periods: its early establishment during the colonial period and its
reform under neo-liberal influence. I shall begin by asking whether
colonialism and neoliberalism are living legacies or pasts that we have moved
thinks of itself as the Harvard of Africa. If Makerere was ever the
Harvard of Africa, then it was a colonised Harvard. What is the
difference between a university that is colonised and one that is independent?
First, it is a site of research. Second, it produces researchers, not
key site for growing timber in a university is its PhD program. Ask
anyone at an Ivy League university to identify the heart of research, its vital
and dynamic center, and they will point to a range of doctoral programs.
A research university articulates research and teaching in a single, organic
the College of Humanities and the Social Sciences, has never been a research
university. I will take the example of MISR to illustrate my point.
Established in 1948 as East African Institute of Social Research and then
renamed Makerere Institute of Social Research a decade later, MISR became a
globally known research site. But MISR did not produce researchers.
The assumption was that those who would do research at MISR, whether
non-Ugandans in the colonial period or Ugandans after independence, would be
inter-disciplinary research. In 2011, we proposed to the University
Senate and Council that the mission be redefined, beyond doing research to
training researchers. To be true to the new Mission, we proposed the
development of a five-year inter-disciplinary PhD program. With full
support from the Vice Chancellor and the DVC (Academic), we began the program
in January 2012. We admitted 10 students, 7 Ugandans, 2 Ethiopians and 1 Kenyan.
We hired 4 new scholars and now have a PhD teaching team of seven: 4 Ugandans
and 3 non-Ugandans, comprising 1 Angolan, 1 American and 1 Italian.
months. The most important is that we need to deepen our understanding of
what it means to grow our own timber.
curriculum from Columbia or Harvard. We would then be a satellite station
of Columbia or Harvard, but without the creativity that distinguishes those
great universities. In the very first semester of our program, we faced
the question: what should we teach, at this time and in this place? What
should be the content of our curriculum?
and I would like to share the milestones in that journey with you. We began by
holding a brainstorming session with colleagues in the Humanities and Social
Sciences at Addis Ababa University and the University of Western Cape. In
2011, we held five workshops under an umbrella title: Contemporary
Debates. The idea was to invite scholars from around the world; not just
from the Western world, but from the entire scholarly world, including China,
India, and Africa. We identified scholars whose works were defining the
terms of the debate in five different fields: Gender in the Public Sphere,
Political Economy, Political Studies, Cultural and Literary Studies, and
by key scholars. We brought two outstanding scholars, one from China, and
the other from India, to MISR. The first of these was Professor Wang Hui
of Tsinghua University in Beijing, the renowned author of the three-volume
intellectual history titled The Formation of Chinese Thought, written in
Chinese. It is about to be published as two volumes in an English
translation. He gave us three lectures on his monumental work.
for the Study of Social Sciences, a leading Indian postgraduate institute, you
may say a counterpart of MISR, to give a series of lectures on political theory
and the Indian School of historiography known as the Subaltern School of
History. Next year, 2013, we plan to follow up with four different
visiting professors: Professor Bethwell Ogot, a historian from Kenya; Professor
Niveditta Menon, a political theorist from India; Professor Siba Grovogui, a
legal theorist from Cameroun; and Professor Henry Bernstein, a political
economist from SOAS in London. It is through these encounters that we are
crafting a new curriculum, a curriculum global in content but crafted from a
Ugandan, East African and African perspective.
not about finding answers to preset questions but about formulating new
questions in response to both the evergreen flow of life and ongoing debates in
and around the academy. I never tire of reminding my students that key to
research is formulating the question that will guide the research. The
answer you get depends on the question you ask. And the question you ask
depends on who you are, where you are, and the dilemmas that confront
you. Our first batch of students will begin to formulate new research
questions in 2014 and answer these in the course of 2015. We hope to graduate
the first batch of nine PhDs at the end of 2016. From then on, we shall
graduate 10 PhDs every year.
