Enhancing Collaboration and Quality in Postgraduate Training: Joint Module Training Delivery in RUFORUM Regional Programmes


In its efforts to strengthen the quality of post graduate training programmes and partnerships, RUFORUM and the member universities are using a combination of innovative approaches in the curriculum design and delivery of the regional postgraduate training programmes. A case is the RUFORUM multidisciplinary PhD programme in Agriculture Rural Innovation (ARI) which is hosted simultaneously by three RUFORUM member universities (Makerere University- Uganda, Egerton University – Kenya and Sokoine University of Agriculture – Tanzania) using same curriculum and content. The PhD ARI Program is implemented in collaboration with three other European universities namely Montpellier Sup Agro in France, Wagenigen University in the Netherlands and University of Copenhagen in Denmark.

With financial support from Carnegie Cooperation of New York, RUFORUM supported the joint implementation of field based module on Participatory Methods and Action Research for innovation in livelihoods and agricultural systems offered under the  PhD Agricultural and Rural Innovations (ARI). This module is unique in delivery as it brings together students from the three universities in Africa and three universities in Europe to a Common facility.  This year’s field training took place in Rakai District in Uganda. A total of 18 students and five academic staff from the consortium spent two weeks in the field to learn together with farming communities. The students were from Africa (DRC, Ethiopia, Ghana, Nigeria, Rwanda, Tanzania, and Uganda); Europe (France and Spain); and Latin America (Guatemala). Female participants represented 31.6%. The diversity of students and staff was a learning resource that enabled substantial cross learning and complementarity of skills.

Above: PhD students in Rakai Working with Communities

Above: PhD students in Rakai Working with Communities

The joint module provides valuable insights on how scientists could engage with communities to undertake research for development. This gives opportunities to students to rethink and nest their research into development challenges of communities as well as apply some of the tools learnt in their own research.

Below there is an anecdotal testimony from one of the students of the field module: “The course offers a different approach to research diversity such as agro-ecological zonation, farm strategy model, and innovation histories as an alternative to statistical representativeness. The most exciting are the hands-on tools and combined approaches such as the use of GPS, GIS, Innovation Histories and Trends which we used to comprehensively understand the communities and their livelihood dynamics. At the end of the course we had an exciting feedback session to provide insights on possible innovative solutions for improving livelihood of these communities. It was good to note the keen interest of the NGOs and policy makers working in the area to take on the suggestions and implement them. I also appreciated an opportunity for co-learning, experience sharing, and team work with fellow classmates from various countries and cultures”.  Mrs. Dorcas Loga Okello

A number of spillover effects have emerged for this arrangement which include; opportunities for joint supervisor of the students by European and African staff hence sustaining partnerships, cross cultural learning, assured consistent quality of the ARI brand (student) across the participating universities. Click here to read more.

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