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Busitema University has strengthened its position as a hub for renewable energy innovation after hosting an international solar installation training programme that equipped engineers, technicians, graduates and students with practical skills needed to support Uganda's growing clean energy sector.
The 19-day training, organised under the International Solar Alliance (ISA) and facilitated by First Green Consultancy (FGC) Ltd of India, brought together participants from across Eastern Uganda for intensive theoretical and practical instruction at the Faculty of Engineering and Technology. Through the University's Eastern Uganda Solar Training and Resource Centre (STAR-C Centre), the initiative is helping to build a skilled workforce capable of supporting the country's transition to sustainable energy solutions.
The programme was delivered in two cohorts, from 13th–21th July and 22nd–30th July 2026, with participants drawn from engineering, technical and vocational institutions, as well as recent graduates and university students. On successful completion of the training, participants received certificates recognising their newly acquired competencies in solar photovoltaic installation.
Speaking on behalf of University Management, the Dean of the Faculty of Engineering and Technology, Eng. Dr. Joseph Lwanyaga Ddumba, congratulated the participants for embracing a field that is increasingly shaping the future of energy and economic development.
He encouraged them to apply the practical knowledge gained during the training to address real-world energy challenges, emphasizing that a solid understanding of concepts and hands-on experience are the foundation of lasting professional competence.
The training was facilitated by renewable energy experts Mr. S. Pavithran and Mr. G. Sivarama Krishnan from First Green Consultancy Ltd, who shared global best practices drawn from the consultancy's work on large-scale solar projects across Asia, the Pacific and Africa.
Introducing the consultancy, Mr. Pavithran explained that First Green Consultancy supports governments, development agencies and private institutions in planning and implementing renewable energy projects. He noted that the consultancy's work is guided by the principle of "Energy Efficiency, Renewables and Sustainability" and currently spans six African countries, including Uganda.
He further highlighted the consultancy's online Learning Management System, which enables trainees and partner institutions to continue exchanging knowledge and technical expertise beyond the classroom, fostering long-term collaboration within the renewable energy sector.
The Head of the Department of Electrical Engineering, Eng. George Kilama, said the training was organised through the International Solar Alliance to strengthen Uganda's technical capacity in solar energy technologies, particularly rooftop installations, solar-powered water pumping systems and mini-grids.
He revealed that the partnership will extend beyond the current training, announcing that the International Solar Alliance will sponsor Mr. Ekuu Aaron, a Graduate Fellow at Busitema University, to pursue a 10-month Postgraduate Diploma at the Indian Institute of Technology Madras. The opportunity is expected to further enhance the University's expertise in renewable energy and support the development of local trainers who will continue transferring these skills to future learners.
On the final day of the programme, Mr. Noah Kyeyune, the STAR-C Centre Coordinator from the Ministry of Energy and Mineral Development, commended the International Solar Alliance and Busitema University for their commitment to advancing renewable energy technologies in Uganda. He revealed that the STAR-C Centre had initially been earmarked for Nakawa Technical Institute, but when the opportunity was presented to Busitema University, the University's leadership embraced the initiative with enthusiasm.
Mr. Kyeyune noted that the Government of Uganda recognises renewable energy as a key driver of socio-economic transformation. He described the STAR-C Centre as an important link between national energy policies and their practical implementation, adding that expanding the adoption of solar technologies offers a sustainable solution to the longstanding challenge of limited electricity access in many rural communities.
The practical sessions provided participants with hands-on experience in system design, installation, site assessment, component selection and maintenance. Mr. Krishnan guided trainees through the technical considerations required for successful solar projects, including structural design, system logistics, power distribution and performance optimization.
Representing the Vice Chancellor at the closing ceremony, the Deputy Vice Chancellor (Academic Affairs), Assoc. Prof. Saphina Biira, congratulated the participants on successfully completing the programme and challenged them to apply their newly acquired knowledge to address energy challenges in their communities. She revealed that the University is developing a business model and sustainability plan for the STAR-C Centre to ensure its long-term viability and impact.
