Identified Competencies, BA in Geography and Environmental Studies.docx

**Ministry of Education** **Identified Competency Focus Areas and Core Courses for Ethiopian Higher Education Institutions' Exit Examination** **Program: - BA in Geography and Environmental Studies** **Gebremaryam Araya/ Hawassa University/** July 2022 Addis Ababa Ethiopia Acknowledgement Con...

**Ministry of Education** **Identified Competency Focus Areas and Core Courses for Ethiopian Higher Education Institutions' Exit Examination** **Program: - BA in Geography and Environmental Studies** **Gebremaryam Araya/ Hawassa University/** July 2022 Addis Ababa Ethiopia Acknowledgement Contents Page {#contents-page.TOCHeading} ============= Acknowledgements..................................................................................................i [1. Introduction 4](#introduction) [1.1. Brief Nature of the Program and Related Challenges 4](#brief-nature-of-the-program-and-related-challenges) [1.2. Vision, Mission, Values, and Goals of the Program 6](#vision-mission-values-and-goals-of-the-program) [1.2.1. Vision of the Program 6](#vision-of-the-program) [1.2.2. Mission 6](#mission) [1.2.3. Values 7](#values) [1.2.4. Goals 7](#goals) [2. Expected Professional and Graduate Profiles 8](#expected-professional-and-graduate-profile) [2.1 Professional Profile 8](#professional-profile) [2.2. Graduate Profile 8](#_Toc109117780) [5.1. Conclusion 12](#_Toc109117781) [5.2. Recommendations 12](#section-1) 3\. Competencies and Learning Outcome.........................................................................94. Expected Competencies and Courses to be included in the Exam.........................................105. Conclusion and Recommendation.............................................................................12 1. Introduction ============ 1. Brief Nature of the Program and Related Challenges -------------------------------------------------- Geography has been broadly accepted as a bridge discipline between human and physical sciences. In the beginning, Geography focused on the physical aspects of the earth, however, modern Geography is an all- encompassing discipline that seeks to understand the earth and all of its human and natural processes as integrating elements. Geography has emerged through time as a trans-disciplinary subject integrating the regional diversity with the concepts of the timing of space and the spacing of time. Attributed to advancement of technology and newly emerging issues in the field of geography, the program is becoming wider in scope. Geography as a field of study is composed of two main branches: Human Geography and Physical Geography. Apart from the two main branches, it is also composed of technical/skill based courses, which include Geo-information sciences, Cartography, Map Reading, and Surveying. Environmental issues such as climate change; desertification & global warming, and environmental degradation are important issues of these days. Globalization in its environmental, cultural and economic perspectives is a recent and important development. As stated above, Geography is concerned with the spatial dimension of Geographic Phenomena and interconnection of humans and environment. Studying Geography is nurturing sensitivity for our neighbors, society and the world. It also enables us to understand the spatial pattern, to adopt and manipulate physical environment with wise decisions and to solve geographical problems in daily lives. Vision, Mission, Values, and Goals of the Program ------------------------------------------------- ### 1.2.1. Vision of the Program The vision of the Ethiopian government in the area of education in higher institution is to attain quality education and training system which assures at producing competent citizens. In line with this, the Department of Geography and Environmental Studies is to be a center of academic excellence in the field of Geography and Environmental Studies through innovative teaching of recent perspective of Geography and enhance awareness of the earth as a living planet with reference to human-environment interaction and resulting physical and human phenomena and their spatial variation amongst students of the discipline and allied sciences. ### 1.2.2. Mission - Implementation of the New Education and training Policy of the Country which demands academically qualified professional for the undergraduate educational program. - Producing academically qualified experts who can work research and community based activity on geographically diverse areas of the country. - Expanding the geographic research horizons and to effectively integrate it with the national planning and development; - Implementation of Ethiopia's short and long socio-economic development plans by producing the necessary skilled manpower in both quality and quantity for the country's development. - Enhancing the quality of geographical education for broader applications and its implementation for the resolution of human problems; ### 1.2.3. Values - **Excellence in Education** -- Offer a rigorous, high-quality education to all students and make a continuous and concerted effort to develop its academic and research programs to the center of excellence. - **Quality-** Exert a continuous effort to deliver highest standard academic and community services. - **Student Success** -- Place learner needs at the center of our