MAKERERE UNIVERSITY

COLLEGE OF AGRICULTURAL AND ENVIRONMENTAL SCIENCES

SCHOOL OF FOOD TECHNOLOGY NUTRITION AND
BIOENGINEERING
DEPARTMENT OF FOOD TECHNOLOGY AND NUTRITION

STUDENT FIELD ATTACHMENT PROGRAM 2022

A REPORT OF THE FIELD ATTACHMENT UNDERTAKEN AT IOWA
STATE UNIVERSITY- UGANDA PROGRAM (ISU-UP)
MPIRIGITI RURAL TRAINING CENTRE, BUTANSI SUBCOUNTY,
BUYOMBA VILLAGE, KAMULI DISTRICT

SSABIKA GABRIEL
BFST
20/U/1243

FIELD SUPERVISOR: MRS ASIMO ESTHER

ACADEMIC SUPERVISOR: DR.ROBERT MUGABI

 DECLARATION
I, Ssabika Gabriel, hereby declare that this report, written in partial fulfillment of the requirements of the
award of a Bachelor of Science in Food Science and Technology, is my very own authentic work and the
content of this document has never been submitted to any institution .
However, citation and References to other people’s work or sources of information used have been
appropriately indicated.

Signature Date: 01/02/2023

APPROVAL
This report has been approved by the following;

Student:
Ssabika Gabriel

Signature Date: 01/02/2023

University Academic supervisor:

Dr. Robert Mugabi

Signature Date : 02/02/2023

Field supervisor:
Mrs Asimo Esther

Signature Date: 02/02/2023

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 DEDICATION
I dedicate this report to my parents ; Mr. Ssentongo Godfrey and Mrs Bazaala Betty , my dear sister; Nabachwa Prossy ,
and to my guardian ; Mr kiggundu David in appreciation for their support in my academic journey.

I also dedicate this report to Dr. Robert Mugabi (Academic supervisor) and Mrs Asimo Esther (my field supervisor).

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 ACKNOLEDGEMENT
First of all, I would like to express my profound gratitude and sincere thanks to the organization ; Iowa State University
–Uganda program (ISU-UP) for the great opportunity offered to me to work with them and all the support provided for
my wellbeing ( accommodation, food, transport , health, and others ) which greatly contributed to the success of the
internship. My appreciations go to the founders, donors, and coordinators of the program. Special thanks also go to the
staff especially Mrs. Asimo Esther (my field supervisor) and Mr.Suubi Reagan ( student leader) for their guidance and
being exemplary, Mr. Buyinza Timothy (postharvest specialist) and Mr. Mwami David (extension officer) and Mrs.
Kirabo Ruth ( store manager) for the technical knowledge and assistance provided and all other staff for being
cooperative and hospitable to me .

My heartfelt appreciations go to the people I worked with during the whole internship period, specifically : farmers ,
especially ; Mr. Bungu, Mr.; Kakulagira Joseph, Mr. Tabulwana David, Mrs. Batumya Lydia , Mr. Brazio, Mr.
Kalangala Charles and others, Staff and pupils at Naluwoli, Nakanyonyi and Namasagali primary schools, and mothers
at Buguwa nutrition education center. Their support and unreserved cooperation greatly contributed to the success of my
internship.

Furthermore I acknowledge Dr. Robert Mugabi (my academic supervisor) for his supervision, advice and professional
guidance during the internship period. I also extend my gratitude to Prof. Kugonza Donald and Dr. Orum Boniface (the
program coordinators at the College of Agriculture and Environmental Sciences) and Dr. Tumuhimbise Gaston
(internship coordinator) at the school of Food Technology, Nutrition and Bioengineering. Their coordination ensured that
I get a field attachment and successfully accomplish it.

I appreciate the Government of The Republic of Uganda through The ministry of Education and Sports for the financial
support offered in form of the internship allowance.

Finally, I also appreciate my fellow interns (the service learners of 2022) especially my course mates; Kasimu kule and
Letasi Hope Maureen and my roommates; Sande George and Okwi Christopher for their cooperation during the whole
internship period.

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 ABSTRACT
This report is about a field attachment I (the student) undertook at Iowa State University-Uganda program in Kamuli
district in a period from 05/09/2022 to 28/09/2022.

Chapter one is an introduction and presents the background and relevance of the field attachment as a “field-based
practical training experience that prepares the students for the tasks they are expected to perform on completion of their
training. The chapter also gives brief details about ISU-UP including their historical background, mission, vision,
objectives and main activities.

Chapter two provides details of all experiences that were undertaken by the intern during the training and these included
activities, duties or responsibilities performed. I occupied a position of a student learner and worked with all food-related
sectors of the organization namely; Nutrition education centers, postharvest handling, processing, School feeding
program and agriculture.

Chapter three presents an evaluation of the field attachment including new knowledge and skills gained, challenges
faced, and opportunities identified. I accomplished to a large extent the activities as anticipated in the work plan and
managed to achieve all objectives set for the program. The main challenge faced was the limited time allocated to the
field attachment.

Chapter four contains the conclusions and recommendations. The field attachment was an opportunity for me (student)
to acquire and apply a range of knowledge and skills and I was exposed to the real-world experiences in the Food
Industry. I recommend that the internship period is extended to allow students have more time to interact more
effectively with the stakeholders of their respective fields

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 TABLE OF CONTENT
DECLARATION ...............................................................................................................................................ii
DEDICATION ................................................................................................................................................. iii
ACKNOLEDGEMENT .................................................................................................................................... iv
ABSTRACT ....................................................................................................................................................... v
TABLE OF CONTENT .................................................................................................................................... vi
List of figures ................................................................................................................................................. viii
LIST OF TABLES ......................................................................................................................................... viii
LIST OF ACRONYMS AND ABBREVIATIONS ......................................................................................... ix
CHAPTER ONE ................................................................................................................................................ 1
1.0. INTRODUCTION .................................................................................................................................. 1
1.1. BACKGROUND OF THE FIELD ATTACHMENT ......................................................................... 1
1.2. RELVANCE OF THE FIELD ATTACHMENT TO THE INTERN ................................................. 1
1.3. DESCRIPTION OF THE ORGANIZATION OF ATTACHMENT .................................................. 2
1.4. Historical background of the organisation .......................................................................................... 2
1.5. VISION OF THE ISU-UP .................................................................................................................. 3
1.6. THE MISSION OF THE ISU-UP ....................................................................................................... 3
1.7. OBJECTIVES OF THE ISU-UP ........................................................................................................ 3
1.8. Organogram and location of the organization ..................................................................................... 4
1.9. LOCATION OF ISU-UP .................................................................................................................... 4
1.10. The core activities of the ISU-UP.................................................................................................... 5
CHAPTER TWO ............................................................................................................................................... 6
2.0. student’s EXPERIENCES. ..................................................................................................................... 6
2.1. Title / positions occupied in the organisation...................................................................................... 6
2.2. ACTIVITIES, DUTIES AND RESPONSIBILITIES OF THE INTERN .......................................... 6
2.2.1. Postharvest handling of grains (MAIZE, millet, grain amaranth and soybean for NEC and SFP
6
2.2.2. Production of COMPOSITE flour for NECS AND SFP ................................................................. 9
Production process of the composite flours ............................................................................................... 9
Milling of the composite porridge flour................................................................................................... 10
2.2.3. Nutrition education centers ............................................................................................................ 13
2.2.3.1. Nutrition assessment .............................................................................................................. 13
2.2.3.2. Growth monitoring ................................................................................................................. 13
2.2.3.3. Nutrition education ................................................................................................................. 14
2.1.3.4. Preparation and serving of the nutritious porridge. ................................................................ 15
2.1.4. School feeding program................................................................................................................. 16
2.1.4.1. Management and inspection of school grain store at Nakanyonyi p/s and Namasagali p/s... 16

