Social science department was started its training in 1995 G.C with History and Geography candidates in regular program. The first batch of Geography 9(nine) and History 12(Twelve) students were graduated in June 1997G.c.
The evening (extension) program was started in 1997G.C both in Geography and History candidates. The first batches were graduated in June 2000 G. C with 36 geography and 29 History graduates.
Department Vision
The vision of the Department of Social Science is to be a leading institution in producing vibrant Primary School Teachers in the region to solve major societal problems.
Department mission
Departments’ mission is to produce high-quality Primary School social Science Teachers. The department is committed to producing dedicated primary school teachers who can respond to local, national, and global demands. This will be accomplished through: rigorous academic training in regular, extension, and summer and distance education, providing up to date short training for in-service social science teachers, combining research and training to meet with the demands of quality education, and working with local and international partners that share the departments’ aspirations.
Department values
Focus on goals success Supremacy of the law
Compliance to ethical values Priority for females and for all who need support
Creating collective leadership Efficient utilization of information technologies
Special attention to research and creativity Completion based on job efficiency
Efficiency on job Being customer focused
Problem solving training Being industrious
Fair and transparent service Promoting reward based system
Department organizational structure
Department of Social Sciences
Geography unit History unit Civics & Ethical
Education unit
Environmental protection club Civics & ethical education club
| INTEGRATED SOCIAL SCIENCE
| |||||
| I. BRIDG COURSES | |||||
| No | Course title | Course | Cr.hr. | Co.hr | Remark |
| 1 | Basic Mathematics I | Math 101 | 3 | 4 | |
| 2 | Basic Mathematics II | Math 102 | 3 | 5 | |
| 3 | Basic Natural Sciences I | BNSC 101 | 3 | 6 | |
| 4 | Basic Natural Sciences I I | BNSC 102 | 3 | 6 | |
| 5 | Basic English I | Eng 110 | 3 | 3 | |
| 6 | Basic English II | Eng 120 | 3 | 3 | |
| 7 | Art, Music, and Child Learning | TAME102 | 2 | 2 | |
| 8 | Basic Social Studies | Bsst 101 | 2 | 4 | |
| 9 | Hand Writing Skills | MT 111 | 2 | 2 | |
| 10 | Basic Mother Tongue | MT 112 | 2 | 2 | |
| 11 | Professional Ethics and Civic Education | Ceed 101 | 2 | 3 | |
| TOTAL | 28 | 40 | |||
| II Pedagogical courses | |||||
| No | Course title | Course code | Cr.hr. | Co.hr | Remark |
| 1 | Application of Theories of Learning in P. School | EPSY 221 | 2 | 2 | |
| 3 | Curriculum and Instruction in Primary School | Tecs 112 | 3 | 3 | |
| 8 | Child Development and Learning | EPSY 112 | 3 | 3 | |
| 4 | Inclusive Education in Primary Schools | SNIE 202 | 3 | 3 | |
| 7 | Assessment in primary school | EPSY 231 | 3 | 3 | |
| 9 | Sociological Perspective on teaching and learning | Tecs 222 | 3 | 3 | |
| 2 | Instructional media and information communication Technology | IMICT 341 | 3 | 5 | |
| 5 | Cross-cutting Issues in Education | Educ 301 | 3 | 3 | |
| 6 | Action Research Theory) | Acr 301 | 1 | 1 | |
| 10 | School Management and School Improvement | Edpm 302 | 2 | 2 | |
| TOTAL | 26 | 28 | |||
| III Majorl courses | |||||
| No | Course title | Course code | Cr.hr. | Co.hr | Remark |
| 1 | Social Studies I | SoSt 211 | 4 | 6 | |
| 2 | Social Studies II | SoSt 222 | 4 | 6 | |
