MAKEREREUNIVERSITY

FACULTY OF ARTS

DEPARTMENT OF PHILOSOPHY

PROPOSAL FOR:

BACHELOR OF ETHICS AND HUMAN RIGHTS (BEH)

MAY 2009

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MAKERERE UNIVERSITY

DEPARTMENT OF PHILOSOPHY

1.0 Title of the Programme

BACHELOR OF ETHICS AND HUMAN RIGHTS (BEH)

2.0 IntroductionDespite various titles proposed for the above academic program, the members of staff, philosophy department unanimously, agreed that the program be called Bachelor of Ethics and Human Rights (BEH). They observed that, the centrality of ethics in human affairs is as old as civilization itself as evidenced by lengthy treatises the Greeks wrote on the subject. The concerns for human rights awareness and practice in modern society are equally growing. When we combine the ethical and human rights knowledge and practice we definitely have an added advantage in equipping the members of our society that intend to serve in the public fora. The public yearning for professional and leadership codes of conduct, for public accountability in all spheres of life, combined with the demand for respect of human rights in all spheres of life, all invariably point to the importance of the issue of ethics and human rights in the management of pubic affairs. It is in such social setting that, we in the academia have to come in to fill this gap by bringing ethics and human rights to bear on such a broad discipline like public management with the hope that ethical and human rights consciousness will eventually seep down to the various distinct disciplines and professions of our society.

2.1 Justification1. In the world today, and Uganda in particular, the public is increasingly yearning for

professional managers of society who are not only persons of integrity but who are also committed to the respect of human rights in the management of public affairs. The proposed bachelor’s degree in Ethics and Human Rights is intended to provide a comprehensive course of study that shall positively respond to the above yearning of society.

2. Secondly, the government of Uganda intends to introduce the teaching of ethics in secondary schools. It is our foresighted conviction that the introduction of this new program will go a long way in trying to provide future teachers for those courses in that very wide milieu. The very products of that course at secondary level will be the candidates of our new program of Ethics and Human Rights.

3. Makerere University has a plan to introduce a course of ethics and human rights to be taught to all the faculties of the University. This program has in place these courses that would be taught across the entire University. These are EHR 1101; Introduction to Ethics and EHR 2203: Professional Ethics which will cater for both the general basic knowledge on ethics and the applied dimension that can be adopted to suit the various faculties and their unique needs under professional ethics. While course EHR 1104: Basic Theories of Human Rights and EHR 3204: The Status of Human Rights in Uganda could cater for both general knowledge on human rights and the applied dimensions of these rights in Uganda.

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4. Aware that we have already, within the department of philosophy, two M.A programs; one on Human rights and the other on Ethics and Public Management, we are more convinced, this program will provide better candidates for these two sister graduate programs.

5. Besides, today human rights have ceased to be the concern of only a few distinct organizations like United Nations, Amnesty International or American Human Rights Watch. Human right is now at the center of the broader life of human kind. Today people talk of Human Rights based approach to development, Human Rights and Democracy, Peoples’ centered approach to development in the age of globalization etc. These new needs call, not only for a better understanding of basic human rights principles, but also for need to be equipped with ethical principles on how to manage and govern the world in the new age of globalization.

6. In the modern world characterized by complex mass media systems, you cannot fail to be shocked by astonishing news about grave human rights abuses in the world. In the press you can see horrific sights of genocide, malnourished and dying children, fleets of refugees and war victims, leave alone the plight of children, women, minorities ravaged by poverty and discriminations in many parts of the world. In the face of big efforts being made to make the world aware of such grave abuses of human rights, it becomes imperative that alongside this effort we must be availed basic human rights and ethical principles that safeguards life and enforces respect for the dignity of each and every member of human society.

7. On top of these, ethical principles and human rights laws will give additional advantage to those who will have to manage public affairs. So, it is for such concerns that a program like Ethics and Human Rights become of utmost importance for a University like Makerere that has to produce and will continue to produce managers of public affairs in Uganda, Africa and the rest of the world.

8. Ethical and human rights principles enrich each other to furnish a manager of public affairs with positive idea of good governance of society. One cannot practice good governance without sufficient respect of human rights and proper application of ethical principles. That is why these two components of human rights and ethical principles should be blended together to benefit any manager of society.

3.0 Resources

3.1 StaffingThe department of philosophy has ever worked in close collaboration with other departments within the Faculty of Arts and other Faculties/Institutes within Makerere University. The following members of staff are on the ground to conduct the programme.

The Core Staff MembersAmong the core staff we have two categories; the established staff and the part time staff. The part time staff in this category are lecturers who have been trained of late both in the department and outside the country and who have completed or about the complete their masters who will be quite useful to man the teaching load for this new program. These have not yet been employed neither by the University nor anywhere else, yet they have time and are available to teach on this program. We shall name them core staff B, while the established members of staff

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we shall name core staff A.

CORE STAFF A: Ass. Prof. Dr. J.K. Kigongo, B.A. (Mak), P.G.D.E (Mak), M.A. (Mak), Ph.D.

(Mak).

Ass. Prof. Dr. E.K. Beyaraza, B.A . (Mak), Dip. Ed. (Mak), M.A. (Mak), Ph.D (Beyreuth).

Ass. Prof. E. Wamala, B.A. (Mak), Dip. Ed. (Mak), M.A (Delhi), M.Phil. (Delhi), Ph.D. (Mak)

Dr. A.B. Rukooko, B.A. (Mak), P.G.D.E. (Mak), M.A. (Nairobi), Ph.D. (Mak)

Dr. W. Lajul, Dip. Phil. (Alokolum); Dip. Theo. (Ggaba); B.A Phil. (Urban), B.A. Theo. (Urban); P.G.D.E (Mak), M.A. (Urban), Ph.D. (Urban)

Dr. G. Tusabe, B.A. (Mak), P.G.D.E. (Mak), M.A. (Mak), Ph.D. (Mak).

Dr. S.A. Mwanahewa, B.A. (Mak), Dip. Ed. (Mak), M.A. (Mak) Ph.D (Candidate)

Dr. F. Kasozi Dip. Phil. (Katigondo); Dip. Theo (Ggaba); B.A Phil. (Urban), B.A. Theo. (Urban); M.A/ Ph.D. (FREIBURG Germany), Dip. Personnel Management (JERSEY UK)

Mr. Kanakulya Dickson BA Arts (Mak), Cert. (UMI), M.A. (Bergen)

Ms. Ssonko Felster BA Arts (Mak), PGDE (Mak)

CORE STAFF B:

Mr. Kizito Michael George BA Arts (Mak), M.Phil. in Gender and Development (Bergen)

Mr. Ssentongo Jimmy Spire Dipl. in Phil (Langata Major Sem.), B.A. In Phil. (Urban University Rome), M.A. in ETPM (Mak).

Mr. Ochieng Francis Xaviour Dipl. in Phil. (Katigondo), B.A. in Phil. (Urban University Rome), M.A. in Human Rights (Mak).

Mr. Barugahare John Dipl. in Ed (Nkozi NTC), M.A. in Phil. (Mak), M.A. ETPM Candidate (Mak.)

Mr. Olar Ronald Dip.Phil. (Katigondo); Dip. Theo. (Ggaba); B.A.

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Phil. (Urban), B.D. (Mak), M.BA. (UMU), Can. Ph.D. (Mak).

OTHER AVAILABLE STAFF:

Ass. Prof. Dr. Barya LLB (Mak), LLM and PhD. (Reading Uinversity UK).

Dr. Onoria LLB (Mak), LLM (Camb), Ph.D. (Camb).

Dr. P. Musana, B.A.; M.A.; Ph.D. (Mak)

Dr. J. Ddumba-Ssentamu, M.A (Mak), Ph.D (Mak)

Dr. J. Muwanga, B.SC. (Mak), Ph.D. (Uttah State Univ.)

Dr. F. Byarugaba, B.A. (Mak), M.A. (Mak), Ph.D. (Mak)

Dr. Y. Olum, B.A. (Mak), M.A (Manchester), Ph.D (Newcastle)

Mrs. M. Chibita, B.A. (Mak), M.A (Univ. of Iowa)

Dr. J. Kisekka, Ph.B (Urban), Phil. Lic. (Urban), B.S.T. (Urban), Ph.d (Urban)

Dr. D. Nkurunzinza Dipl.Philo. (Katigondo); B.A (Gregorian); M.A Cuea); PhD. (Tubingen); PGD-PPM (UMI); Cert.ADR (ILI); PGD-PLM

Dr. R. Bakeine Dipl. Phil. (Mak); Dipl. Theo. (Mak); B.A. Theo.

(Mak); M.A. Theo. (Mak); Ph.D. (Leuven)

Dr. A. Nkabahona, Dip. Philo. (Nairobi), Dip. Theo. (Nairobi,), B.A. Theo. (Urban), M.A. Theo. (Urban), Ph.D. (Leuven).

Mr. P. Kaboha, B.A. (London), Dip. Ed. (E.A.), M.A. (E.A.)

3.2 Scholastic MaterialsThe source of the materials will be the Department of Philosophy Library, Faculty of Law Library, Makerere Institute of Social Research Library, School of Education Library, and Makerere University Main Library. Many new text books will be acquired through the Book Bank arrangement.

3.3 SpaceThe programme shall share the existing physical facilities with other programmes in the Faculty of Arts.

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3.4 FundingThe Programme shall be self-sustaining in terms of funds as outlined in the budget annexed.

4.0 Objectives To equip the students with theoretical foundations of human rights and basic principles

of ethics and public management.

To enable students develop a broader understanding of public policy, methods and models for policy analysis of human rights organizations, the place of government and NGOs in dealing with human rights and public management.

To Introduce the students into various issues in specific social settings, for instance: war situations, minority rights, children rights, rights of women and marginalized groups, rights of workers, prisoners refugees etc.

To enable students develop moral consciousness in matters relating to public management.

To sensitize students about the many impediments which stand in the way of implementing human rights; e.g. armed conflicts.

To equip students with theories and skills of qualitative and quantitative social research.

To orientate students towards the different policy issues in contemporary society and how these relate to ethics and public management.

5.0 Entry Requirements

5.1 Direct Entry.

Program & duration Code Weighing System

(B.EH).(Day Program 3 Years) EHR, Essential: Two best done of All A’level(Evening Program 3 Years) EHE. Relevant: Third best done of All A’level subjects.

Desirable: General Paper, Sub-Maths.Others: All Others.

Weighing Criteria:

Subject Category Weight (i) Essential 3(ii) Relevant 2(iii) Desirable 1(iv) Others 0.5

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5.2 Mature Age Entry SchemeUnder the Mature Age Entry Scheme, candidates who are at least 25 years old may apply to sit the Mature Age examination. Those who are successful, in both the written and the oral examination are then considered for admission.

5.3 Diploma Holders EntryA Diploma or its equivalent from a recognized institution of higher learning.

6.0 Operation of the Semester/Credit Unit system

6.1 The Academic Year In the semester system, the academic year shall be composed of two (2) Semesters and

one Recess Term.

The Academic Programs shall be designed per semester/Recess Term per academic year, for example Semester One, Semester Two and (where applicable) Recess Term for Year One.

6.2 Length of Semester The length of a Semester shall be Seventeen (17) weeks with fifteen (15) weeks being

for teaching and Two weeks for Examinations. The duration for Recess Term shall be Ten (10) weeks.

6.3 Registration of Students Since the registrations of Students have been decentralized to the Faculties, our students

will be registered in the faculty of Arts, by the Faculty Academic Registrar.

There shall not be a specific time set aside for registration exclusively. However, students shall be required to register within the first three weeks from the beginning of the first semester. Freshers normally register during the Orientation Week.

Continuing students shall indicate the Courses they would wish to offer in Semester Two, while they would still be in Semester one. However each Continuing student shall confirm the courses they would actually take in Semester Two in the first week of semester Two.

7.0 DurationThe duration of the Bachelor of Ethics and Human Rights degree is three years, each consisting of two semesters. Each semester shall comprise 15 weeks of teaching/study and 2 weeks of examinations. There will be a break of 4 weeks between semesters. The first year courses are compulsory. During the second and third years the students will take four core courses and one elective per semester.

7.1 Commencement of the ProgrammeThe B of Ethics and Human Rights program is expected to start in August, 2007.

8.0 Program Course UnitsThe programme shall be conducted on the Course Unit (CU) basis,

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One Course Unit (CU) is equivalent to 1 contact hour a week over a semester or a series of 60 contact hours. One contact hour is equivalent to one hour of lecture/tutorial.

8.1 Structure of the ProgramThe Bachelor of Ethics and Human Rights shall be offered by coursework, examinations and research.

Year I: Semester I and Semester II

Five cores and no elective.

Year 2: Semester I and Semester II

Four cores plus one elective in each of the semesters, making a total of 10 courses in all.

Year 3: Semester I and Semester II

Four cores plus one elective in each of the semesters, making a total of 10 courses in all.

8.2 Layout of the CoursesA student will offer ten (10) courses in the 1st year, five (5) courses in each semester, all being compulsory

8.3 Year I, Semester I L T CH CU

Core Course

CSC 1100 Computer Literacy 45 15 60 4CSK 1101 Communication Skills 45 15 60 4EHR 1102 Introduction to Ethics 45 15 60 4EHR 1103 Philosophical Foundations of Human rights 45 15 60 4EHR 1104 History of Public Management and Policy 45 15 60 4

Year I, Semester II L T CH CU

Core Courses EHR 1201 History of Ethics 45 15 60 4EHR 1202 Theories of Organization and Management 45 15 60 4EHR 1203 Theories of Human Rights 45 15 60 4EHR 1204 Evolution of Human Rights 45 15 60 4EHR 1205 NGO, Human Rights and Development 45 15 60 4

Year 2, Semester I L T CH CU Core Courses

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EHR 2101 Research Methods 45 15 60 4EHR 2102 Gender, Human Rights and Policy 45 15 60 4EHR 2103 International Law 45 15 60 4EHR 2104 Law and Good Governance 45 15 60 4

Elective courses (elect 1 only)EHR 2105 Administrative Law 45 15 60 4 EHR 2106 Bio-ethics and Human Development 45 15 60 4EHR 2107 Human Rights and Environmental Management 45 15 60 4

Year 2, Semester 2 L T CH CU Core courses

EHR 2201 Research Report 45 15 60 4EHR 2202 International and Regional Human Rights Regimes 45 15 60 4EHR 2203 Professional Ethics 45 15 60 4EHR 2204 Development Ethics 45 15 60 4

Recess Semester: Internship and Research Paper Report

Elective courses (elect 1 only)

EHR 2205 Business Ethics 45 15 60 4EHR 2206 Political Philosophy 45 15 60 4EHR 2207 Human Rights in Africa 45 15 60 4

Year 3, Semester I L T CH CU

Core courses

EHR 3101 Conflict Resolution and Management 45 15 60 4EHR 3102 Politics in Developing Nations 45 15 60 4EHR 3103 Children and Minority Rights 45 15 60 4EHR 3104 Human Rights in Uganda 45 15 60 4

Elective courses (elect 1 only)

EHR 3105 Property Rights and Management 45 15 60 4 EHR 3106 Environmental Ethics 45 15 60 4EHR 3107 Human Resource Management 45 15 60 4HER 3108 Refugees and Human Rights 45 15 60 4

Year 3, Semester II L T CH CU

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Core courses

EHR 3201 Project Planning and Management 45 15 60 4EHR 3202 Ethics in Public Administration: The Case of Uganda 45 15 60 4EHR 3203 Ethics and Human Rights in Labor Relations 45 15 60 4EHR 3204 Field Attachment 45 15 60 4

Elective courses (elect 1 only)

EHR 3205 Ethics in International Relations 45 15 60 4EHR 3206 Media Ethics, Human Rights and Development 45 15 60 4EHR 3207 Ethics of Work 45 15 60 4

NB: In total, there are eight courses on Management, eight courses on Human Rights and nine courses on Ethics with four courses shared between Ethics and Public Management, three courses shared between Public Management and Human Rights, while general courses are six in number.

