| HCPST 101 |
Introduction to Social Transformation |
There has been a period of rapid growth in transnational linkages affecting all areas of human life. This module is designed to empower students with basic understanding of social change. At the end of the module, students should be able to define social transformation, identify factors that have influenced social transformation in different societies as well as analysing the impact of globalization on social transformation. |
| HCPST 102 |
Introduction to Peacebuilding |
Peacebuilding is integral in every society including those in conflict situations. This module provides a general introduction to and survey of the processes of peacekeeping, peacemaking and peacebuilding in a wide variety of conflict situations. By the end of the module, students should be able to explore a range of practical strategies for creating peace through dialogue, development, national reconciliation interventions and international stabilisation processes, actively manage, resolve or transform conflict by working on strategies that are designed to stimulate positive change. |
| HCPST 103 |
Introduction to Peace and Conflict Studies |
This module provides students with an introduction to the complex social and cultural dimensions of conflict, peace, reconstruction and reconciliation efforts. By the end of the module, students should be able to identify and explain various theories exploring the nature and causes of conflict, the deep roots that cause conflict to prevail, cross-generational engagements with ongoing conflict, possibilities for conflict resolution, healing and the foundations of peace. |
| HCPST 104 |
Youth and Societal Transformation |
The youth have an important role to play in social transformation. This module is designed to enable students to empower the youth to gain a thorough understanding of their role in social change, combined with the practical skills necessary to work effectively in this field. By the end of the module, students should be able to empower youths with skills to work effectively as social change facilitators, plan, develop, implement and evaluate youth and social change initiatives. |
| HCPST 105 |
History of Conflict in Zimbabwe |
This module examines the major conflict watersheds in Zimbabwe. By the end of the module,students should be able to identify and explain the conflicts that were experienced in Zimbabwe and design models that can be used to resolve, manage and transform current or future conflicts in the country. |
| HCPST 106 |
Theories of Peace and Conflict |
The aim of the module is to deepen the students’ understanding of theoretical and empirical problems in the study of the outbreak, development and resolution of conflicts. By the end of the module, students should be able to identify and analyse the macro, micro and meso theories of conflict, including the conflict resolution processes within and between states and different analytical levels – individual, group, state, and regional. |
| HCPST 107 |
Research Methods and Techniques in Conflict, Peacebuilding and Social Transformation |
Research forms a major component of conflict, peacebuilding and social transformation. This module is designed to empower students with research methods and skills as a way of preparing them for their research dissertations and improving their abilities of gathering data and processing it into useable information. Of particular interest in this programme will be action research. By the end of the module, students should be able to conduct independent research on different aspects of conflict, peacebuilding and social transformation observing relevant ethical requirements. |
| HCPST 108 |
Human Security and Society |
Human security has emerged as a central concept of security since 1994. This module focuses on the security of humans, instead of the state, in the context of globalisation processes. By the end of the module, students should be able to identify the components of human security and design approaches or models of enhancing human security and the restoration of the role of the state in order for human and state security to be harmonious. |
| HCPST 109 |
Development Planning Challenges |
Development planning refers to the strategic goals that a person or community plans to meet within a certain amount of time. Understanding development planning and its challenges is a vital aspect of disaster management efforts. This module appraises students about the development planning challenges. By the end of the module, students should be able to identify development planning challenges, assess their impact and design intervention frameworks. |
| HCPST 110 |
Disaster Preparedness and Prevention in Zimbabwe |
Disaster preparedness and prevention forms an indispensable component of disaster management. This module is designed to equip students with knowledge of and skills on developing feasible disaster prevention plans and preparedness before a disaster happens to minimize risks and resulting damages within the Zimbabwean context. By the end of the module, students should be able to design policies that inform disaster readiness, prepare family members and take care of them in order to minimize the impact of disasters in Zimbabwe. |
| HCPST 201 |
Theories and Practice of Nonviolence |
"Nonviolence" is an imprecise, often misunderstood and frequently abused term. This module examines the role of nonviolence as a philosophy and practice in promoting social change. By the end of the module, students should be able to engage the theories of nonviolent action, design and implement nonviolent campaigns aimed at addressing a particular adversarial situation or social injustice. |
| HCPST 202 |
