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MAKERERE UNIVERSITY

COLLEGE OF AGRICULTURAL AND ENVIRONMENTAL SCIENCES

SCHOOL OF FORESTRY, ENVIRONMENTAL AND GEOGRAPHICAL SCIENCES

DEPARTMENT OF FORESTRY, BIODIVERSITY AND TOURISM

Bachelor of Social and Entrepreneurial Forestry

DEGREE OPTIONS: I. COMMUNITY FORESTRYII. COMMERCIAL FORESTRYIII. FORESTRY & ENVIRONMENTAL GOVERNANCE

Duration: Three years

Submitted to National Council for Higher Education for Accreditation

March , 2011

Table of Contents

1.0. TITLE OF THE COURSE……………………………………………………………………………….................................1

2.0. PREAMBLE………………………………………………………………………………...................................................1

3.0. RESOURCES……………………………………………………………………………….................................................3

4.0. OBJECTIVE OF THE COURSE………………………………………………………………………………........................6

5.0. GENERAL REGULATIONS…………………………………………………………………………………...........................6

6.0. ADMISSION REQUIREMENTS…………………………………………………………………………………....................7

7.0. THE CURRICULUM…………………………………………………………………………………....................................7

8.0. CURRICULUM SUMMARY………………………………………………………………………………….......................12

9.0. DETAILED COURSE DESCRIPTION………………………………………………………………………..............17 -148

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1.0 Title of the Course: Bachelor of Social and Entrepreneurial Forestry

2.0 Preamble

Forests in Uganda (covering about 24% of the total land area) are central to the three pillars of sustainable development, that is, the economy, society and environment. Forests have over time provided various goods and services. However, the trend in the decline of forest resources reveals a situation that requires a quick solution, It has been reported that at least a third of the country's valuable tropical high forest is degraded; there is remarkable degradation and clearance in the woodlands; there is a loss of about 35% of forest cover (deforestation) in the government forest reserves; and only about 30% of the timber plantations planted on government land, remain standing (MWLE, 2001).

Given the ever increasing human population, currently reported at 3.2 %, there is an increasing demand for forest goods and services. As a response, the government has taken initiatives to promote sustainable utilization of the current natural resource base, as well as promoting plantation forestry development. This is evident through a number of government initiatives and interventions, For example, through the Poverty Eradication Action Plan (PEAP), the government is encouraging the private sector to invest in forests with a view to increasing the resource base and increasing access (Uganda, 2001). Further, the National Forestry Policy emphasizes the promotion of profitable and productive forest plantation businesses. It further highlights Education, Training and Research as one of the key constraints in the forest sector. However, one of the key issues to be addressed is how to develop and support demand-driven, affordable, and well co-ordinated research and training institutions and programmes. Also, increasing the establishment of new plantations by the National Forestry Authority (NFA) and the private sector is one of the strategies for the development of plantation forestry in the country (MWLE, 2002). For the realization of this strategy, technical assistance, training, guidelines and standards of best practice in plantation establishment and management have to be developed to assist the private sector in commercial plantation development.

Justification for the programme

The college of Agricultural and Environmental Sciences, Makerere University has continued to produce graduates with sufficient knowledge to address diverse issues regarded as critical mainly in the public forest sector under its current three undergraduate degree programs, that is BSc. Forestry (Bsc. FOR), Bachelor of Community Forestry (BCOF) and BSc. Wood Science and Technology (BWST) (Table 1). The degree program in BSc. Forestry mainly emphasizes aspects of forest protection and conservation, silvicultural practices, sustainable natural resource management, agroforestry, and resource assessment and GIS. The training in Wood Science and Technology aims at developing the intellectual capacity of students and equip them with knowledge, practical skills and attitudes to positively

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contribute to judicious utilization of forest products by producing well-trained professionals with sufficient knowledge in planning and management of wood based industries. Bachelor of Community Forestry has been aiming at responding to the current government policy of decentralisation requiring capacity building in extension services at district level; upgrading the knowledge of forest technicians, who constitute the bulk of frontline extension workers for increased efficiency; and meeting the demand by private and public sectors for community-conscious forestry/natural resource personnel.

There is however an increasing demand and involvement in “tree planting as a business” (expressed mainly by the private sector) that has been greatly accelerated by the support of government (e.g. NFA land allocations) and non-government/developmental organizations (e.g. Sawlog Production Grant Scheme, SPGS). As a result, the private sector (e.g. Uganda Timber Growers Association, UTGA) has expressed the need for a specialized cadre of graduates to provide the technical support. The current degree programs do not address such issues holistically. The Faculty has therefore merged two programs to form a Bachelor of Social and Entrepreneurial Forestry with three options namely; Community Forestry, Commercial Forestry and Forestry and Environmental Governance. The option in commercial forestry aims at training a cadre of graduates to promote forest plantations as a viable investment in Uganda’s forest sector for improved livelihoods, transformation of societies through economic growth and attainment of sustainable development. The option in Community Forestry aims at building capacity in community forestry and extension to spearhead grass roots development of community-based forestry management, enable the university to become more active in the grassroots development through participatory designing and implementation of appropriate local community-based development programmes. While the option in Forestry and Environmental Governance aims building skills in governance issues that relate to Forestry including the policy issues. The innovative shift from “traditional” to a “participatory” type of forestry requires foresters with skills in communication and aptitude to work with the people. While efforts have been made in the area of human resource development at local level to improve the capacity of desired staff, there are still challenges to meet targets in the area of local level forestry, promotion of community participation through extension delivery.

The training and research will explore avenues of increasing the profitability of forest plantations and providing relevant forestry extension services. As the aim of the programme is to produce graduates who can use their skills and knowledge to reduce poverty, promote economic growth and sustainable development through forestry, it is anticipated that this program will attract different organisations who share similar interests. In so doing, the programme will promote national development through training; research and technology transfer in forestry hence contributing to the strategic plan of the Faculty of Forestry and Nature Conservation and that of Makerere University at large. Further, the programme is well suited in fulfilling MDGs 1 & 7.

The programme will attract government and privately sponsored students with background training in natural sciences, economics, geography and entrepreneurship . The

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programme targets at least 30-40 students per year in order to be economically viable. Given the rate at which forest plantations are being established and the need for specialized extension agents, the programme shall be able to raise the critical mass of graduates with specialized training in community and commercial forestry. Prospects for continued investments in commercial forestry will help to sustain the programme as there will be a corresponding growth in demand for community and commercial forestry graduates. A strong and critical component of the programme is out-reach activities to raise awareness on the role and importance of commercial forestry to the economy and rural livelihoods.

The graduates will have a wide range of career development opportunities including employment in government and private sector, projects, self employment and generally other jobs in the areas of environment and natural resources. The graduates can also pursue career opportunities in research.

3.0 Resources

The School of Forestry, Environmental and Geographical Sciences has four departments (Forest Biology and Ecosystems Management; Forest Management; Forest Products Engineering; and Community Forestry and Extension). These offer a big opportunity for developing demand driven programmes and diversifying research capacity.

The School has a total of 64 academic staff members. The research profile of the School is commendable. Up to 93% of the staff have had publications in refereed journals over the last four years. The total number of publications per staff over this period ranges from 1 - 12 (average 2 papers). The School currently has a student population of approximately 1900, thus giving a staff: student ratio of 1:29

Further, the School has professional and cordial relationships with Forest Research Institutes (e.g. NaFORRI), Private Commercial Tree Farmers (individuals and companies), National Forestry Authority, Forest Services Sector Division and the Sawlog Production Grant Scheme (SPGS), which will enhance knowledge sharing as well as field-based learning.

In terms of teaching and learning facilities, the School has several ICT and E-learning facilities. The School hosts a DICTS (Directorate of Information and Communication Technology Services) computer kiosk (with 20 computers) and has teaching and research laboratories for conducting students’ practicals and staff research. There are small, medium and large lecture rooms for different class sizes. More lecture/office space is needed as numbers have risen.

The School has several computers (39 of them for staff and 59 for the students). This gives a computer: staff ratio of 1:2 and about 1:5 for the students. In terms of e-learning facilities, the School has several LCD projectors, and has access to e-learning platforms. The use of these platforms is however limited by the small Internet bandwidth. Several staff have undergone training in the use of these platforms and are developing online courses. Over 100 CDs of reference materials (TEEAL) are available. Staff and students have access to over 100 e-books and 500 journals secured by the main library of Makerere University. The School has a computerized library database with various reference books. Additional volumes are acquired annually through the book bank system. However, the School plans to subscribe to journals such as Forest Ecology and Management. The School is in the process of developing a forestry related digital library with the help of the UFRIC (Uganda Forestry Resources and Institutions Centre) project.

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Research in the School is tailored to address national problems and respond to national research priorities. Innovation has been limited because of lack of some essential laboratory facilities. School staff is also involved in research activities that build capacity of forestry professionals to find solutions to problems related to agricultural modernization, environmental degradation and socio-economic development. The programme will attract government and privately sponsored students. The programme targets at least 100 students per year in order to be economically viable (60 for option I - Tropical Forestry and 40 for option II - Forest Products Engineering. Out of these 50 students (30 for option I and 20 for option II) will remain government sponsored as it is currently.

The School has collaborated with funding agencies such as NORAD, Carnegie, EU, and others. There are good linkages with other faculties and departments in supervision of students, teaching and research. There are also existing linkages with other universities in East Africa, Europe, Asia and America. These opportunities will be explored and strengthened to increase the funding for the programme.

4.0 Objective of the Course

The course aims at

a) training a cadre of graduates to promote forest plantations as a viable investment in Uganda’s forest sector for improved livelihoods, transformation of societies through economic growth and attainment of sustainable development (Option in Commercial Forestry); and

b) training a cadre of graduates in the forestry extension service who will respond to the current government policy of decentralization requiring capacity building in extension services at district level; upgrade the knowledge of frontline extension workers dealing in natural resource management (Option in Community Forestry).

The specific objectives are-

Produce competent graduates that can establish and manage plantation forests and woodlots as a business enterprise.

Develop professionals skilled in both the science of plantation forests and forest-based business management.

Produce graduates that can foster plantation forestry development to reduce climate change and global warming.

Produce forestry graduate that are adequately prepared to respond to the changing needs of conservation, management and sustainable development under the decentralized framework.

Upgrade the knowledge of forest technicians, who constitute the bulk of frontline extension workers for increased efficiency;

Produce graduates that will respond to current government policy of decentralisation requiring capacity building in forestry extension services at district level;

Promote an avenue for professional advancement of extension agents involved in natural resource management and meet the demand by private and public sectors for natural resource personnel.

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Train professionals that can increase forestry’s contribution to poverty alleviation and national economic growth.

5.0 General Regulations

Graduation Requirements for the Bachelor of Social and Entrepreneurial Forestry

To qualify for the degree of Bachelor of Social and Entrepreneurial Forestry, a full time student must undertake a minimum of 15 Credit Units (CU) and a maximum of 21 Credit Units (CU) per semester and 15 Credit Units per recess term and obtain a minimum total of 120 Credit Units within a maximum of five years

6.0 Admission Requirements

A candidate must satisfy the general minimum entrance requirements of Makerere University. Admission to the Bachelor of Social and Entrepreneurial Forestry course is through two avenues: 1. Direct Entry 2. Diploma Entry Scheme

For purposes of computing entry points, the Advanced Level subjects shall be grouped and weighted as follows:

Group Weight Subjects

a. Essential 3 Two best done of Biology, Chemistry, Economics and Geography

b. Relevant 2 Third best done of Mathematics, Agriculture Entrepreneurship, Physics, Economics and Geography

c. Desirable 1 General Paper, Subsidiary Mathematics

d. Others 0.5 Any extra principal subject passed

Direct EntryCandidates seeking admission through this avenue must have obtained:

1. A credit in Biology and Geography, and at least a pass in Mathematics, Accounts or Commerce in the Uganda Certificate of Education (U.C.E.) Examinations or its equivalent,

2. At least two principal passes at the Advanced Level in Biology, Chemistry, Economics, Geography, obtained at the same sitting, and

3. The minimum weighted points set by the University Admissions Board.

Diploma Entry SchemeA candidate may be admitted if she/he has a National Diploma or its equivalent of at least a

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Second Class standing or equivalent in Forestry, Horticulture, Agroforestry or Agriculture from a recognized institution.

7.0 CurriculumThe degree programme shall normally take three years: one year has two semesters of 17 weeks each and one recess term of 10 weeks. A student shall carry a minimum of 18 Credit Units per Semester and a maximum of 24. Courses will mainly be offered by the Faculty of Forestry and Nature Conservation; however, students will be in position to audit courses from other relevant faculties especially the elective courses. The practical part of the course will be addressed through in-semester practical sessions as well as recess terms. The in-semester practical sessions will be mainly for the practically-oriented courses.

The Programme will entail two recess terms, such that;

First year: Computer applications; Nursery and Plantation Establishment Field Operations; and Field attachment general forestry practices

Second year: Practical Skills in Forest Resources Assessment and GIS; Practical Skills in Toxicology and Pollution Control; Field attachment for Plantation Management Planning, Field attachment for Extension Clinics II, Field attachment for Environmental Impact Assessment case studies and Fieldwork for Special Project Report

All the reports from the recess term will be awarded marks.

(2) How the courses will be conducted

The degree programme shall normally take three years: one year has two semesters of 17 weeks each and one recess term of 10 weeks. A student shall carry a minimum of 18 Credit Units per Semester and a maximum of 24. Courses will mainly be offered by the Department of Extension and Innovation Studies, however, students will be in position to audit courses from other relevant departments in the College of Agricultural and Environmental Sciences especially the elective courses. The practical part of the course will be addressed through in-semester practical sessions as well as recess terms. The in-semester practical sessions will be mainly for the practically-oriented courses.

The Programme will entail two recess terms, such that;

First year: Computer applications; Nursery and Plantation Establishment Field Operations; and Field attachment general forestry practices

Second year: Practical Skills in Forest Resources Assessment and GIS; Practical Skills in Toxicology and Pollution Control; Field attachment for Plantation Management Planning, Field attachment for Extension Clinics II, Field

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attachment for Environmental Impact Assessment case studies and Fieldwork for Special Project Report. All the reports from the recess term will be awarded marks.

The weighting unit for each course is a Credit Unit (CU) which is 1 contact hour per week per Semester. A contact hour is defined as follows:

1 lecture hour is equivalent to 1 contact hour 1 tutorial hour is equivalent to 1 contact hour1 practical hour is equivalent to 0.5 contact hour.

Legend:CU = Credit Units (1 CU =15 CH)LH = Lecture Hours TH = Tutorial Hours PH = Practical Hours CH = Contact Hours (1 CH = 1LH or 2 TH or 2PH)7.3 Numbering and Coding of CoursesCourses are numbered according to the year of study and semester in four digit format. The codes reflect the departments that will offer the courses as follows: CFE (Forestry, Biodiversity and Tourism and, Extension and Innovations); FBM (Forestry, Biodiversity and Tourism; FOM (Forestry, Biodiversity and Tourism and, Environmental Management); SOS (Agricultural Sciences); AEN (Extension and Innovations); FNC (School of Forestry, Environmental and Geographical Sciences); FPE (Forestry, Biodiversity and Tourism and, Bioengineering).7.4 Award

The award is the Bachelor of Social and Entrepreneurial Forestry. The pass mark is 50% which is in line with Makerere University regulations. The Cumulative Grade Point Average (CGPA) and Grading of the award will be as follows:

CLASS CGPAFirst Class 4.40-5.00Second Class- Upper Division 3.60-4.39Second Class-Lower Division 2.80-3.59Pass 2.00-2.79

The letter grades are as follows:

Marks Letter Grade Grade Point Interpretation90-100 A+ 5 Exceptional80-89 A 5 Excellent75-79 B+ 4.5 Very Good70-74 B 4 Good65-69 C+ 3.5 Fairly Good60-64 C 3 Fair55-59 D+ 2.5 Pass50-54 D 2 Marginal pass45-49 E 1.5 Marginal Fail40-45 E- 1 Clear Fail

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Below 40 F 0 Bad Fail

Progression through the course will be as follows:

a) Normal Progression: This shall occur when a student has passed all courses taken.

b) A student has failed a core course or

c) A student has obtained a Grade Point Average for or Cumulative Grade Point Average (CGPA) of less than 2.0. Probationary status is removed when either of the conditions (b and c) no longer holds.

d) Retaking a course: A student that fails a course may retake it when it is offered next. Retaking a course may also be for the purpose of improving the CGPA. In case a student does not wish to take an elective course that they have failed, they will be allowed to take a substitute elective course for up to three times.

e) Discontinuation: A student that obtains three consecutive probations after failing a compulsory course or receiving a CGPA or GPA of less than 2.0 for three consecutive semesters will be discontinued.

Examinations will be done in the 16th and 17th weeks of the Semester.

i The Board of Examiners (composed of Internal Examiners) shall receive, consider and recommend to the School Board the final examination results of each candidate.

ii The Board of Examiners shall be chaired by the Dean of the School and decisions taken shall be subject to ratification & approval by the School Board.

iii The School Board shall recommend the results of the Examinations to Senate for approval.

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8. Course Summary

BACHELOR OF SOCIAL & ENTERPRENEURAL FORESTRY Degree Options

Community

ForestryCommercial

Forestry

Forestry & Environmental

GovernanceYEAR 1 CU LH TH PH CH

SEMESTER I Core Courses FOM 1101 Introductory Economics 3 30 30 45 x x xFOM 1102 Introductory Statistics 3 30 30 45 x x xFOM 1103 Forestry in Development 3 45 45 x x xFBM 1105 Forest Botany 3 30 30 45 x x xFBM 1104 Tree seed technology & Nursery Operations 3 30 30 45 x x xCFE 1104 Communication in Forestry 3 30 15 15 45 x x x 18 18 18 Electives FBM 1102 Introductory soil science 3 30 30 45 FBM 1103 Tree Physiology 3 30 30 45 SEMESTER II Core Courses CFE 1203 Forest Extension Methods 4 45 15 15 60 x x xCFE 1205 Forestry Ecosystems and Livelihoods 3 30 30 45 x x xFOM 1203 Forest Planning & Development 3 30 30 45 x x xFBM 1206 Plantation Silviculture 3 30 30 45 x x xFBM 1207 Forest Pest, Disease and Weed Management 5 60 30 75 x x x 18 18 18

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Degree Options

Community

ForestryCommercial

Forestry


Governance Electives CFE 1204 Ethics in Natural Resource Management 3 30 30 45 FBM 2104 Biodiversity conservation in Forest Plantations 3 30 30 45 RECESS TERM FOM 1301 Computer Applications 3 180 45 x x x

FOM 1302 Nursery & Plantation Establishment Field Operations 4 240 60 x x xFNC 1301 Field attachment 1 5 300 75 x x xFBM 1302 Practicals in Forest Ecology & Taxonomy 3 180 45 15 15 15YEAR 2 SEMESTER III Core Courses CFE 2104 Research Methods 3 30 30 45 x x xFOM 2105 Forestry and Climate change 3 45 45 x x xFOM 2101 Biometrics 3 30 30 45 x x xFOM 2102 Forestry Economics 3 30 30 45 x x xFOM 2104 Trade in Ecosystem Services 3 30 30 45 x x x 15 15 15

Electives FPE 2101 Forest Harvesting Systems 3 30 30 45

CFE 2106 Indigenous Knowledge in Resource Management 3 30 30 45 FBM 2105 Natural Forest Silviculture 3 30 30 45

Community

ForestryCommercial

Forestry


Governance

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CU LH TH PH CH SEMESTER IV Core Courses

CFE 2203 Community Dynamics and Rural Sociology 4 45 30 60 x

CFE 2204 Gender and Forestry 3 30 30 45 x √ √CFE 2205 Forestry and Food Security 3 30 30 45 x √ √FOM 2201 Forestry Resource Assessment and GIS 4 45 30 60 x x XFOM 2203 Theories of Environmental Governance 3 30 30 45 XFBM 2206 Fires in Forest Plantations 3 30 30 45 x FOM 2204 Quantitative Silviculture 4 45 30 60 x FOM 2202 Resource Economics 4 30 30 45 √ XFOM 2205 Environment Impact Assessment and Audit 4 30 10 20 45 √ XFBM 2201 Reproductive Biology and Tree Improvement

3 30 30 45 x x FOM 2208 Forest Management Planning

3 30 30 45 x 17 17 15 Electives CFE 2206 Bee Keeping & Honey Production 3 30 30 45 FPE 2203 Physical Processing of Wood 3 45 30 60 FOM 2207 Entrepreneurship in Forestry 3 30 30 45

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Community

ForestryCommercial

Forestry


GovernanceRECESS TERM CU LH TH PH CH

FOM 2301 Practical Skills in Forest Resources Assessment & GIS 5 300 75 x x X

FBM 2302 Practicals in Silviculture & Forest protection 5 300 75 x x

FNC 2301 Field Attachment for Case Study 5 300 75 x x X

FOM 2304 Practical Skills in Toxicology and Pollution Control 5 300 75 X 15 15 15 Pre-requisite FNC 2308 Field Attachment for Special Project YEAR 3 SEMESTER V Core Courses CFE 3105 Ethnobotany 3 30 15 15 45 x CFE 3106 Problem solving skills in forestry extension 3 15 30 30 45 x CFE 3108 Forest Extension case study report 5 30 90 60 x CFE 3109 Agroforestry 3 30 15 15 45 x CFE 3110 Conflicts in Forestry Resource Management 3 30 15 15 45 x x XFBM 3110 Ecotourism and Nature conservation 3 30 30 45 √ XFOM 3101 Work Ethics, Contracting & Management 3 30 10 20 45 x FBM 3109 Hydrology and watershed management 3 30 30 45 XFOM 3103 Environmental Assessment Case Study Report 5 30 90 60 X

FOM 3104 Plantation Management Plan Case Study Report 5 30 90 60 x FOM 3102 Forestry Business Management 3 30 30 45 x 17 17 17

Community

ForestryCommercial

Forestry


Governance

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CU LH TH PH CH Electives

FBM 3107 Wildlife Ecology & Management 3 30 30 45

CFE 3111 Participatory Development of Forestry Projects 3 30 15 15 45 FOM 4105 Human Resource Planning & Management 3 30 30 45 SEMESTER VI Core Courses FOM 3206 Natural Resources Policies and Laws 4 45 45 x √ XCFE 3205 Landscaping and Urban Forestry 3 30 15 15 45 x FOM 3207 Forest Business Policies and Administration 3 30 30 45 x FOM 3208 Forest Ecosystem Health & Pollution 3 30 10 20 45 XFOM 3209 Forest Audit and Certification 4 45 30 60 x √FOM 3202 Environment Management 3 30 10 20 45 XCFE 3206 Forestry for Rural Development 3 30 30 45 x

FOM 3204 Value addition and Marketing of Forest products 3 30 30 45 x FNC 3201 Special Project Report 5 30 90 60 x x X 15 15 15

Electives FPE 3210 Forest Roads Planning and Construction 3 30 30 45 FOM 4203 Accounting and Budgeting 3 30 30 45

FPE 4201 Biomass Energy Production and Conservation 3 30 30 45

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9. Detailed Description and Outline

SEMESTER ICORE COURSES

FOM 1101 INTRODUCTORY ECONOMICS (3 CU)

Course Name: INTRODUCTORY ECONOMICSCourse Code: FOM 1101Credit Units: 3 CUContact Hours: 45

Course Description The course unit will introduce students to the basic concepts of economics and tools of micro- and macro-economic analysis. The course will also analyse consumer and investor decision-making and how they are affected by internal and exogenous factors. The approach will emphasise the interface between the economic processes with other factors, for instance, from the socio-political domains.

Course Objectives To introduce to the students the general economic principles so as to enable them

understand how the economy operates. To introduce students to economic principles used in efficient resource allocation and

decision-making To provide students with background knowledge in economic analysis tools for forestry

investment analysis

Learning Outcomes The students should be able to apply the economic principles in forest production

decision making

Course Outline Basic principles/key concepts of economics: scarcity and choice; demand and supply,

consumer behaviour, pricing, firm behaviour (4 LH) Economic laws, Equilibrium and dis-equilibrium (2 LH/4 TH) Consumer demand, production, exchange, price system, resource allocation,

government intervention (4 LH) Factors underlying the determination of cost and prices for the industry and the firm (4

LH/2 TH) Demand and supply analysis and firm behaviour and the relation of the economic

environment to the microeconomic decisions (6 LH/10 TH) Theories and policy of price determinants, theory of price and distribution, price

mechanism(4 LH) Production and market structure (2 LH/4 TH) Tools of economic analysis (4 LH/10 TH)

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Mode of delivery Lectures: 30 LHTutorials: 30 TH

Mode of assessment Continuous assessment (coursework, test) = 40% University examinations = 60%

Basic Reading List Basil Blackwell and Price C., (1989). Theory of and Application of Forest Economics.Baumol, W.J. and A.S. Blinder, (1982). Economics, Principles and Policy. Harcourt Brace Jovanovich

Inc., 2nd edition, New York. Boardman AE, Greenberg DH, Vining AR, and Weimer DL. (2001). Cost benefit analysis: Concepts

and practice. Prentice Hall, Inc., Upper Saddle River, second edition. New Jersey 526pp.Brent R.J. (1998). Cost-benefit analysis for developing countries. Edward Elgar Publishing Limited,

Cheltenham, UK and Northampton, MA, USA.Colin, P. (1989). The theory and application of forest economics. Basil Blackwell Ltd.Ferfuson, C.E. (1982). Microeconomic Theory, 5th edn., Homewood, Illinois, Richard D. Irwin.Gittinger, J. and Price. 1982. Economic Analysis of Agricultural Projects. IBRD World Bank,

Washington, U.S.A. Baltimore: Johns Hopkins, University Press. Hall, R.L., and C.J. Hitch (1992). Price Theory and Business Behavior, Oxford Economics.Johansson, P.O. (1991). An Introduction to Modern Welfare Economics, Cambridge University Press,

Cambridge.Klemperer, W.D. (1996). Forest resource economics and finance. U S A, Virginia Polytechnic Institute

and state University College of forestry and wildlife resources, McGraw-Hill.Mansfield E. (1982). Micro-economics, Theory and Applications, Northon, New York.Pearce, D.W. and Turner, R.K. 1990. Economics of Natural Resources and the Environment. Lawon

Harvester Wheatseaf.SADC, (1993). A Natural Resource Policy Analysis Manual for the SADC Region. Samuelson, P.A., Foundations of Economics Analysis, Cambridge, Harvard University Press, 1985.Upton, 1987. African Farm Management. Department of Agricultural Economics and Management,

University of Reading. Cambridge: Cambridge University Press.Winch, D.M, (1971). Analytical Welfare Economics, Penguin Books, USA.

