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

Author

Listed:
  • Robert Strong

    (Department of Agricultural Leadership, Education, and Communications, Texas A&M University, College Station, TX 77843, USA)

  • Mitchell Baker

    (Simmons Foods, Siloam Springs, AR 72761, USA)

  • Kim Dooley

    (Department of Agricultural Leadership, Education, and Communications, Texas A&M University, College Station, TX 77843, USA)

  • Nicole Ray

    (Agricultural Education, and Communication Department, California Polytechnic State University, San Luis Obispo, CA 93405, USA)

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.

Suggested Citation

  • Robert Strong & Mitchell Baker & Kim Dooley & Nicole Ray, 2023. "The Often-Forgotten Innovation to Improve Sustainability: Assessing Food and Agricultural Sciences Curricula as Interventions in Uganda," Sustainability, MDPI, vol. 15(21), pages 1-16, October.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:21:p:15461-:d:1271145
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    References listed on IDEAS

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    1. Pedzisai Ndagurwa & Garikayi B. Chemhaka, 2020. "Education elasticities of young women fertility in sub-Saharan Africa: Insights from Ethiopia, Rwanda, and Zimbabwe," Development Southern Africa, Taylor & Francis Journals, vol. 37(6), pages 921-936, November.
    2. Robert Strong & Sarah Sprayberry & Kim Dooley & Jaehyun Ahn & Jennifer Richards & Jim Kinsella & Chin-Ling Lee & Nicole Ray & Sarah Cardey & Carmen Benson & Andrea Ettekal, 2023. "Sustaining Global Food Systems with Youth Digital Livestock Production Curricula Interventions and Adoption to Professionally Develop Agents of Change," Sustainability, MDPI, vol. 15(18), pages 1-11, September.
    3. Jeanette Manjengwa & Collen Matema & Doreen Tirivanhu & Rumbidzai Tizora, 2016. "Deprivation among children living and working on the streets of Harare," Development Southern Africa, Taylor & Francis Journals, vol. 33(1), pages 53-66, January.
    4. Brian Chiputwa & Matin Qaim, 2016. "Sustainability Standards, Gender, and Nutrition among Smallholder Farmers in Uganda," Journal of Development Studies, Taylor & Francis Journals, vol. 52(9), pages 1241-1257, September.
    5. Douthwaite, Boru & Alvarez, Sophie & Thiele, Graham & Mackay, Ronald, 2008. "Participatory Impact Pathways Analysis: A practical method for project planning and evaluation," ILAC Briefs 52527, Institutional Learning and Change (ILAC) Initiative.
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