Mechanical engineering

Addis Ababa University
Addis Ababa Institute of Technology
School Of Mechanical and Industrial Engineering
REVISED MODULARIZED UNDERGRADUATE
CURRICULUM
March, 2021

i
Abbreviation
 Addis Ababa University (AAU)
 Addis Ababa Institute of Technology (AAiT)
 School of Mechanical and Industrial Engineering (SMiE)
 Programmable Logic Controller (PLC)
 Engineering Capacity Building Program (ECBP)
 Computer Numerical Control (CNC)
 European Credit Transfer System (ECTS)
 Mechanical Engineering (MEng)

ii
Table of Contents
Abbreviation............................................................................................................................... i
Table of Contents......................................................................................................................ii
1. Introduction...................................................................................................................... 1
2. Program Outcomes......................................................................................................... 21
3. Modules and Clustered Courses..................................................................................... 22
4. Course Breakdown by Semester .................................................................................... 26
5. Module Profile and Course Syllabus.............................................................................. 34
6. Graduation Requirements............................................................................................. 273

1
1. Introduction
Background
1.1.
The College of Engineering, then called Imperial College of Engineering under the Ministry
of Education, was established in 1953 as a two-year course of pre-engineering education, and
graduates were subsequently sent abroad for further training. Two years later, a four-year
program was introduced in Civil and Industrial Engineering, and B.Sc. degrees were first
awarded by His Imperial Majesty Haile Selassie I in July of 1958.
In 1959, the College was expanded to include instructions in Mechanical and Electrical
Engineering in lieu of Industrial Engineering and the undergraduate program was extended to
cover five years. The first mechanical engineers graduated from the University College of Addis
Ababa in 1963.
In late 1970‘s, the decade when the change from Haile Selassie I University to Addis Ababa
University took place, the programs of study in engineering were cut down to four years for a
few years. It was later restored to the original five year program.
In order to effectively manage the large student population and swiftly respond to the need of
the government transformational plan and support the growth and competiveness of the industry,
the Faculty of Technology was given autonomy and new leadership with international experience
since April 2010. The Faculty of Technology was re-organized into Addis Ababa Institute of
Technology (AAiT) and the leader of the Institute is named as Scientific Director, with Vice
President Status of the university. The new institute was officially inaugurated in October 2010.
At that time, the department of the Mechanical Engineering was named as School of Mechanical
and Industrial Engineering (SMiE).
Statistical data of Addis Ababa University shows that the total number of mechanical
engineers that graduated from the University with B.Sc. degree during the period 1963 – 2018 is
more than 2000.
As of recent years, stakeholders and employers have expressed concerns that the graduates of
the School lack practical and innovative skills. This lack has been coupled by deficiency in
communication and managerial skills of the graduates. It is believed that this new modularized
curriculum (2018 revision) has incorporated the necessary changes that will address the issues
raised by stakeholders and employers.

2
Rationale for Modularized Curriculum
1.2.
Mechanical Engineering is the main field that plays leading roles in the technological
development of a country. The objective of Mechanical Engineering Education up to now was to
educate trainable, broad-based mechanical engineers that can fit in the different applications
areas of mechanical engineering after given on-the-job training for about a year.
The curriculum has been revised several times using the experience of the staff gained from
USA, England, Germany, and Italy. As a result, the curriculum became broad and solid as far as
knowledge transfer is considered through time. Though there have been several attempts to
accommodate the needs of local industry, it was not done in a strategic way to fill the skill gap of
the graduates. In fact, it was supposed that the industries have to streamline graduates to their
particular area by giving them practical on-the-job training for about one year.
However, the School was able to recognize that most of the industries that have been
employing mechanical engineers are small and medium-sized and do not have senior engineers
for coaching the new recruits. As a result, the school is convinced that it is necessary to make the
education more practice-oriented and focused to the different areas of industrial applications in
order to make the engineers more productive. With the increasing number of graduates in
mechanical engineering, it is becoming inevitable that some shall be self-employed. Therefore,
the need for training the graduates in entrepreneurship has become necessary.
On the other hand, the Government of Federal Democratic Republic of Ethiopia has
demanded the improvement of Engineering Education to make it more relevant to local
industries while having internationally acceptable standards. Therefore, the Ministry of Capacity
Building of Federal Republic of Ethiopia, in partnership with the Federal Republic of Germany,
launched Engineering Capacity Building Program (ECBP). Engineering Education
reform/overhaul which is being carried out in the institute is among the four tasks of this
program.
The School of Mechanical and Industrial Engineering, AAiT, Addis Ababa University,
working with the German expert supplied by ECBP developed a new curriculum in 2017. In
general, the curriculum was drafted with the objective of meeting knowledge and skill
requirement of Mechanical Engineers stated in the professional profile.
Finally, this revision was conducted simply by considering the entire drawback collected
from staffs on the existing curriculum (a curriculum revised in 2013). The major change in this
curriculum revision includes; an improvement of the course content, semester & ECTS

3
rearrangement and also mapping of the course outcomes with the program outcomes as per the
European accreditation institution format.
But when these changes are compared with the change which had been conducted in 2013,
this revision is a minor revision. As a reference, the major changes which were made in 2013 on
the older curriculum include the following:
a) More practice-oriented courses were added.
b) The practical education aspect of each course, such as laboratory or workshop exercises,
project work and industrial visits, were enhanced and made explicit in the program.
c) A six-month industrial internship was introduced in the 8th
semester.
d) A new course on Mechatronics is included in the curriculum to introduce to students PLC
and computer-based automation of machinery.
e) A course on Quality Management is introduced with the objective of training engineers
who will play important role in quality improvement of manufactured products and/or
technical services.
f) A new course in Entrepreneurship with the objective of training engineers for self-
employment was introduced.
g) Courses that deal with technology for rural development were added in the relevant focus
areas in order to promote agriculture-led industrial development policy of the country.
h) Elective groups focused on specialized application areas are introduced in the last four
semesters. The advantages of grouping students in focus areas are:
 The education is streamlined to different areas of employment;
 Small size class facilitates project and laboratory intensive education.
i) Courses are arranged in modules which are envisaged to be helpful in facilitating
organization facilities and planning of staff requirement in more structured way.
j) In order to accredit the program by European accreditation institution, the introduction of
European Credit Transfer System (ECTS) System was necessary. ECTS credits are a
value allocated to course units to describe the student workload required to complete
them. They reflect the quantity of work each course requires in relation to the total

4
quantity of work required to complete a full year of academic study at the institution that
is, lectures, practical work, seminars, private work- in the library or at home- and
examinations or other assessment activities. Credits thus express a relative value.
Professional Profile
1.3.
Mechanical Engineering is a profession that deals with the design, manufacturing, selection,
installation, commissioning, operation, and maintenance of all forms of machinery, equipment,
and industrial systems. The profession plays a vital role in the establishment and sustainable
operation of a nation's manufacturing industries, transport systems, power generation,
construction, and mining industries.
Though the task which professional mechanical engineers are to undertake are inexhaustible
for this list, some are listed here;
 Product design, development and manufacturing;
 Industrial plant design, equipment selection, plant erection, commissioning, operation and
maintenance;
 Industrial gas- and water-supply system/component design;
 Automotive and construction equipment design and maintenance;
 Energy conversion system/component design, installation, commissioning, operation and
maintenance;
 Heating, refrigeration, air-conditioning system/components design, installation,
commissioning, operation and maintenance;
 Industrial project design and evaluation;
 Project management;
 Factory and technical service management in the capacity of general manager, technical
manager, operation manager, maintenance manager, and sales manager.
Due to the very broad nature of the profession, it has numerous areas of specialization at
global level. In the current Ethiopian context, one could specialize in any one of the following
areas:
 Product Design and/or Applied Mechanics
This area of specialization focuses on the design of a product, starting from the need analysis
through three dimensional modeling, strength and dynamic analysis up to prototype
manufacturing and testing.

5
 Engineering Materials
It deals with the study and application of materials.
 Manufacturing Engineering/ Technology
It deals with the design of manufacturing processes (like casting, forming, machining,
joining, assembling, etc.) of an engineering product, starting from its design to planning and
management of the manufacturing operations.
 Thermal and Power Plant Engineering
It deals with the design, selection, installation, commissioning, maintenance and operation of
energy conversion, heating, cooling systems and equipment that utilize thermal primary energy
resources.
 Fluid Machinery
It deals with the design, performance analysis, selection, installation, commissioning,
operation and maintenance of rotating machines such as pumps, blowers, compressors and
various types of turbines.
 Maintenance Engineering
It deals with systematic application of reliability theory, condition monitoring and
reconditioning techniques, and preventive maintenance programs to increase plant or equipment
availability.
 Automotive Engineering
It deals with the design and maintenance of a motor vehicle and its accessories.
 Aeronautic Engineering
It deals with design and maintenance of an aircraft and its accessories.
 Mechatronics and/or Robotics
It deals with control of mechanical systems and interfacing of mechanical system with
electronic controllers and computer.

6
 Industrial Engineering
It deals with optimal design of manufacturing plant and optimal management of material,
human and machine resources in manufacturing operations to minimize production costs and
maximize product quality.
 Railway Engineering
It deals with design, manufacture, operation, management, control and maintenance of all
forms of railway and related equipment and industrial systems. The profession plays a vital role
in the establishment and sustainable operation of railway transport systems to boost the economy
of the country in all aspects.
Depending on the engineering tasks one is undertaking or the position one is holding, a
professional mechanical engineer working in an industrial facility can have professional titles
and/or job specifications like Design Engineer, Manufacturing Engineer, Maintenance Engineer,
Installation Engineer, Utilities Engineer, or management title/job like General Manager,
Technical Manager, Operation Manager, Maintenance Manager, Sales Engineer, and rendering
consultancy services in the field.

