COLLEGE OF SOCIAL SCIENCES AND HUMANITIES DEPARTMENT OF

GEOGRAPHY AND ENVIRONMENTAL STUDIES

SEMESTER EDUCATIONAL FIELD TRIP PROPOSAL OF SECOND YEAR

STUDENTS TO ETHIOPIAN CAPITAL, ADDIS ABABA

Organized by:
 Sewale Lewoyehu (MA)
Course Titles:
 “ Economic Geography”

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 Table of Contents

Contents Page
Table of Contents.......................................................................................................................................................2
Course Breakdown.....................................................................................................................................................3
COURSE OUTLINE.......................................................................................................................................................4
1. Introduction........................................................................................................................................................8
1.1 Importance of Educational Field trips in Geography and Environmental Studies............................................8
1.2 Objectives of Educational Field Trips..............................................................................................................9
1.3 Why to Take Educational Tour for Economic Geography in Addis Ababa?....................................................10
1. Field Team Members.......................................................................................................................................10
1.1. Instructor Task.........................................................................................................................................11
1.2. Students Duties and Responsibilities........................................................................................................11
2. Technical and Material Requirements..............................................................................................................11
3. Major Themes..................................................................................................................................................11
4. Areas to be visited and observed......................................................................................................................12
5. List of Students that will participate in the field Trip.......................................................................................12
6. Anticipated Outcomes of the Environmental Field Trip...................................................................................13
10. Budget Breakdown.............................................................................................................................................14
10.1. Perdiem.......................................................................................................................................................14
10.3. Contingency budget....................................................................................................................................14
10.4. Budget Summary.........................................................................................................................................14

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 Course Breakdown
Year II Semester I

s/n Course Name Course Year IV Semester I Remark

Code Cr.hr ECTS
1 Introduction to Geographic Thought GeES 2011 3 5
2 Introduction to Computer Applications in GeES GeES 2012 3 5 3(2+1)*
3 Introduction to Climate GeES 2013 3 5 Field Work
4 Geomorphology GeES 2014 3 5 Field Work
5 Economic Geography GeES 2015 3 5 Field Work
Total 15 25

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 COURSE OUTLINE
Course Name: Economic Geography Course Code: GeES 4012
Credit Hours/ ECTS: 3 / 5 Email: sewale05@gmail.com
Pre Requisite Course: None

Course Description

The course Economic geography is aimed at familiarizing students with concepts and theories regarding
to the location and spatial arrangement of economic activities and making analysis in terms of the
interrelationships with the physical and social environment, emphasizing the central role of man as
decision maker in determining the spatial patterns that emerge around his environment. In doing so, the
meaning, scope and approaches of economic geography, economic activities of the world and factors
affecting their distribution will be dealt with. The spatial dimensions of the economic system, hypotheses
and theories relevant to understanding the location of economic activities will also be analyzed.

Course Objectives
At the end of the course students will be able to:
 Differentiate economic geography from economics.
 Analyse the different economic activities as primary, secondary tertiary and quaternary.
 Understand Climate Smart Agriculture and its elements.
 Describe the distribution of various economic activities in the world.
 Evaluate the relevance and criticisms of the various location models to the modern world.
 Analyse the impact of globalization in the world economy (economic interdependence).
Course Contents
1. Introduction
1.1. Defining Terms in Economic Geography
1.1.1. Economics
1.1.2. Economic Geography
1.1. The nature of economic geography
1.2. Themes of economic geography
1.3. Factors of production and their determinants in location and movement
1. Primary Economic Activities
1.1. Hunting and Gathering
1.1.1. Meaning of Hunting and Gathering

