HAWASSA UNIVERSITY

COLLEGE OF EDUCATION

DEPARTMENT OF EDUCATIONAL PLANNING AND MANAGMETN

A CURRICULUM FOR THE DEGREE OF BACHELOR OF ARTS (BA) IN

EDUCATIONAL PLANNING AND MANAGEMENT

April 2022

Hawassa University

Hawassa, Ethiopia

[
EXECUTIVE SUMMARY

Name of the Program: Educational Planning and Management

Name of the Degree to be awarded: Bachelor of Art in Educational Planning and

Management ‘የአርት ባችለር ዲግሪ በትምህርት እቅድ እና ሥራ
አመራር’

Degree to be awarded by Hawassa University, Subjected to the Approval of the Senate

Standard Period of Study: 4 Years (8 Semesters)

Commencement of the Program: 2013 E.C. / 2020/21 G.C

Fees / Charges: Cost-sharing modality

 Table of contents

Contents
EXECUTIVE SUMMARY.............................................................................................................2

Abbreviations and Acronyms..........................................................................................................5

1. Background of the Program.....................................................................................................6

2. Rationale for the Program........................................................................................................7

3. Program Objective....................................................................................................................8

3.1. General Objectives................................................................................................................8

3.2. Specific Objectives of the Program..................................................................................8

4. Profiles......................................................................................................................................9

4.1. Professional profiles..............................................................................................................9

4.2. Graduate profiles.................................................................................................................10

5. Program profiles.....................................................................................................................11

5.1. Staff Profile.........................................................................................................................11

5.2. Resources............................................................................................................................12

6. Program Structure...................................................................................................................12

6.1. Course and Module Coding............................................................................................12

6.2. List of courses and modules............................................................................................12

6.3. Course breakdown mode of delivery..................................................................................23

7. Learning and assessment strategies......................................................................................308

8. Rules, regulations and requirements....................................................................................308

8.1. Admission Requirements..............................................................................................308

8.2. Grading system.............................................................................................................308

8.3. Graduation requirements...............................................................................................308

8.4. Degree nomenclature....................................................................................................309

 8.5. Medium of instruction...................................................................................................309

8.6. Duration of the Study....................................................................................................309

8.7. Total load......................................................................................................................309

9. Quality assurance mechanism..............................................................................................309

Abbreviations and Acronyms

ESDP Education Sector Development Program

GTP Growth and Transformation Plan
TGE Transition Government of Ethiopia
SIP School Improvement Program
CPD Continuous Professional Development
ICT Information and communication Technology
CGPA Cumulative Grade Point Average
EHEECE Ethiopian higher education entrance certificate examination
BA Bachelor of Arts
GPA Grade Point Average
NETP New Education and Training Policy
 1. Background of the Program
The swift changes in science and technology, the development of competitive global market, the
new moves toward knowledge production, knowledge transfer as well as the desire for economic
growth and development have been escalating from time to time. This in turn calls for innovative
and dynamic leadership both at national and international levels. Education as part of the entire
system of any economy exists at the heart of such vigour and continuous changes which indeed
calls for reactive and proactive educational leaders and mangers. To this effect, countries (both
developed and developing) have started to provide outstanding considerations to the importance
of enhanced educational planning, management and leadership. These attempts have been
manifested through policy reforms, organizational restructurings and the move towards
decentralized educational management. In connection to this the Education and Training Policy
of Ethiopia Article 3.8.3 (TGE, 1994) clearly stated that “Educational management will be
democratic, professional, coordinated, efficient and effective...”

In Ethiopia, decentralization in general and in educational management in particular, is a new

culture and reform effort that comes out of an exceedingly deep rooted bureaucratic and
inflexible centralized system. However, the country is undergoing change since 1991. The policy
of decentralization has been pursued as the most appropriate and suitable form of government in
responding to the social, political and economic problems of the country (TGE, 1994).

Based on this, the new Education and Training Policy was introduced, and consequently
educational organizations and management were restructured. Consequently, the restructuring
and decentralization of educational management which paid due attention to the respective
Regional States with privileged attentions to the district echelons have been in place to create
good governance and leadership at all levels of the systems in general and the local echelons in
particular. As a result, significant successes have been achieved in terms of educational
achievements such as: improving access, quality and equity as well as the relevance of education
which the centralized management system failed to achieve. In spite of such considerable
achievements, reform efforts have never been without challenges as educational decentralization
is commonly followed by sweeping structural changes which have their own dynamics and in
education this goes deeper and wider than in all other sectors. Among these, insufficient
capacities (qualification, experience and skills- conceptual, human relation and technical) of
educational planners and mangers were found to be among the major challenges confronted by
the various echelons of the system (Central, Regional, Woreda and School). Owing to this, the
education system of the country demands more and more well qualified educational planners and
managers to fill the gaps at all levels of the education system.

Thus, it is necessary to design well organized curriculum based on competencies to produce

competent educational planners and mangers. Unfortunately, the existing curriculum is not
organized in a competence-based module. Since modular approach of curriculum design
permit active learning and continuous assessment, multiple entry and exit, academic recognition,
horizontal and vertical mobility of learners it is advantageous to modularize the existing
curriculum. Accordingly, Educational Planning and Management curriculum is modularized by a
clustering approach based on clearly identified competencies of the program. Then, credit point
structure and course guidebooks are developed for the clustered curriculum.

2. Rationale for the Program

The Federal Democratic republic of Ethiopia has already launched Growth & Transformation
Plan (GTP) which is intended to put the country in middle income status. The GTP as well as the
Education Sector Development Plan (ESDP), gives due emphasis to, quality, equity, efficiency &
access of education by focusing science & technology education. The new education road map
and Ethiopian higher education strategy also focuses on relating higher education with the need
of the country’s labor market.

To this effect, the program of educational planning & management is believed to contribute a lot
in training qualified educational leaders at different echelons of the sector, particularly at primary
and secondary schools of Ethiopia. The graduates are expected to contribute a lot in improving
the quality of education through effective instructional leadership. Therefore, this revised four-
year Educational Planning and Management curriculum will help to fill the gaps observed in the
field and to address the very purposes of the new education road map.
 3. Program Objective

3.1. General Objectives

The general objective of the program is to produce competent educational planners and managers
that can handle leadership responsibilities under the context of changing environment and
decentralized educational system. Essentially, the general objective of this program is to produce
educational leaders and researchers who can address educational demands and challenges
through critical analysis of the internal and external contexts of educational institutions. The
internal context refers to the strengths and weakness an organization had while the external
context deals with the political, economic, socio-cultural, and technological dynamics.
Moreover, the program is aimed to produce democratic, visionary, innovative, change oriented
and professionally committed educational planners and managers major competencies (e.g
planning, management, leadership, monitoring, evaluation and research, technology use in
management) that can hold leadership responsibilities under decentralized educational contexts.

3.2. Specific Objectives of the Program

The specific objectives of the Bachelor of Art Degree in Educational Planning and Management
is designed to produce educational planners and managers who

a. Are well informed of the national and regional educational policies and laws, thereby
assume leadership positions and responsibilities
b. Manage and utilize educational resources effectively and efficiently
c. Can initiate educational changes, innovations and developments by addressing local and
regional needs and realities.
d. Can mobilize and involve the local communities and thereby strengthen the school and
community relationship.
e. Are capable of solving educational problems by applying skills of educational research
f. Can lead educational organizations towards the realization of organizational vision and
mission.
g. Effectively carryout instructional leadership.
h. Can effectively use ICT in the planning, managing, and leading educational institutions
i. Can use ICT in planning, monitoring, evaluation and research engagements
j. Integrate EMIS
 k. Initiate human resources development and management

4. Profiles

4.1. Professional profiles

The graduates of Educational planning and management are expected acquire knowledge, skills
and dispositions. Thus, the graduates will be able to:

 Implement constitutional provisions, educational policies and strategies and related

legislations in the management of education.
 Provide professional support (serve as supervisors) to teachers in the areas of instruction,
curriculum development and professional development in order to improve the success of
students.
 Apply and manage policies and guidelines relevant to human and other resources utilization.
 Undertake action and basic research to improve their professional competence and solve
educational management problems.
 Assess, control and assure quality of education at varies level
 Apply best educational practices in the local context
 Develop, manage and evaluate educational plans
 Develop, manage and evaluate educational plans programs
 Develop, manage and evaluate educational plans projects.
 Initiate and manage educational innovations and changes.
 Conduct educational research & apply it to educational context
 Manage the use of ICT in educational institutions
 Use ICT in the management of educational institutions
 Responding to cross -cutting issues like gender, environment, internationalization, special
needs, migration, peace, pandemics of crises
 Develop organization citizenship and commitment behaviors
 Value the quality and efficiency of change
 Develop, monitor and evaluate educational program and projects at various levels.
 Manage and execute training programs
 Ensure equal educational opportunities in the society
 Leading educational institutions at different levels
 Manage conflicts in educational institutions
 Conduct cost benefit analysis in educational institutions

Generally, graduates will develop professional competencies in educational/school organization

and management, communication, teamwork, decision making, planning, educational leadership
and research. All of which are highly valued by employers. Because of the wide range of
generic skills and the rigor with which they are taught, training in educational planning and
management is widely accepted as providing an excellent preparation for a number of careers.
These graduates are, therefore, qualified members of their professional community; they could
serve as professional school leaders, planners, managers, researchers, education experts,
consultants, decision makers, educators, and trainers in educational organization settings.

4.2. Graduate profiles

The department /program/ of educational Planning and management runs the Bachelor of Arts
degree Program to produce professionals and meet the manpower needs of the education sector
in the area. This program is designed to professionalize educational planners and Managers that
can handle Leadership responsibilities in a decentralized system of educational organization and
management as stipulated in the Education and training policy. Specifically, graduates of
Educational Planning and Management program will have the following competencies:

 Understand and apply constitutional provisions, educational policies and strategies and
related legislations in the management of education.
 Develop and effectively implement educational policies and programs (e.g., SIP, CPD,
ICT, etc.) introduced by the Ministry of Education, MOSHE, regional education bureau
and local government.
 Apply different management functions and skills pertinent to the organizational and
environmental context and ensure organizational success.
 Applying educational leadership that fits to situational and organizational realities or that
enables organizations be transformed.
 Develop strategies that promote community participation in the management of
education.
  Integrate and effectively manage technology use in education and in the management of
education.
 Apply effective instructional leadership and enhance the achievement of students.
 Provide professional support to teachers in the areas of instruction, curriculum
development and professional development in order to improve the success of students.
 Supervise educational institutions
 Effectively and efficiently manage the physical, material, financial, information resources
for successful accomplishment of organizational goals.

5. Program profiles

5.1. Staff Profile

ተ. Sex Specialization
ቁ
Full Name N Qualification Rank

1. Dr. Anteneh Wasyhun Workneh M PhD Associate Prof. Education Management

2. Dr. Dereje Demisse Feye M PhD Associate Prof. Educational Management

3. Dr. Habtamu Gezahegn Negash M PhD Associate Prof. Educational Management

4. Dr. Solomon Lemma Lodesso M DEd Associate Prof. Educational Management

5. Dr. Ashebir Bezabih Estfanos M PhD Associate Prof. Educational Leadership and Policy
Studies
6. Dr. Markos Mekuria Dolebo M DEd Assistant Prof. Educational Management

7. Dr. Tibebu Legese Tezera M PhD Assistant Prof. Educational Leadership & Mgt

8. Dr. Adinew Ontoro Kedo M PhD Assistant Prof. Education Management

9. Mr. Eshetu Mandefro Chernet M MA Assistant Prof. Educational L&Mgt

10. Mr.Fitsum G/mickael Solomon M MA Assistant Prof. Educational L&Mgt

11. Mr. Anteneh Tadesse Asmamaw M MA Assistant Prof. Educational L&Mgt
12. Mr.Desta Kawiti Bekir M MA Lecturer Educational Leadership & Management
13. Mr. Seyoum Wodajo Maru M MA Lecturer Educational Administration

14. Mr. Abenet Wondimu Desalegne M MA Lecturer Educational Leadership & Management

15. Mr. Woma Gabiso Gemeda M MA Lecturer Educational Leadership & Management

16. Mr. Gelan Gagura Barane M MA Lecturer Educational Leadership and Management

17. Mrs. Hana Solomon Tewabe F MA Lecturer Educational Leadership and Management

18. Ms. Banchalem Enyew Admassu F MA Lecturer Educational Leadership and Management

19. Ms. Simegn Getnet Kefale F MA Lecturer Educational Leadership and Management

20. Ms. Kalkidan Menkir Girma F MA Lecturer Educational Leadership and Management

5.2. Resources
The program needs relevant books, journals, magazines, articles, computer laboratory, internet
service, e-learning , LCDs, and laptops

6. Program Structure

6.1. Course and Module Coding

The course code will have four alphabets and four-digit numbers. The four alphabets code
indicates the name of the program i.e EdPM (three letters are written in capital letter and one
is with small letter).The four digits indicate: the first number represent the year; the two
middle digits indicate the module code and the last number represents the order of the
course within the semester.
 6.2. List of courses and modules

Modul Module name Module code EtCTS Year Semester

e no.

01 Common course ---- 33 I I

01 Common course ---- 32 I II

02 Foundation of Educational EdPM M2021 25 II I

Management

03 Research in Education I EdPM M2031 16 II II

04 School and Society EdPM M2041 15 II

05 Leadership in Education EdPM M3051 16 III I

06 Education and Development EdPM M3061 11 III

07 Education Planning EdPM-M3071 26 III II

08 Policy in Education EdPM-M4081 19 IV I

09 Supervision and Quality Enhancement EdPM-M4091 13 IV

in Education

10 Resources Management in Education EdPM-M4101 25 IV II

11 Research in Education II EdPM-M4111 5 IV

Total EtCTS 244

 Module 01

Common courses

a. Module number :01

b. Module code:
c. Module EXCTS:65
d. Module category: common

Course Title Course code Cr CP L T L/ H Mode of

Hrs H H P S delivery
Introduction to Emerging EmTe1011 3 5 2 3 0 5 Semester
Technologies based

Communicative English Language FLEn1011 3 5 3 0 0 7 Semester

Skills I based

Geography of Ethiopia and the Horn GeES1011 3 5 3 0 0 7 Semester

based
Economics Econ1011 3 5 3 0 0 7 Semester
based
Entrepreneurship MGMT1011 3 5 3 0 0 7 Semester
based
Global trends GlTr1011 2 4 2 0 0 6 Semester
based
Social Anthropology Anth1011 2 4 2 0 0 6 Semester
based
Mathematics for Social Sciences Math1011 3 5 3 2 0 5 Semester
based
Communicative English Language FLEn1012 3 5 3 0 0 7 Semester
Skills II based

Inclusiveness Incl1012 2 4 2 0 0 6 Semester

 based

Physical Fitness SpSc1011 P/F P/F 1 0 1 0 Semester

based
Critical Thinking LoCT1011 3 5 3 0 0 7 Semester
based
General Psychology Psyc1011 3 5 3 0 0 7 Semester
based
Moral and Civic Education MCiE1012 2 4 2 0 0 6 Semester
based
Total 35 61

Module 02
Foundation of Educational Management
a. Module Number: 02
b. Module Code: (EdPM- M2021)
c. Module EtCTS: 30
d. Module Category: Core

SN Course title Course Delivery Cr. EtCTS CP

Categor
code System H
LH TH L/P HS

1 Information and Inct 2021 Semester 3 2 0 3 5 5 3

communication technology Based

2 Introduction to Educational EdPM2021 Semester 3 2 1 0 7 5 1

Management Based

3 Educational Organization & EdPM2022 Semester 3 2 1 0 7 5 1

Management I Based

4 Educational Organization & EdPM2023 Semester 3 2 1 0 7 5 1

Management II Based
 5 Educational Psychology Psyc2024 Semester 3 2 1 0 7 5 3
Based

6 Introduction to history and EdPM2025 Semester 3 2 1 0 5 1

philosophy of education Based

Total 18 30

Module Number 03
Research in Education I
a. Module Number: 03
b. Module Code: (EdPM- M2031)
c. Module EtCTS: 16
d. Module Category: Core

SN Course title Course Delivery Cr EtCTS CP

Categor
code System Hrs
LH TH L/P HS

1 Basic Writing Skills EnLa 2031 Semester 3 2 1 0 7 5 3

Based

2 Introduction to Educational EdPM2032 Semester 3 2 1 0 7 5 1

Research Based

3 Introduction to Statistical Edpm2033 Semester 2 1 1 0 4 3 1

Methods in Education Based

4 Action Research for Edpm2034 Semester 2 1 1 0 4 3 1

Educational Managers Based

Total 10 16

Module Number 04

School and Society

 a. Module Number: 04
b. Module Code: (EdPM- M2041)
c. Module EtCTS: 10
d. Module Category: Core

SN Course title Course Delivery Cr EtCTS

Code System Hrs
CP

LH TH L/ H

category
P S

1 School and the Community EdPM2041 Semester 2 1 1 0 4 3 1

Based

2 Multicultural Education EdPM2042 Semester 3 2 1 0 7 5 1

and Diversity Management Based

3 Internship I EdPM2043 Semester 2 0 1 0 2 2 1

Based

Total 7 10

Module Number 05

Leadership in Education

a. Module Number: 05
b. Module Code: (EdPM- M3051)
c. Module EtCTS: 16
d. Module Category: Core

S Course title course Delivery Cr EtCTS CP

N code System Hrs
LH TH L/P HS

1 Introduction to educational Edpm3051 Semester 3 2 1 0 7 5 1

 leadership Based

2 Management of Change and Edpm3052 Semester 3 2 1 0 7 5 1

Innovation Based

3 Group Dynamics and Conflict Edpm3053 Semester 2 1 1 0 4 3 1

Management in Education Based

4 Introduction to Guidance and Psyc3054 Semester 2 1 1 0 4 3 3

Counseling Based

Total 10 8 6 27 16

Module Number 06

Education and Development

a. Module Number: 06
b. Module Code: (EdPM- M3061)
c. Module EtCTS: 15
d. Module Category: Core

SN Course title course Mode of Cr EtCTS CP

code delivery Hrs
LH TH L/P HS

1 Education and Development Edpm3061 1 Semester 3 1 1 0 4 5

Based

2 Management of Adult and Non- Edpm3062 1 Semester 3 2 1 0 7 5

formal Education Based

3 Management of Technical and Edpm3063 1 Semester 3 2 1 0 7 5

Vocational Education and Based

Training
 Total 9 15

Module Number 07

Planning in Education

a. Module Number: 07
b. Module Code: (EdPM- M3071)
c. Module EtCTS: 28
d. Module Category: Core

SN Course title course Delivery Cr EtCTS CP

Category
Hrs
code System

LH TH L/P HS

1 Economics of Education EdPM3071 Semester 3 2 1 0 7 5 1

Based

2 Macro Planning in Education EdPM3072 Semester 3 2 2 0 6 5 1

Based

3 Education Management EdPM3073 Semester 3 1 0 2 4 5 1

Information System Based

4 School Mapping and Micro EdPM3074 Semester 3 2 2 0 6 5 1

Planning in Education Based

5 Management of Educational EdPM3075 Semester 3 2 2 0 6 5 1

project and Program based
Evaluation

6 Internship II EdPM3076 Semester 2 0 0 2 4 3 3

Based
 Total 17 10 8 4 37 28

Module Number 08
Policy in Education
a. Module Number: 08
b. Module Code: (EdPM- M4081)
c. Module EtCTS: 20
d. Module Category: Core

S Course title course Deliver Cr EtCTS CP

N code y Hrs

Category
System
LH TH HS
1 Education Policy Formulation, EdPM4081 1 Semester 3 3 2 8 5
Implementation and Evaluation Based

2 Decentralized Education EdPM4082 1 Semester 3 2 1 7 5

Management Based

3 Instructional Leadership EdPM4083 1 Semester 3 2 1 7 5

Based
4 Curriculum development TECS4084 1 Semester 3 2 1 7 5
Based
Total 12 20

Module Number 9

Supervision and Quality Enhancement in Education

a. Module Number: 09
b. Module Code: (EdPM- M4091)
 c. Module EtCTS: 15
d. Module Category: Core

SN Course title course Mode of Cr EtCTS CP

Category
code delivery Hrs LH TH L/P HS

1 Educational Supervision Edpm4091 1 Semester 3 2 2 0 6 5

and inspection Based

2 School Improvement and Edpm4092 1 Semester 3 2 1 0 3 5

development Based

3 Quality Management in Edpm4093 1 Semester 3 2 1 0 6 5

Education Based

Total 9 15

Module Number 10

Resource Management in Education

a. Module Number: 10
b. Module Code: (EdPM- M4101)
c. Module EtCTS: 26
d. Module Category: Core
SN Course title course Delivery Cr EtCTS CP

Cate
gory
code System Hrs LH TH L/P HS
1 Human Resources EdPM4101 Semester 4 3 2 0 10 7 1
Management in Education Based

2 School leadership EdPM4102 Semester 3 3 2 0 5 5 1

Development Based

3 Finance and Property EdPM4103 Semester 3 3 2 0 5 5 1

Management in Education Based

4 Instructional Technology TECS4104 Semester 2 2 1 0 3 3 3

Based
5 General Methods of TECS4105 Semester 2 1 1 0 4 3 3
Teaching Based

6 Educational Measurement PSy4106 Semester 2 1 1 0 4 3 3

and Evaluation Based

Total 16 26

Module Number 11

Research in Education II (Senior Essay)

a. Module Number: 11
b. Module Code: (EdPM- M4111)
c. Module EtCTS: 5
d. Module Category: Core

SN Course title course code Delivery Cr.H EtCTS CP

category

System LH TH L/P HS

Senior Essay* EdPM4111 Parallel

1 Senior Essay A EdPM4111a Parallel P/F 0 0 0 0 P/F 1
2 Senior Essay B EdPM4111b parallel 3 0 5 0 5 5 1
Total 3 5
* Senior Essay is a Progressive work, which starts first semester of 4 thyear and ends second
semester of 4thyear.
 6.3. Course breakdown mode of delivery
S/no Course Title Course code Cr Hrs CP L T L/P HS Total Year Semester Mode of
H H CP/Cr Hrs delivery

Introduction to Emerging Technologies EmTe1011 3 5 2 3 0 5 Semester based

Communicative English Language Skills I FLEn1011 3 5 3 0 0 7 Semester based

Geography of Ethiopia and the Horn GeES1011 3 5 3 0 0 7 Semester based

Economics Econ1011 3 5 3 0 0 7 Semester based

Entrepreneurship MGMT1011 3 5 3 0 0 7 Semester based

Global trends GlTr1011 2 4 2 0 0 6 Semester based

33/19Cr Year I Semester I
Social Anthropology Anth1011 2 4 2 0 0 6 Hrs Semester based

Mathematics for Social Sciences Math1011 3 5 3 2 0 5 Semester based

Communicative English Language Skills II FLEn1012 3 5 3 0 0 7 Semester based

Inclusiveness Incl1012 2 4 2 0 0 6 Semester based

Physical Fitness SpSc1011 P/F P/F 1 0 1 0 Semester based

28/16 Cr Year I Semester II
Critical Thinking LoCT1011 3 5 3 0 0 7 Semester based
Hrs

General Psychology Psyc1011 3 5 3 0 0 7 Semester based

 Moral and Civic Education MCiE1012 2 4 2 0 0 6 Semester based

1. Information and communication technology Inct 2021 3 5 2 0 3 5 Semester based

2. Introduction to Educational Management EdPM2021 3 5 2 1 0 7 Semester

Year II Semester I
30/18 Cr Based
Hrs
3. Educational Organization & Management I EdPM2022 3 5 2 1 0 7 Semester
Based

4. Educational Organization & Management II EdPM2023 3 5 2 1 0 7 Semester

Based

5. Educational Psychology Psyc2024 3 5 2 1 0 7 Semester

Based

6. Introduction to history and philosophy of EdPM2025 3 5 2 1 0 Semester based

education

1. Basic writing skills EnLa 2031 3 5 2 1 0 7 Semester based

2. Introduction to Educational Research EdPM2032 3 5 2 1 0 7 Semester based

3. Introduction to Statistical Methods in Edpm2033 2 3 1 1 0 4 Semester

Education Year II Semester II
Based
26/17 Cr
4. Action Research for Educational Managers Edpm2034 2 3 1 1 0 4 Hrs Semester
Based
5. School and the Community EdPM2041 2 3 1 0 4 1 Semester
Based

6. Multicultural Education and Diversity EdPM2042 3 5 1 0 7 2 Semester

Management Based

7. Internship I EdPM2043 2 2 1 0 2 0 Semester

Based

1. Introduction to educational leadership Edpm3051 3 5 2 1 0 7 Semester

Based

2. Management of Change and Innovation Edpm3052 3 5 2 1 0 7 Semester

Based

3. Group Dynamics and Conflict Management in Edpm3053 2 3 1 1 0 4 Semester

31/19Cr Year III
Education Based
Hrs

4. Introduction to Guidance and Counseling Psyc3054 2 3 1 1 0 4 Semester

Semester I
Based

5. Education and Development Edpm3061 3 5 1 1 0 4 Semester

Based

6. Management of Adult and Non-formal Edpm3062 3 5 2 1 0 7 Semester

Education Based

7. Management of Technical and Vocational Edpm3063 3 5 2 1 0 7

Education and Training
1. Economics of Education EdPM3071 3 5 2 1 0 7 Semester
Based

2. Macro Planning in Education EdPM3072 3 5 2 2 0 6 Semester

Based

3. Education Management Information System EdPM3073 3 5 1 0 2 4 Semester

Based
Year III Semester II
4. School Mapping and Micro Planning in EdPM3074 3 5 2 2 0 6 Semester
28/17 Cr
Education Based
Hrs

5. Management of Educational project and EdPM3075 3 5 2 2 0 6 Semester

Program Evaluation Based

6. Internship II EdPM3076 2 3 0 0 2 4 Semester

Based
 1. Education Policy Formulation, EdPM4081 3 5 2 1 0 7 Semester
Implementation and Evaluation Based

35/21 Cr
2. Decentralized Education Management EdPM4082 3 5 2 1 0 6 Semester
Hrs
Based

3. Instructional Leadership EdPM4083 3 5 2 1 0 7 Semester

Based
Year IV Semester I

4. Curriculum development TECS4084 3 5 2 1 0 7 Semester

Based

5. Educational Supervision and inspection Edpm4091 3 5 2 2 0 6 Semester

Based

6. School Improvement and development Edpm4092 3 5 2 1 0 3 Semester Based

7. Quality Management in Education Edpm4093 3 5 2 1 0 6 Semester Based

Senior Essay A EdPM4111a P/F 0 0 0 0 0 Semester Based

1. Human Resources Management in EdPM4101 4 7 3 2 0 10 31/19 Cr Semester Based

Education Hrs Year IV
Semester II
2. School leadership Development EdPM4102 3 5 3 2 0 5 Semester Based

3. Finance and Property Management in EdPM4103 3 5 3 2 0 5 Semester Based

Education
4. Instructional Technology TECS4104 2 3 2 1 0 3 Semester Based
Semester II
5. General Methods of Teaching TECS4105 2 3 1 1 0 4 Semester Based

6. Educational Measurement and Evaluation PSy4106 2 3 1 1 0 4 Semester

Based

7. Senior Essay B EdPM4111 3 5 5 5 Semester

Based

Total CP/Cr Hrs 242/146

Cr Hrs
Course Syllabus/Guide Book
Module Name: Common Courses
Module Number: 01
Module EtCTS: 65
Module Category: common
Hawassa University: Institute of Technology
Faculty of Computing
Department of Computer Science/ Information Technology/
Course Guide Book

Course information

Course Title Introduction to Emerging Technology

Course Code EMTE1012

Credit Hrs./ ECTS Cr Hrs.=3 L=2 T=3 P=0 H=5 CP = 5

Semester Ⅰ

Year Ⅰ

Pre-Requests None

Target Group All First year Students

Status of The Course Common

Full Name
Instructor’s
Office Location: -
Information
Address
Phone: -

E-mail: -

Course Description
This course will enable students to explore current breakthrough technologies in the areas of Artificial
Intelligence, Internet of Things and Augmented Reality that have emerged over the past few years. Besides
1
helping learners become literate in emerging technologies, the course will prepare them to use technology in their
respective professional preparations.
Objective of the course
Up on the completion of this course students will be able to:
Identify different emerging technologies
Differentiate different emerging technologies
Select appropriate technology and tools for a given task
Identify necessary inputs for application of emerging technologies
Syllabus Components
Course Contents, Methods & strategies, and learning outcomes

Time Content & sub-contents Methods & Students Task Learning

Strategies Outcomes:
At the end of this
chapter students
will be able to

Chapter 1: Introduction to Emerging Listening Attend the Develop

Technologies Note-taking lesson knowledge of IR
Evolution of Technologies Brainstorming Listen and take Identifies
Introduction to Industrial revolution Reading notes programmable
(IR) Individual work Answer device
Historical Background (IR 1.0, IR 2.0, Group questions Develop the
IR 3.0) discussion Read knowledge how
Fourth Industrial Revolution (IR 4.0) Reflections Doing class computer interact
Role of Data for Emerging Gapped Lecture works and with machine
Technologies home works, Develop general
Enabling devices and network Reflects knowledge about
(Programmable devices) emerging
Human to Machine Interaction technologies
Future Trends in Emerging
Week 1-2

Technologies

2
 Chapter 2: Introduction to Data Listening Attend the Develop the
Science Note-taking lesson Knowledge of data
Overview for Data Science Brainstorming Listen and take science
Definition of data and information Gapped Lecture short notes, Identify the
Data types and representation Group Asking and various data value
Data Value Chain discussion answering chain
Data Acquisition Class work questions, Know how about
Data Analysis Tutorials Doing class Big data
Data Curating works and
Data Storage home works,
Data Usage Participating in
Basic concepts of Big data group
Week 3 - 4

discussions.
Reflects

Chapter 3: Artificial Intelligence (AI) Listening Attend the Develop the

3.1. Introduction to AI Note-taking lesson knowledge of AI
3.1.1. What is AI Brainstorming Listen and take Know how where
3.1.2. History of AI Gapped Lecture short notes, to use AI
3.1.3. Levels of AI Group Asking and
3.1.4. Types of AI discussion answering
3.2. Applications of AI Class work questions,
3.2.1. Agriculture Tutorials Doing class
3.2.2. Health Reflections works and
3.2.3. Business (Emerging market) home works,
3.2.4. Education Participating in
3.3. AI tools and platforms group
(e.g.: scratch/object discussions.
tracking) Reflects
Week 5 – 7

3.4. Sample application with hands on

activity (simulation based)

3
 Chapter 4: Internet of Things (IoT) Listening Attend the Develop the
4.1. Overview of IoT Note-taking lesson general knowledge
4.1.1. What is IoT? Brainstorming Listen and take of IOT.
4.1.2. History of IoT Reading short notes, know how IoT
4.1.3. Advantage of IoT Individual work Asking and works and where
4.2. How IoT Works Group answering to Put on
4.2.1. Architecture of IoT discussion questions,
4.2.2. Device and Network Reflections Doing class
4.3. IOT tools and platforms (e.g.: Gapped Lecture works and
KAA IoT /Device Hive/Zetta/Things home works,
Board…) Participating in
4.4. Sample application with hands on group
activity (e.g. IOT based smart farming) discussions.
Reflects
Week 8 – 10

Chapter 5: Augmented Reality(AR) Listening Attend the Develop the

5.1. Introduction to AR Note-taking lesson knowledge of AR
5.2. Virtual reality (VR), Augmented Brainstorming Listen and take Identify and
Reality (AR) vs mixed reality (MR) Reading short notes, differentiate about
5.3. Architecture of AR systems. Individual work Asking and VR, AR and MR
5.4. Application of AR systems Group answering Develop the
(education, medical, assistance, discussion questions, knowledge of AR
entertainment) workshop-oriented Reflections Doing class architecture and its
hands demo Gapped Lecture works and Application area.
home works,
Participating in
group
Week 11-12

discussions.
Reflects

4
 Chapter 6: Ethics and professionalism Listening Attend the Develop general
of emerging technologies Note-taking lesson knowledge on
6.1. Technology and ethics Brainstorming Listen and take ethics and
6.2. Digital privacy Reading short notes, professionalism of
6.3. Accountability and trust Individual work Asking and emerging
6.4. Treats and challenges Group answering technologies
discussion questions,
Reflections Doing class
Gapped Lecture works and
home works,
Participating in
group
discussions.
Week 13

Reflects

Chapter 7: Other Emerging Listening Attend the Know how about

Technologies Note-taking lesson currently available
7.1. Nanotechnology Brainstorming Listen and take emerging
7.2. Biotechnology Reading short notes, technologies
7.3. Blockchain technology Individual work Asking and
7.4. Cloud and quantum computing Group answering
7.5. Autonomic computing discussion questions,
7.6. Computer vision Reflections Doing class
7.7. Embed systems Gapped Lecture works and
7.8. Cyber security home works,
7.9. Additive manufacturing (3D Participating in
Printing) group
Week 14 – 15

Etc. … discussions.
Reflects

Assessment Strategies & Techniques and Course Policy

Assessments
Continues assessment (Test (8%), Quiz (8%), Assignment (9%),) ……....25%
5
Mid………………………………………………………….……………….25%.
Final Exam ………………………………………………………………….50%
Total………………………………………………...…………………… 100%
Course policy
A student has to:
attend at least 85% of the classes.
take all continuous assessments and mid Exam.
take final examination.
respect all rules & regulations of the university.

Instructional Recourses
Module
Module for the course Introduction to Emerging Technology

References
Follett, J. (2014). Designing for Emerging Technologies: UX for Genomics, Robotics, and the Internet of Things: .
O'Reilly Media
Francesco Corea (2017). Artificial Intelligence and Exponential Technologies: Business Models Evolution and
New Investment Opportunities.
Vong, J. &. (2014). Emerging Technologies for Emerging Markets: . Springer Singapore.

Approved By: -
Full Name signature Date
Chair Holder: - --------------------------------- --------------- --------------------
Department Head: - ---------------------------------- ---------------- ---------------------

6
H. University
Faculty of Humanities
Department of English Language and Literature
Course Guidebook

1. Course Information

Course Title Communicative English Language Skills I

Course Code FLEn1011

Credit Hrs./
Cr Hrs=3 L=3 T=0 P=0 H=7 CP=5
ECTS

Semester I

Year I

Pre-requisites None

Target Group All first year students

Instructor’s name and Address:

Status of the course: Common

2. Course Description:
Communicative English Skills Iis a course designed to enable students to communicate in English intelligibly
with acceptable accuracy, fluency and ability to use English appropriately in different contexts. The course
exposes students to English language learning activities designed to help students use English for their
academic and social needs. Students would be engaged in language learning development activities through
doing and reflection on action. This includes grammar and vocabulary as used in communicative events and
all skills and their sub-kills: speaking, listening, reading and writing. The language and skills are integrated
where one becomes a resource to the other. There are six units covering topics related to the life world of
students as well as of societal relevance.

3. Objective of the course

7
Upon completing this module, you will be able to:
express yourself in social and academic events in English;
use English with reasonable level of accuracy and fluency;
listen to talks related to social and academic events given in English;
read and understand academic and other texts written in English;
write in English as academically and socially appropriate; and
learn and develop your English on your own.

4. Syllabus Components

4.1. Course Contents, Methods & strategies, and learning outcomes

Learning
Outcomes:
Methods and
Content & sub-contents Students Task At the end of this
strategies
chapter students
will be able to:

UNIT 1: Study Skills Listening Attend the lesson Develop listening

Listening Note-taking Listen and take notes skills
Grammar focus:Modals and infinitives Brainstorming Answer questions Develop the
for giving advice Reading Read knowledge of
Reading Individual Doing class works and grammar
Grammar focus: Present perfect tense work home works, Use the present
Reflections Group Reflects perfect tense ;
Self assessment discussion modals
Summary Reflections appropriately and
Gapped correctly
Lecture Develop reading
skills

8
 Unit 2: Health and Fitness Listening Attend the lesson Take lecture notes
Listening: Zinedine Zidane Note-taking Listen and take short by listening to a
Grammar focus: Conditionals Brainstorming notes, talk;
Reading: Health and fitness Gapped Asking and answering Give advice using
Vocabulary: Guessing meaning from Lecture questions, appropriate
context Group Doing class works and language;
Reflections discussion home works, Identify the various
Self assessment Class work Participating in group purposes for
Summary Tutorials discussions reading;
Reflects Read and make
notes;
Guess meanings of
words from a
context
Use the present
perfect tense
appropriately and
correctly

9
 Unit 3: Cultural Values Listening Attend the lesson listen to a lecture;
3.1. Listening: Cultural tourism Note-taking Listen and take short make notes while
3.2 Grammar focus: The present Brainstorming notes, listening to a
simple, past simple, present perfect Gapped Asking and answering lecture;
and past Lecture questions, read an article and
perfect in contrast Group Doing class works and answer
3.3 Strategies for improving English discussion home works, comprehension
grammar knowledge Class work Participating in group questions;
3.4 Reading: The Awramba Tutorials discussions work out meanings
community Reflections Reflects of new words from
3.5 Reflections context;
3.6 Self assessment use simple present,
3.7 Summary simple past, present
perfect and past
perfect tenses orally
and in writing;
converse in English
about culture and
cultural values; and
reflects.

1
0
 Unit 4: Wildlife Listening Attend the lesson interact in English
Listening: Human-wildlife interaction Note-taking Listen and take short based on
Reading: Africa’s wild animals Brainstorming notes, background
4.3 Vocabulary: Denotative and Reading Asking and answering knowledge;
connotative meanings Individual questions, listen to a talk and
Grammar focus: Conditionals revised work Doing class works and take notes;
4.5Reflections Group home works, predict the content
discussion Participating in group of a reading text;
Reflections discussions make notes while
Gapped Reflects reading;
Lecture explain and use the
denotative and
connotative
meanings of words;
interact in English
using written notes
and answers to
exercises; and
reflect on your
learning
experiences.

1
1
 Unit 5: Population Listening Attend the lesson predict the content
Listening: Population density Note-taking Listen and take short of a listening text;
Reading: Population pyramid Brainstorming notes, read and summarize
Vocabulary: Collocation Reading Asking and answering an article;
Grammar focus: Voice Individual questions, interact in English
Reflections work Doing class works and using notes,;
Group home works, construct correct
discussion Participating in group active and passive
Reflections discussions. sentences;
Gapped Reflects reflect on the
Lecture relevance of the
tasks in this unit;
and
self-assess the
progress you have
made in learning
English.

4.2. Assessment Strategies & Techniques and Course Policy

Assessment Test.……………………………………………………………………..….8%
Quiz……………………………………………………………………..….8%
Assignments…………………………………………… ….. ……….….....9%
Mid………………………………………………………….………….….25%.
Final Exam ……………………………………………………………….50%
Total………………………………………………..…………………….… 100%

Course policy A student has to:

attend at least 85% of the classes.
take all continuous assessments and mid Exam.
take final examination.
respect all rules & regulations of the university.

4.3 Instructional Resources

1
2
 Module
Module for the course Communicative English Language Skills I
References
Gairns, R. & Redman, S. 1986. Working with words: A guide to teaching and learning vocabulary.
Cambridge University Press.
Murphy R. 2004. English grammar in use: A self-study reference and practice book for intermediate
students of English (3rd Ed.). Cambridge University Press.

H. University
College of Social Sciences
Department of Geography and Environmental Studies
Course Guide Book

Course information

Course Title Geography of Ethiopia and the Horn

Course Code GeES 1011

Credit Hrs/ECTS
Cr Hrs = 3 L=3 T=0 P=0 H=7 CP = 5

Semester I

Year I

Pre-requisites None

Target group All first year undergraduate students

Status of the Course Common course

1
3
Instructor’s Name and
Address

COURSE DESCRIPTION
This course attempts to familiarize students with the basic geographic concepts particularly in relation to
Ethiopia and the Horn of Africa. It is also intended to provide students a sense of place and time
(geographic literacy) that are pivotal in producing knowledgeable and competent citizens that are able to
comprehend and analyze problems and contribute to their solutions. The course consists of four parts. The
first part provides a brief description on the location, shape and size of Ethiopia as well as basic skills of
reading maps. Part two introduces the physical background and natural resource endowment of Ethiopia and
the Horn which includes its geology and mineral resources, topography, climate, drainage and water
resources, soil, fauna and flora. The third part of the course focuses on the demographic characteristics of
the country and its implications on economic development. The fourth component of the course offers
treatment of the various economic activities of Ethiopia and the Horn which include agriculture,
manufacturing and service sectors. Moreover, Ethiopia in a globalizing world is treated in the perspectives
of the pros and cons of globalization on its natural resources, population and socio-economic conditions.

COURSE OBJECTIVES
Upon completion of this course the students will be able to:
Describe the location, shape and size of Ethiopia and the Horn
Explain the implications of location, shape and size of Ethiopia and the Horn on the physical environment,
socioeconomic and political aspects.
Elaborate the major geological events; the resultant landforms and mineral resources of Ethiopia and the
Horn.
Identify the major drainage systems and water resources of Ethiopia and their implications for regional
development and integration.
Develop an understanding of the climate of Ethiopia, its dynamics and implications on the livelihoods of its
inhabitants.
Examine the spatio-temporal distribution and abundance of natural vegetation, wildlife and Soil resources
of Ethiopia.
Discuss the demographic attributes and dynamics as well as the ethnic diversity of Ethiopia.
Read maps as well as compute basic demographic and climatic rates
Appreciate the biophysical and socio-cultural diversities in Ethiopia and the Horn
Explicate the major types of economic activities in Ethiopia; discern their spatio-temporal distributions and
1
4
their contributions to the overall development of the country.
Comprehend the effects of globalization on the socioeconomic development of Ethiopian and the Horn.
EXPECTED LEARNING OUTCOMES
Acquire basic knowledge on the geographic attributes of Ethiopia and the Horn
Develop a sense of appreciation and tolerance of cultural diversities and their interactions
Acquire general understanding of physical geographic process, and human environment relationships
Develop ethical aptitudes and dispositions necessary to live in harmony with the natural environment
Develop an understanding of national population distributional patterns and dynamics
Conceptualize the comparative advantages of economic regimes; and understand the impacts of
globalization
Understand their country’s overall geographic conditions and opportunities; and be proud of the natural
endowments and cultural wisdom that help them develop a sense of being an Ethiopian.

Syllabus Components

5.1. Course content, methods & strategies, and learning outcomes

Learning Outcomes:
Methods and At the end of this
Contents and sub-contents Student Task
strategies chapter students will
be able to:

1
5
 Describe the concept
of location, size,
INTRODUCTION (5 hrs)
Attend the lesson shape… of geographic
Geography: Definition, scope,
and take short features in spatial
themes and approaches
note, context
Location, Shape and Size of
Lecture Asking and To read and
Ethiopia and the Horn
Group discussion answering differentiate Earth’s
Location and its effects
Class work (map questions, surface features from
The shape of Ethiopia and its
reading) Participating in maps
implication
group discussion Acquire basic
The size of Ethiopia and its
Doing class work knowledge on the
implications
and homework. geographic attributes
Basic Skills of Map Reading
of Ethiopia and the
horn

1
6
 Describe the concept
of geology, geological
The Geology of Ethiopia & the horn
time scale and dating,
(5 hrs)
the geologic processes
Introduction
and their effects on the
The geologic process: Endogenic
Attend the lesson surface on the Earth
and Exogenic forces
and take short (Landform
The geological time scale and age
note, formations…)
dating techniques Lecture
Asking and Acquire general
Geological processes and the Group discussion
answering understanding of
resulting landforms Class work (map
questions, physical geographic
The Precambrian Era geologic reading)
Participating in process, and human
processes and resultant features Home work
group discussion environment
The Paleozoic Era geologic
Doing class work relationships
processes and resultant features
and homework. Acquire basic
The Cenozoic Era geologic
knowledge on major
processes and resultant features
rock types and mineral
Rock and Mineral resources of
resources in Ethiopia
Ethiopia
and the horn

1
7
 Describe the concept
of physiography and
physiographic
divisions
Acquire general
The Topography of Ethiopia and the Attend the lesson
understanding
horn (3 hrs) and take short
topographic conditions
Introduction note,
Lecture of Ethiopia
Physiographic divisions Asking and
Group discussion Acquire basic
The western highlands and lowlands answering
Class work (map knowledge on the
The southern highlands and questions,
reading) geographic location
lowlands Participating in
Home work and areal extent
The rift valley group discussion
Ethiopian highlands
The impact of relief on biophysical Doing class work
Understand the effect
and socioeconomic conditions and homework.
of topography on
climate and
socioeconomic
conditions of the
settlers.

