Makerere Journal of Higher Education

Editorial

Jude Ssempebwa — 2025-10-20

This issue of Makerere Journal of Higher Education is particularly opportune. At a time when decolonisation, Artificial Intelligence (AI), internationalisation, and quality assurance are topical in higher education discourse, the issue includes articles in which authors based at universities in Kenya, Nigeria, South Africa, and Uganda contribute various findings and perspectives to the discussion.

Through the experience of Abu Mayanja—an illustrious Ugandan higher education student who was expelled from Makerere College and, controversially, sent by one of Uganda’s last colonial governors, Sir Andrew Cohen, to study at King’s College, Cambridge, in 1953—Kasozi discusses the colonial political history of higher education in Uganda/East Africa. Drawing extensively on contemporary sources, the article vividly illustrates how Britain’s post-World War II circumstances and aspirations shaped the development of higher education in Uganda/East Africa. Readers will find that the article illuminates aspects of the context in which the coloniality that scholars and practitioners here are challenging originated.

Oganah-Ikujenyo and Okezue as well as Okoth discuss aspects of the role of higher education in promoting the development and adoption of technology for development. The former make specific reference to pursuit of food and nutrition security in Nigeria, explaining that precision technology, biotechnology, mobile digital applications, and digital education platforms—all within the ambit of higher education at various levels—can improve yields, enhance food preservation and increase awareness of nutrition. Therefore, these authors illustrate the relevance of higher education to SDG 2 and development generally. On the other hand, Okoth situates the ongoing AI revolution in a rich history of educational and research technology. That way, he paints a balanced picture of AI that will improve comfort with the controversial technology and (imperceptibly) proffers insights for the ethical and constructive adoption of the emerging technology in scientific research.

Shawa as well as Nankindu et al. critique internationalization at universities in South Africa and Uganda respectively. Delving into different attributes of internationalization (i.e., curricula and international student support services), the authors make a common point: the universities should deepen their internationalization—by reflecting it in their curricula (South Africa) and offering tailor-made language support to international students (Kyambogo University). I hope readers will find the suggestions the authors make towards realization of these possibilities relevant to their institutional/ national contexts.

Finally, making reference to examples worldwide, Dosunmu and Soji-Oni argue a case for women-only universities in Nigeria while Bola interrogates the link between pedagogical practices at selected universities and graduate employability in the Country. Accordingly, they contribute evidence/ insights on deepening access to higher education and improving the relevance of this education, both critical attributes of quality assurance in higher education.

I hope readers find this issue of the Journal a useful resource. I also hope that readers will contribute to the discussions by corresponding with the authors and through future submissions to the Journal.

The Politics of Higher Education in a Colonial Setting

A. B. K. Kasozi — 2025-10-20

This paper argues that Sir Andrew Cohen, the governor of Uganda from 1952 to 1957, assisted Abu Mayanja in getting admitted on a scholarship to study at King's College, Cambridge, for colonial political reasons. Sir Cohen desired to implement the 1947 Colonial Office Plan to manage Africa with educated elites and eventually transfer power to them in an organized imperial exit out of Africa. However, World War II accelerated the process of decolonisation, making the planned exit a scramble out of Africa. As one of the chief architects of the decolonisation plans, Sir Cohen sought educated Africans to help him govern Uganda, but there were very few, because previous colonial administrations had discouraged the unrestricted provision of higher education to Africans. One of the alternatives open to him was to educate any capable African. Abu Mayanja was one of those, so he benefited from Sir Cohen’s efforts to create an educated elite to prepare Uganda for self-government. Despite resistance from some factions in the colonial administration, Sir Cohen supported Mayanja in pursuing advanced studies at King's College, Cambridge.

Harnessing Higher Education to Integrate Technology into Pursuit of Food and Nutrition Security in Nigeria

B. C. Oganah-Ikujenyo — 2026-05-12

This paper examines the potential of higher education in Nigeria to promote innovations in agricultural productivity, capacity building, food processing, distribution systems and consumption towards realization of SDG2. The paper explains that precision technology, biotechnology, mobile digital applications, and digital education platforms can improve yields, enhance food preservation and increase awareness of nutrition. In addition, economic empowerment for farmers and reduction in food waste are avenues of increasing food supply. Some of the barriers to advancements in technologies are poor infrastructure, lack of funds, cultural resistance and limited digital access in rural areas. Relying on review of related literature, the paper concludes that Nigeria can achieve SDG2 by leveraging higher education to promote the integration of digital technologies into local food systems, to optimise food production, reduce postharvest losses and promote nutrition education that will improve food consumption. Therefore, community empowerment through relevant aspects of higher education is recommended.

