetime Kimambo has served the Department of History of University Dar es Salaam and the Historical Association of Tanzania (HAT). Established in 1964, the Department of History is one of the oldest departments in the University, which started in 1961 as a college of the University of London. In 1963 this became the college of the University of East Africa, based at Makerere, Uganda, and in 1970 it became a full-fledged University. HAT, which became a non-governmental organization in 2000, was born in 1966, with Kimambo as one of the founding members.Kimambo joined the Department of History in 1965, when he was in his third year of doctoral studies at Northwestern University. In 1967 he successfully defended his dissertation entitled “The Political History of the Pare People to 1900,” which was based on research he conducted in Upare in northeastern Tanzania. In 1969 he became the Head of History Department, the first indigenous Head, taking over from Terence O. Ranger, who left the Department and joined the University of California at Los Angeles as Director of African Studies.

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4

Anyango, Mary, Regis Zombeire Kamaduuka, and Maria Goretti Kaahwa. "Performance Management and Quality of Lecturers’ Services at Makerere University." East African Journal of Education Studies 2, no. 1 (December 1, 2020): 161–72. http://dx.doi.org/10.37284/eajes.2.1.243.

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The purpose of this study was to establish the relationship between goal setting and quality of lecturers’ services. This was based on the deteriorating quality of lecturers’ services in Makerere University, the pioneer university in Uganda. The study was a cross-sectional survey, targeting academic staff in College of Humanity and Social Sciences (CHUSS), College of Commerce and Business Administration (CoBAMS) and College of Education and External Studies (CEES). These lecturers were selected using simple random sampling technique. Data was collected using a self-administered questionnaire. It was analysed using Pearson’s correlation coefficient index and regression analysis techniques. Results revealed that there was a highly positive significant impact between goal setting and quality of lecturers’ services (teaching, research supervision, writing and publication, and finally community services). It was hence concluded that goal setting is a strong predictor of quality of lecturers’ services. Thus, a recommendation that once lecturers’ quality of services is to be enhanced at Makerere University there should be high engagement of lecturers on boards, council, senate to influence decisions geared towards achieving university objectives missions and goals.

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Nalunkuma, Racheal, Jonathan Nkalubo, and Derrick Bary Abila. "Knowledge on Infection Prevention and Control and associated factors among undergraduate health professional students at Makerere University College of Health Sciences, Uganda." PLOS ONE 16, no. 8 (August 10, 2021): e0255984. http://dx.doi.org/10.1371/journal.pone.0255984.

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Introduction To practice adequate Infection Prevention and Control (IPC) measures, health professional students need to have adequate knowledge of IPC. In this study, we assessed the knowledge of health professional students at Makerere University College of Health Sciences on Infection Prevention and Control. Methods We conducted a cross-sectional online survey among health professional students studying at Makerere University College of Health Sciences located in Kampala, Uganda. An adapted questionnaire was used to measure knowledge on Infection Prevention and Control among students. Results A total of 202 health professional students were included in the study. The mean age was 24.43 years. Majority were male 63.37% (n = 128), from the school of medicine 70.79% (n = 143) and used one source of information for IPC 49.50% (n = 100). Being in year three (Adjusted coefficient, 6.08; 95% CI, 2.04–10.13; p-value = 0.003), year four (Adjusted coefficient, 10.87; 95% CI, 6.91–14.84; p < 0.001) and year five (Adjusted coefficient, 8.61; 95% CI, 4.45–12.78; p < 0.001) were associated with a higher mean in total percentage score of knowledge on IPC compared to being in year one. Conclusion IPC knowledge was good among health professional students in Makerere University although more emphasis is needed to improve on their IPC knowledge in various sections like hand hygiene. Infection Prevention and Control courses can be taught to these students starting from their first year of university education.

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6

Sebbowa, D. "History Education during COVID-19: Reflections from Makerere University, Uganda." Yesterday and Today 27 (2022): 117–42. http://dx.doi.org/10.17159/2223-0386/2022/n27a5.

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The COVID-19 pandemic forced most governments in Africa to temporarily close educational institutions in attempt to reduce the spread of the pandemic. In Uganda particularly, Higher Education Institutions, Universities and schools adopted the online and blended approaches to afford continuity of learning during the lockdown. This article provides a reflection of the opportunities, challenges and lessons learnt in teaching and learning of history during the COVID-19 pandemic. Qualitative data was obtained from a narrative inquiry of the researcher's own teaching experience and interviews with pre-service history teachers from Makerere University. Findings indicated that, while online and blended approaches facilitate history education through Makerere University e-Learning (MUELE) Learning Management System, WhatsApp exchanges, Zoom, emails, mobile phone text messaging and print media; there were persistent challenges such as limited Information Communication Technology (ICT) tools, digital illiteracy, digital divide, increased workloads as well as social-emotional stress and distractions at home. The article concludes with a key lesson for Teacher Education programmes to shift the way they train pre-service history teachers to embrace online learning with access to offline, downloadable, print learning materials to facilitate blended learning approaches. This is relevant in preparation of different generations of teachers to integrate blended pedagogy in History Education in response to the new normal caused by the COVID-19 pandemic.

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Bridges, Roy, and Merrick Posnansky. "African History at Makerere in the 1960s: A Further Perspective." History in Africa 31 (2004): 479–82. http://dx.doi.org/10.1017/s0361541300003648.

