HDP Final Report

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Addis Ababa University
Higher Diploma Program
HDP PORTFOLIO OF EVIDENCE
th
Round/Phase: 6
Muaz Bedru Hussen
School of Mechanical and Industrial Engineering

Addis Ababa Institute of Technology-Addis Ababa University
Higher Diploma Leader: Firdissa Jebessa (PhD)

Higher Diploma Tutor: Hailu Gutema (PhD)
Submitted to: Teaching and Learning Support Office, AAU
July, 2017
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Table of Contents
1.
Introduction ......................................................................
................................................................... 4
2. Reflective activities (at least the best 2 from each

module) ............................................................. 4
2.1 Module
One ...............................................................................
........................................................ 4
Reflective activity
1 .................................................................................
............................................ 4
Reflective activity
17 ................................................................................
........................................... 5
End of Module One - Self

Assessments .......................................................................
...................... 6
2.2 Module 2 - Modularization and modular

curriculum ................................................................... 7
Reflective Activity
11 ................................................................................
.......................................... 7
Reflective Activity
32 ................................................................................
.......................................... 7
End of Module Two - Self

Assessments .......................................................................
...................... 7
2.3 Module Three - Managing learning and

assessment ..................................................................... 8
Reflective Activity
16 ................................................................................
.......................................... 8
Reflective Activity
21 ................................................................................
.......................................... 8
End of Module Three - Self

Assessments .......................................................................
................... 9
2.4 Module Four - Teaching Subject Area

Module ............................................................................
10
1. Reflective Activity
1 .................................................................................
..................................... 10
26 ................................................................................
.................................... 11
End of Module Four - Self

Assessments .......................................................................
................... 11
2.5 Module Five - Action Research and Field-Based

Learning ........................................................ 12
2 .................................................................................
..................................... 12
3 .................................................................................
..................................... 13
End of Module Five - Self

Assessments .......................................................................
.................... 14
3. Lesson
plan ..............................................................................
.............................................................. 15
4. Assignments
set ...............................................................................
...................................................... 17
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5. Continuous Professional Development (CPD)

Plans ......................................................................... 22
6. Action
Research .........................................................................
........................................................... 24
7. HDLs end module

assessment.........................................................................
.................................... 42
8. Higher Diploma Leaders Final

Assessment .......................................................................
............... 43
3
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1. Introduction
This Portfolio consists of selected reflective activities from each module,

assignments given
at different times, action research and other related materials developed

throughout attending
the HDP program. These were produced during the 6th round HDP Program
convened from
Late 2016 to January2017.
2. Reflective activities (at least the best 2 from each module)
2.1 Module One
Reflective activity 1
What are modern day challenges of higher education? Particularly focus on the case
of Ethiopian
higher education.
Quality education provision
Resource limitation
Lack of motivated teachers
Students attitude and poor academic background

Poor time management to start class
Infrastructure
Policy
1. Discuss the specific nature of higher education compared to other educational

sectors
Higher education is a decision making center
Higher education are more problem solving sectors focusing on research and
community
service
Higher education are centers where independent problem soling skills are
improved
2. Higher education
Focus on local capacity development of professionals for industry demand
Form task force responsible for identification of real world problems
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Strengthen industry university linkage unit in terms of provision

of seed money for
researchers engaged in industrial problem solving projects
Reflective activity 17
1. Discuss the UN Convention on the Rights of Persons with Disabilities ratified

by Ethiopia?
What are the key aspects of conventions?
The UN conventions on the Rights of persons with Disabilities

(CRPD) is the first
international legally binding human rights treaty targeted at protecting

the human rights
of people with disabilities. Key aspects of this convention are:
o The right to be protected from abuse, violence, and torture.
o The right to have access to education, transportation and

other public services
o The right to access information and communication including
via sign language
or Braille.
o The right to employment and decent standard of living
o The right to access social justice
2. To what extent do you think the AAU community wants to facilitate

the education of
students with disabilities
AAU basically provides disability specific provision for most categories

of disabilities.
The AAU communities have good experience of facilitating the

education of disabled
students.
3. What are the actions taken by the university to include students

with disabilities in the
system?
The university designed curriculum suitable for most of disability

types, which is
students have opportunity to join AAU. In addition to this, disability

specific provisions
are relatively good at AAU. The resource provision for hearing

and visual impairment
and the university needs to improve this issue.
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End of Module One - Self Assessments
HDP CANDIDATE'S SELF-ASSESSMENT MODULE ONE
What have you found most useful in this Module?
Reflective teaching part in this module is most useful part in my view. In this
module I have
acquired knowledge and basic understandings on the following points
a. Deep tacit knowledge(our own knowledge)Process of

transformation(research
thinking)Explicit knowing (our action in the world)
b. Learning domains :
Cognitive domain : objectives skills that make

up understanding and
concept formation
Affective domains : objectives that deal with

interactions and attitudes,
appreciation values and emotional sets or basis
Psychomotor domain
Write a reflective comment on your overall performance and achievements in this

Module.
I attended all the classes, participated in group discussion and performed all the
activities
required in this module
How would you evaluate your overall performance in this Module ? Please circle what
you should
receive
PASS or REFERRED
Answer: PASS
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2.2 Module 2 - Modularization and modular curriculum
Reflective Activity 11
1. Discuss the practice
In interactive study, the instructor meet students to introduce overall

things, but in
independent learning, students perform most activities independently. In
collaborative
learning, instructor meets students in small group
2. What are the challenges in determining the delivery of the modular

curriculum?
Deciding the type of learning style would be a challenge in determining

the delivery of
modular curriculum because different discipline have different nature.
3. The delivery of a modular curriculum could be either in block teaching or

in non-block
teaching. Discuss your experience in connection with these modes of

delivery.
Most of the courses in my field are designed for non-block teaching mode
because of the
nature of courses and program duration.
1. Discuss the importance of planning in your teaching?
Plans provide and maintain a sense of direction and instructor

confidence in teaching.
It helps to accomplish an activity on time.
2. What do you think are the factors that affect planning in AAU?
Inconsistent academic calendar
Dalliance on class start
Frequent black outs in electricity that affects lecture activity
End of Module Two - Self Assessments
- The concept of Modularization and Modular Curriculum
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- Credit System considering student work load
- Lesson planning

Module
I have attended the class discussion and got a thorough understanding of

the module. I have
exercised all the reflective activities and homework, assignments given by HDL
How would you evaluate your overall performance in this Module? Please
circle what you
should receive:
PASS or REFER
Answer: PASS
2.3 Module Three - Managing learning and assessment
1. Have you used these methods to asses the contribution of individual group
members? If
yes, which method(s)? Please state your experience and present to the HDP
team.
Yes I have used. I use oral tests in a form of group work presentation and
asking
questions for each member of group from the document they produced.
2. Do you think that is practical/feasible to use these methods in

most Addis Ababa
University classrooms?
Yes, because it helps to evaluate the students based on the report as well
as their response
to questions asked.
1. When should feedback given to students? Why?
Feedback should be given as soon as possible because it will help students

realize where
they have done well and indicate what they should improve on.
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2. What is the difference between immediate and delayed feedback?
Immediate feedback helps students to improve their performance before

final assessment
is over where as delayed feedback will not give time for
students to improve their
deficiency ahead of final assessment.
3. How detailed does feedback have to be?