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 1.1.2. Types of Hunting and Gathering
1.1.3. Impact of Hunting and Gathering on Environment
1.1.4. Hunting and gathering regions today
1.2. Agriculture
1.2.1. Definition, evolution and classification
1.2.2. Characteristics of agriculture
1.2.3. Agriculture systems of the world
1.2.4. Factors affecting agriculture
1.2.5. Green Revolution and Its Impact on Environment
1.2.6. Theories of Agricultural land uses
1.2.6.1. Von Thunen's Land Use Theory of Agriculture
1.2.6.2. Game Theory
1.2.6.3. Multiple Factor Approach
1.2.7. Climate Smart Agriculture (CSA)
1.2.7.1. Meaning of Climate Smart Agriculture
1.2.7.2. Elements of Climate Smart Agriculture
1.2.7.3. Climate Smart Agriculture in Ethiopia
1.3. Fishery
2.3.1 Fishing activities in the world
2.3.2 Major fishing grounds of the world
2.3.3 Factors affecting fishing activities in the world
1.4. Mining
1.4.1. Importance of minerals
1.4.2. Major types of minerals and their distribution
1.4.3. Mining Processes
1.4.4. Factors affecting mineral exploitation and marketing
1.5. Forestry
1.5.1. Importance of Forest
1.5.2. Timber production activities in the world
1.5.3. Non-timber production activities in the world
1.5.4. Factors affecting forest timber and non-timber production in the world
2. Secondary Economic Activity
2.1. Definition of manufacturing
2.2. Factors influencing industrial location

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 2.3. Industrial location theories
2.3.1. Classical Location Principles
 Alfred Weber's Industrial Location Theory
 August Loch’s Profit Maximization Approach
 Smith's Spatial Margins Approach
2.3.2. Modern Industrial Location Theories
 The Contemporary Behavioral and Structuralism Model
 Median Location Principle (Optional)
 Linear Market Competition Approach in LDC& MDC
2.4. Industrial regions of the world
3. Tertiary Activity
3.1. Trade
3.1.1. Meaning and types of trade
3.1.2. Factors affecting international trade and movement of goods and market
3.1.3. The patterns of trade
3.1.4. Free trade initiatives
3.1.5. Balance of payment/trade
3.2. Transportation
3.2.1. Definition
3.2.2. Roles of transportation
3.3. Tourism
3.3.1. Meaning and Importance of tourism
3.3.2. Factors affecting development of tourism
4. Quaternary
4.1. Knowledge Oriented Economic Sectors
4.2. Media
4.3. Research & Development
4.4. Factors affecting flow of ideas
5. Globalization and Poverty in Developing Countries
5.1. Globalization defined
5.2. The theory of globalization
5.3. Classification of the global economy
5.4. Globalization and the developing countries economy
5.5. Impacts of globalization on the development of developing countries

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 5.6. Poverty Cycle
5.6.1. Vicious Circles of Poverty
5.6.2. Virtuous Circle of Poverty
5.7. Development Policies and Strategies to Alleviate Poverty
5.8. The effect of FDI in Alleviating Poverty
Teaching and Learning Methods
The teaching and learning methods are Lecture, reading assignment, Tutorial, Field report, Classroom
Exercise, and group discussion.
Assessment and Evaluation
Individual or Group assignment…10%
Field report....................................15%
Mid exam ……………………….25%
Comprehensive Final exam ……...50%
References
Ayele kuris (2003), The Ethiopian Economy. Second edition (FBE Library).
Combes P., Mayer T. &Thisse J. (2008) Economic Geography: the integration of Regions and Nations.
Princeton University Press, UK
Donald J. Bowersox, Pat J.Calabro and George D. Wagenheim(1981). Introduction to Transportation:
United States of America.
Early B. Shaw( 1955).World Economic Geography: United states of America
Jean-Paul Rodrigue, Claude comtois and Brian Slack(2006). The Geography of Transport Systems.
London: Routledge Tylor and Francis Group
John W. Alexander and Lay James Gibson (1979). Economic Geography: Second edition: United States
of America.
Prithwish Roy (2007). Economic Geography: A study of resource

