The SELPS 11is a mandatory requirement for all BARI students that precedes SELPS1 and it requires the student to put in practice the innovation or project that was identified and ranked high in SELPS1 by the community members. This innovation to be implemented must bring about an agricultural and rural development. In this case, I conducted a recap of SELPS1 because the area of analysis was changed and given that different regions have different conditions, any SELPS conducted in a different area cannot be applied to other areas. I was attached to Eco-Agric Ugandain Hoima district in line with the aim of SELPS11. I was targeted to Itara village in Hoima municipality Busiisi division, Kibingo Parish. During the attachment period, I conducted both office and field work for the host organization. In this SELPS recap I selected a community in which I conducted a situation analysis, needs assessment as well as identification of existing s innovations to address the present needs. I later conducted a participatory planning process, implementation of the priority innovation, monitoring and evaluation of the uptake of the innovation. I used tools like interview guides observation check lists and questionnaires. I found out that most pressing need was economic strengthening and the promising innovation for the need was village saving and lending group. I analyzed that During this period, I acquired skills like public speaking, report writing, facilitation and mobilization skills. I learnt lessons like participatory planning by the community builds a sense of ownership of the project to be implemented, the need for gender and cultural sensitivity while working with a diverse group of people and also that planning for activities to be undertaken helps in time management. Based on my field attachment experience, I recommend that the host organization should endeavor to keep motorcycles in good mechanical conditions for the safety of field officers as well as considering their beneficiaries as valuable and capable human being with a choice of working either with them or not. On the contrary, I recommend the institution to offer briefings to students‟ field supervisors over what they are expected to do with them and their log books.

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