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Welcome message

Dear students,

welcome to the module of SSC 3225: Rural Development. This This is a module taken in the second trimester of  year three of the BSc in soil sciences. This module has the following 3 components:

Rural Development planning,

Agricultural chain Management 

Gender and Rural Development

Aims

This module aims to demonstrate and to highlight how gender issues impede social and economic development of the country. In addition, to have a holistic view of the development with knowledge of social, cultural and economic development issues. Understand the importance of development endeavors

 Learning Outcomes

 Knowledge and Understanding

This course will acquaint students with knowledge which will enable them to:

- To acquire students skills and knowledge necessary for successful Agri-chain management

- To explore the contributions of different policies, sectors, services and actors to the process of rural development.-  Explain how gender issues hinder development

- Suggest ways of fighting against Gender polarization

- identify gender issues and other obstacles to development and suggest the ways of overcoming them.

-To demonstrate knowledge and understanding of gender issues and other problems that can be hindrances for the social economic development of a country

Having successfully completed the module, students should be also able to demonstrate knowledge and understanding of gender issues and other problems that can be hindrances for the social economic development of a country.

Cognitive/intellectual skills/ application of knowledge

Having successfully completed the module, students should be able to identify gender issues and other obstacles to development and suggest the ways of overcoming them.

 Communication /ICT/ Numeracy/ Analytic techniques/Practical skills

Having successfully completed the module, students should be able to communicate with oral or written means the content of the module of rural development

General transferable skills

Having successfully completed the module, students should be able to explain to others gender issues and other social, cultural and economic development issues that facing Rwandan people in general and African people in particular

Activities:

- Provision of reading materials 

-Online lectures

- Provision of Assignments to the students 

Resources

Anthony Giddens, Mitchell Duneier & Richard Appelbarum, Introduction to Sociology, 9th edition, 2005 (pp 415-445).

Bishoyi ,k. (2007).  Dimensions of Gender Problems: Policies and Prospects. New Delhi: Darya Ganj, India

Chapdelaine,  C.F. (2006). Restorative Justice for the Girl Child in Post-conflict Rwanda Journal of International Women’s Studies Vol. 7

Eileen, L. D. (2006). Health and Society: Taking Sides Clashing Views on Controversial Issues in Health and Society.3rd ed, McGraw-Hill Companies: NewYork

Ellis, A .(2006). Gender & Economic Growth in Uganda, The World bank, Washington: USA

Galen, K. (2002). Woman in science: The Snark syndrome. New York: Falmer Press.

Gillespie, D.F. (2009). Ethical issues in Research.  [Electronic]. Retrieved on [April 21, 2009] from the UNCP web site. http://www.uncp.edu/home/marson/ethical issues.

Iman,A and al. (1983) Women and the family, Women in Nigeria Editorial committee

Karve, I. (1965). Kinship organization in India. Bombay: Asia Publishing House.

Kayumba, C. (2010).  Threatening& Appropriate bodies in nation building: Paths to World’s First Female Parliamentary Majority in Post-Genocide Rwanda. Doctorate Dissertation, Gothenburg University.

Le- May, S. (1967). Women and Science: Social Impact and Interaction. California: ABC-Clio, Inc.

Linda, O. (2008).Africa: Tradition at the heart of violence.[Electronic].Retrieved on [November 6.2009] from the World wide  web: http//allafrica.com/stories/200803061047.html

Lundberg,S (2005). Sons, Daughters, and Parental Behavior:  University of Washington and IZA: Bonn

Lynn, S. L & Rebecca, S.B. (2002). The development course of Gender differentiation: Conceptualizing measuring and evaluating constructs and pathways. Blackwell Publishing:  New York:

Kathryn M. Y,& Ray L. (2000) . The Effect of Gender Preference on Contraceptive Use and Fertility in Rural Egypt Author(s):, Kenneth Hill Source: Studies in Family Planning, Vol. 31, No. 4, pp. 290-300 Published by: Population Council Stable URL: http://www.jstor.org/stable/172237 retrieved on  05/01/2010

Metta, D.(2006).The media and women’s contribution to economic development Uganda: A critical analysis of the new vision, News paper

Mitscherlich, A. (1993).Society without Father :A contribution to Social Psychology. New York: HarperCollins Publishers, Inc.

Lecturers contacts

Dr. BAZIMENYERA Jean de Dieu, 0785375898

Dr. MUPENZI Christophe, 0788666156

Welcome message

Dear students, welcome to the module of SSC 4221: agricultural extension:

 This is a module delivered to year 4 students in the BSc. Soil Sciences  Program at University of Rwanda College of Agriculture Animal Sciences and Veterinary Medicine.

