Ministry of Education

Revised Competency Focus Areas and Core Courses for

Ethiopian Higher Education Institutions’ Exit Examination

Program: - Bachelor of Science in Computer Science and

Engineering

Prepared By:

1. Zeleke Abebaw, Ph.D, Assistant Prof., Addis Ababa Science and Technology
University. Email: zeleke.abebaw@aastu.edu.et
2. Ayenew Yifru, Lecturer, Adama Science and Technology University. Email:
ayuyazi@gmail.com

March, 2024
Addis Ababa, Ethiopia
 Revision History
No Revision History Date
1 First Draft March 2024
2 Revised On
3 Validated On
4 Approved On

i
 Table of Contents
1. Introduction ............................................................................................................................. 1
a. Objectives of the document ................................................................................................. 1
b. Significance of the document............................................................................................... 2
2. Expected Profiles of Graduates ............................................................................................... 2
3. Competencies and Learning Outcomes ................................................................................... 3
3.1. Core Competencies .......................................................................................................... 3
4. Learning Outcomes.................................................................................................................. 4
5. Categorizing Courses into Themes and corresponding Course Lists ...................................... 6
6. Conclusion ............................................................................................................................... 7
Annex: Naming of equivalent courses in the three universities ..................................................... 7
References ....................................................................................................................................... 8

ii
 1. Introduction
In response to the increasing demands for Computer Science and Engineering professionals
within both local and international industries, there is a pressing need to cultivate graduates
who possess the requisite knowledge, skills, and attitude [1, 3]. Consequently, it is imperative
to assess the proficiency of Computer Science and Engineering graduates in alignment with the
identified competencies and focal areas of the curriculum. An essential advantage of evaluating
and certifying graduates based on the competency standards is to instill confidence within
industries regarding the employability and proficiency of graduates [2]. Additionally, such
assessments aim to instigate a culture of diligence among students early in their academic
journey. This approach encourages students to delve deeper into the pertinent skill sets required
by the market within the program.

The purpose of this competency document for Computer Science and Engineering is to establish
a framework for conceptualizing the competency domains that should be covered and evaluated
in future exit examinations [4]. This guideline for the Computer Science and Engineering exit
examinations within Ethiopian higher institutions draws upon the current curricula of
institutions such as Adama Science and Technology University (ASTU) and Bule Hora
University (BHU) and Mekele University (MU). The ultimate goal is to uphold the quality of
the program and its graduates by rigorously evaluating their knowledge, skill, and attitudes,
thereby enhancing the trust of employers within both local and international industries.

Overall, the objectives behind the preparation of Computer Science and Engineering exit
examinations for Ethiopian higher institutions include:

a. Objectives of the document

The national exit exam for Computer Science and Engineering program [5] shall have the
following objectives:

 Cultivate proficient and skillful professionals for both domestic and global employment
opportunities.
 Evaluate students' academic accomplishments across key domains of Computer Science
and Engineering.

1
  Verify the attainment of basic standards of knowledge, attitudes, and practical skills
outlined in the Computer Science and Engineering curriculum's graduate profiles.
 Enhance public reliance and assurance in the Computer Science and Engineering
graduates.
 Guarantee that all undergraduate students meet the essential criteria demanded by the
job market and enhance their employability through the widespread adoption of
competency-based exit examinations at a national level.

b. Significance of the document

A national exit exam play a crucial role in maintaining educational standards, assessing student
learning outcomes, enhancing employability, ensuring accountability, and informing
educational policies.

2. Expected Profiles of Graduates

Students in the department of Computer Science and Engineering are expected to have the
following graduate profiles:

 Understand the principles in computing, engineering, science, and mathematics to address

complex problems.
 Be familiar with computer science theory and computer system development fundamentals
for generating computing solutions.
 Apply principles in designing, implementing, and assessing computing or engineering
solutions to meet specified requirements, while considering various factors such as public
health, safety, and global impacts.
 Be capable in developing and conducting experiments, analyze data, and draw conclusions
using engineering judgments.
 Function effectively in a team, either as a member or a leader, nurturing collaboration,
inclusivity, goal setting, task planning, and objective achievement.
 Enhance legal, ethical, and professional principles governing Science and Engineering
practices.
 Be able to communicate effectively within the computing and engineering community
through research and innovation practices.

