Agroforestry Department Curriculum 4th Years January 2022

HAWASSA UNIVERSITY
Wondo Genet College of Forestry and Natural Resource School of Forestry
Harmonized Curriculum
Bachelor of Science (B.Sc.) in Agroforestry
የመጀመሪያ ዲግሪ በጥምር ደን ግብርና
Feb, 2022
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Contents
1. Background...............................................................................................................................3
2. Rationale of the program..........................................................................................................5
3. Educational Objectives and Competency Profile.....................................................................5
3.1. Objectives of the program:...........................................................................................................5
3.2. Professional profiles.....................................................................................................................6
4. Educational Process..................................................................................................................7
4.1. Admission Requirements.............................................................................................................7
4.1.1. Direct entrance from preparatory program.....................................................................................7
4.1.2. Diploma holders...............................................................................................................................7
4.2. Course of Study............................................................................................................................7
4.3. Duration of the study....................................................................................................................8
4.4. Graduation Requirements.............................................................................................................8
4.5. Structure of the program...............................................................................................................8
4.6. Mode of delivery..........................................................................................................................8
4.7. Method of teaching.......................................................................................................................8
4.8. Assessment and evaluation mechanism.......................................................................................9
4.9. Medium of Instruction..................................................................................................................9
4.10. Grading System........................................................................................................................9
4.11. Degree Nomenclature...............................................................................................................9
5. Quality Assurance Measures....................................................................................................9
6. Course Breakdown.................................................................................................................10
7. Modules and their competence...............................................................................................14
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1. Background
Ethiopia's economy is dependent on agriculture, which accounts for 40 percent of the GDP, 80 percent
of exports, and an estimated 75 percent of the country's workforce. However, extremely low agricultural
productivity, un-checked population growth; deforestation and land-degradation continue to be among
the major culprits causing extreme poverty, food and wood insecurity, and of poor economic
performance in the country. Cognizant of this, as we know, the government of Ethiopia has devised
development policies and strategies designed to achieve farm and national-level food security, self-
sufficiency and accelerated economic growth. At the same time, such policies and strategies are
believed to be instrumental in achieving Sustainable Development Goals. For a predominantly agrarian
society like Ethiopia, where more than 80% of the populations are farmers and pastoralists, accelerated
and sustainable growth is realizable if we follow an integrated approach to agricultural production and
natural resource development at the farm and landscape levels. At the same time, capacity building by
producing trained/ skilled man-power is an absolute necessity to spearhead the development process.
For thousands of years, human being and forest and trees cohabited quite peacefully. But in the recent
centuries and decades, mankind has become a conquering predator, and the balances between human
being, and trees and forest have been broken and lost mainly due to over exploitation. As a result of
over exploitation in Ethiopia, there is huge land degradation/soil erosion, deforestation, loss of
biodiversity, desertification, and recurrent drought flood. However, evidences across the globe and
Ethiopia indicate agroforestry is a major means of healing such loss of social, economic and
environmental benefits of forest and woody vegetation. Agroforestry as a dynamic ecologically based
natural resources management system that integrate trees on farms and in the agricultural landscape help
to diversify and sustain production for increased social, economic, and environmental benefits. It is on
this background that the former Ministry of Rural development and Agriculture, later on Ethiopian
Climate Change Commission and now Ministry of Agriculture have been giving special attention to this
profession to have experts at the district level.
The National Adaptation Programme of Action (NAPA) strategies also considers agroforestry for
increased use of trees for intensification, diversification, and buffering of farming systems so as to
improve the resilience of farming systems and livelihood strategies of small holder farmers. This is
because on-farm trees are deep rooted and have large reserves, and are less susceptible than annual
crops to inter-annual variability or short-lived extreme events like droughts or floods. Thus, trees offer
diversification options that can reduce production risks for small holder farmers and that can be
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exploited to provide increased income during difficult periods, thereby reducing income risks associated
with climate related shocks for small holder farming families. Agroforestry provides a particular
example of a set of innovative practices that are designed to enhance productivity in a way that often
contributes to climate change mitigation through enhanced carbon sequestration, and that can also
strengthen the system’s ability to cope with adverse impacts of changing climate conditions.
Since its inception in 1979, the Wondo Genet College of Forestry and Natural Resources, hereafter
referred to as the college, has made an indispensable contribution to the country’s natural resource
conservation and development by producing forestry professionals at different levels. The college,
which has become part of Hawassa University since 1998, has also been revising and improving,
through SIDA assistance, its forestry curricula in light of stakeholders’ demands and emerging realities.
Through the years, the college’s curricula has evolved from one with due focus on traditional forestry in
the early days to one with a good focus on social environment and rural development. This shift in
paradigm is also being reflected in the research activities the college has been undertaking.
In today’s fast-changing world, however, the demand of farmers, employers, and the nation also
changes. More importantly, the country’s compelling urge to extricate itself out of poverty requires
fundamental changes in the existing curriculum. Hence, the department of Agroforestry established a
task force (TF) in charge of the existing curriculum. The TF conducted a thorough needs assessment,
and evaluation of similar programs that could be used as benchmarks, and found that an overhaul in the
Agroforestry Program was necessary in-light of feedbacks from stakeholders; prevailing regional,
national, international demands and national policy directions, although the demand for Agroforestry
graduates was still fairly good. Consequently, a need arose to have a training area that deals with
making more efficient use of agroforestry for the above motioned benefits. This requires professionals
who have good understanding, knowledge and skills of social, plant and animal husbandry, forestry and
soil and water resources in applying to agroforestry technologies development and management for
social, economic and environmental benefit and promote climate change adaptation. Based on this, the
TF prepared the graduate profile, in accordance to which courses were designed and the revised
curriculum developed. Since that time onwards, the department of agroforestry has been produced well
trained trainees.
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2. Rationale of the program
All over in the country there is shortage of land to fulfil the three basic needs of farmers: such as
agricultural crop production, trees growing for construction and fuel wood and livestock rearing for
milk, meat and other products. Performing these discipline separately in different parcel of land have
caused land degradation and production loss. This has initiated an integrated land use system that
incorporates trees, agricultural crops and/or animals as components in a unit area of land.
Moreover in light of feedbacks from stakeholders; prevailing regional, national, international demands
and national policy directions, a need arose to have a training area that deals with more efficient use of
land by integrating trees with other farming systems components to enable farmers increase and
diversify their yields, enhance soil fertility, increase wood/fuel and fodder, prevent land degradation and
boost biodiversity, thereby contribute to national development goals.
Therefore, this agroforestry program is crucial for realizing the sustainable development goals through
sustainable land use management, soil and water conservation and mitigation of climate change by
properly integrating selected trees in agricultural land.
3. Educational Objectives and Competency Profile

3.1. Objectives of the program:
 To produce graduates with good understanding of the rural setting, and with the knowledge and
skill on maximizing benefits (to the land-holders and the environment) from integrating trees,
crop and animal resources at the farm and watershed levels; and capable of communicating with
and transfer agroforestry technologies to communities
 To carryout research, mainly participatory, and disseminate new technologies in order to
improve the livelihood of the society and reduce environmental degradation through
Agroforestry-based interventions;
 To provide consultancy services and policy advise on issue related to Agroforestry,
 To forge collaboration with relevant research, development and academic institutions at home
and abroad who are engaged in a similar mission
At the completion of the BSc program in Agroforestry, the graduate should be able to:
 Understand and implement ecological principles to manage competition between agroforestry
components to enhance productivity and sustainability;
 Characterize agroforestry systems with respect to their productivity, sustainability (ecological
and environmental), adoptability and profitability structures, functions, ecological and socio-
economic attributes
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 Analyze the rural setting, livelihood strategies of farmers and assess risks and uncertainties
related to agroforestry schemes vis-à-vis alternatives
 Identify and/or design best agroforestry practices and advise/introduce them to communities to
improve livelihood, halt land degradation and achieve sustainable development
 Identify trees and shrubs with proven economic and ecological importance,
 Quantify available woody-biomass resources on farms and estimate the productivity of different
agroforestry components in a system
 Assess resources and devise strategies for sustainable management and utilization
 Design and implement agroforestry experiments under the guidance of senior investigators,
analyze data and communicate results in writing and orally.
 Initiate a small-scale forestry and Agroforestry related business project and be self-employed
 Plan, implement, monitor and evaluate agroforestry projects in participatory way
3.2. Professional profiles

An agroforestry expert would be able to:
 Apply different agroforestry technologies for productive and sustainable land use management
 Process agroforestry products to value added and marketable produce
 Diagnose land management problems and design innovative agroforestry technologies
 Apply fruit and vegetable production, management and post-harvest handling with in
agroforestry combination over limited land resource
 Analyze the economic and ecological contributions of agroforestry
 Implement various agroforestry technologies relevant to soil and water conservation as well as
soil management
 Implement the potential of agroforestry for carbon sequestration and it’s role for mitigating
climate change
 Carryout tree seed sourcing, collection, handling and sowing and produce demand-oriented
quality tree seedling for communities;
 Realize how to conduct research in agroforestry and other related disciplines.
 Implement demand-oriented agroforestry technology dissemination
 Measure and quantify different agroforestry resources and their products, and overall
productivity;
 Conduct appropriate silvicultural management in different agroforestry practices to minimize
competition and enhance productivity of systems;
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 Apply livestock production and management in agroforestry system
 Mobilize the community and work in harmony with other professionals involved in agroforestry
 Apply basic principles in managing components in agroforestry systems.
 Comprehend and make use of indigenous knowledge and skills in agroforestry management
among local community and various stakeholders.
 Apply GIS and remote sensing techniques in agroforestry resource assessment
 Develop self-reliant (entrepreneurship) attitude.
4. Educational Process
4.1. Admission Requirements
The candidates have to fulfill the country’s and university’s admission requirement criteria for
entrance of a BSc degree program for both regular and continuing education. Their placement in the
department will be made based on their interests on a competitive basis. In addition, nominees
should meet either of: (a) direct entrance from preparatory program or (b) diploma holders in
general forestry, agricultural science, horticultural science, natural resource management, animal
science and other related fields.
4.1.1. Direct entrance from preparatory program

 Candidates must have successfully completed the higher education program entrance exam.
 Candidates should meet the minimum general admission criteria.
4.1.2. Diploma holders

 Candidates must successfully completed a relevant diploma course recognized by the
university
 Candidates must fulfill the minimum requirements for advanced standing program as per the
Hawassa University’s entry and admission criteria.
Admission may also be granted to outstanding diploma holders from recognized forestry, agriculture
and other related institutions provided that such candidates have exhibited distinguished
performance during their work and attained the minimum GPA of 2.0.
4.2. Course of Study

During the course of the study students will attend lectures, practical activities, laboratory works,
tutorial sessions, seminars, direct reading, computer laboratory, demonstrations, field visits, project
works, and independent research works.
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4.3. Duration of the study
The standard period of the study for the undergraduate (BSc) program in Agroforestry is four (4)
academic years (eight semesters). During this four years of study (eight semester) students are
expected to acquired skills and knowledge on course modules namely; Common courses, Soil and
water Resource Management, Plant Biology and Crop Production, Forestry, Animal Husbandry and
Nutrition, Agroforestry Systems and Management, Rural Development, Agribusiness, and Research
Skills and Projects from first year first semester up to fourth year of the second semester.
4.4. Graduation Requirements

According to the rule and regulations of the university, students in this program will be able to
graduate if and only if:
 Complete a minimum of 146 credit hours (236 ECTS)

 Attain a minimum CGPA of 2.00
 No “F” grades in any courses
4.5. Structure of the program

The program is structured in modules where courses providing similar competency clustered into
the same category and module. Students at the completion of each module acquire a set of
knowledge and skills targeted as the module outcome and objectives. At the end of the program
graduates will have a holistic knowledge, skills and attitudes that able them to attain sustainable
production while maintaining the potential of the resource bases.
4.6. Mode of delivery

Mode of delivery various within course and detailed means of delivery is given in each course
syllabus. However lecture, group discussion, independent works, presentations, practical
demonstration, and laboratory work are the most common means of course offering. In addition to
this, mode of delivery is parallel within semester base.
4.7. Method of teaching

In the method of teaching more emphasis is given to student centered approach such as practical
exercises, peers learning, seminars, lab practice, reading assignment and presentation, review of
case studies, group discussion and less for active learning method of teaching.
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4.8. Assessment and evaluation mechanism
The assessment and evaluation mechanisms of the program is designed with 50% Continuous
assessment( quiz, field practical, assignment and presentation, group work and case study review )
and with 50% final exam.
4.9. Medium of Instruction

The medium of instruction, assessment and evaluation is English.
4.10. Grading System

The Grading system is based on a fixed scale based on the academic rules and legislation of
University.
4.11. Degree Nomenclature

After successfully completed the graduation requirements of the program, Students can be awarded
the following degree entitled: “Bachelor of Science (B.Sc.) in Agroforestry” and its Amharic
version is የመጀመሪያ ዲግሪ በጥምር ደን ግብርና
5. Quality Assurance Measures

The Quality Assurance and Enhancement Focal Person of the department is nominated by the
department head.
The roles and responsibility of the Quality and Enhancement Focal Person is undertakes periodic
supervision on quality of teaching environment, teaching aid, quality of exams, student teachers ratio,
optimal class size , staff profile compositions, staff load and prepare report thereof. In addition, it also
regularly checks time allocation of both the practical and lecture sections of each course in each
semester in line with the course syllabus.
6. Modules and their competence
Table 1:2. Modules and their competence

Modules Courses Cr. EC
No Competencies Code Module Course names Code hr Ts
Name
9
1 Develop broad knowledge of O1 Common General Phys1011 3 5
general physics, psychology, freshman Physics
Physical SpSc1011 P/F P/F
geography, general biology, course Fitness
and general chemistry General Psch1011 3 5
Psychology
Geography of GeEs101 3 5
Ethiopia and 1
the Horn
General Phys 3 5
Biology 1012
History of Hist1012 3 5
Ethiopia and
the Horn
General Chem 3 5
Chemistry 1012
Module Total ECTS 30

2 Develop the ability to FLEn 1013 English Communicativ FLEn 3 5
communicate & prepare language e English Skills 1011
reports related with agro- skills ICommunicativ Enla1012 3 5
forestry issues. e English Skills
II
3 Develop the knowledge of CiEt- Civics and Moral and MCiE103 2 3
work habit; professional, M1013 Ethical Civic 1
environmental ethics, Education Education
development and public Global trends GLAF10 2 3
service; understand 1
Inclusiveness SNIE101 2 3
government institutions, 2
policies, strategies and legal Critical LoCT101 3 5
provisions of his/her country. Thinking 1
44 Able to develop and apply Info-M1012 Knowledge Int. to Info. Info 2011 3 5
basic computer skills and of Comm. Tech
emerging technologies info.comm.T science
ech.Science
Introduction to EmTe102 3 5
Emerging 2
Technologies
5 Demonstrate methods of data 01 Introduction Mathematics Math101 3 5
collection, organization, statistics for natural 1
presentation, analysis and science
interpretation in agroforestry. Introduction Stat2021 3 5
statistics
6 Apply watershed SRWM-M Soil and Fundamentals SRWM2 3 5
management and land use 2021 Water of Soil Science 021
planning in agro-forestry and Resource
Metrology and EnSc 2 3
other land use system. Management
Climatology 2022
10
Develop innovative landusse Soil and Water SRWM2 2 3
planning for agroforestry. Resource 023
Management
7 Apply plant physiological Agfo- Plant Plant taxonomy Agfo203 3 5
principles and skills in M2031 Biology and Dendrology 1
managing crop and trees
under various biophysical Principles of Agfo203 2 3
and socio-economic Genetics and 2
situations. Biotechnology
General Ecology Agfo203 3 5
4
Plant Physiology Agfo203 2 3
3
8 Design integrated Agfo-M Crop Crop Production Agfo203 2 3
management of agricultural 2031 Productio and Management 5
crop, coffee, enset and n
horticulture crops in Coffee Production Agfo203 2 3
agroforestry for livelihood 6
Enset Production Agfo303 2 3
improvement and food
7
security. Production of Agfo303 3 5
Horticultural 8
Crops
9 Apply basic knowledge of GeFo-M Silvicultu Forest Seeds and GeFo20 3 5
seed collection, nursery 2041 re Nursery 41
establishment and Technology
silvicultural practices for Plantation GeFo30 3 5
agroforestry improvement. Establishment and 42
Management
Silviculture in Agfo404 3 5
Agroforestry 5
Bio-mass Energy EnSc404 2 3
Production and 4
Management
10 Student apply and design Agfo-M Animal Livestock Agfo305 3 5
livestock management and 3061 Husbandr Production and 2
production, bee keeping, y and Management
pasture and range land Nutrition Rangeland Agfo305 3 5
management. Ecology and 1
management
Apiculture Agfo305 2 3
4
Forage Crop & Agfo305 2 3
Animal Nutrition 3
11
11 Students able to apply basic Agfo-M Agrofores Agroforestry Agfo306 3 5
principles participatory 3061 try Systems and 2
agroforestry technology Systems Technologies
development that solves local and
and regional problems. Managem Productivities in Agfo406 3 5
Develop basic concept of ent Agroforestry 3
integrated pest management, Systems
agro biodiversity and Timber and Non- Agfo306 2 3
conservation measures in Timber Products 1
both traditional and of Agroforestry
introduced Agroforestry
technologies Insect Pest Agfo303 2 3
Management in 4
Agroforestry
Plant Pathology in Agfo406 3 5
Agroforestry 5
Agro-biodiversity Agfo406 2 3
6
12 The module provides student Agfo-M Rural Social Anth 1012 2 3
with basic knowledge, 3071 Developm Anthropology
understanding and skills on ent
development concept and Rural Sociology Agfo3071 3 5
principles, the rural settings, and Extension
the farming systems and
livelihood strategies of Gender and Agfo3072 2 3
farmers, and the role of Agroforestry
societies (culture, indigenous
knowledge) in shaping Rural Agfo4073 3 5
human attitudes in ecosystem Development and
and natural resource Livelihood
management.
13 Students apply with the basic GeFo-M Resource Biometry Biot2091 3 5
concepts and principles of 2041 Assessme
Forest GeFo3043 3 5
mensuration and measure nt
Mensuration and
stand of individual
inventory
trees/shrubs. Develop skills
on spatial data collection Surveying and GISc2092 3 5
using different techniques of Mapping
surveying, GIS and RS, data
organization, computation, Remote sensing GISc3093 3 5
processing and plotting. and GIS
14 This module provide students NrEp -M Farm Economics Econ 1103 3 5
with the knowledge 4081 Business Economics NrEp 2 3
understanding and skill in Principles and 4084
characterizing of farming as application in
a business, farm production Agroforestry
decisions; production
12
economics; principles in Farm Business NrEp 3 5
farm management decisions, and Value Chain 4083
Farm business analysis and Management in
farm planning; Agroforestry
Entrepreneurship NrEp 3 5
4081
15 This module gives the Agfo- Research Research Agfo3094 2 3
students basic understanding M2093 Skills Methods
and skills in applying Senior Seminar Agfo4095 1 2
theoretical and practical
techniques under various Practical Agfo4096 2 3
courses to plan and Attachment
implement both research and Programplanning
Project Agfo4097 2 3
development projects. The and Management
student will have basic skills
in writing research proposal Senior Research Agfo4098 2 3
and research reports; and Project
acquire basic skills in
presenting research results in
7. Course Breakdown
Year I Semester I
No. Course Title Course Code Cr. Hr. ECTS Mode of
Delivery
1 Communicative English Language skills I FLEn1011 3 5 Parallel
2 General Physics Phys1011 3 (2+1) 5 Parallel
3 General Psychology Psch1011 3 5 Parallel
4 Mathematics for natural science Math1011 3 5 Parallel
5 Critical Thinking LoCT1011 3 5 Parallel
6 Physical Fitness SpSc1011 P/F P/F Parallel
7 Geography of Ethiopia and the Horn GeEs1011 3 5 Parallel
Total 18 30
13
Year I Semester II
Delivery
1 Communicative English Language skills II EmTe 1012 3 5 Parallel
2 Social Anthropology Anth 1012 2 3 Parallel
3 General Biology Phys 1012 3 (2+1) 5 Parallel
4 Introduction to Emerging Technology EmTe 1012 3 5 Parallel
5 Economics Econ 1103 3 5 Parallel
6 Moral and Civic Education MCiE 1012 2 3 Parallel

7 History of Ethiopia and the Horn Hist 1012 3 5 Parallel
8 General Chemistry Chem 1012 3 (2+1) 5 Parallel
Total 22 36
Year II Semester I
N Course Title Course Code Cr. Hr. ECTS Mode of
o. Delivery
1 Inclusiveness SNIE1012 2 3 Parallel
2 Global Trends GLAF101 2 3 Parallel
3 Introduction to Inf. Comm. Tech. Info2011 3 5 Parallel
4 Introduction to Statistics Stat2021 3 5 Parallel
5 Plant Taxonomy and Dendrology Agfo2031 3 5 Parallel
6 Principles of Genetics and Biotechnology Agfo2032 2 3 Parallel
7 Fundamentals of Soil Science SRWM2021 3 5 Parallel
8 Metrology and climatology EnSc 2022 2 3 Parallel
Total 19 30
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No. Course Title Course Cr. Hr. ECTS Mode of
Code Delivery
1 Crop Production and Management Agfo2035 2 3 Parallel
2 General Ecology Agfo2034 3 5 Parallel
3 Coffee Production Agfo2036 2 3 Parallel
4 Soil and Water Resource Management SRWM2023 2 3 Parallel
5 Forest Seeds and Nursery Technology GeFo2041 3 5 Parallel
6 Surveying and Mapping GISc2092 3 5 Parallel
Total 18 29
Year II Semester II
Year III Semester I

Delivery
1 Biometry Biot2091 3 5 Parallel
2 Plantation Establishment & GeFo3042 3 5 Parallel
Management
3 Rangeland Ecology and Management Agfo3051 3 5 Parallel
4 Remote sensing and GIS GISc3093 3 5 Parallel
5 Livestock Production and Management Agfo3052 3 5 Parallel
6 Rural Sociology and Extension Agfo3071 3 5 Parallel
7 Plant physiology Agfo2033 2 3 Parallel
Total 20 33
15
Year III Semester II
Delivery
1 Underutilized plants in Agroforestry Agfo3061 2 3 Parallel
2 Forage Crop and Animal Nutrition Agfo3053 2 3 Parallel
3 Enset Production Agfo3037 2 3 Parallel
4 Forest Mensuration and Inventory GeFo3043 3 5 Parallel
5 Insect Pest Management in Agroforestry Agfo3034 2 3 Parallel
6 Research Methods Agfo3094 2 3 Parallel
7 Agroforestry Systems and Technologies Agfo3062 3 5 Parallel
8 Gender and Agroforestry Agfo3072 2 3 Parallel
Total 18 28 Parallel
Year IV Semester I
No. Course Title Course Cr. ECTS Mode of

Code Hr. Delivery
1 Plant Pathology in Agroforestry Agfo4065 3 5 Parallel
2 Productivity in Agroforestry Systems Agfo4063 3 5 Parallel
3 Production of horticultural Crops Agfo3038 3 5 Parallel

4 Apiculture Agfo3054 2 3 Parallel
5 Economic Principles Application in NrEp 4084 2 3 Parallel
Agroforestry
6 Senior Seminar Agfo4095 1 2 Parallel
7 Biomass Energy Production and Mgmt. EnSc4044 2 3 Parallel
8 Practical Attachment Program Agfo4096 2 3 Parallel
Total 18 29
16
Year IV Semester II
No. Course Title Course Cr. ECTS Mode of
Code Hr. Delivery
1 Farm Business and Value Chain Management in NrEp 4083 3 5 Parallel
Agroforestry
2 Entrepreneurship NrEp 4081 3 5 Parallel
3 Silviculture in Agroforestry Agfo4045 3 5 Parallel
4 Project Planning and Management Agfo4097 2 3 Parallel
5 Rural Development and Livelihood Agfo4073 3 5 Parallel
6 Agrobiodiversity Agfo4066 2 3 Parallel
7 Senior Research Project Agfo4098 2 3 Parallel
Total 18 29
Summary of courses breakdown

Total Courses 58
Total ECTS 236
Total Cr.Hr. 146
Course Description and Syllabus

Department: Agroforestry
Course title/Code Inclusiveness (SNIE1012)
Module title Common Course
Module Coordinator
Course Credit/ ECTS (2Cr.Hr) or 3 ECTS
Course Information Academic Year:-_________ Semester- _______
Instructor’s Name _______________________________
Instructor’s Contact Office Building: _________
Information Mobile: ________________
E-mail: ________________
Students’ work Load Lecture Practical Tutorial Home study Total
48 - - 33 81
The goal of this course is to provide the tools and strategies that help to create
a convenient environment that accommodates population with divers’
Course objective and disabilities and potential. This course encourages exploring the benefits of
Competences to be collaborating with colleagues to design and implement inclusion an all sphere
acquired of life. It also guides the discovery of ways to modify environment as well as
services and practices to meet the needs of all persons with disabilities in
inclusive environment. As a result of reviewing various reading materials,
completing the assignments, engaging in related discussions, and strongly
workings on activities, towards the completion of the course, the University
students of all fields in Ethiopia will be able to:
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aware the needs of people with special needs, their potential and include all
aspects of developmental needs;
Identify population with special needs, their potentials and the learning and
working styles of all population with special needs in their environment;
Demonstrate desirable attitude towards all population with special needs in
their learning, working and living environment;
Apply various assessment strategies for evidence-based planning to meet their
needs;
Attempt to adapt environments they are working and living in according to the
need and potential of the population with special needs;
Develop an accommodative and inclusive attitude help to think for the
wellbeing and development of population with special needs;
Identify and select appropriate support and services method that addresses the
life needs of population with special needs individually and on group bases;
Collaborate with experts and relevant others for the life success of all persons
with disabilities in all environments; and
Create and maintain successful inclusive environment.
Course Special needs education refers to people with divers’ disabilities, gifted and
Description/content talented, and divers’ population being at risk of education and development. As
per the institutional reform that is focusing on enhancing development for all
population, the field of inclusive education is taking center stage in
institutional planning and improvement. This course introduces the process of
achieving inclusion with all appropriate accessibility and established support
system at institutional level. In this course, the higher education students will
learn how to assess, understand and address the needs of persons with
disabilities and provide relevant support or seek extra support form experts.
He/she also learns how to adapt and implementing services for an inclusive
environment that aimed to develop holistic development such as affective,
cognitive and psychosocial skills of the population with disabilities.
Identification and removal/management of environmental barriers would find a
crucial place in the course.
The students learn how to give more attention and support for students with;
hearing impairments, visual impairment, deaf-Blind, autism, physical and
health impairments, intellectually challenged, emotional and behavior
disorders, learning difficulty, communication disorders, gifted and talented
student, and those at risk due to different reason (population who are
environmentally and culturally deprived, abused, torched, abandoned, and
orphaned and vulnerable..etc). All University students will be given the chance
to study the specific developmental characteristics of each group of students
with disabilities and come up with appropriate intervention strategies in
inclusive settings of their respective professional environment and any
development settings where all citizens are equally benefited.
Prerequisite None
Status of Course Compulsory/mandatory, not elective
Schedule
Week Topic
1 Chapter one:- Understanding Students with Diverse Needs/Special Needs
Overview of students with various special needs;
Theoretical models such as the right model, medical model and social model of
special needs and its relevance.
2 Educational of students with various special needs.
Attitudinal barriers and means to enhance awareness among the community
members and political leaders.
3 The relationship between poverty and disability
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Planning effective development of population with special needs in inclusive
settings
Chapter two:- Understanding Inclusion
Definition of inclusive environment and the support system
4 Elements of Inclusive environment
Characteristics of inclusive environment
Special needs population’s right in the inclusive environment
5 Benefits and challenges of inclusion
Strategies in addressing individual needs.
Policies, legislations, strategies, legal framework and other related documents
6 Chapter three:- Identification of Population with Special
Development of checklists for identification of various difficulties.
Procedure of identification
Identifying learners needs, potentials and difficulties in learning
7 Chapter four:- Assessment in Special Needs
Strategy and procedure to develop assessment instrument.
Relevant components of assessment instrument.
Progressive assessments
Portfolios
Implication of assessment
8 Chapter five:- Differentiated Services for Populations of Special Needs
Content-specific resources for students
Instructional technology
Individualized service plan
Interdisciplinary individualized services plan teams
9 Curriculum enrichment
The role and responsibilities of a general education teacher in the
Implementation of the individualized services
Planning group intervention
10 Chapter Six:- Promoting Positive Behaviors Institution-wide
Behavior management modifications
Classroom management for inclusive environment
Social relationships and collaboration in an inclusive environment
11 Chapter Seven:- Resources for the Inclusive Environment
Modification of environment and materials
Adapting learning and working process according to the needs
Identifying human material and other resources that help inclusive
environmental activities.
12 Accessing adapted technologies
Accessing communication through various means such as sign language
13 Chapter Eight:- Collaborative Partnerships with Stakeholders
Collaboration to successfully move towards inclusion
Planning inclusive development in all sectors
14 Implementing inclusive
Individualized support as per the law, policies and directives
Evaluation and monitoring
15 Presentation of group work
16 Final exam
References
Alemayehu Teklemariam and Temsegen Fereja (2011). Special Need Education in Ethiopia: Practice of
Special Needs Education around the World. Washington: Gallaudet University Press.
Alemayehu Teklemariam (2019). Inclusive Education in Ethiopia: WILEY and Blackwell: Singapore
A Teachers Guide (2001). UNESCO. Inclusive Education and Classroom Practice in Secondary Education
(2004).
19
Berit H. Johanson and Alemayehu Teklemariam (2006). Towards Special Needs Education as a University
Discipline: An Important step on the way to Education for All. In When All Means All. Hakapaino Oy:
Helsinki
Tirussew Teferra and Alemayehu Teklemariam (2007). Including the Excluded: Integrating disability into
EFA Fast Track Initiative Process and National Education Plans in Ethiopia. World Vision
MOE (2007). School Improvement Program
MOE (2010). Special Needs Program strategies implementation guide.
MOE (Ministry of Education). (2006). Special Needs Education Program Strategy. Addis Ababa
Understanding and responding to children’s need in inclusive classroom (2010). www.european-
agency.org
ዓለማየሁ ትክለማርያም (2009). በመተባበር መማር፡- አንድ ለሁሉም፣ ሁሉም ለአንድ፣ አዲስ አበባ፡- ፋርኢስት
አታሚ
ዓለማየሁ ትክለማርያም (2011). አካቶ ትምህርት ለምን፣ምን፣ለነማን እንዴት፤ አዲስ አበባ፡-ፋርኢስት አታሚ.
Department Agroforestry
Course title/Code Introduction to Statistics (Stat2021)
Module title Common Course
Module Coordinator
Course Credit/ ECTS (3Cr.Hr) or 5 ECTS
Course Information Academic Year:-_________ Semester- _______
Instructor’s Name _______________________________
Instructor’s Contact Office Building: _________
Information Mobile: ________________
E-mail: ________________
Students’ work Load Lecture Practical Tutorial Group work Home study Total
48 - 32 25 30 135
At the end of the course, students will be able to:
define statistics and use basic statistical terms
Course objective demonstrate the importance and usefulness of statistics in real life and on real
data;
understand the methods of data collection, organization, presentation, analysis
and interpretation;
apply statistical methods in scientific researches, decision making and future
career to solve standard problems in their field of study and in a wide range of
disciplines;
communicate or present the results of their analyses in clear and non-technical
language;
Course Meaning of statistics; Methods of data collection; Methods of data
Description/content presentation; Measures of location; Measures of variation; Moments,
Skewness and kurtosis; Counting Techniques; Concepts of Probability
(classical approach); Probability distributions: Binomial, Poisson, Normal, t
and Chi-square; Sampling and Sampling Distribution of the mean and
proportion; Elementary description of the tools of statistical inference: Basic
concepts; Estimation: (Point and Interval) for the population mean and
proportion; Hypothesis testing on the population mean and proportion; Chi-
square test of association; simple linear regression and correction.
Course expectations The fallowing are expected from students:
Active participation in class room activities like discussions, question and
answer is highly encouraged since it one of the methods to have good
understanding of the course.
You should bring scientific calculator and appropriate course materials like
worksheets, text book and statistical tables.
20
You should collect assignments and other course materials in the arranged
dates and submit the assignments in due date.
Prerequisite None
Status of Course Compulsory/mandatory, not elective
Schedule
Week Topic
1 Chapter one:-
Definition and classification of Statistics;
Stages in statistical investigation;
Definition of Some Basic terms;
Applications, uses and limitations of Statistics;
Types of variables and measurement scales
2 Chapter two
Methods of data collection; methods of data presentation
3 Chapter three:-
Measures of central tendency
4 Chapter four:-
Measures of variation (dispersion), Moments, Skewness and Kurtosis
5-6 Chapter five:-
Elementary probability: introduction, definitions and basic concepts, random
experiment, counting rules definition of probability and some probability rules
7-8 Chapter Six:-
Probability distribution: definition of random variables and probability
distributions, introduction to expectations and common discrete and
continuous probability distributions.
9-10 Chapter Seven:-
Sampling and Sampling distributions of Mean
11-14 Chapter Eight:-
Estimation and Hypothesis Testing: Estimation
Estimation and Hypothesis Testing: chi-square test of association
15 Chapter Nine:-
Simple linear regression and correlation
16 Final exam
Assessment methods: Quiz (5%)
Quiz (5%)
Quiz (10%)
Quiz (10%)
Assessment I (5%)
Assessment II (15%)
Final Examination (50%)
Policies:
Class attendance is mandatory. You are expected to attend all class meetings on time.
You should submit assignments on due date.
You should take all quizzes and assignments as scheduled. If you miss quiz or assignment, no makeup
will be arranged for you.
You should do your own work. If you are caught red-handed while cheating, you will get zero for that
particular work.
You should turn off your mobile phone during class meeting.
References
Gupta, C.B. and Gupta, V. (2004). An Introduction to Statistical Methods. Vikas Publishing House, Pvt.
Ltd, India.
Freund, J.E and Simon, G.A. (1998). Modern Elementary Statistics (9th Edition).
Spiegel, M.R. and Stephens, L.J. (2007). Schaum’s Outline of Statistics, Schaum’s Outline Series (4 th
edition). McGraw-Hill.
21
Snedecor, G.W and Cochran, W.G. (1980). Statistical Methods (7th edition).
Coolidge, F.L. (2006). Statistics: A Gentle Introduction (2nd edition).
David, S.M., McCabe, P. and Craig, B. (2008). Introduction to the Practice of Statistics (6 th edition). W.H.
Freeman.
Woodbury, G. (2001). Introduction to Statistics. Duxbury press.
Bluman, A.G. (1995). Elementary Statistics: A Step by Step Approach (2nd edition). Chapter 1: p 2-17.
Eshetu Wencheko. (2000). Introduction to Statistics. Chapter 1: p 1-11.
Bluman, A.G. (1995). Elementary Statistics: A Step by Step Approach (2nd edition) .Chapter 2: p 21-57.
Course title/Code Introduction to information and communication technologies ( Info2011)
program BA degree
Module title Common course
Module coordinator
Course Credit (3 Cr.Hr) 5 ECTS
Instructors name
Instructors contact Office phone:

information Mobile:- ------------------
e-mail:- --------------------
Course information Academic year :
Semester
Meeting day:
Meeting time:
Meeting location:
ECTS 4ECTS/108
Weekly CP of course Lectures Tutorials Laboratory Home study Total

