As part of efforts to expand Uganda Christian University’s (UCU) research grant portfolio, capacity building, and collaboration, Dr. Jonathan Tumwebaze, Head of Research, Grants, and Innovation, participated in a two-day Inception Workshop on Good Grant Practice Virtual Academy in Nairobi.

The workshop, organized by the African Population and Health Research Center (APHRC), brought together research directorates from universities and research institutions across Africa. Participants included representatives from various academies of science and researchers from Kenya, Uganda, Rwanda, Tanzania, South Africa, Namibia, DRC, Somalia, South Sudan, Ethiopia, Cameroon, and Nigeria.

The training addressed the growing priority among global funding institutions, particularly those in the Global North, to collaborate with African research universities. However, only a small fraction (about 10%) of research funding from northern foundations and governments currently reaches African research organizations. The Bill & Melinda Gates Foundation, through APHRC, is working to bridge this gap by strengthening grant management capacity in African universities through certified training based on the Good Financial Grant Practice (GFGP) Standard.

The GFGP Standard provides comprehensive guidelines for transparency and accountability in financial management, procurement, human resource management, and governance. Achieving GFGP certification is becoming a crucial requirement for African research institutions aiming to secure major grants from international foundations and governments.

UCU aspires to have its grant management system assessed and certified at the platinum level, positioning the university to compete for large-scale research grants on the global stage.

The Anglican Church of Uganda was overjoyed when the Diocese of West Buganda, based in Kako, Masaka City, officially installed its new bishop, Rt. Rev. Gaster Nsereko, during a historic occasion.

He is the seventh bishop of the diocese, succeeding Bishop Henry Katumba Tamale, who retired at 66 after eight years of service.

The grand event took place at St. Paul’s Church in Kako, Nyendo-Mukungwe Division, Masaka City, and was attended by a big number of christians, religious leaders, government officials among others.

The installation ceremony began with a service led by the Bishop of Bukedi Diocese, Rt. Rev. Samuel Bogere Egesa. During his sermon, Bishop Egesa spoke out against the ever growing corruption habits in Uganda, calling leaders to serve with honesty while prioritizing the needs of their people.

“Some people have climbed the trees of corruption, and this is eating away our nation. It is our responsibility as leaders to stand firm against this. Let us serve with honesty and dedication,” he stated. 

Bishop Egesa drew inspiration from the biblical narrative of Zacchaeus, likening Uganda’s current predicament to people climbing various “trees” of corruption, hypocrisy, immorality, unkindness, and drunkenness.

“What kind of tree are you climbing?” he challenged the congregation.

Bishop Egesa also cautioned Anglicans in West Buganda not to compare Bishop Nsereko to his predecessor, pointing out that each leader is individually gifted for their service of the people of God in the church and community. 

The ceremony was presided over by His Grace The Most Rev. Samuel Kazimba Mugalu, Archbishop of the Church of Uganda. 

Archbishop Kaziimba encouraged the incoming bishop to lead the diocese with diligence, ensuring his flock’s spiritual growth.

“I want to remind you, Bishop Nsereko, that the purpose of this position is to follow in the footsteps of our Lord Jesus Christ, not to become a boss. You are called to serve, not to boss around. Continue preaching and preparing God’s people for change,” the Archbishop stated. 

Archbishop Kaziimba also complimented retiring Bishop Katumba Tamale for his dedicated work, encouraging the next bishop to carry on all the projects started and ongoing in the diocese and beyond.

“We appreciate Bishop Katumba’s leadership. Despite numerous hurdles, his work has encouraged hard effort and progress. Bishop Nsereko, embrace the ongoing projects left by Bishop Katumba, completing them will bring joy to you and your diocese,” Archbishop Kaziimba said. 

In his first message as bishop, Rt. Rev. Gaster Nsereko promised to devote his life to God and the people of West Buganda.

He also urged the government to help communities by providing clean water, better markets for farmers, and other basic amenities.

