Available courses

The aim of this course is to enable students to learn how modern technology-based teaching and learning programs are designed, develop skills related to the instructional design potential of specific technology-based tools and to develop an understanding of modern technology-based learning tools including computers, multimedia technologies, and communications technologies and how they can be used to enhance learning.

Precision beekeeping (PB), also referred to as precision apiculture, involves managing apiaries by closely monitoring individual bee colonies to reduce resource usage and enhance bee productivity. It aligns with precision agriculture and can be divided into three stages: data collection, analysis, and implementation. In the data collection phase, measurements are gathered from bee colonies and their surroundings. The analysis phase utilizes these measurements, predefined models, and expert insights to understand bee behavior and activity patterns. Finally, in the implementation phase, decisions are made and actions are taken based on the analysis to enhance apiary performance.

Course Aim:

To orient students to origin/sources and types of environmental radiology, peaceful use of radiation, and protection from ionizing radiation

Course Aim: To equip students with Improved practical and analytical skills in laboratory and field works for best interpretation of environmental problems

This course is offered to first year students pursuing BSC. Agronomy, Agriculture General and Horticultrure 

This course aims at offering knowledge and skills on application of different irrigation technologies

The course is about all of the bee products and their services

This course will teach you the fundamentals of statistics, the science of collecting, organizing, and interpreting data. You will learn how to design and conduct surveys, experiments, and observational studies, and how to analyze and present the results using various methods and tools. By the end of this course, you will have a solid foundation in statistics and be able to apply it to real-world problems and scenarios. Join me and discover the beauty and power of statistics.

i)                Course Aim: The course aims to impart knowledge and skills to students on biodiversity and its significance in sustainable bee resources management


Course Expected Learning Outcome(s):

Upon completion of the course, the student will be able to:

1.     demonstrate understanding of the concepts, scope and significance of biodiversity.

2.     identify roles of bees in biodiversity and assess the impact of beekeeping practices on bee diversity and ecosystem functioning

3.     Analyze the opportunities and challenges of managing biodiversity

4.     Apply knowledge and skills gained [u1] to assess and conserve biodiversity


   Course Content:

1.     Introduction Biodiversity Management (face to face):

1.1  Definition of concepts in biodiversity

1.2   Scope of biodiversity

1.3  Significance of biodiversity

1.4  Biodiversity hotspots and their importance for bee resources,

1.5  Link between biodiversity and ecosystem services


2.     Threats to Biodiversity (online):

2.1  habitat loss and fragmentation, pollution, invasive species and diseases, climate change, wildfire

2.2  ........................................

2.3  .............................................



3.     Conservation and Management of Biodiversity (face to face):

3.1  Conservation methods and importance

3.2  Principles and challenges of management

3.3  .....................................................


4.     Beekeeping and Biodiversity (face to face):

1.1  Roles of bees in biodiversity

1.2  Impact of beekeeping on biodiversity

1.3  Sustainable management of bees for biodiversity


vii)           Teaching and learning activities

Teaching and learning activities will include a combination of face to face and online  lectures or synchronous online lectures, asynchronous online preparatory materials, field work practical, seminar presentations, tutorials, take home group and individual assignments, guided independent reading, and case studies.

viii)         Assessment Methods 

Assessment methods for this course will include, assignments, presentations, practical reports, practical and theory tests, online and written quizzes, and the end-of-semester examination.  


ix)             Reading List

1.     Boyle, T.J.B. and. Boontawee, B. (1995). Measuring and Monitoring Biodiversity in Tropical and Temperate Forests. CIFOR, Indonesia.

2.     Huston, M.A. (1994). Biological diversity: The coexistence of species and changing landscapes. Cambridge University press.

3.     Groom, M.J., Meffe, G.K. and Carroll, C.R. (2006). Principles of conservation biology. 3rd Edition. Sinaeur Associates, Inc. Publishers, Massachussets, USA.

