General
GREAT Project 4th Course on Gender Responsive Breeding Attracts India, Thailand Teams
The GREAT Project has opened its 4th training and General course on gender responsive plant breeding attracting more men and other participants beyond Sub-Saharan Africa (SSA).
Gender-responsive Researchers Equipped for Agricultural Transformation (GREAT) is a 5 year (2015-2020) Makerere University (Uganda) and Cornell University (USA) joint certificate program in applied gender training for agricultural researchers funded by the Bill and Melinda Gates Foundation.
It offers skills in gender-responsive research tailored to assisting agricultural researchers to address gender issues along the design, implementation, evaluation, and communication pathway of their research projects.
At Makerere University, the project is jointly implemented by the College of Agricultural and Environmental Sciences (CAES) and the School of Women and Gender Studies (SWGS). The project has been operational for the past three years.
Week 1 of the fourth training was officially opened by Makerere University’s GREAT Project PI Prof. Margaret Najjingo Mangheni at the Forest Cottages in Bukoto-Kampala on 22nd July 2019.
The training brought together social scientists and plant breeders from East, West and South Africa as well as Asia. The participants included research teams from India, Thailand, Benin, Cameroon, Ethiopia, Ghana, Malawi, Niger, Sierra Leone, Tanzania, Togo, Uganda, Kenya and Zimbabwe.
Speaking during the opening ceremony, Prof. Mangheni said, the GREAT Project has been in operation for the last three years where three cohorts have been trained in different commodities.
“The first one was focusing on breeders doing work on root tubers and bananas. The second one was on cereal grains and the third one was on legumes.
This year, we have opened up so that we are working with breeding programs focusing on a whole range of crops not restricted to a commodity. But still, they are coming as an interdisciplinary team of social scientists working with a breeder on a breeding program.” The PI explained.
Prof. Mangheni said the goal of the trainings is to strengthen the capacity of these research teams to be able to conceptualize, design, implement and communicate gender responsive research within a breeding program.
This year, the course attracted more men than women with other participants coming from as far as India.
“Actually we are excited with this cohort because we have been able to broaden the reach of GREAT. Initially, we were targeting Sub-Saharan Africa but when we sent out the call for applications, it attracted a broad range beyond the anticipated target catchment area of SSA.
We have a team for this course from the World Vegetable Centre (Worldveg) South Asia/Central Asia based in Hyderabad India working on Mechanised Mungbean Harvesting in Bangladesh, Myanmar and Pakistan and they have come in to train alongside the SSA research counterparts,” Prof. Mangheni explained.
She said the GREAT Project is funded by Bill and Melinda Gates Foundation but the model had inbuilt models for sustainability so that progressively, the funding by the project decreases and the funding from participants increases.
“We hope that next year we shall run a course that is 100 percent funded by participants based on demand. This time, we have seen a significant increased level of funding from participants themselves, self-supported teams but we are also funding some participants from the project, so it is a mix”. Prof. Mangheni said.
In her key message Prof. Mangheni emphasized that Gender responsiveness needs to be the norm in terms of breeding.
“The emphasis we have is that when we breed varieties, we send them out there through the seed system and we need to be cautious about stakeholders and cultural context from which they come and; this cultural context shapes and positions men and women differently and if one is not paying due attention to these socio-cultural contexts, you may end up causing unintended harm,” Mangheni explained
The nine day training program focuses on different aspects including Gender concepts and why gender matters in Agriculture, What men and masculinity have to do with gender and agriculture, Why gender matters in plant breeding, Positionality, The science of gender and plant breeding, Principles of quantitative gender research,
Quantitative gender analysis plan, Setting breeding priorities, and Qualitative gender research methods, mixed methods and practical sessions on interviewing techniques and Field case studies among others.
The courses are being delivered by a team of over 15 facilitators from Makerere University’s College of Agricultural and Environmental Sciences (CAES), the School of Women and Gender studies, staff from collaborative research institution, and consultants from abroad.
“I am very excited to deliver the gender responsive course which is this time broadened in approach compared to the previous ones that we held focusing on specific commodities.
This time it is breeding of different types of commodities. We don’t want to leave any one behind in the breeding world. We have brought most people on board, those breeding tomatoes, beans, maize, cowpeas and animal breeding commodities.
This is our fourth year of the course and we hope we shall harness the opportunities and knowledge brought from the commodity-based training now to this broad spectrum,” Dr. Brenda Bonabaana from the CAES Department of Forestry Biodiversity and Tourism, CAES narrated.
She was proud of the high diversity of the current cohort saying, the course was becoming more demanded with more participants from West, South and East Africa than before.
Dr. Bonabaana who is also an Associate Coordinator of GREAT project will be delivering sessions on principles of qualitative and quantitative gender research with a focus on data collection methods and tools, session on women empowerment and also coordinating the mentorship program.
Delivering on gender concepts and why gender matters in agriculture, Dr Peace Musimenta from the School of Women and Gender Studies described gender as development issue adding that Human Development, if not engendered, is endangered.
She noted that women’s domination or exclusion from participation in agricultural opportunities raises gender issues in agriculture as a sector in as far as the division of labour, land ownership and control, decision making and agricultural marketing and irrigation are concerned.