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 1. Introduction
Higher education is viewed as a source of great potential for the socio-economic and cultural
development of the country. As the students being the main clients of higher education, they are the
central part of teaching-learning process. Therefore, not only quality of education is required but also
effective and latest means of learning to have a better knowledge and have a command on what they are
studding presently so they will able to apply that knowledge in their future lives also. For this purpose,
different sort of activities like seminars, discussions, presentations, workshops, local conferences,
lectures and educational field trips are essentials to conduct at this level.
The term field trip is usually used when a person or a group of persons undertake tour of places where
they expect change from normal daily life. According to the Youth learn initiative “field trips are great
way to bring excitement and adventure to learning”. A field trip is a wonderful way to extend a learning
experience in such a way that the students are not only understand the concept, but also get experience
how it connects to their real world.
The purpose of the trip is usually observation for education, non-experimental research or to provide
students with experience outside their everyday activities. Field trips give them a chance to get out of the
classroom and experience something new which is necessary for their understanding of what they had
learnt within the class. This allows students to have a real-world experience.
Educational field trips are very important because they are a way to bring the students closer together,
and very helpful for physical fitness of students and it is also a source of entertainment. Educational field
trips are also necessary to provide a future professional and vocational direction. Aggarwal (2003)
describes that educational trips are also helpful for the teachers to clarify, establish, co-relate and
coordinate accurate concepts, interpretations and appreciations and enable to make learning more
concrete, effective, interesting, inspirational, meaningful and vivid. Thus, we can say that educational
field trips are helpful in completing the triangular process of learning that is motivation, clarification and
stimulation.

1.1 Importance of Educational Field trips in Geography and Environmental Studies

“Environmental Education” is the process that provides learners with awareness and knowledge about the
environment (typically including the relationship of humans to the natural world), and fosters the
development of the skills, attitudes and motivations to enable learners to make informed decisions and
take responsible actions that incorporate environmental considerations. Therefore, the ultimate
goal/outcome of environmental education is the creation of environmentally literate citizens.

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Geography is a broad science, which focuses on the spatial distribution of physical and human
phenomenon on the earth’s surface. Thus, students have to be clear about their environment through
classroom discussions and environmental educations.
Accordingly, this educational field trip program is planned by the course instructors of “Economic
Geography” (Mr. Sewale Lewoyehu) for the second year undergraduate program students of the
department of Geography and Environmental Studies (GeES) based on the current MOSHE curriculum.
This is important because solving today’s challenging local and global environmental issues and moving
society towards sustainability cannot rest only with ‘experts’ but will require the support and active
participation of an informed public in their various roles as consumers, voters, employers, business and
community leaders.
1.2 Objectives of Educational Field Trips
Educational Tours for students provide them with an opportunity to collaborate with teachers, and
integrate new perspectives with informal environments to enhance learning initiatives. Among the many
educational tour benefits, skill development is the most important. In order to meet several educational
tour objectives, students need to apply skills, values and general knowledge in new settings. The specific
objectives to be achieved form this field trip are:
1. Effective Learning: Learning is the process of acquiring new knowledge or modifying the
existing knowledge, behaviours, skills, values, or preferences. Learning is more effective when it
comes through experiences, to acquire first-hand knowledge about a different side of living, such
as rural Ethiopia or terrain in the rift valley. Using the knowledge acquired to gain an
understanding of programs, policies, services and procedures that influence ecosystem and
society.
2. Personal Development: Educational Tour offers the perfect informal setup for discussion,
dialogues and experiences, which helps in developing various life-skills, such as team building,
time management etc. to enhance one’s reach and impact in society, to focus on self-awareness in
a personal as well as a professional context, to accept the importance of differences and diversity,
and to be sensitive to every individual, irrespective of the difference in opinions.
3. Deepen Social and Historical Knowledge: Educational tour enrich students to different
lifestyles, places, people and era. When on educational tour students broaden the understanding of
every aspect of the place and its people. Students gain a direct experience which allows teachers
to expand the topic which is not possible during the normal class.
4. Develop Critical Thinking: There are several studies suggest that educational tour stimulates
student’s reasoning skills. In a recent study in University of Arkansas researcher asked twelfth
grade students to write an essay on painting by Bo Bartlett called ” The Box” in Crystal Bridges

