"Integrating Agroecology into Higher Education; ESAFF Uganda and Lira University Partner to Transform Agricultural Extension Services in Uganda."

In response to Uganda’s pressing agricultural challenges—including climate variability, declining soil fertility, and limited access to context-relevant extension services—ESAFF Uganda and Lira University formalized a partnership in 2023 through a Memorandum of Understanding (MoU to develop academic programs focused on Agroecology as a broader effort to promote sustainable farming practices and reorient agricultural education and extension services towards ecological principles. This comes at a time when agroecology is increasingly recognized globally as a viable pathway to sustainable and inclusive food systems, endorsed by institutions like the FAO, UN Committee on World Food Security and the Untied Nations Declaration on Peasant Rights (UNDROP).

ESAFF Uganda and Lira University commenced the development of a comprehensive Agroecology curriculum in order to integrate Agroecology into higher education, hence influencing Agricultural Extension service in Uganda. The curricular in development will focus on Bachelor of Agroecology, Postgraduate Diploma, and Master's Degree in Agroecology, with certainty that agricultural extension service providers will be equipped with knowledge and skills in sustainable farming practices including addressing climate change challenges, supporting Farmer Managed Seed Systems and agribusiness development through education and research in agroecology. The interaction between academia and small-scale farmers who are custodians of agricultural knowledge will bridge knowledge and research gaps in advancing Agroecology, streamlined farmer led innovation and provide critical internship opportunities for researchers.

Additionally, community-based practicum through Community Agroecology Schools (CAS) will ensure experiential learning anchored in local realities. The co-creation with farmers is an example of transdisciplinary and participatory curriculum development, a trending model in agroecology education i.e. “The participatory design process, involving small-scale farmers, academics, and extension practitioners, reflects a cutting-edge educational approach where local and scientific knowledge converge to produce transformative learning outcomes”. Through CAS, farmers can try new methods, exchange knowledge, and have an impact on policy. Small-scale farmers' experiences and perspectives are incorporated into the curriculum creation process to guarantee that the programs are pertinent and sensitive to the demands of the agricultural community.

Through Community Agroecology Schools run by small-scale farmers, ESAFF Uganda has direct knowledge of the difficulties faced by small-scale farmers who want to practice agroecology but are hampered by the lack of extension workers who support it. ESAFF’s field experience indicates that less than 10% of small-scale farmers receive agroecology-specific guidance. Ministry of Agriculture, Animal Industry and Fisheries (MAAIF) indicates that over 80% of extension workers are trained in conventional approaches, leaving a critical gap in ecological alternatives. This notwithstanding the extension worker to farmer ratio that stands at 1:1,800 as compared to the recommended 1:500 (Sesekawa Africa Association).

As Uganda takes steps to institutionalize agroecology through higher education, this collaboration sets a precedent for other African institutions. It aligns with global commitments under the Sustainable Development Goals, the African Union’s Malabo Declaration, and the UN Food Systems Transformation Pathways, AU’s Kampala Declaration, CAADP), Agenda 63, and the different global calls for agroecological transformation.

In light of this, ESAFF Uganda felt obliged to collaborate with Lira University in order to influence Extension Service providers in the direction of agroecological farming. ESAFF Uganda and Lira University are integrating agroecology into their academic programs to create graduates who are prepared to take on the difficulties of contemporary agriculture. The curriculum will also influence national extension policy reforms, and link to Uganda’s National Agroecology Strategy i.e. “The initiative is poised to inform Uganda’s broader extension policy reforms by providing a replicable model for embedding agroecology into public training and certification systems”.

During the workshop to commence the development of the curricula, Prof. Jasper Ogwal Okeng, the Vice Chancellor of Lira University who commended his staff for their dedication to co-creating a curriculum that will reflect both the scientific rigor and the lived realities of farming communities pledged his full support to development and accreditation process of the curricula.

"Today marks a pivotal moment not only for Lira University but also in the broader journey towards sustainable development and food sovereignty in Uganda and the Lango sub-region. As a university situated in a region deeply rooted in agricultural heritage, we recognize our responsibility to contribute meaningful, science-based, and community-centered solutions to the challenges of food insecurity, climate change, and environmental degradation."- Prof. Jasper Ogwal noted.

Adrine Atwiine, M&E Officer at ESAFF Uganda noted that through this curriculum, ESAFF is investing in knowledge systems that value local farmers’ knowledge, ecological balance, and resilience.

“We are empowering the next generation of agricultural professionals to think critically, act ethically, and innovate sustainably. This initiative aligns with our strategic vision of “A just and resilient food system led by small-scale farmers.” This is going to be the beginning of a new chapter where education meets ecological justice, and where each of us becomes an ambassador for sustainable farming with small scale farmers at the forefront"- Atwiine added

As the curriculum development progresses, ESAFF Uganda and Lira University plan to seek endorsement from the National Council for Higher Education (NCHE). This accreditation will pave the way for the integration of agroecology programs into national educational frameworks, potentially influencing other institutions to adopt similar curricula. By aligning educational frameworks with the principles of agroecology, Uganda is taking a bold step towards a more sustainable and resilient agricultural future