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 2.1.4.2 School gardening .................................................................................................................... 17
2.1.4.3. Preparing and serving of school meals (Nyoyo). ................................................................... 18
2.2. Youth entrepreneurship program and income generating PROJECT. .............................................. 19
2.2.4. Value addition of milk (yoghurt production) ............................................................................. 19
2.3. Work with farmers (farm visits) ........................................................................................................ 22
2.3.4. JB mixed farm. ........................................................................................................................... 22
2.3.5. Bunga Dairy farm. ..................................................................................................................... 23
2.3.6. Sweet potato farmer. .................................................................................................................. 24
2.3.7. Cocoa farmer. ............................................................................................................................. 24
2.3.8. Tomato farmer. .......................................................................................................................... 25
2.4. Other activities (social /community interactions) ............................................................................. 26
2.4.4. Training on fire and safety. ........................................................................................................ 26
CHAPTER THREE ......................................................................................................................................... 27
3.0 Evaluation on field attachment ................................................................................................................ 27
3.1. NEW KNOWLEDGE AND SKILLS GAINED .................................................................................. 27
3.2. CHALLENGES FACED DURING THE FIELD ATTACHMENT PROGRAM ............................... 28
3.3. OPPORTUNITIES IDENTIFIED ........................................................................................................ 28
CHAPTER FOUR ............................................................................................................................................ 29
4.0 CONCLUSSIONS AND RECOMMENDATIONS ................................................................................ 29
4.1. CONCLUSION ................................................................................................................................. 29
Strengths: ................................................................................................................................................. 29
Weaknesses. ............................................................................................................................................. 29
3.5. RECCOMENDATIONS ....................................................................................................................... 30
3.5.1. Recommendations for the field attachment organization (ISU-UP) .............................................. 30
3.5.2. Recommendations for the university (SFTNB) ............................................................................. 30
REFFEERENCES ............................................................................................................................................ 31
APPENDICES ................................................................................................................................................. 32
Appendix 1 (a) ISU-UP internship offer letter ........................................................................................ 32
Appendix 1 (b) ISU-UP internship schedule for 2022............................................................................. 33
Appendix 1 (C): Proposed work plan for the activities anticipated to be done during the internship
period. ...................................................................................................................................................... 35
Appendix 1 (d): Summary of Daily activities done as recorded in the field attachment logo book. ...... 36
Appendix 2 : layout of Naluwoli hall ...................................................................................................... 37
Appendix 3: laboratory results for nutritional analysis of NECs porridge .............................................. 39
Appendix 4 : gallery of the some of the key highlights during field attachment.................................... 40

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 LIST OF FIGURES
Figure 1: The Organogram of ISU-UP.......................................................................................................... 4
Figure 2: Map showing the location of ISU-UP in Kamuli district and on the map of Uganda .................... 4
Figure 3: L-R: Threshing of millet using a motor driven millet thresher and cleaning maize using a pedal
driven maize cleaner ....................................................................................................................................... 7
Figure 4: Grain storage unit at Naluwoli Hall, grains stored hermetically in plastic silos ......................... 8
Figure 5: L-R ; Roasting of soybean to inactivate trypsin inhibitors and mixing of the ingredients for the
composite porridge flour (mixing done manually) ......................................................................................... 9
Figure 6: milling of the composite flour using hammer mills....................................................................... 10
Figure 7: Production flow diagram for the composite porridge for NECs and SFP at ISU-UP ................. 11
Figure 8: Critical control points decision tree for the production of composite flour for NECs and SFP
by ISU-UP ..................................................................................................................................................... 12
Figure 9: anthropometric measurement of a baby and mother at Buguwa NEC ....................................... 14
Figure 10: with fellow intern students , mothers and babies at Buguwa NEC ............................................. 14
Figure 11 : L-R ; The grain store at Naluwoli P/S and part of the records for grains received .................. 16
Figure 12 : L-R ; Sowing of grain at Nakanyonyi P/S amaranth, Weeding and thinning of amaranth and
eggplant plantation at Naluwoli p/s .............................................................................................................. 17
Figure 13: L-R ; pupils taking porridge for breakfast at Naluwoli p/s (left), Preparing Nyoyo at
Namasagali p/s (middle) and nyoyo meal ready for serving at Naluwoli p/s(right) ................................... 18
Figure 14: L-R ; monitoring temperature during pasteurization (left), Sieving of milk (middle) and
packing of yoghurt in sachets (right) ........................................................................................................... 19
Figure 15: Flow chart for production of chosen probiotic yoghurt ............................................................. 20
Figure 16: platform tests carried on reception of milk ; specific gravity (L) and alcohol test (R) ............. 21
Figure 17 : L-R; In one of the paddocks at Bungu farm (left), one of the milking units showing spilage of
milk during milking (middle) and poor milk handling (right) ...................................................................... 23
Figure 18 : Harvesting tomatoes at Namasagali (left) and harvested tomatoes placed on ground (right) . 25
Figure 19 : practicing the use of a portable fire extinguisher after a training about fire and safety .......... 26
LIST OF TABLES

Table 1: Impact of ISU-UP to different groups of people in Kamuli (2014-2018) ........................................ 2

Table 2:criteria for screening clients at NECS using MUAC .................................................................... 13
Table 3: Percentage composition for each component of the composite flour and major nutrient targeted
for NECs. ....................................................................................................................................................... 15

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 LIST OF ACRONYMS AND ABBREVIATIONS

CAES College Of Agricultural And Environmental Sciences

CALS College Of Agriculture And Life Sciences
CSRL Center For Sustainable Rural Livelihood
DAP Di Ammonium Phosphate
DR Doctor

GMP Good Manufacturing Practices

HACCP Hazard Analysis And Critical Control Points
ISU Iowa State University

ISU-UP Iowa State University-Uganda Program

MC Moisture Content
MRS Misses

MRTC Mpirigiti Rural Training Center

MUAC Mid - Upper Arm Circumference

MUK Makerere University Kampala

NARO National Agricultural Research Institute
NEC Nutrition Education Center
NGO Non -Government Organization
NPK Nitrogen Phosphorus Potassium
P/S Primary School
SAM Severe Acute Malnutrition

SFP School Feeding Program

SFTNB School Of Food Technology Nutrition And Bioengineering
SS, Secondary School
USA United States of America
VEDCO Volunteer Effort for Development

YEP Youth Entrepreneurship Program

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 CHAPTER ONE

1.0. INTRODUCTION
1.1. BACKGROUND OF THE FIELD ATTACHMENT
Field attachment refers to a field-based practical training experience that prepares students for the tasks they
are expected to perform on completion of their training (Makerere university council, 2011). Universities
and tertiary education institutions incorporate field attachment (industrial training) as a training
methodology by which students are offered an opportunity to relate theory learnt with real field work (J.
Dondofema, J.Mwenje, & L. Musemwa, 2020) . Field attachment is key in respect to professional etiquette
and is a very important component in the learning systems of all tertiary institutions (Barbeau & Stull,
1990).
Field attachment as a training methodology is based on the theory of experiential learning which states that,
experience plays a crucial role in the learning process (Kolb, Boyatzis, & Mainemelis, 1999). Students gain
experience which can always be considered during employment and they are able to acquire and apply knew
knowledge, skills and feelings in an immediate and relevant setting.
1.2. RELVANCE OF THE FIELD ATTACHMENT TO THE INTERN

To provide a platform for assimilating the theory into practice. I was able to practice some of the theories
learnt in the lectures and to create connections with the different stakeholders in the food industry.