FOM 1102 INTRODUCTORY STATISTICS (3 CU)

Course Name: INTRODUCTORY STATISTICS Course Code: FOM 1102Credit Units: 3 CUContact Hours: 45

Course Description The course will enable students to differentiate between population parameters and sample statistics and explore data using descriptive statistics. The course will also enable students to conduct hypothesis testing and identify appropriate statistical tests used to test the hypothesis for a population proportion or mean.

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Course Objectives To introduce students to statistics as used in data gathering and analysis. To establish a knowledge background for students to apply statistics in future research

work.

Learning Outcomes Students will be able to choose the correct statistical methods and procedures in

gathering, analysing, presenting data and interpretation of results. Students will be able to apply the knowledge to statistics to any type of research.

Course Outline Uses and application of statistics (2 LH) Types of statistics (Descriptive and Inferential statistics) (2LH) Descriptive statistics (Summary statistics and Graphical displays) (4LH; 4PH) Examining Relationships (correlation and regression) (4LH; 6PH) Inferential statistics: (Probability and Sampling Distributions) (4LH; 2PH) Analysis of frequency data and proportions (4LH; 6PH) Confidence Intervals and Hypothesis Testing (6LH; 6PH) Analysis of Categorical data (4LH; 6PH)

Mode of delivery: Lectures: 30LH; Practicals: 30PH

Mode of assessment Continuous assessment (coursework, test) = 40% University examinations = 60%Basic Reading List Johnson, R.A and Bhattacharyya, G.K. 2006. Statistics. Principles and Methods. 5th

ed. John Wiley & Sons USAClarke, G.M and Cooke, D. 2004. A Basic Course in Statistics. Oxford University

Press. New York.

FOM 1103 FORESTRY IN DEVELOPMENT (3 CU)

Course Name: Forestry in DevelopmentCourse Code: FOM 1103 Credit Units: 3 CUContact Hours: 45

Course Description This course introduces students to the importance of forestry in development and poverty reduction. The current local and global arrangements and strategies for forest development will be emphasised.

Course Objectives

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To demonstrate to students the relevance of forestry to economic growth and development

To provide students with background knowledge of status of plantation forestry in Uganda and other selected countries.

To enable students understand the principles of sustainable commercial forestry

Learning OutcomesThe course develops and enhances the students’ ability to apply commercial forestry knowledge and skills for development and poverty reduction.

Course Outline Introduction of concepts (2LH) Emerging global and national discourses for forestry in development (4LH, 4TH) Forestry in the tropics (case studies from various countries) (6LH, 6TH) Overview and history of forest estates in Uganda (6LH, 6TH) Role forestry to economic growth and development (6LH, 6TH) Forests for Poverty Reduction (4LH, 6TH) Global and local trends and arrangements for forestry development (2LH, 2TH)

Mode of delivery: Lectures: 30 LHTutorials: 30 TH


Basic Reading List Buongiorno, J. and J.K Gilles. (1987). Forest Management and Economics. A Primer in

Quantitative methods. Macmillan Publishing Co. New YorkColin, P. (1993). Time, Discounting and Value. Blackwell Oxford UK and Cambridge USA. Colin, P. (1989). The theory and application of forest economics. Basil Blackwell Ltd.Duerr W.A et al, (1956). Financial maturity: A Guide to Profitable Timber Growing, Evans, J.,

1992. Plantation Forestry in the Tropics, 2nd Ed. Oxford University Press, New York. Franzel, S., and Scherr, S.J., (2002). Trees on Farm. CAB Publishing, Wallingford, UKGittinger, J.P (1982). Economic Analysis of Agricultural projects. 2nd Edition. The John

Hopkins University Press. Baltimore and London Washington D.C. SPGS Quarterly Newsletters

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FBM 1105 FOREST BOTANY (3 CU)

COURSE NAME: FOREST BOTANYCOURSE CODE: FBM 1105CREDIT UNITS: 3 CUCONTACT HOURS: 45

Course Description The course introduces students to basic classification and naming of trees in both natural forests and plantations. Students learn about evolution of plants and distribution of tree species in different geographical areas.

Course Objectives Introduce students to taxonomy and forest botany to manage plantation and natural

forests Enable learners appreciate the importance of forestry for social, ecological,

economic, cultural and environmental purposes Equip learners with knowledge of plant distribution patterns

Learning Outcomes

By the end of the course, students will be able to: Identify, name and classify various tree species Identify various tree species and their suitability for different purposes and growing

conditions Explain tree use and distribution for plantation and natural forest habitats.

Course Outline The science of Botany and relevance of studying Botany (4 LH; 4 PH)

Biology in a modern world (2 LH; 2 PH) Variety of forms: classification and evolution in the plant kingdom; Plant

geography; Taxonomy (8 LH; 8 PH) identification and distribution of plants (8 LH; 8 PH) Forest vegetation types and Mineral requirements (8 LH; 8 PH)

Mode of delivery: Lectures: 30 CHPracticals: 30 PH

Mode of assessment Continuous assessment (coursework, field and laboratory practical reports, tests) =

40% University examinations = 60%

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Basic Reading List Bridson, D and Forman, L. eds. (1992). The Herbarium handbook. Royal Botanic Gardens Kew, Great

Britain.CBD/UNEP. 2003. Handbook of the Convention on Biological Diversity (2nd ed.). Secretariat of the

Convention on Biological Diversity, Montreal. Website: http://www.biodiv.orgCunningham, A. C. 1992. People, Park and Plant use. Unpubl. Report Prepared for CARE-

International, Kampala.Dutta, A.C, (1970), Botany for Degree Students 3rd Ed. Oxford University Press, Bombay.Eilu, G., 1999. Climbers from Tropical Rain Forests at the Albertine Rift, Western Uganda. LIDIA Vol.

4 no. 4, 93–120.Eilu, G., Obua, J., Tumuhairwe, J. K. and Nkwine, C. 2003. Traditional farming and plant species

diversity in agricultural landscapes of south-western Uganda. Agriculture, Ecosystems and Environment Vol 99(1-3), 125-134.

FBM 1104 TREE SEED TECHNOLOGY AND NURSERY OPERATIONS (3 CU)

COURSE NAME: TREE SEED TECHNOLOGY AND NURSERY OPERATIONSCOURSE CODE: FBM 1104CREDIT UNITS: 3 CUCONTACT HOURS: 45

Course Description The course provides students with basic skills in identifying sources of tree seeds, collecting seeds, treating them and marketing tree seeds. Special attention is paid to selection of mother trees and ensuring that non viable seeds are not collected for planting.

Objectives Understand major seed collection and processing techniques Carry out seed testing and pre-treatment and storage Design seed collection strategy in a regulatory manner Promote proper phytosanitary regulation for tree germplasm acquisition.

Learning OutcomesBy the end of the course, students should be able to:

Identify tree seed sources Collect the seeds Process the seeds for planting or commercial sale.

Course Outline Introduction, Evolution of Seeds, Seed Biology, Development and Ecology, Seed

Structure (3 LH; 3 PH) Fruit and Seed Dispersal, Seed Dormancy (Embryo Dormancy, Seed Coat Dormancy,

Embryo immaturity, Seed coat impermeability, Light requirement, Species Without Seed Dormancy) (4 LH; 4 PH)

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http://www.biodiv.org/

Seed Management Options, Seed Production and Handling, control of genetic variation in seed production, Kinds of seeds, Planning and Preparation of Seed Collections (4 LH; 4 PH)

Basic principles of seed collection, Seed collection, Fruit and Seed Handling between Collection and Processing Seed Processing, Phytosanitary Problems and Seed Treatment, Seed storage Dormancy and Pre-treatment are highlighted (8 LH; 8 PH)

Nursery practices including Germination and Seedling Establishment (3 LH; 3 PH) Seed Testing and germplasm management Genetic Implications of Seed Handling,

Microsymbiont Management, Seed Documentation, Trade and Transfer of Forest Seed, Constraint of seed production and Handling in Uganda are covered (8 LH; 8 PH)




Basic Reading List Albrecht, J. (ed.) 1993. Tree seed handbook of Kenya. GTZ Forestry Seed Centre, Muguga. Kenya

Forest Research Institute. GTZ / KEFRI.Bonner, F.T., Vozzo, J.A., Elam, W.W. and Land, S.B. Jr. 1994. Tree seed technology training course.

United States Department of Agriculture, Forest Service, Southern Forest Experiment Station.

FAO (1995) Seed Technology and Handling IPGRI 1996. Intermediate / recalcitrant tropical forest tree seeds. Proceedings of a Workshop on

Improved Methods for Handling and Storage of Intermediate / Re-calcitrant Tropical Forest Tree Seeds. 1995, Humlebaek, Denmark. IPGRI, Rome and Danida Forest Seed Centre, Denmark.

Burley J (1996) Global needs and problems of collection, storage and distribution of multipurpose tree germplasm.Midgley, S.1996. Seed collection strategies in a changing world. In: IUFRO: Innovations in tropical

tree seed technology. Proceedings of the IUFRO Symposium of the Project Group P.2.04.00, ‘Seed Problems’. Arusha, Tanzania. 1995.

Poulsen, K.M., Parratt, M.J. and Gosling, P.G. (eds.) 1998. ISTA Tropical and sub-tropical tree and shrub seed handbook. International Seed Testing Association. Zurich.

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CFE 1104: COMMUNICATION IN FORESTRY (3 CU)

Course Name: COMMUNICATION IN FORESTRYCourse Code: CFE 1104Credit Units: 3 CUContact Hours: 45

Course DescriptionThe course introduces the students to the theories and concepts in communication, and application of the communication process in analyzing problems in forestry

Course Objectives To familiarize students with the concept of communication and equip them

with communication skills required to effectively run and manage forestry enterprises. To equip students with the skills of effective personal and organizational

communication. To enable students prepare, synthesize and re-package information, education

and dissemination materials to suit the stakeholders involved in forestry and allied natural resources.

Learning OutcomesUpon completion of the course, student should be able to: Explain the basic concepts, theories and the importance of communication in forestry. Design an effective communication model for stakeholders in forestry.

Course Outline Introduction to communication, Definition, theories, concepts, objectives,

meaning and importance of communication in forestry (2LH; 3TH) Types of communication (verbal, non-verbal, written), Relationship between verbal

and non-verbal communication (4LH; 3PH) The communication model and nature of communication process (2LH; 2TH). The elements in the communication process; principles of communication (2LH; 2TH) Application of communication process in analyzing communication problems in

forestry (2LH; 2PH) Listening skills, assertiveness, boundary setting, and giving and receiving

feedback(2LH; 2PH) Communication in organizations involved in community forestry and extension

programmes in Uganda (2LH; 2TH). Audience analysis, attending and listening skills (2LH; 2TH) Building and maintaining client-worker relationships in community forestry

programmes (4LH; 3TH) Theories, concepts, and importance of environmental journalism (Techniques and

skills in news writing, Writing for radio, press and other publications (4LH; 4 PH) Technical report writing and publication editing (4LH; 4PH)

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Mode of delivery: Lectures: 30 LHTutorials: 15 TH Practicals: 15 PH

Mode of assessment Continuous assessment (coursework, assignments, tests, Group work and

Presentations) = 40% University examinations = 60%

Basic Reading ListDonald E. Blackburn 1989. Foundations and Changing Practices in Extension. Thompson

Educational Publishing Inc/ University of Guelph PrCarnegie, D.1986. The quick and easy way to effective speaking. Modern techniques for dynamic

communication. Pocket books, New York.Cees Leeuwis and Ann Van den Ban : Communication for Rural Innovation: Rethinking Agricultural

Extension. Third Edition Blackwell Science-CTAHickson, M and Stacks, D.W. 1993. Teaching the introductory communication theory course to

undergraduates. Communication Quarterly, 413 (2):261-268.Jansen, J.V. 1985. Teaching ethics in speech communication. Communication Education 40 (1): 99-

104.Lishman, J .1994. Communication in Social Work. The Macmillan Press. LondonOpiro, K and Adrua, H. (Undated). Communication: A tool of management. Forestry Sector

Programme, Forest Department Project, Kampala-Uganda.Pretty, J.N., Guijt, I., Scoones, I and Thompson, J. 1995. A trainers Guide for Participatory Learning

and Action. Sustainable Agriculture Programme. International Institute for Environment and Development (IIED), London.

Rogers. E.M. 1984. Diffusion of innovations. Third Edition. The Free Press, LondonSim, D and Hilmi, H.A. 1987. Forestry Extension Methods. FAO, RomeWellman, J.G. and McMullen, J.Q. 1984. Teaching forestry students how to write. Journal of Forestry,

82 (7): 413-416.

ELECTIVE COURSES

FBM 1102 INTRODUCTORY SOIL SCIENCE (3 CU)

Course Name: INTRODUCTORY SOIL SCIENCECourse Code: FBM 1102Credit Units: 3 CUContact Hours: 45

Course Description The course will introduce students to the basics of soil science including soil formation and characterization. Students will be equipped with skills to be able to manage soils for sustainable forest production.

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Course Objectives To introduce learners to basic concepts of soil science To equip learners with skills for identification of different soil types and their properties To equip learners with skills for improving soil productivity through fertility

enhancement and improvement

Learning OutcomesBy the end of the course, students will be able to

Conduct basic tests on soils to determine use Be able to manipulate soil properties to make it productive Support and advise tree farmers on management of soils for increased productivity

Course Outline Introduction and definitions (2 LH) Soil components and constituents (4 LH; 3 PH) Soil forming factors, Weathering processes (3 LH) Chemical and physical weathering (3 LH) Physical and chemical properties of soil (6 LH; 6 PH) Soil micro and macro organisms and their importance (6 LH) Soil nutrient cycling, Mineralization and immobilization (3 LH) Fertility maintenance and fertilizers use ( 3 LH; 6PH)

Mode of delivery: Lectures: 30 CH Practicals: 30 PH



Basic Reading List Nyle C. Brady (2001 ) The nature and properties of soils, 13th EditionRobert White ( 2005) Principles and Practice of Soil Science. The Soil as a Natural Resource, Fourth

Edition. The University of Melbourne Australia.

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FBM 1103 TREE PHYSIOLOGY (3 CU)

COURSE NAME: TREE PHYSIOLOGYCOURSE CODE: FBM 1103CREDIT UNITS: 3 CUCONTACT HOURS: 45

Course DescriptionThe course equips students with knowledge of tree physiology and development. Basic processes that enable growth and development of trees will be explored such as nutrition, water uptake and translocation, growth and development.

Course Objectives Equip learners with knowledge of plant physiology and distribution patterns. Utilize the knowledge of plant physiology to manage plantation and natural forests.


Manipulate plant growing conditions so enhance growth performance Analyze plant structures and make recommendations for growth improvement

Course Outline Plant physiology and Structure of plant cells (2 LH; 2 PH) Water uptake, transpiration, mineral requirements; salt uptake, ion antagonism and

synergism, physiological effect of salts (4 LH; 4 PH ) Structural patterns in plant nutrition: Sources of metabolisms (6 LH; 6 PH) Translocation. Inorganic nutrition. Organic nutrition; Photosynthesis, synthesis of

other organic substances, Respiration. Elimination of materials (6 LH; 6 PH ) Growth and Development; Pattern of growth. Growth in multicellular plants.

Factors influencing plant growth (12 LH; 12 PH)




Basic Reading List Katende A.B (1995) Useful trees and shrubs for Uganda. RSCU /SIDA, KenyaSynnott, T. J. (1985). A checklist of the flora of Budongo forest reserve, Uganda, notes on ecology and

phenology. C. F. I. Occasional papers 27. University of Oxford.Weier, T. E.; Stokking, C. R.; Barbour, M. G. (1974). Botany: An Introduction to Plant Biology, 5 th Ed.

John Wiley & Sons, New York.

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SEMESTER II

CORE COURSES

CFE 1203 FOREST EXTENSION METHODS (4 CU)

Course Name: FOREST EXTENSION METHODSCourse Code: CFE 1203Credit Units: 4 CUContact Hours: 60

Course DescriptionThe course introduces the students to the philosophy, principles and objectives of extension. The course also introduces students to the concept of group dynamics and principles of adult learning, technology development and transfer, extension strategies in developing countries, and challenges to forestry extension in Uganda.

Course Objectives To familiarize students with the concept of extension and equip them with skills

required to effectively conduct extension work and outreach activities To equip students with skills in rural planning, community mobilisation and

relationship building with stakeholders in forestry and allied resources To equip students with skills in designing, production and use of extension materials

Learning outcomesUpon completion of the course, student should be able to: Design, produce and apply a range of extension methods and materials in forestry

programmes Integrate forest extension approaches into the national forestry development strategies Synthesize and repackage forestry information for use by forestry stakeholders Work for and together with rural people and other rural organisations involved in

forestry Explain the basic concepts, philosophy, principles, methods and objectives of forestry

extension.

Course Outline Introduction to the concept of extension; Philosophy, principles purpose and

objectives of extension; The roles and qualities of extension personnel (4LH, 2TH) Forestry Extension methods and approaches and criteria for selection and use of an

extension approach (5 LH, 3TH) Techniques and skills in conducting and organising meetings, lectures, workshops

and demonstrations (4 LH, 4PH) History and evolution of forest extension in Uganda, constraints, challenges and

opportunities in Uganda’s forestry extension system (4LH, 4TH) Types of extension in developing countries with particular emphasis on Uganda (4

LH, 2TH)

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Forestry extension and technology transfer, farmer participation in forestry technology development and transfer, Extension-Farmer-Researcher linkages in forestry (4 LH, 3PH)

The concept of group dynamics and its importance in forestry extension; case studies in group dynamics (4LH, 2PH)

Concept of adult learning and its importance in forestry extension, principles of adult learning; motivation of adult learners. Stages in the learning and adoption process, diffusion and adoption of innovations (4 LH, 2PH)

Planning, preparing and use of audio visual aids in forestry extension; Operation and maintenance of visual aids equipment (6 LH, 4PH)

Monitoring and evaluation of extension programmes and activities; importance of monitoring and evaluation; monitoring and evaluation indicators (4LH, 2TH)


Mode of assessment Continuous assessment (Assignments, tests, field reports, Group work and

Presentations) = 40% University examinations = 60%

Basic Reading ListAdams, M.E (1982). Agricultural extension in developing countries. Essex London, Longman.Brafield, D. J. 1966. A guide to extension training. FAO, Rome.Blackburn, D. T. 1989. Foundations and changing practices in extension. University of Guelph. Thompson

Educational Publishing Inc. Toronto, Canada.Cees Leeuwis and Ann Van den Ban : Communication for Rural Innovation: Rethinking Agricultural Extension.

Third Edition Blackwell Science-CTAFAO. 1984. Agricultural Extension. A Reference Manual edited by Burton E. Swanson 2nd Edition, Rome.FAO. 1986. Forestry extension organisation. Forestry Paper No.66. Rome.Sen-Sarma, P. K and Jha, L.K . 2008 A Manual of Forestry Extension Education. A.P.H. Publishing CorporationSim, D., and Hilmi, H. A. 1987. Forestry extension methods. FAO, Forestry Paper No. 850. Rome.Sim, D., and Hilmi, H. A. 1988. Forestry extension Curricula. FAO, Forestry Paper No. 85. Rome.Swanson, B.E. and Claar, J.B. 1984. Agricultural Extension manual, FAO, RomeTengnäs, B. 1994. Agroforestry extension manual for Kenya. , Nairobi: International Centre for

Research in Agroforestry.Tripathi, B.R. 1991. Roles of visuals in scientific presentations, communication and instruction series. Audio

visual module. International Livestock Centre for Africa. van den Ban, A.W and Hawkins, H.S. 1986. Agricultural Extension. Second Edition, Blackwell Science, Oxford. Van Gelder, B. and O’Keefe, P. (1995). The New Forester. Intermediate Technology Publications.

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FOM 1205 FOREST ECOSYSTEMS AND LIVELIHOODS (3 CU)

Course Name: FORESTRY ECOSYSTEMS AND LIVELIHOODSCourse Code: CFE 1205Credit Units: 3 CUContact Hours: 45

Course DescriptionThe course introduces the students to the principles and relationships between forestry and people’s livelihoods.

Course ObjectivesTo help the students appreciate the contribution of forest ecosystems to the socio-economic development.

Learning OutcomesUpon completion of the course, student should be able to: Explain the importance of forest ecosystems to community livelihoods Describe the strengths and weaknesses of rural livelihood theories and approaches Integrate different theories and approaches in designing livelihoods enhancement

programmes

Course Outline Concepts of on-farm forestry and poverty reduction (2LH, 2TH) Livelihood sources, context, strategies and outcomes (2LH, 2TH) Forestry activities and farm-based livelihood strategies (2LH, 2TH) Diversification vs. intensification strategies (2LH, 2TH) Farming calendar and division of labour, multi-dimensional causes and effects of

poverty (4LH, 4TH) Role of forestry in rural development (2LH, 2TH) Poverty and natural resource degradation processes (4LH, 4TH) Forestry and rural-urban migration trends (2LH, 2TH) Local tree resources and modes of production (2LH, 2TH) Poverty eradication designs: MDGs and PEAP, Plan for Modernization of Agriculture

and Rural Micro-Financial and Credit Schemes in Uganda (4LH, 4TH) Action oriented projects and participatory strategies; forestry and carbon trade. (4LH,

4TH)


Method of Assessment: Continuous assessment 40% Final examination 60% Total course mark 100%

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Basic Reading ListBoffa, J.M, L. Turomurugyengo, L. Barnekow and R. Kindt. (2005). Enhancing farm tree diversity as a

means of conserving landscape-based biodiversity: Insights from Kigezi highlands Southwest Uganda. Mountain Research Development 25: 212-217.

Briggs, L., and S. J. Twomlow. (2002). Organic material flows within a smallholder highland farming system in south-western Uganda. Agriculture, Ecosystems and Environment 89:191-212.

Buyinza, M. and M. Nabalegwa. (2007). Gender mainstreaming and community participation in plant resource conservation in Buzaya county, Kamuli district, Uganda. African Journal of Ecology 45: 7-12.

Carswell, G., 2002. Farmers and fallowing: Agricultural Change in Kigezi District, Uganda. Geographical Journal 168 (2):130-140.

De Beer,F. and H.Swanepoel. 2000. Introduction to Development Studies. Oxford: Oxford University Press.

MAAIF. (2000). Ministry of Agriculture, Animal Industries and Fisheries. National Agricultural Advisory Services Programme (NAADS), Master Document of the NAADS Task Force and Joint Donor Groups. Government of Uganda, Entebbe. Pp 32 - 39.

Masangano, C. (1996). Diffusion of Agroforestry Technologies. Online document at URL. http://www.msu.edu/user/masangn/agrof.html. Accessed on May 10, 2004.

Nyirenda, M., G. Kanyama-Phiri, A. Bohringer and C. Haule. (2001). Economic performance of improved fallow agroforestry technology for smallholder maize production in Central Malawi. African Journal of Crop Science 5: 638 - 687

UN (UNITED NATIONS), 2005. United Nations Conference Environment and Development (UNCED). 1992, Rio de Janeiro). www.un.org/documents. 04.07.2005.

WARNER, K., 2005. Involving Communities in forest Management (Draft). FAO’s web page www .fao.org/forestry/fon/fonp/cpu/cfu-est.05.07.2005 .

FOM 1203 FOREST PLANNING & DEVELOPMENT (3 CU)

Course Name: FOREST PLANNING & DEVELOPMENTCourse Code: FOM 1203Credit Units: 3 CUContact Hours: 45

Course Description The course examines the rationale for developing and managing sound forest projects. Students will be exposed to forestry project cycle; plantation data collection methods for yield determination; management schedule activities; methods of rotation determination; calculation of allowable cut for sustainable forest management and preparation of forest project proposals.

Course Objectives To develop students’ skills in planning for development of plantation forests To provide students with the basic understanding of the forestry project cycle

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http://www.fao.org/forestry/fon/fonp/cpu/cfu-est.05.07.2005

http://www.un.org/documents

http://www.msu.edu/user/masangn/agrof.html.%20Accessed%20on%20May%2010

To introduce students to the fundamentals of planning, designing and building forest roads.

To build students’ knowledge in standard practices and procedures for building and maintaining forest roads considering ecological and socio-economic aspects.

To develop students’ knowledge on socio-economic aspects of plantation management

Learning outcomesAt the end of the course, students are able to:

Understand and apply principles of forestry project cycle Plan, design and build forest roads and other forest based enterprises

Course Outline Overview of Project Planning and Management (2 LH) Forestry project cycle; socio-economic considerations: (4LH; 6TH) Management aspects: Scope; Time; Cost; Quality; Communications and Risks (4LH) Principles of plantation development programmes (4LH; 6TH) Planning of forest development programmes (6LH; 6TH) Factors of production to be considered during planning, determination and formulation

of programme goals and objectives; (4LH; 6TH) Strategic plantation management planning process (4LH; 6TH)Mode of deliveryLectures: 30LHTutorials/In-class group discussions: 30TH

Mode of assessmentUniversity examinations 60%Continuous assessment and field practical reports 40%

Basic Reading List Astorga, L. (1992). Planning and management of participatory forestry projects. Vol 1: -Project cycle. FINNIDA,

HelsinkiDasgupta, A.K and D.W. Pearce, (1978). Cost-Benefit Analysis: Theory and Practice. Macmillan Press LtdEvans, J. (1992). Plantation Forestry in the Tropics: Tree Planting for Industrial, development. Lambert, M and J. Turner (2000). Commercial Forest Plantations on Saline LandsKatoch,C.D. (1994). Forest Plantation Planning and Management. Environmental DevelopmentMuhtaman, D.R., C.A. Siregar, and P. Hopmans (2000). Criteria and Indicators for Sustainable Plantation

Forestry in Indonesia Sawyer, J. (1993). Plantations in the Tropics: Environmental concernsSergeant, C. and S. Bass (1992). Plantation Politics; Forest Plantations in Development Scheridheiny, S.(1992). Changing Course: A Global Business Perspective on Development.UN (1978). Guide to practical project appraisal. Social cost-benefit analysis in developing countries. Project

formulations and evaluation series No.3 United Nations PublicationWenger, K. F. (1984). Forestry Hand book. John Wiley & Sons Inc. New York.