element practice
48hrs 48 hrs 12hrs 108hrs
Course objectives and Up on the completion of the course, students will be able to:
competence acquired Explain the fundamentals of the new trends and future direction of IT, ICT and
evolution, generation and classification computers.
Describe the components of a computer system and discuss software and
hardware components of the computer
Discuss how information stored in a computer and examine data representation and
the ASCII code
Develop ICT skills and techniques through the use of MS Windows operating
system, MS Office application software and the development of a critical awareness
of the roles of ICT in a real world
Discus the fundamental concepts of network and the internet
Describe potential security threats to computers and protection methods
22
Course This course intended to equip students with theoretical and practical aspects of
Descriptions/contents fundamentals of information and communication technologies (ICT).
Theoretical aspects:
Introduces students to IT and ICT, the role of IT and ICT in socio-economic world
and how it influences every walk of individual’s life.
Information technology and society
Introduces students to computers by developing profound understanding on
Characteristics of computers
Evolution of computers
Generation of computers
Classification of computers
Application of computers
How data represented and stored in a computer as well as encoding systems
Critically Introduces students to the computer system
Operational setup ,physical setup, software and hardware
Hardware: Input devices, output devices, system units and storage devices. CPU
architecture( registers, Arithmetic & Logic ,Control Unit ), buses , Memory
Software: system software and application software
Operating system s
Types of operating systems
Functions of operating systems
Application software (Common application packages)
To avoid premature death the of the computer system, this course introduces
students to potential security threats to computers and methods to safeguard
computer system.
Computer viruses, worms, and Trojan horses, spyware
Unauthorized access and use, Hardware theft, Software theft, Information theft,
System failure
Practical aspects:
Student in this course will learn and practice the most important topics of Microsoft
Office. No prior computer experience is assumed. First they will become familiar
with essential computing concepts and the Windows XP operating system. Then,
they will learn file and folders management, the common elements of windows, and
how to handle a windows components and how they influence our computer
application and usage. Overview Microsoft Office. The first application unit
covers Microsoft Word, followed by a unit on Microsoft Excel. They will then
learn to integrate the features of Microsoft Word and Excel. The last application
they will cover is Microsoft PowerPoint , where they will create, apply and modify
a presentation, and then integrate PowerPoint with the previous two applications
To familiarize students with contemporary existing ICT world , the course
Introduces students to fundamentals of computer networks and the Internet by
explaining the ability of computers to communicate with one another, types of
networks, network topologies, network control devices and types of media used in
telecommunication network. Besides, internet application are critically
studies( how to use internet, how to create email account, how to browse the
internet and how to use different search engines and the likes )
Pre-requisite None
Status of the course Compulsory
Summary of The mode of the delivery of the course combines Lectures, intensive laboratory
Teaching and practical activities, home assignments and tutorials.
learning methods
Attendance Laboratory 100%
requiremen Lecture 80%
23
Expectations Students expected to attend all lectures and laboratory sessions with serious
discipline, complete three assignment problem sets, take three quizzes, and before
coming to the laboratory sessions should get all the laboratory manuals. Each
laboratory rooms are equipped with necessary Laboratory equipments that need end
users care. Thus, students are expected to take care of these precious and delicate
ICT materials in each Laboratory rooms. Intensive reading of course texts and
frequent practice of laboratory activities are expected from students.
By and large, students are expected to strictly obey the rules and regulations of the
university.
Summary of Evaluation will carry out based on relevant quizzes, assignments, project and
Assessment methods laboratory works, significantly scheduled and designed final examination.
Continuous assessments:
Quiz 1 5%
Quiz 2 10%
Quiz 3 5%
Assignment 15%
Project including lab work : 25%
Final examination 40%
Total mark 100%
Students workload Lecture (2*12 )= 24
Laboratory (3*14)= 42
Home assignment(3*7) = 21
tutorial( 1*13) = 13
Total = 100 hrs
Policies Any act of dishonesty in any work constitutes academic misconduct in general.
Particularly, student is strongly encouraged to collaborate with one another in
studying the textbook, the lecture material and laboratory activities. While they are
not permitted to collaborate on exams, which results in serious penalty. Laboratory
materials (hardware, software and other accessories) must be handled with
exceptional care, severe penalty otherwise. Lab attendance is mandatory, and lab
attendance will be taken. Students must attend a lab in order to get credit for it.
Each student must write the final examination in order to complete the course and
pass too.
Assignments Date Assignm Descriptions
ents
End of Assignm Basic concepts, applications areas of ICT, fundamental roles
week 4 ent one ICT play in every society’s walk of life and its socio-
economic impacts across the globe, Exploring the basics of
Microsoft windows XP
Managing files and folders, Comparing and exploring basic
components of a computer system
End of Assignm Using and analyzing the features of Microsoft Office
week 7 ent two
End of Assignm Basic concepts on networking and advantages of networks
week 11 ent three Identifying computer security and methods to safeguard these
threats
Schedule Date Topics Required texts
Week 1 ,2 Introduct Dida Midekso: Introduction to Computer Science: Addis
ion to Ababa University Printing Press, revised edition, 2006 4
IT, ICT (chapter -1) ; page 1-43
and Donald H. Sandar : computer concepts and applications, 1987
compute (chapter -1); page 2-12
rs Kenneth C Laudon: information technology and society,
applicati second edition, 1996 (part -1,2), page 1-34 and page 73- 218
24
ons Fikire Sitota and Belay Tedla: fundamentals of information
technology; AA, mega publishing enterprise, 2002
(chapter1,2,3), page 2-26
End of Quiz one Covers basic concepts , principles and application of IT, ICT
week 2 and computers
Week 3 ,4 The Fikire Sitota and Belay Tedla: fundamentals of information
compute technology; AA, mega publishing enterprise, 2002
r (chapter4,5,6), page 28-43
systems Dida Midekso, Introduction to Computer Science: Addis
Ababa University Printing Press, revised edition, 2006
(Chapter -3) page 51-93
Donald H. Sandar computer concepts and applications ;USA;
Von Hoffman press, 1987 (Chapter -2 ), page 1-25
Kenneth C Laudon: information technology and society,
second edition, 1994 (part -3,4,5,7),page74, page 108, page
136- 337 and page 218
End of Quiz two Covers the fundamental components of computers
week 4
Week 5,6 Introduct Designed Lab manual of Microsoft windows XP (prepared
ion to operating system to lab practice).
Window Activities: (practice exercises 1-3)
s XP Practice on turning on the Computer, the use of Mouse
Operations, Practice on how to Work with Windows, Create
hierarchical structure of folders (using My Computer), Open
WordPad (follow the path) and type the text on the
users ,manual
Practice on how to save the word pad documents, format the
documents and close the opened pad documents, with disks,
Practice work with Windows accessories, Practice Using the
Clipboard to transfer information, Practice Changing the
Desktop Settings
Dida Midekso : Introduction to Computer Science: Addis
Ababa University Printing Press, revised
edition ,2006(chapter-3) page 51-93
Fikire Sitota and Belay Tedla: fundamentals of information
(chapter7,chater 8, chapter 9, chapter 10) page 50-97
Week 7,8 Introduct Critically designed Lab manual of Microsoft word
ion to Activities:
Microsof Practice on how to launch Microsoft office word, to work with
t Word toolbars, to hide or display the ruler, use the word help dialog
box
Practice on how to close the document and exit word, to
create a new document, to insert the date, to insert a symbol
, to use auto complete, to open a document, to save a file,
to delete text
Practice on how to move text, to copy text, to create an
auto text entry, to check spelling and grammar, to change the
view to page layout view, to change margins and orientation
Practice on how to create newspaper columns, to insert a
graphic, to create a bulleted list, to apply a border and shading,
to insert a table, to format a table with auto format, to draw a
table, to insert a page break, to delete a page break
Refer and read
25
Dida Midekso : Introduction to Computer Science: Addis
Ababa University Printing Press, revised edition,
2006(chapter-4) , page 100 -145
(chapter2,3,4) page 122-210
Week 9,10 Introduct Critically designed Lab manual of Microsoft excel
ion to Activities:
Microsof Practice on how to start Starting Microsoft office Excel,
t excel familiarize with Microsoft office Excel window, work with
Workbooks and Worksheets, Changing or Erasing Values and
Text, Formatting Values, Basic Cell Formatting,
Practice Working with Workbooks and Worksheets, Activating
Worksheets, Adding a New Worksheet, Deleting a Worksheet,
Changing a Worksheet's Name, Moving and Copying a
Worksheet, Working with Rows and Columns,
Practice Working with Cells and Ranges, Cells and Cell
Ranges, Copying and Moving a Range,
Practice Creating and Using Formulas, Introducing Formulas,
Operators and Operator Precedence, Entering Formulas,
Absolute and Relative References, Referencing Cells Outside
the Worksheet, Errors in Formulas, Using Worksheet
Functions
Practice and create charts in Excel, Creating Charts, formatting
chart
Read and refer:
technology; AA, mega publishing enterprise(2002)
(chapter2,3,4)pages 225-332
Donald H. Sandar : computer concepts and
applications ;USA; Von Hoffman press 1987 (chapter3,4)
pages125-239
End of Mid Concepts and application areas ICT, Win XP and Common
week 10 examinat features of Microsoft excel 2007 and Lab exercises
ion
Week Introduct laboratory manual of Microsoft power point and read
11,12 ion to materials under
Microsof Activities:
t power Practice on how to start Microsoft office power point ,
point familiarize with Microsoft office power point window
create, apply and modify a presentation, and then integrate
PowerPoint with the previous two applications, design the
appearance of your presentation slides
Sanjay S axena, Microsoft office 2003 for every one , chapter
7 ,pp-6 to pp 91
Week Introduct laboratory manual of basics of networking and read reference
13,14 ion to Activities :
Network Practice on basics of Ethernet cabling
s and the Practice LAN configuration(Hub, switches, printers)
Internet Practice on how create e-mail addresses and how to
communicate via Internet
[1] Fikire Sitota and Belay Tedla: fundamentals of
information technology; AA, mega publishing enterprise(2002)
(chapter36,37)pages 503-541
Stallings W., “Data and Computer Communications”, Prentice
26
Hall, 7th Ed., 2004 chapter 5, pages 231-270
ITL ESL, Introduction to computer science, Pearson
edition,2004(chapter -12); pages 327-353
Networking Complete, third edition, PBP publication, 2003
(chapter1, ,18,19) pages 1-3, pages 483-537
End of Quiz Covers basics of networking
week 14 three
Week 15 Compute Brian K. Williams , Stacey C. using information technology
r for computer communication, fifth edition, 2003 (chapter -9)
security pages 513-540
week 16 Final All chapters of the course included. Questions items are
examinat evenly distributed to all topics , especial focus made on the
ion topics not covered under continuous assessments and mid
examination
References
Kenneth C Laudon, Carol Guercio Traver, Jane Price laudon : information technology and society, second
edition, 1996
Brian K. Williams , Stacey C. using information technology for computer communication, 2003
Sawyer, S.E.( Computers: The Users’ Perspective, 2nd ed. Boston:Irwin; 1990
Brightman,W.R.; Computer organization and architecture: Using computers in an information age.; 1986
Held G., “Internetworking LANs and WANs – Concepts, Techniques and Methods”, Wiley, 2nd Ed., 1998
Stallings W., “Data and Computer Communications”, Prentice Hall, 7th Ed., 2004
Visit: http://172.22.18.30 or http://e-courses.hu.edu.et for the online course content
Approval Approved by: Name……………………signature……..……...Date……………

section Authorized by:Name……………………signature……………..Date……………
Course title /code Plant Taxonomy and Dendrology (Agfo2031)
Degree Program B.Sc in Agroforestry
Module Title Plant Biology
Module coordinator
Course credit/ECTS 3 Cr.Hr (5 ECTS)
Course Information Academic Year Semester I
Meeting Day _____ Meeting Time____ Meeting Location________
Instructor’s Name
Instructor’s Contact
Information
The Credit in ECTS 5ECTS/135hrs
Weekly CP of course Lecture Tutorial P/L HS Total
element 48 0 48 39 135
Course Objectives & At the end of this course students should be able to:
Competences Acquired Explain the concept of Plant Taxonomy and Dendrology
Describe the difference between trees, shrubs and herbs
Understand the concept of plant classification and nomenclature
Use different methods of plant identification
Construct Keys for plant identification
Collect, press, dry and label plant specimen
Identify at least 50 economically important trees, shrubs, herbs
Course Introduction: objective of Taxonomy, definition of important terms, aspects of
Contents/description taxonomy- classification, identification and nomenclature; Development of
27
Taxonomy: folk taxonomy, early taxonomy, post Darwinian Taxonomy
(Phylogenetic systematics); Taxonomic structure: taxonomic hierarchy, standard
endings in classification, concepts of the species; Terminology of flowering plants:
vegetative and reproductive morphology; Biological Nomenclature: purpose of
giving names to organisms, the international code of botanical
nomenclature(ICBN), operative principle of botanical nomenclature; Methods of
plant Identification: Importance of terms, botanic gardens, the herbarium, manuals
and keys; Field and herbarium techniques: specimen collection, basic equipments
for the field, pressing and drying plant specimen, mounting plant specimen, filling,
insect control and ethics of a herbarium; Important plant species of Ethiopia:
cultivated crops of Ethiopia, important trees, shrubs and herbs of Ethiopia
Pre-requisites None
Course Status Compulsory
Schedule
Attendance 90%
Requirements
Week Date Title and Contents Reference
1 Introduction (definition, objectives and aspects of taxonomy) Amare (2004)
2 Development of Taxonomy (Falk Taxonomy, Traditional Stace, (1980)

Taxonomy, and Phylogenetics) pp. 21- 64
3 Plant Classification (Taxonomic hierarchy, the two and the Tesfaye, A. (2006)
five kingdom concepts) Unit 3
Practical 1: collection and Identification of Bryophytes
4 Plant Nomenclature (Scientific names and codes, Stability Jones, et al (1979)
and change, principles of nomenclature, Authority and pp. 27- 42
citations)
Practical 2: Collection and Identification of Pteridophytes
5 Characters and Taxonomic evidences (Character types, Stace (1980)
sources of Taxonomic evidences) pp. 69- 190
Practical 3: Visit to Wondo Genet Essential Oils (Plant
extracts)
6 Plant Identification methods (Manuals and keys, Key Jones, et al (1979)
construction, herbarium specimen, illustritions, and pp. 157- 165
photographs)
Practical 4: Construction of Key and plant identification by
using Manuals
7 Terminologies of Flowering Plants (Vegetative Parts) Jones, et al (1979)
Practical 5: Investigation on variation of vegetative parts of pp. 167- 199
plants
8 Terminologies of Flowering Plants (Reproductive Parts) Jones, et al (1979)
Practical 6: Investigation on Variation of Reproductive Parts pp. 167- 199
of plants
9 Field and Herbarium Techniques (Specimen collection, Jones, et al (1979)
drying, mounting, and filing) pp. 138- 155
Practical 7: Collection, pressing, mounting, and filing of
plant specimen
10 Important plants of Ethiopia (Lower Plants)
Practical 8: Identification of 10 economically important
lower plants
11 Important plants of Ethiopia (Cultivated crops)
Practical 9: Identification of 10 important cultivated crops
28
12 Important plants of Ethiopia (Fruit Trees)
Practical 10: Identification of 10 important fruit trees
13 Important plants of Ethiopia (Gymnosperms trees)
Practical 11: Identification of 5gymnosperm trees
14 Important plants of Ethiopia (Angiosperm trees)
flowering trees and shrubs
15 Important plants of Ethiopia (Angiosperm trees)
flowering trees and shrubs
16 Practical Exam/Move exam
Teaching & learning Lecture, practical, laboratory
Methods
Assessment/Evaluation Practical 1-3 (5%) Competences to be assessed
& Grading System Practical 4-6 (5%) about bryophtes and Teridophytes
about vegetative and reproductive parts of a plant
Practical 7(10%) Plant collection, drying, mounting
Practical 8-13(10%) Identification of important herbs, trees and shrubs
Move Exam (10%) Identification of plants and plant parts
Exam (20%) about classification, identification and nomenclature
Final Exam (40%) about terminologies, herbarium practices
Course Expectation
Policy Attendance: Mandatory for the course
Re-exam: Applicable for Mid and Final Exams, with permission from DC
Results of Practical Exams: Incomplete or Zero marks will lead repetition of the
course
References Tefsye, Amare (2006). Lecture Notes for Plant Taxonomy. WGCF
Bekele-Tessema, Azene (2007). Useful Trees and Shrubs of Ethiopia. ICRAF.
Nairobi
Benson, L. 1979. Plant Classification 2nd edn. D. C. Health and Company, Canada.
Burger, W.C. 1967. The families of flowering plants. Oklahoma University Press,
Stillwater, Oklahoma, USA.
Davis, P.H.& Heywood, V.H. 1973 principles of Angiosperm Taxonomy. Robert
E. Krieger Publishing Company, Huntington, New York.
Fichti, R.; Adi, Admasu (1994). Honey Bee Flora of Ethiopia. Magraf Verlag,
Germany
Jones, S;Band, Luchsinger; Arlene, E. (1997). Plant Systematics. Mc Graw-Hill
Book Company. USA
Stace, Clive (1980). Plant Taxonomy and Biosystematics. Edward Arnold Pub.
Ltd. Bretain.
Course title /code Principles of Genetics and Biotechnology (Agfo2032)
Degree Program B.Sc Degree in Agroforestry
Module coordinator
Course credit/ECTS 2Cr.Hr. (3 ECTS)
Course Information Academic Year:- __________ Semester:- __________
Instructor’s Name
Instructor’s Contact Office Building:
Information Mobile:
E-mail:
29
The Credit in ECTS 4/108hrs
Student work Load Lecture Practical/laboratory Home study Total
32 32 17 81ECTS
Course Objectives & Upon the successful completion of this course, students will be able to:
Competences Acquired Explain the history and development of the science of genetics
Understand the mechanism of inheritance and the controlling factors.
Define and explain population genetic, quantitative and qualitative inheritance
Solve agricultural problems associated with genetic factors and think analytically.
Familiar with the language of genetics and the terminology of molecular biology
Explain the different techniques of genetic improvement and their application in
plant and animal improvement
Aware of the power of DNA technology and the basic concepts of DNA
manipulations
Course The course content will encompass on Mendelian inheritance, chromosome
Contents/description function, linkage and recombination mapping, Quantitative inheritance and
population genetics. The course also deals about cellular processing of biological
information, Biotechnology and Recombinant DNA technology as a tool for
genetic improvement. To help students learn and understand a brief lectures will
be given on the historical progress of understanding the genetic material and
inheritance, basic principles of Mendelian (transmission) genetics, basic principles
of Molecular (functional) genetics, why and how genetic improvement, how plant
and animal improvement can be affected by genetics.
The focus of the course is on the genetics of eukaryotes, with emphasis on
Agricultural applications. The prokaryotic system will also be introduced and
contrasted with eukaryotic genetics. In addition to exploring the science of
heredity, the course aims to set the foundation for further studies in molecular
biology, evolution, plant and animal breeding, and biotechnology.
Pre-requisites Non
Schedule
Week Titles and Topics
1 First Class meeting: General discussion about the course and teaching learning
process and rules
Chapter one: Introduction
The science of Genetics
Historical progress of understanding inheritance
Scope of genetics
Importance of genetics
2 Chapter two: Mechanism of inheritance
Basic Mendelian Genetics
More Mendelian Genetics
Modification of Mendelian ratios
Significance of Mendel’s findings
3-4 Chapter three: Quantitative inheritance
Continuous vs discontinuous variation
Quantitative inheritance in plant breeding
Estimation of allelic difference and their quantitative contribution
Principles of Probability
Test for goodness of fit
5-7 Chapter four: Chromosomal theory of inheritance
The cell cycle; Mitosis and meiosis
Parallel behavior of genes and chromosomes
30
Ploidy level in plants
Chapter Five: Gene Linkage and Genetic Mapping
Linked inheritance of genes
Crossing over
Measure of linkage
Construction of linkage maps
8-10 Chapter six: Population Genetics
Definition
Genes in population: hardy- Weinberg Equilibrium
Source of variation and origin of new function
Chapter seven: Biotechnology and molecular Genetics
Concept of Molecular genetics
The genetic material
DNA replication
Gene expression (transcription and
11-15 Chapter eight: Biotechnological techniques for breeding
Biotechnology and genetic engineering in breeding
Marker assisted selection
Engineering of Plasmids and
Recombinant DNA technology
Role of A, tumefaciens in plant breeding
Use of protoplast for plant improvement
Continuous assessment Assessment 1. (10%) Week 3
Assessment 2. (15%) Week 7
16 Final Exam
Competences to be Understanding of the e science of genetics, its scope, Mendel’s work and
assessed modification of mendelian’s ratios.
Individual assignment /project work on selected topics related to mechanism of
inheritance, quantitative inheritance and chromosomal theory of inheritance
The assessment will be designed to assess how the knowledge of continuous and
discontinuous variation, principle of probability in breeding, mitosis and meiosis
cell division, parallel behavior of genes and chromosomes and ploidy levels in
plant is captured by students
Linkage and crossing over, measuring of linkage, genes in population and source
of variation, origin of new function.
Group assignment /project work on topics related to biotechnology and molecular
genetics, marker assisted selection, recombinant DNA technology: and on
different techniques of plant improvement
Course expectations Preparedness and participation: to do well in this class, students need to do four
things: listen to the lectures; read materials (reference books, handout if so, and
other relevant journals etc), participate in class discussions and attend classes
regularly.
Assignments are set well apart and students are expected to take it seriously and
submit in time. Copying each other or directly from the other source will result in
the loss of the maximum mark it accounts
Academic dishonesty in any portion of the academic work for a course shall be
grounds for awarding a grade of F or NG for the entire course. The academic
dishonesty for this course includes any attempt to copy any information from
another student during exams, missing exam/class absent with unreliable reason
and unable to submit assignment in time. Students are also expected to turn off
their mobile before each class and exams.
31
Reference
Engles J.M., Ramanth Rao v., Brown A.H., and Jackson M.T. (2002). Managing Plant Genetic diversity.
CABi Publishing
Griffith A., Miller J., Suzuki D., Lewontin R., and Gelbart W. (1996). An Introduction to Genetic analysis. 6 th
ed. W. H. Freeman and company.
Jain H. K. (1999). Genetics, principles, concepts and implications. Mohan Primulani for oxford and IBH
publishing co. Pvt, Ltd.
Krewzer H. and Massy A. (1996). Recombinant DNA and Biotechnology, a guide for teachers. ASM Press
Washington D.C
Rothwell N. V. (1993). Understanding Genetics. A molecular approach. Wiley-Liss. Inc.
Trigiano R. N. and Gray D. J. (2000). Plant Tissue Culture Concepts and laboratory exercises.2 nd ed.CRC
press, New york
Approval section Approved by: Name……………………signature……..……...Date……………
Authorized by:Name……………………signature……………..Date……………
Course title /code Fundamental of Soil sciences (SRWM2021)
Degree Program BSc. In Agroforestry
Module Title Soil and Water Resource Management
Module coordinator
Course credit 3Cr.Hr. (5 ECTS)
Course Information Academic Year -------- Semester ------
Instructor’s Name
Instructor’s Contact Office
Information Phone
Email
Office hour
ECTS 5ECTS/135
Student Work Load Lecture Tutorial Lab practice Home study Total
48hrs - 48hrs 39hrs 135 hrs
Course objective and At the end of the course, the students will be able to:
competences to be acquired Explain soil forming factors, soil forming processes, soil profile, and the
dynamic nature of soil properties.
Make some study to differentiate structures, physical and chemical properties
and broad classification of soils
Differentiate the organic and inorganic minerals, their structures, sources of
charges and their role in nutrient management
Elucidate the forms and roles of essential nutrients and their management.
Understand the interaction among the solid, liquid and gaseous phases of the
soil
Explain how disposed organic and inorganic chemicals could affect micro-
organisms, animals and plants
Course Description/content Soil as a natural body, soil as a natural resources, pedogenesis (soil
formation) processes; physical and chemical properties of soils; soil air, soil
water and soil temperature; soil colloids; soil organic matter; soil organisms;
essential plant nutrients and nutrient management; soil and chemical pollutant
Pre-requisite(s) None
Course status Compulsory
Schedule
32
Week Soil formation
1 Weathering: physical and chemical
Soil forming factors
2 Parent materials
Climate
Biota
3 Relief (Topography)
Time
Soil forming processes
4 Soil profile
Physical prosperities of soils
Soil texture
Particle and bulk densities of mineral soils
Pore space of mineral soils
5 soil structure
Types and definition of soil structure
6 Factors affecting soil structure and their formation
Effects of soil structure
Soil color, soil air and temperature
7 Soil water
classification of soil water
Factors affecting the amount and use of available soil moisture
8 Movement of soil water
Loss of soil water and hydrological cycle
Soil air and temperature
The process and characterization of soil aeration
9 Redox Potential
Factors affecting soil aeration
Processes affected by soil temperature
Thermal properties of soils
Soil temperature control
10 Soil Colloids: their Nature and practical significance
General properties and types of soil colloids
Genesis of layered silicate clays
Structures of silicate clays
Sources and types of changes in colloids
Physical and chemical properties of mineral colloids (CEC,
11 AEC, nutrient availability)
Chemical properties of Mineral Soils
Soil acidity
Nature and Source of soil acidity
Active versus exchangeable acidity
Influence on plant growth and management aspects
12 Soil salinity and alkalinity/Sodality
Origin, Source f soluble salt, processes of formation and
13 characteristics of saline and alkali sodic soils.
Relation of higher plants to soil salinity and alkalinity
Management and reclamation of saline and alkaline soils
14 Soils and chemical pollutants
Soil organic Matter
Source, decomposition and constituents of organic matter
The carbon – nitrogen ratio (C:N) and its significance
15 Influence of soil organic matter on soil properties and plant
growth.
Factors and practices influencing soil organic matter content
33
16 Soils and greenhouse effect
Essential plant nutrients
Macro-nutrients : available forms, functions
Micronutrients: Available forms, and functions in plants
Final Exam Week

Teaching and learning methods
Classroom contact/Lecture, group (field) work, and Lab work.
Laboratory
Assessment Exam 1
Exam 2
Final exam 40 week 16
Course Participation: make active participation during discussions.
Expectation
Policy Attendance : It is compulsory come to class on time and every time.
Assignments: you must do your assignment on time. No late assignment will be accepted.
Exam:
Cheating: you must do your own work and not copy and get answers from someone else.
Reference Textbook
Brady, N.C. and Weil, R. R. 2002. The nature and properties of soils: Third Edition.
Macmillan publishing
section Authorized by: Name……………………signature……………..Date……………
Course title /code Metrology and Climatology (EnSc 2022)
Degree Program BSc Agroforestry
Module Title Soil and Water Resources Management
Module coordinator
Course credit 2Cr. Hr. (3 ECTS)
Course Information Academic Year Semester
Instructor’s Name
Instructor’s Contact Information Phone
Email
Office hour
ECTS 3 ECTS/81hr
Student Work Load Lecture Tutorial Lab practice Home study total
32 - 16 33 81
Course objective and Upon the successful completion of this course, students will be able to:
competences to be acquired Understand and communicate the concepts of weather and climate,
Identify and explain the processes or factors which determine weather and
climate patterns,
Comprehend the structure of the atmosphere and the physical processes that
produce atmospheric circulations,
Understand how anthropogenic emissions change atmospheric
compositions and impact ozone layer, green house atmospheric effect,
Elucidate the effects of climate on flora, fauna, soils, human activities,
Make simple analyses of climatic and weather data,
Appreciate weather observation and the principles and practices of
forecasting,
34
Comprehend systems of agro-climatic and other climatic classifications
systems and
Course Description/content The course encompasses the integration of a number of different elements
of weather and climate that are continuously and independently variable.
The most important variables are temperature, air pressure, wind and
humidity .Weather and Climate involves almost continuous variation.
Hence synthesize all the above variables becomes very crucial. As a result
the following concepts become so vital to understand the course
climatology and metrology. Definitions of atmosphere, weather and
climate, meteorology and climatology; climatic elements and controls;
atmospheric composition, structure and functions, ozone depletion and hole,
and the Greenhouse effect and global warming, radiation, energy balance,
temperature, atmospheric pressure: distribution, ITCZ; general atmospheric
circulation, cyclones and anticyclones; winds permanent, regional and local,
atmospheric Behumidity, Evapo-transpiration; precipitation types,
processes, distribution and variability and intensity, water balance and
hydrological cycle; El Nino, La Nina; Climograph; Fog, Dew, frost;
Climatic types according to Koppen, agroclimatic classification, weather
prediction, instruments and measurement systems of climatic elements;
effects of climates and its elements on flora, fauna, soils, human activities
Practical Skill session:
Observing meteorological forecasting station
Make measurements of weather and climatic elements (precipitation,
temperature, humidity, sunshine, wind speed and direction, air pressure
etc.) and analyzes.
Plotting and drawing isolines of rainfall, pressure etc.
Observation of growing periods at Agricultural Research Centres and other
Meteorological data management and forecast. Emphasis will be given to
current global phenomena related to environment and climate change
Schedule
Week Topics and Sub Topics

First class meeting Sep _____ General introduction about the
course, and setting ground rules
Chapter one : introduction
1-2 lecture on the following points definitions of terms: weather,
climate, meteorology and climatology ,
Elements and controls of weather and climate
Atmospheric composition in this sub topics the following points will
be discussed
Functions of the components
Ozone depletion and hole
Global warming
Atmospheric structure like troposphere, stratosphere, Mesosphere etc
Global atmospheric and oceanic circulation and the Earth’s energy
budget
Activities lecture on the following points definitions of terms:
weather, climate, meteorology and climatology -
Chapter Two: Hydrology
Definition of hydrology and the nature of water
Hydrological cycle
Contemporary moisture inventory
35
3-4 Oceans, glacier, underground water, surface water, atmospheric
moisture
Activities: illustrate on the major characteristics of hydrological
cycle and the different moisture storage area of the world.
Chapter Three :Global Radiation
Physical laws of radiation
Solar radiation
Factors affecting insolation
Terrestrial or Ground Radiation
Global radiation or energy balance
Activities: Lecture & discussion on how global radiation distributed
5-7 on the surface of the earth and factor affecting it energy balance.
Chapter four : Temperature – 4 hrs
Air temperature
Daily
Annual
Measuring temperature: scales, instrument and recording
Uses of temperature data Activities
Activities: Analysis air temperatures how it varies in time and space
how can measure temperature using different instrument.
Chapter five :Atmospheric Pressure and Wind Systems
Distribution of Atmospheric Pressure
Cyclones and Anticyclones
General Atmospheric circulation
Wind systems and Turbulence
Forces governing wind
Permanent or prevailing or planetary winds
Local winds
Regional or Monsoon winds
Measurements of Atmospheric Pressure and Wind
Activities: identification of different pressure and wind system and
8-10 how it formed and distributed spatially in the surface of the earth.
Chapter six: Atmospheric Moisture
Air humidity
11-12 Evapo – transpiration: determinants
Absolute, specific, mixing ratio and relative humidity
- Dew point temperature: dew, fog and frost
Activities: lecture on atmospheric humidity how it formed and the
13-14 different forms of humidity the how they relate each other
Chapter Seven : Precipitation
Origin, forms and types
Seasonal and spatial distribution
Variablity and intensity
15 El Nino, La Nina
Measurement
Climograph
Chapter Eight : Climatic classification
Classification According to Koppen
16 Agro climatic classification
Final exam
Teaching and learning methods Lecture, group discussion, individual work, directed reading, project work
36
Continuous assessment Competences to be assessed
Assessment assessment 1 week 3 How well understood important
Students will be evaluated assessment 2 week 8 concepts regards to atmosphere
based on field/laboratory assessment 3 week 14 and hydrosphere.
practical performances, Group assignment 10% Describing the radiation balance
field/laboratory practical Group Assignment 1 week 3 and temperature variation and
reports, group and individual Group Assignment 2 Week 6 measurement
assignments, and final Individual Assignment 20 % Week 9 Concepts regards to atmospheric
Mid Exam Week 8 30% moisture wind and pressure
how to relate climatology and
metrology with environment and
with other fields and practical
activities related to climatology
and metrology

Course Expectation Preparedness and participation: both students and the teacher should be
prepared since education is an interactive process. Students should be active
participants in the teaching-learning process. They should be interested to the
course and come to class with the necessary materials such as exercise books
and pen. In addition, they should to take responsibility in their education.
Teachers are also expected be prepared and interested to the course, which
they are offering. They have to consult the essential materials a head of time
and try share their knowledge in an efficient and effective manner.
Material availability: reference materials are expected to be available in the
library nearest to respective faculties.
Policy Attendance: It is compulsory come to class on time and every time. If you
are going to miss more than three classes during the term, you should not
take this course.
Assignments: you must do your assignment on time. No late assignment will
be accepted.
Cheating: you must do your own work and not copy and get answers from
someone else. The only way to learn English is to do the work yourself.
Also, please do not chew gum, eat, listen to recorders or CD players, wear
sunglasses, or talk about personal problems. Please be sure to turn off pagers
and cell phones before class and exam sessions.
Reference Ahrens C. D., 1994. Meteorology Today: An Introduction to Weather,
Climate and the Environment. West Publishing Company, New York
C. Donald Ahrens: Essentials of Meteorology an invitation to the
Atmosphere, 4th or 5th Ed. (ISBN 0-534-
42264-0)
Howard j. critchfield; General Climatology 4TH ed. Indian 2004
Edward Aguado ,Jumes Burt,4th ed : Understanding weather and
climate,2007 West Publishing Company, New York
Jone T .Hardy ;Climate change cause, effect
solution,Bellingham,Washington,usa,2003
Arthur Getis,Judith Getis, Jerome.Fellmann (20o0). Introduction to
Geography(7th ed).McGraw-hill higher
education U.S.A
Tom L.McKnight, 1990 Physical geography(3rd ed),University of California
,Los Angeles
Staheler, A.H and straheler, A.N ,1983 Modern physical Geography 2nd ed
,Jone Wiley and sons, New
37
Approval sheet Approved by __________ Signature_________ Date_____________
Authorized by:_________ Signature ________ Date _____________
Course title /code Crop Production and Management (Agfo2035)
Degree Program BSC in Agroforestry
Module Title Crop Production
Module coordinator
Instructor’s Name
Instructor’s Contact Office /Building
Information Phone
Email
Office hour
ECTS 3 ECTS/ 81hrs
Student Work Load Lecture Tutorial Laboratory practice Home study Total
32 hrs -- 32 17hrs 81hrs
Course objective and Upon the successful completion of this course students will be able to:
competences to be Know the features and role of crop production in Ethiopia
acquired List the major center of origin for crops and their dispersal
Describe the classification and botany of crop plant
Describe the edaphic and climatic conditions to which the crop is adapted
Explain the agronomic practice and the main categories of cropping systems and
describe the main characteristics of each system
Know the method of fertilizer application
Describe the general production practices from seed bed preparation till harvesting
and suitable climate and soil for cereal grains and pulse crops that are grown in
Ethiopia
Understand the dry land farming systems of Ethiopia.
Course The course entitled as ‘‘Crop Production and Management’’ is designed to be given
Description/content as a course for agroforesty program students. The course includes an introductory
material on crop production which involves an overview of the basic concept of crop
production; features and role of crop production in Ethiopia; food security; definitions
and basic terminologies. It also includes the origin of cultivated crops and their
dispersal; Classification of crop plant; botany of crop plants; factors determining crop
production and management particularly the climatic and the soil factors. A brief
description of cropping system and agronomic practices; including tillage, seeds and
seedlings fertilizer use and management; principles of dry land farming. Moreover,
general remarks on individual crop culture under Ethiopia condition.
Schedule
Week Date Topics and Sub Topics References
Chapter-1 Introduction Martin, et.al, 1976.
1-2 Basic concept of crop production 3-29
History of crop production
Importance of crop production Metcalfe,D.and
An over view of Ethiopian crop production Elkils,D.M, 1980.
Trained and role of crop production 3-70
3-4 Food self-sufficiency and food security
Problems of crop production in our country Martin, et.al, 1976.
Charter-2 Origin and Classification Crop plants 8-25
38
Origin of cultivated plants Martin, et.al, 1976.
Center of Origin 66-98
5-6 Center of diversity Kipps M.S 1970.
Dispersal of crops from center of origin 54-88
Classification of crop plants
Botanical classification Martin, et.al, 1976.
Agronomic classification 29-65
7-8 Special purpose classification -Kipps M.S 1970.
Classification based on life habit 30-54
Chapter-3 Botany of Crop Plants
Structure and function of crop plants
Growth and development of crop plants -R.D.Park and
Growth of crop plants M.Eddowes, 1975.
Development of crop 13-40
Factors affecting growth and development in crop plants Martin, et.al, 1976.
Environmental factors 29-65
Plant hormones and growth regulators
Chapter-4 Factors determining crop production and management
Environmental factors
Climatic element
Temperature Kipps M.S 1970.
Light 30-54
9-11 Moisture Martin, et.al, 1976.
Humidity 114-140
Wind Kipps M.S 1970.
Soil environment 174-207
Physical properties of soil Metcalfe,D.and
Chemical properties of soils Elkils,D.M, 1980.
Biological properties of soil 254-279
Biotic factors Martin, et.al, 1976.
Socio-economic factors 176-211
Internal factors of the crops Kipps M.S 1970.
Chapter-5 Agronomic practices 106-135
12-13 General introduction to agronomic practices
Land preparation
Site selection
Tillage
Purpose of tillage Metcalfe,D.and
Types of tillage Elkils, D.M, 1980.
Selecting of planting materials(seeds) 220-235
Role of seed
14 Seedling vigor
Seed quality
Viability and germination test Kipps M.S 1970.
Seeding (sowing) 224-239
Types of sowing Martin, et.al, 1976.
Important things during sowing 141-176
Time of sowing
Depth of sowing
Seeding rate
Post planting (Managemental ) practices Martin,et.al (1976).
Weeding 323-755
15 Pest and disease management
Fertility management and application of fertilizer
Irrigation
39
Harvesting
Storage
Chapter-6 Cropping system
Objective cropping system -R.D.Park and
Role of cropping system M.Eddowes, 1975.
Type of cropping system 174-175 Lecture
Shifting note
Continuous
Sole
Intercropping
Monoculture
Crop rotation
Sequential cropping -Metcalfe,D.and
Ally cropping system Elkils,D.M, 1980.
Mixed farming 333-416
Chapter- 7 Principles of dry land farming - Kipps M.S 1970.