7
Staff Profile
1.4.
The School has seventy six (76) permanent staff members with 14 PhD‘s, 46 MSc‘s out of
which 25 are on PhD study 10 locally and 15 abroad. Also there are 16 Assistant lecturers where
currently 7 are studying MSc locally 2 abroad in various specializations.
Table 1-1: Mechanical Engineering Permanent Academic Staff
S. No. Academic Staff Academic Rank Chair,
Research Group
Remark
1. Abdi Mirgissa (Ato) Lecturer Thermal PhD - Abroad
2. Abdulkadir Aman (PhD) Asst. Professor Thermal
3. Abdurazak Aman (Ato) Asst. Lecturer Design PhD - Abroad
4. Abenezer Tesema (Ato) Asst. Lecturer Thermal MSc - Local
5. Abrha Meresa (Ato) Lecturer Manufacturing
6. Abiy Abebe (Ato) Lecturer Design
7. Adem Shukura (Ato) Asst. Lecturer Thermal/Motor
8. Ameha Mulugeta (Ato) Asst. Professor Industrial PhD-Local
9. Andinet Kumela (Ato) Lecturer Design/Railway
10. Angaw Chaklu (Ato) Asst. Lecturer Design MSc - Local
11. Araya Abera (Ato) Lecturer Design PhD-Local
12. Arsema Derbie (W/rt) Lecturer Design MSc - Local
13. Ayalsew Dagnew (Ato) Lecturer Manufacturing
14. Aychiluhim Mitiku (Ato) Lecturer Design
15. Behailu Mamo (Ato) Lecturer Design PhD-Abroad
16. Bereket Mesfin (Ato) Asst. Lecturer Design MSc - Local
17. Bililign Amare (Ato) Lecturer Design
18. Birhanu Beshah (PhD) Assc. Professor Industrial
19. Biruk Alemu (Ato) Lecturer Design
20. Chalachew Setegn (Ato) Lecturer Design
21. Daniel Kitaw (PhD) Professor Industrial
22. Daniel Tilahun (PhD) Assc. Professor Design
23. Dawit Mussie (Ato) Lecturer Thermal
24. Demiss Alemu (PhD) Assc. Professor Thermal
25. Dereje Degefa (Ato) Lecturer Design PhD-Abroad
26. Desta Lemma (Ato) Lecturer Thermal PhD - Local
27. Edessa Dribssa (PhD) Assc. Professor Thermal
28. Endalkachew Mekonnen
(Ato)
Lecturer Manufacturing PhD-Abroad
29. Ermias Tesfaye (Ato) Asst. Professor Industrial
30. Eshete Birhan (PhD) Assc. Professor Industrial
31. Fitsum Getachew (Ato) Lecturer Industrial PhD - Local

8
32. Gebrewold Teklay (Ato) Lecturer Industrial
33. Getasew Ashagrie (Ato) Lecturer Manufacturing PhD - Abroad
34. Gezae Abera (Ato) Asst. Lecturer Manufacturing MSc - Abroad
35. Gezahegn Tesfaye (Ato) Lecturer Industrial PhD - local
36. Gulelat Gatew (PhD) Asst. Professor Industrial
37. Habtamu Tkubet (Ato) Lecturer Thermal
38. Habtamu Mamo (Ato) Lecturer Design PhD - Abroad
39. Haileleoul Sahle (Ato) Lecturer Design PhD - Abroad
40. Hairedin Ismael (Ato) Lecturer Design PhD - Local
41. Henok Yilma (Ato) Lecturer Manufacturing PhD - Abroad
42. Kamil Dino (Ato) Asst. Professor Thermal
43. KassahunYimer (PhD) Asst. Professor Industrial
44. Shanta Kumar (PhD) Assc. Professor Manufacturing Expat
45. Madebo Washimo (Ato) Asst. Lecturer Design MSc - Local
46. Mekuannint Mesfin (Ato) Lecturer Thermal PhD - Abroad
47. Mengist H/Mariam (PhD) Asst. Professor Industrial
48. Micheal Getachew (Ato) Lecturer Industrial PhD - Abroad
49. Muaz Bedru (Ato) Lecturer Thermal PhD - Abroad
50. Nahom Mulugeta (Ato) Lecturer Industrial
51. Nathnael Bekele (Ato) Asst. Lecturer Thermal MSc - Local
52. Nathnael Mandefro (Ato) Lecturer Design/Railway
53. Salih Berhanu (Ato) Lecturer Design/Railway
54. Semere Birhane (Ato) Asst. Lecturer Thermal/Motor MSc - Abroad
55. Semir Mohammed (Ato) Asst. Lecturer Manufacturing
56. Semma Baye (Ato) Lecturer Thermal
57. Shiferaw Damtie (Ato) Lecturer Design PhD - Abroad
58. Sitotaw Mengiste (Ato) Lecturer Design
59. Solomon Bayu (Ato) Lecturer Manufacturing
60. Tadele Lebay (Ato) Lecturer Design
61. Tadesse Nega (Ato) Lecturer Design
62. Tewedaj Sileshi (W/rt) Lecturer Design
63. Tilahun Nigussie (Ato) Lecturer Thermal PhD - Local
64. Tollossa Debrie (Ato) Lecturer Design PhD - Local
65. Tsegaye Feleke (Ato) Lecturer Thermal/Motor
66. Wolduamlak Beyene (Ato) Lecturer Thermal
67. Wondwosen Bogale (PhD) Asst. Professor Thermal
68. Yared Lemma (Ato) Lecturer Industrial PhD - Local
69. Yesuf Detemo (Ato) Lecturer Thermal PhD - Local
70. Yidnekachew Mesele (Ato) Lecturer Thermal PhD - Abroad
71. Yilma Tadesse (PhD) Asst. Professor Thermal
72. Yonas Tsegaye (Ato) Lecturer Design PhD - Abroad
73. Tsegab Mengiste Asst. Lecturer Design

9
74. Semhar Kiros Asst. Lecturer Design
75. Mahader Habtu Asst. Lecturer Design
76. Robel Woldeberhan Hagos Asst. Lecturer Design
77. Mihret Walga Lecturer Thermal
78. Selam Melkamu Asst. Lecturer Thermal
Table 1-2: Part time and guest/adjunct professors
S.
No.
Academic Staff Academic Rank
Chair,
Research Group
Remark
1. Tesfaye Dama (PhD) Assoc. Professor Thermal Part-time
2. Eyassu W/Senbet (PhD) Professor Design Adjunct
3. Abere Gobeze (PhD) Asst. Professor Thermal Part-time
4. Seifu Bulcha (Ato) Lecturer Motor Vehicle Part-time
5. Abraham Engeda (PhD) Professor Thermal Guest
6. Addis Kidane (PhD) Asso. Professor Design Sabbatical/Fulbright
Table 1-3: Technical and support staffs
S. No. Name of Staff Academic Rank
Chair,
Research Group
Remark
1. Abebe Worku (Ato) Technical Assistant - III SMiE
2. Abiyu Alemayehu (Ato) Senior Technical Assistant SMiE
3. Anteneh Tadiwos (Ato) Senior Technical Assistant SMiE
4. Aymenhaji Endris (Ato) Senior Technical Assistant SMiE
5. Belaynesh G/Hiwot (W/ro) Store SMiE
6. Besufikad W/Yes (Ato) Lab Technician - V SMiE
7. Daniel Girma (Ato) Senior Technical Assistant SMiE
8. Dereje Shebu (Ato) Senior Technical Assistant SMiE
9. Kasaye Negash (Ato) Lab Technician - V SMiE
10. MasreshaWondimu (Ato) Lab Technician - IV SMiE
11. Selamawit Biratu (W/ro) Store SMiE
12. Yohannes Mengiste(Ato) Senior Technical Assistant SMiE
Table 1-4: Administrative and support staffs
S. No. Name of Staff Administrative Role Chair,
Research Group
Remark
1. Tadesse Arefaine (Ato) School Administrator SMiE
2. Bethelhem Assefa (W/ro) Executive Secretary SMiE
3. Biruktawit Tilahun (W/rt) Admin Secretary SMiE
4. Amezenech Tekalign (W/rt) Store SMiE
5. Almaz Ayalew (W/ro) Messenger SMiE

10
Table 1-5: Summary
S. No. Academic Staff Design Thermal /
Motor
Industrial Manufacturing
1. Professor 1 1
2. Associate Professor 1 3 2 1
3. Assistant Professor 4 4
4. Lecturer 17 13 6 5
5. Assistant Lecturer 9 6 2 3
6. Technical Assistant III 1
7. Senior Technical Assistant 8
8. Lab Technician 2
9. Store 3
10. Administrative staff 3
11. Messenger 1
The staff of the School also serves in some Institute and School committees. The highest
body in the School is the School Academic Commission.
Infrastructure
1.5.
1.5.1. Laboratories
The School of Mechanical and Industrial Engineering has the following laboratories to
support the education and research activities that it undertakes. Additional facilities require are
planned to be purchased.
a) Fluid Machine and Thermal Laboratory
The list of facilities available for the education is given below. In addition to the list given
here, as part of the expansion plan, are gas turbine, i.e. engines, refrigeration, air conditioning,
flow benches and other setups will be purchased including sectioned models.
 Velocity distribution and pressure drop in circular duct
 Velocity distribution and pressure drop in rectangular duct
 Reciprocating compressor performance test set-up
 Diesel and Petrol Engine Test setup with Dynamometer and fuel cons
 Combustion chamber
 Air conditioning test stet-up
 Variable Speed and torque drive for testing power requirement of small machines
 Small wind tunnel
 Thermal conductivity test set-up

11
 Bomb calorimeter
 Multi-channel thermocouple thermometers
 Resistance Thermometers
 Pyrometer
 Thermostats
 Combustion gas analyzer
 Smoke meter
 Light meters
 Hot wire anemometer
 Turbine flow meters
 Ultrasonic flow meters
b) Hydraulic Machines Laboratory
 Flow measurement with nozzles and orifice
 Pipe friction test set-up
 Banki Turbine Test Bench
 Pelton Turbine Test bench
 Francis Turbine Test bench
 Centrifugal pump Test bench
c) Materials Testing Laboratory
In addition to the given list of machinery, it is planned to purchase 1000-tons computerized
universal strength testing machines, additional microscopes, impact, buckling, torsion and
bending strength testing set-ups.
 Metallographic analysis microscope with camera
 Metallographic microscope
 Sample polishers
 Tensile testing machine
 Hardness tester
 Impact test machine
 Manual Torsion Testing Machine
d) Applied Mechanics and Control Laboratory
Here, it is also planned to buy vibration test set-up, vibration analyzer, and balancing
machines, crack testing, models of mechanism and drives, section models of machine elements.

12
In addition complete set of set-up for control, pneumatic, hydraulic and Mechatronics systems
will be purchased.
 Thick and thin cylinder test set-up
 Strain gauge kits with a bridge
 Ultrasonic flaw detector
 Vibration test set-up
 Speed control set-up
 Temperature controller
1.5.2. Manufacturing Workshop
The workshop consists of with nearly all general purpose machinery necessary for
manufacturing of small machinery and equipment. A huge hydraulic press for metal forming, 20
kg casting furnace, 5 lathe machines, 2 milling machines, 2 arc welders, 2 flame welders and
additional tools and equipment will be purchased as part of improvement plan of facilities in the
next three years.
 Small CNC lathe
 Medium Size CNC lathe
 4x Training lathe machine
 2x Lathe machine for production2
 3x Vertical drill
 Radial drill
 CNC Milling
 2x Milling machine
 Surface grinders
 Cylindrical grinder
 Tool grinders
 Bench work 20 workplaces with all hand tools
 Hydraulic Guillotine shear 2000 x8 mm
 Hydraulic bending machine 2000 x8 mm
 Hydraulic rolling machine 2000x 8 m
 Guillotine shear 1000m x4 mm
 Manual bending machine 1000 m x 4mm
 Rolling machine 1000 m x 4mm
 2x Heat treatment furnace
 3x Electric arc welding

13
 MIG welding machine
 TIG Welding Machine
 Flame welding machine
 Casting furnace
 Forging furnace
 Complete set of machines and tools for wood work
 Hand power tools
 Complete set of hand tools
1.5.3. Computer Rooms
The computer facility includes ICT infrastructure with enough computers both for
undergraduate and graduate students which can be accessible for any software including the
following few application software.
 Algor FEM Analysis
 Fluent CFD software
 PRO Engineer
 Visual Studio
 Matlab
 Thermocalc
 Flex, Flint and LPA prolog expert system development tools.
1.5.4. Classrooms
The School has dedicated class rooms for lectures and conferences. There are 4 lecture rooms
with a capacity of more than 40 to 50 students and 3 lecture rooms with a capacity ranging from
20 to 30 students. Among these, two rooms are equipped with drawing tables for courses related
to Engineering Drawing and Machine Design. One room is dedicated as conference room where
seminars, presentations and events are held.

