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The atmosphere at Gulu University’s grounds was vibrant from the moment the 16th Higher Education Exhibition opened on March 26, 2026. Students, teachers, and visitors moved between stalls, stopping to ask questions, take notes, and explore the practical solutions universities had brought. Among the participants, Busitema University attracted considerable interest with its hands-on demonstrations and forward thinking innovations.
From artificial intelligence applications to breakthroughs in agro-science, natural products, and space research, Busitema’s exhibits highlighted the university’s growing role in developing solutions for Uganda’s challenges. Visitors could see students explaining their projects with enthusiasm, demonstrating prototypes, and inviting guests to experience the technology firsthand.
“I was nervous at first, but seeing visitors try out our project and ask questions was really exciting,” said Rogers Ojok, a student pursuing a Master in Artificial Intelligence demonstrating an AI-based crop monitoring system. “It made me feel like our work could really make a difference in people’s lives.”
The exhibition was officially opened by the Minister of State for Higher Education, Hon. Dr John Chrysostom Muyingo, who took a keen interest in the practical solutions presented. Before the formal proceedings, Dr Muyingo toured the stalls with NCHE Executive Director, Prof. Mary Okwakol, stopping at Busitema’s exhibition space to engage with students and researchers.
“What you are seeing here are not just ideas; they are tools that can benefit communities,” Dr Muyingo remarked, clearly impressed by the quality and diversity of the exhibits. He commended the university for fostering hands-on learning and preparing graduates for real world challenges.
Prof. Okwakol highlighted the importance of exhibitions like this in connecting students with universities and expanding awareness about higher education opportunities, particularly in northern Uganda, West Nile, Lango, and Karamoja. “Many young people have immense potential but lack guidance on how to pursue it,” she said. “Our goal is to bridge that gap and inspire learners to take the next step in their education.”
On the second day, the Mayor of Gulu City, Alfred Okwang, officiated as Chief Guest. He praised NCHE for bringing the exhibition to northern Uganda for the first time and encouraged students to embrace science-based disciplines. “There is so much to explore beyond the classroom,” he told the gathered students, urging them to consider the multiple pathways available to higher education and to take full advantage of scholarship opportunities.
Throughout the exhibition, a recurring theme was clear: innovation is most impactful when it is practical and accessible. Busitema University students were not only showing technology, they were demonstrating problem solving, creativity, and a commitment to their communities. Visitors could see it in the animated explanations, careful attention to detail, and pride students took in their work.
As the three days drew to a close, the message remained consistent: discipline, curiosity, and a willingness to learn are essential ingredients for success. For Busitema University, participation in the exhibition was an opportunity to connect with young minds, spark inspiration, and reaffirm its role as a hub for research, innovation, and community transformation in Uganda.
Busitema University came alive on 25th March 2025 as it hosted its 4th Annual Academic Careers Fair and Exhibition at the main campus, drawing students, educators, and key stakeholders from across the country. The event combined an interactive exhibition with a career guidance session, offering learners a rare opportunity to explore academic pathways alongside practical innovations.
In her remarks, the Deputy Vice Chancellor for Academic Affairs and Research, Associate Professor Saphina Biira, welcomed the visiting schools and expressed appreciation to those that consistently create opportunities for their students to attend such engagements. She emphasized that the exposure provided during the fair is intended to help learners understand what universities do and guide them in making informed career choices.
“We are a multi-campus public institution,” she noted, “and we have brought innovations from our various faculties for you to see.” She encouraged students to take time at the exhibition stalls, where they could witness firsthand the university’s work, including locally developed drugs that have successfully passed clinical trials and are ready for use in treatment, as well as machinery designed to solve everyday challenges.
Prof. Biira underscored the evolving role of education, saying it should go beyond academic transcripts to instill hope and equip learners with practical skills for meaningful living. She highlighted the government’s shift towards competence-based education, noting that innovation requires not only technical ability but also the right attitude and strong values.
“To come up with innovations, you need skills, but attitude is equally important,” she said. “A positive mindset and strong values will help you remain useful in your communities.”