16 Definition and classification of dry areas
Dry land farming in Ethiopia
Chapter- 8 General remarks on major field crops grown in Ethiopia
Cereals
Pulses
Oil crop
Root and tuber crops
Plantation crops
Presentations of term paper
Presentations of project work and group assignments
Final Exam Week
Classroom contact/Lecture, group discussion, group work, laboratory\demonstration, individual work,
assignment, project work.
Assessment Continuous assessment Competences to be assessed
Group assignments with report and
presentation 20% Evaluate based on how they write their group
During the course project work will be report, participation and presentation including
given to assess the crop production and problems objectives methods and results identify
management system including cropping the current crop production situation, the
systems, major crops that are grown by management system, the major crops that are
farmers around wondogenet. grown by farmers and their production
Individual assignment (15%) constraints. Detail information will be given
Assignment -1 (5%) when the assignment is distributed
Study question will be given at the end
of each chapter. Evaluate the performance of students about each
Assignment-2 (10%) topics
The students will be writing a term Students that are how they write their term paper
paper on small cereals, cane cereals, report, participation and presentation evaluated
highland pulses and lowland pulses. based on how they organize and explain their
Laboratory report 5% idea and how the way they present their term
Three Quizzes (20%) paper.
Quiz 1 on concepts related with crop How they write laboratory reports including
production origin and botany of objective, materials, results and conclusion will
crop .week 3 evaluate.
Quiz 2 On factors determining crop Evaluate the students how much they able to
production. week 6 explain concepts of crop production including
Quiz 3 on agronomic practices and origin botany and features of production in
40
fertilizer uses week 10 Ethiopian condition? How they generate ideas
towards the solution? How they explain about the
agronomic and management practice?
Final exam 40% week 16
Course Preparedness and participation: both students and the teacher should be prepared since
Expectation education is an interactive process. Students should be active participants in the teaching-
learning process; advance reading, cooperation during group work. They should be
interested to the course and come to class with the necessary materials. Advance reading
(manual and other), able to demonstrate, keep rules and regulations of laboratory, team
work in addition, they should to take responsibility in their education. Teachers are also
expected be prepared and interested to the course, which they are offering. They have to
consult the essential materials ahead of time including laboratory manuals; hand outs and
try share their knowledge in an efficient and effective manner. Material availability:
reference materials are expected to be available in the library.
Policy Attendance: students should attend at least 75%
Assignments and reports : all students must do all the assignments and laboratory reports
and summit on time
Tests/quizzes: all students must site/take all tests/quizzes given
Cheating/plagiarism: cheating/plagiarism are strictly forbidden. It will result in
disqualification of the course.
Please be sure to turn off pagers and cell phones before class and exam sessions.
Reference R.D.Park and M.Eddowes, 1975.Crop husbandry. Second edition
Hand out from library .Fundamental of crop production. 2010
John H. Martin, Warren H. Leonard & David L. Stamp (1976). Principles of Field Crop
Production. Third Edtion.
Kipps M.S 1970.6th ed.Production of field crop.McGraw hill Inc,U.S.A.
Metcalfe,D.and Elkils,D.M, 1980.Crop production .Principle and Practice. 4 th ed.Macmillan
New York.
C I.C. Onwueme & T.D. Sinha (1991). Field Crop Production in Tropical Africa.
Course title /code Coffee production (Agfo2036)
Degree Program Agroforestry
Module coordinator
Course credit 2Cr.Hr (3 ECTS)
Instructor’s Name
Instructor’s Contact Office /building
Information Phone
Email
Office hour
ECTS 3 ECTS/ 81hr
Student Work Load Lecture Tutorial Field work Lab/ Prac. Home study total
32 hrs - 32 hrs 17 81hrs
Course objective and At the end of the course, students will be able to
competences to be Explain the economic importance of coffee to Ethiopia
acquired Understand the biology of coffee and environmental factors affecting its growth and
production.
Explain system of coffee production in Ethiopia and develop agronomic practices
that improve its productivity.
41
Understand various types of harvesting and processing approaches.
Understand the problems of coffee production in Ethiopia and discuss on ideas
towards the solution.
Course The course deals with the economic, social and biological importance of coffee. It
Description/content introduces the major production system in Ethiopia and also deals about the biology
of coffee, its propagation and field planting. Finally it deals about coffee protection,
major types of pruning and different methods of harvesting and processing.
Practical: Acquaintance and field visit with morphological characters of a coffee
plant. Seed selection and preparation, and nursery practices including transplanting
techniques, whole preparation and planting. Pruning techniques for managing
modern coffee farm. Slide and video films on important pests and diseases of coffee
and their control
Pre-requisite(s) Plant propagation
Course status Major
Schedule
Wee Topics and Sub Topics

k
1&2
3-4
5& 6
42
1 Introduction
1.1 Origin and history of coffee
1.2 Importance of coffee
1.3.1 Economic importance of coffee
8-9 1.3.2 Biological and social importance of Coffee
1.3 Problems of coffee production in Ethiopia
2. Coffee Production Systems in Ethiopia
2.1 Forest Coffee
2.2. Semi-Forest Coffee
10 2.3. Garden Coffee
2.4. Plantation Coffee
3. Biology of coffee
3.1 Morphology of economically important
3.2 Growth and development of coffee
3.3 Ecological requirements
4. Propagation Coffee
4.1 Coffee propagation by seed
11- 4.2 Vegetative propagation of coffee
12 4.3 Handling techniques of coffee seedlings
5. Field planting of coffee
5.1. Preparations for coffee planting
5.1. 1. Site selection
13 5.1.2. Land preparation
5.1.3. Marking out the rows and holing
5.1. 4 Establish shade trees for coffee production
5.1.5. Planting of windbreaks
14 5.2. Planting of coffee
5.3. Planting systems and spacing
5.3.1. Spacing
5.7. Planting system
6. Protection of coffee
6.1 General information on pests and disease
15 6.2 Common coffee fungal disease and insect pest in Ethiopia
6.2.1 Coffee Disease
6.2.2 Insect pests of coffee
7 Maintenance of coffee plantation
16 7.1 Fertilization
7.2 Weeding
7.2 Irrigation
7.3 Pruning and types of Pruning
7.4 Erosion control
7.5 Shed tree
8. Harvesting and yield of coffee
8.1 Harvesting methods of coffee
8.2 Harvesting periods of Coffee
8.3 Yield of coffee
9. Coffee Processing
9.1 Wet method of coffee processing
9.2 Dry processing of coffee
Discussion on individuals and group work assignments
Writing and submission of reports on group assignments
Final exam
Teaching and learning methods: Classroom contact/Lecture and discussion, field visit, practical field work,
group and pair work/discussions, and individual work (independent learning).
Assessment Continuous Competences to be assessed
43
assessment Evaluation of the students how much they know about the role of
Assessment 1 (15%) coffee in Ethiopian economy? The common coffee production
system and discussing on the problem and prospects of coffee
Assessment 2 (25%) production in Ethiopia and how much they generate ideas towards
the solution?
Assessment 3 (20%) Students will be evaluated on the practical aspects based on how
their activity during practical section? How they write practical
reports? and tests on each practical parts
Evaluation of the students on the group work this will be done

based on how they write their group report, their participation on
their group work assignment (case study), and it will have oral
presentation and each of the group member will have its own part
so how much he/she explains his/her part also will be considered
on the evaluation.
learning process. They should be interested to the course and come to class with the
necessary materials such as exercise books and pen. In addition, they should to take
responsibility in their education. Teachers are also expected be prepared and interested to
the course, which they are offering. They have to consult the essential materials ahead of
time and try share their knowledge in an efficient and effective manner.
Material availability: reference materials are expected to be available in the library nearest
to respective faculties.
Assignments: all students must do all the assignments given
Cheating/plagiarism: is strictly forbidden. It will result in disqualification of the course.
Reference Rene Coste (1993). Coffee, The plant and the product.
Mulugeta Taye (2000). Principle and Practices of coffee and Tea Production and
Management. Teaching material, Hawassa College of Agriculture Hawassa, Ethiopia.
44
Course title /code General ecology (Agfo2034)
Degree Program BSc in Agroforestry
Course credit 2 Cr.Hr. (3 ECTS)
Module coordinator
Instructor’s Name
Lecturer
Cr.Hr./ ECTS 3ECTS/81hrs
Student’s workloads Lecture Tutorial Practical or laboratory Home study Total
(hrs) 32 - 32 17 81
Course Objectives & A comprehensive course in which students will be acquainted with the current and
Competences historical human environment interaction, the extent and the effect of this interaction
Acquired on the global biotic communities and environment. The course will give insight into
ecological processes that natural prevail and the interaction among the biotic
communities and their environment. The course will enable the students to understand
the flow of energy and material cycle that sustain life on earth and their distribution in
different parts of the earth. It will equip students with the ecological principles and
their application to alleviate current problems and apply the knowledge and the skill
for the conservation and management of natural resources based on these ecological
principles.
At the end of the course, the student shall:
Explain the history of human-environment relationships
Illustrate historical development of ecology and its scope
Explain the energy flow and nutrient dynamics in different ecosystems
Describe the concept of ecosystem changes
Elucidate the concept of biogeography and major biomes of the worlds
Describe the application of ecological principles in natural resources conservation and
management
Course Historical relationship of Man with environment, concepts of ecology; concept of
Contents/description ecosystem, biogeochemistry and ecosystems productivity, measures of productivity;
stress, common responses to and to adaptations to stress, ecological succession,
process involved in succession, community structure and methods to study structure,
biogeography of the world; types of plant and animal distribution around the world,
principles of biogeography, centers of biogeography, biomes of the world, centers of
origin and dispersal , Diversity, approaches to diversity conservation, international
conventions on diversity, methods of its assessment
Practical/Lab. Session: Students will be exposed to different ecosystems and
characterize the ecosystems through field visits. The field visits will be conducted
around the Central Rift Valley woodland, Abijata Shala National Park, Area
Enclosure, Wondogenet natural forest. Analysis of community structure and diversity
at the Wondogenet natural forest.
Pre-requisites None
Status of Course Compulsory
Schedule
Week Date Topic and Subtopics
1 Man-environment interaction
Concept and Scope of ecology
2 Energy flow and chemical cycling in the ecosystems
The concept of ecosystem
Energy flow in ecosystem
3 Concept of primary productivity
Measurement of Primary Productivity
Ecological efficiencies 45
4 Chemical cycling in the ecosystems
Practical: Visit Wondo Genet Forest
Practical 1: Ascertain the different components of ecosystems, biotic and
Course title /code Soil and Water Resource Management ( SRWM2023)
Degree Program B.Sc in Agroforestry
Module Title Soil and Water Resource Management
Module coordinator
Instructor’s Name
Information Phone
Email
Office hour
ECTS 3 /81hrs
Student Work Load Lecture Tutorial Lab and field practice Home study total
32 hrs - 32 17 hrs 81 hrs
Course objective and At the end of the course, students will be able to:
competences to be Understand the causes and extent of land/soil degradation in Ethiopia
acquired Understand past efforts done on soil conservation in Ethiopia, and identify
challenges and opportunities for proper planning and implementation of soil
conservation
understand the processes and type of erosion, and identify factors affecting erosion
Understand the strategies and principles to be followed in planning erosion control
activities
Plan and implement physical/mechanical and agronomic/biological erosion control
measures to different land use and agro ecological zones
Understand the socioeconomic factors affecting the sustainability of erosion control
programs
Course Description/ Soil/land degradation in Ethiopia- causes and extent; Soil erosion- processes, types,
content wind and water erosion, factors affecting erosion, classification of water erosion-
splash, sheet, rill, gully and stream bank erosion; wind erosion: forms, causes and
damages; strategies and principles for erosion control; Different levels of planning
soil conservation: Landscape level, watershed level, farm level; wind erosion
control- windbreak and shelter belts; biological and engineering measures of water
erosion control- rotation, cover crops, strip cropping, multiple cropping, high density
planting, mulching, re-vegetation and area closure; soil management: organic matter
addition, conservation tillage practices, and soil stabilizers; contour farming, strip
cropping, contour bunds, graded bunds and terraces; runoff disposal systems; design
principles of bunds and terraces; design of vegetative and grassed waterways; gully
control structures; water conservation: micro-basins for tree plantation , socio-
economic issues of soil conservation;
Practical
Survey of watershed area and identification of the different types of soil erosion and
erosion condition,
Preparation of conservation plans,
structural design and layout of conservation measures
Construction of most commonly used erosion control and water conservation
measures
Visits to different soil and water conservation schemes
Pre-requisite(s)
Schedule
First class meeting Sep _____ General introduction about the course,
and setting ground rules
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1 Introduction to soil resources and land degradation
Soil as a renewable natural resource
Land/soil degradation in Ethiopia
Mechanics and processes of Erosion
2-3 Definition
Processes of erosion
4 Forms of Erosion
Factors affecting erosion
5 3. Principles and strategies for erosion control
3.1 Principles and strategies for erosion control
3.2 Strategies for erosion control
3.3 Levels of planning soil and water conservation
6 4. Erosion control measures
4.1 Agronomic erosion control
4.1.1 Principles of agronomic erosion control measures
4.1.2 Advantages of agronomic conservation measures
7-10 4.1.3 Agronomic erosion control measures on cultivated and grass lands
4.1.4 Enrichment plantation and area closure
5.Mechanical Erosion control measures
5.1 Principles mechanical erosion control measures
11 5.2 Physical conservation measures on major land use types
5.3 Runoff disposal systems
8. Gully erosion control
8.1 Diversion of runoff
8.2 Establishment of protective vegetation
12 8.3 Stabilization structures (check dams)
9. Wind erosion and control
13-14 Introduction
Wind erosion control measures
15 10. Water conservation
10.1. Losses of soil water
10.2. Conservation practices and water harvesting techniques
Socioeconomic aspects of erosion and soil and water conservation
Important considerations during implementation of soil and water
16 conservation
Perceptions about erosion and acceptance of conservation measures
Formal and informal methods of data collection in soil and water
conservation,
Global and national experiences
Final Exam Week
Teaching and learning methods: Classroom contact/Lecture, group work, independent learning)
Assessment Continuous assessment : 20% ( Assignments and Quizzes)
Practical work report: 20 %
Project work on Planning SWC activities: 20% (write up 10 %, presentation 10 %)
Week 11-week 15
Course Expectation Preparedness and participation: both students and the teacher should be prepared since
education is an interactive process. Students should be active participants in the
teaching-learning process. They should be interested to the course and come to class
with the necessary materials such as exercise books and pen. In addition, they should to
take responsibility in their education.
Teachers are also expected be prepared and interested to the course, which they are
offering. They have to consult the essential materials ahead of time and try share their
knowledge in an efficient and effective manner.
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Material availability: reference materials are expected to be available in the library
nearest to respective faculties
Policy Attendance: 100 % course attendance is compulsory. Students are expected to be
punctual and are expected to submit reports in time. In addition, students should provide
tangible evidence in case of any absence.
Assignments: you must do your assignment in time. No late assignment will be
accepted.
Tests/Quizzes: No makeup tests or quizzes will be given in case of failure to take the
testes unless provision of tangible evidence.
Cheating: you must do your own work and not copy and get answers from someone
else.
Also, please do not chew gum, eat, listen to recorders or CD players, wear sunglasses,
or talk about personal problems. Please be sure to turn off pagers and cell phones before
class and exam sessions.
Reference Arakeri. 1987. Principles of Soil Conservation and Water Management. IBH Publishing
Co., New Delhi, India.
FAO. 1993. Field measurement of soil erosion and runoff. Natural resource
management and environment department. FAO Soils Bulletin (FAO). 0253-2050, no.
68. Rome, Italy.
Glenn, o., Delmar, D., William, J. & Richard K. 2002. Soil and Water conservation
Engineering, 4th ed. Replica Press Pvt. Ltd, Kundli, Idia.
Hans H. 1986. Soil conservation in Ethiopia. Community forest and soil conservation
development department, MoA. Addis Ababa, Ethiopia.
Lundren, L. and Geoff T. 1994. From soil conservation to land husbandry: guidelines
based on sida’s experience.
rd
Morgan, R.P.C. 1995. Soil Erosion and Conservation. 3 ed. Longman Group Ltd.,
Essex, UK.
Singh, S. 1999. Manual of soil and water conservation practices. India.
Taffa T. 2002. Soil and water conservation for sustainable agriculture. Mega Publishing.
Addis Ababa, Ethiopia.
Young, A. 1991. Agro forestry for soil conservation. CAB international, UK.
Lal R. 2000. Integrated Watershed Management in the Global Ecosystem. USA
Approval section Approved by: Name……………………Signature…….……...Date………..
Authorized by:Name………………signature……………..Date………………
Degree Program B.Sc Degree in Agroforestry
Module Title Basics of Forestry
Module coordinator
Course title /code Forest Seeds and Nursery Technology (GeFo2041)
Instructor’s Name
The Credit in ECTS 5ECTS/135hrs
Weekly CP of course element Lecture hr Tutorial hr P/L hr HS hr Total
48 - 48 39 135
Course objectives & Upon the successful completion of this course, students will be able to:
Competences Acquired Describe seed/fruit formation, and their sources
Identify the quality and determine the quantity of seeds for a certain project
Recognize the collection, handling, processing and quality test on seeds
Select and establish the seed source/seed production area
Recognize major problems of germination and how to solve it.
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Select sites, layout and design of a tree nursery
Determine the size and shape of a nursery based on the standard dimensions
of a model nursery
Carry out and practice the principles of raising and managing seedlings.
Carry out nursery cost and financial analysis
Course Contents/description As raising seedlings is the initial stage in all planting programs, the success
of the next plantation operations will ultimately influence by the production
of healthy, sturdy & disease & pest free seedlings. This demands
understanding of tree Seeds/fruits formation; parts of seeds &their function;
Identifying seed source (formal & informal sources); Provenance, seed
stand & mother tree selection; Seed collection, processing, transport, storage
and seed handling techniques; Evaluating and grading of seed; Seed quality
& germination process; seed testing; Identification & solving problems
related to germination/ seed dormancy; application of different seed pre-
treatment techniques; Trade & distribution; Quarantine regulation and seed
certification. It also it requires understanding of how to make proper
Nursery Site selection; Laying out and design of tree nurseries:
identification of different types of nursery; determining the size & shape of
nursery, proper soil mixture & potting; methods of raising seedlings;
Nursery practices/techniques; Care & conditioning of seedlings; Work
organization & recording; Working calendar; Seedling development record
Pre-requisites
Semester
Schedule
Attendance Requirements 90%
Week Date Title and Contents
Seed Biology, Development and Ecology
1 Definition and terminologies in Reproductive Biology
Morphology of fruit and seed
Practical 1: Identification of parts of germinated seed
2 Planning and Preparation of Seed Collection
Introduction
Climatic correlation and phenology tables
Flower and fruit assessment, methods and correlations
Provenance
Genetic variation
Seed Source
Practical 2: Seed and flower surveying
3&4 Seed Collection techniques
Introduction
Factors influencing choice of Collection methods
Collection from the ground
Collection from the crown of felled trees
Collection from standing trees
Practical 3: Seed and flower surveying, How to select mother trees
for seed collection & seed collection & extraction
5&6 Handling of Fruit and Seed between Collection and Processing
Introduction
Reduction of bulk
Maintaining viability
Maintaining identity
Hygiene and contamination
Practical field processing and storage
Condition during transport
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Temporary storage at seed processing depot
Practical 4: Identification of various tools & equipment used in tree
nurseries, visit to permanent & local community nurseries
7 Seed Processing
Introduction
Pre-cleaning
Pre-curing
Seed extraction
Operations between extraction and storage
Storing seeds
Dispatching
Practical 5: Determination of purity percent of seeds of different tree
species
7&8 Seed Testing
Sampling
Genuiness (True-to-type) test
Purity test
Purity analysis
Weight determination
Moisture content of seeds
Germinability test
Dormancy
Seed pretreatment
Trade and distribution of seeds
Practical 6: Determining on effects of different seed pre-treatments
in breaking seed dormancy & germination test
9 & 10 Nursery Establishment and Management
Types of nurseries
Nursery site selection
Nursery layout
Nursery site preparation
Nursery fence and hedge
Components of nursery area
Tools and equipment
Practical 7: Practical exercise on laying out, design & calculation of
a Nursery site
Practical 8: on nursery hedge
11 & 12 Seedling Production Techniques
Bed preparation
Soil-potting mixtures
Types of seedlings
Sowing methods and techniques
Nursery bed shades
Watering
Control of birds, rodents and pests
Soil fertility and application of fertilizer
Transplanting
Mulching
Root pruning
Practical 9: establishment, seedbed construction
Practical 10: How to determine & prepare nursery soil mixtures &
pot filling
13 Nursery Diseases, Pest Control
Practical 11: Practical exercise on seed sowing techniques & shade
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construction
Practical 12: Practical exercise on transplanting (pricking out) and
methods of root pruning (week 10)
14 Record keeping in the nursery
Practical:
15 Nursery cost and Financial Plan
Practical 13: Practical exercise on compost preparation
Teaching & learning Methods Lecture, Practical, Laboratory, Group discussion
Assessments/Evaluation 1. Practical assessments (15%) Competences to be assessed1011
2. Test 1 (10%) The ability to identify parts
3. Quiz/ Test2 (10%) constituting seed; how to undertake
4. Group assignment (10%) seed and flower surveying, the
5. Individual assignment (5%) ability to make selection of mother
Final Exam 50% tree; how to determine purity
percent; effects of different seed
pretreatment techniques; how to
calculate and layout tree nurseries
etc
Course Expectation Preparedness and participation: both students and the teacher should be
prepared since education is an interactive process. Students should be active
participants in the teaching-learning process. They should be interested to
the course and come to class with the necessary materials such as exercise
books and pen. In addition, they are expected to come to class reading the
necessary texts given as references following the course outline. Teachers
are also expected be prepared and interested to the course, which they are
offering. They have to consult the essential materials well ahead of time and
try share their knowledge in an efficient and effective manner. Material
availability: reference materials are expected to be available in the library.
Policy Attendance: Attendance: students should attend at least 75% of the
theoretical & 100% of the practical classes.
Assignments: all students must participate in all the assignments given at
individual and group basis
Continuous assessment: all students must take all the assessments as
scheduled
Cheating/plagiarism: cheating/plagiarism is strictly forbidden. It will result
in disqualification of the course.
Re-exam: Applicable for Final Exams, with permission from DC
Results of Practical Exams: Incomplete or Zero marks will lead repetition of
the course
References Davidson, Harold; R. Mecklenburg; C. Peterson, 1988. Nursery
Management Administration and Culture. Second ed. Prentice Hall, New
Jersey, USA.413 PP.
Duryea. L, Mary; D. Lands, Thomas (1984). Forest Nursery
Manual_production of bare rooted seedlings. Martinus Nijhoff/Dr. W.Junk
publishers. The Hague, 385 pp.
Ethiopian Forestry Manual vol.I (1987).MoA/GTZ Forestry Project, Addis
Ababa.
Evans, J(1992). Plantation Forestry in the Tropics (2nd Ed).
ILO (1989). Tree Nurseries. An illustrated technical guide and manual.
Booklet No. 6.
Hartmann, H.T., Kester, D.E., Davis, F.T., 1997. Plant Propagation:
Principles and Practices, 6th ed. prentice-Hall, Englewood Cliffs, New
Jersey, pp.770
Kumar, V. (1999). Nursery & Plantation Practices in Forestry.Scientific
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Publisher. India
Pancel, L(1993). Tropical Forestry Handbook (ed.). Vol 1. pp 381-512.
Schmidt, L. 2000. Guide to Handling of tropical and subtropical Forest
Seed, Denamrk.
Mamo Kebede, Lecture Note in Silviculture, WGCF Library, June 2004
Tadele Zewdie Lecture Note on Forest Seeds and Nursery technology, 2009
Approval section Approved by: Name……………………signature……..
……...Date……………
Authorized by:Name……………………
signature……………..Date……………
Course title/Code Plant Physiology (Agfo2033)
Degree Program B.Sc. in Agroforestry
Module coordinator
Course credit 3 ECTS
Course information Academic Year: Semester
Instructor’s Name
Instructor’s contact Tel: Office
information Cell phone:
E-mail:
Office hour:
ECTS 3 ECTS
Student workload Lecture Lab practice Home study Total
32 32 17 81 hrs
Course objectives & Upon successfully completing this course, students
competencies acquired → shall fully understand the fundamental interrelations between plant anatomy and
function in plants.
→ shall be able to explain the basic mineral acquisition processes and biochemical
and physiological role of mineral elements
→ shall understand plant processes responsible in water transport and maintenance of
plant water balance in plants and the physiological and ecological role of water.
→ shall be able to explain the mechanism of carbon fixation and assimilation and
explain the regulatory role of environmental variables.
→ shall be able to explain plant growth and developmental processes
→ shall understand and discuss the effect of stress factors on plant growth and
development and explain plant physiological processes associated with stress
tolerance.
→ shall be able to apply basic laboratory methods and approaches in studying
fundamental physiological processes in plants.
Course description Plant structure and function of plant tissues, Nutrient acquisition; absorption
processes, mineral nutrients: physiological function and nutrient deficiency; Plant
root-microbe interactions; Plant-water relations; plant water balance, the soil-plant-
atmosphere continuum, Photosynthesis and carbon metabolism; the photosynthetic
apparatus and photosynthetic reactions, carbon fixation pathways, photosynthetic
response to light and temperature; Growth and development; cellular basis of growth
and meristems in woody plants, plant hormones and growth regulation, flowering and
seed physiology; Stress physiology; Cultural practices and physiological responses.
Pre-requisite (s) Introduction to Botany
SCHEDULE
WEEKS TOPICS & SUB-TOPICS
52
1 First class meeting: Introduction to the course, setting the ground rules
(policies, Teaching and learning methods, assessment methods, assignments,
work load distribution etc…);
Lecture Topics: Chapter 1 - Introduction
An overview of important concepts
Plant architecture and anatomy
Plant organs and tissues: structure and function
Discussion: Students will suggest discussion points. Instructor will outline
2 discussion points. In depth discussions on points from previous lectures.
Question and answer session. Outline the contents of next lecture.
Laboratory Exercise 1
Lecture Topics: Chapter 2 - Acquisition of mineral nutrients
Mineral nutrients: classification
Deficiencies and disorders
Lecture Topics: Chapter 2 contd …
Mineral nutrient absorption: Plant roots
4 Plant root-microbe associations: Rhizobium-Legume symbiosis &
Mycorrhizae
discussion points. In depth discussions on points from previous lectures.
5 Lecture Topics: Chapter 3: Plant water relations
Properties and functions of water
Water transport mechanisms and processes
Free energy and potentials
Lecture Topics: Chapter 3 contd …Diffusion and osmosis, Soil Water,
absorption and transport, Long distance transport (soil-plant- atmosphere
continuum)
Water balance of a plant: Short-term and long-term plant water balance;
Factors that affect plant water balance; Quantifying plant water balance: Leaf
level and whole plant
SCHEDULE
WEEKS DATES TOPICS & SUB-TOPICS
6 Discussion: Students will suggest discussion points. Instructor will outline
Lecture Topics: Chapter 4 - Photosynthesis and carbon metabolism
Overview
Light energy: Action and absorption spectra
Lecture Topics: Chapter 4 contd…
The photosynthetic apparatus
Plastids: Chloroplasts and other pigments
8 Chloroplast: organization
Light-dependent reactions: Photosystem I and II
9 Lecture Topics: Chapter 4 contd…
Biochemical reaction: Calvin cycle
Utilization of phtosynthates
Photosynthetic pathways: C4 and CAM & their adaptive significance
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Photosynthetic responses to light and temperature
Lecture Topics: Chapter 5 Growth and development
11 Growth and development: an overview
Chemistry, site of production and Physiological functions
Cellular basis of growth and meristems, tropism
SCHEDULE
WEEKS TOPICS & SUB-TOPICS
Plant hormones: Auxins, Cytokinin, Gibberellin
ABA, Ethylene – Chemistry, site of production and Physiological functions
Flowering, seed formation and seed germination
13 Question and answer session. Outline the contents of next lecture.
Lecture Topics: Chapter 6 - Stress physiology
Biological stress concept: Concepts and definitions
Stress factors
Lecture Topics: Chapter 6 (Contd…)
14 Plant responses to stress factors
Water stress and adaptive responses
15 Question and answer session. Outline the contents of next lecture.
Lecture Topics: Chapter 7 - Cultural practices & physiological responses
16 Final Examination Week
Assessment Continuous assessment
Laboratory exercises and reports (Each weighing 7 %)
Lab Exercise 1 Report 1 Week 2
Written Examinations
Quiz 1 (10%) Week 4
Quiz 2 (15%) Week 6
Final Examination (40%) Week 16
Course Expectation Each lecture session is designed to provide students with highlights of the topics and
discuss important concepts. Reading materials will be provided a week before each
lecture. Students are expected to prepare themselves for each lecture well ahead of
time. After two or three lectures, discussion sessions will follow during which students
are expected to raise questions on points raised in lectures or points from reading
materials. The discussion session is meant to expound on points which are not well
covered in the lectures. Students should take an active part in leading the discussion.
The instructor may outline points for discussion as appropriate.
Policy Attendance: students must attend lectures, field exercises, and discussion classes
throughout the course. If you miss more than 5% of the lecture and discussion hours
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and/or 5% of laboratory practical hours, you will not get any grades. If you failed to be
punctual and miss classes, you may also miss tests/quizzes. No makeup test/quizzes
will be arranged.
Lab reports: Lab reports should be compiled in groups of 4-5 students. For each
laboratory exercise undertaken each group will compile a report according to the lab
reporting format provided by the course instructor. You must follow the reporting
format. Each report must be submitted to the course instructor/assistant instructor 3
days after the practical exercise. Individual members of each group are expected to
participate actively in the group discussion and report compilation.
Student behavior: students must come on time to lectures, discussion sessions and
practical sessions. If you are 5 minutes late for lectures or discussion sessions, please
do not come and interrupt us. Students must switch off their cell phones while in the
class and must avoid displaying unnecessary behaviors like chewing gums, chatting
with friends, etc... Cheating of any form is completely unacceptable. You must work
your assignments and reports by yourself. You must avoid copying from a friend or
helping a friend in examinations.
References Taiz and Zeiger (1988) Plant Physiology, 2nd ed.
Kozlowski, Pallardy & Kramer (1991) The physiological ecology of woody plants
Kozlowski and Pallardy (1979) Physiology of woody plants.
S. Sundara Rajan (2000) Plant Physiology, 1st ed.
Course title /code Surveying and Mapping (GISc2092)
Degree Program BSc. Degree in Geographic Information Science
Module Title Spatial Data Aquisition
Module coordinator Yidnekachew Habte
Course ECTS 3Cr.Hr. (5 ECTS)
Instructor’s Name
Information Phone
Email
Office hour
ECTS 5 ECTS/ 135 hr
Student Work Load Lecture Tutorial Lab/ practical Home study Total
48 - 48 39 135hrs
Course objective and Upon completing the course, students will be able to:
competences to be Demonstrate distance, angle and direction measurements using different modern
acquired surveying instruments and techniques of spatial data collection
Develop critical thinking (judgment of site, understanding of accuracy and precision,
understanding of data gathering requirements)
Demonstrate skills of using different modern surveying instruments and techniques for
determining shape and size of objects
Develop skill on spatial data collection using different techniques and skills of ground
surveying, data organization, computation processing and plotting or mapping
Generate required information of resources communicate to end users using maps
figures and reports for resource planning, development, research, decision and policy
making
Develop team sprit/ work and skills
Undertake marking and locating coordinates/ position of entities and objects using GPS
and navigate direction and position of objects
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Course Description Principles and uses of surveying; types and classes of surveying; units of and tools of
measurements; Errors and mistakes in measurements; h horizontal distance
measurement: techniques of horizontal distance measurements, ranging out, chaining
and tapping; Setting out right angles; obstacles in ground surveying; chain surveying,
angle and direction; compass traversing; Leveling, Preparing field data for post-
processing plotting and mapping; Global Positioning System: Locating and marking of
coordinate points; navigation (locating direction and position of objects)
Course status Supportive
Schedule
Week Date Topic and Subtopic

1 Unit 1 Introduction
Definition & concept of surveying
1.2 Use and importance of surveying in
Activities: Review the course outline, discussing on the use and importance of ground
surveying in spatial data acquisition and information concept, give a general over
view on the use and importance of spatial data sources for generating information for
various uses.
1&2 Unit 2 Types and Classification of Surveying

Types of surveying
Geodetic & Plane Surveying
Classifications of surveying
Based on field of application
Activities: Review the different types and classes of surveying and can choose and
implement the most relevant surveying type to meet a specific purpose and need
3 Unit 3 Principles and techniques of ground surveying
Basic Principles
Survey techniques
Units of measurement in surveying
Error and mistakes
Tools and instruments of ground surveying
Activities: identification of the most important measuring tools and instruments
practice the required adjustment as required and demonstrate on the use and
application of the tools in measurements and observation.
4,5&6 Unit 4 Major techniques of ground surveying

Horizontal Distance Measurements
Fixing position of station points
Ranging out
Tapping/ chaining
Setting out right angles
Obstacles in horizontal distance measurement
Offsets
Activities: students will demonstrate how to locate and mark position of station
points, and how to establish straight line between station points. Exercise different
procedures and means’s on arriving at horizontal distance, carryout tapping/ chining
to determine horizontal distances between station points, practice setting out
perpendiculars/ right angles for solving problems related with irregular boundaries,
obstacles sets of rules and procedures (from the given practical manual). It is
mandatory and students are always advised to read the practical manual in advance of
each field practical.
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7&8 Unit 5 Chain surveying
Procedure
Basic principle of the method
Field work in chain surveying
Office work in chain surveying
Plotting and mapping
Activities: Group discussion on the procedures of chain surveying, carry out spatial
field data collection using of the principles and procedures of chain surveying,
organize, process/ analyze data and make mapping/ plotting.
9&10 Unit 6 Compass surveying

Angle and direction measurements
Application of different meridian reference lines for direction measurements
Azimuth and Reduced bearing
Local attraction and possible correction of local attraction
Principle of the method
Techniques of direction and angle measurements using compass
Compass traversing
Field work in compass surveying
Office work in compass surveying
Correction of local attraction
Closing error
Plotting and mapping
Activities: use compasses and theodolites for measuring distance, angle and direction
exercise spatial data collection using the technique of traversing and produce
thematic map that can represent the model of the object considered in the data
collection
11&12 Unit 7 Leveling Lecture: 2, 1
Definition & principles of leveling
Types of leveling
Elevation and contour
Contour characteristics
Activities: Measuring and determining vertical distance; demonstrate vertical distance
measurements by implementing the procedures of leveling and practice reading and
measurement of attitude/ height difference using topographic maps.
13 Unit 8 Measurement and computation of area
Introduction area calculation
Competition of area using different methods
Activities: Implement the different rules and procedures of area calculation for objects
of different shapes and size. Determine the area of different landuse and landcover of
plots/parcel of land.
14 Unit 9 Introduction to map reading

Principles and use of maps
Map projection
Map scale
Distance and area measurements using maps
Discussion on general overview of topographic and thematic maps, identification of
features and determine the true/ ground distance and area/ coverage of different
objects (thematic area) on a map calculate the true ground coverage of an object
using map scale and measurement of map distance/ are
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15 Unit 10 Global positioning system (GPS)
Introduction to (GPS) technology
GPS an overview of & its basic
principles
Use and application of GPS in data
collection
Data collection using GPS
Integration of GPS data into the GIS
system
General overview of the different pages of GPS and their function in marking and
locating position of objects and entities, demonstrate spatial data collection using
GPS. Application of GPS for navigation and fixing of position (X,y/ latitude and
Longitude) of earth features; group and individual field practical for locating and
marking position of objects
16 Final Examination
The mode of course delivery combines lecture, field practical, tutorials, Discussion – small and large group
Private exercises/assignment (e.g. field observation and measurement, topographic map reading, marking and
measurements of features on topographic)
Demonstrations designed to illustrate theory taught in lectures or to display particular skills (e.g. measurement/
observation, recording and accuracy checking, plotting/ mapping of resource/ property boundaries, layout and
designing of infrastructure).
Controlled Exercises: These are tightly controlled pieces of work that are wholly devised by the instructor that
yield known results (e.g. plotting and mapping)
Assessment Continuous assessment Competence to be assessed
As the course is based on intensive field practical Evaluating competence understanding
performance (10 practical * 2 pts) 20% the basic principles and uses of data
collection using ground surveying
Evaluating competence of
implementing the appropriate
Three group/ team field reports 10 % techniques of ground observation and
Individual reports and assignments 20% measurements
Class activities and performances 10 % Evaluating the field practical
performance (horizontal distance
measurement, setting out right angles,
solving of problems of obstactles, chain
surveying, compass/theodolite
surveying, leveling, map reading and
use of GPS
Evaluating individual and group field
reports and assignments
Final Examination 40 %
Course Lecture/ Practical materials: Reference books and reading material should be availed for
Expectation students. The students should be able to read and understand the reading materials that
support the class discussion. Students should be ready to undertake individual/ group
exercises and assignments.
Preparedness : you must read and understand the practical/ field manual before each practical
and in each field practical students are expected to discuss and agree on the steps and
procedures to be followed before starting the actual field observation and measurements, the
members of the surveying team should plan about the activities and share responsibility and
accomplish accordingly
Participation: Active and full participation in field practical is a requirement every and each
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member in the group/ team is expected to take full responsibility in both the field work and in
the reporting. Reports and assignments should be made on time.
Attendance: students must attend field sessions and lecture classes and avail themselves on
Course Policy time (100% attendance is required for lecture/ practical) as every and each lecture is strongly
related with the practical session; you are advised not to miss both lectures and practical’s
after the completion of one full set of practical you will have group and individual
assignments which is going to be graded. students arriving late more than 10 minutes for
lecture/ field practical are considered absentees, proper dressing is appropriate for all
practical classes/ field sessions, active participation and equal share of responsibilities is a
requirement in team/ group field/ laboratory work.
Exam: Shutting down of all cellular phones during class, and presentations, no cellular
phones are allowed during exams, zero tolerance for academic dishonesty students will be
severely penalized for any type of cheating or plagiarism
Assignments: timely reporting of practical/ any other assignment is required frailer to do that
will result to zero grade
Reference Avthur L. H. (1970). Elementary Surveying. Longman group LTD, USA

Bannister E. (MSc), Baker B. (PhD), Raymond S. (PhD), 1998, Surveying Seventh edition.
Singapore (COS)
Ganesh A. & Narayanakumer. R2006. GPS Principles and Applications. Satish Serial
Publishing House
Higgins. AL.1970 Elementary Surveying, 3rd edition. Longman group Ltd 1070. Longman
London and New York. (Chp. 10 pp 148-170
John. 1976. Elementary Surveying. Malcolm University Tutorial Press LTD.
James M. and Edward M. , 1998, Surveying Theory and Practice, Seventh edition. McGraw-
Hill. Inc.
John Malcolm. (1966). Elementary Surveying. University tutorial Press LTD.
Mahajan S.K. (1976). Elementary Surveying. Dhanpat RAI & SONS. New Delhi
Mahajan S.K. (1976). Advanced Surveying. Dhanpat RAI & SONS. New Delhi
Maling D.H. Measurments from maps. Pergamon Press. Oxford New York
Michel. W. (993). Surveying and mapping. Hand book No. 150. ITC. The Netherlands
Raymond E., Francis S., James M. and Edward M., 1981, Surveying Theory and Practice,
Sixth edition. McGraw-Hill. Inc.
Roy, S.K. 2003, Fundamentals of Surveying, Department of Civil Engineering Bengal
Engineering College Howrah, Prentice Hall of India, New Delhi.
S K Duggal, 2004, Surveying Volume I Second Edition, Tata McGraw-Hill Publishing
Company Limited. New Delhi.
Department BSc in Agroforestry

Course Biometry (Biot2091)
Title/code
Module title Common Course Module
Module
Coordinator
Course Credit 5 ECTS
Instructor
Name
59
Instructor’s Email: Phone: Office Building :
Contact Academic Building
Information
ECTS 5 ECTS /135
Students’ work Lecture Tutorial practical Home study Total
load
48hrs 32hrs 55hrs 135
Required Text Kwanchal A. Gomez, Arturo A. Gomez (1993). Statistical Procedures for Agricultural
Research. (2nd edition). WILEY-INTERSCIENCE, NEW YORK, USA.
Course The use of probability models and statistical methods for analyzing data has become common
Description practice in virtually all-scientific disciplines. Statistics is known to be a servant of all
disciplines. Accordingly, an introduction to those basic statistical models and methods most
likely to be encountered and used by Foresters both in their studies and careers is discussed in
this course. The main topics of the course include Revision on statistics about Sampling
distribution; Estimation; Hypotheses Testing and Elements of experimentation; Analysis of
Variance; Single factor experiments; Two factor experiments, Comparison between treatment
means and Regression and Correlation analysis and Sampling methods with emphasis to Forest
resources.
At the end of the course, students would be able to:
Course Compute sampling distribution of some common statistics.
objectives Compute point and interval estimation of some common parameters.
Carry out hypothesis test on population mean and proportion based on a single and two
samples.
Define the common experimental designs.
Carry out one and two factor experimental analysis;
Carry out common statistical tests and interpretation of the tests.
Apply different sampling methods
Understand application of correlation and regression analysis
Carry out correlation and simple regression analysis.
Prerequisite Introduction to Statistics
Status of Common
Course
Summary of Lectures, Tutorials, Reading, Computer lab work, Assignments and Exercises.
Teaching and
Learning
Method
Summary of Tests and assignments (50%); Final examination (50%)
Assessment
Methods
Reading: Students are expected to read each Chapter of the course before and after the lecture
Assignments periods for better understanding of the material.
Exercises I: Comprehensive exercises the covers the first chapters of the course. Students
should attempt to solve each question before the tutorial class. In the tutorial class students can
ask most difficult questions for the instructor to solve for them.
Exercise II: Comprehensive exercises the covers chapter two to chapter five of the course.
Students should attempt to solve each question before the tutorial class. In the tutorial class
students can ask most difficult questions for the instructor to solve for them.
Exercise III. Comprehensive exercises the covers the last two chapters of the course. Students
should attempt to solve each question before the tutorial class. In the tutorial class students can
ask most difficult questions for the instructor to solve for them.
Graded Assignments:
At least two graded assignments (20%) will be of importance to motivate the students for more
effort and hence better understanding of the course. But this is possible if an assistant is
60
assigned for the course instructor.
10% Test 1 Week
Assessment 6
arrangements 10% Assignment I 10
20% Test 2 11
10% Assignment II 15
50% Final-exam 16
learning process. They should be interested to the course and come to class with the necessary
materials such as exercise books and pen. In addition, they should to take responsibility in their
education.
Teachers are also expected be prepared and interested to the course, which they are offering.
They have to consult the essential materials ahead of time and try share their knowledge in an
efficient and effective manner.
Material availability: reference materials are expected to be available in the library nearest to
respective faculties.
Policy Attendance: students should attend forms of classes
Tests/quizzes: all students must take all tests/quizzes given
Cheating/plagiarism: cheating/plagiarism is strictly forbidden. It may result in
disqualification for the course.
Schedule
Week Topics
1,2,&3 Chapter I: Revision on Statistics (10 hrs lecture +9 hrs lab)
Sampling Distributions
Introduction
Sampling distribution of sample mean
Central limit theorem
Sampling distribution of sample proportion
Statistical inference for Single Sample
2.1. Estimation
2.2 Hypothesis Testing
2.3 P-value
Exercise with SPSS or Excel (lab)
3 &4 Chapter II: Elements of Experimentation and Analysis of Variance (4 hrs lecture)
2.1 Elements of Experimentation
2.1.1 Estimate of Error
2.1.2 Control of Error
2.1.3 Proper Interpretation of Results
2.2 Analysis of Variance Method
4,5,6,7 &8 Chapter III: Single Factor Experiments ( 16 hrs lec +12 hr lab)
3.1 Completely Randomized Design
3.2. Randomized complete Block Design
3.3. Latin Square Design
3.4. Lattice Design
3.5 Group Balanced Block Design
3.6 Exercise with Minitab or SPSS (lab)
61
8,9, 10, Chapter IV: Two-Factor Experiments (14 hrs lec +12 hr lab)
&11 Interaction Between Two Factors
Factorial Experiments
Complete Block Design
Split-Plot Design
Strip-Plot Design
Group Balanced in Split–Plot Design
Exercise with Minitab or SPSS
11&12 Chapter V: Comparison between Treatments Means (4hrs lec+3hrs lab)
5.1 Introduction
5.2 Turkey’s Test
5.3 Least Significant Difference Test
Duncan’s Multiple Range Test
5.5 Dunnett’s Test
5.6 Exercise with Minitab or SPSS ( Lab)
12, Chapter VI: Regression and correlation analysis (14 hrs + 12 hrs lab)
13,14,15& 6.1. Simple linear Regression and Correlation
16 6.2. Multiple linear Regression Analysis
6.3 Nonlinear Regression Analysis
6.4 Common Misuses of Correlation and Regression Analysis in agriculture and forest
researches
6.4 Exercise with Minitab or SPSS
16 Chapter VII: Sampling Methods with emphasis to Forest Resources (2 hrs lec)
7.1. Introduction
7.2. Sampling Methods
7.2.1 Simple Random Sampling
7.2.2 Stratified Random Sampling
7.2.3 Systematic Sampling
7.2.4 Cluster Sampling
7.2.5 Multistage Sampling
References
A. Gomez, Arturo A. Gomez (1993). Statistical Procedures for Agricultural Research. (2 nd edition). WILEY-
INTERSCIENCE, NEW YORK, USA.
Bluman, Allan G.,( 2011). Elementary Statistics A Step By Step Approach.(8th_Edition). McGraw-Hill Science
Engineering Math.
Douglas C. Montgomery,.(2008). Design and Analysis of Experiments, (7th Edition). Wiley, NY, U.S.A.
Douglas C. Montgomery,(2003). Applied Statistics_ Probability for Engineers.(3rd Edition). John Wiley & Sons,
Inc.
J. Devore,(2011). Probability and Statistics for Engineering and the Sciences. (8 th Edition). Cengage Learning
products are represented in Canada by Nelson Education, Ltd.
S. K. Thompson (1992). Sampling, JHON WILEY & SONS, INC, New York.
Sampath S. (2001). Sampling Theory and Methods, Narosa Publishing House, New Delhi.

