Nationally Harmonized Curriculum

For The Degree of Bachelor of Science (B.Sc.) in Rural

Development and Agricultural Extension

Curriculum Review Team Members

Wesagn Berhane (PhD)

Million Sileshi (PhD)

Hakim Hashim (M.Sc., Asst.Prof)

Mideksa Fufa (M.Sc.)

Mukerem Taha (M.Sc.)

Alayu Melaku (M.Sc.)

April 2021
HARAMAYA UNIVERSITY, ETHIOPIA
EXECUTIVE SUMMARY

Name of the Degree Program: Rural development and Agricultural Extension

Name of the Degree to be awarded: Bachelor of Science degree in Rural Development and
Agricultural Extension

“የሳይንስ ባችለር ዲግሪ በገጠር ልማት እና ግብርና ኤክስቴንሽን”

Standard Period of Study: 4 Academic Years with 8 Semesters

Commencement of the Program: 2013 E.C. / 2021

Fees / Charges: Cost-sharing

2
 TABLE OF CONTENTS

1. Background of the Program ................................................................................................... 5

2. Rationale of the Program ....................................................................................................... 6
3. Program Objectives and Professional Profile ........................................................................ 7
3.1. Program Objectives ......................................................................................................... 7
3.2. Professional Profile ......................................................................................................... 7
3.2.1. Knowledge ............................................................................................................... 8
3.2.2. Skill .......................................................................................................................... 8
3.2.3. Attitude..................................................................................................................... 9
4. Graduate profile ..................................................................................................................... 9
5. Academic Requirements ...................................................................................................... 10
5.1. Medium of Instruction................................................................................................... 10
5.2. Admission Requirements .............................................................................................. 10
5.3. Duration of the Study .................................................................................................... 10
5.4. Graduation Requirements.............................................................................................. 10
5.5. Degree Nomenclature.................................................................................................... 11
6. Mode of delivery, Assessment and Evaluation .................................................................... 11
6.1. Mode of delivery ........................................................................................................... 11
6.2. Mode of Assessment ..................................................................................................... 11
7. Grading System .................................................................................................................... 12
8. Quality Assurance Mechanisms ........................................................................................... 12
9. Resources ............................................................................................................................. 13
9.1. Staff Profile ................................................................................................................... 13
9.2. Existing Physical Resources and Infrastructure ............................................................ 13
10. Partnerships/Cooperation ................................................................................................... 13
11. Course Coding.................................................................................................................... 13
12. Course Distribution by Semester ....................................................................................... 14
13. Course Profile (description, objectives, contents, policy etc) ............................................ 16
13.1. Introduction to Rural Development (RDAE 211) ....................................................... 16
13.2. Introduction to Agricultural Extension (RDAE 221) .................................................. 23
13.3. Introduction to Computer Applications ...................................................................... 29
13.4. Soil and Water Conservation (NaRM 241) ................................................................. 35
13.5. Crop Production and Management (PlSc 251)............................................................ 40
13.6. Livestock Production and Management (AnSc 261) .................................................. 48
13.7. Introduction to Statistics (Stat 212) ............................................................................ 54
13.8. Extension Program Planning, Monitoring and Evaluation (RDAE 222) .................... 61
13.9. Agricultural and Rural Innovation Systems (RDAE 232) .......................................... 66
3
13.10. Introduction to Climate-Smart Agriculture (RDAE 242) ......................................... 72
13.11. Rural Sociology (RDAE 252) ................................................................................... 78
13.12. Agroforestry Systems and Practices (NaRM 262) .................................................... 83
13.13. Post-Harvest Technology (FSPT 272) ...................................................................... 88
13.14. Inclusiveness (Incl 281) ............................................................................................ 92
13.15. Communication for Rural Innovation (RDAE 311) ................................................. 97
13.16. Adult Learning and Audio Visual Techniques (RDAE 321) .................................. 102
13.17. Agricultural Knowledge and Information System (RDAE 331)............................. 108
13.18. Development Economics (AgEc 341) ..................................................................... 113
13.19. Econometrics (AgEc 351) ....................................................................................... 118
13.20. Research Method for Social Science (RDAE 361) ................................................. 122
13.21. Global Trends (GlTr 371) ....................................................................................... 130
13.22. Community Based Field Project I (Planning Phase) - RDAE 381.......................... 135
13.23. Farming System Research and Innovation (RDAE 312) ........................................ 138
13.24. Participatory Approaches and Methods for Rural Innovation (RDAE 322) ........... 145
13.25. Training for Capacity Development (RDAE 332) .................................................. 151
13.26. Agricultural Journalism (RDAE 342) ..................................................................... 156
13.27. Agricultural Marketing and Rural Finance (AgEc 352) ......................................... 162
13.28. Agricultural Machinery and Implements (AgEg 362) ............................................ 168
13.29. Introduction to Value Chain in Agriculture (ABVM 371) ..................................... 172
13.30. Community Based Field Project II (Implementation Phase) - RDAE 382 ............. 177
13.31. Senior Research Project Proposal (RDAE392) ....................................................... 180
13.32. Rural Livelihoods and Social Welfare (RDAE 411) .............................................. 183
13.33. Gender and Youth in Rural Development (RDAE 421) ......................................... 189
13.34. Environment and Sustainable Development (RDAE 431) ..................................... 195
13.35. Agricultural Project Planning and Analysis (AgEc 441) ........................................ 202
13.36. Entrepreneurship and Business Development (MnGt 452) .................................... 207
13.37. Senior Seminar on Current Issue (RDAE 461) ....................................................... 218
13.38. Community Based Field Project III (Evaluation Phase and Village Stay Camp) -
RDAE 471 .......................................................................................................................... 221
13.39. Farm Management (AgEc 411) ............................................................................... 224
13.40. ICT in Agricultural Extension (RDAE 422) ........................................................... 229
13.41. Rural Development Policies and Strategies (RDAE 432)....................................... 235
13.42. Rural Organizations and Cooperatives (RDAE 442) .............................................. 242
13.43. Introduction to Management and Organizational Behaviour (MnGt452)............... 248
13.44. Nutrition Sensitive Agriculture (FSPT 462) ........................................................... 253
13.45. Senior Research Project Report and Seminar (RDAE472) ..................................... 260

4
 1. Background of the Program

Agricultural development is critical to the livelihoods of small-scale farmers and other rural
populations in developing countries. In Ethiopia, almost 80% of the working populations are
engaged in agriculture, and agricultures share to GDP is at approximately 50% (World Bank,
2015). Even though agriculture is being practiced in most parts of the country, the minimum
food energy requirement was not even assured. Several million school children are still
malnourished, and many others suffer from disease and hunger. Challenges such as low
productivity, persistent food insecurity, food price crises, natural resource depletion,
environmental degradation, and climate change directly impact the agriculture sector and rural
development. Agricultural extension and advisory services can help address these challenges
by assisting farmers with information and knowledge sharing, facilitating innovations, dealing
with disasters, and in many other ways (Babu and Joshi 2019; Kilelu et al. 2011).

Agricultural extension and advisory services have shown significant and positive effects on
knowledge, skills, income levels, technology adoption, crop and livestock yield, and
productivity. Agricultural Development Lead Industrialization (ADLI) as major policy
framework forms its base on food security and poverty reduction strategies where the demand
for skilled manpower is very critical in implementing the strategy. Implementation of these
key government strategies takes place through the subsequent Five-year Development Plans.
These have included: Sustainable Development and Poverty Reduction Program (SDPRP)
2001-2005, Plan for the Accelerated and Sustained Development to End Poverty (PASDEP)
2006 to 2010 , Growth and Transformation Plan I and II (GTP I, 2010- 2015; GTP II 2016-
2020) and the current Ten Years Strategic Plan. In all these strategies, the government set
priority areas as agriculture and rural development and capacity building. In this regard,
Ethiopian higher education institutions have been playing a key role in training such
professionals in agriculture and rural development.

5
The Federal Democratic Republic of Ethiopia has been giving emphasis to human resource
development with an aim of combating the prevailing issues of poverty and food insecurity in
the country using trained professionals in the areas of agriculture and rural development
through expansion of higher education. In line with the development plan of Ethiopian
government, HEIs has given attention to initiate demand driven training programs in rural and
agricultural sectors. The department of rural development and agricultural extension in
various HEIs runs Bachelor‟s degree in Rural Development and Agricultural Extension to
produce graduates at B.Sc. level. The contribution of these graduates to the development of
agricultural sector in the country is enormous and there is a growing demand by higher
institutions (other national universities) to train lecturers, regional and federal agriculture
bureaus, regional and federal agricultural research institutes and other development agencies
for such qualified professionals. The graduates of this program are substantially contributing
to the agrarian development of the country by serving as extension functionaries under the
Ministry of Agriculture as well as NGOs in various capacities.

2. Rationale of the Program

Given a predominant agrarian society, ADLI focuses on the development of the rural sector.
The adoption of ADLI presupposes productivity enhancement of smallholder agriculture
followed by industrialization through utilization of domestic raw materials via adopting labor
intensive technology. This obviously calls for innovative education for rural development.
However, agricultural extension services within the ministry of agriculture as well as other
agricultural related governmental and nongovernmental organizations are by large covered by
Para-professionals who are graduates of other agricultural fields. Most if not all of, rural
development and agricultural extension workers are diploma holders with long field
experience and /or short-term training. Moreover, in view of the ratio of the total number of
extension personnel on duty to number of farmers in the country, much needs to be done to
produce rural development and agricultural extension personnel. It is under this premises that
the current curriculum has been proposed.

6
3. Program Objectives and Professional Profile
3.1. Program Objectives
After the completion of this program, graduates will be able to:
 Assist in improving the effectiveness and efficiency of interventions for agricultural
development in Ethiopia by supplying the country with innovative, dynamic and
professional change agents who upon their graduation can serve various organizations
addressing the emerging issues in development in an effective manner;
 Facilitate pro-poor, gender sensitive and ecologically sound agricultural and rural
development by producing educated human resource in Rural Development and
Agricultural Extension;
 Gain knowledge in the conceptual framework, features, significance, components and
growth aspects concerned with multifaceted dimensions of rural development and
agricultural extension especially with regard to the specialized agencies established to
and projects tailored for development;
 Acquire the necessary skills to address the issues of poverty and will be able to render
extension services and will also better serve for co-ordination of rural agencies and
community development programs;
 Appreciate the knowledge, skills, and the role of rural development partners and will
be in a position to bring better attitudinal and behavioral changes not only in
themselves for better development interventions but also in the public to get them
involved in Rural Development processes.

3.2. Professional Profile

The profession of development interventionist requires a wide range of qualities such as
versatility, impartiality, openness, flexibility, innovativeness, persistence, etc. In general, the
graduates in their profession will have the competencies to uplift the living situation of the
rural poor whose problems are much intertwined with cultural, socio-economic, institutional
and situational factor.

7
 3.2.1. Knowledge
 Facilitate rural and agricultural innovations (technological and institutional
innovations) process through network building, social learning and negotiation using
effective communicative interventions,
 Collect and analyze information and translate this into easily manageable and
understandable terms for use by the rural community,
 Promote and disseminate agricultural information and technology through training of
farmers and extension workers,
 Assist in planning, implementing, monitoring and evaluating programs/projects related
to development initiatives in sustainable manners,
 Undertaking research in the areas of agricultural extension, rural livelihoods, food
security, marketing, gender, development and sustainable development,
 Deliver consultancy and advisory services in the field of rural development,
 Support to run value adding product processing activities,
 Serve as gender and development officers and promoters, social workers, community
mobilizes and public administrators.
 Serve as social workers, community mobilizes and public administrators

3.2.2. Skill
A graduate in Rural Development and agricultural extension program will be able to: -

 Apply proper methods of how different community groups are organized and enter
into development endeavors,
 Identify and analyze problems related to rural development intervention,
 Design and conduct trainings for specialized skill and knowledge in areas of rural
development in agricultural colleges, universities and training centers,
 Generate self-employment and establish and manage enterprise in their profession and
related fields,
 Plan, coordinate, implement, monitor and evaluate rural development
programs/projects,
8
  Formulate and advocate rural development policies and strategies
 Disseminate new and improved technologies for the benefit of society,
 Develop communication and analytical skills,

3.2.3. Attitude
A graduate in rural development and agricultural extension program will be able to:

 Perceive the importance of rural development for poverty reduction,

 Appreciate rural development in social, economic, environmental, cultural and
political context,
 Develop sense of enthusiasm to work with farmers in rural areas,
 Involve in an intellectually stimulating and satisfying experience of learning and
studying,
 Desire to run private farms and agro-industries as self –employment,

4. Graduate profile
After successful completion of Rural Development and Agricultural Extension program,
Graduates will be able to:

 Apply proper methods of how different community groups are organized and enter
into development endeavors,
 Facilitate rural innovation (technological and institutional innovations) process
through network building, social learning and negotiation using effective
communicative interventions,
 Collect and analyze information and translate this into easily manageable and
understandable terms for use by the rural community,
 Assist in planning, implementing, monitoring and evaluating programs/projects related
to development initiatives in sustainable manners,
 Conduct research in the areas of rural development, rural and agricultural extension,
marketing, gender, development and sustainable development,
 Identify and analyze problems related to rural development intervention,
9
  Design and conduct trainings for specialized skill and knowledge in areas of rural
development in agricultural colleges, universities and training centers,
 Generate self-employment and establish and manage enterprise in their profession and
related fields,
 Formulate and advocate rural development policies and strategies

5. Academic Requirements

5.1. Medium of Instruction

The medium of instruction for the program is ENGLISH

5.2. Admission Requirements

Successful completion of the Preparatory Program and meeting all the requirements set by the
Federal Ministry of Science and Higher Education. For advanced standing applicants, the
criteria shall be:

 Completion of a diploma program/level IV with CoC/ in any related field,

 Candidates from both natural and social science streams can be accepted,
When there is high competition for admission, grade point average at graduation, additional
training after graduation, service year, gender and supporting letter from their employers shall
be consider to offer the limited opportunities.

5.3. Duration of the Study

The duration of the study is four years for regular, five for evening and distance, and six full
academic years for Bega/kiremet/ programs.

5.4. Graduation Requirements

B.Sc. degree in Rural Development and Agricultural Extension will be awarded to a candidate
who has fulfilled the general graduation requirements of the University. This includes, but not
limited to, taking a minimum of 248 ECTS/251 Credit hours and earning CGPA greater than
or equal to 2.00 with pass grade in all courses and No F grade in any course (s) is/ are taken.

10
5.5. Degree Nomenclature
English: Bachelor of Science Degree in Rural Development and Agricultural Extension

In Amharic: የሳይንስ ባችለር ዲግሪ በገጠር ልማት እና ግብርና ኤክስቴንሽን

6. Mode of delivery, Assessment and Evaluation

6.1. Mode of delivery

All courses will be given in parallel.

6.2. Mode of Assessment

Assessment is carried out both as a continuous process during course delivery, which
constitutes at least 50% weight in the total mark and final exam, which constitutes maximum
of 50%. The assessment methods involved are summarized as follow:

 For theory part course work

 Continuous Assessment
 Quizzes
 Tests
 Assignments
 Project works
 Class activity/attendance
 Final exam
 For research project, field practice and seminars
 Field report writing
 Quality of paper presented
 Way of presentation
 Defending material presented

11
7. Grading System
Grading will be as per the nationally harmonized curriculum legislation presented as follows:
Criteria-Referencing and Fixed Scale

Raw Mark Corresponding Corresponding Status Class Description

Interval- Fixed Number Letter Grade Description
[100 %] Grade
[90,100] 4.0 A+ Excellent
[85, 90) 4.0 A First class with

[80, 85) 3.75 A- Great distinction

[75, 80) 3.5 B+ Very Good First class with

[70, 75) 3.0 B Distinction

[65, 70) 2.75 B- Good First class

[60, 65) 2.5 C+ Second Class

[50, 60) 2.0 C Satisfactory

[45, 50) 1.75 C- Unsatisfactory

Lower Class
[40,45) 1.0 D Very Poor Lower Class

[30,40) 0 Fx *Fail Lowest Class

[<30) 0 F Fail Lowest Class

8. Quality Assurance Mechanisms

Quality assurance measures will be as per quality Assurance Policy of MoSHE, in addition to
this the program of RDAE makes the following measures in order to evaluate and monitor the
quality of teaching –learning process in the program:
1) Holding regular meeting with stakeholders
2) Designing institutional self-assessment (at the program level)
3) Conducting Employer feedback surveys
12
 4) Carrying out College and University wide workshops

9. Resources

9.1. Staff Profile

The program of respective Universities will develop their own staff profile.

9.2. Existing Physical Resources and Infrastructure

The program needs the following resources:
 Internet Access
 Audiovisual lab
 Adequate classrooms and offices
 Adequate reference materials (books, journals, articles, etc)

10. Partnerships/Cooperation
According to the objectives of the program the following organizations/ institutions/civil
societies/ could be the possible partners:

 Universities within the country and abroad,

 Governmental organization such as ministry of science and higher education, ministry
of agriculture etc
 Nongovernmental organization(local and international)

11. Course Coding

The departmental courses are coded taking four letters from the name of the program, Rural
Development and Agricultural Extension (RDAE). The departmental courses start with the
code RDAE followed by a three digits numerical code. The first digit is for the class year level
during which the course is offered (1 for first year course, 2 for second year course,..).The
second digit is for the order of the course in the semester. The course that comes first takes 1,
the second 2 and so on. The third digit is used to identify the semester (1 for first semester, 2
for second semester).

13
12. Course Distribution by Semester
Year I, Semester I
Course Name Course Code ECTS CrHrs
Communicative English Language Skills I FLEn 1011 5 3
General Physics Phys1011 5 3(2+1)
General Psychology Psyc1011 5 3
Mathematics for Natural Science Math 1011 5 3
Critical Thinking LoCT1011 5 3
Physical Fitness SpSc 1011 P/F 2
Geography of Ethiopia and the Horn GeES1011 5 3
Semester Total ECTS/Cr.hrs 30 18
Year I, Semester II Course Code ECTS CrHrs
Communicative English Language Skills II FLEn1012 5 3
Social Anthropology Anth1012 3 2
General Biology Biol1012 5 3(2+1)
General Chemistry Chem1012 5 3(2+1)
Economics Econ 1011 5 3
Introduction to Emerging Technologies EmTe1012 5 3
Moral and Civic Education MCiE1012 3 2
Semester Total ECTS/Cr.hrs 31 19
Year II, Semester I Course Code ECTS CrHrs
Introduction to Rural Development RDAE 211 5 3
Introduction to Agricultural Extension RDAE 221 5 3
Introduction to Computer Applications CoSc 231 5 3(2+1)
Soil and Water Conservation NaRM 241 5 3
Crop Production and Management PlSc 251 5 3(2+1)
Livestock Production and Management AnSc 261 5 3(2+1)
Semester Total ECTS/Cr.hrs 30 18
Year II, Semester II Course Code ECTS CrHrs
Introduction to Statistics Stat 212 5 3
Extension Program Planning, Monitoring and RDAE 222 5 3
Evaluation
Agricultural and Rural Innovation Systems RDAE 232 3 2
Introduction to Climate Smart Agriculture RDAE 242 2 1
Rural Sociology RDAE 252 3 2
Agro-Forestry Systems and Practices NaRM 262 3 2
Post-Harvest Technology FSPT 272 3 2(1+1)
Inclusiveness Incl 281 3 2
Semester Total ECTS/Cr.hrs 27 17
Year III, Semester I Course Code ECTS CrHrs
Communication for Rural Innovation RDAE 311 5 3
Adult Learning and Audio Visual Techniques RDAE 321 5 3(2+1)
14
Agricultural Knowledge and Information System RDAE 331 5 3
Development Economics AgEc 341 5 3
Econometrics AgEc 351 5 3
Research Method for Social Science RDAE 361 5 3
Global Trends GlTr 371 3 2
Community Based Field Project I (Planning Phase) RDAE 381 2 1
Semester Total ECTS/Cr.hrs 35 21
Year III, Semester II Course Code ECTS CrHrs
Farming Systems Research and Innovation RDAE 312 5 3
Participatory Approaches and Methods for Rural RDAE 322 3 2
Innovation
Training for Capacity Development RDAE 332 3 2
Agricultural Journalism RDAE 342 3 2
Agricultural Marketing and Rural Finance AgEc 352 5 3
Agricultural Machinery and Implements AgEg 362 5 3(2+1)
Introduction to Value Chain in Agriculture ABVM 371 3 2
Community Based Field Project II (Implementation RDAE 382 2 1
Phase)
Senior Research Project Proposal RDAE 392 3 2
Semester Total ECTS/Cr.hrs 32 20
Year IV, Semester I Course Code ECTS CrHrs
Rural Livelihoods and Social Welfare RDAE 411 5 3
Gender and Youth in Rural Development RDAE 421 5 3
Environment and Sustainable Development RDAE 431 5 3
Agricultural Project Planning and Analysis AgEc 441 5 3
Entrepreneurship and Business Development MnGt 452 5 3
Senior Seminar on Current Issues RDAE 461 2 1
Community Based Field Project III (Evaluation RDAE 471 3 2
Phase and Village Stay Camp)
Semester Total ECTS/Cr.hrs 30 18
Year IV, Semester II Course Code ECTS CrHrs
Farm Management AgEc 411 5 3
ICT in Agricultural Extension RDAE 422 3 2(1+1)
Rural Development Policies and Strategies RDAE 432 5 3
Rural Organizations and Cooperatives RDAE 442 5 3
Introduction to Management and Organizational MnGt 452 5 3
Behaviour
Nutrition Sensitive Agriculture FSPT 462 5 3(2+1)
Senior Research Project Report and Seminar RDAE 472 5 3
Semester Total ECTS/Cr.hrs 33 20
Total ECTS/Cr.hrs 59 courses 248 151

15
13. Course Profile (description, objectives, contents, policy etc)

13.1. Introduction to Rural Development (RDAE 211)

Course Description:
This course introduces students to recognize the diversity of development aspects, particularly rural
development. It intends to analyze the basic concepts and meaning of development/rural development,
objectives and scope of rural development; major theories of development; common characteristics
and diverse structures of developing countries; models and approaches of rural development;
sustainable development and sustainable agriculture; The role of agriculture in economic development;
poverty and food insecurity analysis;The main themes of the international debate on rural development
such as „The New Rural Paradigm’; Rural-urban linkages and their dynamics, different perspective on
the poverty and development, Evolution of development studies; the basic principle and best practice
of rural development, measures of development and growth; globalization and third world countries,
infrastructure and Rural Development, Rural development and agriculture, population and Rural
Development, Environment and Rural Development, tourism and development, Water and
Development; Ethiopian rural economy and development performance. Some other related thematic
issues like Millennium Development Goal (MDG), Sustainable Development Goals (SDG).

Course Objectives
After the students covered this course, they will be able to:
 Explain the concept, principles, processes and issues in rural development
 Discuss and analyze the situation of community in developing countries with specific
focus on Sub-Saharan Africa and Ethiopian setting
 Discuss the history, trends and approaches to the community development
 Explain the meaning of development.
 Analyze the meaning of rural development.
 Describe the goals of rural development.
 Justify the necessity for rural development in Ethiopia.
 Explain the principles of rural development.
 Discuss the approaches to rural development.
 Identify the problems of rural development in Ethiopia.
 Define and elaborate the basic concepts and elements of rural development;
 Distinguish between development and economic growth, and development and
change;

16
  Elaborate the rationale for rural development in LDC/ Ethiopia;
 Explain the role of human beings as the pivot of development and
 Illustrate the dogmas in rural development.

Course Syllabus
Program Rural Development and Agricultural Extension
Course Title Introduction to Rural Development
Curse Code RDAE 211
ECTS/credit Hrs 5/3
Target student Year II, Semester I
Prerequisites None
Lecture class/Room No:
Lecture days /Hours:
Instructor information: Name:
Mobile no:
e-mail:
Consultation hours:
Office address:
Units/sub-sections Study hours distribution Total
Lectur Practica Tutoria Self- (Hrs)
es l l Study
1.INTRODUCTION TO DEVELOPMENT 4 12 16
STUDIES
1.1.Definition of Development
1.2.Evolution of development Studies
1.3. Concept of Economic Growth and
Measurement
1.4. Core Values and Objectives of
Development
1.5.Structure of Developing Countries
1.5.1.Common Characteristics of Developing
Countries
1.5.2.Diverse Structure of Developing Nations
2. RURAL DEVELOPMENT 6 18 24
2.1. Concepts and Connotations of Rural
Development
2.2. Basic Elements of Rural Development
2.3. Growth versus Development
2.4. Why Rural Development
2.5. Rising Expectations and Development
2.6. Development and Change
17
2.7. Human Beings as the Cause and
Consequence of Development
2.8. Some Dilemmas in Development
2.9. Globalisation and Rural Development
2.10. Rural Regions Vs Urban dynamics
3. Rural Economy of Ethiopia 4 12 16
3.1. Introduction
3.2. Size and Structure of the Rural Economy
3.3. The Characteristics of the Rural Sector
3.4. The Role of the Agricultural Subsector
3.5. The Role of the Non-agricultural
Subsector
3.6. Challenges and Opportunities rural
economy
4. Measures of Development 7 6 21 34
4.1. Introduction
4.2. Measures of Level of Rural Development
4.3. Measures of Income Distribution
4.4. Measures of Development Simplified
4.5. Concepts and Measures of Rural Poverty
4.6. Concepts and Indicators Food Security
5. Theories/Paradigms of Rural 10 30 40
Development
5.1. The Modernisation Theory
5.2. The Dependency Theory of the Marxist
School
5.3. Rosenstein-Rodan‟s Theory of the „Big
Push‟
5.4. Rostow‟s Stages of economic growth
5.5. Lewis‟ Model of Economic Development
5.6. The Human Capital Model of
Development
5.7. The Gandhian Model of Rural
Development
5.8. Development Theories from Other Social
Sciences
5.9. Marx‟ Stages of Growth
6. Determinants of Rural Development 6 18 24
6.1. Introduction
6.2. Changes in Output
6.3. Natural Resources
6.4. Human Resources
6.5. Capital
18
6.6. Technology
6.7. Organisational and Institutional
Framework
6.8. Relation between Rural Development and
Its Determinants
6.9. Environment and Development
6.10. Population and Development
6.11. Tourism and Development
6.12. Water and Development
6.13. Infrastructure
7. Agriculture & Rural Development 8 4 24 32
7.1. Agricultural Transformation and Rural
Development
7.1.1. The structure of Agrarian systems in the
Developing World
7.1.2. Farmers behavior and Agricultural
Development
7.2. Role of Agriculture in Rural
Development
7.2.2. Role of Agriculture and Small-Scale
Farming in Rural Development
7.2.3. Risk and Uncertainty
7.3. Models of Agricultural Development
7.3.1. The Frontier Model
7.3.2. The conservation Model
7.3.3. The Urban-Industrial impact model
7.3.4. The Diffusion Model
7.3.5. The High-pay off input Model
7.3.6. The Indian Green Revolution
Experience
7.4. Approaches to Rural Development
7.4.1. Reformist approach
7.4.2. Structural approach
7.4.3. Technological approach
8. Rural Poverty and Food Security 3 9 12
8.1. Introduction
8.2. Rural Poverty
8.3. Dimensions of Poverty
8.3.1. Social and Economic Dimensions
8.3.2. Political Dimensions
8.3.3. Environmental Dimensions
8.4. Measurement of Poverty
8.5. Food Security: Concepts and Meanings
19
 8.5.1. Types and Coping Mechanisms of
Food Insecurity
8.5..2. Types of Food Insecurity
8.5.3.Coping Mechanisms of Food
Insecurity
8.6. Agricultural and food problems in
developing country
8.7. Role of agriculture in poverty and food
insecurity reduction
8.8. Role of agriculture in economic
development of developing countries
Total Course Load 48 10 144 202

TEACHING AND LEARNIG METHODS

This course will be delivered in combination with the following methods:
A. Lecture: The instructor provides lectures and summaries whenever appropriate and
required,
B. Brainstorming: The instructor will forward questions for students to let them share
what they knew on each topic before lecturing,
C. Group Discussions: Students are required to form groups to work collaboratively in
order to complete a task, such as review of Ethiopian rural economy,
D. Independent learning: Students are required to cover some topics by themselves to
give them opportunity to search for reference materials, refer and prepare short notes,
E. Reports: Students are required to produce a written report/work in response to a single
question or task, and
F. Assignments: Students are given assignments to work on a specific topic or question
such as rural development challenges and opportunities etc.

ASSESSEMENT METHODS:
N Assessment techniques with due date Competency to be Weight for each
o assessed assessment
1 Class Participation and attendance, at all Knowledge, skill and 5%
times. attitude
2 First Assignment (reviewing rural Knowledge and skill 15%
20
 development challenges)
3 Group works and oral presentation Knowledge, skill and 10%
attitude
4 Quiz ,unspecified time Knowledge and skill 5%
5 Test, at the end of the eighth week Knowledge 15%
6 Second Assignment ( rural urban Knowledge, skill and 10%
linkages dynamics) attitude
7 Final Exam, according to the schedule of Knowledge, skill and 40%
the university attitude
Total 100%

References
Katar Singh (2009). “Rural development principles, policies and Management” 3ed edition.
Sage publication India Pvt. Ltd. India.(Main Text Book)
Todaro, Michael P.(2011) “Economic Development” 11th edition, Addison-Wesley rreading,
Massachusetts, USA(Second Text Book)
Chambers, R. (1993). Rural development: putting the last first. Longman, Harlow, UK.
Felix Raj…(2006). “Contemporary development Economics from Adam Smith to
AmartyaSen” New central Book Agency Pvt, India
Fields,G.S.(2000). “The Dynamics of Poverty, Inequality and Economic Well-being: Africa
Economic Growth in Comparative Perspective, Journal of Africa Economies, 9(1):45-
78.
M.L.Jhingan (2006). “The economics of development and planning”. 38 th edition, Nishaa
Enterprises, Delhi.
Reardon,T.(1997). “Using Evidence of Household Income Diversification to Inform Labor
market in Africa; World Development, 25(5):735-47.
Thirlwall,A.P.(2003).Growth and Development with Special Reference to Developing
Economies. Palgrave Macmillan. London.

COURSE POLICY
All students are expected to abide by the code of conduct of students throughout this course.
Academic dishonesty, including cheating, fabrication, and plagiarism will not be tolerated and
will be reported to concerned bodies for action. Class activities will vary day to day, ranging
from lectures to writing activities. Students will be active participants in the course. You need
to ask questions, generating ideas, involving in discussions. You are expected to do all the
assignments you are supposed to accomplish. You are required to do the assignments
provided according to the time table indicated and the instructor will give out the directions, if
21
necessary. With regard to writing assignments all students are expected to write by
themselves, getting other students to write for another is strictly forbidden. If two students or
more assignments are found identical these students‟ assignments will be rejected and the
students will face punishment in accordance to the rules and regulations of the university.

Note on class attendance and participation: students are expected to attend class regularly.
Instructor will take attendance on random days during the semester to ensure that students are
coming to class, and if they miss classes repeatedly, their grade will be affected. If students
miss more than 15% of the class attendance they will not sit for exams. Students are expected
to come to the class on time. Instructor will not allow any student enter if you late more than
five minutes.

Cell phone: Cell phones must be disabled before entering to the class as they are disruptive
and annoying to all of us in the class. So please make sure your cell phone is turned off before
entering the class.

All changes in class schedules and some related necessary adjustments will be communicated
to students to enable them to adjust themselves accordingly.

Approved by:

_____________________________________ ________________
Name Signature
School/Department/Program Coordinator

_____________________________________ ________________
Name Signature
College/Institute/Director

22
13.2. Introduction to Agricultural Extension (RDAE 221)
Course Description:
This course introduces students to Extension and rural development; philosophy and
principles of extension; objectives of extension; Extension as a profession and discipline,
history of extension education; models of organizing extension; different extension methods
and techniques for transfer of technology; evolution of extension approaches; participatory
approaches: participatory technology development/participatory innovation development,
farmers research group, agricultural knowledge systems

Course Objectives
At the end of this course, students will be able to:
 Describe the history of agricultural extension in the world and Africa
 Explain the basic approaches to Agricultural Extension
 Apply Extension Strategies
 Recognize Diffusion and adoption of innovation
 Discus research and Extension linkage
 Identify different types of Extension method
 Express Participatory Extension Approach

Content and Thematic Plan

Program Rural Development and Agricultural Extension

Course Name Introduction to Agricultural Extension
Curse Code RDAE 221
Cr. Hr. / ECTS: 3/5
Target student Year II; Semester I
Prerequisites
Lecture class/Room No
Lecture days /Hours
Instructor Name: e-mail:
Tutor Name: e-mail:
Consultation hours

23
 Unit/sub-section Study hour distribution Self- Total
Lecture Practica Tutoria study (Hrs)
l l
1. Evolution of Agricultural Extension 4 12 16

1.1.Extension terminology & evolving

definitions
1.2.The history of extension
1.3.Development and Future of Agricultural
Extension
1.4.Principles of Extension
1.5.Communication processes within
extension systems
1.6.Paradigms of agricultural extension
2. Extension Approaches 8 3 24 35

2.1.Extension goals
2.2.Alternative ways of organizing extension
2.2.1. General Clientele Approaches
2.2.2. Training and Visit Extension
Approach (T&V)
2.2.3. Integrated (Project) Approach
2.2.4. Educational Institution
(University Based) Extension
Approach
2.2.5. Farming Systems
Research/Extension (FSR/E)
Approach
2.3.Extension to Selected Clientele
2.3.1. Commodity Specialized
Extension Approach
2.3.2. Participatory Extension
Approach (PEA) (Client-Based
and Client-Controlled Extension)
2.3.3. Cost Sharing Approach
(Extension as a Commercial
Service)
2.4.Present and future role of extension staff
Institutions
3. Extension Strategies 5 15 20

3.1.Definition of Extension Strategies

3.2.Components of Extension Strategies
24
 3.2.1. Extension Objectives
3.2.2. Identification of target group
3.2.3. Formulating Extension Strategies
3.2.4. Selecting Appropriate Extension
Method
4. Diffusion and adoption of innovation 5 3 15 23
4.1.Definition of terms
4.2.Adoption process
4.3.Innovation-Decision Process
4.4.Attributes of Innovations and Rate of
Adoption
4.5. Adopter Categories and their
Characteristics
5. Extension & Extension Education 7 21 28
5.1.Extension and Government policy
5.2.Models of Research and Extension
Linkage
5.2.1. Importance of the Research-
Extension Linkage
5.2.2. Types of Linkages
5.2.3. Linkage Mechanisms
5.3.Extension Education
5.3.1. Need for Extension Education
5.3.2. Importance of Extension
Education
5.3.3. Scope of Extension Education
5.3.4. Philosophy of Extension
Education
5.3.5. Objectives of Extension
Education
6. Extension Methods and Methods of 14 3 42 59
Influencing Human Behavior
6.1.Classification of extension methods
6.1.1. Individual Extension Method
6.1.1.1.Farm/Home Visit
6.1.1.2.Office calls
6.1.1.3.Personal Letter
6.1.1.4.Telephone calls
6.1.1.5.Informal contacts
6.1.2. Group Extension Methods
6.1.2.1.Group Meetings/ Discussions
6.1.2.2.Demonstrations
6.1.2.3.Field days
25
 6.1.2.4.Field Tours
6.1.3. Mass extension methods
6.1.3.1.Printed media
6.1.3.2.Radio
6.1.3.3.Television
6.1.4. Use of Folk Media (Traditional
channels)
6.2.Perception, Attitude and Decision
Making
6.2.1. Perception
6.2.2. Attitude
6.2.3. Decision Making
6.3.Methods of Influencing Human Behavior
6.4.Designing Effective Extension Messages
7. Participatory Extension Approach 5 15 20
7.1.Definition and Reason for participation
7.2.Typology of participation
7.3.Who will participate?
7.4.When to Employ Participation
Approach?
Total Course Load 48 9 144 201

TEACHING AND LEARNIG METHODS

The course material will be delivered through:

A. Lecture: course materials, case study materials, lecture notes, and articles
B. Tutorial: Three tutors will be given at the end of two successive chapters
C. Reflection: students are required to consistently make their own reflections on
issues under discussion in class. As such, class participation includes activities
such as speaking, listening, observing, sharing ideas, and reflecting.
D. Assignments: Students will at least take two rounds of assignments to be worked,
evaluated and / or presented in class
E. Presentations and seminars: As part of the instruction process, students will
present their assignments. The presentations then should be followed by warm
class discussions and debates.

26
The course will comprise of 3 credit hours. There will be 3 contact hours per week and a
minimum 3 hours of independent study for each contact hour of a lecture.
Assessment method

No Assessment techniques with due date Competency to Weight for each

be assessed assessment
1 Class Participation and attendance, at all Knowledge, skill 5%
times. and attitude
2 First Assignment, at the end of the fourth Knowledge and 10%
week. skill
3 Presentation of the first assignment, at Knowledge, skill 10%
the end of the fifth week. and attitude
4 Quiz, unspecified time Knowledge and 5%
skill
5 Second Assignment, at the end of the Knowledge, skill 10%
10th week and attitude
6 Presentation of the Second assignment, at Knowledge, skill 10%
the end of the 14th week and attitude
7 Final Exam, according to the schedule of Knowledge, skill 50%
the university and attitude
Total 100%

Text Books/References

Anderson, J. R., & Feder, G. (2003). Rural extension services: World Bank Policy Research
Working Paper, 2976, World Bank, Washington D.C.

EEA (Ethiopian Economic Association). (2006). Evaluation of the Ethiopian agricultural

extension with particular emphasis on the Participatory Demonstration and Training
Extension System (PADETES). Addis Ababa, Ethiopia.

Gerba Leta, Girma Kelboro, Till Stellmacher and Anna-Katharina Hornidge (2017). The
agricultural extension system in Ethiopia: operational setup, challenges and
opportunities. ZEF Working Paper Series, ISSN 1864-6638: Bremen, Germany

Kassa, B. (2003). Agricultural extension in Ethiopia: The case of participatory demonstration

and training extension system. Journal of Social Development in Africa, 18(1), 49-83.

Tenkir Bonger, G ezahe gn A yele and Tadesse Kuma (2004). Agricultural extension adoption
and diffusion in Ethiopia, Ethiopian Development Research Institute. Addis Ababa,
Ethiopia.
27
COURSE POLICY
All students are expected to abide by the code of conduct of students throughout this course.
Academic dishonesty, including cheating, fabrication, and plagiarism will not be tolerated and
will be reported to concerned bodies for action. Class activities will vary day to day, ranging
from lectures to writing activities. Students will be active participants in the course. You need
to ask questions, generating ideas, involving in discussions. You are expected to do all the
assignments you are supposed to accomplish. You are required to do the assignments
provided according to the time table indicated and the instructor will give out the directions, if
necessary. With regard to writing assignments all students are expected to write by
themselves, getting other students to write for another is strictly forbidden. If two students or
more assignments are found identical these students‟ assignments will be rejected and the
students will face punishment in accordance to the rules and regulations of the university.

Note on class attendance and participation: students are expected to attend class regularly.
Instructor will take attendance on random days during the semester to ensure that students are
coming to class, and if they miss classes repeatedly, their grade will be affected. If students
miss more than 15% of the class attendance they will not sit for exams. Students are expected
to come to the class on time. Instructor will not allow any student enter if you late more than
five minutes.
Cell phone: Cell phones must be disabled before entering to the class as they are disruptive
and annoying to all of us in the class. So please make sure your cell phone is turned off before
entering the class. All changes in class schedules and some related necessary adjustments will
be communicated to students to enable them to adjust themselves accordingly.
Approved by:

_____________________________________ ________________
Name Signature
School/Department/Program Coordinator

_____________________________________ _______________
Name Signature
College/Institute/Director
28
13.3. Introduction to Computer Applications
Department/School: Department of Rural Development and Agricultural Extension
Course Title: Introduction to Computer Course Code: CoSc 231
Applications Prerequisite: None
Course ECTS/Credit Hr: 5/3
Instructor Information: Office
Phone:
Email:
Office Hours:

Course Description:

This course is intended to equip students with theoretical and practical aspects of
fundamentals of computer application. In this course, an overview of computing; historical
development of computers; logical organization of a computer system; data representation
inside computers; an overview of computer networks & computer security; and computer
technologies for RDEA will be discussed. Moreover, the laboratory session introduces the use
of Personal Computer, Microsoft Office Applications(Microsoft Word, Microsoft Excel
and Microsoft PowerPoint, and Microsoft Access), Computing Technologies for RDAE and
Internet Usages. This is a complete lab based course where students will learn these
applications with hands on exercises.

Course Goals / Learning Outcomes:

Up on the completion of this course, students will be able to:

 Find out what computer science is about and explore its applications and impact for
rural development and agricultural extension;
 Explain how the computer understands words, numbers, and how data and instructions
are stored, retrieved and processed;
 Describe basic characteristics of components of a computer system, and basics of
computer architecture illustration;
 Discuss and explain importance of securing computer-based resources (including
hardware, software, and information)

29
  Explain what the Internet is, browse and use the Internet for information and
communication purpose,
 Identify, discuss and use important categories of application software: word
processing, spreadsheet, database management, and internet usage.
 Demonstrate searching, validation, and evaluation of information found online and in
rural development and agricultural science related digital libraries.

