Mr. NAPI WOUAPI Hervé Alain
Course name Rural Communities, Leadership and Community Development
Code ESR 422
Hours CM (lecture): 35 ; TD (tutorial) : 15 ; TP (practical work) : 0 et TPE (student’s self-study) : 25
Crédits 5
Level M1
Semester 8 (academic year 2019-2020)
Pre-requisite (s) N/A
Course Description This course centres on Rural Communities - Leadership - Community Development nexus with an African perspective. The course is aimed at rural engineering professionals who need to integrate or ‘mainstream’ sociological considerations of development into their engineering work. The course situates the topics of rural communities, leadership and community development into sociological and development theories. The course then briefly traces how development approaches evolved from the 1950s to the present. Then, a few structural questions are raised which are central to rural development issues such as agricultural productivity and production including the management of said production, decentralized rural infrastructures, private sector involvement in agriculture and sustainable agriculture among others. It will draw conceptual tools from the Department of Rural Socioeconomics and Agricultural Extension (SERVA) and related traditions focusing on problem-oriented project work as tools for understanding or analysing e.g. rural livelihoods-agriculture issues and community development in social or human behavioural contexts. Finally, the course places emphasis on the concept of leadership in connection with youth empowerment and their engagement in responsible investment in agriculture and food systems.
Overall Objective Facilitate the acquisition of knowledge on major issues related to community development in rural areas, and how leadership may influence this process
Specific Objectives (Know-how) By the end of this course students will be able to
 One, identify and describe rural communities-leadership-community development nexus from a social science perspective. This way, it provides participants with an understanding of community development in a rural context and the contribution of leadership in this process in the face of existing and emerging challenges. These include inter alia climate-induced risk, natural resource management, agricultural productivity, functioning market, rural infrastructure and trade to name a few.

 Two, explore and explain, from a social science framework, the causes of rural problems or poor rural governance using the lenses of farming systems analysis (FSA); and provide the basis for mapping and defining solutions using adequate framework such as sustainable livelihood approach (SLA).

 Three, become critical and reflexive about rural development matters and the leadership role youth can play in transforming rural economies through agriculture. Toward this end, we highlight the success of dozens of young agripreneurs from twelve African countries - their paths, their challenges, the keys to their success are presented to you. This reflects the leadership potential of young Africans who today are more and more educated and open to the world, have better access to knowledge, technologies and innovations. These, applied to agriculture, can facilitate and accelerate the transformation of this sector as well as its profitability for shared prosperity and improved livelihoods through harnessing opportunities for inclusive growth and sustainable development.
Weekly Topics Module 1 : The first part is the course overview – an introduction to Rural Communities, Leadership and Community Development concepts

Module 2 : The second part provides you with the background tools needed to understand the topic of rural communities as it relates to rural sociology, rural development strategy and major social institutions. It highlights the structure of African agriculture within the context of a rapidly changing environment. Topics discussed as part of learning activities encompass inter alia: (i) gender bias in the distribution of workload in agriculture in rural areas; how reproductive and productive activities are allocated, access and control over productive resources, and understanding the political, institutional, environmental, and socio-economic processes which shape the performance of food production systems in rural areas; and (ii) resilient-building project/initiative in the context of climatic vagaries and other natural disasters and risks. This module equally addresses some of the on-going debates in conceptual framework and policy associated with the Comprehensive African Agricultural Development Programme (CAADP). Further, it deals with the nature of social institution and rural poverty: definitions of rural development, the genesis of development discourse, and approaches to rural development including extension work are explored to inform context-specific development interventions

Module 3 : The third part conceptualizes leadership and community development. The need to more accurately conceptualize the field of leadership and community development has increased during recent decades. This is largely the result of a growing field marked by its multidisciplinary nature, but also because of the multifaceted ways in which communities across the globe participate in the development process. In this module, we provide a conceptual definition of leadership and community development that serves both academics and practitioners. More importantly, based on such conceptualization, we offer a typology that accounts for the different forms in which leadership influences community development by means of transforming economies through agriculture – youth for growth.

