Agriculture & Environment
Department of Geography, Geo-informatics & Climatic Sciences reviews programmes
Published
4 years agoon

In a bid to align its programmes to the national and global development agenda, the Department of Geography, Geo-informatics and Climatic Sciences, College of Agricultural and Environmental Sciences (CAES), Makerere University conducts periodical reviews in consultation with different stakeholders.
The Department is currently reviewing five programmes namely: Master of Land Use and Regional Development Planning, MSc Disaster Risk Management, Master of Geographical Sciences, Bachelor of Geographical Sciences, and BSc Meteorology.

Besides aligning the programmes to the national and global development agenda, the review processes is intended to improve marketability and innovativeness of the programmes, address industry needs and contemporary challenges, improve practical training and interdisciplinarity, and to strengthen analytical skills amongst students.
Since 2017, the department has been engaging different stakeholders including individual staff members, students, alumni and industry actors who have provided enriching contributions. The reviewed programmes will be rolled out in the Academic Year 2023/2024.

Stakeholder engagement
To further enrich the programmes, the Department held a two-day stakeholder engagement to receive feedback on the proposed amendments. The activity held on 3rd-4th August 2022 at the School of Forestry, Environmental and Geographical Sciences and coordinated by the Head of Department, Prof. Frank Mugagga and Dr Paul Mukwaya was attended by academics from Makerere University College of Engineering, Design, Art and Technology (CEDAT); College of Education and External Studies (CEES); College of Natural Sciences (CoNAS); and the College of Computing and Information Sciences (CoCIS). It was also attended by representatives from Uganda National Meteorological Authority (UNMA); Ministry of Lands, Housing and Urban Development; National Planning Authority;and USAID.

Proposed amendments
1. MSc Disaster Risk Management
The overall objective of the programme is to build national and regional human capacities in reducing risk to disasters and accelerating human security and economic development.
Specific Objectives
- Develop multi-skilled and dynamic professionals with knowledge and novel techniques to assess disaster risks and implement timely measures to efficiently manage disasters
- Impart interdisciplinary research skills for generation of information and knowledge for disaster risk management
- Increase local and regional capacities for anticipation, prediction and management of disaster events

Courses offered
Under the programme, a number of courses are offered including; Principles of Disaster Risk Management, Risk and Vulnerability Analysis, Introduction to Geo-Information Science, Natural hazards Assessment, Legal Frameworks for Disaster Risk Management, Population and Displacement, Extreme Weather Events, Research Methods and Applied Statistics, Disaster Preparedness and Mitigation, Field Exposure and Project Reporting, Earth Observation Techniques for Disaster Risk Management, Economics of Hazards and Disasters, Public Health in Emergencies and Humanitarian Assistance, and Urban Risk Management.
Summary of modifications
All courses have been aligned to the Sustainable Development Goals (SDGs). At the stakeholders’ engagement, proposals were made to include issues of disaster communication & response, resilience, insurance, multi-hazard analysis and climate change. The revised programme will equip students with interdisciplinary research skills to effectively deal with various disasters.

2. Master of Geographical Sciences
The programme aims to build a sought-after human resource pool of graduates with geographical skills and knowledge to address contemporary and emerging issues across scales. It also aims to advance the understanding of Geographical Sciences for graduate students from diverse disciplines, to build capacity in geographic research and information management, and to impart knowledge on the integrating nature of geography for multidisciplinary response to complexities of the world.
Courses offered
The Department offers a wide-range of courses under the programme. These include: Geographical Thought and Applications, Geographical Information Science and Technology, Remote Sensing and Earth Observations, Climate Change Mitigation and Adaptation, Natural Resource Modelling and Management, Applied Economic Geography, Geo-Politics and Development, Soil Conservation and Management, Coastal and lacustrine Geomorphology, Research Methods and Applied Statistics, Land Evaluation and Land Use Planning, Impact Assessment and Auditing, Settlement Analysis and Planning, Population Analysis and Development, Applied Agro-Climatology, Fluvial Geomorphology, Vulnerability and Resilience Analysis and Qualitative Methods in Geography.

