About Us


2.1 History, Vision and Mission

Nsamizi Training Institute of Social Development (NTISD) is a public tertiary institution located in Mpigi Town Council. The Institute was founded in 1953 with a mandate of training professional Social Development workers. Currently, the Institute falls under the Ministry of Education and Sports, and remains specialised in professional training of the Social Development Work-force in Social Development Practice, Research and Advocacy.

Over the years NTISD has positioned herself as a premier student-community centred learning institution dedicated to academic and practice excellence, innovation, research and outreaches for Social and economic transformation. In line with the global Sustainable Development Goals, and Uganda’s Vision 2040, our vision is “to become a reputable centre of excellence in training and producing practical oriented human resources that ably deliver quality services that can transform the social development sector”. Our mission is “to produce competent human resources with positive attitudes that deliver quality services in social development”.

Development challenges that we target in our training programmes are those that directly afflict livelihood systems and include among others health, education, income and food security, leadership, cultural belief systems and conflict among others.

2.2 Our Main Training Programmes

We offer both long and short term diploma and certificate courses to our students who apply directly to us for admission and also degrees and post-graduate diplomas to students who apply for admission to our affiliated institutions for the bachelors degree in Social Development and the bachelors degree in Public Administration and Management, and the post-graduate diplomas in (i) Social Justice and (ii) Social Development, which were developed by us and are run at our campus. All of these programmes cover a wide range of specialisations in Social Development including:  social mobilization; social work; development studies; community based health care; counselling and guidance; gender and development; child and youth studies; entrepreneurship and development; agri-business and social development among others. Most of our programmes are run at our main campus in Mpigi Town Council, but we also have satellite centres in Kampala, Gulu, Lira, Adjumani and Kasese where our students are taught from.

2.3 Completed and ongoing Tailor made training and Capacity building programs

NTISD has also successfully managed tailor made capacity building courses for several organizations.  Below, we list some of the key ones undertaken.

Training Programme/Activity Description Period Client /Partner Status
1 A Training of Trainers (TOT) for 400 Sexual and Reproductive Health and Rights (SRHR) practitioners at the NTISD Center for Social Justice. Participants are drawn from civil society, local government, community based organisations, the Justice Law and Order sector, the education, health, gender, labour and Social Development sectors.


March 2018- December 2019 A partnership between Makerere University School of Public Health, Rutgers, Institute of Social Studies in the Hague, The Netherlands on-going
2 Community Based Development Facilitation for 250 World Vision Uganda field based Staff A nine Months’ training in 2015 World Vision Uganda Completed
3 Training of Trainers (TOT) for 270 Justice Law and Order Sector Professionals in Social Justice Administration. 2013 – 2015 Justice, Law and Order Sector Completed
4 Implementation of a livelihood, environment, safe energy, water and sanitation programme in 5 refugee settlements in south western Uganda Targeting over 90,000 refugees.


2009 to date United Nations High Commission for Refugees (UNHCR) and The Office of the Prime Minister (OPM) On-going
5 Induction of 250 Community Development and Probation and Welfare Officers in Community Based Development Facilitation 2003 – 2006 Ministry of Gender Labour and Social Development Completed
6 Trained over 1000 child care givers in Community- Based Work with children and youth through the Open Distance Learning program in 15 hard to reach district of Uganda


2010 – to date A partnership with REPPSI and Kwazulu Natal University Ongoing
7 Professional Training of 230 Community development workers to implement the rural water and sanitation project (RUWASA) in Eastern Uganda 1995 – 2001 DANIDA Completed
8 Training of communities on the safe water chain and sanitation improvement in Nakasongola and Sembabule Districts through the students Block placement field work exercises.


1998 and 1999 The Water,  Environment and Sanitation project (WES) funded by UNICEF Completed
9 Trained 160 Community Development Officers in Advocacy for family planning activities to improve on use of contraceptives.


Funded by UNFPA 2005 completed

2.4 Training Infrastructure and facilities

We have enough training facilities, library, computer laboratory, hostels enough to accommodate participants and some with self-contained rooms and excellent catering services. We are located in a serene green environment within the cool valleys and hills of Mpigi town council providing a conducive environment for all our learners, both those admitted on the academic programmes and participants of specialized/tailor-made programmes when offered at our campus. We have, in addition to space and location specific training infrastructure, NTISD has computers and head projectors that facilitate training and a bus that is used to transport both staff and trainees to the field.

2.4 Our Field Work Training Strengths and Competencies

Since the inception of NTISD, fieldwork attachment has been a vital component of learning for all students irrespective of what courses they offer. We boast of a very unique community outreach strategy which ensures that all our students (usually over 1000 in number) are split into 20 groups and placed in over 20 sub-counties covering the major regions of Uganda as block placement every academic year for 60 and 90 days for Certificate and Diploma/Degree programs respectively. The field work exercise in each of the sub-county placements is placed under full time mentorship and support supervision by two staff of the institute.

While in the field, the students meaningfully engage community members in numerous socio-economic activities covering water, hygiene and sanitation, Sexual and Reproductive Health, Agribusiness and food security, Village Saving Schemes and Income generating activities through social group formation, Children and youth livelihoods, environment protection, gender based violence, communicable and non-communicable diseases, community based first aid training and family planning among others. We boast of important feedback from our partners in the sub-counties where we have placed our students. One of such feedback was received from the Chief Administrative Officer of Lira District during field work official closure in May 2006 who said: “what your students do in the 60 days of fieldwork in a sub county, the sub-county staff can do it in 7 years or even more!”

2.4.1 Our specific Strengths

Our unique strengths in design and execution of field attachments that we boast of include the following:

  1. Our very highly specialized and experienced staff in mentorship and supervision of blocks fieldwork attachments. Their abilities in deploying strategies for community organizing, needs assessment, planning, implementation and evaluation using tailor made participatory approaches stand out. In addition, their competencies in learner – centred training approaches make NTISD staff the most suitable trainers and facilitators of field attachments.
  2. Our strong Quality Assurance (QA) mechanism. We have developed a number of tools to facilitate routine assessment not only of field attachment activities but also the other training programmes. We ensure that lessons learnt from the assessment process immediately inform adjustments in the training;
  3. We emphasise important professional practice values for our trainees during field work mentorship. Prominently, we strongly promote: innovative and creative thinking by the learners; self motivation; confidentiality; empathy and gender sensitivity
  4. Our excellent working relationship with local governments. These are the institutions and contexts in which we have over the years placed our students for field work. As already highlighted, the outcomes of the placement exercises leave a mark behind, and often, we are contacted again with requests for placement of our students to support communities by the same local governments;

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