Assoc. Prof. Biira encouraged the trainees to maintain professional networks with First Green Consultancy, noting that the partnership would provide continued technical support, particularly in mini-grid solar installation. She further urged them to share the knowledge and skills they had acquired with their communities, contributing to Uganda's sustainable development and expanding access to clean energy.
The second cohort, comprising bachelor's degree graduates, received advanced instruction in system calculations, design principles and project planning, enabling them to develop the technical competencies required to implement solar energy solutions in diverse settings.
As Uganda continues to expand access to clean and affordable energy, initiatives such as this demonstrate the value of international collaboration in developing the skilled workforce needed to drive the country's renewable energy ambitions.
By hosting the STAR-C Centre and partnering with the International Solar Alliance and First Green Consultancy, Busitema University is strengthening its role as a national centre of excellence in renewable energy training and innovation. The initiative not only enhances graduate employability but also supports Uganda's transition to clean energy by producing the skilled professionals needed to drive sustainable development across Uganda and the wider East African region.
Busitema University continues to strengthen its international research profile after Dr. Samuel Baker Obakiro, Director of the Natural Products Research and Innovation Centre at the Faculty of Health Sciences, was selected to represent Uganda at the prestigious 2026 American Association for the Advancement of Science (AAAS) – The World Academy of Sciences (TWAS) Science Diplomacy Course held in Trieste, Italy.
Dr. Obakiro attended the week-long programme alongside Ms. Brenda Nakazibwe, Team Leader of the Pathogen Economy Bureau at the Science, Technology and Innovation Secretariat in the Office of the President. The two formed Uganda's official delegation, participating in the highly competitive annual programme held from 20th to 23rdJuly 2026.
The AAAS-TWAS Science Diplomacy Course brings together carefully selected pairs of early-career scientists and policy advisors from around the world to strengthen the use of science diplomacy as a tool for promoting international cooperation and evidence-based policymaking. This year's edition attracted participants from 13 countries, including Uganda, Rwanda, South Africa, Morocco, Senegal, Malawi, the Democratic Republic of Congo, Honduras, Mexico, Paraguay, Jordan, Italy and Tajikistan.
Throughout the intensive training, participants explored how science can shape diplomacy, strengthen international partnerships and influence foreign policy. Discussions focused on addressing global challenges such as climate change, food security, emerging diseases, energy crisis, biosecurity risks and poverty through stronger international collaboration between scientists and policymakers.
The programme featured keynote speakers from France, Germany, Italy, Chile, Costa Rica, Pakistan, Kenya and the United States, who shared experiences on navigating today's rapidly changing geopolitical landscape, fostering international scientific cooperation and building large-scale research programmes.
For Dr. Obakiro, the experience was both professionally enriching and strategically important for Busitema University and Uganda's scientific community.
"I am extremely excited to have completed the course and become a member of AAAS. The knowledge gained is not only relevant to my personal career but also to Busitema University, Uganda and Africa as a whole," he said.
He noted that many African countries continue to face limited funding for cutting-edge research and advanced technologies, restricting their participation in global scientific initiatives. Even where quality research exists, inadequate investment often prevents promising innovations from reaching commercial scale.
According to Dr. Obakiro, science diplomacy provides a practical solution by linking scientific excellence with international partnerships, investment opportunities and policy engagement.
"To develop our nations, we need both quality evidence and scale. Science delivers the quality evidence while diplomacy delivers the scale. That is why embracing science diplomacy has become an urgent necessity."
The experience also reinforced Uganda's ambitions of becoming a USD 500 billion economy by 2040. Dr. Obakiro believes that integrating science diplomacy into national development strategies would strengthen international scientific collaboration, technology transfer, research funding and access to global markets.
He observed that Uganda possesses enormous scientific potential through investments in agriculture, health sciences, renewable energy, e-mobility, materials science, space science and the country's growing pathogen economy agenda. However, translating these strengths into economic value requires stronger engagement with international communities and effective scientific negotiations.
Drawing lessons from countries such as South Africa, which has successfully leveraged science diplomacy to attract major international investments in climate and health research, Dr. Obakiro believes Uganda can similarly position itself as a regional leader by capitalizing on its unique scientific opportunities, particularly in e-mobility and pathogen research and innovation.