academic service programs - **Diversity** -- Achieve multicultural understanding as a priority of educational and civic life - **Integrity** -- Operate with fairness, honesty, and the highest ethical standards to sustain a student and community of trust in its academic and public services. - **Relevance-** Give a considerable attention to make sure that all academic and research activities are oriented to meet the needs of all stakeholders in particular and the development of the society in general. - **Innovation- S**trives to advance innovativeness among the academic community and students. - **Democracy and transparency- P**romotes principles of democratic values and transparency in its academic and administrative systems. - **Academic freedom-** the programme adheres to principles of academic freedom in an effort to advance academic wisdom and create an environment for free discussion and dissemination of ideas and research findings. - **Participatory-** the programme encourages and creates a system for the active involvement of all stakeholders in all its undertakings and decision-makings. - **Equity**- the programme promotes; affirmative action to encourage female participation both students and staff. social inclusiveness to disabled students, staff and community members social justice to initially disadvantaged regions and ethnic groups - **Accountability-** the programme promotes accountability at individual and institutional levels with full answerability to the public and the University community. ### 1.2.4. Goals - Impart current knowledge and practical skills to Geography graduates through theory, practices and field exercises; - Prepare qualified professionals who engage in local, national, and global issues; - Provide relevant, up-to-date, and integrated theoretical and practical skills that can be applied to solving community issues and problems; - Integrate the curriculum with marketplace and societal needs and to prepare students for careers in the public and private sectors or for advanced graduate study; - Provide optimum community service; - Conducts high quality research on relevant issues; - Conducts high quality professional training; and - Instill in students ethical and moral values related to citizenship and community. **2. Expected Professional and Graduate** Profile ------------------------------------------------- 2. Professional Profile ----------------------- - Design and implement socio-economic development policy - Advise and implement on environmental and development related issues in government, community based institutions, commercial enterprises and non-government organizations; - Work as self-employed in various areas of development endeavors; - Manage natural resources and participate in land rehabilitation - Plan in various transport facilities - Solve problems related to climate and environmental hazards - Consult on livelihood and food security issue - Make and interpret maps, aerial photos and satellite imageries - Provide geo-spatial analysis service - Interpret the link between environment, development and population dynamics; - Provide consultancy service in solving resource based and boundary conflicts; - Analyze rural-urban linkages. 2. **Expected profile of graduates** - Demonstrate knowledge and understanding of spatio-temporal distributions in both physical and human phenomena, and use geographic and environment perspectives to evaluate, make decisions about, and report on issues, processes, and events - Identify, collect and compile information through archives, field survey; aerial photographs and remotely sensed data to alleviate spatio-temporal problems of physical & human environment and develop potentialities, - Use different theories and models to understand and explain spatio-temporal processes, trends and patterns related to human and physical environment; and actively participate in food security and livelihood related research undertakings - Apply modern tools and techniques like GIS, surveying and remote sensing to generate, organize, and analyses Geo-data for Spatial Decision Support system and sustainable development - Conduct researches, which are beneficial to society and present the result of their findings in clear and coherent manner; - Appreciate the natural environment, work on resources and environmental degradation, pollution and population explosion, which are global issues of today's - Involve as an expert in terrain analysis, land use planning and administration - Have basic understanding on fundamental national issues and sustainable development. 3. Competencies and Learning Outcome 1. To produce all rounded professionals capable of - Understanding the facts and patterns of Spatio-temporal processes and possibilities of human and physical phenomena and their interactions - Identifying and solving Spatio-temporal problems of the physical and human environment - Comprehending the risks, potentials, and prospects of the country's environment in isolation as well as in global perspective - Generating, analyzing, and presenting Spatio-temporal data of physical and human environment using different scientific procedures, models, tools, and techniques - Demonstrating confidence and conviction that enable them to become positive role models to society, committed to change and development 2. Participating in community development by: - Providing various kinds of professional trainings to the community - Awakening the general public of environmental problems, their causes, consequences and mobilize the public for positive actions - Providing professional consultancy services with a view to accelerate environmental, social and economic developments 3. Conduct research in different areas (environment, development, society, economy, etc.,) that would help in solving societies' problems and disseminate results thereof. 