Faculty of Education and Humanities

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A critical analysis of western environmental knowledge as a neocolonial strategy: The case of Uganda
(Agricultural and Environmental Education, 2025-06-28) Tina Aciro; Agatha Alidri; Expedito Nuwategeka; Wilfred Lajul,
To curb environmental challenges effectively, Western environmental knowledge has been adopted besides indigenous environmental knowledge system in Africa. However, the dualistic nature of knowledge integration, this paper notes, is tinted by unfair powerrelations where indigenous knowledge is masked by neo-colonialtenets of the West. Neo-colonialism, as argued in this paper, is the attempt of the Western societies to impose their knowledge system to micro-manage the environmental and other affairs in Africa, taking a case study of Uganda. Our central inquiry is why Africa is gradually deviating from indigenous knowledge systems in preference of Western environmental knowledge. Using a critical analytical survey method, this paper argues that there is environmental knowledge neo-colonialism in Africa today characterized by Western identity construction, language dominance, cross-cultural cloning, undermining of indigenous education patterns, academic division of labor, education as an investment, top-down distribution of knowledge, and improper contextualization of knowledge construction and application. This appeals for Africanized production of knowledge to suit the continent’s environmental needs and achieve African epistemic autonomy.
Adolescent and Youth Reproductive Health Treatment-Seeking Behaviour in the Post COVID-19 Pandemic in Gulu City, Northern Uganda
(EANSO, 2025-11-21) Alidri Agatha; Uramba Kayen Emily; Anicia Filda; Apio Winnie; Ochen Patrick; Kabwijamu Patrick; Okello Simon; Giramiya Esther; Musaasizi Richard; Tumanye Samson; Awor Susan; Nyamungu Proscovia
Introduction: The COVID-19 pandemic and lockdown from March 2020 to 2022 had massive effects on adolescent and youth reproductive health treatment-seeking behaviour in Acholi Sub-Region in Northern Uganda. Sexual Reproductive Health and STIs-related treatment-seeking was examined among adolescents and youth attending a public Sexual Reproductive Health clinic in Gulu Regional Referral Hospital and Reproductive Health-Uganda facility in Gulu City. Methodology: Using a qualitative approach, the study explored adolescent and youth knowledge, practice, and perspective on reproductive health treatment seeking, and why they make the choices they make. It delves into non-statistical data like texts, interviews, observations, and images to uncover rich insights, perceptions, meanings, and patterns in the SRH of young persons. Findings: Treatment-seeking was perceived as the action of searching for help for SRH problems from informal or formal sources. More women than men sought care in the government sector. Similarly, more women than men went to the informal health sector, mostly to traditional healers. Young persons confided in their peers and shunned seeking treatment from government hospitals due to stigma. Conclusion: The response of young people to STI infections and treatment-seeking behaviour was never predictable. Social cultural stereotypes, misinformation, and lack of access to information on SRH and STIs continue to exist. Most adolescents and youth continue to seek self medication. Recommendations: The study recommends strengthening community-based services, integration of technology to provide confidential information and remote consultations, developing crisis-reproductive health systems, and a more targeted public education campaign.
