Section outline

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    General Introduction to the module

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    Welcome Message:

    Dear students, you are welcome to Citizenship and transformative Education Module designed for first-year students in the University of Rwanda with the aim to equip you with the notions, principles, and values required to contribute to your transformation into patriotic and responsible citizens.

    Brief Description of the module:

    This module describes the concepts, theories, and principles of citizenship. It  discusses and analyses the strategies and mechanisms to monitor and promote  principles and values of a good citizen. It also provides skills applied to protect and promote integrity principles and practices,  human rights, conflicts resolutions and peace development.

    Module Expected Learning Outcomes:
    Upon the completion of the module you should be able to:

    1. Describe the concepts, Characteristics, Principles of Citizenship, Integrity, Human rights and Peace building.
    2. Apply theories, principles, and Strategies to promote Citizenship, Integrity principles, Human rights and Peace education
    3. Analyze critically the history of Rwanda in relation to Citizenship and transformative education
    4. Exhibit the attitudes and behaviors change in recognition of Citizenship, Integrity, Human rights and Peace principles and Values

    To achieve the Expected Learning Outcomes (ELOs), this module is organized into four Units:

    • Unit 1: Civic Education
    • Unit 2: Integrity system
    • Unit 3: Human rights
    • Unit 4: Peace education

    For each unit, you will be exposed to various learning activities mainly but not limited to:

    • Discussion forums
    • Reflective assignments
    • Quizzes (Questions-answer Learning)

    The supporting resources relevant to this module and planned learning activities will be also given to you for guidance.

    Assessment patterns:
    Dear students, be reminded that at the end this module, the assessment of this module will consider in Course Assessments (CAT) which include online participation, quizzes attempts, assignments submission  (which account for 50% of the overall mark) the final exam (50% as well).

    Facilitator details:

    Unit 1: Civic Education: Murenzi Janvier, Phone Number: +250783078407, Email: janmurenzi1@gmail.com

    Unit 2: Integrity Systems: Dr. Pravda Mfurankunda, Phone number: +250788511297, Email: pmfurankunda@gmail.com 
    Unit 3: Human Rights: Jean Baptiste Serugo, Phone Number: +250788569164 Email: jbsserugo@gmail.com
    Unit 4: Peace Education: Emmanuel Tuyisingize, Phone number: +250788760089, Email: emmatuyisingize@gmail.com
    Overall Coordinator: Dr. Straton Rurangirwa, Phone Number: +250786816681, Email: rurastra@gmail.com

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    Unit 1: Civic Education

    Welcome message:

    Dear students, your facilitators for the unit on Civic Education are Mr. Janvier Murenzi, Dr. Innocent Rugaragu, Dr. Philibert Gakwenzire, and Dr. Raphael Nkaka,. This first lecture series are about Citizenship, State-building, National identity and History of Rwanda. Civic education.. At UR, we cherish the relevance of this module for both substantive and instrumental reasons. This unit provides you with an exposure as future servants and leaders to the basic notions and issues in relation to citizenship, state-building, national identity and history of Rwanda.

    Intended learning outcomes

    By the end of this unit, you should be able to:

     1. Explain what is involved in the notions, debates and practices of citizenship, state building and national identity

    2. Discuss the connection between history of Rwanda and issues of citizenship, state building and national identity;

    3. Portray an ideal Rwandan citizen

    Teaching and learning resources/activities

    You are required to read the notes and other given reading materials by the facilitators on each sub-unit of Civic Education. You will also be asked to discuss the learning materials in forums and attempt quizzes and different assignments.

    Resources:

    Core references:

      • Rwanda’s Constitution of 2003 with Amendments through 2015, art. 25, in Constituteproject.org, PDF generated on 20 July 2020, 20: 05
      • The Organic Law no. 30/2008 of 25/07/2008, www.migration.gov.rw/fileadmin/templates/pdf-files.
      • Charles K. Mulinda, Raphael Nkaka,  The political vision of the Rwandan kingdom,  Vol. 2 No. 2 (2017):
      • Jean-Paul Kimonyo, Transforming Rwanda: Challenges on the Road to Reconstruction, 2019
      • Michael F. Harsch, Better approach to state building, Islands of stability, January 2, 2017

        https://www.ajol.info/index.php/rj/article/view/1639870 14.