Feedback should clarify the students work, it should value what is done,
and it should
include the concern and finally suggest future efforts needed.
4. Should it be oral or written? Which of these is more effective?
Feedback should be both oral and written but written feedback would be
more effective
because students will be able to revise it while trying to improve their
work.
5. What is the feedback policy/guideline of Addis Ababa University?
The AAU Senate Legislation obliges the instructor to give feedback on

students work as
soon as possible (within one week of exam administration).
6. What is your experience of providing feedback? Do you think you have

benefited from
this practice?
I provide timely feedback to students according to the university

guideline and it helped
me assist students to improve their weakness and justify my assessment
procedure.
End of Module Three - Self Assessments
All contents covered in this module are equally important but I found learning
assessment and
grading to be most useful part

Module.
I thoroughly understood learning principle, active learning methods, learning

assessment and
grading, consideration during student advisement and support.
Would you say that for your overall performance in this Module you should receive a
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PASS or REFER?
Answer: PASS
2.4 Module Four - Teaching Subject Area Module

1. Reflective Activity 1
Teachers' belief about the subject matter knowledge (SMK)
1. First, indicate your belief as a teacher by putting a tick mark in the table
below. Then, sit in
a group of three and discuss your individual reactions with that of others in
the group.
No Opinions Agree
Disagree Not decided
1 We cannot teach what we do not know ourselves.
2 If we know it, we can teach it.
3 Pedagogues Folly, insufficient knowledge of
subject matter
4 If we say the subject matter, we have taught it.
5 If they hear the subject matter, they have learned it.
6 Teachers must have solid foundation in the subject
matters they plan to teach.

7 Teachers should continue to learn subject matter
throughout their careers.

8 For a teacher, both knowledge of subject matter
and knowledge of teaching the subject matter

(pedagogical knowledge) are essential.
9 Pedagogical knowledge is more important than the
subject matter knowledge for teaching purposes.

10 Anyone who aspires to become a teacher must be
trained with teaching methods such as that of Post

Graduate Diploma in Teaching Program( PGDT)
in Ethiopian after completing his/her training in
subject matter or disciplinary area
11 Good teachers are born; they do not need any
training in teaching methods.
2. Write brief answers to the following questions.
1. Can you give the best definition of the subject you teach? Please
try.
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Heat transfer is a branch of physical science that deals with transfer

of energy due to
temperature difference by different mechanisms.
2. Have differences been observed across time among definition of your
subject matter,
for example in the past and at present?
Yes, because the subject by itself is dynamic in nature so that

different innovations in
the field enrich its definition.
3. If there can be changes in the definitions of the subject matter you
teach, how would
you explain those changes?
These changes are due to new concepts and advancement on mechanisms as

well as
emerging application areas.
Now take a course from your area and write down three learning outcomes:
My subject area or course title: Refrigeration and Air Conditioning
1. Learning outcome one (knowledge area):
Students will be able to define cooling load
Students will be able to explain the need for ventilation
2. Learning outcome two (skills area):
Students will be able to calculate different heat loads
Students will have a capacity to conduct experiment on cooling

and heating
process
3. Learning outcome three (attitude area):
Students will be able to justify the need for air conditioning

of a given space
Students will have a capacity to verify that experimental result

is valid
End of Module Four - Self Assessments
- I found active learning instructional strategies in subject matter teaching

as most useful part
in this module.

Module?
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- I improved my knowledge of subject area teaching through class discussion and

independent
study
How would you evaluate your overall performance in this Module?
- My overall performance in this module is very good.
Please circle on what you should receive: PASS or REFER
Answer: PASS
2.5 Module Five - Action Research and Field-Based Learning
1. What makes action research different from conventional academic research?
Action research is best defined on page 6 of Module 5, of course there are many
definitions but
in my opinion I prefer the one by (Reason and Bradbury, 2001); Action

research is a
participatory, democratic process concerned with developing practical knowing in

the pursuit of
worthwhile human purposes, grounded in a participatory worldview, which we

believe, is
emerging at this historical moment. It seeks to bring together action and

reflection, theory and
practice, in participation with others, in the pursuit of practical solutions to

issues of pressing
concern to people, and more generally the flourishing of individual

persons and their
communities.
Also, Action research is a strategy educators can use to study educational issues,
implement change
and develop professional competency while field-based learning allows to practice

teaching- learning
in real world contexts rather than only in classrooms from textbooks, which
convectional research
mainly is focused with. Conventional research is limited to literature

reviews, theoretical
disunions, conclusions from the theoretical results. The action and self-reflection
part is omitted
as a custom especially in our country. Hence, Action research is an eye opening

practice that we
should practice.
2. Look at the expression below and identify the characterizing features of action
research.
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Action research is research into practice, by practitioners, for practitioners.

