development studies - Kigali Independent University ULK

KIGALI INDEPENDENT UNIVERSITY (ULK) 

FACULTY OF SOCIAL SCIENCES 

P.O. BOX. 2280 

Tel (250) 0788304085, 0788304081, 0788304086, 0788304084 

E-mail : rector@ulk.ac.rw; deanfsskigali@ulk.ac.rw; 

deanfssgisenyi@ulk.ac.rw 

Website : www.ulk.ac.rw 

PROPOSED PROGRAMME : 

DEVELOPMENT STUDIES 

KIGALI, MARCH 2011

CONTENTS 

PROGRAMME PROPOSAL FORM ......................................................................................... 3 

PROGRAMME SPECIFICATION FORM…………………………………………………..21 

MODULES DESCRIPTIONS IN YEAR 1 SOCIAL SCIENCES (FSS) ................................ 45 

MODULES DESCRIPTIONS IN YEAR 2, DEVELOPMENT STUDIES .......................... 113 



ULK DEVELOPMENT STUDIES PROPOSED PROGRAMME 2

Republic of Rwanda 

National Council for Higher Education 

PROGRAMME PROPOSAL FORM 

1. PROGRAMME DETAILS 

1 Programme Title DEVELOPMENT STUDIES 

2 Exit Awards Bachelor’s Degree Honours in Development Studies 

(End Year 4, Level 5) 

Diploma in Higher Education – Development Studies 


3 Modes of Attendance 

_________________________ 

4 Resource group: 

Part-time Full-time × 

Distance Learning Work-based Learning 

Other (please 

Short course 

1 5 

specify) 

2 6 

3 Other (write in) 

4 

5 First year of presentation 

2011 

Current Session (short 

courses only) 


1. PROGRAMME FUNDING AND ADMINISTRATION 

1 Programme 

Organiser/Leader: 

KIGALI INDEPENDENT UNIVERSITY ( ULK) 

2 Programme Development Team 

Name 

(Chair and other 

members) 


1.Dr. BOGERE Mohamed ( Dean of the Faculty, Kigali 

Campus) 

2. Prof Dr. NZABANDORA Joseph (Dean of the Faculty, 

Gisenyi Campus) 

3.Mr. DUSHIMIMANA Jean de Dieu ( HOD, Kigali Campus) 

4. Mr SEBUHURA Alexandre (HOD, Gisenyi Campus) 

5.Faculty Council Members(Kigali & Gisenyi Campuses) 

(Library 

Representative) 

(CIT 


(Quality 


Centre 

Office 

Mr. RUDASINGWA Justin, Director, Library (Kigali Campus) 

Mr. RUKANIKA Léonard, Director, Library (Gisenyi 

Campus) 

Dr. NDAYAMBAJE Pius, Dean, Faculty of Science & 

Technology 

Mr. OKOKO OSAMBO, Director, Quality Assurance 

3 Faculty/ School/Centre administratively responsible for the programme 



Authorities Concerned 

Date 

1 Signature 

Dr. BOGERE Mohamed ( Dean of the Faculty, Kigali Campus) 

Signature 

Prof Dr. NZABANDORA Joseph (Dean of the Faculty, Gisenyi Campus) 

2 

Signature 

Mr. DUSHIMIMANA Jean De Dieu, (HOD Kigali Campus) 

Signature 

Mr SEBUHURA Alexandre (HOD, Gisenyi Campus) 

3 Signature 

Dr. KAAYA Siraje (Vice Rector Academics Kigali Campus) 

Campus) Signature 

Dr. CYEZE Emmanuel (Vice Rector Academics Gisenyi Campus) 

4 Signature 

Mrs. NYIRASHYIRAMBERE M. Louise, Vice Rector Adm.& Fin.( Kigali 


Mr. MANZI BALINDA William, Vice Rector Adm. & Fin. ( Gisenyi 

5 Campus) Signature 

Dr. SEKIBIBI Ezekiel Rector 

Seen and agreed 

Library 

ICT 

Quality Office 

Signature 

Mr. RUDASINGWA Justin, Director, Library 

Signature 



Dr. Pius, Dean, Faculty of Science& Technology 

Signature 



R PUBLIC AND PRIVATE PROV 

LEVEL 

5 Projected student numbers –Private: average of 250 per level 

Fulltime 

Parttime 

Fulltime 

Parttime 

Fulltime 

Parttime 

Fulltime 

Parttime 

Parttime 

Parttime 

Level 1 × 

Level 2 × 

Level 3 × 

Level 4 × 

Level 5 × 

TOTAL 

6 WILL THE PROGRAMME BE RESOURCED FROM THE EXISTING 

RESOURCES OF THE CONTRIBUTING FACULTY(S), SCHOOL(S), 

CENTRE(S)? 

YES × NO 

If ‘No’ please indicate the resource requirements, including the proposed source of 

funding. 


7. STAFFING (numbers of staff at each grade – or estimate) 

Year 

1 2 3 4 SOURCE 

OF FUNDS 

Academic Staffing 14 14 14 14 ULK 

Full professors 

ULK 

Associate professors 2 ULK 

Senior lecturers 2 ULK 

Lecturers 10 ULK 

Assistant lecturers 


Tutorial assistants 

(Other – e.g. short-term 

expatriate) 

Support Staff 

Technical & Other Staff 

Equipment 

Library 

Other 







8 General accommodation requirements 

(Please give details of the classroom and laboratory space required to deliver the programme and 

whether the space is currently available) 

THE SPACE IS CURRENTLY AVAILABLE: ULK Kigali Campus, Building FAC 2 locations 

(6 venues of ± 20 meters of length/10 meters of width) for the Development Programme and 

ULK Gisenyi Campus (4 venues of ± 15 meters of length/12 meters of width). 


3. PROGRAMME BACKGROUND, RATIONALE AND INDICATIVE CONTENT 

In the post- genocide period, the Government of Rwanda undertook efforts to address issues of 

poverty, change people’s livelihoods and achieve sustainable development. In order to achieve 

this endeavor, the Government of Rwanda initiated the “Vision 2020” which has among its 

pillars: 

 

 

Human Resources development and Knowledge based economy, 

Global and regional integration. 

Within the same endeavor, the government of Rwanda adopted and began to implement the 

Millennium Development Goals (MDGs). A number of policies and laws were developed and 

are under implementation now. 

A few years ago, Rwanda has embarked on global and regional integration. Rwanda is member 

of CEPGL, EAC, COMESA and Commonwealth. 

To address issues related to development as well as to achieve the above mentioned development 

targets, Rwanda requires well trained and skilled human resources in Development studies, 

fitting for this purpose. 

According to the RICP into its 2010 Rwanda Investment Climate Report, general labor is 

available in Rwanda, but there is a shortage of skilled labor, including accountants, lawyers, and 

technicians into various investments and development fields. Higher institutes of technology, 

many private universities, and vocational institutes are improving and producing more and more 

graduates each year, yet more still to be done. 1 

The National University of Rwanda is the unique higher learning institution training technician 

and researchers in the field of Development studies, other higher learning institutions, 

particularly the Catholic Institute of Kabgayi (ICK) focuses upon training essentially technicians. 

For the above reasons, the Kigali Independent University proposes to set up the Programme of 

Development Studies. 

The choice of this programme has been motivated by the following factors: 

11 RICP. 2010. Investment Climate Report 2010. Kigali. 2010.Unpublished 


Development backlogs in Rwanda and the whole east African region shows that there is a 

need for specialists who understand social, cultural, economic and development 

challenges that governments and NGOs experience in their efforts of development 

Need for careers in a variety of areas, including policy and planning, project management 

in private and public sectors, 

Lack of well trained people in development and Aid work particularly in the NGO 

community, 

Little number of human resources participating actively in social and economic 

development of Rwanda through the implementation of the government’s vision 2020 

pillars and the Millennium Development Goals (MDGs). 

The aim of the programme of DEVELOPMENT STUDIES is to provide the country and the 

whole region with sufficient human resources skilled in the field of development. 

The Kigali Independent University has therefore conducted a local survey from all the 

organizations of the Rwandan Civil Society Platform with the aim of establishing whether or not 

the Development Studies Programme is worth Starting and whether or not there exist enough 

jobs perspectives for this programme future graduates. 

From the below (see the following table) nominative list of all the representatives of the 

Rwandan Civil Society Platform, a survey was conducted with the above mentioned aim. 

Table presenting organizations and Legal Representatives (or Executive Secretaries) of 

the Rwandan Civil Society Platform (Year 2011) 

Organization 

Key Person Contacted 

AMUR (Association des Musulmans du Rwanda) 

Legal Representative 

Transparency Rwanda 


COPORWA (Communauté des Potiers du Rwanda) 

Executive Secretary 

CCOAIB (Conseil de Concertation des organisations 

d’appui aux initiatives de base) 

Deputy Legal Representative 

CEJP (Conférence Episcopale Justice et Paix) 


CEPR ( Conférence Episcopale du Rwanda) 


CESTRAR (Centrale des Syndicats des Travailleurs du 

Rwanda) 


CLADHO (Collectif des Ligues et Associations des 



Droits de l’Homme) 

Forum des ONG sur le Sida et la promotion de la Santé 

au Rwanda - 

Ibuka 


Inteko Izirikana 


Maison de la Presse 


Pro-Femmes Twese Hamwe 


Imbaraga 


ARIPES 


FENAPH - 

TOTAL 16 

Source: Rwandan Civil Society Platform. Organizations of the Rwandan Civil Society 

Platform ( 2011). Kigali. 2011. Unpublished. 

Out of 16 organizations members of the platform, 13 available legal representatives (or 

Executive Secretary), were contacted to express their views on whether or not the Development 

Studies Programme is worth Starting and whether or not there exist enough jobs perspectives for 

the Programme future graduates. Answers from them are summarized as follows: 

Survey Population 

Size (persons 

available) 

13 Legal 

Representatives or 

Executive Secretaries 

Number of Respondents who 

have confirmed that the 

programme is useful for 

Rwanda and worth starting 

13 persons (thus 100% of the 

survey population) 

Number of Respondents who have 

confirmed that the programme has 

large avenues and perspectives of 

employment for its graduates. 

13 persons (thus 100% of the survey 

population) 

It is drawn from the above figures that 100% of Legal Representatives and Executive Secretaries 

confirmed that the Development Studies Programme is useful for Rwanda and have avenues as 

well as perspectives of employment for its graduates, thus worth starting. 

A survey has also been conducted from ULK students second year and third year into the 

Sociology Department, prospective targeted population of the new programme in Development 

Studies. The above mentioned Students were asked to reflect and thereafter to choose among the 


following programmes: Sociology, Sociology of Development and Development Studies. Results 

of the survey were as follows: 

Class and Population 

% of Students who have chosen the Programme 

of Development Studies 

Year 2 Day 66/70 students, thus 94% 

Year 3 Day 70/108 students, thus 65% 

Year 2 Evening 67/70 students, thus 95% 

Year 3 Evening 43/50 students, thus 86% 

A large proportion of students has therefore chosen Development Studies. 

Learning Outcomes 

i) Knowledge and understanding 

Having successfully completed the modules in the department of Development Studies, students 

should: 

 

 

 

 

 

 

 

Have a holistic view of development with knowledge of social, cultural and economic 

development issues with a solid knowledge in development, policy, strategy, planning 

and projects. 

Know how to plan and manage development programmes 

Understand and make a good analysis of numerous issues relating to sustainable 

development, such as global, national and local environmental issues, globalization and 

regional integration issues, land reform, community development, democracy, conflict 

resolution, HIV and AIDS, etc. 

Perform a deep analysis of history and politics of contemporary Africa, and institutions 

Know how to conduct research in the field of social sciences in the field of social 

sciences 

Get familial with development theories 

Make a critical analysis of development theories 


Analyze rural and urban development issues, 

ii) Cognitive/Intellectual skills/Application of knowledge 

Having successfully completed the modules in the department of Sociology of department, 

students should: 

 

 

 

 

 

 

Apply development theories in the process of analysis of social, cultural and economic 

development issues facing people of Rwanda and of elsewhere in Africa 

Apply principles of development, management, planning 

Apply Research methods in social sciences in different fields of research specifically in 

development domains. 

Be a policy designer and analyst 

Be a development Programme manager, officer, planner and facilitator, 

Researcher in Social domain 

iii) Communication/ICT/Numeracy/Analytic techniques/Practical skills 

Having successfully completed the modules in the department of Sociology of department, 

students should be able to: 

 

 

 

Use specific software for data analysis in social and development domains 

Teach or communicate to others skills in the fields of development 

Communicate with oral or written means the content of all the modules studied in this 

programme 

iv) General transferable skills 

Having successfully completed the modules in the department of department studies, students 

should be able to: 

 

 

Explain social, cultural and economic development issues facing people of Rwanda and 

of elsewhere in Africa 

Teach or communicate to others principles of development, project management, 


Teach research methodology in social sciences 

Use and teach specific software for data analysis in social and development domains 

Table 1: First Year SOCIAL SCIENCES 

No Module Code Module Title Credits Hours 

1 FSS 101 Ethics, Rwandan Culture and Civic 

Education 

12 120 

2 FSS 102 Introduction to Sociology and Psychology 12 120 

Unit 1: Introduction to sociology 6 60 

Unit 2: Introduction to Psychology 6 60 

3 FSS 103 Introduction to Law 12 120 

Unit 1: Introduction to Public Law 6 60 

Unit 2: Introduction to Private Law 6 60 

4 FSS 104 Introduction to development studies 12 120 

Unit1: Development principles and concepts 6 60 

Unit 2: Introduction to Sociology of 

Development 

6 60 

5 FSS 105 Communication Skills 1 12 120 

Unit 1: English 6 60 

Unit 2: Introduction to ICT 6 60 

6 FSS 106 Introduction to International Relations 12 120 

7 FSS 107 Descriptive and Inferential Statistics 12 120 

Unit 1: Descriptive Statistics 6 60 

Unit 2: Inferential Statistics 6 60 

8 FSS 108 Research skills 12 120 

Unit 1: Introduction to Scientific Research 7 70 


Unit 2: Historical Critics 5 50 

9 FSS 109 Principles of Economics 12 120 

Unit1 : Principles of Economics 8 80 

Unit 2 : Rwandan Economy 4 40 

10 FSS 110 Contemporary History and Anthropology 12 120 

Unit1: History of Africa 4 40 

Unit 2 : History of Rwanda 4 40 

Unit 3: Social and cultural Anthropology 4 40 

Total 1200 1200 

Year II DEVELOPMENT STUDIES 

No 

Module 

Code 

Module Title Credits Hours 

1 DVS 201 Population and development 12 120 

Unit 1 : Population policy and development 6 6 

Unit2 : Basic Demography 6 6 

2 DVS 202 General skills I 12 120 

Unit1 : English Skills 6 6 

Unit 2: Computer Skills 6 6 

3 DVS 203 Rural and Urban Development 12 120 

Unit 1 : Rural and Urban Development 6 6 

Unit 2 : Rural economy 6 6 

4 DVS 204 Land and environment Management 12 120 

Unit 1: Land Management 6 60 

Unit 2: Environment Management 6 60 

5 DVS 205 Civil and Social Law 12 120 


Unit 1 : Civil, Land and Succession Law 6 6 

Unit 2 :Social Law 6 6 

DVS 206 Social Policy and Social development 12 120 

6 

Unit 1 : Social Policy and Social security management 7 70 

Unit 2 : Strategies of development 5 50 

7 DVS 207 Advanced Sociology 12 120 

Unit1 : Major Sociologic Theories 6 6 

Unit 2 : Epistemology and Sociology of Knowledge 6 6 

8 DVS 208 Gender and Development Theories 12 120 

Unit 1 : Gender and development 6 6 

Unit 2 : Development Theory I 6 6 

9 DVS 209 Health issues and Medical Anthropology 12 120 

Unit 1 : Sociology of health and social protection 6 6 

Unit 2 : Medical Anthropology 6 6 

10 DVS 2010 Contemporary social problems and Challenges on 

development of Rwanda 

12 120 

Unit 1: Contemporary social problems 6 60 

Unit 2: Challenges on development of Rwanda 6 60 

Total 120 1200 

YEAR III DEVELOPMENT STUDIES 

No 

Module 

Code 


No 

1 

DVS 301 Social Psychology and Sociometrics 12 120 

Unit 1 : Social psychology in development practice 6 60 

Unit 2 : Sociometrics 6 60 


DVS 302 Community development and Participative Methods 12 120 

2 

Unit 1 : Community development 6 60 

Unit 2 : Participative Methods 6 60 

DVS 303 General Skills 2 12 120 

3 

Unit1 : English skills 6 60 

Unit 2 : Computer skills 6 60 

DVS 304 4. Qualitative and Quantitative methods of social research 12 120 

4 

Unit 1 : Research Methods in Social sciences 6 60 

Unit 2 : Data Analysis 6 60 

DVS 305 Religion and Ethics in Development 12 120 

5 

Unit 1 : Ethical issues in Development 6 60 

Unit 2 : Sociology of religion 6 60 

DVS 306 Human rights and Development 12 120 

Unit 1 : Human rights and Development 6 60 

6 

Unit 2 : Sustainable Development 6 60 

DVS 307 Economy, Society and Development 12 120 

7 

Unit 1 : Economic Sociology 6 60 

Unit 2 : Economics of Development 6 60 

8 

DVS 308 Political Sociology, Decentralization and Local 12 120 

Development 

Unit 1: Political sociology 6 60 

Unit 2: Decentralization, Local and Regional development 6 60 

DVS 309 Social change and development 12 120 

9 

Unit 1 : Social Change and development 6 60 

Unit 2: Development theory II 6 60 


10 DVS 310 Conflict Management and Sociology of genocide 12 120 

Unit 1 : Conflict Management 6 60 

Unit 2 : Sociology of genocide 6 60 

TOTAL 120 1200 

YEAR IV DEVELOPMENT STUDIES 

No 

Module Code Module Title Credits Hours 

1 

DVS 401 Management of Cooperatives and SME 12 120 

Unit 1 : Management of Cooperatives 6 60 

Unit 2 : Management of SME 6 60 

2 

DVS 402 Entrepreneurship and Project Management 12 120 

Unit 1 : Entrepreneurship 6 60 

Unit 2 : Project management 6 60 

3 

DVS 403 Globalization and Development 12 120 

Unit 1: Globalization and social development 6 60 

Unit 2 : Monitoring and Evaluation techniques 6 60 

4 

DVS 404 Sociology of education and social 

communication development 

12 120 

Unit 1 : Sociology of education 6 60 

Unit 2 : Sociology of information and 

6 60 

communication 

5 

DVS 405 

Administration, Policy making and strategic 

12 120 

Planning 

Unit 1 : Strategic Planning techniques 4 40 

Unit 2 : Policy Formulation and Implementation 4 40 


Unit 3. Development administration 4 40 

6 

Disaster Management and development 12 120 

DVS 406 

Unit 1: Disaster Management 6 60 

Unit 2 : HIV/Pendemic and Development 6 60 

7 


Unit 1: English skills 6 60 

Unit 2: Computer skills 6 60 

8 

DVS 408 Sociology of organizations and Human 

resources management 

12 120 

Unit 1 : Sociology of organizations 6 60 

Unit 2 : Human Resources Management 6 60 

9 

DVS 409 Internship 12 120 

10 

DVS 410 Dissertation 12 120 

TOTAL 120 1200 


4. UNIT APPROVAL 

Faculties/Schools/Centres contributing to Programme (this table should be signed by the 

Deans/Heads of all Units contributing to the programme to confirm agreement with the 

proposal). 

Faculty Dean /Director Date 

1 Signature 

Print Name: Dr BOGERE Mohamed, (Dean, FSS Kigali Campus) 

Prof Dr NZABANDORA Joseph, (Dean , FSS Gisenyi Campus) 

2 Signature 

Print Name: Mr. DUSHIMIMANA Jean De Dieu,(HODKigali) 

Mr SEBUHURA Alexandre, (HOD Gisenyi) 

3 

KKigaliKigaliKigali 

Signature 

Print Name: Faculty Council Members 

Seen and noted 

Library 

ICT 


Signature 

Print Name: Mr. RUDASINGWA Justin, Director 

Signature 

Print Name: Dr. NDAYAMBAJE Pius, Dean, FST 

Signature 

Print Name: Mr. OKOKO OSAMBO, Director, Quality 

Assurance 


5. CENTRAL AUTHORISATION 

Resources Confirmation Mrs. NYIRASHYIRAMBERE M. Louise 

__________ 

Date: 

Vice Rector Administration and Finance ( ULK Kigali) 

__________ 

Mr. MANZI BALINDA William 

Vice Rector Administration and Finance ( ULK Gisenyi) 

Date: 

Approved Dr. KAAYA Siraje Date: __________ 

Vice Rector Academics (ULK Kigali) 

Dr CYEZE Emmanuel 

Date: __________ 

Vice Rector Academics (ULK Gisenyi) 

Approved Senate Dr SEKIBIBI Ezekiel Date: ------------------- 

Chair/Rector 



NATIONAL COUNCIL FOR HIGHER EDUCATION 

KIGALI INDEPENDENT UNIVERSITY (ULK) 

PROGRAMME SPECIFICATION FORM 

1. PROGRAMME DETAILS 

1 Programme Title Development Studies 

2 Exit Awards Bachelor’s Degree Honours in Development Studies 


Diploma in Higher Education – Development Studies 


3. Modes of Attendance 

_________________________ 

4 Resource group: 

Part-time Full-time X 

Distance Learning Work-based 

Other (please 

Short course 

1 X 

Learning 

5 

specify) 

2 6 

3 Other (write in) 

4 

5 First year of presentation 

2011 


PROGRAMME FUNDING AND ADMINISTRATION 

1 Programme 

Organiser/Leader: 

KIGALI INDEPENDENT UNIVERSITY ( ULK) 

2 Programme Development Team 

Name 

(Chair and other 

members) 


1.Dr. BOGERE Mohamed ( Dean of the Faculty, Kigali 

Campus) 

2. Prof Dr. NZABANDORA Joseph (Dean of the Faculty, 

Gisenyi Campus) 

3. Mr. DUSHIMIMANA Jean de Dieu ( HOD, Kigali 

Campus) 

4. Mr. SEBUHURA Alexander (HOD, Gisenyi Campus) 

5.Faculty Council Members(Kigali & Gisenyi Campuses) 

(Library 


Mr. RUDASINGWA Justin, Director, Library (Kigali 

Campus) 


Campus) 

(CIT Centre 


(Quality Office 


Dr. NDAYAMBAJE Pius,( Dean, Faculty of Science & 

Technology) 


3 FACULTY/ SCHOOL/CENTRE ADMINISTRATIVELY RESPONSIBLE FOR 

THE PROGRAMME 



Authorities Concerned 

1 Signature 

Dr. BOGERE Mohamed ( Dean of the Faculty, Kigali Campus) 

Signature 

Prof Dr. NZABANDORA Joseph (Dean of the Faculty, Gisenyi 


Mr DUSHIMIMANA Jean de Dieu (HOD, Kigali Campus) 

Signature 

Mr SEBUHURA Alexander (HOD, Gisenyi Campus) 

3 Signature 

Dr. KAAYA Siraje (Vice Rector Academics Kigali Campus) 


Dr. CYEZE Emmanuel (Vice Rector Academics Gisenyi Campus) 

4 Signature 

Mrs. NYIRASHYIRAMBERE M. Louise, (Vice Rector Adm.&Fin 

Kigali Signature Fin.Kigali) FinanceFin.(Kigali Campus) 

Mr. MANZI BALINDA William, (Vice Rector Adm. & Fin. Gisenyi 


Dr. SEKIBIBI Ezekiel Rector 

Seen and agreed 

Library 

ICT 


Signature 

Mr. RUDASINGWA Justin, Director, Library 

Signature 



Dr. Pius, Dean, Faculty of Science& Technology 

Signature 


C AND 


PRIVAOVID 

E2. PROGRAMME FUNDING AND NEED FOR RESOURCES 

2.1. Student numbers: 

Intake per year: 300 into Level: 1 

Eventual population, all years: 1 200 

2.2. Staffing (Estimated numbers of Permanent Staff at each grade) 

Year 1 

Year 

2 

Year 3 Year 4 SOURCE 

OF FUNDS 

Academic Staffing 14 14 13 12 ULK 

Full Professors 1 1 1 ULK 

Associate Professors 2 2 2 2 ULK 

Senior Lecturers 2 2 2 2 ULK 

Lecturers 10 9 8 7 ULK 

2.3. Physical Facilities for the Programme 

Programme locations: ULK Kigali Campus, Building FAC 2 locations (6 

venues of ± 20 meters of length/10 meters of width) for the Development 

Programme and ULK Gisenyi Campus (4 venues of ± 15 meters of length/12 

meters of width). 


3. PROGRAMME BACKGROUND, RATIONALE AND INDICATIVE CONTENT 

In the post- genocide period, the Government of Rwanda undertook efforts to address 

issues of poverty, change people’s livelihoods and achieve sustainable development. In 

order to achieve this endeavor, the Government of Rwanda initiated the “Vision 2020” 

which has among its pillars: 

 

 

Human Resources development and Knowledge based economy, 

Global and regional integration. 

Within the same endeavor, the government of Rwanda adopted and began to 

implement the Millennium Development Goals (MDGs). A number of policies and laws 

were developed and are under implementation now. 

A few years ago, Rwanda has embarked on global and regional integration. Rwanda is 

member of CEPGL, EAC, COMESA and Commonwealth. 

To address issues related to development as well as to achieve the above mentioned 

development targets, Rwanda requires well trained and skilled human resources in 

Development studies, fitting for this purpose. 

According to the RICP into its 2010 Rwanda Investment Climate Report, general labor 

is available in Rwanda, but there is a shortage of skilled labor, including accountants, 

lawyers, and technicians into various investments and development fields. Higher 

institutes of technology, many private universities, and vocational institutes are 

improving and producing more and more graduates each year, yet more still to be 

done. 2 

The National University of Rwanda is the unique higher learning institution training 

technician and researchers in the field of Development studies, other higher learning 

institutions, particularly the Catholic Institute of Kabgayi (ICK) focuses upon training 

essentially technicians. 

For the above reasons, the Kigali Independent University proposes to set up the 

Programme of Development Studies. 

22 RICP. 2010. Investment Climate Report 2010. Kigali. 2010.Unpublished 


The choice of this programme has been motivated by the following factors: 

 

 

 

 

Development backlogs in Rwanda and the whole east African region shows that 

there is a need for specialists who understand social, cultural, economic and 

development challenges that governments and NGOs experience in their efforts 

of development 

Need for careers in a variety of areas, including policy and planning, project 

management in private and public sectors, 

Lack of well trained people in development and Aid work particularly in the NGO 

community, 

Little number of human resources participating actively in social and economic 

development of Rwanda through the implementation of the government’s vision 

2020 pillars and the Millennium Development Goals (MDGs). 

The aim of the programme of DEVELOPMENT STUDIES is to provide the country and 

the whole region with sufficient human resources skilled in the field of development. 

The Kigali Independent University has therefore conducted a local survey from all the 

organizations of the Rwandan Civil Society Platform with the aim of establishing 

whether or not the Development Studies Programme is worth Starting and whether or 

not there exist enough jobs perspectives for this programme future graduates. 

From the below (see the following table) nominative list of all the representatives of the 

Rwandan Civil Society Platform, a survey was conducted with the above mentioned 

aim. 

Table presenting organizations and Legal Representatives (or Executive 

Secretaries) of the Rwandan Civil Society Platform (Year 2011) 

Organization 

AMUR (Association des Musulmans du Rwanda) 

Transparency Rwanda 

COPORWA (Communauté des Potiers du 

Rwanda) 

CCOAIB (Conseil de Concertation des 





Deputy Legal Representative 


Organization 


organisations d’appui aux initiatives de base) 

CEJP (Conférence Episcopale Justice et Paix) 


CEPR ( Conférence Episcopale du Rwanda) 


CESTRAR (Centrale des Syndicats des 

Travailleurs du Rwanda) 


CLADHO (Collectif des Ligues et Associations des 

Droits de l’Homme) 


Forum des ONG sur le Sida et la promotion de la 

Santé au Rwanda - 

Ibuka 


Inteko Izirikana 


Maison de la Presse 


Pro-Femmes Twese Hamwe 


Imbaraga 


ARIPES 


FENAPH - 

TOTAL 16 

Source: Rwandan Civil Society Platform. Organizations of the Rwandan Civil 

Society Platform ( 2011). Kigali. 2011. Unpublished. 

