MA in Civics & Ethics

MA in Civics and Ethics 2013
Federal Democratic Republic of Ethiopia

Ministry of Education
Curriculum for MA in Civics and Ethics

(summer in service program)
Prepared by:
Abebe Assefa (Bahir Dar University)
Endalkachew Garedew (Hawassa University)
Meressa Tsehaye (Mekelle University)
Seyoum Adugna (Jimma University)
Teferi Mekonnen (Addis Ababa University)
Yemane Zeray (Mekelle University)
Addis Ababa
May 2013
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I. RATIONALE
The civics and ethical studies, among others, aims basically to make moral education which is
the engine and forceful tool for the cultivation of social and moral values and develop
fundamental codes and principles of professional ethics. However, there are a number of factors
that hinder the realization of these values efficiently and effectively. Among them, the most
crucial factor is lack of trained professionals and teachers of civics and ethical studies who are
professionally and academically qualified, competent, well informed and responsible graduates.
Though most preparatory and high school civics and ethics teachers might have some training
they require to upgrade and to have in-depth capture of the concepts.
The need for increase the sensitivity of the Ethiopian society for saving, industriousness, self
reliance and active participants in the democratization process and formation of good
governance as well as to disseminate the fundamental issues of the very subject matter of civics
and ethics calls for having well trained professionals.
It was, however, found out, even at the beginning, that the greater challenge to effectively deal
with the teaching of Civic and Ethical Education courses was the lack of teachers who are trained
in the discipline itself. Individuals with differing educational backgrounds were and are still
teaching Civic and Ethical Education at different levels; some of them even are graduates of
Natural Sciences and Computational Science disciplines which have virtually no either vertical
and/ or horizontal relation with the subject matter of Civic and ethical Education.
Thus, to successfully and efficiently address this problem the Ministry of Education with the
help of some of the Universities hosting the department at the moment that such a postgraduate
program is designed. The goal is to provide the necessary civic knowledge and skills to teachers
who in one way or another have the experience of teaching Civic and Ethical Education
especially at secondary and preparatory levels.
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Therefore, the general objective of this program is to produce experts of Civic and Ethics who are
professionally and academically qualified. These professionals would also play essential role in
shaping the attitude and behavior of society effectively and efficiently through engaging community
awareness, serving governmental and nongovernmental organization in the field of ethics, anti
corruption, and developmental agents. They also contribute in fighting social evils and teach students
as well as the community about those values highly cherished by the Ethiopian society due to their
strong relevance for national as well as world peace and development. In short to provide the widest
needs of the national market with graduates who have a good knowledge and competence in the vast
area of Civic and Ethical Studies; who have developed a remarkable degree of civic capacity and
moral standards so that they could play an exemplary role for the realization of sustainable
development.
II. OBJECTIVE OF THE PROGRAM

A.General Objectives
The program is designed for those interested in pursuing high level intellectual study on several
aspects of civic and ethical studies. The prime objective of this program is to upgrade teachers of
civics and ethical education who are currently hold BA /BSc and teaching Civic and Ethical
Education in preparatory and high schools. The program aims at such teachers better qualified
and academically well equipped. These professionals would also play a pivotal role in shaping
the attitude and behavior of citizens.
B.Specific Objectives
The Program will equip the graduates with:
 The knowledge of state, government and society thereby enabling them appreciate the ideals
of constitutional democracy and good governance.
 The fundamental knowledge and deep understanding of the rule of law, constitution and
constitutionalism in general and in the Ethiopian context in particular.
 The courage to fight against unethical practices in the community like corruption, harmful
cultural practices, social discrimination etc
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 The attributes of promotion and protection of the values of human rights.

 Basic understanding of the current state of knowledge in the Socio-Political History and of
social institutions of Ethiopia.
 Knowledge of the role of different actors at national, regional and international level in
influencing the process of democratization.
 The value of cultural tolerance and skills of conflict resolution and peace building
 The advancement of social, economic, political and cultural justice and equality
 Desirable social, ethical and moral values to forge behavioral and attitudinal changes.
 Understanding Contemporary Global Issues.
 Competency to create rational and critical generation.
 Engage in advanced research primacy being given to societal problems and issues
III. GRADUATE PROFILE
 Teach civics and ethical education in secondary schools, Technical and Vocational
Education and Training (TVET) institutions in general and teacher training institutions in
particular;
 Portray commitment to the teaching profession, to the code of ethics and exhibit positive
behavior towards students;
 promoting, through research and teaching, the values of unity in diversity;
 Play active and exemplary roles in promoting civic and ethical values in the school and
the society at large
 Appreciate and uphold moral values and principles as they interact with fellow humans
and the environment at large;
 Strive to promote gender and minority equality in the economic, social and political lives
they encountered;
 Portray commitment to ethical values and principles of professionalism and leadership as

they engage in the teaching profession or service delivering institutions;
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 Conduct problem solving researches and carry out consultancy and training services in
various areas of the Civics and Ethics; and
 Conducting interdisciplinary research on multiculturalism and federalism;

 Promote democratic culture and tolerance;
 Appreciate and promote ethical, moral and cultural values;
 Strive to promote gender equality in economic, social and political aspects of life,
 Demonstrate a dynamic view in national, regional and international development
 Play active role and be exemplary in community participation
 Investigate societal problems and are expected to delve them in extensive scientific
research pertaining to Civic and Ethical values and cultures.
IV. ACADEMIC REQUIREMENTS
4.1 Admission Requirements
To be eligible for admission to the program candidates shall:
 Comply with the general regulations for admission to the Graduate Program of the
University
 Hold a Bachelor degree in civic and ethical studies, political science and international
relations, philosophy , history, governance and development studies, geography and other
related fields (as recognized by the Ministry of Education)
 Applicants from natural and computational sciences need to have two years experience of
teaching civics and ethics at preparatory and high schools. The same applicants need to
take induction courses to continue their study.
 Pass a qualifying examination(if any)
4.2 Duration of the Study
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The curriculum extends for three summers of full-time course work and one more year and a
summer for thesis writing. Extending the duration beyond four summers requires the permission
of the program Council and academic commission of the Faculty.
4.3 Mode of Delivery, Assessment and Evaluation Policy
4.3.1. Mode of Delivery

 Lecture
 Article review
 Seminar
 Field work
4.3.2. Assessment and Evaluation
Evaluation will be on the basis of continuous assessment of students on the basis of assignments,
presentations, reports, mid exams and final exams. Regarding seminar courses and term papers,
the quality/ substantive part/ paper, the skills of presentation and the ability of defending them
will be given utmost concern. Unless the graduate council of the program directs otherwise each
course must combine assignments, term papers and exam(s). The student's result in a course shall
depend on the cumulative performance in these series of activities.
Depending on the nature of the course, the following are some of the minimum evaluation
methods:
 Examinations
 Article reviews
 Course papers and/or presentation
 Thesis work and defense
Grading system
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The grading system of the program will be as per University‟s grading system.
Assessment of the MA Thesis and defense
The thesis exam session is conducted by an examining board composed of the advisor, internal
and external examiners. The result of the student will be determined by the equal vote of the
board members.
4.4 Graduation Requirement
 Students will be eligible for graduation upon successful completion of all the courses.
The minimum grade point average (GPA) required for graduation is 3.0 with no "F"
grade.
 Successful thesis defense (6 credits), which must be preceded by a pre-submission
seminar.
4.5 Degree Nomenclature
The degree to be conferred upon candidates who successfully completed their studies in the
respective area of concentration shall be designed: MA in Civics and Ethics in English and
የአርት ማስተርስ ዲግሪ በስነ-ዜጋና ስነ-ምግባር in Amharic.
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4.6 List of Major Courses
COURSE CREDIT REMARK

S.N COURSE TITLE CODE HOURS
1 SOCIETY, STATE AND CITIZENSHIP IN CVET 521 04

ETHIOPIA
2 MORAL PHILOSOPHY CVET 501 03
3 CONSTITUTION AND CVET 522 03
CONSTITUTIONALISM IN ETHIOPIA
4 MULTICULTURALISM AND CVET 523 03
FEDERALISM IN ETHIOPIA
5 ADVANCED TEACHING METHODS IN CVET 542 03
CIVICS AND ETHICS
6 INTERNATIONAL RELATIONS AND CVET 531 03
CONTEMPORARY GLOBAL ISSUES
7 APPLIED ETHICS CVET 502 03
8 DEVELOPMENT POLICIES AND DYNAMICS CVET 511 03
IN ETHIOPIA
9 CONFLICT RESOLUTION AND PEACE CVET 524 03
BUILDING
10 GOVERNANCE AND LEADERSHIP CVET 512 03
11 ADVANCED RESEARCH METHODS CVET 541 03
12 MA THESIS CVET 543 06
TOTAL 40
 Ethics----0
 Governance and Development ------1
 Constitutional and Multiculturalism------2
 Contemporary Global Issues and dynamics ----3
 Research and Methods-----4
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VI. Course Break Down
Summer I
S.N. Course Title Course Code Credit Hours
1 Society, State and Citizenship in Ethiopia CvEt. 521 04

2 Moral Philosophy CvEt. 501 03
3 Advanced Research Method CvEt. 541 03
Total 10
Summer II
1 Constitution and Constitutionalism in Ethiopia CvEt. 522 03
2 Multiculturalism and Federalism in Ethiopia CvEt. 523 03

3 Applied Ethics CvEt. 502 03
4 Conflict Resolution and Peace Building CvEt. 524 03
TOTAL 12
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Summer III
1 Governance and Leadership CvEt 512 03

2 Development Policy and Dynamics in Ethiopia CvEt 511 03
3 Advanced Teaching Methods in Civics and CvEt. 542 03
Ethics
4 International Relations and Contemporary CVET 531 03
Global Issues
TOTAL 12
Summer IV
S.N. Course Title Course Credit

Code Hours
1 M.A. Thesis* CvEt 543 06
TOTAL 6
*The students will register at the end of third summer and submit and approve their topic.
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VII. COURSES
Course Title: Advanced Research Methods
Code: CvEt. 541
Credit hours: 3
Course Description
This course aims at exposing students to the essential features of how to conduct social science
research, in general, and civics and ethics, in particular. It focuses on the key elements of the process
of research: writing an introduction; stating a purpose for the study; identifying research questions and
hypotheses; using theory; defining, delimiting, and stating the significance of the study; and advancing
methods and procedures for data collection and analysis. The course also presents a brief explanation
on how to apply quantitative as well as qualitative methods of data collection and analysis.
Objectives
At the end of the course, students will be able to:
 Understand the role of research in adding to the existing knowledge;