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 Museum. Some students were assigned for museum trip by lottery and they showed 9%
improvement in critical thing skills and also the ability to describe the painting.
5. Respect for Culture: When students travel to different geographies, they are exposed to ideas,
customs and social behaviour of other societies. This may be through various experiences like
Homestay Style of Trekking or participating in community work in different geographies. These
activities make students to able to indulge in culturally different situations, and dealing with them
appropriately.
6. Enhances Perspective: To have a better understanding of issues related to socio-economic
factors, poverty, substance abuse, interpersonal relationships, community violence, social
injustice, mental health problems etc.
7. Effective Communication: To develop communication skills to effectively participate in
society’s aspects and contribute for the betterment of individuals. Few other benefits are to focus
on all kinds of practice skills related to the destination for the field trip, to integrate multiple
social work practices and theories to apply general knowledge in different situations. With an
understanding of these educational tour objectives, it becomes easier for students to focus on
learning experiences in field tours. It allows them to have an understanding about the importance
of educational tours and their benefits.

1.3 Why to Take Educational Tour for Economic Geography in Addis Ababa?
As of 2022, Addis Ababa generates 29% of Ethiopia's urban GDP and 20% of national urban
development. Over the last two decades, the city saw rapid socioeconomic changes and physical
transformation. However, the city has experienced problems of infrastructure, transport, services, youth
unemployment and displacement. Ababa is center of economic agglomeration in general and hub of
commerce and manufacturing in particular. The city has been under the influence of globalization on the
economic interdependence and integration with the global economic environment. According to a recent
official statistics from the federal government, Addis Ababa as center of significant economic
diversification some 119,197 people in the city are engaged in trade and commerce; 113,977 in
manufacturing and industry; 80,391 homemakers of a different variety; 71,186 in civil administration;
50,538 in transport and communication; 42,514 in education, health and social services; 32,685 in hotel
and catering services; and 16,602 in agriculture.
1. Field Team Members
 One Instructors
 Twenty nine (29) undergraduate students of GeES
 One bus driver and an assistant

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 1.1. Instructor Task
The teacher should know her expectations and must check out if the place to be visited fulfills her
expectations. Advance preparation of students and establishing a link between the field trip and the
curriculum are the most influential factors in a field trip being educationally effective. Besides, during the
educational field trip instructors will be able to:
 Define Learning Outcome Goals.
 Assessing Student Learning in the Field.
 Preparing to Go in the field
 Select the appropriate field site to meet learning goals.
 Select pedagogical strategies and methods.
 During the field trip: conduct and intervene various thoughts

1.2. Students Duties and Responsibilities

Creating and enhancing environmental awareness, attitude and practice within the local
community and transportation network systems
Organize themselves in groups from three to four to do their group assignments on one of the
researchable themes identified for the trip
Prepare their individual tour diaries of their day to day visits
Prepare data collecting tools and gathering the appropriate data on time
Active participation in the data collection activities, discussions and interviews
Be punctual, programmed and fastidious in their activities
2. Technical and Material Requirements
 Video camera and reflex camera
 GPS to indicate absolute location
 Maps and some reference materials (books)
3. Major Themes
Possible researchable themes will be assigned to each group of students on which they will prepare a
brief report as part of the major one. The major themes are listed below and each group may pick one;
Ï Observe, record and analyze the role of Addis Ababa as a major market in Ethiopia
Ï Observe, record and analyze the role of Addis Ababa as a major industrial location in Ethiopia
Ï Explore economic diversification and efficiency of economic infrastructure in Addis Ababa
Ï Analyze the impacts of globalization on the economic interdependence and integration of Addis
Ababa’s economy and the global economic environment.