In action research,
all actors involved in the research process are equal participants, and must be
involved in every
stage of the research. The kind of involvement required is collaborative

involvement. It requires
a special kind of communication, which has been described

as symmetrical
communication which allows all participants to be partners of communication on

equal terms.
Collaborative participation in theoretical, practical and political discourse is

thus a hallmark of
action research and the action researcher (Grundy and Kemmis,1988).
Characterizing features from the above statements made by (Grundy and Kemmis,
1988).
Action research is research into practice, by practitioners, for

practitioners
All actors are equal participants at each stage of the research
Collaborative involvement is highly required
Symmetrical communication which allows all participants

to be partners of
communication on equal terms is necessary in action research
3. Who do you think should conduct action research? Why?
Conducting action research is important because it seeks to bring together action

and reflection,
theory and practice, in participation with others, in the pursuit of practical

solutions to issues of
pressing concern to people, and more generally the flourishing of individual

persons and their
communities.
Which of these types of action research do you think would be more useful
particularly to your
area? How?
Practical type of action research is particularly important for my area which is

engineering, this
improves practitioners understanding and transformation of their

consciousness also Socratic
role enables the facilitator in encouraging participation and self-reflection of

his/her own method
of delivery or even in further enhancement of the subject matter.
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End of Module Five - Self Assessments
General Observations;

Module
In this module I have learnt the following very important lessons that I must
follow in future
Recognize that teaching-learning needs to be task-oriented and

innovative;
Design a course delivery that integrates Action Research and Field-based

Learning;
Contribute to the improvement of current educational practices through

Action Research
and Field-based Learning activities;
Recognize that it is possible to achieve

partnership, relevance, flexibility, and
accreditation in higher education provided Action Research and Field-

based Learning are
integrated.
Would you say that for your overall performance in the HDP you should
receive a PASS or
REFER/
Answer: PASS
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3. Lesson plan
Date 21-01-2017 Level

B.S Degree Program
Learning Area Heat Transfer Topic:

Introduction to Modes of Heat Transfer
Strand Heat Transfer
Learning Students will be equipped with the basic principles

required for understanding conduction,
Outcomes radiation and convection heat transfer.
Lesson By the end of this lesson, students should be able to:

Objectives
Describe what heat transfer is and what the three basic
forms of heat transfer are
Describe heat versus temperature
Timing Learning & teaching strategies Key teaching

points Equipment/resources
10 minutes Lecture Introduction:

Text Books, power points
Definition of heat
and videos.
transfer and
Temperature
gradient,
30 minutes The instructor gives lecture, Conduction:

Occurs Same as above
guides and moderates the due to
thermal
students. gradient
across
stationary
medium
The instructor will help the
(solid or
fluid)
students to clearly visualize

Representative
problems and show methods Example
to tackle them.
Students are expected to

participate actively in the
class during group

discussion and by asking
and solving problems.
30 minutes Same as above Convection:
due to temperature
difference between
a
surface and a
moving
fluid
Representative
Example:
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30 minutes Same as above
Radiation(thermal): Same as above
Net heat
transfer due to
emissions
between
surfaces
Representative
Example:
15 minutes Same as above Relevance

of heat Same as above
transfer
5 minutes Lecture Conclusion:
Summarizing
main
points
Assessment of Briefly describe heat Self-

evaluation:
learning and transfer What went
well? Why?
teaching: What are the three modes of What didnt
go as well?
heat transfer? Why? What
will I do
What three things do you next time?
think heat depends on?

How do you think heat and
temperature are related?
Notes for next Conduction rate equation:
lesson Fourier law
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4. Assignments set
Four assignments were considered for evaluation by HDP leader regardless
of different home
works given during training. All assignment were submitted in class and
returned to me after
correction
Assignment one on HDP Training
Questions:
Which areas (skills, knowledge, and personal qualities) do you want to improve and
why?
Outline how you plan to do this and when
I understand that skills, knowledge and personal qualities are very important
things that a good
teacher needs to have. I believe that I have sufficient background on most of

skill, knowledge
and personal quality contents mentioned in question number 1. However I need to

improve my
career on some of the skill areas like pedagogical skill and reflective skills plus
knowledge of
pedagogy and knowledge of pupils under knowledge improvement part.
The reason why I need to improve these areas is because I believe that I need to
fill the gap I
have at this on areas I mentioned above. For instance pedagogical skill provides a
teacher with
means of combining instructional techniques with subject matter. Skill like

creation and selection
of teaching methods, presentation skills and use of technologies, learning

activities, student
groupings classroom management, evaluation and instruction materials are among

pedagogical
skills that I expect improvement from my side and that is why I identified those
things as areas of
interest for improvement. Skills and practices for systematic, purposeful

inquiry and critical
reflection to analyze my ways of teaching about learning to teach are also among
reflective skills
that I need improvement.
Knowledge of pedagogy is also part of area I mentioned to be improved to connect

students and
subject matter in meaningful ways. I need to develop a pedagogical

bearing in knowledge of
adolescent development and learning. Knowledge of pupils that I mentioned

to be improved
from my side deals with understanding the linkages between developments,

knowledge and
learning to support all aspects of a students learning and development.
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I planned to improve those mentioned skills and knowledge areas through successful
completion
of this higher diploma program training. In addition I will

improve these things by
implementation in my classroom. Most importantly, I plan to update myself

continuously on
pedagogical knowledge and skill areas to become successful teacher.
HDP Training Assignment Two
Question:
Consider a module that you are teaching currently, or imagine one that
you will teach in the
future. Allot ECTS considering student workload, the learning outcomes and
competencies to be
achieved at the end. Then list all student activities that will add up
as the student workload.
Again allot hours to each student activity and justify it with reason. Write your
own assessment
of the time allotted. Then request other participants to assess your time
allotment.
Solution:
The module I considered is a Heat Transfer, a module for the course I am teaching
at school of
Mechanical & industrial engineering this time. This module has 5 ECTS credits which
requires
5x27=135 hours of study. The activities and hours allotted are shown in table
below.
No. Item (Major Activities) Hours Required

%
1 For attending lectures 30

22.2
2 For Design Project work 20

14.8
3 For Laboratory work 15

11.1
4 For Tutorial and problem 30

22.2
solving sessions
5 For continuous and final 5

3.7
assessment
6 For Group Assignments 15

11.1
7 For Independent study 20

14.8
Total 135
100
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The hour allotted for each activity is based on the contact hour requirement for
each activity (i.e.
lecture, Lab, Tutorial) per week and project work, assignment, and
independent study are
decided based on sample proportion on HDP manual.
Assignment 3 Lesson Plan Preparations
HDP Training Assignment Three
Lesson Plan
Date 21-01-2017 Level

B.S Degree Program
Learning Area Heat Transfer Topic:

Introduction to Modes of Heat Transfer
Strand Heat Transfer
Learning Students will be equipped with the basic principles

required for understanding conduction,
Outcomes radiation and convection heat transfer.
Lesson By the end of this lesson, students should be able to:

Objectives
Describe what heat transfer is and what the three basic
forms of heat transfer are
Describe heat versus temperature
Timing Learning & teaching strategies Key teaching

points Equipment/resources
10 minutes Lecture Introduction:

Text Books, power points
Definition of heat
and videos.
transfer and
Temperature
gradient,
30 minutes The instructor gives lecture, Conduction:

guides and moderates the due to
thermal
students. gradient
across
stationary
medium
The instructor will help the
(solid or
fluid)
students to clearly visualize

