faculty of forestry and nature...

SOKOINE UNIVERSITY OF AGRICULTURE

FACULTY OF FORESTRY AND NATURE

CONSERVATION

CURRICULUM FOR

B.Sc. WILDLIFE MANAGEMENT DEGREE PROGRAMME

September 2008

REVISED CURRICULUM FOR B.Sc. (Wildlife Management) DEGREE PROGRAMME

Faculty of Forestry and Nature Conservation, SUA, September 2008

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EXECUTIVE SUMMARY Background The B.Sc. Wildlife Management degree programme at SUA started in 1998. After three years the University adopted a semester system, which necessitated review of all curricula. Consequently, in 2001, a new B.Sc. Wildlife Management curriculum under the semester system became operational. Since 2001 several issues have emerged. For instance, the University decided to engage consultants to carry out a study on the curricula, performance of graduates where they are employed and needs assessment of employers in relation to the training offered in various undergraduate degree programmes. The training needs assessments, job market surveys and tracer studies identified some deficiencies that had to be addressed. Among them were:

i. Skills and competencies are not adequately provided by the existing curriculum and thus it has to be significantly revised.

ii. There were inadequacies in providing the necessary training to prepare students to effectively and efficiently handle their jobs after graduation.

iii. Many graduates lack business and entrepreneurship skills. Apart from these findings by the consultants, the existing curriculum has more contact hours than there should be. This was a result of rounding up of credits when the University went into semester system, which caused unnecessary increase of contact hours per course. Also, SUA has been facing problems linked to inadequate funds to carry out the training effectively. A prominent problem has been insufficient funds to conduct field practical training. It was thus necessary to review all curricula at the University, including curriculum for B.Sc. Wildlife Management to address the emerging challenges. Major improvements in the reviewed curriculum include:

1. Introduction of new courses such as Introduction to Animal Behaviour, Climate Change and Natural Resources, Environmental Physiology, Automobile Operating Principles, Introduction to Coastal and Marine Ecosystems, Introduction to Tourism, Tourism, Environment and Development, Economics of Tourism, Introduction to Tourism Marketing, Tour Guiding Techniques, Customer Care and Interpersonal Skills, Basic Sociology, and Human Resource Management . Since wildlife management is basically management of people’s use of the resource, and tourism, most of which is wildlife-based, is now number one in Tanzania’s economy, these new courses are expected to enhance the skills and competencies of graduates. Other new courses such as Entrepreneurship & Feasibility Studies will build the graduates’ business and entrepreneurial skills.

2. Promotion of some courses such as Ballistics, Wildlife Entomology and Parasitology, Ichthyology and Conservation of Wetlands from elective to core. These are courses that are also fundamental to a student of wildlife management.

3. Deletion of some courses such as Biochemistry, Animal Biotechnology, Intervention Strategies of Development and Planning, and Management of Development, which have less importance to wildlife managers.

4. Reduction of field practical training for First Year students from four to three weeks and deletion of the two-week Long Field Trip for finalists. This has been done as a cost-cutting measure. As a result field practical training for finalists has been reduced by two weeks from five to three. In total field practical training period has been reduced by 16.7% from 18 to 15 weeks.

5. Reduction of contact hours for some courses by re-introducing decimal points in credits. This has left room for new courses.



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6. Making it easier for people to join the programme by softening entry qualifications and widening the “catchment area” (see Section 10).

Generally, the new curriculum will prepare students to effectively and efficiently handle a variety of jobs after graduation. Justification Since the current curriculum has some deficiencies, the review exercise is aimed at addressing the identified deficiencies and making sure that the training is abreast with emerging global issues for producing graduates who are conversant with many facets in this dynamic world. The revised curriculum has, therefore, included new courses, including new concepts in entrepreneurship and job market preparation skills. BSc Programme Aims The main aims of the revised curriculum for BSc. Wildlife Management is to enable production of wildlife experts who are equipped with the necessary technical, analytical, managerial and entrepreneurial skills in wildlife management and related industries for sustainable development. Specific aims of the revised curriculum and the degree programme in general are to: • Provide the necessary background in technology and analytical skills, which will

enable graduates to plan, design and manage wildlife enterprises and industries for sustainable wildlife practices in a multidisciplinary environment.

• Impart skills required in conducting basic and applied wildlife research, extension work and consultancy.

• Prepare graduates to address environmental and conservation issues. • Prepare graduates for self-employment. • Provide a sound base from which graduates can embark on postgraduate training

leading to research in wildlife and related careers. PRINCIPAL LEARNING OUTCOMES A. KNOWLEDGE AND UNDERSTANDING OF SUBJECT Upon successful completion of the degree programme, graduates will be able to:

A1. Demonstrate understanding of the basic concepts and theories of wildlife management and relate them to practical work-based situations;

A2. Demonstrate understanding of new and emerging technologies for consumptive wildlife utilization and processing of trophies;

A3. Demonstrate analytical and managerial skills for sustainable wildlife management practices in multi-disciplinary environments;

A4. Demonstrate knowledge and skills to access relevant information pertaining to wildlife management or allied fields;

A5. Apply their knowledge and skills to identify and mitigate a range of wildlife management problems facing the wildlife-related business industry, government, NGOs and CBOs;

A6. Apply multi- and interdisciplinary approaches to plan, design and execute appropriate research in wildlife management;

A7. Evaluate alternative wildlife-related economic investments and marketing strategies for different enterprises;

A8. Carry out inventory of wildlife resources in reserves, national parks and other wildlife-rich areas for management and marketing purposes;

A9. Identify principal wildlife species and demonstrate knowledge of their habitats and values (economic, ecological…);

A10. Identify and manage principal wildlife pests and diseases;



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A11. Demonstrate understanding and employ geographical information system (GIS) and mapping softwares in the field of wildlife management;

A12. Use relevant computer packages to understand and/or solve wildlife management-related problems.

Teaching Strategy Lectures and audio visual presentations are the main ways of imparting knowledge and skills. Others include seminars where specific cases studies may be used; tutorials; laboratory and wildlife field practical; and self study. Individual supervised research projects are also conducted. Learning strategy Lectures are the principal method of delivery of A1, A2, A3, A4, A5, and A6. Laboratory and field practical and field excursions in all years complement lectures and develop basic and advanced knowledge A7 – A12. Seminars within small groups are widely used to train their communication skills. Research project in year 3 imparts and develops independent learning skills – A6. Self study and assignments involve access to information from research papers, books and electronic resources. Problem-based learning – A6 and computer assisted learning – A12 apply. Assessment Method Written class exams (class tests and end of semester examinations) are the principle method of assessment for knowledge and understanding in most courses in all years. Timed essays, laboratory and field practical reports and other course work assignments, delivered verbally, written or both are also assessed. In addition to the above, field practicals/excursion must be passed. The individual written research project reports in year 3 are orally presented and assessed. B. SKILLS AND OTHER ATTRIBUTES DISCIPLINE-SPECIFIC/PRACTICAL SKILLS A successful student will be able to:

B1. Plan and design projects, set experiments, collect and analyse data, interpret and write reports in the field of wildlife management.

B2. Identify wildlife species, describe their habits, values and habitats; identify and manage wildlife diseases, and undertake antipoaching operations.

B3. Assess environmental, social and economic impacts of wildlife related investments.

B4. Promote and market wildlife resources locally and internationally. B5. Identify and investigate wildlife-related problems or issues, through

appropriately planned and designed research projects, and present reports of the findings using reasoned arguments to draw clear conclusions and/or recommendations.

B6. Apply a range of methods to measure, evaluate and monitor the statuses of wildlife species and habitats.

B7. Observe legal aspects and manage trade in live animals and wildlife products. B8. Prepare quality general management plans for wildlife protected areas using

appropriate approaches and technologies. B9. Review documents in wildlife management and related fields. B10. Identify and mitigate wildlife resource related problems. B11.Transform wildlife resource from a liability to an asset for sustainable

development. Teaching strategy



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Professional skills relevant to wildlife management are demonstrated in lectures, seminars, laboratory classes, computing sessions, workshops and directed field work and practical exercises. Module leaders and demonstrators facilitate development of these skills.

Learning strategy

Students’ acquire skills (B1-B7) through a “hand-on” approach in most courses. Problem-solving skills will be developed through students working in groups on selected case studies which are based on typical real-world problems – preparing for presentation and discussion of the problem in the class. Students will be required to write and present a research project report before graduation. Essays on given subjects. Field practical training at the end of each year.

Assessment methods These skills are assessed through course work examinations and final examination. Field work assignments. Essays on given subjects. Laboratory and practical reports and exercises. Research project report. Oral and poster presentations.

C. COGNITIVE/INTELLECTUAL SKILLS A successful student will be able to:

C1. Apply wildlife management knowledge and skills to a range of resource management problems facing wildlife business industry, government departments, CBOs and NGOs.

C2. Apply multi-disciplinary and interdisciplinary approaches to generate research questions and to identify and use appropriate methods in reaching and reporting conclusions (to plan, conduct and write reports on appropriate researches regarding wildlife).

C3. Evaluate alternative wildlife economic investments, and marketing strategies for different enterprises.

C4. Gather, analyse, synthesise, and evaluate critically information, research papers and publications regarding wildlife.

C5. Plan, conduct and write reports on wildlife management projects and allied fields C6. Understand subject-specific concepts, theories, and principles.

Teaching strategy Teaching strategy will be done through lectures, excursions, seminars, tutorials and independent reading.

Learning strategy

Students learn through problem-solving approach, handling data and group discussion. Students are required to participate in lectures, seminars, practical and field trips, and work on course assignments. Self learning developed through provision of explicit directed learning tasks. Oral presentations of individual and group projects. Assessment Methods Assessment involves research project reports, assignments, case studies, seminar presentations, oral tests.

D. TRANSFERABLE SKILLS –



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A successful student will be able to: D1. Communicate information, ideas, problems, arguments and solutions about

aspects of wildlife management effectively and professionally by written, graphical and verbal forms to both specialist and non-specialist audiences.

D2. Collect, record, analyse, interpret and present data from a range of sources using appropriate analytical techniques.

D3. Use appropriate IT packages (word processing, standard and statistical software) to solve natural resources management problems.

D4. Demonstrate interpersonal skills and team work spirit. D5. Demonstrate skills and knowledge to progress to an appropriate postgraduate

degree in wildlife management, or allied fields. D6. Assess environmental, social and economic impacts of wildlife conservation.

Teaching strategy Lectures combine traditional presentation with interactive discussion and real-time development of models supported by the use of Information Technology. Use of IT is embedded in many courses as well as specialized modules offered in the programme. Independent student centered work requiring completion by specific deadlines. Tutorials, oral communication and presentations are practiced in seminars.

Learning strategy

The learning methods consist of a mixture of effective timed oral presentations, written communication and team work embedded in courses. Students are required to use Library resources and learn through production of essays, reports and case studies.

Assessment methods

These skills are assessed in conjunction with cognitive knowledge through a variety of strategies including; group projects, fieldwork reports, group and individual oral presentations and research project report. Course work and end of semester university examinations. Observation and measurement of tasks and demonstrations, participation in field practical training. Evaluation of research projects report.

Attributes of the graduates Graduates of the B.Sc. Wildlife Management using this curriculum shall have sufficient knowledge and skills to be employed in the public and private sectors / Non governmental and Community-based organisations. The duration of the degree programme The duration of the degree programme according to this curriculum will be 6 semesters for full time students and up to 12 semesters for part time students. This takes into consideration the semester guidelines and standards set by the University. Further, a minimum of 72 Credits will be required for a student to graduate and student will normally be expected to have a course load of at least 12 credits per semester consisting of all core courses and selected elective courses. Admission and Examinations



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Admission requirements and course assessments are presented in section 10 and 7 of the curriculum respectively. However, special examination regulations for the B.Sc. (Wildlife Management) programme have been revised and are presented in section 11. The pass mark for each examination (theory and practical/oral) has remained to be 50% and there shall be no compensation of marks scored in one examination for another. Students will continue to do their Research Projects in the last 2 semesters and will be examined. The grading system and degree classification will be as stipulated in the General University Examination regulations. Course Structure The course structure for the B.Sc. (Wildlife Management) programme is shown in Table 1. Table 1. BSc (Wildlife Management) curriculum course structure

Course Ante Course Title Lect Pract Sem Credits SEMESTER 1

Core courses WLM 101 Animal Kingdom 45 30 30 2.0 AS 102 Introductory Genetics 20 20 - 1.0 VM 118 Vertebrate Anatomy 50 50 - 2.5 BTM 100 Introduction to Tourism 35 - 20 1.5 FEC 101 CIT 100 Sub-total

Introduction to Economics Introduction to Microcomputers

45 30

225

- 60

160

30 -

80

2.0 2.0

11.0 Elective courses1 *MTH 104 General Mathematics I 45 30 1.5 BTM 102 Tourism, Environment and

Development 35 - 20 1.5

VM 119 General Histology 30 30 - 1.5 **SC 100 Communication Skills I 45 - 30 2.0 Sub-total

Total 6.5

17.5

*Guided elective all students have to take this course because of its importance. **Elective but mandatory to those classified as poor in English.

SEMESTER 2 Core courses FBL 101 Forest Botany 45 30 - 2.0 FBL 102 Principles of Ecology 45 30 - 2.0 FBL 103 Introduction to Soil Science 30 30 - 1.5 VM 125 Animal Physiology 45 30 - 2.0 MTH 106 Introductory Statistics 45 30 - 2.0 Sc 101 Sub-total

Communication Skills II 45 255

- 150

30 30

2.0 11.5

Elective courses

1 Elective courses listed under each semester are just indicative. The student is free to elect any course from any

Department/Faculty, but MUST first consult his/her academic advisor and the relevant Department.



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AEA 102 Introduction to Agribusiness 30 30 30 2.0 BTM 108 Economics of Tourism 45 30 - 2.0 WLM 102 First Aid and Emergency Care 20 20 - 1.0 Sub-Total Total

5.0 16.5

SEMESTER 3

Core courses WLM 201 Mammalogy 15 30 - 1.0 WLM 202 Ornithology 30 30 - 1.5 WLM 203 Herpetology 15 30 - 1.0 WLM 204 Ballistics 15 30 - 1.0 VM 235 Wildlife Entomology and

Parasitology 30 30 - 1.5

WLM 206 Ichthyology 20 20 - 1.0 FEC 202

Introduction to Natural Resources and Environmental Economics

45 - 30 2.0

Sub-total 170 170 30 9.0 Elective courses FMM 202 Forest Biometry 45 30 - 2.0 EE 209 Introduction to Social Research 30 15 15 1.5 BTM 200 Introduction to Tourism Marketing 45 - 30 2.0 WLM 212 Sub-total Total

Conservation of Wetlands 20 20 - 1.0 6.5 17.5

SEMESTER 4

Core courses WLM 207 Range Ecology and Management 40 - 10 1.5 WLM 208 Principles and Techniques of

Wildlife Management 35 20 - 1.5

WLM 209 Wildlife Population Ecology 35 20 - 1.5 WLM 210 Wildlife Nutrition 25 10 - 1.0 WLM 211 Introduction to Animal Behaviour 30 30 - 1.5 FMM 102 Introduction to Remote Sensing

and GIS 45 30 - 2.0

VM 261 Wildlife Diseases 35 20 - 1.5 Sub-total 245 130 10 10.5 Elective courses BTM 210 Customer Care and Interpersonal

Skills 20 20 - 1.0

CIT 200 Computing Applications 30 60 - 2.0 FBL 208 Sub-Total Total

Climate Change

45 30 - 2.0 5.0

15.5

SEMESTER 5 Core courses WLM 301 Wildlife Policies and Legislation 45 - 30 2.0 WLM 302 Wildlife Conservation Education

and Extension 20 - 20 1.0

WLM 303 Criminology and Wildlife Law Enforcement

45 30 - 2.0

WLM 304 Participatory Wildlife Conservation 20 - 20 1.0 WLM 312 Research Project I 15 30 30 1.5



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Sub-Total 145 60 100 7.5 Elective courses WLM 305 Biodiversity Conservation and

Monitoring 30 30 - 1.5

BTM 303 Introduction to Coastal and Marine Ecosystems

30 30 - 1.5

BTM 300 Tour Guiding Techniques 45 30 - 2.0 AEA 304 Sub-total Total

Business Strategy

30

30

30

2.0 7.0

14.5

SEMESTER 6 Core courses WLM 306 Wildlife Protected Area Planning 45 30 30 2.5 WLM 307 Infrastructure in Wildlife Protected

Areas 20 20 - 1.0

WLM 308 Wildlife Utilisation 30 - - 1.0 WLM 309 Wildlife-Based Tourism & Eco-

tourism 40 - 10 1.5

FEC 304 Entrepreneurship skills and Development

30 5 20 1.5

ENV 306 Environmental Impact Assessment

45 30 2.0

WLM 312 Research Project II - - 120 2.0 Sub total 210 55 210 11.5 Elective courses WLM 310 Environmental Physiology 20 20 - 1.0 WLM 311 Automobile Operating Principles 20 20 - 1.0 FEC 301

Principles of Administration and Management

45 15 15 2.0

FEC 305 Introductory Marketing and Financial Accounting

30 30 - 1.5

BTM 308 Sub-Total Total

Human Resource Management 35 - 20 1.5 7.0

18.5 Field practical training The Faculty continues to attach great importance to practical training, as an essential requirement of the degree programme. The field practical schedule is shown below: Semester 2 Weeks WLM 101 Animal Kingdom (lab practical at UDSM) 1 WLM 101 Animal Kingdom 1 FBL 101 Forest Botany & FBL 102 Principles of Ecology 1 Total 3 Semester 4 Laboratory practical at CAWM, Mweka (WLM 201 (Mammalogy),

WLM 202 (Ornithology), WLM 203 (Herpetology) & WLM 204 (Ballistics)) 3 WLM 207 Range Ecology and Management 1 WLM 201 Mammalogy, WLM 202 Ornithology & WLM 203 Herpetology 2 WLM 208 Principles and Techniques of WM and WLM 209 Wildlife Population Ecology 1 WLM 206 Ichthyology & WLM 212 Conservation of Wetlands 1



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VM 261 Wildlife Diseases 1 Total 9 Semester 6 WLM 304 Participatory Wildlife Conservation & 302 Wildlife Conservation Education and Extension 1 WLM 306 Wildlife Protected Area Planning & WLM 307

Infrastructure in Protected Areas 1 WLM 308 Wildlife Utilisation & WLM 309 Wildlife-Based Tourism & Ecotourism 1 Total 3 However, according to this curriculum, field practical arrangements have been changed to reflect the current budgetary constraints.

