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.