Drainage systems and water

Attend the lesson
resources of Ethiopia and the horn
and take short Acquire basic
(5 hrs)
note, knowledge on water
Introduction Lecture
Asking and resources of Ethiopia
Major drainage systems of Ethiopia Group discussion
answering Describe the concept
Water resources: Rivers, Lakes, and Class work (map
questions, of drainage and
subsurface water reading)
Participating in drainage systems
General characteristics of Ethiopian Home work
group discussion Characterize the major
rivers
Doing class work river basins of Ethiopia
Water resources potentials and
and homework.
development in Ethiopia

1
8
The climate of Ethiopia and the
Describe the concept
horn (7 hrs)
climate and weather
Introduction
Attend the lesson Understand weather
Element and controls of weather and
and take short and climatic conditions
climate
note, of Ethiopia (climatic
Spatiotemporal patterns and Lecture
Asking and zonation and zoning in
distribution of temperature and Group discussion
answering Ethiopia)
rainfall in Ethiopia Class work (map
questions, Describe the concept
Agro-ecological zones of Ethiopia reading)
Participating in of agroecology and
Climate and its implications on Home work
group discussion agro-ecological
biophysical and socioeconomic
Doing class work zonation’s
aspects
and homework. Understand agro-
Climate change/ global warming:
ecological zones of
causes, consequences and response
Ethiopia
mechanisms

Soils, Natural vegetation and Describe the concept

Wildlife resources of Ethiopia and natural resources
the horn (6 hrs) Attend the lesson Explain the major
Introduction and take short types on natural
Ethiopian soils: types, degradation note, resources of Ethiopia
Lecture
and conservation Asking and Understand the
Group discussion
Types and distribution of natural answering geographic distribution
Class work (map
vegetation in Ethiopia questions, of major natural
reading)
Natural vegetation: Uses, Participating in resources of Ethiopia
Home work
degradation and conservation group discussion Acquire knowledge on
strategies Doing class work natural resources
Wildlife resources of Ethiopia: and homework. degradation and
Types, Importance, and conservation, and their
conservation strategies extent in Ethiopia

1
9
 Describe the concept
population, population
dynamics, distributions
and sociocultural
aspects of Ethiopian
population
Population of Ethiopia and the horn
Acquire general
(8 hrs) Attend the lesson
understanding of
Introduction and take short
physical geographic
Population data: uses and sources note,
Lecture process, and human
Population dynamics: Fertility, Asking and
Group discussion environment
Mortality and migration answering
Class work (map relationships
Population distribution and questions,
reading) Develop ethical
composition Participating in
Home work aptitudes and
Sociocultural aspects of Ethiopian group discussion
dispositions necessary
population: Education, health and Doing class work
to live in harmony
languages and homework.
with the natural
Settlement types and patterns
environment
Develop an
understanding of
national population
distributional patterns
and dynamics

2
0
 Economic activities in Ethiopia (9
hrs)
Introduction
Mining, fishing and forestry
Agriculture in Ethiopia
Describe the concept
Contributions, potentials &
socioeconomic
characteristics of agriculture in
activities
Ethiopia
Understand
Agricultural systems in Ethiopia
Attend the lesson agricultural systems of
Major problems of Ethiopian
and take short Ethiopia
agriculture
note, Develop a sense of
Manufacturing in Ethiopia Lecture
Asking and appreciation and
Manufacturing: essence and Group discussion
answering tolerance of cultural
contributions Class work (map
questions, diversities and their
Types, characteristics and reading)
Participating in interactions
distributions of manufacturing Home work
group discussion Conceptualize the
Industrial development in Ethiopia:
Doing class work comparative
Challenges and prospects
and homework. advantages of
The service sector in Ethiopia
economic regimes; and
Transportation and communication
understand the impacts
in Ethiopia: types, roles and
of globalization
characteristics
Trade in Ethiopia: Types,
contributions and characteristics
Tourism in Ethiopia: Types, major
tourist attraction sites, challenges
and prospects

4.2. Assessment strategies and techniques and course policy

2
1
 Continuous assessment (tests (10%), Quizzes (5%), assessment (10%)) …,,,,,,,,,,…...,,,
25%
Mid …………………………………………………………,,,,,,,,……………………,,,,
25%
Assessment
Final Exam …………………………………………………,,,,,,,,,,,…………………...,,
50%
Total ………………………………………………………..,,,,,,,,,…………………..,,,,
100%

A student has to:

Attend at least 85% of the classes.
Course policy Take all continuous assessments and mid exam.
Take final examination.
Respect all rules and regulations of the university.

2
2
4.3. Instructional resources
Textbooks:
Addis Ababa University (2001). Introductory geography of Ethiopia, Teachers Text, Department of
Geography
Awulachew S.B., et al (2007). Water resources and irrigation development in Ethiopia. Colombo, Srilanka:
IWMI (working paper 123)
Paolo Billi (2015). Landscape and Landforms of Ethiopia. Springer Dordrecht Heidelberg New York,
London.
Module of Geography of Ethiopia and the Horn
Reference:
Abbate E., Bruni P., Sagri M. (2015) Geology of Ethiopia: a review and geomorphological perspectives.
Assefa M., Melese W., Shimelis G. (2014). Nile river Basin; Ecohydrological challenges, climate change
and hydropolitics. Springer International Publishing, Switzerland.
Engdawork Assefa (2015). Characterization and classification of major agricultural soils in CASCEP
intervention Wereda’s in the central highlands of Oromia Region, Ethiopia, Addis Ababa University
Eyasu Elias (2016). Soils of the Ethiopian Highlands: Geomorphology and properties. CASCAPE Project,
ALTRA, Wageningen University and Research Center (Wageningen UR). The Netherlands. 385 pp
Laurence G., Jeremias M., Tilahun A., Kenneth M. (2012). Integrated Natural Resource Management in
The Highlands of Eastern Africa; From Concept to Practice. New York, Earthscan.
Ministry of Agriculture/MOA/ (1998). Agro-ecological zones of Ethiopia: Natural Resources Management
and Regulatory Department, Addis Ababa
Robert, E.G, James, F.P & Michael T. (2007). Essentials of physical geography. Thomson Higher
education, Belmont, 8th edition.
Solomom T., Jean-Pierre M., Yves D., (2003). Geology and mineral potential of Ethiopia: a note on
geology and mineral map of Ethiopia. Elsever Ltd.
UNDP, FAO (1984) Ethiopia Forest Resources and Potential for Development; An assistance to land use
planning.

2
3
H. UNIVERSITY
COLLEGE OF BUSINESS AND ECONOMICS
DEPARTMENT OF ECONOMICS
COURSE GUIDE BOOK

Course Information

Course Title Economics

Course Code Econ1011

Credit Hrs./ ECTS Cr Hrs.=3 L=3 T=0 P=0 H=7 CP = 5

Semester I

Year I

Pre-requisites None

Target Group All first year social science students

Instructor’s Name and

Address

Status of the Course Common

Coursedescription
This course provides a general introduction to economics combining elements of micro and macro fundamentals.
The first part of the course focuses on theories of consumers’ and producers’ behavior. Besides, the course will
also cover the neoclassical theory of product and/or service pricing for perfectly competitive market and provide
brief introduction to monopoly, monopolistic competition, and oligopoly market structures. The second major part
of the course will discuss elements of macroeconomics such as macroeconomic goals, national income account
and its measurement, macroeconomic problems and policy instruments. In offering the course, the real contexts
Ethiopia will be thoroughly considered.
Generalobjective
The course will introduce students to the fundamental economic concepts and principles.
2
4
Specific objectives of the course: This course is aimed at:
Describing the major economic agents and their respective roles and objectives,
Introducing the concepts of demand and supply and their interactions.
Introducing students to the neoclassical theory of consumer preferences and utility maximizationapproaches,
Discuss short- run behavior of production and the related cost structure,
Introduce the different market structures and their real world applications, and
Equipping students with macroeconomic goals, national income accounting, economic problems and policy
instruments in light Ethiopian context.
Expected learning outcomes
After completing introduction to economics, students will be able to:
Describe the major economic agents and their corresponding roles and objectives;
Understand the concepts of demand and supply and their interactions;
Explain the objective functions of consumers and producers’ behavior in the short run,
Differentiate the various types of market structures,
Understand the fundamental macroeconomic concepts, problems and policy instruments in the context of
Ethiopia.

Topic & Sub Topics of the Course Methods and Students’ Learning outcomes:
strategies task At the end of this
chapter students will
be able to

2
5
CHAPTER 1: INTRODUCTION (6 hrs.) Define economics
Definition and Meaning of Economics and introduces with
Rationale of Economics Lecture Question several terminologies
Scope and methods of economic analysis &Answer in its definition
`1.3.1. Micro and macroeconomic Class activities Identify different
. Positive and normative economics Home take classifications of
Inductive and deductive reasoning in economics. Group exercise economics
Scarcity, choice, opportunity cost and production discussion Understand and
possibilities frontier Attending explain basic
Basic economicquestions lectures and economic questions
Economic systems taking notes and explain
Decision making units and the circular flow model economics systems
Describe the major
economic agents
and their
corresponding roles
and objectives
Define and present
the circular flow
models

2
6
CHAPTER 2: THEORY OF DEMAND AND Describe the concepts
SUPPLY of demand and
(8 hrs.) Lecture Question supply and their
Theory of Demand and Supply &Answer interactions in the
Theory ofDemand Class activities Home take market
Demand function, demand schedule and demand exercise
curve Group Attending Understand and
Determinants ofDemand discussion lectures and explain the concept
Elasticity ofDemand taking notes of elasticity and
Theory ofSupply Brain storming relate it to the law of
Supply function, supply schedule and supply curve sessions demand and the law
Determinants ofsupply supply
Elasticity ofsupply
Marketequilibrium Understand and
explain mechanisms
through which
markets reaches
equilibrium

2
7
CHAPTER 3: THEORY OF CONSUMERS’
BEHAVIOUR ( 9 hrs.) Lecture Describe consumers
Theory of Consumers’ Behavior Question
Consumerpreferences Class activities &Answer Understand and
The concept ofutility explain the objective
Approaches of measuring Utility Group Home take functions of
The cardinal utilityapproach discussion exercise/assi consumers
Assumptions of cardinal utility theory gnments
Total and marginalutility Brain storming Understand and
Law of diminishing marginal utility (LDMU) sessions Attending explain consumers’
Equilibrium of theconsumer lectures and equilibrium and its
The ordinal utilityapproach taking notes conditions
Assumptions of ordinal utility approach
Indifference curve andmap Describe the concept
Properties of indifferencecurves of consumer
The marginal rate of substitution (MRS) preference
The budget line or the priceline
Equilibrium of theconsumer Explain the concept
of utility

2
8
 CHAPTER 4 : THE THEORY OF PRODUCTION
AND COSTS (8 hrs.) Describe producers
Theory of Production and Costs
Theory of production in the short run Explain the objective
Definition ofproduction Lecture of producers
Productionfunction Question
Total, average, marginalproduct &Answer Define production
The law of variable proportions and costs
Stages ofproduction Class activities Home take
Theory of costs in the short run exercise/assi Identify and
Definition and types ofcosts Group gnments understand different
Total, average, marginal costs in the short run discussion types of costs
Relationship between short-run production and cost Attending Understand and
curves Brain storming lectures and explain the
sessions taking notes relationship between
Week 9 & 10

production and costs

2
9
 CHAPTER 5: MARKET STRUCTURE (6 hrs.)
Lecture Identify and
Marketstructure Question understand different
The concept of market in physical and digital space &Answer market structures and
Perfectly Competitivemarket Class activities understand their basic
Assumptions Home take difference and
Short run equilibrium of the firm Group exercise/assi similarities
Short run equilibrium of the industry discussion gnments
Monopolymarket Understand and
Definition andCharacteristics Brain storming Attending explain mechanisms
Sources ofMonopoly sessions lectures and through which firms
Monopolistically competitive market taking notes try to maximize
Definition andcharacteristics profits
Oligopolisticmarket
Week 11&12

Definition andcharacteristics

3
0
 CHAPTER 6: FUNDAMENTALS OF
MACROECONOMICS
(With stylized facts from Ethiopia) Understand and
Fundamentals ofmacroeconomics explain the
Goals ofMacroeconomics Lecture Question fundamental
The National Income Accounting &Answer macroeconomic
Approaches to measure national income (GDP) Class activities concepts, problems
Other income accounts (GNP, NNP, NI, PI and DI) Home take and policy
Nominal versus Real GDP Group exercise/assi instruments m a i n l y
The GDP deflator and the Consumer Price discussion gnments in the context
Index(CPI) ofEthiopia
The Business Cycle Brain storming Attending
Macroeconomic Problems sessions lectures and Describe the goals of
Unemployment taking notes macroeconomics
Inflation
Trade deficit and budget deficit
Macroeconomic Policy Instruments
Week 12 to 16

Monetary policy
Fiscal policy

Course teachingmethodology
The course will involve deploying different teaching methods that attempt to make the teaching- learning process
as effective as possible. For most part of the course, delivery method will be arranged as to make the process
student-centered. There shall be full and active participation from students and they are strongly encouraged to
ask questions, to reflect on brain-storming queries, and be involved actively and attentively in take-home
assignments and peer-discussions that appear during the semester both within and outside class-room sessions.
While there is no limit to the imagination and flexibility of the instructor, the course delivery techniques will
generally involve the following items:
Lecture
Brainstorming sessions
Group discussions
Individual and group assignments

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Assessment Methodology
Students will be evaluated using different mechanisms and their weights as indicated in the table below.
Table1. General assessment profile

Assessment method Weight

Home take exam 10%
Quiz 10 %
Group Assignment 5%
Mid Exam 25%
Final Exam 50%
Total 100%

Course policy
Attendance: it is compulsory to come to class on time and every time. If students are going to miss 85% of the
class during the term, they shall not be allowed to sit the final exam,
Assignments: students must do their individual and group assignments and submit on time. Assignments shall be
submitted on or before the due date as specified by the instructor,
Tests/Quizzes: instructors should give short quizzes and tests as appropriate.
Cheating: students must do their own work and should not copy answers from someone else.
Acts and mannerisms: When students are in class, they are strictly forbidden from chewing gum, consuming any
addictive substances, listening to recorders or CD players, or being involved in acts that interrupt the normal
teaching-learning process. Besides, students are required to switch off their cell phones before class and exam
sessions. Students who attempt to disobey these rules and regulations will be subject to disciplinary measures
accordingly to the Senate Legislations of the University.
Commitments of instructor &students
Preparedness: students must come to class prepared by bringing the appropriate materials like handouts,
worksheets, exercises given, text books and assignments. Students must plan their own learning through reading
various course related materials and chapters in books. They are expected to work a lot individually to meet the
requirement of thecourse. They have to use their time for group work and home study effectively.
Participation: students are expected make active participation during class sessions.
Coordination: instructors shall play a pivotal role in facilitating the teaching and learning processes both in the
class room and outside the class r o o m s .
References
Main References
Ayele Kuris. (2001). Introduction to Economics: Addis Ababa:
M. Lieberman & R. E. Hall. (2005).Introduction to Economics. South-Western Cen gage: Joe Sabatino.
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 H. University
College of Business and Economics
Department of Management
Course Guidebook

1. Course Information

Course Title Entrepreneurship

Course Code MGMT 1012

Credit Hrs./ ECTS Cr Hrs=3 L=3 T=0 P=0 H=7 Cp=5

Contact Hrs. 3 Lecture Hours

Semester I

Year I

Pre-requisites None

Target Group First year students: Social Science and Law

2. Course Description

This interdisciplinary course is designed to introduce students the meaning and concept of entrepreneurship,
innovation and their manageable processes that can be applied across careers and work settings. It focuses on
entrepreneurial attitude and behaviour that will lead to creative solution within community and organizational envi
The Course topics include the history of entrepreneurship, the role of entrepreneurs in the globalized econom
identification of entrepreneurial opportunities. The development of a business ideas, products and services, mark

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 developing new ventures, the examination of feasibility studies and the social and ethical implications of entrepr
are incorporated. Besides, issues related to starting and financing a new venture are included. Finally, managin
transition and sustainability of the venture are considered. And forms of business organizations, legal and
frameworks of governing the whole system are also encompassed in the course syllabus.

3. Objective of the Course

Upon the completion of this course, students will be able to:

Define entrepreneurship within the context of society
Identify business opportunities
Prepare business plan
Distinguish forms of business ownership
Comprehend intellectual property rights in business practices
Define basic marketing concepts
Formulate context-based marketing strategies
Identify and evaluate sources of financing new ventures
Manage business growth and transition
Practice ethical business with all stakeholders

4. Syllabus Components

4.1. Course Contents, Methods & strategies, and learning outcomes

Content & sub-contents Methods and Students Task Learning Outcomes:

Strategies At the end of this chapter
students will be able to:
Time

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 Chapter 1: What is Entrepreneurship Define the term
1.1. Definition and philosophy of Define the term entrepreneurship and and
Brain
Entrepreneurship Vs Entrepreneurs entrepreneur entrepreneur
storming
1.1.1. Historical origin of entrepreneurship Discuss the role Identify
of entrepreneurship
types of
Interactive
1.2. Type of Entrepreneurs within the economy entrepreneur
Lecture
1.3. Role within the economy Explain the entrepreneurial
Recognize
competences
the role of
group
1.4. Entrepreneurial Competence and entrepreneurship in the
discussion
Environment economy
and reflection
1.4.1. Entrepreneurial Mind-set Analyze the entrepreneurial
1.4.2. Demographic Factors competences
1.4.3. Entrepreneurial Environment Differentiate the term
1.5. Entrepreneurship, creativity and creativity and innovation
Week 1& 2

innovation

Chapter 2: Business Idea Interactive Lecture

. Identify opportunity in the
Development Group discussion
Discuss
and reflection
business environment
Practical assignment
opportunities in Evaluate the opportunities
2.1. Opportunity Identification and
the environment in the environment
Evaluation
Generate business Generate business idea
2.2. Idea Development idea Explain the concept of
2.2.1 Business Idea Identification Synthesize the business planning
2.2.2 Sources of Business Ideas components of Identify components of
2.2.3 Methods for generating Business business plan business plan
Ideas Develop business Develop business plan
2.3. The Concept of Business Planning plan
2.4. Business Feasibility
2.5. The Business plan
Week 3 – 5

2.6.Contents of business Plan

2.7. Developing a business plan

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 Chapter 3:Business Formation Interactive Lecture,
Discuss the Explain the concept of
Group discussion
concept
and reflection of business development
3.1. The Concept of Business
business Identify the forms of
Development
development business ownership
3.2. Forms of Business (a short Brainstorm the Define SMEs
explanation) importance of Analyze the importance of
3.3. Definition of SMES and role of SMEs SMEs
SMEs Discuss the failure Set Up small scale business
3.4. Setting up small scale business and success factors List role of SMEs
3.5. Business failure and success of SMEs Distinguish the failure and
factors. success factors of SMEs
3.5.1 Problems of small scale Identify the problem of
business in Ethiopia small scale business in
3.6 Organizational structure and Ethiopia
Weeks 6 & 7

entrepreneurial team formation Develop organizational

3.7. Forms of business organizations culture

Chapter 4:Product or Service Interactive Describe the Describe the concept of

Development Lecture, concept of product product and services
4.1. The Concept of product or Group and services List product or service
service technology discussion and Analyze Product development process
4.2. Product or service development reflection or service process Discuss the intellectual
Process Recognize legal property protection
4.3 Legal and regulatory frameworks and regulatory
4.4 Intellectual Property Protect frameworks
4.4.1 Patent Describe
4.4.2 Trademarks intellectual
Week 8&9

4.4.3 Copyrighting property

protection

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 Chapter 5: Marketing Interactive Define marketing Define marketing
5.1.The Concept and philosophy of Lecture, concept Identify Marketing mix and
marketing Group Discuss marketing strategies
5.2. Marketing Mix and Strategies discussion and mix strategies Analyze components of
5.3 Marketing Information System reflection Differentiate marketing information
5.3.1 Marketing intelligence components of system
5.3.2 Marketing research marketing Explain competitive
5.5. Competitive analysis information environment
5.6 Selling and Customer Service system Describe customer service
Explain and selling process
Week 10-12

competitive
environment

Chapter 6: Financing the New Interactive Discuss business Know business financing
Venture Lecture, financing Identify the sources of
6.1 Overview of Business Financing Group Identify the finance
6.2 Source of financing discussion and sources of finance Understand with traditional
6.2.1 Equity financing reflection Explore traditional financing techniques
6.2.2 Debt financing financing Familiarize with crowd
6.2.2.1 Trade credit techniques funding
6.2.2.2 Lease financing Aware about Know Ethiopian micro
6.3 Traditional Financing crowd funding finance system
(Equib/Edir, etc.) Examine
Week 13 &14

6.4 Crowd Funding Ethiopian micro

6.5 Micro finance in Ethiopia finance system

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 Chapter 7: Managing Growth and Interactive Discuss business Know how to manage
Transition Lecture, growth & its business growth
7.1. Managing business growth Group management Understand business
7.2. New venture expansion discussion and Identify new expansionstrategies
strategies reflection venture expansion Know & Internalize
7.3. Business Ethics and Social strategies business ethics & social
Responsibility Examine business responsibilities
ethics & social
Week 15&16

responsibility
issues

4.2. Assessment Strategies & Techniques and Course Policy

Assessment Continues assessment (Tests, Quizzes, Assignments,) ….. …………….25%

Mid………………………………………………………….……………25%.
Final Exam ……………………………………………………………….50%
Total………………………………………………..…………………… .100%
Please refer to Article 161(3) of the legislation.

Course policy A student has to:

Attend at least 85% of the classes.
Take all continuous assessments and mid Exam.
Take final examination.
Respect all rules & regulations of the university.

4.3 Instructional Resources

Module
Module for the course Entrepreneurship

Textbooks
Hirsh Robert D. and Peters MichaelP. “Entrepreneurship” Fifth Edition, Tata McGraw Hill Edition, 2002.
Further References
Justin G. Longenecker and Carlos W. Moore, Small Business Management 12th edition, College Division South

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Western Publishing Co. Dallas, 2003
Holt David H. “Entrepreneurship – New venture Creation “Eastern Economy Edition, 2000.
DonaldF.Kutatko and RichardM.Hodgetts, “Entrepreneurship: A Cotemporary Approach” Fourth Edition.
HailayGebretinsae, Entrepreneurship and Small Business Management, 2nd Edition. Approach “. Fourth
Edition, the Dryden Press, 1998.

Bahir Dar University

Faculty of Social Sciences
Department of Political Science and International Studies
Course Guide Book

1. Course Information

Course Title Global Trends

Course Code GlTr 1012

Credit Hrs./
Cr Hrs=2 L=2 T=0 P=0 H=6 CP=4
ECTS

Contact Hrs.

Semester I

Year I

Pre-requisites None

Target Group All First Year Undergraduate Students

Name and Name---------------

Address of the Email------------------
Instructor Office location--------------

Sattus of the
Common Course
Course

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2. Course Description:
The course is designed to familiarize learners on the nature and development of international
relations and global issues. It deals with nations, states, national interest, cooperation and conflict
among states, and the role of state and non-state actors in the international system. Additionally, it
explains the nature of international law, global political economy and the nexus between regionalism and
globalization. It also critically examines the contemporary global issues and how the international
community is trying to address them. It is organized to systematically examine international issues
by employing different theories and providing concrete examples from different parts of the world.
Last but not least, after providing rigorous understanding of how the international system functions,
it will equip learners to consciously observe and critically understand the Ethiopia’s Relations with the
outside world. As the saying goes “Think globally act locally!”

3. Objective of the course

Attheendofthecourse,studentsshouldbeableto:
Understand nations, nationalism and states
Explain the nature and historical development of international relations
Gain basic knowledge of the major theories in the discipline of International Relations and develop the
ability to critically evaluate and apply such theories
Elucidate national interest, foreign policy and diplomacy
Explicate the nature and elements of international political economy and international law
Examine the extent and degree of influence of state and non-state actors in the international system
Examine the roles major international and regional institutions play in world politics
Critically evaluate the major contemporary global issues
Assess the overriding foreign policy guidelines of Ethiopia in the past and present

4. Syllabus Components

4.1. Course Contents, Methods & strategies, and learning outcomes

Learning
Outcomes:
Methods and
Content & sub-contents Students Task At the end of this
strategies
chapter students
will be able to:

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 Chapter I:Understanding Brainstorming Attend the lesson Define nation,
International Relations Gaped Lecture, and take short states and
Conceptualizing Nations, Nationalism GroupDiscussio notes, nationalism
and States n, Asking and Describe the
Understanding International Relations PairDiscussion, answering evolution of
The Nature and Evolution of Peer-Learning questions, international

06 hours
International Relations Self-Reading. Doing class relations
Actors of International Relations Debate works Compare various
State Actors Participating in theories of
Non-State Actors group International
Levels of Analysis in the International discussions. Relations
Relations Identify actors in
Individual Levels international
The Group Level relations
The state Level Analyze the roles of
The System of Level international
The Structure of International System relations actors
Theories of International Relations using international
Idealism/ liberalism relations levels of
Realism analysis
Structuralism /Marxism Examine the
Constructivism structure of
Critical Theories international system
and the laws
governing its
operation

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 Chapter II: Foreign Policy and Brainstorming Attend the lesson Define national
Diplomacy Gaped Lecture, and take short Interest
Defining National interest GroupDiscussio notes, Describe the
Understanding foreign policy and n, Asking and concepts of Foreign
Foreign policy behavior PairDiscussion, answering policy
Defining Foreign Policy Peer-Learning questions, Sort out
Foreign policy Objectives Self-Reading. Doing class determinants of
Foreign policy behavior: pattern and Debate works Foreign policy
Trends Participating in Articulate
Foreign Policy dimensions group dynamics of
Instruments of Foreign Policy discussions. Ethiopian foreign
An Overview of Ethiopian Forign policy Ethiopian
Policy Foreign policy
Foreign Policy During Tewodros II
Foreign policy during Yohannes IV
Foreign policy during Menelik II
Foreign policy during Haile Sellasie I
Foreign policy during Military
Government
Foreign Policy in the post 1991

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 Chapter III: International Political Brainstorming Attend the lesson Define international
Economy Gaped Lecture, and take short political economy
Meaning and Nature of IPE GroupDiscussio notes, Explain the nature
Theoretical Perspectives on IPE n, Asking and of international
Survey of the Most Influential PairDiscussion, answering political economy
National Political Economy systems in Peer-Learning questions, Analyze the major
the world The American System of Self-Reading. Doing class theories of
Market-Oriented CapitalismThe Debate works international
Japanese System of Developmental Participating in political economy
CapitalismThe German System of group Differentiate the
Social Market CapitalismDifferences discussions. major model of
among National Political Economy international
SystemsCore Issues, Governing political economy
institutions and Governance of Examine the role of
International Political Economy major international
International Trade and the financial institutions
WTOInternational Investment and the in International
WBInternational Finance and the political economy
IMFExchange Rates and the
Exchange-Rate System

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 Chapter IV:Globalization and Brainstorming Conceptualize the
Regionalism Gaped Lecture, Attend the lesson concepts of
Defining GlobalizationThe GroupDiscussio and take short globalization and
Globalization DebatesThe Hyper- n, notes, regionalism
globalistsThe SkepticsThe PairDiscussion, Asking and Expose themselves
Transformationalis Peer-Learning answering with the
Globalization and Its Impacts on Self-Reading. questions, contemporary
AfricaEthiopia in a Globalized Debate Doing class debates on the
WorldPros and Cons of works essence and
GlobalizationDefining Regionalism Participating in direction of
and Regional IntegrationThe Old group globalization
RegionalismNew RegionalismMajor discussions. Develop a position
Theories of Regional regarding the
IntegrationsFunctionalismNeo- essence and effects
functionalismSelected Cases of of Globalization
Regional IntegrationRegionalization Analyze the impacts
versus Globalization and State of globalization on
The relationship between Africa, Ethiopia and
regionalization and Globalization the developing
Regionalization as a Component of world
Globalization: Explain the
ConvergenceRegionalization as a theoretical caveats
Challenge or Response to and practice of
Globalization: Divergence regionalism and
Regionalization and Globalization as regional integration
Parallel Processes: Explain the mutual
OverlapRegionalization, Globalization interaction between
and the State regionalism and
globalization
Identify national
and regional
paradoxes of
sovereignty and
4 identity
4
 ChapterV: Major Contemporary Attend the lesson Identify the major
Global Issues Brainstorming and take short global issues and
Survey of Major Contemporary Global Gaped Lecture, notes, challenges facing
Issues GroupDiscussio Asking and humanity in the 21st
Global Security IssuesGlobal n, answering century
Environmental IssuesGlobal Socio- PairDiscussion, questions, Identify the
economic IssuesGlobal Cultural Issues Peer-Learning Doing class factors/reasons for
Self-Reading. works the various
Debate Participating in contemporary
group global problems of
discussions. our world
Discuss the role of
global citizens
should play in
offsetting such
global challenges
Identify the role of
global citizen in
alleviating
contemporary
global challenges

4.2. Assessment Strategies & Techniques and Course Policy

Assessment Contineous Assesment (Group / Individual Assignments/Quizzes/tests…...25%

Group/Individual Assignment ……………………………………………10%
Test……………………………………………………………………….10%
Quiz……………………………………………………………………….5%
Mid……………………………………………………………………….… .25%.
Final Exam …………………………………………………………...……...50%
Total………………………………………………..……………………….. 100%

Course policy A student has to:

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5
 Attend at least 85% of the classes.
Take all continuous assessments and mid Exam.
Take final examination.
Respect all rules & regulations of the university.

4.3 Instructional Resources

Textbooks
Global Trends module
Rourke, John . (2008). International politics on the world stage. New York, NY: McGraw-Hill.
Jackson R. and Sorenson G. (2013). Introduction to International Relations: Theories and Approaches.
Oxford University Press, USA.
Salmon, T. and Imber M. (2005). Issues in International Relations. Rutledge.

Reference Books

Armstrong, D. (ed.)(2009). Routledge Handbook of International Law. London: Rutledge

Baylis, J. and Smith, S. (eds.) (1997).The Globalization of World Politics. Oxford: Oxford University
Press.

Browlie, I. (2003). Principles of Public International Law. (6thed.). New York: Oxford University
Copson, R.(2007)The United States in Africa: Bush policy and beyond in association with International
African Institute Royal African Society of Social Science Research Council, Zed Books:London
Crane, G.. and Abal A. (1997). The Theoretical evolution of International Political Economy: A Reader

(2nd Edition). Oxford University Press: New York.

Crawford, R. (2000) Idealism and Realism in International Relations: Beyond the Discipline. Routledge:
USA
DeLombaerde,P.(ed.)
(2008)GoverningRegionalIntegrationforDevelopment:MonitoringExperiences,MethodsandProspects.Ash
gatePublishingCompany:England
Demelo, J. and Arvind P.(eds.) (1993). A New Dimensions in Regional Integration, Centre for Economic
Policy Research 1993, Cambridge University Press’s
Der, James D. (2009) Critical Practices in International Theory: Selected Essays,Routledg, Abingdon,
Oxon

4
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Farrell,M. (ed.) (2005).Global Politics of Regionalism:Theoryand Practice. Pluto Press: London
Genest, M. (1996). Conflict and Cooperation: Evolving Theories of International Relations. Fourth Worth:
Harcourt Brace and Co.

Goldstein, J. and John, P. (2006). International Relations brief 3rded. PrisscillaMcGreehon.

Goldstein J. S. (2003) International Relations. 5th edition. Washington, D.C. Pearson Education Press,
Inc
Griffiths, M. (Ed.) (2007). International Relations Theory for the Twenty-First Century:An introduction.
New York: Rutledge
Griffiths, M. and Terry, C. (2002) International Relations: The Key Concepts. Rutledge: London
Griffiths, M, et al. (2008). International Relations: The Key Concepts (Second Edition). New York:
Routledge

Griffiths, M, Steven, C. and M. Scott (2009), Fifty Key Thinkers in International Relations (2ndedition)
Hancock,K.(2009). Regional Integration; Choosing Plutocracy, Palgrave Macmillan: United States
Henderson, C.(1998) International Relations: Conflict and Cooperation at the Turn of the 21st
Century. Guilford: McGraw-Hall.
Hollis, M. and Steve, S.(1990) Explaining and Understanding International Relations. United States:
Oxford University Press.

Holsti, J. (1995). International Politics: A Framework for Analysis. 7thed. New Jersey:Prentice Hall.
Mintz, A. and Karl, R. (2010) Understanding Foreign Policy Decision Making, Cambridge University
Pres: Cambridge
Rengger .J.(2000) International Relations, Political Theory and the Problem of Order: Beyond
International Relations theory?Routledge: London

Steans, J. and Lloynd, P. (2005). Introduction to International relations: Perspectives and Themes. 2 nded.
Harlow: Pearson Prentice Hall.
Sutch , P. and Juanita, Elias (2007 ) International Relations, the basics. Taylor & Francis.

Todaro, M. and Stephen,S. (2003).Economic Development (8thed).

Vinay, B. (2006). Introduction to Global Issues.
Walts, K.. (2003) Progress in International Relations Theory. Belfer Center for Science and
International Affairs John F. Kennedy School of Government, Harvard University
Cambridge, Massachusetts

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 Weber,C. (2001) International Relations Theory: A Critical Introduction(2ndedition) Rutledge: London

Hawassa University
Faculty of Social Sciences
Department of Social Anthropology
Course Guide Book

Course Information

Course Title Social Anthropology

Course Code Anth1012

Credit Hrs/ECTS L = P =
Cr Hrs = 2 T=0 H=6 CP= 4
2 0

Contact Hours 2

Semester I

Year I

Pre-requisites None

Target group All first year undergraduate students

Status of the Course Common Course

Instructor’s Name and Address

COURSE DESCRIPTION
This course is designed to introduce the anthropology of Ethiopian societies and cultures to first year
students' of Higher Learning Institutions (HLIs). It covers basic concepts of anthropology such as culture,
society and humanity. It also discusses themes including unity and diversity; kinship, marriage and family;
indigenous knowledge systems and local governance, identity, multiculturalism, conflict, conflict resolution
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and peacemaking system; intra and inter-ethnic relations of Ethiopian peoples. In addition, the course
explores culture areas of Ethiopia such as plough culture, Enset culture and pastoralism. The course further
covers marginalized minority and vulnerable groups in terms of age, gender, occupation and ethnicity by
taking ethnographic case studies into account and discuss ways of inclusive growth.

COURSE OBJECTIVES
Upon completion of this course the students will be able to:
Develop an understanding of the nature of anthropology and its broader scope in making sense of humanity
in a global perspective;
Understand the cultural and biological diversity of humanity and unity in diversity across the world and in
Ethiopia;
Analyze the problems of ethnocentrism against the backdrop of cultural relativism;
Realize the socially constructed nature of identities & social categories such as gender, ethnicity, race and
sexuality;
Explore the various peoples and cultures of Ethiopia;
Understand the social, cultural, political, religious& economic life of different ethno linguistic & cultural
groups of Ethiopia;
Understand different forms marginalization and develop skills inclusiveness;
Appreciate the customary systems of governance and conflict resolution institutions of the various peoples
of Ethiopia;
Know about values, norms and cultural practices that maintain society together;
Recognize the culture area of peoples of Ethiopia and the forms of interaction developed over time among
themselves; and
Develop broader views and skills to deal with people from a wide variety of socioeconomic and cultural
backgrounds.

4. EXPECTED LEARNING OUTCOMES

Up on successful completion of this course, students will be able to:
Understand the nature of the discipline of Social Anthropology.
Understand (social) anthological perspectives.
Describe various anthropological theories and concepts.
Identify basic elements of culture and social life (groups, institutions, organizations, society).

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9
Explain human cultural diversity.
Describe theories of race and ethnicity.
Understand multiculturalism and enter-ethnic relations.
Apply their knowledge to comprehend their surroundings.

5. Syllabus Components

5.1. Course content, methods & strategies, and learning outcomes

Learning Outcomes: At the

Methods and
Contents and sub-contents Student Task end of this chapter students
strategies
will be able to:

1. Introducing Anthropology and its

Subject matter (8 hrs)
1.1. Sketching the subject matter,
scope and concerns of
anthropology.
Attending
1.1.1. Anthropological Define anthropology and
lectures and
imagination: asking questions and social anthropology
Brainstormin discussions.
seeing the world Describe the subject matter
g Asking and
anthropologically. of social anthropology
Gaped lecture answering
1.1.2. Defining Features of Explain the essence of
Group questions.
Anthropology- holism, anthropological perspective
discussion Participating in
relativism & comparative Describe research method in
Pair group
perspectives social anthropology
discussion discussion.
1.1.3. Methods of Research in Explain the relation between
Doing class
anthropology: ethnography social anthropology and
work and
& ethnographic methods. other social sciences.
homework.
Sub-fields of Anthropology: Four
Mirrors for Understanding
Humanity.
The relation between anthropology
and other disciplines.

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Culture and Society (8 hrs)
2.1. Conceptualizing Culture: What
Culture Is and What Culture Isn’t?
2.2. Characteristics features of
culture: what differentiates culture
from other traditions?
2.3. Aspects of Culture –Material & Define the concepts of
Non-material (values, beliefs & culture and society.
Attending
norms) Describe the features of
lectures and
2.4. Levels of culture: universality, culture.
Brainstormin discussions.
generality and particularity (cultural Acquire basic knowledge on
g Asking and
diversity) the aspects and levels of
Gaped lecture answering
2.5. Ethnocentrism, Cultural culture.
Group questions.
relativism, and human rights Describe the attitudes toward
discussion Participating in
2.6. Cultural Change: what is cultural variation.
Pair group
cultural change? Discuss cultural change.
discussion discussion.
Cultural Diffusion versus Cultural Explain cultural diversity.
Doing class
Assimilation Discuss major
work and
Innovation anthropological works in the
homework.
2.7. Culture areas and cultural case of Ethiopian societies
contacts in Ethiopia: and cultures
2.7.1.Plough culture area
2.7.2.Enset culture area
2.7.3. Pastoral societies culture
area
2.7.4. Historical and social
interactions between culture areas

5
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Social Organizations and
Relationships (4 hrs)
Attending
3.1. Marriage - rules, functions and
lectures and
forms of Marriage
Brainstormin discussions. Define the concept of social
3.2. Family: types and functions of
g Asking and organization.
Family
Gaped lecture answering Describe family and kinship
3.3. Kinship System: types of kin
Group questions. as forms of social institutions
groups and rules of descent
discussion Participating in and organizations.
3.4. Kinship and Gender Across
Pair group Explain the nexus among
Cultures
discussion discussion. kinship, sex, and gender.
3.5. Sex and Gender: Mapping
Home work Doing class
differences in cross cultural
work and
perspective
homework.
3.6. Gender –as power relations

Attending
Religion and Religious Diversity (4
lectures and
hrs)
Brainstormin discussions.
4.1. The concept of religion
g Asking and Acquire knowledge on the
4.2. Origin, functions and
Gaped lecture answering concept of religion.
expressions of religion
Group questions. Describe the origin &
4.3. Kinds of Religion
discussion Participating in functions of religion.
4.4. Religion and Change:
Pair group Describe kinds of religion.
Revitalization and Fundamentalism
discussion discussion. Explain religion and change.
Syncretism
Home work Doing class
Anti-modernism and
work and
fundamentalism
homework.

5
2
5. Theories of inter-ethnic relations
and multiculturalism in Ethiopia(4
hrs)
5.1. The Scales of Human Identity: Attending
Who am I? Understanding ‘self’ & lectures and Describe inter-ethnic
‘other’ Brainstormin discussions. relations.
5.2. Ethnicity and Race: What’s in a g Asking and Discuss the concept of
name? Gaped lecture answering multiculturalism.
5.3. Ethnic Groups & Ethnic Group questions. Describe the perspectives of
Identity discussion Participating in social theories on ethnicity
5.4. Race –the social construction of Pair group and race.
racial identity discussion discussion. Explain multiculturalism and
5.5. Primordialism, Home work Doing class inter-ethnic relations in
Instrumentalism, Social work and Ethiopia.
constructivism homework.
5.6. Debates on inter-ethnic
relations and identities

5
3
 6. Customary and local governance
systems in Ethiopia (4 hrs)
Attending
6.1. Indigenous intra and inter-
lectures and
ethnic conflict resolution institutions Define the concept of
Brainstormin discussions.
Ethnographic cases: commonalities indigenous knowledge.
g Asking and
and shared practices (e.g., Oromo Describe indigenous conflict
Gaped lecture answering
and Somali, Afar and Tigray; Gedeo resolution mechanisms in
Group questions.
and Oromo; Guraghe and Siltie; Ethiopia.
discussion Participating in
Amhara and Tigray) Discuss customary/local
Pair group
6.2. Customary/Local governance governance systems in
discussion discussion.
systems Ethiopia.
Home work Doing class
Ethnographic cases: Oromo Geda;
work and
Somali-Gurti; Gamo, Gofa,
homework.
Wolayita-Woga; Guraghe-Sera

5.2. Assessment strategies and techniques and course policy

Continuous Assessment (test: 9; quiz: 8; assignment: 8).…..………. 25%

Mid Exam…………………………………………………………… 25%
Assessment
Final Exam...……………………………...….……………………… 50%
Total ………………………………………………………………… 100%

A student has to:

Attend at least 85% of the classes.
Course policy Take all continuous assessments and mid exam.
Take final examination.
Respect all rules and regulations of the university.

5
4
5.3. Instructional resources
Textbooks:
Ferraro, G. and Andreatta, S. (2010). Cultural Anthropology: An Applied Perspective. (8th ed.). Belmont,
CA: Wadsworth Cengage Learning.
Guest, K. J. (2016). Essentials of Cultural Anthropology. (1st ed.). Canada: W. W. Norton & Company, Inc.
Kottak, C. P. (2015). Cultural Anthropology: Appreciating Cultural Diversity. (16th ed.). New York:
McGraw Hill.
References:
Asmarom Legesse. (2006). Oromo Democracy: an Indigenous African Political System. The Red Sea Press,
Inc.
Clifored Geertz. (1973). The Interpretation of Cultures. A Division of Harper Collins Publishers.
Donald N. Levine. (1972). Wax & Gold: Tradition and Innovation in Ethiopian Culture. Chicago &
London: The University of Chicago Press.
Eriksen, T. H. (2001). Small Places, larger Issues: An introduction to social and cultural anthropology.
London: Pluto Press.
Eriksen, T. H. (2004). What is anthropology? London: Pluto Press.
Eriksen, T. Hylland. (2002). Ethnicity and Nationalism. London: Pluto Press.
Eriksen, T.H. and Nielsen, F.S. (2001). A History of Anthropology. London: Pluto Press.
Pankhurst. R. (1990). A Social History Ethiopia. Addis Ababa: Institute of Ethiopian Studies, Addis Ababa
University.
Richard Jenkins. (2006). Rethinking Ethnicity. London: Sage Publication.
Shack, William S. (1966). The Gurage: A People of the Enset Culture. London: Oxford University Press.
Smith, C. and Davies, E. (2008). Anthropology for Dummies. Indianapolis, Indiana: Wiley Publishing, Inc.

5
5
Hawassa University
College of Sciences
Department of Mathematics
Course Guide Book

1. Course Information

Course Title Mathematics for Social Sciences

Course Code Math1012

Credit Hrs./
Cr Hrs=3 L=3 T=2 P=0 H=5 CP=5
ECTS

Semester II

Year I

Pre-requisites None

Target Group First Year Social Science Students

Status of the
Common
course

Instructor’s
Name and
Address

2. Course Description:

The course intends to prepare social science students with basic concepts and materials from mathematics that
necessitate a good foundation to treat some mathematical applications in social science. This course rigorously
discusses the basic concepts of logic and set theory, the real number system, solving equation and inequalities,
relations and type of functions, polynomial and rational functions, logarithmic and exponential functions,
trigonometric functions, and their graphs, matrices, determinants and systems of linear equations; introduction
to calculus.

