Journal of Teacher Education and Educators 79

Volume 8, Number 1, 2019, 79-91

Comprehensiveness of Learning Outcomes Formulated in the

Newly Designed Ethiopian Primary School Teacher Education
Courses

( Received November 15, 2018 – Approved, April 5, 2019 )

Melese Negash1
Abstract
This study aimed to analyze the comprehensiveness of learning objectives formulated in the
newly developed primary school teacher education courses in Ethiopia. Data were collected
using documents of 124 course syllabi and questionnaire from 23 teacher educators, and in-
terview with a curriculum consultant. Findings revealed that the three learning outcomes were
not given equal attention by course developers. The cognitive domain was overemphasized,
whereas psychomotor and affective were found to be de-emphasized in the 10 fields of study,
Pedagogical Content Knowledge, Content Knowledge, general education, bridging, practi-
cum and common courses and six departments. Moreover, the learning outcomes formulated
in Civic and Ethical education, Art, Music and Health and Physical Education courses did
not meet expectations. Results also revealed that only 22% of the courses were found to be
comprehensive in their learning objectives. Implications suggest that course and program
developers were not critically concerned about the issue of learning outcome comprehen-
siveness for different reasons such as lack of knowledge, experience, professional concern,
commitment and shortage of time on the part of course designers and absence of close profes-
sional supervision and less attention given for issue on the part of the Ministry of Education.

Keywords: Learning outcomes, Comprehensiveness of learning outcomes, Newly deve-

loped Ethiopian primary school teacher education course syllabi

Introduction
In its modern education system Ethiopia has a number of different curricular
documents. They include primary school teacher education curriculum framework,
general education national curriculum framework, secondary education curriculum,
primary school curriculum, course syllabus and student textbooks. All these curricular
documents are expected to have comprehensive learning outcomes.
This means cognitive, psychomotor and affective learning outcomes are expected
to be treated as much as possible based on the nature of the contents treated (Ministry
Of Education [MOE], 2013). Similarly, Lobo (2013) noted that teachers and those
who work on a curriculum must always put the three domains together for the holistic
development of learners. If this is so, the educational objectives are taken to be com-
prehensive. This should be true at all levels of educational pyramid including teacher
education.

1
Melese Negash, Bahir Dar University. E-mail:-woldienegash@yahoo.com
80 Melese Negash

When we critically analyze 1994 education and training policy and primary school
teacher education curriculum framework of Ethiopia, the learning outcomes stated in
these curricular documents are comprehensive (Federal Democratic Republic Govern-
ment Ethiopia [FDRGE], 1994). This implies that the learning outcomes formulated
at courses level should also be comprehensive, because MOE (2003) noted that edu-
cation and training policy and teacher education curriculum guide lines are the refer-
ences in determining objectives of a program, course objectives and graduate profiles.
If learning outcomes stated in a given curricular document are incomprehensive,
students will not experience holistic development. Sharing this idea, Lobo (2013) and
ITECH (2010) pointed out that holistic development of learners will be achieved if
the three domains work together. Hence, the question of learning outcome compre-
hensiveness is a very critical curricular issue that should be given due attention by the
concerned bodies.
As from 2011, Ethiopian primary school teacher education system curriculum
was revised. Consequently, different curricular documents such as pre-service primary
school teacher education curriculum framework and course syllabi were developed at
a national level. In all these course syllabi learning outcomes are expected to be clearly
indicated for each course comprehensively.
Escobar (2013) noted that balancing cognitive, psychomotor and affective do-
mains is crucial in making education transformative, sustainable and holistic, but that
some curriculum developers and implementers give more emphasis to cognitive, psy-
chomotor or affective aspects. Similarly, Jacobsen, et al. (1989) as cited in MOE (2013)
reported that 80 - 90% of the average elementary and secondary students’ school time
is devoted to the achievement of cognitive domains. Again MOE (2010) noted that
previous Ethiopian schooling curricula were found not to give sufficient emphasis on
affective issues.
Because of the very nature of the contents, it might be necessary to give more
emphasis either for cognitive, affective or psychomotor learning domains in a curricu-
lum. For example, in the Ethiopian Civic and ethical education blue print from the nine
profiles set for 10+3 graduates, 88.89% of them are affective aspects (MOE, 2007).
Rosario (2013) also noted that for character education emphasis could be given for af-
fective domains. On the other hand, Vinson (2014) pointed out that in Art and Music
courses emphasis should be given to psychomotor issues.
Learning outcomes formulated at the curriculum framework level of Ethiopian
teacher education are comprehensive (MOE, 2010). The researcher had the opportu-
nity to evaluate different plans of Begemdir College of Teacher Education (BCTE).
However, in all the evaluated curricular documents, learning outcomes were found not
to be comprehensive. However, regarding course syllabi, the reality might be differ-
ent. Therefore, whether or not the newly developed primary school teacher education
course objectives are comprehensive, and whether the learning outcomes stated in Art,
 Journal of Teacher Education and Educators 81

