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<p>Illegal fishing of immature fish poses a significant threat to the sustainability of Uganda’s economy and environment, and puts the safety and livelihood of the fishers who practise it at risk. The fishers who engage in these illegal practices are typically from resource-poor communities with limited access to formal and non-formal education opportunities. They remain unconvinced of the benefits of more sustainable fishing, expressing frustration at the perceived double standards of the Fisheries Protection Unit (FPU) and at their own lack of agency. To explore these fishers’ ways of learning and promote more sustainable fishing practices through non-formal group learning, the authors launched a participatory action research (PAR) project at Kigungu fishing ground, using social learning meetings to initiate a community of fishers who continuously learn to know, to do, to live together and to be, in accordance with the four pillars of learning set out in the Delors report, published in 1996. Focusing on one of the project’s sessions, and drawing on lifelong learning theory and social constructivism, this article analyses whether and how self-directed lifelong learning can be promoted through such meetings. The session brought together 18 young fishers (all male) and five local leaders (1 female, 4 male) to discuss the relevance of the PAR project and its objectives, and to analyse the key stakeholders involved. While attempts to learn from each other were negatively affected by some young fishers’ punitive experiences with the FPU, their perspectives towards sustainable fishing nevertheless appeared to change as a result of the meeting. Participants began to express hope and to engage in more self-directed learning.</p>

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Initiating self-directed lifelong learning through participatory action research with young Ugandan fishers at Kigungu on Lake Victoria

  • 期刊论文

  • 发表日期：

    2026年1月4日

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  • Zula Namubiru,
  • Josje van der Linden,
  • George Ladaah Openjuru,
  • Kellen Aganyira

摘要

Illegal fishing of immature fish poses a significant threat to the sustainability of Uganda’s economy and environment, and puts the safety and livelihood of the fishers who practise it at risk. The fishers who engage in these illegal practices are typically from resource-poor communities with limited access to formal and non-formal education opportunities. They remain unconvinced of the benefits of more sustainable fishing, expressing frustration at the perceived double standards of the Fisheries Protection Unit (FPU) and at their own lack of agency. To explore these fishers’ ways of learning and promote more sustainable fishing practices through non-formal group learning, the authors launched a participatory action research (PAR) project at Kigungu fishing ground, using social learning meetings to initiate a community of fishers who continuously learn to know, to do, to live together and to be, in accordance with the four pillars of learning set out in the Delors report, published in 1996. Focusing on one of the project’s sessions, and drawing on lifelong learning theory and social constructivism, this article analyses whether and how self-directed lifelong learning can be promoted through such meetings. The session brought together 18 young fishers (all male) and five local leaders (1 female, 4 male) to discuss the relevance of the PAR project and its objectives, and to analyse the key stakeholders involved. While attempts to learn from each other were negatively affected by some young fishers’ punitive experiences with the FPU, their perspectives towards sustainable fishing nevertheless appeared to change as a result of the meeting. Participants began to express hope and to engage in more self-directed learning.