An ethnobotanical study of plants used for the treatment of malaria in Budondo sub-county, Eastern Uganda
(Ethnobotany Research and Applications, 2020-01-30) Malinga, Geoffrey. M; Baana, Kalori; Rutaro, Karlmax; Atube, Francis; Opoke,Robert; Opika-Opika, Hector; Oryema, Christine
Background:Malaria is a leading cause of morbidity and mortality in most developing countries, and in Uganda over 95% of the country is endemic with malaria. Given the increasing widespread resistance to current drugs, the use of herbal medicines is seen as a sustainable solution to malaria treatment. This study documented medicinal plants that are traditionally used for the treatment of malaria in Budondo sub-county, Eastern Uganda.Methods:The ethnobotanical survey was conducted between December 2017 to January 2018. A total of 273 household members were interviewed on knowledge and use of anti-malarial plants, using semi-structured questionnaires administered in five parishes of Budondo sub-county. Voucher specimen of each plant species were preserved at the Makerere University herbarium, Uganda.Results:Overall, 97.5% of the respondents had knowledge regarding the plants used to treat malaria. A chi-square analysis shows a significant association between respondents’ knowledge regarding anti-malarial plants and gender (p-value =0.008) and occupation (p-value =0.025) but not with age (p-value =0.379), educational status (p-value =0.066), average monthly income (p-value =0.419), and religious affiliation (p-value =0.064) of respondents. A total of 37 plant species, belonging to 25 plant families were used to treat malaria. The most cited plant was Vernonia amygdalina Delile (64.8%), followed byAloevera (L.) Burm.f. (41.9%), Callistemon citrinus (Curt.) Stapf (29.3%), Mormodica feotidaSchumach (22.0%), Cyphostemma adenocaule(A.Rich) wild & Drumm. (16.1%) and Eucalyptus globulusLabill. (15.4%). Among the plant parts, stem bark (99.6%) and leaves (90.8%) were the most frequently used. The habits ofthe plants encountered were shrub, tree, herb, rhizomes and climber. The commonest modes of preparation included boiling in water, squeezing fresh leaves, crushing and pounding, and chewing.Oral route/drinking was the most common mode of administration, followed by steam inhaling of vapours from the aqueous extracts and skin bathing.Conclusion:The present study shows that the people living in Budondosub-county traditionally use diverse flora to treat malaria. Further investigations are required to evaluate the potential toxicological effects and to isolate the active components of the reported plants whose antimalarial activities have not been investigated which could be developed into effective, safe and affordable anti-malarial medicines in the future
An Inquiry into the Lived Experiences of Child Soldiers within the Lord's Resistance Army Insurgency in Amuru District, 1987-2024
(EAST AFRICAN NATURE & SCIENCE ORGANIZATION, 2025-07-14) Ochen,Patrick; Odong James Bosco; 0kello, Simon; Alidri,Agatha
Focusing on the heavily impacted region of Amuru District, this research delved into the lived experiences of former child soldiers conscripted by the LRA from 1987 to 2024. The study’s specific objectives were to: (i) examine the recruitment and abduction strategies employed by the LRA in Amuru District,(ii) investigate the experiences encountered, and (iii) assess the psychological and social effects of these experiences on child soldiers. Based on a qualitativeapproach and phenomenological design, the study used in-depth interviews,participant observation and Focus Group Discussions to collect the requireddata. The LRA leaders used systematic indoctrination and forced recruitment,instilling fear and dismantling social structures. The experiences included forced participation in violent killings often against their own communities, inhuman punishments, physical abuse, starvation and constant threats of death. Despite demonstrating remarkable resilience, many former child soldiers continue toface significant obstacles, including social stigma and economic hardship. The Lord's Resistance Army (LRA) strategically abducted children, using violent tactics to ensure dependency. The group systematically dismantled their identities through abuse and ritualised violence, inflicting lasting psychological trauma and social stigma. After the conflict, these former child soldiers face a difficult reintegration, with their trauma fueling a cycle of violence and poverty that destabilises entire communities. A multi-pronged mental health approach for addressing the complex trauma experienced by former child soldiers. Combat social stigma and rejection through structured, community-wide sensitisation and reconciliation initiatives, develop accelerated learning programs to build foundational literacy and numeracy skills, and commission and fund longitudinal studies that track the well-being of survivors and their families over time.