4.     Collen, B., Pettorelli N., Baiillie J.E.M. and Durant S.M (2013). Biodiversity Monitoring and Conservation: Bridging the Gap Between Global Commitment and Local Action, Wiley-Blackwell. 464p

 [u1]Sounds general. Please rephrase

i.              Course Title: CTGHO05 Computer Application in Tour Guiding and Hunting Operations

ii.            Course aim

 To impart computer applications skills in tour guiding and hunting operation


Course expected learning outcomes (s)     

Upon completion of the course, the student is expected to be able to:

a.   Present, analyze and interpret tour guiding and hunting data with MS Office applications.

b.   Understand basic Internet concepts, the World Wide Web and their applications.

c.   Identify and explain  computer security issues

d.   Apply and use search engines in search for information


Course Status:                                                                                   Core

Credit Rating:                                                                                   3 Credits

Total hours spent:                             Lectures:                                 10 hrs

Tutorials:                                05 hrs

Practical:                                05 hrs

Assignments:                          05 hrs

Independent Study:                 05 hrs

Course Contents

·       Introduction to Ms -excel, word, access, PowerPoint

·       features of Microsoft bar (insert, page layout, references, mailings, review, view, design and layout)

·       Microsoft templates to design flyers, brochures, business cards, minute sheets etc.,

·       Exploration and understanding of main Internet concepts

·       Exploration and understanding of main World Wide Web concepts

·       types and sources of security issues

·       Mechanisms for handling identified security issues

·       Search engines terms and concepts. 


Teaching and learning activities

Teaching methodology will include lectures, seminar presentations, and tutorials, take home group and individual assignments, Independent reading assignments.


Assessment methods

Assessment methods for this course will include weekly tests, assignments, essays, tests, quizzes, and the end-of-semester examination.


 Reading List:

1.   Parker C.S. (2010). Understanding Computers: Today and Tomorrow, Comprehensive 13th edition.

2.   Shelly B.G., Vermaat, E.M. (2011). Discovering Computers, Complete: Interactive Guide to the Digital World.

3.   Miller, M. (2007). Absolute Beginner's Guide to Computer Basics. 4th Ed. Que Publishing

4.   Shelly, G.B., Cashman, T.J., Vermaat, M.E. (2007). Microsoft Office 2003, Introductory Concepts and Techniques-Premium Edition, Course Technology.

This course is tought to first year students pursuing BSC. Agronomy, Horticulture and Agriculture General

Students need to know the principles of land use planning

  1. Course Aim

The course aims to provide students with a comprehensive understanding of the foundational theories, principles, and emerging challenges in the field of development studies. Through rigorous exploration, students will develop the analytical tools and critical thinking abilities required to address contemporary global development issues. This dynamic, interdisciplinary field is concerned with political, social, and economic change, and it brings together a multitude of ideas, theories, and debates in both their historical and current contexts. The course sheds light on the challenges facing sustainable development on local, regional, and global scales. The primary focus is on applying the skills and knowledge gained to raise students’ awareness of the world’s most pressing needs and devise effective strategies to address them. Students will engage in discussions surrounding competing development paradigms and will be equipped to critically reflect on their own national realities.

  1. Expected Learning Outcomes

Upon successful completion of this course, students will have the competence to:

  1. Describe the core principles and theories that shape the landscape of development studies.
  2. Analyze intricate concepts related to human transformation and various developmental theories.
  3. Explain the evolutionary journey of human transformation and the accompanying theories.
  4. Apply developmental theories to assess well-being and economies facing underdevelopment.
  5. Evaluate the influence of capitalism and colonial legacies on underdeveloped nations.
  6. Assess the applicability of development theories within the context of developing countries.

In addition, students will develop the following knowledge, skills, & competencies:


• Identify and comprehend development issues and challenges.

• Understand international development cooperation and its impact.


• Apply concepts and theories to practical development issues.

• Critically read and analyze political development literature.


• Propose pertinent solutions to improve socio-economic conditions.

• Design a development project.


  1. Course Status:



  1. Credit Rating:

10 Credits


  1. Total Hours Spent:





30 hrs



20 hrs



15 hrs


Independent Study

15 hrs



20 hrs

  1. Course Content

This course covers a diverse range of topics:

Module 1: Introduction to Development Studies

1.1 Concepts and Definitions of Terms

1.1.1. Development Studies

1.1.2. Description of Development

1.1.3.     Core values of development

1.1.4.     Human development

1.1.5.     Sustainable Development

1.2 Transformation of the society

Module 2: Theories of Social Development

2.1. Bourgeois theories

2.1.1. Bourgeois political economy

2.1.2. Modernization theories

2.1.3. Neo-liberalism

2.2. Marxist Theories

2.2.1. Marxist theories

2.2.2. Dependency theories

2.2.3. World System theories

2.3. African nationalist theories

2.3.1. The African Renaissance Theory

2.3.2. Liberation and developmentalism

2.3.3. Democratization theories

Module 3: Contemporary Issues in Development

 3.1. Poverty

3.2       Corruption

3.3 Climate change

3.4 Global health security

3.5 Gender

3.6 Food security

3.7 Environment and Development

3.8 Science and technology

Module 4: Sustainable Development Goals (SDGs)