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As two expatriate academics who taught at Makerere in the 1960s (RB 1960-64; MP 1964-67), we were naturally interested in the article, “Building an African Department of History at Makerere, 1950-1972” in HA 30(2003), 253-82. The story Carol Sicherman has to tell is an important one and she has produced a well-documented and forcefully delivered account. It is to be hoped that she will be able to bring out a complete history of Makerere, which is something that is badly needed. We do, however, have some reservations about the picture of the early 1960s that emerges.Our criticism of the impression given of what was happening at Makerere in the History Department in the early 1960s, before the arrival of J. B. Webster in 1968, is in two main respects. First, it may not be fair to judge everything in terms of how far an African syllabus taught by Africans had been established; the Department and the University might have had legitimate aims in addition to this. Second, even granting that moving towards an African syllabus was an aim in the 1960s—and we think it was—Sicherman tends to underestimate on the one hand the difficulties which then had to be overcome, and on the other the extent to which the aim was realized and the essential basis laid for Webster's work.

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Sebbowa, Dorothy Kyagaba, and Harriet Mutambo Nabushawo. "Emerging Technology Mediation among Pre-service History Teachers at Makerere University." Makerere Journal of Higher Education 11, no. 1 (August 31, 2019): 15–29. http://dx.doi.org/10.4314/majohe.v11i1.2.

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General pedagogy in higher education is constrained in terms of creativity and innovation. In the area of History Education, many teachers view history as a single accurate story about the past so they are slow in embracing dialogic and inclusive pedagogies that are mediated by emerging technologies (ETs) that can bring interpretation of the past in conversation with the present. This may become an impediment to improving the quality of learning since today’s students need to be taught using ETs that are aligned with the way they learn and think. Therefore, this study sought to support students’ participation in doing history mediated by ETs. Data was collected using interviews and observation from an educator and 20 pre-service teachers at Makerere University. The data were analysed through a Hermeneutic cycle-driven analysis. The findings revealed that historicity is constructed through active engagement in doing history by interpreting images, videos, pictures and texts as relics from the past afforded by ETs. Dialogical approaches to learning history through open conversations between the educator and students embedded by ETs helped the pre-service teachers to learn in a democratic way. If utilized this will be relevant to the pre-service teachers’ future students.

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Nsubuga, Gideon, David Patrick Kateete, Sharley Melissa Aloyo, Lwanga Newton Kigingi, Nasinghe Emmanuel, Kezimbira Dafala, Moses Levi Ntayi, Moses L. Joloba, and Kamulegeya Rogers. "Biobanking in East and Central Africa: A case of the Integrated Biorepository of H3Africa Uganda." Open Research Africa 5 (September 30, 2022): 33. http://dx.doi.org/10.12688/openresafrica.13495.1.

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Biorepositories are essential because they guarantee the proper storage and distribution of biospecimens and their associated data for current and future research. In Eastern and Central Africa, the Integrated Biorepository of H3Africa Uganda (IBRH3AU) at Makerere University in Uganda was the first of its kind. It is strategically located at Makerere University College of Health Sciences, which is home to some of Uganda's most relevant and impactful infectious and non-infectious disease research. Since its inception as a pilot project in 2012, the IBRH3AU biorepository has grown into a state-of-the-art facility serving the H3Africa consortium and the rest of the scientific community. IBRH3AU has built a solid infrastructure over the past ten years with cutting-edge methods and technologies for the collection, processing, quality control, handling, management, storage and shipment of biospecimens. H3Africa researchers, local researchers, postgraduate and postdoctoral students, and the greater scientific community in Eastern and Central Africa and beyond have benefited from IBRH3AU's exceptional biobanking services.

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Mwaka, Amos Deogratius, Gersave Tusabe, Christopher Orach Garimoi, Sunita Vohra, and Charles Ibingira. "Integration of traditional and complementary medicine into medical school curricula: a survey among medical students in Makerere University, Uganda." BMJ Open 9, no. 9 (September 2019): e030316. http://dx.doi.org/10.1136/bmjopen-2019-030316.

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ObjectiveTo describe the disposition and sociodemographic characteristics of medical students associated with inclusion of traditional and complementary medicine in medical school curricula in Uganda.DesignA cross-sectional study conducted during May 2017. A pretested questionnaire was used to collect data. Disposition to include principles of traditional and complementary medicine into medical school curricula was determined as proportion and associated factors determined through multivariate logistic regression.Participants and settingMedical students in their second to fifth years at the College of Health Sciences, Makerere University, Uganda. Makerere University is the oldest public university in the East African region.Results393 of 395 participants responded. About 60% (192/325) of participants recommended inclusion of traditional and complementary medicine principles into medical school curricula in Uganda. The disposition to include traditional and complementary medicine into medical school curricula was not associated with sex, age group or region of origin of the students. However, compared with the second year students, the third (OR 0.34; 95% CI 0.17 to 0.66) and fifth (OR 0.39; 95% CI 0.16 to 0.93) year students were significantly less likely to recommend inclusion of traditional and complementary medicine into the medical school curricula. Participants who hold positive attributes and believe in effectiveness of traditional and complementary medicine were statistically significantly more likely to recommend inclusion into the medical school curricula in Uganda.ConclusionsInclusion of principles of traditional and complementary medicine into medical school curricula to increase knowledge, inform practice and research, and moderate attitudes of physicians towards traditional medicine practice is acceptable by medical students at Makerere University. These findings can inform review of medical schools’ curricula in Uganda.

