Department of Mathematics
  1. Background

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 2008. These curricula have been implemented since 2008/09 academic year.

Currently, the MOE 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 harmonized curriculum seasoned with relevant contents and quality improvement strategies.

Accordingly, the mathematics harmonization team studied the curricula of the various national universities and found some of the following irregularities:

  • Difference in the total credit hours of compulsory courses,
  • Difference in the list of supportive courses ,
  • Not matching course description with the course contents,
  • Course contents and course codes being beyond BSc level,
  • Not containing objectives, learning outcomes, teaching-learning and assessment methods,
  • Poorly written course objectives, and
  • Some departments containing less important general education courses.
  1. Program Objectives

    General objectives 

  • To train qualified, adaptable, motivated, and responsible mathematicians who will contribute to the scientific and technological development of Ethiopia.
  • To impact knowledge by teaching
  • To advance knowledge by research

 3.2. Specific objectives 

  • To provide an in-depth understanding of the fundamental principles and techniques of mathematics.
  • To develop mathematical thinking, reasoning and an appreciation of mathematics as a primary language of science.
  • To develop the mathematical skills needed in modeling and solving practical problems.
  • To prepare students for graduate studies in mathematics and related fields.
  • Participate in professional activities
  • Assist in teaching material preparation
  • To produce graduates in mathematics that are adaptable to teach in secondary schools, colleges, universities and work in industries, research institutes etc.
  1. Graduate Profile

 A graduate of this program will be able to:

  • Acquire adequate mathematical knowledge to teach in secondary schools, colleges and universities.
  • Pursue graduate studies in mathematics and related fields of study.
  • Set up mathematical models, formulate algorithm and implement them using numerical methods.
  • Assist and participate in conducting research.
  • Reason logically and think critically.
  • Demonstrate environmental, social, cultural and political awareness.
  • Act in an ethical manner, recognize and be guided by social,
  • Professional and ethical issues involved in his/her career in particular and in the community in general exercise the power of self-expression.
  1. Program Requirements

Admission requirement

Besides the successfully completion of the preparatory program, a student should meet university admission policy. Diploma holders can apply for admission as per the regulation of the university for advanced standing.

5.2 Graduation Requirements

A student must obtain a minimum of 2.00 CGPA, a minimum of 2.00 major GPA and should have no ‘F’ in any course he/she took. The total credit hours.

  1. Teaching-Learning, Teaching Materials and Assessment Methods

    Teaching-Learning Methods

The main teaching-learning methods employed in the curriculum include:

Conducting lecture based on active participation of students

  • Tutorial classes where students will discuss and solve problems
  • Discussion and presentation in group
  • Reading assignment
  • Practical work (computer Lab.)
  • Project work
  • Modeling of practical problems
  • Class activities

 Teaching Materials

 Resources used in the teaching-learning process include:

  • Textbooks and teaching materials
  • Board, marker, chalk, computers, printers, software, LCD and
  • Overhead projectors, geometric models, charts, tables, …etc
  • Library resources
  • On–line Lecture notes

 Assessment methods

 Some of the assessment methods are

  • Assignments
  • Quizzes
  • Project
  • Mid and final examinations
  • Class activities
  1. Quality Assurance

 The Department of Mathematics will monitor and maintain the quality of the program according to the quality assurance standards set by the university. To this effect, the department will:

  • Ensure that contents of the courses are covered.
  • Ensure that exams, tests, assignments and projects are properly set and conducted.
  • Ensure that appropriate technology is employed in the teaching-learning process.
  • Conduct short-term courses and seminars for staff members in order to make
  • Use of modern methodology and IT.
  • Make sure that tutorial classes are well-organized, relevant exercises, home works and assignments are carefully set to enhance and strengthen the students’ ability to solve problems and understand the underlying theory.
  • Ensure that appropriate and recent text books are used for the courses.
  • Provide enough reference books for each course.