TABLE OF CONTENTS EXECUTIVE SUMMARY ............................................................................................. ii

Background............................................................................................................... ii Justification .............................................................................................................. iii



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PRINCIPAL LEARNING OUTCOMES..................................................................... iii Teaching Strategy.................................................................................................... iv

TABLE OF CONTENTS............................................................................................... x 1. BACKGROUND ....................................................................................................3 2. JUSTIFICATION ...................................................................................................4

3. AIMS OF THE BSC PROGRAMME.........................................................................4 4. PRINCIPAL LEARNING OUTCOMES.................................................................4 Teaching Strategy.....................................................................................................5 5. ASSESSMENT OF LEARNER OUTCOMES .......................................................8

6. ATTRIBUTES OF GRADUATES .............................................................................8 7. DURATION OF THE DEGREE PROGAMME .........................................................8 8. ADMISSION REQUIREMENTS...............................................................................9 9. SPECIAL EXAMINATION REGULATIONS FOR B. SC. (WILDLIFE MANAGEMENT) ..........................................................................................................9 10. GRADING SYSTEM ...........................................................................................10 11. CLASSIFICATION OF THE DEGREE ................................................................10 12. PROGRAMME COURSE STRUCTURE ............................................................10 13. FIELD PRACTICALS TRAINING PROGRAMME ................................................14 14. PROGRAMME DETAILED COURSE CONTENTS ............................................15 15. FIELD PRACTICAL TRAINING.......................................................................61 15.1 CONTENTS .......................................................................................................61 15.2 MODALITIES .......................................................Error! Bookmark not defined. 16. EXAMINATION SCHEME...................................................................................63



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1. BACKGROUND The B.Sc. Wildlife Management degree programme at SUA started in 1998. After three years the University adopted a semester system, which necessitated review of all curricula. Consequently, in 2001, a new B.Sc. Wildlife Management curriculum under the semester system became operational. Since 2001 several issues have emerged. For instance, the University decided to engage consultants to carry out a study on the curricula, performance of graduates where they are employed and needs assessment of employers in relation to the training offered in various undergraduate degree programmes. The training needs assessments, job market surveys and tracer studies identified some deficiencies that had to be addressed. Among them were that:

i. Skills and competencies are not adequately provided by the existing curriculum and thus it has to be significantly revised.

ii. There were inadequacies in providing the necessary training to prepare students to effectively and efficiently handle their jobs after graduation.

iii. Many graduates lack business and entrepreneurship skills. Apart from these findings by the consultants, the existing curriculum has more contact hours than there should be. This was a result of rounding up of credits when the University went into semester system, which caused unnecessary increase of contact hours per course. Also, SUA has been facing problems linked to inadequate funds to carry out the training effectively. A prominent problem has been insufficient funds to conduct field practical training. It was thus necessary to review all curricula at the University, including curriculum for B.Sc. Wildlife Management to address the emerging challenges. Major improvements in the reviewed curriculum include:

1. Introduction of new courses such as Introduction to Animal Behaviour, Climate Change and Natural Resources, Environmental Physiology, Automobile Operating Principles, Introduction to Coastal and Marine Ecosystems, Introduction to Tourism, Tourism, Environment and Development, Economics of Tourism, Introduction to Tourism Marketing, Tour Guiding Techniques, Customer Care and Interpersonal Skills, Basic Sociology, and Human Resource Management. Since wildlife management is basically management of people’s use of the resource, and tourism, most of which is wildlife-based, is now number one in Tanzania’s economy, these new courses are expected to enhance the skills and competencies of graduates. Other new courses such as Entrepreneurship & Feasibility Studies will build the graduates’ business and entrepreneurial skills.

2. Promotion of some courses such as Ballistics, Wildlife Entomology and Parasitology, Ichthyology and Conservation of Wetlands from elective to core. These are courses that are also fundamental to a student of wildlife management.

3. Deletion of some courses such as Biochemistry, Animal Biotechnology, Intervention Strategies of Development and Planning, and Management of Development, which have less importance to wildlife managers.

4. Reduction of field practical training for First Year students from four to three weeks and deletion of the two-week Long Field Trip for finalists. This has been done as a cost-cutting measure. As a result field practical training for finalists has been reduced by two weeks from five to three. In total field practical training period has been reduced by 16.7% from 18 to 15 weeks.

5. Reduction of contact hours for some courses by re-introducing decimal points in credits. This has left room for new courses.



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6. Making it easier for people to join the programme by softening entry qualifications and widening the “catchment area” (see Section 10).

Generally, the new curriculum will prepare students to effectively and efficiently handle a variety of jobs after graduation. 2. JUSTIFICATION Since the current curriculum has some deficiencies, the review exercise is aimed at addressing the identified deficiencies and making sure that the training is abreast with emerging global issues for producing graduates who are conversant with many facets in this dynamic world. The revised curriculum has, therefore, included new courses, including new concepts in entrepreneurship and job market preparation skills. 3. AIMS OF THE BSC PROGRAMME The main objectives of the revised curriculum for BSc. Wildlife Management is to enable production of wildlife experts who are equipped with the necessary technical, analytical, managerial and entrepreneurial skills in wildlife management and related industries for sustainable development. Specific aims of the revised curriculum and the degree programme in general are to: • Provide the necessary background in technology and analytical skills, which will

enable graduates to plan, design and manage wildlife enterprises and industries for sustainable wildlife practices in a multidisciplinary environment.

• Impart skills required in conducting basic and applied wildlife research, extension work and consultancy.

• Prepare graduates to address environmental and conservation issues. • Prepare graduates for self-employment. • Provide a sound base from which graduates can embark on postgraduate training

leading to research in wildlife and related careers. 4. PRINCIPAL LEARNING OUTCOMES A. KNOWLEDGE AND UNDERSTANDING OF SUBJECT Upon successful completion of the degree programme, graduates will be able to: A1. Demonstrate understanding of the basic concepts and theories of wildlife

management and relate them to practical work-based situations; A2. Demonstrate understanding of new and emerging technologies for consumptive

wildlife utilization and processing of trophies; A3. Demonstrate analytical and managerial skills for sustainable wildlife management

practices in multi-disciplinary environments; A4. Demonstrate knowledge and skills to access relevant information pertaining to

wildlife management or allied fields; A5. Apply their knowledge and skills to identify and mitigate a range of wildlife

management problems facing the wildlife-related business industry, government, NGOs and CBOs;

A6. Apply multi- and interdisciplinary approaches to plan, design and execute appropriate research in wildlife management;

A7. Evaluate alternative wildlife-related economic investments and marketing strategies for different enterprises;



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A8. Carry out inventory of wildlife resources in reserves, national parks and other wildlife-rich areas for management and marketing purposes;

A9. Identify principal wildlife species and demonstrate knowledge of their habitats and values (economic, ecological…);

A10. Identify and manage principal wildlife pests and diseases; A11. Demonstrate understanding and employ geographical information system (GIS) and

mapping softwares in the field of wildlife management; A12. Use relevant computer packages to understand and/or solve wildlife management-

related problems. Teaching Strategy Lectures and audio visual presentations are the main ways of imparting knowledge and skills. Others include seminars where specific cases studies may be used; tutorials; laboratory and wildlife field practical; and self study. Individual supervised research projects are also conducted. Learning strategy Lectures are the principal method of delivery of A1, A2, A3, A4, A5, and A6. Laboratory and field practical and field excursions in all years complement lectures and develop basic and advanced knowledge A7 – A12. Seminars within small groups are widely used to train their communication skills. Research project in year 3 imparts and develops independent learning skills – A6. Self study and assignments involve access to information from research papers, books and electronic resources. Problem-based learning – A6 and computer assisted learning – A12 apply. Assessment Method Written class exams (class tests and end of semester examinations) are the principle method of assessment for knowledge and understanding in most courses in all years. Timed essays, laboratory and field practical reports and other course work assignments, delivered verbally, written or both are also assessed. In addition to the above, field practicals/excursion must be passed. The individual written research project reports in year 3 are orally presented and assessed. B. SKILLS AND OTHER ATTRIBUTES DISCIPLINE-SPECIFIC/PRACTICAL SKILLS A successful student will be able to: B1. Plan and design projects, set experiments, collect and analyse data, interpret and

write reports in wildlife management. B2. Identify wildlife species, describe their habits, values and habitats; identify and

manage wildlife diseases, and undertake anti-poaching operations. B3. Assess environmental, social and economic impacts of wildlife related investments. B4. Promote and market wildlife resources locally and internationally. B5. Identify and investigate wildlife-related problems or issues, through appropriately

planned and designed research projects, and present reports of the findings using reasoned arguments to draw clear conclusions and/or recommendations.

B6. Apply a range of methods to measure, evaluate and monitor the statuses of wildlife species and habitats.

B7. Observe legal aspects and manage trade in live animals and wildlife products.



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B8. Prepare quality general management plans for wildlife protected areas using appropriate approaches and technologies.

B9. Review documents in wildlife management and related fields. B10. Identify and mitigate wildlife resource related problems. B11.Transform wildlife resource from a liability to an asset for sustainable development Teaching strategy Professional skills relevant to wildlife management are demonstrated in lectures, seminars, laboratory classes, computing sessions, workshops and directed field work and practical exercises. Module leaders and demonstrators facilitate development of these skills.

Learning strategy

Students’ acquire skills (B1-B7) through a “hand-on” approach in most courses. Problem-solving skills will be developed through students working in groups on selected case studies which are based on typical real-world problems – preparing for presentation and discussion of the problem in the class. Students will be required to write and present a research project report before graduation. Essays on given subjects. Field practical training at the end of each year.

Assessment methods These skills are assessed through course work examinations and final examination. Field work assignments. Essays on given subjects. Laboratory and practical reports and exercises. Research project report. Oral and poster presentations.

C. COGNITIVE/INTELLECTUAL SKILLS A successful student will be able to: C1. Apply wildlife management knowledge and skills to a range of resource management

problems facing wildlife business industry, government departments, CBOs and NGOs.

C2. Apply multi-disciplinary and interdisciplinary approaches to generate research questions and to identify and use appropriate methods in reaching and reporting conclusions (to plan, conduct and write reports on appropriate researches regarding wildlife).

C3. Evaluate alternative wildlife economic investments, and marketing strategies for different enterprises.

C4. Gather, analyse, synthesise, and evaluate critically information, research papers and publications regarding wildlife.

C5. Plan, conduct and write reports on wildlife management projects and allied fields. C6. Understand subject-specific concepts, theories, and principles. Teaching strategy Teaching will be done through lectures, excursions, seminars, tutorials and independent reading.



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Learning strategy

Students learn through problem-solving approach, handling data and group discussion. Students are required to participate in lectures, seminars, practical and field trips, and work on course assignments. Self learning developed through provision of explicit directed learning tasks. Oral presentations of individual and group projects. Assessment Methods Assessment involves research project reports, assignments, case studies, seminar presentations, oral tests. D. TRANSFERABLE SKILLS – A successful student will be able to: D1. Communicate information, ideas, problems, arguments and solutions about aspects

of wildlife management effectively and professionally by written, graphical and verbal forms to both specialist and non-specialist audiences.

D2. Collect, record, analyse, interpret and present data from a range of sources using appropriate analytical techniques.

D3. Use appropriate IT packages (word processing, standard and statistical software) to solve natural resources management problems.

D4. Demonstrate interpersonal skills and team work spirit. D5. Demonstrate skills and knowledge to progress to an appropriate postgraduate

degree in wildlife management, or allied fields. D6. Assess environmental, social and economic impacts of wildlife conservation. Teaching strategy Lectures combine traditional presentation with interactive discussion and real-time development of models supported by the use of Information Technology. Use of IT is embedded in many courses as well as specialized modules offered in the programme. Independent student centered work requiring completion by specific deadlines. Tutorials, oral communication and presentations are practiced in seminars.

Learning strategy

The learning methods consist of a mixture of effective timed oral presentations, written communication and team work embedded in courses. Students are required to use Library resources and learn through production of essays, reports and case studies.

Assessment methods

These skills are assessed in conjunction with cognitive knowledge through a variety of strategies including; group projects, fieldwork reports, group and individual oral presentations and research project report. Course work and end of semester university examinations. Observation and measurement of tasks and demonstrations, participation in field practical training. Evaluation of research projects report.



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7. ASSESSMENT OF LEARNER OUTCOMES Assessment of students for courses with practical components shall be as follows:

a) Student’s reports on practical work in the laboratory/field shall carry 10% of the total marks.

b) Laboratory/field practical tests shall carry 25% of the total marks. c) Tests, essays, seminars and assignments shall carry 25% of the total marks; d) The end of semester university examination shall carry 40% of the total marks.

Assessment of students for courses with no practical components shall be by giving tests, quizzes, essays, assignments and/or seminar presentations at appropriate stages during the semester. Class tests, assignments and quizzes shall carry 40% of the total marks; and end-of-semester examination shall carry 60% of the total marks. The pass mark for each subject shall be 50% and there shall be compensation of marks scored in one examination for another within one subject. Each student shall be required to undertake a Research Project in the last two semesters for which a report must be completed and submitted for examination at least two weeks before the final end-of-semester examinations begin. 8. ATTRIBUTES OF GRADUATES Graduates are expected to have competence in general and specific aspects of wildlife management and be able to integrate acquired skills and knowledge needed in various areas of the wildlife sector for socio-economic development of the country. They should be able to work in:

i) Government ii) Non-governmental organizations iii) Universities and other training institutions iv) Research institutions v) Private companies

Graduates should also be able to use their managerial and entrepreneurial skills for self-employment by starting their own businesses. 9. DURATION OF THE DEGREE PROGAMME

• In accordance with the semester guidelines and standards, the duration of the degree programme will be 6 semesters for full time students and up to 12 semesters for part time students.

• In order to graduate, candidates in the BSc. Wildlife Management degree

programme will require a minimum of 72 Credits. • A student will normally be expected to have a course load of at least 12 credits per

semester consisting of all core courses and selected elective courses. • A student in the programme will be allowed to take any elective/core courses

from any degree programme in consultation with his/her academic advisor. The elective courses shown in the curriculum are not exhaustive but only indicative.



9

10. ADMISSION REQUIREMENTS

i) “A” Level Candidates Two principal level passes in Biology/Botany/Zoology, Chemistry and Physics/Geography passed at the same sitting. The sum of the three principal subjects passed at ‘A’ level should not be less than 4.0

OR Two principal level passes in either Biology/Botany/Zoology and Chemistry/Physics/Geography passed at separate sittings provided they are both of Grade ‘C’ or higher.

ii) Diploma Candidates with Credits or Distinction Diploma in Wildlife Management, Forestry, Beekeeping, Animal Health or Animal Production passed at Second Class (Credit) or above from a recognized college

AND Passes in FOUR relevant subjects at “O” level or TWO relevant principal passes of ‘E’ grade at ‘A’ level.

iii) Diploma Candidates with ‘PASS’ Diploma in Wildlife Management, Forestry, Beekeeping, Animal Health or Animal Production passed at PASS from a recognized college

AND Passes in FOUR science subjects at ‘O’ level or equivalent. The science subjects MUST include Mathematics, Chemistry, Biology/Botany/Agriculture and Physics/Geography. This category of applicants shall be required to sit and pass a Mature Age Entry Examination (MAEE).

iv) Certificate Candidates

Certificate in Wildlife Management, Forestry, Beekeeping, Animal Health or Animal Production passed at Credit/Distinction

AND Passes in FOUR science subjects at ‘O’ level or equivalent. The science subjects MUST include Mathematics, Chemistry, Biology/Botany/Agriculture and Physics/Geography. This category of applicants shall be required to sit and pass a Mature Age Entry Examination (MAEE).

11. SPECIAL EXAMINATION REGULATIONS FOR BSc. (WILDLIFE MANAGEMENT)

In addition to the University’s general examination regulations, the following regulations will apply in the Bachelor of Science in Wildlife Management degree programme. Candidates must satisfy the examiners in written examinations, practicals (laboratory and field) and seminars. Examiners may require a candidate to appear for an oral examination. (i) Coursework and end of semester assessments



10

Assessment of students for courses with practical components shall be as follows:

a) Student’s reports on practical work in the laboratory/field shall carry 10% of the total marks.

b) Laboratory/field practical tests shall carry 25% of the total marks. c) Tests, essays, seminars and assignments shall carry 25% of the total marks; d) The end of semester university examination shall carry 40% of the total marks.

Assessment of students for courses with no practical components shall be by giving tests, essays, assignments and/or seminar presentations at appropriate stages during the semester. Course work assessment and end of semester examination shall carry 40% and 60% of the total marks respectively. In addition to the above, field practicals/excursion must be passed. (ii) Pass mark The pass mark for each examination (theory and practical/oral) shall be 50%. There shall be no compensation of marks scored in one examination for another. (iii) Research Projects Each candidate shall be required to undertake a Research Project in the last 2 semesters for which a report must be completed and submitted for examination at least 2 weeks before semester 6 University examinations begin. Each candidate shall be required to appear for an examinable oral presentation of his/her Research Project proposal in semester 5. (iv) Field Practical Training The Faculty of Forestry and Nature Conservation attaches great importance to practical training, as an essential requirement of the degree programme. The relevant Department shall carry out the assessment of the field practical training. 12. GRADING SYSTEM The grading system shall be as stipulated in the General University Examination Regulations. 13. CLASSIFICATION OF THE DEGREE Classification of the degree shall be as stipulated in the General University Examination Regulations. 14. PROGRAMME COURSE STRUCTURE

Course Ante Course Title Lect Pract Sem Credits SEMESTER 1

Core courses WLM 101 Animal Kingdom 45 30 30 2.0 AS 102 Introductory Genetics 20 20 - 1.0 VM 118 Vertebrate Anatomy 50 50 - 2.5 BTM 100 Introduction to Tourism 35 - 20 1.5 FEC 101 Introduction to Economics 45 - 30 2.0



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CIT 100 Introduction to Microcomputers 30 60 - 2.0 Sub-total 225 160 80 11.0 Elective courses2 **SC 100 Communication Skills 45 - 30 2.0 BTM 102 Tourism, Environment and

Development 35 - 20 1.5

VM 119 General Histology 30 30 - 1.5 *MTH 104 General Mathematics I 45 30 30 2.0 Sub-total

Total 7.0

18.0

*Guided elective; all students have to take this course because of its importance. **Elective but mandatory to those classified as poor in English.