Out of 16 organizations members of the platform, 13 available legal representatives (or 

Executive Secretary), were contacted to express their views on whether or not the 

Development Studies Programme is worth Starting and whether or not there exist 

enough jobs perspectives for the Programme future graduates. Answers from them are 

summarized as follows: 

Survey Population 

Size (persons 

available) 

13 Legal 

Representatives or 

Executive Secretaries 

Number of Respondents 

who have confirmed that 

the programme is useful for 

Rwanda and worth starting 

13 persons (thus 100% of the 

survey population) 

Number of Respondents who 

have confirmed that the 

programme has large avenues 

and perspectives of employment 

for its graduates. 

13 persons (thus 100% of the survey 

population) 


It is drawn from the above figures that 100% of Legal Representatives and Executive 

Secretaries confirmed that the Development Studies Programme is useful for Rwanda 

and have avenues as well as perspectives of employment for its graduates, thus worth 

starting. 

A survey has also been conducted from ULK students second year and third year into 

the Sociology Department, prospective targeted population of the new programme in 

Development Studies. The above mentioned Students were asked to reflect and 

thereafter to choose among the following programmes: Sociology, Sociology of 

Development and Development Studies. Results of the survey were as follows: 

Class and Population 

% of Students who have chosen the 

Programme of Development Studies 

Year 2 Day 94% 

Year 3 Day 65% 

Year 2 Evening 95% 

Year 3 Evening 86% 

A large proportion of students has therefore chose Development Studies. 


v) Knowledge and understanding 

Having successfully completed the modules in the department of Development Studies, 

students should: 

 

 

Have a holistic view of development with knowledge of social, cultural and 

economic development issues with a solid knowledge in development, policy, 

strategy, planning and projects. 

Know how to plan and manage development programmes 


Understand and make a good analysis of numerous issues relating to 

sustainable development, such as global, national and local environmental 

issues, globalization and regional integration issues, land reform, community 

development, democracy, conflict resolution, HIV and AIDS, etc. 

Perform a deep analysis of history and politics of contemporary Africa, and 

institutions 

Know how to conduct research in the field of social sciences in the field of social 

sciences 

Get familial with development theories 

Make a critical analysis of development theories 

Analyze rural and urban development issues, 

vi) Cognitive/Intellectual skills/Application of knowledge 

Having successfully completed the modules in the department of Sociology of 

department, students should: 

 

 

 

 

 

 

Apply development theories in the process of analysis of social, cultural and 

economic development issues facing people of Rwanda and of elsewhere in 

Africa 

Apply principles of development, management, planning 

Apply Research methods in social sciences in different fields of research 

specifically in development domains. 

Be a policy designer and analyst 

Be a development Programme manager, officer, planner and facilitator, 

Researcher in Social domain 

vii) Communication/ICT/Numeracy/Analytic techniques/Practical skills 

Having successfully completed the modules in the department of Sociology of 

department, students should be able to: 

 

 

Use specific software for data analysis in social and development domains 

Teach or communicate to others skills in the fields of development 


Communicate with oral or written means the content of all the modules studied in 

this programme 

viii) 

General transferable skills 

Having successfully completed the modules in the department of department studies, 


 

 

 

 

Explain social, cultural and economic development issues facing people of 

Rwanda and of elsewhere in Africa 

Teach or communicate to others principles of development, project management, 

Teach research methodology in social sciences 

Use and teach specific software for data analysis in social and development 

domains 


No 

Module 

Code 


1 FSS 101 Ethics, Rwandan Culture and 

Civic Education 

2 FSS 102 Introduction to Sociology and 

Psychology 

12 120 

12 120 


Unit 2: Introduction to 

Psychology 

6 60 



Unit 2: Introduction to Private 

Law 

6 60 


4 FSS 104 Introduction to development 

12 120 

studies 

Unit1: Development principles 

6 60 

and concepts 

Unit 2: Introduction to Sociology 

6 60 

of Development 




6 FSS 106 Introduction to International 

12 120 

Relations 

7 FSS 107 Descriptive and Inferential 

12 120 

Statistics 




Unit 1: Introduction to Scientific 

Research 

7 70 





10 FSS 110 Contemporary History and 

12 120 

Anthropology 




Unit 3: Social and cultural 

Anthropology 

4 40 

Total 1200 1200 


Year II DEVELOPMENT STUDIES 

No 

Module 

Code 


















6 

Unit 1 : Social Policy and Social security 

management 

7 70 





Unit 2 : Epistemology 

Knowledge 

and Sociology of 

6 6 



Unit 2 : Development Theory I 6 6 




10 DVS 

2010 

Contemporary social problems and 

Challenges on development of Rwanda 

12 120 



Total 120 1200 


YEAR III DEVELOPMENT STUDIES 

No 

Module 

Module Title 

Credit 

Hours 

Code 

s 

No 


1 

Unit 1 : Social psychology in development 

practice 

6 60 

2 

DVS 302 


Community development and Participative 12 120 

Methods 




3 


4 

DVS 304 


4. Qualitative and Quantitative methods of 12 120 

social research 




5 






6 Unit 2 : Sustainable Development 6 60 


7 



8 

DVS 308 Political Sociology, Decentralization and 12 120 

Local Development 


Unit 2: Decentralization, Local and Regional 

development 

6 60 


9 



10 DVS 310 Conflict Management and Sociology of 

genocide 

12 120 



TOTAL 120 1200 


YEAR IV DEVELOPMENT STUDIES 

No 

Module 

Code 


1 

DVS 401 

Management of Cooperatives and 

12 120 

SME 

Unit 1 : Management of 

6 60 

Cooperatives 


2 

DVS 402 Entrepreneurship and Project 

Management 

12 120 



3 


Unit 1: Globalization and social 

6 60 


Unit 2 : Monitoring and Evaluation 

6 60 

techniques 

4 

DVS 404 

Sociology of education and social 

12 120 




6 60 

communication 

5 

DVS 405 

Administration, Policy making and 

12 120 

strategic Planning 


Unit 1 : Strategic Planning 

techniques 

Unit 2 : Policy Formulation and 

Implementation 

4 40 

4 40 


6 

DVS 406 

Disaster Management and 12 120 



Unit 2 : HIV/Pandemic and 

Development 

6 60 

7 




8 

DVS 408 Sociology of organizations and 

Human resources management 

12 120 


Unit 2 : Human Resources 

Management 

6 60 

9 


10 


TOTAL 120 1200 

4. CURRICULUM MAP for programme outcomes (add rows or columns as required) – tick 

where outcome is achieved 


Learning 

outcome 

Group I: 

Knowledge & 

understanding 

Group II: 

Cognitive, 

Intellectual 

skills, 

Application of 

Knowledge 

Group III: 

Communicatio 

n, ICT, 

Numeracy, 

Analytical 

Techniques, 

Practical Skills 

Group IV: 

General 

Transferable 

Skills 

Level 1 X X X X 





5. LEARNING AND TEACHING STRATEGY 

Generally, for all the five levels, learners will be provided with learning resources, 

essentially training manuals (courses notes, text books, cases studies, and reference 

materials in a classroom, for the face to face sessions. The Lecturer will be using a 

computer as well as a projector for his prepared courses to be presented. During the 

2010 Academic Year, the Kigali Independent University has purchased more than 40 

branded new projectors to support teaching. Students will also be having at their 

disposal the 4 ULK Kigali and the 2 ULK Gisenyi computer laboratories with the 

necessary resources (software and exercises) and computer equipment to create 

presentations (on cases studies analyses and structured exercises), repeat and 

reinforce topics taught in classrooms or research topics using the Internet. All, done, in 

order to achieve projected learning outcomes. 

All students will be expected to arrive punctually for each class, fully equipped with all 

the particular requirements to enable full participation, including textbooks, photocopies, 

class notes, case studies and writing materials to solve out structured exercises, to 

participate to case studies analyses in presence of the lecturer, to prepare related 

presentations and to participate to computers laboratory works, finally, to Submit 

assignments. 


6. ASSESSMENT STRATEGY 

Learners will be required to complete all assessment activities to provide evidence of 

competency. Each session will be accompanied by self directed learning time, for 

readings, negotiated activities and evidence collection. All learners undertaking this 

programme will be involved in a meeting with their trainer and will be guided through the 

proposed strategies for each unit of competency in which they will be involved. In other 

words. Candidates may be required to demonstrate knowledge and skills on more than 

one occasion. Assignments should be worked on during a semester and not left till the 

last minute. Assessment will be undertaken on the recommended dates as indicated by 

the lecturer or the Department. It is the responsibility of the student to submit or attend 

scheduled assessments on set times and dates. All the assessments conducted will 

have to be marked, with comments on weaknesses given to students within reasonable 

time. As for the assessment pattern, it is presented on the below table: 

Component Weighting (%) Learning objectives 

covered 

Continuous 

assessments 

40 I, ii, iii, iv 

Final assessment: 60 I, ii, iii, iv 

7. STUDENT PROFILE AND SPECIFIC ADMISSION CRITERIA 

The Student profile and admission criteria are as provisioned by the University 

Regulations, its chapter iv on General Academic Regulations (Articles 51 and 52). 

Art 51: ULK is accessible to anybody who complies with the admissions criteria to 

higher education in Rwanda. It doors are opened to regular as well as to part-time 

students. 

Art.52: in order to be registered at ULK, one has to be a bearer of a study certificate 

providing access to the higher education field of his (her) choice. 


8. STRATEGY FOR STUDENT SUPPORT 

The Kigali Independent University has put into place regulations as well as practices in 

line with the National Student Support and Guidance Policy released by the National 

Council of High Education in April 2007. Following the NCHE above mentioned policy, 

the university students support and guidance policy caters for the following: Student 

Induction Policy; Academic Support Policy; Careers Education Information and 

Guidance Policy; Personal Development Planning; Complaints and Grievance 

Procedure for Students and Harassment Policy for Staff and Students. Accounting 

students will also be supported with the existing instruments and practices. 

9. PROGRAMME-SPECIFIC NEED FOR RESOURCES AND UNUSUAL DEMANDS 

ON INSTITUTIONAL RESOURCES 

The new programme teaching, learning, evaluation and research arrangements will 

benefit from the 2011 projected financials: Kigali Campus expenditures: 

RWF 4,801,339,319 and Gisenyi Campus Expenditures: RWF 1,088,770,000 

Among the specific needs for resources is the need for buying books related 

Development studies 

10. STRATEGIES FOR CONTINUOUS ENHANCEMENT AND FUTURE DEVELOPMENT 

NCHE recommended subject reviews and their conclusions, institutional audits, regular 

faculty and departmental follow up on the running of the minimum indicative content as 

well as the achievement of learning outcomes, coupled with students’ evaluations of 

lecturers at the end of each module or units are paramount. 

11. STAFF DEVELOPMENT PRIORITIES 

Recruiting more qualified Development studies lecturers as well as attending trainings 

into Development studies professional boards as well as seminars, workshops at the 

national, regional and international levels are amongst the prime staff development 

priorities. 





proposal). 


1 Signature 



2 Signature 



3 


Signature 



Library 

ICT 


Signature 

Print Name: Mr. RUDASINGWA Justin, Director 

Signature 


Signature 


Assurance 


13. CENTRAL AUTHORISATION 

Resources Confirmation 

Mrs. NYIRASHYIRAMBERE M. Louise 

Date: __________ 

Vice Rector Administration and Finance (ULK Kigali) 

Mr. MANZI BALINDA William 

Date: __________ 

Vice Rector Administration and Finance (ULK Gisenyi) 

Approved 

Dr. KAAYA Siraje 

Date: __________ 

Vice Rector Academics (ULK Kigali) 


Date: __________ 

Vice Rector Academics (ULK Gisenyi) 

Approved Senate 

Dr SEKIBIBI Ezekiel Date: ------------------- 

Chair 





YEAR 1 

MODULES DESCRIPTIONS 

FORMS 


MODULES DESCRIPTIONS IN YEAR 1 SOCIAL SCIENCES (FSS) 


No 

Module 

Code 


1 FSS 101 Ethics, Rwandan Culture and Civic 

Education 

2 FSS 102 Introduction to Sociology and 

Psychology 

12 120 

12 120 


Unit 2: Introduction to Psychology 6 60 



Unit 2: Introduction to Private Law 6 60 

4 FSS 104 Introduction to development studies 12 120 

Unit1: Development principles and 

concepts 

Unit 2: Introduction to Sociology of 

Development 

6 60 

6 60 




6 FSS 106 Introduction to International 

Relations 

12 120 

7 FSS 107 Descriptive and Inferential Statistics 12 120 





Unit 1: Introduction to Scientific 7 70 

Research 





10 FSS 110 Contemporary History and 

Anthropology 

12 120 



Unit 3: Social and cultural 

Anthropology 

4 40 

Total 1200 1200 


MODULE 1 

1. Module code FSS 101 Faculty: SOCIAL SCIENCES 

2. Module Title:. ETHICS, RWANDAN CULTURE AND CIVIC EDUCATION 

3.Level: 1 Semester: 1 Credits:_ 12 __ 

4. First year of presentation: __2011_ Administering Faculty:..... SOCIAL SCIENCES 

5.Pre-requisite or co-requisite modules, excluded combinations 

Successful completion of Secondary School Studies 

6. Allocation of study and teaching hours 

Total student hours ____________ 

Student 

hours 

Staff 

hours 

Lectures 

Seminars/workshops 

Practical classes/laboratory 

Structured exercises 

Set reading etc. 

Self-directed study 

Assignments – preparation and writing 

Examination – revision and attendance 

35 45 

25 45 

10 - 

10 10 

10 ------------- 

10 ------------- 

10 10 

10 10 

Other: 

TOTAL 

120 120 


6.1 Brief description of aims and content 

This module is made of the following units: Ethics, Rwandan Culture and Civic Education and 

the unit of Contemporary History of Africa and the History of Rwanda. It focuses particularly 

on: how to behave, to get knowledge, to acquire technical know-how, civic education; to know 

the history of Rwanda and the contemporary history of Africa. 

The general objective of this course is to sensitize the students of this university to become real 

cadres of change for better life (at individual, family, community, national and international 

levels). 

6.2 Learning Outcomes 

i) Knowledge and Understanding 

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

knowledge and understanding of: 

 

 

 

 

 

 

 

theoretical considerations on morals, ethics, body, soul and spirit ; moral conscience, 

culture, civic education, 

principles of a happy life 

ethics and business 

ethics and science 

Rwandan culture and civic education of the pre-colonial, colonial and post-colonial 

periods 

Rwandan culture and civic education in post genocide period 

Contemporary history of Africa and the history of Rwanda. 

ii) Cognitive/Intellectual skills/Application of Knowledge 

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

 

 

 

 

Analyse some ethical issues 

Know how to behave, to get knowledge and to acquire technical know-how 

Distinguish ethics from morals, and moral conscience 

Stimulate moral sensitivity and responsibility 


Show attitudes of tolerance in case of discordance between him/her and another person 

and to stand firmly vis-à-vis incoherence and anti-values. 

Make a critical judgement on elements of other cultures proposed to our society 

Liberate himself and liberate others from ethnic, regional et ideological prejudices and 

spread out ethical values 

Know different programs of the government of Rwanda 

Know the history of Rwanda and contemporary Africa 

iii) Communication/ICT/Numeracy/Analytic Techniques/Practical Skills 


‣ Show good behaviors of ethical values of integrity, justice, peace and tolerance 

‣ Be actor or cadre of change for a better life in his/her family, community, national 

and international levels 

‣ Participate to the government policy development and implementation 

‣ Tale the real history of Rwanda and of the contemporary Africa 



apply or implement the principles of a happy life they have learned in their day-to-day 

lives in the family, community, the country and abroad 

Participate and contribute to actions initiated by different organisations (public and 

private) which aim to fight against anti-values, conflicts, genocide, etc. 

Help others be characterised by values of integrity, tolerance, justice, and peace. 

Advise and inform others about principles of living a better life. 

7. Indicative Content 

Part 1: ETHICS, RWANDAN CULTURE AND CIVIC EDUCATION 

CHAPTER I: THEORETICAL CONSIDERATIONS 

CHAPTER II: PRINCIPLES OF A HAPPY LIFE 

CHAPTER III: ETHICS AND BUSINESS 

CHAPTER IV: ETHICS AND SCIENCES 


CHAPTER V: RWANDAN CULTURE AND CIVIC EDUCATION OF THE PRE-COLONIAL 

PERIOD 

CHAPTER VI: RWANDAN CULTURE AND CIVIC EDUCATION OF THE COLONIAL 

PERIOD 

CHAPTER VII: RWANDAN CULTURE AND CIVIC EDUCATION OF POST6COLONIAL 

PERIOD 

CHAPTER VIII: RWANDAN CULTURE AND CIVIC EDUCATION: POST GENOCIDE 

PERIOD 

Part 2: HISTORY OF RWANDA 

CHAPTER I: THE PRECOLONIAL PERIOD OF RWANDA 

CHAPTER II: THE COLONIAL PERIOD OF RWANDA 

CHAPTER III: THE POST-COLONIAL PERIOD OF RWANDA 

8. Learning and Teaching Strategy 

At the beginning the teaching strategy is expositive but the main part of the course that follows is 

essentially of active method. The lecturer will explain the content of the course to the students in 

order to acquaint them with enough skills and sensitize them to become real cadres of change for 

better life at individual, familial, community, national and international levels. Then at the end 

of every chapter student will make groups work, they will collectively discuss and answer the 

questions prepared and written at the end of each chapter. Every group will present its 

assignment and the lecturer will help better understand. Face to face lectures, including 

discussions based on examples that are intended to help student well understand will be 

encouraged. 

9. Assessment Strategy 

Learning Outcomes will be evaluated gradually after each unit. An examination of duration of 3 

hours will be prepared and they will sit for it. Assignments and presentations of students groups 

work will be marked too. 


10. Assessment Pattern 

Component Weighting (%) Learning objectives covered 

In-course assessment: 

Presentations 

structural exercises 

on 

10 1, 2, 3 

Assignments 10 1, 2, 3 

Final assessment: 

End-of-Semester 

Examination 

60 1, 2, 3, 4 

11. Strategy for feedback and student support during module 

The final test or examinations, presentations on structural exercises and assignments will 

be marked. Students’ marks will be registered and available on the web site of ULK. 

Students’ marks will be copied on the transcripts that will be sticked up. 

The questions and answers for the exam will be available at the web site of the university. 

12. Indicative Resources 

Core Text (include number in library or URL) (inc ISBN) 

1. ANSALDI, Jean : Ethique et sanctification, 1983 

2. BONHOEFFER, Dietrich : Ethique, 1965 

3. BRACKMAN, Colette : Histoire d’un génocide, 1995 

4. CHRETIEN, Jean Pierre : Rwanda, les medias du génocide, éditions KARTHALA, Paris, 

1995 

5. CROUSSE, Bernard et ROUBAN, Luc : Progrès scientifique et débat éthique, 1989 

6. KAGAME, Alexis : Un abrégé de l’histoire du Rwanda de 1853à1972, 1975 

7. KANYAMACUMBI Patient : Société, culture et pouvoir politique en Afrique inter 

lacustre, Hutu et Tutsi de l’ancien Rwanda, 1995 


8. MISSER François : Vers un nouveau Rwanda, entretiens avec Paul Kagame, éditions 

Karthala, Juin 1995 

9. WARREN, Rick : Une vie motivée par l’essentiel, 2006, translation from the purpose 

driven life, 2002, Purpose Driven Ministries, California, USA 

10. LOVELL, Alan: Business Ethics and Values, 2006, Prentice Hall. 

Key websites and on-line resources 

http//:www.ulk-kigali.net/ulkcours 

Laboratory space and equipment 

The computer and internet rooms of the university will be utilized for personnel researches 

and students’ assignments 

Computer requirements 

A Laptop (computer) and A projector will be used while teaching this module. 

13. Teaching Team 

Prof. Dr. RWIGAMBA BALINDA 

BINENWA Jean Bosco 

INDOHA Janvier 

DUSHIMIMANA Jean de Dieu 

SETUZA Friend 





proposal). 


Signature 

1 


Signature 


Signature 

2 


Signature 



3 Signature 



Library 

ICT 


Signature 

Print Name: Mr. RUDASINGWA Justin, Director, Kigali 

Signature 

Mr RUKANIKA Léonard, Director of Library, Gisenyi 

Signature 

Campus 


Signature 


Assurance 


MODULE 2 

1. Module Code: _FSS 102__ Faculty: SOCIAL SCIENCES 

2. Module Title:_INTRODUCTION TO SOCIOLOGY AND PSYCHOLOGY 

3 Level: 1 Semester: 1 Credits:_ 12 

4 First year of presentation: _2011___ Administering Faculty: SOCIAL SCIENCES 

5 Pre-requisite or co-requisite modules, excluded combinations 




Student 

Hours 

Staff 

hours 

Lectures 








TOTAL 

35 45 

25 45 

10 - 

10 10 

10 ------------- 

10 ------------- 

10 10 

10 10 

120 120 


1 Brief description of aims and content 

The course is designed for students who beginners in the fields of social sciences. The aim of 

the module is to set out the main principles and elementary concepts of sociology, develop 

students’ skills of sociological thinking and prepare students for deeper studies of particular 

sociological disciplines and areas of knowledge. Students will independently study theoretical 

materials using the list of recommended readings. As a result of the module, students will learn 

the main principles and concepts of general sociology, as well as some important theoretical 

approaches to the study of the society and its subsystems; learn to analyze events and facts from 

the sociological viewpoint; get an idea of some key sociological categories and directions of 

sociological knowledge. 

At the end of this module, students should have also acquired enough skills in defining the basic 

concepts of General Psychology; Giving the current orientations of General Psychology; Raising 

the relationship between Psychology and other sciences, Identifying and explaining the principal 

methods of General Psychology and Knowing the major specializations found in Psychology; 

Understanding how the brain is involved in controlling behavior and mental processes, describe 

the impact, in the behavior of environmental factors relating to our society to identify various 

means the individual disposes to influence his environment. 


I) Knowledge and Understanding 



 

 

 

 

 

Theoretical considerations in sociology, the origin of sociology and different scholars 

Difference between sociology and other social sciences namely history, law, 

geography, economics, political sciences, psychology, anthropology, etc. 

Elementary concepts of sociology, such as culture, socialization, institutions, gender, 

social group, society, aggregate, role, function, deviance, etc. 

Scientific methods used by sociologists to gather information about the social world, 

discuss and present them in a scientific way 

Central concepts of social stratification such as class, caste, ascribed and achieved 

status, open and closed societies, and social mobility. 


II) 

Social theories 

Mechanisms of acquirement of the values, norms and rules by the individual and the 

process of formation of the attitudes and mechanisms of acquirement of the 

prejudices. 

Cognitive/Intellectual skills/Application of Knowledge 


 

 

 

 

 

Analyse social issues 

Explain the evolution of sociology from the origin up to now and distinguish sociology 

from other social sciences 

Identify several scholars who contributed to the development of sociology 

Know how to use research method in social sciences to gather information about social 

world 

Differentiate between some concepts like sex and gender, social class and social 

category, culture and values, ethnicity and race and apply these distinctions to debates 

about different social issues. 

III) 

Communication/ICT/Numeracy/Analytic Techniques/Practical Skills 


‣ Make a scientific analysis of social issues 

‣ Know how to collect information by using research methods used by sociologists 

‣ Explain the difference existing between confusing concepts in societies 

IV) 



 

 

 

apply scientific research methods used by sociologists to collect information about social 

issues 

explain and help others understand the difference between sociology and other social 

sciences 

Help others understand different concepts such as the concepts of gender and sex, culture 

and values, cults, social stratification and social mobility, etc 



Part 1 

INTRODUCTION 

CHAP I: THE HISTORIC ORIGIN OF SOCIOLOGY 

I.1 RELATION BETWEEN SOCIOLOGY AND OTHER SOCIAL SCIENCES DISCIPLINES 

I.2 PRECURSORS OF SOCIOLOGY AND THE FOUNDERS OF SOCIOLOGY 

1.3 DEVELOPMENT STUDIES AND SOCIOLOGY IN THE 20 TH CENTURY 

I.3.1 DURKHEIM EMILE 

I.3.2. MAX WEBER 

I.3.3. VILFREDO PARETO 

I.3.4. GEORGES GURVITCH 

CHAP.II: RESEARCH METHODS IN SOCIOLOGY 

CHAPTER III. THE HUMAN BEING AND THE SOCIETY 

III.1 THE SOCIAL GROUPS 

III.2. AGREGATES 

III.3. SICIAL CATEGORIES 

III.4. STATUS AND SOCIAL ROLES 

III.5. SOCIAL CLASSES 

V.6. SOCIAL STRATIFICATION AND SOCIAL MOBILITY 

CHAP IV: SOCIAL CHANGE: FACTORS AND ACTORS OF SOCIAL CHANGE 

4.I. Physical Environment 

4.2. Demographic density 

4.3. Attitudes and Values 

4.4. Technological Factors 


4.5. Elite 

4.6. Social movements 

4.7. Technology, Economics, Conflict 

Part 2: Introduction to psychology 

Chapter 1: Nature of psychology, 

Chapter 2: Methods of psychology, 

Chapter 3: Sensations and perceptions 

Chapter 4: Conditioning and learning, 

Chapter 5: Intelligence, Memory, Motivation, Emotion, Personality 

8 Learning and Teaching Strategy 









encouraged. 

9 Assessment Strategy 





10 Assessment Pattern 



Presentations on structural exercises 10 1,2,3,4 

Assignments 30 


End-of-Semester Examination 60 1,2,3,4 

11 Strategy for feedback and student support during module 





12 Indicative Resources 


 

 

 

 

A. H. Halsey , A History of 

Sociology in Britain: Science, Literature, and Society, Oxford University Press 2004 

Barbara Laslett (editor), 

Barrie Thorne (editor), Feminist Sociology: Life Histories of a 

Movement, Rutgers University Press 1997 

Levine, Donald N. Visions of the Sociological Tradition, University Of Chicago Press, 

1995: ISBN 0-226-47547-6 

T.N. Madan , Pathways: 

approaches to the study of society in India. New Delhi: Oxford University Press, 1994 

Wiggershaus, Rolf , 

The Frankfurt School: its history, theories and political significance, Polity Press, 1994. 

ISBN 0-7456-05346 




Teaching/Technical Assistance 





Laptop (computer) and projector will be used while teaching this module. 


Prof. Dr. MBONYIKEBE DEO 

DUSHIMIMANA JEAN DE DIEU 

NYIRANSABIMANA VENANTIE 

UWIMBABAZI BERNADETTE 

NGANGO GAD 





proposal). 


Signature 

1 


Signature 


Signature 

2 


Signature 



3 Signature 



Library 

ICT 


Signature 


Signature 


Signature 

Campus 


Signature 


Assurance 


MODULE 3 

1. Module Code: _FSS 103__ Faculty: SOCIAL SCIENCES 

2. Module Title:_INTRODUCTION TO LAW 

6 Level: 1 Semester: 1 Credits:_ 12 

7 First year of presentation: _2011___ Administering Faculty: SOCIAL SCIENCES 

8 Pre-requisite or co-requisite modules, excluded combinations 




Student 

Hours 

Staff 

hours 

Lectures 








TOTAL 

35 45 

25 45 

10 - 

10 10 

10 ------------- 

10 ------------- 

10 10 

10 10 

120 120 



Objectives: 

At the end of the course, the students should be able: 

- To explain the general principles that regulates law in its entirety and carries out a 

specific study in different fields of law. 

- To trace the evolution of the legal thinking throughout centuries and that of the Roman 

and Napoleonic law given that these laws are still largely influencing the Rwandan civil 

law. 

- To know the influence of the culture on law and vice-versa. They should as well be able 

to analyze economical, social, political and cultural problems that affect changes and 

evolution of law. 

Content: 

- Scope, characteristics, branches, and sources of law, interpretation of rules of law, subjective 

laws and their holders, application of rules of law; 

- Roman law of persons, evolution certain aspects of Romano-Germanic law of persons, 

Roman law of contracts, Property, General study of emancipation, Possession, Evolution of 

Rwandan law; 

- Socio-cultural factors of the evolution of the law; 





general principles and rules of law; 

comparative legal systems 

sources and factors of law 




 

 

Critically assess and apply the fundamental principles of law; 

Critically assess the different factors influencing the law. 



To understand different legal questions and related applicable principles in law. 



Explain in clear concepts the ratio legis of the law and its protection 


CHAPTER 1: Objective law and subjective law 

.CHAPTER 2: Legal systems and legal acts 

.CHAPTER 3: Legal procedures 

.CHAPTER 4: The development of law 


The lecture must require the participant’s role; students actively participate to the module. 