9.0 Examination Regulations The common regulations for the Bachelors Degree in the University shall be applicable

unless indicated otherwise.

There shall be progressive coursework assessment that shall consist of at least 2 assignments per course per semester contributing up to 30% towards the final mark in each course in all the three years.

No student shall be allowed to sit for the end of any semester examination if denied a certificate of due performance on account of failure to attend the lectures or has failed to any coursework.

There shall be Internal and External Examiners appointed by the University Senate. The Faculty Board shall receive, consider and recommend to the Senate the final examination results of each candidate.

End of semester examinations relate to the whole range of materials covered in a particular course.

End of semester examinations shall be written in all 10 courses a year, i.e., 5 courses shall be examined per semester.

The end of semester examinations shall account for 70% and coursework 30% of the final mark in each course, except for each Research Paper, which is marked out of 100%. For coursework, notice of test should be given at least one week earlier.

Pass MarkThe range of final average marks that shall be used to determine the progress at the end of each

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semester will be a Grade Point of 2.0 in all courses examined. A candidate shall be deemed to have passed the semester examinations if the candidate obtains at least 50% of the marks in each course individually.

The range of marks on the Academic Transcript for the individual courses shall be as follows:

(i) Marks % Letter Grade Grade Point

80 B 100 A 5.075 B 79.9 B+ 4.570 B 74.9 B 4.065 B 69.9 B- 3.560 B 64.9 C+ 3.055 B 59.9 C 2.550 B 54.9 C- 2.045 B 49.9 D+ 1.540 B 44.9 D 1.035 B 39.9 D- 0.5Below E 0

The following additional letters are used where appropriate:

W- Withdraw from CourseI - IncompleteAU- Audited Course OnlyF- FailureP- Pass

The Pass Grade Point per Course is 2.0

10.0 Progression through the ProgrammeProgression through the Programme shall be assessed in three ways:

10.1 Normal Progress (NP)This occurs when the candidate passes each course taken with a minimum grade point of 2.0.

10.2 Probationary Progress (PP) occurs when either (i) A student fails a core/elective course.

Or

(ii) A student obtains a cumulative Grade Point Average (CGPA) of less than 2.0.

Probation is removed when either of conditions (i) or (ii) ceases to hold.

10.3 DiscontinuationA student shall be discontinued from the programme if:

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He/ She has received two probations on the same Core/Compulsory course.

He/ She has received two consecutive probations based on CGPA.

11.0 Re-Taking a CourseThere shall be no supplementary examinations in any course of the programme. However, a candidate may re-take a course when it is offered in order to:

Pass if the student had failed.Improve the first grade if the first pass grade was low.Take a substitute elective where the student does not wish to re-take a failed elective.

12.0 COURSE DESCRIPTIONS, COURSE OUTLINES, READING LISTS

CSC 1100: Computer Literacy

Course objectivesThe study aims at giving the students a working knowledge of the computer and how to use the major operating systems such as Windows. It also hopes to introduce students to other systems such as Linux and Ubuntu.

Learning ObjectivesAfter studying this course students will be able to:

1) Operate a personal computer without much difficulty2) Know how to maintain the health of a personal computer3) Operate Word processing, spreadsheets and PowerPoint presentations4) Know how to operate Internet browsers5) Know how to open and effectively use e-mails and e-contacts6) Know the basics about other operating systems such as Linux, and Unix

Course Description This course introduces students to the basic features of the operating a personal computer. It introduces them to the basic features and operation of Windows 98, NT, 2000 or XP users. Students will learn basic word processing, spreadsheets, presentation (e.g PowerPoint), among others. Students will get oriented to key computer elements of computer maintenance. They will also get basic introduction to other operating systems and software such as Linux, Unix and Ubuntu. Students will also learn to use the Internet browsers such as Explorer, and Mozilla in addition to learning to manage e-mails, how to use internet search engines among other features.

Course Outline (Basic)1. Introduction to Computers and Computer Systems for beginners2. Basic computer processing, software categories, digital computers, binary numbers3. Computer architecture, input/output devices, memory, central processing unit.4. Introduction to operating systems & software (Windows, Ubuntu, Linux, Unix).5. Word Processing6. Spreadsheets and Modelling: Using MS Excel

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7. MS PowerPoint8. Word Publisher and Outlook

Web Technology and Networks9. HTTP, Hyper Text Markup Language (HTML), 10. The basics of the Internet, Local-Area and Wide-Area Networks11. The World-Wide Web (WWW) and Uniform Recourse Locators (URLs). 12. Data Management processing

Methodology The facilitator(s) will employ the following methods; Interactive lectures, Illustrations, demonstration, guided discovery, tutorials, practical, computer exercises.

Assessment Mode

Take home exercise 15% Practical exercise test 15% End of semester examination 70%

ReadingsLarry Long, Nancy Long, 1996, Introduction to Computers & Information Systems, Prentice HallPeter Norton, Computing Fundamentals, Career Education; 5 Edition, 2002 Gary B. Shelly (et al), Discovering Computers, Course Technology; 1 edition, 2002 June Jamrich Parsons and Dan Oja, 2004, Computer Concepts Illustrated, 5 Edition David Beskeen, et al, 2005, Microsoft Office 2003 Illustrated, 2 Edition, Thompson

CSK 1101: Communication Skills

Course ObjectiveThe course will impart communication skills to students in order to improve their communication competence; to develop understanding and a specialist appreciation of the peculiar nature of Ugandan communication problems and how this impacts on our national growth and developmental plans. Learning ObjectivesStudents are expected to gain the following skills:

Writing Skills: Thinking critically; selecting and organizing relevant details logically; Writing the reports, essays, letters and taking notes in appropriate register; Avoiding ambiguities, fallacies, irrationalities; Providing supportive evidence; Editing documents, proof reading; Writing and expanding information; quoting and citing references; Writing a curriculum vitae.

Reading Skills: The use of skimming; scanning inference and prediction in reading; Intensive and critical reading; Acquisition of specific reading skills; Interpretation of non linear texts; Locating information and comprehension.

Speaking and Listening Skills: Enhance Effective Public Relations The art of persuasion in

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effective speaking; Conducting interviews; Conducting meetings; Participating in group discussions and tutorials; Non verbal communication clues; Presentation seminars, seeking clarification etc.; Expression of politeness; Public speaking; Proper listening skills.

Examination Skills: Preparing for examinations, Writing examinations and following instructions. Avoiding plagiarism and strengthening one’s originality.

Course descriptionThis course will develop the thinking, writing and speaking skills that students need to achieve success in the any area of their choice

Course Outline

Selecting and organizing ideas logically Writing reports, essays and letters Avoiding fallacies Editing and Proof reading Scanning inference and prediction in reading Interpretation of non-linear texts Arts of persuasion in effective speaking Non-verbal Communication Public speaking and proper listening

Methodology The facilitator(s) will employ the following methods; lectures, question and answer demonstration, guided discovery, role play, Video tapes, group discussions, cooperate learning, brain storming.

Assessment Mode

Take home exercise 15% Practical exercise test 15% End of semester examination 70%

Readings List Richard Ellis, 2003, Communication Skills, Intellect books, Matthew McKay, 1995, Messages: The Communication Skills Book, 2nd Ed, New Harbinger Publications.Marsha Ludden, 2002, Effective Communication Skills: Essential Skills for Success in Work and Life, 2nd Ed, Jist PublicationsKathleen Bartholomew, 2007, Stressed Out About Communication Skills, 1st edition, HCPro Inc.Alan Barker, 2006, Improve Your Communication Skills, 2nd Edition, Kogan PageAndrew Bradbury, 2006, Successful Presentation Skills, 3rd Edition, Kogan Page

EHR 1102: Introduction to Ethics

Course objectives This course will enable the students to understand the difference between morality and ethics.

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Students will also be taught the tools and approaches to the study of ethics.

Learning objectivesAfter participating in this course, students will be able to;1) define key terms concerning ethics and morality2) explain the approaches to the study of ethics3) understand to whom ethics applies4) distinguish between ethics, morality and the law5) distinguish between morality and religion6) understand why human beings should be ethical

Course description The course assesses the different ethical principles or standards available and whether common ethical standards are possible, focusing on the problem of good and evil as related to human behaviour.  It asks, among the rest, what is the meaning of being free and responsible, what are one's rights, and how does one assess a right moral course of action in life?

Course outline1. Ethics and its relation to philosophy2. Key terms used in ethics discourse3. Approaches to the study of ethics4. Where does morality come from5. Customary or traditional and reflective morality6. Ethics, Law and Religion7. Why should human beings be moral?

Methodology The facilitator(s) will employ the following methods; lecture discussions, Values clarification exercise, Report back session, Case studies, guided discovery, Individual presentations, small group discussions, brain storming.

Assessment Mode

Take home exercise 15% Practical exercise test 15% End of semester examination 70%

Reading ListBali D. R., 1997, Introduction to Philosophy, New Delhi, Sterling Publishers Gonslaves Milton, 1989, Right and Reason: Ethics in Theory and Practice, New Jersey, Prentice HallNorma Richard, 1983, The Moral Philosopher: An Introduction to Ethics, New York, Oxford University PressThompson Mel, 1999, Ethics, London, Cox and Wyman LtdWarburton Nigel, 2001, Philosophy: The Basics, London, Routledge

EHR 1103: Philosophical Foundations of Human Rights

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Course Objectives The objective of this course is to enable the students to understand the ethical, logical, metaphysical and epistemological foundations of human rights. Students will be helped to understand the human rights related concepts such as; rights and duties, freedom, human dignity, social morality, positive law, natural law, positive rights, natural rights and legal rights.

Learning Objectives By the end of this course, students will:1) be able to define a human right.2) Be able to justify human rights 3) be able to differentiate between a right and privilege 4) be able to differentiate between a natural right and positive right5) be able to differentiate between moral and legal rights 6) be able to differentiate between natural law and positive law 7) know the universality and relativity of human rights 8) know the epochal stances on rights in the classical period, mediaeval period, modern

period and postmodern period.9) Know the various criticisms of human rights

Course description This course will examine the philosophical foundations of human rights in the different epochs of history; ancient, medieval, modern and contemporary periods. , It will look at some originators of these theories dating back to ancient Greece and Rome on the subject Human Rights. The theory originated by thinkers like: Plato, Aristotle, Cicero, Thomas, Hugo Grotius, Hobbes, Locke, Montesquieu, Thomas Jefferson, Edmund Burke, Jean J. Rousseau, Immanuel Kant, Thomas Paine, J.S. Mill, John Rawls and others will be studied.

Course outline 1. Philosophical tools 2. Philosophical approaches3. The notion of rights: Origins4. Human Rights Concepts and Context 5. The ethical foundations of Human rights 6. The metaphysical and epistemological foundations of human rights 7. Naturalism and human rights 8. Positivism and human rights 9. Cultural relativism and Cultural universalism 10. Postmodernism and Human rights 11. Criticism of Human rights

Methodology The facilitator(s) will employ the following methods; Lectures, question and answer, guided discovery, Individual presentations, small group discussions, Inquiry, brain storming.

Assessment Mode

Take home exercise 15% Practical exercise test 15%

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End of semester examination 70%

Reading List Cranston M., 1993, What are Human rights?, Basic Books.Dworkin R., 1997, Taking Rights Seriously, Harvard University Press.Diener A., 1987, Philosophical Foundations of Human Rights, United Nations EducationalHayden P., 2001, The Philosophy of Human Rights, Paragon House Publishers.Ishay M., The History of Human Rights: From Ancient times to the Globalization Era, California University Press Gonsalves M., ed., 1990, Fagothey’s Right and Reason, Prentice HallOrend B, 2002, Human Rights: Concept and Context, Broad View Press. Symonides J., ed., 2001, Human Rights: Concepts and Standards, Ashgate Publishing.

EHR 1104: History of Public Management and Policy

Course objectives This course will give the students an overview of how public management techniques and policies are developed. It will provides a critical exploration of the ethical and theoretical bases for making public policy decisions, analysis of normative arguments of contemporary public policy issues. Students will be taught the theoretical approaches to and substantive questions of Ugandan Political Institutions and public policy; showing why governments respond to problems in particular ways.

Learning objectives:After participating in the course, students will be:1. Able to identity and explain the history of the creation/formulation of specific policies.2. Able to appreciate the significance of playing direct role in policy making process in the

society.3. Knowledgeable about how a policy is developed and applied in the management of public

affairs, and particularly appreciate why the government responds to problems in particular ways.

4. Able to identity who may be affected by a particular policy envelop and what actions are impacted by the policy.

5. Able to distinguish between official government policy legislation or guidelines that govern how laws should be in operation, and a company’s or organization’s policy on a particular issues.

6. Able to appreciate the limits of discretion of individuals and Agencies with regard to policy formulation, clearly indicating which parties are responsible for carrying out specific policy statements.

Course Description

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The course will examine the nature, meaning and origin of public management and policy, and how formulation and implementation or execution of public management and policy has evolved over the years. Operation of Public Management and Policy in the different broad social cultural and political arenas will be examined with a view to identifying how these have influenced or affected those communities; and how in turn different communities have tried to evolve different policies to deal with their problems.

Course Outline1. Introduction

1.1 Definition of concepts and terms applied in a policy document1.2 The meaning of policy 1.3 The meaning of management

2. Policy formulation and management 2.1 How a policy is formulated 2.2 How it is managed

3. Level of policy formulation 3.1 The scope/discretion of parties 3.2 Individuals/Agencies 3.3 The Government

4. The Management of a policy 4.1 Issue Identification 4.2 Policy Instrument 4.3 Coordination 4.4 Decision and Implementation 4.5 Policy Analysis – outcome/effects

5. Types of Policy 5.1 Private 5.2 Government 5.3 Tools 5.4 Levels of authority

Methodology The facilitator(s) will employ the following methods; Lectures, question and answer, demonstration, study trips, Individual presentations, small group discussions, discovery learning, brain storming.

