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Intra-Africa Academic Mobility Scheme

Academic Mobility for African Sustainable Development/AMAS

Governance  and Social Sciences : Educational Policy and

Leadership

 

Name of the HEI offering the course: Addis Ababa University (AAU)

Type of academic programme: Doctorate

Thematic field of study: Governance  and Social Sciences

Title of the academic programme: Educational Policy and Leadership

Duration in each case (in semesters): Two Semesters or one years of course work (A Semester is covered in 14 weeks/3.5 months) with the second and third years left for PhD research proposal development and conducting the research. With strong justifications this is extendable for one or two semesters.

Study credits/hours (per semester): Minimum of 24 – Maximum 27 hours

Objectives (max. 150 words):
(Objectives of the master/doctoral programme in relation to the identified needs and the link to the thematic field(s) proposed; etc.)
This program is related to the thematic area of Governance and Social Sciences since the ultimate objective of doctoral study is to develop leaders, planners and managers, researchers in their fields of specialization. More explicitly, the overall PhD program of study intends:
• To impart a thorough understanding of research methods and techniques; to use research to strengthen the ties between educational theory and practice, and in educational leadership, planning and management;
• To provide an opportunity develop candidates’ ability and resources to integrate into the community of scholars and professionals in specialized fields;
• To challenge students intellectually and professionally; to develop their powers of independent thought, and to direct them toward positions of intellectual leadership roles as planners, managers, policy makers as well as in their personal and professional lives.
• To build the capacity of higher-level professional development in the fields of Educational Planning and Management to support the professional development of others in higher learning institutions,
To provide graduates with the experience to act as change agents, make ethically sound decisions and articulate the values and principles that guide decision-making.

Structure and content (max. 400 words):
(Structure and content of the programme, subjects covered; assessment methods; etc.)

In Educational Policy and Leadership PhD program, course work, seminar paper writings on contemporary issues of the area, conduct independent work whereby each student is expected to do short original research work before jumping into PhD research, written examinations, field reports, travel to at least one international university as part of the dissertation research, publish two or three papers before graduation, make a series of field trips with respect to the specific course they take and come up with technical reports and so on. When the research proposal is developed students are expected to have, in most cases, two supervisors, preferably one national and another international. Each proposal before it is launched into active research, it has to be presented to the department staff and approved. With the research in progress, students are expected to make status reports each academic year to keep them on the right track.

The courses in the Educational Policy and Leadership PhD Program include: Educational Policy Analysis and Social Change, Educational Leadership and Organizational Development, Educational Projects/ Programs Planning and Evaluation, Educational Research Methodology and Applied Statistics, Sociology of Education and Society and Economics and Financing of Education. The course explores organizational theories and development from a leadership perspective with a focus on change within organizations, groups and individuals. An in-depth examination of theoretical concepts related to educational organizational structures, organizational climate and culture and the study of conceptual models used for organizational analysis, design and organizational development. Investigates the process of determining strengths and weaknesses in organizations and explores ways to use effective leadership and management tools to enhance and/or create effective systems. Attention to organizational development in fast paced environments and how leaders in organizations can mediate high performance and learning.

At grading, the seminars presented, field reports, international travel reports, examinations’ results, etc. are considered. Anything above 85 is graded as A, 75-84 as B, 65-74 as C. Generally, PhD students are expected to score B or above. This by default entails a requirement of a cumulative grade point average (CGPA) of 3.00 or above to graduate successfully. All C grades are expected to be repeated and other grades less than that are failing grades. At any stage if PhD students score CGPA of less than 3:00, they are subject to dismissal.

Finally, thesis defence is open to the public with external examiners always coming from abroad after their CV in the field are examined by the department examining board. These are rated as excellent, very good and good. Anything below is subject to re-write up or modifications as the case may be.

Learning outcomes (max 200 words):
(The expected learning outcomes in view of the students’ future academic opportunities and employability, the personal competences, and the impact at institutional, national, regional levels)

Graduates of the department who hold PhD degrees are desired to have a well-balanced professional capability, competencies and experiences to:
• Make ethically sound decisions and articulate the values and principles that guide decision-making,
• Prepare educational policy documents, macro plans and educational project documents,
• Analyse and evaluate educational policies, projects and programs;
• Initiate educational innovations and manage educational and organizational changes;
• Conduct and use research, undertake needs assessments, and tracer studies to strengthen the ties between educational theory and practice,
• Engage in professional development and support the professional development of others.
In general, the expected skills and competencies of the graduates will enable them to play the roles of policy advisors and analysts, educational leaders and managers, trainers, researchers, consultants, and program evaluators.

 

 

Recognition and accreditation obtained:
(The master/doctoral program offered must have been recognised and accredited at the time of this application. The official proof of accreditation can be asked by the Agency for all programmes indicated in this section during project implementation.)

Programs at Public Universities in Ethiopia are automatically accredited through the university Senet decisions

The name of the relevant authority that accredited the program:

All PhD programs after curricula developments, they are assessed by senior professors of the field, defended at curriculum review conferences, approved by the respective department councils, academic commissions of the relevant college, approved by the AAU Senate and finally accredited by the Federal Ministry of Education of Ethiopia.
AAU is a legal entity with Proclamation 214/2011; 17th Year No. 37; 11 May 2011.

Period of validity of accreditation:

The validity of the PhD curricula prevails until the next program review period which is usually done between 4 to 5 years.

 

 

 Intra-Africa Academic Mobility Scheme

 

Academic Mobility for African Sustainable Development/AMAS

The overall objective of the Intra-Africa Academic Mobility programme is to promote sustainable development and ultimately contribute to poverty reduction by increasing the availability of trained and qualified high-level professional manpower in Africa.