14
Graduate Profile
1.6.
Due to his/her strong background, a B.Sc. mechanical engineering graduate can accomplish
the following tasks after a brief period of on-job training:
 Represent machine and parts drawing manually and/or with CAD software
 Understand operating principles of machinery and systems and prepare specification
 Design small machinery, piping and other systems
 Conduct strength analysis of machine components
 Plan production process and assembly of parts
 Determine and optimize production costs
 Determine lay-out of machinery and supervise machinery installation.
 Manage maintenance of equipment
 Control quality of products
 Optimize energy utilization in plants
 Manage operation of thermal power plants, renewable energy conversion systems and HVAC
systems
 Design, develop, operate, and maintain rolling stocks.
Admission Requirements to the School
1.7.
a) Regular/extension students who fulfill the following criteria are eligible for admission to
the School:
 Preparatory complete with minimum points for engineering education in the national
examination (extension).
 Students shall complete pre-engineering program successfully
 Good performance in the assessment semester.
b) Students who have completed 10+3 TVET programs related to mechanical engineering
with very good performance, have CoC level 4 certificate and who have attended a bridging
program in physical sciences can also be considered for admission, although their acceptance
will depend on availability of space.

15
Internship (Industry Placement)
1.8.
The new Bachelor of Science (B.Sc.) curriculum in Mechanical Engineering program requires a
one-semester internship (industry placement) after the successful completion of the ‗holistic
examination‘ given at the end of the 6th semester of the program. During the internship, the daily
and monthly working times follow the systems practiced in the respective industry for the upper
middle-level management. Specifically, they follow the system practiced in the respective
company that hosts the student. As a rule, the entire internship period has to be spent in a single
company; a change of company during the internship period will only be permitted under
extraordinary circumstances. In such a case, the decision is with the Faculty Internship
Coordinator.
A seminar program, organized by the Faculty Internship Coordinator will accompany the
internship semester. Participation in the seminar program is compulsory (mandatory).
At the end of the internship, the student submits to the mentor assigned by the School a
comprehensive report, duly endorsed by the student‘s host company. The report is assigned 30
ECTS. The required format and assessment of the report is detailed in the Mechanical
Engineering students‘ handbook. The report will be assessed by specifically assigned internship
program evaluator (or university professors/lecturers).
In addition, the practice of internship for the extension program was different; as such the
extension students were used to bring a letter from their employee considering that they are on
job training and this has been used for the Internship course evaluation. However such practices
are not found to be effective to engage the student in the real engineering problem based
questions. Apparently, the chance that the student might work on a different sector than an
engineering discipline requires is a concern too, which has enforced the amendment of the
previous practice. Hence, like the regular students, all extension students will register for the
internship course attached to a company with mentors assigned from the school. The students are
expected to write a report and compile it for their evaluation. Unlike regular students the
extension student who is working in a company/organization whose prime activity is related to

16
the teaching can be placed in the same company/organization provided he/she fulfill the
followings:
 A supporting letter from the company/organization indicating the willingness to host the
student,
 Assign supervisor from the hosting company/organization and send monthly evaluations
The Extension Program Office shall aware newly arriving students (before registration) on this
requirement and device a follow-up mechanism.
1.8.1. Objectives
The internship program has the following objectives:
 Expansion of knowledge and acquaintance with industry in the field of mechanical
Engineering.
 Consolidation and deepening of existing knowledge in the mechanical engineering design
and construction industry.
 Participation in the development, manufacture and assembly of products typical for the
industry.
 Involvement in the planning, steering and management of the design & construction
processes.
 Hands-on training in practical skills typical for the industry. Typically, this would be
participation –individually or within a (task) group– in real assignments/projects, which
entail the application of knowledge and skills attained so far during the studies at University
–and aiming at developing special skills related to the industrial practice– in one or several of
the following fields (depending on the type of industry and company profile):
 Design and construction.
 Laboratory (quality monitoring) work.
 Task management (labor management, logistics).
 Business management, Marketing.
1.8.2. Cost
All matters related to the cost of the internship process will follow government legislations.
The following items should be included in the budget preparation:

17
 Insurance (accident during work & trips to/from work)
 Long-distance travel cost (if company is far from University, e.g. another region)
 Daily travel to/from work
 Travel to/from University (e.g. from location of company) to attend the mandatory seminar
 Program organized by the University (if any)
 Accommodation, if the workplace is far from the University
 Cost for printing the comprehensive report
 Remuneration for the internship from the company, if any.
Grading System (course and project works) and ECTS grade transfer
1.9.
Table 1-6 Grading System and ECTS grade transfer
Raw Mark
Interval
Corresponding
fixed number grade
Corresponding
letter grade
Status description Class description
Exam Score Grade
[90, 100] 4 A+
Excellent
First class with
Great distinction
[85,90) 4 A
[80,85) 3.75 A-
[75,80) 3.50 B+
Very Good
First class with
distinction
[68,75) 3.00 B
[65,68) 2.75 B-
Good
First class
[60,65) 2.50 C+
Second class
[50,60) 2.00 C Satisfactory
[45,50) 1.75 C- Unsatisfactory Lower Class
[40,45) 1.00 D Very poor Lower Class
[30,40)
0
Fx
Fail (to take re-
exam)
Lowest Class
[<30) 0 F Fail Lowest Class
Table 1-7 Industrial internship grading scale/system:
Marks out of 100% Letter grade Description Academic
standing
Remedial Action
More than 95% A Excellent Pass
90-95% B Very Good Pass
80-89% C Good Pass
70-79% D Satisfactory Pass
60-69% E Sufficient Pass
Less than 60% F Unsatisfactorily Fail Repeat internship
Explanations:
1) A student who passed (i.e. ECTS grades A–D) cannot re-take an examination in order to
improve his/her grade.

18
2) A student who failed with grade ‗FX‘ can re-take the examination once in a specially
organized re-sit examination. A re-sit examination has to be offered by the instructor in charge of
the course during the semester directly following the course, if at least one student obtained
grade FX. If the student fails the re-sit examination with grade ‗FX‘, he/she will be treated as if
the course was failed with grade ‗F‘.
3) A student who failed with grade ‗F‘ needs to re-take the entire course at the next
opportunity it is offered. If, in the following examination he/she fails again with grade ‗F‘ he/she
will not be awarded any ECTS credits for that course. Special cases will be decided upon by he
School Academic Commission (SAC). The SAC can make exceptions to this rule, taking into
consideration individual circumstances and merits of the student. The decision of the SAC must
be unanimous. If a unanimous decision cannot be reached after two consecutive board meetings
in which the case was discussed, the chairperson of the board makes the final and binding
decision.
If the grade of a single course is a product of several parts (e.g. written exam, assignment
reports, presentation) that are evaluated individually (refer to respective course description), the
entire course is considered failed if the student fails any of the individually assessed parts, even
if the overall average of all parts would result into a pass mark. In such a case, only the part of
the examination which was failed needs to be repeated according to the rules and procedures for
repeating failed examinations.
For examinations evaluated by an examination committee, the arithmetic mean of the
percentage points awarded by each examination committee member, rounded to the nearest
higher number, will be used as the basis of determining the grade.
1.9.1. Examination Pass-Fail Pathways
Table 1-8 Grading System for Pass and Fail
Pass Grade → OK
Fail Grade
FX
→ Immediate repeat of
exam or part failed (re-
sit exam)
Pass Grade → OK
Fail Grade FX → Resultant Fail Grade F
Fail Grade F → Re-take course or failed
part of course
Pass Grade → OK

19
Fail Grade FX Immediate repeat of
exam or part failed (re-
sit exam)
Pass Grade → OK
Fail Grade FX → Resultant Fail
Grade F
Fail Grade F → End of study
Fail Grade F → End of study
1.9.2. Examination System
Most courses will be assessed by a combination of written and oral examinations. Reports on
project work should also be part and parcel of the assessment metrics. The design activities shall
be assessed entirely by course work and this often shall include assessment of oral presentations.
According to the revised curriculum, in addition to regular quizzes, home works, and
assignments, the students will undertake two major exams for most courses, the first at the
middle (Mid-term Exam) and the second at the end of each semester (Final Exam). Some senior
courses may not have Mid-term Exams; instead students will be evaluated based on project
work. In addition, the students will take a holistic examination covering all basic study modules
before they leave for their internship.
In the final year, students should be required to present and defend their B.Sc. thesis work in
front of examining professors and interested audience.
Degree Nomenclature
1.10.
The degree awarded to students who successfully complete the minimum requirements is the
labeled in English & Amharic.
“Bachelor of Science Degree in Mechanical Engineering”
“የ ሳይንስ ባችለር ዲግሪ በሜ
ካኒ ካል ም
ህንድስና”
Teaching-Learning Methods and Materials
1.11.
The teaching-learning method adopted for the transfer and/or acquisition of knowledge
includes
 Classroom lectures backed by course-work projects, tutorials and assignments;
 Design projects
 Workshop practice and laboratory works
 Presentations;

20
 Industrial visits.
Most of the lectures shall be conducted using LCD projectors. Few courses have textbooks
and bound teaching materials. Additional books for references are available in the Institute‘s
library. The Institute‘s ICT center having a modest number of computers is available for any
problem solving that requires computers. A design room with 40 computers shall be established
during implementation.

