Trimester 1

 Dear students,

Greetings and welcome to the online teaching of the Development policies and legislation module.This module seeks to introduce students to the basic concepts, theories and methodologies useful for rural planning, design and management of development programs including community based organisations and industrialisation.The key concepts include: livelihoods, design, logical framework, monitoring, evaluation, cooperatives, industrialisation, development plans, rural transformation and CBOs.

  Learning outcomes of this module

Having successfully completed the module, students should be able to demonstrate knowledge and understanding of:

• Fundamental concepts of rural livelihoods, problems, constraints and challenges and how these impact on rural community development
• Linkage between community based organisations and industrialisation in rural areas
•  Rural planning and management tools
• The conceptual understanding of rural development and gender issues and develop skills to work on rural development issues

• How and why policies are made: why policies are needed, Who the policy participants are, how policy is implemented, and how they impact society
• Problems in and related to agriculture that merit policy consideration.
• Analysis the inter-relationships between agricultural, environmental and economic development policies in Rwanda

At the end of this module, students will also be able to:

• Design rural area development plans;
• Identify and analyse rural livelihoods;
• Manage agricultural cooperatives into viable institutions of development;
• Undertake transformations of rural societies through innovations
• Familiarise students with domestic agricultural and resource policy.
• Apply analysis skills to address policy issues affecting Rwanda

Course Developers/Facilitators

• Patrick Mugiraneza: Email: mupaty222gmail.com / Tel: +250-786529399
• Mary Kabarungi: Email: karumary@gmail.com/Tel: +250-788781634

References

Rural Development Planning Component

• Diakosavvas, Dimitris, ed. 2006. Coherence of agricultural and rural development policies, Paris: OECD.
• Blakely, Edward and Ted Bradshaw. 2002. Planning Local Economic Development: Theory and Practice, 3rd edition. London: Sage Publications.
• Fitzgerald, Joan and Nancey Leigh. 2002. Economic Revitalization: Cases and Strategies for City and Suburbs. London: Sage Publications.

Development policies and Legislation

• Monke and Scott Pearson (1989)The Policy Analysis Matrix for Agricultural Development Cornell Univ. Press, Ithaca, USA. Required reading for the course: To be read as follows: order:Chaps 1, 3, 13 (p.p. 255-260) 2, 4, 5 & 13 all. Ch.6-12 reference
• Tweeton, L.  (1989)Agricultural policy Analysis Tools for Economic Development Westview Press
• Norton, D (1998)Agricultural Development Policy,Concepts and experiences, Wiley Productions
• Fitzgerald, Joan and Nancey Leigh. 2002. Economic Revitalization: Cases and Strategies for City and Suburbs. London: Sage Publications.
• MIFOTRA, 2005; Five Year Action Plan for Youth Employment Promotion (NAPPYE)
• ROR (2000).Rwanda Vision 2020.    Ministry of Finance and Economic Planning , Republic of Rwanda (ROR), Kigali
• UNCTAD, 2006; Investment Policy Review Rwanda (New York and Geneva)
• Murgatroyd, P et al, 2007; Rwanda Financial Sector Development Program, Draft Report (First Initiative)

Key websites and on-line resources

• http://www.worldbank.org/poverty/strategies/index.htm
• The World Bank main PRSP page with links to country documents, policy papers, etc
• http://www.worldbank.org/poverty/strategies/review/index.htm
• The World Bank site detailing the March 2002 IMF/World Bank PRSP Review
• http://www.worldbank.og/poverty/strategie/eview/goodpactices.htm
• http://www.imf.org/external/np/exr/facts/prgf.htm
• http://www.unctad.org/en/docs/pogdsafricad2.en.pdf
• UNCTAD’s general assessment of the PRSP approach in Africa
• http://www.prspsynthesis.org/

This module focuses on one hand on Bee industry in Rwanda, importance and benefits of bee keeping in rural development, national and global trends, special physiological and anatomical adaptations, the need and behaviour of bees, husbandry practices and requirements, queen rearing, types of bee hives, product harvesting, processing and appropriate technologies, marketing, economics and records.