Assessment Mode

Take home exercise 15% Practical exercise test 15% End of semester exanimation 70%

Reading List Wade, L. L.,1992, The Elements of Public Policy, Columbus, Ohio, Merill.Ira Sharkansky, 1990, Policy Analysis in Political Science, Markham Publishers.Sapru, R. K., 1994, Public Policy Formulation, Implementation and Evaluation, Sterling Publishers Blake More, Ken, 1998, Social Policy: An Introduction, Open University Press. Diane Stone, 2008, “Global Public Policy Transnational Policy Communities and their

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Networks”, A Journal of Policy SciencesPaquette Laure, 2002, Analyzing National and International Policy, Rowman Litlefield Hood, C., 1998, The Art of the State: Culture, Rhetoric and Public Management, Oxford Clarendon Press

EHR 1201: History of Ethics

Course objectives The course will help the students to understand the history of ethics, the emergence of ethical ideas and relation of these to different cultural epochs. Students will also be helped to assess how our fundamental ethical concerns are related to the overriding cultural concerns of the early 21st century.

Learning objectivesBy the end of the course, students will:1) Know the roots and origins of major positions in ethics2) appreciate the roles of historical phenomena in shaping ethical thinking3) Be able to relate cultural epochs with ethics discourse4) Understand the nature and history of ethical reasoning

Course description The course will examine the history of ethics back to the ancient Greek. The emergence of ethical ideas and relation of these to different cultural epochs will also be studied. Examines philosophers like Socrates, Plato and Aristotle; examination of ethical schools like stoicism and Epicureanism; medieval and modern philosopher like T. Aquinas, W. of Ockham, T. Hobbes, J.J. Rousseau, J. Locke, I. Kant, and above all contemporary theories like existentialism (J.P Sartre, S. de Beauviour), situation ethics (J. Fletcher), emotivism (C.L. Stevenson, A.J. Ayer), intuitionism (G.E. Moore, H.A. Prichard, D. Ross) and prescriptivism (R.M. Hare). In the contemporary World situation, the course shows how our fundamental ethical concerns are related to the overriding cultural concerns of the early 21the century.

Course outline1. Introduction to the History of Ethics2. Pre-classical Greek ideas on ethics: Egypto-African, Oriental, Chinese3. Classical Greek ideas on ethics4. Early Christian ethical views5. Medieval ethical discussions and positions6. Ethics in the light of the Luther and the Reformation7. Modern moral and ethical views and positions8. Postmodern moral and ethical discussions

Methodology The facilitator(s) will employ the following methods; Interactive lectures, Value clarification exercises, question and answer, small group discussions, brain storming.

Assessment Mode

Take home exercise 15%

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Practical exercise test 15% End of semester examination 70%

Reading ListJacques Maritain, 1984, Moral Philosophy: A Historical and Critical Survey of the Great Systems, ScribnerHenry Sidgwick, 1988, Outlines of the History of Ethics for English Readers, Macmillan and Co.Alasdair MacIntyre, 1990, A Short History of Ethics, 2nd Ed., Routledge

EHR 1202: Theories of Organization and Management

Course Objective The objective of this course is to provide students with theoretical perspectives, analytical skills and substantive knowledge to understand and solve managerial problems. The study requires students to integrate perspectives and skills of performance measures, problem management techniques and debates before the New Public Management as well as the New Public Management techniques.

Learning objectives:After participating in this course, students will be:Knowledgeable about the evolution of public administration; the pre-generational and

generational management techniques.Be able to assess organization theories and practices Able to appreciate and distinguish between the science of societal management in terms of

the old and New public management perspectives and techniques.Able to identity appropriate tools in the management of public affairs so as to maximize

efficiency and effectiveness.Able to appreciate factors that shape or influence decision making by individuals, businesses,

governments, advocacy groups as well as exploring incentives and action that can lead to management efficiency.

Able to appreciate the difficulties that are associated with organizational management and devise suggestions on how these difficulties and constraints can be dealt with/overcome.

Course Description This course makes a detailed examination of theories of organization, the practice of organization, the internal structures of organization and the impacts of different cultures on organization. It also examines the nature, meaning and origin of the science of management. To that extent the second industrial revolution and the founding figures of scientific management will be examined. Also to be examined will be the evolution of industrial management and the principles of scientific management. Management theories and, practice in contemporary society and the challenges to management will be examined.

Course outline:1. Introduction

1.1 The meaning of management 1.2 Trends of management 1.3 Theories of Management

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2. Public Management2.1 Evolution of Public Administration 2.2 The “old” Public Management 2.3 The New Public Management 2.4 The Limitations of the Old Management Techniques

3. The New Public Management 3.1 The Scope3.2 The Tools3.3 The Challenges

4. Professionalism and Organizations Values 4.1 Distinction between Leadership and Management 4.2 Recruitment of Personnel/Human Resource 4.3 Employee – in-out Analysis 4.4. Personnel Mobility

5. Ethics and Incentives Program5.1 Human Resource Training 5.2 Incentives – Promotion/Rewards5.3 Break offs/leave

6. Organization 6.1 Meaning and functions 6.2 Organization theories 6.3 Organization structures 6.4 Organization Culture 6.5 Leadership and organizations

Methodology The facilitator(s) will employ the following methods; interactive lectures, discovery learning, study trips, Individual presentations, group discussions, brain storming.

Assessment Mode

Take home exercise 15% Practical exercise test 15% End of semester examination 70%

Reading List Rumki Basu, 2007, Public Administration: Concepts and Theories, Sterling Publishers.Simon, H.A., 1990, The New Science of Management Decision, Harper and Row.Seckler Hundson, 1986, Organization and Management: Theory and Practice, The American University Press.White L. D., 1995, Introduction to the Study of Public Administration, Crowell Collier and Macmillan.Sapru, R.K, 1994, Public Policy Formulation Implementation and Evaluation, Sterling Publishers

EHR 1203: Theories of Human Rights

Course Objectives This course will enable the students to assess the different theories of human rights such as;

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Natural Law theory, idealist theory, Positive theory, natural law theory, Conventional theory, sociological theory and modern realist theory. Students will be helped to understand concepts such as; claims, obligations, privileges, liberty and social responsibility.

Learning Objectives By the end of the course, students will be able to; 1) Differentiate between the different human rights 2) Understand the different concepts studied in the course.3) Critique the different human rights theories4) Know the ethical foundations of the different human theories 5) Know the logical, metaphysical and epistemological foundations of the different human

rights theories6) Know the role of theory to practice.7) Situate the epochal stances of the different theories.

Course descriptionThe course will involve examination of the various theories of Human Rights; like the natural law, the divine law and the human law theories. It will also look at the justifications of the natural law theory, conventional law theory, legal law theory, contractual theories etc. Among others, the sociological theory, the idealist theory, the economic theory, the modern-realist theory, the historical theory and the positivist theory will also be examined. Basic concepts relevant to defining and clarifying human rights like claims, duties, privileges, liberties, obligations, social responsibility will be analyzed. Attempts to categorize rights drawing attention not only to the various types of rights but also to such distinctions like legal or conventional and then moral or natural rights will be done.

Course outline 1. Philosophical tools and the study of Human rights2. Philosophical approaches to the study of society evolution3. Between theory and practice of human rights4. Classical theories of human rights 5. Modern theories of human rights 6. Postmodern theories of Human rights 7. Contemporary theories of human rights

Methodology The facilitator(s) will employ the following methods; lectures, expert talks, question and answer, demonstration, study trips, Individual presentations, group discussions.

Assessment Mode

Take home exercise 15% Practical exercise test 15% End of semester examination 70%

Reading List Cranston, 1993, What are Human rights?, Basic Books.Donnely J., 2002, Universal Human Rights in Theory and Practice, Cornell University Press.Dworkin R., 1990, Taking Rights Seriously, Harvard University Press

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Gonsalves M., ed, 1990, Fagothey’s Right and Reason, Prentice Hall Jones P., 1994, Rights, St. Martin’s Press.

EHR 1204: Evolution of Human Rights

Course objectives This course will enable the student to understand the historical, philosophical and social dynamics behind the evolution of human rights norms. Students will be helped to understand the evolution of international human rights standards such as the UDHR, ICCPR, ICESCR, CEDAW, optional protocols as well the challenges of human rights implementation both at international, regional and domestic levels.

Learning objectives By the end of the course, students will:1) Know the international bill of rights 2) Know the historical, philosophical and social dynamics behind the evolution of

international human rights.3) Know the legal and institutional challenges in the implementation of International human

rights

Course description The course will involve a survey of human rights from vague norms to international treatise and conventions, examine history surrounding the writing of the Magna Carta (1215), the petition of Right (1628). Revolutions including the English Revolution of 1688 and the writing of the English Bill of Rights, The American Revolution and other revolutions will be considered. Besides, the major events like Trans-Atlantic Treaty, the first World Wars, the Paris conference, the San Francisco Conference, and the implementation of Human Rights, Internationalization of Human Rights, and the implementation of Human Rights Charter and other related conventions, protocols and treaties will be studied.

Course outline 1. Visions: The birth of human rights 2. Early international efforts3. Entering the 20th century: Visions and revolutions 4. Rights between wars: opportunities and challenges5. World war II: Visions and proposals 6. The UN charter of Human rights 7. The Universal Declarations of human rights 8. International bill of human rights9. Implementing International human rights

Methodology The facilitator(s) will employ the following methods; Tutorials, lectures, guided exercise, expert talks, study trips, Individual presentations, group discussions, brain storming.

Assessment Mode

Take home exercise 15%

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Practical exercise test 15% End of semester examination 70%

Reading list Buergenthal, et al, 2003, International Human Rights in a Nutshell, West Publishing CoConde H. V., 2004, A Hand book of international Human Rights Terminology, University of Nebraska Press.Lauren Gordon, 2003, The Evolution of International Human Rights, University of Pennsylvania Press.Smith R.K., 2007, Text Book on International Human Rights, Oxford University Press.Steiner and Alston, 2007, International Human Rights in Context, Oxford University Press.

EHR 1205: NGOs, Human Rights and Development

Course objectives The course will help students to understand the concept civil society and its principles. Students will also be helped to assess the relations between NGOs and the state as well as the human rights strengths and deficits of NGOs in Uganda.

Learning ObjectivesBy the end of course, the students will: 1) Be able to able to define the concept civil society 2) Be able to assess the principles civil society 3) Be able to assess the human rights strength and deficits of NGOs in Uganda

Course descriptionExamination of the historical emergence of NGOs, their nature, mode of operations, and the overall role they play in human rights and development. Specific attention will be made to examine the role of NGOs against the background of government and private enterprises activities, with a view to identifying the specific social/individual concerns for human rights and development they address. Attempt will also be made to evaluate these institutions, highlighting their weaknesses, while also pointing out their positive contributions to the promotions of human rights and development.

Course outline1. Civil society: concept and principles 2. NGOs: definition, nature and evolution 3. Human rights monitoring and NGOs4. The human rights dimension of the law governing NGOs in Uganda 5. International NGOs and the State in Uganda 6. NGOS and Human Rights litigation in Uganda 7. NGOs and human rights advocacy in Uganda 8. NGOS and poverty eradication in Uganda 9. Corruption and patronage and greed among NGOs in Uganda 10. NGOs and the right to education 11. NGOs: Accountability issues 12. NGO and the promotion of rights based approaches

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Methodology The facilitator(s) will employ the following methods; Guest lecturing, oral lectures, case studies, field trips, expert talks, study trips, Individual presentations, group discussions, cooperate learning, brain storming.

Assessment Mode

Take home exercise 15% Practical exercise test 15% End of semester examination 70%

Reading list Claude E. & Welch, 2000, NGOs and Human Rights: Promises and Performance, University of Pennsylvania Press.Nelson P. & Dorsey E., 2008, New Rights Advocacy: Strategies of Development and Human Rights NGOs, George Town University Press.Shivji I.G., 2007, Silences in NGO Discourses: The Role and Future of NGOs in Africa, Faham Hall J. & Trentmann F., ed, 2004, Civil Society; History, Theory and Global Politics, Palgrave Macmillan.Chambers and Kymlicka, ed, 2001, Alternative Conceptions of Civil Society, Princeton University Press.

EHR 2101: Research Methods

Course objectives The course will help the students to understand the principles of quantitative and qualitative research. The course aims at equipping students with necessary tools in conducting personal research leading to a publishable thesis. It is aimed at helping them to distinguish between types of research methods and designs and the application of theoretical and conceptual frameworks and how exploring ways of applying them to research. It also helps them develop research proposals.

Learning objectives By the end of the course, students will: 1) Be able to differentiate between quantitative and qualitative research methodologies 2) Acquire knowledge of research tools3) Be able to identify a research problem and raising research questions4) Be able to develop a research proposal 5) Be able to assess the principles of research ethics 6) Be able to write a research report

Course description The course will involve examination of different methods that are vital to acquisition as well as dissemination of knowledge of ethics and human rights. Both approaches to analysis and synthesis namely, quantitative and qualitative approaches in gathering data will be examined. Definition of research, function and types of research; sampling techniques, questionnaires, interviews, mail questionnaires, response errors, experiments in research, observation, study

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of documents, measuring methods, scaling methods, will be studied. Definition of problem formulation and verification of hypothesis, collection and recording of data, library research, bibliographies, notes and references, Field research, writing and presentation of dissertations, research ethics, informed consent, protection of confidentiality, right to recognition, giving credits) will be examined.

Course description 1. Research: definition , function, types 2. Principles of social and applied research 3. Quantitative research methods4. Qualitative research methods5. Conceptual and theoretical frame works 6. Introduction to feminist epistemology and critique of science 7. Proposal writing 8. Thesis writing 9. Validity and reliability 10. Research ethics 11. Citation and referencing

Methodology The facilitator(s) will employ the following methods; lectures, seminars, question and answer, demonstration, expert talks, group discussions, brain storming.

Assessment Mode

Take home exercise 15% Practical exercise test 15% End of semester examination 70%

Reading list Giddens A., 1992, Profiles and Critiques in Social Theory, Macmillan PressDavid Silverman, 2004, Doing Qualitative Research, Sage Publications LtdRobert M. Thomas, 2003, Blending Qualitative and Quantitative Research, Corwin Press.Kvale S., 1996, Interviews: An introduction to Qualitative Research Interviewing, Sage Publishers.Elliot D. & J. Stern, ed, Research Ethics: A Reader, Institute for the Study of Applied and Professional Ethics, Dartmouth College.Morgan, G. Ed., 1993, Beyond Method: Strategies for Social Research, SageBordens, K.S. & Abbott, B.B., 1998, Research Design and Methods: A Process Approach, Mayfield.Foddy, W., 1994, Constructing Questions for Interviews and Questionnaires, Melbourne: Cambridge University Press.Miles Matthew, Huberman Michael, 1994, Qualitative Data Analysis, Sage

EHR 2102: Gender, Human Rights and Policy

Course objectives This course will help students to understand the relevance of gender analysis to human rights and policy. The students will be helped to assess the impact of cultural biases and prejudices

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against women on development policy and poverty reduction interventions. Students will also be enabled to assess gender theories, WID and WAD trends; gender rights compliance as well as the impact of the modernization, neo-liberal paradigm and capabilities on women’s right to development.