21
2. Program Outcomes
Mechanical Engineering profession can be acquired and mastered by graduates who are well
educated to enter into, and dedicate to continue growing in the profession. An undergraduate
Mechanical Engineering program meant to produce such graduates must be designed to provide
to the students a sufficiently broad and deep base of the following requirements:
1. Engineering Knowledge
2. Problem Analysis
3. Design/Development of Solutions
4. Investigation
5. Modern Tool Usage
6. The Engineer and Society
7. Environment and Sustainability
8. Ethics
9. Communication
10. Individual and Team Work
11. Life-long Learning
In short, the program should give due emphasis to the integration of knowledge and skill to
enable its graduates enter the profession. As a summary, the main program outcomes of this
B.Sc. degree in mechanical engineering are the following:
Table 2-1 Program outcomes
S. No. Program Outcomes Requirements
1 A sound working knowledge of the fundamental principles that underpin
Mechanical Engineering
1, 10, 11
2 Design and conduct experiments, as well as analyze and interpret data 2, 3, 4, 5, 10,
11
3 Design a system, component, or process to meet desired needs within
realistic constraints such as economic, environmental, social, political,
ethical, health and safety, manufacturability, and sustainability.
All
4 Ability to function in multidisciplinary team 10
5 Ability to identify, formulate and solve engineering problems 1, 2, 3
6 Ability to communicate effectively 9
7 The broad education necessary to understand the impact of engineering
solutions in a global, economic, environmental, and societal context
6,7,
8 Engage in life-long learning and knowledge of contemporary issues 11
9 An ability to use the techniques, skills, and modern engineering tools
necessary for engineering practice.
4, 5, 6, 10,

22
3. Modules and Clustered Courses
Table 3-1: General Education, General Engineering and major Courses
Category Module
No.
Module name Module code Module
ECTS
Course code Module courses (clustered under the
module)
ECTS
3 1 Basic English Skills FLEn-M1013 10 EnLa101 Communicative English Language Skill I 5
EnLa102 Communicative English Language Skill II 5
3 2 Civics and Ethical
Education
CESt-M1023 3 MCiE1012 Moral and Civic Education 3
3 3 Reasoning Skill PHIL-M1033 5 Phil101 Critical Thinking 5
3
4
Applied Mathematics GEng-M1043 12 Math1041 Applied Mathematics I 5
Math2041 Applied Mathematics II 7
3
5
Engineering
Mechanics
GEng-M1053 10 CEng2051 Engineering Mechanics I-Statics 5
MEng2052 Engineering Mechanics II-Dynamics 5
3
6
Basic Engineering
Skills
GEng-M1063 5 MEng2061 Engineering Drawing 5
1
7
Advanced Eng‘g
Mathematics and
Computations
MEng_M2071 17 Maths2042 Applied Mathematics III 7
Stat2171 Probability and Statistics for Engineers 5
MEng3072 Numerical Methods 5
3 8 Introduction to
Economics
Econ_M1083 5 Econ1011 Economics 5
3 9 Computing and
Programming
MEng_M2093 5 SECT1082 Computer Programming 5
1 10 Machine Drawing MEng_M2101 8 MEng3101 Machine Drawing I 5
MEng3102 Machine Drawing II with CAD 3
1 11 Mechanics of
Materials
MEng_M2111 10 MEng2112 Strength of Materials I 5
MEng3111 Strength of Materials II 5
1 12 Engineering Materials MEng_M2121 10 MEng2122 Engineering Materials I 5

23
MEng3121 Engineering Materials II 5
1 13 Eng‘g
Thermodynamics
MEng_M2131 17 MEng2132 Engineering Thermodynamics I 5
MEng3131 Engineering Thermodynamics II 5
1 14 General Workshop
Practice
MEng_M3141 6 MEng2142 Workshop Practice - I 3
MEng3141 Workshop Practice - II 3
1 15 Machine Elements MEng_M3151 10 MEng3152 Machine Elements I 5
MEng4151 Machine Elements II 5
1 16 Advanced Eng‘g
Mechanics
MEng_M3161 10 MEng3162 Mechanisms of Machinery 5
MEng4161 Mechanical Vibration 5
1 17 Eng‘g Thermo-fluids MEng_M3171 12 MEng3171 Fluid Mechanics 7
MEng3172 Heat Transfer 5
1 18 Integrated Machine
Design Project
MEng_M4181 10 MEng4181 Machine Design Project I 5
MEng5181 Machine Design Project II 5
1 19 Manufacturing
Engineering
MEng_M3191 10 MEng3192 Manufacturing Engineering I 5
MEng4191 Manufacturing Engineering II 5
3 20 Electrical Engineering ECEng_M3203 10 ECEng2202 Basic Electricity and Electronics 5
ECEng3201 Electrical Machines and Drives 5
1 21 Control Engineering MEng_M4211 11 MEng4211 Instrumentation and Measurement 5
MEng3212 Introduction to Mechatronics 3
MEng5212 Regulation and Control 3
1 22 Energy Conversion
Machines
MEng_M4221 10 MEng4221 Turbo Machinery 5
MEng5221 IC Engines & Reciprocating Machines 5
1 23 Research
Methodology
MEng_M3233 3 MEng3232 Technical Writing and Research
Methodology
3
1 24 Materials Handling
Equipment
MEng_M4241 5 MEng5241 Materials Handling Equipment 5
1 25 Maintenance of
Machinery
MEng_M4251 5 MEng5251 Maintenance of Machinery 5

24
1 26 Industrial Internship MEng_M4261 25 MEng4262 Industrial Internship 25
1 27 Fluid Power System MEng_M5271 5 MEng5271 Pneumatics and Hydraulics 5
1 28 Thermal Systems
Engineering
MEng_M5281 10 MEng5282 Power Plant Engineering 5
MEng5281 Refrigeration and Air Conditioning 5
1 29 Industrial
Management
MEng_M5291 3 MEng5292 Industrial Management and Engineering
Economy
3
1 30 Metrology MEng_M5301 3 MEng4301 Metrology Lab Exercise 3
1 31 Quality Management MEng_M5311 3 MEng5312 Quality Management 3
2 32 Bachelor Thesis MEng_M5321 12 MEng5322 B.Sc. Thesis 12
Table 3-2 New Courses
Category Module
No.
ECTS
Course code Module courses (clustered under the
module)
ECTS
49 Psch1011 General Psychology 5
Phys1011 General Physics 5
SpSc1011 Physical fitness P/F
GeES1011 Geography of Ethiopia and the Horn 5
Math1011 Mathematics for Natural Sciences 5
Anth1012 Social Anthropology 3
MGMT1012 Entrepreneurship 5
EmTe1012 Introduction to Emerging Technologies 5
Phil3011 Philosophy of Science and Ethics 5
GlTr-1012 Global Trends 3
SNIE-1012 Inclusiveness 3

25
Table 3-3 Electives
Category Module
No.
ECTS
Course code Module courses (clustered under
the module)
ECTS
2 33 Mechanical Design Electives I MEng_M5332 8 MEng4331 Introduction to Tribology 5
2 34 Mechanical Design Electives II MEng_M5342 10 MEng5341 Product Design and Development 5
MEng5342 Agricultural Machinery Design 5
2 35 Thermal Eng‘g Elective I MEng_M5352 10 MEng5351 Design of Renewable Energy
System
5
MEng5352 Thermo-fluid System Design 5
2 36 Manufacturing Eng‘g Elective I MEng_M4362 5 MEng5372 Computer Integrated
Manufacturing
5
2 37 Manufacturing Eng‘g Elective II MEng_M5372 10 MEng5371 Design of Manufacturing Tools
and Dies
5
MEng4361 Plant Layout and Design 5
2
38
Manufacturing Eng‘g Elective III MEng_M5382 5 MEng5381 Process Planning and Product
Costing
5
2 39 Industrial Eng‘g Elective I MEng_M5392 5 MEng4391 Plant Layout and Design 5
2 40 Industrial Eng‘g Electives II MEng_M5402 8 MEng5401 Operation Planning and Control 5
MEng5312 Quality management 3
MEng5402 Operations Research 3
2 41 Motor Vehicle Eng‘g Elective II MEng_M5412 8 MEng5411 Heavy Duty and Construction
Equipment
3
MEng5412 Motor Vehicle Engineering 5
2 42 Motor Vehicle Eng‘g Elective III MEng_M5422 5 MEng5421 Automotive Maintenance 5
2 43 Railway Eng‘g Electives I MEng_M5432 5 MEng4431 Fundamentals of Railway Systems
Engineering
5
2 44 Railway Eng‘g Electives II MEng_M5442 5 MEng5442 Rail Vehicle Design 5

26
4. Course Breakdown by Semester
Regular Program
4.1.
YEAR I
Semester I
Course Code Course Title Cr. hr ECTS Lec. Tut. Lab P. H.S
FLEn1011
Communicative English Language
Skill l
3 5 2 3 0 2
Math 1011 Mathematics for Natural Sciences 3 5 2 3 0 5
LoCT 1011 Critical thinking 3 5 3 0 0 3
Psch 1011 General Psychology 3 5 3 0 0 3
Phys 1011 General Physics 3 5 2 3 0 5
SpSc 1011 Physical fitness P/F P/F - - - -
GeES 1011
Geography of Ethiopia and the
Horn
3 5 3 0 0 3
Total Semester Cr. 18 30 15 9 0 21
Semester II
FLEn 1012
Communicative English Language
Skills II
3 5 2 3 0 2
Anth 1012 Social Anthropology 2 3 3 0 0 2
Math 1041 Applied Mathematics I 3 5 3 4 0 5
MGMT1012 Entrepreneurship 3 5 3 0 0 3
EmTe 1012
Introduction to Emerging
Technologies
3 5 3 0 0 3
MCiE 1012 Moral and Civic Education 2 3 3 0 0 2
SECT 1082 Computer Programming 3 5 1 0 4 5

27
Year II
Semester I
MEng2061 Engineering Drawing 3 5 2 3 0 8
CEng2051 Engineering Mechanics I (Statics) 3 5 2 3 0 5
Math2041 Applied Mathematics II 4 7 3 4 0 5
Stat2171 Probability and Statistics 3 5 2 2 1 5
Econ1011 Economics 3 5 5 0 0 2
SNIE-1012 Inclusiveness 2 3 3 0 0 2
GlTr 1012 Global Trends 2 3
Semester II
MEng2052
Engineering Mechanics II-
Dynamics
3 5 2 3 0 5
Math2042 Applied Mathematics III 4 7 2 3 0 5
MEng2112 Strength of Materials I 3 5 2 2 1 5
MEng2132 Engineering Thermodynamics I 3 5 2 2 1 5
MEng2122 Engineering Materials I 3 5 2 2 1 4
ECEng2202 Basic Electricity and Electronics 3 5 2 1 2 5
MEng2142 Workshop Practice - I 2 3 1 0 3 1

28
Year III
Semester I
Course Code Course Title Cr. hr ECTS Lec. Tut.
Lab
P.
H.S
MEng3121 Engineering Materials II 3 5 2 2 1 4
MEng3131 Engineering Thermodynamics II 3 5 2 2 1 5
ECEng3201 Electrical Machines and Drives 3 5 2 2 1 5
MEng3111 Strength of Materials II 3 5 2 2 1 5
MEng3171 Fluid Mechanics 4 7 2 4 1 5
MEng3101 Machine Drawing I 3 5 1 0 4 3
MEng3192 Manufacturing Engineering I 3 5 2 3 0 3
Semester II
Lab
P.
H.S
MEng3162 Mechanisms of Machinery 3 5 2 2 1 5
MEng3172 Heat transfer 3 5 2 3 1 5
MEng3152 Machine Elements I 3 5 2 3 0 5
MEng3141 Workshop Practice-II 2 3 0 0 3 0
MEng3072 Numerical Methods 3 5 2 0 3 5
MEng3102 Machine Drawing II with CAD 2 3 1 0 2 3
MEng3232
Technical writing and research
Methodology
2 3 3 0 0 8
MEng3212 Introduction to Mechatronics 2 3 1 1 1 3