Summary of modifications
The review process aimed to strengthen students’ analytical skills, linkages between theory & practice, and interdisciplinary as well as transdisciplinary focuses. Most of the aforementioned courses remain intact with a few adjustments to improve the content.Proposals have been made to drop the course in Applied Agro-Climatology, merge Coastal and lacustrine Geomorphology (GEO7123) with Fluvial Geomorphology, and to make Vulnerability and Resilience Analysis and Qualitative Methods in Geography new elective courses.
3. Master of Land Use and Regional Development Planning
The programme focuses on how public and/or private land and associated resources can be preserved, developed, and used for maximum social, economic, and environmental benefit. A number of courses are offered in the fields of natural resources management, natural resource economics, public policy, regional and land use planning, environmental impact assessment, applicable law and regulations, government and politics, principles of business and real estate land use, statistical and analytical tools, computer applications, mapping and report preparation, site analysis, cost analysis, and communications skills.

Summary of modifications
Proposals have been made to rename Principles of Disaster Risk Management – Disaster Risk Management and Assessment, and to drop Natural Hazards Assessment, but incorporate its content into Disaster Risk Management and Assessment. Other proposals include; i) renaming Legal Frameworks for Disaster Risk Management – Disaster Law and Policy; ii) Extreme Weather events – Weather Information and Early Warning and incorporate content from Climate Risks and Disasters; iii) Disaster Preparedness and Mitigation course content updated to include aspects of early actions and forecast; iv) renaming Rural Development – Local Planning Economic Development: Theory and Practice; v) Elements of risk management incorporated into Spatial Decision Support Systems; vi) the field course Regional Ecological Planning Studio combined with Integrated Urban Planning and renamed Land Use and Regional Planning Practice; vii) Strategic Environmental Planning and Management strengthened to reflect trends in environmental assessment and monitoring; and viii) Applied Spatial Statistics & Modelling for Planning proposed to become a school-wide course. The new courses include; Qualitative Data Analysis; Advanced Urban Systems Theory; Advances in Regional Science: Principles and Methods; Planning Ethics and Spatial Justice; Planning Law and Governance of Urban and Regional Dynamics or Regional Development Policy Issues and Analysis; Resilience, vulnerability and Regional Development; Inclusive Growth and Development; Infrastructure Geographies; and Critical Perspectives in Agrarian Change.

4. Bachelor of Geographical Sciences
This is a three-year Day programme started in the Academic Year 2017/2018 with three students. Intake has grown over time to an average of 30-40 students. The programme admits both A Level and Diploma students. A Level Geography is essential for direct entry.
Objectives of the Programme
The main objective of the reviewed programme is to produce geographers who are knowledgeable and practically skilled in geographical and earth systems sciences, can promote earth stewardship and contribute to sustainable development.

Specific objectives
- Develop competent geographers that have the basic and novel yet transferable knowledge, skills and technologies in geography and earth systems
- Produce competent geographers with knowledge and understanding of the earth’s resource potentials and limits in a geographic context
- Build geographers that have the breadth and depth of knowledge on earth system dynamics and changes
- Train geographers to initiate, plan and execute inquiry and research in topical geographic fields and earth systems sciences
- Develop geographers that have the skills and knowledge in and pathways to attainment of sustainable development
- Train geographers that are adequately prepared to respond to the changing global environmental, and social systems under scarce natural resources

Courses offered
Year 1 – Human Geography, Fundamentals of statistics, Principles of Earth Systems Science, Introduction to Soil Science, Communication Skills, Development Geography of East Africa, Sustainability Science and Development, Fundamentals of Ecosystem Science, Foundations of Cartography and Photogrammetry, and Urbanization and the Environment.
Year 2 – Geomorphology, Applied Cartography and Photogrammetry, Earth Observation Systems, Techniques and Applications, Global Environmental Change, Population Geography, Agriculture, Environment and Development, Risk Assessment and Management, Soil Conservation: Methods and Applications, Fundamentals of hydrology, Sustainable Energy Transitions, Research Methods, Climatology, Advanced Quantitative Techniques in Geography, Principles of Geographical Information Systems (GIS),Economic Geography, Settlement Systems Analysis, Project planning and Management, Development Geography of Africa, Biogeography, Principles of Resource Assessment, Development and Management, Lacustrine and riverine Landscape Management, Arid and Semi – Arid Land Management.
Year 3 – Geographical Thought and Philosophy or Geographical Thought and Practice, Advanced Climatology, Geo-Statistics and Modeling, Advanced Geographical Information Systems (GIS), Demography, Political Geography, Military Geography, Geography and Public Policy Analysis, Highland and Mountain Resource Management, Applied Hydrology / Advanced Hydrology, Land Use Planning and Management, Environmental Degradation and Conservation, Systematic Geography of Uganda, Advanced Geomorphology, Applied Earth Observations Systems Techniques and Applications, Research Project and Dissertation, Urban Geography, Transport Geography, Regional Development Planning, Regional Development Geography of East and South East Asia, Road Safety: Theory and Applications, Environmental Disaster Assessment, and Adaptation and Mitigation to Climate Change.