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FBM 1206 PLANTATION SILVICULTURE (4 CU)

Course Name: PLANTATION SILVICULTURECourse Code: FBM 1206Credit Units: 3 CUContact Hours: 45

Course DescriptionThe course gives an introduction to the biology underlying tree and stand growth and development. The course will also examine the physical, chemical and biological determinants of forest soil productivity and introduce the basic principles of forest site classification. Forest practices in all phases of land management will be examined to provide an understanding of their effects on soil properties and productivity

Course Objectives To introduce students to the main plantation species and how to select sites for

different species To provide students with knowledge of tree-environment interactions To provide students with knowledge on silvicultural activities

Learning outcomesAfter completing all assignments in this course, students will be able to:

Integrate social, economic, and ecological objectives into sustainable silvicultural management strategies

Identify linkages and interactions between various silvicultural options used to sustain forest productivity and profitability

Use environmental performance indicators to evaluate the sustainability of various silvicultural management options

Course Outline Concepts and Definitions (2 LH) Population dynamics, interactions, species for plantation forestry in ecological zones,

species for commercial plantations (2 LH) Site species matching (2 LH, 10PH) Tree stress management (4 LH) Monocultures and mixed plantations (4 LH) The Silvicultural Operations; Timing and intensity (4LH, 10PH) Plantations as a site rehabilitation approach (4 LH) Plantation operations response of individual trees and stands (2 LH) Plantation operations as a Financial as well as Biological Decision (2 LH) Strategies for handling wood-quality concerns (2 LH) Mechanisation of forest operations (2 LH, 10PH)

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Basic Reading List Principles of Silviculture. Silviculture and Management of Teak Baker, F. S. 1979 Vedams

Books International, New Delhi. The practice of silviculture (8th Edition) David M. Smith (1986). John Willy & Sons New YorkThe Practice of Silviculture: Applied Forest Ecology by Bruce C. Larson, Matthew J. Kelty, P.

Mark S. Ashton, and David M. Smith (Paperback -1996)

FBM 1207 FOREST PEST, DISEASE AND WEED MANAGEMENT (5 CU)

Course Name: FOREST PEST, DISEASE AND WEED MANAGEMENT Course Code: FBM 1207Credit Units: 5 CUContact Hours: 75

Course descriptionThe course will focus on tree disease agents and their distinguishing characteristics. Greater emphasis will be on basic knowledge of plant disease epidemiology as well as tree breeding for disease resistance will also be covered. Forest weeds will also be addressed

Course objectives To give students the basic knowledge of the nature, types and interactions of pests and

diseases with weeds, silvicultural and environmental aspects. To provide students with the knowledge of appropriate methods for pest and weed

control.

Learning outcomesUpon completion of the course, students should be able to: Identify and describe economically important pests, pathogens and diseases relating

them to silvicultural and environmental aspects. Demonstrate good knowledge of ecologically and economically sound methods for

managing pests, diseases and weeds in forest plantations.

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Course Outline Various disease agents: Distinguishing characteristics, Biological attributes, Damage

caused (2 LH) Diagnosis of diseases and insect pest problems on trees in nurseries, forests and on-

farm trees (4 LH; 5 PH) Insect population dynamics: population size, population process and population states

(6 LH; 5 PH) Preventive and control measures against insect pests of plantation trees (8 LH; 10 PH)

o Intergrated pest and disease management Weeds in forest plantations (4LH) Weed control and management (6 LH; 10 PH)


Mode of assessment Continuous assessment (coursework, field and laboratory practical reports, tests) = 40% University examinations = 60%

Basic Reading List Borror, D. J.; Triplehorn, C. A. and Johnson, N. F. (1992). An introduction to the study of insects. 6 th

edition. Saunders College Publishers.Coulson, R. N. and Witter J. A. (1984). Forest Entomology: Ecology and Management. John Wiley &

Sons, Inc.Crawley, M. J. (1997). Plant Ecology. 2nd edition. Blackwell Scientific Ltd.Davies, R. G. (1988). Outlines of Entomology. 7th edition. Chapman & Hall.Dent, D. (1991). Insect pest management. CAB International, Wallingford, UK.Pancel, L. (1993). Tropical Forestry Handbook. Springer-Verlag.Speight, M. R. and Wylie, F. R. ( 2001). Insect Pests in Tropical Forestry. CAB International.Szujecki, A. and Radziwili, A (1997). Ecology of Forest Insects. Polish Scientific Publishers.Wagner, M. R.; Atuahene, S. K. N. and Cobbinah, J. R. (1991). Forest Entomology in West Tropical

Africa: Forest insects of Ghana. Kluwer Academic Publishers.

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ELECTIVES

CFE 1204: ETHICS IN NATURAL RESOURCE MANAGEMENT (3 CU)

Course Name: ETHICS IN NATURAL RESOURCE MANAGEMENTCourse Code: CFE 1204Credit Units: 3 CUContact Hours: 45

Course DescriptionThe course exposes the students to ethical concerns in natural resource management derived from traditional ethics as well as environmentally specific theories.

Course Objectives To familiarise students with the concept of ethics and human rights in the broader

context of natural resources management and how it impacts on rural development. Describe the moral values affecting natural resources management processes amidst the

different socio-political domains.

Learning OutcomesUpon completion of the course, the students should be able to:

Identify the best moral practices when managing a given a natural resource. Describe the role of ethics and human right in natural resource management Determine the different forms of human rights and ethics in natural resources

management.

Course Outline Definition and concepts: ethical, human rights, right and justices (2LH; 2 TH) Theories of determinism and possibilism (2LH; 2TH) Systematic approaches to ethical analysis; and ethics of principle (4LH; 4TH) Conditions for right private and society’s moral judgments (2LH; 2 TH) Ethic and naturalistic theories (2LH; 2 TH) Ethics, risk, and the precautionary principle (4LH; 2 TH) Ethics tools- policies and procedures (2LH; 2 TH) Ethics tools-codes of ethics and codes of conduct (2LH; 2 TH) Resolving Ethical dilemmas (2LH; 2 TH) National laws, policies and standards vs. ethics in natural resources management

(4LH; 2 TH) Environmental justices and human well-being (2LH; 2 TH) Natural resource governance, norms and traditions (4LH; 4 TH) Technology, Innovations, Science and ethics (4LH; 4 TH)

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Mode of delivery Lectures: 30 LH Tutorials : 30 TH


Basic Reading ListAdler, Mortimer J. 1991. Desires right and wrong: the ethics of enough. New York, NY: Macmillan

Publishing.Ayala, Francisco J. 1995. The difference of being human: ethical behavior as an evolutionary

byproduct. In: Holmes Rolston III, Holmes (ed.). Biology, ethics, and the origins of life. Boston, MA: Jones and Bartlett Publishers.

Brown, Marvin T. 2003. The Ethical process: an approach to disagreements and controversial issues. 3rd. ed. Upper Saddle River, NJ: Prentice Hall.

Des Jardins, Joseph R. 2001. Environmental ethics: an introduction to environmental philosophy. 3rd ed. Wadsworth/Thomson Learning, Belmont, CA.

Flagstaff, AZ.(2004). Useful Concepts and Approaches to Ethics in Natural Resources Management. pages 92-99, in: Thomas E. Kolb, compiler. Proceedings of the Fifth Biennial Conference on University Education in Natural Resources. Natural Resources and Environmental Issues, volume XII, Quinney Library, College of Natural Resources, Utah State University, Logan, UT.

Gerlach, Luther P. and David N. Bengston. 1994. If ecosystem management is the solution, what's the problem? Eleven challenges for ecosystem management. Jour. of Forestry 92(8):18-21.

Lockhart, Brian Roy; Nyland, Ralph D. (2004). Teaching Professional Codes of Ethics to Forestry and Wildlife Students: A Case Study Using Diameter-Limit Harvesting in a Bottomland Hardwood Stand. Natural Resources and Environmental Issues, Volume XII, University Education in Natural Resources Fifth Biennial Conference 2004

Routley, Richard and Val Routley. 1980. Human chauvinism and environmental ethics. In: Mannison, D.S., M.A. McRobbie, and R. Routley (eds.). Environmental philosophy, monograph series 2. Philosophy Dept. Canberra, Australia: Australian National University.

FBM 2104 BIODIVERSITY CONSERVATION IN FOREST PLANTATIONS (3 CU)

Course Name: BIODIVERSITY CONSERVATION IN FOREST PLANTATIONS Course Code: FBM 2104Credit Units: 3 CUContact Hours: 45

Course Description The course provides students with knowledge and skills in identifying and managing forest plantations for biodiversity conservation.

Course ObjectivesThe aim of the course is to equip students with knowledge and skills that will enable them to: Characterize components of plantations and understand the ecology and functioning of

plantations.

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Apply standard field techniques to assess biodiversity in plantations. Relate biodiversity conservation in plantations to socio-economic benefits from

plantations

Learning OutcomesUpon completion of the course, students should be able to: Integrate biodiversity conservation principles in plantation forest management Characterize components of plantations and understand the ecology and functioning of

plantations. Apply standard field techniques to assess biodiversity in plantations. Relate biodiversity conservation in plantations to socio-economic benefits from

plantations

Course Outline Introduction to the meaning of biodiversity conservation (1 LH; 1 PH) Inventory and assessment of biodiversity in plantations (4 LH; 4 PH) Ecological social and economic benefits of conserving biodiversity in plantations ( 6

LH; 6 PH) Biodiversity along ecological gradients and in succession processes ( 4 LH; 4 PH) Biodiversity, plantation management and conservation ( 5 LH; 5 PH) Strategies for biodiversity conservation in plantations ( 6 LH; 6 PH) International conventions for biodiversity conservation and compliance (4 LH; 4 PH)




Basic Reading List Bydack, R.K., Campa III, R., and Haufler, J. B. eds. (1999). Practical Approaches to the

Conservation of Biological Diversity. Island Press, Washington.BirdLife International, 2000. Threatened birds of the world. Barcelona and Cambridge, UK:

Lynx Edicions and BirdLife International.Byaruhanga, A., Kasoma, P. and Pomeroy, D. 2001. Important Bird Areas in Uganda. Nature Uganda, Kampala.

RECESS TERM

FOM 1301 COMPUTER APPLICATIONS (3 CU)

Course Name: COMPUTER APPLICATIONS

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Course Code: FOM 1301 Credit Units: 3 CUContact Hours: 45

Course Description This course will also introduce student to the knowledge and use of databases; security; Windows (GUI); information networks; information seeking and sharing; information technology and society; the theory of computers and types of computers; MS Windows and its components; PowerPoint presentations and developing databases application. The course will also introduce students use statistical software for analysis of data.

Course Objectives To introduce students to computer applications as used in creating, organising,

presenting and retrieving information To introduce students to IT skills, the theory of computers and types of computers. Familiarise students with knowledge about MS Windows and its components. To introduce students to computers and information technology To provide practical skills in the use of statistical packages for analysis of data

Learning OutcomesBy the end course the students would be able to:

Use the computer as a tool to solve computer related issues Use the applications (e.g. Microsoft Word) to compile reports Use data analysis (e.g. Excel) to enter data from the experiment or field finds and

generate information or graphs which can be incorporated in final reports Transfer data or information from one application to another Use the tools in an appropriate application to format and produce an acceptable

report Come up with a questionnaire in agreement with the supervisor, collect data from

field, present it using PowerPoint and presentation skills Use online resources in learning and carrying out research Use computer as a communication tool

Course Outline Introduction to IT key skills and computers(4PH) Introduction to MS Windows and its components (4PH) Information Networks, seeking and sharing (4 PH) MS Office Word - word-processing (30PH) MS Excel and MS Access(30PH) PowerPoint presentations(14PH) Overview of SPSS for Windows (4PH) Importing data from Excel and ASCII files (4PH) Creating; Entering and Modifying Data in SPSS (creating and defining variables and

editing variables)(16 PH) Data Manipulation in SPSS (20PH) Use of SPSS in analysing data using Descriptive and Inferential Statistics(30PH) Introduction to Mintab statistical package (20 PH)

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Mode of delivery Recess Term Practicals: 180 PH


Basic Reading List Davis and Olsen (1995). Management Information Systems. McGraw HillHellriegel and Slocum, (1996). Management. Chap 19. Information Management -Technologies. 7th

Edition. South Western College Publishing Heathcote P.M. and Richards R.P, 2000. Key skills in Information Technology. Payne-Gallway Publisher Limited.UK.

FOM 1302 NURSERY & PLANTATION ESTABLISHMENT FIELD OPERATIONS (3 CU)

Course Name: NURSERY & PLANTATION ESTABLISHMENT FIELD OPERATIONSCourse Code: FOM 1302Credit Units: 4 CUContact Hours: 60

Course Description The course provides students with an opportunity to learn by participation the practical aspects of establishing and managing forest nurseries.

Course ObjectivesTo provide students with practical experience of field operations involved in nursery

management and plantation establishment.

Learning OutcomesUpon completion of the course, students should be able to: Use the knowledge and skills in establishing and managing forest nurseries Advise on and/or establishment of plantations Identify and address work-related risks and management aspects in plantation work

Course Outline Emphasis will be put on basic nursery operations such as Soil mixing & Potting (30PH) Bed construction (30PH) Pricking out (30 PH) Management of Transplant bed (30PH) Root pruning (30PH) Plantation establishment practices: lining, pitting and planting (90PH)

Mode of delivery: Recess Term Practicals: 240 PH

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Students’ field placement at an established forest estate with an operational tree nursery under the supervision of an experienced forester and Faculty Staff

Mode of assessment On-site field evaluation of ability to learn and practice best practices = 20% Attendance and participation in the field = 20% Field report = 60%

Basic Reading List Recess Term Field Guide ManualSPGS Tree Planting Guide

FNC 1301 FIELD ATTACHMENT (5 CU)

Course Name: FIELD ATTACHMENT FOR GENERAL FORESTRY PRACTICESCourse Code: FNC 1301Credit Units: 5 CUContact Hours: 300

Course DescriptionThe course covers the general forestry practices to orient the students in the principles and practices of basic forestry

Course objectivesTo provide students with practical experience of general forestry practices

Learning outcomes At the end of the course students should be able to; Explain general forest practices and operations Demonstrate hands-on experience in various forestry activities

Course Outline Tree seed collection and handling (60PH) Nursery and Plantation Establishment Field Operations (60PH) Ecotourism & wildlife management (60 PH) Forest Conservation & Protection (60PH) General forest management practices(60PH)

Mode of deliveryPracticlas

Students attached to different forest sites and assigned tasks related to the general forestry practices in place

Fieldwork supervised by experienced on-site supervisors and occasionally by Faculty staff.

Mode of assessment

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On-site evaluation = 60% Field Report = 40%

FBM1302 PRACTICALS IN FOREST ECOLOGY & TAXONOMY (3 CU)

Course Name: PRACTICALS IN FOREST ECOLOGY AND TAXONOMYCourse Code: FBM 1302Credit Units: 4 CUContact Hours: 60

Course Description The course exposes students to practical skills in identifying, and manipulating the functions and inter-relationships between animal and plant species with the biotic and/or living and the abiotic environmental factors for sustainable forest management. Students acquire hands-on experience at field level to identify and classify the organisms and functions at field level.

Course Objectives To enable students undertake practical work and apply appropriate Taxonomic and

inventory skills collect, analyse and present data on functions and relationships existing between organisms..

To develop students’ field work analysis and reporting skills.

Learning OutcomesStudents should be able to: Use the various Taxonomic keys for identifying different organisms. Manipulate the ecological relations at field level for forest management. Use plant Presses for specimen collection.

Course Outline Practical in Forest ecology and Taxonomy (240PH)

Mode of delivery: Field data and specimen collections under the supervision of experienced forester/Faculty staff (240 PH)

Mode of assessment On-site field evaluation of competence in data collection= 20% Attendance and participation in the field = 20% Weekly field report = 60%

Basic Reading List Benzing, D. H. (1990). Vascular Epiphytes. Cambridge University Press, Cambridge.

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Chesson, P. L. and Warner, R. R. (1981). Environmental variability promotes coexistence in lottery competitive systems. American Naturalist 117, 923–943.

Connell, J. H. (1971). On the role of natural enemies in preventing competitive exclusion in some marine animals and in rainforest trees. In: den Boer, P. J. and Gradwell, G. R. (eds). Dynamics of Numbers in Populations. Centre for Agricultural Publication and Documentation, Proceedings of the Advanced Study Institute, Osterbreek, Wageningen, The Netherlands, pp. 298–312.

Connell, J. H. (1978). Diversity in tropical rain forests and coral reefs. Science 199, 1302–1310.Eggeling, W. J. (1947). Observations on the ecology of the Budongo rain forest, Forsythe, A. and K. Miyata (1986). Tropical Nature. Scribners, Inc., New York.Givnish, T. J. (1999). On the causes of gradients in tropical tree diversity. Journal of Ecology 87,

192–210.Hamilton, A. C. (1982). Environmental History of East Africa. Pp. 328 Academic Press, New York.

SECOND YEAR

SEMESTER III

CORE COURSES

CFE 2104 RESEARCH METHODS (3 CU)

Course Name: RESEARCH METHODSCourse Code: CFE 2104Credit Units: 3 CUContact Hours: 45

Course DescriptionIn this course the student will equipped with skills and methodologies to plan and conduct social survey and experimental designs.

Course ObjectivesThe purpose of this course is to introduce students to the main issues in the research processes and to gain a critical understanding of the main techniques of conducting research. Enable students to develop a critical understanding of the aims, nature and

characteristic of social scientific research; Equip students with an understanding of various methodologies available to research,

including the strengths and weaknesses of each methodology; Expose students to the basics of analysing research data and writing up research

reports

Learning OutcomesUpon completion of the course, student should be able to:

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Describe the major types of research and their limitations. Describe the statistical and quantitative methodologies Design data collection tools, methods of data analysis and interpretation of research

findings Interpret descriptive, relational and inferential statistics for social research. Use of computer based programs for social data analysis.

Course Outline The classical approaches to inquiry (2LH; 2PH) The theory and method of research (2LH; 2PH) Major types of research and their limitations (ecological and social research)

(2LH; 2PH) Development of data collection tools (2LH; 4PH) Statistical and quantitative methodologies (data analysis, reliability and

consistency and evaluating research). (4LH; 4PH) Sampling techniques (advantages and disadvantages) (4LH; 2PH) Use of computer based programs for social data analysis. (2LH; 2PH) Application and interpretation of descriptive, relational and inferential statistics

for social research. (4LH; 4PH) Farmers' research (experimentation) and community research innovations.

(4LH; 4PH) Participatory rural appraisal methods (PRA) in resource planning. (4LH; 4PH)

Mode of delivery: Lectures: 30 LH Practicals: 30 PH

Mode of assessment: University examinations 60% Continuous assessment and field practical reports 40%

Basic Reading ListBouma, D.G and Atkison, B.G (1996). Social Science Research. Oxford University PressBryman, A. (1988). Quality and Quantity in Social Research New York RouteledgeGeever, Jane C. and Patricia McNeill. (1997) The Foundation Center’s Guide to Proposal Writing. Revised

Edition. New York.Krathwohl David R. (1988): How to Prepare a Research Proposal, Third Edition. Syracuse University Press,

Syracuse, NY.Locke Lawrence F., Waneen Wyrick Spirduso, Stephen J. Silverman (1993) Proposals that Work, Third Edition.

Sage Publications.Mantegna, Anne Ed (1990): Guide to Federal Funding for Social Scientists, 2 nd Edition. American Political

Science Association, Washington, D.C.Reinharzz, S (1992). Feminist Methods in Social Research. Oxford University PressSarantakos S. (1993, 1997): Social Research. London: Macmillan Press Ltd.Sarantakos.S.(1993, 1997): Social Research London: Macmillan Press Ltd.The Foundation Center (1995): Foundation Grants to Individuals, 9th Edition. New York.The Foundation Center (1996): Guide to Funding for International & Foreign Programs, Third Edition., New

YorkTurabain, K.L. (1987): A Manual for Writers. University of Chicago Press Best,J. (2004) More Damned Lies and Statistics, How Numbers Confuse Public Issues, CA: University of

California Press.

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Foster, J.J. (2001), Data Analysis Using SPSS for Windows Versions 8 to 10, A Beginner’s Guide, CA: Sage Publications.

Weiss, N.A., & Hassett, M.J. (1991) Introductory Statistics, NY: Addison-Wesley Publishing Co.

FOM 2105 FORESTRY AND CLIMATE CHANGE (3 CU)

Course Name: FORESTRY AND CLIMATE CHANGE Course Code: FOM 2105Credit Units: 3 CUContact Hours: 45

Course Description The Course will cover the concept of climate change, role of forestry in its mitigation and national and international treaties/conventions agreements for climate change mitigation.

Course Objectives To demonstrate to students the role of forestry in climate change mitigation To familiarize students with the current global, regional and local climate change

mitigation measures To give students comprehensive understanding of the national and international

policies on climate change mitigation

Learning OutcomesUpon the completion of the course, students should be able to:

Conduct climate change mitigation measures for different Ecosystems. Measure potential of forest ecosystems in sequestering carbon

Course Outline Concepts and principles of climate change and Environment (2 LH)Causes and effects of climate change (6 LH)Energy sources – conventional and traditional sources (2 LH) Carbon trade (4 LH)Globalization, population and industrialization and climate change (6 LH)Role of forestry in climate change mitigation (6 LH/)Clean Development mechanisms (4 LH)REDD+(4 LH)Ecological labelling (2 LH)Greening accounts and bio-standards (3 LH)National and international treaties / conventions for climate mitigation (6 LH)

Mode of delivery: Lectures and Student-led discussion of selected topics

Mode of assessmentTerm Paper 20%Written Test 20%

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Final examination 60%

Basic Reading List IPCC, 2007: Climate Change-2007: Impacts, Adaptation, and Vulnerability. Contribution of Working Group II to

the Third Assessment Report of the Intergovernmental Panel on Climate Change [Parry, Martin L., Canziani, Osvaldo F., Palutikof, Jean P., van der Linden, Paul J., and Hanson, Clair E. (eds.)]. Cambridge University Press, Cambridge, United Kingdom, 1000 pp.

Nabalegwa M., M. Buyinza, and B. Lusiba. (2007). Changes in soil chemical and physical properties due to land use conversion in Nakasongola district, Uganda. Indonesian Journal of Geography 38 (2) 1: 154 165.

Nakileza, B., and Nsubuga, E., 1999. Rethinking Natural Resource Degradation in Semi-Arid Sub-Saharan Africa: A review of soil and water conservation research and practice in Uganda. Kampala, Uganda

FOM 2101 BIOMETRICS (3 CU)

Course Name: BIOMETRICS Course Code: FOM 2101Credit Units: 3 CUContact Hours: 45

Course Description The course covers hypothesis testing and choice of appropriate statistical tests in biological and social research. It will also address designing of experiments and social surveys, analyse data and effectively interpret the results.

Course Objectives To provide students with background knowledge in research design and statistical

techniques employed in social and biological sciences; To identify a suitable statistical method for analyzing any type of data and correctly

interpret results.

Learning OutcomesAt the end of the course, students should be able to:

Apply appropriate research designs and statistical analysis to social and biological research and /or future research work

Identify a suitable statistical method for analyzing any type of data and correctly interpret results.

Course Outline Use of statistics in forestry ; Organization and description of data (2LH) Probability and sampling distributions (2LH). Sampling techniques (2LH; 2PH) Experimental designs: complete randomised design, randomized block design, Latin

square design, Designs with factorial treatment structure, split-plots (4LH;6LH) Data transformation(2LH) Hypothesis formulation and testing (4LH, 4PH) Correlation and Regression (4LH; 6PH) Analysis of categorical data (2LH;2LH)

46

http://www.ipcc-wg2.org/index.html

Generalised linear modelling (4LH;4PH) Non-parametric inference (2LH;2PH) Use of statistical packages in analysing forestry and economic data (2LH;4PH)

Mode of delivery: Lectures: 30LH Practicals(Laboratory and Field praticals): 30PH


Basic Reading List Johnson, R.A and Bhattacharyya, G.K. 2006. Statistics. Principles and Methods. 5th

ed. John Wiley & Sons USAClarke, G.M and Cooke, D. 2004. A Basic Course in Statistics. Oxford University

Press. New York.

Mead, R.Curnow, R.N and Hasted, A.M. 1993. Statistical methods in Agricultural and Experimental biology 2nd , Chapman and Hall.

Nardi, P.M. (2002). Doing survey research: A guide to quantitative research methods. Allyn and Bacon publishers

FOM 2102 FORESTRY ECONOMICS (3 CU)

Course Name: FORESTRY ECONOMICS Course Code: FOM 2102 Credit Units: 3 CU Contact Hours: 45

Course Description The course teaches students the art and science of allocating scarce resources among forestry projects. The course will show the importance of forest investment appraisal as a tool for decision making using financial decision criteria.

