ETHIOPIAN GEOSCIENCES AND MINERAL ENGINEERINGASSOCIATION (EGMEA) 7th EGMEA Proceedings Print

Proceedings of the Seventh
EGMEA Congress
The Ethiopian Geoscience and Mineral

Engineering Association
http://www.egmea.org.et
Tel: 251-1-6554176/251-912084503
¾›=ƒÄåÁ Í=*dÃ”e“ T°É” UI”Ée“

TIu`
Theme:
Geoscience Education in Ethiopia:
Opportunities and Challenges
August 27-28,2010
Addis Ababa, Ethiopia
Founded in April 1992
Edited By:
Tadesse Alemu
January 2011
¾›=ƒÄåÁ Í=*dÃ”e“ T°É” UI”Ée“ TIu`
ETHIOPIAN GEOSCIENCES AND MINERAL ENGINEERING

ASSOCIATION (EGMEA)
PROCEEDINGS OF THE SEVENTH EGMEA CONGRESS, AUGUST 27 – 28, 2010

ADDIS ABABA, ETHIOPIA
THEME:
GEOSCIENCE EDUCATION IN ETHIOPIA: Opportunities and Challenges
EDITED BY:
TADESSE ALEMU
JANUARY 2011
ACKNOWLEDGMENTS
The Congress Organizing committee want to extend warmest thanks to the generous
support of NYOTA MINERALS Limited (Golden Prospect Mining), Ethiopian
Minerals Development Share Company, Horn of Africa Regional Environment
Centre (AAU), Ministry of Water Resources, Ministry of Science and Technology,
Mekelle University, Addis Ababa University, Addis Resources Development
(ARDCO) Plc, Addis Geo-systems Plc, Department of Earth sciences (AAU), Saba
Engineering Plc, The JICA study Team, National Mining Corporation, Ministry of
Mines and Energy and Geological Survey of Ethiopia to organize the meeting and for
financial assistance made available for the printing of these proceedings. At last but
not least, the committee is grateful to the College of Natural Sciences of the Addis
Ababa University for providing the meeting hall and its facilities.
7th Ethiopian Geosciences and Mineral Engineering Association (EGMEA) Congress, 27-28 August 2010.
Geoscience Education in Ethiopia: Opportunities and Challenges
CONTENTS
Page
Table of Contents i
Editorial comment iii
Message from the President iv
Opening Address vi
Congress Report viii
SESSION 1: GEOSCIENCES EDUCATION AND RESEARCH IN ETHIOPIA

Asfawossen Asrat
Geoscience Education in Eastern Africa with Ethiopia as an Example 1
Mulugeta Alene
Earth Science Higher Education in Ethiopia: Program and Curriculum Survey 6
Seifu Kebede
Earth Sciences curriculum in Ethiopian Universities: features, linkage to research and
international harmonization 14
Girma Woldetinsae
Open Resources for Geosciences Education and Research 20
Kifle Weldearegay
Engineering Geology education and research in Ethiopia: opportunities, challenges
and future directions 25
Kebede Hailu
A New Gold Mineralized Belt in Nubian Shield and Geologists Needed by the Mining
Sector 40
Gezahegn Yirgu
The International Year of Planet Earth – 2008 Celebration in Ethiopia and its legacy for
the Future 41
SESSION 2: PANEL DISCUSSION
Panel Discussion on Geoscience Education in Ethiopia: Opportunities and Challenges 44
i
SESSION 3: GEOLOGICAL SURVEYING AND RESOURCES

Getnet Mewa
Geohazard vulnerability in Ethiopia: Current activities and future plan of GSE 54
Gebremedhin Berhane
Role of Engineering Geological information for Town Planning and Construction: The
case of Mekelle Town, Northern Ethiopia 62
Kurkura Kabeto, Mirutse Hagos, Kassa Amare, Mitiku Haile, Solomon G/Selassie,
Tesfamichael G/Yohannes, Kifle Weldearegay, Dessie Nedaw, Nata Tadesse,
Nageshwar Dubey and Konka Bheemalingeswara
East African Rift and its flood volcanism: A natural laboratory for earth sciences
studies 77
Mirutse Hagos and Christian Koeberl
Kinematic analysis of the northern and central Afar Depression: from continental
breakup to Mid-Oceanic Ridge type rift axis 87
Tesfaye Demissie, Ryoji Tanaka and Eizo Nakamura
Petrogenetic study of the mafic lavas from Yabello and Amaro areas, southern Ethiopia:
implications for the source of HIMU volcanism in the East African Rift System
(EARS) 94
Solomon Gebresilassie, Haylay Tsegab, Tesfamichael Gebreyohannes, Kurkura
Kabeto, Alem Mebrahtu, Samuel Gebrewahid, Kindeya Gebrehiwot, Kassa Amare,
Mitiku Haile and Ashebir Sewyale
Geology and characteristics of hot springs from Dallol area, northeastern Ethiopia:
implications for hydrocarbon oil signature 101
Gilamichael K. Domenico, Hiroyoshi Sano, Hiroshi Kurita and Seiichi Toshimitsu
Facies analysis of the Middle to Upper Jurassic carbonates of north-central and eastern
Ethiopia 105
Ketsela Tadesse
The Role of Petroleum Exploration for Capacity Building 119
Tadiwos Chernet
Preliminary Volcanic Risk and Hazard Assessment in Ethiopia 128
Proceedings of the Sixth EGMEA Congress 77pp.
ii
7th Ethiopian Geosciences and Mineral Engineering Association (EGMEA) Congress, 27‐28 August 2010. Geoscience
Education in Ethiopia: Opportunities and Challenges
EDITORIAL COMMENT
These proceedings volume bring together the presentations at the Seventh Ethiopian Geosciences and
Mineral Engineering Congress convened in the auditorium of the Graduate Program of the College of
Natural Sciences, Addis Ababa University, on 27-28 August, 2010, under the theme “Geoscience
Education in Ethiopia: Opportunities and Challenges”. The contributions to this volume are generally
closely oriented along the thematic lines of the congress, thus providing different perspectives on the need
to expand geosciences education in the country in a way to be blessing and underlines the extent of the
contribution of geoscience education in national development.
Sixteen presentations either full papers or Power Point Slides along with the panel report are compiled in
this volume. In addition to this, as agreement reached by the Council of EGMEA, Proceedings of the
Sixth EGMEA is included in this volume. Except for text and layout formatting, the papers and the slides
are presented as received from the contributors. They are not seriously edited, neither are they peer-
reviewed. Therefore, any editorial errors should be viewed in this respect.
Finally, we like to thank the authors of the papers and the slides for their contribution.
Addis Ababa
January 2011
The Editorial Committee
iii
MESSAGE FROM THE PRESIDENT OF EGMEA

On behalf of the EGMEA Council and myself, I am honored to welcome you all to this august annual
event. I believe that all of you have observed some of the new programs we have tried to put in place
despite the many ups and downs during that past two years of our term. With committed team effort and
diligence we are able to fix the problems and your continued support is important for change and growth.
Over the years our association is picking appropriate and timely congress themes in order to draw
attention to important matters and keep you abreast.
The theme of the 7th Congress is “Geoscience Education in Ethiopia: Opportunities and Challenges”.
Until few years back we have only one university conducting Earth sciences education: Department of
Earth sciences, AAU. The Department of Earth sciences must be proud now with the addition of seven
universities starting and offering Geosciences programs following its footsteps. Mekelle University is the
first one after AAU to start Applied Geology course and post-graduate programs in selected fields of
Geosciences. The expansion of geosciences education in Ethiopia could be in a way a blessing and
underlines the extent of the field of Earth sciences as a key to the needs of Ethiopia’s development
programs. There is no doubt that it will continue to be the backbone to the current five years development
and transformation package and successive development programs high in the country’s agenda. In this
regard, EGMEA is concerned and it is the legacy, the Alma matter of its foundation to closely follow the
fledgling activities of Geoscience education in Ethiopia. That is the reason behind selecting the present
theme as “Geoscience Education in Ethiopia: Opportunities and Challenges”. Therefore to contribute
towards the development of Geoscience education and to meet the needs of the end-users the Geo-
Industry. EGMEA will echo the concern of all stake holders in Geoscience education both academia and
Geo- industry.
At present, the multifaceted application of geoscience in our society is becoming more feasible. It is now
time to push geoscience into several sectors including Ethiopian urban development. As a distinguished
expert on urban geology Robert Leggett put it: “The natural setting of a city is its foundation” however
“Most urban planning gives little or no regard to the role of the natural setting in a city’s long term health
and stability”. We need more Geoscience graduates in the future urban development programs of Ethiopia
(site selection and planning of new towns, villages), in schools and colleges, in land use and rehabilitation
programs, infrastructure developments (e.g. transport route selections, resource surveys and
management), environment component evaluation and impact assessment, waste disposal, agriculture,
medicine and health, defense, police, national security and forensic sciences and the list continues. Above
all, we should plan and work very hard in popularizing earth sciences among our society (Community
Based Geoscience Programs) as it is closely linked to environment. The natural way of introducing the
environment to the society at large and in particular to our children (the next generation) is through earth
sciences.
iv
This meeting will address some of the key issues in the Geo- sector:
How educational institutions collaborate on the tailor made professional development programs (short
courses, lectures)- service for the Geoscience and mineral engineering industry; mobilize resources
(manpower) and institutional capabilities to build geosciences programs (exchange programs, national
geosciences forums, carefully selected and coherent areas of excellence); undergraduate and graduate
programs geared to the needs of the Geo-industry, short and long term strategic plans; ways of attracting
and retaining outstanding students and graduates to geoscience education as well as in the Geo-industry;
increasing thinly represented Women geoscientists and ways to cope up with the current advancement of
Geoscience knowledge and experience.
All the presentations dealing with Geoscience education and geoscientific issues are augmented by a
debate led by panelists representing the Geo-sector. Therefore, the meeting is expected to formulate and
address the existing challenges and opportunities in Geoscience education and forward recommendations.
It is my wish that these deliberations will be successful in addressing and formulating the way forward for
strong geoscience educational programs in Ethiopia.
Finally, I want to extend my warmest thanks to the generous support of Golden Prospect Mining,
Ethiopian Minerals Development Share Company, Horn of Africa Regional Environment Centre (AAU),
Ministry of Water Resources and all our supporters (Ministry of Science and Technology, Mekelle
University, Addis Ababa University, Addis Resources Development (ARDCO) Plc, Addis Geo-systems,
Department of Earth sciences (AAU), Saba Engineering, The JICA study Team, Ministry of Mines and
Energy and Geological Survey of Ethiopia to organize the meeting.
Girma Woldetinsae (PhD)

President, EGMEA
Friday, August 27, 2010
v
Opening Address to the 7th Congress of EGMEA by

H.E. Ato Alemayehu Tegenu, Minister of Mines & Energy
(27 August 2010)
Mr. Chairperson,
Executive Committee Members of EGMEA,
Distinguished Invited Guests,
Members of the Association,
Ladies and Gentlemen,
It is a great pleasure and honor for me to deliver an opening statement to this august 7th Congress of
EGMEA. I am also very much delighted to note that this congress is devoted mainly to discussions on the
opportunities created to and the challenges facing the Geoscience education in Ethiopia. Moreover, I
would also like to seize this opportunity to appreciate EGMEA for its focus on this relevant and timely
theme during its 7th Congress.
Invited Guests,
Participants of the Congress,
We are all aware that the 7th Congress of EGMEA is taking place at a crucial moment that represents an
important milestone in the development endeavors of our country. Various stakeholders are right now
discussing on the Growth and Transformation plan of Ethiopia for the 2010 - 2015 five-year period.
Encouraged by the two-digit economic growth rate registered in the past seven years in a row and the
related economic and social transformation, the Government has ambitiously planned to double the GDP
of the country and to bring about a significant economic, social and political transformation. The plan
envisages consolidating the foundation for achieving the national vision of creating a middle-income
democratic Ethiopia by 2025. As a country, we have in deed to make multifaceted and concerted efforts
to pull out ourselves from poverty and bring about meaningful socioeconomic transformation. Despite the
fact that the Government shoulders the basic responsibility of guiding the implementation of the planned
growth and transformation of the country, it is us, the citizens of the country, who are fully responsible
for succeeding or failing to achieve the set goals in the plan. I would, therefore, like to underline the fact
that the professional associations like EGMEA have a lot to contribute to the national development
process.
Invited Guests,
Congress Participants,
It is well understood that our growth and transformation heavily rests on enhancing our capabilities to
efficiently and effectively use our resources. And our human resource is the major component of this
capability. It is with a thorough understanding of this fact that our Government has paid special attention
to the education sector through its various capacity building programs. The number of universities has
reached from mere two universities a decade ago to 22. It is in fact expected to grow beyond 30 within
the coming two or three years. Consequently, this has raised the annual enrollment of students in
undergraduate and graduate level university programs many folds. It can, of course boldly concluded that
vi
the conspicuous progress in this direction coupled with the pertinent actions being taken in expanding and
strengthening basic education and Technical and Vocational Education and Training (TVET) programs
has enabled production of educated and skilled work-force required by the rapidly growing economy.
However, it is also important to note that the expansion, strengthening and transformation of the
education far from completion, it is just the beginning. For instance, we need to exert much effort to
enhance the relevance, practical orientation and quality of the curricula at various stages of education and
training.
It is from this clear perspective that I dared to recognize the theme of this Congress as relevant and timely
at the beginning of my statement. The country needs to produce professionals of high caliber and ethics in
the earth-sciences, mining engineering and other fields in our quest for understanding our physical
environment, exploring mineral and water resources and developing them for the benefit of the society
through rapid and sustainable development. The fact that a number of universities started to offer higher
education in the earth sciences and related fields has resulted in the production of many graduates that can
be engaged in these activities. However, many of the universities are newly established and this is
presenting them multitudes of challenge in producing competent and innovative graduates. It is therefore,
my firm belief that this Congress would be able to identify these challenges and come up with appropriate
solutions that can be considered by the Government and the other stakeholders. I am also confident that
the planned panel discussion among the experienced professionals and government officials would make
meaningful contributions to enhance the quality of our graduates who are our future scientists, engineers,
mangers, educators and researchers.
On the other hand, the contribution of the energy, mining and water sectors to the national economy is
growing year after year owing to the substantial growth of investment by the Government and the Private
sector. EGMEA is, therefore, expected to meet the daunting challenge of creating and maintaining a
healthy and strong linkage among the Government, University and Industry.
Invited Guests,
Congress Participants,
Finally, I would like to emphasize that all transformations need to take place first in our minds. Let us
keep on learning and bringing about more and more changes. It is only when we reach this stage that we
can significantly raising contribution of our professions to the growth and transformation of our country.
A great deal is expected from EGMEA as an association of highly educated and trained professionals. I
therefore urge all its members and supporters to gear their efforts not only to promoting and strengthening
the profession, but also to creating the human resource capabilities to come up with problem solving and
applicable results.
With these brief remarks, I declare the 7th congress of EGMEA officially open. I wish you all fruitful
deliberations during the Congress.
Thank you very much for your attention.
vii
SEVENTH EGMEA CONGRESS REPORT
The seventh Ethiopian Geosciences and Mineral Engineering Association (EGMEA) congress
was held from 27-28 August 2010 in the auditorium of the Graduate Program of the College of
Natural Sciences, Addis Ababa University under the theme “Geoscience Education in
Ethiopia: Opportunities and Challenges”. About 120 participants representing different
organizations and institutions were registered at the congress.
The members of the Congress Organizing committee were as follows:

• Dr. Girma Woldetinsae, Ministry of Mines and Energy
• Ato Abebe Mekuriaw, Ministry of Science and Technology
• Prof. Gezahegn Yirgu, Addis Ababa University
• Dr. Mulugeta Alene, Addis Ababa University
• Ato Solomon Gera, Geological Survey of Ethiopia
• Ato Tadesse Alemu, Geological Survey of Ethiopia
• Prof. Tenalem Ayenew, Addis Ababa University
• W/t Hana Abebe, EGMEA
Funding and support for the congress was generously provided by the following organizations:
¾ NYOTA MINERALS Limited
¾ Horn of Africa Regional Environment Center and Network, AAU
¾ Ethiopian Mineral Development Share Company
¾ Ministry of Water Resources
¾ Mekelle University
¾ Ministry of Science and Technology
¾ Addis Geosystems PLC
¾ Addis Resources Development PLC (ARDCO)
¾ Department of Earth Sciences, AAU
¾ Saba Engineering PLC
¾ Ministry of Mines and Energy
¾ Addis Ababa University
¾ Geological Survey of Ethiopia (GSE)
¾ National Mining Corporation
The deliberations of the congress were divided into four sessions. Session I: Geosciences
Education and Research in Ethiopia, Session II: Panel Discussion-Earth Sciences Higher
Education in Ethiopia: Opportunities and Challenges, Session III: Geological Surveying and
Resources, and Session IV: Association Matters.
viii
16 presentations were delivered at the congress; of which 15 were oral presentations and one
poster presentation.
Friday, August 27, 2010

Session I: Geosciences Education and Research in Ethiopia
Chairperson: Dr. Girma Woldetinsae (Ministry of Mines and Energy)
Rapporteur: Ato Tadele Tesema (Addis Ababa University)
Presentation 1: Geoscience Education in Eastern Africa with Ethiopia as an Example
Dr. Asfawossen Asrat (Department of Earth Sciences, Addis Ababa University)

The presenter discussed on the major issues of the challenges and opportunities of geoscience
education in East Africa. He reviewed the historical development of Geoscience education in
east Africa with especial emphasis given to Ethiopia. The universities in East Africa which have
geosciences department are few in numbers compared to the other African countries. The
number of staff and facilities are also limited. Eventhough geoscience education has long history
in Ethiopia, the development is not as required to be, he said. Fore example PhD is not yet
started whereas others launched PhD program long time ago. Furthermore, he mentioned the
poor student preparedness, poor input and infrastructure, poor training based on mostly irrelevant
text books, limited support from government for basic research, non-standardized curricula, poor
socio-economic and market system, and brain drain and among others could be mentioned as
major challenges facing the geosciences education in East Africa.
Presentation 2: Earth Science Higher Education in Ethiopia: Program and Curriculum Survey.
Dr.Mulugeta Alene (Department of Earth Sciences, Addis Ababa University)
He has given particular attention to the following issues on his presentation:

• Learning and Teaching methods
• Program and curriculum Relevance
• Adequacy of Education Resources
• Student enrollment
• Education quality and assessment
ix
Currently five universities (Addis Ababa University, Mekelle University, Arba Minch
University, Wollega University and Dilla University) have a Geoscience department. Bahir Dar
University, Wollo University and Semera University are on the process of opening a Geoscience
department.
Presentation 3: Earth Sciences curriculum in Ethiopian Universities: features, linkage to

research and international harmonization
Dr. Seifu Kebede (Department of Earth Sciences, Addis Ababa University)
Dr. Seifu stressed in his presentation the importance of national quality standards in Earth
sciences. At present the need and demand of geoscientists is high, however, the number of
graduates did not met the demand. One example he gave is that the number of graduates in the
geoscience education of the country is about 2000, but the demand now only for hydrogeologist
about 2000. This indicated how important the geoscience for socio-economic development of the
nation is.
Session I: Continued after Tea/Coffee break

Chairperson ‐ Ato Senbeto Chewaka (National Mining Corporation)
Rapporteur –Ato Yayeh Desalegn (Addis Ababa University)
Presentation 4: Open Resources for Geoscience Education and Research

Dr. Girma Woldetinsae (Ministry of Mines and Energy)
Dr Girma presented the available open resources for Geoscience education and research. The
open resources are classified as: (i) open access, (ii) home page, (iii) software, and (iv) images.
He discussed on the advantageous of these open resources that promote research and bridge the
scientific knowledge. Moreover, he further discussed the open access references and publications
that are freely and up on request available electronically.
x
Presentation 5: Engineering Geology education and research in Ethiopia: opportunities,

challenges and future directions
Dr. Kifle Weldearegay (Mekelle University)
Dr. Kifle discussed about engineering geological and geotechnical problems in Ethiopia. He
elaborated the opportunities and challenges of engineering geology education. The government
priority for infrastructure development is an opportunity for engineering geological education.
However, lack of fund to undertake research, weak professional association, lack of standards for
engineering geologic mapping, very poor communication in dissemination of information and
poor quality of curricula in academic institutions are the major hindrances.
As major cities in the country are now growing rapidly and experiencing a huge construction
boom it is time to give high priority for engineering geologic mapping, he said. He further
stressed the magnitudes of engineering problems and damages inflicted the economy by
presenting examples from different parts of the country. The major problems he has described
are lack of regular reporting on the occurrences of damages and lack of accountability and
responsibility.
He concluded his presentation by suggesting the following salient points:-

• To make awareness for policy and decision makers;
• Creating a strong link between the academic and research institutions and the industry;
• Strengthening professional associations;
• To make synergy with other professionals who are working related jobs with engineering
geology;
• Enhance dissemination of information;
• Organize workshops, seminars, etc;
• Standardize all engineering geological works conducted in the country; and
• Standardize engineering geological education curricula in higher education.
xi
Presentation 6: A New Gold Mineralized Belt in Nubian Shield and Geologists needed by the
Mining Sector
Dr. Kebede Hailu (Golden Prospect Mining)
Dr. Kebede Hailu, Country Manager of the Golden Prospect Mining (GPM)—NYOTA Minerals
Limited presented the status of his company exploration activities and findings in the western
Ethiopia. The company licensed areas in Tulu Kappi and Guliso localities for gold and base
metals exploration. The Tulu Kappi is now at advanced exploration stage with the current
audited resource estimate of an inferred gold resource of 1.38 million ounces at an average grade
of 1.68 g/t. This remarkable finding in Tulu Kappi enhances our endeavors to search for other
similar deposits in the other parts of western Ethiopia, he said. Moreover, the Tulu Kappi
exploration from planning up to executions done by Ethiopian geoscientists is a great success, he
said. He expressed his concern on quality of geology graduates from Ethiopian universities
meeting industry needs.
Presentation 7: The International Year of Planet Earth (IYPE)‐2008: celebration in Ethiopia and
its legacy for the future
Prof. Gezahegn Yirgu (Department of Earth Science, Addis Ababa University)
Prof. Gezahegn started his presentation by holding the umbrella and wearing the cup that
prepared to mark the IYPE. The UN declares the years 2007 to 2009 as IYPE with the premise to
demonstrate the great potential of the earth. And, Ethiopia as member country of UN takes the
initiatives to celebrate the occasions. Initiated in Mid 2007 by Ethiopian Science and Technology
Agency (now then called Ministry of Science and Technology), the Ethiopian National
Committee of IYPE was established in 2008. Since its establishment the National committee
launches different programs of which most of them were outreach programs.
Prof. Gezahegn, Chairman of the National Committee of IYPE described the achievements of the
committee as follows:-
• Awareness creation by preparing brochure, pamphlets and posters both in English and
Amharic.
xii
• Launching national event; on 14 October, 2008 a congress was prepared in collaboration

with EGMEA to mark the celebration of the event. About 80 participants representing
different organizations attended the congress. H.E. Ato Junide Sado, Minster of Science
and Technology and Honorary ambassador of IYPE gave a keynote address.
• Preparing Introductory Book on Earth Sciences in Amharic. This book is now ready for
printing. Ato Senbeto Chewaka took the major responsibility for the preparation of the
book.
• Participation in different meetings of IYPE. The National committee attended the African
IYPE, which was held in Pretoria, South Africa and the closing event of the international
IYPE, which was held in Lisbon, Portugal.
Prof. Gezahegn concluded his presentation by presenting the legacy of IYPE beyond the 2008
celebration. The legacy of IYPE is remarkable and successful, which is now moved from IYPE-
Ethiopia to YES (Young Earth Scientists)-Ethiopia.
Session II: Panel Discussion: - Earth Sciences Higher Education in Ethiopia:

opportunities and challenges
Moderator: Prof. Gezahegn Yirgu, Department of Earth Sciences, AAU
Rapporteurs: 1. Ato Abebe Mekuriaw, Ministry of Science and Technology
2. W/ro Metasebia Demissie, Private Consultant
Panelists:
1. Dr. Tesfaye Teshome
Director General, Higher Education Relevance and Quality Agency
2. Dr. Tarekegn Tadesse
President, Arbaminich University
3. Ato Masresha Gebresilassie
Chief Geologist, Geological Survey of Ethiopia
4. Ato Gebreyohannes Habtezgi
Private Consultant
xiii
5. Dr. Balemwal Atnafu

Head, Department of Earth Sciences, AAU
6. Dr. Kurkura Kabeto
Director of Institutional Transformation, Mekelle University
7. Ato Tadesse Berhanu
Postgraduate Student
This session was convened after a break for lunch. Prior to the commencement of this session
few moments were spent to entertain comments and questions on the previously presented talks,
which was moderated by Ato Molla Belayneh.
The Panel discussion was followed after the comments and questions. The moderator, Prof.
Gezahegn explained about the objectives, the need and importance, and EGMEA’s concern for
preparing the panel discussion. He then invited the panelists to give their opinion on the
following issues:
• Why is geosciences education important to Ethiopia? If it is believed to be beneficial,

what are the specific needs in the coming 5-10 years?
• Why should the Government be concerned?
• Is the need for geosciences education well understood by policy makers?
• Are the issues and policy options well understood?
Furthermore, the panel discussion was streamed to pivot on the following points:
• Program and curriculum relevance

• Learning-Teaching methods
• Adequacy of educational resources
• Student preparedness and placement
• Academic environment, and
• Education quality assurance
Dr. Tesfaye Teshome, Head of Higher Education Relevance and Quality Agency (HERQA) said
that the government allocates 4.5% of the budget for the expansion of higher education
institutions. This indicated the government commitment for expansion of higher education.
xiv
However, he suggested that equally important with the expansion of higher education is quality
curriculum and program relevance. Dr. Teshome further explained curriculum is an input
parameter and we have to give attention to:-
• Keep quality assurance up to the international standard,
• Balance between practice and theory,
• Module excellence,
• Study document and assessment, and
• Delivery mechanism.
As discussed by the panelists the major challenges of the curriculum are the management aspect
of quality assurance. Some of the panelists explained working together and resource sharing is
lacking in most of the institutions.
The major challenges in learning-teaching methods raised by the panelists are:-

• Lack of commitment among teachers,
• Lack of continuous assessment,
• Team teaching is not practical,
• Absence of student learning center,
• Lack of research-based teaching, and
• Lack of harmony and synergy with stakeholders.
The discussant also concurred on the fact that the management aspect of the curriculum shall be
left to the responsible organization. EGMEA’s focus should be to increase its role in
popularizing geosciences education.
Finally, the panel discussion was concluded by forwarding recommendations on how best to
harvest the opportunities and on how to tackle the challenges in earth sciences education and the
contribution of EGMEA to come up with new policy directions and thoughts that may be
adopted by various governmental organizations and even business companies.
xv
Saturday, August 28, 2010
Session III: Geological Surveying and Resources

Moderator: Dr. Asfawossen Asrat, Department of Earth Sciences
Rapporteur: Ato Bayissa Regassa, Department of Earth Sciences
Presentation 8: Geohazard vulnerability in Ethiopia: current activities and future plan of GSE
Dr. Getnet Mewa (Geohazard Investigations Core Process, Geological Survey of Ethiopia)
He has presented the major geohazard events (landslides, slope failure, ground subsidence,
seismic hazard and volcanic hazard), and on the strategies, activities and the efforts made so far
by the Geological Survey of Ethiopia (GSE).
The strategy of GSE:-

• Prioritizing areas for geohazard mapping, on the basis of their susceptibility for
geohazard risks. Addis Ababa city, Afar and SNNP Regions are consider more
susceptible to geohazard risks,
• To ensure maximum safety for critical areas of infrastructure development (roads,
bridges, dams, etc…),
• To conduct regional geohazard mapping and geo-environmental protection,
• To conduct geotechnical evaluation, and
• To acquire, collect and disseminate multidisciplinary geohazard data and information for
customers and stakeholders.
Some of the implemented projects related to geohazard investigations:-

o Jemma Basin: water resources management and environmental protection studies (Ethio-
Check project),
o Counter measures against landslide in Abay valley gorge (Ethio-Japan project),
o Land-fill project for Addis Ababa city administration,
o Geo-hazard mapping of Addis Ababa map sheet,
o Tarmaber landslide project (independent project-on-going), and
xvi
o Central Ethiopia Geo-hazard mapping and Geo-environmental study (independent

project-planned).
Presentation 9: Role of Engineering Geological Information for Town planning and

Construction: The case of Mekelle Town, Northern Ethiopia
Ato Gebremedhin Berhane (Mekelle University)
Ato Gebremedhin Berhane presented the study conducted on geological, engineering geological
and geotechnical condition of the rocks and soils of Mekelle town from field observation, in-situ
geotechnical test and laboratory analysis. Understanding the geology and engineering geology of
the Mekelle town is critical as the town is located between blocks of en echelon faults. Since
Mekelle town is growing rapidly and experiencing a major construction boom, any foundation
should take into consideration the importance of geological and engineering geological studies,
he said. Lack of good and reliable geological and engineering geological map of the town is a
major problem and it is a big challenge for site selection and to know about condition for
foundation engineering.
Finally, Ato Gebremedhin concluded his presentation by stressing on the need of adequate
geological and engineering geological studies as a prerequisite for town planning and in design
and construction of different infrastructures.
Presentation 10: East African Rift and its flood volcanism: a natural laboratory for earth
sciences studies
Kurkura Kabeto, Mirutse Hagos, Kasa Amare, Mitiku Haile, Solomon G/Selassie, Tesfamichael
G/Yohannes, Kifle Woldearegay, Dessie Nedaw, Nata Tadesse, Nageshwar Dubey and Konka
Bheemalingeswara (Mekelle University)
The presenter, Dr. Kurkura Kabeto appreciated how the East African Rift (where the Main
Ethiopian Rift formed the northern part of it) can be viewed as a natural laboratory to understand
the significance and evolution of continental rifts. However, understanding of the geology and
resource potential of the rift is still at infant stage. Therefore, the future teaching process should
xvii
gear towards exposing students to carry research on this part of the rift to enhance our future
endeavors in mapping the resources potential of the country. The efforts being made in the form
of Business Process Reengineering (BPR) were cited as possible measures to bridge this gap and
to ensure production of graduates with the required skills, attitudes and commitment. Dr.
Kurkura concluded his presentation with remark “IF WE WORK TOGETHER WE CAN BUILD THE
COLOR FULL ETHIOPIA LIKE THE SALT GEYSERS AT DALLOL”.
Presentation 11: Kinematic analysis of the northern and central Afar Depression: from
continental breakup to Mid Oceanic ridge type rift axis
Miruts Hagos and Christian Koeberl (Department of Lithospheric Research, University of Vienna,
Austria)
The presentation was made by Ato Miruts, where he discussed about the magnitude of
extensional tectonics that has undergone varying degrees of extension in northern-central Afar
Depression. He presented both field evidence from structural measurements and Landsat imagery
indicated that the rift axes of the northern Afar (Erta’Ale range) and central Afar (Tendaho
graben) depressions are obliquely oriented (~20° - 30°) to the Oligocene – Miocene-age western
Afar border faults and marginal grabens. The major change in the geometry and kinematics of
the Afar Depression and the Danakil Block occurred concurrent with the development of the new
oceanic crust in the south-central Red Sea, west-ward propagation of the Gulf of Aden, and birth
of the triple junction at the center of the Afar depression.
Presentation 12: Petrogenetic study of the mafic lavas from Yabello and Amaro areas,
southern Ethiopia: implications for the source of HIMU volcanism in the
East African Rift System (EARS)
Tesfaye Demissie (Geological Survey of Ethiopia), Ryoji Tanaka and Eizo Nakamura (The
Pheasant Memorial Laboratory, Institute for Study of the Earth’s Interior, Okayama
University, Misasa, Tottori, Japan)
The presentation was part of the PhD thesis of Dr. Tesfaye Demissie and presented by him. As
explained by him this work presents the first comprehensive K-Ar age, major and trace element
compositions and Sr-Nd-Pb-Hf isotope data of 39 to < 1 Ma mafic volcanic rocks of Amaro and
xviii
Yabello areas, southern Ethiopia. Three major episodes of basaltic magmatism in southern
Ethiopia i.e. (i) Pre-rift; transitional tholeiitic (45-30 Ma), (ii) Syn-rift; alkaline basalts (19-10
Ma), and (iii) Post-rift: tholeiitic alkaline basalts and basanites (8-<1 Ma). Concluding his
presentation, he argued that his study showed that “the volcanic rocks of southern Ethiopia are
possibly derived from old metasomatized lithospheric mantle not from the proposed Kenyan
mantle plume as suggested before”.
Session III: continued after Tea/Coffee break

Moderator: Ato Abiy Hunegnaw, (Private Consultant)
Rapporteur: W/t Enquye Wondimu, (Department of Earth Sciences, AAU)
Presentation 13: Geology and characteristics of hot springs from Dallol area, northeastern
Ethiopia: implications for hydrocarbon oil signature
Solomon Gebresilassie, Haylay Tsegab1, Tesfamichael Gebreyohannes1, Kurkura Kabeto1,

Alem Mebrahtu2, Samuel Gebrewahid2, Kindeya Gebrehiwot3, Kassa Amare1, Mitiku Haile4,
Ashebir Sewyale1
(1Department of Earth Sciences, 2Department of Physics, 3
Department of Chemistry , 4Department of
Land Resources Management and Environmental Protection, Mekelle University, P.O.Box 231, Mekelle,
Ethiopia)
The presentation was made by Dr. Solomon Gebresilassie. He presented the field observations
carried out by the group on the hot springs of the Dallol Area. Accordingly, the hot springs
showed indications for the presence of oil as sensed by greasy feelings and hydrocarbon oil
smell. To know the compositions of the hot springs and test the presence of hydrocarbon oil
resources, eight samples were collected and analyzed for major element contents, sulfide, sulfate,
total organic carbon, volatile acids, and Carbon Oxygen Demand (COD) compositions. The
result showed that up to 904 ppm Total Organic Carbon (TOC) concentrations in the
hydrothermal fluids suggest the presence of hydrocarbon rich source rocks at depth and/or fluid
mixing with laterally and/or vertically migrating hydrocarbon oil.
xix
Presentation 14: Facies analysis of the Middle to Upper Jurassic carbonates of north‐central
and eastern Ethiopia
Gilamichael Kidane1*, Hiroyoshi Sano*, Hiroshi Kurita** Seiichi Toshimitsu***
(1 Geological Survey of Ethiopia and *Kyushu University, **Niigata University,

***Geological Survey of Japan)
Dr. Gilamichael discussed on the sedimentary facies and age of the Middle to Upper Jurassic
carbonates of the Middle to Upper Jurassic carbonates of north-central and eastern Ethiopia
along with the relationships of the sedimentary evolution and the sea-level change. Seven
sections from Blue Nile (Abay) basin and four sections from Ogaden basin were presented.
Based on sedimentary facies, age and fauna the following conclusions are drawn for the
evolution of the Middle to Upper Jurassic carbonates of the north-central and eastern Ethiopia:-
• The formation of the Mid to Upper Jurassic carbonate sequence in Ethiopia is related to
the break-up of Gondwanaland and shallow marine sedimentation in the southern Tethys
ocean.
• Three foraminiferal zones have been recognized; Pfenderina salernitana, Kurnubia
palastiniensis, and Alveosepta jaccardi.
• A major transgression (flooding) occurred during the Callovian to early Oxfordian during
the deposition of the shallow marine Upper Hamanlei sequence. The flooding reached a
peak stage in the Oxfordian as documented by open marine, deep water facies of the
lower part of the Urandab Formation. The transgressive episodes are related to eustatic
sea level rises linked to the separation of India and Madagascar from Africa.
• The upper part of the Urandab Formation represents a regressive sequence of oolitic
grainstones, tempestites, calciturbidites and Cladocoropsis wackestones compared with
ellipsactinia facies of the Southwestern Tethyan realm.
Presentation 15: The Role of Petroleum Exploration for Capacity Building
Ketsela Tadesse (Petroleum Licensing and Administration Core Process,

Ministry of Mines and Energy)
His presentation was focused on the importance of the triad of high quality human capital, and
good leadership/governance as a basis to sustainable exploration and exploitation of
hydrocarbons that will allow broad-based sharing of the hydrocarbon wealth by the generality of
xx
the population. Low technical and weak institutional capacity can be considered as the major
gaps for capacity building in new and emerging oil and gas exploring and producing countries.
However, since 2003 there is a tremendous increase both in exploration and licensing activities
in Ethiopia as the result there has been a substantial amount of training fund is obtained from the
Intentional Oil Companies (IOCs). In turn this brings an opportunity for the expansion of Earth science
education and research need-based.
Presentation 16: Preliminary Volcanic Risk and Hazard Assessment in Ethiopia
Tadiwos Chernet
(Research and Development Center, Ministry of Mines and Energy)
This was a poster presentation. The presentation showed the prevalence of eminent volcanic
hazards in Ethiopia and a call to all international scientists for a collaborative effort to assess
volcanic risks in Ethiopia and the region at large. Inventory of all active volcanic centers is the
primary task in volcanic hazard assessment studies and could be supported with remote sensing
satellite data in conjunction with a GIS platform. Available volcanologic and social data should
be integrated for a preliminary volcanic risk assessment in different parts of the country.
Continuous collection of basic volcanologic data (mapping of recent eruptive products,
geochronology and seismology in active volcanic regions) should make the foundation for such
an undertaking. Creating a channel for a continuous communication with concerned public
authorities will help to obtain up to date social data which is an important input to risk
assessment. Such channels would also enable the dissemination of hazard and risk maps to end
users and the public at large.
xxi
Session IV: Association matters