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6
3. Course Objectives

After completion of the course, students will be able to:

apply propositional logic in reasoning

use quantifiers in open propositions in mathematical logic
understand concepts of sets and set operations
understand the fundamental properties of real numbers
solve equations and inequalities
explain different types of functions, their inverses and their graphs
evaluate zeros of polynomials
describe basic properties of logarithmic, exponential and trigonometric functions
understand the notion of matrices and determinant.
use matrices and determinants to solve system of linear equations
apply matrices and determinants to solve real life problems
evaluate limits of elementary functions,
understand the notion of continuity of functions
evaluate derivatives of elementary functions
apply derivatives to solve practical problems
evaluate integrals of elementary functions
apply integrals to solve practical problems
solve application problems using differentiations and integrations

4. Syllabus Components

4.1. Course Contents, Methods & Strategies, and Learning Outcomes

Learning Outcomes:
Methods and At the end of this
Content & sub-contents Students Task
strategies chapter students will be
able to:

5
7
Chapter One: Propositional Logic Brainstorming Attend the lesson and Describe the concepts of
and Set Theory Gapped Lecture take short notes, mathematical logic and
Group Asking and answering set theory,
Definition and examples of discussion questions, Apply logic in reasoning
proposition Problem solving Doing class works and and mathematical
Logical connectives method home works, proofs,
Compound (or complex) Class work Participating in group State properties of sets
propositions Tutorials discussions. and use set operations,
Tautology and contradiction
Open proposition and quantifiers
Set theory
The concept of a set
Description of sets

Chapter Two: Functions Brainstorming Attend the lesson and Identify different types
The real number system Gapped Lecture take short notes, of functions, their
Solving equation and inequalities Group Asking and answering inverses and graphs,
Review of relations and functions discussion questions, Find zero’s of some
Real-valued functions and their Problem solving Doing class works and polynomials,
properties method home works, Use basic properties of
Types of functions and inverse of Class work Participating in group logarithmic, exponential
a function Tutorials discussions. and trigonometric
Polynomials, zeros of functions.
polynomials, rational functions, Find inverse of a given
and their graphs function,
Definitions and basic properties of
logarithmic, exponential and
trigonometric functions, and their
graphs.

5
8
Chapter Three: Matrices, Brainstorming Attend the lesson and Explain specific ideas,
Determinant and Systems of Gapped Lecture take short notes, methods and principles
Linear Equations Group Asking and answering concerning matrices.
Definition of a matrix discussion questions, Perform operations on
Algebra of matrices Problem solving Doing class works and matrices.
Types of matrices: square, method home works, Apply principles of
identity, scalar, diagonal, Class work Participating in group matrices to solve
triangular, symmetric, and skew Tutorials discussions. problems.
symmetric matrices Determine the
Elementary row and column determinant of a matrix .
operations Solve system of linear
Row reduced echelon form of a equations.
matrix
Rank of a matrix using
elementary row/column
operations
Determinant and their properties
Ad joint and inverse of a matrix
System of linear equations
Gaussian elimination
Cramer's rule
Inverse method

5
9
 Chapter Four: Introduction to Brainstorming Attend the lesson and Explain the concept
Calculus Gapped Lecture take short notes, limit intuitively and
Group Asking and answering Continuity
Limits (Intuitive approach) and discussion questions, Determine the limit of a
continuity Problem solving Doing class works and given function
Derivatives method home works, Find the derivatives of
Applications of derivatives Class work Participating in group polynomial , exponential
Integrals and their applications Tutorials discussions. and logarithmic
functions
Use various techniques
of integration to evaluate
a given integral

4.2. Assessment Strategies & Techniques and Course Policy

Assessment Continuous assessment (Tests, Quizes, Assignments 25 %)

Test…………………………………………………………………..............................10%
Group assignment ……………………………………………………………………..10%
Quiz……………………………………………………………………..........................5%
Mid………………………………………………………….… ……….........................25%
Final exam ……………………………………………………………………………..50%
Total………………………… ……………………..
……………………………………............100%

Course A student has to:

policy attend at least 85% of the classes.
take all continuous assessments and mid Exam.
take final examination.
respect all rules & regulations of the university.

4.3 Instructional Materials

Module
Module for the course Mathematics for Social Sciences
References

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Haile, A. & Alemu, Y. (1983). Mathematics an Introductory course.AAU.
Alemu, Y. Mathematics for Social Sciences
Peccati, L., D’Amico, M. & Sigola, M. (2018). Maths for Social Sciences. Swizerland: Springer Nature.

Hawassa University
College of SS and Humanities
Department Of English Language and Literature

Course title : Communicative English Language Course Manager/tutor:

Skills II

Course code : FLen1012 Office location:

Credit hrs3 (3 Lecture hours) Consultation hours:

Course Description: This course contains the following contents: Reading, Grammar, Speaking and Writing

Course Objectives: At the end of this course students should be able to:
develop their proficiency with reading, speaking and writing skills.
learn vocabularies that are assumed unfamiliar to them.
develop their knowledge of grammar
become successful in living a community successfully and endeavor to execute skills to solve problems that may
occur in their community;
develop their speaking and writing abilities in different areas including ‘life skills’; and
learn to read on supplementary readings

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1
Contents and sub contents Teaching Total Delivery time
Methods hrs
Week Hrs

Unit I: Life Skills Gaped lecture 1st (1.1-1.4) 6hrs

Reading passage: The concept of life Question and answer 2nd (1.5-1.7) 6hrs
skills Students’ 15hrs 3rd (1.8 -1.11) 3hrs
Grammar: Active and passive voices participation
Speaking Gap Lecture
Writing question and answer
&Reflection

Unit II: Speculations about the future of Gaped lecture 3rd(2.1-2.2) 3hrs
Science Reading passage: Approach
Grassroots attack in bilharzia Grammar: Question and answer 4th (2.3-2.5) 6hrs
Future Tense Students’
Speaking participation 18 5th (2.6 - 2.7) 6hrs
Writing Gap lecture hrs
Question and answer 6th (2.8-2.9) 3hrs

Unit III: Environmental protection Gaped lecture 6th (3.1 - 3.3) 3hrs
Reading: Environmental Challenges: A Question and answer
river run through Students 7th (3.4 - 3.10) 6hrs
Grammar: Modal verbs independent
Speaking Work 8th (mid exam)

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 Writing 6hrs
9th(3.10.1.- 6hrs
27 3.10.6.1) 6hrs
hrs
10th (3.9.2- 3.10.1)

Unit IV: Indigenous Knowledge Students’

Reading: A local Pathway to Global engagement 11th(4.1-4.2.1) 6hrs
Development Grammar: Reported Gaped lecture
Speech Speaking Problem 24 12th(4.2.2-4.2.4) 6hrs
Solving hrs
Writing Approach
Question and answer 13th(4.2-4.3) 6hrs

14th( 4.5-4.6) 6hrs

Unit V: Cultural Heritage

Reading: Cultural Heritage Gaped
What is it? Why is it important lecture
Grammar: Relative Clauses Problem
Speaking Question
Writing and answer

Supplementary Reading Students’ 16th week

engagement

Type Mid Exam FinalExam Test Group work

In Class

Time and unit Unit 1-2 Unit 3-4 Unit 3-4 Unit2(5th

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 7th or 8th week 15th or 16th week 13th week Week and Unit 4
12th week

Mark 30% 50% 10 % 10%

Module
Communicative English Language Skills II

Hawassa University
College of Education
Department of Special Needs and Inclusive Education
Course Guidebook
1. Course Information
Course Title Inclusiveness
Course Code Incl1012
Credit Hrs./
Cr Hrs=2 L=2 T=0 P=0 H=6 CP=4
ECTS
Semester II
Year I
6
4
Pre-requisites None
Target Group First year students of Medicine band
Instructor’s Name and Address:
Status of the course: Common
2. Course Description:
Development efforts of any organization need to include and benefit people with various types of
disabilities, people at risks of exclusion/discrimination and marginalization, through providing quality
education and training, creating equity, accessibility, employability, promoting prosperity, reducing poverty
and enhancing peace, stability and creating inclusive society. Unfortunately, this has not been the practice for
the majority of people with disabilities and vulnerable groups, due to unfavorable attitude, negligence,
inaccessibility and exclusion from all development endeavors. It is obvious that people with disabilities are
the large stand most disadvantaged minority in the world. They are about 15 percent of the global population
(about one billion people), and 17.6 million in Ethiopia, with most extended families including someone with
a disability (World Health Organization and World Bank and 2011). An exclusion practice of this large
number of persons with disabilities in Ethiopia is an indicator of violating fundamental human rights that
undermines their potential/ability to contribute to poverty reduction and economic growth within their
household, their community and the country. It is clear that it is not impairment, but the exclusion practices
that has contributed for insecurity (conflict), poverty aggravation for persons with disabilities and
vulnerabilities, that has highly demanding inclusive practices. Exclusion practices of persons with disabilities
have a long history, affecting the life of people with disabilities and the society at large. In the past and even
today people have been discriminated due to their disabilities.

Inclusiveness promotes effective developments through full participation of all members of a population,
people with disabilities and vulnerabilities, where all are equal contributors of development and equitable
beneficiaries. Through inclusive practices, it is possible to i dentify and remove social and physical
barriers so that people with disabilities and vulnerabilities can participate and benefit from all developments.
Genuine inclusion of people with disabilities and vulnerabilities allow of them to actively participate in
development processes and eliminate dependence syndrome, leads to broader benefits for families and
communities, reduces the impacts of poverty, and positively contributes to a country’s economic growth,
development and ultimately create inclusive society. All stages of development processes of any organization
should be inclusive through creating equal access to education, health care services, work and employment,
social protection and all development center of human being.

6
5
Hence, in this course, the higher education students will learn how to assess, understand and address the needs
of persons with disabilities and vulnerabilities; and provide relevant support or seek extra support from
experts. He/she also learns how to adapt and implementing services for an inclusive environment that aimed
to develop holistic development such as affective, cognitive and psychosocial skills of the population with
disabilities and vulnerabilities. Identification and removal/management of environmental barriers would find
a crucial place in the course. The students learn how to give more attention and support for persons with;
hearing impairments, visual impairment, deaf-Blind, autism, physical and health impairments, intellectually
challenged, emotional and behavior disorders, learning difficulty, communication disorders, vulnerable
persons including gifted and talented, and those at risk due to different reason (persons who are
environmentally and culturally deprived, abused, torched, abandoned, and orphaned..etc.). All University
students should be given the chance to study the specific developmental characteristics of each group of
persons with disabilities and vulnerabilities. Furth more, they also identify the major environmental and social
barriers that hinder the development of individuals; and come up with appropriate intervention strategies in
inclusive settings of their respective professional environment and any development settings where all citizens
are equally benefited.
3.Objective of the course

The objective of this course is to develop knowledge, skill and attitude of the learners so that they can provide
appropriate services, the tools and strategies that help to create a convenient inclusive environment. This
course encourages learners exploring the benefits of collaborating with colleagues to design and implement
inclusion an all sphere of life. It also guides the discovery of ways to modify environment as well as services
and practices to meet the needs of all persons with disabilities and vulnerabilities in inclusive environment. As
a result of reviewing various reading materials, completing the assignments, engaging in related discussions,
and strongly workings on activities, towards the completion of the course, the students will be able to:

 Identify the needs and potentials of persons with disabilities and vulnerabilities.
 Identify environmental and social barriers that hinder the needs, potentials and full participations, in all
aspects of life of persons disabilities and vulnerabilities
 Demonstrate desirable inclusive attitude towards all persons with disabilities and vulnerabilities in full
participations
 Apply various assessment strategies for service provisions for evidence-based planning and
implementation to meet the needs of persons with disabilities and vulnerabilities
 Adapt environments and services according to the need and potential of the persons with disabilities and
6
6
 vulnerabilities
 Utilize appropriate assistive technology and other support mechanisms that address the needs of persons
with disabilities and vulnerabilities
 Respect and advocate for the right of persons with disabilities and vulnerabilities
 Collaboratively work with special needs experts and significant others for the life success of all persons
with disabilities and vulnerabilities in every endeavor and in all environments.
 Create and maintain successful inclusive environment for persons with disabilities and vulnerabilities
 Promote the process of building inclusive society

4. Syllabus Components

4.1. Course Contents, Methods & strategies, and learning outcomes

Methods Learning Outcomes:

Content & sub-contents and Students Task At the end of this chapter
strategies students will be able to:

 Listening  Attend the  Define disability and

Chapter 1: Understanding Disabilities  discussio lesson vulnerability
and Vulnerabilities n  Listen and  List different types of
1.1 Definitions of disability and  Reflection take notes disabilities and
vulnerability s  Answer vulnerabilities
1.2 Types of disabilities and  Gapped questions  Explain brief causes of
vulnerabilities Lecture  Read disability and
1.3 Causes of disability and vulnerability  Doing vulnerability
1.4 Historical movements from class  Describe the brief
segregation to inclusion works and historical movements
1.5 The effects of attitude on the move home from segregation to
towards inclusion works, inclusion
1.6 Models of disability  Reflects  Describe the effect of
attitude on the move
towards inclusion
 Discuss models of
disability
6
7
  Listening  Attend  Define inclusion
Chapter 2: Concept of Inclusion  Note- the  Discuss the principles of
taking lesson inclusion
2.1 Definition inclusion 
 Brainstor Listen  Discuss the rationale for
2.2 Principles of inclusion and take
ming inclusion
2.3 Rationale for inclusion short
 Gapped  Describe inclusive
2.4 Features inclusive environment notes,
Lecture environment
 Group  Asking
discussion and
 Class answerin
work g

 Tutorials questions
,
 Doing
class
works
and home
works,
 Participat
ing in
group
discussio
ns
 Reflects

6
8
 Chapter 3: Identification, Assessment  Brainstor  Attend  Refer to identify the
and Differentiated Services ming the level of disability to the
 Gapped lesson right professionals for
3.1 Level of disabilities for support
Lecture  Asking appropriate support
3.2 Needs and potentials of persons with
 Group and  Identify the needs and
disabilities
discussion answerin potential of persons with
3.3 Needs and potentials of persons with
/cooperati g disabilities for support
vulnerabilities
ve questions  Identify the needs of
3.4 Assessment and evaluation
teaching , persons with
Availability of legal frameworks in
 Class  Group vulnerabilities for
line with inclusion
work discussio support
3.5 Assessment and evaluation
 Reflection n  Assess and evaluate the
inclusiveness of the sector plans
s  Doing availability of legal
3.6 Assessment and evaluation attitude
 Group group frameworks in line with
towards inclusion
and and inclusion
3.7 Assessment and evaluation of
accessibilities of social and physical individual individua  Assess and evaluate the
presentati l inclusiveness of the
environments
on presentati sector plans
3.8 Assessment and evaluation of
ons 
strategies and plans that remove  Field visit Assess and evaluate the

social and physical barriers to  Role-play  Participat favorability of attitude

facilitate inclusiveness  Seminar ing in  Assess and evaluate the

3.9 The components and purpose of group accessibilities of social

differentiated service plans discussio and physical

ns, field environments
3.10, Assistive technologies and software visits,  Design strategies and
to enhance inclusion  Reflectio plans that remove social
n and physical barriers to
 Special facilitate inclusiveness
needs/Inc  Describe the
lusive components and purpose
education of differentiated services
experts plans
consultati  Use applicable assistive
6 on technologies and
9
  Asking  Define Inclusive Culture
Chapter 4: Promoting Inclusive  Brainstor and  Discus the dimensions of
Culture ming answerin Inclusive culture
4.1 Definition of Inclusive Culture  Cooperati g  Evaluate policy related
4.2 Dimensions of Inclusive culture ve questions to Inclusive Culture
4.3 Policy related to Inclusive Culture teaching ,  Explain the process of
4.4 Building Inclusive Community  Group  Doing building community for
4.5 Means of Establishing Inclusive discussion individua inclusive culture
Culture  Reflection l/group  Discus approaches of
4.6 Inclusive Values s assignme establishing inclusive
4.7 Indigenous Inclusive Values and  Gapped nt, culture
Practices Lecture  Participat  Discuss inclusive values
 Role- ing in  Explore and discuss
play group indigenous inclusive
 Individ discussio values
ual/ ns  Evaluate existing
group  Reflects inclusive practices
presenta  Expert
tion consultati
on

7
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  Brainstor  Asking  Define Peace,
Chapter 5: Inclusion for Peace, ming and Democracy and
Democracy and Development  Using answerin development from the
5.1. Definition of Peace, Democracy cooperativ g perspective of
and development from the perspective e learning questions Inclusiveness
of Inclusiveness  Individual ,  Identify sources of
work and  Doing exclusionary practices
5.2. Sources of exclusionary practices
group group  Discuss exclusionary
5.3. Exclusionary practices in the work and practices in the
community  Group individua community
discussion l works,  Discuss respecting
5.4. Respectingdiverse needs, culture,
 Reflection  Group diverse needs, culture,
values, demands and ideas
s discussion values, demands and
5.5. Conflict emanated from exclusion  Gapped s ideas
Lecture  Reflection  Discus conflict
5.6. The full participation of the
 Role-play  Participati emanated from
marginalized group of people
 Seminar on in role exclusion
5.7. The democratic principles for play and  Explain means and
inclusive practices seminar benefits of participation

5.8. The importance of inclusion for of the marginalized

psychosocial development group of people

 Discuss the democratic
5.9. The importance of inclusion for principles for inclusive
economic development practices

5.10. The importance of inclusion for  Explain the importance

peace of inclusion for

psychosocial
development
 Elaborate the importance
of inclusion for
economic development
 Discus the importance
of inclusion for peace
7
1
  Brainstor  Asking  Define the components
Chapter 6: Legal frame work ming and of legal framework
6.1. Components of legal  Using answerin  Identify all international
framework cooperativ g and national legal frame
e learning questions works in relation to
6.2. International legal frame
 Individual , inclusiveness
works in relation to inclusiveness
and group  Doing  Discus the legal
6.3. National legal frame works in assignmen group frameworks and their
relation to inclusiveness t and implementations
 Group individua  Exploring the gaps of
discussion l works the legal framework
 Reflection and specific to the sector
s presentati  Assess and evaluate
 Gapped ons persons with disabilities
Lecture  Group are equally and equitably
 Role-play discussion treated
 Field s  Assess and evaluate the
visit  Reflection legal frameworks and
 Participat plans are implemented
ion in
role play
and field
visit

7
2
  Brainstor  Asking  Define inclusive
Chapter 7 Resources Management for ming and resources
Inclusion  Using answerin  Explain the need of
7.1. Resources for inclusion cooperativ g planning for inclusion
e learning questions services
7.2. Planning for inclusion services
 Interactiv ,  Identify appropriate
e lecture  Group resources for inclusive
 Group discussion development
discussion s  Discus how to develop
 Reflection  Reflection budget for inclusive
assignmen services
t

Chapter 8: Collaborative Partnerships  Brainstor  Asking  Define collaboration,

with stakeholders ming and partnership and
8.1. Definition of collaboration,  Using answerin stakeholder
partnership and stack holder cooperativ g  Identify key elements of
8.2. Key elements of successful e teaching questions successful collaboration
collaboration  Interactiv ,  Describe the benefits
8.3. The benefits and challenges of e lecture  Doing and challenges of
collaboration for various stakeholders for  Group group collaboration for various
the success of inclusion discussion discussio stakeholders for the
8.4. The strategies for effective co-  Reflection n, success of inclusion
planning and team working assignmen  Reflectio  Discus the strategies for
8.5. Characteristics of successful t n effective co-planning
stockholders’ partnerships  Role-  Participati and team working
8.6. Strategies for community play on in field  Identify characteristics
involvement visit and of successful
 field
visit role-play partnerships
 Design strategies for
community involvement
4.2. Assessment Strategies & Techniques and Course Policy

7
3
Assessment  Test.……………………………………………………………………. . ….10%
 Assignment/group/assignment …..………………………………… ……..10%
 Midterm Exam……………………………………………………… ….….30%.
 Final Exam ………………………………………………………… … …..50%
Total………………………………………………..……………… …….… 100%
Course policy A student has to:
- attend at least 85% of the classes.
- take all continuous assessments and mid Exam.
- take final examination.
- respect all rules & regulations of the university.
4.3 Instructional Resources
Module
Module for the course: Inclusiveness
References
1. Alemayehu Teklemariam and TemsegenFereja (2011). Special Need Education in Ethiopia: Practice
of Special Needs Education around the World. Washington: Gallaudet University Press.
2. Alemayehu Teklemariam (2019). Inclusive Education in Ethiopia: WILEY and Blackwell: Singapore
3. A Teachers Guide (2001). UNESCO. Inclusive Education and Classroom Practice in Secondary
Education (2004).
4. Berit H. Johanson and Alemayehu Teklemariam (2006). Towards Special Needs Education as a
University Discipline: An Important step on the way to Education for All. In When All Means All.
Hakapaino Oy: Helsinki
5. TirussewTeferra and Alemayehu Teklemariam (2007). Including the Excluded: Integrating disability
into EFA Fast Track Initiative Process and National Education Plans in Ethiopia. World Vision
6. MOE (2007). School Improvement Program
7. MOE (2010). Special Needs Program strategies implementation guide.
8. MOE (Ministry of Education). (2006). Special Needs Education Program Strategy. Addis Ababa
9. Understanding and responding to children’s need in inclusive classroom (2010).
www.european-agency.org
10. ዓለማየሁትክለማርያም (2009). በመተባበርመማር፡- አንድለሁሉም፣ ሁሉምለአንድ፣ አዲስአበባ፡- ፋርኢስትአታሚ
11. ዓለማየሁትክለማርያም (2011). አካቶትምህርትለምን፣ምን፣ለነማንእንዴት፤ አዲስአበባ፡- ፋርኢስትአታሚ

Approval section
7
4
 Name Signature Date
Instructor’s
Chair Holder’s
Department
Head’s

Hawassa University
Sport Academy
Department of sport science
Course Guide Book

1. Course Information

Course Title Physical Fitness

Course Code SpSc 1011

Credit Hrs./
P/F L=1 T =1 P =1 H=? CP = P/F
ECTS

Semester II

Year I

Pre-requisites None

Target Group first year students

Instructor’s name
and address

Status of the
course

7
5
2. Course Description:
This course serve as an introduction to the theory and practice of a variety of exercise designed to improve the
health and conduct of students. This including cardiovascular, flexibility, muscular strength endurance and
body compositions. The course primary focus on the role that physical exercise plays in the promotion of
health and wellness. Stages of changing behavior, Principles of fitness training, and other precondition are
also included in the course. In addition, test and measurement of each health related fitness components are
also included. Altimetry, student will develop physical, social and psychological and as well as skill
development.

3. Objective of the course

Upon completing this module, you will be able to:
Describe basic concepts of physical fitness
List at least four health related physical fitness components.
Identify the behaviors that promote wellness of individuals.
Describe the principles followed by fitness trainer/trainees while participating in fitness program.
Adjust their characters and interest with others while engaged in exercise.
Appreciate the way of testing each health related fitness level of individual
Recognized the response of the body to various types of exercise
Engaged in conditioning programs which may help to develop health relate fitness.
Demonstrate exercises that used to develop each heath related fitness components
Develop health related fitness at an optimum level

4. Syllabus Components

4.1. Course Contents, Methods & strategies, and learning outcomes

Learning
objectives:
Teaching
Content & sub-contents Learning strategies At the end of this
strategies
chapter students
will be able to:

7
6
 UNIT 1: Basic concepts of Physical Define physical
fitness Brainstorming Listen and take fitness
Physical fitness Class activity notes List at least four
1.1.1. Definition Pair discussion Doing class factors that affect
1.1.2. Factors affecting fitness Reflections activity physical fitness
1.1.3. components of fitness Gapped Lecture individually level of individuals.
1.1.4. Means to develop fitness. Compare and Describe the
- Physical exercise, contrast their work components of
- activity Reflects physical fitness
- games and Differentiate
sport physical exercise
from physical
fitness

Unit 2: Benefits of physical exercise

Why Physical exercise and Wellness?
Behaviors that contribute for Wellness Questioning and Asking and Describe wellness
Physical exercise and hypokinetic answering answering and its dimensions
disease (coronary heart disease, blood Class activity questions take Describe the
pressure, diabetes, and lower back Pair discussion short notes, behaviors that
pain), Cardiovascular disease and Group discussion Doing class works promote wellness of
others disease (Cancer and Sexually Reflections Participating in individuals
Transmitted Infections….) Gapped Lecture pair and group Identify at least
discussions. three Hypokinetic
Reflects disease
Listen and take
notes

7
7
 Chapter 3 : Nutrients and principles of
physical training -Brainstorming -Listen and take Identify the type of
3.1. macro and micronutrients --Gapped Lecture short notes, food taken before,
3.2. diet before, during and after - Questioning and -Asking and during and after
exercise answering answering exercise
3.3. Principles of Fitness training - Class activity -Doing class - Describe the
- Pair/ Group activity principles of fitness
discussion -participating in training
- Reflections group discussions.
-Reflects

Unit 4: Health related physical fitness

program -Brainstorming Attend the lesson -
3.1. major parts of physical fitness --Gapped Lecture -Listen and take - Explain the parts
Training prescriptions - Questioning and short notes, of fitness training
- Objectives and FITT (F-frequency, answering -Asking and prescriptions
I- intensity-Time and T-type of - Demonstration answering - Identify at least
exercise ) - Class activity questions three exercises that
3.2. Types of exercise to develop each - Pair/ Group -Doing class used to develop
health related fitness components discussion activity each heath related
3.3. health related fitness tests - Reflections -participating in fitness components.
3.3.1. preconditions for tests group discussions. - Relate their fitness
3.3.2. Some health related fitness -Reflects level with their
tests health, wellness,
- sit and reach test (flexibility) behavior, age, sex. .
- 2 min step test (cardiorespiratory ) and other conditions
- 1 min Push-up test (strength
endurance )
Practical
session

7
8
 Unit 5: Fitness development
4.1. preconditions for fitness training - Explanation - Observe -Demonstrate
Workouts for better Cardiorespiratory - Organize - Imitate exercises that used
development -Demonstration - try to perform as to develop each
Exercise for better Flexibility - Feedback the teacher heath related fitness
performance - Motivation demonstrate components
Workout for muscular strength and -Take feedback - Develop their
endurance. health related
fitness at optimum
level.

4.2. Assessment Strategies & Techniques and Course Policy

Assessment - Quizzes (5 %), Group assignment (theoretical/presentation = 10%) and Group assignment
(practice demonstration = 10%)
-Mid exam (written)……………………………………….………….………….25%.
- practical exams (Continues assessment) ………………………………………50%
Flexibility: =15 marks

sit and reach test negative 0 – 10 cm + 11cm +15 cm

male < 8 marks 8-14 marks 15 marks -

female < 5 marks 5-10 marks - 15 marks

Cardio respiratory: = (15%),

2 min step test < 10 marks 10-12 marks 13-15 15marks

marks

Male <100 100-119 120- 130 >130 rep.

Female <90 90- 109 110- 120 >120 rep.

Muscular strength endurance = (15%),

1 min Push-up < 10 marks 10-12 13-15 15marks

test marks marks

7
9
 Male < 20 20-29 30- 39 >40 rep.

Female < 20 20- 29 30- 39 >30rep.

Good Conduct (5%)

NOTE: criteria and conditions for practical exam are based on international norms and the
fitness level of some undergraduate students.

Course policy A student has to:

Attend at least 85% of the classes.
Take all assignments, presentations, demonstrations, mid Exam and continuous assessments.
Respect all rules & regulations of the university.

4.3 Instructional Resources

Text book
Scott F., Lisa J., Jonathan H., Althea M., David M., (2018) Concepts of Fitness and Wellness, University
System of Georgia, Galileo Open Learning Materials, 2nd Edition
Reference
Charles B.Corbin, Gregory J. Weik, William R. Corbin and Karen A. welk (2006)
Concepts of Fitness and Wellness, a compressive lifestyle approach, 6th Edition
Tesfayie Dessalegn (2004)Module for the course health and fitness, bahir dar university sport academy

Hawassa University College of Social Sciences and Humanities

Department of Political Science and International Studies
Course Guide Book

1. Course Information

Course Title Critical Thinking

Course Code LoCT 1011

Credit Hrs./ ECTS Cr Hrs=3 L=3 T=0 P=0 H=7 C

8
0
 P
=
5

Semester II

Year I

Pre-requisites None

Target Group All First Year Undergraduate Students

Status of the Course Common Course

Instructor’s Name
&Address

2. Course Description:
Logic and Critical Thinking is an inquiry that takes arguments as its basic objects of investigation. Logic is
concerned with the study of arguments, and it seeks to establish the conditions under which an argument may
be considered acceptable or good. Critical thinking is an exercise, a habit, a manner of perception and
reasoning that has principles of logic as its fulcrum, and dynamically involves various reasoning skills that
ought to be human approach to issues and events of life. To think critically is to examine ideas, evaluate them
against what you already know and make decisions about their merit. The aim of logic and critical thinking
course is to maintaining an ‘objective’ position. When you think critically, you weigh up all sides of an
argument and evaluate its validity, strengths and weaknesses. Thus, critical thinking skills entail actively
seeking all sides of an argument evaluating the soundness of the claims asserted and the evidence used to
support the claims. This course attempts to introduce the fundamental concepts of logic and methods of logical
reasoning. The primary aim of this course is to teach students essential skills of analyzing, evaluating, and
constructing arguments, and to sharpen their abilityto
execute the skills in thinking and writing.

8
1
Objective of thecourse
At the end of the course, students should be able to:
Understand the relationship of logic andphilosophy,
Recognize the core areas ofphilosophy,
Appreciate the necessity learning logic andphilosophy,
Understand basic logical concepts,arguments,
Understand deductions, inductiveness, validity, strength, soundness, andcogency,
Develop the skill to construct sound argument and evaluatearguments;
Cultivate the habits of critical thinking and develop sensitivity to clear and accurate usage oflanguage;
Differentiate cognitive meanings from emotive meanings ofwords,
Differentiatestandardformsofcategoricalpropositionsfromothertypesofsentencesusedinanylanguage,
Applysymbolstodenotestandardformsofcategoricalpropositionstoformfurtherlogicalassertionsamongthem.
Develop logical and open-mind that weighs ideas and peoplerationally;
Develop confidence when arguing withothers,
Demonstrate logical argumentativeability,

8
2
Develop logical reasoning skill in their day to day life,and
Appreciate logical reasoning, disproving mob-mentality and avoid socialprejudice.
Understand the basic concepts and principles of criticalthinking.
Understand the criterion of goodargument.
Identify the factors that affect criticalthinking.
Apply critical thinking principles to real lifesituation.

4. Syllabus Components

4.1. Course Contents, Methods & strategies, and learning outcomes

Learning Outcomes:
Content & sub-contents Methods and Students Task At the end of this
strategies chapter students
willbe
able to:
Time

Chapter I: Introducing Philosophy Brainstorming Attend the lessonand Understand the

Introduction. GapedLecture, take shortnotes, meaning and nature of
Meaning and Definition ofphilosophy Group Asking andanswering philosophy,
Core Branches ofPhilosophy. Discussion, questions,
Importance of Learning Logic and PairDiscussion, Doing classworks Recognize the core
Philosophy Peer-Learning Participating in group areas ofphilosophy,
Self-Reading. discussions. Appreciate the
Week 1& 2

Debate necessity learning

logic andphilosophy,

8
3
 Chapter II: Basic Concepts of Critical Brainstorming Attend the lessonand Define what critical
Thinking GapedLecture, take shortnotes, thinkingis,
Introduction Group Asking andanswering Describe principles of
Meaning and Definition of Discussion, questions, criticalthinking,
CriticalThinking. PairDiscussion, Doing classworks Identify factors that
Principles of CriticalThinking. Peer-Learning Participating in group affect critical
Criterion/Standard of Argument Good Self-Reading. discussions. thinking.
Argument. Debate Appreciate the
Factors Affecting CriticalThinking relevance oflearning
Week 3 &4

Relevance of CriticalThinking. critical thinkingin

real life

Chapter III: Basic Concepts of Logic Brainstorming Attend the lessonand Describe the basic
Introduction GapedLecture, take shortnotes, concepts inlogic,
Basic Concepts ofLogic Group Asking andanswering Differentiate
Techniques of recognizingarguments. Discussion, questions, argument from non
Types ofArguments PairDiscussion, Doing class works argument,
DeductiveArguments Peer-Learning Participating in group Describe deductive
InductiveArguments Self-Reading. discussions and inductive
Evaluation ofArguments Debate arguments
Evaluating Deductive Argument Be able to critically
Evaluating InductiveArguments evaluatearguments,
Formulate their own
good arguments

8
4
 Chapter IV: Logic and Language Brainstorming Attend the lessonand Understand the
Introduction GapedLecture, take shortnotes, relationshipbetween
Logic and Meaning Group Asking andanswering logic andlanguage
Cognitive and Emotive meaningof Discussion, questions, Describe emotive and
Words PairDiscussion, Doing classworks cognitive functions
Intensional and ExtensionalMeaning Peer-Learning Participating in group oflanguage
ofTerms Self-Reading. discussions. Describeintensional
Logic andDefinition Debate and extensional
Types and Purposes ofDefinition meaning,
Techniques ofDefinition Describe types of of
Extensional techniques ofDefinitions definitions and their
Intensional Techniques ofDefinitions respectivepurpose,
4.4 Criteria for Lexical Definitions Explain methods of
producingintensional
Weeks 8 & 9

and extensional
definitions.

Chapter V: Informal Fallacies Brainstorming Define what fallacy is

Introduction GapedLecture, Attend the lessonand Explain formal and
Types of Fallacies: Formal andInformal Group take shortnotes, informalfallacies
Categories of InformalFallacies Discussion, Asking andanswering Describe varieties of
Fallacies ofRelevance PairDiscussion, questions, informalfallacies
Fallacies of WeakInduction Peer-Learning Doing classworks Be conscious notto
Weeks 10 – 13

Fallacies ofPresumption Self-Reading. Participating in group commit these fallacies

Fallacies ofAmbiguity Debate discussions. in theirlife.
Fallacies of GrammaticalAnalogy

8
5
 Chapter VI : Categorical Propositions Attend the lessonand Define what
Introduction Brainstorming take shortnotes, categorical
CategoricalPropositions GapedLecture, Asking andanswering propositionis,
The Components of Categorical Group questions, Explainstandards and
Propositions Discussion, Doing classworks attributes of
Attributes of Categorical Propositions: PairDiscussion, Participating in group categorical
Quality, Quantity, andDistribution Peer-Learning discussions. proposition,
Representing CategoricalPropositions Self-Reading. Describetraditional
VennDiagrams Debate and modern square
Boolean and Aristotelian Square of ofopposition
Oppositions Understand
Evaluating Immediate Inferences: Venn immediate inferences
Diagrams and Square of Oppositions based on rules of
Weeks 14—16

Logical Operations: Conversion, conversion,

Obversion, andContraposition obversion, and
contraposition

4.2. Assessment Strategies & Techniques and Course Policy

8
6
 Assessment Test… 10%
Group(Individual)Assignment 10%
Quiz/Presentation 5%
Mid 25%.
FinalExam 50%
Total… 100%

Course policy A student has to:

Attend at least 85% of theclasses.
Take all continuous assessments and midExam.
Take final examination.
Respect all rules & regulations of theuniversity.

Instructional Resources
Textbooks
Hurley, Patrick. (2014) A Concise Introduction to Logic, 12th Edition, Wadsworth, CengageLearning.

Hurley, Patrick. (2012) A Concise Introduction to Logic, 11th Edition, Wadsworth, CengageLearning.

Reference Books

Copi, Irving M.and Carl Cohen, (1990) Introduction to Logic, New York: Macmillan
PublishingCompany.
Damer, Edward. (2005). Attacking faulty reasoning. A practical guide to fallacy free argument.
Wadsworth Cengage learning,USA.
Fogelin, Robert. (1987) Understanding Arguments: An Introduction to Informal Logic, New York:
Harcourt Brace Jvanovich Publisher.
Guttenplan, Samuel: (1991) the Language of Logic. Oxford: BlackwellPublishers

87 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 Stephen, C. (200) the Power of Logic. London and Toronto: Mayfield PublishingCompany.
Simico, N.D and G.G James. (1983) Elementary Logic, Belmont, Ca: Wadsworth PublishingCompany.
Walelign, Emiru, (2009) Freshman Logic, AddisAbaba.

Hawassa University
College of Education
Department of Psychology
Course Guide Book

1. Course Information

Course Title General Psychology

Course Code Psyc1011

Credit Hrs./ ECTS Cr Hrs=3 L=3 T=0 P=0 H=7 CP = 5

Semester II

Year I

Pre-requisites None

Target Group All first year students

Status of the Course Common course

Instructor’s Name and Address

88 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 2. Course Description: This course introduces students with an overview of concept of psychology and life
skills. More specifically, topics will be covered historical foundations of psychology, Goals of psychology,
research methods in psychology , Sensation and Perception ,Memory and Forgetting, motivation and emotion,
personality, psychological disorders and psychotherapy Besides, it also introduce students to the core set of life
skills, which are important in realizing holistic development of students that is sense of well-being, confidence
and academic performance so that they can lead happy, healthy, successful, and productive life.

3. Objectives of the course

After completion of this course students will be able to:
Define the concept of psychology
Compare and contrast the major perspectives in Psychology
Explain the various research methods in Psychology
Discuss Concept of sensation and perception
Explain the process of learning a new behavior from different theoretical basis
Describe motivational and emotional processes
Discuss personality theories
Describe the characteristics of major psychological disorders
Demonstrate social and interpersonal skills in everyday life.
Apply knowledge of psychology to one’s own life & to develop life skills.

4. COURSE CONTENTS

Week Contents Methods and Students Task Learning outcomes

teaching
strategies

Week Chapter One: Essence of Psychology Gape lecture Attend the Define meanings of
89 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 Buss group lesson the term psychology
discussion Take notes Point out the goals of
Definition of Basic Concepts
Independent Active psychology
Goals of Psychology
learning participation discuss historical and
Historical Background of Psychology
theoretical
Theoretical Perspectives in Psychology
perspectives of
1 Branches of Psychology
psychology
Research Methods in Psychology
Evaluate the role of
psychology in real
life situations of
human beings

Week Chapter Two: Sensation and perception Gape lecture Listen and take Define meanings of
2&3 Group notes sensation and
2.1 .The meanings of sensation and perception2.2.
discussion Answer perception
The sensory laws: Sensory thresholds and sensory
Independent questions Discuss
adaption.
learning Doing home From perception
2.3.Perception
Question works, Depth perception
2.3.1.Selectivity of perception: Attention
and answering Reading Perceptual
2.3.2.From perception
assignments Constancies
2.3.3.Depth perception
Perceptual Illusion
2.3.4.PerceptualConstancies
2.3.5.Perceptual Illusion

Week Chapter Three: Learning and its theories Gape lecture Attend the Define concept of

90 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
4&5 3.1 Definition and characteristics of Learning Group lesson learning
3.2 Factors Influencing Learning discussion Take notes Identify factors that
3.3 Theories of Learning Independent Answer affect learning
3.3.1. Behavioral Theory of Learning learning questions Discuss theories of
3.3.2. Social Learning Theory Role play Ask questions learning
3.3.3. Cognitive Learning Theory Doing Evaluate
homeworks/ass implications of
ignments learning theories

Week Chapter Four: Memory and Forgetting Gape lecture Attend the Define memory and
6 Group lesson forgetting
4.1.. Meaning of Memory discussion Take notes Describe the stages
4.1.1. Stages of Memory Independent Answer of memory
4.1.2. Factors Affecting Memory learning questions
4.2. Forgetting Ask questions State factors affect
4.2.1. Meaning and Concepts of Forgetting Question memory
4.2.2.Theories of Forgetting and answering
4.3. Improving Memory Explain ways of
improving memory

Week Chapter Five: Motivation and Emotion Gape lecture Attend the Define concept of
7&8 Group lesson motivation
5.1. Motivation
discussion Take notes Explain types of
5.1.1. Definition and Types of Motivation
Independent Answer motivation
5.1.2. Theories of Motivation and their
learning questions Elucidate conflict of
Applications
Role play Ask questions motives
5.1.3. Conflict of Motives and Frustration
Question Doing home Define emotion
5.2. Emotion
and answering works Elaborate frustration
5.2.1. Definition of Emotion
Discuss theories of
91 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 5.2.2. Components of Emotion motivation and
5.2.3. Theories of Emotion emotion

Week Chapter Six :Personality Development

9

6.1 Meaning
meaningsof
ofPersonality
personality Gape lecture Attend the Define concept of
6.2 Theories of Personality Group lesson personality
6.2.1 The psychoanalytic theory of personality discussion Take notes Explain theories of
6.2.2 The trait theory of personality Independent personalityExplain
6.2.3 Humanistic theory of Personality learning conflict of motives
Define emotion
Elaborate frustration
Discuss theories of
motivation and
emotion

Wee Chapter Seven: Psychological Disorders and Gape lecture Attend the Explain nature of
k 10 Treatment Techniques Group lesson Psychological
discussion Take notes Disorders
7.1. Nature of Psychological Disorders
Independent Answer Elucidate causes of
7.2. Causes of Psychological Disorders
learning questions Psychological
7.3. Types of Psychological Disorders
Disorders
7.4. Treatment Techniques
Discuss treatment
techniques

Chapter Eight: Introduction to Life Skills Gape lecture Attend the define the term life
Week Group lesson skill
8.1. Nature and Definition of Life skills
discussion Take notes explain goals of life
92 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
10 8.2. Goals of Life Skills Independent Answer skill
8.3. Components of Life Skills learning questions State components of
life skill

Chapter Nine: Intra-personal and Personal Skills

Week Gape lecture Attend the Define self-concept,
9.1. Self-Concept and Self-Awareness
11-12 Group lesson and related terms
9.2. Self-Esteem and Self-Confidence
discussion Take notes Explain stress coping
9.3. Self-Control
Independent Answer mechanisms
9.4. Resilience and Coping with Stress
learning questions Describe features of
9.5. Anger Management
emotional
9.6. Problem Solving and Decision Making
intelligence

Week Chapter Ten: Academic Skills Brainstorming, Active Describe features of

13 gapped Lecture, Listening time management
10.1. Time Management
Buzz Group Asking Identify note-taking
10.2. Note-taking and Study Skills
discussion Questions and study skills
10.3. Test-Taking Skill
method Note-taking Explain test anxiety
10.4. Test Anxiety and Overcoming Test Anxiety
Answering coping mechanisms
10.5. Goal Setting

Chapter Eleven: Social Skills

93 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 11.1. Understanding Intercultural Diversity and Active
Diversity Management Gape lecture Listening Define the term
Week 11.2. Gender and Social Inclusion Group Asking social skills
14 & 11.3. Interpersonal Communication Skills discussion Questions Explain reasons of
15 11.4. Social Influences and Peer Pressure Independent taking Notes social inclusions and
11.5. Assertiveness learning exclusions
11.6. Conflict and Conflict Resolution Explain techniques of
11.7. Team Work overcoming risky
11.8 Overcoming Risky Behavior behavior

Week 16 is Reserved For Final Examination

5 Assessment Strategies & Techniques and Course Policy

Assessment Continues assessment (Test, Quiz, and Group assignment 25%)
Test………………………………………………………………….......10%
Group assignment ………………………………………………………10%
Quiz……………………………………………………………………...5%
Mid………………………………………………………….… ………...25%.
Final exam ……………………………………………………………….50%
Total………………………………………………..………………………....100

Course policy A student has to:

Attend at least 85% of the classes.
Take all continuous assessments and mid Exam.
Take final examination.
Respect all rules & regulations of the university.

6. Instructional resources
94 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 General Psychology Module

References
Burnard, P. (1989). Teaching interpersonal skills: A handbook of experiential learningfor health
professionals. London, UK: Chapman and Hall.
Coon, D. &Mitterer, J.O. (2008).Introduction to psychology: Gateways to mind and behavior
(12thed).
New York, NY: McGraw Hill.
Feldman, R.S. (2018). Essentials of understanding psychology (13 thed). New York, NY:
McGraw Hill. Gray, P. &Bjorklund,
D.F. (2017).Psychology (7thed). New York, NY: Worth Publishers.
Haddon, P.F. (1990). Mastering personal and interpersonal skills: Key techniques and personal
success
London, UK: Thorogood Ltd.
Hays, J. (2002).Interpersonal skills at work (2nded). New York, NY: Routledge
Kalat, J.W. (2013). Introduction to psychology (13thed). New York, NY: McGraw Hill.
Lahey, B.B. (2008). Psychology: An introduction (10thed). New York, NY: McGrawHill.
Lilienfeld, S.O., Lynn, S.J., Namy, L.L. & Woolf, N.J. (2017).Psychology: From Inquiry to
Understanding (3rded). Upper Saddle River, NJ: Pearson Education.
Meyers, D.G. &DeWall, C.N. (2016). Exploring psychology in modules (10 thed). New York,
NY:
Worth publishers.
Pavord, E. &Donnely, E. (2015). Communication and interpersonal skills (2nded). Banbury, UK:
Lantern publishing
Weiten, W. (2014).Psychology: Themes and variations (briefer version, 9thed). Belmont, CA:

95 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
Hawassa University
College of Social Sciences and Humanities
Department of Political Science and International Studies
Course Guide Book

1. Course Information

Course Title Moral and Citizenship/ Civic Education Civic MoSHE

Course Code
MCED 1011 MCiE1012 MoSHE

Credit Hrs./ ECTS Cr Hrs=2 L=2 T=0 P=0 H=6 Cp=4

Contact Hrs. 2(2 Lecture)

Semester II

Year I

Pre-requisites None

Target Group All First Year Undergraduate Students

2. Course Description:
This course is designed for undergraduate students with the aim of producing good citizens.It emphasizes on
equipping learners with the necessary civic competence and activeparticipation in public life. It will also help them
to exercise their democratic rights anddischarging their responsibilities effectively by familiarizing them with
necessary civicknowledge and skills. In countries such as ours, where the process of cultivating
modernconstitutional and democratic values in the minds of citizens is experiencing seriouschallenges, largely
because the country had no established civic culture and partly becausethese values and principles are not yet well-
institutionalized, civics and ethical educationremains to be imperative. To this end, the course introduces learners to
the basics of civicsand ethics, citizenship, morality and the goals of studying civics and ethics. It exposesstudents to
the meanings, foundations, approaches, values and principles of ethics and civicvirtue that learners must be equipped
with both as citizens and professionals in theirencounter with real life situations both to be morally matured and
responsible while makingdecisions and taking actions. The course also elucidate the nature, purpose and forms
ofstate and government, constitution, democracy and human rights, the nature of democraticcitizenship, modes of
96 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
cultivating civic-virtues in our citizens mainly within the context of
Ethiopia.

