REPUBLIC OF CAMEROON REPUBLIQUE DU CAMEROON
Peace-Work-Fatherland Paix-Travail-Patrie
MINISTRY OF HIGHER EDUCATION MINISTERE DE L’ENSIGNEMENT SUPERIIEUR
ISG
Department of XXXX
Bachelor Technology Degree Programme in Curriculum Development and Teaching
DEGREE OFFERED: BACHELOR OF TECHNOLOGY (BTEC) DEGREE IN
CURRICULUM DEVELOPMENT AND TEACHING
DURATION OF STUDIES: ONE (01) YEAR
SPECIALTY: CURRICULUM DEVELOPMENT AND TEACHING
QUALIFICATION OFFERED: BACHELOR OF TECHNOLOGY (BTEC)
INTRODUCTION
OBJECTIVES OF THE PROGRAMME
EMPLOYMENT OPPORTUNITIES
ADMISSION REQUIREMENTS
Holders of B-tech, BBA, DIPES I, DIPET I or equivalent certificates
Transfer cases from other Universities
It may be required that some courses are taken from year 2
Duration: One year (two semesters)
GRADUATION REQUIREMENTS
Total minimum credits for graduation = 60 credits
Total maximum credit for graduation = 72 credits
METHOD OF TEACHING
The programme’s method of delivery involves classroom instructions, case study analysis,
field work and individual projects/internships. In addition, it is expected of the students to
engage in self-study and group study in addition to class-based activities. It is the
responsibility of students to learn; lecturers are simply an aid in that endeavour. Students are
strongly recommended to organise study groups on their own.
METHOD OF EVALUATION
Mode Mark/100
Continuous Assessment (CA) 30
Final Examination 70
Total 100
GRADING SYSTEM
Performance in a course for the Professional Bachelor’s Degree programme shall be recorded
according to the following schedule:
MARK/100 LETTER GRADE EVALUATION
GRADE POINTS
80-100 A 4.00 EXCELLENT
70-79 B+ 3.50 VERY GOOD
60-69 B 3.00 GOOD
55-59 C+ 2.50 FAIR
50-54 C 2.00 AVERAGE
45-49 D+ 1.50 BELOW AVERAGE
40-44 D 1.00 POOR
0-39 F 0 FAIL
The final aggregate mark for a course shall be a whole number. Letter grades and grade points shall be
awarded on the basis of the final aggregate mark.
In order to determine the grade point average of a candidate, the appropriate grade points assigned to
the corresponding letter grade is multiplied by the credit value of the course. The products are added
for all courses registered for the sum divided by the total number of credits registered for. The
quotient so obtained is the G.P.A. For example, student X obtains the following grades
COURSE GRADE GRADE POINTS CREDIT WEIGHTED
CDTI4101 A 4.0 VALUE POINT
CDTI4102 B+ 3.5 4 16.0
CDTI4103 B 3.0 4 17.5
CDTI4104 C 2.0 4 12.0
CDTI4105 B+ 3.5 4 8.0
CDTI4106 C+ 2.5 4 17.5
TOTAL 4 9.0
24 80
GPA = 80/24 = 3.33
To earn credit for a course, the student must score a minimum of 50% (C) in that course if this is
compulsory. Students may gain credit in the case of an elective/required course if they scored 40%
(D).
If a student obtains a pass mark in a course after re-sitting the course once or any subsequent number
of times, the final mark given shall be the average of the marks obtained in the different sittings if this
average is higher than 50% or 50% if the average obtained is less than 50%. Only this average mark
shall be used to calculate the student’s cumulative grade point average (GPA). The fail mark shall no
longer enter into the calculation of the cumulative grade point average (GPA).
In each semester (semester one and two), the student shall register for courses totalling not less than
30 credits. A student who fails to obtain a mark of 50/100 for any course at the end of the semester
shall be obliged to resit the course(s).
CLASSIFICATION OF THE PROFESSIONAL BACHELOR’S
DEGREES
The class of the Professional Bachelor’s degree awarded shall be based on the final Cumulative Grade
Point Average (CGPA) as follows:
S/N Classification Grade Range Letter Grade
1 First Class 3.6 - 4.00 A
2 Second Class Upper Division 3.0 – 3.59 B+
3 Second Class Lower Division 2.50 – 2.99 B
4 Third Class 2.25 – 2.49 C+
5 Pass 2.00 - 2.24 C
TEACHING AND RESEARCH/SUPERVISION STAFF LIST
Permanent Staff
S/N Name Academic Rank Qualification Specialty
1. TOUSSOCK DIPET 2
(QUANTITATIVE
JEAN BRUNO
TECHNIQUES)
2. TAMEU DIPET 2
(QUANTITATIVE
MATHIAS
TECHNIQUES)
3.