     Optional references:

      • Robert D. Putnam, “The Strange Disappearance of Civic America”. Extracted from The American Prospect, 7, 24 (Dec. 1, 1995), pp. 34-48. See also in Schumaker, P. (ed.), op. cit., pp. 249-51
      • Isin, E. F. and Bryan, S., Turner, Handbook of Citizenship Studies, 01/Jan. 2002. DOI: 10.4135/978184860827. no.1
      • Timothy D. Sisk, State-building, Polity, 1st ed. May 28, 2013
      • Iris M.Young, “Polity and Group Difference: A Critique of Ideal of Universal Citizenship”, in Ethics, 99 (January 1989), pp. 250-73. See in Schumaker, P. (ed.), The Political Theory Reader, Wiley-Blackwell, 2010: 226-31sq.

    • Sub-unit 1.1. Citizenship Lecture by Janvier Murenzi October 2020 File PDF
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    • Sub-unit 1.2. National identity lecture by Dr Philibert Gakwenzire File PDF
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      576.0 KB
    • Sub unit 1.3. State building lectrure by Dr. Innocent Rugaragu File PPTX
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      620.2 KB
    • Sub-unit 1.4. History of Rwanda and Civic Education by Dr. Nkaka Raphael File PDF
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      354.0 KB
    • Assignment
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      Instructions

      -In mixed groups of 10 students and following your respective departments/options, please elaborate on ONLY ONE of the following two issues and submit your written assignment online;

      - Maximum 1 page single space, Time New Romans;

      - Reference your work

      - To be marked out of 20

      Question

       

      1. Is there something like erosion of civic values in Rwanda?  Support your claims and arguments from four points of observation and consider competing takes (facts, explanations, implications).
      2.  Would you prefer the Rwandan Citizenship test be an interview, a written quiz, records-based, or some combination of methods?

        A- Support your choice with TWO arguments showing the benefits and the constraints (half a page maximum, 10 marks).

        B- Give a sample of your own proposal for 10 most common questions to potential citizens and try to cover as many areas of the life of the nation (one page maximum).

    • Video lecture on Meanings of citizenship URL
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      Please read the attached URL on the meanings of citizenship and make a summary of four key insights from it.

    • Students must
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      Please read the attached video and make a report in five points.

      https://www.youtube.com/watch?v=xmEX3FiUQJM

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    Unit 2: Integrity Systems

    Welcome message

    Dear students,

    The following are your facilitators: Dr Ismael Buchanan, Dr Pravda Mfurankunda, Dr Mushimiyimana and Ms. Pelly Murungi.

    Aim

    This unit discusses national and international integrity systems, mechanisms of promoting integrity. Finally, it focuses on Rwandan integrity systems.

    Intended Learning outcomes

    By the end of this unit, you should be able to:

      • Explain the integrity and its related concepts
      • Discuss mechanisms of promoting integrity
      • Relate the integrity system and its mechanisms to the Rwandan context
      • Teaching and learning resources/activities

    The module facilitators prepared reading materials and notes for you on integrity systems, mechanisms of promoting integrity in the Rwandan context. You are advised to read the notes and other reading materials for each sub-unit. 

    As far as teaching activities, discussion forums, feedback, assignments and quizzes are concerned, these are main teaching and learning activities. You will be asked to discuss the learning materials in forums or attempt quizzes or do the related assignments.

     

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    Unit 3: Human Rights and Citizenship Education

    Welcome message

    Dear Students, you are welcome to this unit; human rights and citizenship.
    Aim 

    This unit explains theories and characteristics of human rights; presents the history and classification of human rights; explores the mechanisms for the promotion and protection of human rights; gender and human rights; and finally discusses human rights in the context of Rwanda. 

    Intended learning outcomes 

    By the end of this unit, you should be able to: 

    1. Explain concept of human rights, its history, philosophic foundations, characteristics and categories; 
    2. Use the theories, characteristics, and classification of human rights to explain the human rights concept in practical way.

    3. Analyze critically the mechanisms for the promotion and protection of human rights and their effectiveness
    4. Evaluate the implementation of human rights in the context of gender, children, cultural and religious

    Teaching and learning activities/resources 

    You are required to read the notes and other reading materials on each sub-unit of unit 3 on human rights and citizenship education. You will be asked to either discuss the learning materials in forums, or attempt quizzes and do assignments.