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Serunkuma, Yusuf. "The Academia is a Marketplace: History, Context and Decolonization at Makerere University." Proceedings of the African Futures Conference 2, no. 1 (June 2018): 119–30. http://dx.doi.org/10.1002/j.2573-508x.2018.tb000012.x.

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GODFREY, ASIIMWE B. "Uganda: A Century of Existence. By P. G. OKOTH. Kampala: Fountain Publishers, 1995. Pp. 278. £14.95, paperback (ISBN 9970-02-0226)." Journal of African History 38, no. 1 (March 1997): 123–77. http://dx.doi.org/10.1017/s002185379653690x.

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This book is a collection of essays presented by Makerere University academicians at a Faculty of Arts conference held in April 1994 to commemorate the centenary of Uganda's foundation as a state. The papers are grouped broadly by discipline, separate sections covering history, philosophy, linguistics, literature and social and cultural studies.

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13

Wibabara, Yvette, Cecily Banura, Joan Kalyango, Charles Karamagi, Alex Kityamuwesi, Winfred Christine Amia, and Ponsiano Ocama. "Hepatitis B vaccination status and associated factors among undergraduate students of Makerere University College of Health Sciences." PLOS ONE 14, no. 4 (April 5, 2019): e0214732. http://dx.doi.org/10.1371/journal.pone.0214732.

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14

Nankinga, Ziadah, Paul Kutyabami, Dan Kibuule, Joan Kalyango, Sara Groves, Robert C. Bollinger, and Celestino Obua. "An assessment of Makerere University College of Health Sciences: optimizing health research capacity to meet Uganda’s priorities." BMC International Health and Human Rights 11, Suppl 1 (2011): S12. http://dx.doi.org/10.1186/1472-698x-11-s1-s12.

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Davis, J. "A History of University College, Oxford." English Historical Review CXXV, no. 514 (May 26, 2010): 685–86. http://dx.doi.org/10.1093/ehr/ceq101.

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Nabaho, Lazarus. "Developing Generic Competences in Life Sciences: the untold story of the Makerere University College of Health Sciences in Uganda." Tuning Journal for Higher Education 4, no. 2 (May 31, 2017): 389. http://dx.doi.org/10.18543/tjhe-4(2)-2017pp389-406.

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<p>Ordinarily, higher education should transform the student. Transformation refers to the development of high order subject and generic competences as a consequence of the university experience. The current discourse on generic competences, especially in the African context, focuses largely on the end (generic competences to be developed) rather than the means or process (how to develop the generic competences). Relatedly, the discussion on the subject treats generic competences as general and does not give insights into whether the priority attached to generic competences varies across disciplines. It is against this backdrop that the paper set out to identity the generic competences which are aligned with dental surgery and nursing education at Makerere University in Uganda. The paper further delved into the strategies for developing generic competences among medical students. Data for the paper was collected from dental surgery and nursing academics using interviews. The resultant data was analysed using thematic analysis. The findings revealed that problem solving, lifelong learning and interpersonal competences are aligned with life sciences. The utilitarian nature of life sciences, the rapidly changing mode of diseases and the attendant treatment options, and the highly social nature of the life sciences explicate this apparent alignment. The findings further revealed that the university employs three approaches to develop generic competences: problem-based learning, conducting generic course units, and role modelling. Therefore, it can be inferred that the generic competences to be developed on a particular academic discipline and the approaches used to develop them are a curriculum issue.</p>

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Gugler, Josef. "How Ngũgĩ wa Thiong'o Shifted from Class Analysis to a Neo-Colonialist Perspective." Journal of Modern African Studies 32, no. 2 (June 1994): 329–39. http://dx.doi.org/10.1017/s0022278x00012787.

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Ngũgĩ wa Thiong'o has established himself as one of the leading second-generation African writers. His first two novels, Weep Not, Child (London, Heinemann, 1964) and The River Between (London, Heinemann, 1965), written while an undergraduate at Makerere University College, Kampala, brought him recognition as the foremost East African writer. His third novel, A Grain of Wheat (London, Heinemann, 1967), established James Ngugi, as he then called himself, as one of the most distinguished literary voices from Africa. There was a long pause before Ngũgĩ published his next novel, Petals of Blood (London, Heinemann, 1977). The change in name signalled that during the intervening years he had developed a radical new perspective on Kenya, the explicit locale of all his writing.

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Wamala, Robert, Joseph Oonyu, and Bruno Ocaya. "Completion Time Dynamics Of Doctoral Studies At Makerere University: A Hazard Model Evaluation." Journal of International Education Research (JIER) 7, no. 3 (July 11, 2011): 49–58. http://dx.doi.org/10.19030/jier.v7i3.4974.

