1.

Program outcome
1.1. Program Development
1.1.1. The program has policies, procedures, and processes for introducing new program and
periodically reviewing existing program.
Narrative response
A. Procedures for Program Development and Review

The procedures and process for introducing new programs starts with conduction of need
assessment to understand the general needs and expectations of the stakeholders/society will be
used as input for launching the program.

The economic feasibility of the program is checked by preparing detailed business plan.
Depending on the results of program level of need assessment and/or business plan, the need for
initiating a program can be acceptable or unacceptable; in the latter case it can either be
modified or dropped

B. Initiation for curriculum development and review

I. Any academic staff or the head of department/program/chair may initiate with specific
proposal in writing for curriculum development and/or review business group /industries/
government agencies/civic or charity institutions/NGOs may submit request in writing for
curriculum development and/or review.

II. Any initiative for curriculum development and/or review shall be discussed of its merit at the
DAC.

III. Curriculum development and/or review work shall commence with the official assignment of
curriculum taskforce by the head department. The curriculum taskforce shall comply with all
applicable formats and requirements for curriculum development and/or review. This involves
the following detailed activities:

a. Identifying desired learning outcomes expressed as graduate and professional profile

(detailed job and task analyses)
b. Developing acceptable evidence to assure the desired results are achieved (outcome is
obtained);
c. Develop course list, course distribution over the study period (course profile) and
descriptions for each course including learning and assessment strategies;
d. Work out required resources (facilities, human resource, information resources)
 e. Determine admission and certification/graduation requirements.
f. The curriculum taskforce shall make a fair and balanced survey and assessment of the
need for curriculum development and/or review in the country.

IV. Approval by department/college/institute council

The curriculum development and/or review document shall be presented for the
DAC/CAC for approval.

Supporting documentation
a) Need assessment, program development /review committee minutes and reports
b) Policy, Procedure and Curriculum guideline
1.1.2. The program Identifies and addresses the national priorities, needs of the society, and
present and emerging role of the learner which is consistent with international standards
in addition to professional and legal requirements for practice and knowledge creation.
Narrative Response

a) Describe how the program ensures the relevance of the program to the needs of the society
and national priority.
As part of the national health care quality strategy the program is to train highly qualified
pharmacists who fulfill the essential, minimum common expectations of health care systems
worldwide while fulfilling local needs.
To train Graduates that expected to have the required knowledge, skill, attitude and behavior to
support the health care system and respond to patient needs, work in hospital and community
pharmacies, drug manufacturing, import and wholesale companies, public health services,
academic institutions, pharmaceutical research, drug regulatory body and quality control
organizations.
b) Summarize the program’s national priorities, needs of the society, and present and
emerging role of the learner
In Ethiopia man’s power are needed with professional roles in the provision of high-quality,
safe, and patient-centered pharmaceutical care, in pharmaceutical technology services, in
enhancing the health and well-being of patients, communities, and the larger populations they
serve through health advocacy, disease prevention, health promotion, health protection, and the
promotion of health equity.
C. Show program’s consistency with national and international standards.
Arsi University pharmacy department designed pharmacy curriculum that have similar
curriculum content and practice to university throughout the country.
D. Describe the sustainability of the program based on national priorities and societal
needs
Pharmacy department has graduated ___ of total pharmacy student until 2014.

Arsi university collage of health science and medicine

Department of pharmacy

YEAR OF GRADUATION
G.C E.C Male Female Total Remark Entry

2002
2003
2005
2006
ARSI 2007
ARSI 2008
ARSI 2009
TOTAL

E. Indicate the professional and legal requirements of the program and show it’s
alignment with the program.
 Any student of Pharmacy will take Exit and licensure exams after graduation.
The exam will be given by ministry of health licensure directorate in
collaboration with ministry of education.
 Up on passing the exams, the Pharmacy graduate will receive his/her
professional license from accrediting body of the country which is education
and training authority (ETA) and its respective regional delegates.
 Only Pharmacy graduate who received his/her professional license up on
successful passing of licensure and Exit exam is allowed to practice medicine.

Those who failed to pass licensure and Exit exam will be given multiple chances to sit for the
exam till they pass unless otherwise limitation is set by ministry of health.