Bishop Nsereko, formerly Archdeacon of Kakoma Archdeaconry in West Buganda diocese, expressed gratitude for the faith entrusted in him and promised to work hard to improve the diocese and its people.

Retiring Bishop Henry Katumba Tamale reminisced on his experience as bishop and thanked God for guiding him throughout his term. Despite the hurdles, he celebrated the accomplishments registered under his leadership. 

“It has been an honor to serve as bishop. I am grateful to God for allowing me to complete my mission,” he said.

President Yoweri Kaguta Museveni was represented at the event by the Minister of Energy and Mineral Development, Canon Ruth Nankabirwa, who delivered the President’s message. Hon. Nankabirwa urged Christians to actively participate in government development projects to enhance their livelihoods.

“The scriptures tell us that even our Lord Jesus Christ prioritized working alongside his father, Joseph, a carpenter. I congratulate religious leaders for embracing our message of social and economic development and passing it on to God’s followers who they lead. We will ensure that businesses have access to good roads, electricity, security and policies that favor the private sector,” she stated. 

To commemorate the event, President Museveni offered Bishop Nsereko a new vehicle to aid his pastoral work. This vehicle was delivered by Hon. Nankabirwa.

Representing the Vice Chancellor Canon Prof. Aaron Mushengyezi at the consecration ceremony, Mr. David Mugawe, the Deputy Vice Chancellor for Finance and Administration delivered a package and a message from the Vice Chancellor to the newly installed Bishop of West Buganda, Rt. Rev Gaster Nsereko. 

Mr Mugawe emphasized that UCU is eager to collaborate with the new bishop and noted that the university played a role in organizing the consecration ceremony. 

This marks a continued commitment to strengthening ties between UCU and the Anglican Church of Uganda fostering collaboration in education, community development, and spiritual growth across the church’s dioceses.

Mr. David Mugawe, the Deputy Vice Chancellor for Finance and Administration, who represented Vice Chancellor Canon Prof. Aaron Mushengyezi at the consecration ceremony.

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By Feni Shannon
Minister for Culture And Arts
UCU Kampala Campus guild government

The Cultural Awareness Week is a time to celebrate diversity, traditions, and the heritage of various ethnic groups. It is also referred to as a week of cultural sensitivity. According to the National Center for Cultural Competence (NCCC), cultural awareness is being cognizant, observant, and conscious of the similarities and differences among and between cultural groups. However, it is a continual process because we cannot stop learning. Curiosity, an open mind to ask questions, and a strong desire to learn about cultural differences help in developing awareness. It also requires an openness to becoming conscious of one’s ideas, beliefs, traditions, languages, and more.

Uganda is rich in cultural diversity with over 56 ethnic groups and languages, each contributing to the nation’s traditions. With the largest groups being the Baganda, Banyankole, Basoga, Bakiga, Iteso, Acholi, and others, every ethnic group has its own language, culture, and way of life. In Uganda, Luganda is widely spoken as the lingua franca, especially in urban areas, while English and Swahili are the official languages.

Just as “we use different paths to reach the same market,” cultural diversity is reflected in our way of life. We come from different places, speak different languages, and have different customs but share common goals such as freedom, food, education, and ultimately, happiness. Change is inevitable in a changing society, yet traditions remain at the heart of identity. Schools and institutions play a key role in preserving and integrating cultural practices into the modern world.

Diversity is like a piece of art, shaped by different perspectives and experiences. It reminds us of the story of the village chief who listened to two disputing men. When one claimed another had stolen his cow, the chief said, “You are right.” The accused denied it, and the chief again said, “You are right.” When a third man questioned how both could be right, the chief told him, “You are right.” This story highlights the importance of respecting different viewpoints even when we do not agree with them. In a society governed by laws, what is deemed right often aligns with the views of the majority. However, true harmony comes from respecting others’ traditions, ideas, and beliefs even when they differ from our own.