Expectation:

Students are expected to attend all lectures and laboratory sessions with serious discipline and
they have to complete the required assessments. Thus, intensive reading of course references
and frequent practices of laboratory activities are expected from the students. In addition to
this, students are also strongly encouraged to collaborate with one another in studying the
reference books and lecture materials.
Course Content

Chapters Topics

Lecture Part

Chapter 1 Overview of Computing

1.1 Introduction to Computing

1.2 Definition of Computer and Computing

1.3 Computers Characteristics

1.4 Types of Computers

1.5 Applications of Computers

- Generic Applications

- Computer Applications for Rural Development and Agricultural Extension

30
 - Smart Computing and Sensing Applications

1.6 ICT for Rural Development and Agricultural Extensions

Chapter 2 Development of Computers

2.1. History of Computing

2.2. Computers Generations

2.3. Current Trends in Computing

Chapter 3 Computer System

3.1.Introduction to Computer Systems

3.2.Computer Hardware
3.2.1.Input-Output Units
3.2.2.Processing Unit
3.2.3.Storage Units
3.2.4.Ports and Connectors
3.2.5.Network Hardware
3.3.Computer Software
3.3.1.System Software
3.3.2.Applications Software
Chapter 4 Data Representation

4.1.Data and Computer (Units of Data Representation)

4.2.Number Systems
4.2.1.Binary, Octal, and Hexadecimal
4.2.2.Number Systems Conversion
4.2.3.Binary Arithmetic
4.3.Encoding Methods
Chapter 5 Computer Networks and Communications and Computer Security

5.1.Computer Networking Fundamentals and its Applications

5.2.Types of Networks and Communication Services
5.2.1.LANs (Local Area Networks) and WANs (Wide Area Networks)
5.2.2.Internet and Its Protocols
5.3.Network of IoT devices for Rural Development and Agricultural Extensions

31
 5.4.Computer Security
5.4.1.Virtual Society and Security
5.4.2.Issues and Ethics in Computer Technology
5.4.3.Information system vulnerabilities and associated risks
5.4.4.Computer Viruses and Worms
Chapter 6 Computing Technologies for Rural Development and Agricultural Extension

6.1.Overview of Computing Technologies

6.2.Emerging Practices to Improve the Delivery of Information through ICT
Technologies
6.3.Current Technological Advancements for Rural Development and
Agricultural Extension
6.3.1.Artificial Intelligence
6.3.2.Robotics
6.3.3.Remote Sensing
6.3.4.Internet of Things
Practical Part

Lab Part Windows Operating System Installation and Usage

1
- Operating System Installation
- Computer Boot-Up
- Manipulating Desktop Windows and Applications
- Work with Applications and File Explorer
- Organizing Files and Folders
- Windows Personalization and Computer Setting Management
- Common Computer Programs and their Usage
Lab Part Microsoft Office Installation and Usage
2
- Installation
- First use setup and activation
- Interacting with Office applications using Ribbon
- Microsoft Office Word
- Microsoft Office Excel and Access (Rural Development and Agricultural
Extension Data Processing)
- Microsoft Office PowerPoint
Lab Part Technologies for Rural Development and Agricultural Extension
3
- Inter of Things(IoT) for Rural Development and Agricultural Extension

32
 Data Processing
- Usage of Open Source Software Technologies for Rural Development and
Agricultural Extension Data Processing
Lab Part Internet Usage
4
-Email Usage
-Search Engine Usage (searching, validation, and evaluation of
information found online and in library databases for Rural Development
and Agricultural Extension)
- Computer Securing Strategies
Assessment methods:
Continuous Assessments (50%):
 Lab works
 Quizzes
 Assignment
 Tests
Final exam-50%

Text book and References:

- Dida Midekso, Information Technology: Addis Ababa University Printing Press,

Revised Press, 2006.
- Fikire Sitota and Belay Tedla: Fundamentals of Information Technology; Addis
Ababa, Mega Publishing Enterprise, 2002.
- Prasant Kumar Pattnaik, Raghvendra Kumar, Souvik Pal, S. N. Panda, "IoT and
Analytics for Agriculture" Series: Studies in Big Data 63, Publisher: Springer
Singapore, Year: 2020
- Sinha, Pradeep K., and Priti Sinha. Computer Fundamentals. BPB publications, 2010

COURSE POLICY
All students are expected to abide by the code of conduct of students throughout this course.
Academic dishonesty, including cheating, fabrication, and plagiarism will not be tolerated and
will be reported to concerned bodies for action. Class activities will vary day to day, ranging
from lectures to writing activities. Students will be active participants in the course. You need

33
to ask questions, generating ideas, involving in discussions. You are expected to do all the
assignments you are supposed to accomplish. You are required to do the assignments
provided according to the time table indicated and the instructor will give out the directions, if
necessary. With regard to writing assignments all students are expected to write by
themselves, getting other students to write for another is strictly forbidden. If two students or
more assignments are found identical these students‟ assignments will be rejected and the
students will face punishment in accordance to the rules and regulations of the university.

Note on class attendance and participation: students are expected to attend class regularly.
Instructor will take attendance on random days during the semester to ensure that students are
coming to class, and if they miss classes repeatedly, their grade will be affected. If students
miss more than 15% of the class attendance they will not sit for exams. Students are expected
to come to the class on time. Instructor will not allow any student enter if you late more than
five minutes.

Cell phone: Cell phones must be disabled before entering to the class as they are disruptive
and annoying to all of us in the class. So please make sure your cell phone is turned off before
entering the class. All changes in class schedules and some related necessary adjustments will
be communicated to students to enable them to adjust themselves accordingly.
Approved by:

_____________________________________ ________________
Name Signature
School/Department/Program Coordinator

_____________________________________ _______________
Name Signature
College/Institute/Director

34
13.4. Soil and Water Conservation (NaRM 241)

Program Rural Development and Agricultural Extension

Degree program B.Sc. in Rural Development and Agricultural Extension
Course Title Soil and water Conservation
Course code NaRM 241
Year and semester Year II: Semester I
Prerequisite None
ECTS/CrHr 5/3
Contact Hours (study Lectures Tutorials Practical Home Total Study hours
hour distribution) study
32 10 16 50 124
Course Description Concepts of soils: soil development and processes; physical,
chemical and biological properties of soil; soil water management
(runoff and infiltration, evaporation, water uptake by plants,
irrigation water);Water resources of the world; water resources
potential and utilization in Ethiopia; Water resource management;
Soil erosion (water and wind) and its impact; Erosion control
measures; Soil erosion Assessment and Measurement; soil
conservation measures (biological and physical); concepts of
watershed characteristics; Issues and constraints in Watershed
management; Appropriate technology for WSM; Socio-economic
issues in watershed management; planning and management of
watershed; Planning and analysis for watershed management.

Course Objectives & After successful completion of the course students will be able to:
Competences to be  explain concepts of soils;
Acquired  identify soil properties of soil and water,
 assess the different soil and water management techniques;
 discuss water resources potential and utilization in Ethiopia;
 identify the available water resources,
 analyze the causes of soil erosion;
 equip with methods of soil and water conservation practices;
 differentiate the different watershed management practices;
 be familiarized with the process of watershed management;
 realize the importance of collective action for watershed
management;
 comprehend the principles of integrated water resource
35
 management.
Course outline 1. Introduction to Soils
1.1.Concepts of Soils
1.2.Soil as a renewable natural resource
1.3.Major Components of Soil
1.4.Approaches to the Study of Soil
1.5.Functions of Soil
2. Soil Forming Factors and Weathering Processes
2.1.Factors of Soil Formation
2.1.1. Climate
2.1.2. Living organisms
2.1.3. Parent material
2.1.4. Topography
2.1.5. Time
2.2.Weathering and Soil Formation
2.2.1. Physical weathering
2.2.2. Chemical weathering
3. Important Physical Properties of Soils
3.1.Soil texture
3.2.Soil structure
3.3.Particle and bulk densities and pore space of soils
3.4.Soil Consistence
3.5.Soil Color
3.6. Soil air and Temperature
4. Important Chemical Properties
4.1.Essential Plant Nutrients and Their Forms
4.2.Soil reaction/Soil pH
4.3.Soil Acidity
4.4.Soil Salinity and alkalinity/Sodicity
4.5.Soil Cation Exchange Capacity
5. Soil Organic Matter
5.1.Sources, Composition and Decomposition of Organic
Matter
5.2.Carbon to Nitrogen Ration and Its Significance
5.3.Factors Affecting Soil Organic Matter
5.4.Influence of Soil Organic Matter on Soil Properties & Plant
Growth
6. Soil and Water Relationships
6.1.The function of soil water
6.2.Classification of Soil Water
6.3.Retention of Soil Water and its Energy Concepts
6.4. Movement of Soil Water
6.5. Water resources of the world
36
 6.6.Water resources potential and utilization of Ethiopia
6.7.Water loss and Its Management
7. Soil Erosion and Control Measures
7.1.Processes and Forms of erosion
7.2.Factors affecting soil erosion
7.3.Soil erosion Hazard Assessment
7.4.Predicting soil erosion (empirical models-USLE)
7.5.Erosion control measures
7.5.1. Mechanical erosion control measures
7.5.2. Biological erosion control measures
8. Watershed and Watershed Management
8.1. Concepts of watershed and watershed Management
8.2.Types of watershed
8.3.Aims and principles of watershed management
8.4.Main components of watershed
8.5.Steps of watershed management
8.6. watershed management Practices
8.7.Socio-economic issues in watershed management
8.8.Planning and analysis for watershed management
8.9.Appropriate technology for watershed management
Practical sessions 1. Identification of Soil-Forming Rocks and Minerals
2. Field Observation of Soil Profiles of Different Soil Types.
3. Identification of Soil Colors using Munsel Color Chart
4. Soil Texture Analysis by Feel Method and Hydrometer
5. Determination of Soil Bulk density
6. Soil pH and Electrical Conductivity Measurement
7. Soil Water Content Determination
8. Soil Organic Matter Determination
9. Field observation of degraded soil and conservation practices in
watershed
Method of delivery  Lectures
 Laboratory demonstrations
 Field visits and discussions

Mode of o Laboratory and field visit reports and attendance…….10%

evaluation/Assessment o Specific lab exam……...…………………..……….10%
o Continuous assessment.………………….………..30%
o Final exam……..………………….…………….50%
37
Attendance 85% Lecture,100%Practical
requirement:

References 1. Abebe,M.1998.Nature & Management of Ethiopian Soils.

Alemaya, University of Agriculture, Ethiopia.
2. Brady C.Nyleand WeilR.2000.The nature and properties of
soils13rded.Pearson Edu, INC, Upper saddle river, USA.

3. Brady,N.C.and Weil,R.R.2002.The nature and properties of soils:

Third Edition. Macmillan publishing

4. Faniran,A.,Areola,O.1978.Essentials of Soil Study: with special

emphasis to a tropical area, Heinemann, Lusaka

5.Jownsend,W.N.1973.An Introduction to the Scientific Study of

the Soil(5thEd.). Edward Amold,London.

6.Miller,R.E.W.,Donahue,R.L.1995.Soils in Our
Environment(7thEd.).Prentice-Hall India.

7. Patrick EF.,1980.Soils:Their formation, Classification, and

Distribution

8. Rai,M.M.1998. Principles of Soil Sciences.ReplikaPressPvt.

Ltd.,NewDelhi.

9. Wild,A.1993.Soils and the Environment: An Introduction.

Cambridge, University

Grading As per senate legislation

COURSE POLICY
All students are expected to abide by the code of conduct of students throughout this course.
Academic dishonesty, including cheating, fabrication, and plagiarism will not be tolerated and
will be reported to concerned bodies for action. Class activities will vary day to day, ranging
from lectures to writing activities. Students will be active participants in the course. You need
to ask questions, generating ideas, involving in discussions. You are expected to do all the

38
assignments you are supposed to accomplish. You are required to do the assignments
provided according to the time table indicated and the instructor will give out the directions, if
necessary. With regard to writing assignments all students are expected to write by
themselves, getting other students to write for another is strictly forbidden. If two students or
more assignments are found identical these students‟ assignments will be rejected and the
students will face punishment in accordance to the rules and regulations of the university.

Note on class attendance and participation: students are expected to attend class regularly.
Instructor will take attendance on random days during the semester to ensure that students are
coming to class, and if they miss classes repeatedly, their grade will be affected. If students
miss more than 15% of the class attendance they will not sit for exams. Students are expected
to come to the class on time. Instructor will not allow any student enter if you late more than
five minutes.

Cell phone: Cell phones must be disabled before entering to the class as they are disruptive
and annoying to all of us in the class. So please make sure your cell phone is turned off before
entering the class. All changes in class schedules and some related necessary adjustments will
be communicated to students to enable them to adjust themselves accordingly.
Approved by:

_____________________________________ ________________
Name Signature
School/Department/Program Coordinator

_____________________________________ _______________
Name Signature
College/Faculty/Institute/Director

39
13.5. Crop Production and Management (PlSc 251)
Cr.Hr: 3(2+1), ECTS = 5

Year II Semester I

Course description for agronomic part

The course intends to introduce students with the basic principles of crop production and
management. In this, course students acquaint history and definition of agriculture, origin of
plants, the physical and biological factors that affect crop production, basic classification of
crops, reproduction and mode of pollination of crops, agronomic/cultural practices of crop
production. The course also acquaints students (through reading) on the basic principles of
producing major cereals in Ethiopia.

Course Objectives

At the end of the course, students are expected to develop an understanding of:

 The history of and definition of agriculture, the clear difference between crop
production as an art and a science and origin of crop plants
 Environmental and biological factors that affect (both positively and negatively) crop
production and management.
 The classification, mode of pollination and reproduction of crops as it is related to crop
production.
 The interaction of the environmental factors and crop as it is related to crop production
and management.
 The basic agronomic/cultural practices.

Course Contents

1. Introduction

1.1. History and definition Agriculture

1.1.1. Definition Agriculture

1.1.3. Agriculture in Ethiopia

2. Crop Production as an Art and a Science

40
2.1. Definition of Crop production

2.1.1. Crop production as an art

2.1.2. Crop production as science

2.2. Food Production and Population Growth

2.2.1. Food production and distribution

2.2.2. Food self-sufficiency and Food security

2.3. Measures to balance population growth and food production

3. Origin of Cultivated Plants

4. Classification and Reproduction of Crop Plants

4.1. Classification of Crop Plants

4.1.1. Botanical Classification:

4.1.2. Agronomic classification

4.1.3. Classification based on life cycle

4.1.4. Classification based on special purpose

4.2. Reproduction of Crop Plants

5. Factors Affecting Crop Production

5.1. Environmental (External) factors

5.1.1. Climatic Factors: i. Precipitation (rainfall) ii. Temperature (air temperature)

iii. Humidity vi. Solar radiation v. Wind

5.1.2. Edaphic Factors (soil factors)

a. Soil moisture c. Soil aeration e. soil organisms

b. Soil temperature d. Soil nutrients

5.2. Biotic Factors

41
i. Weeds ii. Insects iii. Diseases

6. Cropping System and Agronomic Practices

6.1. Cropping Systems

6.1.1. Shifting and continuous cultivation

6.1.2. Mono and multiple cropping

6.1.3. Crop rotation and inter-cropping

6.1.4. Mixed and alley cropping

6.2. Agronomic or cultural practices

6.2.1. Definition of Tillage

6.2.2. Types of tillage

6.2.3. Crop selection

6.2.4. Seed and seed treatment

6.2.5. Sowing and sowing methods

6.2.6. Types of fertilizers and their application

Hours Practical field works Tasks

4 Morphological characterization of field crops Report writing

2 Identifications of weeds Report writing

4 Apply fertilizers by students and make note about methods of Report writing
application

S.N Assessment methods Allotted marks in %

1 Practical 10
2 Quiz 5
3 Assignment and presentation 10
4 Final exam 25
Total 50%
42
Reference books

1. Reddy,S.R.2000. Principles of Crop Production.Kalyani Publishers, ludhaiana,India.

2. Acquaah,G.2002.Principles of crop production.Theory,Techniques and Technology.
PrenticeHall, new Jersey ,USA.
3. Sign.G.,J.S.Kolar and H.S.Sekhon (eds.).2002. Recent Advances in Agronomy. Indian
Society of Agronomy.IARI. New Delhi,India.
4. Finch H. J. S., Samuel A. M. and Lane G. P. F. 2002. Lockhart & Wiseman‟scrop
husbandry including grassland, 8th ed.Woodhead Publishing Limited.Delhi 110 040,
India.
5. Martin, J,R.P.Waldren and D.L. Stamp. 2006. Principles of Field Crop Production. 4th
(ed.), New Jersey, USA.

Part 2: Horticulture
Course Description

Classification of Horticultural crops, importance and problems of horticultural crops

production in Ethiopia, methods of establishing and managing horticultural crops,
introduction to fruit crop production, introduction to vegetable crop production,
postharvest handling of horticultural crops

Course Objectives

At the end of the course, students are expected to develop an understanding of

 the basic difference between field crops and horticultural crops

 Methods of Classification of Horticultural crops

 Importance and problems of horticultural crops production in Ethiopia

 scope, status and uses of fruit and vegetable crops in Ethiopia

 preparation of nursery and its management

 how commercial fruit and vegetable farms are established and managed

43
  Basic principles, techniques and types of fruit propagation

 basic principles and techniques of breeding of fruit and vegetable seed production

 harvesting, post-harvest handling, marketing, storage of fruit and vegetables crops

Course Contents

1. INTRODUCTION
1.1. Horticulture Areas of Study
1.2. Types of horticultural production system
2. Classification of Horticultural Crops
3. Importance and problems of Horticultural crops in Ethiopia
3.1. Potential of the country for horticultural crop production
3.2. Problems involved in the development of horticulture industry in Ethiopia

3.2.1.. Lack of knowledge about production and utilization

3.2.2. Lack of research and extension work

3.2.3.. Disease, pest, salinity etc problems

3.2.4. Lack of seed (planting material)

3.2.5. Marketing, quality and handling problems

4. Methods of Establishing and Managing Horticultural Crops

4.1. Site selection

4.2. Directing growth of Horticultural crops

4.2.1. Site clearing

4.2.2 Terracing and Irrigation structure installation

4.2.3. Lay out and planting in the field

4.2.4. Digging holes for planting

44
 4.2.5. Planting fruit tree seedling

4.2.6. Irrigation and Fertilization

4.2.7 Training and pruning

4.2.8. Control of weeds, pests and diseases

5. Introduction to Fruit Crops Production

5.1. Nutritional values of fruits

5.2. Social and Economic value of fruits

5.3. Techniques of propagating fruit trees

5.3.1. Propagation of fruit crops by seed (sexual)

5.3.2. Propagation of fruits by vegetative means (asexual)

5.3.2.1. Propagation of Fruit Crops by Cutting

5.3.2.2. Propagation of fruit trees by layering

5.3.2.3. Propagation of fruit trees by budding

5.3.2.4. Propagation by Specialized Vegetative Structures/Means

6. Vegetable Seeds and Seed Growing

7. Harvesting, Post-Harvest Handling and Marketing of Horticultural Crops

7. 1. Harvesting

7.1.1. Predicting Harvest Date

7.1.2. Harvesting date

7.2. Post-Harvest Handling of Fruits

7.3. Types of storage

7.4. Transportation and Marketing

45
Hours Practical field work Tasks

2 Identification of vegetable crops Report writing

2 Identification of climacteric and non-climacteric fruits Report writing

2 Identification of irrigation system Report writing

S.N Assessment methods Allotted marks in %

1 Practical 10
2 Test 10
3 Assignment and presentation 10
4 Final exam 20
Total 50%

Reference books

Hompson A.K. 2003. Fruit and Vegetables Harvesting, Handlingand Storage,2nd ed.Blackwell
Publishing Ltd. ISBN 1-4051-0619-0.

Leonard P. Stoltz and John Strang. 2005. Reproducing Fruit Trees by Graftage:

Budding and Grafting.University of Kentucky College of Agriculture.

American Horticultural Society, Plantpropagation/editor –in-chief,Alan Toogood. 1st

American ed. Published in the USA by DK.publishing, INC. 1999.

COURSE POLICY
All students are expected to abide by the code of conduct of students throughout this course.
Academic dishonesty, including cheating, fabrication, and plagiarism will not be tolerated and
will be reported to concerned bodies for action. Class activities will vary day to day, ranging
from lectures to writing activities. Students will be active participants in the course. You need
to ask questions, generating ideas, involving in discussions. You are expected to do all the
assignments you are supposed to accomplish. You are required to do the assignments
provided according to the time table indicated and the instructor will give out the directions, if
necessary. With regard to writing assignments all students are expected to write by
46
themselves, getting other students to write for another is strictly forbidden. If two students or
more assignments are found identical these students‟ assignments will be rejected and the
students will face punishment in accordance to the rules and regulations of the university.

Note on class attendance and participation: students are expected to attend class regularly.
Instructor will take attendance on random days during the semester to ensure that students are
coming to class, and if they miss classes repeatedly, their grade will be affected. If students
miss more than 15% of the class attendance they will not sit for exams. Students are expected
to come to the class on time. Instructor will not allow any student enter if you late more than
five minutes.

Cell phone: Cell phones must be disabled before entering to the class as they are disruptive
and annoying to all of us in the class. So please make sure your cell phone is turned off before
entering the class. All changes in class schedules and some related necessary adjustments will
be communicated to students to enable them to adjust themselves accordingly.
Approved by:

_____________________________________ ________________
Name Signature
School/Department/Program Coordinator

_____________________________________ _______________
Name Signature
College/Faculty/Institute/Director

47
13.6. Livestock Production and Management (AnSc 261)

Course Description
Livestock production and management designed to cover the role of livestock in Ethiopian
economy; livestock production systems; constraints to livestock production and productivity;
feeds and feeding of farm animals; reproduction and genetic improvement schemes; dairy
cattle production systems; breeds of dairy cattle, milk and milk products and their utilization
patterns; beef fattening systems in Ethiopia and principles of beef cattle production;
domestication, distribution and taxonomy of sheep and goats, attributes of small ruminants
and breeds of sheep and goats; role of poultry production, poultry production systems, poultry
breeds, incubation, managing of chicks, growers, layers and broilers; origin, domestication,
distribution and zoological classification of camels; anatomical and physiological
characteristics of camel; importance of camel; the role of beekeeping; honey bee colony
organization and systems of beekeeping in Ethiopia; hive products and their uses; animal
housing and common diseases and parasites of farm animals.

Course objectives
At the end of this course students will be able to:
 describe the role of livestock production in Ethiopian economy
 understand reproduction management and methods of genetic improvement of farm
animals
 describe the dairy production systems in Ethiopia, major breeds of dairy cattle and
milk and milk products and their utilization patterns
 know systems of cattle fattening in Ethiopia, major breeds of beef cattle and principles
of beef cattle production
 Understand the role of small ruminants in livestock production and identify common
indigenous and exotic breeds of sheep and goats
 describe the role of poultry production in Ethiopian economy, identify potential
poultry breeds and manage the production of chicken
 identify species of camels and figure out their typical anatomic and physiological
adaptation mechanisms, and their importance in Ethiopian economy
 identify different systems of beekeeping in Ethiopia and manage honey bees and hive
products
 explain the importance and identify different types of housing for farm animals
 Identify common diseases and parasites of farm animals

48
Course Syllabus

Program Rural Development and Agricultural Extension

Course Title Livestock Production and Management
Curse Code AnSc 261
ECTS/credit Hrs 5/3 (2+1)
Target student Year II; Semester I
Prerequisites
Lecture class/Room No:
Lecture days /Hours:
Instructor information: Name:
Mobile no:
e-mail:
Consultation hours:
Office address:
Units/sub-sections Study hours distribution Total
(Hrs)
Lectures Practica Tutoria Self-
l l Study
1. Introduction
1.1 The role of livestock production in
Ethiopian Economy
1.2 Trends in livestock production
1.3 Constraints for livestock production and
productivity
2. Livestock Production Systems and
Feeding
2.1 Livestock production systems
2.1.1. Range livestock production systems
2.1.2. Crop-livestock (mixed) production
systems
2.1.3. Landless livestock production
systems
2.2 Feeds and feeding of farm animals
2.2.1 Feed resources
2.2.2 Feeding Strategy
3. Reproductive physiology and Genetic
Improvement of Farm Animals
3.1 Reproductive physiology
3.2 Reproduction Management
3.3 Breeding and Selection of breeding stock
49
3.4.Artificial insemination
4. Dairy Cattle Production
4.1. Dairy production systems in Ethiopia
4.2. Breeds of dairy cattle
4.2.1. Indigenous dairy cattle breeds
4.2.2. Exotic dairy cattle breeds
4.3 Milk and milk products utilization
patterns
5. Beef Cattle Production
5.1 Beef cattle production in Ethiopia:
challenges and opportunities
5.2. Breeds of beef cattle
5.3 Beef cattle fattening systems in Ethiopia
5.3.1. Traditional highland practices
5.3.2. By-product based fattening
5.3.3. Hararghe fattening systems
5.4 Principles of beef cattle production
5.4.1 Growth and development
5.4.2 Transport, pre-slaughter care and
slaughtering
6. Sheep and Goat Production
6.1. Domestication, distribution and
zoological classification of sheep and goats
6.2. Attributes of sheep and goats
6.3. Sheep and goats breeds
6.3.1 Criteria for breed classification
6.3.2. Indigenous and exotic Sheep breeds
6.3.3. Indigenous and exotic Goats breeds
7. Poultry Production and Management
7.1. The role of poultry production
7.2. Poultry production systems
7.3. Poultry breeds
7.4. Poultry management
7.4.1. Incubation and hatchery management
7.4.2. Brooding Management
7.4.3. Grower Management
7.4.4. Layer Management
7.4.5. Broiler Management
8. Camel Production
8.1. Origin, domestication and distribution of
camels
8.2. Classification of camels
50
8.3. Importance of camel
8.4. Anatomical and physiological
characteristics of camel
9. Beekeeping
9.1. History and significance of beekeeping
9.2. Organization of bee colony
9.3. Systems of beekeeping in Ethiopia
9.3.1. Honey hunting
9.3.2. Traditional beekeeping
9.3.3. Transitional beekeeping
9.3.4. Modern beekeeping
9.3.5. Hive products and their uses
10. Livestock Housing
10.1. Importance of housing
10.2. Types of housing
11. Common Diseases and Parasites of
Farm Animals
11.1. Predisposing Factors to Diseases and
Animals Protective Mechanisms
11.2. Common Diseases of farm animals
11.3. Common Parasites of farm animals
11.4. Sanitary and management practices
Total Course Load 48 16 10 144 218

TEACHING AND LEARNIG METHODS

This course will be delivered in combination with the following methods:

A. Lecture : The teacher provides lectures and summaries whenever appropriate and
required
B. Tutorial: Three tutors will be given at the end of each two successive chapters
according to the nature of the course

C. Reflection: students are required to consistently make their own reflections on

issues under discussion in class

D. Assignments: Students will at least take two rounds of assignments to be worked,

evaluated and / or presented in class
51
 E. Presentations and seminars: As part of the instruction process, students will
present their assignments. The presentations then should be followed by warm class
discussions and debates.

ASSESSEMENT METHODS:

No Assessment techniques with due date Competency to be Weight for each

assessed assessment
1 Class Participation and attendance, at all Knowledge, skill and 5%
times. attitude
2 First Assignment, at the end of the fourth Knowledge and skill 10%
week.
3 Presentation of the first assignment, at Knowledge, skill and 10%
the end of the fifth week. attitude
4 Quiz ,unspecified time Knowledge and skill 5%
5 Second Assignment, at the end of the Knowledge, skill and 10%
10th week attitude
6 Presentation of the Second assignment, at Knowledge, skill and 10%
the end of the 14th week attitude
7 Final Exam, according to the schedule of Knowledge, skill and 50%
the University attitude
Total 100

References

Banerjee, G.C. 2005. A text book of animal husbandry . 8th edition. Oxford and IBH
Publishing Co.PVT.LTD., New Delhi
Gopalkrishnan, C.A. and Lal, G.M.M. 2004. Livestock and poultry enterprises for rural
development. Vikas Publishing House PVT. LTD., New Delhi. Pp 1096
Reddy, D.V. 2007. Applied Nutrition: Livestock, Poultry, Human, Pet, Rabbit and laboratory
animal nutrition. Vijay Primlani for Oxford and IBH Publishing CO.PVT.LTD, New
Delhi. Pp

Banerjee, G.C. 2005. A text book of animal husbandry . 8th edition. Oxford and IBH
Publishing Co.PVT.LTD., New Delhi
Gopalkrishnan, C.A. and Lal, G.M.M. 2004. Livestock and poultry enterprises for rural
development. Vikas Publishing House PVT. LTD., New Delhi. Pp 1096
Reddy, D.V. 2007. Applied Nutrition: Livestock, Poultry, Human, Pet, Rabbit and laboratory
animal nutrition. Vijay Primlani for Oxford and IBH Publishing CO.PVT.LTD, New
Delhi. Pp

52
COURSE POLICY
All students are expected to abide by the code of conduct of students throughout this course.
Academic dishonesty, including cheating, fabrication, and plagiarism will not be tolerated and
will be reported to concerned bodies for action. Class activities will vary day to day, ranging
from lectures to writing activities. Students will be active participants in the course. You need
to ask questions, generating ideas, involving in discussions. You are expected to do all the
assignments you are supposed to accomplish. You are required to do the assignments
provided according to the time table indicated and the instructor will give out the directions, if
necessary. With regard to writing assignments all students are expected to write by
themselves, getting other students to write for another is strictly forbidden. If two students or
more assignments are found identical these students‟ assignments will be rejected and the
students will face punishment in accordance to the rules and regulations of the university.
Note on class attendance and participation: students are expected to attend class regularly.
Instructor will take attendance on random days during the semester to ensure that students are
coming to class, and if they miss classes repeatedly, their grade will be affected. If students
miss more than 15% of the class attendance they will not sit for exams. Students are expected
to come to the class on time. Instructor will not allow any student enter if you late more than
five minutes.
Cell phone: Cell phones must be disabled before entering to the class as they are disruptive
and annoying to all of us in the class. So please make sure your cell phone is turned off before
entering the class. All changes in class schedules and some related necessary adjustments will
be communicated to students to enable them to adjust themselves accordingly.
Approved by:
____________________________________ ________________
Name Signature
School/Department/Program Coordinator
_____________________________________ _______________
Name Signature
College/Faculty/Institute/Director

53
13.7. Introduction to Statistics (Stat 212)
Course Description
Students of RDAE must learn and understand the basic statistical concepts and methods. It
enables them to understand means of data collection, organization, analysis and interpretation
of both quantitative and qualitative data/information in logical and meaningful terms in the
field of RDAE. It covers basic concepts in statistics; the importance of statistics in conducting
researches, methods of sampling; graphical descriptive techniques such as frequency
distribution tables, graphs/diagrams/charts; numerical descriptive techniques such as measures
of central tendency and dispersion; probability theory and rules; random variables and
probability distributions; sampling distributions; statistical estimation and inference and
hypothesis testing.

Course Objectives
The aim of the course is to introduce the basic statistical concepts and methods commonly
used in agricultural extension. In particular, subject matter enables the students‟ present data
using appropriate descriptive summaries, including tables, diagrams, graphs and descriptive
statistics. And make statistical inferences based on sample data by constructing confidence
intervals for population means and differences, and testing hypotheses.
After completing this course, students will be able to:
 understand the basic concepts of agricultural statistics
 identify the different types of statistical distributions with their applications in
agricultural sciences
 demonstrate how to apply the different methods of data collection, organization, and
presentation in your specific field of agricultural sciences
 describe the given data set with appropriate measures of central tendency, variability
and relationship
 differentiate the various types of sampling methods that can be applied for the different
types of agricultural and rural development studies/researches

54
  understand the distinction between correlation and regression analysis and their
applications on agricultural sciences
 understand how to make inferences about population parameters for agricultural
researches based on point and interval estimates using the appropriate test statistics
 determine the significance of the conclusions made about population parameters by
performing hypothesis testing
 illustrate the application of agricultural statistics in areas of your discipline
 demonstrate the relationship of statistics to your everyday life of activities

Program Rural Development and Agricultural Extension

Course Name Introduction to Statistics
Curse Code Stat 212
Cr. Hr. /ECTS: 3/5
Class year Year: II; Semester II
Prerequisites None
Lecture class/Room No
Lecture days /Hours
Instructor Name: e-mail:
Tutor Name: e-mail:
Consultation hours
Study hour distribution Self Total hrs
Topics Lecture Seminar/Tutorial Practical study
Chapter 1: Introduction
1.1 What is statistics
1.2 Types of Statistics
1.3 Variables and Types of Data
1.4 Scales of Measurement
1.5 Functions of Statistics
1.6 The Role of Statistics in
Agricultural Research
Chapter 2: Graphical Descriptive
Techniques
2.1 Frequency Distribution Table:
Qualitative and quantitative FDs
2.2 Absolute and Relative FDs
2.3 Cumulative FDs
55
2.4 Frequency Distribution Charts
Chapter 3: Numerical Descriptive
Techniques
3.1 Measures of Central Tendency
3.2 Measures of Dispersion
3.3 Measures of Skewness and
Kurtosis
3.4 Measures of Correlation
Chapter 4. Some Basic Concepts of
Sampling
4.1 Probability Sampling Methods
4.2.Non-Probability Sampling
Methods
Chapter 5: Sampling Distributions
5.1 Sampling Distributions of Sample
Mean
5.2 Sampling Distributions of Sample
Proportions
Chapter 6: Statistical Estimation
6.1 Point Estimation
6.2 Desirable Properties of Estimators
6.3 Interval Estimation
6.4 Determining the Sample Size
6.5 An Overview of Methods of
Estimation
Chapter 7: Hypothesis Testing in
Agricultural Researches
7.1 Basic Concepts in Hypothesis
Testing
7.2 Hypothesis Tests about a
Population Mean
7.3 Hypothesis Tests about a
Population Proportion
7.4 Analysis of Variance: Various
Experimental Designs in
Agricultural Researches
-ANOVA table
- Preliminary Mode
Specification
7.5 Chi-Square Tests
Chapter 8: Probability Theory and
Rules
8.1 Some Basic Concepts of
56
 Probability
8.2 Definitions and Types of
Probability
8.3 Basic Rules of Probability
Chapter 9: Random Variables and
Probability Distributions
9.1 Random Variables
9.2.Discrete Probability Distributions
9.3 Continuous Probability
Distribution
9.4 Expected Value and Variance of a
Random Variable
10. Experimental Designs
10.1. Principles of Experimental
Designs
10.1.1. Introduction
10.1.2. Experimental Error
10.1.3. Replication
10.1.4. Randomization
10.1.5. Blocking
10.3. Commonly used experimental
designs
10.3.1. Single Factor Experiment
10.3.1.1.Completely Randomized
Designs (CRD)
10.3.1.2. Randomized Complete Block
Design (RCBD)
107.3.1.3. Latin Square Design
10.3.2. Factorial Experiments
Chapter 11: Special Probability
Distributions
11.1 Binomial Probability Distribution
11.2 Poisson Probability Distribution
11.3 Normal Probability Distribution
Mode of course delivery and evaluation: The course will be delivered through lectures, class
discussions, question and answering, home exercises and assignments. Students taking this
course will be assessed through quizzes, individual and/or group assignments, mid-term and
final examinations.

TEACHING AND LEARNIG METHODS

This course will be delivered in combination with the following methods:

57
 A. Lecture : The teacher provides lectures and summaries whenever appropriate and
required
B. Tutorial: Three tutors will be given at the end of each two successive chapters
according to the nature of the course

C Reflection: students are required to consistently make their own reflections on

issues under discussion in class

D. Assignments: Students will at least take two rounds of assignments to be worked,

evaluated and / or presented in class

E. Presentations and seminars: As part of the instruction process, students will

present their assignments. The presentations then should be followed by warm class
discussions and debates.

ASSESSEMENT METHODS:

No Assessment techniques with due date Competency to be Weight for

assessed each
assessment
1 Class Participation and attendance, at all Knowledge, skill and 5%
times. attitude
2 First Assignment, at the end of the fourth Knowledge and skill 10%
week.
3 Presentation of the first assignment, at the Knowledge, skill and 10%
end of the fifth week. attitude
4 Quiz ,unspecified time Knowledge and skill 5%
5 Second Assignment, at the end of the 10th Knowledge, skill and 10%
week attitude
6 Presentation of the Second assignment, at the Knowledge, skill and 10%
end of the 14th week attitude
7 Final Exam, according to the schedule of the Knowledge, skill and 50%
university attitude

58
References/Suggested Readings

Bowem E.K. and Starr M.K. (1982). Basic Statistics for business and Economics. McGraw-
Hill, Inc.
Chandan J.S, et al (1995). Business Statistics, 2nd ed.
Gupta, C.B. (1997). An introduction to statistical Methods, Vikas Publishing House.
Mann, P.S. (1997). Introductory Statistics. 3rd ed.
Manson D., et al (1999). Statistical Techniques in Business and Economics. McGraw-Hill,
10th ed.
Salvatore D. and Reagle D. (2005). Statistics and Econometrics.
Sincich, T. (1993). Statistics by Examples. 5th ed., Printice-Hall, Inc.
Studenmund, A.H. (1992). Using Econometrics: A Practical Guide. 2nd ed., HarperCollins
Publishers Inc.

COURSE POLICY
All students are expected to abide by the code of conduct of students throughout this course.
Academic dishonesty, including cheating, fabrication, and plagiarism will not be tolerated and
will be reported to concerned bodies for action. Class activities will vary day to day, ranging
from lectures to writing activities. Students will be active participants in the course. You need
to ask questions, generating ideas, involving in discussions. You are expected to do all the
assignments you are supposed to accomplish. You are required to do the assignments
provided according to the time table indicated and the instructor will give out the directions, if
necessary. With regard to writing assignments all students are expected to write by
themselves, getting other students to write for another is strictly forbidden. If two students or
more assignments are found identical these students‟ assignments will be rejected and the
students will face punishment in accordance to the rules and regulations of the university.

Note on class attendance and participation: students are expected to attend class regularly.
Instructor will take attendance on random days during the semester to ensure that students are
coming to class, and if they miss classes repeatedly, their grade will be affected. If students
miss more than 15% of the class attendance they will not sit for exams. Students are expected
to come to the class on time. Instructor will not allow any student enter if you late more than
five minutes.

59
Cell phone: Cell phones must be disabled before entering to the class as they are disruptive
and annoying to all of us in the class. So please make sure your cell phone is turned off before
entering the class. All changes in class schedules and some related necessary adjustments will
be communicated to students to enable them to adjust themselves accordingly.
Approved by:

_____________________________________ ________________
Name Signature
School/Department/Program Coordinator

_____________________________________ _______________
Name Signature
College/Faculty/Institute/Director

60
13.8. Extension Program Planning, Monitoring and Evaluation (RDAE 222)

Course Description:
This course introduces students to the concept of extension program planning; the concept of
planning, meaning and principles of extension program planning; collecting information for
extension program planning; acquisition and evaluation of secondary data, collecting primary
data; extension program planning method, steps in extension program planning, logical
framework as a planning aid; extension program monitoring and evaluation, a conceptual
framework for monitoring and evaluation, indicators for monitoring and evaluation

Course Objectives
After successful completion of this course, students will be able to:
 Define extension program planning
 Identify the basic principles of extension program planning
 Identify and evaluate the data
 Identify steps in extension program planning
 Describe the concepts and structure of logical frame work
 Appreciate the definition and indicators of monitoring and evaluation in extension
programs

Content and Thematic Plan

Program Rural Development and Agricultural Extension

Course Name Extension Program Planning, Monitoring and Evaluation
Curse Code RDAE 222
Cr. Hr. / ECTS: 3/5
Target student Year II; Semester II
Prerequisites
Lecture class/Room No
Lecture days /Hours
Instructor Name: e-mail:

61
Tutor Name: e-mail:
Consultation hours
Unit/sub-section Study hour distribution Self-study Total
Lectur Practical Tutoria (Hrs)
e l
1. Introduction 5 15 20

1.1 Concept and meaning of

planning, M & E
1.2 Types of planning
1.3 Nature of planning
1.3.1. Top down planning
1.3.2. Bottom up planning
1.3.3. Participatory planning
1.4. Meaning and importance of
program planning
1.5. The role of extension agents in
program planning
1.6. principle of extension program
planning
2. Collecting information for 12 3 36 51
extension program planning
2.1.Acquisition and evaluation of
secondary data
2.2.Collecting primary data
2.2.1. What is Participatory
Rural Appraisal?
2.2.2. Non-Participatory Method
of data collection
2.3.Peoples Participation
2.3.1. Levels of participation
2.3.2. Advantages of Peoples‟
Participation
2.3.3. Limitations of Peoples‟
Participation
3. Extension Program Planning 16 4 48 68
Design

3.3.Steps in extension program

planning
3.3.1. Situation analysis
3.3.2. Target group
identification
62
 3.3.3. Problem analysis
3.3.4. Setting objectives
3.3.5. Selecting possible
solutions of a problems
3.3.6. Selecting extension
methods
3.3.7. Organization of activities
3.3.8. Identification of resource
and estimation cost
4. Logical frame work as a planning 7 3 21 31
aid
4.6.Concept of logical frame work
4.7.Key terms and steps of logical
frame work
4.8.Structure of logical framework
4.9.Advantage and limitation of
logical framework
5. Extension program monitoring 8 24 32
and evaluation
5.1.Concept of monitoring and
evaluation
5.2.Reasons for Evaluation
5.3.Types of evaluation
5.4.Similarity and Differences
between Monitoring and
Evaluation
5.5.Indicators of Monitoring and
Evaluation
Total Course Load 48 10 144 1102

TEACHING AND LEARNIG METHODS

The course material will be delivered through:
A. Lecture: course materials, case study materials, lecture notes, and articles
B. Tutorial: Two tutors will be given at the end of two successive chapters
C. Reflection: students are required to consistently make their own reflections on
issues under discussion in class. As such, class participation includes activities
such as speaking, listening, observing, sharing ideas, and reflecting.
D. Assignments: Students will at least take two rounds of assignments to be worked,
evaluated and / or presented in class
63
 E. Presentations and seminars: As part of the instruction process, students will
present their assignments. The presentations then should be followed by warm
class discussions and debates.
The course will comprise of 3 credit hours. There will be 3 contact hours per week and a
minimum 3 hours of independent study for each contact hour of a lecture.
Assessment method

No Assessment techniques with due date Competency to Weight for each

be assessed assessment
1 Class Participation and attendance, at all Knowledge, skill 5%
times. and attitude
2 First Assignment, at the end of the fourth Knowledge and 10%
week. skill
3 Presentation of the first assignment, at Knowledge, skill 10%
the end of the fifth week. and attitude
4 Quiz, unspecified time Knowledge and 5%
skill
5 Second Assignment, at the end of the Knowledge, skill 10%
10th week and attitude
6 Presentation of the Second assignment, at Knowledge, skill 10%
the end of the 14th week and attitude
7 Final Exam, according to the schedule of Knowledge, skill 50%
the university and attitude
Total 100%

Text Books/References

Ban, A.W.Vanden & H.S.Hawkins(1998). Introduction to Agricultural Extension. New York.

