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BUSITEMA UNIVERSITY

FACULTY OF NATURAL RESOURCES AND ENVIRONMENTAL SCIENCES

A REPORT ON INTERNSHIP AT

MUKONO DISTRICT HEADQUARTERS

DEPERTMEMT OF NATURAL RESOURCES ATTACHED TO ENVIRONMENT SECTION

FROM 19TH /05/2014 TO 25TH/07/2014

MUGALU SIMON

Reg No. BU/UG/2012/123

FIELD ATTACHMENT REPORT SUBMITTED TO THE FACULTY OF NATURAL RE-

SOURCES AND ENVIRONMENTAL SCIENCES IN PARTIAL FULFILLMENT OF THE RE-

QUIREMENTS FOR THE AWARD OF THE DEGREE IN BACHOLOR OF SCIENCE IN NATU-

RAL RESOURCE ECONOMICS AT BUSITEMA UNIVERSITY

NAME. MUGALU SIMON SIGNATURE………………………………………..

STUDENT

NAME ………………………………………………… SIGNATURE…………………………………

STAMP & DATE……………..………………

WORK-BASED SUPERVISOR

NAME …………………………………………… SIGNTURE……………..…………………

STAMP & DATE………………….………..

UNIVERSITY/FACULTY SUPERVISOR

i

DECLARATION

I MUGALU SIMON hereby declare to the best of my knowledge that this report is solely a result of my

own efforts and findings. I therefore affirm that it has never been submitted for an award of a degree or any

other academic qualification in any university.

DATE: ……………………………………………………

SIGNATURE: …………………………………………..

STUDENT

ii

APPROVAL

I hereby certify that this field attachment report is the original and individual work of MUGALU SIMON

registration number BU/UG/2012/123 It has been done under my supervision and is ready for submission

to the board of examiners Faculty of Natural Resources and Environmental Sciences, Busitema University

with my due knowledge.

DATE: …………………………………………

SIGNATURE: ..............................................................

MS. ARIANGO ESTHER

FACULTY SUPERVISIOR

iii

DEDICATION.

I dedicate this report to my siblings Bulyaba Margret and Mbowa Philip and I encourage them to work

harder to achieve the best. I also dedicate it to my granny Nakibowa Aidah as a sign of appreciation for her

unending efforts to my wellbeing.

iv

ACKNOWLEDGEMENT

First and foremost I convey my sincere appreciation to the almighty God for the gift of life, knowledge,

wisdom, courage and guidance he always avails me.

I want to appreciate the support, love, care and guidance my family always extends to me despite their

meagre resources in comparison to my infinite needs, they always strive to make my ends meet. For that

reason, I express my heart felt gratitude to my family members. Mr. Lukowe James, Bukirwa Jane, Naki-

bowa Aidah, Mr. Katantazi Yakobo, Namusoke Gertrude, Nabawanuka Alice among others.

I am obligated to the tremendous support of my work based supervisors, Ms. Nakimbugwe Anne the Senior

Environmental Officer (SEO) and her staff plus Mr. Luyombya Sirage Fisheries Officer and Ms. Naka-

naabi Leonitah the Assistant Fisheries Officer at Katosi landing site as well as Mr. Mulambi Romulus Dis-

trict Fisheries Officer (DFO) for their time and guidance rendered to me amidst their tight schedules.

I also extend my appreciation to my academic staff from Busitema University Namasagali Campus for

their countless efforts and work done persistently to ensure that am armed with the required knowledge and

skill associated to natural resource and environmental management and ensuring that this field attachment

supervision is done. The District Chief Administrative Officer (CAO) and all the departments below him

are humbly respected and appreciated, for their valuable information contributed throughout my field at-

tachment period as well as the preparation of this report.

I also appreciate the company of my fellow colleagues with whom I have been with while at the internship

work place who include, Agaba Fred from Kyambogo University, Ssenabulya Bonny and Nankya Esther

form Makerere University. Their spirit of togetherness, unity and comradeship has enabled me complete

this task successfully.

GOD BLESS YOU

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Table of Contents page DECLARATION.............................................................................................................................................. i

APPROVAL .................................................................................................................................................... ii

DEDICATION. .............................................................................................................................................. iii

ACKNOWLEDGEMENT.............................................................................................................................. iv

LIST OF FIGURES. ...................................................................................................................................... vii

LIST OF TABLES. ...................................................................................................................................... viii

LIST OF ACRONYMS .................................................................................................................................. ix

EXECUTIVE SUMMARY. ............................................................................................................................ x

CHAPTER 1: ................................................................................................................................................. 1

INTRODUCTION .................................................................................................................................... 1

1.1 Introduction....................................................................................................................................... 1

1.2 Background of the field attachment. ................................................................................................. 1

1.3 Objectives of the field attachment. .............................................................................................. 2

1.4.0 Background of the Organization. ............................................................................................. 2

1.4.1 Vision ....................................................................................................................................... 3

1.4.2 Mission statements ................................................................................................................. 3

1.4.3 District moto .............................................................................................................................. 3

1.4.4 Goals, objectives and strategies................................................................................................. 3

1.5 Organizational culture. .................................................................................................................... 4

1.6 Gender in the Organization ............................................................................................................... 4

1.8 The main activities of the organization ........................................................................................... 7

CHAPTER 2: ................................................................................................................................................. 9

STUDENT’S EXPERIENCES ............................................................................................................... 9

2.1 Title or Position occupied in the organization ........................................................................... 9

2.2 Duties and responsibilities ............................................................................................................ 9

2.3 Supervision levels and relationship with the supervisor ........................................................... 9

vi

2.4 Work team and its composition by positions and not individual names .............................. 10

2.5 Working relationship among team members and other staff ................................................. 10

2.6 Authority levels to the student.................................................................................................... 10

CHAPTER 3. ............................................................................................................................................... 11

EVALUATION OF FIELD ATTACHMENT .................................................................................... 11

3.1 Level of accomplishment of duties and responsibilities assigned ......................................... 11

3.2 knowledge and skills gained in each of the duties and responsibilities ................................ 11

3.3 Most interesting experiences ...................................................................................................... 12

3.4 Relatedness of University’s taught programmes to the field work................................................. 12

3.5 Challenges faced and how they were managed (both work related and organizational

factors and from an individual perspective) ........................................................................................ 12

3.5.1 Challenges ............................................................................................................................... 12

3.5.2 Solutions to the challenges. ..................................................................................................... 13

3.6 Benefits derived from the field attachment. ............................................................................. 14

3.7 Adequacy of the university’s preparing the student for field attachment............................. 14

3.8 Preparedness of the organization to receive and manage the student for field attachment 14

3.9 Field visits had during the course of field attachment. ........................................................... 15

CHAPTER 4: ............................................................................................................................................... 17

CONCLUSIONS AND RECOMMENDATIONS ............................................................................. 17

4.1 Conclusions ................................................................................................................................... 17

4.2 Recommendations........................................................................................................................... 17

REFERENCES ............................................................................................................................................ 19

APPENDIX 1 ................................................................................................................................................ 20

APPENDIX 2 ................................................................................................................................................ 24

APPENDIX 3 ................................................................................................................................................ 25

vii

LIST OF FIGURES.