Proposed modifications
i)Human Geography course has been updated to include human environment interactions and implication ii) Introductory Statistics changed to Fundamentals of Statistics, iii) Principles of Earth Systems Science revised to provide foundation for climatology, biogeography, hydrology and geomorphology, iv) Communication skills introduced, v) Atmospheric Processes, Weather and Climate no longer mandatory for BGS students but for other students in the school, vi) Development Geography of East Africa revised to include aspects on constraints to development and possible solutions, vii) Fundamentals of Ecosystem Science revised to integrate issues of Natural selection and adaptation by plants and animals, as well as restoration ecology, viii) Global Environment Change reviewed to integrate issues of land use and cover change dynamics, biodiversity and environmental change assessment, ix) Energy Analysis and Planning changed to Sustainable Energy Transitions, x) Feminism and Geography dropped, xi) Fundamentals of Hydrology introduced, xii) Lacustrine and Riverine Landscape Management course focusing on lake and river systems resource utilization and management introduced, xiii) Project Planning and Management introduced, xiv) Highland and Mountain Resources Management changed to Mountain Sustainable Resource Management, xv) Applied Hydrology and Environmental Degradation and Conservation introduced, xvi) Tourism and Recreation Resource Management as well as Regional Development Geography of Europe and Asia and Wildlife Ecology and Management dropped, xvii) Regional Development Geography of East and South East Asia introduced.

5. BSc Meteorology
This is a three-year Day programme that started in the Academic Year 2011/2012 with 4 students.Intake has been growing over time with an average of 25-35 admitted. The programme admits both A Level and Diploma students. A Level pure mathematics is essential for direct entry.
Summary of proposed courses
Year 1 – Introduction to Atmospheric Science, Meteorological Instruments and Observation Methods, Differential and Integral calculus, Classical Mechanics, Introduction to computing in meteorology, Communication Skills, Thermodynamics, Matrix Algebra and Vector analysis, Tropical Meteorology, Computer programming in Meteorology, Numerical Methods in Meteorology, and Introduction to gender.

Year 2 – Synoptic Meteorology,Advanced Atmospheric Science, Atmospheric Dynamics, Cloud Physics, Biometeorology, Soil Science and Management, Physical Meteorology, Foundations of climate change science, Weather Analysis and Forecasting, Research Methods, Principles of Geographical Information systems, Renewable energy resources, Marine Meteorology, and Data Information Management in Meteorology.
Year 3 –Remote Sensing in Meteorology, Boundary layer Meteorology, Hydrometeorology, Agro-meteorology, Advanced GIS, Meteorology and Human Environment, Urban Climatology, Elements of Environmental Pollution and Control, Aviation Meteorology, Adaptation and mitigation to Climate Change, Research Project, Societal Climate services, and Integrated Water resource management.

Participants proposed to include climate change and communication skills in all programmes.
The stakeholder engagement was graced by the Deputy Principal, CAES, Prof. Yazidhi Bamutaze who emphasized the need to reflect on the relevance of all programmes offered as the University marks 100 years of existence. The workshop was attended by among others, the Principal, College of Computing and Information Sciences, Makerere University, Prof. Tonny Oyana.

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Agriculture & Environment
Africa Climate Collaborative at Makerere University Launches Youth Skilling Program to Catalyse Enterprise Development
Published
13 hours agoon
June 29, 2026By
Mak Editor
By Damali Mukhaye
The Africa Climate Collaborative at Makerere University, an initiative supported by the Mastercard Foundation, has launched an inclusive Youth Skilling Program aimed at equipping young people with practical, market-driven skills to unlock business opportunities and contribute to climate resilience.
The Program will begin with a pilot of fifty (50) youth selected from Lwengo, Rakai and Yumbe districts, forming the first group of a planned 500 young people to be trained over the eight-year implementation period. The initiative targets youth who have completed at least Senior Four or its equivalent but have not enrolled for or completed university education.
For the first group, the youth will receive intensive hands-on training across the poultry value chain, enabling participants to develop climate-smart enterprises, create employment opportunities and strengthen their livelihoods.
The Program Director of the Africa Climate Collaborative, Prof. Gorettie Nabanoga, indicated that the Skilling Program was designed in response to the challenges faced by thousands of young people who are not in employment, formal education or vocational training (NEET).
“We realised that there are several young people who never got an opportunity to attend university or pursue higher education, yet they constitute the majority of our population. We are intentionally creating pathways that enable them to acquire practical skills, participate meaningfully in the economy and secure dignified employment,” Prof. Nabanoga said.