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Issues related to attrition and completion time of graduate studies are certainly an internationally challenging and important area of higher education literature. In this paper, completion time dynamics of doctoral studies at Makerere University were investigated based on data extracted for all 295 candidates in the commencement cohorts from 2000 to 2005. The total elapsed time, from first enrollment to submission of a final copy of a thesis, was adopted as a measure of completion time and event history (survival) analysis methodology was applied. Results reveal a median completion time of 5.0 years. Following a Cox model, in a range of candidate, candidature, discipline and institutional variables, the rate of completion was higher for candidates at younger ages during commencement, international students, those registered in science-related disciplines, and those in commencement cohorts from 2000 to 2002. The model correctly identified the order of completion times by about 72% of the time.

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Greenfield, Kathleen. "Self and Nation in Kenya: Charles Mangua's ‘Son of Woman’." Journal of Modern African Studies 33, no. 4 (December 1995): 685–98. http://dx.doi.org/10.1017/s0022278x00021509.

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In this 1971 novel by Charles Mangua, and in his sequel 15 years later, Son of Woman in Mombasa (Nairobi, 1986), Dodge Kiunyu is a self-made man, ‘son of woman’. He believes that he was ‘conceived on a quid’ by ‘one of the scores of men who took [his mother] for a bed-ride’ (1971, p. 7). Raised first by his prostitute mother until her death and then by her prostitute friend, Dodge is sent away to the countryside as an 11-year-old orphan, educated by a mission, and eventually graduated from Makerere University College. His adult life has been spent working ‘with Ministry of Labour, Kenya Shell, Ministry of Lands and Settlement and lastly with the Ministry of Home Affairs as an insider of Kamiti prison–blast them cops!’ (1986, p. 2).

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Annet Kinengyere, Alison, Julie Rosenberg, Olivia Pickard, and Moses Kamya. "Utilization and uptake of the UpToDate clinical decision support tool at the Makerere University College of Health Sciences (MakCHS), Uganda." African Health Sciences 21, no. 2 (August 2, 2021): 904–11. http://dx.doi.org/10.4314/ahs.v21i2.52.

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Background: The use of point-of-care, evidence-based tools is becoming increasingly popular. They can provide easy-to- use, high-quality information which is regularly updated and has been shown to improve clinical outcomes. Integrating such tools into clinical practice is an important component of improving the quality of health care. However, because such tools are rarely used in resource-limited settings, there is limited research on uptake especially among medical students. Objective: This paper explores the uptake of one such tool, Up-To-Date, when provided free of cost at a medical school in Africa. Methods: In partnership with the Better Evidence at Ariadne Labs free access to UpToDate was granted through the MakCHS IP address. On-site librarians facilitated training sessions and spread awareness of the tool. Usage data was aggre- gated, based on log ins and content views, presented and analyzed using Excel tables and graphs. Results: The data shows evidence of meaningful usage, with 43,043 log ins and 15,591 registrations between August 2019 and August 2020. The most common topics viewed were in obstetrics and gynecology, pediatrics, drug information, and infectious diseases. Access occurred mainly through the mobile phone app. Conclusion: Findings show usage by various user categories, but with inconsistent uptake and low usage. Librarians can draw upon these results to encourage institutions to support uptake of point-of-care tools in clinical practice. Keywords: UpToDate clinical decision support tool; Makerere University College of Health Sciences; Uganda.

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Pariyo, George, David Serwadda, Nelson K. Sewankambo, Sara Groves, Robert C. Bollinger, and David H. Peters. "A grander challenge: the case of how Makerere University College of Health Sciences (MakCHS) contributes to health outcomes in Africa." BMC International Health and Human Rights 11, Suppl 1 (2011): S2. http://dx.doi.org/10.1186/1472-698x-11-s1-s2.

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Ochen, EA, E. Olowo-Onyango, and CM Mpyangu. "Reflections on Mainstreaming Internship in University Curricula with specific reference to the Experience of the College of Humanities and Social Sciences at Makerere University." Makerere Journal of Higher Education 5, no. 1 (February 17, 2014): 67. http://dx.doi.org/10.4314/majohe.v5i1.5.

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Shekar, Sandhya, and Karen To. "Pacific University College of Optometry's Evolving History." Hindsight: Journal of Optometry History 51, no. 4 (November 10, 2020): 96–100. http://dx.doi.org/10.14434/hindsight.v51i4.31669.

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The College of Optometry at Pacific University in Oregon began operations in 1945. This paper celebrates the 75th anniversary of Pacific University College of Optometry (PUCO) by discussing its history, its accomplishments, and its current activities.

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Sadgrove, Jo. "'Keeping Up Appearances': Sex and Religion amongst University Students in Uganda." Journal of Religion in Africa 37, no. 1 (2007): 116–44. http://dx.doi.org/10.1163/157006607x166618.

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AbstractStudents of Uganda's Makerere University currently find themselves in the middle of an emerging clash of sexual ideologies, perpetuated by different peer groups. Transactional sex is one of the most evident social dynamics around the campus. For most women, particularly those from poorer backgrounds, having sex with often older, wealthier men is the quickest and easiest way to secure the material goods and lifestyles exemplified by their wealthier peers. This dynamic, known as 'detoothing', whereby a woman will analogously extract a man's teeth one by one until he is left with nothing, appears the most salient determinant of sexual behaviour amongst university students. This paper aims to examine how the increasingly popular theologies and social structures of Pentecostalism are creating new 'born-again' peer groups with their own standards for social and sexual behaviour. The promotion of sexual abstinence and an anti-materialist rhetoric challenge the central tenets of the prevailing sexual patterns amongst students. However the impact of the born-again discourse on actual sexual behaviour is complicated by broader socio-economic dynamics that influence the ways in which theologies are received and acted upon by church members.