Chairperson: Dr. Girma Woldetinsae, President, EGMEA
Secretary: Prof. Tenalem Ayenew, Secretary, EGMEA
The session was convened starting from 12:30 AM up to 2 PM. The Chairperson, after
ascertaining that there is sufficient quorum of the general assembly, presented the agenda
for the session and invited the audience for comment and/or approval.
The proposed agenda were:-
1. EGMEA’s Annual Activity Report
2. EGMEA’s Annual Financial Report
3. Approval of the Annual Reports and the modified articles of EGMEA’s constitution
4. EGMEA’s Annual Action Plan
After the agenda were approved by the assembly the chairperson invited the EGMEA
Secretary to present the Association’s annual report. The EGMEA Secretary then
proceeded with reading out the annual report by highlighting the following major
activities:
• The Association’s effort and success in obtaining a certificate of registration
and license; that EGMEA has been registered and licensed by the Ministry of
Justice, Charities and Societies Agency in accordance with the Charities and
Societies Proclamation No. 621/2009; and that the certificate shall be valid
until 23 November 2012.
• Election of external auditor
• Changes made on some articles of EGMEA’s constitution according to the
new law regarding NGOs, e.g. Article 15 related to the authorization on the
Association’s bank account and financial issues
• Amendment of article 6 and making new proposals for EGMEA membership
fee
xxii
• Introduction of a new measure and modification of article eight of EGMEA

constitution concerning the renewal and termination of membership
• Coordination of several scientific seminars by EGMEA
• Organization of the EGMEA 7th Congress
• Preparations and ongoing efforts by EGMEA for CAG24 to be hosted by
Ethiopia
• Action taken for EGMEA to be member of the Geological Society of Africa
(GSAf), that EGMEA has now paid the annual membership fee and registered
as full member of the GSAf.
The proposed annual action plan of EGMEA has been presented by the EGMEA
secretary and it is approved by the members. These are:
• Preparation of the proceedings of the 6th and 7th EGMEA Congress (Sept
2010)
• Upgrade the website of EGMEA (Sept/Oct 2010)
• Preparation of a policy document and arrangement of a discussion forum
among stakeholders (Oct-Nov 2010)
• Preparation of bid document for hosting CAG 24 (Dec 2010)
• Preparation of 5-year strategic plan of EGMEA (Jan-Mar 2011)
• Mobilization to raise EGMEA’s capital (Oct 2010- Aug 2011)
• Organization of EGMEA 8th Congress (Apr- Jul 2011)
Finally, Dr. Girma Woldetinsae, President of EGMEA offered a vote of thanks to many sponsors
and participants who contributed to make the Seventh Congress a major event. The congress was
closed at 2 PM.
xxiii
7th Ethiopian Geosciences & Mineral Engineering Association (EGMEA) Congress, 27‐28 August 2010.
GEOSCIENCE EDUCATION IN EASTERN AFRICA WITH ETHIOPIA AS AN

EXAMPLE
Asfawossen Asrat
Department of Earth Sciences, Addis Ababa University, P. O. Box 1176, Addis Ababa, Ethiopia
(E-mail: asrata@geol.aau.edu.et)
ABSTRACT
In almost all Eastern African countries geoscience education is introduced/offered only at Tertiary
(University/College) level. Tertiary level geoscience education in East Africa has a relatively longer
history compared with other African regions. Ethiopia and Sudan conferred their first BSc Degrees in
Geology in 1962 and 1964, respectively. In spite of this longer history of geosciences education, the
extent and quality of Geoscience education in this region remains underdeveloped. The East African
region comprises 11 countries and have a total of 15 proper Geosciences BSc Degree offering
Departments and 9 Geosciences related departments amongst them, i.e., a little over 2 Geoscience
Departments per country. Only a few Departments in the region offer MSc and PhD Degree programs in
Geosciences. However, the major share is taken by Ethiopia and Sudan both having 5 and 6 Geosciences
Departments, respectively. Kenya, Tanzania, Eritrea and Burundi have 1 Geoscience Department each.
Moreover, the number of first degree holders in East Africa has remained very low; for instance, Ethiopia,
a country with a population of nearly 80 million, and with a big share of the Geoscience Departments in
the region has trained only close to 2000 BSc holders and less than 500 MSc holders during half a
century: 1 Geologist for every 40,000 people. Furthermore, the quality of geosciences education in East
Africa is a major area of concern. Poor student preparedness, poor input and infrastructure, poor training
based on mostly irrelevant text books, little support of governments for basic research, non-standardized
curricula, poor socio-economic and market system, and brain drain can be sited as the major challenges
facing the geosciences education in East Africa.
1
Geoscience Education in Eastern Africa: Geoscience Education in E. Africa: Basic Facts
Ethiopia as an Example 1. In almost all Eastern African countries Geoscience Education is introduced/given only
at Tertiary (University/College ) level. Country Dept. Offering MSc/PhD
2. The number of Universities offering BURUNDI 1 0
BURUNDI
Geoscience Education is proportionally low DJIBOUTI 1 0
DJIBOUTI
compared with other basic science fields
ERITREA ERITREA 1 0
(e.g., In Ethiopia, only 5 Universities are
ETHIOPIA ETHIOPIA 5 2
offering Geology BSc Degree compared with
KENYA
Physics and Chemistry BSc Degrees which KENYA 1 1
RWANDA
are offered in more than 20 Universities ) RWANDA 0 0
SEYCHELLES
3. Total
3 o a in Eastern
as e Africa:
ca 17 Geo
Geology
ogy //Earth
a SEYCHELLES 0 0
SOMALIA
Science+ 9 Earth Sciences related
SUDAN SOMALIA 0 0
Departments, i.e., about 2 Departments per
TANZANIA SUDAN 6 2
country on average).
UGANDA
27 August 2010 4. BSc Degree in Geology has a relatively long
TANZANIA 1 1
7th EGMEA CONGRESS, AA, ETH history in Eastern Africa; E.g., years of first UGANDA 1 1
graduation in Geology (BSc Degrees) are: TOTAL 17 7
Asfawossen Asrat KASSAYE Ethiopia: 1962, AAU Northern Africa = 30
Sudan: 1964; Khartoum Eastern Africa = 17
Assoc. Prof., Dept. of Earth Sciences, AAU Uganda: 1971, Makerere Southern Africa = 37
VP‐GSAf, EASTERN AFRICA Tanzania: 1977, Dar es Salaam Central Africa = 8
Kenya: 1978, Nairobi Western Africa= 39 2
Total = 131
Geoscience Education in E. Africa: Facts in Figures Geoscience Education in E. Africa: Facts in Figures
Country University Earth Science Department Contact E‐Mail
An unofficial listing and details of higher learning Institutions offering Geosciences
Education (including Environment, GIS, etc.) in Eastern Africa, compiled from internet and Kenya Jomo Kenyatta University of Geomatic Engineering and Geospatial Information
Agriculture & Technology Systems
other secondary sources (Most of the Institutions have un-updated or no web site resulting http://www.jkuat.ac.ke http://www.jkuat.ac.ke
in a very scant information about the respective institutions).
Maseno University School of Environmental and Earth Sciences
Country University Earth Science Department Contact E‐Mail http://www.maseno.ac.ke http://www.maseno.ac.ke/index3.php?section=sch
Burundi University of Burundi Department of Geography ools&page=school‐encironment
http://www.ub.edu.bi http://www.ub.edu.bi webmaster@ub.edu.bi University of Nairobi Geology Department
Djibouti University of Djibouti Department of Biology and Geology http://www.uonbi.ac.ke http://www.uonbi.ac.ke/departments/?dept_code=
http://www.univ.edu.dj http://www.univ.edu.dj ud@univ.edu.dj KF&&fac_code=145 geology@uonbi.ac.ke
Eritrea University of Asmara Department of Earth Sciences Rwanda National University of Rwanda
http://www.uoa.edu.er http://www.uoa.edu.er/academics/dearthsc/index. woldai@asmara.uoa.edu.er http://www.nur.ac.rw
html Somalia Somali Centre for Water and Environment
Ethiopia Addis Ababa University Department of Earth Sciences
S d
Sudan U i
University
it off Kh
Khartoum
t D
Department
t t off G
Geology
l
http://www.aau.edu.et http://www.aau.edu.et/faculties/sc/departments/E balem@geol.aau.edu.et
http://www.uofk.edu/index.php?id=94 http://www.uofk.edu/index.php?id=94
arthscience/index.htm
Sudan University of Science and Surveying Engineering Department
Department of Geography and Environmental
Studies
Technology College of Petroleum Engineering and Technology
http://www.aau.edu.et/faculties/css/index2.htm http://www.sustech.edu http://www.sustech.edu/faculty_en
Environmental Science Program University of Juba Department of Geology
http://www.aau.edu.et/faculties/sc/environmenta seyoum@sc.aau.edu.et University of the Red Sea Department of Geology
lscience/index.html
Institute of Geophysics, Space Science and University of Neelain Department of Geology
Astronomy elewi@geobs.aau.edu.et University of Dongola Department of Geology
http://www.aau.edu.et/faculties/sc/geophysical/i
ndex.html International University of Africa Department of Geology
Mekelle University Department of Earth Sciences Tanzania University of Dar-es-Salaam Department of Geology vc@admin.udsm.ac.tz
http://www.mu.edu.et http://www.mu.edu.et http://www.udsm.ac.tz http://geology.udsm.ac.tz caco@admin.udsm.ac.tz
Arba Minch University Department of Geology Institute of Marine Sciences director@ims.udsm.ac.tz
http://www.arbaminch‐univ.com http://www.arbaminch‐univ.com yoditayalew@fastmail.fm http://www.ims.udsm.ac.tz webmaster@ims.udsm.ac.tz
Dessie‐Kombolcha University Department of Geology Uganda Makerere University Department of Geology
Semera University Department of Geology http://mak.ac.ug http://mak.ac.ug
Wollega University Department of Geology 3 4
2
Geoscience Education in E. Africa: ETHIOPIA Geoscience Education in E. Africa: Facts in Figures
Enrolment/Graduate figures: The case of Ethiopia as an Example
Total
BSc Graduates by Decade 2000‐2010
1990‐1999
1960‐ 1969 32 (only AAU) 1980‐1989
1970‐1979 45 (only AAU) 1970‐1979
1960‐ 1969
1980‐1989 434 (only AAU)
0 500 1000 1500 2000
1990‐1999 405 (only AAU)
2000‐2010 627 (only AAU) + ~ 400 (MU + AMU since 2004 and 2009, respectively)
Total ~ 1543 (only AAU) + 400 = ~2000 BSc holders since 1960.
ETHIOPIA, a country with a population of nearly 80 Million has trained only less than 2000 BSc
holders during half a century: 1 Geologist for every 40,000 people!
Current enrolment at AAU: 400 BSc; 100 MSc; other Universities: ~500 BSc.
MSc Graduates by Decade Total

2000‐2010
1980‐1989 12 (only AAU) 1990‐1999
1990‐1999 32 (only AAU) 1980‐1989
2000‐2010 403 (only AAU) + 0 100 200 300 400 500
~ 5 (MU since 2007)

Total ~450 MSc holders since 1980.
(Data Source: Department of Earth Sciences Archives)
5 6
Geoscience Education in E. Africa: Human/Physical Resources Geoscience Education in E. Africa: Program Structure
Profile Similar in most East African Countries:
University PhD MSc BSc Tech Tot Prof/Ass Research Labs PhD 4 year BSc Program: Major (~75%) Geology + Minor (~25%) Computer Science or
Program Physics or Chemistry or Mathematics in AAU, and additionally Meteorology and
AAU, 20 4 5 4 33 3/12/5 Hydro/Paleomag‐ Not Yet Biology in other countries.
ETH AMS/GIS‐RS/Geoph.
Eqipm. 1.5 ‐2 years MSc program: e.g. AAU: 14 Specializations (Including Mineralogy‐
Nairobi, 11 3 9 23 5/6 AAS Yes Petrology; Geochemistry, Stratigraphy‐palaeontology‐Sedimentology,
KEN Hydrogeology, Engineering Geology, Economic Geology, Remote Sensing‐GIS,
Makerere, 7 6 6 19 0/3/6 ? Yes Structural Geology‐Tectonics, Geophysics, Environmental Geology, Geohazards)
UGA
Khartoum, 14 2 9 25 1/6/7 Central (EM, and Yes 4 Years PhD Program proposed (AAU): to start on 2010‐2011 A. Y.?):
SUD analytical facilities) 3 specializations:
Dar‐Es‐S 15 3 5 5 28 3/4/8 Geochm (ICP‐OES) and Yes Structural Geology‐Tectonics, Geophysics, Hydrogeology;
TAN Geoph. Equip.
‐Most other countries in East Africa have PhD programs running for several years
The Department of Earth Sciences of AAU is relatively well organized to run both now.
teaching and research at all levels. Unfortunately this is not the case in most of
the other Earth Science Departments in the Country, especially in terms of human
resources. 7 8
3
Geoscience Education in E. Africa: Major Problems Geoscience Education in E. Africa: Major Issues for Discussion
1. Poor Preparation of students at earlier levels (no introduction at primary and secondary 1. Do we need to introduce Earth Science Education at Secondary level? If so, how? Should it
levels) : in almost all countries in East Africa Geology/Earth Science is not given as a subject be an individual country’s initiative? Or shall GSAf (and in our case EGMEA) and the member
in secondary levels, leading to little or no interest from potential candidates (no countries work together on this initiative and develop a resolution?
information, career fears, etc.). 2. An “ICP‐MS for a Tank!” Initiative!? Feasible or too much interference?
2. Poor input (infrastructure, laboratory, library, etc.): graduates are poorly prepared in 3. Developing Text books addressing African Cases! Will this help students develop an interest
practical terms due to lack of proper infrastructure/funding. in Geology/Earth Science?
3. African students are trained based on text books which in turn are mostly based on cases 4. African Universities helping other African Universities develop their staff profile: staff
from “outside‐Africa”, irrespective of the numerous African examples. E.g., East African exchange among African Universities; Student exchange among African Universities; Multi‐
Countries are endowed with all evidences of the Plate Tectonics; However, the local lateral agreements, etc.; Scholarship schemes for staff development among African
examples are hardly referred to in any text book. Universities. Will this help curb brain drain?
4 Poor
4. P St ff profile
Staff fil resulting
lti ini mediocrity;
di it poor training
t i i by
b poorlyl trained
t i d instructors.
i t t 5. Standardization of Curricula. Is it feasible? 3 years vs. 4 years program: merits and demerits?
5. Governments hardly support basic research , which would have supported teaching and Numbers‐vs‐quality vs. Numbers‐and‐quality?
helps advance the science, due to other national priorities (food security, infrastructure 6. Engage governments in research initiatives in a meaningful manner : campaign for the
development, supplying basic needs, etc.) establishment of African Research Fund for the Advancement of Science (including
6. Non standardized curricula which hinders competitiveness in the world arena. Geosciences, of course) with the financial contribution of all member states and other
7. The government system in most countries discourages progress: graduates are independent financiers. GSAf and National Geological Societies shall take the leading role in
automatically or mostly employed by the government! What they need is the Degree! Not this campaign, and we are planning to initiate this issue with the African Union Commission.
the knowledge! 7. Encourage original and basic research as well as publishing by Africans! GSAf in collaboration
8. “Publish or perish” is optional in most countries! As infrastructure/research input is similarly with National Geological Societies and Universities may initiate an award scheme for best
optional! This hinders progress in the field! paper of the year by an African researcher based in an African Institution! Etc.
9. Brain drain! Not necessarily best minds but those available! (quantity of minds is equally 8. Encourage University‐Industry (mostly geological surveys) linkage for the benefit of both.
important!) 9 10
The Geological Society of Africa (GSAf)

http://www.geologicalsocietyofafrica.org
Established: in 1973; at the Haile Sellassie 1st University,
the then Department of Geology, Addis Ababa, ETH
Currently registered and hosted: No where; registration and
accreditation required from AU and to be permanently hosted at the
Department of Earth Sciences, Addis Ababa University, ETH
Affiliation: IUGS
OBJECTIVES
1. Promote the advancement of the geological sciences in Africa
2 P
2. Promotet the
th sustainable
t i bl and d environmentally
i t ll sensitive
iti d development
l t off th
the mineral,
i l
water
and hydrocarbon resources of the continent
3. Serve as a channel for the expression of views of African geoscientists
4. Encourage the highest standards of professional competence and ethical conduct in
the
practice of geosciences in Africa
5. Seek the preservation of important geological sites in Africa
6. Publish a regular newsletter, maintain an active website, and encourage and sponsor
publications on African geosciences
7. Publishes the Journal of African Earth Sciences
11 12
12
4
MAJOR RECENT/ON‐GOING GSAf
INITIATIVES AND ACTIVITIES
1. Working on registering and accrediting the Society at the AU and establishing a

permanent base for the Society in ETHIOPIA
2. Working to get a permanent “Observer” position at the African Union
3. Agreed with the UNECA to provide the Journal of African Earth Sciences to all
Geology/Earth Sciences Departments in Africa free of charge (UNECA to pay subscription
fees on behalf of the departments)
4. Has recruited Ambassadors of the GSAf in many countries in Europe and also in the USA
from amongg scientists who are based in Europe p and the USA but workingg in Africa, to
advance its objectives and to get support from their respective countries
5. Has got an affiliation as an Associate member of other strong professional Societies like
the Geological Society of America
6. Working hard to increase the number of its active membership (more Ethiopians are
becoming members and EGMEA is now an Institutional member; All Earth Sciences
Departments, GSE, Private Companies and Organizations, other Professional Associations
are all strongly encouraged to be institutional members and to encourage their members
to be individual members of GSAf)
7. A major partner of many initiatives including: UNESCO Initiative on Earth Sciences
Education in Africa, the AEGOS (designing a pan‐African infrastructure of interoperable
data and user‐oriented services) initiative, IYPE, Africa Array, etc.
14
8. Organizing its 23rd Colloquium in Johannesburg, South Africa 13
CAG24‐ADDIS ABABA, ETH?

‐Interested and approved bidders:
‐ETHIOPIA
‐ALGERIA
‐PORTUGAL showed interest after the deadline (not approved)
‐Bid document will be presented and voted during CAG23 in South Africa
KEYS FOR WINNING THE BID
1. Presenting a bid document which presents good rationale (Ethiopia as the origin of the
GSAf has never hosted the CAG; the GSAf is going to be based in ETH soon; ETH is the
capital
p of Africa;; etc.);
); capacity
p y (in
( terms of geological
g g terrains for excursions,, quality
q y of
geological research and researchers, number of geologists, etc…Ethiopia excels in these);
Venue and facilities (Addis is the Conference capital); sponsorship pledges, experience in
organizing international conferences, etc.
THE BID DOCUMENT IS BEING TAKEN CARE OF BY EGMEA WHICH IS APPROVED BY THE
GSAf AS THE OFFICIAL HOST OF THE COLLOQUIUM IF ETHIOPIA WINS THE BID
2. More participants from Ethiopia in CAG23 to show that we are committed.
3. Confirmed sponsorship and collaboration pledges (Earth Sciences Departments, GSE and
other govt. organizations, other professional associations, Private companies are requested
to share EGMEA’s visions).
4. More membership (individual and Institutional) of GSAf.
ETHIOPIA HAS A STRONG CHANCE OF WINNING THE BID AND HOSTING CAG24!
15 THANK YOU!
16
5
7th Ethiopian Geosciences & Mineral Engineering Association (EGMEA) Congress, 27‐28 August 2010. Geoscience
EARTH SCIENCE HIGHER EDUCATION IN ETHIOPIA: PROGRAM AND

CURRICULUM SURVEY
Mulugeta Alene
Department of Earth Sciences, Addis Ababa University, P.O. Box 1176, Addis Ababa, Ethiopia
(Email: mulug@geol.aau.edu.et)
ABSTRACT
Ethiopia is remarkably expanding its higher education sector. The increase in the number of public
universities from just two in the early 90s to 23 at present, with 10 more others in the pipeline, is a clear
manifestation of this expansion. The introduction of the policy of 70:30 percent professional mix in
annual enrollment in the public universities with the 70% intake allocated to the Science and Engineering
streams and the 30% to the Social Sciences and Humanities streams, also contributed for the relatively
rapid growth in the number of tertiary-level Earth Sciences programs and departments in the country.
Currently five public universities run Earth Science Degree Programs, with an aggregate annual
enrollment of over 1000 undergraduate students (of which ~17% are female). Three more universities are
planning to run similar programs as of 2010/11 A.Y. Two of the five universities also run postgraduate
programs (with current total enrollment of 150) leading to M. Sc. degrees, and one, the Addis Ababa
University, has launched a PhD program in Earth Sciences as of the 2009/2010 A.Y. The Earth Science
undergraduate curricula in all these universities are similar in content with those in many European
universities. The curricula have been revised and harmonized in 2008 and 2009 respectively at a forum of
national level. At present, all the five universities run a four-year program comprising of 102 credit hours
of earth sciences courses (of which ~68% is lecture-based, ~24% practical and lab-oriented and ~8%
fieldwork courses), 31 credit hours of supportive science courses and 12 credit hours of general study
courses. These encouraging developments have a potential to produce a standardized national curriculum
and quality training scheme if complemented with a commitment by all stakeholders. However, a closer
look into the existing practice of geosciences education in the country strongly calls for a more concerted
effort of all stakeholders, if the designed curriculum and training scheme is to bear fruit. There are
multiple reasons that have influence on the current outcome of the education sector, amongst which weak
student preparedness, absence of standard delivery and assessment systems, lack of adequate resources,
and nonexistent quality control mechanisms are considered to be playing a primary role. Students,
university administrators, the government, professional associations and pertinent industry sectors have
all important roles to play in maintaining quality geosciences education. Furthermore, teachers should
play the leading role in overcoming the challenges and in producing knowledgeable, skilled and
professional graduates.
6
SUB‐TOPICS
EARTH SCIENCES HIGHER EDUCATION I. Universities & Departments

IN ETHIOPIA: II. Earth Science Programs & Curricula
Program and Curriculum Survey
III. Earth Science Student Enrollment
Mulugeta Alene, Addis Ababa University IV. Earth Science Education Resources
(mulug@geol.aau.edu.et)
V. Education Quality Contemporary Issues
VI. Summary
Geosciences Education in Ethiopia: challenges and opportunities, 27-28 August 2010, Addis Ababa
Geosciences Education in Ethiopia: challenges and opportunities, 27-28 August 2010, Addis Ababa 2
I. Universities & Departments

Public Universities with Geoscience Program
Introduction [order according to the age of the departments/programs]
• Higher Education Expansion in Ethiopia • Addis Ababa University, Dept of Earth

– 23 public universities; 10 more to start soon Sciences
– Over 100 private colleges (>50% of which are • Mekelle University, Dept of Earth Sciences
accredited by the MoE) • Arba Minch University, Dept of Geology
• Government’s ’ Focus on Science
i & Technology
h l • Wollega University, Earth Sciences Program
– 70:30 percent professional mix • Dilla University, Geology Program
• Establishment of HESC and HERQA • Bahir Dar University
– To support & guide higher education development • Wello University
• Samara University
Geosciences Education in Ethiopia: challenges and opportunities, 27-28 August 2010, Addis Ababa 3 Geosciences Education in Ethiopia: challenges and opportunities, 27-28 August 2010, Addis Ababa 4
ADDIS ABABA UNIVERSITY MEKELLE UNIVERSITY-

Department of Earth Sciences
Photo Courtesy: Tadese Berhanu, 2010 5 Geosciences Education in Ethiopia: challenges and opportunities, 27-28 August 2010, Addis Ababa 6
Geosciences Education in Ethiopia: challenges and opportunities, 27-28 August 2010, Addis Ababa
7
ARBA MINCH UNIVERSITY- Department of Geology
WOLLEGA UNIVERSITY- Earth Sciences Program
Photo Courtesy: Dr Asfawossen Asrat, 2009 Photo Courtesy: Tadele Tesema, 2009
DILLA UNIVERSITY II. Earth Science Programs & Curricula
Institute Program
BSc MSc PhD
1 Addis Ababa University Since 1956 Since 1978 2010/11
2 Mekelle University Since 1997 Since 2005
3 Arba Minch Universityy Since 2006 2010/11?

Geology Program
4 Wollega University Since 2007
5 Dilla University Since 2009
6 Bahir Dar University 2010/11?
7 Wello University 2010/11?
8 Samara University 2010/11?

Photo courtesy: Sintayehu Legesse, 2010
BSc /Undergraduate/ Program

• Nationally revised & harmonized UG curriculum /4 years, BSc Graduation Requirements
regular B.Sc. degree program/ in Geology for the public
universities in Ethiopia A student has to take a minimum total of 146
BSc Graduate Profile credit hours of courses with Cumulative Grade
9Have knowledge to compare, analyze and synthesize data Point Average (CGPA) of not less than 2.00.
on geologic features and processes
9102 Cr hrs of Geology courses
9Have the skill to measure, describe, record, report, and
map geologic features,
features processes,
processes and resources 932 Cr hrs of Supportive
pp Science courses
912 Cr hrs of General Study courses.
9Be able to conduct researches in earth sciences and
communicate with individuals and the community
CGPA in Geology courses must also be > 2.00.
9Have the attitude and caliber to transform theories and
principles from one discipline to another No ‘F’ grade is allowed in any of the courses
9Be cognizant of the ethics, attitude, and value of own taken.
profession and that of responsible citizenship
8
Geology Core Courses List Geol 407 Igneous Petrology 2 2 - -
COURSE COURSE TITLE Cr Lect Lab Field Geol 408 Metamorphic Petrology 2 2 - -
CODE hrs Cr hrs Cr hrs Cr hrs
Geol 409 Geophysics 3 3 - -
Geol 201 General Geology 4 3 1 -
Geol 410 Exploration Geophysics 3 3 - -
Geol 202 Geomorphology 2 2 - -
Geol 412 Volcanology and Geothermal Resources 3 3 - -
Geol 203 Paleontology 2 2 - -
Geol 414 Petroleum and Coal Geology 3 3 - -
Geol 204 Crystallography and Mineral Optics 2 2 - -
Geol 417 Practical Igneous Petrology 1 - 1 -
Geol 206 Stratigraphy and Earth History 3 3 - -
Geol 418 Practical Metamorphic Petrology 1 - 1 -
Geol 213 Practical Paleontology 1 - 1
Geol 420 Mapping Igneous Terrain 2 - - 2
Geol 214 Practical Crystallography & Mineral Optics 1 - 1 -
Geol 421 Mapping Sedimentary Terrain 2 - - 2
Geol 301 Maps and Mapping Techniques 3 2 1 -
Geol 501 Economic Geology 3 3 - -
Geol 302 Field Geology
gy and Report
p Writing
g 2 1 1 -
G l 502
Geol G l
Geology and
d Geologic
G l i Resources
R off Ethiopia
E hi i 3 3 - -
Geol 303 Mineralogy 2 2 - -
Geol 503 Mapping Metamorphic Terrain 2 - - 2
Geol 304 Sedimentary Petrology 2 2 - -
Geol 505 Fundamentals of Soil and Rock Mechanics 3 2 1 -
Geol 305 Remote Sensing and GIS 3 2 1 -
Geol 506 Engineering Geology 3 3 - -
Geol 306 Structural Geology 3 3 - -
Geol 507 Principles of Hydrogeology 3 3 - -
Geol 313 Practical Mineralogy 1 - 1
Geol 508 Groundwater Exploration and Development 3 3 - -
Geol 314 Practical Sedimentary Petrology 1 - 1 -
Geol 509 Research Methods in Geosciences 2 1 1 -
Geol 316 Practical Structural Geology 1 - 1 -
Geol 510 Senior Project 3 - - -
Geol 318 Techniques of Geochemical Analysis 2 1 1
Geol 511 Practical Economic Geology 1 - 1 -
Geol 404 Tectonics 2 2 - -
Geol 513 Mineral Exploration and Resource Evaluation 2 2 - -
Geol 405 Environmental Geology 3 3 - -
Geol 514 Mining Geology 3 3 - -
Geol 406 Geochemistry 3 3 - - 13 14
Sub total (42 Courses) 96 Credit hours
Supportive Science Courses

Geology Elective Courses (six to seven credit hour courses to be
Course Code Course Title Credit hrs
selected)
Chem 210 Fundamentals of Inorganic chemistry 3
Course Course Title Cr Lecture Lab Field
Code hrs Cr hrs Cr hrs Cr hrs Chem 230 Fundamentals of Physical Chemistry 4
Geol 520 Current Topics in Earth Sciences 1 1 - - Phys 205 Mechanics and Heat 3
Geol 521 Precambrian Geology 3 3 - - Phys 206 Electricity & Magnetism 3
Geol 522 Applied Sedimentology 3 3 - - Math 231A Applied Mathematics IA 4
Geol 523 Industrial Minerals, Rocks and Gems 3 3 - - Math 232A Applied Mathematics IIA 4
Geol 524 Groundwater Resources Management 3 3 - - Stat 280 Statistics for Geologists 3
Geol 525 Quaternary Geology 3 3 - - Comp 201 Introduction to Computer Science 4
Geol 526 Earth History and Global Changes 3 3 - - Comp 231 Fundamentals of Programming I 4
Geol 527 Environmental Impact Assessment 3 3 - - Sub Total (9 courses) 32
Summary No. Courses Cr Hrs

General Study Courses
Geology Courses 44 102
Course Code Course Title Credit hrs - Lecture-based core courses 24 64
CvEt 201 Civics and Professional Ethics 3 - Practical-based core courses 14 24
Econ 201 Economics 3 - Fieldwork-based core courses 4 8
EnLa 201 Communicative English Skills 3 - Elective courses 2 6
EnLa 202 Writing Skills 3 Supportive Sciences Courses 9 32
Sub Total (4 courses) 12 General Study Courses 4 12
Total 57 146
Mode of Delivery in the BSc Program Performance Score to Suggested

[Taken from Manchester University with slight be letter
• Usually teaching-based modification] given grade
Excellent answer with evidence of a wide knowledge and >85% A or A+
- Classroom Geology Lectures (~68%) understanding of the subject beyond the lecture coverage, well‐
- Laboratory and Practical Exercises (24%) structured and with sound conclusions.
Sound answer to the set question with good knowledge and 70‐84% A‐, B+, or B
- Fieldwork Training (8%) understanding, but not going much beyond the taught course
coverage.
• Classroom lectures need to be more interactive & pragmatic and Descriptive answer with some factual errors or material not 60‐69% B‐ or C+
make use of problem-solving approaches relevant to question, but still displaying a basic understanding of
the material involved.
involved
Some information relevant to the question is given, but the answer 50‐59% C
Assessment and Evaluation is muddled and/or incomplete with factual errors. Candidate
demonstrates a very basic understanding of the topic area.
- Largely summative and written exams Basic knowledge level is insufficient to answer question as asked or 40‐49% C‐ or D
answer seriously incomplete even though some relevant facts are
- No fixed scale of grading included. No indication of real understanding of the topic.
Either failure to understand or answer questions as set with 30‐39% D‐
• In the harmonized undergraduate (UG) Curriculum performance completely unstructured and largely irrelevant material, or one or
indicators and corresponding grades are proposed two relevant facts, but answer hardly begun.
No answer at all, or the answer given is totally irrelevant <30% F
9
BSc Curriculum Comparison
MSc Program
• The content and range of geology courses has been
compared with the curricula in some European Module/course- and Thesis- based (or non-
universities (e.g. University of Manchester, UK and thesis) Program
Jacobs University-Bremen, Germany)
• Arba Minch University
• Accordingly, the existing curriculum contains longer list
– MSc in Hydrogeology (in 2010/11 AY??)
of geology courses but broadly similar in content with
those in UK and Germanyy • Mekelle Universityy (since
( 2005))
– Economic Geology Regular & Summer
• Department of Earth Sciences of the AAU has also Extension – Geological Engineering Programs
BSc Program in Geoenvironmental Sciences since 2005 – Hydrogeology

- the program includes a total of 109 Cr hr courses
• Addis Ababa University (since 1978)
• Mekelle University runs a regular BSc degree program in
– New Modular Curriculum (2009/10)
Petroleum Engineering since 2007
– 14 Specialization Areas
Earth Science Tracks /Specializations/ for M. Sc.

