MEd Curriculum 2nd Draft

Institute of Pedagogical Sciences
Department of Teacher Education

Modular MEd Curriculum in Curriculum and Instructional Supervision
July, 2015
Mekelle
1. INTRODUCTION
Education nowadays is becoming more complex and challenging making it very demanding for
the professionals in the field to carry out their responsibilities in an effective manner. Due to this,
it has become evident that professionals need to upgrade their educational levels in specialized
fields of study for a more effective professional practice. The department of Teacher Education
in the Institute of Pedagogical sciences, Mekelle University, also felt this need to upgrade
education professionals at school, wereda and regional education Bureau at master’s level. With
this in mind it identified five study areas where this training could be initiated. Considering the
limited capacity of the department it decided to start with one program and conducted a needs
assessment to determine the preferred field of study.
The result of the needs assessment showed that the majority of respondents preferred to upgrade
their education in the field of curriculum and instruction, followed by instructional leadership
and supervision. In addition, the committee entrusted with the task of developing the program
examined the duties and responsibilities of the educational professionals at different levels of the
education system. Based on the results of the needs assessment and the examination of
documents of duties and responsibilities, the committee ultimately decided on a program that
blends elements of curriculum, instruction and instructional supervision.
This program is designed to equip the candidates with the necessary knowledge, skills and
attitudes in the areas of curriculum and instruction, educational assessment, instructional
leadership and supervision, and research skills. It is hoped that the program will provide
advanced study to prepare graduates to be effective school and woreda level curriculum and
instructional leaders, teacher educators, and other personnel who play a supervisory role in the
professional development of others.
The curriculum of the program is organized on a modular approach. It started with the
identification of the major competencies required of the graduates, which were then organized
into themes and modules. The curriculum is generally organized into five modules.
2. BACKGROUND
The institute of pedagogical science is among the pioneer academic programs in the Mekelle
University. It was established with the name SPSU (Social and Pedagogical Science Unit) in
1996 Ec. to provide pedagogy, psychology, educational management and civics and ethical
education courses to the students under the then faculty of education. By then, the SPSU had
pedagogy, psychology, sport sciences and civics and ethical education sub-units. Nonetheless,
with the dramatic expansion of the Mekelle University, the civics and ethical education and
lately the psychology sub-units were split from the SPSU and form the department of civics and
ethical education and psychology departments, respectively.
However, with the introduction of the Business Process Re-Engineering (BPR), the former
Social and Pedagogical Sciences Unit (SPSU) has been organized as the Institute of Pedagogical
Sciences (IPS). This in part has been done with the intention to recognize the research and
scholarly efforts of the institute’s staff and the students. The Institute currently includes two
departments – Educational Planning and Management and Teacher Education. The Teacher
Education Department has been engaged in the preparation of secondary school teachers at a
post-graduate diploma level. In addition, it gives pedagogy and curriculum related courses in
other departments at BSc and masters levels. This department has now realized the need to
launch new programs at master’s levels, the first of which is the Master of Education in
Curriculum and Instructional Supervision.
3. PROGRAM RATIONALE
Becoming a professional learning community, where Continuous Professional Development is

central to the life of the school and to raising pupil achievement as an important strategy for
school improvement requires, individuals to take responsibility for their own professional
development, and school principals and supervisors to take responsibility for helping to identify
existing strengths and individual needs, and suggest ways of meeting these needs. This is why
building capacity within the school to meet this ideal is so important. From this general
assumption, it can be understood that supervision that aims at improving the teaching and
learning through professional development of teachers matters.
Beside to this theoretical consideration, from the departments observations while teaching and
training teachers, principals and supervisors, the feedback obtained from the needs assessment of
potential candidates and employers there is a gap between the actual performance of teachers,
principals and supervisors and the need of the world of work. The result of the need assessment
showed that participants (60.1%) indicated MEd in curriculum and instructional supervision. It is
believed that this gap is resulted from the conventional fragmented learning approaches that does
not give credit to the student’s workload and more emphasize to know-what than know-how. As
a result, a modular MEd program in curriculum and instructional supervision based on the
competencies the real world of work is demanding is designed to help bridge the gap and thereby
improve the quality of the general education in Ethiopia. The first mode of delivery preferred
by participants is the regular mode of delivery (68.52%) followed by summer mode of delivery
(25.71%). Since the majority of the respondents (85.2%) are teachers, the most probable mode
of delivery seems to be the summer one. However, the program will be developed for both
regular, extension and summer modalities. Curriculum is about what students learn, how they
learn it and how we know if they know it or not. This demands curriculum experts to know what
the intentions of education are, the activities in which students engage to meet the intentions, the
assessment and measurement of learning and the harmony among these curriculum components.
Curriculum exists in four different forms: the enacted, implemented, assessed and learned
curriculum. In addition, curriculum is a dynamic field that needs to be regularly evaluated and
revised, modified or changed as a result. Therefore, the responsibility of the curriculum expert is
not only designing the curriculum, but also regularly assessing and evaluating the
implementation of the curriculum that serves as a feedback for the revision or change of the
curriculum. As a result of this fact, Tigray REB has designed curriculum development as a
process of design, implementation and evaluation by reengineering group of related tasks that
flow end to end and together create value for the customer. In the high level process map of the
core process of curriculum development of Tigray REB, it is clearly seen that supervision is an
important task in the process of curriculum design, implementation and evaluation (TREB, 2013,
p.50).
In view of this, Mekelle University, Institute of Pedagogical Sciences have decided to introduce
a two years modular Master’s program in curriculum and instruction supervision , the first of its
kind in the country in its design and delivery. The programme aims to provide academic and
professional competencies for students to design, align, deliver, supervise and evaluate
curriculum and instruction through the development of core and generic competencies the world
of work deserves. The programme has been developed in response to the national and local
demands to improve the quality of the general education, and it is informed by the core principle
of modular education which is the development of knowledge economy that fuels the
implementation of the second Growth and Transformation Plan of the country.
The program is designed to have three mode of delivery, regular, summer and extension to be
accessible for potential candidates with varied nature of work. The curriculum contains five
competency based modules, namely curriculum and instruction, instructional supervision and
leadership, assessment, emerging issues and research and thesis in education. It is hoped that
both public and private sectors engaged in education and training services provide the graduates
enjoyable career opportunities.
Therefore, the decision to launch the program in Mekelle University was based on:
 The high demand for these professionals in the Ethiopian general education system
 The capacity Mekelle University in terms of the professionals to run the program,
 The potential candidates' preference to enrol in the program,
 The availability of departments in the university to give the necessary professionals and
material supports necessary to run the program,
 The existence of a supportive Education Bureau to collaborate in running the program
4. PROGRAM PROFILE
This program is aimed at producing capable scholars who can provide their expertise for the
school community to maintain conducive school and classroom environment. Conducive
environment in the school and classroom will contribute for the better learning of students. This
program is, therefore, focused on producing citizens with the needed quality to perform and
support the teaching and learning process in schools. The program has five modules which are
design to be studied by the Scholars enrolled in the program:
1) Curriculum and instruction- develop knowledge and skills need to participate in
curriculum development activities at different levels, contextualize and assess curriculum
alignment; and evaluate the curriculum continually,
2) Instructional supervision and leadership
3) Educational Assessment that help teachers to identify gaps in their students and the way
to maintain the gaps
4) Research and thesis- this module is designed scholars to develop basic knowledge and
skills in action research and basic researches in order to conduct both action and basic
research in solving problems of the school.
5) Contemporary issues in curriculum and instructional supervision that includes selected
topics from multicultural education, inclusive education, report writing an Instructional
technology.
The modules are classified as core and supportive modules. Core modules are supposed to
develop basic knowledge, skills and attitudes required to fulfil the demands of current Ethiopian
schools. Core modules include curriculum and instruction, instructional supervision and
leadership, educational assessment and research and thesis. Whereas crosscutting issues are
considered as supportive module.
5. PROGRAM LEARNING OUTCOMES
After successful completion of this program, the scholars will be able to :

 Know fundamental philosophies of curriculum development;
 Develop basic skills in curriculum development and evaluation;
 Develop basic skills in curriculum adaptation and alignment;
 Understand the contribution of appropriate classroom organization and management
on students learning;
 Appreciate the value of curriculum adaptation and alignment in students learning;
 Design effective classroom organization and management for different instructional
interactions;
 Share experiences on effective classroom organization and management with
colleagues;
 Explain the global and national historical developments of supervision;
 Summarize the purpose of instructional supervision;
 Compare and contrast the supervisory practices of Ethiopia at different periods;
 Produce a report on the current supervisory practices in Ethiopia;
 Explain the link between supervisory intervention and improvement of students
learning;
 Interpret the role of a supervisor for CPD and SIP;
 Understand the fundamental knowledge of developing learning competencies at
different levels;
 Develop fundamental skills of developing learning competencies at different levels;
 Share basic understandings and skills of developing learning competencies with
colleagues at different levels
 Understand the fundamental knowledge on assessment-related concepts;
 Develop basic skills on planning and constructing classroom tests;
 Develop skills of interpreting test scores;
 Understand the basic knowledge on inclusive education and multicultural education,
gender sensitive education and instructional technology;
 Appreciate the contribution of inclusive education, multicultural education, gender
sensitive education and instructional technology to quality education;
 Develop skills to organize and manage inclusive classrooms;
 Develop understand in gender responsive pedagogy;
 Appreciate for culture based education;
 Develop basic skills of ICT to support learning;
 Understood the basics of quantitative and qualitative methods in education;
 Differentiated the similarities, differences and some of the arguments for the use of
quantitative and qualitative form of research in education;
 Known the concepts, importance and characteristics of action research;
 Synthesized the theoretical basis or conceptual model of quantitative, qualitative and
action research in education;
 Analysed research problems to derive a researchable and educationally relevant issues
for investigation;
 Design a study to address a research problem;
 Appreciate ethical issues present in any research study.
6. GRADUATE PROFESSIONAL PROFILE

The BPR document of the Education Bureau of Tigray Regional State endorsed in Miyazia, 2005
E.C. shows detail duties and responsibilities of the core processes created. However, to discuss
duties and responsibilities of all the created core processes in the bureau may not have significant
importance here. Therefore, the duties and responsibilities which are needed competencies by the
practitioners working in the curriculum and implementation core process which is more relevant
to the new MEd program in curriculum and instructional supervision will be presented hereunder
in its summarized manner:
 Plan, organize, monitor and evaluate curriculum affairs at different levels
 Provide supervisory service at regional, wereda, cluster or school level. Besides, he/ she is
expected to expand inbuilt supervision at different levels and schools
 Plan, organize, monitor and evaluate the implementation of assessment policy at different
levels and at the school level,
 Organize and monitor co -curricular activities of the school
 Organize, monitor and evaluate the provision of support on teaching learning process, use of
teaching materials/ pedagogical centers
 Prepare specification for books already published
 Provide training on book preparation
 Preparing teachers guide based on the syllabus and student textbooks
 Edit prepared curriculum materials
 Prepare, organize, monitor and provide short term training skills
 Develop Strategic and annual plan and share these skills to other colleagues
 Prepare different reports about the activities done at different levels and school
 Strength the relationship with the community
 Lead and monitor the issues of plasma and ICT
 Work with students parliament
 Plan, organize support, monitor and evaluate CPD/SIP progress at different levels
 Facilitate environment for those who need support at school level, Skills on supporting
disadvantageous students / cross cutting issues/ - gender, culture, disability,
 Follow the progress of ABE and IFAE.
 Follow School environment and classroom organization and management to suit with student
learning and teachers teaching
 Follow and support research practices in different levels
 Planning, implementing, follow-up, evaluating and reporting different activities
 Team work in all experts, teachers and students
7. GRADUATE PROFILE
Schools are demanding qualified personals and practitioners with quality of creating conducive
school and classroom environment that enhances students learning. Creating conducive learning
and working environment in the school for all students and teachers needs basic knowledge and
skills. Besides, the schools should assure equity in education in terms of access and quality in
many forms at different levels. To meet this goal, scholars who graduates from this program
expected to perform the following competencies:
1. Develop, adapt, align and evaluate curriculum and curriculum materials based on the
school context;
2. Organize, plan and evaluate co-curricular and different committee activities of the school;
3. Provide supervisory service for teachers and introduce in-built supervision in schools,
improves the selection capacity of teachers, appropriate instructional methods and materials
of teachers;
4. Provide support for teachers to develop and implement appropriate assessment policy,
strategy, tools and taking remedial measures based on the results of assessment (in both
achievement and discipline)
5. Plan, provide and evaluate short trainings that develop professional skills of teachers and
improve school programs and trainings
6. Conduct action and basic researches which are oriented towards problem solving and share
to other teachers;
7. Write appropriate report, acknowledge and address differences, employ ICT on their day-
to-day professional activities
8. Maintain teaching ethical code of conduct standards within the school
9. Advocate the proper use of instructional resources and time
10. Recognize, adhere & promote established school and classroom cultures
11. Participate in policy, professional standards, and continuing professional development
issues pertaining to teaching profession
12. Respectful and compassionate to students with their culture and families
13. Be able to work as a member of the teaching team.
8. PROGRAM REQUIREMENTS
8.1 Admission Requirements
To be admitted to the master’s program, the applicant should have:

a. Bachelor or first degree or equivalent (as endorsed by the MOE) from a recognized
university with a CGPA of 2.00 and above in the undergraduate study.
b. Taken pedagogical/professional courses during undergraduate/ post graduate diploma in
teaching. Those candidates who did not take pedagogical courses or have no prior
experience of the instructional process will be required to take levelling pedagogical
courses as specified by the department.
c. At least three years professional experience in teaching or related administrative
experiences.
d. Submit two letters of recommendations from his/her undergraduate instructors, testifying
his/her ability to successfully complete the study in the program, and another one from a
referee who is familiar with the applicant’s professional work.
e. Produce official transcript of his/her academic record from the university attended. The
official transcript should be sent directly to Mekelle University from the issuing
university.
f. Pass entrance exam set by the Department of Teacher Education.
g. Pay an application and tuition fees. It is also possible to produce letter of payment
confirmation from your sponsoring agency ( present a proof of financial support)
h. Fulfil other university wide requirements.
8.2 Selection Process
Admission will be made on merit basis for the available seats, i.e.
1. Candidates will be selected on a competitive basis; and,
2. Other things being equal, females will be given priority.
8.3 Duration of the Program
The duration for the program shall normally take two-year full time regular study. When this
program is offered through extension, summer and distance combination, it will take 2-3 years. If
a student fails to complete the program within this period, he/she may be allowed to continue for
one additional year for accepted reasons by the graduate committee of the institute.
8.4 Graduation Requirements
A student who meets and fulfils at least the minimum requirements laid down in the regulations
and whose research work and examination results are judged to be sufficient merit shall be
recommended by the graduate committee of the graduate program to the office of the Registrar
and Alumni for approval of graduation by University Senate and the award of the degree of
Master of Education Degree in Curriculum and Instructional Supervision.
To complete the study in the program and to be eligible for graduation, the student should:
a. Earn a total of 68 ECTS (European Credit Transfer System (56 ECTS in the course work
and 12 credit hours in the thesis work).
b. Pass in all courses and obtain a minimum of CGPA 3.00 for the course work
c. Complete and successfully defend thesis work.
d. Satisfy other university wide requirements.
If a student fails to obtain this minimum grade, he/she is entitled to repeat the courses for which
he/she has obtained ‘C’. Repeated courses shall have grades not exceeding ‘B’.
8.5 Degree Nomenclature
The type of Master of Degree conferred shall be
MASTER OF EDUCATION DEGREE IN CURRICULUM AND INSTRUCTIONAL
SUPERVISION
It shall also be named in Amharic as
የትምህርት ማስተርስ ዲግሪ በስርዓተ ትምህርትና ኢንስትራክሽናል ሱፐርቪዥን
9. PROGRAM IMPLEMENTATION PLAN
9.1 Modes of Delivery
The program will be delivered in three modes:

1. Regular program
2. Extension/Evening program
3. Summer face to face and distance program supported with learning modules and intensive
tutorials by the course instructors at selected tutorial centres at least twice in a semester.
9.2 Teaching and Learning Methods
The delivery methods of the program/modules will include classroom lectures, seminars, project
works, field work, individual and group assignments and reflections and presentations for regular
program. On the other hand tutorial support, independent learning and project work will be
employed for the evening and summer distance modules.
9.3 Assessment
In line with current trends and envelopments in assessment, the program will utilize competency
based assessment strategies that involves both formative and summative continuous assessments.
Hence, students will be assessed in every module in continuous fashion to better reflect their
achievement of module learning outcomes. They will also be assessed in the defence of their
thesis by a board that incorporates both internal and external examiners to assure that the
graduates fulfil the minimum competence required by the graduate program. The graduate
program of the institute will conduct tracer study of its graduates to monitor the relevance of the
knowledge, skills and practice of its graduates and track their professional and personal progress.
9.4 Quality Assurance
It is recognized that it is very difficult to define quality in higher education. Often it means
different things to different audiences. It is also a concept that is continuously changing. In the
recent past, most quality assurance agencies in the world consider quality of an institution from
two standpoints: fitness for purpose, and fitness of purpose. Fitness for purpose considers
whether an institution is successfully achieving its own stated mission and objectives. Fitness of
purpose verifies the responsiveness of an institution to national socio-economic needs. This
criterion is more difficult to assess, but the idea here is to see whether the institution has in place
adequate mechanisms to respond to national requirements, and that it not functioning in a
vacuum. For this program, both concepts apply in striving to enhance, ensure and maintain the
quality of this M.Ed. program. The department attempts to ensure the quality of its program
through working collaboratively with the Institutional Quality Assurance Directorate Office,
Quality Assurance of IPS, Course and Research teams of the department. All these bodies are
responsible to follow-up, maintain and enhance the quality of this program through examining
need, relevance and quality of a program, curricula review and approval and enhancement of
teaching-learning processes.
9.4.1 Internal Quality Assurance Mechanisms
The university has a Quality Assurance Policy which is meant for monitoring and evaluating
programs, teaching-learning and assessments. In addition, the university has an assessment
policy and procedures and the criteria to ensure that students are graded fairly and that standards
are appropriate and applied consistently. Internally, the Department of Teacher Education and
the Institute’s Quality Assurance Office sets in place a series of procedures and systems in line
with the University’s Quality Assurance and Institutional Transformation Directorate
recommendations and guidelines to promote, coordinate and maintain its internal quality
assurance system. These include, properly documenting all the teaching, learning and assessment
processes, creating instruments to obtain feedback from customers and stakeholders, and
ensuring transparency and accountability in all the transactions. The Department and the Quality
Assurance Office of IPS ensures that assessment methods for each course are balanced (e.g.
between continuous and end of course, formative and summative, diagnostic and attainment), are
matched to the learning outcomes and are applied appropriately. Besides, the department and the
Institute will carry out curriculum reviews every three years to update the quality and relevance
of the graduate curriculum to the contemporary needs of the country. Such curriculum reviews
will include both in-house and external reviewers to maintain reliability of the program. In
addition to this, the department has one assistant professor and two more staff members who are
on their way to finalize their terminal PhD degree who can teach in the master’s program.
Furthermore, it has two members who are on study to get their terminal PhD degrees in the near
future. The completion of these candidates will strengthen the graduate program greatly.
Moreover, teaching staff in the graduate program will be required to conduct relevant research
and produce publications in their areas of specialization. They will be encouraged to participate
their graduate students in the research and publication process. This will also advance the quality
of the graduate program.
9.4.2 External Quality Assurance Mechanisms
External quality assurance, often referred to as academic auditing, is usually carried out by a
national Higher Education Relevance and Quality Agency (HERQA). This form of quality
assurance mechanism is undertaken at University level. However, the department will carry out
peer review with more experienced Institutions and Colleges as part of its external quality
assurance mechanisms to supply the University with required data. To achieve this, the following
procedures will be carried out in an external peer review audit:
 The department prepares a portfolio based on a self-assessment of its internal quality
assurance system.
 The portfolio is examined by an independent audit panel made up of academic peers
selected from well-experienced Universities and Institutions.
 A visit to the institution will be undertaken by the audit panel to obtain first-hand
confirmation of the information provided in the portfolio.
 The audit panel then submits its report containing commendations and recommendations
to the department and
 Discussion will be held at the department on the audit report and improvements,
adjustments and remedies on the program will be taken accordingly.
 Good practice will be benchmarked and disseminated in order to enhance quality of the
program.
9.5 Academic Staff Profile
The Department of Teacher Education has currently the following professors and instructors who
are eligible to teach in the graduate program as principal professors and co-instructors. They
have adequate experience for teaching graduate students.
No Name of Faculty Specialization Qualification Rank Remark

1 Member
Dr BeyeneBaraki  Curriculum - B.A. in Asst. PhD
Pedagogy Professor
 Multicultural - MA in
Education Curriculum
- PhD,
Multicultural
Education
2 Yohannes  Curriculum - BEd. In Lecturer PhD
G/Tsadik History
- M.A in
Curriculum
3 Tadesse Kahsay  Curriculum - BEd. In Lecturer Ph.D

Biology Candidate
- M.A in
Curriculum
4 Atakilti Desta  Curriculum - B.A. in EdPM Lecturer Department
- M.A in Head
Curriculum
5 Berhane Girmay  Curriculum - B.A. in Lecturer Ph.D
Pedagogy Candidate
- MA in
Curriculum
6 Fadil Jihad  Educational - B.A. in Lecturer
Effectiveness and Pedagogy
Instructional - MSc in
Design Educational
 Adult Education Effectiveness
and
Instructional
Design
- MEd. In Adult
Education
7 KahsayTareke  Special Needs - BA in Lecturer
Education Mathematics
- MA in Special
Needs
Education
8 TsegayGirmay  Communication - BA in Lecturer
in Digital Pedagogy
Learning - MSc in
Environment Communicatio
n in Digital
Learning
Environment
9 Goitom Tegegn  Multilingual - BA in English Lecturer
Education - MA in
Multilingual
Education
10 Mengesha Eyasu  Educational - BA in Lecturer
Psychology Pedagogy
- MA in
Educational
Psychology
11 Tsigereda Tefera  Gender studies - BA in Lecturer
Pedagogy
- MA in Gender
studies
12 Haftom Hailu  Special Needs - BA in Lecturer
Education Pedagogy
- MA in Special
Needs
Education
13 Gebrehiwot Kesete  Educational - BA in Lecturer
Research Pedagogy
- MA in
Educational
Research
14 Samson Worku  Educational - Education in Lecturer
BA PhD
Research Pedagogy Candidate,
AAU
15 Zelalem Teferi  Educational - MA in Lecturer PhD

Research Educational Candidate,
Research AAU
Moreover, there are three more experienced assistant professors and other staff in the
department of Educational Planning and Management of the Institute of Pedagogical Sciences.
Meanwhile, expatriates (doctors and professors in the field) will be employed and senior staff
from Addis Ababa University will be invited to involve in teaching where necessary.
10.THE MASTER’S THESIS
The thesis shall be a specialized study, under the guidance of an advisor, focusing upon
Educational topics that are of particular interest to the student. The thesis is a partial fulfilment of
the requirements of the master’s degree program. The procedures of conducting the thesis shall
follow the following steps:
a) The student shall select a topic (three to five topics) and submit to the department
committee.
b) The department committee shall approve a topic and assign a supervisor/advisor to the
student.
c) Approved topic can be modified by the student in consultation with the advisor.
d) The submission date of the thesis shall be determined by the Department in each
academic year. The student must submit five copies of the final version of the thesis.
e) Thesis presentation is open for all interested and chaired by a specialist (internal
examiner) appointed by the graduate committee of the institute.
f) The examining board of the thesis shall constitute the supervisor, an external examiner,
and a chair person (the internal examiner).
g) The examining board shall decide either to accept or reject the thesis after the student’s
presentation of his thesis (defence).
The thesis will be accepted in the following manners:
1) Thesis is accepted with no change or with some minor changes

2) Thesis is accepted with modifications when the thesis is subject to substantial changes
in content, methodology, data analysis and interpretation, and/or conclusion reached.
Here, the examining board must indicate what is to be changed or rectified and the
time by when the final version of the changed or corrected thesis is to be submitted.
The thesis shall be rejected if
1) The work does not reflect scientific way of treating the problem raised or a thesis
that is judged with a grade of “poor”, or
2) The work is plagiarized, or
3) The work is not original and has been already used to obtain a degree from any
university or college.
A thesis must have an abstract with not more than 500 words.
11.THE GRADING PRACTICES POLICY
The grading practices policy falls under the general framework of Mekelle University’s grading
system. Accordingly,
1. Grades are to be determined on the basis of the instructor’s best judgment as stated by the
evaluation procedures established in the course. Assigning grades is solely the
instructor’s prerogative. When a dispute over an academic or procedural matters relating
to a grade between a student and an instructor arises and yet it is not resolved, the student
may make an appeal to the Department Graduate Committee within two days after the
grade is posted. If the appeal is not made within this time limit, the assigned grade
becomes a final grade
2. The grading system for course work has a classification of : A, B+, B, C+, C, D and F
where,
A= 4:00
B+= 3.50
B= 3:00
C+= 2.50
C= 2.00
D= 1:00, and
F= 0
3. The grading system for the completed master’s thesis is demonstrated as follows:
a) Excellent Pass: For original work that shows thorough knowledge of concepts and
techniques, very well organized and expressed, sound critical evaluations, clear
command of techniques and principles of the discipline, etc.
b) Very Good: For thorough knowledge of concepts and/or techniques together with a
fairly high degree of skill in the use of those concepts and techniques.
c) Good: For better grasp of the topics, accurate knowledge, some evidence of critical
evaluation, ability to synthesize and to discriminate relevant issues, etc.
d) Competent - Acceptable level of knowledge of concepts and/or techniques together
with considerable skill in using them to satisfy the requirements of a course
e) Satisfactory: For good grasp of the topics, good level of knowledge and critical
evaluation, but lacks the ability to properly synthesize and to discriminate relevant
issues and proper treatment of the data
f) Passing - Slightly better than minimal knowledge of required concepts and/or
techniques together with some ability to use them in satisfying the requirements of a
piece of work or course.
g) Poor: For glaring inaccuracy and confusion, little or no grasp of techniques and
principles, trivial and irrelevant treatment of topics in general, a failure to
demonstrate the minimal knowledge and skills for effective work in the discipline.
12.PROGRAM COST AND BUDGET
Program Coordinator Office establishment Unit price Total

Office furniture
 Two laptop computers 17, 000 34,000
 Two desktop computers 15,000 30,000
 One printer 32,000 32,000
 Two office tables and chairs, six other 2(4000)+2(300 23,000
office chairs 0)+ 6(1500)
 Fax machine 12,000 12,000
 Scanner 7,000 7,000
 File cabinet 2000 2,000
Teaching materials
Online journal subscription fee 30,000 30,000
Book Purchase 50,000 50,000
Beamer 20,000X2 40,000
Module preparation fee 40,000X5 200,000
Research fund 150,000 150,000
Running Cost
Secretary and Record Officer, salary 5X3000 15,000
Faculty payment 3X20,000 60,000
Overload fee 50,000 50,000
Total 735,800 Birr
13.Lists and Distributions of Modules

13.1 List of Modules
Module Umbrella Name Module Module Codes Module Credit Points

Type Number (ECTS)
Curriculum and Instruction Core CMIN 1011 01 18
Instructional Supervision and Core CMIN 1021 02 10
Leadership
Assessment in Education Core CMIN 1031 03 12
Contemporary Issues in Education Supportive CMIN 1052 05 8
Research and Thesis in Education Core CMIN 1042 04 20
Total 68
13.2 Module Breakdown by Year and Semesters
No Module Module Module Year Semester Courses in Modules

Umbrella Numbe Code
Name r
1 Curriculum and 01 CMIN I I 1. Curriculum Design,
Instruction 1011 Development and Planning
2. Curriculum Adaptation and
Alignment
3. Curriculum Implementation and
change
4. Curriculum Evaluation
2 Instructional 02 CMIN I I 1. Foundation of instructional
Supervision and 1021 supervision
Leadership 2. Developmental Supervision
3. Instructional Planning
4. Instructional leadership and
management
3 Assessment in 03 CMIN I II 1. Development of Learning
Education 1031 Competencies
2. Assessment: Concepts,
Principles, Purposes and
Strategies
3. Test construction and
Interpretation of Test Score
4 Contemporary 05 CMIN I II 1. Inclusion of persons with
Issues in 1052 disabilities
Education 2. Gender issue in education
3. Multicultural Education
4. Instructional Technology
5 Research and 04 CMIN I & II II 1. Quantitative Methods in

Thesis in (Research) Education
Education 1042 I & II 2. Qualitative Methods in
(Thesis) Education
3. Action Research in Education
4. Thesis
13.3 Break down of modules/courses by year and semester for Regular Program
YEAR I SEMESTER I
Name of the Module Courses in Modules Course Course Delivery
Module Number Code ECTS Type
Curriculum and 01 Curriculum Design, CAIE 6 Block
Instruction Development and Planning 511
Curriculum Adaptation and CAIE 4 Block
Alignment 512
Curriculum Implementation and CAIE 4 Block
Change 513
Curriculum Evaluation CAIE 4 Block
514
Instructional 02 Foundation of instructional INSU 3 Block
Supervision and supervision 501
Leadership Developmental Supervision INSU 3 Block
502
Instructional Planning INSU 2 Block
522
Instructional leadership and INSU 2 Block
management 521
Total 28
YEAR I SEMESTER II
Assessment in 03 Development of Learning ASIE 3 Block
Education Competencies 531
Assessment: Concepts, ASIE 4 Block
Principles and Strategies 532
Test construction and Test ASIE 5 Block
analysis 533
Research and 04 Quantitative Methods in QRME 3 Block
Thesis in Education 552 and
Education Parallel
Qualitative Methods in QRME 3 Block
Education 522
Action Research in Education ARME 2 Block
532 and
Parallel
Total 20
YEAR II SEMESTER I
Contemporary 05 Inclusion of persons with CIIE 2 Block
issues in disabilities 601
Education Gender issues in Education CIIE 2 Block
602
Multicultural Education CIIE 2 Block
603
Instructional Technology CIIE 2 Block
604
Total 8
YEAR II SEMESTER II
Research and 04 Thesis EDUC 12 Parallel
Thesis in 631
Education
Total 12
13.4 Breakdown of modules/courses by year and semester for Summer Program
YEAR I SUMMER I
Name of the Module Courses in Modules Course Course Mode of

Module Number Code ECTS Delivery
Curriculum and 01 Curriculum Design, CAIE 6 Face to
Instruction Development and Planning 511 Face
Curriculum Adaptation and CAIE 4 Face to
Alignment 512 Face
Curriculum Implementation and CAIE 4
Change 513
Curriculum Evaluation CAIE 4 Face to
514 Face
Total 18
YEAR I DISTANCE I
Contemporary 05 Inclusion of persons with CIIE 2 Distance
Education Gender issues in Education CIIE 2 Distance
602
Multicultural Education CIIE 2 Distance
603
Instructional Technology CIIE 2 Distance
604
Total 8
YEAR II SUMMER II

Assessment in 03 Development of Learning ASIE 3 Face to
Education Competencies 531 Face
Assessment: Concepts, ASIE 4 Face to
Principles and Strategies 532 Face
Test construction and ASIE 5 Distance
Interpretation of Test Scores 533 II
Instructional 04 Foundation of instructional INSU 3 Face to
Supervision and supervision 501 Face
Leadership Developmental Supervision INSU 3 Face to
502 Face
Instructional Planning INSU 2 Face to
522 Face
Instructional leadership and INSU 2 Face to
management 521 Face
Total 22
YEAR III SUMMER III
Research and 04 Quantitative Methods in QRME 3 Face to
Thesis in Education 512 Face
Education Qualitative Methods in QRME 3 Face to
Education 522 Face
Action Research in Education ARME 2 Face to
532 Face
Total 8
Year III SUMMER IV

Research and 04 Thesis EDUC 12 Distance
Thesis in 601 and face to
Education face
Supervisio
n
Total 12
13.5 Breakdown of modules/courses by year and semester for Extension Program
YEAR I SEMESTER I
Name of the Module Courses in Modules Course Course Mode of
Module Number Code ECTS Delivery
Curriculum and 01 Curriculum Design, CAIE 6 Block
Instruction Development and Planning 511
Curriculum Adaptation and CAIE 4 Block
Alignment 512
Curriculum Implementation and CAIE 4 Block
Change 513
Curriculum Evaluation CAIE 4 Block
514
Total 18
YEAR I SEMESTER II

Instructional 04 Foundation of instructional INSU 3 Block
Supervision and supervision 501
Leadership Developmental Supervision INSU 3 Block
502
Instructional Planning INSU 2 Block
522
Instructional leadership and INSU 2 Block
management 521
Total 10
YEAR I SUMMER I

Assessment in 03 Development of Learning ASIE 3 Block
Education Competencies 531
Assessment: Concepts, ASIE 4 Block
Principles and Strategies 532
Test construction and ASIE 5 Block
Interpretation of Test Scores 533
Total 12
YEAR II SEMESTER I

Contemporary 05 Inclusion of persons with CIIE 2 Block
Education Gender issues in Education CIIE 2 Block
602
Multicultural Education CIIE 2 Block
603
Instructional Technology CIIE 2 Block
604
Total 8
YEAR II SEMESTER II
Research and 04 Quantitative Methods in QRME 3 Block
Thesis in Education 512
Education Qualitative Methods in QRME 3 Block
Education 522
Action Research in Education ARME 2 Block
532
Total 8
YEAR III SEMESTER I&II