4.
5.
6
7
8
9
10
11
Part time Staff
S/N Name Academic Rank Qualification Specialty
1. HABUBAKAR DEA
MUHAMADU
2. MOUCHIPOU MASTER-
ROSTAND LINGUISTIC
3.
4.
5.
6
7
8
9
10
STRUCTURE OF THE PROGRAM FOR PROFESSIONAL BACHELORS DEGREE IN
CURRICULUM DEVELOPMENT AND TEACHING
FIRST SEMESTER
Course Code Course Title Credit Value Status L T P
CDTI4101 Entrepreneurship and 4 C 40 10 10
Business Creation
CDTI4102 Research Methodology 4 C 40 10 10
CDTI4103 Measurement and Evaluation 4 C 40 10 10
CDTI4104 General Pedagogy 4 C 40 10 10
CDTI4105 Educational Foundations 4 C 40 10 10
CDTI4106 Curriculum development and 4 C 40 10 10
teaching
CDTI4107 Curriculum development & 4 C 40 10 10
Sustainable Education
CDTI4108 Educational Administration 4 E 40 10 10
CDTI4109 Psychology of learning 4 C 40 10 10
Total 0 0 360 90
SECOND SEMESTER
Course Code Course Title Credit Status L T P
Value
CDTI41201 Foundations of multicultural 4 C 40 10 10
education
CDTI41202 Teaching Practice 8 C 40 10 10
CDTI41203 Research Project 4 C 00 00 120
CDTI41204 School Inspection and 4 C 00 00 60
Educational supervision
CDTI41205 Environmental Education 4 E 40 10 10
CDTI41206 Curriculum reforms in 4 C 40 10 10
Cameroon
CDTI41207 Guidance and Counselling 4 E 40 10 10
CDTI41208 Project Management 4 E 40 10 10
Total 36 0 240 60
C = Compulsory ; E = Elective
L = Lecture; T = Tutorial; P = Practical
SUMMARY
NUMBER
Credit Lecture Hours Tutorials Practical
First Semester 36
Second Semester 36
Total Credits
Contact Hours
COURSE DESCRIPTION
CDTI4101: Entrepreneurship development and Business Creation 4 Credits (40-10-10)
Objectives: students should be able to acquire necessary skills and knowledge for organising
and carrying out entrepreneurial activities, to understand basic concepts, role, adopting of key
steps and importance of entrepreneurship for economic development, developing personal
creativity and entrepreneurial initiative. To be their own boss, pursue your own idea, earn
more money, the act of starting and owning your own time, etc.
Content: Conceptual definitions. historical development of entrepreneurship, entrepreneurial
practices, the role of entrepreneurship in economic development, the importance in small
business, types, features of entrepreneurs, sources of business ideas, entrepreneurial
strategies, entrepreneurial process, buying and existing business, sources of capital for
entrepreneur, forms of entrepreneurial organisations, developing writing a business plan,
franchising, family business, entrepreneurial projects, case study of business plan,
development of business.
Outcomes: It is expected that students will be able to: Identify and describe personality traits
and practices of entrepreneurs; Develop practical skills by applying information, principles,
and practices to small business situations through case studies and outreach projects; Identify
the basic elements of a business plan and write a unique business plan for a new business
venture; Discuss how you can become a job creator as an entrepreneur rather than a job taker;
Demonstrate a passionate spirit of entrepreneurship by examining business possibilities,
writing business plans, and executing fundamental entrepreneurial practices.
CDTI4102: Research methodology 4 Credits (40-10-10)
Objectives: research is aimed at new discoveries, innovations and seeking solutions to
problems. If research methodology is taken for granted, research results both internally and
externally may be invalid. The aim is therefor to provide students with techniques of writing
research reports or projects. By the end of this course, students should be able to: master
basic concepts in methodology; state types of research; research design; sampling and
sampling design; differentiate between quantitative and qualitative approaches; define
variables; state a research problem; calculate validity and reliability; correlate studies;
prepare, analyse, present and summarise data; apply statistical analysis in research and test
hypothesis
Content: nature and meaning of research; types of research; quantitative and qualitative
approaches in research; research design; variables; objectives; questions and research
hypothesis; sampling in research; correlational studies; validity and reliability; research
instruments, inferential statistics and data processing.