Assessing University-Society Engagements: Towards a Methodological Framework
(nnovative Higher Education, 2023-10-17) Bekele,Teklu Abate; Ofoyuru,Denis Thaddeus; Woldegiorgis,Emnet Tadesse
Abstract Higher education institutions pursue three distinct yet interrelated missions of education, knowledge production, and community engagement. Until the last dec ades of the twentieth century, the third mission, also known as community engage ment, has received little attention. Although the third mission generally aims to contribute to the socio-cultural and economic transformations of society, its dis tinct characteristics are still under-theorized. None of the existing methodological and conceptual frameworks provides a holistic analysis of significant engagement indicators that transcend specific application contexts. Collecting data on university engagement with society and making meaningful interpretations is thus a challenge to researchers and practitioners. To contribute to filling this gap, this modified Del phi study proposes a comprehensive methodological framework of university-soci ety engagements in Africa. The core thesis is that engagement is ubiquitous- univer sity missions and support systems embody it. The framework thus constitutes eight engagement domains aligned with university core functions (teaching, knowledge production, and societal service) and support systems (governance, digitalization, internationalization, partnerships, and sustainability), with 52 items, rating scales, and descriptors. The framework contributes to conceptual and methodological clar ity, informs data collection, and interpretations of the different modalities of univer sity engagements. The alignment of engagement domains to university activities and the simplified articulations of the indicators ensure straightforward interpretations and applications of the framework by practitioners and researchers. It is also signifi cant as it comes at a time when universities are expected to contribute more directly and significantly to the realizations of the UN 2030 SDGs and the African Union 2063 centennial development ambitions
Assessing University‑Society Engagements: Towards a Methodological Framework
(Springer, 2023-10-17) Bekele,Abate Teklu- -; Ofoyuru,Denis Thaddeus; Woldegiorgis,Emnet Tadesse
Higher education institutions pursue three distinct yet interrelated missions of education, knowledge production, and community engagement. Until the last decades of the twentieth century, the third mission, also known as community engagement, has received little attention. Although the third mission generally aims to contribute to the socio-cultural and economic transformations of society, its distinct characteristics are still under-theorized. None of the existing methodological and conceptual frameworks provides a holistic analysis of significant engagement indicators that transcend specific application contexts. Collecting data on university engagement with society and making meaningful interpretations is thus a challenge to researchers and practitioners. To contribute to filling this gap, this modified Delphi study proposes a comprehensive methodological framework of university-society engagements in Africa. The core thesis is that engagement is ubiquitous- university missions and support systems embody it. The framework thus constitutes eight engagement domains aligned with university core functions (teaching, knowledge production, and societal service) and support systems (governance, digitalization, internationalization, partnerships, and sustainability), with 52 items, rating scales, and descriptors. The framework contributes to conceptual and methodological clarity, informs data collection, and interpretations of the different modalities of university engagements. The alignment of engagement domains to university activities and the simplified articulations of the indicators ensure straightforward interpretations and applications of the framework by practitioners and researchers. It is also significant as it comes at a time when universities are expected to contribute more directly and significantly to the realizations of the UN 2030 SDGs and the African Union 2063 centennial development ambitions.
Assessing University‑Society Engagements: Towards a Methodological Framework
(Innovative Higher Education, 2023) Bekele Teklu Abate; Ofoyuru Denis Thaddeus; Woldegiorgis Emnet Tadesse
