Educational Planning and Management (EDPM)

1. Rational
 
Government policy statements (1994) Education Strategies (1994 and the education sector Development Programs (1997), (2002) and (2005) have all emphasized the need to make educational organization and management professional, participative and decentralized. Practically, however, official reports of the MOE, and Regions and practical observations reveal that schools are managed and Woreda, and Zone educational offices are led by trained personnel. In the management of schools, government efforts to alleviate the problems through the provision of short term courses is one and (fundamental) evidence for the shortage of trained man power in the area. It has become a national consensus that educational organization and management at all levels should be professionalized and empowered.
 
The current National Standards set by the Ministry of Education regarding teacher development, school improvement, and Civic and Ethical Education program reforms have practically revealed the need for personnel who can provide effective leadership by analyzing the interpreting policy strategies, change government plans to actual local and institutional plans and implementation and lead school based initiatives directed toward providing quality education. School reforms can be implemented effectively by trained, competent and ethical teaching and administrative personnel at school, Woreda and Zone levels. On top of this, the effort being made to decentralize and democratize educational management can be realized through competent educational leaders. In addition, the newly established universities and those emerging in the new future need to develop their capacity of quality leadership. This graduate program is believed to have a significant contribution to these directions of development. Thus, launching this program to produce such competent educational planners, managers and leaders is crucial in the process of making educational institutions become change agents to the overall development of the country.
 
2. Objectives of the Program
 
The MA program in Educational Planning and Management is designed to produce higher level professionals equipped with the competence (knowledge and skill) in planning, management and leadership at different levels of the education system.
 
3. Academic Requirements
 
3.1 Admission Requirements
 
The following are application requirements:
 

  • Applicants should have a bachelor’s degree or equivalent, in education or similar fields from a recognized university.
  • Applicants should have at least a CGPA of 2.00 in undergraduate courses from any recognized university.
  • Applicants should have at least one year teaching experience or equivalent professional experiences.
  • Applicants should submit letters of recommendations, two from the their undergraduate instructors testifying their ability to successfully complete the program, and the other from a referee who is familiar with the applicants’ professional work and promise.
  • Applicants should pass entrance exams set by the department.
  • Three official transcripts of the applicant’s academic record from each University attended. The transcripts should be sent directly to the University from the issuing institutions.
  • Applicants should submit the application form of the registrar in three copies. All applicants must complete application form, clearly indicating the department to which they wish to be admitted.
  • Applicants should present a proof of financial support.
  • Applicants should pay an application fee.

 
3.2 Duration of Study
 
The program of study shall normally take two academic years: two Kiremits and two Begas (each Bega from September to June). Each Bega is Divided in to two semesters. The first bega is divided in to two semesters called distance I and distance II and in these two semesters four courses will be offered in distance mode. The second Bega is again divided in to two semesters (distance III & distance IV) and here the course Thesis will be offered. If the student fails to complete the program within this time frame, for accepted reasons by the Faculty Graduate committee may be allowed to continue for one additional year.
 
3.3 Duration of Study
 
The program of study shall normally take two academic years: two Kiremits and two Gegas (each Bega from September to June). Each Bega is divided in to two semesters. The first bega is divided in to two semesters called distance I and distance II and in these two semesters four courses will be offered in distance mode. The second Bega is again divided in to two semesters (distance III & Distance IV) and here the course Thesis will be offered. If the student fails to complete the program within this time frame, for accepted reasons by the Faculty Graduate committee may be allowed to continue for one additional year.
 
 4. Assessment and Evaluation
 
I) For course Work
 

  1. Term papers, assignments, projects
  2. Mid Semester Examination
  3. Final Semester Examination
  4. Seminars

 
II) For Practical Course
 

  1. Laboratory reports/field reports
  2. Practical Examination
  3. Written Examination

 
III) For Thesis, Seminars & Reports presentation
 

  1. Quality & Relevance of paper presented to the development of education sector & to the body of management knowledge in education
  2. Way of presentation.
  3. Defending material presented.

 
 The Master’s Thesis
 

  1. The thesis shall be a specialized study, under the direction of a staff member (advisor), focusing up on topics that are of   particular interest to the student.
  2. The thesis is the partial fulfillment of the requirement of the masters degree program and shall have 6 credits.
  3. The student, in consultation with an advisor, selects a topic for the thesis and shall be approved first by the department then by the faculty Graduate committee.
  4. The submission data of the thesis shall be determined by the department in each academic year. The student must submit 5 copies of the final version of the thesis.
  5. Thesis presentation is open for all interested and chaired by a person appointed by the FGC. During the presentation, the student can use any aid which he/she thinks can help in clarifying the work.
  6. The examining board of the thesis shall constitute the advisor, an external examiner, and a chairperson.
  7. After the defense, the Examining Board decides to either accept or reject the thesis:

 
1. Accepted
 

  1. Thesis is accepted with no change or with some minor changes.
  2. Accepted with modification. The thesis requires substantial changes in content, methodology, data analysis and interpretation, and/or conclusion reached. The Examining Board must indicate what to be changed and the time by which the final change is to be resubmitted.

 
2. Rejected
 
The thesis shall be rejected if
 

  1. The work does not reflect scientific way of treating the problem raised or a thesis that received a grade of “Poor”, or
  2. The work is plagiarized, or
  3. The work is not original and has been already used to receive a degree from any university or college.
  4. A thesis must have an abstract and it should not be more than 500 words

 
 5. Graduation Requirements
 
A student who meets and fulfils at least the minimum requirements laid down in the regulations and whose research, study and examination results are judged to be sufficient merit shall be recommended by the dean of the graduate program, through the office of the Registrar, for approval of graduation and the award of credentials.
 
6. Degree Nomenclature
 
The type of Master of Degree conferred shall be:
 
Master of Arts (M.A) in Educational Planning and Management (የአርትማሰተርስዲግሪበትምህርትእቀድናአመራር)
 
7. Graduates Profile
 
Graduates of the program will have the following competencies.
 

  • Planning and implementing educational programs and activities.
  • Managing educational changes, and educational institutions at diffident government structure (Zones, Woreda, and schools) effectively.
  • Analyzing professionally the policy issue, strategies and translate them to concrete operational and implementation plans.
  • Design, manage and evaluate educational projects and programs for effectiveness through ensuring proper utilization of financial and human resources.
  • Provide leadership at various institutions in the implementation of school improvement and teacher development programs by ensuring the proper systems in place, of motivation, supervision and monitoring.
  • Carry our research activities focusing at solving instructional, organizational and managerial problems that prevail at national, regional and local levels.
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