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Trajectory of doctoral education and training in Uganda

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Abstract

To participate fully in the global knowledge economy, all countries require strong research and innovation eco-systems. This crucially depends on the efficiency of doctoral education and training. We examined the trajectory of doctoral education in Uganda over the past four decades focusing on number of doctoral awards and equity in regard to sex, STEM versus Arts, Humanities and Social Sciences, and private versus public providers. We collected data from all institutions providing doctoral education in Uganda through comprehensive review of documents. Our analysis of data revealed low capacity for doctoral education in Uganda. There was under production of doctorates depicted by the low number of doctoral awards; and inequalities in regard to sex, STEM versus Arts, Humanities and Social Sciences, and the public versus private providers. We argue that the trends in equity and number of doctoral awards translate into low number of researchers per million inhabitants, low number of researchers engaged in research and development (R&D), and gender disparity in researchers’ participation in R&D. We conclude that the low number and inequalities in doctoral awards have deterring implications to the attainment of national development goals. We proffer desired trajectories for the future of doctoral education and training in Uganda.

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Authors and Affiliations

  1. East African School of Higher Education Studies and Development (EASHESD), College of Education and External Studies (CEES), Makerere University, Kampala, Uganda

    Irene Etomaru

  2. EASHESD, CEES, Makerere University, Kampala, Uganda

    K. Fred Edward Bakkabulindi & Tom Darlington Balojja

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  1. Irene Etomaru
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  2. K. Fred Edward Bakkabulindi
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  3. Tom Darlington Balojja
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Correspondence to Irene Etomaru.

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This work is part of a larger study on the state of doctoral education and training in Uganda funded by the Government of Uganda through the Makerere University Research and Innovations Fund. Grant Number: MAK-RIF-RIF1/CEES/004.

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The authors declare that there are no competing interests.

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Etomaru, I., Bakkabulindi, K.F.E. & Balojja, T.D. Trajectory of doctoral education and training in Uganda. High Educ 87, 271–286 (2024). https://doi.org/10.1007/s10734-023-01006-y

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