*****Through a project titled “Strengthening Education and Research Capacity for Enhancing Biodiversity Conservation and Sustainable Natural Resources Use,” Makerere University, in partnership with Rhine-Waal University of Applied Sciences (Germany) and the Central University of Technology (South Africa), has achieved significant milestones in advancing biodiversity conservation education, research capacity, and sustainable natural resource management. The project team disseminated their findings and achievements on 31^st July 2026.

Purpose of the project

Biodiversity loss, environmental degradation and the unsustainable use of natural resources continue to pose significant threats to ecosystems, livelihoods and sustainable development worldwide. Addressing these challenges requires a new generation of professionals equipped with scientific knowledge, practical skills, interdisciplinary perspectives and the ability to develop innovative, evidence-based solutions.

In response to this need, Makerere University, in partnership with Rhine-Waal University of Applied Sciences (Germany) and the Central University of Technology (South Africa), in 2023 launched a project to strengthen higher education and research capacities to advance biodiversity conservation and sustainable natural resource management. 

Aligned with Sustainable Development Goal (SDG) 15 – Life on Land, the project focused on developing innovative teaching and learning approaches, promoting experiential and field-based learning, strengthening international research collaboration, and generating evidence-based knowledge to address complex environmental challenges.

Beyond its primary focus on SDG 15 (Life on Land), the project contributed to a range of interconnected Sustainable Development Goals, including SDG 1 (No Poverty), SDG 2 (Zero Hunger), SDG 4 (Quality Education) through strengthening education and research capacities, and SDG 8 (Decent Work and Economic Growth). Furthermore, the project supported SDG 12 (Responsible Consumption and Production) by promoting sustainable practices and SDG 13 (Climate Action) through efforts aimed at enhancing the sustainable management and conservation of natural resources and ecosystems.

The project was supported by the German Academic Exchange Service (DAAD) through its Sustainable Development Goals (SDG) Partnerships Programme, and led by Prof. John Tabuti from the Department of Environmental Management at Makerere University, and Ms. Nele Vahrenhorstfrom Rhine Waal University of Applied Sciences.

End of Project Workshop

On 31 July 2026, the project team convened key stakeholders at Makerere University for a dissemination workshop aimed at sharing the achievements, lessons learned, and experiences gained throughout the three-year implementation period. The workshop provided a platform to reflect on the project’s contributions to strengthening biodiversity conservation education and research, while also discussing strategies for sustaining collaborations and building on the progress achieved.

The workshop was coordinated by Prof. John Tabuti, who provided an overview of the project journey, highlighting the major milestones, achievements, challenges encountered, and valuable insights gained during implementation. His presentation underscored the importance of continued partnerships, innovation, and capacity strengthening in advancing biodiversity conservation and sustainable natural resource management. 

Achievements Registered

1. Strengthening Education Through Innovative Teaching Approaches

One of the major achievements of the project was the integration of real-world conservation and natural resource management challenges into university teaching through the development of case studies.Three Makerere University scientists – Drs. Vincent Muwanika, Josephine Esaete and Kenneth Balikoowa – received specialized training and certification from The Case Centre in the United Kingdom on the development and use of case studies in university teaching and learning. Building on this training, they developed three case studies in collaboration with local small and medium enterprises involved in natural resource value chains.

The cases provide practical learning materials that enable students to engage with real-life challenges, strengthen problem-solving abilities and move beyond theoretical learning towards applying knowledge in real-world contexts. A case development workshop held at Esella Country Hotel brought together more than 30 participants from industry and academia to promote collaboration in curriculum development and product innovation.

Through these initiatives, the project strengthened university-industry linkages while supporting the development of graduates equipped with creativity, innovation and practical skills required to address emerging environmental challenges.

2. Building International Collaboration and Academic Capacity

The project created opportunities for staff and students from Makerere University and Rhine-Waal University of Applied Sciences to participate in exchange programmes, fostering intercultural learning and strengthening academic networks.