Outcomes: upon successful conclusion students should: test hypothesis; develop data
collection instruments; write out project reports/projects
CDTI4103: Measurement and Evaluation 4 Credits (40-10-10)
Course Description: This course provides individuals with adequate graduate knowledge of
educational measurement, research, statistics and evaluation methodologies to be able to
teach and provide measurement and evaluation (assessment) services in relevant institutions
and organisations with confidence.
Objectives: The major goals of this course are: Mention the purposes of measurement and
evaluation; Describe the historical development of testing and evaluation; Enumerate the
importance and functions of test in education; Discuss the and the domains of taxonomy of
educational objectives; List the uses of classroom ; List the types of test used in the
classroom; Enumerate the advantages and disadvantages of subjective and objective testing;
Explain test administration and scoring ; Estimate and interpret the reliability of a test;
Explain the validity of a test as an instrument ; Describe the problems of grading tests;
Explain quality control in grading system; develop a variety of item formats including
multiple-choice and constructed response items ; develop answer keys and scoring rubrics
for different item formats.
Content: The concepts of measurement and evaluation as applied to behavioural sciences.
Measuring outcome of the teaching-learning process; Measurement of Cognitive, affective
and psychomotor domains; Teacher-made and standardized tests; Interpretation and treatment
of the outcomes of the measurements; Basic descriptive statistics; Formative and summative
evaluation; Alternative evaluation strategies. Using measuring tools to find desired properties
(reliability, validity, usefulness); The measurement approaches based on traditional tools
(written exams, short response examinations, multiple-choice tests, oral poll and homework);
Measurement on multi-dimensional tools (observations, interviews, research papers, research
projects, self-assessment, attitudes scales); Assessment of learning outcomes.
Outcomes: Upon successful completion of the course, students are expected to: develop
relevant educational assessment; describe fundamental aspects on the quality of assessment
procedures ; evaluate tests and items using statistical and qualitative methods ; incorporate
meaning into test score scales using both norm-referenced and criterion-referenced
procedures ; use standard setting techniques to set “passing scores” and other performance
standards on tests ; develop appropriate documentation to properly communicate the quality
of an assessment ; use the results of standardized tests to help make decisions about students
and educational systems ; identify flaws in educational assessments ; Develop a sense for the
ethical issues in educational measurement and evaluation ; Locate relevant information from
a variety of sources and assimilate, interpret and apply knowledge.
CDTI4104: General Pedagogy 4 Credits (40-10-10)
Objective: By the end of this course students should be able to: Develop, state and apply
educational objectives; select, organize and use subject content relevant to each school
subject; select and use appropriate general and specific methodologies; evaluate and report
learners progress; identify and use classroom management and discipline techniques; select,
develop and use instructional resources; master and apply techniques on inclusive education.
Content: The concept of pedagogy; role of pedagogy in the learning process; pedagogy as
generic teaching methods; general and specific teaching methods; classroom management;
lesson objectives and their classification; the teacher and the school organization; lesson
plans and presentation formats; instructional materials and evaluation of learning.
Outcomes: prepare lessons; implement them, use appropriate methods and strategies to
convey knowledge, skills and attitudes, mater classroom management strategies
CDTI4105: Educational Foundations 4 Credits (40-10-10)
Objectives: By the end of this course, the students should be able to develop awareness of
the status of teaching profession, develop awareness of historical foundations of education,
philosophy and its impact on education and educational theories and their impact on practice
of education.
Contents: Introduction to educational foundations; scope/content; - Anthropological
Foundations of Education; - Philosophical Foundations of Education; psychological
foundations of education; - moral foundations of education; - historical foundations of
education, Great teaching and common schools; - educational philosophies
Outcome: Upon successful completion, students are expected to: Interpret, criticise and
synthesise major historical, cultural, psychological, political; comparative, and philosophical
ideas and perspectives influencing modern schooling and education more broadly; apply
knowledge of these foundational course in classroom practice and solve educational issues as
well.