Research and 04 Thesis EDUC 12 Parallel
Thesis in 601
Education
Total 12
Mekelle University
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CMIN 1042
Research in Education and Thesis
Module Booklet
Research and Thesis in Education (CMIN1042)

Welcome Letter
Tutor Contact List
Course Map
Module Descriptor
Detailed Module Activity Plan
I) Tutors’ contact list

Name Department Consultation Hours Role
Telephone Number
Block -----, Room------- Module Tutor
Mob:
EMAIL:
Mob:
EMAIL
Block -----, Room------- Module
Mob: Leader
EMAIL
Please contact us with any specific academic related queries. E-mails are checked on a regular basis and
are normally the best way to contact us.
II) Administrative Contact list

Name Department Role
Telephone Number
Ato Atakilti D. Teacher Education Block -----, Room----- Department Head
Mob:
EMAIL
Dr Mulugets T. Educational Planning and Block -----, Room----- Post Graduate
Management Mob: Program Coordinator
EMAIL
The administration team are the first port of call for administrative information, e.g., dates & times of
modules, notifying changes in your contact details, etc. You can also get in touch with the team if you
experience difficulty in contacting a tutor or the course leader.
III) Module MAP
Module Title Research and Thesis in Education
Module Code CMIN1042
Module Leader
Credit Points 20 ECTS
Module Type Core
Pre-requisite None
Co-requisite None
Notes
IV) Theme Map

Thematic Frames Theme code Credit
points(ECTS)
Quantitative Methods in Education QRME 512 3

Qualitative Methods in Education QRME 522 3
Action Research in Education ARME 532 2
Master’s Thesis EDUC 601 12
Total 20
V) Module Descriptor
Mekelle University

Program
MEd in Curriculum and Instructional Supervision
Module Title
Research and Thesis in Education
Module Code
CMIN 1042
Module ECTS
20
Module Type
Core
Pre-requisite
None
Co-requisite
None
Module Leader
TBA
Module Education systems at all levels have tremendously expanded and
Rationale increasingly become more complex than ever. Curriculum design and
development, instructional supervision and management, teaching and
learning process and the assessment procedures and techniques of
such proliferating education systems poses new challenges and has
often entailed the multiplication and change in teachers’ and
principals’ role as instructional leaders and supervisors. This module
is a continuation of the theoretical and practical discussions of the
various topics covered in previous degrees. The main purpose of the
module is to develop the needed competencies of the postgraduate
students on initiating, designing and conducting various research
works in education. The module, therefore, aims to enable the
students to consolidate their previous knowledge and skills regarding
educational research to effectively identify educational problems
facing pre-primary, primary and secondary education systems;
organize, analyse and critique timely education policy, reform and
strategic data to improve practices and decision making alternatives
pertaining to curriculum, instruction and supervision.
Module This module is designed to assist postgraduate students to identify
Descriptions educational problems facing today’s schools and find plausible
solutions through adopting scientific, systematic and credible research
processes. To this end, the module attempts to present the learners
with required knowledge, skills and attitude pertaining to quantitative
and qualitative research methods. In addition to this, the module
covers the concepts, philosophical and epistemological assumptions
governing the various research designs and paradigm adhering to both
research methodologies. Moreover, the module introduces the learners
with various statistical notions, procedures and techniques used in
presenting, analysing and interpreting both quantitative and
qualitative data. In so doing, the module equips the learners with
needed knowledge and expertise in carrying out their terminal thesis
work effectively and efficiently.
Module Up on the completion of the module all students should have:
Learning
Outcomes/  Understood the basics of quantitative and qualitative methods in
Terminal education.
Competencies of  Differentiated the similarities, differences and some of the
the module arguments for the use of quantitative and qualitative form of
research in education.
 Known the concepts, importance and characteristics of action
research.
 Synthesized the theoretical basis or conceptual model of
quantitative, qualitative and action research in education.
 Analysed research problems to derive a researchable and
educationally relevant issues for investigation.
 Designed a study to address a research problem.
 Appreciated ethical issues present in any research study.
Module This module comprises 420 student learning hours (56weeks) which
Duration include 46 lecture hours, 25 hours for collaborative learning, 156
hours for professional practice (field work), 176library/home based
study hours, 17hours for presentations and examinations.
Module Delivery This module will be delivered through gapped lecture, small and large
group discussion, panel discussions, individual and group assignment
and project works, article review, conducting research and
presentations and seminars. The delivery of the module will also
include illustration of educational slides, diagrams, photographs,
movies and fieldwork using LCD and video conferencing.
Module Each module course and the units may have special and different
Assessment assessment techniques depending on the nature of theme learning
outcomes. Generally, in this module the following assessment
strategies will be used:
 Group assignments / term papers /case studies report
 Individual assignments / term papers /case studies report
 Article review and presentation
 Action research project presentation
 Final examinations
 Thesis defence
Teacher’s Role Responsibility of Module leader and Tutors of this module are:
 Create a conducive teaching and learning environment to
achieve the major module competencies successfully.
 Inform students about the learning outcomes of the module.
 Organize the contents of the module appropriately.
 Be punctual and starts instruction on time throughout the
module
 Appropriately utilize the allocated time for each theme and
major activities included in the module.
 Treat every components of the module seriously and
respectfully.
 Maintain balance in assisting students achieve the module
competencies while keeping the pace of the lesson effectively.
 Plan daily tasks to help students realize the intended module
learning outcomes effectively.
 Maintain a highly interactive instructional pattern and involve
all students in the instructional activities.
 Utilize various instructional technologies and strategies to
address various students learning needs and preferences in all
tasks.
 Provide several alternative routes to task completion and
promote a collaborative working culture in the instructional
activities
Students’ Students are responsible for both their success and failure. Hence,
Responsibility they need to:
 Be active to work individually and in group.
 Cooperate to learn with colleagues.
 Share group tasks, experiences and presentations.
 Handle all tasks through independent study and cooperative
learning.
 Take accountability for all tasks.
 Use time wisely.
 Accomplish assignments with in the specified time frame.
 Be creative, critical and original in their writing, reporting and
presentations of various tasks and learning activities.
 Be active to collect additional information about the module
and record it systematically for their task.
 Be attentive while engaged in lecture and discussion sessions.
 High degree of participation should be maintained.
Indicative In addition to the resources listed below, study supervisors will
resources provide support for individual programmes, relevant to the subject of
the enquiry.
Core text:
1. Agresti, A., & Finlay, B. (2009). Statistical methods for the

social sciences (4th ed.) Upper Saddle River, NJ: Prentice Hall.
2. Corbin, Juliet and Anselm Strauss. 2008. The Basics of
Qualitative Research: Techniques and Procedures for
Developing Grounded Theory. 3rd Edition. Thousand Oaks,
CA: Sage.
3. Glass, G. V. & Hopkins, K. D. (1984). Statistical methods in
education and psychology (2nded.). Englewood Cliffs, NJ:
Prentice-Hall.
4. Hinkle, D. E., Wiersma, W., & Jurs, S. G. (2003). Applied
statistics for the behavioral sciences, (5th ed.). Boston, MA:
Houghton Mifflin.
5. Merriam, Sharan B. 2009. Qualitative Research: A Guide to
Design and Implementation. San Francisco: Jossey-Bass.
6. Glesne, C. (2006). Becoming qualitative researchers: An
introduction. 3rd edition. Boston: Pearson.
7. Kemmis, S (1993) Action Research in M. Hammersley (Ed)
Educational Research (London: The Open University)
8. McNiff, J. (1992) Action Research: Principles and Practice,
(London: Routledge)
9. Pollard, A. (2008) Reflective Teaching, 3rd edn. (London:
Continuum International Publishing Group)
10. Reid, M. & Barrington, H. (2001) Training Interventions, 6th
edn. (Trowbridge: The Cromwell Press)
11. Robson, C. (2002) Real World Research, 2nd edn, (Oxford:
Blackwell Publishers Ltd)
12. Turnbull, J (2009) Coaching for Learning (London: Continuum
International Publishing Group)
VI) Course Catalogue
Mekelle University

Program
Course Title
Quantitative Methods in Education
Course Code
QRME 512
Course ECTS
3
Instructor Name
TBA
Instructor’s Office No:-----------
Contact Phone No:-----------
Information Email Address: -------------
Course The overarching goal of this course is to provide knowledge and skills
Rationale related to research inquiry through a focus on quantitative methods
research, strategies of inquiry used in published quantitative research
and active application in educational research. The course is geared
toward broadening an advanced understanding of research approaches in
ways that can be explored through diverse models of research design
and methodology. Special emphasis is given to the emerging and mixed
method approaches to educational research and exposure to various
computer mediated tools (e.g., synchronous and asynchronous tools for
communication, repository and databases, tools and technologies for
data collection and analysis, etc.) available for research in education.
Course This course begins with an overview of quantitative research and of the
Description several quantitative research methods frequently used in educational
science research. Next, it focuses on learning various descriptive and
inferential statistical tools needed to answer specific research questions.
Course learning Up on the completion of the course all students will be able to:
outcomes
 Define basic terminologies in quantitative research methods
 Describe the major types of quantitative research methods

 Define sampling, probability and sampling distributions
 Synthesize differences between various descriptive statistics,
such as the mean, median; inter quartile range, variance,
standard deviation, skewness, and kurtosis.
 Explain the definition of power and factors affecting it, and how
to perform power/sample size calculations.
 Explore data using various frequency tables, graphs etc
 Conduct descriptive and inferential statistical analysis
 Value the role of quantitative research in studying educational
problems.
Course Duration This course comprises 63 student learning hours (6 weeks) which
include 20 lecture hours, 10 hours for collaborative learning, 18 hours
for individual practice on statistical software (computer lab),
10library/home based study hours, 5hours for presentation and
examinations.
Course Sub Contents
syllabus( Topic,
schedule) 1. Introduction to Research
1.1 The concept of Research
1.2 The Process of Conducting Research
1.3 Approaches and Paradigm of Research
2. Quantitative Research Methods
2.1 Survey Research Design
2.2 Experimental Research Design
2.3 Quasi Experimental Research Design
3. Variables, Measurements and Scale
4. Normal Distribution
5. Sampling, Probability and Sampling Distributions
6. Hypothesis Testing (Conceptual)
6.1 Type I and Type II Error
6.2 Power in Statistics
7. Descriptive and Inferential Analysis
8. Test of the Mean
8.1 One-sample t-test
8.2 Two-sample independent groups
8.3 Two-sample dependent groups
8.4 Correlation
8.5 Simple and Multiple Linear Regression
8.6 Chi-square tests for nominal data
8.7 ANOVA and Factorial ANOVA
8.8 One- and Two- Factor Chi Square
9. Writing a Quantitative Data Analysis Report
Course Delivery This course will be delivered through gapped lecture, small and large
group discussion, individual and group assignment and project works,
The delivery of the course will also include illustration of slides using
LCD, teacher-assisted hands-on exercises with data drawn from
educational science databases to enable students conduct statistical data
analysis using primary statistical software such as MS Excel and SPSS.
Course For this course, the following assessment strategies will be used:
Assessment  Individual assignments --------20%
 Group assignments ------------30%
 Practical Examination----------20%
 Final examinations -------------30%
Students In the Ethiopian context 1ECTS is equivalent to 21 students working
workload hours. Allotment of work load is governed by the nature of delivery and
assessment strategies. The overall course delivery and assessment
strategies can be categorized into interactive, individual tasks and
practice and collaborative works. Hence, as total ECTS allotted to the
course is 5ECTS, the allotment of student workload for the three
categories is proposed as follows:
-interactive= 31.75% of the total workload i.e 20 hours/63 ECTS*100

-individual tasks= 44.44% of the total workload i.e 28 hours/63
ECTS*100
-collaborative tasks=15.87% of the total workload i.e 10 hours/63
ECTS*100
-Assessment tasks=7.94%of the total workload i.e 5hours/63
ECTS*100
Teacher’s Role Responsibility of course instructor are:
achieve the major course learning outcomes.
 Organize the theme contents and computer lab appropriately.
 Be punctual and starts instruction on time throughout the theme
 Appropriately utilize the allocated time for each subtheme and
major activities included in the theme.
 Treat every components of the course seriously and respectfully.
 Maintain balance in assisting students achieve the theme
learning outcomes while keeping the pace of the lesson
effectively.
 Plan daily tasks to help students realize the intended theme
 Maintain a highly interactive instructional pattern and involve all
students in the instructional activities.
 Utilize various instructional technologies including software,
databases and online learning exercises to address various
students learning needs and preferences in all tasks.
activities
Students’ Students are responsible for both their success and failure. Hence, they
Responsibility need to:
learning.
 Be active to collect additional information about the theme and
record it systematically for their task.
 Use computer lab to conduct various statistical analysis.
Grading policy The grading system for this course will follow the University grading
policy stated for postgraduate students. Hence, it has a classification of :
A, B+, B, C+, C, D and F where,
A= 4:00
B+= 3.50
B= 3:00
C+= 2.50
C= 2.00
D= 1:00, and
F= 0
Indicative In addition to the resources listed below, the instructor will provide
resources additional supportive materials for each sub contents as deemed
necessary.
Core text:
1. Agresti, A., & Finlay, B. (1986). Statistical methods for the
social sciences (2nd ed.). San Francisco: Dellen.
2. Corbin, Juliet and Anselm Strauss. 2008. The Basics of
Qualitative Research: Techniques and Procedures for
Developing Grounded Theory. 3rd Edition. Thousand Oaks, CA:
Sage.
3. Field, A. P. (2009). Discovering statistics using SPSS (3rd ed.).
London: Sage.
4. Glass, G. V. & Hopkins, K. D. (1984). Statistical methods in
education and psychology (2nd ed.). Englewood Cliffs, NJ:
Prentice-Hall.
5. Hinkle, D. E., Wiersma, W., & Jurs, S. G. (2003). Applied
statistics for the behavioral sciences, (5th ed.). Boston, MA:
Houghton Mifflin.
Mekelle University

Program
Course Title
Qualitative Methods in Education
Course Code
QRME 522
Course ECTS
3
Instructor Name
TBA
Course Education research is a complex endeavor involving several different
Rationale methodological approaches. This theme focuses on one kind of
approach: qualitative methods. These methods include various means of
obtaining in-depth information about the behaviors and beliefs of people
in naturally occurring social settings. This course aims to provide
students with an introduction to the theoretical perspectives which
underlie this methodological approach and the techniques for and issues
in gathering, analyzing, writing-up, and using qualitative data.
Course In this course the characteristics of qualitative research, the different
Description approaches to qualitative research: ethnography, case study, grounded
theory, phenomenological inquiry and narrative research, critical
research and postmodern research are discussed. Questions of
epistemology, positionality, purpose, and ethics will also be addressed,
and the tensions surrounding these in each approach will be considered.
The theme’s central purpose is to enable learners to become a critical
reader of qualitative research; to develop learners’ understanding of the
purposes, tools, assumptions and limitations of qualitative research; and
to prepare learners for further study and engagement in qualitative
research.
outcomes  Identify the most important characteristics of qualitative research
and the key ways in which this approach differs from other
research strategies.
 Identify the major types of qualitative research methods.
 Explore the assumptions and foundations of qualitative research
and their implications for research
 Get acquainted with the most important methods of data
collection and analytical strategies used in qualitative research
 Apply knowledge of qualitative research methods to evaluate
published articles that use this research methodology.
 Communicate the design, process, and results of a small-scale
study that uses qualitative research strategies.
 Argue on research design and validity in qualitative studies.
 Raise their awareness of ethical issues in qualitative research and
the impact of the research process on participants.
Course Duration This course comprises 63 student learning hours (6 weeks) which
include 20 lecture hours, 10 hours for collaborative learning, 18 hours
for individual article review, 10library/home based study hours, 5hours
for presentation and examinations.
Course Sub Contents
syllabus( Topic,
schedule) 1. Basic concepts in qualitative research methods
2. Characteristics of and tensions within qualitative research:
historical perspectives
3. Subjectivity, reflexivity, and positionality in qualitative research
4. Major types of qualitative research methods
4.1 Ethnography
4.2 Case Study
4.3 Grounded Theory
4.4 Phenomenological Inquiry
4.5 Narrative Research
4.6 Critical Research, Critical Race Theory
4.7 Postmodern/Poststructuralist Research
5. Data analysis, presentations and reporting findings
group discussion, individual and group assignment and project works
(article analysis), The delivery of the course will also include illustration
of slides using LCD, various articles drawn from educational science
databases to enable students conduct critical evaluation of articles
written based on qualitative research.
Course For this theme the following assessment strategies will be used:
Assessment  Group assignments ------------25%
 Individual Article reviews-----30%
 Quizzes --------------------------15%