Course Objectives To introduce students to forestry economics and management tool for decision

making in forestry investments To equip students with the knowledge and techniques that enable them appraise

forest projects

Learning Outcomes At the end of the course students should have the ability to undertake investment appraisals using various methodologies

Course Outline (Details with contact hours per section)

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• Introduction to forest economics, and Definitions of concepts (2LH, 2TH) • Value of forest resources (2LH 4TH) • Demand and supply for forest products (2LH, 2TH) • Decision making under risks and uncertainty (2LH) • Cost and revenue analysis in forestry (2LH, 2TH) • Cash flow analysis (2LH, 2TH) • Interest rates and the time value of money (2LH, 2TH) • Forest Investment and criteria for appraisal (6LH, 6TH) • Economic analysis for appraising agroforestry projects (2LH, 2TH) • Valuation of forest stands (2LH) • Decision making with multiple objectives (2LH; 4TH) • Optimal forest rotation and Economics of silviculture (4LH; 2TH)

Mode of delivery: Lectures: 30 LH Tutorials: 30 TH

Mode of assessment • Continuous assessment (coursework, test) = 40% • University examinations = 60%

Basic Reading List Dasgupta, A.K. & Pearce, D.W. (1981). Cost Benefit Analysis: Theory and Practice. Macmillan,

London. Duerr, W. A. (1993). Forest Economics. McGraw-Hill Book Company. Price, C. (1993). Time, Discounting & Value. Blackwell, Oxford UK. Price, C. (1989). The theory and application of forest Economics. University of Wales, Bangor. Sills (20030. Forests in a market economy. Kluwer academic series. Nabanoga, G.N. and Gombya-Ssembajjwe, W.S. (2001). Effect of household endowment and

entitlement on sustainability of natural forests. International Forestry Review 3(1) 34-41. Gombya-Ssembajjwe, W.S. (1999). Profitability of eucalyptus growing in Busiro, Mpigi District,

Uganda. http://www.socialstudieshelp.com/econ Leuschner, W.A. (1985). Introduction to Forest Resources Management. John Wiley & Sons. Namaalwa, J., Gombya-Ssembajjwe, W.S. and Hofstad, O. (2001). The profitability of deforestation in

Uganda. International Forestry Review 3(4) 299-306. Pearce, D. W. and Turner, R, K. (1990). Economics of Natural Resources and the environment Pearce, D.W. (1978). Cost-Benefit Analysis: Theory and Practice. Macmillan Press Ltd

FOM 2104 TRADE IN ECOSYSTEM SERVICES (3 CU)

Course Name: TRADE IN ECOSYSTEM SERVICESCourse Code: FOM 2104 Credit Units: 3Contact Hours: 45

Course Description

48

This course will cover understanding of the concept of ecosystem services and evaluation of ecosystems in economic and non-economic terms.

Course ObjectivesTo equip students with skills and knowledge of measuring ecosystem servicesTo give students comprehensive understanding of the national and international

policy environment in ecosystem services’ industry

Learning OutcomesUpon completion of the course, students should be able to:

Design ecosystem service enterprises Manage ecosystem-based industries. Draft policies that promote ecosystem service industry Evaluate programs, policies and institutions that manage and protect ecosystem

services, for efficiency (economic and ecological), equity (social, environmental, and intergenerational) and sustainability (financial, political, and environmental)

Course Outline Introduction to ecosystem services industry (2 LH) Definition of important concepts, importance of ecosystem service industry for

sustainability (4 LH, 6 TH) History of ecosystem services industry (2 LH) Overview of national and international policy environment for ecosystem services’

industry (4 LH) Developing ecosystem services enterprises (6 LH, 4 TH) Evaluation of ecosystems in economic and non-economic terms (8 LH, 10 TH) Opportunities and impediments to managing ecosystem services (4 LH) Economic evaluation of ecosystem service enterprises (4 LH, 10 TH)


Mode of assessmentContinuous assessment (coursework, test) = 40%University examinations = 60%

Basic Reading List Millennium Ecosystem Assessment (MEA). 2005. Ecosystems and Human Well-Being: Synthesis.

Island Press, Washington. 155pp.Daily, G.C. 1997. Nature’s Services: Societal Dependence on Natural Ecosystems. Island Press,

Washington. 392pp.Kremen, C. 2005. Managing ecosystem services: what do we need to know about their ecology?

Ecology Letters 8: 468-479.Hanson, C, J Ranganathan, C Iceland, and J Finisdore. (2008) The Corporate Ecosystem Services

Review (Version 1.0). World Resources InstituteFarber, S.C., R. Costanza and M.A. Wilson. 2002. Economic and ecological concepts for valuing

ecosystem services. Ecological Economics 41: 375-392.

49

Ostrom, E. 1990. Governing the Commons: The Evolution of Institutions for Collective Action. Cambridge University Press, Cambridge. 279pp

ELECTIVES

FPE 2101 FOREST HARVESTING SYSTEMS (3 CU)

COURSE NAME: FOREST HARVESTING SYSTEMS COURSE CODE: FPE 2101CREDIT UNITS: 3CUCONTACT HOURS: 45

Course DescriptionThe course introduces students to forest tools and equipment and logging operations. It also exposes students to principles and practices of forest road construction.

Course objectives To provide students with the knowledge and skills in performing forest harvesting

operations, and maintenance of forest hand tools. To equip students with knowledge of the basic forest harvesting methods and techniques

which are efficient and environmentally friendly.

Learning outcomes At the end of the course students should be able to:

Maintain hand tools and equipment. Plan and execute forest harvesting operations. Carry out reduced impact logging. Design, construct and maintain appropriate forest roads. Schedule harvesting and transportation of logs from forests to sawmills.

Course outline General considerations; Forest Harvesting hand tools; (4 LH, 2 PH) Harvesting systems classification (2 LH, 4 PH) Factors affecting logging and recommended environmentally sound harvesting systems (2

LH) Cutting, conversion & extraction; Tree cutting principles: directional felling methods (4 LH, 6

PH) Equipment methods and productivity (2 LH, 2 PH) Skidding; Interactions between cutting and extraction (4 LH, 4 PH) Thinning systems (2 LH, 2 PH) Interaction between terrain and logging methods and equipment (4LH, 2PH) Terrain classification, trafficability and mobility (4 LH, 2 PH) Interaction between extraction and transportation (Hauling) (2 LH, 2 PH) Terminal operations and equipment (2 LH, 2 PH) Determination of logging costs (2 LH, 2 PH)


50

Mode of assessment Continuous assessment (coursework, test, practical reports) = 40% University examinations = 60%Basic Reading ListConway, S. 1976; Logging practices. Principles of Timber Harvesting Systems. Miller Freeman

Publications, Inc. FAO 2004; Reduced Impact Logging in Tropical Forests. Literature synthesis, analysis and prototype

statistical framework. Forest harvesting and Engineering working paper No. 1. Food and Agricultural Organisation of the United nations, Rome Italy.

FAO, 1976. Harvesting man-made forests in developing countries. Food and Agricultural Organisation of the United nations, Rome Italy. TF-INT 74(SWE).

Raphael E. L. Ole-Meiludie and Reidar Skaar (1990). Compendium in Forest Engineering

CFE 2106: INDIGENOUS KNOWLEDGE IN RESOURCE MANAGEMENT (3 CU)

Course Name: INDIGENOUS KNOWLEDGE IN RESOURCE MANAGEMENTCourse Code: CFE 2106Credit Units: 3 CUContact Hours: 45

Course DescriptionThe course explores the nature and importance of Indigenous Knowledge systems in natural resource management.

Course Objectives To equip the student with skills to apply Indigenous knowledge systems (IK) in natural

resource management for national development. To enable students to differentiate between Indigenous knowledge Vs. Western

(scientific) Knowledge.

Learning OutcomesUpon completion of the course, student should be able to: Differentiate between Indigenous and Western scientific knowledge Explain Indigenous Knowledge Networks and applications in natural resource

management. Determine linkages between applied Indigenous knowledge to conservation and

community development

Course Outline Introduction to principles of Indigenous Knowledge Systems (2LH; 2TH) Indigenous and western scientific knowledge in natural resource management (2LH;

2TH). Blending traditional knowledge and western scientific knowledge . (2LH; 2TH).

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Sources of Indigenous knowledge: folklore, archaeology, from living sources (2LH; 2TH, 2PH).

Indigenous Knowledge Networks and applications in natural resource management (4LH; 2TH; 4PH).

Linking Indigenous knowledge to conservation and community development (4LH; 2TH; 2 PH).

Prospects and limitations of IK in resource conservation (2LH; 2TH). Community herbaria. Resource use in protected areas; searching for new products

in national development (4LH; 2TH; 4PH). Ethics, Patent and Intellectual property rights (4LH; 2TH). Bio-piracy. Policy and law (2LH; 2TH).

Mode of delivery: Lectures: 30 LH Tutorials: 15 TH Practicals: 15 PH

Method of Assessment Continuous assessment (assignments, coursework, tests) = 40% University examinations = 60%

Basic Reading ListAgrawal A. (1995). Dismantling the divide between indigenous and scientific knowledge.

Development and Change 26:413-439Grenier, L. 1998. Working With Indigenous Knowledge: A Guide For Researchers. IDRC: Ottawa,

Canada.IIRR (International Institute of Rural Reconstruction). 1996a. Recording and Using Indigenous

Knowledge: A Manual. IIRR: Silang, Cavite, Philippines.Matowanyika, J. 1994. "What are the issues on indigenous knowledge systems in southern Africa?"

In Indigenous Knowledge Systems and Natural Resource Management in Southern Africa. Report of the Southern Africa Regional Workshop, Harare, Zimbabwe, 20-22 April 1994. IUCN-ROSA: Zimbabwe.

Thrupp, L.A. 1989. "Legitimizing Local Knowledge: From Displacement to Empowerment for Third World People". Agriculture and Human Values. Summer Issue. Pp.13-24.

Warren, D.M. 1991. Using Indigenous Knowledge for Agricultural Development. World Bank Discussion Paper 127. Washington, D.C.

FBM 2105: NATURAL FOREST SILVICULTURE (3 CU)

COURSE NAME: NATURAL FOREST SILVICULTURECOURSE CODE: FBM 2105CREDIT UNITS: 3 CUCONTACT HOURS: 45

Course Description

52

The course will equip students with knowledge and skills in management of natural forests for nature conservation and commercial production. Learners will be equipped with tools to integrate social, economic, and ecological objectives into management of natural forests.

Course Objectives To understand methods of establishing and verifying sustainable silvicultural systems in

natural forests To understand inventory and resource assessment in natural forests To design and use natural forest harvesting infrastructure and tools To compare importance of selective logging and clear felling To understand the importance of forest gaps in natural forests.

Learning outcomesAfter completing the course, students should be able to;

Manage natural forests for both commercial exploitation and environmental conservation Identify linkages and interactions between various silvicultural options used to sustain

commercial production in natural forests Use environmental performance indicators to evaluate the sustainability of various

silvicultural management options in natural forests

Course Outline Introduction to natural forests (5 LH; 5 PH) Commercial importance of natural forests (4 LH; 4 PH) Importance of silvicultural operations in natural forests (3 LH; 3 PH) Sustainable production in natural forests (3 LH; 3 PH) Restoration Silviculture in natural forests ( 5 LH; 5 PH) Monitoring Impacts of Silvicultural Practices (3 LH; 3 PH) Performance Assessment of a natural forests (4 LH; 4 PH) The future of commercial productions in natural forests (3 LH; 3 PH)

Mode of delivery: Lectures: 30 CH Practicals: 30 PH Mode of assessment Continuous assessment (coursework, field and laboratory practical reports, tests) = 40% University examinations = 60%

Basic Reading List David M. Smith (1986). The practice of silviculture (8th Ed). John Willy & Sons New YorkKarl, F. Wenger (1984). Forestry Handbook. John Willey and Sons, New York.

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SEMESTER II

CORE COURSES

CFE 2203 COMMUNITY DYNAMICS AND RURAL SOCIOLOGY (4 CU)

Course Name: COMMUNITY DYNAMICS AND RURAL SOCIOLOGYCourse Code: CFE 2203Credit Units: 4 CUContact Hours: 60

Course DescriptionThe course will introduce students to concept of society, social systems, socialization and social control; and the features of peasant life, types of farming systems, population trends and changes in rural life.

Course objectives To equip students with knowledge in the social processes, socialization and changes in

rural life. To provide background knowledge to students on the dynamics within communities

and their impact on forestry development.

Learning outcomes Upon completion of the course, students should be able to:

Diagnose and approach problems affecting rural people in Uganda Explain population trends and changes in rural life; ethical issues in the design and

operationalisation of rural development interventions Work for and together with rural people and other rural organisations

Course outline The individual and society, social systems, concepts of socialization and social

control (6 LH, 3TH). Changes in farming systems and population trends (4LH, 3TH). Role of education in social change (4LH, 3TH). Rural community development, village organization and problems (4 LH, 3TH). Employment and urban-rural relationship (4LH, 3TH). Features of peasant life, types of farming systems, population trends and changes in

rural life (6 LH, 3TH). Education as a factor in social change, the relationship of education to social

structure (5 LH, 3TH). Theories of change, the emergence of rural community (4 LH, 3TH). Emergent rural problems especially the youth employment situations (4 LH, 3TH). Rural development: implication for village organisation and urban-rural relationship

(4LH, 3TH).

Mode of delivery:

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Lectures: 45 LHTutorials: 30 TH


Basic Reading List Alders, Carine et al (eds), 1993 Linking with farmers: networking for low-external-input and

sustainable agriculture London<: Intermediate Technology Publications, 1993 298 p and Taste, Cambridge: Harvard University Press, 1984, pp. 11-17.

Archer, E.A. (1993). People and the environment: Preserving the Balance. Association of common wealth universities.

Beets, Willem Cornelis 1990 Raising and sustaining the productivity of smallholder. Burke, Stan, 1993 People first: a guide to self-reliant participatory rural development London: Zed

Books.Burt, Ronald S. 1992. Structural Holes: The Social Structure of Competition. Cambridge. Chapman W.B.Jr. (1981). Human ecosystems. McMillan Publishing Inc.Coleman, James S. (1990): “Social Capital” in Foundations of Social Theory Cambridge, Gaudie, a. (1990). The Human impact on the Natural environment. Blackwell Publishers Inc.Kingsley, D & Bernstan, M. S. (1998). Resources, Environment & Population: Present Knowledge &

the future options. MA: Harvard University PressMillenium Ecosystem assessments (2003). Ecosystems and Human well being: A framework for

assessment. Island Press, Washington D.C., USA.University of California Press.

CFE 2204: GENDER AND FORESTRY (3 CU)

Course Name: GENDER AND FORESTRYCourse Code: CFE 2204Credit Units: 3 CUContact Hours: 45

Course Description The course introduces students to the concept of gender, gender analysis and the role of gender in forestry and allied resources.

Course Objectives To introduce students to the fundamental gender issues in forestry development To introduce students to approaches to gender analysis and gender mainstreaming in

sustainable natural resource management To provide students with basic knowledge on integrating gender-related legislation,

culture and gender in Forestry/Agroforestry management in Uganda;

Learning Outcomes

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By the end of the course, the students should be able to: Apply the Gender tools and Analytical frameworks (Gender Analysis) in natural

resource management Apply Gender Mainstreaming in forestry Explain the relevant gender analysis approaches Describe the role of women and youth in forestry development programmes

Course Outline Introduction gender concepts (sex, gender, gender equity, gender equality, gender

mainstreaming) (4LH, 4TH) Gender analysis and approaches to gender analysis (4LH, 4TH) Gender mainstreaming and Natural Resources Management (4LH, 4TH) Culture and gender in Forestry/Agroforestry management in Uganda (2LH, 2TH) Prosperity approach, conservation approach and population approaches (2LH) Leadership and gender (2LH, 2TH) Legislation and gender; Gender advocacy (2LH, 2TH) Review of gender-related Forestry/Agroforestry case studies (2LH, 2TH). History, principles, objectives and types of youth programmes in Uganda. Role of

youth programmes and forestry development; Youth problems and role of Government and NGO agencies. Planning and implementation of youth programmes (4LH, 4TH).

Role of women in forestry development (2LH, 2TH). Role of women in legal and policy formulation (2LH, 2TH).



Basic Reading ListAlden Wily L. and S. Mbuya (2001). Land, people and forests in eastern and southern Africa at the

beginning of the 21st century. The impact of land relations on the role of communities in forest future. Nairobi, IUCN-EARO.

Asenath Sigot, Lori thrupp and Jennifer Gree (1995). Towards Common Ground.Ashby, C. & Carney, D (1999). Sustainable livelihoods: lessons from early experience. London, UK,

Department for International Development. Bromley, Daniel. W (1991/92). " Property Rights as Authority Systems: The Role of Rules in

Resource Management". Journal of Business Administration 20(1&2): 453-70Bruce, J. W (1989). Rapid Appraisal of Tree and Land Tenure. Community Forestry Note 5. Rome:

FAO.FAO (1989). Women in Community Forestry. A field guide for project design and implementation.

Rome, Italy.FAO (1997). Socio-economic and Gender Analysis Programme (SEAGA). Macro Level Handbook.

Final Draft. The bureau of Applied Research in Anthropology University of Arizona.Fortman, L (1986). Women's role in subsistence forestry: Journal of Forestry, 81(1): pp.39-42.

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Keller. B (1996). Uganda Country Gender Profile. Department of East and West Africa. Policy and Legal paper.

Mirjam de Bruijn, Ineke Van Halsema, Heleen van den Homberg (1997). Gender and Land Use Diversity in Environmental Practices. Thela, Amsterdam.

Rani Parker. A, Itziar Lozano and Lyn. A. Messner (1995). Gender Relations Analysis. A guide for trainees. Save the children, 54 Wilton Road, Wesport USA.

Saxena, N.C (1987). Women in Forestry. Social Action, Vol.37. pp. 150-162. Vera Gianotten, Verona Groverman, Edith Van Walsum and Lida Zuidberg (1994). Assessing Gender

Impact of Development Projects. Royal Tropical Institute. Netherland.Wickramasinghe, A (1991). Women and Forestry in Sri Lanka, Draft Monograph, Institute for

Development Research Amsterdam (INDRA).

CFE 2205: FORESTRY AND FOOD SECURITY (3 CU)

Course Name: FORESTRY AND FOOD SECURITYCourse Code: CFE 2205Credit Units: 3 CUContact Hours: 45

Course Description The course introduces students to the concept of food security and linkages between forests and trees, food security and livelihoods of people.

Course objectives To familiarise the students with the important foods from forests and trees and the

linkages between forestry and food security. To expose students to methodology for integrating food security and nutritional

concerns into forestry programmes and projects To provide students basic knowledge in exploring the potential food-medicinal and

nutritional values of forest/tree foods.

Learning OutcomesBy the end of this course, students should: Become familiar with the general contemporary issues and debates regarding forestry &

food security. Be able to explain the concept of food security/insecurity from various perspectives. Identify & communicate the main benefits, opportunities and constraints forestry in

ensuring food security. Place forestry nutrition in a historical context, and relate it to current trends that may

shape its future development. Describe, analyze and critically evaluate the different approaches to enhancing the

contribution of forestry to food security from a sustainable development perspective, within a local & globalised food system.

Course Outline

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Definition, concepts, principles, and factors that affect food security locally and globally (3LH, 3TH).

Linkages between forestry and food security (Environmental, production and socio-economic links) (4LH, 4TH).

Categories of forest/tree foods (plants and animals).Dietary roles of forest/tree foods (supplementary/complimentary roles, seasonal fallbacks & emergency safety nets) (4LH, 4TH).

Food-medicinal and nutritional importance of forest/tree foods (macro and micro nutrients) (3 LH, 3TH).

Fuelwood and impacts of its scarcity on dietary patterns and overall food security (2 LH, 2TH).

Contribution of forest-based incomes to food security (2LH, 2TH). Current forestry issues visa-vis food security (forest conversion & deforestation vs food

security, pressure from population increases vs. food security, resource access & tenure vs. food security, etc) (4 LH, 4TH).

Ex-situ and in-situ management of forest/tree food resources (concepts, principles and challenges) (3LH, 3TH).

Methodology for integrating food security and nutritional concerns into forestry programs and projects (participatory approaches) (2 LH, 2TH).

Realization of food security through forestry (approaches; opportunities- food policy, programs & framework for food security; and challenges) (3 LH, 3TH).



Basic Reading ListBrinkman, W (ed.). 1989. Why natural forests are linked with nutrition, health and self reliance of

villagers in northeast Thailand. FO: DP/THA/84/002 Field Document 6. RFD/UNDP/FAO/SIDA. Phu Wiang, Thailand.

Durst, P.B. 1995. Endangered bounty: forests’ contributions to food security. FAO Regional Office for Asia and the Pacific, Maliwan Mansion, Phra Athit Road, Bangkok 10200, Thailand.

Falconer, J. & J.E.M. Arnold. 1991. Household food security and forestry. Community Forestry Note No. 1, FAO, Rome.

FAO. 1984. India, Malaysia and Thailand: a study of forests as a source of food. Food and Agriculture Organization of the United Nations. Bangkok.

FAO. 1988. Proceedings of FAO/Khon Kaen University workshop on nutrition in forestry, Khon Kaen, Thailand, 18-21 October 1988. ESN/NIF/88/27. Food and Agriculture Organization of the United Nations, Rome.

FAO. 1989. Forestry and food security. FAO Forestry Paper 90. Food and Agriculture Organization of the United Nations, Rome.

FAO. 1999. Alleviation and food security in Asia: Enhancing Forestry and Agroforestry Contributions. Food and Agriculture Organization of the United Nations Regional Office for Asia and the Pacific. Maliwan Mansion, Phra Athit Road, Bangkok 10200, Thailand.

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FOM 2201 FOREST RESOURCE ASSESSMENT AND GIS (4 CU)

Course Name: FOREST RESOURCE ASSESSMENT AND GISCourse Code: FOM 2201Credit Units: 4 CUContact Hours: 60

Course Description The course will introduce students to the principles and techniques of forest inventory using both the conventional methods and non conventional methods using GIS. The course will address data management and processing. In the process, the students will be introduced to the various tools and equipment used in resource assessment

Course Objectives Enable student understand the principles and practice of forest inventory, and

processing of forest inventory data.

Learning OutcomesAt the end of the course, students should be able to plan and conduct forest resource inventory and production projection for use in forest management decision making.

Course Outline Inventory planning, Non-conventional methods of resource assessment (2LH) Tree and stand parameter measurements (8LH; 10PH) Assessment of NTFP and NWFP , and forest fauna (4LH: 2PH) Inventory data management; volume estimation; biomass computation (4LH; 8PH) Introduction to GIS (2LH) Applications of GIS in forest resource assessment: Use of GPS in forest inventory,

data processing (10 LH; 10PH)

Mode of delivery: Lectures: 30 CHPracticals: 30 CH

Mode of assessmentContinuous assessment and field practical reports 40%University examinations 60%

Basic Reading List Avery, T.E. and Burkhart, H. E. (2002). Forest Measurements. 5th Edn. McGraw- Hill Book Company.

New York

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Bernhardsen, T., (1999). Geographic Information Systems – An Introduction, John Wiley and Sons Inc., New York.

Burrough, P. A. (1986), Principles of Geographical Information Systems for Land Resources Assessment, Oxford University. Press, New York.

Chang, K-T. (2008) Introduction to Geographic Information Systems, 4th Edition. New - York, NY: McGraw Hill.

Husch, B., Beers, T.W. and Kershaw, J.A. (2003). Forest Mensuration. 4th Edn. John Wiley and Sons, Inc. Hoboken, New Jersey.

Kohl, M., Magnussem, S.S. and Marchetti, M. (2006). Sampling Methods,Remote Lang, L. (1998). Managing Natural Resources with GIS. ESRI. Redlands, CA.

Lo, C.P. and Yeung, A.K.W. (2002). Concepts and Techniques of Geographic Information Systems. Upper Saddle River, NJ: Prentice Hall.

Malimbwi R.E. (1997). Fundamentals of Forest Mensuration: A compendiumPhillip, S.M., (1996). Measuring Trees and Forests. 2nd Ed. CAN International: University Press

Cambridge.Stan. A., (1995), Geographic Information Systems: A Management Perspective. Ottawa, WDL

Publications.

FOM 2203 THEORIES OF ENVIRONMENTAL GOVERNANCE (3 CU)

Course Name: THEORIES OF ENVIRONMENTAL GOVERNANCECourse Code: FOM 2203 Credit Units: 3 CUContact Hours: 45

Course DescriptionThe course will cover models applied in environmental governance and their implication on sustainable development.

Course Objectives To equip students with a general picture of the various environmental governance

models to enable them choose the most optimal mix for different situations they encounter.

To demonstrate to students the relevance of organizations, policy instruments, financing mechanisms, rules, procedures and norms in the regulation of global environment

Learning OutcomesAt the end of the course, students will be able to: Choose optimal and reasonable mix of environmental governance models for local and

global environment management Develop environmental governance models that are in tandem with global policy and

legal regime in management of the environment

Course Outline Definition of concepts (4 LH) Global and local environmental challenges ( 6 LH, 6 TH) Models of environmental governance and their implication on environmental

sustainability ( 6 LH, 6 TH)

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http://www.amazon.com/exec/obidos/search-handle-url/102-5806035-9050518?_encoding=UTF8&search-type=ss&index=books&field-author=John%20A.%2C%20Jr.%20Kershaw

http://www.amazon.com/exec/obidos/search-handle-url/102-5806035-9050518?_encoding=UTF8&search-type=ss&index=books&field-author=Thomas%20W.%20Beers

http://www.amazon.com/exec/obidos/search-handle-url/102-5806035-9050518?_encoding=UTF8&search-type=ss&index=books&field-author=Bertram%20Husch

Strengths and weaknesses of national and global level, organizations, policy instruments, financing mechanisms, rules, procedures and norms in the regulation and management of environment (6 LH, 6 TH)

Role of environmental justice in sustainable environment management ( 4 LH, 6 TH) Environmental justice mechanisms (4LH, 6 TH)

Mode of delivery: Lectures: 30LH Tutorials: 30TH

Mode of assessmentContinuous assessment (coursework, test) = 40% ; University examinations = 60%Basic Reading List DL Levy, PJ Newell – 2004. The Business of Global Environmental GovernanceLC Hempel - 1996 Environmental Governance: the Global ChallengeWM Lafferty - 2006 –Governance for sustainable development: the challenge of adapting

FBM 2206 FIRES IN FOREST PLANTATIONS (3 CU)

Course Name: FIRES IN FOREST PLANTATIONSCourse Code: FBM 2206Credit Units: 3 CUContact Hours: 45

Course Description The course highlights fire as an important ecological factor in forest management. The definitions, causes and impacts of fire in forest management are also covered. Knowledge on fire danger prediction, fighting equipment and control policies is provided to enable students solve fire management problems in forestry and allied resources.

