Haramaya University Educational Planning and Management

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Haramaya University Educational Planning and Management Department

Haramaya University Educational Planning and Management – Check Below:
DEPARTMENT OF EDUCATIONAL PLANNING AND MANAGEMENT
Educational Planning and Management is one of the departments in College of Education and Behavioral Sciences, Haramaya University. It was established as a department in 2013 by separating from Pedagogy Department. Currently, the department runs about three postgraduate programs and one undergraduate program in Regular, Summer and CEP.
The lists of programs are:

  1. Bachelor of Arts Degree in Educational Planning and Management       (BA in EdPM)
  2. Masters of Arts Degree in Educational Leadership                               (MA in EdL.)
  3. Masters of Arts Degree in Educational Leadership and Management     (MA in EdLM)
  4. Postgraduate Diploma in School Leadership                                     (PGDSL)

The department has 2 Associate Professor, 4 Assistant Professor and 7 Lecturer as well as one Assistant Lecture. The department is working hard to pro engaged in promoting research work and provision of community services.
1. Back ground of the programs
The swift changes in science and technology, the development of competitive global market, the new moves toward knowledge production, knowledge transfer as well as the desire for economic growth and development have been escalating from time to time. This in turn calls for innovative and dynamic leadership both at national and international levels. Education as part of the entire system of any economy exists at the heart of such vigour and continuous changes which indeed calls for reactive and proactive educational leaders and managers. To this effect, countries (both developed and developing) have started to provide outstanding considerations to the importance of enhanced educational planning, management and leadership. These attempts have been manifested through policy reforms, organizational restructurings and the move towards decentralized educational management. In connection to this the Education and Training Policy of Ethiopia Article 3.8.3 (TGE, 1994) clearly stated that “Educational management will be democratic, professional, coordinated, efficient and effective…”
The new Education and Training Policy was introduced and consequently educational organizations and management were restructured. Consequently, the restructuring and decentralization of educational management which paid due attention to the respective Regional States with privileged attentions to the district echelons have been in place to create good governance and leadership at all levels of the systems in general and the local echelons in particular. As a result, significant successes have been achieved. In spite of such considerable achievements, reform efforts have never been without challenges as educational decentralization is commonly followed by sweeping structural changes which have their own dynamics and in education this goes deeper and wider than in all other sectors. Among these, insufficient capacities (qualification, experience and skills- conceptual, human relation and technical) of educational planners and managers were found to be among the major challenges confronted by the various echelons of the system (Central, Regional, Woreda and School). Owing to this, the education system of the country demands more well qualified educational planners and managers to fill the gaps at all levels of the education system.
2. Rationale for the Programs
The Federal Democratic Republic of Ethiopia has already launched Growth & Transformation Plan (GTP) which is intended to put the country in middle income status. The GTP as well as the Education Sector Development Plan (ESDP), gives due emphasis to, quality, equity, efficiency & access of education by focusing science & technology education. The Ethiopian higher education strategy also focuses on relating higher education with the need of the country’s labor market.
 
To this effect, the program of Educational Planning and Management, Educational Leadership, Educational Leadership and Management, and Postgraduate Diploma in School Leadership are believed to contribute a lot in training qualified educational leaders at different echelons of the sector, particularly at primary schools, secondary schools and higher educational institutions of Ethiopia. The graduates are expected to contribute a lot in improving the quality of education through effective leadership and management.
3. BACHELOR OF ARTS DEGREE IN EDUCATIONAL PLANNING AND MANAGEMENT
3.1. Program Objectives
To produce competent educational planners and managers that can handle leadership responsibilities under the context of changing environment and decentralized educational system.
3.1.1. General Objectives
Essentially, the general objective of this program is to produce educational leaders and researchers who can address educational demands and challenges through critical analysis of educational institutions’ environment (political, economic, socio-cultural, and technological). Moreover, the program is aimed to produce democratic, visionary, innovative, change oriented and professionally committed educational planners and managers that can hold leadership responsibilities under decentralized educational contexts.
3.1.2. Specific Objectives of the Program
The specific objectives of the Bachelor of Art Degree Program in Educational Planning and Management include:

  1. Produce educational planners, managers and supervisors who are well informed of the national and regional constitutions, thereby assume leadership positions and responsibilities
  2. Produce educational planners and mangers that can generate, manage and utilize educational resources effectively and efficiently
  3. Produce educational planners and mangers who can initiate educational changes, innovations and developments by addressing local and regional needs and realities.
  4. Produce educational planners and mangers that can mobilize and involve the local communities and thereby strengthen the school and community relationship.
  5. Produce educational planners and mangers who are capable of solving educational problems by applying skills of educational research
  6. Produce educational Leaders who lead all activities in educational organizations towards the realization of organizational vision and mission.