Figure 1: Shows the organizational structure of Mukono district headquarters. ...................................................................... 6

Figure 2: shows the water hyacinth in the Multiplication centre at Katosi landing site. ......................................................... 20

Figure 3: showing workers parking toilet papers at global paper products limited. ................................................................ 20

Figure 4: shows the students out for field inspection aimed at assessing the project brief of EUTAW construction camp site in

Kisoga. ........................................................................................................................................................................... 21

Figure 5: shows the student having an inspection with the fisheries officer at Katosi landing site. ........................................ 21

Figure 6: Shows the map of Mukono district. ......................................................................................................................... 22

Figure 7: shows the Lorries parking in front of the well-constructed fish slabs at Katosi landing site ready to take fish (Nile

perch) to factories.......................................................................................................................................................... 23

Figure 8: showing workers parking Nile perch into the vehicles to be taken to the factories. Fish hygiene is maintained by

placing them on the clean slabs as seen in the fore front of the photo. ......................................................................... 23

viii

LIST OF TABLES.

Table 1: Shows Mukono district staffing levels as per June 2011 .............................................................................................. 5

Table 2: The micro organization structure of Mukono district headquarters. ........................................................................... 7

ix

LIST OF ACRONYMS.

Bsc.NRE Bachelor of Science in Natural Resource Economics.

CAO Chief Administrative Officer

DEC District Executive Council.

DFO District Fisheries Officer.

DNRO District Natural Resource Officer

EIA Environmental Impact Assessment.

ESMP Environmental and Social Management Plan

GIS Geographical Information System.

GPS Global Positioning System

ICT Information and Computer Technology

LCV local council five.

LGMSD Local Government Management and Service Delivery

LLGs Lower Local Governments.

MUWRP Makerere University Walter Reed Project.

NEMA National Environment Management Authority.

NFA National Forestry Authority.

Reg. No Registration Number.

SEO Senior Environmental Officer.

x

EXECUTIVE SUMMARY.

This report highlights the field experiences and skills acquired while at my internship placement at

Mukono district headquarters under the natural resource department attached to the environment section for

the period of two and a half months that is 10 weeks starting from 19th/May/2014 to 25th/July/2014. Four

of the ten weeks I was working with the fisheries department at Katosi landing site. The purpose of intern-

ship is to expose the student to the practical skills and knowledge in the field of Natural Resource Eco-

nomics in the working environment or to obtain hands on training skills.

While undertaking internship, the techniques and methods I used to gather information and attain

skills most especially concerning my speciality were actively involving myself in the day to day work of

the organisation which include inspection of the operating projects to monitor and check their compliance

with the environmental protection practices, reviewing project briefs, report writing and others. Reading

already existing information from the resource centre as well as the books from the office of the environ-

ment officer plus other departments like fisheries and forestry most especially those with information about

natural resource and environmental management. Other methods include interacting with the focal officers

besides observing what is taking place like in Katosi I sow people carrying out manual removal of the wa-

ter hyacinth as one of the techniques of water hyacinth controls.

When I was doing internship among the responsibilities I had were as follows 1. Critically reading

through the project briefs prior to inspection of any project, 2. Writing and presenting reports every after

field inspection, 3. Maintaining the office clean through cleaning and organising books in their respective

shelves. While at Katosi landing site, I was the one in charge of writing the daily record of Tilapia that is

brought at the site, inspect Tilapia before they are taken to the local market, among others. From that work

I had, I acquired knowledge and skills such as report writing, data management, water hyacinth control,

communication skills, assessment of the project briefs, handling work pressure, waste management and

others. While at the work place I experienced some challenges such as limited finances to cater for

transport and feeding expenses, insufficient reading material in line with my course, absence of a work plan

and fringe benefits for internees among others.

In conclusion, the field attachment is virtually important for the students especially those perusing

Bsc.NRE therefore it should be strengthened to benefit the students more and the hosting organisations

should adequately prepare good information for students. Finally the university is advised to partner with

leading agencies so as to smoothen the task of looking for superior internship places by the students. Stu-

dents are also advised to diligently engage themselves in the daily work of the organisation while at field

attachment so as to benefit more.

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CHAPTER 1:

INTRODUCTION

1.1 Introduction.

The field attachment report is a formal document that tries to illustrate the trainings, skills

attained and the activities done by the student while at his/her internship work place. There-

fore for that case my internship was conducted at Mukono district headquarters in natural re-

source department attached to environment section for the period of two and a half months

from 19th/May/ to 25th/July/2014.

This report in accordance to the University’s guideline is meant to cover the information

about the organization, the main activities of the organization, the vision, mission and goals

of the organization, this is all in chapter one. Other chapters cover the information about the

student’s experience which include the duties and responsibilities of the student in the organi-

zation, the skills obtained by the student while at the work place that is natural resource de-

partment in particular environment section at Mukono district headquarters, the relatedness of

the University’s taught programmes with the activities of the organization in particular natu-

ral resource department, the most interesting experience, challenges faced by the student

while conducting his/her field attachment, conclusions plus the recommendations suggested

to the University to improve on the quality of this attachment as part of the university pro-

gramme.