Representative
problems and show methods Example
to tackle them.
Students are expected to

participate actively in the
class during group
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discussion and by asking

and solving problems.
30 minutes Same as above Convection:
due to
temperature
difference
between a
surface and a
moving
fluid
Representative
Example:
30 minutes Same as above

Radiation(thermal): Same as above
Net heat
transfer due to
emissions
between
surfaces
Representative
Example:
15 minutes Same as above Relevance of

heat Same as above
transfer
5 minutes Lecture Conclusion:
Summarizing
main
points
Assessment of Briefly describe heat Self-

evaluation:
learning and transfer What went
well? Why?
teaching: What are the three modes of What didnt go
as well?
heat transfer? Why? What will
I do
What three things do you next time?
think heat depends on?
How do you think heat and
temperature are related?
Notes for next Conduction rate equation:
lesson Fourier law

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Assignment 4 Module 4 page 55
Reflective activity 32:
This activity was performed in class room discussion in group and the compiled
response of our
group is taken as final answer.
Please find detailed descriptions of the following active learning strategies? Show
how you apply
them in your classroom?
Concept tests
This part of active learning strategy is telling the hypothesis and fundamental
thought of the
content to be thought. Using cognitive theory at this part is advisable in my
opinion.
Purposive questions
Raise questions to students about the content aiming enhanced step by step
learning. Students
will be pipelined to the core content of the subject through designed questions.
Classroom demonstrations
Specific to engineering disciple classroom demonstration is rarely performed as the
demonstration scale is usually impossible at class room levels and separate

demonstration rooms,
laboratories and workshops are available. However after the classroom discussion,
students will
be taken to those laboratory or practical demonstration rooms. The teacher will
clearly show the
procedures, guidelines prior to leaving it for students demonstration.
Short in-class writings
Usually the short in class writings are for social science and medical schools
students as far as I
understand, in engineering classes analytical problem tutorial classes are common
and the results
of analytical problems will be interpreted physically. The implication of the
result from the
practical aspect will be viewed and discussions on whether the solution can
actually be
implemented or not will be evaluated.
Subject matter warm ups/ ice-breakers
Subject related previous experiences either on sites or in classes could be used as

an ice breaker
Humor/joke of the day
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Subject related funny jokes that has been done on field works, common funny
mistakes in classes
or fields that students usually face or any could be used in class. Jokes may not
be limited to
subject matter however. In my opinion any funny joke that will not affect the moral
of the
students or learning in general can be used in classes when necessary.
Relating the topic to current events
Subject matter current status especially with the growth of technological

innovations will better
impress students and increase their motivation to know about the content more. Some
technologies are old but the basic science impact on the recent advancement could
be highlighted
to the students as a chronological technological history aspects.
Compare and contrast traditional lectures with
The active learning strategy is more effective and makes students closer
to their teacher.
Learning will be much more enhanced and change of attitude will be observed.
In the traditional lectures usually the teacher talks and the students listen
without any significant
activity. This will make the students to be expectants from the teacher alone
rather than digging
by themselves. Independent learning strategy will not be achieved in this regard.
5. Continuous Professional Development (CPD) Plans
In the areas of Science and Engineering we have been taught in Module

IV about specific
pedagogies across disciplines, hence for engineering students or Instructors as a
general principle
for their continuous professional development the following requirements are
necessary
Laboratory/practical classes and workshops play a major role in

the education of
experimental scientists. In this environment students learn to be
scientists or engineers and
develop professional skills and attitudes. Sciences are applied subj ects and
academics see this
practical experience as vital and nonnegotiable. Such
learning experiences are very
expensive in terms of staff time, support staff, consumable materials and
equipment. They
are vital for the development of practical and, discipline specific
skills. They are also
important in providing rich opportunities for the development of intellectual
and transferrable
skills. Although students are carrying out an investigation or
producing a design, the
learning objectives for practical sessions are usually much broader and
might include the
following.
Gain practical skills;
Gain experience of particular techniques or pieces of equipment;
Produce a design;
Plan an experiment;
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Make links between theory and practice;

Gather, manipulate and interpret data;
Make observations;
Form and test hypotheses;
Use judgment;
Develop problem solving skills;
Communicate data and concepts;
Develop personal skills;
Develop ICT skills;
Develop safe working practices;
Motivate and enthuse students;
Simulate professional practice
6. Report on field based learning or Reflective Activity 19 in Module 5.
This assignment is replaced with Assignment 4 Module 4 page 55, Reflective activity
32
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6. Action Research
Pedagogical Knowledge of Engineering Professionals in Ethiopian Higher
Education Technology Institutions:
Case study: Addis Ababa University-Addis Ababa Institute of Technology
Higher Diploma Program
By: Yilma Tadesse, (PhD)
Muaz Bediru, (MSc)
Araya Abera, (MSc)

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Chapter - 1
Background and Introduction
1. Background
Engineering education is the most challenging task that

engineering educators face.
Understanding and comprehending the concept of the subject for the

learners and ineffective
methodologies or ways of addressing the subject by the educators are the

two most common
challenges that engineering educators face unlike non engineering educators

and learners. In
addition to the above mentioned challenges, the time required to

comprehend one issue of
engineering concept and its application in an integrated system makes it more

complicated. Also
in a defined curriculum systems where Ethiopian education system adopted from

foreign which
is designed with full teaching facilities, ours with less education facility
systems will be more
challenging. One of the reasons that Ethiopian engineers are less productive
towards following
an up-to-date technological system and innovation is its poor education towards

addressing the
core concepts to the learners. Yet, individual efforts by the learners are still
making changes in
some aspects. However, nationwide impact by the majority of engineering

graduates is not
observed until now, change is necessary and engineering students should be more
benefited from
the education system or method.
Several other countries such as India and China have addressed this
issue to improve their
engineering education system, which will be addressed in the coming literature

review session.
The main objective of this action research is to look for ways of improvement of
the existing
teaching methodology with respect to pedagogical enhancement. Although

there are several
factors that affect the engineering education system such as equipment and lab
facilities, yet with
the existing available resource it is possible to enhance the educators

pedagogical skill.
1.1 Statement of the Problem
It is already well known that pedagogical knowledge has a paramount

importance to deliver
knowledge of any science and to communicate students in the class room

properly. However
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studies show that knowledge of pedagogy among teachers of higher education in