Abstract Higher education institutions pursue three distinct yet interrelated missions of education, knowledge production, and community engagement. Until the last decades of the twentieth century, the third mission, also known as community engagement, has received little attention. Although the third mission generally aims to contribute to the socio-cultural and economic transformations of society, its distinct characteristics are still under-theorized. None of the existing methodological and conceptual frameworks provides a holistic analysis of significant engagement indicators that transcend specific application contexts. Collecting data on university engagement with society and making meaningful interpretations is thus a challenge to researchers and practitioners. To contribute to filling this gap, this modified Delphi study proposes a comprehensive methodological framework of university-society engagements in Africa. The core thesis is that engagement is ubiquitous- university missions and support systems embody it. The framework thus constitutes eight engagement domains aligned with university core functions (teaching, knowledge production, and societal service) and support systems (governance, digitalization, internationalization, partnerships, and sustainability), with 52 items, rating scales, and descriptors. The framework contributes to conceptual and methodological clarity, informs data collection, and interpretations of the different modalities of university engagements. The alignment of engagement domains to university activities and the simplified articulations of the indicators ensure straightforward interpretations and applications of the framework by practitioners and researchers. It is also significant as it comes at a time when universities are expected to contribute more directly and significantly to the realizations of the UN 2030 SDGs and the African Union
Assessment of hydropedological characteristics at medium-sized landslide sites in Manafwa catchment, Mount Elgon, Uganda
(Taylor and Francis, 2024-05-17) Kutosi,Moses; Bamutaze,Yazidhi; Nakileza,Bob.R; Kisira, Yeeko; Gabiri,Geofrey
Though strongly linked to landslides, hydropedological characteristics are inadequately investigated in Manafwa catchment. This study investigated hydropedological characteristics at medium landslide sites in Manafwa catchment. The design included 12 infiltration experiments that were conducted at each site. To determine the selected soil physical properties, composite soil samples were extracted from the infiltration sites for soil laboratory analysis. Soil cores were extracted to determine saturated hydraulic conductivity (Ksat) and bulk density. The observed high infiltration rates and rapid Ksat underscore the susceptibility of the studied sites to landslide hazards. Additionally, soil organic matter, clay content, and bulk density further contribute to the understanding of the hydropedological factors influencing land slide occurrences. These findings reveal the need for comprehensive investigations into hydropedologi cal characteristics of other landslide categories to assist in landslide risk assessment and management strategies
ASSESSMENT OF POPULATION DYNAMICS AND FOREST COVER CHANGE IN YUMBE DISTRICT, UGANDA
(African Journal of Food, Agriculture, Nutrition and development, 2023-05) Alule,RJ; Nuwategeka, E; Oriangi,G
Sub-Saharan Africa is well endowed with both renewable and non-renewable natural resources critical in supporting several forms of development on the continent. Key among these is natural forest resources. However, the population explosion in sub-Saharan Africa in general and Uganda, in particular, is threatening the survival of these forests due to the associated increasing demand or food, fodder, energy, and land for settlement. The study was conducted in Yumbe district where the forests considered included woodland and bushland since tropical high forests have been depleted or degraded by human activities. We used a predictive model to map future forest cover loss amidst the rapidly increasing population in Yumbe district in Uganda. Specifically, the study analyzed the relationship between population dynamics and forest cover change to predict future forest cover changes. To analyze changes in forest cover, the study utilized Landsat satellite imagery for 1990, 2000, 2010, and 2021; while the population data for the respective years was obtained from the Uganda Bureau of Statistics (UBOS). To explain the role of anthropogenic forces on forest cover change, the study considered different land use types as explanatory variables: planted forests, subsistence farmland, built-up areas, and other land use types. It then explored the interactions between these variables and forest cover change in the study area. Population-forest cover change model was developed to evaluate three decades of population and trends of forest cover to predict forest cover for 2032. The results indicate that in the three decades, the population increased by more than sixfold, and land area under subsistence agriculture, a proxy of population increased by 195.2%, but the forest cover declined by 80.3%. It is predicted that the forest cover will be lost completely by 2032 when the population reaches an estimated 838,078 from the current 657,430 people. This study, therefore, recommends that off-land employment opportunities such as tourism, apiary, transport, and manufacturing industries should be expanded in order to save forest resources from spatially extensive agricultural land uses.