Learning objectives By the end of the course students will:1) Be able to make a distinction between gender and sex2) Be able to use gender as an analytic category in order to assess human rights instruments

and policies.3) Be able to assess gender theories4) Be able to assess the protection and promotion of women’s rights in Uganda 5) Be able to differentiate between WID and GAD trends.6) Be able to assess the gender implications of modernization and neo-liberal paradigms 7) Be able to assess the gender implications of Uganda’s poverty eradication policy

Course descriptionThis course will introduce gender analysis and methodology, gender and theories of justice, inequalities between sexes in different cultural contexts. International instruments especially the convention on elimination of all discriminations against women, and gender affirmative action will be considered. Emphasizing Ugandan concerns, the course will explore the struggles for women's emancipation in the historical perspective, the constitution and human rights framework (1962 -1995) gender politics, economy, culture and society.

The meaning and historical evolution of the concept of gender; how it has affected policy and been affected by policy. The course will also study gender inequality and theories of justice, gender inequalities in different cultural contexts; gender, caste, and law; a proposal for a feminist theory of justice; the value of gender identification; inequalities in capabilities in different social cultural contexts; femininity, equality and personhood; indigenous women's organization in development.

Course out line 1) Gender: Meaning and origins2) Gender methodology and analysis 3) Gender and policy analysis 4) Gender theories 5) Gender , human rights and social, justice 6) Human rights as men’s rights 7) Domestic violence and human rights 8) Gender and Development: Basic needs and capabilities 9) Gender human rights monitoring and compliance in Uganda 10) Gender and land rights in Uganda 11) Modernization, neo-liberalism and women empowerment 12) Gender and education policy in Uganda 13) Decentralization and women’s rights 14) Gender and poverty eradication in Uganda

Methodology The facilitator(s) will employ the following methods; Oral lectures, seminars, question and

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answer, role play, case studies, field trips, expert talks, Individual presentations, group discussions, brain storming. Assessment Mode

Take home exercise 15% Practical exercise test 15% End of semester examination 70%

Reading List Kabeer N., 1994, Reversed Realities, Gender Hierarchies in Development Thought, Verso.Kabeer N., 1996,The Power to Choose, London, Verso Nussbaum M. C., 1999, Sex and Social Justice, Oxford University PressRazavi S. and Miller C., 1995, “From WID to GAD: Conceptual Shifts in the Women and development Discourse”, UNRISD, Geneva, Occasional Paper 1, 1995 Razavi S. (ed), 2000, Gendered Poverty and Well-being, Oxford, Black well Publishers Ltd.Sen A., 2000, Development as Freedom, Oxford University Press.Sen A., 1982, Poverty and famines: An Essay on Entitlements and Deprivation, Oxford Clarendon Press.

EHR 2103: International Law

Course objectives This course will enable the students to understand the principles and practices of international law. Students will be helped to understand concepts such as; common law, customary law, customary international law, dualistic and monistic legal systems.

Learning objectives By the end of the course students will:1) Know the principles of international law 2) Differentiate between the different types of international law 3) Know the procedures of enforcing international treaties4) Differentiate between morally binding and legally binding treaties5) Know the challenges of domesticating international treaties

Course description This course will involve introduction to law with emphasis on Ugandan law (common law, customary law and international law). Thus the following aspects will be examined: applicability and enforcement of policies, statutes and treaties, the importance and application of law in conservation. In addition, the course will study development statutes, guidelines and standards, international legal concerns on development, conservation and sustainable utilization of resources, conventions and protocols, soft laws, the Rio Declaration on Environment and Development, the cost of environmental regulation, problems for policy makers, procedures and substantive law of nations and survey of leading past and present international organizations. Analysis of the relationship between the international legal system and state behavior will also be studied.

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Course outline 1. Sources of Law 2. Principles of international law 3. The subjects of international law and the international frame work4. Public international law 5. Human Rights Law 6. Customary International law 7. Municipal law and international law 8. Jurisdiction and sovereignty9. State responsibility 10. Human rights11. Use of force by states12. Mechanism of dispute resolution.

Methodology The facilitator(s) will employ the following methods; lectures, seminars, demonstration, case studies, expert talks, individual presentations, group work, etc.

Assessment Mode

Take home exercise 15% Practical exercise test 15% End of semester examination 70%

Reading List Brownlie Ian and G.S Goodwin-Gill, eds., 2006, Basic Documents on Human Rights, 5th edition Oxford University PressBrownlie I., 1998, Principles of Public International Law, Oxford University PressBuergenthal T., 2007, International Law in a Nutshell, Westgroup.Murphy S.A., 2006, Principles of International Law, Tomson West.O’Shea A., 1998, International Law and Organisation - A Practical Analysis, ButterworthsShaw M.N., 2003, International Law, Cambridge University Press.Wallace M.M, 1997, International Law, Sweet and Maxwell

EHR 2104: Law and Good Governance

Course Objectives The course will help students define law and good governance as well as assessing the theory and practice of law in light of the principles of good governance.

Learning Objectives By the end of the course, the students will:1) Be able to assess the sources of law 2) Know the function of law in society 3) Know the principles of good governance 4) Be able to assess the law in light of the principles of good governance.

Course description

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Basic issues related to the nature and the function of law in society; the idea of natural justice, the logic of legal reasoning, legal responsibility; legal rights and obligations; law and morality, punishment, the nature of African customary law, the sources of the law, and general theories of law. History of the natural law doctrine, the anti-theory of law, and other approaches will be studied.

Course outline 1. Law: definition, types, Sources, systems2. Good governance : Definition and Principles 3. Theories of Law: naturalism, positivism etc 4. Function of law in society 5. Law and Human rights 6. Gender and the law 7. Ethics and the law 8. The logic of legal reasoning 9. The Philosophy of Punishment

Methodology The facilitator(s) will employ the following methods; guest lecturing, seminars, tutorials, role play, case studies, expert talks, individual presentations, group discussions.

Assessment Mode

Take home exercise 15% Practical exercise test 15% End of semester examination 70%

Reading list Demmers, et al, ed., 2004, Good Governance in the Era of Global Neo-liberalism, Routledge.Seidman A., et al, ed, 2007, Africa’s Challenge: Using Law for Good Governance and Development, Africa Research and Publications.Otto Sano H. & Gudmundur A., 2002, Human Rights and Good Governance, Building Bridges, Martinus NijhoffViljoen F., 2007, Human Rights in Africa: National and International Protection, Oxford University Press.Waylen, G., 1995, Gender and Third World Politics, Open University Press

EHR 2105: Administrative Law

Course objectivesThe course will enable students to understand the principles, sources and nature of administrative law .Students will be taught the administrative process, appointment and removal of officials, rules of natural justice, state litigation, civil; servant protection etc

Learning objectives By the end of the course, students will:1) Know the principles and sources of law 2) Be able to define administrative law and its purpose

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3) Demonstrate and understanding of the concepts and principles relating to the administration of justice

4) Know the nature and sources of administrative law5) Assess the principles of natural justice in relation to administrative law issues 6) Be able to analyze the various remedies available to a person who has been adversely

affected by an administrative action 7) know the most appropriate method to control public power in a given hypothetical

situation

Course description The course deals with the nature and sources of Administrative Law in Uganda; the administrative process; institutions and methods of decision and rule making in administration; judicial and administrative control of administrative powers; rules of natural justice and a comparative survey of other forms of control, remedies and redress for administrative wrongs; the security of tenure and legal position of civil servants; the legal proceedings involving the state; the public corporations or parastatals organizations.

Course outline 1. Law: Principles and sources 2. Administrative law: definition and sources 3. Administration of justice: concepts and principles 4. The boundaries of administrative action 5. Judicial and administrative control of administrative powers 6. The basis for judicial review of administrative action 7. Exercises of power :judicial, public, legislative8. controlling the exercise of public power: Judicial and other mechanisms 9. Appointment and removal of officials 10. Civil servants: legal position and security of tenure 11. Litigation involving the state 12. Public corporations and parastatal organizations

Methodology The facilitator(s) will employ the following methods; seminars, lectures, panel of experts, case studies, individual presentations, group discussions, brain storming.

Assessment Mode

Take home exercise 15% Practical exercise test 15% End of semester examination 70%

Reading list Ronald A. Cass, et al, 2006, Administrative Law: Cases and Materials, Aspen Publishers.Brownlie I., 1998, Principles of Public International Law, Oxford University Press Hoexter C. & Lyster R, 2002, The New Constitutional and Administrative Law, Vol. 2, JutaFazal M.A, 2000, Judicial Control of Administrative Action in India, Pakistan and Bangladesh: A Comparative study, Law Books Co.Boulle L, Harris B & Hoexter C, 1989, Constitutional and Administrative Law, Juta

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Devenish G.E, Govender K & D. Hulme, 2001, Administrative Law and Justice in South Africa

EHR 2106: Bio-ethics and human development

Course objectives This course will equip students with the philosophical tools and approaches in the study of bio-ethics. Students will also be taught how to utilize these tools and approaches in order to critique bioethics issues such as genetic engineering, bio-technology, traditional medicine etc

Learning ObjectivesBy the end of the course, students will: 1) Know the moral dilemmas of the biological and natural sciences 2) Know the philosophical tools and approaches to the study of bio-ethics3) Be able to use these tools and approaches in order to assess bioethics issues

Course description The course critically examines the moral, social and political problems that arise out of the new Developments in the field of life sciences. It focuses attention on the issues concerning reproductive technologies, organ transplanting, and research on human subjects, genetic engineering, patients’ rights, and the environment. Special consideration is given to how an ethical resolution of these issues cannot only raise broader, but also influences social policy questions.

Course outline 1. Philosophical tools in the study of ethics2. Philosophical approaches3. Bioethics: definition and evolution 4. Ethics and Biotechnology5. Ethics and reproductive technology 6. Ethics and genetic engineering7. Ethics and organ transplant 8. Gender and bioethics 9. The ethics of research on human subjects 10. The politics of medical research 11. Ethics, abortion and family planning 12. Ethics, human rights and standards of care13. Ethics and traditional medicine in Africa

Methodology The facilitator(s) will employ the following methods; lectures, seminars, guided discovery, case studies, expert talks, problem solving, group discussions, inquiry, Illustrations.

Assessment Mode

Take home exercise 15% Practical exercise test 15% End of semester examination 70%

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Reading list Alpern D. Kenneth, ed, 1992, The Ethics of Reproductive Technology, Oxford University Press.Bernard Gert, et al, 2006, Bio-ethics: A systematic Approach, Oxford University Press.Purdy Laura M., 1996, Reproductive Persons, Issues in Feminist Bioethics, Cornell University Press Tom L. Beauchamp & James F. Childress, 2001, Principles of Biomedical Ethics, Oxford University Press.Tristram Engelhardt, 1996, Foundations of Bio-ethics, Oxford University Press.Kushe & P. Singer, ed, 2001, A Companion to Bio-ethics, Blackwell publishing.

EHR 2107: Human Rights and Environmental Management

Course objectives This course will help the students to understand the evolution of environmental rights as well the ethics of environmental rights theory and practice. Students will be helped to assess the protection, promotion and monitoring of environmental rights within international and domestic jurisdictions.

Learning objectives By the end of the course, students will:1) Be able to assess the ethics of environmental rights theory 2) Be able to assess the promotion and protection of environmental rights with in

international and domestic jurisdictions. 3) Be able to assess the politics of global warming 4) Be able to assess sustainable development and environment 5) Be able to assess environmental responsibility, population and world hunger

Course description The student is led into an in-depth study of the major themes and theories on the use of the natural environment that affects human rights.  Theories that include the Land Ethics, bio-centric ethics, deep ecology and econ-feminism and themes that include responsibilities to future generations; environmental justice, rights and law; environmental citizenship; and population and the problem of world hunger will be studied.

Course outline 1. Environment: Concept and definition 2. Environmental rights: Concept and evolution 3. Environment rights and international law 4. Environmental rights Uganda: The law and practice 5. Sustainable development and the environment 6. Land ethics 7. Bio-centric ethics 8. Deep ecology 9. Eco-feminism 10. Environmental justice 11. Environmental justice

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12. The politics of Global warming 13. Population and world hunger 14. Environmental ethics and Corporate responsibility 15. Responsibility to future generations

Methodology The facilitator(s) will employ the following methods; Explanations, lectures, seminars, Illustrations, demonstration, case studies, expert talks, individual presentations, group discussions, Study strips, brain storming. Assessment Mode

Take home exercise 15% Practical exercise test 15% End of semester examination 70%

Reading list Bullard R. W., ed, 2005, The Quest for Environmental Justice: Human Rights and the Politics of Pollution, Sierra Club Books.Daly H., et al, ed, 1993, Valuing the Earth: Economics, Ecology and Ethics, The MIT Press.Daly H., 1997, Beyond Growth: The Economics of Sustainable Development, Beacon Press.Nash R., 1989, The Right to Nature: A History of Environmental Ethics, University of Wisconsin Press.

EHR 2201: Research Report Under the guidance of a member of staff, the student will prepare a paper on some topic relevant to one or more of the courses in the programme. The paper is meant to introduce the student to the technical aspects of research and to help the student to present the results of such research in a scholarly manner. Data procedures culminating in a written dissertation between 5000 and 8000 words will be expected of each student. The work must demonstrate ability to develop the research problem, review of literature, use of relevant methodology, presentation of results and appropriate use of illustrations, argumentation and conclusion derivations will be expected of the students. The research will commence at the beginning of the second semester of the second year of study and be completed by the end of the third year. The research will be conducted inside or outside the university.

Methodology The facilitator(s) will employ the following methods; lecture, question and answer, expert talks. Students will be required to present and write up a research report .

Mode of Assessment

Research Report 100%

EHR 2202: International and Regional Human Rights Regimes

Course objectives This course will introduce the students to United Nations, European Union and African

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Union human rights regimes. Students will be equipped with human rights standard setting procedures, reporting procedures, complaint handing mechanism and human rights monitoring procedures.

Learning ObjectivesBy the end of the course, students will:1) Know the standard setting procedures with in the studied human rights regimes 2) Know the complaint handling procedures with in the studied human rights regimes 3) Know the ratification procedures and status with in the studied human rights regimes 4) Know the reporting procedures with in the studied human rights regimes 5) Students should differentiate between hard and soft law6) Know the human rights monitoring procedures with in the studied human rights regimes 7) Know the challenges of domesticating international human rights 8) Should demonstrate an ability to critique the international and regional human rights

regimes

Course description The course will be an introduction of regional regimes with reference to civil and political rights; the convention of social, economic, and cultural rights, the European convention of Human Rights, the Universal Declaration of Human Rights, the American Convention of Human Rights, the American Charter of Human Rights, African Charter of Human Rights and the Organization of African Unity.