She also pointed out the importance of collaboration, noting that institutions such as environmental agencies, financial institutions, and other stakeholders had been brought on board to enrich the students’ experience. She further celebrated a recent milestone for the university; the graduation of its first PhD students.
The Vice Chancellor, Professor Paul Waako, described the careers fair as a unique platform that brings together the future, present, and partners in education. Addressing the visiting students, particularly those in Senior Six, he acknowledged the significance of the decisions they are about to make.
“You are at a very important crossroads in your lives,” he said. “The choices you make now will shape not only your personal future, but also that of our country.”
He encouraged students to use the fair as a chance to explore different career paths, ask questions, and discover new possibilities. He also commended headteachers and patrons for their role in guiding students and nurturing their potential, while appreciating the collaboration between secondary schools and higher institutions.
Prof. Waako emphasized that while Busitema University prides itself on offering practical and relevant programmes aligned with national priorities, a degree alone is no longer sufficient. He urged students to develop creativity, adaptability, and integrity — qualities necessary to thrive in today’s dynamic world.
“Do not be afraid to think beyond the obvious,” he advised. “Sometimes the unfamiliar path leads to the greatest impact.”
Representing the Deputy Governor of the central bank, Dr. Philip Andrew Wabulya, Director for Risk and Strategic Management, urged students to reflect on their career aspirations and recognize the vast potential within Uganda. He encouraged them to pay close attention to academic guidance and take personal responsibility for discovering their strengths.
“Education will expose you to more, but it is your responsibility to discover yourself,” he said. “Have side hustles, take opportunities that can generate income, and remain resilient.”
Dr. Wabulya also challenged students to consider sectors such as agriculture and education, noting their importance to national development. Drawing lessons from global examples, he pointed out how countries have leveraged education to transform their economies. He encouraged students to remain focused, use their energy wisely, and pursue their goals with determination.
Earlier, Eria Were, Deputy Headteacher of Bugwere High School, who represented the leadership of the Association of Secondary School Headteachers, commended Busitema University for organizing the fair and strengthening the link between secondary and higher education. He noted that such initiatives help demystify university life and empower students to make clearer career decisions.
He urged learners to take the guidance sessions seriously, engage actively with exhibitors, and appreciate their teachers for facilitating their participation.
Throughout the day, students moved through exhibition stalls, interacted with innovators, and attended career talks, gaining insights into fields ranging from engineering and agriculture to health sciences and education. For many, it was more than just a visit, it was a glimpse into the possibilities ahead.
As the event concluded, one message stood out clearly: education is not just about passing exams, but about building skills, shaping character, and creating solutions that can transform lives.
Busitema University welcomed a diverse group of students, educators, and partner organizations for the Eastern Regional Youth Debate, an annual event aimed at promoting dialogue on environmental sustainability and climate action among young people. The debate, now in its fifth edition, was held on Wednesday, March 18, at the Conference Hall of the Faculty of Engineering and Technology. It brought together participants from universities, colleges, and secondary schools across the region in a spirited exchange of ideas centered on water, environment, and climate change.
Organized in partnership with the Ministry of Water and Environment and Youth Go Green, the event attracted teams from seven higher institutions and nine secondary schools. Among the universities and colleges represented were Busitema University, Islamic University in Uganda, Uganda Christian University, Makerere University Business School, Uganda Technical College–Elgon, and the School of Hygiene. Secondary schools in attendance included Soroti Secondary School, Nyondo Secondary School, Nkoma Secondary School, Mbale High School, and Tororo Progressive Academy, among others.
This year’s debate marked a shift in venue, having previously been hosted at Mbale Secondary School for two consecutive years. The move to Busitema University provided a larger platform for the growing competition, which continues to attract increasing participation.
The competition followed a structured format, with teams competing in group knockout stages before advancing to the finals. Successful participants will proceed to the national level of the debate.
