Pursuing a Master of Science in Agronomy has been more than an academic milestone for me; it has been a transformative journey made possible through the generosity and vision of Field of Hope. I am deeply grateful for the support that has enabled me to advance my education at Gulu University, and I would like to share how this opportunity is strengthening my career, expanding my knowledge, and creating a greater impact for the rural farming communities we serve.

A Dream Made Possible

Before receiving this scholarship, pursuing graduate studies felt like a distant dream. Like many professionals working in agriculture, I was driven by a desire to create meaningful change but limited by financial constraints. This scholarship removed that barrier and opened the door to deeper learning, research, and innovation. It has allowed me to fully dedicate myself to my studies without the constant burden of financial uncertainty.

Academic Growth and Practical Learning

My studies in agronomy have expanded both my theoretical knowledge and practical skills in key areas such as soil fertility management, plant nutrition, sustainable cropping systems, and climate-resilient agriculture. Through coursework, field experiences, and research, I have gained valuable insights into:

• Improving soil health to increase productivity.
• Managing weeds, pests, and diseases using sustainable practices.
• Optimizing planting strategies for different agroecological zones.
• Promoting environmentally responsible farming methods.

These lessons are not confined to the classroom. They directly address the real challenges smallholder farmers face every day.

Strengthening My Research Capacity

As part of my graduate studies, I have been able to engage in research focused on pressing agricultural challenges. Building on my previous work with maize stem borer infestations, I am now better equipped to design research studies, analyze data, interpret results, and develop evidence-based solutions. This experience has strengthened my ability to contribute meaningfully to agricultural development and inform future programming.

Creating an Impact for Smallholder Farmers

The value of this scholarship extends far beyond my own professional growth. It directly strengthens the support I can provide to smallholder farmers, who are at the heart of food security in our region.

With the knowledge and skills I am gaining, I am better equipped to:

• Train farmers in sustainable land management practices.
• Promote improved crop varieties and agronomic techniques.
• Increase productivity while preserving natural resources.
• Build resilience against climate variability.

By sharing this knowledge, I hope to empower farmers to improve their yields, strengthen their livelihoods, and build a more sustainable future for their families and communities.

Advancing the Mission of Field of Hope

As a program officer at Field of Hope, this opportunity has strengthened my ability to contribute to the organization’s mission. My graduate studies have enhanced my capacity to make data-informed decisions, design and implement impactful agricultural programs, support farmer training initiatives, and help drive meaningful community transformation.

Field of Hope’s commitment to holistic development closely aligns with my academic journey. The knowledge I gain through my studies is continuously integrated into our programs, ensuring our work is grounded in sound science while remaining responsive to the needs of the communities we serve.

A Future Rooted in Service

This scholarship is more than an investment in my education; it is an investment in the future of agriculture and the rural communities we serve. I am committed to using this opportunity to serve, innovate, and lead in ways that create lasting impact.

To everyone at Field of Hope, thank you. Your support is planting seeds of change that will grow far beyond one individual. You are creating a ripple effect that reaches farmers, families, and entire communities.

Thank you for believing in this journey and for making it possible.

About the author: Joseph Apea serves as a program officer with Field of Hope and is pursuing a Master of Science in Agronomy at Gulu University through a Field of Hope scholarship. His work focuses on equipping smallholder farmers with practical, research-based agricultural solutions that strengthen livelihoods and build more resilient communities.

“What will you take back to Uganda?”

It was a question I was asked several times during my ten weeks at Harper Adams University in the United Kingdom. At first, my answer was simple; new knowledge, practical skills, and a Certificate in Sustainable Farming. But as the weeks passed, I realized I would be returning home with something far more valuable. A fresh perspective on how agriculture can inspire young people, strengthen communities, and create lasting change.

As the past Program Associate, now Pillar Head with the Youth Agricultural Education Program at Field of Hope, I work closely with teachers and students across Uganda. Even before travelling to the UK, I believed in the power of experiential learning helping students learn agriculture by doing rather than simply reading about it. My experience at Harper Adams strengthened that belief in ways I had never imagined.