| 3 | Survey of Physical Geography | GeEs 201 | 3 | 3 | |
| 4 | Survey of Human Geography | GeEs 202 | 3 | 3 | |
| 5 | Practical Geography | GeEs 302 | 3 | 3 | |
| 6 | Ethiopian History Since 1941 | HiEd 211 | 3 | 3 | |
| 7 | Colonial and Post-Colonial History of Africa | HiEd 222 | 3 | 3 | |
| 8 | History of the Contemporary World | HiEd 332 | 3 | 3 | |
| 9 | Teaching and Learning Social Studies in Primary Schools | TeSs 210 | 3 | 3 | |
| 10 | Teaching Social Studies I | TeSs 212 | 4 | 6 | |
| 11 | Teaching Social Studies II | TeSs 322 | 4 | 6 | |
| TOTAL | 37 | 45 | |||
| IV Suppotive courses | |||||
| No | Course title | Course code | Cr.hr. | Co.hr | Remark |
| 1 | Teaching Reading in content area | MT 301 | 3 | 3 | |
| Total | 3 | 3 | |||
| V. Practicum Courses | |||||
| No | Course title | Course code | Cr.hr. | Co.hr | Remark |
| 1 | PRACTICUM I (School Observation) | Prac I 112 | 1 | 1 | |
| 2 | PRACTICUM II (Critical Classroom Observation) | Prac II 221 | 2 | 2 | |
| 3 | PRACTICUM III Assisting the class room Teacher | Prac III 232 | 3 | 3 | |
| 4 | PRACTICUM IV (block Teaching) Action Research included | Prac IV 341 | 6 | 6 | |
| 5 | Reflection on Specific Teaching Methods Practiced During Practicum (seminar) | Prac 352 | 2 | 2 | |
| Total | 14 | 14 | |||
| VI. COURSES SUMMERY | |||||
| NO | COURSE TITLE | Course code | Cr.hr. | Co.hr | NO of courses |
| 1 | BRIDGE COURSES | 28 | 40 | 11 | |
| 2 | MAJOR COURSES | 37 | 45 | 11 | |
| 3 | PEDAGOGICL COURSES | 26 | 28 | 10 | |
| 4 | SUPPORTIVE COURSES | 3 | 3 | 1 | |
| 5 | PRACTICUM COURSES | 14 | 14 | 5 | |
| Total | 108 | 130 | 38 | ||
| Semester Break down | |||||
| Year I Semester I | |||||
| NO | COURSE TITLE | Course code | Cr.hr. | Co.hr | Remark |
| 1 | Basic Natural Science I | BNSc 101 | 3 | 6 | |
| 2 | Basic Mathematics I | Math 101 | 3 | 4 | |
| 3 | Basic English I | Eng 110 | 3 | 3 | |
| 4 | Basic Mother tongue | MT 112 | 2 | 2 | |
| 5 | Basic Social Studies | BsSt 101 | 2 | 4 | |
| 6 | Primary curriculum and instruction | TECs 112 | 3 | 3 | |
| 7 | Hand Writing Skill | MT( Am) 101 | 2 | 2 | |
| Total | 18 | 24 | |||
| Year I: Semester II | |||||
| NO | COURSE TITLE | Course code | Cr.hr. | Co.hr | Remark |
| 1 | Basic Natural Science II | BNSc 102 | 3 | 6 | |
| 2 | Basic Mathematics II | Math 102 | 3 | 5 | |
| 3 | Basic English II | Eng 120 | 3 | 3 | |
| 4 | Professional Ethics and Civic Education | CEEd 101 | 2 | 3 | |
| 5 | Child development and learning | EPSY 112 | 3 | 3 | |
| 6 | Art, Music and child learning | TAMe 102 | 2 | 2 | |
| 7 | Practicum I | Prac-112 | 1 | 1 | |
| Total | 17 | 23 | |||
| Year II: Semester I | |||||
| NO | COURSE TITLE | Course code | Cr.hr. | Co.hr | Remark |
| 1 | Survey of Physical Geography | GeEs 201 | 3 | 3 | |
| 2 | Teaching and Learning Social Studies in Primary Schools | TeSs 210 | 3 | 3 | |
| 3 | Ethiopian History Since 1941 | HiEd 211 | 3 | 3 | |
| 4 | Practicum II | Prac-221 | 2 | 2 | |
| 5 | Assessment in Primary School teaching | EPSy 231 | 3 | 3 | |
| 6 | Social Studies I | SoSt 211 | 4 | 6 | |
| 7 | Application of theories of learning in primary schools | EPSy 221 | 2 | 2 | |
| Total | 20 | 22 | |||
| Year II: Semester II | |||||
| NO | COURSE TITLE | Course code | Cr.hr. | Co.hr | Remark |
| 1 | Teaching social Studies I | TeSs 212 | 4 | 6 | |
| 2 | social Studies II | SoSt 222 | 4 | 6 | |
| 3 | Inclusive Education in Primary Schools | SNIE 202 | 3 | 3 | |
| 4 | Practicum III | Prac-232 | 3 | 3 | |
| 5 | Instructional Media and Information communication Technology | IMICT 341 | 3 | 5 | |