Junior staff members Drs. Kayendeke, Juuko, Erima, Ssekuubwa and Mugizi travelled to Germany, where they received training in interactive and digital teaching approaches and developed new teaching materials. The knowledge gained continues to enhance learner-centred teaching practices at Makerere University.

The project also facilitated participation in international SDG workshops in Tanzania and South Africa, while stakeholder engagements held in Uganda strengthened collaboration between universities, private sector actors, non-governmental organizations and local communities. These engagements created opportunities for future research partnerships, joint funding proposals and continued collaboration in support of sustainable development goals.

To support modern teaching and research, the project improved institutional infrastructure through the acquisition of three laptops and video conferencing equipment to enhance e-learning and academic collaboration. Plans are also underway to install a weather station to support student research and data collection.

3. Field Courses Transforming Students into Emerging Conservation Researchers

A key highlight of the project was the implementation of interdisciplinary field courses at Kibale National Park, which provided students with hands-on experience in biodiversity research and conservation practice.

Two joint graduate field courses were conducted in June 2024 and June 2025, bringing together 98 students, including 90 from Makerere University and eight from Rhine-Waal University. Working in intercultural teams under the guidance of lecturers from both institutions, students identified conservation challenges, developed research ideas, designed data collection tools, conducted fieldwork and analyzed data.

The field courses equipped students with advanced tropical biodiversity data collection skills while strengthening teamwork, cross-cultural collaboration and scientific communication. Students gained first-hand experience studying ecosystems, including forest regeneration, indigenous tree species, primates, birds, insects and human interactions with protected areas.

4. From Field Experience to Advanced Research: Students Share Their Success Stories

The field experiences also generated valuable research ideas and conservation insights, with some students developing their field course projects further into postgraduate research.During the dissemination workshop, two students shared how their field experiences shaped their research interests, strengthened their professional skills and inspired them to contribute to biodiversity conservation.

For Makerere University student Vincent Mbahinzireki, the Kibale field course was a transformative experience that connected classroom knowledge with real-world research. Through collaborative research activities, community engagement and field data collection, he gained practical skills in research design, data analysis and scientific communication.

The experience also broadened his understanding of conservation as a complex relationship involving ecosystems, wildlife and human communities. Through interactions with local communities, including household interviews, focus group discussions and key informant interviews, Vincent gained valuable insights into human-wildlife conflicts, community reliance on natural resources and the importance of inclusive, community-centred approaches to conservation.

Similarly, Oweka Jenifer, a Master of Science in Environment and Natural Resources Management student at Makerere University, shared how the field course became the foundation for her ongoing research on human-wildlife coexistence around Kibale National Park.

During the field course, Jenifer and her colleagues identified conservation challenges within the landscape and developed research proposals addressing issues emerging from their observations and community interactions. Her initial field study on community coexistence strategies in Kanyawara Ward later evolved into a broader MSc research project titled “Assessing Locally Driven Strategies for Human-Wildlife Coexistence around Kibale National Park, Uganda.”

The expanded study, which involves 333 households and key informants from conservation organizations and local leadership structures, aims to generate evidence that can strengthen community-driven conservation initiatives, support policy development and promote sustainable coexistence between people and wildlife.

Jenifer’s research journey highlights the value of experiential learning in nurturing independent research, building scientific capacity and preparing the next generation of conservation professionals to develop practical solutions to complex environmental challenges.

Appreciation from Mak’s Director of Research, Innovation, and Partnerships

In his remarks, Makerere University Director of Research, Innovation and Partnerships, Prof. Robert Wamala, expressed gratitude to the Federal Ministry for Economic Cooperation and Development (BMZ), Germany, for the generous financial support provided to the project. He noted that the investment had significantly strengthened research capacity, fostered international collaboration, and contributed to efforts aimed at conserving and sustainably managing biodiversity and natural resources.

Prof. Wamala also commended the implementing partners, highlighting the value of cross-border and interdisciplinary collaborations in generating knowledge and innovative solutions that address challenges affecting both local and global communities.