1.2 Background of the field attachment.

Field attachment or internship is a hands-on training done by second year students as a pre-

requisite for the award of a degree in Bachelor of Science in Natural Resources Economics

(Bsc.NRE) at Busitema University. The student is attached to any organization that is in line

with the programme that is offered with the clear supervision of the work based supervisor

who is the focal person in guiding the student in that field specified. It aims at exposing the

students to the working environment most especially in his/her field of specialization, it also

intends to train a student practical skills from what he/she has been studying in lecture rooms

as theory work.

I entirely involved in this training by undertaking a lot of hands-on training such as re-

viewing the Environmental Impact Assessment (EIA) reports for different project sites and

make comments as well as inspecting already existing and operating projects such as indus-

tries to ensure that they comply with the conditions given by the authorizing agency that is

National Environment Management Authority (NEMA) and monitoring the fish flow at the

Katosi landing site where I went for the period of one month thus getting exposure in the field

of Natural Resource Economics and Environmental Management.

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1.3 Objectives of the field attachment.

To acquire practical skills about natural resource and environment management

To practice what we studied in theory while in lecture rooms into practical work.

To familiarise the place (Katosi landing site) for my future research.

To obtain and expand on the interpersonal skills such as communication skills, time manage-

ment, financial discipline among others in a working environment.

To fulfil the University prerequisite of field attachment for the award of a degree in Bachelor of

Science in Natural Resource Economics (Bsc. NRE).

To interrelate with experienced Environmental Officers and other workers in various sections of

natural resource and environment management to acquire wide-open skills in the working at-

mosphere.

To obtain prior knowledge on the course units that are taught in the university’s programme.

1.4.0 Background of the Organization.

Mukono district lies in the central region of Uganda, sharing borders with the district of

Buikwe in the East, Kayunga along river Sezibwa in the north, Luwero in the North West,

Kampala and Wakiso in South West, Tanzania, and Lake Victoria in the South with the Is-

lands of Buvuma district (figure 6). Mukono District has a total area of 2,986.47kms2 with a pro-

jected total population of 536,400 according to The 2002 Uganda Population and Housing Census,

projected Mid 2011. The district headquarters is in Mukono Municipality Central Division,

situated along Kampala - Jinja highway (21kms East of Kampala city). Mukono central divi-

sion serve as an administrative and commercial centre. Other urban centers include the three

town boards namely Kasawo, Katosi and Nakifuma towns. It’s a government owned institu-

tion and the leadership is governed by election and appointments for some positions.

Mukono derived its name after Ssekabaka Kintu crossed to Buganda from Busoga through

Mukono, he pitched a camp at a place called Manjira. He came along with other prominent

persons, namely Kyaggwe, Bulemezi, Kyadondo and Ssingo. They fought Bemba Musota

and took over the land of Buganda. Kyaggwe among the subjects was the closest to Ssekaba-

ka Kintu he was therefore given the mandate to head Kyaggwe which is a core part of the

present day Mukono. Kyaggwe was Kintu’s right hand man thus the name Mukono. (Ahmed

Kakande, 2013)

Most of Mukono District lies on a high plateau (1000-1300) above sea level with some

areas along Sezibwa River below 760m above sea level, drained by rivers of Sezibwa and

Musamya. The mean annual rainfall is 11,000mm distributed over 106 rain days, with peaks

in March – May and September – November. Temperatures range between 16oC and 28oc

throughout the year

Generally, the district vegetation cover is of the forest/savannah mosaic characterized by

patches of dense forest in the south and scattered trees in shrubs and grassland of the north.

3

Natural forests on private land and government-controlled forests are a characteristic of this

region.

The wetland vegetation comprise of typha, miscanthus, hyparrhenia species, some

cyperaceous and creepers, mostly convolvulaceae. Swamp forest tree species such as

pseudospondias microcarpa, mitrogyra species, tarbementana, ficus spp and bridelia

micrautha and phoenix reclinata shrub vegetation include some edible plants such as psidium

guava and afromonium augustifolium. Several species found here are utilized by the local

community for food, fuel, building materials, medicines and raw materials for crafts.

1.4.1 Vision

The vision of Mukono district council is “to have improved quality of life for the people

by reducing poverty levels”.

1.4.2 Mission statements

The general mission developed to fulfill its vision and taking care of sector missions is “to

ensure effective service delivery through strategic planning, equitable resource allocation

and reducing disparities so as to attain sustainable economic growth and development”.

1.4.3 District moto.

Clientele focus and satisfaction is our passion.

1.4.4 Goals, objectives and strategies.

District goal

Provision of timely and high quality social services for sustainable development.

District strategic objectives.

To promote quality and quantity of economic infrastructural developments in a planned

manner.

To enhance household income through promotion of Small scale enterprises and agricultural

productivity

To increase access to quality social services.

To enhance good governance through accountability in District departments and Lower Lo-

cal Governments.

To promote Information and Computer Technology (ICT) application and increase techno-

logical applications.

To promote sustainable land use settlements and proper utilization of natural resource en-

dowments.

To promote participation of all stakeholders in all government development programmes.

The objectives of the department of environment are:

To ensure sustainable exploitation of the environment.

To ensure efficient mechanisms for sound environment management.

4

District development strategies

Improving management and administration at both higher and Lower Local Governments

(LLGs)

Improving financial resources mobilization, financial management and financial services.

Increasing quantity and building the capacity of human resources.

Increasing stock and improving the quality of physical infrastructure.

Promoting gender quality and equity through gender responsiveness in various government

programmes.

Promoting and increasing ICT applications.

Facilitating access to critical agricultural production inputs.

Strategies for environment department

Lobby for increased funding from development partners and donors so as to supplement the

district effort to fund unfunded priorities.

Sensitize and mobilize communities so as to improve community attitude and participation

in environmental issues.

Formulate community byelaws, ordinances and promote community education so as to en-

hance environmental conservation and wise use of resources.

Facilitate local environment committees and the sub county focal persons for environment

and wetlands to enhance their functionality.

1.5 Organizational culture. .

Mukono district council upholds the following core values to guide its operations and in

which members believes in and cherish;

Integrity, reliable, straight forward and faith full to all members at all times.

Accountability and non-tolerance to certain tendencies and corruption in the deliver-

ing of services.

Hard work, outstanding, and brilliant at work.

Consultation and result oriented.