Speaking at the opening ceremony, Dr. Charles Muweesi, Director of Institutional Advancement at Busitema University, welcomed participants on behalf of the Vice Chancellor. He highlighted the importance of such initiatives in building capacity and raising awareness among young people on critical environmental issues. Dr. Muweesi also recognized the support of the National Water and Sewerage Corporation, noting its contribution to advancing conversations around water and climate change.
Eng. Maximo Twinomuhangi, the Ministry of Water and Environment coordinator, emphasized the broader impact of the debate. He described it as a platform that not only nurtures public speaking and critical thinking skills but also contributes to socio-economic development by encouraging the exchange of ideas among young, innovative minds.
Also addressing participants, Mr. Edwin Muhumuza, Chief Executive Officer of Youth Go Green, commended the teams for their engagement and assured them that the ideas generated would be compiled into a report to inform national-level discussions and policy considerations. He further announced the upcoming Water and Environmental Week for the Eastern Region in 2026, inviting participants to take part in the initiative.
The day’s program featured debate sessions held across various lecture rooms, alongside public speaking activities in the main conference hall. At the close of the event, participants were awarded certificates in recognition of their involvement, with top performers advancing to the next stages of the competition.
Although Busitema University did not progress beyond the initial rounds, its team was praised for its competitive spirit and active participation in an event that continues to grow as a key platform for youth engagement on environmental issues.
Busitema University recently hosted two visiting researchers from the University of Twente in the Netherlands, marking a collaboration that brings advanced energy research into direct engagement with local realities. The visit by Nataly Bañol Arias and Maarten Appelman centered on a shared objective: understanding how modern energy systems can be designed not only to function efficiently but also to serve communities equitably.
Both researchers are members of the Power Electronics group at Twente, where their work intersects around energy systems, particularly in contexts where access to electricity remains limited or unreliable. Their engagement at Busitema University offered an opportunity to connect theoretical research with practical realities in Uganda.
Appelman’s research focuses on energy access, especially in regions affected by energy poverty across Sub-Saharan Africa and other parts of the developing world. His work combines engineering with the concept of energy justice, examining how lack of access to electricity directly affects health, education, and economic productivity. In many communities, reliance on traditional cooking methods exposes households to harmful smoke, contributing to serious health risks and reduced life expectancy. Access to cleaner forms of energy, particularly electricity, holds significant potential to improve these conditions.
A key area of his recent research investigates the quality of electricity in off-grid systems, rather than access alone. Studies on solar home systems and rural DC mini-grids indicate that even where electricity is available, poor voltage stability and weak system design can limit its usefulness. This has implications for appliance safety, system durability, and long-term sustainability. His work underscores the need for clearer standards and improved system design to ensure that electrification efforts deliver meaningful and lasting impact.
Although much of his research has been conducted from the Netherlands using existing studies and laboratory-based simulations, his visit to Uganda provided critical contextual insight. Field observations revealed gaps between infrastructure and access, including situations where electricity lines pass over households that remain unconnected due to missing components such as transformers.
Working alongside him, Nataly Bañol Arias approaches the energy challenge from a systems and infrastructure perspective. As an Assistant Professor specializing in smart grids, her research focuses on the design and operation of modern electricity networks, particularly at the distribution level where power reaches end users. Her work explores how systems can integrate renewable energy sources such as solar and battery storage while maintaining stability and efficiency.
A central component of her research is the development of microgrids localized energy systems that can operate independently or alongside national grids. These systems are especially relevant for rural or underserved areas, where extending the main grid may not always be feasible. Her work examines how such systems can be optimized to respond to varying demand and supply conditions.
More recently, her research has addressed the challenge of interoperability in power electronics. As modern energy systems increasingly rely on devices such as inverters to connect renewable energy sources to the grid, differences in design and control systems across manufacturers can lead to inefficiencies and instability. By developing standardized control approaches, her work aims to ensure that diverse technologies can operate together seamlessly within the same network.
She also utilizes advanced simulation techniques, including hardware-in-the-loop systems, to model and test energy networks under real-world conditions. These tools allow researchers to simulate microgrid behavior across different scenarios, providing a safe and cost-effective means of evaluating performance prior to implementation. Such approaches present opportunities for collaboration with institutions like Busitema University, particularly in modeling local energy systems and testing solutions tailored to regional needs.