Ethiopia found
very poor especially among teachers of physical and hard sciences.
As a result, in addition to other factors, quality of education in Ethiopia

deteriorating from time
to time because of lack of pedagogical knowledge among teachers to
deliver their academic
knowledge to their students.
Therefore, examining pedagogical knowledge of engineering professionals may help to

identify
their states and to provide policy related recommendation to the university

management.
1.3 Objective
1. To assess awareness and views of engineering professionals on

the importance of
pedagogical science
2. To examine pedagogical knowledge of Teachers in the Addis Ababa

Institute of
Technology
1.4 Research Question
1 What is the awareness level and views of engineering professionals on the

importance of
pedagogical science?
2. What is the pedagogical knowledge of Teachers in the Institute of

Technology?
26
----------------------- Page 27-----------------------
Chapter -2
Literature review
Several articles have been written regarding engineering education improvement

strategies from
different perspectives, Tharwat M, et al, have studied Pedagogical Innovations and

Engineering
Students Perceptions of the Relevance of an English for Engineering Course, [1]

and they have
found that cross-sectional study of junior, senior and graduate engineering

students assesses their
perceptions of an English for engineering course, focusing mainly on communication

skills, that
they have successfully completed. A survey comprising multiple choice

questions and open-
ended questions shows significantly positive attitudes towards the course

contents. This study
also identified differences in students perceptions of the English for engineering

course by year
of study and gender. The perceptions of graduate students are more positive than
those indicated
by junior and senior students. Female respondents show a higher mean

than males regarding
overall course contents relevance. While cohort effects may be present, it seems
that perceptions
are highly positive, becoming more so when students find themselves in a situation
where they
have to use the skills learned from the course.
On another parameter which is Information technology (IT) usage for

engineering educators
Elisabeth Saalman at Chalmers University of Technology has studied

Engineering education
teachers pedagogical use of digital media shown in projects carried out in a
Higher education
course: Learning in Digital Media,[2]. This paper tells about experiences

and conclusions of
giving a higher education course Learning in Digital Media to

teachers at Chalmers
University of technology. Though it is at Chalmers since the nature of the course

is similar we at
Addis Ababa University would be benefited from such scripts as such, the
main question of
interest in Elisabeth study is how engineering education teachers choose

to use IT with
pedagogical aims to support teaching and student learning. The learning objectives
in the course
Learning in digital media is to give opportunity to the participating

teachers to develop their
courses and create stimulating learning environments in order to support

their teaching and
student learning. In the course the teachers work with individual

projects using digital media
27
----------------------- Page 28-----------------------
with pedagogical purpose to support student learning. In this research which is at

Chalmers the
following important discussions have been observed:
It seems clear from experiences giving the higher education course learning in
digital media for
several years that motivation is necessary to get high quality in teachers

projects and learning.
The importance of attitudes, personal goals, engagement and willingness to

participate in a
learning community is crucial. The emotions are important and it is a good idea to
put effort in
order to create an open, positive, trusty, creative atmosphere among the teachers.
Key concepts
are collegiality and transparency in getting a mutual learning environment with

ongoing dialogue
and feedback to each other. Learning and knowledge-building takes place
when you reflect
together with colleagues and uses the knowledge to solve real, authentic problems.
However it is not simple and obvious to all of teachers to start to use IT in

teaching and learning.
To many teachers it is a rather huge threshold to overcome to start

using e-learning/blended
learning. Everyone do not have a high level of knowledge concerning the

use of educational
technique, regarding IT and digital media in teaching and learning. Teachers

sometimes report
about their insecurity and hesitation to start to use IT and digital

media. They also tell about
technical problems and administrative problems using digital media.

Negative comments
concerning new technique often is about bad user interface and non-intuitive
interaction design.
In addition teachers may feel insecurity, hesitation, obstacles to start to use IT

in teaching and
learning and may have negative attitudes towards using IT. It might be a good idea
to engage
students as co-workers in planning for using IT since students often have a very
natural attitude
and are familiar with the technique and virtual communication compared to many of
the today
teachers. IT in teaching and learning is today a natural part of the

overall pedagogy used in
university courses/education but the use varies a lot.
It seems natural to take advantage of the impact of scholarship of teaching on the

educational
development at universities also concerning learning technology, blended

learning and online
pedagogy. Scholarship of teaching and learning is important in order to

reflect and share
experiences among colleagues in higher education and to take

advantage of academic
pedagogical dialogue. Startup of, and establishment of, collegial pedagogical

discussions that are
28
----------------------- Page 29-----------------------
regarded as tempting and developing could help meeting tomorrows needs

and demands on
teaching and learning. The aim is to create an ongoing, valuable dialogue among
academic staff
in order to support organizational development, both individual and

collective competence
development. There is a great need for documentation and evaluation of

web based course
curriculum [3]. There is more research needed addressing pedagogical design [4].
More research
effort is needed concerning parameters influencing student learning

in virtual learning
environments. The students need to be asked about their expectations on

online courses, how
they learn, how they experience using IT and digital media, how they
experience virtual
communication, teamwork and online assessment. What meaningful interactivity there

actually is
for the students and how to bring about good virtual communication. One
possibility, suitable to
teachers, is to use the action research approach to study what happens with respect
to classroom
situation and learning while using digital media and blended learning. It is
important to view also
the administrative aspects of learning technology from a pedagogical point

of view [5]. The
administration have importance for what role you get in for example a learning
platform and thus
for what you can do in the platform and how you behave. This influences the
interactivity, how
you work together with other participants, how people collaborate and
communicate. A huge
task, in this very rapidly changing digital era, will also be the test
and evaluation of new
technology in order to find good user-friendly technique and to find good

pedagogical use of the
technique.
Another study by Manoj J.D. et al, [6] which is on Extreme Pedagogy:

An Agile Teaching-
Learning Methodology for Engineering Education stated that Traditional

instructor-centered,
lecture-based teaching methods in engineering education have been

criticized for being too
linear, dogmatic, systematic and constraining. And the study proposes

Extreme Pedagogy, a
student-centered teaching-learning conceptual framework to improve quality

of engineering
education which is built on four core values: students and teachers and
their interactions,
working knowledge, collaboration with students and responding to change. Extreme

