Agricultural extension in Uganda has undergone a number of transformations from regulatory 1920-
1956, advisory 1956-1963, advisory Education 1964-1971, dormancy 1972-1981, recovery 1982-
1999, Educational 1992-1996, participatory education 1997-1998, Decentralized Education 1997-
2001 and now Agricultural services under contract extension systems. Each of those up to 1997-
2001 had strengths to build on and weaknesses to change or improve, but had challenges of the
socio-economic and political environment. In addition there have been marked changes in the
concept of agriculture, which is increasingly seen in terms of commercial or farming for market with
emphasis on modernization of agriculture and use of participatory approaches in the process.
The dilemma is that the majority of the Ugandan farming community is predominately
peasantry/subsistence with a small fraction that can be regarded emergent farmers. Such
population may not respond sustainably to the now farmer owned contract extension system
including changing patterns of donors.
The paper examines a range of issues including training needs, identification of theses needs for
more relevant and responsive curricula, the key role of service provider’s development in creating
learning organizations, developing a strategy for linkages/ learning webs or net works and for more
sustainable donor interventions.
The Learning Center offers self-paced e-learning courses on a wide range of Food Security related topics. The courses have been designed and developed by international experts to support capacity building and on-the-job training at national and local food security information systems and networks.
This guide is for everyone who wants to improve the feeding and nutrition of families in developing countries. It is for you if you are a health worker, nutritionist, agricultural extension worker or any other kind of development worker. It is for you if you are a member of a community group or a mother or other caregiver who wants to know more about family feeding. It might also be useful to anyone training health staff and community workers.
If you do not have a basic knowledge of nutrition and feel uncomfortable dealing with some technical parts of the guide, we suggest that you team up with local professionals so they can give you help when you need it. The purpose of the guide is to: provide the information needed to prepare good, nutritious and safe meals and feed each member of the family well; motivate people to adopt healthy eating habits.
The guide is divided into 11 topics that cover basic nutrition, family food security, meal planning, food hygiene and the special feeding needs of children, women and men, and of old, sick and malnourished people. Each Topic is set out in the same way and has two parts: Nutrition notes and Sharing this information. The Nutrition notes summarizes up-to-date knowledge on each topic. These can be used to prepare: face-to-face education sessions with families and other community-level groups (including teachers, care workers, traditional health workers, etc.); nutrition education print materials (such as booklets, brochures, flyers, posters) or material for other media (such as radio talks); training materials for different levels of staff in different sectors who deal with family nutrition.