IFRC (2011). Project/programme monitoring and evaluation (M&E) guide: International

Federation of Red Cross and Red Crescent Societies, Geneva, Switzerland.

Kultar Singh etal., (2017). A Practitioners‟ Manual on Monitoring and Evaluation of

Development Projects: Cambridge Scholars Publishing, UK, Newcastle.

Moris,T.(1991).Extension Alternatives in Tropical Africa. Overseas Development Institute,

London.

Singh, A.K. (2001) Agricultural Extension: Impact & Assessment. Agrobies: Vinay Offset
Press.

64
COURSE POLICY
All students are expected to abide by the code of conduct of students throughout this course.
Academic dishonesty, including cheating, fabrication, and plagiarism will not be tolerated and
will be reported to concerned bodies for action. Class activities will vary day to day, ranging
from lectures to writing activities. Students will be active participants in the course. You need
to ask questions, generating ideas, involving in discussions. You are expected to do all the
assignments you are supposed to accomplish. You are required to do the assignments
provided according to the time table indicated and the instructor will give out the directions, if
necessary. With regard to writing assignments all students are expected to write by
themselves, getting other students to write for another is strictly forbidden. If two students or
more assignments are found identical these students‟ assignments will be rejected and the
students will face punishment in accordance to the rules and regulations of the university.

Note on class attendance and participation: students are expected to attend class regularly.
Instructor will take attendance on random days during the semester to ensure that students are
coming to class, and if they miss classes repeatedly, their grade will be affected. If students
miss more than 15% of the class attendance they will not sit for exams. Students are expected
to come to the class on time. Instructor will not allow any student enter if you late more than
five minutes.

Cell phone: Cell phones must be disabled before entering to the class as they are disruptive
and annoying to all of us in the class. So please make sure your cell phone is turned off before
entering the class. All changes in class schedules and some related necessary adjustments will
be communicated to students to enable them to adjust themselves accordingly.
Approved by:
_____________________________________ ________________
Name Signature
School/Department/Program Coordinator

_____________________________________ _______________
Name Signature
College/Faculty/Institute/Director
65
13.9. Agricultural and Rural Innovation Systems (RDAE 232)

Course Description:
Low agricultural productivity in Africa has mainly been attributed to smallholder farmers‟
inability to take up and use modern technologies but this is only part of the challenge – it is
more complex than that. The complexity results from the multiple interventions and actors
involved in change in agriculture and rural societies in general. How the actors pursue
agricultural and rural development initiatives have often remained a one man‟s island game.
Yet, current development realities are multi-faceted and require different expertise to work
collectively on a given or identified issue. For many decades, investments for agricultural
development have emphasized linking the technology generation centers and farms through
different mechanisms but they have not yielded wide-spread results especially in sub-Saharan
Africa. It is now recognized that knowledge and technologies are essential for agricultural
development but not sufficient to bring about the desired change in a rapidly evolving world.
How the knowledge and technology is generated with the engagement of all those who are
affected (those with a stake) is important.

In the past decade, the understanding of ARD has broadened and shifted from transfer of
technology to creating meaningful interactions between stakeholders and institutions referred
to as the innovation system(s). “Innovation systems” is a new field of practice which has
evolved to fit this new thinking and practice of engaging all stakeholders in finding more
feasible solutions to emerging or existing questions that appear to be blocking agricultural and
rural development. This course therefore aims to create an in-depth understanding of the
concepts, principles and practices around innovation systems and their importance in
agricultural and rural development by prioritizing and creating enabling environment for
Agricultural innovation in Africa in general and Ethiopia in particular.

66
 Course Objectives
At the end of this course the students will be able to:
 Introduce students to the meanings of innovation systems
 Improve student‟s capacity to meaningfully use the concept of innovation and IS
framework in their research and seminars
 Improve students understanding on the application of the IS framework in
development and research activities
 Enhance student‟s capacity to be able to distinguish the building blocks of Innovation
systems
 Apply enabling environment for Agricultural innovation

 Conduct short and long-term decision while managing limited resources effectively.

Content and Thematic Plan

Program Rural Development and Agricultural Extension

Course Name Agricultural and Rural Innovation Systems
Curse Code RDAE 232
Cr. Hr. / ECTS: 2/3
Target student Year II; Semester II
Prerequisites
Lecture class/Room No
Lecture days /Hours
Instructor Name: e-mail:
Tutor Name: e-mail:
Consultation hours
Study hour distribution Self-study Total
Unit/sub-section Lectur Practical Tutoria (Hrs)
e l
1. Introduction to Innovation and 7 21 28
Innovation systems
1.1. Concepts of Innovation
1.2.Definition of Innovation
1.3.The differences between
Innovation and Invention
1.4.The two broad categories of
67
 innovation
1.5.The four basic requirements for
an innovation
1.6.Drivers of Innovation
2. Historical perspectives and Origins 8 3 24 35
of the concept of the Innovation
System (IS)
2.1.The evolution of innovation
system as a discipline – ToT,
Farmer Participatory research
Approach, systems thinking,
AKIS, etc
2.2.The meaning and definition of a
system
2.3.Meaning of innovation system
(IS)
2.4.Types and Basic elements of IS
2.5.Commonly held analytical
insights on Innovation Systems
3. Roles and applications of 9 27 36
Innovation systems in Research and
Development
3.1.IS framework as a national policy
tool
3.2. IS as a research and development
tool
3.3.Application of IS in Rural
Innovation
3.3.1. Rural Innovation and
Digital revolution in
Agriculture
3.4.Challenges to strengthening
Agricultural Innovation systems
3.5.Approaches to strengthening
Agricultural and Rural Innovation
4. Creating an Enabling Environment 12 3 36 51
for Agricultural Innovation.
4.1.National Innovation Policy
4.2.Governance of Innovation
Systems
4.3.Managing Intellectual Property to
Foster Agricultural Development
4.4.Biosafety Regulatory Systems in
68
 the Context of Agricultural
Innovation
4.5.Technical Regulations and
Standards
5. Assessing, Prioritizing, Monitoring, 12 36 48
and Evaluating Agricultural
Innovation Systems
5.1. Assessing Innovation for
Prioritizing Investments
5.2. Methods for Organizational
Assessments in Agricultural
Innovation Systems
5.3. Fore sighting Investments in
Agricultural Innovation
5.4. Monitoring Agricultural
Innovation System Interventions
5.5. Evaluating Agricultural
Innovation System Interventions
Total Course Load 48 6 144 198

TEACHING AND LEARNIG METHODS

The course material will be delivered through:
A. Lecture: course materials, case study materials, lecture notes, and articles
B. Tutorial: Three tutors will be given at the end of two successive chapters
C. Reflection: students are required to consistently make their own reflections on
issues under discussion in class. As such, class participation includes activities
such as speaking, listening, observing, sharing ideas, and reflecting.
D. Assignments: Students will at least take two rounds of assignments to be worked,
evaluated and / or presented in class
E. Presentations and seminars: As part of the instruction process, students will
present their assignments. The presentations then should be followed by warm
class discussions and debates.
The course will comprise of 3 credit hours. There will be 3 contact hours per week and a
minimum 3 hours of independent study for each contact hour of a lecture.

69
ASSESSMENT METHOD
No Assessment techniques with due date Competency to Weight for each
be assessed assessment
1 Class Participation and attendance, at all Knowledge, skill 5%
times. and attitude
2 First Assignment, at the end of the fourth Knowledge and 10%
week. skill
3 Presentation of the first assignment, at Knowledge, skill 10%
the end of the fifth week. and attitude
4 Quiz, unspecified time Knowledge and 5%
skill
5 Second Assignment, at the end of the Knowledge, skill 10%
10th week and attitude
6 Presentation of the Second assignment, at Knowledge, skill 10%
the end of the 14th week and attitude
7 Final Exam, according to the schedule of Knowledge, skill 50%
the university and attitude
Total 100%

Text Books/References

Lundval, K. J, Joseph, C. Chaminade, J.Vang (2011) Handbook of Innovation Systems and

Developing countries: Building domestic Capabilities in Domestic setting
Douthwaite, Blowin‟in the wind. In: B. Douthwaite, (2002), Enabling Innovation. A practical
guide to understanding and fostering technological change. Zed Books, London
Fagerberg, J., (2005). Innovation: a guide to the literature. In: J. Fagerberg, M. Mowery & D.
Nelson, R. (2005). The Oxford Handbook of Innovation. Oxford University Press.
p 4-26.
FAO (2005) “Skills Development for Rural People: A Renewed Challenge” Background
paper for the working group for International cooperation in skills development,
FAO.
Herkkert, M. P.; Suurs, R. A. A; Kuhlmann, S; and Smith, R. E. H. M. (2007) Functions of
innovation systems: a new approach for analysing technological change.
Technological Forecsating and Social Change 74: 413-432 Elsevier
Juma, C. (ed.) (2005) Going for Growth: Science, Technology and Innovation in Africa,
Smith Institute.
Klerkx, C. Leeuwis, (2009).Strengthening agricultural innovation capacity: are innovation
brokers the answer? International Journal of Agricultural Resources, Governance
and Ecology 8: 409-438
Spielman, J.D., Birner, R. (2008) How Innovative is your Agriculture? Using Innovation
Indicators and Benchmarks to Strengthen National Agricultural Innovation Systems,
World Bank

70
COURSE POLICY
All students are expected to abide by the code of conduct of students throughout this course.
Academic dishonesty, including cheating, fabrication, and plagiarism will not be tolerated and
will be reported to concerned bodies for action. Class activities will vary day to day, ranging
from lectures to writing activities. Students will be active participants in the course. You need
to ask questions, generating ideas, involving in discussions. You are expected to do all the
assignments you are supposed to accomplish. You are required to do the assignments
provided according to the time table indicated and the instructor will give out the directions, if
necessary. With regard to writing assignments all students are expected to write by
themselves, getting other students to write for another is strictly forbidden. If two students or
more assignments are found identical these students‟ assignments will be rejected and the
students will face punishment in accordance to the rules and regulations of the university.

Note on class attendance and participation: students are expected to attend class regularly.
Instructor will take attendance on random days during the semester to ensure that students are
coming to class, and if they miss classes repeatedly, their grade will be affected. If students
miss more than 15% of the class attendance they will not sit for exams. Students are expected
to come to the class on time. Instructor will not allow any student enter if you late more than
five minutes.

Cell phone: Cell phones must be disabled before entering to the class as they are disruptive
and annoying to all of us in the class. So please make sure your cell phone is turned off before
entering the class. All changes in class schedules and some related necessary adjustments will
be communicated to students to enable them to adjust themselves accordingly.
Approved by:
_____________________________________ ________________
Name Signature
School/Department/Program Coordinator
__________________________________ _______________
Name Signature
College/Faculty/Institute/Director

71
13.10. Introduction to Climate-Smart Agriculture (RDAE 242)

Course Description

This course description includes all summary of course contents, which divided into six
valuable chapters by incorporating both the theoretical and practical sessions as a fieldwork if
there is enough time. As a course description, it is designing to equip students with
knowledge, skills and attitudes on Climate-Smart Agriculture. It includes, as theoretical
session, understanding basic concepts of climate change and agriculture, introduction to
climate-smart agriculture, climate-smart agriculture practices and technology, policies,
strategies and institutions relevant to CSA practice in Ethiopia, enabling environments for
CSA implementation activities and finally gender and social inclusion in CSA practices. As
practical session, the course will also include a short period of fieldwork conducted in the
rural nearby areas, to familiarize the concept of traditional CSA practices implemented in the
area and to increase student‟s exposure to the climate smart agriculture management issues.

Course objectives
At the end of this course, students will be able to:
 Knows the basic concepts of climate change and agriculture, and finally gender and
social inclusion in CSA practices;
 Understand the definition of climate-smart agriculture and their practice and
technology;
 Appreciates the importance of policies, strategies and institutions relevance to CSA
practice in Ethiopia;
 Familiar with the enabling environments for CSA implementation activities;
 Create awareness on the existing CSA practices that promote agricultural productions;
 Explain the role of gender equality and social inclusion in CSA practices.

72
Course Syllabus

Program Rural Development and Agricultural Extension

Course Title Introduction to Climate-Smart Agriculture
Curse Code RDAE 242
ECTS/credit Hrs 2/1
Target student Year II: semester II
Prerequisites
Lecture class/Room No
Lecture days /Hours
Instructor information Name:
Mobile no:
e-mail:
Consultation hours:
Office address:
Units/sub-sections Study hours distribution Total
(Hrs)
Lectures Practica Tutoria Self
l l
Study
1. Introduction to Climate change and the 3 9 12
agriculture concept
1.1. General overview of Climate change and
the agriculture
1.2. Definition of Climate change (CC)
1.3. Cause of CC on agricultural production
1.4. Consequence of CC on agricultural
production
1.5. Methods to control CC effect on
agricultural production
1.6. CC mitigation in agricultural production
1.7. CC adaptation in the agriculture
production
1.8. Relationships between Climate change
and the agriculture production
2: Introduction to Climate Smart 2 4 6 12
Agriculture (CSA)
2.1. Concept of Climate-Smart Agriculture

73
2.2. Why is climate-smart agriculture
needed?
2.3. Principles of defining CSA
2.4. The pillars of CSA
2.5. The climate-smart agriculture approach
3: Climate Smart Agriculture (CSA) 8 2 24 34
Practices and Technologies
3.1. Definition of CSA Practices
3.2.CSA practices as a strategy to reduce
climate risk in agriculture
3.3. Major components of CSA Practices and
Technologies
3.3.1.CSA practices for water management
3.3.2.CSA practices for Soil Management
3.3.3.CSA practices for Crop production
management
3.3.4.CSA practices for Livestock and range
land Management
3.3.5. CSA practices for Sustainable forest
management
3. 4. Role of agricultural extension to scaling
up of CSA practices.
4: Policies, Strategies and Institutions 3 9 12
relevant to CSA practice in Ethiopia
4.1 Policies and Strategies for CSA
4.2. Key institutions for CSA initiatives
4.3 Effectiveness of CSA Policies, Strategies
and Institutions
4.4. Key challenges for Implementing CSA in
Ethiopia
4.5. Untapped Opportunities for
Implementing CSA
Total Course Load 16 6 48 70

74
TEACHING AND LEARNIG METHODS
This course will be delivered in combination with the following methods:
A. Lecture : The teacher provides lectures and summaries whenever appropriate and
required
B. Tutorial: Three tutors will be given at the end of each two successive chapters according
to the nature of the course
C. Reflection: students are required to consistently make their own reflections on issues
under discussion in class.
D. Assignments: Students will at least take two rounds of assignments to be worked,
evaluated and / or presented in class
E. Presentations and seminars: As part of the instruction process, students will present
their assignments. The presentations then should be followed by warm class discussions
and debates.

ASSESSEMENT METHODS:

N Assessment techniques with due date Competency to be Weight for each

o assessed assessment
1 Class Participation and attendance, at all Knowledge, skill and 5%
times. attitude
2 First Assignment, at the end of the fourth Knowledge and skill 10%
week.
3 Presentation of the first assignment, at the end Knowledge, skill and 10%
of the fifth week. attitude
4 Quiz ,unspecified time Knowledge and skill 5%
5 Second Assignment, at the end of the 10th Knowledge, skill and 10%
week attitude
6 Presentation of the Second assignment, at the Knowledge, skill and 5%
end of the 14th week attitude
7 Quiz ,unspecified time Knowledge and skill 5%
8 Final Exam, according to the schedule of the Knowledge, skill and 50%
University attitude
Total 100%

75
References
Lamboll R, Nelson V and Nathaniels N. 2011. Emerging approaches for responding to
climate change in African agricultural advisory services: Challenges, opportunities and
recommendations for an AFAAS climate change response strategy. AFAAS, Kampala,
Uganda and FARA, Accra, Ghana.

Leslie Lipper, Nancy McCarthy, David Zilberman, Solomon Asfaw Giacomo Branca. 2018.
Climate Smart Agriculture: Building Resilience to Climate Change,FAO, Rome.

Aklilu, A. and Alebachew, A. 2009. Assessment of climate change-induced hazards, impacts

and responses in the southern lowlands of Ethiopia. Forum for Social Studies, Addis Ababa.

FAO. 2010. Climate-Smart” Agriculture: Policies, Practices and Financing for Food Security,
Adaptation and Mitigation. Paper prepared for Hague Conference on Agriculture, Food
Security and Climate Change.

Sintayehu, W. 2011. Presentation made at the National Policy Workshop on Climate Change
Adaptation and Mitigation. Climate Change Forum and CCAFS, 2011.

COURSE POLICY
All students are expected to abide by the code of conduct of students throughout this course.
Academic dishonesty, including cheating, fabrication, and plagiarism will not be tolerated and
will be reported to concerned bodies for action. Class activities will vary day to day, ranging
from lectures to writing activities. Students will be active participants in the course. You need
to ask questions, generating ideas, involving in discussions. You are expected to do all the
assignments you are supposed to accomplish. You are required to do the assignments
provided according to the time table indicated and the instructor will give out the directions, if
necessary. With regard to writing assignments all students are expected to write by
themselves, getting other students to write for another is strictly forbidden. If two students or
more assignments are found identical these students‟ assignments will be rejected and the
students will face punishment in accordance to the rules and regulations of the university.

76
Note on class attendance and participation: students are expected to attend class regularly.
Instructor will take attendance on random days during the semester to ensure that students are
coming to class, and if they miss classes repeatedly, their grade will be affected. If students
miss more than 15% of the class attendance they will not sit for exams. Students are expected
to come to the class on time. Instructor will not allow any student enter if you late more than
five minutes.

Cell phone: Cell phones must be disabled before entering to the class as they are disruptive
and annoying to all of us in the class. So please make sure your cell phone is turned off before
entering the class. All changes in class schedules and some related necessary adjustments will
be communicated to students to enable them to adjust themselves accordingly.
Approved by:
_____________________________________ ________________
Name Signature
School/Department/Program Coordinator
_____________________________________ _______________
Name Signature
College/Faculty/Institute/Director

77
13.11. Rural Sociology (RDAE 252)
Program Rural Development and Agricultural Extension
Degree program B.Sc. in Rural Development and Agricultural Extension
Course Title Rural Sociology
Course code RDAE 252
Year and semester Year II: semester II
ECTS (Credits) 3/2
Contact Hours (study hour Lecture Tutorial Lab/Practical Home Total Study
distribution) study hours
32 0 0 96 128

Society is a complex phenomenon with a multitude of intricacies.

It is impossible to understand it and to solve its various problems
without the study of sociology. Therefore the course “Rural
Sociology” is designed to give basic knowledge and an insight
about rural society to students. The main components of the course
Course Description include:- Definition, nature and scope of sociology and rural
sociology, basic concepts in sociology and rural sociology,
historical development of sociology, sociological theories, the
relationship of sociology with other disciplines, society and
culture, socialization, social stratification, social movements and
social mobility in the rural context.

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

 explain the concepts of sociology and rural sociology
 discuss the various concepts in rural sociology
 discuss the historical background, scope and importance of
rural sociology
 analyze theoretical perspectives in sociology
 describe the relation of sociology with other social science
 explain the functions of social institutions in rural areas
Course Objectives
 analyze the importance rural sociology and characteristics of
rural society
 explain what social change is
 discuss the causes and theories of social change
 identify the various changes in rural areas
 analyze the concepts of culture
 device mechanisms of transferring technologies to farmers
based on the culture of the people

78
  describe culture and socialization
 explain the concepts of social groups, social stratification, ,
social values, social control and attitudes

SCHEDULE OF LECTURE TOPICS AND READING

Duration Conceptual focus Activities/tasks

(week)
1-2 1. EMERGENCE OF SOCIOLOGY Listing, taking lecture
1.1. Definition, scope and importance of rural notes, asking questions,
sociology answering questions,
1.2. The development of sociology, taking reading
1.3. Importance/significances of studying sociology assignments, Debates
3-4 1.4. The major theoretical perspectives in sociology
1.5. Methods of sociological research
1.6. Definition of Rural Sociology
1.7. Origins of Rural Sociology
1.8. Scope and Importance of Rural Sociology
1.9. The Concept of Rural and Difference between
Rural and Urban
1.10 .Rural-Urban Continuum Debate
5-6 2. CULTURE Listing, taking lecture
2.1. The concept of culture notes, asking questions,
2.2. Characteristics of culture answering questions
2.3. Universality, generality and particularity of -discussions
culture -presentation
2.4. Cultural variation and change.
2.5. Attitudes toward Cultural Variation
2.5.1. Ethnocentrism
2.5.2. Cultural relativism
7-8 3.SOCIAL GROUPS, ORGANIZATIONS AND Listing, taking lecture
SOCIAL NETWORKS IN RURAL SOCIETIES notes, asking questions,
3.1. Social groups and group processes answering questions
3.2. Factors influencing group interaction -discussion
3.3. Social organization and social networks -taking book review
assignment
9-10 4. SOCIAL STRUCTURE AND INSTITUTIONS Listing, taking lecture
OF RURAL SOCIETY notes, asking questions,
4.1. Social Stratification answering questions
4.2. Rural Social Institutions -discussion
4.2.1.The Rural Family
79
 4.2.2. Rural Religious Institutions
4.2.3. Rural School (Education)
4.2.4. Rural Leadership and Political Institutions
4.2.5. Rural Economic Institutions
11-12 5.SOCIALIZATION Listing, taking lecture
5.1. The concept of socialization notes, asking questions,
5.2. human biological bases for socialization answering questions
5.3. Types and patterns of socialization -discussion
5.4. Agents of Socialization
5.5. Multiple and Contradictory Influences of
Socialization
13-14 6 . SOCIAL CHANGE, SOCIAL MOVEMENTS Listing, taking lecture
AND SOCIAL MOBILITY IN RURAL notes, asking questions,
SOCIETY answering questions
6.1. Meaning of social change -discussion
6.2. Factors of social change, presenting book review
6.3. Rate of social change and theories of social assignment
change
15 6.4. Social movements
6.5. Social mobility

TEACHING AND LEARNIG METHODS

This course will be delivered in combination with the following methods:

A. Lecture : The teacher provides lectures and summaries whenever appropriate and
required
B. Tutorial: Three tutors will be given at the end of each two successive chapters
according to the nature of the course

C Reflection: students are required to consistently make their own reflections on

issues under discussion in class

D. Assignments: Students will at least take two rounds of assignments to be worked,

evaluated and / or presented in class

80
 E. Presentations and seminars: As part of the instruction process, students will
present their assignments. The presentations then should be followed by warm class
discussions and debates.

ASSESSEMENT METHODS:

No Assessment techniques with due date Competency to be assessed Weight for each
assessment
1 Class Participation and attendance, at all times. Knowledge, skill and attitude 5%
2 First Assignment, at the end of the fourth week. Knowledge and skill 10%
3 Presentation of the first assignment, at the end of Knowledge, skill and attitude 10%
the fifth week.
4 Quiz ,unspecified time Knowledge and skill 5%
th
5 Second Assignment, at the end of the 10 week Knowledge, skill and attitude 10%
6 Presentation of the Second assignment, at the end of the
Knowledge, skill and attitude 10%
th
14 week
7 Final Exam, according to the schedule of the university Knowledge, skill and attitude 50%

References

Smith,T and Zope,P(1970)Principles of Inductive Rural Sociology.Philadelphia:F.A Davis

Company

Hurd,Geoffery and others(1973)Human Societies: An Introduction to

Sociology.London:Routleage and Kegan Paul Ltd
Kon,I.S(ed)(1979)A History of Classical Sociology.Moscow:Progress Publishers
Lamm,Robert P.and Schaefer,Richard T.(1983)Sociology. New York:Mc Graw Hill
Lenski,Gerhard and Lenski,Jean(1982)Human Societies: An Introduction to Micro
Sociology (4th ed).New York:Mc Graw Hill
Poostchi,Iraj(1986)Rural Development and Developing Countries:An Interdisciplinary
Introductory Approach.Canada:The Alger Press Ltd
Raj,Hans(1987)Introduction to Sociology with Objective Questions(2nd ed)New
Delhi:Surjeet Publications
Maxwell, Milton A,Sutherland,Robert L.and Wood Ward Julian L.(1961)Introductory
Sociology (6th ed).Chicago:J.B.Lippincott Company
Schaefer,Richard T.(2000)Sociology:A Brief Introduction(3rd ed).Boston:Mc Graw Hill
Sorokin,Pitirim and Zimmerman Carle C.(1969)principles of Rural-Urban
Sociology.New York:Henery Holt and Company
www.catdir.loc.gov/catdir/samples/cam034/81021558.The Imperfect peasant Economy
81
COURSE POLICY
All students are expected to abide by the code of conduct of students throughout this course.
Academic dishonesty, including cheating, fabrication, and plagiarism will not be tolerated and
will be reported to concerned bodies for action. Class activities will vary day to day, ranging
from lectures to writing activities. Students will be active participants in the course. You need
to ask questions, generating ideas, involving in discussions. You are expected to do all the
assignments you are supposed to accomplish. You are required to do the assignments
provided according to the time table indicated and the instructor will give out the directions, if
necessary. With regard to writing assignments all students are expected to write by
themselves, getting other students to write for another is strictly forbidden. If two students or
more assignments are found identical these students‟ assignments will be rejected and the
students will face punishment in accordance to the rules and regulations of the university.

Note on class attendance and participation: students are expected to attend class regularly.
Instructor will take attendance on random days during the semester to ensure that students are
coming to class, and if they miss classes repeatedly, their grade will be affected. If students
miss more than 15% of the class attendance they will not sit for exams. Students are expected
to come to the class on time. Instructor will not allow any student enter if you late more than
five minutes.

Cell phone: Cell phones must be disabled before entering to the class as they are disruptive
and annoying to all of us in the class. So please make sure your cell phone is turned off before
entering the class. All changes in class schedules and some related necessary adjustments will
be communicated to students to enable them to adjust themselves accordingly.
Approved by:
_____________________________________ ________________
Name Signature
School/Department/Program Coordinator
___________________________________ _______________
Name Signature
College/Faculty/Institute/Director

82
13.12. Agroforestry Systems and Practices (NaRM 262)
Year and Semester: Year II: semester II
ECTS/credit Hrs: 3/2, (2+0)
Course Description:
Introduction to forestry, definition and concept of forestry; types of forests; forest Status of
Ethiopia; history, definition and concept of agroforestry as a land use system; structural,
functional, socio-economic and ecological bases of ago forestry; description and analysis of
major agro forestry technologies and their functions within the farming and forest systems;
agro forestry components and their interactions; effect of agro forestry species on soils; socio-
economic aspects of agro forestry; current methodologies used in agro forestry domain
including diagnostic procedures; case studies under Ethiopian conditions; agro forestry
evaluation; biological and socio-economic concepts; uptake of agroforestry as land use
system; impediments to the adoption of agroforestry ; possible Solutions for the Impediments
of the adoption

Course Objectives:
At the end of this course; students will be able to:
 Describe the terms forestry and agroforestry
 Explain about forest nursery and plantation establishment
 Brief the history, definition and concept of agro forestry as a land use system
 Describe various agroforestry systems & practices suited to their applications in
Ethiopia
 Identify multipurpose tree species
 Describe the major agroforestry technologies and their functions
 Explain the effect of agroforestry species on soils, nutrient cycling & soil organics
matter
 Explain and analyze the socio-economic aspects of agroforestry
 identify the current methodologies used in agro forestry domain
 conduct case studies under Ethiopian conditions

83
COURSE CONTENTS:
1. Introduction to Forestry
1.1.Definition and concepts of Forestry
1.2.Types of forests
1.3. Forest status of Ethiopia
2. Forest Nursery
2.1.Definition and types of forest nursery
2.2.Nursery establishment
2.3.Nursery Management
3. Forest Plantation and its Role
3.1.Plantation Establishment
3.2.Role of Forests
4. Agroforestry Systems and Practices
4.1.Definition and Concept of Agroforestry
4.2. Advantages and Disadvantages of Agroforestry
4.3.The role of Agroforestry
4.4.Community, farm and Social Forestry
5. Classification of Agroforestry systems
5.1. Structural basis
5.2.Functional basis
5.3.Classification based on Socio-economic criteria
5.4.Ecological Classification
5.5.Agroforestry systems, Practices and Technologies
6. Agroforestry Practices
6.1.Shifting Cultivation
6.2.Improved Tree Fallow
6.3.Taungya
6.4.Home garden
6.5.Alley Cropping

84
 6.6.Windbreaks and Shelterbelts
6.7.Trees on Crop Land
6.8.Plantation Crop Combination
6.9.Aquaforestry
6.10. Apiculture with trees
6.11. Sericulture
6.12. Traditional Agroforestry Practices in Ethiopia
7. Design and Evaluation of Agroforestry Systems
7.1.Diagnosis and Design Methodology
7.2.Evaluation of Agroforestry systems
8. Socioeconomic Aspect of Agroforestry
8.1. General Principle of Economic Analysis
8.2.Financial and Economic Analysis
8.3.Agroforestry projects financial valuation criteria
9. Agroforestry Extension
9.1.Uptake of agroforestry as land use system
9.2.Impediments to the adoption of agroforestry
9.3.Possible Solutions for the Impediments of the adoption

Teaching and Learning Methods:

This course will be delivered in combination with the following methods:
A. Lecture : The teacher provides lectures and summaries whenever appropriate and
required
B. Reflection: students are required to consistently make their own reflections on
issues under discussion in class

D. Assignments: Students will have least one round of assignment to be worked,

evaluated and / or presented in class

85
 E. Presentations and seminars: As part of the instruction process, students will
present their assignments. The presentations then should be followed by warm
class discussions and debates.

Assessment Methods:
No Assessment Techniques with Due Date Competency to be Weight for Each
Assessed assessment
1 Class participation and attendance, at all Knowledge, skill and 5%
times. attitude
2 Quiz ,unspecified time Knowledge and skill 5%
3 Test Knowledge, skill and 20%
attitude
4 Doing and presentation of assignment Knowledge, skill and 20%
attitude
5 Final exam, according to the schedule of Knowledge, skill and 50%
the university attitude
References:
Auclair, D. and Dupraz, C. 1999. Agroforestry for sustainable land- use. Kluwer Academic
Publishers, Dordrecht, Netherlands.

Evans, J., 1992. Plantation forestry in the tropics. 2nd.ed. Claredon Press, Oxford.

Franzel, S. 2002. Trees on the farm. Assessing the adoption potential of Agroforestry
practices in Africa. CAB International and ICRAF, Wallingford. U.K.

Lamprecht, H., 1989. Silviculture in the Tropics. GTZ, Eschborn

Nair, P.K.R. (ed.), 1989. Agroforestry systems in the tropics. Kluwer Academic Publishers,
Dordrecht, Netherlands

Nair, P.K.R. 1993. An Introduction to Agroforestry. Kluwer Academic Publishers,

Dordrecht, Netherlands.

P.K. Ramachandran. 1993. An Introduction to Agroforestry, Klgwer Academic Publishers,

Dordrecht, the Netherlands.

86
COURSE POLICY

All students are expected to abide by the code of conduct of students throughout this course.
Academic dishonesty, including cheating, fabrication, and plagiarism will not be tolerated and
will be reported to concerned bodies for action. Class activities will vary day to day, ranging
from lectures to writing activities. Students will be active participants in the course. You need
to ask questions, generating ideas, involving in discussions. You are expected to do all the
assignments you are supposed to accomplish. You are required to do the assignments
provided according to the time table indicated and the instructor will give out the directions, if
necessary. With regard to writing assignments all students are expected to write by
themselves, getting other students to write for another is strictly forbidden. If two students or
more assignments are found identical these students‟ assignments will be rejected and the
students will face punishment in accordance to the rules and regulations of the university.

Note on class attendance and participation: students are expected to attend class regularly.
Instructor will take attendance on random days during the semester to ensure that students are
coming to class, and if they miss classes repeatedly, their grade will be affected. If students
miss more than 15% of the class attendance they will not sit for exams. Students are expected
to come to the class on time. Instructor will not allow any student enter if you late more than
five minutes.
Cell phone: Cell phones must be disabled before entering to the class as they are disruptive
and annoying to all of us in the class. So please make sure your cell phone is turned off before
entering the class. All changes in class schedules and some related necessary adjustments will
be communicated to students to enable them to adjust themselves accordingly.
Approved by:
_____________________________________ ________________
Name Signature
School/Department/Program Coordinator

_____________________________________ _______________
Name Signature
College/Faculty/Institute/Director
87
13.13. Post-Harvest Technology (FSPT 272)

Program Title Rural Development and Agricultural Extension

Degree program B.Sc. in Rural Development and Agricultural Extension
Course Title Post-Harvest Technology
Course code FSPT 272
Year and semester Year II: semester II
Prerequisite None
ECTS/credit 3/2
Contact Hours Lectures Tutorials Practical Home study Total study hours
(study hour 16 8 16 96 136
distribution)
Course Description/ Theory: Definitions and terminologies of PHSM, economical importance
Course Contents of postharvest, postharvest chain; nature and properties of cereals pulses,
fruit and vegetable; postharvest losses and control measures of durable
crops, postharvest losses and control measures of perishable crops:
 Harvesting and processing of important agricultural crops; basics
of post-harvest handling, packing, storage of durable crop,
refrigeration of fruits, vegetables and their products; seed
technology; practices of seed production of major agricultural
crops of Ethiopia; seed quality as determined through laboratory
procedures.
 Factors responsible for deterioration of crops, factors that are
affecting storage in tropics, moisture movement in storage
systems, causes of postharvest losses of grains, control methods of
the postharvest losses of grains and perishable crops (drying,
storage).
Practical I: Identification of diseased and infected fruits and vegetables
Practice in grading, packing and storage of fruits and vegetables;
Practical II: Assessing purity, viability and grade of seed.
Practical III: Processing of fruit and vegetable into shelf stable products
Course Objectives & After completion of this course the students will be able to:
Competences to be  Demonstrate the techniques of postharvest handling,
Acquired  Assess and quantify the post harvest losses using appropriate
methods
 Handle and manage food storage systems
 Implement quality assurance procedures

88
  know the theory of harvesting and processing of important fruit
crops and vegetables;
 explain basics of post-harvest handling techniques for agricultural
crops;
 identify different practices of seed production of major agricultural
crops of Ethiopia;
 determine seed quality through laboratory procedures
 identify diseased and infected fruits and vegetables
 Assessing purity, viability and grade of seed.
 Identify causes of post harvest losses and control measure for
agricultural crops
Teaching & The course will be delivered through lectures, class discussions,
Learning Methods brainstorming, reading assignment, group discussion, exercises and
students taking this course will be assessed through quizzes, assignment,
presentations, tests and final examinations.
Course outline 1. Introduction
2. Clearing sorting and grading
2.1. clearing
2.2. sorting
2.3. grading
3. Moist air grain drying
3.1. Definitions
3.2. properties of dry air
3.3. properties of moist air (water vapor mixture)
3.4. Psychometric chart
3.5. use of psychometric chart evaluate complex air
4. Damage and losses
4.1. basic concepts
4.2. agents and causes of deterioration
4.3. losses
4.4. loss assessment methodology
5. Materials handling
5.1. conveyors
5.2. elevators
6. Storage of agricultural products
6.1. types of storage
6.2. design of storage bins

89
 6.3. cold storage rooms
6.4. traditional storage
6.5. modern centralized storage
6.6. respiration of stored grains
6.7. controlled and modified atmosphere storage system
7. Size reduction
7.1. size reduction procedures
7.2. Tyler sieve
7.3. size and performance characteristics
7.4. energy requirements
7.5. fineness modules
7.6. reducing devices
8. Mixing
8.1. solid mixing
8.2. liquid mixing
8.3. mixture
9. Drying and dehydration
9.1. basic drying mechanisms
9.2. moisture content determination
9.3. equilibrium moisture content
9.4. water activity
9.5. drying equations
9.6 . types of dryers
9.7. dehydration system
9.8. evaporation
9.8.1. types of evaporator
9.3.2. design of single effect evaporation
References
1. Chakraverty, A., Mujumdar, A. S., Raghavan, G. S. V. and Ramaswamy, H. S. 2003.
Handbook of Postharvest Technology –Cereals, Fruits, Vegetables, Tea and Spices,.,
Marcel Dekker Ink., NY.
2. Florkowiski, W. J., Shewfelt, R., Brueckner, B. and Prussia, S. E. 2009. Postharvest
Handling – A Systems Approach 2nd ed. Elsevier Ink., New York, USA.
3. Wojciech Florkowski Robert Shewfelt Stanley Prussia Nigel Banks.2014. Postharvest
Handling, A Systems Approach Third Edition. Elsevier,The University of Georgia, Athens,
USA

90
COURSE POLICY
All students are expected to abide by the code of conduct of students throughout this course.
Academic dishonesty, including cheating, fabrication, and plagiarism will not be tolerated and
will be reported to concerned bodies for action. Class activities will vary day to day, ranging
from lectures to writing activities. Students will be active participants in the course. You need
to ask questions, generating ideas, involving in discussions. You are expected to do all the
assignments you are supposed to accomplish. You are required to do the assignments
provided according to the time table indicated and the instructor will give out the directions, if
necessary. With regard to writing assignments all students are expected to write by
themselves, getting other students to write for another is strictly forbidden. If two students or
more assignments are found identical these students‟ assignments will be rejected and the
students will face punishment in accordance to the rules and regulations of the university.

Note on class attendance and participation: students are expected to attend class regularly.
Instructor will take attendance on random days during the semester to ensure that students are
coming to class, and if they miss classes repeatedly, their grade will be affected. If students
miss more than 15% of the class attendance they will not sit for exams. Students are expected
to come to the class on time. Instructor will not allow any student enter if you late more than
five minutes.
Cell phone: Cell phones must be disabled before entering to the class as they are disruptive
and annoying to all of us in the class. So please make sure your cell phone is turned off before
entering the class. All changes in class schedules and some related necessary adjustments will
be communicated to students to enable them to adjust themselves accordingly.
Approved by:
____________________________________ ________________
Name Signature
School/Department/Program Coordinator

_____________________________________ _______________
Name Signature
College/Faculty/Institute/Director

91
13.14. Inclusiveness (Incl 281)
Program Rural Development and Agricultural Extension
Degree program B.Sc. in Rural Development and Agricultural Extension
Course Title Inclusiveness
Course code Incl128
Year and semester Year II: semester II
Prerequisite None
ECTS/ Cr.Hr 3/2
Contact Hours Lectures Tutorials Practical Home study Total Study hours
(study hour 32 - 96 128
distribution)
Course Description Special needs education refers to people with divers‟ disabilities, gifted
and talented, and divers‟ population being at risk of education and
development. As per the institutional reform that is focusing on
enhancing development for all population, the field of inclusive
education is taking center stage in institutional planning and
improvement. This course introduces the process of achieving inclusion
with all appropriate accessibility and established support system at
institutional level.
In this course, the higher education students will learn how to assess,
understand and address the needs of persons with disabilities and
provide relevant support or seek extra support form experts. He/she also
learns how to adapt and implementing services for an inclusive
environment that aimed to develop holistic development such as
affective, cognitive and psychosocial skills of the population with
disabilities. Identification and removal/management of environmental
barriers would find a crucial place in the course. The students learn how
to give more attention and support for students with; hearing
impairments, visual impairment, deaf-Blind, autism, physical and health
impairments, intellectually challenged, emotional and behavior
disorders, learning difficulty, communication disorders, gifted and
talented student, and those at risk due to different reason (population
who are environmentally and culturally deprived, abused, torched,
abandoned, and orphaned and vulnerable..etc). All University students
will be given the chance to study the specific developmental
characteristics of each group of students with disabilities and come up
with appropriate intervention strategies in inclusive settings of their
respective professional environment and any development settings
where all citizens are equally benefited.
Course Objectives At the end of this course; student will be able to:
& Competences to 1. Aware the needs of people with special needs, their potential and
be Acquired include all aspects of developmental needs

92
 2. Identify population with special needs, their potentials and the
learning and working styles of all population with special needs in their
environment.
3. Demonstrate desirable attitude towards all population with special
needs in their learning, working and living environment
4. Apply various assessment strategies for evidence-based planning to
meet their needs
5. Attempt to adapt environments they are working and living in
according to the need and potential of the population with special needs
6. Develop an accommodative and inclusive attitude help to think for
the wellbeing and development of population with special needs.
7. Identify and select appropriate support and services method that
addresses the life needs of population with special needs individually
and on group bases.
8. Collaborate with experts and relevant others for the life success of all
persons with disabilities in all environments.
9. Create and maintain successful inclusive environment
Course outline 1. Understanding Disabilities and Vulnerabilities
1.1. Definitions of Basic Terms (Impairment, Disability and Handicap)
1.2. Some type of disabilities
1.2.1. Visual impairment
1.2.2. Hearing Impairment
1.2.3. Specific learning disability
1.2.4. Speech and Language Impairments
1.2.5. Autism
1.2.6. Emotional and Behavioral Disorders
1.2.7. .Intellectual Disability
1.2.8. Physical disability/Orthopedic Impairment and Health
impairment
1.2.9. Vulnerability
2. Concept of Inclusion
2.1. Definition of Inclusion
2.2. Principles of Inclusion
2.3. Rationale for Inclusion
2.3.1. Educational Foundations
2.3.2. Social Foundation
2.3.3. Legal Foundations
2.3.4. Economic Foundation
2.3.5. Foundations for Building Inclusive Society
2.4. Factors that Influenced Development of Inclusion
2.5. Benefits of Inclusion
2.6. Barriers to Inclusion

93
3. Identification and Differentiated services
3.1. Impact of Disability and Vulnerability on daily life
3.2. Factors related to the person
3.3. Economic Factors and Disability
3.4. Political Factors and Disability
3.5. Factors Psychological of Disability
3.6. Needs of Persons with Disabilities and Vulnerabilities
3.6.1. Social Needs of Persons with Disabilities and Vulnerabilities
3.6.2. Gender and disability
3.6.3. Identity and disability
3.6.4. Belongingness and disability
3.6.5. The Health Care Needs of Persons with Disabilities and
Vulnerabilities
3.7. Disability, vulnerability and the Environment
3.7.1. The Natural Environment
3.7.2. The human made Environment
3.7.3. Rural environment, Disability and Vulnerability
3.8. Creating Welcoming (Inclusive) Environment
3.9. Impact of the Social and Psychological Environments on the
Enabling-Disabling Process
3.10. Culture and the Disabling Process
4. Promoting Inclusive Culture
4.1. Definition of Inclusive Culture
4.2. Dimensions of Inclusive culture
4.3. Building inclusive community
4.4. Inclusive values
4.5. Indigenous inclusive values and practices
Activity
5. Inclusion for Peace, Democracy and Development
5.1. Definition of Peace, Democracy and Development
5.2. Inclusion for Peace
5.3. Inclusion for Democracy
5.4. Inclusion for Development
5.5. Respecting divers needs, culture, values, demands and ideas
5.5.1. Cultural Diversity
5.5.2. Ethnic diversity
5.5.3. Religious diversity
5.5.4. Gender differences
5.6. Marginalized group of people
5.7. Creating friendly environments for marginalized people
6. Legal frame work
6.1. General Overview of Legal frameworks
6.2. Legal Frameworks Regarding Inclusion
94
 6.3. International Legal Framework
6.4. National Legal Framework
7. Resources Management for Inclusion
7.1. Provisions of Resources
7.2. Resources for school children
7.3. Resources for work/social environment
7.4. Human resources
7.5. Material resources
8. Collaborative (cooperative) Partnerships with stakeholders
8.1. Definition of collaboration, partnership and stakeholder
8.2. Key elements of successful collaboration
8.3. General principles of collaboration
8.4. Benefits of collaboration
8.5. Challenges to Team Collaboration
8.6. Roles of Stakeholders in a Project

Teaching Learning Methods

1. Interactive lectures
2. Collaborative learning
3. Independent/self learning
4. Institutional/school visits and practicum
5. Individual and group assignments and presentation
6. Seminars
7. Others…

Assessment & Evaluation Techniques

1. Individual assignments……………………………………. 20%
2. Group assignment…………………………………………..20%
3. Overall performance (punctuality, attendance, participation and collaboration): 10%.
4. Written examination (could be more than one time): 50%

References
Alemayehu Teklemariam (2019). Inclusive Education in Ethiopia: WILEY and Blackwell:
Singapore
A Teachers Guide (2001). UNESCO. Inclusive Education and Classroom Practice in
Secondary Education (2004).
Berit H. Johanson and Alemayehu Teklemariam (2006). Towards Special Needs Education as
a University Discipline: An Important step on the way to Education for All. In When All
Means All. Hakapaino Oy: Helsinki
Tirussew Teferra and Alemayehu Teklemariam (2007). Including the Excluded: Integrating
disability into EFA Fast Track Initiative Process and National Education Plans in Ethiopia.
World Vision

95
COURSE POLICY
All students are expected to abide by the code of conduct of students throughout this course.
Academic dishonesty, including cheating, fabrication, and plagiarism will not be tolerated and
will be reported to concerned bodies for action. Class activities will vary day to day, ranging
from lectures to writing activities. Students will be active participants in the course. You need
to ask questions, generating ideas, involving in discussions. You are expected to do all the
assignments you are supposed to accomplish. You are required to do the assignments
provided according to the time table indicated and the instructor will give out the directions, if
necessary. With regard to writing assignments all students are expected to write by
themselves, getting other students to write for another is strictly forbidden. If two students or
more assignments are found identical these students‟ assignments will be rejected and the
students will face punishment in accordance to the rules and regulations of the university.