Sciences. The College is the part of Makerere that embraced neoliberal
reforms in the most uncritical and unthinking manner from 1990. Not
surprisingly, most students at Makerere are enrolled in the College of
Humanities and Social Sciences. The neoliberal project has transformed
the life of both students and lecturers in the College.
rise in student admissions at the College of Humanities and Social Sciences
(CHUSS) over the past decade and a half has been geometric, but the increase in
the teaching staff and the physical facilities has been arithmetic. Not
only have lecture halls burst at the seams, there are no more tutorials.
Payment varies depending on the number of hours each lecturer teaches; the
result is that the teaching load of an average lecturer resembles that of a
secondary school teacher. In addition, almost every activity has been
monetised. You get paid an allowance to invigilate an examination or to
mark a script, even to attend meetings: whether of the department, the faculty,
the College, or the Senate. Though not all meetings are paid for as
sitting or transportation allowance, the general practice is that the higher
your designation, the more likely you are to receive an allowance.
Newspapers recently carried a story of the millions that have been paid out as
allowances to the Search Committee for the Post of Vice Chancellor.
in all sorts of committees, from those that have worked only a few hours to
those that lasted years. Neither I nor any other member of the teaching staff
was ever paid for this work. It was called Good Citizenship.
To return to Makerere, not only has the dramatic expansion of the past decade
and a half been at the expense of quality education, it also makes little
financial sense. All the financial data available shows that the cost of
educating an undergraduate at Makerere exceeds the fees paid by undergraduates,
no matter the Faculty. This is why Makerere keeps asking government
permission to increase fees. On its part the government keeps on
reminding Makerere that this is a public university that benefits from
government funds and cannot increase its fees to a level that is unaffordable
for most Ugandans. I am with the government on this. But I go a
step further. We need to rethink the entire neoliberal logic that has
governed Makerere since 1990, whereby we think of success in terms of quantity
rather than quality, numbers rather than scholarship.
life of students and lecturers in the undergraduate college? What would it take
to turn the PhD program at MISR into a resource with which to revitalise
undergraduate education in the College of Humanities and Social Sciences at
suggestion is to reduce the undergraduate admission at Makerere, and to do so
substantially. Wherever there are large lectures, our aim should be
to combine these with tutorials. Every great university taps its doctoral
students for a supply of tutors. MISR expects our PhD students to spend
half of their third year as undergraduate tutors in different departments at
the College. Starting in 2014, our ambition is to make tutorials an
integral part of the undergraduate program at the College.
Good teachers do not work because of how much they are paid. But they need to
be paid enough to be able to work with diligence. Teachers are not
business people, and those with an eye on making money should go to Kikubo, not
to a university. The important thing is to reform the motivational
structure at Makerere so it attracts and rewards scholars, and discourages and
keeps away those who wish to mint millions. That would mean, for a start,
that we pay people meaningful salaries for their main work – teaching and
research – and not allowances for attending endless meetings. I was glad
to hear the Prime Minister say in his opening remarks that government intends
to triple budgetary allocation to institutions of higher learning over the next
for attending meetings, all payments for invigilating or marking scripts, and
use the money saved to increase salaries of those who teach and do research,
and those whose services support this core activity. My guess is it will
do away with 90% of meetings, and dramatically reduce the time taken by
meetings that do take place. It may not increase salaries substantially,
but it will surely send the right signal to all concerned.
higher education is to recognise that a university is not a business
corporation but a place for scholarly pursuit. Its objective is to
maximise scholarship, not profits. It is true that no one who lives in
this world, even those with otherworldly pursuits like religious organisations,
can afford to be blind to financial constraints and that a university is no
exception to this rule. But if scholarship is indeed our core mission,
then we must be prepared to subordinate all other considerations, including the
financial, to the pursuit of scholarship. To forget this would be to lose
the Makerere Institute of Social Research. He made this presentation on Aug. 3
at the 4th Makerere University Stakeholders Consultative Meeting.
Source: The Independent