Aim of the module

The module of Agricultural Extension and policies aims to equip the students about the technology transfer skills and strategies; Rwandan agricultural policies laws; natural resources management law and policies; institutional framework for extension. Students will be taught principles, concepts, philosophy, methods of extension, communication skills needed for agricultural innovations, interpersonal communication skills, Agricultural  & Natural Resources Management Policies & Laws. Students are encouraged to attend lectures and field classes, if the situations permit. Course notes for lectures are made available through UR e-learning platform https://elearning.ur.ac.rw.  Students are encouraged to participate in class by asking questions or providing appropriate comments from their own experiences that will add to the learning experience of all students. Students are expected to complete assignments on due time. Lectures are presented with the assistance of reading materials. If time allows informal small groups will be used to discuss issues raised in class. The questions and comments from the students are highly encouraged.

Learning outcomes

This module will help the students to:

-Show ability to understand farmer behaviour towards changing agricultural technology.

-Student should also be able to critically analyse agricultural policies and understand how these support agricultural development.

- Identify challenges of agricultural development and know how to address them using participatory approaches.

- Execute extension work and to commit themselves to the community service

- Develop small scale projects and generate farmers interest in these projects using the participatory approach.

- Show capability in natural resources management.

- understand challenges and possible solutions for agricultural development

- understand concepts and theories of extension and existing agricultural policies

Activities

Online lectures

Assignments

Exercises

Resources

- André, C.E., Reveret, J.P. et Sène, A. (2003)., L’Évaluation des impacts sur l’environnement: Processus, acteurs et pratique, Presses internationals Polytechnique, Montréal. 

-Ellis, F. (1991). Agricultural Policies in Developing countries. Cambridge University Press

 - Hannigan, J. (2006)., Environmental Sociology, Routledge, London.

- Journals: "Loi Organique portant modalités de protéger, sauvegarder et promouvoir l’environnement au Rwanda"  in Journal Officiel  n° 04/2005 du 08/04/2005

- Leeuwis, C., (2004) COMMUNICATION heart FARMING INNOVATION, rethinking, Agricultural Extension. Blackwell publishing, NL,

-  MINAGRI, (2005), NATIONAL  POLICY AND LEADING PRINCIPLES OF THE NEW AGRICULTURAL EXTENSION SYSTEM, Kigali, Rwanda. 

- MINAGRI (2009). NATIONAL AGRICULTURAL EXTENSION STRATEGY, P.53, Kigali, Rwanda. 

-Monke, E. A. and Scott R. P. (1989). The Policy Analysis Matrix for Agricultural Development. Cornell University Press.

- Nettie, Aarnink and Koos, Kingma (1991). Female Farmers and Male Extension Workers. Coll. Women and autonomy Centre, Ed. Leiden University, p. 137, NL. 

-Norton, R. D. (2002). Agricultural Development Policy: Concepts and Experiences. FAO Agricultural Policy Support Service – Policy Assistance Division. TCAS Working Document No. 43.

- Van den Proclamation, A.W. & Hawkins, H.S. (1996), Agricultural Extension, 2nd ed., Blackwell, Ltd sciences, London, UK. 

 Teaching team:

Dr. Bazimenyera Jean de Dieu, 0785375898, bazidieu@gmail.com

Dr. Harelimana Anastase, 0788564493, anastaseharel@gmail.com 

Welcome message

Welcome to the module of SSC4222: Internship II

This module is delivered to year 4 students in the BSc. Soil Sciences Program at University of Rwanda College of Agriculture Animal Sciences and Veterinary Medicine.

Introduction

This is a core module taken in the second trimester of fourth year of the BSc Soil Sciences. This module covers a training period of 1 month at a workplace, other than one of the educational institutes where the student goes for hands-on practices and experience things in real work situations. The workplace is domain related to the educational program of the student.

Aims

The aim of this module is to help the student to further develop knowledge and competences, skills and attitudes that are important in the field Soil Sciences etc.) through confrontation of the already acquired knowledge, understanding and skills with a primary work experience in his/her area of work.

Learning outcomes: Having successfully completed this module, students should be able to:

• Masters the skills and has acquired the problem-solving capacity to analyse problems of soil ;
• Identify and apply appropriate research methods and techniques to design, plan and execute targeted experiments or simulations independently and critically evaluate and interpret the collected data;
• Write scientific reports on and present it to different audiences;
• Work industriously and diligently with (out) little supervision in a possibly short time.