SEMESTER 2 Core courses FBL 101 Forest Botany 45 30 - 2.0 FBL 102 Principles of Ecology 45 30 - 2.0 FBL 103 Introduction to Soil Science 30 30 - 1.5 VM 125 Animal Physiology 45 30 - 2.0 MTH 106 Introductory Statistics 45 30 - 2.0 SC 101 Communication Skills II 45 - 30 2.0 Sub-total 255 150 - 11.5 Elective courses AEA 102 Introduction to Agribusiness 30 30 30 2.0 BTM 108 Economics of Tourism 45 30 - 2.0 WLM 102 First Aid and Emergency Care 20 20 - 1.0 Sub-Total Total

5.0 16.5

SEMESTER 3

Core courses WLM 201 Mammalogy 15 30 - 1.0 WLM 202 Ornithology 30 30 - 1.5 WLM 203 Herpetology 15 30 - 1.0 WLM 204 Ballistics 15 30 - 1.0 VM 235 Wildlife Entomology and

Parasitology 30 30 - 1.5

WLM 206 Ichthyology 20 20 - 1.0 FEC 202

Introduction to Natural Resources and Environmental Economics

45 - 30 2.0

Sub-total 170 170 30 9.0 Elective courses FMM 202 Forest Biometry 45 30 - 2.0 EE 209 Introduction to Social Research 30 15 15 1.5 BTM 200 Introduction to Tourism Marketing 45 - 30 2.0 WLM 212 Conservation of Wetlands 20 20 - 1.0

2 Elective courses listed under each semester are just indicative. The student is free to elect any course from any

Department/Faculty, but MUST first consult his/her academic advisor and the relevant Department.



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Sub-total Total

6.5 17.5

SEMESTER 4

Core courses WLM 207 Range Ecology and Management 40 - 10 1.5 WLM 208 Principles and Techniques of

Wildlife Management 35 20 - 1.5

WLM 209 Wildlife Population Ecology 35 20 - 1.5 WLM 210 Wildlife Nutrition 25 10 - 1.0 WLM 211 Introduction to Animal Behaviour 30 30 - 1.5 FMM 102 Introduction to Remote Sensing

and GIS 45 30 - 2.0

VM 261 Wildlife Diseases 35 20 - 1.5 Sub-total 245 130 10 10.5 Elective courses BTM 210 Customer Care and Interpersonal

Skills 20 20 - 1.0

CIT 200 Computing Applications 30 60 - 2.0 FBL 208 Sub-Total Total

Climate Change

45 30 - 2.0 5.0

15.5

SEMESTER 5 Core courses WLM 301 Wildlife Policies and Legislation 45 - 30 2.0 WLM 302 Wildlife Conservation Education

and Extension 20 - 20 1.0

WLM 303 Criminology and Wildlife Law Enforcement

45 30 - 2.0

WLM 304 Participatory Wildlife Conservation 20 - 20 1.0 WLM 312 Research Project I 15 30 30 1.5 Sub-Total 145 60 100 7.5 Elective courses WLM 305 Biodiversity Conservation and

Monitoring 30 30 - 1.5

BTM 303 Introduction to Coastal and Marine Ecosystems

30 30 - 1.5

BTM 300 Tour Guiding Techniques 45 30 - 2.0 AEA 304 Sub-total Total

Business Strategy

30

30

30

2.0 7.0

14.5

SEMESTER 6 Core courses WLM 306 Wildlife Protected Area Planning 45 30 30 2.5 WLM 307 Infrastructure in Wildlife Protected

Areas 20 20 - 1.0

WLM 308 Wildlife Utilisation 30 - - 1.0 WLM 309 Wildlife-Based Tourism & Eco-

tourism 40 - 10 1.5



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FEC 304 Entrepreneurship skills and Development

30 5 20 1.5

ENV 306 Environmental Impact Assessment

45 30 2.0

WLM 312 Research Project II - - 120 2.0 Sub total 165 55 180 9.5 Elective courses WLM 310 Environmental Physiology 20 20 - 1.0 WLM 311 Automobile Operating Principles 20 20 - 1.0 FEC 301

Principles of Administration and Management

45 15 15 2.0

FEC 305 Introductory Marketing and Financial Accounting

30 30 - 1.5

BTM 308 Sub-Total Total

Human Resource Management 35 - 20 1.5 7.0

16.5



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15. FIELD PRACTICALS TRAINING PROGRAMME Semester 2 Weeks WLM 101 Animal Kingdom (lab practical at UDSM) 1 WLM 101 Animal Kingdom 1 FBL 101 Forest Botany & FBL 102 Principles of Ecology 1 Total 3 Semester 4 Laboratory practical at CAWM, Mweka (WLM 201 (Mammalogy),

WLM 202 (Ornithology), WLM 203 (Herpetology) & WLM 204 (Ballistics)) 3 WLM 207 Range Ecology and Management 1 WLM 201 Mammalogy, WLM 202 Ornithology & WLM 203 Herpetology 2 WLM 208 Principles and Techniques of WM and WLM 209 Wildlife Population Ecology 1 WLM 206 Ichthyology & WLM 212 Conservation of Wetlands 1 VM 261 Wildlife Diseases 1 Total 9 Semester 6 WLM 304 Participatory Wildlife Conservation & 302 Wildlife Conservation Education and Extension 1 WLM 306 Wildlife Protected Area Planning & WLM 307

Infrastructure in Protected Areas 1 WLM 308 Wildlife Utilisation & WLM 309 Wildlife-Based Tourism & Ecotourism 1 Total 3



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16. PROGRAMME DETAILED COURSE CONTENTS SEMESTER 1 CORE COURSES WLM 101 Animal Kingdom 2.0 Credits (45L-30P) Pre-requisite: None Learning outcomes: Upon completion of this course, the student will be able to: 1. Demonstrate understanding of the characteristics of members of the Animal

Kingdom. 2. Demonstrate familiarity with different groups in the Animal Kingdom. 3. Identify members of the Animal Kingdom using external structural features and/or

behaviour. Contents: Evolutionary relationships of animal phyla. Study of the animals: Invertebrates; basic structure and biology of protozoa, nematoda, mollusca and anthropoda. Vertebrates; Pisces, Amphibia, Reptilia, Aves and Mammalia. The chordate plan, its establishment and elaboration as exemplified by the lower chordates. The adaptability of the plan as seen in the lives of extant Pisces, Amphibia, Reptilia, Aves and Mammalia. Practical training: Observation and identification of representative invertebrates, fish, amphibians, reptiles, birds and mammals. Required readings 1. Starr, C. & Taggart, R. 1992. Biology. The Unity and Diversity of Life (6th Edn).

Wadsworth Publishing Company, Inc. Belmont. 2. Young, J.Z. 1981. The Life of Vertebrates (3rd Edn). Educational Low-Priced Books

with Oxford University Press, Oxford. Recommended readings 1. John.G. Williams & Norman Arlott. 1980. Collins Field Guide: Birds of East Africa.

HarperCollins Publisher, London. 2. Theodor. Haltenorth & Helmut Diller. 1994. Collins Field Guide: Mammals of Africa

including Madagascar. HarperCollins Publisher, London 3. Tracey Hawthorne. 1992. Bill Brach’s Field Guide to the Snakes and other Reptiles

of Southern Africa. (Ed B. Brach). New Holland Publishers Ltd, London. 4. Welty, J.C. & Baptista, L. 1988. The Life of Birds (4th ed.). Saunders College

Publishing, New York. 5. Webster, D. & Webster, M. 1974. Comparative Vertebrate Morphology. Academic

Press, New York/London.



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AS 102 Introductory Genetics 1.0 credit (20L-20P) Pre-requisites: None Learning outcome: Upon completion of this course the student will be able to demonstrate an understanding of the fundamental principles of heredity in eukaryotes and the way in which biological information is stored, expressed and passed from one generation to the next. Contents: Definition of terms related to genetics, Importance of genetics in Agriculture. Mendelian genetics: inheritance at a single locus and Mendel’s principle of segregation, inheritance at two loci and Mendel’s principle of independent assortment, Extension of Mendelian principles to multiple alleles. Sex-linkage.Types of gene expression and gene interactions. Chromosomal basis of inheritance. Mitosis and cell division, meiosis and gametogenesis. Sex determination in mammals and birds. Genetic linkage and genetic mapping in Eukaryotes. The structure and function of genetic material: DNA as genetic material, RNA as genetic material, the chemical composition of DNA and RNA, the physical structure of DNA. The organization of DNA into chromosomes. DNA replication and recombination. The transcription process and RNA molecules. The genetic code and translation of the genetic message. Regulation of gene expression and development in Prokaryotes and Eukaryotes. Mutations: Chromosomal mutations - Variations in chromosome structure and variations in chromosome number. Gene mutation - types of gene mutations and causes of mutations. Practical: Observation of inheritance of some traits in different farm animals, predicting the outcome of matings among different genotypes, construction of linkage maps, isolation of genetic material. Required readings Recommended readings VM 118 Vertebrate Anatomy 2.5 Credits (50L-50P) Co-requisite: WLM 101 or the equivalent Learning outcomes: Upon completion of this course, the student will be able to:

1. Demonstrate an understanding of the principles of vertebrate anatomy 2. Identify gross morphology of vertebrates.

Contents: Introduction: morphological characteristics and classification of vertebrates, organs and systems of the vertebrate body. A study of comparative osteology, arthrology, myology, splanchnology, neurology, sensory organs and the integument of the vertebrates with emphasis to species adaptation.



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Practical training: A study on vertebrate bones with emphasis on its application to taxa identification; dissection of selected animals to study the joints and muscles. Dissection and study of the digestive, respiratory, urinary, genital, circulatory, nervous and integumentary systems; sensory organs and the endocrine glands of the mammals, aves, reptiles, amphibians and fish. Required readings Recommended readings BTM 100 Introduction to Tourism 1.5 Credits (35L-20S) Pre requisite: None Learning outcomes: Upon completion of this course students will be able to:

1. Describe the important theories and conceptual issues related to tourism. 2. Demonstrate understanding of the basic concepts in tourism. 3. Evaluate the impacts of tourism development

Contents: History of recreation. History and development of tourism. Theories on leisure and tourism. Types of tourism: qualified tourism, specialist tourism, adventure tourism, alternative tourism, ecotourism. Definitions of tourism management, recreation, and the work-leisure relationship. Exploration of the major components and organization structure of the tourism and hospitality industry. Present historical developments, opportunities and current trends. Introduction of developments in tourism in Tanzania, and elements of the tourism industry with special reference to delivery systems: attractions, local accommodation, support services and promotion. Principles and current knowledge of domestic and international tourism; benefits to community, area, state and nation; trends and potentials. Theoretical background of tourism. The structure of tourism industry and its elements. Models in tourism and Hospitality and travel studies. Hospitality and tourism benefits to the nation, region, district and local communities. Essence and profile of contemporary tourism and hotel industry, basic rules and conditions for hotel related operation. Seminars: Discussions on the various types of tourism, safety and preventing accidents in active tourism. Required readings 1. Liclorish, L. (1997). An Introduction to Tourism, Butterworth – Heinemann, Great

Britain. 2. Gartner, W.C. Tourism Development: Principles, Process and Policies. Van

Nostrand Reinhold, New York. 451 p. 3. Lickorish, L.J. and Jenkins, C.L. 1997. An Introduction to Tourism. Butterworth

Heinman, London. 4. Page, S. 2006. Tourism Management. Elsevier Publications. 496 p. 5. Theobald, W.F. (Ed), 1994. Global Tourism: The Next Decade. Butterworth

Heinemann. 6. Prosser, R. (1997). Leisure, Recreation and Tourism, 2nd Edition Collind Educational,

U.S.A.



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7. Holloway, J. C. (1998). The Business of Tourism. 5th Edition. Longman, Great Britain. Recommended readings 1. Lattin, G. L 1998. Introduction to the Hospitality Industry 4th Edition Institute.

Educational Institute of AHMA. 2. Sincha, P.C. 1997. International Encyclopedia of Tourism, Vol. 5. New Delhi-

Concept. 3. Goeldner, J. R. Brent Ritchie, (2003). Tourism Principles & Practice, Philosophies. 4. Duboux, (1989). Dictionary of Hotel & Tourism, Rot-Weib Press, German. 5. Any other related readings. FBL 103 Introduction to Soil Science. 1.5 Credits (30L-30P) Pre-requisite: None Learning outcomes: Upon completion of the course the student will be able to:

1. Demonstrate an understanding of the elementary aspects of soil formation; 2. Discuss basic soil physical, chemical, biological and morphological properties; 3. Explain the behaviour of soils in managed and natural landscapes.

Contents: Principles of modern geology. The constitution of the earth's crust. Rock types and mineralogy. Weathering of rocks. Soil development. Soil as a natural body. Soil profile, horizons and their nomenclature with emphasis on forest soils. Physical and chemical properties of soil. Soil water – plant relationships. Soil organisms. Soil organic matter formation and dynamics. Nutrient availability in forest soils. Use of soil information on forest management. Impact of selected forest practices on soil properties. Impact of environmental pollution on forest soil productivity. Practical training: Soil formation. Determination of soil physical and chemical properties. Required readings

1. Brady, N.C. and Weil, R.R. Elements of the Nature and Properties of Soils. Prentice Hall, Upper Saddle River, NJ 559 p.

2. Brady, N.C. 1994. Nature and Properties of Soils. 10th Edition. Macmillan Publishing Company. 621p.

3. Maliondo, S.M.S. 1994. Introduction to Soil Science: A compendium. SUA, Morogoro. 138 p.

4. White, R.E. 1997. Principles and Practice of Soil Science: The Soil as a Natural Resource. 3rd Edition. Blackwell Science Ltd., Oxford, UK. 348 p.

Recommended readings

1. Gardiner, D.T. and Miller, R.W. 2004. Soils in Our Environment. 10th Edition. Prentice Hall, Upper Saddle River, NJ 641 pp.

2. Any web related literature



19

FEC 101 Introduction to Economics 2.0 Credits (45L-30S) Pre-requisite: None Learning outcomes: Upon completion of the course, the student will be able to:

1. Demonstrate an understanding of the theories of microeconomics; the economic behavior and decision-making of individual consumers, firms, and industries

2. Demonstrate an understanding of the basic concepts of macroeconomics and the overall aspects and workings of a national income accounting and the interrelationship among diverse economic sectors.

Contents: Basic concepts and definitions of economics. The consumption theories (demand, supply, elasticity and utility). The theory of production (production and production functions, cost and revenue functions, marginal analysis, profit maximization and short and long-run curves). Markets and market structures. National income accounting. Money supply, demand and functions. Special features in Forest/wildlife/ environmental economics. Required readings: 1. Gregory, G.R. 1987. Resource Economics for Foresters. John Wiley and Sons.

Chapter 11 & 12. 2. Lipsey, R.G. 1982. Introduction to Positive Economics. English Language Book

Society and Longman Company Limited. 484 p. 3. Price, C. 1989. The Theory and Application of Forest Economics. T.J. Press

(Padston) Ltd. 402 p. 4. Samuelson, P.A. 1980. Economics. McGrawHill, Kogakusha Ltd. 861 p. 5. Tadoro, M.P. 1989. Economics for Developing World. Longman, U.K. 6. Walter, J.W. 2002. Economics. Barron’s Education Series Inc., Uk. Recommended readings 1. Hardwick, P. 1999. An Introduction to Modern Economics. Longman Company. U.K. 2. Hanley, N. and Spash, C.L.1993. Cost Benefit Analysis and the Environment. Hartnolls Ltd. 278 p. 3. Randall, A. 1987. Resource Economics: An Economic Approach to Natural Resource

and Environmental Policy. 2nd ed. Toronto: John Wiley and Son. 434p. SC 100: Communication Skills I (45L- 30S) Learning Outcomes Students should be able to:

1. Demonstrate competence in communication in English using correct grammar 2. Demonstrate ability in manipulating language tools in communicating or

articulating in other university courses. Course Content Basic sentence structure: elements of structure in a sentence (e.g. subjects, verbs, objects, adverbials, etc.)



20

Subject verb agreement; the concept of agreement, ordering of items in the subject Non-Finite Verb Forms; the forms and functions of non-finite verbs Noun classes; mass versus count nouns, mass and count nouns with quantifiers Uses of the article; definite and indefinite articles The English tense system (i.e. tense versus time, aspect versus tense, uses of the tense) The verb phrase; (simple versus compound verbs, forms of compound verbs, main verbs versus auxiliary verbs, uses of auxiliary verbs) Formation of passive forms of verbs; the process of passive formations, participants’ roles in active and passive sentences Conjunctions in signalling and linking ideas; the use of conjunctions (also known as connectors) in joining sentences and indicating relationship of ideas between and within sentences and paragraph Other connectors in contextual reference Required reading Mohamed, H.I. (2008). Grammar and Mechanics of Writing in academics: A University Handbook. Mzumbe –Morogoro: Mzumbe Book Project Mafu S.T.A, Mohamed H.I and Neke S.M. (2003). Improve your Communication- SUA Morogoro Lewis, M. The English Verb: An Exploration of Structure and meaning, London: Language Teaching Publication Mohamed H.I. (2002). Learn to Communicate Effectively, Mzumbe –Morogoro: Mzumbe Book Project. Martin. J. R. and David R.(2003). Working with Discourse: Meaning beyond the clause. London: Continuum. Forest, (1998). Revision English, London: Longman. Schiffrin D. (1987) Discourse markers. Cambridge: Cambridge University Press CIT 100: Introduction to Microcomputers (2 Credits; 15Lect. 0Sem. 75Pract) Prerequisite: None Learning Outcomes: Candidates will be able to:

1. Describe the parts of a modern PC and how they are configured, using and explaining common terms and abbreviations a. Identify and specify PC internal components a. Differentiate between input, output and hybrid devices b. Specify these devices using appropriate terminology c. Demonstrate awareness of the latest technological developments and make

recommendations regarding their integration into a daily activities d. Analyze and design appropriate computer systems for purchase and use in

the workplace



21

2. Understand the need for good file and disk management and describe how to carry out basic housekeeping in both GUI environments. a. Explain how to create, list, move, copy, delete, and recover files and

directories (folders) in GUI environment. b. Develop a well-constructed file storage system. c. Discuss and perform basic housekeeping tasks.