    • Subunit 1: Theories, History, Characteristics, and and Classification of human rights Lesson
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      This sub unit aims at providing to you the required knowledge to understand human rights in comprehensive way as stated by unit learning outcomes 1 and 2:

      • Explain concept of human rights, its history, philosophic foundations, characteristics and categories; 
      • Use the theories, characteristics, and classification of human rights to explain the human rights concept in practical way.

      In this sub unit you are given various resources such as lecturer notes and you tube videos to support your learning and you are requested to explore them and participate actively in E-tivity 3.1.1

    • Students must
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      Dear students read the file within this folder carefully to understand human rights  help you to cover learning outcome 1and 2 and it will assist you to do E-tivity 3.1.1.

    • E-tivity 3.1,2; Understanding the human rights Forum
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      The purpose of this activity:
      This activity aims to help you to achieve Learning outcome 1 of this: Use the theories, characteristics, and classification of human rights to explain the human rights concept in practical way
      Description:
      Human rights have been defined as “the rights a person has simply because he or she is a human being. Furthermore it is commonly understood as basic values common to all cultures, and must be respected by countries worldwide. Some authors evaluate Human rights as held equally by every human being everywhere irrespective of their socio-economic status and therefore are universal. However, Human rights are still the contested concept despite the fact that these rights have been internationalized through the development of the UN system of human rights.

      An example is that Michael Freeman has rightly pointed out that “the Rights without reasons are vulnerable to denial and abuse”. So based characteristics of human rights discussed in this unit, comment on this statement?
      Do you agree with him or not?
      Whatever position you took about the statement, express yourself with clear scientific and evidence based data to explain your position and indicate the references you used to develop the assignment
      Instructions:
      Develop a report on your view of this theme and post it to this forum. Then comment on three posts of your colleagues’ posts assisting to convince you with more explanation.
      Your original post may be sent as file attachment or as an open text on platform.
      Supporting resources:

       
      International Justice Resources center; overview of the human rights framework 
       


      Check also Lecturer’ notes entitled:
      Sub unit1: Theories and Characteristics human rights
      Sub unit 2: History and classifications of human rights

    • Human rights in Rwanda Lesson
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      This sub unit aims to analyze and discuss the human rights in context of Rwanda. It will expose to you the mechanisms the government of has put in place to ensure the respect of human rights, protect and promote the human rights. In this section you will also requested to analyze and comments on reports of some international organizations on the implementations of human rights in Rwanda. So to achieve that you will be requested to participate in 2 types of learning activities; Online assignment and Forum discussion

    • Students must
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      Dear students this folder contains the important lecturer notes designed to help you understanding the human rights in Rwandan law and the mechanisms in place to protect and promote human rights in Rwanda including governmental institutions as well as non governmental such as UN system of human rights and others. 

      You are requested to explore them curiously it will help you to achieve unit learning outcome 3 and do the E-tivity 3.3.

    • E-tivity3.3; Reflective and analytical online assignment
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      Purpose: This E-tivity will help you achieve unit learning outcome 3 “Analyze critically the mechanisms for the promotion and protection of human rights and their effectiveness”

      Description: this E-tivity is composed of a couple of 5 questions to answered

      1. Read the section of human rights and freedom in The constitution of the Republic of Rwanda of 2003 with Amendments through 2015 Pp 12-16; 

      Classify the human rights prescribed by the Constitution of the Republic of Rwanda into given categories;

      1. Which ones are categorized into First generation, Second generation rights, and Third generation rights?
      2. Which ones are categorized into Classic Rights and Social Rights?

      2. Reflect on the situation of Genocide against Tutsi of 1994 and comment on human rights violation:

      • Which rights have been violated at time?
      • Use SWOT analysis system to identify the Community's Strengths, Weakness, Opportunities and Threats observed in term of respect, protection, enforcement and promotion of human rights

      3. Reflect and comment post Genocide resolution in term of restoring and enforcement of human rights;

      Which mechanisms have been put in place by Rwandan government or other organs to restore and reinforce human rights?