Pedagogy
derives its philosophy from Extreme Programming, an agile software

methodology. Extreme
Pedagogy aims at continuous improvement of student learning, keeping

students needs and
satisfaction as its focus. In its conclusion the study summarizes much

of the teaching in
29
----------------------- Page 30-----------------------
engineering colleges is lecture based and teacher-centered. Faculty members are

over concerned
with completing the pre-designed syllabus, without giving sufficient attention to

students needs,
learning styles, learning pace, learning outcomes etc.
Students turn out to be passive listeners, memorize the subject content to get good
grades in the
exams without actually developing skills needed. Extreme pedagogy shifts focus from
teacher-
centered instruction to student-centered instruction, from teaching to

learning. As a learner-
centered pedagogy, its focus is on the students, student learning,

student satisfaction, student
motivation. Unlike traditional pedagogies, which are rigid and inflexible, extreme
pedagogy is
flexible and adaptable to cater to students needs always. Extreme

pedagogy is a novel
framework for teaching and learning in engineering education. Its concepts and
practices can be
easily implemented in classroom teaching in engineering colleges. Its core

practices are drawn
from XP, [7] (Extreme Programming (XP) which is one of the most
popular agile software
development methodologies has become very successful in the software

industry developing
high quality software in response to the changing requirements of the customer.)

and mapped to
the best practices in existing teaching learning methodologies in education.

Extreme pedagogy
framework intends to bring about innovation in the classroom teaching. Its main
purpose is to
improve the quality of learning in engineering education and address many of the
limitations of
the traditional teaching-learning methods.
Atasi Mohanty, et.al, in their study for India professional engineering

educators preparation
scenario,[8] have also highlighted the need for technical faculty to

learn the innovative
approaches to teaching and learning, which in turn will require

effective professional
development for both new and experienced instructors alike. In 21st

century, engineering
education requires meeting the demands of technical profession and

emerging job market.
Researchers have found some universally preferred, yet challenging skills for
global workforce,
e.g., science, technology, engineering and math (STEM), statistics and data
analysis skills, are of
the topmost priority. Ethiopian engineering professionals and engineering

students need to
upgrade themselves for this world work force competition besides filling
the gap in class
teaching and learning with improved pedagogical aspects. From the

current government
30
----------------------- Page 31-----------------------
strategies which is 70-30 policy, most graduates are engineers whom besides
satisfying the need
for local work force, Ethiopian engineers could learn a lesson from
countries such as India,
China and Nigeria for a possible export of engineering educators to neighboring

countries and
elsewhere in the world. It is customary that Ethiopians have high

reputation in academics in
several higher Intuitions of the West, most of them are renowned

professors and technical
personnels. Hence, it is time that we need to upgrade our engineering

education system with
better pedagogical skills. Coming to this action research, questionaries

are prepared for both
learners and educators setting some key parameters that would improve the
pedagogical skills of
the educators.
31
----------------------- Page 32-----------------------
Chapter -3
Research Methodology
3.1 Research Design and Methodology
The very focus of this study was assessment of teacher awareness and views about
issues related
to pedagogical knowledge. This study used both quantitative and

qualitative approaches. The
design applied for this mixed approach study was cross-sectional since
the study relies on
existing variations and data collection was at one point in time.

3.1.1 Source and nature of the data
In this study, primary and secondary methods of data gathering were made
to address the
formulated objectives so far. The secondary information was collected from library
books and on
line searches about issues related pedagogical science. The primary data
were collected from
institute of technology at Addis Ababa University.
3.1.2 Sampling Techniques and sampling population
The selection of sampling techniques for the study was based on the
representative-ness and
resourceful-ness of the sample. Therefore, in order to collect a wide

range of and in depth
information for the study from selected lecturers, the researcher

used stratified random
techniques. Therefore, the researcher collected data from 60 randomly

selected teachers of
school of mechanical & Industrial engineering.
3.1.3 Data collection instrument and its Preparation
This study employed both qualitative and quantitative research approach in

order to touch
important aspects of the situation. Therefore, it used multiple data

collection tools such as
questioner, interview and observation which serve as a data collection instrument.

The researcher
believes that this approach helps to substantiate or support the information

collected using one
instrument by another. To gather a data one instrument were developed to

assess teachers
awareness of and views about issues related to pedagogical science:

attitude scale. The
32
----------------------- Page 33-----------------------
instrument was constructed on the bases of extensive review of literature,

referring text books
and related studies that were made so fare.
3.1.4 Attitude scale
The attitude scale had two parts, the cover page that contained the first part
requested personal
information of teachers like sex, academic rank, and year of experience, e.t.c.,
and second part
contain 12 moderate statements and agreement for all statement means the
participant have a
positive attitude towards pedagogical education and HDP training.
3.1.5 Administration of instruments
The questioner was circulated in a separate offices and data was

gathered from each office
together with interview session.
3.1.6 Methods of Data Analysis.
Data were computed and analyzed using a number of techniques. Percentage

was used to
summaries results. And basically data was analyzed using qualitative method called
description.
33
----------------------- Page 34-----------------------
Chapter 4
Data presentation and Discussion
4.1 Pedagogical Science as a Breakthrough to Improve Educational Quality
Lecturers who participate in this study showed a very strong attitude

towards, up-to-date
knowledge its access and public policy related to pedagogical science to improve
the scientific
communication of teachers with their students. On the other hand teachers

demonstrated
apparently strong attitude towards HDP to improve their teaching skill and
ultimately to improve
educational quality in their respective schools.
About three forth of teachers agreed that The teaching profession in this country
need to have
up-to-date knowledge for teaching 21st century skills (W1). About 8 % of

teachers however do
not associate problem of educational quality with pedagogical science knowledge

deficit
code Statement
W1 The teaching profession in this country need to have up-to-

date knowledge for
teaching 21st century skills
W2 Technology institute teachers need to have access to new

knowledge from the
Science of Learning about how students learn
W3 Attending HDP class is very helpful for professional career of the

teachers
W4 Our country need to have public policies that can be

developed to facilitate the
teaching profession in keeping its pedagogical knowledge current and

up-to-date
The very surprising result that has been identified in this study was, technology
institute teachers
believe that, pedagogical science has a vital importance for

their professional carrier
development. Here 64 percent of participants of this pity research

responded that, Attending
HDP class is very helpful for professional career of the teachers. This shows
whenever there is a
proper and continuous in-job professional capacity building programs,

university te chnology
institute teachers have a positive attitude towards getting and participating on

those programs.
34
----------------------- Page 35-----------------------
Table 4.1:- Lectures view about importance of

general pedagogical science for
improvement of educational quality (figures are in percent)
No Items Scale
I II III IV
V I+II VI+V
1 W1 60 24 8 4
4 84 8
2 W2 64 18 4 8
6 82 14
3 W3 32 32 16 12
8 64 20
4 W4 32 36 12 6
14 68 20
Source: Compiled from own survey, 2017
About two third of the participants strongly agree or agree for policy
formulation to develop
scientific knowledge of university lectures in order to have educational quality