Due to globalization, cultural awareness has become a significant tool in today’s society. Change is inevitable, and time waits for no one. However, as we move forward, it is crucial to reflect on our past and preserve cultural semblance in modern society. Cultural awareness allows us to see and respect other people’s perspectives and values, even when they are different from ours. People act for reasons known to them, and before judging, it is essential to step into their shoes. Understanding others helps build bridges instead of walls of hatred, bringing people together to appreciate diverse backgrounds. Cultural awareness fosters love over division and challenges stereotypes by bringing various voices to light through platforms like Cultural Awareness Week.

According to Dr. Page, striving for cultural awareness helps attain knowledge about different cultures, enhancing cultural competence in all aspects of life. Nika White emphasizes that cultural awareness improves interpersonal relationships by deepening understanding of people’s experiences and daily lives. This awareness keeps us mindful of the cultural differences in relationships, preventing misunderstandings.

Music and dance are at the heart of Ugandan culture and beyond. Each ethnic group has its own style, rhythm, and instruments. The Baganda are well known for the Bakisimba dance, performed during celebrations and weddings. Its origins trace back to a Buganda king who, after drinking a locally brewed banana beer (Malwa), expressed his joy through spontaneous movements. Over time, this evolved into a structured performance, reflecting appreciation and celebration. During traditional marriage ceremonies such as Kukyala and Kwanjula, men drum and sing while women gracefully sway their hips to the rhythm, creating a dance of devotion that humbles even a stranger’s heart.

The Acholi express themselves through the Larakaraka dance, a courtship dance marked by energetic footwork. Men showcase their masculinity, while women use calabashes and gourds, shaking them rhythmically to portray the warrior spirit. This dance is traditionally used by young men to express interest in women. Fast-paced drumming on deep-sounding royal drums (Bul) makes the dance irresistible, as masculinity is seen as a symbol of hard work and strength, reassuring a woman that a strong man can provide for her.

The Banyankole perform the Ekitagururo dance, which involves slow, graceful movements that symbolize pride and strength. The robust and energetic nature of the Banyankole people is reflected in the dance. During performances, shoulders move rhythmically with strong arm gestures, and women highlight their beauty by adorning themselves with colorful cloths. The charm of the Ekitagururo dance is so mesmerizing that visitors often find themselves drawn into its rhythm.

The Karimajong perform the Edonga dance, known for its energetic jumping and rhythmic chanting. It is mainly performed during celebrations, initiation ceremonies, and courtship, where young men demonstrate strength and stamina while women sing and clap in encouragement. Dressed in beaded jewelry, animal skins, and ankle bells, their movements create a visual and auditory spectacle that captivates the audience.

The Basoga are famous for the Tamenhaibuga dance, which translates to “I cannot handle it.” This dance, performed during weddings, initiation ceremonies, and community gatherings, is a symbol of unity, cooperation, and joy. It features energetic hip movements, rhythmic stamping, and traditional attire, accompanied by drums, fiddles, and shakers, making it an unforgettable experience.

The Iteso perform the Ekiria Kiria dance during communal celebrations, particularly after a good harvest or significant social gatherings. Men and women dance in circles, following each other joyfully, creating a scene filled with laughter and camaraderie. The dance is physically demanding, requiring strength and enthusiasm, and remains one of the most cherished aspects of Iteso culture.

In Nigeria, the Igbo people are known for the Atilogwu dance, characterized by acrobatics, flips, and rhythmic footwork, accompanied by talking drums, flutes, and rattles. It is performed during celebrations such as weddings and festivals. Igbo maidens take pride in their cultural traditions, feeling cherished and celebrated, especially during traditional marriage ceremonies where they joyfully dance with friends, showcasing their chosen partners to the community.

South Sudan, a culturally diverse country, has the Dinka dance, also known as the Jieng dance. It is famous for its high jumps, symbolizing agility and height. The dance features various styles, such as the Ajak dance, which showcases strength, the Bech dance, a social dance with rhythmic foot movements, and the Raan dance, performed during communal gatherings. The deep cultural significance of these dances keeps traditions alive.