Course Objectives To provide students with the knowledge and skills in the ecology and management of

forestry fires. To introduce students to common fire problems in tropical forests, agroforestry and

allied resources with particular reference to Ugandan. To explore policies for fire management and control in forestry and allied resources.


Use fire as a management tool in forest plantations Design, implement and monitor fire protection measures Procure and operate some fire fighting equipment.

Course Outline The triangle of fire: fuel, weather and oxygen.(3 LH; 3 PH)

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Forest fire situation and causes. (3 LH; 3 PH) Ecological impact of forest fire. (2 LH; 2 PH) Fire as a tool of forest management.(5 LH; 5 PH) Fire forecasting and danger measurement. (4 LH; 4 PH) Fire protection measures. (2 LH; 2 PH) Fire equipment: types, supplies and maintenance.(3 LH; 3 PH) Typical forest fire management problems. (5 LH; 5 PH) Forest fire control policies. (3 LH; 3 PH)




Basic Reading List Herlocker, D. 1998. Rangeland Resources in Eastern Africa. Their Ecology and Development.

German Technical Cooperation, Nairobi. 213pp. Kozlowski, T. T. and Ahlgren, C. E. 1974. Fire and Ecosystems. Academic Press, New York.

542pp. Wenger, K. F. 1984. Forestry Hand book. John Wiley & Sons Inc. New York. 1335 pp. Whelan, R. J. 1995. The Ecology of Fire. Cambridge Studies in Ecology. Cambridge University

Press. 346pp

FOM 2204 QUANTITATIVE SILVICULTURE (4 CU)

Course Name: QUANTITATIVE SILVICULTURECourse Code: FOM 2204Credit Units: 4 CUContact Hours: 60

Course Description The students will be equipped with the quantitative silvicultural procedures and they will also be introduced to the general principles and techniques of forecasting through modelling of forest businesses. The course will also have a practical training in computer Simulation for forestry planning and management.

Course Objectives To give students firm background in choice and applications of quantitative silvicultural

procedures

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To build students’ statistical, mathematical and analytical skills as applied in forest management

To stimulate the students' creative problem solving attitudes and equip the students with knowledge and quantitative techniques that aid quantitative decision-making

Learning OutcomesUpon completion of the course, students should be able to: Construct volume and yield tables and appropriately use them in forecasting growth

and yield Apply appropriate modelling techniques in silvicultural operations

Course Outline The quantitative silvicultural operations (4 LH) Theory and principles of tree/ stand growth and yield (4LH; 4TH) Development and application of growth and yield models (6 LH; 8 PH) Construction and application of volume tables (2 LH; 4 PH; 2 TH) Construction and application of site index curves (2 LH; 4 PH; 2 TH) Optimal timing for harvesting and determination of rotation periods (4 LH; 6 TH) Techniques of linear, integer, and nonlinear programming, multi-objective goal

programming (4 LH; 6 PH; 2 TH) Computer Simulation for forestry planning and management (4 LH; 8 PH; 4 TH)

Mode of delivery: Lectures: 30 LH Tutorials: 20 TH Lab/Practical Sessions: 40 PH

Mode of assessment Continuous assessment (assignments, course work, tests) = 40% University examinations = 60%

Basic Reading List Operations Research and Statistical Methods by Gupta P.K.Introduction to Operations Research by Hamdey Taha A.Principles of Operations Research by Wagner.Decision modelling with Microsoft Excel (6th Edition) by Jeffrey H. Moore and larry R.

WeatherfordDecision methods for Forest Resource Management by J. Buongiorno and J.K. GillessIntroduction to Management Science by Bernard W. TaylorMathematical Programming for Natural Resource Management by Dennis P. DykastraDynamic Programming Applications to Agriculture and Natural Resources by John O.

KennedyModelling Forest Growth and Yield: Application to mixed tropical Forests. 1994. By J.K.

Vanclay. CAB International.FOM 2202 RESOURCE ECONOMICS (3 CU)

Course Name: RESOURCE ECONOMICS

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Course Code: FOM 2202Credit Units: 4 CUContact Hours: 45

Course Description The course introduces the basic concepts, theories of natural resources and fundamentals of natural resource management. This course will be built around the thematic areas of renewable and exhaustible natural resources, optimality and how institutions affect resource sustainability.

Course Objectives Empower students to apply the knowledge of resource economics in the sustainable

management and use of natural resources Develop students’ analytical abilities to understand natural resource production, yield

and extraction rates/models as tools in sustainable use of natural resources

Learning OutcomesUpon completion of the course, students will be able to: Analyze, evaluate and solve natural resource related issues for rural development

through using adequate instruments, methods and tools Understand the theoretical aspects of renewable and non-renewable resources,

property right issues and functioning institutions in resource management

Course Outline Introduction to resource economics (2 LH) Basic principles of resource economic (2 LH; 2TH) Property rights and sustainability concepts (3 LH; 3TH) The theories of renewable and non-renewable resources (3 LH; 3TH) Resource production optimality, yield and extraction models (6 LH; 6TH) Principles of resource scarcity (2 LH; 4TH) Discourses in resource management and sustainability (2 LH; 2TH) Economics of environmental pollution and biodiversity conservation (4 LH; 4TH) Policy instruments for resources management (2 LH; 2TH) Resource valuation methods (4 LH; 3TH)



Basic Reading List Chapman, D. 2000. Environmental Economics - Theory, Application, and Policy. Mass: Addison

Wesley Dasgupta, A.K. & Pearce, D.W. (1981). Cost Benefit Analysis: Theory and Practice. Macmillan,

London.

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Duerr, W. A. (1993). Forest Economics. McGraw-Hill Book Company.Field, B and Field ,M. 1997. Environmental Economics: an Introduction. 3rd edition. New York:Hanley, N., Shogren, J.and White B. 1997. Environmental Economics in Theory and Practice.

Basingstoke: MacmillanLeuschner, W.A. (1985). Introduction to Forest Resources Management. John Wiley & Sons.Pearce, D. W. and Turner, R, K. (1990). Economics of Natural Resources and the environment Price, C. (1989). The theory and application of forest Economics. University of Wales, Bangor.Price, C. (1993). Time, Discounting & Value. Blackwell, Oxford UKDasgupta, A.K and D.W.Pearce, D.W. (1978). Cost-Benefit Analysis: Theory and Practice. Macmillan Press Ltd Wenger, K. F. (1984). Forestry Hand book. John Wiley & Sons Inc. New York.

FOM 2205 ENVIRONMENT IMPACT ASSESSMENT AND AUDIT (4 CU)

Course Name: ENVIRONMENT IMPACT ASSESSMENT AND AUDIT Course Code: FOM 2205 Credit Units: 4 CUContact Hours: 45

Course DescriptionThis course will cover procedures and principles of environment impact assessment and Audit.

Course Objectives Demonstrate to students the importance of EIA and environmental audits Provide students with knowledge in EIA process and principles

Learning Outcomes Students will be able to conduct EIA and environmental Audits Students will be able to advise developers on mitigation measures of the environmental

impacts resulting from their projects

Course Outline Introduction to EIA process ( 2LH) Importance of EIA and environmental audits ( 4 LH, 5TH) Genealogy of EIA (4 LH) EIA procedures (6 LH, 10 PH) Principles of EIA and environmental audits ( 4 LH) Types of environmental audits (4 LH, 5PH) Application of Environment Audits (2LH, 5PH) Rationale for Environmental Audits(2LH) Rationale for public participation in EIA ( 2 LH, 5TH)

Mode of delivery Lectures: 30 LHTutorials: 10THPractical: 20 PH

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Basic Reading List Bradshaw, A.D., Southwood, R. & Warner, F. 1992. The treatment and handling of wastes. Chapman

and Hall, London.Environmental Impact Assessment- Technology Assessment and Risk Analysis : Edited by V.T.

Covello, J.L. Mumpower P.J. Stallen V.R.Uppuluri. Proc. of ASI, Les Arcs (France), 1983Erickson, P.A., 1979. Environmental Impact Assessment: Principles and applications, Academic

Press, New York.Goudie, A. 1993. The human impact on the environment. 4th edition. John Wily, New York.Jacobs, M. 1991. Environment, sustainable development and the politics of the future. Pluto Press,

London.Johnson, R.J. 1989. Environmental problems: Nature, economy and state. Bellhven Press, London.National Environment Management Authority, 1997. Guidelines for environmental Impact

Assessment in Uganda, NEMA, Uganda.

FBM 2201 REPRODUCTIVE BIOLOGY AND TREE IMPROVEMENT (3 CU)

Course Name: REPRODUCTIVE BIOLOGY AND TREE IMPROVEMENT Course Code: FBM 2201Credit Units: 3 CUContact Hours: 45

Course Description The course equips students with knowledge and skills in tree breeding and improvement. Emphasis is placed on the techniques used to improve indigenous tree species to adapt them to climate change and disease resistance.

Course Objectives To enable students appreciate the importance of tree breeding for sustainable forest

production To equip learners with skills in breeding improved trees that can cope with changes

in climate and resist diseases

Learning OutcomesAfter completing all assignments in this course, students will be able to:

be able to carry out seed testing and pretreatment and storagebe able to design seed collection strategy in a regulatory mannerpromote proper phytosanitary regulation for tree germplasm acquisition .demonstrate major tree propagation techniques.

Course Outline (Details with contact hours per section) Definitions and introduction (2 LH; 2 PH) Inflorescence and floral structures (3 LH; 3 PH)

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Sexual systems of plant species & Review of Life Cycle of Flowering Plants , Phenology (Leafing, flowering and fruiting behaviours of individual plant species and plant communities)(3 LH; 3 PH)

Pollination systems and mechanisms, Male Gametogenesis & Female Gametogenesis, Plant-pollinator interactions (3 LH; 3 PH)

Pollination and Fertilization; Embryogenesis (formation of Seed & Fruit) and Germination (3 LH; 3 PH)

Introduction to tree improvement and definition of terms Objectives and application of tree improvement (2 LH; 2 PH) Forest genetics programs (4 LH; 4 PH) Genetics and Conservations (5 LH; 5 PH) Vegetative propagation among angiosperms (5 LH; 5 PH).




Basic Reading List

Dafni A (1992) Pollination ecology. A practical approach. The practical series. Series (Eds): Rickwood, D. & Hawees, B.D. 256pp.

Marshal C & Grcae J (1992) Fruit and seed production : Aspects of development, Environmental physiology and ecology. Society for Experimental Biology Seminar Series 47. 256pp.

Mooney Ha, Bullock SH & Medina E (1995) Seasonality dry tropical forests. Cambridge University Press, Cambrdge. 450pp.

Richards AJ (1997) Plant Breeding Systems (2nd Edition) , Bios Scientific Publishers, Chapman and Hall Ltd, London , 544 pp.

Sedgley M & Griffin AR (1989) Sexual reproduction in tree crops. Academic Press, London. 378pp.Jaenicke H & Beniest J (2002) Vegetative propagation in agroforestry. Training guidelines and

references. ICRAF, Nairobi. 132 pp.Palzer C (2002) Tree Nursery maual for Eritrea, RELMA Technical Handbook Series (THS), 166pp.

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FOM 2208 FOREST MANAGEMENT PLANNING (3 CU)

Course Name: FOREST MANAGEMENT PLANNING Course Code: FOM 2208Credit Units: 3 CUContact Hours: 45

Course Description The course will enable the students learn the principles and techniques of developing management plans for different forest types: plantations, woodlands and natural forests. The course focuses on utilization of forest mensuration data and socio-economic data in the management plan development.

Course Objectives Enable students understand the rationale for developing, planning and managing

sound forest investments To introduce students to the techniques of assessing resources for purposes of

management planning To equip students with knowledge on the process of developing, monitoring and

revising a forest management plan

Learning OutcomesOn completion of the course, students should be able to:

Design forest inventory procedures aiming at development of management plans for different forest types

Develop, monitor and revise management plans for different forest types

Course Outline Introduction to general management principles (2LH) Forest management planning and its importance (2LH) Key considerations during forest management planning(3LH) Collection of biophysical and socio-economic data for a management plan (10LH;

15PH) Data handling and management (5LH;15PH) Management planning for different forest types: Compilation of the forest

management plan document (8LH)


Mode of assessmentUniversity examinations 60%Continuous assessment and field practical reports 40%

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Basic Reading List Trygve Refsdal (1999). Lecture Notes on Forest Management Planning for Uganda-A Compendium. Makerere University, Department of Forestry Uganda.Philip, M.S. 1994. Measuring Trees and Forests. Second Edition. CAB InternationalMalimbwi R.E. 1997. Fundamentals of Forest Mensuration: A compendium

ELECTIVES

CFE 2206 BEE KEEPING & HONEY PRODUCTION (3 CU)

Course Name: BEE KEEPING AND HONEY PRODUCTIONCourse Code: CFE 2206Credit Units: 3 CUContact Hours: 45

Course DescriptionThe course will introduce the students to the biology of the honey bee including races and social behaviour and the practices of beekeeping.

Course Objectives To introduce students to the problems facing the bee industry in Uganda and be able

to present solutions to them. To provide students with basic knowledge on bee biology, management, processing

and marketing of bee products.

Learning OutcomesOn completion of this course students will be able to:

Explain the scientific and socio-economic aspects of beekeeping Relate bee biology and management to practical beekeeping situations Apply bee management techniques Develop and manage a progressive apiary for commercial purposes Diagnose problems faced in the bee industry in Uganda and present solutions. Appreciate that investment in beekeeping is a reliable Income Generating Activity

(IGA), and friendly to the environment

Course outline The fundamental aspects of bee-keeping (2LH, 2TH) The history and importance of bee keeping (2LH, 2TH) Systems of beekeeping (2 LH, 2TH) Queen rearing (2 LH, 2PH) Bee behaviour/colony organisation (2LH,2TH) Bee strains and their morphology (2LH, 2TH). Beekeeping equipment and general handling of bees (2LH, 2TH). Apiary management-Siting of bee hives, care of bees/hive management (2LH, 4PH) Bee forage plants (2LH, 3PH) Bee pests, predators, diseases and their control (4LH, 2PH). Bee products including their handling, grading, quality control (4LH, 4PH) Beekeeping as a business: Record keeping and marketing of bee products (4 LH, 3TH).

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Reading ListBradbear, N. and Clement, A. 1991. Beekeeping for rural development. IBRA publications, U.K.Commonwealth Secretariat, Export and Industrial development division. Export market

Development Department. Draft report; Strategy for Development of Apiculture sector in Uganda. 2001.

Crane, E. 1990. Bees and beekeeping. Heinemann Newnes, Oxford. 614pp.Crane, E. Walker, P. and Day R. 1984. Directory of Important World honey sources. IBRA, London,

204pp.FAO 1986. Tropical and sub tropical apiculture Vol. 68, Rome, Italy Pg 67-245.Kihwele, D.V.N. 1984 Constraints responsible for the low quality and quantity of honey and beeswax

in Tanzania: A case study of Miombo woodland. Proc. 3 Int. Apic. Trop. Climates, Nairobi 182-188

Nsubuga, E.G.B. 1990. Beekeeping in Uganda, Apiary development unit MAAIFKugonza, D.R 2009. Beekeeping: Theory and Practice. Fountain Publishers, KampalaUganda Honey Beekeepers Association. 2000. National Strategy and Programme of Action for the

development of Apiculture sector in Uganda, 2001-2005

FPE 2203 PHYSICAL PROCESSING OF WOOD (3 CU)

Course Name: PHYSICAL PROCESSING OF WOODCourse Code: FPE 2204Credit Units: 3 CUContact Hours: 45

Course DescriptionThe course introduces students to wood as an industrial raw material, and the various machinery, processes and methods required producing good quality timber.

Course Objectives To equip students with knowledge required for efficient conversion of logs into solid

timber products in industry. To provide knowledge to students on appropriate post conversion processes,

handling and storage of timber to ensure quality.


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Make appropriate choices of machinery for specific wood raw material and intended quality of product in saw milling industry.

Apply the principles of timber seasoning and storage in managing saw mills.

Course Outline Introduction to wood processing; broad classification of forest products (2 LH) Wood as an industrial raw material (2 LH, 2 PH) Wood Machining: Orthogonal cutting and peripheral milling; Geometry of the saw

tooth (4 LH, 4 PH) Tool-wood interactions during machining: Machining defects (3 LH, 4 PH) Sawmilling: Sawing methods and procedures; Machinery and plant layout; Sawn

wood dimensions (4 LH, 6 LH) Factors affecting mill recovery (2 LH) Mill modernization and innovations (3 LH, 4 PH) Integration within the physical processing industries (4 LH) Timber seasoning: Objectives timber drying; Factors influencing timber drying;

Drying methods (4 LH 6 PH) Timber grading (2 LH, 4PH)


Basic Reading ListEd M. Williston. (1988)Lumber manufacturing: The design and operation of sawmills and

planer mills. Backbeat books. ISBN-13: 978-0879301743.Jerome E. Carter (2006). Wood Utilization. Nova Science Publishers Inc. 978-1600214592Kollman F. P. and Cote W. A., jr (1968). Principles of Wood Science and Technology M. A. Fonseca (2006). The Measurement of Roundwood: Methodologies and Conversion

Ratios. CABI. 978-0851990798Seerey, D.F. (2009). Small Sawmills : Their Equipment, Construction, and Operation.

BiblioBazaar. ISBN: 978-1113897657.United States Forest Service (2009). Rules and Regulations for the Grading of Lumber.

BiblioBazaar. 978-1103219322.William H. Brown (1989).The Conversion and Seasoning of Wood: A Guide to Principles and

Practice. Linden Publishing. 978-0941936149.Williston E. M., (1989). Saws: Design, Selection, Operation and maintenance. Miller

Freeman Publications, San Francisco

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FOM 2207 ENTREPRENEURSHIP IN FORESTRY (3 CU)

Course Name: ENTREPRENEURSHIP IN FORESTRY Course Code: FOM 2207Credit Units: 3 CUContact Hours: 45

Course Description The course will cover aspects of entrepreneurial development and their application in the field of Forestry. Specific emphasis will be in the field of forest plantations as a business

Course Objectives To introduce the students to the generals principles and practices of

entrepreneurship To enable the students apply the general principles and techniques to forestry

enterprises Understand the legal aspects of entrepreneurship

Learning Outcomes The student should be able to either advise on or implement entrepreneurial

development

Course Outline Principles of entrepreneurial development, Characteristics of forestry entrepreneurs

(2 LH). Nature and type of social forestry projects (private and public sectors, large,

medium, small and micro-enterprises) (4 LH). Economic and social dimensions of roots of entrepreneurship cultural,

entrepreneurship and social capital; the political environment, entrepreneurship and the policy regime (government reforms in the private sector) (4 LH)

Business environment, entrepreneurship development (4 LH) Legal aspects of entrepreneurship: Memoranda of association, partnership deeds,

letters of credit (4 LH) Entrepreneurship orientation, autonomy risk taking, pro-activeness, competitive

aggressiveness and innovation (4 LH) Entrepreneurship in the formal Sector and the informal sector, entrepreneurship

and development (4 LH). Entrepreneurship performance: Commercial and non-commercial measures,

Constraints to entrepreneurship in forestry (4 LH).

Mode of delivery: Lectures = 45 LH Seminars and Discussions

Mode of assessment

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Continuous assessment (assignments, course work, tests) = 40% University examinations = 60%

Basic Reading List Falkenberg, C. M. & S. Sepp. 1999. Economic Evaluation of the forest sector in Uganda: Forest Sector

Review. Ministry of Water, Lands and Environment. Kampala, Uganda.FAO. 2003. Wood energy. Food and Agricultural Organization. United Nations, Rome.

Interorganizational Tie-Formation Rates.” Academy of Management Jacovelli, P. & J. Caevalho. 1999. The private forest sector in Uganda – Opportunities for greater

involvement. Forest Sector Review. Ministry of Water, Lands and Environment. Kampala, Uganda.

Kenis, Patrick and David Knoke. 2002 “How Organisational Field Networks Shape Leenders, Roger Th. A.J. and Shaul M. Gabbay (eds) 1999. Corporate Social Capital and

Liability Boston: Kluwer Academic PublishersLin. Nan.2001. Social Capital: A Theory of Social Structure and Action. New York: MWLE. 2002. The Uganda Forest Policy 2002. Ministry of Water, Lands and Environment. Kampala,

Uganda.Nyadzi, G.I., R.M. Otsyina, F.M. Banzi, S.S. Bakengesa, B.M. Gama, L. Mbwambo & D. Asenga. 2003.

Rotational woodlot technology in northwestern Tanzania and crop performance. Agroforestry Systems 59: 253-263.

Oluka-Akileng, I., F.J. Esegu, A. Kaudia & A. Lwakuba. 2000. Agroforestry Handbook for the Banana-coffee Zone of Uganda: Farmers' Practices and Experiences. Technical Handbook No. 21. RELMA/SIDA, ICRAF, Kenya.

Putnam, Robert D. Making Democracy Work: Civic Traditions in Modern Italy, Ramadhani, T., R. Otsyina & S. Franzel. 2002. Improving household incomes and reducing

deforestation using rotational woodlots in Tabora district, Tanzania. Agriculture, Ecosystems and Environment 89: 229-239.

Yin, R. & W.F. Hyde 2000. Trees as an agriculture sustaining activity: the case of northern China. Agroforestry Systems 50:179-194.

RECESS TERM

FOM 2301 PRACTICAL SKILLS IN RESOURCE ASSESSMENT AND GIS (5 CU)

Course Name: PRACTICAL SKILLS IN FOREST RESOURCE ASSESSMENT AND GISCourse Code: FOM 2301Credit Units: 5 CUContact Hours: 75

Course Description The course exposes the students to the practical skills in forest resource inventory and get hands on experience in using various tools and equipment used in forest inventory. The tools emphasised include the conventional and GIS-based equipment

Course Objectives To enable students undertake practical work and apply appropriate inventory and

research methods to collect, analyse and present data

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Learning OutcomesAt the end of the course, students should be able to conduct a thorough forest resource inventory

Course Outline Inventory planning (30 PH) Tree and stand parameter measurements for Natural Forests (60PH) Tree and stand parameter measurements for Plantation Forests (60PH) Assessment of NTFP and NWFP , and forest fauna (60 PH) Use of GPS in forest inventory (60PH) Inventory data management; volume estimation; biomass computation ( 30PH)

Mode of delivery: Recess Term Practicals: 300 PHField data gathering under the supervision of experienced forester/Faculty staff

Mode of assessment On-site field evaluation of competence in use of equipment = 20% Attendance and participation in the field = 20% Field report = 60%

Basic Reading List Trygve Refsdal (1999). Lecture Notes on Forest Management Planning for Uganda-A Compendium. Makerere University, Department of Forestry Uganda.Philip, M.S. 1994. Measuring Trees and Forests. Second Edition. CAB InternationalMalimbwi R.E. 1997. Fundamentals of Forest Mensuration: A compendiumRecess Term Field Guide Manual

FBM 2302 PRACTICAL SKILLS IN SILVICULTURE AND FOREST PROTECTION (3 CU)

Course Name: PRACTICALS IN SILVICULTURE AND FOREST PROTECTIONCourse Code: FBM 2302Credit Units: 3 CUContact Hours: 45

Course Description The course exposes students to practical skills in methods of establishing and verifying sustainable silvicultural systems Students acquire practical skills in plant recruitment methods both in plantations and natural forests, use natural forest harvesting infrastructure and tools, and will be exposed to selective logging and clear felling.

Course Objectives To understand methods of establishing and verifying sustainable silvicultural systems

in natural forests To design and use natural forest harvesting infrastructure and tools To compare importance of selective logging and clear felling To understand the importance of forest gaps in natural forests.

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Equip learners with knowledge and skills for profitable management of forest plantations

Enable learners appreciate the importance of silvicultural practices for forest enterprise development


Design and use natural forest harvesting infrastructure and tools Carry out selective logging and clear felling Identify, classify, measure and manage forest gaps Use silvicultural practices in forest enterprise development

Course Outline Practical in Silviculture (180PH)

Mode of delivery: Field data collections under the supervision of experienced forester/School staff (180 PH)

Mode of assessment On-site field evaluation of competence in data collection= 20% Attendance and participation in the field = 20% Weekly field report = 60%Basic Reading List Principles of Silviculture. Silviculture and Management of Teak Baker, F. S. 1979 Vedams Books

International, New Delhi. The practice of silviculture (8th Edition) David M. Smith (1986). John Willy & Sons New YorkThe Practice of Silviculture: Applied Forest Ecology by Bruce C. Larson, Matthew J. Kelty, P. Mark

S. Ashton, and David M. Smith (Paperback -1996)

FNC 2301 FIELD ATTACHMENT FOR CASE STUDY (5 CU)

Course Name: FIELD ATTACHMENT FOR CASE STUDYCourse Code: FNC 2301Credit Units: 5 CUContact Hours: 75

PLANTATION MANAGEMENT PLANNING (OPTION: COMMERCIAL FORESTRY)

Course descriptionPlacement of students in plantation forestry and related enterprises to collect data to be used in the preparation of plantation management plans

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Course objectives To enable students undertake practical work and apply appropriate inventory and

research methods to collect, analyse and present data for forest management planning. To develop students’ field work reporting skills.

Learning outcomesUpon completion of the course, students should be able to: Demonstrate knowledge in planning and executing appropriate inventory and other

research methods to collect, analyse and present data. Prepare and Present standard and quality field reports.