Course Title/code Plantation Establishment and Management (GeFo3042)
Module title Silviculture
Module Coordinator
Instructor Name
Office Building
Instructor’s Contact Phone:
Information E-mail:
Office Hours:
62
ECTS 5ECTS/135hrs
Lecture Tutorial Practical Home study Total
Students’ work load 48 ……. 48 39 135
Upon the successful completion of this course, students will be able to:
Course objectives and Explain the role of plantation in relation to natural forest in fulfilling the needs of
competencies to be communities for forest products, maintenance of ecological balances, meeting the
acquired social demands, etc.
Identify, describe and explain the silvicultural operations and the underlying
principles that are essential in the establishment & maintenance of plantation forests
Describe a site with respect to the objective(s) of plantation establishment and make
proper site selection and preparation
Select suitable species to meet the intended objectives, design and implement the
required operations
Execute afforestation and/ or reforestation activities by employing methods and
technologies that are appropriate to the biophysical and socio-economic conditions
of an area; and to the ecological requirements of the species.
Undertake survival count to determine success of plating operation & need for
replanting
Apply different methods of establishing plantation
Apply proper pruning; thinning; weeding techniques to manage plantations in
meeting already stated objectives.
Definitions: Plantation Vs natural forests. The role of different plantation types.
Course Silvicultural operations and principles. Planting site selection by considering those:
description/content abiotic; biotic; socio-economic attributes of site & how to prepare Planting site
taking into account objective; principles; practices; methods. Species
selection/choice: importance & objective of species selection; steps for species
choice. The concept of Spacing & its silvicultural and economic effects; factors
affecting spacing choice. Plantation establishment: methods; organizing of planting
operation; plantation establishment on difficult sites. Plantation Maintenance:
protection of plantation site; the need for undertaking survival count and replacement
planting. Weed & its effects; weed control methods; intensity of weeding; time of
Weeding. Pruning: concept; objective; methods; types; time & intensity; pruning
tools. The concept of thinning:; objective; effects; methods; timing; intensity;
sequence. Coppice Management: system description; Factors Affecting Coppice
Growth; Thinning Coppice Shoots; Advantages and Disadvantages of Coppice
Methods will be dealt effectively.
Prerequisite Forest Seeds & Nursery Technology
Summary of Teaching Lecture, group discussion, individual work, directed reading, problem solving,
and Learning Method project work
Summary of Assessment Lecture, field practical, group & individual assignment
Methods
Onsite Comparison between Natural & Manmade forests, Mono & Mixed Plantation
Practical types taking into account species diversity, ecological & economic roles, ease of
management & product diversification (week 19)
Planting site Selection, Preparation & Lining out (week 20 & 21)
Pre-planting survey & exercise on different planting techniques (week 22)
Practical exercise on Procedures & steps for choice of species using species data
base, plantation objectives in connection with Ethiopian Agro-ecological zones
(week 23)
Field practical exercise on different spacing patterns(arrangements) by considering
its effect on growth of trees & stands, wood quality & diversification of products,
overall stand management (week 26)
Field practical exercise on Survival count (survey) to determine how successful was
63
the planting operation & the need for replacement planting (week 27 & 28)
Practical exercise on variety of weed control techniques (week 28)
Field practical exercise on pruning ( 29)
Field practical exercise on marking for thinning & its application (week 30)
Field practical exercise on seedling planting (week 31)
Week
Assessment arrangements 10 % Test 1 19
5 % individual report writing 19
10 % Test 2 9
20% Mid exam 24
15% reports on group basis 23,24,25
40% Final-exam 32
Course Expectation Preparedness and participation: both students and the teacher should be prepared
since education is an interactive process. Students should be active participants in the
teaching-learning process. They should be interested to the course and come to class
with the necessary materials such as exercise books and pen. In addition, they are
expected to come to class reading the necessary texts given as references following
the course outline.
offering. They have to consult the essential materials well ahead of time and try
share their knowledge in an efficient and effective manner.
Material availability: reference materials are expected to be available in the library.
Policy Attendance: students should attend at least 75% theoretical & 100% practical classes.
Assignments: all students must participate in all the assignments given at individual
and group basis
Tests/quizzes: all students must take all tests/quizzes given
Cheating/plagiarism: cheating/plagiarism is strictly forbidden. It will result in
Schedule
Week Topics
1 Introduction
1.1 Definitions
1.2 Plantation Vs Natural forests
1.3 Importance of Plantations
2 Planting Site Selection
2.1 General
2.2 Important attributes of a site
2.2.1 Biophysical Factors
2.2.2 Socio-economic Factors
2.2.3 Environmental Factors
3 Choice of Species
3.1 General
3.2 Major steps for species choice
3.2.1 Purpose of plantation
3.2.2 Species Potentially Available
3.2.3 Matching Species to Site
3.3 Making a species choice
3.3.1 Indigenous Vs Exotic species
4-5 Planting Site Preparation
4.1 Pre-planting survey
4.2 Objectives of Site preparation
4.3 Clearing Ground Vegetation
64
4.3.1 Manual Method
4.3.2 Mechanical Method
4.3.3 Burning
4.3.4 Chemical Method
4.4 Ground preparation
4.4.1 Pioneer Ploughing
4.4.2 Sub-Soiling
4.4.3 Pre-planting Harrowing
4.4.4 Planting Pits
6 Spacing
5.1 General
5.2 Silvicultural and economic effects of spacing
5.3 Factors affecting spacing Choice
5.4 Spacing arrangement
7-8 Methods of plantation establishment

6.1 General
6.2 Direct Sowing
6.2.1 Pre-sowing Treatment
6.2.2 Sowing Methods
6.3 Planting
6.3.1 Planting Time
6.3.2 Planting Techniques
6.3.3 Organizing Planting Operation
6.4 Plantation establishment on difficult sites
6.4.1 Dry and Rocky sites
6.4.2 Waterlogged areas
9-10 Maintenance of Plantations

7.1 General
7.2 Early mortality and Replacement planting
7.3 Protection of plantation site
7.4 Weed control
7.4.1 Effects of Weeds
7.4.2 Intensity of Weeding
7.5 Methods of weed control
7.5.1 Manual Weeding
7.5.2 Mechanical Weeding
7.5.3 Chemical Weed Control
7.5.4 Time of Weeding
11-12 Pruning
8.1 General
8.2 Types of Pruning
9.2.1 Low Pruning
9.2.2 High Pruning
8.3 Methods of Pruning
8.3.1 Natural Pruning
8.3.2 Artificial Pruning
8.3.3 Pruning Tools
8.4 Time and Intensity of Pruning
13-14 Thinning
9.1 Objective of Thinning
9.2 Effects of Thinning
9.3 Methods of Thinning
9.3.1 Low Thinning
65
9.3.2 High Thinning
9.3.3 Selection Thinning
9.3.4 Mechanical Thinning
9.3.5 Free Thinning
9.4 Timing and Intensity of Thinning
9.5 Sequence of Thinning
15
Coppice Silviculture & Management
10.1 General
10.2 Factors Affecting Coppice Growth
10.3 Thinning Coppice Shoots
10.4 Advantages and Disadvantages of Coppice Methods
16 Final Exam
References
Chapman, G.W. & Allan, T.G. 1978. Establishment techniques for forest plantations. FAO
Common Wealth secretariat. by Longman, K.A. 1995. 1995. Tropical Trees: Propagation and Planting Manuals,
Vol.4.
Daniesl, T.W., etal, 1979. Principles of Silviculture
Dupuy, B. & G. Mile. 1993. Timber Plantations in the Humid Tropics of Africa. FAO Forestry Paper, No. 98
Dwivedi, A.P.1993.A Text Book of Silviculture. International Book Distributors, India.
Smith, David, M. 1986. The practice of silviculture
Evans, Julian. 1990. Plantation Forestry in the Tropics
Kumar, V.1999. Nursery & Plantation Practices in Forestry.
Shepherd, K.R. 1986. Silvicultural Systems
Matthews, John D. 1986. Silvicutural Systems
Nylnad, D.R. 1996. Silviculture: Concepts and applications. McGraw-Hill. USA.
Pancel, L. 1993. Tropical Forest Handbook 1.
Mummery, C. et al. 1997. A guide to the techniques of coppice management.
ILO. 1993. Planting trees: An illustrated technical guide and training manual
Lamprcht, H. 1989. Silviculture in Tropics. Tropical forest Ecosystems and Their Tree Species.
Longman, K.A. 1998. Growing good tropical trees for planting, Commonwealth Science Council
Goor, A. Y. and Barne, C.W. 1976. Forest tree planting in arid zones
Smith, David M., Larson, Bruce C. Kelty, Matthew J. and Ashton, P. mark S. 1997. The practice of silviculture:
applied forest ecology
Warner, Katherine. 1995. Selecting tree species on the basis of community needs, FAO.
Mamo Kebede, Lecture Note in Silviculture, WGCF Library, June 2004.
Approval section
Approved by: Name……………………signature……..……...Date……………
DEPARTMENT BSc in Agroforestry

Course title /code Rangeland Ecology and Management (Agfo3051)
Module Title Animal Husbandry and Nutrition
Module coordinator
Instructor’s Name
Instructor’s Contact Office :
Information Phone:
Email:
Office hour:
66
ECTS 5 CP/ 135hr
Student Work Lecture Tutori Group Field/ Lab Assessmen Home tot
Load al Work pract. t study al
48hrs 48 hrs 39 hrs 13
5h
r
Course Upon successful completion of this course, students are expected to:
objective and ·Explain range animal production and management practices,
competences to Carry out inventory of rangeland and conduct planning,
be acquired Describe ecological effect of grazing, fire and drought on savanna ecosystem,
Collect , identify and describe and preserve the specimen of rangeland plants of Ethiopia
Determine stocking rate based on animal demand and forage supply
Explain the important site characteristics for monitoring rangeland plant communities and
use Web Soil Survey to estimate biomass and composition on rangelands
Course Major areas of study are range ecology, habitat management, watershed management,
Description/ grazing management, monitoring, riparian ecosystems, measurements, and plant-animal
content (livestock and wildlife) interactions.
Through this course, students will learn basic concepts and principles of range management,
rangeland ecology, types of rangelands and distribution; rangeland productivity,
management, and improvement; rangeland animal production and management practices;
ecological effect of grazing, fire and drought on savanna ecosystem; fodder from trees and
shrubs; inventory and planning the use of rangeland resource.
Pre-requisite None
Schedule
Week THEME/ TOPICS REFERENCE
01 Introduction to the syllabus Copy of course syllabus
THEME 1. DEFINITION AND CONCEPTS
01 Topic 1. Rangeland and Man 1. Jerry, L., Holechek,, Rex, D. Pieper,
Rangeland defined Carlton H. Herbel. (2005). –5th ed.
Range Management defined Range Management. Principles and
The importance of Rangelands to humans Practices/ [7-27pp]
Desertification and Changes in the amount of 2. Presentation (.ppt),
rangelands
Range management principles
.Reading .Chapter 1, in Holechek. Jerry (2005]
02 Topic 2. Rangeland Physical Characteristics Jerry L. Holechek, Rex D. Pieper,
Precipitation Carlton H. Herbel. 2005 –5th ed. Range
Wind Management. Principles and
Temperature Practices/[pp51-74]
Humidity
Climate types
Topography and soils
Influence of range physical characteristics on range
animals
Reading .Chapter3, in Holechek. Jerry (2005], [pp24]
03 Topic 3. Description of Rangeland Types 1. Jerry L. Holechek, Rex D. Pieper,
World Biomes and Ecoregions Carlton H. Herbel. 2005 –5th ed. Range
Types of Rangelands Management. Principles and Practices.
Rangelands of East Africa and Ethiopia [pp78-119]
Rangeland management principles
Reading. 2. Handout on the rangelands of East
67
1.Chapter 4 in Jerry L. Holechek, Rex D. Pieper, Africa and Ethiopia
Carlton H. Herbel. 2005 –5th ed. [pp9]
2. Handout on the rangelands of East Africa and
Ethiopia
THEME 2: RANGE ECOLOGY
04 Topic 1.Range Ecology Defined Jerry L. Holechek, Rex D. Pieper,
Range ecology defined, Carlton H. Herbel. 2005 –5th ed Range
Rangeland ecosystem components and functions Management. Principles and Practices
Importance of rangeland ecosystem Services [146-180pp]
Succession and climax,
Drought and Competition,
Plant succession and range management
READING. Chapter6 in. Holechek. Jerry (2005)..
[34pp]
05 Topic 2: Range Plant Physiology Jerry L. Holechek, Rex D. Pieper,

Carlton H. Herbel. 2005 –5th ed Range
Basic concepts Management. Principles and Practices
Carbohydrate reserves [123-142pp
Water relations Presentation (.ppt),
Plant morphology Presentation (.ppt),
Reproduction
Resistance to grazing
Grazing optimization theories
Reading . chapter 5 in Jerry L. Holechek, Rex D.
Pieper, Carlton H. Herbel. 2005 –5th ed. [pp 18]
06 Topic 2: Categories of range plants according to Presentation (.ppt)
type Student Note guide
Types and Categories of Range Plants Student Note guide
Categorizing Range Plants Note guide Handout
Life Cycle of Range Plants Handout
Important Range Plant Group characteristics
READING [handouts, ppt presentation, student note
guides] , [Quizz 2]
07 Topic 3: Technical guidelines for the collection,
description and identification of range plants
Plant Identification Overview Student Note guide

Constructing a Dichotomous Key Student Note guide
Dichotomous Key for woody plants Note guide key
Dichotomous Key for Grasses Activity (classroom)
Glossary of Terms for Dichotomous Key Handout
Dichotomous Key for Grasses Handout
Collecting and Mounting Rangeland Plants
Handout
READING: [handouts, ppt presentation, student note
guides] These materials will be supplied in advance
08 Topic 4: Practicing collection, description and identification of range plants
Individual Assignment 2.Collecting, mounting, identification and description of 20 range plant
species using dichotomous key: Grasses (5), Forbs (5) and woody plant (10).
READING: [handouts, ppt presentation, student note guides] These materials will be supplied in
advance
68
THEME 5. RANGELAND ANIMALS
09 Topic 1. Types of wild animals that inhabit Jerry L. Holechek, Rex D. Pieper,
rangelands. Carlton H. Herbel. 2005 –5th ed Range
Management. Principles and Practices
Stocking Rate Guidelines [456-495pp]
Overview of Rangeland Animals and Habitat
Identify the Grazer
Rangeland Herbivores. [Quizz 3]
Rangeland Herbivores Key
READING. Chapter 14. in Holechek. Jerry (2005).
[39pp]
10 Topic 2. :Determination of stocking rate based on Jerry L. Holechek, Rex D. Pieper,

animal demand and forage supply Carlton H. Herbel. 2005 –5th ed Range
[Senkele SHB Sanctuary [216-254pp]
Senkele SHB Sanctuary
Stocking Rate Scenarios Activity (field)
Stocking Rate Scenarios Handout
Stocking Rate Scenarios Activity Key
Activity (field)
GROUP ASSIGNMENT 2. Determination of Handout
stocking rate for Senkele Wildlife Sanctury Activity Key
READING. Chapter 8. Range Wildlife Management.

In Holechek. Jerry (2005). [38pp]
11 Topic 3: Interactions between livestock and wildlife Jerry L. Holechek, Rex D. Pieper,
to determine stocking rates for multi-species grazing. Carlton H. Herbel. 2005 –5th ed Range
Livestock & Wildlife Interactions [216-254pp]
Presentation (.ppt)
READING. Chapter 8. Range Wildlife Management. Activity (classroom)
In Holechek. Jerry (2005). [38pp] Hand out
THEME 4. DESCRIBING AND MONITORING RANGELANDS

12 Topic 1. Range land Inventory and Monitoring Jerry L. Holechek, Rex D. Pieper,
Carlton H. Herbel. 2005 –5th ed Range
Vegetation mapping Management. Principles and Practices
Determination of vegetation attributes [123-142pp
Grazing surveys
Determining grazing intensity
Range condition
Determining trend
Reading. Reading . chapter 5 in Jerry L. Holechek,

Rex D. Pieper, Carlton H. Herbel. 2005 –5th ed.
69
13 Topic 2: Definition of watersheds and, their Presentation (.ppt). Please download this
hydrological and ecological function (requires internet connection for proper
display) file in the same folder as the
Overview of Watershed Systems presentation above
Activity (internet)
Find Your Watershed Handout
Find Your Watershed
Reading. Activity (internet) and Handout
14 Topic 3: Important site characteristics for
monitoring rangeland plant communities [Quizz
4]
Rangeland Site Description
Rangeland Site Description. Activity (field)
Estimating Rangeland and Pastureland Handout
Biomass Activity (field)
Estimating Rangeland and Pastureland Student Reading
Biomass Handout
Estimating Rangeland and Pastureland
Biomass
Use Web Soil Survey to estimate biomass and
composition on rangelands
GROUP ASSIGNMENT 3
READING [Handout 1 and 2]
THEME 6. INTEGRATED RANGELAND MANAGEMENT
15 Topic 1: Explain the impact of invasive species on Presentation (.ppt)
rangelands and rangeland management; develop Activity (field/classroom
skills to create an integrated weed management Handout
plan
Integrated Weed Management
We Need a Strategy!
Weed Management Planning
Reading Handout
16 FINAL EXAM
Teaching and Classroom contact/Lecture, group work, interactive tutorial sessions ( group and pair
learning methods work/discussions, debates, role plays depending on the content and the nature
of the activities) and individual work ( independent learning)
Continuous Assessment method Points

Assessment Quizz 1 5%
Quizz 2 5%
Quizz 3 10%
Quizz 4 10%
Assignment I 5%
Assignment II 15%
Assignment III 10%
Final examination 40%
Total 100%
70
Quizzes: There will be four quizzes given at the end of every two chapters except the last
chapter. It includes materials covered since the previous quiz. Each quiz will take
approximately 20-30 minutes. Quizzes will account 30% of your total point.
Assignments
Assignment 1. (15%) Assignment 1. Collecting, mounting, identification and description

of 20 range plant species using dichotomous key: Grasses (5), Forbs (5) and woody plant
(10).
Assignment 2. (10%) :Determine stocking rate based on animal demand and forage supply
[field work in Senkele SHB Sanctuary]
Assignment 3 (5%). Explain the important site characteristics for monitoring rangeland
plant communities and use Web Soil Survey to estimate biomass and composition on
rangelands
Course Preparedness: you must come to class prepared by bringing with you the appropriate
Expectation materials like the worksheet, text books and completed assignments. Complete the
reading assignments and other activities on time.
Participation: make active participation during discussions (you must participate in

class). You are not participating if you are talking to a neighbor, doing homework,
daydreaming, or not doing what the rest of the class is doing. If you are working in a
group or with a partner, you must talk to your group members or partner and be a part of
the group. You cannot learn English by being silent. Always be ready and willing to
give constructive feedback to partners/group members and to listen to their comments
on your work.
Medium: use only English during group and pair work, class room and out of class room
discussions.
Course Policy Attendance: It is compulsory come to class on time and every time. If you are going to
miss more than three classes during the term, you should not take this course.
Assignments: you must do your assignment on time. No late assignment will be
accepted.
Tests/Quizzes: you will have short quizzes and tests almost every class session. If you
miss the class or, are late to class, you will miss the quiz or test. No make-up tests or
quizzes will be given.
else. The only way to learn English is to do the work yourself.
Also, please do not chew gum, eat, listen to recorders or CD players, wear sunglasses, or
talk about personal problems.
10) Reference Holechek. Jerry (2005). Range Management. Principles and Practices/ Jerry L.
Holechek, Rex D. Pieper, Carlton H. Herbel. –5th ed. [7-27pp]
Approval section
71
Course title /code Remote Sensing & GIS (GISc3093)
Module Title Resource Assessment
Module coordinator
Course ECTS 5 ECTS
Course Information Academic Year: Semester:
Instructor’s Name
Instructor’s Contact Office:
Information Phone:
Email:
Office hour:
ECTS 5 CP/ 135 hr

Student Work Load Lecture Tutorial Lab/ practical Home study Total
48 48 39 135 hrs
competences to be Upon the completion of this course, you will be able to:
acquired Identify the most important RS data sources for assessing and measuring different
resources for various disciplines and end users
Identify and characterize natural and artificial features on remote sensing data using
their spectral response pattern
Practice image classification for describing landuse and landcover changes
Interpret/produce map using analog or/and digital image
Perform measurements and computation of real world features using digital or/and
analog format of RS data
Generate valuable information by processing and analyzing RS data sources
Use different spatial data sources for the purpose of planning and monitoring of
resources
Designing simple GIS databases for resource management
Visualize spatial information required for planning and monitoring
avail valuable information for planning, development, research, decision
and policy making
Course Description Part I: Introduction: use and importance of RS, principles and practices of RS, RS
interface with GIS; Electromagnetic source and radiation: electromagnetic
interaction in the atmosphere and on the earth surface; sensors and platforms; image
interpretation and visualization; image processing; Application of RS.
Part I: Introduction to GIS: components of GIS, question that A GIS can answer;
Coordinate system: Geographic coordinate systems, Projected coordinate system and
datum; basic GIS concepts,; data entry:, Data capture categories (existing or new
data), sources of geographic data, entering data into the GIS database, Errors in
geographic data; data processing/ analysis, Visualizing GIS.
Pre-requisite(s)
Course status Core
Schedule
Week Date Topic and Subtopic Required Text
72
1 Unit 1 Introduction Lecture note
Definition compiled by Mersha
Types of geographic features, & Kefyalew unit 1)
Use and importance of RS &GIS
Principles and practice of RS Lillesand, T.M.;
RS interface with GIS R.W. Kiefer, 1994.
Methods of data acquisition (Ground and RS based) Chapter 1 Pp. 1-3
Activities: to provide an overview of the terminology and concepts
pertaining to principles and uses of RS data sources for different
disciplines and stakeholders and RS interface with GIS.
1&2 Unit 2 Electromagnetic energy source and radiation Lecture note

Electromagnetic Energy Interaction compiled by Mersha
Energy interaction in the atmosphere & Kefyalew (Part one
Energy interaction on the earth’s surface unit. 2&3)
Activities: lecture and discussion on an overview of energy
interaction, the process of scattering in the atmosphere, and the Lillesand, T.M.;
major component of RS (reflected energy) verses transmitted and R.W. Kiefer, 1994.
absorbed energy on the earth’s feature. Chapter 1 Pp. 3-17
3 Unit 3 Spectral reflectance of earth features Lecture note

Spectral response pattern of healthy vegetation compiled by Mersha
Spectral response pattern of dry bare soil & Kefyalew (Part one
Spectral response pattern of clear water Unit.3)
Assignment:
Activities: Identifying and describing different types’ of earth Lillesand, T.M.;
features that using the object's albedo, which is the percentage of the R.W. Kiefer, 1994.
electro-magnetic energy that is reflected from an object spectral Chapter 1 Pp. 17-23)
responses will be the major factor for identification (e.g.
identification and characterization of: vegetation, water body and
bare soil etc.)
73
4 Unit 4 Sensors and platforms
Sensors W.G. Reed. 2001.
Passive sensors (Chapter 1. pp 246-
Active sensors 256)
Platforms
Airborne remote sensing Lillesand, T.M.;
Space borne remote sensing R.W. Kiefer, 1994.
Whiskbroom scanner Chapter 1 Pp. 23-27)
Spectral characteristics
Geometric characteristics
Pusbroom scanner
Spectral characteristics
Geometric characteristics
Activities: lecture & discussion on the various orbits of satellites and
types of scanning, understand the difference between the products of
active and passive sensors, Identifying and distinguishing of some
products of RS sensors (data with variation in spectral, spatial and
temporal resolution).
5 Unit 5 Image interpretation and visualization Lecture note

Data acquisition and interpretation compiled by Mersha
Color perception & Kefyalew (Part one
Fundamentals of image interpretation Unit. 5)
Basic image interpretation elements
Activities: Characterizing and describing of different types earth
features using the eight image interpretation key elements (color,
size, shape, texture pattern and the likes) for distinguishing different
features (for example vegetation, wet/ dry or fine/ course textured
soil water body, road, river, etc).
6&7 Unit 6 Image Processing Panda B.C.. 2005.

Introduction to Digital image processing (Chapter 7.8. pp132-
Image rectification and restoration 138
Radiometric correction
Geometric correction Lecture note
Image enhancement compiled by Mersha
Contrast manipulation & Kefyalew (Part
Spatial feature manipulation tone Unit. 8)
Multi-image manipulation
Image Classification
Supervised classification
Unsupervised classification
Activities: Laboratory exercise on Image enhancement, image
interpretation and classification using spectral, spatial and temporal
pattern of features.
74
8 Unit 7 Application of remote sensing Lecture note
In Forestry compiled by Mersha
In Agriculture & Kefyalew (Part
In Soil and water resources tone Unit. 9)
In Rangeland
Disaster management
Activities: application of RS data sources for forestry/ agriculture
soil and water, rangeland and disaster management and planning and
mapping.
Discussion & reflection on the first part of the course (RS)

9 Unit 8 Introduction to GIS Lecture note
Definition of GIS compiled by Mersha
Components of GIS & Kefyalew (Part
Questions a GIS can answer two Unit. 7)
GIS applications – general overview
What a GIS is not
Assignment / group work
Activities: Identifying and describing various types of information
(mainly Spatial information) required in different sectors (for
example in forestry, agriculture, soil and water conservation, natural
resource management, tourism, etc.)
10 Unit 9 Coordinate systems Lecture note

Importance of coordinate systems in GIS compiled by Mersha
Geographic coordinate systems & Kefyalew (Part
Projected coordinate system two Unit. 2)
Characteristics of commonly used coordinate system: Universal Geographic G
Transverse Mercator (in Ethiopia and globally) coordinate systems
Datum and UTM
Projection and transformation
Assignment / practical (graded)
Activities: Map reading focusing on coordinates of features (point
features, line features and polygon type of features). Students will be
provided copy of topographic map and thematic map.
11 Unit 10 Basic GIS concepts Lecture note

Data vs. information compiled by Mersha
Geographic data types (map information types) & Kefyalew (Part
Spatial data two Unit. 3) Vector
Non-spatial data (attribute data) and Raster data
Data model /structure types (vector and raster) models
Raster-vector data conversion
Vector data model vs. raster data model
Topology
Organizing data/information in GIS
Activities: understand and use the GUI of the selected software
(preferably open source GIS, demonstrate students with spatial and
non-spatial data of vector and raster data model using sample geo-
database.
75
12&1 Unit 11 Data entry/capture Lecture note
3 Data capture categories (existing or new data) compiled by Mersha
new geometrical data; & Kefyalew (Part
existing geometrical data, two Unit. 1 & 4) Data
new attribute data, and capture, data entry
Existing attribute data. methods mainly
Sources of geographic data monitor digitizing,
Satellite image and aerial photographs) keyboard method and
Field survey integrating existing
Existing documents data
Soft idea
Entering Data into the GIS database
Keyboard entry
Manual digitizing
Electronic data transfer / importing existing data
Data transfer from instruments
Existing data transfer
Attribute data entering
Errors in geographic data
Types of errors (error in location / attribute)
Sources of errors
Measures to be taken
Activities: Create/edit data; screen digitizing, keyboard method,
import existing data, check for errors.
14&1 Unit 12 Data analysis Lecture note

5 Sleeted analysis operations compiled by Mersha
Summarizing attributes & Kefyalew (Part
Measurements in GIS two Unit. 5) Sleeted
Distance/length analysis GIS, queries,
Polygon area merging, clipping,
Queries dissolving, proximity
Merging analysis (buffering),
Clipping map overlay
Dissolving (intersection/union)
Proximity analysis (buffering) Bernhandsen. 2002.
Map overlay (intersection/union) (Chp. 15, pp288-311)
Activities: Exercise selected analysis operations using simple case
study for which data is available on the computer
Create a map layout. Project report (individual): develop a analysis
procedure/model for selected case study (related with the practical
exercise)
76
Unit 13 Visualizing Geographic Information Lecture note
Map types compiled by Mersha
Map contents (marginal, primary, secondary) & Kefyalew (Part
Map layouts two Unit. 7)
Printing / Exporting maps Bernhandsen. 2002.
Practical exercise (group): Create a map layout. (Chp. 16, pp313-
Activities: visualize information (geographic) as map & evaluate 323))
map layout and content of a given map printout.
16 Final Examination

Lecture, discussion – small and large group. Private exercises/assignment (e.g. measurement on aerial
photographs, reading coordinates from topographic map and making features on maps). Demonstrations
designed to illustrate theory taught in lectures or to display particular skills (e.g. geographic data-spatial and
non-spatial data, data models- vector and raster). Controlled Exercises: These are tightly controlled pieces of
work that are wholly devised by the instructor that yield known results (e.g. image interpretation, supervised
/unsupervised image classification, create and edit geographic data). Structured Enquiries. These are 'lightly
structured experiments which may require students to develop their own procedures and/or provide their own
interpretations of the results’. In GIS a structured enquiry might involve providing students with a data set and
an objective but leaving the choice of procedure to them. (e.g. apply spatial analysis operations using sample
database and simple case study)

Assignment (measurement on photographs, image
processing (image enhancement and Evaluating competence understanding
classification)–10% the basic principles and uses of RS as a
Practical test (image interpretation) – 10 % source of spatial data in GIS, capcity in
Data entry - digitizing / importing / keyboard identifying the best RS data sources for
method (group work and report on the tasks a specific purpose, evaluating
performed) - 10% competence in processing and
Spatial analysis – as project report (group work) interpreting RS data sources and
and discussion (see Structured Enquiries ) – 20 % understanding integrating RS into GIS,
Individual project work and report – 10 % Evaluating the laboratory exercise in
Final exam – 40 % entering and capturing data in to GIS,
data analysis and visualization,
competence in generating information
for planning, decision making and
monitoring using GIS as a system and a
science.
Final Examination 40 %
Cheating/plagiarism: you must have confidence to work independently to build up your

technical knowledge in entering data, processing/ analyzing of spatial and son-spatial data
sources and generating information. Depending and looking for copying others effort results
in penalizing students and cancelling assignments/ reports and examinations, Please be sure
to turn off pagers and cell phones before class and exam sessions.
77
Course Lecture/ Practical materials: Reference books and reading material should be availed for
Expectation students. The students should be able to read and understand the reading materials that
support the class discussion. Students should be ready to undertake individual/ group
exercises and assignments.
Preparedness : In each field/ laboratory practical students are expected to discuss and agree
on the steps and procedures to be followed before starting the actual field laboratory
activities, the group/ team and individual’s should plan about the activities and individual/
group responsibility and accomplish accordingly
Participation: Active and full participation in field practical is a requirement every and each
member in the group/ team is expected to take full responsibility in both the field work and in
the reporting. Reports and assignments should be made on time.
Students are expected to read the practical manual before the lab session in order to have a
better understand of each practical. The material required for the practical sessions should be
made ready before the course begins and practical group should be formed with not more
than three students. Students should participate all lecture and practical sessions.
Course Policy Attendance: students must attend field sessions and lecture classes and avail themselves on
time (100% attendance is required for lecture/ practical) as every and each lecture is strongly
related with the practical session; you are advised not to miss both lectures and practical after
the completion of one full set of practical you will have group and individual assignments
which is going to be graded.
students arriving late more than 10 minutes for lecture/ field practical are considered
absentees, proper dressing is appropriate for all practical classes/ field sessions, active
participation and equal share of responsibilities is a requirement in team/ group field/
laboratory work.
Exam: Shutting down of all cellular phones during class, and presentations, no cellular
phones are allowed during exams, zero tolerance for academic dishonesty students will be
severely penalized for any type of cheating or plagiarism
Assignments: timely reporting of practical/ any other assignment is required frailer to do that
will result to zero grade
Reference Alan S. Belward and Grlos R. (1991). Remote Sensing and Geographic Information System
for Resource Management in Developing Countries KLUMER ACADEMIC PUBLISHERS,
Boston.
Bernhandsen. 2002. Geographic Information Systems 3rd edition. John Wiley Sons. New
York
Campbell, J.B. (2002). Introduction to remote sensing, 3rd ed., The Guilford Press. ISBN 1-
57230-640-8.
David .D. Verbyla, 2000. Applied Aerial Photograph. Lewis Publishers. Boca Rators. New
York.
Dr. B.C. Panda. 2005. Remote Sensing Principles & Approaches. Indian Agriculture
Research Institute. Sunta printers.
Jensen, J.R. (2007). Remote sensing of the environment: an Earth resource perspective, 2nd
ed., Prentice Hall.
Jensen, J.R. (2005). Digital Image Processing: a Remote Sensing Perspective, 3rd ed.,
Prentice Hall.
John A. Howard. (1991) Remote Sensing of forest Resources, theory and application.
Champman and Hall, London
Lanheywood, Sarah, Comelius and Steve Carver. (1998). Introduction to Geographic
Information System. Pearson Education. England
Lillesand, T.M.; R.W. Kiefer, 1994.Remote Sensing and Image Interpretation. Third Edition.
University of Wisconsin-Madison. John Wiley & Company. New york
78
Paul M. Mather. 1999. Computer process of Remote Sensed images,. John Wiley. Sons.
Chichester. New York.
Peter A. Burrough and Rachael A. (1998). Principlesof Geographic Information System.
Oxford University press.
W.G. Reed. 2001. Physical Principles of Remote Sensing. Second edition. Scott polar
Research institute. University of Cambridge. Cambridge University Press.S K Duggal, 2004,
Surveying Volume I Second Edition, Tata McGraw-Hill Publishing Company Limited. New
Delhi.
Approval
section Approved by: Name……………………signature……..……...Date……………
Course title /code Livestock production and management (AgFo3052)

Module coordinator
Course Information Academic Year Semester _____
Instructor’s Name
Instructor’s Contact Office No.
Information Phone:
Email:
Office hour:
ECTS 5ECTS/ 135hrs

Student Work Load Lecture Tutoria Group Work Practical Home study total
l
48 hrs 45 hrs 42 hrs 135hrs
competences to be acquired Understand the general principles and practices of livestock production apply
the principles and practices in specific situations.
Understand the importance of livestock production for food security
Explain livestock production systems and the associated management
practices to produce livestock products efficiently in Ethiopia.
understand the role of livestock for national economy and livelihood
improvement
Course Description/content Livestock production and management studies the importance of livestock for
livelihood of the people; principles and practices of animal husbandry;
production systems; breeds and breeding; population and distribution of
livestock and poultry in Ethiopia; practices of feeds and feeding management;
maintenance of health, disease prevention and control’ genetic improvement,
and housing of diary, poultry and small ruminants; the arts of caring, controlling
and handling of modern and traditional beehives and bee colonies, current
79
issues in livestock production.
Course status Major
Schedule
Wee Topics and Sub Topics References
k First class meeting Sep _____ General introduction about the Williamson G. et al,.
1 course, and Pp 1959, 196, 43, 484,
setting ground rules 541, 595
Unit One: Introduction to livestock husbandry

Domestication and origin of farm animals
2 classifications of farm animals
Unit Two: Genetics and animal breeding Perry W.T et al., 2003,
Breeds and type of livestock in Ethiopia 1, 9, 12
traits in farm animals
livestock genetic improvement options
Unit Three: Livestock production systems Perry W.T et al., 2003,
3 Beef production system pp 1, 9, 12
-basic principles of beef production and management
-species selection for beef production
-feed requirement for beef animal
4 -fattening period
Unit Four: Dairy production

5 modern dairying
dairy cow management
basic dairy microbiology
6 milk processing and marketing advantages and McDonald P. et al.,
principles of dairy animal management 1996, pp 1, 142
disease prevention Pagot J. 1992, pp 435
7 feeding dairy animal
Unit Five: Sheep and goat production
highland sheep barley
8 pastoral and agro-pastoral
urban and peri-urban
benefits of sheep and goat production
9 Unit Six: Poultry production system

rural poultry production system Williamson G. et al.
large scale commercial system 1959
10 Pp 463
Unit seven Swine and camel production
current swine production in Ethiopia
11 importance of camel in arid and semi-arid
12 Unit Eight: Sericulture production

history and development of sericulture
environment for silk worms
80
morphology and biology of silk worms
13
Unit Nine: Animal welfare
animal rights
14 philosophy of animal welfare Williamson G. et al.
components of animal welfare 1959
15 Pp 463
16 Final Exam Week

Classroom contact/Lecture, group work, interactive tutorial sessions ( group and pair work/discussions,
debates, role
plays depending on the content and the nature of the activities) and individual work ( independent learning)

Assessments 30% (each weighing 10%)
Assessment 1 week 3 Assess the follow up of students on the chapters
Assessment 2 week 9 covered
Assessment 3 week 11
Report writing 30%
( 2 field visit and assignment )
Project work with presentation week 8

week5 To identify the specific course implementation on
Report on individual work week 13 the real situation
Assess the overall understanding of individual
students about importance of livestock production
for poverty alleviation and adaptation to climate
change
Final exam 40% week 16
Course Preparedness : you must come to class prepared by bringing with you the appropriate
Expectation Materials like the worksheet, text books and completed assignments. Complete the reading
assignments and other activities on time.
Participation: make active participation during discussions (you must participate in class). You
are not participating if you are talking to a neighbor, doing homework, daydreaming, or not
doing what the rest of the class is doing. If you are working in a group or with a partner, you
must talk to your group members or partner and be a part of the group. You cannot learn any
subject by being silent. Always be ready and willing to give constructive feedback to
partners/group members and to listen to their comments on your work.
discussions.
Policy Attendance: It is compulsory come to class on time and every time. If you are going to
be accepted.
miss the class or, are late to class, you will miss the quiz or test. No makeup tests or
Cheating : you must do your own work and not copy and get answers from someone
else. The only way to learn any course is to do the work yourself.
Also, please do not chew gum, eat, wear sunglasses, or
talk about personal problems. Please be sure to turn off pagers and cell phones
81
before class and exam sessions.
Reference Alemu, y. (1995). Poultry production in Ethiopia. world's poultry science Journal, 51: pp 197-
201
Adjare, S. (1984). The Golden Insect: A handbook on beekeeping for beginners. ITDG:
London.
Chamberlain, A. 1989. Milk production in the tropics. Intermediate tropical agricultural series.
Longman scientific & technical. 242 p.
Jahnke, H.E. 1982. Livestock production systems and livestock development in tropical Africa.
Kieler Wissenschaftsverslag Vauk. Kiel. 254 p.
Rowland, J.R.J (ed.). 1993. Dryland farming in Africa. The Macmillan Press LTD. London.
336 p.
Varnam, A.H. and J.P. Sutherland. 1994. Milk and milk products. Chapman & Hall, London.
451 p.
Williams, T.O. 1993. Impact of livestock pricing policies on meat and milk output in selected
sub-Saharan African countries. ILCA Research Report no. 20. Addis Ababa, Ethiopia. 79
Approval
Forestry and Natural Resources