CDTI4106: Curriculum development and teaching 4 Credits (40-10-10)
Objectives: This course introduces the students to concepts in curriculum and teaching. It
demonstrates the functional relationship between curriculum as a plan for teaching and
teaching as the implementation of the curriculum plan. Further, the course discusses the
process of producing simple curriculum plans, such and syllabus, schemes of work, lesson
plans and the use of these plans by teachers for effective implementation in classroom.
Content: Concepts of curriculum and teaching and types; Foundations of curriculum; the
process of curriculum development; principles guiding curriculum planning and
development; components of a school curriculum principles of curriculum design and design
patterns; curriculum implementation and classification of educational objectives; general
principles of teaching and teaching methodologies.
Outcomes: Develop programs/ syllabuses/ schemes of works; teach in classroom context;
design instructional strategies; Appraise progams and implementation.
CDTI4107: School Inspection and Educational supervision 4 Credits (40-10-10)
Course Description: The terms – Supervision and Inspection are often used interchangeably.
This course thus set out to clarify these two terms and spell their functions in education. The
meaning of the two terms will be discussed and their differences brought out. The purposes of
inspection / supervision in education will be explained and how to conduct an effective
inspection/ supervision will be outlined.
Objectives: i. define the terms inspection and supervision; ii. Distinguish between
supervision and inspection; iii. give a brief history of educational supervision/inspection in
Cameron; iv. Discuss the purposes of inspection / supervision; v. gives the rationale for
school inspection / supervision; vi. Outline the roles of an effective inspection /supervision;
and vii. Discuss teacher’s perception of inspection. viii. Recognize the practical aspects of
inspection in a step-by-step manner; and ix. Demonstrate how the inspectors’ findings are
communicated to the principal proprietor, the PTA of the school, and the Ministry of
Education.
The concepts of inspection and school supervision; historical aspects of school supervision
and inspection; The Purposes of School Supervision; reasons for inspecting schools; Types
of Inspection; Basic Principles for Effective supervision; commonly examined components
of the school system (School organization, School Administration Personnel Programmes
of Studies Plant and Equipment); inspection and supervision – any difference? ; the role
expectations of an inspector of education; The Challenges of School Inspection ; Supervision
of Instruction; The History of Supervision, Roles and Responsibilities of Supervisors, Issues,
Trends and Controversies; school records: (Statutory Records Academic Records); inspection
procedures and techniques; post-inspection activities
Outcomes: It is expected that students should be able to: perform their duties as scheduled,
Improvement of their incompetency, Provides a guide for staff development, Determine the
effectiveness of the teachers' classroom management.
CDTI4108: Educational Administration 4 Credits (40-10-10)
Objective: This course is designed for third year students to understand and develop a
positive in their state educational administrative development. They will better appreciate the
problems affecting man and the educational development and its attempted solutions.
Critically examine, analyse, compare and contrast the various theories and practices in
administrative education.
Content: Definitions of related concepts in educational administration, Theories in
educational administration/ planning, Functions of education School management technique,
Consultation in education, Delegation in education, Planning and management of students
activities, Communication in education, Leadership styles, Legislation, guidance/counseling,
School mapping, School planning process. Planning approaches in education.
Outcomes: By the end of the course, students should be able to develop strategies to create
educational administrative development awareness within their communities.
CDTI4109: Psychology of Learning 4 Credits (40-10-10)
Course Description: The psychology of learning focuses on a range of topics related to how
people learn and interact with their environments. This area is concerned with such problems
as : How do children acquire skills? When is learning more effective? What are the factors
that help the learning Process? How do we measure the amount of learning? Are there any
economic methods of memorizing? Why do we forget? Can memory be improved? It also
focuses on the types of learning and behavioral learning.
Objectives: -Identify the primary objectives (goals) of psychology of learning - Demonstrate
an understanding of psychological theory regarding teaching and learning and their
pedagogic implication - Distinguish the major theoretical objectives between cognitive,
humanistic, constructivists, psychoanalytic, socio cultural/socio cognitive theorists - apply
the different psychological theories to the study of how children learning. - Analyze and
explain the major theories of personality - Analyze and explain the major theories of human
motivation and learning
Content: Learning: mastery of concepts, theories of learning, characteristics, key attributes
and pedagogic application. Types of learning and characteristics. Factors affecting learning
such as maturation, attention and perception, motivation, fatigue. Theories of transfer of
learning, Classroom implications. Principles of effective learning; Motivation, Attention and
perception.