 Identify the steps in the research process;
 Apply the range of methodologies available for conducting research;
 Evaluate the contexts for which each method is appropriate; and its strengths and weaknesses
in each case;
 Identify the different tools of social science research; and
 Design and write a research proposal.
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Outline
Unit 1: Foundations of Social Science Research
1.1. What is Research? How to develop research skills? Aims of Scientific research
1.2. Philosophical Foundations of research: The Positivist research tradition and approaches;
Criticisms of positivist Research; the Post positivist Reaction and approaches
1.3. Research Ethics
Unit 2: Understanding research Design
2.1. Steps of the research process
2.2. The importance of research design
2.2. The quantitative approach to research design
2.3. Types of research designs
Unit 3: Quantitative Research Methods
3.1. Fundamental concepts in Quantitative methods
3.2. Sampling
3.3. Exploratory, Descriptive and Causal Research approaches
3.4. Applying Statistical concepts in research
3.5. Interpreting survey results with descriptive statistics
3.6. Presenting research results with Tables, Charts and Graphs
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Unit 4: Qualitative Research Methods
4.1. The explanatory Approach I: Case Study Methods
4.2. The explanatory Approach II: Historical Research Methods
4.3. The Interpretive Approach I: Grounded Theory Methods
4.4. The Interpretive Approach II: Ethnographic Methods
4.5. The critical approach: Action Research Methods
Unit 5: Analyzing Qualitative Data and Writing a Research Report
5.1. Analysis methods for qualitative data
5.2. What are qualitative data?
5.3. Components of qualitative data analysis
5.4. Beginning the analysis
5.5. Steps of the analysis process
Unit 6: Organizing and Writing Research Report
6.1. How to structure the research report
6.2. Sections in a research report
6.3. Style in research report writing
6.4. Style in the references section
6.5. Some standard style requirements
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Unit 7: Conducting MA Thesis Research
7.1. Selecting a Topic, Framing an Analytic Question, Forming an Outline and Setting
Roadmap Concepts
7.2. Preparing a Research Proposal
7.3. Reviewing the Literature
7.4. Defining the Methodology and Choosing a Research Method (qualitative or quantitative
research method)
7.5. Data-Gathering: Strategies and Resources
7.6. Tools of civics and Ethics research (Using interviews, conducting focus groups, using
questionnaires, undertaking participant observation, etc.)
7.7. Data Analysis
7.8. Reporting Findings (Writing reports, structuring reports and producing oral presentations)
7.9. The Thesis Defense
Evaluation
1. Preparing a term paper (20 % towards the final grade)

2. Developing a full-fledged research Proposal (30 % towards the final grade)
3. Final paper/exam (50 % towards the final grade)
References
Becker, Howard. 1998.Tricks of the Trade. How to Think About Your Research While Doing It.
Chicago: University of Chicago Press.
Bell, J. (1993). Doing your research project: a guide for first-time researchers in education and
social science (2nd ed.). Buckingham; Philadelphia: Open University Press.
Berg, B.L. (1995). Qualitative research methods for the social sciences (2nd ed.). Boston: Allyn
and Bacon.
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Berry, W.D., & Lewis-Beck, M.S. (Eds.). (1986). New tools for social scientists: advances and
Applications in research methods. Beverly Hills: Sage.
Booth, C., Colomb, G., & Williams, J. (2008). The Craft of Research. 3rd Edition. The University
of Chicago Press.
Dawidowicz, P. (2010). Literature Reviews Made Easy: A Quick Guide to Success. Information
Age Publishing Inc: Charlotte, NC.
Hult, C.A. (1996). Researching and writing in the social sciences. Boston: Allyn and Bacon.
Jones, R.A. (1996). Research methods in the social and behavioral sciences (2nd ed.).
Sunderland, MA: Sinauer Associates.
Marshall, C., & Rossman, G.B. (1995). Designing qualitative research (2nd ed.). Newbury Park,
CA: Sage.
Nachmias, C., & Nachmias, D. (1992). Research methods in the social sciences (4th ed.). New
York: St. Martin‟s Press.
Robson, C. (1993). Real world research: a resource for social scientists and practitioner-
researchers. Oxford; Cambridge, MA: Blackwell.
Spoull, N.L. (1995). Handbook of research methods: a guide for practitioners and students in
the social sciences. (2nd ed.). Metuchen, NJ: Scarecrow Press.
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Course Title: Advanced Teaching Methods in Civics and Ethics
Course code: CvEt. 542

Credit Hours: 3
Course Description
This post-graduate course aims to develop skills and knowledge in more specialized areas of
methods in teaching civics and Ethics. This subject-specific course provides students with
theoretical, research and professional evidence-based guidance to learn to teach civics and ethics
at the preparatory school level, and covers the following areas: the nature and scope of civics and
ethics; basic issues in teaching civics and ethics; civics and ethics teaching in preparatory
schools; plan for effective teaching; instructional methods and approaches; instructional aids in
civics and ethics teaching; and strategies of assessment in civics and ethics teaching.
Objectives
On successful completion of the course, students will be able to:
 Understand the origin and subject matter of civics and ethics;

 Analyze preparatory civics and ethics curriculum in relation to contemporary issues in
Ethiopian education;
 Compare the preparatory civics and ethics curriculum in Ethiopia with other nations in
terms of responding to contemporary issues in education;
 Develop knowledge and skill of teaching civics and ethics in preparatory schools; and
 Design appropriate instructional methods and the assessment techniques for preparatory
civics and ethics lessons.
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Outline
Unit 1: Nature and Scope of Civics and Ethics

1.1. Knowing the subject matter of civics and ethics
1.2. Evolution of the Discipline
1.3. Significance and Importance of teaching civics and ethics
1.4. Aims and objectives of teaching the course civics and ethics
1.5. Interdisciplinary nature of civics and ethics with other school subjects
Unit 2: Basic Issues in Teaching Civics and Ethics

2.1. Multi perceptivity in teaching civics and ethics
2.2. Values of Democracy, democracy via education, new generation and nationalism, the
internationalism
2.3. Good citizens made by civics and ethics
2.4. Challenges in teaching civics and Ethics, teaching sensitive issues
2.8. Developing critical perspectives
Unit 3: Civics and Ethics Teaching in Preparatory Schools

3.1. The teaching environment
3.2. Defining the role of civics and ethics in the New National Curriculum
3.3. Current debates in teaching civics and ethics
3.4. Critical appraisals of the existing syllabus
3.5. Becoming a teacher of civics and ethics: developing a professional quality
Unit 4: Plan for Effective Teaching

4.1. Planning a particular lesson: using learning objectives and outcomes
4.2. What comes first: content, concepts or questions?
4.3. Conceptualizing ideas
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4.4. Lesson plan, annual plan, unit plan and daily lesson plan of teaching civics and ethics
Unit 5: Instructional Methods and Approaches in Civics and Ethics

5.1. Student-centered teaching methods vis-à-vis teacher-centered instructional
approaches (such as lectures and teacher-led discussions)
5.2. Issues arise concerning the implementation of student-centered methods in civics and
Ethics classes
5.3. Various methods of teaching civics and ethics (such as brainstorming, role-plays,
Group discussion, assignment method, establishing student parliament, debates,
etc.)
Unit 6: Instructional Aids and School Activities in Civics and Ethics Teaching
6.1. Textbook and teachers‟ guide
6.2. Audiovisual aids in teaching civics and ethics
6.3. The uses of information technologies in civics and ethics teaching, including
computer, T.V. and the internet
6.5. Planning of excursion
6.6. Co-curricular activities
Unit 7: Strategies of Assessment in Civics and Ethics Teaching
7.1. Concept and purpose of assessment/evaluation

7.2. Formative and Summative assessments
7.3. How and what to assess
7.4. Tools and techniques of evaluation in civics and ethics teaching (various types of
question)
Evaluation
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1. Content analysis and preparation of instructional material related to any unit of Grade 11
and 12 civics and ethics textbooks (20 % towards the final grade)
2. Developing a lesson plan based on new methods/techniques in civics and ethics teaching
(10 % towards the final grade)
3. Peer teaching (20 % towards the final grade)
4. Final paper/exam (40 % towards the final grade)
References
Abowitz, k. Kathleen and Harnish, Jason (2006). Contemporary Discourses in Citizenship
Education. Review of Education Research 76, 4.
Evans, Mark (2006). Education for Citizenship: What Teachers Say and What Teachers Do?
Canadian Journal of Education 29, 2: 410-435.
Kumar, Jamandlamudi Prasanth (2004). Methods of Teaching Civics. New Delhi: Discovery
Publishing House.
MoE (1994). The New Education and Training Policy of Ethiopia. Addis Ababa , St. George
Printing Press.
Negarit Gazeta (21 August, 1995). Constitution of Federal Democratic Republic of Ethiopia.
Addis Ababa, Birhanina Selam Printing.
Ross, E. (2006). The Social Studies Curriculum: Purposes, Problems, and Possibilities. State
University of New York Press, Albany.
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Course Title: MULTICULTURALISM AND FEDERALISM IN ETHIOPIA
Course code: CvEt. 523
Credit hour: 3
Course Description
Modern societies are characterized by all forms of diversity that range from individual life style
differences to long established communal/cultural differences. Diversity being recognized as a
fact of life, the difficult question has always been the way of dealing with it. History shows that
failure to democratically deal with diversity could become a primary source of destructive
conflict and instability.
In this regard, multiculturalism and federalism have widely been accepted as effective tools to
maintain stability and peace in ethnically diversified societies. Multiculturalism in particular has
been suggested by scholars such Will Kymlicka as an effective policy response to fulfill the
demands of communal/national groups to equality, representation, autonomy.
The course multiculturalism and federalism is designed to introduce students with

multiculturalism and federalism as tools of managing and transforming conflicts and more
importantly accommodating diversity in ethnically diversified societies. For the purpose of clear
conceptual understanding, the course begins with the introduction of basic concepts of diversity
followed by discussions on multiculturalism and federalism as instruments of dealing with
diversity. For an effective delivery of this course, students are expected to be critical,
communicative and active in class discussions.
Objectives
At the end of this course students will be able to,
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 Explain federalism and multiculturalism as means of conflict management in diversified

societies
 Analyze the diverse nature of the Ethiopian society
 Examine and analyze conditions of diversity, federalism and multiculturalism under the
successive regimes in Ethiopia
Outline
Chapter One: UNDERSTANDING DIVERSITY
1.1. Defining and explaining the concept of culture