3. Objective of the course

Attheendofthecourse,studentsshouldbeableto:
Understand the subject matter of Civics and Ethics;
Cultivate certain moral values and civic virtues that enable them to be morallymatured and competent in their
Module 02

Foundation of Educational Management

e. Module Number: 02
f. Module Code: (EdPM- M2021)
g. Module EtCTS: 30
h. Module Category: Core

SN Course title Course Deliver Cr. EtCTS CP

code y H
System LH TH L/P HS

1 Information and Inct 2021 Semeste 3 2 0 3 5 5 3

communication technology r Based

2 Introduction to Educational EdPM2021 Semester 3 2 1 0 7 5 1

Management Based

3 Educational Organization EdPM2022 Semester 3 2 1 0 7 5 1

& Management I Based

97 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 4 Educational Organization EdPM2023 Semester 3 2 1 0 7 5 1
& Management II Based

5 Educational Psychology Psyc2024 Semester 3 2 1 0 7 5 3

Based

6 Introduction to history and EdPM2025 Semeste 3 2 1 0 5 1

philosophy of education r Based

Total 18 30

V. Module Objectives
After the completion of this module the students will be able to:
Know the basic concepts, characteristics, principles and theories of educational organization and
management essential to the understanding of educational organizations at micro and macro
levels
Understand the basics of educational management that lay foundation for the development of
planning, organizing, staffing, leading and controlling competencies.
create clear understanding on the peculiar nature of educational organizations and their
management
Make students more familiar with alternative strategies to carry out an effective and efficient
educational system.
make students familiar with theories of educational organization and management
make students more alert on the influence of environment on educational organizations
create awareness and understanding of students on issues that are related to work assignment and
people behavior in an organization
build up the confidence and capacity of students in managing educational organizations within a
swiftly changing global environment

98 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 familiarize students with contemporary issues (organizational development, organizational
culture, organizational climate, organizational empowerment)

Vi. Module Competences

Applying the basic principles of organizing, communicating & decision making in educational
organizations
Manage group behavior within educational organization

Vii. Module description

The module foundation of educational organization and management is a first module which is
given at the first semester of first year; which acquaints students of Educational Planning and
Management with the nature and concepts of educational management, theoretical Basis of
Organization and Management, Systems Theory, work assignment, people behavior, teacher
assignment, Environment and theories of organizational development. It also introduces
students to the actual practices in educational organization and management. Moreover, it
describes the unique features of educational management as well as the historical development of
management. Besides, it tries to see organizational culture and climate. Furthermore; it tries to
revisit decision making, communication and controlling as functions of management. To this
effect, the module contains Introduction to Educational Management, Educational Organization
& Management I & II as compulsory courses and Communicative English Skills, Civics and
Ethical Studies & Educational Psychology as supportive courses.
Viii. Mode of Delivery: Block & Parallel (semester based)
XV. Method of Teaching: Active learning which may include

Independent learning
Lecture
Project work
99 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 Team work/Collaborative Learning
Field work
Group discussion
Reflection (Group and individual)Xi. Course Syllabus/Guide Book

Hawassa University

College of Education

Department of Educational Planning & Management

Course Guide Book

Module Name/No: Education management EdPM- M2021

Course Titles/Codes Introduction to Information and Communication Technology ( Inct 2021)

Course Weight LH 1; TH 0; PH 2; HS 7 & CP 5

Course Information Target Group : EdPM Year II Academic Year:__________ Semester: I

Name: - Phone No.

Module Coordinator
E-mail:- Office:-

100 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
Instructor (s) Name Name: Name:
and Contact Phone: Phone:
Information Email: Email:

Course Description
This course is introductory common course that discusses the currently revolving ICT, Computer &
related technologies. The course helps students to be familiar with the general aspects of ICT and
specifically pay large focus on Computer Technology. The topics include characteristics, types, history,
generations, and applications of computer. Lessons in this course also includes over view of physical and
operational organization of computer system, over view of computer networking and network advantages,
computer security threats and protection, and the internet.

Learning Outcome
At the end of this course students are expected to demonstrate the following competencies:
Able to identify the different types of computers and computer applications
Clearly understand the physical and operational organization of a computer system
Basic knowledge of the different hardware and software components that make up a computer system.
Identify the different types of computer networks, network advantages, network media, and topologies
Able to identify different computer security threats and remove form computer
Will be familiar with internet use and terminologies.

Pre-requisites None

Course Status Semester based

Schedule

Week Topics and Subtopics Text books

101 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 Chapter One:
Introduction to ICT A Balanced Introduction to

Definition of computer and computer science Computer Science

Characteristics of computer www.e-booksdirectory.com

Type of computer www.computerbasicsguide.com/

Applications of computer basics/types.html

Chapter two:
A Balanced Introduction to
Historical development of computer
Computer Science
Generations of Computer
www.e-booksdirectory.com
Trends in Computer Development

Using Computers in an Information

Chapter three: Age
Introduction to computer system RICHARD W. BRIGHTMAN and
Computer Hardware JEFFREY M. DIMSDALE
PAGE 117-199

Using Computers in an Information

Computer software Age
System Software RICHARD W. BRIGHTMAN and
Application Software JEFFREY M. DIMSDALE PAGE
117-199

Chapter four: Basics of Networking

Data Communication, Data Communication NIIT Prentice-Hall of India
Components, data Transmission Mode New Delhi 2004 Page 1-3, 27-37,39-
Data transmission medium 59

102 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 Computer Network Basics of Networking

Common network devices NIIT Prentice-Hall of India

Computer network types New Delhi 2004 Page 1-3, 27-37,39-

Advantages and disadvantages of installing a network 59

Network topologies Basics of Networking NIIT Prentice-
Media access Hall of India New Delhi 2004
Page 1-3, 27-37,39-59

Chapter five:
Introduction to Computer Security http://en.wikipedia.org/wiki/Malware
Computer Security Threats
Computer virus
http://en.wikipedia.org/wiki/Malware
Computer worms
Trojan horse
Adware and spywares, crackers
http://en.wikipedia.org/wiki/Malware
Security threat indicators/symptoms

Protecting computer against security threats Internet and Multimedia

Safety Mechanisms Retendra Goel
Chapter six: Ramesh Chandra
Introduction to Internet 2003 edition
Basic Internet Terms New Delhi
Getting connected to internet Page 16-27,30-48,76-89

Commonly used internet applications/services Internet and Multimedia Retendra

Social Networks Goel
Social impacts of internet Ramesh Chandra 2003 edition
Privacy issues New Delhi

103 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 Page 16-27,30-48,76-89

Mode of delivery/Teaching and learning methods: Demonstration, Lecture and Laboratory

Mode of assessment
Quiz: 12%
Individual assignment/Project: 11%
Group assignment/ Project: 12%
Mid Exam: 25%
Final exam: 40%
Total: 100%

Class/Practical Attendance: At least 85% attendance must be maintained by the

Course Polices student.
Grading System: Fixed scale

Introduction to Computer Science, ITL Education Solutions Ltd, Pearson

Education, 2004
Dida Midekso, Introduction to Computer Science, Ethiopia, AAU, 1994
References
Computer Science: An Overview: International Edition, (10th ed.), Pearson Higher
Education, 2007.
Introduction to Computer by Alexis.L & Mathews.R (1999)

Approved by :
Department Head/ Module Coordinator __________________________
Signature ____________________________ Date

104 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
Hawassa University

College of Education

Department of Educational Planning & Management

Module Name/No Foundation of Educational Management EdPM -M2021

Course Titles/Codes Introduction to Educational Management (EdPM2021)

Course weight ECTS

CP
LH TH PH HS

2 1 0 7 5

Instructor (s) Name Name: Phone :

and Contact Office hour: ______ Email :
Information Office :

Course Information Target Group –EdPM 2nd year Academic Year : Semester I
Contact Days: Contact Time: Contact Room:

Course Description
This course introduces students to the nature and concepts of educational organization and management.
It also acquaints student with the functions of management. Moreover, it describes the unique features
of educational organization and management as well as the historical development of management, and
it tries to revisit students with the environments of Ethiopian school.

Learning Outcome: at the end of this course students will:

Understand the concepts of educational organization and management.
Develop organizational chart of educational institutions

105 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
Identify and evaluate unique features of educational institutions and their management;
Explain the evolution of management thought and the genesis of educational management as a
discipline;
Describe basic theories of management and use them to explain schools and their functions;
Apply the function of management in their day to day activities

Pre-requisites None

Course Status Core/Compulsory

Week Topics and Subtopics Text books

Unit One: Basic Concepts of Educational Organization and

Management
Definition and Characteristics of Organizations Prasad L.M. (1989)
Concepts, Nature and Aspects of Management Principles and Practices of
What is Management? Management. (Page1-150)
The Management Dilemmas
Management Vs Administration
Is management an Art or science?
Management Vs Leadership
Levels and Skills of Management Hoy and Miskel(2008).
Managerial Functions Educational Administration
Managerial Roles
Unique Features of Educational Organization and Management
Unit Two: Evolution of Management Thoughts
Pre-classical Management Period
The Classical School of Management Thought

106 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 The Human Relations School of Management Thought
The Behavioral School of Management Thought
The Contemporary Management Views

Systems Theory
Contingency Approach Prasad L.M. (1989)
Recent Management Positions Principles and Practices of
Unit Three: Management function in Education Management. Page1-45)
Planning
Organizing
Staffing
Leading
Controlling
Unit four Organizational Environment
4.1 the Nature of Environment
4.2 Environmental Components
4.2.1 Economic Environment
4.2.2 Political and legal Environment
4.2.3 Social Environment
4.2.4 Technical Environment

4.3 Environmental Assessment/diagnosis Robbins (2000)

4.4 Organizational influence of Environment Hersay, Blanchard and
Johnson (1998) PP.164-186

Mode of delivery/Teaching and learning methods:

Interactive Lecture, individual presentation, Group discussion and reflection,

Mode of assessment
107 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
Quiz: 12%
Individual assignment/Project: 11%
Group assignment/ Project: 12%
Mid Exam: 25%
Final exam: 40%
Total: 100%

Course Policy
All the students are expected to respect the code of conduct of students (article 166and 166/1.1 of the
senate legislation of BDU May 20, 2005)throughout the course. Academic dishonesty including
cheating, fabrication and plagiarism will not be tolerated so measures will be taken in accordance to the
legislation by the concerned body if you are found guilty of any of these.
Students are expected to actively participate in the course since the teaching method is active learning.
Moreover class attendance and participation is mandatory. Any student who fail to attend at least 85%
of the class is not allowed to sit for the final exam. Therefore you have to be punctual and attend the
classes regularly.
Whenever you are in the class you MUST switch of your cell phone or at least put it in its silent mode
You are also responsible to follow an announcements or changes in schedule which will be
communicated to you either through your representative or posed on the notice board.
The final exam and the assessment as whole could be include both forms and what is discussed in the
class as well as from the materials you are told to read. so to maximize you score try to read as many
related materials to the course as possible

References
Adesina, Segum (1990). Educational Management. Enugu: Fourth dimension publishing Co. LTD
Agarwal, R.D. (1993). Organization and Management. New Delhi: Tata Mc Graw Hill
Publishing Company.
Ayalew Shibeshi (1991). Approaches to Educational Organization and Management. Addis Ababa

108 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
University (Unpublished Teaching Material).
Barney, J. B. Griffin R.W. (1992). The Management of Organizations: Strategy, Structure, and
Behavior. Geneva: Houghton Mifflin Company.
Beharman, et al (2002). Conceptual Issues in the Role of Educational Decentralization in Promoting
Effective Schooling in Asian Developing Countries. Manila: ADB.
Chaterjee, S.S.(1996).An Introduction to Management: Its Principles and techniques. Calcutta: The
World press priv.Ltd.
Cyrus F. Gibson (1980). Managing Organizational Behavior: Achieving Results Through
Understanding and Action. Homewood: Richard D. Irwin, inc.
Desseler,Gary(1994) 6th ed. Human Resource Management. New Jersey: Prentice Hall ,Englewood
Cliffs.
Forojalla, S.B. (1993). Educational Planning for Development. New York: St. Martin's Press.
Fremont E. Kast, James E. Rosenzweig, (1985). Organization and Management: A Systems and
Contingency Approach (4th ed.). New York: McGraw-Hill, inc.
Garcia, Marito and Rajkumar, Andrew Sunil (January 2008). Achieving Better Service Delivery
through Decentralization in Ethiopia. Washington, D.C.: The World Bank
Gaynor, Alan Kibbe (1998). Analyzing Problems in Schools and School Systems: A Theoretical
Approach. Mahwah: Lawrence Erlbaum Associates, Publishers
Hanson, E.Mark (1996). Educational Administration and Organizational Behavior. Boston: Alliyn and
Bacon.
Heneri. Tosi, and et al (1999). Managing Organizational Behavior (4th ed.). UK: Blackwell Publishers
Ltd.
Hersey, P.and K.H. Blachard (1993). Management of Organizational Behavior. Boston: Allen and
Bacon
Holt, D.H. (1993). Management: Principles and Practices, 3 rd Ed. New Jersey: Prentice-
Hall, Inc.
Hoover, Nancy R., and others. "Transformational and Transactional Leadership: An Empirical Test of a
Theory." Paper presented at annual meeting of the American Educational Research Association
109 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
(Chicago, Illinois, April 1991). 36 pages. ED 331 117.
Hoy, Wayne K. and Cecil G. Miskel (1996). Educational Administration: Theory, Research, and
Practice. New York: McGraw - Hill, Inc.
J.S. Jun and D.S. Wright (1996). Globalization and Decentralization, Georgetown University Press,
Washington, D.C.
Kinard, J. (1988). Management. Toronto: D.C. Health and Company.
Kumar, P.(2002). Management Concept and Practices. New Delhi: Cyber-tech Publication.
Lunenburg, F. C. and Allan C. (2000). Educational Administration: Concepts and
Practices. Wad worth: Thomson Learning.
MOE (2006). Decentralized Management of Education in Ethiopia: A Reference Manual.
Addis Ababa: MOE
Morphet, Edgar L. (1982). Educational Organization and Administration: Concepts, Practices and Issue
(Fourth edition). Boston: Prentices hall Inc.
Murugan, M. Sakthivel (2004). Management Principles and Practices. New age International Pvt .Ltd
Publishers
Owns, G. Robert (1998) Organizational Behavior in Education (6th ed.). Boston: Allyn and Bacon.

Approved by:
Department Head/ Module Coordinator __________________________
Signature ____________________________ Date

Hawassa University

College of Education

Department of Educational Planning & Management

Course Guide book/Syllabus

110 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
Module Name/No 01 Foundation of Educational Management EdPM -M2021

Course Weight LH 2; TH 1; PH 0; HS 7 and CP 5

Target group Target Group- EdPM Year II Academic Year ---------- Semester I
information Contact Day -------Contact Time:--------- Contact Room :--------------

Course Titles/Codes Educational Organization and Management I (EdPM2022

Module Chair Name:- ……………… Phone No. ……………..

E-mail:-------------------- Office:- -----------------

Instructor (s) Name Name:………………… Phone : ……….... Email : …………………

and Contact Office : ………………….. Office hour: ………………….
Information

Course Description
This course introduces students to the tools(communication, motivation, decision making and
leadership) of educational management and try to relate these to the actual practices in educational
organization and management. Moreover, it describes the educational organization and management,
general systems theory and contingency View of organization, the aspects of work assignment ,teacher
assignment and people Behavior in organizations.

Learning Outcome: at the end of the course students will be:

Apply develop and effective and efficient communication to carry out educational activities
Apply theories of organization and management in education
Develop organizational structure
Develop and assign work in educational institutions
Apply motivation theories in educational organizations
Managing educational organizations within a swiftly changing global environment

111 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
Identify the appropriate decision making process to educational institutions

Pre-requisites Introduction to Educational Management

Course Status Core

Schedule

Week Topics and Subtopics Text books

Chapter One: Communication Ukeje B.. Akabohu G.. Ndu A.

Nature of communication (1992).Educational Administration.
Importance and objective of communication ( pp,90)
The communication Process Hersey P.;Blanchard K.&Johnson D.
Communication in organizational setting (2006).Management of Organizational
Communication network Behaviour Leading Human resources.
Principles of effective communication (pp. 8
Barriers of effective communication Terry G,&Franklin S.(2006).Principles of
Management 8th edition.pp. 1-15
Hoy and Miskel (2008). educational
administration: theory and practice

Chapter Two: Decision making in educational Terry G,&Franklin S.(2006).Principles of

organizations Management 8th edition.pp. 19-39
Meaning of decision Making
Types of Decision making Hoy and Miskel (2008). educational
Models and steps in decision making administration: theory and practice
Decision Making situation
Common difficulty in decision making

112 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 Chapter three: Motivation
The Nature of Motivation and satisfaction McShane (2000). Organizational behavior
Theories of Motivation Ukeje B.. Akabohu G.. Ndu A.
Content theory of Motivation (1992).Educational Administration.( 148-
Process theory of Motivation 158,395-420)
Are Motivation Theory culture bounded Ayalew Shibeshi (1991) Approches of
Managerial approach to Motivation educational organization and Mgt.

Chapter four: Leadership Ukeje B.. Akabohu G.. Ndu A.

Meaning of Leadership (1992).Educational Administration.(114-
characteristics of Leadership 148)
Approaches of Leadership
effective leadership Terry G,&Franklin S.(2006).Principles of
Conditions of Effective leadership Management 8th edition.pp. 193-212;
Chapter Five: Work Assignment 217-236
Chapter Six: Teacher Assignment

Mode of delivery/Teaching and learning methods: Active learning (Lecture, individual work
(independent study), Group work ,individual and group discussions Peer learning or cooperative
learning etc

Mode of assessment
Quiz: 12%
Individual assignment/Project: 11%
Group assignment/ Project: 12%
Mid Exam: 25%
Final exam: 40%
Total: 100%

Course Polices
113 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
All the students are expected to respect the code of conduct of students (article 166and 166/1.1 of the
senate legislation of BDU May 20, 2005)throughout the course. Academic dishonesty including
cheating, fabrication and plagiarism will not be tolerated so measures will be taken in accordance to the
legislation by the concerned body if you are found guilty of any of these.
Students are expected to actively participate in the course since the teaching method is active learning.
Moreover class attendance and participation is mandatory. Any student who fail to attend at least 85%
of the class is not allowed to sit for the final exam. Therefore you have to be punctual and attend the
classes regularly.
Whenever you are in the class you MUST switch of your cell phone or at least put it in its silent mode
You are also responsible to follow an announcements or changes in schedule which will be
communicated to you either through your representative or posting on the notice board.
The final exam and the assessment as whole could be include both form what is discussed in the class as
well as from the materials you are told to read. so to maximize you score try to read as many related
materials to the course as possible

References
Atcchsion, T.J. & Hill W.W. (1978) Management Today, New York Harcourt Brace Jovanovich inc.
Ayalew Shibeshi (1991). Approaches to Educational Organization and Management. Addis Ababa
University Faculty of Education
Bertalanffy.L.Von (1968) General systems Theory Foundations. Development Application. New York:
Georg Braziller.
Brown. B.W. & Moberg. D.J. (1980) Organization Theory and Management, New York: John Wiley
and Sons.
Bush.T.et.al (1986) Approaches to School Management., London: Harper and Raw Publishers.
Campbell. R.F. and Gregg. R.T. (1957) Administrative Behavior in Education. New York: Harper and
Brother.
Certo C.Samuel. (2003). Modern management. (9thEd). New Delhi: Prentice Hall of India PLC.

114 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
Dror. Y. (1968) Public Policy Making Re-examined. Chandler Publishing.
Granger. R.L.(1971) Educational Leadership: An Interdisciplinary Perspective. Scranton.
Greenfield T.B. (1980) " Theory About organization a New perspective and its Implication for Schools
in Bush et. al. (ed) Approaches to School Management London: Harper & Raw Publishers.
Griffiffith. Francis(1979) Administrative Theory in Education: Text and Readings. Michingana,
Pendel Publishing Company.
Hanson. E.Mark(1985) Educational Administration and Organizational Behavior. Boston Allan and
Bacon. Inc.
Hersey. P. Blanchard K.H. (1982) Management of Organizational Behavior Utilizing Human Resource
Prentice-Hall.
Herzberg. F. (1966) Work and the Nature of Man. Work Publishing.
Hughes. H.(et.al) (1985) Managing Education. The System and the Institution London: Holt. Rinehart
and Winston.
Katz. D & Kahn. R.I.(1976) The Social Psychology of Organizations. New York John Wiley & Sons.
Knezevich. (1976) Administration of Public Education. New York: Harper & Row Publishers.
Kumer P. (2005). Principles of Management New Delhi: Cyber Tech Publication.
Litterer. J.K. (1969) Organization Structure and Behavior Vol. I & II New York John Wiley & Sons
inc.
Mann. D.(1975) Policy Decision Making in Education. New York. Harper & Row Publishers.
Maslow A.H. (1954) Motivation and Personality.
MeGregor. D (1960) The Human Side of Enterprise. New York McGraw. McGraw Hill.
Morphet. E. Johns and Reller. T. (1967) Education Organization and Administration. Concepts,
Practices and Issues. Engleswood Chiffs N.J Prenntise-Hall.
Sax. R.W. (1980) Educational Administration today: an Introduction Berkley MeCutehan Publishing
Corporation.
Sergiovanni. Thomas J. and Carver. Fred. F. (1980) The New School Executive: A Theory
ofAdministration. New York ; Harper 7 Row Publishers.
Silver. Paula. F. (1983) Educational Administration Theoretical Perspective on Practice and Research.
115 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
New York. Harper & Row Publishers.
Stewart. R. (1979). The Reality of Organizations Cox and Waynan Ltd.
Stoner, A.F. James, Freeman R. Edward and Gilbert, R.Daniel. (1995). Management (6 thEd). New
Delhi: Prentice Hall.
Stoops. E. et.al. (1980) Handbook of Educational Administration. A Guide for the Practitioner. Boston:
Allyn and Bacon. Inc.
Walton. J. (1969) Administration and Policy Making in Education. Baltimore. The Johns Hopkins Press.

Approved by: Department Head/ Module Coordinator__________

Signature ____________________________ Date

Hawassa University

College of Education

Department of Educational Planning & Management

Course Guide book/Syllabus

Module Name/No. 01 Foundation of Educational Management EdPM -M2021

Course Weight LH 2; TH 1; PH 0; HS 7 and CP 5

Course Information Target Group –EdPM 2nd year

Academic Year Semester I
Meeting Days- ___________Meeting Time: __________ Meeting
Location/Room ________

Course Titles/Codes Educational Organization and Management II EdPM2023

116 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
Module Coordinator Name:-----------E-mail:-____________
Office:______ Phone No.-___________

Instructor (s) Name Name: Phone : Email :

and Contact Information Office : Consultation hour: _____

Course Description
This course is designed to acquaint students of Educational Planning and Management with the
contemporary aspects of organizational development. Besides, it tries to see organizational culture and
climate, and try to discover the different management tools like Total Quality Management,
Management by Objective . Furthermore; it tries to revisit the principle of managing individual and
group behavior in educational organization.

Learning Outcome
Understand individual and group behavior in organizational setting.
Understand the basic concepts, principles and techniques of organizations development.
Apply the different management tools to educational institutions
Develop skills to manage employees in individual and group setting
Formulate organizational strategic directions like vision, mission and values for educational institution.
Evaluate organizational culture and climate of educational institutions.

Pre-requisites Educational organization and management I

Course Status Core

Schedule

Week Topics and Subtopics Text books

117 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 Unit One: Organizational Development
The Nature and Concepts of Organizational Development
Components of Organizational development

Vision, values and Mission Argyris. C.(1960)

Governance in Education Understanding
Strategic Thinking and Planning organizational Behavior.
program Development and Implementation
Evaluation, Learning and Accountability
Human Resources Management
Management System and Structure McGregor D. (1960) The
Resource Development Human Side of Enterprise
Unit Two: Managing Individual
2.1 Managing diversity and individual behavior Hanson. E. Marx (1985)
2.2 Managing the perceptual process and attribution of the work Educational Administration
force and Organizational
2.3 Managing human resources Behaviour. Boston Allgn and
2.4 designing jobs to ensure high performance Bacon. Inc.
Unit three Managing Group
3.1 the nature of group in organization Hersey: P.Blanchard K.H.
3.2 input foundation of group effectiveness (1982) Management of
3.2 Group and inter group dynamics Organizational
3.3 Decision making in groups BehaviourUtilizing Human
3.4 Team work and performance

Unit Four: Managing organization

Basic attribute of organization

118 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 Organizational design
Nigh performance of organizational culture

Unit five: Managing Process Katz. D & Kahn R.L. (1976)

High performance leadership The Social Psychology of
Power and organizational politics Organization
Information and communication
Conflict and Negotiation
Change, innovation and stress

Mode of delivery/Teaching and learning methods: Classroom contact/Lecture, individual work

(independent study), home study, Tutorial, Group work, Practical work.

Mode of assessment
Quiz: 12%
Individual assignment/Project: 11%
Group assignment/ Project: 12%
Mid Exam: 25%
Final exam: 40%
Total: 100%

Course Policy
All the students are expected to respect the code of conduct of students (article 166and 166/1.1 of the
senate legislation of BDU May 20, 2005)throughout the course. Academic dishonesty including
cheating, fabrication and plagiarism will not be tolerated so measures will be taken in accordance to the
legislation by the concerned body if you are found guilty of any of these.
Students are expected to actively participate in the course since the teaching method is active learning.
Moreover, class attendance and participation are mandatory. Any student who fail to attend at least 85%
of the class is not allowed to sit for the final exam. Therefore, you have to be punctual and attend the

119 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
classes regularly.
Whenever you are in the class you MUST switch of your cell phone or at least put it in its silent mode
You are also responsible to follow an announcements or changes in schedule which will be
communicated to you either through your representative or posed on the notice board.
The final exam and the assessment as whole could be include both form what is discussed in the class as
well as from the materials you are told to read. so to maximize you score try to read as many related
materials to the course as possible

References
Argyris. C.(1960) Understanding organizational Behaviour. Dorsey. At Chison T.J.& Hill W.W. (1978)
Management Today New York Harcourt Brace Jovanovich Inc.
Brown. B.W. & Moberg D.J(1980) Organization Theory and Management New York: John Wiley and
sous.
Bush T. et. Al. (1986) Approaches to School Management. London. Haiper and Raw Publishers.
Campbell. R.f. and Gregg. R.T. (1957) Administrative Behaviour in Education. NewYork: Harper and
Brother.
Dror. Y.(1968) Public Policy Making re-examined chandler Publishing.
Greenfield. T.B. (1980) “Theory About Organization a New Perspective and its Implication for
Schools” In Bush. et al. (ed) Approaches to SchoolManagement London: Harper & Row.
Criffifith, Franics (1979) Administrative Theory in Education: Text and Readings. Michigan. Pendel
Publishing Company.
Hanson. E. Marx (1985) Educational Administration and Organizational Behaviour. Boston Allgn and
Bacon. Inc.
Hersey: P.Blanchard K.H. (1982) Management of Organizational BehaviourUtilizing Human Resource
Prentie-Hall.
Katz. D & Kahn R.L. (1976) The Social Psychology of Organization. Wilay
Knezevich. S.J. (1969) Administration of Public Education. New York. Harper & Row Publishers.
Litterer. J.A. (1969) Organization Structure and Behaviour Vol. I& II New York: John Wiley & Sonds

120 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
Inc.
Mann. D. (1975) Policy Decision Making in Education. New York: Teachers College.
McGregor D. (1960) The Human Side of Enterprise. Mc-Graw Hill
Morphet. E.Jhons and Reller. T. (1967) Educational Organization and Administration: Concepts.
Practices and Issues. Englswood Cliffs N.J. Prentise -Hall.
Reddin W.J. (1970). Managerial Effectiveness. Mc-Graw Hill.
Saxe. R.W. (1980) Educational Administration Today: An Introduction. Berkley. Mc Cutchan
Publishing Corporation
Sergiovani. Thomas J. and Carver. Fred. F. (1980) The New School Executive: A Theory of
Administration. New York: Harper & Row Publishers.
Silver. Paula F. 1983 Educational Administration. Theoretical Perspective on Practiceand Research.
New York: Harper & Row Publishers
Stewart. R.(1979) The Reality of Organization Cox and Waynan. Ltd.
Tekeste Negash (1990) The crisis of Ethiopian Education: Some Implications ForNation Building.
Uppsala University: Uppsala Reports on Education no 29
Tekeste Negash (1996) Rethinking Education in Ethiopia, Uppsala: Nordiska African Faculty
Teshome G.Wagaw (1979) Education in Ethiopia , Ann Arbor: Michigan University Press.
Vroom. V.H. (1964) Work and Motivation. New York: Wiley.
Vroom. V.H. and Deci. E.L. (eds) (1970) Management and Motivation Penguin.
Walton J. (1969). Administration and Policy Making in Education Baltimore. The Johns Hopkins Pr
William. J.C.(1978) Human Behaviour in Organizations. Western Publish Co.
Wilson, R.E. (1960) Educational Administration. Columbs. Ohio.

Approved by: Department Head/ Module Coordinator __________________________

Signature ____________________________ Date

121 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
Hawassa University

College of Education

Department of Educational Planning & Management

Course Guide book

Course Titles/Codes Educational Psychology (Psyc2024)

Course Credit 3 cr. Hrs

Course Information Target Group: Second Year Educational Planning and

Management
Academic Year Semester I
Meeting Day --------------- Meeting Time:-----------------
Meeting Location/Room: Room

Module Name/No. 01 Foundation of Educational Management EdPM -M2021

Module Coordinator Name:- ……………… Phone No. ……………..

E-mail:-------------------- Office:- -----------

Instructor (s) Name Name:___________ Phone: _________-Email:___________

and Contact Information Office: _____________Office hour: ………………….

ECTS 4

Course Description
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 This course familiarizes learners with fundamental psychological principles, theories, and practical
strategies in the learning process. The focal topics of the course include: the use of Educational
psychology to teaching & learning, developmental factors affecting learning, models of interaction
in teaching & learning, and principles & strategies concerning motivation. The emphasis will be on
understanding basic principles & their applications in teaching learning process.

Learning Outcome
Specify the major aspects of educational psychology
Explain developmental patterns and their implications for learning
Recognize implications of learning theories for instruction
Discuss individual differences and their impact on the teaching-learning processes
Describe strategies for motivating learners and managing their behavior

Pre-requisites None

Course Status Supportive

Week Topics and Subtopics Textbooks

Introduction Santrock, W. J.(2001).

Meaning of Educational Psychology Educational psychology.
Major areas of educational psychology Page ___
What makes a good teacher?
Researches methods in educational psychology Slavin, R. (2006). Educational
psychology: Theory and practice
(8th ed.)
Page 3-5

123 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 Human Development
Meaning of Basic Terms (growth, maturation, learning,
and development)
Human Development Theories and their implication in
education Woolfolk, A. (2004).
Psychodynamic Theory (Freud) Educational Psychology (9th ed.).
Psychosocial theory (E. Erickson) Page 23-24
Theory of cognitive development Page 28-37
Theory of moral Development (Koholberg) Page 66-77
Page 80-82

Individual differences in learning Gage, N.L, & Berliner, M

Meaning of individual difference (1998). Educational Psychology
Causes of individual difference (6th)
Major areas of individual differences Page _____.
Woolfolk, A. (2004).
Educational Psychology (9th ed.).
Page 107-115
Page 118-121

Psychology of Learning Dembo, M. (1994). Applying

Meaning of learning educational psychology (4th ed.).
Factors affecting learning Page
Major Theories of learning

124 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 Behavioral theories of learning
Classical conditioning (Ivan,pavlov) Woolfolk, A. (2004).
Operant conditioning (B.F. Skinner) Educational Psychology (9th ed.).
Contiguity learning theory (E.R. Guthrie) Page 198-211
Connectionism learning theory (E.L. Thorndike) Page 236-260
Social learning Theory
Cognitive learning Theory Woolfolk, A. (2004).
Gestalt Theory of learning Educational Psychology (9th ed.).
Information processing theory Page 317-318
Constructivism Page 322-333

Motivation in learning
Meaning of Motivation Santrock, W. J.(2001).
Kinds of motivation Educational psychology.
Theories of motivation
Behaviorism
Cognitive theories
Humanistic view of motivation
Educational implications of motivation

Course Delivery Mode

Different active learning methods such as interactive lecture, group discussion, question and answer,
micro teaching, buzz group, crossover groups, independent work, and jigsaw groups.
Mode of assessment

125 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
Quiz: 12%
Individual assignment/Project: 11%
Group assignment/ Project: 12%
Mid Exam: 25%
Final exam: 40%
Total: 100%

Course Polices
All the students are expected to respect the code of conduct of students (article 166and 166/1.1 of the
senate legislation of BDU May 20, 2005)throughout the course. Academic dishonesty including
cheating, fabrication and plagiarism will not be tolerated so measures will be taken in accordance to the
legislation by the concerned body if you are found guilty of any of these.
Students are expected to actively participate in the course since the teaching method is active learning.
Moreover class attendance and participation is mandatory. Any student who fail to attend at least 85%
of the class is not allowed to sit for the final exam. Therefore you have to be punctual and attend the
classes regularly.
Whenever you are in the class you MUST switch of your cell phone or at least put it in its silent mode
You are also responsible to follow an announcements or changes in schedule which will be
communicated to you either through your representative or posed on the notice board. The final exam
and the assessment as whole could be include both form what is discussed in the class as well as from
the materials you are told to read. so to maximize you score try to read as many related materials to the
course as possible.

References
Necessary:
Dembo, M. (1994). Applying educational psychology (4th ed.). New York: Longman.
Elliott, S., Kratochwill, T., Cook, J. and Travers, J. (2000). Educational psychology: Effective
teaching, effective learning (3rd ed.). Boston: McGraw Hill.
Gage, N.L, & Berliner, M (1998). Educational Psychology (6th). Houghton Mifflin Company.
126 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
Santrock, W. J.(2001). Educational psychology. McGram-Hill companies, Inc.
Slavin, R. (2006). Educational psychology: Theory and practice (8 th ed.). Boston: Pearson
Education, Inc.
Snowman, J., McCown, R., & Biehler, R. (2009). Psychology applied to teaching (12 th ed.)
Wadsworth, Cengage learning.
Woolfolk, A. (2004). Educational Psychology (9th ed.). Pearson Education Pte.Ltd
Available:
Chance, P. (2009). Learning and behavior: Active learning Education (6 th ed.). Wadsworth,
Cengage learning.Others:
Powell, R., Symbaluk, D., & Honey, L. P. (2009). Introduction to learning & behavior (3rd ed.).

Approved by :
Department Head/ Module Coordinator __________________________
Signature ____________________________ Date

Hawassa University

College of Education, Department of EdPM

Course Guide book/Syllabus

Course Titles/Codes Introduction to History and Philosophy of Education EdPM2025

Course Weight CP 5

Course Information Target Group –EdPM Regular Year -2nd Semester -II
Meeting Day --------------- Meeting
Time:----------------- Meeting Location/Room :-----------------

127 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
Module Name/No. School and Society

Module Coordinator Name:- ……………… Phone No. ……………..

E-mail:-------------------- Office:- -----------------

Instructor (s) Name Name… Phone…

and Contact Information Email…
Office… Office hour: ………………….

Course Description
The course introduction to history and philosophy of education acquaint students with historical
development and various philosophies of education with emphasis on the assumptions and
implication to educational theory and practice. The course analysis educational problems and issues
using historical and philosophical positions as a tool for interpreting policy and practice.

Learning Outcome
Define the concept of education, philosophy and philosophy of education
Explain the importance of philosophical thoughts to education policy and practice
Identify the various philosophical thoughts that influenced educational theory and practice across
historical periods
Explain the implications of philosophy in guiding the aims and methods of teaching in school

Pre-requisites None

Course Status Core

Week Topics and Subtopics Text books

Introduction Examine definitions the dictionary and Encyclopedia given by

Definitions of the different Scholars
term education
128 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 Identify the reasons for the variations in definitions
Describe the wider and narrow meanings of Education
Produce own definitions to Education

The relationship Explain the interplay of both parties starting from the preliterate
between society
education and Sort out the role of education for society
society

Education in Analyze the nature of Primitive education

Early Civilization Distinguish the major educational emphasis of the primitive man

Non-Western Discuss the aims, contents, and methods of teaching in some

education in ancient Non-Western societies
primitive Appreciate the roles played by Eastern civilizations for
societies. education

Ancient education Examine the pioneering activities of Egyptians for literacy

in Egypt Synthesize the Primary and Secondary Educational aims and
methods of Egypt

Ancient education Express the relationship between the earthly values of Hinduism
in India to Education

Ancient education Value the contributions of Jewish scriptures and the Old
in Hebrew Testament laws for the writing and reading

Ancient education Contrast the educational System of Ancient China to other

in China primitive cultures

Western Appraise the aims, contents, and methods of teaching in some

education in
129 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
primitive societies countries of ancient Western societies

Ancient Greek Explain the Philosophical basis of Greek Education

education

Comparing Evaluate the differences and Similarities of the Educational

Athens and Systems among both ancient states
Spartan education
system

Greek educational Value the educational Contributions of Socrates, Plato and

thoughts Aristotle

Ancient roman Classify educational achievements into before and after the
education Hellenistic Period

Medieval Illustrate the variations between pagan and Christian schools

education Show Interest to study the history of education in Ethiopia.

Christian schools Order the Catechumenal, Cathectical and Cathedral schools

according to their seniority and role for modernizing edu.

The Moslems and Relate the preservation efforts of people in the Arabic world and
learning in the the revival of learning in Europe
west.

Education in the Argue using different lenses about the role of the Dark Age on
dark age human edu progress

Scholasticism List the great intellectual efforts made by the authorities of the

130 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 time

Education in the Be attentive for the role of the period in reconciliation of

middle ages religion and philosophy

The medieval Organize information about the features of Bologna and Paris
universities university models
Endure for the challenges of universities learning from positive
practices of students of that time

Modern education Discriminate the characteristics of modern edu.

Education in Appreciate the prevailed free inquiry system that was prevailed
transition (1300- during the renaissance
1700a.d)

Renaissance Explain the meaning and nature of humanness

period

The reformation List the peculiar contributions of Reformation and prominent

figures

Rationalism Review the principal educational views of Commenius, Locke

and similar others

Naturalism Select relevant principles of teaching from Naturalism

Identify the social theories which have had impact on the
education of the 19th century

Enlightenment Ask themselves about the merits of the enlightenment teachings

131 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
Education and Assess the relationship between state and education
development

The growth of Argue pro or con about the inter influence of technical education
state schools and industrial revolution in the 17th, 18th, and 19th C.

The national Compare how governments in UK, Germany, France, Italy, and
systems of other European countries organized national systems of public
education education

The economy and Defend their positions whether many of the inventions that
the content of paved the way for development came from education or not
education

Philosophy of Explain the meaning of philosophy

education Recognize the role of philosophy in education

Meaning of List the rationale for variations in definitions for the word
philosophy philosophy

Subdivisions in Label the sub divisions of philosophy from their particular

philosophy significance for educators

Metaphysics, Match the metaphysical issues to its basic tenets

Epistemology, Explain how this sub division deals to acquire knowledge

Axiology Engage in activities what is known to be good in life

Ethics Criticize un ethical issues wherever they encounter
Political
philosophy

Aesthetics, and Appreciate the nature of beauty

132 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
Logic. Share to others what they believe is important to shape one’s
standards

Four areas of Describe philosophical questions about reality and being,

philosophy knowledge and truth.

Idealism Classify the educational implications of Idealism

Realism Appraise the roots of Realism

Describe its position regarding the ultimate goal of education

Pragmatism Examine the peculiar feature of Pragmatism from most forms of

idealism and realism
Appreciate the contributions of John Dewey to Edu

Existentialism Explain the role of this branch on student perceptions, decisions

and actions.

Educational Select assumptions that can favorably guide their educational

implications of activities
philosophies

Teacher-centered Compare the teacher centered and student centered methods

philosophies putting them in a continuum of Authoritarian and permissive
Essentialism type Classrooms
Pernnialism

Student_centered Adapt the methodologies suggested by these philosophies in

philosophies their effort to improve society or help students realize their
individuality
Progressivism

Social
133 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
reconstructionism

Mid-Semester Exam 25%

Assessment I…………11%

Assessment II……..12%

Assessment III (Attendance & Participation)………12%

Final Examination 40%

Total 100%

Module Number 03

Research in Education I

e. Module Number: 03
f. Module Code: (EdPM- M2031)
134 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 g. Module EtCTS: 16
h. Module Category: Core

SN Course title Course Delivery Cr EtCTS CP

code System Hrs
LH TH L/P HS

1 Basic Writing Skills EnLa 2031 Semester 3 2 1 0 7 5 3

Based

2 Introduction to Educational EdPM2032 Semester 3 2 1 0 7 5 1

Research Based

3 Introduction to Statistical Edpm2033 Semester 2 1 1 0 4 3 1

Methods in Education Based

4 Action Research for Edpm2034 Semester 2 1 1 0 4 3 1

Educational Managers Based

Total 10 16

Module Competences
Initiating, leading and conducting educational research
Solving problems in the area of educational planning
135 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
Conducting action researches for decision making
Module Description
This is the second module and it contains three core courses; namely introduction to educational
research, statistical method in education and action research for educational managers.
This Module is intended to provide prospective educational leaders with the knowledge and
skills in research methodologies in general and educational research in particular, and
understanding of significant educational problems that needs to tackle. It aims to develop
trainees understanding of the concepts, process and practices of action research. It also enables
them to acquire basics skills in solving practical problems using action research methodologies.
It treats topics like the meaning of research and its characteristics, the process of conducting
research, its components, reviewing related literature, methods of sampling and sample
determination, development and use of data gathering tools, data analysis techniques, quest, the
write up of research report and its components.
The module is also designed to introduce students to the basic terms in statistics, meaning and
role of statistics, basic mathematics for statistics levels of measurement in statistics; coding data,
frequency distribution, graphing data, graphing frequency distribution
General Objectives
Develop an understanding on the approaches/methodologies and procedures of research
Appreciate the values of research in solving educational problems
Undertake research on issues related to educational planning and management.
Create and introduce innovative ideas through research procedures in education system
Understand the basic concepts of statistics in education

Mode of Delivery: parallel

Method of Teaching
Lecture
136 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
Group discussion
Observation
Questioning & answering
Individual &
group assignments/ projects

Hawassa University

College of Education

Department of Educational Planning & Management

Module Name/No.: Research in Education I EdPM- M2031)

Course Titles/Codes: Introduction to Educational Research EdPM2032

Course Guide book

Course Credit LH 2; TH 1; PH 0; HS 7; CP 5

Target Group Target: EdPM 2ndyear Academic Year ---------- Semester II

Information Meeting Day --------------- Meeting Time: -----------------
Meeting Location/Room: -----------------

Module Coordinator Name: - ……………… Phone No. …………….

