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HIGHER EDUCATION REFORM Justine Epelu-Opio ON THE THEME: BRITISH COUNCIL INTERNATIONAL SEMINAR TO BE HELD ON 19 TO 23 MARCH 2002 AT BARNET HILL CONFERENCE CENTRE, LONDON 1.0 Background Makerere University situated 5 kilometers to the north of Kampala City; the Capital of Uganda in East Africa was founded in 1922 during the British Colonial era. From a humble technical school with 14 pioneer students, Makerere
grew into a college by 1935 and became a center for higher education
in East Africa. After the Asquinth Report of 1944, Makerere College
was given the legal status of a University College in 1949 offering
diploma courses of the University of London. In 1953, it started
awarding degree certificates of the University of London. On 29th
June 1963 the relationship with London came to an end, Makerere
University College becoming a Constituent College of the University
of East Africa. The other two colleges were Nairobi and Dar-es-Salaam
University Colleges. On 30th June 1970 the University of East Africa
was dissolved and the three Constituent Colleges became independent
Universities with Makerere assuming the title of Makerere University
on July 01, 1970, awarding its own degrees, diplomas and certificates.
2.0 Challenges Makerere University was a well organized and functioning University up to early 1970s. The University was destroyed and virtually stripped of resources as a result of unconducive economic and political environment created by military dictatorship of Idi Amin and other subsequent military regimes.
Source: Sub Sahara Africa: from crisis to sustainable growth. - By mid 1980s the government of Uganda was on average funding approximately 50% of Makerere's financial requirements (Passi 1992). At the same time student enrolment was on the rise resulting from both the pressure of the expanded lower levels of education and the requirement for higher education in order to access formal sector employment. - For example, in 1983/84 academic year 61% of the eligible candidates were admitted under government sponsorship, while in 1990/91 only 35% of the eligible candidates were admitted. The downward trend continued in the academic year 1999/2000 when only 10.8% of the 16,674 eligible candidates were admitted and sponsored by government. The expansion of students was unexpected (Table 2). - Responding to the prevailing situation of inadequate funding and increased student enrolment, Makerere University was forced to cut down on research, Staff Development, postgraduate programmes, equipment, books, science laboratories, chemicals and other teaching materials. The University was not able to recruit and retain competent staff. There was high turnover of top management, as well as lack of donor confidence and assistance. Other essential services like computing, transport, and telephone were virtually non existent. There was congestion in lecture rooms resulting in loss of time during the time of change of classes in and out. Independent study became difficult with congestion in halls of residence and Library. - All these developments had a negative impact on the quality of education offered by Makerere University and lowered its standing in the public's eye. University/State relations deteriorated as students and academics were constantly on strike for better pay and allowances. There was failure by the institution to provide timely and decisive actions on some of the problems. - The challenges above left Makerere University with no option but to reform. The World Bank and the International Monetary Fund recommended cutting down on expenditures and higher education was not a priority. Makerere University had to wake up to address the dwindling government support. There had to be changes in government University relations. 3.0 Reforms "We Build for the Future" is the motto of the University which was known in the sixties as the "Harvard of Africa". Today after being "Out of the Count" for many years, Makerere University is in the process of regaining its academic self-respect. The University has committed itself to expanding, improving and modernizing the curriculum and its management despite a big reduction in government funding and the challenges of transforming itself from a fully funded to a partially private institution: Change the University vision and mission:
3.1 Management Systems With increased demand for University education accompanied with liberalization of the economy, Makerere University took advantage to convince government to allow it (University) to effect some reforms so as to survive. From the informal meetings between government and University staff and frequent visits by the President and the Minister of Education, Key University structures are now less prone to government influence especially to academic related matters. As a result of the close ties that have developed the University has been able to implement its liberalization programme with virtually no interference from government. 