1.1.1. Elements of culture
1.1.2. Manifestations of culture
1.1.3. The Layers of culture
1.1.4. Culture and society
1.1.5. Characteristics of culture
1.1.6. Cultural change with in society
1.2. Understanding Diversity
1.2.1. Conceptual meaning
1.2.2. Manifestations of diversity
1.2.3 Debates on the nature of diversity
1.2.4. Diversity as beauty/ spice of
1.2.5. Minority groups and demands
1.2.6. Nation, nationalism, ethnicity
Chapter Two: DEALING WITH DIVERSITY
2.1. Approaches to diversity
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2.1.1 Elimination of diversity
2.1.2. Policy options / state response to minority demands
2.1.3 Accommodation/ management of diversity
A. The hegemonic exchange model
B. Multiculturalism
C. Federalism
D. Consocationlism and deliberative democracy
Chapter Three: PHILOSOPHICAL AND THEORETICAL FOUNDATIONS OF

MULTICULTURALISM
3.1. Philosophical foundations of multiculturalism
 Liberal perspective
 Communitarian perspective
Limitations of Each
3.2. Individual vs groups rights
3.3. Pillars of multiculturalist society
Chapter Four: FEDERALISM AND ACCOMMODATION OF DIVERSITY
4.1. Federalism and federation: The quest for meaning
4.2. Some Common Features and Taxonomy of Federations
4.3. Federalism, nationalism and the national state
4.4. The concept of representation in federalism and federation
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4.5. The management of conflict and the role of federalism and autonomous arrangements
4.6. Multinational Federalism
Chapter Five: MULTICULTURAL POLICIES OF SELECTED COUNTRIES
5.1. Specific policy directions to deal with claims of minorities
 Exemptions from laws that penalize or burden cultural practice

 Affirmative action and assistance
 special representation
5.2. Experience of selected countries
5.2.1. Canada‟s policy of bilingualism and multicultural policy

5.2.2. Switzerland cantonization policy of accommodation
5.2.3. Belgium‟s linguistic policy and power sharing
5.2.4. Australia and experience of U.S.A policy of accommodating difference
Chapter Six: FORGING UNITY FROM DIVERSITY: THE ETHIOPIAN EXPERIENCE
6.1. Contraindicating Perspective in Ethiopian history
6.2. Historic Ethiopia as a De Facto Federation
6.3 The Process of Centralization (1930-1991)
6.3.1 The Era of Written Constitutions
6.3.1.1 The 1931 Constitution
6.3.2 The Ethio-Eritrean Federation (1952-1962)
6.3.3 The Revolution and the Coming to Power of the Military
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6.4 Continuity or Reversal?
6.5. The Transitional Period (1991-1994)
6.5.1 Federal Features
6.5.2 The Explicit Recognition of Nations/nationalities as Building
6.7. The Federal Experiment
6.7.1. Bricks of the Federation and its Implications
6.7.2 Viable federal units
6.7.3 Shared Rule
6.4.4 Unicameral Legislature
6.8. Federalism as structure to deal with diversity under the FDRE Regime: principle and
practice
6.9 Limitations and challenges of transition to Democracy
Delivery Strategies
Though some modifications will be made based on the students‟ background, needs and
interests, the following will be the major strategies used for this course: Lecture by the instructor,
class discussions on selected topics and small group presentations on a few topics.
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 Interactive teaching and learning will be for about 40% of the time, independents/self
learning will be for about 40% and collaborative learning would be for about 20% of the
module hours/ time.
 Responsibility of the Instructors: The instructors will prepare and deliver lecture notes,
facilitate class discussions, assist students form groups for various learning activities,
provide feedback on all students' submitted works, and are available for consultation.
 Responsibility of students: Students are expected to attend all classes, read at least the
required readings, do all assignments, submit papers, participate in class discussions, take
exams, and participate in small groups. Students are expected to have completed the
readings prior to class and to be active participants in class. Furthermore, students are
responsible to complete assignments in timely manner. Students with any special needs
are to contact the instructor early in the module session.
 Both the instructors and the students are to respect each other and their ideas, appreciate
efforts and provide constructive criticisms. All are to be on time for classes.
Assessment Strategies
 Each student is expected to write term papers (it will be followed by presentations) on
selected topics that will constitute 20 percent and 10% for presentation. Students are also
required to review an article selected and provided by the instructor. This will account for
20 percent of their assessment and there will be final exam (50%) for the balance.
References
Assefa Fiseha, Federalism and the Accommodation of Diversity: A Comparative Study, Revised
Edition, 2007-
Burgess, Michael, Comparative Federalism: Theory and Practice London: Rutledge 2006
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David Turton ed., Ethnic Federalism: The Ethiopian Experience in Comparative Perspective
(Oxford: James Currey, 2006).
Elazar, Daniel, Exploring Federalism (Tuscaloosa, AL: University of Alabama Press, 1987).
Hueglin, Thomas and Alan Fenna, Comparative Federalism, A Systematic Inquiry Broadview
press, 2006.
Linder, Wolf, Swiss Democracy: Possible Solutions to Conflict in Multicultural Societies 2nd ed.
(New York: St. Martin‟s Press, 1998).
Lidija Basta and Thomas Fleiner eds., Federalism and Multiethnic States, The Case of
Switzerland v. 16 2nd edn. (Fribourg: PIFF, Helbing and Lichtenhahn, 2000)
Watts, Ronald, Comparing Federal Systems 2nd edn Montreal: Queen's Uni, 1999
Wheare, K., Federal Government 4th edn. (London: Oxford University Press, 1963).
Course Title: CONSTITUTION AND CONSTITUTIONALISM IN

ETHIOPIA
Course Code: CvEt. 522
Credit Hours: 3
Course description
This course examines and compares the operation of major institutions and doctrines of
constitutional systems. The differences and similarities are carefully examined with the effect
that students will understand the political and other factors that explain the differences and
similarities. Topics covered include: Constitutionalism and democracy; the adoption and
adaptation of constitutions; separation of powers and checks and balances as applied in different
polities; merits and demerits of parliamentary and presidential institutions and their key features;
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the role of parliaments in democracy particularly in exercising oversight over the other branches
of the government; judicial independence, accountability and organization of the judiciary;
freedom of the press and religion, constitutional review of legislation, principles and techniques
of constitutional interpretation. With a view to making this course of interest to students from
several disciplines, issues concerning democracy and the institutions that make it effective, the
various electoral systems and their merits and demerits and the role of political parties will also
be a major focus of the course. The goal is to put the Ethiopian constitution in a comparative
perspective and to provide students with alternative scenarios on various issues covered in the
course.
Objectives
At the end of the course students will be able to:
 Explain the notions of constitutionalism and democracy and how these concepts are
reflected in modern constitutions;
 Analyze, explain and examine constitutional theories;
 Describe the process of adopting and amending a constitution;
 Elaborate the Ethiopian constitutional development and the context of the 1995
constitution;
 Reflect and critically assess the role and function of government institutions;
 Explain the notions of constitutional review, its various forms and the arguments in favor
and against;
 Illustrate the notion of judicial independence and accountably;
Mode of Delivery and Assessment
Delivery Strategies
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Though some modifications will be made based on the students‟ background, needs and
interests, the following will be the major strategies used for this course: Lecture by the instructor,
class discussions on selected topics and small group presentations on a few topics.
Interactive teaching and learning will be for about 40% of the time, independents/self learning
will be for about 40% and collaborative learning would be for about 20% of the module hours/
time.
Responsibility of the Instructors: The instructors will prepare and deliver lecture notes,
facilitate class discussions, assist students form groups for various learning activities, provide
feedback on all students' submitted works, and are available for consultation.
Responsibility of students: Students are expected to attend all classes, read at least the required
readings, do all assignments, submit papers, participate in class discussions, take exams, and
participate in small groups. Students are expected to have completed the readings prior to class
and to be active participants in class. Furthermore, students are responsible to complete
assignments in timely manner. Students with any special needs are to contact the instructor early
in the module session.
Both the instructors and the students are to respect each other and their ideas, appreciate efforts
and provide constructive criticisms. All are to be on time for classes.
Assessment Strategies
Each student is expected to write term papers (it will be followed by presentations) on selected
topics that will constitute 40 percent and 10% for presentation and there will be final exam
(50%) for the balance.
Outline
Chapter One: Conceptualizing Constitutions
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1.1. Meaning, Purpose, Sources and Types of the Constitution
1.2. Legitimacy and the Constitution
1.3. The process of adoption and the way constitutions adapt over time
1.4. What Makes Constitutions Endure?
Chapter Two: Constitutionalism and Democracy
2.1. Definition and major characteristics of constitutionalism
2.2. Changing Concepts of Constitutionalism
2.3. Principles of constitutionalism
2.4. Democracy and Human Rights in Multicultural Societies
2.5. The challenges of constitutions without constitutionalism
2.6. Federalism and Constitutionalism
Chapter Two: Horizontal Division of Power
2.1 Horizontal Division of Power
2.2 The presidential System
2.3 The Parliamentary system
2.4. Electoral systems
2.5 The Legislature
2.6 The Executive
Chapter Three: The Judiciary
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3.1 Court structure in federal systems
3.2 Jurisdiction (division of power between federal and state courts)
3.3 Judicial independence: Its elements and how to ensure accountability
Chapter Four: Vertical Division of power
4.1 Territorial application of federal and state laws
4.2 Federalism-it‟s essential features
4.3 Nation state vs. Multicultural federations
4.4 Its role in accommodating diversity
4.5 Division of legislative power
4.6 Fiscal federalism
Chapter Five: Adjudication of Constitutional Issues
5.1 Goals of Constitutional Interpretation
 Ensuring Supremacy clause

 Adapting the constitution to changing realities
 Ensuring uniformity in Interpretation
 Guarding rights
5.2 Who should interpret the Constitution?
5.3 The Respective Role of the House of Federation and the Courts
5.4 Why the House of Federation
5.5 The Forms of Review

30
5.6 Effects of Decisions of constitutional Tribunals
5.7 Some tips on Constitutional Interpretation
Chapter Six: Constitutional Development in Ethiopia
6.1 Ethiopian Constitutional Development
The Pre 1931 de facto decentralized era under the sovereignty of the king of kings
The 1931 Constitution
The Revised Constitution
The 1987 PDRE Constitution
The Transitional Period Charter
6.2. The Context of the 1995 federal Constitution
Unique Features and Rationales
6.2 Prospects for Constitutional Development in Ethiopia?
Course Title: Moral Philosophy

