Review of Modular Curriculum Programs Harmonized at National Level

Developed by Module National Core Team and HESC Experts

1. Teketel Adane (Hawassa University)
2. Biratu Tollessa (Debre Berhan University)
3. Haftu Hindeya (Bahir Dar University)
4. Bekalu Ferede (Jimma
(Jimma University)
5. Kibrie Tadese (Debre Markos University)
6. Feyera Dinssa (Haramaya University)
7. Asegedech Shawl (HESC)
8. Tesfaye Negewo (HESC)

Review Checklist

Band ____________________________

Program :- VALUE CHAIN

No Criteria Remark
1 Name of the program
2 Background of the program (link with the Ethiopian higher education
vision, mission, goals and values)
3 Rationale for the program
4 Program objectives
5 Resources (Human resources, teaching and learning facilities- lab,
Libraries, workshops, Computer lab etc.)
6 Professional profile
7 Graduate profile
8 Program profile
8.1. Admission requirement
8.2. Duration of study
8.3. Mode of delivery (Mixed, parallel, semester, block )
8.4. Method of teaching (more emphasize to active learning or student
centered)
8.5. Assessment and evaluation mechanisms (continuous assessment
accounts 50% and final exam (summative) 50%, continuous
assessment should comprise at least five (5) different assessment
techniques)

1
No Criteria Remark
8.6. Grading system as per the academic policy
8.7. Graduation requirements
8.8. Degree Nomenclature (In English and Amharic)
8.9. Quality Assurance mechanism (mechanisms in place to ensure the
quality of the program e.g. course evaluation, program evaluation
, exit exams etc )
8.10. Module names and distribution
8.11. Module profile
8.11.1. Module name, code, category, weight (ECTS) MODULE CODES SHOULD BE HYPHENATED(
8.11.2. Module objectives
8.11.3. Module competence
8.11.4. Course name, course code, weight (ECTS) assignment in a
module
8.11.5. Module description (including major topics to be covered)
8.11.6. Mode of delivery
8.11.7. Teaching methods
8.11.8. Assessment techniques
8.11.9. Breakdown/distribution of courses in a module per-semester MISSING. COURSE DISTRIBUTION IS NOT CLEAR. IT
SHOULD NOT BE CONFUSED WITH THE MODULE
DISTRIBUTION
8.12. Course profile (Course guidebook/Syllabus)
8.12.1. Course guidebook prepared for all courses COURSE GUIDE BOOK IS MISSING, IT WAS NOT DONE AS PER
THE NATIONAL MODULAR FORMAT
8.12.2. Background information
8.12.3. Course name, code, weight (ECTS) TIME ALLOCATION SHOULD BE REVISITED, NO MID EXAM
IS NEEDED FOR CIVIC AND ETHICAL EDUCATION
8.12.4. Course description
8.12.5. Course objectives
8.12.6. Student workload INAPPROPRATELY ALLOCATED
8.12.7. Mode of delivery
8.12.8. Outline of contents, teaching methods, suggested reading
materials including page numbers and delivery date in table
form
8.12.9. Assessment techniques (kind of assessment with due date,

2
 competence to be assessed, weight for each assessment in
table form)
No Criteria Remark
8.12.10. Course policy LACKING
8.12.11. Required reference books
8.12.12. Approval section MISSING

Note= for a three years Bachelor program the total ECTS= 180, four years= 240, five years= 300, six years=360

Overall comments on the program:

REVISIT THE CURRICULLAR FOLLOWING THE FORMAT PROVIDED BY THE HESC

_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
____________________________________________________________.

Date ___________________________

Remark:
- In the above checklist meant for review purpose, yellow and red color is used to specify minor and major defects, respectively.
- ‘Yellow’ colour represents the issue is not major so can be corrected and implemented at university level.
- ‘Red’ colour represents the issue is major and therefore needs to be reconsidered at national level before its implementation.

3
4