4.1. Sustainable Development Goals 

4.2. Implementation of the SDGs

4.3. Relevance of SDGs to Developing Nations

Module 5: Globalization and International Development Co-operation

5.1.  Dimensions of globalization

5.2. Effects of globalization

5.3. LDCs challenges of globalization

5.4. Regional co-operation in the global South

5.5. Main goals and functions of regional integration 

5.6. Africa’s experiences of regional co-operation

Module 6: Democracy, Governance and Development

6.1. Forms of Democracy and Principles of Good Governance

6.2. The role of central government, local governments and civil society in development

6.3 Politics of aid and conditionality

6.4. Governance and human rights in LDCs

  1. Teaching and Learning Activities

The course will be delivered through a blended mode. The course will employ a variety of teaching and learning methods, including interactive face to face lectures and synchronous/asynchronous online lectures, multimedia lecture casts, demonstrations, engaging group assignments, dynamic seminar presentations, and individual assignments for self-directed learning. Case studies and scenarios will be used to illustrate practical aspects.

  1. Assessment Methods

Assessment methods are comprehensive and diverse:

  • Knowledge Assessment: Written examinations will evaluate theoretical knowledge.
  • Skills Assessment: Presentation assessments will assess analytical and communication skills.
  • Competency Assessment: Collaborative assignments will evaluate design, management, and collaboration skills.
  • Practical Assessment: Practical exercises, community engagement, and internships will assess the application of theoretical knowledge.
  • Continuous Assessment: Regular quizzes, tests, assignments, essays, group discussions, debates, and presentations will evaluate understanding, critical thinking, collaboration, and communication abilities.
  • The final assessment will include a university written examination.
  1. Required Readings
  1. Acemoglu, D. & Robinson, J. (2013). Why Nations Fail: The Origins of Power, Prosperity, and Poverty. New York: Crown Business.
  2. Amadu Sesay, Moshood Omotosho (211). The Politics of Regional Integration in West Africa, Wacseries Vol.2 No.2 OSIWA: WACI, West Africa
  3. Beer De Frik and Swanepoel, H. (2000). Introduction to Development Studies. Oxford University Press, South Africa.
  4. Chambers, R. (2012). Provocations for Development. Warwickshire: Practical Action Publishing.
  5. Dill, B. (2013). Fixing the African State: Recognition, Politics, and Community-Based Development in Tanzania, New York: Palgrave Macmillan.
  6. Elizabeth Nduku, John Tenamwenye (Ed) (2014). Corruption in Africa: A Threat to Justice and Sustainable Peace, Globethics.net Focus No. 14: Switzerland
  7. Fiona Nunan (2015). Understanding Poverty and the Environment: Analytical Frameworks and Approaches, Routledge: UK
  8. Jennifer Elliott, (2013) An Introduction to Sustainable Development, (4th Ed), Routledge: UK
  9. Kelle, V., & Kovalson, M. (1973). Historical Materialism: An Outline of Marxist Theory of Society. Progress Publishers.
  10. Leys, C. (1996). The Rise and Fall of Development Theory. Indiana University Press.
  11. Minishi, L. (2012). Understanding Co-operatives in Africa: A Handbook for Students. Nairobi: Acacia Publishers.
  12. Mutalemwa, G. (2015). People’s Organisations in Tanzania: Strengths, Challenges and Implications for Development. Vechta: Uni-Vechta.
  13. Noman, A. & Stiglitz, J. (2012). “Strategies for African Development” in Good Growth and Governance in Africa: Rethinking Development Strategies in Noman, A., Botchwey, K., Stein, H. & Stiglitz, J. (Eds). New York: Oxford University Press.
  14. Potter, B Robert and Desai, V. (2000). The Companion to Development Studies. Oxford University Press Inc. New York.
  15. Roberts, J. T., & Hite, A. (Eds.). (2007). The Globalization and Development Reader: Perspectives on Development and Global Change. Wiley-Blackwell.
  16. Rostow, W. W. (1960). The Stages of Economic Growth: A Non-Communist Manifesto. Cambridge University Press.
  17. Shanmugaratnam. N (2011). Development Theory in Historical Perspective and An Overview of Development Studies, Zed Press
  18. Shivji, I. (2013). “Democracy and Democratisation in Africa: Interrogating Paradigms and Practices”. African Review, 40 (1) 1-13.
  19. Thomas Tanner, Leo Horn-Phathanothai (2014) Climate Change and Development, Routledge: UKAS
  1. Recommended Readings
  1. Escobar, A. (2018). Designs for the Pluriverse: Radical Interdependence, Autonomy, and the Making of Worlds. Duke University Press.
  2. McMichael, P. (2016). Development and Social Change: A Global Perspective. Sage Publications.
  3. Sen, A. (2000). Development as Freedom. Knopf.