      4. Comment on Rwandan culture across the Rwandan historical background by identifying the issue of gender, vulnerable groups, religious and human rights (Male&Female and children rights)

      5. Check the United State Department of State (USDOS) (2020); Country Report on Human Rights Practices: Rwanda; Executive summary. The report that criticizes human rights crimes observed to be committed by public and security officials compared to the constitution and other laws in force. 

      a)      Evaluate this report critically and comment on each section of it.

      b)      Do you find that the observations of the report are right or wrong? Explain

      c)      What are the biases do you observe in the report such as emotions, falsification of facts or status without enough and convincing facts, etc

      d)     Compare this report with the other countries around the boundaries of Rwanda such as Burundi, DRC, Federal Republic of Tanzania,…..and one of Western countries in term respecting and protecting human is the stated Pillars of the report

    • Sub unit 3: Human rights and vulnerable groups Lesson
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      Dear students this sub unit is designed to help you dealing with the issues of vulnerable groups and protection of human rights. It will focus on learning outcome 4 of this unit "Evaluate the implementation of human rights in the context of gender, children, cultural and religious".

      It will expose you to the designed learning materials and at the end you are requested to participate actively in the survey that will indicate your achievement of this sub unity expectations 

    • Human rights and vulnerable groups Survey
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      Dear students this survey is aiming to evaluate your understanding of human rights issues in vulnerable groups such as children, women as well as the concerns of religion and human rights respect. It will demonstrate how you have achieved unit learning outcome 4"Evaluate the implementation of human rights in the context of gender, children, cultural and religious "

      Before participating in this survey, kindly check The constitution of the Republic of Rwanda of 2003 with Amendments through 2015 Pp 13 and 15;

      Read also lecturer note on:

    • Students must
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      This folder contains 2 files tha can help to cover unit learning outcome 4"....." and to attempt the E-tivity 3.4.

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    Unit 4: Peace education

    Dove, Hand, Trust, God, Pray, Prayer, Peace, Soul

    Welcome message

    Dear Students, Welcome to Peacebuilding and Peace education unit

    Aim

    This unit explains theories and characteristics of peace education. It introduces students to the understanding of key concepts of peace and conflict, key areas of peace education, and conflict analysis (conflict mapping and tracking model). It also discusses approaches to peace building, and describes local mechanisms for peace building (with emphasis on peace education and welfare programs contributing to peace promotion in the Rwandan context). It will be covered in three weeks.

    Intended learning outcomes

    Upon the completion of this unit, you should be able to:

    1. Explain key concepts of peace and conflict, including conflict analysis and mapping
    2. Describe major approaches and theories to peace education
    3. Analyze mechanisms for peace building at the local, international levels and new trends

     Teaching and learning activities/resources

    You are required to participate actively in different activities designed to allow you achieving the expectations of this unit. the main learning activities will be forum discussions, H5H assignments, turnitin assignments and quizzes where necessary.

    Note that you should complete each designed activity prior to access the next; if the given activity is not completed, the access to the next one will be restricted.

    • Session 1: Understanding conflict, and conflict resolution Lesson
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      This session introduces you to conflict and conflict resolution studies . It will offers you an opportunity to work with conflict analysis, conflict mapping and conflict resolution. Learning activities (E-tivities) for this session, and supporting resources for this session are displayed below in different formats.

    • E-tivity4.1a: Introduction to Conflict and Conflict resolution Forum
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      Post replies: 5
      Make forum posts: 1

      The purpose of this E-tivity:
      This E-tivity aims to help you contextualize the concept of conflict and evaluate your experience in conflict resolution. This is the important step required to understand the conflict in practical views prior to the analysis and understanding of the literatures about conflict resolution.
      Description of the activity:
      The conflict happen in human being any time in life. If I can say all creature in this world live in conflict every day. Finding food and other basic for suverving Purchasing degrees, developing projects, travelling for distance, searching job,....So for you, how can you describe conflict?