Different works help students to develop and understand the sense of the application of laws. 

9. Indicative References 

Hames & Ekern. 2009. Introduction to Law, 4/E. Prentice Hall. ISBN-13: 9780135024348 

Davenport . 2009. Basic Criminal Law: The Constitution, Procedure, and Crimes, 2/E. Prentice 

Hall. ISBN-10: 0135130514 

Luppino & Miller. 2008. Family Law and Practice: The Paralegal's Guide, 2/E. Prentice Hall. 

ISBN-13: 9780132381994 



In order to have access to the written exam, students must pass the assignment consisting in a 

written essay. 




Case Study analyses 

Presentations 

60% 1,2,3,4 



Examination 

40% 1,2,3,4 


Students are distributed topics for discussions and supervised by lecturers. 


DR NZOSABA LAURENT 

MWENEDATA ALFRED 

RUVEBANA ETIENNE 





proposal). 


Signature 

1 


Signature 


Signature 

2 


Signature 



3 Signature 



Library 

ICT 


Signature 


Signature 


Signature 

Campus 


Signature 


Assurance 


MODULE 4 

1. Module Code: _FSS104__ Faculty: SOCIAL SCIENCES 

2. Module Title:__Introduction to Development studies_ 

3. Level: 1 Semester: 1 Credits:_12__ 

4. First year of presentation: 2011_ Administering Faculty: SOCIAL SCIENCES 

5: Pre-requisite or co-requisite modules, excluded combinations 


6 Allocation of study and teaching hours 


Student 

Hours 

Staff 

hours 

Lectures 








TOTAL 

35 45 

25 45 

10 - 

10 10 

10 ------------- 

10 ------------- 

10 10 

10 10 

120 120 



Introduction to Development Studies module gives basic understanding on development on 

national and global level, on different dimensions of sustainable development, multicultural 

communication skills and development cooperation. Students have a possibility to participate 

development projects and joint excursions to developing countries. It is designed for students 

who beginners in the field of Development studies. It aims at providing students with deep 

analysis of Development questions including Food security, poverty, inequality, gender 

relations, ethnicity, development cooperation, globalization, environment, trade agreements, 

urbanization and the right to a good life are among the key questions which have to be discussed 

when building sustainable future for all of us. 

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

 

 

 

Understand development on national and global level, on different dimensions of 

sustainable development, multicultural communication skills and development 

cooperation. 

Participate in development projects formulation and implementation 

Make analysis of Development questions including Food security, poverty, inequality, 

gender relations, ethnicity, development cooperation, globalization, environment, trade 

agreements, urbanization and human rights 


V) Knowledge and Understanding 



* the histories, theories and practices associated with the field of development studies as 

an interdisciplinary social science; 

* the major theoretical and conceptual approaches in development studies and their 

principle assumptions; 


* The way in which key contemporaneous social, political and economic problems have 

influenced theories and practices of development and, inversely, how ideologies have also 

influenced policy responses to these problems. 

VI) 


After completion of the course, students will have improved their skills of: 

* critical analysis in the field of development studies, i.e. logical argumentation in 

theoretical and empirical analyses as they relate to issues in development studies; 

* situating various theoretical, disciplinary and policy approaches and concepts within a 

systemic mental map of the field of development studies; 

conversing with each other through common vocabularies regardless of specialization 

or background, as well as communicating ideas on development to specialist and/or 

wider audiences 

VII) 



‣ Make a scientific analysis of development issues 

‣ Situate various theoretical, disciplinary and policy approaches and concepts within a 

systemic mental map of the field of development studies; Explain the difference existing 

between confusing concepts in societies 

VIII) General transferable skills 


* Criticize in the field of development studies, i.e. logical argumentation in theoretical 

and empirical analyses as they relate to issues in development studies; 

* Situate various theoretical, disciplinary and policy approaches and concepts within a 

systemic mental map of the field of development studies; 

Converse with others through common vocabularies regardless of specialization or 

background, as well as communicating ideas on development to specialist and/or 

wider audiences 



Part 1. Development principles and concepts 

1. Introduction 

2. Development theories in the history of economics 

3. Community development 

4. Rural development 

5. Gender and development 

Part 2. Introduction to sociology of Development 

 

 

 

 

 

 

 

 

 

community development 

sociology of the environment 

technology and social change 

social movements 

the implications of the genomic revolution for society 

population dynamics and linkages with the environment and development 

globalization and development issues 

women in development 

class, gender, and ethnic stratification 










encouraged. 









Presentations 


on 

10 1,2,3,4 

Assignments 30 



Examination 

60 1,2,3,4 







Indicative readings 

Adams, W.M. 2008. Green Development: Environment and Sustainability in a Developing 

World (3rd edition). London: Routledge. 

Amsden, Alice. 2007. Escape from Empire: The Developing World’s Journey Through Heaven 

and Hell. Cambridge, MA: MIT Press. 


Arrighi, Giovanni. 2002. Adam Smith in Beijing: Lineages of the Twenty-First Century. London: 

Verso. 

Chang, Ha-Joon. 2002. Kicking Away the Ladder: Development Strategy in Historical 

Perspective. London: Anthem. 

Collier, Paul. 2007. The Bottom Billion: Why the Poorest Countries are Failing and What Can 

be Done About It. Oxford: OUP. 

Dyson, Tim. 2001. A partial theory of world development: The neglected role of the 

demographic transition in the shaping of modern society. International Journal of Population 

Geography 7(2): 67-90. 

Easterly, William. 2006. The White Man’s Burden: Why the West’s Efforts to Aid the Rest Have 

Done So Much Ill and So Little Good. New York: Penguin. 

Escobar, Arturo. 1995. Encountering Development: The Making and Unmaking of the Third 

World. Princeton: Princeton University Press. 

Ferguson, James. 1990. The Anti-Politics Machine: ‘Development’, Depoliticisation and 

Bureaucratic Power in Lesotho (Minneapolis: University of Minnesota Press). 

Fine, Ben, Costas Lapavitsas, and Jonathon Pincus, eds. 2001. Development Policy in the 

Twenty-First Century: Beyond the Post-Washington Consensus. London: Rout ledge. 

Rist, Gilbert. 2003. The History of Development: From Western Origins to Global Faith. 

London: Zed. 

Hirschman, Albert O. 1981. The Rise and Decline of Development Economics. Essays in 

Trespassing, Cambridge: Cambridge University Press, pp. 1-24. 

Kay, Cristobal. 2002. Why East Asia Overtook Latin America: Agrarian Reform, 

Industrialisation and Development. Third World Quarterly 23(6): 1073-1102. 

Kabeer, Naila. 1994. Reversed Realities: Gender Hierarchies in Development Thought. London: 

Verso. 

Kohli, Atul. 2004. State-Directed Development: Political Power and Industrialisation in the 

Global Periphery. Cambridge: CUP. 

Krishnaswamy, Revathi and John C. Hawley, eds. 2007. The Post-Colonial and the Global. 

Minneapolis: University of Minnesota. 

Mamdani, Mahmood. 1996. Citizen and Subject: Contemporary Africa and the Legacy of Late 

Colonialism. New Jersey: Princeton. 

Marchand, M. and Jane Parpart, eds. 1996. Feminism, Postmodernism, Development. New York: 

Routledge. 


Meiksins Wood, Ellen. 2002. The Origin of Capitalism: a longer view. London: Verso. 

Mkandawire, Thandika. 2005. Targeting and Universalism in Poverty Reduction. Social Policy 

and Development Programme Paper No. 23, United Nations Research Institute for Social 

Development, December. 

Mohanty, Talpade, Ann Russo and Lourdes Torres, eds. 1991. Third World Women and the 

Politics of Feminism. Indianapolis: Indiana University Press. 

Moyo, Dambisa. 2009. Dead Aid: Why aid is not working and how there is another way for 

Africa. Allen Lane. 

Nederveen Pieterse, Jan. 2001. Development Theory: Deconstructions/Reconstructions. London: 

Sage. 

Peet, R and MJ Watts, eds. 2004. Liberation Ecologies (2nd edition). London: Routledge 

Sachs, Jeffrey. 2005. The End of Poverty. London: Penguin. 

Said, Edward. 1978. Orientalism. New York: Vintage. 

Saunders, Kriemild, ed. 2003. Feminist Post-Development Thought: Rethinking Modernity, Post- 

Colonialism and Representation. London: Zed Books. 

Sen, Amartya Kumar 1999. Development as Freedom. Oxford: Oxford University Press. 

Stiglitz, Joseph. 1998. More Instruments and Broader Controls—Moving Towards the Post- 

Washington Consensus. Available at: 

http://www.globalpolicy.org/component/content/article/209/43245.html 

Uvin, P. 1998. Aiding Violence: The Development Enterprise in Rwanda. West Hartford: 

Kumarian Press. 

Wuyts, Marc. 2002. Aid, the Employment Relation and the Deserving Poor, pp. 169-187 in V. 

FitzGerald (ed.) Social Institutions and Economic Development. A Tribute to Kurt Martin. 

Dordrecht/Boston/London: Kluwer Academic Publishers. Key websites and on-line resources 








Laptop (computer) and projector will be used while teaching this module. 

13.Teaching Team 

Prof. Dr. MBONYIKEBE DEO 

DUSHIMIMANA JEAN DE DIEU 

NYIRANSABIMANA VENANTIE 

UWIMBABAZI BERNADETTE 

NGANGO GAD 





proposal). 


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MODULE 5 


2. Module Title:. COMMUNICATION SKILLS IN ENGLISH 


4. First year of presentation: __2011_ Administering Faculty: SOCIAL SCIENCES 





Student 

hours 

Staff 

hours 

Lectures 








TOTAL 

40 60 

10 10 

20 20 

10 10 

10 ______ 

10 ______ 

10 10 

10 10 

120 120 



The module aims at: 

-Providing students with sufficient knowledge in the four language skills 

Listening, Speaking, Reading, Writing, and availing students with techniques in 

correspondence and communication, letter writing, Memorandum, report writing, 

and minutes of meeting compiling. 

-To make students understand that English is a vital working tools globally. 



Having successfully completed the module, students should be able to 

demonstrate knowledge and understanding of: 

The fundamental knowledge in English letter writing and other business documentary 

writings, and the importance of English in general 



 

Apply the English language skills in the day-to-day life. 



- Manage to express themselves wherever they go, and in whatever the students do in 

English language 

iv)General transferable skills 


Cope up with the English speaking community 



- Language practice 

-The continuous use of the English language in an intensive way 


-Student centred: 

-Face to face lectures 

-giving students research topics 

- Workshops and conferences 


-practical group class work 

-Individual practical course work 

-Various assignments and lastly the final examination on the general module 




Case Study analysis 

Presentations 

40% I,ii,iii,iv 



Examination 

60% I,ii,iii,iv 



; Each Presentation is marked, marks post on the course Web on the University Online 

Campus Platform, with immediate feedback (direct contact with the student or contact 

through the online courses platform); 

Specimen examination papers and solutions available 



- Dern, DP. 1994. The internet guide for new users. New York: McGraw-Hill. 

- Amend, Robert H&Schrader, Micheal A. 1994. Media for business. Knowledge industry 

publication. 

- - Ashley, A. 1993. A handbook of commercial correspondence. Workout Oxford: University 

press. 

- - Burton, SH. 1987. Workout English GCSE. Avon: Macmillan Educational. 

- Naterop, Bertha, Weis, Erich and Haberfellner, Eva1996. Business letter for all. Oxford: 

University press 

- Roach, John, M. 1995. Writing better letters, Reports, and Memos. Amacom. 

- Sillars, Stuart 1988. Success in communication. London: John Murray. 




The ULK Main computer Lab will be required for Computer Practices on Presentations 

Techniques as well as on Financial Analysis Practical Assignments. 


A Personal Computer as well as a projector will be required, in class, during the face to 

face lectures. 



Dr KAAYA Siraje 

RWIRASIRA Eugene 

NDYANABO Dianah 

MILLYCENT Samiah 

NIZEYIMANA Sylvain 

NJOROGE Tim 





proposal). 


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MODULE 6 

1 Module Code: FSS106____ Faculty: _SOCIAL SCIENCES____ 

2 Module Title:_____INTERNATIONAL RELATIONS________ 

3 Level: 1 Semester: 2 Credits:_12___ 

4 First year of presentation: 2011____Administering Faculty: SOCIAL SCIENCES 





Student 

hours 

Staff 

hours 

Lectures 








Total 

35 45 

25 45 

10 - 

10 10 

10 ------------- 

10 ------------- 

10 10 

10 10 

120 120 



The module seeks to examine the nature of relations between and among actors in the 

contemporary international system. This module answers some of the questions such as why 

international events occur the way they do; why did a certain war break out; why did a certain trade 

agreement benefit one nation more than another or others. 





Different actors in international relations 

Different types and causes of international conflicts 

Interactions that take place in the international system 

II) Cognitive/Intellectual skills/Application of Knowledge 


Determine different roles of states in international system. 

Use different international relations tools and explain different actors in 

international relations. 

Analyse changes that take place in international system. 

III) Communication/ICT/Numeracy/Analytic Techniques/Practical Skills 


 

 

Use specific software for analysis of interstates conflicts; 

Teach or communicate to others skills in the field of international relations. 

IV) 



 

 

 

 

Explain different socio-economic and international challenges facing people of 

Rwanda and the world in general; 

Determine different actors in international relation 

Explain different causes of war in Africa and the world over; 

Explain causes of different international events 



CHAPTER 1. Introduction, Actors in internationals relations, levels of analysis, changes in 

the international system. 

CHAPTER 2: Theories and Methods in International Relation. 

CHAPTER 3: Power in International Relations. 

CHAPTER 4: National sovereignty and its limits 

CHAPTER 5: Peace and Conflict in International Relations 


Student Centred Method: 

Face to face Lectures 

Research topics to students for further discussions 

Workshops 


Practical group class work 

Individual practical course work 

Assignments and partial examination as well as the general exam. 




Case study analyses 

and Presentations 

40% 1,2,3 



60% 1,2,3 

Examination 



Each student is marked, mark post on the course Web on the university online Campus 

Platform, with immediate feedback (The direct contact with the student or contact 

through the online course platform); 

Specimen examination papers and solution are made available. 


Core Text (include number in library or URL) (Inc ISBN) 

1. Joshua S. Goldstein et al, International Relations, Longman, Pearson, 2010 

2. Anthony Giddens et al, Sociology, Fifth Ed.Norton & Company Ltd, Castle House, London, 

2005. 

3. Daniel Bonevac, Today’s Moral Issues, Fifth Ed,McGraw-Hill Companies, NY 2006. 

4. Davoue, International Relations: Issues, Fourth Ed, Longman, London, 2007 

5. Nye, Issues in International relations, Third Ed, Printice Hall, London, 2001 

6. Bruce Russett, A New World Order, New York, Prentice Hall, 2001. 

7. Charles Kegley: World Politics-Trends and Transformation, New York, St Martin, 1998. 

8. Christian Brocker: UN Security Council: Snapping the snare, New York, Greenwood press 

2000. 

9. Christian Tomuschart: The United Nations at Age Fifty, The Hague, Kluwer Law 

International, 1995. 


The ULK library as well as projectors will be required for Computer Practices on the 

Presentations of various conflicts between states and the level of economic trade between 

states. 


A Person computer as well as a projector will be required, in class, during the face to face lectures. 

Various accounting software will be required for student in order to help them for practices. 


13: Teaching Team 

DR. KARAMBIZI VENUSTE 

UWIMANA NDIYAYE INNOCENT 





proposal). 


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MODULE 7 

1. Module code FSS 107 FACULTY: SOCIAL SCIENCES 

2. Module Title:. DESCRIPTIVE AND INFERENTIAL STATISTICS 






Total student hours _100___________ 

Student hours 

Staff hours 

Lectures 








40 60 

10 10 

20 20 

10 10 

10 - 

10 - 

10 10 

10 10 

Other: 

120 120 



‣ To enable student to understand and interprete t- statistics 

‣ To apply t- statistics in research works 




‣ To construct a statistical series one digit and do its graphical representation 

‣ To determine and interprete the correlation for a bivariate distribution and regression line 

by the Least Ordinary Squares method 



To manage to apply the various formulas in the decision making in various fields. 



‣ Students will be able to teach others on what is related to descriptive statistics . 



‣ Share skills in those studied courses. 


7. INDICATIVE CONTENT 

Part 1: Descriptive statistics 

Chapter 1: Generalities 

Chapter 2: Statistics series with one digit or one variable 

Chapter 3: Graphs representation of a distribution of one set 

Chapter 4: Measures of a statistical distribution of one set 

Part 2: Inferential statistics 

Chapter-1: Introduction to Statistical concepts 

Chapter-2: Frequency distributions 

Chapter -3: Diagrammatic and graphical presentation of data 

Chapter -4: Measuring location 

Chapter -5: Measuring dispersion 

Chapter -6: Measures of linear relationship 

Chapter 7: Distristribution of two variables (Bivariate distribution) 

8. LEARNING AND TEACHING STRATEGY 

‣ After each theory presented, complete examples and exercises will be given 

‣ The students will solve exercises at the end of each chapter in group works and the 

lecturer will be supervising them. 


‣ Many exercises on all chapters seen will be solved by the students as assignments and 

those exercises will be marked. 


‣ A final exam will be scheduled and it will concern all the chapters. 

10. ASSESSMENT PATTERN 

Component 

Weighting 

(%) 

Learning objectives covered 

Assignment 40% I,ii,iii,iv 

Final assessment 60% I,ii,iii,iv 

11. STRATEGY FOR FEEDBACK AND STUDENT SUPPORT DURING MODULE 

‣ interactions between teacher and students 

‣ Hopping to get responses from students 

12. INDICATIVE RESOURCES 

Barrow, M. 2006. Statistics. Prentice Hall 

Baillargeon G. et Rainville J. Statistique appliquée ; Tests statistiques ; Régression et 

corrélation, ed. SMG, Trois rivières, Québec, 1977 

Cartier J. et Alic, inference statistique, d. Sciences et culture, Inc, Montreal, 1977 

Dagnelie P., théorie et methodes statistiques, Vol 1, La statistique descriptive et les 

fondements de l’inference statistique, PAG, Gembloux, 1984 

Murray R. Spiegel, Théorie et applications de la Statistique, Serie Schaum, MC GRAW 

HILL, Paris, 1990 

Parreins G., Techniques statistiques, moyens rationnels de choix et de décision, Dunod 

Technique, Bordas, Paris,1974. 


Websites ou ressources électroniques importantes 

http//www-ulk-Kigali-net/ulk cours 

13. TEACHING TEAM 

DR. CYEZE EMMANUEL 

NDABATEZE Abraham 

KABANDA Richard 





proposal). 


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MODULE 8 

1. Module Code: ___FSS 108 FACULTY: SOCIAL SCIENCES 

2. Module Title:_ RESEARCH SKILLS 

3. Level: 1 Semester: 2 Credits:_12___ 

4. First year of presentation: 2011 Administering Faculty: SOCIAL SCIENCES 

5. Pre-requisite or co-requisite modules, excluded combinations 


Total student hours _100___________ 

Student hours 

Staff hours 

Lectures 








35 35 

15 15 

15 25 

15 15 

10 ------------- 

10 ------------- 

10 15 

10 15 

Other: 

120 120 



‣ To introduce students to the Nature and full concepts of scientific Research. 

‣ To teach students the conception, elaboration, analysis and redaction of scientific 

research work. 



Having successfully completed the module, students should be able to demonstrate knowledge 

and understanding of: 

‣ The Research Process 

‣ Ethical Issues in research 

‣ Problem Definition and Research Proposal 

‣ Exploratory research and Qualitative Analysis 

‣ Secondary Data 

‣ Research Methods 

‣ Editing and Coding 

‣ Data Analysis and Interpretation 


Having successfully completed the module, students should be applying the knowledge related 

to: 

‣ The Research Process 

‣ Ethical Issues in research 

‣ Problem Definition and Research Proposal 

‣ Exploratory research and Qualitative Analysis 

‣ Secondary Data 

‣ Research Methods 

‣ Editing and Coding 

‣ Data Analysis and Interpretation 




‣ Set a research problem, gather data, analyse the data gathered and interpret the results 

form analyses. 



‣ Share the above gathered practical skills. 


‣ Introduction 

‣ Studying method and technology used in scientific research 

‣ Learning how to collect and analyse data. 


‣ Class participation 

‣ Students cantered strategy. 


‣ Assignment 

‣ Class group study (Project) 

‣ Examination 

10. ASSESSMENT PATTERN 

Component Weighting % Learning objectives covered 

Assignment 20 

Presentation 20 I,ii,iii 

Final assessment 60 I,ii,iii,iv 



‣ Social interactions between teacher of students 




- SELLTIZ , WRIGHTSMAN and COOK., Research Methods in Social Relations, New 

York, Holt, 1996 

- YA-LUN CHOU, Statistical Analysis with Business and Economic Applications. New 

York, Holt, 1995 

- GRAWITZ, M., Méthodes des sciences sociales, Dalloz, Paris, 1952 

- VIET, J., Les méthodes structuralistes dans les sciences sociales 


Prof. Dr. NKURUNZIZA Jean Pierre 

NGANGO Gad 

UWIMBABAZI Bernadette 

NYIRANSIBIMANA VENANTIE 





proposal). 


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MODULE 9 

1. Module code FSS 109 FACULTY: SOCIAL SCIENCES 

2. Module Title:. PRINCIPLES OF ECONOMICS 




* Secondary school 



Student 

Hours 

Teacher’s 

load 

Lectures 








TOTAL 

40 60 

10 10 

20 20 

10 10 

10 - 

10 - 

10 10 

10 10 

120 120 



- The course of Principles of economics studies the general notions of economics as well as 

microeconomics and macroeconomics. It presents the evolution of economic thought from 

the early period to 1990’s. It also presents the principal doctrines through different periods. 

The Rwandan economy part 

- Provide the student with a general view of the state of the Rwandan economy 

- Impart to the student the capacity to undertake basic analysis and critical thinking on 

economic matters concerning their country 

- Challenge the students to work to find solutions to the economic problems facing their 

country 


a) Knowledge and Understanding 

On successful completion of the module students will understand about: 

- Consumer behaviour analysis 

- Market structure and equilibrium 

- Production factors remuneration 

- Money 

- Principal macroeconomic aggregates 

b) Cognitive/Intellectual skills/Application of Knowledge 


- Analyse, and understand the process through which the consumer maximise his 

satisfaction; 

- Analyse, and understand the process through which the producer maximise his profit; 

- Discuss and explain issues related to money and inflation; 

- Understand the role of loan in an economy 


c) Communication/ICT/Numeracy/Analytical Techniques/Practical Skills 

This module will develop the following personal skills: 

 

 

Students will develop problem-solving and independent study skills 

Use of Website will develop IT skills 

d) General transferable skills 


 

Explain and apply economic theories in analysis of specific phenomena. 


7.1. Principles of Economics 

Part 1: GENERAL INTRODUCTION 

1. WHAT IS ECONOMICS? 

- Definition of Economics 

- Economic science : Microeconomics and Macroeconomics 

- Economic Science Genesis and Economic Circuit 

- Economic systems and regimes 

- The economic Problem : Limited resources and unlimited wants 

Part 2: INTRODUCTION TO MICROECONOMIC THEORY 

1. DEMAND AND SUPPLY 

- The law of demand and supply 

- Demand and supply curves 

- A change in demand and supply 

- Market equilibrium: price adjustments 

- The price Elasticity of demand 

2. UTILITY, PREFERENCE AND CHOICES 

- Cardinal and Ordinal utility approaches 

- Total utility and Marginal utility 

- The budget equation (constraint) 


- Preference and indifference curves 

- Marginal rate of substitution 

- The utility maximizing choice 

3. THEORY OF PRODUCTION 

- The firm and its economic problem: the firm’s goal, measuring a firm’s profit 

- Perfect competition: the firm’s decisions in perfect competition 

- Introduction to the concepts of Monopoly and oligopoly 

Part 3: INTRODUCTION TO MACROECONOMIC THEORY 

- Definition, origin and issues of Macroeconomics 

- Introduction to macroeconomic aggregates 

- Measuring GDP, Economic growth, Money, Inflation and Balance trade 

PART 4: RWANDAN ECONOMY 

Chapter 1: Introduction 

1.1 Defining an economy, economic agents and economic activity 

1.2 Economic sectors 

1.3 Economic measures 

Chapter 2: Profile of the Rwandan Economy 

2.1 Brief Description of Rwanda 

2.2 Rwanda in figures, Key economic indicators 

Chapter 3: The Rwandan Agricultural sector 

3.1 The crop sub-sector 

3.1.1 Constraints in the crop subsector 


3.2 Livestock sector 

3.2.1 Constraints in the livestock sub-sector 

Chapter 4: Rwanda’s Secondary sector 

4.1 Manufacturing 

4.2 Mining and Energy 

4.3 Construction and public works 

Chapter 5: Rwanda’s Tertiary sector 

5.1 Trade 

5.2 Tourism 

5.2.1 Tourism development policy 

5.2.2 Constraint and investment opportunities in the Tourism sector 

Chapter 6: The State of Poverty in Rwanda 

6.1 Context of poverty in Rwanda 

6.2 Incidence of poverty in Rwanda 

6.3 characteristics of poor households 

6.4 Major causes of poverty in Rwanda 

6.5 Poverty reduction strategies in Rwanda 

Chapter 7: Rwanda’s development strategy 

7.1. Long term strategies 

7.2 Medium term strategies 


The course will be presented by the lecturer face to face including discussions based on concrete 

examples that will stimulate students to have idea on a number of practical cases. 


9 ASSESSMENT STRATEGY 

 

 

 

 

Students will be given specific case studies and opportunity for discussions; 

They will be assessed through directed and self guided coursework; 

In class or during course work presentation, students will be asked to react, explaining 

some different aspects of the course ; 

They will sit for one or two exams. 

10 ASSESSMENT PATTERN 

Component Weighting (%) Learning objectives 

covered 

Continuous 

assessments 

40 A,b,c,d 

Final assessment: 60 A,b,c,d 

11. STRATEGIES FOR FEED-BACK FROM STUDENTS AND FOR ENABLING THEM 

ATTENDING CLASSES 

- Students will be presenting in groups and each of them will have his own part to present 

- The lecturer will react on students’ answers by correcting or congratulating them. 

12. PROPOSED REFERENCES 

- HUBBARD, A and O’BRIEN,A. 2007. Essentials of Economics. Prentice Hall 

- CASE, K. and FAIR, R. C. 2007. Principles of Economics. Prentice Hall 

- STIGLITZ, J. 2000. Principles of Economics, D Boeck Université, Paris 

- Basle M. 1994. History of Economic Thought, Paris 

- Mankiw N.G. Principles of Economics, … 

13. The Lecturer or team of lecturers 

Prof. Dr. RUTAZIBWA Gérard 

RUHARA Charles 

KABANDA Richard 





proposal). 


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MODULE 10 


2. Module Title:. CONTEMPORARY HISTRORY AND ANTHROPOLOGY 







Student hours 

Staff hours 

Lectures 








TOTAL 

35 45 

25 45 

10 - 

10 10 

10 ------------- 

10 ------------- 

10 10 

10 10 

120 120 


This module introduces students to the Contemporary History of Africa, the History of Rwanda 

as well as Anthropology 






 

 

Contemporary history of Africa and the history of Rwanda. 

Fundamentals of anthropology 



 

 

Know the history of Rwanda and this of contemporary Africa 

Know Anthropology 

v) Communication/ICT/Numeracy/Analytic Techniques/Practical Skills 


‣ Tale the real history of Rwanda and of the contemporary Africa 

vi) General transferable skills 


 

Advise and inform the General Public about the history of Africa and of Rwanda as well 

as on Anthropology, 


Part I. The history of Africa. 

Chapter 1. General Introduction 

Chapter 2. European expansion in Africa in the 19 th century 

Chapter 3. Colonization and its consequences 

Chapter 4. Decolonization 

Chapter 5. Situation in post-colonial Africa 

Chapter 6. General conclusion 


Part II. History of RWANDA 

Chapter I. The pre-colonial period of Rwanda. 

Chapter II. The colonial period of Rwanda. 

Chapter III. The post-colonial period of Rwanda. 

Part III. Social and cultural Anthropology 

Chapter I: Fundamentals of anthropology 

Chapter II. Anthropological concepts and methods 

Chapter III. Cultural diversity 

Chapter IV. Social anthropology 










encouraged. 