29
Year IV
Semester I
MEng4151 Machine Elements II 3 5 2 3 0 5
MEng4211 Instrumentation and Measurement 3 5 2 2 1 2
MEng4181 Machine Design Project I 3 5 1 4 0 3
MEng4191 Manufacturing Engineering II 3 5 2 3 0 3
MEng4221 Turbo machinery 3 5 3 2 1 6
MEng4301 Metrology Lab Exercise 2 3 1 0 2 2
MEng4131 Mechanical Vibration 3 5 2 3 0 5
Semester II
Phil 3011 Philosophy of Science and Ethics 3 5 3 0 2 2
MEng 4262 Internship - 25 - - - -
Total Semester Cr. 30 3 0 2 2

30
YEAR V
Semester I
Thermal and Energy system Eng'g
MEng5271 Pneumatics and Hydraulics 3 5 2 2 1 5
MEng5221 IC Engines and Reciprocating Machines 3 5 2 2 1 5
MEng5241 Material Handling Equipment 3 5 2 3 0 5
MEng5181 Machine Design Project II 3 5 1 4 0 5
MEng5251 Maintenance of Machinery 3 5 2 2 1 5
MEng5281 Refrigeration and air conditioning 3 5 2 2 1 5
MEng5351 Design of Renewable Energy Systems 3 5 2 3 0 5
Motor Eng'g
MEng5411 Heavy Duty and Construction Equipment 2 3 1 2 0 5
Mechanical Design
MEng5341 Product design and Development 3 5 2 3 0 5

31
Manufacturing Eng'g
Course Code Course Title
Cr.
hr
ECTS Lec. Tut.
Lab
P.
H.S
MEng5381 Process Planning and Product Costing 3 5 2 3 0 5
Industrial Eng’g
Cr.
hr
ECTS Lec. Tut.
Lab
P.
H.S
MEng4391 Plant layout and Design 3 5 2 3 0 5
Railway Eng'g
Cr.
hr
ECTS Lec. Tut.
Lab
P.
H.S
MEng4431
Fundamentals of Railway systems
Engineering
3 5 3 2 0 4

32
Year V
Semester II
Thermal and Energy system Eng'g
Lab
P.
H.S
MEng5282 Power Plant Engineering 3 5 2 3 0 5
MEng5212 Regulation and Control 2 3 2 1 0 3
MEng5292
Industrial Management & Engineering
Economy
3 5 2 3 0 5
MEng5352 Thermo-Fluid System Design 3 5 2 2 1 5
MEng5322 B.Sc. Thesis 5 12 0 1 10 30
Motor Eng'g
Lab
P.
H.S
MEng5292
Economy
3 5 2 3 0 5
MEng 5412 Motor Vehicle Engineering 3 5 2 0 3 5
MEng5322 B.Sc. Thesis 5 12 0 1 10 30
Mechanical Design
Lab
P.
H.S
MEng5292
Economy
3 5 2 3 0 5
MEng5342 Agricultural Machinery Design 3 5 2 3 0 5
MEng5322 B.Sc. Thesis 5 12 0 1 10 30
Manufacturing Eng'g
Lab
P.
H.S
MEng5292
Economy
3 5 2 3 0 5
MEng5371 Design of manufacturing tools and dies 3 5 2 0 3 5
MEng5322 B.Sc. Thesis 5 12 0 1 10 30
Industrial Eng’g
Lab
P.
H.S

33
MEng5292
Economy
3 5 2 3 0 5
MEng5401 Operation Planning and Control 3 5 2 3 0 5
MEng5322 B.Sc. Thesis 5 12 0 1 10 30
Railway Eng'g
Lab
P.
H.S
MEng 5291 Power Plant Engineering 3 5 2 3 0 5
MEng 5302
Economy
3 5 2 3 0 5
MEng5442 Rail Vehicle Design 3 5 2 3 0 4
MEng5322 B.Sc. Thesis 5 12 0 1 10 30

34
5. Module Profile and Course Syllabus
Module 01: Basic English Skill
5.1.
Module Name Basic English Skills
Module Category Basic (03)
Module Code FLEn-M1013
Module Number 01
Module Weight (ECTS) 10
Module Description
Objective/Learning Outcome of the Module
Module Mode of Delivery Semester basis /Parallel
Module Teaching-Learning Method Lecture, Tutorial
Module Assessment Assignment, Quiz, Final exam
Courses of the Module
Course Number Course Name ECTS
EnLa101 Communicative English Language Skills I 5
EnLa102 Communicative English Language Skills II 5

35
5.1.1. Courses Syllabus: Communicative English Language Skills I (Enla101)
Course Title: Communicative English Skills I
Course Code: EnLa 101
Credit Hours: 3
Semester: I
Course objectives
At the end of this course, students will be able to:
Express themselves in social and academic events in English--Use English intelligibly with reasonable level of curacy and fluency
Listen and comprehend to talks related to social and academic events given in English
Read and understand texts written in English –texts on academic and social matters
Write in English as academically and socially desirable.
Learn and develop their English on their own—learning to learn: the language and the skills
Course Description
Communicative English Skills I is a course designed to enable students to communicate in English intelligibly with acceptable accuracy, fluency
and ability to use English appropriately in different contexts. The course exposes students to English language learning activities designed to help
students use English for their academic and social needs. Students would be engaged in language learning development activities through doing and
reflection on action. This includes grammar and vocabulary as used in communicative events and all skills and their sub-kills: speaking, listening,
reading and writing. The language and skills are integrated where one becomes a resource to the other. There are six units covering topics related to the
life world of students as well as of societal relevance.
Prerequisite: None

36
Course Contents
Week Study Hours Units Sections/Sub-sections Role of Students and Teachers
Expected
Learning
Outcomes
3
Hours
Unite1: Introducing Oneself
Section1: Listening
Activity one
-Introducing oneself (who you
are, where you came from,
where you finished your
primary and secondary
school), what you intend to
study and why
-Students listen and take notes; use notes for class
discussion.
-Teacher introduces himself/herself.
-Teacher facilitates that all students introduce
themselves and engages students in group
discussion where they ask more questions to their
friends using the notes they took (speaking).
-Teacher gives more input on introductions—use
of language and style of introducing oneself.
He/She explains the grammar and vocabulary
used in introductions mainly the simple present
and simple past (Grammar), and lexical items that
express actions can be given focus.
-using English to introduce
oneself
-taking notes in English from
the introductions listened to
-interacting in English by asking
more questions using the notes
already taken
5
Hours
Section 2: Reading
Activity one
-Reading a short biography
written in
simple English: using
background
knowledge, reading with
comprehension, making notes
while
reading, guessing meanings,
attending
-Teacher introduces the story and arouses
students‘ interest. He/She asks pre-reading
questions and pre-teaches key vocabulary.
-Students answer pre-reading questions and
discuss their answers.
-Teacher instructs students to read the text in
detail and answer comprehension questions.
-Students read the story, write notes as they read;
guess meanings of new words, attend to reference
words (e.g. pronouns), discuss notes & answer a
few comprehension questions.
-reading and understanding
texts
of simple stories
-learning the structure of
composing a biography
-learning the language used in
writing biography
-guessing meanings from context
- taking notes while reading
-reading with comprehension
-identifying text relationships

37
to reference words &
discussing
notes,
Activity two
-Reading a short deductive
essay:
taking notes while reading,
discussing
notes, guessing meaning
while
reading, identifying
descriptive
words, using descriptive
words in
sentence writing
-Teacher introduces the essay and asks students to
read it quickly.
-Students read the essay, notice words written in
bold, write notes as they read and discuss their
notes.
-Teacher, after a brief lecture on descriptive words,
instructs students to focus identify the descriptive
words written in bold in the essay.
-Students read specific parts in the essay; notice
descriptive words; learn what the words are used
to describe (physical appearance, personal values,
etc).
-Teacher, after giving example sentences,
encourages students to write short sentences
describing a person/an object/a place, etc using
selected words; discuss their sentences and correct
them.
-Students write sentences & discuss them.
while reading
-interacting in English using the
notes made while reading
-learning descriptive vocabulary
-using notes to interact in
English
-writing short descriptive
sentences
-exchanging feedback and
correcting sentences
-interacting in English while
comparing own sentences.
2:30
Hours
Unit 2: Study Skills
Section 1: Listening
Activity one
-listening to a talk on habits of
successful students: reflecting
on one‘s study skills, taking
notes while listening,
discussing notes, answering
listening comprehension
questions, discussing answers
Activity two
-Giving advice using tips
from the
-Teacher introduces the activity &encourages
students to reflect on their own study skills.
-Students talk about their study skills in small
groups.
-Teacher reads out a short expository text on
habits of successful students.
-Students listen to the teacher and take notes;
discuss their notes.
-Teacher reads out the text again to facilitate
comprehension; instructs students to answer
comprehension questions & discuss their answers.
Teacher finally discusses answers to the questions
with students.
reflecting on one‘s study skills
-taking notes while listening
-interacting in English using
notes taken while listening and
answers to listening comp.
questions
-noticing grammar pattern (the
language of giving advice)
-attending to form, function and
meaning of grammar (the
language of giving advice)
-Students
notice the
language of
giving advice
in
the example
sentences.
-Teacher
gives brief a
lecture on the
language of
the language
of giving

38
listening text: using the
language of
giving advice
-Teacher reads out the text on habits of successful
students once more & encourages students to
improve the notes they made in Activity one.
-Students listen to the teacher again and improve
their notes.
-Teacher writes example sentences, which give
advice through ‗should‘, ‗had better‘ and ‗ought
to‘ using tips from students notes; draws students‘
attention to the language of giving advice in the
example sentences.
-improving notes and using them
to interact in English
- giving advice in English
advice.
-Students
listen to the
lecture and
take notes at
the
same time;
discuss their
notes.
-Teacher
engages
students in
interaction by
asking
for and
giving advice
(orally) on
personal
issues.
-Students ask
for and give
advice about
personal
issues.
4:30
Hours
Section 2: Reading
Activity one
-Reading an expository essay
on
study skills: reading with
comprehension, attending to
new
-Teacher introduces the activity; pre-teaches
vocabulary and asks a few pre-reading questions.
-Students the text quickly and answer pre-reading
questions; discuss their answers.
-Teacher asks skimming and scanning questions.
-Students skim-read and scan the text to answer
the questions.
-using prior knowledge in text
comprehension
-skimming for main ideas and
scanning for specific facts
-reading for detailed
comprehension
-guessing meaning of words