1.6 Gender in the Organization.

The district is much sensitive about the gender perspective in the organization and it em-

ploys both female and male individuals in all its departments. The Technical Planning Committee

Chaired by the CAO undertakes the overall co-ordination of programs with the Planning Unit as the secre-

tariat. There are 11 functional departments, with a total of 2,297 staff, including headquarter based staff,

sub-county staff, Primary school teachers and Health centre staff. The female staff accounts for 54.4%

while the male staff covers 45.6% of the workers, this portrays the perspective of women empowerment as

it’s advocated for by different organisations worldwide. The Departments include: Administration, Finance,

Statutory bodies’ Production, Health, Education, Works, Natural Resources, Community Based Services,

Planning and Internal Audit Unit. As elaborated in the table below with the number of both male and fe-

male employees

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Mukono district staffing levels as per June 2011

S/N Department Establishment Filled Total

Filled

No_ Va-

cant

%

Filled

% Va-

cant Male Female

01 Internal audit 7 6 1 7 _ 100.0 0.0

02 Production depart-

ment

24 33 11 44 20 183.3 -83.3

03 Health 441 144 207 351 90 79.6 20.4

04 Natural resources 21 9 4 13 8 61.9 38.1

05 Administration 27 15 8 23 4 85.2 14.8

06 Education 15 6 2 8 7 53.3 46.7

07 Primary teachers 1,844 780 988 1,768 76 95.9 4.1

08 Statutory bodies 8 3 2 5 3 62.5 37.5

09 Works 25 10 1 11 14 44.0 56.0

10 Finance 17 6 8 14 3 82.4 17.6

11 Community based

services

11 2 4 6 5 54.5 45.5

12 Planning unit 7 1 1 2 5 28.6 71.4

13 District NAADS co-

ordinator

1 0 1 1 _ 100.0 0.0

14 Sub county NAADS

coordinator

15 11 4 15 _ 100.0 0.0

15 NAADS service

provider

30 21 8 29 1 96.7 3.3

16 Sub/county admin-

istration

149 78 45 123 26 82.6 17.4

17 Town boards 3 2 1 3 _ 100. 0.0

District total 2,645 1,047 1,250 2,297 196 86.8 7.4

Table 1: Shows Mukono district staffing levels as per June 2011

Source: Mukono 5 Year District Development Plan 2010-2015

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1.7 The structure of the organization (Organogram)

Mukono District is a Local Government and its organization is in line with the Local Government Act de-

riving its powers from article 176 of the Constitution of Uganda 1995. The District Council is headed by

the District Speaker and is comprised of the standing Board responsible for monitoring and reviewing the

performance of the respective departmental sectors in the District. The Council is in charge of approving

policies forwarded by the District Executive Council (DEC).

The district is headed by the District Chairman (LCV) who is the political head of the District, and is elect-

ed into the office after every 5years by the population eligible to vote. The system of local government is

based on democratically elected councils on the basis of universal adult suffrage in accordance with the

constitution of the Republic of Uganda 1995.

The LCV heads the civil service in district and all departments and units fall under the public service,

which then falls under his leadership. Below him, the chief administrative officer is the immediate person

with the higher position who is heading a big group of workers is different departments at the district head-

quarters.

Below is the approved management structure of Mukono district by the ministry of public

service 2006.

Figure 1: Shows the organizational structure of Mukono district headquarters.

CHAIRMAN

LC.5

CAO

Chief Finance

Officer

District education

officer

District community

development officer.

District

planner

District health

officer

District production

& marketing officer

District

Engineer

Deputy

CAO

Secretary’s statutory

bodies

District internal

auditor.

District natural

resource officer.

7

The approved micro structure for Mukono district by the ministry of public service 2006.

Number Department Sections

1 Finance Revenue, Budgeting, Expenditure and Accounting

2 Education Education administration, Inspection, Sports and Special

education

3 Health Primary Health Care, Health education, Health inspection,

Health visitation, Disease control, Curative services, En-

vironmental sanitation, Maternity and child health, Vector

control and Medical supplies.

4 Planning unit Statistics, Population, Projects, Development planning,

Operational planning.

5 Production and

marketing

Crop, Veterinary, Fisheries, Vermin control, Entomology,

Commercial services, Games and Tourism, NAADS, and

Agricultural productivity.

6 Works and

technical ser-

vices.

Civil works, Water, Mechanical engineering, Electrical

engineering and Housing and maintenance.

7 Administration

and support

services.

Human resource manager, County administration, Infor-

mation, Office of support services, Procurement, Internal

audit, Registration of Birth, Marriages and Deaths, Assets

and facilities management, Records management, Re-

source centre and Effectiveness, Efficiency and Quality

assurance.

8 Community

based services

Probation & Social Welfare, Social Rehabilitation, Com-

munity Rehabilitation, Gender, Children and Youth, Dis-

ability and Elderly, Culture and Labour.

9 Natural Re-

source

Land management and surveying, Physical planning, En-

vironment, Forests and Wetlands.

10 Statutory bodies Office of the chairperson, Office of the speaker, District

Land Board (DLB), Public Accounts Committee (PAC),

District Service Commission (DSC)

Table 2: The micro organization structure of Mukono district headquarters. Source: Ministry of public service,

2006, the final report on the review and restructuring of Mukono district.

1.8 The main activities of the organization

The “district environment department”1 carries out the following activities;

undertake Environmental and Social Impact Assessment for all work sites

Prepare an Environmental and Social Management Plan (ESMP) for all work sites

Provide the Contractor with these General Environmental Guidelines.

1 general environmental and social guidelines for construction contractors at local government

8

Provide the Contractor with the specific ESMP of the work site as part of the contract document be-

tween the Local Government and the Contractor.

Ensure that the Contractor undertakes the required environment work within a specific time

Certify all works for environment and social compliance

The five year development plan (2011/12-2015/2016) specifies the following activities.

Increasing Environmental awareness campaigns and ensure energy saving stove technology dis-

semination

Drafting the district Environment conservation Ordinance

Development of fuel saving technologies and alternative sources of energy.

Environmental situation, regular monitoring and inspection of industries.

Multi Sectorial environmental protection

Enforcement of environmental laws and regulations.