  1.  Course aim: To provide student with a critical understanding of techniques and knowledge involved in the detection, amplification, and manipulation of nucleic acids, and their applications in diagnostics and biological research.
  1.  Course expected learning outcomes:  By the end of the course, students are expected to be able to:

1.     Explain how techniques in molecular biology and biotechnology can be used to find genes and proteins of interest;

2.     Describe how various nucleic acids amplification methods operate; their advantages and disadvantages, common problems, and troubleshooting during nucleic acids analysis;

3.     Explain the application and differences between different DNA sequencing platforms;

4.     Demonstrate ability to manipulate cellular nucleic acids for diagnostics and research applications;

5.     Demonstrate ability to design, optimize, and validate DNA-based molecular assays;

6.     Perform fundamental biochemical and molecular calculations and procedures;


  1.  Course status:  Core
  2.  Credits rating:  12
  3. Total hours spent: 120
  4.  Prerequisite: BLS 105
  5. Course contents: 


Module 1: Cutting and joining DNA

Topic 1: Restriction endonucleases

Topic 2: Linkers and Adaptors

Topic 3: Double digest and restriction mapping

Topic 4: Optimizing digestion and ligation conditions


Module 2: Genomic and cDNA libraries

Topic 1: DNA cloning

Topic 2: Genomic libraries

Topic 3: cDNA libraries

Topic 4: Screening of DNA library


Module 3: Finding a gene and protein of interest

Topic 1: Hybridization 

Topic 2: Southern and Northern Blotting

Topic 3: DNA chip/Microarray

Topic 4: Immunoblotting

Module 4: Principles of nucleic acid amplification and detection

Topic 1: The polymerase chain reaction (PCR) and Reverse Transcription PCR (RT-PCR)

Topic 2: Real-time PCR (qPCR) and Reverse Transcription Real-time PCR (RT-qPCR)

Topic 3: Digital PCR (dPCR) and Droplet Digital PCR (ddPCR)

Topic 4: Multiplexing PCR and qPCR

Topic 5: Emerging amplification methods (e.g. Isothermal, Photothermal, etc.)

Topic 6: Principles in oligonucleotide and assay designs and validation

Topic 7: Optimization of the PCR reaction


Module 5: Principles of DNA sequencing

Topic 1: Overview of DNA sequencing

Topic 2: First-generation; The Sanger sequencer

Topic 3: Second-generations; Illumina MiSeq, Ion Torrent’s PGM, Roche 454, etc.

Topic 4: Third-generation; PacBio SMRT technology and Oxford Nanopore






  1. Teaching and learning activities:

Lectures (face-to-face and online), laboratory and field practicals, tutorials, peer teaching, case studies, and simulation.

  1. Assessment methods:

Coursework assessments including take-home assignments quizzes, and written theory and practical tests given at appropriate times during the semester. In addition, there shall be an end of semester examinations


  1.  Reading list

1.     Sandy B (2001). Principles of gene manipulation. Sixth edition

2.     Sandy B. P, Richard T. (2006). Principles of Gene Manipulation and Genomics, 7th Edition. Wiley-Blackwell

3.     Jeremy, W. D., Malcolm von, S. and Nicholas P. (2011). From Genes to Genomes: Concepts and Applications of DNA Technology Wiley, USA.

4.     Oliver, B., Zephaniah, D., Alessandra, S., Kakoli, G and Andrea S. (2011).   Introduction to Molecular Biology and Genetic Engineering, Food and Agriculture Organization of the United Nations Rome.

5.     Jennie P. M, Penelope BE. R (1998). Introduction to Cell and Tissue Culture: Theory and Technique, Springer US



  1. Course Aim: To impart knowledge and skills to students on the principles of forest and natural resources governance from global to the local level and be able to manage resources use and other related conflicts.

  2. Expected Learning Outcomes

By the end of this course, students should be able to:

  1. Make decisions and plan for sustainable forest management using different governance perspectives;

  2. Manage forest resource use conflicts; and

  3. Make critical analysis of policies with respect to sustainable forest management and recommend for revision or change of respective policies and its implication to the environment and forestry development.