From the very first week, learning extended far beyond the lecture room. Every topic was connected to real-life farming through practical sessions, demonstrations, and visits to working farms. Whether we were exploring soil health, livestock production, crop establishment, or farm business management, one question guided every lesson: How does this work in practice, and how could it work back home?

One of the most memorable parts of the course was visiting farms across England. Standing in fields that stretched far beyond the horizon, watching modern machinery at work, and listening to farmers explain the decisions behind every crop and livestock enterprise reminded me that successful farming is about much more than growing food. It is about careful planning, adapting to change, taking risks, and making informed decisions every day.

Although farming in the UK differs greatly from farming in Uganda, many of the challenges are surprisingly similar. Farmers everywhere are responding to unpredictable weather, protecting soil health, managing pests and diseases, and finding ways to remain productive while caring for the environment. The solutions may vary, but the commitment to building resilient farming systems is universal.

The scholarship also gave me the opportunity to learn from participants from different African and Asian countries. Through our conversations, I gained a deeper appreciation of how agriculture shapes lives and livelihoods around the world. Despite our different backgrounds, we shared a common goal: building stronger, more sustainable food systems for our communities.

Throughout the course, I often found myself thinking about the teachers and students I work with back home. I imagined agriculture clubs establishing climate-smart school gardens, students confidently keeping production and financial records, and teachers creating more opportunities for practical learning. The experience strengthened my conviction that meaningful agricultural education begins when learners are given the opportunity to experiment, make mistakes, reflect, and try again.

Whether in Uganda or the United Kingdom, agriculture continues to thrive because of people who have faith, are curious, adaptable, andcommitted to continuous improvement.

As I return to Field of Hope, I do so with renewed enthusiasm and a deeper appreciation of the work we do. The knowledge and experiences gained during the scholarship will help strengthen our teacher professional development programs, enrich agriculture clubs, and create even more meaningful learning opportunities for young people. My hope is that every lesson learned abroad will multiply through the teachers we train and the students they inspire.

I am sincerely grateful to the Marshal Papworth Scholarship Fund and Hands Around the World, East of England Agricultural Society for investing in my professional growth, and to Harper Adams University for providing an exceptional learning experience. Heartfelt gratitude to Field of Hope for all the support and believing in the value of continuous learning and for creating opportunities to apply new knowledge where it matters most.

Travel often changes the way we see the world. This journey changed the way I see my work. It reminded me that while farming methods may differ across countries, the greatest investment we can make is in people, especially young people who will shape the future of agriculture. As we equip them with knowledge, skills, and opportunities, we also continue to trust God for His guidance and provision as they grow into the leaders and innovators our communities need.

Anne Oshaba- Marshal Papworth Fund Scholar- 2026

One of the highlights of my most recent trip to Uganda was returning to Lira Secondary School, a partner school that welcomed our Global Teach Ag Network (GTAN) educators during their visit last year.

In 2025, GTAN participants Troy, Glory, and Todd worked alongside teachers and students to help establish a piggery project at the school. When we arrived on campus, we were welcomed by Headteacher Isaac Ojak and agriculture educators David and Reagan, who proudly shared the progress that has taken place over the past year.

David has been teaching at Lira Secondary School for nearly 20 years. Even after two decades in education, his passion for creating opportunities for students is unmistakable. As he walked us through the project, he spoke not only about the livestock but also about the lessons students are learning through their daily involvement.

Students participate in every aspect of animal management. They learn proper feeding practices, disease prevention, housing management, sanitation, and animal care. These are not simply classroom lessons. Students are applying their knowledge in real-world situations and taking those skills home to their families and communities.

The project has also become a valuable resource beyond the school grounds. Community members visit the site to learn, observe, and support the students’ work. Some parents have even expressed interest in purchasing pigs from the project, creating opportunities for long-term sustainability while demonstrating confidence in the students’ abilities.