The Lugbara people of West Nile perform the Duluka dance, once used to prepare warriors for battle. Now, it is a dance of victory and celebration, performed at cultural festivals and ceremonies. Characterized by energetic combat-like movements, the dance reflects the warrior spirit of the Lugbara people. The Gaze dance, another Lugbara tradition, symbolizes unity and community spirit. Women captivate audiences with graceful hip movements and radiant smiles, leaving onlookers mesmerized.

Cultural Awareness Week serves as a reminder of the richness of traditions and the importance of respecting diversity. Through music, dance, and shared experiences, communities come together, fostering unity and appreciation for different cultures. As cultures continue to evolve, awareness and respect for traditions will ensure that cultural heritage remains an integral part of society.

International Writing Centers, Undergraduate Students, Writing Center Tutors, Writing Centers / Tuesday, February 11th, 2025

By Melisa Mansuroglu, University of Connecticut

During the summer of 2023, my director at the University of Connecticut writing center, Tom Deans, presented me with the opportunity to extend a project that he helped create while a Fulbright Scholar at Uganda Christian University (UCU) in 2021-22 (Deans). Tom’s goal was to help UCU establish a writing center as the centerpiece of his scholarship to enhance students’ writing skills and peer collaboration. When Tom told me more about UCU’s inclination to continue working with UConn, I was so excited about the chance to be a part of it. My own experience as both a writing tutor at the University of Connecticut’s writing center was transformative and showed me the impact such spaces can have on fostering growth, confidence, and community among writers, and I wanted to help bring that same opportunity to students at UCU. For the next 10 months, I worked on facilitating regular, online tutor-to-tutor meetings between students at UConn and UCU (or really tutor-to-coach since UCU calls their student staff writing coaches). What I didn’t expect was the difficulty of working across cultures.

Uganda is eight time zones ahead of the US. As a very type-A kind of person, I am all about schedules and strict time frames. When scheduling these online video chats between UConn’s tutors and UCU’s writing coaches, aligning the time zones was hard, and getting speedy WhatsApp responses even harder. I tried to stay positive but got frustrated when several meetings were missed and I had to reschedule them. I shared my frustrations with Tom and we discussed the factors likely playing into the situation: that UCU’s coaches are unpaid, that they didn’t always have robust internet and cellular connectivity, and that they, like our tutors, are busy with multiple commitments. I also learned the notion of “African time,” a term that Westerners often use pejoratively to explain tardiness in life events that are characterized by others as important, but that we might think of instead as a cultural tendency that relies on a more relaxed attitude towards time. As I dove into this concept further, I noticed that it often unfairly stereotypes Africans as being careless about schedules. Africans as being careless about schedules.

Although how the Ugandans handled time didn’t necessarily abide by my very clock-centric sense of time, I started to notice that even if things weren’t getting done exactly when I thought they should, they still got done. I started to get a little more at ease with a fluid notion of progress. I have learned a lot from the Ugandans, but one of the biggest things is that progress and productivity can be achieved in many different ways. For example, while I was puzzled as to why I was having such a difficult time setting up meetings, I soon came to find that I was not getting replies because the UCU Writing Centre was hosting its first-ever “Writing Week.” This was a week where the coaches and faculty created a bunch of different promotions for their center and went to various lectures to speak and increase the campus awareness of the Writing Centre. I realized that just because the process I am comfortable using did not happen does not mean that productivity is not in motion. “African time” should not be seen as a lack of commitment or understanding of time or future planning. 