Course outline 1. Introduction to principles and sources of international Law 2. Introduction to Public international Law 3. International human rights law 4. Standard setting with in the UN system 5. Human rights reporting and complaint handling with in the UN6. Human Rights monitoring with in the UN 7. Standard setting and the European Union 8. Human rights reporting and complaint handling in EU9. Monitoring human rights in the EU10. Standard setting within the African Union 11. Reporting and Complaint handling with in the African system12. Monitoring Human rights in the African Union 13. The Justiciability of international human rights 14. Leading cases in international human rights law

Methodology The facilitator(s) will employ the following methods; lectures, seminars, inquiry, study trips, case studies, expert talks, explanations, group work, brain storming.

Assessment Mode

Take home exercise 15% Practical exercise test 15% End of semester examination 70%

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Reading list Shaw, M., 2003, International Law, Cambridge University Press Alston, P., 1991, “Revitalizing United Nations Work on Human Rights and Development”, Melbourne University Law Review, Vol. 18, 216.Byrsk, A., ed., 2002, Globalization and Human Rights, University of California Press Hurts, H., ed., 1994, Guide to International Human Rights Practice, 2nd Edition Muzaffar, C., 1993, Human Rights and the New World Order, Just World Trust Shivji, I G 1989, The Concept of Human Rights in Africa, Oxford: African Books Collective.Steiner, H.J & Alston, P., 2000, International Human Rights in Context, 2nd ed, Clarendon Press.United Nations, 1997, “Human Rights: A Compilation of International Instruments”, Regional Instruments, Vol. 11, United Nations Publications.Weston, B., Falk, R., & Charlesworth, H., eds., 1997, International law and the World Order: A Problem Oriented Case Book, West Publishing House.Rehman J., 2003, International Human Rights Law. A Practical Approach, Pearson Education Limited

EHR 2203: Professional Ethics

Course objectives This course aims at making students aware of the classic definition of a profession by first examining what a profession is, and second by helping them to understand professional responsibilities and the professional ethics that are associated with them.

Learning objectives After participating in this course, students will be able to:1) Know the meaning and characteristic of a profession 2) Know the basic normative ethical principles that ought to underline professional

performance3) To be knowledgeable about the problems surrounding public interest and conflict of

interests 4) To understand the relevance and limitations of a professional code of ethics

Course objectives The course highlights and examines the characteristics of a profession; then moral criteria and the fundamental moral principles that ought to underlie all professional activities. A variety of professional ethic such as; business ethics, the ethics of journalism, legal ethics, health care ethics, and many others will be studied. The course ultimately gives the basic characteristic of professional code of ethics and then examines the various codes of professional ethics.

Course outline 1. Meaning and characteristic of a profession 2. Professional practice: internal rules and structure 3. Public interest versus conflict of interests 4. Codes of conduct and codes of conduct5. Beyond codes of ethics6. Specific professional ethics: managerial ethics, procurement ethics, legal ethics, policing

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ethics, health ethics

Methodology The facilitator(s) will employ the following methods; interactive lectures, seminars, expert talks, individual presentations, group work, etc.

Assessment Mode

Take home exercise 15% Practical exercise test 15% End of semester examination 70%

Reading list Durkheim Emile, 1992, Professional Ethics and Civic Morals, RoutledgeGoldman Alan, 1980, The Moral Foundation of Professional Ethics, Rowman & Little fields. Gorlin Rena, ed, 1994, Codes of Professional Responsibility, BNA books.Kleining John, 1996, The Ethics of Policing, Cambridge University Press

EHR 2204: Development Ethics

Course objectives This course will help the students to understand the meaning of development and the ethical dimensions of this concept. Students will also be enabled to appreciate the relevance of development ethics to development theory and practice.

Learning objectives By the end of the course, students will:1) Be able to define development and development ethics 2) Know the tools and approaches of ethics 3) Be able to assess the ethical implications of development theories 4) Be able to assess the ethical implications of development policies, practices and

institutions.

Course description The course will examine of development theories since the 1950's, especially with regard to Latin American and other developing nations. Examination of current theories and problems of economic and political development related to the said nations. Focuses on the way the new nations need to free themselves from foreign ideas by evolving their own philosophical directions. Among the central concepts to be explored are: development and underdevelopment; dependency and modernization; imperialism, colonialism and neo-colonialism; tradition and modernity; development vis-à-vis freedom. Relevant thinkers on issues of development like Kwame Nkrumah and Julius Nyerere will be covered.

The course will also examine the meaning and evolution of the concept of "development ethics", especially looking at the ethical component of development theories; the normative or ethical assessment of the ends and means of national, regional and international development programmes, and exploring the fundamental goals of economic, cultural and political development.

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Course outline 1. Ethics: Meaning , Tools and Approaches 2. Development: Etymological understanding 3. Development ethics : meaning and evolution4. Value inquiry: types and relevance to development5. Means and ends of economic development 6. Economic and political conceptions of development and their post-development critique 7. Theories of distributive justice and development ethics 8. Rights and obligations in the ethics of poverty reduction 9. Post-colonial critiques of development10. Needs, capabilities and functionings 11. Culture, gender and development12. Corruption and development 13. Environment and development 14. Efficiency and effectiveness: Development evaluation in theory and practice 15. Equity: the cost of development and the rights to redress 16. Poverty reduction: Causal and remedial responsibility 17. Global justice: The ethical dimensions of aid and trade 18. The ethics of globalization

Methodology The facilitator(s) will employ the following methods; Panel of experts, lectures with discussion, Class discussion, small group discussion, Report back Session, values clarification exercise.

Assessment Mode

Take home exercise 15% Practical exercise test 15% End of semester examination 70%

Reading List Goulet, D., 1995, Development Ethics, Zed Press Goulet, D., 1991, The Cruel Choice, Athenaeum.Singer, P., ed., 1994, Ethics, Oxford Univ. Press Crocker, D., 1991, “Toward Development Ethics”, World Development, Vol. 19(5), 457-83 Doyal, L. & Gough, I., 1991, A Theory of Need, Macmillan.Nussbaum, M., & Sen, A., eds., 1993, The Quality of Life, Clarendon. ________, & Glover, J., eds., 1995, Women, Culture and Development - A Study of Human Capabilities, Clarendon Aiken W. & LaFollette H., eds., 1996, World Hunger and Morality, Prentice HallWeisband, E., ed., 1989, Poverty Amidst Plenty - World Political Economy and Distributive Justice, Westview Press

EHR 2205: Business Ethics

Course objectives

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The course will help the students to understand the tools and approaches in the study of business ethics. The students will teach how to use these tools and approaches in order to critique business issues.

ObjectivesAfter participating in this course, students will;1) understand what business ethics is and why it is needed2) understand how rights obligations, justice, honesty specifically apply to business3) understand relationships between employers & employees; business & consumers4) understand some ethical issues in the area of investment in developing nations

Course description The course will study the purposes or ends of business enterprise; the classical economic theories: Adam Smith (Capitalism), Karl Marx (Communism); good/equitable distribution; classical ethical theories: Utilitarianism, Deontology, Ontologism, Personalism, Idealism and Virtue theories. The corporate social responsibility and corporate citizenship will be examined. The ethical implications of foreign direct investments on developing nations will be studied. This course will also examine the ethical principles that regulate economic transactions in the world. It will consider the ethical impacts of microeconomic and macroeconomics on individuals, developed and developing nations.

Course outline1. Tools and approaches of business ethics 2. Rights and Obligation in business3. Approaching rights and obligations in business4. Justice, Truth, Human Rights and Honesty in Business5. Ethical Issues in Business: Advertising, Environment, Affirmative Action, etc6. Employee and Employer relationship7. The amorality of multinational corporations8. Corporate social responsibility and corporate citizenship

Methodology The facilitator(s) will employ the following methods; Guest speaker, lectures with discussion, Class discussion, small group discussion, Report back Session, values clarification exercise

Assessment Mode

Take home exercise 15% Practical exercise test 15% End of semester examination 70%

Reading ListHarvey B. ed., 1994, Business Ethics: A European Approach, Prentice HallEdward Freeman, ed., 1992, Business Ethics: The State of the Art, Oxford University PressHenderson V., 1992, What’s Ethical in Business, McGraw-HillPartley Peter, 1997, The Essence of Business Ethics, Prentice HallThomas Donaldson, 1990, The Ethics of International Business, Oxford University Press

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EHR 2206: Introduction to Political Philosophy

Course objectives The course will help students to understand the political theories that are characteristic of the classical, modern, and contemporary periods. Students will be enabled to assess thematic areas such as; origins and foundation of society, social justice and the state, distributive justice, civil disobedience, democracy , constitutionalism, affirmative action, gender equality and equity, human lights, good governance and subsidiarity.

Learning objectives By the end of the course, students will:1) Know tools and approaches in the study of political philosophy2) Be able to assess the political theories in the classical, modern and contemporary period.3) Be able to assess the different positions on the origins and foundations of society4) Be able to assess the different thematic areas under investigation.

Course description The course will study the major theories that led to the widespread felt need for national unity and stability in the middle ages. The growth of state absolutism, the classical political theories will be studied against the modern political theories anchored by Niccolo Machiavelli. The amoral political theories that were advocated there after will also be studied. The course will survey the consequences of this sharp breakage with classical political theories on modern and contemporary political practices. In particular political theories of the following thinkers will be studied: Plato, Aristotle, Thomas Aquinas, Hugo Grotius, Machiavelli, Immanuel Kant, Hegel, Karl Marx and others.

Course outline1. Philosophical tools 2. Philosophical approaches 3. Political philosophy: definition and origins 4. Classical and mediaeval political philosophy: Naturalism and the state 5. Modern political philosophy; Contractualism and the state 6. Contemporary political philosophy; positivism and the state 7. Social justice and the state 8. Distributive justice and the common good 9. liberalism and libertarianism 10. Human rights and good governance 11. Democracy, constitutionalism and civil disobedience 12. Gender equality and equity 13. Pragmatic politics: Utilitarianism and pragmatism

Methodology The facilitator(s) will employ the following methods; Panel of experts, lectures with discussion, Class discussion, small group discussion, Report back Session, values clarification exercise, work sheet survey, illustrations.

Assessment Mode

Take home exercise 15%

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Practical exercise test 15% End of semester examination 70%

Reading list Forsyth & Keens-Soper, 1993, The Political Classics: Plato to Rousseau, Oxford University Press.Pojman L.P, 2001, Political Philosophy; Classic and Contemporary Readings, McGraw-HillPorter J.M. Classics in Political Philosophy, Prentice Hall, 2000Raphael D. D., Problems of Political Philosophy, New York, Preager Publishers, 1990Russell B. A History of Western Philosophy, Touchstone, 1990Skirbekk G. and Gilje N., A History of Western Thought, from Ancient Greece to the Twentieth Century, London and New York, Routledge, 2001.Strauss L. and Cropsey(ed), History of Political Philosophy, Chicago University Press, 1987. Strauss L., What is Political Philosophy, Chicago University Press, 1988

EHR 2207: Human Rights in Africa

Course Objectives The course will enable the students to understand the human rights effects of pre-colonialism, imperialism, post colonialism, globalization, Neo-liberalism, poverty, armed conflict, ethnicity, corruption, bad governance on the African continent. Students will also be helped to understand the human rights practices in Africa in terms of complying with international human and regional rights instruments, promotion and protection of civil political, economic, social and cultural rights, Promotion and protection of gender rights and the legislative protection of human rights.

Learning Objectives By the end of the course, students will:1) Know the human rights effectives of International influences on Africa.2) Be able to critique the impact of bad governance on human rights practices in Africa 3) Be able to assess the complying with international and regional human rights instruments4) Be able to assess the promotion and protection of human rights on the African continent 5) Be able to assess the legislative protection of Human rights in Africa 6) Know the gender challenges of human rights promotion and protection in Africa.

Course description The course is expected to deal with the following issues: the international influences on human rights in Africa, like: the effects of colonialism, independence struggles, neo-colonialism, imperialism, racism, debt burden, peripherisation of Africa, etc. The human rights practices on the African continent, like the issues of ethnicity, illiteracy, conflicts, poverty, wars, genocide, corruption, rebel activities, political instability and economic mismanagement. The course will also study the African charter on human rights, African diplomacy, Africa's economics, educational, cultural, socio-economic, political and international issues and the way forward for Africa.

Course outline 1. Human rights in Pre-colonial Africa 2. Colonialism and Human rights

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3. Human rights in post Independent Africa 4. Neo-liberalism and Human rights in Africa 5. The promotion and protection of civil and political rights in Africa 6. The promotion and protection of economic, cultural and social rights in Africa 7. Poverty and human rights in Africa 8. Gender and human rights in Africa 9. The right to education in Africa 10. Compliance with human rights obligation of the African Union 11. Human rights and good governance in Africa 12. Africa and promotion of Third generation rights 13. Democracy and human rights in Africa 14. Economic development and human rights in Africa 15. The legislative protection of human rights in Africa

Methodology The facilitator(s) will employ the following methods; Guest speaker, lectures with discussion, Class discussion, small group discussion, Report back Session, values clarification exercise, explanations, Video tapes.

Assessment Mode

Take home exercise 15% Practical exercise test 15% End of semester examination 70%

Reading list Busia, 1994 Gender Violence and Women’s Human Rights in Africa, CWGL Chinedu O., 2007 The African human rights System, Cambridge University Press Fanon F., 2004 The Wretched of the Earth, United States of America, Library of Congress Maina C.P, 1997 Human Rights in Africa, New York, Greenwood Press Otto Sano H. & Gudmundur A., 2002 Human Rights and Good Governance, Building Bridges, London, Martinus Nijhoff Shivji, I.G, 1989 The Concept of Human Rights in Africa, Oxford: African Books Collective.Viljoen F. 2007 Human Rights in Africa: National and International Protection, Oxford University press Waylen, G., 1995, Gender and Third World Politics, Milton Keynes: Open UniversityPressWalter Rodney, 1981 How Europe Underdeveloped Africa, Howard University Press

EHR 3101: Conflict Resolution and Management

Course objectives The course will help the students to understand the dynamics of conflicts, conflict analysis, conflict management practices and techniques, peace processes, peace building and post conflict justice. Students will also be helped to understand the ethics of conflict management and the gender and human rights dimensions of conflict management and resolution.

Learning objectives

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By the end of the course, students will:1) Be able to assess conflict dynamics2) Be able to assess conflict management techniques and practices 3) Be able to assess peace processes, peace building mechanisms and post conflict justice.4) Be able to assess the ethics, human rights and gender dimensions of conflict management strategies

Course description The course will examine the various human rights techniques and ethical principles in managing conflicts. Examination of nature and root causes of conflicts; the manifestations of conflicts, e.g., in war, terrorism, violence will be done. Various theories of conflict management; conflict resolution; constitutionalism in conflict resolution; respect of human rights in resolving conflicts; the role of civil society and democracy in reducing conflicts. The course will study international ethics and the challenges of realism. Pacificist theories will also be examined.

