Addis Ababa University

Curriculum/Program Development Template

College: ________________________________
Department: _____________________________
Program: _________________________________

No. Section Description/Contents Remarks

1 Background Overall contexts of the program - Current state of knowledge
- Disciplinary in the discipline and how it
- Institutional is relevant to global and
- Type of study national developments.
- Level of study - How does it fit with the
vision/mission and goals
of the country and the
University?
- What type and level of the
program?
2 Rationale Justifications - The reasons for launching
- The needs: individual, the program
societal, businesses
- Contributions
- National development
- Knowledge expansion
3 Mission What the program intends to The program’s missions should
accomplish in the long term and address teaching, research and
how, and for whom services specific to the program
4 Objectives Statements of what the program
intends to achieve. These are
indicators of the accomplishment
of its mission
5 Outcomes Specific statements of what the Desired competencies of
students will know, be able to do, graduates of the program in
or value after completing the terms of what they can perform
program and demonstrate
6 Degree Formal name of the degree to be In English and Amharic
Nomenclature awarded
7 Graduates’ Outlines of expected List of what the graduates are
Profile competencies of graduates in capable of doing, knowing and
terms of characteristics, skills, valuing in their respective
knowledge, and attributes that profession (discipline specific
students should possess and competencies) as well as and
demonstrate upon completing generic competencies (21st
their programs. skills) that graduates should
demonstrate in the world of
work
8 Teaching and This has to be developed by Strategies that engage leaners,
Learning considering the program’s demonstrations, project
Methodology outcomes and graduate profiles. methods, presentations, case
study, group work, discussions,
What types of learning problem solving
opportunities will be designed for Team Teaching, cooperative
students to accomplish the learning, practicum,
program’s outcomes and graduate internships, report writing,
profiles? essay writing, book and article
reviews, research activities,
What are the learning and simulations, and other teaching
teaching techniques the discipline and learning techniques that are
or the program employ (globally) employed to achieve the
that needs to be adapted to the program outcomes and have
local program? been employed globally in high
standard programs.
These are diverse set of This should not be mere listing
approaches, techniques and of techniques. They should be
procedures of teaching and employed in the different
learning employed at the program. courses, practicum, research
activities, and other related
components of the program.
9 Teaching Instructional materials, equipment ICT, Websites, local resources
Facilities and facilities available and and sites, labs, workshops,
required to run the program. software, reading materials
10 Assessment Policies and practices based on Quizzes, exams, projects, lab
policies and continuous principles of reports, field work, research
techniques assessment projects, presentations, reports,
How do you ensure that the essays, and others as
students have achieved the appropriate to the program’s
program outcomes and graduates learning outcomes and graduate
profiles? The assessment profiles.
techniques should be aligned with
the learning outcomes and
teaching and learning activities.
Assessment techniques should
also offer students opportunities
to learn. If we ask students to
report case studies, conduct
project work or present a review
on a certain topic or concept,
write a report and present it in
class, the assessment is providing
opportunities to learn and gather
evidence about students’ progress
and performance.
11 Grading Grading scales with ranges and
the corresponding letter grades
12 Admission
Requirements
12. General University or College wide
1 provisions
12. Specific Particular necessities to join the
2 Requirements program and application
procedures
13 Graduation Required courses, grade points
Requirements and other necessities
14 Duration of the Number of years the study
study requires for completion
15 Quality Strategies and methods of How do you ensure the
Assurance monitoring and evaluation of program is preparing
effectiveness of the program to competitive graduates that meet
maintain the educational quality the competencies? This should
of the program. be seen as a process.
Are there internal and external
assessment of students? Are the
students’ opinion about the
program and teaching and
learning process surveyed and
used to inform faculty and
leadership?
Are there department and
college level reviews and
reflections on the programs?
Does the program meet
international standards in terms
of teaching and research
activities?
Quality assurance data can be
gathered with the use of
opinion surveys from
stakeholders, students
satisfaction survey, self-
assessment, research activities,
student engagement in learning,
curriculum review, external
assessment, and accreditation
16 Teaching Staff List of core faculty with areas of Proper professional mix of
specialization and level of qualifications and
qualifications specialization of faculty
members as per AAU
legislation
17 Module and Explanations of representations of
Course Coding the numbers and letters of courses
and modules codes, and status of
the course in the module
(semester and year of offering) in
the program
18 Module List List of core, supportive and Core: Module 01, 02, 03….
common course modules Supportive: 01, 02, 03….
separately Common: 01, 02, 03….
19 Modular Summary table with module
Structure category (core, supportive,
common course, elective), module
name, module competencies, and
module objectives
20 Courses within Tables showing clusters of Hours allotted for lecture,
Modules courses in modules with course tutorial, lab, and home study,
code, title, credit hours and points and credits hours and ECTS are
(Cr Hrs, ECTS), offered as indicated for each course and
parallel or sequential delivery the total for the module
21 Semester Course Sequencing and scheduling of By semester and year with the
Breakdown courses per semester credit hrs, ECTS, and time
allotted for lecture, tutorial, lab
and home study
22 Module Summary tables for each category Module name, module number,
Handbook of modules (Core, elective, module category, module code,
supportive etc.) total ECTS of the module,
module description, module
competency, module
objectives, module delivery,
module duration, teaching-
learning methods, assessment,
courses in the module (course
code, title, ECTS)
23 Course Guide Summary table of course syllabus College/Department, and other
Books details of the course