As the pigs matured and began producing litters, students experienced both the excitement and challenges that come with livestock production. One sow delivered 10 piglets, but not all survived. Losing three piglets gave students an important lesson about the realities of animal agriculture. While difficult, experiences like these help students develop a deeper understanding of animal health, management, responsibility, and resilience.

Throughout our visit, David repeatedly emphasized how much the partnership with the GTAN educators had impacted both him and the school. Through collaboration and shared learning, he gained new knowledge about facility design, fencing, and livestock management practices. What began as a partnership has evolved into an ongoing exchange of ideas, knowledge, and innovation.

David also reflected on conversations with Nia, one of our 2025 Fellows, who shared ideas about student leadership and club management. Through those discussions, the school strengthened its approach to student involvement by electing club leaders, developing organizational structures, and placing students at the center of planning and decision-making.

Today, more than 250 students participate in the Agriculture Club at Lira Secondary School.

That number alone is impressive, but what it represents is even more remarkable. It represents hundreds of young people choosing to invest their time in learning practical skills, developing leadership abilities, and exploring opportunities in agriculture.

As I listened to the teachers and students share their experiences, I was reminded that sustainable development rarely happens because of a single project. It grows through relationships. It grows when educators invest in students, when communities support schools, and when partners from different parts of the world are willing to learn from one another.

About the author: Olivia Murphy-Sweet is the executive director of Field of Hope. Through her work alongside farmers, educators, students, and community leaders across Uganda, she shares stories that highlight the organization’s mission to strengthen communities through agriculture, education, clean water, and leadership development.

My first school visit since 2024 took us to Amuca Secondary School, located near Lira City. With a van full of our 2026 Fellows, two board members, and members of our Uganda team, we were warmly welcomed by Okedi Sam, the agriculture teacher; Robina, the headteacher; and a group of agriculture students. Also joining the meeting was the local veterinarian, a proud graduate of Amuca who now serves both the school and the surrounding community.

Amuca Secondary School received a Field of Hope Inspiring Students in Agriculture (ISA) Grant in 2024 and officially launched its project in 2025. What began with just eight goats has grown into something much larger. Today, the project includes 53 goats through a combination of school-owned animals, community partnerships, and collaborative livestock management. The school is also expanding into poultry production and continues to find innovative ways to strengthen its agricultural program.

While the growth of the livestock project was impressive, what impacted me most was hearing directly from the students.

Daniel, the Agriculture Club president, shared how the project has influenced both his life and the lives of his fellow students. Through the project, students have learned practical skills such as livestock management, compost production using animal manure, and, most recently, poultry production. The Agriculture Club has grown to 38 members, creating opportunities for students to learn by doing rather than simply studying agriculture in a classroom.

One comment from Daniel particularly stood out to me. He explained that many students often place greater value on information and communication technology (ICT) than agriculture. Yet when he talks with his peers, he reminds them that Uganda’s economy is built on agriculture. His words reflected a level of understanding and leadership that was inspiring to witness. Daniel isn’t just learning agricultural skills—he is becoming an advocate for the industry that feeds and sustains his country.

Headteacher Robina shared her own observations about the project’s impact. She explained that students involved in the program have become more self-reliant and stronger critical thinkers. Rather than waiting for solutions, they are learning to identify challenges, solve problems, and take initiative.

The involvement of the local veterinarian adds another unique dimension to the project. As an Amuca graduate himself, he has returned to invest in the next generation. He teaches students about animal welfare, proper livestock care, and the importance of treating animals with kindness and respect. Beyond supporting the students, he also uses the school as a demonstration site where community members can learn about animal health and livestock management practices.

When the tour concluded and we drove away from Amuca, I found myself thinking about Daniel’s words. Agriculture is often viewed simply as farming—or even as a chore—by many young people. But what I witnessed was much more than that. Agriculture at Amuca is teaching leadership. It is building confidence. It is developing critical thinkers and problem-solvers. Most importantly, it is helping young people recognize the opportunities that agriculture can create for their future.