To provide an opportunity for exposure to the practical world. The internship allowed me access to real
world of work.

To inculcate positive attitudes towards work. Field attachment made me a self-starter by going through the
working environment thereby raising my opportunity to employment.

It is an academic requirement for gaining relevant work experience and necessary skills. These supplements
on the theoretical skills as the students share a wide array of experiences. Skills attained include; self-
confidence, time-management, verbal and written communication and self-initiative (King, 1994).

Enhances cross-training which allows students to experience and practice different work-related skills
(williams, Sternberg, Rashote, & wagner, 1993). Job guidance provided to students creates confidence in
them to join the industry being multi-skilled and competent enough.

Field attachment allowed the student (me) to update skills and knowledge in the areas of study exposed me
to the new methods, gave me a realistic and holistic impression of the Food industry and brought realism
into my training. This allowed me link training and the world of work.

1
 1.3. DESCRIPTION OF THE ORGANIZATION OF ATTACHMENT
Iowa State University- Uganda program (ISU-UP) is under the Center for Sustainable Rural Livelihood
(CSRL), a non-academic program under the College of Agriculture and Life Sciences (CALS) of Iowa State
University in the United States of America (USA). The program operates in Kamuli district of Eastern
Uganda with a mission of supporting resilient, sustainable rural livelihoods through the discovery and
application of science based indigenous knowledge. This is being achieved through a number of activities
including: community nutrition, postharvest handling, and school nutrition, school gardening, agronomy
livestock, youth entrepreneurship and service learning.

1.4. HISTORICAL BACKGROUND OF THE ORGANISATION

CSRL started operating in Uganda (Kamuli district) in 2003 with an aim of discovering and implementing
sustainable solutions to meet the community’s urgent needs (ISU_CSRL, 2022). Initially the program
(CSRL) partnered with Volunteer Efforts for Development (VEDCO) and Makerere University Kampala
(MUK), where MUK was responsible for providing technical knowledge, monitoring and evaluation
whereas VEDCO was responsible for the implementation.
Iowa State University- Uganda program registered as an independent nongovernment organization (NGO) in
2014 based in Kamuli district to improve of nutrition, food security and income stability. The program is
still in partnership with Makerere University College of Agriculture and Environmental Sciences (CAES)
through the service learning program in which internship students from CAES work with students from
CALS on a number of bi-national projects in agriculture to contribute to a sustainable life in Kamuli district.
Since 2014, the activities by ISU-UP have impacted on the lives of different groups of people in Kamuli
both directly and indirectly as shown by the statistics below:

Table 1: Impact of ISU-UP to different groups of people in Kamuli (2014-2018)

Impact Since 2014 By 2018 Direct Indirect On Families Total

People with clean access to clean water. 26000 26000

Mothers and infants through nutrition education centers. 2896 11299 14195
School children through school gardens, livestock and 2763 5576 8256
teaching.
University students through service learning. 285 285

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 1.5. VISION OF THE ISU-UP
To develop responsible global citizens and thriving rural communities that benefit from food and financial
security, quality education and healthcare, civic participation, social inclusion, environmental stewardship
and overall sustainable livelihood.

1.6. THE MISSION OF THE ISU-UP

To use the power of education to develop sustainable communities and responsible global citizens

1.7. OBJECTIVES OF THE ISU-UP

 To increase household food security by expanding the emphasis on nutrition and health by growing the
number of women and children served by Nutrition Education Centers (NEC) and the number of
children served by school feeding program and to insure these benefits are sustainable by the
community.
 To build programs devoted to the rapidly growing rural youth population to increase their skill set and
rural employment opportunities through training and microfinance.
 To improve access to quality education, including facilities, especially for primary and high school
students as well as university students to build the capacity of local leaders to carry out the work of
CSRL.
 To expand investments in water development, and collection including boreholes, cisterns and on-farm
water catchments, and training effective community-based water user committees, to benefit citizens as
well as intensive and extensive crop and livestock development.
 To develop a training and demonstration center using sustainable design strategies to serve all CSRL
stakeholders.
 To share a scalable model for CSRL’s approach with other practitioners through books, conferences,
crowd funding, websites and other models

3
1.8. ORGANOGRAM AND LOCATION OF THE ORGANIZATION

Figure 1: The Organogram of ISU-UP

4
 1.9. LOCATION OF ISU-UP
ISU-UP is based at Mpirigiti Rural Training Center, located along Kamuli – Jinja road, in Buyomba village,
Butansi Sub County, southern division, Kamuli Municipality in Kamuli district. The organization carryout
its activities in Butansi sub county and communities around as indicated in the map below.

Figure 2: Map showing the location of ISU-UP in Kamuli district and on the map of Uganda

4
 1.10. THE CORE ACTIVITIES OF THE ISU-UP
ISU-UP is involved in a number of activities targeting different groups of people from infants to school
children, and from young adults to seniors. The organization has always put people first to tackle the
challenges of ending hunger and their efforts have evolved to touch every stage of the life cycle (CSRL,
2020).

The main activities and areas of impact of ISU-UP include

Agronomy and postharvest. ISU-UP provides extension services to farmers and promotes the growing of
crops like Grain Amaranth, soy bean, millet and maize. The organization also operates a post-harvest
handling facility (Naluwoli hall) which promotes quality and minimizes post-harvest loses for grains which
are used Nutrition Education Centers and school feeding program.
Community nutrition. Through Nutrition education centers (NECs), the organization involves in
improving household nutrition and health focusing on vulnerable groups especially the infants. The
organization carries out nutrition evaluation by Anthropometry, and processes a nutritious composite
porridge for the enrolled clients at the (NECs).
Education. The organization also involves in the improvement of learning and education through the school
gardens, school feeding program (SFP), and youth entrepreneurship program (YEP) to motivate and
empower students for knowledge transfer and life skills, promotes consumption of nutrient dense mid-day
meals for primary children and enhances university students and faculty learning and participation through
the service learning program
Livestock. This is aimed at helping famers increase their sustainable production of livestock and
consumption of animal source foods.
Entrepreneurship. ISU-UP organizes small and medium-scale farmers and young entrepreneurs to
participate in commercially viable livestock and crop value chains linking inputs, production and markets.
The organization also enrolls mothers and young entrepreneurs in income generating innovation projects and
builds self-governance capacity of the community innovation groups.
Water and sanitation. This involves reducing diseases caused by improper hygiene and sanitation practices
through improved education and through facilities at the household, school and community levels and
providing access to adequate and safe community managed water for domestic water for domestic and
agricultural use
Service learning .Under this program, the students of Makerere University (CAES) work along fellow
students from Iowa State University (CALS) and participate in a variety of activities that benefit the rural
communities. The service learning program is aimed at imparting considerable knowledge and skills to the
students for problem solving and builds students career through leadership and extension services.

5
 CHAPTER TWO

2.0. STUDENT’S EXPERIENCES

2.1. TITLE / POSITIONS OCCUPIED IN THE ORGANISATION
During the whole internship period, I occupied the position of a service learner. I was entitled to work with
fellow service leaners and staff in all sectors of the organization related to the Food Industry namely:
Nutrition education centers, postharvest handling (Naluwoli hall), School feeding program, and processing. I
also worked with farmers and staff at the schools that the program was patterning with. A work plan for the
whole field attachment period is presented in appendix (1c) and a summary of all activities as recorded in
the students log book is available in appendix (1d).

The detailed activities performed are discussed in the section 2.2 below.