Music, Civic and ethical education and Physical Education courses are in line with the
very nature of the courses are critical curricular issues that should be addressed via
research. However, to the researcher’s knowledge, there are no local research findings
which show the current reality of these issues. At the time of the present study, the
mentioned courses were to be implemented for the first time at the national level. This
is the motivation behind the current research.
The aims of the current study are threefold. First, to identify which learning do-
mains are emphasized, and which are deemphasized; second, to investigate whether
or not course learning outcome comprehensiveness was a critical professional issue in
developing the new primary school teacher education curriculum; and third, to assess
whether or not Civic and Ethical Education, Art, Music, Health and Physical Educa-
tion course objectives were as they were originally intended.

To reach this aim, the following research questions were developed.

1. Which type of learning outcome domain is overemphasized and
de-emphasized in the newly developed Ethiopian primary school teacher
education courses?
2. Which types and how many of the newly developed Ethiopian primary school
teacher education courses are comprehensive and incomprehensive in their
learning outcomes?
3. Are the learning outcomes stated in the newly developed Ethiopian primary
school teacher education Art, Music, Civic and Ethical Education and Physical
Education courses in line with the nature of the courses?
4. Was learning outcome comprehensiveness a critical issue during the
determination objectives in the newly designed primary school teacher education
courses? If not why?

Method
The study is a descriptive survey type. Regarding sample size and sampling tech-
nique, 124 newly developed major courses, 23 teacher educators from four Amhara
CTEIs (College of Teacher Education Institutions) and one curriculum development
national consultant on the part of MOE were the samples of the study. Comprehen-
sive sampling was used to select sample courses. Among ten Amhara CTEIs, four
were selected purposively since they were found more accessible and convenient to
gather data. From these four purposively selected colleges total of 5 teacher educators,
who participated in developing the courses were selected using convenient sampling.
One curriculum development consultant was selected purposefully for similar reason.
Again 18 teacher educators were randomly selected from Begemdir College of Teach-
er Education because of its access.
82 Melese Negash

Data collection instruments

Document analysis was employed as a main tool to gather the data. Interview
and self-developed questionnaire were also used as a supportive data gathering tools.
The purpose of the questionnaire was to assess teacher educators’ expectation about
the share of the three learning domains in the newly designed primary school teacher
education course objectives whereas the purpose of the interview was to get data about
whether the issue of learning outcome comprehensiveness was the concern of newly
developed primary school teacher education course developer or not.

Data collection procedures

First 124 courses’ syllabi were printed out and were categorized into six themes
based on the national curriculum framework of primary school teacher education.
Next, all of the course objectives were analyzed critically and judged whether they
are cognitive, affective or psychomotor in their very nature by the researcher and 15
purposively selected teacher educators of BCTE. The researcher took feedbacks from
each analyzer and made the final decision for the third time which was taken for analy-
sis.

Data analysis procedures

Data obtained from 124 course syllabi, 23 teacher educators and one curriculum
development consultant were analyzed and interpreted qualitatively and quantitatively
based on their nature. Analysis was made at ten fields of studies, six course thematic
areas, overall curriculum of the program and six departments. In doing so frequency
count, percentage, rank ordering, theme classification and narration were used to ana-
lyze the data.

Results and Discussion

In all course types it is the cognitive learning outcome domains that take the lion
share when compared with psychomotor and affective domains. This implies that cog-
nitive learning outcomes are the most highly emphasized followed by psychomotor
whereas affective domain is the least emphasized. Such results are in harmony with
what MOE (2010), Escobar (2013) and Vinson (2014) reported. However, they are
against what is recommended by (Lobo, 2013) and (Pindog, 2013). Because these
scholars noted that giving more emphasis to a single learning outcome domain is an
issue of compromising the holistic development of learners (see Table 1).
 Journal of Teacher Education and Educators 83