I’ve come to realize that it instead reflects a cultural approach to time that prioritizes events and relationships over strict adherence to schedules—the very concept very similar to what Anne Ellen Geller explores in “Tick-Tock, Next: Finding Epochal Time in the Writing Center.” Gellar focuses on the tension between clock time and epochal time in writing centers and during tutoring sessions. She defines “epochal time” as a notion of time that is characterized by events rather than fixed intervals and can lead to more fulfilling tutoring experiences for both tutors and students. She describes instances when tutors shift their focus away from the ticking clock to engage more deeply with students and their writing projects, which often fosters a more productive and satisfying learning environment.

I learned to value different aspects of time, which made me more curious than ever to learn about the dynamics and how the UCU Writing Centre held its sessions. I spoke with Martin Kajubi, Acting Manager of UCU’s Writing Centre, over a Zoom call—which we had to reschedule a few times!—but we eventually found the time. I wanted to learn how UCU’s center uses time. I asked him: Are there session time limits? How do the appointments work? How do your sessions run? Kajubi informed me that they do run on an appointment basis, stopping and starting the sessions at their respective slots, which vary. He explained that one of the responsibilities of their coaches is to analyze each session beforehand and determine whether or not they think they will be able to fully help the students in the time that they have. I couldn’t get him to articulate specific session time spans, which in and of itself tell us something. This, to me, is already utilizing epochal time in the sense of valuing the actual content and experience of the session, versus focusing on the restrictions of time before all else.

I think the most significant thing I took away from my call with Martin was what I needed to hear throughout my entire time with this collaboration: time is more fluid than my clock-bound notions of it. I learned that we taught them a new way of viewing time, too. Martin said, “I pray this collaboration stays for a long time and allows our center to keep growing. I am grateful to the UConn Writing Center… Our coaches get stronger every day by getting advice about how we can best help our students with the time and resources we have available.” He further emphasized that they learned a new sense of time from us, adopting new strategies from speaking with our tutors on how to work in 20-30 minute blocks and have the writers leave happy. This is what I see to be the importance of international collaboration.

But of course, international collaborations are ethically complex, which hit home for me after a month or two when I read the Writing Center Journal article, “Writing Centers and Neocolonialism: How Writing Centers Are Being Commodified and Exported as U.S. Neocolonial Tools,” in which Brian Hotson and Stevie Bell critique the origins and dynamics of the very kinds of activity I’m describing. Reading their commentary made me realize that I may have been a bit naive to the potential imperialist and neocolonial forces at work when Western nations, and especially the US, seek out collaborations. This was my first time understanding that international initiatives can unknowingly spread Western education and ideology in ways that align with neocolonial practices. 

Is that what is happening in the UConn/UCU coach-to-tutor encounters? I see both sides of the argument, but I have also witnessed the two-way learning through these connections. On one hand, the collaboration could be seen as neocolonial, potentially imposing Western practices and privileging UConn’s approaches. On the other hand, I’ve witnessed a genuine exchange of ideas, with UConn tutors learning from UCU coaches’ emphasis on relationship-building and adaptability, demonstrating a mutual reshaping of perspectives rather than a one-sided dynamic. In addition to gaining a more flexible understanding of time, UConn tutors learned valuable approaches from UCU coaches about forming personal connections during writing sessions. Martin shared that UCU coaches prioritize starting their sessions by getting to know the writers on a more personal level, which helps establish trust and openness before diving into the writing itself. This approach inspired several UConn tutors to reflect on the importance of tailoring sessions to individual needs, rather than solely focusing on the work at hand. 

International collaboration is not about having one institution model what a perfect “writing center” is. It is the notion of reshaping our mutual cultural views and sometimes narrow values to learn from one another. Given Hotson and Bell’s article, to avoid falling into neocolonial practices, it’s essential to approach these collaborations with humility and an emphasis on reciprocity, ensuring that both institutions have equal influence in shaping the direction of the partnership.