Environment monitoring and inspection

Screen developmental plans and projects and ensuring their compliance with wetlands and

environment legislation

Monitoring and implementation of mitigation measures for screened projects

Formation, training , and guidance/ mentoring of LLG environment committees

Appraising technical proposals on environment regarding environment audit, impact as-

sessment and sustainability

Compile a district state of environment report

Form natural resource user groups and build their capacity & giving inputs

Advising the district council and LEC on environment management issues

Building capacity in environment management

9

CHAPTER 2:

STUDENT’S EXPERIENCES

2.1 Title or Position occupied in the organization

While at the work place at the district I was given a title of an internee but when I went to

Katosi landing site I was working as a support staff.

2.2 Duties and responsibilities

When working with the fisheries department I had the following duties and responsibilities

To take daily record of fish specifically Tilapia that is brought at the landing site.

To inspect the fish (Tilapia) before it’s taken to the market. For example to ensure that un-

der size/young Tilapia is not taken to the market.

To ensure that the office is clean by sweeping it.

To ensure that whoever brings fish (Tilapia) leaves a sample for proper inspection of fish

caught.

To take the complaints of fishermen and fish buyers to the officers in the department

To carry out any other work as may be assigned by the officers.

Attending to clients who come to the office in need of a help from the officers.

Attending meetings on behalf of the department. For example a meeting we had with the

scientist from an organisation known as MUWRP (Makerere University Walter Reed Pro-

ject)

But while at the District in the Environmental Department, the following were the duties and re-

sponsibilities I had,

Cleaning our office was mandatory to ensure that we seat in a clean and decent place.

Critically reading through the project brief or EIA prior to inspection in order to be able to

trace what have been indicated in the statement on the actual operation of the project.

To carry out any kind of work as it may be assigned by the Senior Environmental Officer

(SEO) such as organising the office books and files.

2.3 Supervision levels and relationship with the supervisor

The supervisor was good and approachable and she used to give us guidelines whenever we are do-

ing something and teaching us what we could not be aware of, she could also give us information relating

to environment and also direct us to the appropriate persons whenever we wanted information on other as-

pects of natural resource management plus getting information about the organization. She could also cor-

rect us whenever we went wrong especially when writing the field inspection reports.

10

2.4 Work team and its composition by positions and not individual names

The work team comprised of the District Natural Resource Officer (DNRO), The Senior Environ-

ment Officer (SEO), district forestry officer, The District Fisheries Officer (DFO), councillors on the dis-

trict environmental committee, secretary for the environment officer, other internee students from different

institutions like Makerere and Kyambogo, among others.

2.5 Working relationship among team members and other staff

There was an element of team work among the members that enabled us to perfectly execute our

duties and responsibilities diligently and relationship with other staff was in harmony as there was free

sharing of ideas, knowledge and other information. For example I got a chance of sharing with the DFO

hence giving me information about fisheries which encouraged me for my future research.

2.6 Authority levels to the student

The authority levels of the student were minimal but I used to exercise them in consultation

with my work based supervisor who could give me guidelines in whatever step I was taking.

When I was attached to the fisheries department, the authority level was a bit higher because

sometimes I use to decide on behalf of the department. This also gave me a chance to develop my

skills of decision making after analysing the issues at hand.

11

CHAPTER 3.

EVALUATION OF FIELD ATTACHMENT

3.1 Level of accomplishment of duties and responsibilities assigned

All the duties and responsibilities assigned were completed on time and the work was always nice

and appreciated by the supervisor, the duties such as collecting and recording data of the fish that flows to

the landing site was done perfectly. Similarly the task of presenting comments and recommendations to the

senior district environmental officer whenever we could inspect a project site, industries or any other kind

of inspection was also done comprehensively and on time.

3.2 knowledge and skills gained in each of the duties and responsibilities

From recording and inspection of fish at Katosi landing site I learnt skills of data collection and

presentation as well as skills of identifying the fresh and good fish from the iced and spoiled fish.

From the comments and reports we use to present to the SEO, I learnt a skill of report writing and

how to present comments as well as recommendations from any activities done.

From the inspection we had with the researchers from NaFIRRI and the fisheries officer at Katosi

landing site, I learnt the skills of water hyacinth control such biological control (NEMA 1998)

where by the weed beetles scientifically known as Neochetina Bruchi and Neochetina Echornia

are introduced in multiplication tanks (figure 2) filled with fresh water hyacinth and it feeds on it as

well as reproducing, then after some time half of the weed from these tanks containing weevils is

taken to the open waters (lake) where the beetle can spread into the rest of the weed. Another meth-

od was mechanical method or manual removal of weed from the landing site mouth.

I also learnt how to conduct a review assessment of the project brief or an Environmental Impact

Assessment (EIS) from the inspection we hard with the SEO.

Gained communication skills, time management, in the working environment by interacting with

different kind of people both in the office with the officers and outside the office i.e. at the site.

I learnt how to handle work pressure in the working environment while when I was with the fisher-

ies department at Katosi landing site where I had to deal with many people at the same time.

I also improved on my computer skills, speed and accuracy as we had to write reports every after

inspection of projects. This grants me an upper hand to handle office work which involves comput-

er literacy.

12

3.3 Most interesting experiences

While conducting the field attachment training, I experienced some interesting moments i.e. when I

was at Katosi landing site as well as when I was in the environment section at the district headquarters and

these include the following

Boat ride, this was a good moment for me since I had taken so long without having a boat ride (fig-

ure 5). This took place when we were going to see the bays where the water hyacinth comes from

that used to cover up the mouth of the landing site. This was done by the departmental officials plus

other researchers from National Fisheries Resources Research Institute (NaFIRRI)

Teaching students, this took place in my second week where I was given an opportunity to lecture

some students who had come for field work from Gayaza senior secondary school which inspired

me and made me gain confidence in delivering information to others.

3.4 Relatedness of University’s taught programmes to the field work.

Since my field study was conducted in two broad closely related places that is fisheries de-

partment at Katosi landing site and environment section at Mukono district headquarters, I real-

ized a lot in terms of similarity between the University’s programme and the organization’s work

as outlined below.

Policies to overcome over fishing taught in the university’s programme such as giving licences to

fishing boats especially in course units like Introduction in Natural Resource Economics among

others are being practiced by the organisation.

Other methods of controlling over fishing are also practiced such as advising the fishermen to use

proper fishing methods and recommended gears such as use of recommended nets.

Data management is also being done by the organisation such as keeping the data on the amount of

fish (Tilapia, Nile perch among others) at the site.