2.2. ACTIVITIES, DUTIES AND RESPONSIBILITIES OF THE INTERN

2.2.1. Postharvest handling of grains (maize, millet, grain amaranth and soybean for NEC and SFP
Maize, millet, grain amaranth and soybean were the major crops being promoted by ISU-UP in Kamuli
district. These were being used as ingredients for the production of composite flour for the nutrient dense
porridge used for community nutrition (NEC) and SFP.
To minimize postharvest food losses that might result from poor postharvest handling including poor
harvesting and sorting methods, insufficient drying, inappropriate storage conditions poor processing and
use of defective packaging equipment and infection by molds, rodents and insects (weevil), the organization
setup and manage a grain handling facility at Naluwoli hall (layout shown in appendix 2).
The aim of all activities at the facility was to minimize postharvest losses and to maintain quality and safety
of the grains.
I participated in the different activities at Naluwoli hall and these included: raw material acquisition, sorting
and grading, cleaning of the grains, drying and storage of the grains as described below.
2.2.1.1. Raw material acquisition
The grains were being purchased from specified farmers (especially during the harvesting period) and from
outstanding grain traders in Kamuli town (during other periods). Materials from all suppliers are only
accepted if the meet the required quality.
I participated in the quality evaluation of the grains using total defect technique as described below.

Procedure for total defect

 The grains were sampled randomly to obtain a composite sample.
 The composite sample was quartered to obtain a final representative sample.
 The representative sample was weighed using an analytical balance and analyzed for shriveled grains,
broken grains, insect damage, diseased grains, and foreign matter other varieties and discolored grains.
 Each component is weighed and expressed as a percentage of the representative sample.

6
 The grains are only accepted with total defect of < 14% according to East African standard (EAS 2:
2013).
 Moisture content of the materials is also determined using a moisture meter and should be less than 14%.
2.2.1.2. Drying
This was being done to minimize the moisture content of the grains to less than 13% for proper storage.
The activity is carried out by sun drying on a raised drying platform.
The drying platform is first cleaned thoroughly to minimize contamination.
Clean waterproof tauplin are used to spread the grains on the platform. These increase the drying rate by
absorbing heat energy and minimize contamination of the grains.
The grains are spred on the tauplin evenly and thinly at a thickness of < 2cm.
Dried grains (MC<13%) are stored appropriately, immediately to minimize contamination, insect attack,
rodent attack and subsequent mold growth.
2.2.1.3. Cleaning and grading
This was being done to entirely remove foreign matter or defective grains to ensure high storage quality and
minimize storage losses.
Maize was cleaned using the ISU-UP’s pedal operated grain cleaner and manually by sorting on screens
with wooden stands.
Millet and grain amaranth were threshed using power-driven millet threshers and further cleaned by
winnowing and sporting on fine screens.

Figure 3: L-R: Threshing of millet using a motor driven millet thresher and
cleaning maize using a pedal driven maize cleaner

7
2.2.1.4. Storage of the grains
The grains are stored in a storage unit at Naluwoli hall.
To maintain the quality and minimize losses, the following activities are taken as a precaution.
i. Removing old grains from the store before introducing new ones.
ii. Fumigation of the store with pesticides after old grains have been removed and before introducing
new ones.
iii. Using Hermetic silos (figure 4) for grain storage. This ensures that the grains are clean, dry, cool
and free from moisture pick-up, mold growth and insect attack.
iv. Regular cleaning of the storage unit and keeping it dry and well ventilated.
v. Keeping the store vermin free by installing rodent proofs and regular inspection.
vi. The silos are stacked off the ground by means of pallets and off the walls to minimize moisture
pickup and contamination.

Figure 4: Grain storage unit at Naluwoli Hall, grains stored hermetically in plastic
silos

8
2.2.2. PRODUCTION OF COMPOSITE FLOUR FOR NECS AND SFP
ISU-UP processes composite flour used for the preparation of nutrient dense porridge at NECs and for SFP.
The reduction of the flour starts at Naluwoli hall with the acquisition and handling of the grains (ingredients)
and ends at MRTC with the final milling.

2.2.2.1. Production process of the composite flours

I participated in the whole production process for the composite porridge flour as illustrated in ( figure 7)
and activities done included.
i. Cleaned and sorted of the different grains used.
ii. Assessed the quality of raw- materials used including maize, millet, grain amaranth, soybean and silver
fish by determining moisture content and the total defect.
iii. Roasted soybean to inactivate the trypsin inhibitors and enhance flavor.
iv. Roasted silverfish to lower the moisture content and microbial load.
v. Participated in the weighing and mixing of the grains in their appropriate ratios and packing in sacks
for transportation to the milling center at MRTC
vi. Participated in the milling of grain using a hammer mill.

Figure 5: L-R ; Roasting of soybean to inactivate trypsin inhibitors and mixing of the
ingredients for the composite porridge flour (mixing done manually)

9
2.2.2.2. Milling of the composite porridge flour
Milling was done at the mill at MRTC using a private hammer mill (figure 6) as an initiative to avoid the use
of public mills which are associated with a high risk of mycotoxins contamination. Operation of the hammer
mills was done following standard operation procedures as shown in (appendix 3).
I participated in training by the mill operator on the standard operation procedure of the milling. The mode
of operation of the mill is described below;
The mill consisted of a hopper, milling chamber with hammers, a shaft and a motor.
o Power is switched on and the motor started.
o The ingredients are fed in the hopper and conveyed into the milling chamber by vibrations.
o The motor rotates and drives the pulley system, which drives the shaft.
o The shaft moves the hammers within the milling chamber which crush the grains against the sieves.
o Flour particles formed pass through the sieve and sucked by a suction pump through a conveying
pipe and finally collected

Figure 6: milling of the composite flour using

hammer mills.

10
 The production process of the composite flour for both the NECs and SFP is as summarized
below.

Harvesting of grains

Incoming grains supplies from farmers

Inspection of incoming grains for quantity, quality and safety attributes including moisture content,
weight, color, shape, foreign matter, bacteria, and mycotoxins.

Further sorting, dehusking (millet), cleaning, drying, storage in hermetic silos (if not for immediate use)

Roasting soy beans (to inactivate trypsin inhibitors), millet and silver fish

Weighing and mixing of grains

Transport of the mixed grains from Naluwoli field house to MRTC (about 8km) for milling

Milling of grains using ISU-UP hammer mill at MRTC

Transport of composite grain flour from MRTC back to Naluwoli field house
(about 8km)

Mixing composite grain flour with sugar

Distribution of composite flour to various Nutrition Education Centers (range 5-25km)

Figure 7: Production flow diagram for the composite porridge for NECs and SFP at ISU-UP

11
2.2.2.3. Quality and safety assurance during the production process of the composite flour
The production process for the composite flour for both NECs and SFP followed a HACCP plan based on
Codex 1997 (WHO, 1997). This was being implemented by the HACCP team at ISU-UP composed of; post-
harvest technology specialist, stores officer, community nutritionist, agronomy and land use officer, flour
makers, service learning and school feeding specialist, youth entrepreneurship specialist, community income
generating innovations’ officer and a security officer.

On-site conformation of the production flow diagram

The team conducts visits to all sites along the composite flour production line to verify that the process
follows the production flow diagram (figure 7).

Qn1. Does this step (e.g. grain milling) involve a hazard (e.g. aflatoxins) of sufficient likelihood of
occurrence and severity to warrant its control?

YES NO Not a CCP

Qn2. Does a control measure for the hazard exist at this step?

YES NO Modify step or process

E.g. avoid
public grain
mills, use
ISU-UP grain Is control at this step
mill necessary for safety? YES

NO Not a CCP STOP

Qn3. Is control at this step necessary to prevent, eliminate or reduce the risk of the hazard to consumers?