Beyond Modern Science: Ryemo Gemo (Chasing Away Evil Spirits), Tradition and Faith during the COVID-19 Pandemic among the Acoli in Northern Uganda
(EAST AFRICAN NATURE & SCIENCE ORGANIZATION, 2025-05-14) Alidri,Agatha; Okello,Simon; Ochen,Patrick; Tukupe, Ochan Demas; Aure, Onek Richard
Background: This was a historical study of the Ryemo Gemo tradition among the Acoli people of Northern Uganda, and its implications in the context of the COVID- 19 pandemic. It explored strategies indigenous people adopted for epidemic control and prevention anchored on their tradition and belief systems passed, during the COVID-19 pandemic. Methods: The study adopted the qualitative approach and ethno-historical design. It explored community meanings, beliefs, values, practices and lived experiences of Ryemo Gemo during the COVID-19 pandemic in 2020. The study was conducted in Gulu City, and the districts of Gulu, Omoro, Lamwo, Kitgum and Agago, where the ritual of Ryemo Gemo was conducted during the COVID-19 pandemic. Data was collected using Key Informant interviews, one-on-one interviews and six Focused Group Discussions. A sample size of 63 participants based on the data saturation point, and their knowledge and experience of Ryemo Gemo, was selected using the snowball and networking approach. They included: Cultural leaders, elderly persons, spiritual mediums, and health workers. Findings:Gemo was a calamity brought by bad spirits. The spirits acted as an early warning system, foreseeing and informing the people through spirit mediums of a looming calamity. Whereas Gemo was a calamity sent by bad spirits, others argued that COVID-19 was not a Gemo as it was man-made. Ryemo Gemo fostered a sense of identity, unity, and shared values, principles and practices. It promoted cultural continuity and connection between the living and the dead. Conclusion: Ryemo Gemo reflects the Acoli spirituality, beliefs and collective approach to managing calamities, reinforcing community bonds and cultural continuity.
Building Sustainable Multiplier Networks in Higher Education Institutions: Insights from the TESCEA Model
(International Journal of Advanced Research, 2025-11-07) Lamaro, Gloria; Ajok, Beatrice Abonga; Ojara, Ricky Richard; Ndyomugyenyi, Elly Kurobuza; Openjuru,George Ladaah
This study examines the sustainability of multiplier networks established under TESCEA’s gender mainstreaming initiative at Gulu University, Uganda. Multiplier networks, composed of faculty trained to promote gender-responsive pedagogy, are pivotal in embedding gender equity within institutional cultures. The research explores how formal certification, career incentives, and institutionalization contribute to the durability of these networks. Utilizing a qualitative case study approach, data were gathered via semi-structured interviews with 25 multipliers and 5 senior leaders, supplemented by document analysis. Findings indicate that certification enhances professional legitimacy, career incentives motivate participation, and institutional embedding through governance structures fosters accountability and sustainability. However, challenges such as resource limitations, workload pressures, and ambiguous role expectations undermine effectiveness. This study highlights the critical need to align individual and institutional incentives to sustain gender mainstreaming in higher education within post-conflict, resource-constrained contexts. The implications for policy and practice include strategic institutional support mechanisms and incentive alignment to ensure the resilience of multiplier networks.
Building Sustainable Multiplier Networks in Higher Education Institutions: Insights from the TESCEA Model
(nternational Journal of Advanced Research, 2025-11-07) Gloria Lamaro1*, Beatrice Abonga Ajok1, Ricky Richard Ojara1, Elly Kurobuza Ndyomugyenyi1 & George Ladaah Openjuru1
This study examines the sustainability of multiplier networks established under TESCEA’s gender mainstreaming initiative at Gulu University, Uganda. Multiplier networks, composed of faculty trained to promote gender-responsive pedagogy, are pivotal in embedding gender equity within institutional cultures.The research explores how formal certification, career incentives, andinstitutionalisation contribute to the durability of these networks. Utilising a qualitative case study approach, data were gathered via semi-structured interviews with 25 multipliers and 5 senior leaders, supplemented by document analysis. Findings indicate that certification enhances professional legitimacy, career incentives motivate participation, and institutional embedding throughgovernance structures fosters accountability and sustainability. However,challenges such as resource limitations, workload pressures, and ambiguous role expectations undermine effectiveness. This study highlights the criticalneed to align individual and institutional incentives to sustain gender mainstreaming in higher education within post-conflict, resource-constrained contexts. The implications for policy and practice include strategic institutional support mechanisms and incentive alignment to ensure the resilience of multiplier networks.