Note on class attendance and participation: students are expected to attend class regularly.
Instructor will take attendance on random days during the semester to ensure that students are
coming to class, and if they miss classes repeatedly, their grade will be affected. If students
miss more than 15% of the class attendance they will not sit for exams. Students are expected
to come to the class on time. Instructor will not allow any student enter if you late more than
five minutes.
Cell phone: Cell phones must be disabled before entering to the class as they are disruptive
and annoying to all of us in the class. So please make sure your cell phone is turned off before
entering the class. All changes in class schedules and some related necessary adjustments will
be communicated to students to enable them to adjust themselves accordingly.
Approved by:
_____________________________________ ________________
Name Signature
School/Department/Program Coordinator

_____________________________________ _______________
Name Signature
College/Faculty/Institute/Director

96
13.15. Communication for Rural Innovation (RDAE 311)

Course Description:
This course enables learners to design and implement communication strategies for
agricultural and rural development initiatives, combining participatory methods with
communication processes, media and tools, ranging from community media to ICTs, best
suited for a specific context. It help learners catch up with recent thinking about the
relationship between communication and change in that insights and conceptual models which
are still of value today are maintained and adapted but at the same time a variety of new ideas,
angles and modes of thinking are incorporated. The book authored by Leeuwis and Ban
(2004) is to be used as a main text book along with other listed references (Adler and
Rodman, 2006; Pearson et al., 2011; Trott, 2017; Wolvin, 2009).

Course Objectives
Learning objectives of the course are to:

 Understand communication in its various forms and types

 Presents some of the major strategies and functions of communicative intervention.
 Outline and describe the changing context and challenges for communication and
innovation in the domain of agriculture and rural resource management
 Describe and explain the changing ideas regarding „extension‟ at the conceptual level.
 indicate why, nowadays, it is preferred to speak about „communication for innovation‟
rather than „extension‟,
 Addresses some of the ethical and political implications of communication for
innovation.
 Familiarize learners with two basic approaches to communicative intervention – the
instrumental and the interactive approach
 Describe and explain the relationships between human practice, knowledge and
communication.
 Discuss several characteristics and peculiarities of human communication, as well as
different conceptual modes of thinking about it.
 Enables learners to understand innovation as a process of network building, social
learning and negotiation

97
  Familiarize learners with the more practical aspects of communication for innovation
while elaborating on methodological issues from different entry points

Content and Thematic Plan

Program Rural Development and Agricultural Extension
Course Name Communication for Rural Innovation
Curse Code RDAE 311
Cr. Hr. / ECTS: 3/5
Target student Year III; Semester I
Prerequisites None
Lecture class/Room No
Lecture days /Hours
Instructor Name: e-mail:
Tutor Name: e-mail:
Consultation hours
Topics Study hours distribution Self Total
Lecture Practical Tutorial Study (Hrs)
1. Communication and the 3 3 9 15
construction of meaning
1.1. What is communication?
1.2. Types of communication
1.3. Functions of communication
1.4. Models of communication
1.5. Communication competence
1.6. Some basic anticipation problems in
communicative intervention
2. From extension to communication for 12 3 36 51
innovation
2.1 Historical roots and evolving
conceptions of extension
2.2 Different types of communication
services and strategies

98
2.3 Agricultural knowledge systems and
other extension-related concepts
2.4 Challenges for agricultural extension
practice
3. The ethics and politics of 3 3 9 15
communication for innovation
3.1.The political implications of
communication for innovation
3.2.The acceptability of government
communicative intervention
3.3. The acceptability of non-governmental
communicative intervention
3.4. Professional standards
3.5. Dilemmas regarding ethics and politics:
an example
4. The role of communicative intervention 3 3 9 15
in policy planning: instrumental and
interactive approaches
4.1.Top–down planning and instrumental
communication
4.2.Process management and interactive
communication
4.3.Shortcomings and conditions: the
relation between interactive and
instrumental approaches
5. Changing perspectives on innovation 6 3 18 27
5.1 The „adoption and diffusion of
innovations‟ tradition
5.2 Innovations and processes of innovation
design
6. The potential of basic communication 7 3 21 31
forms and media
6.1 Conventional mass media
6.2 Interpersonal communication
6.3 Hybrid media: the internet
6.4 Media access and audience selectivity
6.5 Media mixes

99
7. Communication for innovation 14 3 42 59
methods
7.1 Clarifying the terminology used
7.2 Reasons to focus on methods, functions
and process management
7.3 Specific methods and issues related to
farm management communication
7.4 Methods related to raising awareness
and consciousness of pre-defined issues
7.5 Methods related to the exploration of
views and issues
7.6 Methods related to information
provision
7.7 Methods related to training
Total Course Load 48 21 144 213
Assessment
Continuous assessments….≥50%
Final Exam……………….≤50%
Course delivery methods
The delivery of the course material employs the method of lectures, guided reading assignments,
and homework assignments. The course comprises of 3 credit hours. It involves 3 contact hours
per week and a minimum of 3 hours of independent study for each contact hour of a lecture.
Text Books/References
Adler, Ronald B, and George Rodman. 2006. Understanding Human Communication. 9th ed.
Oxford University Press, New York.
Leeuwis, Cees, and Anne Van den Ban. 2004. Communication for Rural Innovation:
Rethinking Agricultural Extension. 3rd ed. Blackwell Science Ltd, Oxford.
Pearson, Judy C, Paul E Nelson, Scott Titsworth, and Lynn Harter. 2011. Human
Communication. McGraw-Hill, New York.
Trott, Paul. 2017. Innovation Management and New Product Development. 6th ed. Pearson
Education, Edinburgh Gate.
Wolvin, Andrew D. 2009. Listening, understanding, and misunderstanding. pp. 137–46. In:
William F. Eadie (ed.), 21st Century Communication: A Reference Handbook Volume 1
& 2. SAGE Publications, Inc., California.

100
COURSE POLICY
All students are expected to abide by the code of conduct of students throughout this course.
Academic dishonesty, including cheating, fabrication, and plagiarism will not be tolerated and
will be reported to concerned bodies for action. Class activities will vary day to day, ranging
from lectures to writing activities. Students will be active participants in the course. You need
to ask questions, generating ideas, involving in discussions. You are expected to do all the
assignments you are supposed to accomplish. You are required to do the assignments
provided according to the time table indicated and the instructor will give out the directions, if
necessary. With regard to writing assignments all students are expected to write by
themselves, getting other students to write for another is strictly forbidden. If two students or
more assignments are found identical these students‟ assignments will be rejected and the
students will face punishment in accordance to the rules and regulations of the university.

Note on class attendance and participation: students are expected to attend class regularly.
Instructor will take attendance on random days during the semester to ensure that students are
coming to class, and if they miss classes repeatedly, their grade will be affected. If students
miss more than 15% of the class attendance they will not sit for exams. Students are expected
to come to the class on time. Instructor will not allow any student enter if you late more than
five minutes.
Cell phone: Cell phones must be disabled before entering to the class as they are disruptive
and annoying to all of us in the class. So please make sure your cell phone is turned off before
entering the class. All changes in class schedules and some related necessary adjustments will
be communicated to students to enable them to adjust themselves accordingly.
Approved by:
____________________________________ ________________
Name Signature
School/Department/Program Coordinator

_____________________________________ _______________
Name Signature
College/Faculty/Institute/Director

101
13.16. Adult Learning and Audio Visual Techniques (RDAE 321)

Course Description
This course is designed to acquaint students with knowledge, skills and attitudes on adult
learning & audio visual techniques. It includes theories of learning; principles of adult
learning; nature and learning styles of adults; teaching planning process; methods and
evaluation of teaching; the importance of audio-visual aids; planning for the use of audio-
visual materials; non-projected visuals; projected visuals and audio materials.

Course objectives
After completion of the course, you will be able to:
 Define the basic concepts of learning, education and teaching
 Elaborate the basic principles of adult learning
 Apply interactive teaching methods in adult learning
 Understand teaching planning process
 Understand methods and evaluation of teaching
 Explain the importance of audio-visual aids
 Explain the procedure in planning for the use of audio-visual aids
 Differentiate between projected and non-projected aids
 Familiar with audio materials

102
Course Syllabus

Program Rural Development and Agricultural Extension

Course Title Adult Learning and Audio Visual Techniques
Curse Code RDAE 321
ECTS/credit Hrs 5/3 (2+1)
Target student Year III; Semester I
Prerequisites
Lecture class/Room No
Lecture days /Hours
Instructor information Name:
Mobile no:
e-mail:
Consultation hours:
Office address:
Units/sub-sections Study hours distribution Total
(Hrs)
Lectures Practical Tutorial Self
Study
1. THEORIES AND CONCEPTS OF 4 12 16
LEARNING
1.1. Important Definitions
1.2. Theories and Laws of Learning
1.3. Learning Domains
1.4. Learning Style
2. PRINCIPLES OF ADULT LEARNING 6 18 24
2.1. Basic Principles of Adult Learning
2.2. Characteristics of Adult Learners
2.3. Stages of Learning
2.4. Learning Environments for Adults
2.5. Difference Between Pedagogy and
Andragogy.
3. TEACHING PLANNING PROCESS 4 12 16
4.1. Identifying target groups
4.2. Formulating objectives
4.3. Selecting and sequencing the subject
matter
4.4. Select methods, media and materials
103
 4. METHODS AND EVALUATION OF 10 30 40
TEACHING
4.1. Teaching methods
4.1.1. Lecturing
4.1.2. Practical teaching
4.1.3. Supervision
4.1.4. Micro teaching
4.2. Interactive Methods in Adult Learning
4.2.1. Reasons for using interactive teaching
methods
4.2.2. Instructor Role in Interactive
Classrooms
4.2.3. Facilitator of Learning Guidelines
4.2.4. Strategies for Interactive learning
4.2.4.1. Brief Writing Exercises
4.2.4.2.Think-Pair-Share
4.2.4.3. Group Discussion
4.2.4.4. Debate
4.3. Evaluation of teaching
4.3.1. Concept of assessment of
evaluation
4.3.2. Evaluation types and techniques
5. COMMUNICATION AND AUDIO- 15 5 9 45 74
VISUAL AIDS
5.1. Concepts of Communication
5.3. Elements of communication
5.4. Classification of Audio-visual Aids
5.4.1.Non-Projected Visuals
 Posters, Extension folders, Flipcharts,
Display, Chalk boards, Real Objects,
Models, and Photographs
5.4.2. Projected Visuals
LCD Projector, Opaque Projector,
Overhead Projector (OHP),
Overhead Transparencies
5.4.3. Audio Materials
 Radio
 Audio recorder
6. PLANNING FOR THE USE OF 4 2 12 16
AUDIO-VISUAL MATERIALS

104
6.1. Importance of Audio-visual Aids in
Teaching and Learning
6.2. Advantages and disadvantages of Audio-
visual Aids
6.3. Relative effectiveness of Audio-visual
Aids
6.4. Principles of selection of Audio-visual
Aids
6.5. Systematic planning for the use of
Audio-visual Aids
6.6. Planning/designing lay-out of visuals
6.7. Pre-testing
6.8. Presentation tips for students
Total Course Load 43 5 15 129 278

TEACHING AND LEARNIG METHODS

This course will be delivered in combination with the following methods:
A. Lecture : The teacher provides lectures and summaries whenever appropriate and
required
B. Tutorial: Three tutors will be given at the end of each two successive chapters according
to the nature of the course.
C. Reflection: students are required to consistently make their own reflections on issues
under discussion in class
D. Assignments: Students will at least take two rounds of assignments to be worked,
evaluated and / or presented in class
E. Presentations and seminars: As part of the instruction process, students will present
their assignments. The presentations then should be followed by warm class discussions
and debates.

105
ASSESSEMENT METHODS:

S.N Assessment techniques with due date Competency to be assessed Weight for each
assessment
1 Class participation and attendance, at all Knowledge, skill and attitude 5%
times.
2 First assignment Knowledge and skill 10%
3 Presentation of the first assignment Knowledge, skill and attitude 10%
4 Quiz ,unspecified time Knowledge and skill 5%
5 Second Assignment (power point skill 20%
preparation and presentation,
audiovisual operation, video script)
6 Final Exam Knowledge, skill and attitude 50%
References

Adam, B.1984.Agricultural Extension in Developing countries, Singapore

Ban, A. W. Vanden and H.S.Hawkins.1994.Agriculture Extension, Essex

Elsevier.1991. Agricultural Extension: Worldwide Institutional Extension and forces for

change, Elsevier.

FAO.1997. Improving Agricultural Extension, A reference Manual, Rome.

IIRR.1998.Sustainable Agriculture Extension manual for East and south Africa, international
of rural reconstruction, Nairobi

FAO. 2006. Information and communication for natural resource management in agriculture:
a training source book, FAO, Rome.

Sarvile A.H.1968.Extension in rural community, Oxford University press

Tom Gabriel .1991. The Human Factor in rural development, Belhaven Press, London and
New York.

COURSE POLICY
All students are expected to abide by the code of conduct of students throughout this course.
Academic dishonesty, including cheating, fabrication, and plagiarism will not be tolerated and

106
will be reported to concerned bodies for action. Class activities will vary day to day, ranging
from lectures to writing activities. Students will be active participants in the course. You need
to ask questions, generating ideas, involving in discussions. You are expected to do all the
assignments you are supposed to accomplish. You are required to do the assignments
provided according to the time table indicated and the instructor will give out the directions, if
necessary. With regard to writing assignments all students are expected to write by
themselves, getting other students to write for another is strictly forbidden. If two students or
more assignments are found identical these students‟ assignments will be rejected and the
students will face punishment in accordance to the rules and regulations of the university.

Note on class attendance and participation: students are expected to attend class regularly.
Instructor will take attendance on random days during the semester to ensure that students are
coming to class, and if they miss classes repeatedly, their grade will be affected. If students
miss more than 15% of the class attendance they will not sit for exams. Students are expected
to come to the class on time. Instructor will not allow any student enter if you late more than
five minutes.

Cell phone: Cell phones must be disabled before entering to the class as they are disruptive
and annoying to all of us in the class. So please make sure your cell phone is turned off before
entering the class. All changes in class schedules and some related necessary adjustments will
be communicated to students to enable them to adjust themselves accordingly.
Approved by:

_____________________________________ ________________
Name Signature
School/Department/Program Coordinator

_____________________________________ _______________
Name Signature
College/Faculty/Institute/Director

107
13.17. Agricultural Knowledge and Information System (RDAE 331)

Course Description:

This course is designed to equip students with Knowledge systems and natural resource
management, definition, dimensions, degrees, phases and functional areas of innovation,
innovation drivers, role of innovation in development, key issues for innovation and
development, strengths and weaknesses of AKIS, reasons for studying agricultural knowledge
systems, soft systems practices in development intervention, and indigenous and scientific
knowledge systems.

Course Objectives
At the end of the course, students will be able to:
 understand the general concepts of agricultural knowledge systems
 look into a complex problem from systems perspective and examine systemic approach to
problem solving
 relate agriculture with the environments in which it exists and explain how these
environments influence performance of the agricultural sector
 explain the definition, dimensions, degrees, phases and functional areas of innovation.
 explain the strengths and weaknesses of AKIS
 explain the various knowledge systems in development
 understand current status, access and erosion of indigenous knowledge systems
 develop positive attitude towards indigenous knowledge systems

108
Content and Thematic Plan
Program Rural Development and Agricultural Extension
Course Name Agricultural Knowledge and Information Systems
Curse Code RDAE 331
Cr. Hr. / ECTS: ¾
Target student Year III; Semester I
Prerequisites
Lecture class/Room No
Lecture days /Hours
Instructor Name: e-mail:
Tutor Name: e-mail:
Consultation hours
Study hours distribution Total
Self- (Hrs)
Topics
Lecture Practical Tutorial study
1. Historical Development of Systems 10 30 40
Thinking
1.1 Defining a system; different kinds
of systems; emergent properties
of a system
1.2 Soft systems practices in
development intervention
1.2.1. Distinction between hard
and soft systems
1.2.2. Assumptions in soft
systems methodology
(SSM)
1.2.3. Stages of SSM
1.3 Scientific paradigms (positivism,
constructivism, relativism)
1.4 Change in professionalism
2. The challenges to extension science 8 24 32
and its preoccupation with
knowledge Systems
109
 2.1 Models of extension
2.2 Knowledge dynamics
2.3 Knowledge processes
2.4 Knowledge systems perspectives
3. Knowledge systems and natural 6 2 18 24
resource management
3.1.Conflict resolution on common
resource use
3.2.Social dilemma in watershed
management
3.3.Power relations among social actors
3.4.Practical: Simulation exercise on
conflict resolution
4. Information Systems, Strengths and 8 24 32
Weaknesses of AKIS
4.1. Knowledge and information system
thinking
4.2. Rapid appraisal of agricultural
knowledge systems
4.3. Networking in knowledge systems
4.4. Strengths and Weaknesses of AKIS
4.4.1. Strengths of AKIS
4.4.2. Weaknesses of AKIS
5. Reasons for studying agricultural 6 18 24
knowledge systems
5.1.Designing and implementing
agricultural policy
5.2.Promoting sustainable changes
5.3.Improving institutions‟ performance
Six: Indigenous and Scientific 10 2 30 42
Knowledge systems
6.1. Similarities and Differences
6.2. Local group networks and
information management
6.3. Current scenario in indigenous
knowledge
6.4. Barriers and solutions to access
indigenous knowledge

110
 6.5. Erosion of indigenous knowledge
systems
6.6.The importance of local innovation
and local spillover
Total Course Load 48 4 144 196
Assessment
Continuous assessments….50%
Assignment ………10
Presentation………10
Quizzes …………..10
Mid Exam ……….20
Final Exam……………….50%
Course delivery methods
The course material will be delivered through lectures, guided reading assignments, and
homework assignments. The course will comprise of 3 credit hours. There will be 3 contact hours
per week and a minimum 3 hours of independent study for each contact hour of a lecture.

Text Books/References
Arce, A. and N. Long (1992) The dynamics of knowledge: interfaces between bureaucrats and
peasants in: Arce and Long (1992). Battle fields of knowledge: the interlocking of theory
and practice in social science and development. London.

Checkland (1981) Soft systems approaches and inquiry process in: An introduction to systems
thinking and practice.

Engel, P. (1991) Knowledge management in agriculture: building upon diversity In: D. Kuiper and
N.G. Roling (eds.) The edited proceedings of European seminar on knowledge management
and information technology. Wageningen Agricultural University, The Netherlands.

Farrington, J. (1995) Using indigenous knowledge for conflict management In: A.W. Tick (ed.)
Indigenous Knowledge and development monitor. CIRAN/NFFIC. The Hague, The
Nethelands. Unpublished Research Report.

Grenier L. (1998). Working with Indigenous Knowledge. A Guide for Researchers. International
Development Research Centre Ottawa • Cairo • Dakar • Johannesburg • Montevideo •
Nairobi • New Delhi • Singapore

111
COURSE POLICY
All students are expected to abide by the code of conduct of students throughout this course.
Academic dishonesty, including cheating, fabrication, and plagiarism will not be tolerated and
will be reported to concerned bodies for action. Class activities will vary day to day, ranging
from lectures to writing activities. Students will be active participants in the course. You need
to ask questions, generating ideas, involving in discussions. You are expected to do all the
assignments you are supposed to accomplish. You are required to do the assignments
provided according to the time table indicated and the instructor will give out the directions, if
necessary. With regard to writing assignments all students are expected to write by
themselves, getting other students to write for another is strictly forbidden. If two students or
more assignments are found identical these students‟ assignments will be rejected and the
students will face punishment in accordance to the rules and regulations of the university.

Note on class attendance and participation: students are expected to attend class regularly.
Instructor will take attendance on random days during the semester to ensure that students are
coming to class, and if they miss classes repeatedly, their grade will be affected. If students
miss more than 15% of the class attendance they will not sit for exams. Students are expected
to come to the class on time. Instructor will not allow any student enter if you late more than
five minutes.
Cell phone: Cell phones must be disabled before entering to the class as they are disruptive
and annoying to all of us in the class. So please make sure your cell phone is turned off before
entering the class. All changes in class schedules and some related necessary adjustments will
be communicated to students to enable them to adjust themselves accordingly.
Approved by:
_____________________________________ ________________
Name Signature
School/Department/Program Coordinator

_____________________________________ _______________
Name Signature
College/Faculty/Institute/Director

112
13.18. Development Economics (AgEc 341)
Course Description
Development economics draws on several branches of economics in order to elucidate and
understand the development difficulties facing the economies of the world‟s poor countries
and the economic mechanisms that must be taken into account in raising living standards.
This course provides an overview of theories and models of growth and development; and
other issues such as growth and income distribution; growth and structural change; structural
features and characteristics of the Third World; historic growth and lessons learned; growth,
poverty and income distribution. The theories on growth and development will be evaluated
in terms of the economic realities of the fewer developing countries (LDCs).

Course Objectives
After successful completion of this course students will be able to:
 Explain basic concepts of economic development,
 Discuss various theories and models of economic growth and development,
 Evaluate the efficacy of these theories and models in solving the problems of under
development,
 Analyze the relationship between development theory and practice,
 Describe the features and common characteristics of less developing countries,
 Participate in development policy formulation and evaluation, and
 Differentiate concepts of poverty, inequality and income distribution

113
 Content and Thematic Plan
Program Rural Development and Agricultural Extension
Course Title Development Economics
Course Code AgEc 341
Credit hrs./ ECTS 3/5
Class year Year III; Semester I
Pre-requisites
Lecture class/ Room No
Lecture days/ Hours
Instructor name e-mail:
Tutor name e-mail:
Consultation hours
Study hour distribution Total
Topic Self study
Lecture Practical Tutorial
1. Introduction 4 12 16
1.1.Definition and Current Interest in
Development Studies
1.2.Nature of Development
Economics
2. Economic Growth and 8 1 24 32
Development
2.1.Concepts of Economic Growth
and Development
2.2. Core Values of Development
2.3.Meaning and Challenges of
Development
2.4.Measuring Development: Key
Indicators
3. Structural Features and Common 5 2 15 21
Characteristics of the Third
World
3.1.Some Classifications of
Developing Countries
3.2.The Structure of Third World
Economies
3.3.Common Characteristics of the
Third World

114
4. Theories of Economic 9 2 18 29
Development
4.1.The Classical Theory
4.2.The Marxian Theory
4.3.The Keynesian Theory
4.4.Lewis Theory of Unlimited
Supplies of Labor
4.5.Balanced Vs Unbalanced Growth
Theory
4.6.Dualistic Theories
5. Economic Growth Models 9 2 21 33
5.1.Rostow‟s Stages of Economic
Growth
5.2.Harrod- Domar Model
5.3.The Solow Model
5.4.Stylized Facts and Steady State
Growth
6. History, Expectations and 5 1 15 21
Development
6.1.Complementarities
6.2. Coordination failure, Linkages
and policy
6.3.History versus Expectations
6.4.Increasing returns
6.5.Competition, Multiplicity and
International Trade
7. Growth, Poverty and Income 8 2 24 34
Distribution
7.1.Inequality and World poverty
7.2.Size and functional distribution of
income
7.3.Measuring of inequality and
absolute poverty in the Third
world
7.4. Economic Characteristics of
Poverty Groups
7.5.Women and Poverty

115
Total hrs. 48 8 144 200
Teaching and Learning Methods
The mode of the delivery of the course combines lectures, practical activities, discussion,
readings, assignments, individual and /or group works and presentation.
Assessment Methods
Assignments 20%
Presentation 10%
Test 20%
Final examination 50%
Total 100%

References
1. Todaro, M.P (1997), Economic Development
2. Jonnes, C.I (2002), Introduction to Economic Growth, 2nd edition
3. Debraj Ray (1998). Development Economics, Princeton University Press,
4. Dwight H. Perkins, Steven Radelet, Donald R. Snodgrass, Malcolm Gillis and Michael
Roemer (2001). Economics of Development, 5th edition, New York: W. W. Norton.
5. Gerald M. Meier (2005), Biography of a Subject: An Evolution of Development
Economics, Oxford University Press
6. Meier, Gerald M. and James E. Rauch (2005). Leading Issues in Economic Development.
8th ed. Oxford University Press.
7. Michael Todaro and Stephen C. Smith (2008). Economic Development, 10th Ed.,
Addison-Wesley.

COURSE POLICY
All students are expected to abide by the code of conduct of students throughout this course.
Academic dishonesty, including cheating, fabrication, and plagiarism will not be tolerated and
will be reported to concerned bodies for action. Class activities will vary day to day, ranging
from lectures to writing activities. Students will be active participants in the course. You need
to ask questions, generating ideas, involving in discussions. You are expected to do all the
assignments you are supposed to accomplish. You are required to do the assignments
provided according to the time table indicated and the instructor will give out the directions, if
116
necessary. With regard to writing assignments all students are expected to write by
themselves, getting other students to write for another is strictly forbidden. If two students or
more assignments are found identical these students‟ assignments will be rejected and the
students will face punishment in accordance to the rules and regulations of the university.

Note on class attendance and participation: students are expected to attend class regularly.
Instructor will take attendance on random days during the semester to ensure that students are
coming to class, and if they miss classes repeatedly, their grade will be affected. If students
miss more than 15% of the class attendance they will not sit for exams. Students are expected
to come to the class on time. Instructor will not allow any student enter if you late more than
five minutes.

Cell phone: Cell phones must be disabled before entering to the class as they are disruptive
and annoying to all of us in the class. So please make sure your cell phone is turned off before
entering the class. All changes in class schedules and some related necessary adjustments will
be communicated to students to enable them to adjust themselves accordingly.
Approved by:

_____________________________________ ________________
Name Signature
School/Department/Program Coordinator

_____________________________________ _______________
Name Signature
College/Faculty/Institute/Director

117
13.19. Econometrics (AgEc 351)
Course description
Econometrics is the quantitative application of statistical, economic theories and mathematical
models using data to develop theories or test existing hypotheses in economics and to forecast
future trends from historical data. The objective of Econometrics is to quantify such
relationships using available data and statistical techniques to interpret and use the resulting
outcomes. So, Econometrics is the application of statistical and mathematical methods to the
analysis of economic data, with the purpose of giving empirical content to economic theories
and then verifying or refuting them. Bridging the gap between theory and policy analysis
requires acquiring the practice of applying the concepts, theories and methods of Economics
to policy analysis. This course is designed to meet this challenge by providing insights on
how the three elements of Econometrics namely: economic theory, data and statistical
procedures can be combined, to provide useful information to policy analysts and decision
makers. In this course, practical exercises using econometrics and statistical software such as
SPSS, STATA and others like EXCEL will be conducted to equip students with knowledge
and skill of using software for data analysis.

Course Objectives
Students are expected to:
 Understand the main goals of econometrics and its purpose;
 Develop/formulate regression models based on theory in their field of study
 Estimate the regression model using the real data and interpret the result,
 Use estimated equations to make predictions and forecasting
 Understand and apply the methodology of Econometrics for their research project

118
Content and Thematic Plan
Program Rural Development and Agricultural Extension
Course Name Econometrics
Curse Code/ AgEc 351
Credit hours/ECTS 3/5
Class Year Year III Semester I
Prerequisites Introduction to Statistics
Lecture class/Room
No
Lecture days /Hours
Instructor Name: e-mail:
Tutor Name: e-mail:
Consultation hours
Study hours distribution Self Total
Topics/chapters Lecture Practical Tutorial study (Hrs)
1. Introduction to Econometrics 3 9 12
1.1. Definition and Scope
1.2. Goals of Econometrics
1.3. Methodology of Econometrics
1.4. Elements of Econometrics
2. Correlation Theory 6 2 18 26
2.1. Basic concepts of Correlation
2.2. Coefficient of Linear Correlation
2.3. Types of Correlation Coefficient
2.4. Statistical Software Application
3. Simple Linear Regression Models 12 4 36 52
3.1.Basic Concepts and Assumptions
3.2. Least Squares Criteria
3.3.Normal Equations of OLS
3.4. Coefficient of Correlation and
Determination
3.5.Hypothesis Testing
3.6.Statistical Software Application
4. Multiple Regression Analysis 12 4 36 52
4.1. Model with two Explanatory Variables
4.2. Notations and Assumptions
4.3. Estimation of Partial regression
coefficients
4.4. Estimation of Partial Regression
Coefficients
4.5. Variance and Standard errors of OLS
119
Estimators
4.6. Hypothesis Testing
4.7. Other functional forms
4.8. Statistical Software Application
5. Econometric Problems 9 2 27 38
5.1.Non-normality
5.2.Multicollinearity
5.3.Heteroskedastcity
5.4.Autocorrelation
5.5.Statistical Software Application
6. Non-linear Regression and Time 6 2 18 26
Series Econometrics
6.1.Non-linear regression models Overview
6.2. Time series Analysis
Total Course Load 48 14 144 206
Assessment
Continuous assessments….50%
Term Papers….10
Quiz…………10
Lab session …10
Test……. …..20
Final Exam……………….50%

Recommended Books
1. Koutsoyiannis, 2001. Theory of Econometrics, 2nd edition.
2. Gujarati, D.N (2004). Basic Econometrics. 4th Edition. McGraw-Hill companies, Inc.
3. Greene, W. H. (2002). Econometric Analysis. 5th Edition. Macmillan, New York.
4. Maddala, G.S. (1992). Introduction to Econometrics. 2nd Edition.

COURSE POLICY
All students are expected to abide by the code of conduct of students throughout this course.
Academic dishonesty, including cheating, fabrication, and plagiarism will not be tolerated and
will be reported to concerned bodies for action. Class activities will vary day to day, ranging
from lectures to writing activities. Students will be active participants in the course. You need
to ask questions, generating ideas, involving in discussions. You are expected to do all the
assignments you are supposed to accomplish. You are required to do the assignments
provided according to the time table indicated and the instructor will give out the directions, if
necessary. With regard to writing assignments all students are expected to write by
120
themselves, getting other students to write for another is strictly forbidden. If two students or
more assignments are found identical these students‟ assignments will be rejected and the
students will face punishment in accordance to the rules and regulations of the university.

Note on class attendance and participation: students are expected to attend class regularly.
Instructor will take attendance on random days during the semester to ensure that students are
coming to class, and if they miss classes repeatedly, their grade will be affected. If students
miss more than 15% of the class attendance they will not sit for exams. Students are expected
to come to the class on time. Instructor will not allow any student enter if you late more than
five minutes.

Cell phone: Cell phones must be disabled before entering to the class as they are disruptive
and annoying to all of us in the class. So please make sure your cell phone is turned off before
entering the class. All changes in class schedules and some related necessary adjustments will
be communicated to students to enable them to adjust themselves accordingly.
Approved by:

_____________________________________ ________________
Name Signature
School/Department/Program Coordinator

_____________________________________ _______________
Name Signature
College/Faculty/Institute/Director

121
13.20. Research Method for Social Science (RDAE 361)

Course Description:
This course enables learners develop the most appropriate methodology for their research
studies and make them familiar with the art of using different research methods and
techniques. The book authored by (Kothari 2004) is to be used as a main text book along with
other listed references (Bairagi and Munot 2019; Corbin and Strauss 2015; Epstein 2012;
Neuman 2014; Weiss 2019)

Course Objectives
Learning objectives of the course are to:

 understand basic terminology and fundamental concepts in research

 Comprehend basic flow of research process and formulate it for individual research
 Select and write problem definition in domain of choice
 Write research proposal for selected problem definition
 Analyze types of research methods and apply appropriate methods for defined
problem
 Define research methodology for selected problems
 Comprehend the fundamental concepts of literature survey and literature review
 Define problem statement and frame the scope and objectives
 Understand the importance of research design
 Analyze the various types of research designs and select appropriate design for
 experimentation
 Investigate the sampling techniques and select suitable method for research
 Demonstrate descriptive and inferential statistics
 Provide guidelines about contents and body of research papers, reports, and theses
 Write research proposals and report effectively in a proper flow with quality contents
 Comprehend and adopt best practices that would ensure the writer to avoid plagiarism.
 Apply various techniques of avoiding plagiarism to ensure ethical and integral writing

122
Course Syllabus

Program Rural Development and Agricultural Extension

Course Title Research Method for Social Science
Curse Code RDAE 361
ECTS/credit Hrs 5/3
Target student Year III; Semester I
Prerequisites
Lecture class/Room No
Lecture days /Hours
Instructor information Name:
Mobile no:
e-mail:
Consultation hours:
Office address:
Units/sub-sections Study hours distribution Total
(Hrs)
Lectures Practical Tutorial Self
Study
1. Research Methodology: An Introduction 7 1 21 28
1.1 The philosophy of science
1.1.1 The metaphysical bases of science
1.1.2 The object of scientific inquiry
1.2 Meaning of research
1.3 Objectives of Research
1.4 Motivation in Research
1.5 Types of Research
1.6 Research Approaches
1.7 Significance of Research
1.8 Research Methods versus Methodology
1.9 Research and Scientific Method
1.10 . Importance of Knowing How Research
is Done
1.11 Research Process
1.12 . Criteria of Good Research
1.13 . Ethics in Research

123
2. Defining the Research Problem and 1 2 4
Literature Survey
What is a Research Problem?
Selecting the Problem
Necessity of Defining the Problem
Technique Involved in Defining a
Problem
3. Research Design 2 7
3.1 Meaning of Research Design
3.2 Need for Research Design
3.3 Features of a Good Design
3.4 Important Concepts Relating to Research
Design
3.5 Different Research Designs
3.6 Basic Principles of Experimental Designs
4. Sampling Design 3 2 10
4.1 Census and Sample Survey
4.2 Implications of a Sample Design
4.3 Steps in Sampling Design
4.4 Criteria of Selecting a Sampling
Procedure
4.5 Characteristics of a Good Sample Design
4.6 Different Types of Sample Designs
4.7 How to Select a Random Sample?
4.8 Random Sample from an Infinite
Universe
4.9 Complex Random Sampling Designs
5. Measurement and Scaling Techniques 8 23
5.1 Measurement in Research
5.2 Measurement Scales
5.3 Sources of Error in Measurement
5.4 Tests of Sound Measurement
5.5 Technique of Developing Measurement
Tools
5.6 Scaling
5.7 Meaning of Scaling
5.8 Scale Classification Bases

124
5.9 Important Scaling Techniques
5.10 Scale Construction Techniques
6. Methods of Data Collection 5 2 16
6.1 Collection of Primary Data
6.2 Observation Method
6.3 Interview Method
6.4 Collection of Data through
Questionnaires
6.5 Collection of Data through Schedules
6.6 Difference between Questionnaires and
Schedules
6.7 Some Other Methods of Data Collection
6.8 Collection of Secondary Data
6.9 Selection of Appropriate Method for Data
Collection
6.10 Case Study Method
7. Processing and Analysis of Data 7 3 22
7.1 Processing Operations
7.2 Some Problems in Processing
7.3 Elements/Types of Analysis
7.4 Statistics in Research
7.5 Measures of Central Tendency
7.6 Measures of Dispersion
7.7 Measures of Asymmetry (Skewness)
7.8 Measures of Relationship
7.9 Simple Regression Analysis
7.10 Multiple Correlation and Regression
7.11 Partial Correlation
7.12 Association in Case of Attributes
7.13 Other Measures
8. Qualitative Research 6 17
8.1 What is qualitative research?
8.2 Characteristics of Qualitative Research
Design
8.3 Strengths and Limitations of qualitative
research
8.4 Research Design and Data Collection

125
 Strategies of qualitative research
8.4.1 Sampling Strategies for Qualitative
Research
8.4.2 Data Collection Techniques of
Qualitative Research
8.4.3 Rapid Rural Appraisal and
Participatory Rural Appraisal
8.4.3.1 Rapid Rural Appraisal (RRA)
8.4.3.2 Participatory Rural Appraisal
(PRA)
8.5 Analysis of Qualitative data
9. Proposal preparation, Interpretation 8 2 24
and Report Writing
9.1 What should a scientific research
proposal contain?
9.1.1 The problem
9.1.2 The approach
9.1.3 The expected results
9.1.4 The effort
9.2 Interpretation of results
9.2.1 Meaning of Interpretation
9.2.2 Why Interpretation?
9.2.3 Technique of Interpretation
9.2.4 Precaution in Interpretation
9.3 Report writing
9.3.1 Significance of Report Writing
9.3.2 Different Steps in Writing Report
9.3.3 Layout of the Research Report
9.3.4 Types of Reports
9.3.5 Oral Presentation
9.3.6 Mechanics of Writing a Research
Report
9.3.7 Precautions for Writing Research
Reports
9.4 Plagiarism
9.4.1 Reasons for plagiarism
9.4.2 Techniques to Avoid Plagiarism

126
 Total Course Load 48 12 144 204

TEACHING AND LEARNIG METHODS

This course will be delivered in combination with the following methods:
A. Lecture: The instructor provides lectures and summaries whenever appropriate and
required,
B. Brainstorming: The instructor will forward questions for students to let them share
what they knew on each topic before lecturing,
C. Group Discussions: Students are required to form groups to work collaboratively in
order to complete a task, such as proposal writing,
D. Independent learning: Students are required to cover some topics by themselves to
give them opportunity to search for reference materials, refer and prepare short notes,
E. Reports: Students are required to produce a written report/work in response to a single
question or task, and
F. Assignments: Students are given assignments to work on a specific topic or question
such as research problems, sampling design etc.

ASSESSEMENT METHODS:
No Assessment techniques with due date Competency to be assessed Weight for
each
assessment
1 Class Participation and attendance, at all Knowledge, skill 5%
times. and attitude
2 First Assignment (proposal writing). skill 15%
3 Group works and oral presentation Knowledge, skill 10%
and attitude
4 Quiz ,unspecified time Knowledge and skill 5%
5 Test, at the end of the eighth week Knowledge 15%
6 Second Assignment (conducting PRA) Knowledge, skill 10%
and attitude
7 Final Exam, according to the schedule of Knowledge, skill and 40%
the university attitude
Total 100%

127
Text/References
Bairagi, Vinayak, and Mousami V. Munot, eds. 2019. Research Methodology: A Practical
and Scientific Approach. New York: CRC Press Taylor & Francis Group.
Corbin, Juliet, and Anselm Strauss. 2015. Basics of Qualitative Research: Techniques and
Procedures for Developing Grounded Theory. 4th ed. London: SAGE.
Epstein, Miran. 2012. “Introduction to the Philosophy of Sceince.” Pp. 7–28 in Researching
Society and Culture, edited by C. Seale. London: Sage.
Kothari, C. R. 2004. Research Methodology: Methods and Techniques. 2 Revised. New
Delhi: New Age International (P) Ltd., Publishers.
Neuman, Lawrence. 2014. Basics of Social Research: Qualitative & Quantitative
Approaches. 3rd ed. Edinburgh Gate: Pearson Education Limited.
Weiss, Martin. 2019. Writing Scientific Research Proposals: A Practical Guide. 1st ed.
bookboon.

COURSE POLICY
All students are expected to abide by the code of conduct of students throughout this course.
Academic dishonesty, including cheating, fabrication, and plagiarism will not be tolerated and
will be reported to concerned bodies for action. Class activities will vary day to day, ranging
from lectures to writing activities. Students will be active participants in the course. You need
to ask questions, generating ideas, involving in discussions. You are expected to do all the
assignments you are supposed to accomplish. You are required to do the assignments
provided according to the time table indicated and the instructor will give out the directions, if
necessary. With regard to writing assignments all students are expected to write by
themselves, getting other students to write for another is strictly forbidden. If two students or
more assignments are found identical these students‟ assignments will be rejected and the
students will face punishment in accordance to the rules and regulations of the university.