Degree at Addis Ababa University 8 Hydrogeology MSc in Earth Sciences ue’-UÉ` dÃ”e ¾Te}`
(Hydrogeology) Ç=Ó] (GÃÉaÍ=*KAÍ=)
MSc Specialization Degree Nomenclature 9 Mineral MSc in Earth Sciences ue’-UÉ` dÃ”e ¾Te}`
(with or without English Amharic Exploration (Mineral Exploration) Ç=Ó] (T>’^M ¡eýKA[i”)
thesis)
10 Paleontology and MSc in Earth Sciences ue’-UÉ` dÃ”e ¾Te}`
1 Engineering MSc in Earth Sciences uUÉ` dÃ”e ¾Te}` Ç=Ó] Paleoenvironment (Paleontology and Ç=Ó] (ûMÄ”„KAÍ= “
Geology (Engineering Geology) (›=”Í=’]”Ó Í=*KAÍ=) Paleoenvironment) ûMÄ›=”zÃaS”ƒ)
2 Environmental MSc in Earth Sciences uUÉ` dÃ”e ¾Te}` Ç=Ó] 11 Petrology MSc in Earth Sciences ue’-UÉ` dÃ”e ¾Te}`
Geology (Environmental Geology) (›=”zÃa”T@”ƒM Í=*KAÍ=) (Petrology) Ç=Ó] (üƒaKAÍ=)
3 Fossil Fuel MSc in Earth Sciences uUÉ` dÃ”e ¾Te}` Ç=Ó] 12 Remote Sensing MSc in Earth Sciences ue’-UÉ` dÃ”e ¾Te}`
E l
Exploration
ti (Fossil
F il F
Fuell E l ti )
Exploration (öc M òM ¡eýKA[i”)
(öc=M ¡eýK [i”) and
d GIS (Remote
R t SSensing
i andd GIS) Ç Ó] (QI| Wþ”WüÐ
Ç=Ó] W ”W Ð “ Éû
É ™Á
™þY)
4 Geochemistry MSc in Earth Sciences uUÉ` dÃ”e ¾Te}` Ç=Ó]
(Geochemistry) (Éüœ »þGûY|Q) 13 Stratigraphy and MSc in Earth Sciences uUÉ` dÃ”e ¾Te}` Ç=Ó]
Sedimentology (Stratigraphy and (eƒ^ƒÓ^ò! cÇ=T@”„KAÍ=)
5 Geohazards MSc in Earth Sciences uUÉ` dÃ”e ¾Te}` Ç=Ó] Sedimentology)
(Geohazards) (Í=*G³`Ée)
14 Structural MSc in Earth Sciences uUÉ` dÃ”e ¾Te}` Ç=Ó]
6 Geophysics MSc in Earth Sciences uUÉ` dÃ”e ¾Te}` Ç=Ó] Geology (Structural Geology) (Y|R¡ƒR@ ÉûœAÉû)
(Geophysics) (Í=*ò²=¡e)
7 Geothermal MSc in Earth Sciences uUÉ` dÃ”e ¾Te}` Ç=Ó]
Exploration (Geothermal Exploration) (Í=*}`TM ¡eýKA[i”)
• Similarity /redundancy/ of content between some of the
specializations (e.g. Environmental Geology and Geohazards)
MSc Admission Requirements PhD Program

Currently placement is made by MoE Course- and thesis-based program at AAU (starting
2010/11 AY) in the following tracks:
MSc Graduation Requirements (at AAU)
• Geophysics
Candidates for the MSc Degree in Earth Sciences must: • Hydrogeology
• Have taken a minimum of 60 ECTS of module work (with • Structural Geology
CGPA >3.00) and an equivalent of 30 ECTS (with ‘pass’
grade) for MSc thesis work or for comprehensive exam of
th non-thesis
the th i option.
ti PhD Admission Requirements -Academic & Financial
[1 ECTS (European Credit Transfer System) = 25 to 30 hours of • MSc degree or equivalent in Earth Science or related fields.
student workload]
• Certain degree of competence to undertake an independent
research. The applicant may have to sit for an entrance
examination and may be required to write a statement
Over 90% of the MSc program enrollment is in specific including research interest and plan.
applied geology fields: such as remote sensing & GIS,
• Candidates should demonstrate possession of adequate
hydrogeology, engineering geology, geophysics financial resource to complete the PhD program.
10
III. Earth Science Student Enrollment
PhD Graduation Requirements • Students, after completing High School Preparatory
• The candidate must complete at least 12 program, are placed in the various faculties of the
credit hours of course/module work with a public universities for the UG programs by the MoE
minimum of a B grade in each course. • Selection & placement of students to various
• The candidate must undertake an original departments/disciplines is based mainly on the
academic record: students with better academic
research, the results of which are reported in a
record have higher probability of being placed in the
thesis
department of choice
• The final dissertation must be defended openly
• Currently placement to the PG programs is also
before an Examination Board that will be
made through the MoE
designated by the DGC.
• The MoE started consulting universities on intake
capacity of departments & programs
• So far a little over 1500 students graduated with BSc (since

1963/64) & about 390 with MSc degree (since 1979/80) in Earth
Sciences from the AAU
• A total of over 400 students also graduated with BSc degree in
Earth Sc from Mekelle University in the last ten years
Enrollment of Geoscience Regular Students in the last five years

University 2005/6 2006/7 2007/8 2008/9 2009/10
(1998 EC) (1999 EC) (2000 EC) (2001 EC) (2002 EC)
UG PG UG PG UG PG UG PG UG (F) PG (F)
Addis Ababa 205 148 228 180 216 165 350 132 347 (58) 98 (8)
Mekelle 260 6 262 12 244 18 268 >33 270 (62) 52 (1)
Arba Minch 30 60 80 154 (20)
Wollega 45 75 172 (24)
Dilla 39 (9)
Total 465 154 520 192 565 183 773 >165 982 150 (9)
(173)
IV. Earth Sciences Education Resources

Human Resource Needs
[as proposed in the harmonized UG Curriculum]
Field of Specialization (Lecturer and above) Number*
1 Crystallography /Mineralogy/ Igneous Petrology/ Metamorphic 2
Petrology/ Geochemistry
2 Paleontology / Stratigraphy /Sedimentology 1
/Paleoenvironment/ Petroleum and Coal geology
3 Mapping / Structural Geology/ Tectonics 1
4 Economic i Geology/Mining
l / i i Geology/Mineral
l / i l Exploration
l i 1
5 Remote Sensing and GIS/Photogeology 1
6 Hydrogeology/Environmental Geology 1
7 Engineering Geology/Geo‐hazards/Geomorphology 1
8 Geophysics/Paleomagnetism 1
10 Technical Staff (Petrography Lab, Analytical Lab, Geophysical 2
Lab, Computer Lab etc)
[* The number is roughly calculated for a total of 45 UG courses offered over eight semesters
assuming one course is equivalent to one section, and one instructor handles six sections per
year.]
11
Number of Full-time Earth Science Academic Staff
Education Facility Needs
[as proposed in the harmonized UG Curriculum]
(lecturer and above) on duty in 2009/10 AY Course Teaching‐learning Facilities/Aids
1 General Geology, Standard hand specimens of minerals, crystals, rocks and fossils,
University Prof Assoc Assist Lecturer Total Staff: Student Paleontology Hand lenses
2 Crystallography, Mineralogy, Standard crystal models, Standard thin sections of minerals and
Prof Prof Ratio (SSR)
Petrology, Economic rocks, Standard Petrographic microscopes (1:5), Ore
Addis Ababa 3 11 5 4 23 1:19 Geology Microscopes (1:10), Standard Ore Minerals (1:10)
3 Mapping, Photogeology, Topographic maps, Geologic maps, Aerial photos, Stereo‐nets /
Mekelle - 5 5 10 20 1:16
Structural Geology, Stratigraphy Stereo‐plot software
Arba Minch - 1 1 6 8 1:19 4 Field Geology Compass (1:5), Altimeter (1:5), GPS (1:5), Tent (1:10), Sleeping
Wollega - - - 4 4 1:43 bag (1:1), Mattresses (1:1), Geological Hammer (1:5), First aid kit
(2), Rack sack (1:5), Tape meters (1:5)
Dilla - - - 2 2 1:20 5 Hydrogeology, Engineering Dip meter (1:50), Current meter (1:50), pH meter (1:20), EC
Total 3 17 11 26 57 1:20 Geology meter (1:20), DO meter (1:20), Sieves (1 pack), Hydrometers,
Casagrande Apparatus (1), Cone penetration apparatus
6 Remote Sensing & GIS Computers with RS and GIS software (1:5)
• Shortage of qualified staff in the emerging universities 7 Geophysics (recommended) Gravimeter (1), Resistivity meter (1), Magnetometer (1)
• Issue of commitment level of the staff in the older universities 8 Geochemistry UV visible spectrophotometer, Titration kits, Portable field water
(recommended) quality kit
9 All courses (recommended) LCD (1 per section), Computer (1 per section), internet
connection (4 hr/week/student), Overhead projector (1 per sec)
V. Education Quality Contemporary Issues

Earth Sciences Education & Research Facilities in
2009/10 AY
• Do we have a system to
University Laboratory Teaching and/or Research Facilities Relevant evaluate & assure
Program quality of geoscience
Addis Ababa Thin-section lab, Microscopes, Remote sensing & and
GIS lab, Isotope Hydrogeology lab (AAS, Laser Curriculum education? No!
Spectrometer, Tritium Scintillator, Ion
Chromatograph), Geophysical & Engineering • How do we evaluate
Geology equipments graduate quality? Feed
back from relevant
Mekelle Thin section lab,
lab Microscopes,
Microscopes Hydrogeochemistry
lab, XRD, XRF, SEM industry sectors, alumni,
Quality students, discussion
Arba Minch Microscopes (2), GIS & soil lab Education forums etc
Wollega Remote sensing & GIS lab
Appropriate • Based on these sources,
Dilla Under development Adequate learning- the geoscience
Resources teaching education quality has a
methods
• There is a serious constrain of education facilities particularly in lot be desired!!
the new geoscience departments
Opportunities Contemporary Issues & Challenges

• Government Focus on Science and Technology
• Investment by Government on Higher Education
Expansion [5 universities offering (& at least 3
more to offer) Earth Science Education in the Program and Learning‐ Adequacy of
country; >1100 students in enrolled in Geology UG Curriculum Teaching Education
& PG programs in 2009/10 AY] Relevance Methods Resources
• National Forums for Curriculum Revision and Education
Student Academic
Harmonization Preparedness Quality
Environment
• Higher Demand of Trained Manpower in Earth & Placement Assurance
Sciences [i.e. Higher Employment Rate]
• The practice of BPR (Business Process Re-
engineering)
12
Program & Curriculum Learning‐Teaching Adequacy of Student Enrollment Academic Education Quality
Relevance Methods Education Resources • Preparation at high Environment Assurance
• Elitist versus pragmatic • Qualification and/or • Education facilities school • Intellectualism & • Explicit commitment to
• Development‐oriented commitment of educators (lecture, lab, field, • Number of intake & academic freedom quality education
• Link with industries • Classroom management reading, ICT) Placement by MoE • Recognition of merit • Institutional
• Generalist versus sub‐ • Student role in learning • Research facilities • Students’ field of and authority arrangement /organ/
specialist BSc graduates process /modules • Number of Academic interest • Academic staff work
work‐ • Setting up controlling
• Major/minor subjects in • Standards and ‘New Staff & SSR • Student attitude & load mechanisms /indices/
UG program frontiers’ of science • Human resource discipline • Partnership between • Quality of resources
• Overlap of • Assessment methods & development scheme • Attrition rate government & universities • Problem of ‘simplistic
specializations in MSc critical inquiry • Remuneration & benefit • Accessibility & gender • Forum of the academia approach’ to quality
program • Performance evaluation • Sufficiency of annual equity & other stakeholders • Quality as a culture
& grading systems budget • Extracurricular
activities
VI. Summary
The Way-forward
• The number of geoscience departments is growing fast concurrent with the
• Recognizing that no institution or a team of people alone should higher education expansion in the country
meet the challenges of higher education: educators, students, • The number of geology courses in the harmonized UG curriculum is more
government, relevant industry sectors… all have stakes than sufficient if delivered properly & if the delivery mode is made pragmatic
• The total student enrollment in the geoscience UG program is currently
• Evaluating a program and curriculum based on study results not
close to 1000, but female students represent not more than 17%
speculations; and needs bench marks, indices, measurable
qualities … • There is a growing tendency of student enrollment in specific applied
geology fields of the MSc programs
• Tangible
g improvement
p on education q quality
y through
g institutional • The average SSR
SSR, ~1:20
1:20, can be considered acceptable for the UG program
arrangement & organ that involve all stakeholders if complemented with higher level of commitment by the main stakeholders
• EGMEA playing an important role in making a liaison between • There is a stern constrain on education facilities specially in the new
stakeholders, also in showing the contribution of geology departments; while amount of recurrent budget is a serious concern for all
education in national development … • Generally, curriculum relevance, delivery methods, resource adequacy and
quality assurance remain as the main issues of geoscience education
• Educators playing a leading role in the visibility and efficiency of • Institutes have to establish bodies that monitor education quality, and
programs, resource acquisition, upholding academic ethics & educators need play a leading role in assuring quality
quality…
Geosciences Education in Ethiopia: challenges and opportunities, 27-28 August 2010, Addis Ababa 39
13
EARTH SCIENCES CURRICULUM IN ETHIOPIAN UNIVERSITIES: features, linkage

to research and international harmonization
Seifu Kebede
Department of Earth Sciences, Addis Ababa University, P.O. Box 1176, Addis Ababa, Ethiopia
ABSTRACT
In Ethiopian the number of earth science teaching and research institutions has grown from one to eight
over a span of less than ten years. The increase in teaching and research institutions emanate from policy
and strategy of the government of Ethiopia. Curriculum development is a complex process and normally
factor: international standards, local job markets, institutional competence, teaching-learning facilities,
comparative advantages, etc. Ethiopian Earth science teaching institutes have now a nationally
standardized/harmonized earth science curriculum for first bachelor of sciences degree. The features of
this curriculum appears to be: balance between basic and applied courses, focus to skill development,
standardized testing and measurement criteria, and longer than average time spent to obtain BSc degree
compared to other science degrees, and reduced redundant course contents across different courses.
Twenty first century education is not only about standards. It is also about creativity, synthesis, learner
centered contents and exploring interfaces between sciences. How the standardized earth science
curriculum is measured in this regard is subject of this presentation. The measures compare the logics of
education of 20th century and that of 21st and how much Ethiopian earth science curriculum fairs with the
new trend. In this regard some old and new attributes of education like ‘creativity’ ‘synthesis skills’
‘cloning’ ‘e-learning’ ‘deinstitutionalized learning’ ‘thesaurus’ ‘bibliography’ ‘referencing and
plagiarism’ ’complexity’ ‘flexibility’ ‘blogging’ ‘collaboration’ ‘searching for information’ ‘adaptability’
‘whole person development’ ‘attitudes’ etc will be discussed. Quality education emanates from quality
research. The linkage between teaching and research is a complex one. Improving quality of education
encompasses improving quality of research. Research institutions range from those conducting research
for sake of obtaining finance or promotion of their staff to those working for global competitiveness and
leading the future. In the first type of institutions promoting quality education is unthinkable. Where are
our institutions in this regard? What are the measures of quality research: number of peer reviewed
publications? Number of patents? Outcome of the research as measured by its impacts? Marketability of
research products? What are the mechanisms of maintaining high quality research: more finance? rewards
for research? These interrelated issues will be discussed during the presentation.
14
10 years ago in this room
EARTH SCIENCES CURRICULUM IN ETHIOPIAN “ Now Europe and the US or the west in general have finished
UNIVERSITIES: constructing their roads, railways, air planes, and
infrastructures they need. Europe is now no more an
Features, Linkage and International harmonization industrial society it has become a knowledge society! So
they don
don’tt need any more of mineral resources…let
resources let us gear
Seifu Kebede, Addis Ababa University geology towards agriculture….example geomorphology and
quaternary geology and geomorphology is important”
This has at least lead to the revision of the former ‘Physical

geology course’ to become ‘ geomorphology and
quaternary geology’
July 2009, YES congress china
Driven by China
where
consumption
per person
remain low, the
world demand
growth for
discovery and
exploitation of
Varet, 2009 new metallic
Varet, 2009 and energy
3
deposits 4
Geo‐education and research in Ethiopia The thesis
Creatingg ‘learning
g departments’
p is needed to deal with
Seifu
f Kebede
b d Gurmessa ‘quality earth science education and research’
5 6
15
National quality standards in Earth Sciences: Graduate profile
What is quality?
• Have the sufficient tacit and explicit knowledge to compare, analyze and
synthesize data on geologic and environmental processes, features and
resources and convert this knowledge to actionable knowledge in sectors
such as earth resources evaluation, development and management,
geohazards, environmental changes detection and mitigation
• Formal attributes or property or category of state • Have the skill to measure, describe record, report and document geologic
features, processes, and resources using conventional and up‐to‐date
methods,, equipments
q p and standards
• A idea
An id off a sensation
i or a perception
i
• Be able to conduct basic and applied researches in earth sciences(
including problem identification, comparing and contrasting, inventorying)
and be able to communicate with individuals and the community
• Have the attitude and caliber to transform theories and principles from one
earth science discipline to another
• Be cognizant of the ethics , attitude, and value of professionalism and
responsible citizenship
7 8
Quality in the prevailing global and national context Geo‐science education in Ethiopia current state: intellectual
capital
University
Input Output
•Physical capital
•Human capital • Graduates with profile abc
•Students baseline profile •Financial capital • Patchy consultancy services
Change management •Capital •Softwares & hardwares
P bli ti
•Publications (l
(low end
d
papers)
9 10
Universities as markets: international students contribute up to 20% of

Geo‐science education in learning universities market share in UK
University
Input
• Human capital Output
• Physical capital
• Financial capital
•Students baseline profile • Graduates
• Intellectual capital
• Tacit knowledge
11 12
16
Trends in Ethiopian demand for geoscientists
• The shocks of 1990s and early 2000s
• The economic crisis of 2008‐2009 and rise in gold price
• Increased international mobility since 1990s
How is it like in Ethiopia • Domains where geoscientists are widely employed worldwide but less in Ethiopia
o Agriculture, climate change, policy, urban planning, geo‐hazards mitigation, military geology
(input, university, outputs) • The public‐private disequilibria
o Early career geoscientists in government offices and experienced geoscientists in public sector
o Young less experienced boss vs experienced consultant
• The escalation of demand in late 2000s in response to external shocks
enormous need for intellectual capital? o The economic crisis of 2008‐2009 and rise in gold price encouraging exploration investment in gold
o The rise of china and the re‐emergence of mineral exploration sector
• The diversification of geo‐science employment domains in Ethiopia
o Mapping and Mineral Exploration (upto 1998)
o Groundwater resources exploration and development (Since PASDEP)
o Construction sector (Since SDPRP starting 2000)
o Fossil fuel exploration (recent increase)
o Expansion of tertiary level education and demand for instructors (since PASDEP)
o Non fossil fuel energy sector
o Environmental Impact assessment
o Expansion of research domains (Ethiopianization of research areas such as paleo‐antropology)
13 14
Plans in groundwater The dilemma

development in PASDEP
The Geo‐science • Young geoscientists
employment are facing
opportunity and uncertainties and
demand for poor prospects
Geo‐scientists is increasing • Poor foresight
rapidly and domains capability
are expanding and • Increasing complaint
demands are unmet in from employers
many sectors about quality of new
graduates
Woreda water bureaux Zonal water bureaux
Creation of value by giving Disruption of value by offering

customers exactly what they industry‐standard “good
want enough” alternatives
MWR
GWMATE
Worldbank
15 16
Regional water bureaux Town water supply bureaux 15
The World is Not Flat:

Scientific Publications
Where to now ?
Territory size shows the proportion of all scientific papers published in 2001
written by authors living there.
Source: Worldmapper.com
17 18
17
1. Alignment of processes 2. Evolving university concept
• Demands self‐directed learning from their
employees
• Promotes mentoring, coaching, facilitating, • Attractors and generators of talent
role‐modeling • Suppliers of knowledge not just
• Widens the concept of performance support to technologies
focus on outputs, not inputs • Increasing the stock of formal
• Support of top management knowledge but also informal ‐ know
• Alignment of culture and reward system how and who – networking and
• Sufficient technology and tools to facilitate institution‐building • Enquiry, mastery and service
Jonathan D. Wren et al The write
knowledge sharing position. A survey of perceived • Facilitating learning at various levels
• Enough time and resources to learn contributions to papers based on
byline position and number of • Contributing to local governance and
• Involvement of everyone authors EMBO reports 8, 11, 988– learning region strategies
• Reward knowledge sharing instead of 991 (2007)
doi:10.1038/sj.embor.7401095 • Community action and the social and
knowledge hoarding
cultural development of regions
• Contributing to thinking on
sustainable regional development
• Role in shaping the quality of place
19 20
3. Why research 4. Pasteur’s Quadrant

Where Basic Science & Technological Innovation Meet…
…for the research community and students to promote the public good and enrich
educational experiences
Commercializing innovation
Technology transfers, incubations, IP licensing Considerations of Use?
Quest for Fundamental Underrstanding?
No Yes
Engaging customers and partners
Validate and enrich innovation pipeline Pure Basic Use Inspired
Use‐Inspired
Yes
Research Basic Research

[Bohr] [Pasteur]
Advancing the state-of-the-art
Publications and intellectual property
Thought leadership
Setting direction and anticipating new Pure Applied
No
developments Research
[Edison]
21 22
5. Focus on whole brain training

6. Earth system science
WHOLE BRAIN MODEL
Upper Mode Thinking Processes
A D
LOGICAL HOLISTIC
Processes
ANALYTICAL INTUITIVE
Thinking Processes
Left Mode
FACT-BASED INTEGRATING
de
M
QUANTITATIVE SYNTHESIZING
Thinking P
Right Mod
ORGANIZED INTERPERSONAL
SEQUENTIAL FEELING-BASED
PLANNED KINESTHETIC
DETAILED EMOTIONAL
B C
Lower Mode Thinking Processes
© Herrmann International Group™ 2000‐2003

23 24
18
Conclusions: The dilemma
Threats and challenges The Geo‐science Quality debate
employment
opportunity and
demand for
• Cloning:
Geo‐scientists is increasing
• Highly streamlined curriculum rapidly and domains
are expanding and
• Urgency: demands are unmet in
many sectors
• Perception to change:
• New institutions (e.g. Netherlands MSc in o Demand side o Policy side measures o Supply side
water sector, NGOs doing research, measures measures
University as physical space but low Engaged stakeholder

Enabling environment
Create learning
intellectual capital): universities
for industry‐
university linkage (Quality, output,
intellectual capital)
25 26
19
OPEN RESOURCES FOR GEOSCIENCE EDUCATION AND RESEARCH
Girma Woldetinsae
Centre for Research and Development, Ministry of Mines Energy, P.O.Box 486, Addis Ababa, Ethiopia.
(Email: gwt_girma@yahoo.com)
ABSTRACT
Free and open Geo-resources (information, programs, software, electronic access to publications, lectures,
presentations) etc are viable ways to emerging geoscience education programs and applications in
Ethiopia economically (with less cost). Furthermore, they help us to enter rapidly and build indigenous
innovations in the vast reservoir of geosciences knowledge and experiences. Our window to the plethora
of information in the Geosciences is a well connected (net worked) personal machine (PC)-the only
requirement, added to it a well structured assignment and selection to deter detrimental effects of the flat
world. This by and large helps to use our time and energy efficiently and judiciously. The objective of
this presentation is to inform Ethiopian geoscientist (academia and Geo-industry) and students to the
availability of such resources in order to advance quality education and professional development,
research, innovation and discovery by avoiding duplication and wasting extra effort. The open and quasi
open sources include tools to infra structural products (such as operating systems, search engines, web
servers, alert services), open sources of GIS and mapping, geosciences references and publications
(including books), software sources (free ware, share ware, open sources), images, data sources,
geoscience oriented home pages among others. Most resources are useful across all fields (multifaceted)
of sciences, technology and knowledge.
20
Open Resources
Open Resources for The Open Courseware concept is based on the
philosophical view of knowledge as a collective
Geoscience Education social product and so it is also desirable to make
it a social property. - V. S. Prasad, Vice- Chancellor
and Research Dr. B. R. Ambedkar Open University, India.
Girma Woldetinsae Imagine

g a world in which every y single
g person
p is
Ministry of Mines and Energy Given free access to the sum of all human
Centre for Research and Development Knowledge. That's what we're doing. –
gwt_girma@yahoo.com Terry Foote, Wikipedia
There is abundance of material, potential interest to
Geoscience . It is like drinking from the fire hose,
7th EGMEA Congress unless otherwise a structured assignment is given.-
J. Butler
August 27-28, Addis Ababa
1
Why open sources ? Open Resources for Geoscience Education

and Research
Save cost and help to focus on other

issues Open access References and
Promote research (impacted) Publications (journals, Books,
Bridge the Scientific knowledge gap Reports etc.)
B i indigenous
Bring i di iinnovation
i Software (shareware, freeware,
Access to all the same shared and open sources)
facilities
Images
Data Sources
Home pages
2 3
Open access References and Publications Open access References and Publications
1. Research 4Life: program of WHO,FAO, UNEP, Cornell

and Yale and 40 Publishers ( UN’s MDG)
(http://www.research4life.org)
Health Access to Research Initiatives (HINARI),
Access to Global Online Research in Agriculture
Electronic access to journals, (AGORA), Online Access to Research in the Environment
books, libraries,
books libraries dissertations ((OARE ) 7000 Journals.
2. DOAJ close to 3000 titles (LUND) University
and Bibliography 3. Gold Rush electronic serials Mgmt system
http://grweb.coallinace.org)
4. OAlster lists about 10 M items from some 700
repositories
5. E-LIS (Open access archive for Library and information
study)
4 5
21
Open access References and Publications Open access References and Publications
Books : •University of Penn lists 35,000 Books on line
6. National Academic Press :http://www.nap.edu •Caltech
7. 4shared :http://www.4shared.com
8. Gpedia: http://ineedfile.com/gpedia More Free collections:
9. Pdf files (books or documents): http://www.pdfqueen.com
•Higwire Free Back up files
9. More Online Books…..
•J-Stage
Project Gutenburg - Online access to free books Open Journals Publishing
•Open
http://www.gutenberg.org •Public Library of Science
•SCIELO etc ..
Free Books - Access point to other sites http://www.e-
book.com.au/freebooks.htm
http://selfmadescholar.com/b/free-library/
Google Books - Free download of out-of-copyright books PhD Dissertations: Online:
http://books.google.com/
Wikibooks - educational textbooks http://en.wikibooks.org/
CLRN - California learning Resource Network - free digital textbooks The Dart-Europe Electronic-Thesis Portal:
http://www.clrn.org/FDTI/ and more http://www.dart-europe.eu
6 7
Software/sources/facilities/General Software/sources/facilities/General
Google Earth (imagery updates,

real time earthquake Web browsers
(USGS),volcano eruption, forest • Firefox http://www.mozilla.com/en-
cover, anthropogenic biomass, US/firefox/
world oil consumption
consumption, etc ).
) • Google
g Chrome
Google scholar ( for searching http://www.google.com/chrome
scholarly articles and later alert • Opera http://www.opera.com/
and updating). • Camino http://caminobrowser.org/
Mozilla for mac
• Safari http://www.apple.com/safari/
8 9
Software/sources/facilities/image/screen capture Software/sources/Office Facilities
Image Open Office

• Gimp http://www.gimp.org/ (similar to http://www.openoffice.org/
Photoshop) NeoOffice
• Inkscape http://www.inkscape.org/ Vector http://www.neooffice.org/neojava/en/index.php
graphics (similar to Adobe Illustrator) (Mac)
• Blender http://www.blender.org/ 3D modeling AbiWord http://www.abisource.com/
• Google Sketch up http://sketchup.google.com/ Google Docs http://docs.google.com for working
Screen Capture online
• Zscreen http://www.brandonz.net/projects/zscreen/ Google Apps

http://www.google.com/a/help/intl/en/edu/includ
• Greenshot http://greenshot.sourceforge.net ed.html
Scribus http://www.scribus.net/ Desktop
publishing
10 11
22
Software/facilities/Movie/web editing OPEN SOURCE GIS/ 2D and 3D programs
A repository for open source GIS: freegis.org

Windows Movie Maker
Jashaka http://jahshaka.org/ • Individual size projects emanating from small teams :
example the VIS5D visualization tool, Gstat (geostatical
Jumpcut http://jumpcut.com/ online video editing
package)
JayCut http://jaycut.com/ online video editing
• Collaborative net works: example : GRASS :spatial analysis
Web editing
g tool kit,, R :collection of statistical functions
Nvu http://nvudev.com/index.php
• Corporation based :-
KompoZer http://www.kompozer.net/ Post GIS extensions to Postgres SQL, DBMS & Terra vision
Amaya http://www.w3.org/Amaya/ systems for terrain visualization on the Internet.
Bluefish http://bluefish.openoffice.nl/
A good overview of current Free and open sources Desktop
SeaMonkey http://www.seamonkey-project.org GIS Developments with respect of application, user level,
Operating system, License (like GPL) is given by:
Steiniger and Bocher, 2008: J. Geographical Information
Science
12 13
Open Source GIS 2D/3D Open Source GIS and Mapping

Sources/
Geotouch program:
Open 3D GIS project : A free tool 3D/4D GIS in Earth Sciences
enabler for the 3D GIS on the Web
The primary kinds of data include point,
vector, raster and wireframe data sets,
in addition to specialized forms such as
focal
f mechanisms
m m and ellipsoidal
p
Flow Diagram how open information. The software includes
3D GIS works methods for cutting cross sections at
arbitrary angles, spinning objects in
(Uchoa et al., 2005, 2006) three space and animating time series of
punctual data, such as hypocenter series
and volcano eruptions.
Open-FOSS GIS Solutions

www.opengeo.com.br Author: Jonathan Lees , Geological Sciences, UNC)
14 15
3-D density modelling: general process

Open Source GIS and Mapping
GEoVERML:Open Web based 3D cartography:

Author Martin Reddy et al.
Dealing with 2D maps and simple feature overlays

has long been a common task for traditional
Geographic Information Systems (GISs). However,
enabling interactive, accurate, and dynamic
3D visualizations of geospatial data that can be
disseminated over the Web is only now becoming
a reality.
16 17
23
Software and Software Sites Favorite sites for Geoscience Educators
General Software Sites and Registers
Geology o Australian Geoscience Portal maps http://www.geoscience.gov.au/
Mineralogy/Petrology o Australian Government - Geoscience Australia - education and fab fact for primary and
Structural Geology secondary students, interactive toolsi and free data downloads http://www.ga.gov.au/
Marine Geology o Geology and Earth Sciences http://geology.com/
Hydrology o About.com:Geology - What is Geology
Sedimentary Geology http://geology.about.com/od/nutshells/a/whatisgeology.htm
Geophysics o Geological Society of Australia website http://www.gsa.org.au/
Oceanography o UK Geological Society website - The Rock Cycle
Mathematical/Statistics/Geostatistics http://www.geolsoc.org.uk/gsl/education/rockcycle
GIS and Mapping o Earth Science Education Unit - resources for schools
General GIS/Mapping (e.g. GMT) http://www.earthscienceeducation.com/resources/
Cartographic Conversions and Transformations o US Geological Society - Geology http://geology.usgs.gov/
Arc/Info AML Code o FSF/UNESCO Free Software Directory - geology
Digital Elevation Models (DEMs) http://directory.fsf.org/science/geology/
Specialised GIS/Mapping Techniques
o ABC education schools - Teachers Resources (Our Earth)
Map Data
http://www.abc.net.au/schoolstv/
Graphing/Plotting
18 19
Karbahi (Afar/Ethiopia) June 2009 Volcanic

Eruption Karbahi Volcanic eruption (Panoramic view)
Such an Open Lab!!
Thank you
Recent Lava flow

Photo: Girma Woldetinsae Photo: Girma Woldetinsae
20
24
Engineering geology education and research in Ethiopia: opportunities,

challenges and future directions
Kifle Woldearegay
(Department of Earth Science, Mekelle University, Ethiopia; Email: kiflewold@yahoo.com)
Abstract
“Engineering Geology” is defined by the International Association of Engineering
Geologists (IAEG, 2000) as the discipline of applying geologic data, techniques, and
principles to the study both of: (a) naturally occurring rock and soil materials, and surface
and subsurface fluids, and (b) the interaction of introduced materials and processes with the
geologic environment, so that geologic factors affecting the planning, design, construction,
operation, and maintenance of engineering structures (fixed works) and the development,
protection, and remediation of groundwater resources, are adequately recognized,
interpreted, and presented for use in engineering and related practice. With the increase in
large-scale infrastructural development, with the increase in geohazards and with the
depletion of resources, the demand for engineering geology graduates as well as the need for
research and innovation has been increasing worldwide. This paper presents: (1) the major
engineering geological/geotechnical problems in Ethiopia, (2) opportunities for engineering
geology education and research in the nation, (3) the major challenges facing the
engineering geology profession, and (4) options that could be undertaken to strengthen
engineering geology education, research and innovation in Ethiopia.
1. Introduction
According to the International Association of Engineering Geologists (IAEG, 2000),
Engineering Geology is a discipline of applying geologic data, techniques, and principles to
the study both of: (a) naturally occurring rock and soil materials, and surface and subsurface
fluids, and (b) the interaction of introduced materials and processes with the geologic
environment, so that geologic factors affecting the planning, design, construction, operation,
and maintenance of engineering structures (fixed works) and the development, protection,
and remediation of groundwater resources, are adequately recognized, interpreted, and
presented for use in engineering and related practice.
Engineering geology has been in practice in Ethiopia for the last decades and as a discipline it
has contributed a lot to the development of the country. This paper presents some highlights
on engineering geology practice in Ethiopia which includes engineering geological problems,
opportunities for engineering geology profession, and future directions to promote
engineering geology practice in Ethiopia.
25
The data presented here is based on information obtained from: experience (industry,
research, teaching and consulting), questioner collected from stakeholders, and assessment of
the overall development direction of the country.
2. Engineering geological/geotechnical problems in Ethiopia

Ethiopia has been undertaking massive infrastructural development in all the sectors. Some of
the engineering geological/geotechnical problems include issues related to: (a) Dams and
reservoirs, (b) Landslides/slope instabilities, (c) Roads and bridges, (d) High voltage power
transmission lines, (e) Underground constructions (e.g. hydropower stations, pipe lines, etc),
(f) Earth fissures and ground subsidence, (g) Waste disposal sites, (h) Buildings, and (i) the
newly proposed railway construction.
2.1 Problems related to dams and reservoirs

A number of small-scale dams, river diversion weirs (Fig. 1) and other water harvesting
schemes have been under construction in northern Ethiopia and in other parts of the country
Fig. 1: River diversion weirs, dams and irrigation schemes in Tigray, northern Ethiopia.
Various authors (e.g. Woldearegay, 2002; Mintesinot et al, 2004) have indicated the
economic, social and environmental significance of water harvesting in Tigray, northern
Ethiopia. Despite their positive effects, the construction of dams are associated with different
engineering geological/geotechnical problems which include: seepage/leakage problems (e.g.
Fig. 2a & b), and crack development due to foundation and/or construction problems (Fig. 3).
26
Fig. 2a: Seepage/leakage of water from small-scale dams in Tigray, northern Ethiopia.
Fig. 2b: Seepage/leakage water from small-scale dams in Tigray, northern Ethiopia (Mintesinot et et,
2004).
Fig. 3: Cracks on Embankment dams in Tigray, northern Ethiopia.
27
2.2 Problems related to landslides/slope instability
The hilly and mountainous terrains (including road cuts) of the highlands of Ethiopia are
frequently affected by landslides of various types and sizes. As reported by several authors
(e.g. Ayalew 1999, 2000; Temesgen et al., 1999; Gezahegn, 1996, 1998; Ayalew, 1999,
2000; Nyssen et al., 2002; Ayalew and Yamagishi, 2004; Woldearegay et al., 2004; Ayenew
and Barbieri, 2004; Ayalew, 1999; Temesgen et al., 1999, 2001; Woldearegay et al., 2004;
Woldearegay, 2005; Woldearegay, 2008) have been causing loss of human lives, failure of
engineering structures, and damaging the environment. Landslides have been recorded in
areas underlain by glacial/postglacial sediments (Fig. 4a & b; Fig. 5a, b & c), shales (Fig. 6a,
b & c), and volcanic rocks (Fig. 7a & b) of the highlands of Ethiopia.
Fig. 4a: Debris/earth slides in Paleozoic glacial tillite/postglacial sediments, northern Ethiopia.
Fig. 4b: Debris/earth slides in Paleozoic glacial tillite/postglacial sediments, northern Ethiopia (slope
profile for Fig. 4a).
28
Fig. 5a: Front view of a large-scale rockslide in Paleozoic glacial/postglacial sediments, Feresmay
area, northern Ethiopia.
Fig. 5b: Features of the large-scale rockslide indicated in Fig. 5a.
29
Fig. 5c: Slope profile for the rockslide indicated in Fig. 5a & b (Woldearegay et al., 2004).
Fig. 6a: Landslides on shale hillsopes, Hagereselam area, northern Ethiopia.
30
Fig. 6b: Landslides on shale hillsopes, Adishu area, northern Ethiopia.
Fig. 6c: Slope profile of a landslide affected area, Adishu, northern Ethiopia.
31
Fig. 7a: Large-scale landslide in volcanic terrains, Tarmaber area, central highlands of Ethiopia.
Fig. 7b: Large-scale landslide in volcanic terrains, Tarmaber area, central highlands of Ethiopia.
2.3 Problems related to bridges and roads

Though Ethiopia is undertaking massive construction of roads and bridges throughout the
country, some of the roads and bridges constructed so far have several defects due to
geological and geotechnical problems. Typical example of a bridge failure in Abyi Adi area,
northern Ethiopia is indicated in Fig. 8 (a & b).
32
Fig. 8a: Typical example of a bridge failure in Abyi Adi, northern Ethiopia.
Fig. 8b: Typical example of a bridge failure in Abyi Adi, northern Ethiopia (note the foundation
condition).
Several roads (asphalt, dry weather and all weather) have been performing below their design
requirements due to engineering geological and geotechnical problems in many parts of the
country (e.g. Fig. 9a & b).
33
Fig. 9a: Typical example of asphalt road failure, Debresina area, central highlands of Ethiopia.
Fig. 9a: Typical example of asphalt road failure, Debresina area, central highlands of Ethiopia.
2.4 Problems related to foundations for high voltage power transmission lines
It is well known that Ethiopia is undertaking massive expansion of power through out the
country. Many of the high voltage transmission lines cross hilly and mountainous terrains of
the country. In some places these lines cross potentially unstable slope terrains. Besides
34
consideration of geological and geotechnical aspects, there is a need to integrate
infrastructural development planning like road construction with planning the expansion of
power lines (e.g. Fig. 10).
Fig. 10: High voltage power transmission line under critical foundation stability condition along
Woldia-Debretabor road.
2.5 Problems related to earth fissures and ground subsidence

Earth fissures and associated ground subsidence are very common in many of Ethiopia,
mainly in the recent sediments of the main Ethiopian Rift System. Such problems are
challenging infrastructural development and planning (Fig. 11a, b & c).
Fig. 11a: Earth fissures that damaged gravel road in the Awassa basin, Ethiopia.
35
Fig. 11b: Earth fissures that affected surface water reservoirs in the Awassa basin, Ethiopia.
Fig. 11c: Earth fissures that affected residential houses in the Awassa basin, Ethiopia.
2.6 Problems related to waste disposal sites

With increase in population and urbanization, pollution is becoming a great problem. Many
of the cities and towns in Ethiopia require to have proper waste disposal sites. This demands
consideration of geological parameters which are very critical for safe and economic design
of such sites.
36
2.7 Problems related to construction of buildings
The design and construction of large-scale buildings requires consideration of appropriate
engineering geological inputs. Considering the seismicity of the region and the emerging
increase in size of buildings in this country it is becoming necessary to undertake proper site
investigations.
2.8 Problems related to railway constructions

Ethiopian is embarking a massive railway construction. Considering the terrain condition of
the country, the complex geological and geodynamic processes in the highlands and rift
system coupled with limited experience and skilled manpower in the field of railway geo-
engineering in the nation, a number of engineering geological/geotechnical problems are
expected to be encountered during the design and construction of railroads in the country.
Some of the issues which need to be given due attention include: (a) slope stability problems
mainly in the hilly and mountainous terrains, (b) tunnelling challenges, (c) foundation
problems of bridges and crossing sites, (d) foundation challenges especially in
geodynamically active and tectonic areas such as the main Ethiopian rift system, and (e)
construction materials in terms of quality and quantity.
3. Opportunities for engineering geology education and research in Ethiopia

There are a number of opportunities emerging for the development of a career in engineering
geology in Ethiopia, due to the fact that:
 There is an increase in infrastructural development in the country.
 There is an increase in the size of engineering projects.
 There is a great demand for national capacity development as most of the big
engineering design and construction is handled by external companies.
 Failures of the past are paving the way for better understanding and recognition of the
profession.
 The government has been and is expected to give priority to the construction sector in
the next years.
4. Major challenges facing the engineering geology profession