3. Use internet facilities for searching and communication d. Identify services available on the Internet e. Demonstrate the ability of using www for Information searching f. Demonstrate proficiency in the use of email systems.

4. Use word-processing software to create, edit and produce professional looking documents a. Define word-processing concepts and terminology b. Create, modify, save and output professional looking documents c. Use word-processing application features

5. Create spreadsheets and charts to analyze, investigate and/or interpret numerical data to support problem-solving process a. Define spreadsheet concepts and terminology b. Create, modify, save, and output professional looking documents c. Use spreadsheet application features

6. Use presentation software to create, edit and produce professional looking presentations a. Define presentation concepts and terminology b. Create modify, save, and output professional looking presentations c. Use presentation application features

Course Description This course is an introduction to basic computer concepts and includes hands-on use of microcomputers using common software applications. These software applications include typical features of office suites such as word processing, spreadsheets, presentation software, browsers, and other features found in current software packages. Topics include introduction to hardware and software components of the computer, using features of GUI operating system to manage files. Basic application software found in Microsoft office suite, Internet and Web Basics Required reading Gary B. Shelly, Thomas J. Cashman, Misty E. Vermaat. (2007), Microsoft Office 2003, Introductory Concepts and Techniques-Premium Edition, Course Technology White R ((2005), How computers work QUE CORP ISBN: 0789734249 Capron HL, Johnson JA(2003), Computers: Tools for an Information Age, Pearson Education Ltd ELECTIVE COURSES EE 101 Basic Sociology 1.0 Credit (30L) Pre-requisite: None Learning Outcome: Upon completion of this course, the student will be able to apply the basic sociological concepts and their importance in real life situations.



22

Contents: Origin and development of sociology; branches of sociology: rural sociology, industrial (urban) sociology, medical sociology etc., basic sociological concepts and their use; society: social structure, social capital, social organisation, socialisation, social control, social status, social stratification, culture, social roles, social interactions, forms of division of labour in society, social institutions. Required readings Recommended readings BTM 102 Tourism, Environment and Development 2.0 Credits (45L-30S) Pre-requisite: None Learning outcomes: Upon completion of the course, the student will be able to:

1. Demonstrate a broad understanding of the nature, scope and impacts of modern tourism industry on the environment and development.

2. Identify and solve the problems and make strategic and operational decisions on measures to restore the environment.

3. Describe the roles of tourism in development. Contents: Definitions of tourism, sustainable tourism, environment, development and sustainable development. Tourism within the context of world development and Tanzanian development in particular. Concepts: sustainable tourism, sustainable development, environment. Tourism development and environmental resources in Tanzania. Principles of sustainable tourism and sustainable development. Eco-tourism and sustainable development. Impacts of spatial location of tourism development to the environment in Tanzania. Challenges and opportunities for sustainable tourism and development. Required readings 1. Gartner, W.C. 1996. Tourism Development; Principles, Processes and Policies. Von

Nostrand Reinhold, New York. 2. Hall, C.M. 1998. Introduction to Tourism; Development, Dimensions and Issues.

Longman, South Melbourne. 3. Kulindwa, K., Sosovele, H.. and O. Masindano. 2001. Tourism Growth for

Sustainable Development in Tanzania. Dar Es Salaam University Press. 4. Page, S. 2006. Tourism Management. Elsevier Publications. 496 p. 5. Theobald, W.F. (ed), 1994. Global Tourism: The Next Decade. Butterworth

Heinemann. 6. Harris, R., Griffin, T. & Williams, P. (Eds) (2003) Sustainable Tourism: A Global

Perspective. Elsevier. Oxford, UK. 7. Mason, P. (2004) Tourism Impacts: Planning and Management. Elsevier.

Butterworth, Heinemum. 8. Harrs, R., Griffin, T., & Willilam, P. (2003) Sustainable Tourism: A global perspective.

Elsevier, Butterworth Heinemum.



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Recommended readings 1. Sincha, P.C. 1997. International Encyclopedia of Tourism, Vol. 5. New Delhi-

Concept. 2. Witherick, M. (1995). Environment and People: An Integrated Course for S and AS

Geography. Stanley Thorns, England. 3. Maliyamkono, T.L. & Mason, H. (????) The Promise. 4. Inskeep, E. (1991). Tourism Planning: an integrated and sustainable development

approach, Man Nostrand Reinhold, U.S.A. VM 119 General Histology 1.5 Credits (30L-30P) Co-requisite: VM 118 Learning outcomes: Upon completion of this course, the student will be able to:

1. Demonstrate an understanding of microscopic anatomy of body tissues. 2. Process tissues for light microscopy.

Contents: Structure and function of cells. Structure and function of the basic animal body tissues. A general description of the microscopic structure of the digestive tract and its associated organs, respiratory, urinary, nervous, reproductive and the circulatory systems, the integument, endocrine glands and the sensory organs. Practical training: the light microscope: its components, care and use; processing of animal body tissues for light microscopic evaluations; the microscopic structure of the body tissues and the body organ systems. Required readings Recommended readings MTH 104: General Mathematics I: - 2 Credits (45 L – 30 T)

Pre-requisite: None.

Objective: To equip students with tools for analysis of various science and engineering

systems and events

Learning outcomes: At the end of the course students are expected to:

(a) Demonstrate a deeper understanding of the basic ideas of vector algebra. (b) Demonstrate an understanding of the necessary facility in the techniques of

differential and integral calculus of one variable (c) Demonstrate an understanding of the theory and practice of solving various types

of ordinary differential equations (d) Use determinants in finding inverse of matrices (e) Solve systems of linear equations using various methods



24

Course Contents:

Vector Algebra: Dot and cross products, scalar and vector triple products. Vector functions. Lines and plane in space. Applications. Matrices and determinants: operations on matrices. Elementary row operations, row reduced echelon form; rank of a matrix, inverse of a matrix. Determinants and their properties. Consistency of a system of linear equations – Gaussian elimination method, Cramer’s rule. Calculus: Techniques of differentiation. Higher order derivatives. Integration: Methods of integration. Applications of differentiation and integration; arc length, areas, volumes, curvatures. Ordinary Differential Equations: First order differential equations – separable, linear. Integrating factors. Linear second order equations with constant coefficients. Applications. Laplace Transforms: Transforms of elementary functions and their inverse transforms; some properties of Laplace transforms. Unit step functions. Applications in the solution of 1st, 2nd order ordinary differential equations. Recommended Books

1. Kolman, B. (1984) Introductory Linear Algebra with Applications 4th ed. New York: MacMillan Publishing Co.

2. Ross S.L. (1989). Introduction to Ordinary Differential Equations, New York: John Willy & Sons.

SEMESTER 2 CORE COURSES FBL 101 Forest Botany 2.0 Credits (45L-30P) Pre-requisite: None Learning outcomes: Upon successful completion of this course, the student will be able to:

1. Demonstrate an understanding of the principles of general botany and plant taxonomy, including evolutionary trends, patterns of speciation, biogeography, and floral biology.

2. Identify and describe important plant families in forestry. 3. Apply the acquired knowledge and skills to identify and classify plants into their

respective classes.

Contents: Introduction: The concept of botany; characteristics of gymnosperms and angiosperms. Plant morphology: The plant body; the root, stem and leaf. Plant anatomy: The plant cell, plant meristems, tissues and tissue systems. Reproduction in flowering plants: inflorescence, the flower, pollination and fertilization, embryo and seed development. The fruit: fruit and seed dispersal. Plant taxonomy: definitions and concepts used in plant taxonomy, the need for plant classification, historical development of plant taxonomy, the process of classification, sources of taxonomic information; principles of botanical nomenclature. Ways and means to classification and identification; the herbarium and the experimental garden; identification keys. Plant



25

description: identification and description of important plant families in forestry and wildlife. Practical training: Collection and study of various plant structures. Microscopy work to study the internal structure of the plant body. Collection and description of various plant families. Required readings 1. Bigrami, K.S., Srvastava, L.M. and Shreemali, J.L. 1990. Fundamentals of Botany. 2. Kokwaro, J.O. 1984. Flowering plant families of East Africa. English Press Limited,

Nairobi. 3. Temu, R.P.C. 1994. Botany Compendium. SUA. Morogoro. 4. Cutter, E.G. 1971. Plant Anatomy: Experiment and interpretation. Part 2. 5. Stace, C.A. 1989. Plant taxonomy and Biosystematics. 2nd Edition. Recommended readings 1. Letouzey, R, 1986. Manual of forest botany. Centre techniques Frostier Tropical. 2. Porter, C.L. 1990.Taxonomy of Flowering Plants. 3. Tayal, M.S. 1989. Plant anatomy. FBL 102 Principles of Ecology 2.0 Credits (45L-30P) Pre-requisite: None Learning outcomes: Upon completion of the course, the student will be able to: 1. Demonstrate the understanding of different ecological, physiological, and

climatological processes and their relationship with environmental conservation 2. Demonstrate an understanding of different vegetation types, ecological processes

and interrelationships of plant and animal communities with the environment. Contents: Ecology, its scope and importance. Ecological gradients - the role of environmental factors in the distribution of biotic communities. Introduction to quantitative study of plant and animal communities: sampling, attributes of biotic communities, characterization of biotic communities, succession, biogeography and ecological characteristics of major tropical formations. Classification and ecology of forest vegetation in tropical Africa with reference to Eastern Africa. The ecosystem concept and ecological processes: energy flow, production of organic matter and nutrient cycling. Introduction to the concept of forest biodiversity. Plant physiology: introduction to plant physiology. Plant mineral nutrition, plant water relations, absorption, conduction and translocation. Photosynthesis – the process pf primary production, translocation of photosynthetic materials. Respiration, growth and growth substances. Practical training: Quantitative vegetation assessment: sampling, measurements and description, collection, summarization and interpretation of meteorological parameters. Required readings

1. Barbour, M. G., Burk, J.H. and Pitts, W.D.1987. Terrestrial Plant Ecology. Second Edition. Benjamin Publishing Company Inc. California. 634 p.



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2. Bush, M. B 2000. Ecology of a Changing Planet. Second Edition. Upper Saddle River New Jersey. 498 p.


1. Krebs, C.J.1994. Ecology: The Experimental Analysis of Distribution and Abundance. 4th Edition. Harper Collins College Publishers California. 801. pp

2. Neil, B., Hales, D.J., Underwood, E., Dinerstein, E., Olson, D., Schipper, I. J., and Newman, R. 2004. Terrestrial Eco-regions of Africa and Madagascar. A Conservation Assessment. Island Press Washington. 501 p.

3. Groom, M.J., Meffe G.K. and Carroll, C.R. 2006. Principles of Conservation Biology. Sinaner Associates, Sunderland 3rd Edition. 779p.

4. John, F. C. 1993. Biological Data Analysis. A Practical Approach. Reprinted 1994. IRL P Press 418 p.

5. Boyle, T.J.B., Boontawee, B.1995. Measuring and Monitoring Biodiversity in Tropical and Temperate Forests. CIFOR Indonesia. 395 p.

VM 125 Animal Physiology 2.0 credits (45L-30P) Pre-requisite: VM 118 Learning outcomes: Upon completion of this course, the student will be able to:

1. Demonstrate an understanding of animal physiological processes. 2. Demonstrate an understanding of how the various functions are controlled and

regulated in animals. Contents: Cell and body fluids physiology: Cell physiology, homeostasis, body fluids. Blood and the cardiovascular physiology: Blood, cardiovascular system, cardiovascular regulatory mechanisms, cardiovascular homeostasis in health and diseases. Respiratory physiology: Introduction, mechanics of respiration, gas exchange/diffusion in the pulmonary tissue, gas transport, regulation of respiration. Renal physiology and acid/base balance: Introduction, urine formation, role of kidney in regulation of ECF composition and volume. Physiology of the digestive system: Introduction, GIT motility, GIT secretions, digestion and absorption, feed intake, pattern, behaviour and regulation. Physiology of the excitable tissues: Sensory physiology, muscle physiology, CNS, ANS and peripheral nervous system physiology. The endocrine system: General concepts, hormones regulating energy and protein metabolism, hormones regulating calcium, phosphate and bone metabolism, hormones regulating water and electrolytes metabolism, other endocrinological tissues. Reproductive physiology and lactation: Introduction, female reproductive processes, reproduction in male animals, physiology of lactation. Environmental and exercise physiology: Physiology of the body integument system, thermoregulation, exercise physiology, adaptation to climatic conditions, adaptation to variation in feed intake. Practical training: demonstration of various physiological functions within an animal body. Required readings



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Recommended readings MTH 106 Introductory Statistics 2.0 Credits (45L-30T) Pre-requisite: None Learning outcome: Upon completion of the course the student will be able to demonstrate an understanding of the basic concepts in statistics (theory and practice of statistics). Contents: Descriptive statistics: definitions of relevant statistical terminologies; introduction to elementary statistics: types of data, methods of collection, sampling techniques, organisation, presentation of data; introduction to questionnaire design; statistical measures of central tendency and dispersion, measures of symmetry and skewness. Simple linear regression and correlation: introduction, fitting the model the least squares method. Coefficient of determination and correlation coefficients. Probability: elementary probability theory; introduction to probability distributions for discrete random variables e.g. Poisson, binomial, continuous probability distribution e.g. normal, descriptive methods for assessing normality, expected value of a random variable. Sampling distributions: sampling distributions e.g. student’s t, chi-square, F-distribution. Estimation theory: Point and interval estimation. Hypothesis testing: Elements of a test of hypothesis- null and alternative hypotheses, level of significance. Type I and II errors, one tailed (one sided) and two tailed (two sided) tests, test of hypothesis of a single population mean, comparing two population means, independent sampling, paired difference experiments. Introduction to statistical packages: e.g. SPSS, SAS. Introduction to non parametric statistics: sign tests, rank-sum tests and randomness tests. Required readings Recommended readings ELECTIVE COURSES AEA 102 Introduction to Agribusiness 2.0 Credits (30L-30P-30S) Pre-requisite: None Learning outcomes: Upon the completion of this course, the students will be able to:

1. Describe the scope of agribusiness, 2. Explain the importance of agribusiness to the Tanzanian economy, 3. Identify the key organisations in the Tanzanian agribusiness sector and understand

how to assist in promoting agribusiness. Contents: Meaning and importance of agribusiness. Usefulness of agribusiness education: increased opportunity for economic growth, creation of new areas of employment, learning of new skills. Agribusiness sub-sectors: the input supplies sector, the farm production sector and the output sector. Importance of agribusiness in the



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Tanzanian economy: source of employment, contribution to national economy, expansion of non-traditional exports, development of new technology. The scope of agribusiness. Agribusiness linkages: beneficial intra-agribusiness linkages, beneficial linkages between agribusiness and other sectors. Negative practices in agribusiness. Role of agribusiness development agents. New perspectives and developments in agribusiness. Introduction to entrepreneurship: its nature and importance, creativity and problem solving, planning and goal setting, leadership and teamwork, communication and entrepreneur. The legal, social and economic dimensions of an enterprise, identifying business opportunities, the business plan; a personal guide to business. Required readings Recommended readings WLM 102 First Aid and Emergency Care 1.0 Credit (20L-20P) Pre-requisite: None. Learning outcomes: Upon completion of this course, the student will be able to:

1. Demonstrate the understanding of the principles of first aid practice. 2. Deliver first aid in emergency cases.

Contents: Principles of first aid practices. Wounds, haemorrhage and circulatory failure, dressings, asphyxia, shock, injuries to bones, joints, muscles, ligaments, burns and scalds, poisoning. Special classes of medicines; indications, functions, and side effects of selected groups of drugs (analgesics, anti-acids, antiseptics, emetics, hypnotics, stimulants and cathartics). Snakes and snakebites and their emergency treatments. Practical training: Orientation to the human body and attending mock casualties. Required readings Recommended readings SC 101: Communication Skills II (45L-30S) Learning outcomes Students should be able to:

1 Demonstrate ability in studying, communicating and gathering information for study purposes

2 Demonstrate ability in academic literacy skills in coping with advanced academic communication.

3 Demonstrate ability in applying the study skills in their specialized subject areas at the university



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Course content Meaning of communication skills; objectives and relevance in university studies Listening skills: factors contributing to active listening, developing active listening, listening to lectures and note taking Reading skills: Characteristics of academic texts i.e. topic sentence and support paragraphs; the SQ3R reading strategy that is the Survey, the Question, and the Read, the Recall, and the Review; and Critical reading. Speaking skills: making oral presentations (i.e. speaking versus reading), uses of signals to perform various communicative acts in presenting, handling presentation materials including audio-visual aids. Writing skills: characteristics of effective academic writing, interpreting essay topics, planning essays and other texts; writing: organizing information, thought and developing of ideas: sentence/paragraph structure reduction paragraphing and sectioning, text types and development, essay writing; report writing: experiments, project, research, term papers; summary writing-abstracts, summary and executive summary Academic literacy skills: literature review techniques, literature evaluation, making citations from literature, presenting a list of references. Required reading

1. Mohamed H.I. (2008). Grammar and Mechanics of Writing in academics: A University Handbook. Mzumbe –Morogoro: Mzumbe Book Project.

2. Mafu S.T.A, Mohamed H.I and Neke S.M. (2003) Improve your Communication- SUA Morogoro

3. Mohamed H.I. (2002) Learn to Communicate Effectively, Mzumbe –Morogoro: Mzumbe Book Project.

4. Martin James R. and David R. (2003), Working with Discourse: Meaning beyond the clause. London: Continuum.

5. Shumbusho G.N. (1999), Academic Writing: A reference Guide, Mzumbe –Morogoro: Mzumbe Book Project.

SEMESTER 3 CORE COURSES WLM 201 Mammalogy 1.0 Credit (15L-30P) Pre-requisites: WLM 101 and VM 118 Learning outcomes: Upon the completion of this course, the student will be able to:

1. Demonstrate an understanding of theories of mammals and their characteristics. 2. Identify and Classify major living groups of mammals based on their features and

behaviour. 3. Demonstrate an understanding of the historical development of mammals. 4. Demonstrate an understanding of the ecological and economical value of

mammals and how better conservation can benefit our future generation



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Contents: Origin, phylogeny and description of class Mammalia. Basic anatomy and physiology. Natural history of African mammals. Ecological, zoogeography and behavioural aspects. Mammals of economic importance. Practical training: Identification of mammals and study of their features, behaviour, habitats and interrelations. Required readings

1. Theodor. Haltenorth & Helmut Diller. 1994. Collins Field Guide. Mammals of Africa including Madagascar. HarperCollins Publisher, London.