Conflict Resolution, Approaches and Strategies |
Although elusive, conflict resolution remains a major requirement of every individual, community, organization and nation to be able to minimize conflict perpetuating behaviours. This module is designed to equip students with knowledge and practical skills about conflicts and how and why they occur from the intrapersonal level to the international level. By the end of the module, students should be able to identify conflicts, their characteristics, effects and demonstrate the appropriate conflict resolution approaches and strategies to resolve the differences. |
| HCPST 203 |
Justice, Reconciliation and Peacebuilding |
Transitional justice is an essential component for peacebuilding in post-conflict situations. This module equips students with the knowledge about justice and reconciliation and how they contribute to peacebuilding in post-conflict situations. By the end of the module, students should be able to identify the personal, interpersonal, small group, and organizational-level justice questions and design models for transforming these relationships. |
| HCPST 204 |
Peace, Conflict and Development |
Peace and conflict affect development in different ways. This module is designed to equip students with knowledge of and skills on addressing the multi-faceted nature of conflict: the complex causes, the diverse impacts conflicts have on development, and the range of actions that can help mitigate conflicts. At the end of the module, students should be able to identify and explain the linkages between peace, conflict and development, and recognize the significance of peace and security for development and design approaches to development that can enhance peace and vice versa. |
| HCPST 205 |
Legal Awareness and Societal Transformation |
Legal awareness is significant in societal transformation. This module covers critical legal knowledge vital for societal development. By the end of the module, students should be able to promote and participate as social change agents in imparting legal knowledge on; rape, arrest, small claims, search and seizure, domestic violence, summons, the Legal Age Majority, The declaration of rights, Birth Certificates among other pertinent legal instruments. (To be co-taught with Legal Resources |
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(Foundation / Faculty of Law) |
| HCPST206 |
Education for Peace |
With the world characterized by cultures of violence, it is imperative to educate students for peace. This module introduces students to the field of education for peace and provides an overview of the history, central concepts, scholarship, and practices within the field. By the end of the module, students should be able to, identify key thinkers, theories, and movements in the field, with a particular focus on case studies of peace education in practice worldwide and design models for both school based and informal peace education programmes. |
| HCPST 207 |
Psychology of Peace |
The psychology of peace is the study of the mental behaviour and process that lead to either peace or violence. This module examines the mental behaviour and processes that result in violence, its prevention and the quest for nonviolence. By the end of the module, students should be able to identify and design approaches that promote mindsets resulting in the shunning of violence and the pursuit of nonviolence, social justice, respect, and dignity as well as the healing of the psychological effects of violence. |
| HCPST 208 |
Resource Based Conflicts |
Resources have been at the centre of many conflicts in the world. This module examines the causes, dynamics and consequences of natural resource conflicts, as well as the range of possible approaches to prevent and resolve such conflicts. By the end of the module, students should be able to draw on theoretical approaches to identify and explain the link between natural resources and conflict, and design and implement models and approaches of using natural resources for peacebuilding. |
| HCPST 209 |
Ethics of War and Peace |
Ethics of War and Peace provides one of the most controversial debates in contemporary debates. This module is designed to provide students with both theoretical and practical aspects of the ethics of war and peace. At the end of the module, students should be able to advise policy makers on ways to improve the protection of unarmed civilians during war times. |
| HCPST 210 |
Heritage, Conflict and Peacebuilding |
Cultural heritage and material culture have emerged as both sources of conflict and peacebuilding. This module is designed to equip students with knowledge about the different concepts of cultural heritage and material culture as well as their contribution to conflict or peace. By the end of the module, students should be able to identify historical and current conflicts pertaining to cultural heritage issues, current and historical conflicts pertaining to material remains and design possible strategies on how best they can be used to build peace. (To be co- taught with archeology) |
| HCPST 302 |
Gender, Conflict and Peacebuilding |
War and violence impact women and men in different ways. This module introduces students to the role of gender in the outbreak, waging and resolution of conflicts. By the end of the module, students should be able to illustrate the interconnection of gender, war/conflict and peace, resolve gender based violence in conflict and peace situations and design models to minimise the effects of war on both men and women. |
| HCPST 303 |
Conflict and Society in Contemporary Africa |