Activities

Students will carry out their activities at the industries under supervision of industry supervisor

academic supervisor will make regular visits to the students at the given industry

students will write daily report of their activities and make a final report at the end of internship 

Indicative Resources

1. Aniket Singh (2018). A complete book of internship in India, chenai: Notion Press, IDBN 978-1-64429-827-5
2. Siti Mahfuzah Sarif et al. (2014). Industrial training: Proposal and Report Writing Guidebook, SMMTC Industrial Training Committee. College of Arts and Sciences, University Utara, Malaysia.
3. Gerald Munyoro et al. (2016). An evaluation of the student Industrial attachment programme in Zimbabwe: A case study of Chinhoyi University of Technology, Impact: International Journal of research in Business Management (IMPACT:URBM), ISSN (P): 2347-4572; ISSN(E): 2321-886X Vol.4, Issue 8.

Module  Team:

 Prof Naramabuye FX, 0788874486

Dr Hamudu Rukangantambara, 0783021577

Dr Bazimenyera Jean de Dieu, 0785375898

Gatesi Julienne, 0788507160

Nsanzimana Oreste, 0788664238

Module Coordinator

Gatesi Julienne, 0788507160

welcome message

Dear students welcome to the module of  SSC4223 : Research project II 

This module is delivered to year 4 students in the BSc. Soil Sciences Program at University of Rwanda College of Agriculture Animal Sciences and Veterinary Medicine.

Aims

 The overall objective of the module is to train students in choosing the right research topic, writing and presenting the research proposal, performing data collection and analysis, and finally writing and presenting the study report (thesis). During this process, the student is expected to work with minimal assistance from the supervisor. 

Learning outcomes: 

After successful completion of this module students are expected to be able to:

•     Lay out scientifically sound field and laboratory agronomic and soil science experiments

•  record analyse and report experimental data

• Write a research proposal; 
• Design experiments and Test hypothesis;

• Set up and carry out laboratory experimentation;
• Apply statistical packages in data management and analysis;

• Write and present a scientific report. 

Activities:

• Research proposal writing: Assisted by their supervisors, student are expected to develop a well structured research proposal, with clear and logical arrangement of ideas addressing the aspects such as the background and context of the stud
• Data collection: This part of the research project concerns the student’s field and laboratory work.
• Data analysis, report writing & and defense of the final research work: After the data collection, students should be able to perform appropriate statistical tests using at least one of available statistical packages. Finally, they should write a report (thesis) which will be presented before a panel for evaluation.

Literature:

• Helen Aveyard  (2018) Doing a Literature Review in Health and Social Care: A practical guide, Fourth Edition, Open University Press, London, McGraw Hill Education. 
• Read textbooks, published papers and scientific materials on designing of research proposal, conduction of experiments and writing of final scientific report. These can also be accessed through the University of Rwanda Library website: https://library.ur.ac.rw/
• The Learning and teaching strategy, assessment strategy, and literature are provided under each learning unit and in the module outline.
• Language of Instruction: English

Module  Team:

 Prof Naramabuye FX

Dr Hamudu Rukangantambara

Dr Bazimenyera Jean de Dieu

Gatesi Julienne

Nsanzimana Oreste

Module coordinator

Nsanzimana Oreste, 0788664238

Training Course for Coaching 

This course Training course for Coaching with aims to equip you with basic skills to use and facilitate you to navigate easily on the Moodle Platform for the University of Rwanda.

Welcome to this module of Teaching and Learning in Nursing Practice; offered at University of Rwanda, School of Nursing and Midwifery, Masters of Nursing program.

This module aims to equip ELM students with knowledge, attitudes and skills related to adult learning theories, philosophies, and trends in nursing education. Students will analyze how learning outcomes in nursing practice are influenced by the orientation, characteristics, and actions of those who teach and learn, as well as the resources and constraints within each context where the teaching and learning processes occur. The students will become more reflective of their own learning and practices to facilitate adult learners, manage classes, become role models in both educational and clinical settings. 

This module builds on skills and experiences obtained through prior experiences as registered nurses/midwives.

Technology Transfer and Commercialization of University Intellectual Property 

A joint project between Neu-Ulm University of Applied Sciences, Kenyatta University and University of Rwanda 

funded by the DAAD with financial means of the German Federal Ministry for Economic Cooperation and Development (BMZ)

Welcome message

Welcome to the Abdominal and Urogenital Surgery module, a core component of VET 4126 – Surgery II, taught in Year 4 of the Bachelor of Veterinary Medicine (BVM) programme at the University of Rwanda, School of Veterinary Medicine and Life Sciences.