2
  Apply new knowledge using appropriate learning strategies as necessary.

3. Competencies and Learning Outcomes

3.1. Core Competencies

In the realization of education and professional development, the cultivation of core

competencies is vital. These competencies encapsulate the essential knowledge, skills, and
attitudes that graduates must possess to thrive in Computer Science and Enginee ring field of
program. In this field of program, the graduate readiness examining the breadth of knowledge,
proficiency in practical skills, and the cultivation of appropriate attitudes includes:

Knowledge

 Understand mathematical foundations, algorithmic principles, and computer science

theory relevant to design and model computer-based systems.
 Use different programming languages and paradigms for solving complex
computational and engineering problems.
 Be able to articulate, design, and execute computer-based systems.
 Understand the general quality attributes and potential trade-offs inherent in computer
system evaluation.
 Recognize potential risks and safety concerns associated with the operation of
computing equipment within specific contexts.
 Create a substantial technical document that describes work and plan of a project.
 Be able to use state-of-the-art techniques, devices, software, security protocols, and
hardware design methodologies.

Skills

 Use effectively tools for software construction and documentation, with a

comprehensive understanding of the problem-solving process.
 Able to use current techniques, skills, and tools for the maintenance and administration
of computer-based systems.
 Use various programming languages and paradigms to solve problems.

3
  Conduct feasibility studies, develop new systems and tools, and generate innovative
ideas in computer system design.
 Design and implement information and knowledge-based systems.
 Administer network and computer system security effectively.
 Demonstrate strong analytical and problem-solving abilities.
 Analyze the extent to which a computer-based system meets the criteria defined for its
current use and future development.
 Deploy appropriate theory, practices, and tools for the specification, design,
implementation, and evaluation of computer-based components and interfacing.

Attitudes

 Understand and follow professional, societal, and ethical implications of utilizing

computer technology.
 Manage projects and resources in a cost-effective manner.

 Adhere to both national and international standards and regulations.

 Adhere to safety protocols and procedures for preventing occupational hazards.

 Demonstrate the ability to collaborate within a team as well as work independently.

 Take ownership and accountability for one's actions and outcomes.

 Commit to lifelong learning to enhance skills and explore new domains.

4. Learning Outcomes
Learning outcomes serve as guiding principles in education, illuminating the knowledge, skills,
and attitudes that students are expected to acquire throughout their academic journey. As the
foundation upon which curricula are built and assessments are designed, learning outcomes
provide a roadmap for both educators and learners, outlining the destination of the educational
voyage. The following list depicts the learning outcomes for Computer Science and Engineering
program:

 Understand basic programming concepts such as variables, control structures, and

functions.

4
 Explain the meaning and significance of key concepts and theories in computer science
and engineering.
 Breakdown complex problems into smaller components and analyze their relationships.
 Apply basic algorithms and problem-solving techniques to solve different computational
and complex problems.
 Utilize programming languages and tools to implement solutions to given computational
problems.
 Evaluate the efficiency and effectiveness of algorithms and data structures in solving
problems.
 Assess the strengths and weaknesses of different approaches to solve computational
problems critically.
 Compare and contrast various software development methodologies and their suitability.
 Design and implement system architectures that meet specified requirements and
constraints.
 Develop detailed plans and specifications for implementing software and hardware
solutions, considering factors such as scalability, performance, and security.
 Design and implement digital circuits using hardware description languages.
 Implement software systems based on design specifications using state-of-the-art
programming languages and tools.
 Identify emerging trends and technologies in Computer Science and Engineering.
 Explore and experiment with new ideas and approaches for solving complex computational
problems.
 Design and implement AI-based solutions for on-going societal problems using supervised
and unsupervised machine learning algorithms.
 Implement security measures such as authentication, access control, encryption, and
intrusion detection and prevention measures for potential cyber security incidents.
 Design and implement distributed algorithms and protocols for communication.
 Design and implement lexical analysis, parsing, semantic analysis, and code generation
phases in compiler design.
 Assess, evaluate and mitigate security risks in physical and virtual networked
environments.