Waste management. Proper waste management practices as they are taught at the university are also

being practiced by the department such as putting up rubbish bins for collection of solid waste gen-

erated by the workers plus well-constructed pit latrines and toilets for proper disposal of faecal mat-

ter at the landing site.

Water hyacinth control measures. As they are taught at the University, biological control measures

are used such as introducing weevils known as Neochetia Eicchonia and Neochetia Bruchi which

feed on this weed hence lowering the aggressiveness of the weed as captioned in Figure 2.

3.5 Challenges faced and how they were managed (both work related and or-

ganizational factors and from an individual perspective)

3.5.1 Challenges

Limited finances to cater for feeding of the student while at the work place and transport from the

place of residence to the work place.

Insufficient transport that could not cater for all internees whenever there is a field inspection.

13

The information resource centre was also not well stocked with the necessary books mainly on nat-

ural resource economics.

Unplanned field visits which did not give time to the student to prepare for the field inspection be-

fore the actual activity is done.

Lack of enough secretarial services such as printing and photocopying which made us fail to pro-

duce some of the documents since would be calling for more extra cost on top of feeding ourselves.

Unavailability of some relevant packages and gadgets which are relevant in natural resource man-

agement such as GIS and Global Positioning System (GPS) made the students’ work in such fields

difficult.

Information withholding, some members of the organization in other departments tend to suppress

information whenever approached and at times they give the student hard time.

Disorganization in the arrangement of the books and files in the shelves of the information centre

made it difficult for us to trace some books we wanted in the shortest time possible.

Lack of equipments while at Katosi landing site, materials such as gumboots and overall was a must

to put it on but I never had any, this made me to sit down for a while without doing anything hence

no skill gained in that period.

3.5.2 Solutions to the challenges.

For limited finances, I out sourced other means of getting money that catered for my feeding and

transport expenses.

With the insufficient transport means, we use to alternate with my fellow internees and we could go

in shifts, for example few people as per field inspection while others goes the next time.

With the issue of books in the information centre, we could borrow some books from other depart-

ments such as from the fisheries department and forest department.

Sometimes we could go to the field with the project briefs in case of unplanned field inspection

such that we can look through information on paper before we do actual inspection.

With insufficient secretarial services, we use to incur some costs and we do photocopying and print-

ing from the nearby stationaries and cafes.

The issue of disorganization of the books in the resource centre, we use to invest in a lot of time to

search for the books which are relevant to our field of specialization.

With the issue of materials i.e. boots and overall, I borrowed them from the good hearted fisheries

officers whom I was working with.

14

3.6 Benefits derived from the field attachment.

I learnt new knowledge and skills especially in the field of natural resource and environment man-

agement. For example how to carry out an environmental inspection on any particular project.

From the field attachment I got new friends like my fellow internees from other institutions.

Interaction with the experienced personnel from the field of natural resource and environment for

example the Senior Environment Officer, the District Fisheries Officer, the District Forestry Officer

and others which widened on my understanding in this field.

I got the opportunity of moving to various industries where I acquired a lot of information on how

the waste can be used as a raw material for production. For example we visited Global Paper Prod-

ucts Limited in Mbalala industrial park Mukono district (figure 3) which produces toilet papers

from the paper waste (already used papers) hence they are practicing recycling as one of the 3Rs

(reduce, recycle, re-use) for waste management.

Being able to apply concepts learnt in class into real life problem solving.

3.7 Adequacy of the university’s preparing the student for field attachment

The university has provided the student with most of the relevant information that is used in the en-

vironmental management which places the student in position where he can articulate the environmental

related issues as well as in natural resource management from a technical and informed grounds. The

course units that are taught in the University’s programme such as EIA, environmental economics, Geo-

graphical Information System (GIS), Industrial ecology, Systems ecology, Natural resource planning,

among others are being practiced and advocated for in the department of environment as well as natural

resource management at large. This empowers the student to exercise what he was doing in lecture room in

practical terms. Although the university to some extent failed to prepare the University well for field at-

tachment by giving the student meagre resources, failure of the University to cooperate with leading agen-

cies such as NEMA, National Forestry Authority (NFA), NaFIRRI, local government and other agencies

that deal in the discipline of environment and natural resource management to create connections for stu-

dents attain placements. This has made it hard for us to get placement in some organization. Alternatively,

the university did not give students practical exposure of student of the course that is by failing to take us

for field study in different study places hence it leading to production of students who have no practical

skills.

3.8 Preparedness of the organization to receive and manage the student for

field attachment

The organization to greater extent was not readily prepared to receive and manage the stu-

dent because it never had the work plan and the time table for the student in the period specified

to be working with them. This made the student to do without following any work plan or time

table.

The organization also didn’t have any plan of motivating the student while at conducting

15

the field attachment for example by giving students some motivational allowance that would en-

courage students to exercise the skills and knowledge.

To a smaller extent the organization was prepared to receive the student because they gave

us free transport to the field or project sites, the SEO also prepared for us frequent field visits and

the organization had enough working space where internees use to sit to carry out our daily work

and well stocked with reading material.

similarly when I was working with the fisheries department at Katosi landing site, they

were prepared to receive the students because they provided me with the working clothings that

include gum boots and the overall and they could also motivates students by giving me some mo-

tivational allowance plus fish when it’s a day with a good fish catch. This inspired me when I was

working hence applying all my skills and knowledge I have.

3.9 Field visits had during the course of field attachment.

Below are some of the field visits we had while at the district headquarters under the natu-

ral resource department attached to the environment section.

Khan fuel filling station. This fuel filling station is located in Nakifuma west village Kimenyede

sub-county in Mukono district. We went to assess the project brief as it was requested by NEMA

for the lead agency that is Mukono district environment department to evaluate the validity of the

EIA of this project as well as giving the developer technical advice related to environmental pro-

tection. From this site visit, I learnt what is required of for the fuel station to full-fill in relation to

environment and social aspect before the developer is certified to continue with the project.

St. Johns education centre. It’s located in Kyawangabo village, Nakisunga sub-county, Mukono

district. We went for environmental monitoring and inspection to see how the school is operating

environmentally. We used a check list to evaluate different aspects as it’s drafted in the school

monitoring guide. We were so much interested in inspecting the waste management practices,

students’ safety and protection, vegetation around the school, sanitation, environmental protection

practices among others. From this monitoring, I learnt how environmental monitoring is done es-

pecially at school and what is expected from it concerning environmental management.