Conflict has had far-reaching effects on contemporary African society. This module equips students with the knowledge about the causes, nature and manifestation of conflict in the contemporary African society. By the end of the module, students should be able to identify and explain the nature and implications of conflict in its different facets in Africa and design approaches to resolve, manage and transform conflict situations into peaceful outcomes. |
| HCPST 304 |
Conflict, Democracy and Consensus |
Democracy is viewed as the best system of government. This module deals with the dynamics of democratization from the perspective of theoretical debates, and with analysis of historical experiences as well as with immediate policy questions. By the end of the module, students should be able to design models for improving democratic peace. |
| HCPST 305 |
Peacebuilding in Zimbabwe |
Peacebuilding is important in addressing the conflict situations in Zimbabwe. The module is designed to impart knowledge on the efforts made towards building peace in Zimbabwe, especially community-based peacebuilding efforts. By the end of the module, students should be able to identify major peacebuilding efforts in Zimbabwe and design models that can be used to sustainably build peace. |
| HCPST 306 |
Conflict, Elections and Peacebuilding |
Elections in most African countries have been replete with conflict since independence. This module covers areas of transitions - from war to peace and from one party to multi-party democracies that have taken place in diverse African countries. By the end of the module, students should be able to identify the various ways in which elections result in conflict, design models to generate electoral systems that do not result in armed violence, mediate electoral conflicts, mobilise youths to constructively participate in elections and monitor and observe elections and write election reports. |
| HCPST 307 |
African Regional Groupings and Conflict Management |
Regional groupings form an important component of conflict management. This module is designed to equip students with knowledge about the role of the African Union and its sub-regional organisations such as ECOWAS, IGAD and SADC in dealing with different conflicts in their backyards. By the end of the module, students should be able to identify the nature and character of African societies, conflicts and their effects and design models in which African regional economic communities can promote peace and security in their respective sub-regions. |
| HCPST 308 |
Indigenous Knowledge Systems and Peace-building in Africa |
Although often ignored, indigenous knowledge systems play a significant role in peace-building. This module introduces students to the nexus between Africa’s indigenous knowledge systems and peacebuilding. By the end of the module, students should be able to identify and explain the traditional approaches to peacebuilding and design approaches or models rooted in African culture that can be used for peace-building in contemporary African society. (To be co-taught with African Languages) |
| HCPST 309 |
League of Nations and International Peace |
The League of Nations is a significant international organization that gave birth to international peacekeeping. This module examines the evolution of international peacekeeping with an emphasis on the role of the League of Nations and other multilateral organizations. By the end of the module, students should be able to identify the factors that led to the establishment of the League of Nations, its organisation, operations, its legacy, achievements and failures and design approaches or strategies or propose policies that can be useful in reforming and improving the conduct and performance of international peacekeeping and conflict resolution and management today. |
| HCPST 310 |
Cultures of Peace |
Violence is a choice which people often use when they engage in conflict. This module is designed to equip students with the knowledge about the relationship between the modern state and violence and governance focusing on the various ways in which historians have attempted to explain the mass killings of modern times. By the end, of the module, students should be able to identify various cases of mass violence in the twentieth and 21st centuries, and design strategies to prevent and manage violence in their communities and even at the national level. |
| CPST 370 |
Work Related Learning |
The module is designed to enable students to undertake an appropriate short period of work-related learning related to conflict, peace-building and social transformation with government departments, non-governmental organizations, community-based organisations and faith-based organisations or in the form of community-based interventions. The aim of the module is to ensure that students gain useful experience of the work environment and the career opportunities, undertake work related experience related to their academic level and enhance their learning experience building on their academic skills. It is expected that students spent at least four months in either the second or third year of study where the time can be completed in a full-time or part-time mode. Students should register with the module leader and undergo induction on the execution of work-related learning and have the work-related learning agreement approved. Academic visits shall be carried out by the module team at least once at the workplace to obtain feedback from the employer or the community leader. It is also an opportunity for the student to ask for feedback from the academic placement supervisor. |
| HCPST 401 |
Post-conflict Reconstruction and Nation building |