What started as a frustration with scheduling for me became a lesson on how to not be so obsessed with my Americanized version of time, to experience more than one kind of productivity, and to appreciate epochal time. Of course, there are many aspects of my daily life that I have to abide by time with, that is inevitable. However, this collaboration with UCU has been an amazing experience where time didn’t have to be so central. When I started my work with UCU, I already subconsciously had preset deadlines I’d have for this project before I even started anything. Throughout my time working with the UCU folks, I’ve learned that working across time zones is about more than setting schedules and expecting everything to work out the first time.

Works Cited

Deans, Tom. “Toward a Writing Center in Uganda: The Proposal Stage.” Connecting Writing Centers Across Borders, 17 Dec. 2021.

Geller, Anne Ellen. “Tick-Tock, Next: Finding Epochal Time in the Writing Center.” The Writing Center Journal, vol. 25, no. 1, 2005, pp. 5–24.

Hotson, Brian, and Stevie Bell. “Writing Centers and Neocolonialism: How Writing Centers Are Being Commodified and Exported as U.S. Neocolonial Tools.” Writing Center Journal, vol. 41, no. 3, 2023, pp. 107–32.

Kajubi, Martin. “Uganda Christian University’s Writing Center Now a Year Old!” Connecting Writing Centers Across Borders, 12 Oct. 2023.

Melisa Mansuroglu is a 2024 University of Connecticut graduate who served as a writing tutor during their undergraduate years. During this time, she cherished the privilege of working with and learning from a diverse range of individuals, deepening her passion for advocacy and collaboration. Melisa currently works as an immigration paralegal in Boston and is set to begin law school in the fall of 2025 to further her legal career. You can find her on LinkedIn and Instagram (@melisa_mansuroglu).

February 11, 2025 Melisa MansurogluInternational Writing Centers, Undergraduate Students, Writing Center Tutors, Writing Centers

Uganda Christian University (UCU) has announced that it is fully embracing the transition to competency – based education model. 

According to Rev. Prof. John Mulindwa Kitayimbwa, the Deputy Vice Chancellor of Academic Affairs, this shift aims to produce graduates with practical, employable skills that meet the demands of the job market. The new approach emphasizes knowledge application, behavioral change, and hands-on experience.

Rev. Prof Kitayimbwa explained that UCU is evolving all its programs to align with personalized instruction, ensuring that students are not only knowledgeable but also capable of applying what they learn in real-world situations.

The new secondary school curriculum was rolled out in 2020 and focuses on key skills such as critical thinking, creativity, innovation, digital literacy, numeracy, communication, problem-solving, collaboration, and self-directed learning among others.

Prof. Kitayimbwa acknowledged that educators trained under the old system might face challenges adapting to this approach, underscoring the need for universities to rethink teacher training programs. To support this transition, UCU is restructuring its education programs by reducing classroom time and increasing practical learning experiences.

“Students will no longer be in class for five days a week. Instead, they will attend classes for four days, with one day dedicated to working in real-world settings,” Prof. Kitayimbwa explained. “This initiative will equip them with essential skills such as starting and managing  small businesses, as well as tracking sales and financial records” he added.

In addition to curriculum changes, UCU is overhauling its evaluation system. The university is shifting from a summative assessment model—which focuses on final exams—to a formative approach, where students receive continuous feedback to track and improve their progress throughout their studies.

Another significant reform is the restructuring of internships. Instead of the traditional two-month internship period, students will engage in ongoing internship experiences from their first year until graduation.

“Internships at UCU will now be a continuous process, allowing students to integrate academic knowledge with hands-on experience throughout their university journey,” Prof. Kitayimbwa said.

The Dean of UCU’s School of Education, Dr. Mary Ocheng Kagoire, highlighted the importance of aligning university training with the evolving education system.

“As the changes are taking place in the education system, particularly competency based, we felt it important that instead of conducting in-service training for teachers in the field, it is better that by the time students leave the university, they are already competent enough to put into practice what they have learned,” Dr Kagoire said.

Rev. Dr. Paul Kakooza, Director of Education at the Anglican Church of Uganda, also welcomed the changes, emphasizing that they align with the church’s broader vision for education.