4. Establish a system and culture of provision of continuous training, consultancy services and conducting research 5. Enhance customer satisfaction with departmental services by devising sound system. 4. Expected Competencies and Courses to be included in the Exam As mentioned in the introduction part, Geography and Environmental Studies is an interdisciplinary which has more thirty core courses. Since the exit exam will consisted of a maximum of 15 courses, it is challenging to identify and select it from this broad discipline. With this challenge and subjectivity the following courses are selected and categorized on the major branches of the field. As stated before, this an initial draft document which will be enriched by all actors. Table 1: Association among Expected Competencies and Course to be Included in the Exam +-------------+-------------+-------------+-------------+-------------+ | A. **Compe | | | | | | tencies | | | | | | Correla | | | | | | ted | | | | | | with** | | | | | +=============+=============+=============+=============+=============+ | | **No** | **Number of | | | | | | Courses to | | | | | | be Included | | | | | | for Exit | | | | | | Exam** | | | +-------------+-------------+-------------+-------------+-------------+ | 1 | To produce | 1 | | | | | all rounded | | | | | | professiona | | | | | | ls | | | | | | capable of: | | | | | | | | | | | | - Underst | | | | | | anding | | | | | | the | | | | | | facts | | | | | | and | | | | | | pattern | | | | | | s | | | | | | of | | | | | | Spatio- | | | | | | temporal | | | | | | process | | | | | | es | | | | | | and | | | | | | possibi | | | | | | lities | | | | | | of | | | | | | human | | | | | | and | | | | | | physica | | | | | | l | | | | | | phenome | | | | | | na | | | | | | and | | | | | | their | | | | | | interac | | | | | | tions | | | | | | | | | | | | - Compreh | | | | | | ending | | | | | | the | | | | | | risks, | | | | | | potenti | | | | | | als, | | | | | | and | | | | | | prospec | | | | | | ts | | | | | | of the | | | | | | country | | | | | | 's | | | | | | environ | | | | | | ment | | | | | | in | | | | | | isolati | | | | | | on | | | | | | as well | | | | | | as in | | | | | | global | | | | | | perspec | | | | | | tive | | | | +-------------+-------------+-------------+-------------+-------------+ | | | 2 | Geomorpholo | | | | | | gy | | +-------------+-------------+-------------+-------------+-------------+ | | - Involve | 3 | Terrain | | | | as an | | Analysis, | | | | expert | | Land Use | | | | in | | | | | | terrain | | | | | | analysi | | | | | | s, | | | | | | land | | | | | | use | | | | | | plannin | | | | | | g | | | | | | and | | | | | | adminis | | | | | | tration | | | | +-------------+-------------+-------------+-------------+-------------+ | | Participati | 4 | Geography | | | | ng | | of Natural | | | | in resource | | Resources | | | | management | | | | | | and | | Analysis & | | | | community | | Management | | | | development | | | | | | by: | | | | | | | | | | | | - Providi | | | | | | ng | | | | | | various | | | | | | kinds | | | | | | of | | | | | | profess | | | | | | ional | | | | | | trainin | | | | | | gs | | | | | | to the | | | | | | communi | | | | | | ty | | | | | | | | | | | | - Identif | | | | | | ying | | | | | | and | | | | | | solving | | | | | | Spatio- | | | | | | temporal | | | | | | problem | | | | | | s | | | | | | of the | | | | | | physica | | | | | | l | | | | | | and | | | | | | human | | | | | | environ | | | | | | ment | | | | | | | | | | | | | | | | | | | | | | | | - Awakeni | | | | | | ng | | | | | | the | | | | | | general | | | | | | public | | | | | | of | | | | | | environ | | | | | | mental | | | | | | problem | | | | | | s, | | | | | | their | | | | | | causes, | | | | | | consequ | | | | | | ences | | | | | | and | | | | | | mobiliz | | | | | | e | | | | | | the | | | | | | public | | | | | | for | | | | | | positiv | | | | | | e | | | | | | actions | | | | +-------------+-------------+-------------+-------------+-------------+ | **B. | **Theme | | | | | Competencie | Two:** | | | | | s | | | | | | Correlated | **Human | | | | | with** | Geography | | | | | | Courses** | | | | | **Theme | | | | | | Two** | | | | | +-------------+-------------+-------------+-------------+-------------+ | | **No** | **Number of | **Learning | | | | | Courses to | Domain** | | | | | be** | | | | | | | | | | | | **Included | | | | | | for Exit | | | | | | Exam** | | | +-------------+-------------+-------------+-------------+-------------+ | 1 | - Providi | 1 | Geography | **Both | | | ng | | of | Cognitive | | | profess | | Transport | and | | | ional | | and | Affective** | | | consult | | | | | | ancy | | Development | | | | service | | | | | | s | | | | | | with a | | | | | | view to | | | | | | acceler | | | | | | ate | | | | | | environ | | | | | | mental, | | | | | | social | | | | | | and | | | | | | economi | | | | | | c | | | | | | develop | | | | | | ments | | | | +-------------+-------------+-------------+-------------+-------------+ | | | 2 | Environment | | | | | | al | | | | | | Policy, | | | | | | Ethics and | | +-------------+-------------+-------------+-------------+-------------+ | | - Establi | 3 | Settlement | | | | sh | | | | | | a | | | | | | system | | | | | | and | | | | | | culture | | | | | | of | | | | | | provisi | | | | | | on | | | | | | of | | | | | | continu | | | | | | ous | | | | | | trainin | | | | | | g, | | | | | | consult | | | | | | ancy | | | | | | service | | | | | | s | | | | | | and | | | | | | conduct | | | | | | ing | | | | | | researc | | | | | | h | | | | | | | | | | | | - Have | | | | | | basic | | | | | | underst | | | | | | anding | | | | | | on | | | | | | socio-c | | | | | | ultural | | | | | | dynamis | | | | | | m | | | | | | and | | | | | | appreci | | | | | | ate | | | | | | diversi | | | | | | ty | | | | +-------------+-------------+-------------+-------------+-------------+ | | | 4 | | | +-------------+-------------+-------------+-------------+-------------+ | 2 | - Have | 5 | | | | | basic | | | | | | underst | | | | | | anding | | | | | | on | | | | | | fundame | | | | | | ntal | | | | | | nationa | | | | | | l | | | | | | and | | | | | | regiona | | | | | | l | | | | | | issues | | | | +-------------+-------------+-------------+-------------+-------------+ | 3 | - Use | 6 | | | | | differe | | | | | | nt | | | | | | theorie | | | | | | s | | | | | | and | | | | | | models | | | | | | to | | | | | | underst | | | | | | and | | | | | | and | | | | | | explain | | | | | | spatio- | | | | | | temporal | | | | | | process | | | | | | es, | | | | | | trends | | | | | | and | | | | | | pattern | | | | | | s | | | | | | related | | | | | | to | | | | | | human | | | | | | and | | | | | | physica | | | | | | l | | | | | | environ | | | | | | ment; | | | | | | and | | | | | | activel | | | | | | y | | | | | | partici | | | | | | pate | | | | | | in | | | | | | livelih | | | | | | ood | | | | | | related | | | | | | researc | | | | | | h | | | | | | underta | | | | | | kings | | | | +-------------+-------------+-------------+-------------+-------------+ | | **Theme | | | | | | Three:** | | | | | | | | | | | | **Technical | | | | | | Courses** | | | | +-------------+-------------+-------------+-------------+-------------+ | | **No** | **Number of | **Learning | | | | | Courses to | Domain** | | | | | be** | | | | | | | | | | | | **Included | | | | | | for Exit | | | | | | Exam** | | | +-------------+-------------+-------------+-------------+-------------+ | 1 | - Generat | 1 | Quantitativ | **Psychomot | | | ing, | | e | or** | | | analyzi | | Techniques | | | | ng, | | & Spatial | | | | and | | | | | | present | | Analysis | | | | ing | | | | | | Spatio- | | | | | | temporal | | | | | | data of | | | | | | physica | | | | | | l | | | | | | and | | | | | | human | | | | | | environ | | | | | | ment | | | | | | using | | | | | | differe | | | | | | nt | | | | | | scienti | | | | | | fic | | | | | | procedu | | | | | | res, | | | | | | models, | | | | | | tools, | | | | | | and | | | | | | techniq | | | | | | ues | | | | +-------------+-------------+-------------+-------------+-------------+ | | - | 2 | | Both | | | | | | Cognitive | | | | | | and | | | | | | **Psychomot | | | | | | or** | +-------------+-------------+-------------+-------------+-------------+ | | - | 3 | | | +-------------+-------------+-------------+-------------+-------------+ | | - Conduct | 4 | | Both | | | researc | | | Cognitive | | | h | | | and | | | in | | | **Psychomot | | | differe | | | or** | | | nt | | | | | | areas | | | | | | (enviro | | | | | | nment, | | | | | | develop | | | | | | ment, | | | | | | society | | | | | | , | | | | | | economy | | | | | | , | | | | | | etc.,) | | | | | | that | | | | | | would | | | | | | help in | | | | | | solving | | | | | | societi | | | | | | es' | | | | | | problem | | | | | | s | | | | | | and | | | | | | dissemi | | | | | | nate | | | | | | results | | | | | | thereof | | | | | |. | | | | +-------------+-------------+-------------+-------------+-------------+ | | - Demonst | 5 | | Cognitive, | | | rating | | | Affective & | | | environ | | | **Psychomot | | | mental | | | or** | | | impacts | | | | | | of | | | | | | project | | | | | | s | | | | | | and | | | | | | introdu | | | | | | cing | | | | | | balanci | | | | | | ng | | | | | | mechani | | | | | | sm | | | | | | that | | | | | | enable | | | | | | them to | | | | | | become | | | | | | positiv | | | | | | e | | | | | | role | | | | | | models | | | | | | to | | | | | | society | | | | | | , | | | | | | committ | | | | | | ed | | | | | | to | | | | | | change | | | | | | and | | | | | | have | | | | | | the | | | | | | skill | | | | | | to | | | | | | balance | | | | | | the | | | | | | economi | | | | | | c | | | | | | and | | | | | | ecologi | | | | | | cal | | | | | | issues | | | | +-------------+-------------+-------------+-------------+-------------+ 5. **Conclusion** 5.2. Recommendations -------------------- - Since this document is an initial draft, all actors should play their role - Professionals from HEIs should actively participate in enhancing the quality of the document involving other actors - Before taking the exit exam, students should be first given an awareness creation orientation - Content of the exam should be included both objective and technical/subjective areas.