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Welcome note

Dear students,

Welcome to the module of  SSC 3221: Agricultural Economics and Farm Operation Management. It is a module delivered to year 3 students in the BSc. Soil Sciences Program at University of Rwanda College of Agriculture Animal Sciences and Veterinary Medicine. 

Aims

The module of  Agricultural Economics and farm operation Management is designed for helping students to learn agricultural production economics farm operation Management. 

The module examines also the nature, roles, functions and environment of Fundamentals of Business Management. It discusses the theoretical assumptions under-girding organizational quest for efficiency, effectiveness and competitiveness, organizational performance, as well as the environment within which the management functions are executed.

Learning outcomes

Upon completion of this module component, students should be able:

1. To explain how consumers, producers, and societies choose among the alternative uses of scarce resources in in the production, processing, marketing, and consumption of food and fiber products
2. To apply and analyse how the economic principles to the production, processing, marketing, and consumption of food and fiber products
3. To assess and produce the individuals and societies’ decisions on production, processing, marketing, and consumption of food and fiber products
4. To acquire students knowledge and skills necessary for successful farm operations management

Activities:

- Online lectures

- Provision of reading materials and

- Provision of assignments to the students 

Resources

1. Betty I. Brown and John E. Clon (1997). Introduction to Business, Our Business and Economic World. New York: McGraw Hill Inc ,

2.Christopher Ritson (1987). Agricultural Economics, Principles and Policy, Crosby Lockwood Staples, London.

3. Evan H. Drummond and John W. Goodwin (2011). Agricultural Economics, Third Edition, Prentice Hall, Upper Saddle River, New Jersey and Columbus, Ohi

4.G.A Cole (1996), Management Theory and Practice, (5th Ed.), ELST with Continuum, Educational-Low Priced Sponsored Text

5. L.M Prasada (2001), Principles and Practice of Management, Sultan Chand and Sons, Educational Publishers, New Delhi

Lecturer's contact

HABYARIMANA Cyprien, 0783535920

Welcome message

Dear students, welcome to the module of SSC 4121: Biometrics and Research Methodology

 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.

Learning outcomes

Having successfully completed the module, students should be able to:

1. Solve soil problems using various statistical formulas and probability theories
2. Solve social problems using various statistical formulas and probability theories
3. Apply different formulas in solving decision making related social problems.
4. Apply different formulas in solving decision making related soil sciences problems

    v.        Define research problem and formulate research questions and hypothesis

  vi.        By the end of the module students should be also able to apply research methodology and undertake empirical research proposal that will be part of the requirement for the completion of the Bachelors' degree.

Aim

This module will help the students to:

The aim of this module is to provide knowledge and skills sufficient to allow students to understand the role of biometrics in science and in others field, and to develop skills in the basic methods in conducting various statistical analyzes on biological data related the main subjects of their studies. In this module we will focus on the elementary probability theory, probability distribution, test of hypothesis, correlation and regression analysis, analysis of variance, and design of experiments with applications using a chosen statistical software. it will also cover the Selection of a research topic.  Research proposal structure and writing. Dissertation structure and writing. Literature review. Data Presentation and Analysis Data and Interpretation.  Referencing a research document

Teaching team:

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

NGENDAHAYO Jean Pierre, +250785171914, pingenda9@gmail.com

Welcome message

Dear students, welcome to the module ofSSC 4123: Project Development, Monitoring and Evaluation

 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.

Introduction

 The module will help students to be able to:

- set up and implement agricultural and other development projects

- grasp principles of project management, monitoring and evaluation.

 Learning outcomes

Knowledge and Understanding

Students should understand the basics of project development and operation; show ability to formulate logical framework analysis to analysis to monitor and evaluate projects

Cognitive/Intellectual skills/Application of knowledge

Students should be able to manage projects, acquire methods to evaluate project effectiveness and impact.

Communication/ICT/Numeracy/Analytic Techniques/Practical Skills

Students should be able to gather, manage, process and communicate projects information and outputs.

General transferable skills

Students should be able to use work breakdown structure and software package to monitor projects.

Lecturer's contact:

Dan Nuwayo, 0785315755, nuwadan2000@yahoo.fr

Welcome message

Dear students, welcome to the module of SSC 4124: Research Project I

 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.