Characterisation of Forest Resources and the Local Communities for the Choice of Sustainable Forest Management Strategies in Uganda
(EAST AFRICAN NATURE & SCIENCE ORGANIZATION, 2023-07-09) Alule, Jimmy Rhombe,; Nuwategeka, expedito,; Oriangi George,
The decline in natural forest resources in the tropics due to ineffectivemanagement practices has reached unprecedented levels with the mostaffected forests being in developing countries. Efforts to manage these resources sustainably have proven futile. Understanding the nature andstatus of the forest resources and the communities is crucial for devisingeffective management strategies. The study was designed to characterise forest resources and the local communities to aid in the choice of effectivemanagement strategies for forest resources. The study was conducted in Yumbe district, northwestern Uganda, using a cross-sectional researchdesign. It targeted communities living in the sub-counties of Kei, Kerwa,and Midigo. Data were collected using questionnaires, key informantinterviews, focus group discussions, participant observations, and remote sensing. Pearson correlation and regression were used to analysequantitative data, while thematic analysis was used to analyse qualitative data. The correlation p-values (Sig.) of less than .05 were statisticallysignificant, implying a strong relationship between socioeconomic anddemographic characteristics of households and the choice of forest management strategies. The results further showed that the local communities were poor, illiterate, and dependent on subsistence farming andforest resources. The forest resources both in public and communal lands were in a state of serious decline. They were non-timber-based, accessible to the local community and dominated by woodland and other grassland mosaics. The local community used sustainable management practices, such as selective harvesting, tree planting, and gazetting some sites as sacred places. The management strategies used were forest type specific, e.g., traditional for community forests and modern for public forests. The most important factor influencing the choice of management strategy was the level of education with an R Square value of .112. The study, therefore, recommends an improvement in the education of the local communities and. the integration of local skills and practices to promote community-based approaches in sustainable forest resource management.
Characterisation of Forest Resources and the Local Communities for the Choice of Sustainable Forest Management Strategies in Uganda
(EAST AFRICAN NATURE & SCIENCE ORGANIZATION, 2023-07-09) Alule,Jimmy Rhombe,; Nuwategeka,Expedito,; Oriangi, George,
The decline in natural forest resources in the tropics due to ineffective management practices has reached unprecedented levels with the most affected forests being in developing countries. Efforts to manage these resources sustainably have proven futile. Understanding the nature and status of the forest resources and the communities is crucial for devising effective management strategies. The study was designed to characterise forest resources and the local communities to aid in the choice of effective management strategies for forest resources. The study was conducted in Yumbe district, northwestern Uganda, using a cross-sectional research design. It targeted communities living in the sub-counties of Kei, Kerwa, and Midigo. Data were collected using questionnaires, key informant interviews, focus group discussions, participant observations, and remote sensing. Pearson correlation and regression were used to analyse quantitative data, while thematic analysis was used to analyse qualitative data. The correlation p-values (Sig.) of less than .05 were statistically significant, implying a strong relationship between socioeconomic and demographic characteristics of households and the choice of forest management strategies. The results further showed that the local communities were poor, illiterate, and dependent on subsistence farming and forest resources. The forest resources both in public and communal lands were in a state of serious decline. They were non-timber-based, accessible to the local community and dominated by woodland and other grassland mosaics. The local community used sustainable management practices, such as selective harvesting, tree planting, and gazetting some sites as sacred places. The management strategies used were forest type-specific, e.g., traditional for community forests and modern for public forests. The most important factor influencing the choice of management strategy was the level of education with an R Square value of .112. The study, therefore, recommends an improvement in the education of the local communities and the integration of local skills and practices to promote community-based approaches in sustainable forest resource management.
Christianity and rural community literacy practices in Uganda
(Blackwell Publishing,, 2007) Openjuru, George Ladaah
In this article, we examine how Christianity provides the impetus for local literacy practices in a rural community in Uganda. These Christian literacy practices form a central part of the literacy activities of the community and are manifested in a variety of contexts from public to private, using a wide variety of readily available religious texts in the community. Through examination of Christian literacy practices, the authors suggest that ethnographic research has the potential to generate information that can be used to enhance literacy learning in rural community life.