Module 4 : Course wrap-up - The fourth and last part is about the evaluation of the course by participants (are the learning objectives fully met – please be specific how and how not, what went well and what still needs to be improved, and the way forward etc.)
Course Format This is in part a seminar-format course incorporating project/group work and/or self assessment. While there are class lectures, the course is equally centered on student discussion, and critique of the class material. It is directed to graduate students with a prior knowledge on the introduction to rural sociology who can devote a rigorous time commitment to the class. Each class period will usually include an overview lecture by me, which provides an orientation to the material. Your questions, comments, and participation will be solicited continually. Hence, it is essential you come to class prepared. Course work is also tailored to meet your specific interests and program objectives in agricultural engineering.
Course Assignment(s) and Grading This course has two sets of written requirements: (i) one groups’ or individual take-home assignments, assigned tentatively following parts 1, 2 and 3 of the lecture respectively and due on May 2020; and (ii) an examination scheduled for June 2020.

As regards grading it is worth to note that graduate students are held to more demanding standards in all forms of course work, and written assignments are more detailed. Before handing in written work, please be aware of university rules for plagiarism and don’t hesitate to ask me clarify any questions you may have.

Your grade is determined in the following way. The groups’ or selfs’ take-home assignment count 30% of your final grade including the attendance in class and individual performance. The exam will count the remaining 70%.

Class participation is a very important component of your grade. Criteria regarding class participation will be: (i) that your class participation reflects thoughtful discussion of the required readings, clearly demonstrating your knowledge, questions, and concerns about the topics introduced in the readings for the week; (ii) that your group assignment is well-prepared and that your individual contribution is clear and of high quality; and (iii) that you are consistent in class participation, which also means that you are present for each class in addition to being a conscientious participant. Partial class attendance (arriving late, leaving early) will affect your class participation grade. Failure to attend class or partial attendance of class tend to disrupt ongoing class discussion and hurts seminar/interactive climate where everyone is counted upon to contribute and to be on the same page in terms of material discussed. In fairness to other students who arrange their personal schedules to attend this class, students who miss part or all of any class without any valid justification such as a doctor’s note (in case of sickness) will see their final grades lowered.
Note I enjoy teaching this class and I hope to get to know you better over this second semester of academic year 2019-2020. I am here to help you achieve your personal/professional goals in this class. Please feel free to send me a mail or drop by during my office hours – if those hours are not suitable for you, we can schedule an appointment at a convenient time!
Readings Books, reports or erticles that you may find useful are on reserve at the Department of Agricultural Extension and Rural Sociology. These include:
 Success Stories – « Ils l’Ont Fait ! Etre Jeune et Entreprendre dans le Secteur Agricole » « © CTA 2019 sur financement de l’Union Européenne »
 CRS et MEAS. 2016. Organiser et gérer des groupements de paysans : Un manuel sur les compétences pour la commercialisation et le développement rural (compétences SMART). Catholic Relief Services, Baltimore, MD, et projet Modernizing Extension and Advisory Services, Université d’Illinois, Urbana-Champaign, IL.
© 2016 Catholic Relief Services — Conférence des évêques catholiques des États-Unis et projet MEAS. www.meas-extension.org/meas-offers/training
 Amungwa, Athanasius. Rural Sociology An African Perspective (Grassroots Publishers Ltd., 2013)
 Cooper, P.J.M., Coe, R., Stern, R.D. Experimental Agriculture (Cambridge University Press, 2011)

Internet Links:
 http://www.rprconline.org , this is the website for Rupri, Rural Policy Institute, which produces reports about rural poverty.
 Institute for Women’s Policy Research, http://iwpr.org This organisation’s website contains much information about women’s work and well-being, family well-being, and child care
 Farming Systems in Africa
 Other(s): http://www.gapminder.org/world and http://faostat3.fao.org/faostat-gateway/go/to/browse/Q/*/E)