ECTS*100
ECTS*100
-Assessment tasks=7.94%of the total workload i.e 5hours/63
ECTS*100
 Treat every components of the theme seriously and respectfully.
effectively.
 Utilize various instructional technologies including databases
and online learning exercises to address various students
learning needs and preferences in all tasks.
activities
learning.
A= 4:00
B+= 3.50
B= 3:00
C+= 2.50
C= 2.00
D= 1:00, and
F= 0
necessary.
Core text:
1. Creswell, J.W. (2004). Educational research: Planning,

conducting, and evaluating quantitative and qualitative
research. Second Edition. Upper Saddle River, NJ: Merrill
Prentice Hall.
2. Denzin, N.K. , & Lincoln, Y.S. (2005). The discipline and
practice of qualitative research. In N.K. Denzin & Y.S. Lincoln
(Eds.) The Sage Handbook of Qualitative Research, 3rd edition.
Thousand Oaks, CA: Sage.
3. Lather, P. (1992). Critical frames in educational research:
Feminist and Post-Structural Perspectives. Qualitative Issues in
Educational Research, 31 (2), 87-9. Glesne, C. (2006).
Becoming qualitative researchers: An introduction. 3rd edition.
Boston: Pearson.
4. Holland, D.C. & Eisenhart, M.A. (1990). Educated in romance:
Women, achievement, and college culture. Chicago: University
of Chicago Press.
5. Maxwell, J.A. (1996). Qualitative research design: An
interactive approach. Thousand Oaks, CA: Sage Publications.
6. Merriam, S. (2002). Assessing and evaluating qualitative
research. In S. Merriam (Ed.) Qualitative research in practice:
Examples for discussion and analysis (pp.18-33). San Francisco:
Jossey-Bass.
Mekelle University

Program
Course Title
Action Research in Education
Course Code
ARME 532
Course ECTS
2
Instructor Name
TBA
Course Recent development in education witnessed the increasing importance
Rationale attached to conducting action research. Educators and teachers alike
now a day are required to be reflective practitioners or should engage in
reflective practice. As practitioners, they should engage in the study of
their own practice and develop their own educational theories deriving
from that practice. Action research provides an appropriate medium to
enable these two aims to be achieved. It aims to improve educational
practice. Action is undertaken to understand, evaluate and change
curriculum and instructional decisions both school wide and at the
classroom level. This indicates, the main rationale of undertaking action
research in education is to link theory to practice through which
practitioners examine their own practice and implement interventions to
address the gap.
Course Therefore, this course is designed to assist postgraduate learners to
Description develop an understanding of the basic concepts, purposes and
characteristics of action research. Besides, the course will bring the
various action research models and traditions propounded by different
scholars in the field.
outcomes  Define the concept of action research
 Identify the characteristics of action research and the key ways
in which this approach differs from other research strategies.
 Explain the major models of action research.
 Evaluate the processes/steps involved in conducting action
research.
 Get acquainted with the most important methods of data
collection and analytical strategies used in action research
 Argue on the importance of action research for reflective teacher
educator.
 Conduct action research in schools/their respective work areas.
 Raise their awareness of ethical issues in action research.
Course Duration This theme comprises 42 student learning hours (4 weeks) which
include 6 lecture hours, 5 hours for collaborative learning, 20hours for
action research project work, 8 library/home based study hours, 3hours
for presentation and examinations.
Course Sub contents
syllabus( Topic, 1. Meanings and nature of Action research
schedule) 2. Purposes of conducting Action research
3. Paradigms, traditions and models of Action research
4. Reflection in Action research
5. Types of Action research
6. Processes of Action research
7. Using the literature in Action research
8. Validity and ethical issues in Action research
group discussion, individual and group assignment and project works
(conducting action research in schools), The delivery of the course will
also include illustration of slides using LCD, various sample action
research projects drawn from educational science databases to enable
students conduct critical evaluation of articles written based on action
research.
Course For this course the following assessment strategies will be used:
Assessment  Final Examination-------------30%
 Action research project-------70%
course is 4 ECTS, the allotment of student workload for the three

ECTS*100
ECTS*100
-Assessment tasks=7.14%of the total workload i.e 3 hours/42
ECTS*100
effectively.
 Utilize various instructional technologies including databases
and online learning exercises to address various students
activities
learning.
A= 4:00
B+= 3.50
B= 3:00
C+= 2.50
C= 2.00
D= 1:00, and
F= 0
necessary.
Core text:
1. Burns, A. (1999). Collaborative action research for English

language teachers. Cambridge: Cambridge University Press.
2. Carr, W & Kemmis, S. (1986). Becoming critical: Knowing
through action research. Geelong, Vic: Deakin University.
3. Cornwell, S. (1999). An interview with Anne Burns and Graham
Crookes. The Language Teacher, 23 (12), 7-9.
4. Fien, J. & Hillcoat, J. (1996). The critical tradition in research in
geographical and environmental educational research. In M.
Williams (Ed.), Understanding geographical and environmental
education. London: Cassell.
5. Kemmis, S (1993) Action Research in M. Hammersley (Ed)
Educational Research (London: The Open University)
6. McNiff, J. (1992) Action Research: Principles and
Practice.London: Routledge
7. Pollard, A. (2008) Reflective Teaching, 3rd edn. (London:
Continuum International Publishing Group)
Mekelle University

Program
Course Title
Master’s Thesis
Theme Code
EDUC 601
Course ECTS
12
Advisor Name
TBA
Co-advisor
Name TBA
Course The thesis is a specialized study, under the guidance of an advisor,
Description focusing upon Educational topics that are of particular interest to the
student which is intended to contribute to improving the educational
policies and practices in the country. The thesis is a partial fulfilment of
the requirements of the master’s degree program.
Course learning Up on the completion of the thesis all students will be able to:
outcomes  Identify research problems/issues/topics of value
 Craft research proposal
 Review various literature from national and international
databases
 Construct valid and reliable data collection instruments
 Apply scientific processes in organizing, analyzing and
interpreting data
 Defend their proposal and final thesis work effectively
Course Duration This course comprises 252 student learning hours (40weeks) which
include 30for writing a research proposal, 60 hours for reviewing
literature, 40 hours for developing data collection instrument, 88 hours
for data organizing, coding, analyzing and presenting data, 30 hours for
writing summary, conclusion and recommendation, and 4hours for
presentation and defense.
Course Sub contents
syllabus( Topic,
schedule) 1. Selecting of research topic
2. Developing a thesis proposal
3. Defending a thesis proposal
4. Writing literature review
5. Developing research methods, designs and procedures
6. Developing and validating data collecting instruments
7. Organizing analyzing and presenting data
8. Writing summary, conclusions, recommendation/implications
9. Presenting and defending thesis work
Course Delivery This course will be delivered through providing individualized, ongoing
and extensive supervision, support and feedback from problem
formulation all the way to the presentation of findings, conclusions and
recommendations.
Course For this course the following assessment strategies will be used:
Assessment  Research proposal-------------------------15%
 Final thesis report-------------------------50%
 Public examination and defence--------35%
Teacher’s Role Responsibility of thesis advisor are:
 Create a conducive support and advising environment to achieve
the major course learning outcomes.
 Organize the course major activities appropriately.
 Be punctual provides feedback on time throughout the thesis
 Appropriately utilize the allocated time for individualized
supervision and follow-up of major activities included in the
theme.
learning outcomes while keeping the pace of the thesis work
effectively.
 Plan every supervisory activity to help students realize the
intended theme learning outcomes effectively.
 Maintain a highly interactive, welcoming and supportive ways of
handling students concerns and faced problem during thesis
work.
 Show various national and international databases, journals and
online resources to address various students learning needs and
preferences in all thesis work.
promote a healthy working culture
 Work tirelessly to avoid any form of plagiarism and academic
dishonesty on the part of the learners
learning.
 Be active to collect additional information about the course and
 Be attentive while engaged in seminar/workshops and discussion
sessions.
Grading policy The grading system for the thesis work will follow the University
grading policy stated for Master’s Thesis. Hence, it has a classification
of the following:
h) Excellent Pass: For original work that shows thorough

knowledge of concepts and techniques, very well organized
and expressed, sound critical evaluations, clear command of
techniques and principles of the discipline, etc.
i) Very Good: For thorough knowledge of concepts and/or
techniques together with a fairly high degree of skill in the
use of those concepts and techniques.
j) Good: For better grasp of the topics, accurate knowledge,
some evidence of critical evaluation, ability to synthesize
and to discriminate relevant issues, etc.
k) Competent - Acceptable level of knowledge of concepts
and/or techniques together with considerable skill in using
them to satisfy the requirements of a course
l) Satisfactory: For good grasp of the topics, good level of
knowledge and critical evaluation, but lacks the ability to
properly synthesize and to discriminate relevant issues and
proper treatment of the data
m) Passing - Slightly better than minimal knowledge of required
concepts and/or techniques together with some ability to use
them in satisfying the requirements of a piece of work or
course.
n) Poor: For glaring inaccuracy and confusion, little or no
grasp of techniques and principles, trivial and irrelevant
treatment of topics in general, a failure to demonstrate the
minimal knowledge and skills for effective work in the
discipline.
MekelleUniversity
M
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CMIN 1011
Curriculum and Instruction
Module Booklet
Curriculum and Instruction Module Booklet (EDUC 1011)
Welcome Letter
Tutor Contact List
Course Map
Module Descriptor

Telephone Number
Teacher Block -----, Room------- Module Tutor
Education Mob: 0911301805
EMAIL:
Mob:
EMAIL
Mob: Leader
EMAIL
Please contact us with any specific academic related queries. E-mails are checked on a regular
basis and are normally the best way to contact us.

Telephone Number
Ato Atakilti Desta Teacher Education Block -----, Room----- Department Head
Mob:
EMAIL
---- IPS Block -----, Room----- Post Graduate
Mob: Program Coordinator
EMAIL
The administration team are the first port of call for administrative information, e.g., dates &
times of modules, notifying changes in your contact details, etc. You can also get in touch with
the team if you experience difficulty in contacting a tutor or the course leader.
III) Module MAP
Module Title Curriculum and Instruction

Module Code CMIN 1011
Module Leader
Module Type Core
Pre-requisite None
Co-requisite None
Notes
IV) Theme Map

points(ECTS)
Curriculum Design, Development and the Planning Process CAIE 511 6
Curriculum adaptation and alignment CAIE 512 4
Curriculum Implementation and change CAIE 513 4
Curriculum Evaluation CAIE 514 4
Total 18
Mekelle University

Program
Module Title
Curriculum and Instruction
Module Code
CMIN 1011
Module ECTS
18
Module Type
Core
Pre-requisite
None
Co-requisite
None
Module Leader
Module rational Current Ethiopian schools demand qualified human resources in different
fields that could provide different services for students in order to obtain
comparable quality education at all levels. Particularly, those who tied
their service with students learning and achievement need to have a
required competency to satisfy students with varied interests. Therefore,
schools need to have school leaders and teachers with deep knowledge and
skills on issues related to curriculum in order to address the different
demands of students. The knowledge on curriculum orientations and
foundations will help school leaders and teachers to organize the school
environment, instructional practices, resources and the classroom
management to attain the educational goals of the country. Besides, the
knowledge and skill on curriculum design, development and planning will
also helps school leaders and teachers to up-date and contextualize the
already existing curriculum even at school and classroom level.
Implementing curriculum as it is may not be effective in attaining the
desired educational goals in all contexts equally. Therefore, adapting the
curriculum to the context; enriching the curriculum after identifying the
gap observed in it and developing skills to assess curriculum alignment are
highly required by both school and instructional leaders for better learning
of their students. Furthermore, knowledge, skills and positive attitude
towards curriculum evaluation are also currently required competencies’
for better student learning.
Module This module deals with curriculum design, development and planning;
Description curriculum adaptation and alignment; curriculum implementation and
change, and curriculum evaluation as four basic themes of the module.
Curriculum design, development and planning theme includes curriculum
views from different philosophical perspectives, major curriculum
foundations, the curriculum design, development and planning process.
Examples of curriculum development models and the curriculum
development principles and steps will be discussed in detail manner. The
module also includes curriculum adaptation and alignment as a theme
aimed at developing skills that help scholars to contextualize and enrich
the already existing curriculum and contents that are important to assess
the general alignment of the curriculum whether it facilitates the teachers
teaching and students learning activities or not. This module also deals on
the concepts of curriculum implementation and change, curriculum
implementation models and issues related to curriculum change. Besides,
this module includes curriculum evaluation which covers Meaning of
curriculum Evaluation, The purpose of curriculum Evaluation, curriculum
Evaluation Procedures, Types of Evaluation, and criteria for Curriculum
Evaluation as contents in the theme.
Module After successful completion of this Module, the scholars will be able to:
Learning  Explain the term curriculum under various contextual views and
Outcomes/ situations
Terminal  Identify the expected roles of curriculum experts in relation to the
Competencies of views and the educational goals to be attained at different
the module educational levels
 Recognize the differences between curriculum development and
curriculum planning
 Identify the steps involved in curriculum development and
curriculum planning process
 Participate in curriculum development and planning process
organized at different levels
 Adapt the endorsed curriculum to their school context
 Enrich the endorsed curriculum by identifying the gap it has in
collaboration with others
 Assess the alignment of the endorsed and contextualized curriculum
 Explain about the nature and process of curriculum implementation
 Identify the possible factors that facilitate or hinder the effective
implementation of school curriculum
 Elaborate the major approaches and models of curriculum
implementation
 Analyze the causes, dimensions and types of curriculum change
and relate to the Ethiopian secondary school conditions
 Outline the factors of resistance and mechanisms of increasing
receptivity
 Develops effective classroom organization that suits to the school
context and to the topic under discussion
 Introduces efficient classroom management that supports teaching
learning process in schools
 Share experiences on effective classroom organization and
management to the school community
Module This module will have the following time distribution for the major five
Duration common activities of the students:
 Time for interactive students activity ________ 15%
 Time for Collaborative learning-_____________35%
 Time for Professional practices______________20%
 Time for Individual works__________________20%
 Time for Presentation____________________10% based on this

distribution this module will comprises 378 student learning hours
(16weeks) which include 57 lecture hours, 132 hours for collaborative
learning, 76 hours for professional practice (field work), 76
library/home based study hours, 37 hours for presentation. However,
this distribution may hold different time proportion in the different
themes.
Module Delivery This module will be delivered through gapped lecture, collaborative works,
small and large group discussion, panel discussions, individual and group
assignment and project works, article review and presentations and
seminars. The delivery of the module will also include illustration of
educational slides, diagrams, photographs, movies and fieldwork using
LCD
Module Each module theme and the units may have special and different
outcomes. Generally, in this module the following assessment strategies
will be used:
 Group assignments / term papers /case studies report
 Article review and presentation
 Action research project presentation
 Create conducive teaching and learning environment to achieve the
major module competencies successfully.
 Begin on time and punctuality throughout the module
 Allocate the time appropriately to master the lesson and to
accomplish it successfully.
 Emphasize time devotion to academics.
 Treat the course or module seriously and respectfully.
 Maintain a quick lesson pace.
 Plan daily tasks at helping students reach the realistic goals.
 Support students to approach all tasks.
 Provide several alternative routes to task completion and involve
all students in the instructional activities
 Handle all tasks through independents study and cooperative
learning.
 Accomplish assignments of the allocated time.
 Be creative in your tasks and learning activities.
 Be active to collect additional information about the course/or
module and record it systematically for your task.
 Get attention while lecturing and discussion.
Indicative In addition to the resources listed below, study supervisors will provide
resources support for individual programmes, relevant to the subject of the enquiry.
Core text:
Mekelle University

Program
Course Title
Curriculum Design, Development and the Planning Process
Course Code
CAIE 511
CourseECTS
6
Instructor
Name Tadesse Kahsay Lemma (PhD)
Instructor’s
Contact
Information
Course The scholar is expected to have a deep knowledge what curriculum
Description mean for the different philosophical perspectives and the role of
teachers accordingly. They also expected to develop basic skills on
curriculum development and planning at different levels. To meet these
and other related knowledge, skills and related attitudes this theme
plays a great role. This theme deals with the meaning of curriculum,
curricular views from different philosophical perspectives, major
curriculum foundations, the curriculum design, development and
planning process. Here the major three curriculum development models
and the curriculum development principles and steps will be discussed
in detail manner.
Course Up on the completion of the course all students should have:
Learning  Define the term curriculum using different views held
objectives  Identify the expected roles of the teacher under the different
perspectives
 Relate the roles of the teacher with the different educational
goals.
 Describe the reasons for the variations in the conceptions held
on the term curriculum
 Identify the major foundations in curriculum and the
corresponding roles of teachers
 Define the concept curriculum design, development and
planning process precisely
 Explain the five major foundation of curriculum explicitly
 Identify the three major curriculum development models
 Show relationships between curriculum development and
curriculum design
 List down the steps involved in curriculum development under
each model
 Identify the curriculum planning process in the behavioural
objective model
 Develop syllabi in their own field of training for grade levels
 Evaluate the working/ current syllabi of their area of training for
different school grade levels
 Share their experiences to the school community.
Course This theme comprises 126 student learning hours (4 weeks) which
Duration include 19 lecture hours, 44 hours for collaborative learning, 25 hours
for professional practice (field work), 25 home based study hours,13
hours for presentation.
Course 2. 1 conceptualizing curriculum
syllabus( Top .2.1.1. Meaning, scope, and discipline of curriculum
ic, schedule) 2.1.2. Meaning of ‘curriculum development’ ‘curriculum design’ and
curriculum planning
.2.1.2 Curriculum planning process
1.2.3.1 Need assessment
1.2.3.2 Formulation of objectives
1.2.3.3. Selection of contents and learning experiences
1.2.3.4 Organization of contents and learning experiences
2.1.3. Foundations of curriculum and curricular views
.2.1.4 Curriculum development models
2.1.5. Curriculum and the teacher
Course This module will be delivered through gap lecture, group discussion
Delivery and doing group assignment using 1 to 5 collaborative learning net
working, brainstorming, group discussion and reading assignments.
The delivery of the module will also include illustration slides,
diagrams, photographs, movies and fieldwork.
Course Both formal and informal assessment strategies will be employed to