Some of the challenges facing the profession are the following:
 Lack of funding to undertake research in the field of engineering geology.
 Weak professional associations and poor communication among the professionals.
 No standards on engineering geology practice in the country.
 Dissemination of research results remain very poor. e.g. on case studies.
 Quality of undergraduate and postgraduate level curriculum need to be given due
attention.
 Awareness of decision makers, other professionals and the general public on
engineering geology need to be improved.
37
5. How to strengthen engineering geology education, research and innovation in
Ethiopia?
A number of initiatives need to be taken to strengthen engineering geology profession in
Ethiopia, which include the following:
 Create a strong link with the industry.
 Strengthen professional associations.
 Enhance the dissemination of research results.
 Organize workshops, seminars, etc.
 Work in collaboration with other professionals: this will promote recognition of the
profession.
 Undertake research on different areas which are highly relevant for the society.
 Undertake extensive public awareness on the profession through dissemination of
research results.
 Strive for standardized engineering geological practices and activities in the country:
this would include certifying professionals (Chartered Engineering Geologist).
 Create standardized curriculum especially at MSc and PhD levels.
References
Ayalew L (1999). The effect of seasonal rainfall on landslides in the highlands of Ethiopia.
Bull. Eng. Geol. Environ, 58: 9-19.
Ayalew L (2000). Factors affecting slope stability in the Blue Nile basin. In: Bromhead E,
Dixon N, Ibsen M.-L (eds.). Landslides in Research, Theory and Practice. Thomas Telford,
London, pp. 101-106.
Ayalew L, Yamagishi H (2004). Slope failures in the Blue Nile basin, as seen from landscape
evolution perspective. Geomorphology, 57: 95-116.
Ayenew T, Barbieri G (2004). Inventory of landslides and susceptibility mapping in the Dessie
area, Northern Ethiopia. Engineering Geology (in press).
Mintesinot B., Kifle W., Lulseged T., (2004). Fighting famine and poverty through water
harvesting in northern Ethiopia. Comprehensive Assessment Bright Spots Final Report. Pp.
63-72.
Gezahegn A (1996). Slope instability problem in the Blue Nile Gorge (Gohatsion-Dejen),
abstract. In: abstracts, Third Ethiopian Geoscience and Mineral Engineering Congress, 15-
17 November 1996, Addis Ababa, Ethiopia, pp. 19-20.
Gezahegn A (1998). Slope instability assessment in the Blue Nile Gorge, Ethiopia. In: Moore,
D. & Hungr, O. (Eds.), Proceedings of the 8th International IAEG Congress, Vancouver,
Balkema, Rotterdam. Pp. 1437-1442.
Nyssen J, Moeyersons J, Poesen J, Deckers J, Haile M (2002) The environmental significance
of the remobilization of ancient mass movements in the Atbara-Tekeze headwater,
Northern Ethiopia. Geomorphology, 49: 303-322.
Temesgen B, Mohammed MU, Asrat A, Berakhi O, Ayele A, Francisco D, Demssie M (1999).
Landslide hazard on the slope of Dabicho ridge, Wondogenet area: the case of June 18,
1996 event. SINET: Ethiopia J. Sci. 22 (1): 127-140.
38
Temesgen B, Mohammed MU, Korme T (2001). Natural hazard assessment using GIS and
remote sensing methods, with particular reference to the landslides in the Wondogenet
area, Ethiopia. Phys. Chem. Earth., 26 (9): 665-675.
Woldearegay K (2002). Surface water harvesting and groundwater recharge with implications
to conjunctive water management in arid to semi-arid environments (with the model of
the Mekelle area, northern Ethiopia). Proceedings of the International Conference on
Public Management, Policy and Development, June 3-6, 2001, Addis Ababa.
Woldearegay K, Riedmuller G, Schubert W, Mogessie A. (2004). Controlling parameters and
failure mechanisms of a large-scale landslide in Ethiopia. Felsbau, 22 (3): 46-55.
Woldearegay K (2005). Rainfall-triggered landslides in the northern highlands of Ethiopia:
Characterization, GIS-based Prediction and Mitigation. Doctoral Thesis, Graz University
of Technology, Austria.
Woldearegay K. (2008). Characteristics of a large-scale landslide triggered by heavy rainfall
in Tarmaber area, central highlands of Ethiopia. Proceedings of the European Geoscience
Union (EGU) General Assembly, Vienna, Austria. Geophysical Research Abstracts, Vol.
10, EGU2008-A-04506, 2008.
39
7th Ethiopian Geosciences & Mineral Engineering Association (EGMEA) Congress, 27-28 August
2010. Geoscience Education in Ethiopia: Opportunities and Challenges
A NEW GOLD MINERALIZED BELT IN NUBIAN SHIELD & GEOLOGISTS

NEEDED BY THE MINING SECTOR
Kebede Hailu
Country Manager, Golden Prospect Mining Company Ltd (GPM)
ABSTRACT
Golden Prospect Mining Company Ltd (GPM) is a 100% subsidiary of Nyota Minerals Ltd, a
British and Australian based exploration Company. GPM is conducting exploration and
mining activities for Gold and Platinum in western Ethiopia since 2001. All GPM’s
exploration licence areas are found in now prosperous Nubian shield rocks in western
Ethiopia.
Tulu-Kapi gold deposit is one of the seven projects under advanced exploration stage by
GPM. The current audited resource estimate showed an inferred gold resource of 1.38 million
ounces at an average grade of 1.68 g/t. This resource was estimated within 600m strike-
lengths, 450m widths and 250m depths of Tulu-Kapi ridge. The gold mineralization is related
to albitized syenite unit with 3% average sulphides of mainly pyrite, galena, sphalerite and
pyhrotite. So far, five gold mineralized lodes were identified within the 450m depths and the
gold mineralization is open towards NW, NE, SW and at depth. The metallurgical and pre-
scoping study showed that the Tulu-Kapi ore is amenable to Cyanide leaching with gold
recoveries of greater than 95% and minable by selective open pit mining to a depth of 220m.
The company is set to apply for a mining licence over the area within short period of time.
The discovery of Tulu-Kapi gold deposit attracted a number of junior exploration and mining
companies, and applied for licences in different parts of the country over the Nubian
basement rocks. The exploration and mining companies are looking for junior geologists with
good knowledge of rock-forming minerals, alteration minerals, textures and structures. In
addition to these, the geologists have to know why the different media samples are collected.
40
The International Year of Planet Earth
(IYPE) ‐2008 celebration in Ethiopia and its legacy Presentation Outline
for the future
y IYPE initiative and UN declaration
y Worldwide activities
y The Ethiopian National Committee
y Achievements and shortcomings
y The IYPE legacy and the future
Gezahegn Yirgu
7th EGMEA Congress, 27-28 August 2010, Addis Ababa 2
4
3
Planned Activities
The Ethiopian National Committee Work plan under the IYPE during 2007‐2009
y Preparation of Brochures, posters, educational materials and documentary

y National IYPE activities initiated in mid ‐2007 by film (Video/DVD)
request from the National UNESCO Agency and the y Scientific Conference under the theme “Status of Earth science studies in
Ethiopian Science and Technology Agency (ESTA). Ethiopia and their contributions to development efforts”
y Committee consisted representatives from various y Forum on the Status of Earth Sciences Education, Research and
Application in Ethiopia
sectors across the country (ESTA, EGMEA, GSE, MoWR,
y Television Question and Answer Program
NMA, AAU, MoCS, EPA, ESSS, Private Sector)
y Preparation of Books and Publications
y Committee prepared its Terms of Reference, signed a
y Proposal to establish a National Geoscience Museum, National Geoparks
Memorandum of Understanding with ESTA and and an Earth Science Curriculum for Secondary Schools
(EGMEA) and developed a plan of activities. y Inclusion of Earth Science curriculum in Secondary schools and Adult
education programs
y Recognition of Individuals and Institutions for Significant Contributions in
Earth Sciences
5 6
41
Fund Requirement
Cost Estimate
No. Activities/Items Expense Items
(Ethiopian Birr)
1
Preparation of brochures, Posters,
Publication costs
Achievements
Educational materials
10,000.00
Hall rent, lunch and coffee,
1. Awareness creation
National scientific conference (250 Brochures, Posters and Pamphlets
2 announcement, labor, etc.
participants) (2 days)
Reception (social event) 100,000.00
Earth Science Forum for discussion Hall rent, lunch and coffee,
3
(250 participants) (1 day) announcement, labor, etc.
60,000.00
y film on video and
A documentary Professional film maker,, field
4
DVD expenses, materials 30,000.00
Television Question and Answer
5 Air time and studio
program 40,000.00
Honorarium for experts and
6 Special publication/book
publication cost 80,000.00
Earth Science curriculum, Geo-Parks
Honorarium for experts and
7 and Geo-Science museum
publication cost
proposal preparation 50,000.00
Hall rent, lunch and coffee,
8 Closing and prize/award ceremony
announcement, prizes 100,000.00
Contingency (10%)Unforeseen
9 Miscellaneous
costs 47,000.00
10 8
Total 517,000.00
2. National Launch Event

y The National IYPE event officially launched on 14 Oct.
2008 at the Graduate Building Conference Hall of the
Faculty of Science, Addis Ababa University.
y Event was attended by over 80 representatives of various
government institutions, professional associations,
international organizations and, private companies
operating in the country.
country
y The event was honored by keynote speeches high ranking
government officials.
y Keynote speakers highlighted the major problems linked to
Planet Earth in general and to environmental issues in
Ethiopia in particular.
y The National Committee introduced its two year (2008‐
2009) work plan.
y Event was covered by the media
9 10
11 12
42
3. Introductory Book on Earth Sciences‐ translated in Lisbon IYPE closing event
Amharic language (ready for printing)
4. Participation in meetings
¾ African IYPE conference –Pretoria,
Pretoria South Africa
¾ International Closing event – Lisbon, Portugal
¾ Establishment of YES‐Ethiopian Chapter
13 14
Beyond IYPE‐2008 IYPE‐Ethiopia to YES‐Ethiopia

y Legacy of IYPE – Remarkable success in raising
awareness of the society, youth and policy makers
y Follow‐up of activities by the National Committee and
EGMEA
y YES‐Ethiopia
y Global Geoscience Initiative (GGI)
y GGI‐Africa
y GGI‐Ethiopia (Geoscience Council?)
15 16
Let us all care for

Appreciation and thanks Planet Earth
y IYPE‐2008 National Committee members
y Supporters
y EGMEA Thank You
17
Photograph by Eric Calais, January 2006
43
7th Ethiopian Geosciences & Mineral Engineering Association (EGMEA) Congress, 27-28 August 2010. Geoscience
Panel Discussion on
Moderator: Prof. Gezahegn Yirgu, AAU
Rapporteurs: 1. Ato Abebe Mekuriaw, MoST

2. W/ro Metasebia Demissie, Private Consultant
Panelists:
1. Dr. Tesfaye Teshome
Director General, Higher Education Relevance and Quality Agency
2. Dr. Tarekegn Tadesse
President, Arbaminich University
3. Ato Masresha Gebresilassie
Chief Geologist, Geological Survey of Ethiopia
4. Ato Gebreyohannes Habtezgi
Private Consultant
5. Dr. Balemwal Atinafu
Head, Department of Earth Sciences, AAU
6. Dr. Kurkura Kabeto
Director of Institutional Transformation, Mekelle University
7. Ato Tadesse Berhanu
Postgraduate Student
A half-day panel discussion was held on 27 August 2010 on the theme “Geosciences Education
in Ethiopia: Opportunities and Challenges” as part of the 7th congress of EGMEA convened
during 27-28 August 2010. The Major objectives of the discussion were:
1. Appraising the opportunities created to develop qualified professionals in the various

fields of earth sciences as a result of the general expansion of tertiary education in
Ethiopia,
2. Identifying the challenges facing the universities in producing graduates in the required
quantity and quality.
44
3. Exchanging information, ideas and experience among the universities, government

organizations and the business enterprises sector.
4. Forwarding recommendations that need to be implemented by the concerned

governmental organizations and EGMEA to tap the available opportunities and
addressing the challenges in improving the outcomes and impacts of the teaching,
learning and research activities in the earthsciences sector.
The session started with self-presentation of the panelists to the participants of the Congress.
Prof Gezahegn Yirgu, Moderator of the panel discussion highlighted the objectives of the panel
discussion and the way it would be held. He also took the opportunity to underline that the
professional background and the wide experiences of the panelists would lead the session to a
fruitful conclusion with relevant and practical suggestions to be considered by the concerned
bodies. At the outset, the panelists were invited to reflect on the following major issues:
• Why is geosciences education important to Ethiopia? If it is believed to be beneficial,

what are the specific needs in the coming 5-10 years?
• Why should the Government be concerned?
• Is the need for geosciences education well understood by policy makers?
• Are the issues and policy options well understood?
Prompted by the above questions posed by the moderator, the panelists reflected their views
on the need, relevance and status of geosciences education in Ethiopia. It was pointed out
that the need to explore and utilize the natural resources of the country such as water and
minerals is the major source of the demand for trained manpower in the various fields of
earthsciences. It was also reflected that awareness of policy makers regarding the role of
earthsciences education is low although some of the panelists believe that this is not fully
true. It was elaborated that the education and training policy of the country is dynamically
changing with the rapidly changing socioeconomic situation and market structure. It was in
fact pointed out that the earthsciences professionals themselves are responsible for whatever
knowledge and information gap that may exist among the policy makers. It was suggested
that the professionals themselves shall first know what to give and make strong efforts to
effectively communicate to the various economic sectors and policy makers. It was
summarized in a nutshell as “The failure is ours. We have not taken the issue seriously and
made adequate efforts to rectify the situation. After all, if we do not know what to give, no
body will know what to take”
45
It was also further elaborated that the role of geosciences is becoming clearer and clearer as
empirical data are collected and analyzed in search of sustainable supply of mineral, water
and energy resources, to predict geohazards and to understand their causes as well as to look
for the solutions. The panelists also emphasized that both the government and the public do
understand the role of earthsciences very well. It was therefore agreed to focus on the
magnitude of this understanding. It was also indicated that the understanding can be
enhanced by the types and qualities of the services delivered by geoscientists in addressing
the future development problems of the society. It was also reflected that the fact that the rise
in the contribution of the mining sector to the economy is a clear indicator of the growing
role geoscientists can play in national development endeavors.
Moreover, the Panelists also pointed out that the mainly agrarian economy of Ethiopia needs
to be transformed via rapid industrialization that would definitely depend on different earth
resources. In line with this, Ethiopia is entering a new era of growth and transformation
through implementation of the 2010-2015 development plans. It was also underlined that
agricultural transformation cannot take place without adequate supply of minerals as
fertilizers are one of the major modern inputs to raise crop productivity. Industries also need
various minerals and the national focus as agricultural and industrial transformation ensures
sustainable demand for earth-science professionals. The fact that many countries in Africa;
such as Tanzania, South Africa, Ghana and Nigeria are using their earth resources to fuel their
socioeconomic development was also mentioned as an evidence for the important role that can
be played by earthsciences in the national development efforts. The panelists, therefore, urged
the earthscience professionals to make their level best contributions to successful
implementation of the ambitious plan.
It was furthermore noted that the demand for earth science professionals is growing for a
number of reasons as evidenced by the rise in the number of geologists employed in private
companies. The fact that Ethiopia is characterized by unique geological setting and a
phenomenon was also mentioned to be one of the factors for the rising demand for earth-
science professionals in the future.
With adequate reflections on why earthscience education is important to Ethiopia, the

moderator steered the discussion to the supply side of geoscience professionals emphasizing
the need to explicitly present the benefits of earth-sciences in more quantitative terms to
capture more of the Government’s attention and its investment. The issues below were
extensively discussed taking into consideration the growing number of universities that is
expected to reach 33 soon. These issues mainly included:
1) How is the earthsciences education organized in Ethiopia?
46
2) Is it prepared to meet the requirements of the various sectors in terms of graduates

quantity and quality?
3) Is there a plan and any pattern of human resources development in earthsciences?
It was reflected that the Government has put a national human resource development plan based
on the 70:30 Science and engineering to others ratio. The plan is believed to address the trained
manpower needs of energy, construction and other vital resources sector. The Governments
intention was understood to be generating graduates with the essential skills, and attitudes
required for the new Ethiopia. It was further pointed out that to perceive the quality of the
graduates needs to be perceived form various angles including quality- fitness to demand. To
this end, having a vibrant curriculum and bench marking of best practices of other countries is
absolutely essential. The reflections of the panelists also covered the following points:
1. Do we know the demand correctly?

2. Is the response to the demand based on a plan?
3. Why do only eight universities offer earth science education out of the 22 public
universities?
The panelists indicated that no systematic attempts have been made to quantify the magnitude of
the demand for earth science professionals. However, it was pointed out that although the
mining sector demands multidisciplinary professionals, there is still shortage of graduates with
the required quality. The quality of graduates was indicated even to have declined in recent
times. It was also mentioned that some of the graduates are not capable even to write a report
properly. It was also reflected that the graduates lack the required skill and attitudinal aspects.
It was also raised that although plans to meet the obvious demand for qualified graduates do
exist, they are not adequately shared. The efforts being made in the form of Business Process
Reengineering were cited as possible measures to bridge this gap and to ensure production of
graduates with the required skills, attitudes and commitment. A very close interaction between
the universities and the relevant government offices was suggested to be an important tool to
succeed in this direction,
It was commented that the universities are not adequately prepared to produce graduates with the
required qualities although they know the demand even in terms of graduate numbers. It was also
duly acknowledge that the graduates being produced by the universities do not have the required
quality. This shortcoming was partially explained by the wide gap between the number of
students and the training resources in terms of infrastructure, budget and teachers in the
47
universities. It was in fact clearly indicated that the universities are trying to produce graduates
under very difficult situations.
The participants of the panel discussion intervened by pointing out that the limited practical
experience of university staff members do also contribute to the low quality of graduates as they
teach only what they know. It was suggested to strengthen the linkage between the universities
and the technical institutions such as the Geological Survey of Ethiopia. The need for
prioritizing the training activities as the resources made available are very limited was also
suggested. It was also noted that the responses to the questions “how are we at the university
prepared to produce the required graduates?”, “Is there a proportional investment to the rising
enrollment in the universities?” and “What type of geoscientists do we really want to produce?”
Would determine the nature of the earthsciences curriculum we need to adopt.
The importance of such questions was admitted and answering these questions properly was
understood to contribute to organizing the teaching process. Understanding the various
government policies and strategies was also indicated to be the major tool for the universities to
be responsive to the felt demand. On the other hand, the decision of the government to
implement the 70:30 ratios was also taken as a good opportunity. Allocation of 4.5% of the GDP
for higher education in Ethiopia has also been noted as one of the evidences regarding
availability of the resources. Efforts are also being made to raise the quality of education and
training through various programs focused on curricula improvement, teachers training and
expansion and strengthening of teaching facilities. It was also mentioned that Quality Audit
carried by the Higher Education Relevance and Quality Agency (HERQA) revealed a number of
issues that need to be addressed by the universities. Program type accreditation has also been
recommended for implementation of curriculum focused on development of skills, attitudes,
ethics, communication abilities, and teaming up.
According to the discussion made regarding the type of geoscientist that need to be produced and
whether it is possible to produce such a graduate, it was underlined that the most important
aspect of a good geoscientist is his capability to collect the right samples, to analyze the
information gathered and to produce a good quality report on his findings. It was indicated that
production of such a graduate would be possible through a harmonized and practically oriented
curriculum at the universities. It was in fact specifically mentioned that companies would like to
employ graduates who can read the rocks in the field, not necessarily M.Sc. or PhD holders.
The discussion concluded that the most important inputs to the teaching process are curriculum
and teaching staff. It was recommended to seriously look into the gaps in these two inputs and
48
fill them as much as possible. The balance between theoretical and practical teaching was also
identified to be an area that needs to be accorded due emphasize in enhancing earth-sciences
education. It was pointed out that even the Ministry of Educations shall not prescribe the
curriculum for earthsciences teaching as it has to be left for the professionals of the discipline. It
was also suggested to standardize such parameters as staff to student ratio, and staff to support
personnel.
The discussion participants also concurred on the fact that the management aspect of the
curriculum shall be left to the specific departments. It was suggested that the departments need to
undertake assessment of their students, develop independent learning by the students and come
up with appropriate ideas and concepts to their teaching-learning process. Quality assurance has
also been recommended to be built at this level with continuous feedback from the end users. It
was also suggested to adopt modular course approach in designing and implementing curriculum
for the earthsciences disciplines. Adoption of essay type assessment, similar exams across
universities, research based teaching and development of centers of excellence at the universities
based on the particular area of the country they are located have also been suggested to improve
the prevailing situation. A question was also raised whether all the institutions can came up with
the same results (quality of graduates) using a harmonized curriculum.
The need for strong commitment from the university teaching staff has also been emphasized by
the panelists. Team teaching, student centered approach, promotion of an independent learning
process and continuous assessment of students have been recommended as the major tools to
enhance the teaching- learning process in the earth-sciences. Moreover, the background of the
entrants to the earthsciences fields at the universities has been identified as one of the challenges
facing production of quality graduates. It was pointed out that the entrants come with little
awareness about the earthsciences and with major weaknesses in understanding the science and
language command.
The debate continued focusing on the potential roles of companies; NGOs and other
organizations in the development of human resources in the earthsciences were also discussed. It
was reflected that university departments lack visions and development plans despite availability
of good curriculum. It was mentioned that Departmental resources are expected to come only
from government sources. And it has been pointed out the consequence of this is shortage of
finance, shortage of staff, low quality of graduates and absence of cooperation among
departments. The need to rectify this situation has been duly recognized with a thorough
understanding of the fact that failure in any one of the inputs can lead to failure in the quality of
graduates. However, it was cautioned that reducing the number of department intakes alone
cannot guarantee quality of the graduates.
49
It was cited, as an example, that the university teaching practice is skewed towards applied
geology such as hydrogeology resulting in acute shortage of teachers in the fields of basic
geology. The discussion, therefore, underlined that the issue of improving both the quantity and
the quality of graduates refers to bringing about a fundamental change in the teaching-learning
process. The concerned institutions, the professionals and all other stakeholders have been called
for to stand together for such a change.
With regard to the challenges facing the universities in terms of resources, it was noted that the
resources are not adequate to train the geoscientists who can read rocks in the field. It was
suggested that the universities need to strengthen their linkages with industries. The students
need to be encouraged and supported to engage in functional relations at companies while they
are students. Agreement should therefore be reached with the stakeholders to accept students for
training. However, it was mentioned that the situation in our country is not positive in this
regard. It was brought to the attention of the participants that there are big private companies
that do not allow even a visit by earth science students for unclear reasons. The need for big
attitudinal change has therefore been strongly recommended. On the other hand, it was indicated
that the low level of awareness of the companies regarding their roles in training earthscientists
may be the reason for their reluctance. This could in turn be due to the prevailing poor
communication among the concerned actors. The communication of earthscientists with the
society was also mentioned to be at the worst level.
The expectations and challenges of earthscience students were also discussed. It was pointed out
that students are placed without having interest to study earth sciences. It was indicated that they
should have been given the opportunity to choose the subject of their best interest. Moreover,
the fact that the pre-university students come without adequate exposure to earthsciences at the
secondary education level has been indicated to contribute to their challenges at a university
level. It was, therefore recommended, to include earthscience courses at primary and secondary
levels.
The discussion was concluded by forwarding recommendations on how best to harvest the
opportunities and on how to tackle the challenges in earthsciences education. The following
recommendations have been adopted by the congress.
1. University departments need to plan their activities focused on meeting the demands of
the industry for earth scientists in terms of both quantity and quality.
2. The universities shall undertake extensive orientation programs for the new entrants
before they choose their area of study.
50
3. Centers of excellence shall be established in universities for graduate level training based
on their strengths and comparative advantages.
4. Students shall be given the opportunity to be exposed to earth-science courses at
secondary school levels.
5. EGMEA shall work on improving earthsciences curriculum and harmonizing the teaching
learning process at all the universities in the country.
6. Teaching earthsciences shall be closely linked to operation and research activities at
technical institutions and industries.
7. EGMEA shall be engaged in formulating the professional code of conduct for
construction and other development undertakings with particular emphasis to application
of the earthsciences.
8. The association shall also assist the government, through engaging itself in policy issues,
to direct its investment towards more productive projects.
9. Establishment of industry-university linkage offices at universities should be encouraged
as it enables to enhance practical teaching and research activities of earthscience students.
10. Pedagogical training of earthscience teachers shall be done with a view to enhance the
teaching learning process and consequently to enhance the quality of graduates.
11. Results have to be measured with review of courses, every semester and curriculum every
academic year. This is believed to ensure quality of the graduates.
12. Introduce-assessment and peer-assessment mechanisms at departmental level to motivate
change through experience sharing.
13. EGMEA shall encourage and take part in external evaluation of departmental success,
student satisfactions, etc. and pass on its findings to the relevant governmental body for
appropriate measures.
14. Industry-university offices need to be established at departmental levels to promote
practical training of earth scientists.
15. The role of EGMEA Shall not be limited only to creating forum such as this panel
discussion. It should be able to make more visible contributions to the earthsciences
discipline. The Association shall learn from similar organizations regarding the areas in
which it can make significant contributions. It shall commission various studies on
geosciences education and related issues.
51
16. EGMEA shall come up with new policy directions and thoughts that may be adopted by
various governmental organizations and even business companies.
17. EGMEA shall encourage R&D activities at earthscience teaching departments. Its
contribution can be in terms of supporting research projects, strengthening infrastructure
and motivating researchers.
18. EGMEA shall also bridge the communication gap among the earth science profession,
industry and the public in general.
Conclusions Focusing on the Way Forward
1. There are ample opportunities from different angles to make earthsciences education
more relevant and viable in Ethiopia. There are also a number of challenges that need to
be addressed through coordinated efforts of all the stakeholders.
2. EGMEA can play a significant role to bring the recommended actions to the relevant
authorities and to design a feasible road map for improvement of earthscience education
for Ethiopia.
3. EGMEA needs to be a stronger organization to handle all these tasks and its strength
depends on the commitment of its members. Its members therefore need to be committed
to pay their annual member ship fees, and to engage in fund raising, scientific, public
relation and advocacy activities to enhance contributions of earthsciences to the national
socioeconomic development.
4. Creation of a joint forum of the universities engaged in earthsciences education would
enable to follow-up the development, quality and relevance of earthsciences education
and to encourage related research and study activities.
5. EGMEA shall engage in extensive outreach programs to raise the awareness of the
general public to enable the society to have a clear understanding about earth resources
together with their exploration, use and protection. The Association shall submit a
project proposal to the concerned ministries to this end.
6. As the major institution that promotes and uses knowledge in the earthsciences, the
Ministry of Mines shall play a leading role in supporting initiatives of EGMEA. It is
proposed to establish a Joint committee to define the principles and procedures of
collaboration between EGMEA and the Ministry.
52
7. EGMEA needs to a play a leading role in the development and implementation of

guidelines regarding geo-scientific activities that need to be carried out during in relation
to the design and construction of infrastructure development projects such as roads,
railways and buildings.
8. EGMEA needs to buy services of senior geoscientists to enhance its contribution to the
national development efforts. It is only through such an approach that the Association can
produce concrete policy and related proposals to be considered by the government and
the private sector.
9. EGMEA shall engage in various fund raising activities that may include consultancy,
training and research undertakings. The Association shall also publicize its vision,
mission objectives and services through publications and other mass-media. Regular
publication of its own journal can be the first step towards strengthening its public
relation activities.
10. EGMEA shall compile the recommendations of the congress and submit to the
appropriate governmental organizations. It shall also follow up and be party to their
implementation.
11. It is the responsibility of the members of EGMEA to strengthen and make dynamic their
Association. All members are, therefore, called upon to renew their commitment to the
strengthening of the Association and enhancement of its contribution to the national
growth and transformation process.
53
GEO-HAZARD VULNERABILITY IN ETHIOPIA: Efforts & challenges

Getnet Mewa
Geo‐hazards Investigation Core Process, Geological Survey of Ethiopia (GSE)

(E‐mail: gtmewa@yahoo.com)
ABSTRACT
The contrasting geological, landforms and climatic conditions have made Ethiopia susceptible
for geological hazards as landslides, rock falls, slope failures, subsidence, ground cracking,
volcanic eruptions and earthquakes. Landslides are common in Abay Gorge, Dessie area,
highlands surrounding Ambassel and Woldia, Lalibela-Sekota road, west and east Gojam,
Gondar, western Tigray, Hararge, Gofa, Bonga, Wolaita, Jima, Gilgel-Gibe, Jema and Mugher
valleys and in many other places. Meanwhile, earthquake events occurred in the past decades
although were not as destructive as those happened elsewhere in the world, Afar and the
Ethiopian Rift are prone for a momentous seismic risk that can also induce slope instabilities in
the neighboring highlands.
These realities are pressing alarms for establishing a meticulous system of monitoring and
provision of early warnings to reduce overwhelming loses of life and infrastructures. In response
to this, GSE has established a new unit in charge of geo-hazard investigations. Currently it
conducts integrated engineering geological, hydro-geological, geophysical and related studies
both for regional geo-hazard mapping as well as tackling problems in specific areas. The Ethio-
Japan project for the development of countermeasures against landslide in the Abay Gorge is an
example, which was initiated to overcome the long-standing challenge on the Dejen-Gohatsion
road. The detail investigations, supplemented by core drilling and landslide monitoring facilities,
are conducted to deeply understand the problems and develop countermeasures that eventually
reduce the damages. The project also intends to build up a model solution applicable in other
similar conditions where potential hazards are known to exist.
In general, this paper attempts: a) to highlight the efforts made by GSE to address geo-hazard
challenges; b) to upgrade the society’s as well as the decision makers’ awareness and concerns
about our vulnerability to geo-hazard risks; c) to instigate formal discussions on the need of
establishing a well-organized national disaster management body that involves all stakeholders.
54
Outline
1. Introduction
2. Geo-science Development Initiatives
3. Geo-hazard Investigations
4. Efforts by GSE: few implemented projects
a. Jema Basin water resource management
and environmental protection studies
project
b. AA sheet geo-hazard mapping project
c. Tarmaber detail landslide study project
Getnet Mewa (PhD) d. Abay Gorge landslide study project
Geo-hazards Investigation CP, GSE e. Feasibility landfill site investigation for
solid waste disposal for the city of AA
(gtmewa@yahoo.com) 5. Challenges
28 August 2010, Addis Ababa 6. Concluding Remarks
2
1. INTRODUCTION 2. Geo-science Development Initiatives

Conference Theme
Theme:: “Geo-
“Geo-science Education in
Ethiopia:
Ethiopia: Opportunities & Challenges” The conference theme is inline with the
Maputo’s declaration (2006) on the
Conference aims: “Development of Geosciences in Africa”
Africa”..
a. It creates a forum for experience sharing among
earth sciences professionals involved in
Backgrounds of the Maputo Declaration
addressing societal geo-science problems; The Potential of Geosciences significantly
b. Discuss what challenges face educators contributes towards achieving the MDGs in Africa
Africa;
(universities), students and industries and find out The Availability of Wide Range of Natural
come across; Resources contribute much to development of
c. Assess the competency of earth science African by its own and develop other regions of
professional current graduating from Ethiopian the earth;
earth;
universities and satisfaction of graduate-receiving
industries; Geo
Geo--science Knowledge can Help Africa Learning
d. Forecast the demand of skilled earth science from Past Mistakes in the environmental
professionals that would promote the national management of our earth system and thereby to
development programs. improve the quality of life of its peoples;
peoples;
3 4
Thus, African nations are sharing the vision of:

Promoting wider geo-science education; 3.Geo
3. Geo--hazard Investigations
Strengthening the scientific infrastructure & promoting
regional centers of excellence;
Geo-hazard (GH) is defined as hazardous
Improving the extent and quality of geological mapping
and developing improved geosciences information geological state that has the potential to develop
networks; into something much more serious, such as a
With the above visions, the Maputo Declaration: natural disaster.
9 Invites the African geo-science community and civil
society to contribute actively to demonstrate the great Hence,, Geo-hazards Assessment (
(GHA)
) is vital
potential of the geosciences in building a safer, healthier for proper:
and wealthier Africa.
9 Invites African Leaders to recognize fully and give a 9 Prediction
special support to the development of geo-science
Ensure
throughout the continent, by increasing national
research budgets and, more specifically by giving special
9 Mitigation Σ maximum
attention to the alarming brain drain, which is strongly safety
weakening the African research system.
9 Risk management
9 Reminds African geoscientists of their responsibilities in
studying their continent;
5 6
55
Example of areas susceptible for geo
geo--hazard risks
Hazard prediction, Mitigation and management
could be achieved through detail investigations & Addis Ababa (Kolfe & Entotao, Filwuha & other areas)
understanding of the geological & natural processes Afar & MER (volcanic & seismic hazard);
that catastrophically affect the human environment. SNNP (Awassa Zuria, Bonga, Arba-Minch/Sawla, Wolaita:
Kindo-
Kindo-Dadeye
Dadeye,, Kindo
Kindo--Koisha
Koisha,, Offa and Beleso-
Beleso-Bombei
Geo-hazard events include but not limited to: Geo-
hazard Investigations deal with all kinds of geological
Woredas, Sidama & Gurage Zones,…);
events from the hazard point of view. Amhara (South Wello, Desse town, East & West Gojam,
Landslides (the most frequent one) North Shewa,
S Abay Gorge,
G Tarmaber–Debre-Sina,
S G
Gonder,
Slope failure/Rock fall Ambassel-Woldiya, ...)
Ground subsidence
Seismic hazard
Oromiya (Gilgel-Gibe, Kefa, East & North, South Shewa,
Volcanic Hazard,… Bale, Harge, Wollega & Arsi zones, Muger Valley,…);
Tigray (Adigrat-Adwa road, Western & southern Tigray,..);
What efforts are made by GSE to address geo- Dire-Dawa
hazard problems & what challenges faced so far? Benishangul-Gumuz
7 8
Ert-ale caldera Examples of

Geohazard Risky areas 4. Efforts by GSE Geohazard Investigation work
process adopted by GSE
Methodology: Integrated Customers/Stakeholders needs

engineering geological, hydro- Establishment of National Geo-hazard Database
geological, geo-physical & geo-
Previous geo-hazard information analysis & problems setting
morphological analyses.
Project Inception
Dobi, 1989
No
Proposal Evaluation
CURRENT STRATEGY
P i it
Priority off geo-hazard
h d YES
mapping is given to: Detail Action Plan

a) Key urban centers;
b) Areas severely Pre-field desk study
Metehara affected by/ Field data acquisitions

susceptible for geo-
hazard risk; Post-field data processing & interpretation
c) Critical areas of
infrastructures Reporting
development (dams,
highways, industries, Compiled geo-hazard Report
9 etc); database delivery
10
General Objectives Examples of implemented projects

Collect multidisciplinary information/data, which could be used as a) Water resources management & Environmental
input for developing national strategies (i.e., for proper planning, protection studies of the Jema River Basin for
designing and constructing of infrastructures). This includes:
improved food security (Ethio-Check Project);
• Conduct regional geo-hazard mapping and geo-environmental
protection studies to assist national development plans and provide
b) Addis Ababa sheet Engineering geological &
early warnings to avoid/minimize loss of life and devastating H/geological mapping (at 1:250,000 - 1:50,000 scales);
damages
g on infrastructure; c)) Tarmaber and surroundings g integrated
g landslide
• Conducting geotechnical investigations of site selected for civil investigation (at 1:25,000 - 1:10,000 scales);
engineering constructions (dams/reservoirs, tunnels routes, spill d) Project for developing countermeasures against
ways, roads, railways, etc) and provide information about foundation landslide in the Abay River Gorge (Ethio-Japan
conditions;
project);
• Carry out detail assessment of causes, extents and rates of slope
instabilities (mass wasting) and develop counter measures; e) Central Ethiopia Geo-hazard mapping and Geo-
• Explore suitable construction raw materials and estimate their environmental Study Project (at 1:250,000 - 1:50,000
reserves; scales)*.
11 * Project to be implemented as of 2003 E.C. 12
56
A. Water resources management & Environmental protection Badly constructed and damaged bridge
studies of the Jemma River Basin for improved food
security (Ethio-Czech Rep. Project);
Background:-
High topographic gradient + Constantly increasing population +
Improper natural resources utilization = Repeated draughts
Sever food shortage in central Ethiopian highland.
highland
p
Problem: Propose p
& implement environmental p protection measures that
must be taken during development efforts;
Objective: Conduct integrated study of environmental characteristic such
as hydro-, engineering geology, geological risk and land use.
Findings: different maps are compiled at 1:250,000 scale and delivered to
Amhara & Oromiya Regions for implementation. The maps provide basic
information on the distribution of natural resources as well as potential
geo-hazard types and occurrences with in the Jemma Basin with mitigation
Zone of catastrophic rock falls
measures. (Source: WRM & EPS of the JRB, J.Sima, et al, 2009) at the edge of the plateau
13 14
Landslides, rock fall and debris flow along

the Fitche-Lemi road
Debris cone Old landslide
rock fall
Fresh landslides
(Source: WRM & EPS of the JRB, J.Sima, et al, 2009)

(Source: WRM & EPS of the JRB, J.Sima, et al, 2009) 15 16
B. Geo-hazard mapping of Addis Ababa map sheet C. Tarmaber and surroundings integrated landslide
investigation at scales 1:25,000 & above
Objectives:
Objectives
a. conduct engineering geological & geophysical studies & produce eng.
geological map of the area @ 1:50,000 scale, which provides baseline Conduct integrated surveys
data on its suitability for different civil construction purposes;
at scales 1:25,000 and
b. Delineate possible
sites, where multi- larger over landslide prone
purpose dams (for areas & produce geo‐
irrigation, water
supply/small scale hazard zoning maps by
hydropower) could
be constructed;
which landslide patterns/
c. Select proper sites
trends and causes can be
of construction raw investigated.
materials;
Define sites for monitoring equipment installations to study
the dynamicity (rate & magnitude) of land mass movement.
Work out remedial measures (structural & non-structural:
establish early warning system, communication &
awareness creation).
17 18
57
Field Examples
19
Landslide effects along the Addis
Ababa-Dese road
Foto: Leta Alemayehu, 2004
Cracks along the Addis Ababa-

Debrebirhan under construction Area exposed to sever landslide & environmental
road
Sliding block nearby the road degradation , Tarmaber Woreda, N. Showa)
19 20
Geological Map of Sela-Dingay sub-sheet

Engineering geological, hydro-geological, D. Project for developing countermeasures against landslide in
geophysical maps are prepared and based on
integrated data analyses specific sites will be located
the Abay River Gorge (Ethio-Japan project);
for detail assessment.
a. Seismic velocity and b) electrical resistivity sounding
sections along a line at Yemariam‐Wonz site
b
21 22
Abay Gorge LandSlideMoveiInOtoh_Nara_PrefectureByMOWT_Japan.wmv

New drainage system to reduce landslide, Abay Gorge
Ditch is constructed
Road under maintenance