E-mail: --------------------Office: - -----------------

Instructor (s) Name Name:………………Phone: …………………… Email: ……………

and Contact Office: ………………….. Office hour: ………………….
Information

Course Description

137 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 This course is intended to provide prospective teachers the knowledge of research methodologies in
general and educational research in particular, and understanding of significant educational
problems that needs to tackle. The course outlines the conceptual and practical aspects of research.
It treats topics like the meaning of research and its characteristics, the process of conducting
research, its components, reviewing related literature, methods of sampling and sample
determination, development and use of data gathering tools, data analysis techniques, quest, the
write up of research report and its components, and many more Important aspects of educational
research.

Learning Outcome
At the end of this course students will able to:-
Design and conduct research on various management aspects in the education Sector

Pre-requisites None

Course Status Core

Schedule

Week Topics and Subtopics Text books

(text books available in the library,
include page numbers )

The Nature of Research Educational Research: Competencies for

Meanings of research Analysis and Applications.
Major characteristics of educational research Research methodology. By R.
Classification of research in education Panneerselvam
Classification by methods Research methodology: methods and
Historical research techniques. By C.R. Kothari
Descriptive research A Handout On Research Proposal Writing

138 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 Experimental research
Classification by Function
Basic research
Applied research
Classification by types of data
Qualitative
Quantitative

The Research Problem and Preparation of the Educational Research: Competencies for
Research Proposal Analysis and Applications.
Selection of the research problem A Handout On Research Proposal Writing
Defining the research problem Research methodology. By R.
The research hypothesis Panneerselvam
The research proposal Research methodology: methods and
Review of Related Literature techniques. By C.R. Kothari

Sampling Design Educational Research: Competencies for

The need for sampling Analysis and Applications.
Defining sample and population Research methodology. By R.
Characteristics of good sampling design Panneerselvam
Types of sampling Research methodology: methods and
Sampling error and sampling bias techniques. By C.R. Kothari
Sampling size determination

Data Collection Educational Research: Competencies for

Types of data sources Analysis and Applications.
Designing data collecting tools Research methodology. By R.

139 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 Panneerselvam
Research methodology: methods and
techniques. By C.R. Kothari

Data presentation analysis and interpretation Educational Research: Competencies for

General framework for analyzing data. Analysis and Applications.
Analyzing Quantitative data Research methodology. By R.
Analyzing Qualitative data Panneerselvam
Research methodology: methods and
techniques. By C.R. Kothari

The Research Report Educational Research: Competencies for

Layout of the research report Analysis and Applications.
Acknowledging sources and bibliographical Research methodology. By R.
usage Panneerselvam
Research methodology: methods and
techniques. By C.R. Kothari

Final Exam week

Mode of delivery/Teaching and learning methods: Classroom contact/Lecture, individual work

(independent study), evaluation, group discussion, reflection and cooperative learning.

Mode of assessment
Quiz: 12%
Individual assignment/Project: 11%
Group assignment/ Project: 12%
Mid Exam: 25%
Final exam: 40%

140 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 Total: 100%

Course Polices
All the students are expected to respect the code of conduct of students (article 166and 166/1.1 of
the senate legislation of BDU May 20, 2005)throughout the course. Academic dishonesty including
cheating, fabrication and plagiarism will not be tolerated so measures will be taken in accordance to
the legislation by the concerned body if you are found guilty of any of these.
Students are expected to actively participate in the course since the teaching method is active
learning. Moreover, class attendance and participation is mandatory. Any student who fail to attend
at least 85% of the class is not allowed to sit for the final exam. Therefore, you have to be punctual
and attend the classes regularly.
Whenever you are in the class you MUST switch of your cell phone or at least put it in its silent
mode
You are also responsible to follow an announcements or changes in schedule which will be
communicated to you either through your representative or posed on the notice board.
The final exam and the assessment as whole could be include both form what is discussed in the
class as well as from the materials you are told to read. so to maximize you score try to read as
many related materials to the course as possible

References
Educational Research: Competencies for Analysis and Applications
Dooley, D. (2004) Social Research Methods (3rd ed.).
Inonda, J. M. (2001). Issues In Social Science Research: Social Science Research Methodology
Series. Module 1,2, 3.
Bieger, G. R. and Gerlach, G. J. (1996). Educational Research: A Practical Approach.
Panneerselvam, R. (2006). Research Methodology.
Kothari, C.R. (2004).Research Methodology, Methods And Techniques.

141 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 Yeraswerk Admassie (2009). Social Research Methods. Introducing Social Research: Purpose,
Type And Overview Of The Research Process.

Approved by: Department Head Signature ______________________Date

Module Coordinator ______________Signature _______________ Date

Bahir Dar University

Hawassa of Educational

Department of Educational Planning and Management

Course Guide book

Module Name/No.: Research in Education I EdPM- M1031)

Course Titles/Codes Basic Writing Skills EnLa 2031

Course Credit 5 ECTS

Course Information Target Group :

Academic Year : Semester : I
Meeting Day -----------Meeting Time:----------- Meeting Room :-----------------

Module Name:- Phone No.

142 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 Coordinator
E-mail: Office:- -----------------

Instructor (s) Name Name:

and Contact Office : Department of English Language and Literature
Information Phone :___________ Email : …………………Office hour: ………………….

ECTS 5 CP

Course Description
This course is basically a writing course. It focuses on developing the learners’ basic writing skills in both
academic and non-academic contexts. It includes sentence construction and emphasizes on paragraph
development. The sentence level writing includes writing accurate sentences, i.e., avoiding fragments,
run-on sentences, agreement faults, faulty parallelism, dangling construction, etc. Moreover, it
emphasizes basics of paragraph writing, that is, coherence, unity, completeness, variety, writing effective
topic sentences, and writing detail sentences with appropriate emphasis, etc. It also stresses on writing
complete paragraphs by employing definition, classification, exemplification, and comparison and/or
contrast as well as cause and/or effect methods of paragraph developing methods.

Learning Outcomes
Construct meaningful sentences in English using appropriate mechanics
Compose well-structured sentences, paragraphs and essays

Pre-requisites Communicative English Skills is a pre-requisite for the course Basic Writing
Skills

Course Status General/Common course

Schedule

Week Topics and Subtopics Text books

143 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 Unit One: Writing Effective Sentences Alemirew G/ Mariam.(2005). College Writing Skills
Concept and Classification of Alemu Hailu.(2008). College English Writing
Sentences( Functionally &)
Functionally Classification

Structurally Classification

Sentence combination
Coordination
Subordination
Identifying and Correcting Faulty Alemirew G/ Mariam.(2005). College Writing Skills
Sentences Alemu Hailu.(2008). College English Writing
Sentence Fragments
Run- On Sentences

Faulty Agreement

Misplaced Modifier Solomon G/Giorgis.(1991). Writing for Academic

Dangling Modifier Purpose. AAU Printing Press
Shift in Construction Solomon G/Giorgis.(1991). Writing for Academic
Faulty Parallelism Purpose. AAU Printing Press
Alemirew G/ Mariam.(2005). College Writing Skills
Alemu Hailu.(2008). College English Writing

Unit Two: The Writing Process Solomon G/Giorgis.(1991). Writing for Academic
Purpose. AAU Printing Press
Alemirew G/ Mariam.(2005). College Writing Skills
Alemu Hailu.(2008). College English Writing

Unit Three: Paragraph Development Solomon G/Giorgis.(1991). Writing for Academic

Elements of Paragraph Purpose. AAU Printing Press

144 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 Qualities of effective Paragraph Solomon G/Giorgis.(1991). Writing for Academic
Unity Purpose. AAU Printing Press
Coherence Alemirew G/ Mariam.(2005). College Writing Skills
Completeness Alemu Hailu.(2008). College English Writing
Organization

Types of Paragraph Solomon G/Giorgis.(1991). Writing for Academic

Narrative Purpose. AAU Printing Press
Argumentative Alemirew G/ Mariam.(2005). College Writing Skills
Alemu Hailu.(2008). College English Writing

Descriptive

Expository

Unit Four: Essay Writing Solomon G/Giorgis.(1991). Writing for Academic

General Structure of an essay Purpose. AAU Printing Press
Alemirew G/ Mariam.(2005). College Writing Skills
Alemu Hailu.(2008). College English Writing

Types of essay

Final Exam week

Mode of delivery/Teaching and learning methods: Classroom contact/group work, discussion, peer
work and peercorrection , individual work (independent study),…….etc
Assessment Method
Mode of assessment
Quiz: 12%
Individual assignment/Project: 11%

145 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 Group assignment/ Project: 12%
Mid Exam: 25%
Final exam: 40%
Total: 100%

Course Polices
All the students are expected to respect the code of conduct of students (article 166and 166/1.1 of the
senate legislation of BDU May 20, 2005)throughout the course. Academic dishonesty including cheating,
fabrication and plagiarism will not be tolerated so measures will be taken in accordance to the legislation
by the concerned body if you are found guilty of any of these.
Students are expected to actively participate in the course since the teaching method is active learning.
Moreover class attendance and participation is mandatory. Any student who fail to attend at least 85% of
the class is not allowed to sit for the final exam. Therefore you have to be punctual and attend the classes
regularly.
Whenever you are in the class you MUST switch of your cell phone or at least put it in its silent mode
You are also responsible to follow an announcements or changes in schedule which will be communicated
to you either through your representative or posed on the notice board.
The final exam and the assessment as whole could be include both form what is discussed in the class as
well as from the materials you are told to read. so to maximize you score try to read as many related
materials to the course as possible

References
John S.(2000).The Oxford Guide to Writing and Speaking. Oxford: OUP
Oshima,A .and Hogue, A(1991). College Writing Skills: MCGrw Hill
Rudolph,F and Lass,A.H. (1996). The Classic Guide to Better Writing. New York
Solomon G/Giorgis.(1991). Writing for Academic Purpose. AAU Printing Press
Alemirew G/ Mariam.(2005). College Writing Skills
Alemu Hailu.(2008). College English Writing

146 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
Approved by :
Department Head/ Module Coordinator __________________________
Signature ____________________________ Date

Hawassa of University

College of Education

Department of Educational Planning & Management

Course Guide book

Module Name/No.: Research in Education I EdPM- M2031)

Course Titles/Codes Introduction to Statistics Methods In Education Edpm2033

Course Weight LH 1; TH 1; HS 4 & CP 3

Target Group Target: Group EdPM- Academic Year ------- Semester II

Information Meeting Day ---------Meeting Time:------ Meeting Room :---------

Module Coordinator Name: - ……………… Phone No. ……………..

E-mail:-------------------- Office:- -----------------

Instructor (s) and Name: …………… Phone: ……………… Email: …………………

Contact Information
Office: ………………….. Office hour: ………………….

Course Description
This course is designed to introduce students to the basic terms in statistics, meaning and role of

147 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
statistics, basic mathematics for statistics levels of measurement in statistics; coding data, frequency
distribution, graphing data, graphing frequency distribution, shape of frequency distribution;
describing data through percentile, measure of central tendency and variation for group and
ungrouped data, standard scores; Pearson product moment correlation, Spearman rho, partial and
part correlation.

Learning Outcome At the end of this course students will able to:-
Apply the various methods of statistics in their research activities and describe deferent data in their
field of study.

Pre-requisites None

Course Status Supportive

Schedule

Week Topics and Subtopics Text books

The Meaning of Statistics Elementary Statistics: A Step And

Stages in statistical investigation Step Approach. By Bluman, G.
Data collection Just The Essential of Elementary
Data organization Statistics. Johnson, R. and Kuby, P.
Data presentation
Data analysis Educational Research: Competencies
Data interpretation for
Categories of statistics Analysis and Applications.
Descriptive statistics Research methodology: methods and
Inferential statistics techniques. By C.R. Kothari

148 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 Sampling and sampling techniques
Sampling techniques
Probability
Non probability
Data collection
Primary data
Secondary data
Methods of data collection

Data presentation Elementary Statistics: A Step And

Tabular methods of data presentation Step Approach. By Bluman, G.
Simple frequency distribution table Just The Essential of Elementary
Grouped frequency distribution table Statistics. Johnson, R. and Kuby, P.
Educational Research: Competencies
for Analysis and Applications.
Research methodology: methods and
techniques. By C.R. Kothari

Graphical methods of data presentation Elementary Statistics: A Step And

Vertical line graphs Step Approach. By Bluman, G.
Bar charts Just The Essential of Elementary
Pie charts Statistics. Johnson, R. and Kuby, P.
Histograms Educational Research: Competencies
Frequency polygons forAnalysis and Applications.
Ogive curves (cumulative frequency curves)

Numerical methods of data presentation Elementary Statistics: A Step And

Measure of central tendency Step Approach. By Bluman, G.
Mean Just The Essential of Elementary

149 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 Mode Statistics. Johnson, R. and Kuby, P.
Median Educational Research: Competencies
for Analysis and Applications.
Research methodology: methods and
techniques. By C.R. Kothari

Measures of variations (dispersions) Elementary Statistics: A Step And

Range Step Approach. By Bluman, G.
Variance Just The Essential of Elementary
Standard deviation Statistics. Johnson, R. and Kuby, P.
Correlation and regression Educational Research: Competencies
for Analysis and Applications.
Research methodology: methods and
techniques. By C.R. Kothari

Mode of delivery/Teaching and learning methods: Classroom contact/Lecture, individual work

(independent study), evaluation, group discussion, reflection and cooperative learning.

Mode of assessment
Quiz: 12%
Individual assignment/Project: 11%
Group assignment/ Project: 12%
Mid Exam: 25%
Final exam: 40%
Total: 100%

Course Polices
All the students are expected to respect the code of conduct of students (article 166and 166/1.1 of
the senate legislation of BDU May 20, 2005)throughout the course. Academic dishonesty including
cheating, fabrication and plagiarism will not be tolerated so measures will be taken in accordance to
150 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
the legislation by the concerned body if you are found guilty of any of these.
Students are expected to actively participate in the course since the teaching method is active
learning. Moreover, class attendance and participation is mandatory. Any student who fail to attend
at least 85% of the class is not allowed to sit for the final exam. Therefore, you have to be punctual
and attend the classes regularly.
Whenever you are in the class you MUST switch of your cell phone or at least put it in its silent
mode. You are also responsible to follow an announcements or changes in schedule which will be
communicated to you either through your representative or posed on the notice board.
The final exam and the assessment as whole could be include both form what is discussed in the
class as well as from the materials you are told to read. so, to maximize you score try to read as
many related materials to the course as possible

References
Bluman, A. G. (1998). Elementary Statistics: A Step and Step Approach (3rd ed.).
Johnson, R. and Kuby, P. (2003). Just The Essential of Elementary Statistics (3rd ed.).
Knife Abreha Gebre /E (2002). Basic Statistics: A Textbook For Quantitative Methods.
Knife Abreha Gebre /E (2002). Basic Statistics: A Textbook For Qualitative Methods.
Educational Research: Competencies for Analysis and Applications.
Panneerselvam, R. (2006). Research Methodology.
Kothari, C.R. (2004). Research Methodology, Methods And Techniques.

Approved by: Department Head____________ Signature _______________Date

Module Coordinator ____________________ Signature ________________Date

Hawassa of University

151 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
College of Education

Department of Educational Planning & Management

Course Guide book

Module Name/No.: Research in Education I EdPM- M 2031

Course Titles/Codes Action Research for Educational Managers Edpm2034

Course Credit LH 1; TH 1; HS 4 & CP 3

Target Group Target Group EdPM 2nd year Academic Year

Information ------------- Semester II
Meeting Day ------------ Meeting Time:---------- Meeting
Room :---------

Module Coordinator Name: - ……………… Phone No. ……………..

E-mail:-------------------- Office:- -----------------

Instructor (s) Name Name: ………………… Phone: ……………………

and Contact Office: ………………….. Email: ……………………
Information Office hour: ………………….

Course Description
The course is designed to provide trainees with basic knowledge and skills in action research. It
aims to develop trainees understanding of the concepts, process and practices of action research. It
also enables them to acquired basics skills in solving practical problems using action research
methodologies. To this end trainees will be acquainted with concept and components of action
research.

Learning Outcome At the end of this course students will able to:-

152 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
Solve practical problems related to education in General and Educational organization and
management in particular

Pre-requisites None

Course Status Core

Schedule

Week Topics and Subtopics Text books

Nature And Meaning of Research Educational Research: Competencies

The research process for
Characteristics of research Analysis and Applications.
Types of research Research methodology. By R.
Concept of action research Panneerselvam
Meaning of action research Research methodology: methods and
Characteristics of action research techniques. By C.R. Kothari
Importance of action research A Teaching Material on Action
Stages in action research Research
Approaches to action research

The Action Research Proposal Educational Research: Competencies

Components of action research for
Identifying and clarifying general ideas for Analysis and Applications.
action research A Teaching Material on Action
Reconnaissance Research
Developing a general plan Research methodology. By R.
Determining the next action step Panneerselvam
Writing action research proposal Research methodology: methods and
techniques. By C.R. Kothari
153 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 The action research design and Methodology Educational Research: Competencies
Research design in action research for
Sampling techniques in action research Analysis and Applications.
Tools of data collection Research methodology. By R.
Questionnaire Panneerselvam
Interview Research methodology: methods and
Focus group discussion techniques. By C.R. Kothari
Document analysis A Teaching Material on Action
Anecdotal records Research
Diaries, journals, etc
Profiles
Observation
Ethical considerations

Data Processing And Analysis Educational Research: Competencies

Data processing and analysis for
Categorizing Analysis and Applications.
Coding Research methodology. By R.
Data analysis for quantitative data Panneerselvam
Processing and analysis of qualitative data A Teaching Material on Action
Research
Research methodology: methods and
techniques. By C.R. Kothari

Data Interpretation And Report Writing Educational Research: Competencies

Data interpretation for Analysis and Applications.
Contents of research report A Teaching Material on Action
Action research report format Research
Research methodology. By R.
154 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 Panneerselvam
Research methodology: methods and
techniques. By C.R. Kothari

Preparation for Final Exam

Mode of delivery/Teaching and learning methods: Classroom contact/Lecture, individual work

(independent study), evaluation, group discussion, reflection and cooperative learning.

Mode of assessment
Quiz: 12%
Individual assignment/Project: 11%
Group assignment/ Project: 12%
Mid Exam: 25%
Final exam: 40%
Total: 100%

Course Polices
All the students are expected to respect the code of conduct of students (article 166and 166/1.1 of
the senate legislation of BDU May 20, 2005)throughout the course. Academic dishonesty including
cheating, fabrication and plagiarism will not be tolerated so measures will be taken in accordance to
the legislation by the concerned body if you are found guilty of any of these.
Students are expected to actively participate in the course since the teaching method is active
learning. Moreover, class attendance and participation are mandatory. Any student who fail to attend
at least 85% of the class is not allowed to sit for the final exam. Therefore, you have to be punctual
and attend the classes regularly.
Whenever you are in the class you MUST switch of your cell phone or at least put it in its silent
mode
You are also responsible to follow an announcements or changes in schedule which will be

155 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
communicated to you either through your representative or posed on the notice board.
The final exam and the assessment as whole could be include both form what is discussed in the
class as well as from the materials you are told to read. so, to maximize you score try to read as
many related materials to the course as possible

References
Educational Research: Competencies for Analysis and Applications
Dooley, D. (2004) Social Research Methods (3rd ed.).
Inonda, J. M. (2001). Issues In Social Science Research: Social Science Research Methodology
Series. Module 1,2, 3.
Bieger, G. R. and Gerlach, G. J. (1996). Educational Research: A Practical Approach.
Panneerselvam, R. (2006). Research Methodology.
Kothari, C.R. (2004).Research Methodology, Methods And Techniques.
Yeraswerk Admassie (2009). Social Research Methods. Introducing Social Research: Purpose, Type
And Overview Of The Research Process.

Approved by :
Department Head/ Module Coordinator __________________________
Signature ____________________________ Date
Module Number 04

School and Society

156 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 a. Module Number: 04
b. Module Code: (EdPM- M2041)
c. Module EtCTS: 10
d. Module Category: Core

SN Course title Course Delivery Cr EtCTS

Code Sytem Hrs
LH TH L/ H CP

category
P S

1 School and the Community EdPM2041 Semester 2 1 1 0 4 3 1

based

2 Multicultural Education EdPM2042 Semester 3 2 1 0 7 5 1

and Diversity Management based

3 Internship I EdPM2043 Semester 2 0 1 0 2 2 1

based

Total 7 10

Module Competencies

Establishing positive relationship with the community and the school environment
Managing Diversity within the school
Creating strong link between the school and the environment in which it operates

Module Objectives

At the end of this module the trainees will be able to;

157 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 Mobilize and promote higher level community participation in the management of education.
Know the basic concepts and theories in school and community relations
Understand the nature & characteristics, forms, areas and levels of community participation in
Ethiopian school settings and the factors affecting the relationship.
describe and appreciate the rationale, objectives, and approaches to closer school and
community relations
Design and implement a viable school & community relations program to promote cooperation
between schools and their communities.
Understand the role of education for social transformation
Understand the concept of multicultural education
Know the principles, approaches, and dimensions of multiculturalism
Apply concepts, principles and empowering techniques in multicultural education
Mode of Delivery: Semester based
Method of Teaching
Lecture
Group discussion
Observation
Questioning & answering
Individual & group assignments/ projects

Hawassa University

158 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
College of Education

Department of Educational Planning & Management

Course Guide book/Syllabus

Module Name/No.: Module 03 - School and Society (EdPM- M2041)

Course Titles/Codes School and the community EdPM2041

Course Credit LH 1; TH 1; HS 4 & CP 3

Target Group EdPM 2ndyear Academic Year -------Semester - II

Course Information Meeting Day --------------- Meeting Time:-------- Meeting Room :----------

Module Coordinator Name:- ……………… Phone No. ……………..

E-mail:-------------------- Office:- -----------------

Instructor (s) Name Name:…………………… Phone : ……………………

and Contact Office : ………………….. Email : ……………………
Information
Office hour: ………………….

Course Description
The course introduces students with the importance of close school community relations. The course enable
the students to Understand and describe the School's Environmental Components, Rationale for School-
Community Relations in Education, Participatory Approaches to Community Participation on
Development, Major Goals of School-Community Relations/Participation, Major Partners in School-
Community Relations, Potential Partners in School-Community Relations in Education, Areas of
Community Participation in Education and Methods to Promote Community Participation in Education.

Learning Outcome Mobilize and involve the local communities and thereby strengthen the school and

159 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 community relationship.
Design and implement a viable school & community relations program to promote
cooperation between schools and their communities

Pre-requisites None

Course Status Core

Week Topics and Subtopics Text books

Unit One: Understanding the School's Environmental Gallagher D., Bagin D.& moore e.
Components (2005).The school and community
Defining a Community relation 8th edition.( pp 1-26 )
Understanding The Community structure Decentralized Management of
Sociological Inventory Education in Ethiopia: a reference
Power Structures Manual( MoE). (pp.152-155).
What are Schools for?
The Concept of School Community Relations
1.5 Rationale for School-Community Relations in Education

An Overview of Participatory Community Shaeffer Sheldon (1994).

ParticipationDefinition of Participatory Approaches to Participation for educational
Community Participation on Development change: a synthesis of experience
Unit Two: An Overview of Participatory Community (pp. 15-49).
Participation
2.1 Definition of Participatory Approaches to Community Gallagher D., Bagin D.& moore e.
Participation on Development (2005).The school and community
Defining Decentralization, Accountability and Empowerment relation 8th edition.(
Major Goals of School-Community Relations/Participation

160 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 Obstacles to School-Community Relations
The Risks and Uncertainties of Community Participation in
Education
Major Partners in School-Community Relations
Paternalistic and Populist Approaches to Community
Participation in Education
Potential Partners in School-Community Relations in
Education
The Government: Bureaucracies and Bureaucrats
2.4.3.2. The School: Principal and Teachers
2.4.3.3. The Community: Parents and Local
2.4.3.4. Non-government Organizations (NGOs)

Unit Three: Areas of Community Participation in Shaeffer Sheldon (1994).

Education Participation for educational
3.1 The Diagnosis of Educational Conditions, Needs, change: a synthesis of experience
Priorities and Resources (pp32-56).
3.2 Policy Making and Governance
3.3 The Instructional Programmes
3.4 Benefits of Community Participation in Education

Unit Four: Methods to Promote Community Shaeffer Sheldon (1994).

Participation in Education Participation for educational
4.1 Social, Political, Cultural and Organizational Norms change: a synthesis of experience
4.1.1 Institutional and Individual Openness (pp. 57-96).
4.1.2 Commitment to Participation
4.1.3 Autonomy and Empowerment

161 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 Collaborative Structures and Organizations
4.2.1. Strategies at the Macro-level of the Education system
4.2.2. Strategies at the Micro-level of the School and the
Community
4.2.3. Some Considerations to Implement the Mechanisms

Final Exam week

Mode of delivery/Teaching and learning methods: Classroom contact/Lecture, individual work

(independent study), Group work, Individual presentations etc.

Mode of assessment
Quiz: 12%
Individual assignment/Project: 11%
Group assignment/ Project: 12%
Mid Exam: 25%
Final exam: 40%
Total: 100%

Course Polices
All the students are expected to respect the code of conduct of students (article 166and 166/1.1 of the senate
legislation of BDU May 20, 2005)throughout the course. Academic dishonesty including cheating,
fabrication and plagiarism will not be tolerated so measures will be taken in accordance to the legislation by
the concerned body if you are found guilty of any of these.
Students are expected to actively participate in the course since the teaching method is active learning.
Moreover, class attendance and participation is mandatory. Any student who fail to attend at least 85% of the
class is not allowed to sit for the final exam. Therefore, you have to be punctual and attend the classes
regularly.
Whenever you are in the class you MUST switch of your cell phone or at least put it in its silent mode
You are also responsible to follow an announcements or changes in schedule which will be communicated to
162 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
you either through your representative or posed on the notice board.
The final exam and the assessment as whole could be include both form what is discussed in the class as well
as from the materials you are told to read. so, to maximize you score try to read as many related materials to
the course as possible

References
Batten, T.R. (1959) School and Community in the Tropics. London: Oxford University Press.
Campbell, R.F. and John A. Ramseyer (1955). The Dynamics of School-Community relationships. Boston:
Allyn and Bacon, Inc.
Farrant, J.s. (1989) Principles and practice of Education. New Edition. Longman.
Grieder, C., T.M. Pierce, W.E Rosenstange (1961). Public School Administration. 2nd ed. New York: The
Ronald press Company.
Knezevich, S.J. (1969). Administration of Public Education 2nd New York: Harper and Row Publishers.
Levin.H.M. and M.E, Lockheed eds. (1993). Effective Schools in DevelopingCountries. London: The
Flamer Press.
Maaza Bekele (1966). A Study on Modern Education in Ethiopia. Its Foundations, its Development, it
Future with Emphasis on Primary Education
Olsen, E.G. (1954). School and Community 2nd ed. New York: Printice- Hall Inc
_________(1963) The School & Community Reader: Education in Perspective.
New York: Printice-Hall Inc.
Reader, W.G. (1953) An Introduction to Public School Relations, Rev. New York: The Macmill
Stearns, H.L. (1955). Community Relations and the Public Schools. Englewood Cliffs, N.J. Printiee-Hall,
Inc.
Sinclair, M.E. With K.Lillis (1980). School and Community in the Third World. London: Croom Helm.
Tekeste Negash (1996) Rethinking Education in Ethiopia. Uppsala: Nordiska AfrikaFacultyt
Teshome G.Wagaw (1979) Education in Ethiopia: Prospect & Retrospect
Transitional Government of Ethiopia (1994) Education and Training Policy. Addis Ababa EMPDA.
________(September 1994) Education Sector Strategy. Addis Ababa EMPDA.

163 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
Shaeffer Sheldon (1994). Participation for educational change: a synthesis of experience. UNESCO

Approved by:
Department Head/ Module Coordinator __________________________
Signature ____________________________ Date

Hawassa University

College of Education

Department of Educational Planning & Management

Course Guide book/Syllabus

Module Name/No.: Module 03 - School and Society (EdPM- M2041)

Course Titles/Codes Multicultural Education & Diversity Management EdPM2042

Course Weight LH 2;TH 1; HS 7 & CP 5

Target Group Target Group: EdPM-2nd year Academic Year ------

Information Semester II Meeting Day --------------- Meeting Time:----------
Meeting Location/Room :-----------------

Module Coordinator Name:- ……………… Phone No. ……………..

E-mail:-------------------- Office:- -----------------

Instructor (s) Name Name:…………………… Phone : …………………… Office hour:

and Contact ………………….
Information Office : ………………….. Email : ……………………

Course Description
164 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
The course is designed to familiarize trainees with the basic concepts of multicultural education.
Hence, the course is intended to provide basic concepts, skills and attitudes necessary to function in a
socio-culturally diversified society. To this end, the principles, concepts, goals, approaches and
dimensions of multiculturalism will be addressed. Besides, the roles of school principals in
harmonizing teachers and student’s diversity will be emphasized.

Learning Outcome
Develop strategies that promote community involvement in education
Facilitate equal educational opportunities in the society
Apply different approaches in multicultural education
Assign the basic roles and responsibilities of teachers and academic personnel in multicultural
education

Pre-requisites

Course Status Core

Schedule

Week Topics and Subtopics Text books

CONCEPT AND NATURE OF Teaching Young Children in

MULTICULTURALISM Multicultural Classroom Issues,
Historical background of multicultural education Concept and Strategies
Definitions of multicultural education 3rd edition
Philosophy of multicultural education

Purposes of multicultural education Teaching Young Children in

Principles of multicultural education Multicultural Classroom Issues,
Assumptions, myths and misconceptions of Concept and Strategies
multicultural education

165 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 3rd edition

SOCIAL CATEGORIES &APPROACHES IN Teaching Young Children in

MULTICULTURALISM Multicultural Classroom Issues,
Social categories Concept and Strategies
Approaches 3rd edition
Teaching approaches
Learning approaches
Teachers’ role in harmonizing diversity

Harmonizing diversity & dimensions in Teaching Young Children in

multiculturalism Multicultural Classroom Issues,
Teachers’ role in harmonizing diversity Concept and Strategies
Dimensions
Content integration
Knowledge construction process
Prejudice reduction
Equity pedagogy
Empowering school culture and social structure

EMPOWERING TECHNIQUES Teaching Young Children in

Developing assertiveness/self concept Multicultural Classroom Issues,
Basic techniques of assertiveness Concept and Strategies
Non-assertiveness & non-assertive behavior
Road blocks to assertiveness
Communicating assertiveness in the workplace

Techniques of empowerment Teaching Young Children in

Addressing students learning styles Multicultural Classroom Issues,
Concept and Strategies
166 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 Awareness raising programs
Multicultural curricula
Diversity Management

Basic concepts of sociology of Education.

Definition of sociology of Education.
History of sociology of Education in Ethiopia.
The major issues facing educational system of
Ethiopia.
Sociological Theories as explanations of
schooling
An outline of the sociological perspectives as
explanations of schooling.
Neo-Marxist (Conflict Theory)
Functionalist Approaches
3.4 Symbolic Interactions
Impact of education for social transformation.
social implication of education .
Economic implication of education.
political implication of education.
cultural implication of education.
The impact of education on the overall
development of the country.
Concept of Schooling
Schooling as a Formal Organization
Variations in societal approaches to schooling
Schools as agents of socialization

167 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 Final Exam date

Mode of delivery/Teaching and learning methods: Classroom contact/Lecture, individual work

(independent study),…….etc

Mode of assessment
Quiz: 12%
Individual assignment/Project: 11%
Group assignment/ Project: 12%
Mid Exam: 25%
Final exam: 40%
Total: 100%

Course Polices
All the students are expected to respect the code of conduct of students (article 166and 166/1.1 of the
senate legislation of BDU May 20, 2005)throughout the course. Academic dishonesty including
cheating, fabrication and plagiarism will not be tolerated so measures will be taken in accordance to
the legislation by the concerned body if you are found guilty of any of these. Students are expected to
actively participate in the course since the teaching method is active learning. Moreover, class
attendance and participation are mandatory. Any student who fail to attend at least 85% of the class is
not allowed to sit for the final exam. Therefore, you have to be punctual and attend the classes
regularly. Whenever you are in the class you MUST switch of your cell phone or at least put it in its
silent mode You are also responsible to follow an announcements or changes in schedule which will
be communicated to you either through your representative or posed on the notice board. The final
exam and the assessment as whole could be include both form what is discussed in the class as well
as from the materials you are told to read. so to maximize you score try to read as many related
material as possible.
References
Arum, Richard and Irenee R. Beattie. 2000. The Structure of Schooling: Readings in the Sociology of

168 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
Education. Mayfield Publishing Company.
Anyon, Jean. 2005. Radical Possibilities: Public Policy, Urban Education, and a new Social
Movement. Routledge.
Kozol, Jonathan. 2001. Ordinary Resurrections: Children in the Years of Hope.Beacon Press

Approved by: Department Head/ Module Coordinator __________________________

Signature ____________________________ Date

169 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
Hawassa University

College of Education

Department of Educational Planning & Management

Course Guide book/Syllabus

Course Titles/Codes Internship I EdPM2043

Course Weight LH 0;TH 2; PH 0; HS 7 & CP 3

Target Group Target Group YearAcademic Year ------------- Semester II

Information Meeting Day -------- Meeting Time:--------------Meeting
Room :-----------

Module Name/No. Module 03 - School and Society (EdPM- M2041)

Module Coordinator Name:- ……………… Phone No. ……………..

E-mail:-------------------- Office:- -----------------

Instructor (s) Name Name:…………………… Phone : ……………………

and Contact Information Email : …………………..

Office : ………………….. Office hour: ………………..

Course Description
The course expects students to conduct close and systematic exploration of actual work situations of
education establishments, which will enable them produce analytical reports of their findings on
specific practical issues and problems of educational management. To this effect, students will be
assigned to different educational institutions and administrative units such as the MOE, REB’s and
their sub-regional entities, schools, and other education and training institutions. The reports could be
based on factual information/quantitative data and qualitative data reflecting educational policies,
strategies, plans, programs, directives, guidelines, rules, regulations, processes and procedures.
Adequate understanding of these and observation of their application will help students in securing
adequate knowledge about the current level of performance of the education system and about the
problems encountered in operation.
170 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
Learning Outcome Explore and report actual work situations of educational establishment

Pre-requisites All module three courses

Course Status Major

Week Date/Contact Topics and Subtopics Text books

Approved by: Department Head/ Module Coordinator _________________________

Module Number 05

Leadership in Education

a. Module Number: 05
b. Module Code: (EdPM- M3051)
c. Module EtCTS: 16
d. Module Category: Core

S Course title course Delivery Cr EtCTS CP

N code System Hrs
LH TH L/P HS

1 Introduction to educational Edpm3051 Semester 3 2 1 0 7 5 1

leadership Based

2 Management of Change and Edpm3052 Semester 3 2 1 0 7 5 1

Innovation Based

3 Group Dynamics and Conflict Edpm3053 Semester 2 1 1 0 4 3 1

Management in Education Based

4 Introduction to Guidance and Psyc3054 Semester 2 1 1 0 4 3 3

Counseling Based

Total 10 8 6 27 16

Module Competencies
The major competence of this module is leading educational institutions through the application
of innovative idea, contemporary and adaptive leadership approaches in different context

171 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
Module Description

This module introduces students with the concept, theories, models & styles of leadership. It also
tries to integrate the leadership theories with practices & experiences in educational. It is also
designed to familiarize students with the basic concepts, theories, process and strategies of
introducing change and innovation in educational organizations. It also covers the various
models, strategies and innovative approaches to education.
Furthermore, the module introduces students with the importance of group in the context of
organizations including schools. It makes distinct the differences between collection, group, team
and organization. The group dynamics aspect includes group readiness, group problem solving
modes, helping and hindering roles of individuals in group context. The course attempts to
acquaint students with concept of conflictand conflict management to enhance group
effectiveness, sources of conflict, mechanisms of conflict resolution and other related issues.
Module Objectives
After successful completion of this module the learners will be able to;
Apply relevant leaderships styles to practical situations
Understand & select contemporary models of leadership in education
Describe significant leadership theories, models, style.
Understand the basic concepts, theories, process and strategies of introducing change and
innovation in educational organizations
Explain common strategies and models of change and innovation in education
Develop and outline strategic planning to introduce innovation in educational organizations.
Understand the concepts of group & conflict in organization
Identify the helping & hindering roles of individuals in groups
Understand the sources & types of conflicts.
Designs strategies of resolving conflict

172 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
Mode of Delivery: parallel
Method of Teaching
Lecture
Group discussion
Observation
Questioning & answering
Individual & group assignments/ projects

Hawassa University

College of Education

Department of Educational Planning and Management

Course Guide book/Syllabus

Module Name/No.: Leadership in Education EdPM- M3051

Course Introduction to educational leadership Edpm3051

Titles/Codes

Course Weight LH 2;TH 1; HS 7 & CP 5

Course Target Group–EdPM 3rdyear Academic Year_______ Semester II

Information Meeting Days- Meeting Time: Meeting Location/Room

Module Name:_______- E-mail:- _____ Phone No.________

Coordinator

Instructor (s) Name Name: Email :

Office : Phone :
173 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
and Contact Office hour: ______
Information

Course Description
The course models and theories of leadership in education enable students critically examine the core
and cotemporary theories, models practices and styles of leadership which are relevant to educational
settings. It also tries to integrate the leadership theories which practices and experiences. Moreover,
it encourages and students to examine current trends of leadership in educational organization and
thereby integrate them with the theories, practices and principles identified in their progress.

Learning Apply different leadership styles in educational institutions

Outcome Use general theories, models and styles of leadership in different educational
contexts.
Resolve conflicts in educational institutions

Course Status Core

Week Topics and Subtopics Text books

Chapter 1: Conceptual Frameworks Bush, T. (2003). Theories of

Definitions of Leadership Educational Management
Leadership, Management and Administration (similarities Bush, T. and Glover, D.
and differences) (2002) School Leadership:
Leadership and power Concepts and Evidence

Chapter 2 Theories of Leadership Bush, T. (2003). Theories of

The Theories Educational Management
Behavioral (Attitudinal) Theories Bush, T. and Glover, D.
Situational Leadership Theories (2002) School Leadership:
Transactional leadership Theory Concepts and Evidence

174 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 Chapter 3 Leadership Styles Bush, T. (2003). Theories of
Styles of Leadership Based on Authority Educational Management
3.2 Situational Leadership styles and other

Chapter 4 Models of Management and Leadership in Leithwood, K. and Steindach,

Educational Organizations R. (1999). Changing
4.1 Formal – Managerial Models Leadership for Changing
Collegial – Participative Models times..
Political - Transactional Models Leithwood, K. A. (1992). The
Subjective – Post Modern Models Move Toward
Ambiguity – Contingency Models Transformational Leadership.
Cultural – Moral Models. Educational Leadership

Chapter 5 Essential Skills of Effective Leadership Leithwood, K. and Steindach,

5.1Motivation Skills R. (1999). Changing
Communication Skills Leadership for Changing
5.3 Conflict Management Skills times
Baldrige, J.V. (1979) Policy
Making and Effective
Leadership

Mode of delivery/Teaching and learning methods: Classroom contact/Lecture, individual

presentation, home study, Tutorial, Group work, Practical work.

Mode of assessment
Quiz: 12%
Individual assignment/Project: 11%
Group assignment/ Project: 12%
Mid Exam: 25%

175 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
Final exam: 40%
Total: 100%

Course Polices
All the students are expected to respect the code of conduct of students (article 166and 166/1.1 of the
senate legislation of BDU May 20, 2005)throughout the course. Academic dishonesty including
cheating, fabrication and plagiarism will not be tolerated so measures will be taken in accordance to
the legislation by the concerned body if you are found guilty of any of these. Students are expected
to actively participate in the course since the teaching method is active learning. Moreover, class
attendance and participation is mandatory. Any student who fail to attend at least 85% of the class is
not allowed to sit for the final exam. Therefore, you have to be punctual and attend the classes
regularly. Whenever you are in the class you MUST switch of your cell phone or at least put it in its
silent mode You are also responsible to follow an announcements or changes in schedule which will
be communicated to you either through your representative or posed on the notice board. The final
exam and the assessment as whole could be include both form what is discussed in the class as well
as from the materials you are told to read. so to maximize you score try to read as many related
material as possible

References
Baldrige, J.V. (1979) Policy Making and Effective Leadership. San Francisco. Jossey Bass.
Bush, T. (2003). Theories of Educational Management (3rd Ed) London, Paul Chapman Publishing.
Bush, T. and Glover, D. (2002) School Leadership: Concepts and Evidence. Nottingham NCSL.
Chapman, J. (1993), Leadership, School Based Decision Making and School Effectiveness. London
Routledge.
Dressler, B. (2001) Charter School Leadership: Education and Urban Society. London: Haper and
Row
Jaques, E. and S.D. Clement (1991). Executive Leadership: A Practical guide to Managing
Complexity. Arlington: Cason Hall.
Leithwood, K. and Steindach, R. (1999). Changing Leadership for Changing times. Buckingham:
176 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 Open University Press.
Leithwood, K. A. (1992). The Move Toward Transformational Leadership. Educational Leadership
quarterly, Vol. 49, No. 5

Hawassa University

College of Education

Department of Educational Planning and Management

Course Guide book/Syllabus

Module Name/No.: Leadership in Education EdPM- M3051

Course Management of Change and Innovation (Edpm3052)

Titles/Codes

Course Weight LH 2; TH1; HS 7 & CP 5

Course Target Group –EdPM 3rd year Academic Year ______ Semester II
Information Meeting Days ________ Meeting Time: ________ Meeting Room _____

Module Name:- Phone No.

Coordinator E-mail:- Office: ______

Instructor (s) Name: ____________Phone : _________ Email :

Name
and Contact Office :___________________ Office hour: _____________
Information

Course Description
177 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
This course is designed to familiarize students with the basic concepts, theories, process and strategies
of introducing change and innovation in educational organizations. It also covers the various models,
strategies and innovative approaches to education

Learning Appreciate the basic concepts, theories, process and strategies of introducing change
Outcome and innovation in educational organizations
Analyze innovation and change processes in educational institutions
Analyze innovative case studies and apply in the existing contexts
Develop and outline strategic planning to introduce innovation in educational
organizations.

Pre-requisites

Course Status Core/Compulsory

Week Topics and Subtopics Text books

UNIT ONE: Basic Concepts on Organizational Change

and Innovation Bishop, G. (19786). Innovation
Emergence of Planned Change in Education
The Meanings of Change, Innovation and Reform
Sources of Change in Education
Economic Forces Cummings, T and Worley, C.
Social Forces (19720. Organization
Technological Forces Development and Change
Types of Change
Spontaneous and Planned Change
Evolutionary Theories
Cyclical Theories Adams, R and Chen D. (1981).
The Process of Educational

178 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 Factor Theories Innovation
Reactive and Proactive Changes
Degree and Kind of Change
Sybouts, W. (1992). Planning in
UNIT TWO: The Process and Phases of Planned School Administration, A Hand
Change Book
2.1. The Process of Innovation
2.1.1. The Change Agent
2.1.2. The Innovation System
2.1.3. The User System
2.1.4. The Time Dimension
UNIT THREE: The Planning of Innovation: An
Overview of Strategic Planning for Educational Change
3.1. Purposes and Benefits of Strategic Planning
3.2. The Strategy Change Cycle: A Ten Step Strategic
Planning for Educational Change
UNIT FOUR: Strategies\Models of Innovation
4.1. The Research, Development and Diffusion Model (R, D
and d).
4.2. The Social Interaction Model
4.3. The Problem Solving Model
4.4. The Linkage Model

UNIT FIVE: Resistance to Change Cunningham, W. (1982).

