Browsing by Author "Odongo, W."

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    Conceptualizing the Student-Centered Outreach Model for Experiential Learning and Community Transformation
    (African Journal of Rural Development, 2016) Kalule, S.W.; Odongo, W.; Kule, E.; Ndyomugyenyi, E.K.; Omara, P.; Ongeng, D.
    A dominant discourse in higher education has widely called for reviewing, redesigning and alignment of the curricula to suit the current and future skills demands in the labour market. In response, universities have over time been repositioning themselves to develop practical approaches to produce graduates with skills relevant to the job market. One such approach is the Student-Centered Outreach (S-C-O) model conceived and run at Gulu University in Uganda. However, little is known about the S-C-O model and thus this paper sought to develop and present a conceptual framework that underpins the functioning of the model. The structural set-up of the framework shows that students are centrally positioned between the faculty and the community. A key resource connecting the actors in the S-C-O model is knowledge which is gained through learning that takes place from either the top or bottom side of the S-C-O model and integrating feedback to close the learning loop. Examination of the implementation of the S-C-O model reveals that the model realizes three important outcomes: (i) enhancing experiential learning, (ii) promoting university linkage with the community, and (iii) enhancing transformation of the farming practices. The need for further studies as part of a process to develop an empirical methodology for examining the impacts of this outreach model remains apparent.
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    Prevention and Control of African Swine Fever in the Smallholder Pig Value Chain in Northern Uganda: Thematic Analysis of Stakeholders’ Perceptions
    (Frontiers in veterinary science, 2021) Aliro, T.; Chenais, E.; Odongo, W.; Okello, D. M.; Masembe, C.; Ståhl, K.
    African swine fever (ASF) is endemic in Uganda and considered a major constraint to pig production. In the absence of a vaccine, biosecurity is key for ASF prevention and control. To improve prevention and control on farm and community level there is need for more knowledge on current application of biosecurity practises, and better understanding of how pig value chain actors perceive prevention and control. To achieve this, a qualitative interview study involving focus group discussions (FGD) was conducted with actors from the smallholder pig value chain in northern Uganda. Six villages were purposively selected based on previous outbreaks of ASF, preliminary perceived willingness to control ASF, and the representation of several different value chain actors in the village. Results indicated that biosecurity practises such as basic hygiene routines including safe carcass handling, minimising direct and indirect contacts between pigs or between pigs and people, trade restrictions and sharing of disease information were implemented in some of the villages. Thematic analysis based on grounded theory revealed six categories of data relating to ASF prevention and control. Together these categories form a logical framework including both enablers and hindrances for ASF prevention and control. In summary participants mostly had positive perceptions of ASF biosecurity, describing measures as effective. Participants further possessed knowledge of ASF and its transmission, some of which was in line with known scientific knowledge and some not. Nevertheless, participants were hindered from preventing and controlling ASF due to biosecurity costs and a need to prioritise family livelihood over disease transmission risks, incompatibility of current biosecurity practises with local culture, traditions and social contexts and finally lack of access to veterinarians or, occasionally, low-quality veterinary services. The constraints could be addressed by applying participatory processes in designing biosecurity measures to ensure better adaptation to local cultural and social contexts.
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    Responsiveness of Agricultural Training Curricula in African Universities to Labour Market Needs: The Case of Gulu University in Uganda
    (African Journal of Rural Development, 2017) Odongo, W.; Kalule, S. W.; Kule, E. K.; Ndyomugyenyi, E. K.; Omara, P.; Ongeng, D.
    Agricultural universities in Africa have a core responsibility to develop and implement relevant curricula to produce well trained human resource to guide stakeholders in production, value addition and marketing to meet the expected quantity and quality requirements of modern agri-food supply chain systems. This paper presents innovations in agricultural training curricula at Gulu University in Uganda designed to produce the breed of graduates, blending in character, the attitudes, hands-on practical skills and knowledge to exploit and succeed in the commonly perceived “non- attractive” labour market of the agricultural sector in Sub-Saharan Africa. Key ingredient in curricula orientation, as a critical input in modelling that type of graduate, is the integration of community engagement and agri-enterprise development in student training. Making use of the Bachelor of Agriculture (BAG) degree programme, the pioneer programme that kick-started the new training orientation, we conducted a tracer study to document employment characteristics, transition to employment and the level of satisfaction with training approach among the first five graduate cohorts (2009-2013) in 2014. Results showed that 84 % of the graduates were employed within the first six months after graduation. The employment rate surpassed 90 % after one year. About 80% of the graduates were employed in rural and semi-urban localities. Employment was in diverse sectors including government extension advisory services, financial institutions, non-governmental organisations, the private sector, agricultural research and graduate-own agro-based enterprise. Only 1.7 % of the graduates had established businesses. Most graduates were satisfied with job placement while over 90 % of the employers were contented with competencies exhibited by the graduates. This paper illustrates that integrating community engagement and enterprise development in student training contributes greatly to building competencies of agricultural graduates for the labour market.