Dire Dawa University Mathematics Department

Dire Dawa University Mathematics Department

Dire Dawa University Mathematics Department – Check Below:

Background of the Dire Dawa University Mathematics Department Program

There has been huge expansion of higher education in the country since 2004 bringing both the total number of higher education institutions and their annual intakes to a record high. Thus it is not difficult to imagine the impact of the expansion on the quality, standard and relevance of the various programs in higher education institutions. As a result the MOE formed six clusters from all public universities and designed a relatively common and standardized curriculum in six areas of science in 2012. These curricula have been implemented since 2012/13 academic year.
Currently, the Ministry of Education felt the need to further strengthen and harmonize these curricula so as to properly address the prevailing issues of quality, standard and relevance of higher education. Consequently, for each program of the science faculties, a task force of experts was commissioned by the Higher education Strategy Center (HESC) to prepare a modularized curriculum seasoned with relevant contents and quality improvement strategies.
Accordingly, the Mathematics modularization team studied the curricula of the various national universities and found some of the following irregularities and studied what to be the newly developed modular curriculum:

• Mismatch in flow of students from home country to worldwide
• Course description and competency of the students is not well developed.
• Courses are not listed in sequential and level of difficulty.
• Not containing students study time, learning outcomes, teaching-learning and assessment methods ,
• Professional profile is not described.

More over the team has also studied the curricula of a number of European universities in particular of those participated in the Bologna process and incorporated the good practices such as:

• The format of course specifications,
• Develop competency based courses and their outline
• Develop the professional and graduate profiles and matching them with course contents,
• Cluster courses in their competency to develop module.
• Deciding on the course offering mechanism (Block or parallel)
• Deciding the time when the modules/courses are offered

The good practices are incorporated in the following modularized curriculum of B. Sc degree program in Mathematics. The team also studied the Ethiopian Preparatory schools curricula and found that there is no gap between the curricula and the universities’ Mathematics curriculum.

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