This course aims at:
- highlighting the benefits of forming associations and cooperatives towards achieving a common goal;
- providing students with knowledge about the cooperative principles and practices;
- providing students with information regarding the formation of associations, farming organizations and cooperatives in order to achieve common goals for the community;
These course will enable students to cope more efficiently and confidently with academic subjects. Communication Skills will increase students' critical reading, critical thinking, and critical writing. Communication Skills for Academic Purposes will also expose students to scientific writing techniques (for research purposes).
The objective of this course is to enable students understand policies and laws that govern the use of natural resources such as land, forests, environment, rivers and lakes, etc. The management of natural resources in a sustainable manner is always influenced by nature policies and legislations put in place by the government.
A clear understanding of the policy making process is therefore essential to the students, who will in future be involved at various levels as policy makers, policy analysts or politicians and bureaucrats.
Welcome to the course of Agricultural marketing. A vast majority of the population of Rwanda lives in villages and agriculture is the main profession of people. People exchange what they produce. This is a very practical and applicable course for those interested in or already involved in agricultural production and/or those businesses supporting agricultural production.
This course encompasses a variety of topics and issues related to the marketing of agricultural and agribusiness products. The primary purpose of this course is to help students to develop analytical tools for thinking about the overall business environment in which they operate.
INTRODUCTION
This course offers the student the possibility to learn and practice (their personal) entrepreneurial theory, skills and attitudes.
Exercise critical judgment, rigorous, and independent thinking through the identification of flawed argument and data, and the capacity to evaluate alternatives and select those most promising to implement. Critically analyze the respective issues, trends, challenges and structures in key Rwandan agribusiness sectors
By the end of this course, every student should be able:
To be familiar with the key concepts and the creation of insight in the field of entrepreneurship (innovation, creativity and fundamental elements of entrepreneurship). Identify important personal characteristics of entrepreneur including
Learning Objectives
• Through provided literature, skills training, extracurricular activities and reflection on personal development students become aware of their own entrepreneurial behavior, intentions, ideas and attitude.
• Apply entrepreneurial characteristics from theory on their own personal situation(identify strengths and weaknesses in entrepreneurial skills, compare them with peers)
• Exercise creative and imaginative thoughts by moving beyond the known and the routine to suggest ideas and solutions that are innovative and evaluated as possible of success.
• Highlight the challenges faced by entrepreneurs in Rwanda
The main objective of this course is to enable students, upon graduation, to master the broad understanding of the meaning, importance and rationale for systems thinking in terms of leading agricultural transformation for sustainable development. Specifically, to equip students with the understanding of the concepts of FSD in terms of the frameworks of:
- Global MDGs & SDGs
- Regional/Continental contexts: AU/NEPAD/CAADP/Agenda 2063
- EAC/COMESA/SADC/ECOWAS/CEPGL/ etc.
- National Strategy for Transformation – based on:
- National Development Vision 2020/2050
- EDPRS 1, 2, 3 …NST1
- SPAT 1, 2, 3, 4 …
- DDPs/ JADFs – SECTOR- CELL - VILLAGE – HOUSEHOLD
- Refer “Twigire Muhinzi vs Kora Wigire/Hanga Umurimo, etc.
Also, to equip students with KNOWLEDGE, skills & capabilities, and ATTITUDES necessary to lead national Agric Transformation through FSD
The main objective of this course is two=fold:
i) To equip students with a clear understanding of the meaning, importance and rationale for promoting VC approaches in promoting agricultural transformation for development; and
ii) To equip students with competences and capabilities to conduct VC mapping and critical analyses; with a view to identifying gaps to address; and devise appropriate strategic action plans to address them.
Specifically:
1. To introduce students to:
1.1. The meaning of VC
1.2. Importance of VCs
1.3. Rationale of promoting VCs
2. To guide students through the tasks of VC mapping and VC analysis
2.1. Mapping the 3 levels of VCs
2.2. Plotting the relationships in VCs
2.3. Differentiating between various structures (maps) of various commodities and/or entities (Farmer organizations)
3. To conduct a step-by-step VCA for VC management - Examples of:
3.1. Understanding an agri-commodity VC Framework (under Rwanda’s SPAT IV)
3.2. VC – Selection
3.3. VC – Analysis
3.4. VC – Identifying a competitive Strategy
3.5. VC – Implementation plan
3.6. VC – Upgrading an existing VC for competitiveness
This is a course which deals with production of Horticultural crops without soil as a growing medium
This course describes the dynamic nature of rural societies in developing countries with particular emphasis on Rwanda and other East African countries. it concerns with students’ understanding of concepts such as rural sociology, social relationships, social institutions, social groups, culture and social change with its characteristics in rural areas. The course also focuses on how the nature of rural societies in general affects agricultural extension activities in rural areas and how to analyse rural people’s lives.
(i) Acquisition of methodologies and project development tools used by major donors
(ii) To be able to go from the diagnosis phase to the operational design and drafting phase of a project
(iii) To acquire the tools for project elaborations standards: the logical framework, environmental impact and feasibility studies.
The module focuses on the theory and application of quantitative within an economic context. The main aim of the module is to: Enable students to learn how to use mathematics analysis in solving economic problems Build students' grasp of certain mathematical techniques common in Economics and understand when it is appropriate to apply them. Deepen student understanding of the most important mathematics used in economic analysis through the use of applications, and to enable students to use these skills confidently and independently. To apply the mathematical theory to analysis of the real world situations/problems Communicate and report findings, particularly via tutorial essays, presentations and exercises.