Learning outcomes

1. Knowledge and Understanding

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

A1. Demonstrate knowledge and understanding:  to identify and choose the area of study, to formulate the title, to reassemble pertaining literature material and methods and experimental materials to be used; essence of good writing; guidelines to grammar for science communication;

2. Cognitive/Intellectual skills/Application of Knowledge

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

B2. Students should be able to draft the research proposal ; Research tools and data sources; problem identification; formulation of hypothesis; collection of relevant literature from different sources; sampling of data; preparation of  benchmark questionnaire; survey and interview for data collection, data processing; tabulation; experimental designs; Data management and analysis; innovation, problem solving in agriculture, and operational research strategies

3. Communication/ICT/Numeracy/Analytical Techniques/Practical Skills / Information             Literacy

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

C1 Students should be able to able to present and defend the project before panellists (Supervising comity/Department/School), data analysis related softwares- Genstat, SPSS, Excel

4. General Transferable Skills

Students should become self-reliable and self-sufficient in developing research project; designing research; preparing a research proposal; completing the proposal; partnerships with farmers; skills in statistics,  generalisations, drawing inferences, conclusions

•           Personal, Intellectual, and Professional Autonomy

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

D1 design experiments, test hypothesis related to agricultural problems independently and make recommendations

•           Employability and career development

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

D2 Perform as a research assistant/ researcher, project leader, team leader in NGOs, Agriculture ministry, international research organization, make agricultural statistics reports

• Global citizenship

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

D3 Appreciate cross cultural awareness (values, languages, and customs), Work towards community improvement, Display sense of community to improve the world around them; Adjust to changing circumstances and deal with obstacle in unfamiliar situations;

Adapt to new environments; possess cultural immersion to identify with others, Exhibit compassion, and learn how to work with others effectively and efficiently.

• Lifelong learning

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

D4 Learn new skills and excel; willingness to learn; Problem solving and decision making skills - working with others to identify, define and solve problems, which includes making decisions about the best course of action. Be active users of media; evaluate information critically to promote individuality, to bring about development of new ideas.

• Collaboration, Teamwork and Leadership

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

D5. Work with others in groups and teams, both formal and informal.
Strategically think; Plan & deliver; Manage people, resources, time effectively

• Research, Creativity and Innovation, Scholarship and Enquiry

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

D6. Make better use of resources, research space / facilities; Design experiments and interpret results; Participate in interdisciplinary and multidisciplinary work across departments and colleges / institutions within or out of the country. Improve the welfare of human life through innovation. Take the initiative and display an entrepreneurial spirit. Celebrate accomplishments and achievements

• Ethical, Social and Professional Understanding

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

D7. Adopt an ethical attitude and attach importance to quality in work. Practice punctuality and time management. Analyse, summarise, resolve problems and make professional decisions. Prepare Abstract convincing inferences from observed data trends.Prepare readable research reports that adhere to convention (in the discipline of study)

 Financial Literacy

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

D8. Ability to differentiate income and expenses . Ability to establish personal, family and institutional financial goals; Ability to wisely choose resources to meet personal, family and institutional financial goals; Ability to utilize simple decision making tools and simple accounting processes to protect financial health. Accomplish basics of budgeting using user friendly tools. Understand interest and its impact on finances. Save to maintain healthy financial situation. Use financial resources wisely

Teaching team:

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

 Oreste Nsanzimana, 0788664238, nsanzi2001@yahoo.fr 

Welcome message

Dear students

Welcome to the introduction of Wetland management course, the course is intended to provide knowledge on the best wetland management practices for sustainable environmental management practices. So you are welcome for this course and kindly read carefully and study hard for the successful of better understanding of this course.For more details about this module please click here.

Course Objectives:

The objective of the course is to introduce students to the application of ecological principles in wetland ecosystems, to the diversity and functional values of wetlands world-wide, and to best-management practices for wetland conservation and restoration. The objectives of the course are mainly aligned in broad sense as follow:

• Provide to the student the current concept of wetlands and its methods for the delimitation (identification, delineation, and classification, etc.) and assessment.
• Understand and evaluate the factors that affect pedogenesis phenomena
• Identify the various ways that cause the wetland degradations in order to make a plan for exploitation agricultural potential with reducing any harmful environmental incidence
• Be familiarized with the fundamental aspects of wetlands ecology

 Learning outcomes:

After completion this course student should have to

 - Understand the concept of wetland, the intrinsic qualities and ecological services provided by wetlands and its value to human

- Be able to identify the hydric soil indicators in the field to delineate wetlands

- Know the fundamental processes and the descriptive or analytical characteristic of  specific  soil covered under wetlands area, then  wetland soil taxonomy( wetland suborder)