Presentations 


on 

10 1, 2, 3 

Assignments 10 1, 2, 3 



Examination 

60 1, 2, 3, 4 








1. BRACKMAN, Colette : Histoire d’un génocide, 1995 

2. KAGAME, Alexis : Un abrégé de l’histoire du Rwanda de 1853à1972, 1975 

3. KANYAMACUMBI Patient : Société, culture et pouvoir politique en Afrique inter 

lacustre, Hutu et Tutsi de l’ancien Rwanda, 1995 

4. MISSER François : Vers un nouveau Rwanda, entretiens avec Paul Kagame, éditions 

Karthala, Juin 1995 








A Laptop (computer) and A projector will be used while teaching this module. 


Prof. Dr. RWIGAMBA BALINDA 

MUKULIRA FRANCOIS 

INDOHA Janvier 





proposal). 


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YEAR 2 


FORMS 


MODULE DESCRIPTIONS IN YEAR 2, DEVELOPMENT STUDIES 

No 

Module 

Code 


















6 

Unit 1 : Social Policy and Social security management 7 70 





Unit 2 : Epistemology and Sociology of Knowledge 6 6 



Unit 2 : Development Theories I 6 6 




10 DVS 2010 Contemporary social problems and Challenges on 


12 120 



Total 120 1200 


MODULE I 

1. Module Code: DVS201.Faculty: SOCIAL SCIENCES 

2. Module Title: Population policy and development 

3. Level: 2 Semester: 1 Credits: 12 


5: Pre-requisite or co-requisite modules, excluded combinations: Having completed courses of 

Year I. 


Total student hours Student hours Staff hours 

Lectures 40 60 

Seminars/workshops 0 0 

Practical classes/laboratory 20 20 

Structured exercises 10 10 

Set reading etc. 10 0 

Self-directed study 10 0 

Assignments – preparation and writing 15 15 

Examination – revision and attendance 15 15 

Total 120 120 


The topic of Population and Development is linked to the controversial North-South debate 

over the relative role of population numbers and resource consumption in threatening global 

sustainability. For example, are many countries in the South over-populated? Or are resource 

consumption rates in the North a key problem? 


The topic of Population and Development can be among the most difficult to teach. This is 

because population issues are related to so many other topics, such as demography, 

economics, urbanisation, gender, religion, politics, food and nutrition, health and human 

rights to name just a few. This can make it hard to decide where to start, and how to plan a 

balanced sequence of concepts and themes to match the developmental needs and interests of 

primary and secondary school students. 

Population and Development is also a sensitive topic to teach: it involves a consideration of 

family planning issues - and there are important religious and political views about this in 

many countries. 

6.2. Learning Outcomes 


and understanding, practical knowledge and general transferable skills of: 

i. A broad knowledge of demography embedded in the main theories, concepts and 

principles. 

ii. The evolving/changing nature of knowledge in demography 

iii. The use of some of the basic and routine skills, techniques, practices and /or 

materials associated with the descriptive statistics and demography 

They should also be able to: 

i. To recognise major trends and issues in global population dynamics; 

ii. To clarify the importance of population issues in relation to sustainable 

development; 

iii. To appreciate the significance of the 'new understanding' of the 

dynamic population-environment-development interrelationship; 

Iv. To recognise the significance of gender and human rights in population issues; and 

iv. To identify challenges, opportunities and resources for teaching about 

Population and Development. 


7. Indicative content 

Part 1: Population and development 

Chapter 1.Global population patterns and trends 

Chapter 2. Understanding population growth rates 

Chapter 3.Population and sustainable development 

Chapter 4. A new understanding of population and development 

Chapter 5. Social development and human rights 

Chapter 6. Reflection 

Part 2: Basic Demography 

Chapter 1: Overview of demography 

Chapter 2: Basic concepts of demography 

Chapter 3: Sources of demographic data 

Chapter 4: Mortality and morbidity 

Chapter 5: Fertility 

Chapter 6: Migration 

Chapter 7: Population change 


The students have to attend the lecture sessions. They are expected to do lot of exercises by 

taking real life examples. By group study, the students will be able clear all their doubts, in case 

they have not followed the lecture sessions. 


The main principles underlying assessment are understanding, interpretation and application. A 

student is evaluated through a combination of assignments, exercises, group discussion and 

examination. 


The final grade in the module will be based on the following percentages (See table below). 

There will be mandatory assignments which will be individually/group graded. Also, the student 

performance is evaluated by the lecturer by his/her class participation and oral (group) 

presentation of assignments. There will be one final exam. 


Assignments: 40 see section 6.2 above 

Final examination 60 see section 6.2 above 

Total 100 


Students who have problems will be understood by giving home works and asking questions in 

the class. In case they need additional explanation that will be provided in discussion group or 

through tutorials by concerned lecturers. 


CORE TEXTS: 

Larson Ron, Farber Betsy, (2003), Elementary Statistics: Picturing the World, (2 nd Ed), 

Prentice Hall, New Jersey. 

Kpedekpo, G.M.K. (1982) Essentials of Demographic Analysis for Africa. London: 

Heinemann, studies in the economics of Africa. 

Weeks, J.R. (2002) Population: an introduction to Concepts and Issues. 8 th edition. Belmont: 

CA: Wadsworth. 

Gerald Keller, Brian Warrack, (2003), Statistics- for Management and Economics, (7 th ed), 

Duxbury Thomson Learning, Pacific Grove. 

Anderson David R., Sweeny Dennis J., Williams Thomas A., ((1990), Statistics for Business and 

Economics, (4 th e.d.), West Publishing Company, Saint Paul. 


Other texts: 

_____ (1997) Environment for People: Building Bridges for Sustainable Development, UNEP, 

New York. 

_____ (1997) Population and Sustainable Development: Five Years after Rio, UNFPA, New 

York. 

Bandarage, A. (1997) Women, Population and Global Crisis, Zed Books, London. 

Baudot, B. Sundberg, Moomaw, W. and Sadik, N. (eds) (1999) People and Their Planet: 

Searching for Balance, St Martins Press, New York. 

Brown, L., Gardner, G. and Halweilm B. (1999) Beyond Malthus: Nineteen Dimensions of the 

Population Challenge, W.W. Norton, New York. 

Chapman, A., Morgan, R. Smith and Petersen, R. (eds) (1999) Consumption, Population, and 

Sustainability : Perspectives from Science and Religion, Island Press, Washington DC. 

Demeny, P. and McNicoll, G. (1998) The Reader in Population and Development, St Martins 

Press, New York. 

Engelman, R. (1997) Why Population Matters, International edition, Population Action 

International, Washington DC. 

Freeman, J., Gupte, P. and Silverstein, L. (1999) All of Us: Selections on Population and 

Development, Earth Times Foundation, New York. 

Jiggins, J. (1994) Changing the Boundaries: Women-Centered Perspectives on Population and 

the Environment, Island Press, Washington DC. 

Ross, E. (1999) The Malthus Factor: Population, Poverty and Politics in Capitalist 

Development, Zed Books, London. 

Silliman, J. and King, Y. (eds) (1999) Dangerous Intersections: Feminist Perspectives on 

Population, Environment, and Development, South End Press, Boston. 

UNESCO (1999) Education and Population Dynamics: Mobilising Minds for a Sustainable 

Future, UNESCO, Paris. 

UNFPA (Annual) The State of the World Population Annual Report, United Nations Population 

Fund, New York. 

Bowerman, O’connell, Hand (2001) Business Statistics in Practice, Mcgraw Hill, Boston 


Burton Glyn, Carrol George, Wall Stuart, (2002), Quantitative Methods for Business & 

Economics, (2 nd Ed), Pearson Education, Essex. 

Clare Morris, (1989), Quantitative Approaches in Business studies, (2 nd ed), Pitman, London. 

David K. Hildebrand, Lyman Ott, (1991), Statistical Thinking for Managers, (3 rd ed) PWS- 

KENT Publishing Company,, Boston. 

Larson Ron, Farber Betsy, (2003), Elementary Statistics, Picturing the World, (2 nd e.d.), Prentice 

Hall, New Jersey. 

Levin R. I., Rubin D.S., (1991), Statistics for Management. (5 th Ed.) Prentice-Hall, New Jersey. 

Louise Swift, (1997), Mathematics and statistics for Business, Management and Finance, 

Macmillan Business, London. 

Mc Clave James T., Benson George P., (1998), Statistics for Business and Economics, (4 th ed.), 

Dellen, San Francisco. 

Morris Hamburg, (1991), Statistical Analysis for Decision Making, (5 th ed.), Harcourt Brace 

Jovanovich, San Diego. 

Owen Frank, Jones Ron, (1994), Statistics, (4 th ed.), Longman, London. 

Weinstein, J. & V.K.Pillai (2001) Demography, the science of population. Boston: allyn and 

Bacon 

Brian C. O’Neill, F. Landis MacKellar & Wolfgang Lutz (2001) Population and Climate 

Change. Cambridge University press. Chapter 2: The human population. 

Traver, J.D. a.o. (1996) The demography of Africa. Praeger publishers (historical approach) 

Hazel R. Barrett (1992) Population geography. Harlow: Longman, chapter1 – 5 (Population 

distribution and carrying capacity / The Demographic transitions / Mortality as a component of 

population change / Fertility as a component of population change / Migration as a component of 

population change 

Peter Daniels, a.o. (2001) Human Geography, issues for the 21 st Century. Halow: Pearson. 

Chapter 7 (by Tony Champion) Demographic transformations 


Gould, W.T.S. & M.S. Brown (1996) A fertility transition in Sub-Saharan Africa? In 

International Journal of Population Geography, vol.2, p.1-22 

Caldwell, J. C., I.O.Orubuloye, P.Caldwell (1992) Fertility decline in Africa: a new type of 

transition? In: Population and Development Review, vol.18, no.2, p.211-242 

Wolpin, K. (1997) Determinants and consequences of the mortality and health of infants and 

children. In: Rosenzweig, M.R. & O.Stark eds. Handbook of population and Family Economics. 

Amsterdam: Elsevier, pp.483-557 

Feachem, R. & D.Jamison eds (1991) Disease and Mortality in Sub-Saharan Africa. New York: 

Oxford University Press 

Foote, K., K. Hill & L.G.Martin eds (1993) Demographic change in Sub-Sahara Africa. 

Washington D.C.: National Academic Press. 

Walle, E. van de & G.Pison, M. Sala-Diankanda (1992) Mortality and Society in Sub-Sahara 

Africa. Oxford: Clarendon Press. 

Castles, S. M.J.Miller (1998) The age of Migration. 2 nd edition. New York: Guilford Press 

12. Teaching/Technical Assistance 

Lap top and LCD projector for the course teacher 


Mr. Callist KAYIGAMBA 

Mr. Edouard MUSABANGANJI 





proposal). 


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MODULE II 

1. Module Code: DVS202…………… Faculty: SOCIAL SCIENCES 

2. Module Title: General skills 



5: Pre-requisite or co-requisite modules, excluded combinations: knowledge of elementally 

English studied in the first year 


Total student hours Student hours Staff hours 





Set reading etc. 10 0 

Self-directed study 10 0 



Total 120 120 

6.1. Brief description of aims and content 

The objective of this module is to equip students and the public with ICT highly practical skills 

needed on the marketplace as well as improve their English speaking and writing skills. Trainees 

will learn the functioning of a computer, the desktop environment, and file management. 


Then, they will learn how to use effectively Ms Word, Excel and Power Point. A particular 

attention will be put on the fact that best practice and quality issues are understood and 

implemented so as to help trainees improve productivity at work. 

This module also intends to provide students with sufficient knowledge in the four language skills: 

Listening, Speaking, Reading, Writing, and availing students with techniques in correspondence 

and communication, the module aims at making students understand that English is a vital working 

tools globally. 

6.2. Learning outcomes and competencies 





writings, and the importance of English in general 

Ii) Cognitive/Intellectual skills/Application of Knowledge, practical knowledge and 

transferable 


- Apply the English language skills in the day-to-day life 

- Use the computer smoothly 

- Work with MS Word at a fair level 

- Develop effective presentations using MS PowerPoint 

- Display competency in using an application software commonly used in his/her 

profession 

- Improve Listening, Speaking, Reading, Writing skills 

- Use with techniques in correspondence and communication, 

- Understand that English is a vital working tools globally. 



Part 1: Computer skills 

Chapter 1: Introduction to computer system: hardware, software, data users, memory etc 

Chapter II. Windows desktop environment 

Chapter III. Storage device 

Chapter IV: Microsoft word+Exercices 

Chapter V: Microsoft Power Point+Excercices 

Part 2: English skills 

Chapter 1: Indefinite adjectives 

Chapter 2: Conjunction 

Chapter 3 : Formal writing 

Chapter 4: Composition writing 

Chapter 5: Active and Passive modes 

Chapter 6 : Phrasal verbs 

Chapter 7 : Question Tags 

Chapter 8: Gerunds 

Chapter 9: Language functions 

Chapter 10 Summarizing and paraphrasing 

Chapter 11: Consolidation 






Workshops 


-Practical group class work 


-Assignments and partial examination as well as the general exam. 


Components Weighting (%) Learning objectives covered 

In-course assessment: 40% 1,2,3 

Final assessment: 60% 1,2,3 





Specimen examination papers and solution are made available 

Indicative Resources 



The ULK library as well as projectors will be required 



A Personal computer as well as a projector will be required, in class, during the face to face 

lectures. 

13. Teaching team 

Dr NDAYAMBAJE Pius 

Mr MUGIRANEZA Bosco 

Mr NSENGIYUMVA Juvénal 

Miss Samiah 

Mrs Diana Ndyanabo 

Mr NIZEYIMANA Sylvain 

Mrs MANISHIMWE Pierrette 





proposal). 


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MODULE III 

1 Module Code: DVS203 Faculty: _SOCIAL SCIENCES_ 

2 Module Title:_Rural and urban Development 

3 Level: 2 Semester: 1 Credits: 12 

4 First year of presentation: ____Administering Faculty: SOCIAL SCIENCES 


Introduction to Sociology 

13. Allocation of study and teaching hours See Notes of Guidance 


Student 

hours 

Staff 

hours 

Lectures 








40 60 

10 10 

20 20 

10 10 

10 ------------- 

10 ------------- 

10 10 

10 10 

120 120 


The main objective of this module is: understand and explain social problems in rural and urban 

areas, their differences and their interactions; analyze the role of different interveners in the 

space organization, plan, analyze, evaluate and criticize the strategies of the implementation of 

an agricultural policy. 






-The problems and constraints of the rural area and to propose related solutions; 

-A system of agricultural production in the appropriate areas according to the availability of 

productive resources; 

- Analyze the interactions between man and his space as well as the principles and the processes 

land planning inciting citizens’ participation 



-To collaborate with the local communities in order to contribute to the local organization of 

space by taking into account the sociological stakes. 

-Appreciate the organization of rural and urban areas and rural economy in Rwanda in particular 

and in Africa in general. 



-Use specific software for analysis of rural / urban and rural economy indicators; 

-Teach or communicate to others skills in the field of rural/urban and rural economy 



- Determine information needed in the management of rural and urban areas and rural economy. 

-Use different methods and strategies of rural/urban and rural economy evaluation system. 


Part 1: Rural and Urban Development 

Chapter I: Understanding Rural and Urban Sociology and development 

Chapter 2: Nature and structure of rural societies in developing countries in general and 

particularly in Rwanda; 


Chapter3: Rural exodus and urbanization phenomenon in developing Countries in general and 

particularly in Rwanda. 

Chapter4: Practice exercises to be essentially drawn from the Rwandan realities. 

Chapter 5: Theories related to Rural and Urban Sociology 

Part 2: Rural Economy 

Chapter 1: Agriculture: main activities of the rural area. 

Chapter 2: Analysis of problems and constraints of the rural area and ways to tackle them. 

Chapter 3: Mechanism of the determination of agricultural prices. 

Chapter 4: Agriculture and economic development. 





Workshops 

















TODARO, M. and SMITH, S. C. 2008. Economic Development. Addison Welley 

MACKINNON, D. and CUMBERS, A. 2007. An introduction to economic geography 

globalisation uneven development and place . Prentice Hall 

SCHILLER, B. 2008. The Economics of Poverty. Prentice Hall 

STUTZ, F. and WARF, B. 2007. The World Economy. Prentice Hall 

WEIL, D. 2009. Economic Growth. Addison Welley 





lectures. 


Prof. Dr. NZABANDORA Joseph 

Mrs UWIMBABAZI Bernadette 

Mrs NYIRANSABIMANA Venantie 





proposal). 


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MODULE IV 

1. Module Code: DVS204 Faculty: SOCIAL SCIENCES 

2. Module Title: Land and Environmental Management 

3. Level: 2 ..... Semester: I Credits: 12 

4. Year of presentation: 2011 Administering Faculty: SOCIAL SCIENCES 

5. Pre-requisite or co-requisite modules, excluded combinations: 

Having Completed Level I, particularly introduction to sociology and DEVELOPMENT 

STUDIES 


Activities Student hours Staff hours 

Lectures 


Practical classes / laboratory 


Set reading, etc. 




40 60 

10 10 

20 20 

10 10 

10 ------------- 

- ------------- 

10 10 

10 10 

Final Examination 

………………. 

……… 

Total 

120 120 


6.1. Brief description of aims and contents 

This module intends to illuminate a number of global, regional, national and local environment 

issues through a disciplinarily lens drawing on theorists such as Bahro, Engels, Habermas, 

Malthus, Marx and others. The main objective of this module is to equip students with skills and 

knowledge related to territory and environment management in order to enable them to understand 

techniques and procedures of social land aspects and environment management 

This module also aims at analysing the social relationship and human impact upon the 

environment (impact of individual beliefs and behaviors, technologies, systems and society upon 

the environment). 

The module analyses the practice and the importance of land and environment management on 

the socio-economic development of the world in general, sub-region and Rwanda in particular 

Finally it explains the role of different interveners in the space organization, taking into account 

socio-economic, cultural and environmental dimensions, so as to assure sustainable 

development. 


i) Knowledge and understanding 


 

 

 

 

 

 

 

Demonstrate broad knowledge in the field of land and environment management all over 

the world in general and in Rwanda in particular 

Understand processes of land and environment management the constraints related to the 

rapid environmental degradation in developing countries 

Identify unexplored social aspects land and environment management in Rwanda and 

Eastern Africa 

Know the role of land and environment on the national economy 

Know and explain rural geography elements 

Explain land and environment management process 

Know and understand basic concepts and approaches of land and environment 

management 


On successful completion of the module students will understand how the economic 

planning activities contribute to the process of production and the development of the 

country and the region. 



Analyze tables, maps, charts to deduct appropriate information relating to land and environment 

management 

 

 

 

 

 

 

 

Carry out investigations on a problem in area (rural or urban) 

Describe a typical landscape in environment 

Explain the concept of land and environment management 

Describe and explain the role of planning in rural and urban development in general 

Describe and explain types of rural-urban interactions in general and in Rwanda as a case 

study 

Explain some approaches used in land and environment management (land evaluation, 

land use planning, poverty reduction strategies) 

Identify spatial information needed in land and environment management and perform 

some spatial analysis related to land and environment management 



 

 

 

Collect, organize, analyze and display data relating to a space problem or issue and 

communicate the results to land and environment managers meetings, stakeholders 

intervening in solving territory problems, administrative meeting at district, sector, cell 

level; 

Use GIS software and Microsoft package to organize and present data 

Collect, organize and analyze data relating to a given space (rural or urban) using 

Microsoft package and communicate the results to classmates and other audiences 




Work individually or in a group in addressing some land and environment problems and 

issues 

Take responsibility in conducting and evaluating land and environment issues in the 

context of Rwanda 

Work independently or in group when dealing with land issued 


Part 1: Land management 

Chapter 1: Definition of social aspects: space, region, environment, land management, planning, 

settlement patterns, urbanization processes, level and rate of urbanization, sustainable 

development, etc 

Chapter 2: Evolution, practice and importance of land management; 

Chapter 3: Principles and processes of land management integrating citizens’ participation; 

Chapter 4: Cases study upon the problematic of land management in Rwanda : production and 

general organization of the Rwandan space at national, regional and local levels in the process 

sub-regional integration. 

Part 2: Environment Management 

Chapter 1: Key concepts definition 

Chapter 2: General sociological theory and environment: the notion of ecosystem, ethical of the 

environment, conceptions of the nature, the environmental crisis: problems and ways of solution 

Chapter 3: Global, Regional and National environment issues 

Chapter 4: Environment approaches and theories 

Chapter 5: Linkage between environment and development 

Chapter 6: The rise of global environmental social movement and their impact 

Chapter 7: Analysis of the Rwandan environmental policy process 


Practices 

Analysis of space (rural or urban) using maps, images and spatial data 

Excursion to space (rural or urban), of which a report has to be written and presented. 

Written assignment on different space development strategies and presentation 

Excursion to a rural area of which a report has to be written and presented. 


Lectures 

Self-study by the student 

Set reading 

Working group 

Diagrams, charts, tables, maps and images analysis 

Excursion 


Short improvised tests (Multiple choice questions) 

Reading, oral and written reports 

Written final examination 

Individual written report on the excursion 

For the group presentation, the oral and the group paper will be assessed. 

Final written exam 




In-course assessment: 15 1-7 

assignments: 25 3-7 

Final assessment 60 1-7 

Total 100 


Student will get their feedback on the assessed work in class. The class representative will be 

required to timely communicate to the lecturer any extra session in case needed. For students 

having problems or queries, the consultation hours of different lecturers will be communicated at 

the beginning of the course. The e-mail will be used for any urgent communication or any informal 

session at least one day before. Student will be asked to check their email regularly. Students will 

evaluate the course delivery. 

The course will be based on real live situation using basics statistics and readings. 

Guidance by the lecturer in practical works 

Feedback on assessed work will be given to student regularly; this will help students to 

improve their works next time. 


Core Text 

1. BOUDEVILLES , J., " L’aménagement du territoire" in Encyclopédie Universalis, Paris, 

1992, pp. 47-55 

2. MALDAGUE, M et MATUKA K., Actes du séminaire sur l’Environnement et 

le Développement durable, Brazzaville, 1989. 

3. GRATALOUP, A-M.G., Précis de Géographie, éd. Nathan, Paris, 1995. 

4. PINCHEMEL, G., La face de la terre, 5 e édition, A. Colin, Paris, 1997. 

5. SERVEN, P et al., La Géographie du Rwanda, édition de Boeck, Bruxelles, 1974. 


6. TRIBILLON, J-F., Villes africaines, Nouveau manuel d’Aménagement foncier, Ed. 

Adef, Paris, 1992. 

7. Dictionnaire le Petit ROBERT, Paris, 1993. 

8. Population Reference Bureau, Fiche des données sur la population mondiale, New- 

York, 2004. 

9. Ministère de l’Environnement, Agenda 21 National, Kigali, 1993 

10. Ministère de l’Environnement, Différents rapports de séminaires sur l’environnement 

11. GAPUSI, J., Analyse et identification des stratégies pour la protection de la 

Biodiversité dans la forêt de Nyungwe, étude de consultance inédite, Butare, 1999. 

12. UNESCO., " Concepts de base de l’éducation environnementale"in Connexion, Bulletin 

relative à l’environnement UNESCO-PNUE, Vol. XV, n°2, Juin 1990. 

13. ANDRÉ, P., L’évaluation des impacts sur l’environnement, Processus, acteurs et 

pratique pour un développement durable, 2e édition, Presse International, Québec, 2003. 

14. MINECOFIN., Données du 3 e RGPH, Synthèse des analyses des données sur l’ Habitat 

et son Environnement, Kigali, 2005 

15. ELAME, E., Géographie du développement durable, Ed. Economica, Paris, 2002 

16. BRUNEL, S., L’Afrique, un continent en réserve du développement, éd. Bréal, Paris, 

2004 

17. BRUNEL, S., Le développement durable, Collection Que sais-je ? éd, PUF, Paris, 2005 

18. VANSINA, J., Le Rwanda ancien, le royaume nyiginya, éd. Karthala, Paris, 2001 

19. WILLAME, J-C., Aux sources de l’hécatombe rwandaise, éd. Harmattan, Paris, 1995 

20. HARROY, J-P., Le Rwanda de la féodalité à la démocratie de 1955-1962, éd. Hayes, 

Bruxelles, 1984 

21. DESFORGES, A., Aucun témoin ne doit survivre, le génocide au Rwanda, éd. Karthala, 

Paris, 1999 

22. RUNYINYA, B., Innovations Agraires gestion des espaces ruraux au Rwanda, 

application au développement intégré du Bugesera, Thèse de 

doctorat en Sciences de l’environnement, FUL, Arlon, 1985 

23. NONJON, A., Comprendre l’économie mondiale, Collection ellipses/éd. Marketing S.A., 

PARIS, 1995 


Background Texts 

24. BELL, M.M. (2004)., Invitation to Environmental Sociology, Pine Forge Press, CA, 

25. BUTTEL, F.H. (1986)., “Sociologie et environnement: la lente maturation de l’écologie 

humaine”, dans: Revue internationale des sciences sociales, vol. 38, no. 3. 

26. DICKENS, P. (2004). Society and Nature, Polity Press, Cambridge 

27. GUAY, L. (1999). , « La modernisation écologique : rationalité et normativité », dans 

Dumas, B., Raymond, 

28. VAILLANCOURT, C. ET J.G. éds., Les sciences sociales de l’environnement, PUM 

29. HANNIGAN, J. (2006)., Environmental Sociology, Routledge, London. 

30. HuMPHREY, C.R. et F.H., Buttel (1982)., Environment, Energy, and Society, Wadsworth, 

CA 

31. ANDRE, C.E., REVERET, J.P. ET SENE, A. (2003)., L’Évaluation des impacts sur 

l’environnement: Processus, acteurs et pratique, Presses internationals Polytechnique, 

Montréal. 

32. Les articles de la revue VertiGo sont disponibles à les adresses Internet suivantes : 

( http: // www. Agora21.org/institutions) 

(//fr. Wikipédia.org/wiki/environnement) 

(http://www.vertigo.uqam.ca/archives_frame.html) 

33. Journals: "Loi Organique portant modalités de protéger, sauvegarder et promouvoir 

l’environnement au Rwanda" in Journal Officiel n° 04/2005 du 08/04/2005 

"Loi organique n° 08/2005 du 14/07 portant sur Régime foncier au Rwanda" in Journal officiel 

n°18 du 15/09/2005 


LCD projector with laptop 

Black board 



Laptops 


Please add anything else you think is important 

Classrooms , Images (Photos), various maps 


Prof. Dr. MBANDA KALISA 

MR KAGABIKA MUYUKU BOAZ 

MR DUSHIMIMANA JEAN DE DIEU 





proposal). 


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Assurance 


MODULE V 

1. Module Code: DVS 205_ Faculty: _SOCIAL SCIENCES __ 

2. Module Title:__Civil and Social Law 

3. Level: Year 2 Semester: 1 Credits:_12___ 

4. First year of presentation: 2011____ Administering Faculty: SOCIAL 

SCIENCES ___________________________ 


Introduction to law 



Student 

hours 

Staff 

hours 

Lectures 








TOTAL 

40 60 

20 20 

20 10 

10 20 

- ------------- 

10 ------------- 

10 - 

10 10 

120 120 



The objective of this module is make students able to: 

 

 

 

 

Impart to students the general principles of civil, land and successions law and the 

protection of property rights and thereafter, together with students, analyse the 

Rwandan civil, land and successions regimes in order to arouse students’ awareness 

and desire to research more in civil, land and successions law related legal issues. 

Offer a general training in Labour law by acquiring fundamental notions of the 

Labour law (its origin, sources, principles and methods). 

Understand the institutional mechanisms permitting to legally handle a legal or de 

facto issue affecting the labour law 

Explain clearly the role of each actor in labour law and to know the difference 

between law of work and social security law. 

This module contains Historical background, characteristics and sources of labor and social 

security law, labor contract, protection of workers, collective relations of work, general regime 

of Rwandan social security, particular regimes of medical insurance. It also contains the laws 

governing the Rwandan civil, land and successions regimes in order to arouse students’ 

awareness and desire to research more in civil, land and successions law related legal issues 




demonstrate knowledge and understanding of: 

‣ Principles and rules relating to conclusion, execution, termination of labour Contract 

‣ Principles and rules of social security law, 

‣ Principles of Tax Law and Rwandan Tax Systems. 


‣ Legal personality 

‣ Family and parenthood 

‣ Marriage and divorce 

‣ Property rights 

‣ Land regime and categories of land in Rwanda 

‣ Land use, acquisition, cession, registration, rent, transfer, rights and obligations of land 

holders (freehold or leasehold?) 

