The Often-Forgotten Innovation to Improve Sustainability: Assessing Food and Agricultural Sciences Curricula as Interventions in Uganda

Abstract

Needs to improve educational access for women in the Global South have been well documented throughout the literature. The need and impact of non-governmental organizations for food security improvement, educational access, and community sustainability work in the Global South has been heightened since the pandemic. Our study focused on several sustainable development goals (SDGs) where we utilized experiential learning and the Targeting Outcomes of Programs (TOP) model to assess participants’ needs in developing, implementing, and evaluating the adoption of food and agricultural sciences curricula. We utilized a case study method and semi-structured interviews with primary stakeholder groups to answer each research objective. Most participants had increased confidence in growing food for their families due to the knowledge they gained and the practices they learned by participating in the food and agricultural sciences curricula. TOP indicators aligned with reducing hunger and improving sustainable agriculture are identified in SDG 2. Data regarding knowledge, attitudes, skills, and aspirations revealed that participants wanted to pursue careers in agriculture due to the food security and financial advantages the industry offered. Program graduates indicated their desire for food and agricultural sciences curricula to be provided more to improve girls’ self-independence, as well as to address the feasibility and entrepreneurial solutions to reduce poverty, promote learning, and increase community sustainability and vitality.

Barriers and Challenges Affecting Quality Education (Sustainable Development Goal #4) in Sub-Saharan Africa by 2030

“…From a teacher's perspective, intentional actions to drive teaching quality across its varying dimensions, which include the teachers' ability for cognitive activation, classroom management, and teacher support, is important [105]. Importantly, teachers must be able to create a rounded environment to offer equitable, quality learning outcomes for all students [106].…”