Note on class attendance and participation: students are expected to attend class regularly.
Instructor will take attendance on random days during the semester to ensure that students are

128
coming to class, and if they miss classes repeatedly, their grade will be affected. If students
miss more than 15% of the class attendance they will not sit for exams. Students are expected
to come to the class on time. Instructor will not allow any student enter if you late more than
five minutes.

Cell phone: Cell phones must be disabled before entering to the class as they are disruptive
and annoying to all of us in the class. So please make sure your cell phone is turned off before
entering the class. All changes in class schedules and some related necessary adjustments will
be communicated to students to enable them to adjust themselves accordingly.
Approved by:

_____________________________________ ________________
Name Signature
School/Department/Program Coordinator

_____________________________________ _______________
Name Signature
College/Faculty/Institute/Director

129
13.21. Global Trends (GlTr 371)
Program Rural Development and Agricultural Extension
Degree program B.Sc. in Rural Development and Agricultural Extension
Course Title Global Trends
Course code GlTr 371
Year and semester Year III: semester I
Prerequisite None
ECTS/ Cr.Hr 2/3
Contact Hours Lectures Tutorials Practical Home study Total Study hours
(study hour 32 10 96 138
distribution)
Course Description The course is designed to familiarize learners on the nature and
development of international relations and global issues. It deals with
nations, states, national interest, cooperation and conflict among
states, and the role of state and non-state actors in the international
system. Additionally, it explains the nature of international law,
global political economy and the nexus between regionalism and
globalization. It also critically examines the contemporary global
issues and how the international community is trying to address them.
It is organized to systematically examine international issues by
employing different theories and providing concrete examples from
different parts of the world. Last but not least, after providing rigorous
understanding of how the international system functions, it will equip
learners to consciously observe and critically understand the
Ethiopia‟s Relations with the outside world. As the saying goes
“Think globally act locally!”
Course Objectives At the end of the course, students will be able to:
& Competences to  Understand nations, nationalism and states
be Acquired  Explain the nature and historical development of international
relations
 Gain basic knowledge of the major theories in the discipline of
International Relations and develop the ability to critically
evaluate and apply such theories
 Elucidate national interest, foreign policy and diplomacy
 Explicate the nature and elements of international political
economy and international law
 Examine the extent and degree of influence of state and non-
state actors in the international system
 Examine the roles major international and regional institutions
play in world politics
 Critically evaluate the major contemporary global issues
 Assess the overriding foreign policy guidelines of Ethiopia in the
130
 past and present
 Explore Ethiopia‟s role in regional, continental and global
institutions and affairs
Course outline 1. Understanding International Relations
1.1. Conceptualizing Nations, Nationalism and States
1.2. The Nature and Evolution of International Relations
1.3. Actors of International Relations
 State Actors
 Non-State Actors
1.4. Levels of Analysis in the International Relations
1.5. Power, Anarchy and Sovereignty in the International System
1.6. The Structure of International System
2. Contending Theories of International Relations
2.1. Realism and Neo-Realism
2.2. Liberalism and Neo-Liberalism
2.3. Marxism and Neo-Marxism
2.4. Critical Theory
2.5. Constructivism
2..6. Modernism and Post-Modernism
3. Foreign Policy and Diplomacy
3.1. Conceptualizing National Interest, Foreign Policy and Diplomacy
3.2. National Interest and Foreign Policy
 Determinants of National Interest and Foreign Policy
 Objectives of Foreign Policy
 Foreign Policy Orientations
 Instruments of Foreign Policy
3.3. A Survey of Foreign Policy and Diplomacy of Ethiopia
 Foreign Policy of Ethiopia during the Reign of Emperor
Menilik II
 Foreign Policy of Ethiopia during the Reign of Emperor
Hailesillassie
 Foreign Policy of Ethiopia during the Derg Regime
 Foreign Policy of Ethiopia during the EPRDF
4. The International Political Economy (IPE)
4.1. Meaning and Nature of IPE
 The Nexus between Politics (State) and Economics (Market)
4.2. Theoretical Perspectives on IPE
 Classical Mercantilism and Economic Nationalism
 Classical Liberalism and Adam Smith
 Comparative Advantage and David Ricardo
 Neoliberalism and Keynesianism
 Marxism and Dependency Theory
 Hegemonic Stability Theory
131
  Developmental State Model
4.3. The Political Economy of North-South, South-South: Conflict and
Cooperation
5. International Law
5.1. Meaning, Nature and Areas of International Law
5.2. Sources and Subjects of International Law
5.3. Law Making and Enforcement process at International and
Domestic level
5.4. Formation, Recognition and Responsibility of State under
International Law
6. Regionalism and Globalization
6.1. The Concept, Nature and Development of Regionalism and
Regional Integration
 The Old and New Regionalism
6.2. Major Theories of the Regional Integrations
 Functionalism
 Neo-functionalism
 Inter- governmentalism
 Supra-nationalism
 Selected Cases of Regional Integration (EU, AU...)
6.3. Definition and Evolution of Globalization
 Aspects of Globalization
 Actors of Globalization
 Pros and Cons of Globalization
 Ethiopia in a globalized World
6.4. Regionalization versus Globalization and State
 The Convergence, Divergence and Overlapping relations of
Regionalization and Globalization
 The Hypocrisy of Sovereignty
7. Major Contemporary Global Issues
7.1. Conceptualizing Global Issues
7.2. Survey of Global Issues
7.3. Security Issues
 Terrorism, Religious Fundamentalism and political Extremism
 Weapons of Mass Destruction and The Nuclear Power paradox
 Illicit Human Trafficking, Drug Trafficking, Firearms
Trafficking
7.1. Environmental Issues
 Climate Change and Global warming
7.2.Technology Related Issues
 Cyber Crime and Cyber Security
7.3. Other Social, Economic and Political Issues
 Human Rights
132
  Migration and Refugee
 Trade War
 Aid, Debt Relief

Teaching Learning Methods

Lectures, Group discussions, debates & Reflections

Assessment & Evaluation Techniques

Continuous Assessment 50 %
 Tests (20%)
 Assignment and Presentation (15%)
 Mid-Exam (25%)
 Final Examination (40%)

References
Altinay, Hakan (2011) Global Civics: Responsibilities and Rights in an Interdependent
World. The Brookings institution:Washington

Browlie, Ian (2003). Principles of Public International Law. (6th ed.). New York: Oxford
University

Crane, George T. and AbalAmawi (1997). The Theoretical evolution of International Political
Economy: A Reader (2nd Edition). Oxford University Press: New York.

Crawford, Robert (2000) Idealism and Realism in International Relations: Beyond the
Discipline. Routledge: USA

Genest, Mark A. (1996). Conflict and Cooperation: Evolving Theories of International

Relations. Fourth Worth: Harcourt Brace and Co.

Goldstein J. S. (2003) International Relations. 5th edition. Washington, D.C. Pearson

Education Press, Inc

Hancock, KathleenJ.(2009)Regional Integration; Choosing Plutocracy, Palgrave

Macmillan:United States

Holsti, K.J. (1995) International Politics: A Framework for Analysis. 7th ed. New
Jersey:Prentice Hall.

Mintz, Alex and Karl De Rouen (2010) Understanding Foreign Policy Decision Making,
Cambridge University Pres: Cambridge

133
COURSE POLICY
All students are expected to abide by the code of conduct of students throughout this course.
Academic dishonesty, including cheating, fabrication, and plagiarism will not be tolerated and
will be reported to concerned bodies for action. Class activities will vary day to day, ranging
from lectures to writing activities. Students will be active participants in the course. You need
to ask questions, generating ideas, involving in discussions. You are expected to do all the
assignments you are supposed to accomplish. You are required to do the assignments
provided according to the time table indicated and the instructor will give out the directions, if
necessary. With regard to writing assignments all students are expected to write by
themselves, getting other students to write for another is strictly forbidden. If two students or
more assignments are found identical these students‟ assignments will be rejected and the
students will face punishment in accordance to the rules and regulations of the university.

Note on class attendance and participation: students are expected to attend class regularly.
Instructor will take attendance on random days during the semester to ensure that students are
coming to class, and if they miss classes repeatedly, their grade will be affected. If students
miss more than 15% of the class attendance they will not sit for exams. Students are expected
to come to the class on time. Instructor will not allow any student enter if you late more than
five minutes.
Cell phone: Cell phones must be disabled before entering to the class as they are disruptive
and annoying to all of us in the class. So please make sure your cell phone is turned off before
entering the class. All changes in class schedules and some related necessary adjustments will
be communicated to students to enable them to adjust themselves accordingly.
Approved by:
_____________________________________ ________________
Name Signature
School/Department/Program Coordinator

_____________________________________ _______________
Name Signature
College/Faculty/Institute/Director

134
13.22. Community Based Field Project I (Planning Phase) - RDAE 381
Program Rural Development and Agricultural Extension
Degree program B.Sc. in Rural Development and Agricultural Extension
Course Title Community Based Field Project I (Planning Phase)
Course code RDAE 381
Course delivery Parallel and fully practical
system
Year and semester Year III: Semester I
Prerequisite Extension Program Planning, Monitoring and Evaluation
ECTS /Credits 2/1
Contact Hours (study Lecture Tutorial Practical Home Total Study hours
hour distribution) study
16 8 24 120 168
Course description Theory: Concept and implementation strategy of field projects, types of
projects, elements in developing good intervention project proposal,
situation analysis, data gathering, writing proposals, formatting of project
proposals.
Practical: students are expected to conduct Household survey in selected
villages on group basis, selection of one household and preparation of
intervention plan for enhancing production and income and employment
generation. Students will write a senior research proposal which has to be
approved by their respective advisors and they are expected to carry out a
research on the selected research topic. Students are expected to follow
the standard proposal writing procedure in socio-economic research. The
proposal should demonstrate the students' skill to select good intervention
projects according to the need of the project area and develop it to well-
articulated proposals.

Before deployment to the fieldwork, students should be trained/oriented

on:
 Introduction to PRA tools
 Elements of report writing
 How to conduct need assessment

Procedures to be followed/activities to be undertaken during CBFP-I

(Planning Phase) field work for four consecutive weeks, if possible,
include the following:

135
 Week 01: Students familiarize with selected kebele and establishing
rapport with target farmers. During this stage, students should conduct
transect walk to select target farmer.
 Week 02: Conduct need assessment (situation analysis)
 Week 03: Prioritization of identified problems using PRA tools
(e.g pair-wise ranking, matrix etc)
 Week 04: Design intervention strategies; and develop action plan

Presentation: Students will present their proposals after approved by their

respective advisors for further improvement.
Course objectives At the end of this course, students will be able to:
 identify the major problems of the community,
 prioritize the identified problems
 design intervention strategies
 develop action plan and budget
 develop community based development project proposals that
enhance livelihood of the rural poor Write references properly;
 Produce sound review reports and present to large audience.

ASSESSMENT METHODS

1. Individual session report week 01……………………………………..15%

2. Individual session report week 02…………………………………….. 15%
3. Individual session report week 03………………………………………15%
4. Action plan preparation in group week 04………………………………15%
N.B: no test/mid-term, final exam

COURSE POLICY
All students are expected to abide by the code of conduct of students throughout this course.
Academic dishonesty, including cheating, fabrication, and plagiarism will not be tolerated and
will be reported to concerned bodies for action. Class activities will vary day to day, ranging
from lectures to writing activities. Students will be active participants in the course. You need
to ask questions, generating ideas, involving in discussions. You are expected to do all the
136
assignments you are supposed to accomplish. You are required to do the assignments
provided according to the time table indicated and the instructor will give out the directions, if
necessary. With regard to writing assignments all students are expected to write by
themselves, getting other students to write for another is strictly forbidden. If two students or
more assignments are found identical these students‟ assignments will be rejected and the
students will face punishment in accordance to the rules and regulations of the university.

Note on class attendance and participation: students are expected to attend class regularly.
Instructor will take attendance on random days during the semester to ensure that students are
coming to class, and if they miss classes repeatedly, their grade will be affected. If students
miss more than 15% of the class attendance they will not sit for exams. Students are expected
to come to the class on time. Instructor will not allow any student enter if you late more than
five minutes.

Cell phone: Cell phones must be disabled before entering to the class as they are disruptive
and annoying to all of us in the class. So please make sure your cell phone is turned off before
entering the class. All changes in class schedules and some related necessary adjustments will
be communicated to students to enable them to adjust themselves accordingly.
Approved by:

_____________________________________ ________________
Name Signature
School/Department/Program Coordinator

_____________________________________ _______________
Name Signature
College/Faculty/Institute/Director

137
13.23. Farming System Research and Innovation (RDAE 312)

Course Description:
This course aims at enabling learners to have a comprehensive overview of Farming Systems
Research and its relevance in rural innovation. In the course of that, it raises the interest of the
learner enough to encourage him or her further explore farming from a systemic viewpoint,
understanding research as a participatory co-learning endeavor, rather than just a producer of
knowledge. The course also provides an outlook on new explorations on the dynamic nature
of farming systems. The book authored by Darnhofer, Gibbon, and Dedieu (2012) is to be
used as a main text book along with other listed references (Amede et al. 2015; Collinson
2000; Darnhofer et al. 2012; Dixon 1978; Dixon, Gulliver, and Gibbon 2001; Getahun 1978;
Trott 2017).

Course Objectives
Objectives of the course are to:
 Clarify what Farming Systems is, and how it came about
 Highlights the „lessons learned‟ from some early experiences of farming systems
research in Africa, and how they may inform current practices.
 Reviews some of the methodological themes linked to Farming Systems Research
 Summarize the state of the art on how the environmental impact of farming is taken
into account
 Look into complexity and draws parallels to the dynamic behaviors of farming
systems
 Summarizes the evolution of systems approaches to agricultural innovation

138
Content and Thematic Plan

Program Rural Development and Agricultural Extension

Course Name Farming System Research and Innovation
Curse Code RDAE 312
Cr. Hr. / ECTS: 3/5
Target student Year III Semester II
Prerequisites None
Lecture class/Room No
Lecture days /Hours
Name of Instructor
Name of Tutor
Consultation hours
Study hours distribution Self Total
Lecture Practical Tutorial Study (Hrs)
Topics
1. Farming Systems Research: an 9 3 28 16
approach to inquiry
1.1.The challenge of systems thinking
1.1.1. What is a system?
1.1.2. Of „hard‟ and „soft‟ systems
1.1.3. Ontological vs. epistemological
status of „systems‟
1.1.4. Understanding the dynamics of
farming systems
1.2. A very brief history
1.3.The challenge of interdisciplinarity
1.4.The challenge of participation
1.5.Integrating technological and natural
sciences
1.6.Key characteristics of Farming Systems
Research services and strategies
1.7.Mainstreaming farming systems
research
139
2. Early Farming Systems Research and 6 3 19 24
Extension experience in Africa
2.1 Historical overview – policy context
2.1.1 The policy context in east, central
and southern Africa
2.1.2 International support for Farming
Systems Research
2.1.3 The design and implementation of
FSR
2.1.4 Relationships among researchers
2.1.5 Research-extension relationships
2.1.6 Management issues
2.2 Farming system research in Ethiopia
3. Methodological themes in Farming 6 3 17 32
Systems Research and implications for
learning in higher education
3.1 From disciplinarity to trans-
disciplinarity
3.2 Discipline-based vs. inter-disciplinary
education
3.3 The early history of Farming Systems
Research
3.4 Some other recurring methodological
themes
3.4.1 Participation and the principles of
participatory methodologies
3.4.2 Indigenous knowledge and farmer
participation in the research
processes
3.4.3 Scales of analysis and intervention
3.4.4 Change from technology transfer to
multiple source innovation models
and decision making in landscapes
3.4.5 Learning systems and communities
of practice
3.4.6 Case studies
3.4.7 Modelling

140
 3.4.8 Environmental adaptation and
sustainability
3.4.9 Adaptation, flexibility and
liveability
4.Reshaping boundaries between farming 8 3 23 40
systems and the environment
4.1 Dynamics of relationships between
farming systems and environments
4.1.1 Benchmarks in an on-going history
of changing relationships
4.1.2 From environmental impacts to
environmental issues
4.2 How the development of „ecologised‟
forms of agriculture reshape boundaries
between the system and its environment
4.3 The contribution of agroecology in
reframing relationships between farming
systems and environment
4.3.1 The agroecology perspective
4.3.2 Extending agroecology
4.3.3 The role of ecology in agroecology
5. Dynamics in farming systems: 10 3 30 40
of changes and choices
5.1.Farming Systems Research: a change
that happened
5.2.Default Trajectory vs. Designed
Trajectory
5.3.Morphing of farming systems
5.4.The notion of „Complex Adaptive
Systems‟
5.5.From „being‟ to „becoming‟: behaviors
and properties
5.6.Two approaches focusing on the
dynamics of systems
5.6.1. Resilience thinking and adaptive
cycles
5.6.2. Socio-technical transitions

141
5.7.Taking dynamics into account:
reflections and implications
6. Evolution of systems approaches to 9 3 27 40
agricultural innovation: concepts,
analysis and interventions
6.1.Evolution in thinking on systems
approaches
6.1.1. Differences and similarities in
subsequent perspectives to
agricultural innovation
6.1.2. The system concepts behind the
different perspectives on
agricultural innovation
6.2.Differences in conceptualization and
operationalization of Agricultural
Innovation Systems (AIS )
6.2.1. An infrastructural view of AIS
6.2.2. A process view of AIS
6.2.3. A functionalist view of AIS
6.3.Performance of AIS: key enablers and
disablers
6.3.1. Key enablers for innovation
systems performance
6.3.2. Key disablers of innovation
systems performance
6.4.Methods for researching AIS
6.5.Stimulating AIS: Interventions at
different levels
6.5.1. Support system level interventions
6.5.2. Interventions aimed at innovation
network performance: Dedicated
innovation brokers as systemic
intermediaries
6.5.3. Enhancing the reflexivity of
innovation networks
Total Course Load 48 21 144 213
Assessment
142
Continuous assessments….≥50%
Final Exam……………….≤50%
Course delivery methods
The delivery of the course material employs the method of lectures, guided reading assignments,
and homework assignments. The course comprises of 3 credit hours. It involves 3 contact hours
per week and a minimum of 3 hours of independent study for each contact hour of a lecture.

Text Books/References
Amede, Tilahun, Christopher Auricht, Jean-Marc Boffa, John Dixon, Thilak
Mallawaarachchi, Mandi Rukuni, and Tilaye Teklewold-Deneke. 2015. A Farming
System Framework for Investment Planning and Priority Setting in Ethiopia. Canberra.
Collinson, M., ed. 2000. A History of Farming System Research. New York and Rome: CABI
Publishing and FAO.
Darnhofer, Ika, David Gibbon, and Benoit Dedieu, eds. 2012. Farming Systems Research into
the 21st Century: The New Dynamic. New York and London: Springer.
Dixon, J. 1978. “Farming Systems Research in Ethiopia.” Pp. 441–48 in Proceeding of
ORSTOM/CVRS, Symposium on Land-use and Development in Africa South of the
Sahara – Smallholder’s Logic and Technical Rationality (April 1978). Ouagadougou,
Upper Volta.
Dixon, John, Aidan Gulliver, and David Gibbon. 2001. Farming Systems and Poverty:
Improving Farmers’ Livelihoods in a Changing World. Rome and Washington DC: FAO
and World Bank.
Getahun, Amare. 1978. “Agricultural Systems in Ethiopia.” Agricultural Systems 3(4):281–
93.
Trott, Paul. 2017. Innovation Management and New Product Development. 6th ed. Edinburgh
Gate: Pearson Education.

143
COURSE POLICY
All students are expected to abide by the code of conduct of students throughout this course.
Academic dishonesty, including cheating, fabrication, and plagiarism will not be tolerated and
will be reported to concerned bodies for action. Class activities will vary day to day, ranging
from lectures to writing activities. Students will be active participants in the course. You need
to ask questions, generating ideas, involving in discussions. You are expected to do all the
assignments you are supposed to accomplish. You are required to do the assignments
provided according to the time table indicated and the instructor will give out the directions, if
necessary. With regard to writing assignments all students are expected to write by
themselves, getting other students to write for another is strictly forbidden. If two students or
more assignments are found identical these students‟ assignments will be rejected and the
students will face punishment in accordance to the rules and regulations of the university.

Note on class attendance and participation: students are expected to attend class regularly.
Instructor will take attendance on random days during the semester to ensure that students are
coming to class, and if they miss classes repeatedly, their grade will be affected. If students
miss more than 15% of the class attendance they will not sit for exams. Students are expected
to come to the class on time. Instructor will not allow any student enter if you late more than
five minutes.
Cell phone: Cell phones must be disabled before entering to the class as they are disruptive
and annoying to all of us in the class. So please make sure your cell phone is turned off before
entering the class. All changes in class schedules and some related necessary adjustments will
be communicated to students to enable them to adjust themselves accordingly.
Approved by:

_____________________________________ ________________
Name Signature
School/Department/Program Coordinator

_____________________________________ _______________
Name Signature
College/Faculty/Institute/Director
144
13.24. Participatory Approaches and Methods for Rural Innovation (RDAE 322)

Course Description:
This course introduces students to fundamentals of participatory approaches in rural
development and innovation processes. It deals with the concept, the types and, levels of
participation. It further explores the contextual factors and conditions that can influence
participatory initiatives as well as, the potential and limitations of participatory processes. It
also focuses at equipping students with skills in facilitation, application of various
participatory methodologies and or tools and, assessing the practice of participation in
development.

Course Objectives
At the end of this course the students will able to:
 Describe the concept of participation in rural development interventions and
innovation systems research
 Appreciate the potential and limitations of participatory approaches in different
situations
 Acquire knowledge pertaining to how participatory methods can be applied to
facilitate rural innovation
 Acquire knowledge, skills and experiences in using several of the participatory
methodologies and tools in rural development work
 Develop skills and competence to facilitate design and implementation of participatory
community development project interventions in more inclusive and participatory way

145
Content and Thematic Plan

Program Rural Development and Agricultural Extension

Course Name Participatory Approaches and Methods for Rural
Innovation
Curse Code RDAE 322
Cr. Hr. / ECTS: 2/3
Target student Year III Semester II
Prerequisites
Lecture class/Room No
Lecture days /Hours
Name of instructor
Name of tutor
Consultation hours
Study hour distribution Self- Total
Unit/sub-section Lecture Practical Tutorial study (Hrs)
1. General Introduction 6 18 24
1.1. Definition and concept of participation
1.2. Principles & requisite attitudes for use
of participatory methods/ tools
1.3. Rationale for participation (reasons for
& against participation) in development
work
1.4. Core arguments for participation
1.4.1. Pragmatic views
1.4.2. Ideological /(belief/philosophy)
1.4.3. Political
1.4.4. Accountability (organizational
survival)
1.4.5. Responsibility
1.5. Importance/benefits of participation
1.6. Paradoxes of participation/core
critiques of participation
2. Historical overview of participation in 6 3 18 27
Rural Development & Research
2.1.Perspectives and evolutions
participatory thinking
2.1.1. The linear Transfer of technology
(TOT)
2.1.2. Systems thinking
2.1.3. Farmer first & beyond farmer first

146
 2.1.4. Indigenous Knowledge
2.2.Trends in participatory approaches
(approaches that have been used)
2.2.1. Transfer of Technology (TOT)
2.2.2. Farming systems research (FSR) &
extension
3. Participatory methodologies in 10 30 40
Development
3.1.Types of participatory methodologies
3.1.1. Extractive
3.1.2. Action & learning
3.2.Methods Vs Methodologies
3.3.Approaches Vs tools
3.4.Typologies of selected participatory
methods and approaches in Rural
Development and innovation process
3.4.1. Participatory Rural Appraisal
3.4.2. Participatory Learning and Action
Research (PLAR)
3.4.3. Farmers Field school
3.4.4. Multi-stakeholders Innovation
Platforms (MSIPs)
4. Applying participation in development 10 3 30 43
and innovation process
4.6.Stakeholder analysis
4.6.1. Definitions
4.6.2. Who, why, when & how aspects?
4.6.3. Stakeholder importance & influence
4.6.4. Stakeholders Mapping/mapping
appropriate stakeholder
participation
4.7.Gender consideration in community
development intervention
4.7.1. Definition
4.7.2. Participation into development
practice
4.7.3. Gender analysis
4.7.4. Gender mainstreaming
4.8.Participatory planning, managing,
monitoring& evaluation
4.8.1. Participatory planning
4.8.2. Participatory monitoring &
evaluation (PM&E)
147
 4.9.Facilitating Participatory in processes
Development
4.9.1. Defining facilitation
4.9.2. Skills and attitudes required of
facilitators
4.9.3. Core roles of facilitators
Total Course Load 32 6 96 134

TEACHING AND LEARNING METHODs

A. Lecture: course materials, case study materials, lecture notes, and articles
B. Tutorial: Three tutors will be given at the end of two successive chapters
C. Reflection: students are required to consistently make their own reflections on
issues under discussion in class. As such, class participation includes activities
such as speaking, listening, observing, sharing ideas, and reflecting.
D. Assignments: Students will at least take two rounds of assignments to be worked,
evaluated and / or presented in class
E. Presentations and seminars: As part of the instruction process, students will
present their assignments. The presentations then should be followed by warm
class discussions and debates.
ASSESSMENT METHOD
No Assessment techniques with due date Competency to be Weight for each
assessed assessment
1 Class Participation and attendance, at all Knowledge, skill 5%
times. and attitude
2 First Assignment, at the end of the fourth Knowledge and 10%
week. skill
3 Presentation of the first assignment, at the Knowledge, skill 10%
end of the fifth week. and attitude
4 Quiz, unspecified time Knowledge and 5%
skill
5 Second Assignment, at the end of the 10th Knowledge, skill 10%
week and attitude
6 Presentation of the Second assignment, at Knowledge, skill 10%
the end of the 14th week and attitude
7 Final Exam, according to the schedule of Knowledge, skill 50%
the university and attitude
Total 100%
148
Text Books/References
Adams, L. (2008). Introduction to Multi-stakeholder Partnership Processes: Summary of the
ISOC E-meeting. An Online Presentation of Multi-stakeholder Partnership Process,
March 13, 2008. ISOC, Marratech.
Biggs, S(2007). Building on the positive: an actor innovation systems approach to finding
and promoting pro poor natural resources institutional and technical innovations.
International
Chambers, R. (1994). Participatory Rural Appraisal (PRA): Analysis of Experience. World
Development, Vol. 22, No. 9, pp. 1253-1268
Hall, A., W. Janssen, E. Pehu, and R. Rajalahti ( 2006) Enhancing agricultural innovation:
ILRI(2013) Developing innovation capacity through innovation platforms. Innovation
Platform practice, brief 8.
Jolisaa (2011) Innovation concept and related notions in the frame of the JOLISAA
project. Internal Working paper no 1, May 2011.

Kaulen, van W. F and S.J.E Walraven (1996).Participation and its

Methodologies.Negotiation in participation. Department of communication and
innovation studies, Wagenigen, Netherlands

Spielman, D. and R. Birner(2008) “How Innovative Is Your Agriculture? Using Innovation

Indicators and Benchmarks to Strengthen National and Agricultural Innovation
Systems.” ARD Working Paper #41. Washington, DC: World Bank.

COURSE POLICY
All students are expected to abide by the code of conduct of students throughout this course.
Academic dishonesty, including cheating, fabrication, and plagiarism will not be tolerated and
will be reported to concerned bodies for action. Class activities will vary day to day, ranging
from lectures to writing activities. Students will be active participants in the course. You need
to ask questions, generating ideas, involving in discussions. You are expected to do all the
assignments you are supposed to accomplish. You are required to do the assignments
provided according to the time table indicated and the instructor will give out the directions, if
necessary. With regard to writing assignments all students are expected to write by
themselves, getting other students to write for another is strictly forbidden. If two students or

149
more assignments are found identical these students‟ assignments will be rejected and the
students will face punishment in accordance to the rules and regulations of the university.

Note on class attendance and participation: students are expected to attend class regularly.
Instructor will take attendance on random days during the semester to ensure that students are
coming to class, and if they miss classes repeatedly, their grade will be affected. If students
miss more than 15% of the class attendance they will not sit for exams. Students are expected
to come to the class on time. Instructor will not allow any student enter if you late more than
five minutes.

Cell phone: Cell phones must be disabled before entering to the class as they are disruptive
and annoying to all of us in the class. So please make sure your cell phone is turned off before
entering the class. All changes in class schedules and some related necessary adjustments will
be communicated to students to enable them to adjust themselves accordingly.
Approved by:

_____________________________________ ________________
Name Signature
School/Department/Program Coordinator

_____________________________________ _______________
Name Signature
College/Faculty/Institute/Director

150
13.25. Training for Capacity Development (RDAE 332)

Course Description
Meaning, concept and scope of training; training models; training typology, training methods
and techniques; principles of training, methods of conducting short term training for farmers
and village leaders; trainers' training; techniques of training; training cycle, training need
assessment, developing training plan, designing training programs, implementation and
monitoring & evaluation of training programs.

Course objectives
At the end of this course, students will be able to:
 know concept of training and why training important for employees
 conduct Needs Assessment
 identify training needs of organizations;
 organize and run or facilitate training programs for farmers;
 prepare training modules for training;
 Evaluate training programs during and after conducting the training.

Course Syllabus

Program Rural Development and Agricultural Extension

Course Title Training for Capacity Development
Curse Code RDAE 332
ECTS/credit Hrs 3/2
Target student Year III; Semester II
Prerequisites
Lecture class/Room No
Lecture days /Hours
Instructor information Name:
Mobile no:
e-mail:
Consultation hours:
Office address:
Units/sub-sections Study hours distribution Total

151
 Lectures Practical Tutorial Self- (Hrs)
Study
1. CONCEPTS OF TRAINING AND 6 18 24
CAPACITY DEVELOPMENT
1.1.Basic Concepts of Training
1.2.Reason Why Training Important
1.3.Types of Training
1.4.Benefits of Training
1.5.What is capacity and capacity
development?
2. TRAINING NEEDS ASSESSMENT 8 4 24 36
2.1. Why is needs assessment necessary?
2.2. Benefits of Needs Assessment
2.3. Effective Needs Assessment
2.4. Who should participate in needs
assessment?
2.5. Methods used in needs assessment
2.6. Needs assessment process
3. TRAINING DESIGN AND 8 2 24 34
PREPARATION
3.1. Designing training objectives from TNA
3.2. Training course development
3.3. Definition of syllabus
3.4. Steps in training context development
3.5. Training materials
3.6. Types of training materials
3.7. Choice of appropriate training materials
3.8. Estimating training costs
4. CONDUCTING TRAINING 4 12 16
4.1. Training techniques
4.2. Presentational Techniques

152
4.3. Participatory techniques
4.4. Exploratory techniques
4.5. The Choice of Method
5. EVALUATION OF TRAINING 4 12 16
5.1. Definition of Training Evaluation
5.2. Benefits of Evaluation
5.3. Types of Training Evaluation
5.4. Using Evaluation Results
6. TRANSFER OF TRAINING 2 6 8
6.1. Obstacles in the work environment that
inhibit transfer of training
6.2. Characteristics of a Positive Climate for
Transfer of Training
Total Course Load 32 6 96 134

TEACHING AND LEARNIG METHODS

This course will be delivered in combination with the following methods:

A. Lecture : The teacher provides lectures and summaries whenever appropriate and
required
B. Tutorial: Three tutors will be given at the end of each two successive chapters
according to the nature of the course

C Reflection: students are required to consistently make their own reflections on

issues under discussion in class

D. Assignments: Students will at least take two rounds of assignments to be worked,

evaluated and / or presented in class

153
 E. Presentations and seminars: As part of the instruction process, students will
present their assignments. The presentations then should be followed by warm class
discussions and debates.

ASSESSEMENT METHODS:

S.N Assessment techniques with due date Competency to be assessed Weight for each
assessment
1 Class participation and attendance, at all Knowledge, skill and 5%
times. attitude
2 First assignment Knowledge and skill 10%
3 Presentation of the first assignment Knowledge, skill and 5%
attitude
4 Quiz ,unspecified time Knowledge and skill 5%
5 Second Assignment (conduct needs skill 25%
assessment, design training material,
deliver training, evaluate training
outcome)
6 Final Exam Knowledge, skill and 50%
attitude
Total 100

REFERENCES

1. FAO, 1990. Making Learning Easier: A guide for Improving Education/Training

Materials. Rome, FAO
2. FREIRE, P., 1972. Pedagogy of the Oppressed. Harmonds mouth, Penguin.
3. Jules N. Pretty, 1995. Participatory Learning and Action: A Trainer‟s Guide. II ED
Participatory Methodology series.
4. Roob, R.T, Swanson, B.E Wentling T.L., and clark, D.D., 1991. Improving Training
Quality: A Trainer‟s Guide to Evaluation. Rome, FAO
5. Rosemary S. Caffarella, 1987. Program Development & Evaluation Resource Book
for Trainers.
6. Sheffield, J.R.m P.D Victor, 1972. Non-formal Education for African Development.
African-American Institute, New York.

154
COURSE POLICY
All students are expected to abide by the code of conduct of students throughout this course.
Academic dishonesty, including cheating, fabrication, and plagiarism will not be tolerated and
will be reported to concerned bodies for action. Class activities will vary day to day, ranging
from lectures to writing activities. Students will be active participants in the course. You need
to ask questions, generating ideas, involving in discussions. You are expected to do all the
assignments you are supposed to accomplish. You are required to do the assignments
provided according to the time table indicated and the instructor will give out the directions, if
necessary. With regard to writing assignments all students are expected to write by
themselves, getting other students to write for another is strictly forbidden. If two students or
more assignments are found identical these students‟ assignments will be rejected and the
students will face punishment in accordance to the rules and regulations of the university.

Note on class attendance and participation: students are expected to attend class regularly.
Instructor will take attendance on random days during the semester to ensure that students are
coming to class, and if they miss classes repeatedly, their grade will be affected. If students
miss more than 15% of the class attendance they will not sit for exams. Students are expected
to come to the class on time. Instructor will not allow any student enter if you late more than
five minutes.
Cell phone: Cell phones must be disabled before entering to the class as they are disruptive
and annoying to all of us in the class. So please make sure your cell phone is turned off before
entering the class. All changes in class schedules and some related necessary adjustments will
be communicated to students to enable them to adjust themselves accordingly.
Approved by:
_____________________________________ ________________
Name Signature
School/Department/Program Coordinator

_____________________________________ _______________
Name Signature
College/Faculty/Institute/Director

155
13.26. Agricultural Journalism (RDAE 342)

Course Description:
This course is designed to equip students with knowledge, skills and attitudes on agricultural
journalism that will enable them to increase their competence in managing and
communicating agricultural information using the practices of professional journalism. The
course, as theoretical session, focuses on the following topics: basics of professional
journalism; understanding agricultural journalism‟s roles in agricultural development;
managing and communicating agricultural information; clarifying the roles of press in
agricultural extension; clarifying the duties and responsibilities of public officers in
agricultural organizations; understanding the relationship between mass extension methods
and mass media; clarifying the roles of mass media in agricultural extension; preparing
extension materials; gathering agricultural information and writing agricultural News. As
practical session, the course will also include a short period of fieldwork in the nearby rural
areas, to assess the prevailing management of agricultural information systems, identify
challenges and suggest likely solutions for overcoming the challenges. This will give students
exposure to real-life agricultural problems and environments similar to those they face after
graduation.

Course Objectives
At the end of this course, students will be able to:

 know the roles, principles, and ethics of journalism,

 describe objectives, principles and roles of agricultural journalism for agricultural
development,
 apply management of agricultural information systems
 appreciate freedom of press in agricultural extension
 understand the duties and responsibilities of public officer in agricultural journalist
 recall mass media and mass extension methods
 prepare materials for mass extension
 Gather agricultural information and writing agricultural news
156
Course Syllabus

Program Rural Development and Agricultural Extension

Course Title Agricultural Journalism
Curse Code RDAE 342
ECTS/credit Hrs 3/2
Target student Year III; Semester II
Prerequisites
Lecture class/Room No
Lecture days /Hours
Instructor information Name:
Mobile no:
e-mail:
Consultation hours:
Office address:
Units/sub-sections Study hours distribution Total
(Hrs)
Lectures Practical Tutorial Self-
Study
1. INTRODUCTION TO JOURNALISM 4 12 16
1.1. What is Journalism?
1.2. Historical Development of Journalism
1.3. Types of Journalism
1.4. Roles and Principles of Journalism
1.5. Journalism Ethics
2. AGRICULTURAL JOURNALISM 6 18 24
2.1. What is Agricultural Journalism
2.2. Aims and Objective of Agricultural
Journalism
2.3. Principles of Agricultural Journalism
2.4. The roles of Agricultural Journalism in
Agricultural Extension
3. MANAGEMENT OF 6 18 24
AGRICULTURAL INFORMATION
SYSTEMS
3.1. Definition and Types of Knowledge
3.2. Fundamental Concepts in Knowledge
Management
157
3.3. Knowledge Management
3.3.1. Knowledge creation
3.3.2. Knowledge capture
3.3.3. Knowledge storage and retrieval
3.3.4. Knowledge transfer
3.3.5. Knowledge application
3.4. Tools in Knowledge Management
4. PRESS IN AGRICULTURE 4 12 16
4.1. What is Press?
4.2. Theories in Press and Freedom of Press
4.3. Press in Agricultural Extension
5. PUBLIC OFFICER IN 6 18 24
AGRICULTURAL ORGANIZATIONS
5.1. The Duties and Responsibilities of Public
Officer
5.2. Public Officer as Agricultural Journalist
5.3. Agent of Change
5.4. Constraints and Opportunities
6. MASS MEDIA IN EXTENSION AND 14 2 42 58
PREPARING MATERIALS FOR MASS
EXTENSION
6.1. Meaning, Types and Characteristics of
Mass Media
6.2. Historical Developments of Mass Media
6.3. Media in Agriculture
6.4. Printed Mass Extension Materials
6.4.1. Extension Booklets
6.4.2. Extension Training Manuals
6.4.3. Extension Technical Leaflets
6.5. Electronic Media
6.5.1. Radio in Extension
6.5.2. Audio-Visual Materials
6.6. Computer Technologies
6.6.1. Cell Phone
6.6.2. Internet and Different Webs
6.7. Social Media
7. Gathering Agricultural Information and 6 4 18 28

158
Writing Agricultural News
7.1. What is News?
7.2. Methods of Gathering Agricultural
Information (Newsworthy Elements)
7.3. Techniques of Writing Agricultural
News
7.4. Presenting Agricultural News
7.4.1. Selecting Media
7.4.2. Constraints and Opportunities
Total Course Load 46 2 4 138 190

TEACHING AND LEARNIG METHODS

This course will be delivered in combination with the following methods:
A. Lecture: The instructor provides lectures and summaries whenever appropriate and
required,
B. Brainstorming: The instructor will forward questions for students to let them share
what they knew on each topic prior to lecturing,
C. Group Discussions: Students are required to form groups to work collaboratively in
order to complete a task, such as on oral presentations, reports or field works,
D. Independent learning: Students are required to cover some topics by themselves to
give them opportunity to search for reference materials, refer and prepare short notes,
E. Field work: Students are taken to nearby rural areas to assess the prevailing
management of agricultural information and communication, identify challenges and
suggest likely solutions, and prepare and present report to the class,
F. Reports: Students are required to produce a written report/work in response to a single
question or task, and
G. Assignments: Students are given assignments to work on a specific topic or question
such as preparing agricultural News.

159
ASSESSEMENT METHODS:
No Assessment techniques with due date Competency to be Weight for each
assessed assessment
1 Class Participation and attendance, at all times. Knowledge, skill and 5%
attitude
2 First Assignment, at the end of the fourth Knowledge and skill 5%
week.
3 Group discussions and oral presentation every Knowledge, skill and 10%
two weeks attitude
4 Quiz ,unspecified time Knowledge and skill 5%
5 Mid-examination, at the end of the sixth week Knowledge 15%
6 Second Assignment, at the end of the eighth Knowledge, skill and 5%
week attitude
7 Field work , report preparation and oral Knowledge, skill and 15%
presentation at the end of the tenth week attitude
8 Final Exam, according to the schedule of the Knowledge, skill and 40%
university attitude
Total 100%

References
Ethiopian Press, Media, TV, Radio, Newspaper, Available at-
http://www.pressreference.com/cofa/Ethiopia.html

Girard B. 2001. The challenges of ICTs and rural radio. First international workshop on farm
radio broadcasting, 19-22, February 2001, FAO, Rome.

Harcup, T. 2009. Journalism: principles and practice. SAGE publishers.

Herbert, John. 2000. Journalism in the digital age: Theories and practices for broadcast, print
and online media. Oxford Focal Press.

Vivian, J. 2000. Media of mass communication (5th Ed).Allyn and Bacon, London.

Yusuf, M. M. 1993. Exploring Journalism (3rd Edition). A-One Publishers, Lahore

160
COURSE POLICY
All students are expected to abide by the code of conduct of students throughout this course.
Academic dishonesty, including cheating, fabrication, and plagiarism will not be tolerated and
will be reported to concerned bodies for action. Class activities will vary day to day, ranging
from lectures to writing activities. Students will be active participants in the course. You need
to ask questions, generating ideas, involving in discussions. You are expected to do all the
assignments you are supposed to accomplish. You are required to do the assignments
provided according to the time table indicated and the instructor will give out the directions, if
necessary. With regard to writing assignments all students are expected to write by
themselves, getting other students to write for another is strictly forbidden. If two students or
more assignments are found identical these students‟ assignments will be rejected and the
students will face punishment in accordance to the rules and regulations of the university.