Course Title/Code Underutilized plants in Agroforestry (Agfo3061)
Module Title Agroforestry Systems and Management
Module Coordinator
Course Credit 3 ECTS
Instructor’s Name
Office:
Contact Information Phone
Email
Office hrs
ECTS 3 ECTS/81hrs
Students’ work load (hrs) Lecture Tutorial Practical Home study Total
32hrs 32hrs 17hrs 81hrs
After accomplishment of this course, students are able to:
Course objectives and Define the meaning of underutilized plant categories and agroforestry
competencies to be acquired products.
Understand and describe the different products and services obtained from
underutilized plant in agroforestry.
Understand ways of processing and value addition practices of underutilized
plants in agroforestry
Maintain sustainable production of different products in different production
systems
82
Explain the basic concept and principles of marketing of forest and
agroforestry products
Design marketing information plan and implementation strategies
The course covers broader aspects of underlined plants in AF and their

Course Description products types including medicinal, aromatic, food crops and bamboo,
Characterization products of underutilized plants in agroforestry (UPAF);
processing of and post-harvest technologies; Concepts of marketing and
Marketing information system; Identification and design of profitable UPAF
based enterprises in Ethiopia; major UPAF and their role in improving
livelihood.
Prerequisite None
Status of Course Major
Schedule
Week Topics Required Reference

1 Concepts of underutilized plants in AF and services Marshall, E., Schreckenberg, K.
Tree products and non-tree underutilized plants and services and Newton, A.C. (eds) 2006.
Characterization of underutilized plants products Commercialization of Non-timber
Concept of domestication and its application in agroforestry Forest Products: Factors
Linkage between domestication and commercialization of Influencing Success. Lessons
products Learned from Mexico and Bolivia
and Policy Implications for
Decision-makers. UNEP World
Conservation Monitoring Centre,
Cambridge, UK.
Steppler, H.A. and Nair, P.K.R.
(eds). 1987. Agoforestry a decade
of development. ICRAF. Nairobi,
Kenya.
De Beer, J.H. and McDermott, M.
1989 The Economic Value of Non-
Timber Forest Products in
Southeast Asian with Emphasis on
Indonesia, Malaysia and Thailand.
Manuscript by Netherlands
Committee for IUCN, Amsterdam.
Extraction Technologies for
Mushroom production in agroforestry and forest ecosystem James Simon, Rodolfo Juliani,
Ecology and distribution Lyle Craker(2011). African Natural
2 Identification of edible and poisonous fungi Plant Products: from Forests and
Cultivation of edible fungi Fields to the Marketplace.
Main varieties of cultivation
Resource potential and domestication of wild edible fungi
Management of fungi resources
Bamboo: a multipurpose forest and agroforestry product FAO 2005. World Bamboo
Extent and characteristics of Bamboo Resources Resources: A thematic study
3 Diversity and growing stock of bamboo resources prepared in the framework of the
Agroforestry functions Global Forest Resources
83
Potential of bamboo for market and conservation in Ethiopia Assessment 2005. by Maxim
Bamboo trade Lobovikov, Shyam Paudel Marco
Piazza, Hong Ren and Junqi Wu.
Non-Wood Forest Products 18.
Medicinal plants categories in AF practices James Simon, Rodolfo Juliani,
4 -5 Plants as source of medicine and essential oils Lyle Craker(2011). African Natural
Collection of herbal medicine and its rational Plant Products: from Forests and
Cultivated medicinal plants Fields to the Marketplace.
Wild medicines UNIDO. 2008. Medicinal and
Major herbal medicinal plants Aromatic Plants. United Nations
Sustainable collection of aromatic plants Industrial Development
Extent of trade
Organization and the International
Centre for Science and High
Technology, 266 pp
https://www.unido.org/sites/default
/files/2009-10/Extraction_technolo
gies_for_medicinal_and_aromatic_
plants_0.pdf
Gülen Ozyazici. 2021 New

development on medicinal and
aromatic plants. Iksad publishing
house.347pp
https://iksadyayinevi.com/wp-
content/uploads/2021/05/NEW-
DEVELOPMENT-ON-MEDICINAL-
AND-AROMATIC-PLANTS.pdf
Cultivated aromatic plants In agroforestry practices FAO. 2006. Non-wood forest
6-7 Aromatic woody and herbaceous plants categories in AF product community-based
practices enterprise development: a way for
Plants as source of essential oils livelihood improvement in Lao
Collection of herbal and woody plants and its rational People’s Democratic Republic. by
Aromatic plants Thibault Ledecq, Vongvilay
Sustainable collection of aromatic plants with special emphasis Vongkhamsao and Sophie
on trees resources in Ethiopia Grouwels, Forestry Policy and
Extent of trade Institutions Working Paper No.16.
Rome.
UNIDO. 2008. Medicinal and
Aromatic Plants. United Nations
Industrial Development
Organization and the International
Centre for Science and High
Technology, 266 pp
https://www.unido.org/sites/default
/files/2009-10/Extraction_technolo
gies_for_medicinal_and_aromatic_
plants_0.pdf
Gülen Ozyazici. 2021 New

development on medicinal and
aromatic plants. Iksad publishing
84
house.347pp
https://iksadyayinevi.com/wp-
content/uploads/2021/05/NEW-
DEVELOPMENT-ON-MEDICINAL-
AND-AROMATIC-PLANTS.pdf
8-10 Production and post-harvest activities for selected Tilman Altenburg , Ute Eckhardt
underutilized plants and Frank Van Rompaey(2006).
Gum and resin production system and post-harvest handling Combating Marginalization and
Production by tapping, Poverty through Industrial
Production by collection on naturally oozing gums and Development Productivity
resins enhancement and equitable
Post-harvest Handling (cleaning, handling, sorting and development: challenges for SME
grading) development. United Nations
Quality Control method Industrial Development
Medicinal plant harvesting and post-harvest handling Organization, Vienna, Austria.
Harvesting guideline of MAPs
Processing and oil extraction methods of MAPs
Essential oil extraction by three distillation types
Fixed oil extraction by soxhlex apparatus
Oil extraction by maceration/ mechanical shaker
Oil extraction by cold pressing
Bamboo harvesting and post-harvest handling
Branding
Labeling
Quality assurance
Certification
11-13 underutilized plants SME enterprises Abebe Haile Gebremariam, Million
Definition of SMFEs Bekele and Ridgewell, A. (2009)
The role of SMEs Small and medium forest
For employment opportunity and income enterprises in Ethiopia. IIED Small
For human capital formation and Medium Forest Enterprise
For provision of basic goods and services Series No. 26. FARM-Africa and
Gum resin subsector International Institute for
Honey subsector Environment and Development,
Bamboo subsector London, UK.
Fruit and vegetables subsector
Enset-coffee- tree based agroforestry system
Marketing information systems and market for Abebe Haile Gebremariam, Million
14-15 underutilized plants Bekele and Ridgewell, A. (2009)
Concept of marketing information system Small and medium forest
Why Is Marketing Information Important enterprises in Ethiopia. IIED Small
Steps in setting up market information systems and Medium Forest Enterprise
Selecting marketing information system Series No. 26. FARM-Africa and
Asses the local situation International Institute for
Designing and implementing marketing information system Environment and Development,
Marketing tools for underutilized plants London, UK.
Alternative (raw or processed ) Selling Strategies Katter, P. 2003. Marketing
Alternative Market Channels and barrier Management. 11th edition. Pearson
education Ltd.
Koppeu, Carla. 1995. Marketing
information system for non-timber
forest products. FAO. Rome.
16 Final Exam
Teaching and Learning Method
85
Lecture, group and individual work/project on selected topics, directed reading, practical exercises.
Assessments Continuous assessment, Final Exam, Practical report and presentation
Course Preparedness and participation: to do well in this class, students need to do four things:
expectations listen to the lectures; read materials (reference books, handout if so) and other relevant
journals etc), participate in class discussions and attend classes and practical sessions
regularly.
Assignments are set well apart and students are expected to take it seriously and submit in
time. Copying each other or directly from the other source will result in the loss of the
maximum mark it accounts.
Course Attendance: It is compulsory to come to class on time and every time. If you are going to
Policy miss more than three classes during the term, you should not take this course.
Academic dishonesty in any portion of the academic work for a course shall be grounds
for awarding a grade of F or N for the entire course. The academic dishonesty for this
course includes any attempt to copy any information from another student during exams;
missing classes, practical or exam with unreliable reason and unable to submit assignment
in time
References
Abebe Haile Gebremariam, Million Bekele and Ridgewell, A. (2009) Small and medium forest enterprises in
Ethiopia. IIED Small and Medium Forest Enterprise Series No. 26. FARM-Africa and International Institute
for Environment and Development, London, UK.
Cunningham, AB(2008). Sustainable Trade and Management of Forest Products and Services in the COMESA
Region: An Issue Paper. Published by Center for International Forestry Research (CIFOR), Indonesia.
FAO. 2006. Non-wood forest product community-based enterprise development: a way for livelihood
improvement in Lao People’s Democratic Republic. by Thibault Ledecq, Vongvilay Vongkhamsao and
Sophie Grouwels, Forestry Policy and Institutions Working Paper No.16. Rome.
FAO 2005. World Bamboo Resources: A thematic study prepared in the framework of the Global Forest
Resources Assessment 2005. by Maxim Lobovikov, Shyam Paudel Marco Piazza, Hong Ren and Junqi Wu.
Non-Wood Forest Products 18.
Illukpitiya, P., Yanagida, J.F., Farming vs forests: Trade-off between agriculture and the extraction of non-
timber forest products, Ecological Economics (2010), doi:10.1016/j.ecolecon.2010.05.007
Gülen Ozyazici. 2021 New development on medicinal and aromatic plants. Iksad publishing house.347pp
https://iksadyayinevi.com/wp-content/uploads/2021/05/NEW-DEVELOPMENT-ON-MEDICINAL-AND-
AROMATIC-PLANTS.pdf
James Simon, Rodolfo Juliani, Lyle Craker(2011). African Natural Plant Products: from Forests and Fields to
the Marketplace.
Katter, P. 2003. Marketing Management. 11th edition. Pearson education Ltd.
Koppeu, Carla. 1995. Marketing information system for non-timber forest products. FAO. Rome.
Marshall, E., Schreckenberg, K. and Newton, A.C. (eds) 2006. Commercialization of Non-timber Forest
Products: Factors Influencing Success. Lessons Learned from Mexico and Bolivia and Policy Implications for
Decision-makers. UNEP World Conservation Monitoring Centre, Cambridge, UK.
Steppler, H.A. and Nair, P.K.R. (eds). 1987. Agroforestry a decade of development. ICRAF. Nairobi, Kenya.
Tilman Altenburg , Ute Eckhardt and Frank Van Rompaey(2006). Combating Marginalization and Poverty
through Industrial Development Productivity enhancement and equitable development: challenges for SME
development. United Nations Industrial Development Organization, Vienna, Austria.
UNIDO. 2008. Medicinal and Aromatic Plants. United Nations Industrial Development Organization and the
International Centre for Science and High Technology, 266 pp https://www.unido.org/sites/default/files/2009-
10/Extraction_technologies_for_medicinal_and_aromatic_plants_0.pdf
86
Approval

Course title /code Forage crop and Animal nutrition (Agfo3053)
Module coordinator
Instructor’s Name
Information Phone
Email
Office hour
ECTS 3 ECTS/ 81hrs

Student Work Load Lecture Tutoria Group Work Practical Home study total
l practice
32 hrs 32hrs 17 hrs 81 hrs
competences to be acquired Identify forage species
Determine agronomic parameters of forage crops (spices composition,
biomass plant height, seedling count, and number of tillers)
Understand Forage development strategies
Understand the challenges and opportunities of forage production in Ethiopia
Classify, characterize and understands functions of basic nutrients
Understand basic nutrition and feeding practices
Understand types of feeding and management practices.
Understand basic process in nutrient digestion, transport and absorption
Understand major nutritional deficiencies, toxicities and Metabolic disorder
in Farm animals
Course Description/content The course covers taxonomy and botany of forage pasture and crops,
Agronomic practices and management of forage and pasture crops, Forage
development strategies i.e. Feed and food crop integration, conservation
based approaches, agro-forestry, pasture establishment and improvement.
Challenges and opportunities in pasture/forage production in Ethiopia.
Classification, characterization and functions of basic nutrients,
Nomenclature and general characteristics of common feedstuffs (roughage,
protein, energy, feed additives, non-conventional feed stuffs), Basic nutrition
and feeding practices. Feeds, their sources, composition, characteristics and
feed value. Ration balancing, Feeding standards, Nutrient requirements of
farm animals ration formulation, the process of nutrient digestion transport
and absorption, in different species of farm animals. Nutritional deficiencies,
toxicities and Metabolic disorder in Farm animals.
Pre-requisite(s) No
87
Schedule
Wee Topics and Sub Topics References

k First class meeting Sep _____ General introduction about the
1 course, and Miller.D.A. 1984
2 pp 15
Unit One: Introduction to Forage crops
Definition of words
Taxonomy and botany forage and pasture
Unit two: Physiology of pasture plant growth
- climatic factor and pasture growth Rios. A.S. 2001
3 soil factors affecting growth and productivity 82
- chemical factors
Unit Three: Forage crop introduction and evaluation
4 approaches to plant introduction
selection and cultivar development
forage crops evaluation stages
5 Unit Four: Pasture establishment

-agronomic techniques of pasture establishment
- sowing pasture with cash crop Miller.D.A. 1984
6 - forage crops and agroforesty pp 267, 371
challenges and opportunities of forage production in
7 Ethiopia
Chapter five: Forage Conservation
Procedure of Hay, silage, and haylage are preserved and their typical
8 moisture concentration
Miller.D.A. 1984
Dry matter and nutrient losses for hay, silage pp 161
9 Potential benefits and potential problems associated with
ammoniation of
10 Unit Seven: Chemical composition of feedstuffs

- Water
- carbohydrates
- proteins
12 lipids
minerals and vitamins
13 Unit Eight: Comparative digestive processes in farm animals
digestive system in ruminants
14 digestive system in non-ruminants
feed analysis methods
15 metabolism Perry W.T et al.,
2003 pp 39, 142
16
Unit Nine: Nutrient deficiency, metabolic disorder and toxicity
- causes of metabolic disorder
88
causes of toxicity
effect of nutrient deficiency
methods of mitigating nutrient deficiency
McDonald P. et al.,
1996 pp 142
Final Exam Week
McDonald P. et al.
Pp 1-130

Assessments 30% (each weighing
10%) Assess the follow up of students on the chapters
Assessment 2 week 9
Report writing25%
( 2 individual work and assignment )
Project work with presentation week To identify the specific course implementation
8 on the real situation
week5
Report on individual work week 13
Expectation materials like the worksheet, text books and completed assignments. Complete the reading
Participation: make active participation during discussions (you must participate in class).
You are not participating if you are talking to a neighbor, doing homework, daydreaming, or
not doing what the rest of the class is doing. If you are working in a group or with a partner,
you must talk to your group members or partner and be a part of the group. Always be ready
and willing to give constructive feedback to partners/group members and to listen to their
comments on your work.
discussions.
Policy Attendance : It is compulsory come to class on time and every time. If you are going to
be accepted.
miss the class or, are late to class, you will miss the quiz or test. No make up tests or
else.Please do not chew gum, eat, listen the lecture and discussion, wear sunglasses, or
talk about personal problems. Please be sure to turn off pagers and cell phones
Reference Ayalew Gebre, 2001. Pastoralist under pressure. Shaker Publisher, The Netherlands.
89
Miller. D. A. 1994. forage crops . New York.
Park, R.D., Coults,; Hodgkiss, R.I. 1970. Livestock health; farm livestocks; cattle
husbandry; sheep husbandry; pig husbandry. Oxford street.
Rios. A. S, and Pictman.W.D. 2001. Tropical forage plantation. Washington D.C.
Wilson, R.T.1986. Livestock production in centeral Mali; Long term studies on cattle and
small ruminants in the agropastoral system. International Livestock Center for Africa.
Approval

Course title /Code Rural Sociology and Extension (Agfo3071)
Module title Rural Development
Module coordinator
Course information Academic year……………. Semester…...
Meeting time:
Instructors’ name
Instructor contact Office :
information Phone:
E-mail:
Office Hours:
Student Work Lecture Reading Group Home Tests and Total
load Assignments Discussion study final exam
48 hrs 28hrs 16hrs 16hrs 135hrs
Course objective Up on completion of the course, students shall be able to:
and competence Comprehend the theoretical perspectives on society and conceptual underpinnings of rural
to be acquired sociology,
Recognize the different features and peculiar characteristics of rural societies,
Understand the role of and importance of rural social organizations and the different types
and characteristics of rural social institutions,
Identify the types of relationship between rural and urban communities,
Identify the different forces and forms of social change in rural societies.
Explain the concept of communication and its basic elements
Plainly articulate the historical development of extension
Describe the concept and principles of extension
Use adoption and diffusion of an innovation models
Understand conceptual model for induction of an innovation
Apply major extension methods to address extension message
Develop appropriate extension program and training
Course Introductory matters of sociology, sociological perspectives, culture and society, cultural
description evolution, characteristics and components of culture, ethnocentrism, xenocentrism and
cultural relativism, normative functions of culture, definition and role of socialization,
agents of socialization, social stratification and social mobility, rural sociology: historical
overview, rural – urban relations and divisions: types and nature of relationships between
rural and urban communities, peculiar characteristics of rural societies, rural social values,
beliefs and life styles, the rural household, the rural community, rural labor relations and
group property ownership, forms of labor exchange and cooperation, the rural land, rural
technology and indigenous knowledge, industrialization and urbanization as historical
90
processes, globalization and rural societies: economy, culture and media, migration and
population dynamics, rural society and the environment. They also will be introduced basic
concept of extension communication: definition of communication, basic elements and
process of communication; Historical development of extension in global and Ethiopian
context: Origin of extension, history of extension in Ethiopia; Concept and principles:
meaning of real extension, basic elements, types and principles of extension; Adoption and
diffusion of innovations: Meaning & characteristics of adoption, diffusion, innovation;
Extension methods: individual, group, mass, combined methods; Extension campaign:
concepts, principles, organizing campaign; Extension program planning: identification of
issues, develop extension program, monitoring & evaluation; Extension training program:
Nature, methods, organizing of extension training, possible costs items.
Pre-requisite Introduction to sociology
Schedule
Week Topic Reading Material
One Definition, origin and development Ramasamy, P. 1-5
of sociology, sociological Giddens, P. 1- 9
perspectives. Cultural evolution,
characteristics of culture, Vander Zanden, P. 25-40
components of culture. Popnoe, P. 52-58
Two Ethnocentrism, xenocentrism and Vander Zanden, P. 41-49
cultural relativism, normative Popnoe, P. 60- 72
functions of culture, definition and
role of socialization. Vander Zanden, P. 51 -66
Agents of socialization, social Lindsey, L. & Beach, P.38-51
stratification and social mobility
Three Social groups: definition, Lindsey, L. & Beach, P. 83-99.

characteristics and types of social Popnoe, P. 112-123
groups, primary and secondary
group relations. Ramasamy, P. 88-102
Deviance versus conformity, types Popnoe, P. 222-241
of deviant behavior, social control
mechanisms.
Four Nov. 22-26 Definition of gender, sex, Patriarchy, Galeski, P. 1-14
feminism, Masculinity, femininity Newby, P. 1-12
etc
Gender role and identity, theories on Lipton, P. 24-60
gender role socialization, differences
between the two sexes: biological
and psychological
Compare and contrast matriarchal
and Patriarchal society
Theories on gender stratification,
functionalist theories, conflict
theories and feminist theories,
Stereotype perception of society
towards women,
Gender and media images
Harmful traditional practices on
women, violence against women
Gender division of labor, women as
a marginalized section of the society
Types and nature of relationships
91
between rural and urban
communities, types of rural
societies.
Five Peculiar characteristics of rural Hand out
societies, rural social values, beliefs
and life styles.
The rural household, the rural
community.
Six Rural labor relations and group Galeski, P. 86-99
property ownership, forms of labor Ellis, P. 116-127
exchange and cooperation.
Rural land: Beyond possession and

land tenure, Rural technology and
indigenous knowledge Ellis, P. 134- 150
Seven Industrialization and urbanization as Ellis, P. 163- 197

historical processes, effects of
urbanization and industrialization on
rural societies.
Ellis, 222- 270
Globalization and economy, culture
and media; globalization and rural
societies.
Transformation of the rural societies.
Eight Rural society and the environment, Popnoe, P. 312-366
population dynamics and migration.
Nine Extension Communication Read Adams, M.E. (1982)

Agricultural extension in
History and meaning of extension developing countries;
Read Leeuwis, Cees and Van den
Adoption and diffusion of Ban. (2004) Communication for
innovation in agroforestry Rural Innovation
Read Sim, D. and H.A, Hilmi
(1987) Forestry extension
methods. FAO. Forestry paper, no.
80. Rome
Ten Extension methods Read Axinn, H. George (1988)

Guide on alternative extension
approaches. FAO. Rome.
Fox, John (1990) Extension
communicational manual for front-
line Agricultural extension staff.
USAID/Kenya Ministry of
Agriculture
Eleven Guide lines and Planning Extension Franzel et al. (2002) Methods for
Program in agroforestry assessing agroforestry adoption
92
potential. Pp. 11-35.
Franzel et al. (2002) Methods for
assessing agroforestry adoption
potential. Pp. 11-35.
Rogers, E.M. (1983) Diffusion of
Innovations.
Twelve Extension Training Program in Axinn (1988) Guide on alternative
agroforestry extension approaches. FAO.
Thirteen Importance of extension training in FAO (1986) Forestry extension

agroforestry organization. FAO. Forestry paper,
possible costs item in training no. 66.
Fourteen Nature of training activities in Leeuwis and Van den Ban (2004)
agroforestry Communication for Rural
Innovation: Rethinking
Agricultural Extension
Fifteen Selection of training methods Anandajayasekeram et al. (2008)
steps in organizing training program Concepts and practices in
agricultural extension in
developing countries
Sixteen Final Exam
Teaching and Learning Methods
Lecture, group discussion/debate, reading assignments
Assessment Continuous assessment Week
10% Assessment 1 3
10% Assessment 2 6
10%Assessmen 3 8
10% Assessment 4 10
20% Assignment and presentation 13
40% Final-exam 16
Course Preparedness and participation: to do well in this class, students need to do four things: listen
expectations to the lectures; read materials (reference books, handout if so, and other relevant journals
etc), participate in class discussions and attend classes regularly.
maximum mark it accounts
Cheating/plagiarism: cheating/plagiarism is strictly forbidden. It may result in automatic
disqualification of the test/exam/assignment
References
Ellis, F.1993. Peasant Economics: Farm Development and Agrarian Development. 2 nd ed. Cambridge.
Cambridge University Press.
Galeski, B. 1972. Basic concepts of rural sociology. Manchester. Manchester University Press.
Giddens, A. 2001. Sociology, 4th ed., Oxford. Blackwell publishing plc.
Kirby, M. (et al.).1997. Sociology in perspective. Oxford. Heinemann Educational Publisher Company.
Lindsey, L. & Beach, S. 2002. Sociology. 2nd ed. New Jersey. Prentice Hall, Inc.
Newby, H., ed 1978. International perspectives in rural sociology. New York. John Wiley.
Popnoe, D. 1993. Sociology, 9th ed., New Jersey, Prentice Hall.
Ramasamy, P 2003. General and Medical Sociology. 3rd.ed. Sri Mahendra Graphics.
Vander Zanden, J. 1990. The Social Experience: An Introduction to Sociology, 2nd ed., New York, McGraw
93
Publishing Company.
Approval

Course title/Code Enset production (Agfo3037)
Module coordinator
Course information Academic Year: Semester ____________in
Meeting day ________ Meeting time _________
Meeting location __________
Instructor’s Name
Instructor’s contact Office No: ________ Phone:
information E-mail:
Office hours:
ECTS 3 ECTS/81
Student workload Lecture Field Discussion Home Assessment Total
practical study
32 32 17 81hrs
Course objectives & Upon successful completion of this course, students
competencies acquired
→ shall be able to explain the social, economic, cultural and ecological
significance of enset farming
→ shall be able to describe the enset farming system and understand enset
agronomy
→ shall understand and appreciate the potential role of enset in household food
security
→ shall appreciate the rich indigenous knowledge in enset production and learn
the research tools used in studying farming systems.
→ shall be equipped with practical skills for managing enset farms
→ shall fully identify the most important production constraints in the enset
farming and be able to demonstrate practical procedures used to control enset
diseases
→ shall fully discuss the various approaches employed in improving enset farming
productivity.
Course description This course is designed to introduce students to the indigenous enset production
system and enset sub-systems which are components of traditional agro-forestry
practices of southern Ethiopia. The course shall equip students with basic
theoretical knowledge and practical skills in enset production. The course
describes the enset farming system, discusses major components of enset
agronomy, management and food production knowledge therein. The course
further elucidates major enset farming activities, production constraints that limit
enset farm productivity and food yield. The course also analyzes different enset
production problems and the control measures used to overcome some of these
problems. The course finally discusses the prospects in improving the productivity
of enset farming system.
Pre-requisite (s)
94
SCHEDULE
Weeks Topics and Sub-topics Required Texts/Reading
materials
First class meeting: Introduction to the course, setting the
ground rules (policies, Teaching and learning methods,
1-2 assessment methods, assignments, work load distribution
etc…);
1. Introduction
Description, Uses and Cultures of Enset
3-5 What does enset look like? Teaching material: Unit
Enset culture in Ethiopia 1
Multipurpose uses of enset CDI’s Enset Manual
Enset and food security in Ethiopia 2000
Taxonomy and botanical description of Enset
Botanical description of enset
Taxonomy of enset
2. Enset farming system and indigenous knowledge in Teaching material: Unit

Ethiopia 2
6-9 Enset farming system CDI’s Enset Manual
Agro-ecology of enset cultivation in Ethiopia 2000
Nature of Enset farming and its characteristic components
Major Enset sub-system and crop association
Indigenous knowledge in enset farming
Clone characterization and utility Teaching material: Unit
Enset home gardens: nature and importance 3
Enset foods and nutritional aspects CDI’s Enset Manual
3. Enset agronomy 2000
10-11 Propagation of enset
Field management
Transplanting
Spacing
Leaf pruning
Weeding
Manure Application Teaching material: Unit
Harvesting and processing of enset 3
Harvesting of Enset CDI’s Enset Manual
12-13 Processing of enset 2000
Yield assessment and yield determination
4. Production Constraints
Land and demographic factors Teaching material: Unit
Biotic factors 4 CDI’s Enset Manual
Abiotic factors 2000
5. Improving productivity of Enset farming
14-15 Improving farm nutrient budget
Introducing diseases resistance or tolerant clones
Introducing drought tolerant clones
Producing disease free planting materials Teaching material: Unit
5 CDI’s Enset Manual
16 Final Examination Week 2000
Teaching and Learning Methods
Lectures followed by in depth class room discussions, individual reading assignments, group assignments,
field practical and report writing.
95
Continuous assessment
Group assignment report compilation (Each weighing 6 %)
Assessment Field exercises and reports (Each report weighing 6 %)

Field Exercise 1 Survey of enset clone diversity & utility around WGCF (Week 5 )
Field Exercise 2 Demonstration of enset propagation techniques (Week 8)
Field Exercise 3 Enset plot management and discussion with enset farmers (Week 10)
Field Exercise 4 Demonstration of enset harvesting and processing (Week 13)
Field Exercise 5 A survey of enset diseases around WGCF (Week 14)
Each lecture session is designed to provide students with highlights of the topics and
Course Expectation discuss important concepts. Reading materials will be provided a week before each
lecture. Students are expected to prepare themselves for each lecture well a head of
The instructor may outline points for discussion as appropriate.
Attendance: students must attend lectures, field exercises, and discussion classes
through out the course. If you miss more than 5% of the lecture and discussion hours
and/or 5% of field practical hours, you will not get any grades. If you failed to be
Policy punctual and miss classes, you may also miss tests/quizzes. No make up test/quizzes
will be arranged.
Assignments: Graded assignments will be executed in groups of 4-5 students. Each
group will compile note more than 3-4 pages report for each assignment and submit the
reports on time. Individual members of each group are expected to actively participate
in the group discussion and report compilation.
Lab reports: field exercise reports should be compiled in groups of 4-5 students. For
each laboratory exercise undertaken each group will compile a report according to the
lab reporting format provided by the course instructor. You must follow the reporting
format. Each report must be submitted to the course instructor/assistant instructor 3
days after the practical exercise. Individual members of each group are expected to
participate actively in the group discussion and report compilation.
Student behavior: students must come on time to lectures, discussion sessions and
practical sessions. If you are 5 minutes late for lectures or discussion sessions, please
do not come and interrupt us. Students must switch off their cell phones while in the
class and must avoid displaying unnecessary behaviors like chewing gums, chatting
with friends, etc... Cheating of any form either in exams or report compilation is
completely unacceptable. You must work your assignments and reports by yourself.
You must avoid copying from a friend or helping a friend in examinations.
Enset farming – A draft teaching material.
References Enset Manual 2000, CDI, 79pp.
Approval section

Course title/code Forest Mensuration and Inventory (GeFo3043)
Module Title Resource Assessment
96
Module Coordinator
Course credit: 5 ECTS
Instructors name
Course information Academic year: ___Semester:___ Meeting day:
Meeting time: _____ Meeting location
Instructor(s) contact Office:
information: Phone:
: e-mail:
Office hours
ECTS 5ECTS/135hrs
Student workload Lecture Tutorial Group Practical Home Total
work study
48 48 39 135
Course objective At the end of the course the students should be able to:
Define terms pertinent to forest mensuration and inventory.
Conduct log, stack wood and lumber measurement and volume estimation.
Identify individual tree variables and stand parameters measurement techniques,
equipments and instruments needed for measurement.
Carry out a forest inventory activities (pre-sampling, sampling and post sampling
activities) independently.
Explain site factors and their implication on forest growth and assessment
techniques.
Recognize forest growth and yield models and their importance in forest
management.
Course description Definition of important terms and words in forest measurement; where and how to
measure forest produce; log measurement and log volume estimation; stack wood
measurement and volume estimation; lumber measurement ant volume estimation;
measurement of a single tree and instruments used: tree diameter/dbh, cross-sectional
area, height, form/shape, bark, crown, tree volume and biomass; measuring tree
crops; parameters used in measuring even-aged single and mix of species as well as
for uneven-aged single and mix of species. Forest inventory importance, planning
and executing; basic statistical computation principles in forest inventory; sampling
designs and their associated estimators; reporting forest inventory works. Site quality
assessment: factors considered in site quality assessment; purpose for site quality
assessment; methods for site quality assessment. Forest growth and yield models:
classifications of growth models; application of growth yield models
Pre-requisite(s) Forest Biometry, Forest surveying and mapping
Schedule
Week 1 Lecture: 2 hrs
General introduction about the course
Definition of terms commonly applied in forest mensuration and inventory
Measurement of felled trees and logs
Practical: 0 hr.
None
Tutorial: none
Group work: none
Home study: 1hr
References:
Reference 1: page 11-13, 100-104
Reference 3: page 7-10
97
Week 2 Lecture: 2hrs
Dealing with measurement and volume estimation of stack wood.
Measurement of lumber and volume estimation
Diameter/dbh measurement of a single tree
Tree cross-sectional area estimation
Practical: 3 hrs.
Timber/log measurement and volume estimation
Stack wood measurement and volume estimation
Lumber measurement and volume estimation
Tutorial: 1hr
Group work: 1hr
Organizing the data from practical and preparing a report
Home study: 1hrs
References:
Reference 1: page 104-107, 144-152
Techniques and theories of different tree height measuring methods
Practical: 3 hrs.
Diameter/dbh measuring with different instruments and recording the data
Demonstration and practicing of different height measuring instruments and
measurement techniques and recording the data
Tutorial: 1hr
Group work: 1hr
Home study: 1hrs
References:
Volume estimation of a standing tree
The shape/form of a tree stem and different types of form factors used to describe
stem shape/form
Tree bark measurement theories and techniques
Tree crown (attributes) measurement theories
Practical: 3 hrs.
Practice on determining different types of form factor
Demonstration and practices of bark thickness measuring instrument and technique
Tutorial: 1hr
Group work: 1hr
Home study: 1hrs
References:
Reference 1: page 158-165, 168-188
Reference 4: page 15-22, 29
Tree biomass estimation theories and techniques
Methods and techniques for estimating number of stems per hectare (stocking
98
density)
Practical: 3 hrs.
First practical exam
Tutorial: none
Group work: none
Home study: 1hrs
References:
Reference 2: page 103-105, 107-111
Average stand diameter estimation techniques and diameter distribution
Average stand height estimation
Stand basal area estimation methods and theories
Practical: 3 hrs.
Practicing methods of estimating number of stems per hectare
Determining average stand diameter and diameter distribution
Estimating average stand height
Tutorial: 1hr
Group work: 1hr
Home study: 1hrs
References:
Estimating volume of wood per hectare
Practical: 3 hrs.
Practicing different methods of stand basal area estimation
Practicing different estimation techniques of volume of wood per hectare
Tutorial: 1hr
Group work: 1hr
Home study: 1hrs
References:
Week 8 No lecture, but First written exam
Practical: 3 hrs.
Second practical exam
Tutorial: none
Group work: none
Home study: none
General introduction about site quality and discussing factors considered during site
quality assessment
Discussing reasons for site quality assessment
Practical: 0 hr.
None
Tutorial: none
Group work: none
99
Home study: 1hrs
References:
Reference 2: 237-251
Methods of site quality assessment
General introduction about forest growth and yield models
Practical: 3 hrs.
Site quality assessment
Tutorial: 1hr
Group work: 1hr
Home study: 1hr
References:
Reference 1: page 312-320, 352-354
Reference 2: page 237-351,
Classification of forest growth models
Application of growth and yield models in forest management
Practical: 0 hr.
None
Tutorial: 2hrs
Group work: 1hr
Working on a given data related to growth model
Home study: 1hrs
References:
Some general introduction about forest inventory
Forest inventory planning principles and procedures
Practical: 4 hrs.
Inventory planning
Tutorial: 2hrs
Group work: 2hrs
Working on forest inventory project (planning)
Home study: 1hr
References:
Basic statistical computations
Sampling designs in forest inventory: simple random sampling
Practical: 4 hrs.
Inventory planning and/or
Data collection
Tutorial: 2hrs
100
Group work: 2hrs
Working on the forest inventory project
Home study: 1hr
References:
Reference 2: page 171-204, 210-218
Stratified random sampling
Introduction to cluster sampling and multistage sampling
Practical: 0 hr.
None
Tutorial: 2hrs
Group work: 2hrs
Working on the forest inventory project
Home study: 1hr
References:
Reference 1: page 42-46, 53-66, 211-222, 230-242
Reference 2: page 219-224, 226-229
Reference 3: page 116-149, 230-262
Introduction to multiphase sampling and point sampling
Systematic sampling and other non-probability based sampling designs
Discussion on how to report a forest inventory works
Practical: 0 hr.
None
Tutorial: 2hrs
Group work: 2hrs
Finalizing the inventory work
Home study: 1hr
References:
Reference 2: page 205-210, 224-226,
Reference 3: page 30, 190-218
Week 16 Second written exam
Group work presentation &/or paper submission
Assessment Two written exams 40%
Week 8, 1st exam = 20%
Week 16, 2nd exam = 20%
Two practical exams 20%
Week 5, 1st practical exam = 10%
Week 8, 2nd practical exam = 10%
Continuous practical works and reports 20%
Assignment/project on forest inventory 20%
Paper 10%
Presentation 10%
Total 100%
101
Teaching and learning The teaching learning method encompasses lectures, field and classroom practices,
methods tutorial, group works and home study.
Expectation Students are always expected to read and get prepared about the day’s topic before
the lecture.
Students are expected to dress up appropriate clothing/shoe for field practices.
Policy Lecture: students are free to ask any thing unclear related to the lecture at the end of
each lecture, but unrelated issues from the other days’ lecture should be raise during
tutorial sessions.
Practical: Each student is expected to participate in all practical sessions actively.
Assessment: A student should not miss any single exam, test or quiz, but if missed it
will be handled according to the rules and regulations of the college. Submissions of
papers, assignments, etc. should be made before the indicated deadlines.
References 1. Avery, T.E. and Burkhart, H.E. 2002. Forest measurements. 5th ed
2. M.S. Philip. 1994. Measuring trees and forests. 2nd ed.
3. Shiver B.D. and Borders B.E. 1996. Sampling techniques for forest resource
inventory
4. Tesfaye Teshome. 2000. Forest mensuration and yield science, Lecture note,
WGCF.
5. Tesfaye Teshome. 2005. Forest inventory, Lecture note, WGCF.
Approval section

Course Title/Code Insect Pest Management in Agroforestry (Agfo3034)
Module Coordinator
Course credit 3ECTS
Course Information Academic year
Instructor’s Name
Instructors contact Email: Mobile phone:
information Office phone: Academic building: office No.
ECTS 3 ECTS
Student Work Load Lecture Field work Group Lab Home study Assessment Total
Work Practice
32 32 17 81hrs
Course objective At the completion of the course students will be able to:
and competences realize the practical importance of insect pests
to be acquired recognize the structure and function of insect body along
with the growth and reproductive processes
have the skill on using insect collection materials and insect
handling procedures in the laboratory
identify insects of economic importance to agroforestry
Determine economic threshold levels and apply appropriate
management options
Course description The insect body and its general organization; internal structure and
function of insect body; classification of insects; reproduction;
growth, development and metamorphosis; insect collection
procedures; the concept of pest; important insect pests and their
control measures; the concept of pest management in agroforestry.
102
Prerequisite None
Status of course Compulsory
Schedule
Week Date Topics and sub topics References Pages
1 Meaning of entomology and insects; Fenemore P G and 1-9
Biological success of insects and Prakash A. 1992.
possible reasons for the success; Applied entomology.
the practical importance of insects Wiley Eastern Ltd. 298p.
2 Insect body – tagmosis (grouping of Pedigo L P. 2002. 35-49
segments); the head, thorax and Entomology and pest
abdomen; the exoskeleton management. 4th ed.
Prentice-Hall of India
Private Limited. New
Delhi. 742p.
3 Internal structure and function of Pedigo L P. 2002. 51-77
insect body: feeding and digestion, Entomology and pest
Excretion, circulation of blood, management. 4th ed.
respiration, muscles and locomotion, Prentice-Hall of India
sensory organs and the nervous Private Limited. New
system, insect reproduction Delhi. 742p.
4 The general classification of insects: Pedigo L P. 2002. 83-143
Class insecta- Sub class apterygota; Entomology and pest
Sub class Pterygota and the management. 4th ed.
divisions; Prentice-Hall of India
Orders important to agroforestry; Private Limited. New
the mites and ticks. Delhi. 742p.
5 Reproduction; growth, development, Pedigo L P. 2002. 151-173
and metamorphosis; life cycle and Entomology and pest
general models of metamorphosis; management. 4th ed.
insect seasonal cycle Prentice-Hall of India
Private Limited. New
Delhi. 742p.
Fenemore P G and
Prakash A. 1992.
Applied entomology. 31-48
Wiley Eastern Ltd. 298p.
6 Insect collection; killing, spreading, Instructors’ handouts
Pinning procedures
7 Definition of the term pest; Hill D S. 1983. 6-9

economic pest; economic damage; Agricultural insect pests
economic injury level; economic of the tropics and their
threshold; pest complex; pest control. 2nd ed.
spectrum; serious pest; major pest;
minor pest; potential pest; sporadic
pest; key pest
8 Major crop pests and their control: Hill D S. 1983. 156-168
Grasshoppers; crickets; locusts Agricultural insect pests
of the tropics and their
control. 2nd ed.
9 Termites, Jassids (leafhoppers), plant Hill D S. 1983. 169-242

hoppers, psyllids (jumping plant Agricultural insect pests
103
lice), of the tropics and their
whiteflies, aphids (plant lice), woolly control. 2nd ed.
aphids, mealy bugs, soft scales,
armoured scales
10 Mirid bugs; tinged bugs (lace bugs); Hill D S. 1983. 243-280
Pentatomid bugs (shield bugs); Agricultural insect pests
Thrips of the tropics and their
control. 2nd ed.
11 Butterflies and moths: selected and Hill D S. 1983. 281-381