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 4. Areas to be visited and observed
Table 1: Tentative time Schedule for the field Trip and description of the areas to be visited and observed
The field trip probably will take about 12-15 days between May 01 and May 15/2023

No Trip origin, routes Duration

and destinations
1 Visit the major
shopping malls in
different corners of the
city
Concerns in the field trip
 Marketing strategies, market organization
5 days  Experience shopping in grand malls
 Conditions of development in the fields of
commerce.

2 Visit the Bole-lemi  Industrial plant

and Akaki industrial  Industrial processing
zones 5 days  Conditions of development in the field manufacturing
 Labor, raw materials and marketing of industrial
economy
3 Visit the transport  Economic diversification
infrustructures, mega  Linkage of economies
constructions,  The impact of constructional investment on the socio-
downtown setup, 5 Days economic life of the people.
Merkato, mass  The problems of movement, labor and industrial
mobility locations.
 Economic factors affecting the areal differentiation
between the downtown and uptown territorial systems

5. List of Students that will participate in the field Trip

No First Name Father Name G. Father Name Sex ID No. Remark
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16

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17
18
19
20
21
22
23
24
25
26
27
28
29
30

6. Anticipated Outcomes of the Environmental Field Trip

After the successful completion of the educational field trip:
The students will get the chance to be acquainted with the real-world and actual situations of the
notion of economic development, industrial location, impacts of globalization on local
economies…
A well-developed field visit document will be prepared by the students about their observations
and the discussed issues in the various sites in close consultation with their instructors which will
be kept in the library or other appropriate reading rooms to serve as the first hand reference
material to plan similar educational field trip in the future.
The instructors will be enthusiastic and innovative teachers in connecting their appreciation of the
natural world to academics and organize their lectures and other active teaching-learning methods
by integrating these issues.
The Students will build up specific critical thinking and relationship skills central to “outdoor
Science” questioning, investigating, forming hypotheses, interpreting data, analyzing, developing
conclusions, and solving problems.
The Students will foster their Leadership Qualities:
 Cooperative learning (i.e., working in teams or with partners)
 Critical thinking and discussion
 Solving real-world problems
 Taking the long-term view
 Promoting actions that serve the larger good
 Connecting with the community
Students become self-directed learners and excited about Learning.

10. Budget Breakdown

10.1. Perdiem
No Name No Perdiem Total Total Perdiem for Total

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 days individuals
1 Students 29 65 15 975 28,275 ETB
2 Teacher 1 724 12 10860 10860 ETB
4 Total - - - 39,135 ETB

10.3. Contingency budget

The contingency budget will be 10 Percent of the total Budget=39,135 x 0.1= 3913.5 ETB

10.4. Budget Summary

No Description Total cost Remark

1 Perdiem 39,135 ETB
2 Contingency 3913.5 ETB
3 Total 43,048.5 ETB

The overall budget of the educational field trip includes accommodations and transport related expenses
and trip materials. The current inflation rate and the subsequent rising cost of hotels, food and bed is
taken in to consideration in calculating the daily expenses. The following materials are also expected to
be fulfilled by the university:
 Accommodations mattress
 T-Shirt and Cape (hut)
 Banners
 Stationary Materials (Notebook, Pen, Pencils etc)
 Transport Related Expenses (a bus with 50 seats, Fuels, Lubricants, Maintenance cost)

References

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Aggarwal, J.C. (2003). “Essentials of educational technology teaching learning.Innovations in
education”, Vikas publishing house pvt Ltd.
Fatima, S. &Nisa, F. (2011). The need and importance of field trips at higher level in karachi, Pakistan.
International Journal of Academic Research in Business and Social SciencesJune(2011) Vol.
2, No. 1.
Isani, Dr. Captain, U.A.G (2003). “Higher education in Pakistan A historical futuristicperspective”,
Roohani art press Islamabad.
Sampath, K. Panneerselvam. A,& Santhanam.S (2006). “Introduction to educationaltechnology”,
Sterling publishers Pvt Ltd.

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