5.1. Causes of Resistance to Change Systematic Planning for
5.2. Reducing Resistance to Change Educational Change

Mode of delivery/Teaching and learning methods: Classroom contact/Lecture, individual

presentation, home study, Tutorial, Group work, Practical work.
179 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
Mode of assessment
Quiz: 12%
Individual assignment/Project: 11%
Group assignment/ Project: 12%
Mid Exam: 25%
Final exam: 40%
Total: 100%

Course Polices
All the students are expected to respect the code of conduct of students (article 166and 166/1.1 of the
senate legislation of BDU May 20, 2005)throughout the course. Academic dishonesty including
cheating, fabrication and plagiarism will not be tolerated so measures will be taken in accordance to the
legislation by the concerned body if you are found guilty of any of these.
Students are expected to actively participate in the course since the teaching method is active learning.
Moreover, class attendance and participation is mandatory. Any student who fail to attend at least 85%
of the class is not allowed to sit for the final exam. Therefore, you have to be punctual and attend the
classes regularly.
Whenever you are in the class you MUST switch of your cell phone or at least put it in its silent mode
You are also responsible to follow an announcements or changes in schedule which will be
communicated to you either through your representative or posed on the notice board.
The final exam and the assessment as whole could be include both form what is discussed in the class as
well as from the materials you are told to read. So, to maximize you score try to read as many rela

References
Adams, R and Chen D. (1981). The Process of Educational Innovation. Paris: UNESCO.
Baldridge, J and Deal T. (19830. The Dynamics of Organizational Change in Education.Berkley:
Mccutchen Publishing Company.
Bishop, G. (19786). Innovation in Education. Hong Kong: Macmillan Publishers.
Cummings, T and Worley, C. (19720. Organization Development and Change. Ohio: South-Western
180 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
College Publishing.
Cunningham, W. (1982). Systematic Planning for Educational Change. Mount View: Mayfield
Publishing company.
Evans, R. (1987). The Human Sides of School Change: Reform, Resistance, and the Real Life Problems
of Innovation. San Francisco: Jussey Publishers.
Fullan, and Steigelbauer (1991). The New Meaning of Educational Change. New York.
Havelock and Huberman. (1977). Solving Educational Problems: The Theory and Reality of Innovation
in Developing Countries. Paris: UNESCO.
Kaufman and Others (1996). Educational Planning; Strategic, Tactical and Operational.Lancaster:
Technomic Publishing Co. Inc.
Ponsion, J.A. (1972). Educational Innovation in Africa. The Hague: Faculty of Social Studies.
arason, S. (1992). The Culture of the School and the Problem of Change. Boston: Allyn and Bacon.
Sybouts, W. (1992). Planning in School Administration, A Hand Book. New York: Green.Wood Press

Hawassa University

College of Education

Department of Educational Planning and Management

Course Guide book/Syllabus

Module Name/No.: Leadership in Education (EdPM- M3051)

Course Titles/Codes Group dynamics and Conflict Management Edpm3053

Course Weight LH 1; TH 1; HS 4 & CP 3

Course Information Target Group EdPM –3rdyear Academic Year --------- Semester II
Meeting Day ----- Meeting Time:----------- Meeting Room :-----

Module Coordinator Name:- ……………… Phone No. ……………..

181 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 E-mail:-------------------- Office:- -----------------

Instructor (s) Address Name:…………………… Email : ……………………

Office : …………………Office hour: …………… Phone : ………………

Course Description
The course introduces students with the importance of group in the context of organizations including
schools. It makes distinct the differences between collection, group, team and organization. The group
dynamics aspect includes group readiness, group problem solving modes, helping and hindering roles of
individuals in group context. The course attempts to acquaint students with concept of conflict and
conflict management to enhance group effectiveness, sources of conflict, mechanisms of conflict
resolution and other related issues

Learning Outcome Understand the concepts of group and Conflict

Analyze the Sources and types of conflict
Resolve conflicts using different approaches

Pre-requisites

Course Status Core

Schedule

Week Topics and Subtopics Text books

Unit one: GROUP DYNAMICS

1.1: Concept of Group, Group Dynamics and Team
1.1.1 Definition and the Need for Group
1.1.2 Group types Kaila.H.L.(2006).Organizational

182 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 1.1.3 Why a Group is needed? Behaviour &HRM. pp. 138-145
1.1.4 Group Structure and Size
1.2 Concept of Group Dynamics

1.3. The Concept and Essentials of Team Follett, M. P. (1940).

1.4. Group Behaviors Constructive Conflict.
1.5 Stages of Group Development Kaila.H.L.(2006).Organizational
1.6 Group Norms ,Roles ,Status and Cohesiveness Behaviour &HRM. pp. 138-145
1.7 Conceptual Framework of Group Dynamics

Unit Two : Conflict Management Robbins S.P.

2.1 concepts of Conflict (2003).Organizational Theory 3rd
2.2 Organizational Conflict edition.(pp,410-436)
2.2.1. Defining organizational Conflict Terry G,&Franklin S.
2.2.3. Views on Organizational Conflict (2006).Principles of
2.2.3.1 Traditional view of Organizational Conflict Management 8th edition. pp. 242-
2.2.3.2 The Modern View of Organizational Conflict 253

2.2.4. Types of Organizational Conflict Kaila.H.L.(2006).Organizational

2.2.5 Causes of Conflicts Behaviour &HRM. pp. 138-145
2.2.6. Process of conflict
2.3 . Managing Organizational Conflict
2.3.1. The Evolution of Conflict Management

.3 . Managing Organizational Conflict Kaila.H.L.(2006).

2.3.1. The Evolution of Conflict Management Organizational Behaviour
2.3.2. Conflict Management Vs Conflict Resolution &HRM. Delhi : Regd.
2.3.3. Criteria for Conflict Management
2.3.4 Conflict Management Strategies (Styles)

183 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 2.3.5 Conflict Management Skills and Behaviors

Final Exam week

Mode of delivery/Teaching and learning methods: Classroom contact/Lecture, individual work

(independent study)group work and project work in group,individual and group presentations.

Mode of assessment
Quiz: 12%
Individual assignment/Project: 11%
Group assignment/ Project: 12%
Mid Exam: 25%
Final exam: 40%
Total: 100%

Course Polices
All the students are expected to respect the code of conduct of students (article 166and 166/1.1 of the
senate legislation of BDU May 20, 2005)throughout the course.
Academic dishonesty including cheating, fabrication and plagiarism will not be tolerated so measures
will be taken in accordance to the legislation by the concerned body if you are found guilty of any of
these. Students are expected to actively participate in the course since the teaching method is active
learning. Moreover, class attendance and participation is mandatory.
Any student who fail to attend at least 85% of the class is not allowed to sit for the final exam.
Therefore, you have to be punctual and attend the classes regularly. Whenever you are in the class you
MUST switch of your cell phone or at least put it in its silent mode You are also responsible to follow
an announcements or changes in schedule which will be communicated to you either through your
representative or posed on the notice board. The final exam and the assessment as whole could be
include both form what is discussed in the class as well as from the materials you are told to read. so to
maximize you score try to read as many related material as possible.

184 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 Grading System: Fixed scale

References
Amason, A. C. (1996). Distinguishing the Effects of Functional and Dysfunctional Conflict on Strategic
Decision MakingResolving a Paradox For Top Management Teams. Academy of Management Journal,
39, 123–148.
Blake, R.R., and Mouton, J.S. (1964). The Managerial Grid. Houston: Gulf Publishing Co.
Baron, R. A. (1990). Conflict in Organizations. In K. R. Rurphy & F. E. Saal (Eds.), Psychology in
Organizations: Integrating Science and Practice . Hillsdale, NJ: Erlbaum.
Follett, M. P. (1940). Constructive Conflict. In H. C. Metcalf & L. Urwick (Eds.), Dynamic
Administration. The CollectedPapers of Mary Parker Follett. New York :Harper &Row.
Jehn, K. A. (1994). Enhancing Effectiveness: An Investigation Of Advantages And
Disadvantages Of Value-Based Intragroup Conflict. International Journal of Conflict Management,
5, 223–238.
Kaila.H.L.(2006). Organizational Behaviour &HRM. Delhi : Regd.
Lambert, J., and Myers, S. (1999) 50 Activities for Conflict Resolution. Amherst, MA: HR
Development Press.
Rahim, M.A.(2002). Toward A Theory of Managing Organizational Conflict. The International
Journal of Conflict Management, Vol. 13, No. 3, Pp. 206−235.
R.J. Rummel, (1977).Conflict in Perspective, Understanding Conflict and War: Vol. 3
Robbins, S. P. (2005). Organizational Behavior .Boston : Prentice Hill. Inc
Roloff, M. E. (1987). Communication and Conflict. In C. R. Berger & S. H. Chaffee (Eds.) Handbook
Of Communication Science(Pp. 484–534). Newbury Park, CA: Sage.
Simmons, T. L., & Peterson, R. S. (2000). Task Conflict and Relationship Conflict in Top Management
Teams: The Pivotal Roleof Intragroup Trust. Journal Of Applied Psychology
Terry G,&Franklin S.(2006).Principles of Management 8th edition. Delhi : Regd.

185 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
Module Number 06

Education and Development

a. Module Number: 06
b. Module Code: (EdPM- M3061)
c. Module EtCTS: 15
d. Module Category: Core

SN Course title course Mode of Cr EtCTS CP

code delivery Hrs
LH TH L/P HS

1 Education and Development Edpm3061 1 Semester 3 1 1 0 4 5

Based

2 Management of Adult and Non- Edpm3062 1 Semester 3 2 1 0 7 5

Based
formal Education

3 Management of Technical and Edpm3063 1 Semester 3 2 1 0 7 5

Based
Vocational Education and
Training

Total 9 15

Module Competence
Enhance, promote and develop adult and non-formal education programs
Apply different entrepreneurial skills in educational development
Apply information technology to enhance educational development
Module Description
The Module, education and development, mainly describes about the linkage between education
and development. It is purposely designed by thinking that nowadays education is considered as
weapon for any aspects of development and it is necessarily to consider the integration of the two
186 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
components. Hence, the module encompasses the issues of adult and non- formal education, the
use of entrepreneurship and information technology for development. More specifically, this
module is designed to acquaint learners with educational development perspectives,
entrepreneurial skills to apply in educational strategies.
Module objectives
After the completion of this module the students will be able to:
Recognize and practice the aspects of Adult and NFE programs and delivery systems such as
literacy, distance learning, in-service training program.
Identify the role of Adult &NFE in Development activities and Practices
Understand the perspectives of development that underlie educational reforms strategies
Analyze Ethiopian education policies in terms of development perspective
Understand the nature, functions, characteristics, and importance of entrepreneurship and its
contribution to economic development of one’s country.
Use the basic skills of information technology in their day to day activities.
Mode of Delivery
Block and parallel
Teaching-learning methods
Group discussion
Independent learning
Lecture
Project work
Team work/ collaborative learning
Field work
Reflection

187 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
Hawassa University

College Education

Department of Educational Planning and Management

Course Guide book/Syllabus

Module Name/No.: Education & Development EdPM- M3061

Course Education and Development (Edpm3061)

Titles/Codes

Course Weight CP 5

Course Target Group –EdPM 3rd Academic Year ------- Semester _I

Information Meeting Day ------------Meeting Time:--------------- Meeting Room :-------------

Module Name:- ……………… Phone No. ……………..

Coordinator E-mail:-------------------- Office:- -----------------

Instructor(s) Name:…………………… Phone : …………… Email : ……………………

Name and
address Office : ………………….. Office hour: ………………….

Course Description
This course sheds light on development perspectives, issues; policy frame works paradigms and
global developments that bear implication on educational policies and reforms. It includes concepts
and definitions of development and sustainable development, orthodox and alternative views of
development, , Development frameworks and education: Structural Adjustment Policies(SAP),
Education for All(EFA), Millennium Development Goals(M DGs), , Poverty Reduction
Strategies(PRS) and International aid modalities, Lifelong Long Learning (LLL) framework.

188 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
Lear II. Objectives of the Course:
ning At the end of this course students will be able to:
Outc define the concept of development and sustainable development
ome compare different perspectives of development
explain the implications of different perspectives on educational policies
identify the perspectives of development that underlie educational reforms strategies
describe major development frameworks
Analyze Ethiopian education policies in terms of development perspective and the
frameworks

Wee Topics and Subtopics Text books

k

Unit One Concepts and Definitions of Development Babylis, John and Smith,
Concepts and Definitions Steve(2005). The Globalization of
Development theories and View World Politics Introduction to
1.2.1 Orthodox View of Development International Relations
1.2.2 Alternative view of Development
Unit Two Bishop, G. (1994). Alternative
Education and Development Strategies for Education. London
Benefits of Education
2.2 Education and economic development

2.3 Education and social development

2.4 Education and political development

Unit Three: Development Frameworks and Bishop, G. (1994). Alternative

Education Strategies for Education. London
Structural Adjustment Policies (SAP)

189 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 Education for All (EFA)
Millennium Development Goals (MDGs)
Poverty Reduction Strategies (PRS)

Unit IV. International cooperation and Aid Bishop, G. (1994). Alternative

Modalities Strategies for Education. London
Sustainable Development Babylis, John and Smith,
Unit V. Analysis of Ethiopian education policies in Steve(2005). The Globalization of
light of the development perspectives World Politics Introduction to
and the frameworks International Relations

Final Exam week

Mode of delivery/Teaching and learning methods: The following active learning methods will
frequently be used:
brainstorming, buzz group, crossover discussion, Project& presentation, case studies and gapped
lecture

Mode of assessment
Quiz: 12%
Individual assignment/Project: 11%
Group assignment/ Project: 12%
Mid Exam: 25%
Final exam: 40%
Total: 100%

Course Polices
All students are expected to abide by the code of conduct of the University Academic legislation
throughout this course. Academic dishonesty, including cheating, fabrication, and plagiarism will not be

190 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
tolerated and will be reported to concerned bodies for action.
Class activities will vary day to day, ranging from lectures to discussions. Students will be active
participants in the course. You need to ask questions and raise issues. You are required to do all the
assignments you are supposed to accomplish, submit and present it according to the time table
indicated. Module facilitator /s will give out the directions, for the assignments one week prior to the
due date. All issues discussed in class or derived from other sources may be the subject of assignment or
final exam question items. Please follow the instructions indicated at each content of your course
guidebook to complete all the assignments provided whether they are to be performed individually or in
group.
Note on class attendance and participation: You are expected to attend class regularly. Facilitator/s
will take attendance on random days during the semester to ensure that students are coming to class, and
if you miss class repeatedly, your grade will be affected. If you miss more than 20% of the class
attendance you will not sit for final exams. Please try to be on time for class. Facilitator /s will not allow
you enter if you are late more than five minutes.
Cell phones:
Cell phones must be turned off before entering the exam room and class as they are disruptive. So,
please make sure your cell phone is turned off.
For the purpose of contacting information, Facilitator/s put his/her/their cell number on this course
guidebook. You are allowed to make contact only in working hours

References
Babylis, John and Smith, Steve(2005). The Globalization of World Politics Introduction to
International Relations. New York: Oxford University Press.
Asnake, S. (Ed.) (2002) Adult Literacy Training for Better Livelihood: A Report of Study Tour to
Uganda.
Bishop, G. (1994). Alternative Strategies for Education. London
Bohla, H.S. (1994). A Source Book for Literacy Work: Perspective fromthe Grassroots. London.
UNESCO Publishing.

191 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
ButtJ, R.F. (1982). International Human Rights and Civic Education, pp. 23-34
Cassra, Beverly Benner (ed) (1995): Adult Education Through world Collaboration. Florida: Krieger
Publishing Company
Cummings, W. K. (1989). The Role of NGOs in Basic Education Experience of Developing
Countries. Workshop paper presented on the Role of NGOs in Education. Addis! Ababa.
CRDA/MOE,
Delors, J. et al (1996): Learning: the treasure within: reports to UNESCO of the International
Commission on Education for Twenty-First Century. Paris: Unesco.
Dufera, D. (1999). Population Growth as impediment to the Realization of Universal Primary
education in Ethiopia, in The Ethiopian journal of Education, Vol. XIX, No.1, June. pp. 95-133
Duerste, H.; Fenner, M.; Hinzen, H. (2004). Development Education - Global Learning and
Intercultural Adult Education, No. 62 (pp. 95·, 07)
Elliot, J. (1994): An Introduction to Sustainable Development: The developing world. London:
Routledge.
FAO and UNLSCO-IIEP 2006. Education for Rural People in Africa. Communications and
publications unit, Italy
Gedei, A. (1996). Situation Analysis: The Case of two Community Skills Training Centers Needs
for their Revitalization.
Hinzen, H. Germany: International Cooperation in Adult Education - DVV's Professional
Partnership and Solidarity (89-114), in Beverly Benner Cassara, 1995
Hirst, P.H. & Peters, R.S. (1970). The Logic of Education. London.
Indabawa, Sabo A. et al (ed.) (2000): The State of Adult and Continuing Education in Africa.
Windhoek: University of Namibia
Ingemar, F. &Lawrence J.(1989). Education and National Development: A
Comparative Perspective. Pergumon Press, Oxford.
Kebede Shenkut, Mammo (1996): Manpower Training m Adult Education. An International
Perspective.
Kirkby, John et al (ed.) (1995): The Earth scan Reader in Sustainable Development. London, Earth
192 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
scan Publications Ltd.
Levin, H. (1987). Improving Productivity through Education and Technology. IN: Burke G.
Rumberger R.M.
Michael, P. Todaro (1977). Economic Development. Sixth edition, New York University.
Ministry of Finance and Economic develop-neat. Ethiopia: Building on Progress, A Plan for
Accelerated and Sustainable Development to End Poverty (PASOEP). (2005106 - 2009/10),Volume I,
Main Text, Sept., 2006
MOE (1994). The New Education and Training Policy. Addis Ababa.
MOE (2002). Education Sector Development Program II.Addis Ababa
MOE (2002-03). Educational Statistics Animal Abstract, Addis Ababa
Negash, T. (1990). The Crisis of Ethiopian Education: Some Implications for Nation-Building.
Sweden: Uppsula
Nuisel, E./Klaus, P.(2003). Portrait Adult Education Germany.
Pearce et al. (1990). Sustainable Development. (Economics and Environmental. in the Third World)
Philip H. Coombs &Manzoor Ahimed (1974). Attacking Rural Poverty. How Non- formal
Education Can Help. Boltimore, Johns Hopkins University Press
Poggeler, Franz (1996): Adult Education as a Democratic Life Style and a Process of Learning
Democracy (pp. 265-267), in Jug, J. & Poggeler, F. (ed) (1996): Democracy and Adult Education.
Ideological Changes and Educational Consequences. Frankfurta. M.,: Lang
Sandhaas, B. (2003): IIZ/DVV's Country Program on 'Support to Adult and Non-formal Education (pp.
11·1-137), in Necessities and Possibilities of Adult & Non-formal Education in Poverty Reduction,
Addis Ababa: IIZ/DVV
Scott, M. (1989). A New View of Economic Growth. Claredon Press, Oxford
Solomon, I. (1997). Adult Education in Ethiopia. A Historical Sketch. Addis Ababa.
Walter, S. (ed.) (1997): Globalization, Adult Education and Training: Impacts and Issues. London:
Zed Books
Wondimu, H. et al. (Eds.) (1999). Non-Formal Education in Ethiopia Addis Ababa: AAU Press

193 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 Approved by:Department Head/ Module Coordinator __________________________
Signature ____________________________ Date

Hawassa University

College Education

Department of Educational Planning and Management

Course Guide book/Syllabus

Module Name/No.: Education & Development EdPM- M3061

Course Titles/Codes Management of Adult & Non formal Education Edpm3062

Course Weight LH 1; TH 1; HS 4 & CP 3

Course Information Target Group –EdPM III year Students’ Academic Year --- Semester
I
Meeting Day --------------Meeting Time:----------------- Meeting Room :------

Instructor(s) Name Name:…………………… Phone : ……………………

and Address Office : ………………….. Email : ……………………
Office hour: ………………….

Course Description
194 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
This course sheds light on development perspectives, issues; policy frame works paradigms and global
developments that bear implication on educational policies and reforms. It includes concepts and
definitions of development and sustainable development, orthodox and alternative views of
development, , Development frameworks and education: Structural Adjustment Policies(SAP), Education
for All(EFA), Millennium Development Goals(M DGs), , Poverty Reduction Strategies(PRS) and
International aid modalities, Lifelong Long Learning (LLL) framework.

Learning Outcome
II. Objectives of the Course:
At the end of this course students will be able to:
define the concept of development and sustainable development
compare different perspectives of development
explain the implications of different perspectives on educational policies
identify the perspectives of development that underlie educational reforms strategies
describe major development frameworks
Analyze Ethiopian education policies in terms of development perspective and the frameworks

Pre-
requisites

Course Compulsory
Status

Mode of delivery/Teaching and learning methods: The following active learning methods will
frequently be used:
brainstorming, buzz group, crossover discussion, Project& presentation, Pyramiding, jigsaw
method case studies and gapped lecture

Mode of assessment

195 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
Quiz: 12%
Individual assignment/Project: 11%
Group assignment/ Project: 12%
Mid Exam: 25%
Final exam: 40%
Total: 100%

LIST OF REFERNCE

Berganih et el (1963) Adult Education Procedures. The Seabury frers, New York.
Knowles, M.S (1980) the Modern Practice Adult Education Follelt Publishing Company
Chifego.
Roger, A (1996) Teaching Adults, OUP, Oxford, UK.
Kundu C.I (1986) Adult Education Sterling Publishers Ltd. New Delhi, India.
Bown L.Ed (1981) An Introduction to the study of Adult Education, IbadanUniversity
Pres, Ibadan, Nigeria.
Thomas, J. Ed (1980) Adult Education for Change. Hutchison, London.
Yalew Ingidayehu (1985). The Provision and Organization of CPE in Ethiopia Ph.D
Thesis University of Ulster U.K

Department of Educational Planning and Management

Course Guide book/Syllabus

Module Name/No.: Education & Development EdPM- M3061

Course Management of Technical and Vocational Education and Training (Edpm3063)

196 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
Titles/Codes

Course Weight CP 5

Course Target Group –EdPM 3rd Academic Year ------- Semester _I

Information Meeting Day ------------Meeting Time:--------------- Meeting Room :-------------

Module Name:- ……………… Phone No. ……………..

Coordinator E-mail:-------------------- Office:- -----------------

Instructor(s) Name:…………………… Phone : …………… Email : ……………………

Name and
address Office : ………………….. Office hour: ………………….

Course Description
This course focuses on the management of technical and vocational education and training (TVET)
systems. It equips students with the necessary knowledge and experiences of TVET. In addition, it
creates awareness among students about the utility of TVET management and its role in individual
and societal development concerns. It also helps students to understand the role of relevant, quality,
effective and efficient TVET in ensuring sustainable development. Ultimately, the course is expected
to inform students that TVET is an indispensable occupation that kept human beings continuously
develop in science and technology.

Lear II. Objectives of the Course:

ning After completing this course, students should be able to:
Outc  Define fundamental concepts of TVET;
ome  Discuss the different approaches of TVET;
 Describe the contributions and significance of TVET in development;
 Explain the different modalities of TVET delivery;
 Explain the costs and benefits of TVET;

197 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
  Discuss the nature and rationales of financing TVET;
 Discuss the concepts, principles and processes of TVET planning;
 Describe the special characteristics of TVET;
 Recognize the role of strategic planning in TVET;

Wee Topics and Subtopics Text books

k

Chapter one: TVET and Development

1.1. The conceptual foundation of TVET
1.2. The place of TVET in human civilization
1.3. Worldwide experiences in TVET
1.4. TVET and sustainable development
Chapter Two: Management of TVET
2.1. Conceptualization of TVET Management
2.2. The Role of Management in TVET
2.2.1. Organizing TVET systems
2.2.2. Effective management strategies in TVET
2.2.3. Performance management in TVET
2.3. Approaches of TVET Delivery
2.3.1. Institution-based
2.3.2. Enterprise-based
2.3.3. Cooperative training
2.4. The Role of Government in TVET Management
2.4.1. Efficiency concerns
2.4.2. Equity concerns
2.4.3. Relevance issues
2.5. Strategic Management in TVET

198 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 2.5.1. The strategic management concept
2.5.2. Strategic management of TVET
2.5.3. Delegation and decentralization in TVET

Chapter Three: TVET Planning

III.1. Planning Concepts in TVET
III.2. The need for planning in TVET
III.3. Trends and Approaches of TVET Planning
III.3.1. Supply-driven planning
III.3.2. Individual demand-driven planning
III.3.3. Market signal driven planning
III.3.4. National development strategy based planning
III.4. The Roles of Tracer study and Reverse Tracer
Study in TVET
III.5. Labor Market Driven Planning
III.5.1. Market factors affecting TVET planning
III.5.2. The role of labor market information system in
TVET planning
III.6. Strategic TVET Planning
III.6.1. Systematic strategic planning
III.6.2. Rate-of-return analysis based planning
III.6.3. International market-based planning
III.6.4. Common challenges in TVET strategic planning
III.7. TVET and Entrepreneurship
III.7.1. The need for entrepreneurship in TVET
III.7.2. Challenges of career decision in TVET
III.7.3. Vocational counseling

199 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 Chapter Four: Quality Effectiveness and Efficiency
in TVET
4.1. Conceptualization of TVET Quality
4.2. Quality Assurance in TVET
4.3. Total quality Management in TVET
4.4. Competency-based TVET
4.5. TVET Effectiveness
4.6. Efficiency in TVET Delivery
4.6.1. Internal efficiency
4.6.2. External efficiency

Chapter Five: Financing TVET

5.1. Concept of TVET Financing
5.2. Types of Funding Schemes in TVET
5.2.1. Government financing and its rationales
5.2.2. Cost-sharing and its rationales
5.2.3. Financing through voucher systems
5.2.4. Private financing and its rationales
5.3. Financing Industry Training
5.3.1. Funding training agencies
5.3.2. Funding through national programs
5.3.3. Government incentives for enterprise training
5.3.4. Tax and Levy systems
5.4. Problems and Solutions in TVET Financing
5.4.1. Risks of cost-recovery schemes
5.4.2. Disadvantages of levy-based systems
5.4.3. Requirements for TVET financing

200 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 Final Exam week

Mode of delivery/Teaching and learning methods: The following active learning methods will
frequently be used:
brainstorming, buzz group, crossover discussion, Project& presentation, case studies and gapped
lecture

Mode of assessment
Quiz: 12%
Individual assignment/Project: 11%
Group assignment/ Project: 12%
Mid Exam: 25%
Final exam: 40%
Total: 100%

Course Polices
All students are expected to abide by the code of conduct of the University Academic legislation
throughout this course. Academic dishonesty, including cheating, fabrication, and plagiarism will not be
tolerated and will be reported to concerned bodies for action.
Class activities will vary day to day, ranging from lectures to discussions. Students will be active
participants in the course. You need to ask questions and raise issues. You are required to do all the
assignments you are supposed to accomplish, submit and present it according to the time table
indicated. Module facilitator /s will give out the directions, for the assignments one week prior to the
due date. All issues discussed in class or derived from other sources may be the subject of assignment or
final exam question items. Please follow the instructions indicated at each content of your course
guidebook to complete all the assignments provided whether they are to be performed individually or in
group.
Note on class attendance and participation: You are expected to attend class regularly. Facilitator/s
will take attendance on random days during the semester to ensure that students are coming to class, and

201 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
if you miss class repeatedly, your grade will be affected. If you miss more than 20% of the class
attendance you will not sit for final exams. Please try to be on time for class. Facilitator /s will not allow
you enter if you are late more than five minutes.
Cell phones:
Cell phones must be turned off before entering the exam room and class as they are disruptive. So,
please make sure your cell phone is turned off.
For the purpose of contacting information, Facilitator/s put his/her/their cell number on this course
guidebook. You are allowed to make contact only in working hours

Reference
Adams, A. V. (2007). The role of youth skills development in the transition to work: A Global
Review. The World Bank, New York.
Adams, A. V. (2011). The role of skills development in overcoming social disadvantages.
UNESCO Publication.
Aggarwal, A. & Gasskov, V. (2013). Comparative analysis of national skills development
policies: A guide for policy makers. ILO Publication, Geneva.
Ahier, J. & Esland, G. (Eds.). (1999). Education, training and the future of work I: Social,
political and economic contexts of policy development. London: Routledge.
Ashton, D. Green, F. James, D. & Sung, J. (2005). Education and training for development in
Asia: The political economy of skill formation in East Asian newly industrialized
economies. London: Routledge.
Atchoarena, D. (Ed.). (1999). Getting the stakeholders involved: Partnership at work in three
countries from Asia, Africa and eastern Europe. UNESCO: Paris.
Atchoarena, D. (Eds.). (2000). The transition of youth from school to work: Issues and policies.
IIEP Publication: UNESCO.
Atchoarena, D., & Delluc, A. (2001). Revisiting technical and vocational education in Sub-
Saharan Africa: An update on trends, innovations and challenges. Paris: UNESCO.
Atchoarena, D., & Esquieu, P. (2002). Private technical and vocational education in Sub-Saharan
Africa: Provision patterns and policy issues. Paris: UNESCO.
Bahl, A. & Dietzen, A. (Eds.). (2019). Work-based learning as a pathway to competence-based
education. Federal Institute for Vocational Education and Training, Bonn.
Benson, C. (1987). The planning of vocational education: Economics of educational research
and studies. Oxford: Pergamon Press.

202 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
Blom, K. & Meyers, D. (2003). Quality indicators in vocational education and training:
International perspectives. Publication of National Centre for Vocational Education and
Research (NCVER), Australian National Training Authority (ANTA).
Brewer, L. (2004). Youth at risk: The role of skills development in facilitating the transition to
work (In focus program on skill, knowledge and employability). ILO, Geneva
Broussar, N. H., & Tsegay, G. (2012). Youth unemployment: Ethiopia country study. Working
Paper 12/095. International Growth Centre.
De Gobbi, M.S. (2006/1). Labor market flexibility and employment and income security in
Ethiopia: Alternative considerations (Employment strategy paper). ILO Publication.
Eicker, F., Haseloff, G. & Lennartz, B. (Eds.). (2016) Vocational education and training in sub-
Saharan Africa current situation and development. W. Bertelsmann Verlag GmbH & Co.
KG.
Fien, J., Maclean, R. & Park, M. (2009). Work, learning and sustainable development:
Opportunities and challenges. Bonn: springer.
Finlay, I., Niven, S. & Youn, S. (EDs). (1998). Changing vocational education and training An
international comparative perspective. London: Routledge.
Foley, G. (Ed.). (2000). Understanding adult education and training (2nd ed.). St Leonards: Allen
& Unwin
Gasskov, V. (2000). Managing vocational training systems: A handbook for senior
administrators. Geneva: ILO Publication.
Gill, I. S. Fluitman, F. & Dar A. A. (Eds.). (2000). Vocational education and training reform:
Matching skills to markets and budgets. New York: Oxford University Press, Inc.
Grubb, W. N. (2006). Vocational education and training: Issues for a thematic review. Paris,
OECD Publication. Retrieved from www.citeseerx.ist.psu.edu
Haan, H. C. (2006).Training for work in the informal micro-enterprise sector: Fresh evidence
from Sub-Sahara Africa. Dordrecht: Springer.
Hansen, E. (2006). Career guidance: A resource handbook for low- and middle-income
countries. Geneva, ILO Publication. Retrieved from www.ilo.org
Havinal, V. (2009). Management and entrepreneurship. New Delhi: New Age International
Publishers.
Hunting, G., Zymelman, M., & Godfrey, M. (1986). Evaluating vocational training programs: A
practical guide. Washington, D.C.: World Bank Publication.
Ipaye, T. (Ed.), (1986). Educational and vocational guidance: Concepts & approaches. Ife:
University of Ife Press.
Johanson, A.V. & Adams, R.K. (2004). Skills development in Sub-Saharan Africa. Washington,
D.C.: World Bank publication.

203 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
Keating, J. (2007). Matching supply of and demand for skills: International perspectives (final
report). Centre for Post-Compulsory Education and Lifelong Learning: NCVER.
King, K. (1985). The planning of technical and vocational education and training: Occasional
papers No. 72. Paris: UNESCO.
King, K., & Palmer, R. (2010). Planning for technical and vocational skills development. IIEP,
Paris.
Krishnan, P., & Shaorshadze, I. (2013). Technical and vocational education and training in
Ethiopia. International Growth Center (IGC), London School of Economics and Political
Sciences.
Lauglo, J. & Maclean, R. (Eds.). (2005). Vocationalisation of secondary education revisited.
Dordrech: Springer
Maclean R. & Wilson D. (with Chinien, C.) (Eds.). (2009). International handbook of education
for the changing world of work: Bridging academic and vocational learning. UNESCO-
UNEVOC.
Middleton, J., Ziderman, A., & Van Adams, A. (1993). Skills for productivity: Vocational
education and training in developing countries. New York: World Bank Publication.
Ministry of Education. (2008). National technical and vocational education and training
(TVET) strategy: Building Ethiopia (Final draft document). Addis Ababa: EMPDE.
Nijhof, W. J., Heikkinen, A. & Nieuwenhuis, L. F.M. (Eds.). (2002). Shaping flexibility in
vocational education and training: Institutional, curricular and professional conditions.
New York: Kluwer Academic Publishers.
Pavlova, M. (2009). Technology and vocational education for sustainable development:
Empowering individuals for the future. Griffith University: Springer.
Psacharopoulos, G. & Woodhall, M. (1985). Education for development: An analysis of
investment choices. Washington D.C.: World Bank Publication.
Puteh, S. & Marian, M. F. (2014). TVET capacity development: Career and life skills for 21st
century. Advanced Centre for Technical and Vocational Education (ACTiVE), Universiti
Tun Hussein Onn Malaysia.
Rauner, F. & Maclean, P. (2008). Handbook of technical and vocational education and training
research. UNESCO-UNEVOC International Centre for Education, Germany.
Sallis, E. (2002). Total quality management in education (3rd ed.).London: Kogan Page Ltd.
UNESCO (Ed). (2008). Skills for work, growth and poverty reduction: Challenges and
opportunities., UNESCO, London
UNESCO. (2012). Transforming technical and vocational education and training: Building skills
for work and life (Main Working Document). Paris.

204 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
UNEVOC (Ed.). (2013). Revisiting global trends in TVET: Reflections on theory and practice.
UNESCO.
Van den Berghe, W. (1998). Indicators in perspective: The use of quality indicators in vocational
education and training (CEDEFOP Document). Office for Official Publications of the
European Communities, Luxembourg.

Ziderman, A. (2003). Financing vocational training in Sub-Saharan Africa. Africa Region

Human Development Series. Washington, D.C.: The World Bank Publication.
Zúñiga, F.V. (2004). Quality management in vocational training: the use of standards and their
different applications. ILO Publication:
Module Number 07

Planning in Education

a. Module Number: 07
b. Module Code: (EdPM- M3071)
c. Module EtCTS: 28
d. Module Category: Core

SN Course title course Delivery Cr EtCTS CP

Category
Hrs
code System

LH TH L/P HS

1 Economics of Education EdPM3071 Semester 3 2 1 0 7 5 1

based

2 Macro Planning in Education EdPM3072 Semester 3 2 2 0 6 5 1

based

3 Education Management EdPM3073 Semester 3 1 0 2 4 5 1

Information System based

4 School Mapping and Micro EdPM3074 Semester 3 2 2 0 6 5 1

205 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 Planning in Education based

5 Management of Educational EdPM3075 Semester 3 2 2 0 6 5 1

project and Program based
Evaluation

6 Internship II EdPM3076 Semester 2 0 0 2 4 3 3

based

Total 17 10 8 4 37 28

Module Competence
Develop, manage and evaluate educational plans, programs and projects.
Apply different management tools and skills pertinent to the organizational and environmental
context and ensure organizational success
Effectively implement educational programs (e.g., SIP, CPD, ICT, etc.)
Module Description
This is the sixth module for the program. It deals with planning in Education. The module
comprises six courses. These are (i) Economics of education (ii) Macro planning in education
(iii) School mapping and micro planning , (iV) Education Management Information System (v)
Educational Project management &Program Evaluation and Internship . In addition the module
contains supportive course namely Introduction to Special Needs Education.
The module deals with the basic concepts and nature of economics of education, the essence of
human capital theory, the relation between investment, education and national development,
investment and returns in education, the role of public and private sectors in a free market
economy, the concept of production function, production and allocation efficiency, cost benefit
analysis in education, supply and demand analysis in education. Furthermore, it will explore key
aspects of building and sustaining a high performance organization through strategic planning.
Participants will learn a practical model for conducting successful strategic planning. In the
process, participants will create improvement plans for revising and updating existing strategic
plans, and create individualized plans for professional growth and development relating to their
206 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
own leadership styles. It intends to enable students understand educational planning at
aggregate/National planning/levels and help them prepare educational plans. In addition, it
equips the prospective educational planners and administrators with the skills needed for
effective micro-planning. It covers the approaches, methods, and technical instruments used for
school mapping, and discuss their limitations as well as the linkages between micro-planning and
national/regional education planning. It also focuses on educational planning at the local level
mainly on the planning concerns that are relevant for district and school levels. The course more
specifically focuses on concepts of school mapping and micro-planning. Finally, it will acquaint
students with the theoretical & practical experience of Educational Project Management
&program Evaluation.
Module objectives
After the completion of this module, the participants will acquire the skills to:
Develop and evaluate educational plans at school, district and regional levels
Design, manage and evaluate educational projects
Make cost benefit analysis in education
Collect, analyze and Interpret Data pertaining to education
Module Mode of Delivery: Parallel
Teaching Learning- Methods:
Brain storming
Buzz group discussion about the major issues in the economics of education + explanation
Group Discussion
Independent Class room exercise in evaluating whether issue/s/economic policy/ is/are normative
or positive based on explanation given
Active lecturing
Homework + reflection to identify the economic decisions/choices/ made by consumers and
suppliers/producer in education market place.
Discussion and reflection about the uniqueness of education as a market mechanism

207 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
Mind Map about the benefits of education + order students to categorize them as private vs
social(Give the framework with short explanation and order students to strengthen their
understanding about it while doing their assignment)
Self -reading about the Meaning and Types of Educational Costs.(Based on the framework of
educational costs that will be given)
Class room exercise + explanation in computing the value of opportunity cost after explaining
the concept, fixed cost, total costs, variable cost, marginal cost
Active Lecturing about concept and importance of cost analysis and the considerations to deal
with it.
Home work in justifying the nexus/relationship/ between education and human capital formation
Brief/explanation/ students about the nature + essence of cost-benefit analysis
Group work and presentation about Methods of Calculating the Rate of Return(two groups on
one of the method so as to enhance competition)
Self-Reading about approaches to measuring the benefits of education; concepts related to cost-
benefit analysis including Real Vs Nominal prices, market price, cash flow analysis, economic
analysis and its purpose; and using cost-benefit analysis to guide policy.

208 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
Hawassa University

College of Education

Department of Educational Planning and management

Course Guide book/Syllabus

Module Name/No.: Planning in Education EdPM- M3071

Course Economics of education- EdPM3071

Titles/Codes

Course Weight LH 2; TH 2; PH 0; HS 7 &CP 5

Course Target Group- EdPM III year students Academic Year -----
Information Semester II
Meeting Day -----Meeting Time:------------Meeting Room :--------

Module Name:- ……………… Phone No. ……………..

Coordinator E-mail:-------------------- Office:- -----------------

Instructor(s)Name Name:…………… Phone : ……………… Email : ………………

And address
Office No/ : ………………….. Office hour: ………………….

Course Description
This course is designed to provide students of Educational Planning and Management with basic
economic concepts of education. The course deals with the essence of human capital theory, the
relation between investment, education and national development, investment and returns in
education, the role of public and private sectors in a free market economy, the concept of
production function, production and allocation efficiency, cost benefit analysis in education, supply
and demand analysis in education.

Learning Outcome
Analyze the supply and demand of education and its policy implication
Analyze the contribution of education to economic growth and development
Conduct
209 | E dcost
u c benefit
a t i o nanalysis
a l p l ainn education.
ning and management curriculum
Apply economic concepts in education

Pre-requisites No prerequisite

Course Status Core

Schedule
 Hawassa University

College of Education

Department of Educational Planning and management

Course Guide book/Syllabus

Module Name/No.: Planning in Education EdPM- M3071

Course Macro planning in education EdPM3072

Titles/Codes

Course Weight LH 2, TH 1, PH 0, HS 7 & CP 5

Target group Target Group- EdPM 3rd Academic Year ------------- Semester- II
Information Meeting Day --------------- Meeting Time:----------------- Meeting
Location/Room :-----------------

Module Name:- ……………… Phone No. ……………..

Coordinator E-mail:-------------------- Office:- -----------------

210 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 Instructor(s)Name Name :……………...Phone : ……………… Email : ……………………
and address Office : …………………. Office hour: ………………….

Course Description
This course acquaints students with the how of Educational planning at aggregate /national-regional/levels and
helps them prepare macro educational plans. It begins by introducing the concepts of- educational planning, the
basic issues, models, and approaches to educational planning and attempts to equip students with the much
needed processes of preparing and implementing strategic plans.

Learning Outcome Apply models and approaches in educational planning

Prepare strategic plans and projects at a regional level and Evaluate Educational Plans
and projects

Pre-requisites No prerequisite

Course Status Core

Schedule

Week Topics and Subtopics Text books

1.CONCEPTUAL FRAMEWORK FOR EDUCATIONAL Educational planning for

PLANNING Development page-38-89
1.1.Educational planning defined Educational administration
1.2.A brief historical sketch: The new educational environment the page91-92,167-169
educational planning contents Management fundamentals
1.3.Basic issues /questions of educational planning page120-155 Principles of
management page 98-120

1.4.Models in educational planning Educational planning for

1.4.1.Rational models Development page-107-163
1.4.2.Interactive models
1.5.Approaches to educational planning
1.5.1. Social demand approach
1.5.2.Manpower forecasting
1.5.3.Cost-benefit approach
1.5.4.Strategic approach

2.Macro-Level Education Planning Book of readings and educational

2.1.Mega, Macro and Micro planning compared Management page 63-73
2.2.Strategic Planning at the Macro Level

211 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 2.2.1.Basics of strategic planning
2.2.2.Characteristics and benefits of strategic planning
2.2.3.Critical success factors in strategic planning

2.2.4.Processes in Strategic Planning Principles of management page

2.2.5.Prior Considerations 122-140
2.2.6.Steps in Strategic Planning
2.2.6.1.Formulation
2.2.6.2.Implementation
2.2.6.3.Evaluation

Mode of delivery/Teaching and learning methods: lecture/Classroom contact,, individual work, Assignment
in group, Field work(school visit),

Mode of assessment
Quiz: 12%
Individual assignment/Project: 11%
Group assignment/ Project: 12%
Mid Exam: 25%
Final exam: 40%
Total: 100%

Course Polices
All the students are expected to respect the code of conduct of students (article 166and 166/1.1 of the senate
legislation of BDU May 20, 2005)throughout the course. Academic dishonesty including cheating, fabrication
and plagiarism will not be tolerated so measures will be taken in accordance to the legislation by the concerned
body if you are found guilty of any of these. Students are expected to actively participate in the course since the
teaching method is active learning. Moreover class attendance and participation is mandatory. Any student who
fail to attend at least 85% of the class is not allowed to sit for the final exam. Therefore you have to be punctual
and attend the classes regularly. Whenever you are in the class you MUST switch of your cell phone or at least
put it in its silent mode You are also responsible to follow an announcements or changes in schedule which will
be communicated to you either through your representative or posed on the notice board. The final exam and the
assessment as whole could be include both form what is discussed in the class as well as from the materials you
are told to read. so to maximize you score try to read as many related material as possible

References Akabogu George C, B.O Ukeje and Alice Ndu (1992).Educational Administration. New Haven
Enugu: Fourth Dimension Publishing Co.,Ltd.
Forojalla S.B.(1993).Educational Planning for Development. Hong Kong: The Macmillan Press Limited
MBAMBA A. Mauno (1992). Book of readings and educational Management. Harare: Mazongororo paper
convertersLussier Robert N.(2009).Management Fundamentals. USA: South Western CENGATE learning

212 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 Hawassa University

College of Education

Department of Educational Planning and management

Course Guide book/Syllabu

Course Titles/Codes Education Management Information System EdPM3073

Course Weight CP5

Course Information Target Group- EdPM 3rd

Academic Year ------------- Semester- II
Meeting Day --------------- Meeting Time:----------------- Meeting
Location/Room :-----------------

Module Name/No. Planning in Education EdPM- M3071

Module Coordinator Name:- ……………… Phone No. ……………..

E-mail:-------------------- Office:- -----------------

Instructor (s) Name Name:……………………

and Contact Phone : …………………… Email : ……………………
Information Office : ………………….. Office hour: ……

ECTS 3

Course Description
This course emphasizes on definition of Educational management information system, characteristics of
Educational Management Information System, the use and benefits of information and data for planning
and decision making; education management information systems.
213 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 Learning Define EMIS & Characteristics of EMIS
Outcome Explain Importance of EMIS
Steps in carrying out successful EMIS Operations
Identifying ways of implementing EMIS in School Systems
Identifying Information Needs for Educational Planning and Decision Making.
Use EMI in regional & below regional educational planning

Pre- No prerequisite
requisites

Course Core
Status

Schedule

Week Topics and Subtopics Text books

Chapter One : Concept of EMIS Atttield ,Jall_and Mathewos

Definition of EMIS Iamiru(1999.). Setting up and Using
Characteristics of EMIS GI&fm.Micro-Planning and
Importance of EMIS MSc_hool. Mapping in Ethiopia.
Paris: UNESCO.