‣ Prescriptions (acquisitive and extinctive) 

‣ Contractual and non contractual obligations 

‣ Matrimonial regimes, liberalities 

II) 



Analyze and criticize rules applicable in social law And civil law. 

III) 



‣ Apply rules applicable in social law on cases or conflicts. 

‣ Apply tax law rules on specific taxable basis 

‣ Settle social and civil law conflict. 

IV) 



‣ Explain principles and rules relating to conclusion, execution, termination 

of labour contract 

‣ Explain principles and rules of social security law, 


‣ Explain problems related to Land use, acquisition, cession, registration, rent, transfer, 

rights and obligations of land holders (freehold or leasehold?) 

‣ Explain settle conflicts related to contractual and non contractual obligations, 

matrimonial regimes, liberalities, legal personality, family and parenthood, marriage and 

divorce 

‣ Explain problems of property rights 


Part 1: Civil, Land and succession law 

Part 1: Civil law 

Chapter 1: Legal personality 

Chapter 2: Family and parenthood 

Chapter 3: Marriage and divorce 

Part 2: Land Law 

Chapter 1: Property rights 

Chapter 2: Land regime and categories of land in Rwanda 

Chapter 3: Land use, acquisition, cession, registration, rent, transfer, rights and obligations of 

land holders (freehold or leasehold?) 

Part 3: Succession Law 

Chapter 1: Prescriptions (acquisitive and extinctive) 

Chapter 2: Contractual and non contractual obligations 

Chapter 3: Matrimonial regimes, liberalities and successions 

Part 4: Social law 

Chapter 1: Contract of Apprenticeship: Employment Contract 

Chapter 2: Labour conditions: Salaries, Organs of Control of the working conditions and Means 

of Control 


Chapter 3: Professional Organizations, Trade Unions 

Chapter 4: Collective Agreements 

Chapter 5: Labour Disputes 

Chapter 6: The Concept and Evolution of Social Security 

Chapter 7: Scope of Social Security 

Chapter 8: Management and Funding of Social Security 

Chapter 9: Compensation of Risks Covered by Social Security 

Chapter 10: Litigation of social security 


o Lecturing 

o Cased study 

o Assignment 

o Reading prescribed books and materials 

o Seminars and discussions 

9. Assessment strategy 

Observation of the evaluation criteria established by the department 

Examinations 

Elaboration of a project at the end of a module 



In-course assessment: 40% 1,2,3, 




 

 





Students who have problems will be understood by giving home works and asking 

questions in the class. In case they need additional explanation that will be provided as 

discussion group. 


Core Text 

HOPE,A. and TIMMEL,S.(1995), Training for transformation : A Handbook for Community 

Workers. Vol.1-3, Gweru, Zimbabwe : Mambo Press. 


BLAUERT,J. And ZADEK, S.[Eds] (1998), Mediating Sustainability : Growing Policy from the 

Grassroots, West Hartford : Kumarin Press. 

BOYETT,J.H. and BOYETT,J.T. (1998), The Guru Guide : The Best Ideas of the Top 

Management Thinkers, New York : John Wiley and Sons. 

HAMEL, G. And PRAHALED,C., (1994), Competing for the Future, Boston, Harvard Business 

School. 

Amartya, S. (1999), Development as Freedom, Newyork: Anchor Books. 

CSR (2000), Guide de l’Assuré Social, CSR, Kigali 

Creedy J. and R. Disney, Social Insurance in Transition (1985); W. A. Achenbaum, Social 

Security: Visions and Revisions (1988); J. Quadagno, The Transformation of Old Age Security 

(1988). 

Dreze, J. and Amartya, S. ,(2002), “Introduction and approach”, “Economic development and 

social opportunity” & “basic education as a political issue”. Oxford: Oxford University Press, 


Giloth, Rober (l995) "Social Investment in Jobs: Foundation Perspectives on Targeted Economic 

Development During the l990s." Economic Development Quarterly. 9 (August): 279-289. 


The ULK library as well as projectors will be required for Computer Practices on the Presentation 

of various themes related to strategies of development. Laboratory space and equipment as 

well as Computer requirements 



Various accounting software will be required for students in order to help them for practices. 


Dr NZOSABA Laurent 

Mr HABUMUGISHA Titien 

Mr MUNYAMAHORO Rene 





proposal). 


Signature 

1 


Signature 


Signature 

2 


Signature 



3 Signature 



Library 

ICT 


Signature 


Signature 


Signature 

Campus 


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Assurance 


MODULE VI 

1. Module Code: DVS 206 Faculty: _SOCIAL SCIENCES_ 

2. Module Title:_Social Policy and Strategies of Development 

3.Level: 2 Semester: 2 Credits: 12 

4. First year of presentation: 2011____Administering Faculty: SOCIAL SCIENCES 


 

 


Ethics and Rwandan culture 

6.Allocation of study and teaching hours See Notes of Guidance 


Student 

hours 

Staff 

hours 

Lectures 








40 60 

10 10 

20 40 

10 10 

10 ------------- 

10 ------------- 

10 - 

10 - 

120 120 



At the end of this module students will be able to know development practices and strategies. 

This module will carry out student to acquire deep knowledge in the domain of development in 

order to develop the linkage between the socio-economic activities and development theories and 

strategies. Students will have skills and the tools in resolving community development problems. 

The module consists also to studying the different categories of people, marginalized or 

vulnerable in society such as the elderly, unaccompanied children, widows, orphans, disabled, 

indigent, the homeless, the victims, the illiterate, people living with HIV / AIDS, refugees, 

traumatized, child-headed household, unemployed, and the way in addressing the key issues that 

affect them. 


On successful completion of the module students will understand how the economic planning 

activities contribute to the process of production and the development of the country and the 

region and how policies are undertaken to overcome social. 

I) Cognitive/Intellectual skills/Application of Knowledge 


1. To mobilize people and resources available, potential 

2. Produce a mini-project on a development of basic rural 

3. Know and implement a community development process. 

4. Evaluate policies that are undertaken in order to face social problems 

II) 


Having successfully completed the module, students should be able to identify social problems in 

his area and to suggest strategies to overcome them. 

This module will develop also the following personal skills: 

1. Mastering the techniques of animation and group communication 

2. The conduct of the various types of meetings (balance, decision making, information 


III) 


Having successfully completed the module, students should be able to explain to others social 

issues and that facing Rwandan people in general and African people in particular and policies to 

face them. 

In addition, having successfully completed the module, students should be able to : 

1. Follow and use development analysis and to be able to present a development project 

arguments and ideas in seminars; 

2. Write projects essays and answers to short development questions 

3. Be prepared to study a development project; 

4. Work in a group on rural and community development problems 


Part .1 Social policy 

Chap.I: Clarification of key concepts 

Chap.II: Historical overview of social policy 

Chap.III: Theories of social policy 

Chap.IV: Welfare state and social policy 

Chap.V: Values in social policy 

Chap VI: Important areas of social policy 

Chap.VII: Comparative experience of social policy 

Chapter VIII: The Rwanda and the social policy 

Part 2: Social Security management 

Chapter I: The origin of Social Security: Theories related to the origin of social security 

Chapter II: Social protection and welfare State 


Chapter III: Social security in developed and developing countries 

Chapter IV: Searching for safety/Determination of priority areas of social security 

Chapter V: Various forms of insurance 

Chapter VI: Roles of the state, NGO’s, private voluntary organizations, cooperatives and private 

enterprises with regard to social security. 

Chapter VII: Social security in Rwanda. 

Part 3. Strategies of development 

Chap.I: Interpersonal communication 

Chap.II: Techniques to increase people’s participation 

Chap.III: Community-based research method 

Chap.IV: Management strategies for rural development 

Chap.V: Managing development intervention 

Chap.VI: Planning and Development Theory 


Class presentation 

Group discussion 

9. Assessment strategy 

Observation of the evaluation criteria established by the department 

Examinations 

Elaboration of a project at the end of a module 







 

 

 





Students who have problems will be understood by giving home works and asking 

questions in the class. In case they need additional explanation that will be provided as 

discussion group. 



Core Text 

HOPE,A. and TIMMEL,S.(1995), Training for transformation : A Handbook for Community 

Workers. Vol.1-3, Gweru, Zimbabwe : Mambo Press. 


BLAUERT,J. And ZADEK, S.[Eds] (1998), Mediating Sustainability : Growing Policy from the 

Grassroots, West Hartford : Kumarin Press. 

BOYETT,J.H. and BOYETT,J.T. (1998), The Guru Guide : The Best Ideas of the Top 

Management Thinkers, New York : John Wiley and Sons. 

HAMEL, G. And PRAHALED,C., (1994), Competing for the Future, Boston, Harvard Business 

School. 


Amartya, S. (1999), Development as Freedom, Newyork: Anchor Books. 

CSR (2000), Guide de l’Assuré Social, CSR, Kigali 

Creedy J. and R. Disney, Social Insurance in Transition (1985); W. A. Achenbaum, Social 

Security: Visions and Revisions (1988); J. Quadagno, The Transformation of Old Age Security 

(1988). 

Dreze, J. and Amartya, S. ,(2002), “Introduction and approach”, “Economic development and 

social opportunity” & “basic education as a political issue”. Oxford: Oxford University Press, 

Giloth, Rober (l995) "Social Investment in Jobs: Foundation Perspectives on Targeted Economic 

Development During the l990s." Economic Development Quarterly. 9 (August): 279-289. 


The ULK library as well as projectors will be required for Computer Practices on the Presentations 

of various themes related to strategies of development. Laboratory space and equipment as well as 






Prof. Dr. MBANDA KALISA 


Mrs KABERA Appoline 





proposal). 


Signature 

1 


Signature 


Signature 

2 


Signature 



3 Signature 



Library 

ICT 


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Signature 

Campus 


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Assurance 


MODULE VII 

1.Module Code: DVS 207 

Faculty: _SOCIAL SCIENCES_ 

2.Module Title:_Advanced Sociology 




 

 



6.Allocation of study and teaching hours See Notes of Guidance 


Student 

hours 

Staff 

hours 

Lectures 








40 60 

10 10 

20 40 

10 10 

10 ------------- 

10 ------------- 

10 - 

10 - 

120 120 



The general objective of this module is to help students understand and explain the exact “nature 

of knowledge” in itself and to articulate how knowledge is socially created and particularly how 

our everyday and often unquestioned knowledge is achieved. Students who will follow this 

module will be able to apply the sociological theories to the explanation of social realities of his 

environment and explain the major contemporary sociological theories. 

By the end of this unit, students should be able to: 

Apply the sociological theories to the explanation of social realities of his environment, 

Explain the major contemporary sociological theories 

Understand and explain main foundations of scientific knowledge (external or derived 

epistemology according to Kant ; Comte and Durkheim) 

Distinguish derived epistemology from internal epistemology (proper to .sociology) 

Understand and explain main questions that epistemology of any science answers 

Understand, explain and comment epistemological foundations of social sciences 

Know and understand the specificity of sociological knowledge and of scientific laws in 

sociology 

Criticism of criteria of the validation of sociological knowledge for a new challenge 

6.2. Learning outcomes 




 

 

 

 

 

 

 

 

Major contemporary sociological theories 

The theories related to foundations of scientific knowledge (external or derived 

epistemology according to Kant ; Comte and Durkheim) 

Distinction of external epistemology from internal epistemology (proper to .sociology) 

Main questions that epistemology of any science answers 

Criticism of criteria of the validation of sociological knowledge for a new challenge 

Specificity of sociological knowledge and of scientific laws in sociology 

Importance of sociology of knowledge 

Ideological approach and scientific approach in knowledge construction 


ii) Cognitive/intellectual skills/ application of knowledge, practical skills and general 

transferable skills 


Familiarize themselves with Major contemporary sociological theories 

Apply Major contemporary sociological theories in their research works 

Apply epistemological principles (paradigms) in their research works or in knowledge 

production 

Describe the relationship between sociology of knowledge and some specialized 

disciplines like epistemology and research methodology 

Localize the creation of sociology of knowledge 

Understand the importance of sociology of knowledge 

Describe the social construction of knowledge 

7. Indicative contents 

Part 1: Major Sociologic Theories 

Chapter I: The pre-classical or spontaneous conceptions of the society 

Chapter II: The ideological currents of the period of the bourgeoisie and democratic revolution 

Chapter III: Classical conceptions of the society 

Part 2 : Epistemology 

Chapter 1: Definition and objectives of epistemology. 

Chapter II: Analysis of the foundations of scientific knowledge: general authority and 

authoritarian mode of acquiring knowledge, determinism, empiricism (experimentation, 

observation, positivism), rationalism, objectivity, falsificationism … 

Chapter III: Main scientific approaches derived from the foundations of scientific knowledge 

(induction, deduction, hypothetico-deduction, etc.). 

Chapter IV: Great complexity of human phenomena. 

Chapter V: Problems of objectivity in social sciences. 

Chapter VI: Specificity of the scientific laws in sociology. 


Part 3. Sociology of Knowledge 

Chapter I: Concepts and object of sociology of knowledge; 

Chapter II: Foundation and development of sociology of knowledge; 

Chapter III: Social construction of knowledge 

Chapter IV; Analysis of social structures (global societies, social classes, particular groupings) in 

relation to knowledge ( social indicators of knowledge) 

Chapter V: Structures of thinking/thought and the relationships between both (social structures 

and thinking systems) 

Chapter VI: Contributions of different authors (Mannheim and Sorokin, Durkheim and Weber, 

etc.) 

Chapter VII: Hierarchy of the sorts of knowledge according to the structures or the social 

cadres. 





Workshops 

















Major Sociologic theories 

1. Durkheim, E. (1897/1951). Suicide: A Study in Sociology. (J. Spaulding, & G. Simpson, 

Trans.) New York: The Free Press. 

2. Durkheim, E. (1912/1954). The Elementary Forms of Religious Life. (J. Swain, Trans.) 

New York: The Free Press. 

3. Durkheim, E. (1895/1950). The Rules of Sociological Method. (S. A. Solovay, & J. 

Mueller, Trans.) New York: The Free Press. 

4. Merton, Robert (1957). Social Theory and Social Structure, revised and enlarged. 

London: The Free Press of Glencoe. 

5. Holmwood, J., (2005) “Functionalism and its Critics” in Harrington, A., (ed) Modern 

Social Theory: an introduction, Oxford University Press, Oxford, pp. 87-109 

6. Giddens, Anthony. Positivism and Sociology. Heinemann. London. 1974. 

7. Avineri, Shlomo (1968). The Social and Political Thought of Karl Marx. Cambridge 

University Press. 


Courses 

8. RWAKAYIRO, M. I., Cours des grandes théories sociologiques, inédit. 

9. RWAKAYIRO, M. I., Cours de Changement social, inédit. 

10. KARAMIRA, C., Cours des grandes théories sociologiques, inédit. 

11. KARANGWA, I., Cours des grandes théories sociologiques, inédit. 

Electronic Sources 

12. http://highered.mcgrawhill.com/sites/0072824301/student_view0/chapter3/chapter_summ 

ary.html 

13. http://www.brocku.ca/MeadProject/Small/Small_1895b.html 

14. http://www.as.ua.edu/ant/Faculty/murphy/diffusion.htm 

15. http://www.mnsu.edu/emuseum/cultural/anthropology/diffusionism.html 

16. http://encarta.msn.com/dictionary_1861604637/diffusionism.html 

17. http://bcs.bedfordstmartins.com/Virtualit/poetry/critical_define/crit_struct.html on 

14/02/09 

18. http://www.polity.co.uk/giddens5/student 

19. http://wps.pearsoned.co.uk/wps/media/obj 

20. http://cancerweb.ncl.ac.uk/cgi-bin/omd?s 

21. http://www.britannica.com/eb/a-z/s/116 

22. http://www.sociologyguide.com/social-change/factors-of-change.php 

23. http://en.wikipedia.org/wiki/Criticisms_of_Marxism 

24. http://en.wikipedia.org/wiki/Marx%27s_theory_of_alienation 

25. http://jpmanson.unblog.fr/page-de-test/ 

26. http://www.cas.sc.edu/socy/faculty/deflem/zClassics.htm 

27. http://www.delmar.edu/socsci/rlong/intro/change.htm 

28. http://anthro.palomar.edu/change/change_5.htm__ 

29. http://husky1.stmarys.ca/%7Eevanderveen/wvdv/social_change/social_movement_theori 

es.htm 


Epistemology and Sociology of knowledge 

1. ALBALERO et al., Sciences sociales, Ed. Dalloz, Paris, 2002 

2. BABBIE Earl, The basics of social research, 3 rd edition, Wadsworth Thomson, Belmont 

(USA) / Canada, 2005. 

3. BOUDON R. et BOURRICAUD F., Dictionnaire critique de la sociologie, P.U.F., 

Paris, 2000. 

4. DEPELTEAU F., La démarche d’une recherche en sciences humaines. De la question 

de départ à la communication des résultats, Ed. De Boeck / Université Laval (Canada), 

2007. 

5. DURAND et WEIL, Sociologie contemporaine, 2 nd ed., Edition Vigot, Paris, 2002. 

6. JAVEAU C., Leçons de sociologie, 2 nd ed., Armand Colin, Paris, 1997. 

7. MESURE S. et SAVIDAN P., Le dictionnaire des sciences humaines, P.U.F., Paris, 

2006. 

8. NACHMIAS F. and NACHIMIAS D., Research methods in the social sciences, Ed. 

Sint Martin’ s Press Inc, London, 2005. 

9. SCOTT J. and MARSHALL G., Oxford Dictionary of sociology, Oxford University 

Press, Oxford /London, 2005. 

10. MERTON R.K. Eléments de théories des méthodes sociologiques, Paris, Plon, 1966 

11. BACHELARD. G. Le rationalisme appliqué, Paris, PUF, 1949 

11. GURVITCH G. Déterminismes sociaux et liberté humaine, Paris, PUF 1955 

12. MANNHEIM C. Idéologie et utopies, Paris, Rivière, 1956 

13. GURVITCH G. Les cadres sociaux de la connaissance, Paris, PUF, 1966 

14. GURVITCH G. Dialectique et sociologie, Paris, Flammarion, 1962 

15. MACQUET J J. Sociologie de la connaissance, Louvain, S E, 1959 

16. WEBER M. Essais sur la théorie de la science, Paris, Plon SD 

17. MARX K et ENGELS F Œuvres choisies, T 3, Moscou, Ed. du Progrès, 1978 

18. COMTE A. Cours de philosophie positive, Paris, Anthropos, 1968 


19. DURKHEIM E. De la division du travail social, Paris, PUF, 1967 





lectures. 


Prof NZABANDORA Joseph 

Mr DUSHIMIMANA Jean de Dieu 

Mr KARANGWA Innocent 





proposal). 


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MODULE VIII: 

1. Module code : DVS208 Faculty: SOCIAL SCIENCES 

2. Module Title: Gender and Development theories 

3. Level: 4 Semester…1…………………….Credits: 12 

4. First year of presentation..20111..Administering Faculty: SOCIAL SCIENCES 


Introduction to Sociology (Year 1) 



Student hours 

Staff hours 

Lectures 








40 60 

10 10 

20 40 

10 10 

10 ------------- 

10 ------------- 

10 - 

10 - 

120 120 


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 

Understand the need for community development in Rwanda 


Have a clear knowledge about community development and develop the society of the 

nation 

Find a good knowledge in rural development and try to develop the agricultural sector 

Analyze different problems relating to gender equality 

Analyze different approaches of women in development and working with group in the 

community 

Evaluate critically different theories or approaches of development 

Suggest strategies of development which take into account the original complex of the 

sociologically structured areas 





Importance of development specifically in the third world countries 

Rural and urban development issues and solutions to them 

Different problems relating to gender, women in development, agricultural issues, etc. 

Theories and strategies of development as well as their evaluation 

Critical analysis of development theories 

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. 

ii) 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. 

iii) 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 Sociology of Gender and development 



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. 


Part 1 : Gender and development 

Chapter 1. Preliminary concepts about gender 

Chap 2. History of gender studies. 

Chap 3. Theories of gender. 

Chap 4. Gender and society 

Chap 5. Gender & Sustainable development 

Chap 6. Gender equity, empowerment and the development process 

Part 2: Development theory I 

 

 

 

 

 

 

 

 

 

 

 

 

 

Introduction 

Development theories in the history of economics 

ADAM SMITH’S classical economic development theory 

Modernisation theory 

KARL MARX theory of growth 

Dependency theory 

Balanced growth theory 

Unbalanced growth theory 

The BIG PUSH Theory 

ROSTOW’S theory of economic growth 

Gender development theory 

Rural development theory 

Asian Countries Development Models 


Part 3. Critical Analysis of Development Theories 

Developmental Paradigm 

Sociological development theories or theories of social change 

Problematic of political development 

Towards another development 

UNDP and Human development 

Culturalist paradigm 

Conditions of efficiency of development 

Integrated development 

Some definitions of development 


.The learning and teaching strategy will be student centred. 


Assignment (Research and presentation) 

Examination 



In-course assessment: 15 1- 4 


Final examination 60 1-4 

TOTAL 100 


Each Presentation is marked, marks post on the course Web on the University Online 





12.Indicatives resources 

Core text 

2. Michael Hughes & Carolyn J. Kroehler, Sociology. The core, 7 th Edition, 2005 (pp102- 

133). 

3. Richard T Schaefer, Sociology. A brief introduction, 5 th Edition, 2004 (pp 115-134). 

4. Richard T Schaefer, Sociology, 9 th Edition, 2004 (pp 413-430). 

5. Anthony Giddens, Mitchell Duneier & Richard Appelbarum, Introduction to Sociology, 

9 th edition, 2005 (pp 415-445). 

6. TUYIZERE, Gender and development, the role of religion and culture, 2007, Fountain 

Publishers LTD, Makerere University, Kampala. 

7. Lips, H., (2000), Sex and gender. (4 th ed), Mayfield Publishing Company, 

8. Mountain View, California. 

9. Gwyn & Okazawa R., (2001), Women’s lives, multicultural perspectives,2 nd 

10. ed. May field Publishing Company, United States of America 


11. TODARO, M. and SMITH, S. C. 2008. Economic Development. Addison Welley 

12. MACKINNON, D. and CUMBERS, A. 2007. An introduction to economic geography 

globalisation uneven development and place . Prentice Hall 

13. SCHILLER, B. 2008. The Economics of Poverty. Prentice Hall 

14. STUTZ, F. and WARF, B. 2007. The World Economy. Prentice Hall 

15. WEIL, D. 2009. Economic Growth. Addison Welley 



Dr NKURAYIJA Jean de la Croix 

Mr RUTERAHAGUSHA Roger 

Mr KARANGWA Innocent 


Mr MUSUL Kabong 

DR. SENTAMA EZECHIEL 

MRS NYIRANSABIMANA VENANTIE 

MRS UWIMBABAZI BERNADETTE 





proposal). 


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MODULE IX 

1. Module code : DVS 209 Faculty: SOCIAL SCIENCES 

2. Module Title: Sociology of Heath and Medical Anthropology 

3. Level: Year 2 Semester1……………………….Credits: 12 

4. First year of presentation..2011……………….Administering Faculty: SOCIAL 

SCIENCES 

5. Pre-requisite or co-requisite modules, excluded combinations: Introduction to Sociology 

and social, cultural Anthropology courses (First Year) 


Total Student Hours-------------- Student Hours Staff Hours 





Set reading, etc. ------ ------ 

Self-directed study ------- ------ 

Assignments-preparation and writing 10 10 

Examination-revision and attendance 10 --- 

Total 120 120 


The module aims at demonstrating and to highlighting how good health stands as a long term 

investment basis for the community is socio-economic development. In addition, it aims at 

underlining the anthropological component of questions related to health as detailed in the item 

on the indicative contents. 




and understanding of identifying outstanding health issues in their milieu and environment both 

from sociological and anthropological approaches. 


ii) Cognitive/intellectual skills/ application of knowledge, practical and transferable skills 

Having successfully completed the module, students should be able to understand in an 

appropriate way the opportunities and challenges faced by their socio-economic and ecological 

environment and to contribute to their solutions. 


Unit 1: Sociology of health and social protection 

Chapter 1. Preliminary concepts about Health 

Chapter 2. Health underlying Factors 

Chapter 3. Epidemiology and Health Demography 

Chapter 4. Health and Socio-economic Development 

Chapter 5. Health Development Policy in Developing Countries 

Unit 2 : Medical Anthropology 

Introduction: scope and basic definitions 

Chapter 1: The Origins and Theories of Medical Anthropology 

Chapter 2: Medical Traditions through History 

Chapter 3: Signs of Sickness and Healing 

Chapter 4: Medical Practitioners and Medical knowledge 

Chapter 5: Power and Organization in Medicine 


Learning will be achieved through a course syllabus completed by library and internet resources 

consultation. 

Teaching will be done through exposé and commentaries in relation with practical cases and 

individual works. 


The assignment is done through practical works and a final exam 




In-course assessment: 40% 1,2 

Final assessment: 60% 1,2 


Institutional assessment occurs through learner’s opinions just when the course is finished. 

12. Indicatives resources 

Core text 

1. Michael Hughes & Carolyn J. Kroehler, Sociology. The core, 7 th Edition, 2005 (pp102-133). 



4. Anthony Giddens, Mitchell Duneier & Richard Appelbarum, Introduction to Sociology, 9 th 

edition, 2005 (pp 415-445). 


1. www.mhhe.com 

2. Httt://www.mhhe.com/schaeferg 

3. http://www.ehow.com/how_5701220_teach-industrial-safety.html 


PROF. MBONYINKEBE SEBAHIRE DÉO 

MR KANYAMASORO MUHIRE 





proposal). 


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Library 

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Campus 


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MODULE X 


2. Module Title: Contemporary social problems and challenges on the development of Rwanda 


4. First year of presentation 2011…………………………….Administering Faculty: 

SOCIAL SCIENCES 

5. Pre-requisite or co-requisite modules, excluded combinations: Introduction to Sociology, 

Anthropology, History, psychology (First Year) 


Total Student Hours-------------- Student Hours Staff Hours 





Set reading, etc. ------ ------ 

Self-directed study ------- ------ 


Examination-revision and attendance 10 --- 

Total 120 120 


The main objective of this module is to make a set of social problems and try to examine the 

causes and the solutions to major social problems in the world and master the basic knowledge 

on social policies and state their impact on the social well-being of the population. It also focuses 

on issues of development of Rwanda. 






Various sociological perspectives on social problems; 

Relevancy to develop the skills needed to read, write and think critically about 

complex social issues 

Cultivating an understanding of the complexities of world social problems and a 

sensitivity to the problems faced by individuals and groups in our society; 

Developing the ability to identify, define, and investigate social problems and other 

problems challenging the development of Rwanda 

Suggesting ways of dealing with all challenges to development of Rwanda. 

ii) Cognitive/intellectual skills/ application of knowledge, practical and transferable skills 


 

 

Understand in an appropriate way the opportunities and challenges faced by their 

socio-economic and ecological environment and to contribute to their solutions 

Apply solutions to the problems challenging the development of Rwanda. 


Part 1: Contemporary social problems 

Chapter 1: Introduction : Definition and categorization of Contemporary Social Problems, 

Chapter 2: Sexual Behavior, 

Chapter 3: Alcoholism and Drug abuse, 

Chapter 4: Race and Ethnic relations, 

Chapter 5: Crime and Violence, 

Chapter 6: Family disorganization, 

Chapter 7: Population and the Environment, 

Chapter 8: Poverty and Social classes, Conclusion 


Part 2: Challenges on development of Rwanda 

Chapter 1: Key concepts definition 

Chapter 2: Rwandan History and development issues 

Chapter 3: Policy and Programmes of development in Rwanda 

Chapter 4: Challenges facing the achievement of goals and visions of development in Rwanda 



consultation. 

Teaching will be done through exposé and commentaries in relation with practical cases and 

individual works. 


The assignment is done through practical works and a final exam 








Core text 






edition, 2005 (pp 415-445). 


www.mhhe.com 

Httt://www.mhhe.com/schaeferg 

http://www.ehow.com/how_5701220_teach-industrial-safety.html 


Mr RWIRASIRA Eugene 

Mrs BAZUBAGIRA Appoline 





proposal). 