Credit Hours: 3
Course Description
Moral Philosophy, also known as Ethics, is concerned with systematizing, defining and
describing and recommending moral concepts, theories, and judgments. The course is designed
in the intention to introduce some of the major theories and schools of Moral Philosophy/ethics
31
to students. It also attempts to make students reflect, a bit deeply, on the fundamental issues of
ethical theories and examine the emergence of some of the main branches of moral philosophy
such as Meta-ethics, Normative ethics, Non-normative ethics and Applied Ethics. Furthermore,
the course is designed to enable students develop moral arguments of their own through the
analysis of the moral theory, concepts and judgments of different moral philosophers/ Ethicists.
Course Objectives
At the end of the course students are expected to: -
 Familiarize themselves with different theories of ethics;
 Reflect on the major issues of ethical theories;
 Examine the emergence of the main branches of moral philosophy;
 Explicate, analyse and evaluate ethical literatures;
 Write and express themselves well about their moral arguments and positions; and,
 Develop critical and analytical skills in moral issues.
Assessment Methods
Individual assignment: 20%
Group Assignment and Presentation: 20%
Article/Book Review: 20%
Final Exam: 40%
Outline
Chapter One: Introduction
1.1 Moral Philosophy: Definition

1.2 Nature and Basis of Moral Philosophy
1.3 Branches of moral philosophy
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1.4 Ethics vs. Morality

1.5 Significance of Moral Philosophy
Chapter Two: Moral Perspectives
2.1 Relativism/Subjectivism
2.1.1 Cultural Subjectivism
2.1.2 Individual Subjectivism
2.2 Universalism/Objectivism
Chapter Three: Theories of Moral Philosophy
3.1 Teleological/consequentialist Theory
3.1.1 Ethical Egoism
3.1.2 Ethical Utilitarianism
3.2 Deontological/Non consequentialist Theory
3.2.1 Divine command Theory
3.2.2 Categorical Imperative
3.2.3 Agent centered Vs. Victim centered Deontology
Chapter Four: Metaethics
4.1 Metaethics defined
4.2 Semantics vs. Ontological Metaethics
4.3 Cognitivism vs. non-Cognitivism
4.4 Moral Realism vs. Moral Relativism
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Chapter Five: Virtue Ethics
5.1 Meaning and Definition
5.2 Elements of Virtue Ethics
5.3 Characteristics of Virtuous Citizen
Chapter Six: Non-western thoughts on Moral Philosophy
6.1 Buddha (Indian) Ethics
6.2 Confucius (Chinese) Ethics
6.3 African Ethics
Chapter Seven: Moral Values and Principles
7.1 Defining “Value”

7.2 Types of Values
7.2.1 Intrinsic value
7.2.2 Extrinsic Value
7.3 Virtue Vs. Vice: Why virtuousness or Vice-ness?
7.4 Selfishness vs. Altruism: Why selfishness or Altruism?
7.5 Duty/obligation: Duty for whom? Under what circumstances? And why?
7.6 Impartiality: Impartiality for whom and why?
7.7 Integrity: Is it needed? Why and When?
7.8 Sanctions/punishments vs. rewards: Are they needed? Why and when?
References
Billington, Ray (1988). Living philosophy: An Introduction to moral Thoughts.2nd ed. Routledge:
New York and London.
34
Harman, Gilbert. (1977). The Nature of Morality. Oxford University Press

Munitz, Milton K., (ed.) (1961) A Modern Introduction to Ethics,The Free Press of Clencoe
Navia, Luis E. and Kelly, Eugene (1980) Ethics and the Search for Values, Prometheus Books.
Norman, Richard (1985) The Moral Photospheres: An introduction to Ethics, Oxford, Clarendon
Press
Aristotle. Nichomachaean Ethics. Various translations available.Book IX being most pertinent.
Plato. Gorgias, trans. Donald Zeyl, in The Complete Works of Plato, ed. John Cooper. Hackett
1997.
Navia, Luis E. and Kelly, Eugene (1980) Ethics and the Search for Values, Prometheus Books
Adams, Robert. (1987). The Virtue of Faith and Other Essays in Philosophical Theology. Oxford
University Press.
Billington, Ray (1988). Living philosophy: An Introduction to moral Thoughts.2nd ed. Routledge
: New York and London.
Feinberg, Joel. “Psychological Egoism” in Ethics: History, Theory, and Contemporary Issues.
Oxford U niversity Press: Oxford. 1998
Munitz, Milton K., (ed.) (1961) A Modern Introduction to Ethics,The Free Press of Clencoe.
Navia, Luis E. and Kelly, Eugene (1980) Ethics and the Search for Values, Prometheus Books.
Norman, Richard (1985) The Moral Photospheres: An introduction to Ethics, Oxford, Clarendon
Press.
Appiah, Kwame Anthony. (2008). Experiments in Ethics. Harvard verUnisity Press
Course Title: Applied Ethics

Credit Hours: 3
35
Course Description
Applied ethics, quite literally, is the application of ethical theories to issues in practical life. This
course is a practical overview of key moral issues, judgments and theories. It will consider the
application of ethical theory to cases, imagined and real (Like abortion, euthanasia, racism,
killing in war, the application of technology to medical sciences, animal rights, political ethics,
Professional Ethics etc.). The course enables students to examine a variety of personal, social,
and professional ethical issues and problems and learn methods of resolving them through the
use of critical thinking skills, sound ethical reasoning and professional codes. It provides to
learners an active learning experience, increased student interaction and opportunities for
independent research into ethical issues of personal interest.
Course Objectives
At the end of the course students are expected to: -
 Apply different moral theories to the different moral problems;
 Develop the ability to identify, analyze and critically examine ethical problems;
 Develop the ability to argue for a chosen position in discussions on ethics and applied
ethics;
 To formulate (and advise about) strategies for handling ethical dilemmas in different
kinds of social practices; and,
 Develop skills that help them solve moral problems;
Assessment Methods
Individual assignment: 20%
Group Assignment and Presentation: 20%
Article/Book Review: 20%
Final Exam: 40%
36
Outline
Chapter One: Applied Ethics
1.1 Applied Ethics defined

1.2 What it is and what it is not
1.3 Why applied ethics?
Chapter Two: Conflicts of Interest – Prevention or Management?

2.1 Definition of Conflict of Interest
2.2 Perceived vs. actual conflict of interest
2.3 Is it corruption?
2.4 Distinguishing from other ethical dilemmas
2.5 Ways of prevention and/or management
Chapter Three: Ethics and Corruption

3.1 Corruption and unethical behavior
3.2 Peer pressure and enforcement
3.3 Integrating Ethics and anticorruption
3.4 Practical approaches to prevent corruption
Chapter Four: Professional Ethics

2.1 Defining “profession”
2.2 Criteria‟s/Elements of a profession
2.3 Professional Ethics defined
2.4 The Significance of professional Ethics
2.5 Professional codes across professions
2.6 Can we enforce it?
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2.7 Codes of conduct and internal controls

2.8 Responsibilities – internal and external bodies
Chapter Five: Environmental Ethics

3.1 Defining Environmental ethics
3.2 Natural resource and Environmental ethics
3.2 Global worming vs. Environmental Ethics
3.3Weapons of mass destruction and Environmental ethics
Chapter Six: Controversial Moral Issues

6.1 Abortion
6.2 Euthanasia
6.3 Torture, Killing in War, Killing animals
6.4 Racial Profiling
6.5 Cloning
6.6 Famine Relief
COURSE TITLE: CONFLICT RESOLUTION AND PEACE BUILDING

