The PMSFP Aims at an improved income and nutrition of pupils in primary schools and rural homes of Kagadi, Kibaale and Kakumiro Districts. The project is implemented in 22 schools (21 primary and 1 secondary) and the schools include; URDT CSK, Kabwooro, Naigana, Kyanyi, Marongo, Nkondo, St Charles, Kisengwe, Kiryamasasa, Kabamba, Mabaale, Kyabasara, Burora, Rugashali Public, Kyakabadiima, Hidden Treasure, Kitegwa, Kasojo, Kyabaranzi, St Veronica community and URDT TCSN (secondary school).

The project was started in August 2015, funded by HET BOSJE from the Netherlands while URDT acting as the implementing Organisation to upscale the 2- generation approach to education that was tested at URDT girls’ school and proved it working, whereby pupils learn alongside the UNEB curriculum to become change agents in their homes and communities. As a result, there is sustainable income and health as both pupil and parents learn that each individual is key to his/her own development.

Clubs are formed at the school level and willing members join into a group and work together to achieve their vision of digging together and plant nutritious crops they have decided upon and benefit from the harvest either by eating them or selling and get money to meet other needs of life. These are mainly comprised of p.5 members who take up leadership position with the support from p.4 and p.6.


Expected Outcomes

  1. At least 600 pupils have improved nutritious meals for lunch,
  2. At least 50% of the club members are exemplar farm entrepreneurs in their communities,
  3. At least 70% of the schools club members have visionary leadership skills and sustainable agricultural training incorporated in the routine practices of the schools,
  4. At least 50% of the schools have future funding for such projects,
  5. Levels of nutrition and food production in pupils’ homes improved,
  6. Education Ministry aware and appreciates pupils managed school farms as part of the teaching methods.

The vision for the project is:

A 5 acre school commercial farm with a variety of nutritious and cash crops managed on the principles of sustainable agriculture, spearheaded by the P5 pupils, supported by the P.4 and P6 pupils, coordinated by the agriculture teacher and empowered by the URDT Epicenter Manager(EM) and her local government counter parts. The school farm is used as demonstration and training ground for parents and other community members. The farm generates enough income to sustain itself and feed the need the pupils in the school


Key tasks

  1. Organize orientation workshops (4) for stake holders at all levels. As a result the stakeholders will have:
    • Shared expected outputs, outcomes and impact of the project;
    • Alignment that pupils are co-designers and managers of the school farms;
    • Clarity on the URDT 2- generation approach, back home projects and project principles. Back Home project as an important strategy for home improvement.

The benchmark for measuring impact will also be defined and the strategy to introduce the workshops into the schools developed,

  1. Develop training manuals and materials in consultation with the SCDOs of the URDT schools,
  2. Organize the purchase of educational materials and basic inputs (like hoes, watering cans, wheel barrows, seeds),
  3. Support regular training of pupils on relevant topics, including good farm management practices,
  4. Support farm produce exhibitions and meetings with parents to introduce back home projects,
  5. Organize exchange visits amongst exemplar club members (youth ventures),
  6. Attend meetings with stakeholders to influence policy decision making,
  7. Ensure proper management and resource use of the project,
  8. Conduct research /monitoring and evaluation that will include the following activities:
    • Carry out training needs exercise in each school and collect benchmark date in the homes of the P4, P5 and P6 pupils in collaboration with ARU,
    • Monitoring back home projects (club member and parents),
    • Organize mid-term review that will include a presentation of project results, draw insights and lessons,
    • Organize an impact assessment and organize stakeholder consultative meeting to plan the next phase in collaboration with ARU,
    • Report writing and printing of final research findings

Results realised

  1. 22 (1 per school)pupil managed school farms established that are nutritious with carbohydrate, protein and vitamin type of crops
  2. 22 (1 per school) farming clubs established
  3. 2,656 pupils enrolled into the project
  4. On average the pupils in project schools eat 3 improved lunches (protein, carbohydrate and vitamin) per week
  5. 1,364 pupil/home have established back home projects
  6. Benchmark data to measure change compiled
  7. 22 (1 per school) leadership committees among pupils selected
  8. Strong partnership between stakeholders like parents and local government
  9. 2,000 pupils have skills in managing seed beds, selecting enterprise, book keeping, leadership skills and marketing

Project stakeholders and their roles

  1. The Chief Executive Officer (CEO) as the accounting officer to the funders.
  2. Epicenter Manager (EM) in charge of project implementation in their respective sub-counties The EMs will coordinate the projects in the respective schools.
  3. Local Government support effective delivery of the project in the partner schools.
  4. Partner Schools
  • support the mobilization and orientation of the stakeholders in the project goals and methods,
  • ensure proper engagement and involvement of teachers, students and parents in the project,
  • ensure the establishment of sustainable farming clubs and allow time and other resources to make it a success,
  • select Coordinator and Technical Officer (preferable agriculture teacher) that will spearhead the clubs,
  • participate in the development and implementation of Memorandum of Understanding and work plans,
  • provide support to organize workshops, study visits and ensure embedding of the club in the existing structure and policy,
  • provide technical advice/support and guidance at all stages of the project implementation where necessary,
  • participate to create and carry out resource mobilization strategies to ensure proper implementation of the project even beyond the project cycle,
  • participate in monitoring and evaluation of the project,
  • Participate in documentation and reporting to stakeholders.
  1. Roles of pupils
  • participate in the training and other activities organised by the club,
  • elect and support club leaders to perform their roles,
  • Co-design the programme,
  • apply understanding and skills into effective back home projects,
  • transfer their competencies to home members,
  • keep a journal and records,
  • participate in monitoring and other project learning activities,
  • provide feedback to coordinator to ensure smooth running of the clubs.


  1. African Rural University (ARU) Support the monitoring and research component of the pilot project
  2. KKCR mobilise the stakeholders and ensure proper documentation of the progress from the benchmarking stage till the impact measurement stage of the project

170000 +

Students Reached

1000 +

Families Reached

30 +

Years of Service

50 +



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