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McCandless, Amy Thompson, and Judith T. Bainbridge. "Academy and College: The History of the Woman's College of Furman University." Journal of Southern History 69, no. 3 (August 1, 2003): 687. http://dx.doi.org/10.2307/30040035.

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Adem, Seifudein. "The Master Synthesizer." American Journal of Islam and Society 33, no. 3 (July 1, 2016): 11–18. http://dx.doi.org/10.35632/ajis.v33i3.251.

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Ali Mazrui was born in 1933 in Mombasa, Kenya. Sent to England in 1955 for his secondary school education, he remained there until he earned hisB.A. (1960, politics and philosophy) with distinction from the University of Manchester. He received his M.A. (1961, government and politics) and Ph.D. (1966, philosophy) from Columbia and Oxford universities, respectively. In Africa, he taught political science at Uganda’s Makerere University College (1963-73), and then returned to the United States to teach at the University of Michigan (1974-91) and New York’s Binghamton University (1991-2014). An avatar of controversy, Mazrui was also legendary for the fertility of his mind. Nelson Mandela viewed him as “an outstanding educationist” 1 and Kofi Annan, former secretary-general of the United Nations, referred to him as “Africa’s gift to the world.”2 Salim Ahmed Salim, former secretary-general of the Organization of African Unity and prime minister of Tanzania wrote: Ali Mazrui provided [many of us] with the illuminating light to understand the reality we have been confronting. He armed us with the tools of engagement and inspired us with his eloquence, clarity of ideas while all the time maintaining the highest degree of humility, respect for fellow human beings, and an unflagging commitment to justice.

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Adem, Seifudein. "The Master Synthesizer." American Journal of Islamic Social Sciences 33, no. 3 (July 1, 2016): 11–18. http://dx.doi.org/10.35632/ajiss.v33i3.251.

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Ali Mazrui was born in 1933 in Mombasa, Kenya. Sent to England in 1955 for his secondary school education, he remained there until he earned hisB.A. (1960, politics and philosophy) with distinction from the University of Manchester. He received his M.A. (1961, government and politics) and Ph.D. (1966, philosophy) from Columbia and Oxford universities, respectively. In Africa, he taught political science at Uganda’s Makerere University College (1963-73), and then returned to the United States to teach at the University of Michigan (1974-91) and New York’s Binghamton University (1991-2014). An avatar of controversy, Mazrui was also legendary for the fertility of his mind. Nelson Mandela viewed him as “an outstanding educationist” 1 and Kofi Annan, former secretary-general of the United Nations, referred to him as “Africa’s gift to the world.”2 Salim Ahmed Salim, former secretary-general of the Organization of African Unity and prime minister of Tanzania wrote: Ali Mazrui provided [many of us] with the illuminating light to understand the reality we have been confronting. He armed us with the tools of engagement and inspired us with his eloquence, clarity of ideas while all the time maintaining the highest degree of humility, respect for fellow human beings, and an unflagging commitment to justice.

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Kobusingye, Loyce Kiiza, Bulayi Makungu, and Lydia Namatende-Sakwa. "The Effect of Selected Demographic Parameters on Intimacy, HIV risk perception and Self-efficacy among Ugandan and Tanzanian University Pre-Service Teachers." Advances in Social Sciences Research Journal 7, no. 10 (November 3, 2020): 413–23. http://dx.doi.org/10.14738/assrj.710.9236.

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The study was conducted among university pre-service teachers pursuing Bachelor of Arts/Bachelor of Science with Education degree programmes, with the major aim of analysing the effect selected demographic attributes or parameters of gender, age and religion on intimacy, HIV risk perception and self-efficacy. A total of 557 respondents selected using systematic random sampling from both Makerere University School of Education (Uganda) and Dar es Salaam University College of Education (Tanzania) were studied and findings revealed that the variation intimacy among the two genders was not significant while the variation in HIV risk perception between the male and female pre-service teachers was significant. It was also observed that the variation in self-efficacy between the two genders was not significant. On the other hand, the, the variation in intimacy between the age cohorts under study was significant while that in HIV risk perception and self-efficacy for the different age groups was not significant. The variations in intimacy, HIV risk perception and self-efficacy between the several religions was found to be non-significant across all religions. The findings therefore point to the need for effective university policies that should incorporate life skills education, HIV workshops, behaviour change programmes, peer education and exemplary leadership.

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Ferguson, John L., and James E. Lester. "The People's College: Little Rock's Junior College and Little Rock University, 1927-1969." Arkansas Historical Quarterly 47, no. 1 (1988): 79. http://dx.doi.org/10.2307/40038138.

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MILFORD, ISMAY. "FEDERATION, PARTNERSHIP, AND THE CHRONOLOGIES OF SPACE IN 1950s EAST AND CENTRAL AFRICA." Historical Journal 63, no. 5 (February 4, 2020): 1325–48. http://dx.doi.org/10.1017/s0018246x19000712.