Course outline 1. Conflict management: foundations2. Conflict: definitions and scope 3. Conflict dynamics: interaction of social, economic, political, environmental and other

factors 4. Conflict prevention: causes of conflict, conflict cycle, prevention, actors 5. Conflict analysis, mediation and resolution 6. Conflict management theories 7. Conflict management: practices and techniques8. International organization: mediation capacities and techniques 9. Conflict Early warning systems 10. Alternative dispute resolution 11. International law and conflict management 12. The ethics of conflict resolution and management 13. Gender and conflict management14. Human rights and conflict resolution 15. Democracy and conflict resolution 16. Civil society and conflict management 17. Peace processes18. Peace building and post conflict justice

Methodology The facilitator(s) will employ the following methods; Guest speaker, role play, lectures with discussion, Class discussion, small group discussion, Report back Session, values clarification exercise, explanations, Video tapes.

Assessment Mode

Take home exercise 15% Practical exercise test 15% End of semester examination 70%

Reading list

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Daniel Dana, 2000 Conflict Resolution, McGraw Hill Rothman J., 1997 Resolving identify based conflicts in nations, organizations and Communities, Jossey-Bass Mayer B. and S.M Mayer, 2000 The dynamics of Conflict Resolution, Jossey-Bass Mayer B. 2004 Beyond Neutrality: Confronting the crisis of Conflict resolution, Jossey-Bass Rupesinghe K., ed, 1989 Conflict Resolution in Uganda, Oslo, International Peace Research InstituteBarbara A. Budjac Corvette, 2006 Conflict Management, Prentice Hall UN, 2004, Glossary of Terms and Conflict in Peace Studies, UN Geneva OfficeUN, Institute for Media, Peace and Security, 2005 The Role of Media in Conflict Prevention and Peace Building, United Nations University of PeaceUN, 2005 Gender and Peace Building in Africa, Gender and Peace Studies Department United Nations University of Peace

EHR 3102: Politics in Developing Nations

Course ObjectivesThe study aims at making students appreciate the major economic, political, and social challenges facing the developing world. It also hopes to give the students an understanding of the politics of these nations and the way these countries and the international community have addressed them.

Learning ObjectivesAfter participating in this course, students will be able to:1) Have basic knowledge of the theoretical approaches in the study of politics in developing

nations 2) Appreciate the diverse nature of the problems facing the developing countries. 3) Analyze the role of politics in development efforts in these countries4) Understand the nature of democracy in the developing countries5) Independently analyze why some problems are persistent in these countries

Course DescriptionThe course will focus on the development patterns in the less developed countries. Examination of North-South relations, the role of international organizations, issues in modernization and industrialization, political relations between developing countries especially the dependency syndrome base on aid money, formation of political associations. Causes and consequences of political unrest, questions of rebellions, civil disobedience as well as urban guerrilla warfare, insurgence, disobedience and belligerency will be examined.

Course Outline1. Introduction2. Perspectives on Understanding the Developing World3. Brief historical survey of the Developing World4. Nationalism and post-independence in selected countries in the developing world5. The politics of economic policy in developing nations 6. Globalization and the politics of development7. Ethnicity and the challenge of nation-building in the developing world8. Poverty and the politics of aid

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9. The politics of Health provision and promotion in Africa

Methodology The facilitator(s) will employ the following methods; Index card exercises, Case studies, Guest speaker, lectures with discussion, Class discussion, small group discussion, Report back Session, values clarification exercise, explanations, Video tapes.

Assessment Mode

Take home exercise 15% Practical exercise test 15% End of semester examination 70%

Reading ListStephen Haggard, 1995, Developing Nations and the Politics of Global Integration, Brookings Institution Press.Diamond, Larry, Juan J. Linz, and Seymour Martin Lipset eds., 1995, Politics in Developing Countries: Comparing Experiences with Democracy, 2nd ed. Lynne Rienner Publishers Mahmood Mamdani, 1993, Imperialism and Fascism in Uganda, Africa World Press, Inc

EHR 3103: Children's and Minority Rights

Learning objectives This course will help students to understand content and scope of minority and children’s rights. Students will also be helped to critique the promotion and protection of children’s rights in Uganda.

Learning objectives By the end of the course, the students will:1) Be able to define a child2) Be able to asses the legislative protection of Minority and children’s rights under

international law.3) Be able to assess the domestication of the children’s rights in Uganda 4) Be able to assess the violence against children at international, regional and domestic

levels.

Course outline The course will study the nature, scope and content of children's and minority rights and the role and scope of paternal and local authorities in enforcing them. The legal and ethical issues in protecting the rights of children and minorities; relating to the unborn, the human embryo, child labour, sexual exploitation, minority rights, or any other forms of abuse that infringes children's and minority rights will be examined. National and international instruments for the protection of children, like the Slave Convention, the Supplementary Slavery Convention, the Prostitution Convention, and the Obscene Publication Agreement and the Convention on the Rights of the Child and minority rights will be studied. The laws governing children and minorities in Uganda will also be examined.

Course outline1. Minority rights: content and context

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2. Who is a child? Scope and definition 3. The promotion and protection of Children’ rights under international law4. The domestication of children’s rights: Uganda’s Children Act 5. Child labour and child work: The African versus the UN system 6. Domestic violence and children’s rights 7. Sexual, abuse of children: The law and defilement, forced marriage etc 8. Adoption and children’s rights 9. The law of separation and inheritance 10. The commoditization of children’s bodies: prostitutions and child trafficking11. Children and armed conflict 12. Empowerment under Universal primary education:, capabilities and functionings

Methodology The facilitator(s) will employ the following methods; Index card exercises, Case studies, panel of experts, lectures with discussion, Class discussion, small group discussion, Report back Session, values clarification exercise, explanations, Video tapes.

Assessment Mode

Take home exercise 15% Practical exercise test 15% End of semester examination 70%

Reading list Hutchful E. ed, 2004 Young Africa: Realizing the Rights of Children and the Youth, Africa world Press Ncube Welshman, Ed 1998, Law, Culture, Tradition, and Children's Rights in Eastern and Southern Africa, Ashgate Pub Co Kilbride Philip L. and Janet Capriotti Kilbride 1990, Changing Family Life in East Africa: Women and Children at Risk, PA State Univ. PressUnited Nations, 1999 The State of the World's Children-1999: "Education For All: Making the Right a Reality, United Nations Publications United Nations, 1997, The State of the World's Children 1997: Focus on Child Labour, United Nations PublicationsUnited Nations, 2000, State of the World's Children: 2000, United Nations Publications

EHR 3108: Refugees and Human Rights

Course objectives This course will help the students to understand the protection and promotion of refugee rights at international, regional and domestic levels. Students will be helped to assess the violation of refugee rights in multiple jurisdictions.

Learning objectives By the end of the course, the students will:1) Be able to define a refugees and related refugee concepts 2) Be able to assess the protection of refugee rights under international law3) Be able to assess the protection of refugee rights under African jurisdictions

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4) Be able to assess the domestication of refugee rights in Uganda and the region5) Be able to assess the protection of the economic rights of refugees 6) Be able to assess the protection of refugee women and children

Course description The course will examine common terms like asylum, protection, camp, refugee, exile, immigration, citizenship, displaced person, etc. A detailed study of refugee law at international, regional and national levels will also be done. Cases of refugees both within states and between states will be examined. Rights of refugees especially their social, economic, and cultural rights like education, health, gainful work, land, etc, will be studied. Ways of preventing and ameliorating refugee problems especially in Africa will be considered.

Course outline 1. Refugees: definition and scope 2. Refugee related concepts: forced migration, asylum, exile, IDP, statelessness, good office,

unaccompanied minors, exclusion, inclusion, well-founded fear, cessation 3. The promotion and protection of refugees with in the UN system4. The promotion and protection of refuges under the African system 5. The domestication of refugee rights in Uganda6. Social and economic rights of refugees: food, work, health, education 7. Monitoring the compliance with refugee rights 8. NGOS and refugee rights advocacy in Uganda 9. violation of refugee right: international, regional and domestic complaint mechanisms10. The protection of refugee children 11. Gender violence: The protection the rights of women refugees 12. Returning refugees: property rights and political persecution

Methodology The facilitator(s) will employ the following methods; Video tapes, Inquiry, small group discussions, Case studies, Guest speaker, lectures with discussion, Class discussion, , Report back Session, values clarification exercise, explanations.

Assessment Mode

Take home exercise 15% Practical exercise test 15% End of semester examination 70%

Reading list Beyefsky A.(ed), 2005 Human Rights and Refugees, Martunus Nijhoff Beyefsky A., 2000 Human Rights and Forced Displacement, Springer Dryden-Peterson, 2003, Education of Refugees in Uganda : Relationships Between Setting and Access , Kampala: Refugee Law Project Working Paper Gingyera Pinycwa, 1998, Uganda and the Problem of Refugees, Makerere University PressSteiner N., 2003, Problem of Protection: UNHCR, Refugees and Human rights, Routledge

EHR 3105: Property Rights and Management

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Course objectives This course will help the students to understand the concept of property rights and its evolution. Students will be helped to critique both the local and global regimes and policies that threaten right to property.

Learning objectives By the end of the course, students will: 1) Be able to assess the evolution the property concept 2) Be able to assess the local and global policies that threaten the right to property 3) Be able to assess the various property rights theories4) Be able to assess the human rights dimension of the Land law in Uganda

Course description This course will study the understanding of property rights in the major human rights instruments like International, Regional and National human rights instruments. The course will also study the theories that support the origin and importance of property rights, like those of Aristotle, Thomas Aquinas, Hugo, Grotius, John Locke, Rousseau, Thomas Jefferson, John Mill and Karl Marx. The management of properties with full respect of property rights in as far as it beneficiaries, inheritance and administration of properties is concerned whether private of public will also be studied.

Course outline 1. Property: Concept and its evolution 2. Property rights theories 3. The protection of property and under international human right law 4. The protection of property rights under the African human rights system 5. Monitoring of property rights in international and domestic jurisdictions6. Globalization and intellectual property rights 7. Human rights and Land law in Uganda 8. Gender and property rights in Uganda 9. Modernization, investment and property rights 10. Inheritance and administration of property in Uganda Methodology The facilitator(s) will employ the following methods; Video tapes, Inquiry, small group discussions, Case studies, Guest speaker, lectures with discussion, Class discussion, , Report back Session, values clarification exercise, explanations.

Assessment Mode

Take home exercise 15% Practical exercise test 15% End of semester examination 70%

Reading list Banik D. (ed), 2006, Poverty, Politics and Development, Interdisciplinary Perspectives, Bergen, Fagbokforlaget Busingye, H. 2001, “Lobbying and Advocacy on Women's Land Rights: The Experience of Uganda

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Land Alliance.”, Paper presented at the EASSI Conference on Women and Land Rights, 28 Oct– 1 Nov 2001Coldham S., “Land Reform and Customary rights: The Case of Uganda”, in, Journal of African Law, Vol. 44, No.1, 2000Correa C.M, 2000, Intellectual Property Rights, the WTO and Development Countries, Zed Books LtdMaskus K. 2000, Intellectual property Rights in the Global Economy, Institute of international Economics Martinussen J.D, 2004, State, Society and Market, New York, St. Martin’s Press Mthoni Wanyeki Ed, 2003, Women and Land In Africa , Culture , Religion and Realizing women’s Rights, London , Zed Books Ltd

EHR 3106: Environmental Ethics

Course objectives The course will enable the students to understand the tools and approaches in the study of environment ethics. Students will be taught how to use these tools and approaches in order to assess environment issues.

Learning ObjectivesAfter participating in this course, students will be able to:1) Recognize environmental ethical issues2) Understand implications of human attitudes towards the natural environment3) Develop a moral obligation to preserve, conserve and protect nature4) Understand to what extent do animate and inanimate resources have rights

Course description General introduction to the nature and causes of environmental problems will be studied; then the ethical issues involved where multinational companies either want only to exploit resources or dump injurious materials into the third world; and examination or whether natural resources should be communally or individually owned; then an examination of whether resources other than human resources, also have rights and therefore deserve protection. For special consideration, will be whether natural resources should be conserved in the face of population explosion; ethical issues involved in unlimited consumer practices, the unlimited exploitation/modification of natural resources for the sake of human beings.

The course will investigate the proposals that have been advanced to resolve the environmental question i.e., conservationism, preservationism, sustainable development, and population control.

Course outline1. Nature and morality2. Environmental ethical Issues: Waste management, pollution, etc3. Human attitudes towards nature and implication4. Use and exploitation of the natural environment5. Animal rights debate6. Protection of endangered species7. Global social injustice and environmental stress

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Methodology The facilitator(s) will employ the following methods; Small Group discussions, lectures with Discussion, Class discussion, Values clarification exercise, explanations.

Assessment Mode

Take home exercise 15% Practical exercise test 15% End of semester examination 70%

Reading ListBlackstone T. Williams, ed., 1994, Philosophy and Environmental Crisis, University of Georgia PressElliot Robert, ed., 1996, Environmental Ethics, Oxford University PressGottlieb Roger, 1997, The Ecological Community, RoutledgeHargrove E. C., 1999, Foundations of Environmental Ethics, Prentice HallOdera Oruka H., ed., 1994, Philosophy, Humanity and Ecology, Act Press

EHR 3107: Human Resource Management

Course objectives This course will help the students to understand the principles and practices of human resource management. Student will be equipped with skills of using human rights and ethics tools in order to assess the different thematic areas under study.

Learning objectives By the end of the course, students will:1) define human resource management 2) Assess the theories of human resource management 3) know the policy and the legal restrictions governing discrimination in employment. 4) be able to assess the relevance of ethics in human resource management 5) know how to develop a human resource plan and should be able to design a valid

recruitment and selection system. 6) know the rights based approaches to human resources management 7) be able develop and implement a performance evaluation system. 8) be able assess training needs, design a training program, and evaluate it.

Course description This course helps students gain substantial theoretical and practical skills in the management of Human Resource in organizations. It seeks to entrench the respect of human rights within the theories and practice of Human Resource management. It emphasizes the importance of creating a balance between satisfying people needs and objectives and the needs and objectives of organizations. It covers topics such as Human Resource planning, staffing (recruitment, selection, orientation), performance management, human resource development, and compensation management. The ethical and human rights aspects in the management of career development, industrial relations and quality of Work Life (QWL) are also discussed.

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Course outline 1. Human resource and Management : Conceptual analysis 2. Human Resource Management: Concept and evolution 3. Theories of human resource management 4. Theories of management 5. The rights based approach to management 6. Age, sex, disability, opinion, status and gender discrimination 7. Sexual harassment , HIV and Gender policies 8. Human resource planning 9. Staffing: Job analysis, recruitment, selection, orientation 10. Performance management 11. Employee relations: Complaint systems and discipline 12. Human resource development and compensation management 13. Managerial ethics: professional ethics and code of ethics development 14. Ethics, integrity and career development 15. Industrial relations and quality of work

Methodology The facilitator(s) will employ the following methods; Group work, Interactive lectures, Class discussion, Guided exercise.