2. Cockrum, E. L. (1962). Introduction to Mammalogy: Ronald Press Co. USA 3. Vaughan A.T. (1986):Mammalogy(3rdEd.). Saunders College Publishing N.Y 4. Miller,S.A & Harley,J.P. (1992):Zoology;W.M.C.Brown Publishers, USA. 5. Grzimeck’s (1984): Animal life Encyclopedia (Vol.10): Mammals I, Van Nostrad and

Reinhold Co., N.Y. 6. Eltringham,S.K. (1979):The ecology and conservation of Large African Mammals.

The Macmillan Press Ltd. 7. Flowerdew, J.R. (1987): Mammals: Their Reproductive Biology and Population

Ecology . Edward Anold (Publishers) Ltd. 8. Estes, R.D. (1991):Behaviour Guide of Africa Mammals:Including hoofed

mammals,carnivores and primate.The University of California Press, N.Y Recommended readings

1. Feldhamer, G.A., L.Drickamer, S.Vassey & J. Merrit (1999). Mammalogy:adaptation, diversity and ecology. McGraw-Hill Companies, I.nc, USA.

2. Krohne, D. T. (2001). General Ecology 2nd Edition. Brooks/Cole Thompson Learning Inc. USA. Napier,P.H. & J.R.(1985):The Natural History of the primate. British Museum (Nat. History), London.

3. Young, J.Z. 1981. The Life of Vertebrates (3rd ed.). Educational Low-Priced Books with Oxford University Press, Oxford.

WLM 202 Ornithology 1.5 Credit (30L-30P) Pre-requisites: WLM 101 and VM 118 Learning outcomes: Upon the completion of this course, the student will be able to:

1. Demonstrate an understanding of theories on birds and their characteristics. 2. Identify birds based on their features and behaviour.

Contents: Origin, phylogeny and description of class Aves. Basic anatomy and physiology. Ecological, zoogeography and behavioural aspects. Birds of economic importance. Practical training: identification of birds, and study of their features, behaviour, habitats and interrelations. Required readings

1. John.G. Williams & Norman Arlott. 1980. Collins Field Guide. Birds of East Africa. HarperCollins Publisher, London.



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2. Welty, J.C. & Baptista, L. 1988. The Life of Birds (4th ed.). Saunders College Publishing, New York.

3. Gill, F.B. 1995. Ornithology. 2nd edition. W.H. Freeman and Company. 4. Welty, J.C. (1990). The life of Birds Look for the latest edition. 5th Ed. Saunders

College Publishing 5. Pettingill, Jr, O.S. 1985. Ornithology in Laboratory and Field. 5th Ed. Academic

Press Recommended readings


WLM 203 Herpetology 1.0 Credit (15L-30P) Pre-requisites: WLM 101 and VM 118 Learning outcomes: Upon the completion of this course, the student will be able to:

1. Demonstrate an understanding of theories of amphibians and reptiles and their characteristics.

2. Identify amphibians and reptiles based on their features and behaviour. Contents: Origin, phylogeny and description of classes Reptilia and Amphibia. Basic anatomy and physiology. Ecological, zoogeography and behaviours. Amphibians and reptiles of economic importance. Practical training: Identification of amphibians and reptiles, and study of their features, behaviour, habitats and interrelations. Required readings

1. Tracey Hawthorne. 1992. Bill Brach’s Field Guide to the Snakes and other Reptiles of Southern Africa. (Ed B. Brach). New Holland Publishers Ltd, London.

2. Grzmeck’s (1984). Animal life encyclopedia (Vol. 6). Van Nppstrad and Reinhold Co. N.Y.

3. Grenard, S. (1991). A handbook of Alligators and Crocodiles. Krieger Publishing Company, Malabar /Florida .

4. Miller, S.A. & Harley, J.P. (1992). Zoology: W Inc. Brown Publishers, USA 5. Zug, G.R. (1993). Herpetology: An introduction biology of Amphibians and

Reptiles. Academic Press Inc. USA. 6. Welch, K,R.G. (1982). Herpetology of Africa. A checklist and Bibliography of the

Orders Amphisbaenia, Sauria and Serpentes. Krieger Publishing Company, Malabar /Florida


1. Branch ‘s, B. (1992). Field Guide to the Snakes and other Reptiles of Southern Africa. Struik Publishers, Cape Town, SA

2. Zug, G.R. (2000). Herpetology (2nd Ed): An introduction biology of Amphibians and Reptiles. Academic Press Inc. USA.



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WLM 204 Ballistics 1.0 Credit (15L-30P) Pre-requisite: None Learning outcomes: Upon completion of this course, the student will be able to:

1. Demonstrate an understanding of the various firearms and ammunition, their operation, handling and maintenance

2. Handle and operate various firearms and ammunition in wildlife protection. 3. Maintain various firearms and ammunition. 4. Classify of firearms and ammunition.

Contents: Introduction to firearms and ammunition. Firearms Act (Tanzania). Rifles, shotguns and handguns. Introduction to different types of cartridges. Care and maintenance of firearms. Firearms as wildlife management tools and as instruments of wildlife destruction. Internal, external and terminal ballistics. Operation of firearms and sighting in rifles. Hunting and shooting tactics of various game species. Practical training: Observation and classification of firearms and ammunition, handling (care and maintenance) of firearms and ammunition, and indoor and outdoor shooting exercises. Required readings

1. Carmichael, J. (1975) The Rifle Omnibus. Winchester Press. 2. Corfield, T. (1993) The Wilderness Guardian: A Practical Handbook. A Practial

Handbook. Longman Publishers, Kenya. 3. Fairbrother, A., Locke, L.N. & Hoff, G.L. (1990) Noninfectious Diseases of

Wildlife. Manson Publishing / The Veterinary Press. 4. Jonker, H. (2001) The Better Hunter. Adamaster Trust 5. Riviere, B. (1967) The Gunner's Bible. William Clows & Sons. 6. Tegner, H. (1962) The Sporting Rifle and its Use in Britain. Herbert Jenkins Ltd,

London. Recommended readings

1. Burrard, G. Major Sir (1964) In the Gun Room. Herbert Jenkins Ltd, London. 2. NRA (1990) Police Firearms Instruction Manual: Introduction to Safety. National

Rifle Association of America. 3. NRA (1990) Practical Police Position with Service Guns. National Rifle

Association of America. 4. Petzel, D.E. (1991) The Encyclopaedia of Sporting Firearms. Facts on File, New

York and Oxford VM 235 Wildlife Entomology and Parasitology 1.5 Credits (30L-30P) Pre-requisite: WLM 101 and VM 125 or the equivalents Learning outcomes: Upon completion of this course, the student will be able to:

1. Demonstrate an understanding of the biology of arthropods, helminths and protozoa and their importance to wildlife.

2. Identify and classify arthropods, helminths and protozoa of importance to wildlife ecosystems.



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Contents: Introduction to entomology: Classification, characteristics and life histories of insects and arachnids of importance in wildlife ecosystems, wildlife health and wildlife-domestic interactions. Relationship of some insects and arachnids with other animals including their importance in causing and/or transmitting diseases. Introduction to parasitology: Classification, biology and pathogenicity of helminths and protozoa of importance to wildlife ecosystems, wildlife health and wildlife-domestic animals interactions. Practical training: Collection, preservation and identification of arthropods, helminths and protozoa of importance to wildlife ecosystems, wildlife health and wildlife-domestic animal’s interactions. Required readings

1. Berryman, A.A. 1986. Forest insects. Principles and practice of population management. Plenum Press, New York London.

2. Speight, M.R. and Wainhouse, D. 1989. Ecology and management of forest insects. Clarendon Press. Oxford


1. Borror, D.J., D.M. Delong and C.A. Triplehorn. 1988. An introduction to the study of Insects. Saunders College Publishing, New York.

2. Madoffe, S.S. 1993. Seasonal abundance and host selection of bark and wood boring beetles in a lowland forest reserve, Tanzania. PhD Thesis. Agricultural University of Norway.

3. And any other WEB based literature WLM 206 Ichthyology 1.0 credits (20L-20P) Pre-requisites: WLM 101 and VM 118 Learning outcomes: Upon completion of this course, the student will be able to:

1. Demonstrate an understanding of the biology, management and conservation of different species of fish and their values.

2. Identify different fish species in relation to their ecological requirements. Contents: Origin, phylogeny and description of class Pisces. Basic anatomy and physiology. Reproductive and respiratory systems. Ecological, zoogeography and behaviours. Fish of economic importance. Practical training: Identification of different fish species in relation to their ecological requirements. Required reading

1. Moyle, P. B., and J. J. Cech, Jr. 1996. An Introduction to Ichthyology. Third Edition. Department of Wildlife, Fish, and Conservation Biology. University of California, Davis. 712pp.




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2. And any other WEB based literature WLM 212 Conservation of Wetlands 1.0 Credit (20L-20P) Pre-requisite: None Learning outcomes: Upon completion of this course, the student will be able to:

1. Demonstrate an understanding of the wetlands as an area of focus in natural resources for biodiversity conservation.

2. Demonstrate an understanding of the tools for assessment of wetland resources as a basis for their conservation.

3. Explain the ecological and socio-economic importance of wetlands and conservation measures efforts at national and international levels.

Contents: Definition of wetlands and their distribution, classification of wetlands, ecological values of wetlands, introduction to limnology and physical-chemical properties of wetlands, socio-economic values of wetlands, existing and potential threats to wetlands, mitigation measures to wetland degradation, wetlands inventory, assessment and monitoring, participatory wetlands management planning, national and international institutions (policies and conventions) of relevance to the conservation of wetlands. Practical training: Identification of different types of wetlands, wetland flora and fauna, existing and potential threats to different types of wetland ecosystems. Required readings Recommended readings FEC 202 Introduction to Natural Resource and Environmental Economics 2.0 Credits (45 L-30S) Pre-requisites: FEC 101 Learning outcomes: Upon completion of the course, the student will be able to:

1. Demonstrate an understanding of the principles, procedures, methods and reasons for carrying out EIAs in forestry.

2. Apply the acquired knowledge for application of resource economic principles to environmental issues.

Contents: Introduction to natural resource economics: classification of natural resources. Property right and wildlife resource use. Public and private goods. Decision making over time. Measuring wildlife resource scarcity. Welfare economics. Introduction to historical development of environmental economics, sustainable economic development theories. Natural capital stocks and the environment. Environmental



35

valuation approaches. Environmental control policies. Economics of bio-diversity. Renewable and exhaustible resources. Theory and tools of Environmental Impact Assessment. Application of economic principles to environmental issues. Linkage between economic factors, social issues and natural environments. Use of economic principles in deriving solutions to issues of pollution control, resource depletion, environmental regulation and environmental quality standards. Introduction to ecological economics. Appropriate role of the economy in relation to the environment, the role of discount rates in mediating intergenerational and interspecies equity, environmental valuation, full cost 'accounting. Environmental risk assessment, the application of thermodynamic and ecological principles in economic analysis. Types of environment. Types of impact assessment. Principles, procedures and methods of carrying out environmental impact assessment. Steps in environmental impact assessment. Site characteristics and the surroundings - physical, ecological, landscape and land-use, cultural, socio-economic, infrastructure, and community services. Steps and procedures of approving development proposals in wildlife areas. Practical training: Assessing environmental impacts in nearby wildlife areas and preparation of Impact Statements by the students. Required readings

1. Bullard, S.H. and Straka, T.J. 1998. Basic Concepts in Forest Valuation and Investment Analysis. Second edition, ISBN: 0-9641291-1-6.

2. Fisher, A. 1981. Resource and Environmental Economics. Cambridge University Press.

3. Hanley, N. and. Splash, C.L. 1995. Cost-Benefit Analysis and the Environment. Edward Elgar Publishing House.

4. Hartwick, J.M. and Olewiler, N.D. 1986. The Economics of Natural Resources. Harper and Row, Publishers, New York.

5. Hanley, N., Shogren, J.F. and White, B. 1997. Environmental Economics: In theory and practice. Macmillan Press Ltd. Hampshire, UK.

6. Klemperer, W.D. 2003. Forest Resource Economics and Finance. ISBN: 0-9740211-0-5.

7. Tietenberg, T. 1996. Environmental and Natural Resource Economics. Harper Collins College Publishers.


1. Barnett, H.J. and Morse, 1967. Scarcity and Growth. The Economics of Natural Resource Availability. John Hopkins University Press, Baltimore, Maryland

2. Gregory, G.R. 1987. Resource Economics for Foresters. John Wiley and Sons. Chapter 11 & 12.

3. Pearce, D. and Moran, D. 1994. The Economic value of Biodiversity. The World Conservation Union (IUCN), Earthscan Publications Ltd, London.

4. Openshaw, K. 1980. Cost and Financial Accounting in Forestry. A practical manual. Pergamon press, oxford. Chapter 11 & 12.

5. .Monela, G.C. 1996. Property rights and incentives to manage forests, sustainability in Tanzania. A public Lecture delivered on 21/2/1996.

6. Lecomber, R. 1979. The Economics of Natural Resources. Bulling and sons Ltd. Guildford, London.

7. Freeman, A.M. 1993. The Measurement of Environmental and Resource Values: Theory and Methods, Resources for the Future.



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ELECTIVE COURSES FMM 202 Forestry Biometry 2.0 Credits (45L-30P) Prerequisite: MTH 106

Learning Outcomes: Upon successful completion of this course, the student will be able to:

1. Demonstrate an understanding of the basic principles of forest sampling and regression analysis.

2. Apply the acquired knowledge in forest resource assessment. Contents: Principles of experimental design: layout; analysis of variance (ANOVA): one-way and two- way classifications e.g. completely randomized design, randomized complete block design, Latin square design, factorial experiments. Balanced and unbalanced data. Multiple comparisons. Sampling in forestry. Simple random sampling; stratified (random and systematic) sampling. Double sampling. Multi stage sampling. Ratio estimator. Simple linear regression estimator and data transformations. Simple linear correlation, analysis of frequency data e.g. frequency tables. Practicals: Setting experiments, data collection and analysis. Interpretation of experimental results. Required Readings 1. Freese, F. 1967. Elementary statistical methods for foresters. Agricultural handbook

317. U.S. Department of Agriculture, Forest Service. 86 p. 2. Stern, R.D., Coe, R., Allan, E.F. and Dale, I.C. 2004. Good Statistical Practice for

natural resources. CAB Publishing. 388 p. Recommended Readings 1. Snedecor, G.W. and Cochran, W.G. 1996. Statistical Methods. 7th Edition. The Iowa

State University Press. 507 p. EE 209 Introduction to Social Research 1.5 Credits (30L-15P-15S) Pre-requisites: None Learning outcome: Upon completion of this course, the student will be able to plan and implement research using scientific principles Contents: Basic concepts: objectivity, limitations of social science research, ethics in social science research; the research process; quantitative, qualitative and mixed research approaches; development of research proposals; implementing research: use of statistical packages; data collection, processing data, data analysis; report writing. Required readings Recommended readings



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BTM 200 Introduction to Tourism Marketing 2.0 Credits (45L-30S) Pre requisite: FEC 101 Learning outcome: Upon completion of this course the student will be able to understand the principles of marketing tourism products. Contents: Definitions, concepts, elements of tourism and hotel products. Foundation in tourism and hotel marketing and promotion process. International tourism and hotel growth and trends. Application of marketing to tourism and hospitality, including the relational aspects of service marketing management. Analysis of theories, fundamental principles and techniques of hospitality marketing and convention sales. Functions, interrelationships and coordination of tourism and hospitality departments and their roles in assuring success of marketing efforts. Concepts analysis. Elements of tourist and hotel products in Tanzania. Required readings 1. Dennis J. Gayle and Jonathan N. Goodrich. Routledge (ed) 1993 Tourism Marketing

and Management in the Caribbean. (11 New Fetter Lane, London EC4P 4EE, United Kingdom) ISBN 0-415-07263-8. 270 p.

2. Schoell, W. and Guiltiman, J. 1990. Marketing: contemporary Concepts and Practices. 4th Edition. Allyn and Bacon, Boston.

3. WTO, 2003. Tourism Highlights. Edition 2003. Facts and Figures Sections at www.world-tourism.org. World Tourism Organisation.

4. Palmer, A. (2004) Introduction to Marketing: Theory and Practice. Oxford University Press.

6. Middleton, V. (1994). Marketing in Travel and Tourism, 2nd Edition, Butterwoth-Heinemann, U.S.A. Marketing and selling the Travel product, 2nd Edn.

Recommended readings 1. Albaum, G., Strandskov, J. & Duerr, E. (2002) International Marketing & Export

Management. Addison-Wesley. 2. Kotler, P. (2007) Principles of Marketing. Pearson Prentice-Hall. 3. Kotler, P. (2007) Marketing Management. Pearson Prentice-Hall. 4. Goeldner, C.R. and Brent. 2001. Tourism: principles, practices, and philosophies.

Amazon.com. 5. Aaker, D. (1992) Strategic Marketing Management. John Wiley & Sons. 6. Bradley, F. (1999) International Marketing Strategy. Prentice Hall.7. Terpstra,

V. International Marketing, 7th Edition, The Dryden Press, U.S.A. SEMESTER 4 CORE COURSES WLM 207 Range Ecology and Management 1.5 Credits (40L-10P) Pre-requisites: FBL 101, FBL 102 and FBL 103 or the equivalents Learning outcomes: Upon completion of this course, the student will be able to:



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1. Demonstrate an understanding of the theories of African range lands ecology and management.

2. Apply the acquired knowledge in managing rangelands. 3. Classify and assess range land conditions and trends. 4. Perform vegetation analysis.