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AbstractThis article assesses the relationship between the imposed Central African Federation (1953–63) and the ways in which East and Central African thinkers and leaders conveyed and pursued the possibilities of decolonization. Existing literature on federalism in twentieth-century Africa fails to place regional projects in dialogue, studying in isolation East Africa and Central Africa, ‘utopian’ and oppressive regionalisms. But such clear dividing lines were not articulated in the four discursive ‘sketches’ of East and Central Africa that this article brings to light: those of anti-Federation organizations in Nairobi and Ndola in 1952; students at Makerere College (Kampala) in 1953; mobile Malawian activists in regional and pan-African forums around 1955–8; and East African party publicity representatives around 1958–60. At each of these critical moments, thinkers creatively constructed various relationships between geographical space and chronological change, through the lens of a broader, interdependent East and Central Africa, as a means to fend off perceived threats to a precarious advancement towards a democratic future. Attending to the evolution of these ideas shows not only how the Central African Federation placed material constraints on regional solidarity, but how ‘thinking regionally’ could support the case for national borders, even before decolonization.

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Mujuzi, Jamil Ddamulira. "Comment The Right to Freedom to Practice One’s Religion in the Constitution of Uganda." Religion & Human Rights 6, no. 1 (2011): 1–11. http://dx.doi.org/10.1163/187103211x543617.

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AbstractThe right to freedom to practice one’s religion is protected under the Ugandan constitution and in the international human rights instruments to which Uganda is party. There are also different pieces of legislation governing the marriages and divorces of different religious groups in Uganda. The Supreme Court of Uganda in the judgement of Dimanche Sharon and Others v. Makerere University has dealt with the constitutional limitations on the right to freedom of religion. This article discusses the constitutional history leading to the inclusion of the right to freedom of religion in the Constitution of Uganda and the Supreme Court decision interpreting the limitations on the right to freedom of religion.

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Gosden, Peter. "From County College to Civic University, Leeds, 1904." Northern History 42, no. 2 (September 2005): 317–28. http://dx.doi.org/10.1179/174587005x68423.

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Hall, Kaitlyn. "Loyola University New Orleans College of Law: A History." Journal of Curriculum Studies Research 4, no. 1 (February 18, 2022): 76–78. http://dx.doi.org/10.46303/jcsr.2022.7.

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Maria Isabel Medina's chronicle of Loyola University New Orleans College of Law examines the prominent Jesuit institution across its hundred-year history, from its founding in 1914 through the first decade of the twenty-first century. With a mission to make the legal profession attainable to Catholics, and other working-class persons, Loyola's law school endured the hardships of two world wars, the Great Depression, the tumult of the civil rights era, and the aftermath of Hurricane Katrina to emerge as a leader in legal education in the state.Exploring the history of the college within a larger examination of the legal profession in New Orleans and throughout Louisiana, Medina provides details on Loyola's practical and egalitarian approach to education. As a result of the school's principled focus, Loyola was the first law school in the state to offer a law school clinic, develop a comprehensive program of legal-skills training, and to voluntarily integrate African Americans into the student body.The transformative milestones of Loyola University New Orleans College of Law parallel pivotal points in the history of the Crescent City, demonstrating how local culture and environment can contribute to the longevity of an academic institution and making Loyola University New Orleans College of Law a valuable contribution to the study of legal education.

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SMEATON, WILLIAM A. "History of science at University College London: 1919–47." British Journal for the History of Science 30, no. 1 (March 1997): 25–28. http://dx.doi.org/10.1017/s0007087496002877.

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In the Annual Report of University College London (UCL) for 1946–47 it is stated that ‘the Department of History and Philosophy of Science played a leading part in the formation of the British Society for the History of Science’ and that four members or former members of the department were serving on its Council, one of them as the founder president. A brief account of the early history of the department may therefore be of interest to members of the Society.

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Small, Susan. "King’s College, University of Western Ontario." Florilegium 20, no. 1 (January 2003): 81–82. http://dx.doi.org/10.3138/flor.20.023.

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The presence of Medieval Studies at King’s College is perhaps less evident than at some other institutions, but it is solid and firmly-rooted nonetheless. King's is a small, Catholic liberal arts college affiliated with the University of Western Ontario; it has a history of literary and philosophical interest in the Middle Ages and also shares a tradition of medieval ecclesiastical scholarship with St. Peter’s Seminary, with which it has an academic affiliation.

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Dresser, Quentin. "University College Cardiff Radiocarbon Dates I." Radiocarbon 27, no. 2B (1985): 338–85. http://dx.doi.org/10.1017/s0033822200007128.

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The laboratory was established by University College, Cardiff, in 1974 primarily for research in vegetation history and archaeology in Britain. The laboratory has been supported yearly since 1978 by the Conservation and Land Division of the Welsh Office, Cardiff, which submits archaeologic samples from rescue excavations in Wales which are carried out by the Clwyd-Powys Archaeological Trust Ltd (CPAT), the Dyfed Archaeological Trust Ltd (DAT), the Glamorgan Gwent Archaeological Trust Ltd (GGAT), and the Gwynedd Archaeological Trust Ltd (GAT).

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Mboowa, Gerald, Savannah Mwesigwa, Eric Katagirya, Gaone Retshabile, Busisiwe C. Mlotshwa, Lesedi Williams, Adeodata Kekitiinwa, et al. "The Collaborative African Genomics Network (CAfGEN): Applying Genomic technologies to probe host factors important to the progression of HIV and HIV-tuberculosis infection in sub-Saharan Africa." AAS Open Research 1 (April 18, 2018): 3. http://dx.doi.org/10.12688/aasopenres.12832.1.