He called for the establishment of the Uganda Science Diplomacy Bureau or a Science diplomacy department within the Science, Technology and Innovation Secretariat or the Ministry of Foreign Affairs to coordinate scientific engagement with international partners. He also recommended creating a Pan-East African Science Diplomacy Chapter with Uganda positioning itself as a leader, increasing government and private sector investment in priority scientific research programmes and strengthening the role of the Uganda National Academy of Sciences as an independent scientific advisory body to policy making.
For Busitema University, Dr. Obakiro's participation reflects the institution's growing contribution to global scientific dialogue and its commitment to producing research that addresses national priorities while advancing international collaboration.
As Uganda increasingly looks to science, technology and innovation to drive socio-economic transformation, the University's involvement in global platforms such as the AAAS-TWAS Science Diplomacy Course demonstrates its expanding role in shaping evidence-based solutions with regional and global impact.
Busitema University, Marine Police Explore Strategic Partnership to Advance Uganda's Maritime Sector
Busitema University's ambitious plans to establish a Maritime Institute received a major boost on Friday, 17th July 2026 after the Uganda Police Force's Marine Police expressed interest in partnering with the University to strengthen maritime education, professional training and research in Uganda.
The proposed collaboration, discussed during a high-level meeting at the University's main campus, is expected to support the development of industry-driven academic programmes while creating opportunities for Marine Police officers to earn internationally recognised qualifications that complement their extensive operational experience.
The engagement brought together senior officers from the Marine Police, led by Commissioner of Police Sulaiman Kirungi, and Busitema University's management, led by the Deputy Vice Chancellor (Academic Affairs), Prof. Saphiina Biira, alongside heads of department from engineering and marine-related disciplines.
Welcoming the delegation on behalf of the Vice Chancellor, Prof. Biira said Busitema University is committed to developing academic programmes that respond to national development priorities and emerging industry needs.
She revealed that the University is developing about 15 maritime-related academic programmes designed to equip graduates with globally recognised competencies while supporting the growth of Uganda's maritime and inland water transport sectors.
"The proposed programmes will provide internationally recognised academic qualifications while addressing the growing demand for skilled professionals in the maritime industry," she said.
Commissioner Kirungi described the proposed programmes as a timely intervention that will strengthen the professional capacity of the Marine Police.
He noted that although the Marine Police has accumulated decades of practical expertise since its establishment in 1995, many officers lack formal academic qualifications required to validate their competencies at the international level.
"Our officers have the practical knowledge and experience to execute marine operations comparable to international standards, but academic certification remains a missing link. This partnership will bridge that gap and enhance our professional standing," he said.
He explained that the Marine Police plays a critical role in crime prevention, intelligence-led operations, surveillance, search and rescue, investigations and community policing across Uganda's water bodies.
The Commissioner also highlighted the wealth of experience within the force, citing officers who have spent more than a decade in maritime policing but whose expertise has not been matched by specialised academic training.
Director of the Maritime Institute, Prof. Waiswa Wilson Mwanja, said the proposed partnership demonstrates growing confidence in Busitema University's vision of becoming a leading centre for maritime education and innovation.
He acknowledged the support of key stakeholders, including the Uganda Police Force, Uganda National Roads Authority (UNRA), Uganda Railways Corporation, Lake Victoria Logistics and SECO Marine, whose contributions continue to shape the development of the University's maritime programmes.
Prof. Mwanja said the proposed programmes will cover a broad range of specialised fields, including Inland Navigation, Boat and Ship Building, Repair and Maintenance, Marine Production Science, Mining in Water Bodies, and pharmaceutical products derived from aquatic plants.
He expressed optimism that the Maritime Institute at Namasagali Campus will become operational by December this year, subject to completion of the required approval processes.
The meeting concluded with both institutions agreeing to begin the process of formalising their partnership through a collaborative framework. Once concluded, the partnership is expected to enable Marine Police officers to enrol in Busitema University's maritime programmes while strengthening practical training, research, innovation and knowledge exchange between academia and industry.
The collaboration marks another milestone in Busitema University's drive to develop specialised academic programmes that respond to national priorities and position the institution at the forefront of science, technology and innovation for sustainable development.