Supportive documentation
a) Ethiopian Health Professionals Licensing Examination(EHPLE).
1.3. The program learning outcomes are clearly expressed and communicated to staff and
students; ensure principal stakeholders have reasonably participated in formulating and
reviewing processes.

Narrative Response

a. Describe by whom the program learning outcomes were formulated.

Learning outcomes are statements that describe the knowledge, skills, and attitudes that students
should have after completing a learning activity or program. These outcomes articulate what
students should know or be able to do as a result of the learning experience. This includes
knowledge gained, new skills acquired, a deepened understanding of the subject matter, attitudes
and values influenced by learning, as well as changes in behavior that can be applied in specific
contexts.

Learning outcomes are critical in the educational setting because they guide the design of
curriculum, instruction, and assessment methods. They are the foundation of a course outline or
syllabus, providing clear direction for what will be taught, how it will be taught, and how
learning will be assessed. They hold teachers accountable for delivering effective instruction that
leads to desired learning outcomes and help students understand what is expected of them,
enhancing their learning experience.

Learning outcomes also equip students with transferrable skills and knowledge. They provide a
clear description of what the learner can apply in real-world contexts or in their further studies.
This makes learning outcomes not only crucial in the academic setting but also in preparing
learners for the workforce.

b. Describe the stakeholders involved in the development of program learning outcomes.

 Ministry of health

 Ethiopian pharmacy association

 Ministry of Education

c. . Describe the process used by the program to develop its learning outcome. Strategies to
develop PLOs establish some before you can proceed with curriculum mapping. Determine
who should be involved in the writing process. For example, the review lead might write the first
draft of the PLOs, and then get feedback from a curriculum committee before presenting them to
all faculty and student representatives for comments. Other review leads have sent out a general
invitation to all instructors and student representatives, with the ones who express interest
forming an ad hoc working group.

Some strategies for writing PLOs include:

 Work from your program description

 Adapt course outcomes to more global statements

 Use accreditation requirements

 Examine competencies or guidelines issued by professional organizations

 Examine PLOs used for similar programs at other institutions

 Strike a subcommittee or ask your curriculum committee to draft PLOs

 Hold a faculty retreat to draft or revise PLOs

 Ask potential employers what competencies are expected of their employees

 Use alumni surveys to ask people what was essential about the program

Writing PLOs collaboratively can result in immediate benefits. As people discuss their
perceptions of the program, aspirations and future directions, what is working well and how to
make things even better, they gain a fuller understanding of the curriculum and what other
people are doing in their courses, making connections and thinking about things in a different
way. Also, instructors can be more accepting of PLOs when they have had the opportunity for
input rather than being presented with statements that are set in stone.

d. Describe how the program learning outcomes are communicated to internal and external
stakeholders.

Through workshops, using different media etc.

Supportive Document

a) Curriculum design, development and revision guide /minutes /curriculum review/ validation
workshop report

b) Syllabus

c) Student satisfaction survey

1.4. Considering the stated learning outcomes, the program indicates the career and further
studies options available to students upon program completion.

Narrative Response

a) Explain how the program indicates the career and further studies options available to students
upon program completion considering the stated learning outcomes.

 At a time students going to select a given program everything about the program will be
explained to the students by senior students including career and further studies for fresh
students
 Using hand books and posters aid students to know these

Supportive Document

a) Curriculum

1.5. There is a systematic approach in place to obtain feedback from stakeholders to improve the
delivery of the study program and attainment of the program outcomes and update the program
accordingly in line with the current practice.

a) What mechanisms are put in place to obtain feedback from stakeholders to improve the
delivery of the study program?

Doing tracer study and Inviting of stakeholders at different occasions like annual conference of
professional association, workshops, and giving chance to give feedback and using it at
curriculum review meeting after discussion.

b) Show how the program is updating based on the feedback obtained from stakeholders.

The obtained feedback taken and presented for discussion at different stages and lastly is
obtained to be applied incorporated to curriculum at review for implementation.

Supportive Document

a) Tracer study report

b) Minutes

1.1.6. The program is approved by appropriate governing body.

Narrative Response

a) Describe the procedure used to approve the program

b) Does the program approved by appropriate governing bodies?

c) How often and by whom the program outcomes are reviewed?

Supportive Document

a) Program approval minute/(AC/DC)

b) The current Legislation