July 12, 2010
Rock fall & landslide Road settlement by ~40 cm;
August 19, 2010 ditch- partially cracked
August 19, 2010
Monitoring Equipment:
Extensiometer & rain
guage, Abay Gorge LandSlideMoveiInOtoh_Nara_PrefectureByMOWT_Japan.wmv
23 24
58
1 Monitoring Facilities
Automatic water level
Surface extensiometer Borehole extensiometer
recorder & Rainguage
2 Old (1) and newly

constructing (2)
churches are
totally destroyed
by landslid;
Retaining
wall &
Gabion
totally
collapsed
25 26
E. Geo
Geo--Environmental Pollution Investigations GEOLOGICAL MAP 1:5,000 scale Hydro‐‐geological map
Hydro
Project: Feasibility study of sanitary landfill sites for the city of Addis
Project: Eng. geological map
Ababa
Specific Objectives:
a) Map & extract subsurface information about structures
& foundation conditions of the proposed landfill site; b)
Determine the flow direction of the GW and permeability of
the top part of the geologic section; c) Estimate the impact
of the landfill waste disposal on the population and natural
environment; d) Explore for construction raw materials in
the nearby localities so as to use as blanket for the landfill.
Geophysical maps
Criteria for selection of candidate sites What minimum requirements Hydro-geologic units are
Hydro-
1. Hydrogeology: concerns about depth to the should fulfill a proper sanitary classified according to
GW, GW flow direction and surface water their hydraulic
pollution. landfill ? conductivity as LOW-LOW-
2. Geology: This includes surface slope and
presence of tectonic structures (faults, It should exclude at least, the MODERATELY PERMEABLE.
PERMEABLE.
fractures, joints) that leak leachets. following:
3. Ecology: The land fill site shouldn’t have a) High risk of pollution of surface Hydro--chemistry data
Hydro
negative impacts on land and aquatic plant
and animal species. and GW; b) Air pollution; c) Samp. EC(μS/c
pH HCO3 Cl SO4 F NO3 Na K Ca Mg HBO2 Fe PO4 SiO2
4. Engineering aspects:- concern the engineering Infestation (influx) of waste by rats # m)

characteristics of soils and rocks; availability and flies; d) Methane-generated SB‐1 312 7.7 189 2 3 0.82 2.2 23 3.6 30 5.7 <0.2 0.02 <0.3 67
of borrow area for cap material at short
distance; proximity to primary roads, waste explosion hazards; e) Influence on SSP‐2
221 6.62 124 2 5 0.34 2.2 12 5.9 23 3.5 <0.2 0.16 2.8 79
source, air ports, etc. flying aircrafts; SSP‐3 357 7.32 235 2 3 0.22 1.3 10 1.4 44 11.5 <0.2 0.02 0.73 81
27 28
Seismic Hazard 5. Geo-hazard Challenges

What are seismic building codes Challenge # 1: Lack of awareness & concern to geo-
geo-hazard
(SBC) & what can they do?
Risk:- seismic hazard zoning map released
Seismic Hazard Risk:-
in 1995 (Ethiopian Building Code Standard) classifying the
problems among the public & decision makers
country in to five zones. The seismic risk is maximum in
SBC are means of increasing the region of the Main Ethiopian Rift and decreases
building integrity and ensuring away towards the north - west and south east directions
future safety of communities. Zone 4 3 2 1
α 0.1 0.07 0.05 0.03

They result in earthquake-
resistant, but not earthquake-
According to the seismic hazard
map, the proposed site is
proof buildings.
located at the margin of Zone
2 and 3 and can be
SC are intended to protect categorized under the seismic

zone with the design ground
people inside buildings by acceleration between 0.05g to

0.07g ( ‘g’ stands for gravity in
preventing collapse and cm/sec2)
(Source: Geoph. Observatory, AAU)

allowing for safe evacuation.
Buildings of high occupancy,
critical response services Important utilities and
(fire, police, hospitals, infrastructures should be
schools, nursing homes and protected as their damages
vulnerable populations) lead to life and economic
should be built to code, or losses and greater social
above it. Are we doing like disruption, and slow
that, including the currently community response to
built schools ? earthquakes. The main anti-erosion measure is reforestation of high
29 hills and water shades. 30
59
Challenge #2 – Assisting the Railway Project Challenge # 3– Very limited capacity of Seismic Risk
Assessment & Mitigation
Are the geo-science community and related organizations ready to deliver
Do we have enough skilled manpower & material resource for
enough information/data necessary for the realization of the Ethiopia
Seismic Hazard Assessment & monitoring
National Railway Project along the selected corridors ? Do the Ethiopian
geo-science education centers have the capacity and readiness to produce Preparedness of seismic risk comprises:
graduates with the required quantity and quality that can promote the i. Scientific Aspect: Monitoring & modeling of estimation of
seismic hazard;
program? ii. Engineering Aspect: estimation of seismic risk based on hazard
vulnerability;
Needed: iii. Management Aspect: activities planned & implemented by
Detail geological
geological, considering both seismic and social factors;
engineering geological,
hydro-geological, What do government and private sector need from those
geotechnical and other involved in seismic hazard assessment ?
Information about the level of seismic risks (definition of
information for
maximum ground acceleration) anticipated in the area.
constructions.
Are there any prepared mechanisms by which early hazard warning are
timely disseminated both to the communities and risk managers ?
Is there any organized risk managing body (consisting of earth science,
medical, security, food supply, agriculture, Water resource,..
Agencies/professional) ready to take immediate action whenever such
events occurs?
31 32
Are there any

effort to Concluding Remarks
implement
innovative In Ethiopia most areas of high and medium
methods of
topographies are prone to catastrophic
seismic risk
reductions landslides, rock falls and rapid earth flows
flows.. To
during reduce the levels of such geo
geo--hazard risks :
constructions ?
9 Land uses both for agriculture & constructions
must rigorously be based on results of
geological risk categories,
categories i.e.,
i e lands,
lands which
can be used without restriction, with moderate
restriction, totally restricted, strongly
restricted;
rubber bearings 9 In areas, where high levels of geological risks

are anticipated, the prevention and mitigation
Vibrations of a 17
17-- measures must be designed in a way that they
story base isolated
buildings in
could be suitably implemented under the
(From presentation by Mikayel Melkumyan made in May 2010 in transverse conditions of specific sites;
Treiste, Italy)
direction 33
34
9 Any mining operation taking place in an area

For proper seismic risk assessment and thereby
has to be conducted with due considerations to improve infrastructures’ stability, the concerned geo-
the safety of environment & built science communities must work to regularly update
infrastructures; the national seismic code, adapt & implement
Sanitation & waste management regulations innovative methods of risk reductions (like seismic
(including minimum radius of environmental isolations).
protection zones and land use development) have Ministries like Mines, Water, Energy, Transport and
to be implemented
p e e ted a andd regularly
egu a y monitored.
o to ed g g
geo-science academic institutions should regularly y
Otherwise the uncontrolled waste disposal practice communicate and plan human resource training in the
we see today will grow become a national geo- fields like seismology, Volcanology, Environmental
hazard disaster. sciences, Earthquake engineering and alike which are
in serious shortage in the country;
From the engineering geological point of view, over
It is appropriate to recommend about the need of
the Ethiopian highlands emphasis must be given for
establishing a well organized national risk managing
soil protection against erosion as it is the main body consisting of different agencies and professional,
cause that trigger landslide and other geo-hazards which can take immediate actions whenever natural
problems, which leads to food insecurity; hazards occur.
35 36
60
We need to know the four pillars of
EDUCATION
Learning:
a) to KNOW
b) to DO
c) to LIVE TOGETHER & WITH OTHERS
d) to BE
(Delors, et al., 1996)
37 38
Let us work to create such a clean environment !
Thank YOU
39
61
THE ROLE OF GEOLOGY IN TOWN PLANNING AND ITS IMPLICATION IN

ENGINEERING PRACTICE: A CASE STUDY IN MEKELLE TOWN, NORTHERN
ETHIOPIA
Gebremedhin Berhane
Department of Earth Sciences, College of Natural and Computational Sciences, Mekelle University, P.O. Box 1202,
Mekelle, Ethiopia (gmedhin_berhane@yahoo.com).
ABSTRACT
The study was conducted to assess the index properties and characterize soils and rocks of Mekelle town
located in the northern Ethiopia having an area of 45 km2. Geological, engineering geological and
geotechnical condition of the rocks and soils was studied on the bases of field description, in-situ
geotechnical test and laboratory analysis. Four soil types were identified in the field: clay, silt, sandy
clay/silt and clayey/silty sand soils. Laboratory result revealed that moisture content of the soils ranges
from 15.8 to 40.9% for clay; 21.7 to 34.7% for silt; 6.6 to 20.5% for sandy silt/clay and 14.2 to 23% for
clayey/silty sand soils. pH and electrical conductivity of the soils vary from 7.1-8.5 and 180-1930μS/cm,
respectively. The liquid limit (LL) in percent ranges from 29-59, 50-67.4, 37.5-70.8 and almost non-plastic
to 66 for clay, silt, sandy clay/silt and clayey/silty sand, respectively. Similarly, the plasticity index in
percent (PI) of the soils ranges from 14-36.6, 13.3-37.4 and non-plastic -38.6 for clay, silt, sandy clay/silt
and clayey/silty sand soils, respectively. The shrinkage limit in percent (SL) of the soils varies from 9.3 for
clayey/silty sand to 30.9 for silt. The free swell of the soils is highly variable, from 0 to as high as 70%.
The dolerite shows variable strength from weak rock mass strength (2Mpa) to very high rock mass strength
(150Mpa); the sandstone and limestone-marl-shale intercalation show low or weak rock mass strength and
the well-bedded limestone have generally high rock mass strength (60 to 160Mpa). The main geotechnical
problems that affect design and related infrastructure development in the town are found to be presence of
expansive soil, cyclic weak and strong rock units with depth, and variable weathering profile.
Keywords: Engineering geological, Liquid limit, Mekelle, Northern Ethiopia, Rock mass, Soils.
1. INTRODUCTION
Geological information is required at all levels of planning and development from the initial identification
of a social need to the construction stage. Even after construction, further involvement may be necessary in
the form of advice on hazard monitoring, maintenance or remedial works (Bell, 2007). Mekelle town is
built-up over cyclic Mesozoic Sedimentary rocks and quaternary sediments. These materials are
characterized with great diversity of genetic types and different engineering geological behavior. Like most
civil engineering structures (such as bridge, tunnels, etc) big towns require detail knowledge of geological,
geotechnical and engineering geological properties of the foundation and the materials used for
construction. Geotechnical and engineering geological investigation and mapping mainly focus towards
understanding the interrelationships between the geological environment and the engineering situation; the
nature and relationships between the geological components, the active geodynamic processes and the
prognosis of processes likely to result from the changes being made (UNESCO, 1976). From this
perspective, investigation of soils and rocks of a town, as a material that is used to build with or on and as a
material of the environment that may act in combination with other forces of nature (geodynamic
processes) or of civilization to affect landforms, structure, and the state of our environment is extremely
important. Collapsible and alluvial soils are found causing basic difficulties in building and constructions
foundation (Vanushka Petrova and Jordan Evlogiev, 2003). The cyclic sedimentary rocks of the Mesozoic
rocks in the region are also found to be pervious and weak in strength due to various types of
discontinuities (Gebremedhin Berhane, 2010).
62
Mekelle was founded more than a century ago. The town is presently rapidly expanding. Currently many
civil engineering structures such as multistory buildings, roads, bridges, etc are under construction in the
town. However as in many towns of Ethiopia, very little is known about the soil and rock conditions or
engineering geology of the town. The only research to be mentioned is the work of Gebremedhin Berhane,
2002. Gebremedhin Berhane (2002) classified the rocks and soils of the area based on their engineering
properties in addition to geomorphological, geological, and engineering geological and geotechnical
mapping. This work was used as baseline information for the present research. In the light of the above
point the present research was aimed at assessing and evaluating the engineering geological and
geotechnical conditions of the town and to provide important engineering geological data that may help to
plan, design and maintain engineering projects.
Specifically the objectives were to:

• Asses and analyze important engineering geological and geotechnical properties of the soils and rocks
of the town useful for planning;
• Classify the soils and rocks of the town into different engineering geological properties or units;
• Produce geological and engineering geological maps of the town as a baseline for planning.
2. DESCRIPTION OF THE STUDY AREA
2.1. Location
Mekelle is the capital city and commercial center of the Tigray National Regional State in the northern
Ethiopia (Fig. 1). The town is located at 39033'E longitude and 13032'N latitude, situated in the extension of
the central highlands of Ethiopia. The altitude of Mekelle is between 1965 m and 2220m above sea level.
The town is bounded by mountain ranges in the east and north.
2.2. Geology
The first recorded geological work in the northern provinces of Ethiopia was done by Blanford (1870) cited
in Beyth (1971), who divided the Trap Volcanics of the Ethiopian highlands into two units, a lower entirely
basaltic Ashangi Series, and an upper Magdala Series which contained many intercalation’s of trachyte.
Then Dainelli and Marinelli (1912) and Merla and Minucci (1943) as cited in Beyth (1971) proposed the
transgression - regression phenomena to explain the sedimentary history of the whole of the Horn of
Africa, including Ethiopia. In 1970, Levitte studied the geology of Mekelle (Central part of Sheet ND37-
11) and he divided the rocks in the area into four major units: Basement complex, Palaeozoic - Mesozoic
Sedimentary sequence, Cenozoic Trap Volcanics and Sediments of the Ethiopian Rift. Beyth (1972) done
detail mapping of Northern Ethiopian provinces (Central and Western Tigray). According to this work the
history of the sedimentary basin in Tigray (Mekelle Outlier) began in either the Ordovician or
Carboniferous and probably ended in lower Cretaceous before the eruption of the Trap Volcanics.
The main lithologic units in the Mekelle town are Quaternary sediments, dolerite, limestone-marl-shale
intercalation, sandstone and bedded limestone (Fig. 3). Description of each of the rock units is presented
below.
2.2.1. Quaternary Sediments

These sediments consist of alluvial, colluvial deposits and residual soils. The alluvial deposit ranges in
grain-size from clay to sand with minor boulders. It is widely observed along streams and northern and
northwest of the town. It is dark to gray in color, loose to stiff and in places stratified. Colluvial deposits
are common along foot of steep slopes (east of the center of the town). The residual soils range in grain-
size from clay to sand with some inclusions of angular boulders, mainly yellowish in color, are found
in areas of gentle slopes.
63
Figure 1. Location map of Mekelle town.
2.2.2. Dolerite
It outcrops on the eastern side of the town (forming steep cliff) and near the center of the town (Fig. 3). It is
black, fine to medium grained and is characterized by spheriodial weathering. This rock unit is jointed
(vertically and horizontally). It shows differential weathering from place to place and in many localities
remnant corestones are common especially in foundation excavations.
2.2.3. Limestone-Marl-Shale Intercalation

This intercalation unit covers large part of the area forming gentle slopes. It is variegated, stratified, fine
grained, friable and laminated. The limestone layer is black and in places light yellow in color; it is
stronger than the other layers. The shale and marl layers are generally gray and light yellowish in color. In
places swarms of dolerite dykes and sills are observed. Weathering is more intensive in shale beds than
limestone beds.
2.2.4. Sandstone
It is white to light yellowish in color, friable, less cemented, bedded and weathered. On hand specimen
quartz grains are dominant, with some dark minerals. It is fine to medium grained, in places interbeds of
siltstone are observed, shows weak to fairly strong effervescence upon a drop of 10% hydrochloric acid
solution indicating the presence of calcite as cementing material.
2.2.5. Bedded Limestone

It is well bedded, black and yellowish in color, crystalline and slightly weathered. Traces of fossils and
shell fragments are observed in some hand specimens. Bed thickness is variable (1m to 3m). Thin layers of
shale and marl are found in this unit, i.e. alternating limestone and thin beds of shale and marl.
2.3. Geological Structures

The dominant structures in the Mekelle town are faults, joints and bedding planes. The faults are
interpreted from air photographs (verified in the field), while the other structures are observed and some
measurements were taken in the field. The study revealed WNW-ESE, N-S and NNE-SSW with minor E-
W striking faults (Fig. 3). Joints are other structures common in the study area. The strikes of the joints are
generally parallel to the faults of the area and seldom perpendicular. Most of the joints are vertical and
some are horizontal, parallel to bedding planes in sedimentary rocks. Fig. 2 shows Rose diagram of vertical
joints measured in the study area. Two major joint sets are observed (NNE and WNW trending) with some
other minor sets (NE and NW strike, fig. 2).
64
N,360
270 90 Num total: 114
180
Strike Direction: 15 ° classes
Figure 2. Rose diagram of joints (Gebremedhin Berhane, 2002).
3. METHODOLOGY
The research work involved a number of fieldworks in different seasons (2001- 2005 and 2008). During
these fieldworks rock and disturbed soil samples were collected and analyzed for various index and
engineering parameters. Existing geotechnical and engineering geological data were collected from
different organizations and individuals and preliminary photo-geological map were produced by photo
interpretation using stereo-pairs of panchromatic black and white aerial photographs of scale 1: 10,000
which were flown in 1994.
Continuous rock and soil descriptions, test pit excavation (up to a depth of 6m) for in-situ observations and
sample collection, and discontinuity measurements were conducted. Pocket penetrometer test and Schmidt
hammer rebound test on soil and rock respectively were carried out. Samples were analyzed in Mekelle
geotechnical laboratory according to procedures and methods proposed by American State Testing
Materials (ASTM). The rocks and soils of the town were classified on the basis of their engineering
behavior according to Unified Soil Classification Systems (USCS) and classification proposed by
International Association of Engineering Geologists (IAEG, 1981).
4. RESULTS AND DISCUSSION
4.2. Description, index properties and classification of soils

4.2.1. Lithological / Textural Description of the Soils
Even though portion of the existing buildings in Mekelle town are dominantly founded on the limestone-
marl-shale intercalation, limestone and dolerite units, large part of the town is covered by soil of up to
more than 10 m thick. The soils are lithologically grouped into clay, silt, sandy clay/silt and clayey/silty
sand soils. Clay soils are generally dark / black in color, mainly observed in the northern part of the town
and partly in the central part. The silt soils are variable in color (dark, gray and yellowish), found in the
northern and northwestern part of the town.
The sandy clay/silt soils are mainly residual in origin and found in the north and to southern part of the
town. Its color is yellowish to dark-gray. The clayey/silty sand soils have very limited area coverage, as
pockets with light gray to dark color.
65
Figure 3. Geological Map of Mekelle Town (including location of test pits and major road net works, modified
after Gebremedhin Berhane, 2002).
4.2.2. Natural Moisture Content (NMC)

For coarse and fine-grained soils, water content can have a significant effect on the soils behavioral
properties when used for construction purposes and foundations. Moisture content affects the settlement
(consolidation) condition; shear strength and suitability of soil for compaction. Moreover, the swelling-
shrinkage condition of a particular soil is related to its moisture content and its change with time.
Consistency of a fine grained soil also depends largely on its moisture content. Samples were collected and
immediately submitted to determine natural moisture content (NMC) of soils. The result (Table 1) shows
that the clay soils have a moisture content of 15.8 – 40.9%, silt soils have 21.7 – 34.7%, sandy clay / silt
have 6.6 – 20.5 % and the clayey / silty sand soils have 14.2 –23%.
4.2.3. Electrical Conductivity (EC) and pH of Soils

Chemical tests are normally preformed on soils to ascertain whether the soil is acidic, alkaline or neutral
(Abramson et al, 1996). pH and electrical conductivity of soils of Mekelle town were analyzed in the
laboratory from extracts (Table 1). The electrical conductivity (opposite to specific electrical resistance) of
the soil is one of the most important factors in determining soil aggressiveness. As the electrical
conductivity of a soil increases its aggressiveness increases (Abramson et al, 1996). Soil pH varies from
7.1 (about neutral) to 8.5 (alkaline). This shows that further chemical tests will be important in design and
66
planning of engineering structures in the alkaline soil. The EC value of the soils was found to vary from
190 to 1930 μS /cm. The value is generally high signifying its corrosive nature.
Table 1. Natural Moisture content, pH, electrical conductivity and percent dispersion of soils of Mekelle town
Pit Depth Lithologic type Moisture content pH EC Percent
(m) (percent) (μS/ cm) dispersion
TP1 1.5 24.3 8.5 250
TP4 1.0 24.9 8.2 180
TP8 2.0 Clay soils 40.9 7.4 900
TP9 3.0 15.8 0.016
TP11 1.5 18.3 0.013
TP3 0.5 34.7 7.1 1930
TP3 3.0 Silt soils 27.9 7.3 1840
TP6 2.4 21.7 7.6 530
TP2 0.5 20.5 7.7 190
TP10 1.5 9.95
TP12 1.5 Sandy clay/silt soils 6.6 14.33
TP12 4.0 10.4
TP13 2.0 10.6 55.03
TP14 2.0 14.7
TP5 2.0 15.3 7.8 250
TP6 1.4 Clayey /silty sand soils 23 7.5 900
TP13 1.2 14.2
4.2.4. Dispersion of Soils

Dispersive clays are those, which deflocculates or disintegrate when exposed to water. Dispersive clay
soils are identified by various methods. In this work the double hydrometer method was adopted. It is
similar to the normal hydrometer test, except that neither mechanical agitation nor chemical dispersing
agent is applied in this method. The percent dispersion of soils is the ratio of percent passing 5μm size
without applying dispersing agents and percent passing 5μm by applying dispersing agents.
When the percent dispersion is nearly 100% it indicates a completely dispersive soil. In general dispersive
clays are highly erosive, have high shrink-swell potential and have low permeability in an intact state.
Dispersive soils are troublesome in terms of slope stability (in natural slopes and embankments); the
underlying soil mass of the slope often suffers from internal erosion when subject to localized seepage
zones. From the results (Table 1) of the test the soils seems non-dispersive.
4.2.5. Grain-size Analysis
Two methods were used to find the particle-size distribution of the soil samples: sieve analysis, for particle
sizes larger than 0.075 mm (No. 200) in diameter; and hydrometer analysis for particle-sizes smaller than
0.075 mm in diameter. During hydrometer analysis sodium hexametaphosphate (NaPO3) or Calgon was
used as a dispersion agent, and all analysis was determined based on ASTM (D 421 & 422) procedure.
The results of grain-size analysis are presented in Table 4.3. The diameter or size range is adopted from
ASTM as follows: >4.75 mm (No.4) gravel; 4.75 – 0.075 mm (No.200) sand; 0.075 – 0.002 mm silt and <
0.002 mm clay.
67
Table 2. Specific gravity and grain-size analysis results of the soils of Mekelle town area
Pit Depth (m) Lithologic type Specific Gravel Sand Silt Clay Origin
gravity
(%)
TP1 0.2 -1.5 2.70 0 13 58 29 Residual
TP4 0.15 -1.0 2.84 0 14 66 20 Residual
TP8 0.3 -2.0 Clay soils 2.45 0 13 60 27 Alluvial
TP9 0.3 -3.0 2.70 0 10 46 44 Alluvial
TP11 0.2 -1.5 2.75 0 14 36 50 Residual
TP3 0.2 -0.5 2.51 0 11 45 44 Alluvial
TP3 1.0 -3.0 Silt soils 2.51 0 12 56 22 Alluvial
TP6 1.4 -2.4 2.60 0 25 33 42 Residual
TP2 0.1 -0.5 2.71 0 28 40 32 Residual
TP10 1.0 -1.5 2.70 0 38 16 30 Alluvial
TP12 0.2 -1.5 Sandy clay/ silt 2.70 0 34 40 26 Alluvial
TP12 1.5 -4.0 soils 2.75 0 18 39 43 Alluvial
TP13 1.2 -2.0 2.70 0 34 38 28 Alluvial
TP5 1.0 -2.0 2.90 2 73 16 8 Alluvial
TP6 0.2 -1.4 clayey/silty sand 2.51 0 51 13 36 Residual
TP13 0.2 -1.2 soils 2.65 3 62 23 12 Alluvial
4.2.6. Atterberg (consistency) Limits and Plasticity Index

The consistency of a fine-grained soil is the physical state in which it exists; it is related to a larger extent
to water content. Consistency denotes degree of firmness of the soil that is indicated by tests in the field as
soft, firm, stiff or hard. Even though it is not possible to interpret the Atterberg limits and plasticity
characteristics in fundamental terms, these parameters are of great practical use as index properties of
cohesive soils. The engineering properties (uses) of fine-grained soils are generally related to these index
properties. The more plastic a soil means the more compressible, higher shrinkage-swell potential and the
lower is its permeability will be (Abramson et al, 1996).
The Atterberg limit of selected soil samples was determined in the laboratory (Table 3). From the results of
plastic (PL) and liquid limit (LL) plasticity index (PI) of the soils was calculated. Plastic index is important
in classifying fine-grained soils and is fundamental to the Casagrande plasticity chart. The larger the
plasticity index, the greater will be the engineering problems associated with using the soil as an
engineering material, such as foundation support for residential building and road sub grades (Bowles,
1992).
The clay soils have LL: 29 – 59%, silt soils 50 – 67.4%, sandy clay / silt soils 37.5 – 70.7% and fine
fraction of clayey/ silty sand soils non-plastic to 66%. The PL of these soils ranges 15 – 25.9%, 30.2 –
37.9%, 22.3 – 33.4% and non- plastic to 27.4% respectively (Table 3). Most of the soils of the study area
fall in intermediate to high plasticity type, except some of the clayey / silty sand soils which fall in soils of
low plasticity type. Comparison of the LL and PL with the NMC (Table 1) shows that most of the clays
were in plastic phase, while others were in semisolid or solid state (their NMC were below their plastic
limit at the time of sampling). The PI of clay soils ranges from 14 to 36.5 %; silt soils 12.1 to 32.6%; sandy
clay / silt soils 13.3 to 37.4% and clayey/silty sand soils non-plastic to 38.6%, respectively.
According to description of plasticity of fine soils in terms of range of plasticity index given by IAEG
(1983), the clay, sandy clay/silty and clayey/silty sand soils are moderately to extremely plastic and the
silty soils are moderately to highly plastic type. In general, most of the plasticity values of the soils of
Mekelle town fall in the highly plastic range (17-35%).
68
Table 3. Consistency limits, plasticity index values and activity of

the soils of Mekelle town
Pit Depth Lithologi LL PL PI Activ
(m) c type ity
(%)
TP1 02 -1.5 29 15.05 13.95 0.481 A CTIVE NORM A L
TP4 0.15 -1.0 40 21.5 18.5 0.925 SOILS SOILS
TP8 0.3 -2.0 Clay 54.5 25.85 28.65 1.061
TP9 0.3 -3.0 soils 59 22.85 36.51 0.83
TP11 0.2 -1.5 40.8 22.3 25.70 0.514
TP3 0.2 -0.5 67.4 34.85 32.55 0.74
TP3 1.0 -3.0 Silt soils 50 37.94 12.06 0.548 INA CTIVE
TP6 1.4 -2.4 52 30.18 21.82 0.52 SOILS
TP2 0.1 -0.5 55.5 23.9 31.60 0.988
TP10 1.0 -1.5 37.8 24.25 13.55 0.452
TP12 0.2 -1.5 Sandy 45.41 22.85 22.56 0.868
TP12 1.5 -4.0 clay/ silt 48 22.3 25.70 0.598 Figure 4. Plot of soils of Mekelle town on
TP13 1.2 -2.0 soils 70.75 33.4 37.35 1.334 activity chart.
TP5 1.0 -2.0 Clayey 21 16 5
TP6 0.2 -1.4 /silty 66 27.36 38.64 1.073
TP13 0.2 -1.2 sand 28.5 20.23 8.27 0.689
TP14 0.5 – 2.0 soils 34.37 18.52 15.85
4.2.7. Activity of the soils

The activity of the soils of Mekelle town was determined from consistency limit tests and grain-size
analysis (Table 3). In geotechnical work the term activity indicates the percentage of clay in the fraction of
soil used for Atterberg limits and the potential swell and shrinkage (volume change) of a soil, with larger
values indicating an increasing potential. Skempton (1953) cited in Bell (1983) suggested three classes of
activity (active, normal and inactive, Fig. 4). Kaolinitic and illitic clays are usually inactive whilst
montmorillonitic clays range from inactive to active. In terms of potential expansiveness soils with activity
less than 0.75 are low, 0.75-1.25 medium and those with greater than 1.25 are highly expansive (Fig.4).
4.2.8. Shrinkage Limit (SL)

The shrinkage limit of soils of the study area was determined in laboratory (ASTM D-427). The shrinkage
parameters frequently used in soil engineering, shrinkage index and shrinkage ratio, were also calculated
from the laboratory results. Liquidity index (LI) of the soils (the nearness of its water content to its LL) and
consistency index (CI) (firmness of a soil), were also calculated from results of LL, PL and NMC (Table
4).
4.2.9. Free Swell

Free swell tests consists of placing a known volume of dry soil in water and noting the swelled volume
after the material settles, without any surcharge, to the bottom of a graduated cylinder. The difference
between the final and initial volume, expressed as a percentage of initial volume, is the free swell value
(Chen, 1975). Results of free swell tests of the soils of the study area are presented in Table 4.
According to Holtz (1956) cited in Bell (1983) soils having free swell value as high as 100% can cause
considerable damage to lightly loaded structures, and soils having free swell value below 50% seldom
exhibit appreciable volume change even under very light loadings. The free swell values of the soils of the
study area vary from 0 to 70% (Table 5). There are many samples with free swell of greater or equal to
50%. Hence, considerable attention should be given in foundation design even for light structures on such
soils (TP-3, 6, 9, 10, 11, 13 and 12) because their value shows expansiveness property.
69
Table 4. Summary of shrinkage limit results and calculated shrinkage indexes and ratio
Pit Depth (m) Lithologic Shrinkage Shrinkage Shrinkage Liquidity Consistency
type limit Index ratio index (LI) Index (CI)
(%)
TP1 02 -1.5 10 5.05 0.6631 0.3369
TP4 0.15 -1.0 19.23 2.27 1.63 0.1838 0.8162
TP8 0.3 -2.0 Clay soils 8.69 17.16 1.92 0.5253 0.475
TP9 0.3 -3.0 20.41 2.44 1.75 -0.195 1.195
TP11 0.2 -1.5 15 7.3 1.45 -0.216 1.216
TP3 0.2 -0.5 12.76 22.09 2.04 -0.005 1.005
TP3 1.0 -3.0 Silt soils 30.95 6.99 1.35 -0.833 1.833
TP6 1.4 -2.4 22.78 7.4 1.25 -0.388 1.388
TP2 0.1 -0.5 Sandy clay/ 15.55 8.35 1.88 -0.1076 1.1076
TP10 1.0 -1.5 silt soils -1.0554 2.0554
TP12 0.2 -1.5 11.11 11.74 1.93 -0.7203 1.7203
TP12 1.5 -4.0 0.016 22.28 2 -0.4630 1.4630
TP13 1.2 -2.0 20.33 13.07 1.84 -0.61 1.61
TP5 1.0 -2.0 1.76
TP6 0.2 -1.4 Clayey /silty 9.3 18.06 1.87 -0.113 1.113
TP13 0.2 -1.2 sand soils 13.33 6.9 1.97 -0.729 1.729
TP14 0.5 - 2.0 7.26 11.26 1.96 -0.241 1.241
4.2.10. Classification of soils

Approximate assessment of the engineering properties of soils can be obtained from the index properties
after appropriate classification is made. From geotechnical or engineering geological point of view, the
classification of soil may be done with the objective of finding the suitability of the soil for construction of
structures or foundations. Such a classification should provide some guide to the engineering performance
of the soil type and should provide a means by which soils can be identified quickly (ISRM, 1981).
In this research the Unified Soil Classification System (USCS) and classification system proposed by
IAEG (1981) which is a modified form of the Unified Soil Classification (USC) and the British Soil
Classification for engineering purposes (BSCS) were employed. The USCS is based on both grain size
(after excluding boulders and cobbles) and plasticity properties of the soil and is applicable to many uses.
The soils are broadly classified into two categories, coarse-grained, if more than 50% of the soil is retained
on No. 200 (0.075mm) sieve and fine-grained, if more than 50 % passes No. 200 sieve. The coarse-grained
soils are further subdivided based on PI and LL (Fig. 5 and Table 6).
The classification system proposed by IAEG (1981) is also based on grading and plasticity of soils.
Grading and plasticity are divided into a number of clearly defined ranges, each of which may be referred
to by a descriptive name and letter (Fig. 6 and Table 7).
70
Table 5. Free swell values of the soils of Mekelle town

Pit Depth (m) Lithologic type Free swell (%)
TP1 02 -1.5 20
TP4 0.15 -1.0 30
TP7 0.2 -2.0 40
TP8 0.3 -2.0 Clay soils 70
TP9 0.3 -3.0 70
TP11 0.2 -1.5 40
AF5 1.4 60
AF23 1.5 60
AF29 1.3 Silt soils 60
TP3 0.2 -0.5 20
TP3 1.0 -3.0 Sandy clay/ silt 50
TP6 1.4 -2.4 soils 50
AF5 2.50 40
AF13 1.0 70
TP2 0.1 -0.5 20
TP10 1.0 -1.5 55
TP12 0.2 -1.5 Clayey /silty 40
TP12 1.5 -4.0 sand soils 50
TP13 1.2 -2.0 25 Figure 5. Plot of soils of Mekelle town on Casagrade
AF24 2.5 40 plasticity chart.
AF29 2.5 30
TP5 1.0 -2.0 Clayey/ silty 0
TP6 0.2 -1.4 sand 65
TP13 0.2 -1.2 20
TP14 0.5 - 2.0 20
4.3. Description and Classification of Rocks
Description is the initial step in an engineering geological investigation of rock masses. In view of this,
description of rocks of Mekelle town area was carried out according to descriptive schemes proposed by
IAEG (1981).
4.3.1. Dolerite
Outcrop of dolerite in the town is mainly dominant in the central and eastern part. This rock unit has
variable properties that resulted from degree of discontinuity and weathering. This rock unit is classified
into highly weathered weak dolerite (low mass strength), moderately weathered strong dolerite (medium
mass strength) and fresh to slightly weathered strong dolerite (high mass strength).
A. Highly weathered, Weak Dolerite (low mass strength): This rock is found along the eastern side
of the town and the central part of the town. It is dark greenish, medium to coarse grained, and
moderately to highly weathered. The material strength was estimated in the field and varies from 2
to 20 MPa. Joints of WNW (2750, 2850 and 2900) strike are common, in places NNE strike joints
are observed. The joints are in general vertical and the spacing varies from 4 to 20cm. Joint
surfaces are planar and rough, and very narrow to moderately narrow aperture. Clay, calcite and
silica are common infill materials. Joints were dry during the time of investigation (February 2002
and January 2004).
B. Moderately Weathered, Medium Strong Dolerite (medium mass strength): This rock is
slightly stronger than the above subunit, mainly found along the eastern part and along the central
part of the town (Fig. 7). It is dark-greenish in color; medium to coarse grained and moderately
weathered. The strength of the rock varies between 13 to 45 MPa. Two sets (WNW and NNE and
random joints are dominant which are vertical and medium to widely spaced. The joint surfaces for
the systematic once, is planar and rough. The separation or aperture is variable and ranges from
71
very narrow to moderately narrow. Clay and calcite are the common infill materials, occasionally
silica veins are observed.
C. Fresh to slightly weathered, Strong Dolerite (high mass strength): this engineering
geological subunit forms steep cliff in the eastern side of the town. The rock material strength
varies from 45 to 150 MPa. Two sets of joints are dominant; WNW and NNE. In places
columnar joints are observed. The joint wall or surface is planar and smooth, and the aperture
varies from tight to narrow.
Table 6.Classification of soils of Mekelle town area based on USCS

Pit/ Depth (m) Lithologic G* Sand Silt Clay LL PI USCS classification
BH type (%) (%) S** Soil name
TP1 02 -1.5 0 13 58 29 29 14 CL Lean clay
TP4 0.15 –1.0 0 14 66 20 40 19 CL Lean clay
TP8 0.3 -2.0 0 13 60 27 55 29 CH Fat clay
TP9 0.3 -3.0 Clay soils 0 10 46 44 59 37 CH Fat clay
TP11 0.2 -1.5 0 14 36 50 41 26 CL Lean clay
AF5 1.4 0 8 42 50 51 26 CH Fat clay
MS 3.8 0 6 39 55 81 40 CH Fat clay
MS2 1.9 0 12 46 42 59 31 CH Fat clay
TP3 0.2 -0.5 0 11 45 44 67 33 MH Elastic silt
TP3 1.0 -3.0 0 12 56 22 50 12 MH Elastic silt
TP6 1.4 -2.4 Silt soils 0 25 33 42 52 22 MH Elastic silt with sand
MS4 5.6 0 8 44 48 71 35 MH Elastic silt
MS2 5.3 0 9 52 39 67 31 MH Elastic silt
TP2 0.1 -0.5 0 28 40 32 56 32 CH Clay with sand
TP10 1.0 -1.5 Sandy 0 38 16 30 38 14 CL Sandy lean clay
TP12 0.2 -1.5 clay/ silt 0 34 40 26 45 23 CL Sandy lean clay
TP12 1.5 -4.0 soils 0 18 39 43 48 26 CL Lean clay with sand
TP13 1.2 -2.0 0 34 38 28 71 37 CH Sandy fat clay
AF5 2.5 0 21 47 32 43 18 CL Lean clay with sand
AF13 2.5 0 28 52 18 41 18 CL Lean clay with sand
AF24 2.5 0 30 48 22 40 13 ML Sandy silt
TP5 1.0 -2.0 Clayey / 2 73 16 8 21 5 SC- Silty, clayey sand
silty sand SM
TP6 0.2 -1.4 soils 0 51 13 36 66 39 SC Clayey sand
TP13 0.2 -1.2 3 62 23 12 29 8 SC Clayey sand
AF29 2.5 0 67 24 9 36 15 SC Clayey sand
* Gravel, ** symbol.
U ( U P P E R P L A S T IC IT Y R A N G E )
H IG H V E R Y H IG H E X TR E M E L Y H IG H
IN T E R M E - P L A S T IC I TY
D IA TE
L O W (L ) ( I) (H) (V ) (E)
70 M E K E L E T OW N S O IL S
CE
CV C = C LA Y
60
M = S IL T
CH L = L OW
PLA STICITY INDEX (%)
50 H = H IG H
A - L IN E
I = IN TE R M E D IA TE
CI
ME V = V E R Y H IG H
40
E = E X TR E M E L Y H IG H
30 CL
MV
20
10
MH
CL- ML MI
ML
0
10 20 30 40 50 60 70 80 90 10 0 1 10 1 20
L IQ U ID L IM IT ( % )
Figure 6. Plots of soils of Mekelle town on plasticity chart based on IAEG [6].
72
Table 7. Classification of soils of Mekelle town area based on IAEG [6]