3.2. Professional profile
The graduate of students in Educational Planning & Management will be able to:

  1. Understand and apply constitutional provisions, educational policies and strategies and related legislations in the management of education.
  2. Provide professional support (serve as supervisors) to teachers in the areas of instruction, curriculum development and professional development in order to improve the success of students.
  3. Apply and manage policies and guidelines relevant to human and other resources utilization.
  4. Undertake action and basic research to improve their professional competence and solve educational management problems.
  5. Assess ,control and assure quality of education at varies level
  6. Apply best educational practices in the local context
  7. Plays vital role in the development process of the society
  8. Develop, manage and evaluate educational plans, programs and projects.
  9. Initiate and manage educational innovations and changes.
  10. Conduct educational research & apply it to educational context

 
3.3. Graduates’ Profile
The department of Educational Planning and Management runs the Bachelor of Arts Degree Program to produce professionals and meet the manpower needs of the education sector in the area. This program is designed to professionalize educational planners and Managers that can handle Leadership responsibilities in a decentralized system of educational organization and management as stipulated in the Education and training policy.
Specifically, graduates of Educational Planning and Management program will have the following competencies:

  • Understand and apply constitutional provisions, educational policies and strategies and related legislations in the management of education.
  • Effectively implement educational programs (e.g., SIP, CPD, ICT, etc.) and policies introduced by the Ministry of Education.
  • Apply different management tools and skills pertinent to the organizational and environmental context and ensure organizational success.
  • Providing educational leadership that fits to situational and organizational realities or that enables organizations be transformed.
  • Mobilize and promote higher level community participation in the management of education.
  • Integrate and effectively manage technology use in education and in the management of education.
  • Exercise effective instructional leadership and enhance the achievement of students.
  • Provide professional support (serve as supervisors) to teachers in the areas of instruction, curriculum development and professional development in order to improve the success of students.
  • Effectively and efficiently manage the physical, material, financial, information resources for successful accomplishment of organizational goals.

 3.4. Program Profile
3.4.1 Admission Requirements
Applicants for admission to the Bachelor’s degree program in educational planning and management must satisfy the following criteria:

  1. Pass mark in the EHEECE set for degree admission in that year. OR
  2. Have a diploma in educational management or related teaching subjects with a minimum cumulative grade point average (CGPA) of 2:00 at graduation from an accredited Teacher training institution. Teaching or administrative experiences in educational establishments will be an advantage to get admission to the program

3.4.2 Duration of the Study
The program is organized to be completed in:

  • Three years in the regular program
  • Five years in the summer program

3.4.3 Mode of delivery: mixed, parallel semester based , block
3.4.4. Assessment & Evaluation:
Minimum of 50% continuous assessment which may include

  • Group work
  • Individual assignment
  • Test
  • Presentation

• Project work
• Practical attachment
• Final Exam which accounts 50 % or less
3.5. Grading policy: Fixed Grading Policy
3. 6. Graduation Requirements
In order to be graduated students should successfully finish all the designed courses. Moreover, the candidate is required to obtain:

  1. CGPA of at least 2.00 at graduation.
  2. A student should take a total of 180 EtCTS
  3. No “F” grade in any course

3.7 Degree nomenclature
The degree conferred shall be Bachelor of Arts (B.A.) Degree in Educational Planning and Management ‘የአርትባችለርዲግሪበትምህርትእቅድናሥራአመራር’
3.8 Quality Assurance Mechanism

  • The curriculum needs to be reviewed at end every three years (Cohort of students )
  • Exit interview or exam
  • Program evaluation both by internal & external assessors

4. MASTER OF ARTS DEGREE IN EDUCATIONAL LEADERSHIP
4.1. Program Objectives
The primary objectives of the Master’s Degree in Educational Leadership are to produce:

  • School Principals and supervisors who can play a leading role in providing, maintaining and supporting quality education
  • Educational leaders who can effectively lead educational institutions at different levels;
  • Educational managers who can effectively manage changes and diversities in educational system;
  • Experts who can democratically communicate with all the stakeholders of educational institutions.

4.2. Graduate Profiles
After success completion of the program, the graduates of the Master’s Degree in Educational Leadership will be able to:

  •  Plan, organize, lead and control educational activities at different echelons;
  • Utilize/mobilize resources necessary for education sector development;
  • Conduct researches and encourage research works in educational institutions;
  •  Assess/evaluate school improvement programs;
  •  Promote and facilitate school community partnership;
  •  Promote democratic culture in educational institutions;
  •  Manage diversities and challenges in educational institutions;
  •   Manage information flows and communication among different stakeholders; Supervise and provide direct assistance to teachers; and
  •  Develop, manage and evaluate projects and programs

4.3. Admission Requirements
To be admitted to the masters program, the applicant should have:

  1. First degree from a recognized university
  2. Taken pedagogical/professional courses during undergraduate/ post graduate Certificate in teaching
  3. At least a CGPA of 2.00 in the undergraduate study,
  4. At least two years teaching experiences or working in education sector at different position.
  5. Fulfill other university wide requirements.

NB: 1. Candidates will be selected on a competitive basis; and,
2. Other things being equal, females will be given priority.
4.4. Duration of the Study
The duration for the program shall normally take two-year full time regular study. When this program is offered through extension, summer and distance combination, it will take three years.
4.5. Modes of Delivery
The program will be delivered in three modes:

  1. Regular program
  2. Extension/Evening program
  3. Summer face to face and distance program supported with learning modules and intensive tutorials by the course instructors at selected tutorial centre’s at least twice in a semester,

4.6. Graduation Requirements
a)      Earn a total of 32 credit hours (26 credit hours in the course work and 6 credit hours in the thesis work)
b)      It Pass in all courses and obtain a minimum of CGPA 3.00 for the course work.
c)      Complete and successfully defend thesis work.
d)     Satisfy other university wide requirements.
4.7. Degree Nomenclature (For MA in EdL and MA in EdLM)

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