About the author: Olivia Murphy-Sweet serves as the executive director of Field of Hope. Through her work alongside farmers, educators, students, and community leaders across Uganda, she shares stories that highlight the organization’s mission to strengthen communities through agriculture, education, clean water, and leadership development.

This May, I will have the privilege of being in Uganda, walking alongside women to understand what six kilometers really feels like—not as a symbolic distance, but as a daily reality for women in northern Uganda who walk to collect water for their homes.

For many women in this region, the day begins long before sunrise. With jerry cans in hand, they make the long, quiet journey to collect water, often from sources that are unreliable, unsafe, or shared with livestock. It is physically demanding and time-consuming, taking hours each day and limiting the time they can spend at home, at school, or working.

But because of this Field of Hope community, and the partners we serve alongside, that story is changing.

In 2026, Field of Hope completed seven deep borehole wells across northern Uganda, bringing clean, reliable water closer to home for thousands of families.

These wells, located in the Dokolo, Amolatar, Kole, Oyam, Kwania, and Lira districts, now serve nearly 20,000 people. That means families no longer have to depend on unsafe water sources, children can spend more time in school instead of carrying water, and entire communities are healthier as a result.

This is why I walk in the Walk for Women 6K each year. It invites people from all over to step into this story and take part in something that creates real, lasting change.

On May 23, I will walk alongside women in Uganda. Together, we will gather jerry cans, walk to a water source, and carry water back to the village—just as they do every day.

Every step we take will be together. Clean water does more than improve health. It restores time, creates opportunity, and opens doors for education, especially for young girls.

And there are still villages waiting.

So this May, we walk again.

The quality of the citizen of country depends on the education systems of that country. As Uganda adopts the Competency-Based Curriculum to match the 21st century skills, many teachers are trapped in the knowledge-Based curriculum that advocates for memorization instead of competency. For such teachers to be equipped with the 21st century skills, their professional Development is key. A well-motivated and equipped teacher delivers the right content using the right teaching methods and strategies. The Field of Hope is one of the organizations in Uganda that takes the professional Development of Agriculture Educators across the country in the centre of its programs. Since 2019, Field of Hope has been conducting teachers training to build the capacity of the agriculture teachers to keep abreast with the 21st century skills.

But what skills do Ag Educators need to teach agriculture in a more inspiring way? Drawing from my own experience, I will share the knowledge and skills that I have built over the years as an Ag educator through either the institutions I attended, professional development or personal experience as an educator which helped me transform my classroom into a lively, hands-on learning environment where students are motivated to learn.

Do you know that the first 5 minutes of your lesson determines how interesting and interactive or boring the lesson will be? Yes, it is critical that you capture the interest and curiosity of the students. This needs a lot of creativity. I use the interest approach. This interest approach should be relevant to topic that you are going to teach, engaging, and provoke critical thinking. This can be a poem, song, a scenario etc.

Example, when introducing a topic on cereal growing, I may ask students to read a bible verse that talks about cereals.

For example, when introducing a topic on cereal growing, I may ask students to read a bible verse that talks about cereals example.

Say: Hello, class? Today we are going to start our lesson by ready a verse in the Bible. Our reading is taken from the book of Leviticus 2:1-11 which reads:

“¹When anyone offers a grain offering to the Lord, his offering shall be of fine flour. And he shall pour oil on it, and put frankincense on it. ² He shall bring it to Aaron’s sons, the priests, one of whom shall take from it his handful of fine flour and oil with all the frankincense. And the priest shall burn it as a memorial on the altar, an offering made by fire, a sweet aroma to the Lord. ³ The rest of the grain offering shall be Aaron’s and his sons’. It is most holy of the offerings to the Lord made by fire.

⁴ ‘And if you bring as an offering a grain offering baked in the oven, it shall be unleavened cakes of fine flour mixed with oil, or unleavened wafers anointed with oil. ⁵ But if your offering is a grain offering baked in a pan, it shall be of fine flour, unleavened, mixed with oil. ⁶ You shall break it in pieces and pour oil on it; it is a grain offering.