Mode of delivery Tutorials Field data gathering under the supervision of experienced forester/researcher

Mode of assessment On-site Field evaluation = 20% Data Presentation and tutorials = 20% Field Report = 60%

Basic Reading ListFFNC, 2009. Guidelines for field work studies for Faculty of Forestry and Nature Conservation.

EXTENSION CLINICS (OPTION COMMUNITY FORESTRY)

Course descriptionPlacement of students in community forestry and related enterprises to collect data to be used in the preparation of local level forest management plans and forestry extension work under District forest service framework.

Course objectives To enable students undertake practical work and apply appropriate forestry extension

skills and methods to collect, analyse and present data for smallholder forest management planning.

To develop students’ field work reporting skills.

Learning outcomesUpon completion of the course, students should be able to: Demonstrate knowledge in planning and executing appropriate forest extension

methods to collect, analyse and disseminate data/information to relevant stakeholders in natural resource management.

Present relevant extension manuals and field reports.

Mode of delivery Tutorials

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Field data gathering under the supervision of community-based extension workers



ENVIRONMENT IMPACT ASSESSMENT (OPTION ENVIRONMENTAL GOVERNANCE)

Course objectivesThis course introduces students to tools and stages of environmental impact assessment and its usefulness to development processes. The students are trained in methods of preparing formal impact statements, monitoring and auditing environment information. The course also introduces students to Environmental Laws, Policies, Regulations and Standards in Uganda

Learning outcomesBy the end of the course, students should be able to:

Analyze and evaluate environmental issues affecting humankind Understand the link between environmental degradation and livelihoods of society Explain the Environmental Laws, Policies, Regulations and Standards in Uganda Appreciate the benefits and challenges of conducting environmental impact

assessment and environmental audit. Preparation of Terms of reference (TOR) for the Environment Impact Study Develop environmental mitigation, Monitoring and Auditing with emphasis to

Uganda

Course OutlineThe practical training in course will cover:

Skills to analyze and evaluate environmental issues affecting humankind (natural cycles of the environment, food chains and webs)

Determining linkages link between environmental degradation and livelihoods of society

Biological and physical carrying capacity (principles of resilience and sustainability) Environmental Impact Assessment (EIA) procedure, process and decision making Environment mitigation, assessment, auditing, monitoring and accounting with

special emphasis on developing countries in general and Uganda in particular. Relate the bio-physical and socio-economic aspects of development projects within

the framework of sustainable development. Project analysis procedures with a focus on environmental characteristics and

conditions (physical, chemical, biological, socio-cultural and ecological factors). Environmental Mitigation, Monitoring and Auditing with emphasis to Uganda

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Climate change and Integrated Ecosystem Assessment Water Resource Management, Environmental Degradation and Human Well-Being Land Use Change, Environmental Degradation and Human Well-being

Mode of delivery: Lecturers Tutorials and community-level discussions Fieldwork involving Environmental Impact Study

Mode of assessment: On-site field evaluation of the Environmental Impact Assessment = 20% Preparation of an environmental impact statement = 20% Environmental Impact Statement / Report = 60%

Basic Reading ListEnvironmental Impact Assessment : Edited by B. Clark, R. Bisset and P. Tomlinson. Proc. of ASI,

Bonas (France), 1981Environmental Impact Assessment- Technology Assessment and Risk Analysis : Edited by V.T.

Covello, J.L. Mumpower P.J. Stallen V.R.Uppuluri. Proc. of ASI, Les Arcs (France), 1983Erickson, P.A., 1979. Environmental Impact Assessment: Principles and applications, Academic

Press, New York.Goudie, A. 1993. The human impact on the environment. 4th edition. John Wily, New York.Jacobs, M. 1991. Environment, sustainable development and the politics of the future. Pluto Press,

London.James, D. 1994. The applications of Economic Techniques in Environmental Impact Assessment,

Kluwer Academic Publishers, Doldrectht.Johnson, R.J. 1989. Environmental problems: Nature, economy and state. Bellhven Press, London.Munn, R.E. 1975. Environmental impact assessment: Principles and Procedures. Scope, Toronto.National Environment Management Authority, 1997. Guidelines for environmental Impact

Assessment in Uganda, NEMA, Uganda.Wathern, p. (ed). 1988. Environmental Impact Assessment: Theory and Practices, routledge,

London.Westerman, W.E. 1958. Ecology, impact assessment and environmental planning. John Wily, New

York.Wood, C. 1995. Environmental Impact Assessment: A comparative review, Longman Scientific and

Technical, Harlow.

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FOM 2304 PRACTICAL SKILLS IN TOXICOLOGY AND POLLUTION CONTROL (5 CU)

Course Name: PRACTICAL SKILLS IN TOXICOLOGY AND POLLUTION CONTROLCourse Code: FOM 2304Credit Units: 5 CUContact Hours: 75

Course Description The course will cover practicals in waste management and pollution control

Course ObjectivesThe practical training course aims at equipping students with the knowledge and skills in: General principles of toxicology and pollution Biological effects of toxins and pollutants (bio-concentration and bio-magnification) Factors affecting toxicity of chemicals (doze and duration)


Analyze and evaluate causes and extent of toxic substances and pollution Develop mitigation measures to overcome challenges of pollution and toxicity.

Course Outline Nature and duration of water, noise, land and atmospheric pollution (50 PH) Characterisation of atmospheric, water and land pollution (50 PH) Effects of agro-chemicals (fertilizers, pesticides, fungicides, herbicides) on

environment (100 PH) Hazardous and solid waste management (100PH)

Mode of deliveryPracticals: 300PH

Mode of delivery Lecturers Tutorials and expert discussions Field assessment and laboratory tests

Mode of assessment On-site field and laboratory experiment evaluation = 40% Preparation of field / Laboratory experiment = 20% Field / Laboratory Report = 60%

Basic Reading ListGoudie, A. 1993. The human impact on the environment. 4th edition. John Wily, New York.Jacobs, M. 1991. Environment, sustainable development and the politics of the future. Pluto Press,

London.James, D. 1994. The applications of Economic Techniques in Environmental Impact Assessment,

Kluwer Academic Publishers, Doldrectht.Johnson, R.J. 1989. Environmental problems: Nature, economy and state. Bellhven Press, London.

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Brown, L.R. and H. Kane. 1994. Full House: Reassessing the Earth's Population Carrying Capacity. W.W. Norton, New York.

Meadows, D.L. 1995. It is too late to achieve sustainable development, now let us strive for survivable development. In: S. Murai (ed.), Toward Global Planning of Sustainable Use of the Earth: Development of Global Eco-engineering, 359-374. Elsevier, Amsterdam.

Murai, S. 1995. Development of Global Eco-engineering using Remote Sensing and Geo-information Systems. In: S. Murai (ed.), Toward Global Planning of Sustainable Use of the Earth: Development of Global Eco-engineering, 1-11. Elsevier, Amsterdam.

FFNC 2308 FIELD ATTACHMENT FOR SPECIAL PROJECT (3 CU)

Course descriptionThe course involve placement of students in plantation forestry and related enterprises to collect data to be used in the preparation of special project report.

Course objectives To develop students’ in-field research potential. To provide students with suitable environment for carrying out research.

Learning outcomes Upon completion of the course, the students should be able to: Collect data using appropriate research methods. Prepare and present standard and quality field reports.

Mode of delivery Tutorials Field data gathering under the supervision of experienced forester/researcher


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THIRD YEAR COURSES

SEMESTER V

CORE COURSES

CFE 3105 ETHNOBOTANY (3 CU)

Course Name: ETHNOBOTANYCourse Code: CFE 3105Credit Units: 3 CUContact Hours: 45

Course DescriptionThe course will equip students with knowledge and skills in Ethnobotanical concepts, principles and practices.

Course Objectives To familiarise students with local knowledge about plant resources To equip students with skills and techniques in handling plant resources To equip the student with knowledge and skills in conducting Ethnobotanical

surveys To introduce students to ethical issues in Ethnobotanical studies and practices,

including intellectual property rights.

Learning OutcomesAt the end of the course, the students should be able to:

Appreciate the Ethnobotanical concepts, principles and practices Undertake Ethnobotanical surveys Apply and blend the traditional/indigenous knowledge with western scientific

knowledge in conservation and management of plant resources. Apply the ethics, including intellectual property rights in the handling and

promoting plant resources using indigenous knowledge about plants

Course outline Introduction to principles of ethnobotany and Ethnoecology (2LH, 2TH). Ethnobotanical disciplines (2 LH, 2TH). Ethnobotanical and Ethnoecological reference collection (2LH, 4PH). Herbaria. Curation of plant specimens. Sources of ethnobotanical information (4LH,

4PH). Plant surveys methods (4LH, 2TH). Collecting plants for photochemical analysis (2LH, 4PH). Community herbaria. Resource use in protected areas; searching for new products

in national development (4LH, 2TH, 3PH) Blending traditional knowledge and western scientific knowledge (2LH, 2TH). Linking applied Ethnobotany to conservation and community development (4 LH,

2TH)

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Ethics: intellectual property rights (2LH, 1TH). Bio-piracy. Policy and law (2LH, 2TH).

Mode of deliveryLectures: 30 LHTutorials: 15 THPracticals: 15 PH


Basic Reading ListAgrawal A. (1995). Dismantling the divide between indigenous and scientific knowledge.

Development and Change 26:413-439Grenier, L. 1998. Working With Indigenous Knowledge: A Guide For Researchers. IDRC: Ottawa,

Canada.IIRR (International Institute of Rural Reconstruction). 1996a. Recording and Using Indigenous

Knowledge: A Manual. IIRR: Silang, Cavite, Philippines.Matowanyika, J. 1994. "What are the issues on indigenous knowledge systems in southern Africa?"

In Indigenous Knowledge Systems and Natural Resource Management in Southern Africa. Report of the Southern Africa Regional Workshop, Harare, Zimbabwe, 20-22 April 1994. IUCN-ROSA: Zimbabwe.

Thrupp, L.A. 1989. "Legitimizing Local Knowledge: From Displacement to Empowerment for Third World People". Agriculture and Human Values. Summer Issue. Pp.13-24.

Warren, D.M. 1991. Using Indigenous Knowledge for Agricultural Development. World Bank Discussion Paper 127. Washington, D.C.

CFE 3106: PROBLEM SKILLS IN FORESTRY EXTENSION (3 CU)

Course Name: PROBLEM SOLVING SKILLS IN FORESTRY EXTENSIONCourse Code: CFE 3106Credit Units: 3 CUContact Hours: 45

Course DescriptionThe course exposes students to real field situations, develop and enhance their skills for diagnosing and solving problems in forestry. The course will also introduce students to project proposal writing, tools to identify opportunities, needs and problems of communities, and information dissemination.

Course objectives

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To equip students with competent skills in problem identification, scientific proposal and report writing.

To equip students with hands-on experience for application of evidence-based facts in solving forestry related problems.

To familiarise students with methods of generating empirical evidence for solving forestry problems

Learning Outcomes At the end of the course, the students should be able to:

Identify problems, opportunities, needs and constraints related to forestry in rural communities.

Apply the tenets of problems solving involving natural resource management and utilization

Diagnose problems and advise stakeholders in the forestry sector Plan and undertake community-based forestry development programmes Effectively communicate problems and solutions to the stakeholders in the forestry

sector.

Course Outline Introduction to concepts and principles of problem diagnosis (2LH, 2TH) The Process of problem solving (problem identification, designing conceptual and

theoretical framework for studying research problem; skills in literature review and synthesis) (2LH, 4TH, 8PH).

Practical data management and analysis (editing, coding data entry, cleaning and analysing) (2LH, 6TH, 4PH)

Report writing (proposal presentation for group review by peers and supervisors) (2LH, 4TH, 4H).

Participatory Learning and Action Methods (2 LH, 2TH, 2PH). S.W.O.T. Analysis (2LH, 4TH, 2PH) Community Case Studies (1LH, 4TH, 2PH) Tools in problem diagnosis and solving (Problem tree diagrams, Sign graphs, Flow

diagrams, Rich pictures, Stakeholder maps, Concept maps (Mind maps, Spray diagrams, Spider diagrams) 2LH, 4TH, 8PH)

Mode of deliveryLectures: 15 LHTutorials: 30 TH Practicals: 30 PH


Basic Reading List:Bouma, D.G and Atkison, B.G (1996). Social Science Research. Oxford University Press

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Bryman, A. (1988). Quality and Quantity in Social Research New York RouteledgeGeever, Jane C. and Patricia McNeill. (1997) The Foundation Center’s Guide to Proposal Writing.

Revised Edition. New York.Krathwohl David R. (1988): How to Prepare a Research Proposal, Third Edition. Syracuse University

Press, Syracuse, NY.Mantegna, Anne Ed (1990): Guide to Federal Funding for Social Scientists, 2nd Edition. American

Political Science Association, Washington, D.C.Reinharzz, S (1992). Feminist Methods in Social Research. Oxford University PressSarantakos S. (1993, 1997): Social Research. London: Macmillan Press Ltd.The Foundation Center (1995): Foundation Grants to Individuals, 9th Edition. New York.The Foundation Center (1996): Guide to Funding for International & Foreign Programs, Third

Edition., New York

CFE 3108: FOREST EXTENSION CASE STUDY REPORT (5 CU)

Course Name: FOREST EXTENSION CASE STUDY REPORTCourse Code: CFE 3108Credit Units: 5 CUContact Hours: 75

Course DescriptionThe course is designed to enhance student’s ability to collect, analysis and interpretation data collected during community-based field attachment. The course also aims at equipping students with the knowledge necessary to prepare for forest extension and natural resources management plans.

Course Objectives To familiarise the students with field-based practical experience To enable students undertake practical work and apply appropriate forestry extension

skills and methods to collect, analyse and present data for forest management planning. To enhance the students’ ability in developing forest extension and natural resource

management plans To develop students’ field work reporting skills.

Learning OutcomesUpon completion of the course, students should be able to: Develop forest extension and natural resource management plans Demonstrate knowledge of methods and tools used in participatory forestry planning. Apply appropriate forestry extension skills and methods to collect, analyse and present

data for forest management planning.

Course Outline Preparation for forest extension work (10PH, 2TH)

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Methods to collect, analyse and present data for forest management planning (10PH, 4TH)

Integration of village forest work with routine forestry work (10PH, 2TH) Understanding the forest and people relations (10PH, 2TH) Documentation of the forestry stakeholders and their roles and responsibilities (10PH,

5TH) Working together with forest communities and community group (10PH, 3TH) Decision making and establishing forest governance institutions (10PH, 2TH) Forest extension management plans (10PH, 5TH) Forest extension Case study report (10PH, 5TH)

Mode of deliveryTutorials: 30 TH Practicals: 90 PH

Mode of assessment Active Participation in Data Collection = 20% Data management, attending tutorials and preparation of study report = 20% Final Extension Case Study Report = 60%

Basic Reading ListAubel, J. (1999) Participatory Program Evaluation Manual: Involving Program Stakeholders in the

Evaluation Process. CSTS/CRS/USAID. Washington, D.C. Blackburn, J. & J. Holland. (eds.) (1998) Who Changes? Institutionalizing participation in development. Intermediate Technology Pubs., London.

Booth,W., Ebrahim, R and Morin R. (2001) Participatory Monitoring, Evaluation and Reporting: An Organisational Development Perspective for South African NGOs. Braamfontein, South Africa: Pact/South Africa.

Burkley, S. (1993) People First: a guide to self-reliant, participatory rural development, London: Zed Books

Chambers, R. (1993) Challenging the Professionals: Frontiers for Rural Development, Intermediate Technology Publications, London.

Craig, D. and Porter, D. (1997). Framing Participation: Development projects, professionals and organisations, Development in Practice Vol. 7, No 3, Oxfam UK and Ireland August 1997.

Davis-Case, D’Arcy (1990) The community’s toolbox: The idea, methods and tools for participatory assessment, monitoring and evaluation in community forestry. Bangkok, Thailand: FAO Regional Wood Energy Development Programme. http://www.fao.org/docrep/x5307e/x5307e00.htm

DFID (1997). Participatory Monitoring and EvaluationGuidelines, Dissemination Note No.1, Social Development Division.

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http://www.fao.org/docrep/x5307e/x5307e00.htm

CFE 3109: AGROFORESTRY (3 CU)

Course Name: AGROFORESTRYCourse Code: CFE 3109Credit Units: 3 CUContact Hours: 45

Course Description: This course equips students with knowledge and skills for integrating farmer’s knowledge with new technologies of maximising diversified production by deliberate incorporation of trees and/ shrubs in farming systems.

Course Objectives To introduce students to new systems, technologies and practices of faming in the

tropics. To enable students appreciate the contribution of woody perennials to the social,

ecological, economic and cultural wellbeing in the tropics. To equip students with knowledge and skills of designing and evaluating of new

technologies and practices/ systems of farming for development. To equip students with methodologies and techniques of conducting and benefiting

from agro-ecological inventories

Learning OutcomesAt the end of the course, students are expected to be:

Familiar with the concepts and principles of agroforestry; Familiar with the diversity and usefulness of agroforestry systems/technologies and

practices; Able to develop and apply appropriate agroforestry technologies especially for the

tropics; Design and conduct agroforestry research; Familiar with potentials of agroforestry in land management and food security in

developing countries.

Course outline History, definition, concepts, importance and principles of Agroforestry (2LH, 2TH). Classification of Agroforestry systems, Technologies/Practices in the tropics (2LH

2TH). Plant aspects of agroforestry (agroforestry species, multipurpose trees/shrubs, tree-

crop interactions & management) (4LH, 2TH, 4PH). Soil/environmental aspects of Agroforestry (nutrient cycling; biomass decomposition;

soil productivity management, soil conservation, environmental amelioration) (4LH,2TH, 4PH)

Economic aspects of Agroforestry (economic and financial analysis, marketing/valuation of agroforestry products and benefits).(2LH, 1TH)

Social aspects of Agroforestry (socio-cultural linkages, land tenure, gender) (4LH, 1TH).

Institutional aspects of Agroforestry (laws, legal frameworks and policies that impacts on AF) (4LH, 2TH).

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Designs and evaluation of Agroforestry systems (research methodologies and criteria; the Diagnosis and Design approach, analysis and interpretation of data in Agroforestry, evaluation of Agroforestry systems) (4LH, 2TH, 6PH).

General challenges (e.g. bio-physical changes) & opportunities to practising Agroforestry) in developing countries.(4LH, 1TH)

Mode of deliveryLectures: 30 LHTutorials: 15 TH Practicals: 15 PH


Basic Reading ListAgea J G, Namirembe S, Bukenya M, Zziwa A & Waiswa (eds.). 2007. Design of Appropriate

Agroforestry Interventions in Uganda. Fountain Publishers, Kampala Uganda. Paperback, ISBN 978-9970-02-677-7.

Jose, S. and Gordon, A. M. (eds). 2008. Toward Agroforestry Design: An Ecological Approach. Advances in Agroforestry 4. Springer Science, The Netherlands). 312 p. ISBN 1-4020-4947-2.

Snelder, D. J. and Lasco, R. D. (eds.). (2008). Smallholder Tree Growing for Rural Development and Environmental Service: Lessons from Asia. Advances in Agroforestry 6. Springer Science, The Netherlands.

Kumar, B. M. and Nair, P. K. R. (eds.). 2006. Tropical Homegardens: A Time-Tested Example of Sustainable Agroforestry. Advances in Agroforestry 3. Springer Science, Dordrecht, The Netherlands. ISBN 1-4020-4947-1.

Alavalapati J.R.R., Mercer D.E. (eds.). 2004. Valuing Agroforestry Systems: Methods and Applications. Kluwer Academic Publishers, Dordrecht, The Netherlands. 314 p. ISBN 1-4020-2412-6.

Nair, P.K.R. 1993. An Introduction to Agroforestry. Kluwer Academic Publishers, Dordrecht, The Netherlands. 499 pp; Paperback, ISBN 0-7923-2135-9.

Nair, P.K.R. 1980. Agroforestry Species - A Crop Sheets Manual. ICRAF 003e, ICRAF, Nairobi. 336 p.Nair, P. K. R. 1990. The Prospects for Agroforestry in the Tropics. World Bank Technical Paper No. 131.

The World Bank, Washington, D.C. 77 p.Nair, P.K.R. 1984. Soil Productivity Aspects of Agroforestry. Science & Practice of Agroforestry 1.

ICRAF, Nairobi, Kenya. 85 p.Krishnamurthy, L., Nair, P.K.R., and Latt, C.R. (eds) 1993. Directions in Agroforestry: A Quick Appraisal.

Kluwer Acad. Publishers, Dordrecht, The Netherlands. 186 p.Young, A. 1997. Agroforestry for Soil Management, 2nd ed., CABI Int'l.Nair, P.K.R. (ed.) 1989. Agroforestry Systems in the Tropics. Kluwer Academic Publishers, Dordrecht,

The Netherlands. 665 p.Gholz, H.L. (Ed.). 1987. Agroforestry: Realities, Possibilities and Potentials. Martinus Nijhoff

Publishers in cooperation with ICRAF, Boston. 227p.Ong, C.K. and P. Huxley. 1996. Tree-Crop Interactions, a Physiological Approach. CAB International

in association with ICRAF, New York. 386p.

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CFE 3110 CONFLICT IN FORESTRY RESOURCE MANAGEMENT (3 CU)

Course Name: CONFLICT IN FORESTRY RESOURCE MANAGEMENTCourse Code: CFE 3110Credit Units: 3 CUContact Hours: 45

Course Description: The course equips the students with knowledge in handling emotional and scientifically complex issues surrounding forestry resource management.

Course Objectives: To introduce student to various types of forestry conflicts. To equip students with knowledge and skills in diagnosing and managing natural

resource conflicts. To enable students appreciate the impact of natural resource conflicts on national

development.

Learning OutcomesAt the end of the coursed students should be able to:

Analyse the nature of conflicts surrounding forestry based resources Apply the knowledge and skills in diagnosing and management on forestry

related courses Identify and communicate the likely sources of forestry related conflicts Develop strategies for minimising and managing natural resource conflicts

Course Outline Introduction to natural resources conflicts (4LH, 2TH) Types and sources of forestry conflicts (2LH, 1TH) Options and strategies conflict analysis and management (4LH, 2TH, 2PH) Developing strategies for conflict management (4LH, 2TH, 2PH) Conflict awareness building (4LH, 1TH, 2PH) Effective information sharing and communication practices in conflict management

(2LH, 1TH, 3PH) Inter-cultural differences in conflict resolution (4LH, 2TH, 2PH) Effects and impact of natural resource-based conflicts (2LH, 2TH, 2PH) Customary systems for managing forest resource-based conflicts (6LH, 2TH, 2PH)

Mode of deliveryLectures: 30 LHTutorials: 15 THPracticals: 15 PH


Basic Reading List

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Bill D, Rie, O. and Sjaarstad, E (Eds) (2007). Conflicts over land and water in Africa.. UKZN Castro, A. P., and E. Nielsen, (2003). Natural resource conflict management case studies: an analysis

of power, participation and protected areas, FAO, RomeCharles E. H. and Hamilton (1981). Forests in Demand: Conflicts and Solutions. Auburn HouseHill, C. M. 2000. A conflict of interest between people and baboons: Crop raiding in Uganda.

International Journal of Primatology. 21 (2): 2999-250.Engel, A. and Korf, B. (2005). Negotiation and Mediation techniques for natural resource

management. FAO RomeIan B. and P. Collier (eds.) (2003) Natural resources and violent conflicts : Options and Actions. World

BankJeffery R. and V. Bhaskar (2001) Conflict and Cooperation in Participating Natural Resource

Management ( Global Issues) Palgrave MacmillanJulia M. Wondolleck (1988) Public Lands Conflict and Resolution: Managing National Forest

Disputes (Environment, Development and Public Policy: Environmental Policy and Planning), Springe

Paul C. et. al (2003) Breaking the conflict trap. World BankQuentin G, and M. Whyte (2005) Beyond Territory and Scarcity: Aspects of Conflicts Over Natural

Resource Management , Nordic African Institute.Scott, P. (1998) From Conflict to Collaboration: People and Forests at Mount Elgon, Uganda. World

Conservation UnionMandel, R. (1988). Conflict Over the World's Resources: Background Trends, Case Studies and

Considerations for the Future. Greenwood Press Roger J.and B. Vira (2001). Conflict and Cooperation in Participating Natural Resource Management

(Global Issues), Palgrave Macmillan Thomson J. and R. Kanaan (2004). Conflict Timber: Dimension of the problem in Asia and Africa.

USAIDThomas T. Struhsaker (1997). Ecology of an African Rain Forest: Logging in Kibale and the Conflict

between Conservation and Exploitation. University Press of Florida Vaughn, J. (2007). Conflicts Over Natural Resources: A Reference Handbook (Contemporary World

Issues), ABC-CLIO Inc.World Bank (2000). Cultivating Peace: Conflict and Collaboration in Natural Resource Management -

Proceedings of Conference, Held in Washington DC, May, 1998 by World Bank Institute

FBM 3110 ECOTOURISM AND NATURE CONSERVATION (3 CU)

Course Name: ECOTOURISM AND NATURE CONSERVATIONCourse Code: FBM 3110Credit Units: 3 CUContact Hours: 45

Course Description The course aims at developing the ability of learners to establish, operate and manage ecotourism enterprises. It also emphasizes the importance and principles of nature conservation. Incorporation of Ecotourism principles into nature conservation and their impacts on the environment are covered.

