Higher Learning Institute Module Organization Vis-à-vis the Criteria of Curriculum Development for Problem Solving Skill Development

Abstract

In this paper, an attempt is made to disclose the state of philosophy and the nature of curriculum development in Higher Learning Institutes (hereafter HLIs) of Ethiopia. This paper also tries to reflect on the existing literature on the different views of authorities about the forms, values, and assumptions of using modules in HLI programs. Lastly, the theoretical framework for HLI module organization vis-à-vis the criteria of curriculum development for problem solving skill development is reviewed. The review is expected to benefit both decision makers at any educational level and practitioners in their attempt to bring the younger generation who passed through any higher learning institutes to teach the skill of ‘learning how to learn’ in this swiftly changing world. It is also of help for creating citizens who are well versed with the skill of problem solving which has been the vernacular of this nation since the inception of the current education policy.  It further shows the status of module organization in Ethiopian Higher Learning Institutes.

Keywords: module organization, problem solving, curriculum development, Higher Learning Institutes, problem solving skill