39
vocabulary, writing notes
while
reading, writing brief
summaries from
notes
Activity two
-Studying the present
perfect tense
and the past perfect tense:
form, use
and meaning of conditionals
-Teacher encourages students to read the text in
detail, guessing meanings of new words (written
in bold) and making notes while reading.
-Teacher discusses meanings of some new words
as they are used in the text, and orders them to do
comprehensions questions.
-Students answer comprehension questions; then
discuss their answers in small groups before they
receive feedback from the teacher.
-Teacher encourages students to improve their
notes (by referring to the text), discuss them and
write summaries based on them.
-Students develop their notes into one-paragraph
summaries; discuss and improve them.
-Teacher asks students to list the main things done
in activity one.
-Students list what have been done and quickly
discuss them.
-Teacher asks individual students to tell their
answers and writes sentences in the present
perfect tense (e.g. We have done…) based on the
responses.
-Students notice the form of the present perfect
tense in the example sentences.
-Teacher gives a short lecture on the simple
present tense and the past perfect tense.
-Students listen to the lecture and write down
notes; then discuss the notes.
-Teacher gives context-based exercise which
students do as home-take assignment.
based on context
-writing notes while reading
notes and answers to reading
comprehension questions.
-Writing short one-paragraph
summaries based on notes made
while reading
-learning from peer feedback
-noticing grammar pattern (the
present perfect and the past
perfect tenses)
-attending to form, function and
meaning of grammar (the present
perfect and the past perfect
tenses)
-using the present perfect tense
and the past perfect tense
correctly especially in writing

40
3
Hours
Unit 3: Sports and
Health
Activity one
-Listening about Zinedine
Zidan (who he is, his
childhood, his professional
career): using prior
knowledge (talking about a
famous football player),
predicting what comes next
and checking prediction,
taking notes while listening,
discussing notes, presenting
oral summary), asking and
answering Wh-questions
-Teacher introduces the activity, pre-teaches
vocabulary (e.g. professional career) and asks few
pre-listening questions.
-Students answer pre-listening questions.
-Teacher reads out a brief story about Zinedine
Zidan.
-Students listen to the story, write notes as they
listen and complete a table (exercise) as they
listen.
-Teacher encourages students to interact in
English using their notes and answers to the
exercise.
-Students discuss their notes and answers; present
oral summary of the story about Zinedine Zidan.
-Teacher engages students in conversation-asking
and answering Wh-questions about Zinnedine
-talking about a famous person
-understanding the structure of a
story
notes and answers to exercise
-presenting oral summary
-asking and answering Wh
questions
Activity two
-Studying conditionals (form,
use and
meaning)
Zidan (e.g. When was Zinedine Zidane born?).
-Teacher redirects students to the txt about
Zinedine Zidan; asks them to tell what they will
do if they meet Zinedine Zidan (using the clue: If
I meet Zinedine Zidan, I will…).
-Students follow the clue and write complete
sentences.
-Teacher asks students to discuss answers, and
later on, feedbacks on their answers.
-Students discuss their answers.
-Teacher gives a brief lecture on conditionals.
-Students listen to the lecture and take notes as
they listen; discuss their answers.
-Teacher gives a short context-based exercise.
-learning the forms, uses and
meanings of conditional Types I,
II and II
- using conditionals correctly
especially in writing
notes and answers to exercise

41
-Students do the exercise in writing and then
discuss answers in groups.
4
Hours
Section 2: Reading
Activity one
-Reading a short expository
passage on sports and health:
discussing how sports
improve health, reading for
main ideas, making notes
while reading, developing
notes into short
summaries, comparing
summaries
Activity two
-Working on vocabulary:
using word formation
-Teacher asks pre-reading question: How do
sports help you to improve your health?
-Students discuss their answers to the question.
-Teacher instructs students to read the passage for
main idea, making notes as they read.
-Students discuss their notes of the main ideas of
paragraphs.
-Teacher encourages students to discuss their
notes and develop their notes into short
summaries.
-Students write summaries; discuss the summaries.
-Teacher instructs students to work out meanings
of words written in bold in the passage on sports
and health (using context and word formation
clues).
-Students notice the words and work out their
meanings; discuss their answers in groups and
then with the teacher.
-After a brief lecture, teacher gives exercise that
involves working out meanings of words using
prefixes and suffixes.
-Students do the exercise; discuss their answers in
pairs and then with the teacher.
-discussing a familiar issue in
English
-reading a text to grasp main
ideas
-developing notes into short
summaries
comparing summaries
-using
prefixes and
suffixes to
workout
meanings of
new
words.
3:30
Hours
Unit 4: Cultural Values
Activity one
-Listening about cultural
tourism:
-Teacher introduces the activity and asks pre
listening question: How can culture attract
tourists?
-Students discuss the question and write agreed
upon answers which they will share to the whole
-interacting in English based on
background knowledge
written answers
-listening with comprehension

42
discussing how culture
attracts
tourists, listening with
comprehension, taking notes
while
listening, discussing notes,
developing notes into one-
paragraph
summaries
class, orally.
-Teacher reads out the text.
-Students listen to the teacher and take notes as
they listen; then discuss the notes.
-Teacher draws the students‘ attention to
comprehension questions (Students answer the
questions and discuss their answers).
-Teacher encourages students to develop their
notes into one-paragraph summaries.
-Students write summaries and then exchange
them for peer feedback.
-taking notes while listening &
discussing notes in English
-writing short summaries from
notes taken while listening
Section 2: Reading
Activity one
-Reading an expository text
on
cultural values: reading with
-Teacher introduces the activity and asks few pre
reading questions.
-interacting in English by
answering pre-reading questions
5:30
Hours
comprehension, writing notes
while
reading, answering
comprehension
questions, summarizing the
text based
on notes made while reading,
discussing summaries
Activity 2
-Revision simple present,
simple past,
present perfect and past
perfect
tenses: revising form, use and
-Students skim-read & scan the text and answer
the questions orally.
-Teacher orders students to read the text for
detailed comprehension, writing notes as they
read, guessing meanings of new words based on
context and identifying reference-referent
relationships.
-Students read the text in detail and answer
comprehension questions.
-Teacher encourages students to discuss the notes
they made while listening.
-Students discuss the notes in small groups
-Teacher encourages students to summarize the
text using their notes.
-reading a leveled-text for
detailed comprehension
-working out meanings of words
from context
-identifying reference-referent
relationships in a text
-writing notes while listening
notes made while listening
-summarizing text based on
notes
-learning how to use simple
present, simple past, present

43
meanings of these tenses,
writing
short meaningful sentences
using
simple present, simple past,
present
perfect and past perfect forms
of
verbs
-Students summarize the text & discuss their notes
-Teacher selects few sentences from the text on
cultural values and changes the verbs into different
tenses.
-Students read the sentences and revise verb forms
and tense meanings.
-Teacher selects more sentences from the passage
and asks students to change the verbs into
different tenses.
-Students do the exercise in writing and discuss
their answers.
-Teacher gives students few verbs and asks them
to construct short meaningful sentences using the
tenses in focus.
-Students do the exercise individually and discuss
their answers in small groups before they show
them to the teacher.
-Finally, teacher assigns self-study and portfolio
compilation task on present, past and perfect
tenses.
perfect and past perfect tenses
-writing sentences using simple
present, simple past, present
perfect and past perfect forms of
verbs.
-discussing answers in English
-learning grammar
independently
3
Hours
Unit 5: Tourism and
Wildlife
-Listening about human-
wildlife
conflict (argumentative text):
using
prior knowledge, listening
with
while
-Teacher introduces the activity, pre-teaches few
words and asks few pre-listening questions.
-Students discuss the questions and then answer
them orally.
-Teacher reads out the text.
-Students listen to the teacher and take notes as
they listen.
-Teacher discusses answers to comprehension
questions and orders students to develop their
notes into one-paragraph summaries.
background knowledge
-listening with comprehension
-writing notes while listening
-developing notes into
paragraph-level summaries
-discussing summaries in
English

44
reading, writing summaries
using the
notes, discussing the
summaries
-Students write one-paragraph summaries using
the notes they made while listening.
summaries in English, talking about errors and
correcting them together.
Section 2: Reading
Activity one
-Reading a text on tourism
and
wildlife: using visual, reading
with
comprehension, guessing
meanings of
words based on context,
writing brief
notes while reading,
discussing notes
and developing them into
summaries,
discussing summaries
-Teacher introduces the activity and distributes
copies of a map.
-Students study the map in groups.
-Teacher discusses the map with students and
instructs students to read the text for detailed
information.
-Students read the text silently, guessing meanings
of words and writing notes as they read; answer
comp. questions.
-Teacher encourages students to compare answers
and interact in English in doing so.
interpreting map
-working out meanings of words
from context
-discussing notes and answers to
exercise in English
6
Hours
Activity two
-Working on denotative and
connotative meanings
Activity three
-Revising conditionals:
constructing
meaningful sentences based
on
pictures
-Teacher discusses students‘ answers; encourages
students to discuss their notes and develop them
into short summaries.
-Students discuss their notes and develop them
into two-paragraph summaries.
-Teacher encourages students to give feedback on
their partners‘ summaries.
-Students give feedback.
-Teacher draws students‘ attention to some words
written in bold in the text on tourism and wildlife.
paragraph
summaries
-taking and discussing notes
while learning vocabulary
-attending to connotative and
denotative meanings while
studying vocabulary.

45
-Students notice the words.
-Teacher writes a few sentences showing
denotative and connotative meanings; explains
denotative and connotative meanings of the words
as used in the example sentences.
-Students read the example sentences and write
brief notes from the teacher‘s explanation; then
discuss the notes quickly.
-Teacher encourages students to learn denotative
and connotative meanings of few words from
dictionaries.
-Teacher introduces the activity and gives out
pictures of tourist sites with their resources (e.g.
the Walia Ibex at the Semen Mountains) in
Ethiopia.
-Students discuss the pictures.
-Teacher constructs sentences (e.g. If I go to the
Semen Mountains, I will see the Walia Ibex,)
based on the pictures.
-Students discuss the grammar in the sentence.
-Teacher asks students to construct similar
sentences based on the rest of the pictures.
-Students write short sentences and discuss them
before they show them to the teacher.
-Teacher finally assigns self-study and portfolio
compilation task on conditional sentences.
pictures.
learning grammar
-using grammar
communicatively.
-learning grammar
independently
3
Hours
Unit 6: Population
Activity one
-Listening about population
density:
-Teacher introduces the activity and pre-teaches
vocabulary: population, density, population
density.
-Students write and discuss meanings of the
words.
-learning vocabulary while
listening to a talk.
-listening with comprehension.
notes and answers to the