Busitema University has reaffirmed its commitment to developing transformative leaders after several of its staff successfully completed the 9th Higher Education Resource Services–East Africa (HERS-EA) Leadership Academy, a premier regional programme designed to strengthen women's leadership in higher education.
Hosted by Mbarara University of Science and Technology (MUST) from 13th–17th July 2026, the academy brought together women leaders from 16 universities and higher education institutions across East Africa under the theme, "Repositioning Women in Higher Education to Lead 21st Century Research, Collaboration and Resource Mobilisation."
The week-long academy equipped participants with practical skills in strategic leadership, institutional governance, research management, negotiation, partnership development, mentorship and resource mobilisation. Through interactive workshops, peer learning and networking sessions, participants exchanged experiences and explored innovative approaches to addressing the evolving challenges facing higher education in the region.
For Busitema University, participation in the academy represents more than professional development. It is a strategic investment in strengthening institutional leadership and expanding regional collaboration to enhance research, innovation and academic excellence.
Reflecting on the experience, Dr Godliver Owomugisha, Head of the Busitema Artificial Intelligence and Interdisciplinary Research Group, described the academy as an eye-opening opportunity that challenged participants to think differently about leadership.
"We often don't realise what we're missing until we surround ourselves with inspiring leaders and colleagues who challenge our thinking, share their experiences and encourage us to see new possibilities," she said.
"Leadership is not just about leading institutions. It is about creating environments where others can grow, thrive and contribute to meaningful change. Thank you, HERS-EA and Busitema University, for an inspiring and enriching learning experience. You are not only shaping higher education, you are reshaping the world."
Dr Carol Kawuma, a Researcher in Plant Taxonomy, Biosystematics and Conservation, said the programme had broadened her perspective on leadership and strengthened her appreciation of the role of women in advancing scientific research and conservation.
"Participating in the HERS-East Africa Leadership Academy was a truly transformative experience. It broadened my perspective on leadership, strengthened my professional networks and inspired me to contribute more effectively to advancing higher education and research in my field," she noted.
Dr Asingwire Barbara Kabwiga, a Computer Engineer with a major in IT and Embedded Computing Systems, emphasised that empowering women in higher education must go beyond increasing representation.
"It is about equipping women to lead research, build strategic partnerships, mobilise resources and drive innovation that creates lasting impact for society. I am glad to have been part of the 9th HERS-EA Leadership Academy," she said.
Dr Racheal Namulondo, Researcher in Development Microeconomics, highlighted the academy's practical value, particularly the sessions on strategic leadership, research management, and resource mobilisation, noting that these areas are critical for strengthening both individual and institutional effectiveness in higher education.
"The course was fantastic, particularly the insights on strategic leadership, research management and resource mobilisation. I have already started applying some of the knowledge in developing my leadership project. I thank the course facilitators for their mentorship and Busitema University for supporting my participation."
The academy also created opportunities for participants to establish professional networks with colleagues from across East Africa, opening doors for future research collaborations, knowledge exchange and institutional partnerships.
As universities increasingly seek innovative solutions to address regional and global challenges, leadership development initiatives such as HERS-EA are playing a critical role in preparing women leaders to influence policy, attract research funding and build resilient institutions.
Busitema University's participation in the regional academy reflects its continued commitment to nurturing leaders who can advance excellence in teaching, research, innovation and community engagement. By investing in its people and strengthening regional partnerships, the University continues to position itself as a key contributor to the transformation of higher education and sustainable development in Uganda, East Africa and beyond.
Uganda's schools now expect children to learn on their own initiative, at home, after class. A new study from Busitema University asked what that actually looks like for a child in Busia District, and found an eleven-year-old boy who once skipped his homework to go digging for money to buy a pen.
The study comes from Fredrick Kiwuwa Lugya and Isaac Mukungu, both librarians with the Busitema University Library, and it was published this year in the journal Digital Library Perspectives. Over nine months, the two researchers and their team visited ten primary schools scattered across Busia District, surveyed a hundred pupils, sat down for longer conversations with thirty of them plus their teachers and headteachers, and ran ten small group discussions to hear how children talk about learning when they're comparing notes with friends rather than answering a researcher one-on-one.