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Background: The Human Heredity and Health in Africa consortium (H3Africa) was conceived to facilitate the application of genomics technologies to improve health across Africa. Here, we describe how the Collaborative African Genomics Network (CAfGEN) of the H3Africa consortium is using genomics to probe host genetic factors important to the progression of HIV and HIV-tuberculosis (TB) coinfection in sub-Saharan Africa. Methods: CAfGEN is an H3Africa collaborative centre comprising expertise from the University of Botswana; Makerere University; Baylor College of Medicine Children’s Clinical Centers of Excellence (COEs) in Botswana, Uganda, and Swaziland; as well as Baylor College of Medicine, Texas. The COEs provide clinical expertise for community engagement, participant recruitment and sample collection while the three University settings facilitate processing and management of genomic samples and provide infrastructure and training opportunities to sustain genomics research. Results: The project has focused on utilizing whole-exome sequencing to identify genetic variants contributing to extreme HIV disease progression phenotypes in children, as well as RNA sequencing and integrated genomics to identify host genetic factors associated with TB disease progression among HIV-positive children. These cohorts, developed using the COEs’ electronic medical records, are exceptionally well-phenotyped and present an unprecedented opportunity to assess genetic factors in individuals whose HIV was acquired by a different route than their adult counterparts in the context of a unique clinical course and disease pathophysiology. Conclusions: Our approach offers the prospect of developing a critical mass of well-trained, highly-skilled, continent-based African genomic scientists. To ensure long term genomics research sustainability in Africa, CAfGEN contributes to a wide range of genomics capacity and infrastructure development on the continent, has laid a foundation for genomics graduate programs at its institutions, and continues to actively promote genomics research through innovative forms of community engagement brokered by partnerships with governments and academia to support genomics policy formulation.

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Mboowa, Gerald, Savannah Mwesigwa, Eric Katagirya, Gaone Retshabile, Busisiwe C. Mlotshwa, Lesedi Williams, Adeodata Kekitiinwa, et al. "The Collaborative African Genomics Network (CAfGEN): Applying Genomic technologies to probe host factors important to the progression of HIV and HIV-tuberculosis infection in sub-Saharan Africa." AAS Open Research 1 (June 21, 2018): 3. http://dx.doi.org/10.12688/aasopenres.12832.2.

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Background: Here, we describe how the Collaborative African Genomics Network (CAfGEN) of the Human Heredity and Health in Africa (H3Africa) consortium is using genomics to probe host genetic factors important to the progression of HIV and HIV-tuberculosis (TB) coinfection in sub-Saharan Africa. The H3Africa was conceived to facilitate the application of genomics technologies to improve health across Africa.. Methods: CAfGEN is an H3Africa collaborative centre comprising expertise from the University of Botswana; Makerere University; Baylor College of Medicine Children’s Clinical Centers of Excellence (COEs) in Botswana, Uganda, and Swaziland; as well as Baylor College of Medicine, Texas. The COEs provide clinical expertise for community engagement, participant recruitment and sample collection while the three University settings facilitate processing and management of genomic samples and provide infrastructure and training opportunities to sustain genomics research. Results: The project has focused on utilizing whole-exome sequencing to identify genetic variants contributing to extreme HIV disease progression phenotypes in children, as well as RNA sequencing and integrated genomics to identify host genetic factors associated with TB disease progression among HIV-positive children. These cohorts, developed using the COEs’ electronic medical records, are exceptionally well-phenotyped and present an unprecedented opportunity to assess genetic factors in individuals whose HIV was acquired by a different route than their adult counterparts in the context of a unique clinical course and disease pathophysiology. Conclusions: Our approach offers the prospect of developing a critical mass of well-trained, highly-skilled, continent-based African genomic scientists. To ensure long term genomics research sustainability in Africa, CAfGEN contributes to a wide range of genomics capacity and infrastructure development on the continent, has laid a foundation for genomics graduate programs at its institutions, and continues to actively promote genomics research through innovative forms of community engagement brokered by partnerships with governments and academia to support genomics policy formulation.

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M, Boaz. "Fine Needle Aspiration Cytology Findings of Breast Lesions in Female Patients Presenting With Palpable Breast Lumps at Makerere University College of Health Sciences, Kampala-Uganda." Cytology & Histology International Journal 5, no. 1 (2021): 1–7. http://dx.doi.org/10.23880/chij-16000124.

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Background: Palpable breast lumps are a common manifestation encountered by physicians during clinical practice. The use of fine-needle aspiration cytology (FNAC) method has proven to be quick, simple and cost-effective in the evaluation of these lumps for benign, atypical and malignant changes. This study aims to determine the type of breast lesions diagnosed by FNAC and to determine the age-wise distribution for such lesions. Methodology: A prospective study consisting of 291 females presenting with palpable breast lesions was carried out at Makerere College of Health Sciences (MakCHS) pathology laboratory from January 2019 to May 2019. FNAC results were grouped into tier five reporting categories as C1, C2, C3, C4 & C5 in accordance to the International Academy of Cytology (IAC). Results: Out of the 291 cases examined, 14 (4.8%) were insufficient (C1), 192 (66%) were benign (C2), 9 (3.0%) were atypical (C3), 15 (5.2%) were suspicious of malignancy (C4) & 61 (21%) were malignant (C5). In the benign category, lesions of fibroadenoma were the most commonly diagnosed constituting 110/192 (57.3%) whereas under the malignant category lesions of invasive ductal carcinoma were the most commonly diagnosed constituting 27/61(44.3%). The peak age group for benign lesions was 21-30 years whereas the peak age group for malignant lesions was 41-50 years. Conclusion: Fine-needle aspiration cytology (FNAC) was found to be an effective diagnostic tool in the categorization of palpable breast lumps into benign, malignant, atypical, suspicious and inadequate categories.