46
learning the meanings of
‗population‘,
‗density‘ and ‗population
density‘,
predicting what comes in the
talk and
checking prediction, listening
with comprehension, taking
notes while
listening, discussing notes,
writing
short paragraphs using the
notes and
discussing them
-Teacher reads out a short text on population
density.
-Students listen to the teacher, take notes as they
listen & answer comprehensions questions.
notes and answers.
-Students discuss their notes and answers.
questions.
summaries; discussing
summaries
7
Hours
Section 2: Reading
Activity one
-Reading a text on population
pyramid: interpreting tables,
graphs
and pie charts, reading with
while
reading, discussing notes,
developing
notes into paragraphs,
discussing and
improving paragraphs
Activity two
-Studying collocation:
learning the
definition of collocation,
-Teacher distributes copies of a table, a graph
and a pie chart that display the 5 most
populated cities in the world.
-Students write short paragraphs interpreting
the table, the graph and the pie chart (based a
model provided by the teacher).
paragraphs, and improve them later on.
-Teacher orders students to read the text on
population pyramid, make notes as they read,
discuss notes and answer questions; then
discuss them.
-Students read the text silently, make notes
while reading, discuss their notes, answer
comprehension questions and discuss them
-Teacher encourages students to write
paragraphs based on their notes, discuss the
-writing interpretative
paragraphs
reading
-writing improved versions of
paragraphs based on peer feedback
-learning the meaning of
‗collocation‘
-using collocation in vocabulary
study

47
identifying
words that collocate with
‗population‘, doing exercise
on
collection, using collection in
vocabulary study
paragraphs and improve them.
-Teacher writes the word ‗population‘ in a
circle with lines branching out from the border.
-Students view the word in the circle.
-Teacher writes words that collocate with
‗population‘ at the endings of two lines (e.g.
population----density).
-Students notice the examples and discuss them
in pairs.
-Teacher asks students to find, from their
dictionaries, words that collocate with
‗population‘ and complete the exercise (based
on the circle).
Activity three
-Working on active and
passive
constructions (form, use,
meaning):
noticing grammar pattern in
example
sentences, listening to a brief
lecture,
writing lectures notes,
discussing
notes, identifying active and
passive
constructions, completing
contextualized exercise,
reading
independently and compiling
portfolio on passive
-Students use dictionaries to identify words that
go in company with ‗population‘, and complete
the exercise.
-Teacher makes students discuss their answers.
-Students discuss their answers.
-Teacher writes one active and one passive
sentence taken from the passage on population
density.
-Students notice the grammar patterns in the
example sentences.
-Teacher gives a short lecture on active and
passive constructions (taking examples from
the text on population density.
-Students listen to the teacher and take notes.
notes and answer context-based exercise.
-Students discuss their notes, do exercise and
discuss in answers.
-attending to form, use and
meaning in studying active and
constructions.
-discussing notes and answers to
questions in English
-learning grammar independently

48
constructions -Teacher finally assigns self-study and portfolio
compilation task.
Independent Work
Self-Study and
portfolio compilation on:
present tenses
perfect tenses
conditionals
active and passive constructions
7. Teaching Methods
Short lectures
Pair and group work
Discussions
Presentations
Independent learning (e.g. independent
reading)
Assessment
Active Participation =5%
Individual Assignment (portfolio)= 10%
Group Assignment = 15%
Written test = 10%
Oral presentation = 10%
Final Examination = 50%
Grading
Course Policy
Regular attendance
Punctuality
Active participation
Feedback provision
Support and cooperation

49
Fair judgment
Transparency
Mutual respect
Tolerance
11. References
 Alfassi, M. 2004. Reading to learn: Effects of combined strategy instruction on high school students.
Journal of Educational Research, 97(4):171-184.
 Anderson, N. 1999. Exploring second language reading: Issues and strategies. Toronto:
Heinle&Heinle Publisher.
 Bade, M. 2008. Grammar and good language learners. In C. Griffiths (Eds.). Lessons from good
language learners (pp. 174-184). Cambridge University Press.
https//doi.org/10.107/CBO9780511497667.016
 Bouchard, M. 2005. Reading comprehension strategies for English language learners: 30research-
based reading strategies that help students read, understand and really learn content from their
textbooks and other nonfiction materials. New York: Scholastic.
 Cameron, L. 2001. Teaching languages to young learners. Cambridge: Cambridge University Press.
 Chamot, A.U. 1987. The learning strategies of ESL students. In A. Wenden & J. Rubin (Eds.).
Learner strategies in language learning (PP 71-85). Prentice-Hall: Hemel Hempstead. Gairns, R. &
Redman, S. 1986. Working with words: A guide to teaching and learning vocabulary. Cambridge
University Press.
 Department of Foreign Language and Literature. 1996. College English (Volume I and Volume II).
Addis Ababa University Press.
McNamara, D.S. (Ed.). 2007. Reading comprehension strategies: Theories, interventions, and
technologies. New York: Erlbaum.
 Tilfarlioğlu, Y. 2005. An Analysis of the relationship between the use of grammar learning strategies
and student achievement at English preparatory classes. Journal of Language and Linguistic Studies

50
1: 155-169.
 Murphy R.. Essentials of English grammar in use: A self-study reference and practice book for
intermediate students of English (2nd Ed.). Cambridge University Press.
 Murphy R. 2004. English grammar in use: A self-study reference and practice book for intermediate
students of English (3rd Ed.). Cambridge University Press.
 Zhang, L. J. 2008.Constructivist pedagogy in strategic reading instruction: Exploring pathways to
learner development in the English as a second language (ESL) classroom. Instructional Science,
36(2): 89-116.https://doi.org/10.1007/s11251-007-9025-6.


51
5.1.1. Courses Syllabus: Communicative English Language Skills II
Communicative English Language Skills II Module is a continuation of Communicative
English I Module, and it mainly aims to provide first year University students proficiency with
reading, speaking and writing skills. It also aims to help students learn vocabularies that are
assumed unfamiliar to them. In the grammar part, with the intention of providing explanations,
brief notes are given in each unit. The module consists of five units with three supplementary
reading at the end of the Module. The supplementary readings are included to support ideas
included in the reading passages in units 1-3. Students are advised to read the references put in
the box for further learn the grammar points included in the Module.
Unit I: Life Skills
Part I Reading passage: The concept of life skills
Part II Grammar: Active and passive voices
Part III Speaking
Part IV Writing
Unit II: Speculations about the future of Science
Part I Reading passage: Grassroots attack in bilharzia
Part II Grammar: Future Tense
Part III Speaking 3
Part IV Writing
Unit III: Environmental protection
Part I Reading: Environmental Challenges: A river run through it
Part II Grammar: Modal verbs
Part III Speaking
Part IV Writing
Unit IV: Indigenous Knowledge
Part I Reading: A local Pathway to Global Development
Part II Grammar: Reported Speech
Part III Speaking
Part IV Writing
Unit V: Cultural Heritage
Part I Reading: Cultural Heritage
What is it? Why is it important
Part II Grammar: Relative Clauses
Part III Speaking
Part IV Writing
Supplementary Readings
A. Environmental Problems
B. The Origin of Humans: The Record from the Afar of Ethiopia

52
C. Tourism Can be used to Preserve Ethiopia‘s Cultural and Historic Wealth
References
 Azar, B. S. (2003). Fundamentals of English grammar. Longman.
 Eggenschwiler, J.,& Biggs, E.D. (2001). Writing: Grammar, Usage, and Style. New
York. Hungry Minds. Inc
 Lucy, J. A., & Lucy, L. A. (Eds.). (1993). Reflexive Language: Reported Speech
and
 Meta pragmatics. Cambridge University Press.
 Murphy, R. (2012). English Grammar in Use. Ernst Klett Sprachen.
 Naylor, H., & Murphy, R. (2007). Essential Grammar in Use. Supplementary
Exercises. With Answers. Ernst Klett Sprachen

53
Module 02: Civics and Ethical Education
5.2.
Module Name Civics and Ethical Education
Module Code CESt-M1023
Module Number 02
Module Description
MCiE1012 Moral and Civic Education 3
5.2.1. Courses Syllabus: Moral and Civic Education (MCiE1012)
Instructor’s
Contact
Information
Academic
Position
Cell-phone
Email
Course Title Moral and Civil Education
Course Code MCiE1012
Credit Hours 2 Cr. Hrs (3 ECTS)
Academic Year
Status of Course Compulsory Common Course
Student Work
Load
Lectures Tutorial
Library and
Group
Work
Assign
Report
Home
Study
Total
W. L.
48hrs. -- 20hrs. 17hrs. 50 hrs. 135hrs
Course
Description
This course is designed for undergraduate students with the aim of producing
good citizens. It emphasizes on equipping learners with the necessary civic
competence and active participation in public life. It will also help them to
exercise their democratic rights and discharging their responsibilities
effectively by familiarizing them with necessary civic knowledge and skills.
In countries such as ours, where the process of cultivating modern
constitutional and democratic values in the minds of citizens is experiencing
serious challenges, largely because the country had no established civic
culture and partly because these values and principles are not yet well-
institutionalized, civics and ethical education remains to be imperative. To
this end, the course introduces learners to the basics of civics and ethics,
citizenship, morality and the goals of studying civics and ethics. It exposes
students to the meanings, foundations, approaches, values and principles of
ethics and civic virtue that learners must be equipped with both as citizens and
professionals in their encounter with real life situations both to be morally

54
matured and responsible while making decisions and taking actions. The
course also elucidate the nature, purpose and forms of state and government,
constitution, democracy and human rights, the nature of democratic
citizenship, modes of cultivating civic-virtues in our citizens mainly within
the context of Ethiopia.
Course Purpose
Ethiopia is currently going through a twin process of hope and despair. On the
one hand there are tremendous social, economic and political changes. On the
other hand, significant challenges are affecting the process, the pace and
magnitude of this change. For such changes to be successful however, it is
imperative that citizens develop rational thinking, critical support and
reasonable opposition to the growing culture of mob mentality. Moreover,
citizens also need to go beyond their narrow individual interests and prioritize
broad national interests. The prevalence of corruption, which has been
spreading like a wild fire is also frustrating the productive capacities of
citizens that could positively contribute to the development of the country. All
the aforementioned national concerns have largely been overlooked by the
common course syllabi currently under construction. Such glaring absence of
citizenship and moral education from the curriculum could be considered as
one of the gaps that need to be urgently addressed. In this regard, by
encouraging civil discourse on contending national issues, prioritizing peace
and inculcating honorable disposition, the course civic and ethical studies
would prepare students to contribute to the overall peace, stability and
prosperity of the nation at large, hence magnifying the relevance and urgency
of this course.
Course
Objectives
Upon a successful completion of this course, students will be able to:
Understand the subject matter of Civics and Ethics;
Cultivate certain moral values and civic virtues that enable them to be
morally matured and competent in their professional and citizenry lives by
practically exposing them to moral and civic debates/discussions and
engagements.
Develop such values/ virtues as recognition, appreciation and tolerance
towards diversity and also build culture of peace
Gain knowledge about the theoretical discourses and practices of state,
government and citizenship, and their mutual interplay especially in the
context of Ethiopia;
Develop individual and/or collective potential of becoming self-confident
citizens who can effectively participate in their legal-political, socio-economic
and cultural lives;
Understand the essences of such values and principles as democracy and
human rights, multiculturalism and constitution and constitutionalism with
especial reference to Ethiopia;
Develop analytical and reflective skill of identifying global or national level
development, democracy/governance and peace related issues of civics and
ethics and then be able to produce or evaluate policies and practices in a
civically and ethically responsible manner.
COURSE CONTENTS AND SCHEDULES
Contact
Hours
Chapters, Sections and Sub-sections
06 hours
Chapter One: Understanding Civics and Ethics
1.1 Defining Civics, Ethics, Morality and amorality