Table
Table 11.
Proportion
Proportion ofofthethe Three
three Learning
learning Outcomes
outcomes Domains
domains in in Different
different course types Course Types
Number Cognitive Affective Psychomotor
Course type of course
objectives n % n % n %
Bridging 115 99 86.07 1 0.87 15 13.04
General education 56 38 67.86 15 26.79 3 5.36
Common 20 17 85 2 10 1 5
English PCK 52 32 61.54 8 15.39 12 20.08
English SMK 41 26 63.41 4 9.76 11 26.83
Mathematics & environmental science
24 20 83.33 1 4.17 3 12.5
PCK
Mathematics & Environmental science
142 99 69.76 12 8.45 31 21.83
SMK
Amharic PCK 17 14 82.35 0 0 3 17.65
Amharic SMK 25 22 88 0 0 3 12
Music PCK 21 8 38.1 5 23.81 8 38.1
Music SMK 43 26 60.47 5 16.28 12 27.91
Health &Physical Education PCK 21 10 47.62 0 0 11 52.38
Health &Physical Education SMK 22 17 77.27 3 13.64 2 9.09
Art PCK 39 15 38.46 11 28.21 13 33.33
Art and SMK 24 9 37.5 6 25 9 37.5
Mathematics PCK 7 7 100 0 0 0 0
Mathematics SMK 54 48 88.89 0 0 6 11.11
Integrated Natural Science PCK 11 8 72.73 0 0 3 27.27
Integrated Natural Science SMK 204 156 76.5 20 9.9 28 13.8
Integrated Social Science PCK 8 6 75 0 0 2 25
Integrated Social Science SMK 46 38 82.61 4 8.70 3 6.52
Civic and Ethical Education PCK 24 20 83.33 4 16.67 0 0
Civic and Ethical Education SMK 1
59 47 79.66 11 18.64 1.7
Total n 1075 782 112 180

The results in Table 1, also revealed that Music, Health and Physical Education,
Art and Civic and Ethical Education courses were found giving more emphasis to
cognitive learning outcome domains which is against their very nature. Hence Music,
Art, Health and Physical Education courses are expected to have learning outcomes
which emphasize psychomotor learning outcome whereas Civic and Ethical Educa-
.
tion courses are expected to have objectives which emphasize on affective domains
because of their very nature.
The results regarding Music, Art, Health and Physical Education course learn-
ing outcome is against what Vinson (2014) suggested. However, all PCK courses of
Health and Physical Education have psychomotor domains, which is pedagogical and
recommendable. Hence in their very nature Physical Education courses are designed
to improve the psychomotor skills of learners. Similarly the results found for civic and
ethical education are against the very nature of the course, what is set in the Ethiopian
civic and ethical education blue print (MOE, 2007) and reported by (Rosario, 2013).
The overall results imply that learning objectives at curriculum level are against with
what is suggested in our education and training policy because the policy gives em-
phasis to affective issues.
84 Melese Negash

100% 0,87
10 13,04 10 12,95
90% 5 24,95 28,57
80% 16,06
3,57 24,55
70% 7,14
60%
Affective
50% psycomotor
85 86,09
40% cognitve
71,43 73,94
30% 62,5 64,29

20%
10%
0%
common General Bridging SMK PCK practicum
education

Figure
Figure 1. Over
1. Over all proportion
all proportion of the
of the three threeoutcomes
learning learninginoutcomes in six course
six course thematic areas

.
thematic areas

Figure 1120disclosed that in all the six thematic areas it is the cognitive domains
0 0 1,21
that got more100emphasis than the 15,63
12,9 7,83 affective
6,98
and
26,69psychomotor
9,3 aspects.
9,26 Such results are
14,92 9,83
in harmony with
80
what MOE
20,48 (2010) & Escobar (2013) reported
14,42 9,26 .Moreover,
18,07 this result
24,9 30,23
is similar with
60
what was obtained from the interview and the questionnaire. Affective
31,25
34,92
learning outcomes
40
are the key
85,71 for the achievement 90,16 of both cognitive and affective
71,69 76,27 81,48 80,73
learning outcomes even though they
62,37 53,13are the least emphasized. However, the overlook-
62,8
20 38,01
ing culture of affective domains in primary school teacher education curricula is an
0
issue of compromising the quality our educational system.