Credit Hours: 3
COURSE DESCRIPTION
Conflict is inevitable part of human life existence. It prevails at international, regional, national,
local, community, family and interpersonal levels. Conflict per se affects people and leads to
sufferings and setbacks. However, it is also an undeniable fact that many conflicts lead to the
alleviation of people‟s suffering and contribute to the ability of societies to prosper. Sometimes,
conflict leads to sustainable peace. Conflicts at all levels are inevitable and not preventable in
38
most of the cases. What is important is not to prevent all conflicts at their foundation, but to
prevent the transformation of such conflicts into violent conflicts. The purpose of conflict
resolution is, therefore, to manage negative results and to transform into establish positive peace.
This course has been designed to provide a broader introduction to contemporary conceptual and
theoretical issues in conflict and conflict resolution studies. It in detail explores the meaning and
nature of conflicts, their causes and consequences. It deals with the various attempts to create
taxonomy of conflicts worldwide with special attention on causes and sources of conflict in
Africa and in Ethiopia particularly. It also introduces students to important theoretical
perspectives on sources of conflict. The contents of the course cover different aspects including
conflict stages, conflict analysis and conflict dynamics. To this end, the origin, different views
and emerging patterns and trends of conflict in Africa can be taken as the basis of reflection and
discussion.
Furthermore, the course is designed to introduce students to the different conceptual aspects of
conflict resolution and management, and techniques and methods of conflict resolution ranging
from interpersonal to broader social and international conflicts. An emphasis is given to
negotiation, mediation, arbitration and adjudication. It enables students to understand conflict
resolution as a part of the longer process of ensuring lasting peace.
More fundamentally, the course is designed to provide a detail exploration on the issue of
conflict and conflict resolution in Ethiopian context along with the issue of building a sustainable
culture of peace in the country. Particular attention is paid to the nature and types of conflicts in
Ethiopia and conflict resolution mechanisms under the FDRE constitution and
traditional/indigenous once that are essential for dealing with a variety of conflict cases in
different parts of the country. Therefore, conflict and conflict resolution issues relating to
Ethiopia will have special attention during the course.
In sum this course enhances the knowledge of the students in the field conflict and conflict
resolution by providing a broad understanding through teaching. It will also produce positive
39
attitudinal changes towards peace. Furthermore, the course will prepare the students to engage in
various peace-promoting and peace-building activities.
COURSE OBJECTIVES
The objectives of the course are both substantive and critical. Such as;
 Developing an understanding of the various types of conflicts, their causes and
consequences, as well as conflict resolution and peace building methods and approaches;
 Developing a critical thinking about conflict mapping, conflict analysis , conflict
resolution and peace building ;
 Developing consciousness of being a responsible citizens in building a lasting and
sustainable peace in Ethiopia in particular and the horn of Africa in general.
CHAPTER-ONE: CONCEPTUAL UNDERSTANDING
1.1 The Meaning and Nature of Conflict, Peace and peace building
1.2 Levels of Conflict
1.3 Typologies of Conflict
1.4 Causes and Consequences of Conflict
CHAPTER-TWO: THEORIES OF CONFLICT
2.1 Basic Human Needs Theories
2.2 Relative Deprivation Theories
2.3 Social Learning Theories
2.4 Frustration Aggression Theory
2.5 Conflict Transformation Theory
CHAPTER-THREE CONFLICT ANALYSIS AND MAPPING
3.1 Meaning and Importance of Conflict Analysis/mapping
3.2 Basic Elements of Conflict Analysis
3.2 Tools for Conflict Analysis
3.4 Analyzing Conflicts in Ethiopia and the Horn: Case Studies
CHAPTER-FOUR: CONFLICT RESOLUTION AND PEACE BUILDING
40
4.1 Understanding Terms and Concepts: Conflict Prevention, Conflict Management, Conflict
Resolution and Conflict Transformation
4.2 Conflict Resolution Methods, Approaches and Skills
4.2.1 Negotiation
4.2.2 Mediation
4.2.3 Arbitration
4.2.4 Adjudication
4.4 Peace building processes in inter-group and international conflicts
4.4.1 peace-making, peace-keeping, peace enforcement and peace building
4.5 Actors and Approaches to Peace-building
4.6. Similarities and differences between modern and indigenous conflict resolutions
mechanism
CHAPTER-FIVE: CONFLICT RESOLUTION AND PEACEBUILDING IN ETHIOPIA
5.1 The Nature and Types of Conflicts in Ethiopia
5.1.1 Resource Based conflicts
5.1.2 Border Based Conflicts
5.1.3 Power Rivalries/power based conflicts
5.1.4 Ethnicity/Ethnic Based conflicts
5.3 Conflict Resolution/Management Structures in Ethiopia
5.3.1 Conflict Management and peace building Structures under FDRE Constitution
41
5.3.2 Indigenous Mechanisms of Conflict Resolution in Ethiopia: Case Studies
5.4 Challenges of Conflict Resolution and Peace building in Ethiopia
CHAPTER: SIX: CULTURE OF PEACE AND PEACE EDUCATION IN ETHIOPIA
6.1 Concepts and Elements of Peace and Culture of Peace
6.2 Peace Education
6.3 Challenges in Building a Culture Peace in Ethiopia
Assessment Methods
Individual Assignments on selected cases -------------------------------------------------20%
Group Assignments on selected cases ------------------------------------------------------ 20%
Quiz ------------------------------------------------------------------------------------------------20
Final Exam----------------------------------------------------------------------------------------40%
References
Avruch, Kevin. 1998. Culture and Conflict Resolution Washington, DC: U.S. Institute of Peace
Press.
Avruch, Kevin and Peter W. Black. 1993. "Conflict Resolution in Intercultural Settings:
Problems and Prospects." In Dennis J.D. Sandole and Hugo van der Merwe, eds. Conflict
Resolution Theory and Practice: Integration and Application. Manchester; Manchester
University Press and New York: St. Martins Press.
Avruch, Kevin, Peter W. Black and Joseph A. Scimecca, eds. 1991. Conflict Resolution: Cross-
Cultural Perspectives. Westport: Greenwood Press. Avruch, Kevin and Peter W. Black.
1987. "A Generic Theory of Conflict Resolution: A Critique" Negotiation Journal Vol. 3,
No. 1.
Azar, Edward E. 1990. The Management of Protracted Social Conflict: Theory and Cases.
Hampshire; Dartmouth Publishing.
42
Azar, Edward E. 1986. "The Lebanon Case." In Edward E. Azar and John W. Burton, eds.
International Conflict Resolution: Theory and Practice. Brighton, Sussex: Wheatsheaf
Books and Boulder: Lynn Rienner
Banks, Michael H., ed. 1984. Conflict in World Society: A New Perspective on International
Relations. New York: St. Martins Press.
Burton, John W. 1997. Violence Explained: The Sources of Conflict, Violence and Crime and
Their Provention. Manchester and New York: Manchester University Press.
Burton John W. 1993. "Conflict Resolution as a Political Philosophy." In Dennis J.D. Sandole
and Hugo van der Merwe, eds. Conflict Resolution Theory and Practice: Integration and
Application. Manchester and New York: Manchester University Press.
Burton, John W. 1990a. Conflict: Resolution and Provention. London: Macmillan and New
York: St. Martins Press.
Burton, John W., ed. 1990b. Conflict: Human Needs Theory London: Macmillan and New York:
St. Martin's Press.
Burton, John W. and Frank Dukes, eds. 1990a. Conflict: Readings in Management and
Resolution. London: Macmillan and New York: St. Martins Press.
Burton, John W. and Frank Dukes. 1990b. Conflict: Practices in Management, Settlement and
Resolution. London: Macmillan and New York: St. Martins Press.
Burton, John W. 1987. Resolving Deep-Rooted Conflict: A Handbook. Lanham, MD and
London: University Press of America.
Burton, John W. and Dennis J.D. Sandole. 1987. "Expanding the Debate on Generic Theory of
Conflict Resolution: A Response to a Critique." Negotiation Journal, Vol. 3, No. 1.
Burton, John W. and Dennis J.D. Sandole. 1986. "Generic Theory: The Basis of Conflict
Resolution." Negotiation Journal, Vol. 2, No. 4.
Burton, John W. 1979. Deviance, Terrorism and War: The Process of Solving Unsolved Social
and Political Problems. New York: St. Martins Press and Oxford; Martin Robertson.
Fanon, Frantz. 1963. The Wretched of the Earth. New York: Grove Press.
43
Fisher, Ronald J. 1997. Interactive Conflict Resolution. Syracuse: Syracuse University Press.
Galtung, Johan. 1969. "Violence, Peace and Peace Research." Journal of Peace Research, Vol. 6,
No. 3.
Kelman, Herbert C. 1991. "Interactive Problem Solving: The Uses and Limits of a Therapeutic
Model for the Resolution of International Conflicts." In Vamik D. Volkan, Joseph V.
Montville, and Demetrios A. Julius, eds. The Psychodynamics of International
Relationships (Volume 2). Lexington, MA: Lexington Books.
Kelman, Herbert C. 1986. "Interactive Problem Solving: A Social Psychological Approach to

Conflict Resolution." In William Klassen, ed. Dialogue Toward Inter-Faith
Understanding. Jerusalem: Tantur Ecumenical Institute for Theological Research.
Mitchell, Christopher R. and Michael Banks. 1996. Handbook of Conflict Resolution: The
Analytical Problem-Solving Approach. London and New York: Frances Pinter.
North, Robert C. 1990. War, Peace, Survival: Global Politics and Conceptual Synthesis.
Boulder Westview Press.
Sandole, Dennis J.D. 1999. Capturing the Complexity of Conflict: Dealing with Violent Ethnic
Conflicts of the Post-Cold War Era. London and New York: Frances Pinter.
Sandole, Dennis J.D. 1998. "A Comprehensive Mapping of Conflict and Conflict Resolution: A
Three Pillar Approach." Peace and Conflict Studies, Vol. 5, No. 2, December, pp. 1-30.
Sandole, Dennis J.D. 1993. "Paradigms, Theories, and Metaphors in Conflict and Conflict
Resolution: Coherence or Confusion ?" In Dennis J.D. Sandole and Hugo van der Merwe,
eds. Conflict Resolution Theory and Practice: Integration and Application. Manchester:
Manchester University Press and New York: St. Martins Press.
Sandole, Dennis J.D. 1987. "Conflict Management: Elements of Generic Theory and Practice."
In Dennis J.D. Sandole and Ingrid Sandole-Staroste, eds. Conflict Management and
Problem Solving: Interpersonal to International Applications. London: Frances Pinter and
New York: New York University Press.
44
Vasquez, John A. 1983. The Power of Power Politics: A Critique. New Brunswick: Rutgers
University Press.
Volkan, Vamik. 1997. Bloodlines: From Ethnic Pride to Ethnic Terrorism. Boulder: Westview
Press.
Waltz, Kenneth N. 1959. Man, the State, and War: A Theoretical Analysis. New York: Columbia
University Press.
Wright, Robert. 1995. "The Biology of Violence." The New Yorker, 13 March.
Course Title: SOCIETY, STATE, AND CITIZENSHIP IN ETHIOPIA
Credit hour: 4
Course Rationale
The basic rationale of incorporating this course in Civics and Ethics is to equip postgraduate students with
the foundation, nature, structure, dynamics and contemporary realties of the Ethiopian state, multicultural
society and citizenship relationships with a particular emphasis to the evolution of the contemporary
multicultural, multiethnic and multilingual Ethiopian state and society. Indeed, the course is also aspire to
mainstream the nexus between and among multicultural society, national federalization , conflict
management, and citizenship through a comparative conceptualization of critical concepts like
multination-state; national equality (self-rule) and unity(shared rule) with the objective of building and
Institutionalizing national consensus in today‟s Ethiopia through the corps of Civics and Ethics graduates.
Course Description
This course basically deals with the evolution of multicultural societies and state in Ethiopia. The first
two chapters of the course focus on philosophical, conceptual and historical evolutions/dynamics of state
and society. Important concepts like nation, nation-state, and multination-nation-state are also focus of the
chapters.
45
In its Ethiopian focus, the course will selectively assess and examine the foundations of the Ethiopian
state and Ethiopianism that traces back to the Axumite-Agaw-Gonder Civilizations and some of
kingdoms from southern, western and eastern Ethiopia today with objective of historically backing to
evolution of the modern state and society of Ethiopia and its citizenship dynamics .
For the reason of manageability and inclusiveness, the course, in its approach to the modern multicultural
Ethiopian historical evolution, after a brief introduction to historical foundations and major political
centers, is divided in three major eras: Tewodros-Yohannes-Menilk expansion and nation/state formation;
Haileselassie-Dergue national centralization; and the post-1991 National federalization of the Ethiopian
state. Finally, the course is intended to mainstream federalism as means of promoting the existential
realities of multiculturalism and managing conflicts emanating out of it, and ultimately building national
unity and equality in Ethiopia.
Objectives
At the end of the course, the students will be able to:
 Understand the essences and theories of multiculturalism, multilingualism and multiethnic within
the context of Ethiopian society
 Examine the foundations and dynamics of a multiethnic Ethiopian state and the critical questions
(land and nationality) rose for century and shaped the structure of the contemporary society.
 Critically analyze the nexus/dialectics between/among the assimilationist-accommodationist
(national oppression)-secessionist (colonial) theses that determine the successes and challenges of
the current national federalization project.
 understand the nexus between multiculturalism, federalism, conflict management and national
unity and equality;
 Critically examine local government patterns.
Chapter-One: Conceptualization and Definition of Concepts
1.1. State, Society and Citizenship Defined: theories, development and contemporary status
1.2. Theories of socio-cultural
46
1.2.1. Primordial school
1.2.2. Constructivist school
1.3. Ethnocentrism, Assimilation, Unitarism
1.4. Multiculturalism, Multilingualism, Multiethnic, -Federalism
1.5. Theories of Multiculturalism
1.5.1. Liberal/Libertarian
1.5.2. Communitarian
1.6. Nation- State theories
1.6.1. Nation-state
1.6.2. State-Nation
1.6.3. Part-nation-state
1.6.4. Multination-state
1.6.4.1. Imperial Multination state
1.6.4.2. Federative multination state
Chapter-two: The Foundations of the Multiethnic Ethiopian state and society
2. 1. Political Centers
2.1.1. The Axumit-Agaw-Gonder Civilizations (Northern Civilization)
2.1.2. The Shoa-southern-eastern kingdoms (Southern civilization)
2.1.3. The Era of Prince (Zemene Mesafint) and the crisis of the Ethiopian state
2.2. Linguistic and Religious families
2.2.1. Semitic- Kushitic –Omotic -Nilo-Saharan

