facilitation skills, but he does not state whether the program ‘laid the foundations for a new kind of poverty-alleviating professionalism among the Ugandan agricultural professionals’ (p. 175). Thus we do not know whether such a program will be a solid step toward making African universities more developmental; that is, whether it will have any impact on how agricultural students are educated so they too possess the competences and skills for facilitating social learning. The project feels somewhat unfinished, as if some of his assumptions needed to be further tested. This may leave some readers unsatisfied and doubting Kibwika’s approach. However, for my mind, Kibwika’s wonderful insights into the social learning systems of farmers counterbalance this. That itself bodes well for the future of farming in the Sub-Sahara. My hope is that since the time of this book’s writing some advances have been made in the university agricultural profession responding to and complementing the type of social learning Kibwika describes.

中文翻译：

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环境史教学入门：十项设计原则Emily Wakild和Michelle K.Berry，达勒姆：杜克大学出版社，2018年

便利技能，但他没有说明该计划是否“为乌干达农业专业人员中新型的减轻贫困的专业精神奠定了基础”（第175页）。因此，我们不知道这种方案是否将是使非洲大学更具发展性的坚实一步；也就是说，这是否会影响农业学生的教育方式，使他们也具备促进社会学习的能力和技能。该项目感觉有些未完成，似乎需要进一步检验他的某些假设。这可能会使一些读者不满意，并对Kibwika的方法表示怀疑。然而，就我而言，基布维卡对农民社会学习系统的奇妙见解抵消了这一点。这本身预示着撒哈拉以南地区农业的未来。