Assessment Mode

Take home exercise 15% Practical exercise test 15% End of semester examination 70%

Reading list Robert L.M & John H.J, 2006 Human Resource Management: Essential Perspectives, South-Western College Pub Stella M. Nkomo et al, 2007, Human Resource Management Application, 6th Edition South-Western College Publication Diana W. and Jean W., 2000 Ethical issues in Contemporary Human Resource Management, Palgrave Macmillan John, R.D Ed, 2006, Human Resource Management Ethics, Information Age Publishing David A.D & Stephen P.R, 2006, Fundamentals of Human Resource Management, 9th edition Wiley Randall S.S & Susan E.J ed, 2007, Strategic Human Resource Management, 2nd Ed WileyDrucker Peter, “How to Make People Decisions”, in, Harvard Business Review, July 1995Poundstone W. “Beware the Interview Inquisition”, in, Harvard Business Review, May 2003.Nadler, D.A, & Tushman, M.L, 1997, Competing by Design: The Power of Organizational Architecture, New York: Oxford University Press

EHR 3201: Project Planning and Management

Course Objective This course provides students with skills pertaining to the management of project activities. Students will be taught how to initiate, plan, design, monitor and control the operation of an

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organization, according to the set objectives and goal. Special interest will paid to the human rights aspect of these involved.

Learning objectives The course will provide the students with the following basic skills:1) They will acquire development skills which cover project planning, design and

formulation, implementation, monitoring and control as performance appraised among others.

2) Apart from project development skills, they will acquire managerial skill that include analysis and design of project objectives, events planning, assessing and controlling risks, estimating and allocating resources, directing activities, controlling project execution, tracking and reporting progress, result analysis, forecasting trends as well as quality management and defect prevention.

3) They will be able to identify and be active in the protection and promotion of the rights of the workers, including membership to trade unions and collective bargain.

4) They will be able to play an active role in the bigger cooperation that furthers natural growth and development.

Course Description Project management will study the ethical and human rights aspects in project management, like: exploitation, wages, involvement and accountability. The monetary implications, evaluation of projects, objectives of development project, concept of empowerment, capacity building, etc. The basic methods of monitoring and evaluation of projects with special attention to the external and then internal monitoring and evaluating mechanisms; relating management of projects to public policy matters; among others will be studied.

Course outline:1. An introduction

1.1 The meaning of project 1.2 The meaning of program 1.3 Understanding project planning and management

2. The Basic Elements in Management 2.1 Elements of management 2.2 Project management 2.3 Program management 2.4 A Critique 3. Project Selection 3.1 Criteria for Selection 3.2 Types of Project Selection models 3.3 Project portfolio Management 4. Project organization 4.1 The project as part of the functional organization 4.2 Pure project organization 4.3 The Matrix organization 4.4. Mechanisms for sustaining organization culture 5. Project goal and scope management 5.1 Definition of Project Mission and Goal 5.2 Management by objectives 5.3 Project scope definition

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5.4 Project objectives 5.3 Project proposal 5.4 Project charter 6. Project Implementation and management 6.1 Getting started – Execution of the plan 6.2 Acquisition and allocation of resources 6.3 Monitoring and evaluation 6.4 Tracking and reporting progress 6.5 Closure/Result Analysis 7. Project Management and Human Rights 7.1 The parties in management 7.2 The Rights of the parties 7.3 Professional responsibility of the parties 7.4. Project benefit and dividends/losses.

Methodology The facilitator(s) will employ the following methods; Group work, Interactive lectures, Class discussion, Guided exercise.

Assessment Mode

Take home exercise 15% Practical exercise test 15% End of semester examination 70%

Reading List Clifford Gray, Erik Larson, 2003, Project Management: The Managerial Process McGraw-Hill International Editions: Management & Organization Series Meredith & Mantel, 1995, Project Management: A Managerial Approach, 3 edition, John Wiley & Sons, Inc Parviz F.R, 2001, Project Estimating and Cost Management, Project Management Institute Ricardo V.V, 2007, Practical Guide to Project Planning, AUERBACH; Pap/Cdr edition John C. Goodpasture, 2001, Managing Project for Value, Project Management Institute Trish Melton, 2008, Real Project Planning, Butterworth-Heinemann Butterworth-Heinemann, 2001, Project Planning Scheduling, Management Concepts Svein A.J, 2002, Business by Projects, Universitetsforlaget

EHR 3202: Ethics in Public Administration: The Case of Uganda

Course objectives This course will introduce students to the theories, principles and practices of public administration. Students will be taught the evolutions of public administration in Uganda , ethics and the policy process in Uganda, ethics and public policy implementation in Uganda, ethics , ethics, public finance and budgeting in Uganda new public management in Uganda etc

Learning objectives This course will enable students to:

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1) Identify major public administration functions and describe the role they perform in the overall public sector process

2) Differentiate and relate public administration and public policy 3) Assess the ethics of the policy process in Uganda 4) Know the evolution of public administration in Uganda 5) Assess the ethical problems in Uganda’s public administration 6) Identify key historical developments in Public administration in Uganda and relate them

to current trends and practices 7) Develop an understanding of the differentiated but synergistic relationship between

leadership and management. 8) Describe how the changing global society and multicultural environment impacts the

management of the Public sector 9) Describe and analyze selected Public administration theories and concepts 10) Analyze decision-making issues and relate them to general Public managerial practices in

an array of quasi-political governmental environments.

Course Description The course will attempt to bring the general ethical discussion to bear especially on the Ugandan situations. Accordingly, examination will be made of the nature of ethical problems in Uganda's public administration, going back to the colonial period; the age of military dictatorships and the "break down of the state"; then the consequent breakdown of "law and order" and "moral principles". Discussion will be made of the implicit and explicit effects of the breakdown, and the effects of these on the overall well-being of society; then examination of the "institutional" and “informal" mechanisms put in place to manage ethical breakdown; evaluations will be made of the successes/failures of these measures.

Course outline Defining public administration Functions of public administration in society The difference between public and private administration Public administration: Concepts and theoriesThe relationship between public administration and public policy Ethics and the public policy process Public administration in Uganda: Historical Evolution and Current ethical problems Ethics and public personnel management in Uganda Ethics public finance and budgeting in Uganda Ethics and Alternative methods of management on government Ethics and New public management in Uganda

Methodology The facilitator(s) will employ the following methods; Case study, Guest lecturing, Group work, Interactive lectures, Class discussion, Guided exercise.

Assessment Mode

Take home exercise 15% Practical exercise test 15% End of semester examination 70%

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Reading list Steven O.J & Russell E.W, 2000, Introduction to Public Administration, Longman Dean Geuras & Garofalo C., 2005, Practical Ethics in Public Administration, Management Concepts; 2 Edition Patrick J.S, 1993, Ethics in Public Administration: A Philosophical Approach, Praeger Publishers Jay M. Shafritz, 2006, Introducing Public Administration, Longman; 5 Edition George F.H, 1993, Ethics and Public Administration, M.E. Sharpe Terry L.C, 1993, Handbook on Administrative Ethics, Marcel Dekker Jay M. Shafritz & Albert C.H, 1997, Classics of Public Administration, 4th ed Fort Worth, TX: Harcourt Brace Michael Hill, Peter L Hupe, 2002, Implementing Public Policy, Sage Publications Ltd Jeffrey D.G, 2004, Public Administration in the New Century, Wadsworth Publishing 1st edition Michael Howlett, M. Ramesh, 2003, Studying Public policy, Oxford University Press Richard J. Stillman, 2000, Public Administration: Concepts and Cases, 7th ed. (Boston: Houghton Mifflin)William N.D, 2007, Public Policy Analysis: An introduction, Prentice Hall; 4 edition

EHR 3203: Ethics and Human Rights in Labour Relations

Course objectives The course will help the students to understand the ethics of labour relations. Students will also be helped to assess the promotion and protection of labour rights under international law, as well as the monitoring and domestication of labour rights in Uganda.

Learning objectives By the end of the course, students will:1) Be able to assess the ethics of labour relations theory and practice2) Be able to assess the promotion and protection of labour rights under international human

rights law 3) Be able to assess the domestication, monitoring and compliance with labour rights in

Uganda

Course description The course involves the study of ethics in labour relations underlining workers rights and the human rights implications. Classical philosophers on economic labour relations are: Adam Smith and classical optimism, Malthusian classical theory, Karl Marx's critique of classical economic liberalism, J.S. Mills' economic ideas, John Rawls’ concept of distributive justice; welfare economics and the theory of justice.

Course outline 1. Ethics: Tools and approaches 2. Labour relations: Concept, evolution 3. Classical labour relations theories4. Modern labour relations theories 5. Contemporary labour relations theory 6. Welfare economic and justice theory

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7. Ethics and corporate responsibility 8. Labour rights: concept and evolution 9. The promotion and protection of labour rights under the UN system10. The promotion and protection of labour rights under the African system 11. The domestication of labour rights in Uganda 12. Monitoring compliance with labour rights in Uganda 13. Gender and labour rights

Methodology The facilitator(s) will employ the following methods; Guest speaker, lectures with discussion, small group discussion, Report back Session, values clarification exercise.

Assessment Mode

Take home exercise 15% Practical exercise test 15% End of semester examination 70%

Reading list Alston P., Labour Rights as Human Rights, Oxford University Press, 2005Bhning W.R., Labour Rights in Crisis, Palgrave, 2006Breining-Kaufmann, Globalization and Labour Rights, Hart publishing, 2007 Budd J. W. Labour Relations: Striking a Balance, MacGraw-Hill/Irwin, 2006 Hepple B.A. Social and Labour Rights in a Global Context, Cambridge University Press, 2002Lewis D.,(ed), Whistle blowing at work, Athlone press, 2001

EHR 3104: Human Rights in Uganda

Course objectives This course will enable the students to understand the human rights trends in cephalous and acephalous pre-colonial Uganda. The course will also help the students to assess the human rights effects of imperialism, neocolonialism, globalization and Neo-liberalism in Uganda. Students will also be enabled to assess the protection, promotion, monitoring and compliance with human rights in contemporary Uganda.

Learning objectives By the end of the Course students will:1) Be able to assess the human rights situation in pre-colonial Uganda 2) Be able to assess the human rights implications of imperialism, neo-colonialism,

globalization on Uganda 3) Be able to assess the promotion and protection of civil, political, economic, social and

cultural rights in Uganda 4) Be able to assess monitoring and compliance with human rights in Uganda

Course description The course will examine traditional approaches to observance of human rights in both cephalous and acephalous societies, the role of customs and traditions in mediation,

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conciliation and reaching consensus. Further attention will be focused on the nature of traditional "group rights and duties" and their relation to "individual rights and duties". The will study the present-day trends in the protection of human rights in Uganda. Special examination will be made of the governmental and non-governmental institutions such as IGG, the UHRC, American Human Rights Watch and Amnesty International, Uganda Human Rights Activists, Foundation for Human rights Initiative, Uganda Human Rights Commission etc.

Course Outline 1) Human rights in cephalous and acephalous pre-colonial Uganda 2) Imperialism and human rights in Uganda 3) Human rights in post independent Uganda 4) Neo-liberalism and human rights in Uganda 5) The promotion and protections of civil and political rights in Uganda 6) The promotion and protection of economic, social and cultural rights in Uganda 7) Compliance and monitoring of human rights in Uganda 8) The legislative protection of human rights in Uganda 9) Gender and human rights in Uganda 10) Poverty reduction policy and human rights in Uganda 11) Land policy and human rights in Uganda 12) The right to education in contemporary Uganda13) Good governance and human rights in Uganda 14) The promotion and protection of third generation rights in Uganda Methodology The facilitator(s) will employ the following methods; Guided discovery, lectures with discussion, Class discussion, small group discussion, Report back Session, values clarification exercise, explanations.

Assessment Mode

Take home exercise 15% Practical exercise test 15% End of semester examination 70%

Reading list Adupa C.P, The Role of the Military in the Human Rights Crisis in Uganda, 1962-1986: A Historical Study, Kampala, Makerere University Press, 1993Hansen H.B and Twaddle M (ed), Changing Uganda, Kampala, Fountain Publishers, 2001Hansen H.B and Twaddle (ed), From Chaos to Order, The Politics of Constitution making in Uganda, Kampala, Fountain Publishers, 1997Kanyeihamba G.W, Constitutional and Political History of Uganda From 1894 to the Present, Kampala, Centenary Publishing House Ltd, 2002Karugire S.R, A Political History of Uganda, Nairobi, Heinemann, 1980Mugaju J. and Oloka-Onyango J. (ed), No Party Democracy in Uganda, Kampala, Fountain Publishers, 1999 Banik D. (ed), Poverty, Politics and Development: Interdisciplinary Perspectives, Bergen, Fagbokforlaget, 2006Crook R. C., Decentralization and Poverty Reduction in Africa: The Politics of Local-central relations,

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in Paul Smoke(ed), Public Administration and Development, vol.23, Issue 1, 2003Hickey S., The Politics of Staying Poor: Exploring the Political space for poverty reduction in Uganda, World Development, Vol.33, No. 6, 2005Oloka-Onyango J. (ed) , Constitutionalism in Africa, Creating Opportunities, Facing Challenges, Kampala, Fountain Publishers, 2001Oloka–Onyango .J, “Poverty Human Rights and the Quest for Sustainable Human Development (SHD): The Case of Structurally Adjusted Uganda”, Netherlands Quarterly of Human Rights, Vol. 18:1 2000Oloka–Onyango J., “Reinforcing Marginalized Rights in the Age of Globalization: International Mechanisms: Non-state actors and the Struggles for Peoples’ Rights in Africa”, , American University International Law Review, Vol. 18, No.4, 2003 Hanmer, I., Pyatt, H. and White, H. Poverty in Sub-Saharan Africa: What Can we Learn about the World Bank’s Poverty Assessments? The Hague: Institute of Social Studies Advisory Services, 1997Tamale, Sylvia Rosila 1997 When Hens Begin to Crow: Gender and parliamentary politics in contemporary Uganda, Fountain Publishers, 2001 Lopes C., “Are Structural Adjustment Programmes an adequate response to Globalization”, International Social Science Journal, Vol.51, No. 162, Oxford, Blackwell Publishers, 1999Mthoni Wanyeki(ed), Women and Land In Africa, Culture, Religion and Realizing women’s Rights, London , Zed Books Ltd , 2003Rowbotham S. and Linkogle S. (ed), Women Resist Globalization, Mobilizing for Livelihood and Rights, London, Zed Books, 2001Tripp A.M, Women and Politics in Uganda, Oxford, James Currey, 2000

EHR 3205: Ethics in International Relations

Course ObjectivesThe course aims at helping students to ask the most fundamental ethical questions in international relations. It seeks to help students appreciate the role of ethics in international issues such as war and to raise the possibility of ethical conduct in international affairs.

Learning ObjectivesBy the end of the course, students will:1) Know the theoretical perspectives in international relations2) Know the history of the ethics of international relations3) Be equipped with ethical tools with which to evaluate international action4) Be able to analyze the challenges of achieving global justice5) Be able to apply ethical perspectives to international issues

Course Description The course examines the major theories in international relations and their relation to ethics.  Theories which include realism, internationalism and cosmopolitanism will be studied.  It also studies major themes that include peace and war; international actors; ethics in global economy; national interests and international morality; sovereignty and limits of sovereignty; duties of states and ends of politics; and international rights and duties.