47
2.2.2. Christian-Islam-traditional
2.3. Modern history of Ethiopian state and society
2.3.1. Emperor Tewodros State formation/nation-building
2.3.2. Emperor Yohannes State formation/ nation-building
2.3.3. Emperor Menilk State formation/ nation-building
Chapter-three: National Centralization: “Nation-building from Above”
3.1. Haileselassie‟s National Centralization policy-Assimilationist approach
3.1.1. 1931 and 1955 Constitutions
3.1.2. Class and Nationality Questions
3.1.3. Peasant Uprisings
3.1.4. The 1960 Coup dae‟ta
3.1.5. The Ethiopian Student Movement
3.1.6. The Eritrean question-the Colonial (secessionist) thesis
3.1.7. The Ethno-nationalist question- the National Oppression (accomedationist) thesis
3.1.8. The 1974 Revolution and the quest for Multicultural accommodation
3.2. The Derg Regime
3.2.1. The founding philosophies
3.2.2. Ethiopia Tikdem national policy
3.2.3. Ethiopia Tikdem policy towards the secessionist and Ethno-nationalist movements
3.2.4. The Derg and Land question
CHAPTER FOUR: ETHIOPIAN FEDERAL EXPERIENCE AND SYSTEM

48
4.1. The philosophical foundations
4.1.1. Assimilationist-Accommodationist-Secessionist thoughts
4.1.2. Nationality and Land question
4.2. Ethiopia-Eritrean Failed Federation
4.3. The Transitional Charter of 1991
4.4. The Post-1995 Federal System of FDRE
4.4.1. Major Premises of the Federal System
4.4.2. Objectives, Princples and Institutions
4.4.2.1. Constitutional Objectives
4.4.2.2. Constitutional Principles
4.4.2.3. Regional and Federal Institutions
4.5 Unique Features
4.5.1. Self-Determination
4.5.2. Constitutional Interpretation
4.5.3. Composition of Regional States
4.3.4. Practical Experience
CHAPTER-FIVE: COMPARATIVE CITIZENSHIP IN MODERN ETHIOPIA
5.1. Citizenship Discourse and status under the Haileselassie Regime
5.2. Citizenship Discourse and status under the Dergue Regime
5.3. Citizenship Discourse and status under the current Regime
49
Modes of delivery
 Lecture by the instructor

 Lecture by professional guests
 Relevant Articles presentation by students
Course Requirement
 Attendance is mandatory
 On-time submission of term papers
 Active participation in class and group discussions
Assessments
Term paper and article review presentations -----30%
Continuous assessment------------------------------30%
Final-exam---------------------------------------------40%
References
Allehone Mulugeta. Ethiopia’s federalism seen through the eyes of the United Nations human
rights system, 2010.
Alem Habtu. Ethnic Federalism in Ethiopia: Background, Present Conditions and Future
Prospects, 2003.
_____________. Ethnic Pluralism as an Organizing Principle of the Ethiopian
Federation, 2004.
_____________. Multiethnic Federalism in Ethiopia: A Study of the Secession Clause in
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the Constitution, 2005.

Alemseged Abbay. Diversity and state-building in Ethiopia,2007.
Areawi Berhe. A Political History of the Tigray People‟s Liberation Front (1975-1991): Revolt,
Ideology and Mobilisation in Ethiopia, Phd Dissertation.
Christophe Van and Yonatan Tesfaye .Unity in Diversity through Federalism: Constitutional
Design for Minorities within Minorities: A Critical Assessment of the Ethiopian Experience,
2010.
Constitution of the Federal Democratic Republic of Ethiopia, 1995.
Edmond J. Keller. Ethiopia: Revolution, Class, and the National Question.African Affairs, Vol.
80, No. 321. (Oct., 1981), pp. 519-549.
Davide Turton. Ethnic Federalism: the Ethiopian Experience in Comparative perspectives, 2006.
Gebru Mersha. Untying the Gordian knot: The Question of Land Reform in Ethiopia, 2005.
Gebru Tareke. The Ethiopian Revolution: Wars in the Horn of Africa,2009
George Anderson, Federalism: an introduction, 2010.
_____________. Federalism in the Twenty-First Century: Trends and Prospects, 2007.
Giorgio Brosio. Fiscal Federalism and Equitable Development, 2010.
John Markakis. Nationalities and the State in Ethiopia, 1989.
John Young. Peasant Revolution in Ethiopia: Tigray People‟s Liberation Front(TPLF) 1967-
1991.
Kymlicka, Will. Politics in the Vernacular Nationalism, Multiculturalism, and Citizenship, 2001.
Kymilcka,Will .The Emerging Western Models of Multination Federalism: Are They Relevant
for Africa? 2006.
Marina Ottaway. Land Reform in Ethiopia 1974-1977. African Studies Review, Vol. 20, No. 3,
Peasants in Africa, 1977).
Merera Gudina. Contradictory interpretations of the Ethiopian history: the need for a new
consensus,2006
51
Milan Mesiæ. Perspectives of Multiculturalism - Western and Transitional Countries, 2004.

Paul Henz. Rebels and Separatist in Ethiopia: Regional Resistance to the Marxist regime, 1985.
Sarah Vaughan. Ethnicity and Power in Ethiopia, PhD Dissertation .The University of
Edinburgh, 2003.
Shawn David. Federalism and Violent Conflict Prevention, Management & Resolution
Mechanisms, 2010.
International Relations and Contemporary Global Issues
Course Code: CvEt 531
Credit Hour: 3
Course Description
This course is an interdisciplinary course one which explores the basic character of international
politics and contemporary global issues. It surveys world politics and introduces students to the
key actors, agents, institutions, themes related to social, political, economic, and cultural
processes; global linkages/interdependencies; and power relations that connect individuals,
communities, groups, states, and regions across the globe. It examines the values and visions
emerging from regional perspectives that lead to conflict and/or cooperation in the international
system. It contrasts the increasingly complex problems faced by different regions with the
growing integration of the global economy.
Course Objectives:
After completing the course, students will learn:
 to be aware of , understand, and critically assess current global issues from a variety of
cultural and disciplinary perspectives
52
 to understand the complexity and historicity of current global issues

 to locate, understand, and critically analyze varied sources of information
 to gain a sense of the interconnectedness of our world
 to discuss current global issues both verbally and in writing
 Identify key issues in global politics and understand their historical contexts.
 Develop the capacity to research key issues in ways that enable them to analyze different
approaches to understanding and addressing these issues.
 Debate and evaluate different approaches to major issues
Course Outline
Chapter One: International Relations
1.1. The Structure of International Relations

1.2. Major Actors of International Relations
1.3. Globalization and New Trends in International Relations
Chapter Two: Basic Discussions on Global Issues
2.1. Defining Global Issues

2.2. Methods of Identifying and Setting Global Issues
2.3. Methods of Addressing global Issues (Traditional Vs Modern Approaches)
Chapter Three: International Conflict and Security Issues
3.1 Terrorism
3.1.1 The Definition Debate
3.1.2 Typology of Terrorism (Nationalist/separatist, left and right wing, religious)
3.1.3 Response to terrorism (Hard Vs Soft Response)
3.2 Arms Race
53
3.2.1 Weapons of Mass Destruction/WMD

3.2.2 The Nuclear Non-Proliferation Treaty
Chapter Four: Environmental problems

4.1. Environment and population
4.2. The challenge of climate change
Chapter Five: Development and Poverty

5.1. Polarization of North and South
5.2. Foreign Aid and Development Assistance
5.3. Economic and Financial Crisis
Chapter Six: Communication and Information Technology Revolution
6.1. Social Media and the Internet

6.2. the Impact and Challenges of Information Revolution on States
Chapter Seven: Population Movement
7.1 . Migration/ Immigration

7.2 . Brian-Drain
7.3 . Refugee and Political Asylum
Assessment
 Book/Article Review on the issues(Individual Assignment)------25%

 Group Assignment------------------------------------------------------25%
 Final Exam---------------------------------------------------------------50%
References
54
John T. Rourke. Taking Sides: Clashing Views on Controversial Issues in World Politics, 9th
edition.Dushkin/McGraw-Hill, 1999.
Snarr, Michael T. & D. Neil Snarr.Introducing global issues (3rd ed., Boulder: Lynne Rienner,
2005).
Stiles, Kendall W. Case histories in international politics (4th ed., London: Pearson Longman,
2006).
Carter, Ralph G. Contemporary cases in US foreign policy: from terrorism to trade (Washington
DC: CQ Press, 2005).
Michael J. Strada. Through the Global Lens: An Introduction to the Social Sciences.Prentice
Hall, 1999.
Course Title: Development Policy and Dynamics in Ethiopia

Course Code: CvEt 511
Credit Hours: 3 Hours
Course description
This course introduces students to current debates, strategies, policy recommendations, and
political challenges in international development in general and Ethiopia in particular. It is
designed to equip students with the knowledge and skills of development policy and dynamics
with both theoretical and practical aspects. The theoretical perspectives focus on discourse of
development; models of development policy; planning and managing of development program
and strategies, evaluating and monitoring of development activities. The practical aspect
55
emphasis on acquainting students with the necessary skills to make development policies, to take
right development intervention and manage development activities. At the end of the course
the students will be able demonstrate basic skills and knowledge in overall development policy
making and analysis.
Objectives
This course is designed to equip the participants with the knowledge and skills of development
policy making, implementation and management with both theoretical and practical aspects. At
the end of the course, students will be able to:
 Identify key theories of development and their key assumptions;

 Characterize key contemporary social and political problems
 Identify and characterize the principal actors involved in the production of ideas
about and strategies for development
 Identify various policy measures and strategies adopted by the last three successive
governments to realize socio-economic development ;
 Analyze the strengths and weaknesses of these development policies and asses their
impact on socio-economic development of the country;
 Understand the dynamics of sectoral policies and their impact on development
endeavor of the country
Outline
Chapter- 1: Development Discourse
Chapter -2 : Comparative economic organizations and agents of development
56
2.1 Market based economy
2.2 State-led economy
2.3 Hybrid (mixed economy)
Chapter-3: Development policy making and analysis
3.1. An overview of development policy
3.2. Development policy formulation
3.3. Development policy implementation
3.4. Development policy evaluation
3.5. Development policy analysis
Chapter-4: Development policy models and approach
4.1 Sectorial oriented policy approach
4.2 Trade oriented policy approach
4.3 Regional growth oriented policy models
4.4 Entrepreneurial policy approach
Chapter-5: Development polices and Dynamics in Ethiopia
5.1. The genesis of Development policies in Ethiopia