Note on class attendance and participation: students are expected to attend class regularly.
Instructor will take attendance on random days during the semester to ensure that students are
coming to class, and if they miss classes repeatedly, their grade will be affected. If students
miss more than 15% of the class attendance they will not sit for exams. Students are expected
to come to the class on time. Instructor will not allow any student enter if you late more than
five minutes.
Cell phone: Cell phones must be disabled before entering to the class as they are disruptive
and annoying to all of us in the class. So please make sure your cell phone is turned off before
entering the class. All changes in class schedules and some related necessary adjustments will
be communicated to students to enable them to adjust themselves accordingly.
Approved by:
_____________________________________ ________________
Name Signature
School/Department/Program Coordinator

_____________________________________ _______________
Name Signature
College/Faculty/Institute/Director

161
13.27. Agricultural Marketing and Rural Finance (AgEc 352)
Course Description
Agricultural Marketing and Rural Finace (AgEc 352) is a three credit hours course and as
name indicated divied into two broad section (Agricultural Marketing and Rural Finace). This
course provides summary of basic concepts of marketing and marketing systems; features of
marketing and marketing philosophies; communication tools in agricultural marketing and
market function. The course also provides students with practical experience with application
of marketing analysis tools and interprets marketing data to make students to understand how
economists deal with marketing costs, channels and marketing margins. On the other hand,
rural finance section is intended to familiarize students with the concept of financial scenario
and role finance in the Agricultural sector. Moreover, the course also includes source of
resource acquisition; methods of financial analysis and management in agriculture as well as
credit instruments and financial markets in Ethiopia.

Course Objectives
After completing this course, the students should be able to:
 understand role of agriculture and food marketing in economic development
 understand markets and marketing concepts in agriculture
 identify marketing channels, costs and margins at different marketing stages
 use marketing communication and conduct market research to made decision of
agricultural firms
 understand the concepts of finance, agricultural finance, micro finance, credit, and
insurance;
 identify different source of resource acquisition;
 make effective financial decision using the appropriate financial tools;
 measure risk and return in agriculture;
 discuss risk management and the use of insurance in agribusiness;
 identify available credit instruments and their use;

162
  Comment on problems of rural finance and suggest recommendation for rural finance
improvement.
Contents and Thematic Plan
Program Rural Development and Agricultural Extension
course Name Agricultural Marketing and Rural Finance
Curse Code AgEc 352
ECTS/ Credit hours 5/3
Class year Year III Semester II
Prerequisites None
Lecture class/Room No
Lecture days /Hours
Name of Instructor
Name of Tutor
Lecture Practical Tutorial Independ Total
ent work hrs
1. The concepts of markets and marketing 4 12 16
1.1.Definition of markets and marketing
1.2.Concepts of market and marketing
1.3.Characterizing markets and market
classification
1.4.Marketing and marketing system
1.5.Features of marketing
1.6.Market philosophies‟
2. Agricultural Marketing and marketing 6 18 24
functions
2.1.Agricultural marketing
2.1.1. Importance of agricultural and food
marketing
2.1.2. Link between agriculture and food
industry
2.1.3. Problems in Agricultural Marketing
2.1.4. Problems of AM in Ethiopia
2.1.5. Marketing of Agricultural and
Manufactured Goods
2.2.Marketing functions
2.2.1. Marketing functions
2.2.2. Institutions involved in marketing
2.2.3. Marketing communication

163
3. Review Demand and supply 4 2 12 18
3.1.Review demand and supply analysis
3.2.Demand and supply elasticity in
agriculture
3.3.Applications of Supply& Demand
Analysis in Agriculture
4. Agricultural Marketing channels, costs, 12 4 36 52
margins and efficiency
4.1.Marketing channels, costs, margins
4.1.1. Marketing channels
4.1.2. Marketing margins
4.1.3. Marketing costs
4.2.Marketing efficiency and performance
4.2.1. Physical /allocative efficiency
4.2.2. Price efficiency
4.2.3. Structure, Conduct and
performance in agricultural
marketing
4.2.4. Market Integration and Product
differentiation
5. Concept Rural Finance 4 12 16
5.1.Meaning and Scope
5.2.Roles of Rural Finance and Financial
Systems
5.2.1. Role of Rural Finance to Growth
5.2.2. Role and Functions of Financial
Systems
5.3.Challenges in Rural Finance
6. Resource Acquisition and Use of Credit 5 15 20
in Agriculture
6.1.Resource Acquisition in Agriculture
6.2.Role and Classification of Credit
6.3.Bases of Credit
6.4.Features of Successful Agricultural
Credit Provider
6.5.Advantages and Disadvantages of Credit
7. Financial Analysis and Management in 9 4 18 31
Agriculture
7.1.Review Financial Analysis

164
 7.1.1. Financial Structure Analysis
7.1.2. Return Analysis
7.1.3. Repayment Analysis
7.2.Financial Management
7.2.1. Function and Scope
7.2.2. Economic Activities of a Farm
Business
7.3.Risk and Return as Goals
7.4.Measuring Expected Return and Risk
7.5.Decision Rules for Risk-return Trade-off
7.5.1. Coefficient of Variation
7.5.2. Highest Lower Bound
7.6.Diversification
7.6.1. Covariance
7.6.2. Correlation Coefficient
7.7.Portfolio Risk and Returns
7.8.Diversification with More than Two
Enterprises
7.9.Insurance in agriculture
8. Credit Instruments and Financial 4 12 16
Markets
8.1.Credit Instruments and Contracts
8.2.Financial Markets and Intermediation
8.2.1. Transfer of Funds
8.2.2. Rationing Funds
8.2.3. Financial Intermediation
8.2.4. Kinds of Financial Markets
8.3.Problems in Rural Financial Market
Development
8.4.Preconditions for Development of Rural
Financial Markets
8.5.Strategies to Improve Rural Financial
Services
8.5.1. Credit Services Strategies
8.5.2. Deposit Services Strategies
8.5.3. Insurance Services Strategies
Total 48 10 58 144 202
Teaching and Learning Methods
The mode of the delivery of the course combines lectures, practical activities, discussion,
readings, assignments, individual and /or group works and presentation.
Assessment
Continuous assessments….50%
165
 Quiz ….…………...10
Assignment ………..20
Test ……….. ……..20
Final Exam…………50%
References
1. Crawford I.M., 1997. Agricultural and Food Marketing Management, FAO of the
United Nations, Rome
2. Kohls, R. L. and Uhl, J. N. 2002. Marketing of Agricultural Products. Ninth Edition.
Prentice Hall, chapters 11.
3. Kotler, P and G., Armstrong, 2004. Principles of Marketing, Prentice-Hall, Inc. 10th
ed. New Jersey, USA.
4. Smith, L.D. 1981. A Methodology For Measuring Marketing Costs And Margins For
Foodstuffs In Developing Countries.” In: Post Harvest Operations: Workshop
Proceedings, FAO Network And Centre For Agricultural Marketing Training In
Eastern And Southern Africa, Harare, Zimbabwe, pp. Agricultural Marketing and
Pricing

COURSE POLICY
All students are expected to abide by the code of conduct of students throughout this course.
Academic dishonesty, including cheating, fabrication, and plagiarism will not be tolerated and
will be reported to concerned bodies for action. Class activities will vary day to day, ranging
from lectures to writing activities. Students will be active participants in the course. You need
to ask questions, generating ideas, involving in discussions. You are expected to do all the
assignments you are supposed to accomplish. You are required to do the assignments
provided according to the time table indicated and the instructor will give out the directions, if
necessary. With regard to writing assignments all students are expected to write by
themselves, getting other students to write for another is strictly forbidden. If two students or
more assignments are found identical these students‟ assignments will be rejected and the
students will face punishment in accordance to the rules and regulations of the university.

166
Note on class attendance and participation: students are expected to attend class regularly.
Instructor will take attendance on random days during the semester to ensure that students are
coming to class, and if they miss classes repeatedly, their grade will be affected. If students
miss more than 15% of the class attendance they will not sit for exams. Students are expected
to come to the class on time. Instructor will not allow any student enter if you late more than
five minutes.

Cell phone: Cell phones must be disabled before entering to the class as they are disruptive
and annoying to all of us in the class. So please make sure your cell phone is turned off before
entering the class. All changes in class schedules and some related necessary adjustments will
be communicated to students to enable them to adjust themselves accordingly.
Approved by:

_____________________________________ ________________
Name Signature
School/Department/Program Coordinator

_____________________________________ _______________
Name Signature
College/Faculty/Institute/Director

167
13.28. Agricultural Machinery and Implements (AgEg 362)
Department of Agricultural Engineering
Haramaya Institute of Technology, Haramaya University
Course Code AgEg 362
Course Title Agricultural Machinery and Implements
Degree Program BSc in Rural Development and Agricultural Extension
Pre-requisites
Year and Semester Year III Semester II
Lecturer
ECTS/ Credits 5/3 (2+1)
Practice or
Lecture Tutorial Home study
Laboratory
Contact Hours
2 4
1(3hrs)
After the completion of the course the students;
 Will understand farm mechanization and its scope.
 Will comprehend the application of different types of
tillage, planting; weed control, harvesting, and storage
of Agricultural products.
 select a mechanization system suitable to a policy
Course Objectives environment, soils, climate, crop and operation at hand;
 Machinery Costs: estimate ownership, variable and
timeliness costs for various field operations;
 Make key management decisions such as: ways of
Acquiring machinery service & extending service life;
when to replace mechanization: input and comparing
between mechanization alternatives.
 Farm mechanization and its scope; select a
mechanization system suitable to a policy environment,
soils, climate, crop and operation at hand; machinery
for primary and secondary tillage and their objectives;
principles of tillage implements; classification and
calibration of planting machines, fertilizer and manure
application machinery; different types of sprayers and
Course Description
dusters; harvesting equipment: combines, threshers,
Maize Sheller, & Forage Harvester. Storage of
Agricultural products, hay and forage harvesters.
Estimate ownership, variable and timeliness costs for
various field operations; ways of Acquiring machinery
service & extending service life; when to replace
mechanization: input and comparing between
168
 mechanization alternatives.
Chapter One: Introduction to Farm Mechanization
1.1. Definition of Tools, Implements Machines and Machinery
1.2. Scope and Objectives of Farm Mechanization
1.3. Level of Mechanization
Chapter Two: Tillage
2.1. Introduction
2.2. Objectives of Tillage
2.3. Types & Tillage Practices
2.4. Types of Tillage Implements
2.4.1. Primary Tillage Implements
2.4.2. Secondary Tillage Implements
Chapter Three: Planting Equipment
3.1. Classification of Planting Equipment
3.2. Components of Planter
3.3. Calibration of Planter
Chapter Four: Fertilizer Equipment
4.1. Introduction
4.2. Types of Fertilizer
4.3. Types of Fertilizer Applicator
Chapter Five: Plant Protection Equipment
5.1.Introduction
Course Outline
5.2. Plant Protection Methods
5.3. Chemicals and their Methods of Application
5.4. Sprayers and Duster
5.5. Principal Components of sprayer
5.6. Calibration of sprayers
Chapter six: Crop, Hay and Forage Harvesters
6.1. Introduction
6.2. Combine Harvesters
6.2.1. Principal units of combine
6.2.2. Losses of Combine
6.3. Maize Sheller & thresher Machines
6.4. Mower, Rakes and Balers
6.5. Forage Harvester
Chapter Seven: Storage of Agricultural Products
7.1. Introduction
7.2. Principles of storage
7.3. Storage structures.
Chapter Eight: Selection & Cost Analysis Of Agricultural
Machinery Operation
8.1.Ways to Acquiring/Obtain Farm Machinery Services
8.2. Estimating Machinery Cost
169
 8.2.1. Fixed/ownership/overhead cost
8.2.2. Operation cost
8.2.3. Timeliness cost
8.2.4. Custom work cost
8.3. Selection criteria of Agricultural Machinery
Teaching & Learning
Methods
Lecture and Practical
Evaluation Continuous assessment 50%
Grading System Final Examination 50%.
Attendance Mini Minimum of 85% attendance during lecture hours and 100%
Requirements practical attendance
1. Brian Bell, 1991. Farm Machinery. Third edition. Farming
press, London.
2. Claude Culp in, 1992. Farm Machinery. Black well scientific
Publication, Twelfth edition. London.
3. FAO. 1984. Agricultural Machinery Vol. 1and 2. Rome.
4. Kaul. R.N and Egbo. C.O. 1985. Introduction to agricultural
Mechanization, General edition, Macmillan publishers, London.
5. Kepner and Barger, 1985. Principles of Farm Machine. John
Literature: Willey and sons company, New York.
6. Klenin N.I. 1986. Agricultural Machines. Balkeme, Rotterdam,
the Netherlands.
7. Paul Jacobson, 1961. Agricultural Engineers Hand book.
McGraw-Hill, London.
8. Shippen. J.M, 1980 Basic Farm Machinery, Pergamon press,
Great Britain.
9. Smith and Wilkes. 1979. Farm Machinery and Equipment, Tata
and McGraw hill publisher, New Delhi.

COURSE POLICY
All students are expected to abide by the code of conduct of students throughout this course.
Academic dishonesty, including cheating, fabrication, and plagiarism will not be tolerated and
will be reported to concerned bodies for action. Class activities will vary day to day, ranging
from lectures to writing activities. Students will be active participants in the course. You need
to ask questions, generating ideas, involving in discussions. You are expected to do all the
assignments you are supposed to accomplish. You are required to do the assignments
provided according to the time table indicated and the instructor will give out the directions, if
necessary. With regard to writing assignments all students are expected to write by

170
themselves, getting other students to write for another is strictly forbidden. If two students or
more assignments are found identical these students‟ assignments will be rejected and the
students will face punishment in accordance to the rules and regulations of the university.

Note on class attendance and participation: students are expected to attend class regularly.
Instructor will take attendance on random days during the semester to ensure that students are
coming to class, and if they miss classes repeatedly, their grade will be affected. If students
miss more than 15% of the class attendance they will not sit for exams. Students are expected
to come to the class on time. Instructor will not allow any student enter if you late more than
five minutes.

Cell phone: Cell phones must be disabled before entering to the class as they are disruptive
and annoying to all of us in the class. So please make sure your cell phone is turned off before
entering the class. All changes in class schedules and some related necessary adjustments will
be communicated to students to enable them to adjust themselves accordingly.
Approved by:

_____________________________________ ________________
Name Signature
School/Department/Program Coordinator

_____________________________________ _______________
Name Signature
College/Faculty/Institute/Director

171
13.29. Introduction to Value Chain in Agriculture (ABVM 371)

Course Description

This learning task is designed to introduce the basic concepts and principles of value chain. It
equips learner with principles and basis of selecting sub-sectors and value chain to promote. It
equips learners with required knowledge and skill of identifying value adding activities and
chain actors, discerning their functions and relationships. Learners will also be able to map
different value chains indicating flow of goods, information and value through the various
stages of the chain. In addition, students will identify and describe Enabling Environment for
Value Chain Development, distinguish the challenges and opportunities of value chain
development and chain governance and business ethics.

Course Objectives
After completion of this course, students will be able to:
 Explain concept of value chain and examine the underlying assumptions, principles,
characteristics and importance of the value chain
 Analyze and map commodity value chain, apply different value chain approaches and
principles for the improvement of the chain
 Identify the critical/leverage points among the constraints and various opportunities
for Value Chain Development. ·
 Identify active, innovative and leading change agents in Value Chain Development.
 Grasp the basics concepts of Enabling Environment for Value Chain Development and
Evaluate chain governance to facilitate chain

172
Content and Thematic Plan
Program Rural Development and Agricultural Extension
Course Name Introduction to Value Chain in Agriculture
Course Code ABVM 371
ECTS/Credit hours 3/2
Class year and semester Year III/Semester II
Prerequisites None
Lecture class/Room No
Lecture days /Hours
Name of Instructor
Name of Tutor
Consultation hours
Study hours distribution Self Total
Topics Lectures Practical Tutorial study (Hrs)
1. Introduction 6 18 24
1.1.Concepts of Value Chain
1.2.Origin and Evolution the Value Chain
Approach
1.3.Underlying Assumptions and
Importance of Value Chain
1.4.Principles of Value Chain in
Agriculture
1.5.Characteristics of Value Chain
1.6.Dimensions of Value Chain
1.7.Traditional Marketing Systems and
Value Chain versus Supply Chain
2. Value Chain Analysis 8 24 32
2.1.Basic Concepts in agricultural Value
Chain Analysis
2.2.Principles and Criteria in Selecting a
Value Chain to Upgrade
2.3.Steps in Value Chain Analysis
2.4.Value Chain Linkages
2.5.Gender Issues in Value Chain
Analysis
3. Value Chain Development: Challenges, 10 4 30 40
Opportunities and Intervention Strategies
3.1.Approaches to Identify Challenges
and Opportunities in the Value Chain
3.2.Challenges in Value Chain
Development
173
 3.3.Opportunities for Value Chain
Development
3.4. Steps in Value Chain Development
3.5.Identifying Leverage Points from
Constraints and Opportunities
3.6.Chain Formation, Networks,
Contracts, Relationships and
Strategies
3.7.Roles of Stakeholders
3.8.Developing Framework Conditions
3.9.The Role and Benefits of Women in
Value Chain Development
4. Enabling Environment for Value Chain 4 2 12 16
Development
4.1.Business Environment & Policy
Assistance
4.2.Enabling Institutional Support for
Chain Development
4.3.Improving Access to Business
Development Services
5. Value Chain Governance and Business 4 12 16
Ethics
5.1. Chain Governance
5.2. Social and Environmental Standards
5.3. Safety and Quality Assurance along the
Value Chain
5.4. Business Law and Ethics
Total Course Load 32 6 96 134
Teaching and Learning Methods
The mode of the delivery of the course combines lectures, practical activities, discussion,
readings, assignments, individual and /or group works and presentation.
Assessment
Continuous assessments….50%
Quiz ….…………...10
Assignment ……….10
Presentation ……….10
Test …… …………20
Final Exam………..50%

Text Books/References

174
  Alberta. 2004. Value Chain Guide Book: A process for Value Chain Development.
AFCA, Edmonton.
 Altenburg, T., 2006. The Rise of Value Chain Governance and its Implications for
UNIDO‟s
 Christian Henckes, (2009). Value Chain Promotion in Agriculture. GTZ.
 Hardwick, T. and John K. 2010. Quantitative Value Chain Analysis: An Application
to Malawi. The World Bank Policy Research Working Paper 5242.
 John, H. and Hubert S. 2001. Governance in Global Value Chains. IDS Bulletin 32.3,
2001. Institute of Development Studies.
 Ruth Cambell, (2010). Implementation Best Practices for Value Chain Development
Projects.
 UNIDO (2009), Agro-Value Chain Analysis And Development, The UNIDO
Approach. A staff working paper. United Nations Industrial Development
Organization, Vienna.

COURSE POLICY
All students are expected to abide by the code of conduct of students throughout this course.
Academic dishonesty, including cheating, fabrication, and plagiarism will not be tolerated and
will be reported to concerned bodies for action. Class activities will vary day to day, ranging
from lectures to writing activities. Students will be active participants in the course. You need
to ask questions, generating ideas, involving in discussions. You are expected to do all the
assignments you are supposed to accomplish. You are required to do the assignments
provided according to the time table indicated and the instructor will give out the directions, if
necessary. With regard to writing assignments all students are expected to write by
themselves, getting other students to write for another is strictly forbidden. If two students or
more assignments are found identical these students‟ assignments will be rejected and the
students will face punishment in accordance to the rules and regulations of the university.

175
Note on class attendance and participation: students are expected to attend class regularly.
Instructor will take attendance on random days during the semester to ensure that students are
coming to class, and if they miss classes repeatedly, their grade will be affected. If students
miss more than 15% of the class attendance they will not sit for exams. Students are expected
to come to the class on time. Instructor will not allow any student enter if you late more than
five minutes.

Cell phone: Cell phones must be disabled before entering to the class as they are disruptive
and annoying to all of us in the class. So please make sure your cell phone is turned off before
entering the class. All changes in class schedules and some related necessary adjustments will
be communicated to students to enable them to adjust themselves accordingly.
Approved by:

_____________________________________ ________________
Name Signature
School/Department/Program Coordinator

_____________________________________ _______________
Name Signature
College/Faculty/Institute/Director

176
13.30. Community Based Field Project II (Implementation Phase) - RDAE 382
Program Rural Development and Agricultural Extension
Degree Program B.Sc. in Rural Development and Agricultural Extension
Course Title Community Based Field Project II (Implementation Phase)
Course Code RDAE 382
Course delivery Fully practical and parallel
system
Year and semester Year III Semester II
Pre-requisites Community Based Field Project I(Planning Phase)
ECTS/ Credit Hrs 2/1
Contact Hours/ Lectures Tutorials Practical Home study Total Study Hours
Study Hours
Distribution 4 8 24 84 120
Course Implementation of project:
Description/Course  Week 01: pre-implementation preparation: Students should
Contents participate in implementation process with target farmers (e.g
land preparation, training, etc)
 The project should incorporate full extension package.
 Week 02: delivering inputs timely
 Week 03 and 04: Monitoring the project (data collection, data
handling, data processing, progress report writing)
At the end of this course, students will be able to:
 Acquaint students with practical aspect of agricultural production
Course Objectives & problems under field conditions and to implement different
Competences to be development intervention projects based on identified problems.
Acquired  Acquire exposure to real-life situations and help them to develop
social and communication skills, self-confidence and positive
attitude in working with the rural community.
 Implement and monitor different rural development projects carried
out by GOs and NGOs in the rural community.
 Appreciate rural based participatory community projects.

SCHEDULE
Duration Conceptual focus
Week 1-2 Adjustment tour
Week 3-5 Procedure and delivering inputs
Week 6-8 Procuring , delivering
Week 9-13 Implementation of the project
Week 14-15 technical assistance on implementation ,
Week 16 Preparation, application, follow up, specific technical assistance,
prevention of problems

177
ASSESSMENT METHODS

Type of assessment Allotted points (%) Week

Field visit attendance 20 each week
Individual report I on pre-implementation process 20
Individual report II on input delivery and implementation 20
Individual report III on project monitoring 20
Overall project Implementation Progress report in group 20
Total 100
N.B students who did not attend field visit should not write the report.

COURSE POLICY
All students are expected to abide by the code of conduct of students throughout this course.
Academic dishonesty, including cheating, fabrication, and plagiarism will not be tolerated and
will be reported to concerned bodies for action. Class activities will vary day to day, ranging
from lectures to writing activities. Students will be active participants in the course. You need
to ask questions, generating ideas, involving in discussions. You are expected to do all the
assignments you are supposed to accomplish. You are required to do the assignments
provided according to the time table indicated and the instructor will give out the directions, if
necessary. With regard to writing assignments all students are expected to write by
themselves, getting other students to write for another is strictly forbidden. If two students or
more assignments are found identical these students‟ assignments will be rejected and the
students will face punishment in accordance to the rules and regulations of the university.

Note on class attendance and participation: students are expected to attend class regularly.
Instructor will take attendance on random days during the semester to ensure that students are
coming to class, and if they miss classes repeatedly, their grade will be affected. If students
miss more than 15% of the class attendance they will not sit for exams. Students are expected
to come to the class on time. Instructor will not allow any student enter if you late more than
five minutes.

178
Cell phone: Cell phones must be disabled before entering to the class as they are disruptive
and annoying to all of us in the class. So please make sure your cell phone is turned off before
entering the class. All changes in class schedules and some related necessary adjustments will
be communicated to students to enable them to adjust themselves accordingly.
Approved by:

_____________________________________ ________________
Name Signature
School/Department/Program Coordinator

_____________________________________ _______________
Name Signature
College/Faculty/Institute/Director

179
13.31. Senior Research Project Proposal (RDAE392)
Program Rural Development and Agricultural Extension
Degree Program B.Sc. in Rural Development and Agricultural Extension
Course Title Senior Research Project Proposal
Course Code RDAE 392
Year and Semester Year III Semester II
Pre-requisites None
ECTS/Credit Hrs 3/2
Contact Hours/ Lectures Tutorials Practical Home study Total Study
Study Hours Hours
Distribution 16 16 0 48 64

Course Theory: Principles of research proposal writings, elements of good

Description/Course research proposal, formatting of research proposals
Contents
Practical: Students will write a senior research proposal which has to
be approved by their respective advisors and they are expected to
carry out a research on the selected research topic. Students are
expected to follow the standard proposal writing procedure in socio-
economic research. The proposal should demonstrate the students'
skill to select researchable topic and develop it to well-articulated
proposals.

 All students should submit their research title to course

coordinator, and the coordinator approves research title in
consultation with students‟ advisors.
 Developed interview schedule/questionnaires/should be
approved by respective advisors
 Finally, approved research proposal and questionnaires should
be submitted to the department

Presentation: Students will present their proposals after approved by

their respective advisors.
At the end of the course students will be able to:
 synthesize relevant literature to carry out research
Course Objectives &  identify research gap and select research topic
Competences to be  prepare good research proposal
Acquired

180
SCHEDULE
Duration Conceptual focus
Week 1-2 Principles of research proposal writings
Week 3-16 Student will review different literature
Week 4-16 Discuss with respective advisor about the title of the project
Week 3 Submission of the research title
Week 3-13 Develop the proposal
Week 14 Submit the first draft to advisor
Week 14-15 Incorporate the comment by the advisor
Week 15 Submit the final copy to the coordinator
Week 16 Presentation

ASSESSMENT METHODS

Type of assessment Allotted points Week

Presentation 40%
Final proposal writing 60%
Total 100

COURSE POLICY
All students are expected to abide by the code of conduct of students throughout this course.
Academic dishonesty, including cheating, fabrication, and plagiarism will not be tolerated and
will be reported to concerned bodies for action. Class activities will vary day to day, ranging
from lectures to writing activities. Students will be active participants in the course. You need
to ask questions, generating ideas, involving in discussions. You are expected to do all the
assignments you are supposed to accomplish. You are required to do the assignments
provided according to the time table indicated and the instructor will give out the directions, if
necessary. With regard to writing assignments all students are expected to write by
themselves, getting other students to write for another is strictly forbidden. If two students or
more assignments are found identical these students‟ assignments will be rejected and the
students will face punishment in accordance to the rules and regulations of the university.

Note on class attendance and participation: students are expected to attend class regularly.
Instructor will take attendance on random days during the semester to ensure that students are
181
coming to class, and if they miss classes repeatedly, their grade will be affected. If students
miss more than 15% of the class attendance they will not sit for exams. Students are expected
to come to the class on time. Instructor will not allow any student enter if you late more than
five minutes.

Cell phone: Cell phones must be disabled before entering to the class as they are disruptive
and annoying to all of us in the class. So please make sure your cell phone is turned off before
entering the class. All changes in class schedules and some related necessary adjustments will
be communicated to students to enable them to adjust themselves accordingly.
Approved by:

_____________________________________ ________________
Name Signature
School/Department/Program Coordinator

_____________________________________ _______________
Name Signature
College/Faculty/Institute/Director

182
13.32. Rural Livelihoods and Social Welfare (RDAE 411)

Course Description:
This course introduces students to concept of sustainable livelihoods, principles and
objectives of sustainable livelihoods, activities and income, framework for the analysis of
rural livelihoods, livelihoods as an integrating concepts, determinants of livelihoods,
livelihood assets, vulnerabilities, risks and coping strategies, livelihood diversification,
sustainable livelihoods planning approach, rural livelihoods, migration and livelihood; key
issues in social welfare and development, meanings of social problems and competing
explanations of social problems,discourses of social problems/ philosophical roots underlying
welfare practice, Mapping social problem,and societal responses are described in detail, social
justice for marginalized and disadvantaged groups, issues and challenges for social policies in
Ethiopia. Social dimension of sustainable development: education, health and nutrition, water
supply, rural transport and energy, poverty, wellbeing, and social equity.

Course Objectives

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

 explain major concepts of livelihoods,
 identify the ways how the rural people can make living,
 discuss the livelihood framework analysis,
 identify the major determinants of livelihoods,
 explain different livelihood strategies,
 identify risks, shocks and uncertainties of livelihoods and its major coping strategies
 Discuss sustainable livelihoods planning approach.
 Describe social problems, and societal responses in detail
 explain the concept of social development and welfare
 Identify the various indicators of social development, the social dimension of
sustainable development and the role of health, education.

183
Course Syllabus

Program Rural Development and Agricultural Extension

Course Title Rural Livelihoods and Social Welfare
Curse Code RDAE 411
ECTS/credit Hrs 5/3
Target student Year IV, Semester I
Prerequisites
Lecture class/Room No
Lecture days /Hours
Instructor information Name:
Mobile no:
e-mail:
Consultation hours:
Office address:
Units/sub-sections Study hours distribution Total
(Hrs)
Lectures Practical Tutorial Self
Study
1. The Concept of Livelihood 10 30 40
1.1. What is livelihood?
1.2. Livelihoods as an integrating concept
1.3. Livelihood strategies
1.4. Livelihood assets, vulnerabilities, risks and
coping strategies
1.5. Rural livelihoods: a framework for
analysis
2. The Concept, Principles and Objectives of 10 30 40
Sustainable Livelihoods
2.1. What is sustainable livelihood?
2.2. Sustainable livelihood and the concepts of
capability, equity, and sustainability
2.3. Sustainable livelihood principles and
poverty reduction
2.4. The Sustainable Livelihood approaches
(SLA)
2.5. The Sustainable Livelihood framework:
an analytical tool to implement SLA
2.6. Planning for sustainable rural livelihood

184
3. Livelihoods Analysis Approach 8 24 32
3.1.Framework analysis of Sustainable
livelihoods
3.2.Combing resource
3.3.livelihood strategies
3.4.Institution and organization
3.5.Operational implication of this approach
3.6.Agriculture and Rural livelihoods
Livelihood system approach
4. Rural Social welfare and Development 10 30 40
4.1.What is social welfare and development?
4.2.Discourses of social problems/
philosophical roots underlying welfare
practice
4.3.Social and economic perspectives of social
welfare
4.4.The goals and principles of social welfare
4.5. Concepts and Measurement of social
development
4.5.1. Characteristics of social development
4.5.2. Social Protection issues
4.6.Social differences and social problems
4.7.Competing explanations of social problems
4.8.Mapping social problems
4.9. Describing societal responses to social
problems
4.10. Social Justice for Marginalized and
Disadvantaged Groups: Issues and
Challenges for Social Policies in Ethiopia
4.11. Social development planning in rural
areas
The social dimension of sustainable
development
5. Poverty, Wellbeing and Social Equity 10 30 40
5.1.The concept of Poverty: definitions and
measurement approaches
5.2.Poverty as the effect of economic or
political causes
5.3.Wellbeing and its measurement
5.4.Rural Poverty in developing countries: the
case of Ethiopia
5.5.Social Equity and Poverty Reduction
6. Rural Education and Health
185
6.1.Social Development and Rural Education
6.2.Role of Rural Education in Society
6.3.Challenges of Rural Education
6.4.Rural Health Status
6.5.Challenges of Rural Health
6.6.Tackling Rural Health Problems
6.7.Rural Health in Ethiopia
6.8.Water, hygiene and sanitation
7. Rural Livelihoods in Ethiopia
7.1.Poverty and Vulnerability
7.2.Livelihood strategies and Food insecurity
7.3.Sedentary Farming
7.4.Pastoralism
7.5.Infrastructure and service provision in rural
areas
7.6.Analysis in Sub Saharan Africa
Total Course Load 48 10 144 202

TEACHING AND LEARNIG METHODS

This course will be delivered in combination with the following methods:
A. Lecture: The instructor provides lectures and summaries whenever appropriate and
required,
B. Brainstorming: The instructor will forward questions for students to let them share
what they knew on each topic before lecturing,
C. Group Discussions: Students are required to form groups to work collaboratively in
order to complete a task, such as policy evaluation
D. Independent learning: Students are required to cover some topics by themselves to
give them opportunity to search for reference materials, refer and prepare short notes,
E. Reports: Students are required to produce a written report/work in response to a single
question or task, and
F. Assignments: Students are given assignments to work on a specific topic or question
such as reviewing specific policy strength, weakness, gap etc. and suggesting possible
solutions

186
ASSESSEMENT METHODS:
No Assessment techniques with due date Competency to be Weight for
assessed each assessment
1 Class Participation and attendance, at Knowledge, skill and 5%
all times. attitude
2 First Assignment (livelihood review). Knowledge and skill 15%
3 Group works and oral presentation Knowledge, skill and 10%
attitude
4 Quiz ,unspecified time Knowledge and skill 5%
5 Test, at the end of the eighth week Knowledge 15%
6 Second Assignment (reviewing rural Knowledge, skill and 10%
welfare attitude
strategies)
7 Final Exam, according to the schedule Knowledge, skill and 40%
of the attitude
University
Total 100%

References
Ashley, C., Start, D. Stater, R., and Deshingkar, P., 2003. Understanding Livelihoods in Rural
India: Diversity, Change and Exclusion. ODI, Policy Guidance Sheet. DFID.

Barrett, C. B., Reardon, T. and Webb, P., 2001. Non-farm Income Diversification and
Household Livelihood Strategies in Rural Africa: Concepts, Dynamics, and Policy
Implication. Food Policy. 33(26): 315 – 331.

Brown, D. R., Stephens, E., C., Okuro, M.J., Murithi, F.M., Barrette, C.B, 2006. Livelihood
Strategies in the Rural Kenyan Highlands. AfJARE. 1(1): 21-30.

Caswell, G., 2000. Livelihood Diversification in Southern Ethiopia. Working Paper 117.
Brighton: Institute of Development Studies.

Department for International Development, 2001. Sustainable Rural Livelihoods Guidance

Sheet. London: DFID.(Main Reference )

Ellis, F., 2000a. The Determinants of Rural Livelihood Diversification in Developing

Countries. Journal of Agricultural Economics. 51(2): 289-302.(Main Reference )

Karen M. Sowers and Catherine N. Dulmus. (2008). Comprehensive handbook of social work and
social welfare: SOCIAL POLICY AND POLICY PRACTICE / Copyright C _ 2008 by John Wiley &
Sons, Inc. All rights reserved.Volume 4

187
COURSE POLICY
All students are expected to abide by the code of conduct of students throughout this course.
Academic dishonesty, including cheating, fabrication, and plagiarism will not be tolerated and
will be reported to concerned bodies for action. Class activities will vary day to day, ranging
from lectures to writing activities. Students will be active participants in the course. You need
to ask questions, generating ideas, involving in discussions. You are expected to do all the
assignments you are supposed to accomplish. You are required to do the assignments
provided according to the time table indicated and the instructor will give out the directions, if
necessary. With regard to writing assignments all students are expected to write by
themselves, getting other students to write for another is strictly forbidden. If two students or
more assignments are found identical these students‟ assignments will be rejected and the
students will face punishment in accordance to the rules and regulations of the university.

Note on class attendance and participation: students are expected to attend class regularly.
Instructor will take attendance on random days during the semester to ensure that students are
coming to class, and if they miss classes repeatedly, their grade will be affected. If students
miss more than 15% of the class attendance they will not sit for exams. Students are expected
to come to the class on time. Instructor will not allow any student enter if you late more than
five minutes.
Cell phone: Cell phones must be disabled before entering to the class as they are disruptive
and annoying to all of us in the class. So please make sure your cell phone is turned off before
entering the class. All changes in class schedules and some related necessary adjustments will
be communicated to students to enable them to adjust themselves accordingly.
Approved by:
_____________________________________ ________________
Name Signature
School/Department/Program Coordinator

_____________________________________ _______________
Name Signature
College/Faculty/Institute/Director

188
13.33. Gender and Youth in Rural Development (RDAE 421)

Course Description

The course is designed to familiarize learners on gender and youth in rural development and
agricultural extension. It deals with the concepts of gender, roles of women and men
involvement in rural development and agricultural extension, gender analytical framework or
tools, dimensions of women‟s empowerment, gender mainstreaming, rural youth in
agricultural and rural development, leadership concepts, theories and styles.

Course objectives
At the end of this course, students will be able to:
 recite concept of gender and youth;
 praise women and men farmers involvement in rural development;
 undertake gender analysis frameworks/tools;
 discuss empowerment of women and gender mainstreaming;
 understand the role of rural youth in agricultural and rural development; and
 Apply leadership theories and styles.

Course Syllabus

Program Rural Development and Agricultural Extension

Course Title Gender and Youth in Rural Development
Curse Code RDAE 421
ECTS/credit Hrs 5/3
Target student Year IV; Semester I
Prerequisites
Lecture class/Room No
Lecture days /Hours
Instructor information Name:
Mobile no:
e-mail:
Consultation hours:

189
 Office address:
Units/sub-sections Study hours distribution Total
(Hrs)
Lectures Practical Tutorial Self-
Study
1: INTRODUCTION TO GENDER 10 2 (Video) 30 40
1.1. Gender‟ and its difference from „Sex‟
on gender
1.2. Essential Concepts of Gender
1.3. Gender Division of Labor (GDoL) division
1.3.1 Triple roles of gender
of labour
1.3.2 Practical & Strategic Gender
Needs/ Interests (PGN & SGN)
1.4. Feminist Theory
1.5. Policy Approaches to Women
1.5.1 WID – Women in Development
approach/movement
1.5.2. WAD-Women and Development
1.5.3 GAD – Gender and Development
approach/movement
1.6. Critical areas of concern/ intervention for
women in development worldwide
1.6.1 Global History of women‟s
movement
1.6.2 National Context for Gender Issues
1.6.3 Gender related problems in
Ethiopia
2. GENDER IN RURAL 8 24 32
DEVELOPMENT
2.1. The need to work with both men &
women farmers
2.2.gender barriers to involvement in rural
development activities
2.3.Difficulties faced by Rural Development
workers in reaching women farmers
2.4.Developing Appropriate Extension
Packages for Women
2.5.Contacting rural women
2.6.Mobilizing women groups for self-help
development
2.7.Policy Related Issues for Rural Women
3. RURAL YOUTH IN 6 18 24
AGRICULTURAL AND RURAL
DEVELOPMENT
190
3.1. Who are the rural youth?
3.2. Common problems faced by rural youth
world-wide
3.3. Rural Youth in Extension
3.4. Attempts made to organize the rural
youth in Ethiopia
4. EMPOWERMENT OF WOMEN AND 8 24 32
GENDER MAINSTREAMING
4.1 Concept of Empowerment
4.2. Women Empowerment Need in Ethiopia
4.3. Dimensions of Empowerment
4.4. women empowerment measurement
4.4.Gender Mainstreaming
4.4.1.Concept and Definition
4.4.2.Basic Principle of Mainstreaming
5. GENDER ANALYSIS 9 2 27 38
FRAMEWORKS/TOOLS
5.1. Caroline Moser‟s Gender Analysis
Framework (gender planning)
5.2. Sara Longwe‟s WOMEN‟S EQUALITY
and Empowerment Framework
5.3. Social relation approach(SRA)
Framework
5.4. FAO Gender Analytical framework.
5.5. Harvard Analytical Framework
Tool 1: The Activity Profile
Tool 2: Access and Control Profile –
Resources and
Tool 3: Influencing Factors (Constraints &
Opportunity Profile)
Tool 4: The Project/Program Cycle Analysis
6. LEADERSHIP FOR DEVELOPMENT 7 2 21 30
6.1. Introduction
6.2. Qualifications for lay leaders
6.3. Methods of selecting lay leaders
6.4. Opinion Leadership
6.5. Theories of leadership
6.6. Style of leadership
Total Course Load 48 6 144 198

191
TEACHING AND LEARNIG METHODS

This course will be delivered in combination with the following methods:

A. Lecture : The teacher provides lectures and summaries whenever appropriate and
required
B. Tutorial: Three tutors will be given at the end of each two successive chapters
according to the nature of the course.
C. Reflection: students are required to consistently make their own reflections on issues
under discussion in class
D. Assignments: Students will at least take two rounds of assignments to be worked,
evaluated and / or presented in class
E. Presentations and seminars: As part of the instruction process, students will present
their assignments. The presentations then should be followed by warm class
discussions and debates.

ASSESSEMENT METHODS:

S.N Assessment techniques with due date Competency to be Weight for each
assessed assessment
1 Class participation and attendance, at Knowledge, skill and 5%
all times. attitude
2 First assignment Knowledge and skill 10%
3 Presentation of the first assignment Knowledge, skill and 10%
attitude
4 Quiz ,unspecified time Knowledge and skill 5%
5 Second Assignment (undertaking skill 20%
and presenting Gender Analysis using
Harvard framework)
6 Presentation of second assignment
7 Final Exam Knowledge, skill and 50%
attitude

192
References

Beth, Woroniuk, Helen, Thomas and Johanna, Schalkwyk (1997). Gender: the concept, its
meaning and uses - A Think Piece. SIDA

Ministry of Agriculture and Rural Development (2009).Guidelines for gender

mainstreaming in agriculture and rural Development: Addis Ababa.

Bell, E. Byrne, Koch Laier, B., Baden, J., S, and Marcus, R. (2002). National Machineries for
Women in Development: experiences, lessons, and strategies. BRIDGE Report No 66,
Prepared for Ministry of Foreign Affairs of Denmark, University of Sussex.

Catherine Hill (2003). Gender-Disaggregated Data for Agriculture and Rural Development –
Guide for Facilitators. SEAGA: FAO.

Haregewoin Cherinet and Emebet Mulugeta (2002). Country Gender Profile Ethiopia. SIDA.

Institutionalizing Gender Equality Commitments in Development Organizations and Programs.

The Winston Churchill Memorial Trust of Australia.

Schalkwyk, J. (2000). Exercises in Gender Mainstreaming, Gender in Development

COURSE POLICY
All students are expected to abide by the code of conduct of students throughout this course.
Academic dishonesty, including cheating, fabrication, and plagiarism will not be tolerated and
will be reported to concerned bodies for action. Class activities will vary day to day, ranging
from lectures to writing activities. Students will be active participants in the course. You need
to ask questions, generating ideas, involving in discussions. You are expected to do all the
assignments you are supposed to accomplish. You are required to do the assignments
provided according to the time table indicated and the instructor will give out the directions, if
necessary. With regard to writing assignments all students are expected to write by
themselves, getting other students to write for another is strictly forbidden. If two students or
more assignments are found identical these students‟ assignments will be rejected and the
students will face punishment in accordance to the rules and regulations of the university.

193
Note on class attendance and participation: students are expected to attend class regularly.
Instructor will take attendance on random days during the semester to ensure that students are
coming to class, and if they miss classes repeatedly, their grade will be affected. If students
miss more than 15% of the class attendance they will not sit for exams. Students are expected
to come to the class on time. Instructor will not allow any student enter if you late more than
five minutes.