YES NO Not a CCP STOP

CCP

Proceed to next step in the process

Figure 8: Critical control points decision tree for the production of composite flour for NECs and SFP by ISU-UP
12
2.2.3. NUTRITION EDUCATION CENTERS
During my internship, the organization was managing 10 nutrition education centers. These are
strategically located in different villages where targeted clients can access the services offered. The
targeted clients include pregnant mothers, breastfeeding mothers, babies (first 1000 days) and other
individuals that are vulnerable to malnutrition.
Services offered at NECs include; nutrition assessment, (anthropometry), growth monitoring of babies
(for the first 1000days) nutrition education, preparing and serving of the composite nutritious porridge.
I worked with a NEC in Buguwa village and I participated in the above activities as described below.

Nutrition assessment
Anthropometric measurements were used for screening when enrolling new clients to the NECs and for
monitoring progress of the clients once enrolled. I participated in taking and recording of the
measurements for Mid Upper Arm Circumference, weight and height.
MUAC was used to check for muscle wasting among clients
The measurement was taken using an appropriate MUAC tape (one for infants and another for adults).
The measurement was taken on the left hand or the right (for left handed clients).
The arm was bent and the midpoint is determined and marked between the elbow and the scapular borne
using the MUAC tape.
The circumference around the, marked point was measured using the tape and recorded appropriately.
The MUAC tape was marked with different colors i.e. green, yellow and red and these are used in the
criteria for enrolling patients as summarized below.

Table 2:criteria for screening clients at NECS using MUAC

MUAC region/ color Implication Decision

Green normal NOT enrolled, client advised to maintain

good nutrition by eating a balanced diet.
Yellow malnourished Enrolled client at the NEC
Red SAM NOT enrolled.
Client referred to and supported to go to the
hospital immediately.

Weight for the enrolled clients is taken using a weighing scale and recorded for monitoring weight gain
or loss.
Height for the babies is taken by making them lie on the height board. This is used for monitoring
growth.

2.2.4. Growth monitoring

This is done for babies enrolled during their first 1000 days from conception.
Anthropometry measurements are used.
These are taken and recorded on a monthly basis (as described above).
The growth is monitored by tracking changes in weight and height of the babies using records.

13
 Figure 9: anthropometric measurement of a baby and mother at Buguwa NEC

2.2.4.1. Nutrition education

Enrolled mothers are provided with knowledge about nutrition and the importance of eating a balanced diet.
I participated in the training of the mothers on the following specific lessons
i. Preparation of a simple balanced diet using the available accessible foods and the knowledge of food
groups.
ii. Causes of malnutrition and the prevention.
iii. Hoe to grow the ingredients for the composite/ nutritious porridge including grain amaranth, maize,
millet and soybean.
iv. Preparation of the nutritious porridge using different recipes basing of available ingredient and its
nutritional value.
v. Nutritional assessment and how to identify malnourished victims using common clinical signs and
symptoms like Edema and muscle wasting.

Figure 10: with fellow intern students , mothers and babies at Buguwa NEC

14
2.2.4.2 . Preparation and serving of the nutritious porridge
I was also involved in the preparation and serving of the nutritious porridge. Preparation is done following
the following procedure.
i. Clean water was boiled in a clean cooking vessel.
ii. The composite porridge flour of known mass was mixed in minimum amount of water to form slurry.
iii. The slurry was carefully added to the boiling water at a ratio of 1kg of flour/ 5 liters of boiling water.
iv. The mixture was continuously heated and stirred until when maximum viscosity is attained and the
porridge boils producing a cooked flavor.
v. Milk was added to the porridge at a ratio of 2.5litres of milk / 40 liters of water added.
vi. Mixture was stirred thoroughly to homogenize.
vii. The heating was reduced until when the porridge boils again.
viii. The porridge was then left to attain a lower temperature and served to the clients at the NECs.
ix. Each client was entitled to 1.5 liters of the porridge / day (Monday to Friday) i.e. 1 cup consumed at the
NEC immediately and the rest carried for consumption at home.

Table 3: Percentage composition for each component of the composite flour and major nutrient targeted for NECs.

Component %composition Nutrient targeted Major nutritional use

Millet 39 Carbohydrates Energy content

Energy content, improving

Amaranth Protein , vitamins
29 immune system and building the
grain and carbohydrates
body

Body building and defense

Soybeans 10 Proteins
improvement

Corn 2 Carbohydrates Caloric content

Improving immune system and

Omega 3 and
Silver fish 20 general physiological functioning
proteins
of the body

14% of the Caloric content , making the

Sugar Sugar
composite flour porridge tasty and appetizing

15
2.1.3. SCHOOL FEEDING PROGRAM
This project under ISU-UP is aimed at promoting nutrition and mitigating hunger among pupils in selected
schools to increase school enrolment and promote academic excellence. The selected schools include;
Naluwoli p/s, Nakanyonyi p/s and Namasagali p/s all in Butansi sub county, Kamuli district. The project is
implemented through; school gardening, consolidating of food (maize and beans) from parents and
supplementation by grains provided by ISU-UP under the SFP. These are used for the preparation of school
meals particularly the composite porridge for kindergarten (nursery) pupils and a composite meal called
Nyoyo.
I participated in the school gardening activities, management and inspection of school grain store and in the
preparation and serving of Nyoyo as described below.

2.1.4.1. Management and inspection of school grain store at Nakanyonyi p/s and Namasagali p/s
A grain store is present at each one of the selected schools constructed by ISU-UP under the SFP for
handling grains (maize and beans) to minimize postharvest losses, maintain food quality and safety (figure
11). The grains handled include those consolidated by the parents in the respected schools and those
provided by the program under SFP from Naluwoli hall for the preparation of Nyoyo
I participated in the following activities at each one of the school grain stores.
 Inspection of the grain stores for any spoilages, insect attack and vermin attack
 Working with the school grain store officer by providing advice on postharvest handling of the grains
including proper drying, applying the first in –first out mechanism of stocking, keeping the store vermin
proof, preventing of insect attack (maize and bean weevils).
 Cleaning and reorganizing of the grain stores to minimize grain contamination due to dirt and spoilage
due to spillages.
 Checking records of the grains received from the parents from the SFP and comparing with that used in
the preparation of Nyoyo to track for any losses.

Figure 11 : L-R ; The grain store at Naluwoli P/S and part of the records for grains received

16
2.1.4.2 . School gardening
This involves growing vegetables like tomatoes, egg plants and amaranth, fruits like bananas, mangoes and
guavas and grains including maize, beans and grain amaranth. These are all used at respective schools to
provide food for the learners.
I was particularly involved in the following;

Sowing grain Amaranth at Naluwoli p/s

Sowing is done in the rainy season.
The land is ploughed by draught power (using oxen)
Planting is done by two methods namely;
Trench method: small trenches are dug across the ploughed garden (2ft between).
Digging holes: small holes are dug 2ft apart across the ploughed garden.
The trenches and holes are made in straight rows maintained using a long rope ran across the garden.
Fertilizers (NPK or DAP) are applied in the holes or trenches dug and covered with minimum soil.
The grain amaranth seeds diluted / mixed with sand or ash at a ratio of 1kg seeds: 1 basin of sand or ash.
The mixture with the seeds is applied over the fertilizer and buried with minimum soil.

Weeding and thinning of grain amaranth gardens at Nakanyonyi p/s

 This is relevant to minimize competition for nutrients, space and light among the plants and between the
plants and the weeds. This consequently contributes to the quality and quantity of the yields i.e. the
vegetables and grains.
 Weeding is done by digging any weeds between the trenches using a hand hoe and carefully uprooting
any weeds among the amaranth plants.
 All the weeds are collected along the edges of the garden.
 Thinning is carried out 3 weeks after planting by uprooting the weak plants leaving 3plants per point or
hole at a spacing of 30cm between the points.
 Thinning at the same time servers as a mean of harvesting the amaranth for vegetables.