Chapter Two. Components and Steps in carrying out Atttield ,Jall_and Mathewos
successful EMIS Operations Iamiru(1999.). Setting up and Using
Components of EMIS Operations GI&fm.Micro-Planning and
Diagnosis and policy documents MSc_hool. Mapping in Ethiopia.
Organizing Information and Utilization of Educational Paris: UNESCO.
Information
Research and Planning Management and Administration

214 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 Monitoring and Evaluation
Finance and Manpower Requirements/Structure
EMIS and Training
EMIS in a Decentralized System

Steps in carrying out successful EMIS Operations Principles of management page 122-
Data collection , Data Process in, Data Analysis , 140
Reporting
Publication, Dissemination, and Feedback

Chapter Three.
Implementing EMIS in Educational Organization
Identifying Information Needs for Educational Planning
and Decision Making.
Development of EMIS in Ethiopia and Its Current Status
and challenges

Final Exam week

Mode of delivery/Teaching and learning methods: lecture/Classroom contact,, individual work,

Assignment in group, Field work(school visit),

Mode of assessment
Quiz: 12%
Individual assignment/Project: 11%
Group assignment/ Project: 12%
Mid Exam: 25%
Final exam: 40%
Total: 100%

215 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 Course Polices
All the students are expected to respect the code of conduct of students (article 166and 166/1.1 of the senate
legislation of BDU May 20, 2005)throughout the course. Academic dishonesty including cheating,
fabrication and plagiarism will not be tolerated so measures will be taken in accordance to the legislation by
the concerned body if you are found guilty of any of these. Students are expected to actively participate in
the course since the teaching method is active learning. Moreover class attendance and participation is
mandatory. Any student who fail to attend at least 85% of the class is not allowed to sit for the final exam.
Therefore you have to be punctual and attend the classes regularly. Whenever you are in the class you
MUST switch of your cell phone or at least put it in its silent mode You are also responsible to follow an
announcements or changes in schedule which will be communicated to you either through your
representative or posed on the notice board. The final exam and the assessment as whole could be include
both form what is discussed in the class as well as from the materials you are told to read. so to maximize
you score try to read as many related material as possible

References
Atttield ,Jall_and Mathewos Iamiru(1999.). Setting up and Using GI&fm.Micro-Planning and MSc_hool.
Mapping in Ethiopia. Paris: UNESCO.
Chapman , David W. and Mahick Lars (1993) From Data to Action: Infonnation Systems In
Educational Planning.Paris: UNESCO.
Cunninghan William G.( 1982).Systematic Planning for Educational Change.London: Mayfield Publishsing
Company.
Mendelsohn, John M.(l996).Educational Planning and Management and the Use of Geographical
Information System.Paris: UNESCO.
Ritey Kathryn A. and Nuttal Desmond L.( 1994). Measuring Quality: Education Indicators UK and
International Perspectives: London: The Falmer Press.
Sarvageot Claude ( 1997).Indicators for Educational Planning. A Practical Guide. Paris: UNESCO.

216 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
Approved by :
Department Head/ Module Coordinator __________________________
Signature ____________________________ Date

Hawassa University

College of Education

Department of Educational Planning and management

Course Guide book/Syllabus

Course School mapping and Micro planning in Education- EdPM3074

Titles/Codes

Course Credit 3

Course Information Target Group- EdPM 3rd

Academic Year ------------- Semester - II
Meeting Day --------------- Meeting Time:----------------- Meeting
Location/Room :-----------------

Module Name/No. Planning in Education EdPM- M3071

Module Name:- ……………… Phone No. ……………..

Coordinator E-mail:-------------------- Office:- -----------------

Instructor (s) Name Name:…………………… Phone : ……………………

and Contact Office : ………………….. Email : ……………………
Information

217 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 Office hour: ………………….

ECTS 5

Course Description
This course is all about how to address local level educational needs. Accordingly it deals with concepts
like micro planning and school mapping; goals of micro-planning; methodological steps in micro
planning and school mapping. It is also concerned with the how of diagnosing the performance of local
education systems using educational indicators in the process of designing school maps and micro
plans. School based strategic planning and school action plan are also the focus of this course.

Learning Outcome
Carry out educational diagnosis on the performance of education system (access and coverage, internal
efficiency, quality, equity and resource utilization)
Prepare school map and Micro plan at the local level following the right procedures.

Pre-requisites No prerequisite

Course Status Core

Schedule

Week Topics and Subtopics Text books

1.The Nature of Micro planning and school Mapping Cunninghan William G.

1.1.The concept of planning ( 1982).Systematic Planning for
Definition of planning Educational Change
Dimensions of planning
Classification of planning
1.2.The concept of Micro planning

218 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 Goals of micro planning Cunninghan William G.
1.3.The concept of School mapping ( 1982).Systematic Planning for
objectives of school mapping Educational Change
1.4.Relationship between micro-planning, school
mapping and Macro planning

2.Processes in micro planning and school mapping Kanfan, Roger et al ( 1996).

2.1.Diagnosis in school mapping Educational Planning: Strategic,
2.2.Analysis of Education coverage and access Tactical and Operational

2.3.Analysis of internal efficiency of the Education Kanfan, Roger et al ( 1996).

System Educational Planning: Strategic,
2.4.Analysis of quality of Educational Services Tactical and Operational
2.5.Data collection for diagnosis
2.6.Improving micro planning in education Through the
Use of GIS: The case of Ethiopia

3.Education indicators
3.1.The concept of indicators
3.2.Purpose of indicators
3.3.Characteristics of good indicators
3.4.Constructing indicators
3.5.Limitations of quantitative indicators

Mode of delivery/Teaching and learning methods: lecture/Classroom contact,, individual work,

Assignment in group, Field work(school visit),

Mode of assessment
Quiz: 12%
Individual assignment/Project: 11%

219 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 Group assignment/ Project: 12%
Mid Exam: 25%
Final exam: 40%
Total: 100%

Course Polices
All the students are expected to respect the code of conduct of students (article 166and 166/1.1 of the
senate legislation of BDU May 20, 2005)throughout the course. Academic dishonesty including
cheating, fabrication and plagiarism will not be tolerated so measures will be taken in accordance to the
legislation by the concerned body if you are found guilty of any of these. Students are expected to
actively participate in the course since the teaching method is active learning. Moreover class attendance
and participation is mandatory. Any student who fail to attend at least 85% of the class is not allowed to
sit for the final exam. Therefore you have to be punctual and attend the classes regularly. Whenever
you are in the class you MUST switch of your cell phone or at least put it in its silent mode You are also
responsible to follow an announcements or changes in schedule which will be communicated to you
either through your representative or posed on the notice board. The final exam and the assessment as
whole could be include both form what is discussed in the class as well as from the materials you are
told to read. so to maximize you score try to read as many related material as possible

References
Attfield, Ian and Mathewos Tamiru(1999).Setting up and Using GIS forMicro-Planning andMSchool
Mapping in Ethiopia. Paris : UNESCO.
Chapman , David W. and Mahick Lars (1993) From Data to Action: Information Systems in Educational
Planning. Paris : UNESCO.
Cunninghan William G.( 1982).Systematic Planning for Educational Change. London: Mayfield
Publishsing Company.
Kanfan, Roger et al ( 1996). Educational Planning: Strategic, Tactical and Operational .Lancaster:
Technomic Publishing Company, Inc.
Mendelsohn , John M.(1996).Educational Planning and Management and the Useof Geographical
220 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 Information System. Paris : UNESCO.
Ritey Kathryn A. and Nuttal Desmond L.( 1994). Measuring Quality:Education Indicators UK and
International Perspectives: London: The Falmer Press.
Sarvageot Claude ( 1997).Indicators for Educational Planning. A PracticalGuide. Paris: UNESCO

Approved by :
Department Head/ Module Coordinator __________________________
Signature ____________________________ Date

221 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
Hawassa University

College of Education , EdPM

Course Guide book/Syllabus

Course Management of educational projects and program evalaution-

Titles/Codes EdPM3075

Course Weight LH 2, TH 1, HS 7 & CP 5

Course Target Group- EdPM III

Information Academic Year ------------- Semester II
Meeting Day --------------- Meeting Time:----------------- Meeting
Location/Room :----------

Module Name/No. Planning in Education EdPM- M3071

Module Name:- ……………… Phone No. ……………..

Coordinator E-mail:-------------------- Office:- -----------------

Instructor (s) Name:…………………… Phone : ……………………

Name Office : ………………….. Email : ……………………
and Contact
Information Office hour: ………………….

ECTS 5

Course Description
This course presents the conceptual framework of educational project management and evaluation,
which is crucial in development endeavors. It tries to elaborate the origin, definition, scope and
characteristics of project; processes and procedures of project preparation phases, project
implementation, and project monitoring and evaluation. It also deals with managing and evaluating
educational projects. Moreover, the course deals with techniques used in planning and managing
projects

Learning Outcome Develop educational projects by using the necessary steps of project design
222 | E d u c a t i o n a l Conduct
p l a n nproject
i n g aappraisal
n d m a nbased
a g e on
m ethe
n tcriteria
c u r rfor
i c uproject
l u m evaluation
Mange projects

Pre-requisites No prerequisite

Course Status Core

Schedule
Approved by:Department Head/ Module Coordinator _________________________

Hawassa University

College of Education

Department of Educational Planning & management

Course Guide book/Syllabus

Course Titles/Codes Internship II (Edpm3076)

Course Credit LH 0, TH 0 PH 2, HS 4 & CP 2

Course Information Target Group Year 3 Semester Semester II

Academic Year ------------- Meeting Day ---------------
Meeting Time:----------------- Meeting Location/Room :----------------

Module Name/No. Planning in Education EdPM- M3071

Module Coordinator Name:- ……………… Phone No. ……………..

E-mail:-------------------- Office:- -----------------

Instructor (s) Name Name:…………………… Phone : ……………………

and Contact Information Office : …………………. Email : …………………..Office hour:
………………..

223 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 ECTS 3

Course Description
The course expects students to conduct close and systematic exploration of actual work situations of
education establishments, which will enable them produce analytical reports of their findings on
specific practical issues and problems of educational management. To this effect, students will be
assigned to different educational institutions and administrative units such as the MOE, REB’s and
their sub-regional entities, schools, and other education and training institutions. The reports could be
based on factual information/quantitative data and qualitative data reflecting educational policies,
strategies, plans, programs, directives, guidelines, rules, regulations, processes and procedures.
Adequate understanding of these and observation of their application will help students in securing
adequate knowledge about the current level of performance of the education system and about the
problems encountered in operation.

Learning Outcome Explore ,evaluate and report actual work situations of educational
establishment

Pre-requisites

Course Status Major

Week Date/Contact Topics and Subtopics

Concept and principles of internship

Issues identification and description
Students placement in educational organization for practical work
Areas/Themes Proposed for Internees’ Consideration
Instructional Leadership
Supervision
Educational Planning and Project Management

224 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 Financial Resource Management
Management of Physical Resources
Centralization VS Decentralization
Record Keeping
Staff Performance Evaluation
Staff Recruitment, Selection, and Training
Staff Assignment, Promotion and Transfer
Administrator-Staff Relationship
Managing Conflicts
Staff Discipline
Student Admission and Registration
Administration of Examinations
Student Academic Performance and Promotion
Administration of Co-curricular Activities
Student Discipline
Home-School Relationship
Teachers’ Professional Association
Medium of Instruction
Quality control, audit & management
Reporting and presentations

Assessment Methods Assessment types Weight schedule

Continuous
Report document 70
Assessment (70%) &
evaluation
Final Exam. (30%)
Individual presentation on 30
the paper

225 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
Module Number 08
Policy in Education
a. Module Number: 08
b. Module Code: (EdPM- M4081)
c. Module EtCTS: 20
d. Module Category: Core

SN Course title course Deliver Cr EtCTS CP

code y Hrs

Category
System
LH TH HS
1 Education Policy Formulation, EdPM4081 1 Semester 3 3 2 8 5
Implementation and Evaluation Based

2 Decentralized Education EdPM4082 1 Semester 3 2 1 7 5

Management Based

3 Instructional Leadership EdPM4083 1 Semester 3 2 1 7 5

Based
4 Curriculum development TECS4084 1 Semester 3 2 1 7 5
Based
Total 12 20

Competencies
understand the provision constitution to educational organization and management
Set and analyze education policy and planned objectives
Organize, evaluate& manage curriculum materials and curriculum development activities
Module Description

226 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 This module deals with the concept of constitution in general and historical developments of
constitution in Ethiopia in particular, the essence of policy making and analysis. Besides, it
introduces the nature and concepts of decentralized educational management and practice of
educational decentralization in Ethiopia. In addition experiences of educational processes among
countries are compared with their implication to the system of education; foundations of
curriculum, aims and objectives in education.
Objectives
Understand the basic features and characteristics of Education Policies in a global setting as well
as in the Ethiopian particular realities.
Undertake a decentralized management of educational system in accordance with Ethiopian
constitution and education laws
Design, develop, implement and evaluate educational curriculum aligned with education and
training policies.
Mode of Delivery: Block
Methods of Teaching
Independent learning
Lecture
Project work
Team work/Collaborative Learning
Field work
Reflection
Approved by : Department Head/ Module Coordinator_________________________
Signature ____________________________ Date

Hawassa University
College of Education

Department of Educational Planning and management

227 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
Course Guide book/Syllabus

Course Education Policy formulation, Implementation & Evaluation ( EdPM

Titles/Codes 4081)

Course Weight LH 2, TH 1, HS 7 &CP 5

Course Information Target Group- EdPM 4th Year - Semester - I

Meeting Day --------------- Meeting Time:-----------------
Meeting Location/Room :----------

Module Name/No. Module 7. Policy in Education (EdPM- M4081)

Module Name:- ……………… Phone No.

Coordinator ……………..
E-mail:-------------------- Office:- -----------------

Instructor (s) Name Name:…………………… Phone : …………Email : ……………………

and Contact Office : ………………….. Office hour: ………………….
Information

Course Description
This course mainly emphasizes on policy definition and scope, policy making, conceptual frame
work for policy analysis, generation and evaluation of policy options, policy decision and
implementation, policy impact assessment and policy cycles; Ethiopian education and training
policy, problems of Ethiopia education system, areas of change in National Education and Training
Policy(NETP), strategies of implementing NETP (Education Sector Development Program (ESDP)
and general education quality improvement program(GEQIP)

Learning Outcome Set education policy objectives

Generate and analyze education policy options
compare and contrast the past Ethiopian education policies with the current
228 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 one
Manage problems related to Ethiopian education policy
Design education policy

Pre-requisites No prerequisite

Course Status Core

Schedule

Week Topics and Subtopics Text books

Chapter 1: The Concept of Policy Management of Organization

1.1 Concepts and definitions of the term policy behavior page-435-447
1.2 Policy Contents, Scopes and applicability of policy
1.3.Policy Making and Typology Waddi Hadad (1991)
Policy making and Policy dialogue educational police planning
Key players/Stakeholders in policy making process
Policy typology and models
1.4.The policy cycles

Chapter 2: National Education Policies and Waddi Hadad (1991)

Programs, Conceptual framework for Analysis educational police planning
2.1. Concept of policy analysis process
2.2. Who carries out the policy Analysis?
2.3. Communicating the Results of Policy Studies
2.4. Analyzing Existing Situation
2.4.1 Country Background
2.4.2 Political Context
2.4.3 Economic Context

229 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 2.4.4 Education sector analysis

2.5. Generating Policy Options Wadi, D.Iladdad and

3.1. The Construction of new Facilities Demesky.T (1995) Educational
3.2. Inducements to Attract and Retain Capable Teachers Policy development process:
3.3. Greater Parents and Community Involvement An Applied Framework
3.4. Management and Finance
2.6. Evaluating Policy Options and Making Policy
Decisions
2.6.1. Criteria to Evaluate Policy Options
Desirability
Affordability
Feasibility

.Chapter 3. Historical Development of Educational MoE (2005). The Federal

Policy in Ethiopia democratic Republic of
3.1. Traditional Education in Ethiopia Ethiopia: Educational Sector
3.2. Modern Education in Ethiopia Development program III
1908-19974 (from Minilik II to Hailesilassie I regimes) MoE (1999). Education sector
1974-1991(during the Derg regime) Development Program Action
Since 19991(the current education policy) Plan ESDP II A.A
Seyoum tefera (Dr.)(1996).An
attempt at Educational reform
in Ethiopia: A Top-down or
Bottom-Up Re

230 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 Chapter 4: Current Education Policy Issues in MoE (2005). The Federal
Ethiopia democratic Republic of
4.1. Objectives of the ETP (general and specific) Ethiopia: Educational Sector
4.2. Problems & Priorities Development program III
4.3. Centralization vs Decentralization in Educational MoE (1999). Education sector
Organization & Management Development Program Action
4.4. Educational Structure & Curriculum Reform Plan ESDP II A.A
4.5. The Language Policy Seyoum tefera (Dr.)(1996).An
4.6. Educational Measurement & Evaluation attempt at Educational reform
4.7. An overall Evaluation of the ETP (Major in Ethiopia: A Top-down or
achievements, and Challenges) Bottom-Up Re
Major achievement
Problems and Challenges

Mode of delivery/Teaching and learning methods: lecture, individual work, Assignment in group,
Field work,

Mode of assessment
Quiz: 12%
Individual assignment/Project: 11%
Group assignment/ Project: 12%
Mid Exam: 25%
Final exam: 40%
Total: 100%

Course Polices
All students are expected to abide by the code of conduct of the University Academic legislation
throughout this course. Academic dishonesty, including cheating, fabrication, and plagiarism will not
be tolerated and will be reported to concerned bodies for action.

231 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
Class activities will vary day to day, ranging from lectures to discussions. Students will be active
participants in the course. You need to ask questions and raise issues. You are required to do all the
assignments you are supposed to accomplish, submit and present it according to the time table
indicated. Module facilitator /s will give out the directions, for the assignments one week prior to the
due date. All issues discussed in class or derived from other sources may be the subject of
assignment or final exam question items. Please follow the instructions indicated at each content of
your course guidebook to complete all the assignments provided whether they are to be performed
individually or in group.
Note on class attendance and participation: You are expected to attend class regularly.
Facilitator/s will take attendance on random days during the semester to ensure that students are
coming to class, and if you miss class repeatedly, your grade will be affected. If you miss more than
15% of the class attendance you will not sit for final exams. Please try to be on time for class.
Facilitator /s will not allow you enter if you are late more than five minutes.
Cell phones:
Cell phones must be turned off before entering the exam room and class as they are disruptive. So,
please make sure your cell phone is turned off.

References
Blanchard Kenneth H., Paul Hersey,and Deway E.Johonson (2006).Management of Organizational
Behavior, Leading human Resources .NewFelhi: Prentice Hall of India Private Limited.
Chang, Gwang-chol (2006). National education Sector Development Plan: A Result-Based
Planninman g Handbook, UNESCO, January, 2006.
Cheng Y.Cheong(2005).New paradigm for Re-engineering Education: Globalization, Localization
and Individualization. Netherlands:Springer
Jallade,Lucila, et. Al.(2001).National education Policies and Programs and International
Cooperation: What Role for UNESCO; UNESCO
Lunenburg Fred C.,and Allan C.Ornestein(2008).Educational Administration: Concepts and
Practices(5 ed. ).USA: WADSWORTH CENGATE Learning

232 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
Transitional Government of Ethiopia (1994). Education and training policy. EMPDA; Addis Ababa-
ethiopia
Transitional Government of Ethiopia (1994).Education Sector Strategy. Berhanena Selam Printing
press; Addis Ababa.
Beykont, I (1997). Refocusing school Language Policy Discussion
Ayaled Shibesi (2000). Educational Policy and the management of Change
MoE (2005). The Federal democratic Republic of Ethiopia: Educational Sector Development
program III ; A.A
MoE (1999). Education sector Development Program Action Plan ESDP II A.A
Wadi, D.Iladdad and Demesky.T (1995) Educational Policy development process: An Applied
Framework UNESCO; international Faculty for Educational Planning
MoE (1995) Educational Journal Vol.1, No.1 A.A.
Lovegrone, M.N (1973) “Educational Growth and Economic Constraints: The Ethiopian experience”,
Journal of Comparative Education Vol. IX No.1,P.20
Maaza Bekele (1966).” Study of Modern education in Ethiopia”: Its Foundations, Development,
future, with emphasis to Primary Education (Dissertation) Colombia: Colombia University
MoE (1971). Educational Challenges in the Nation. Press A&B A. A Ethiopia
Seyoum tefera (Dr.)(1996).An attempt at Educational reform in Ethiopia: A Top-down or Bottom-Up
Reforms: the Ethiopian Jornal Of education. Vol. XVI, No.1 A.AU
Tekeste Negash (1990) The Crisis of Ethiopian education: Some Inplications for Nation Building ;
Uppsala Department of education; Uppsal University
Teshome, G. Wagaw (1979). Education in Ethiopia (Dissertation). University of Microfilms. Inc.Ann
Anbor Michigan
Yalew Ingidayehu (1979) In-Service Education provision for Primary school Teachers in Ethiopia. A
Dissertation for the degree of masters in education. University of Bathe
Burnham J West, and Tony Bush (1994).The Principles of Educational Management. Great Britain:
BPC Wheaton Ltd

233 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
Hawassa University

College of educational

Department of Educational Planning and Management

Course Guide book/Syllabus

Course Titles/Codes Decentralized Education Management (EdPM4082)

Course Weight CP 5

Course Information Target Group –EdPM Regular Year -4th Semester -I

Meeting Day --------------- Meeting Time:-----------------
Meeting Location/Room :-----------------

Module Name/No. Module 7. Policy in Education (EdPM- M4081)

Module Coordinator Name:- ……………… Phone No. ……………..

E-mail:-------------------- Office:- -----------------

Instructor (s) Name Name… Phone… Email…

and Contact Information Office… Office hour: ………………….

Course Description
This course mainly emphasizes on the various education laws, salient educational laws and rules in Ethiopia,
problems of Ethiopia modern education system, areas of change in National Education and Training Policy
(NETP) with strategies of implementing NETP. Finally,EDUCATIONAL LEADERSHIP AND THE SCHOOL
LAWS will be dealt. It also introduces EdPM students to the nature and concepts of decentralized educational
management. It covers the rationale, approaches and conditions of decentralization. Moreover, it emphasized

234 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
the practice of educational decentralization in Ethiopia

Learning Outcome
Define educational laws
Distinguish the characteristics of various education policy and governing laws at different historical periods.
Define the concept of educational decentralization
Identify and describe the rationales of educational decentralization
Identify the factors influencing educational decentralization
Describe and explain the basic roles and responsibilities of different educational hierarchies in Ethiopian
education system

Pre-requisites None

Course Status Core

Week Topics and Subtopics Text books

Unit One:Educational Leadership and The School

Laws.
4.1 School leadership in a legal context.
4.2 The legal status of school leadership & school
governing board
4.3 The legal context of school discipline.
4.4 Legal provision related to forms of punishment.
4.5 Legal duty of care and safety

235 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 Unit two- education decentralization
Basic Concepts of Decentralization
DefinitionandConcepts of Decentralization
Forms/Types of Decentralization
Dimension of Decentralization

Reasons for Decentralization Barrera-Osorio, F. 2003.

Problems and Limitation of Decentralization “Decentralization and Education: An
Ahmad, J., S. Devarajan, and S.
Khemani. 2005. “Decentralization and
Service Delivery

Unit three Barrera-Osorio, F. 2003.

Educational Decentralization “Decentralization and Education: An
3.1. Educational Decentralization Defined Ahmad, J., S. Devarajan, and S.
3.2. Rationale for Educational Decentralization Khemani. 2005. “Decentralization and
3.3. Frameworks for the Analysis of Educational Service Delivery
Decentralization

3.4. School Based Management Barrera-Osorio, F. 2003.

3.5 Factors Influencing the Success of Educational “Decentralization and Education: An
Decentralization Ahmad, J., S. Devarajan, and S.
3.6 Educational Decentralization in Practice and Lessons Khemani. 2005. “Decentralization and
Drawn Service Delivery

236 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 Unit Four Barrera-Osorio, F. 2003.
Educational Decentralization in Ethiopia “Decentralization and Education: An
4.1. The Introduction of Modern Education in Ethiopia: An Ahmad, J., S. Devarajan, and S.
Overview Khemani. 2005. “Decentralization and
4.2. Problems of Ethiopian Education System Prior to the Service Delivery
Current ETP
4.3. An Overview the Current Education and Training
Policy Barrera-Osorio, F. 2003.
Current policies and practices of Educational “Decentralization and Education: An
Decentralization in Ethiopia Ahmad, J., S. Devarajan, and S.
Khemani. 2005. “Decentralization and
Service Delivery

Unit five: Achievements and Failures of Modern Education MOE (2006). Decentralized
in Ethiopia. Management of Education in Ethiopia.
5.1. The Education Sector Review. A Reference Manual. Transitional
5.2. The Evaluative Research on the General Education Government of Ethiopia (TGE) (1994).
System of Ethiopia RGESE). Educational and Training Policy
5.3. The Education and Training Policy of Ethiopia:
(Objectives & Implementation Strategies)

Mode of delivery/Teaching and learning methods:

The following active learning methods will frequently be used:
brainstorming,buzz group,crossover discussion,Project& presentation,Pyramiding,jigsaw methodcase
studies andgapped lecture

Mode of assessment
Quiz: 12%
Individual assignment/Project: 11%

237 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
Group assignment/ Project: 12%
Mid Exam: 25%
Final exam: 40%
Total: 100%

Course Polices
Note on class attendance ,participation and use of Cell phones
All students are expected to abide by the code of conduct of University Academic legislation throughout this
course. Academic dishonesty, including cheating, fabrication, and plagiarism will not be tolerated and will be
reported to concerned bodies for action.
Class activities will vary day to day, ranging from lectures to discussions. Students will be active participants
in the course. You need to ask questions and raise issues. You are required to do all the assignments you are
supposed to accomplish, submit and present it according to the time table indicated. Module facilitator /s will
give out the directions, for the assignments one week prior to the due date. All issues discussed in class or
derived from other sources may be the subject of assignment or final exam question items. Please follow the
instructions indicated at each content of your course guidebook to complete all the assignments provided
whether they are to be performed individually or in group.
Note on class attendance and participation: You are expected to attend class regularly. Facilitator/s will take
attendance on random days during the semester to ensure that students are coming to class, and if you miss
class repeatedly, your grade will be affected. If you miss more than 20% of the class attendance you will not sit
for final exams. Please try to be on time for class. Facilitator /s will not allow you enter if you are late more
than five minutes.
Cell phones:
Cell phones must be turned off before entering the exam room and class as they are disruptive. So, please make
sure your cell phone is turned off.
For the purpose of contacting information, Facilitator/s put his/her/their cell number on this course guidebook.
You are allowed to make contact only in working hours.

238 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
References
Ahmad, J., S. Devarajan, and S. Khemani. 2005. “Decentralization and Service Delivery” (Policy Research
Working Paper 2603). Washington, D.C.: The World Bank.
Barrera-Osorio, F. 2003. “Decentralization and Education: An Empirical Investigation.” Ph.D. dissertation.
College Park, Md.: University of Maryland.
Behrman, J. R., A. B. Deolalikar, and L. Y. Soon, 2002. The Role of Education Decentralization in Promoting
Effective Schooling in Bangladesh, Indonesia, and Philippines. ERD Working Paper No. 23, Asian
Development Bank, Manila. Forthcoming.
Behrman, J., A. Deolalikar, and L. Soon. 2002. “Conceptual Issues in the Role of Education Decentralization
in Promoting Effective Schooling in Asian Countries.” (Economics and Research Department Working Paper
Series No. 22). Manila, Philippines: The Asian Development Bank.
Bray, M., 1998. Financing Education in Developing Asia: Patterns, Trends, and Policy Implications. Working
Paper Prepared for the Asian Development Bank.
J.S. Jun and D.S. Wright (1996), Globalization and Decentralization, Georgetown University Press,
Washington, D.C.
R.J. Bennett (1994), Local Government and Market Decentralization, UN University Press, Tokyo.
Dillinger, William (1995). Decentralization, Politics, and Public Services. World Bank Economic Notes
Eskeland, G., and D. Filmer. 2002. “Does Decentralization Improve Learning? Autonomy and Parental
Participation in Argentine Schools.” Washington, D.C.: The World Bank.
Fiske, E., 1996. Decentralization of Education: Politics and Consensus. Directions in Development Series.
World Bank, Washington, D.C.
Fiske, Edward B. (1996). Decentralization of Education: Politics and Consensus. The World Bank,
Washington, DC

239 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
Hawassa University

College of Education

Department of Educational Planning and Management

Course Guide book/Syllabus

Course Instructional leadership Edpm4083

Titles/Codes

Course Weight LH 1, TH 1, HS 4 & CP 5

Course Target Group –EdPM –4th year Semester I

Information Meeting Days- Meeting Time: ------- Meeting Location/Room

Module Name/No. Policy in education (EdPM- M4081)

Module Name: Phone No.

Coordinator E-mail: Office:

240 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
Instructor (s) Name: Phone : Email :
Name
and Contact Office : Office hour:
Information

Course Description
This course includes classroom observation, classroom management with emphasis on discipline,
causes of behavior problems, preventing behavior problems, correcting behavior problems,
Evaluation: Pre-assessment, continuous assessment, Norm-referenced and criterion-referenced
measurement, formative evaluation, summative evaluation, evaluation techniques, in-service education
and training

Learning Assist teachers in utilizing ALMs in their teaching

Outcome Apply different classroom management strategies using role playing
Evaluate different elements of evaluation that teachers use in assessing students and
their performance
Develop different approaches that can be used in teachers professional development
both on individual and group contexts

Pre- None
requisites

Course Core/Compulsory
Status

Schedule

Week Topics and Subtopics Text books

241 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 UNIT ONE: CONCEPTS OF INSTRUCTIONAL Avenant, P.J. (1990).
LEADERSHIP Guidelines for successful
Definition of instructional leadership teaching (2nd ed.). Durban,
Distributive leadership Better Worth’s
Teacher leadership Brown, R.Nacino; et.al.
Characteristics of effective schools (1992). Curriculum and
Instruction: An Introduction
to Methods of
Teaching

UNIT TWO CONCEPT OF EFFECTIVE Avenant, P.J. (1990).

TEACHING AND LEARNING Guidelines for successful
2.1Nature and characteristics of effective teaching and teaching (2nd ed.). Durban,
learning Better Worth’s
2.2 Inclusive education Brown, R.Nacino; et.al.
(1992). Curriculum and
Instruction: An Introduction
to Methods of
Teaching

UNIT THREE: INTERPERSONAL APPROACHES Avenant, P.J. (1990).

IN INSTRUCTIONAL LEADERSHIP Guidelines for successful
Directive Control teaching (2nd ed.). Durban,
Directive Informational Better Worth’s
Collaborative Brown, R.Nacino; et.al.
Non-directive (1992). Curriculum and
Instruction: An Introduction
to Methods of

242 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 Teaching

UNIT FOUR: CLASSROOM MANAGEMENT Avenant, P.J. (1990).

Definition Guidelines for successful
Scope of classroom management teaching (2nd ed.). Durban,
Class room management approaches Better Worth’s
Managing students discipline and behavior Brown, R.Nacino; et.al.
(1992). Curriculum and
Instruction: An Introduction
to Methods of
Teaching

Mode of delivery/Teaching and learning methods: Classroom contact/Lecture, individual

presentation, home study, Tutorial, Group work, Practical work.

Mode of assessment
Quiz: 12%
Individual assignment/Project: 11%
Group assignment/ Project: 12%
Mid Exam: 25%
Final exam: 40%
Total: 100%

Course Polices
All students are expected to abide by the code of conduct of the University Academic legislation
throughout this course. Academic dishonesty, including cheating, fabrication, and plagiarism will not
be tolerated and will be reported to concerned bodies for action.
Class activities will vary day to day, ranging from lectures to discussions. Students will be active
participants in the course. You need to ask questions and raise issues. You are required to do all the
assignments you are supposed to accomplish, submit and present it according to the time table
243 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
indicated. Module facilitator /s will give out the directions, for the assignments one week prior to the
due date. All issues discussed in class or derived from other sources may be the subject of assignment
or final exam question items. Please follow the instructions indicated at each content of your course
guidebook to complete all the assignments provided whether they are to be performed individually or
in group.
Note on class attendance and participation: You are expected to attend class regularly. Facilitator/s
will take attendance on random days during the semester to ensure that students are coming to class,
and if you miss class repeatedly, your grade will be affected. If you miss more than 15% of the class
attendance you will not sit for final exams. Please try to be on time for class. Facilitator /s will not
allow you enter if you are late more than five minutes.
Cell phones:
Cell phones must be turned off before entering the exam room and class as they are disruptive. So,
please make sure your cell phone is turned off.
For the purpose of contacting information, Facilitator/s put his/her/their cell number on this course
guidebook. You are allowed to make contact only in working hours.

References
Avenant, P.J. (1990). Guidelines for successful teaching (2nd ed.). Durban, Better Worth’s
Brown, R.Nacino; et.al. (1992). Curriculum and Instruction: An Introduction to Methods of
Teaching. The Macmillan Press Ltd.
Ferranti, J.S. (1988). Principles and Practices of Education. (New ed.). Singapore, Longman,
Singapore publishers.
Lemlech, Johanna Kasin (1988). Classroom Management: Methods and Techniques for
Elementary and Secondary Teachers (2nd ed.). Illinois: Waveland press, Inc.
McNeil, John D. and John Wiles (1990). The Essentials of Teaching: Decision, Plans, Methods,
NewYork: Macmillan Publishing Company.
Jacobson, David,et.al (1993). Methods for Teaching: A skills approach (4th Ed.). New York:
Macmillan Publishing Company.

244 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
Obanya, Pai (1980). General Methods of Teaching. Nigeria: Macmillan, Nigerian Publishers Ltd.
Perrot, Elizabeth (1986). Effective Teaching: A Practical Guide to Improving Your Teaching.
London: Longman Group Ltd.
Wasserman Selma (1992). “Asking the Right Questions: The Essence of Teaching Fast Book”.
(Unpublished).

Hawassa University

College of Education

Department of Educational Planning and Management

Course Guide book/Syllabus

Course Titles/Codes Curriculum development (TECS4084)

Course Credit LH 2, TH 1, HS 7 &CP 5

Course Information Target Group EdPM regular Year 4th Semester I

Meeting Day --------------- Meeting Time:-----------------
Meeting Location/Room :-----------------

Module Name/No. Module 7. Policy in Education (EdPM- M4081)

Module Coordinator Name:- ……………… Phone No. ……………..

E-mail:-------------------- Office:- -----------------

245 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
Instructor (s) Name Name:…………… Phone : ……………Email : ……………………
and Contact Office : ………………….. Office hour: ………………….
Information

Course Description
The course is designed to provide students with fundamental knowledge and practical skills in
curriculum development. It intends to develop the trainees’ understanding of the nature, process
and practices of curriculum planning and enables them to acquire the basic skills in curriculum
development and evaluation. To this end, basic concepts will be defined; the philosophical,
sociological, psychological and historical aspects will be assessed; basic theories of curriculum
development, principles of curriculum development, and models for curriculum development will
be examined; the different approaches of curriculum development will be analyzed. In general, the
preliminary and the actual stages of curriculum development will be thoroughly examined.

Learning Outcome
Interpret and adjust nationally planned curriculum guidelines to local(school) situation
Develop local need based teaching plans in line with regional and national policies
Organize learning experiences and curriculum materials
Analyze the basic components of curriculum in school situations
Implement and evaluate curricular materials by adjusting them to local demands and student’s
needs and abilities

Pre-requisites

Course Status Generic

Schedule

Week Topics and Subtopics Text books

246 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 Introduction to curriculum studies
Concepts of curriculum
Layers of curriculum
Importance of curriculum
Foundations of curriculum

Curriculum development
Curriculum planning
Objective model
Process model
Situation analysis model
Approaches to curriculum development
Basic elements in curriculum development
Need assessment
Aims, goals & objectives
Classification of educational objectives
Criteria for formulating objectives

Selection of curriculum experiences &curriculum organization

Content and learning experiences
Criteria for selecting contents
General principles in selecting learning experiences
Concept & nature of curriculum organization
Approaches to curriculum organization
Criteria for curriculum organization
Organizing elements 7 principles

Curriculum implementation
Concept of curriculum implementation & its process

247 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 Factors that contribute & affect curriculum implementation
Approaches & models for curriculum
Curriculum change
Process of curriculum change
Types of changes
Factors affecting changes
Mechanisms to improve receptivity to curriculum change

Curriculum evaluation
Concept & importance of curriculum evaluation
Types of curriculum evaluation
Models of curriculum evaluation
Evaluation procedures to be followed
Techniques for curriculum evaluation
Characteristics of good measuring devices

Current trends in curriculum

School based curriculum development
Multicultural curriculum
Technology & curriculum
Teachers as researcher
Authentic assessment & portfolio evaluation
Preparation of syllabus as a curriculum material

Final Exam day

Mode of delivery/Teaching and learning methods: Classroom contact/Lecture, individual work

(independent study),…….etc

248 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
Mode of assessment
Quiz: 12%
Individual assignment/Project: 11%
Group assignment/ Project: 12%
Mid Exam: 25%
Final exam: 40%
Total: 100%

Module Number 9

Supervision and Quality Enhancement in Education

a. Module Number: 09
b. Module Code: (EdPM- M4091)
c. Module EtCTS: 15
d. Module Category: Core

SN Course title course Mode of Cr EtCTS CP

Category

code delivery Hrs LH TH L/P HS

1 Educational Supervision Edpm4091 1 Semeste 3 2 2 0 6 5

and inspection r based

2 School Improvement and Edpm4092 1 Semeste 3 2 1 0 3 5

development r based

3 Quality Management in Edpm4093 1 Semeste 3 2 1 0 6 5

249 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 Education r based

Total 9 15

Module Competence
The general competence of this module is enhancing the quality of education. Therefore this
module has the following specific competences:
Assess, control & audit quality of education at different level
Support the teaching learning process through instructional supervision
Supervise and monitor the education system for efficiency, accountability and effectiveness.
Module Description
This module, supervision and Quality enhancement in education is a concern of worldwide
issues. This is because; nowadays educational organizations are highly responsible to cope up
with the changing environment. Therefore, it is important to run educational improvement
program & design new strategies & conduct school improvement programs. Especially
educational organizations should train & upgrade the would be employees to be competent &
work to develop new vision & mission of their organization. Thus, this module is organized by
setting the following related courses: Educational Supervision, Instructional Leadership, School
Improvement and Quality Management in Education
Module Objectives
After completing this module the students will be able to:
Appreciate the quality improvement frameworks in education
Understand and analyze the concepts, theories, rules, procedures, methods and practices of
supervision in education
Develop comprehensive & vigorous program to improve the quality of education.
Give professional support & supervising of teachers.

250 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
Develop & implement programs of professional competence for teachers & educational
personnel.
Mode of delivery: Parallel
Teaching-learning methods
Group discussion
Independent learning
Lecture
Project work
Team work/ collaborative learning
Field work
Reflection

251 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
Hawassa University

College of Education

Department of Educational planning and management

Course Guide book/Syllabus

Course Titles/Codes Educational Supervision and inspection – EdPM 4091

Course Weight LH 2, TH 2, HS 6 & CP 5

Course Information Target Group -- EdPM 4thyear Semester I

Meeting Day --------------- Meeting Time:----------------
Meeting Location/Room :-----

Module Name/No. Supervision and Quality Enhancement in Education(EdPM-

M4091)

Module Coordinator Name:- ……………… Phone No. ……………..

E-mail:-------------------- Office:- -----------------

Instructor (s) Name Name:……… Phone : …………… Email : ………………

and Contact Information Office : ………………….. Office hour: ………………….

Course Description
Supervision in education is a professional service and a core function of educational leaders. It plays a
key role in the improvement of learning through the monitoring and improvement of instruction. This
course focuses on the concept of instructional supervision and related issues; the role of school
principals and others in instructional supervision; the role of supervision in school quality and
effectiveness; the main functions of instructional supervision; approaches and techniques of
supervision; and School Effectiveness and Improvement, External and School-based supervision
including cluster schools.

Learning Outcome
Apply basic assumptions and principles in supervision;
Implement different approaches and techniques of supervision in education;
Utilize
252 | E different
d u c a t iauthority
o n a l p sources
l a n n i of
n gsupervision
a n d m awhile
n a g edelivering
m e n t cservice
urriculum
Play leading role in school improvement

Pre-requisites None

Course Status Core

Week Topics and Subtopics Text books

Hawassa University

College of Education

Department of Educational Planning and Management

Course Guide book/Syllabus

Course School improvement & development Edpm4092

Titles/Codes

Course Credit 3

Course Target Group –EdPM –4thyear Academic Year Semester I

Information Meeting Days- Meeting Time: ------- Meeting Location/Room

Module Supervision and Quality Enhancement in Education(EdPM- M4091)

Name/No.

Module Name: Phone No.

Coordinator E-mail: Office:

Instructor (s) Name: Phone No.

Name E-mail: Office: B-16
and Contact
Information

ECTS 3

Course Description
This course designs for educational leaders to acquaint them with the concept of school improvement and
school effectiveness in particular and quality management in education in general. To this effect, basic
253 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
concepts of school improvement will be defined, elements and focuses of school improvement of school
will be discussed. the course also develop trainees' understanding about total quality management in
education. Furthermore it tries to explore the Ethiopian practice of quality management and school
improvement. The course is organized in three units in which the first chapter introduce student with the
over view of GEQIP-school improvement and effectiveness, the second chapter deals with quality
management in education. The third chapter will discuss total quality management in education.

Course objectives
At the end of the course, the trainee will be:

Understand the concept of school improvement and school effectiveness.

Develop school improvement plan for primary schools

Pre-requisites None

Course Status Core/Compulsory

Week Topics and Subtopics Text books

UNIT ONE: SCHOOL IMPROVEMENT David Hopkins (2001). School

Definition of school improvement and school improvement for Real (soft copy)
effectiveness
School improvement paradigms MoE ( ). GEQIP
Situational factors for school improvement
School improvement program and practices in David Hopkins and Hargreaves
Ethiopia ESDP IV
Articles to be given by the instructor

Mode of assessment

254 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
Quiz: 12%
Individual assignment/Project: 11%
Group assignment/ Project: 12%
Mid Exam: 25%
Final exam: 40%
Total: 100%

Course Policy
All the students are expected to respect the code of conduct of students (article 166and 166/1.1 of the
senate legislation of BDU May 20, 2005)throughout the course. Academic dishonesty including cheating,
fabrication and plagiarism will not be tolerated so measures will be taken in accordance to the legislation
by the concerned body if you are found guilty of any of these.
Students are expected to actively participate in the course since the teaching method is active learning.
Moreover class attendance and participation is mandatory. Any student who fail to attend at least 85% of
the class is not allowed to sit for the final exam. Therefore you have to be punctual and attend the classes
regularly.
Whenever you are in the class you MUST switch of your cell phone or at least put it in its silent mode.
You are also responsible to follow an announcements or changes in schedule which will be
communicated to you either through your representative or posted on the notice board.
The final exam and the assessment as whole could be include both forms and what is discussed in the
class as well as from the materials you are told to read. So to maximize you score try to read as many
related materials to the course as possible.
Reading Materials
David Hopkins (2001). School Improvement for Real (soft copy). London: Routledge Falmer

David Hopkins and Hargreaves (2008). School Effectiveness and Development

MoE (1995 ). General Education Quality Improvement Program.

255 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
MoE (2014). Education Sector Development Program IV

Sallis, Edward (2002). Total quality Management in education (3rd ed.). Kogan Page

Hawassa University

College of Education

Department of Educational Planning and Management

Course Guide book/Syllabus

Course Quality Management in Education Edpm4093

Titles/Codes

Course Credit 3

Course Target Group –EdPM –4thyear Academic Year Semester I

Information Meeting Days- Meeting Time: ------- Meeting Location/Room

Module Supervision and Quality Enhancement in Education(EdPM- M4091)

Name/No.

Module Name: Phone No.

Coordinator E-mail: Office:

Instructor (s) Name: Phone No.

Name E-mail: Office: B-16
and Contact

256 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
Information

ECTS 3

Course Description
This course designed to explore the Ethiopian practice of quality management and school improvement.
The course is organized in three units in which the first chapter introduce student with the over view of
GEQIP-school improvement and effectiveness, the second chapter deals with quality management in
education. The third chapter will discuss total quality management in education.