Assessment gather evidence of students learning and to provide timely and
appropriate feedback so as to format and summarize learning. Hence,
the assessment strategies of the course include:
-oral questioning
-assessment of individual and collaborative tasks
-assessment of individual projects
-short tests
-final exam

workload hours. Allotment of work load is governed by the nature of delivery
and assessment strategies. The overall course delivery and assessment
 Interactive = 15% of the total work load, ie, 15X 126/100= 19

hours
 Collaborative =35% of the total work load, ie, 35 X 126/100= 44

hours
 Professional practices=20% of the total work load, ie, 20 X126/

100= 25 hours
 Individual works= 20% of the total work load, ie, 20 X168/ 100=
25 hours
 Presentation=10% of the total work load, ie, 10 X126/ 100= 13
Teacher’s Responsibility of Module leader and Tutors of this module are:

Role  Entertain students input to reach the realistic goals.
 Inform students about the realistic objectives of the course.
 Organize the contents of the course or module appropriately.
involve all students in the instructional activities
Responsibilit need to:
y  Be active to work individually and in group.
learning.
Grading The grading system for this course will follow the University grading
policy policy stated for postgraduate students. Hence, it has a classification
of : A, B+, B, C+, C, D and F where,
A= 4:00
B+= 3.50
B= 3:00
C+= 2.50
C= 2.00
D= 1:00, and
F= 0
resources support for individual programmes, relevant to the subject of the
enquiry.
Core text:
Aggarwal, J.C. (1996). Principles, Methods and Techniques of
Teaching. New Delhi: Vikas Publishing House Pvt.
Ltd.
Berhane Girmay and Haile G. (2005).Module: General Methods of
Teaching. Mekelle University (unpublished).
Berhane Girmay and Ahunim Gedif (2006).Module: Curriculum
Studies. Mekelle University (unpublished)
Borich,Carry,D.(1988).Effective Teaching Methods. London:
Macmillan publishing company.
Briggs, L.J and et al (1981). Hand book of Procedures for the Design
of Instruction, (2nd ed). New Jersey: Educational Technology
Publications. .
Callahan, J.F. and Clark, L.H., (1988). Teaching in the Middle and
Secondary Schools: Planning for Competence (3rd ed.,
New York: Macmillan Publishing company
Derebsa Dufera (2004).Fundamentals of Curriculum Development.
Addis Ababa: Addis Ababa University press.
Elliott, J. (1998). The Curriculum Experiment: Meeting the Challenge
of Social Change. Open University press, Buckinghan,
Philadelphia
Farrant, J.S. (1980). Principles and Practices of Education. (2nd ed).
London: Longman, Groups UK Ltd.
Fullan,M.E. (1991).The New Meaning of Educational Change. London:
Cassel Educational Ltd.
Kasambira,K.P.(1993).Lesson Planning and Class Management.
London: Longman limited.
Marsh ,J. C. (2004). Key Concepts for Understanding Curriculum (3rd
ed). London: Routledge flamer
McNeil,JohnD.(1990). Curriculum: A Comprehensive Introduction (4th
ed.) USA: Harper Collins publishers.
Ornstein, C. A. and Hunkins, P. F. (2004). Curriculum foundation,
Principles and issues (4th ed.). Boston PEARSON
Print,Murray (1987). Curriculum Development and Design. New
York: Macmillan publishing company
Ronald, C. D. (1992). Curriculum Improvement. Decision making and
process (8th ed.). Boston:Allyn and Bacon.
Mekelle University

Program
Course Title
Curriculum Adaptation and Alignment
Course Code
CAIE 512
Course ECTS
4
Instructor
Name TBA
Instructor’s
Contact
Information
Course Scholars are expected to develop knowledge and skills that helped
Description them to contextualize curriculum to the school environment and
students need. They are also expected to lead instructional
activities of the school based on deep knowledge on the nature of
curriculum. Furthermore they have to assess the alignment of the
curriculum at regular base. Therefore, this theme is designed to
meet the required knowledge, skill and attitude. This deals with
the meaning of curriculum adaptation and alignment. Curriculum
adaptation includes such contents like Meaning of curriculum
adaptation, Purpose of curriculum adaptation, Principles of
curriculum adaptation, Models/types of curriculum adaptation,
Steps in curriculum adaptation. Besides, the theme also deals with
curriculum alignment that contains Meaning of curriculum
alignment, Merits of assessing curriculum alignment, Models of
curriculum alignment, Curriculum alignment process, Principles
of curriculum alignment process, Steps in curriculum alignment
process as contents for study.

Learning  Define what curriculum adaptation and alignment mean
objectives precisely
 Explain the importance of curriculum adaptation
 Employ the basic principles and steps of curriculum adaptation
when they contextualization school curriculum
 Share knowledge and skills of curriculum adaptation to their
colleagues
 Explain the importance of curriculum alignment
 Employ the basic principles and steps when they assessing
school curriculum alignment
 Share knowledge and skills of curriculum alignment
procedures to their colleagues
Course This module comprises 84 student learning hours ( 5 weeks) which

for professional practice (field work), 17 home based study hours, 8
Course Theme 3: curriculum adaptation and alignment
syllabus( Topi 3.1 Curriculum adaptation
c, schedule) 3.1.1 Meaning of curriculum adaptation
3.1.2 Purpose of curriculum adaptation
3.1.3 Principles of curriculum adaptation
3.1. 4 Models/types of curriculum adaptation
3.1.5 Steps in curriculum adaptation
3.2 Curriculum alignment
3.2.1 Meaning of curriculum alignment
3.2.2 Merits of assessing curriculum alignment
3.2.3 Models of curriculum alignment
3.2.4 Curriculum alignment process
3.2.5 Principles of curriculum alignment process
3.2.6 Steps in curriculum alignment process


hours

hours
 Professional practices=20% of the total work load, ie, 20 X 84/

100= 17 hours
 Individual works= 20% of the total work load, ie, 20 X 84/ 100=
17 hours
 Presentation=10% of the total work load, ie, 10 X 84/ 100= 8

learning.
policy policy stated for postgraduate students. Hence, it has a classification of
: A, B+, B, C+, C, D and F where,
A= 4:00
B+= 3.50
B= 3:00
C+= 2.50
C= 2.00
D= 1:00, and
F= 0
the enquiry.
Core text:
Ltd.
Publications. .
Secondary Schools: Planning for Competence (3rd
ed., New York: Macmillan Publishing company
Philadelphia
Fullan,M.E. (1991).The New Meaning of Educational Change.
London: Cassel Educational Ltd.
Marsh ,J. C. (2004). Key Concepts for Understanding Curriculum (3 rd
McNeil,JohnD.(1990). Curriculum: A Comprehensive Introduction
(4th ed.) USA: Harper Collins publishers.
Mekelle University

Program
Course Title
Curriculum Implementation and Change
Course Code
CAIE 513
Theme ECTS
4
Instructor
Name
Instructor’s
Contact
Information
Course Schools are institutions where the endorsed curriculum is implemented
Description in its full scale. Curriculum implementation requires the contribution
of different enter players. Therefore, the enter players should have a
deep knowledge and skill on the concepts of curriculum
implementation and change. Curriculum implementation at classroom
level requires at least three enter players: the teacher with his
expertise, the students with their learning needs and the curriculum.
Besides, teachers are highly requested to improve their curriculum
implementation capacity continuously. In developing teachers’
curriculum implementation capacity, supervisory support from
curriculum and supervisor V/principal of the school and supervisors at
different levels will have a paramount role. Therefore, curriculum
implementation and change is included as a theme in this module to
enhance the scholars understanding. Curriculum implementation as
theme in this module includes The concept, nature and process of
curriculum implementation, Curriculum implementation approaches
and models, Curriculum implementation as a change process and the
Ethiopian practice, and Resistance to change and increasing receptivity
for curriculum change.
Learning  Explain about the nature and process of curriculum
objectives implementation
 Identify the possible factors that facilitate or hinder the
effective implementation of school curriculum
 Elaborate the major approaches and models of curriculum
implementation
 Analyze the causes, dimensions and types of curriculum
change and relate to the Ethiopian secondary school conditions
 Outline the factors of resistance and mechanisms of increasing
receptivity

for professional practice (field work), 17 home based study hours, 8
Course Theme 3: curriculum adaptation and alignment
syllabus( Topi 3.1 The concept, nature and process of curriculum implementation
c, schedule) 3.1.1 The meaning of curriculum Implementation
3.1.2 Principles of curriculum Implementation
3.1.3 Curriculum implementation approaches and models
3.2.4 Curriculum implementation as a change process
3.2 Curriculum Change
3.2.1 The meaning of curriculum change
3.2.2 Factors affecting curriculum change
3.3.3 Resistance to change and increasing receptivity for
curriculum change


hours

hours
 Professional practices=20% of the total work load, ie, 20 X 84/

100= 17 hours
 Individual works= 20% of the total work load, ie, 20 X 84/ 100=
17 hours
 Presentation=10% of the total work load, ie, 10 X 84/ 100= 8

learning.
policy policy stated for postgraduate students. Hence, it has a classification of
: A, B+, B, C+, C, D and F where,
A= 4:00
B+= 3.50
B= 3:00
C+= 2.50
C= 2.00
D= 1:00, and
F= 0
the enquiry.
Core text:
Ltd.
Publications. .
Secondary Schools: Planning for Competence (3rd
ed., New York: Macmillan Publishing company
Philadelphia
Fullan,M.E. (1991).The New Meaning of Educational Change.
London: Cassel Educational Ltd.
Marsh ,J. C. (2004). Key Concepts for Understanding Curriculum (3 rd
McNeil,JohnD.(1990). Curriculum: A Comprehensive Introduction
(4th ed.) USA: Harper Collins publishers.
Mekelle University

Program
ThemeTitle
Curriculum evaluation
ThemeCode
CIE 514
Theme ECTS
5
Instructor
Name TBA
Instructor’s
Contact
Information
Course This theme deals with the Meaning of curriculum Evaluation, The
Description purpose of curriculum Evaluation, Curriculum evaluation models,
Principles of curriculum evaluation, curriculum Evaluation
Procedures, Types of curriculum Evaluation and Criteria for Curriculum
Evaluation as contents.

Learning  Give precise definition for the concept curriculum evaluation
objectives  Describe the major purposes of curriculum evaluation
 Share knowledge and skill of curriculum evaluation to his
colleagues
 Encourage teachers to evaluate school curriculum continuously
following curriculum evaluation procedures
 Evaluate school curriculum following curriculum evaluation
procedures and
 Explain the major types of curriculum evaluation
 Evaluate school curriculum using curriculum evaluation criteria
Duration include 16 lecture hours, 37 hours for collaborative learning, 21 hours for
professional practice (field work), 21 home based study hours,10 hours
for presentation.
Course Theme 4: Curriculum Evaluation
syllabus( Top 4.1Meaning of Curriculum Evaluation
ic, schedule) 4.2The Purpose of Curriculum Evaluation
4.3 Curriculum Evaluation Models
4.4 Principles of Curriculum Evaluation
4.5 Curriculum Evaluation Procedures
4.6 Types of Evaluation
4.7 Criteria for Curriculum Evaluation
Course This module will be delivered through gap lecture, group discussion and
Delivery doing group assignment using 1 to 5 collaborative learning net working,
brainstorming, group discussion and reading assignments. The delivery of
the module will also include illustration slides, diagrams, photographs
and fieldwork.
The course will be delivered through instructional strategies that help the
development of higher order thinking students through an in-depth
understanding, application, analysis, evaluation and creative thinking. To
help this, the following instructional strategies are proposed:
-informal lecture
-individual reading assignments
-collaborative learning strategies
-presentations on individual reading assignments
-school observations and report writing

 Interactive = 15% of the total work load, ie, 15X 105/100= 16 hours

hours
 Professional practices=20% of the total work load, ie, 20 X105/ 100=

21 hours
 Individual works= 20% of the total work load, ie, 20 X105/ 100= 21
hours
 Presentation=10% of the total work load, ie, 10 X105/ 100= 11

 Inform students about the realistic objectives of the theme.
 Organize the contents of the theme or module appropriately.
 Treat the theme or module seriously and respectfully.
 Provide several alternative routes to task completion and involve
all students in the instructional activities
Responsibilit need to:
learning.
policy policy stated for postgraduate students. Hence, it has a classification of :
A= 4:00
B+= 3.50
B= 3:00
C+= 2.50
C= 2.00
D= 1:00, and
F= 0
resources support for individual programmes, relevant to the subject of the enquiry.
Core text:
Aggarwal, J.C. (1996). Principles, Methods and Techniques of Teaching.
New Delhi: Vikas Publishing House Pvt. Ltd.
Berhane Girmay and Ahunim Gedif (2006).Module: Curriculum Studies.
Mekelle University (unpublished)
Borich,Carry,D.(1988).Effective Teaching Methods. London: Macmillan
publishing company.
Briggs, L.J and et al (1981). Hand book of Procedures for the Design of
Instruction, (2nd ed). New Jersey: Educational Technology
Publications. .
Secondary Schools: Planning for Competence (3rd ed.,
New York: Macmillan Publishing company
Elliott, J. (1998). The Curriculum Experiment: Meeting the Challenge of
Social Change. Open University press, Buckinghan, Philadelphia
Fullan,M.E. (1991).The New Meaning of Educational Change. London:
Cassel Educational Ltd.
Kasambira,K.P.(1993).Lesson Planning and Class Management. London:
Longman limited.
Marsh ,J. C. (2004). Key Concepts for Understanding Curriculum (3rd
McNeil,JohnD.(1990). Curriculum: A Comprehensive Introduction (4th
ed.) USA: Harper Collins publishers.
Print,Murray (1987). Curriculum Development and Design. New York:
Macmillan publishing company
Mekelle University
M
M od
od ul
ule e
Y Se T
E qu Y
PE
A en
ce
R
CMIN 1031
Assessment in Education
Module Booklet
Assessment in Education Module Booklet (CMIN1031)
Welcome Letter
Tutor Contact List
Course Map
Module Descriptor

Telephone Number
Mob:
EMAIL:
Mob:
EMAIL
Mob: Leader
EMAIL

Telephone Number
Mob:
EMAIL
EMAIL
III) Module MAP
Module Title Assessment in Education

Module Leader
Module Type Core
Pre-requisite Curriculum
Co-requisite None
Notes
IV) Theme Map

points
(ECTS)
1. Development of Learning Competencies ASIE 3
531
2. Assessment: Concepts, Principles, Purposes and Strategies ASIE 4
532
3. Test construction and Interpretation of Test Scores ASIE 5
533
Total 12
Mekelle University

Program
Module Title
Assessment in Education
Module Code
CMIN 1031
Module ECTS
12 ECTS
Module Type
Core
Pre-requisite
Curriculum
Co-requisite
None
Module Leader
Module Educators and educational leaders are engaged in academic and

Rationale administrative decision making tasks on a daily basis. In order for
these decisions to be wise, they have to be based on information.
Assessment is one of the basic processes in the education system that
is supposed to provide decision makers with accurate and relevant
information. Assessment is an integral component of learning and
teaching. It refers to all processes employed by academic staff to
make judgments about the achievement of students in units of study
and over a course of study. These processes include making decisions
about what is relevant evidence for a particular purpose, how to
collect and interpret the evidence and how to communicate it to
intended users.
In order that educational leaders supervise and support the teaching

and learning process in schools, they need to have a sound
knowledge, understanding and skills on the conceptions, principles,
strategies and tools of assessment. The module, therefore, aims to
enable the students to consolidate their previous knowledge,
understanding and skills with regard to choosing, developing and
using appropriate assessment strategies and tools in primary and
secondary education.
Module This module is designed to equip postgraduate students with the basic
Description knowledge, skills and attitudes related to classroom assessment. To
this end, the module covers major assessment related concepts such as
the following: development of learning competencies; principles,
purposes and strategies of assessment; planning and constructing
classroom tests; and, interpreting test scores.
Module Up on the completion of the module all students should have:

Learning  .knowledge and skills of developing learning competencies at
Outcomes/ different levels;
Terminal  Knowledge of different assessment-related concepts;
Competencies of  Knowledge and understanding of the principles, purposes and
the module
strategies of assessment;
 Skills of planning and constructing classroom tests; and
 Skills of interpreting test scores.
Module This module comprises 227 student learning hours (10 weeks) which
for pr0ject works, 71 library/home based study hours, 24 hours for
presentations and examinations.
Module Delivery This module will be delivered through gapped lecture, group
discussion, panel discussions, individual and group assignment and
project works. Through the assignments and projects, candidates will
be made to assess, evaluate and report the assessment practices in the
country’s education system at primary and secondary schools.
Module Each module theme and the units may have special and different
outcomes. Generally, in this module the following assessment
strategies will be used:
 Group assignments / term papers /case study reports
 Tests
Teacher’s Role Responsibility of Module leader and Tutors of this module are to:
 create a conducive teaching and learning environment to
 inform students about the learning outcomes of the module.
 organize the contents of the module appropriately.
 be punctual and start instruction on time throughout the
module
 appropriately utilize the allocated time for each theme and
 treat every components of the module seriously and
respectfully.
 maintain balance in assisting students achieve the module
 plan daily tasks to help students realize the intended module
 maintain a highly interactive instructional pattern and involve
 utilize various instructional technologies and strategies to
tasks.
 provide several alternative routes to task completion and
activities
 Be active to work individually and in groups.
 cooperate to learn with peers.
 share group tasks, experiences and presentations.
 handle all tasks through independent study and cooperative
learning.
 take accountability for all tasks.
 use time wisely.
 accomplish assignments within the specified time frame.
 be creative, critical and original in their writing, reporting and
 be active to collect additional information about the module
 be attentive while engaged in lecture and discussion sessions.
 maintain high degree of participation.
Indicative The following are possible reading materials suggested for the
resources different themes covered in the module.
1. Angelo, T.A. & Cross, K.P (1993). Classroom Assessment

Techniques; A Handbook for College Teachers. 2 nd Ed. San
Francisco: Jossey-Bass Publishers.
2. Braun, H., Kanjee, A., Bettinger, E., and Kremer. M. (2006).
Improving Education through Assessment, Innovation, and
Evaluation. American Academy of Arts and Sciences
3. Educational Testing Services. Linking Classroom Assessment
with Student Learning.
4. Ellis, V. (Ed). (2007). Learning and Teaching in Secondary
Schools. 3rd ed. Learning Matters Ltd
5. McDonald E. S. & Hershman D. M. (2010). Classrooms that
Spark! Recharge and Revive Your Teaching. 2 nd Ed. San
6. Mehrens, W.A. & Lehman, I.J Measurement and Evaluation in
Education. 4th Ed. New York: Harcourt Brace College
Publishers.
7. Miller, D.M, Linn, RL. & Grunland, NE. (2009). Measurement
and Assessment in Teaching. 10th ed. Upper Saddle
River:Pearson Education, Inc.
8. Phye, G. D. (ed). (1997). Handbook of Classroom Assessment
Learning, Achievement, and Adjustment. San Diago:
Academic Press.
9. Spiller, D. (2009). Assessment: Feedback to promote student
learning. Teaching Development| Wāhanga Whakapakari Ako
10. Western and Northern Canadian Protocol for Collaboration in
Education. (2006). Rethinking Classroom Assessment with
Purpose in Mind: Assessment for Learning, Assessment as
Learning, and Assessment of Learning
11. Hinkle. D.E. et al. (1994) Applied Statistics for the Behavioral
Sciences. Bodyon: Houghton Miffline Company
12. McClave, J.T. and Terry Sincich (2003). Statistics (9th ed.), New
Jersey: Prentice Hall.
Mekelle University

Program
Course Title Development of Learning Competencies
Course Code
ASIE 531
Course ECTS
3 ECTS
Instructor Name
TBA
Course This theme begins with an overview some related concepts in relation to
Description educational ends. Then the importance and characteristics of learning
competencies will get due attention, to be followed by skills of developing
those competencies at different levels of the curriculum. Finally, the
alignment of learning competencies and assessment procedures will be of
focus.
Course learning Up on the completion of the theme all students will be able to:
outcomes  Distinguish educational ends-related concepts such as learning
competencies, educational goals, learning outcomes and objectives;
 explain the importance of learning competencies;
 describe the characteristics of learning competencies;
 develop learning competencies at different levels of the curriculum;
 evaluate the alignment of learning competencies and assessment
strategies.
Course Duration This theme comprises 38 student learning hours (3 weeks) which include 10
lecture hours, 8 hours for collaborative learning, 16 library/home based
study hours, 4 hours for presentation and examinations.
Course syllabus Sub Themes
(Topic, schedule) 9.1 Key concepts and definitions
9.2 Learning competencies: characteristics and importance
9.3 Developing learning competencies
9.4 Learning competencies and assessment
Course Delivery This theme will be delivered through the following methods:
 gapped lecture,
 small and large group discussion,
 individual and group assignment, and
 project works.
Course For this theme the following assessment strategies will be used:
Assessment  Individual assignments
 Group assignments
 Quizzes
Students The total ECTS allotted to the theme is 2ECTS, the allotment of student
workload workload for the three categories is proposed as follows:
 interactive= 35% of the total workload i.e 35x42/100=15 hours
 individual tasks= 50% of the total workload i.e 50x42/100=21 hours
 collaborative tasks=15% of the total workload i.e 15x42/100=6
hours
Teacher’s Role Responsibility of theme instructor are:
 Create a conducive teaching and learning environment to achieve
the major theme learning outcomes.
 Organize the theme contents appropriately.
 Be punctual and start instruction on time throughout the theme
 Appropriately utilize the allocated time for each sub-theme and
 Maintain balance in assisting students achieve the theme learning
outcomes while keeping the pace of the lesson effectively.
 Plan daily tasks to help students realize the intended theme learning
outcomes effectively.
 Utilize various instructional technologies to address various students
 Provide several alternative routes to task completion and promote a
collaborative working culture in the instructional activities
Students’ Students are responsible for both their success and failure. Hence, they need
Responsibility to:
 Be active to work individually and in groups.
learning.
 maintain high degree of participation.
Grading policy The grading system for this theme will follow the University grading policy
stated for postgraduate students. Hence, it has a classification of : A, B+, B,
C+, C, D and F where,
A= 4:00
B+= 3.50
B= 3:00
C+= 2.50
C= 2.00
D= 1:00, and
F= 0
Indicative List of Reading Materials
resources The following are possible reading materials suggested for the different
themes covered in the module.

2. Educational Testing Services. Linking Classroom Assessment with
Student Learning.
3. Ellis, V. (Ed). (2007). Learning and Teaching in Secondary Schools.
3rd ed. Learning Matters Ltd
4. McDonald E. S. & Hershman D. M. (2010). Classrooms that Spark!
Recharge and Revive Your Teaching. 2nd Ed. San Francisco: Jossey-
Bass Publishers.
Education. (2006). Rethinking Classroom Assessment with Purpose
in Mind: Assessment for Learning, Assessment as Learning, and
Assessment of Learning
7. Sanchez, AV & Ruiz, MP (eds). 2008. Competency-based Learning:
A proposal for the assessment of generic competencies. University of
Deusto.
Mekelle University

Program
Course Title Assessment: Concepts, Principles, Purposes and Strategies
Course Code
ASIE 532
Course ECTS
4 ECTS
Instructor Name
TBA
Course Educational assessment is a very complex concept with a wide variety of
Description purposes and strategies with which candidates should be familiarized.
Candidates will learn ways to improve the design of assessment tasks and
extend their repertoire of assessment methods. Hence, under this theme,
first, the major concepts of educational assessment and evaluation will be
briefly introduced; this will be followed by a description of the main
purposes and principles of assessment. This theme also deals with the
nature, strengths and weaknesses of the various assessment strategies,
methods and tools that can be used in the context of primary and secondary
education. All forms of assessment are examined including observation,
portfolios, performance tasks, and paper-and-pencil tests.
outcomes  Distinguish the difference among the different concepts in assessment
and evaluation.
 Examine the purposes of assessment in education
 Identify the principles of assessment.
 Apply the principles of assessment in the local context.
 Identify relevant assessment strategies, methods and tools.
 Compare assessment methods and tools to select appropriate ones.
 Evaluate assessment tools by identifying relevant criteria
Course Duration This theme comprises 84 student learning hours (3 weeks) which include
14 lecture hours, 10 hours for collaborative learning, 20 hours for project
works, 30 library/home based study hours, 10 hours for presentation and
examinations.
(Topic, schedule) 6. Key concepts in assessment
7. Principles of assessment
8. The role of assessment in teaching and learning
9. Types of assessment
10. Assessment strategies
Course Delivery This theme deals with conceptualization of the different terms used to
indicate assessment and evaluation of learning. Hence, the following
methods are recommended:
A. Discussion - it is recommended to use discussions to integrate
students' experience based understandings with the scientific
explanations.
B. Investigation - the instructor can use investigation to relate
concepts with policy ideas.
C. Lecture – the instructor is supposed to deliver explanations
about different definitions and concepts of assessment and evaluation
of learning.
D. Problem solving method – present actual assessment problems
and ask students to come up with solutions.
Course To get information on student learning and improve instruction
Assessment accordingly, the following techniques of assessment should be used:
 Observation while students are discussing;
 Presentation of group work results to know their level of
understanding, to give feedback and to provide comments;
 Review of policy documents such as the Ethiopian National Teacher
Professional Competence Development assurance package
 quiz
 individual tasks= 40% of the total workload i.e 40x84/100=34 hours
hours

 Utilize various instructional technologies including databases and
online learning exercises to address various students learning needs
and preferences in all tasks.
learning.
Grading policy The grading system for this theme will follow the University grading
policy stated for postgraduate students. Hence, it has a classification of : A,
B+, B, C+, C, D and F where,
A= 4:00
B+= 3.50
B= 3:00
C+= 2.50
C= 2.00
D= 1:00, and
F= 0
Indicative List of Reading Materials
resources
Student Learning.
4. Ellis, V. (Ed). (2007). Learning and Teaching in Secondary
Schools. 3rd ed. Learning Matters Ltd
Recharge and Revive Your Teaching. 2nd Ed. San Francisco: Jossey-
Bass Publishers.
Learning, Achievement, and Adjustment. San Diago: Academic
Press.
Education. (2006). Rethinking Classroom Assessment with Purpose
in Mind: Assessment for Learning, Assessment as Learning, and
Assessment of Learning
Mekelle University

Program
Course Title Test construction and interpretation of test scores
Course Code
ASIE 533
Course ECTS
5 ECTS
Instructor Name
TBA
Course Testing is the most common assessment strategy used at all levels of
Description education. It can be used to assess students learning in almost all subjects.
Therefore, it is mandatory that candidates have adequate skills in test
construction and interpretation of test scores in order to discharge their
professional responsibilities. Therefore, this theme covers the following
sub-themes: planning classroom tests; quality of tests; types of tests;
construction of tests; and interpretation of test scores.
outcomes  Develop a test blue-print
 Describe the qualities that characterize a good test
 Construct test items that conform with the guidelines of constructing
each test item type
 List techniques of interpreting scores
 Apply measures of central tendency, variability, relative position
and relationship in interpreting scores.
 Select appropriate technique (s) of interpreting test scores.
 Propose appropriate score interpretation based decisions
Course Duration This theme comprises 105 student learning hours (4 weeks) which include
16 lecture hours, 20 hours for collaborative learning, 34 hours for project
works, 25 library/home based study hours, 10 hours for presentation and
examinations.
(Topic, schedule) 3.1 Planning classroom tests
3.2 Characteristics of a good test
3.3 Guidelines for test construction
3.4 Interpreting test scores
Course Delivery In delivering this theme, different strategies could be used such as the
following:
Task based instruction – Distribute sample assessment tools for
comments and reflections
Discussions – facilitate discussions to integrate students' experience
based understandings with the scientific explanations.
Project method – provide assignments on test administration, marking
and interpreting test scores.
Presentation – Allow students to present project results for experience
sharing and common understanding.
Lecture –deliver explanations on selected topics and issues.
Problem solving method – present actual assessment problems and ask
students to come up with solutions.
Demonstration – Provide the formulae for and examples on the
interpretation of test scores
Course To get information on student learning and improve instruction
Assessment accordingly, the following techniques of assessment should be used:
 Observation while students are discussing;
 Field visit reports on appropriateness of assessment tools in schools
 Review of sample assessment tools
 Project work assessment and evaluation tool development;
 Group work presentations
 Short tests
 Portfolio
 Final examination
 individual tasks= 50% of the total workload i.e 50x105/100=52
hours
hours

 Utilize various instructional technologies including databases and
online learning exercises to address various students learning needs
and preferences in all tasks.
learning.
policy stated for postgraduate students. Hence, it has a classification of : A,
B+, B, C+, C, D and F where,
A= 4:00
B+= 3.50
B= 3:00
C+= 2.50
C= 2.00
D= 1:00, and
F= 0
Indicative List of Reading materials
resources
Student Learning.
Recharge and Revive Your Teaching. 2 nd Ed. San Francisco: Jossey-
Bass Publishers.
4. Mehrens, W.A. & Lehman, I.J Measurement and Evaluation in
Education. 4th Ed. New York: Harcourt Brace College Publishers.
5. Miller, D.M, Linn, RL. & Grunland, NE. (2009). Measurement and
Assessment in Teaching. 10th ed. Upper Saddle River:Pearson
Education, Inc.
Learning, Achievement, and Adjustment. San Diago: Academic
Press.
8. Hinkle. D.E. et al. (1994) Applied Statistics for the Behavioral
Sciences. Bodyon: Houghton Miffline Company
9. McClave, J.T. and Terry Sincich (2003). Statistics (9th ed.), New
Jersey: Prentice Hall.
Mekelle University
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CMIN 1052
Contemporary Issues in Education
Module Booklet
Contemporary Issues in Education Module Booklet (CMIN1052)
Welcome Letter
Tutor Contact List
Course Map
Module Descriptor

Telephone Number
Mob:
EMAIL:
Mob:
EMAIL
Mob: Leader
EMAIL

Telephone Number
Mob:
EMAIL
EMAIL
III) Module MAP
Module Title Contemporary Issues in Education
Module Leader
Module Type Supportive
Pre-requisite None
Co-requisite None
Notes
IV) Theme Map
Thematic Issues Theme code Credit points (ECTS)
Inclusion of persons with disabilities CIIE-601 2