Emphasizing the importance of the project, he observed that for Uganda, where livelihoods and economic development are closely linked to natural resources, protecting biodiversity is not only an environmental responsibility but also an economic and social necessity. “Universities therefore have a critical role to play in generating evidence, developing innovative technologies, training highly skilled professionals, and informing policies that advance sustainable development. The project has made significant contributions towards fulfilling this mandate by going beyond research outputs to strengthen postgraduate education, enhance research capacity, promote international academic partnerships, and equip emerging researchers with the knowledge and practical skills required to address evolving environmental challenges. These achievements align with Makerere University’s commitment to producing graduates and research outcomes that respond to national priorities and global development needs.”

Prof. Wamala further noted that the knowledge generated, partnerships established, and capacities built through the project provide a strong foundation for future collaborative research, innovation, policy engagement, and community outreach. “As biodiversity conservation challenges continue to evolve, collective efforts must remain dynamic, innovative, and sustained. There is need for continued efforts to identify practical pathways for sustaining partnerships, scaling successful interventions, mobilizing additional resources, and translating research findings into policies and practices that enhance environmental stewardship and improve livelihoods.

He re-affirmed the Directorate’s commitment to supporting multidisciplinary research, strengthening international partnerships, promoting research excellence, and ensuring that research undertaken at Makerere University delivers meaningful and lasting impact for society.

Remarks from the Head, Department of Environmental Management

Addressing participants, the Head of the Department of Environmental Management at Makerere University, Prof. Justine Namaalwa, appreciated the funders and project team for their unwavering commitment, which culminated in the successful implementation of the project.

“It is one thing to start a project and another to complete it successfully,” she said, explaining that many projects begin with great enthusiasm but require sustained commitment, teamwork and effective leadership to achieve their intended outcomes.

Prof. Namaalwa paid special tribute to Prof. John Tabuti for his exemplary leadership throughout the project, describing him as a dedicated researcher who has consistently spearheaded several impactful initiatives within the Department. “Such leadership has strengthened the Department’s research profile, expanded collaborations, and contributed to addressing critical environmental and biodiversity challenges.”

Highlighting the Department’s contribution to Makerere University‘s research agenda, Prof. Namaalwa noted that although the Department has a relatively small number of academic staff, it continues to make a remarkable impact through high-quality research, innovation and community engagement. She attributed this success to the commitment, resilience and collaborative spirit of the staff, who continue to attract competitive research funding and implement projects that generate knowledge and inform policy and practice.

She also briefed the project team on Makerere University‘s Safeguarding Policy, emphasizing its importance in fostering a safe, respectful and inclusive environment for all staff, and project partners. She encouraged all staff to familiarize themselves with the policy and uphold its principles, reaffirming the University’s commitment to ethical conduct, accountability and the protection of vulnerable individuals.

 Issues Arising from the Dissemination Workshop

The dissemination workshop provided an opportunity for participants from Makerere University and representatives from partner institutions to reflect on the project’s achievements while identifying priority areas for strengthening biodiversity conservation education, research and practice. The following key issues emerged during the discussions:

1. Strengthen Field-Based Learning and Practical Training:  Participants emphasized that universities need to be more deliberate in increasing opportunities for fieldwork and practical learning. While classroom instruction provides essential theoretical knowledge, field experiences expose students to real conservation challenges, strengthen problem-solving skills and improve their ability to apply scientific concepts in diverse ecological settings. Participants further recommended that practical components should be integrated into all academic programmes through structured in-semester field activities rather than being limited to occasional field courses.
2. Integrate Learners’ Perspectives into Curriculum Review: The workshop highlighted the importance of giving students a stronger voice in curriculum development and review processes. As the primary beneficiaries of university education, learners can provide valuable insights into emerging skills gaps, learning experiences and industry expectations. Their participation would help ensure that curricula remain relevant, responsive and better aligned with contemporary conservation challenges.
3. Address Political Dimensions of Conservation: Participants noted that biodiversity conservation is often affected by political interests, competing development priorities and governance challenges. Political interference can undermine conservation initiatives and limit effective management of natural resources. The workshop therefore recommended integrating political economy perspectives into conservation planning and strengthening collaboration between political leaders, policymakers and conservation managers to ensure that conservation decisions are supported by sound governance and long-term sustainability objectives.
4. Generate Evidence to Influence Policy: The workshop underscored the need for research to produce credible, well-packaged and policy-relevant evidence capable of informing decision-making. Participants observed that meaningful policy change can only be achieved when research findings are communicated in ways that clearly demonstrate their practical value. Universities and researchers were therefore encouraged to strengthen knowledge translation efforts so that scientific evidence effectively informs environmental policies and conservation strategies.
5. Promote Community-Centred Conservation: Participants emphasized that successful conservation initiatives must take into account the livelihoods and interests of communities living around protected areas and biodiversity hotspots. Conservation interventions should provide alternative livelihood opportunities where access to natural resources is restricted and actively involve local communities in planning and implementation. Such inclusive approaches are essential for fostering community ownership, reducing conflicts and ensuring the long-term sustainability of conservation programmes.
6. Harness Digital Technologies for Conservation Education: Drawing from his training experience in Germany, Dr. Charles Juuko highlighted the growing availability of digital resources that can transform conservation education. He encouraged universities to make greater use of online learning platforms, automated analytical tools and open data repositories to enrich teaching and research. He also recommended strengthening Geographic Information Systems (GIS) training at the master’s level and expanding student exposure to emerging technologies such as drone applications, air-quality monitoring sensors and geospatial data analysis for environmental monitoring and decision-making.
7. Strengthen Practitioner Engagement in Teaching and Learning: According to Tumwebaze Adson, Environment Innovations Officer at NEMA, practitioners should play a greater role in developing case studies and practical learning experiences for students. He noted that involving professionals from government, industry and conservation organizations would expose learners to real-world environmental challenges and improve the relevance of university training. He also encouraged students to design research projects that respond directly to contemporary environmental and conservation issues.
8. Foster Stronger Academia-Industry Partnerships: The workshop reaffirmed the importance of strengthening collaboration between universities, government agencies, conservation organizations and the private sector. Such partnerships can enhance research, facilitate knowledge exchange, provide internship opportunities, support innovation and improve the application of research findings to address biodiversity conservation challenges.
9. Strengthen Environmental Law Education: Participants expressed concern that many students graduate with limited knowledge of environmental legislation, conservation policies and regulatory frameworks. They recommended integrating environmental law and policy more comprehensively across relevant academic programmes to equip graduates with the legal and institutional knowledge required to support sustainable natural resource management.
10.  Prioritize Solution-Oriented Research: Participants called on universities to place greater emphasis on research that generates practical solutions to conservation challenges rather than focusing primarily on academic publications. While scholarly outputs remain important, research should increasingly translate into innovations, technologies, management practices and policy interventions that create measurable environmental and societal impact.
11.  Through strengthened teaching approaches, international partnerships, experiential learning and applied research, the project has laid a strong foundation for producing a new generation of professionals committed to protecting biodiversity and promoting sustainable use of natural resources.

Sustaining the Achievements

While the project recorded significant achievements, implementation was not without challenges. The team navigated disruptions associated with the COVID-19 and Ebola outbreaks, which affected planned activities, including the cancellation of the 2026 joint field course due to an Ebola outbreak reported in some parts of Uganda.

As the funding period comes to an end, partners expressed commitment to sustaining the collaboration. Future areas of cooperation include joint research projects, student co-supervision, continued academic exchanges and pursuit of additional funding opportunities.

Pictorial of the workshop:

https://drive.google.com/drive/folders/1UHmVkq8Hl-g1QQJwR6IieqrBzoijLqHK?usp=sharing

Introduction 

Makerere University, through the Departments of Animal and Range Sciences and Extension and Innovation Studies (CAES), in collaboration with the National Agricultural Research Organization (NARO), specifically the Mbarara Zonal Agricultural Research and Development Institute (MbaZARDI) and Mukono Zonal Agricultural Research and Development Institute (MuZARDI), Bukalasa Agricultural College, Ghent University, KU Leuven, and HOGENT, has secured VLIR-UOS TEAM 2026 funding for the project “Agroforestry-dairy integration for sustainable agri-food systems in peri-urban and rural Uganda.” 