⁷ ‘If your offering is a grain offering baked in a covered pan, it shall be made of fine flour with oil. ⁸ You shall bring the grain offering that is made of these things to the Lord. And when it is presented to the priest, he shall bring it to the altar. ⁹ Then the priest shall take from the grain offering a memorial portion, and burn it on the altar. It is an offering made by fire, a sweet aroma to the Lord. ¹⁰ And what is left of the grain offering shall be Aaron’s and his sons’. It is most holy of the offerings to the Lord made by fire.

¹¹ ‘No grain offering which you bring to the Lord shall be made with leaven, for you shall burn no leaven nor any honey in any offering to the Lord made by fir

Ask. What are the key words that you got from the bible verse?

Listen for: Grian, Offering, Priest, Aroma, Oil, Aroma

Say: Thank you all for the answers that you have given. From those I will pick three key words Grain, flour, and Aroma.

Ask. How many of you have ever grown cereals? Which type of cereal did you grow?

Listen for: maize, sorghum, rice, wheat

Ask: What did you use the cereal for?

Listen for: for making porridge, feeding animals, making posho.

Say: Thank you all so much for sharing your experience on cereals. For those that have not grown, we will learn together.

Say: So today we shall learn about cereal growing.

Such interest approach helps connect the learner’s experience to the topic you are going to teach which makes learning more relevant and applicable to their environment. I have had scenarios where teachers mixed interest approach with an energizer. Energizers are intended to get the class excited or awake, and they often do not relate to the lesson that a teacher is going to teach. However, an interest approach builds curiosity and engagement and should always relate directly to what you are teaching.

As an ag educator, you should be personally motivated. Therefore, writing your own teaching philosophy is key. A well thought philosophy will be a good reminder of your values and beliefs or commitment as an educator. To craft a good teaching philosophy, you need to consider your role as an educator, how you expect the students to learn and what teaching methods and strategies you think will make the students understand the concept you are teaching. Here is the creed one of Field of Hope partner teacher pinned on his room.

Knowing your students is critical as an Ag Educator. In every class we teach, there are extrovert, introvert and ambiverts. There are those with different backgrounds and learning styles. Knowing all these personalities helps you in co-creating of instructional materials and selecting methodologies and techniques to use in your classroom.

Are you aware that what we teach in agriculture if not all then most of them our students have interfaced with? That means it is important that we integrate students experience into our teaching. Structuring our teaching from known to unknown makes our students understand the concepts we teach easily. I always build my discussions from what the students know and mention in the classroom, which makes my lesson more interactive and engaging as students feel their experience, ideas and thoughts are valued.

Experience have shown me that agriculture is taught best when you have an outdoor laboratory were students conducts hands-on learning. Therefore, as an Ag Educator try as much as possible to set up a project(s) which the students have experiential learning. This could be in pots, buckets or in the open garden. Learners love to explore agriculture beyond the four walls of the classroom. Schools with limited space, can practice urban farming. I have utilized and witnessed teachers use projects in their communities for pedagogical purposes to interface with and discover solutions to real world challenges in agriculture.

This is a good opportunity to learn from the community and for the community to learn from students or teachers.

It is true that if not all then most schools do not have most of the tools or equipment or resources that the curriculum requires us to teach. Integration of Information Communication and Technology (ICT) has done wonders in my classroom. It makes me access these tools and equipment or resources that are either not available in my school or very expensive to afford. These ranges from virtual reality to simulations or YouTube videos.

Integration ICT in teaching has made my class very interactive and engaging as it helps students to generate questions and conduct research at their own pace.

Coaching and mentoring are key to students that we teach. Remember, they at the age of taking critical decisions that will determine their future careers. As an ag educator, I frequently conduct both group and individual career sessions to make my students understands what exist in agriculture industry. My guidance helped many get excited about agriculture.

As stated by William Author Ward “The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.” Let’s be the teacher that teacher who inspire students to love agriculture. Let us not stop learning, since live will never stop teaching.