Outcome: On completion of this course, the student will be able to: critically discuss theories
of learning, and their relationship to teaching -analyse and evaluate examples of teaching and
learning -understand theoretical applications in teaching and implications for practice -
critically consider the relationship between pedagogy and assessment -gain awareness of
recent developments in teaching and learning
CDTI4201: Foundations of multicultural education 4 Credits (40-10-10)
Objectives: By the end of the course, students are expected to know how culture, race and
ethnicity influence students learning experiences in school.
Content: Overview of multicultural education, Language and early grade reading. Historical,
psychological, sociological, anthropological foundations/perspectives of multiculturalism,
Schooling and equity issues, Quality and learning crisis, Mother tongue instructions and early
reading, Language and students achievement, Multiculturalisim and pedagogy
Expected outcomes: Upon completion students would have mastered the basics of
multiculturalism, assess the impact of multiculturalism in the context of Cameroon. Analyze
impact of mother tongue instruction on early reading and general school achievement.
CDTI4202: Teaching Practice/Internship 4 Credits (40-10-10 )
Objective: To provide students with a practical knowledge and experience in schools.
Content: It involves students doing teaching practice in different schools, to gain the
required experience. The student will be required to be in the field for three months.
Essentials of reporting; the form of writing descriptive; informative; argumentative;
expository and scientific reports. Practice of proof-reading and presenting references.
Outcomes: By the end of the practice it is expected that students should be able to: (i) develop
skills and competencies of teaching; (ii) apply the principles you learnt from the courses you studied
to teach in addition to bringing about meaningful changes in learners; (iii) write scheme of work,
lesson notes using appropriate concepts and generalizations that will facilitate learning; (iv) select and
use a variety of teaching strategies and instructional resources that are appropriate to achieve the
objectives you stated in your lesson plan; (v) study and diagnose learning difficulties of pupils and
provide guidance and remedial instruction to those who need them
CDTI4203: Research Project 4 Credits (40-10-10)
Objectives: To enable students to carry out investigation and report in respective areas of
interest.
Content: The research project is structured such that there should be a well formulated topic,
well stated problem and objectives of study, a review of literature, methodology, results and
interpretations, recommendations and conclusions. A research project is written under the
supervision of at least a lecturer of department.
Expected outcomes: Write a report/ project, write project proposals / projects for others and
NGOs
CDTI4204: Curriculum development & Sustainable Education 4 Credits (40-10-10)
OBJECTIVES: This course intends to assist students in the process of curriculum
development and sustainability in education. It will enable them establish a direct link
between curriculum and sustainability and of course quality assurance in education.
Content
I - Concepts and terminology: Curriculum process; Curriculum development; Curriculum
planning;
Curriculum implementation; Curriculum evaluation; Sustainability and sustainable
development
II- Curriculum development process: -selection of aims, goals, and objectives - selection and
definition of learning -selection of content - organisation and integration of learning
experience and content -evaluation / performance III- Planning and designing processes: -
Implementation process - Evaluation process IV- Quality assurance and sustainability: -
quality assurance and implementation change - assuring sustainability in education
Outcome: At the completion of the course students should be able to: Identify the curriculum
development process for education sustainability; evaluate sustainable education; implement
sustainability and monitor quality assurance
CDTI4205: Education of Economics and the Environmental 4 Credits (40-10-10)
Course Description: To enable students to apply basic economic principles to issues of
education, State and explain with examples demand and supply in education, explain
education as investment and consumption, State and explain educational efficiency and
production, educational planning, school mapping, Finances in education. The also provides
the methods and content that can lead to environmental literacy and a more sustainable
future. Through EE, people develop questioning, analysis and interpretation skills;
knowledge of environmental processes and systems; skills for understanding and addressing
environmental issues; and personal and civic responsibility. Environmental education
develops an environmentally literate citizenry that makes choices that are better for the health
of the environment, leading to a more sustainable planet
Content: Basic concepts in economics of education, resources in education, demand and
supply of education, educational effectiveness, efficiency and productivity, education as
investment and consumption, educational planning, school mapping, finances in education.