| 6 | Cross-cutting Issues in Education | EDUC 301 | 3 | 3 | |
| Total | 20 | 26 | |||
| Year III: Semester I | |||||
| NO | COURSE TITLE | Course code | Cr.hr. | Co.hr | Remark |
| 1 | Colonial and Post-Colonial History of Africa | HiEd 222 | 3 | 3 | |
| 2 | PRACTICUM IV | Prac- 341 | 6 | 6 | |
| 3 | Survey of Human Geography | GeEs 202 | 3 | 3 | |
| 4 | Sociological Perspectives on Teaching and Learning | TECS 222 | 3 | 3 | |
| 5 | Action Research | ACR 301 | 1 | 1 | |
Total | 16 | 16 | |||
| Year III: Semester II | |||||
| NO | COURSE TITLE | Course code | Cr.hr. | Co.hr | Remark |
| 1 | Practical Geography | GeEs 302 | 3 | 3 | |
| 2 | History of the Contemporary World | HiEd 332 | 3 | 3 | |
| 3 | Teaching Reading in Content Areas | MT 301 | 3 | 3 | |
| 4 | Teaching Social Studies II | TeSs 322 | 4 | 6 | |
| 5 | School Management and School Improvement | EDPM 302 | 2 | 2 | |
| 6 | Seminar | Prac 352 | 2 | 2 | |
| Total | 17 | 19 | |||
| CREDIT AND CONTACT HOUR SUMMERY | |||||
| NO | Year | Semester | Cr.hr. | Co.hr | NO OF COURSES |
| 1 | Year I | I | 18 | 24 | 7 |
| 2 | Year I | II | 17 | 23 | 7 |
| 3 | Year II | I | 20 | 22 | 7 |
| 4 | Year II | II | 20 | 26 | 6 |
| 5 | Year III | I | 16 | 16 | 5 |
| 6 | Year III | II | 17 | 19 | 6 |
| Total | 108 | 130 | 38 | ||
Department Entry requirement
In order to recruit competent and effective trainees, the following requirements are considered as basic tools:
1, Health Status and physical Competency
- Individuals who want to take teaching training in Social Science Department must free from lung cancer and mental illness.
- Age
- The age of the recruits must be between 17-35 years
- Personal and professional ethics
The new recruits have to exercise the following personal and professional ethics:
- Voluntary to work in teaching profession
- Special love to teaching profession
- Being role model for students in his/her work and ethics
- Free from harmful addictions
- Academic competency
The new recruits are expected to fulfill the following academic requirements:
- He/she must be grade 12 complete in the regular, evening or distance program of the new education and training policy.
- He/she must attended The Ethiopian School of Leaving Certificate Examination /ESLCE/ in at least one of the last three consecutive academic years.
- The minimum required grade for Mathematics and English is “C”
- Transcript Score
- The average score from grade 11-12 or grade 9-12 must be 50 % and above.
Department man power
There are 10 males and 1 female, a total of 11 instructors in the department
| Serial no. | Name of the instructors | Educational level | Year of service |
| 1 | Eshetu Muhammed | MA | 34years |
| 2 | Asaminew Dubale | MA | 16 years |
| 3 | Dejen Demissie | MA | 30 years |
| 4 | Abebe Asfaw | MA | 23 years |
| 5 | Almeneh Melese | MA | 20 years |
| 6 | Shewanesh Fissha | M A | 33 years |
| 7 | Fithanegest Ayenew | MA | 19 years |
| 8 | Gizachew Legesse | MA | 24 years |
| 9 | Tadele Mulugeta | MA | 17 years |
| 10 | Yenesew Alene | MA | 34 years |
| 11 | Zinashwork Birhanu | MA | 16 Years |
Department Annual Plan
The department has planned:-
- Tutorial program for female Students to improve their results
- Preparing 3rd year students for COC, Examination.
- Continuously advising, guiding and awareness creation about their ethical behavior and morality/Norms/.
- Making students and instructors to involve in co-curricular activities.
- Continuous Professional Development training for instructors to update their professional skills.
- Conducting community servicing.