Signature 

1 


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2 


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Library 

ICT 


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Signature 

Campus 


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YEAR 3 


FORMS 


MODULES DESCRIPTIONS IN YEAR 3, DEVELOPMENT STUDIES 

No Module 

Code 

Module Title 

Credits Hours 

No 

1 


Unit 1 : Social psychology in development practice 6 60 


DVS 302 Community development and Participative 

12 120 

2 

Methods 




3 



DVS 304 

4. Qualitative and Quantitative methods of social 

12 120 

4 

research 




5 





6 

Unit 2 : Sustainable Development 6 60 



7 



8 

DVS 308 Political Sociology, Decentralization and Local 12 120 

Development 


Unit 2: Decentralization, Local and Regional 


6 60 


9 



10 DVS 310 Conflict Management and Sociology of genocide 12 120 



TOTAL 120 1200 


MODULE I 

1.Module Code DVS 301 Faculty: SOCIAL SCIENCES 

2. Module Title: Social Psychology and Sociometrics 

3. Level: 3 Semester : 1 Credit 12 

4. First year of presentation : 2011 Administering Faculty : Development Studies 

6. Allocation of study and teaching hours See notes of Guidance 

Total student hours 120 Student hours Staff hours 

Lecturers 30 50 

Seminars/Workshop 10 10 

Practical classes/Laboratory 30 30 


Set reading etc. 10 ------ 

Self-directed study 10 ------ 


Examination-revision and attendance 10 10 

Total 120 120 


At the end of this module, students should have acquired enough skills in defining the basic 

concepts of General Psychology; Giving the current orientations of General Psychology; Raising 

the relationship between Psychology and other sciences, Identifying and explaining the principal 

methods of General Psychology, Knowing the major specializations found in Psychology; 

Understanding how the brain is involved in controlling behavior and mental processes, describe 

the impact, in the behavior of environmental factors relating to our society to identify various 

means the individual disposes to influence his environment, the main theories and concepts 

of social psychology and distinguishing social psychology from related disciplines. 


Students should be also able to Present sociometrics as action research, the pattern of a group as 

psychological fields, draw the sociometrics and perform analysis and operations related thereto, 

Calculate the amount of energy released in a group, draw and perform sociograms calculations 

with interpretation on the correlation between activity and passivity in any social group activity 

and develop management tools professional groups 





Mechanisms of acquirement of the values, norms and rules by the individual and the 

process of formation of the attitudes and mechanisms of acquirement of the 

prejudices. 

Presenting the sociometrics as action research, the pattern of a group as psychological 

fields, 

Drawing the sociometrics and perform analysis and operations related thereto, 

Calculating the amount of energy released in a group, draw and perform sociograms 

calculations with interpretation on the correlation 

ii). Cognitive/Intellectual skills/Application of Knowledge. 


Determine the impact, on the behavior of environmental factors relating to our society 

Determine the main theories and concepts of social psychology 

iii) Communication/ICT/ Numeracy /Analytic Techniques/Practical Skills 


‣ Determine the information needs of different users 

‣ Design source documents 

‣ Create subsidiary concepts and analysis 

‣ Present the sociometrics as action research, the pattern of a group as psychological fields, 

‣ Draw the sociometrics and perform analysis and operations related thereto, 


‣ Calculate the amount of energy released in a group, draw and perform sociograms 

calculations with interpretation on the correlation 


Having successfully completed the module, students should be able: 

‣ To write project essays and give answers to questions 

‣ To study the social development of the individuals in their environment. 

‣ To follow up and use social development analysis and be able to present a social 

psychology project arguments and ideas in seminars. 


Part 1: Social Psychology in development practice 

CHAPTER I: Historical overview of social psychology 

CHAPTER II: Methods in Social psychology 

CHAPTER III: Social relation and theory of the groups 

CHAPTER IV: Social influence in society 

CHAPTER V: Prejudices and Social stereotypes 

CHAPTER VI: Social communication 

CHAPTER VII: Social identity 

Part 2 : Sociometrics 

Chapter 1 : Research in sociology and sociometrics 

Chapter 2: Relationship between sociometrics, social psychology and sociology 

Chapter 3 : Groups and social groups: Group dynamics, Application on the diagnosis and group 

dynamics, Sociometrics and diagnosis of social groups 

Chapter 4: Methods used in sociometrics: Description of sociometrics test 

Chapter 5 : Social interaction 



Lecturers /lecturing used especially in writing on the Blackboard 

• Self study 

• Set reading 

• Working group 

• Computer requirements-Laptops 


Short improvised oral tests 

Reading oral and written reports 

Written final Examination 



In-course assessment: 15 1,2,3,4 

Assignments 25 1,2,3,4 

Final assessment 60 1,2,3,4 

Total 100 


*. Students who seem to be slow-learners, will definitely understand the course by giving home 

works (assignments), and they should ask questions in the class so as they could know the 

answers. 

*. Discussion group will be guaranteed to lift up those students who didn’t understand well 

the subject. 



Bernestein, A.D, Stewart, C.A, Roy J.E, Srull K.T and Wickens D.C (1994). 

Psychology. Boston. Houghton Mifflin Co. 3 rd Ed. 

 

 

 

 

 

Gleitman, H. (1986). Psychology. New York. W.W.Norton and Co. 2 nd Ed. 

Harper, L.C. (1989). Exploring Social Change. New Jersey. Prentice-Hall 

Newman,M.B and Newman, R.P (1975). Development Through Life: A 

Psychosocial Approach. California. Brooks/ Cole Publishing 

Penrod, S. (1986). Social Psychology. New Jersey. Prentice –Hall. 2 nd Ed. 

Sabini, J. (1992). Social Psychology. New York. W.W. Norton and Co. 

Company. 5 th Ed. 

 


Classrooms should be properly fit for students 



Mr NGANGO Gad 

Mr WENDO BUHENDWA Victor 





proposal). 


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MODULE II 

1. Module Code: DVS302 Faculty: SOCIAL SCIENCES 

2. Module Title: Community development and participative methods 

3. Level: III Semester: I Credits: 12 


5. Pre-requisite or co-requisite modules, excluded combinations: Having completed Level II 


Activities Student hours Staff hours 



Practical classes / laboratory 30 30 


Set reading , etc. 10 ------ 

Self-directed study 10 ------ 



Total 120 120 

6.1. Brief description of aims and contents 

This module aims: 

- To master the theories that underline the science and practice of community development 

- To establish a management system involving and empowering the grassroots in their 

development; 


- To raise awareness of communities to the important role of women as indispensable 

actors in the development of the nation 

- To create and to strengthen the synergy between the various actors involved in the 

process of community development 

- To analyse different quantitative and qualitative techniques and methods of participation 

in community Development. 

- To provide the essential foundations of community development. 

- Case study in Rwandan context 



On successful completion of the module students will understand Community Development 

activities in order to resolve their problems in Rwanda and in the sub-region. In addition, 


1. Get methods of understanding and appreciation of the challenges of community development. 

2. To acquire detailed knowledge and practices essential to the major problems of urban and 

rural community development in Rwanda. 

ii). Cognitive/Intellectual skills/Application of Knowledge 


1. Understand the Rwandan rural and urban community development, 

2. Have skills and the tools in resolving rural and urban community development problems, 

3. Produce micro-projects on basic development, 

4. Know how to put in practice the process of rural and urban community development. 



1. Students will develop problem-solving and independent study skills 

2. Use of WebCT and MyEconLab will develop IT skills 




1. Follow and use development analysis and to be able to present a development project 

arguments and ideas in seminars; 

2. Write projects essays and answers to short development questions 

3. Be prepared to study a development project; 

4. Work in a group on community development problems. 


Part 1: Community Development 

Chapter 1 : Introduction 

Chapter 2 : Origin of community development 

Chapter 3: Main characteristics of community development 

Chapter 4: Major role players in community development 

Chapter 5 : Problems of community development programme 

Chapter 6: How to learn about a community 

Chapter 7: Approach for visit families and places for CD 

Chapter 8: Factors that need to learn about a community 

Chapter 9: Relationship between different groups and families 

Chapter 10: Organisation which are related to do community work: Home visits, Home visit 

recard, Activity 

Chapter 10: Community development: case studies 

Part 3: Participative Methods 

Chapter 1: Planning and development theory 

Chapter 2: Methods in community development 

Chapter 3: Application of quantitative and qualitative techniques in community development 



Lectures 


Set reading 

Working group 


Excursion 













TOTAL 100 


Students who have problems will be understood by giving home works and asking questions in 

the class. In case they need additional explanation that will be provided as discussion group. 



ALEXANDRE, L., et G. BESSETTE, L’appui au développement communautaire, une 

expérience de communication en Afrique de l’Ouest, Ottawa et Paris : CRDI/IDRC et Agence 

intergouvernementale de la Francophonie, 2000. 

FRASER, C. et J. VILLET, Communication : A Key to Human Development, Rome : FAO, 

1994. 

SCHAEFER, R., Sociology, 9 th Edition, Mc Graw Hill, De Paul University [USA], 2005 


BERRIGAN, F.J., Community Media and Development, Paris : UNESCO, 1981. 

BESSETTE, G. et RAJASUNDERAM (dir.), Participatory Communication for Development, a 

West African Agenda, Ottawa : IDRC/CRDI, et Peinang : Southbound, 1996. 

CASMIR, F.L., Communication in Development, Norwood, NJ : Ablex Publishing Corporation, 

1991. 

CHAMBERS, R., Whose Reality Counts? Putting the First Last, Londres : Intermediate 

Technology, 1997. 

COLDEVIN, G., Participatory Communication, Rome : Communication for Development 

Group, FAO, 2001. 

DUDLEY, E., The Critical Villager : Beyond Community Participation, Londres, New York : 

Routledge, 1993. 

FRASER, C. et S. RESTREPO-ESTRADA, Communicating for Development : Human Change 

for Survival, Londres, New York : I.B. Tauris, 1998. 

FRASER, C. et J. VILLET, Communication : A Key to Human Development, Rome : FAO, 

1994. 

FREIRE, P., The Pedagogy of the Oppressed, New York, N.Y. : Continuum, 1993 (1970). 


GUMUCIO DRAGON, A., Making Waves, Stories of Participatory Communication for Social 

Change, A Report to the Rockefeller Foundation, New York : The Rockefeller Foundation, 

2001. 

ROGERS, E., Communication and Development, Critical Perspectives, Beverly Hills, Londres, 

Delhi : Sage Publications, 1976. 

SAIK YOON, C., « Participatory Communication for Development », in BESSETTE, G. et 

RAJASUNDERAM (dir.) Participatory Communication for Development, a West African 

Agenda, Ottawa, IDRC, 1996 et Peinang, Southbound. 

SERVAES, J., T. JACOBSON, et S. WHITE (dir.), Participatory Communication for Social 

Change, New Delhi, Londres : Thousand Oaks, 1996. 

SERVAES, J., Communication for Development: One World, Multiple Cultures, Creskill, NJ : 

Hampton Press, 1999. 

WHITE, A., N.K. SADANANDAN, et J. ASCROFT (dir.), Participatory Communication: 

Working for Change and Development, New Delhi : Sage Publications, 1995. 


LCD projector with lap top, Black board 



Laptops 


Classrooms 


Mr KAGABIKA Boaz 

Mr MUSUL KABONG 





proposal). 


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MODULE III 

1. Module Code: DVS 303_____Faculty: SOCIAL SCIENCES 



2. First year of presentation: 2011 ____ Administering Faculty: SOCIAL SCIENCES 

5: Pre-requisite or co-requisite modules, excluded combinations: 

- GENERAL SOCIOLOGY 

- Introduction to DEVELOPMENT STUDIES 

- Social policy and strategies of development 



Student 

hours 

Staff 

hours 

Lectures 








Other: 

Total 

40 40 

10 10 

30 30 

10 10 

10 ------------- 

10 ------------- 

5 5 

5 10 

----------- ------------- 

120 120 



This module aims at equipping students with ICT highly practical skills needed on the 

marketplace as well as English skills enabling to communicate the knowledge they get with the 

community. Trainees will learn the functioning of a computer, the desktop environment, and file 

management. Then, they will learn how to use effectively Ms PowerPoint and Access. A 

particular attention will be put on the fact that best practice and quality issues are understood and 

implemented so as to help trainees improve productivity at work. Briefly, This module will 

provide students with sufficient knowledge in the four language skills: Listening, Speaking, 

Reading, Writing, and availing students with techniques in correspondence and communication, 






writings, reports and the importance of English in general 

use the computer smoothly 

Work with MS Power Point and Access at a fair level 

ii). Cognitive/Intellectual skills/Application of Knowledge, practical and transferable skills 


 

 

 


Develop effective presentations using MS PowerPoint 

Display competency in using an application software commonly used in his/her 

profession 





Chpter 2: Windows desktop environment 

Chapter 3: Storage device 

Chapter 4: Microsoft word+Exercices 

Chapter 5: Microsoft Power Point+Excercices 

Chapter 6: Microsoft access 


Chapter 1 : Introduction 

Chapter 2 : Countable and Uncountable 

Chapter 3 : Punctuation 

Chapter 4 : Expressing cause, reason, and result 

Chapter 5: Sequence of tenses,Verbs, Modals, Gerunds and infinitives 

Chapter 6: Letters and Report writing 


Lectures 


Set reading 

Working group 


Excursion 











In-course assessment: 40% 1,2 

Final assessment: 60% 1,2 


Each student is marked, mark post on the course Web on the university online Campus Platform, 

with immediate feedback (The direct contact with the student or contact through the online 

course platform); 




MCKeen, J. and Smith, H. 2009. IT Strategy in Action. Prentice Hall 

Advanced MS Office Packages Textbooks. 

ULK Centre of Languages Year 2 Text Book. 




 



lectures. 

13. Teaching team 

Prof. Dr. NDAYAMBAJE Pius 

Mr NSENGIYUMVA Juvénal 

Miss MILLYCENT Samiah 

Mrs NDYANABO Dianah 

Mr NIZEYIMANA Sylvain 

Mrs MANISHIMWE Pierrette 





proposal). 


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MODULE IV 

1. Module Code: DVS 304 Faculty: SOCIAL SCIENCES 

2. Module Title:_ Qualitative and quantitative methods of social sciences 



5. Pre-requisites: Initiation to Scientific Research Methods, Statistics (descriptive, inferential) 



Student 

hours 

Staff 

hours 

Lectures 








Total 

40 40 

10 10 

30 30 

10 10 

10 ------------- 

10 ------------- 

5 5 

5 10 

120 120 





- Various qualitative and quantitative methods in social sciences research 

- How to compute, evaluate and analyse qualitative and quantitative data 

- Application of scientific research methods and techniques in dealing with modern business 

issues, 

- Training students in the art of conceptualization of research problems, 

- Collection and analysis of data and writing of reports with a focus on problem oriented 

business research in Rwanda 




‣ Solve social problems using various formulas seen in class 

‣ Apply different formulas in solving decision making related social problems. 

ii). Cognitive/Intellectual skills/Application of Knowledge 


Use the knowledge acquired in this course to solve the problems in the fields of 

quantitative methods. 



Teach others what is related to qualitative quantitative methods and how they are 

applied to social problems. 



Share skills in those studied courses. 



Part 1: Research Methods in Social Sciences 

Chapter 1: Meaning and importance of research 

Chapter 2: Approach of the Process of research 

Chapter 3: Types of research 

Chapter 4: Defining research problem review of literature, formation of hypothesis: units 

analysis, time and space considerations 

Chapter 5: Methods of scientific inquiry: data collection instruments, primary data collection, 

interviews, questionnaires (mailed and self-administered) pilot, study, observation, surveys, 

experiments, ex-post facto, collection of secondary data, methods employed. 

Chapter 5: Sources of data: primary and secondary data, 

Chapter 6: Variable (dependent and independent) 

Chapter 7: Sampling and sampling designs: census surveys, sampling techniques (random and 

non – random sampling techniques). 

Part 2: Data analysis 

Chapter1: Introduction to quantitative methods 

Chapter 2: Probability: Basic Terminology, three types of probability, Rules of probability 

under conditions of statistical independence and dependence 

Chapter 3: Probability distribution: Random variables , expected value in decision making , 

binomial 

Chapter 4: Sampling and sampling distributions, Estimation standard error. 

Chapter 5: Data analysis, interpretations and Measurement: reliability and validity, measurement 

of attitudes, scaling types, statistical (Correlation, Regression, chi-square) and qualitative 

analysis-hypothesis testing. 

Chapter 6: Data presentation: charts, tables and graphic presentation of data 

Chapter 7: Report writing: types of reports, theses, dissertation, monograph, term paper etc. 

Chapter 8: Substance of report, format of report, presentation of report. 




‣ The students will solve exercises at the end of each chapter in group works and the 

lecturer will be supervising them. 

9 ASSESSMENT STRATEGY 

Many exercises on all units seen will be solved by the students as assignments and those 

exercises will be marked. 

A final exam will be scheduled and it will concern all units. 

10 ASSESSMENT PATTERN 

Component 

Weighting 


(%) 

Assignment 40% I,ii,iii,iv 

Final assessment 60% I,ii,iii,iv 


‣ interactions between teacher and students 




BOOKS 

Research methodology 

i. Paulin V. Young, Social Science Research Methodology, Mc GrawHill 

ii. Goodie and Hatt, Scientific Research Methodology 

iii. Kothari CR, Research Methodology, Methods and Techniques – Wiley 

Eastern New Delhi 

iv. Wilkinson TS and PL Bhandarker, Methodology and Techniques of Social 

Research, Himalaya Publishing House, Mumbai. 

QUANTITATIVE METHODS 

v. Anderson, D, Sweeney and T. A. Williams. Quantitative Methods for 

Business, September 2003. 

vi. Agresti, A., Statistical Methods for the Social Sciences, July 2006 

vii. Mark, S. JOSHI, Concepts and practice of mathematical finance, second 

edition, October, 2008. 

viii. GERARD CORNUEJOLS, Optimization methods in finance, December 

2006 

Websites ou ressources électroniques importantes 

http//www.ulk-kigali.net/ulk cours 

13 TEACHING TEAM 

Prof MBONYINKEBE Deo 

Prof NZABANDORA 



Mrs UWIMBABAZI Bernadette 





proposal). 


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MODULE V 

1. Module Code: DVS 305__________________ Faculty: SOCIAL SCIENCES________ 

2. Module Title: Religion and Ethics in Development_________ 

3. Level: 3 Semester:1 Credits:12____ 

4. First year of presentation: 2011____ Administering Faculty: SOCIAL SCIENCES 


Anthropology, General sociology (First and second Years) 


Total student hours 

____________ 

Student Hours 

Staff hours 

Lectures 






Assignments – preparation and 

writing 

Examination – revision and 

attendance 

Total 

30 30 

20 30 

20 20 

10 20 

---- ------------- 

----- ------------- 

20 10 

20 10 

120 120 



The module also introduces students to different concepts and different indicators of religion and 

ethics in society and development areas. It helps them analyze the relationship between the 

individual and invisible beings, the social context of religion, the reciprocal analysis between 

religion and culture and the elements of religious phenomena 





 

 

 

 

Different indicators of religion in society 

The relationship between the individual and invisible beings 

Social context of religion and reciprocal analysis between religion and culture 

Elements of religious phenomena 



 

 

 

 

Differentiate indicators of religion in society 

Differentiate religious from non religious phenomena in society 

Explain the relationship between the individual and invisible beings 

Explain the positive and negatives effects of religions in society 



 

 

Communicate to others indicators of religion in society 

Teach sociology of religion to the community 


Differentiate religious from non religious phenomena in society 

Explain the relationship between the individual and invisible beings 

Explain the positive and negatives effects of religions in society 



 

 

 

Demonstrate knowledge in religious phenomena matters 

Demonstrate the relationship between the individual and invisible beings 

Demonstrate negative activities and positive effects of religions in society 


Part 1: Ethical issues in Development 

Chapter 1: The Politics of the South and the North 

1.1. The contrast between the rich countries of the North and the poor countries of the 

South is confronted in this module. 

1.2. Concepts and patterns of global inequality since 1945 studying subjects such as 

the green revolution, 

1.3. Agriculture and development, rural depopulation, the IMF and World Bank 

development programmes, 

1.4. Urbanisation, globalisation, women and development. 

Chapter 2: Politics of Latin American Underdevelopment 

1.1. Analysis of the formative influence on Latin America of European imperialism 

and US intervention. 

1.2. Application of theories of development and dependency to issues such as foreign 

debt, foreign aid and international trade. 

1.3. Aspects of the state in Latin America, including authoritarianism, 

1.4. Democratization and the conflicts with guerrilla movements, 

1.5. Organizations and drug traffickers are covered 


Part 2: Sociology of Religion 

Chapter 1; Characteristics of a religious fact (supernaturalism, divinity, rituals, and beliefs) 

Chapter 2: Troublesome religious phenomena (witchcraft and sorcery,) 

Chapter 3: Religious phenomena seen both by a believer and a non-believer 

Chapter 4: Principal elementary religions (animism, naturism, totemism) 

Chapter 5 : Religions in contemporary world: Religious techniques, Cults, sects, and churches) 

Chapter 6: Mysteries of death in Bantu traditional society 

Chapter 7: Sociology of religious practice (religious hope, institutionalization of religion, 

religious socialization) 

Chapter 8: Social functions of religion (Durkheim, Weber and Marx) 

Chapter 9: Religion and social change: Gender, feminism and religion 

Chapter 10: Fundamentalism and religion divisions in the modern world 



‣ The students will discuss different topics in group works at the end of each chapter in 

group works and the lecturer will be supervising them. 


‣ Many exercises on all units seen will be solved by the students as homework and those 


‣ A final exam will be scheduled and it will concern all units. 


Component 

Weighting 

(%) 


Assignment 40% 1,2,3,4 

Final assessment 60% 1,2,3,4 









Noss & Grangaard, 2008, History of the World's Religions, Pearson ISBN-13: 9780136149842 

Weber MAX, 1977, Protestant Ethic and the Spirit of Capitalism, Pearson ISBN-13: 

9780024248602 

 



 



lectures. 

Others 




Mrs BAZUBAGIRA Appoline 

Mr BINENWA Jean Bosco 






proposal). 


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MODULE VI 


2. Module Title: Human Rights and development 


4. First year of presentation..2011………Administering Faculty: SOCIAL SCIENCES 


Social, Civil and succession law, Introduction to law courses (Year 2 and 1) 



Student hours 

Staff hours 

Lectures 








Total 

40 40 

10 10 

30 30 

10 10 

10 ------------- 

10 ------------- 

5 5 

5 10 

120 120 


The aim of this module is to provide students with a foundation of understanding about the 

intersection of the disciplines of development and human rights in terms of theory and practice. 

Through case studies, students will gain an understanding of how development processes and 

outcomes are challenged and ultimately enhanced through a rights based approach. he idea of 


sustainable development emerged during the late twentieth century in response to growing 

concerns about the apparent failure of conventional, state-led ‘development’ initiatives and about 

the extent and pace of environmental degradation, especially at the global scale. ‘Sustainable 

development’ has rapidly become a popular term – yet one that is also ambiguous and fiercely 

contested. As Jonathon Porritt, Chairman of the UK Sustainable Development Commission has 

acknowledged, sustainable development is a notoriously slippery term that can mean ‘practically 

nothing to people, or practically everything’. Indeed, some versions of sustainable development 

demand radical social re-organisation – including new forms of government and governance – in 

order to promote more just relations between societies and environments, whilst other versions of 

sustainable development amount to little more than ‘business as usual’. Therefore, it is important 

to understand the concept of sustainable development and the various ways in which it is used. In 

its most authoritative form, sustainable development is associated with some important, core 

principles that deserve critical examination. 

In this module, the idea of sustainable development is explained and explored. Some influential 

definitions of sustainable development are considered and the main principles of sustainable 

development are explained. An account of the emergence and evolution of the concept of 

sustainable development is also provided in order to explain the historical context of current 

debates. ‘Mainstream’ notions of sustainable development are outlined together with some of the 

key strategies that have been devised to promote sustainable development. Various resistances to 

the concept, and some alternative approaches to sustainable development, are also examined 

critically. The main ideas presented in this module are illustrated using case studies, including 

accounts of two major global environmental issues: biodiversity loss and climate change. 

Overall, this module provides an overview of some of the most important areas of debate and 

controversy in relation to sustainable development. 




 

 

Identify and discuss key human rights standards, principles and instruments relevant 

to the field of development. 

Critically analyse the intersections between human rights and development. 


Analyze the influence of global processes and institutions on the enjoyment of 

economic and social rights in developing countries 

Carry a self-guided research project of their choosing on an issue at the nexus of 

human rights and development 

On successful completion of this module, students will be able to understand and critically 

evaluate: 

 

 

 

 

 

 

 

the concept of sustainable development 

various definitions of sustainable development 

the main principles of sustainable development 

the emergence and evolution of the concept of sustainable development 

some key strategies for promoting sustainable development 

some resistances and alternative perspectives and approaches to sustainable 


a range of current issues and debates relating to sustainable development 

ii) Cognitive/intellectual skills/ application of knowledge, practical knowledge and 

transferable knowledge 

Having successfully completed the module, students should be able to understand in an 

appropriate way, key human rights standards, concepts, principles and instruments relevant to the 

field of sustainable development 

Indicative contents 

Part 1. Human rights and Development 

Chapter I Human rights and development 

Chapter II: A Rights-Based Approach to Development in a Globalizing World 

Chapter III. The Right to Health 

Chapter IV: Policy and Practice in Promoting Decent Work in a Development Context 

Chapter V: The Private Sector, Human Rights and Development 

Chapter VI: Climate Change, Human Rights and Development 


Part II. Sustainable development 

Chapter 1 The challenge of sustainable development 

Chapter 2.Defining sustainable development: Organizations’ and Public perceptions on sustainable dev 

Chapter 3.The emergence and evolution of the concept 

Chapter 4.‘Mainstream’ sustainable development 

Chapter 5. Strategies for promoting sustainable development 

Chapter 6. Alternative perspectives and approaches 

Chapter 7. Ethics and sustainable development 

Chapter 8. Biodiversity loss and sustainable development 

Chapter 9. Climate change and sustainable development 

Chapter 10. Earths summits 

Chapter 11. Conclusion 



consultation. Teaching will be done through exposé and commentaries in relation with practical 

cases and individual works. 


The assignments are done through practical works into the classroom and a final exam will be 

done at the end of the course. 


Component 

Weighting 

(%) 


Assignment 40% 1,2 

Final assessment 60% 1,2,3 






Specimen examination papers and solution are made available. Briefly, Institutional assessment 

occurs through learner’s opinions just when the course is finished. 


Core text 

1. Class Readings for the five areas include: 

Andrew Clapham, Human Rights: A Very Short Introduction. Oxford University Press, 2007, 

Chapters 1-3 and 7. 

Claire Hutchings, “Rights-Based Approaches to Development.” Oxfam Great Britain, 2005. 

Lynn Freedman et al, “Who’s Got the Power? Improving Health Systems for Women and 

Children” Final Report of the UN Millennium Project Task Force on Child Health and 

Maternal Health.” New York: UNDP. 2005. Pp. 117-125 

Rene Loewenson, “Introduction: Tackling Health Worker Migration—Addressing the Fault 

Lines of Policy Incoherence.” Global Social Policy 8:1. 2008. Pp. 5-23. 

Jose Antonio Ocampo and Jomo Kwame Sundaram, eds, "Towards Decent and Full 

Employment". Orient Longman Private Limited and Zed Books Ltd., 2007. Chapters by 

Diane Elson, Marta Chen, Gerry Epstein, and Hoeven and Lubker. 

Heather Grady, “Fostering Equitable and Sustainable Development: The Role of the Private 

Sector and Trade in Times of Economic Turmoil.” SIDA, October 2009. 

http://www.realizingrights.org/pdf/Fostering_Equitable_and_Sustainable_Development.pdf 

John Ruggie, “Business and Human Rights: The Evolving International Agenda.” The 

American Journal of International Law. 101:000. Pp. 1-22. 

Kate Raworth et al, “The Private Sector and Poverty Reduction.” Oxfam Background Paper,June 

2008. 

“Business for Development Business for Development.” World Business Council for Sustainable 

Development, 2004. 

http://www.wbcsd.org/web/publications/biz4dev-reprint.pdf 


United Nations Development Programme (UNDP), Human Development Report 2007/2008 

Fighting climate change: Human solidarity in a divided world (New York: Palgrave 

Macmillan, 2006). Selections. 

Stephen Humphreys, Climate Change and Human Rights: 

 



 



lectures. 



MR KANYAMASORO MUHIRE; MPH 





proposal). 


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MODULE VII 


2. Module Title: Economy, Society and Development__________ 

3. Level: 3 Semester: 2 Credits:12____ 



Rural and urban development, Anthropology, General sociology (First and second Years) 



____________ 

Student Hours 

Staff hours 

Lectures 







writing 


attendance 

Total 

30 30 

20 30 

20 20 

10 20 

---- ------------- 

----- ------------- 

20 10 

20 10 

120 120 



The module introduces students to the reciprocal influence between society and economy, 

specifically the relationship between Sociology and Economics with regard to the thought and 

actual experience through various societies, Cross-cutting concepts, theories and methods in 

Sociology and Economics: The rise of sociological economics and radical economics during 

1970s. As students in SOCIAL SCIENCES, it opens the ways to discussions of problems of the 

economic development of underdeveloped countries with the attention to economists right from 

Adam Smith down to Marx and Keynes and others. 