Pit/ Depth (m) Lithologic G* Sand Silt Clay LL PI IAEG (1981)
BH type (%) (%) S** Soil name
TP1 02 -1.5 0 13 58 29 29 14 CL CLAY of low plasticity
TP4 0.15 -1.0 0 14 66 20 40 19 CI CLAY, of intermediate plasticity
TP8 0.3 -2.0 0 13 60 27 55 29 CH CLAY of high plasticity
TP9 0.3 -3.0 Clay soils 0 10 46 44 59 37 CH CLAY, of high plasticity
TP11 0.2 -1.5 0 14 36 50 41 26 CI CLAY of intermediate plasticity
AF5 1.4 0 8 42 50 51 26 CH CLAY of high plasticity
MS 3.8 0 6 39 55 81 40 CV CLAY of very high plasticity
MS2 1.9 0 12 46 42 59 31 CH CLAY of high plasticity
TP3 0.2 -0.5 0 11 45 44 67 33 MH SILT of high plasticity
TP3 1.0 -3.0 0 12 56 22 50 12 MH SILT of high plasticity
TP6 1.4 -2.4 Silt soils 0 25 33 42 52 22 MH SILT of high plasticity
MS4 5.6 0 8 44 48 71 35 MV SILT of very high plasticity
MS2 5.3 0 9 52 39 67 31 MH SILT of high plasticity
TP2 0.1 -0.5 0 28 40 32 56 32 CH CLAY of high plasticity
TP10 1.0 -1.5 Sandy clay/ 0 38 16 30 38 14 CS CLAY, sandy, of low plasticity
silt soils (CLS)
TP12 0.2 -1.5 0 34 40 26 45 23 CS CLAY, sandy, of low plasticity
(CLS)
TP12 1.5 -4.0 0 18 39 43 48 26 C (CI) CLAY, sandy, of intermediate
plasticity
TP13 1.2 -2.0 0 34 38 28 71 37 CS CLAY, sandy, of very high plasticity
(CLS)
AF5 2.5 0 21 47 32 43 18 C CLAY of intermediate plasticity
(CI)
AF13 2.5 0 28 52 18 41 18 C (CI) CLAY of intermediate plasticity
AF24 2.5 0 30 48 22 40 13 M SILT of low plasticity
(ML)
TP5 1.0 -2.0 Clayey / 2 73 16 8 21 5 SM SAND, silty, of low plasticity
silty sand (SML)
TP6 0.2 –1.4 soils 0 51 13 36 66 39 SC SAND, clay, of high plasticity
(SCH)
TP13 0.2 -1.2 3 62 23 12 29 8 SC SAND, clayey, of low plasticity
(SCL)
AF29 2.5 0 67 24 9 36 15 CS CLAY, sandy, of intermediate
(CLS) plasticity
4.3.2. Moderately weathered, Weak Sandstone

It covers limited area in the southern side of the town. It is friable and less cemented. It is whitish to light
yellowish in color, medium to coarse grained and slightly to moderately weathered. Its rock material
strength is weak, estimated about 105 MPa. Three sets of joints (2850, 0200 and 0850 strike) are dominant.
The WNW strike joints are closely spaced while the other two sets are widely spaced, but all the joints are
vertical. The joint wall or surface is planar and rough and the aperture varies from tight to moderately wide
(0 to 2.5 cm). Calcite and silica are observed as infill material. It is horizontally bedded with bed thickness
up to 0.5m.
4.3.3. Moderately to Highly Weathered, Weak Limestone-Marl-Shale Intercalation

Though the strength of each layer varies from weak (shale) to strong (limestone), it is considered as weak
engineering geological unit or rock with low mass strength. It is variegated (gray, yellowish, dark brown,
etc), crystalline and slightly to highly weathered. The intact rock strength is variable, from very weak for
shale to strong for limestone. Three vertical joint sets (3200, 0450 and 3600) and horizontal joint are
observed in this intercalation unit. The joint surfaces or wall is generally planar and rough, and tight to
moderately narrow aperture (0-3 cm). The spacing of the systematic joint set is on average 0.5 to 1.5 m.
This intercalation unit is horizontally to sub-horizontally bedded with bed thickness of 0.2 to 1.5 m. In
places the beds are inclined in different direction due to the intrusion of dolerite.
73
4.3.4. Slightly Weathered, Strong Limestone (high mass strength)

This rock covers limited area, mainly outcrop along streams. It is black and in places light yellowish in
color, finely crystalline and fresh to slightly weathered. The rock material strength ranges from 62 to 160
MPa. Three vertical joint sets (3200, 0450 and 3600) and horizontal joint parallel to bedding planes are the
dominant. The joint surface or wall is planar and rough to smooth, and the aperture varies from tight (for
horizontal joints) to 5 cm (for vertical joints). The vertical joints are widely spaced (0.5 to 2.5 m). This
limestone unit is bedded; in most places horizontal and bed thickness reaches up to 1 m.
In addition to the above-mentioned joints or discontinuities in the most engineering geological units large
fractures or faults and intrusions of dolerite also affects the rock mass strength (Fig. 3 and 7) and the
presence of most of joints are reflections of these large structures. The strike of most of the joints is almost
the same to the strike of large structures or faults. Based on the description of the soils and rocks from field
and laboratory data, delineation of engineering geological units was made to produce an engineering
geological map for the town with appropriate legend which signifies the engineering behavior of each unit
(Fig. 7). In addition to the above-mentioned joints or discontinuities in the most engineering geological
units large fractures or faults and intrusions of dolerite also affects the rock mass strength (Fig. 3 and 7)
and the presence of most of joints are reflections of these large structures. The strike of most of the joints is
almost the same to the strike of large structures or faults. Based on the description of the soils and rocks
from field and laboratory data, delineation of engineering geological units was made to produce an
engineering geological map for the town with appropriate legend which signifies the engineering behavior
of each unit (Fig. 7).
5. CONCLUSIONS AND RECOMMENDATIONS
5.1. Conclusions
Four lithological /soil types were identified: clay, silt, sandy clay/silt and clayey/silty sand soils. The
moisture content varies from 15.8-40.9% for clay; 21.7-34.7% for silt; 6.6-20.5% for sandy silt/clay and
14.2-23% for clayey/silty sand soils. Grain size analyses of the soils indicate that most of the soils of the
town are composed of fine fractions.
Liquid limit of the soils varies from 29-59% for clay; 50-67.4% for silt; 37.5-70.8% for sandy clay/silt and
non-plastic to 66% for clayey/silty sand soils. Similarly the plasticity index of the soils varies from 14-
36.6% for clay; 12-32.6% for silt; 13.3-37.4% for sandy clay/silt and non-plastic to 38.6% for clayey/silty
sand soils. Hence, the soils are generally moderately plastic to extremely plastic. Based on liquid limit the
plasticity of the soils varies from low to extremely high. The consistency index of most soils is above unity
and their liquidity index is below zero, indicating the swelling behavior of most of the soils in the area. The
free swell of the soils of the area is highly variable from 0 to as high as 70%, indicating the potentially
expansive behavior and needs considerable attention in design of even light engineering structures.
Classification of soils and rocks of the town was also carried out. Based on USC system the clay soils fall
in CL (inorganic clays of low to medium plasticity, silty clays and lean clays) and CH (fat clays) type; silt
soils in MH (inorganic silts, elastic silts); sandy clay/silt soils fall in CH, CL and ML (inorganic silts, very
fine sand, rock flour, silty or clayey fine sands) and the clayey/silty sand soils fall in SC (clayey sand,
sandy clay mixtures) and SC-SM (silty clayey sand soils) type. The lithological field description and
classifications made are generally in agreement with laboratory results. The potential expansion behavior
or swelling nature of the soils is found to be low to very high and about 50% of the soil samples
show medium to high degree of expansion.
74
Figure 7. Engineering geological map of Mekelle town.
Classification of rocks was made by considering lithologic units as main groups and by considering factors
or parameters, which affect the engineering property of the rock; some of the main units are classified into
engineering geological subunits. These units and subunits are dolerite (with subunits: highly weathered
weak dolerite, moderately weathered medium strong dolerite and fresh to slightly weathered strong
dolerite), moderately weathered weak sandstone, moderately to highly weathered weak limestone-marl-
shale intercalation and slightly weathered strong limestone.
5.2. Recommendations
Potentially expansive soils were identified in the town in many places. Hence, care should be taken in
constructing civil engineering structures on such type of soils. Moreover, expansive soils in the town were
found to cause failure of roads, buildings, drainage pipes and culverts. In such areas proper investigation
75
before design and close quality control during construction is very crucial to minimize unnecessary cost
and failure of infrastructures. Expansive soils are difficult to use in the construction of highway,
lightweight structures, construction of subsurface drainage by concrete pipes, etc due to their swelling
nature. Hence, removing part of the expansive soil (moisture variation ranges 3 to 4 m) or lowering the
foundation deeper than normally used for stable soils is recommended. Further, detailed study on
expansive soils (areal distributions and mineralogical composition) and engineering properties, like
swelling potential, consolidation characteristics, rock mass properties, are also recommended.
5. ACKNOWLEDGMENTS
The author highly acknowledges the Ethiopian Ministry of Science and Technology for providing the
partial grant for the research and the Department of Earth Sciences of Mekelle University is also highly
appreciated for providing logistic support. The support extended by CO-SAERT geotechnical laboratory
for analyzing soil samples is duly acknowledged.
REFERENCES
Abramson, L.W., Lee, J.S., Sharma, S. and Boyce, G. M. (1996). Slope Stability and Stabilization
Methods. John Wiley and Sons, Inc., New York, 629 pp.
Bell, F.G. (2007). Engineering Geology 2nd ed. Elsevier Ltd. UK, 581 pp.
Bell, F. G. (1983). Fundamentals of Engineering Geology. Butterworth and Co. Ltd., London, 648 pp.
Beyth, M. (1971). The geology of central and western Tigray. Unpub. Report, EIGS, Addis Ababa.
Beyth, M. (1972). A Contribution to the Geology of Central – Western Tigray. Unpub. Report,
Bonn.Company, Boston, 712 pp.
Bowles, J. E. (1992). Engineering properties of Soils and their measurement 4th ed. McGraw-Hill, Inc.,
USA, 241 pp.
Chen, F. H. (1975). Foundations on Expansive Soils: Developments in Geotechnical Engineering. Vol. 12,
Elsevier Scientific Publishing Comp., The Netherlands, 280 pp.
Ethiopian Mapping Agency (1981). Atlas of Ethiopia. Ethiopian Mapping Agency, Addis Ababa, Ethiopia.
Gebremedhin Berhane. (2002). Engineering Geological Investigation of Mekelle area, Tigray, Northern
Ethiopia. Unpub. M.Sc. Thesis, Addis Ababa University, Addis Ababa, 163 pp.
Gebremedhin Berhane (2010). Geological, geophysical and engineering geological investigation of leaky
Micro-dam in the Northern Ethiopia. Agricultural Engineering International: the CIGR Journal.
Manuscript No. 1346, Vol. XII.
IAEG. (1981). Rock and Soil Description and Classification for Engineering Geological Mapping: Report
by IAEG Commission on Engineering Geological Mapping. Bull. Int. Assoc. Eng. Geol., 24, PP
235-274.
ISRM (1981). Rock Characterization Testing and Monitoring. Pergamon Press Ltd., Great Britain.
Levitte, D. (1970). The Geology of Mekelle (Report on the Geology of the central part of sheet
ND 37-11). Geological Survey of Ethiopia, Addis Ababa.
Tesfaye Cherent. (1993). Hydrogeology of Ethiopia and water resource development. EIGS, Addis Ababa.
UNESCO. (1976). Engineering Geological Maps: A guide to their Preparation. The UNESCO Press,
Switzerland, 76pp.
Vanushka Petrova and Jordan Evlogiev (2003). Engineering - geological conditions of the town of silistra.
Geology and Geophysics, part І, vol. 46, Sofia, рр.287-293.
76
7th Ethiopian Geosciences and Mineral Engineering Association (EGMEA) Congress, 27-28 August 2010. Geoscience
EAST AFRICAN RIFT AND ITS FLOOD VOLCANISM: A natural laboratory for earth
sciences studies
Kurkura Kabeto, Mirutse Hagos, Kassa Amare, Mitiku Haile, Solomon G/Selassie, Tesfamichael
G/Yohannes, Kifle WoldeAregay, Dessie Nedaw, Nata Tadesse, Nageshwar Dubey and Konka
Bheemalingeswara
Mekelle University, P.O. Box 231, Mekelle, Ethiopia
ABSTRACT
Evolution of east African rift and their associated magmatism is related to earth dynamism at a global scale,
as the Afar and Kenyan plumes impinge on the bases of their continental lithosphere. The significance of
continental rifts can be viewed as: 1) it is one of the two fundamental processes that affect the continents, the
other being collision; 2) it causes modification and evolution of the continental lithosphere by adding material
and also recycling the material back into the convecting mantle; 3) it provides a window through magmatism,
to know the physico-chemical state of the mantle, using lavas and xenoliths; 4) it is a zone prone for natural
hazards such as earthquake and volcanism; 5) it may be a site for rich palaeontological record i.e. East
African Rift Valley with hominid fossils; and 6) it is also a treasure for variety of natural resources. One
hundred and twenty four years have passed since J.W. Gregory (1896), based on his study of East African
Rift, introduced the term rifting in geological literature, since then immense work has been done to
understand rifting, magmatism and associated resources. Despite availability of a relatively large chemical
and structural database for the entire East African Rift System, many aspects related to magmatism, tectonism
and associated resources still demand attention. Even the available literature particularly on rift magmatism is
of regional scale and detailed investigations on a single section of a plateau and rift are still scarce. Moreover,
our understanding on magmatism, the strength of the lithosphere and their influence on rifting/faulting
remains elusive. The East African Rift Valley and its plateau has prolific flood basalts and flood phonolites.
This volcanism not only contributes to the crustal growth but also influences global climate and mass
extinctions (Hofmann et al., 1997). The northwestern Ethiopian flood basalts are further classified into high-
Ti and low-Ti basalts by Pik et al. (1998). The low-Ti basalts form the NW part whereas the high-Ti basalts
exposed in the SE part of the northwestern Ethiopian plateau. As part of our study, we have carried out
geological mapping and analyzed rock samples from selected volcanic sequences from different areas such as
Ashange, Maychew, Aiba, Adisho, Bora, Alajie, Hewane, Hagerselam, Adigrat, Adwa and Axum from
Tigray Region. This study has established six volcanic flows, referred as sequences that overlie
Neoproterozoic Basement and Paleozoic-Mesozoic Sedimentary rocks. Total thickness of these volcanic
sequences varies from 2 km at Tsibet, Maychew area (Kabeto et al., 2006; Kabeto 2010) to thin veneer at
Hewane town. Extremely alkaline variety of basalts and basanites are exposed at the base of these six
volcanic sequences (at Maychew) and gradually changes to transitional to tholeiitic composition in the upper
part of the sequences (southern and northern Tigray). The rift related magmatism has also produced dolerites
and sills in the central part of Tigray (known as Mekelle Dolerites). In Axum and Adwa areas beside
transitional to tholeiitic basalts, alkaline phonolitic and trachyte plugs are present and also dominate the
basaltic flows. Our study indicates that the compositional variation of these flows is more sequential in places
than spatial. The 2 km thick complete flood basalt sequence is exposed in Maychew and upper sequences
dominate in other areas (Hagerselam, Adigrat, Adwa and Axum). So, the imaginary line that previously
subdivided the NW Ethiopian flood basalt into high- and low-Ti f needs to be reexamined as the Adwa and
Axum basalts are of high-Ti ones. The by product of these studies has resulted in better understanding of
geology and resource identification and exploration of volcanics, sedimentary and basement rocks. It
provides an opportunity to locate potential earth resources like precious minerals, base metals, industrial
minerals and rocks in the rift valley and its surroundings.
77
Aim of presentation
To
THANKS TO ALL Participate in the 7th EGEMA congress
and present
East African Rift and its flood volcanism:
AND ORGANIZERS OF THE 7th
EGMEA CONGRESS A natural laboratory for earth sciences
“Geoscience Education in Ethiopia: /resources studies
Opportunities and Challenges” BY
Kurkura Kabeto, Mirutse Hagos, Kassa Amare, Mitiku Haile, Solomon G/Silassie,
Tesfamichael G/Yohannes, Kifle WoldeAregay, Dessie Nedaw, Nata Tadesse,
Nageshwar Dubey and Konka Bheemalingeswara, Mekelle University, P.O. Box
231, Mekelle, Ethiopia
2
Content INTRODUCTION
z Rifting and rift system
z One hundred and twenty four years have
z The significance of continental rifts
passed since J.W. Gregory (1896), based on
z What to be studied in great depth his study of East African Rift, introduced the
z F d
Fundamentalt l issues
i off interest
i t t (Academic)
(A d i ) term rifting in geological literature
literature, and
on “East African Rift system” and flood
basalt z Since then immense work has been done to
z Natural resources understand rifting, magmatism and
z Human root associated resources.
3 4
WHAT IS CONTINENTAL Artist's cross section illustrating the main types of plate boundaries
RIFTING & RIFT SYSTEM? East African Rift Zone is a good example of a continental rift zone.
z Is an elongated tectonic depression associated

with which the entire lithosphere has been
modified in extension
z A rift system is also defined as tectonically

interconnected series of rift (Olsen, 1996)
5 6
78
Figure (below) shows the stages in the development 1. The significance of continental
of a volcanic passive margin based on studies of the rifts can be viewed as:
East African Rift system (Ebinger, 2005).
1) One of the two fundamental processes that affect continents, the other being
collision;
2) The one which causes modification and evolution of the continental lithosphere
by adding material and also recycling the material back into the convecting
mantle;
3) That provides a window through magmatism, to know the physico-chemical
state of the mantle,, usingg basaltic-picritic
p lavas and xenoliths;;
4) The zone prone for natural hazards such as earthquake and volcanism;
The East African Rift Valley and its plateau has prolific flood basalts and
flood Phonolites.
This volcanism not only contributes to the crustal growth but also influences
global climate and mass extinctions (Hofmann et al., 1997).
5) A site for rich paleontological record i.e. East African Rift Valley with
hominid fossils; and
6) A treasure for variety of natural resources and etc
HENCE,
we are eager to study continental rifts and have benefits from the rifts and the
7 8
flood volcanism
Through Rifting and volcanism

WHAT IS MISSING/To be studied
and related studies we will have a chance to know in great depth
about?
Despite availability of a relatively large chemical and
structural database for the entire East African Rift System,
many aspects related to:
z Even the available literature particularly on rift and plateau
magmatism is of regional scale and detailed investigations
on a single
i l section
ti off a plateau
l t and d rift
ift are still
till scarce
z Moreover, our understanding on magmatism, the strength of
the lithosphere, structure and their influence on
rifting/faulting remains elusive
z Resources associated with rift and flood magmatism rarely
studied
z Related Geohazards with rifting and volcanism is at its
infancy
9
z Many more (……) 10
How exposure to different parts of Ethiopian geology helps

2 Fundamental issues of interest (Academic) on
“East African Rift system” and my interest
S M
2.1 Models on rifting TD Places
2.2 Influence of basement structures on rift structures M where
I used
and volcanism
to
2.3 Mantle source variations in rift and flood basalts Map
Asthenospheric (plume) and lithospheric mantle sources T
Mantle-crust interactions B
2.4 Ni-Cu-PGE mineralization and industrial minerals and
rocks associated with rift volcanics and flood basalts
2.5 How to use effectively the data available to teaching- B K AMW
learning of Geoscience Courses in Ethiopia Y
11 12
79
EAST AFRICAN RIFT Models on rifting
Passive and Active Rifting Model
z They are “passive”, stress-induced, and “active”,
mantle plume driven rifting models that
governing the evolution of rifts and volcanism.
z However,
However these two models are controversial and
still not justified, but geoscientist believe that
mantle plume exists beneath the rift and this
controls the development of the rift and volcanism
(White and McKenzie, 1989).
z Further, it is suggested that passive and active
mechanisms of rifting are closely interrelated
13 14
(Basement rocks and) Lithospheric age/extension

influence on intra-plate magmatism,
Influence of basement structures on rift Volume & composition
structures and volcanism
z As basement rocks influence the volume,

composition and evolution of volcanic rocks
(e.g., Rogers et al., 2000), basement weak zones
are also important structures that controls the
development of rift faulting and its trend.
15 16
Synoptical view of major basement

shear zones and rift faults
Red
Sea Gulf of 18ºN
GSS Aden
N WESS Afar
DDSZ
Me
G
rda
Surma MER
F
au
9ºN
lt
Aswa Genale shear zone

Fincha shear zone
Surupa-Moyale
Kenyan
Rift Major rift fault zone
Other regional lineament
TRM Major Precambrian weak
zone
Zambesi 18ºS
36ºS
km
0 500
30ºE 35ºE 40ºE 45ºE 50ºE
1. Basement structures are different from N-S, & parallel, oblique & orthogonal
to the rift faults; their control (depending to the regional stress condition) is
very likely.
2. N-S, NW-SE and NE-SW trending basement planar fabrics including shear
zones are well documented in and around the Western and Eastern rifts of East
17 African Rift System (e.g., Kabeto and Sawada, 1999; references therein). 18
80
Kenyan Rift (Margin-Center)
Mantle source variations
Petrogenetic study of rift volcanics Tirr Tirr
Plateau 4-3 Ma
A
Initiation of study for the Kenyan and Ethiopian volcanics, A
960-550 Ma
15-10 Ma
z Samples, data on geological mapping, age dating, & XRF Nachola

mafic
f rock chemistryy were available Suguta
7-5 Ma
20-15 Ma
z The need for Sr-Nd-Pb-Hf isotope data on volcanics Valley Alluvium and terrace deposits
QUATER-
z To see compositional variations in space (margin-center) and Basalt
NARY
2-0.1 Diatomite and gravels
time (20-0.1Ma) Ma Tirr Tirr Fm PLIOCENE

Kongia Fm
MIOCENE
Samburu Hills
z Published results are Kabeto et al. 2001a & b; Kabeto et al. Namurungule Fm
Aka Aiteputh Fm
2004, 2006; BPR (2006-2008), Kabeto et al., 2009; Kabeto, 10-9.5 Ma Nachola Fm
4-3 Ma Baragoi River 0 5km
2010, Miruts et al., 2010 fault
Precambrian basement complex
19 Geological map of the Samburu Hills (Sawada et al., 1998). 20
14
Ethiopian Rift (Margin-Center) 0.8
a) Crustal rocks
c)
12
380 E 390 E 400 E AFC
a) Re b) 10 N 0
SH I AFC
SH R CE
CaO/Al2O 3
dS 0.6 10
ERITREA ea
SH mafic SH RCE
Zr/Nb
SUDAN Addis Ababa 8
DJIBOUTI 90N 0.4
ETHIOPIA Afar N FC
Nazreth FC 6
ER
SWERZ Study SH R ME
M
area 80N 0.2

EP 4
KENYA SOMALIA C SH RME
2
Basement Road 0
7N
0.0
Volcanic Cover Lake 45 55 65 75 0 200 400 600 800 1000 1200
Volcano Study SiO 2 (wt.%) Zr (ppm)
Fault/Lineament area
S
c)
Wonji Fault belt
0 100 km
60 N
Chemical b)
SH RME Rift margin Rift center
Menagesha Intoto 5
Addis Ababa
structure of 200
/N
b
=
Wechecha Boseti
N Zr 6
N b ( ppm )
Yerer = Gedemsa
Addis Ababa
Wechecha the volcanic 150 Zr
/N
b
Plateau
Nazreth
Akaki
Furi K'one mafic
Predominantly Debre Zeit
rocks 100
evolved center Hada
Sample site SH RCE
Road Mojo 50
SH I
Tede
Nazreth
Boseti
SH mafic Crustal rocks
Boku
Bofa
0 30 km
Wonji 0
Koka Sodore 0 200 400 600 800 1000 1200
Dera
Lake Gedemsa Keleta Zr (ppm )
Fig. 5.1: Location of the study area, in northern Main Ethiopian Rift (MER). a) Index map Fig. 6.1.2: (a) CaO/Al2O 3 versus SiO 2 , (b) Zr versus Nb and (c) Zr versus Zr/Nb
showing surface expression of the Ethiopian rift system and volcanic cover (Wolde, 1996) 21 22
and the Ethiopian Plateau (EP, Stewart and Rogers, 1996). plots comparing the chemical structures of bimodal volcanic rocks at the two rifts.
How about Plateau flood basalts?
23 24
81
Hagerselam Sedimentary and
Volcanic Sequences
25 26
Axum
27 28
Our understanding should be modified?

Total alkalis (Na2O + K2O) Wt.%
29
SiO2Wt.% 30
82
Chemical Structures for CFB
31 32
Mantle-crust interactions
33 34
Compatible element Compositional Variations

Mekelle, Hagerselam and Axum Influence of Olivine & Clinopyroxene
Warrants search for NI-Cu-PGE minerals
Hagerselam
Mekelle Dolerite
35 36
83
Splitting the Ethiopian land
z Volcanic vent that opened September 26, 2006. The vent was about 500 m long. View z Figure 12: Feleke Worku, a surveyor from the Ethiopian Mapping Agency, examines
to the south from the north end of the vent - notice the tunnel at the southern end. a ground rupture created during the September rifting event. Photograph by Tim
Notice the layers of ash that built up over a periods of days around the vent. The Wright, University of Leeds.
rhyolitic rocks in the foreground were blown out of the vent.
37 38
Window to study mantle

Natural Laboratory for Earth science studies
39 40
Not cows…. But mantle gift HUMAN ROOTS
41 42
84
Home for “Lucy,” a 3.2-million-year-old Australopithecus afarensis
Afar (southern) is also not only plate boundary/triple skeleton found by anthropologist Donald Johanson in 1974 at Hadar,
junction but is also a cradle of Human kind, She is my grand Ethiopia. Cleveland Museum of Natural History
mom…….3.2 Million Years ago
43 44
Pure salt bars/Cake without

impurities and formed natural Beautiful resource and transportation
45 46
IT IS ALSO SOURCE OF MANY

Camel Caravan Near lake Ass ale (going back being loaded with salt
bars as far as Mekelle, Dessie & Adigrat town, up to 450 km west of GEMSTONES & MINERALS
Dallol)
47 48
85
Agriculture
z Most fertile soil from Ethiopian Plateau is
from the weathering this volcanics
Contaminated water at the contact b/n the Volcanic Sequence 2 & MST at Axum 49 50
Effective use of geological data

for teaching-learning
z Implement fully the teaching-learning process

(BPR) at Universities
z Update it dynamically
z S
Support t th
the tteaching-learning
hi l i process b
by using
i
research out puts
z Modify teaching materials/course outline
z Student exposures to world class geological

sites in Ethiopia
THANK YOU
IF WE WORK TOGETHER WE CAN BUILD THE COLOR FULL ETHIOPIA
51 like this Salt Geysers at Dallol 52
86
7th Ethiopian Geosciences and Mineral Engineering Association (EGMEA) Congress, 27‐28 August 2010.
KINEMATIC ANALYSIS OF THE NORTHERN AND CENTRAL AFAR

DEPRESSION: From continental breakup to Mid Oceanic ridge type rift axis
Miruts Hagos & Christian Koeberl
Department of Lithospheric Research, University of Vienna, Althanstrase 14, A-1090 Vienna,

Austria
ABSTRACT
The northern - central Afar Depression, the volcanically and tectonically most active region of the
east African rift system, is a region of extensional tectonics that has undergone varying degrees of
extension and counter-clock-wise rotation of its axial rift. Both field evidence from structural
measurements and Landsat image data indicate that the rift axes of the northern Afar (Erta’Ale
range) and central Afar (Tendaho graben) depressions are obliquely oriented (~20° - 30°) to the
Oligocene – Miocene-age western Afar border faults and marginal grabens. The western Afar
border faults are relics of the incipient break-up of the Danakil Block from the Nubian part as the
Red Sea rift started propagating south-ward to the central Afar. To evaluate the Afar Depression
kinematics, the Nubian, Arabian, and Somalian plates, and the Danakil Block are reconstructed to
their original position based on the existing paleomagnetic data and best-fit model hypothesis. In
many cases, observations and the paleo stress-field show that the Danakil Block translated
obliquely to the NE and the paleo rift-axis of Afar remained parallel with the boundary faults till
the middle-late Miocene (~11 Ma). The major change in the geometry and kinematics of the Afar
Depression and the Danakil Block occurred concurrent with the development of the new oceanic
crust in the south-central Red Sea, west-ward propagation of the Gulf of Aden, and birth of the
triple junction at the center of the Afar depression.
87
Introduction
Geoscience Education in Ethiopia: Opportunities and
Challenges • The East African Rift System (EARS) is one of the
geologic wonders of the world, a place where the
earth’s tectonic forces are presently trying to
Kinematic analysis of the northern and
create new plates by splitting apart old ones.
central Afar Depression, Ethiopia:
From continental breakup to Sea-floor
spreading.
spreading • The EARS,
EARS therefore,
therefore provides an excellent
An overview! opportunity to investigate far‐field stress and
plume‐driven continental rifting and evolution of
Miruts Hagos & Christian Koeberl segmentation as continental rifting progresses to
University of Vienna, Austria seafloor spreading.
(Furman et al., 2004)
2
27Aug., 2010
Cont‘d
• The EARS is a Miocene‐Quaternary
intracontinental extensional system composed
of several interacting rift segments, from
Mozambique to Afar
(Abebe et al., 2007).
• The EARS constitutes two major rift segments:

the Ethiopian rift and the Kenyan rift. The
Ethiopian rift in turn is divided into the Afar
Depression and the Main Ethiopian rift (MER).
Tesfaye et al., 2003
3 4
Overview of the Afar Depression
• The Afar Triangle is an area of active extensional

tectonics and basaltic magmatism from which the
Gulf of Aden, the Red Sea and the Ethiopian rift
systems radiate.
• Northeast‐directed seafloor spreading

p g in the Gulf of
Aden has propagated westward into the Afar
depression since 16 Ma (D’Acremont, E., 2002);
northeast‐directed seafloor spreading in the Red Sea
commenced at ca. 4 Ma (Cochran, J. and Martinez, F.,
1988). Seafloor spreading has yet to begin in the Main
Ethiopian Rift (MER) (Wolfenden et al., 2004).
5 6
88
Geology of the Afar Depression
7 8
Beyene and Abdelsalam
Abdelsalam,, 2005 and references therein
Tectonic setting of Afar Depression

• The Afar Depression can be divided into
northern, east‐central, and southwestern
regions on the basis of similar structural
trends (Hayward
( and Ebinger, 1996).
)
9 10
The Erta’Ale Axial Range

The Manda Hararo–Goba’ad rift
Acocella., 2006
11 12
89
Main Ethiopian Rift Tectonic and Magmatic segmentation
13 14
Extensional structures within the Afar Depression:

The Erta’Ale range Tendaho rift
15 16
Western margin
26 September 2005 rupture
Sigmundsson 2006
17 18
90
Reconstruction of the Nubian‐Arabian‐Somalian plates
Collet et al., 2000

19 20
21 22
Birth and growth of the Afar Triple Junction

• The actual timing for the birth of the triple
junction is a controversy
• The Triple junction has migrated:
– 10°N – 11.5°N = ~160 km; 11 Ma
– 14 mm/year which is ≈ 12 – 17mm/year
23 24
91
Discussion and conclusions
• Although the existing constraints on the timing of
initial Nubia‐Arabia separation are sparse. The Afar
Depression started to open in the late Oligocene‐
early Miocene as a result of the far‐field stress field
along the Zagros Orogenic belt and/or the rising
mantle plume beneath the central Afar
• This NE‐SW oriented stress field separated the

Danakil Block from the Nubian plate along most
probably a weak N‐S running suture zone. The
11.5°N Danakil Block then moved/translated to the NE
10°N direction leaving a pull‐apart basin type depression
between the Ethiopian plateau and the block itself
until the middle‐late Miocene
25 26
Cont‘d Cont‘d
• Till the late Miocene the kinematics of the Afar
• Chorowicz et al. (1999) invoked a sinistral strike‐slip Depression and the Danakil Block was analogous
motion with δ3 oriented N20°E. Pure sinistral strike‐ with the rift‐bounding western Afar margin.
slip motion for the Danakil Block is, however, poorly
adequate to explain the geometric set‐up of the • The NE extension, observed in the Red Sea north to
western Afar border faults and marginal basins. this block, and the ENE Afar expansion (Fig. 14),
Instead,, the most p probable motion duringg the defined a mechanical couple responsible for the
starting
t ti off the
th rotation
t ti off the
th Danakil
D kil block
bl k (Collet
(C ll t ett
separation of Danakil Block from the Nubian plate al., 2000).
would be the transtentional motion/ oblique‐slip
motion. • The major change in the kinematics of the region
occurred when intense faulting and dyking in the
central Afar depression and fast ocean spreading in
the southcentral Red Sea affected the region (Fig.).
27 28
• In conclusion:
– Continental breakup commenced in the form of
oblique extension
– gradually replaced by orthogonal extension
between the middle/upper Miocene – present.
– The Danakil block had experienced simple
translational motion
– Change in the kinematics and dynamics of the
Danakil block: occurred concurrent with the
introduction of new oceanic crust in the
southcentral Red Sea, westward propagation of
the Gulf of Aden to the central Afar
29 30
92
– central Afar Depression has the highest extension
rate (12mm/year)
• (~5mm/year/100 km)
– Danakil Depression:
• ((12mm/year/100
/y / km))
31 32
93
PETROGENETIC STUDY OF THE MAFIC LAVAS FROM YABELLO AND AMARO

AREAS, SOUTHERN ETHIOPIA: implications for the source of HIMU volcanism in the
East African Rift System (EARS)
1
Tesfaye Demissie, 2Ryoji Tanaka and 2Eizo Nakamura
1. Geological Survey of Ethiopia (GSE), Ministry of Mines and Energy (ttesfaye2002@yahoo.com)
2. The Pheasant Memorial Laboratory, Institute for Study of the Earth’s Interior, Okayama University,
Misasa, Tottori-ken 682-0193, Japan.
ABSTRACT
This work presents the first comprehensive K-Ar age, major and trace element compositions and Sr-Nd-
Pb-Hf isotope data of 39 to < 1 Ma mafic volcanic rocks of Amaro and Yabello areas, southern Ethiopia.
Our aim was to investigate and identify the mantle and crustal sources involved in the genesis of the
earliest to most recent mafic volcanic rocks of the East African rift system (EARS) found in southern
Ethiopia. Petrologically, the mafic volcanics of Amaro and Yabello areas are classified into three major
groups: tholeiitic to transitional basalts, alkaline basalts and basanites erupted in five stages. The tholeiitic
to transitional basalts are characterized by relatively enriched composition: high 87Sr/86Sr (0.70351 -
0.70438), low 43Nd/144Nd (εNd = +0.8 - +4.5), low 206Pb/204Pb (18.1 - 19.2) and variable 176Hf/177Hf =
0.282765 - 0.283079 (εHf= -0.3 - +10.9). The alkaline basalts have relatively higher 143Nd/144Nd (εNd =
+3.1 - +5.3) and 206Pb/204Pb = 18.1 - 19.93 than the tholeiitic basalts. The basanites have more depleted
composition with low 87Sr/86Sr (0.70290 - 0.70365), high 143Nd/144Nd (εNd = + 4.2 - + 6.2) and very
heterogeneous 206Pb/204Pb = 17.6 - 19.7 and 176Hf/177Hf = 0.282905 - 0.283052 (εHf = +4.7 - +9.9).
Isotope and trace element variations within the mafic lavas indicate the involvement and interactions of:
1) old (2.5 Ga) metasomatized amphibole veins bearing lithospheric mantle with depleted and HIMU Sr-
Nd-Pb-Hf isotopic character and 2) lower crust represented by mafic granulite xenolith from Tanzania.
KEY WORDS: EARS, southern Ethiopia, tholeiitic basalts, alkaline basalts, basanites, K-Ar age, trace
element, Sr-Nd-Pb-Hf isotope, HIMU, amphibole veins, old metasomatized lithospheric mantle, and
lower continental crust
94
PETROGENETIC STUDY OF THE MAFIC LAVAS FROM Large Igneous provinces (LIP) in the world
YABELLO AND AMARO AREAS, SOUTHERN ETHIOPIA:
Implications for the source of HIMU volcanism in the East African Rift
System
Siberian
251 Ma
Deccan
Tesfaye Demissie1, Ryoji Tanaka2 and Eizo Nakamura2 East African
65 Ma
Volcanic
1. Geological Survey of Ethiopia (E-Mail: ttesfaye2002@yahoo.com) Province
2 The pheasant Memorial Laboratory,
2. Laboratory ISEI,
ISEI Okayama University,
University Japan (~45 Ma)
Parana
133 Ma Karoo
189 Ma
27 August, 2010 Ethiopian continental LIP is young and still active

Ref: http://www.ig.utexas.edu/research/projects/lips/index.htm 2
Map of EARS East African Rift System: is a classical area…..