- Research and training
- Conducting E-lesson in teaching and learning Activities
Major achievement of the Department
| Activities | Achievement | Remark |
| Tutorial for female Students | Female students has improved and recoded better grade their results, actively participated in class room teaching learning activities | |
| Preparing 3rd year students for COC, Examination. | For the last three years at least 98% of/ Civics and Ethical Students /and 65% of Social science students had passed their CoC examination | |
| Continuously advising, guiding and awareness creation about their ethical behavior and morality/Norms/. | Almost all of the students of the department have shown complete change in their hair and clothing style, as well as good relationships among themselves and with their teachers | |
| Making students and instructors to Involve in co-curricular activities | Students and instructors started to conserve, protect and manage different flower trees and watering the newly planted trees | |
| Continuous Professional Development training | Instructor had updated their professional knowledge and skill as a result classroom teaching learning activities had become more smart than the earlier once | |
| Conducting community servicing | With continuous professional support and training, primary school social science teachers had solved their classroom and academic challenges they faced. | |
| Research and training | Department instructors had conducted a research and action research on selected contemporary topics that has been applied in the teaching learning activities | |
| Conducting E-lesson in teaching and learning Activities | Students had obtained supplementary clarification in their lessons like Geography lessons. |
Department clubs
There are two clubs under the department namely Civics and Ethical club and Environmental protection club.
- Civics and Ethical club
Objectives of the club
- To create Ethical and Responsible Citizens
- To build a democratic outlook for trainees to be active participant
Activates done in the academic Year (2012 E.C)
- Cleaning collage compound
- Protecting new plants
- Celebrating Anti- Corruption day by different activities such as( Panel discussion, Question and answering on Corruption, preparing and disseminating brochures etc)
Club Members in the academic year (2012 E.C)
Male- 110
Female- 140
Total- 250
- Environmental protection club
Objectives of the club
- To develop the awareness of the club members and the college community about the existing interaction and the relationship between natural and human environment.
- To create good reading environment in the college by nurturing plants.
- To celebrate environmental protection day through different activities
- To prepare training and experience sharing program me in collaboration with central Gondar zone agriculture department and environmental protection and land administration department.
- To develop knowledge, skill and attitude of club members by exposing them for different training and workshops prepared by NGO’s working on environmental issues.
Activates done in the academic Year (2012 E.C)
- Planting trees in collaboration with other collage communities.
- Nurturing the newly planted trees throughout the dry season
- Cleaning the collage Campus, etc
Club Members in the academic year (2012 E.C)
Male- 12
Female- 3
Total- 15
Community Servicing
What is Community Servicing?
It is about thinking beyond classroom and giving professional supports to the primary school social science teachers.
When is Community servicing be given?
It could be given as soon as school started to open both in first and second semesters. by preparing different training and workshops so that they can simplicity the classroom activities.
How is Community servicing be givens
- Make need assessment on primary school social science teachers
- Priorities the issues to be delivered
- Prepare supportive and training materials
- Scheduling training dates and conducting short training.
Beneficiaries of Community servicing:- both Government and private Primary school social science Teachers
Impacts of Community servicing:
- Teachers Simplified their daily lessons
- Shared experience
- Improved classroom methodology
- Upgraded professional knowledge and skills
- Positive influence on students achievement
Topics give during Community servicing training
- How to teach social science lessons in the classroom
- Hot to apply different active learning techniques in social science lessons
- Ethics and morality of students both in schools and out of schools
- Best lesson of CPD.
Teachers / Staff Development
Topics / Activities/ selected for Teachers Continuous Professional Development / CPD/ Program
- The Concept of Continuous Assessment
- Basic Characteristics of Continuous Assessment
- Basic Techniques of Continuous Assessment
- Table of Specification preparation
- General Principles of Test Items Writing
- Student-Centered Teaching style
- Action Research
All instructors of Social Science Department are invited to participate in the CPD program.
Students current enrolment
Currently, the Department of Social Science has enrolled 488 students attending diploma programs in both regular and extension programs.
| Regular | Evening | |||||||||||||||||
| Department | Year I | Year II | Year III | Year I | Year II | Year III | ||||||||||||
| M | F | T | M | F | T | M | F | T | M | F | T | M | F | T | M | F | T | |
| Integrated Social Science | 28 | 22 | 50 | 15 | 6 | 21 | 11 | 5 | 16 | 16 | 21 | 37 | 43 | 33 | 76 | 32 | 12 | 44 |
| Civics & Ethical Edu | 18 | 18 | 36 | 19 | 46 | 65 | 32 | 37 | 69 | 45 | 29 | 74 | ||||||