I° Knowledge and Understanding 



 

 

 

Reciprocal influence between society and economy 

Relationship between Sociology and Economics with regard to the thought (Four 

movements of thought combining economic and sociological concepts, theories and 

methods) and actual experience through various societies, 

Cross-cutting concepts, theories and methods in Sociology and Economics 

II° Cognitive/Intellectual skills/Application of Knowledge 


 

 

 

Explain the key concepts related to economic sociology; 

Apply theories and methods in Sociology and Economics the society and explain some 

social economic problems facing the people of Rwanda 

Analyze and identify the problems of development and constrains experienced by 

developing countries 

III° Communication/ICT/Numeracy/Analytic Techniques/Practical Skills 


 

Teach Development economics and economical sociology 


Explain the concepts of “growth from development” by putting relationship between the 

two concepts 

Analyze many concepts of the domain 

Differentiate economic development from economic growth 

IV° General transferable skills 


Demonstrate economic development from economic growth 

Demonstrate problems of development and constrains experienced by developing 

countries 

Demonstrate the origin of the concept « Underdevelopment » 


Part 1: Economic Sociology 

Chapter 1: Definitions of Economics, Sociology and Economic Sociology as well as the scope or 

delimitation of their respective fields 

Chapter 2: Relationship between Economics and Sociology as they are viewed by thinkers of 

both disciplines 

Chapter 3: Cross-cutting concepts, theories and methods in Sociology and Economics: 

Chapter 4: Relationship between Economy and society as they are experienced through various 

concrete societies 

Chapter 5: Economic formation (definition, economic system, transformation factors of the 

economic organization) 

Chapter 6: Exchange theories (Gift theories, reciprocity theories and distribution theories 

Chapter 7: Social factors of the production, distribution and exchange of economic produce 

Chapter 8: Poverty and social exclusion (definitions, cultural theories) 

Chapter 9: Globalisation issues 


Part 2: Economics Development 

CHAP I: Development and Underdevelopment 

CHAP II: Economic development and economic growth 

II.1: Measurement of economic development 

II.2: Human development indexes 

CHAP III: Characteristics of an underdeveloped country 

III.1: Meaning of the term “underdeveloped” 

III.2: Different criteria of underdevelopment 

III.3: Characteristics of an underdeveloped country 

CHAP IV. Obstacles to economic development 

CHAP V. The dependency theory of underdevelopment 

V.1: Meaning of dependency 

V.2: The dependency theory 

CONCLUSION 
















with immediate feedback (The direct contact with the student or contact through the online course 

platform); Specimen examination papers and solution are made available 







lectures. 


Dr NKURAYIJA Jean de la Croix 


Mr RUGARAMA Jean 





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MODULE VIII 


2. Module Title: Political sociology, Decentralization and Local government 




Introduction to Governance, Political sciences, Administrative sciences (First and second Years) 



____________ 

Student Hours 

Staff hours 

Lectures 







writing 


attendance 

Total 

30 30 

20 30 

20 20 

10 20 

---- ------------- 

----- ------------- 

20 10 

20 10 

120 120 



This module gives students basic skills in political sociology and local development. Students are 

expected to acquire enough skills related to clarification of basic concepts of power, authority 

and legitimacy; political parties, pressure groups, social movements, ideology, administration, 

decentralization and local entities development. Students will acquaint knowledge on the 

determinants and consequences of mass movements and social revolutions; politics of 

modernization as well as decentralization and its effects 





 

 

 

 

Basic concepts of power, authority and legitimacy; 

Theory of the elite, the notions of political participation and political parties 

Role of mass movements in social revolution 

Decentralization and its role in development of the society 

II) Cognitive/Intellectual skills/Application of Knowledge 


 

 

 

 

 

Explain the determinants and consequences of mass movements and social revolutions; 

Explain the notions of state and inter-state relations 

Define decentralization and its effects 

Explain the politics of modernization 

Define the notions of ideology and social control 


III) Communication/ICT/Numeracy/Analytic Techniques/Practical 

Skills 


 

 

 

 

 

Teach Political sociology 

Explain notions of state and inter-state relations 

Define decentralization and its effects 

Explain the politics of modernization 

Define the notions of ideology and social control 

IV) General transferable skills 


 

 

 

Demonstrate determinants and consequences of mass movements and social revolutions; 

Demonstrate the impact of decentralization on development of local entities 

Demonstrate the notions of ideology and its effect on social control 


Part 1: Political Sociology 

Chapter 1 : Key concepts definition 

Chapter 2 : Elite theories, 

Chapter 3: Recruitment of political decision-makers, 

Chapter 4 : Social movements, Syndicalism and guided socialism 

Chapter 5: African-political thinkers, political participation 

Chapter 6: Comparative study of political parties: their origins, their social bases, 

Chapter 7: The role of pressure/interest groups and strategies of interest articulation. 

Part 2: Decentralization and Local development 

CHAPTER 1. : NATURE, CONTEXT AND BACKGROUND OF DECENTRALIZATION POLICY 

CHAPTER 2: THE MANDATE AND MISSION OF DECENTRALIZATION POLICY 

Chapter 3: the notion of administrative and financial decentralization 


CHAPTER 4:THE STRATEGIC, SPECIFIC OBJECTIVES OF DECENTRALIZATION POLICY 

Chapter 5. Decentralization and poverty reduction 

Chapter 6. The notion, different types, and elements of political ideology 

Chapter 7. The notion of political identity, and identity formation 

Chapter 8: theories of the state, and political organizations 

Chapter 7: nature and principles of democracy 










Component 

Weighting 

(%) 


Assignment 40% 1,2,3,4 

Final assessment 60% 1,2,3,4 








1. Andrew Heywood, Politics, Palgrave Foundation, 1997 

1. Alagappa, Civil Society and Political Change, Stanford University Press, 2004. 

2. Austin, J., the Province of Jurisprudence, London, Weidenfeld, 1988. 

4. Bammel, Ernst, The political system in Europe, ambridge University Press, 1994. 

5. Beckwith, Being Politically Correct, Buffalo, NY, Prometheus Books, 1998. 

6. Bennett, Christians and the State, New York: Charles Scribner's Sons, 1998. 

7. Berger, Political Ethics and Social Change, New York: Basic Books, 1984. 

8. Berryman, States and politics in Africa, NY: Orbis Books, 1984. 

9. Bigongiari, The Political Ideas of St. Thomas Aquinas, Hafner Publishing, NY,1993. 

10. Bonkovsky, International Norms and National Policy. Grand Rapids, MI, Eerdmans 

Publishing, 1990. 

11. Boxx, African political systems, Political Order and Culture, Grand Rapids, Eerdmans 

Publishing, 1998. 

12. Callahan, Ethics in Politics, San Francisco: Basic Books, 1993. 

13. Beran Harry, the Consent Theory of Political Obligation, Croon 

Helm, 1987. 

14. Buchanan, Allen, Justice, Legitimacy, Oxford, Oxford University Press, 2003. 






lectures. 


Dr KARAMBIZI Venuste 


Mr UWIMAMA Ndiyaye Innocent 





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MODULE 8 


2. Module Title: Social change and development 




Introduction to Sociology, DEVELOPMENT STUDIES, Anthropology, psychology, Sociometrics 

(First, second and Third Years) 



____________ 

Student Hours 

Staff hours 

Lectures 







writing 


attendance 

Total 

30 30 

20 30 

20 20 

10 20 

---- ------------- 

----- ------------- 

20 10 

20 10 

120 120 



This module aims at explaining the concept of social change and particularly, distinguishing 

social change from connected concepts such as social evolution, revolution, dynamic, structure 

change, etc. Students will understand factors of social change, the role of social change agents in 

the process of social change, some theories of social change, social change models and theories 

as well as their relationship and development. Different models such as East Asian Tigers 

Development models; Latin American countries models, Japan’s, and China’s models will be 

discussed so as to see what Rwanda can learn from those countries for its quick development 





 

 

 

Differences between the concept of social change and connected concepts: social 

evolution, revolution, dynamic, structure change, etc. 

Factors of social change, social change agents and their role in the process of social 

change 

Some theories of social change and models and their effect on development 

ii) 



 

 

 

 

 

 

Understand and explain the concepts of social change 

Distinguish social change from connected concepts: social evolution, revolution, 

dynamic, structure change, etc. 

Enumerate and understand factors of social change 

Explain the role of social change agents in the process of social change 

Understand and use some theories of social change 

Understand social change models and theories to development 


Apply theories of modernity, competition, revolution, social movements, etc to 


Apply models and theories of development of East Asian tigers to the development of 

Rwanda 



 

 

 

 

 

Teach theories of social change 

Explain how social change leads to development 

Teach how East Asian tigers, Latin American countries and China as well as Japan 

achieved quick development 

Communicate to others the role of social change agents and factors of social change in 

the process of development 

Discuss the challenges facing the development of Rwanda and how to overcome them 

iv) 



 

 

Demonstrate the challenges facing the development of Rwanda and how to overcome 

them laying on example of other countries 

Demonstrate how a quick development was possible for Asian countries 


Part 1: Social change and development 

Chapter 1: Definition of social change 

Chapter 2; Factors of social change 

Chapter 3: Social change agents 

Chapter 4: Social change models and theories: Industrialisation,competition, revolution, social 

movements and development 

Chapter 5: Social change and development 

Part 2: Development theories II 

Chapter 1: Theories of development 

Chapter 2: Modernity and Modernization theories 


Chapter 3: Globalization and Regional and Development 

Chapter 4: Issues of Land and agrarian Reform and Development 

Chapter 4: Challenges of community development 

Chapter 5: Issues of gender equality and development 










Component 

Weighting 

(%) 










Vago, 2004, Social Change, Pearson, ISBN-13: 9780131115569 

Robbins , 2004, Talking Points on Global Issues: A Reader, 1/E ISBN-13: 9780205419258 


Eitzen & Sage2007 Solutions to Social Problems From the Top Down: The Role of 

Government, 1/E Pearson 

Harper & Leicht, 2010, Exploring Social Change: America and the World, 6/E Pearson ISBN- 

13: 9780205748082 





lectures. 

Others 



PROF KALISA MBANDA 

DR NKURAYIJA JEAN DE LA CROI 

MR MUSUL KABONG 






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MODULE X 

1. Module Code: _____Faculty: SOCIAL SCIENCES 

2. Module Title: CONFLICT MANAGEMENT AND SOCIOLOGY OF GENOCIDE 

3. Level: YEAR 4 Semester: 1 Credits:_12___ 

4. First year of presentation: 2013 ____ Administering Faculty: SOCIAL 

SCIENCES 


- GENERAL SOCIOLOGY 

- THEORIES OF SOCIOLOGY 

- CONTEMPORARY SOCIAL ISSUES 

6.. Allocation of study and teaching hours 


Student 

hours 

Staff 

hours 

Lectures 








Total 

40 40 

10 10 

30 30 

10 10 

10 ------------- 

10 ------------- 

5 5 

5 10 

120 120 



This module is about the nature of conflict. It examines a wide range of factors that lead to 

conflicts. In addition, the unit provides tools and mechanisms that can be utilized to prevent 

conflict and bring about peace in war-torn societies. Topics covered include early warning, 

peacekeeping, humanitarian intervention, mediation, negotiation, arbitration, reconciliation and 

post-conflict reconstruction. 

The module also intends to explore and critically evaluate the concept of genocide from a 

political, historical and legal perspective. It looks at existing methodologies for predicting the 

transition of conflict situations from conventional warfare or civil strife to cases of genocide. 

Lastly, it assesses and evaluates techniques and approaches to the prevention of genocide. 

a. Learning Outcomes 




Root causes, factors and consequences of conflicts 

Tools and mechanisms utilized to prevent conflict and bring about peace 

Concept of genocide 

Techniques and approaches to the genocide prevention. 

ii) 



iii) 

 

 

Demonstrate logical reasoning skills applied to factors and consequences resulting 

from violent conflicts 

Demonstrate skills to identify appropriate mechanisms of conflicts and genocide 

prevention 



 

Evaluate consequences resulting from violent conflicts and design appropriate 

mechanisms of solving conflicts and genocide prevention 


Prepare, plan and implement mechanisms of solving conflicts and genocide 

prevention 

iv) 



Interpret for others plans of solving conflicts and genocide prevention 

Employ appropriate conflict resolution techniques such as discussion, negotiation, 

cooperation, mediation and other skills to promote the culture of peace among people 

from a variety of backgrounds and experiences 


Part 1: Conflict management 

Chap 1: Key definitions 

Chap 2: Root causes, factors and consequences of violent conflicts 

Chap 3: Dynamics of conflicts 

Chap 4: Mapping conflicts 

Chap 5: Case studies (Conflicts in Great Lakes) 

Part 2: Sociology of Genocide 

Chap 1: General introduction 

Chap 2: Historical legacies and the genocide 

Chap 3: The leadership and genocide 

Chap 4: Psychological perspectives 

Chap 5: The journey to the genocide 

Chap 6: Confronting the past and genocide prevention 

Chap 7: Case studies (Rwanda, Israel, Namibia and Armenia) 



Attendance/participation: face to face lectures 

Workshops 

Learning visits (Genocide memorials) 

2. Assessment Strategy: 

Practical group work 

Individual assignments 

Writing exams 



In-course assessment: 40% I,ii.iii.iv 

Final assessment: 60 % I,ii.iii.iv 


- Marking individual and group assignments 

- Marking the exams 




Background Texts (include number in library or URL) (inc ISBN) 

 

Preventing Deadly Conflict by Holl, Jane, et. al 

- Indicators, Early Warning and Conflict Prevention in the Pacific Islands by 

COLLINS Craig 

- The Roots of Evil: The Origins of Genocide and Other Group Violence by Erwin Staub 

- Mass Hate by Neil Kressel 

- Century of Genocide: Eyewitness Accounts and Critical Views edited by S. Totten, 

W. S. Parsons, and I. W. Charny 

- The Coming Age of Scarcity: Preventing Mass Death and Genocide in the Twenty- 

First Century edited by M. N. Dobkowskin and I. Wallimann 

- The New Concept of Democide in Death by Government by R. Rummel 

- On Pseudospeciation and Social Speciation by Kai Erikson in Genocide, War, and 

Human Survival edited by Strozier & Flynn 

- Social Circumstances and Factors That Incite the Upsurge of Nationalism in The 

Mass Psychology of Ethnonationalism by D. Kecmanovic 

- Provocation or Nationalism: A Critical Inquiry into the Armenian Genocide of 1915 

by Robert Melson in The Armenian Genocide in Perspective edited by R. Hovannisian 

- Selected readings concerning: Zimbardo's Prison Study, Milgram's Obedience Studies, 

Asch's Conformity Studies, and relevant to the topic of stereotyping, prejudice, and 

discrimination. 

Journals 

"NGOs and Early Warning: The Case of Rwanda" by Jones, Bruce and Gross Stein, Janice. 

1997. in Schmeidl, S. & Adelman, H. eds. Synergy in Early Warning Conference Proceedings, 

March 15-18, 1997, Toronto, Canada, pp. 235-248. 

Jones, Bruce and Gross Stein, Janice. 1997. "NGOs and Early Warning: The Case of Rwanda" 

in Schmeidl, S. & Adelman, H. eds. Synergy in Early Warning Conference Proceedings, 

March 15-18, 1997, Toronto, Canada, pp. 235 


Newbury, C. Background to genocide: Rwanda, Issue: a journal of Opinion XXIII: 2, 12-17, 

1995. 

Newbury, C. Ethnicity and the politics of history in Rwanda. Africa Today 45:1 (January- 

March): 7-25, 1998 -248. 

Rennie, J.K. The precolonial kingdom of Rwanda: a reinterpretation. Transafrican Journal of 

History 2:2, 11-53 (1972). 

Reyntjens, F. Rwanda: genocide and beyond, journal of Refugees studies 9; 3, 240-51, 1996. 

Newbury, C. Ecology and the politics of genocide: Rwanda 1994. Cultural Survival. 

(Quarterly): 22: 4, (Winter): 32-35, 1999. 

Levin (ed) Ethnic identity, legitimising ideologies and social status: A matter of ideological 

asymmetry. Political psychologica, 18, 373-404, 1988. 


Duly, E., http://www.jha.ac/greatlakes/b002.htm 

Staub, E.,http://www.ripon.edu/academics/psychology/FYS175/syllabus/staub.htm 

Fujii, L., http://www.isanet.org/archive/fujiihtml 

Hayes M., http://www.community-relations.org.uk/progs/cd/whither.htm 

Martin, http://www.law.emory.Edu/EILR/volumes/fall98/martin.html 

Percival and Homer-Dixon,(http://www.library.utoronto.ca/pcs/eps/Rwanda/rwanda2.htm 

Vayryren, T., http://www.gmu.edu/academic/pcs/varyryn.html 

http://.hamline.edu/apakabar/basisdata.html 


http://www.com/private/philophers/bookstone:shotml 

http://www.russian-mafia.de/untermenues/Fun/Zilate/Jeanjaques%20Rousseau.html 

http://www.ictr.org/maprwanda.html 


Teaching movies will be watched by students 


Not required 


Power point projection 

Others 


Not required 


BINENWA Jean Bosco 

RWIRASIRA Eugene 

RUKUNDO S. Friend 





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YEAR 4 


FORMS 


MODULES DESCRIPTIONS IN YEAR 4, DEVELOPMENT STUDIES 

No 

Module Code Module Title Credits Hours 

1 

DVS 401 Management of Cooperatives and 

SME 

12 120 

Unit 1 : Management of Cooperatives 6 60 


2 

DVS 402 Entrepreneurship and Project 

Management 

12 120 



3 


Unit 1: Globalization and social 


Unit 2 : Monitoring and Evaluation 

techniques 

6 60 

6 60 

4 

DVS 404 Sociology of education and social 


12 120 



communication 

6 60 

5 

DVS 405 Administration and strategic Planning 12 120 

Unit 1 : Strategic Planning techniques 4 40 

Unit 2 : Policy Formulation and 

Implementation 

4 40 



6 

DVS 406 

Disaster Management and 12 120 



Unit 2 : HIV/Pendemic and 

Development 

6 60 

7 




8 

DVS 408 Sociology of organizations and 

Human resources management 

12 120 


Unit 2 : Human Resources Management 6 60 

9 


10 


TOTAL 120 1200 


MODULE I 

1. Module Code: DVS 401........_ Faculty: SOCIAL SCIENCES 

2. Module title: Management of cooperatives and Management of Small and Medium 

Enterprises 




Having successfully completed the third year 



Student hours 

Staff 

hours 

Lectures 








TOTAL 

30 50 

10 10 

30 30 

10 10 

10 -------- 

10 -------- 

10 10 

10 10 

120 120 



The module aims at making students aware of Cooperatives and SME environment, the historical 

evolution cooperatives, SME theory and practices, understanding the various principles of each 

step of SME as processes, Understanding the principles of Entrepreneurship, cooperatives and 

SME, and understanding the different roles of framework. This module is generally to train the 

enthusiastic students who wish to become entrepreneurs and to introduce the concepts of 

entrepreneurship. It focuses on building entrepreneurial competencies of the students besides 

exposing them to congenial entrepreneurial environment. 





Principles of each step of cooperative creation, management and SME function 

Demonstrate knowledge and understanding of cooperatives and SME environments 

Cooperative concepts, theory and their critical importance in understanding the origins of 

modern cooperatives. 

The role of a cooperative organization and associations in the Socio-economic 

Development. 



 

 

 

Apply principles of Entrepreneurship on cooperatives and SME in manufacturing or 

service industries 

Apply Principles of SME in any working environment 

Apply Cooperative management principles in any working environment 




‣ Teach or communicate to others all principles of cooperative management, SME, and 

of course apply them in a working environment. 

‣ Explain different roles of framework. 

‣ Explain decision making and leadership skills 

‣ Describe the roles and responsibilities of members, committee, and staff/employees 

of cooperatives. 

‣ Explain the features of SME and Cooperative Development Policy and the critical 

provisions of the Cooperative Law of Rwanda. 

‣ Explain the organization structure of SME and a cooperative organization, and the 

roles of the various organs. 

‣ 



Demonstrate cooperative management skills and SME skills in a working environment 

(being public or private sector) 

Demonstrate teamwork skills in a working environment of cooperatives and SME 


Part 1: Management of Cooperatives 

Chapter 1: Origin and features of a cooperative 

Chapter 2: Organizational structure and Management of cooperative organizations 

Chapter 3: The national Policy on promotion of cooperatives and Cooperative legislation 

Chapter 4: The cooperative movement in Rwanda 

Part 2: Management of Small and Medium Enterprises 

Chapter 1: Introduction to entrepreneurship 


Chapter 2: characteristics of successful entrepreneur: success stories from Rwanda and elsewhere 

Chapter 3: Factors influencing entrepreneurship: Domestic-economic, social, political, 

psychological factors 

Chapter 4: Core competencies of successful entrepreneurs (Achievement cluster, opportunity 

seeking and initiative, risk taking, etc. 

Chapter 5: The entrepreneurial public sector environment and government as an entrepreneur 

Case study, Role-play, Assignments in the recognition of creating and management 

characteristics in cooperatives and SME. 





Examination 













Hough J. & Neuland E & bothma N. Global business 2 nd ed. Oxford. 2003. 430p 

Fournier C. Techniques de gestion de la PME. ed. d’organisation. 1992. 139.p 

Hisrich R. & peters M. Entrepreneurship. 5 th ed. Mc Graw- Hill 2002 663p 


Dr BOGERE Mohamed 


Mr. RUDASINGWA Justin 

Mr. RUYUMBU Peter 





proposal). 


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MODULE II 

1 Module Code: DVS 402........_ Faculty: SOCIAL SCIENCES 

2. Module title: Entrepreneurship and Project Management 




Having successfully completed Third Year 



Student hours 

Staff 

hours 

Lectures 








TOTAL 

30 50 

10 10 

30 30 

10 10 

10 -------- 

10 -------- 

10 10 

10 10 

120 120 



The module aims at: 

Making students aware of the Entrepreneurship and project management environments 

Making students aware of Historical evolution of Entrepreneurship and project 

management theory and practices 

Making students understanding the various principles of each step of Entrepreneurship as 

processes 

Making students understanding the various principles of each step or Project management 

as processes 

Understanding the principles of Project management 

Making students understanding the different roles of framework. 

Making students understanding decision making and leadership skills 

Making students understanding advanced Taxation and Auditing as processes: Planning, 

organizing, coordinating and controlling 





Principles of each step of Entrepreneurship and project management processes 

Demonstrate knowledge and understanding of the Entrepreneurship and projects 

environment 

Principles of each step or Project management function 



Apply principles of Entrepreneurship and project management principles in 

manufacturing or service industries 

Apply Principles of Entrepreneurship and project management principles in any working 

environment 




‣ Teach or communicate to others all principles of Entrepreneurship and of course 

apply them in a working environment. 



‣ Plan strategically, tactically and operationally, to organize, to supervise and to control 

in any working environment 

‣ Teach or communicate to others all principles of Project management and of course 

apply them in a working environment. 





Demonstrate Entrepreneurship and project management skills in a working environment 


Demonstrate teamwork skills in a working environment 

Demonstrate decision making and leadership skills 

Demonstrate managerial skills in a working environment (being public or private sector) 

Demonstrate conceptual, planning, organizing, coordinating and controlling skills in any 

environment 

Demonstrate teamwork skills in a working environment 

Demonstrate decision making and leadership skills 


Part 1: Entrepreneurship 

 

 

 

Introduction to entrepreneurship: Notions and definition of entrepreneurship 

Entrepreneurship process: characteristics of successful entrepreneur 

success stories from Rwanda and elsewhere- 


Factors influencing entrepreneurship. Domestic, economic, social-political – 

psychological –factors- 

Core competencies of successful entrepreneurs- 

Achievement cluster-opportunity seeking and initiative –risk taking – 

demand for efficiency any quality-persistence – 

commitment to the work contract – 

Planning cluster-information seeking – 

Goal setting –systematic planning and monitoring – 

Power cluster-persuasion and net working. 

Strategic management as an entrepreneurial tool, 

The entrepreneurial organization, Characteristics of an entrepreneurial manager ( 

Entrepreneur), 

Aims of entrepreneurial training and development, Managerialism, 

Case study and review questions 

Part 2: Project Management 

 

 

 

 

 

 

 

 

 

Concept of a project : Definition, types of projects 

Project specification 

Project life cycle phases 

Project management concepts : the project Management and responsibilities of project 

Manager, Project Management as a profession 

Project Planning: Planning stages, tools and techniques, Analysis for Project planning, 

CPM, PERT, Time Scale Analysis, Market and Demands Analysis, information sources, 

survey, demands forecasting 

Technical Analysis, preliminary test and studies, location, size, production technology, 

equipment, layout of site, work schedule, 

Project cost Analysis:–cost estimation of the project, material, labor and overhead cost, 

BEP of project, 

Project cost report: Investment Analysis, alternatives of investment proposal, sources of 

finance for project, bankers view of finance financial feasibility evaluation of project 

profitability tools 

Project Report: Report writing, technical cost, investment, demand and marketing, rate of 


eturn, appraisal of project 

Project Implementation: project implementation stages, procedures for project 

implementation, 

Bottlenecks in project implementation: guidelines for effective project implementation 

Project Controlling and monitoring: project management controlling, essentials, tools and 

techniques of monitoring machinery, performance control, schedule control, project 

management environment. 





Examination 













Hough J. & Neuland E & bothma N. Global business 2 nd ed. Oxford. 2003. 

Fournier C. Techniques de gestion de la PME. ed. d’organisation. 1992. 

Hisrich R. & peters M. Entrepreneurship. 5 th ed. Mc Graw- Hill 2002 


Dr BOGERE Mohamed 


Mr. RUDASINGWA Justin 

Mr. RUYUMBU Peter 





proposal). 


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MODULE III 

1 Module Code: ......DVS 403........_ Faculty: SOCIAL SCIENCES 

2. Globalisation and Development 




Having successfully completed: Economic sociology, social policy, Economics of Development 

and Political Sociology 



Student hours 

Staff 

hours 

Lectures 








TOTAL 

30 50 

10 10 

30 30 

10 10 

10 -------- 

10 -------- 

10 10 

10 10 

120 120 



The module aims at making students able to: 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Explore complex phenomenon of globalisation 

Participate in the debate about the conceptualisation of globalisation 

Understand the impact of globalisation on material and social advancement : threat or 

opportunity 

Understand what is social policy and its implications towards social development 

Understand and explain the close relationship between social and economic policy 

Understand the role of the state in the process of development and social policy formulation 

and implementation 

Understand challenges brought by globalisation and neo-liberalism policies 

Understand the role of welfare stated and developmental states in the process of 


Contextualisation of development issues in Rwanda 

Understand the involvement of global institutions such as World bank, IMF, WTO in 

promoting development in developing societies including Rwanda 

The role of new social movements in opposition to these institutions. 

Distinguish between process-, outcome-, and impact-level evaluations 

• Explain the different monitoring and evaluation conceptual approaches and frameworks 

• Identify key stakeholders in program monitoring and evaluation 

• Identify methods for overcoming barriers to effective monitoring and evaluation 

• Identify appropriate indicators for each technical area 

• Design systems to manage and use data and provide feedback to appropriate staff 

• Apply general monitoring and evaluation concepts and methods to specific technical 

areas 





‣ Globalization and its impact on material and social advancement , its threat and 

opportunity 


‣ Social policy and its implications towards social development 

‣ Relationship between social and economic policy 

‣ The role of welfare states and developmental states in the process of development 

‣ Contextualization of development issues in Rwanda 

‣ Role of global institutions such as World bank, IMF, WTO in promoting 

development in developing societies including Rwanda 

‣ Design country/site-specific monitoring flow process based on organizational 

structure (e.g., 

‣ single country office, field office, or regional office) 

‣ • Design and implement a monitoring and evaluation work plan for a country/site 

program, 

‣ taking into consideration donor requirements 

ii) Cognitive/Intellectual skills/Application of Knowledge: 


 

 

 

 

 

 

Understand challenges brought by globalization and neo-liberalism policies 

Distinguish the role of welfare stated and developmental states in the process of 


Contextualize development issues in Rwanda 

Explain the involvement of global institutions such as World bank, IMF, WTO in 

promoting development in developing societies including Rwanda 

Distinguish the role of new social movements in opposition to these institutions 

Differentiate welfare state from developmental states 





‣ Teach or communicate the knowledge about challenges and opportunities brought by 

globalization and neo-liberalism policies 

‣ Explain the involvement of global institutions such as World bank, IMF, WTO in 

promoting development in developing societies including Rwanda: negative and 

positive consequences 

‣ Teach and communicates knowledge about welfare and development states 




Demonstrate social policy in the process of social development 

Demonstrate social policies within the social welfare and developmental state environment 


Part 1. Globalization and social development 

 

 

 

 

 

 

 

 

 

 

 

Conceptualisation of globalisation 

Impact of globalisation on development of developing countries 

Relationship between social and economic policies 

The role of the state in the formulation and implementation of development and social 

policiesExamination and comparison of welfare states and developmental states in 

development processes. 