Climate Refugees and Forced Migrations: Emerging Refugee Question in Lamwo District in Northern Uganda
(EANSO, 2026-07-27) Alidri Agatha; Lalam Nancy Susan; Okello Simon; Ochen Patrick; Reynolds White Susan
Introduction: This study examined the impacts of the February–May 2024 heatwave in South Sudan, highlighting the migration of climate refugees to the Palabek Refugee Settlement in Uganda. Methodology: It was based on a historical design and a qualitative approach, involving semi-structured questionnaires, key informant interviews and observation as the data collection methods. Key findings: Climate refugees (or climate-induced displaced persons) as individuals or groups forced to cross international borders due to the severe and escalating impacts of climate change. Extreme weather and worsening living conditions in regions like Juba, Magwii County, and Torit displaced ethnic groups such as the Nuer, Acholi, and Lango, exposing vulnerabilities tied to food insecurity, poverty, and political instability. The influx of refugees has strained Palabek’s social services, worsened environmental degradation, and fueled inter-tribal conflicts. Overcrowding in schools and inadequate infrastructure threaten education quality, while social tensions underline the need for culturally sensitive interventions and conflict-resolution strategies. Key entry points, such as the Nimule-Atiak-Gulu-Lokung route, facilitate multigenerational migration flows. Conclusion and Recommendations: The study advocates for regional policies addressing climate-induced migration through investments in environmental sustainability, education, and psychosocial support. The study believes effective management requires collaboration between governments, international organisations, and refugee-host communities to build resilience and address these multifaceted challenges.
Climate Refugees and Forced Migrations: Emerging Refugee Question in Lamwo District in Northern Uganda
(EAST AFRICAN NATURE & SCIENCE ORGANIZATION, 2025-06-27) Lalam,Nancy Susan; Alidri, Agatha; Okello,Simon; Ochen, Patrick; Reynolds Susan Whyte
This study examined the impacts of the February–May 2024 heatwave in South Sudan, highlighting the migration of climate refugees to the Palabek Refugee Settlement in Uganda. Methodology: It was based on a historical design and a qualitative approach, involving semi-structuredquestionnaires, key informant interviews and observation as the data collection methods. Key findings: Climate refugees (or climate-induced displaced persons) as individuals or groups forced to cross international borders due to the severe and escalating impacts of climate change. Extreme weather and worsening living conditions in regions like Juba, Magwii County, and Torit displaced ethnic groups such as the Nuer, Acholi, and Lango, exposing vulnerabilities tied to food insecurity, poverty, and political instability. The influx of refugees has strained Palabek’s social services, worsened environmental degradation, and fueled inter-tribal conflicts. Overcrowding in schools and inadequate infrastructure threaten education quality, while social tensions underline the need for culturally sensitive interventions and conflict-resolution strategies. Key entry points, such as the Nimule-Atiak-Gulu-Lokung route, facilitate multigenerational migration flows. Conclusion and Recommendations: The study advocates for regional policies addressing climate-induced migration through investments in environmental sustainability, education, and psychosocial support. The study believes effective management requires collaboration between governments, international organisations, and refugee-host communities to build resilience and address these multifaceted challenges.
Co-Designing Higher Education Curricula Through Community Engagement: A Joint Advisory Model for Transformative Learning
(EAST AFRICAN NATURE & SCIENCE ORGANIZATION, 2025-11-07) Lamaro1 Gloria *, Abonga Ajok1 Beatrice , Ojala Ricky Richard Elly Kurobuza Ndyomugyenyi1 & Ladaah Openjuru1 George
Medical, and business education curricula through Joint Advisory Groups (JAGs) and service-learning as part of the TESCEA Project initiative. Using a qualitative case study approach, this article examines how community involvement guided curriculum co-design and how applied field experiences enhanced student learning. Findings indicate that incorporating community insights significantly improved student employability, civic engagement, and the capacity to address regional challenges such as malnutrition and food insecurity. The study offers evidence-based recommendations for embedding participatory curriculum models in African higher education. Building on these findings, the research further explores the broader implications of community–university collaboration for transformative learning in developing contexts. Through interviews, focus groups, and document reviews, the study highlights how sustained engagement among academic staff, students, and local stakeholders fosters mutual trust, shared ownership, and the relevance of educational outcomes. The Joint Advisory Groups served as vital platforms through which farmers, health workers, business owners, and local leaders contributed to shaping course content, ensuring that theoretical instruction aligned with the socio-economic realities of northern Uganda. Moreover, service-learning projects provided students with real-world contexts to apply classroom knowledge, refine problem-solving skills, and cultivate empathy for community challenges. Such experiential opportunities not only enhanced graduate readiness for employment but also strengthened their sense of social responsibility and Innovation. The research emphasises that participatory curriculum design can serve as a catalyst for institutional transformation by bridging the gap between academia and society. In conclusion, the paper calls for policy frameworks and resource allocation that support continuous dialogue between universities and their surrounding communities to sustain impact, deepen relevance, and promote inclusive, locally grounded higher education reform across Africa.