Contents: Description of African range lands, their history, utilisation and vegetation structures. Grazing and browsing systems, and physiological responses of plants. Forage production and nutritive values. Range conditions, trends and carrying capacity. Range land improvement. Fire as a range management tool. Classification of fires. Nature, behaviour and effects of wildfires. Wildfire causes, risks and hazards. Fire prevention: the importance of wildfire prevention, wildfire prevention plans, wildfire prevention methods. Wildfire detection and control. Fire fighting methods and equipment. Practical training: Range land classification, range site description, assessing range condition and trend, vegetation analysis and impact of fire and animals on vegetation. Required readings Recommended readings WLM 208 Principles and Techniques of Wildlife Management 1.5 Credits (40L-10P) Pre-requisites: WLM 201, 202, 203 or the equivalents Learning outcomes: Upon completion of this course, the student will be able to:

1. Demonstrate an understanding of the basic principles and techniques for wildlife management

2. Demonstrate an understanding of the concepts of habitat, habitat analysis, evaluation and management and wildlife carrying capacity.

3. Demonstrate an understanding of the principles and techniques of estimating wildlife population sizes.

4. Identify the different types of wildlife conservation areas. 5. Explain the essence of managing wildlife. 6. Determine sex and estimate age of wild animals using different techniques.

Contents: Introduction to concepts of in situ and ex situ conservation and their implications. Wildlife management problems within a historical, economic and sociological framework. Sex determination and age estimation methods. Wildlife population estimation and analysis. Wildlife habitats: habitat analysis, evaluation and management, concepts of carrying capacity. Methods of controlling problem animals. Animal capture and care. Instrumentation and wildlife telemetry: activity recording instruments, weight measurements and estimation. Management of wild animals in captivity, e.g. zoos, ranches, farms, sanctuaries and holding grounds. Practical training: Wildlife sex determination, age estimation and solving wildlife related mathematical problems.



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Required readings

1. Bailey, J.A. 1984. Principles of Wildlife Management. John Wiley, New York. 373 p. 2. Bolen, E.G. and W.L. Robinson. 1995. Wildlife Ecology and Management. 3rd

edition. Prentice Hall, Engelwood. 620 p. 3. Bookhout, T.A. (Editor).1996. Research and Management Techniques for Wildlife

and Habitats. 5th edition. The Wildlife Society, Gethesda, Maryland. 740 p. 4. Burkland, S.T., D.R. Anderson, K.P. Burham and J.L. Laake. 1993. Distance

Sampling: Estimating Abundance of Biological Populations. Chapman and Hall, London. 446 p.

5. Caughley, G. and A.R.E. Sinclair. 1994. Wildlife Ecology and Management. Blackwell, Boston. 334 p.

6. Rabinowitz, A. 1993. Wildlife Field Research and Conservation Training Manual. Wildlife Conservation Society, New York. 281 p.

7. Schemnitz, S.D. (Ed.). 1980. Wildlife Management Techniques Manual. 4th edition. The Wildlife Society, Washington, D.C. 686 p.

8. Sutherland, W.J. (Ed.). Ecological Census Techniques: A Handbook. Cambridge University Press, Cambridge. 336 p.


1. Damm, G.R. 2002. The Conservation Game: Saving Africa’s Biodiversity. Safari Club International African Chapter, Rivonia, South Africa.

2. Dasmann, R.F. 1981. Wildlife Biology. 2nd edition. John Wiley, New York. 212 p. 3. Sinclair, A.R.E. and M. Norton-Griffiths (Eds.). 1979. Serengeti: Dynamics of an

Ecosystem. University of Chicago, Chicago, 389 p. 4. Sinclair, A.R.E. and P. Arcesse (Eds.). 1995. Serengeti II: Dynamics, Management,

and Conservation of an Ecosystem. University of Chicago, Chicago, 389 p. 5. Thompson, D.M. (Ed.). 1997. Multiple Land-Use: The Experience of the

Ngorongoro Conservation Area, Tanzania. IUCN, Gland, Switzerland and Cambridge, UK. 486 p.

WLM 209 Wildlife Population Ecology 1.5 Credits (35L-20P) Pre-requisites: WLM 101, FBL 102 and MTH 106 or the equivalents. Learning outcomes: Upon completion of this course the student will be able to:

1. Demonstrate an understanding of principles of wildlife population ecology. 2. Determine wildlife populations and carrying capacity. 3. Demonstrate an understanding of the principles and techniques of estimating

wildlife population sizes. 4. Apply population growth models in wildlife management.

Contents: Concepts in wildlife population. Population structure and dynamics - population growth models, matrices, pyramids and life tables. Population cycles and fluctuations. Concepts of carrying capacity. Natural regulation of populations. Species interactions: competition, predation and mutualism. Practical training: Solving mathematical problems of population growth models, predation and competition.



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Required readings

1. Bailey, J.A. 1984. Principles of Wildlife Management. John Wiley, New York. 373 p. 2. Bolen, E.G. and W.L. Robinson. 1995. Wildlife Ecology and Management. 3rd

edition. Prentice Hall, Engelwood. 620 p. 3. Bookhout, T.A. (Editor).1996. Research and Management Techniques for Wildlife

and Habitats. 5th edition. The Wildlife Society, Gethesda, Maryland. 740 p. 4. Burkland, S.T., D.R. Anderson, K.P. Burham and J.L. Laake. 1993. Distance

Sampling: Estimating Abundance of Biological Populations. Chapman and Hall, London. 446 p.

5. Rabinowitz, A. 1993. Wildlife Field Research and Conservation Training Manual. Wildlife Conservation Society, New York. 281 p.

6. Schemnitz, S.D. (Ed.). 1980.Wildlife Management Techniques Manual. 4th edition. The Wildlife Society, Washington, D.C. 686 p.

7. Sutherland, W.J. (Ed.). Ecological Census Techniques: A Handbook. Cambridge University Press, Cambridge. 336 p.


1. Dasmann, R.F. 1981. Wildlife Biology. 2nd edition. John Wiley, New York. 212 p. 2. Sinclair, A.R.E. and M. Norton-Griffiths (Eds.). 1979. Serengeti: Dynamics of an

Ecosystem. University of Chicago, Chicago, 389 p. 3. Sinclair, A.R.E. and P. Arcesse (Eds.). 1995. Serengeti II: Dynamics, Management,

and Conservation of an Ecosystem. University of Chicago, Chicago, 389 p. 4. Thompson, D.M. (Ed.). 1997. Multiple Land-Use: The Experience of the

Ngorongoro Conservation Area, Tanzania. IUCN, Gland, Switzerland and Cambridge, UK. 486 p.

WLM 210 Wildlife Nutrition 1.0 Credit (20L-20P) Pre-requisites: VM 125 or the equivalents Learning outcomes: Upon completion of this course, the student will be able to:

1. Demonstrate an understanding of the concepts of energy value of feeds and nutrient requirements.

2. Demonstrate an understanding of basic physiological processes involved in wildlife nutrition.

3. Determine the energy values of different wildlife feeds. Contents: Classification of feed stuffs. Nutrient requirements of wild animals. Function of vitamins and minerals. Energy value of feeds. Digestion of proteins, carbohydrates, fats and the role of water. Biochemical metabolism and utilisation of metabolites. Factors affecting feed intake. Practical training: Determination of energy values of feeds. Required readings

1. Robbins, C.T. 1993. Wildlife Feeding and Nutrition, 2nd Edition. Academic Press, San Diego, California. 347p.

2. An other related readings.



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1. Robbins, C.T. 1993. Wildlife Feeding and Nutrition, 2nd Edition. Academic Press, San Diego, California. 347p.

2. An other related readings. WLM 211 Introduction to Animal Behaviour 1.5 Credits (30L-30P) Pre-requisite: None Learning outcomes: Upon completion of this course, the student will be able to:

1. Demonstrate an understanding of the general concepts of animal behaviour and the range mechanisms which animals adapt to their environment conditions;

2. Apply the acquired knowledge and skills to conduct studies of animal behaviour. Contents: Mechanisms and evolution of animal behaviour: Neutral, hormonal and genetic substrates of behaviour. Foraging behaviour. Anti-predator and defence behaviour. Mating systems and sexual selection. Parental care. Social behaviour. Altruism and cooperation. Communication. Kin selection and recognition. Territoriality. Costs and benefits of behaviour. Approaches to behavioural studies. Values of behavioural studies to humans. Practical training: Required readings

1. Allcock, J. 1989. Animal Behaviour. An Evolutionary Approach, 4th Edition. Sinauer Associates Inc. Publishers. Sunderland Massachusetts, USA. 596 p


1. Allcock, J. 2001. Animal Behaviour. An Evolutionary Approach, 7th Edition. Sinauer Associates Inc. Publishers. Sunderland Massachusetts, USA. 543 p

FMM 102 Introduction to Remote Sensing and GIS 2.0 Credits (45L-30P) Pre-requisite: None

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

1. Demonstrate an understanding of principles of resource assessment and analysis using Remote Sensing and Geographical Information System (GIS).

2. Apply the acquired knowledge to assess forest resources in natural and plantations.

3. Use image processing and GIS software. Contents: Fundamentals of remote sensing. Definitions, Principles of electromagnetic radiation, interaction with the atmosphere and vegetation cover; the multi-spectral concept, spectral resolution. Earth resource satellites (sensors and satellite). Visual interpretation, Digital Image processing. Vegetation mapping. Geographic Information System (GIS). GIS software and hardware. Understanding data sets for GIS (Vector,



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Raster). Data entry for GIS, fundamental data base elements, data base development. GIS as an analytical tool for natural resource management. Practical training: Vegetation mapping using different GIS software Required readings

1. Belward, A.S. and Valenzuela, C.R. (eds) 1991. Remote sensing and GIS for resources management in developing countries. Kluwer Academic publisher.

2. Burrough, P.A. and McDonnell, R. 1998. Principles of Geographical Information System. Oxford University Press, UK.

3. Kashaigili, J.J. 2007. Introduction to remote sensing and GIS lecture notes. SUA, Morogoro.

4. Lillesand, T.M. and Kiefer, R.W. 1987. Remote sensing and image interpretation. 2nd edition. John Wiley and Sons, New York. 724 p.

5. Sabins, F.F. 1996. Remote sensing: principles and interpretation. 3rd Edition. W.H. Freeman and Co. New York, USA.

6. Sample, V.A. 1994. Remote sensing and GIS in ecosystem management. Island Press


1. Atkson, P.M. and Tate, N.J. 1999. Advances in remote sensing and GIS analysis. John Wiley and Sons, New York.

2. Flyod, F.S. Jr. 1987. Remote sensing: Principles and interpretation. W.H. Freeman and Co. New York, USA.

3. Sokolov, W.E.(eds) 1986. Practical application of remote sensing in forestry: joint report by working group. “Application of remote sensing in forestry. University of Freiburg, Freiburg.

4. www.erdas.com VM 261 Wildlife Diseases 1.5 Credits (35L-20P) Pre-requisites: WLM 101, VM 118 and VM 125 or the equivalents Learning outcomes: Upon completion of this course, the student will be able to:

1. Demonstrate an understanding of wildlife diseases of economic importance. 2. Identify disease causing agents and sick animals.

Contents: The epidemiology and control of diseases, which are common to both wildlife and domestic animals, e.g. thereliosis, heartwater, canine distemper, African swine fever. Zoonoses, e.g. anthrax, rabies, tuberculosis. Emerging diseases, e.g. bird flue. Practical training: Identification of sick animals. Specimen (e.g. blood, blood smears, lymphnode biopsies, faecal samples) collection for laboratory diagnosis. Identification of disease-causing agents. Required readings Recommended readings



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ELECTIVE COURSES BTM 210 Customer Care and Interpersonal Skills 1.0 Credit (20L-20P) Pre-requisite: SC 100 Learning outcomes: Upon completion of the course, the student should be able to:

1. Enhance communication skills and develop self-confidence in offering customer care services.

2. Apply different presentation skills (informative and persuasive) in offering customer care services to tourists.

3. Provide efficient and proper customer care services to tourists. Contents: Importance of communication in life of an individual person. Social and cultural conditions for communication. The process of communication. Non-verbal communication. Verbal communication. Active way of listening. Styles and levels of communication. Techniques of assertive communication. Barriers in communication. General and specific English terminology and expressions for efficient customer care. Strategies for effective professional communication. Importance of the development of interpersonal skills in team building and customer care in the service industries. Communication in conflict situations. Principles for effective negotiations. Development of negotiation abilities. Organisational response to varieties of customer needs. Types of customers, their needs and expectations. Creation of good customer relations. Examples of operating a customer care policy and assessing its effectiveness. The art of communication with children and in small task groups. Speaking on a public forum. Self-presentation. Psychological aspects of advertising. Practical training: Verbal communication in language laboratory. Required readings

1. Goodalll, H., H. Lloyd and Goodall, Sandra. 2005. Communicating in Professional Contexts: skills, and Technologies. Belomnt, California: Wadsworth/Thomson Learning.

2. Customer Services. 3. Milton, T. A AND James, R. A. (1998). Convention Management and Service, 5th

Edition. Waterbury Press & Education Institute, U.S.A. Recommended readings

1. Managing the Guest Experience in Hospitality 2. An other related readings.



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CIT200: Computing Applications (2 Credits; 30Lect. 0Sem. 60 Pract) Prerequisite: CIT 100: Introduction to Microcomputers Learning Outcomes:

i. Demonstrates the functions of spreadsheets and understanding the terminologies used in spreadsheet software.

ii. Analyse, Interpret and Present numerical data using spreadsheet software iii. Use Spreadsheet to develop solutions to simple computational problems. iv. Describe concepts of relational database management systems. v. Assess the advantages of database management as a method for organizing

data vi. Plan and create a simple relational database using Microsoft Access to

organize and maintain information. vii. Develop an understanding of the Internet, World Wide Web and their

applications. viii. Demonstrate practical skills for the uses of Information and Communication

Technologies (ICT) in education.

Contents: The aim of this course is to introduce students to a widely available integrated office productivity package, to be able to design and build simple spreadsheets and databases, to be responsible for managing the security and integrity of their own work files. The students will increase the experience of utilizing the Internet and World Wide Web in improving the quality of self learning codes. Topics include spreadsheet techniques, introduction to flat-file and Relational Databases, the World Wide Web and its resources (web browsers, Online Databases, and search engines). Required reading David Beskeen, Carol M. Cram, Jennifer Duffy, and Lisa Friedrichsen (2005) , Microsoft Office 2003-Illustrated Introductory, Second Edition, Thompson Learning. Karen Hartman (2004), Searching & Researching on the Internet & World Wide Web, 4th Edition, Frankiln, Beedle & Associates. Ned Snell(2007), Internet and Web Basics All in One, Sams. Recommended readings: FBL 204 Soil Classification, Survey and Land Evaluation 2.0 Credits (45L-30P) Pre-requisite: FBL 103 Learning outcomes: Upon completion of this course, the student will be able to:

1. Demonstrate an understanding of principles of soil survey and classification and land evaluation techniques.

2. Classify soils and undertake soil evaluation for forest purposes. Contents: The evolution and development of soil classification systems. Examples of soil classification systems from different parts of the world. Correlation of soil classes.



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Major soils of East Africa. The need for soil survey, soil survey procedures. Preparation of soil survey reports and maps. Interpretation of soil survey documents. Use of remote sensing techniques in soil data collection. Land use planning and evaluation. Land evaluation in forestry and wildlife lands. Use of soil information data in forest site classification. Practical training: Soil survey techniques. Required readings

1. Brady, N.C. and Weil, R.R. Elements of the Nature and Properties of Soils. Prentice Hall, Upper Saddle River, NJ 559 p.

2. Brady, N.C. 1994. Nature and Properties of Soils. 10th Edition. Macmillan Publishing Company. 621p.

3. Maliondo, S.M.S. 1994. Introduction to soil science: a compendium. SUA, Morogoro. 138 p.

4. White, R.E. 1997. Principles and Practice of Soil Science: The Soil as a Natural Resource. 3rd Edtion. Blackwell Science Ltd., Oxford, UK. 348 p.

Recommended Reading

1. Gardiner, D.T. and Miller, R.W. 2004. Soils in Our Environment. 10th Edition. Prentice Hall, Upper Saddle River, NJ 641 p.

2. Any related literature FBL 208 Climate Change 2.0 Credits (45L-30P) Pre-requisite: None Learning outcome: Upon completion of the course, the student will be able to demonstrate an understanding of general and scientific principles of climate change, climate change mitigation and adaptation

Contents: Definition of climate change. Climate change theory and science, Principles underlying climate change. Greenhouse gases: types, sources and sinks. Ecological, social and economic impacts of climate change: global and regional impacts on natural ecosystems, human health, agriculture, forestry, wildlife, biodiversity, fisheries, water resources, energy production and use. Climate change mitigation - the role of forestry and technology. Vulnerability and adaptation to climate change. The role of policies and decisions for sustainable development in climate change mitigation. International Conventions on Climate Change – the United Nations Framework Convention on Climate (UNFCCC), UNFCCC mechanisms e.g. the Kyoto Protocol – CDM, REDD policy. Global Carbon Markets – CDM and Voluntary Markets. Practical training: Designing Carbon Emission Mitigation Projects. Required reading:

1. Low, P.S. 2005. Climate change and Africa. Cambridge University Press. 369 p. Recommended readings:

1. Groom, M.J., Meffe, G.K., Carroll, C.R. 2006. Principles of Conservation Biology. 3rd ed. Sinauer Associates, Inc. Publishers, Massachusetts, U.S.A. 779 p.



46

2. Any related literature on the web. SEMESTER 5 CORE COURSES WLM 301 Wildlife Policies and Legislation 2.0 Credits (45L-30S) Pre-requisite: None Learning outcomes: Upon completion of this course, the student will be able to:

1. Demonstrate an understanding of the process of policy formulation, implementation and evaluation.

2. Demonstrate an understanding of existing wildlife and other related policies and laws in Tanzania, and international conventions, treaties, agreements and protocols.

Contents: Policy formulation process, interpretation and implementation. Wildlife policies: Tanzania Wildlife Policy, TANAPA's policy, Ngorongoro Conservation Area Authority's policy. Comparing Tanzanian wildlife conservation policy(ies) and those of other African countries. Other national sectoral policies relevant to wildlife conservation. Wildlife laws: Tanzania legal system. Law-making process. Wildlife Conservation Act, Ngorongoro Conservation Area Ordinance and Tanzania National Parks Ordinance. Other Tanzanian laws relevant to wildlife conservation. International conventions, treaties, agreements and protocols affecting wildlife conservation in Tanzania. Required readings

1. Patton, C.V. and Sawicki, D.S. (1986) Basic Methods of Policy Analysis and Planning. Prentice-Hall, Englewood Cliffs, N.J.