Affective
psychomotor
cognitive

Figure 2. Overall proportion of the three learning outcomes in ten fields of study
 education

Journaloutcomes
Figure 1. Over all proportion of the three learning of TeacherinEducation
six courseand Educators
thematic areas 85

120
0 6,98 0 1,21
12,9 7,83 15,63 26,69 9,3 9,26
100 9,83
14,92 18,07
20,48 14,42 9,26
80 24,9 30,23
31,25
60 34,92
85,71 90,16
40 71,69 76,27 81,48 80,73
62,37 62,8
53,13
20 38,01

Affective
psychomotor
cognitive

Figure 2. Overall proportion of the three learning outcomes in ten fields of study
Figure 2. Overall proportion of the three learning outcomes in ten fields of study

As one can see from the results presented in Figure 2, it is the cognitive learning
domain which gets more emphasis in all the ten fields of study than psychomotor
and affective domains. Hence it accounts for 90.16% and 38.01% of Mathematics &
environmental and Art field of study course objectives respectively. These results are
consistent with what Escobar (2013), MOE (2010), MOE (2013) and Lobo (2013)
have reported. On the other hand if we compare psychomotor and affective domains of
learning it is the psychomotor learning outcome which gets relatively more emphasis
than the affective in all fields of study except Civic and ethical education and inte-
grated social science.
86 Melese Negash

70
60
50
40
30 60
53,33 50
20 44,44
33,33
10 23,08 18,18
9,09
0

Figure
Figure 3. Proportionofofcomprehensive
3. Proportion comprehensive course types
course types

Results
100% presented in
0,91Figure 3 indicate that 6(60%) & 1(9.09% ) of Art and Civic
7,36 10,09 7,9 10,51
& ethical 14,84
90%education courses respectively were 16,04found comprehensive
26,79
but Amharic,
16,23
20,85 &Physical Education 3,86 16,74science related cours-
Mathematics,
80% Health and integrated social
es were found
70% totally incomprehensive . These results5,36
30,48 show that in terms of their com-
60%
prehensiveness Art & civic and ethical education course are the 1st and 8th in rank
50%
respectively. Therefore88,99
course types like Art have best experiences to be scaled up for
81,29
40%
primary school75,8
other course by71,78 teacher education course 72,74
67,86 developers. Affective
30% 51,87
20% Psychomotor
10% cognitive
0%

Figure 4. Over all proportion of the three learning outcomes across six departments
 Journal of Teacher Education and Educators 87

Figure 3. Proportion of comprehensive course types

100% 0,91
7,36 10,09 7,9 10,51
14,84 16,04
90% 26,79
20,85 16,23 3,86 16,74
80%
70% 30,48 5,36
60%
50%
88,99
40% 75,8 81,29
71,78 67,86 72,74
30% Affective
51,87
20% Psychomotor
10% cognitive
0%

Figure
Figure 4. Over
Overallall proportion
proportion of theofthree
thelearning
three learning
outcomesoutcomes across six
across six departments
departments

As indicated in figure 4, the share of the cognitive learning outcome domains in

the overall course objectives of the entire six departments was found greater than the
other two domains. From the data we can also understand that it is the Mathematics
department courses which gave more emphasis to cognitive domains than other de-
partments. Moreover, it is possible to infer that education department courses are in
a better position in addressing affective learning outcomes followed by Aesthetic and
Physical Education. On the other hand Aesthetic and Physical Education department
courses are in better position in addressing psychomotor domains.
88 Melese Negash

affective
113(10.51%)

psychomotor cognitive
180(16.74%) psychomotor
cognitive,
Affective
782(72.74%)

affective
Figure 5. Overall
Figure 5. Overallproportion
proportion ofofthe
113(10.51%) the three
three learning
learning outcomes
outcomes in the analyzed
in the analyzed courses
courses
psychomotor cognitive
180(16.74%)
As shown in figure 5, from the total 1075 course objectives
psychomotorof the newly devel-
cognitive,
oped Ethiopian primary school teacher education,
782(72.74%) the proportion
Affective of cognitive, psycho-
motor and affective learning domains 22% was found 782 (72.74%), 180 (16.74%) and
Comprehenssive
113(10.51%) respectively which is similar to the results searched out across the six
Incomprhenssive
78%
thematic areas and ten fields of study. Therefore it is the cognitive learning domain
which gets more emphasis in the newly developed primary school teacher education
curriculum while less emphasis was given to psychomotor and affective issues. These
Figure
results are 5. Overallwith
consistent proportion
what of the three
(MOE, learning
2010), outcomes
(MOE, in theand
2013) analyzed courses2013) re-
(Escobar,
ported. Figure 6. Over all proportion of comprehensive and incomprehensive courses