The visit also highlighted a striking contrast between energy systems in Europe and Uganda. While countries like the Netherlands face challenges of grid congestion where infrastructure exists but cannot accommodate additional users, Uganda presents a different scenario in which electricity generation may be sufficient, but distribution infrastructure limits access. This imbalance raises important questions about investment priorities, system design, and the policy frameworks needed to ensure that available energy reaches the communities that need it most.
Beyond their technical work, both researchers emphasized the broader role of academic research in addressing societal challenges. Rather than directly implementing large-scale projects, their work contributes by generating knowledge that can inform policymakers, industry actors, and development initiatives. By identifying gaps, proposing solutions, and disseminating findings, research becomes a critical foundation for practical interventions.
Their collaboration with Busitema University is part of a wider partnership that enables students and academic staff to visit and learn from each other’s institutions. Through this engagement, students and faculty gain exposure to international research environments, while visiting researchers benefit from local insights that shape more context-sensitive solutions.
In their interactions with students, both researchers encouraged a broader perspective on academic and professional growth. They emphasized pursuing research aligned with real-world needs and contributing to community well-being, as well as remaining open to international experiences that can expand both knowledge and impact.
The visit ultimately underscores the importance of bridging advanced research with lived realities. By combining expertise in smart grid technologies with a strong focus on energy access and justice, the collaboration between the University of Twente and Busitema University reflects a shared commitment to developing sustainable, inclusive energy solutions for the future.
At the heart of effective teaching lies an educator’s ability to model integrity, uphold professional standards, and make ethical decisions that influence learners and the wider school community. This critical dimension of teacher formation is the focus of a recent study by Rose Namaganda Mirembe, a postgraduate student and lecturer at Busitema University, whose research offers fresh insights into how philosophy and ethics education shape the conduct of future teachers.
Mirembe’s work, completed as part of her Master of Education (Foundations of Education) at Makerere University, examines the impact of the Moral and Ethical Teacher’s Professional Growth and Development course on teacher trainees. Her study is particularly relevant for Busitema University, where teacher education programs emphasize not only academic excellence but also the cultivation of professional behavior aligned with institutional and national standards.
To understand how well the philosophy of education course prepares trainees for ethical decision‑making, Mirembe conducted a comprehensive content analysis of the curriculum approved by the National Council for Higher Education (NCHE). This analysis was enriched by document reviews, classroom observations, focus group discussions, and interviews with students. Her goal was to determine whether the course effectively equips trainees with the moral grounding needed to navigate both the structured environment of teaching practice and the more informal settings of university life.
The course itself is designed to introduce teacher trainees to foundational concepts in moral philosophy, professional ethics, and the responsibilities expected of educators. It emphasizes values such as honesty, respect, accountability, and adherence to institutional policies including the often‑debated dress code. By exploring these themes, the course aims to shape teachers who not only understand ethical principles but can also apply them consistently in real‑world contexts.
Mirembe’s findings reveal that the course plays a significant role in shaping the professional behavior of teacher trainees, particularly during school practice placements. Students reported that the knowledge gained from the course helped them appreciate the importance of presenting themselves professionally, respecting school rules, and maintaining appropriate conduct in front of learners.
One of the most notable outcomes was improved adherence to dress code expectations during teaching practice. Trainees recognized that their appearance and demeanor directly influenced how they were perceived by pupils, colleagues, and supervising teachers. This awareness fostered a sense of responsibility and encouraged them to embody the standards expected of educators.
Additionally, the course helped trainees develop a clearer understanding of ethical dilemmas they might encounter in schools. Many reported feeling better prepared to make decisions that align with professional values, whether dealing with issues of fairness, confidentiality, or student discipline.