“Agriculture is the backbone of many economies of the developing countries…if women had access to the same productive resources as men, they could increase yields on their farms by 20-30%.This could in turn reduce the number of hungry people in the world by 12-17 % .
Women compared to men are 10 times likely to invest more of their earnings in their families’ well-being,” Dr. Musimenta asserted.
She said although many women depend on agriculture for their livelihoods, they face numerous gender based constraints or barriers such as unpaid care work, stereotypes, low education, discriminatory laws e.g on land, limited access to productive resources, limited mobility and inability to make independent decisions. She advised gender responsive researchers to strive for rigorous gender focused research.
“Aim at conceptual clarity, achieve greater precision in terminology, collect data carefully and accurately, avoid stereotypes; build the evidence base, and recognise that gender equality is good for communities, families, women and men, is key to achieving sustainable development,” Dr. Musimenta advised.
Speaking on Gender and Agricultural Development and what men and masculinities have got to do with it, Dr. Amon Ashaba Mwiine from the School of Women and Gender Studies said men are unavoidably involved in gender concerns including control of equitable resources, decision making and being custodians of traditional knowledge.
“Some forms of masculinities can be harmful to men and women and detrimental to development. The subordination of women and other men, the desire to control agricultural technologies, marketing, networks, information, proceeds and men withdrawing labor from agricultural production raises gender concerns”. Dr. Mwiine said.
The don emphasized the need for gender responsive researchers to involve men in their research programs to realize gender equitable development.
“Expectations, attributes, behaviors and roles associated with men can hinder or promote agricultural innovations. In your research outputs, technologies and interventions, consider men’s ways of living and relationships, Dr. Mwiine advised.
About the GREAT theme Four training
The course has three components: Week 1 of classroom work (22-31 July 2019) and Field work with support from Field trainers.
Week 2 of classroom work will take place on 13-17 January 2020. The course includes a variety of applied learning activities.
During Week 1, each participating team will complete a plan for data collection to be conducted in their field site for analysis during Week 2 of the course.
At the end of Week 1, participants are expected to come up with a Gender research question related to participants’ projects, a sampling framework and design, draft data collection methods and tools, a Research plan and timeline and a draft budget for the field research grant
During the Field Training Phase, participants are expected to come up with Qualitative and quantitative data sets to be analyzed during Week 2.
During Week 2 participants will write a Seed grant proposal. For teams selected for seed grants, a detailed timeline and budget for ensuing work will be submitted.
Funding for the fieldwork phase will be supported by teams’ research projects, except one team. The cost is about $1000.
Teams will develop the fieldwork concept and tools progressively during the course and the final product presented on Day 9 for trainers’ feedback. Teams will present a well thought out research plan covering the Brief contextual background and the Case Study description.
Competitive research grants of $5000-10,000 for each of the top three teams or individual participants will be available post Week 2.
Evaluation based on criteria will be shared during the course. Field trainers will support in completing seed grant research work, and publication of outputs.
Two social scientist who have demonstrated competency and have an interest in further developing their gender research skills will be selected as GREAT Gender Fellows (GGFs) at the end of Week 2: Other opportunities include professional mentorship and additional research funding and getting positions on the GREAT CoP Advisory Board.
Report compiled by:
Jane Anyango,
Principal Communication Officer, CAES
By Betty Kyakuwa and Carol Kasujja
In this exclusive quick chat, we spoke to the 91st Guild President, Ssentamu Churchill James, a third-year student pursuing a Bachelor of Social Sciences. He shares insights into his leadership journey, key achievements, challenges, and his vision for the student community.
What inspired you to run for Guild President?
My background and personal leadership journey played a big role. Growing up, I saw my father and uncle actively involved in politics, which shaped my interest in leadership.
I also held leadership roles in high school—serving as Sports Minister at O-Level and later as Head Prefect at St. Juliana High School, Gayaza, during my A-Level. These experiences built my confidence and passion for representing others.
Seeing former Guild President Vincent Lubega Nsamba win also motivated me. We come from the same high school, and I succeeded him as Head Prefect. That gave me the belief that I, too, could lead at that level.
What was your vision when you assumed office, and how much of it did you achieve?
My vision was to amplify students’ voices and ensure their needs were prioritized. While it wasn’t easy due to bureaucracy, we made progress.
We improved students’ social welfare by engaging management, which led to greater flexibility in organizing events like the Bazaar and Freshers’ Ball. We also addressed the issue of missing marks. Previously, it could take semesters to resolve, but now, through the Office of the Academic Registrar, such issues can be handled much faster.
What is your biggest achievement?
One of the biggest milestones was allowing students to sit for examinations after paying at least 60% of tuition. This has reduced the number of students dropping out due to financial constraints.
We also saw the lifting of the ban on social events, which has gradually revived campus life. Additionally, leadership roles such as ministers and Guild Representative Councillors (GRCs) have become more functional, with clearer responsibilities and greater impact.
What key lessons have you learned?
One key lesson is the importance of daring to take action. Things may seem impossible, but once you step out and try, you realize they are achievable.
