The Practice of Curriculum Planning in Addis Ababa University: The case of the Department of Business Education

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Addis Ababa University


The purpose of this study is to examine the practice of curriculum planning in Addis Ababa University with a particular emphasis on the Department of Business Education. To that end, the descriptive survey method is employed, in which both qualitative and quantitative techniques were devised. Moreover, a purposive sampling technique was chosen whereby 16 and 36 samples were taken from the total population sizes of 28 and 177, which constitute the Teaching staff and Student cohort, respectively. The findings of this investigation include lack of well documented statement of program objectives, diverging responses among the academic staff with regard to the derivation and formulation of program objectives and subject area contents, the prevalence of lecture type teaching method, curriculum evaluation confined to student exam - not broad enough to serve as a base for program review and development, exam questions requiring the reproduction of lectured materials, the absence of a separate unit/agency to undertake curriculum planning for this level and types of programs, at University and National levels, the absence of explicit inter and intra-institutional links, and the absence of curriculum planning model across the forgoing institutional levels. Based on the forgoing findings, the thesis concludes that the prevailing institutional arrangement has many flaws which impede sustainable program review and development. Moreover, the performances of the undergoing programs cannot be measured in full perspectives as they lack clear and shared educational purposes. Based on these findings and conclusions, it recommends that there must be a central coordinating body at National level entrusted with higher education curriculum planning so that the coordination and integration of manpower requirements of the relevant socioeconomic sectors across the nation and educational efforts at the University and Department levels can be possible. It also proposes for the establishment of separate curriculum planning functions at the University, Faculty, and Department levels. The explanation for this kind of proposition is that such institutional arrangement reduces the possible mismatches between demand for competences and the supply of such competences, when looked at from a national perspective.