      • What is conflict to you?
      • What does it mean if you say that people are in conflict?
      • Is a conflict something bad or negative? I want to ask if conflict affect people in negative way such as causing stress and depression, leading to any kind of hurt and violence, or other serious emotional and physical disorders or it can be some thing generous to people?
      • Can people involved in big conflicts cases live together in peace? If yes why do think so? If not why do think so?
      • Then, try to reflect to an experience which you have faced a conflict with your colleagues, friends or family member and the conflict affected your emotions much worse. Try to identify what caused the conflict at the time, some behavior in the conflict that affected your emotional. Try to note down your feeling you have had at that time, and then try to explain how you resolved that conflict. Which approach or strategy you used? Was any anybody outside involved? If so which role played by that person in the conflict?
      • What resulted from that conflict? Are you still having strong relationship or your relationship have been destroyed?
      • Why do you think has generated that results? The conflict itself or personal emotions and behavior of one of you or of both?

      Try to evaluate yourself when you were dealing with that conflict and document your SWOT as exhibited in that conflict resolution;

      • What were the Strengths you have exhibited?
      • What were the Weaknesses you have exhibited?
      • What were the Opportunities you identified while managing that conflict?
      • What were the threats you faced while managing that conflict?

      After answering those questions, you are requested to submit your file in this forum for peer review; Your colleagues in group will see your post and comment on it.
      You are requested also to comment on each post of your colleagues in group and the comments to your colleagues should address the positive points, the negative points and recommendations for improvements
      You will not be allowed to access the next activities and resources if you do not complete this E-tivity and to complete it you are requested to post your file and comment to each post of your colleagues and the comments should follow the criteria given

    • E-tivity 4.1b; Conflict Analysis and Conflict Resolution Assignment

      The aim of this activity is to assess your abilities to:

      • Define conflict in comprehensive way
      • Analyze any kind of Conflict (conflict mapping and tracking model)
      • Apply the strategies to management any kind of conflict

      Conflict Scenario:
      During community outreach activity in village one family one community member requested to assist in resolution of a conflict in neighborhood family. The man takes the speech and share to the whole community that the family conflict to the high level of violence almost every day. When man of the family given a speech to explain the reason of conflict, he verbalized that since 2 year ago the family was tested HIV positive and since the time the wife refused sexual intercourse accusing him to cheat on her and bring HIV infections in the family. When the wife requested to explain about the problem said that, she have been told that the husband cheated on her many times with different partners the reason she refused to continue sexual intercourse with him. She continues explaining that since the time the husband hit her and the children every day and refused provide the requirements for family basic needs. Neighbors complain that they bored with every day conflict and that two children have left that family because of that conflict.
      Some members of the community ask the flow to talk about that conflict and all of them take the side and aggressive behaviors and words to accuse the opposite party. You are requested to assist the family to resolve this conflict.

      1. Analyze this conflict and use your own diagram to map this conflict (In this map indicate causes, factors, parties involved in this conflict and their respective roles and effects of this conflict).
      2. Explain the steps you can follow to resolve the given conflict in scenario above
      3. Describe the principles you may apply to resolve this conflict
      4. Explain the approach you think would be effective in resolution of this conflict and explain why it will be effective compared to the other approach in place.
      5. Outline some indicators you would observe to ensure that conflict is being resolved effectively.

      Before attempting this quiz read carefully the following resources, the will guide you in answering the questions:

      1.

      2. Conflict resolution, “crucial conversations,” and other higher stakes communication is necessary to study in organizations

      3. Recognizing and resolve short- and long-term conflicts among group members and among groups 

      4. Causes and Outcomes of Conflict

      5. Conflict and Interpersonal Communication

      6.

      7. Steps for conflict management

      8.

      9. Approaches/Strategies for conflict management

      10. Approaches/Strategies for conflict management 

      Notice: Note that this activity requires you to take at least 25 hours to complete it.

    • Session 2: Understand peace education and peacebuilding Lesson
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      This session introduces to you the approaches and theories that underpin peace education and peacebuilding. It helps you to reflect on peace education, its aims, goals and approaches, and the status of peacebuilding debates. 

      Dear students in this session you will be engaged in three (3) main activity which include forum discussion, Turnitin based assignment and Quiz. The supporting resources will be indicated in each activity.

      But before being engaged in those activity, Kindly explore; 

      Kazeem Oyedele LAMIDI (2019); Peace Building: Conceptual, Trajectory and Imperative Analyses in the Third World Countries"

      Read on topic 1. CONCEPTUAL ISSUES ON PEACE BUILDING on page 54. it will help you to understand the concept of peace building in comprehensive way.