Important crop pests Agricultural insect pests
of the tropics and their
control. 2nd ed.
12 Fly gall midges; fruit flies; Hill D S. 1983. 382-495

leaf miners; stalk eyed flies; root Agricultural insect pests
maggots; of the tropics and their
Beetles and weevils: Chafer grubs; control. 2nd ed.
Blister beetles, bruchids;
leaf beetles; tortoise beetle; flea
beetle; important weevils
13 Field collection of damaged plant Hill D S. 1983. 64-78

parts –damaged leaves; flowers and Agricultural insect pests
buds; fruits and seeds of the tropics and their
control. 2nd ed.
14 Field collection of damaged plant Hill D S. 1983. 64-78
parts –damaged stems, roots and Agricultural insect pests
tubers, damage to sown seeds and of the tropics and their
seedlings control. 2nd ed.
15 The concept of pest management in Pedigo L P. 2002. 296-452
agroforestry: Entomology and pest
Management with natural enemies management. 4th ed.
and other biological agents; Prentice-Hall of India
ecological management of the crop Private Limited. New
environment; conventional Delhi. 742p.
insecticides for management;
managing insects with resistant
plants
16 Final exam
Teaching and Learning Class lectures, acquaintance with laboratory and field equipments;
Methods insect dissection and studying internal and external organs, field
insect sweep collection, Killing, spreading, pinning and preservation;
identification of pest insects at order level; Collecting damaged
plant parts and group discussions on the management options.
Assignments Sketch drawing and morphological description of insect
Parts of important orders
Collection and identification of insect pests on major crops
Collection of damaged plant parts and identification of
causal insects
Identification of larvae of important orders
Assessment Assessment method Weight
arrangements
Assignment – 1 10%
104
Assignment– 2 10%
Final Examination 40%
Total 100%
Course Expectation Students are expected to collect insect specimens and damaged
plant parts from the field and learn in group and individually the
killing, spreading and pinning procedures. Submit at least 5 insect
specimens named from important orders; be active participant
during laboratory and field exercises; handle laboratory and field
equipments with care.
Policy Missing more than three classes would make incomplete; laboratory
Practicals and field works are mandatory. Come to class with
complete assignments; No makeup on missed quizzes; Class
disciplines like switched off cell phone, no music, etc. are strict
requirements.
Reference
Fenemore P G and Prakash A. 1992. Applied entomology. Wiley Eastern Ltd.
Hill D S. 1983. Agricultural insect pests of the tropics and their control. 2 nd ed.
Pedigo L P. 2002. Entomology and pest management. 4th ed. Prentice-Hall of India
Department Forestry and Natural Resources

Course title /code Research Methods (Agfo3094)
Program B.Sc in Agroforestry
Module Title Research Skills
Module coordinator
Course Information Academic Year Semester I
Instructor’s Name
Information Phone:
Email:
Office hour:
ECTS 3 ECTS/81hrs
Student Work Load Lecture Tutorial Group Work Lab / practical Home study total
32 49 81
competences to be Develop skills in basic research methodology and experimental design for variety of
acquired research questions
Be competent in interpreting, presenting and discussing results from statistical analysis
Understand the writing process and fundamentals of effective scientific and technical
paper writing and presentation
Prepare a research proposal using appropriate research methods
Apply/use his/her knowledge in undergraduate studies for their thesis research
Course Research design and planning: research-definition and concept, planning a research
Description/content project: models and processes; general principles of experimental research: overview
of various experimental designs, choosing appropriate experimental designs for
particular applications; Introduction to Social research methods; Introduction to social
survey methods; methods of data collection in social survey: the interview method; the
105
questionnaire method; formulating questions for a survey; compilation editing, coding
and data entry; the writing process and fundamentals of effective scientific writing
Schedule
Week Date Topic and sub topic Reference
First class meeting Sep _____ General introduction about the
course, and setting ground rules Research methods in
1-2 forestry principles and
Unit One: Research planning and design practices chapter 3
1.1 Introduction to the philosophy scientific research
1.2 Levels and principles of research planning
1.3 Research problem, question, hypothesis and selection of Research methods in
appropriate methodology forestry principles and
1.4 Use of theory in quantitative and qualitative method practices chapter 9
1.5 Research strategy: experimental and survey research
3 Design
Unit Two: Components of experimental methods

2.1 Introduction
2.2 Terms useful in experimental design
2.3 Experimental procedures
Social research
2.4 Basic principles of experimental design methods part 1(chapter
2.4.1 Replication/Experimental material-Exper. unit 3,4,5,7, 10 &11)part
2.4.2 Randomization 2(chapter13,16) +
2.4.3 Statistical models Research design
2.4.4 Source of variability qualitative and
2.4.4 ANOVA quantitative approach
Chapter 4 &10
2.4 Overview of some experimental designs
2.41 CRD
2.4.2 RCBD/LSD/Split plots
2.43 Factorial experiment
4-5 Unit Three: Social research methods
3.1 Introduction of social research methods
3.2 Characteristics of qualitative research
3.3 Social Survey Methods
3.3.1 Introduction to survey research
3.3.2 The nature and scope of
social survey Doing research:
complete research
3.4 Methods of data collection in social survey paper guide chapter 6
3.4.1 Types of interviewing techniques & 7+Research design
Structured interviewing qualitative and
Focus group interviewing quantitative approach
Unstructured/ open-ended interviewing Chapter 3
3.4.2 The Interview Method
Single Interview Surveys
Frequent Interview Surveys
3.4.3 The Questionnaire Method
Cross-sectional and longitudinal survey
Survey design
Population and sample
Instrumentation
106
3.4.4 Formulating Questions for a Survey
Questionnaire development (content, format, wording, sequencing,
pre-testing, revision, translation)
3.4.5 Survey Implementation
3.4.6 Compilation Editing, Coding and Data Entry
3.4.7 Analysis of Survey Data
3.4.8 Writing a Survey Report
6-7 Unit Four: Writing strategies

4.1 Structure/format for proposal writing
4.1.1 Definition of proposal
4.1.2 Components of research proposal
8 Significance of research work
Review of literature
Objectives
9-11 Methods
Time and timing requirement
Budgetary requirement
Bibliography
4.2 General form of the main research report
4.2.1 Preliminary sections
4.2.2 Main body of the report
Abstract
Introduction/objectives/literature review
Method
Result
12-13 Discussion
Conclusion/recommendation
4.3 Reference and citations
14 4.3.1 Uses of citation
4.3.2 Major citation styles
4.3.3 End of text citation
4.3.4 In text citation
15 4.3.5 Quotation in the text
16 4.3.6 Notes
4.3.6 Use of EndNote for citation and referencing
4.3.6. listing references
4.4 Data base and Literature retrieval
Final Exam Week
Classroom contact/Lecture, group work, independent learning)
Assessment Continuous assessment
assessment 1 10%
assessment 2 10%
Assignment 3 20%
Assignment 4 20%
Final exam 40%
Assignment 1. Proposal writing on interest areas of individuals
Assignment 2. Practical work report: Based on topic of student’s choice, be able to
collect, organize data and should write and present a concise report on the results.
Week 11-week 15
Final exam week 16
Course Expectation Preparedness: students must come to class prepared by bringing with you the
107
appropriate materials like the worksheet, text books and completed assignments.
Complete the reading assignments and other activities on time.
Participation: make active participation during discussions (you must participate in

class). You are not participating if you are talking to a neighbor, doing homework,
daydreaming, or not doing what the rest of the class is doing. If you are working in a
group or with a partner, you must talk to your group members or partner and be a part
of the group. You cannot learn English by being silent. Always be ready and willing to
give constructive feedback to partners/group members and to listen to their comments
on your work.
punctual and are expected to submit reports in time. In addition, students should
provide tangible evidence in case of any absence.
Assignments: you must do your assignment in time. No late assignment will be
accepted.
Tests/Quizzes: No make up tests or quizzes will be given in case of failure to take the
testes unless provision of tangible evidence.
else.
Also, please do not chew gum, eat, listen to recorders or CD players, wear sunglasses,
or talk about personal problems. Please be sure to turn off pagers and cell phones
Reference Bryman, A. (2004). Social Research Methods (2nd edition). Oxford: Oxford
University Creswell, J. (2003). Research Design: Qualitative, Quantitative, and Mixed
Method Approaches. Sage Publications Inc. Press.
Desta Hamito, 2001. Research Methods in Forestry: principles & practices with
particular reference to Ethiopia..
Malmfors B, Garnsworthy P and Grossman M (2000) Writing and Presenting
Scientific Paper. UK
Seylear U. D n(1993)Doing Research: The complete Research Paper. Mc Graw-Hill
Approval section
Forestry and Natural Resources

Course Title Agroforestry systems and technologies (Agfo3062)
/code
Module title Agroforestry systems and Management
Module
Coordinator
Course Credit 5ECTS
Course Academic Year: Semester ____________
Information Meeting day ________ Meeting time _________
Meeting location __________
Instructor’s Name
Instructor’s Office phone:
108
Contact Email:
Information E-mail:
Office Hours:
ECTS 5 ECTS /135hrs
Students’ work Lectur Tutoria Group work Field/ practical Home study Total
load e l
48hrs 48hrs 39hrs 135
Course objectives Understand the concepts of systems: agricultural systems, farming systems and
and competencies agroforestry;
to be acquired Understand and characterize agroforestry systems;
Indentify agroforestry technologies/practices for different production purposes, soil
fertility improvement and combating land degradation;
Discuss the ecological and economic interactions between the components of
agroforestry and manage the interaction for positive out put;
Distinguish the environmental and socio-economic problems and design for
appropriate agroforestry intervention;
Understand socio-cultural and economic aspects agroforestry.
The concept of system: agricultural systems, farming systems and agroforestry;
Course Agroforestry system classification; silviculture of multipurpose trees: basic
description/ biophysical and socioeconomic attributes of agroforestry tree species, influencing
content factors, Diagnosis and Design method, major tree and shrub species and their
silvicultural systems. Component interaction and management; major agroforestry
practices and technologies; Socio-cultural and economic aspects of agroforestry; The
role of agroforestry in climate change adaptation and mitigation.
Prerequisite Soil and related, Crops and livestock husbandry and forestry courses
Status of Course Major
Schedule
Week Topics
1 Introduction to agroforestry 3
1.1 The concept of agroforestry
1.2 Evolution of agroforestry
Agroforestry in a land use system
2 Agroforestry system classification 3
Based on structural classification of the systems
Based on ecological classification of the systems
Classification based on function
Based on socioeconomic
3 Practical: system classification
Identification and characterization of traditional AF systems
4
Silviculture of multipurpose trees 4
Basic attributes tree species (biophysical and socioeconomic)
109
tree selection and concept of ideotype
Diagnosis and design method
Silvicultural systems of farm trees
5
Practical: Multipurpose trees; 21
participatory land use problem analysis and design for agroforestry interventions
6 4. Major agroforestry technologies/practices 12
4.1 Agroforests: homegardens, village-forest-gardens, multipurpose woodlots,
agroforestry buffer zone, other practice in the tropical natural forest
AFP for water and soil management systems (for infiltration terrace stabization,
microcatchments, waterbreaks. windbreaks)
7 4.3. Tree with crops (parklands. Isolated trees, alley cropping. crop over trees,
treerows, stripcropping)
Perennial plantation
Taungyas (simple, extended and multistage types);
AFP for boundary

Sequential practices (shifting cultivation, improved fallow)
8 4.8. AFP for silvopastoral
forage trees on cropland, protein bank)
Non-pastoral and non-grazing systems (feed systems, aquaforestry, entomoforestry)
Practical: Major agroforestry technologies/practices 14
9 Identify and characterize types of agroforestry practices in three ecological setting
10-11 The role of agroforestry in climate change adaptation and mitigation 4

Concept of climate change
Climate change adaptation
Climate change mitigation
12 Socio-cultural and economic aspects of agroforestry
13 Practical: Socio-cultural and economic aspects of agroforestry 7

Distinguish factors determining agroforestry technology development
14 Field visit to important and promising agroforestry destinations
15 Presentation of group work
16 Final exam
Teaching and Learning methods

Lecture, Tutorials, group discussion, field visits to important agroforestry practices, video show, individual
and group assignment.
Continuous assessment Percentage (%) Time
Individual quiz 1: 10 Week 3

Individual quiz 2: 10 ,, 6
110
Assinment 1 10 ,, 9
Assinment 2 10 ,, 11
Field visit 20 ,, 13
report/practical
Final-exam 40
Course Each lecture session is designed to provide students with highlights of the topics and
expectation discuss important concepts. Reading materials will be provided a week before each
lecture. Students are expected to prepare themselves for each lecture well a head of
The instructor may outline points for discussion as appropriate
Assignments and reports : all students must do all the assignments and group reports
and summit on time
Cheating/plagiarism: are strictly forbidden. It will result in disqualification of the
course.
Texet
Ashton, M.S. and Montagnini, F. (eds). The silvicultural basis for agroforestry systems. CRC Press. 1999.
Nair, P.K. R. An Introduction to Agroforestry. Netherlands: Kluwer Academic Publishers, 1993
Raintree, J.B. D and D manual. ICRAF. Nairobi. 1987
Raintree, J.B. Socioeconomic attributes of trees and tree plannting. FAO. Community Forestry Note. No. 9.
1991
Rocheleau, D. Weber, F.J,. Agroforestry in Dryland Africa. 1988
Young.A. Agroforestry for Soil Conservation. CAB International. 2002
Wojtrowski, P. The theory and Practice of agroforestry design. Science Publisher, Inc. USA, 1999
Reference
Buck, Louise E., Lassawe, James P.Agroforestry in Sustainable Agricultural Systems. Springer. 2000
Charles V. Kidd, David P Integrated Resource Management: Agroforestry for Development. Academic
Press. 1992
Frenzel,s, Scherr, S.J.: Trees on the Farm; Assessing the Adoption Potential of agroforestry Practices in
Africa. United Kingdom: CABI Publishing. 2002
Gliessman, Stephen R.; Agro- ecosystem Sustainability: Developing Practical Strategies. University of
California, Santa Cruz, USA. 2000
Gupta, J.P.; Sharma,B.M.; Agroforestry for Sustained Productivity in Arid Regions. Scientific Publishers,
Jodhpur. 1997
Jonsson, Kerstin Agroforestry in Dry Savanna Areas in Africa: Interactions between Trees, Soils and
Crops, Swedish University of Agricultural Sciences. Dept. of Forest Ecology Umea : Swedish Univeristy of
Agricultural Sciences, 1995.
Macdicken, Kenneth G.; Vergara, N.T.; Agroforestry: Classification and management. New York, NY,
U.S.A. John Wiley & Sons, Incorporated. 1990
Tewari, D.N.; Agroforestry for Increased Productivity, Sustainability and Poverty Alleviation. International
Book Distributors, Indea. 1995.
Approval section
111
Course title (Code) Gender and Agroforestry (Agfo3072)
Module title Rural Development
Module coordinator
Course information Academic year….. Semester…...
Meeting time: Meeting location:
Instructors’ name
Instructor contact Office:
information Phone
E-mail:
Office Hours:
Student Work Lecture Tutorial Group work Film Home Assessment Total
load(hrs) Show study
32 22 12 37 81
Course objective Up on completion of the course, students shall be able to:
and competence Explain the basic terminologies related to gender issues,
to be acquired Recognize stereotypes and prejudice held against women and different harmful traditional
practices on women in different societies,
Understand the nature of social division of labor and its implication to women’s resource
control and ownership,
Recognize the critical link between gender and forest and tree-based livelihoods,
Assess the gender specific agro forestry task composition and the values attached to
women and men,
Explore more gender sensitive agro forestry practice options depending on cultural values,
roles and position of the members of the society.
Course Basic concepts of gender, why gender is an issue of focus?, gender roles, identity and
description gender role socialization, gender stratification and stereotype perception of society
towards women, women as a marginalized section of the society, gender and division of
labor, women and policy approaches: women in development (WID), gender and
development (GAD), women and poverty, women and health, education and training of
women, access to and control over resources and decision making power, gender analysis,
gender mainstreaming, gender and media, empowerment of women, status of Ethiopian
women, gender and the environment: gender and agro forestry, role of women in agro
forestry, effects of resource degradation on women.
Pre-requisite Rural sociology

Schedule
Week Topic Reading Material
One Why gender is an issue of focus?, Archer & Barbara , P. 19-38
definition of terms, Patriarchy, Giddens, P. 104-139
feminism, Masculinity, femininity Woodhouse, P.2-16
etc
Two Gender role and identity, theories on Vander Zanden, P. 494-525

gender role socialization, Popnoe, P. 310-329
differences between the two sexes:
biological and psychological
Group work
Compare and contrast matriarchal
112
and
Patriarchal society.
Three Theories on gender stratification, Vander Zanden, p.341-349
functionalist theories, conflict Information collected from the
theories and feminist theories, internet
Four Stereotype perception of society Information collected from the
towards women, Gender and media internet
images. Vander Zanden, p. 494-525
Five Gender division of labor, women as IIRR, P.15-20
a marginalized section of the Note Printed from internet
society.
Six Gender analysis, Why gender IIRR, P.25-30, Yigremew 2005

analysis?, Approaches to gender Gender analysis p 1-4, Note Printed
analysis (GATs). from internet
Seven Gender mainstreaming in The Beijing plat form for action, p
agroforestry practices and 37-44
Status of women in Ethiopia Yiremew 2005, gender
mainstreaming
IIRR, 2006, p.1-50
Eight Rural women and poverty, Women Caroline, p. 111-175,

and health, Education and training Wee, P. 33-50
of women Batiliwala, P. 1-47
Nine Access and control over resources SNV, 2006
and decision making power, Batiliwala, P. 1-47
empowerment of Women
Ten Policy approaches to women: IIRR, p. 23-48
Women in development(WID), and Yigremew, 2005
Gender in development (GAD)
Eleven Gender and agro forestry Note Printed from internet, Gender
and social issue in natural resource
management, research for
development p 63, 91
Twelve Women and the environment The Beijing declaration and the plat
The role of women in agroforestry form for action, 137- 145
and environmental protection Mirjam, p. 1-89
Helen, P. 1-45
Thirteen Yigremew/ 2005 p 1-5
Men and women in forest, tree and Maithree Wickramasinghe, 2000,
agro forestry value chains From theory to action women
Women’s role in the management gender and development,
of agroforestry Kandiyoti, P. 8-34
Fourteen Gender and resource conservation The Beijing platform for action,56-
Effects of resource degradation on 70
women Sachs, P. 72- 86
gender-differentiated access rights
and responsibilities to land, tree
species, labour technology
Fifteen Final Exam

Teaching and Lecture, discussion, film show, reading assignments
learning
methods
113
Continuous assessment week
10% Assessment 1 3
Assessment 10% Assessment 2 5
10% Assessment 3 8
10% Assessment 4 11
20% presentation 13
40% Final-exam 16
expectation education is an interactive process. Students should be active participants in the teaching-
learning process. They should be interested to the course and come to class with the
necessary materials such as exercise books and pen. In addition, they should to take
responsibility in their education.
They have to consult the essential materials a head of time and try share their knowledge in
an efficient and effective manner.
Material availability: reference materials are expected to be available in the library nearest to
respective faculties
Attendance: students should attend at least 75%
Policy Tests/quizzes: all students must site/take all tests/quizzes given
Film Show: All students must attend the show.
disqualification of the course
References
Archer, J. and Barbara, L. 2002. Sex and Gender, 2nd ed., Cambridge. Cambridge University Press.
Batiliwala, S. (1995). Education for women's empowerment. Paper for the Fourth World
Conference on Women, Beijing, September 1995.
Caroline,M, ed. (2002) Gender, development and poverty.
Giddens, A. (2001) Sociology, 4th ed., Oxford. Blackwell publishing plc.
Helen ,H. (1993). Gender, environment and development: a guide to literature. Amsterdam, Institute for
Development Research.
IIRR- Ethiopia (2000). Integrating Gender in Development projects. Addis Ababa, IIRR-Ethiopia.
Kandiyoti, D. (1985) Women in rural production systems: Problems and policies. Paris, UNESCO.
Mirjam de, B. (1997) Gender and land use: Diversity in environmental practices.
Naraya, U. (1997). Dislocating culture: Identities, traditions and third world feminism. New York, Rutledge.
Popnoe, D. (1993). Sociology, 9th ed., New Jersey, Prentice Hall.
Sachs,C. (1996) Gendered fields: rural women, agriculture and environment. Oxford, West
view press.
United Nations, Department of Public Information (1996). The Beijing Declaration and the Platform for
Action. Forth Conference on Women, Beijing, China. 4-5 September 1995.
Wee,V.(1995) Gender, poverty and sustainable development: towards a holistic
framework of understanding and action.
Vander zanden, J. (1987). Social Psychology, 4th ed., New York, McGraw Publishing Company.
Vander zanden, J. (1990). The Social Experience: An Introduction to Sociology, 2nd ed.,
New York, McGraw Publishing Company
Approval
114
Course Title/Code Plant Pathology in Agroforestry (Agfo4065)
Module
Coordinator
Course Information Year: Semester:
Instructor’s Name
Instructors contact Email –
information Mobile phone:
Office phone:
Academic building:
Office No.
ECTS 5 ECTS/135
Student Work Load Lecture Lab/Field Tutorial Home Total
practical study
48 hrs 44 hrs 43 81 hrs
Course objectives At the end of the course, the students should be able to:
and Discuss the concept of disease in plants
Competences to be Explain the disease triangle and the disease cycle
Acquired Describe the biology of fungi and other biotic agents causing
disease in trees
Prepare growth media and isolate plant pathogens
Recognize morphological and reproductive structures of
important plant pathogens
Describe the role of abiotic factors that cause disease in plants
Distinguish in the field biotic and abiotic plant diseases
Recognize plant and tree disease symptoms common in
agroforestry systems
Conduct preliminary diagnosis of plant diseases in agroforestry
systems
Understand the principles, practices and applications of plant
disease management
Course descriptions The course introduces the concept of disease in plants and gives
overview of historical development of plant pathology and the
significance of plant diseases, and discusses the development of disease
in plants; the effect of pathogens on plant physiology, how they attack
plants and defense mechanisms by plants will also be discussed; the
biology of the major plant pathogens, abiotic factors that cause plant
diseases and epidemiology of plant disease will be covered; overview of the different
plant disease control methods, major types of plant diseases in
agroforestry systems, their diagnostic features and their management
strategies will also be discussed.
Prerequisite None
Status of course Compulsory
Schedule
Week Date Topics and sub topics References Pages
1 Introduction: the concept of Agrios, G. N. 2005, pp.
disease in plants; Classification of Plant 5-64
plant diseases; history of plant Pathology, 5th
pathology and significance of plant ed,Elsevier
diseases. Inc., Amsterdam
115
2 Development of disease in plants; Agrios, G. N. 2005, pp.
the disease triangle; parasitism Plant 77-102
and pathogenicity; basic procedures Pathology, 5th ed,
in the diagnosis of plant diseases. Elsevier
3 Lab session 1- Acquaintance with the forest Inc., Amsterdam
pathology laboratory facilities and preparation
of glassware for the preparation of agar plates;
Lab session 2- Preparation, sterilization and
pouring plates with sterile growth media.
4 The effect of pathogens on plant pp.106-
yhysiological functions; how Agrios, G. N. 2005, 121 &
pathogens attack plants; Plant Plant 177-
defence mechanisms against Pathology, 5th ed, 242
pathogens: pre-existing defence Elsevier
mechanisms; induced defence Inc., Amsterdam
mechanisms.
Lab session 3- Disease sample collection and
inoculation of agar plates.
5 Agrios, G. N. 2005, pp.
Biology of major plant pathogens: Plant 383-
(fungi, bacteria, viruses, nematodes Pathology, 5th ed, 402,
and parasitic flowering plants)- Elsevier 618-
morphology, growth, reproduction, Inc., Amsterda 626,70
dissemination, survival and 5-
6 classification. Lab session 4- Deacon, J. 2006. 731,
Isolation of fungi and bacteria from Fungal 826-
diseased plants into pure culture. Biology, 4th ed. 832
Blackwell
Lab session 5- Examination of Publishing, pp.1-
7 vegetative and reproductive structures Malden, USA 168
of fungal and bacterial cells.
8 Abiotic factors that cause plant Agrios, G. N. 2005, pp.251-

Diseases (climatic factors, edaphic Plant 262
Factors and chemical factors). Pathology, 5th ed,
Lab session 6- Isolation and examination of the Elsevier
structure of plant parasitic nematodes. Inc., Amsterdam
9 Epidemiology of plant disease: Agrios, G. N. 2005, pp.266-
factors that affect development of Plant 289
epidemics; effect of human cultural Pathology, 5th ed,
practices and control measures; Elsevier
measurement of plant disease and Inc., Amsterdam
yield loss.
10 Principles of disease management:
Avoidance, exclusion, eradication, Agrios, G. N. 2005. pp.295-
protection, disease resistance and Plant 350
therapy. Pathology, 5th
ed.Elservier
Inc. Amsterdam
11 Major plant diseases in AF systems:

major diseases of common cereals
and their management.
116
Field excursion 1- examination and discussions
on cereal crop diseases in AF systems.
12 Major diseases of common vegetable
crops in Ethiopia and their
management. Field excursion 2-
recognition & identification of diseases
of vegetable crops in AF systems.
13 Major diseases of common fruit trees
in Ethiopia and their management
Field excursion 3- recognition and
identification of diseases of fruit trees
in AF systems
14 Recognition and management of
diseases of trees on farm in AF
systems. Field excursion 4 – Recognition &
identification of diseases of trees on farm
15 Discussions on important questions
From students
16 Final Exam
Teaching and Class lectures, laboratory exercises, field excursions,

learning methods observations, and discussions; independent learning through
reading assignments and practical activities.
Assignments Each student will be expected to submit written reports on disease profiles
of one disease of AF plant species to the course assistant(s).
Assessment Lab reports (8 %) week 3- 15
Methods Mid term exam (30%) week 9
Assignments (7%) week 15
Practical exam (15%) week 15
Final exam (40%) week 16
Total 100%
Course Expectation Students are expected to work hard and do their reading assignments
before coming to class and practical assignments regularly; have
separate lecture and laboratory note books; and properly document
their activities in the lab and field.
Policy Missing more than 15% of the lecture classes would make
incomplete; laboratory and field practicals are mandatory.
Class disciplines like switching off cell phones, no music, etc. are
strict requirements.
References Agrios, G. N. 2005. Plant Pathology, 5th ed., Elservier Inc., Amsterdam,
pp.922.
Carlille, M.J.,Whatkinson, S.C. & Gooday, G. W.2001. The Fungi, 2nd
Ed., Academic Press, London, UK, pp.603.
Deacon, J. 2006. Fungal Biology, 4th ed. Blackwell Publishing,
Malden, USA, pp.371.
Sharma, R. C. & Sharma, J.N. 2005. Challenging Problems in Horticultural
and Forest Pathology.Indus Publishing Company, New Delhi, India,
pp.452.
Approval section
117
Course Title/Code Productivity in agroforestry systems (AgFo4063)
Module Coordinator
Meeting Day _____ Meeting Time____ Meeting Location ______
Instructor’s Name
Instructors contact Office
information Phone
Email
Office hour
ECTS 5 ECTS/132hrs
Student Work Load Lecture Group Work Field Practical Home Assessmen Total
study t
48 44 43 135hrs
Course objective and At the completion of the course students will be able to:
competences Realize the diversified complex yield advantages from agroforestry
to be acquired Make use of the methods of quantification of productivity
Understand the changes in microsite climate due to the influence of
components
Recognize the importance of tree canopy management on the
yield of associated crops
Justify the use of compatible models as a viable option
Course description This course covers the different ways of quantification of productivity
in agroforestry systems; source and sink balance of the components;
resource pool and phenomena of resource crunch in agro-forestry;
compatibility of components.
Prerequisite Principles and practices of agroforestry systems

Status of course Major
Schedule
Week Date Topics and sub topics References
1 Brief introduction of Biological interactions MacDickens K. G. and Vergara N.T.
between system components – 1991.
Complementary, supplementary and Agroforestry: classification and
competitive interactions management. John
Tree inputs to the soil; fertility Wiley and Sons. Pp. 310-313
2 Improvements; carbon and nitrogen Cycle MacDickens K. G. And Vergara N.T.
under agroforestry 1991.
How to maintain productivity; Plant spacing Agroforestry: classification and
and arrangements; Planting density– yield management. John
relationships; Wiley and Sons. Pp.310-313
3 Resource allocation in Plants; the source Handouts
and the sink balance; the shoot – root
equilibrium; allometric relationships
Compatibility of agroforestry components;
influence of components and the
4 microclimatic modification in agroforestry Huxley P. 1999. Tropical agroforestry.
The demand for the resources by the system Blackwell Science Ltd. Pp. 92-118
components. Resource capture and
118
5 utilization of light and water Huxley P. 1999. Tropical agroforestry.
The demand for the resources by the system Blackwell Science Ltd. Pp. 92-118
6 components. Resource capture and Ong K C and Huxley P. 1996. Tree-crop
utilization of light and water Interactions: Physiological approach.
Quantification of Productivity of different CAB
agroforestry systems; Destructive and international. Pp. 159-187
7 nondestructive Methods Ong K C and Huxley P.1996. Tree-crop
Common parameters for Yield Interactions: Physiological
quantification of agricultural crops: approach. CAB international. 386p.
Germination percentage; Relative growth Pp. 73-158
8 rate; Crop growth rate Ong K C and Huxley P.1996. Tree-crop
Parameters for agricultural crops continued: Interactions: Physiological
Plant height, number of leaves per plant, approach. CAB international. Pp. 25-72.
number of branches, leaf area of plants and
9 leaf area index Handouts from instructor
10 Parameters for agricultural crops continued: Handouts from instructor
11 Biological yield; Mean Daily Productivity; Handouts from instructor
12 Land Equivalent Ratio; Benefit Cost ratio Ong K C and Huxley P.
Parameters for quantification of the tree 1996. Tree-crop
component: Current annual increment; Interactions: Physiological
Mean annual increment; diameter approach. CAB
increment; fruit yield, size, colour. international. Pp. 5-8
13 MacDickens K. G. and
Vergara N.T. 1991.
Agroforestry: classification and
management. John Wiley and Sons
Pp. 319-331
14 Handouts from instructor
15 Field practical measurements
16 Final Exam
Summary of teaching and Class lectures, laboratory measurements, field exercises, group
learning Discussions
Methods
Summary of assessment Field differential sampling for biomass increment and yield
methods measurements reports
Assignments Measurement of growth and yield performance of annual crops
under tree canopy; Tree performance parameters under
agroforestry
Assessment arrangements Assessment method Weight
Assessment – 1 10%
Assesment – 2 10%
Final Examination 40%
Total 100%
Course Expectation Students are expected to be good listeners taking notes during
lectures; active participants during laboratory and field exercises
Students will involve in group works but write individual reports;
handle laboratory and
field equipments with care.
Policy Missing classes is not allowed; Come to class with complete
assignments; No makeup on missed quizzes; Class disciplines like
switched off cell phone, no music, etc. are mandatory.
Reference MacDickens K. G. and Vergara N.T. 1991.
119
Agroforestry: classification and management. John Wiley and Sons; Huxley P.
1999. Tropical agroforestry. Blackwell Science Ltd.
Approval section
Approved by: Name……………………signature……..……...Date…………
Authorized by: Name……………………signature……………..Date…………
Forestry and Natural resources

Course title /code Production of Horticultural crops (Agfo3038)
Module coordinator
Instructor’s Name
Instructor’s Contact Office and Building
Information Phone
Email
Office hour
ECTS 5ECTS/ 135 hrs
Student Work Load Lecture Assignment Practical Home study Assessments Total
session
48 hrs 44hrs 43hrs 135hrs
Course objective Upon the successful completion of this course, students will be able to:
and competences to Explain the basic principles of horticultural crops and the contributions of horticulture
be acquired Understand important terms commonly used in fruit and vegetable
production
Plan, establish and manage orchards
Distinguish propagation methods in use for fruit and vegetable production
Explain production and management practices of major fruit and vegetables.
know harvesting handling and storage of fruit and vegetable crops
Course The course entitled as ‘‘Production of horticultural crops’’ is designed to be given as a
Description/ course for agroforesty program students. The course includes an introduction to
content horticultural science; Extent and significance of horticultural crop production in
Ethiopia; terms and terminologies related to horticulture. General principles of
horticultural crop production including fruit and vegetables; Concepts and main
consideration in fruit and vegetable production; Propagation and nursery management;
Planning and establishment of orchards; major fruit trees. More over, Planting and
Management of vegetable crops; Planning and establishment; major vegetable crops
including; Vegetable crops grown for fruits or seeds; Vegetable crops grown for
flowers, leaves or stems; Vegetable crops grown for underground parts. Harvesting and
handling after care of fruit trees and vegetable crops.
Schedule
Wee Date Topics and Sub Topics References
k
Chapter-1 Introduction
1 Basic concepts and principles of horticultural crop Lecture note ,and hand outs
production
120
Definition and main consideration
Importance of fruit and vegetable crops. -Rice R., L. Rice and H
Significance of fruit and vegetable production in Tindall ,1993. 3-33,33-46
2 Ethiopia(the current situation, trend, potential and
limitations) Tindall,H.D.M.Sc(hort)
N.D.H,1974. 116-137
chapter-2 Fruit tree production
General
3 Classification of Fruit Crops
Fruit production in Ethiopia
Propagation and nursery management 4
Planning and management of nursery activities
4 Propagation of fruit trees
Root stocks Rice R., L. Rice and H Tindall
,1993. 33-46
Chapter-3 Planning and establishment of orchards
Site selection Tindall,H.D.M.Sc(hort)
Land preparation N.D.H,1974.137-147
5 Laying out the planting field
Digging holes for planting
Planting fruit tree seedlings and aftercare
6
chapter-4 Management of orchards
Orchard floor management practices Rice R., L. Rice and H Tindall
Irrigation ,1993. 33-46
Fertilization
7 Chilling requirement and dormancy in temperate fruits Tindall,H.D.M.Sc(hort)
Training and Pruning N.D.H,1974. 147-152
Requirement for varieties
Pest management Rice R., L. Rice and H Tindall
Chapter-5 Harvesting , handling and storage ,1993. 60-108
8 Major Fruit Crops Tindall,H.D.M.Sc(hort)
Term paper preparation and presentation by students on N.D.H,1974. 160-176
specific fruit crops
Lecture note ,
Chapter-6 Vegetable production Tindall,H.D.M.Sc(hort)
9 General N.D.H,1974.15
Importance of vegetable crops
Extent and significance of vegetable production in
Ethiopia
Classification of vegetables
10
Chapter-7 Planting and Management of vegetable crops Tindall,H.D.M.Sc(hort)
Planning and establishment N.D.H,1974.15-49
Propagation and planting of vegetables Rice R., L. Rice and H
Tindall, 1993. 179-204
Weed, Disease and pest control
11 Chapter-8 Harvesting and handling after care
Tindall,H.D.M.Sc(hort)
Chapter-9 Major vegetable Crops N.D.H,1974.53-59,69-75
12 Vegetable crops grown for fruits or seeds Rice R., L. Rice and H
Eggplant (Solanum melongena) Tindall, 1993. 190-204
Okra (Abelmoschus esculentus)
Pepper (Capsicum annuum) Rice R., L. Rice and H Tindall
Tomato (Lycopersicon esculentum) ,1993. 204-280
121
13 Watermelon (Citrullis lanatus) Tindall,H.D.M.Sc(hort)
Beans, Snap or green (Phaseolus vulgaris N.D.H,1974.75-115
Vegetable crops grown for flowers, leaves or stems
Cabbage (Brassica oleracea, Capitata group)
14 Cauliflower (Brassica oleraceae, Botrytis group)
Celery (Apium graveolens, var. dulce) Rice R., L. Rice and H Tindall
Lettuce (Lactuca sativa) ,1993. 204-280
15 Swiss Chard (Beta vulgaris, Cicla group) Tindall,H.D.M.Sc(hort)
N.D.H,1974.75-115
Vegetable crops grown for underground parts
16 Beets (Beta vulgaris, Crassa group)
Carrots (Daucus carota)
Garlic (Allium sativum) Rice R., L. Rice and H Tindall
Onions (Allium cepa) ,1993.280-298
Potatoes (Solanum Tindall,H.D.M.Sc(hort)
N.D.H,1974.75-115
Presentations of group work
Final exam Week

Lecture, group discussion, laboratory, individual work, assignment, directed reading, problem solving, field
work.
Evaluate based on how they write their group
Group assignments with report and report, participation and presentation
presentation 20% including problems objectives methods and
To assess the major fruits and vegetables results identify the current production
grown by farmers around Wondo Genet and situation, the major fruits and vegetable
fruit trees found in the college. week 5 grown by farmers and their production
constraints. Detail information will be given
when the assignment is distributed
Term paper (10%) Writing term paper using a given formation.
Term paper-1 on specific fruit crops week 6 Detail information will be given when the
Term paper-2 on specific vegetables crops assignment is distributed
week 10
Laboratory report 5% How they write practical reports including

objective, materials, results and conclusion.
Evaluate the students how much they know

about the course of horticultural crops?
How much they explain the problem and
prospects of major fruit and vegetable crops
and generate ideas towards the solution?
How they explain the production and
management practice
Final exam week 16
Preparedness and participation: both students and the teacher should be prepared since
education is an interactive process. Students should be active participants in the teaching-
122
learning process. They should be interested to the course and come to class with the necessary
materials. Advance reading (manual and other), able to demonstrate, keep rules and regulations
of laboratory, team work in addition, they should to take responsibility in their education.
They have to consult the essential materials a head of time and try share their knowledge in an
efficient and effective manner.
Material availability: reference materials are expected to be available in the library.
Course
Expectation
Course Attendance: students should attend at least 75%
Policy Assignments: all students must do all the assignments given
Cheating/plagiarism: cheating/plagiarism are strictly forbidden. It will result in
References
Rice R., L. Rice and H Tindall ,1993. Fruit and Vegetable Production in Africa (Warm Climate). The
Macmillan Press Ltd. London.
Tindall,H.D.M.Sc(hort) N.D.H,1974.3rd ed. Fruit and vegetable in west Africa. FAO, Rome.
Garner,R.J.et.al .1976.Propagation of fruit tree. FAO.
Fruit tree nursery Samual.P.G.A Chanja and Paul I.LG,Kenya .
Additional reference
Samson J. (199 1). Tropical Fruits. 2nd Edition. Longman Group UK Limited, England.
Jackson D. and Looney N. (1999). Temperate and Sub Tropical Fruit Production. 2nd Ed. CABI Publishing.
USA.
Mathew I. and Karikari S. (1995). Horticulture: Principles and Practices. Macmillan Intermidiate Agricultural
Series. London.
Approval