Seismically and volcanically active
Comprises greater volume of volcanic products
An ideal place to analyze the evolution of continental
extension and the rapture of continental plates
It encompasses basins in all stages of rift to passive
margin development
Number of models proposed to explain the causes of
continental rift zones
¾ Debate:
1. How strain is localized to achieve rapture of thick
plates
2. The interaction between plates and asthenospheric

After Kampunzu and Mohr, 1991 3 processes 4
95
East African Rift System Geology of the East African Rift System
900-550Ma
30Ma
Ethiopian Ethiopian plateau 30
Plateau
Afar
MER
45 35
3600-1200Ma Study area
39
Kenyan
Plateau Eastern rift
L. Victoria
K
Kenyan rift
ift
East African
plateau
Western Volcanic rocks
rift
Mozambique belt rocks
1200-860Ma Early-Mid Proterozoic
Remoblized Craton
Ancient NE-SW to NNE-SSW tectonic trends Mozambique Archean Craton
controlled the development of EARS
Modified after Stewart and Rogers (1996)
5 6
After Corti, 2009; Keranen and Klemperer, 2008
Ethiopian volcanic province Spatial and temporal variations of mafic magmatism in the EARS
NW Ethiopian
NW plateau
Ethiopian
plateau
SW Ethiopian
plateau
SE Ethiopian
SW plateau
Ethiopian
plateau
7 Data compiled from GEOROC and PetDB databases 8
96
East African Rift System
¾comprise MER and Kenyan Rift (~ 2000 km)
crossing Ethiopian and Kenyan plateaus (~800-1000km)
Ethiopian Continental Flood Basalt Province
Afar
¾is the youngest (45-30 Ma)
study area ¾700-3000m thick (350,
(350 000 km3)
Kenya
Southern Ethiopia volcanic province
¾constitutes 30,000 km3 basaltic lava (~ 1km thick)

¾comprises earliest (late-Eocene) to recent
After George (1997)
Proposed plumes in Africa Map of East Africa illustrating past (plio-Pliestocene) volcanics of the EARS
movement of the African Plate ¾is the key place for examining the evolution of the EARS
Afar plume- HT2 basalts during Tertiary (after George and
Kenyan plume-HIMU component Rogers, 2002) 9 10
Major Problems Methodology

Geodynamics of the East African Rift System (EARS) and related Geological mapping and Sampling
magmatism
Thin-section description Sample crushing and grinding
Do Plumes (i.e. high potential T) exist beneath the southern Ethiopia ?
Objectives of the research powder

Ground mass separates
Show the temporal (sequential) and spatial geochemical variations
of the southern Ethiopia volcanism K-Ar dating
40Ar* conc. K conc.
Noble gas mass spectrometer Flame- emission spectroscopy
Decipher the source southern Ethiopian mafic lavas
Acid leaching
Examine the possible genetic relationships between the timing of
magmatism and the timing of extension Concentration analysis Isotope analysis
32 Trace elements Major elements Sr-Nd-Pb isotopes Hf-isotope

Q-pole ICP-MS XRF, titration, LOI TIMS Multicollector ICP-MS
Propose geodynamic model for the evolution of the EARS and
related Tertiary to Quaternary magmatism 11 12
97
Geology and age of S. Ethiopian Rift magmatism Three major episodes of basaltic magmatism
Ebinger et al., 1993, George et al., 1998
in southern Ethiopia:-
Amaro-Gamo sequence =45-35 Ma
Getera Kelle sequence=19-11 Ma Pre-rift: transitional tholeiites (45-30 Ma)
K-Ar age data
(Stage-1) Amaro and Gamo basalts (~ 500m)
------------------- rhyolitic tuff-----------------------
Syn-rift: alkaline basalts (19-10 Ma)
(Stage-2) Getera Kelle basalts (~ 500m)
--------------------rhyolitic
y tuff---------------------------
Post-rift:
(Stage-3) alkaline basalts and basanites (8-7 Ma)
Arero-Ageremariam basalts
(stage-4) tholeiitic basalts (4-3 Ma)
Yabello basalts
(stage-5) alkaline basalts and basanites (< 1 Ma)
Bobam-NechSar basalts and Mega basanites
27 km 14
13
Petrography Controversies and problems in southern Ethiopian

Tholeiites Alkaline basalts Basanites
A D G
magmatism
1. A single mantle plume (Afar) (Ebinger and Sleep, 1998) is responsible
ol
au for magmatism in east Africa
- Oldest southern Ethiopia volcanics (45 Ma) are due to lateral
1 mm Stage 3 1 mm transport of plume material along zones of thinned lithosphere
Stage-1
Stage 1 1 mm Stage 2 1 mm
Stage-1
B H 2. Two distinct mantle plumes (Afar and Kenya) (George et al., 1998;
George and Rogers et al., 2002; Rogers et al., 2000):
ol
Eocene-Oligocene basalts of the southern Ethiopia are the result
melting associated to the Kenya plume: Proposed African plate
ol
migration over the Kenya plume over the past 50Ma.
Stage 1 1 mm Stage 3 1 mm Stage 5 1 mm
G
Stage-3 Stage-4
I
3. Single complex (heterogeneous) African mantle plume (Kiefer et al.,
C F 2004, Furman et al., 2006b; Furman, 2007)
-Dominantly microporhyritic
ol
-Systematic variation with 4. Lithospheric origin
time Stewart and Rogers (1996) for the pre-rift (45-40 Ma) basalts
ol George and Rogers (2002) for syn-rift (20-11 Ma) basalts
Stage 4 Stage-5N
1 mm
Stage 5 1 mm 15 16
98
Selected major element variations
Classification of the southern Ethiopian mafic lavas
Three petrological groups

Tholeiitic basalt, Alkaline basalt, and Basanite
CIPW normative composition
Total alkali vs silica classification
17 18
HT2 basalts from Pik et al., 1999
Trace element patterns

Incompatible trace elements
MgO > 5 wt.%
Basanite
-Ve K, Zr, Hf, Ti
+Ve Nb-Ta
19 20
99
Principal Component Analysis (PCA)
Rare Earth Elements (REE)
V1=56.1%, V2=32.2%, V3=9.2%

21 22
Conclusions
1. The mafic volcanics of the southern Ethiopia Rift are

geochronologically classified into five stages (39 Ma to resent)
and petrologically classified into three groups (tholeiitic
basalts, alkaline basalts and basanites).
2. C1, C2 and C3 are the three end member components: C1

depleted and C2 HIMU type and C3 is represent the lower
crust.
3. HIMU (C2) end member in southern Ethiopia is may also

possibly derived from old metasomatized lithospheric mantle
not from the proposed Kenyan mantle plume
23
100
GEOLOGY AND CHARACTERISTICS OF HOT SPRINGS FROM DALLOL

AREA, NORTHEASTERN ETHIOPIA: implications for hydrocarbon oil signature.
Solomon Gebresilassie1, Haylay Tsegab1, Tesfamichael Gebreyohannes1, Kurkura Kabeto1,

Alem Mebrahtu2, Samuel Gebrewahid2, Kindeya Gebrehiwot3, Kassa Amare1, Mitiku Haile4,
Ashebir Sewyale1
1
Department of Earth Sciences, Mekelle University, P.O.Box 231, Mekelle, Ethiopia
2
Department of Physics, Mekelle University, P.O.Box 231, Mekelle, Ethiopia
3
Department of Chemistry, Mekelle University, P.O.Box 231, Mekelle, Ethiopia
4
Department of Land Resources Management and Environmental Protection
ABSTRACT
The Dallol area is located in Afar region, northeastern Ethiopia. From west to east, the geology of the area
is characterized by: (i) a scarp, which consists of Mesozoic to Tertiary sedimentary and volcanic rocks,
respectively, (ii) basement metavolcanic and metasedimentary rocks, (iii) gently lying conglomerates, red
beds, and alluvial fan deposits, and (iv) a salt rock, which is divided into low sulfur zone in the south and
high sulfur zone in the north. In some spots north and south of mount Dallol, hot springs of varying
temperature and extent are being erupted forming semi-circular to circular graben (?) like structures.
Generally, two types of hot springs were recognized: light-yellowish brine and yellowish brine, which is
highly contaminated with mud. Field observations show that both brines have symptoms for the presence
of oil as sensed by greasy feelings and hydrocarbon oil smell. To know the compositions of the hot
springs and test the presence of hydrocarbon oil resources, 8 samples were collected and analyzed for
major element contents, sulfide, sulfate, total organic carbon, volatile acids, and Carbon Oxygen Demand
(COD) compositions. The analytical results show that total organic carbon values are moderately low (94
to 902 ppm). Sulfate (19 to 60 ppm) and sulfide (27 to 111 ppm) concentrations are low except for one
sample, which has higher values of both complexes. Volatile acid values vary from 257 to 5637 ppm and
COD concentrations are in the range of 116 to 3932 ppm. The up to 904 ppm TOC concentrations in the
hydrothermal fluids suggest the presence of hydrocarbon rich source rocks at Depth and/or fluid mixing
with laterally and/or vertically migrating hydrocarbon oil.
101
Outline
Geology and characteristics of hot springs
• Introduction
from the Dallol area, northeastern Ethiopia:
implications for hydrocarbon oil signature • Objectives
• Geologic context
Solomon
S l Gebresilassie,
G b il i Haylay
H l T Tsegab,
b TTesfamichael
f i h l • Characteristics of hydrothermal fluids
Gebreyohannes, Kurkura Kabeto, Alem Mebrahtu,
Samuel Gebrewahid, Kindeya Gebrehiwot, Kassa Amare, from hot springs
Mitiku Haile, Ashebir Sewyale
• Discussion
• Conclusions
2
1. Introduction Introduction…Cont’d
Field excursion was organized by
Dallol area MU with the objectives of:
• Located in NE Ethiopia • Understanding the geologic
• Rich in natural resources context of the Dallol region
(halite, potash, sulfur, • Assessing its mineral resources
potential (e.g. potash and
geothermal resources, manganese) for future research
manganese deposit etc) works
• Currently detail exploration • Studying
S d i nature and d
for potash ongoing characterstics of hydrothermal
fluids from hot springs interms
• Resources not exploited of their geothermal and
and investigated due to lack hydrocarbon resources
of infrastructures potential
• This paper presents the
geologic context and some
preliminary results on the hot
3 springs 4
2. Geologic context Geologic context…cont’d

Regional geological setting Geology of the Dallol area
• Neoproterozoic
metavolcanic and • Neoproterozoic
metasedimentary rocks metavolcanic and
metasedimentary rocks
• Tertiary volcanic rocks • Quaternary alluvial fan

(basalts, rhyolites, deposits and red beds
ignimbrites, scoria, etc)
• Transitional salt/mud
• Mesozoic sedimentary mixtures
rocks
• Salt rocks (halite and
• Quaternary fluvio- potash)
lacustrine deposits
• Sulfur, salt rocks and mud
on mount Dallol
5 6
102
Geology of the Dallol area…. 3. Nature and characteristics of hot springs
Metavolcanic and Sulfur, mud and potash
metasedimentary rocks mixtures on mount Dallol
Properties:
• Light yellowish
to yellowish
• Yellowish brine
contaminated
with mud
• Greasy feelings
Red beds and alluvial deposits
Salt rock (dominantly NaCl)
• Oil smell
• Temp ~60°C
7 8
Nature and characteristics of hot springs…

Nature and characteristics of hot springs- cont’d
Laboratory analysis and result
Concentration
Analyses/
No Parameter Sample1 Sample 2 Sample 3 Sample 4 Sample 5 Sample 6 Sample 7 Sample 8
Total organic
1 carbon 902 mg/L 171 mg/L 112 mg/L 877 mg/L 36 mg/L 49 mg/L 409 mg/L 94 mg/L
2 Sulfate 59 mg/L 19 mg/L 21 mg/L 60 mg/L 21 mg/L 20 mg/L 117 mg/L 40 mg/L
3 sulfide 60 µg/L 27 µg/L 71 µg/L 102 µg/L 142 µg/L 111 µg/L 965 µg/L 0 µg/L
6 TDS 59.4 g/L 64.8 g/L 79.9 g/L 66.1 g/L 110.4 g/L 96.4 g/L 104.2 g/L 109.4 g/L
7 pH 2.09 2.55 2.76 2.25 3.5 3.62 3.95 3.87
8 Conductivity 104.1 mS 109.7 mS 123.9 mS 103 mS 183.6 mS 159.1 mS 171.3 mS 57.4 mS

9 10
4. Discussion Discussion…
• TOC (Total Organic Carbon) is a measure of how much
organic carbon is present in the source rocks • These source rocks could be the quaternary fluvio-
• Source rocks are classified as poor (TOC = ~0-0.5%), lacustrine sediments (e.g. Holwerda and Hutchinson
marginal (TOC = ~0.5-1%), good to excellent source rocks (1968) and/or some oil shales from the Mekelle outlier
(TOC ≥ 2%, Wolella 2010 and references therein). sedimentary rocks (e.g. Beyth 1972)
• The up to 902 ppm TOC contents of Dallol hydrothermal • A hydrocarbon oil generated from these source rocks is,
hot springs lie within poor category of hydrocarbon oil therefore, likely contaminating the groundwater heated
source rockk Dallol hot springs
• Dallol hydrothermal hot springs are not source rocks. They
are derived of heated groundwater mixed with sulfates, • The faults in the rift might have served as conduit for
sulfides, and other volatiles of magmatic origin lateral and/or vertical migration of the hydrocarbon oil.
• However, the physical properties and presence of the
aforementioned TOC content in Dallol hydrothermal fluids
may lead to the suggestion that hydrocarbon rich source
rocks are present at depth and/or nearby areas.
11 12
103
5. Conclusions Acknowledgements
• The regional geological and structural setting of • Mekelle University (CNCS) for
the Dallol area combined with the preliminary logistical help
results of the hydrothermal fluids may suggest that
hydrocarbon oil resources are available in the • Tigray Regional State
region. Administration
• However, detailed study is required to further test • Afar Regional State Administration
this hypothesis.
• Ministry of Defense members
13 14
THANK YOU
15
104
FACIES ANALYSIS OF THE MIDDLE TO UPPER JURASSIC

CARBONATES OF NORTH – CENTRAL AND EASTERN ETHIOPIA
Gilamichael K. Domenico*, Hiroyoshi Sano*, Hiroshi Kurita** Seiichi Toshimitsu***

*Kyushu University, **Niigata University, ***Geological Survey of Japan
ABSTRACT
Sedimentary facies and age of the Middle to Upper Jurassic carbonates of the Blue Nile canyon of
Ethiopia were studied to understand their sedimentary environment. The relationship of the sedimentary
evolution to the sea-level change is also discussed. The Mesozoic sedimentary succession of central
Ethiopia i.e. the Blue Nile canyon (ca. 1200m thick) consists of the Adigrat Sandstone (Triassic to
Toarcian), Gohatsion Formation (Toarcian to Bathonian), Upper Hamanlei Formation (Callovian), and
Urandab Formation (Oxfordian to Kimmeridgian) in an ascending order (Russo et al., 1994). The latter
two units (totally ca. 580m thick) represent Middle to Late Jurassic shallow-marine carbonate
sedimentation in the southwestern Tethys Ocean. The Gohatsion Formation is characterized by gypsum
and dolomite comprising a lowstand systems tract (Assefa, 1981).The Upper Hamanlei Formation
consists of yellow to light grey oolitic grainstones, skeletal mudstones, wackestones and packstones and
nodular limestones. This facies is succeeded by yellowish marl, calcareous shale, alternation of spicular
micrite and shelly limestone (tempestites) and calciturbidite with cherty layers of the lower part of the
Urandab Formation. The shelly limestone predominantly includes oysters (Nanogyra sp and Gryphaea
sp.) with Perisphinctes sp. (ammonoid). The upper part of the Urandab Formation comprises oolitic
grainstones and coral-Cladocoropsis (branched stromatoporoid) wackestones. Dinoflagellate cysts,
Dichadogonyaulax sellwoodi and Gonyaulacysta jurassica adecta from the Upper Hamanlei Formation
indicate the Callovian to early Oxfordian age. The foraminiferal biozones of Sartoni & Crescenti (1962),
Pfenderina salernitana (Bathonian to Callovian), Kurnubia palastiniensis (mainly Oxfordian), and
Alveosepta jaccardi (Upper Oxfordian- Kimmeridgian) zones were recognized in the Upper Hamanlei
Formation, lower and upper parts of the Urandab Fomation, respectively. Salpingoporella pygmaea
(Upper Kimmeridgian) and Thyrsoporella pseudoperplexa (Kimmeridgian), both identified for the first
time in this study, in addition to Alveosepta jaccardi, Cladocoropsis mirabilis, and Perisphinctes
(Dichotomoceras) sp. (Upper Oxfordian – Lower Kimmeridgian) in the upper levels of the lower part of
the Urandab Formation confirm its age as precisely the Kimmeridgian.The Upper Hamanlei Formation
was deposited in a restricted shelf lagoonal environment with sand shoals. The lower part of the
Urandab Formation is a slope to basin facies deposited on a deep-water ramp. Tempestites represent
offshore proximal environment where as marls indicate distal environment (basin). The upper part of the
105
Urandab Formation is a regressive sequence, which represents a deposition in a shallow-marine shelf

margin with sand shoals and barriers in a restricted environment. It is compared with the Kimmeridgian
ellipsactinia facies typical of the southwestern Tethyan realm. The carbonate deposition of Upper
Hamanlei Formation represents the Callovian - Oxfordian major sea-level rise, possibly related to the
separation of India from Africa. The subsequent drowning event led to the deposition of the lower part
of the Urandab Formation, and reached its peak stage in the Oxfordian to the early Kimmeridgian as
shown by the marl, micrite and coquinoid limestones with ammonites. This stage could be related to the
separation of Madagascar from Africa. This was followed by regression of the sea, indicated by the
shallower facies of the upper part of the Urandab Formation, due to a tectonic uplift of the northwestern
Ethiopian region.
References
Assefa, G. 1981. Geoscience Journal 2: 63 - 88,
Russo, A. et al., 1994. N. Jb. Geol. Palaeont. Mh., 5: 291-308,
Sartoni S. & Crescenti U., 1962. Giorn. Geol. (serie 2), 29: 161- 304.
106
Facies Analysis of the Middle to Upper Jurassic CONTENTS
carbonates of north – central and eastern Ethiopia
1. Introduction
2. Regional Geological Setting
Gilamichael K. M*1, H. Sano*, H. Kurita**, S. 3. Lithostratigraphy

Toshimitsu***
4. Biostratigraphy and Age
Kyushu University* 5. Microfacies
Niigata University**
Geological Survey of Japan*** 6. Facies Interpretation with
1Present address: Geological Survey of Ethiopia, P.O.Box 2302 Addis Ababa, Ethiopia
respect to sea level change
(eustasy), tectonics and climate
7th EGMEA Congress 7. Conclusions

August 27-28, Addis Ababa 0 1
1.INTRODUCTION INTRODUCTION (Cont’d)
1.1 Location map of the study areas 1.2 Objectives 1.3 Methodology
Study areas:- B3 B4 1- Field work, section measurement
(1) To identify the different
B2
Abay gorge in Blue Nile B1 B6 B7 biolithofacies of the Middle to 2-Microfacies analysis
Upper Jurassic carbonate
B5 3-Biostratigraphy, including
Basin sequence, and their ages.
•Three sections near (2) To reconstruct facies palynostratigraphy
development. -samples processed by HCl and
Gohatsion ((B5- B7),
) and
(3) To interpret the sedimentary HF solutions
l ti
four sections near Dejen Golya Ramis evolution in relation to relative ZnBr2 , sieving with 20
(B1- B4). sea level change, climate and
tectonics. micrometer sieve
Bedessa & Hirna area, 4- Carl Zeiss Axioplan microscope
Homecho
Saketa
Ramis in north western -each slide was traversed at
magnitude of x 160 identification
Ogaden basin (4 sections)
was conducted at x600
(western and eastern
interference chart
Harerghe) 2 3
107
2. REGIONAL GEOLOGICAL SETTING REGIONAL GEOLOGICAL ….Cont’d
Mesozoic sediments in
Ethiopia:-
1. Mekelle Outlier
2. Blue Nile Basin
3. Ogaden Basin
Late Jurassic palaeogeographic map Geological map of Ethiopia, Solomon &

After the Permo Triassic initiation of rifting of Gonwanaland, there was Deschamps (2003)
invasion of the western Tethys ocean, and formation of epicontinental
seas,with shallow marine carbonate deposition in the southwestern Tethys in
north east Africa and Arabia.
(Leinfelder et al., 2002) 4 5
REGIONAL GEOLOGICAL …. Cont’d 3. LITHOSTRATIGRAPHY
Blue Nile basin:- Dejen- Gohatsion transect
General Stratigraphy of
the Mesozoic of Ethiopia
Geological map of the

Bl Nile
Blue Nil canyon, and d
location site of the
measured sections
(B1-B7)
6 7
108
LITHOSTRATIGRAPHY Cont’d LITHOSTRATIGRAPHY ..Cont’d
B1 section, Blue Nile (the bottom part of the Hamanlei Section 1:- Blue Nile
Formation overlying the Gohatsion gypsum Formation)
The section consists of oolitic
grainstones, which pass upward to
bioclastic peloidal wacke- to
packstone, bioclastic peloidal
grainstone and nodular limestones
(wackestones) with thin shelly
limestone interbeds.
Age- Callovian
INTERPTETATION:-
Upward deepening succession.
Transition from high energy to
(n)-nodular limestone low energy facies.
(m)- mudstone, (sh)-shale
(g)-oolitic grainstone (s)- skeletal wackestone
8 9
LITHOSTRATIGRAPHY Cont’d LITHOSTRATIGRAPHY Cont’d

B2- section:- Blue Nile B3- section:- Blue Nile
Shell bed- lime mudstone alternation

Nodular
limestones S- shelly limestone
consists of oysters of
Nanogyra sp.
Skeletal
mud to
mud- M- micritic limestone
M
wackestones
Urandab Formation
Interpretation- Upward deepening Urandab Formation

succession.
10 11
109
B3- section:- Blue Nile B4 section:- Blue Nile
Urandab
Formation
s- shelly limestone sp-spicular mudstone

m- micritic limestone, c- coquinitic layer
marls
There is a gradual transition Interpretation:-
from purely calcareous Upward deepening of
beds at the bottom to lime sea level.
mudstones with mid to outer ramp
marly interbeds that pass to pure sedimentation
12 marls up-section. 13

B4 section:- Blue Nile B4 section:- Blue Nile
14 15
110
B5 section:-Blue Nile (Near Gohatsion) B6 section:- Blue Nile (Near Gohatsion)
Oolitic grainstone
Micritic limestone
Shell bed
(coquinite)
Grey micritic
Nanogyra
siliceous
(oyster) Oolitic grainstone INTERPRETATION
limestone
bearing
Micritic limestone Storm deposits
alternation Turbidite
16 sequence Mid ramp deposits 17
LITHOSTRATIGRAPHY Cont’d LITHOSTRATIGRAPHY cont’d

B7 section:- Blue Nile (near Gohatsion) Geological map of Bedessa- Ramis transect (Western and eastern Harerghe)
MID TO INNER RAMP DEPOSITS Skeletal
packstone
Tempestite
Closer view,
turbidites
chert
Oolitic
grainstone
Cladocoropsis
mirabilis Felix
and coral
wackestone
18 19
111
LITHOSTRATIGRAPHY cont’d 4. BIOSTRATIGRAPHY
Composite stratigraphy of the carbonate succession of the Ramis Jurassic biostratigraphic zonation scheme (western Tethys)
section, southwest of Harar
Stromatoproid
Wackestone
Parastromatopora
memoria-naumanni
& Parastromatopora
japonica
Chert nodules
After Jaffrezo, 1980
After Flugel, 1982
20 21
Biostratigraphy Cont’d Biostratigraphy cont’d

Stratigraphic distribution of taxa, Blue Nile Stratigraphic distribution of taxa, Blue Nile
Pfenderina
salernitana Alveosepta
and jaccardi zone
Pfenderina Kurnubia
Kurnubia salernitana in the Blue Nile
palastiniensis
palastiniensis zone carbonate
zone
zones in the succession
Blue Nile
Canyon.
Oxfordian
(Bathonian- Callovian)
22 23
112
Biostratigraphy cont’d Biostratigraphy…. Cont’d
Summary of lithostratigraphy and biozones, western Harerghe and Palynostratigraphy, Blue Nile canyon
eastern Harerghe area
Dinoflagellate cysts,
Blue Nile canyon.
Foraminiferal
Biozonation
Western and
Eastern
Harerghe area
Urandab Formation
-Gonyaulacysta jurassica
- Oxfordian
24 25
5. MICROFACIES Microfacies.. Cont’d

Blue Nile canyon
Blue Nile Canyon- 8 microfacies types identified
1- Lime mudstone
2- Packstones (grainstones) with Lime mudstone
echinoderms
3- Skeletal wackestone
4-Spicular lime mudstone
5-Oolithic wackestone
6-Bioclastic peloidal grainstone
Skeletal
7-Shelly wackestone to packstone packestone with
8-Coral stromatoporoid (Cladocoropsis) Echinoderms (BND
107) Top part of the
wackestones Hamanlei
Formation
26 27
113
Microfacies… Cont’d Microfacies.. Cont’d
Blue Nile canyon, B2 Blue Nile canyon
Upper part of
the Hamanlei
Skeletal mudstone to wackestone1
Formation
BN 22C
Kurnubia
palastiniensis
HENSON
Nautiloculina Spicular lime

oolithica mudstone
Urandab Lower part of the

Formation Urandab Formation
Interpretation- deep water environment, below the storm wave base.

OUTER RAMP
28 29
Microfacies… Cont’d Microfacies… Cont’d
Blue Nile canyon Blue Nile canyon
Upper most
part of the
MF 5
carbonate
oolitic
sequence-
grainstone
protected
lagoon
lagoon,
inner shelf
Cladocoropsis wackestone
MF 6
Bioclastic
peloidal
grainstone
BND 22 Interpretation-
shoal environment
30 31
114
Microfacies… Cont’d Microfacies.. Cont’d
Blue Nile canyon Saketa, Homecho, Ramis sections (western Harerghe)

Saketa section Ramis section
Peloidal
Grainstone,
dolomitic
Sandy mudstone SMF 16
MF1- SMF 23
Shelly wackestone to Oolitic peloidal

packstone with sponge B6 section Grainstone Skeletal
spicules SMF 15 Wackestone
SMF 18
Homecho section Facies association 1- lagoonal with shoals, near shore

32 33
Microfacies.. Cont’d Microfacies.. Cont’d

Bedessa locality:- Saketa and Homecho sections Ramis section:- south west of Harar
Valvulineria sp.
Nautiloculina Dolomitized
oolithica Lime mud-
Stone (SMF 23)
Skeletal peloidal Cladocoropsis
Cladocoropsis wackestone
Grainstone mirabilis Felix
SMF 17
Salpingoporella
grudii
Mollusc brachiopod Algal

grainstone Spicular limestone with
Wackestone reefal skeletal debris
SMF 18 SMF 18
Salpingoporella
annulata Interpretation:- Slope facies
Interpretation:- mid shelf, lagoonal with shoals
34 35
115
6- FACIES INTERPRETATION Facies Interpretation… Cont’d
Environmental diagnostic Jurassic fauna and flora BLUE NILE

Dasycladacean algae- Salpingoporella sp.
Calcareous algae
Siphonophyta-Garwoodia or cyanobacteria(?), Tempestites, MID RAMP
upper part of the Blue Nile carbonate sequence
Marly
Miliolid foraminifers- protected lagoon limestone
Foraminifers-
Foraminifers
benthic Benthic, lithuolid foraminifers-open marine shelf
foraminifers Marl
Demosponges represented by spicules
Sponges-
Cladocoropsis mirabilis Felix, Parastromatopora
memoria-naumanni, P. japonica
36 37
Facies Interpretation…Cont’d SUMMARY OF FACIES

BEDESSA The Bedessa- Ramis transect, North western Ogaden Basin
Algal, foraminiferal SEA LEVEL

Upward deepening
wackestone
Ellipscatinia sequence of the second
facies
order composed of a few
(stromatoporoid &
coral bearing g
third order transgressive
Sandy limestone,
limestone
units)
Dolomicrite, miliodae regressive cycles.
bearing mudstone to Ammonite bearing limestone
wackestones Limestone with chert nodules
Skeletal peloidal
wackestone to packstone
Oolitic skeletal grainstone
DEPOSITIONAL ENVIRONMENT
38 39
116
Summary of facies…..Cont’d
Facies Interpretation, Blue Nile, Effects of climate
Blue Nile
Shelly limestones- Spicular
lowstand systems tract mudstone
Marl- highstand and transgressive coquinites

system tract
Milankovich Cycles, 20,000 Years,
Orbital cycles related to precession
40 41
SUMMARY OF FACIES OF THE TWO BASINS 7.CONCLUSIONS

¾ The formation of the Mid to Upper Jurassic carbonate sequence
Summary of facies, Blue Nile area Summary of facies, Bedessa area in Ethiopia is related to the breakup of Gondwanaland and
shallow marine sedimentation in the southern Tethys ocean.
¾ Three foraminiferal zones have been recognized; Pfenderina
salernitana, Kurnubia palastiniensis, and Alveosepta jaccardi.
¾ A major transgression (flooding) occurred during the Callovian to
early Oxfordian during the deposition of the shallow marine
Upper
pp Hamanlei sequence.
q The flooding
g reached a p
peak stage
g
in the Oxfordian as documented by open marine, deep water
facies of the lower part of the Urandab Formation. The two
transgressive episodes are related to eustatic sea level rises
linked to the separation of India and Madagascar from Africa
respectively.
¾ The upper part of the Urandab Formation represents a
regressive sequence of oolitic grainstones, tempestites,
calciturbidites and Cladocoropsis wackestones compared with
ellipsactinia facies of the Southwestern Tethyan realm.
42 43
117
ACKNOWLEDGMENTS
I would like to thank:-

9Dr. Seiichi Toshimitsu,Geological Survey of Japan
9Dr. Hiroshi Kurita, Niigata University
9Prof. Filippo Barattolo, Naples University, Italy
9Prof. Kemal Tasli, Mersin University, Turkey
9Dr.Toru Nakamori,, Tohoku Universityy
9Prof. Hiroyoshi Sano, Kyushu University
9Dr. Shoichi Kiyokawa, Kyushu University
9Dr. T.Sakai, Kyushu University
9Dr. Uehara, Kyushu University
9Dr. Geraint W. Hughes, Saudi Aramco, Saudi Arabia
9The FR programme of Kyushu University THANK YOU
44 45
118
7th Ethiopian Geosciences and Mineral Engineering Association (EGMEA) Congress, 27‐28 August 2010.
THE ROLE OF PETROLEUM EXPLORATION FOR CAPACITY BUILDING
Ketsela Tadesse
Petroleum Licensing and Administration Core Process, Ministry of Mines and Energy
ABSTRACT
Petroleum exploration and production is one of the key sectors which uses earth science disciplines to
develop the economy of a country and trained manpower. Although exploration activities were carried out
in Ethiopia previously, it was not continuous and smooth as much as desired in the sector. With continued
efforts and hope there has been exploration and capacity building activities carried out in the past.
However, since 2003 there is a tremendous increase both in exploration and licensing activities in the
country. Similarly, there has been a substantial amount of training fund obtained from the Intentional Oil
Companies (IOCs) for capacity building purposes. Also due to the conducive environment created
between Ethiopia and/or Ministry of Mines and Energy and the existing oil companies who signed
Petroleum Production Sharing Agreements (PPAS), there were several opportunities used by Ethiopian
citizens. This helped to create long and short term training opportunities in Petroleum Geosciences,
Petroleum Engineering, Mechanical Engineering, Electronics, Management and other disciplines. These
opportunities and increasing demand for petroleum exploration blocks have initiated the Ministry of
Mines and Energy to device its strategy for future development and efficient resource management. The
Ministry of Mines and Energy is currently taking several steps to increase activities in the petroleum
sector together with its efficient licensing and administration programs to establish a National petroleum
Data Repository (NDR) as part of its capacity building efforts. The National Data Repository will have
several data handling facilities as well as geosciences and petroleum engineering applications. With this it
is assumed that the Ministry will have a strong position in the petroleum exploration activities for the
future and enhance exploration and production of more petroleum resources in the country.
119
Outline
THE ROLE OF PETROLEUM
• Introduction
EXPLORATION FOR
• Definition
CAPACITY BUILDING
• Petroleum Exploration … The
Ketsela Tadesse beginning
Petroleum Licensing and Administration • The different training schemes
Core Process
• The various capacity building
Ministry of Mines and Energy
efforts
• Concluding remarks
2
Introduction Introduction…Cont’d
• “where as at one time the decisive • “Today more than ever before in human
factor of production was land, and later history, the wealth – poverty with a larger
repertoire of skills and a greater capacity
capital …. Today the decisive factor is for learningg can look forward to lifetimes of
increasingly man himself, that is, his unprecedented economic fulfilment. But in
the coming decades the poorly educated
knowledge”. (The late John Paul II) face little better than the dreary prospects
of lives in quiet desperation.”
Malcolm Gillis, president of Rice University,
12 February 1999.
3 4
Introduction…Cont’d Definition of Capacity Building

The current economic order is driven by:-
• Technical assistance and cooperation to
¾rapid technological changes
transfer skills or train
¾rapid globalization, • Reform of the public sector and the civil
¾knowledge, service to reduce costs and rationalize the role
¾skills, of the state
¾creativity, and • Increasing the role of and the capacity of the
¾resourcefulness of people private sector to take over some functions of
the state
All embodied in what is called human capital, • Fostering broader popular participation in
have become the dominant factor in the creation choice of policy and other development goals
• Creating or strengthening training and
of wealth at the individual, firm and national
management institutions
levels 5 6
120
Petroleum Exploration - The
beginning
Edwin Drake
• It is not known exactly when human kind
starts to use petroleum
• Records show petroleum was used during the
begging of human civilization
• IImportance
t off petroleum
t l tto human
h ki
kind
d ttook
k
a main leap in the late 1800s
– It replaced coal
– “Kerosene” extracted as cheep source of light
– Drake- drilled the first well
• Today petroleum is still the primary source of
energy in the world. 7 8
Signing Ceremony
Work
obligations
9 10
Work
obligations Seismic line
11 12
121
Training opportunities pre 2003 Form of training
• Mainly
• UNDP Projects
– Lon term few
• World Bank, IDA Projects – Short term fair
• Free Scholarships • Fields of train
– Soviet
S i tU Union
i – Geology
– Norad – Geophysics
– Petrad – Geochemistry
• Private companies (Hunt & Maxus) – Engineering

– Legal
– Economics, Accounting and Management
13 14
Private companies Private companies

• Increasing from time to time • Law, accounting economics
• Laws and regulations exist – In collaboration with University of Dundee
– Required to allocate fund to train Ethiopian • two Ethiopian citizens obtained he
nationals chance
h
– Not necessarily from MoME
– A lawyer from AAU
• Examples
– An accountant AAU
– Lundin East Africa
15 16
White Nile Petroleum Calvalley & SWE

• Mainly on the job training • Worked with local consultants
• MoME/POD Employees – Geology and Geophysics
– Two geophysicists and four geologists – Environmental impact assessment
• Done much of its exploration activities
with local and international consultants
17 18
122
Malaysian Government
PEXCO
PETRONAS
• Environmental Impact assessment • Long term training
– Worked with local consultants • Short term training
– Demining activities • Through
• Offered jobs for various service – Malaysian Government Cooperation
companies Program (MGCP)
– Catering – PETRONAS University of Technology
– Transport
– Fuel Supply .. etc
19 20
Jobs for the Private Sector Institutional reform

• Catering – foreign and local companies • Restructuring in 1994/95
benefited – POD created
• Transport – local companies • BPR since July
July, 2009
• Hotels – – PLACP
• Local employment – 39 different professionals are required
– Medics • BSC …. Coming soon
– VB operators and Drivers
– etc …
21 22
The various capacity building PETRONAS UNIVERSITY

efforts
• Therefore, the triad of high quality human capital, good • UTP (Petronas University of
institutions and good leadership/governance are Technology)
fundamental to sustainable exploration and exploitation
of hydrocarbons that will allow broad-based sharing of • Founded in 1997
the hydrocarbon
y wealth byy the g generality
y of the
population. • Center for study of
• In summary, we can identify two dimensions of the gaps – Civil
in capacity building in new and emerging oil and gas – Mechanical
exploring and producing countries.
– Chemical ENGINEERING
– Low technical capacity
• Fully funded by the Government owned
– Weak institutional capacity
oil company, PETRONAS
23 24
123
Currently Enrolled Students
UTP
PETRONAS UNIVERSITY 18
16
14
• aims to blend the best academic
12
training with hands-on industrial
10
experience
p to p
produce a new g
generation 8
of graduates who can contribute to 6
Malaysia’s industrial development. 4
2
0
ME PE SC I S1
CHE
CVE
EE
25 26
Level of Education NUMER
Share of different Petroleum

18
16
disciplines (UTP)
14
12
10
PEE
8
PS
6 O
4
0
PHD S1
MSC
SC
27 28
Short term trainees A successful line with a discovery

well
NUMER
PEE PS p acc L e
29 30
124
National Petroleum Data Repository
MoME/Kotebe Area Project
31 32
Data Type Seismic Data acquisition