Applications for the first group under youth skilling program are now open to eligible youth residing in either Lwengo Sub-County in Lwengo district, Ddwaniro Sub-County in Rakai district, Zone 5 of the Bidibidi Refugee Settlement, or Ariwa Sub-County in Yumbe District.
Prof. Gorettie Nabanoga explained that the Africa Climate Collaborative deliberately selected these locations because they are among the most vulnerable to the impacts of climate change.
The programme prioritises districts within Uganda’s agropastoral landscape. She further indicated that the Program is aimed at nurturing young people who will serve as catalysts for enterprise development within their communities.
“The training will equip participants with practical skills that enable them to innovate around climate-related challenges while protecting the environment. Ultimately, they will generate income, improve their livelihoods and become catalysts for local economic transformation.” she said.
Why Poultry?
The Africa Climate Collaborative selected the poultry value chain as the entry point for the pilot because it offers diverse opportunities for entrepreneurship, innovation and employment.
According to Prof. Nabanoga, trainees will specialise in different components of the value chain, including feed production, hatchery management, poultry production, poultry product value addition and poultry waste management.
“The poultry sector offers numerous opportunities for innovation. By developing expertise across different components of the value chain, these young people will collectively strengthen the entire poultry ecosystem.”
Environmental sustainability remains central to the program. Participants will be introduced to climate-smart production practices, resource efficiency and innovative approaches to poultry waste management that minimise environmental impacts while improving productivity.
Program participants are expected to become community resource persons who will transfer the acquired knowledge and skills to other young people.
“These young people will become trainers of trainers. When they return to their communities, they will establish enterprises and mentor others, creating a critical mass of youth engaged in climate-smart businesses.”She noted.
District Leaders and Experts Welcome the Initiative
District leaders have welcomed the program, describing it as a timely intervention for addressing youth unemployment.
Francis Bwowe, Senior Agricultural Officer for Rakai District, described the intervention as timely and transformative.
He noted that the closure of Primary Teachers’ Colleges and the increasing costs of post-secondary education have left many youths without viable alternatives.
“Many young people who complete Senior Four have nowhere to go. Therefore, a program that equips them with practical skills to start their own businesses is extremely important. We believe it will help them become self-reliant and earn a living,” he explained.
Community leaders also expressed optimism about the program’s potential to transform livelihoods.
Mr. George Kizito, LCII Chairperson of Kalere Parish in Rakai District, said unemployment remains one of the greatest challenges facing young people.
“The opportunities exist, but many young people lack the capacity and confidence to create jobs for themselves. In our community, people involved in poultry farming are earning good money, but many youths simply watch because they do not know where to start from,” he said.
The program has also received positive reactions from technical experts. Responding through one of the Africa Climate Collaborative’s social media platforms, Ms. Nehwera Eufemia, a specialist in animal feeds, commended the decision to prioritise feed production.
“Feed accounts for nearly 70 percent of poultry production costs and is the single most important factor influencing profitability. Strengthening skills in feed production provides a strong foundation for improving productivity and sustainability across the entire poultry value chain” she observed.
Ms. Eufemia encouraged eligible young Ugandans to apply and take advantage of the opportunity.
Who Can Apply?
Applications are open to young people residing in:
- Lwengo Sub-county, Lwengo District;
- Ddwaniro Sub-county, Rakai District;
- Zone 5, Bidibidi Refugee Settlement; and
- Ariwa Sub-county, Yumbe District.
Eligible applicants must have completed at least Senior Four (O-Level) or its equivalent but should not have enrolled for or completed university education. Applicants must also be between 18 and 35 years of age by the application deadline and should not be engaged in any form of formal employment or training.
Young women, young mothers, refugees and persons with disabilities are strongly encouraged to apply.
How to Apply
Application forms are available at NO COST through the online application portal at https://climatecollaborative.mak.ac.ug/application.
Applicants from Lwengo and Rakai districts may also obtain application forms through the District Production Offices and Sub-county Community Development Offices, while applicants from Yumbe can access forms through the Yangani Protection Desk at Ariwa Reception Centre and the Office of the RWC3 in Zone 5 of the Bidibidi Refugee Settlement.
Applications should be submitted through the online portal, by email to climateresilience@mak.ac.ug or physically delivered to the designated district offices at NO COST.
Applications close on Thursday, 9 July 2026, at 5:00 p.m. Only shortlisted applicants will be contacted for further selection engagements. For further information, interested applicants may contact the program team on +256 744 773237.
Agriculture & Environment
TORCH Project Living Lab Drives Clean Energy Innovation & Climate Action in Luwero
Published
4 days agoon
June 25, 2026By
Mak Editor
By Ariho Modern, Tonny Kanyesigye and Tom Micah Matila
****TORCH (Towards a Clean Energy and Zero-Emission Society in East Africa) is a collaborative initiative designed to help communities respond to climate change through practical innovations, research, and inclusive partnerships. Implemented across Uganda, South Sudan, and Austria.
The TORCH Project’s Living Lab engagement in Kawumu Village, Luwero District demonstrated how collaboration among researchers, farmers, students, and development partners can accelerate the adoption of clean energy technologies while strengthening efforts to address climate change.
Held on 4th May 2026, the engagement brought together stakeholders from academia, local communities, civil society, and international institutions to explore practical, affordable, and locally driven solutions for reducing greenhouse gas emissions and promoting the use of clean energy.
The event underscored a growing shift toward community-centered innovation, where local knowledge and scientific research are combined to develop technologies that respond directly to the needs and realities of rural households.