Cell phone: Cell phones must be disabled before entering to the class as they are disruptive
and annoying to all of us in the class. So please make sure your cell phone is turned off before
entering the class. All changes in class schedules and some related necessary adjustments will
be communicated to students to enable them to adjust themselves accordingly.
Approved by:

_____________________________________ ________________
Name Signature
School/Department/Program Coordinator

_____________________________________ _______________
Name Signature
College/Faculty/Institute/Director

194
13.34. Environment and Sustainable Development (RDAE 431)

Course Description
This course is designed to equip students with knowledge, skills and attitudes on environment
and sustainable development. It includes, as theoretical session, understanding basic concepts
of environmental studies, environmental aspects of sustainable development; relationships
between society and the environment; pollution and environment; environmental challenges;
environmental impact assessment; sustainable development; strategies for sustainable
development. As practical session, the course will also include a short period of fieldwork
conducted in the urban and rural nearby areas, to address the local challenges of
environmental change and sustainable development and to increase student‟s exposure to the
real environmental issues.

Course objectives
At the end of this course, students will be able to:
 Knows concepts of environmental studies;
 Understand environmental aspects of sustainable development;
 Appreciates the relationships between society and the environment;
 Familiar with causes of environmental pollution;
 Apply adaptation and mitigation mechanisms of environmental related problems
(global warming and climate change);
 Undertake environmental impact assessment;
 Explain dimensions of sustainable development; and
 Apply strategies for sustainable development.

Course Syllabus

Program Rural Development and Agricultural Extension

Course Title Environment and Sustainable Development
Curse Code RDAE 431
ECTS/credit Hrs 5/3
Target student Year IV; Semester I
Prerequisites
195
Lecture class/Room No
Lecture days /Hours
Instructor information Name:
Mobile no:
e-mail:
Consultation hours:
Office address:
Units/sub-sections Study hours distribution Total
(Hrs)
Lectures Practical Tutorial Self
Study
1. INTRODUCTION TO 8 24 32
ENVIRONMENTAL STUDIES
1.1. Definition of Environment
1.2. Multidisciplinary Nature of
Environmental Studies
1.3. Environmentalism
1.4. Components of Environment and their
Interactions
1.4.1.Major Components of Environment
1.4.2.Types of Interactions in the
Environment
1.5. Types of Resources
1.6. Common Property Resources and the
Tragedy of the Commons
2. ENVIRONMENTAL ASPECTS OF 5 15 20
SUSTAINABLE DEVELOPMENT
2.1. Economic Development and
Environmental Management
2.2. Growth Verses the Environment
2.3. Poverty and the Environment
2.4. Globalization and the Environment
2.5. Rural Development and the Environment
2.6. Threats to Environmental Sustainability
3. THE RELATIONSHIPS BETWEEN 6 2 18 26
SOCIETY AND THE ENVIRONMENT
3.1. Human Population and Resource

196
utilization
3.2.1. Population Growth
3.2.2. Malthes Theory
3.2.3. Carrying Capacity
3.3. Environment and Human Health
3.4. Environmental Ethics
3.5. Human Rights and Environmental
Conservation
3.6. Environmental Decision-Making
3.7. International Environmental Conventions
and Protocols
4. POLLUTION AND ENVIRONMENT 4 12 16
4.1. Meaning of pollution
4.2. Types of pollution
4.3. Causes of pollution
4.4. Impact of pollution
4.5. Consequences of pollution
4.6. Methods to control pollution
5. ENVIRONMENTAL CHALLENGES 3 9 12
5.1. Concept of global warming and climate
change
5.2. Causes of global warming and climate
change
5.3. Consequence of global warming and
climate change
5.4. Methods to control global warming and
climate change
6. Environmental Impact Assessment 5 4 15 24
(EIA)
6.1. Meaning and concept of EIA
6.2. The purpose of EIA
6.3. Components of EIA
6.4. Environmental audit
6.5. Process of environmental audit
6.6. Benefits of environmental audit
6.7. Ethiopian Environmental Policy
 Forest Resources
 Water Resources
197
  Mineral and Energy Resources
 Human Settlements
 Urban Environment and
Environmental Health
 Control of Hazardous Materials and
Pollution
 Cultural and Natural Heritage
7. SUSTAINABLE DEVELOPMENT 5 15 20
7.1. Concept and Core Values of
Development
7.2. Concepts of Sustainability
7.3. Evolution and Concept of Sustainable
Development
7.4. Necessity of Sustainable Development
7.5. Dimensions of Sustainable Development
7.5.1. Environmental dimensions of
sustainable development
7.5.2. Economic dimensions of sustainable
development
7.5.3. Social dimensions of sustainable
development
8. Strategies for Sustainable Development 12 2 36 50
8.1. Core Indicators of Sustainable
development
 poverty, education, health,
 economic development, governance,
 demographics (population growth rate
and dependency ratio)
8.2. Indicators of Non-sustainable
Development
8.2.1. Land Degradation
8.2.2. Degradation and Depletion of Water
Resources
8.2.3. Degradation and Depletion of Forest
Resources
8.2.4. Depletion of Conventional Sources of
Energy (rural energy)
8.2.5. Loss of Biodiversity
8.3. Principles of Sustainable development
8.4. Elements of a New Strategy for
Sustainable Development
8.4.1. Sustainable Agricultural Development
8.4.2. Food Security
198
8.4.3. Management of Natural Resources and
Natural Disasters
8.4.4. Development and Utilization of Human
Resources
8.4.5. Alleviation of Poverty and Inequality
8.4.6. Use and Management of Energy
Resources,
8.4.7. Removing Market Imperfections and
Getting the Prices Right
8.4.8. Mainstreaming Gender in Development
Strategy
Total Course Load 48 8 144 200

TEACHING AND LEARNIG METHODS

A. Lecture : The teacher provides lectures and summaries whenever appropriate and
required
B. Tutorial: Three tutors will be given at the end of each two successive chapters
according to the nature of the course

C Reflection: students are required to consistently make their own reflections on

issues under discussion in class

D. Assignments: Students will at least take two rounds of assignments to be worked,

evaluated and / or presented in class

E. Presentations and seminars: As part of the instruction process, students will

present their assignments. The presentations then should be followed by warm class
discussions and debates.

199
ASSESSEMENT METHODS:

S.N Assessment techniques with due Competency to be Weight for each

date assessed assessment
1 Class participation and attendance, Knowledge, skill and 5%
at all times. attitude
2 First assignment Knowledge and skill 10%
3 Presentation of the first assignment Knowledge, skill and 10%
attitude
4 Quiz ,unspecified time Knowledge and skill 5%
5 Second Assignment (conducting skill 20%
and presenting EIA)
6 Final Exam Knowledge, skill and 50%
attitude

References

Fulekar, M. H., Pathak, B., & Kale, R. K. (Eds.). (2014). Environment and sustainable
development. Springer India.

M. Ramutsindela & D. Mickler (eds.).(2020). Africa and the Sustainable Development Goals,
Sustainable Development Goals Series, https://doi.org/10.1007/978-3-030-14857-7

Redclift, M., & Springett, D. (Eds.). (2015). Routledge international handbook of sustainable
development. Routledge.
Singh, K. (2009). Rural development: principles, policies and management. SAGE
Publications India.

Andrew Goudie (2000). The Human impact on the natural Environment. Fifth Edition the
MIT Press,Cambridge, Massachusetts.

Benny Joseph (2006).Environmental Studies. Second reprint, Tata McGraw-Hill publishing

Company Limited, New Delhi, India

C.J. Barrow (1995). Developing the Environment: Problems and management. University of
Wales Swansea, UK.

Felix Raj …ed. al (2006). Contemporary Development Economics from Adam Smith to
Amartya Sen. New Centeral Book agency Pvt.ltd , Kalkata, India
200
COURSE POLICY
All students are expected to abide by the code of conduct of students throughout this course.
Academic dishonesty, including cheating, fabrication, and plagiarism will not be tolerated and
will be reported to concerned bodies for action. Class activities will vary day to day, ranging
from lectures to writing activities. Students will be active participants in the course. You need
to ask questions, generating ideas, involving in discussions. You are expected to do all the
assignments you are supposed to accomplish. You are required to do the assignments
provided according to the time table indicated and the instructor will give out the directions, if
necessary. With regard to writing assignments all students are expected to write by
themselves, getting other students to write for another is strictly forbidden. If two students or
more assignments are found identical these students‟ assignments will be rejected and the
students will face punishment in accordance to the rules and regulations of the university.

Note on class attendance and participation: students are expected to attend class regularly.
Instructor will take attendance on random days during the semester to ensure that students are
coming to class, and if they miss classes repeatedly, their grade will be affected. If students
miss more than 15% of the class attendance they will not sit for exams. Students are expected
to come to the class on time. Instructor will not allow any student enter if you late more than
five minutes.
Cell phone: Cell phones must be disabled before entering to the class as they are disruptive
and annoying to all of us in the class. So please make sure your cell phone is turned off before
entering the class. All changes in class schedules and some related necessary adjustments will
be communicated to students to enable them to adjust themselves accordingly.
Approved by:
_____________________________________ ________________
Name Signature
School/Department/Program Coordinator

_____________________________________ _______________
Name Signature
College/Faculty/Institute/Director

201
13.35. Agricultural Project Planning and Analysis (AgEc 441)
Course description
This course is primarily designed to introduce students with the basic concepts of agricultural
projects planning and analysis and to make them have an insight into how agricultural project
plan, analysis and make appropriate decision. The course acquaints students with basic
principles, approaches, techniques and activities in the project cycle. Starting from conceiving
the idea of a project to its screening, analysis and project appraisal, financing of the project
and project implementation and finally its evaluation is the part of the discussion in the
course. Furthermore, project planning and analysis as a learning task in this educational unit
focuses on investment appraisal by using different techniques.

Course Objectives
At the end of the course, students are expected to be able to:
 understand the concept of agricultural projects, their features and their role towards
national development;
 get an insight into the project costs and benefits, project cycle and sources of idea about it;
 understand the different aspects of project preparation and analysis
 identify different approaches to cost-benefit analysis of agricultural projects; and
 get an understanding about the different methods of selecting or appraising agricultural
projects.

Content and Thematic Plan

Program Rural Development and Agricultural Extension
course Name Agricultural Project Planning and Analysis
Curse Code AgEc 441
ECTS/Credit hours 5/3
Class year Year IV Semester I
Prerequisites

202
Lecture class/Room No
Lecture days /Hours
Name of Instructor
Name of Tutor
Consultation hours
Study hours distribution Self- Total
Topics Lecture Practical Tutorial study (Hrs)

1. Introduction 4 12 16
1.1.The project concepts
1.2.The linkage between projects and
programs
1.3.The Importance of Project Planning:
1.4.What is project analysis
1.5.The project formats
1.5.1. Advantages of the project format
1.5.2. Limitations of the project format
2. Aspects of project preparation and 4 12 16
analysis
2.1.Technical Aspects
2.2.Commercial /Demand and Market/
Aspects
2.3.Institutional-Organizational-Managerial
Aspects
2.4.Financial Aspects
2.5.Economic Aspects
2.6.Social Aspects
2.7.Environmental aspect analysis
3. Project cycle management 6 18 24
3.1.Project Life Cycle World Bank
Approach
3.1.1. Identification
3.1.2. Pre-feasibility Study
3.1.3. Feasibility
3.1.4. Selection and project design
3.1.5. Implementation
3.1.6. Ex-post evaluation
3.2. Project Life Cycle – UNIDO Approach
3.2.1. Pre-investment phase,

203
 3.2.2. Investment phase
3.2.3. Operation phase
4. Project Costs and Benefits 6 18 24
4.1.Objectives, cost and benefits
4.2.Costs and benefits: in financial and
economic analysis
4.3.Categories of Costs and Benefits
4.3.1. Direct transfer payments
4.3.2. Costs of inputs
4.3.3. Contingency allowance
4.3.4. Sunk costs
4.3.5. Tangible benefits of projects
4.4.Externalities
4.4.1. Secondary costs and benefits
4.4.2. Intangible costs and benefits
5. Financial Analysis 10 2 30 42
5.1.Objectives of Financial Analysis
5.2.Market Analysis
5.3.Pricing Project Costs and Benefits
5.3.1. Finding Market Prices
5.3.2. Change in prices
5.3.3. Financial export and import parity
price
5.4.Farm Investment Analysis
5.5.Computing Debt service
5.5.1. Simple interest rate
5.5.2. Compound interest
6. Economic and Social Analysis 12 4 36 52
6.1.Purpose of Economic Analysis
6.2.Economic and social cost benefit
analysis
6.2.1. Shadow Pricing / Efficiency
Pricing
6.2.2. Steps in Efficiency Pricing
6.3.Approaches of measuring Economic
Cost and Benefit of a project
(UNIDO/LM)
6.4.Economic Export and Import Parity
Price
6.5.Valuation of Non-traded Goods
6.6.Valuing Externalities
7. Evaluation and appraisal of projects 6 2 18 26
7.4.With and without project comparison
204
7.5.Separable components
7.6.Undiscounted methods
7.7.Discounted measure of project worth
Total Course Load 48 8 144 200
Teaching and Learning Methods
The mode of the delivery of the course combines lectures, practical activities, discussion,
readings, assignments, individual and /or group works and presentation.
Assessment
Continuous assessments….50%
Term papers….10
Presentation…10
Quiz …………10
Test……. ……20
Final Exam……………….50%

Books/References
1. Behrens, W. and P.Hawrank. (1991). Manual for the preparation of industrial
feasibility studies. United Nations Industerial Development Organizations (UNIDO)
2. Chandra P.(1995). Projects: Planning, Analysis, selection, implementation and 4th
edition. TataMcGraw-Hill Publishing Company Limited, New Delhi.
3. Edwin Flippo and Gary Munsinger. (1970). Project Management, 3rd edition Boston:
Allyn and Bacon.
4. Gittinger P. (1982) .Economic Analysis of Agricultural Projects, 2nd Edition, EDI
Series in Economic Development Institute of the World Bank, the Johnson Hopkins
University Press, USA.
5. Potts D. (2002).Project planning and Analysis for development. Lynne Rienner
publishers.
6. Bellas, A. and Zerbe, R. O., 2000. A primer for Cost benefit Analysis. HarperCollins,
NY.

205
COURSE POLICY
All students are expected to abide by the code of conduct of students throughout this course.
Academic dishonesty, including cheating, fabrication, and plagiarism will not be tolerated and
will be reported to concerned bodies for action. Class activities will vary day to day, ranging
from lectures to writing activities. Students will be active participants in the course. You need
to ask questions, generating ideas, involving in discussions. You are expected to do all the
assignments you are supposed to accomplish. You are required to do the assignments
provided according to the time table indicated and the instructor will give out the directions, if
necessary. With regard to writing assignments all students are expected to write by
themselves, getting other students to write for another is strictly forbidden. If two students or
more assignments are found identical these students‟ assignments will be rejected and the
students will face punishment in accordance to the rules and regulations of the university.

Note on class attendance and participation: students are expected to attend class regularly.
Instructor will take attendance on random days during the semester to ensure that students are
coming to class, and if they miss classes repeatedly, their grade will be affected. If students
miss more than 15% of the class attendance they will not sit for exams. Students are expected
to come to the class on time. Instructor will not allow any student enter if you late more than
five minutes.
Cell phone: Cell phones must be disabled before entering to the class as they are disruptive
and annoying to all of us in the class. So please make sure your cell phone is turned off before
entering the class. All changes in class schedules and some related necessary adjustments will
be communicated to students to enable them to adjust themselves accordingly.
Approved by:
_____________________________________ ________________
Name Signature
School/Department/Program Coordinator

_____________________________________ _______________
Name Signature
College/Faculty/Institute/Director

206
13.36. Entrepreneurship and Business Development (MnGt 452)
Course Description
This interdisciplinary course is designed to introduce students the meaning and concept of
entrepreneurship, creativity, innovation and their manageable processes that can be applied
across careers and work settings. It focuses on building entrepreneurial attitude and behavior
that will lead to creative solution within community and organizational environments. The
course topics include the history of entrepreneurship, the role of entrepreneurs in the
globalized economy and the identification of entrepreneurial opportunities. The development
of a business ideas, products and services, marketing and developing new ventures, the
examination of feasibility studies and the social and ethical implications of entrepreneurship
are incorporated. Besides, issues related to starting and financing a new venture are included.
Finally, managing growth, transition and sustainability of the venture are considered. And
forms of business organizations, legal and regulatory frameworks of governing the whole
system are also encompassed in the course syllabus.

Course Objectives
Upon the completion of this course, students will be able to:
 Define entrepreneurship within the context of society
 Identify business opportunities
 Prepare business plan
 Distinguish forms of business ownership
 Comprehend intellectual property rights in business practices
 Define basic marketing concepts
 Formulate context-based marketing strategies
 Identify and evaluate sources of financing new ventures
 Manage business growth and transition
 Practice ethical business with all stakeholders

207
Expected Learning outcomes
The expected learning outcomes of this course are to produce innovative, creative,
entrepreneurial team players, ethical and calculated risk-taking students who can run their
own businesses efficiently and effectively.

Course Competence
As the intension of the course entrepreneurship is preparing University students for self-
employment, the curriculum is designed focusing on changing the behavior of students. It is
designed in such a way that graduates will be more of “job creators than job seekers”. Much
should be done on the behavioral aspects than the technical aspects of entrepreneurship.
Students are expected to develop the basic competencies that successful entrepreneurs should
possess.
Program Rural Development and Agricultural Extension
Course Name Entrepreneurship and Business Development
Curse Code MnGt 452
ECTS/Credit hrs 5/3
Class year Year IV Semester I
Prerequisites None
Class Room No
Lecture days /Hrs
Instructor Name: e-mail:
Tutor Name: e-mail:
Week Chapter Topics and subtopics Course Objectives and
Competences to be
Acquired
1 and 2 Chapter 1 1.1. Definition and philosophy After completing this
of Entrepreneurship Vs chapter, students will be
Entrepreneurs able to:
1.1.1. Historical origin of  Define the term
entrepreneurship entrepreneurship and
1.2.Type of Entrepreneurs entrepreneur
1.3. Role within the economy  Identify types of
1.4.Entrepreneurial entrepreneur
Competence and Environment  Recognize the role of
1.4.1. Entrepreneurial Mind-set entrepreneurship in the
208
 1.4.2. Demographic Factors economy
1.4.3. Entrepreneurial  Analyze the
Environment entrepreneurial
1.5. Entrepreneurship, competences
creativity and innovation  Differentiate the term
creativity and
innovation
Teacher Activity

work
e chapter

Student Activity

Delivery Methods
Interactive Lecture, group discussion and reflection

Assessment : Quiz 5%
3, 4 and 5 Chapter 2 Business Planning Course Objectives and
Competences to be
Acquired
2.1. Opportunity Identification After completing this
and Evaluation chapter, students will be
2.2. Business Idea able to:
Development
2.2.1 Business Idea the environment
Identification
2.2.2 Sources of Business Ideas opportunities in the
2.2.3 Methods for generating environment
Business Ideas
2.3. The Concept of Business
Planning business planning
2.4. Business Feasibility
2.5. The Business plan business plan
2.6. Developing a business
plan
209
 Teacher Activity
ducing objectives to the students

work Summarizing the chapter

Students Activity

Delivery Methods
Interactive Lecture, group discussion and reflection

Assessment
oject/ Business Plan Development …….15%

Week 6 Chapter 3 Business Formation Course Objectives and

and 7 Competences to be
Acquired

3.1. The Concept of Business After completing this

Development chapter, students will be
3.2. Forms of Business (a short able to:
explanation)
3.3. Definition and Importance business development
of SMEs
3.4. Setting up small scale business ownership
business
3.5 Roles of SMEs
3.6. Business failure and of SMEs
success factors.
3.6.1 Problems of small scale business
business in Ethiopia
3.7 Organizational structure
and entrepreneurial team and success factors of
formation SMEs
y the problem of
small scale business in
Ethiopia
210
 culture
Teaching Activity

ome based works

work

Student Activity

MEs

Delivery Methods
Interactive Lecture, group discussion and reflection

Assessment
Individual assignment….10%
Week 8&9 Chapter 4 Product or Services Course Objectives and
Development Competences to be
Acquired
4.1. The Concept of product or After completing this
service technology chapter, students will be
4.2. Product or service able to:
development Process
4.3 Legal and regulatory product and services
frameworks
4.4 Intellectual Property development process
Protection/Product or service
protection property protection
4.4.1 Patent
4.4.2 Trademarks
4.4.3 Copyrighting
Teacher Activity

ng questions

work
211
 Student Activity
es

Delivery Methods
Interactive Lecture, group discussion and reflection
Week 11&12 Chapter 5 Marketing Course Objectives and
Competences to be
Acquired
5.1.The Concept and After completing this
philosophy of marketing chapter, students will be
5.2. Marketing Mix and able to:
Strategies Define marketing
5.3 Marketing Information Identify Marketing mix
System and strategies
5.3.1 Marketing intelligence Analyse components
5.3.2 Marketing research of marketing information
5.4. Competitive analysis system
5.5 Selling and Customer Explain competitive
Service environment
Describe customer
service and selling
process
Teaching Activity
dents

work

Student Activity
ng concept

system

212
 Delivery Methods
Interactive Lecture, group discussion and reflection

Assessment
Test ……………15%
Week 13&14 Chapter 6 Financing the new venture Course Objectives and
Competences to be
Acquired
6.1 Overview of Business After completing this
Financing chapter, students will be
6.2 Source of financing able to:
6.2.1 Equity financing -Know business financing
6.2.2 Debt financing -Identify the sources of
6.2.2.1 Trade credit finance
6.2.2.2 Lease financing -Understand with
6.3 Traditional Financing traditional financing
(Equib/Edir, etc.) techniques
6.4 Crowd Funding -Familiarize with crowd
6.5 Micro finance in Ethiopia funding
-Know Ethiopian micro
finance system
Teaching Activity

ks

work

Student Activity

ine Ethiopian micro finance system

Delivery Methods
Interactive Lecture, group discussion and reflection
Week 15&16 Chapter 7 Managing Growth and Course Objectives and
Transition Competences to be
Acquired

213
7.1. Managing business growth After completing this
7.2. New venture expansion chapter, students will be
strategies able to:
7.3. Business Ethics and Social -Know how to manage
Responsibility business growth
-Understand business
expansion strategies
-Know &Internalize
business ethics and social
responsibilities
Teaching Activity

to student‟s
work

Student Activity

Delivery Methods
Lecture, group discussion and reflection , Discussion with
Real World Entrepreneurs

Course Teaching Learning Methods

Listen to a lecture and take notes on the lesson treated, take
part in reading assignment, Group Discussion, Individual
reflection, Debate among groups, Case study discussion and
analysis, Assignment presentation

Assessment Methods

Commitment of Instructors and Learners

214
Preparedness: You must come to class prepared by
bringing with you the appropriate materials like hand-outs,
worksheets and exercises given, text books and completed
assignments. Complete the individual and group assignments
and other activities on time. You must plan your own
learning through reading various course related materials
and chapters in books. You are expected to work much
individually to meet the requirement of the course. You have
to use your time for group work and home study effectively.

Participation: Make active participation during discussions

(you must participate in class). You are not participating if
you are simply talking to a friend, doing homework,
daydreaming, or not doing what the rest of the class is doing.
If you are working in a group or with a partner, you must
talk to your group members or partner and be a part of the
group. Always be ready and willing to give constructive
feedback to partners‟/group members and to listen to their
comments on your work.

Medium: Use only English, which is the medium of

instruction, especially in the class room

Policy of University:
Attendance: It is compulsory to come to class on time and
every time. If learners are going to 85% during the term,
they should not take this course.

Assignments: Learners must do their individual and group

projects and submit on time. Any assignments will be
submitted on and before the specified deadline.

Tests/Quizzes: Learners have short quizzes and tests almost

every unit. If they miss the class or, are late for class, they
will miss the quiz or test and no makeup test or quizzes will
be given for late arrivals. Therefore, learners are expected to
comply with the rules and the regulations of the University
as well.

Cheating: Learners must do their own work and not copy

and get answers from someone else. When learners are in
class, there are strictly forbidden from chewing gum,

215
 consuming any addictive substances, listening to recorders
or CD players, or being involved in acts that interrupt the
normal teaching-learning process. Besides, learners are
required to switch off their cell phones before class and
exam sessions. Learners who attempt to disobey these rules
and regulations will be subject to disciplinary measures
accordingly to the Senate Legislations of the University.

Reference & Texts

Recommended Text book

Hirsh RobertD. and D. and Peters MichaelP.

“Entrepreneurship” Fifth Edition, Tata McGraw Hill
Edition, 2002.

Further References

Business Management 12th edition, College Division South

Western Publishing Co. Dallas, 2003

– New venture Creation

“Eastern Economy Edition, 2000.

nd RichardM.Hodgetts,
“Entrepreneurship: A Cotemporary Approach” Fourth
Edition.

Management, 2nd Edition. approach “. Fourth Edition, the

Dryden Press, 1998.

COURSE POLICY
All students are expected to abide by the code of conduct of students throughout this course.
Academic dishonesty, including cheating, fabrication, and plagiarism will not be tolerated and
will be reported to concerned bodies for action. Class activities will vary day to day, ranging
from lectures to writing activities. Students will be active participants in the course. You need
to ask questions, generating ideas, involving in discussions. You are expected to do all the
assignments you are supposed to accomplish. You are required to do the assignments

216
provided according to the time table indicated and the instructor will give out the directions, if
necessary. With regard to writing assignments all students are expected to write by
themselves, getting other students to write for another is strictly forbidden. If two students or
more assignments are found identical these students‟ assignments will be rejected and the
students will face punishment in accordance to the rules and regulations of the university.

Note on class attendance and participation: students are expected to attend class regularly.
Instructor will take attendance on random days during the semester to ensure that students are
coming to class, and if they miss classes repeatedly, their grade will be affected. If students
miss more than 15% of the class attendance they will not sit for exams. Students are expected
to come to the class on time. Instructor will not allow any student enter if you late more than
five minutes.

Cell phone: Cell phones must be disabled before entering to the class as they are disruptive
and annoying to all of us in the class. So please make sure your cell phone is turned off before
entering the class. All changes in class schedules and some related necessary adjustments will
be communicated to students to enable them to adjust themselves accordingly.
Approved by:

_____________________________________ ________________
Name Signature
School/Department/Program Coordinator

_____________________________________ _______________
Name Signature
College/Faculty/Institute/Director

217
13.37. Senior Seminar on Current Issue (RDAE 461)
Program Rural Development and Agricultural Extension
Degree Program BSc in Rural Development and Agricultural Extension
Course title Senior Seminar On Current Issues
Course code RDAE 461
Year and semester Year IV Semester I
Prerequisite Research Methods For Social Sciences, Adult Learning and
Audiovisual Techniques
ECTS/Credit Hrs 2/1
Contact Hours (study lecture Tutorial Practical Home study Total study
hour distribution) hours
16 8 0 48 72

Course description Learners will be offered guides how to identify relevant topics, review
literature; citation, write references properly and produce reports for
presentation. Learners prepare presentations and demonstrate their
communication skills. Contents of review report writing will be
offered to students (topic, introduction, statement of the problem,
review of literature, conclusion, references)

Course objectives At the end of this course, students will be able to:
 identify current topics in rural and agricultural development, rural
livelihoods, food security, agricultural extension and related areas
to read and review pertinent literatures;
 write references properly;
 Produce sound review reports and present to large audience.

Schedule
Conceptual focus
Duration
2 weeks  Identify relevant topics
2 weeks  How to review literature
2 weeks  How to write references
2 weeks  How to produce reports
3 weeks  How to use audio visual aids for presentation
2 weeks  How to prepare for presentations
2 weeks  Communication skills and appropriate use of media
1 week  Ethics of research( review)

218
TEACHING AND LEARNIG METHODS

This course will be delivered in combination with the following methods:

A. Lecture : The teacher provides lectures and summaries whenever appropriate and
required
B. Tutorial: Three tutors will be given at the end of each two successive chapters
according to the nature of the course

C Reflection: students are required to consistently make their own reflections on

issues under discussion in class

D. Presentations and seminars: As part of the instruction process, students will

present their review. The presentations then should be followed by warm class
discussions and debates.

ASSESSEMENT METHODS:

No Assessment techniques with due date Competency to be Weight for each

assessed assessment
1 Class Participation and attendance, Knowledge, skill 10%
at all times. and attitude
2 Review and report writing Knowledge and skill 50%
3 Presentation of reviewed report Knowledge, skill 40%
and attitude
Total 100
NB: students who didn’t present review report will be received incomplete grade.
COURSE POLICY
All students are expected to abide by the code of conduct of students throughout this course.
Academic dishonesty, including cheating, fabrication, and plagiarism will not be tolerated and
will be reported to concerned bodies for action. Class activities will vary day to day, ranging
from lectures to writing activities. Students will be active participants in the course. You need
to ask questions, generating ideas, involving in discussions. You are expected to do all the
assignments you are supposed to accomplish. You are required to do the assignments
provided according to the time table indicated and the instructor will give out the directions, if
219
necessary. With regard to writing assignments all students are expected to write by
themselves, getting other students to write for another is strictly forbidden. If two students or
more assignments are found identical these students‟ assignments will be rejected and the
students will face punishment in accordance to the rules and regulations of the university.

Note on class attendance and participation: students are expected to attend class regularly.
Instructor will take attendance on random days during the semester to ensure that students are
coming to class, and if they miss classes repeatedly, their grade will be affected. If students
miss more than 15% of the class attendance they will not sit for exams. Students are expected
to come to the class on time. Instructor will not allow any student enter if you late more than
five minutes.

Cell phone: Cell phones must be disabled before entering to the class as they are disruptive
and annoying to all of us in the class. So please make sure your cell phone is turned off before
entering the class. All changes in class schedules and some related necessary adjustments will
be communicated to students to enable them to adjust themselves accordingly.
Approved by:

_____________________________________ ________________
Name Signature
School/Department/Program Coordinator

_____________________________________ _______________
Name Signature
College/Faculty/Institute/Director

220
13.38. Community Based Field Project III (Evaluation Phase and Village Stay Camp) -
RDAE 471
Program Rural Development and Agricultural Extension
Degree Program B.Sc. in Rural Development and Agricultural Extension
Course Title Community Based Field Project III (Evaluation Phase and Village
Stay Camp)
Course Code RDAE 471
Year and Semester Year IV Semester I
Pre-requisites Community Based Field Project II (Implementation Phase)
ECTS/credit hrs 3/2
Contact Hours/ Lectures Practical Tutorials Home study Total Study
Study Hours Hours
Distribution 0 32 8 96 136
Course Theory-principles and guidelines how to evaluate projects, writing
Description/Course good report, elements of good report, formatting.
Contents
Practical: students are expected to organize field day with the
neighboring farmers and with different stakeholders. Moreover,
depending on the nature of the project, students can organize
discussion forum with the community and different stakeholders.
Finally, students will produce the final project result report, SWOT
analysis, PRA tools,

Presentation: students will present their final report after the

completion of village stay (should not be less than 14 days).
Prepare Workshop (overall workshop which comprises planning,
implementation, evaluation, field day, village stay)
Course Objectives & At the end of this course, students will be able to:
Competences to be  implement the designed project
Acquired  monitor and evaluate the implementation processes of the
project
 write and present the project progress and evaluation reports

SCHEDULE

Duration Conceptual focus

Week 1-2 Adjustment tour
Week 3-5 Collecting data
Week 6-8 Analysis data
Week 9-13 Reporting writing
Week 14-15 Presentation of reports

221
ASSESSMENT METHODS
Type of assessment Allotted points (%) Remark
Field visit attendance 10
Individual evaluation reports 15
Group Evaluation Report 25
Village stay camp report 50 During students‟ break (semester or
vocational)
Total 100
N.B: students who did not attend village stay camp program could not be eligible for
graduation

COURSE POLICY
All students are expected to abide by the code of conduct of students throughout this course.
Academic dishonesty, including cheating, fabrication, and plagiarism will not be tolerated and
will be reported to concerned bodies for action. Class activities will vary day to day, ranging
from lectures to writing activities. Students will be active participants in the course. You need
to ask questions, generating ideas, involving in discussions. You are expected to do all the
assignments you are supposed to accomplish. You are required to do the assignments
provided according to the time table indicated and the instructor will give out the directions, if
necessary. With regard to writing assignments all students are expected to write by
themselves, getting other students to write for another is strictly forbidden. If two students or
more assignments are found identical these students‟ assignments will be rejected and the
students will face punishment in accordance to the rules and regulations of the university.

Note on class attendance and participation: students are expected to attend class regularly.
Instructor will take attendance on random days during the semester to ensure that students are
coming to class, and if they miss classes repeatedly, their grade will be affected. If students
miss more than 15% of the class attendance they will not sit for exams. Students are expected
to come to the class on time. Instructor will not allow any student enter if you late more than
five minutes.

222
Cell phone: Cell phones must be disabled before entering to the class as they are disruptive
and annoying to all of us in the class. So please make sure your cell phone is turned off before
entering the class. All changes in class schedules and some related necessary adjustments will
be communicated to students to enable them to adjust themselves accordingly.
Approved by:

_____________________________________ ________________
Name Signature
School/Department/Program Coordinator

_____________________________________ _______________
Name Signature
College/Faculty/Institute/Director

223
13.39. Farm Management (AgEc 411)
Course Description
Farm management as a subject matter is the application of agricultural science, business and
economic principles in farming from the point of view of an individual farmer. The principles
may serve as a guideline for collecting and using requisite information for rational decision
making. The course is intended to equip students with basic tools used for making decisions
on farm management contexts and the tools required in managing the organization and
operation of a firm for continuous profits and efficiency. Tasks included in this course are: the
nature, objectives, and importance of farm management, farm management problems,
production relationships in farming, economic principles applied to farm management, farm
planning and budgeting, farm accounts and records, risk management in farm business and
management of main farm resources.

Course Objectives:
By the end of this course, students are expected to:
 Apply management science and economics tools to solve farm related problems,
 Analyze farm business investment opportunities for effective farm planning,
 Apply farm planning and budgeting techniques in farm management decision-making,
 Identify various production relations in pursuit of optimal resources combination that
suites specific farm situation,
 Apply economic principles and theories for optimum resource allocation and utilization,
 Expect the various risks and device different methods to avoid and/or reduce impact of
risk and uncertainty in farm operations,

224
Contents and Thematic Plan
Program Rural Development and Agricultural Extension
Course Name Farm Management
Curse Code AgEc 411
ECTS/Credit hours 5/3
Class year Year IV Semester II
Prerequisites Introduction to Development Economics
Lecture class/Room No
Lecture days /Hours
Name of Instructor
Name of Tutor
Consultation hours
Study hours distribution Self Total
Topics Lecture Practical Tutorial study (Hrs)

1. Introduction to Farm Management 4 12 16

1.1. Preliminary Concepts and Definitions
1.2.Importance, Objectives and Scope of
Farm Management
1.3. Nature and characteristics of farm
management science
1.4. Farm Management Problems in
Developing Countries
1.5. Farm Decision Making Process
2. Review of Production and Cost 6 2 18 26
2.1. Concepts of Production Function
2.2 Types of Production Relationships
2.2.1. Factor- product (F-P)
2.2.2. Factor – factor (F-F)
2.2.3. Product-product (P-P)
2.3. Review concepts of costs
2.1.1.Types of costs
2.1.2.Production Cost in the Short-Run
2.1.3.Production Cost in the Long run
2.4. The Relationship between Product and
225
Cost Curves
3. Principles Applied in Farm Management 8 4 24 36
Decisions
3.1.The principle of variable proportion
3.2.The principle of cost
3.3.The principle of least cost combination
3.4.The principle of Combining Enterprise
3.5.The principle of comparative advantage
3.6.The principle of Equi-marginal returns
4. Farm Planning and Budgeting 12 2 36 50
4.1.Farm planning
4.2.Techniques and stapes in farm planning
4.3.Asset valuation
4.4.Farm budgeting
4.4.1. Partial budgeting
4.4.2. Enterprise budgeting
4.4.3. Complete budgeting
5. Farm Records and Analysis 12 2 36 50
5.1.Concept farm record and account
5.2.Problems in farm accounting
5.3.Farm inventory valuation
5.4.Methods of computing depreciation
5.5.Farm financial analysis
5.6.Farm efficiency measures
6. Risk and Uncertainty in Farming 6 18 24
6.1.Risk and Uncertainty
6.2.Sources of Risk and Uncertainties
6.3.Decision Making Under Risk
6.4.Reducing Risk and Uncertainty
Total Course Load 48 10 144 202
Teaching and Learning Methods
The mode of the delivery of the course combines lectures, practical activities, discussion, readings,
assignments, individual and /or group works and presentation.
Assessment
Continuous assessments….50%
Quiz ………………..10
Term Papers………10
Presentation………10

226
 Test …… ………..20
Final Exam……………….50%

References
1. Cramer, G.L.; Jensen, C.W.; and Southgate, D.D. (1997) Agricultural Economics and
Agribusiness (7th edition). John Willy & Sons inc. New York
2. Ronald D. Kay and William M. Edwards, 1999. Farm Management (4th edition).
WCB/McGraw Hill.
3. V.T. Raju, & D.V.S. Rao (1990), Economics of Farm Production and Management,
Oxford & IBH publishing co., New Delhi, India
4. Castel, E.N. and M.H. Becker, 1965. Farm Business Management. 4 th ed. The
McMillanCompany, New York.
5. David T. Johnson, 1985. The Business of Farming: A Guide to Farm Business
Management inTropics. McMillan Publishers ltd, London.
6. John, S.S. and T.R. Kapur, 2003. Fundamentals of Farm Business Management.
KalyaniPublishers, India.
7. Richard Laban Adams, 2010. Farm Management: A Text-Book for Student,
Investigator, andInvestor. Biblio Bazaar.
8. Ronald D. Kay, William M. Edwards, 1999. Farm Management (4 th ed).
WCB/McGraw Hill,

COURSE POLICY
All students are expected to abide by the code of conduct of students throughout this course.
Academic dishonesty, including cheating, fabrication, and plagiarism will not be tolerated and
will be reported to concerned bodies for action. Class activities will vary day to day, ranging
from lectures to writing activities. Students will be active participants in the course. You need
to ask questions, generating ideas, involving in discussions. You are expected to do all the
assignments you are supposed to accomplish. You are required to do the assignments
provided according to the time table indicated and the instructor will give out the directions, if
necessary. With regard to writing assignments all students are expected to write by
themselves, getting other students to write for another is strictly forbidden. If two students or
more assignments are found identical these students‟ assignments will be rejected and the
students will face punishment in accordance to the rules and regulations of the university.

227
Note on class attendance and participation: students are expected to attend class regularly.
Instructor will take attendance on random days during the semester to ensure that students are
coming to class, and if they miss classes repeatedly, their grade will be affected. If students
miss more than 15% of the class attendance they will not sit for exams. Students are expected
to come to the class on time. Instructor will not allow any student enter if you late more than
five minutes.

Cell phone: Cell phones must be disabled before entering to the class as they are disruptive
and annoying to all of us in the class. So please make sure your cell phone is turned off before
entering the class. All changes in class schedules and some related necessary adjustments will
be communicated to students to enable them to adjust themselves accordingly.
Approved by:

_____________________________________ ________________
Name Signature
School/Department/Program Coordinator

_____________________________________ _______________
Name Signature
College/Faculty/Institute/Director

228
13.40. ICT in Agricultural Extension (RDAE 422)
Course Description:
This course requires a basic knowledge of introduction to agricultural extension,
communication for innovation and introduction to computer and its application as a
prerequisite. For most developing countries including Ethiopia, agriculture is the primary
economic activity and employs more than half of an active population. Therefore, supporting
agricultural extension in ICTs is very vital. ICTs are very useful in agricultural extension and
advisory services and in facilitating reaching out to family farmers. Extension and Advisory
services play a crucial role in promoting agricultural productivity, increasing food security,
improving rural livelihoods, and promoting agriculture as an engine of pro-poor economic
growth. The course starts by defining what ICTs is, types of ICTs, characteristics of
agricultural information, integrating extension functions into ICTs, commonly applied
technologies in extension services, and designing ICTs based system in agricultural
organizations, theories for ICTs applications in agricultural development, applications of ICTs
in different agricultural sectors, global and national experiences of ICTs. The course consists
of practical applications on how to create, use and manage email, social media, using internet
for capacity building and knowledge management, accessing applications from internet.

Course Objectives
Up on the completion of this course, students will be able to:
 know access to, value and application of valuable agricultural information
 understand the role of Information Communication Technologies (ICTs) in
agricultural extension sector and integrate extension functions into ICTs
 appreciate ICTs in addressing extension challenges
 understand the main issues associated with use of ICTs in agricultural extension
 familiar with application of ICTs in different agricultural sectors
 Apply ICTs in agricultural extension in particular and rural development in general

229
Content and Thematic Plan

Program Rural Development and Agricultural Extension

Course Name ICT in Agricultural Extension
Curse Code RDAE 422
ECTS/ Cr. Hr. 3 /2 (1+1)
Target student Year IV; Semester II
Prerequisites Introduction to Agricultural Extension,
Communication for Rural Innovation &
Introduction to Computer and Its Application
Lecture class/Room No
Lecture days /Hours
Instructor Name: e-mail:
Tutor Name: e-mail:
Consultation hours
Study hours distribution Self- Total
Lectures Practical Tutorial study (Hrs)
Part I. Theoretical Topics
1. Basic concepts of ICTs 4 8 14
1.1.Definition of ICTs
1.2.Types of ICTs
1.3.Characteristics of agricultural
information
1.4. Access to and value of information
1.5. Information infrastructure
1.6. Application of information
1.7. Communication ways with target
population
1.8. Knowledge transmission
2. ICTs and Agricultural Extension 4 12 18
Services
2.1 Rationale of agricultural extension
2.2 Integrating ICTs into extension
230
 functions
2.3 Commonly applied ICTs Tools and
technologies in extension services
2.3.1. Broadcast and voice-based
technologies
2.3.2. Leading with mobile devices
spurs extension strategies
2.4 Integrating and design strategies for
ICT-supported agriculture extension
2.5 Design of ICTs based system in
agricultural organizations
2.6.1. What is system?
2.6.2. Infrastructures required
2.6.3. Professionals involved
3. Application of ICTs in different sectors 6 18 24
related to RD
3.1. ICT in education (e-learning)
3.1.1. Basic concepts of e-learning
3.1.2. E-learning infrastructures
3.1.3. Importance of e-learning
3.1.4. E-learning in ICT initiatives
3.2. ICT in Health (e-health)
3.2.1. Basic concepts of e-health
3.2.2. E-health infrastructures
3.2.3. Importance of e-health
3.2.4. E-health in ICT initiatives
3.3. ICT in Agriculture (e-Agriculture)
3.3.1. Basic concepts of e-agriculture
3.3.2. E-Agriculture infrastructures
3.3.3. Importance of e-Agriculture
3.3.4. e-Agriculture in ICT initiatives
3..4. e-governance
3.4.1. Basic concepts of e-governance
3.4.2. e-governance infrastructures
3.4.3. Importance of e-governance
3.4.4. E-governance in ICT initiatives
4. Application of ICTs in Ethiopian 2 4 6 12
Agricultural Extension: Past, Current
and Future
4.1. Global experiences

231
 4.2. ICTs and developing countries
4.3. ICTs in Agricultural Extension in
Ethiopia
4.3.1. Potentials
4.3.2. Bottlenecks
4.4. Policy and implementation
4.5. Actors and their Role
4.6. Policy and Resources for ICT Use
4.7. Benefits, challenges and issues of
ICT use in agricultural extension
Total Course Load 16 48 192 256
Assessment
Quiz ……….…. 10%
Laboratory..…….20%
Test ….……….20%
Final Exam……50%
Course delivery methods
The course will be delivered through lectures, reading assignments, and homework. The course
will comprise of 3 credit hours, two hours for lectures and one hour for laboratory. There will be 3
contact hours per week and a minimum 3 hours of independent study for each contact hour of a
lecture.