- Understand the criteria and indicators used for hydric soils

- To Provide knowledge to the students on the current concept of wetlands and its methods for delimitation (identification, delineation, and classification and assessment, Etc.)  and introduce students to the application of ecological principles in wetland ecosystems, to the diversity and functional values of wetlands world-wide, and to best-management practices for wetland conservation and restoration

- To understand and evaluate the factors that affect pedogenesis phenomena

- To Identify the various ways that cause the wetland degradation in order to make a plan for exploitation with reducing any harmful environmental impact;

- to Understand the concept of wetland, the intrinsic qualities and ecological services provided by wetlands and its value to human

- to Be able to identify the hydric soil indicators in the field to delineate wetlands

- to Know the fundamental processes and the descriptive or analytical characteristic of  specific  soil covered under wetlands area, then  wetland soil taxonomy( wetland suborder)

- to understand the criteria and indicators used for hydric soils

Activities

online lectures

providing assignments

providing reading materials

Literature

Ramsar convetion secretariat, 2010, Managing wetlands, Ramsar handbook 18 edition, switzerland

Facilitators contacts

NSANZIMANA Oreste,Msc

University of RWANDA, College of Agriculture and Veterinary Medecine

Phone contact+250)788664238

Email:nsanzi2001@yahoo.fr

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

MODULE: SWE 6123 - Advances in Irrigation Engineering (15 units)

Facilitator: Dr. Durotimi John (Ass. Prof. Soil and Water Engineering, Nigerian Volunteer)

Course Purpose

To equip student with the knowledge of design, construction and management of irrigation engineering.

Intended Learning Outcomes

At the end of the course, students should be able to;

1. Demonstrate a comprehensive understanding of major principles of analysis of carrying out design, construction and management irrigation facilities.
2. Use the skills, techniques, practices and/or materials, for selection of site, type of irrigation and design principles, construction and management of irrigation facilities.
3. Analyze, evaluate and synthesize issues, which are at the forefront of knowledge about the design, construction and management of farm ponds.
4. Demonstrate skills of life-long learning in the design, construction and management of  irrigation farm and facilities.

Course Description

Introduction, type and design of small dams, ponds and reservoirs, water needs from ponds, site selection of ponds, drainage area protection, site surveys, design of excavated ponds, planning the pond, construction and protection of pond, Operation and maintenance of farm ponds.

Teaching methodologies

Lectures, case studies, Group discussions, field visits, laboratory assessment of irrigation water quality and class presentations.

Instructional materials/equipment

LCD projector, virtual meetings, whiteboard and markers

Course assessment

(i)     Continuous Assessment (Assignments, CATs): 50%

(ii)   End of semester Examination:                          50%

Pass mark for a module:                                           60% for Masters

Course textbooks

• R. Suresh, (2005): Soil and Water Conservation Engineering

• Schwab, G.O. ; R.K. Frevert; T.W. Edminster; and K.K. Barnes (1981). Soil and Water Conservation Engineering, 3rd edition. John Wiley & Sons, New York.
• A.M. Michael (1978). Principles and Practice of Irrigation Engineering
• Garg, S.K. 2005. Irrigation Engineering and hydraulic structures

Journals

• Journals published by American Society of Agricultural Engineers  (ASAE, Archives),
• Journal of Environmental Sciences, (JOES), University of Jos, Nigeria Vol. 12 - 15
• Rwanda Journal (RJ-UR, available on AOL-digital library)

Facilitators:

Professor Durotimi John

Dr. Deepak Das

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 in farm and companion animals. This module is taught in year 4 Veterinary Medicine of undergraduate program at University of Rwanda. 

The module is designed to provide to students the basic expertise on common surgical conditions of the abdominal and urogenital tracts and practical hands-on skills in surgical handling these underlying conditions in cattle, goat, sheep, pig, horse, dogs and cats.

Aim of the module

The aim of this module is to  provide the student knowledge and practical skills in ability to diagnose and stabilise abdominal and urogenital emergencies, and understanding of underlying abdominal and urogenital conditions requiring surgical intervention in livestock farm and companion animals in veterinary medicine.

Brief description of module

Therefore, the module is a pre-requisite to practicing abdominal and urogenital surgery in domestic animals. Full technical knowledge in all abdominal and urogenital surgeries relating to domestic animals requires further years of specialization and practices under the supervision of experienced veterinary surgeons following graduation.

Intended learning outcomes

Indicative contents

Summative assessment:

Facilitator contacts:

Dr. Gervais Ndazigaruye

Email:shemagervais@yahoo.com

Mobile phone:+250 786 180 200/ 788 468 430

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.