22% Comprehenssive
Incomprhenssive
78%

Figure 6. Over all proportion of comprehensive and incomprehensive courses

Figure 6. Over all proportion of comprehensive and incomprehensive courses

Results presented in figure 6 show that from the total 124 analyzed courses,
27(22%) of them are found comprehensive in their learning objectives whereas 97
(78%) of them are incomprehensive. The incomprehensiveness of such significant
number of course objectives might not be really caused by the very nature of the cours-
es but by the lack of professional attention, concern, commitment and knowledge on
the part of the developers. However, from pedagogical and professional point of view
 Journal of Teacher Education and Educators 89

such results are shocking and frustrating. Because in the presence of such significant
de-emphasis for the affective and psychomotor learning outcomes it might be unim-
aginable to ensure the quality of primary school teacher education and in turn that of
primary schooling. Supporting this idea Escobar (2013) reported that overemphasizing
just one domain can be defeating of the very purpose of learning.

Results of interviews
All teacher educator interviewees reported that learning outcome comprehensive-
ness was not a critical agenda in formulating the newly developed primary school
teacher education course objectives on the part of MOE and themselves. Regarding
the overall concern about the comprehensiveness of course objectives the consultant
pointed out that the intention on their part was to make objectives comprehensive but
he believed that they didn’t address their intention explicitly and officially for course
The interviewees
objective formulators. This implies that learning outcome comprehensiveness was not
e intervieweesa critical
also reported
issue inthat among some
determining course
course developers
The
objectives intervieweesthere
on the were
also
part professional
of reported
most dialogues
that among
concerned some
bodies. that coulddev
course in
ats among some
that could course
indicate developers
The their
interviewees
sense of there
also were professional
reported
responsibility that
and among
dialogues some indicate
professionalism
that could course
while developerswerethere
fewsense
their were to address
dialoging
of responsibility and pt
e of professional
responsibility and dialogues that while
professionalism could few indicate
were their sense of responsibility and profes-
g to address their group and individual interest. One ofto the
dialoging interviewee
address their groupcoinedandsuch personalinterest.
individual and group One ino
sionalism while few were dialoging to address their group and individual interest.
ndividual
and groupinterest. One of the interviewee
"ሙያዊ coined such
[Unprofessional senseas
interest
One of theas interviewee ያልሆነcoined
የኮርስ such personal
ወገናዊነት personal andandgroup
groupinterest
interest asof"ሙያዊ
courseያልሆነownership]:”
የኮርስ ወገናዊነት The driv
[Un
ያልሆነThe
hip]:” የኮርስ ወገናዊነት [Unprofessional
[Unprofessional sense
sense ofofcourse
course ownership]:” issueThe driving force for suchownership
driving force for such unethical ownership
ownership]:”could beThe
thedriving offorce
“Cash forcow’’.
such Supporting
unethical this ideacouon
hngunethical unethicalcould
ownership ownership
be thecould
issue be
of the
“Cashissuecow’’.
of “Cash cow’’. Supporting this idea one inter-
this idea one interviewee surprisingly reported that some course developers were not only attacked each
thatoth
viewee surprisingly reported that Supporting some coursethis idea one
developers interviewee
were not onlysurprisingly
attacked each reported so
rprisingly reported
cked each other that
otherideally some
ideallybut course
butalso developers
alsoshowed
showedphysical were
only attacks
physical not
attacks " each
attacked የሀይላንድ otherላስቲክ
ideally but also showed
እስከመወራወር የደረሱ ነበሩ [there attack
physical were
so showedwere
ሩ [there physical
[there attacks
somewere
teacher " educators
some teacherላስቲክ
የሀይላንድ educators
whoእስከመወራወር
thrown
የደረሱ who thrown
[there highland
ነበሩhighland plastic
were some plastic
to each
teacherto each
other]
educators
፡፡” But:who
other]: ”suchthrown
type of ha
ducators But such type of approach is really unethical, non-professional, illogical and even
such type who thrown highland plastic to each other] illogical and even inhuman.
of approach
inhuman. is really unethical, non-professional,
፡፡” But such type of approach is really unethical,Most interviewe
non-profession
unethical, non-professional, thatillogical
Most interviewees and
course reported even that
inhuman.
werecourse
ost interviewees reported designers Most designers
highly concernedwere
interviewees about highly concerned
the issue
reported that about
of content
course coverage,
designers were inclu
high
ourse the
designers issue
were of content
highly coverage,
concerned
coverage, inclusion of courses and credit hourcontentabout inclusion
the issue
assignmentof
of courses and credit
for a inclusion
number of hour assignment for a
coverage, of reasons
courses by andoverlooking
credit hourcourse obj
assignme
number of reasons by overlooking course objective comprehensiveness. Regarding
and credit hour
ing course objective assignment for a number of reasons by
this ideacomprehensiveness.
the consultant arguedRegardingthatoverlooking
though thistheidea the consultant
course
reflectionobjective argued
and that though
comprehensiveness.
of personal group the
interest reflection
Regarding thiso
nsiveness.
he reflection Regarding
was this and
expected
of personal idea the consultant
to happen
group it was not
interest argued
was
though that
asexpected
such sever
the to as the past.
happen
reflection ofitpersonal
was not and as such
groupsever as thewas
interest past.expecte
roup Interviewees believed
interest was expected to happen it was not that the reasons
as assuch for the existence of minimal attention for
the past. sever the past.
the comprehensiveness of course objectives could be lack of knowledge, lack of ex-
periences, shortage of time, low professional sense of responsibility, high concern for
personal and group interest on the part of teacher educators, absence of accountabil-
ity system and absence of close support and professional direction from MOE and
consultants. The reasons could be themed as teacher educator, MOE and consultant
related.
Regarding the support expected from MOE except one of the interviewees others
reported that no professional and close support was provided on the part of MOE in-
90 Melese Negash