Course title /code Apiculture (Agfo3054)
Module coordinator
Course Information Academic Year: Semester _____
Instructor’s Name
Information Phone
Email
Office hour
ECTS 3ECTs / 81hrs
Student Work Load Lecture Tutoria Group Work Field Practical Home study total
l
32 hrs 21 28hrs 81hrs
Course objective At the end of the course, students will be able to
and competences to Discuss the present and potential future role of apiculture in Ethiopia
be acquired Describe the biology, classification and behavior of bees.
123
Define the different systems of beekeeping
Discuss the principles of apiary management
Discuss the scientific basis and the techniques involved in the processing of apiary
products.
Discuss the importance of bee products on the world market and marketing
possibilities
Identify potential pests, predators and other problems which affect bees
Course Introduction, benefits of beekeeping, beekeeping systems, Classification, biology and
Description/content behaviour, hive products, types of beehives, bee equipment, colony management,
extraction and processing of honey, pests disorders and diseases.
This familiarizes students with important concepts, theories, principles, and empirical
research findings in the in the area of apiculture. More specifically, the course
introduces students with the meaning and major topics in apiculture including
introduction to apiculture, honeybees, bee products, equipment, management of the
bee colony, extraction and processing of honey and problems affecting apiculture.
Moreover, history of the association between bees and humans, importance of bee
products in Ethiopia, different systems of beekeeping, scale of beekeeping industry in
Ethiopia current and future development activities in Ethiopia are also emphasized.
Pre-requisite(s) No
Schedule
Week Unit One: Introduction of apiculture and the honey bees References
1 Definition of Apiculture/Beekeeping
History of beekeeping in Ethiopia
Bee classification, biology and behavior
Honey bee species of Ethiopia Adjare, S. (1990)
Castes in a bee colony (Queen, Worker, Drone) Mammo, G. (1976
Life cycle of a bee
2 Communication in bees
Group discussion: History of beekeeping activities in Ethiopia
Unit Two: Importance of beekeeping
For cultural purposes
As source of food
As source of medicine
For income generation
Pollination
Conservation of natural resources and integration with
agroforestry
3 Apitherapy and research
Assignment1: the role of beekeeping for rural development
Unit Three: Honey production/Beekeeping systems (Ethiopia)
4 (a) Honey hunting and bee-keeping
(b) Bee-having
(c) Beekeeping
Fixed comb (local/traditional) hives
Top bar (transitional) hives
Frame hives Adjare, S. (1990)
5 Assignment 2: Prons and cons of different honey production
systems in Ethiopia
6 Unit Four: The floral calendar and bee keeping
Principle of floral calendar and beekeeping
7 Managing the bees during dearth
Managing the bees during build-up
124
Managing the bees during honey flow
Management during harvesting season Mammo, G. (1976)
Practical: Identification of some honey bee flora around
wondogenet
Unit Five: Bee products, extraction and processing
Types of hive products and honey definition
Qualities ofhoney/ hive products
Extraction and processing methods of honey
Importance of honey wax processing
Factors to be considered in grading of honey Adjare, S. (1990)
Honey and wax production for national economy
Practical: Visit college apiary sites to identify different honey
extraction and processing equipment
Unit Six: : Apiary Management
Apiary sitting
Hive Hanging
Hive Placing
Catching a wild swarm of bees
Managing aggressive honeybees
8 Transferring bees into the hive
How to divide an existing colony
Uniting colonies
Feeding bees Mammo, G. (1976)
Hive Inspection
9 Record keeping
Group discussion and Presentation: What are the criteria for
apiary site selection?
10 Unit seven: Problems affecting beekeeping

The effects of diseases on bee colonies
Effects of pests on bee colonies
11 Effect of chemicals on bee colonies Adjare, S. (1990)
Ways of controlling the effects
Mammo, G. (1976)
12

Classroom contact/Lecture, group work, interactive tutorial sessions ( group and pair
work/discussions, debates, role
plays depending on the content and the nature of the activities) and individual work ( independent
learning)
125
Tests 15% (each weighing 5%)
Assessment 1 week 3 Assess the follow up of students on the chapters
Report writing25%
( 2 field visit and assignment )
Project work with presentation week

8 To identify the specific course implementation
week5 on the real situation
Report on field trip week 13 Assess the practical point of the course to make
easy of theoretical lesson

Expectation materials like the worksheet, text books and completed assignments. Complete the reading
You are not participating if you are talking to a neighbor, doing homework, daydreaming, or
you must talk to your group members or partner and be a part of the group. Always be ready
and willing to give constructive feedback to partners/group members and to listen to their
comments on your work.
Policy Attendance: It is compulsory come to class on time and every time. If you are going to miss
more than three classes during the term, you should not take this course.
be accepted.
Tests/Quizzes: you will have short quizzes and tests almost every class session. If you miss
the class or, are late to class, you will miss the quiz or test. No make up tests or quizzes will
be given.
else. Also, please do not chew gum, eat, wear sunglasses, or talk about personal problems.
Reference Adjare, S. (1984)The Golden Insect: A handbook on beekeeping for beginners. ITDG:
London.
CTA (1988). Beekeeping on the tropics, Agrodok series No. 32. Agromisa, Wageningen,
the Netherlands.
Kasai A., and Gezahegne T., 1992. Suitability classification in apiculture development,
MOA.
Mammo, G. (1976). Practical aspects of bee management in Ethiopia. Apiculture in tropical
climates. Addis Ababa, Ethiopia.
Peace Corps Training Manual (1997) Beekeeping for Beginners.UK.
Segren, 1977. Tropical bee keeping: a hand books on beekeeping for beginners. UK

Course Title/Code: Economic Principles & Applications in Agroforestry (NrEp 4084)
Module title Farm Business
Module coordinator
126
Course information Academic Year _____ Semester _______
Instructor’s name
Information Phone:
Email:
Office hour:
ECTS 3 ECTs/81 hrs

Student workload Lecture Tutorial Field visits Computer Home study total
Lab practice
32 hr 21 28 hrs 81hrs
Course objective and At the end of the course students should be able to:
competences to be Understand basic micro-level economic principles that may explain the farm
acquired household behavior.
Describe the basic features of agroforestry with respect to their implications to the
financial and economic analysis of the various system outputs
Apply appropriate tools and methods for financial and economic analyses of
agroforestry systems.
Determine an optimal allocation of resources and production mixes for a smallholder
farmer given objectives and resources constraints
Course description/ The course focuses on the micro-level analysis of the farm household behavior with
content: emphasis on its application to agroforestry practices by smallholder farmers. The
course focuses on the following topics. Economics of agricultural production:
Theoretical foundations. The farmer’s production choices: The farm household as
both producer and consumer; Objectives and goals. Risk and uncertainty; Risk
aversion behavior of farm households; The theory of allocation of time; farm size
and productivity, supply response, and factors markets in rural areas. Major
classifications and basic features of agroforestry. Approaches to financial and
economic analysis of agroforestry practices. Investment analysis. Choice of land use
and production mix under resources constraints; Linear programming. Review
selected case studies on economic analysis of agroforestry.
Schedule
Week Topics Reference
1 1. Review of Some Key Economics Concepts
1.1 Scarcity, Efficiency, Equity
1.2.Choice and Demand
1.2.Utility maximization & choice
1.4.Summary of Theory of Consumer Demand
1.5.Production & Supply
1.6.Demand & Supply Analysis
2. Brief description of economic principles
2 3. The farmer’s production choices: The farm

household as both producer and consumer;
Objectives and goals.
Economics of agricultural production: Theoretical
127
foundations
3 4. Decision making under risk and uncertainty:
4 5. Risk aversion behavior of farm households
5 6. Farm size and productivity, supply response,
and factors markets in rural areas.
6 7. Major classifications and basic features of
agroforestry.
7 8. Approaches to financial and economic analysis
of agroforestry practices.
8-9 9. Cost-benefit analysis
10 10. Sensitivity analysis
11 11. Choice of land use and production mix under
resources constraints;
12 12. A linear programming exercise
13 - 13. Review selected case studies on economic
14 analysis of agroforestry.
15 Review
16 Final exam
Classroom lectures, class discussions, reading assignments, field visits, and individual and/or group
assignments.
Continuous assessment Competences to be assessed
Test 1 (5%): Week 5 Understanding the basic concepts;
Test 2 (10%): Week 9 Explaining the specific features of agroforestry in the

context of economic analysis of system outputs;
Test 3 (15%): Week 12 Practicing cost-benefit analysis and

evaluating/comparing returns from agroforestry
practices; Understanding optimal resources allocations;
Assignment I (15%): Exercise on determining product mix/land use using a

Assessment handed out Week 8 linear programming model
Assignment II (15%): Comparative financial analysis of an agroforestry and a

handed outWeek 12 monocropping system.
Final exam (40%): A comprhensive exam but with more focus on course
Week 16 materials covered after the last test.
Course Expectation In the process of the course, the students are expected to:
actively participate in class discussions and contribute to group assignments
bring to class appropriate course materials
practice and be familiar with a relevant mathematical programming software such as
AMPL or related solvers for optimization problems
collect and submit assignments on scheduled dates.
Policy Feel free to ask questions in class or to come and see me during my office hours or
set up an appointment.
Deadlines
Late assignments will not be accepted, unless you have cleared it with me ahead of
time and/or experienced an event that was proved to be beyond your control.
Attenndance
128
Class attendance is mandatory and important. Less than 85% of class attendance in
this course may be considered as an incomplete.
You are responsible for knowing about any announcements or changes made on days
you were absent.
Academic Integrity
Academic dishonesty such as plagiarism, cheating, and misrepresentation of facts
may result in course failure or referral to the appropriate university office and
regulation for further action. You are encouraged to study in groups and you may also
discuss assignments to enhance your understanding of the course material. However,
you are required to write up and turn in your own work. Assignments that are simply
copied from somebody else will receive a score of zero.
Miscelaneous
If you have a disability that makes some part of your experience in this class
unnecessarily difficult for you, please contact me as soon as possible, and we'll see
what accommodations we can work out.
Class behavior
In order to foster a class atmosphere conducive to learning, disruptive behavior of any
kind will not be tolerated.
Turn off your cell phone and other audio gadgets.
(Please refer to appropriate university regulations for further information.)
Reference Ellis, F. 1998. Household strategies and rural livelihood diversification. The Journal
of Development Studies, 35 (1): 1-38.
______. 1993. Peasant economics: Farm households and agrarian development.
Second edition. Cambridge University Press.
Klemperer, W. D. 1996. Forest Resource Economics and Finance. New York:
McGraw-Hill International.
Upton, M. 1996. The economics of tropical farming systems. Cambridge University
Press.
Mercer, D. E. Adoption of agroforestry innovations in the tropics: A review.
Agroforestry Systems: 311–328, 2004.
Approval section

Course title /code Senior seminar (Agfo4095)
Module Title Resarch Skills
Module coordinator
Course Information Academic Year Semester:
Instructor’s Name
Information Phone
Email
Office hour
ECTS 2 CP/54 hrs
Student Work Load Lecture Tutorial Group Lab and Home total
Work practical study
16 0 0 38 54
129
competences to be Acquire basic knowledge on organizing and structuring a paper on a selected issue
acquired for presentation
have basic skills in developing overheads, slides, power point, handouts and others
for a presentation
acquire basic skills in presenting research results in writing and oral form
stimulate communication and interaction skills with student peers
Course As a prelude to independent seminar presentation, students will be introduced to

Description/content organization and
structure of presentations, discussion of good presentation styles, proper
development and use of
Slides, overheads, power point, handouts and others necessary for good
presentation.
Schedule
Teaching and Topic and sub topic Reference
learning methods First class meeting Sep _____ General
introduction about the course, and setting ground Various books on
rules seminar
presentation
Part one: As a prelude to independent seminar
presentation students will be Introduced to:
Organization and structure of seminar
presentation
Development of slide, power point , over head &
others
Discussion on style of good presentation- what to
do and what to avoid during presentation
Part Two: Independent seminar presentation by

students which will be reviewed by advisors and
course instructors.
Assessment Seminar preparation and Presentation: 100%,

Preparedness for the presentation and participation during presentations is a
Course Expectation requirement for all students
Punctual and are expected to be to be in attendance all the time. In addition, students
should
Provide tangible evidence in case of any absence. Report writing
Reference Various books on seminar presentation.

Approval section

Course title/code Biomass Energy Production and Management (EnSc4044)
130
Module title Animal Husbandry and Nutrition
Module coordinator
Course credit 3 ECTS/81 Hours
Course information Academic year: _______ semester: _____
Meeting day ________ meeting time ____ meeting location______
Lecturer
Instructor’s contact Office: Phone:
information Email
Office hour:
Student work load Lecture Field and lab Home study Total
work
32hrs 32 hrs 17hrs 81hrs
competences to be Justify the need for biomass energy and its role in future energy demand
acquired Identify potential biomass energy sources
Demonstrate the various conversion techniques such as briquetting, carbonization,
biomass fermentation, gasification, etc
Describe the complementarities and conflicts between bio-energy and food production
to optimize the former and mitigate the latter.
Understand the use of bio-energy as alternative fuel for transportation.
Course bio-energy-environmental health –clean development; bio-energy sources: wood,
Contents/description animal manure, rubbish, woodchips, seaweed, corn stalks and other wastes; bio-
energy plants: sugar cane, jatropha, short rotation forestry and other crop plants;
species selection, species-site matching, planting, managing, harvesting;
Bioconversion: briquetting, carbonization, fermentation and oil production, biogas
production, bagasse as bio-energy; waste management and recycling for energy
production, plant species and bio-energy production, bio-energy and food production
controversies.
Schedule
week Date Chapters and Topics reading
1-2 First class meeting on _____: General introduction about the course, and
setting rules.
Chapter one: Introduction to biomass energy resources
Bio-energy for sustainable forestry

Lecture on :
Biomass as a source of energy (solar energy restoration through
photosynthesis)
Potential sources of biomass energy (biomass residues, bio-energy plants,
woody biomass)
Chapter one and two
Physical and chemical properties of solid biomass (chemical compositions

of solid biomass, heating and combustion values, moisture content).
Class exercise on:
How to calculate the heating value and moisture content of a given mass of
solid biomass.
Study questions:
How does the moisture content of a solid biomass affect its heating value?
131
3-4 Chapter two: Energy crops production
Lecture on:
Bio-energy for sustainable

Types of biomass used as a source of energy, energy crops , species
selection and site requirements, species and site matching, planting
(propagating and transplanting), managing and harvesting energy crops.
Chapter three
Discussion on:
Energy crops production in Ethiopia: potentials and possibilities
Reading assignment on:
sustainable forestry forestry

Controversies between crops production for food and for energy (bio-
energy).
5-6 Chapter three: Environmental impacts of energy crops production
Chapter three and four

Lecture on:
Bio-energy for
Impacts on soil and water conservation, biodiversity change and ecological
impact, potential land use impact and energy balance impact on global
warming.
Study questions:
Which energy crop species do have the better positive effect on soil and
water conservation?
7-8 Chapter four: Thermo-chemical conversion of biomass in to useful energy
Lecture on:
Direct combustion of solid biomass (basics of solid biomass combustion,
Renewable energy and development

characteristics of open fire, and heat transfer ways: conduction convection
and radiation)
Carbonization of solid biomass (thermal pyrolysis and charcoal making,
charcoal making techniques)
Chapter six
Biomass Gasification (principles and processes of solid biomass
gasification, methanol fuel production through gasification and
liquefaction), organic liquid product formation
Study question:
What do you think are the advantages of charcoal over fuel wood as they are
used for house hold cooking?
Reading assignment on:
The different types of gasifier technologies.
9-10 Chapter five: Bio-chemical conversion of biomass in to useful energy
Lecture on:
Renewable energy and
Chapter six
Fermentation of biomass (principles and processes of biomass fermentation,
biomass types for fermentation, ethanol fuel production from biomass,
ethanol as alternative fuel for transportation.). Enzymatic and catalytic
development
process for liquid fuel production.

Discussion on:
The benefits of substituting conventional fuels by bio-energy such as
ethanol
11-13 __ _ Chapter five: Bio-gas production
Feedstock and basic processes of biogas production, chemical composition
of biogas, biomass for biogas production, factors affecting biogas
Renewable energy and
production, types of biogas technologies: fixed dome, floating drum, and

balloon type, and the use of biogas.)
Discussion on:
development
Chapter six
Biogas technologies as house hold energy resource for Ethiopia: potentials

and constraints
Reading assignments on:
Advantages and disadvantages of the different biogas digester types
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14-15 Chapter five: Biodiesel Production
Lecture on:
Biomass for biodiesel production, basic processes of biodiesel production
sustainable forestry
and types of production routes, biodiesel as alternative fuel to be used in
Bio-energy for
motor engine.
Chapter four
Study questions:
How does biodiesel production for energy affect global warming?
What do you think are the major constraints to produce biodiesel in
Ethiopia?
16 Final exam week
Teaching and Class room lecture and discussion, field practice and demonstration, as well as lab
learning experiments.
methods
Assessment Field practice and reporting 20% (two practices each weighting 10 %)
arrangements 4th week , and 7th week
Lab work 30% (three experiments each weighing 10%)
5th, 6th, and 7th week
Class assignments and exercise 10 % (two exercise each weighting 5%)
3rd and 8th weeks
Final exam 40% 8th week
References Bio-energy from Sustainable Forestry By J. Richardson, R. Björheden, P. Hakkila, A. T.
Lowe, C. T. Smith. Klumer, 2002.
2000. Statement 2000: Energy for Tomorrow’s World—Acting Now! London.
Renewable energy and development by Benjamin Jargstorf, Factor 4 energy projects
GmbH
Approval
Course Title/Code: Farm Business and Value Chain Management in Agroforestry (NrEp 4083)
Program B.Sc in Agroforestry
Module title Farm Business
Module coordinator
Course information Academic Year Semester
Instructor’s name
Instructor’s Contact Office New Building
Information Phone
Email
Office hour
ECTS 5 ECTS/ 135 hr
Student workload Lecture Tutorial Field visits Home work Total
48 hrs - 32 hrs 17hrs 135hrs
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Course objective and At the end of the course students should be able to:
competences to be Understand the basic concepts of farm business management and the underlying
acquired economic principles.
Prepare plans and budgets for small farm business enterprise
Analyze and decide on optimal allocation of resources and production mixes for a
small farm business
Assess a small farm business enterprise and prepare a report indicating its financial
situation, organizational and operational set-ups.
Understand and communicate knowledge about specific agroforestry product
producers in terms of their market chains, commercial and institutional environments,
and service needs.
Understand the value chain conceptual framework
Conduct economic mapping, sub-sector and value chain analysis and development for
a given agroforestry product.
Identify constraints, opportunities and leverage points for developing value chains.
Course description/ The course deals with the subject of farm business management with emphasis on
content: demonstrating the applications of economic and management principles. It
introduces management science in the context of farm management decisions. It
specifically discusses the characteristics of farming as a business. Production and
costs. Farm production decisions: production economics. Principles in farm
management decisions: optimization in resource allocation and enterprise
combination. Tools of farm management analysis: farm planning; production function
analysis; farm budgeting; linear programming. Farm accounts and records; methods
of valuation; measures of efficiency. Financial management. Management of
important farm resources. Furthermore, the course explores some essential concepts
of marketing and the conceptual frameworks of value chains in terms of their
applications to agroforestry products by focusing the following points; Marketing
fundamentals: Markets and marketing; The marketing environment; Marketing
research; Market segmentation and positioning. Analyzing competitors. Marketing of
agroforestry products: Important of marketing to smallholder rural farmers;
Marketing competitiveness within the agricultural sector; Comparative advantage and
competitive advantage; Means for smallholder farmers to achieve competitiveness.
The value chain concept: Origin, definition and related concepts; What a value chain
is and what it is not. Purpose of value chain analysis; Key elements of value chain
studies; Sub-sector analysis and value chain analysis: Approaches and steps; Value
chain development: process, conditions, and principles. Innovations and upgrading.
Selected case studies.
Course status Major
Schedule
Week Topics Reference
1 General introduction about the course and policies
Introduction: what is farm management; farm management science;
. Principles in farm management decisions
Characteristics of farming as a business.
3 Production and costs.
4 Part I Farm production decisions: production economics.
Optimization in resource allocation and enterprise combination.
5 Linear programming analysis.
Tools of farm management analysis: farm planning;
Production function analysis; farm budgeting;
6 Farm accounts and records;
Methods of valuation; measures of efficiency.
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Financial management
Farm labor management
7 General introduction about the course and policies
Marketing fundamentals: Markets and marketing;
8 The marketing environment
Marketing research
9 Part II Market segmentation and positioning; analyzing competitors;
Marketing of agroforestry products: Important of marketing to smallholder rural
farmers;
10 Comparative advantage and competitive advantage; Means for smallholder farmers to
achieve competitiveness.
11-12 The value chain concept: Origin, definition and related concepts; What a value chain
is and what it is not; value chain analysis: Approaches and steps
Purpose of value chain analysis ; Key elements of value chain analysis
13-14 Traditional marketing systems versus Value chain marketing systems
Value chain development: process, conditions, and principles
Innovations and upgrading. Review of selected case studies and
15 Gender roles in value chain of agroforestry products
Value chain governance in case of agroforestry products
Approaches to value chain
16 Final exam
Classroom lectures, class discussions, reading assignments, field visits, paper review and individual and/or
group assignments.
As deemed necessary all assessments methods can be implemented based the existing
Assessment situation like class test, group discussion, individual assignment, paper review, field
visit and final exam
Course Expectation In the process of the course, the students are expected to:
Actively participate in class discussions and contribute to group assignments
Bring to class appropriate course materials
Practice and be familiar with a relevant mathematical programming software such as
AMPL or related solvers for optimization problems
Collect and submit assignments on scheduled dates.
Actively participate in class discussions and contribute to group assignments
Bring to class appropriate course materials
Collect and submit assignments on scheduled dates.
Policy Feel free to ask questions in class or to come and see me during my office hours or
set up an appointment.
Deadlines
Late assignments will not be accepted, unless you have cleared it with me ahead of
time and/or experienced an event that was proved to be beyond your control.
Attendance
Class attendance is mandatory and important. Less than 85% of class attendance in
this course may be considered as an incomplete.
You are responsible for knowing about any announcements or changes made on days
you were absent.
Academic Integrity
Academic integrity is taken very seriously. Academic dishonesty such as plagiarism,
cheating, and misrepresentation of facts may result in course failure or referral to the
appropriate university office and regulation for further action.
You are encouraged to study in groups and you may also discuss assignments to
enhance your understanding of the course material. However, you are required to
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write up and turn in your own work. Assignments that are simply copied from
somebody else will receive a score of zero.
Miscelaneous
If you have a disability that makes some part of your experience in this class
unnecessarily difficult for you, please contact me as soon as possible, and we'll see
what accommodations we can work out.
Class behavior
In order to foster a class atmosphere conducive to learning, disruptive behavior of any
kind will not be tolerated.
Turn off your cell phone and other audio gadgets.
(Please refer to appropriate university regulations for further information.)
Reference Johl, S. S. and T. R. Kapur. 2001. Fundamentals of farm business management.

Kalayani Publishers, India.
Jobber, D. 2001. Principles and practice of marketing. McGraw-Hill International,
UK.
Sinclair, S. R. 1992. Forest product marketing. McGraw-Hill, Inc., USA.
Raphael, K. R. & M. Morris. 2000. A handbook of value chain research. IDRC.
Ag and Food Council. 2004. Value chain guidebook: A process for value chain
development. Agriculture and Food Council of Alberta, Canada.
Authorized by: Name……………………signature……………..Date……………
Department:- Agroforestry
Course Title Entrepreneurship (NrEp 4081)
Program BSC in Agroforestry
Module Title Farm Business
Module Coordinator
Course Information Academic Year: Semester:
Instructor’s Contact Office: Phone:
Information Email: Office Hours:
Student workload Lecture Practical & project work Tutorial Home study Total
48 32 0 55 135
Course Objectives and By the end of this course, students will be able to
Competences to be Develop creativity and innovation
Acquired Be familiar with entrepreneurial ethics
Assessment of entrepreneurial opportunities
Understand the environmental assessment of entrepreneurial ventures
Understand and apply marketing research for entrepreneurial ventures
Financial preparation for entrepreneurial ventures
Develop an effective business plan
Understand legal structures for new business ventures
Be familiar with sources of capital for entrepreneurs
Develop strategic planning for emerging ventures
Understand the management for entrepreneurial growth
Develop managerial problem solving skill
Course Application of business management principles to the formation and operation of small
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Description/Course business enterprises. Considers the problems of organizing, financing and marketing
Contents by small firms. Projects and cases are assigned for problem analysis and solutions.
Pre-requisites
Status of the Course
Schedule
1 Chapter One: Introduction to Entrepreneurship
Definition and philosophy
Role within the economy
Entrepreneurship, creativity and Innovation
Activities:
Reading: Expressing opinion on the above topics, Group discussion
Questions: answering text questions: Individual work
2&3 Chapter Two: Small Business
Definition and importance
Economic, social & political aspects of small business enterprise
Small business failure factors.
Problems in Ethiopia small business
Setting Small Business
Activities:
Reading: describe the importance of small business to economic development with a
paragraph: Group work followed by class room discussion
Questions: answering review questions from the text
Group project: on topic “What project an entrepreneur should have?”
Present your findings in the class
Discuss with the class
[Quiz 1]
4&5 Chapter Three: Business Planning
The concept of business planning
Feasibility planning
The business plan
Developing a business plan
Activities:
Reading: Reading the above topics (1 topic for one team). Discuss in the class
Group project: each team will Prepare one of the following:
Market plan
Organizational Plan, and
Financial plan
Present to the class
[Test 1]
6 Chapter Four: Product and Service Concept
Product technology
Product development process
Product protection
Patents
Trademarks
Copyrighting
Activities:
Reading: Each team will read the above topic. Choose one of the topics. Summarize the
understandings of the team about the topic. Present and discuss in the class.
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Assignment(Group work): Using the internet, do question no.1.under research task
(page,161-179)
Write1-2pages
Present in the class
Discuss with class
[Quiz 2]
7, 8 & 9 Chapter Five: Marketing and new venture development
Marketing research
Marketing intelligence
Competitive analysis
Marketing strategies
Activities:
Reading: David, Byron L. (1994). How Internal Venture Groups Innovate. Research –
Technology Management,vol.37,no.2,pp.38-43
Each team will read the above paper. Summarize team’s understanding in one page
Discuss with class
Assignment: Group work
Under Research Task question No.1(page 240
Class Discussion question No.2(page 241)
write(1-2pages for each )
10 & 11 Chapter Six: Organizing and financing the new venture
Entrepreneurial team and business formation
Sources of financing
Equity Financing
Venture Capital
Debt financing
Government Programs
Activities
Reading: Coleman, Susan. (July, 2000) Access to Capital and Terms of Credit: A
Comparison of Men-and Women Owned Small businesses. Journal of Small Business
Management, pp.37-52
Each team will read the above study summarize team’s idea
Assignment: Team work
Question No.4. Under Research Task(page-342)
Write (1-2) pages
Present to the class
[Quiz 3]
12 & 13 Chapter Seven: Managing Growth and transaction
Preparing for the launch of the venture
Managing early growth of venture
New venture expansion strategies and Issues (Mergers, Acquisitions, licensing and
Franchising)
Activities:
Reading: Read the above topics. Choose one topic (1 topic for one team). Write 2
paragraphs. Present and discuss with the class team’s understandings about the topic
Assignment: Team work
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Research Task: Question 2(page 506)
[Test 2]
14, 15 & 16 Chapter Eight: Forms of business organization
Sole proprietorship
Partnership
Corporation
Joint venture
Franchises
Public Enterprises
Cooperatives
Chapter Nine: Ethical issues governing entrepreneurship
Activities:
Reading: Reading the above topics from the text: Individual work
Questions: Team work Class discussion question no.2.(page506)
Assignment: Each team will read the above topic. Produce a paper(not more than 3 pages for
each topic)
Teaching and Learning Lecture: delivered in the form of an interactive way and lead students to independent
Methods and group learning by motivating and helping to creating their own business.
Interactive instruction: The teacher will help students to involve in the learning
process is higher with the support and facilitation of module teams (instructors) in
arranging the learning environment, providing opportunity for student involvement,
and, when appropriate, providing feedback to students while they conduct the learning.
Group Discussion and Debate: students will discuss on group projects work. The
discussion will be based on team work in small groups. The instructor will observe and
guide how each student participate in the discussion.
Reading assignments (book, journal & literature review): In book review, students will
select books from a recommended list of reference materials and produce a report that
summarizes and comment the content. Similarly, students will involve in review of
journal articles and other scientific and technological publication for advanced-level
and research focused on entrepreneurship area.
Assessment Activities Points
Arrangement Group Project (Business plan) 30
Quiz I 5
Quiz II 5
Quiz III 5
Assignments 15
Final Exam 40
Total Points 100
Quizzes: There will be three quizzes given at the end of every two chapter. Each quiz
will take approximately 20 – 30 minutes. Quizzes will account 15% of your total point.
Assignments: There will be
Group Project (Business Plan): A situation analysis or project will be assigned to each
team in class. Teams will write a paper (10 –15 pages) outlining all situation analysis.
Presentation time (15-20 min) and 10 min for Question & Answer. Every team will
have 15-20 minutes to present his / her case. Students should send documents via email
in advance to the presentation date.
Final Exam: Final exam will cover ALL material.
Course Expectation Internet Search Skills: You have to know how to search information in the internet
139
You need Communication skills such as
Report organization ,referencing, and writing skills through case analysis assignments
as well as the completion of a major semester project
Oral: To demonstrate oral communication skills through formal presentations of case
analysis, class discussions of cases and presentation(s).
Interpersonal Skills:
Team based abilities – Intra-group and Inter-group cooperation.
Leadership- Team leaders will be selected by each group
Conflict resolution- Teams will resolve their internal conflicts.
Problem Solving (Critical Thinking):
Conceptual thinking- for case studies and in final project where students identify
problems and seek solutions
Creativity and innovation - To apply, where appropriate, both creativity and innovation
as part of the case study process and final project.
Participation: Students are expected to come to class and give meaningful comments
and participate. It is imperative to cover all class material before every class.
Policy Projects are due at the due date & beginning of class
Late submission of papers and assignments will result in low marks
All assignments and papers need to be presented formally according to college level
standard.
Cheating in working Assignments and Examinations will result in serious punishment
References Gebretinsae, Entrepreneurship and Small Business Management, 2 nd Hailay Edition.
Hodgetts, Richard M. Kurakto, Donald F. “Entrepreneurship: A contemporary
approach “. Fourth Edition, the Dryden Press, 1998.
Hirsh Robert D. and D. and Peters Michael P. “Entrepreneurship” Fifth Edition, Tata
McGraw Hill Edition, 2002.
Holt David H. “Entrepreneurship – New venture Creation “Eastern Economy Edition,
2000.
Donald F. Kutatko and Richard M. Hodgetts, “Entrepreneurship: A Cotemporary
Approach” Fourth Edition.
Course title /code Silviculture in Agroforestry (Agfo4045).
Program BSc. in General Forestry
Module coordinator
Module Title Silviculture
Course Credit/ ECTS 3Cr. Hr. (5 ECTS)
Course Information Academic Year: ___________ Semester: ------
Instructor’s Name
Instructor’s Contact Phone:
Information Email:
Office:
ECTS 3 ECTS /81 hrs.
Student Load Lecture Tutorial Field practice Group work Home study Total
48 --- 48 17 -- 81
Course objectives and At the end of the course the students should be able to
Competencies to be Identify the basic classification of natural and woodland and on-farm native trees
acquired in various forms
Comprehend the concept and principles of silviculture and its application in
managing small scale forests and agroforestry
Identify and explain the silvicultural 99characteristics of native and non-native
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trees in relation to silvicultural influence on small scale forestry and agroforestry
development
Understand and implement appropriate propagation methods, establishment and
management operations of on-farm trees for major agroforestry
technologies/practices.
Identify and describe the major silvicultural system appropriate for managing
small scale forests and agroforestry;
Through participatory approach, conduct need assessment and inventory, analyze
data and interpret, plan and implement silvicultural operations for small scale
forestry/agroforestry projects;
Conduct participatory silvicultural based harvesting planning for small scale
forestry/agroforestry
Course The course introduces historical aspects of Ethiopian natural forest and woodland,
Description/Content and the current status. Understanding evolution of natural forest and woodland
serve as a basis of silviculture for multipurpose tree species. The major focus of
the course is on tree management in small scale-forestry and agroforestry.
Understanding of silvicultural of characteristics of multipurpose trees and shrubs
(MPTRS) is so important for designing and implementing small scale
forestry/agroforestry management by using both native and non-native trees. The
course also deals with private and community nursery planning and management,
establishment and management of MPTS to enhance productivity of components
in major agroforestry technologies. It also covers participatory tree selection for
planting and silvicultural systems appropriate for small-scale forests/agroforestry.
Pre-requisites Forest ecology, seed and nursery and plantation
Schedule
First class meeting: There will be a general briefing about the course outline, how the
course will be delivered during the semester and setting ground rules such as rule of
classroom behavior, discipline etc,
Chapter 1: Introduction
Forestry and forest: definition and an overview on the role, value and function of forests
Silviculture: definition and discussing the objectives and the role of silviculture in forest
Week1 management and what silviculturists do.
Silvicultural system: briefing the concepts and describing the silvicultural system as a
plan for forest management and indicating the components of silvicultural systems for
sustained yield management.
Natural and Man-Made forests: describing the basic difference between natural and man-
made forests with respect to their origin and regeneration.
Chapter 2. Tropical Forest Formation:
Briefing and over viewing the classification of tropical forests
Moist tropical forests: Review the species composition, stand structure and crown layer or
tree canopy stratifications.
Week2 Montane Rain Forests: Review the species composition, stand structure and crown layer or
canopy stratifications
Moist Deciduous forests: Review the species composition, stand structure and crown layer
or tree canopy stratifications.
Dry Deciduous Forests: Review the species composition, stand structure and crown layer
Tropical Confer Forests: Review the species composition, stand structure and crown layer
Week 3 Chapter 3. Natural of natural forests Ethiopia:
describing the unique characteristics of tropical natural forests on the bases of:
Species composition and diversity,
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Stand structure
Tree canopy stratification,
Complex relationship on plant and animals reproduction
Nutrient cycling,
the life form classification of tropical plants and
Economical classification of trees.
Highland forests
Discussing about the forest formations situated on both eastern and western altitudes of
Woina Dega.
Describing major vegetation types of the highland forest
Week 4 Mountain forests: discussing about forests found in the mountainous altitudes of Wiona
Dega above the region of the highland forests.
Lowland forest
Woodland resources management
Week5 Chapter 4: Silvicultural of characteristics of native and non-native trees: Silviculture of
tree:
for environment - shade, shelter, and soil stability
for tree crops - fodder, fruit, and organic fertilizer
For timber trees - firewood, fencing materials, poles, and timber for savings and security -
possession of or rights to trees as a realizable asset to meet special contingencies.
Week 6 Chapter 5. Multipurpose trees and shrubs (MPTS)
concept,
ecological role
socioeconomic role,
major type of fertilizer MPTS
Chapter 6. Private and community nursery planning and management
Week 7 Private household nursery: seed sources, seedling raising
community nursery planning and management
propagation using seed
vegetative propagation
Week 8 Chapter 7. Silvicultural management of MPTRS in major agroforestry
technologies/practices:
the main focus is on tree planting arrangement, establishment and tending (mainly thinning,
pruning of branches and roots, branch thing, harvesting facilitation)
Trees in cropland, mixed intercropping
Hedgerow intercropping
Contour strips in farmland
Trees in home gardens
Week 9 Chapter 7. continued
Live fences and hedges
Trees on borderlines and boundaries
Trees on terraces and earthworks
Trees on waterways, gullies and flood plains
Week 10 Chapter 7. continued
Fodder lots
Windbreaks and shelterbelts
Improved fallows
Trees in pastures and rangelands
Week 11 Chapter 8. Silvicultural system appropriate small-scale forests/agroforestry
Discussing concepts of silvicultural system
Describing:
Clear cut systems;
Selection system for agroforests mainly agroforests;
Pollarding systems
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Week 12 Coppice System: discussing as a kind of management system recommended for small-scale
forestry and agroforestry
Describing the type and the most commonly applied system
Simple coppice System focusing on 8 rules of thumps
Two - Storied Coppice System.
Shelter wood coppice System.
Specifying advantages and disadvantages of the systems
Coppice system for fodder production
Week 13 Chapter 8: Participatory on-farm tree planting and management
Describe procedures for collecting data in the community
Discussing procedures and approaches for data analysis and initial tree selection
Week 14 Chapter 8: continued
Discussing major considerations for selecting the best trees
Discussing silvicultural frame relevant for evaluation of the selected
Week 15 Summering major contents
Week 16 Final Examination
Teaching and Lecturing Methods
Lecture: Classroom lecture, discussion, demonstration and asking questions are some of the teaching methods
used to cover the course in the semester. Moreover, certain course topics are related to practical activities and
demonstration and thus, practical session will be conducted in the field. There will be also group work and
individual assignment which strictly engaging the students to do exercises and adopt independent or self-
learning system.
Assessment Continuous Assessments
1. Three Quizzes: Quizzes will be given on the bases on reading assignments Assessment
1: Reading assignment: characteristics of characteristic of native tree species (10%) Week
5
Assessment 2: Reading assignment: private and community nursery challenges and
opportunities (10%) Week- 8
Assessment 3: Reading assignment: accessory silvicultural systems and harvesting
facilitation (10%) Week 11
2. Two Practical Group Assignments
Practical Assignment 1: Practical reports on silvicultural management of three agroforestry
practices in the college (10%) Week 9.
Practical Assignment 2: Practical reports on participatory on-farm tree selection and
planting (10%) Week 12.
3. Final Exam --- 50% Week 16
Total 100%
Course Preparedness: Students must come to class prepared by bringing with them appropriate
expectation writing materials and completed assignments. Complete the reading assignment other
activities on the time.
The course Silviculture in agroforestry contains several topics and sub-topics to be covered
in the semester. Successful completion of the course requires more effort and effective
utilization of time for reading books, studying text and completing assignments. In this
regards student are expected to work hard and cover much of the topics individually to meet
the requirement of the course.
Participation: Students are expected to make active participation by reflecting ideas,
commenting and by asking questions in the class during lecture, discussion and practical
session. Unfortunately, most students are used to being passive recipient in the class. To
help them becomes participants; the lecturer must have to create an expectation of
participation during the lecturing and discussing. Continuous work must be done to
increase the student’s awareness of the values of participation. Moreover, in the practical
field work and in group work students must discuss with partner and group members.
Always every partner/ group members/ must be ready and willing to give and listen
constructive feedback.
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Policy Attendance: It is compulsory come to class on time and every time. If any of the students is
going to miss more than 10 percent of attending classes during the term, he/she should not
take this course.
Assignments: There will be group assignments to be done on the 9th and 12th of the weeks.
The students must do all the given assignment on time. If the assignments are expected to be
submitted, it has to be handed over with the intended time frame. No late assignment will
be accepted.
Quizzes: There will be short quizzes on the 3rd, 8th, and 11th, weeks of class session. If any of
the student miss the class or, late to class, he/she will miss the quiz. No makeup quizzes
will be given. You are expected to observe the rules and the regulations of the University as
well.
Cheating: In any circumstance, students must do his/her own work or examination and
copying and getting answers from someone is absolutely forbidden. If anyone the find
cheating, he/she will be disqualified for the exam.
Notice: Students must not be chewing gum, eating, listening to recorders or CD players,
wearing sunglasses, talking each other outside the subject matter in the classroom.
Moreover, everyone must be sure to turn off cell phones before class and exam sessions.
Reference:
Azene Bekele-Tesemma. 2007. Useful trees and shrubs of Ethiopia: Identification, Propagation and
Management for 17 Agroclimatic Zones. Eds. Bo Tengnäs, Ensermu Kelbesa, Sebsibe Demissew and Patrick
Maundu. RELMA in ICRAF Project, World Agroforestry Centre, East Africa Region, Nairobi Kenya.
Abdelkadir, Abdu, Anjulo, Agena, And Gezahegn, Alemu (2017). Manual on Establishment and Management
of Small Holder Plantations. Ministry of Environment, Forests and Climate Change, Addis Ababa;
Denyse J. Snelder and Rodel D. Lasco. 2008. (edrs) Smallholder Tree Growing for Rural Development and
Environmental Services; Lessons from Asia. Advances in Agroforestry. Volume 5. Springer Science +
Business Media B.V. pp 17-159
Franzel S. and Scherr S.J. 2002. TREES ON THE FARM: Assessing the Adoption Potential of Agroforestry
Practices in Africa. CABI Publishing in association with the International Centre for Research in Agroforestry.
Pp 197
Friis, IB, Sebsebe Demissew and Paulo van Breugel. 2010. Atlas of the Potential Vegetation of Ethiopia. The
Royal Danish Academy of Sciences and Letters, Det Kongelige Danske Videnskabernes Selskab;
Lamprecht, H. 1990. Silviculture in the tropics: tropical forest ecosystem and their tree species; possibilities
and methods for their long-term utilization. Dt. Ges. Fur Techn. Zusamenarbeit (GTZ) GmBH, Eschborn.
Transl. By: John Brose …. Rossdorf: TZ-Verl. Ges., Germany.
Kim M. Wilkinson, Thomas D. Landis, Diane L. Haase, Brian F. Daley and R. Kasten Dumroese. 2014.
Tropical Nursery Manual: A Guide to Starting and Operating a Nursery for Native and Traditional Plants. U.S.
Department of Agriculture, Forest Service. Agriculture Handbook 732
Matthews, John D. 1989. Silvicultural Systems. A Clarendon Press Publication. Oxford
Mulawarman, JM Roshetko, SM Sasongko and D Irianto. 2003. Tree Seed Management: Seed Sources, Seed
Collection and Seed Handling: A Field Manual for Field Workers and Farmers;
Pancel. L (ed.), Tropical forestry handbook. Vol. II, pp. 728-810. Heidelberg, Germany. Springer-Verlag;
von Breitenbach, F. 1963,The indigenous trees of Ethiopia. Ethiopian forestry association, Addis Ababa.
No.2nd ed. (rev.) pp.306
Warner Katherine (FOA).1995. Selecting tree species on the basis of community needs. (eds). Daniel Shallon.
Community Forestry Field Manual 5. Published in Rome by Food and Agriculture Organization of the United
Nations.
Wood P.J. and Burley J. 1991. A TREE FOR ALL REASONS: Introduction and Evaluation of Multipurpose
Trees for Agroforestry. Published by the International Centre for Research in Agroforestry, United Nations
Avenue, and P.O. Box 30677, Nairobi, Kenya. Pp 167
Course title /code Project Planning and Management (Agfo4097)
Degree Program BSc. in Agroforestry
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Module coordinator
Course Credit 2Cr.Hr. (3 ECTS)
Course Information Academic Year 2010/11 Semester
Instructor’s Name
Instructor’s Contact Office Email
Information Phone Office hour
ECTS 3CP/ 81 hr
Student Work Load Lecture Tutorial Practical/project work Home study Total
32 hrs 16 hrs 16hrs 17hrs 81 hrs
competences to be Understand the concept of development and development projects
acquired Understand the systems and levels of planning
Explain the functional relationships between projects, programs and plans
Describe the phases of a project and project cycle
Assess the feasibility of projects and their worthiness
Use log frames and other project tools in project planning
Prepare a full project proposal (document)
Monitor and Evaluate Development projects
Identify main stakeholders in project planning and management
Organize and manage forestry, natural resource, and related development projects
Course Description Concept of development; methods and levels of planning; concept of a project;
functional relationships between projects, programs, and plans; phases of a project
(project cycle); framework of a project document; tools for planning including Log
Frame Approach; feasibility studies; investment criteria in project planning;
valuation techniques for project inputs, outputs, outcomes and impacts; cost-benefit
analysis of development projects; stakeholders analysis and community
participation in project planning and management; project organization; budgeting,
reviewing and control for projects; procurement and contract administration in
projects.
Pre-requisite(s) Taking forest or natural resource economics ahead is an advantage
Schedule