David Obong, Program Officer, Youth Agriculture Education Pillar Head

From April 9th to 11th, 2025, the Field of Hope team embarked on a comprehensive three-day training aimed at strengthening their skills in resource mobilization and grant management. Comprising five dedicated staff members, the training was meticulously designed to equip the organization with the tools necessary to identify funding opportunities, develop impactful proposals, and manage funded projects effectively. This highly impactful training was designed and conducted by a team of consultants i.e Joanita and Arafa, who have worked in this space for over 10 years.

The training’s core purpose was to build the capacity of Field of Hope staff to navigate the full cycle of resource mobilization—from spotting potential funding sources to ensuring successful project implementation and sustainability. The key objectives included improving the team’s ability to:

Identify and assess funding opportunities, enhance proposal writing skills, develop a clear Theory of Change (TOC) and logical frameworks and align proposals with donor interests, National Development Plan and Sustainable Development Goals.

To maximize engagement and learning, the training employed active learning techniques such as Presentations: PowerPoint-based sessions provided foundational knowledge, group Exercises: participants collaborated and presented findings to foster teamwork and case study analyses: hypothetical scenarios were examined to apply concepts practically and improve problem-solving skills.

Day One: Foundations of Resource Mobilization

Being the first day, it started on a relatively slow note, with God’s presence beig called amidst us, short remarks from the leadership, followed by introductions from both Field of Hope and AVSI teams. Participants shared their expectations, primarily focusing on understanding the process of resource mobilization and where to find grant opportunities. The team explored why mobilizing resources is vital—impact expansion and organizational sustainability being top reasons.

A self-assessment using the Organization Capacity Assessment Tool (OCAT) emphasized the importance of having a strategic plan, organizational policies, and policies on child protection, gender balance, and security—all critical for donor confidence. The day also covered donor landscape analysis, resource mapping, and building strong relationships with partners.

Day Two: Project Planning and Proposal Development Day two focused on problem analysis, with an emphasis on community participation in identifying issues. The team learned how to use solution tree analysis to address challenges, such as farmers’ lack of access to markets, by examining root causes.

The session introduced the Theory of Change (TOC) and Logical Framework (Log Frame) as tools for strategic planning and monitoring. Participants were encouraged to align proposals with National and Sustainable Development Goals, and to leverage survey data and statistics for evidence-based proposals.

Day Three: Proposal Writing and Donor Readiness The final day concentrated on crafting compelling proposals. Trainers outlined the essential elements—problem statements, goals, objectives, budgets, and work plans—and stressed the importance of tailoring language to meet donor expectations.

Participants also explored various grant application platforms like ENABEL and NORAD, learning the step-by-step process of applying for funding and the importance of proper documentation, including CVs, policies, and strategic plans.

Key Takeaways and Future Steps

The training culminated in several actionable recommendations such as to establish a dedicated Monitoring & Evaluation (M&E) unit, develop and update strategic and Theory of Change documents regularly, formalize procurement, financial, and data protection policies, increase engagement with donors through participation in coordination meetings and create a resource mobilization strategy aligned with organizational interventions.

The team will stay in contact with facilitators for ongoing support, including developing a TOC for upcoming funding opportunities like NORAD. A follow-up workshop is planned to reinforce skills and address any remaining gaps.

This intensive training has significantly boosted Field of Hope’s capacity to mobilize resources effectively, develop quality proposals, and manage grants successfully. Strengthening these skills is a strategic step towards ensuring the organization’s sustainability and expanding its impact within the communities it serves.

We therefore take this opportunity to thank Field of Hope donors and management for investing in its staff as a way to create a sustainable pathway to advacing its mission.

God bless you all.

Walter Okullu, Country Coordinator

Let’s play a little game.

Go to your sink. Turn the faucet on. Fill a glass.

Now imagine if you had to walk six kilometers (about 3.7 miles) just to make that glass of water happen. Not once, but several times a day.