Post-conflict rebuilding and nation building remain essential components for countries emerging from war. This module covers the rebuilding of nation-states in the aftermath of conflict and state failure which represent one of the foremost challenges facing the international community. By the end of the module, students should be able to identify the challenges to post-conflict reconstruction and nation building, apply contemporary strategies and approaches employed by international actors to build peace and rebuild weak and shattered nation-states, and design approaches or models to post-conflict reconstruction and nation building that can promote peace and development. |
| HCPST 402 |
Conflict Transformation |
At the heart of conflict transformation lies the challenge of transforming relations after violent political conflict - in particular between people who have been directly involved in and/or affected by the violence, but also including members of wider society. This module will draw on local and international case studies to highlight key themes and challenges underlying conflict transformation. By the end of the module, students should be able to use various existing approaches to transform relationships between former enemies and design approaches or models that can be used to transform adversarial relationships into peaceful ones. |
| HCPST 403 |
Media, Conflict and Peace-building |
The media is a key player in both causing and fuelling conflicts and peace-building. This module is designed to equip students with knowledge of and skills on the role of the different forms of media in both warfare and peacebuilding. By the end of the module, students should be able to identify the various ways in which media can raise concern and exacerbate or deescalate conflicts and design approaches or models to use the media to promote peace. |
| HCPST 404 |
Water, Conflict and Security |
Water is a critical resource that contributes to both conflict and peace. This module is designed to understand the role of water in conflict. By the end of the module, students should be able to identify the main ways in which water contribute to conflicts, design approaches or models leading to the peaceful resolution of disputes over access to particular water sources and the use of water resources management for peace-building. |
| HCPST 405 |
Leadership and Peace-building |
Leadership is central in peace-building activities. This module provides a general introduction and survey of key concepts and perspectives on leadership and peace-building. By the end of the module, students should be able to identify leadership traits critical in peace-building and design models of improving leadership styles so that they become supportive of peace-building |
| HCPST 406 |
Monitoring and Evaluation in Peace-building and Social Transformation |
Lack of transparency and accountability has emerged as a major challenge in peace-building and social transformation activities. This module is designed to capacitate students to monitor and evaluate peacebuilding and societal transformation initiatives. By the end of the module, students should be able to engage various tools to monitor and evaluate the effectiveness of interventions to build peace and realise societal change. |
| HCPST 407 |
Participatory Approaches to Societal Transformation |
Social movements in the 1960s and 1970s influenced the development of participatory approaches to social transformation. This module is designed to empower students with knowledge and skills to develop policies which are inclusive of the local people who are often excluded from national policymaking due to the remoteness of their location, lack of communication infrastructure and the general tendency of governments to focus more on the interests of urban dwellers. At the end of the module, students should be able to develop various strategies in they can help their local communities to participate in matters that affect their lives. |
| HCPST 408 |
Religion, Conflict and Peace-building |
Religion is frequently blamed as the cause of war and other violent conflicts yet peace and nonviolence are considered central to most, if not all, religious traditions. This module introduces students to the role religion plays in causing both conflict and peace. By the end of the module, students should be able to identify ways in which religion cause or contribute to conflicts and design strategies to resolve, manage and transform conflicts involving religion. |
| HCPST 470 |
Dissertation |
This module comprises an individual research project. It aims to further develop students’ practical skills and knowledge gained in years one and two through undertaking a research project directly related to conflict, peace-building and social transformation. It encompasses an individual research project, the topic of which shall be approved by the Departmental board and be consistent with the research proposal produced in module: research methods and techniques in conflict, peacebuilding and social transformation. All students shall write a dissertation on an approved topic which must be between 6 000 and 15 000 words long. The project shall be in the form of: a research; a conflict transforming or resolving drama; song; play; model or design; practical community intervention in its different forms; unity building participatory approaches; alternatives to violence project; revitalisation of endogenous strategies of resolving conflict and building peace; livelihood project during and after conflict or natural disaster; nation building approaches; natural disaster: coping and rehabilitation strategies; a write up on healing, reconciling and integrating divided families, organisations and communities; and a practicum on mediation, problem solving and negotiation strategies. |
