Project
A journey of transformation: Amony Terance’s impact on agricultural education in Uganda
Through the UNESCO project entitled The Better Education for Africa’s Rise (BEAR), Amony has transformed his teaching methods, embracing gender-sensitive and hands-on learning approaches that have significantly boosted student engagement and performance.
Implemented since 2011 with financial support from the Government of the Republic of Korea, the BEAR project is dedicated to improving technical and vocational education and training (TVET) in Africa.
At the institute where Amony teaches, 154 individuals have directly benefited from BEAR phase II, highlighting the broader impact of this initiative on advancing TVET across the region.
Transitioning into my role within the BEAR II project has been transformative. I realized that my language before the project unintentionally reinforced gender stereotypes. The training we received on gender sensitivity training empowered me to create a more respectful and supportive learning environment and made me aware of the importance of increasing girls' participation in STEM fields. I now actively promote girls' enrollment in science disciplines and advocate for their representation in student leadership roles.
Impact on learners' engagement and academic progress
The project has also had a transformative impact on learners' engagement and academic progress, especially in agriculture. Where students once showed little interest, the introduction of problem-solving and collaborative teaching methods has significantly changed their perception. The focus on practical, competency-based learning has sparked greater enthusiasm and interest in agriculture among students. The results are evident: agriculture emerged as the top-performing subject, with nine first-class diplomas awarded out of sixteen in 2023.
The inspiring story of Juspa Amuku
Amony Terance proudly shares the inspiring story of one of his former students, Juspa Amuku, who initially enrolled in animal production, but was inspired to switch to crop production after witnessing the success of his peers with this teaching innovative approach. After earning his diploma, Juspa founded his own agroprocessing enterprise, applying his crop production knowledge. Juspa is now 25, and his achievements have motivated other students to pursue agricultural ventures: now they often arrive at the farm as early as 6:30 am to maximize their hands-on experience.
Moment of immense pride
Another moment of immense pride was during a hands-on workshop on sustainable agriculture practices. The workshop, which covered post-harvest handling, agroprocessing, and organic farming, saw students eagerly engage in activities like composting and natural pest control.
Watching them apply their knowledge to reduce post-harvest losses and enhance agricultural products was wonderful and validated the BEAR II project's methodologies. This experience underscored the critical role of educators in promoting environmentally conscious farming and reaffirmed the value of our work within the project.
One of the project’s most significant contribution has been enhancing food processing and value addition capabilities, primarily through the acquisition of a maize mill. This has provided students with invaluable hands-on experience, better preparing them for agricultural careers. The maize mill has also reduced feeding costs by enabling on-site maize processing, producing affordable and nutritious food products for students. Moreover, it has strengthened our relationship with local farmers, fostering a stronger bond between the college and the community.
Many lives have been transformed thanks to BEAR II.
Looking ahead
For the future, Amony Terance hopes to pursue a master's degree to deepen his expertise and open opportunities for becoming a senior lecturer. He wants to further improve his ability to train students and stay current with educational advancements specifically related to digital learning.
The Better Education for Africa’s Rise (BEAR) project is a flagship project dedicated to technical and vocational education and training (TVET) in Africa. 91Â鶹¹ú²ú¾«Æ·×ÔÅÄ been implementing this project in the continent since 2011, with financial support from the Government of the Republic of Korea.