That’s the reality for many people in northern rural Uganda. But thanks to your steps—yep, you, the one who walked the Walk for Women 6K this spring—1800 people no longer have to make that daily trek.

In June, Field of Hope completed a deep borehole well project in Alebtong District, Uganda. And the story of how it came to be is one of generosity, grit, and gallons—lots of them.

Back in May, 127 of you laced up your shoes and hit your sidewalks, trails, and treadmills to stand in solidarity with the women who walk each day for water. Together, you raised $56,684—not just with your feet, but with your hearts, your voices, and your social media feeds.

That walk turned into a fully completed borehole that now connects three villages, bringing clean water to more than 1800 people. For some, that means drinking water that’s safer and more reliable. For others—like one woman who used to have to pay young girls to gather water because of physical limitations—it means saving the income she works so hard to earn, and gaining a new sense of independence.

The average American uses almost 100 gallons of water per day. In Alebtong, before this borehole? Some families were using just a few liters, rationed carefully between drinking, cooking, washing, and farming.

With this new well, life looks different. Girls have more time for school. Mothers are safer walking shorter distances. The clean water from this well will reduce waterborne illness and will improve crop irrigation. It is this kind of project that will ripple for generations.

While the borehole is a huge step forward, we’re not done. Field of Hope is working on a WASH (Water, Sanitation, and Hygiene) curriculum to build on this infrastructure with education that changes behaviors and deepens impact. Think about: lessons on safe storage, hygiene habits, and community care of shared water points.

Plus, we’re already dreaming about future well projects—because no one should have to choose between water and safety, water and school, water and work.

Whether you walked 6K, donated, or simply cheered someone on, know this: you were part of something transformational.

Water is life. And because of you, water is flowing in the Alebtong District.

Olivia Murphy-Sweet, Executive Director, Field of Hope

We are thrilled to introduce Oshaba Anne as the newest Program Associate for the Youth Agricultural Education pillar at Field of Hope! Oshaba’s journey with Field of Hope began in 2022 when she attended a teacher training, and she later became a dedicated volunteer. Now, we are honored to welcome her as a full-time team member.

A Passion for Agriculture Rooted in Community

Oshaba was born and raised in Bushenyi district, Western Uganda, where agriculture was a way of life. Growing up in a family that relied on farming for both food and income, she quickly developed an appreciation for the resilience and creativity of smallholder farmers. Inspired by her mother and her community’s ability to maximize limited resources, she pursued a career in agriculture education—not just as a subject, but as a calling to address the challenges farmers face.

Education & Early Career

Oshaba’s passion for agriculture was evident from an early age. While studying at St. Agnes Girls School, she became the Agriculture Club President, where she honed her leadership and teamwork skills. She then went on to earn a Bachelor’s Degree in Vocational Studies with Agriculture and Education from Kyambogo University. During her studies, she completed two teaching practices, which introduced her to inspiring mentors who connected her to Field of Hope.

After graduating in 2022, she taught at Mukono Islamic Secondary School and Trinity High School Lugoba before officially joining Field of Hope as a volunteer in 2023. Through her volunteer work, she supported teacher training, school visits, and student empowerment programs—all of which fueled her desire to contribute even more. When the opportunity to join as a Program Associate arose, she knew it was the perfect fit!

Excitement for the Future

Oshaba is particularly excited about Field of Hope’s ISAG grant, which enhances hands-on learning for students. She also looks forward to school visits, where she can educate and inspire young minds about careers in agriculture, and the introduction of agriculture clubs in schools, which she believes will instill teamwork and leadership skills in students.

Beyond her work in education, Oshaba has a strong entrepreneurial spirit. Inspired by her family’s agricultural background, she has started a small perfume business and hopes to one day own a farm where she can implement sustainable practices to contribute to food security in her community.

Through it all, faith has been a guiding force in Oshaba’s life. She holds fast to Philippians 4:13:

“I can do all things through Christ who strengthens me.”

We are beyond excited to have Oshaba on board and can’t wait to see the impact she will make!