Gender issue in education CIIE-602 2
Multicultural Education CIIE-603 2
Instructional Technology CIIE-604 2
Total 8 ECTS
V) Module description
Mekelle University
Teacher Education Department
Program
Module Title
Contemporary Issues in Education
Module Code
CMIN-1052
Module ECTS
8 ECTS
Module Type
Supportive
Pre-requisite
None
Co-requisite
None
Module Leader
TBA
Module
Description The purpose of this module is to equip trainees with the basic and necessary
theoretical concepts and practically working principles of contemporary
issues in education in the 21st century. As matter of fact these days all
educational professionals particularly curriculum experts and supervisors are
expected to have the knowledge, skills, and develop a sense of positive
affective in contemporary issues in education. As a result, it is very essential
for curriculum experts and supervisors to take the course to have the
expected qualities to date. Taking this course will enable the trainee to
develop and understand the necessary qualities in developing, implementing,
and evaluating the curriculum in relation to the contemporary issues in
education, and it would be very supportive for supervisors to guide their end
over efforts. The general course contents will include education of persons
with special educational needs particularly education of persons with
disabilities, gender issues in education, Instructional technology (IT), and
multicultural education. Having knowledge and skills on this areas will help
trainee in professional practice to support lower level experts and the whole
school system effectively.
Module Up on the completion of the module all students should:
Learning
Outcomes/  Understand about the education of persons with disabilities, gender
Terminal issues in education, multicultural education, and the contribution of IT to
Competencies of quality education.
the module
 Develop skills in how to develop, implement, evaluate and supervise
disability issues, gender issues, multicultural issues, and instructional
technology in a curriculum.
 Know in how to include persons with disabilities in regular classes
 Develop understanding in gender responsive pedagogy.
 Appreciate for culture based education or culture sensitive pedagogy.
 Develop basic skills of instructional technology to support development,

implementation, evaluation and supervision of a curriculum.
Module This module comprises 168 student learning hours (5 weeks) which include
Duration 40 lecture hours, 40 hours for collaborative learning, 40 hours for
professional practice (field work), 28 home based study and library reading
hours, 20 hours for presentation.
Module Delivery This module will be delivered through gap lecture, group discussion and
doing group assignment supported by presentation, group discussion, field
work, demonstration and reading assignments. The delivery of the module
will also include illustration slides, diagrams, movies, case studies and
fieldwork.
Module Depending on the nature of the course objectives this module of each course
Assessment will involves:
 Group assignments and Individual assignment / term papers /case
studies --------20%
 Presentation -------20%
 Field Report --------20%
 Final examination -------40%
 Align each contents and sub-contents to the context of curriculum
and instructional supervision
 Use time appropriately to master the lesson and to accomplish it
successfully.
 Provide several alternative routes to task completion and involve all
students in the instructional activities
 Assess students appropriately
Students’ Students are responsible for their success and failure. Hence, they need to:
Responsibility  Be active to work individually and in group.
learning.
 Accomplish assignments with in the allocated time.
Indicative Heward, W., and Orlansky, M. (1988). Exceptional Children: An
resources Introductory Survey of Special Education. Columbus: Merrill
publishing company.
Paul Martin 2007, Inclusion of Students with Special Educational Needs:
Post-Primary Guidelines Department of Education and Science.
Printed by Brunswick Press Ltd. Dublin.
Tirussew, T. (2005). Disability in Ethiopia: Issues, Insights, and
Implications. A.A.U Printing Press
UNESCO, (1994), “The Salamanca Statement and Framework For Action on
Special Needs Education”
Ysseldyke, J. E., and Algozzine, B. (1995). Special Education: A
practical Approach for Teachers: Houghton Mifflin, Boston
Boston, Jane, et al. “Classroom Technology and its Global connections”
Media and methods (Febrauary 1991); 48-49
Brown, JW, et al. 1985. AV Instruction, Technology, Media and Methods,
6thed.NY: McGraw-Hall.Inc.
Brown,JW,et al. 1985. AV Instruction, Technology, Media and Methods, 6 th
ed. NY: McGraw-Hill Book Company
Dale, Edgar.1969.Audiovisiual Methods in Teaching,3rd ed. N.Y: Dryden
Press
Deutsch, Williams. ‘Teaching Machines, Programming, Computers, and
Instructional Technology:. Performance and Instruction 31 (February
1992); 14-20
Gibbons, Andrew, “the Future of Computer managed Instruction”
Educational Technology 33 (1993)7-11
Heinich R, et al. 1996. Instructional Media &Technologies for learning. New
Jersey: Prentice-Hall Inc.
Robby, MD,et al. 1997 integrating Educational Technology into Teaching.
New: Prentice-Hall inc.
Wedman, John F. “increase in the use of Media in the schools”
Educational Technology (October 1988; 26-31
Mekelle University
Program
Course Title
Inclusive Education
Course Code
CIIE-601
Course ECTS
2 ECTS
Instructor
Name TBA
Instructor’s Office Number ______________________________
Contact Mobile _____________________________________
Information E-mail _____________________________________
Course This course tries to discuss the education of persons with disabilities,
Description particularly the past and current trends of education of persons with
disabilities in Ethiopia, models of disability, inclusion of persons with
disability in regular classrooms, and the international and national legal
provisions of persons with disabilities. Therefore, this course provides basic
knowledge and concept for trainees on how to help students with special
needs, design curriculum, implement, evaluate, and supervise school
practices in relation to the education of persons with disabilities.

Learning
objectives  Understand the science of disability
 Comprehend the current and past trends of disability issue in

Ethiopia
 Understand the Models of disability to treat persons with disability in

a better way
 Know the benefits and challenges of inclusive education
 Know the legal provisions of persons with disabilities and Act

Accordingly
 Include disability issues in developing, implementation, and

evaluation of curriculum
 Treat persons with disabilities in line with their legal provisions

Course This module comprises 42 student learning hours which include 10 lecture
Duration hours, 10 hours for collaborative learning, 10 hours for professional practice
(field work), 7 home based study and library reading hours, 5 hours for
presentation.
Course 1. Inclusion of persons with special needs

syllabus 1.1. Understanding disability issues
(Topics) 1.1.1. Prevalence of disability, Curriculum and Supervision
1.1.2. Previous and current trends of persons with disability in
Ethiopia
1.2. Models of disability, Curriculum and Supervising Practices
1.2.1. Medical model
1.2.2. Social Model
1.2.3. Economic Model
1.2.4. Social Model
1.3. Inclusive education,
1.3.1. Understanding inclusion
1.3.2. Components
1.3.3. Benefits
1.3.4. Challenges
1.3.5. Opportunities
1.4. Legal provisions of persons with disabilities and Curriculum

Development
1.4.1. International
1.4.2. National
1.5. Inclusion of students with disabilities in regular schools and

supervision
Delivery doing group assignment supported by presentation, group discussion, field
work, demonstration and reading assignments. The delivery of the module
will also include illustration slides, diagrams, movies, case studies and
fieldwork.
Course This course will involves:

Assessment  Group assignments and Individual assignment / term papers /case
studies --------20%
Students In the Ethiopian context 1ECTS is equivalent to 21 students working hours.
workload Allotment of work load is governed by the nature of delivery and assessment
strategies. The overall course delivery and assessment strategies can be
categorized into interactive, individual tasks and practice and collaborative
works. Hence, as total ECTS allotted to the course is 4 ECTS, the allotment
of student workload for the three categories is proposed as follows:

-individual tasks= 66.66% of the total workload i.e 28 hours/42 ECTS*100
-collaborative tasks=11.9% of the total workload i.e 5 hours/42 ECTS*100
-Assessment tasks=7.14%of the total workload i.e 3 hours/42 ECTS*100
Teacher’s Responsibility of theme instructor are:
Role
 Align each contents and sub-contents to the context of curriculum and
instructional supervision
 Handle all tasks through independents study and cooperative learning.
 Be active to collect additional information about the course/or module
and record it systematically for your task.
Students’ Students are responsible for both their success and failure. Hence, they need
Responsibilit to:
 Handle all tasks through independents study and cooperative learning.
 Be active to collect additional information about the course/or module
and record it systematically for your task.
Grading The grading system for this theme will follow the University grading policy
policy stated for postgraduate students. Hence, it has a classification of : A, B+, B,
C+, C, D and F where,
A= 4:00
B+= 3.50
B= 3:00
C+= 2.50
C= 2.00
D= 1:00, and
F= 0
Indicative
resources
Heward, W., and Orlansky, M. (1988). Exceptional Children: An
Introductory Survey of Special Education. Columbus: Merrill
publishing company.
Paul Martin 2007, Inclusion of Students with Special Educational Needs:

Post-Primary Guidelines Department of Education and Science.
Printed by Brunswick Press Ltd. Dublin.
Tirussew, T. (2005). Disability in Ethiopia: Issues, Insights, and

Implications. A.A.U Printing Press
UNESCO, (1994), “The Salamanca Statement and Framework For Action on

Special Needs Education”
Ysseldyke, J. E., and Algozzine, B. (1995). Special Education: A practical

Approach for Teachers: Houghton Mifflin, Boston
Mekelle University
Program
Course Title
Gender Issues in Education
Course Code
CIIE-102
Course ECTS
2 ECTs
Instructor Name TBA
Contact Mobile _____________________________________
Course This Course will tries to discuss basic concepts of gender, gender
Description theories, gender responsive pedagogy, gender mainstreaming in
education and gender based violence in educational institutions and
ways to combat gender violence. So, taking this course will enable
trainee to understand gender issue as whole and specific gender related
cases that would be helpful to practice during their professional
practices. Having gender issues will also enable curriculum experts to
be fair in gender issues and incorporate gender issue in designing,
implementing and evaluating curriculum, and support supervision
practices which promote gender impartiality.
Course Learning Up on the completion of the course all students should have:
objectives  Understand the fundamental nature of gender
 Know different gender theories
 Understand the contribution of gender education to
development
 Appreciate for gender sensitive pedagogy
 Incorporate gender issue in the curriculum components
 Understand the ways how gender violence occurs and their
ways of prevention.
Course Duration This module comprises 42 student learning hours which include 10
lecture hours, 10 hours for collaborative learning, 10 hours for
professional practice (field work), 7 home based study and library
reading hours, 5 hours for presentation.
Course 1. Gender issues in Education

syllabus( Topic,
schedule) 1.1. Basic concepts of gender in education
1.2. Gender theories and curriculum Development
1.3. Gender, culture and development, and Curriculum
1.4. Gender responsive pedagogy and Curriculum
1.5. Gender mainstreaming in education

1.6. Gender based violence in educational institutions and ways to
combat
Course Delivery This module will be delivered through gap lecture, group discussion and
doing group assignment supported by presentation, group discussion,
field work, demonstration and reading assignments. The delivery of the
module will also include illustration slides, diagrams, movies, case
studies and fieldwork.
Assessment  Group assignments and Individual assignment / term papers
/case studies --------20%

ECTS*100
ECTS*100
ECTS*100

 Align each contents and sub-contents to the context of
curriculum and instructional supervision
learning.
learning.
A= 4:00
B+= 3.50
B= 3:00
C+= 2.50
C= 2.00
D= 1:00, and
F= 0
Indicative
resources
Mekelle University
Program
Course Title
Multicultural Education
Course Code
CIIE-103
Course ECTS
2 ECTS
Instructor Name
TBA
Contact Mobile _____________________________________
Course This will tries to discuss basic concepts of multicultural education,
Description dimensions of multicultural education, cultural responsive pedagogy,
multicultural education in the context of Ethiopia, and multicultural
education for enriching students learning. So, taking this course will
enable trainee to understand the issue of multicultural education that
would be helpful to promote faire professional practice. Having this
concept will enable the curriculum experts to be fair in culture issues
and incorporate diversified cultural issues in designing, implementing
and evaluating their curriculum, as well provide necessary supports for
lower level experts during supervisory practice.
Course Learning Up on the completion of the course all students should have:
objectives  Understand the fundamental nature of multicultural
education
 Know different dimensions of multicultural education
 Understand the contribution of culture to enrich students
learning
 Appreciate diversified culture as an opportunity for better
leaning
 Incorporate cultural issues in the curriculum components
 Understand the ways how to entertain diversified cultures
Course Duration This module comprises 42 student learning hours which include 10
lecture hours, 10 hours for collaborative learning, 10 hours for
Course 1. Multicultural Education

syllabus( Topic, 1.1. Conceptualizing multicultural education and curriculum
schedule) development, implementation, and evaluation
1.2. Dimensions of multicultural education and curriculum

development, implementation, and evaluation
1.3. Multicultural education in classroom practice/Cultural

responsive pedagogy
1.4. Multicultural education in the context of Ethiopia and

curriculum development, implementation, and evaluation
1.5. Multicultural education for enriching students learning
Course Delivery This module will be delivered through gap lecture, group discussion and
doing group assignment supported by presentation, group discussion,

Assessment  Group assignments and Individual assignment / term papers
/case studies --------20%

ECTS*100
ECTS*100
ECTS*100

learning.
learning.
A= 4:00
B+= 3.50
B= 3:00
C+= 2.50
C= 2.00
D= 1:00, and
F= 0
Indicative
resources
Mekelle University
Program
Course Title
Instructional Technology
Course Code
CIIE-104
Course ECTS
2 ECTs
Instructor
Name TBA
Contact Mobile _____________________________________
Course This will tries to discuss basic concepts and nature of instructional
Description technology, technology for instructional purpose, digital learning
environment, technology for educational data management and
utilization, classification of instructional technology, and educational
Informatics. So, this course will help trainees to understand the holistic
nature and basic educational applications of technology. Particularly the
curriculum experts will have understanding and the basic necessary
skills with the hard ware and digital learning technologies.
Learning  Understand the fundamental nature of instructional
objectives technology
 Know the types of digital learning technologies
 Understand the contribution of technology for students
learning
 Demonstrate to use technology for educational data
management and utilization
 Understand what educational informatics is about.
 Use technology during development, implementation, and
evaluation of curriculum.
Course This module comprises 42 student learning hours which include 10

Duration lecture hours, 10 hours for collaborative learning, 10 hours for
Theme 1.Instructional Technology (IT)

syllabus( Topi 1.1. Concept and nature of instructional technology
c, schedule)
1.2. Technology for instructional purpose
1.3. The digital learning environment
1.4. Developing technology integrated subject matter contents

1.5. Technology for educational data management and utilization
1.6. Classification of instructional technology
1.7. Educational Informatics
Delivery doing group assignment supported by presentation, group discussion,
Assessment This course will involves:

 Group assignments and Individual assignment / term papers /case
studies --------20%

ECTS*100
ECTS*100
ECTS*100
Teacher’s The course instructornsible for their success and failure. Hence, they
Role need to:
learning.
learning.
Grading The grading system for this theme will follow the University grading
policy policy stated for postgraduate students. Hence, it has a classification of :
A= 4:00
B+= 3.50
B= 3:00
C+= 2.50
C= 2.00
D= 1:00, and
F= 0
Indicative Boston, Jane, et al. “Classroom Technology and its Global connections”
resources Media and methods (Febrauary 1991); 48-49
Brown, JW, et al. 1985. AV Instruction, Technology, Media and
Methods, 6thed.NY: McGraw-Hall.Inc.
Brown,JW,et al. 1985. AV Instruction, Technology, Media and
Methods, 6th ed. NY: McGraw-Hill Book Company
Dale, Edgar.1969.Audiovisiual Methods in Teaching,3rd ed. N.Y:
Dryden Press
Deutsch, Williams. ‘Teaching Machines, Programming, Computers, and
Instructional Technology:. Performance and Instruction 31
(February 1992); 14-20
Gibbons, Andrew, “the Future of Computer managed Instruction”
Educational Technology 33 (1993)7-11
Heinich R, et al. 1996. Instructional Media &Technologies for learning.
New Jersey: Prentice-Hall Inc.
Robby, MD,et al. 1997 integrating Educational Technology into
Teaching. New: Prentice-Hall inc.
Wedman, John F. “increase in the use of Media in the schools”
Educational Technology (October 1988; 26-31
Mekelle University
M
od
Y M
ul
od
E ule
e
A T
R Se Y
qu PE
en
ce
EDUC1021
Instructional Supervision and Leadership
Module Booklet
Research and Thesis in Education (CMIN1042)

Welcome Letter
Tutor Contact List
Course Map
Module Descriptor
VII) Tutors’ contact list

Telephone Number
Mob:
EMAIL:
Mob:
EMAIL
Mob: Leader
EMAIL
Please contact us with any specific academic related queries. E-mails are checked on a regular basis and
are normally the best way to contact us.
VIII) Administrative Contact list

Telephone Number
Tadesse K. Teacher Education Block -----, Room 4 Lecturer
Mob: 0914709601
EMAIL: mussc2001@yahoo.com
Block -----, Room-----
Mob:
EMAIL
The administration team are the first port of call for administrative information, e.g., dates & times of
modules, notifying changes in your contact details, etc. You can also get in touch with the team if you
experience difficulty in contacting a tutor or the course leader.
IX) Module MAP
Module Title Instructional supervision and leadership
Module Code EDUC1021
Module Leader Tadesse K
Module Type Core
Pre-requisite None
Co-requisite None
Notes
X) Theme Map
points(ECTS)
Foundation of instructional supervision INSU 501 3

Developmental supervision INSU 502 3
Instructional planning INSU 522 2
Instructional leadership and management INSU 521 2
Total 10
XI) Module Descriptor

Mekelle University

Program
Module Title
Instructional Supervision and Leadership
Module Code
EDUC 1021
Module ECTS
10
Module Type
Core
Pre-requisite
None
Co-requisite
None
Module Leader
TBA
Module Curriculum is a dynamic field that needs to be regularly evaluated and
Rationale revised, modified or changed as a result. Therefore, the responsibility
of the curriculum expert is not only designing the curriculum, but also
regularly assessing and evaluating the implementation of the
curriculum that serves as a feed back for the revision or change of the
curriculum. Hence, the module is designed to produce curriculum
specialist who is capable of curriculum design, implementation,
evaluation and carry out developmental supervision for improving the
quality of teaching and students learning via assisting and guiding the
continuous professional development of teachers. In so doing, the
module will equip the students with skills of instructional supervision,
planning and leadership and management. Hence, taking this module
benefits students to be competent in the process of curriculum design,
alignment, delivery and evaluation resulting in improvement of the
quality of general education in Ethiopia.
Module As has been clearly mentioned in the rationale of the module, the
Descriptions ultimate aim of curriculum and instructional supervision is improving
students learning through improvements of teacher’s teaching through
effective instructional supervision and leadership. To meet this
purpose the module introduces students with the foundations of
supervision, developmental supervision, instructional planning and
instructional leadership and management.
Module With a successful completion of this course, the students will be
Learning able to:
Outcomes/ -explain the global and national historical developments of
Terminal supervision.
Competencies of
the module -summarize the purpose of instructional supervision.
-compare and contrast the supervisory practices of Ethiopia at
different periods.
-produce a report on the current supervisory practices in Ethiopia.
-explain the link between supervisory intervention and improvement
of students learning.
-interpret the role of a supervisor for CPD and ISP
Module In the Ethiopian context 1ECTS is equivalent to 21 students working