The project aims to strengthen the Ugandan–Flemish partnership in validating and promoting agroforestry-based feeding strategies for crossbred dairy systems in peri-urban Kampala (zero-grazing) and the Southwestern cattle corridor (paddock systems). To support this work, applications are invited from eligible Makerere University and NARO staff for two PhD positions. 

PhD Position 1: Physiological validation of tree-based, nutrient-specific feeding strategies in crossbred or exotic dairy systems 

Research focus: This PhD will evaluate the physiological and production responses of crossbred/exotic dairy cows to tree-based, nutrient-specific feeding strategies under peri-urban zero-grazing systems around Kampala and paddock systems in the Southwestern cattle corridor. 

Building on previous studies that identified nutrient deficiencies and promising tree-based feed resources, the research will assess the effectiveness of locally formulated supplements in improving the productivity of early-lactating crossbred dairy cows across contrasting production systems and seasons. Blood profiling and production monitoring will be integrated to evaluate animal responses. The PhD will be jointly supervised by Makerere University, NARO and Ghent University. 

PhD position 2: Socio-economic feasibility and adoption of agroforestry-based dairy feeding strategies 

Research focus: This PhD will investigate the socio-economic feasibility and adoption of agroforestry-based feeding strategies in mixed crop–livestock systems. Using a mixed-methods approach, the study will combine household surveys, stakeholder interviews and gender-segregated focus group discussions to evaluate the adoption of fodder and multipurpose trees. 

The research will compare existing tree use with new planting options, assess economic viability, labour requirements, land constraints, gender roles, market access and knowledge systems, and identify factors influencing adoption under contrasting dairy production systems. Comparisons between peri-urban Kampala and the Southwestern cattle corridor will provide evidence on scalability and inform policy and extension strategies. 

Scholarship and conditions 

Successful applicants will receive a sandwich PhD scholarship under the VLIR-UOS TEAM 2026 programme only for the period in Belgium. 

Key terms 

1. Duration: Between 48 and 58 months, with research conducted in Uganda and Belgium. Candidates will spend up to 22 months (4 visits spread over 5 years). 
2. Funding: During research stays in Belgium, candidates will receive a living stipend and support for four international return flights. While in Uganda, candidates are expected to remain employed by Makerere University or NARO, where the salary is guaranteed for the whole duration of the PhD. 
3. Research support: The project will cover approved research costs in Uganda, including fieldwork and essential research materials. 
4. Degree award: KULeuven will confer the PhD degree. Candidates will be jointly supervised by Ugandan and Belgian partners and must satisfy the admission and graduation requirements of KULeuven. 

Application procedure for both vacancies

Interested applicants should submit one merged PDF document containing: 

1. A cover letter (maximum two pages) indicating the PhD position applied for (Dairy Nutrition or Agroforestry) and summarising the applicant’s motivation and suitability. 
2. A 3-5-page concept note relevant to the selected PhD topic. 
3. Scientific curriculum vitae, including a brief description of the applicant’s contribution to multi-authored papers (where applicable). 
4. Names and contact details of two academic referees. 

Separate PDF documents: 

• Certified academic transcripts and degree certificates (BSc and MSc). The transcripts should list all courses taken and the grades obtained, together with an explanation of the grading system. Where available, the student’s ranking within the cohort should also be included. 
• A copy of the Master’s thesis. 
• Copies of publications (where applicable). 
• Female candidates are strongly encouraged to apply. 

Submission: Applications must be submitted by Friday 14^th August 2026 at 5:00pm, through e-mail to Dr. Pius Lutakome and Mrs Sylvia Decocker. Contact details:  

1. Dr. Pius Lutakome 
   Project Contact Person, Makerere University 
   pius.lutakome@mak.ac.ug/plutakome@gmail.com      
2. Mrs. Sylvia Decocker Administrative Contact Person, Ghent University Sylvia.Decocker@UGent.be

Administrative Contact Person, Ghent University 

Sylvia.Decocker@UGent.be 

Late or incomplete applications will not be considered. 