in this county.
With this regard 68 percent of the participants said Our country needs to have
public policies
that can be developed to facilitate the teaching profession in keeping its

pedagogical knowledge
current and up-to-date. Actually on this regard, every stakeholder needs

to work to create
awareness creation on the issue. Because even on this study about 30 percent of the
participants
are neutral or dont agree with the issue of policy formulation and
continuous professional
development teachers.
4.2 Pedagogical Tools to Disseminate Knowledge in the Class Room
In the ongoing quest to improve the quality of student learning and academic
teaching, change
and innovation in higher education continue to proliferate and are now

commonplace in
pedagogical rhetoric (Findlow 2008). What is uncommon, and much more difficult to
achieve, is
sustained improvement and systemic change across program, department and

institutional
boundaries. The necessity to successfully translate and reproduce improvements in

learning and
teaching into new contexts, beyond the local site of origin, relies
strongly on effective use of
pedagogical tools to dissemination knowledge (Coburn 2003; McKenzie et al. 2005;

Southwell
et al. 2005).
35
----------------------- Page 36-----------------------
In this regard assessing pedagogical tools of lecturers to disseminate

knowledge in the class
room has a paramount importance.
code Statement
W5 Using familiar examples to explain concepts related to the subject

matter is helpful
for students
W6 I use multimedia or technology (e.g. PowerPoint) to express the

concept of subject.
W7 I Cleary explain the objective of the course and the chapter in the
class room
W8 I consider classroom context appropriately.
Statement (W5) that says Using familiar examples to explain concepts

related to the subject
matter is helpful for students got the support of about 56 percent of the
participants. Actually it
is very amazing to find even 4 percent of teacher who oppose providing different
examples and
option to clarify concepts in the classroom.
This view was reinforced by their response to I use multimedia or technology (e.g.
PowerPoint)
to express the concept of subject got the agreement of nearly 80 percent of the
total participants.
Here teachers strongly do have positive views towards clarity of explaining

objective of a lesson
before starting the class on one hand and considering classroom context on the
other.
Table 4.2:- Tools used by teachers to disseminate knowledge in the class room
No Items Scale
I II III
IV V I+II VI+V
1 W5 66 30 4
0 0 96 0
2 W6 46 32 8
8 6 78 14
3 W7 68 24 8
0 0 92 0
4 W8 30 38 14
10 8 68 18
36
----------------------- Page 37-----------------------
4.3 Importance of Creating Active Class Room for Educational Quality
"Active learning" means students engage with the material, participate in

the class, and
collaborate with each other. Don't expect your students simply to listen
and memorize;
instead, have them help demonstrate a process, analyze an argument, or apply a

concept to a
real-world situation (Andrew, Tolson, and D. Ferguson, 2008).
Whether youre facing a lecture hall filled with 300 students or a seminar table
with 15 students,
one of your primary goals for the class should be to actively engage students with
the material.
Students learn more when they participate in the process of learning,

whether its through
discussion, practice, review, or application (Grunert, 1997). This is in stark

contrast to traditional
styles of teaching, where students are expected to sit for hours,

listening and, theoretically,
absorbing information presented by the instructor.
code Statement
W9 I prefer active way of teaching and provide assessment continuously
W10 I realize students prior knowledge before the class.

W11 I provide tests and quiz to help students to realize the learning
situation.
W12 I prepare myself and knows the whole structure and direction
of the subject that I
teach
All four statements related to importance of active learning responded positively

by participant
teachers. Preference of active learning W9, considering prior knowledge

W10, Continuous
assessment W11 and pre-preparation of teacher before class room W12 responded
positively y
all participants of the study.
Table 4.3:- Views about importance creating active learning
No Items Scale
I II III IV
V I+II VI+V
1 W9 24 10 10 4
2 34 6
2 W10 16 22 8 3
1 38 4
3 W11 19 17 6 3
5 36 8
4 W12 28 14 4 4
0 42 4
37
----------------------- Page 38-----------------------
5. References
[1] Tharwat M. EL-Sakran, Mujo Mesanovic, Pedagogical Innovations and

Engineering
Students Perceptions of the Relevance of an English for Engineering Course ,

International
Journal of Pedagogical Innovations , No. 1, 15-24 (2013)
[2] Elisabeth Saalman, Engineering education teachers pedagogical use of

digital media
shown in projects carried out in a Higher education course: Learning in

Digital Media,
st
Chalmers University of Technology, 1 World Engineering Education Flash Week,
(WEE2011)
Lisbon, Portugal, 2011.
[3] Mikropoulos, T. A. & Natsis, A. Educational environments: A ten-year

review of
empirical research Computers & Education 56(3), 769-780, (2011).
[4] Dalgarno, Barney & Lee, Mark J. W. What are the learning
affordances of 3-D virtual
environments? British journal of educational technology 41, 1 (2010), 10-32.
[5] Collis, B., Moonen, J. Flexible learning in a digital world: experiences and
expectations
Kogan Page. London, 2001
[6] Manoj Joseph D'Souza and Paul Rodrigues, Extreme Pedagogy: An Agile
Teaching-
Learning Methodology for Engineering Education , Indian Journal of Science and

Technology,
Vol 8(9), 828833, May 2015
[7] Brown S, Knight P. Assessing learners in higher education New York, NY:
Psychology
Press; 1994.
[8] Atasi Mohanty, Deepshikha Dash, Engineering Education in India:

Preparation of
Professional Engineering Educators , Journal of Human Resource and Sustainability

Studies,
4, 92-101, 2016.
[9] Andrew, N., D. Tolson, and D. Ferguson. Building on Wenger: Communities of

practice in
nursing. Nurse Education Today 28, no. 2: 246-52. 2008
[10] Findlow, S. Accountability and innovation in higher education: A

disabling tension
Higher Education 33, no. 3: 313-29, 2008.
[11] Coburn, C.E. 2003. Rethinking scale: Moving beyond numbers to deep
and lasting
change. Educational Researcher 32, no. 6: 3-12.
[12] McKenzie, J., S. Alexander, C. Harper, and S. Anderson.

Dissemination, adoption &
adaptation of project innovations in higher education A report for the
Carrick Institute for
Learning and Teaching in Higher Education, 2005.
38
----------------------- Page 39-----------------------
[13] Southwell, D., D. Gannaway, J. Orrell, D. Chalmers, and C. Abraham.

