Co-Designing Higher Education Curricula Through Community Engagement: A Joint Advisory Model for Transformative Learning
| dc.contributor.author | Lamaro1 Gloria *, Abonga Ajok1 Beatrice , Ojala Ricky Richard Elly Kurobuza Ndyomugyenyi1 & Ladaah Openjuru1 George | |
| dc.date.accessioned | 2026-03-16T09:26:51Z | |
| dc.date.available | 2026-03-16T09:26:51Z | |
| dc.date.issued | 2025-11-07 | |
| dc.description.abstract | 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. | |
| dc.description.sponsorship | DANIDA through Building Stronger Universities, a 50 percent tuition waiver from Gulu University | |
| dc.identifier.citation | Alule, J. R., Nuwategeka, E. & Oriangi, G. (2023). Characterisation of Forest Resources and the Local Communities for the Choice of Sustainable Forest Management Strategies in Uganda East African Journal of Forestry and Agroforestry, 6(1), 186-199. https://doi.org/10.37284/eajfa.6.1.1305 | |
| dc.identifier.issn | 2707-7810 | |
| dc.identifier.uri | http://hdl.handle.net/20.500.14270/750 | |
| dc.language.iso | en | |
| dc.publisher | EAST AFRICAN NATURE & SCIENCE ORGANIZATION | |
| dc.title | Co-Designing Higher Education Curricula Through Community Engagement: A Joint Advisory Model for Transformative Learning | |
| dc.type | Article |