Duration hours. Allotment of work load is governed by the nature of delivery
and assessment strategies; the delivery and assessment strategies can
be categorized into interactive, individual tasks and collaborative
tasks. Hence, as the total ECTS allotted to the module is 10ECTS, the
allotment of student workload for the three categories is proposed as
follows:
-interactive= 25% of the total workload i.e 25x210/100= 53 hours
-individual tasks= 50% of the total workload i.e 50x210/100=105
hours
-collaborative tasks=25% of the total workload i.e 25x210/100=52

hours
Module Delivery The course will be delivered through instructional strategies that help
the development of higher order thinking students through an in-depth
understanding, application, analysis, evaluation and creative thinking.
To help this, the following instructional strategies are proposed:
-informal lecture
Module Both formal and informal assessment strategies will be employed to

-oral questioning
-short tests
-final exam
 Be punctual and starts instruction on time throughout the
module
 Appropriately utilize the allocated time for each theme and
 Treat every components of the module seriously and
respectfully.
 Maintain balance in assisting students achieve the module
 Plan daily tasks to help students realize the intended module
 Utilize various instructional technologies and strategies to
tasks.
activities
learning.
 Be active to collect additional information about the module
Indicative 1. Burke, P.J. & Krey, R.D., 2004, Supervision: a guide to
resources instructional leadership, Charles c Thomas publisher ltd,
Illinois.
2. Bush, T., 2011, Theories of educational leadership and
management, sage company, London.
3. Horsford, S.D. (ed), 2010, New perspectives in educational
leadership: exposing social, political, community contexts and
meaning.
4. MoE, 1994, The Ethiopian education and training policy,
Addis Ababa.
5. MoE, year, Guideline for educational supervision, Addis
Ababa
6. MoE., 2013, Ethiopian Teaching Profession Standards,
7. MoE, 2013, Ethiopian Teachers Performance Assessment
Guideline, Addis Ababa.
8. Price, K., & Nelson, K., 2013, planning effective instruction:
diversity responsive methods and management, CENGAGE
learning, London.
9. Sullivan, S. & Glanz, J., 2009, supervision that improves
teaching and learning: strategies and techniques, sage
company, India.
10. Stompson, P., Lopez-real, F., Bunton, D., Chan, D.W., Sivan,
A., & Williams, M., 2000, Better supervision better teaching,
Hong Kong University press, Hong Kong.
11. Waite, D., 1995, Rethinking instructional supervision: notes
on its language and culture, The Falmer press, London.
XII) Course Catalogue
Mekelle University

Program
Course Title
Foundations of instructional supervision
Course Code
INSU 501
Course ECTS
3
Instructor Name
TBA
Course The general purpose of instructional supervision is improving the
Rationale teaching and learning through professional development of teachers.
The basic assumption of instructional supervision is teachers’
professional practice affects either negatively or positively to students
learning. Hence, the course is designed to lay the foundations for a
professional instructional supervisor who is competent in assuring the
quality of teaching and students learning via assisting and guiding the
continuous professional development of teachers. In so doing, the
course will equip the students with the historical developments in
supervision in general and instructional supervision in particular; the
general and specific purpose of instructional supervision and the
theories and principles that dectate instructional supervision. Hence,
taking this course benefits students to be competent in the process of
curriculum design, alignment, delivery and evaluation resulting in
improvement of the quality of general education in Ethiopia.
Course As has been clearly mentioned in the rationale of the course, the
Description ultimate aim of instructional supervision is improving students learning
through improvements of teacher’s teaching through effective
instructional supervision and leadership. To meet this purpose the
course introduces students with the global and national historical trends
of supervision in general and instructional supervision in particular, the
purpose of instructional supervision, the theories and principles guiding
supervisory support, the link between instructional supervision and
teachers continuous professional development and school improvement
programs.
Course learning With a successful completion of this course, the students will be able
outcomes to:
-explain the global and national historical developments of supervision.
-summarize the purpose of instructional supervision.
-compare and contrast the supervisory practices of Ethiopia at different
periods.
-produce a report on the current supervisory practices in Ethiopia.
-explain the link between supervisory intervention and improvement of
students learning.
-interpret the role of a supervisor for CPD and ISP
Students work In the Ethiopian context 1ECTS is equivalent to 21 students working

load hours. Allotment of work load is governed by the nature of delivery and
assessment strategies; the delivery and assessment strategies can be
categorized into interactive, individual tasks and collaborative tasks.
Hence, as the total ECTS allotted to the course is 3ECTS, the allotment
-individual tasks= 50% of the total workload i.e 50x63/100=32 hours

hours
Course Sub Contents
syllabus( Topic,
schedule) Chapter 1: Definition and purpose of supervision
1.1 Definition from managerial perspectives
1.2 Definition from leadership perspectives
1.3 Definitions from the professional development
1.4 Purpose of supervision
1.5 Supervision and inspection
Chapter 2: Historical Development of Supervision
2.1. Global trends in supervision
2.2. National trends in supervision
Chapter 3: instructional supervision and SIP
3.1. supervision to improve instruction
3.2. . school effectiveness
3.3. Educational effectiveness
3.4. Education reform
3.5. School Improvement Program
3.6. Supervision to assist SIP
Course Delivery The course will be delivered through instructional strategies that help
-informal lecture

-oral questioning
-short tests
-final exam
effectively.
activities
learning.
A= 4:00
B+= 3.50
B= 3:00
C+= 2.50
C= 2.00
D= 1:00, and
F= 0
resources instructional leadership, Charles c Thomas publisher ltd, Illinois.
meaning.
4. MoE, 1994, The Ethiopian education and training policy, Addis
Ababa.
5. MoE, year, Guideline for educational supervision, Addis Ababa
teaching and learning: strategies and techniques, sage company,
India.
10. Waite, D., 1995, Rethinking instructional supervision: notes on
its language and culture, The Falmer press, London.
Mekelle University

Program
Course Title
Developmental supervision
Course Code
INSU 502
Course ECTS
3
Instructor Name
TBA
Course The general purpose of instructional supervision is improving the
Rationale teaching and learning through professional development of teachers.
The basic assumption of instructional supervision is teachers’
professional practice affects either negatively or positively to students
learning. On the other hand, professional competence does not develop
over night; it is a life time business. Hence, if supervision is to help
teachers improve their teaching competence, the supervisory
intervention should not be seasonal. Supervision should be
developmental. Developmental supervision, also called in-built or
cluster is a type of supervision that considers the developmental level of
teachers and teaching profession standards. Hence, the course is
designed to produce supervisors who are competent in the skills of
coaching and mentoring to help teachers meet the minimum standards of
the teaching profession at their levels through continuous professional
development of teachers. In so doing, the course will equip the students
with the theories behind developmental supervision and the role of
developmental supervision to help teachers maintain minimum
professional standards. Hence, taking this course benefits students to be
competent in the skills of coaching and mentoring as important tools of
teacher professional development.
Course Developmental supervision is customized supervision that bases the

Description developmental level of teachers and teaching profession standards to
help improve the practice of teachers; and this type of supervision is
cyclical depending on the principle that professional development is
incremental. To meet this purpose the course introduces students with
approaches to supervision, link between supervision, professional
development and teacher education, understanding instructional
supervision and classroom observation in developmental supervision.
outcomes to:
-explain the role of supervision to SIP
-summarize
-compare and contrast Coaching and mentoring
-produce a report on classroom observation using observation tools
-explain the link between supervision, professional development and
teacher education
-interpret the role of developmental supervision to improve students’
learning

Hence, as the total ECTS allotted to the course is 3ECTS, the allotment
-individual tasks= 50% of the total workload i.e 50x63/100=32 hours

hours
Course Sub Contents
syllabus( Topic,
schedule) Chapter 1: Approaches to supervision
1.1. Supervision as coaching
1.2. Supervision as mentoring
1.3. Clinical supervision
1.4. In-built supervision
1.5. Nose-to-nose versus side by side supervision
Chapter 2: supervision, professional development and teacher education
that makes difference
2.1. The landscape of standards
2.2. Subject matter standards
2.3. Standards for teachers and school leaders
2.4. Issues of accountability and high stakes
2.5. Linking instructional supervision, professional development and
teacher evaluation
2.6. Aligning curriculum and instruction
Chapter 3: understanding instructional supervision
3.1. Introduction to instructional supervision
3.2. Differentiated supervision
3.3. styles that support differentiated and developmental supervision
Chapter 4: The pre observation conference
4.1. Introduction to pre observation
4.2. Focus and pre observation conference
4.3. The Johari Window and pre observation conference
4.4. How to prepare for classroom observation
Chapter 5: The classroom observation
5.1. Introduction to classroom observation
5.2. Overview and application of observation tools and methods
5.3. Observation guide using taxonomy of educational objectives
5.4. Focus on wait time
5.5. Focus on the variety of instructional methods
-informal lecture
-classroom observation observations and report writing

-oral questioning
-short tests
-final exam
effectively.
activities
learning.
A= 4:00
B+= 3.50
B= 3:00
C+= 2.50
C= 2.00
D= 1:00, and
F= 0
meaning.
4. MoE, 1994, The Ethiopian education and training policy, Addis
Ababa.
5. MoE, year, Guideline for educational supervision, Addis Ababa
teaching and learning: strategies and techniques, sage company,
India.
10. Waite, D., 1995, Rethinking instructional supervision: notes on
its language and culture, The Falmer press, London.
Mekelle University

Program
Course Title
Instructional Planning
Course Code
INSU 522
Course ECTS
2
Instructor Name
TBA
Course There is a need to shift from the theory of control that assumes properly
Rationale controlled instruction enables students to acquire the skills and
knowledge needed to:
-Hands-on: learning by doing/engagement as they construct meaning
-Minds-on: instruction that involves thinking including higher thinking
skills and
-Authentic learning: problems, analogies, examples, contents related to
real life situations.
For this to happen different strategies and methods of teaching are
required; and these are predetermined by the types of objectives.
Learning objectives are the basis for instructional planning. Part of the
process of becoming a professional teacher is the development of the
ability to articulate to others the reasons, the "why" of what you do. In
other word the ability of instructional planning. Hence, as instructional
planning as an important aspect of the teaching profession, supervisors
should be equipped with the theory and practice of instructional
planning so that to help teachers in this matter.
Description ultimate aim of the module is improving students learning through
improvements of teacher’s teaching through effective instructional
supervision and leadership. To meet this purpose the course introduces
students with the purpose of planning, components of intructional
planning, aligning components of instructional planning, the dominant
model and the process model of instructional planning
outcomes to:
- Explain the purpose of planning.
-Compare and contrast educational and instructional planning.
-Prepare instructional planning that aligns all its components.
-Give examples of instructional plans from both models of instructional
planning

Hence, as the total ECTS allotted to the course is 2 ECTS, the allotment
-individual tasks= 50% of the total workload i.e 50x42/100= 21 hours
-collaborative tasks=25% of the total workload i.e 25x42/100= 10

hours
Course Sub Contents
syllabus( Topic,
schedule) Chapter one: introduction to planning
1.1. What is planning
1.2. The purpose of planning
1.3. Educational planning
1.4. Instructional planning
1.5. Components of instructional planning
1.6. Aligning components of instructional
Chapter two: models of instructional planning
2.2. models of curriculum design
2.2.1. The product model
2.2.2. The process model
2.3. models of instructional planning
2.3.1. the dominant model
2.3.2. the process model
-informal lecture
-debate on pros and cons of the two models of instructional planning
-produce and report instructional plans that align its components

-oral questioning
-assessment of individual projects on educational and instructional plans
-short tests
-final exam
effectively.
activities
learning.
A= 4:00
B+= 3.50
B= 3:00
C+= 2.50
C= 2.00
D= 1:00, and
F= 0
Indicative 1. MoE, 1994, The Ethiopian education and training policy, Addis
resources Ababa.
2. Price, K., & Nelson, K., 2013, planning effective instruction:
diversity responsive methods and management, CENGAGE
learning, London.
3. Tyler, R. W., 1949, Basic Principles of Curriculum and
Instruction, University of Chicago Press, Chicago.
Mekelle University

Program
Course Title
Instructional management and leadership
Course Code
INSU 521
Course ECTS
2
Instructor Name
TBA
Course Achievement of educational objectives at all levels highly depend on the
Rationale educational leaders at all the levels.
Understanding their roles and responsibilities and effectively
implementing policies, strategies and plans with efficient utilization of
resources is part of their leadership & managerial duties.
But what is leadership & Management and how it is understood in the
education sector?
matters a lot. Therefore, the rationale of this course is to equip
instructional supervisors with the basic theories and practice of
instructional leadership and management.
Description ultimate aim of the course is improving students learning through
improvements of teacher’s teaching through effective instructional
supervision and leadership. To meet this purpose the course introduces
students with the management functions, leadership style, leadagment,
sources of authority in leadership, developing instructional expertise,
coaching and mentoring to improve practice.
outcomes to:
Define what leadership & management is
-Explain the difference and similarities between leadership and
management
-Analyze what happens without the skills of the other
-Explain why we need to focus on school leadership & management
-Describe the management and leadership functions, skills and styles
Hence, as the total ECTS allotted to the course is 2 ECTS, the allotment
-individual tasks= 50% of the total workload i.e 50x42/100= 21 hours
-collaborative tasks=25% of the total workload i.e 25x42/100= 10

hours
Course Sub Contents
syllabus( Topic,
schedule) Chapter one: introduction to leadership and management
1.1. Management functions
1.2. Leadership style
1.3. Leadagment
1.4. Sources of authority in leadership
Chapter two: developing instructional expertise
2.1. theories of learning
2.2. active learning
2.3. assessment as, for, of and is learning
2.4. classroom environment and diversity
2.5. taxonomy of learning, teaching and assessment
Chapter three: coaching to improve practice
3.1. developmental stage of teachers
3.2. models of coaching
3.3. coaching and mentoring
3.4. instructional coaching
-informal lecture

-oral questioning
-short tests
-final exam
effectively.
activities
learning.
A= 4:00
B+= 3.50
B= 3:00
C+= 2.50
C= 2.00
D= 1:00, and
F= 0
3. Glickman, C. D., Gordon, S. P., & Gordon-Ross, J. M., 2001,
Supervision and instructional leadership: A developmental
approach (5th ed.), Allyn and Bacon, Needham Heights, MA.
meaning, Petter Lang publishing, inc, New York.

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Institute of Pedagogical Sciences

Department of Teacher Education

Becoming a professional learning community, where Continuous Professional Development is

After successful completion of this program, the scholars will be able to :

6. GRADUATE PROFESSIONAL PROFILE

To be admitted to the master’s program, the applicant should have:

1. Candidates will be selected on a competitive basis; and,

2. Other things being equal, females will be given priority.

8.3 Duration of the Program

8.4 Graduation Requirements

The program will be delivered in three modes:

9.4.1 Internal Quality Assurance Mechanisms

9.4.2 External Quality Assurance Mechanisms

No Name of Faculty Specialization Qualification Rank Remark

3 Tadesse Kahsay  Curriculum - BEd. In Lecturer Ph.D

15 Zelalem Teferi  Educational - MA in Lecturer PhD

10.THE MASTER’S THESIS

The thesis will be accepted in the following manners:

1) Thesis is accepted with no change or with some minor changes

The thesis shall be rejected if

11.THE GRADING PRACTICES POLICY

Program Coordinator Office establishment Unit price Total

13.Lists and Distributions of Modules

Module Umbrella Name Module Module Codes Module Credit Points

13.2 Module Breakdown by Year and Semesters

No Module Module Module Year Semester Courses in Modules

5 Research and 04 CMIN I & II II 1. Quantitative Methods in

13.4 Breakdown of modules/courses by year and semester for Summer Program

Name of the Module Courses in Modules Course Course Mode of

Name of the Module Courses in Modules Course Course Delivery

Year III SUMMER IV

13.5 Breakdown of modules/courses by year and semester for Extension Program

Name of the Module Courses in Modules Course Course Delivery

Name of the Module Courses in Modules Course Course Delivery

Name of the Module Courses in Modules Course Course Delivery

YEAR III SEMESTER I&II

Name of the Module Courses in Modules Course Course Delivery

Research and Thesis in Education (CMIN1042)

Detailed Module Activity Plan

I) Tutors’ contact list

II) Administrative Contact list

IV) Theme Map

Quantitative Methods in Education QRME 512 3

Institute of Pedagogical Sciences

1. Agresti, A., & Finlay, B. (2009). Statistical methods for the

Institute of Pedagogical Sciences

 Describe the major types of quantitative research methods

-interactive= 31.75% of the total workload i.e 20 hours/63 ECTS*100

Institute of Pedagogical Sciences

-interactive= 31.75% of the total workload i.e 20 hours/63 ECTS*100

1. Creswell, J.W. (2004). Educational research: Planning,

Institute of Pedagogical Sciences

-interactive= 14.29% of the total workload i.e 6 hours/42 ECTS*100

1. Burns, A. (1999). Collaborative action research for English

Institute of Pedagogical Sciences

h) Excellent Pass: For original work that shows thorough

Detailed Module Activity Plan

I) Tutors’ contact list

Name Department Consultation Hours Role

II) Administrative Contact list

Name Department Role

Module Title Curriculum and Instruction

IV) Theme Map