cluding the curriculum development consultants in designing course objectives. How-

ever, the consultant disagrees with this idea.

Results obtained from questionnaire

As shown in Table 2, teacher educators expect that in the newly developed prima-
ry school teacher education courses it is the cognitive learning outcome that takes the
high and very high share among the formulated objectives followed by psychomotor
and affective domains respectively .These results are in line with what was obtained
from document analysis and interview..
As reported by most respondents the reasons for the higher proportion of cogni-
tive and lower one of psychomotor and affective domain was that the curriculum
of primary school teacher education course contents mainly focus on subject matter
mastery rather than skill and value development. However, the consultant interviewee
reported that the curriculum framework was designed to achieve the three learning
outcomes simultaneously.

Table 2.
Table 2 Educators’ Expectation About the Proportion of the Three Learning
Teacher
Outcomes
Teacher Educators’ Expectation About the Proportion of the Three Learning Outcomes

Learning very low low high very high

outcome type n % n % n % n %
Cognitive 1 5.56 1 5.56 7 38.89 12 66.67
Psychomotor 2 11.11 4 22.22 4 22.22 4 22.22
Affective 2 11.11 10 55.56 5 27.78 1 5.56

Conclusions
To summarize, ten fields of study, PCK, SMK and six departments’ courses cogni-
tive learning outcomes were the most highly emphasized whereas affective domains
were the least emphasized. Art, Music, Health and Physical Education and Civic and
ethical education courses were not found as they are expected ideally in addressing the
three domains of learning based on their very nature. 60% & 9.09% of Art and Civic
& Ethical Education courses respectively were found comprehensive while Amharic,
Mathematics and integrated social science were found totally incomprehensive. The
Aesthetic and Physical Education department was found relatively more comprehen-
sive than the other departments in its course objectives. 27 (21.77%) and 97 (78.23%)
of the total analyzed courses were found comprehensive and incomprehensive respec-
tively. Learning outcome comprehensiveness was not a critical agenda in formulating
the objectives on the part of the concerned bodies for different reasons like lack of
 Journal of Teacher Education and Educators 91

knowledge, concern, attention, commitment and personal and/or group interest.

Primary school teacher education course syllabi developers should pay due atten-
tion for the comprehensiveness of learning outcomes. Teacher educators need to fill
the learning outcome comprehensiveness gap in preparing and implementing modules.
Mathematics, Physics, Chemistry, Amharic and Health and Physical Education course
curriculum developers should heartily believe that these courses have the potential to
address the affective domain. Primary school teacher educators should develop courses
and syllabi professionally, ethically and with great sense of responsibility by control-
ling their personal and group interest. MOE should be highly concerned about the issue
of primary school teacher education course learning outcome comprehensiveness. It
should also give clear instruction and must have some guide lines and standards about
the formulation of course objectives and closely monitor and evaluate the process of
primary school teacher education course syllabus development but if it fails to do so it
should delegate the responsibility to regional education bureaus. Moreover, it should
give short term training that capacitate the course syllabus development competence
of teacher educators and design accountability system for the problems that happen
during syllabi development.

References
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Lobo, K. (2013). Curriculum development CIT. Retrieved from slucurdevcit1st
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MOE. (2013). Primary School Curriculum and Instruction course module. Unpublis-
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