On the other hand, it focuses on applied aspects of interactions between livestock and wildlife as well as integrated livestock -wildlife management and including sustainable use of natural resources.  This module is aimed at equipping students with knowledge and skills on Beekeeping and the integrated livestock- wildlife management, the rational use of these resources, comprehensive monitoring, effective protection and conservation of these resources. This module is therefore aimed at equipping students with knowledge and tools that will empower the student to offer practical advice to the local communities particularly beekeepers and livestock owners adjacent the protected areas on how to sustainably manage and exploit the available natural resources.

Module structure

 Welcome Message,

Dear Students,

Greetings and welcome to this Module of Agricultural Extension and Communication.It is with pleasure that we would like to welcome you to this interesting module.This Module has two components : Agricultural Extension  Component and ICT in agriculture Component.you are all requested to read all available teaching materials.

Brief Description of the Module

This course is designed to provide students with a broad understanding on concepts, approaches of agricultural extension and communication. the role of ICT in delivering extension to farmers. During this course, students will gain a deep understanding on the current extension methods and models being used as well as the role ICT is playing in delivering extension to farmers. The course is designed in a set of lectures and workshops where there is an interaction between a lecturer and students.

Module Learning Outcomes 

After completing this module, students will have a clear understanding of:

1. What is agricultural extension, impact of agricultural extension services and extension approaches currently used in Rwanda
2. The process of agricultural technology transfer and adoption and diffusion of innovations in agriculture
3. The new concepts and innovations around ICT in Agriculture
4. The concepts and approaches of agricultural extension,
5. The role ICT is playing in delivering extension to farmers

 Contents of the Module

COMPONENT I. EXTENSION

 1.Current situation of agriculture and extension context in Rwanda

 2. Definition of extension and the role of higher education in agricultural extension services

 3. Problem analysis and current agriculture in sub-Saharan Africa (cfr JICA)

 4. Roles of extension services in supporting agricultural development

5. Various approaches of extension work

6. Extension as Profession

7.  Four Paradigms of Agricultural Extension

8.  Extension approaches, models and methods

COMPONENT II. INFORMATION, COMMUNICATION AND TECHNOLOGY(ICT) IN AGRICULTURE

    1. Introduction to ICT in Agriculture

    2. The Concept of e-Agriculture

   3. The Role of ICT in delivering Extension to farmers

   4. Innovations in ICT in Agriculture

  5. Case studies on ICT 4 Agriculture concept

    Assessment Strategy

The main principles underlying assessment are that understanding, interpretation and application are the crucial issues.  The assessment is through:

• Continuous Assessment Test (CAT) and Assignments,
• Practical exercises,
• Seminars
• Group discussion.
• Tutorials
• Final written examination

Basically, assessment is by course work and examination in proportions that vary according to the needs of particular modules.

 Assessment pattern

Teaching Team

- Dr Callixte Gatali: Tel: +250-789667117 / Email: callixte.gatali99@gmail.com 

- Patrick Mugiraneza: Tel: +250-786529399 / Email: mupaty22@gmail.com 

Suggested Readings

•  ICT in Agriculture: Perspectives of technological innovations by E. Gelb, A. Offer (2005). Published by the European Federation for Information, Technologies in Agriculture (EFITA).
• FAO (2013). ICT uses for inclusive agricultural value chains. [online]. Available from: http://www.fao.org/docrep/017/aq078e/aq078e.pdf
• Brewer, F. (ed.) (2001) Agricultural extension systems: An international perspective. MA, USA: Courier Custom Publishing, Inc.
• Gupta, D.D. (ed.) (2004) Extension education: core contents and emerging areas. India: AGROBIOS.
• Kathiresan, A. (2011) Strategies for sustainable crop intensification in Rwanda: shifting from producing enough to producing surplus. Kigali, Rwanda: Ministry of Agriculture and Animal Resources (MINAGRI).
• Okoth, J.R, Nalyongo, W. & Bonte, A. (2010). Facilitators’ Guide for Running
• a Farmer Field School: An adaptation to a post emergency recovery programme. FAO Uganda.

• Useful websites:

-  http://www.e-agriculture.org/

-  http://www.cta.int/en/

-  http://www.minagri.gov.rw/

This course is taught to final year AP students and it will provide students with the necessary knowledge and skills to enable them to prepare research proposals, doing research and writing research reports in Animal production and other related fields.