I also learned that leadership begins with influence. For example, when class representatives raised concerns about not being paid, I had to engage and influence them to understand the situation while working toward solutions.
Leadership also requires teamwork. You cannot lead alone—you need a support system. When you delegate, trust people and avoid micromanaging.
Another lesson is the importance of effective communication with management. Building strong relationships increases your chances of influencing decisions.
On a personal level, I have learned discipline—keeping time, improving how I present myself, and becoming more mindful in how I engage with others.
What do you attribute your success to?
First and foremost, God, who gave me the wisdom and understanding to lead.
I also attribute it to the strong working relationships I built with University leadership, especially the Vice Chancellor and the Dean of Students. Without that collaboration, it would have been difficult to achieve much.
How did you balance academics and leadership?
It required intentional planning and prioritization. When meetings clashed with tests, I delegated to the Vice President or Prime Minister. This ensured continuity while giving them an opportunity to grow.
However, I made it a point to attend critical engagements, such as Council meetings, because I was entrusted with representing students’ voices. I was also selective about external engagements to remain focused on my academics.
What challenges did you encounter?
Managing high expectations from students was a major challenge. Even small delays could attract criticism. For example, when students’ upkeep delayed by a week, some assumed I was not advocating for them.
I learned to remain calm and not react emotionally, instead using feedback as motivation to improve.
Another challenge was handling sensitive cases, such as advocating for students who had been suspended. Even when I did not agree with their actions, it was my duty to seek fair consideration on their behalf.
Was there a difficult decision you had to make?
Yes. Just a month into office, I made the decision to relieve a minister of their duties because they did not align with the cabinet’s vision and values. Leadership requires making tough decisions to maintain unity and integrity.
Is there anything you would have done differently?
I feel I could have engaged more with the administration. At times, I was occupied with activities outside the University, which limited my interaction with management. With more engagement, I believe I could have achieved even more.
What will you miss most?
I will not necessarily miss the office itself. Leadership is about service, and it is now time for others to take on that responsibility as I move on to the next chapter of my life.
How would you like to be remembered?
As a selfless leader who went the extra mile to serve others and always put students’ interests first—even when it required personal sacrifice.
For instance, during the Freshers’ Ball, we wanted to host a musician whose fee was UGX 4 million, yet we only had UGX 2 million. I personally covered the balance to make it happen for the students.
At Makerere University, the future didn’t feel distant, it felt urgent, alive, and within reach.
For three days in March, the university’s grounds transformed into a vibrant meeting point of ambition and opportunity as students, graduates, and industry leaders converged for the 2026 Careers Fair. Lecture halls spilled into exhibition spaces, conversations replaced uncertainty, and for many students, career dreams began to take clearer shape.
A Question That Defined the Moment: Man or Machine?
The opening day set the tone with a bold theme;“Machine vs. Man”, placing artificial intelligence at the center of career conversations. Students listened, questioned, and reflected as leaders challenged them not to fear technology, but to harness it.
The message was clear: the future belongs to those who can adapt.
Speakers emphasized that while AI is reshaping industries, it is also creating new opportunities for innovation, entrepreneurship, and job creation. For many students in attendance, this was more than a discussion—it was a wake-up call to rethink their place in a rapidly evolving world.
Beyond Jobs: Unlocking Global Opportunities
If Day One provoked thought, Day Two opened doors.
The focus shifted to scholarships, fellowships, and international study opportunities, expanding students’ horizons beyond the immediate job market. Conversations moved from “What job can I get?” to “What possibilities exist for me globally?”
Students explored pathways into prestigious programmes, exchange opportunities, and further study options, discovering that their ambitions could stretch far beyond borders.
Where Potential Meets Purpose
By the final day, the Careers Fair had evolved into something deeper—a platform for connection.
Under the theme “Connecting Potential to Purpose,” industry leaders, employers, and development partners engaged directly with students, emphasizing collaboration as the key to career success.
Across Freedom Square and exhibition booths, students asked tough questions, shared ideas, and made meaningful connections. Employers, in turn, offered insights into the skills that matter most in today’s workplace—adaptability, creativity, and critical thinking.
More than 50 organizations participated, turning the fair into a living ecosystem of mentorship, networking, and opportunity.
Stories That Defined the Experience
But beyond the panels and presentations, it was the human moments that stood out.
There was the student who, after a conversation with a recruiter, discovered a career path they had never considered. The group of finalists who used simple tools like mobile phones to create powerful messages about safety and inclusion, reminding everyone that innovation often begins with what is available.
And there were countless quiet exchanges, handshakes, questions, shared laughter—that carried the weight of possibility.
A Bridge to the Future
What emerged from the three-day experience was not just a successful event, but a powerful reminder of the university’s role as a bridge, linking academic training to real-world demands.
The Careers Fair reaffirmed Makerere’s commitment to preparing students not just for employment, but for meaningful participation in shaping the future. It brought into focus a simple but profound truth: careers are not built in isolation—they are nurtured through connections, curiosity, and courage.
For many students who walked through the fair, the journey ahead no longer felt uncertain. It felt possible.
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