• Physical Data
– Cores
– Cuttins
– Seismic
sections
– Los
• Digital data
– tapes
– DVDs 33 34
Fly camp Equal job opportunity
35 36
125
Field visit Capacity based Community
development
37 38
Photo: Courtesy of PEXCO
Capacity based Community Capacity based Community

development development
Photo: Courtesy of PEXCO

39
Photo: Courtesy of PEXCO 40
Beneficiaries
Beneficiaries
Photo:
Courtesy
of PEXCO
41 Photo: Courtesy of PEXCO 42
126
Concluding Remarks
• O&GE&P require a heterogeneous group of people
in terms of human capital stock and investment in
human capital.
• All of them must significantly scale up their
scientific, technological and policy making and
implementation capacities through sustained
human capital formation.
• Creating the conditions that will ensure adequate
and qualitative domestic capacity and institution
building will be a key challenge in the coming
years.
• The capacity building problems are exacerbated by
developments in the world of economic
Photo: Courtesy of PEXCO globalization and rapid technological
43
developments. 44
Cont’d….
• Establishing and maintaining a trajectory of
Thank You !
human capital formation that achieves societal
goals at minimum social costs with due cognizance
of the collective interests of both the current and
future generations must be a central goal of public
policy.
policy
• Most important is long-term and credible
commitment to a sustainable capacity building to
underpin growth in the industry specifically and
inclusive development in general.
• Continued E&P with optimal strategy will ensure
the availability of adequate human capital
formation.
45 46
127
PRELIMINARY VOLCANIC RISK AND HAZARD ASSESSMENT IN ETHIOPIA
Tadiwos Chernet,
Ministry of Mines and Energy, Research and Development Center P.O.Box 486, Addis Ababa, Ethiopia.
(E-mail: ctadiwos@yahoo.com)
ABSTRACT
In many developing countries such as Ethiopia public awareness of volcanic hazards is gradually
improving. Scientists have to address many questions from concerned public authorities and the general
public regarding volcanic risks. Scientists often have to shy away from questions in the face of a
deficiency in long term original and factual data. This article is an attempt to present the prevalence of
eminent volcanic hazards in Ethiopia and a call to all international scientists for a collaborative effort to
assess volcanic risks in the region at large. Inventory of all active volcanic centers is the primary task in
volcanic hazard assessment studies and could be supported with remote sensing satellite data in
conjunction with a GIS platform for a database. Available volcanologic and social data should be
integrated for a preliminary volcanic risk assessment in different parts of the country. Continuous
collection of basic volcanologic data (mapping of recent eruptive products, geochronology and
seismology in active volcanic regions) should make the foundation for such an undertaking. Creating a
channel for a continuous communication with concerned public authorities will help obtain up to date
social data which is an important input to risk assessment. Such channels would also enable the
dissemination of hazard and risk maps to end users and the public in the future. A gross review of the
volcano-tectonic history of parts of the Great East African Rift in Ethiopia enables to show areas of low
and medium volcanic risk. The current state of knowledge calls upon all concerned civil authorities to
consult volcanologists for the task of sound and long-term land-use and development planning in such
areas. Even though historical records of volcanic eruptions are more numerous in Afar Depression, the
Main Ethiopian Rift also hosts a number of active volcanic centers in close proximity to large urban and
sub-urban settlements of the central part of the country. Therefore comparable efforts need be expended
to initiate a systematic and sustainable volcanic hazard assessment program in both areas.
INTRODUCTION
Volcanic hazards have to be examined with respect to the volcanic history of each individual volcano and
volcanic region. Volcanoes which have erupted in the last 10,000 years are considered active and 50% of
such volcanoes have shown a renewed volcanic eruption in historical times (Tilling, 1989). The longer a
volcano has been inactive, the greater, usually, the volume of the ejected masses and the more explosive
the eruption. Some volcanic hazards, such as landslides, can occur even when a volcano is not erupting.
Since long periods of dormancy are characteristic of most volcanoes, it is not easy to classify a volcano as
extinct and some volcanoes are witnessed to become active again after thousands or hundreds of
thousands of years. In general volcanoes that erupt more than once during one decade, are poorly
investigated or monitored and have dense population in their vicinity are more risky. Even though
128
historical records are sketchy, more than 10 volcanoes in the Ethiopia have erupted one or more times in
the past 200 years. The most volcanically active regions are located in Afar Depression and the Main
Ethiopian Rift (MER) located in Afar, Oromia, and Southern Nations, Nationalities and Peoples Regional
States. Large explosive eruptions can endanger people and property hundreds of kilometers away and
even affect global climate and active volcanoes should never be considered as physical political
boundaries between nations (Figure 1).
Figure 1: Location of volcanoes in East Africa (From www. http://Smithsonian/GlobalVolcanismProgram/).
VOLCANIC RISK AND HAZARD ASSESSMENT

A national volcanic risk and hazard assessment study should have a number of phases and modules. The
type of assessments will depend on data availability and stage of crisis. Availability of geological and
historical data on the volcanic region is key in beginning such program. A simple assessment will use a
hazard inventory showing a map of path of previous and/or new lava or pyroclastic flows and other
hazards. A detailed assessment will require computer simulation of volcanic flows. The information and
data required are topographic maps of the volcano, a map of the type, distribution and character of
previous flows, estimated flow parameters, run out distance, frictional coefficient and turbulent
coefficient in order to predict the path of future flows and flow characteristics.
129
Geographic Information Systems (GIS) are important in the production of hazard and risk maps and can
provide layers of data on topography, land-use, settlement and natural resources for a data base.
Immediate problems could be the availability of trained persons to develop such data bases which should
be accessible for the planning units of different government ministries. Since the behavior of a volcano in
the recent past is key in predicting its future behavior, geochronologic study of recent eruption products
is the corner stone for volcanologic and volcanic risk and hazard assessment studies (Table1).
Table 1: Techniques used or of potential use in dating volcanic events younger than 25,000 yr. Methods
shown as (*) are widely applicable (From Tillings, 1989)
Numerical Methods Relative-Dating Methods Correlation

Methods
Annual Radiometric and
Simple Complex
Radiologic process process
Historical Carbon-14* Obsidian Soil Stratigraphy*
Records * hydration development*
Dendrocronolgy Thermoluminescnce Lichenometry Rock and Tephrostratigrphy*
and electron -spin mineral
resonance weathering*
Varves Uranium Series Amino-acid Progressive Paleomagnetism
racemization land form
modification*
Potassium Argon Rate of Fossils and
Deposition artifacts
Fission Track
Cosmogenic
isotopes other than
C-14
The following definitions need to be adopted for volcanic hazard or any geo-hazard assessment study
(http://www.OAS.org/)
Hazard: The event itself or the probability of the event (Table 2 below).
Risk: A measure of the expected losses due to a hazard event of a particular magnitude occurring in a
given area over a specific time period (Table 2 below).
Vulnerability: The extent to which a community, structure, service or geographic area is likely to be
damaged or disrupted by the impact of a particular hazard.
Mitigation: Actions to reduce or eliminate the adverse effects of disaster events that can be taken prior to
its occurrence. (This includes preparedness and long term risk reduction measures).
Land Use: The broad types of land uses that are permitted within specified areas.
Zoning: The detailing of the use and intensity of development for specified parcels of land.
130
Development Standards: Site planning, building and engineering standards which are applied to
development proposals to achieve conformity with established land use policy, building codes and other
regulations.
Table 2: Proposed criteria for identification of high hazard and risk volcanoes. A score of 1 is assigned for
each rating criterion that applies; 0 if the criterion does not apply. (From Tillings, 1989)
Hazard Rating Score (0/1)

1 Silica content of eruptive products (mafic / felsic)
2 Major explosive activity within last 500 yr
3 Major explosive activity within last 5000 yr
4 Pyroclastic flows within last 500 yr
5 Mud flows activity within last 500 yr
6 Destructive tsunami within last 500 yr
7 Area of destruction within the last 5,000 yr is > 10km2
8 Area of destruction within the last 5,000 yr is > 100 km2
9 Occurrence of frequent volcano-seismic swarms
10 Occurrence of significant ground deformation within the last 50 yr
11 Total Score
Risk rating
1 Population at risk > 100
2 Population at risk > 1,000
5 Population at risk > 1million
6 Historical fatalities
7 Evacuation as a result of historical eruption(s)
8 Total Score
A volcanic risk and hazard assessment program should have the following phases.
Phase I. Inventory of active volcanic centers.
Phase II. Preliminary hazard zoning with recommendations on land use.
Phase III. Detailed volcanologic mapping with hazard zoning and prioritization for monitoring.
Phase IV. Volcanic hazard monitoring and early warning system implementation.
The fundamental science of all four phases of the study being volcanology has a multidisciplinary nature
and the work will require various degrees of participation of specialists from a variety of earth science
disciplines.
Phase I. Inventory of Active Volcanic Centers (Desk Study)

1. Survey and compilation previous geological and historical data on volcanic activity should begin by
collecting and reviewing all geological maps and publications in the region in a center. The Global
Volcanism Program database for northeastern Africa and Red Sea currently contains 69 Holocene
volcanoes and 2 Pleistocene volcanoes with thermal activity.
131
(http://www.Smithsonian/GlobalVolcanismProgram/) table 3: lists only those volcanoes found in

Ethiopia and border regions.
2. Photo-geological investigation with remote sensing (digital image analyses) around the volcanic
regions.
3. Determination of zones affected by recent and sub-recent volcanic activity and identifying eruptive
centers and vents.
4. Transfer all information related on recent volcanic activity to a standard 1:50,000 scale topographic
maps.
5. Prioritization of project study areas and volcanic centers for phase II studies will depend among
other logistic factors on the total weight gained in the following table3.
Table3: Prioritization criterion for detailed investigation of active volcanic hazard areas.
Criteria Weight% Area 1 Area 2 Area 3 …..

1 Hazard factor 15
2 Risk factor 15
3 Population density factor 10
4 Infrastructures factor 10
5 Urbanization factor 10
6 Vulnerability factor 10
7 Land-use plan factor 10
8 External assistance 10
(GO/NGO) factor
9 Other socio-economic factor 10
10 Total % 100
Phase II. Preliminary hazard zoning with recommendations on land use (Field Study)
1.Safety: Volcanic hazard assessment study requires work in a potentially hazardous zone. Depending on
the level of volcanic activity, the hazardous zone may extend for several tens of kilometers from the
center. Potential hazards include, lava flows (temperatures in excess of 1000°C), pyroclastic flows
(400-700°C and speeds of up to 150 km/h), flying volcanic bombs and volcanic gases, with still
plenty of other hazards even in dormant volcanic areas. New lava flows may still be very hot for
months or even years and may be only covered with a thin crust of solid rock. Old lava flows can be
as sharp as broken glass. Many of the hazards encountered in geothermal areas are also present in
volcanic areas. Hot springs, geysers, fumaroles and mud pools can be boiling hot, acidic or downright
poisonous. Landslides are also common, as even volcanic rock can become weakened over time with
seeping acidic volcanic fumes. Noxious gases may come out of vents or similar holes in the ground
and may be concentrated in enclosed low-lying spaces such as caves, manholes, and pool enclosures.
Carbon dioxide, a byproduct of volcanic activity, is notorious for this and can kill swiftly. Important
safety standards and advices for volcanologists and the general public are outlined by international
organizations (http://www.IAVCEI.org/)
2. Field Equipment: Besides standard gear for geological fieldwork volcanological studies around recent
eruptive centers needs the following equipment with due consideration to portability during ground
traverses.
132
a. Navigation equipment (GPS, compass, altimeter).

b. Topographic base maps (1:50,000 scale or better), field notebook.
c. Temperature transducer, portable and multipoint
d. Digital thermometer / pH / conductivity meter.
e. Camera with film or flash cards and batteries.
f. Strong/high mountain boots with strong rubber sole.
g. Telescopic walking sticks, working gloves.
h. Dust mask / Gas mask and helmet, safety specs / sun block, headlight, binoculars.
i. Whistle / Communication radio.
3. Field characterization of eruptive products: Observations on color, texture, mode of emplacement,

dispersion of recently eruption products.
4. Eruptive vents and volcanic gases: The existence of volcanic gases and geological observations should
be collected around recent eruptive centers and the sites must be precisely determined and located on a
map with observations on current activity at the site(s) (fumarolic, solfatara, volcanic fumes and gases,
recently solidified lava, or flame / fire of lava)
5. Eruptive history: Reports from eyewitness and local elders.
6. Atmospheric and hydrologic impacts: Observations on the flora and fauna due to recent volcanic
activity should be collected around the center. Collect samples and observations on the chemistry of
surface and ground water.
7. Land-use and settlement: Up-to date information on land-use and development plans should be
obtained from Regional, Zonal and Woreda administrative bodies.
Phase III. Detailed Volcanologic Mapping (Sampling and Laboratory Studies)

This phase should be launched when international collaborative laboratory analytical support is
established since the studies will require a number of specialized sampling and analyses. A variety of
samples are collected in the vicinity of an active volcano that include solid eruptive products from
previous and current activity, water samples from nearby water points, and gas samples. It is very
important to know the purpose of sampling the solid eruptive products before sampling. Rock and tephra
sample could be for petrologic studies or grain size analyses whereas charcoal and other organic remains
could be for radiocarbon dating.
Sample should be collected in large sized cloth or fabric bags for grain size analysis and various sizes of
plastic bags are available for petrologic and geochemical samples. Geochronologic samples should be
collected by specialists after the collaborative arrangement with an oversea laboratory is established. All
water points nearby an active volcano should be located on a map and sampled for major cations and
anions for which 1 liter plastic sample bottle should suffice. Sampling gas samples require evacuated
sample bottles, field apparatus and need more safety precaution and need be overseen by a specialist (gas
geochemist).
133
Phase IV- Long-term monitoring and early warning system implementation

A reconnaissance study and inventory of hazardous zones with a preliminary hazard and land-use zoning
obtained from pervious phases of studies outlined above will lead to an identification of hot spots for
detailed investigation and monitoring. A detailed investigation of such sites will allow a preparation of a
final hazard-zoning map and lead to selection of sites for long-term monitoring and implementation of a
program for hazard early warning system and is marked by the establishment of a volcanological
observatory (ies).
Current State of Knowledge

Even though systematic volcanologic studies with a prime objective to evaluate volcanic risks and
hazards were not conducted studies by various group of researchers (geothermal resources, volcanology,
limnology, paleoantropology etc.) in parts of the Great East African Rift valley in Ethiopia show there are
over 60 potentially active volcanic centers in Ethiopia. Table 3 below and a review of geologic studies in
the region enables one to attempt to grossly present the volcanic risk in Ethiopia. Areas of risk are all
located along the axial segments of the Afar Depression and the Wonji Fault Belt in MER (Figure 2).
Historical volcanic eruptions are more prevalent in the Afar Depression, however the low population
density mainly due to the arid climate and the traditionally pastoralist land-use have minimized the risk.
Agricultural development along Awash River and its tributaries is however gradually increasing the risk.
Even though there are less historically documented volcanic eruptions in the MER where most areas get
an annual rainfall of over 600 mm, subsistence farming settlements are wide spread together with
mechanized agricultural systems / urban centers and hence higher population density (over 100
individuals / km2) in most areas and thus increasing the risk. Some relevant biophysical data on Ethiopia
are presented as an appendix.
Table 3: List of Volcanoes in Ethiopia with some modification from www.http://Smithsonian/Global

Volcanism Program
Volcano Name Type Status
A. Extreme Northern Afar Depression – Ethio-Eritrea Border
Jalua Stratovolcano Holocene
Alid Stratovolcano Holocene
Dallol Explosion craters Historical
1. Northern Afar Depression – Erta Ale Segment
Alu Fissure vents Holocene
Dalaffilla Stratovolcano Holocene
Borale Ale Stratovolcano Holocene
Erta Ale Shield volcano Historical
2. Northern Afar Depression – Tat Ale and Alayta Segments
Gada Ale Stratovolcano Holocene
Ale Bagu Stratovolcano Holocene
Hayli Gubbi Shield volcano Holocene
Dubbi Stratovolcano Historical
Nabro Stratovolcano Holocene?
Mallahle Stratovolcano Holocene?
Sork Ale Stratovolcano Holocene?
Asavyo Shield volcano Holocene
Mat Ala Shield volcano Holocene
134
Tat Ali Shield volcano Holocene

Borawli Stratovolcano Holocene
Afdera Stratovolcano Holocene?
Ma Alalta Stratovolcano Holocene
Alayta Shield volcano Historical
3. North-Western Afar Depression – Manda Hararo Segment
Dabbahu (Boina VC) Stratovolcano Historical
Dabbayra Shield volcano Holocene
Manda Hararo Shield volcanoes Historical
Groppo Stratovolcano Holocene
Kurub Shield volcano Holocene
4. North-Eastern Afar Depression
Borawli Lava domes Holocene
Manda-Inakir Fissure vents Historical
Mousa Ali Stratovolcano Holocene
Gufa Volcanic field Holocene
Assab Volcanic Field Volcanic field Holocene
B. Central Afar Depression
Dama Ali Shield volcano Historical
Gabillema Stratovolcano Holocene
Yangudi Complex volcano Holocene
5. MER - Afar Transition Zone
Ayelu Stratovolcano Holocene
Adwa Stratovolcano Holocene
Hertale Fissure vent Holocene
Liado Hayk Maars Holocene?
Dofen Stratovolcano Holocene
Fentale Stratovolcano Historical
6. Northern MER – Boset-Kone, TulluMoye - Gedemsa Segments
Beru Volcanic field Holocene
Kone Calderas Historical
Unnamed Pyroclastic cones Holocene
Boset-Bericha Stratovolcanoes Holocene
Sodore Pyroclastic cones Holocene
Gedamsa Caldera Caldera Holocene
Bora-Bericcio Pumice cones Holocene
Tullu Moye Pumice cone Anthropology
7. MER – Buta Gira – Silti – Bishoftu Line
Bishoftu Volcanic Field Fissure vents Holocene
Unnamed Fissure vents Holocene
Butajiri-Silti Field Fissure vents Holocene
8. Central MER
Unnamed Fissure vents Holocene
East Zway Fissure vents Holocene
Alutu Stratovolcano Radiocarbon
O'a Caldera Caldera Holocene
Corbetti Caldera Caldera Holocene
9. Southern MER
Bilate River Field Maars Holocene
Hobicha Caldera Caldera Holocene?
135
Chiracha Stratovolcano Holocene?

Tosa Sucha Cinder cones Holocene
C.Southern Broadly Rifted Zone (Kibish, Omo, Usno and Chew Bahir rifts, Reiriba
proto-rift)
Unnamed Cinder Cones Holocene
Tepi Shield Volcano Holocene
Korath Range Tuff Cones Holocene?
Mega Basalt Field Pyroclastic Cones Holocene
Figure 2: Preliminary volcanic risk map of Ethiopia.
Volcanic Hazard Zoning and Mitigation

The purpose of hazard-zone maps is to give accurate information on the type and frequency of volcanic
eruptions and consequent volcanic and hydrologic processes that could impact a given area and provides
information vital to sound land-use planning. Any Geo-hazard risk map is most important as a multi-
hazard risk map and standards should be prepared for the GIS platform to be used and the 1:50,000 scale
at which the preliminary maps will be prepared (www, OAS.org). Besides showing the type of volcanic
hazard and the risk as low, medium and high the map will show other related hazards that can occur at
any locality and will require the gathering of all pertinent social data such as census and land-use.
Standards should be formulated as an outcome of the need to have a common language between the
different specialists that will be involved in a volcanic hazard assessment program and the facilities that
would be available for the work.
136
Increasing infrastructural development and settlement in the areas surrounding volcanoes have required
volcanic hazard mitigation programs in many countries. However, compared to other natural disasters,
such as earthquakes, the destructive potential of volcanic eruptions is lower, as eruptions are often
predictable. Thus mitigation of volcanic hazards is feasible, reducing damage considerably provided that
hazard and risk potential have been assessed correctly. This could be possible with only a detailed
knowledge of the type, structure and history of the volcano. Besides instantaneous hazard caused by
volcanic gases accompanying volcanic eruptions high concentration of fluoride (above WHO standards
for potable water) in ground and surface waters in volcanic regions of the Great East African Rift which is
an outcome of volcanic and hydrothermal phenomena has been confirmed to have long term detrimental
health effects. Apart from the numerous destructive effects of volcanic activity, the positive effects, such
as fertile soil, geothermal energy, or the picturesque scenery, should not also be forgotten. The
damages that the violent forces of volcanic eruptions produce and the resultant destruction to life and
property can be mitigated by only a coordinated effort of responsible civil authorities and scientists with
long term programs of monitoring and research (Figure 3).
GOVERNMENT BODIES CONTINGENCY PLANS

DECISION MAKERS DISASTER WARNING
POLICY MAKERS DISASTER PREPAREDNESS
RESPONDING AGENCIES LAND-USE PLANING
SCIENTIFIC HAZARD WARNING

ERUPTION
COMMUNITY FORECASTING
EDUCATION OF THE
AWAR ENESS PUBLIC, MEDIA, AND
RESPONSIBLE PROMOTION PROGRAM DECISION MAKERS
AGENCY HAZARD – ZONATION
MAPS
VOLCANO MONITORING
PAST & PRESENT BEHAVIOR
ACADEMIA &
Eruption related
Monitoring
Recurrence
processes
Networks
products
Modeling
Intervals
Eruptive
phenomena
Eruptive
RESEARCH PROGRAMS
studies
BASIC STUDIES OF VOLCANOES
Figure 3: Diagram to illustrate how an effective program to mitigate volcanic hazards and risk must be based
on a strong foundation of long term basic studies. The apex of the triangle is separated from the rest of the
triangle to show the division of responsibility between scientists and civil authorities. (From Tillings, 1989)
DISCUSSION
This decade has witnessed a number of volcanic eruptions in Northern Afar Depression. An eruption of a
mud-hot water mixture occurred near the cellar of a discharging intermediate depth geothermal well (TD-
6) in Dubti Geothermal Field (Tendaho Graben / Southern tip of the Manda Harao Segment) on April 26,
2000. It was contemplated at the time that this eruption was triggered by subsurface magmto-tectonic
137
phenomena which are known to result sudden changes in enthalpy of deep geothermal wells which can
result such an eruption at a discharging well. This event is related and probably an antecedent to a later
volcano-tectonic crisis at Da õre / Dubahhu volcanic center (Boina Volcanic Complex; Barberi et al,
1975) which is located on a transverse line at the northern tip of Manda Hararo segment where a small
volume (25 m2) ash eruption occurred from a rhyolitic fissure vent (Varet, 1978) a few hundred meters
long in September, 2005. It was not clear weather this small volume ash eruption could have a primary
magmatic origin vis a vis a discharge of an earlier pocket of fragmented material (ash) from the vent as a
result of a hydrothermal eruption induced by tectonic movements. However it was soon confirmed by
analysis of InSAR data that a 60 km long basaltic dike (2.5 km3) was emplaced along the Manda Hararo
segment and could be the triggering factor for the September 2005 volcano-tectonic crisis at Da õre
(Wright et al, 2006, Sigmundsson, 2006). The August 2007 basaltic eruption at Kirbahi Graben on the
central part of the Manda Hararo Segment was a manifestation of the axial basalt diking observed on
regional InSAR data (Yirgu et al., 2008). Earlier seismic studies by the EAGLE team in the northern
MER have presented magma-assisted rifting model with crustal magmatic bodies playing important roles
in the overall structural evolution along the axial belt of the rift (cf. Wonji Fault Belt, Mohr, 1963) hence
defining distinct magmatic segments which highlight the axial belt (Kendall et al., 2005). These sites are
the locus of recent and future volcanic activity and hazards in the MER where recent volcanic products
are evidently bi-modal and can potentially result the more catastrophic felsic types of eruptions. Such
studies will provide additional insight in other less investigated areas such as the south and central parts
of the MER where volcanic risks are no less.
While comparing the MER and Afar Depression with respect to volcanic risk, it has to be noted that the
MER has a rainfall of 400-800 mm/year and a hot semi-arid – warm temperate climatic classification.
Moreover most parts of MER have a higher population density of 100 persons / km2, and host the
country’s largest urban centers with a population of over 1,000,000. Traditional folktales of supernatural
beings inhabiting active volcanoes and explosion craters are widespread in most rural communities. Most
parts of the Afar Depression has a draught prone, hot-arid climatic classification with a mean annual
rainfall of less than 300 mm and lower population density of less than 30 persons / km2. The population in
scattered urban centers mainly related to modern agricultural systems along Awash River and its
tributaries does not exceed 500,000 (EMA, 1988; CSA, 2008). Inspite of numerous well documented
historical eruptions in Afar Depression; socio-economic data suggest that there is comparable risk in the
MER and Afar Depression (appendix). Thus equal emphasis need be given to both areas in a volcanic
hazard assessment study.
CONCLUSIONS
Many Volcanological studies have shown the existence of volcanic risk in many parts of the Afar
Depression and the Main Ethiopian Rift. The successful launching and implementation of a volcanic risk
and hazard assessment will bring to fruit the many scientific studies conducted by numerous scientific
groups in the region. Time should not be spent to begin a more comprehensive program for volcanic
hazard and risk assessment by a collaborative effort of all concerned government and non-government
organization. Public authorities and the general public should also be advised of the areas of volcanic
risks and consult scientists (volcanologists) in academia and public service for long-term land-use and
development plans and standards.
138
ACKNOWLEDGMENTS
This manuscript is an outcome of my involvement in various geo-hazard teams within the Geological
Survey of Ethiopia. First and foremost I sincerely acknowledge all colleague team members who have
made my feeble attempt to raise awareness of volcanic hazards possible. I would also like to acknowledge
colleagues from Department of Earth Sciences (Addis Ababa University) and international collaborators
from Vesuvius Volcanological Observatory and prominent universities of UK and USA with whom I got
the first challenging opportunity for field work in the shadow of volcanic hazards.
REFERENCES
1. Barberi F, Borsi S., Ferrara G, Marinelli G. and Varet J, 1970. Relation between Tectonics and
Magmatology in the Northern Danakil Depression (Ethiopia). Phil. Trans. Roy. Soc. Lond. 267, 293-
311.
2.Barberi F, Cheminee J-L and Varet J, 1973. Long-lived Lava Lake of Erta Ale Volcano Rev Geog Phys
Geol Dynam, 15: 347-352.
3.Barberi F, Borsi S., Ferrara G, Marinelli G. Santacroce R, Tazieff H. and Varet J, 1972, Evolution of
the Danakil Depression (Afar, Ethiopia) In light of radiometric age determination, The Journal of
Geology 80, 6, 720-729.
4.Barberi F, Ferrara G, Santacroce R, Treuil M, Varet J, 1975. A Transitional Basalt-pantellerite
Sequence of Fractional Crystallization, the Boina Centre (Afar Rift, Ethiopia). J Petr, 16: 22-56
5.CSA, 2008, Atlas of Ethiopian Rural Economy, Central Statistical Agency, Addis Ababa, Ethiopia. p92
6.Chernet T., 1995, Petrological, geochemical and geochronological investigation of volcanism in the
northern Main Ethiopian Rift - southern Afar transition region. Ph.D. dessertation, Miami University,
Oxford, Ohio, U.S.A, 241 pp.
7.Chernet T., Report on a field trip to Afar Regional State Regarding the November, 2008 volcanic
Eruption on the Erta Ale Range, November 8-15, 2008, (unpublished report GSE).
8.Chernet T., Field Activty Report, Da ore Volcanic Center (Boina Volcanic Complex) Central Afar Oct
17-20, 2005, (unpublished report GSE).
9.CNR-CNRS Afar Team, 1973. Geology of northern Afar (Ethiopia). Rev Geog Phys Geol Dynam, 15:
443-490
10.CNR-CNRS, 1975. Geological Maps of Afar: 1, Northern Afar (1971); 2, Central and Southern Afar
(1975). La Celle St Cloud, France: Geotechnip
11.CNRS-CNR, 1972, Geological Map of The Erta Ale Volcanic Range, Scale 1:100,000, France
12.Cole J.W., 1969, Gariboldi Volcanic Complex, Ethiopia, Bull. Volcan., v. 33, p. 566-578
13.Di Paola G M, 1971. Geology of the Corbetti Caldera (main Ethiopian rift valley). Bull Volc, 35: 497-
506
14.Di Paola G M, 1972. The Ethiopian Rift Valley (between 7º 00” and 8º 40” lat north). Bull Volc, 36:
517-560
15.EMA, 1988, National Atlas of Ethiopia, Ethiopian Mapping Agency, Addis Ababa, Ethiopia, 76pp.
16.Faure G., 1986, Principles of Isotope Geology, 2nd edition, John Wiley and sons, New York, 589p.
17.Fisher R.V. and Schminke H.V., 1984, Pyroclastic Rocks, Springer-Verlag, New York.
18.Gibson I.L., 1974, A review of the geology, petrology and geochemistry of the volcano Fantale, Bull.
Volcan. v. 38, p. 791-802.
19.Gouin P., 1979, Earthquake history of Ethiopia and the Horn of Africa, International Development
Research Council, Canada, 118E:259
20. http://www.Smithsonian/GlobalVolcanismProgram/ (2009)
21.http://www.OAS.org/ (2009)
22.http://www.IAVCEI.org/ (2009)
139
23.http://en.wikipedia.org/ (2009)
24.http://www.WOVO.org/ (2009)
25.Kendall J. M., Stuart G. W., Ebinger C. J., Bastow I. D. and Keir D., 2005, Magma-assisted rifting in
Ethiopia, Nature ,Vol 433, 146-148.
26.Mohr P A, 1961. The geology, structure, and origin of the Bishoftu explosion craters. Bull Geophys
Observ Addis Ababa, 2: 65-101
27.Mohr, P.A., 1967, The Ethiopian Rift System, Bulletin of Geophysical Observatory, v. 11, p. 1-48.
28.Mohr P.A., 1970, Volcanic composition in relation to tectonics in the Ethiopian Rift System: a
preliminary investigation, Bull. Volcanol. v. 34, p. 141-157.
29.Mohr P.A., 1972, Regional significance of volcanic geochemistry in the Afar triple junction, Geol.
Soc. Am. Bull. v. 83, p. 213-221.
30.Mohr P.A., 1983a, Ethiopian Flood basalt province, Nature v. 303, p. 577-583.
31.Mohr P.A., 1983b, Perspectives in the Ethiopian Volcanic Province, Bull. Volcanol., v. 46-1, p. 23-43.
32.Mohr P A, Mitchell J G, Raynolds R G H, 1980. Quaternary volcanism and faulting at O'a caldera,
central Ethiopian Rift. Bull Volc, 43: 173-190
33.Mohr P A, Wood C A, 1976. Volcano Spacings and Lithospheric Attenuation in the Eastern Rift of
Africa. Earth Planet Sci Lett, 33: 126-144
34.New Manual of Seismological Observatory Practice (NMSOP) IASPEI – 2002, v, I&II, Editor Peter
Bormann, GFZ, Postdam. Chapter 13, Volcano Seismology by J. Wassermann.
35.Sigmundsson F., 2006, Magma does the splits, News and Views - Nature Vol 442, 251-252
36.Tefera M., Chernet T. and Haro W., 1996, Geological Map of Ethiopia, Scale 1:2,000,000, 2nd edition,
and Explantion to the Geological Map of Ethiopia , G.S.E. Bullitin No 3, 79p, Addis Ababa, Ethiopia
37.Tillings, Robert I., (Editor), 1989, Volcanic Hazards, Short Courses in Geology, V.I, 28th IGC-AGU,
Washington D.C. 123p.
38.UNDP, 1973, Geology, Geochemistry of Hot Spring Systems of the East African Rift System in
Ethiopia. UNDP, technical report, DD/SF/ON 11, NY.
39.UNESCO, Paris, 1972, The Surveillence and Prediction of volcanic activity, a review of methods and
techniques, p 166, Unesco, Place de Fontenony, 75 Paris- 7.
40.Varet J, 1978. Geology of central and southern Afar (Ethiopia and Djibouti Republic). CNRS, Paris,
124 p
41.WoldeGabriel G, 1986. The Awasa caldera in the main Ethiopian Rift (MER). International
Volcanological Congress, 1986, New Zealand, Abstract Volume, p 351
42.Wright T. J., Ebinger C.J., Biggs Juliet, Ayele A., Yirgu G., Keir K. and Stork A., 2006, Magma-
maintained rift segmentation at continental rupture in the 2005 Afar dyking episode, Letters-Nature
,Vol 442, 291-294.
43.Yirgu G, T. Chernet., A. Ayele . S. Fissha. and K. Damtew, The August 2007 volcanic Eruption at
Karbahi Graben Manda Hararo Axial Segment, North-western Afar Depression (Ethiopia). Abstract
Vol., International Scientific Conference to mark the 50th Anniversary of the Founding of
Geophysical Observatory of Addis Ababa University, P 44-45.
140
Appendix: Physiographic and social data on Ethiopia (from CSA, 2008).
Elevation Total Population Density
Road Network Urban centers
141
¾›=ƒÄåÁ Í=*dÃ”e“ T°É” UI”Ée“ TIu`
The Ethiopian Geosciences & Mineral Engineering Association
Founded in April 1992

7th CONGRESS
Sponsors
Nyota Minerals Limited Ministry of Mines & energy
(Ethiopia)
Mekelle Univeristy
Ethiopian Mineral Development
Share Company
Addis Resources
Development PLC
ARDCO
Horn of Africa Regional Saba Engineering

Environmnet
Centre
Addis Geosystems PLC

Ministry of Water Resources
The JICA Study Team
Addis Ababa University Geological Survey of Ethiopia
Ministry of Science & Technology

National Mining Corporation
EGMEA Secretariat
Addis Ababa University, Department of Earth Sciences
Old Geology Building (Yohannes Hall), Room No. 121
P.O.Box 32934, Addis Ababa
Tel: 251-1-6554176
Website: http://www.egmea.org.et

ETHIOPIAN GEOSCIENCES AND MINERAL ENGINEERINGASSOCIATION (EGMEA) 7th EGMEA Proceedings Print

Uploaded by

Document Information

Original Description:

Copyright

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

ETHIOPIAN GEOSCIENCES AND MINERAL ENGINEERINGASSOCIATION (EGMEA) 7th EGMEA Proceedings Print

Uploaded by

Copyright:

Proceedings of the Seventh

The Ethiopian Geoscience and Mineral

¾›=ƒÄåÁ Í=*dÃ”e“ T°É” UI”Ée“

ETHIOPIAN GEOSCIENCES AND MINERAL ENGINEERING

PROCEEDINGS OF THE SEVENTH EGMEA CONGRESS, AUGUST 27 – 28, 2010

SESSION 1: GEOSCIENCES EDUCATION AND RESEARCH IN ETHIOPIA

SESSION 2: PANEL DISCUSSION

Panel Discussion on Geoscience Education in Ethiopia: Opportunities and Challenges 44

SESSION 3: GEOLOGICAL SURVEYING AND RESOURCES

Proceedings of the Sixth EGMEA Congress 77pp.

MESSAGE FROM THE PRESIDENT OF EGMEA

Girma Woldetinsae (PhD)

Opening Address to the 7th Congress of EGMEA by

Thank you very much for your attention.

SEVENTH EGMEA CONGRESS REPORT

The members of the Congress Organizing committee were as follows:

Friday, August 27, 2010

Presentation 1: Geoscience Education in Eastern Africa with Ethiopia as an Example

Dr. Asfawossen Asrat (Department of Earth Sciences, Addis Ababa University)

Dr.Mulugeta Alene (Department of Earth Sciences, Addis Ababa University)

He has given particular attention to the following issues on his presentation:

Presentation 3: Earth Sciences curriculum in Ethiopian Universities: features, linkage to

Session I: Continued after Tea/Coffee break

Presentation 4: Open Resources for Geoscience Education and Research

Presentation 5: Engineering Geology education and research in Ethiopia: opportunities,

He concluded his presentation by suggesting the following salient points:-

Prof. Gezahegn Yirgu (Department of Earth Science, Addis Ababa University)

• Launching national event; on 14 October, 2008 a congress was prepared in collaboration

Session II: Panel Discussion: - Earth Sciences Higher Education in Ethiopia:

5. Dr. Balemwal Atnafu

• Why is geosciences education important to Ethiopia? If it is believed to be beneficial,

• Program and curriculum relevance

The major challenges in learning-teaching methods raised by the panelists are:-

Saturday, August 28, 2010

Session III: Geological Surveying and Resources

The strategy of GSE:-

Some of the implemented projects related to geohazard investigations:-

o Central Ethiopia Geo-hazard mapping and Geo-environmental study (independent

Presentation 9: Role of Engineering Geological Information for Town planning and

Ato Gebremedhin Berhane (Mekelle University)

Session III: continued after Tea/Coffee break

Solomon Gebresilassie, Haylay Tsegab1, Tesfamichael Gebreyohannes1, Kurkura Kabeto1,

Gilamichael Kidane1*, Hiroyoshi Sano*, Hiroshi Kurita** Seiichi Toshimitsu***

(1 Geological Survey of Ethiopia and *Kyushu University, **Niigata University,

Presentation 15: The Role of Petroleum Exploration for Capacity Building

Ketsela Tadesse (Petroleum Licensing and Administration Core Process,

Presentation 16: Preliminary Volcanic Risk and Hazard Assessment in Ethiopia

(Research and Development Center, Ministry of Mines and Energy)

Session IV: Association matters

• Introduction of a new measure and modification of article eight of EGMEA

GEOSCIENCE EDUCATION IN EASTERN AFRICA WITH ETHIOPIA AS AN

MSc Graduates by Decade Total

2000‐2010 403 (only AAU) + 0 100 200 300 400 500

~ 5 (MU since 2007)

The Geological Society of Africa (GSAf)

1. Working on registering and accrediting the Society at the AU and establishing a

CAG24‐ADDIS ABABA, ETH?

KEYS FOR WINNING THE BID

EARTH SCIENCE HIGHER EDUCATION IN ETHIOPIA: PROGRAM AND

EARTH SCIENCES HIGHER EDUCATION I. Universities & Departments

I. Universities & Departments

• Higher Education Expansion in Ethiopia • Addis Ababa University, Dept of Earth

ADDIS ABABA UNIVERSITY MEKELLE UNIVERSITY-

DILLA UNIVERSITY II. Earth Science Programs & Curricula

2 Mekelle University Since 1997 Since 2005

3 Arba Minch Universityy Since 2006 2010/11?

Gilamichael Kidane1, Hiroyoshi Sano, Hiroshi Kurita Seiichi Toshimitsu*