5.2. Development polices and strategies in the imperial regime
5.3. Development polices and strategies in the Derg regime
5.4. Development policies and strategies in post 1991 period
5.4.1. The new economic reforms in Transitional Government
5.4.2. Development policies and Strategies of FDRE
57
Chapter-6: Development impasse and policy set back in Ethiopia
Course delivery
Seminar, lecture and discussions will be used as course delivery methods. A part of the syllabus
will be covered by the lectures and the rest of the portions will be allocated for seminars,
discussions and case studies.
Assessment
Student is assessed through
a) An individually based article in the area of development policies in Ethiopia (30%). The
title will be assigned randomly by an instructor.
b) Review of journal article (30%)which is assigned by course instructor.
c) Final exam (40%).
References
A.G.Frank, den Butter and Mary S.Morgan, Empirical Models and Policy making: Interaction
and Institutions
AmartyaSen(1999) Development as expansion of capability . Harvard :
Chang, Ha-Joon (2002) Kicking Away the Ladder Development Strategy in Historical
perspective. London:Anthem Press.
Chang, Ha-Joon (2002) Kicking Away the Ladder Development Strategy in Historical
perspective.London:Anthem Press.
Cornwall, Andrea (2007) Buzzwords and fuzzwords: deconstructing development discourse.

Development in Practice, Volume 17, Numbers 4–5.
58
Cowen, M.P. &R.W.Shenton (1996) Doctrine of Development. Routledge: London. Chapter 1

„The invention of development.‟
Demessie Fantaye (2006). Agricltural and rural development policies of EPRDF: Changes and
Continuities”, in Kassahun Berhanu and Demessie Fantaye (eds.), Ethiopia: Rural
development Trends,Changes and Continuities. Addis AbabaUniversity Press: Addis Ababa
(187-205).
Eshetu Chole (2004). Underdevelopment in Ethiopia. Organization for Social Science
Fine, Bene , Costas Lapavistas& Jonathan Pincas ( 2001) Development policy in the 21st century
.London:
GetahunTafesse)2004) External influence in the making of development policy in Ethiopia .

Addis Ababa :Ethiopai
Gilpin, Robert (20010. Global Political Economy: Understanding The International Economic
Order. PrincetonUniversity Press: Princeton. Pages 305-340
Hill, Michael & Peter Hupe (ed) (2002) Implementing public policy: Governance in theory and
Practice. London: Sage publication.
Kassahun Berhanu (2006) “Review of Policies Pertaining to Pastoralism in Ethiopia”, in

Kassahun Berhanu and Demessie Fantaye (eds.), Ethiopia Rural development Trends,
Changes and Continuities Addis Ababa University Press: Addis Ababa (71-88).
Loasby, Brian J.(2010) Market institutions and economic evolution. Journal Evolutionary
Economics Volume No. 297±309
Meyns, Peter and Charity Musamba(2010) The developmental state in Africa : challenges and
prospects. Institute for Development and Peace (INEF) Report No 101.
Mkandawire,Thandika(2001) Thinking about developmental states in Africa. Cambridge Journal

of Economics; 25, 3; 289-313
59
MOFED (2002)Ethiopia: Sustainable Development andPoverty Reduction Program. Addis

Ababa: Ethiopia
Perspectives.Routledge: London. Chapter 1 „Development discourse and its critics: an

introduction to post-development‟
Pettit, Jethro and Joanna Wheeler (__) Developing Rights?Relating Discourse to Context and
Practice. IDS bulletin 36.1.
Pieterse Jan Nederveen, (2011) Discourse analysis in international development studies. Journal
of Multicultural Discourses Vol. 6, No. 3, Research in Eastern and Southern Africa: Addis
Ababa Rutledge.
Sbragia, Alberta M. Governance, the State, and the Market: What Is Going On? Governance: An
International Journal of Policy and Administration, Vol. 13, No. 2, pp. 243–250).
Sen,Amartya(1988) The concept of development. In handbook of development economics edited

by H.Chenry and T.N Srinivasan. Amsterdam PP: 10-26 .
Soludo , Charles C.,OsitaOgbu& Ha-Joon Chang(ed)(2004) Trade and Industrial policy in Africa
forced consensus ? New Jersey: Africa World Press.
Tafesse Olika, Yakob Arsano, and Oyvind Aadland (2000) “ Topics in Contemporary political
Development In Ethiopia: Towards Research Agenda in the Framework of DPSIR-NIHR
Research Program (1998-2003).” Proceeedings of the lunching workshop of the department
of Poltical Science and International Relations (DPSIR) and the Norwegian Institute of
Human Rights (NIHR):Department of Poltical Science and International Relations, Addis
Ababa University. Addis Ababa
Taye Assefa(Ed), Digest of Ethiopia‟s National Policies, Strategies and Programs, Forum For
Social Studies, Addis Ababa, Ethiopia
60
Williamson, John (2004) The Washington Consensus as Policy Prescription for Development.
Institute for International Economics.
Williamson, Oliver E.(1991) Comparative Economic Organization: The Analysis of Discrete

Structural Alternatives. Administrative Science Quarterly, Vol. 36, No. 2 pp. 269-296.
Workneh Negatu (2005) Rural “Development and Land Use.” Unpublished teaching material.
Institute of Development Research, Addis Ababa University. Addis Ababa. Pages 9-19 &
59-69.
Ziai , Aram(ed)(2007) Exploring Post-development Theory and practice, problems and
Course Title: Governance and Leadership

Course Number: CvEt 512
Credit Hours: 3
Part I Governance
Chapter 1 Conceptualizing Governance
1.1 Defining Governance
1.2 Origin and Evolution of the concept of Governance
1.3 Governance without Government: Challenging Discipline of Politics
1.4 Public Administration to Governance: A Paradigm Shift
1.5 Governance & Interaction
1.6 Elements, Modes & Orders of Governance
1.7Governance and Stakeholders
1.8 Governance & Governability
1.9 Challenges to the Governance
Chapter 2 Theories and Models of Governance
2.1 Theoretical Backdrop
61
2.1.1 Network Management Theories

2.1.2 Rational Choice Theories and the Theory of Delegation
2.1.3 Social Interpretive Theories
2.1.4 The Bounded Rationality Theories
2.1.5 Cultural Institutional Theory & the Neo-Institutionalism
2.1.6 System Theory
2.1.7 Regulation Theory
2.2 Models
2.2.1 Democratic Governance
2.2.2 Economic Governance

2.2.3 Cultural Governance
2.2.4. Multilevel Governance
Chapter 3 Good Governance: A Developmental Perspective

3.1 Evolution of Good Governance Agenda
3.2 Elements, Principles and Indices of the Good Governance
3.3 Good Governance and the Politics of Development
3.4 Good Governance and Democracy
3.5 Impediments to the Good Governance
Chapter 5 Governance and the Governing Process
4.1 The Policy Formulation and Strategies
4.2 Institutional, Organizational and Structural Transformation
4.3 The Policy Implementation Strategies: Designing and Redesigning
4.3.1 Optimal Decision Making
4.3.2 Public-Private Partnership (PPP)
4.5 Adjudication, Monitoring and Performance Evaluation
62
Chapter 5 Term Paper Presentation

This chapter is intended to encourage active learning and to disseminate research aptitude among
students and to do so a few selected topics have been listed hereunder for their reference. While
preparing the term paper they are advised to make the exercise relevant to African context in
general and to Ethiopian context in particular. On the chosen topic each student has to prepare a
term paper to be submitted and discussed in the classroom.
5.1 Governance and Institutional reforms
5.2 Governance and Transnational Companies

5.3 Government and Governance
5.4 Public Administration and Governance
5.4 Governance Structural Transformation
5.5 Participatory Governance
5.6 Governance and Decentralization
5.7 Governance and Human Development
5.8 Governance and Sustainable Development
5.9 Governance and Poverty Alleviation
5.10 Health Governance
5.11 Environmental Governance
5.12 Good Governance and Human Rights
5.13 Education Governance
5.14 Governance and Equality
5.15 E-Governance and Digital Divide
5.16 Governance and Gender
5.17 Governance and Disaster Management
5.18 Governance and Media
5.19 Global Governance
5.20 Local Governance
5.21 Governance and Leadership
63
5.22 Crisis in Governance

5.23 Governance and Information Communication Technology (ICT)
5.24 Multilevel Governance
5.25 Urban Governance
Part II Leadership
Chapter 1 Leadership: Concepts and Theories
1.1 Leadership: Defined and Described
1.2 Power, Politics and Leadership
1.3 Transformational Leadership
1.4 Servant Leadership
1.5 Leading without Authority: Influence
1.6 Leadership Theories
Chapter 2 Leadership: Approaches & Attributes

2.1 Trait Approach & Emotional Intelligence
2.2 Skill Approach
2.3 Style Approach
2.4 Situational Approach
2.5 Psychodynamic Approach
2.6 Leadership Ethics & Character
2.7 Leadership Development
Chapter 3 Leadership in Action
3.1 Establishing Direction
64
3.2 Leading and Managing Change

3.3 Leadership in Management
3.4 Conflict Resolution and Communication
3.5 Creative Problem Solving
3.6 International and Culturally Diverse Aspects of Leadership
3.7 Motivation and Coaching
Chapter 4 Term Paper Presentations
This chapter is planned exclusively to coach the students in preparing term paper to be submitted
and discussed in the classroom. A few selected topics are prepared from which students will
select and research upon, in order to prepare a term paper in the context of Africa and Ethiopia in
specific.
4.1 Common Leadership Problems

4.2 Leadership and Corruption
4.3 Leadership and Patrimonialism
4.4 Leadership and Change Management
4.5 Leadership and Ethics
4.6 Leadership and Competence
4.7 Leadership and Conflict Management
4.8 Leadership and Motivation
4.9 Leadership and Understanding People
4.10 Leadership and Productive Relationship
4.11 Leadership and Productive Relationship
4.12 Leadership and Style Flex
4.13 Leadership Communication and Conflict Resolution Skills
4.14 Leadership in Culturally Diverse Environments
65
4.15 Creative Problem Solving and Leadership