Aim: Microeconomics deals with how individual or a firm makes a decision. The main objective of the course entitle “intermediate microeconomics” is to be familiar with analysing how individual behaves on markets of goods and services when they are constrained by their limited resources. In addition to that, the course helps to understand how a firm decide to increase production or when it shuts temporally its activities. The course also highlights how individual or a firm make decision on perfect competition or their strategies taken when operating on imperfect markets.
Content: Consumer Behaviour- Producer theory- Market structure: Theory of the markets and: Partial equilibrium- and when time allows, an overview on general equilibrium and markets failures will be developed and presented to students.
This course is based on the students who will start the academic year 2015-2016(Level 1) and Level 2 students from CAVM.
Agricultural Value Chains Management (AVCM).
Course taught to Year Four Students in Agricultural Economics Class.
It is both theoretical and practical oriented, industry based learning model done to enhance the knowledge and skills of the learners with regard to adding value for an agricultural commodity.
It is a component taught as part of the larger module entitled: Agribusiness Management for 45 Hours (30 Hrs Theory + 15 Practical).
To acquaint students interested in soil science, the tropics, chemistry, water science, the environment, agriculture, and natural resources with the meaningful, applied study of soils of the tropics. This course will provide students with necessary theoretical and practical knowledge and understanding concerning properties of soils in the tropics and their management for wise environmental stewardship and food production. Moreover, analytical laboratory techniques, scientific report writing skills, familiarity with and appreciation for the tropical soil science literature, and critical thinking skills will be learned and reinforced in this course.
Welcome to the module "Food Science and Technology" The module is taught to Year II RDAE students.
This module introduces students to factors that result in the loss of quality characteristics of plant produce, and discusses how such losses can be minimized by proper and effective handling of the fresh produce, from farm to market. This module also covers the various aspects of post-harvest processes and the products derived from fresh produce.
The module will also introduce students to an historical overview of industrialization, the role of agriculture in the process of industrialization and how to apply this knowledge in the industrialization process of the rural areas.
It has two learning units:
- Postharvest Handling and Storage
- Agricultural Product Processing
The aim of the module is:
- To make the students aware of post harvest management of agricultural produce.
- Explain technologies/procedures applied to improve quality and reduce losses of harvested produce.
- Discuss quality attributes and standards required to maintain safety of harvested produce
Learning outcomes
On successful completion of the course students will be able to:
-Explain structures and suitable storage conditions for cereal grains.
-Explain structures and suitable storage conditions for perishable commodities
-Practice and explain various pre-processing activities in perishable commodities prepare products.
-Prepare products from different pulses.
-Check the quality parameters for raw materials & finished products
-Explain packaging processes and materials for finished products from cereals and pulses.
Pedagogy for Course Delivery
The class will be taught using theory and case based method (Interactive lecturers). In addition to assigning the case studies, the course instructor will spend considerable time in understanding the concept of post harvesting. There will be a lecture, guided self-study, practicum and self-reliant study activities.
Extra information on the teaching methods
Field study: visit to pack house and cold storage
Learning materials/tools/equipment needed
A syllabus will be available, LCD projector
References
- Postharvest Management of Fruit and Vegetables in the Asia-Pacific Region. 2006. Asian Productivity Organization and Food and Agriculture Organisation, UN
- Crop Management and Postharvest Handling of Horticultural Products - Fruits and Vegetables. 2003. Eds. Dr. Ramdane Dris and Raina Niskanen: World Food Ltd., Meri-Rastilantie, Helsinki, Finland.
- A Handbook on Post Harvest Management of Fruits and Vegetables.2008. P Jacob John, Daya Publishing House.
- Postharvest Management and Processing of Fruits and Vegetables: Instant Notes. 2010. S.K. Sharma. New India Publishers
- Post Harvest Pathogens and Disease Management. 2006. P. Narayanaswamy. A John Willey and Sons Publications.
- Post Harvest Physiology and Quality Management of fruits and vegetables. P.S. Kumar.. 2009. Prashant Book Agency.
- Post Harvest Handling. 2009. Florkowski, W.J. Prashant Book Agency.
- Post Harvest Management of Horticultural Produce: Recent Trends. 2009. R.T. Patil. Prashant Book Agency.
- Post Harvest Technology of Horticultural Crops. 2009. S.K Sharma. Prashant Book Agency.
- Kader, A. A and R. S. Rolle. 2004. The role of post-harvest management in assuring the quality and safety of horticultural produce. FAO Agric. Services Bulletin 152.
- Kader, A. A. 1992. Postharvest Technology of Horticultural Crops. 2nd Edition. University of California, Davis. Publication 3311.
- Odogola, W. R. 1994. Postharvest Management and Storage of Food Legumes. Technical Systems for Agriculture. UNDP/OPS Regional Programme on Agricultural Operations Technology for Small Holders in East and Southern Africa.
- Odogola, W. R. and R. Henriksson. 1991. Postharvest Management and Storage of Maize. Technical Systems for Agriculture. UNDP/OPS Regional Programme on Agricultural Operations Technology for Small Holders in East and Southern Africa.
Overall course evaluation
- Individual & group assignments, field trip reports and tests 50%
- End-of-term evaluation 50%
In the vast majority of animals, cells of the immune system, acting alone or in combination with the other defense mechanisms of the body can be expected effectively to combat or to limit disease. However, there are occasions when disease is enhanced or initiated by an over- or under reaction of the immune system. Such diseases are broadly referred to as immune-mediated disease. In man, there is a wide spectrum of well documented examples of immune-mediated disease. Although much less is known about this subject in domestic animals, a comparable diversity is likely to occur.
Immunopathology deals with the study of diseases mediated by immune reactions. Immunopathology includes the disorders of immune system characterized by increased response or hypersensitivity, response to self antigens (autoimmunity) and decreased responses (immunodeficiencies).