3.1.1. Decentralisation Faced with unexpected and rapid expansion of student enrolment and diversification of funding partners, Makerere University had to effect radical changes in administration and management. Power and responsibilities have been decentralized to faculties/Schools/ Institutes and participatory management has been instituted. Every faculty/school/ Institute and any other income generating unit/center for example Halls of residence, must have an executive committee, appointments and promotion, and finance committee to handle respective issues. For example, a faculty produces a budget on income and expenditure of its revenue. The budget is discussed by the Finance Committee and the Committee ultimately approves the budget. All appointments and promotions in the university are vetted and approved by the faculty and appointments committees. Membership to these committees is by election. No appointment or promotion in academic ranks can be made without approval of committees. There is open door policy which has drawn top management closer to the rest of administration and academic staff. Quarterly management meetings are held with Deans of Faculties and Directors of Institutes, reports on the developments in the University are discussed as well as finance, management, inter-university co-operation and visitors to the University among others. This has reduced on tensions and mistrust and generated co-operation. It also gives administration the opportunity to understand the challenges confronting academics and has enhanced their (administration) ability to identify the most appropriate strategies for dealing with these challenges. Students are given opportunity to voice their concerns, teaching and examinations as well as on any cases of unfair discrimination by staff. Consultative meetings between staff and the students generate regular flow of information. Students have become sensitized and more understanding on the economic challenges the University faces and the country in general. They now know that it is inevitable for them to meet some of the costs of their education at the University. They are represented on some of the committees, which help them to participate in decisions that affect them. This has created co-operation with administration and government. 3.1.2. New Universities and Other Tertiary Institutions Act 2001 To many Ugandans, the Makerere University Act of 1970 laid the
ground for the direct political interference and manipulation of
the academic affairs of; the University. The National Resistance
Movement realizing this, and responding to the pressure from staff
and students has taken measures to improve relations with the University.
A new Act of Parliament has been enacted to govern dealings between
Makerere University and other national education institutions of
higher learning and government. Unlike the old Act, the new one
limits powers of government with regard to University decision making.
Sources: Uganda Examinations Board; and Admissions office,
Makerere University 3.2 Academic Programmes The University has had to develop demand driven courses responding to the job market. External degree programmes have been introduced in the Bachelor of Commerce and Education. There are also new programmes that reflect the changing trends in the country. These include:
The reforms have encouraged staff to be innovative and creative and to improve on their delivery system. Resources may be shared, use of audiovisual Technology e.g. loud speakers, video recorders, distance education techniques, introduction of the Virtual University. The University has an affirmative action in place in admission of students, the disabled, talented sports women and men. Due to affirmative action on girls, which started in 1993, enrolment of girls into the University has gone up from 27% in 1990/91 to 40% in 1999/2000 academic year. The University has moved away from the rigid term or quarter system to a semester system, which is more efficient and flexible with regard to time use. It keeps students busy throughout. While in the quarter system students took final exams at the end of the academic year, they now take 2 major exams in each academic year and are examined on fresh material. Assessment becomes more comprehensive and vigorous. Academic audit and quality control system was put in place to ensure that standards are maintained. In audit students assess teachers and content of courses. On the other hand, a Quality Assurance Committee is a standing Committee of Senate that is the supreme academic organ of the University. Students have been allowed to participate in the academic affairs of their faculties by participating in the faculty academic boards and University Senate. 4.0 Linkages Makerere is currently a role model among African universities, which have been affected by state funding. The university has reversed the plant decay of the 1970s and 1980s. International donors for example NORAD, SIDA/SAREC, SWEDEN, USAID, Carnegie Corporation of New York, Rockefeller Foundation, to mention a few have started to come to the assistance of Makerere in institutional building. Makerere has linkages and collaboration with many institutions of higher learning nationally, regionally, and the world. 5.0 Achievements With the private income generated by the paying students the University has been able to establish a number of funds, namely:-
Table 3: Day Programme
Table 4: Evening Programs
Table 5: Postgraduate Programmes (Masters & Ph.dD)
Table 6: Accommodation Fees
Table 7: Miscellaneous Revenue
Other Collections:
Table 8: Distribution of Revenue Collected
As a result of the reforms Makerere University has been able to record the following achievements:
6.0 Conclusion The reforms and achievements illustrate the importance of policy reform. The Government of Uganda has shifted from state control to state regulation in the governance of the University. This has created an environment that has enabled the University to regain its academic self respect. References
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