4.16 Effective Leadership Behaviors and Attitudes
4.17 Democratic Leadership
Course delivery
Seminar, lecture and discussions will be used as course delivery methods. A part of the syllabus
will be covered by the lectures and the rest of the portions will be allocated for seminars,
discussions and case studies.
Assessment
Student is assessed through
a) An individually based two term papers from each part (20%each). The title will be
assigned randomly by an instructor from the aforementioned titles
b) Review of journal article (20%)which is assigned by course instructor.
c) Final exam (40%).
References
Bache, Ian and Mathew Flinders (2004), Multi- Level Governance, New York, NY: Oxford
University Press.
Bache, Ian and Mathew Flinders (2004), Multi- Level Governance, New York, NY: Oxford
University Press.
Benz, Arthur and Yennis Papadopoulos (2006), Governance and democracy- Comparing
national, European and International Experiences, New York, NY: Routledge, Taylor and
Francis e-Library.
Benz, Arthur and Yennis Papadopoulos (2006), Governance and democracy- Comparing
national, European and International Experiences, New York, NY: Routledge, Taylor and
Francis e-Library.
66
Boscheck, Ralf (2002), Market Drive and Governance: Re-examining the Rules for Economic
and Commercial Contest, New York, NY: Routledge, Taylor and Francis e-Library.
Boscheck, Ralf (2002), Market Drive and Governance: Re-examining the Rules for Economic
and Commercial Contest, New York, NY: Routledge, Taylor and Francis e-Library.
Brooker, Paul (2005), Governance in Democracy- From Adaptive Responce to Enterpreneurial

Initiatives, London: Palgrave Macmillan
Brooker, Paul (2005), Governance in Democracy- From Adaptive Responce to Enterpreneurial

Initiatives, London: Palgrave Macmillan
Cheema, G. Sabbir and Dennis A. Rondinelli (2007), eds, Decentralizing Governance-

Emerging Concepts and Practices, Washington, D.C.: Brookings Institution Press.
Cheema, G. Sabbir and Dennis A. Rondinelli (2007), eds, Decentralizing Governance-

Emerging Concepts and Practices, Washington, D.C.: Brookings Institution Press.
Cooley, John, et. al. (2005), What is Corporate Governance?,New York, NY: McGraw- Hill
Companies.
Cooley, John, et. al. (2005), What is Corporate Governance?,New York, NY: McGraw- Hill
Companies.
Cornforth, Chris (2003), ed, The Governance of Public and Non-Profit Organisations- What
do Boards do?, London and New York, NY: Routledge, Taylor and Francis e-Library.
Cornforth, Chris (2003), ed, The Governance of Public and Non-Profit Organisations- What
do Boards do?, London and New York, NY: Routledge, Taylor and Francis e-Library.
67
Demmers, Jolle, et. al. (2005), Good Governance in the Era of Global Neo-Liberalism- Conflict
and depolitisatior in Latin America, Eastern Europe, Asia and Africa, New York, NY:
Routledge, Taylor and Francis e-Library.
Demmers, Jolle, et. al. (2005), Good Governance in the Era of Global Neo-Liberalism- Conflict
and depolitisatior in Latin America, Eastern Europe, Asia and Africa, New York, NY:
Gandossy, Robert and Jeffrey Sonnerfeld (2004), Leadership and Governance from the inside
out, Hobokon, New Jersey: John Wiley & Sons.
Gandossy, Robert and Jeffrey Sonnerfeld (2004), Leadership and Governance from the inside
out, Hobokon, New Jersey: John Wiley & Sons.
Grugel, Jean and Nicola Piper (2007), Critical Perspective on Global Governance- Right and
Regulation in Governing Regimes, New York, NY: Routledge, Taylor and Francis e-
Library.
Grugel, Jean and Nicola Piper (2007), Critical Perspective on Global Governance- Right and
Regulation in Governing Regimes, New York, NY: Routledge, Taylor and Francis e-
Library.
Hajer, Maarten A. and HendrikWagennar (2003), Delebrative Policy Analysis – Understanding

Governance in the Network Society: Theories of Institutional Design, New York, NY:
Cambridge University Press.
Hajer, Maarten A. and HendrikWagennar (2003), Delebrative Policy Analysis – Understanding

Governance in the Network Society: Theories of Institutional Design, New York, NY:
Cambridge University Press.
Haus, Michael, et.al (2005), eds, Urban Governance and Democracy- Leadership and
Community Involvement, New York, NY: Routledge, Taylor and Francis e-Library.
68
Haus, Michael, et.al (2005), eds, Urban Governance and Democracy- Leadership and
Community Involvement, New York, NY: Routledge, Taylor and Francis e-Library.
Kakabadse, Andrew and Nada Kakabadse (2001), The Geopolitics of Goverance- The Impact of
Contrasting Philosophies, New York, NY: Palgrave Publishers Ltd.
Kakabadse, Andrew and Nada Kakabadse (2001), The Geopolitics of Goverance- The Impact of
Contrasting Philosophies, New York, NY: Palgrave Publishers Ltd.
Keohane, Robert O. (2002), Power and Governance in a Partially Globalized World, New
York, NY: Routledge, Taylor and Francis e-Library.
Keohane, Robert O. (2002), Power and Governance in a Partially Globalized World, New
York, NY: Routledge, Taylor and Francis e-Library.
Kooiman,Jan (2003),Governing as Governance, (London: Sage Publication)
Kooiman,Jan (2003),Governing as Governance, (London: Sage Publication)
Lederer, Markus and Phillip S. Muller (2005), eds., Critcising Global Governance, New York,
Houndmills, Basingstoke, Hampsire: Palgrave.
Lederer, Markus and Phillip S. Muller (2005), eds., Critcising Global Governance, New York,
Houndmills, Basingstoke, Hampsire: Palgrave.
Mander, Harsh and MuhammedAsif (2004), Good Governance-Resource Book, Bangalore,

India: Book for Change, A Unit of Action Aid Karnataka Project.
Mander, Harsh and MuhammedAsif (2004), Good Governance-Resource Book, Bangalore,

India: Book for Change, A Unit of Action Aid Karnataka Project.
McCourt, Willy (2006), The Human Factor in Governance- Managing Public Employees in
Africa and Asia, New York, NY: Palgrave Macmillan.
69
McCourt, Willy (2006), The Human Factor in Governance- Managing Public Employees in
Africa and Asia, New York, NY: Palgrave Macmillan.
Newman, Jenet (2001), Modernizing Governance- New Labour, Policy and Society, London,
California, New Delhi: Sage Publications Ltd.
Newman, Jenet (2001), Modernizing Governance- New Labour, Policy and Society, London,
California, New Delhi: Sage Publications Ltd.
Prakash, Assem and Jeffrey A. Hart (2004), eds, Globalization and Governance, New York,
NY: Routledge, Taylor and Francis e-Library.
Prakash, Assem and Jeffrey A. Hart (2004), eds, Globalization and Governance, New York,
NY: Routledge, Taylor and Francis e-Library.
Rosenau, James N. (2004), The Study of World Politics, Vol.2: Globalization and Governance,
New York, NY: Routledge, Taylor and Francis e-Library.
Rosenau, James N. (2004), The Study of World Politics, Vol.2: Globalization and Governance,
New York, NY: Routledge, Taylor and Francis e-Library.
Tabb, William K. (2004), Economic Governance in the Age of Globalization, New York, NY:
Columbia University Press.
Tabb, William K. (2004), Economic Governance in the Age of Globalization, New York, NY:
Columbia University Press.
Tarling, Nicholas (2004), Corruption and Good Governance in Asia, New York, NY:
Tarling, Nicholas (2004), Corruption and Good Governance in Asia, New York, NY:
70
Whitman, Jim (2005), The Limits of Global Governance, New York, NY: Routledge, Taylor
and Francis e-Library.
Whitman, Jim (2005), The Limits of Global Governance, New York, NY: Routledge, Taylor
and Francis e-Library.
71

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MA in Civics and Ethics 2013

Federal Democratic Republic of Ethiopia

Curriculum for MA in Civics and Ethics

Abebe Assefa (Bahir Dar University)

Endalkachew Garedew (Hawassa University)

Meressa Tsehaye (Mekelle University)

Seyoum Adugna (Jimma University)

Teferi Mekonnen (Addis Ababa University)

Yemane Zeray (Mekelle University)

II. OBJECTIVE OF THE PROGRAM

 The attributes of promotion and protection of the values of human rights.

III. GRADUATE PROFILE

 Portray commitment to ethical values and principles of professionalism and leadership as

 Conducting interdisciplinary research on multiculturalism and federalism;

IV. ACADEMIC REQUIREMENTS

4.1 Admission Requirements

To be eligible for admission to the program candidates shall:

4.2 Duration of the Study

4.3 Mode of Delivery, Assessment and Evaluation Policy

4.3.1. Mode of Delivery

4.3.2. Assessment and Evaluation

Assessment of the MA Thesis and defense

4.4 Graduation Requirement

4.5 Degree Nomenclature

4.6 List of Major Courses

COURSE CREDIT REMARK

1 SOCIETY, STATE AND CITIZENSHIP IN CVET 521 04

 Governance and Development ------1

 Constitutional and Multiculturalism------2

 Contemporary Global Issues and dynamics ----3

 Research and Methods-----4

VI. Course Break Down

S.N. Course Title Course Code Credit Hours

1 Society, State and Citizenship in Ethiopia CvEt. 521 04

S.N. Course Title Course Code Credit Hours

1 Constitution and Constitutionalism in Ethiopia CvEt. 522 03

2 Multiculturalism and Federalism in Ethiopia CvEt. 523 03

S.N. Course Title Course Code Credit Hours

1 Governance and Leadership CvEt 512 03

S.N. Course Title Course Credit

Course Title: Advanced Research Methods

Code: CvEt. 541

At the end of the course, students will be able to:

 Understand the role of research in adding to the existing knowledge;

Unit 1: Foundations of Social Science Research

Criticisms of positivist Research; the Post positivist Reaction and approaches

1.3. Research Ethics

Unit 2: Understanding research Design

2.1. Steps of the research process

2.2. The importance of research design

2.2. The quantitative approach to research design

2.3. Types of research designs

Unit 3: Quantitative Research Methods

3.1. Fundamental concepts in Quantitative methods

3.3. Exploratory, Descriptive and Causal Research approaches

3.4. Applying Statistical concepts in research

3.5. Interpreting survey results with descriptive statistics

3.6. Presenting research results with Tables, Charts and Graphs

Unit 4: Qualitative Research Methods

4.1. The explanatory Approach I: Case Study Methods

4.2. The explanatory Approach II: Historical Research Methods

4.3. The Interpretive Approach I: Grounded Theory Methods