    • Comprehensive definition of Peace building File PDF
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      This is rearch article by Kazeem Oyedele LAMIDI (2019) on "Peace Building: Conceptual, Trajectory and Imperative Analyses in the Third World Countries"

      256.9 KB
    • E-tivity 4.2a: Understand peacebuilding arising from conflict Forum

      This activity is designed to help to analyze and discuss the approaches used in Peace building process” From conflict to Peace”. 

      You are requested to develop an essay paper and post it to this forum for discussion.
      The theme of this discussion says that: “The Conflict is not something bad and it is necessity in society to trigger the change for development. Any kind of conflict in community can be transformed into peaceful construct that that serve as capacity building for such community”.
      For this essay, try to introduce the theme and state clearly your position on the theme with main idea supporting your position.
      In the Body paragraphs of essay;

      • Write clearly your topic sentences and supporting ideas in details
      • Provide examples supporting your ideas using Rwandan context from Genocide against Tutsi in 1994 up to now and provide references of those provided examples.

      In the Conclusion;

      • Summarize the main ideas discussed in the essay development
      • Provide your opinion on your new lessons or ideas obtained from this assignment

      Instructions:

      • This essay is written in Times New Romans, size: 12, Line spacing: 1.5 and the Size of paper: 3-5 pages cover page not inclusive
      • Post your essay for group discussion
      • After posting your essay, you are requested to comment to three works of your colleagues by identifying the positive points, weaknesses that need the improvements and also by suggesting the way of improving. For suggestions you can consider to orient your colleagues by references.
      • This work will be graded on 20 points. However, the quality and the number of replies to your colleagues' works will be consider to decide whether your work is qualified for grading.

      To respond to this theme you are advised to consult but not limited; The Catholic Relief Services (2018); Peacebuilding Fundamentals; Participant’s manual; Unit 3 Building Peace and 4: Peacebuilding Design, and Measuring Progress, Pp 43-109 

    • E-tivity 4.2b: Mechanisms to promote Peacebuilding Turnitin Assignment 2

      This activity will help you to analyze and Comment on the available Local mechanisms for peace building (with emphasis on peace education and welfare programmes contributing to peace promotion in the Rwandan context).

      As you know our country Rwanda has faced a cascade of severe Violence and major conflict. Among those we may highlight the Genocide against Tutsi of 1994 where more than 1 million people killed by their neighbors and friends and others left the country. This has put the Rwanda into a big burden of reconstruction of state and its institutions as a Nation as well as re-building a peace. It is now 21 year later. Different mechanisms have been put in place and now we are facing a big improvement and we are now in Peaceful country. So, reflect of those different mechanisms you identified as effective in reconstruction of peace in Rwanda after the Genocide against Tutsi of 1994 and make Comments on the mechanisms those put in place by Rwandan government to fight the consequences of Genocide against Tutsi of 1994 in the framework of reconstruction and Re-build the peace.
      Then, refer to five principles established by African Union in 26 in the African Union Policy on Post Conflict reconstruction and development and explain how those mechanisms put in place by Rwandan Government ensure the implementation that policy and use the provided indicators by the said policy to evaluate the current status of Rwanda as the achievement of Peace reconstruction and development after the Genocide of Tutsi crisis.
      Instructions:
      This is five pages essay reflective Paper, Times new Romans, front size 12, line spacing 1.5, 3-5 pages
      Resources:

      • African Union, Policy on Post-Conflict Reconstruction and Development (PCRD), adopted in Banjul, the Gambia 2006 available on https://www.peaceau.org/uploads/pcrd-policy-framwowork-eng.pdf
      • The Constitution of the Republic of Rwanda of 2003 revised in 2015 available on www.parliament.gov.rw
      • Training materials on shared values and taboos (the do’s & don’ts) available on www.nic.gov.rw
    • E-tivity 4.3.1,2,3: Summative Quiz of Unit 4

      This quiz aims at evaluating the achievement of Unit 4 Intended Learning Outcomes.

      It will be 20 questions Multiple choice questions with only one correct answer and it will be graded on 20 arks.

      Dear students kindly prepare your self to attempt this quiz as only one Attempt will be allowed and the attempt will take 45 minutes maximum.

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