Global paper limited. This is a Chinese company located in Mbalala industrial park in Mukono dis-

trict. The factory produces toilet paper from waste paper materials in simple terms it recycles used papers.

We went to Global paper products limited after the community raising complaints that the factory is dis-

posing liquid waste into the nearby river from which the community collects water for home consumption.

Our work was to find out the truth of the matter whether the factory is doing so or not. But we found out

that the water which is channeled to this river is first treated from the water treatment plant owned by the

factory then it goes to the fish pond where they raise fish from then it goes to the river. In conclusion, the

water discharged by this factory was safe and clean. But other factories which are situated in the same ge-

ographical area such as Paper toils also use the same river to discharge liquid waste and it’s expected to be

the one doing so. From this inspection, I learnt and appreciated the recycling method of waste management

16

practiced by the factory as well as liquid waste management.

EON investments. Eon Investment is a Chinese company found in Mbalala industrial park in Mukono

district just next to Global Paper Products Limited. It deals mainly in the recycling of sacks which are used

for bulk-packaging of goods like sugar, rice, maize flour among others. We went to inspect and see how

they operate and to assess whether they are practicing the environmentally friendly practices as they are

stipulated in the NEMA guidelines for industries. From our inspection we found out that the factory was

lacking so many things as such as the workers never had Personal Protective Equipments (PPE), the pro-

duction unit had no chimney and others so the recommendations were made and the developer was advised

to implement them. From this I learnt how to inspect the industry and which key areas should be looked

for when inspecting and I also appreciated the aspect of recycling as one method of waste management

since the factory is dealing in recycling sacks to make sacks.

Starling stone quarrying site. Starling Stone quarrying site is found in Wankoba village in Mbalala with-

in Mukono district. Our intension of going there was to inspect and learn what is done and expected from a

stone quarrying site. From this visit, I learnt some of the protective measures required to be implemented

when blasting is set, these measures are set by NEMA. I also learnt other protective measures practiced

while in the quarry such as putting on PPE to avoid accidents.

EUTAW construction company camp site. The camp site is located in Mpumu village, Kisoga parish,

Mukono district. This camp site is the base for the EUTAW construction company where it services its

machines and it’s where the temporary offices for the administration are situated. We went to visit the site

and assess the project brief submitted to NEMA and giving technical guidance and advice to the company.

Hirzet Limited fuel depot. This is a proposed fuel depot located in Kampugu village, Nalya parish, Nama

sub-county, Mukono district. The proposed fuel depot is aimed at supplying petroleum products to petrol

stations and industries in the area. We went to monitor the proposed site place to find out the whether the

developer agreed with the local community because the project land was reaching the community spring

water source and assess the EIA submitted to NEMA by the developer to see whether what is indicated in

the brief is matching with what is on ground.

Renden Engineers Uganda limited. This is located in Kasenge village, Kasenge parish, Nama sub coun-

ty, Mukono County in Mukono district. Here we went to find out whether the contractors have complied

with the NEMA guidelines given that is leaving a river reserve that is 10metres from the river bank as well

as maintaining the road reserve. But we found out that the contractor has set up a perimeter wall fence with

in the river reserve that is less than 10metres and we advised them to change and comply as the conditions

for approving them to construct their structures stipulates.

Katosi landing site. This is located in Katosi town Nsanja parish, Ntenjeru sub-county Mukono district on

the shores of Lake Victoria. On this site we went to learn some aspects of fish management and I was

working with and also being trained by the fisheries officers. I learnt different aspects which range from

sanitation management at the landing site, water hyacinth control measures, data collection, methods of

fishing and gears used, fish handling and preservation among others.

17

CHAPTER 4:

CONCLUSIONS AND RECOMMENDATIONS

4.1 Conclusions.

In conclusion, field attachment is of a great importance to students most especially those who are

pursuing a Bsc.NRE in Busitema university and it should be encouraged more because it exposes the stu-

dent to the practical experience most especially in the field of specialization that is Natural Resource Eco-

nomics .

The university should therefore prepare the student for such activity before he/she is sent to the field be-

cause there are so many huddles in the field especially those rotating around finance and practical

knowledge.

The students should also take this exercise as vital leave alone for university assessment for marks but also

for the future benefit of the student because it exposes the student to variety of things which are embedded

in the real world situation. Therefore it’s mandatory for the student to actively participate in the daily or-

ganization’s work so as to acquaint him/herself with the practical skills and knowledge amidst the chal-

lenges in the organization most especially in the field of natural resource and environmental management.

The organizations should also prepare more adequately to receive internees by designing a work plan and

weekly assessment form plus other services for them as well as giving them some fringe benefits. This will

stimulate students to exercise all their skills and knowledge while at their internship work.

4.2 Recommendations.

To the University.

The University is advised to give clear and proper facilitations by increasing on the amount

given to cater for the student’s feeding and transport expenses while carrying out intern-

ship.

The University is also advised to partner with the existing agencies especially those dealing

in natural resource and environmental management such as NAMA, NFA, NaFIRRI, local

governments, ministries like ministry of water, land and environment, and other leading

agencies to simplify the exercise of looking for field attachment places by students.

The University should also find out the current skills & knowledge demands in the field of

natural resource and environmental management such that students are well equipped with

these knowledge and skills.

18

The University should also expose students to practical work before they are sent out for

field attachment. This will make it easier for student to fit in the activities of the organiza-

tion.

The University should also provide students with the weekly log book where they record

what they have done and learnt from the activities done per week. This will ensure proper

assessment of students while at their field work place.

The University should also provide some of the requirements required by the student while

at his/her field work place to enhance them participate in most of the organizational work.

To the place of attachment (Mukono district headquarters department of environment)

The district is advised to put a side some funds to cater for internees as an incentive while

undertaking their field attachment because they are also citizens of this country and they are

the future administrators to be.

The organization is also advised to design either a weekly or monthly work plan for intern-

ees prior to the commencement of the field attachment to act as a guideline for students as

they are at work place.

The organization is also advised to introduce the scheme of weekly report writing by stu-

dent to assess them on what they have done in each and every week while at the work

place. This will improve the student’s participation in the daily work of the organization.