Despite these positive outcomes, Mirembe’s research also highlights areas where the course’s influence is limited. While trainees demonstrated strong ethical behavior during formal teaching practice, the same standards were not consistently upheld in everyday university life. For example, the course did not significantly reduce examination malpractice, a persistent challenge in many higher education institutions. Similarly, adherence to the university dress code was inconsistent outside professional settings. Students often relaxed their standards during lectures or informal campus activities, suggesting that ethical instruction alone may not be enough to shape behavior in unregulated environments.
These findings underscore an important reality; ethical knowledge does not automatically translate into ethical behavior. While the course provides a strong theoretical foundation, additional institutional measures are needed to reinforce expectations and ensure consistent compliance.
Based on her findings, Mirembe recommends that Busitema University continue offering the Moral and Ethical Teacher’s Professional Growth and Development course and ensure its regular accreditation by NCHE. However, she emphasizes that ethics education must be complemented by practical policies and robust oversight.
She calls for:
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Clear and enforceable dress code guidelines that apply both during teaching practice and on campus.
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Stronger supervision during examinations and coursework to deter malpractice.
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Consistent enforcement of institutional policies, ensuring that ethical behavior becomes a habit rather than a temporary adjustment during field placements.
Mirembe’s research offers valuable insights not only for Busitema University but also for the broader field of teacher education in Uganda and beyond. By linking curriculum content with observable behavior, her study highlights the importance of a holistic approach to ethics education one that blends philosophical understanding with institutional guidance and consistent enforcement.
As universities continue to shape the next generation of educators, studies like this remind us that producing competent teachers requires more than academic training. It demands intentional efforts to nurture ethical, reflective, and responsible professionals who can positively influence the learners and communities they serve.
The Directorate of Information and Communication Technology Services (DICTS) at Busitema University has successfully implemented a modern, sustainable power backup system to ensure uninterrupted operation of the university’s server infrastructure.
This new power solution integrates solar energy, lithium battery storage, and grid (hydro) electricity into a seamless and intelligent system designed to guarantee reliability, efficiency, and resilience.
How the System Works
The setup consists of 38 solar panels that harness clean energy during the day. This solar power directly supports the server room operations while simultaneously charging a high-capacity lithium battery system.
At night, the system automatically switches to grid (hydro) power as the primary source of electricity. In the event of a grid power outage, the lithium battery—charged during the day—instantly takes over, ensuring continuous power supply to critical systems.
All transitions between power sources are managed by a smart inverter, which enables automatic, seamless switching without any interruption to services.
Key Benefits
- Uninterrupted Services: Ensures continuous availability of university digital systems and services.
- Energy Efficiency: Maximizes the use of solar energy, reducing dependence on grid power.
- Sustainability: Promotes green energy adoption and reduces the university’s carbon footprint.
- Reliability: Provides a robust backup mechanism in case of power outages.
- Automation: Eliminates manual intervention through intelligent power switching.
Supporting the University’s Digital Mission
This initiative reflects DICTS’ commitment to strengthening the university’s ICT infrastructure and supporting teaching, learning, research, and administrative functions through reliable technology services.
By adopting this hybrid power solution, Busitema University continues to demonstrate leadership in leveraging innovative and sustainable technologies to enhance institutional efficiency and service delivery.
In an effort to ensure a smooth transition into university life, first-year students at various campuses received a comprehensive orientation on University systems. The orientation, held on between 7th of September to 15 of September 2023, provided newcomers with valuable insights into the array of systems and resources available to them throughout their academic journey.
The orientation covered a wide range of essential topics, including:
- The Admission System
- Students Portal System
- Varous websites including the main University Site
- Introduction to eduroam internet
Among others
The orientation sessions were led by experienced faculty and staff members who were available to answer questions and provide guidance. Attendees were also given access to online resources and handouts for future reference.
Busitema Universoty, Directorate of ICT remains committed to supporting the success of its students and believes that a strong understanding of campus systems is crucial for a successful academic journey. This comprehensive orientation serves as a crucial first step in helping first-year students make the most of their university experience
To register for institutional mail, please fill in the following forms. Forms are to be filled according to respective faculties. Click here to access forms