First class meeting Sep _____ General introduction about the course, and
1 setting ground rules
Unit One: Basic Concepts in Project Planning – The concept of development and development
projects, systems and levels of planning, functional relationships between projects, programs, and
plans.
Activities: Understanding development and development project concepts
Activities: Identifying the different systems and levels of planning and the functional
relationships between the different levels of plans
Basic concepts in project planning (continued----)
Activities: Distinguishing the similarities and differences between projects, programs, and plans
2 Activities: Describing the characteristics of development projects
Activities: Understanding and explaining the conditions under which projects can be initiated
Basic concepts in project planning (continued----)
Activities: Evaluating different ideas whether they can be considered as project ideas or not in
order to develop better understanding about project concepts.
3 A group of 2-3 students will be formed and given the exercises. They will discuss on the
questions together and come up with their own answers with justifications. Each group will
present the outcome of the discussions to the class and exchange ideas with each other. Incessant
discussions will be conducted and clarifications will also be given. (Group Exercise)
145
Unit Two: Project Cycle Management: Phases of a project (project cycle), contents of a project
document, tools for project planning
Activities: Identifying and describing the main phases of a project
4 Activities: Distinguishing the difference between phases of a project and project cycle
Activities: Understanding what project identification means and the main activities needed at this
stage: project idea generation and presentation of the project idea to decision makers -
government or financiers.
Activities: Identifying the contents of a project profile document to be produced at this stage of
project development (project identification stage)
Activities: Explaining what project formulation is
Activities: Identifying key questions which decision makers would like to get satisfactory answer
and which the project document should elaborate.
Activities: Understanding the fact that the answers for these questions will form the internal logic
of the project and the basis for the core elements of a project document.
Project Cycle Management (continued…)
Activities: Identifying elements that need to be included in the document in order to answer the
5 core questions
Activities: Developing problem and objective trees (problem and objective analysis). Exercise
will be given on how to develop problem and objective trees and on how to establish links
between different hypotheses.
Activities: Developing objective statements
Activities: Identifying and stating the expected results of the project (outputs, outcomes and
impacts)
6 Activities: Understanding the ‘what to do’ and ‘how to do’ aspects of the project (activities and
schedules, strategies, organizations and monitoring and evaluation mechanisms)
Activities: Identifying and describing inputs and budgets required for project implementation
Activities: Identifying and explaining external factors affecting project implementation
Activities: Understanding how projects can be appraised and implemented
Activities: Conducting feasibility studies
7 Activities: Identifying the different types of project evaluation and monitoring mechanisms
Activities: Identifying the contents of a project document
Activities: Identifying the different tools for project planning
Activities: Using Logical Framework Approach (LFA) to structure project plans. There will be
exercise on how to develop log frames.
Unit Three: Project input and output determination – Direct inputs and outputs, indirect inputs
8 and outputs, outcomes and impacts, market and shadow pricing
Activities: Recognizing and describing direct and indirect inputs and outputs of projects
Activities: Identifying and describing project outcomes and impacts
Activities: Valuing project inputs and outputs (using market or shadow prices)
Unit Four: Cost – Benefit Analysis of Development Projects
Activities: Identifying and explain the different analysis techniques to assess the worthiness of
projects (NPV, IRR, BCR, EAE, etc)
Activities: Conducting financial and economic analysis of development projects using different
evaluation criteria
9 Activities: carrying out exercises (exercises will be given)
Unit Five: Project Organization and management

Activities: Understanding how projects can be organized and managed
Unit Six: Stakeholders and community participation in project planning and management
Activities: Identifying different stakeholders in project planning and management (primary,
secondary, tertiary and so on)
10 Activities: Understanding what community participation is and assessing genuine participations
Unit Seven: Budgeting and control of projects
146
Activities: Understanding how to prepare budgets for projects and how to control them
Activities: Project Proposal Development. A group of 2-3 students will be assigned to come up
11 with a development project proposal. Good proposals could be rewarded with funding from
NGO’s.
Activities: Field visit to the nearby development projects run by government or non-government
organizations (within 100 kms radius from Wondo Genet including Ziway)
12-14 Activities: Presentation of the proposals and discussion
Final Exam Week
15
16
Classroom contact/Lecture, group work, interactive tutorial sessions (group and pair work/discussions) and
individual work (independent learning).
Students are Ability to use different evaluation
most One individual assignment 10% criteria to financially or economically
frequently Conducting cost –benefit analysis week 9 analyze development projects
evaluated Four group assignments 40% Understanding project concepts
through their Assignment 1 Project concepts (5%) week 3 Ability to develop problem and
written Assignment 2 Problem and objective analysis objective trees and to link hypotheses
assignments (5%) week 5 Ability to construct log frames
(50%) (group Assignment 3 Log Frame Analysis (5%) week 7 Ability to develop a full project
assignment Assignment 4 Project Proposal Development proposal
40%, (25%)
individual Two Quizzes (10%) Identifying and describing the core and
assignment Quiz 1 5% week 4; explanatory elements of a project
10%) and Quiz 2 5% week 9 document
classroom Conducting financial and economic
quizzes (10%). analysis
There is also Final exam 40 week 16
final exam
(40%)
Course Preparedness: you must come to class prepared by bringing with you the appropriate
Expectation materials like handouts, exercises, and completed assignments. Complete the assignments
and other activities on time. You must plan your own learning. Since the course is an applied
course, it is demanding, and you are expected to work much in a group in order to meet the
requirement of the course. You have to use your time for group work and home study
effectively.
You are not participating if you are talking to a neighbor, doing exercises, daydreaming, or
you must talk to your group members or partner and be a part of the group. You cannot
develop your understanding of a project by being silent. Always be ready and willing to give
constructive feedback to partners/group members and to listen to their comments on your
work.
Medium: use only English during group work, in the class room and out of class room
discussions.
147
Attendance: It is compulsory to come to class on time and every time. If you are going to
Course Policy miss more than three classes during the term, you should not take this course.
Tests/Quizzes: you will have short quizzes and tests. If you miss the class or, are late to class,
you will miss the quiz or test. No makeup tests or quizzes will be given. You are expected to
observe the rules and the regulations of the University as well.
Cheating/plagiarism: you must do your own work and not copy and get answers from
someone else. Also, please do not chew gum, eat, listen to recorders or CD players, wear
sunglasses, or talk about personal problems. Please be sure to turn off pagers and cell phones
Reference Albert A., Eingieded, Jr. 1998. Project Management for program Delivery. University of
Alberta, Canada
Astorga L.,Granholm H., Johansson S., and Oksanen T., 1992. Planning and management of
participatory forestry projects-Vol 1: Project Cycle
Christian Relief and Development Association (CRDA), 1996. A guide to Development
Project Preparation, Development Studies Association (DSA), Addis Ababa
Cusworth J., and Tom F., (eds), 1993. Managing Projects in Developing countries, Longman
Group UK Limited, England
Ethiopian Management Institue, 2004. Project Planning, Implementation, Monitoring and
Evaluation, Training Manual I and II. Addis Ababa
FAO. 1979. Economic Analysis of Forestry Projects. FAO forestry paper No. 17. Rome.
FAO. 1992. Economic Assessment of Forestry Project Impacts. FAO forestry No. 106.
Rome.
Course title /code Rural Development and Livelihood (Agfo4073)
Degree Program BSc in Agroforestry
Module Title Rural Development
Module coordinator
Course credit 3Cr.Hr. (5ECTS)
Instructor’s Name
Instructor’s Contact
Information
ECTS 5 ECTS/135
Student Work Load Lecture Tutorial Lab / practical Home study Total
48hrs 32 hrs 0 28hrs 108hrs
Course objective and At the end of the course, the student should be able to:
competences to be Understand the concept of sustainable development, evolution of ideas and the
acquired theoretical and practical challenges
Examine crucial national and global issues and areas of debate in relation to
sustainable development.
Study and critically assess different rural development strategies and experience
Understand of the ways in which social, economic, political and environmental
systems relate to each other within the context of development
Understand the concept and principles behind the sustainable livelihood approach as a
practical way to address the challenges of poverty reduction and sustainable
development
Course Concepts of development (sustainable and rural); values, objectives and measurements
Description/content of development, poverty and its manifestations; perspectives of rural development:
148
modernization and dependency approaches; rural development strategies, policies and
institutions: agricultural development models, rural policy and institutions; human
capital development; determinants of rural development; globalization and rural
development experiences of Ethiopia; Concepts and definitions of rural livelihoods
and sustainable livelihood; Assets; Mediating processes; Activities and livelihood
strategies; Rural livelihood diversifications; determinants of diversifications: necessity
versus choice, Seasonality, Risk strategies, Coping, vulnerability and adaptation,
Labor markets, Migration in livelihood strategies, Credit market failures, Asset
strategies; Challenges in the third world on the sustainable development agenda:
Setting relevant agenda, Gender and environment, Knowledge, science and sustainable
development policy, Reconstructing global institutions of financial governance.
Pre-requisite(s)
Schedule
Week Date Topic and sub topic
1-3 Introduction
The concept of development: Values, objectives and measurements of
development
Perspectives of rural development
1.2.1 Globalization and rural development
1.2.2 Modernization- Industrialization and Urbanization
1.2.3 Green Revolution
1.2.4 Sustainability, Sustainable development and sustainability indicators
1.2.5 Structural adjustment and agriculture
1.3 Poverty and its manifestations
1.3.1 Meaning, concept, measurement of poverty, causes and consequence
1.3.2 Poverty eradication programs
1.3.3 Evolution of international development paradigms of the last 50 years’
experience
4-5 2. Concepts and Definitions of Rural
Development
2.1 Meaning, objectives, scope and Importance of rural development
2.2 History and experience of rural development in Ethiopia
6-8 3. Rural development strategies, policies and institutions
3.1 Agriculture and Rural development – agriculture as a source of livelihood,
employment and the role of agriculture in the national development
3.2 Agricultural development models
3.3 Rural policy and institutions
3.4 Human capital development
3.5 Gender and environment in rural development
3.6 Determinants of rural development
3.7 Rural-urban inter-linkages and models of rural-urban linkages
9-10 4. Challenges in the third world on the sustainable development agenda
4.1 Setting relevant agenda
4.2 Gender and environment
4.3 The environment, trade and the WTO
4.4 Knowledge, science and sustainable development policy
149
11-13 5. The Sustainable Livelihoods Approach
5.1 Concept and definition of livelihoods
5.2 Origin and practice of sustainable livelihood
5.3 The Sustainable Livelihood Framework
5.3.1 Assets, mediating processes, activities and livelihood strategies
5.4 Rural livelihoods portfolio and diversification
5.5 Determinants of diversifications
5.5.1 Necessity vs. choice
5.5.2 Seasonality
5.5.3 Risk strategies;
5.5.4 Coping, vulnerability and adaptation
5.5.5 Labor markets
5.5.6 Migration in livelihood strategies
5.5.7 Credit market failures
5.5.8 Asset strategies
14-15 6. Practical on application of Sustainable Livelihood Framework
16 Final Exam
Teaching and learning methods: Lecture, discussion, individual and group work, reading assignment
Assessment Quizzes, Assignments, Case Studies, Presentations, Practical,
3 quizzes 15%
Assignment 10%
Seminar 15%
Practical 20%
Final exam 40%
Course Expectation Preparedness and participation: both students and the teacher should be prepared
since education is an interactive process. Students should be active participants in
the teaching-learning process. They should be interested to the course and come to
class with the necessary materials such as exercise books and pen. In addition, they
should to take responsibility in their education.
offering. They have to consult the essential materials ahead of time and try share
their knowledge in an efficient and effective manner.
Material availability: reference materials are expected to be available in the library
nearest to respective faculties. materials are expected to be available in the library
nearest to respective faculties
References
R. John (2002). Understanding Development: Theory and Practice in the Third
Reference World. Lynnr Rienner Publishers
World Commission on Environment and Development (1987). Our Common
Fetautre. Oxford University Press
Morse S. and Stocking M. (1995). People and Environment. Routledge Taylor &
Fracis Group London
Bell. S and Morse S. (1999) Sustainability Indicators: Measuring the immeasurable?
Earthscan London
Singh K (2009). Rural Development Principles, Policies and Management Third
Edition. SAGE Publications
Gibbon, D., Lake, A. & Stocking, M. (1995). Sustainable development: A challenge
for agriculture. In: Morse, S., et al. (Eds.) People and Environment. England: UCL
Press.
150
ODI (2002). Rethinking Rural Development. Odi briefing paper
Gibbon, D., Lake, A. & Stocking, M. (1995). Sustainabel development: A challenge
for agriculture. In: Morse, S., et al. (Eds.) People and Environmnet. England: UCL
Press.
J. Dixon (1990) Rural development in the Third World. Published by Routledge,
London
Boserup E. (1965). The Conditions of Agricultural Growth: The economics of
agrarian change under population pressure. Earthscan London.
G. Anríquez and K. Stamoulis (2007). Rural development and poverty reduction: is
agriculture still the key? (Electronic Journal of Agricultural and Development
Economics Vol. 4, No1, pp. 5-46). Agricultural Development Economics Division
(ESA) FAO, available online at www.fao.org/es/esa/eJADE, 2007,
Susan Baker (2006). Suitable development. New York. Routledge.
Ellis, F. (2000) Rural Livelihoods and Diversity in Developing Countries. Oxford:
University Press.
Aart, J. S. 2005. Globalization: a critical introduction. Second edition, Revised and
Up dated. Palgrave Macmillan, New York.
Haile Kibret. No Date. Globalization: potential challenges and opportunities. AAU.
Dejene Arado. 1996. The Regional Dimension of Agricultural Planning and Policies
in Ethiopia 1960-1991: A Review and Implications for Today. EJDR, Vol. 18, No.
2.
Ferraro V. 1996. Dependency Theory: An Introduction. Mount Holyoke College
South Hadley
Course title/Code Agrobiodiversity ( Agfo4066)
Degree Program BSc. in Agroforestry
Module title Agroforestry Systems and management
Module Coordinator
Course Credit 2Cr.Hr. (3 ECTS)
Instructor’s Name
Instructor’s Contact Office Building: Room:
Information mobile:
E-mail:
Office Hours(tentative):
ECTS 3 ECTS/81hrs
Students’ work Load Lecture Practical Tutorial Home study Total
32 32 0 17 81
Course objective and Understand the basic concepts of agrobiodiversity
Competences to be Explain the cause and impact of loss of agro/biodiversity
acquired Characterize biodiversity into, species, and ecosystems
Comprehend the diversity of soil microbes and their role on farm
productivity
Carry out assessment and measurement the biological diversity of
different farms and discuss their circa potentials.
Recognize the role of indigenous people and thier institutions and to
conserve faunal and floristic diversities on agricultural land
151
To articulate role of agrobiodiversity to adapt climate change
The course will give due emphasis on the basic concept and origin of agro
Course agrobiodiversity, characterization of agro/biodiversity, species and
Description/content ecosystem level, threats and loss of biodiversity, Soil microbial diversity
and their role on farm productivity and crop diversity at farm level. The
role of indigenous institutions in biodiversity conservation. Contribution
of biodiversity to climate change adaptation. The course is also designed
to acquaint the students’ knowledge and skills on conserving biodiversity
on agricultural landscapes both laboratory and field conditions.
During the course of the study, a number of assignments will be given to
students to force them to read more and widen their knowledge in the area.
Quiz/Exam questions will be designed to assess how well the knowledge
and skills have been mastered by the student.
Prerequisite None
Week Topics
1 First Class meeting: General discussion about the course and teaching- learning
process and rules
Chapter one: Basic concepts of biodiversity
2 Definitions of biodiversity and Agrobiodiversity
3 Divisions of biodiversity
Origin and nature of agrobiodiversity
Chapter two: Agrobiodiversity and Sustainable Production
4- 5 Biodiversity of agricultural crops
Biodiversity of animals
Biotechnology in Agriculture
Collection and Management of Genetic Resources
Chapter three: Germplasm Conservation and Seed bank
6 Introduction
Use of Genetic information in Conservation
7–8 Biology of the Species/accession
In situ, ex situ and Cerca situm conservation
Merits and demerits ex situ conservation
Seed bank and Biodiversity
Chapter four: Microbial Diversity
9 -10 Introduction
Forms and distribution of Mycorrhizas
Physiology and function of Mycorrhizas
Carbon flow in mycorrhizal plant associations
Chapter five: Traditional agriculture and biological diversity
Indigenous people and their knowledge
11-12 Cereal and pulse based
Silvopastoral practiced
Agroforestry practices and diversity management
The role of agrobiodiversity in climate change adaptation and mitigation
Chapter six: landscape diversity
Landscape ecosystem
Connectivity and diversity
Conservation approaches
13-15 Chapter seven: Measuring biodiversity
Basic concepts
Sampling
Developing indices
Practical and reporting
Final exam
152
16
Teaching and Learning methods: Lecture, group and individual work, directed reading, problem solving
exercises, and presentations
Understanding of the basic concept of biodiversity:
Assessment 1. (5%) Week 4 division and origin of variation: Diversity of plant
Assessment 2. (10%) Week 6 and animals and sustainable production;
Assessment 3. (5%) Week 8 Evolutionary genetic of organisms and base of
Assessment 4. (10%) Week 12 evolutionary change
Practical (20%) week 15 Individual assignment / project work on selected
topics related to diversity of plants and animals,
Phylogenetic relationships and diversity assessment
techniques
Knowledge on Germplasm conservation and seed

bank, microbial diversity and their role on increasing
productivity
Course Preparedness and participation: to do well in this class, students need to do four things: listen to
expectations the lectures; read materials (reference books, handout if so, and other relevant journals etc),
participate in class discussions and attend classes regularly.
maximum mark it accounts
Policy Academic dishonesty in any portion of the academic work for a course shall be grounds for
awarding a grade of F or NG for the entire course. The academic dishonesty for this course
includes any attempt to copy any information from another student during exams, missing
exam/class absent with unreliable reason and unable to submit assignment in time. Students are
also expected to turn off their mobile during before each class and exams
Reference Almekinders C. and De Boef W. (2000). Encouraging Diversity, conservation and
development of plant genetic resources. Intermediate technology publications.
Alteri, MA. 1987. Agroecology: the scientific basis of alternative agriculture. Western View
Press
Ashton, MS and Florencia, M. 2000. Silcvicultural basis for agroforestry systems. CRC. Press
Darshan K. H. (1999). Biodiversity and Sustainable Conservation. Science Publisher.
Gaston K.J. (1996). Biodiversity. A Biology of Numbers and Difference. Blackwell Science.
Meff, GK. Nielso, LA, Knight RL and Schenborn DA. 2002. Ecosystem management:
adaptive community based conservation. Island Press
Paul E. A. (1989). Soil Microbiology and Biochemistry. Academic press, INC, New York
William J and Sutherland, (eds) 2006. Ecological Census techniques. Cambridge.
Approval sheet Approved by: Name……………………signature……..……...Date……………
Department:- Agroforestry
Course title /code Senior Research Project (Agfo4098)
Degree Program BSC in Agroforestry
Module coordinator
Instructor’s Name
Information Phone
153
Email
Office hour
ECTS 3 CP/81hrs
Student Work Load Lecture Tutorial Individual work Total
16 16 64 81
competences to be Acquire basic knowledge on conducting research and be able to identify researchable
acquired problems
able to plan and implement research projects as part of a team or independently
have basic skills in writing research proposal and research reports
acquire basic skills in presenting research results in writing and oral form
Course As a prelude to independent project work, students will be introduced to concepts in

Description/content planning and designing research projects; approaches in problem identification;
prioritizing research problems; methods of data collection; compilation, editing, coding,
data entry and analysis; the processes of effective scientific writing and presentation
Pre-requisite(s)
Schedule
Teaching and learning Topic and sub topic
methods First class meeting Sep _____ General introduction about the
course, and setting ground rules
Part one: As a prelude to independent project work students will
be Introduced to basic techniques on conducting research
including:
planning and designing research projects
identification and description of problems
Prioritizing problems
Methods of data collection and analysis
Part Two: Independent research project work by students which
will be supervised by an advisor
Assessment Writing report paper: 50 % , Seminar presentation: 50%
Preparedness for the field work and Participation during report presentations is a
Course Expectation requirement for all students
punctual and are expected to submit reports in time. In addition, students should
provide tangible evidence in case of any absence.
Reference Planning research
Research methods in forestry principles and practices chapter 9
Social research methods part 1(chapter 3,4,5,7, 10 &11)part 2(chapter13,16) +
Research design qualitative and quantitative approach Chapter 4 &10
Course Syllabus
1. Course Information
Course Title History of Ethiopia and the Horn
Course Code Hist. 102
Course Credit 3
Semester II
Year I
Pre-requisites Geography of Ethiopia and the Horn
154
Target Group All First Year Undergraduate Students (of HEI’s)
Status of the Course Common Course
Instructor‘s Name & Add. -----------
ECTS 5
Course load distribution/
student work load Lecture Group Work/Discussion and Home Study Total
Presentation
48 hrs 35 hrs 52 hrs 135 hrs
2. Course Description
This course is a common course given to Higher Learning Institutions Students/HLIS. Students will learn about the role
of history in human life and goals of studying history. Students will also learn the importance of history in nation
building and the making of identity in time and space.
This course covers the major historical processes in Ethiopia and the Horn. The course is also concerned with how the
sociocultural, religious, economic, art and political experiences of the past are interwoven in the making of the current
Ethiopia and the Horn.
It is useful to know how personalities helped change the scenario, and how societies, peoples and the world that we live
in has changed over time and its implication for the history of Ethiopia and the Horn. It is helpful to understand history
as a base for shaping and bettering of the future.
3. Course Objectives
Up on the successful completion of this course, students will be able to:
 acquaint students with historical processes in Ethiopia.
 distinguish meaning, nature, use and abuses of history
 identify pertinent sources for the history of the peoples of Ethiopia and the Horn
 explicate changes & continuities that unfolded in Ethiopia and the Horn since time immemorial
 elucidate the causes, courses and consequences of events happened in the region
 explain the nature of the region’s external contacts and their effect
4. Expected Learning Outcomes:
155
At the end of this course, students are expected to:
 comprehend the general concept of history
 analyze relevant sources for History of Ethiopia and the Horn
 understand Ethiopia and the Horn in relation to human evolution and Neolithic Revolution
 elaborate the peoples and enduring cultures of the region
 assess the various socio-cultural and political achievements in civilizations of the region
 trace the origin and developments of states in the region during the ancient period
 know the role of external relations from ancient to modern times in Ethiopia and the Horn
 examine the long term effect of the „"Solomonic"" dynasty in the region
 scrutinize the dynamics of the territorial expansion of the Christian kingdom and rivalr between the
Christian Kingdom and Muslim Sultanates in the region
 grasp the factors entailed intervention of foreign powers and its sequel for the region
 examine the role of population movements in shaping the modern Ethiopia and the Horn
 appreciate the major socio-economic, religious & political achievements of Gonder period
 understand salient characteristic features and effects of “Zemene Mesafint”
 assess developments in Eastern, Central, Southern & Western parts of Ethiopia & the Horn
 analyze the political process for formation of Modern Ethiopia and the Horn
 identify the social and economic developments from 1855-1941
 appreciate the move towards modernization and the challenges encountered
 trace legacies of major battles, victories and the roles of patriots
 elaborate the socio-economic and political progresses of the post 1941 imperial period
 analyze the major changes, and challenges that led to the demise of the monarchy
 analyze the political momentum, reforms and oppositions during the Derg
 understand political scene and socio-economic conditions from 1991-2008
5. Syllabus Components
5.1. Course Contents, Methods & Strategies and Learning Outcomes
Methods and Students Task Learning Outcomes:
Time
Content & sub-contents Strategies

1. Introduction (4 hrs)  differentiate between past
1.1. The Nature and Uses of history Brainstorming and history.
1.2. Sources and Methods of Gaped lecture Attend the lesson  distinguish between popular
Group and take short and professional conceptions
Historical Study
discussion note, of history.
1.3. Historiography of Ethiopia and Asking and  identify categories of
the Horn answering historical sources.
1.4. The Geographical Context questions,  explain what methods
Participating in historians use to study the past.
group discussion  discern basic patterns of
continuity and change.
 explain the uses of history.
 avoid judging the past
solely in terms of present-day
norms and values.
 explain how the writing of
Week 1 & 2
history has evolved over time.

 discuss the role of
geography in human history.
156
2. Peoples and Cultures in Ethiopia  evaluate pieces of evidence
and the Horn (4 hrs) for Ethiopia and the Horn as
2.1. Human Evolution Attend the the cradle of mankind;
2.2. Neolithic Revolution  Brainstorming lesson and  explain Ethiopia and the
Gaped lecture take short Horn in relation to Neolithic
2.3. The Peopling of the Region
note, Revolution;
2.4. Religion and Religious Group discussion Asking and
 Homework  identify the peoples and
Processes answering languages of Ethiopia and the
questions, Horn;
Participating in  elucidate settlement patterns
group discussion and economic formations of
Doing class work the peoples of the region;
and homework  discuss religion and
Week 3
religious processes in the

region.
3. Politics, Economy and Society in Attend the  show the evolution of states
Ethiopia and the Horn to the end of lesson and in Ethiopia and the Horn;
the Thirteenth century (6 hrs) take short  identify the factors for the
3.1. Emergence Of States  Brainstorming note, rise and developments of the
3.2. Ancient States Gaped lecture Asking and prominent ancient states;
Group discussion answering  examine the relations
3.3. External Contacts
 Homework questions, among these states and the
3.4. Economic Formations Participating in effects thereof;
3.5. Socio-Cultural Achievements group discussion  explicate the external
Doing class work relations of the period;
Week 4&5
and homework  elucidate socio-economic

and cultural achievements of
the period.
157
4. Politics, Economy and Society from Attend the  explain the concept of the
the late Thirteenth to the Beginning lesson and “restoration” of “Solomonic”
of the Sixteenth Centuries (6 hrs) Brainstorming take short Dynasty;
Gaped lecture note,  Explain the succession
4.1. The “Restoration” of the Group discussion Asking and problems and the role of Amba
“Solomonic’’ Dynasty Home work answering Gishen in Christian Kingdom;
4.2. Power Struggle, Consolidation, questions,  scrutinize dynamics of
Participating in territorial expansion of the
Territorial Expansion and
group discussion Christian Kingdom;
Religious Processes Doing class work  elaborate the relationship
4.3. Political and Socio-Economic and homework. between trade and expansion
Dynamics In Muslim Sultanates of Islam in the region;
4.4. Rivalry Between the Christian  identify the characteristics
Kingdom and the Muslim of inter-state relation during
the period under discussion;
Sultanates
 identify the factors for
4.5. External Relations interaction of the people of the
region in the period;
 discuss the rivalry between
the Christian Kingdom and
Muslim Sultanates in the
region;
 point out the nature of
Week 6 &7
Ethiopia's relations with the

outside world during the
period.
5. Politics, Economy and Social  identify the nature of
Processes from the Early Sixteenth Attend the peoples' interaction and major
to the End of the Eighteenth lesson and reasons of conflicts between
Centuries (10 Hrs) Brainstorming take short the
5.1. Conflict Between the Christian Gaped lecture note, Christian Kingdom and the
Asking and Muslim Sultanates and
Kingdom and the Sultanate of Group discussion
Home work answering consequences;
Adal and After questions,  analyze the circumstances
5.2. Foreign Intervention and Participating in that led Portuguese and Turks'
Religious Controversies group discussion involvement in the region;
5.3. Population Movements Doing class work  explicate the major
5.4. Interaction and Integration and homework. population movements and
Across Ethnic and Religious their contributions to the
intermingling of peoples in
Diversities
Ethiopia and the Horn;
5.5. Peoples and States in Eastern,  identify the political, social
Central, Southern and Western and economic developments
Regions among peoples and states of
5.6. The Gondarine Period and Ethiopia and the Horn;
Zemene-Mesafint  explain the nature, political
developments and major
cultural achievement of the
Week 8, 9 & 10
Gondarine Period
 discuss political, social and
economic conditions during
the Zemene-Mesafint and
Yejju rule.
158
6. Internal Developments and
External Relations of Ethiopia and  point out the different states
the Horn, 1800-1941 (10 hrs) Attend the that existed in Ethiopia and the
6.1. The Nature of Interactions Brainstorming lesson and Horn before the
among Peoples and States of Gaped lecture take short formation of modern Ethiopia;
Group discussion note,  analyze the political system,
Ethiopia and the Horn
Asking and culture and economy of the
6.2. The Making of Modern Home work answering autonomous and
Ethiopian State questions, semiautonomous peoples and
6.3. Modernization Attempts Participating in states of the
6.4. Socio-Economic Developments group discussion period;
6.5. External Relations Doing class work  discuss the significances of
and homework. agriculture and trade in the
economy of the region;
explain the process of
territorial expansion of the
Shewan Kingdom that led to
the
Week 11, 12 &13
formation of modern Ethiopia;

and
 appreciate the Ethiopian
resistance against foreign
powers.
7. Internal Developments and
External Relations, 1941–1995 (8 Attend the identify major socio-
hrs) Brainstorming lesson and economic and political
7.1. Post-1941 Imperial Period Gaped lecture take short developments in the country
7.2. The Derg Regime (1974-1991) Group discussion note, from 1941 to
Home work Asking and 1974.
7.3. Transitional Government
answering  assess the role and influence
questions, of the British and the
Participating in Americans in Ethiopia’s
group discussion domestic and
Doing class work foreign affairs in the post-
and homework. liberation period.
 analyze the causes, course
and consequences of the 1974
Revolution.
account for the revolutionary
measures of the Derg.
 discuss the fundamental and
immediate factors for the fall
of the Derg regime.
Week 14, 15& 16
 describe the essential nature

of the EPRDF’s government
with reference to the measures
it took shortly after assuming
power.
5.2. Assessment Strategies & Techniques and Course Policy

Assessment  Continuous Assessment (Mid Exam: 25%; Assignment: 25%)
 Final Exam …………………...….………………………….50%
Total ….……………………………………………………100%
159
Course Policy A student has to:
 Attend at least 85% of the classes.
 Take all continuous assessments and mid exam.
 Take final examination.
 Respect all rules and regulations of the university.
5.3. Instructional Resources:
Reference
 Addis Hewet. Ethiopia: From Autocracy to Revolution. London: Review of the African Political Economy,
Occasional Publication No. 1 1975.
 Alemneh Dejene. Peasants, Agrarian Socialism and Rural Development in Ethiopia. London: West view
Special Studies on Africa, 1987.
 Andargachew Tiruneh. The Ethiopian Revolution 1974-1987: A Transformation from an Aristocratic to a
Totalitarian Autocracy. Cambridge: Cambridge University Press, 1993.
 Aregawi Berhe. "A Political History of the Tigray People’s Liberation Front (1975-1991): Revolt, Ideology and
Mobilisation in Ethiopia". PhD Dissertation, University of Amsterdam, 2008.
 Assefa Bequele and Eshetu Chole. A Profile of the Ethiopian Economy. London: Oxford University Press,
1969.
 Bahru Zewde. A History of Modern Ethiopia, 1855-1991. Addis Ababa: Addis Ababa University Press, 2002.
 ______.“Haile-Sellasie: From Progressive to Reactionary”. In Abebe Zegeye et al. eds. Ethiopia in Change:
Peasantry, Nationalism and Democracy. London: British Academic Press,1994.
 Balsvik Rønning Randi. Haile Selassie's Students: The Intellectual and Social Background to Revolution, 1952-
1974. Lansing: Michigan State University Press, 1985
 Betru Gebregziabher. Integrated Rural Development in Rural Ethiopia: An Evaluative Study of the Chilalo
Agricultural Development Unit. Washington D.C.: Agency for International Development, 1975.
 Clapham Christopher. Haile-Selassie's Government.New York: Praeger, 1969.

 Cohen John. Integrated Rural Development the Ethiopian Experience and the Debate. Uppsala:
 The Scandinavian Institute of African Studies, 1987.
 Cohen John et al. Revolution and Land Reform in Ethiopia: Peasant Associations, Local Government and Rural
Development. Cornell University, January 1976.
 Cohen John and Dov Weintraub.Land and Peasants in Imperial Ethiopia: The Social Background to a
Revolution.Assen: Van Gorcum and Co., 1975.
 Crummey Donald. Land and Society in the Christian Kingdom of Ethiopia: From the Thirteenth to the
Twentieth Century. London: James Currey, 2000.
 Dawit Wolde-Giorgis. Red Tears: War, Famine, and Revolution in Ethiopia. Trenton, NJ: Red
 Sea Press, 1989.
 Dessalegn Rahmato. The Peasant and the State: Studies in Agrarian Change in Ethiopia, 1950s-2000s. Addis
Ababa: Addis Ababa University Press, 2010.
 ______. The Dynamics of Rural Poverty: Case Studies from a District in Southern Ethiopia Monograph Series
2/92. Dakar, 1992.
 ______. Agrarian Reform in Ethiopia. Uppsala: Scandinavian Institute of African Studies, 1984.
 Gebru Tareke. The Ethiopia Revolution: War in the Horn of Africa. USA: Yale University Press, 2013.
 __________. Ethiopia: Power and Protest. Peasants Revolts in the Twentieth Century. Cambridge: Cambridge
University Press, 1991.
 Gilkes, Patrick. The Dying Lion: Feudalism and Modernization in Ethiopia. New York: St. Martin’s Press,
1975.
 Haile M. Larebo. The Building of an Empire: Italian Land Policy and Practice in Ethiopia 19351941.
Oxford,1994.
160

Agroforestry Department Curriculum 4th Years January 2022

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Agroforestry Department Curriculum 4th Years January 2022

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HAWASSA UNIVERSITY

Wondo Genet College of Forestry and Natural Resource School of Forestry

3. Educational Objectives and Competency Profile

3.2. Professional profiles

4.1.1. Direct entrance from preparatory program

4.1.2. Diploma holders

4.2. Course of Study

4.4. Graduation Requirements

 Complete a minimum of 146 credit hours (236 ECTS)

4.5. Structure of the program

4.6. Mode of delivery

4.7. Method of teaching

4.9. Medium of Instruction

4.10. Grading System

4.11. Degree Nomenclature

version is የመጀመሪያ ዲግሪ በጥምር ደን ግብርና

5. Quality Assurance Measures

6. Modules and their competence

Table 1:2. Modules and their competence

Module Total ECTS 30

6 Moral and Civic Education MCiE 1012 2 3 Parallel

Year III Semester I

No. Course Title Course Cr. ECTS Mode of

3 Production of horticultural Crops Agfo3038 3 5 Parallel

Summary of courses breakdown

Course Description and Syllabus

Course title/Code Introduction to information and communication technologies ( Info2011)

Module title Common course

Course Credit (3 Cr.Hr) 5 ECTS

Instructors contact Office phone:

Weekly CP of course Lectures Tutorials Laboratory Home study Total

Status of the course Compulsory

Approval Approved by: Name……………………signature……..……...Date……………

2 Development of Taxonomy (Falk Taxonomy, Traditional Stace, (1980)

Final Exam Week

Week Topics and Sub Topics

Final exam 40 week 16

Chapter- 7 Principles of dry land farming - Kipps M.S 1970.

Wee Topics and Sub Topics

Evaluation of the students on the group work this will be done

Week Date Topic and Subtopic

1&2 Unit 2 Types and Classification of Surveying

4,5&6 Unit 4 Major techniques of ground surveying

9&10 Unit 6 Compass surveying

14 Unit 9 Introduction to map reading

Reference Avthur L. H. (1970). Elementary Surveying. Longman group LTD, USA

Department BSc in Agroforestry

Department BSc in Agroforestry

7-8 Methods of plantation establishment

9-10 Maintenance of Plantations

DEPARTMENT BSc in Agroforestry

05 Topic 2: Range Plant Physiology Jerry L. Holechek, Rex D. Pieper,

Plant Identification Overview Student Note guide

10 Topic 2. :Determination of stocking rate based on Jerry L. Holechek, Rex D. Pieper,

READING. Chapter 8. Range Wildlife Management.

THEME 4. DESCRIBING AND MONITORING RANGELANDS

Reading. Reading . chapter 5 in Jerry L. Holechek,

Continuous Assessment method Points

Assignment 1. (15%) Assignment 1. Collecting, mounting, identification and description

Participation: make active participation during discussions (you must participate in

Department BSc in Agroforestry

ECTS 5 CP/ 135 hr

Week Date Topic and Subtopic Required Text