Figure 12 : L-R ; Sowing of grain at Nakanyonyi P/S amaranth, Weeding and thinning of amaranth and eggplant
plantation at Naluwoli p/s

17
 2.1.4.3.Preparing and serving of school meals (Nyoyo)
Each pupil is required to contribute 6kg of maize and 3kg of beans per term to cater for school meals. The
consolidated grains from pupils are supplemented by the grains from ISU-UP under SFP. The beans and
maize are the main components for the preparation of Nyoyo.
Nyoyo is a meal composed of maize, beans, vegetables (cabbage, leafy amaranth or egg plants), eggs,
cooking oil and water (figure 13). The meal is promoted by the program in selected schools to promote
nutrition, and school lunch using locally available food material.
I participated in the preparation and serving of Nyoyo at Naluwoli p/s and Namasagali p/s. the procedure for
the activity was as follows.
i. Dry maize and beans in a ratio of 2:1 was sorted and washed thoroughly in clean water.
ii. The beans and maize were soaked overnight to allow them soften. This minimizes on the energy (fuel)
required for their cooking.
iii. The following morning, the soaked beans and maize were mixed in a single cooking vessel, water added
and cooked to boil.
iv. Meanwhile vegetables were sorted, cleaned, washed and chopped into small pieces. When the maize and
beans were ready (soften), the vegetables are added and the mixture stirred thoroughly and left to boil
again.
v. Other ingredients like tomatoes, cooking oil and salt were also added at this stage.
vi. When the mixture boiled again, eggs were whipped and added while stirring thoroughly to ensure
uniform mixing.
vii. The mixture was heated while stirring continuously until when the Nyoyo is ready.
viii. The Nyoyo was served at exactly 1:00 am when still hot.

Figure 13: L-R ; pupils taking porridge for breakfast at Naluwoli p/s (left), Preparing Nyoyo at Namasagali p/s
(middle) and nyoyo meal ready for serving at Naluwoli p/s(right)
18
 2.2. YOUTH ENTREPRENEURSHIP PROGRAM AND INCOME GENERATING PROJECT

2.2.4. Value addition of milk (yoghurt production)

I worked with Mr. Kakulagira Joseph of Chosen probiotic yoghurt, a small scale milk processor in Kamuli
industrial area, Mandwa ward, Kamuli municipality.
The objective of the activity was to participate in the whole process of yoghurt production and to share
knowledge and skills on how to ensure quality and safety of the product.
I participated in the following activities (figure 14 & 15).
i. Received milk and carried out quality taste including sensory tests, specific gravity, ethanol taste and
clot-on-boiling to assess its acceptability (sensory and platform tests are described on next page)
ii. Sieved the milk to remove foreign materials including; dirt, hair and others.
iii. Pasteurized the milk at (85-90) oC to lower the microbial load.
iv. Inoculated the milk with culture containing Lactobacillus laminosus and incubated at 45oC for 18 hours
using a locally designed simple incubator made of wooden box lined with thick blanket material along
the inner surface to allow fermentation.
v. Stirred the thick yoghurt thoroughly to homogenize and lower its viscosity and added flavor (straw berry
and vanilla )
vi. Packed the yoghurt formed in 200ml and 360ml packs.

Figure 14: L-R ; monitoring temperature during pasteurization (left), Sieving of milk (middle) and packing
of yoghurt in sachets (right)

19
 MILK RECEPTION (QUALITY TESTS)

SUGAR ADDED

SIEVING

PASTEURIZATION (85-90 OC) 30mins

COOLING TO 45oC

INOCULATION

INCUBATION

STIRRING AND FLAVOURING

SIEVING

PACKING AND REFRIIGERATION

DISTRIBUTION

Figure 15: Flow chart for production of chosen probiotic yoghurt

20
Description of platform tests carried out on milk
Milk was received in a clean metallic milk can and the platform tests were carried out to assess its
acceptability as shown in (figure 15).
Organoleptic tests
These were based on senses to assess the appearance, presence of foreign matter and odor of the milk.
Acceptable milk was cream white, free from foreign matter and free from off odors.
Specific gravity
This was carried out to detect for any form of adulteration. A sample of the milk was poured in a clean jar
and specific gravity was read using a lactometer. The milk was only acceptable with a lactometer reading
between 28 and 30.
Alcohol test
The test was carried out to assess the level of freshness and detect whether the milk would coagulate on
processing (pasteurization). Equal amount of milk was added to a small amount of 90% ethanol on a spoon
and observed for any signs of clotting. The milk was accepted when remained clear.

Figure 16: platform tests carried on reception of milk ; specific gravity

(L) and alcohol test (R)

21
2.3. WORK WITH FARMERS (FARM VISITS)
The objectives of working with the farmers included;
 To participate in different farm management activities and acquire knew knowledge and skills.
 To identify different factors affecting the quality and quantity of food products on the farm.
 To observe all management activities on the farms for any food losses and identify possible
solutions.
 To share knowledge with the farmers about how to promote food quality and safety and
minimize post-harvest losses.
 To identify opportunities for value addition on the farms.
Below were some of the farmers worked with;

2.3.4. JB mixed farm.

The farm was established in 2003 by Mrs. Batumya Lydia as a family enterprise, located in
Naminage village, southern division, Kamuli municipality and deals in commercial keeping of dairy
cattle and piggery. By the time of my internship, the farm was keeping 20 Friesian cows (8
lactating) and 470 pigs.
The main food products on the farm include; milk that is always sold raw at the farm gate and pork
sold in Kampala.
The following activities were done
i. Weeding of fodder (Napier grass) to remove unwanted plants, improve fodder quality and
quantity for adequate animal feed intake hence and high milk yield.
ii. Inspecting the pig stys and observing the body condition of the pigs to evaluate their
management.
iii. Discovered that inadequate feeding was the main factor responsible for the low farm yields in
terms of quality and quantity in the piggery section.
iv. Discussed with the farmer on how to improve feeding of the pigs to increase on their yield.
The following were the recommendations to the farmer
 Improve feeding of the cows by growing mixed pastures (grass and legumes) and providing clean
water to the animals Ad-libitum to increase on the milk yield.
 Add value to the milk through yoghurt production.
 Stock enough feed during periods of plenty and proper storage and handling to sustain the farm
(piggery) during periods of scarcity.
 Ensure proper mixing / rationing of the pig feed as recommended to improve on their growth rate
and on the quality of their meat.

22
2.3.5. Bunga Dairy farm
The farm is an 800 acre dairy enterprise founded in 1976 by Mr. Bungu Patrick in Namwendwa
village, Luuka district. By the time of my internship, the farm was keeping 70 Friesian cows (only
13 lactating) and 60 goats. Milk is the main product from the farm and is sold raw at the farm gate.
I worked with the milk men at the milking pallor (figure 17) and specifically participated in the
following activities;
 Assessed the sanitation and hygiene of the milking personnel, equipment and the milking area
and its effect on the quality and safety of the milk.
 Inspected the milking process to identify factors affecting milk yield and the potential causes of
losses and spoilage (contamination).
 Evaluated the milk handling practices after milking including storage before selling.
 Shared my observations and findings with the farmer and advised on how to improve on the
quality and quantity of the milk yield.

I recommended the farmer and milk men to;

 Regularly clean the milking pallor before and after milking to minimize the potential of
contamination.
 Watching hands, milking equipment and the udder to prevent contamination during milking.
 Promoting a conducive environment to the cows and avoiding stressing them during milking to
stimulate milk letdown and increase on the milk yield.
 Avoid using plastics and only use recommended stainless steel milking cans for handling of the
milk.
 Add value to the milk through pasteurizing to increase shelf life and yoghurt production.

