MED in Educational Psychology

In the “Capacity Building Strategies and Programs” prepared by FDRE Government (1994.), It was spelled out “ከፍተኛ ትምህርት በተለያዩ የሥራ መስኮች የአመራር ሚና የሚላወቱና አዳዲስ ሃሳቦች የሚያመነጩ ተመራማሪዎችን በማፍራት የአገሪቱን የከፍተኛ ሙያተኛና ተማራማሪ ፍላጎት የማርካር አላማ ያለው የትምህርት ደረጃ ነው፡፡ ከፍተኛ ትምህርት በትምህርትና ስልጠና ኘሮግራም ላይ ብቻ ሳይታጠር ለአገሪቱ ኢኮኖሜያዊና ማህበራዊ እድገት፣ ለዴሞክራሲያዊ ስርዓት ግንባታ የሚበጁ አዳዲስ ሃሳቦችን የማፍለቅ፣ በነዚህም በስኮች የሚያጋጥሙ ችግሮችን ለመፍታት የሚያስችሉ አማራጭ መፍትሄዎችን የማቅረብ አላማ ያለው ተቋምም ነው፡፡ በሌላ አነጋገር የትምህርትና ስልጠና ብቻ ሳይሆን የምርምር ተቋምም ጭምር ነው፣ መሆንም አለበት፡፡ በዚህም ምክንያት ቁልፍ የማሰፈፀም አቅም ግንባተ መሳሪያ ሆኖ ያገለግላል” (ገጽ 167)፡፡
In this statement it is clearly pointed out that higher learning institutions are not only places where theory-redden courses are offered but also places where practical solutions could generate for economic, social, political and educational problems. This entails the urgency of widening the boundary of research institutions and professionals. At present, in many sectors of the economy, there are many research institutes that run research activities. No Matter how a large sum of money is invested and a huge amount of resources is allocated, the outcomes of the research so far carried out have little or no effect on changing the living conditions of the society. Although a variety of factors may account for such problems, one thing is a fact: individuals who have no or little or no effect on changing the living conditions of the society. Although a variety of factors may account for such problems, one thing is a fact: individuals who have no or little training of research run many of the institutions. In order to avoid these problems, one way is to open graduate program in Educational Psychologys that equip the trainees with hands on professional training and contribute to the present demand of professionals in educational research areas.
2.Objectives of the Graduate Program
The M.Ed program consists of both course work and a master’s research project (thesis). The thesis is supervised by an advisor assigned by the department. The thesis shall be approved by the department and the Faculty Graduate committee. In addition to course work and thesis the program shall include term papers, practicum and seminars. The program is established with the following purposes:

  • To produce intellectuals with high caliber of test construction for schools and other educational institutions.
  • To speed up the training of staff members for the various institutions of higher learning.
  • To produce educational psychologists who commit themselves in carrying out both applied and basic research on local problems to ameliorate the life of the people in general and to improve the quality of education in particular.
  • To train educators who work as program planners, implementers, and evaluators based on the needs of the society, the learner and the government as well as the existing realities of the country.
  • To train counselors for secondary and tertiary levels of education. Due to the ever changing world, students are subject to many psychological problems that originate from various sources. Students, apart from these problems, need vocational, career, and educational information. The counselors help students to resolve their problems and provide them relevant information so that the teaching-learning process could be facilitated and run smoothly. For such purposes, training of these professionals in sufficient number is essentially advisable, which is one goal of the program.

3.Academic Requirements
3.1.Admission Requirements
The following are application requirements:

  • Applicants should have a bachelor’s degree, or equivalent, in Pedagogical Sciences or similar fields from a recognized university.
  • Applicants should have at least a CGPA of 2.00 in undergraduate courses from Bahir Dar or another approved University.
  • Applicants should have at least one year teaching experience or equivalent professional experiences.
  • Applicants should submit letters of recommendations, two from the their undergraduate instructors testifying their ability to successfully complete the program, and the other from and referee who is familiar with the applicants’ professional work and promise.
  • Applicants should pass entrance exams set by the department.
  • Three official transcripts of the applicant’s academic record from each university attended. The transcripts should be sent directly to the University from the issuing institutions.
  • Applicants should submit the application form of the registrar in three copies. All applicants must complete application from, clearly indicating the department to which they wish to be admitted.
  • Applicants should present a proof of financial support.
  • Applicants should pay an application fee.