“Knowledge shared here is not for the shelf; it is for our households, our farms, and our future,” said community host, Mr. Kayanja as he welcomed participants.
At the centre of the discussions was the TORCH Project’s Living Lab approach-a participatory model that places communities at the forefront of innovation and decision-making.
Community-Driven Research and Innovation
Addressing participants, the TORCH Project Principal Investigator, also Senior Lecturer in the Department of Soil Science and Land Use Management at Makerere University, Dr. Patrick Musinguzi, emphasized that sustainable solutions can only be achieved when communities are active partners in the research process.

“Under this initiative, every voice matters,” Dr. Musinguzi said. “Farmers, students, and researchers are equal contributors. The solutions we develop must reflect the realities of the communities we serve.”
He noted that the project, supported by the Austrian Government, has established a strong regional network involving Makerere University, Kyambogo University, Busitema University, Kabale University, and the University of Juba, creating opportunities for knowledge exchange and collaborative innovation across East Africa.
Clean Energy Technologies developed
The event showcased a range of technologies designed to address household energy challenges while contributing to climate mitigation efforts. These included energy-efficient cookstoves, food-warming baskets, biogas systems, and solar-powered solutions, all of which have the potential to reduce reliance on traditional biomass fuels and lower carbon emissions.

Researchers also presented innovative methods for measuring environmental impacts. Demonstrations of greenhouse gas monitoring chambers and studies on methane production from livestock waste attracted significant interest from farmers eager to understand how agricultural practices can contribute to climate solutions.
“‘I never imagined cow dung could be this powerful,’ one farmer said after learning about its potential to be converted into renewable energy.”
Barriers to Adoption
The Living Lab also served as a platform for critical reflection on the barriers that continue to hinder the adoption of sustainable technologies. Participants identified affordability, cultural perceptions, and concerns about hygiene and maintenance as some of the key challenges facing wider uptake.

Expert Perspectives
Prof. Twaha Ali Basamba from the Department of Soil Science and Land Use Management at Makerere University cautioned that technological innovation alone is not enough to guarantee success.
“Technology must fit the people, not the other way around,” he said, emphasizing that solutions should be designed to be accessible, affordable, and culturally appropriate.
Representatives from partner institutions reaffirmed the importance of locally grounded innovation. Prof. Phelix Busigye Mbabazi of Kabale University underscored the value of cross-learning among Living Lab sites, while Dr. Margaret Namugwanya of Kyambogo University called for increased use of locally available materials in developing sustainable technologies.

“We must innovate with what we have,” she said, noting that imported technologies are not always suited to the long-term needs of local communities.
Mr. Andreas Bauer from BOKU University shared insights from the ongoing water quality research along River Mayanja, highlighting the importance of collaborative science in addressing environmental challenges. Meanwhile, Mr. Ochero Dickenz of Youth Go Green Uganda inspired participants with stories of climate action initiatives that have mobilized more than two million young people across the country.
Recommendations
By the end of the engagement, participants had developed a series of recommendations aimed at accelerating the adoption of clean energy technologies. These included strengthening community-based production of food-warming baskets, expanding access to affordable energy-saving stoves, improving hygiene practices, and enhancing monitoring and evaluation systems to measure long-term impact.