“We appreciate these reforms, which are designed to improve the quality of teachers and their ability to deliver within the new curriculum framework. Our goal is to produce graduates who are not only knowledgeable but also capable of creating opportunities for themselves,” he noted.

Prof. Angella Napakol, UCU’s Director of Academic Affairs, elaborated on how the university is incorporating practical mentorship into its programs. She cited the ICT department’s mentorship initiative, known as “Code Buddy,” where alumni working in the industry mentor first-year students.

“Through this mentorship program, students engage with professionals both on and off campus, leading to remarkable outcomes,” Prof. Napakol explained.

She also highlighted similar hands-on experiences in the School of Journalism, Media and Communication, where students work on and publish news stories, films, and related articles through UCU’s community newspaper, The Standard. This practical exposure ensures graduates are well-prepared for their respective careers.

With these sweeping reforms, UCU is positioning itself as a leader in competency-based education, ensuring that its graduates leave the university with the skills and experience needed to thrive in an increasingly competitive job market. 

In the Media

https://www.monitor.co.ug/uganda/news/national/ucu-ditches-old-curriculum-for-competence-based-approach-4931208

https://youtu.be/irB86mwklqE?si=g1olzckx4wnlu_JM

Uganda Radio Network February 17,2025 – https://www.ugandaradionetwork.net/story/ucu-phases-out-old-curriculum

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Call for Applications for May/ Trinity Intake 2025

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A delegation from Uganda Christian University (UCU) Main Campus, led by Rev. Prof. John Kitayimbwa, Deputy Vice Chancellor for Academics, visited Bishop Barham University College (BBUC) in Kabale for a two-day engagement from February 6th to 7th, 2025. Accompanied by Prof. Angela Napakol, Director of Academic Affairs, and Mrs. Doreen Kibuuka Sserunjogi, Assistant Registrar for Senate and Compliance, the team aimed to strengthen capacity and foster collaboration. 

The visit featured productive discussions, strategic engagements, and collaborative initiatives focused on enhancing academics, research, and community outreach. One of the primary objectives of the visit was to deepen academic collaboration between UCU and BBUC. During the visit, Rev. Prof. John Kitayimbwa and the delegation met with BBUC’s senior leadership, including the Principal, University Secretary and Departmental coordinators. 

The discussions centered on sharing knowledge, academic resources, and the exchange of faculty and students. Both institutions expressed their commitment to creating academic exchange programs that would enrich the learning experience for students on both campuses.

Rev. Prof. John Kitayimbwa emphasized the importance of fostering partnerships in higher education, noting that collaboration between Universities across Africa could help tackle some of the continent’s most pressing challenges through research and innovation.

As part of their visit, UCU delegation hosted a series of capacity-building workshops for BBUC staff. These workshops focused on various areas of institutional development, including leadership, governance, and curriculum enhancement. The participants were also given the opportunity to explore the latest advancements in education technology and digital learning, which have become pivotal in shaping the future of higher education.

Rev. Prof. John Kitayimbwa praised the commitment and enthusiasm of BBUC’s leadership in embracing modern educational practices and fostering an environment of continuous improvement. The workshops were highly interactive, and attendees were encouraged to share their experiences and learn from one another.

Both parties agreed to work together to establish funding opportunities and grants to support joint research initiatives, with the aim of encouraging student and faculty involvement in impactful projects.

The visit also included cultural exchange activities, where students and staff from both institutions had the chance to learn about each other’s cultures, traditions, and histories.    .

Rev. Prof. John Kitayimbwa concluded the visit with an inspiring address to institutions, encouraging them to continue nurturing their partnership and pursue excellence in their academic and community oriented endeavors.

“We are not just building bridges between our universities; we are also fostering the spirit of unity and cooperation across Africa. Our shared vision for education and research will play a pivotal role in shaping a better future for our continent,” Rev. Prof. John Kitayimbwa said.

Call for Applications for May/Trinity Intake 2025