3.2.Duration   of Study
The program of study shall normally take two academic years: two kiremits and two Begas (each Bega from September to June). Each Bega is divided in to two semesters. The first bega is divided in to two semesters called distance I and distance II and in these two semesters four courses will be offered in distance mode. The second Bega is again divided in to two semesters (distance III & distance IV) and here the course Thesis will be offered. If the student fails to complete the program within this time frame, for accepted reasons by the Faculty Graduate Committee, the student may be allowed to continue for one additional year.
4.Assessment and Evaluation
I. For Course Work

  1. Mid Semester Examination
  2. Final Semester Examination
  3. Seminars

II. For Practical Course

  1. Laboratory reports/ field reports
  2. Practical Examination
  3. Written Examination

III. For Thesis, Seminars & Reports Presentation

  1. Quality of Paper Presented
  2. Way of presentation
  3. Defending material presented

The Master’s thesis

  1. The thesis shall be a specialized study, under the direction of a staff member (advisor), focusing up on topics that are of particular interest to the students.
  2. The thesis is the partial fulfillment of the requirement of the master’s degree program and shall have 6 credits.
  3. The student, in consultation with an advisor, selects a topic for the thesis and shall be approved first by the department then by the Faculty Graduate committee.
  4. The submission date of the thesis shall be determined by the department in each academic year. The students must submit 5 copies of the final version of the thesis.
  5. Thesis presentation is open for all interested and chaired by a person appointed by the FGC. During the presentation, the students can use any aid which he/she thinks can help in clarifying the work.
  6. The examining board of the thesis shall constitute the advisor, an external examiner, and a chair person.
  7. After the defense, the examining Board decides to either accept or reject the thesis:


  1. Thesis is accepted with no change or with some minor changes
  2. Accepted with modification. The thesis requires substantial changes in content, methodology, data analysis and interpretation, and/or conclusion reached. The examining Board must indicate what to be changed and the time by which the final change is to be resubmitted.

The thesis shall be rejected if

  1. The work does not reflect scientific way of treating the problem raised or a thesis that received a grade of “Poor”, or
  2. The work is plagiarized, orThe work is not original and has been already used to receive a degree from any university or college.
  3. A thesis must have an abstract and it should not be more than 500 words.

 5.Graduation Requirements
A student who meets and fulfils at least the minimum requirements laid down in the regulations and whose research, study and examination results are judged to be sufficient merit shall be recommended by the dean of the graduate program, through the office of the Registrar, for approval of graduation and the award of credentials.
 6.Degree Nomenclature
The type of Master of Degree conferred shall be Master of Education (M.Ed) (in Educational Psychology) የትምህርት ማስተር ዲግሪ (በትምህርት ሳጥኮሎጂ).
 7.Graduates Profile
In particular, the graduates will have the skills enabling them to:

  • Demonstrate the for self-directed study and the ability to work independently;
  • Demonstrate intellectual independence, analytic rigor, and the ability to understand and evaluate new knowledge and ideas;
  • Develop lines of argument and make sound judgments in accordance with basic theories and concepts in Education;
  • Apply the methods and techniques that they have learned;
  • Present, evaluate, and interpret qualitative and quantitative data;
  • Evaluate methodologies and develop critiques of them and, where appropriate, propose new hypotheses;
  • Demonstrate effective communication skills, arguments, and analyses in a variety of forms, to specialist and non-specialist audiences;
  • Apply underlying concepts and principles outside the context which they were first studied, including, where appropriate, the application of those principles in an employment contest;
  • Evaluate critically current scholarship in the discipline;
  • Conceptualize, design and implement a project and adjust the project in light of unforeseen problems;
  • Work effectively in a team;
  • Negotiate effectively; and
  • Locate, evaluate and use information in a range of contexts.