Deconstructing Discourses on Women–Only Universities in Nigeria

Simeon A. Dosunmu — 2026-05-12

This study discusses persistent gender gaps in higher education enrolment that disadvantage women in Nigeria. The research gap addressed is the limited scholarly attention given to women-only universities as a policy instrument for enhancing gender equity in higher education in the country. The paper employs feminist theory to expose patriarchal exclusion and structural functionalism to highlight systemic dysfunction. It adopts a descriptive qualitative approach, reviewing related literature. The study finds that Nigeria’s lack of women-only universities stems from underfunding, fragility, political paralysis, cultural contestations, and insecurity. The study proposes faith-based initiatives, private-sector innovation, state-sponsored flagships, and international partnerships, emphasising that excellence, not exclusion, must define such institutions. It recommends further research examining comparative African experiences with women-only universities and assessing how cultural and religious contexts shape higher education policy.

Beyond Mobility

Lester Brian Shawa — 2026-05-12

In this paper, I argue that although South African universities engage in various internationalisation activities such as staff and student mobility programmes, robust internationalisation practices at the curricular, teaching, and learning levels remain scarce. Since curricula play a major role in socialising students, I contend that a meaningful internationalisation agenda requires South African universities to internationalise curricula and teaching and learning. While it may seem straightforward for universities to formulate internationalisation policies, implementing meaningful internationalised curricula is challenging in practice. Drawing on internationalisation policies from two selected universities in South Africa, I examine the meanings attached to internationalisation and how universities plan to implement it. I pose questions that a university might consider when attempting to internationalise its curricula and argue for in-depth inquiry into the internationalisation of curricula in South African universities.

Pedagogical Practices and Graduate Employability

Oni Margaret Bola — 2025-10-20

This study investigated how pedagogical practices influence graduate employability in Nigeria. Using a mixed-methods approach, 1,200 final-year students across six federal universities were surveyed, and group discussions were conducted with selected employers. Active learning strategies, problem-based learning, industry-linked projects, and digital literacy instruction were examined. Multivariate regression analysis shows that active learning and industry-linked projects are significant predictors of perceived employability, accounting for 38 per cent of variance after controlling for demographic and institutional factors. Qualitative insights underscore the importance of faculty-industry collaboration and continuous curriculum updates to align academic training with market demands. The findings suggest that pedagogical practices that embed real-world problem-solving and work-integrated learning can substantially improve graduate employability in the country. Policy implications include incentivising universities to adopt experiential learning models, strengthening faculty-industry partnerships, and integrating digital training into the core curriculum.

Historical Inquiry into the Transformative Role of Artificial Intelligence in Scientific Research Methodologies

Pontian Godfrey Okoth — 2025-10-20

This study explores the historical development of AI-driven research methodologies, the role of these technologies in enhancing scientific inquiry, and the ethical and methodological challenges associated with their adoption. The study sought to trace the historical development of AI-driven research methodologies; assess the role of AI in enhancing data accuracy, predictive modelling, and interdisciplinary research collaborations; evaluate the ethical and methodological challenges associated with integrating AI into research; and propose strategies for the sustainable adoption of these technologies. Data were collected from the literature, oral histories, and archival sources. Analysis was conducted thematically and through content analysis. The findings reveal that while AI has improved research efficiency and predictive capabilities, historical patterns indicate persistent challenges in ethical oversight, data security, and the epistemological implications of machine-generated knowledge. The study underscores the necessity of regulatory frameworks, increased AI literacy among researchers, and hybrid models that integrate AI-driven analytics with human judgment.

Language Diversity and Communication Challenges among Migrant Students at Kyambogo University

Prosperous Nankindu — 2025-10-20

This study explores linguistic diversity and language challenges among migrant students at Kyambogo University. The study was conducted following a mixed-methods action research approach. Focus is on the students’ language differences and communication challenges within the University and its neighbourhood. The findings reveal that the migrant students have no major challenges with English, the language of instruction. However, they expressed a need for support to learn Luganda, the local language. Recommendations towards formulating an internationalisation policy for the University; improving quality assurance and management for migrant students from arrival to exit; developing a Luganda language course and a learners’ guide for beginners; and sensitising teaching and non-teaching staff about the needs of migrant students are made.