| Nakanyike B. Musisi holds a PH.D from
the University of Toronto, Canada, an MA and M.Lit
from the University of Birmingham, U.K and a B.
Hons Degree from Makerere University. She is currently
the Executive Director of Makerere Institute of
Social Research, at Makerere University and an Executive
Secretary of the Innovations at Makerere Committee.
In 1993, 1994 and 1996, she received the Dean's
Merit of Teaching Excellence Award, University of
Toronto. Dr. Musisi has served on a number of noteworthy
national Task Forces.
She has published widely and has worked on the
following research projects: Determinants of Poor
Performance of Best UACE Students Admitted to
Makerere University through Direct Entry; The
Migration of Skilled Health Personnel in the African
Region; Attendance Patterns and Causes of Drop-
outs in Primary Schools and Decentralization and
Tertiary Institution: The Case of Uganda; Management
of Puberty: information Needs from the Perspective
of Ugandan Primary School Children.
Selected Publications
- "Uganda". 2003, In Damtew Teferra
& Philip G. Altbach (eds), African Higher
Education: An International Reference Handbook.
Bloomington& Indianapolis, Indiana University
Press. Pp. 611-623. 2003
- Makerere University in Transition 1993-2000.
(2003) Oxford, James Currey / Kampala, Fountain
Publishers. 103 pages
- "Promoting Empowerment: A Unique Grant
Relationship between Rockefeller Foundation
and Makerere University". (2003) In Dialogue
in Pursuit of Development, Expert Group on Development
Issues (EGDI). The Nordic African Institute.
Uppsala. pp 264-285
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| Business Not As Usual!: Public-Private
Mix in Uganda's Higher Education, 1994-2004
Uganda's higher education sub-sector is growing
at an alarmingly high-speed in terms of enrollment,
academic programs, number of providers and financiers.
In 2004, there are over 100,000 students accessing
higher education institutions across the country
and more than 2000 programs to choose from. The
number of institutions has increased from one
state/public university in 1987 to 28 Universities.
Of these, only five are public, the rest being
operated by the private sector. Yet at the same
time, while the number of private operators is
on the increase, the number of private students
in government-funded institutions has outstripped
those sponsored by the government. This state
of affair needs sound research to inform policy
and develop viable strategies to address a myriad
of potential and real issues of quality, quantity,
equity and relevance.
The overall goal of this study will be to investigate
and analyze the emergence, magnitude and effects
of the public-private mix at a myriad of levels.
The ambiguity in definition of "public"-"private"
will be investigated at four levels: i.e. ownership,
program, regulation, and financing. While the
study will provide an over view of Uganda's status
in as far as the public private mix in higher
education is concerned, a sample of three "public"
and five "private" universities will
be studied in greater detail.
While using both qualitative and quantitative
methods, the study's research questions will focus
on those areas that have been largely neglected
by researchers; policy makers and consumers of
Uganda's higher education yet are so crucial for
the emerging higher education system in the country.
The study is intended to have the following modest
benefits: (i) make meaningful discoveries and
suggestions that will empower not only the consumers
of higher education in Uganda; (ii) expose areas
where attention is urgently needed and (iii) lastly
aid the National Council for Higher Education
in its regulatory role to ensure the provision
of quality and relevant higher education that
addresses key national developmental goals and
aspirations.
The results of this study will constitute a vital
addition to the current discourse on higher education,
human development and in particular financing,
quality and relevant Uganda's higher education
in the 21st century. As a scholar, I welcome the
opportunity to work together with a group of other
Fulbright researchers to form an international
community of interested persons investigating
global challenges and national responses in the
provision of higher education in the 21st century.
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