Living Lab Model, a Blueprint for Sustainable Development in Uganda
For many participants, the significance of the Living Lab extended beyond research and technology demonstrations. It represented a new model of development-one that empowers communities to co-create solutions to some of the most pressing environmental and energy challenges of the time.
“This is not just research; it is our future,” said one student participant.
As Uganda intensifies efforts to address climate change and expand access to sustainable energy, initiatives such as the TORCH Project are demonstrating the power of partnerships in turning research into practical action. Through its Living Labs, the project is creating spaces where innovation is tested, refined, and owned by the communities it is intended to serve.

With momentum continuing to build, stakeholders believe the TORCH Project’s Living Lab model could become a blueprint for sustainable development initiatives across Uganda and beyond-ensuring that communities are not merely beneficiaries of innovation, but active architects of a cleaner and more resilient future.

Agriculture & Environment
Master’s Scholars Engage Lwengo and Rakai Communities to Inform Research Conceptualisation
Published
3 weeks agoon
June 11, 2026By
Mak Editor
By Myres Ndyabawe
Makerere University Master’s Scholars under the Africa Climate Collaborative (ACC), an initiative supported by the Mastercard Foundation, undertook a reconnaissance visit to Lwengo and Rakai districts in preparation of their academic research engagements.
The visit was intended to ensure that the research is informed by local realities, priorities, and perspectives, thereby enabling the scholars to undertake work that is responsive to and aligned with the needs of the communities it seeks to serve.
Accompanied by members of the ACC Program Delivery Team, Scholars engaged district technical staff, farmer cooperative representatives, and community members before visiting selected farmers across the two districts.

These interactions provided an opportunity to gain first-hand insights into the climate change-related challenges affecting local livelihoods and communities, thereby helping to inform the design and implementation of their research activities.
Lwengo District Agricultural Officer, Peter Bamwesigye welcomed the Africa Climate Collaborative staff and the Scholars in the district, pledging support for all initiatives that will be implemented in the district under the Africa Climate Collaborative.
“We want such good news and welcome such interventions that transform our communities. As a district, we believe the research conducted by the students will bring innovations that will improve the lives of the people we serve.” Bamwesigye said.
Community Challenges Requiring Research and Innovation
Richard Ayesiga, the manager of Kyazanga Farmers’ Cooperative Society, which brings together 1,088 farmers, noted that prolonged dry spells and limited knowledge on climate resilience have reduced farmer productivity in the area, urging students to provide solutions to farmers through their research.

In Rakai District, the Senior Agricultural Officer, Ivan Bwow, led the team on a field visit to Lake Kijjanebalola. He explained that the proliferation of invasive water weeds has disrupted fishing activities and restricted access to the lake by other users, adversely affecting livelihoods, food security, and household incomes in surrounding communities.
He further observed that some parts of Rakai District are affected by saline water, which limits the viability of irrigation. This challenge has contributed to increased encroachment on swamps and wetlands as communities search for alternative sources of water and productive land, placing additional pressure on fragile ecosystems.
The other challenges that were noted across the two districts include;
- Poor waste management
- Plastic pollution
- Crop pests and diseases
- Mis-use of artificial fertilizer that has affected soil health.

Research and Innovation to Inform Climate Solutions
Research is a core requirement for the attainment of a Master’s degree at Makerere University. The Scholars, who receive comprehensive scholarships under the ACC to pursue Master’s degrees in various disciplines, are expected to undertake research in Lwengo and Rakai districts during their second year of study.
During the engagement, participants raised concerns about the common practice of researchers collecting data from communities without returning to share the findings and recommendations.

Responding to these concerns on behalf of ACC, Mr. Antonny Tugaineyo, Principal Coordinator of the Climate Resilience Support Centre (CRSC), reassured stakeholders that the Program is committed to ensuring that research findings are disseminated to local communities and relevant stakeholders.
He noted that the evidence generated will be used to inform policy development, strengthen decision-making, and support innovative solutions to climate-related challenges affecting Lwengo and Rakai districts.
“The fourth pillar of the Africa Climate Collaborative is Networks, Policy and Learning. Our work does not end with conducting research. We are committed to engaging stakeholders at all levels to ensure that the knowledge generated benefits the communities that contribute to and participate in the research process,” Mr. Tugaineyo said.
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