This course is designed to orient student teachers with psychological principles, theories, and methodologies and their application in teaching and learning.

Public Relations Strategies introduces students to the strategic planning process involved in putting together and coordinating organizational public relations efforts. In this course, students will learn what is involved in developing, implementing and evaluating public relations strategies. The course provides insights on understanding an organization’s internal and external environment; as well as identifying and addressing public relations situations that emerge in these environments.

The aim of the course is to introduce students to basic statistical concepts, theory and practice of statistics. It also intends to provide students with practical experience on collection, analysis, and interpretation of data to facilitate decision-making.

Costume Design and Construction is a core course for FCS students in year three. this blended course will be delivered through face-to-face and online modes.  The course involves 10hrs for lectures, tutorial 5hrs, assignments 10hrs, independent study 15hrs, practical 60hrs.

 Assessment:  1 Theory Exams; 2 Practical Test; Quizzes: Several and at any time without notice and portfolio of projects demonstrating abilities. 

The aim of this course is to study and apply concepts relating to operating systems, such as memory management, processor and disk scheduling

The aim of the course is to expose students to the application of basic computer hardware and software in simplifying and also improving learning of various university courses.

This course provides an introduction to telecommunication systems and network management. The course provides concepts for computer systems networking and telecommunications manager program that focuses on the design, implementation, and management of linked systems of computers, peripherals, and associated software to maximize efficiency and productivity, and that prepares students to work as network specialists and managers at various levels. Includes instruction in operating systems and applications; systems design and analysis; networking theory and solutions; types of networks; network management and control; network and flow optimization; security; configuring; and troubleshooting.


In this course we will be considering how Technology Enhanced Learning (TEL) is used in the design, delivery and evaluation of student learning. We shall be looking at current trends in TEL, how these compare with traditional pedagogy and evaluating the impact of technology on teaching, learning and assessment. The course will provide an opportunity to develop your practical skills and make informed decisions about how, when and if technology could be integrated into your teaching.

This course is designed to provide individuals with understanding of the theory and practice of curriculum development at all levels of education. The purpose of this course is to advance students understanding of contemporary theoretical underpinnings of curriculum. Technical, conceptual and practical aspects of curriculum theorizing will be addressed and their role in initiating innovations, modifications, maintenance and monitoring of on-going programmes studied in detail. This will aid advanced graduate student in viewing, analyzing and interpreting the curriculum and instruction program of an educational institution and in developing skills for implementing change. This course will help students to find, understand, and critique the curriculum in our schools through analysis of current and historical events and theoretical dialogues. It will offer students the opportunity to explore the curriculum writing process and critically examine current issues in curricula and curriculum theory.

Students should get to know comparative perspective of education internationally

      i.   Course Aim

This course is designed to provide theoretical and experiential knowledge regarding basic principles of educational assessment and evaluation.

     ii.   Expected Learning Outcomes:

By the end of the course, students should be able to:

·  Explain the interrelationship between instruction, curriculum and assessment

·  Prepare classroom tests that measure a variety of intended learning outcomes from simple to complex.

·  Discuss the concepts of validity and reliability and relate their role in the construction, selection, interpretation and use of tests and other evaluation instruments.

·  Compare and contrast performance-based and standardized assessment systems in relation to purpose, use and interpretation

   This course aims to provide students with knowledge and skills related to the leadership and management of people and projects in an educational context. It includes both theoretical frameworks of management and the practical skills required by managers to lead, influence and communicate with others in an educational setting. 

Course title: CIT 100 Computer Applications

Course aim: To impact computer application skills to students

Course expected learning outcomes

The students will be able to

1.     Identify basic hardware components and describe their functions for input, processing, output, and storage of data.

2.     Describe major operating systems and demonstrate basic usage of their service such as file management services

3.     Demonstrate word processing skills to create, format and edit a professional word document.

4.     Present, interpret, analyze numerical data with spreadsheet applications.

5.     Understand basic Internet concepts, World Wide Web and their applications.

6.     Identify and discuss computer security issues

Course status:                  Core

Credits rating:                 7.5

Total hours spent:           75

Discover the innovative world of Integrated Pest and Pollinator Management, where sustainable agriculture and thriving ecosystems intersect. This course dives into strategies that protect crops from harmful pests while simultaneously fostering essential pollinator populations. We'll explore a balanced approach that combines cutting-edge research with traditional knowledge for long-term, environmentally responsible solutions.

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Gain hands-on experience in the complete production cycle of annual crops. From seed selection and field preparation to crop management and harvesting, develop the practical skills needed for successful cultivation.