School Gardens for Improved Quality of Primary Education and Community Food Security in Soroti District, Uganda

School gardening was practiced in Uganda over 30 years ago. Perceptions about school gardening were however varied, with many people looking it negatively. It is however known to have positive attributes including transferring practical agricultural skills to communities. This study was conducted in 12 schools under the government’s UPE programme in Soroti district in Uganda to find whether schools can be used as social change centers for sustainable rural development. .Data were collected using participant observation, in-depth interviews with pupils and key informant with district and lower level local government staff, and focus group discussions with the parents through their PTA and SMC structures. The study revealed a strong interest by pupils to willingly participate in school gardening activities and enhanced learning and transfer of skills to their homes. Pupils also benefited through acquisition of knowledge and practical skills on crop production. Results also showed immense potential of using schools as social change centers for communities as they brought parents back to school to monitor their children’s performance. It is recommended that various education stakeholders and the communities be exposed and engaged to appreciate the processes and outcomes of school gardens as social change centers and a strategy for selfsustainability of school feeding programmes. Funding support should be incorporated into school budgets to ensure continued implementation of school gardening activities. Furthermore, the publicity challenge could be offset by engaging the media to create awareness, advocate for and popularize the best practices of school gardening.