Figure 17 : L-R; In one of the paddocks at Bungu farm (left), one of the milking units showing spillage of
milk during milking (middle) and poor milk handling (right)

23
2.3.6. Sweet potato farmer.
I worked with Mrs Babirye Betty of Nakibungulya Parish, Busuubo village.
The following activities were done.
 Preparation of the nursery bed for multiplication of the potato vines
 Preparation the stem cuttings for use in the nursery bed.
 Discussion with the farmer and advised on the value addition of the sweet potato tubers through sun
drying and production of potato flour.
I also participated in data collection during a research with NARO on yield scoring and identification
of the different potato varieties locally grown in Kamuli. The activities included;
 Harvesting sweet potato roots and vines from fixed number (3) of mounts with the same variety.
 Categorizing the roots as marketable and nonmarketable.
 Separately weighing the marketable and nonmarketable roots and vines (wet basis).
 Finding out the local name of the variety from the local farmers who base on their experience, with
the physical features of the vines and roots.
 Reporting the information to the NARO officials for further research.

2.3.7. Cocoa farmer

I worked with Mr. Tabulwana of Nabwiguru village, Buwooli zone and Mr. Igaga Stephen of Naluwoli
village, Butansi S/C.
The farmers carryout cocoa growing as family enterprises growing different cocoa varieties including;
Twantalio, upper Amazon and Amarandon.
Establishment of a cocoa plantation according to the two farmers involves the following activities.
 Preparation of the planting material. I.e. seeds from fresh cocoa pods are potted and germinated in a
nursery
 Planting where the seeds are transplanted into the main field and planted at a spacing of 10ft by 10 ft.
the cocoa is initially mixed-cropped with bananas or Abisia chinesis trees to provide adequate
shading important for early stages of growth.

The main activities done on the cocoa plantations included: pruning, harvesting, fermentation and drying
of the cocoa seeds which are sold as the main product from the farms.

24
2.3.8. Tomato farmer.
I worked with Mr. Brazio at Namasagali primary school with an objective of improving the
postharvest handling of the tomatoes and minimizing postharvest losses.
I participated in the following activities;
 Harvested and collected ready tomatoes from the fields (figure 18).
 Identified the main causes of postharvest losses including poor hygiene where damaged and
diseased tomatoes left in the field would cause more rotting of the others.
 Eliminated the diseased and rotting tomatoes from the garden to minimize on the cross
contamination.
 Sorted and graded the harvested tomatoes basing on size.
 Advised the farmer on how to minimize on postharvest losses by proper storage, good hygiene
and value addition through production of tomato source.
 Advised the farmer to stop using pesticides on ready to harvest tomatoes to ensure food safety.

Figure 18 : Harvesting tomatoes at Namasagali (left) and harvested tomatoes placed on ground
(right)

25
2.4. OTHER ACTIVITIES (SOCIAL /COMMUNITY INTERACTIONS)
2.4.4. Training on fire and safety
I attended a fire and safety training session at MRTC by the Fire Brigade with an aim of acquiring
knowledge and skills on preventing and handling of fire outbreaks in the food industry and
plantations. The following knowledge and skills were acquired;
i. Conditions necessary for fire including, combustible material, oxygen, and heat.
ii. Causes of fire outbreak including; electricity, arson, negligence and accidents.
iii. Appropriate reaction during a fire outbreak i.e., not panicking, making fire alarm, responding
to fire alarm, and evacuation.
iv. Operating the portable fire extinguisher (figure 19) using the PASS approach i.e.
o Pull safety pin
o Aim towards fire
o Squeeze the operating lever
o Sweep at the base of the fire

Figure 19 : practicing the use of a portable fire

extinguisher after a training about fire and safety

26
 CHAPTER THREE

3. EVALUATION ON FIELD ATTACHMENT

3.1. NEW KNOWLEDGE AND SKILLS GAINED

The field attachment highly contributed to my professional developed and I was able to acquire a variety of
knowledge and skills both directly and indirectly related to my course of study.
The new knowledge and skills gained included the following;
 Gained exposure to the different demands, responsibilities and opportunities available in the field of
Food Science and Technology.
 Acquired skills taking anthropometric measurements like Mid-Upper-Arm circumference, height and
weight and interpretation of the data in nutritional assessment for example
 Had hands on experience on unit operations like material handling, separation, mixing, roasting of soy
and silver fish, and grinding.
 Skills in analysis of grains for quality using techniques like total defect and moisture content
determination.
 Skills in postharvest handling of grains, minimizing losses through proper storage in grain silos and
management of grain stores.
 Acquired knowledge on how quality is promoted during food processing and handling through
techniques like Hazard Analysis and Critical Control points (HCCP) and Good manufacturing practices
(GMP).
 Acquired skills in operating different machinery and equipment in food processing including the
hammer mill, peddle operated seed cleaner, grain mixer, hand-driven coffee pulpier, millet thresher,
moisture meter and others.
 Attained knowledge and hands-on-experience in the whole process of yoghurt production.
 Acquired skills in management and minimizing of risks of fire outbreak in the food plant and in
plantations and operation of a portable fire extinguisher.
 Attained knowledge in different agronomic practices of different crops like sowing and management of
grain Amaranth, and weeding of cabbage, pruning and harvesting cocoa management of pastures.
 Improved my communication and interpersonal skills.

27
3.2. CHALLENGES FACED DURING THE FIELD ATTACHMENT PROGRAM
Limited time for the internship period
The Field attachment period was abnormally short , that is to say covering only four weeks compared to the
recommended 8 weeks (Ochen, Onyango, & Mbabazi, 2013) (Makerere University, 2007). This meant that
time was always limited for the activities to be accomplished. This was however overcome through proper
planning by drafting a work plan for all the areas to be covered (appendix 1(c) ) ensuring good time
management to maximize the limited time.
Late allocation of academic supervisor
The late allocation of the academic supervisor interrupted with the supervision program. This was overcome
by maximizing the field supervisor and through and by getting in touch with the academic supervisor as
immediately after the allocation to enhance effective supervision
Unstable power
The electric power in Kamuli was not reliable and was off for most of the times. This interrupted with some
activities especially milling and yoghurt processing. This was overcome by rescheduling such activities to
periods when power was on.

3.3. OPPORTUNITIES IDENTIFIED

Opportunity for academic research
The organization (ISU-UP) has a variety of potential research projects that can be undertaken by both
undergraduates and postgraduate food and agricultural students. ISU-UP is also planning to build a
laboratory which will all enhance research.

Opportunity for self-employment

Most of the agricultural produce in communities of Kamuli are sold in their raw form. This implies an
opportunity to add value to such products

Connection
The service learning program presented an opportunity for connecting students and staff of Makerere
University (CAES) and those of Iowa state university (CALS). The internship also provided an opportunity
of connecting to other stake holders in the Food industry including farmers and processors.

28
 CHAPTER FOUR

4.0. CONCLUSSIONS AND RECOMMENDATIONS

4.1. CONCLUSION
Field attachment is meant to prepare students by providing them with hands-on experiences on the tasks they
are expected to perform upon completion of their training. The internship program at ISU-UP was suitable
as I was able to achieve that expected purpose with respect to my course of study (BSc. Food science and
Technology).

The field attachment at ISU-UP in Kamuli highly contributed to my professional development through
providing an opportunity to acquire and apply various knowledge and skills in different fields of the Food
industry. These included Nutrition at the Nutrition Education centers, postharvest handling at Naluwoli hall,
processing and value addition (composite porridge and yoghurt), and agriculture through work with farmers.
The internship also provided me with an exposure to different aspects of the food industry including
demands, responsibilities, opportunities available and the constraints.