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Rybina, M. V. "Space of History in a technical university." Izvestiya MGTU MAMI 7, no. 4-2 (April 20, 2013): 349–52. http://dx.doi.org/10.17816/2074-0530-68277.

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The article deals with modern teaching methods allowing to overcome the objective difficulties in the teaching of history in a technical college in complex. Particular attention is paid to abstract works of students in the learning process using modern multimedia technology and interactive teaching methods suggesting a direct interaction between teacher and students.

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Wechsler, Harold S. "How Getting into College Led Me to Study the History of Getting into College." History of Education Quarterly 49, no. 1 (February 2009): 1–38. http://dx.doi.org/10.1111/j.1748-5959.2009.01166.x.

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I decided to study the history of American higher education shortly after May 1, 1968. Early that morning, over a thousand New York City police officers had cleared the Columbia University campus of demonstrators and the occupants of five university buildings. Upwards of 800 were arrested; perhaps the same number of students, faculty, and police needed medical attention. The next afternoon, the leaders of Students for a Democratic Society (SDS) gathered on the balcony of the Columbia Law School building, looking at over a thousand demonstrators protesting the police action. The images of the police action initiated by the Columbia administration still haunt me. But so does the triumph of “manipulatory democracy” practiced by SDS members.

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MIYAMOTO, Yutaka, Shoji IWASAKI, and Hideaki DETO. "On the history of German important technical college and university." HISTORICAL STUDIES IN CIVIL ENGINEERING 15 (1995): 339–44. http://dx.doi.org/10.2208/journalhs1990.15.339.

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LEE, Chung Yul, and Ok Kyung HAM. "Centennial history and leadership of College of Nursing, Yonsei University." Japan Journal of Nursing Science 3, no. 2 (December 2006): 87–91. http://dx.doi.org/10.1111/j.1742-7924.2006.00061.x.

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Callaghan, E., H. J. Doyle, and E. G. Reynaud. "The Blaschka collection at University College Dublin: rebuilding its history." Journal of the History of Collections 26, no. 1 (September 24, 2013): 63–71. http://dx.doi.org/10.1093/jhc/fht022.

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ROGERS, DONALD W. "College and University History Teaching in the Grip of Change." Connecticut History Review 50, no. 2 (October 1, 2011): 189–96. http://dx.doi.org/10.2307/44370365.

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Bulolo, Collins, Okwong Oketch Reymick, Tinashe Mangudhla, Ogwu Ikechukwu, Nabagesera Veronica Kawalya, and Fuqing Li. "Factors Affecting Students’ Attitude towards Learning Chinese as a Second Language: A Case Study of the Confucius Institute at Makerere University and Luyanzi College, Uganda." Open Journal of Social Sciences 10, no. 11 (2022): 257–71. http://dx.doi.org/10.4236/jss.2022.1011018.

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Nakanjako, D., D. Kaye, A. Kambugu, E. Okello, M. Kamya, J. Tumwine, and H. Mayanja-Kizza. "Structured career development for global health research in resource-limited settings: A pilot of career development series for faculty at Makerere university college of health sciences." Annals of Global Health 81, no. 1 (March 12, 2015): 164. http://dx.doi.org/10.1016/j.aogh.2015.02.874.

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Guest, Bill. "The origins of university education in KwaZulu-Natal: The Natal University College 1909–19491." African Historical Review 48, no. 1 (January 2, 2016): 36–55. http://dx.doi.org/10.1080/17532523.2016.1234012.

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Thomas, J. B. "University College, Bristol: pioneering teacher training for women." History of Education 17, no. 1 (March 1988): 55–70. http://dx.doi.org/10.1080/0046760880170104.

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Haslett, Simon K., and Robin Darwall-Smith. "HISTORICAL CONNECTIONS BETWEEN JESUS COLLEGE, OXFORD, AND LLANDYSUL IN CEREDIGION: INSIGHTS FROM THE COLLEGE ARCHIVE." Welsh History Review / Cylchgrawn Hanes Cymru 30, no. 4 (December 1, 2021): 499–520. http://dx.doi.org/10.16922/whr.30.4.3.

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Jesus College, a constituent college of the University of Oxford, was founded in 1571 by Elizabeth I. The college has benefitted from parish patronages, with the right of advowsons, which have assisted the college's development. By the middle of the nineteenth century, the college held twenty such advowsons, including a relationship with Llandysul parish in Ceredigion (Cardiganshire) that was established in 1680 and survived until 1944. This study uses the college archive to provide an initial investigation into the historical connections before and since 1680, so raising awareness of the historical link with Llandysul and providing a framework for future research.

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