This module introduces students to the principles, decision-making processes, and practical techniques involved in the surgical management of abdominal and urogenital conditions in farm animals and companion animals. It integrates theoretical knowledge with practical skills that are essential for safe and effective veterinary surgical practice.

Module Overview

The Abdominal and Urogenital Surgery module is designed to equip students with foundational competencies in:

• Surgical anatomy and physiology

• Diagnosis and differentiation of medical versus surgical conditions

• Emergency stabilization of abdominal and urogenital cases

• Selection and application of appropriate surgical and anesthetic techniques

The module covers surgical conditions affecting the digestive, urinary, and reproductive systems in cattle, sheep, goats, pigs, horses, dogs, and cats.

Aim of the Module

The aim of this module is to provide students with the knowledge, practical skills, and clinical reasoning ability required to:

• Diagnose and stabilize abdominal and urogenital emergencies

• Understand the pathophysiology and surgical indications of common abdominal and urogenital conditions

• Perform basic abdominal and urogenital surgical procedures under aseptic conditions

• Apply appropriate peri-operative and post-operative care in domestic animals

Brief Description of the Module

This module focuses on the principles and practical approaches to abdominal and urogenital surgery in domestic animals. Students will learn to:

• Differentiate between surgical and non-surgical abdominal conditions

• Select appropriate diagnostic methods (clinical examination, imaging, centesis)

• Understand and perform exploratory laparotomy and organ-specific procedures

• Manage surgical conditions of the forestomach, intestines, abomasum, liver, spleen, urinary bladder, and reproductive organs

This module provides a foundation for clinical veterinary practice. Full mastery of advanced abdominal and urogenital surgical procedures requires postgraduate training and supervised clinical experience following graduation.

Intended Learning Outcomes

Upon successful completion of this module, students should be able to:

Knowledge

• Demonstrate a thorough understanding of the surgical anatomy and physiology of the abdominal and urogenital systems in domestic animals

• Identify and explain common abdominal and urogenital surgical diseases across species

Skills

• Perform accurate clinical assessment and diagnostic evaluation of abdominal and urogenital conditions

• Apply appropriate anaesthetic protocols and surgical techniques

• Stabilize and manage abdominal and urogenital surgical emergencies

• Implement effective peri-operative and post-operative care, including pain management and wound monitoring

Professional Attitudes and Values

• Demonstrate ethical conduct, effective communication, and a strong commitment to animal welfare

Indicative Content

A. Farm Animal Abdominal and Urogenital Surgery

Farm Animal Abdominal Surgery

• Exploratory laparotomy

• Rumenotomy and rumenostomy

• Vagal indigestion

• Traumatic reticuloperitonitis

• Left and right displacement of the abomasum

• Bloat

• Hernias and fistulae

• prolapsus recti and atresia ani

Farm Animal Urogenital Surgery

• Caesarean section

• Castration

• Vaginal and uterine prolapse

• Scrotal hernia

• Teat and mammary gland surgery

• fetotomy
• episiotomy 
• Surgical correction of urovagina
• Vasectomy 

   
• Penile Translocation
   
• Phimosis 
   
• Paraphimosis 
   
• Haematoma of the penis
   
• Tumours of the penis and prepuce
   
• Pervious Urachus
• Urethral obstruction
   
• Rupture of urinary bladder (Cystorrhexis)
• Prolapse and eversion of urinary bladder

B. Companion Animal Abdominal and Urogenital Surgery

Companion Animal Abdominal Surgery

• Abdominal emergencies: diagnosis and stabilization

• Exploratory laparotomy

• Gastric dilatation–volvulus

• Intestinal obstruction and foreign bodies

• Hernias (umbilical and hiatal)

• Splenectomy and portosystemic shunts

Companion Animal Urogenital Surgery

• Ovariohysterectomy

• Caesarean section

• Castration and cryptorchidectomy

• Cystotomy and management of urolithiasis

• cystopexy 

• Urethral obstruction

• Benign Hyperplasia of the Prostate

Assessment Methods (Summative Assessment)

Module Facilitator

Dr. Jean Claude Manirambona
Lecturer, Surgery
School of Veterinary Medicine and Life Sciences
University of Rwanda

📞 Mobile: +250 792 104 867

e-mail: j.c.manirambona@ur.ac.rw, manjeckad@yahoo.fr 

Mastercard Foundation Scholars Program at the University of Rwanda in partnership with Kora Coaching and Business Academy (KCA) is organizing the Transformative leadership Training sessions to equip scholars with Leadership Skills, Life Skills, Career Coaching. Business Coaching and Mentoring skills to scholars to become ready for the world of works and have dignifying and fulfilling work.