Part II. Practical

1. Email
 Basic concepts of email
 Creating email account
 Using email account
 Managing email account
 Precautions for email usage
2. Social Media
 Basic concepts of social media
 Benefits and drawbacks of social media
 Using social media
 Precautions for social media use
3. Using internet for Capacity Building and Knowledge Management
 Searching documents (books, papers, manuals, etc)
 Searching video and audio
 Sharing resources using internet
 Searching scholarly networks
232
 4. Accessing applications from internet
 PDF reader
 Word to PDF converter
 Dictionaries
 Searching
5. Using internet for financial support
 Digital Divide and its impacts
 Basic concepts of funds and proposal writing
 Internet for searching calls for proposals
 Demonstrations on it
6. Publications
 Basic ideas of knowledge sharing
 Basic ideas of publication
 Journals for publications
 Benefits of publications
 Steps in publications
 Demonstration of publishing

Text Books/References
 Karen Vignare, 2013. Options and strategies for information and communication
technologies within agricultural extension and advisory services. Meas discussion
paper.
 Leeuwis, Cees. 2004. Communication for Rural Innovation: Rethinking Agricultural
extension, 3rd ed. (with contributions from Anne van den Ban). CTA. Blackwell
publishing company.
 Swanson, B.E., Bentz, R.P., and Sotranko, A.J., 1997. Improving Agricultural
Extension: A Reference Manual. Food and Agricultural Organization of the United
Nations, Rome.

 Final Note
 Laboratory, other resources and arrangements need to be considered.

233
COURSE POLICY
All students are expected to abide by the code of conduct of students throughout this course.
Academic dishonesty, including cheating, fabrication, and plagiarism will not be tolerated and
will be reported to concerned bodies for action. Class activities will vary day to day, ranging
from lectures to writing activities. Students will be active participants in the course. You need
to ask questions, generating ideas, involving in discussions. You are expected to do all the
assignments you are supposed to accomplish. You are required to do the assignments
provided according to the time table indicated and the instructor will give out the directions, if
necessary. With regard to writing assignments all students are expected to write by
themselves, getting other students to write for another is strictly forbidden. If two students or
more assignments are found identical these students‟ assignments will be rejected and the
students will face punishment in accordance to the rules and regulations of the university.

Note on class attendance and participation: students are expected to attend class regularly.
Instructor will take attendance on random days during the semester to ensure that students are
coming to class, and if they miss classes repeatedly, their grade will be affected. If students
miss more than 15% of the class attendance they will not sit for exams. Students are expected
to come to the class on time. Instructor will not allow any student enter if you late more than
five minutes.
Cell phone: Cell phones must be disabled before entering to the class as they are disruptive
and annoying to all of us in the class. So please make sure your cell phone is turned off before
entering the class. All changes in class schedules and some related necessary adjustments will
be communicated to students to enable them to adjust themselves accordingly.
Approved by:

_____________________________________ ________________
Name Signature
School/Department/Program Coordinator

_____________________________________ _______________
Name Signature
College/Faculty/Institute/Director
234
13.41. Rural Development Policies and Strategies (RDAE 432)

Course Description:
This course introduces students concepts of rural policy,the evolution of rural policy across
developing countries, fundamentals of agricultural and rural development policies and
strategies, objective and principles of rural development and agricultural policies, process for
developing rural strategies and policies, new rural development paradigm and toolkits to
design rural strategies, reasons for policy interventions, policy instruments, agricultural input
and output marketing policy, exchange rate, fiscal and monetary, credit, innovation, research
and extension, land tenure policies, steps in policy analysis, agricultural development
strategies and rural development strategies, Ethiopia‟s rural development policies and
strategies.

Course Objectives
At the end of this course, students will be able to:
 understand the concept of policy
 identify different types of policies and strategies
 understand the different techniques of policy preparation
 identify the key stakeholders that play roles in policy design
 Evaluate the existing policies and strategies of the country.
 understand the roles of policy and strategies in rural development
 Understand the policies, approaches and strategies that are necessary to bring about
development of rural communities.
 Compare and contrast the dominant policies and strategies of rural development;
 Analysis the (rural) development policies and strategies
 explain meaning and concepts of policies, policy instruments, strategies
 Explain rural development policies and strategies in Ethiopia.
 Have an in-depth knowledge of the structure and content of rural development
strategies.
235
  Explain the meaning of rural development and its strategies.
 discuss current theoretical and methodological perspectives and debates on
contemporary processes of rural transformation and policy intervention
 Explain meaning and concepts of policies, policy instruments, agricultural policies and
strategies and stipulate current rural development policies and strategies in Ethiopia.

Course Syllabus

Program Rural Development and Agricultural Extension

Course Title Rural Development Policies and Strategies
Curse Code RDAE 432
ECTS/credit Hrs 5/3
Target student Year IV, Semester II
Prerequisites Introduction to Rural Development
Lecture class/Room No
Lecture days /Hours
Instructor information Name:
Mobile no:
e-mail:
Consultation hours:
Office address:
Units/sub-sections Study hours distribution
Total
Lectures Practical Tutorial Self
(Hrs)
Study
1. Rural policy 10 30 40
1.1. Meaning of policy
1.2. Meaning of rural development policy
1.3. Brief History of Rural Policy
1.4. Differences and similarities of policy needs in
different rural areas
1.5. Need for economic and social policy
1.6. Trends in rural development policy
1.7. Policies, programs and projects in rural
development
1.8. Conditions and justifications for rural
development policy
1.9. Goals of Rural Development Policy

236
1.10. Rural Development Policies in Ethiopia
1.11. Approaches and key players involved in
policy making
1.11.1. Classification of policy and policy
instruments
1.11.2. Time frame for policy development
1.12.Steps to influencing policy

2. Rural Development Policies 10 3 30 40

2.1. Need for a Rural Development Policy
2.2. Freedom, Control and Public Policy
2.3.Rural Development Policies and
Strategies
2.3.1. Hierarchy of Policy Goals
2.3.2. RD & Agricultural and Related Policy
2.3.2.1.Land Reform
2.3.2.2.Technology and Innovation
2.3.2.3.Pricing and Marketing Policy
2.3.2.4.Agricultural Credit Policy
2.3.2.5.Agricultural market policy
2.3.2.6.Agricultural output policy
2.3.2.7.Agricultural input policy
2.3.2.8.Land reform policy and land tenure
2.3.2.9.Food Policy
2.3.2.10. Irrigation policy
2.3.2.11. Rural credit policy
2.3.2.12. Research and extension policy
2.3.2.13. Fiscal and monetary policy
2.3.2.14. Trade and exchange rate policy
3. Methods and Tools of Policy Analysis 8 24 32
3.1. Definition of policy analysis
3.2. Critical steps in policy analysis
3.3. Methods for policy analysis
3.4. A Conceptual Framework
3.5. An Action System
3.6. Tinbergen policy analysis framework
3.7. Policy tools for the New Rural
Development Paradigm
4. Strategies of Rural Development and 10 3 30 40
Approaches
4.1. Rural Development Strategies
4.2. Definitions and concept of strategy
4.3. Formulating strategy
4.4. Basic element of rural development strategy
4.5. Typologies of rural development strategies

237
 4.5.1. The Multi-purpose Strategy
4.5.2. Growth Oriented Strategy
4.5.3. Spatial Planning Strategy
4.5.4. Integrated or Holistic Strategy
4.5.5. Target Group Strategy
4.5.6. Area Development Strategy
4.5.7. Participatory Strategy
4.5.8. Basic needs strategy
4.5.9. Rural development strategies in achieving
SDGs
4.6. Other Strategies Promoting Rural
Development
4.6.1. Anti-poverty Measures
4.6.2. Food Production
4.6.3. Conservation of the Natural Environment
4.6.4. Reconstruction Support
6.6.5. Administrative Capabilities
5.Etiopia’s Rural Development Policies and 10 4 30 40
Strategies
5.1. A Critical Review of Ethiopia‟s Strategies of
RD
5.2. The Ethiopian Policy Framework-General
5.5.1 Agricultural Development Led
Industrialization (ADLI)
5.2.2.Ethiopian Agricultural Policy and Investment
Framework (PIF)
5.3. Policy, Strategy and Institutions under PIF
5.3.1. Sustainable Development and Poverty
Reduction Strategy (SDPRD)
5.3.2. Plans for Accelerated and Sustained
Development to End Poverty (PASDEP)
5.4. Five Year Growth and Transformation Plan
(FYGTP I)
5.4.1. Bases of Growth and Transformation Plan
5.4.2. The Objectives of the Development Plan
5.4.3.Pillar Strategies of the Development Plan
5.5. Five Year Growth and Transformation Plan
(FYGTP II)
5.5.1. Bases of Growth and Transformation Plan
5.5.2. The Objectives of the Development Plan
5.5.3. Pillar Strategies of the Development Plan
Total Course Load 48 10 144 202

TEACHING AND LEARNIG METHODS

This course will be delivered in combination with the following methods:
238
 A. Lecture: The instructor provides lectures and summaries whenever appropriate and
required,
B. Brainstorming: The instructor will forward questions for students to let them share
what they knew on each topic before lecturing,
C. Group Discussions: Students are required to form groups to work collaboratively in
order to complete a task, such as policy evaluation
D. Independent learning: Students are required to cover some topics by themselves to
give them opportunity to search for reference materials, refer and prepare short notes,
E. Reports: Students are required to produce a written report/work in response to a single
question or task, and
F. Assignments: Students are given assignments to work on a specific topic or question
such as reviewing specific policy strength, weakness, gap etc. and suggesting possible
solutions

ASSESSEMENT METHODS:
No Assessment techniques with due date Competency to be Weight for each
assessed assessment
1 Class Participation and attendance, at all Knowledge, skill and 5%
times. attitude
2 First Assignment (policy review). Knowledge and skill 15%
3 Group works and oral presentation Knowledge, skill and 10%
attitude
4 Quiz ,unspecified time Knowledge and skill 5%
5 Test, at the end of the eighth week Knowledge 15%
6 Second Assignment (reviewing rural Knowledge, skill and 10%
development strategies) attitude
7 Final Exam, according to the schedule of Knowledge, skill and 40%
the university attitude
Total 100%

References
Katar Singh (2009). “Rural development principles, policies and Management” 3ed edition.
Sage publication India Pvt. Ltd. India.(Main Text Book)

239
Alan, W. and Lesley A. (2006) Sustainable development policy directory, Blackwell
publishing, UK.
Anis, C. and Colin K. (1994), Development policy and planning: an introduction to models
and techniques, Rutledge 11 New Fitter lane, London, UK;

Bryden, J.M. (2010), „European rural policy: old wine in old bottles: is it corked?‟ Keynote address for
the Nordic Rural Futures Conference, Sweden.

Isserman, A.M. (2007), „Getting state rural policy right: definitions, growth, and program eligibility‟,
Journal of Regional Analysis and Policy, 37, 73–9.

FDRE, 2010-2010. Ministry of Agriculture and Rural Development: Ethiopia‟s Agricultural

Sector Policy and Investment Framework (PIF). AddisAbeba, Ethiopia.
Ministry of Information and communications, 1994 EC. Agricultural and rural development
Policies and Strategies, Federal Democratic Republic Ethiopia (FDRE), Addis Ababa,
Ethiopia.

COURSE POLICY
All students are expected to abide by the code of conduct of students throughout this course.
Academic dishonesty, including cheating, fabrication, and plagiarism will not be tolerated and
will be reported to concerned bodies for action. Class activities will vary day to day, ranging
from lectures to writing activities. Students will be active participants in the course. You need
to ask questions, generating ideas, involving in discussions. You are expected to do all the
assignments you are supposed to accomplish. You are required to do the assignments
provided according to the time table indicated and the instructor will give out the directions, if
necessary. With regard to writing assignments all students are expected to write by
themselves, getting other students to write for another is strictly forbidden. If two students or
more assignments are found identical these students‟ assignments will be rejected and the
students will face punishment in accordance to the rules and regulations of the university.

Note on class attendance and participation: students are expected to attend class regularly.
Instructor will take attendance on random days during the semester to ensure that students are
coming to class, and if they miss classes repeatedly, their grade will be affected. If students
miss more than 15% of the class attendance they will not sit for exams. Students are expected
240
to come to the class on time. Instructor will not allow any student enter if you late more than
five minutes.

Cell phone: Cell phones must be disabled before entering to the class as they are disruptive
and annoying to all of us in the class. So please make sure your cell phone is turned off before
entering the class. All changes in class schedules and some related necessary adjustments will
be communicated to students to enable them to adjust themselves accordingly.
Approved by:

_____________________________________ ________________
Name Signature
School/Department/Program Coordinator

_____________________________________ _______________
Name Signature
College/Faculty/Institute/Director

241
13.42. Rural Organizations and Cooperatives (RDAE 442)
Course Description:
The starting point of this course is the idea that people and organizations are continuously
confronted with changes that in most cases are not initiated by themselves. Organizations
arise and exist as far as they fulfill a function for their environment. This course introduces
students to the concepts and definitions of rural organizations, Local Economic Development
Principles (LED), types of rural organizations, scope of rural organizations, functions and
importance of rural organizations (producer associations and cooperatives; Rotating savings
and credit associations (ROSCAs); village development associations (VDs); watershed
management associations; mothers club, farmers associations, water users group, GOs and
NGOs), agricultural extension field schools or farmer research groups; youth clubs and
religious organization. Definition and concept of cooperation and cooperatives, a historical
perspective of cooperatives including the previous history of cooperative development and
formation in different ruling periods in Ethiopia, different principles of cooperative in
different times, the economic role of cooperatives in different rural areas, different forms of
business organizations existing in rural areas like sole proprietorship, partnership and
cooperation with their advantage and disadvantage regarding the simplicity of forming and
managing them, similarities and distinctions between cooperatives and other business entities;
process of organizing new cooperatives, different management features, tools, functions,
principles and rural peoples resources to be managed by cooperatives, and different structures
of cooperative organizations to make a strong linkage for the ease of management,
cooperation and sharing of principles, resources and opportunities to serve the clients on
regular basis.

Course Objectives
At the end of this course, students will be able to:
 impart knowledge about the basic concept of different rural formal and informal
organizations

242
  understand principles and economic significance of different forms of business
organizations
 appreciate different knowledge management functions, tools and principles of
cooperative and rural organizations
 analyze the role of different rural organizations and cooperatives in development

Course Syllabus

Program Rural Development and Agricultural Extension

Course Title Rural Organizations and Cooperatives
Curse Code RDAE 442
ECTS/credit Hrs 5/3
Year and semester Year IV, Semester II
Prerequisites
Lecture class/Room No
Lecture days /Hours
Instructor information Name:
Mobile no:
e-mail:
Consultation hours:
Office address:
Units/sub-sections Study hours distribution Total
(Hrs)
Lectures Practical Tutorial Self-
Study
1. Introduction To Rural Organizations 6 18 24
1.1. Concepts and definitions of rural organizations
1.2. Types of rural organizations
1.3. Scope of rural organizations
1.4. Functions and importance of rural organizations,
1.5. Groups Functions, Advantages and
Disadvantages
1.6. Features of rural organizations
1.7. Local Organisations in Development Theories
2. Contributions of Rural Local Organisations for 4 2 12 16
Rural Development
2.1. introduction
243
2.1.1. Economic gains
2.1.2. Social benefits
2.1.3. Political
2.2. Local Economic Development Principles
2.3. Factors affecting the performance of RLO
2.3.1. Environmental
2.3.2. Social
2.3.3. Structural Factors
2.3.4. Political factors
2.4. Vulnerability of RLOs
2.5. Practices to improve organizational performance
3. Introduction to rural cooperatives 6 18 24
3.1. Concepts of cooperation and cooperatives
3.1.1. Primitive concepts of cooperative
3.1.2. Modern concepts of cooperative
3.2. Meaning and definitions of cooperative
3.3. The core values of cooperatives
3.4. Objectives of cooperative
4. Historical development of cooperative 8 1 24 32
4.1 Global
4.2 Ethiopia
4.2.1 Traditional cooperatives
4.2.2 Modern cooperatives
4.3. Cooperatives principles and practices
4. 3.1 Concepts of principles
4.3.2 Evolution of cooperative principles
4.4. Analysis of the principles
5. Types of cooperatives 4 12 16
5.1. The distinction of cooperative and non-
cooperative business enterprises
5.2. Cooperative classification based on nature
(function)
5.3. Cooperative classification based on structure
(level of organization)
5.4. The distinction between cooperatives and
non-cooperative business enterprises

6. Cooperatives organization and 8 3 24 32

management
6.1.Procedures for organizing cooperatives
6.2.Registration of a cooperative society
6.3.Concepts of cooperative management
6.4.Main activities in cooperative
management
6.5.Organizational structures and organs of
244
 cooperative society
7. COOPERATIVES LAW 4 1 12 16
7.1 Introduction to cooperative law
7.2 Statutes and by-laws
7.2.1. Statutes
7.2.2 By-laws
7.3. Content of cooperative law
7.4. By-law of a cooperative society in Ethiopia
8. COOPERATIVE MOVEMENT IN 8 2 24 32
ETHIOPIA
8.1 Evolution and Development of Cooperative
in Ethiopia
8.2 History of Cooperatives in Ethiopia
8.2.1 Cooperatives during the Imperial
Government
8.2.2Cooperatives under the Derg Regime
8.2.3 Cooperatives at Present
Total Course Load 48 10 144 202

TEACHING AND LEARNIG METHODS

This course will be delivered in combination with the following methods:
A. Lecture: The instructor provides lectures and summaries whenever appropriate and
required,
B. Brainstorming: The instructor will forward questions for students to let them share
what they knew on each topic before lecturing,
C. Group Discussions: Students are required to form groups to work collaboratively in
order to complete a task, such as policy evaluation
D. Independent learning: Students are required to cover some topics by themselves to
give them opportunity to search for reference materials, refer and prepare short notes,
E. Reports: Students are required to produce a written report/work in response to a single
question or task, and
F. Assignments: Students are given assignments to work on a specific topic or question
such as reviewing specific policy strength, weakness, gap etc. and suggesting possible
solutions

245
ASSESSEMENT METHODS:
No Assessment techniques with due date Competency to be Weight for each
assessed assessment
1 Class Participation and attendance, at all Knowledge, skill 5%
times. and attitude
2 First Assignment (reviewing the Knowledge and skill 15%
performance of RLO in Ethiopia).
3 Group works and oral presentation Knowledge, skill 10%
and attitude
4 Quiz ,unspecified time Knowledge and skill 5%
5 Test, at the end of the eighth week Knowledge 15%
6 Second Assignment (reviewing coop Knowledge, skill 10%
development strategies) and attitude
7 Final Exam, according to the schedule of Knowledge, skill 40%
the University and attitude
Total 100%
References
Nakkiran, S. (2002) A Treatise on Cooperative Management. Coimbatore: Rainbow
Publications.

Tushaar Shah, Making Farmers‟ Cooperatives Work, Sage Publications, New Delhi,1995

Frank Ratna Kumar and et.al., (2003), A New World through Cooperatives, Rainbow
Publications, Coimbatore.

Hajela, T.N (2000) Cooperation: Principles, Problems and Practice. New Delhi:Konark
Publishers Pvt. Ltd.

Schaars, V (1986); The theory of Cooperation,. Himalaya Publishing House.

COURSE POLICY
All students are expected to abide by the code of conduct of students throughout this course.
Academic dishonesty, including cheating, fabrication, and plagiarism will not be tolerated and
will be reported to concerned bodies for action. Class activities will vary day to day, ranging
from lectures to writing activities. Students will be active participants in the course. You need
to ask questions, generating ideas, involving in discussions. You are expected to do all the
assignments you are supposed to accomplish. You are required to do the assignments

246
provided according to the time table indicated and the instructor will give out the directions, if
necessary. With regard to writing assignments all students are expected to write by
themselves, getting other students to write for another is strictly forbidden. If two students or
more assignments are found identical these students‟ assignments will be rejected and the
students will face punishment in accordance to the rules and regulations of the university.

Note on class attendance and participation: students are expected to attend class regularly.
Instructor will take attendance on random days during the semester to ensure that students are
coming to class, and if they miss classes repeatedly, their grade will be affected. If students
miss more than 15% of the class attendance they will not sit for exams. Students are expected
to come to the class on time. Instructor will not allow any student enter if you late more than
five minutes.

Cell phone: Cell phones must be disabled before entering to the class as they are disruptive
and annoying to all of us in the class. So please make sure your cell phone is turned off before
entering the class. All changes in class schedules and some related necessary adjustments will
be communicated to students to enable them to adjust themselves accordingly.
Approved by:

_____________________________________ ________________
Name Signature
School/Department/Program Coordinator

_____________________________________ _______________
Name Signature
College/Faculty/Institute/Director

247
13.43. Introduction to Management and Organizational Behaviour (MnGt452)
Program Rural Development and Agricultural Extension
Degree Program B.Sc. in Rural Development and Agricultural Extension
Course Title Introduction to Management and Organizational Behaviour
Course Code MnGt 452
Year and semester RDAE Year IV semester II students
Pre-requisites None
ECTS/credit Hrs 5/3
Contact Hours/ Lectures Practical Tutorials Home study Total Study
Study Hours Hours
Distribution 48 8 0 144 200

Course Introduction to management and organization; organizational roles,

Description/Course principles of management, evolution of management thoughts;
Contents management functions; power, authority and responsibility; decision
making, centralization and decentralization; motivation theories;
leadership theories; administration in extension: theory and principles
in extension administration, linkage between organizational structure
and extension practices, social and ethical responsibilities of
organization role of international organization in rural development,
managing organizational changes
Course Objectives & At the end of this course, students will be able to;
Competences to be  impart knowledge about the basic concept of management and
Acquired organization as well as importance of management in rural
development organizations
 analyze the organizational structure and managerial functions
 develop interest on the role of social and ethical responsibilities
of organization roles in rural development

Duration Conceptual focus

Week 1 1. EVOLUTION OF MANAGEMENT THOUGHT
1:1. Management in Antiquity and Pioneer contributors
1:2.Classical Theories of Management
1:3. Scientific Management thoughts
1:4. Administrative Theory
1:5. Bureaucratic Management Theory
1:6. Neoclassical (Behavioral) Theory
1:7. Quantitative Approach to Management
1:8. Modern (Contemporary) Theories of Management

248
Week 2-3 2. MANAGEMENT AN OVERVIEW
1.1. Definition of Management
1.2. Significance of Management
1.3. Levels and Skills of Management
1.4. Functions of Management
1.5. Managerial Roles and Behaviors
Week 4 3. PLANNING
3.1. The Nature and Purpose of Planning
3.2. The benefit of Planning
3.3. Types of Plan
3.4. Planning Process
3.5. Management by Objective (MBO)
Week 5-7 4. ORGANIZING
4.1. Types of Organization
4.2. Departmentalization: An Organizational Division
4.2.1. Types of Organizational Structure
4.2.2. Organizational Level and Span of Management
4.3 Decentralization and Delegation
Week 8-10 5. LEADING
5.1. Definition of Leadership
5.2. Theories of Leadership
5.3 Style of Leadership
5.4 Leadership Grid
Week 11 6. CONTROLLING
6.1. Meaning and Importance of Controlling
6.2. Types of Control
6.3. Controlling Process
Week 12 7. AUTHORITY AND POWER
7.1. Definition of Authority and Power Relationship
7.2. The difference between Authority and power
7.3 Authority and power relationship
7.4 Types of Organizational power
Week 13-14 8. MOTIVATION
8.1. Definition of Motivation
8.2. Need for Motivation
8.3 Theories of Motivation
8.3. 1. Need hierarchy theory
8.3.2. Hertzberg‟s Two-Factor Theory
8.3.3. Motivation through Goal Setting
8.3. 4. Motivation through Expectancy Theory
8.4 Organizational Culture and Motivation
Week 15 9. Corporate Social Responsibility
9.1. Concept of Corporate Social responsibility
249
 9.2 Perspectives of Corporate Social Responsibility
9.3. Determinants of Ethical Standards
Week 16 10. Organizational Change Management
10.1. Concept of Change
10.2 The Need for Change
10.2. Causes of Change
10.2.1. Internal Forces
10.2.2. External Forces
10.3. Change management in an Organization
10.3.1. Key Factors in Managing Change
10.4. Resistance to Change
10.5 Strategies of Change Management
10.6 Conflict Management

TEACHING AND LEARNIG METHODS

This course will be delivered in combination with the following methods:

A. Lecture : The teacher provides lectures and summaries whenever appropriate and
required
B. Tutorial: Three tutors will be given at the end of each two successive chapters
according to the nature of the course

C Reflection: students are required to consistently make their own reflections on

issues under discussion in class

D. Assignments: Students will at least take two rounds of assignments to be worked,

evaluated and / or presented in class

E. Presentations and seminars: As part of the instruction process, students will

present their assignments. The presentations then should be followed by warm class
discussions and debates.

250
ASSESSEMENT METHODS:

No Assessment techniques with due date Competency to be Weight for each

assessed assessment
1 Class Participation and attendance, at all Knowledge, skill and 5%
times. attitude
2 First Assignment, at the end of the fourth Knowledge and skill 10%
week.
3 Presentation of the first assignment, at the Knowledge, skill and 10%
end of the fifth week. attitude
4 Quiz ,unspecified time Knowledge and skill 5%
5 Second Assignment, at the end of the 10th Knowledge, skill and 10%
week attitude
6 Presentation of the Second assignment, at Knowledge, skill and 10%
th
the end of the 14 week attitude
7 Final Exam, according to the schedule of the Knowledge, skill and 50%
university attitude
NB: The due date of continuous assessments may be vary according to mode of delivery.
Based on the nature of the course other relevant types of assessment techniques can be also
used.

References
Davies,A. (1997). Managing for change: how to run community development projects.
Intermediate technology publications, London

Gray, J. L. and Starke, F. A. (1984). Organizational Behavior: Concepts and Applications.

Bell & Howell Company, Columbus.
Handy. C. (1983). Organization and Management. Penguin Group Pub., London.
Kapoor and Marany (1985). Organization and Management: Theory and Practice.
Kast, F. E. and Rosen Weis, J. E. (1986). Organization and Management.
Rollinson, D. and Broadfield, A. (2002). Organizational Behavior and Analysis: An
Integrated Approach. Pearson Education Limited, Harlow.
Rollinson, D. and Broadfield, A.(2002). Organisational behaviour and analysis: an integrated
approach. Pearson education Limited, Harlow.

COURSE POLICY
All students are expected to abide by the code of conduct of students throughout this course.
Academic dishonesty, including cheating, fabrication, and plagiarism will not be tolerated and
will be reported to concerned bodies for action. Class activities will vary day to day, ranging
251
from lectures to writing activities. Students will be active participants in the course. You need
to ask questions, generating ideas, involving in discussions. You are expected to do all the
assignments you are supposed to accomplish. You are required to do the assignments
provided according to the time table indicated and the instructor will give out the directions, if
necessary. With regard to writing assignments all students are expected to write by
themselves, getting other students to write for another is strictly forbidden. If two students or
more assignments are found identical these students‟ assignments will be rejected and the
students will face punishment in accordance to the rules and regulations of the university.

Note on class attendance and participation: students are expected to attend class regularly.
Instructor will take attendance on random days during the semester to ensure that students are
coming to class, and if they miss classes repeatedly, their grade will be affected. If students
miss more than 15% of the class attendance they will not sit for exams. Students are expected
to come to the class on time. Instructor will not allow any student enter if you late more than
five minutes.

Cell phone: Cell phones must be disabled before entering to the class as they are disruptive
and annoying to all of us in the class. So please make sure your cell phone is turned off before
entering the class. All changes in class schedules and some related necessary adjustments will
be communicated to students to enable them to adjust themselves accordingly.
Approved by:

_____________________________________ ________________
Name Signature
School/Department/Program Coordinator

_____________________________________ _______________
Name Signature
College/Faculty/Institute/Director

252
13.44. Nutrition Sensitive Agriculture (FSPT 462)
Course Description

This course is designed to equip students with the basics of human nutrition and the various
nutrition sensitive agricultural practices. The course will enable them to design and implement
nutrition sensitive agricultural programs, promote and assist production and consumption of
diversified foods, and contribute for improvement of the nutritional status of mothers,
children and the public at large.
Course objectives
To meet the course objectives, students will able to:
 Explain the basics of human nutrition
 Explain the life cycle approach for nutrition
 Explain food production utilization trends associated with different cultures
including food taboos, food preference (aversions and cravings) that contribute to
malnutrition
 Demonstrate diversified agricultural production and consumption
 Describe good agricultural practice (GAP) and good hygienic practice (GHP)
 Describe appropriate postharvest handling techniques in the food value chain
 Identify the effect of post-harvest handling, processing and preservation on nutrient
content of foods
 Identify the role of gender in food production and consumption
 Explain the importance of empowering women farmers on nutrition sensitive
production and consumption with appropriate technologies
 Accept gender equality and equity in production and consumption of diversified food
 Identify key stakeholders and their roles for possible multi-sectoral linkage in
effective nutrition interventions in the community
 Apply SBCC tools to advise for diversified food production and consumption
 Identify entry points for nutrition sensitive agriculture intervention during
agriculture program planning
 Monitor and evaluate implementation of nutrition sensitive

253
Course Syllabus
Program Rural Development and Agricultural Extension
Course Title Nutrition Sensitive Agriculture
Curse Code FSPT 462
ECTS/credit Hrs 5/3 (2+1)
Target student Year IV; Semester II
Prerequisites
Lecture class/Room No
Lecture days /Hours
Instructor information Name:
Mobile no:
e-mail:
Consultation hours:
Office address:
Units/sub-sections Study hours distribution Total
Lectures Practical Tutorial Self (Hrs)
Study
1. Basics of human nutrition 6
1.1. Introduction
1.2. Definition of basic terms (food,
nutrient, nutrition, meal, diet etc.)
1.3. Food groups and their sources
1.4. Nutrients and their functions
1.5. Food and nutrition security
1.6. Malnutrition (forms,
consequences, and causes)
1.7. Definition of basic concept of
malnutrition
1.7. Causes of malnutrition
1.8. Forms of malnutrition
1.9. Status of malnutrition in
Ethiopia
1.10. Impact of malnutrition
1.11. Nutrition Intervention
Strategies to combat malnutrition
2. Diversification of Agricultural 7
Production and Food
254
 Consumption
2.1. Introduction
2.2. Diversified food production to improve
nutrition
2.3. Method of food Diversification to
improve Household Nutritional Status
2.4. Home Garden Production
2.5. Production of Fruits and Vegetables
2.6. Production and Utilization of Animal-
Source Foods
2.7. Production and Consumption of
Underutilized Foods
2.8. Promoting Production and Consumption
of Legumes
2.9. Agriculture -nutrition impact pathways
2.10. Agricultural Production for Own
Consumption
2.11. Agricultural Production that Increase
household Income
2.12. Agricultural production that contributes
for reduction of food prices
2.13. Agriculture program that promote
empowerment of women
2.14. Diversification of Household Food
Consumption
2.15. Nutrient enrichment
/modification strategies
Food Fortification
Bio fortification
Agronomic bio-fortification
3. Safe Production and Post- Harvest 5
Handling of Agricultural Products
3.1. Introduction
3.2. Safety of Agricultural Products
3.3. Definition of food safety and related
terms
3.4. Food quality versus food safety

255
 3.5. Food safety hazards
3.6. Safety and Quality Management
Systems
3.7. Food safety and nutrition linkage
3.8. Postharvest Handling
3.3.1 Basic principles of post-
harvest handling
3.3.2 Postharvest loss
3.3.3 Causes of postharvest losses
3.3.4 Impacts of postharvest loss
on food and nutrition
security
3.3.5 Pre and post-harvest food
safety problems and
associated health risks
4. Gender and Nutrition 4
4.1. Introduction
4.2. Basic terminologies in gender
4.3. gender role in food production and
consumption
4.4. Gender equality and equity for nutrition
4.5. Empowering women in food
production and consumption
4.6. Women‟s access and control over
assets
4.7. Labor, time and energy saving
technologies for women
4.8. Involvement of Male in
Feeding and Caring Practices
5. Social Behavioral Change 4
Communication (SBCC) for
Nutrition
5.1. Introduction
5.2. The Culture of Food Consumption
in Ethiopia
5.2.1. Food Preferences and Nutrition
5.2.2. Food Taboos and Nutrition

256
5.2.3. Food sharing among family
members
5.3. Nutrition Education, Counseling
and communication
5.4. Nutrition social Behavioral
Change Communication
(NBCC)
5.5. Tools for nutritional behavioral
change communication
5.6. Nutrition Extension through
SBCC/NBCC
6. Multi-sectoral Collaboration for 3
nutrition
6.1. Introduction
6.2. Multi-sectoral Nature of Nutrition
6.3. The Ethiopian National Nutrition
Program
6.4. Roles and responsibilities of various
sectors
6.5. Role of agriculture and livestock sector
in the NNP II
6.6. Strengthening multi sectoral
coordination
7. Planning, Monitoring and 3
Evaluation of Nutrition
Sensitive Agriculture(NSA)
Interventions
7.1. Introduction
7.2. Basic principles of planning for NSA
interventions
7.2.1. Program principles
7.2.2. Policy principles
7.3. Monitoring and evaluation indicators for
NSA activities
Total 32 48 10 50 140

257
TEACHING AND LEARNIG METHODS
 Brain storming Discussion (small or large group, topic/issue of discussion)
 small Group discussion
 Case study
 Mini project
 Role play

ASSESSEMENT METHODS:
No Assessment techniques with due date Competency to be Weight for each
assessed Assessment
1 Exam one after completing the second Knowledge, skill and 10%
chapter attitude
2 Group Assignment after completing the Knowledge, skill and 15%
third attitude
Chapter
3 Exam two after completing chapter five Knowledge, skill and 15%
attitude
4 Individual assignment after Knowledge, skill and 10%
completing chapter seven attitude
5 Final Exam, covering all chapters Knowledge skill and 50%
attitude
Total 100%

References
1. Introduction to Human Nutrition, 2nd Edition, Michael J. Gibney (Editor), Susan A.
Lanham-New (Editor), Aedin Cassidy (Editor), Hester H. Vorster (Editor) March 2009,
©2009, Wiley-Blackwell
2. EDHS 2016, NNP II, UNICEF conceptual frame work Review on rate of stunting in
Ethiopia Nutrition through the life cycle. Judit E. Brown, 4th edition, 2009.
3. FAO. 2017. Nutrition- sensitive agriculture and food systems in practice Options for
intervention (Chapter One)

258
COURSE POLICY
All students are expected to abide by the code of conduct of students throughout this course.
Academic dishonesty, including cheating, fabrication, and plagiarism will not be tolerated and
will be reported to concerned bodies for action. Class activities will vary day to day, ranging
from lectures to writing activities. Students will be active participants in the course. You need
to ask questions, generating ideas, involving in discussions. You are expected to do all the
assignments you are supposed to accomplish. You are required to do the assignments
provided according to the time table indicated and the instructor will give out the directions, if
necessary. With regard to writing assignments all students are expected to write by
themselves, getting other students to write for another is strictly forbidden. If two students or
more assignments are found identical these students‟ assignments will be rejected and the
students will face punishment in accordance to the rules and regulations of the university.

Note on class attendance and participation: students are expected to attend class regularly.
Instructor will take attendance on random days during the semester to ensure that students are
coming to class, and if they miss classes repeatedly, their grade will be affected. If students
miss more than 15% of the class attendance they will not sit for exams. Students are expected
to come to the class on time. Instructor will not allow any student enter if you late more than
five minutes.
Cell phone: Cell phones must be disabled before entering to the class as they are disruptive
and annoying to all of us in the class. So please make sure your cell phone is turned off before
entering the class. All changes in class schedules and some related necessary adjustments will
be communicated to students to enable them to adjust themselves accordingly.
Approved by:
_____________________________________ ________________
Name Signature
School/Department/Program Coordinator

_____________________________________ _______________
Name Signature
College/Faculty/Institute/Director

259
13.45. Senior Research Project Report and Seminar (RDAE472)
Program Rural Development and Agricultural Extension
Degree Program B.Sc. in Rural Development and Agricultural Extension
Course Title Senior Research Project Report and Seminar
Course Code RDAE 472
Year and Semester Year IV Semester II
Pre-requisites Senior Research Project Proposal
ECTS/credit hours 5/3
Contact Hours/ Lectures Practical Tutorials Home study Total Study
Study Hours Hours
Distribution 32 (data
16 entry into 8 144
SPSS} 200

Course Writing good research report, elements of good research report,

Description/Course formatting, and presentation of research report
Contents
Course Objectives & At the end of this course, students will be able to:
Competences to be  write good quality research report
Acquired  collect, analyze, and submit complete reports of their senior
research projects
 demonstrate students' analytical and scientific research report
writing skills
 prepare good quality power point and present the research report

SCHEDULE
Duration Conceptual focus
Week 1-15 Data coding, entry, and analysis using SPSS
Week2-15 Data interpretation
Week 2-15 Writing research report
Week 15 Submit the first draft to advisor
Week 2-15 Incorporate the comments given by the advisor
Week 15 Submit the final copy to the coordinator

ASSESSMENT METHODS
Type of assessment Allotted points Week
Research report writing 60%
Presentation 40%
Total 100

260
COURSE POLICY
All students are expected to abide by the code of conduct of students throughout this course.
Academic dishonesty, including cheating, fabrication, and plagiarism will not be tolerated and
will be reported to concerned bodies for action. Class activities will vary day to day, ranging
from lectures to writing activities. Students will be active participants in the course. You need
to ask questions, generating ideas, involving in discussions. You are expected to do all the
assignments you are supposed to accomplish. You are required to do the assignments
provided according to the time table indicated and the instructor will give out the directions, if
necessary. With regard to writing assignments all students are expected to write by
themselves, getting other students to write for another is strictly forbidden. If two students or
more assignments are found identical these students‟ assignments will be rejected and the
students will face punishment in accordance to the rules and regulations of the university.

Note on class attendance and participation: students are expected to attend class regularly.
Instructor will take attendance on random days during the semester to ensure that students are
coming to class, and if they miss classes repeatedly, their grade will be affected. If students
miss more than 15% of the class attendance they will not sit for exams. Students are expected
to come to the class on time. Instructor will not allow any student enter if you late more than
five minutes.
Cell phone: Cell phones must be disabled before entering to the class as they are disruptive
and annoying to all of us in the class. So please make sure your cell phone is turned off before
entering the class. All changes in class schedules and some related necessary adjustments will
be communicated to students to enable them to adjust themselves accordingly.
Approved by:
_____________________________________ ________________
Name Signature
School/Department/Program Coordinator

_____________________________________ _______________
Name Signature
College/Faculty/Institute/Director

261
262
Participants for Nationally Harmonized Curriculum Validation Workshop

For B.Sc. degree Program in Rural Development and Agricultural Extension

April 13-14, 2021(Miazia 5-6, 2013 E.C)

Harar, Ethiopia

S.N Full Name Organization Email address Telephone

1 Dr. Warkaw Legesse Ambo University warkaw2009@gmail.co 0913303137
m
2 Dr. Teferi Tolera Jimma University ttolera2009@gmail.co 0936970257
m
3 Mr. Zebenay Shitaye Debra Markos zemenshitaye@gmail.c 0921251663
University om
4 Dr Deribe Kaske Hawasa University dkaske@gmail.com 0949031641
5 Mr.Addisu Bezabih Ethiopian Institute of addisu.bz@gmail.com 0917827033
Agricultural Research
6 Mr. Mideksa Fufa Haramaya University mideksafufa@gmail.co 0923686947
m
7 Dr. Wesagn Berhane Haramaya University wesagnb@yahoo.com 0910040981
8 Mr. Hakim Hashim Haramaya University hakimhashim728@gma 0913354359
il.com
9 Mr. Mukerem Taha Haramaya University muketaha@yahoo.com 0928710829
10 Mr. Tsegaye Haramaya University tsegayersado@gmail.co 0912874812
W/tsadik m
11 Mr. Alayu Melaku Haramaya University almelaku@gmail.com 0930313125

263
 REFERENCES
Babu, S. C., and P. K. Joshi. 2019. Agricultural Extension Reforms in South Asia: Status,
Challenges, and Policy Options. London: Academic Press.

Kilelu, C. W., L. Klerkx, C. Leeuwis, and A. Hall. 2011. “Beyond Knowledge Brokering: An
Exploratory Study on Innovation Intermediaries in an Evolving Smallholder Agricultural
System in Kenya.” Knowledge Management for Development Journal 7 (1): 84–108. DOI:
10.1080/19474199.2011.593859.

WORLD BANK (2015) Ethiopian Poverty Assessment 2014, World Bank Group, Addis
Ababa.

264