Course Outline1. Introduction to the study of international relations

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2. Approaches to the study of international relations3. Theories of international relations4. The ethical study of international relations5. Ethical theories and their relation to international relation studies6. Human rights issues in international relations7. The question of sovereignty, interventionism and peace operations8. Ethics issues in a global era: globalization or global empire9. Morality and international war10. Ethical issues in the application of economic embargoes11. Ethical question arising from the International Criminal Court

Methodology The facilitator(s) will employ the following methods; Guest speaker, lectures with discussion, small group discussion, Report back Session, values clarification exercise, explanations.

Assessment Mode

Take home exercise 15% Practical exercise test 15% End of semester examination 70%

Reading ListGordon Graham, Ethics and International Relations, Blackwell Publishing, 2008 Nardin T. and D. Maple, eds., 1992, Traditions of International Ethics, Princeton University Press.Frost, Mervyn, 1996, Ethics in International Relations: A Constitutive Theory, Cambridge University Press. Hare, J and C. Joynt, 1992, Ethics and International Affairs, St. Martin’s Press

EHR 3206: Media Ethics, Human rights and Development

Course objectives This course will help the students to understand the evolution of the media and the different types of media. Students will be helped to use the tools and approaches of ethics in order to assess the various conduct of the media in Uganda. Students will also be enabled to assess the relations between the state, society and the media using a human rights perspective.

Learning objectives By the end of the course, students will:1) Be able to assess the different types of media using an ethics and human rights

perspective.2) Be able to assess the violation of human rights and professional ethics by the media 3) Be able to assess the violation of media rights by the state 4) Be able to assess the human rights law relating to freedom of information5) Be able to assess the possibility of self regulation by the media

Course description The course will examine the historical origins of the media, then the ethical role of the media

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in development and democratization, the use and abuse of media B cultural colonization using mass media. The ethical implications to media and freedom of expression; censorship, truth, the mutual responsibilities of the media in a backward society; the media in a competitive environment will be covered.

The course will also examine the role of the media (that is, Television, Radio, The Press, Internet etc.) in promoting Human Rights, the specific laws of Uganda such as those on pornography, censorship and registration, relevant articles in human rights charters, dealing with the Media, freedom of expression, censorship, truth and objectivity. National and International media organization and associations and their role in promoting Human Rights will also be examined.

Course outline 1. Media: definition, evolution and nature 2. The role of the media as a third estate3. Media theories 4. Media Ethics: Tools and Approaches5. Professional Ethics, integrity and the Media6. The right to access information in position of the state 7. The right to freedom of expression and freedom to impart ideas 8. The human rights dimension of the law regulating the media in Uganda 9. The monitoring of human rights by the media in Uganda10. The media and self regulation 11. The law of sedition and criminal Libel 12. The media and democracy in Uganda 13. The media, conflict resolution and conflict escalation 14. Gender and the media

Methodology The facilitator(s) will employ the following methods; Case studies, lectures with discussion, small group discussion, Report back Session, values clarification exercise, Illustrations, Video tapes.

Assessment Mode

Take home exercise 15% Practical exercise test 15% End of semester examination 70%

Reading list Human Rights watch, 1999, Hostile to Democracy, Human Rights Watch Hamelink C., 2001 Introduction: The Media and Human Rights, Critical Arts Gordon D.(et al), 1998, Controversies in Media Ethics, Ellyn Bacon Papademan D., 2008, Human Rights and the Media, JAI Press Patterson P and Wilkins L., 2007, Media Ethics: Issues and Cases, McGraw-Hill Kieran M., 1999, Media Ethics, Praeger Paper back

EHR 3207: Ethics of Work

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Course objectives The objective of this course is to provide students with the central moral issues surrounding work: issues such as the dignity of the workers and justice at the work place. The course will reflect on how ethics can contribute to resolving problems of wage contracts, just wage systems, strikes and lock outs etc.

Learning objectives After participating in this course, students will:1) Be conversant with the meaning and purpose of work 2) Know Moral duties in work and profession3) Be aware of the dignity of the worker and workers rights 4) Know the rights and moral obligations of the employer

Course description This course introduces the student into the basic concepts of work and in particular into the basic concept of work ethics; including concepts like the meaning, the purpose and the means suitable to do work. It analysizes the intrinsic values of work, the work environment, work management, work benefits; in terms of wages, retirement benefits, personal growth etc. Ethics of works also treats the importance of leisure, solidarity, responsibility, behaviour, respect, communication and interaction at work. It studies the importance of personal and institutional responsibility, integrity, and accountability in managing work. The course will distinguish the different characteristics of good work ethics from bad ones, plus the different challenges facing work ethics in the world today.

Course outline 1. Meaning and purpose of work2. Moral duties in work and profession 3. Right to work and just recompense: just wage protection and social responsibility4. Industrial relations: management and labour and the social responsibility of both 5. Equal opportunity and affirmative action in hiring labour 6. Labour unions and their justification 7. Strikes, lockout and boycotts 8. Retirement and social justice

Methodology The facilitator(s) will employ the following methods; Guest lecturing, lectures with discussion, small group discussion, values clarification exercise.

Assessment Mode

Take home exercise 15% Practical exercise test 15% End of semester examination 70%

Reading list Gonsalves Milton, 1995, Right and Reason: Ethics in Theory and Practice, New Jersey, Prentice Hall Lafollette Hugh(ed), 1997, Ethics in Practice, Hong Kong, Blackwell

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Smith William, 1996, Spotlight on Labour Unions, New York, Loan and Pearce, Inc.Tennenbaum Frank, 1991, A Philosophy of Labour, New York, Alfred A. Knopf Inc.

EHR 3204 Field Attachment

Course ObjectivesThe purpose of field attachment is to produce practically oriented graduates who meet the required job-related competences of the respective careers of their choosing or of their future employers.

Learning Objectives- To enable students get hands on experience - To provide opportunities to practically apply the learned principles and theories

Course descriptionThis is a field-based practical training experience that prepares students or trainees for the tasks they are expected to perform in their respective jobs on completion of their studies.

Methodology Students will be required to go for internship in organization/companies to be enabled to get practical training in their respective course after completion.

Mode of Assessment

Field Assessment 30%Field Attachment Report 70%

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13.0 APPENDICES

APPENDIX 1: PROPOSED BUDGET FOR BACHELOR OF ETHICS, HUMAN RIGHTS AND PUBLIC MANAGEMENT.

REVENUE

Fees from 100 students (local) at 1,600,000 160,000,000

International Students @ $1200 per year

EXPENDITURE (SUMMARY)

A. University Admn, Library 75,200,000 B. Personal Allowances 6,788,600C. Stationery 2,120,000D. Teaching Expenses and Exams. 67,931,400E. Teaching Aids 2,171,400F. Utilities and Services 1,920,000G. Development Fund 3,868,600

TOTAL 160,000,000

DETAILS OF EXPENDITURE

A. University Admn, Library 75,200,000Day Students (50 students x 1,400,000 x 49%) 39,200,000ICT 50 students x 1,400,000 x 2% 1,600,000Evening Students (50 students x 1,400,000 x 41% 32,000,000ICT 50 students x 1,400,000 x 2% 1,600,000Sub-total 75,200,000

B. PERSONAL ALLOWANCES

(i) Deans Office

Dean 50,000 p.m. x 12 685,700Associate Dean 30,000 p.m. x 12 x 2 822,900

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Administrator 20,000 p.m. x 12 274,300Administrator (Acct.) 20,000 p.m. x 12 274,300Secretary 15,000 p.m. x 12 205,700 (ii) Department

Head 70,000 p.m. x 12 960,000Prog. Co-ordinator 120,000 p.m. x 12 1,645,700Asst. Prog. Co-ord. 60,000 p.m. x 12 822,900Secretaries (2) 30,000 p.m. x 12 411,400Cleaner/Messenger 20,000 p.m. x 12 274,300Librarian 30,000 p.m. x 12 411,400

SUB-TOTAL 6,788,600

C. STATIONERY Typing paper 8,000 x 20 182,900Duplicating paper 7,000 x 20 160,000Ruled Paper 7,500 x 10 85,700Stencils 20,000 x 5 114,300 Diskettes 20,000 x 5 114,300Computer Toner 180,000 x 15 1,234,300Envelopes, pins, clips, staples and white out 228,500

SUB-TOTAL 2,120,000

D. TEACHING EXPENSES

Lectures @30,000 x 60 hrs x 10 papers x 2 (Day and Eve) 49,371,400Setting, invigilating, marking coursework & exams @500,000 x 10 papers 6,857,100Project Supervision @100,000 x 100 students 11,428,600Typing exams in draft and on Stencil @20,000 x 12 papers 274,300

SUB-TOTAL 67,931,400

E. TEACHING AIDS 2,171,400 F. UTILITIES AND SERVICES

Photocopying @100,000 p.m. x 10 1,142,900Phone @20,000 p.m. x 12 272,300Postage/Fax/E-mail 276,200Computer Servicing @20,000 x 10 228,600

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SUB-TOTAL 1,920,000

G. HUMAN DEVELOPMENT FUND 3,868,600

GRAND TOTAL 160,000,000

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Annex 1: Expertise and estimated teaching load of core and other teaching personnel

NAME TITLE QUALIFICATIONS SPECIALIZATION CURRENT WORK LOAD(HR/WEEK)

WORKLOAD PROPOSED (HR/WEEK)

TOTALWORL LOAD(HR/WEEK)

Core Staff (Full time staff in the Department of Philosophy

E.K. Beyaraza

Asoc Prof

B.A . (Mak), Dip. Ed. (Mak), M.A. (Mak), LLB(Mak)LLM(Mak)Ph.D (Beyreuth).

Law and Metaphysics

3 3 6

J.K. Kigongo

Asoc Prof

B.A. (Mak), P.G.D.E (Mak), M.A. (Mak), Ph.D. (Mak)

Ethics 3 2 5

E. Wamala Asoc Prof

B.A. (Mak), Dip. Ed. (Mak), M.A (Delhi), M.Phil. (Delhi), Ph.D. (Mak)

Philosophy of Development and Human rights

3 3 6

A.B. Rukooko

SeniorLecturer

B.A. (Mak), P.G.D.E. (Mak), M.A. (Nairobi)Ph.D. (Mak)

Ethics and Human Rights

3 1 4

S.A. Mwanahewa

SeniorLecturer

B.A. (Mak), Dip. Ed. (Mak), M.A. (Mak) Ph.D (SA )

Logic and Human Rights

3 3 6

W. Lajul LecturerDip. Phil. (Alok); Dip. Theo. (Ggaba); B.A Phil. (Urban),B.A. Theo. (Urban);P.G.D.E (Mak),M.A. (Urban), Ph.D. (Urban)

Logic, Human Rights and public policy

3 3 6

G. Tusabe Lecturer B.A. (Mak), P.G.D.E. (Mak), M.A. (Mak), Ph.D. (Mak).

Ethics and Epistemology

3 3 6

F. Kasozi Lecturer Dip. Phil. (Katigondo); Dip. Theo. (Ggaba); B.A.Phil. (Urban),

B.A. Theo. (Urban); M.A/ Ph.D. ( Germany),Dip. Personnel Magt(UK)

Soc & political philosophy and Human rights

3 3 6

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Kanakulya Dickson

Assistant Lecturer

B.A. in Phil. (Mak), Cert. (UMI), M.A. (Bergen)

Bio-ethics Agri-ethics, and Culture

3 3 6

SsonkoFelster

Teaching Assistant

BA(MAK),

P.G.D.E. (Mak),

Social Ethics, Social and Political Philosophy

3 3 6

Core staff B( Part-time Lecturers and Doctoral Students in the Department of Philosophy

Kizito Michael George

Part time Lecturer

B.A. in Phil. (Mak),Cert.(DM),Cert.(UMI) M.Phil. GAD (Bergen)

Human Rights, Gender and Ethics

3 3 6

Ssentongo Jimmy Spire

Part time Lecturer

Dipl. Phil (Lang), B.A. Phil. (Ro), M.A. ETPM (Mak).

Ethics and Public policy

3 3 6

Ochieng Francis Xaviour

Part time Lecturer

Dipl. Phil. (Kati), B.A. Phil. ( Rome), M.A. HRT (Mak).

Human rights and Public Management

3 3 6

Barugahare John

Part time Lecturer

Dipl. in Ed (Nkozi), BA. in Phil. (Mak), M.A.ETPM)Cand.(MA

Ethics and Public policy

3 3 6

Olar Ronald Doctoral Student

Dip.Phil. (Katigondo); Dip. Theo. (Ggaba); B.A. Phil. (Urban), M.BA. (UMU), Can. Ph.D. (Mak).

Ethics, management 2 2 4

Other available staff

H. Onoria Senior Lecturer Faculty of Law

LLB (Mak), LLM (Camb), Ph.D.) (Camb

International Law and International Human Rights

3 3 6

J.J. BaryaAssoc.Professor

LLB (Mak), LLM and PhD. (Reading ).

Labour Rights and International Law

3 3 6

J. Ddumba-Ssentamu

Professor M.A (Mak), Ph.D (Mak)

Project Planning and Management

3 2 5

J. Muwanga Senior Lecturer Faculty of social Sciences

B.SC. (Mak), Ph.D. (Uttah)

Public policy 3 3 6

F. Byarugaba Professor B.A. (Mak), M.A. (Mak), Ph.D. (Mak)

Public policy 3 2 5

Y. OlumSenior Lecturer Faculty of Social

B.A. (Mak), M.A (Manch.), Ph.D (Newcastle)

Public policy and politics of developing nations

3 2 5

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Sciences P. Musana Lecturer B.A.(Mak)

M.A.(Mak)Ph.D. (Mak)

Conflict resolution 3 1 4

J. Kisekka Senoir Lecturer

Ph.B (Urban), Phil. Lic. (Urban), B.S.T. (Urban), Ph.d (Urban)

Ethics 3 2 5

R. Bakeine Senior Lecturer Faculty of Arts

Dipl. Phil. (Mak); Dipl. Theo. (Mak); B.A. Theo. (Mak); M.A. Theo. (Mak); Ph.D. (Leuven)

Ethics , peace studies 3 1 4

A. Nkabahona,

Senior Lecturer Faculty of Arts

Dip. Philo. (Nairobi), Dip. Theo. (Nairobi,), B.A. Theo. (Urban), M.A. Theo. (Urban), Ph. D. (Leuven).

Human rights and peace studies

3 2 5

D. Nkurunzinza

Senior Lecturer Faculty of Arts

Dipl.Philo. (Kati); B.A (Greg); M.A Cuea); PhD. (Tub)PGD-PPM (UMI); Cert.ADR (ILI); PGD-PLM

Conflict management and peace studies

1 1 2

P. Kaboha,

Senior Lecturer Faculty of Arts

B.A. (London), Dip. Ed. (E.A.), M.A. (E.A.)

Ethics and public policy

0 2 2

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