Course Objectives

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http://www.amazon.co.uk/Cultivating-Peace-Collaboration-Management-Proceedings/dp/0821346237/ref=sr_1_1?ie=UTF8&s=books&qid=1202395736&sr=1-1

http://www.amazon.co.uk/Cultivating-Peace-Collaboration-Management-Proceedings/dp/0821346237/ref=sr_1_1?ie=UTF8&s=books&qid=1202395736&sr=1-1

http://www.amazon.co.uk/Conflicts-Over-Natural-Resources-Contemporary/dp/1598840150/ref=sr_1_2?ie=UTF8&s=books&qid=1202395736&sr=1-2

http://www.amazon.co.uk/Conflicts-Over-Natural-Resources-Contemporary/dp/1598840150/ref=sr_1_2?ie=UTF8&s=books&qid=1202395736&sr=1-2

http://www.amazon.co.uk/Ecology-African-Rain-Forest-Conservation/dp/0813014905/ref=sr_1_5?ie=UTF8&s=books&qid=1202396213&sr=1-5

http://www.amazon.co.uk/Ecology-African-Rain-Forest-Conservation/dp/0813014905/ref=sr_1_5?ie=UTF8&s=books&qid=1202396213&sr=1-5

http://www.amazon.co.uk/Conflict-Over-Worlds-Resources-Considerations/dp/0313261296/ref=sr_1_35?ie=UTF8&s=books&qid=1203414612&sr=1-35

http://www.amazon.co.uk/Conflict-Over-Worlds-Resources-Considerations/dp/0313261296/ref=sr_1_35?ie=UTF8&s=books&qid=1203414612&sr=1-35

http://www.amazon.com/Conflict-Collaboration-People-Forests-Uganda/dp/2831703859/ref=sr_1_9?ie=UTF8&s=books&qid=1228456708&sr=1-9

http://www.amazon.co.uk/Beyond-Territory-Scarcity-Conflicts-Management/dp/9171065407/ref=sr_1_10?ie=UTF8&s=books&qid=1202395736&sr=1-10

http://www.amazon.co.uk/Beyond-Territory-Scarcity-Conflicts-Management/dp/9171065407/ref=sr_1_10?ie=UTF8&s=books&qid=1202395736&sr=1-10

http://www.amazon.com/Public-Lands-Conflict-Resolution-Environmental/dp/030642861X/ref=sr_1_11?ie=UTF8&s=books&qid=1228456708&sr=1-11



http://www.amazon.co.uk/Conflict-Cooperation-Participating-Resource-Management/dp/0333792777/ref=sr_1_16?ie=UTF8&s=books&qid=1202396120&sr=1-16

http://www.amazon.co.uk/Conflict-Cooperation-Participating-Resource-Management/dp/0333792777/ref=sr_1_16?ie=UTF8&s=books&qid=1202396120&sr=1-16

http://www.amazon.com/Forests-Demand-Conflicts-Charles-Hewett/dp/0865691061/ref=sr_1_7?ie=UTF8&s=books&qid=1228456708&sr=1-7

To enable learners to appreciate the importance of ecotourism for sustainable development and nature conservation

To enable learners appreciate the scope and implications of ecotourism opportunities in wilderness areas

To equip learners with ability to analyse the structure of interpretive ecotourism in their countries

To enable learners develop innovative concepts in interpretation for a selected ecotourism activity in a land environment.


Establish, operate and manage ecotourism enterprises Document and locate major ecotourism destinations in Uganda Apply tourism as a business both for public and private enterprises.

Course Outline Nature and Scope of Ecotourism (3 LH; 3 PH) Definition of ecotourism and Principles of ecotourism (2 LH) Management Issues: Recreation and the environment (3 LH; 5 PH) Recreational impacts on the environment (3 LH; 3 PH) Ethical and legal concerns; Code of practice for ecotourism operators (3 LH; 3 PH) Incorporating ecotourism principles into nature conservation (3 LH; 3 PH) Industry Destinations (3 LH; 3 PH) The ecotourism market; Trends in international tourism (3 LH; 3 PH) Understanding the needs of the consumer and consumer expectations (2 LH; 2 PH) Legal Considerations; National Parks; Land use/planning restrictions (2 LH; 2 PH) Planning an Ecotourism Activity (3 LH; 3 PH) An assignment where the student plans out an ecotourism activity including Budget,

accommodation, licenses, meals and destinations (2 LH; 3 PH)


Mode of assessment Continuous assessment (coursework, field practical reports, tests) = 40% University examinations = 60%

Basic Reading List Ralf Buckley (2008) Environmental Impacts of EcotourismRalf Buckley (2010) Adventure Tourism Management Ralf Buckley ( 2009 )Ecotourism: Principles and Practices (Cabi)

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http://www.amazon.com/Ralf-Buckley/e/B001JP4PKG/ref=sr_ntt_srch_lnk_6?_encoding=UTF8&qid=1266917570&sr=1-6

http://www.amazon.com/Adventure-Tourism-Management-Ralf-Buckley/dp/185617834X/ref=sr_1_1?ie=UTF8&s=books&qid=1266916689&sr=1-1

http://www.amazon.com/Ralf-Buckley/e/B001JP4PKG/ref=sr_ntt_srch_lnk_1?_encoding=UTF8&qid=1266916689&sr=1-1

http://www.amazon.com/Environmental-Impacts-Ecotourism-Ralf-Buckley/dp/1845934563/ref=sr_1_2?ie=UTF8&s=books&qid=1266916689&sr=1-2

FOM 3101 WORK ETHICS, CONTRACTING & MANAGEMENT (3 CU)

Course Name: WORK ETHICS, CONTRACTING & MANAGEMENTCourse Code: FOM 3101Credit Units: 3 CUContact Hours: 45

Course Description This course introduces students to work ethics and contract management, quality assurance and contract dilemmas in forestry investments. Aspects of human resource management, contract monitoring and standards, gender relations and public health occupation issues are discussed.

Course Objectives Introduce students to fundamentals of people's attitudes and ethics in the workplaces Enhance moral sensibility/responsibility and expanded capacity for moral inquiry,

dialogue, and decision making in ways useful for professional and civic lives Understand the complex and interrelated issues associated with contracting and

contract management and administration of forest based establishments

Learning OutcomesAt the end, students will be able to: Grasp ethical considerations in work relations and exhibit positive work ethics in work

places Implement contract management programmes in management of forest projects

Course Outline Ethical issues in the context of business theory and practice (3 LH) Ethics management and dilemmas (3 LH; 2TH) Gender relations and aspects sexual harassments (2 LH; 2TH; 3PH) Discrimination, intimidation and disruptive behaviour (2 LH; 2PH) Public and employ relations (4 LH; 2TH) Contracting and management Theories (4 LH) Types of forest contracts and standards (4 LH; 4TH; 3PH) Administration of concessions and forest contracts (2 LH; 8PH) Contract monitoring, performance and evaluations (4 LH; 2PH) Managing people in forestry contract (2 LH; 2PH)

Mode of deliveryLectures: 30 LHTutorials: 10 TH Practicals: 20PHField work guided by experienced forest contract managers Mode of assessment Continuous assessment (coursework, test) = 40% University examinations = 60%

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Basic Reading List Blanchard, K., and Peale, N. V. 1988. The Power of Ethical Management. New York: William Morrow

and Company, Inc. DeGeorge, R. 2005. Business Ethics. 6th Edition, Kirrane, D. E. 1990. "Managing Values: A Systematic Approach to Business Ethics." Training and

Development Journal 44, no. 11 ;53-60. Lankard, B. A.1987. Practice Ethical Behavior. Connections. School and Work Transitions. Columbus:

The National Center for Research in Vocational Education, The Ohio State University. Miller, P. F., and Coady, W. T. 1986. Vocational Ethics: Toward the Development of an Enabling Work

Ethic. Springfield: Illinois Department of Adult, Vocational, and Technical Education.

FBM 3109 HYDROLOGY AND WATERSHED MANAGEMENT (3 CU)

Course Name: HYDROLOGY AND WATERSHED MANAGEMENTCourse Code: FBM 3109Credit Units: 3 CUContact Hours: 45

Course DescriptionThe course introduces students to the foundations of watershed hydrology and management. The students acquire skills in planning and managing watersheds including watershed assessment, water harvesting and waste water treatment. The Hydrological cycle of forested watersheds for agricultural and social development is covered.Objectives To characterize and understand the functioning of watersheds including water

systems in forested watersheds. To apply watershed assessment tools. To explore the socio-economic challenges and benefits in watershed systems.Learning Outcomes

Students prepare/develop, implement, monitor and evaluate watershed management plans

Students ably distinguish and use watershed assessment tools Students assess the water balance and hydrological cycle for community

development.Course Outline

Introduction to Watershed Management (1 LH; 1 PH) Watershed Hydrology (1 LH; 1 PH) Watershed Systems (1 LH; 1 PH) The Hydrologic Cycle, Water Balance (2 LH; 2 PH) Hydrological cycle of forests (2 LH; 2 PH) Building and Implementing watershed management plans (2 LH; 2 PH) Watershed assessments and tools (3 LH; 3 PH) Interception and evapotranspiration (2 LH; 2 PH) Groundwater, Streamflow and runoff (2 LH; 2 PH) Aquatic ecosystems (eutrophication, habitat disturbance, etc.) (2 LH; 2 PH) Social and economic systems (2 LH; 2 PH)

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Issues in Water Resources (2 LH; 2 PH) Agricultural non-point source pollution (2 LH; 2 PH) Water scarcity, Flooding, Drinking water protection (2 LH; 2 PH) Wastewater treatment (2 LH; 2 PH) Water harvesting (2 LH; 2 PH)


Mode of assessment Continuous assessment (coursework, field practical reports, tests) = 40% University examinations = 60%

Basic Reading List "Hydrology and the Management of Watersheds" Kenneth N. Brooks, et. al., Third Edition, Iowa State University Press. Forestry handbook: Karl F. Wenger (1984)

FOM 3102 FORESTRY BUSINESS MANAGEMENT (3 CU)

Course Name: FORESTRY BUSINESS MANAGEMENTCourse Code FOM 3102Credit Units: 3 CUContact Hours: 45

Course Description A business course designed to introduce students to business management, forest based businesses/ entrepreneurial process, and to explore the strategies that improve economic performance of such businesses. The course prepares students to able to produce various natural enterprise business and management plans.

Course objectives Understand the role of forest enterprises and develop skills in developing forest

business and management plans Integrate business /entrepreneurship concepts, financing plan and forest project

outputs in designing forest based business development and management strategies Provide students with basic understanding on the interaction of market influence with

short-term or long-term national natural resource policies.

Learning Outcomes Develop understanding of the forest based business and entrepreneurial processes and

their pivotal roles in development Produce natural enterprise development plans in general and forest (and natural

enterprise) business (development) plans in particular for private sector and government agencies

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Course outline Introduction to concepts and theories of businesses (2LH) Nature and organisation of the forest sector (2 LH; 2TH) Business planning and management issues (2 LH) Types and ownership of forest based enterprises (4 LH) Business Ethics (2 LH; 1TH) Financing forest based industries (2 LH; 2PH) Small and large scale forest enterprises/projects (1 LH; 1 PH) Forest (natural enterprise) business / management plans (5 LH; 5TH) Budgeting and financial forecasting (2 LH; 6T) Marketing forest based products (5 LH; 6TH) Value addition strategies, Technology development and transfer (1 LH; 4LH) Certification and eco-labelling (1 LH; 1TH) Policy and institutional framework issues (1 LH; 1 TH)



Basic Reading List Auren, R. and Krassowska, K. (2004). Small and medium forest enterprise in Uganda. Banana A.Y. (1996) Non-Timber forest products marketing information system methodology. NTFP,

Nairobi Conference 219-225FAO, 1981. Case studies in forest-based small-scale enterprises in Asia: Rattan, matchingbox and

Handcrafts. Community forestry case studies, ed. by Campbell, J.Y. FAO, Rome.FAO, 1999. Forest products market development and the implications. The outlook for forest

product markets to 2010 and the implications of improving management of global forest estate. FAO/FPIRS/02 working paper prepared for the World Bank forest Policy implementation review and strategy. FAO, Rome.

Gombya-Ssembajwe W.S. (1985) Proposal for the organisational strategy of forestry for “’Basic Needs” in Uganda MSc, Thesis, Australian National University

Newman, B. (2002). Some issues and solutions for marketing farm forestry forest products in Australia.

Sills. O.E & Abt. L.K (eds), 2003. Forests in a market Economy; Forest sciences. Kluwer Academic Publishers

Wenger, K. F. (1984). Forestry Hand book. John Wiley & Sons Inc. New York.

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FOM 3103 ENVIRONMENTAL ASSESSMENT CASE STUDY REPORT (5 CU)

Course Name: ENVIRONMENTAL ASSESSMENT CASE STUDY REPORT Course Code: FOM 3103Credit Units: 5 CUContact Hours: 60

Course DescriptionThe course is designed to enhance student’s ability in data management (analysis and interpretation collected during field attachment). The course also aims at preparation of environment Impact assessment reports.

Course objectives To develop students’ ability in data management To develop students’ ability developing forest management plans

Mode of delivery: Tutorials and in-class group discussionsPracticals/Lab Sessions

Mode of assessment: Data management, attending tutorials and preparation of draft report = 40% Final Report (Forest Management Plan)= 60%

FOM 3104 PLANTATION MANAGEMENT CASE STUDY REPORT (5 CU)

Course Name: FOREST MANAGEMENT PLAN CASE STUDY REPORT Course Code: FOM 3104Credit Units: 5 CUContact Hours: 60

Course Description The course is designed to guide students through the process of analysing and interpretation of data collected during recess term.

Course Objectives1. To develop students’ ability in data management 2. To develop students’ ability developing forest management plans.

Learning Outcomes The students will be able to independently prepare a forest management plan

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Interpretation of the plan and how it can be used for forecasts and decisions in forest management

Course Outline Components of a forest management plan (5TH) Analysis & Interpretation of forest inventory and socio-economic data (10TH; 60PH) Forest investment analysis (10TH; 30PH ) Compilation of the forest management report (5TH)

Mode of delivery Tutorials: 30THPracticals/Lab Sessions: 90PH

Mode of assessment Data management, attending tutorials and preparation of draft report = 40% Final Report (Forest Management Plan)= 60%

Basic Reading List Trygve Refsdal (1999). Lecture Notes on Forest Management Planning for Uganda-A Compendium. Makerere University, Department of Forestry Uganda.

ELECTIVES

FBM 3107 WILDLIFE ECOLOGY & MANAGEMENT (3 CU)

Course Name: WILDLIFE ECOLOGY AND MANAGEMENTCourse Code: FBM 3107Credit Units: 3 CUContact Hours: 45

Course DescriptionThe course enables students to understand and appreciate the need to conserve wildlife in-situ and ex-situ. Relationships and interactions between wildlife forms and the abiotic and biotic environmental factors are covered. Students acquire knowledge and skills to develop and manage wildlife conservation programmes for international, national, regional and community development. Objectives

To integrate wildlife biodiversity into forestry activities and research. To understand the management of forest trees without undermining any other form

of biodiversity. To provide alternative sources of income (e.g. ecotourism) from forests other than

timber To understand wildlife management, conservation and ecology To understand wildlife-habitats interactions

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Learning OutcomesAt the end of the course students should be able to;

Design, conduct and monitor wildlife populations Outline steps involved in managing Protected Areas for sustainable development Design and conduct research in socio-economic and ecological aspects in wildlife

management.

Course Outline (Details with contact hours per section) Importance of wildlife in forestry (2 LH; 2 PH) Biodiversity, ecotourism and conservation (4 LH; 4 PH) Wildlife ecology and its management (5 LH; 5 PH) The ecology of wildlife forest ecosystems. (5 LH; 5 PH) Population growth, distribution and natural control. (3 LH; 3PH) Human impact on wildlife and natural disasters.(2 LH; 2 PH) Impact of habitat change on wildlife population. (2 LH; 2 PH) Impact of wildlife on plantation forest establishment. (2 LH; 2 PH) Conventions treaties and the role of international bodies on wildlife conservation.(3

LH; 3 PH) Threats to wildlife and wildlife human conflicts.(2 LH; 2 PH)

Mode of delivery: Lectures: 30 CHPracticals: 30 PHMode of assessment

Continuous assessment (coursework field practical reports, tests) = 40% University examinations = 60%

Basic Reading List Graeme C.A and Sinclair, R.E, 1994. Wildlife Ecology and Management. Blackwell Publishers.

OxfordBegon, M. Harper J.L, C.R. Townsend, 1996. Ecology: individuals, populations and

communities. Blackwell publishers, Oxford.Krebs C.J. 1978. Ecology: Experimental analysis of distribution and abundance. Second

edition. Harper & Row, Publishers, Ince. New York..Meffe, G.K. Carroll, C.R. Contributors (1997). Principal of Conservation biology. Second

edition. Sinauer Associates, Inc. Meffe, G. K., Caroll, C. R., and Contributor (1997). Principals of Conservation Biology.

Sinauer Associates, Inc. Journals: Journal of Wildlife Management; Wildlife Biology; Biological Conservation;

Conservation Biology; African Journal of Ecology. Graeme C.A and Sinclair, R.E, 1994. Wildlife Ecology and Management. Blackwell Publishers. Oxford

Begon, M. Harper J.L, C.R. Townsend, 1996. Ecology: individuals, populations and communities. Blackwell publishers, Oxford.

Krebs C.J. 1978. Ecology: Experimental analysis of distribution and abundance. Second edition. Harper & Row, Publishers, Ince. New York..

Meffe, G.K. Carroll, C.R. Contributors (1997). Principal of Conservation biology. Second edition. Sinauer Associates, Inc.

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CFE 3111 PARTICIPATORY DEVELOPMENT OF FORESTRY PROJECTS (3 CU)

Course Name: PARTICIPATORY DEVELOPMENT OF FORESTRY PROJECTSCourse Code: CFE 3111Credit Units: 3 CUContact Hours: 45

Course DescriptionThe course will acquaint students with the theories and practical approaches in participatory development of forestry projects, monitoring and evaluation of forest projects and exit strategies for achieving sustainability.

Course objectives To introduce students to the participatory approach of designing and managing forestry

projects. To provide students with knowledge of methods and tools used in enlisting community

support for forestry development projects. To equip students with the knowledge and skills required for implementing, monitoring

and evaluating forestry projects

Learning outcomes At the end of the course, the students should be able to: Apply participatory methods in forestry planning and management. Demonstrate knowledge of methods and tools used in participatory forestry planning. Implement, monitor and evaluate forestry development projects

Course Outline Introduction (Principles and characteristics of participatory projects/programmes

as a process versus conventional project/programme development process); (4LH, 2TH)

Benefits/objectives of using participatory development process instead of conventional methods)(2LH, 2TH)

Criteria and procedures for identifying & developing possible participatory forestry project(s)/programs (Participatory appraisal of community needs; Stakeholder analysis; Setting priorities; Developing a SWOT analysis, etc) (4LH, 2TH, 4PH)

Planning participatory forest projects (The steps in planning a participatory development project; Appreciative inquiry approach (AIA); Appreciative planning and action (APA); Results-based project/program planning; How to encourage people to participate)(4LH, 2TH, 4PH)

Design and implementation of participatory forest projects and activities (Identification and selection of activities; Mobilizing community resources; Obtaining support from local institutions; Preparation of micro-project proposals); (4LH, 2TH)

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Monitoring and evaluation of participatory forestry projects (Conventional versus participatory monitoring and evaluation, PM&E; Principles of participatory monitoring and evaluation; PM&E: Why?; Who?; What?; How?; When?). (4LH, 2TH, 3PH)

Exit strategies and sustainability of projects/programs by the communities (Phasing out and handing over the project/programs to the beneficiaries) (4LH)

Case studies in participatory process development of forestry projects/programs.(4LH, 3TH, 4PH)

Mode of delivery Lectures 30 LH Tutorials 15 TH Practicals 15 PH

Mode of assessment Continuous assessment (coursework, field reports, test) = 40% University examinations = 60%

Basic Reading ListAhmed, M. R. (1991) Planning and designing social forestry project. In Ahmed, M. R. (ed.) Social

Forestry and Community Development, pp. 109 - 116. FAO, FTPP.Aubel, J. (1999) Participatory Program Evaluation Manual: Involving Program Stakeholders in the

Evaluation Process. CSTS/CRS/USAID. Washington, D.C. Blackburn, J. & J. Holland. (eds.) (1998) Who Changes? Institutionalizing participation in development. Intermediate Technology Pubs., London.

Booth,W., Ebrahim, R and Morin R. (2001) Participatory Monitoring, Evaluation and Reporting: An Organisational Development Perspective for South African NGOs. Braamfontein, South Africa: Pact/South Africa.

Burkley, S. (1993) People First: a guide to self-reliant, participatory rural development, London: Zed Books

Chambers, R. (1993) Challenging the Professionals: Frontiers for Rural Development, Intermediate Technology Publications, London.

Craig, D. and Porter, D. (1997). Framing Participation: Development projects, professionals and organisations, Development in Practice Vol. 7, No 3, Oxfam UK and Ireland August 1997.

Davis-Case, D’Arcy (1990) The community’s toolbox: The idea, methods and tools for participatory assessment, monitoring and evaluation in community forestry. Bangkok, Thailand: FAO Regional Wood Energy Development Programme. http://www.fao.org/docrep/x5307e/x5307e00.htm

DFID (1997). Participatory Monitoring and EvaluationGuidelines, Dissemination Note No.1, Social Development Division.

Estrella, M.; Blauert, J.; Campilan, D.; Gaventa, J.; Gonsalves, J.; Guijt, I.; Johnson, D.A.; Ricafort, R. (ed.). (2000). Learning from Change: Issues and Experiences in Participatory Monitoring and Evaluation. London : Intermediate Technology Publications, Pp. 274.

Guy, S. and Inglis, A. (1999) Tips for Trainers: Introducing the ‘H’ Form – a method for monitoring and evaluation. PLA Notes 34:84–87. IIED, London, UK.

Hart, T., Burgess, R., Beukes, O. & Hart, C. (2006) Reducing pitfalls in agricultural development projects: a case for the participatory project management cycle (PPMC). In: Cornwell, L. (ed). Development projects: a reader. Pretoria: University of South Africa Press. 60-77.

IFAD, ANGOC and IIRR. 2001. Enhancing ownership and sustainability: a resource book on participation. International Fund for Agricultural Development (IFAD), Asian NGO Coalition

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http://www.fao.org/docrep/x5307e/x5307e00.htm

for Agrarian Reform and Rural Development (ANGOC) and International Institute of Rural Reconstruction (IIRR). 335 p.

Mukherjee, N. (1997) Participatory Appraisal of Natural Resources, ‘Studies in Rural Participation – 3’, Concept Publishing Company, New Delhi, India.

Oakley, P. (1991) Projects with People: The practice of participation in rural development, Geneva: ILO

ODA, (1995) A Guide to Social Analysis for Projects in Developing Countries, HMSO, London.USAID Center for Development Information and Evaluation (1996) ‘Conducting A Participatory

Evaluation’. Performance Monitoring and Evaluation TIPS, Number 1.

FOM 4105 HUMAN RESOURCE PLANNING AND MANAGEMENT (3 CU)

Course Name: HUMAN RESOURCE PLANNING AND MANAGEMENT Course Code: FOM 4105Credit Units: 3 CUContact Hours: 45

Course DescriptionThe course will cover aspects of advertisement, recruitment, training, supervision and termination of workers/labour force in forestry enterprises.

Learning Outcomes The students will be able to manage labour force in forestry enterprises

Course Outline Management organisational theory (2 LH) Leadership theories (2 LH). Industrial health and safety Labour mobilisation: recruitment, induction, organisation (4 LH; 6TH). The Ugandan Labour Laws, ILO (2 LH) Predicting labour for different activities (2 LH) Human resource planning, motivation performance appraisal, rewarding systems and

compensation, employee grievance handling, organisational channels (6 LH; 6TH). Equal employment opportunities (2 LH) Power, politics and conflict (2 LH; 6TH). Organisational structure, design, culture and development (4 LH; 6TH). Industrial health and safety;Health and Works Hazards, stress (4 LH; 6TH)

Mode of deliveryLectures: 30 THTutorials (in-class group discussions): 30 TH

Mode of assessmentUniversity examinations 60%Continuous assessment and field practical reports 40%Basic Reading ListChandan J.S. (2006). Management: Theory & PracticeGadow, K.V., T. Pukkala, and M. Tone (2000). Sustainable Forest Management

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Garforth, M. and J. Meyers (2005). Plantations, Privatization, Poverty and PowerHigman, S., J. Mayers, and S. Bass (2005). The Sustainable Forestry Hand book.Hyde, W. F. and G.S. Amacher (2000). Economics of Forestry and Rural DevelopmentMathis R.L. and J.H Jackson (2004). Human Resource Management. Thomson PublishersMuhtamn, D., (2000). Criteria & Indicators for sustainable plantation Forestry in Indonesia Price, W. G., N. Rama, and V.A. Sample (2006). Plantations and Protected Areas in Sustainable

Forestry.Sanker, S., P.C. Anil, M. Amruth, and R. Prased (2000). Criteria & Indicators for sustainable

plantation Forest in India CIFOR

SEMESTER VI

CORE COURSES

FOM 3206 Natural Resources Policies and Laws (4 CU)

Course Name: NATURAL RESOURCE POLICIES AND LAWSCourse Code: FOM 3206 Credit Units: 4 CUContact Hours: 45

Course Description The course will cover an overview on natural resource policies and laws in Uganda and principles of natural resource Policy Development, Analysis and Advocacy. The policies to be considered will be those of Forestry and the allied Natural Resources

Course Objectives Have an understanding of various approaches to natural resource policy formulation Have an understanding of types of policy evaluation and analysis Explain existing policies and laws that impact on natural resource management in

Uganda

Learning OutcomesAt the end of the course students should be able to;

Develop, evaluate and analyse natural resource policies Offer professional advice to policy makers in developing policies and laws that

impact on natural resource management Interpret existing natural resource policies and Laws in Uganda

Course Outline Introduction and definitions of important concepts ( 6 LH) Rationale for natural resource policies and laws (4 LH, 10 TH) Background on natural resource Policy regime in Uganda (12 LH) General Characteristics of natural resource Policies (8 LH, 10 TH) Principles of natural resource Policy Development (5 LH, 10 TH) Evolution and Analysis of natural resource Policies and Laws in Uganda (10 LH)

Mode of delivery

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Lectures: 30LHTutorials: 30 TH


Basic Reading List Anderson J. 1984. Public Policy-Making 3rd Ed. Holt, Renehart & Winston: New York.Baner R.A and K.J. Gergen 1968. The Study of Policy Formulation Mac-Millan Company: New York.Bridgman P and Davis G 2003. what use is a policy cycle? Plenty, if the aim is clear. The Australian journal of public administration, vol. 62 (3) 98-102The Constitution of the Republic of Uganda, 1995The Local Governments Act, 1997The Land Act, 1998.The Uganda Forestry Policy, 2001The National Environment Management Policy for Uganda, 1994.The National Environment Management Statute, 1995.The National Soils Policy, 2000The Uganda Wildlife Policy, 1999.The draft National Land use policyThe Uganda Wildlife Statute, 1996

CFE 3205: LANDSCAPING AND URBAN FORESTRY (3 CU)

Course Name: LANDSCAPING AND URBAN FORESTRYCourse Code: CFE 3205Credit Units: 3 CUContact Hours: 45

Course DescriptionThe course introduces students to the art and general principles of designing, modifying and beautifying natural landscapes using indigenous and exotic plants.