Selection process and timeline 

The project evaluation committee will evaluate applications and shortlist candidates. 

Shortlisted candidates will be informed on 1^st September 2026. 

Shortlisted candidates are expected to: 

• Be available to complete an online assessment between 1^st and 7^th September 2026. 
• Be available for an online interview on 14^th September 2026. The exact interview time will be communicated in the invitation sent on 1^st September 2026. 

The successful candidates are expected to: 

• Commence the PhD on 6^th November 2026. 
• Undertake their first research visit to the Belgian host university in February 2027. 

It is with great pride, gratitude, and a renewed sense of purpose that I present the 2025 Annual Report of the College of Agricultural and Environmental Sciences (CAES), Makerere University.

This report reflects a year of resilience, transformation, innovation, and growing impact as the College continued to strengthen its contribution to agricultural development, environmental sustainability, climate resilience, and human capital development in Uganda, Africa, and beyond.

At CAES, we remain firmly committed to Makerere University’s vision of becoming a research intense institution that responds meaningfully to national, regional, and global development priorities. Guided by our “Innovation Intentional Agenda” and anchored in the CAES Pact for Transformational Change, we continue to reposition the College as a center of excellence in practical training, impactful research, innovation, and community transformation.

During the year under review, the College continued to advance teaching and learning through the delivery of 42 academic programmes supported by experiential and field-based learning approaches. Our commitment to practical education remained central, with approximately 60% of undergraduate training dedicated to hands-on learning through laboratories, university farms, research institutes, field stations, internships, and community engagement platforms.

The College enrolled over 16,000 students, including a growing number of graduate and international students, affirming CAES’ expanding regional and global relevance. The College also celebrated significant milestones in graduate training and academic excellence. We proudly presented 562 graduates during the 75^th Graduation Ceremony of Makerere University, including 19 PhD graduates whose research addressed critical issues in climate resilience, food systems, agricultural productivity, environmental management, innovation systems, and rural livelihoods. The inaugural CAES Doctoral Symposium further strengthened our commitment to nurturing impactful, interdisciplinary, and solution-oriented research capable of addressing the complex challenges facing society today.

Research and innovation remained at the heart of our mandate. Across our three Schools, two research institutes, and specialized centres, CAES continued to generate knowledge, technologies, and innovations that are transforming communities and industries. The College implemented numerous government- and donor-funded projects addressing food security, climate adaptation, clean energy, biodiversity conservation, sustainable urban systems, agricultural commercialization, nutrition, and youth employment.

Several of our researchers and students received national and international recognition for excellence in research, innovation commercialization, and scientific contribution.

Notably, the College strengthened strategic partnerships with universities, research organizations, development agencies, governments, and the private sector. These collaborations enhanced graduate training, mobility, infrastructure development, technology transfer, and interdisciplinary research.

We also continued to invest in digital transformation and modern learning infrastructure, including the enhancement of the CAES e-Learning Studio and improvements in student mobility and practical training support systems.

As we reflect on the achievements of 2025, we remain cognizant of the emerging challenges facing agricultural and environmental systems globally, including climate change, food insecurity, ecosystem degradation, unemployment, and inequality. These challenges demand bold thinking, innovation, strategic partnerships, and a new generation of highly skilled graduates and researchers capable of driving transformative change. CAES remains fully committed to contributing solutions through research-led teaching, innovation, entrepreneurship, policy engagement, and community outreach.

I extend my sincere appreciation to the Government of Uganda, Makerere University Council and Management, our development partners, collaborators, alumni, staff, students, and surrounding communities for their continued support and confidence in CAES.

I particularly commend our staff and students whose dedication, resilience, and creativity continue to position the College among the leading institutions in agricultural and environmental sciences in Africa. As we look ahead, we remain inspired by the belief that universities must not only generate knowledge but must also shape futures, transform communities, and provide solutions to society’s most pressing challenges. Together, we shall continue to strengthen CAES as a vibrant hub for innovation, excellence, sustainability, and transformative impact.