Course objectives
At the end of the course, the trainee will be:

 Apply total quality management in education

 Develop quality management system in education

 Enable students to understand the importance of quality in education scenarios to individuals,

organizations, customers, and society.
 Identify and describe the key components and challenges of total quality management (TQM)
and understand how organizations approach TQM deployment.
 Acknowledge the role of attitudes, beliefs, behaviors, and ethics on quality.
 Differentiate between internal and external customers and discern perceptions of quality and the
effect on customer relations.
 Differentiate between quality assurance and quality control.
 Distinguish different quality improvement strategies such as TQM, ISO implementation of Lean
Principles.
 Familiarize students with effectiveness and efficiency principles as related to quality.
 Demonstrate value of understanding effective communication and behavioral styles.
 Demonstrate problem solving with the use of quality tools.

257 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
Understand the concept of quality education-quality assurance and control

Pre-requisites None

Course Status Core/Compulsory

Week Topics and Subtopics Text books

Unit One: Fundamental of Quality Management David Hopkins (2001). School

1. Introduction improvement for Real (soft copy)
2. Concept of Quality
3. History of Quality Management MoE ( ). GEQIP
4. 8 Principles of Quality Management
Unit two: Quality management in education David Hopkins and Hargreaves
Concepts and dimensions of quality in education ESDP IV
Education Sector Development Program IV
Quality monitoring mechanisms Article to be given by the instructor
compliance monitoring
Diagnostic monitoring
Performance monitoring
Components of Quality Education
Quality learners Sallis, Edward (2002). Total quality
Quality learning Environment management in education
Quality content
Quality process
Quality outcomes
Unit Three: Total Quality management in
Education
3.1 The language of Total Quality Management

258 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 3.2 The principles of TQM
3.3 Quality assurance and quality control
Unit four: customer focus
1. Identify the Customers
2. Discover customer Needs
3. Customer Satisfaction
Unit Five: Quality Planning
1. Quality by Design
2. Quality function deployment
Unit Six: Quality management System
Unit seven: Quality Improvement
1. Basic tools
2. SIX SIGMA Management

Mode of assessment
Quiz: 12%
Individual assignment/Project: 11%
Group assignment/ Project: 12%
Mid Exam: 25%
Final exam: 40%
Total: 100%

Course Policy
All the students are expected to respect the code of conduct of students (article 166and 166/1.1 of the
senate legislation of BDU May 20, 2005)throughout the course. Academic dishonesty including cheating,
fabrication and plagiarism will not be tolerated so measures will be taken in accordance to the legislation
by the concerned body if you are found guilty of any of these.
Students are expected to actively participate in the course since the teaching method is active learning.
259 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
Moreover class attendance and participation is mandatory. Any student who fail to attend at least 85% of
the class is not allowed to sit for the final exam. Therefore you have to be punctual and attend the classes
regularly.
Whenever you are in the class you MUST switch of your cell phone or at least put it in its silent mode.
You are also responsible to follow an announcements or changes in schedule which will be
communicated to you either through your representative or posted on the notice board.
The final exam and the assessment as whole could be include both forms and what is discussed in the
class as well as from the materials you are told to read. So to maximize you score try to read as many
related materials to the course as possible.
Reading Materials

MoE (1995 ). General Education Quality Improvement Program.

MoE (2014). Education Sector Development Program IV

Sallis, Edward (2002). Total quality Management in education (3rd ed.). Kogan Page

260 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
References
Carron, G. and Ta Ngoc Chau. 1996. The quality of Primary Schools in different
Development contexts. Paris: UNESCO International Faculty for Educational Planning.
Carron, G and Anton De Grauwe (1997) Current Issues in Supervision; A
Literature Review. Paris: UNESCO/International Faculty for Educational Planning.
Carron, G., A. De Grauwe, and R. Govinda (1998) Supervision and Support Services in Asia :A
Comparative Analysis. Paris: UNESCO/ International Faculty for Educational Planning.
Dean, I. (1992) Inspecting and Advising: A Handbook for Inspectors. Advisors and Advisory
Teachers. London: Rutledge.
Dull. L.W. (1981) Supervision: School Leadership Hand book. Columbus: Charles E. Merrill
Publishing Company.
Glickman, Carl D., Gordon, Stephen D. and Ross. Gordon, Jovita M. (2004). Supervision and
Instructional Leadership: A Developmental Approach.USA: Pearson Education Inc.
Gold hammer, R. R. H. Anderson, and R.J. Krajewski (1980) Clinical
Supervision: Special Methods for the Supervision of Teachers. 2 Ed. New York: holt. Rinehart and
Winston.
Gorton. R.A. (1980) School Administration and Supervision: Important Issues. Concepts and Case
Studies. 2nd ed. Dubuque, lowwa: Wm C.Brown Publishers.
Govinda. R. and Shahjahan Tapan (1999) Quality Education Through School-based Supervision and
Support: the Case of GSS Primary Schools in Bangladesh Paris: UNESCO/International Faculty for
Educational Planning.
Landers, T.J and J.G. Myers (1977). Essentials of School Management Philadelphia: W.B. Jaunders
Company.
Lucio, W.H and J.D McNeil (1979) Supervision in Thought and Action. 3rd ed. New York: MCGraw-
Hill Book Company.
Madaus, G.F. M. Scriven, and D.L Stufflebeam. Eds. (1983) Evaluation Models: Viewpoint on
Educational and Human Services Evaluation. Boston: Kluwer-Nijhoff Publishing.
Ministry of Education (1987 E.C.) Educational Supervision Manual. Addis Ababa: EMPDA. (in
Amharic).
Obilade, Sandra (1989). Educational Supervision in Nigeria. Ibadan: Odusate Bookstores Ltd
261 | E dPeter
Oliva. u c a F.
t i oand
n a George
l p l a nE.
n iPawlas
n g a n(1979)
d m a Supervision
n a g e m e n for
t c Today’s
u r r i c u Schools.
lum 5th ed. New York:
Longman.
Sergiovanni. T.J. and R.J. Starratt (1993) Supervision: A Redefinition. 5th ed. New Yourk: McGraw-
Hill, Inc.
UNESCO Sub-Regional Office for Southern Africa (1992) Book of Readings in Educational
Supervision.
Module Number 10

Resource Management in Education

a. Module Number: 10
b. Module Code: (EdPM- M4101)
c. Module EtCTS: 26
d. Module Category: Core
SN Course title course Delivery Cr EtCTS CP

Cate
gory
code System Hrs LH TH L/P HS
1 Human Resources EdPM4101 Parallel 4 3 2 0 10 7 1
Management in Education

2 School leadership EdPM4102 Parallel 3 3 2 0 5 5 1

Development

3 Finance and Property EdPM4103 Parallel 3 3 2 0 5 5 1

Management in Education

4 Instructional Technology TECS4104 Parallel 2 2 1 0 3 3 3

5 General Methods of TECS4105 Parallel 2 1 1 0 4 3 3
Teaching
6 Educational Measurement PSy4106 Parallel 2 1 1 0 4 3 3
and Evaluation
Total 16 26

Module Competence
Manage educational resources effectively and efficiently

262 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
Design training and development programs at different levels of educational Institutions
Module Description
Resource management is the ninth module in the undergraduate program of educational planning
and management. It is designed to be delivered at the second semester of the third academic year.
The module encompasses five major courses: human resource management in education;
management of educational training and development; financial and property management,
performance management and senior essay B. In addition, this module contains supportive
courses that include Instructional technology, General methods of teaching, and educational
measurement and evaluation. The whole activity of the module is expected to be completed
within sixteen weeks’ time duration as per the specific time allotted for each course.
The whole essence of this module is basically assumed to enable students develop the
knowledge, skills and values required in planning, organizing, coordinating, leading, monitoring
and evaluation of the effective and efficient operation of the human, financial, and physical
resources at school, woreda, zonal and regional levels. Thus, the specific course objectives,
course contents, time allotments, teaching methodologies, evaluation modalities, and references
for the respective courses are presented in the following sections.
Module objectives
After the completion of this module, the participants will acquire the skills to:
Explain employees’ training and development process
Identify the key elements in performance appraisal
understand how to manage human resources
control financial resource
Explain the process of budget preparation, allocation and implementation, and evaluation
Discuss the role of government in financing and provision of education.
Discuss the different types of cost and expenditure in education,
Examine the procurement of educational materials and supplies
Module Mode of Delivery: Parallel
Learning-Teaching Methods:
263 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
Brain storming
Buzz group discussion about the major issues in the economics of education + explanation
Group Discussion
Independent Class room exercise in evaluating whether issue/s/economic policy/ is/are normative
or positive based on explanation given
Active lecturing
Homework + reflection to identify the economic decisions/choices/ made by consumers and
suppliers/producer in education market place.
Discussion and reflection about the uniqueness of education as a market mechanism
Mind Map about the benefits of education + order students to categorize them as private vs
social(Give the framework with short explanation and order students to strengthen their
understanding about it while doing their assignment)
Self -reading about the Meaning and Types of Educational Costs.(Based on the framework of
educational costs that will be given)
Class room exercise + explanation in computing the value of opportunity cost after explaining
the concept, fixed cost, total costs, variable cost, marginal cost
Active Lecturing about concept and importance of cost analysis and the considerations to deal
with it.
Home work in justifying the nexus/relationship/ between education and human capital formation
Brief/explanation/ students about the nature + essence of cost-benefit analysis
Group work and presentation about Methods of Calculating the Rate of Return(two groups on
one of the method so as to enhance competition)
Self-Reading about approaches to measuring the benefits of education; concepts related to cost-
benefit analysis including Real Vs Nominal prices, market price, cash flow analysis, economic
analysis and its purpose; and using cost-benefit analysis to guide policy.

264 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
Hawassa University

College of education

Department of Educational Planning and Management

Course Guide book/Syllabus

Course Titles/Codes Human Resources Management in Education – EdPM4101

Course Credit LH 3, TH 2, HS 5 &CP 5

Course Information Target Group –EdPM- 4th year

Academic Year ------------- Semester II
Meeting Day --------------- Meeting Time:-------------
Meeting Location/Room :-----------------

Module Name/No. 10- Human Resource Management in Education EdPM- M4101

Module Coordinator Name:- ……………… Phone No. ……………..

E-mail:-------------------- Office:- -----------------

Instructor (s) Name Name:…………………… Phone : ……………………

and Contact Information Email : ……………………
Office : ………………….. Office hour: ………………….

Course Description
This course is designed to acquaint students the meaning and function of human resources
management in education, human resources planning; Human resources management process
(planning, recruitment, selection, placement and development); hiring and motivation and staff
performance appraisal and appraisal criteria, procedures and techniques, human resource records,
employee morale satisfaction and security, the role of the school principal in the development and
implementation of the intervention strategies relation to the development of positive human
265 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
responses in the school

Learning Outcome Produce job descriptions and specification for various positions
Conduct recruitment, selection and staff placement

Pre-requisites

Course Status Core

Schedule

Week Topics and Subtopics Text book

Understanding Personnel Management in Education

Meaning and Nature of personnel Management
Principles and objectives of personnel management in Education

Staff personnel Management

Human Resource Planning(Job analysis, Job Description & Job
Specification)
Staff Recruitment and Selection

Staff Performance Evaluation

Importance of Staff Performance Evaluation
Principles of Staff Performance Evaluation
Problems of Staff Performance Evaluation

Management of student Personnel Services and activities

Management of Student Discipline, Guidance & Counseling Services and
Student Health Services
Management of Student Activities Program

266 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 Management of Student personnel Records & Reports

THE ESSENCE OF PERFORMANCE MANAGEMENT

PERFORMANCE MANAGEMENT IN ACTION
Performance management as a process
Personnel development planning
Performance management and job evaluation
Performance coaching
Improved management controlOPERATIONAL PERFORMANCE
MANAGEMENT
Performance measures
Types of measures
Purposes of measuring performance
Competence related performance
Competence and Competency analysis FRAMEWORK OF
PERFORMANCE MANAGEMENT
Issues of think-tank groups
Monitoring and evaluation
developing integrated PMs
Empowering institutions
Continuous training and coaching
CURRENT PERFORMANCE MANAGEMENT ISSUES IN ETHIOPIA
Result oriented performance management
Management by objective
Application of BPR

Final Exam week

267 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
Mode of delivery/Teaching and learning methods: Classroom contact/Lecture, individual work
(independent study),…….etc

Mode of assessment
Quiz: 12%
Individual assignment/Project: 11%
Group assignment/ Project: 12%
Mid Exam: 25%
Final exam: 40%
Total: 100%

References

Armstrong and Baron (1998).Performance Management : The New Realities . London: Macmillan.
D. Enose(2000) .Performance Management: Making it Happen. USA:
Ethiopian Management Faculty (2004). Integrated Performance Management for Ethiopian Public
Enterprises

Bambrick, J.(1962). " Developing Workable Policies." In R.Finley (Ed.). The Personnel Man and
His Job. New York: American management Association Inc.
Campbell, R.et al. (1971). Introduction to Educational Administration. Fourth ed. Boston: Allyn &
Bacon Inc.
Castetter, W. (1981) The Personnel Function in Educational Administration. third ed. New York:
McMillan Publishing Company Inc.
Gorton, R. (1982) School Administration and Supervision: Dubuque, Iowa: WMC Brown Company
Publishers Inc.
Hunsacker, L. et al. (1980). The Art of Managing People. New York: Simon & Schuster Inc.
Knezevich, S. (1969). Administration of Public Education. Second ed. New York: Harper & Row
268 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
Publishers.
Melaku Yimam. 91992). Appraiser-Appraisee Perception of Teacher Performance Appraisal in
Senior Secondary Schools. Addis Ababa: A.AU. (Master's Thesis).
Morphet, E.et al. (1982). Educational Organization and Administration. Fourth ed. Englewood
Cliffs. N.l. Prentice Hall Inc.
Musaazi, J. (1987). The Theory and Practice of Educational Administration. London: Macmillan
Publishers Ltd.
Pigors, p. and Charles A. Myres. (1981). Personnel Administration: A Point of View and Methods.
Auckland: McGrow-hill International Book Company.
Silver, P.(1983). Educational Administration: Theoretical Perspectives on Practice and Research.
New York: Harper and Row publishers.
Stoops, E. et al.(1981). Handbook of Educational Administration: A Guide for the Practitioner.
Second ed. Boston: Allyn and Bacon.
Webb, D.et al.(1987). Personnel Administration in Education: New Issues and New Needs in
Human Resource Management. Columbus: Merrill Publishing Company.
Zaudneh Yimtatu. (1987). Personnel Systems in Education. Addis Ababa: A.A.U. (Teaching
Material).

Hawassa University

College of education

Department of Educational planning and management (Regular )

Course Guide book/Syllabus

269 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
Course Titles/Codes School leadership development (EdPM4102)

Course Credit 3

Course Information Target Group EdPM 4th year Academic Year

------------- Semester II
Meeting Day --------------- Meeting Time:-----------------
Meeting Location/Room :------------

Module Name/No. 10- Human Resource Management in Education EdPM- M4101

Module Coordinator Name:- ……………… Phone No. ……………..

E-mail:-------------------- Office:- -----------------

Instructor (s) Name Name:…………… Phone : …………… Email : ……………………

and Contact
Information Office : ………………….. Office hour: …………………

ECTS 5

Course Description
The significance of effective leadership and management for the successful operation of schools is
widely acknowledged in the twenty-first century. There is growing recognition that the quality of
leaders, and leadership, is critical if schools are to produce the best possible outcomes for their
learners, and their stakeholders. The longstanding appreciation of the vital role of teachers is belatedly
being matched by an understanding that skilled leadership is also required if schools are to thrive.
Therefore, this course is designed to familiarize learners on the concepts of training and development,
learning organizations, the concept and phases of training and development, trainer’s style, school
leadership development, school leadership development, teacher leadership and E-learning.

Upon completion of this course, you will be able to:

270 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
   Discuss the concepts of training and development
  Explain learning organizations
  Understand the concept and phases of training and development.
  Discuss trainer’s style
  Know school leadership development
  Explain the of leadership development
  Discuss teacher leadership
  Know E-learning

Pre-requisites

Course Status Core

Schedule

Week Date/ Topics and Subtopics Text

Contact books

Unit one: Concepts of training and development

1.1 Definitions of Training and development

1.2 Purposes of training and development for school
leaders
1.3 Significance of Training
1.4 Changing Facets of Training

Unit two: Learning organizations

2.1 Strategic human resource development defined

271 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 2.2 Strategic human resource development aims
2.3 The process of learning and development
2.4 Strategies for human resource development
2.5Human resource development philosophy
2.6 Organizational learning
2.7 The learning organization

Unit three: Organization and Management of Training

Function
4.1 Designing a Training Programme
4.2.1. Identification of Training Needs
4.2.2. Training Objectives
4.3. Organizational Set-Up for Training
4.4 External Organization
4.5 Training Operations
4.6 Evaluation of Training.
4.7 Training Effectiveness
4.8 Essentials of Good Training

Unit four: Trainer’s Style

4.1 Trainer Competencies
4.1.1 Characteristics of a Trainer
4.1.2 Technical Competencies
4.1.3 Business Competencies
4.1.4 Interpersonal Competencies
4.1.5 Intellectual Competencies

272 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 4.2 Trainer’s Skills
4.2.1 Communication Skills
4.2.2 Presentation Skills
4.2.3 Effective Questioning Skills
4.3 Trainer’s Styles and Grid
4.3.1 Trainer’s Style
4.3.2 Trainer Grid
4.4 Trainer’s Role
4.4.1 The Trainer as Planner
4.4.2 The Trainer as Guide: Building Group Norms
4.4.3 Trainers Encourage Objectivity and Creativity
4.4.4 Coordination of Professional and Administrative Inputs
4.4.5 Ensure Consistency in What is Advocated and Practiced
4.5 Managing the Learning Environment
4.5.1 Managing Time
4.5.2 Resolving Learning Behavior Problems
4.5.3 Do’s and Don’ts for Trainers

Unit five: School leadership development

5.1 The expanded role of school leaders
5.2 The increasing complexity of school contexts
5.3 Leadership preparation as a moral obligation
5.4 Effective leadership preparation makes a difference
5.6 Developing School Leadership: The Current Challenge
5.7 Preparing New Leaders: What Successful Programs Do
5.8 Sustaining School Leaders: Supports for On-the-Job

273 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 Learning
5.9 Towards a model for leadership development
5.10 The curriculum for leadership development

Unit six: The impact of leadership development

6.1 The purpose of leadership and management development
6.2 Evaluation and impact models
6.3 Evaluating the impact of leadership development
6.4 Evaluating Programs: What Well-Prepared Principals know
and Are Able to Do
6.5 Supporting Exemplary Programs
6.6 Creating Policy for Leadership Development
6.7 Developing School Leadership: The Current Challenge
6.8 Preparing New Leaders: What Successful Programs Do
6.9 Sustaining School Leaders: Supports for On-the-Job
Learning
6.10 Professional competencies in Ethiopia
6.10.1 National professional competencies for Ethiopian school
teachers
6.10.2 National professional competencies for Ethiopian school
principals
6.10.3 National professional competencies for Ethiopian school
supervisors

Unit seven: Teacher-leadership

7.1 Definition of teacher leadership
7.2 Roles of teacher leaders

274 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 7.3 Scope of teacher-leadership role
7.4 Barriers to teacher leadership
7.5 Benefits of teacher leadership
7.6 Teacher leaders’ characteristics and Work
7.7 Developing Teacher Leaders

Unit eight: E-Learning

8.1 Concept of E-learning
8.2 Types of E-learning
8.3 Significance of E-learning
8.4 E-learning Programme Process
8.5 Developing Effective Online Learning
8.6 Various Aspects of E-Learning
8.7 Baptizing into Online Trainer
8.8 Train the E-trainers
8.9 Guidelines for Online Instructors
8.10 Blended Learning

Final Exam week

Mode of delivery/Teaching and learning methods: Classroom contact/Lecture, individual work

(independent study),…….etc

Mode of assessment
Quiz: 12%
Individual assignment/Project: 11%
Group assignment/ Project: 12%

275 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
Mid Exam: 25%
Final exam: 40%
Total: 100%

References
 Anderson, N. J. (2008). The four scopes of effective leadership development. In C. Coombe,
McClaskey, ML, Stephenson, L., & Anderson, N, J. (Ed.), Leadership in English Language
Teaching. USA: University of Michigan.
 Asthana GP, Training methods in Management Development, Management Education in India,
VIMICM, Poona.
 Bennis, W. (2009). On becoming a leader. The leadership classic: Basic Books, USA.
 Blackman, A. (2010). Coaching as a leadership development tool for teachers. Professional
development in education, 36(3), 421-441.
 Brundrett, M., & Crawford, M. (2008). Developing school leaders: An international
perspective, USA Canada: Routledge.
 Danielson, C. (2006). Teacher leadership that strengthens professional practice: USA.
Association for Supervision and Curriculum Development.
 Danielson, C. (2007). The many faces of leadership. Educational leadership, 65(1), 14-19.
 Densten, I. L., & Gray, J. H. (2001). Leadership development and reflection: what is the
connection? International Journal of Educational Management, 15(3), 119-124. doi:
doi:10.1108/09513540110384466
 Frost, D. (2012). From professional development to system change: teacher leadership and
innovation. Professional development in education, 38(2), 205-227.
 Higgins, C. (2013). Understanding teacher leadership and professional learning in a secondary
mathematics department. (PhD thesis), Florida Atlantic University Boca Raton, Florida.
 Moon, J. (1999). Reflection in learning and professional development: Theory and practice.
London: Kogan Page.
 Rolf Lynton and Udai Pareek (2000) Training for Organizational transformation, Sage

276 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 Publications, New Delhi.
 Sheryl, Boris-Schacter and Sondra, Langer. (2007). Balanced Leadership: How Effective
Principals Manage Their Work. New York. Teachers College Press, 1234 Amsterdam Avenue.
 Stephenson, L. (2008). Leadership theories, educational change, and developing a learning
organization: An English language teaching (ELT) perspective. In C. Coombe, M. McClaskey,
L, L. Stephenson, & N. Anderson, J (Eds.), Leadership in English language teaching and
learning (pp. 7-16). USA: University of Michigan.
 Taylor and GL Lippet (1975) Management Development and Training Handbook, McGraw
Hill
 Tony, Bush and David, Middle wood. (2005). Leading and managing people in education.
California: SAGE Publications Inc.
 Training for Organizational Transformation, Part-2 (2000), Roy P. Lynton & Udai Pareek, Sage
Publication, N.D.

Hawassa University

College of Education

Department of Educational Planning & Management

Course Guide book/Syllabus

Course Titles/Codes Finance and Property Management in education EdPM4103

Course Credit LH 2, TH 2, HS 6 & CP 5

Course Information Target Group-EdPM 4thyear Academic Year --------

Semester two

277 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 Meeting Day --------------- Meeting Time:-----------------
Meeting Location/Room :-----------------

Module Name/No. Module 10-Resource Management and Economics in Education

EdPM- M4101

Module Coordinator Name:- ……………… Phone No. ……………..

E-mail:-------------------- Office:- -----------------

Instructor (s) Name Name:……… Phone : ……………… Email : ……………………

and Contact Information
Office : ………………….. Office hour: ………………….

Course Description
The course has two components: financial resources and physical resource. under financial
management: the concept of educational finance, the role of government in financing and provision of
education, sources of educational budget the concept and application of cost in education will be
treated. Under physical /material resources management purchasing processes and procedures, ware
housing, inventory, disposal, physical plant management, operations and maintenance will be discussed.

Learning Outcome
Define concepts, context and principles of financial and material management in education
Mobilize finance for educational projects
Manage financial and material Management in the Educational organizations.
Compare and contrast the different countries Education Financing and Material Management System.
Apply purchasing procedures and materials Management system in education

Pre-requisites None

Course Status Core

Week Topics and Subtopics Text books

278 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 1. The concept, Context and emergency of financial Decentralized Management of
management Education in Ethiopia: a
The concept of Educational Financial Management reference Manual( MoE).
1.2 The importance of Educational Financial Management (pp.27-28,
1.3 The Context of Educational Financial Management
1.4 The Emergency of Educational Financial Management
1.4.1 The Political Environment
1.4.2 The Economic Environmental
1.4.3 The Social Environmental
1.5 The Financial Management Cycle
1.6 The Role of Government in financing and Provision of
Education
1.6.1 Economic Efficiency
1.6.2 Distribution Efficiency

2. Financial Management in Government/ Public Education and

Institution Ukeje B.. Akabohu G..
2.1 Financial Management and Accounting Ndu A.
2.1.1 Financial planning (1992).Educational
2.1.2 Financial control Administration.(pp,378-
2.1.3 Fund Accounting 382)
2.2. Sources of Educational Finance
2.3. Categories of Fund
2.3.1 Government Funding
2.3.2 Private funding
2.4 Management of Educational Budget

279 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 2.4.1. Principles of budgeting
2.4.2. Types of budgeting
2.4.3. Phases of budgeting
2.4.4. Implications of budget
2.4.5. Public budgeting

2.4.6 Budgeting in the Federal Government of Ethiopia Decentralized

2.4.6.1 Budgeting procedures of the FGE Management of
2.4.6.2 Financial Reporting system Education in Ethiopia: a
2.4.6.3 Classification of budget Items reference Manual( MoE).
3. The Concept, element and uses of cost (pp.33-50)
3.1 Concepts of cost
3.2. Characteristics of Cost
3.3. Types of Cost
3.4. Functions of Cost

4. Physical Management in Education Ukeje B.. Akabohu G..

4.1 Purchasing and supply Management Ndu A.
4.1.1 Purchasing (1992).Educational
4.1.1.1 Purchasing process Administration.(pp,389-
4.1.1.2 Specialized purchasing techniques 390)
4.1.2 Supply Management
4.1.2.1 Warehousing
4.1.2.2 Inventory control
4.1.2.3 Distribution
4.1.2.4 Disposal of Obsolete and surplus material

4.2 operation and maintenance of plant Ukeje B.. Akabohu G..

4.2.1 Basic principles of Departing & Management Ndu A.

280 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 4.2.2 Administrative organization (1992).Educational
4.2.3 Plant Operation consideration Administration.(pp,388)
4.2.3.1 Purpose of custodial services
4.2.3.2 Custodial duties

4.2.4 Plant maintenance considerations

4.2.4.1 Types of maintenance service
4.2.4.2 Maintenance schedules
4.3 Community use of school facilities.

Final Exam week

Mode of delivery/Teaching and learning methods: Classroom contact/Lecture, individual work

(independent study), group work and project work in group ,individual and group presentations.etc

Mode of assessment
Quiz: 12%
Individual assignment/Project: 11%
Group assignment/ Project: 12%
Mid Exam: 25%
Final exam: 40%
Total: 100%

Course Polices
All students are expected to abide by the code of conduct of the University Academic legislation
throughout this course. Academic dishonesty, including cheating, fabrication, and plagiarism will not be
tolerated and will be reported to concerned bodies for action.
Class activities will vary day to day, ranging from lectures to discussions. Students will be active
participants in the course. You need to ask questions and raise issues. You are required to do all the
assignments you are supposed to accomplish, submit and present it according to the time table

281 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 indicated. Module facilitator /s will give out the directions, for the assignments one week prior to the
due date. All issues discussed in class or derived from other sources may be the subject of assignment or
final exam question items. Please follow the instructions indicated at each content of your course
guidebook to complete all the assignments provided whether they are to be performed individually or in
group.
Note on class attendance and participation: You are expected to attend class regularly. Facilitator/s
will take attendance on random days during the semester to ensure that students are coming to class, and
if you miss class repeatedly, your grade will be affected. If you miss more than 15% of the class
attendance you will not sit for final exams. Please try to be on time for class. Facilitator /s will not allow
you enter if you are late more than five minutes.
Cell phones:
Cell phones must be turned off before entering the exam room and class as they are disruptive. So,
please make sure your cell phone is turned off.
For the purpose of contacting information, Facilitator/s put his/her/their cell number on this course
guidebook. You are allowed to make contact only in working hours.

References
Abu-Duhou I. (1999). School Based Management. Paris: UNESCO/IIEP/ Publishing.
Atkinson, M. et al. (2005). School funding: A Review of Existing Models in European and OECD
Countries (LGA Research Report 3/05) Publishing.
Ray. M. and K. Lillis (1988). Community Financing of Education: Issues and Implications in Less
Developing Countries. New York: Pergamon Press
Knight, B. (1989). Managing School Finance. London: Antony Rowe Ltd. Chippenham.
Knight, B (1993). Financial Management. London: Clays Ltd, St Lves Plc.
Psacharopoulos George (1987).Economics of Education: Research Studies. Great Britain Wheaton and
Co. Ltd,Exeter
Stoner. F. J. et.al. (1995). Management (6th Ed). New Delhi: Prentice Hall.
UNESCO (1999). Financing and financial Management in Education: Pan-African Seminar. Dakar,

282 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 Senegal: Policy Forum No.9. (Edited by serge peano).
http://www. Eremich.org/PUBLICAT/1999s/1999/Budget Process/sld048.htm
MoE (2002). The Organization and Management of Educational Finance. Addis Ababa: St. George
Printing Press.
ODED (2002). School Organization and Management. Addis Ababa: Addis Ababa University
Press
Ross N. Kenneth and Levacic R. (1999) Need based Resource Allocation in education Via Formula
Fund of Schools. Paris: UNESCO/IIEP/ Publishing.
Tegene G/E etal. (2007). Decentralizationin Ethiopia. Addis Ababa: FSS
Wohlstetter P. & Mohrman A.S. (1993) School-Based Management: Strategies for Success
http://www.ed.gov/pubs/CPRE/fb2sbm.html, accessed 1st February 2011

283 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
Hawassa University

College of Education

Department of Educational Planning & management

Course Guide book/Syllabus

Course General Methods of Teaching TECS4105

Titles/Codes

Course Credit 2

Course Target Group EdPM 4thyear Academic Year -------------

Information Semester II
Meeting Day --------------- Meeting Time:----------------- Meeting
Location/Room :-----------------

Module Resource Management in Education EdPM- M4101

Name/No.

Module Name:- ……………… Phone No. ……………..

Coordinator E-mail:-------------------- Office:- -----------------

Instructor (s) Name:…………………… Phone : …………………… Email :

Name ……………………
and Contact
Information Office : ………………….. Office hour: ………………….

ECTS 3

Course Description
This course is intended to equip trainees with the fundamental essence of methods of teaching and
learning processes. Furthermore, the course focuses on the practical applications of teaching methods
in general and active learning strategies in particular. The course also deals with aspects of
instructional planning, techniques of classroom organization, and management.

Learning Support teachers in instruction delivery

284 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
Outcome Review various instructional Plans and instructional methods (Active Learning
Methods) and apply them in particular setting.
Develop a comprehensive lesson plan for their respective lesson.
Apply appropriate classroom management techniques.
Differentiate the distinctions of the various approaches/methods of teaching
Support the application of different methods of teaching in schools
Hawassa University

College Of Education

Department of Educational Planning And Management

Course Guide Book

Course Titles/Codes Educational Measurement and Evaluation ( Psy4106)

Course Credit 2

Course Information Target Group: Edpm Major 4th year Semester II

Meeting Time Meeting Day: Meeting room

Module Name/ No. 10 Resource Management In Education Edpm- M4101

Module Name:_____________ Phone :___________

Coordinator E-Mail____________ Office_____________

Instructor (S) Name Name__ Phone__ Email__

And Contact
Information Office_

Ects

Course Description
This Course Is Designed Psychology Students With Fundamental Concepts And Principles,
Functions And Applications Of Testing And Evaluation. It Focuses On The Skills Of Planning,
Construction, Administering Scoring Tests, And Analyzing, Interpreting And Reporting Results Of
Different Assessment Methods Or Devices, Including Teacher Made And Standardized Tests. The
285 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
Course Activities Concentrate On The Application Educational Measurement And Evaluation To
Improve Learning.

LEARNING OUT COME

After Completion of this course, students will be able to:
State the purpose of assessment, testing and evaluation
Assess approaches to measurement and evaluation
Formulate instructional objectives in behavioral terms
Identify and employ basic principles and procedures for construction classroom tests.
Identify and use different types of teacher-made and standardized tests
Administer and score tests and other assessment tools.
Interpret test results and explain the implications in the improvement of human learning

PRE-REQUISITES NONE

COURSE STATUS Common course

SCHEDULE

Wee TOPICS AND SUB TOPICS TEXT BOOKS

k

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 . Mehrens William A. and Lehmann
UNIT 1. Introduction Irvin J.( ), Measurement and Evaluation
1.1. Definition of Basic Terms/Concepts in Education and Psychology (4th edition)
1.2. Functions of Assessment
1.3. General Principles of Evaluation procedures .pages 3--14
1.4. Types of Assessment/Evaluation
1.5. Continuous Assessment
1.5.1 The Concept of Continuous Assessment
1.5.2 The Importance of Continuous Assessment
UNIT 2. Planning Classroom Test .Mehrens William A. and Lehmann
2.1 Determining the Purpose of the Test Irvin J.( ), Measurement and Evaluation
2.2 Specification of Instructional Objective in Education and Psychology (4th edition)
2.1.1 Taxonomy of Educational Objective
2.1.2 Bloom’s Cognitive Domain Taxonomy .pages 15--48
2.1.3 Methods of Writing/ Stating Instructional
Objectives
2.1.4 Stating the General Instructional Objectives &
the specific Learning Outcomes
2.3. Outlining the course contents
2.4. Preparing a Table of specifications

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 UNIT 3. Construction of Classroom Tests
3.1 General principle of Classroom Test Construction . Mehrens William A. and Lehmann
3.2 Factors of to be Considered in Selecting a Test Irvin J.( ), Measurement and Evaluation
Format in Education and Psychology (4th edition)
3.3 Basic steps in Classroom Testing
3.4.1 Writing Objective Test items .pages 49—148
3.4.2 Writing short-answer and completion Items
Advantages, Limitations & suggestions
3.4.3 Writing True-False Items
Advantages, Limitations & Suggestions
3.4.4 Writing matching items
Advantages Limitations & suggestions
3.4.5 Writing Multiple-choice Items
Advantages, limitations&
UNIT 4. Overview suggestions
of Elementary statistics Mehrens William A. and Lehmann
4.1 Measures of Central Tendency, Irvin J.( ), Measurement and Evaluation
4.2 Measures of Variability, in Education and Psychology (4th edition)
4.3.Measures of relationship/ correlation
.pages 49—148

UNIT 5. Basic Qualities of a Good Test . Mehrens William A. and Lehmann

5.1 Validity Irvin J.( ), Measurement and Evaluation
5.1.1 Concept and Types of Validity in Education and Psychology (4th edition)
5.1.2 Factors influencing validity
5.2 Reliability .pages 248—285
5.2.1 Concept of Reliability
5.2.2 Methods of Estimating Reliability .Mehrens William A. and Lehmann
UNIT 6. Assembling ad Administering Classroom Irvin J.( ), Measurement and Evaluation
Tests

288 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 6.1 Assembling Classroom Tests in Education and Psychology (4th edition)
6.2 Administering and Scoring Tests
.pages 151—167

UNIT 7. Item analysis: Analyzing the Test items .Mehrens William A. and Lehmann
7.1 Difficulty Level of a Test Irvin J.( ), Measurement and Evaluation
7.2 Discrimination Power of a Test in Education and Psychology (4th edition)
UNIT 8. Grading
8.1 Assigning Grades: Types of Grading System .pages 168—171
8.2 The Normal Curve
8.3 Methods of Interpreting Test Scores: Types of
Standard scores

FINAL EXAM

mode of delivery/teaching and learning methodes: classroom cotact/lecture, individual work

/independent study/,…etc

Mode of assessment
Quiz: 12%
Individual assignment/Project: 11%
Group assignment/ Project: 12%
Mid Exam: 25%
Final exam: 40%
Total: 100%

COURSE POLICES

289 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 All students are expected to abide by the code of conduct of the University Academic legislation
throughout this course. Academic dishonesty, including cheating, fabrication, and plagiarism will not be
tolerated and will be reported to concerned bodies for action.
Class activities will vary day to day, ranging from lectures to discussions. Students will be active
participants in the course. You need to ask questions and raise issues. You are required to do all the
assignments you are supposed to accomplish, submit and present it according to the time table indicated.
Module facilitator /s will give out the directions, for the assignments one week prior to the due date. All
issues discussed in class or derived from other sources may be the subject of assignment or final exam
question items. Please follow the instructions indicated at each content of your course guidebook to
complete all the assignments provided whether they are to be performed individually or in group.
Note on class attendance and participation: You are expected to attend class regularly. Facilitator/s will
take attendance on random days during the semester to ensure that students are coming to class, and if you
miss class repeatedly, your grade will be affected. If you miss more than 15% of the class attendance you
will not sit for final exams. Please try to be on time for class. Facilitator /s will not allow you enter if you
are late more than five minutes.
Cell phones:
Cell phones must be turned off before entering the exam room and class as they are disruptive. So, please
make sure your cell phone is turned off.
For the purpose of contacting information, Facilitator/s put his/her/their cell number on this course
guidebook. You are allowed to make contact only in working hours.

REFERENCES
.
.Derek Cheung (2002), How to construct Good Multiple Choice Items. Hong Kong (unpublished)

.Ebel, Robert L. and Frisbe, David A, (1991), Essentials of Educational Measurement, (5th edition),
New Jersey: PrenticeHall.

290 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 .Gronlund, Normal L, (2000), Measurement and Evaluation in Teaching (4 th edition) New York:
Macmillan publishing C, Inc.

. Linn R.L. and Gronlund. N.E, (2000), Measurement and Evaluation in Teaching (4th edition), New
York: Macmillan publishing C, Inc.

.Mehrens William A. and Lehmann

Irvin J.(x)Measurement and Evaluation in Education and Psychology (4th edition)

291 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
Module Number 11
Research in Education II (Senior Essay)
Module Number: 11
Module Code: (EdPM- M4111)
Module EtCTS: 5
Module Category: Core

SN Course title course code Delivery Cr.H EtCTS CP

System

category
LH TH L/P HS

Senior Essay* EdPM4111 Parallel

1 Senior Essay A EdPM4111a Parallel P/F 0 0 0 0 P/F 1

2 Senior Essay B EdPM411b parallel 3 0 5 0 5 5 1

Total 3 5

Competency
Conduct a sound, well organized and educationally relevant research
Solve Practical and pressing problem of educational institutions using informed data
Module Description

Accumulation of knowledge and development of practical skills to solve educational problems

depends on research practice. Thus, the module helps the students practically use their skills to
select research topics, identify research problems, set objectives, read pertinent literature of the
topic, and develop appropriate data collection instruments. Further, it helps the students to use
appropriate methods to analyze and interpret the collected data. In doing so, the students will

292 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
write research proposals, design research tools, compile the research reports and defend them
sufficiently during the defense sessions and submit the final edited and commented successful
research outputs.
Objectives
Understand appropriate educational research topic identification skills;
Demonstrate knowledge of the key elements of research proposal work;
Know how to prepare relevant research proposals
Understand how to collect, analyze and interpret the research data
Develop a well compiled research report and defend it appropriately
Mode of Delivery: Parallel
Method of Teaching
Independent learning
Advising
Tutoring
Project work
Field work and Presentation
Mode of Assessment
Continuous Assessment (by the Advisor) 70%
Final Exam (Senior Essay defense ) 30 %

Hawassa University

College of Education

Department of Educational Planning and Management

Course Guide book

Course Titles/Codes Senior Essay (EdPM4111a)

293 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
Course Credit 3

Course Information Target Group EdPM 4th year Semester I

Meeting Day --------------- Meeting
Time:----------Meeting
Location/Room :-----------------

Module Name/No. Senior Essay a

Module Coordinator Name: - ……………… Phone No.

……………..
E-mail:-------------------- Office:-
-----------------

Instructor (s) Name Name:…………………

and Contact Information Phone: ……………………
Email: ……………………
Office: ………………….. Office hour:
………………….

ECTS

Course Description
In this phase of the senior essay prospective graduates are expected to identify workable
and manageable research problem, state their problems clearly, review related
literatures, and develop a plan of method of collecting and analyzing data. Finally they
will be expected to present research proposal. Moreover, students develop instruments
for collecting data and analyze data. They finalize and submit their research reports.
Finally they will defend their research in oral examination session.

Learning Outcome

294 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
At the end of this course students will able to:-
Integrate the theoretical knowledge with the practical exercise on workable and
manageable research problems

Pre-requisites Introduction to Educational Research) + Action

Research for Educational Managers

Course Status Core

Week Topics and Subtopics

Problem Selection

Proposal Preparation
1st draft
Final draft

Introduction Part Of The Research

1st draft
Final draft

Review Of Related Literature

1st draft
Final draft

Research Design & Methodology

1st draft
Final draft

295 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
Hawassa University

College of Education

Department of Educational planning and management

Data Collection
1st draft
Course Guide book
Final draft
Course Titles/Codes Senior Essay (EdPM4111b)

Course Credit PH 4 Hs 7 CP 5
Data Presentation, Analysis And Interpretation
1st draft
Course Information Target Group EdPM 4 th year Semester
Final draft II
Meeting Day Meeting Time:------- Meeting
Summary, Conclusion & Recommendation Of The Research
Room :------------
1st draft
Final draft
Module Name/No.
Submission Of The Research Document
Module Coordinator Name: - ……………… Phone No.
1st draft
……………..
E-mail:-------------------- Office:-
-----------------

Instructor (s) Name Name:…………………Phone: ……………………

and Contact Email: ……………………
Information Office: ………………….. Office hour:
………………….

ECTS

Course Description
In this phase of the senior essay prospective graduates are expected to identify
workable and manageable research problem, state their problems clearly, review
related literatures, and develop a plan of method of collecting and analyzing data.
Finally, they will be expected to present research proposal. Moreover, students
develop instruments for collecting data and analyze data. They finalize and submit
296 | research
their E d u c a treports.
i o n a l Finally,
p l a n nthey
i n g will
a n ddefend
m a ntheir
a g eresearch
m e n t cinu oral
r r i cexamination
ulum
session.

Learning Outcome At the end of this course students will able to:
Integrate the theoretical knowledge with the practical
exercise on workable and manageable research problems

Pre-requisites Introduction to Educational Research + Action

 8. Learning and assessment strategies
Each course may have minimum of five different assessments. Such as:
 Group work
 Individual assignment
 Test/Quiz, Mid exam, Final exam
 Presentation
 Project work
 Practical attachment should be given.

9. Rules, regulations and requirements

a. Admission Requirements
Applicants for admission to the Bachelor’s degree program in educational planning and
management must satisfy the following criteria:

a. Successful completion of freshman program (general education courses) set by the

university.
b. Have a diploma in educational management or related teaching subjects with a minimum
cumulative grade point average (CGPA) of 2:00 at graduation from an accredited Teacher
training institution OR
c. Teaching or administrative experiences in educational organizations will be an advantage to
get admission to the program.

b. Grading system
The grading policy is a criterion referenced/ fixed scale system

c. Graduation requirements
In order to graduate, a student should successfully complete all the designed courses. Moreover,
the candidate is required to obtain:

297 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
 i. CGPA of at least 2.00 at graduation.
ii. A student should take a total of 242 EtCTS/146 Cr hrs.
iii. No "F" grade in any course

d. Degree nomenclature
The degree conferred shall be Bachelor of Arts (B.A.) Degree in Educational Planning and
Management. ‘ የአርት ባችለር ዲግሪ በትምህርት እቅድ እና ሥራ አመራር’

e. Medium of instruction
The medium of instruction for the program is English language.

f. Duration of the Study

The program is organized to be completed in four years in the regular program

g. Total load

The graduates are expected to take 242 EtCTS or 146 credit hours during their study period in
order to accomplish the program.

10. Quality assurance mechanism

According to Article 4 of the 2009 Higher Education Proclamation, one of the major objectives
of Ethiopian higher education is: ‘To prepare knowledgeable, skilled, and attitudinally mature
graduate … so that the country shall become internationally competitive.’ In this regard, a key
purpose of higher education is to produce competent, adaptable and responsible graduates who
can contribute to the development of the country and transform the livelihood of Ethiopian
population.

In order to ensure the quality of this program and graduates’ competence, thereby achieve the
program objective thereby the national objective, quality assurance mechanisms will, therefore,
be employed at course, module and program levels. The program will conduct formative and

298 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m
summative evaluation. The quality assurance process could be handled from within the
department and college as well as from external quality assurance agencies. More specifically:
 There will be curriculum revision at the end of every four year
 There will be continuous follow up of the teaching learning process
 Students of the program will evaluate their instructors and the courses taken at each
semester
 Discussion forums will also be prepared with students at the end of each year to share
ideas that will help improve the program in general and its teaching learning process in
particular
 It will be expected to assure and control the program quality with national quality
framework standards

299 | E d u c a t i o n a l p l a n n i n g a n d m a n a g e m e n t c u r r i c u l u m