To students

The students are advised to diligently participate in the day-to-day work of the organization

to develop their knowledge and skills in their field of specialization.

The students are also advised to outsource for other means of getting money to cater for

their feeding and transport costs to top up on what the university has given to them.

Students while at their work place for field attachment are advised to behave well so as not

to block the opportunities of other students to be accepted by the organization especially

those from the same university.

The students should try as much as possible to practice what they have learnt from class-

room while are in the field. This will make them skilful in their field of specialization.

Students should also cooperate with their work-based supervisors plus other staff members

of the organization so as to obtain more information and skills from various experienced

individuals in the field as well as getting connections with them.

19

REFERENCES

1. Ministry of public service, 2006, the final report on the review and restructuring

of Mukono district.

2. Constitution of the Republic of Uganda, 1995.

3. Mr. Ahmed Kakande at el, July 2013, Mukononian magazine.

4. Mukono 5 Year District Development Plan 2010-2015

5. Ministry of local government, local government management and service delivery

(LGMSD) programme. General environmental and social guidelines for construction con-

tractors at local government

6. NEMA 1999, environmental audit guidelines for Uganda.

7. NEMA 1998, Mukono district environment profile. Draft report. Un published.

8. UBOS 2011, the 2002 Uganda Population and Housing Census, projected Mid

2011

20

APPENDIX 1

Below are some of the pictures taken showing what was taking place while we were in the field.

Figure 2: shows the water hyacinth in the Multiplication centre at Katosi landing site.

Figure 3: showing workers parking toilet papers at global paper products limited.

21

Figure 4: shows the students out for field inspection aimed at assessing the project brief of EUTAW construction camp

site in Kisoga.

Figure 5: shows the student having an inspection with the fisheries officer at Katosi landing site.

22

Figure 6: Shows the map of Mukono district.

THE MAP OF MUKONO DISTRICT

23

Figure 7: shows the Lorries parking in front of the well-constructed fish slabs at Katosi landing site ready to take fish

(Nile perch) to factories

Figure 8: showing workers parking Nile perch into the vehicles to be taken to the factories. Fish hygiene is maintained by

placing them on the clean slabs as seen in the fore front of the photo.

Below are some of the comments forwarded to NEMA by the district environmental officer after a thor-

ough review of the project briefs or EIAs of different projects and visit of the project sites. Appendix 2

shows the comments made after visiting and assessing the project brief of the proposed LP investments

limited stone quarry in Nakoosi village, Namuyenje parish, Nakisunga sub-county while appendix 3 shows

the comments made after assessing the EIA brief and visiting a project site of the proposed pioneer transit

terminal project at Mbalala on Kampala – jinja road.

24

APPENDIX 2

The Executive Director

NEMA – KAMPALA

RE: REVIEW OF THE EIA FOR THE PROPOSED LP INVESTMENTS

LIMITED STONE QUARRY IN NAKOOSI VILLAGE, NAMUYENJE

PARISH, NAKISUNGA SUB-COUNTY.

This is in reference to yours; NEMA 4.5 of 12th June 2007 requesting for comments on the LP Investments

Stone Quarry project.

These are the comments of the EIA for the above proposed stone quarry at Nakoosi Village after a site visit

and a review of the Project brief.

1. Several quarries are already operating in the area to include one owned by Mr. Kazibwe Mayega in

the immediate neighborhood, Zange concrete works, Starling Ltd, BACP, Nicontra, Multiplex and

many others in a distance of not more than 2kms. There are no significant households in the vicinity

apart from Ms. Shamim Kayinza who has reached an agreement with the developer to be relocated

if need arose.

2. There are no water sources around the site leave for the Kasaala stream which will not be affected

by the project activities.

3. Potential significant environmental impacts have been thoroughly identified and mitigation

measures proposed. Strict adherence to the proposed mitigation measures in the EIA is highly rec-

ommended and thus monitoring of the quarry during implementation.

4. The project area should be fenced to restrict the community from accessing the quarry site

5. There is need for a good warning system to alert the community when blasting and careful driving

of trucks carrying stone in order to avoid accidents

This is therefore to submit these observations to NEMA for certification.

ANNE NAKIMBUGWE

ENVIRONMENT OFFICER/MUKONO

TELEPHONE: 041-290098

FAX:

Our Ref:…………………..

Your Ref:…………………

DATE: 22nd June 2007

THE REPUBLIC OF UGANDA

Department of Environment

Protection

MUKONO DISTRICT COUNCIL

P.O. BOX 72, MUKONO

25

APPENDIX 3

The Executive Director

NEMA Kampala

RE: REVIEW OF THE PROJECT BRIEF FOR THE PROPOSED PIONEER TRANSIT

TERMINAL PROJECT AT MBALALA ON KAMPALA – JINJA ROAD.

With reference to your letter dated 29th March 2007 in which you requested for comments on the above

proposed project, by Pioneer Easy Bus Limited, the project brief has been adequately studied and site visits

done and below are the comments.

The project site location is Mbalala wetland that is critical as it is handling large volumes of storm wa-

ter from the adjacent hills, filter it and then channel it to the Mwola stream which later powers into the

Ssezibwa system. This therefore implies that there is need to apply for a wetland use permit, which has

not been done yet.

The brief does not clearly indicate a proper way of final disposal of solid waste generated by the human

activities. It indicates that it will use private contractors who will be collecting the waste but the end

disposal site is indicated in the report.

Evidence of compensation of people who were staying in the area is not clearly incorporated in the

brief and at the time of review 2 people were claiming that they had not been compensated. There is

thus a need for the documents on compensation to be presented before final approval.

Community consultations, according to the people interviewed during the review, were done although

the EIA does not include the details of the consultations that is, attendance lists and signatures the

views of the community members and a copy of the minutes.

The developer should first acquire permits from WID and DWD and the report should include the pro-

cedure of mitigating the impacts that may result from wetland drainage. This therefore implies that the

report is not conclusive.

ANNE NAKIMBUGWE

ENVIRONMENT OFFICER/MUKONO DISTRICT.

TELEPHONE: 041-290098

FAX:

Our Ref:…………………..

Your Ref:…………………

DATE: 26th April 2007.

THE REPUBLIC OF UGANDA

Department of Environment

Protection

MUKONO DISTRICT COUNCIL

P.O. BOX 72, MUKONO