Course Objectives To introduce students to the general principles of landscape design and urban forestry

in urban planning and development To equip students with skills in designing and planning green spaces and natural

landscapes in urban places. To provide students with knowledge on the types and management of plants

appropriate for urban forestry

Learning OutcomesBy the end of the course, students will be able to:

Apply the principles of landscaping in planning and designing urban green spaces, including environmentally sound recreation parks

Explain the functional and aesthetic values of plants in landscape design Appreciate the importance of establishing green spaces in urban areas.

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Demonstrate the knowledge of establishing urban woodlots Appreciate the role of Street tree planting and urban green space management.

Course Outline Introduction to Urban Forestry (1LH, 2TH) Role of Trees in Urban Landscapes (1LH, 2TH) Urban Landscapes and Woodlot Establishment (1LH, 3PH) Urban Woodlot Establishment (1LH, 2TH) The Planting Stock for Urban Woodlot Establishment (1LH, 2PH) Planting on Pavements and Land Fill Sites (1LH, 2PH) Managing Established Urban Trees/Shrubs (1LH, 2PH) Urban Green Space (1LH, 2TH) Urban Forest Management Plans (1LH, 3TH) Recreation Planning, Management and Landscape (1LH, 2PH) Selecting Plants for Landscaping (1LH, 2TH) Creating and Maintaining a Natural Landscape (2LH, 2PH) Design and Management of Urban Recreation Parks (2LH, 2PH) Establishment and Management of Trees in the Landscape (1LH, 2TH)

Mode of delivery: Lectures: 30 LH Tutorials: 15 TH Practicals: 15 PH


Reading listKamugisha, J.R. 1993. Management of Natural Resources and Environment in Uganda – Policy and

Legislation Landmarks, 1890-1990. Regional Soil Conservation Unit, Kampala.National Environment Action Plan Secretariat. 1993. Environmental Education, Research, Human

Resources, Development and Environment Information Systems. Topic Paper. Kampala, Uganda.

National Environment Action Plan Secretariat. 1994. Guidelines for Environmental Management at the local government Level: Decentralising Natural Resource Management in Uganda. Ministry of Natural Resources, Kampala.

National Environment Management Authority (NEMA). 2001. State of Environment Report for Uganda 2000/2001. Kampala: NEMA.

Ntabirweki John, 1998: Environmental Legislation as a tool for Sustainable Development: A case of Uganda. Paper presented at the Workshop on Awareness on Environmental impact Assessment Regulations, 1998. 23-24 November 1998. Sunset Hotel, Jinja.

O’Riordan J. 1995. Environnemental Science for Environnent management. New York: Longman.

Smith L.G. 1993. Impact Assessment for Sustainable Resource Management. New York: Longman.

Subba Rao, M.V. 1998: A Manual of Practical Methods in Environmental Science. Environmental Research Academy, International Visakhaptnam, India.

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UNEP, 1996: Environmental Impact Assessment Training Resource Manual, Environment and Economic Unit (EEU), UNEP. Nairobi.

G.O.U., 1998: The Environmental Impact Assessment Regulations, 1998. UPPC, Entebbe.Westman W. E. 1985. Ecology, Impact assessment, and environmental Planning. New York: John

Wiley and Sons.

FOM 3207 FOREST BUSINESS POLICY AND ADMINISTRATION (3 CU)

Course Name: FOREST BUSINESS POLICY AND ADMINISTRATION Course Code: FOM 3207Credit Units: 3CUContact Hours: 45

Course objectivesThe course will introduce students to legal and public policy regimes in forestry business management. The course will provide knowledge in choosing and applying appropriate legal procedures in forestry business.

Course DescriptionThe course will cover Uganda’s legal system, forest investment policies, classification of laws, Law of contract, essentials of a contract, content/terms of a contract, factors which affect a contract in forest investments and forest business legal regimes.

Learning OutcomeThe students will be able to apply the existing regional and national forest policies and

laws in forest investments Student gained knowledge of appropriate laws to apply in forestry business

Students will be able to demonstrate knowledge of legal procedure and actions in forestry and associated investments

Students gained basic understanding of policy issues in forestry

Course Outline Introduction to Forest business laws (2 LH) Uganda’s legal system and classification of laws (4LH, 6TH) The course system in Uganda(4LH) Law of contract: meaning of contract, essentials of a contract, content/terms of a

contract, factors which affect a contract, factors which make a contract illegal, remedies for breach of contract, some elements of the contact of employment (6LH,6TH)

The law of sale of goods: rights and obligations of a seller and buyer under a contract of sale of goods(6LH, 6TH)

Remedies and rights in breach of contract of sale (4LH, 6TH) Exploration of approaches to policy inquiry, analysis and evaluation (4LH, 6TH)

Mode of deliveryLectures: 30LH Tutorials: 30TH

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Mode of assessmentContinuous assessment (coursework, test) = 40%University examinations = 60%Basic Reading List Buongiorno, J. and J.K Gilles. (1987). Forest Management and Economics. A Primer in Quantitative

methods. Macmillan Publishing Co. New YorkCramer, LG Jensen W.C., Southgate, D.D. (1997). Agricultural Economics and Agribusiness, John

Willey & Sons, Inc., NewYork.Dixit, A., Pindyek, R.S., 1994. Investment under uncertainty. Princeton University Press,

Princeton.New York.Elton, E.J., Gruber, M.J., 1995. Modern portfolio Theory and Investment analysis, fifth ed. Wiley, New

York.Falkenberg, C.M., and Sepp. S. 1999. Economic Evaluation of the forest sector in Uganda; Forest

Sector Review. Ministry of Water, Lands and Environment. Kampala, Uganda. Gittinger, J.P, (1984). Economic analysis of agricultural projects. John Hopkins University Press,

Baltimore, London.Jacovelli, P., and Caevalho, J. (1999). The private forest sector in Uganda – Opportunities for greater

involvement. Forest Sector Review, Ministry of Water, Lands and Environment. Kampala, Uganda.

James, S.C. Eberle, P.R. (2000). Economic & Business Principles In Farm Planning & Production, lowa State University Press, Ames, IA.

Vedeld, P., Angelsen, A., Sjaasrad, E. and Kobusingye, B. 2004. Counting on the environment: Forest Incomes and Rural Poor. Environmental Economic Series No. 98. the World Bank Environmental Department, The World Bank, Washington DC.

Bakibinga, D. J (2001). Law of contract in Uganda. Fountain Publishers Kampala Uganda

FOM 3208 FOREST ECOSYSTEM HEALTH & POLLUTION (3 CU)

Course Name: FOREST ECOSYSTEM HEALTH & POLLUTION Course Code: FOM 3208Credit Units: 3 CUContact Hours: 45

Course DescriptionThis course will cover evaluation of forests ecosystem health in relation to ecological, economic and human spheres and restoration of forest ecosystems.

Course Objectives To train students in various methods of measuring ability of forest ecosystem

productivity and resilience To demonstrate how human activities may affect forest ecosystem health

Learning Outcomes Students will be able to develop strategies that can ensure maintenance of desired forest

ecosystem conditions

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Students will be able to assess forest ecosystem health and suggest strategies to enhance its resilience

Course Outline Introduction of key concepts ( 2 LH) Concept of forest ecosystem health ( 6 LH) Indicators of ecosystem health(2LH) Assessment of forest ecosystem health ( 8 LH, 5 TH, 10PH) Effects of human and other activities on the health of forest ecosystems(4LH, 5TH) Impact of forest management regimes on forest ecosystem health( 3LH, Ecotoxicology and forest health (2 LH, 10 PH) Restoration of forest ecosystems (3LH, 10 TH)

Mode of delivery: Lectures: 30CH Tutorials: 10TH Practicals: 20 PH


Basic Reading List Sampson, R.N and Adams, D.L 1994. Assessing Forest Ecosystem health inland westTamuzh, V.P, et al 2002. Effects of Air Pollution on forest health and Biodiversity in forests of the

carpathian mountainsPercy, K and Ferreyi, M 2004. Air pollution and forest health: towards new monitoring conceptsMillenium Ecosystem assessments (2003). Ecosystems and Human well being: A framework for

assessment. Island Press, Washington D.C., USA.University of California Press.

FOM 3209 FOREST AUDIT AND CERTIFICATION (4 CU)

Course Name: FOREST AUDIT AND CERTIFICATIONCourse Code: FOM 3209Credit Units: 4CUContact Hours: 60

Course DescriptionThe course will cover evolution, structure and application of forest certification systems.

Course Objectives To demonstrate to students the importance of certification in the quest for

sustainable forest management To give students an understanding of the evolution, structure and application of

forest certification systems To equip students with the procedures and principles of forest certification and

audits

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Learning OutcomesStudents will be able to conduct forest certification and audit exercises

Course Outline Definition of concepts (2LH) Evolution, structure of forest certification systems (6LH) Application of forest certification in sustainable forest management (8 LH) Rational of certification of Forest products (4LH) Principles of forest certification and audits (4 LH, 10 PH) Challenges in Forest certification industry ( 4 LH) Forest certification systems, standards and impacts (8LH, 10 PH) Sustainable forest management criteria and indicators (4 LH, 10 PH) Forest certification opportunities (3LH)

Mode of delivery: Lectures: 45 LH Practicals: 30PH

Mode of assessmentContinuous assessment (coursework, test) = 40%; University examinations = 60%Basic Reading List William Rockwell and Charles Levesque 2009. Forest Certification Auditing

Guide for Practitioners Society of American ForestersCertification Information Service: Source Book. European Forest Institute.Global Forest Resources Assessment 2005. FAO Forestry Paper 147Fernholz, K. 2006 Forest certification systems: History and current trend 30pp Dovetal partners inc.

UKB. Lang. GTZ 2006 Experiences with voluntary standards initiatives and related multi-stakeholder

dialoguesCertification Information Service: Source Book. European Forest Institute

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FOM 3202 ENVIRONMENT MANAGEMENT (3 CU)

Course Name: ENVIRONMENT MANAGEMENTCourse Code: FOM 3202Credit Units: 3CUContact Hours: 45

Course Description The course will cover analysis and evaluation of environmental issues and environmental policy and legal regime in Uganda

Course Objectives Equip students with skills to analyze and evaluate environmental issues affecting

humankind To enable students understand the link between environmental degradation and

livelihoods of society To introduce students to Environmental Laws, Policies, Regulations and Standards in

Uganda

Learning Outcomes Students will be able to analyze and evaluate environmental challenges affecting

humankind students will be able to develop strategies to overcome impacts of environmental

degradation students will be able to interpret Environmental Laws, Policies, Regulations and

Standards in Uganda

Course Outline Definition of concepts ( 2 LH) Diagnosis of environmental local and global challenges( 2LH, 2TH) Analysis and evaluation of environmental challenges (4 LH, 4TH 6PH) Linkage between environmental degradation and livelihoods of society (4 LH, 2TH, 8

PH) Impacts of Global climate change to human livelihood(4LH Mitigation and adaptation to climate change (4LH) Evaluating alternative energy systems (2 LH, 2TH, 6PH) Environmental Laws, Policies, Regulations and Standards in Uganda (4LH) Global environment management discourses (4LH)

Mode of delivery: Lectures: 30LHTutorials: 10TH Practicals: 20PH

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Basic Reading List Brundtland. G.H. (Chair) (1987) Our Common Future. The World Commission on Environment and

Development (WCED), Oxford: Oxford University Press.DFID (2000) Sustainable livelihoods – building on strengths, Issues Paper, Department for

International Development, London.LaFond, A. (1995) ‘The sustainability problem’, Sustaining Primary Health Care, London: Earthscan

Publications.Meadows, D.H., Meadows, D.L., Randers, R. (1992) Beyond the limits: confronting global collapse,

envisioning a sustainable future, Post Mills VT: Chelsea Green.Porteous, A. (2000) Dictionary of Environmental Science and Technology Wallace, D. (1996) Sustainable Industrialisation, London: Earthscan Publications in association with

the Royal Institue of International Affairs.Weaver, J., Rock, M. and Kusterer, K. (1997) Achieving broad-based sustainable development:

governance, environment and growth with equity, West Hartford: Kumarian Press.

CFE 3206 FORESTRY FOR RURAL DEVELOPMENT (3 CU)

Course Name: FORESTRY FOR RURAL DEVELOPMENTCourse Code: CFE 3206Credit Units: 3 CUContact Hours: 45

Course DescriptionThe course focuses on the nature and scope of forestry in rural development programmes. It emphasizes the farm forestry production systems: identification, planning and management.

Course Objectives To enable students to design farm forestry land use activities that lead to rural

development; To familiarise the students with the theories and approaches to rural development

in terms of their strengths and weaknesses.

Learning OutcomeUpon completion of this course, the students should be able to:

Integrate the different theories and approaches in designing forestry programmes for rural development.

Identification, design, implementation small-scale forest projects. Explain the role of forestry in rural development

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Course Outline Introduction to rural development ((2LH; 2TH). Concepts of on-farm forestry and rural development (2LH; 2TH). Local tree resources and Community forest production systems (2LH; 2TH). Rural assessment using participatory rapid appraisal methods (2LH; 2TH). Identification, design, implementation of small forest projects. Selected case studies

(2LH; 2TH). On-farm activities and farm-based livelihood strategies (2LH; 2TH). Forest management regimes and farming calendar (4LH; 5TH). Role of forestry in rural development (2LH; 2TH). Forestry land-use conflicts and natural resource degradation processes(4LH; 4TH). Forestry, poverty and rural-urban migration trends (2LH; 2TH). Sustainable Livelihood Framework and forestry projects (2LH; 2TH).

Mode of delivery: Lectures: 30 LH Tutorials: 30 PH

Mode of assessment Continuous assessment = 40% University examinations = 60%

Basic Reading ListArnold J.E.M. 1991. Community Forestry. Ten Years in Review. CommunityArnold J.E.M. 1991. Learning from Farm Forestry in India in Forests, Trees & C. Price 1989. The Theory and application of Forest Economics. Chs. 33-34. Basil/Blackwell. Oxford,

UK.D. P. Dykstra, 19--. Mathematical Programming for Natural Resource Management. Chs. 2-4. McGraw-

Hill Inc, NY, US.De Beer,F. and H.Swanepoel. 2000. Introduction to Development Studies. Oxford: Oxford University

Press.Ellis, F. 2000. Rural Livelihoods and Diversity in Developing Countries. Chs. 1-4, 6, 8, 9, 11. Oxford, NY.

US.Forestry Note 7. FAO, Rome, Italy.Astorge, L., H. Granholm, S. Johansson, T. Oksanen, 1992. Planning and Management of Participatory

Forestry Projects, Volume 1. Valtion Painatuskeskus, Helsinki, Finland.MAAIF. (2000). Ministry of Agriculture, Animal Industries and Fisheries. National Agricultural Advisory

Services Programme (NAADS), Master Document of the NAADS Task Force and Joint Donor Groups. Government of Uganda, Entebbe. Pp 32 - 39.

Masangano, C. (1996). Diffusion of Agroforestry Technologies. Online document at URL. http://www.msu.edu/user/masangn/agrof.html. Accessed on May 10, 2004.

R. Chambers, 1994. Challenging the Professions: Frontiers for rural development. Chs. 2-4, 7-8. IT, London, UK.UN (UNITED NATIONS), 2005. United Nations Conference Environment and Development (UNCED). 1992, Rio

de Janeiro). www.un.org/documents. 04.07.2005.W. A. Duerr, 1993. Introduction to Forest Resource Economics. Ch.2. McGraw-Hill, Inc., NY, US.WARNER, K., 2005. Involving Communities in forest Management (Draft). FAO’s web page

www .fao.org/forestry/fon/fonp/cpu/cfu-est.05.07.2005 .

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http://www.fao.org/forestry/fon/fonp/cpu/cfu-est.05.07.2005

http://www.un.org/documents

http://www.msu.edu/user/masangn/agrof.html.%20Accessed%20on%20May%2010

FOM 3204 VALUE ADDITION AND MARKETING OF FOREST PRODUCTs (3 CU)

Course Name: VALUE ADDITION AND MARKETING OF FOREST PRODUCTSCourse Code: FOM 3204Credit Units: 3 CUContact Hours: 45

Course DescriptionThe course presents the importance and modes of value addition and utilistion of various forestry products and services. The course enhances students understanding of the pivotal role of forest products markets, market structures and chains, market ethics, policies as well as decision making under uncertainty and asymmetric information concerning forest product marketing, planning and implementation.

Course objectives To provide students with the knowledge of value addition and utilisation of different forest produce To provide students with the basic understanding of market operations for forestry products.

Learning OutcomesAt the end of the course students should be able to; Explain the role of value addition and markets development theories Analyse, evaluate and solve forest product markets problems related to rural development and agricultural economics through using relevant value addition and market instruments, methods and processes

Course Outline Concepts and theories for value addition (3 LH) Forest product planning and development (3 LH; 4TH) Marketing, market concepts and ethics (4 LH; 4TH) Types of markets (1 LH; 1TH) Market research, planning and product development (3 LH; 6TH) Analysis of markets for forest products (2 LH; 2TH) Markets for intangible forest goods (2 LH; 2TH) Interplay between markets for forest products and Policy instruments (4 LH; 4TH) Uncertainty and asymmetric market information (2 LH) Market contracts and incentives (3 LH; 3TH) Globalisation of forest products and certification (3 LH 4TH)

Mode of deliveryLectures: 30 LHPracticals: 30 PH

Mode of assessment

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Continuous assessment (coursework, test) = 40% University examinations = 60%

Basic Reading List Auren, R. and Krassowska, K. (2004). Small and medium forest enterprise in Uganda. Banana A.Y. (1996) Non-Timber forest products marketing information system methodology. NTFP,

Nairobi Conference 219-225FAO(1995). Some marketing problems faced by agro-forestry farmers in Asia. Washington D.C, USA. FAO (1996). Marketing in forestry and agro-forestry by rural people. Bangkok. FAO, 1999. Forest products market development and the implications. The outlook for forest

product markets to 2010 and the implications of improving management of global forest estate. FAO/FPIRS/02 working paper prepared for the World Bank forest Policy implementation review and strategy. FAO, Rome.

Gombya-Ssembajwe W.S. (1985) Proposal for the organisational strategy of forestry for “’Basic Needs” in Uganda MSc, Thesis, Australian National University

Hammett, A.L. (1998). Improving markets for farm forestry products: Forest Farm and Community Tree Network. Winrock international, Morrilton.

Kotler, P. and Armstrong, G. (1999). Principles of marketing, eighth edition. Prentice –Hall International,Inc. USA.

Lwakuba, A. (1997). Commercialisation of non-timber forest products: A case of marketing handcrafts in Mpigi district, Uganda. Msc. Thesis, FFNC MUK

Newman, B. (2002). Some issues and solutions for marketing farm forestry forest products in Australia.

Wenger, K. F. (1984). Forestry Hand book. John Wiley & Sons Inc. New York.

FNC 3208 SPECIAL PROJECT REPORT (5 CU)

Course Name: SPECIAL PROJECT REPORTCourse Code: FFNC 3208Credit Units: 5 CUContact Hours: 60

Course DescriptionThe course is designed to enhance student’s ability in data analysis and interpretation of data collected during field attachment. The course also aims at preparation of project report.

Course ObjectivesTo enhance the students’ ability in data management and scientific writing

Learning OutcomesThe students will be able to manage data and write scientific reports.

Mode of deliveryTutorials and in-class group discussions

Mode of assessment:

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Data management and preparation of draft reports = 30% Final Report = 70%

ELECTIVES

FPE 3210: FOREST ROADS PLANNING AND CONSTRUCTION (3 CU)

Course Name: FOREST ROADS PLANNING AND CONSTRUCTIONCourse Code: FPE 3210Credit Units: 3 CUContact Hours: 45

Course DescriptionThis introduces students to the engineering aspects of planning of forest road networks. Emphasis will be put to detailed planning of location and design of forest roads.

Course objectivesThis course is intended to;

Introduce students to basic forest road planning and construction. Provide students with knowledge and practical skills of planning, designing, aligning,

construction and maintenance of forest roads.

Learning outcomes Upon successful completion of this course, the student should be able to:

Classify of forest roads apply basic engineering principles learnt in the design and construction of forest

roads Demonstrate choice of correct determining methods and procedures in choosing the

road type and standard for a particular forested area. Design drainage that meet standards and mitigate for adverse environmental

impacts Cost the operations for forest road construction

Course outline Forest Road classifications ( 4 LH) Forest road Patterns (3 LH) Optimal spacing of forest roads (3 LH) The structural parts of a road (3 LH, 4 TH ) Forest road construction (3 LH, 6 PH ) Design and construction of Drainage structures; ditches, culverts and bridges ( 5 LH,

6 TH, 10 PH) Forest Road Maintenance ( 2 LH, 4 PH) Costing labour and machines ( 3 LH) Methods for Determination of Appropriate Road Standard (4 LH)

Mode of delivery

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Lectures 30 LH Tutorials 10 TH Practicals 20 PH

Mode of assessment Continuous assessment = 40% University examinations = 60%

Basic Reading ListJack Hindson 2005; Earth roads their construction and maintenance. Revised by John Howe

and Gordon Hathway. ITDG Publishing. UK.FAO 1977. Planning forest roads and harvesting systems. Food and Agricultural

Organisation of the United nations, Rome Italy. FAO Forestry paper no. 2.

FOM 4203 ACCOUNTING AND BUDGETING (3 CU)

Course Name: ACCOUNTING AND BUDGETINGCourse Code: FOM 4203Credit Units: 3 CUContact Hours: 45

Course DescriptionThe course provides students with the basics of budgeting and accounting plans, processes and outcomes. This course provides students with an opportunity to explore ethically sound professional approaches and processes in budgeting and accounting practices.

Course objectivesTo provide students with the basic understanding of the concepts of accounting and

budgeting processes and approachesTo develop students’ ability to applications of accounting and budgeting techniques in

forestry enterprises.

Learning OutcomesAt the end of the course students should be able to prepare, interpret organisation/firm budgets and accounts including financial statements and records

Course Outline Introduction for Forestry Budgets and Accounts (2 LH) Application accounting and budgeting in forestry (2 LH; 2 TH) Accounting concepts and principles (4 LH) Accounting information system (2 LH; 2TH) Book-keeping (2 LH; 5TH) Management and financial accounting (4 LH) Construction of accounts and financial statements (4 LH; 6TH) Accounts analysis (2 LH; 4TH)

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Budgeting principles and techniques and processes (2 LH; 1 TH) Cash flow forecasting and analysis (2 LH; 6TH) Role of budgeting in strategic planning (2LH) Participatory Budgeting processes and Budgetary Control (2LH; 4TH)


Mode of assessment Continuous assessment (coursework, test) = 40% University examinations = 60%Reading List

Bright, G., 2001. Forestry Budgets and Accounts. CABI Publishing & Crownwell Press, UKCramer, G.L., Jensen, C.W. and Southgate, D.D., 2001. Agricultural economics and

agribusiness. 8th Ed. John Wiley and Sons, Inc., New YorkDasgupta, A.K and D.W. Pearce, 1978. Cost-Benefit Analysis: Theory and Practice. Macmillan

Press Ltd Trygve Refsdal, 1999. Lecture notes on forest management planning for Uganda, MUK, Dept

of forestry, KampalaWenger, K.F., 1984. Forestry hand Book, 2nd Ed. Wiley and Sons, New York.The Internet Resources

FPE 4201 BIOMASS ENERGY PRODUCTION AND CONSERVATION (3 CU)

Course Name: BIOMASS ENERGY PRODUCTION AND CONSERVATION Course Code: FPE 4201Credit Units: 3 CUContact Hours: 45

Course descriptionThe course exposes students to renewable energy sources, their development and efficiency, conservation and sustainable consumption. Course Objectives

• To introduce students to forms of renewable energy.• To introduce students energy efficiency calculations.

Learning outcomesAt the end of the course students should be able to;

Apply the knowledge acquired in designing, developing and managing biomass energy technologies.

Eestimate the energy requirements for specific forestry products processing activities.

Course content Introduction to Energy dimension in development (3LH)

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Energy scene (National and international, and consumption and potential in Uganda. (3LH)

Forms and Energy sources, and Energy related concepts and quantification. (3LH,5PH)

Renewable energy technologies and their application in Uganda, Solar energy, Hydro power technologies and Biomass energy technologies. (3LH,5PH)

Design principles for biomass energy conversion technologies. (3LH) Stoves and wood burning kilns, Biomass gasification, carbonization and

densification. (3LH,10PH) Distillation processes and products, Conversion efficiency. (3LH,5PH) Energy project planning and management, Centralised and decentralised energy

planning. (3LH, Energy assessment, Matching needs to solutions, and Wood fuel surveys. (3LH,5PH) The project cycle and Case studies. (3LH)


Evaluation systemContinuous assessment (1 exercise per topic, 2 assignments, 1 semester test) – 40%Semester exam – 60%

Basic Reading List Thomas A Milne, A H Brennan, B H Glenn (1990). Sourcebook of methods of analysis for biomass and biomass conversion processes.

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