Strategies for
effective dissemination of project outcomes Brisbane & Adelaide: University of
Queensland &
Flinders University, 2005.
39
----------------------- Page 40-----------------------
I. ANNEX
Questioner
A questioner to be completed by lecturers of AAiT at AAU
Dear Colleagues
This questioner is meant to gather information for a study on an aspect of

pedagogical science.
We hope that the research outcomes contribute to the betterment of teaching

learning process of
the Institute. Please note that the response you give will not have any negative
impact on you as
a lecturer. Furthermore, you do not need to write your name on the

questionnaire. What is
needed is the response you give to the issues raised. Jest feel free and write only
what you think
is correct!!
Yours Faithfully,
HDP Student
Part one: please give the required information through putting an (X) mark on the
appropriate
space.
Note:
All issues in the questioner (including those addressed in the

masculine terms) apply
equally to male and female students.

You may raise your hands up and ask for classification
There is no time limit.
Name of the school__________________________
Department _________________________
Your age___________________________________
Your sex: male _______ Female__________
Years of Experience: 1- 3 _______ 4 - 6 ______ 7 - 9 _____ 10 and > _____
Part Two
Please read each of the following statements very carefully and decide
whether you 'Strongly
agree' 'agree but not very much', 'disagree but not very much' or 'strongly
disagree'. If you cant
agree or disagree, mark 'Undecided'.
40
----------------------- Page 41-----------------------
Put an (x) mark in the appropriate box to indicate your opinion.
Note
One statement can have an (x) mark only once.
No 1tems
Scale
Strongly Agree
Undecided Disagree Strongly
Agree
disagree
1 The teaching profession in this country
need to have up-to-date knowledge for

teaching 21st century skills
2 Technology institute teachers need to
have access to new knowledge from the

Science of Learning about how students
learn
3 Attending HDP class is very helpful for
professional career of the teachers

4 Our country need to have public policies
that can be developed to facilitate the
teaching profession in keeping its
pedagogical knowledge current and up-
to-date
5 Using familiar examples to explain
concepts related to the subject matter is

helpful for students
6 I use multimedia or technology (e.g.
PowerPoint) to express the concept of

subject.
7 I Cleary explain the objective of the
course and the chapter in the class room

8 I consider classroom context
appropriately.
9 I prefer active way of teaching and
provide assessment continuously

10 I realize students prior knowledge before
the class.
11 I provide tests and quiz to help students
to realize the learning situation.

12 I prepare myself and knows the whole
structure and direction of the subject that

I teach
41
----------------------- Page 42-----------------------
7. HDLs end module assessment
Name of the HDP Candidate: Muaz Bedru Hussen
Candidates Final Self-Assessment
What have you found most useful in the program?
I found this program most interesting and useful that enhances my professional
carrier on
teaching at higher education institutions. I thoroughly understood the contents

covered in this
HDP program such as Understanding Higher Education, Modularization and Modular

Curriculum,
Managing Learning and Assessment, Subject Area Teaching and Action Research and
Field-based
Learning
I have also conducted Action research on pedagogical knowledge of

engineering professionals
and found interesting result.
Write a reflective comment on your overall performance and achievements in the

program
I have gained hands on knowledge of pedagogy from this program so that my

feature teaching
strategy will be definitely improved. I have exercised all the reflective

activities and homework,
assignments given by HDL during the program hence accomplished the program
successfully as
required.
42
----------------------- Page 43-----------------------
8. Higher Diploma Leaders Final Assessment
General comments on Candidates contribution to and achievement on the HDP

The overall performance of the candidate in the HDP based on the requirements on
pages 12-13 of
the Handbook:
PASS or REFER (Please circle your choice)
In the case of REFER, kindly state the reason(s) - inadequate

attendance, sections that the
candidate missed, etc
Name of HDL __________________________________
Signature of HDL: _______________________________ Date:_____________________
43

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----------------------- Page 1-----------------------

Addis Ababa University

Higher Diploma Program

HDP PORTFOLIO OF EVIDENCE

Muaz Bedru Hussen

School of Mechanical and Industrial Engineering

Higher Diploma Leader: Firdissa Jebessa (PhD)

Submitted to: Teaching and Learning Support Office, AAU

----------------------- Page 2-----------------------

2. Reflective activities (at least the best 2 from each

End of Module One - Self

2.2 Module 2 - Modularization and modular

End of Module Two - Self

2.3 Module Three - Managing learning and

End of Module Three - Self

2.4 Module Four - Teaching Subject Area

End of Module Four - Self

2.5 Module Five - Action Research and Field-Based

End of Module Five - Self

----------------------- Page 3-----------------------

5. Continuous Professional Development (CPD)

7. HDLs end module

8. Higher Diploma Leaders Final

----------------------- Page 4-----------------------

This Portfolio consists of selected reflective activities from each module,

at different times, action research and other related materials developed

Late 2016 to January2017.

2. Reflective activities (at least the best 2 from each module)

2.1 Module One

Quality education provision

Lack of motivated teachers

Students attitude and poor academic background

1. Discuss the specific nature of higher education compared to other educational

Higher education is a decision making center

Focus on local capacity development of professionals for industry demand

Form task force responsible for identification of real world problems

----------------------- Page 5-----------------------

Strengthen industry university linkage unit in terms of provision

researchers engaged in industrial problem solving projects

1. Discuss the UN Convention on the Rights of Persons with Disabilities ratified

What are the key aspects of conventions?

The UN conventions on the Rights of persons with Disabilities

international legally binding human rights treaty targeted at protecting

of people with disabilities. Key aspects of this convention are:

o The right to be protected from abuse, violence, and torture.

o The right to have access to education, transportation and

o The right to employment and decent standard of living

o The right to access social justice

2. To what extent do you think the AAU community wants to facilitate

students with disabilities

AAU basically provides disability specific provision for most categories

The AAU communities have good experience of facilitating the

3. What are the actions taken by the university to include students

The university designed curriculum suitable for most of disability

students have opportunity to join AAU. In addition to this, disability

are relatively good at AAU. The resource provision for hearing

and the university needs to improve this issue.

----------------------- Page 6-----------------------

End of Module One - Self Assessments

HDP CANDIDATE'S SELF-ASSESSMENT MODULE ONE

What have you found most useful in this Module?

a. Deep tacit knowledge(our own knowledge)Process of

thinking)Explicit knowing (our action in the world)

Cognitive domain : objectives skills that make