1. Rationale of the program
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.
Geographic knowledge and skills help in developing our economy, to use resources more efficiently and keep the environment in good shape.Geography not only mediated between natural or physical sciences and biosciences on one hand and the social sciences on the other but also bridged and synthesized their mutual common broad-spectrum underpinning through its core thrust on man – environment relationships, which naturally integrate them all.
Based on the national consensus to develop the curriculum, the modularization taskforce delegated from respective universities have developed the existing curriculum in modularization system.
Having considered the policy guidelines, the programme under Geography and Environmental Studies has its general objectives in the training of competent and responsible professionals who can participate in various endeavours in the society. Therefore, in designing the new curriculum, special emphasis was given to improve the program’s facilities, the methodologies to be used, integration and continuity of the modules under the programme and adding practical and research related courses.
1.2.Background profile of the program in Ethiopia
The teaching of Geography at the tertiary level started in 1950 at the University College of Addis Ababa (UCAA). Initially, geography was offered as an important field of study to Arts students. Since 1958, the Department of Geography, now renamed Department of Geography and Environmental Studies as of 2002, has been offering undergraduate programs leading to the Bachelor of Arts degree in geography. The first batch of geography majors who numbered three graduated in 1963. Geography graduates work in the teaching and non-teaching professions and contribute significantly to the socio-economic development of the country.
Since its beginning, the Department of Geography & Environmental Studies continued to develop at a relatively rapid rate. The broad sub-fields in the curriculum were Human Geography, Physical Geography and Cartography. Cartography was offered as a tool course to strengthen the training of students at the undergraduate level. As was geography teaching in many parts of the world then, the program was biased towards regional studies. In the second half of the 1960s, the emphasis shifted to the study of geographic principles and quantitative methods.
The expansion of the programs made necessary and possible a further evaluation of its curriculum in the light of the fast emerging trend of the “New School of Thoughts” in Geography – the Quantitative Revolution. In consequence, the Department began to introduce a series of changes. The level and relevance of teaching and research both in Geography and cartography are considerably affected by the quantitative revolution.
Now we live at a time when computers are widely used to acquire and process geo-data, store, retrieve and manage spatial information. Geographic Information System (GIS) including Remote Sensing (RS) technologies emerged as one of the main tools of spatial analysis and graphical presentation in geographical studies. This is a new development to the field of geography. 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.
Now a days, Geography and Environmental Studies has been given in all higher institutions of Ethiopia. Since 2004 E.C, a modular curriculum at national level was developed with the participation of respective university professionals under the guidance of Ministry of Education and started to practice in a modularization system in 2005 E.C.
The graduates of this program are expected to have the following professional profiles:
- Engages in education(in universities, colleges, high school) and research at national, regional research & development organizations;
- 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
- Plan in various transport facilities
- Promote tourism industry
- Involve in biodiversity conservation and wildlife management
- Participate in watershed management and land rehabilitation
- Engage in landscaping and urban development
- 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;
- Engage in solving societal problems such as HIV/AIDS and Gender issues;
- Provide consultancy service in solving resource based and boundary conflicts;
- Analyze rural-urban linkages.
The curriculum of the department is designed with the view that graduates who complete their education from the department shall be able to:-
- 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,
- Care for ethical values, and provide leadership role models in national, regional and local development with a clear understanding of values and needs of the country
- Capable of working cooperatively for the common good of society
- Use different theories and models to understand and explain spatio-temporal processes, trends and patterns related to human and physical environment,
- Initiate and participate actively in community services and developmental activities
- Generate, organize , and analyse Geo-data for Spatial Decision Support system
- Apply modern tools and techniques like GIS and remote sensing in managing resources and protecting environment for sustainable development
- Highly committed to self-development through the continuous acquisition of knowledge and experience and able to survive in an environment of continuous change in a rapidly evolving society;
- 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 land administration and registration issues;
- Actively participate in food security and livelihood related research undertakings.
- Have basic understanding on fundamental national issues and sustainable development.
1.5. Academic Staff profile
The staff profiles of the department of Geography and Environmental Studiesis presented below.
|No||Name||Sex||Nationality||Academic Rank||Area of Specialization|
|1||Dr. Abebe Gidey||M||Ethiopian||PhD||Geography for Natural Resource Management (NRM)||email@example.com|
|2||Dr. Misgna G/hiwot||M||“||PhD||Geography and Environmental Studiesfirstname.lastname@example.org|
|3||Dr, MewaelBrhane||“||PhD||Regional Planning and Urbanemail@example.com|
|4||KibemoDetamoAga||“||PhD Candidate||Natural Resources and Environmental Management (NREM)||firstname.lastname@example.org|
|6||Daniel Chernet||M||“||Lecturer||Remote Sensing and GISemail@example.com|
|7||G/ AnanyaGembru||M||“||Lecturer||Population & Developmentfirstname.lastname@example.org|
|8||AmahaKiros||M||“||Lecturer||Urban Development and Managementemail@example.com|
|9||LieltiTilahun||M||“||Lecturer||Natural Resources and Environmental Management (NREM)||firstname.lastname@example.org|
|10||BrktiTesfay||M||“||Lecturer||Population & Socio economic Development Planningemail@example.com|
|11||MeazaHadush||M||“||Lecturer||Natural Resources and Environmental Management (NREM)||firstname.lastname@example.org|
|12||Mohammed Ahmed||M||“||MSc Candidate||Geographic Information Systems|
|13||HarewoyniDerese||F||“||BA||Geographic Information Systems|
|14||Eyasumengesha||M||“||PhD Candidate||Land Resource Management||Eyassu12@gmail.com|
|15||KirosAssefa||M||“||PhD Candidate||Regional Planning and Urbanemail@example.com|
|16||YhunAbdi||M||“||PhD Candidate||Water Resource Management||Yihun539938@gmail.com|