Below were the general strengths and weaknesses observed during the field attachment?

Strengths
The organization offered a wide range of activities ranging from agronomy, through processing to nutrition
which exposed the intern and provided hands on experience to the whole agricultural value chain.

I (the student) was able to practice a variety of skills and knowledge originally acquired through the theory
and practical attained in different course units like quality assurance, processing and preservation, dietetics,
human nutrition, food analysis, livestock and others.

The organization (ISU-UP) was well-prepared for the field attachment and managed to ensure regular field
supervision, and catered for all the welfare of the interns including meals, accommodation, health and
transportation.

Weaknesses
The internship period was short and time was always a constraint for most of the activities hence some
activities in the program were not covered including: bi-national projects, scheduled tour to Kakira and other
prominent food firms in Kamuli.

There was also a delay in allocation of academic supervisors

29
4.2. RECCOMENDATIONS
4.2.1. Recommendations for the field attachment organization (ISU-UP)
ISU-UP service learning program should be revised to ensure that students from different courses are
specialized more on the areas related to their courses of study and should stop following a one-fits –all
activity schedule. This will increase efficiency of the internees and enhance more learning and experience in
their different specialized fields of study

4.2.2. Recommendations for the university (SFTNB)

The university should ensure that students know their academic supervisors as early as possible to allow for
easy communication and more frequent and effective supervisions of the interns.
More time should be allocated for the field attachment (for at least 4 months) to allow students have more
interactions with their fields of study. Different studies have concluded that 2-month internships are very
short (Mihail, 2006)
The university should organize special sessions for all students after internship to allow them present and
share their experiences from the different areas of the field. This will allow students to learn more about
what is happening in the field

30
REFFEERENCES
Keller, N., Laston, J., kisitu, j., & Nalubaale, J. (2018). School Feeding Program of ISU-UP in Kamuli.
Barbeau, E. J., & Stull, W. A. (1990). Learning from work: A guide for cooperative education/ internship
students. Retrieved 12 24, 2022, from https//: www.aabri.com/131524. pdf
CSRL. (2020). 2020 Donor Impact Report.
ISU_CSRL. (2022). ABOUT CSRL: IOWA STATE UNIVERSITY _ center for sustainable rural livelihoods.
Retrieved 2022, from ISU: http://www.csrl cals. iastate edu/ about cslr
J. Dondofema, J.Mwenje, & L. Musemwa. (2020). The Industrial Attachment Program-History, Benefits,
Challenges and its adoption in Zimbabwe: A review. Asian Journal of Education and Training, 6(3),
412-420.
King, B. (1994). co-operative education for hosipitalikty and tourism students: An Australian case study.
Australian joiurnal of hosipitality and tourism, 17-24.
Kolb, D. A., Boyatzis, R. E., & Mainemelis, C. (1999). Experiental learning theory : previous research and
new Directions.
Makerere University. (2007). Field Attechment Guidelines for Makerere UniversityKampala.
Makerere university council. (2011). Makerere University Policies. Retrieved December 24, 2022, from
guidelines for field attachment: https:// policies .mak.ac.ug/policy/guigelines-attachment
Mihail, D. (2006). Internship at Greek Universities: An exploratory study. Journal of Work place Learning,
18, 28-41.
Ochen, E. A., Onyango, E. O., & Mbabazi, C. M. (2013). Reflections on the Mainstreaming Internship in
University Curricula with specific reference to the experience of the college of Humanities and
Social sciences at Makerere University. Makerere Journal of Higher Education, 5(1), 67-80.
WHO. (1997). HACCP: introducing thr Hazard Analysis and Critical point system.
williams, W. M., Sternberg, R. J., Rashote, C. A., & wagner, R. K. (1993). Assesing the value of cooperative
Education. Journal of Cooperative Education, 28(2), 32-55.

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 APPENDICES

Appendix 1 (a) ISU-UP internship offer letter

32
Appendix 1 (b) ISU-UP internship schedule for 2022

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34
 Appendix 1 (C): Proposed work plan for the internship period.
DATE SECTION /ACTIVITY OBJECTIVE OF THE ACTIVITY
TO BE DONE

05/09/22 orientation To acquire information about the

organization
06/09/22 School feeding To understand food handling practices at
schools and improve accordingly.
07/09/22
08/09/22 Postharvest handling To participate in all postharvest handling
activities and to minimize any postharvest
losses.
09/09/22 Production of composite To identify all unit operations involved
flour and food quality aspects of the process.

12/09/22 livestock To study how quality and quantity are

affected and improve accordingly.

13/09/22 NEC To acquire knowledge and skills and have

hands-on experience in nutritional
assessment
(14- yoghurt To understand how food production
15)/09/22 processes are controlled

(20- milling To acquire knowledge and skills in the

21)/09/22 operation and maintenance of the mill

(23- Coffee and cocoa to acquire knowledge and skills in all

26)/09/22 agronomic practices involved

27/09/22 Waste management To understand how environment can be

protected

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Appendix 1 (d): Daily activities done as recorded in the field attachment logo book.
DATE ACTIVITY
05/09/22 Trained on fire and safety
06/09/22 Attended presentation and orientation about the organization
07/09/22 Worked with Naluwoli P/S , assessed food storage and preparation ,
participated in sowing grain amaranth

08/09/22 Worked with Naluwoli hall , assessed raw-material handling and

acquisition
09/09/22 Assessed quality of grains, roasted soybean and silver fish, mixed
ingredients for the composite porridge.

12/09/22 Worked with JB mixed farm, assessed factors affecting quality of

farm products, discussed with the farmer about value addition.

13/09/22 Inspected milking process at Bunga dairy farm, identified causes of

milk losses, and participated in weeding of pastures for the farm.

14/09/22 Cleaned and sorted maize, sampled maize and analyzed for quality
15/09/22 Trained on operation of hammer mill, participated in milling of
composite porridge flour.
Worked with Buguwa NEC. Nutritional assessment of infants by
anthropometry
16/09/22 Worked with Namasagali SS, harvested, sorted and graded tomatoes
from the school gardens.

19/09/22 Involved in raw material acquisition, sampled and analyzed grains

for quality, worked with NARO to evaluate the productivity of
different sweet potato varieties.
20/09/22 Participated in Yoghurt processing and packaging, participated in
preparation and serving of Nyoyo at Nakanyonyi primary school.

21/09/22 Cleaned the milling unit

22/09/22 Worked with cocoa farmer, Potted cocoa seeds for Nursery bed
preparation and pruned the cocoa plants

23/09/22 Worked with Namasagali P/S, cleaned the grain store, inspected the
store for any causes of spoilage, prepared Nyoyo

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Appendix 2: layout of Naluwoli hall

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Appendix 3 : Standard operating procedure for the use of the hammer mills

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Appendix 4: laboratory results for nutritional analysis of NECs porridge

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Appendix 5: gallery of the some of the key highlights during field attachment

Figure 21: Highlight _: Discussions. Discussions were held every Monday and
Friday for the intern students to share their experiences and progress in regards to
their internship objectives. The photo below was taken during one of such
discussions in the Dining Hall

Figure 20: Highlight 2_ with fellow intern students (the whole team) at Mpirigiti
Rural training center during a visit prof. David Acker, the director CSLR (white man
2nd (right).

Figure 22: Highlight 3_ social interactions and tours. The study the community and
enhance interaction with the local people of Kamuli, the ISU-UP organized tours for
the intern-students during weekends. The photo below was taken during a cultural
tour to the Kaguru

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