Co-Designing Higher Education Curricula Through Community Engagement: A Joint Advisory Model for Transformative Learning
(East African Journal of Education Studies, 2025-11-07) Gloria Lamaro1*, Beatrice Abonga Ajok1, Ricky Richard Ojara1, Elly Kurobuza Ndyomugyenyi1 & George Ladaah Openjuru1
Gulu University implemented community engagement in its agricultural, medical, and business education curricula through Joint Advisory Groups JAGs) and service-learning as part of the TESCEA Project initiative. Using a qualitative case study approach, this article examines how community involvement guided curriculum co-design and how applied field experiences enhanced student learning. Findings indicate that incorporating community insights significantly improved student employability, civic engagement, and the capacity to address regional challenges such as malnutrition and food insecurity. The study offers evidence-based recommendations for embedding participatory curriculum models in African higher education. Building on these findings, the research further explores the broader implications of community–university collaboration for transformative learning in developing contexts. Through interviews, focus groups, and document reviews, the study highlights how sustained engagement among academic staff, students, and local stakeholders fosters mutual trust, shared ownership, and the relevance of educational outcomes. The Joint Advisory Groups served as vital platforms through which farmers, health workers, business owners, and local leaders contributed to shaping course content, ensuring that theoretical instruction aligned with the socio-economic realities of northern Uganda. Moreover, service-learning projects provided students with real-world contexts to apply classroom knowledge, refine problem-solving skills, and cultivate empathy for community challenges. Such experiential opportunities not only enhanced graduate readiness for employment but also strengthened their sense of social responsibility and innovation. The research emphasises that participatory curriculum design can serve as a catalyst for institutional transformation by bridging the gap between academia and society. In conclusion, the paper calls for policy frameworks and resource allocation that support continuous dialogue between universities and their surrounding communities to sustain impact, deepen relevance, and promote inclusive, locally grounded higher education reform across Africa.
Collaboratively reimagining teaching and learning, In: Higher education for good
(Open Book Publisher, 2023) Fabian, Flora; Harle, Jonathan; Kalimasi, Perpetua; Kilonzo, Rehema; Lamaro, Gloria; Luswata, Albert; Monk, David; Ngowi, Edwin; Nzegwu, Femi; Sikalieh, Damary
In 2020, the African Regional Forum on Sustainable Development proclaimed Africa would only attain the Sustainable Development Goals (SDGs) if “universities in Africa collaborate in research, teaching and community or societal engagement” (Ligami, 2020). In 2022, the UNESCO World Higher Education conference called on universities to “reshape ideas and practices in higher education to ensure sustainable development for the planet and humanity” (UNESCO, 2022). While there are regular calls for African universities to improve their teaching, finding ways to do this within the resources and the available time in already stretched institutions, at the scale required, have proven elusive. This chapter is a reflexive exercise, discussing the work of an international partnership, Transforming Employability for Social Change in East Africa (TESCEA), that aimed to reshape habits of teaching and learning in institutions of higher education.1 We, as TESCEA partners and authors of this chapter, hope that our example can make a significant contribution towards understanding how change can happen in higher education, and particularly in resource-constrained settings. We begin by presenting our approach and then offer reflections on the change we observed, the ways in which this was achieved, and the challenges we encountered along the way.

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