Climate-Smart Agropreneurship Education for Livelihood and Sustainability in Eastern and Southern Africa (AgrGROW)

1. How can problem-based learning (PBL) methodologies be effectively integrated into agropreneurship curricula to enhance the entrepreneurial competencies and employability of graduates in Malawi and Uganda?
2. What are the specific needs and challenges faced by higher education institutions in Malawi and Uganda in implementing climate-smart agropreneurship education, and how can these be addressed through curriculum development and capacity building?
3. How can collaborative learning ecosystems involving academia, industry, and societal partners be developed and sustained to support climate-smart agropreneurship education in Eastern and Southern Africa?

1. Häme University of Applied Sciences (HAMK) – Finland  Häme University of Applied Sciences - HAMK
2. Makerere University (MAK) – Uganda https://www.mak.ac.ug/
3. Bugema University (BU) – Uganda  https://www.bugemauniv.ac.ug/
4. Lilongwe University of Agriculture and Natural Resources (LUANAR) – Malawi https://www.luanar.ac.mw/luanar/
5. Malawi University of Science and Technology (MUST) – Malawi https://www.must.ac.mw/
6. Regional Universities Forum for Capacity Building in Agriculture (RUFORUM) - Pan-African network ruforum.org
7. University of Copenhagen (UCPH) - Denmark

WP1: Project management and coordination

This work package ensures effective project implementation by establishing partnership agreements, internal communication systems, and project management structures. It includes organizing the kick-off meeting, preparing the Quality Plan, conducting mid-term and final evaluations, and submitting interim and final reports.

WP2: Curricula updating and development of new curricula

This work package focuses on updating and developing climate-smart agropreneurship curricula. It involves reviewing existing curricula, preparing training materials, organizing online trainings and a workshop, revising and approving curricula, implementing revised curricula, and collecting student feedback.

WP3: Teacher capacity building

This work package enhances the pedagogical skills of teaching staff through refining capacity building needs, preparing and delivering certified online trainings on PBL for face-to-face and open distance learning, organizing webinars on innovative CSA-based agropreneurship, conducting a workshop, training HEI management, implementing new teaching methods, and collecting student feedback.

WP4: PBL ecosystem creation and testing

This work package develops and tests a collaborative learning ecosystem by researching current industry/societal partnerships, signing MoUs, organizing a workshop, conducting online and field student challenges, providing mentor support, organizing webinars for stakeholders, implementing the learning ecosystem, and collecting student feedback.

WP5: Impact and dissemination

This work package maximizes the project’s impact and ensures sustainability by preparing a dissemination and communication plan, creating dissemination materials and tools, disseminating project results, participating in conferences, publishing scientific papers, organizing webinars, strengthening the RUFORUM PBL-teacher network, conducting impact research, and organizing the final seminar.

Chirinda, N., Abdulkader, B., Hjortsø, C. N., Aitelkadi, K., Salako, K. V., Taarji, N., Mhada, M., Lamdaghri, Z., Romanova, G., Assogbadjo, A. E., Chadare, F. J., Saidi, M., Sassi, M., Mugonola, B., Gogo, E. O., Ssekandi, J., Okalany, E., Egeru. A., Mshenga, P. M., & Chfadi, T. (2024). Perspectives on the integration of agri-entrepreneurship in tertiary agricultural education in Africa: insights from the AgriENGAGE project. Frontiers in Sustainable Food Systems, 8:1348167. DOI: 10.3389/fsufs.2024.1348167.

Hernández-Chea, R., Mahdad, M., Minh, T. T., & Hjortsø, C. N. (2021). Moving beyond intermediation: How intermediary organizations shape collaboration dynamics in entrepreneurial ecosystems. Technovation, 108, 102332. DOI: https://doi.org/10.1016/j.technovation.2021.102332.

Alexander, I. K., & Hjortsø, C. N. 2019. Sources of complexity in participatory curriculum development: An activity system and stakeholder approach to the analyses of tensions and contradictions. Higher Education. DOI: 10.1007/s10734-018-0274-x.

Hjortsø, C. N., Alexander, I. K., & Hernandez Chea, R. R. (2017). Experiences and lessons learned from the UniBRAIN Agribusiness Incubation Programme. Department of Food and Resource Economics, University of Copenhagen. IFRO Report, Nr. 266.

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