2. Clark, C.G. (1999) Politicians and Poachers: The Political Economy of Wildlife Policy in Africa. Cambridge University Press, NY.

3. Byers, B.A. (1996). Understanding and Influencing Behaviors in Conservation and Natural Resources Management. African Biodiversity Series, No. 4. Biodiversity Support Program.

4. WWF (2002) Conservation on a Crowded Planet: A Population Sourcebook for Conservation Practitioners.

5. Sadoulet, E. and de Janvry, A. (1995). Quantitative Development Policy Analysis. The Johns Hopkins University Press, London.

6. Wildlife Policy of Tanzania. 7. Wildlife Conservation Act No. 12 of 1974 / The Wildlife Act of 200?. 8. National Policies for National Parks in Tanzania. 9. National Environmental Policy 10. National Forest Policy 11. National Land Policy 12. National Investment Promotion Policy 13. The Mineral Policy of Tanzania 14. Agricultural and Livestock Policy 15. The Wildlife Conservation (Wildlife Management Areas) Regulations, 2002



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16. Guidelines for Designation and Management of Wildlife Management Areas, Dec. 2002

17. National Parks Ordinance Cap 412 18. The Ngorongoro Conservation Area Act [Cap 284 R.E. 2002] 19. National Environment Management Act no. 19 of 1993 20. Forest Act of 2002


1. Clark, T.W. (1992) Practicing Natural Resource Management with a Policy Orientation. Environmental Management 16(4):423-433.

2. Lyster, S. (1996). International Wildlife Law: An analysis of international treaties concerned with the conservation of wildlife. Cambridge University Press, New York, USA

3. Margoluis, R. and Salafsky, N. (1998). Measures of Success: Designing, Managing and Monitoring Conservation and Development Projects. Island Press, Washington, D.C.

4. Molnar, J.J. and Rogers, D.L. (1982) Interorganizational Coordination in Environmental Management: Process, Strategy and Objective, in Mann, D.E. (ed.) (1982) Environmental Policy Implementation: Planning and Management Options and their Consequences. LexingtonBooks. Toronto, Cananda. Pp 95-125.

5. Rees, J. (1990) Natural Resources: Allocation, Economics and Policy. 2nd Edition. Routledge, London.

6. Riney, T. (1982) Study and Management of Large Mammals. John Wiley & Sons Ltd. Brisbane, Australia.

7. Land Act of 1999 and Village Land Act of 1999 8. Local Government (District Authorities) Act no. 7 of 1982 9. The National Land Use Planning Commission Act no. 3 of 1984 10. Laws of Contract Ordinance cap 433 11. Interpretation of Laws Act no. 4 of 1996 12. Tanzania Investment Act no. 26 of 1997 13. National Human Settlements Development Policy

WLM 302 Wildlife Conservation Education and Extension 1.0 Credit (20L-20S) Co-requisite: WLM 301 or the equivalent Learning outcome: Upon completion of this course, the student will be able to demonstrate an understanding of the basic concepts and approaches to wildlife conservation education and extension. Contents: Introduction to concepts of conservation education. Approaches to wildlife conservation education. Developing wildlife conservation education programmes. Wildlife conservation education for various publics. Introduction to public relations. Publicity and advertising. Philosophy, purpose, role and methods of extension. Organization and administration of extension. Extension programme planning and evaluation. Required readings

1. FAO, 1984. Agricultural Extension: A reference manual, Second Edition. FAO, Rome Italy.



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2. FAO, 1982. Forest Extension methods Vol. I & II. GCP/LES/026/SWE. Forestry training and development. Vicente Maguo, FAO, Maseru, Lesotho.

3. FAO, 1986. Forestry Extension organization. FAO Forestry paper No. 66. FAO, Rome, Italy

4. FAO, 1987. Forest Extension methods. FAO Forestry paper No. 80. FAO, Rome, Italy


1. FAO, 1982. Forest Extension methods Vol. I & II. GCP/LES/026/SWE. Forestry training and development. Vicente Maguo, FAO, Maseru, Lesotho.

2. Any other relevant literature. WLM 303 Criminology and Wildlife Law Enforcement 2.0 Credits (45L-30P) Co-requisite: WLM 301 Learning outcomes: Upon completion of this course, the student will be able to:

1. Demonstrate an understanding of the basic ways and procedures of handling culprits, instituting criminal proceedings and prosecuting wildlife conservation cases.

2. Apply the acquired knowledge to institute criminal proceedings and prosecute wildlife conservation cases.

Contents: Development of modern criminology and penology. The phenomenon of crimes. The causes of crime, criminal psychology, prevention of crime and criminal policy. Court systems and court procedures. Introduction to laws related to wildlife conservation. Instituting criminal proceedings. Art of prosecution. Law of evidence. Anti-poaching: purpose and techniques. Criminal statistics related to wildlife conservation. General defences to criminal liabilities. Social perception: forming impressions of people. Impression management. Moral judgement and behaviour. Practical training: Role plays (e.g. mock courts, apprehending culprits), study visits to police station and attending court sessions. Required readings

1. Baker, E.R. & Wilkie, G.H. (1965) Police Promotion Handbook No. 2: Criminal Evidence and Procedure. Butterworth, London.

2. Corfield, T. (1993) The Wilderness Guardian: A Practical Handbook. Longman Publishers, Kenya.

3. Curson, C.B. (1994) Criminal Law. Pitman, London. 4. Jackmann, H. (1998) Monitoring Illegal Wildlife Use and Law Enforcement in African

Savannah Rangelands. The Wildlife Resource Monitoring Unit, Lusaka. 5. Thomson, R. (1992) The Wildlife Game. The Nyala Wildlife Publications Trust,

South Africa. Recommended readings

1. Chipeta, B.D. () A Hand book for Public Prosecutors. T.M.P. Tabora, Tanzania. 2. Chipeta, B.D. () A Magistrates Manual. T.M.P. Tabora, Tanzania.



49

3. Government of Tanzania (1985) Criminal Procedure Act 1985. Government of Tanzania.

4. Government of Tanzania (1985) Criminal Procedure Act 1985. Government of Tanzania.

5. IUCN (1986) Environmental Policy and Law: Occasional Paper No. 3: African Wildlife Laws. IUCN.

6. Shivji, I.G. & Kapinga, W.B. (1998) Maasai Rights in Ngorongoro. IIED. WLM 304 Participatory Wildlife Conservation 1.0 Credit (20L-20S) Pre-requisites: None Learning outcome: Upon completion of this course, the student will be able to demonstrate an understanding of the basic concepts and approaches employed in wildlife conservation. Contents: Origin and evolution of wildlife conservation. The concept of participatory wildlife conservation. Existing approaches to participatory wildlife conservation. Types of participation. Rationale(s) for participatory wildlife conservation, in particular community-based wildlife management approach. Strengths and weaknesses of participatory wildlife conservation. Existing and potential problems facing the new approaches. Case studies. Techniques for assessing community knowledge and participation. Required readings

1. Hulme, D. and Murphree, M. (eds) (2001) African Wildlife and Livelihoods: The Promise and Performance of Community Conservation.

2. IIED (1994) Whose Eden? An Overview of Community Approaches to Wildlife Management.

3. Wells, M. and Brandon, K. (1986) People and Parks: Linking Protected Area Management With Local Communities.

4. Songorwa, A.N. and Mbije, N.E. (2005) Contribution of Community Conservation Approaches to Solving the Problems of Poaching and Encroachment in Protected Areas in Tanzania. UONGOZI Journal of Management and Development Dynamics Vol. 17 No 2, pp. 43-64.

5. Songorwa, A.N. (2004a) Wildlife Conservation for Community Development: Experiences from Selous Conservation Programme and Other Community-Based Wildlife Management Programmes in Tanzania. Uongozi Journal Vol. 16 No. 1, pp. 50-77.

6. Songorwa, A.N. (2004b) Community-Based Wildlife Management in Tanzania: The Policy Environment. Tanzania Journal of Forestry and Nature Conservation Vol. 75, pp. 1-16.

7. Songorwa, A.N., Buhrs, T. & K.F.D. Hughey (2000) Community-based Wildlife Management in Africa: A Critical Assessment of the Literature. Natural Resources Journal Vol. 40 No. 3, pp. 603-643.

8. Songorwa, A.N. (1999a) Is Community-based Wildlife Management gender sensitive? Experiences from Selous Conservation Programme in Tanzania. Uongozi Journal 11(2):145-166.

9. Songorwa, A.N. (1999b) Community-based Wildlife Management (CWM) in Tanzania: Are the communities interested? World Development Journal 27(12):2061-2079.



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Recommended readings:

1. Abbot, J., Ananze, F.G., Barning, N., Burnham, P., de Merode, E., Dunn, A., Fuchi, E., Hakizumwani, E., Hesse, C., Mwinyihali, R., Sani, M.M., Thomas, D., Trench, P. and Tshombe, R. (2000). Promoting Partnerships: Managing Wildlife Resources in Central and Western Africa.

2. Barrow, E., Gichohi, H. and Infield, M. (2000) Rhetoric or Reality? A Review of Community Conservation Policy and Practice in East Africa.

3. Borrini-Feyerabend, G. (1997) Beyond Fences: Seeking Social Sustainability in Conservation (Vols 1 & 2).

4. Byers, B. (2000) Understanding and Influencing Behaviours: A Guide. 5. Roe, D., Mayers, J., Grieg-Gran, M., Kothari, A., Fabricius, C. and Hughes, R.

(2000) Evaluating Eden: Exploring the Myths and Realities of Community-Based Wildlife Management.

6. Any other related literature. WLM 312 Research Project I 1.5 Credit (15L-30S-30P) Pre-requisites: EE 209: Introduction to Social Research Learning outcomes: Upon completion of this course, the student will be able to:

1. Demonstrate an understanding of research methods and analytical methods, and different writing styles.

2. Apply the knowledge learned to plan, design a research study and write a research proposal.

Contents: Foundation of research: meaning of research, scientific method, research and theory; importance of research; types of research: experimental, non experimental and quasi experimental; Proposal preparation: planning, formulating research objectives, designing and writing. Executing research work: logistics, data collection, data handling. Writing scientific reports: literature review, methodology, data analysis and interpretation, discussion, conclusion, recommendations, referencing. Practical Training: Writing of research proposals. Seminars will include presentation of individual research proposals. Required readings

1. Klem, G.S. 1980. Writing scientific reports. Lecture Notes, Division of Forestry, UDSM. 19 p.


1. Aluma, J.R.W. 1991. How to write Research Project reports: A basic guide. Desk Top Publishing, Kampala. 27 p.

2. Any related literature on the web.



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ELECTIVE COURSES WLM 305 Biodiversity Conservation and Monitoring 2.0 Credits (45L-30P) Pre-requisite: FBL 101, FBL102 Learning outcomes: Upon completion of the course, the student will be able to:

1. Demonstrate an understanding of the different methods of identification, assessment, valuation and monitoring of the biodiversity of different taxa.

2. Demonstrate an understanding of the concept of biodiversity and the links to livelihoods and sustainable development.

Contents: The concept of biodiversity: levels of biodiversity. Properties and values of biodiversity. Biodiversity and ecosystem integrity – biodiversity in natural forests, woodlands, aquatic ecosystems and managed ecosystems/inhabited landscapes. Managing biological diversity: biodiversity loss and its causes. Measuring and monitoring biodiversity - vegetation, animals, fish, amphibians, reptiles, birds, micro-organisms. Strategy on biodiversity conservation - institutional and policy issues, gender and equity issues, biodiversity tenure and property rights, biodiversity policies and frameworks, the Convention on Biodiversity (CBD) and related conventions. Practical training: Field techniques in assessment and measuring of biodiversity of different taxa. Required readings

1. Boyle, T.J.B. and. Boontawee, B. 1995. Measuring and Monitoring Biodiversity in Tropical and Temperate Forests. CIFOR, Indonesia. 395 p.

2. Huston, M.A. 1994. Biological diversity: The coexistence of species and changing landscapes. Cambridge University press. 681 p.


1. Groom, M.J., Meffe, G.K. and Carroll, C.R. 2006. Principles of Conservation Biology. 3rd edition. Sinaeur Associates, Inc. Publishers, Massachussets, USA. 779 p.

2. Any related literature on the web. BTM 303 Introduction to Coastal and Marine Ecosystems 1.5 Credits (30L-30P) Pre-requisite: None Learning outcomes: Upon completion of this course, the students should be able to:

1. Describe coastal and marine ecosystems as tourist attractions 2. Apply acquired knowledge and skills to plan of coastal and marine ecosystems as

tourist attractions. 3. Demonstrate an understanding of principles of coastal and marine ecosystems.

Contents: Classification of coastal environments, including coastal and wetland forests. Mangroves and their functions. Types and functions of estuaries. Marine ecosystems of the world. Marine waters, intertidal zones, continental shelf, seamounts, and other



52

habitats. Identification and classification of marine organisms. Marine biomes. Structures of coral reefs. Sea grasses and grass beds. Migratory routes of some marine animals and their importance in tourism. Conservation strategies of coastal and marine resources. Required readings

1. Raffaelli, D. and Hawskins, S. (1996). Intertidal Ecology. Chpman and Hall, London Recommended readings

1. Urbanska K. M., Webb, N.R. and Edwards P. J. (1997). Restoration Ecology and Sustainable Development. Cambridge University Press, U.K.

2. Krohne, D. T. (2001). General Ecology. 2nd Edition. Brooks/Cole Thomson Learning, Australia

3. Gotelli, N. S. (2001). A Primer of Ecology. 3rd Edition. Sinnauer Associates, Sunderland, Massachusetts.

BTM 300 Tour Guiding Techniques 2.0 Credits (45L-30P) Pre-requisite: None Learning outcomes: Upon completion of this course, the student should be able to:

1. Demonstrate the understanding of basic concepts of tour guiding 2. Apply the knowledge and skills acquired to usefully guide tourists 3. Plan and execute tour trips and guiding activities.

Contents: Principles of tour guiding. Ethical, social, legal and economic aspects of guiding. Types of tours and tour guiding. Duties of tour guides. Methods of planning, presenting and evaluating guides and guiding activities. Planning tours and excursions. Problems confronting guides, working conditions, speech training, handicapped clients, guide’s appearance and mannerisms. Guiding in museums, archaeological sites, public buildings, and natural and cultural sites. Practical: planning and organizing tours, excursions and specialized tours; hiking; public speaking; map reading; coach tours; guiding in churches and mosques; town walkabouts. Required readings

1. Conducting Tours: A practical guide, 3rd Edn 2. Becoming a Tour Guide: The principles of guiding and site interpretation.


1. Urban Tourism. 2. Heritage Visitors Attractions.

AEA 304 Business Strategy 2.0 credits (30L-30S-30P) Pre-requisite: None Learning outcomes: Upon the completion of the course, the student will be able to:



53

1. Demonstrate an understanding of the strategic management process. 2. Demonstrate an understanding of why and how strategic management process takes

place in modern businesses. Contents: Introduction to strategic management and nature of strategic management. The strategic management process: environmental analysis; Establishing organisational directions: mission and objectives. Strategy formulation, Strategy implementation and strategic control. Strategic management and international operations and strategic management and social and ethical dimension. Required readings Recommended readings SEMESTER 6 CORE COURSES WLM 306 Wildlife Protected Area Planning 2.5 Credits (45L-30S-30P) Pre-requisites: WLM 208 and WLM 301 or the equivalents Learning outcomes: Upon completion of this course, the student will be able to:

1. Demonstrate an understanding of the principles for preparing management plans for wildlife protected areas.

2. Apply the acquired knowledge to prepare a wildlife protected area management plan.

Contents: Introduction to planning: reasons and types of planning. Concepts in planning: participatory & stakeholders analysis. Preparation of a general management plan: feasibility studies for new areas. Strategic planning: identification of the purpose of the protected area, resource values, significance statement, zoning scheme, plan of action formulation, environmental and social appraisal, monitoring and evaluation. Introduction to planning cycle: project identification/formulation, plan design, appraisal, implementation, monitoring and evaluation. Logical Framework Approach: introduction, problem analysis, objective analysis and strategy analysis. Practical training: Stakeholder/participation analysis, problem analysis, objective analysis, construction of objective and problem trees, and zoning. Required readings Recommended readings



54

WLM 307 Infrastructure in Wildlife Protected Areas 1.0 Credit (20L-20P) Pre-requisite: WLM 301 Learning outcomes: Upon completion of this course, the student will be able to:

1. Demonstrate an understanding of the principles of planning, designing, construction and maintenance of structures in wildlife protected areas

2. Plan, design, construct and maintain structures in wildlife protected areas. Contents: Design and maintenance of structures: surveying, planning, designing, laying out and maintenance of infrastructure such as roads, airstrips and buildings. Practical training: Designing of buildings, airstrips and roads/tracks. Required readings Recommended readings WLM 308 Wildlife Utilisation 1.0 Credit (30L) Pre-requisites: WLM 208, WLM 209 and FEC 202 Learning outcome: Upon completion of this course, the student will be able to demonstrate an understanding of different forms of wildlife utilisation. Contents: Forms of utilization: Consumptive and non-consumptive utilisation. Economic aspects of utilisation. Wildlife farming and ranching. Forms of hunting: subsistence, tourist/sport hunting. Planning of cropping and culling programmes. Processing and care of wildlife products e.g. tanning, taxidermy. Trade in live wild animals, exportation and laws governing export of wild animals. Impact of unsustainable utilization. Required readings

1. Adams, W. M. (1990) Green Development: Environment and Sustainability in the third World. Routledge. N. Y.

2. Bailey, J.A. (1984). Principles of Wildlife Management. John Wiley & Sons. N.Y. 3. Brechin, S.R., P.C. West, D. Harmon & K. Kutay (1991). Resident Peoples &

Protected Areas: A Framework for Inquiry' in West, P.C. & S.R. Brechin (Eds) (1991). Resident Peoples & National Parks: Social Dilemmas & Strategies in International Cons.. The University of Arizona Press. USA. pp.5-28.

4. Eltringham, S.K. (1984) Wildlife Resources and Economic Development. John Wiley & Sons Ltd. Toronto.

5. Gauthier, D.A. (1991) “The Sustainability of Wildlife” in Mitchell, B. (Ed.) Resource Mgt & Development: Addressing Conflict & Uncertainty. Oxford University Press. Toronto.