Definitions of environmental education; History of the conservation movement; Significant
people in past and present; Pertinent legislation and its impact on environmental education;
Organizations that support environmental education and what they do ; Environmental
education standards; Environmental literacy and its components; Research supporting the use
of environmental education ; Exemplary environmental education materials; Benefits of
environmental education; Criticisms of environmental education ; Infusing environmental
education into public schools.
Outcomes: By the end of the course students should be able to: apply basic economic
principles to issues of education; State and explain with examples demand and supply in
education, Identify and discuss foundations and goals of environmental education, Explain
environmental literacy and its components, say the importance of developing an
environmentally literate populace, Identify and use knowledge, skills, and concepts to show
how the field of environmental education has changed over time and continues to change,
critically examine environmental issues in Cameroon and the world, appraise how local,
regional, state, national, and international laws and regulations influence environmental
decisions, be able to locate and use environmental education teaching and learning materials.
CDTI4206: Curriculum reforms in Cameroon 4 Credits (40-10-10 )
This course introduces students to the notion of curriculum reforms, curriculum reform
perspectives, trends and issues in curriculum development in Cameroon during the deferent
epochs. It equally evokes major curriculum reforms in education in Cameroon. Students will
be exposed to different role played by stakeholders and thy evaluate changes and perspectives
in reforms policy
OBJECTIVES: By the end of the course students should be able to: explain the notion of
curricular reforms; evaluate major stakes in curricular reforms, identify major curricular
reforms in all the level, propose reforms in any area in Education.
Content: Major concepts (curriculum, -curriculum reforms perspectives, curriculum change,
curriculum reforms; Curriculum modification, - curriculum innovation, curriculum
evaluation) - Historical trends in curriculum processes in Cameroon (pre-colonial, colonial
(the German epoch, twin epoch, post –colonial) - Major curriculum reforms in Cameroon
(primary level, secondary level, tertiary level) -The role of stake holders in curricular
development in Cameroon (who guides the guardian) - Curriculum trends and issues in a
centralised system in Cameroon. - Challenges and perspectives. Reforms in Education;
factors that trigger reforms and reform in Cameroon.
Outcomes:
CDTI4207: Guidance and Counselling 4 Credits (40-10-10)
Course description: This course is design to equip students with the skills to guide and
counsel; develop strategies and approaches in counselling learners and dispute settlement.
Objective: By the end of this course, to describe the significance of guidance and counselling
in education, to measure the different approaches in counselling and the process of
counselling, to develop the procedure in organising a sound guidance programme in schools,
to develop competences to deal with children with special needs, to develop the skills and
qualities required for a school counsellor; they should become good counselors capable of
counseling students in schools and other related settings.
Content: Guidance and counselling in education, Guidance in school, Counselling in school,
The counselling process, Communication in counselling, Modern trends in counselling,
Counselling children and adolescents. Components in the guidance and counseling processes
and procedures, theories in human adjustment and career development and their applications
in counseling; psychological assessment and appraisal, the use of career information in
guidance and counseling practices.
Expected outcome: - apply various approaches in counselling; Counsel learners with
learning in difficulties, guide learners in making informed choices that can influence their
future. Assist guides and counsellors in educational settings, hospitals and other social
milieus.
CDTI4208: Project Management 4 Credits (40-10-10 )
Objectives: To train the students on the concepts of project management from planning to
the execution of projects.
Content: Definitions & Importance of PM The project manager’s role, The project life cycle
from initiation to termination and follow up, networking techniques, Decomposition of scope,
Project goals and objectives, Project charter, Quality Planning, project risk, Case studies in
Project management, Project audit
Outcomes: At the end of this course, the students should be able to: understand the project
characteristics and the various stages of a project; understand the various feasibility analyses
to be carried out for a project; Describe project planning process, know the techniques for
project planning, scheduling and execution control; understand the concept of risk
management of projects; know the role of stakeholders.
Management of Information System in Education (MIS) 4 Credits (40-10-10)
Objectives: Students should understand the fundamental management systems, basic
concepts of information system, apply core knowledge in information system, the various
components, designs and requirements of information systems as they relate to education
Content: The content includes the basic concepts (management, information and systems),
Management Information System application in various institutions, Management
Information System issues and challenges
Expected Outcomes: Students can state fundamental management systems; basic concepts
of information system; apply core knowledge in information system; the various components;
designs and requirements of information systems as they relate to education.