What they were trying to understand is simple to state and hard to solve. Uganda's schools have shifted to what's called a competence-based curriculum, which asks pupils to think critically, solve problems, and increasingly manage their own learning rather than just memorise what a teacher tells them. It's a good goal but it assumes something: that a child who goes home has some way of continuing to learn there. A book to read, a place to sit, someone to ask when a question doesn't make sense. The study set out to check whether that assumption holds up in a district where over half the population lives near the poverty line and where subsistence farming is most families' main source of income.
It mostly doesn't hold up, and the numbers explain why. Ninety-seven percent of the pupils surveyed get homework regularly. Only thirty-seven percent have a textbook at home to help them do it. Not a single child in the study had ever used a computer or the internet for schoolwork. When they get stuck, only sixteen percent turn to a parent, and even then, the help isn't always real help. One girl described her mother giving her the answers without ever explaining how she got them, which solves the homework but teaches nothing.
So, who does help? Mostly, teachers, when they're available, and older siblings, when they're patient. Several pupils described a familiar workaround a brother or sister nearby doing the actual explaining, because a parent is too busy or unable to. It's an informal system, held together by whoever happens to be around, and it works only as well as that person's own time and knowledge allow.
Then there's the library, or what schools in the district call a library. The researchers found that eighty-two percent of pupils had visited theirs at least once. That number sounds encouraging until you learn what those visits actually involve. Pupils go to collect a textbook for revision, or to return one, or to fetch chalk for a teacher. The books are kept behind a locked door, and a teacher holds the key. A child who wants something has to ask, and wait, and hope the teacher isn't busy. One boy explained it plainly that the teacher opens the store so pupils can take textbooks out. Nobody described going there to sit down and read, because there's rarely anywhere comfortable to sit, and rarely anything to read beyond the required texts. It's a storage room with a school badge on the door, not a library in any working sense of the word.
This matters because Uganda doesn't actually require primary schools to have a library at all. There's no national policy mandating one, and no requirement to employ a librarian. Whether a school has a real library or a locked cupboard comes down to whether that particular school decided, on its own, to build something better. Most haven't. The researchers describe this gap as a policy vacuum, and it's not hard to see why without a mandate, a library becomes a nice-to-have rather than something every child can count on.
None of this reads as a story about children who don't want to learn. If anything, the opposite comes through clearly. Pupils described studying by torchlight, forming small study groups at a friend's house when a parent allowed it, borrowing books from classmates when they had none of their own. They're solving problems with whatever they have. What they consistently asked for, when researchers asked what would help, wasn't abstract. They wanted light to read by in the evening, they wanted someone who could explain a hard question properly, not just hand them an answer, they wanted a library that worked less like a storeroom and more like a place they could actually use.
The Kitengesa Community Library, in another part of rural Uganda, has been running for close to twenty years with none of the fancy technology that a well-funded library might have. It has staff people trust, a collection that includes books in the local language, and a space worth spending time in. Research on Kitengesa has found a real connection between how often students read there and how well they do in exams. It's proof that fixing this doesn't require solar panels and broadband internet everywhere. It requires a decision to treat a library as something that actually serves people, not just stores their textbooks.
The authors are careful not to pretend there's an easy fix. Full electricity access and internet connectivity are still years away for most of Busia District, and any solution has to work without them in the meantime. What they propose instead is modest and practical. Solar-powered audio players that don't need a plug, offline digital collections loaded onto shared tablets, and trained local people, not necessarily professional librarians, who can be the person a child asks when they're stuck.
What makes this study worth reading is the way it lets a hundred children explain, in their own words, exactly what's missing from a curriculum that was designed with them in mind but not necessarily with their reality. A pen bought at the market, a geometry set the family can't afford, a locked door with a teacher somewhere on the other side of it. These are small, specific, fixable things, and the study makes the case, convincingly, that fixing them matters more than any single new piece of technology ever could.
The full study, "From locked storerooms to learning hubs: reimagining community libraries for self-directed learning in rural Uganda," is published in Digital Library Perspectives (DOI: 10.1108/DLP-01-2026-0027). https://doi.org/10.1108/DLP-01-2026-0027
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
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