6. Giles, R.H. (1978). Wildlife Management. W. H. Freeman & Company. San Francisco.

7. IUCN-The World Cons. Union (1991). Protected Areas of the World: A review of national systems: Afrotropical. Vol.3 pp 297-306.



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8. Manning, W.E. (1990) `Cons. Strategies: Providing the Vision for Sustainable Development' in Alternatives Vol.16 No.4/Vol.17 No.1 1990 pp.24-29.

9. Svarstad, H. (2002) Analysing Conservation-Environment Discourses: The story of a biopiracy narrative. Forum for Development Studies, Vol. 29, No. 1.

Recommended readings:

1. McNeely, J.A., K.R. Miller, W.V. Reid, R.A. Mittermeier & T.B. Warner (1990) Conserving The World's Biological Diversity. IUCN. Gland, Switzerland. (For IUCN, WRI, CI, WWF-US, & The World Bank)

2. Nuding, M. (1996). The Potential of Wildlife Management for Development Cooperation. Tropical Ecology Support Program, Eschborn.

3. Wells, M. & K. Brandon with L. Hannah (For World Bank, WWF & USAID)(1992). People and Parks: Linking Protected Area Management with Local Communities. Washington,D.C.

WLM 309 Wildlife-Based Tourism and Ecotourism 1.5 Credits (40L-10S) Pre-requisites: WLM 209, FEC 202 and WLM 301 or the equivalents Learning outcomes: Upon completion of this course, the student will be able to:

1. Demonstrate an understanding of principles of wildlife-based tourism and ecotourism.

2. Assess major tourist attractions in and outside protected areas 3. Demonstrate an understanding of the contribution of tourism in social and

economic development 4. Evaluate the impacts of tourism on wildlife and the environment.

Contents: Background to tourism. Types and components of tourism: Wildlife-based tourism; Eco-tourism. Environmental (ecological, socio-economic and cultural) impacts of tourism. Evolution of the concept of eco-tourism. Approaches to tourism and eco-tourism management. Types and methods of obtaining, analysing and interpreting tourism data. Marketing strategies in tourism and valuing the tourism industry. Practical training: Assessing major tourist attractions in and outside wildlife protected areas and suggesting ways of promoting them. Applying various techniques to collect visitor statistics. Assessing different ways of promoting eco-tourism and cultural tourism. Assessing impacts of tourism on wildlife and the environment in wildlife protected areas. Evaluating visitor use facilities in wildlife protected areas. Required readings

1. Butler, R.W. & Boyd, S.W. (eds). (2000). Tourism and National Parks - Issues and Implication. Wiley, Chichester

2. Harris et. al.,(2003) Sustainable tourism: A global perspectives 3. Wearing & Neil, (2000). Ecotourism: Impacts, potentials and Possibilities


1. Mason, P. (2003). Tourism Impacts, planning and Management. Butterworth-Heinemann, Oxford

2. Boo, E. 1990. Eco-tourism: The potentials and pitfalls. Washington D. C. World Wildlife Fund



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3. Roe, D., Leader-Williams, N., & Dalal, C.B.(1997). Take only photographs, leave only footprints. The environmental Impacts of Wildlife Tourism. Wildlife and Development Series, No. 10. International Institute for Environment and Development, London, pp 1-34

FEC 304 Entrepreneurship Skills and Development 2.0 Credits (45L-30P) Pre-requisites: FEC 201 Learning outcomes: Upon the completion of this course, the student will be able to:

1. Generate business ideas, screen and evaluate feasible business plans for start-ups.

2. Undertake feasibility studies and write reports. Contents: Entrepreneurship and entrepreneurs. Theories of entrepreneurship. Business opportunities, ideas and start-up basics. Business planning. Public policies and Legal aspects of business in Tanzania. Alternative entry model to business, their pro and cons. Support agencies and services. Concepts of business pre-feasibility feasibility studies/ analysis. Small business and economic development challenges facing small firms in Tanzania. Gender and entrepreneurship development. Bidding, contracts, technical specifications, import and export procedures and documentation. General procedure for tendering and tender evaluation. Practical training: Exercise on General Enterprising Tendencies. Exercising the model on Idea, Motivation, Ability and Resource (IMAR model). Preparation and presentation of business idea report. Required readings

1. The Entrepreneurship Centre 1999. On Track-Business Start-up Program. Ottawa, Ontario, K2P 2L7, Canada.

2. The Entrepreneurship Centre 1999. The entrepreneur’s handbook. Ottawa, Canada.

3. The Entrepreneurship Centre 1994. How to start a small business in Jamaica And succeed. University of Technology, Kingston 6 Jamaica.

4. The entrepreneurship Centre 1999. Enterprising Edge, http://www.Entrepreneurship.com


1. Touchie, R. D. 1993. Preparing a successful business plan. 3rd Ed. Self counsel business series, International Self counsel Press Ltd., U.S.A./Canada

2. Any literature in the WEB. WLM 312 Research Project II 2.0 Credits (120P) Pre-requisite: MTH 106 Pre-requisite: Completion of Research Project I



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

1. Demonstrate an understanding of principles of research design 2. Design a forest research project, conduct (collect, analyse data, interpret the

results) and write a scientific Research Project Report. 3. Conduct research in wildlife management areas and write a scientific paper for

presentation in any national or international forum. Practical output: A word processed final Research Project report. Required readings

1. Klem, G.S. 1982. Writing and presenting research reports. Text prepared for M.Sc (For) students. Division of Forestry, Morogoro. 52p


1. Aluma, J.R.W. 1991. How to write Research Project reports: A basic guide. Desk Top Publishing, Kampala. 27 p.

2. Any related literature on the web. ENV 306 Environmental Impact Assessment: 2 credits (45 L – 30S)

Pre-requisite: None

Objective: To train students on how to assess the impact on the environment caused by

various human activities and to expose them to various methods of carrying

out EIA.

Learning outcomes: At the end of the course students are expected to:

1. understand key procedures and steps of environmental impact assessment (EIA). 2. understand types and methods of EIA 3. analyse and evaluate environmental impacts. 4. identify mitigations, asses and evaluate alternatives 5. carry out environmental monitoring and auditing activities. 6. document, communicate, review and make informed environmental decisions.

Course contents: Principles, procedures and key steps of Environmental Impact Assessment (EIA). Methods of carrying out EIA. Types of environmental impacts; Impact analysis and evaluation; Mitigation measures; Assessment and evaluation (comparison) of alternatives; Environmental monitoring and auditing; Documentation, communication, review and decision making processes. Case studies such as use of water resources, hydro-and thermal-power energy development, road projects, agricultural development, irrigation schemes, agro-processing industries, forestry development, conservation projects, tourism, fishing, mining, textiles, automotive, cement factories and soda ash projects. Recommended reading

1. John Glasson, Riki Therivel and Andrew Chadwick . Introduction to Environmental Impact Assessment Spon Press



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ELECTIVE COURSES WLM 310 Environmental Physiology 1.0 Credit (20L-20P) Pre requisite: None Learning Outcome: Upon completion of this course, the student will be able to demonstrate an understanding of the energy dynamics of animals as related to calories obtained from food on the one hand and maintaining their thermal balance on the other. Contents: Energy metabolism: Calorimetry, energy equivalents. Aerobic vs anaerobic metabolism. Basal and standard metabolic rate. Metabolic rate and body size in different animal groups. Heat production and body size. Basal metabolism and surface law. Energy costs of transport, swimming, flying and walking or running; the cost of living. Regulation of body temperature: Normal body temperature in mammals and birds, Ectotherms, endotherms, homeotherms, poikilotherms. Heat balance. Rate effects and destructive effects. Rate compensations and cellular mechanisms. Thermal stress and tolerance. Freezing avoidance and freeze tolerance, Ectothermy in terrestrial animals. Thermoregulation and endothermy in lower vertebrates and invertebrates, Endothermic thermoregulation in mammals and birds. Practical training: Effect of varying temperature on, feed intake and metabolism. How animals cope to changing temperatures. Required readings Recommended readings WLM 311 Automobile Operating Principles 1.0 Credit (20L-20P) Pre-requisites: None Learning outcomes: Upon completion of this course, the student will be able to:

1. Demonstrate an understanding of the basic motor vehicle operating principles. 2. Demonstrate an understanding of the basic components and maintenance of motor

vehicles. 3. Apply the acquired knowledge to carry out basic vehicle maintenance and service.

Contents: Automobile basic components: Body, engine, transmission and traction devices. Working principles of the internal combustion engine and its systems (fuel, lubrication, cooling, electrical, transmission). Vehicle inspection and preventive maintenance. Automobile repair and parts acquisition. Vehicle fixed and variable costs. Vehicle hire and mileage costs calculation. Vehicle depreciation and replacement. Required readings Recommended readings



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FEC 301 Principles of Administration and Management 2.0 Credits (45L-15P-15S) Pre-requisite: None Learning Outcome: Upon completion of this course, the student will be able to demonstrate an understanding of the principles and theories of organizational management in relation to contemporary organization theory, organizational reforms and human resources management. Contents: Basic concepts in organizational management and administration. Contemporary organization theory and management functions. Human Resource Management, labour motivation theories and approaches. Organizational reforms at national, regional and district levels. Decentralization by devolution. Poverty reduction strategies and organizational implications. Institutional arrangements for optimal environmental management in developing countries. Excursion: Field excursions to governmental and non-governmental organizations. Required readings

1. Kaoneka, A.R.S. 1996. Forest management: organisation theory and personnel administration, Teaching compendium.

2. Kast, F.E. and Rozenweig, J.E. 1970. Organisation and management , a systems approach. 2nd ed.

Recommended Reading

1. Mintzberg, H. 1979. The structure of organizations: a synthesis of the research. Prentice-Hall, Inc., New Jersey, USA.

FEC 305 Introductory Marketing & Financial Accounting 1.0 Credit (25L 15S 0P) Pre-requisites: FEC 101/AEA 104; FEC 201/AEA 201 Learning Outcomes: Upon completion of the course, the student will be able to: 1. Demonstrate an understanding of the fundamental principles of marketing and

financial accounting. 2. Apply the acquired knowledge to prepare basic accounts and interprets financial

statements of an enterprise. Contents: Marketing: The Basic concepts and elements of marketing. Marketing and utilities. Approaches of studying marketing. Sales and marketing focus. Marketing Strategies. Import and export procures and documentation of forest products. Market research. Financial accounting: Preparation of budgets and their use. Introduction to basic principles of financial accounting. The accounting system. The financial statements and management financial decision making criteria in enterprises.



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Seminars will involve presentation of different case studies illustrating the major principles of accounting and business administration. Required readings Markin, R.J. 1971. Marketing. John Wiley and Sons, New York. Stanton, W.J. 1975. Fundamentals of marketing 4th Edition, Mc Craw-Hill Book

Company, New York. Cundiff, E.W. and Still, R.R. 1971. Basic marketing, concepts, Decisions and Strategies

2nd Edition Prentice hall Inc., New Jersey. Recommended readings Kotler, P. 1985. Principles of marketing, 2nd Edition, Prentice – Hall of India, New Delhi. BTM 308 Human Resource Management 1.5 Credits (35L-20S) Pre-requisite: None Learning outcomes: Upon completion of this course, the students should be able to:

1. Demonstrate the understanding of human resources management concepts. 2. Apply acquired knowledge and skills in developing, motivating and managing a

competent work force. 3. Effectively manage tourism sector work force

Contents: Introduction to human resource management. Objectives and functions of HRM. Human resource planning. Manpower analysis. Selection and recruitment. Concept of supervision: objectives and processes. Leadership skills. Performance appraisals, reward management and motivation. Human resource in service quality. Human resource development. Employees relations. Communication techniques. Compensation and benefits. Discipline and grievance procedures. Counselling. Union and labour relations laws. Required readings

1. Armstrong M. (2003). A Handbook of Human Resource Management Practice. Kogan Page.

2. Bratton John and Gold Jeffrey (2003). Human Resource Management: Theory and Practice. Palgrave Macmillan.

3. De Senzo (2003). Human Resource Management. 6th Edition. Willey. 4. Price A. (2004).Human Resource Management in a Business Context. 2nd Edition.

Thomson Learning 5. Powers, T. and C.W. Barrows. 1999. Introduction to Management in the Hospitality

Industry. 6th Edition. John Willey and Sons, Canada. 6. Mendell, K. & Callen Tonny (1999) Management and Organizational behaviour: A

student workbook 3rd Edition 7. Baum, T. (1995). Managing Human Resources in the European Tourism and

Hospitality Industry, Chapman & Hall, Great Britain. Recommended readings

1. Graham, H. and Bennett, R. (1998):Human Resource Management. Pitman. London.



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2. Foot, M. and Hook, C. (2002).Introducing Human Resource Management. Harlow: Pearson Education.

3. Stredwick, J. (2000). An Introduction to Human Resource Management. London: Butterworth. Heinemann.

4. Torrington, D. and Hall, L. (1998). Human Resource Management. London: Prentice Hall.

5. Nanda, V.K. (????) Adult Education & Human Resource Development. 6. Cole, G.A. (????) Management: Theory and Practice. ELST. 7. Vernon, R. & Wells, L.T. (????) The Manager in the International Economy.

Prentice Hall. 8. d’Souza, A. (1999) Leadership: Trilogy on Leadership and Effective Management. 9. Wheeler, T.L. & Hunder, J.D. (????) Strategic Management & Business Policy.

Pearson Prentice-Hall. 10. Coulter, M. (????) Strategic Management in Action. Pearson Prentice-Hall. 11. Arthur, R.P. (1998) The complete Idiot’s Guide to managing People. 12. Darren, L. R. (1999). HRM in Tourism & Hospitality, Cassell, Great Britain. 13. Riley, M. (1996). Human Resources Management in the Hospitality and Tourism

Industry, 2nd Edition, Butterworth and Heinemann, Great Britain. 17. FIELD PRACTICAL TRAINING 17.1 CONTENTS The Faculty attaches great importance to practical training as an essential requirement of the degree Programme. Students taking the BSc. Wildlife Management are required to complete the following practical training programme: SEMESTER 2 WLM 101 Animal Kingdom (2 wks) Laboratory practical at UDSM (1 wk); Field observation of representatives of mammals, aves, amphibians, reptiles and invertebrates. Examination of evolutionary characteristics of the animals in relation to their adaptability to environments (1 wk). FBL 101 Forest Botany & FBL 102 Principles of Ecology (1 wk) Identification of different vegetation types and their species composition. Exercises in qualitative and quantitative description of vegetation. Exercises in plant collection, pressing, drying, mounting, identification and preservation. SEMESTER 4 Laboratory Work (at CAWM, Mweka) (3 weeks) WLM 201 Mammalogy, WLM 202 Ornithology & WLM 203 Herpetology: Assessment of age in animals, e.g., using bones and teeth. Taxidermy and museum practices. Exposure, care and use of various field equipment. WLM 204 Ballistics: Use of different firearms used in wildlife management. Indoor and outdoor shooting exercises. Hunting and shooting of various game species. Care and maintenance of firearms.



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WLM 207 Range Ecology and Management (1 week) Range land classification. Vegetation survey techniques. Assessment of range conditions and trends. Study of impacts of fire and animals on vegetation. WLM 201 Mammalogy & WLM 208 Principles and Techniques of Wildlife Mgt (1 week) Field identification of mammals. Study of their features, behaviour, habitats and their interrelations. Determination of age and sex of animals. Wildlife population estimation. Capture techniques and care of animals including, immobilization. WLM 202 Ornithology & WLM 203 Herpetology (1 week) Identification of birds, amphibians and reptiles. Study of their features, behaviour, habitats and their interrelations. WLM 206 Ichthyology & WLM 212 Conservation of Wetlands (2 weeks) Laboratory practical at UDSM for Ichthyology (1 wk). Classification of different fish habitats. Identification of fish in relation to their ecological requirements. Visit to various fishing stations to learn methods and techniques used to capture fish. Identifying and studying flora and fauna inhabiting different types of wetlands. Exercises in delineating wetlands. Identifying existing and potential threats to wetlands (1 wk). VM 261 Wildlife Diseases (1 week) Detection and identification of healthy and diseased individual animals or populations. Management, care and handling of diseased animals. Techniques for specimen collection, preservation and shipment. Identification of disease agents and parasites. Where possible, post-mortem of animal carcasses. SEMESTER 6 WLM 304 Participatory Wildlife Conservation & WLM 302 Wildlife Conservation Education and Extension (1 week) Visits to community-based wildlife management project areas. Practising techniques for assessing community involvement in wildlife conservation. WLM 306 Wildlife Protected Area Planning & WLM 307 Infrastructure in Protected Areas (1 week) Carrying out protected area planning exercises. Surveying, zoning and mapping. Preparation of sample general management plans. Designing layouts of structures. WLM 308 Wildlife Utilisation & WLM 309 Wildlife-Based Tourism & Ecotourism (1 week) Field study of zoos, farms, sanctuaries and holding grounds to learn on the training, feeding, disease and health care of animals. Visit hunting, cropping and culling schemes or projects. Processing and care of wildlife products. Expose students to wildlife-based tourism areas and areas suitable for ecotourism. Practice on methods of obtaining, analysing and interpreting tourism data and valuing the tourism industry.



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17.2 MODALITIES Wildlife occurs in a variety of environments, e.g. forests, woodlands, grasslands and wetlands including marine ecosystem. Therefore, it is imperative that field practical of the courses take place in such a variety of ecosystems in order to cover all aspects intended under different courses. For example the component of non-consumptive utilization can be demonstrated in a range of wildlife protected areas while consumptive utilization can be demonstrated only where hunting is conducted (Game Reserves and Game Controlled Areas) during a prescribed period of the year. Furthermore, the training areas (wildlife protected areas) are remote and cut off from public roads. This situation alone necessitates the provision of transport to students to the designated destinations and to allow them move within the areas (e.g. from the base camp into the field and vice versa). In view of the above and in consideration of the cost, field practical in this programme whenever possible will be conducted in wildlife protected areas within and close to Morogoro Region. Therefore, specific training areas will be determined depending on the training objectives, funds available and weather conditions. 18. EXAMINATION SCHEME All university examinations will be 3 hours long and the scheme is as presented in Table 1 and according to University examination regulations.

faculty of forestry and nature...

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