55
1.2 The Origin and Development of Civics and ethical education
1.3 The purpose of civics and ethical education
1.4 Citizen: Rights and responsibilities
1.5 Competences of good citizen
12 hours
Chapter Two: Approaches to Ethics
2.1 Normative ethics
2.1.1 Teleological Ethics (Consequentialist)
Hedonism
Ethical and psychological Egoism: Epicureanism and Cyrenaicism
Social Hedonism: Utilitarianism
2.1.2 Deontological Ethics (Non- Consequentialist)
Performance of One‘s own Duty
Devine-based Morality
Kant‘s Categorical Imperative
W.D. Ross‘s Prima Facie duty
2.1.3 Virtue Ethics and Civic Virtues
Basic Principles of Civic Virtues
How to be virtuous person?
2.2 Non-Normative Ethics
Meta Ethics
Absolutism/Objectivism
Relativism/Subjectivism and Conventionalism
Naturalism and Non-naturalism
2.3 Issues in Applied Ethics
2.3.1 Development Ethics
How should a society Develop?
Who is morally responsible for Underdevelopment?
A ‗Just‘ Development
2.3.2 Environmental Ethics
Ecosystem and the environmental pollutions
Principles of Environmental Ethics
2.3.3 Professional Ethics
Profession and Professionalism
The scope of Professional Ethics
Common Principles of Professional Ethics
06 hours
Chapter Three: Ethical Decision Making and Moral
Judgments
3.1 Ethical Principles and Values of Moral Judgments
The principle of equal consideration of interest
Conflicting goals and ethical Justifications
Ethical values and Justifiable exceptions
3.2 Why Should I act ethically?
12 hrs
Chapter Four: State, Government and Citizenship
4.1 Understanding State
What is a state?
Attributes of State
State Structures
4.2 Understanding Government
Major Function and Purpose of Government
Types of Government: Limited and Unlimited

56
Systems of Government
4.3 Understanding Citizenship
What is Citizenship
Inclusion and exclusion in Citizenship
Ways of Acquiring Citizenship
Ways of Losing Citizenship
Citizenship in Ethiopian Context: Past and Present
4.4 State Formation and Nation-building in Ethiopian Context
12 hrs
Chapter Five: Constitution, Democracy and Human Rights
5.1 Constitution and Constitutionalism
Peculiar features of Constitution
Major Purpose and Functions of Constitution
Classification of Constitutions
The Constitutional Experience of Ethiopia: pre and post 1931
5.2 Democracy and Democratization
Definitions and Forms of Democracy
Views on Democracy: Substantive and Procedural Views
Fundamental Values and Principles of Democracy
Democratization and Its Waves
Major actors in Democratization Process
Democracy and Good Governance in Ethiopia
5.3 Human Rights
Definitions and Nature of Human Rights
Basic Characteristics of Human Rights
Dimensions of Human Rights
The Protection and Promotion of Human Rights
- Human Rights Instruments: Documents
- Oversight Mechanisms: Institutions
Teaching methodology :
Lectures, Group
discussions, debates
&Reflections
Recommended
Mode of assessment
Quiz (5%)
Tests (15%)
Assignments (15%)
Mid-Exam (25%)
Final Examination (40%)
Total: 100%
Instructor’s Commitment: The course instructor is expected to provide timely lectures,
demonstrate students to understand and practice the issues pertaining to central theme of the course,
suggest available reading materials, and evaluate students‘ performance regularly.

57
Course Policy: The policy, which administer this course, is in line with University‘s legislation
(no? year?) available at (website). Meaningful participation during class, group work and
presentation is important for the success of this course. Since each class builds on the one before it,
attendance is mandatory. Concerning to academic integrity, learners are expected to exert high
level of commitment, responsibility and academic honesty. Because the value of an academic
degree depends upon the absolute integrity of the work done by the student for that degree, it is
imperative that a student demonstrate a high standard of individual honor in his or her scholastic
work. If you cheat on an exam you will receive a failing grade, and most likely will be dropped
from the class. Academic dishonesty of any type by a student provides grounds for disciplinary
action by the instructor or department. In written works, no material may be copied from another.
The work that you submit must be your own, for both moral and legal reasons.
Recommended Reading Materials
Alexander, Larry (eds.). (1998). Constitutionalism: Philosophical Foundations. Cambridge:
Cambridge University Press.
Assefa Fisseha. (2006). Federalism and Accommodation of Ethnic Diversity in Ethiopia:
Comparative Study. Utrecht: Wolf Legal Publishers.
Charles F. Kettering Foundation. & Harwood Group.1991. Citizens and politics: a view from Main
Street America. Dayton, Ohio: The Foundation.
David S. Oderberg and Timothy Chapel. (2004).
Human values, new essays on ethics and natural law palgravemacmillan, Great Britain.
Fasil Nahum. 1997.
Constitution for a Nation of Nations: The Ethiopian Prospect. Lawrenceville,NJ: Red Sea
Publishers. FDRE. (1995).
The Constitution of the Federal Democratic of Ethiopia. Federal Negarrit Gazeta: Addis Abeba.
Francis Snare (1992). The Nature of Moral Thinking. Rutledge, U.S.A and Canada
Frechette,S. (1981). Environmental Ethics. U.S.A.: The Boxwood Press.
Goodin, Robert E. 2005. Reflective Democracy. Oxford University Press: New York.
James Paul and Clapham .1972. Ethiopian Constitutional Development: A source book.
Haile Selassie I university: Addis Ababa.
Jeavons, T. (1991).
Learning for the common good: liberal education, civic education, and teaching about philanthropy.
Washington, DC: Association of American Colleges.
John M.Rist Real Ethics. (2004).
Reconsidering the Foundations of Morality Cambridge university press U.K and U.S.A
Macedo, S. (2000).
Diversity and distrust: civic education in a multicultural democracy. Cambridge, Mass: Harvard
University Press.
Melzer, A. M., Weinberger, J., &Zinman, M. R. (1998). Multiculturalism and American
Democracy.
Lawrence, Kansas: University Press of Kansas.
Munitz, Milton K., (ed.) (1961).
A Modern Introduction to Ethics, The Free Press of Clencoe
Navia, Luis E. and Kelly, Eugene. (1980).
Ethics and the Search for Values, Prometheus Books.
Niemi, R. G., &Junn, J. (1998).
Civic education: what makes students learn. New Haven: Yale
University Press. Norman, Richard. (1985).

58
The Moral Photospheres: An introduction to Ethics, Oxford, Clarendon Press.
Nzongola, Ntalajia and Margaret C. 1998. The State and Democracy in Africa. Asmara: Africa
World Press.
Oppenheim, A. N. (1977). Civic education and participation in democracy: the German case.
London; Beverly Hills: Sage.
Penrose, W. O. (1952).
Freedom is ourselves: Legal rights and duties of the citizen as a basis for civic education. Newark:
University of Delaware Press.

59
Module 03: Reasoning Skills
5.3.
Module Name Introduction to Logic
Module Code PHIL-M1033
Module Number 03
Module Description
Phil101 Critical Thinking 5
5.3.1. Courses Syllabus: Critical Thinking (Phil101)
Course Title: Critical Thinking
Course Code: Phil101
Course Cr. Hr: Three (3)
Course ECTS: Five (5)
Contact Hour: 3 Hours
Course Description
Logic and Critical Thinking is an inquiry that takes arguments as its basic objects of
investigation. Logic is concerned with the study of arguments, and it seeks to establish the
conditions under which an argument may be considered acceptable or good. Critical thinking is
an exercise, a habit, a manner of perception and reasoning that has principles of logic as its
fulcrum, and dynamically involves various reasoning skills that ought to be human approach to
issues and events of life. To think critically is to examine ideas, evaluate them against what you
already know and make decisions about their merit. The aim of logic and critical thinking
course is to maintaining an ‗objective‘ position. When you think critically, you weigh up all
sides of an argument and evaluate its validity, strengths and weaknesses. Thus, critical thinking
skills entail actively seeking all sides of an argument evaluating the soundness of the claims
asserted and the evidence used to support the claims. This course attempts to introduce the
fundamental concepts of logic and methods of logical reasoning. The primary aim of this course
is to teach students essential skills of analyzing, evaluating, and constructing arguments, and to
sharpen their ability to execute the skills in thinking and writing.
Course Objectives
Ethiopian is striving to guarantee sustainable development and good living condition, where
constant and consistent critical thinking plays an irreplaceable role.
At the end of the course, students should be able to:
Understand the relationship of logic and philosophy,
Recognize the core areas of philosophy,
Appreciate the necessity learning logic and philosophy,

60
Understand basic logical concepts, arguments,
Understand deductiveness, inductiveness, validity, strength, soundness, and cogency,
Develop the skill to construct sound argument and evaluate arguments;
Cultivate the habits of critical thinking and develop sensitivity to clear and accurate usage
of language;
Differentiate cognitive meanings from emotive meanings of words,
Differentiate standard forms of categorical propositions from other types of sentences used
in any language,
Apply symbols to denote standard forms of categorical propositions to form further logical
assertions among them.
Develop logical and open-mind that weighs ideas and people rationally;
Develop confidence when arguing with others,
Demonstrate logical argumentative ability,
Develop logical reasoning skill in their day to day life, and
Appreciate logical reasoning, disproving mob-mentality and avoid social prejudice.
Understand the basic concepts and principles of critical thinking.
Understand the criterion of good argument.
Identify the factors that affect critical thinking.
Apply critical thinking principles to real life situation.
IV. Course Learning Outcomes
At the completion of the course, the student will have developed an understanding of the
role logic plays in the reasoning process. Specifically, the students are expected to achieve:
The ability to recognize and analyze arguments in everyday language, to detect hidden
or implicit premises, and to extract the logical form of an argument;
The ability to show the deductive validity or invalidity of an argument, to recognize
and criticize the flaws of a weak argument, and to develop counterarguments;
The ability to evaluate the strength of evidential support for scientific hypotheses,
especially causal hypotheses, in relatively simple cases; and
The ability to present arguments cogently in speech and in writing
V. Units and Contents
Chapter One: Logic and Philosophy (8 Hrs: Week 1 & 2)
1.1 Introduction
1.2 Meaning and Definition of philosophy
1.3 Core Branches of Philosophy
1.4 Importance of Learning Logic and Philosophy
Chapter Two: Basic Concepts of Logic (12 Hrs: Week 3, 4 & 5)
2.1 Introduction
2.2 Basic Concepts of Logic
2.3 Techniques of recognizing arguments
2.4 Types of Arguments
2.4.1 Deductive Arguments
2.4.2 Inductive Arguments
2.5 Evaluation of Arguments
2.5.1 Evaluating Deductive Argument

Mechanical engineering

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Similar to Mechanical engineering

Similar to Mechanical engineering (20)

Recently uploaded

Recently uploaded (20)

Mechanical engineering