5
 5. Categorizing Courses into Themes and corresponding Course
Lists
To identify the focus area and competency boundaries, the courses are categorized into six themes.
These themes are:

 Programming and Algorithms

 System Development
 Computer Architecture and OS
 Computer Networking and Security
 Compiler and Complexity and
 Intelligent Systems

These themes are depicted in the following table.

Table 1: Courses organized into themes

Theme Courses Credit Theme

Hr. Credit HR
Programming and Fundamentals of Programming 3 9
Algorithms Data Structures & Algorithms 31
Object Oriented Programming 3
System Development Database Systems 4 7
Fundamentals of Software 3
Engineering
Computer Microcomputer & Interfacing 3 13
Architecture and OS Operating Systems 3
Digital Logic Design 4
Computer Architecture & 3
Organization
Computer Data Communication and 4 10
Networking and Computer Networks
Security Computer Systems Security 3
Distributed Systems 3
Compiler and Compiler Design 3 3
Complexity
Intelligent Systems Introduction to Artificial 3 3
Intelligence
Total 45 45
1
For some courses the team has calculated the average credit hours of courses delivered in different credit hours
among the three universities (ASTU, BHU and MU).

6
 6. Conclusion

It is evident that evaluating graduates based on the essential knowledge, skills and attitudes
outlined in the curriculum of Computer Science and Engineering, and aligned with industry
demands is crucial for boosting employers' confidence in their capabilities. In this regard, there
is a growing need for a guideline to develop a comprehensive exit examination that can
effectively assess the key focus areas of Computer Science and Engineering program. With this
objective in mind, this competency document has been developed to emphasize the core
competency domains of the Computer Science and Engineering curriculums of ASTU, BHU
and MU. Additionally, the preparation of this document takes into consideration the anticipated
market demands for Computer Science and Engineering professionals in both local and
international industries. Its purpose is to gauge graduates' knowledge, skills, and attitudes in
alignment with these demands.

Annex: Naming of equivalent courses in the three universities

List of selected courses for Exit Exam from the three universities
No ASTU BHU MU
1 Fundamentals of Programming C++ Programming Programming in C
2 Data Structures & Algorithms Data structures and Algorithm Data Structures
Design
3 Object Oriented Programming Basic Java Programming OOP with C++
4 Database Systems Fundamentals of Database Database Management
Management Systems
Systems
5 Digital Logic Design Digital Logic Design Digital Logic Design
6 Computer Architecture & Computer Architecture & Computer Architecture &
Organization Organization Organization
7 Data Communication and Data Communications and Data Communications,
Computer Networks
Computer Networks Computer Networks

7
8 Fundamentals of Software Software Engineering Software Engineering
Engineering
9 Introduction to Artificial Artificial Intelligence and Artificial Intelligence
Machine Learning
Intelligence
10 Operating Systems Operating Systems Operating Systems
11 Computer Systems Security Cryptography and Network Cryptography and Network
Systems
Security
12 Distributed Systems Distributed Systems Distributed Systems
13 Microcomputer & Interfacing Microprocessors and Microprocessors,
Microcontrollers
Microcontrollers
14 Compiler Design Compiler Design Compiler Design

References
[1] Henri, Maria, Michael D. Johnson, and Bimal Nepal. "A review of competency‐based
learning: Tools, assessments, and recommendations." Journal of engineering education
106.4 (2017): 607-638.
[2] Voorhees, Richard A. "Competency‐Based learning models: A necessary future." New
directions for institutional research 2001.110 (2001): 5-13.
[3] Anderson, L.W. et al., A taxonomy for learning, teaching, and assessing: A revision of
Bloom’s taxonomy of educational objectives, abridged edition, (White Plains, NY
Longman, 2001).
[4] Clear, Alison, et al. "Designing computer science competency statements: A process and
curriculum model for the 21st century." Proceedings of the working group reports on
innovation and technology in computer science education. 2020. 211-246.
[5] Sabin, Mihaela, Hala Alrumaih, and John Impagliazzo. "A competency-based approach
toward curricular guidelines for information technology education." 2018 IEEE Global
Engineering Education Conference (EDUCON). IEEE, 2018.