Issus of social development in the context of Rwanda 

Formal global institutions such as World bank, IMF, WTO, and thei involvement in 

promoting development 

The role of global institutions in shaping ideas, discourses and debates at international 

level 

The effect of global institutions on institutional arrangements inside and outside the state 

Involvement of global institutions in promoting development in developing countries 

The role of new social movements in opposition to global institutions 

The impact of involvement of global institutions for the current period in Rwanda 

Part 2. Monitoring and Evaluation techniques 

This modular monitoring and evaluation training course is made up of a series of modules that 

includes three core modules, which are compulsory and must be taken by all participants, and 

seven optional technical area modules, which participants will benefit from based on the 

technical components of program implementation at their specific country/site level. 

Core Modules 

• Core Module 1: Introduction to Monitoring and Evaluation 

• Core Module 2: Collecting, Analyzing, and Using Monitoring Data 

• Core Module 3: Developing a Monitoring and Evaluation Work Plan 





 

 


Examination 






TOTAL 100 


Each Presentation is marked, marks post on the course Web on the University Online 






Bello, Walden, Development Debacle: World Bank and Phillipines, 2001 

Bello, Walden, Dragons in Distress: Asia's Miracle Economies in Crisis, 1990. 

Bower, Chet. Educating for Ecologically Sustainable Culture: Rethinking Moral Education, 

Creativity, Intelligence and Other Modern Orthodoxies. 1993. 

Bower, Chet. Educaion, Culture Myths, and Ecological Crisis. 1993. 


Brecher, Jeremy. Global Village or Global Pillage: Economic Reconstruction from the Bottom 

Up. South End Press, 1998. 0896085910. 

Brown, Lester T. Building a Sustainable Society. W. W. Norton & Company, 1982. 

0393300277. sociology 

Burrows, William E., and Windram, Robert. Critical Mass: The Dangerous Race for 

Superweapons in a Fragmenting World. New York: Simon&Schuster, 1994. 0671748955. 

Burton, Ian, Robert W. Kates, and Gilbert F. White. Environment as Hazard. New York: 

Guilford Press, 1993. 0898621593. 

Callenbach, Ernest. Ecotopia emerging. Berkeley, CA: Banyan Tree Books, 1981. 

0960432043(hdbk); 0960432035(pbk). 

The Case Against Free Trade. Berkeley, Cal. 

Chomsky, Noam. What Uncle Sam Really Wants. (The Real Story Series). Berkeley: Odonian 

Press, 1992. 1878825001. 

This compilation of Noam's speechs and essays on the topic of US foreign relations is a great 

read. Short and to the point. KLO 

Clark, John. Democratizing Development: Volunteerism. 1991. 

Danaher, Kevin, ed. 50 years is enough : the case against the World Bank and the International 

Monetary Fund. Boston, Mass. : South End Press, 1994. xiii, 210 p. 0896084965 (hdbk); 

0896084957 (pbk). 

Diamond, Jared. Third Chimpanzee: the evolution and future of the human animal. New York: 

HarperCollins, 1992. 

human evolution, social evolution, Man in nature. 

Erenreich, Barbara. War Rites. 

George, Susan. Dead Boomerang. Globalization and its discontents. New York : St. Martin's 

Press, 2000. 


Hancock, Graham. Lords of Poverty: Power, Prestige, and Corruption of International Aid 

Buisiness. 1989. 

Herman, Edward S., and Noam Chomsky. Manufacturing Consent: the political economy of 

the mass media. New York: Pantheon, 1988. 0394549260(hdbk); 0679720340(pbk). 

Jacobson, Michael. Marketing Madness. consumer culture 

Leech, William. Land of Desire. consumer culture 

Magdoff, Harry. Imperialism from Colonialism to the Present. 1978. 

Norgard, Richard. Development Betrayed. 1994. 

Payer, Sherrell. Lent and Lost: Foreign Credit and Third World Development. 1991. 

Quinn, Daniel. Ishmael. New York: Bantam/Turner Book, 1992. 0553561669. 

Raghavan. Recolonization, Gatt, Uruguay Round and Third World. 1990. 

Rich, Bruce. Mortgaging the Earth: the World Bank, environmental impoverishment, and the 

crisis of development. Boston: Beacon Press, 1994. 080704704X. 

Rifkin, Jeremy. The End of Work: the decline of the global labor force and the dawn of the 

post-market era. New York : G. P. Putnam's Sons, 1994. 0874777798. 

Rao, Mohan. Disinvesting in health : the World Bank's prescriptions for health. Thousand Oaks, 

CA: Sage Publications, 1999. 0761993479 (hdbk); 0761993487 (pbk). 

Schenk, Arthur. Data Smog. on technospeed 

Schenk, Arthur. Bright College Years: Corporations on Campus. 

Sclove, Richard. Democracy and Technology. 

Seebrook, Jerome. Myth of the Market: Policies and Illusions. 1990. 

Sessions, George, ed. Deep Ecology for the 21st Century. 1995. 


Shoriss, Earl. Clustering America. consumer culture 

Vandemeer, John. Breakfast of Bio-Diversity. 1995 


Prof. Dr. RUTAZIBWA Gérard 







proposal). 


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MODULE IV 

1. Module Code: DVS 404 Faculty: _ SOCIAL SCIENCES _ 

2. Module Title:_____SOCIOLOGY OF EDUCATION AND SOCIAL COMMUNICATION 




 

 

 



Sociology of marriage and family 

6.. Allocation of study and teaching hours 


Student 

hours 

Staff 

hours 

Lectures 








40 60 

10 10 

20 40 

10 10 

10 ------------- 

10 ------------- 

10 - 

10 - 

120 120 



The module consists in understanding the link between the society and the education i.e. how the 

education exercises an influence on the society and how each society determines its system of 

education. 

It looks at major theories of human communication, designed to give students a critical 

understanding of key themes in the field of communication. The art of communication is the 

language of development. It forms the foundation of this course. Here students explore the role 

of communication with development stakeholders including the community and how Medias 

influence publics. 





• Types of education and the importance of socialization on education; 

• Functions of the education in the society. 

• Impact of education on development; 

• Factors of social inequality in education in general and gender inequality in education 

in particular; 

• Concepts of communication and communication models 

• Communication categories 

• Communication barriers 

• Medias and Social influence 

• Models of communication for development 



Practice their research methods used in sociology of the education, ; 

Appreciate the organization of education in Rwanda in particular and in Africa in 

general 


Evaluate the impact of education on development 

Demonstrate logical reasoning skills applied to social communication and 


Demonstrate skills to identify appropriate tools for all levels of social 

communication and the application of these tools to the development 



 

 

 

 

Use specific software for analysis of education indicators; 

Teach or communicate to others skills in the field of education; 

Evaluate communication models, levels and categories of communication 

Prepare and implement plans for institutional communication as 

well as community development 

iv)..General transferable skills 


 

 

 

 

 

 

 

 

Determine information needs for different users in area of education; 

Determine different levels of analysis of education system; 

Use different methods and strategies of education system evaluation. 

Use concepts of communication and communication models 

Use communication categories 

Identify and overcome communication barriers 

Know the influence of Medias 

Design models of communication for development 



Part 1: Sociology of Education 

Chapter 1: General notion on the education 

Chapter 2: The methods in sociology of education 

Chapter 3: Education and development 

Chapter 4: Organization of the education 

Chapter 5: Social Inequality in the education 

Chapter 6: School Career 

Chapter7: The Teachers 

Part 2: Social Communication 

Chapter 1: Concepts of communication and general communication models 

Chapter 2: Communication categories 

Chapter 3: Communication barriers 

Chapter 4: Social influence of Medias 

Chapter 5: Process of communication paying particular attention to models of communication for 


Chap 6: Case studies related to the role of communication in development 



 

 

 



Workshops 











 

 







1. ‘Media tone and public opinion: A longitudinal study of media coverage and public opinion by 

Staab 

2. ‘The impact of news media by Daron Shaw 

3. ‘Economic headline news on the agenda: New approaches to understanding causes and 

effects’ in Communication by Deborah J. Blood and Peter C.B. Phillips 

4. ‘Issue salience and public opinion: Are there consequences of agenda-setting?’ by David 

Weaver 

5. CACOUAULT, MR., OEUVRARD, FR.( 2001) Sociology of the education, Paris, The 

Discovery, , 

6. . Cherkaoui, Mohamed.(1986)Sociology of the education, Paris, P.U.F., 


7. Dreze, J. and Amartya, S. ,(2002), “Introduction and approach”, “Economic development 

and social opportunity 

8. McPherson P., (2008), Higher Education in Africa: making a link between intellectual 

capital and regional development NASULGC, A Public University Association 


The ULK library as well as projectors will be required for Computer Practices on the Presentations 

of various governance indictors. 






MR BINENWA JEAN BOSCO 





proposal). 


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MODULE V 

1. Module code : DVS405 Faculty: SOCIAL SCIENCES 

15. Module Title: Administration, Policy making and strategic Planning 

16. Level: 4 Semester…1…………………….Credits: 12 

17. First year of presentation..20111..Administering Faculty: SOCIAL SCIENCES 


Introduction to Sociology (Year 1) 



Student 

hours 

Staff 

hours 

Lectures 








40 60 

10 10 

20 40 

10 10 

10 ------------- 

10 ------------- 

10 - 

10 - 

120 120 



For the development to become a reality the governmental system is required to prepare leaders 

that are having a trained expertise and willing in conceiving and implementing policies for the 

achievement of development goals. The purpose of this module is to generate essential 

understanding, insight, and skills into leadership and development administration of 

organizational systems designed to organize and render services to the population and to up lift 

their conditions of living. 

The Module aims to serve students to understand the meaning and issues of the practical skills of 

leadership and development. On one side, course seeks to provide students with an exposure to 

theories of leadership and offer the basis for their relevance in the management of public sector 

and aims: 

- To provide a basis for understanding leaders and leadership; 

- To promote an understanding of the ways in which leadership acts as a tool for changing 

organizations, communities and societies; 

- To examine the relationship between leaders and followers and the contexts in which 

they interact; 

- To look at the ways in which leaders are prepared and selected. 

On the other side, the course aims: 

- To make a critical examination of the meaning and purpose of development 

administration; 

- To familiarise with studies and application of different techniques and structures that can 

be helpful in promoting and achieving development administration; 

- To equip the student with the necessary insight into the way government institutions are 

enabled to deliver services; 



Upon completion of this course, 

Students should have a better understanding about the relationship existing between 

leadership and development. 


Students should be able to analyse different attitudes, strategies and mechanisms to be 

taken by leaders to improve the management system that aim the development in general 



 

 

Explain the relevance of leadership in the process of development; 

Demonstrate skills to identify appropriate strategies able to bring social, economic 

or positive change within an organisation or community. 

iii) Communication/ICT/ Numeracy /Analytic Techniques/Practical Skills 


 

 

Prepare, plan and implement strategies that challenge a situation of poor 

governance, 

Evaluate consequences resulting from the lack of adequate styles of leadership 

and conceive appropriate development strategies aiming at improving the 

population wellbeing. 



Develop approaches of helping people to evaluate and understand consequences 

resulting from the lack of adequate styles of leadership 

Employ appropriate approaches of development like: groups’ animation and 

participation, community based development, Gender mainstreaming etc. 



Part 1. Strategic Planning Techniques 

Chapter 1. Introduction 

Course guide 

• Explanation of course resources 

• Course objectives 

• Getting started in strategic planning 

• What is a strategic plan? 

• Strategic plans are not... 

• Resource: Defining strategic plans 

Chapter 2. Purpose of strategic planning 

• Introduction 

• The purpose of strategic planning 

• When to do strategic planning (2 screens) 

• Who should be involved? 

• Resource: Who should be involved? 

Chapter 3. Elements of a strategic plan 


• Vision and mission statements 

• Resource: Sample mission and vision statements 

• Goals and objectives - Goals 

• Objectives 

• Measurable outcomes - Quantitative measures 

• Qualitative measures 

• Resource: Measurable outcomes 

• Research results 

• Environmental scan 

• Resource: Environmental scan 

• Strategies and activities 

Chapter 4. The strategic planning process 


• Who’s in charge? 

• Experts and facilitators - Experts 


• Facilitators 

• Resource: Finding and using facilitators 

• Preparing for your planning meeting 

• Planning meeting 

• The ground rules 

• Conducting the meeting 

• Resource: Sample agenda 

• Taking notes 

• Resource: Note-taking hints 

• Writing the plan 

• Resource: Sample plan outline 

• Strategic planning report 

• Resource: Sample report 

• Revising the plan 

• Monitoring and implementation 

Chapter 5. Planning tools and techniques 


• Purpose of tools and techniques 

• Popular tools and techniques 

• SWOT analysis 

• Resource: SWOT analysis 

• Appreciative inquiry 

• Resource: Appreciative inquiry 

• Scenario planning 

• Resource: Scenario planning 

• Gap analysis 

• Resource: Gap analysis 

Part 2. Policy formulation and implementation 

Chapter 1.Introduction to Public policy 

1.1. The concept of public policy 

1.2. Rationale for and sources of public policy in Kenya 

1.3. International public policy trends 

1.4. Public sector reform trends 


Chapter 2. Public Policy Formulation and Implementation 

2.1. Steps in policy formulation and implementation 

2.2. Models of policy formulation and implementation 

2.3. Preparing for home assignment on public policy 

2.4. Excursion 

Chapter 3. Practical Application of Public Policy 

3.1. Review of experience from home assignment 

3.2. Challenges relating to public policy formulation and implementation 

3.3. Case studies in policy formulation and implementation in Africa 

3.4. Inter-sectoral policy formulation and implementation 

Chapter 4 Public Policy Analysis, Monitoring and Evaluation 

4.1. Models in policy analysis 

4.2. Policy monitoring and evaluation 

4.3. Preparation of action plan 

Part 3. Development administration 

Chapter 1: Theory of leadership 

Chapter 2: Approaches to leadership 

Chapter 3: Styles of leadership 

Chapter 4: Transformational leadership 

Chapter 5: Theoretical basis of development 

Chapter 6: Managerial approaches to development 

Chapter 7: Implementation of development programmes 

Chapter 8: Capacity building for development administration 

Chapter 9: Rwanda’s strategies for development (Vision 2020: Decentralisation, Economic 

development and poverty reduction Strategy (EDPRS) etc. 






Workshops 


 

 

 









 

 





Strategy for feedback and student support during module 



Core text 


1. Botes PS, PA Brynard, DJ Fourie and Roux, Public administration and Management, 2 nd 

edition by Masada Building, Pretoria, 1997. 

2. Cloete, JJN, Administrative Requirement for Development, 2 nd edition Macmillan 

Publishers (Pty) Ltd, Durban-Westville, 1982. 

3. Du Toit, DFP; Van Der Waldt, G; Bayat, MS and Cheminains, J , Public Administration 

and Management for Effective Governance; 1 st edition by Billing & Sons Ltd, Cape 

Town, 1998. 

4. Harrison, EF, The Managerial Decision-Making Process, 5 th edition Duxbury Press, 

Boston: Houghton, 1999. 

5. Van der Waldt, G and Du Toit, DFP, Managing for Excellence in the Public Sector, 

2 nd edition, by Juta & Co Ltd, Cape Town, 1999. 

6. Cloete H Wissink , Improving public policy, 1 st edition Van Schailk Publishers, Pretoria 

2005 

7. Bass, B. M (1985). Leadership and performance beyond expectations. New York: Free 

Press. 

8. Blake, R.R. and Mouton, J.S. (1961). Group dynamics - Key to decision making, 

Houston: Gulf Publishing Co. 

9. Fiedler, F.E. (1986). The contribution of cognitive resources of leadership performance. 

In L. Berkowitz (Ed), Advances in experimental social psychology. NY: Academic Press 

10. Fiedler, F.E. and Garcia, J.E. (1987). New approaches to leadership: Cognitive 

resources and organizational performance, NY: Wiley 

11. French, J.R.P. Israel, J. and As, D. (1960). An experiment on participation in a 

Norwegian factory. Human Relations, 13, 3-19 

12. House, R.J. (1971). A path-goal theory of leader effectiveness. Administrative Science 

Quarterly, 16, 321-339 

13. House, R.J. and Mitchell, T.R. (1974). Path-goal theory of leadership. Contemporary 

Business, 3, Fall, 81-98 

14. Kuhrnert, K. W. (1994). Transforming leadership: developing people trough delegation. 

In B. M. Bass & B. J. Avolio (Eds), Improving organizational effectiveness trough 

transformational leadership (pp. 10-25). Thousand Oask, CA: Sage. 

15. Likert, R. (1967). The human organization: Its management and value, New York: 

McGraw-Hill 


16. Maier, N.R.F. (1963). Problem-solving discussions and conferences: Leadership 

methods and skills. New York: McGraw-Hill 

17. Mc Call, M.W. Jr. and Lombardo, M.M. (1983). Off the track: Why and how successful 

executives get derailed. Greenboro, NC: Centre for Creative Leadership 

18. Merton, R.K. (1957). Social theory and social structure, NY: Free Press 

19. Pfeffer, J. and Salancik, G.R. (1975). Determinants of supervisory behavior: A role set 

analysis. Human Relations, 28, 139-153 

20. Stogdill, R.M. (1974). Handbook of leadership: A survey of the literature, New York: 

Free Press 

21. Tannenbaum, A.S. and Schmitt, W.H. (1958) How to choose a leadership pattern. 

Harvard Business Review, 36, March-April, 95-101 

22. Tannenbaum, A.S. and Schmitt, W.H. (1958). How to choose a leadership pattern. 

Harvard Business Review, 36, March-April, 95-101. 

23. Tichy, N. M. & De Vanna (1986). The Transformational leader. New York: John Wiley. 

24. Tichy, N. M. & De Vanna (1990). The Transformational leader (2 nd edition). New York: 

John Wiley. 

25. Vroom, V.H. and Yetton, P.W. (1973). Leadership and decision-making. Pittsburg: 

University of Pittsburg Press 

26. Bryant C. & White L. G. (1982) Managing development in the Third World. Boulevard 

Westview. 

27. Du Toit, et al (1998) Public Administration and Management for effective governance, 

Cape Town: Juta & o, td 

28. Korten D.C. (1983) Social development: Putting people first. In D. C. korten & Alfonso 

(Eds.), Bureaucracy and the poor: closing the gap, West Hartford. 

29. Esman M. J. (1972) The elements of institutions building. In J. W. Eaton (Ed), 

Institution building and development. Beverley Hills: Sage. 

30. Gant G. F. (1979) Development administration: Concepts, Goals, Methods; University 

of Wisconsin Press, USA. 

31. Gibbon D. (1987). Equipping small farmers and householders. Appropriate technology, 

14 (1). 


32. Jagannadham V. (1979) Development sans participation. In R. K. Arora (Ed.) 

Participation in the development process. Jaipur HCM State Institute of Administration. 

33. Kotze D. A., ET al. 1997 Development Administration and Management: A holistic 

approach, JL van Schaik, Pretoria. 

34. Lele U. & Adu-Nyako K. (1992) Approaches to uprooting poverty in Africa. Food 

17(2). 

35. Morris J. R., (1981) Managing induced rural development. Bloomington, Indiana: 

National Development Institute. 

36. Morgan Peter & Taschereau Suzanne, Capacity and Institutional Assessment: 

Frameworks, Methods and Tools for Analysis; Prepared for CIDA Policy Branch, June 

1996. 


DR. SENTAMA EZECHIEL 


MRS UWIMBABAZI BERNADETTE 





proposal). 


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Campus 


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Assurance 


MODULE VI 


2. Module title: Disaster Management and development 




Having successfully completed introduction to DEVELOPMENT STUDIES, policy and 

development strategies 



Student hours 

Staff 

hours 

Lectures 








TOTAL 

30 50 

10 10 

30 30 

10 10 

10 -------- 

10 -------- 

10 10 

10 10 

120 120 



The module trains students about the debate over the importance of biological versus social and 

cultural influences on human sexual behavior. Explore the cultural differences in sexual behavior 

and patterns of sexual behavior today and learn more about HIV and AIDS as a sociological 

phenomenon. 


iii) Knowledge and Understanding 


and understanding of the importance of biological versus social and cultural influences on human 

sexual behavior. 

iv) Cognitive/intellectual skills/ application of knowledge, practical knowledge and 

transferable knowledge 

Having successfully completed the module, students should be able to understand in an appropriate 

way, the opportunities and challenges faced by their behavior and attitudes in order of the sexuality 

and HIV and AIDS 


Part1 Disaster management 

• Introduction and Research Methodologies 

• Disaster Risk Reduction 

• Disaster Response 

• Disaster Recovery 

• Research Design 

• Risk Assessment Methods 

• Risk Reduction and Preparedness 


• Disaster Response Management 

• Health in Emergencies and Refugee Health 

• Water Supply & Sanitation in Emergencies 

• Sustainable Recovery and Climate Change Adaptation 

Part 2. HIV/AIDS Pendemic 

Introduction: scope and basic definitions 

Chapter 1. Human Sexuality 

Chapter 2. Sexuality and the Mass Media 

Chapter 3. Sexuality and HIV and AIDS 





Examination 






TOTAL 100 


Core text 






edition, 2005 (pp 415-445). 

Journals 


4. www.mhhe.com 

5. Httt://www.mhhe.com/schaeferg 

6. http://www.ehow.com/how_5701220_teach-industrial-safety.html 





lectures. 



MR KANYAMASORO MUHIRE; MPH 





proposal). 


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Assurance 


MODULE VII 

1. Module Code: DVS 407_____Faculty: SOCIAL SCIENCES 


3. Level: YEAR 4 Semester: 1 Credits:_12___ 

4. First year of presentation: 2011 ____ Administering Faculty: SOCIAL SCIENCES 


- GENERAL SKILLS, 1, 2 



Student 

hours 

Staff 

hours 

Lectures 








Total 

40 40 

10 10 

30 30 

10 10 

10 ------------- 

10 ------------- 

5 5 

5 10 

120 120 



This module enables the students to possess the basic understanding of computer based 

information system in different organizations. Briefly, this module will provide students with 

sufficient knowledge in the four language skills: Listening, Speaking, Reading, Writing, and 

availing students with techniques in correspondence and communication. 






writings, reports and the importance of English in general 

use the computer smoothly 

Work with MS Power Point and Access at a fair level 

ii) 

Cognitive/Intellectual skills/Application of Knowledge, transferable skills 


 

 

 


Develop effective presentations using MS PowerPoint 

Display competency in using an application software commonly used in his/her 

profession 




Chapter 2: Windows desktop environment 

Chapter 3: Brief Revision of Ms word, Excel, 

Chapter 4: SPSS 



Chapter 1: Introduction 

Chapter 2: Indefinite adjectives 

Chapter 3: Conjunctions 

Chapter 4: Formal writing 

Chapter 5: Composition writing 

Chapter 6: Active and passive modes 

Chapter 7 : Phrasal verbs 

Chapter 8: Questions tags 

Chapter 9: Gerunds 

Chapter 10; Language functions 

Chapter 11: Summarizing and paraphrasing 

Chapter 12: Consolidation 


Lectures 


Set reading 

Working group 


Excursion 











In-course assessment: 40% 1,2, 









MCKeen, J. and Smith, H. 2009. IT Strategy in Action. Prentice Hall 

Advanced MS Office Packages Textbooks. 

ULK Centre of Languages Year 2 Text Book. 





lectures. 


13.Teaching team 

DR NDAYAMBAJE PIUS 

KAGARAMA JOHN BAPTIST 

MISS SAMIAH 

MRS DIANA NDYANABO 

MR NIZEYIMANA SYLVAIN 

MRS MANISHIMWE PIERRETTE 





proposal). 


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Campus 


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Assurance 


MODULE VIII 


2. Sociology of Organizations and Human Resources Management 




Having successfully completed THREE YEARS 



Student hours 

Staff 

hours 

Lectures 








TOTAL 

30 50 

10 10 

30 30 

10 10 

10 -------- 

10 -------- 

10 10 

10 10 

120 120 



The module aims at making students able to: 

 

 

 

 

 

 

 

Understand and explain the various concepts of sociology of organizations and human 

resources management 

Be aware of Historical evolution of Organizations and Human Resources management 

theories and practices 

Understand management of human resources as a process: Organizational Human 

Resource Aspects understand the various principles of each step of Organizational Human 

Resource Aspects as a process 

Understand and develop a critical mind on the various theories relating to the 

management of organizations. 

Show the factors blocking and success of an organization 

Show the importance of human resources in the proper functioning an organization 

Identify the causes of conflict within an organization. 


I° Knowledge and Understanding 



 

 

 

 

 

 

Principles of each step of Human Resources management function 

The Organization of Human Resources in working environments 

Different roles of framework 

Identify the causes of conflict within an organization and solve them.. 

Show the factors blocking and success of an organization and deal with them 

The human domain in organizations specifically, its procurement, induction, training and 

development, compensation and appraisal. 


II° Cognitive/Intellectual skills/Application of Knowledge 


Apply principles of Human Resources Management in manufacturing or service 

industries 

Apply Principles of Human Resource Aspects in any working environment 

III° Communication/ICT/Numeracy/Analytic Techniques/Practical Skills 




‣ Teach or communicate to others all principles of organizations management and 

particularly Human Resource Management Aspects and of course apply them in a 

working environment. 

IV° General transferable skills 


Demonstrate Human Resources management Aspects skills in a working environment 


Demonstrate conception, planning, organizing, coordinating and controlling skills in any 

environment 


Part 1. Sociology of organizations 

 

 

 

 

 

 

 

General introduction 

Definitions of key terms 

Main currents of sociology of organizations 

The decision-making in an organization 

Strategic analysis of an organization 

The individual in the organization 

Issues related to the conflict in the organization 


Part 2: Human Resources Management 

Human Resource Management-Meaning and Importance-Functions and Status-Score- 

Human Resource Planning –Job Analysis-Recruitment and Selector-methods of 

Selection-socialization of New Employee. 

Training and Development-Need, Methods-Employee 

Training and Executive Development-Career Development 

Wage and salary Administration-principles and Techniques of wags fixation-Job 

Evaluation-Incentive plans. 

Performance Appraisal –Methods-Limitation-Changing trends-Motivation-Morale-Job 

satisfaction. 

Human Relations-Employee Relation –industrial 

Relation-prevention and Settlement of Disputes. Collective Bargaining-workers 

participation in Management- 

Trade unions- growth of Trade union in Rwanda- changing role of trade unions in 

Modern world. 


The learning and teaching strategy will be student centred. 



Examination 






TOTAL 100 









FOOT, M. and HOOK, C. 2008. Introducing Human Resource Management. Prentice 

Hall. 

TORRINGTON, D. ; TAYLOR, S. and HALL, L. 2008. Human Resource 

Management. Prentice-Hall 

ROLLINSON, D. 2008. Organizational Behaviour and Analysis. Pearson. 

George R. TERRY et Stephen FRANKLIN (1985) Les principes du management 330B 

– GEO - 604 

J S CHANDAN (2006) Management : Concepts and strategies, 330B – JS - 1841 

Steven ten Have and allii (2003), Key management: 330B – STE - 1655 


DR KAAYA SIRAJE 

DR BOGERE MOHAMED 


MR. MANZI KANYABITARO 

MIRS NIYONSABA CECILE 

MR SEBUHURA ALEXANDRE 

MR RUKUNDO FRIEND 





proposal). 


Signature 

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3 Signature 



Library 

ICT 


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Campus 


Signature 


Assurance 

MODULE 9: INTERNSHIP (As per the University Format) 

MODULE 10. DISSERTATION (As per the University Memoirs Regulations) 

End of the Programme Proposal & Modules Descriptions 

for the DEVELOPMENT STUDIES Programme

development studies - Kigali Independent University ULK

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