College of Social Sciences Civic Ethical education Coordinating Unit Undergraduate Modular Curriculum ¢ Unit: Civie and Ethical Education Coordinating Unit Program: Undergraduate ‘* Module Title: Civies and Ethics ‘Module Category: Common Course Module Module Code: CvEt 2011 © Credit value: 3 credit hours/5 ECTS # Instructors: TBA Duration: One Semester Anticipated number of students taking the module: 40-50 students in a class ‘Module description: This module is designed for undergraduate students taking Civies and Ethics as a common course at Addis Ababa University. The course explores a wide range of topics, covering basic concepts of Civies and Ethics; society, state and government; democracy and good governance: constitution and constitutionalism; globalization: and ethics- professional, developmental and environmental vis-d-vis citizenship. With regard to ethics, the course examines both ethical horms for conduct and ethical norms for judging the goodness or badness of citizens and their lives and the application of ethical standards to practical decision-making and ethical questions that arise in everyday life. The key themes of the course are profoundly examined in light of the socio-economic and political transformation of Ethiopia. "The course is aimed at cultivating the students to participate in the public life of a democracy, 10 use their rights and to discharge their responsibilities with the necessary knowledge and skills: developing ethical awareness, reflection, and decision-making ability, Thus, the course will help to develop the students as civic consciousness individuals who are concerned with issues affecting their nation and world.(Chang QE kN eee Se ie oe on en ee © Prerequisite: None Learning Outcomes: Upon successful completion of this module, students will be able to: > Explain the subject matter of Civics and Ethies; > Acquire knowledge of the meaning of citizenship; > Describes the different dimensions of citizenship in Ethiopia: > Identify the duties and responsibilities as defined in the constitution; > Acquire knowledge on democratic and professional values; > Mave the capacity for dialogue, respect. and tolerance; skill at finding information and enforcing one’s rights, and sensitivity to the common good; } Be able to judge critically they receive the information from various sources: } Understand that ways and styles of life that are upheld on criteria of justice, equality and dignity are the only ones that are legitimate and suitable: > Foster a stronger sense of their roles as historical agents: Become autonomous: suitably deal with peer pressure and from society; Understand of the workings of the political system and of their own political and civie rights and responsibilities ; ‘Analyze, evaluate, take and defend positions on public issues, and to use their knowledge to participate in civic and political processes; > Develop communication skills necessary for cooperative behavior and constructive conflict 1 resolution; argumented presentation of own opinions, active listening and negotiation; Develop their autonomous potential as socially literate, independent and self confident citizens; | > Understand the nature and the manner of establishing ethical and legal norms and regulations and their importance for the life in a society vv v Rs > Know the civie, social and political dimensions of their lives and the importance of active participative citizens to the life of the state and all people; | > Develop their critical and moral faculties in agreement with a system of values based in | human rights and social responsibilities: oo Develop positive values towards democracy, its values, principles Develop positive values to diversity; Identity virtues of good citizens; ‘Understand the basic concepts, forms and functions of state and government; vvvy Critically evaluate the policy response of successive government of Ethiopia towards diversity; > Describes the patterns of power distribution among the federal and federating states 2 emits 2,vvvvvv vvvyv v vv vv VVVVVYYVVY vv v Explain the working of the parliamentary form of the government in Ethiopia; Identify the sources of government power; Distinguish the form and structure of the suecessive Governments of Ethiopia; Describe the state-society relations of successive governments of Ethiopia Understand the constitutional provisions of Nations, Nationalities and Peoples of Ethiopia; Describe the major function and powers of the main organs of the eurrent Ethiopian Government; Know the concept of democracy and good governance: Identify the basic fundamental values and principles of democracy; Evaluate the role of different actors in the democratization process; Identify the roles of different actors in the democratization process; Know the essence of political party and discuss the base for the classification of party system; Appreciate the role of mass media in the democratization process; Examine the three successive regimes of Ethiopia in line with democratic government Understand and discuss what human rights are ‘Appreciate individual and personal rights: Evaluate how Ethiopia engaged in building democratic system and good governance; Appre fe the present Ethiopian political development; Understand the basic essences of constitution and constitutionalism; Know the major functions and differences of different types of constitution; Examine the Ethiopian constitutional development; Appreciate why countries needs to have constitution; Recognize the need for ethical judgment; Compare and contrast ethical theories and evaluate them in terms of strengths and weaknesses; Be able to provided reasoned arugments the ethical judgments they endorse; Be able to apply ethical theories to practical issues; ‘Examine both their own philosophical positions and those of others with balance and a critical eye, weighing reasons for and against, examining them and defending them with their own arguments: Examine the arguments and be aware of the motivation behind them through critical self- reflection: Demonstrate ethical awareness, the ability to do ethical reflection, and the ability to apply ethical principles in decision-making;Develop positive attindes towards environment and environmental protection; Define the concept of development and developmental Ethics: > Explain the roles of state in development; > Know global principles of environmental Ethics; > Analyze the interdependence of Environment and development; v Understand the meaning of profession , professionalism and professional Ethics; v Identify the principles of professional Ethics; ve Understand the conceptual meaning of globalization; v Critically analyze the impacts of globalization: ‘© Module Content Chapter One: Understanding Civies and Ethies 1.1, Understanding the Meaning and Scope of Civies and Ethics 1.2. Rationales of Civics and Ethics 13. Competences of Good Citizens Chapter Two: Society, State and Government in Ethiopia 2.1. Conceptual frame work: Understanding Society and State 2.1.1. Understanding Society 2.1.2. Understanding State 2.1.3, State Structures 2.2. Understanding Government 2.2.1. Defining Government 2.2.2. Branches of Government 2.2.3, Models or Forms of Democratic Government 2.3. The Nature of Ethiopian Society, State and Government 2.3.1. An Overview of Ethiopian Society, State and Government 49.32. Dynamics of civic life and ethics in Ethiopia's socio-economic and political transformations 2.3.2.1. The move/progress from Unitary to Federal state structure 2.3.2.2. The progress from Autocracy to Parliamentary Democracy 2.3.2.3. The progress from One Party system to Multi-party system 2.3.3, Building a Multi-cultural state and the Accommodation of Diversity 2.4. Federalism in Ethiopian context 2.4.1, Defining Federalism 2.4.2. Powers and Functions of the Federal Government 2.4.3. Powers and Functions of the States 2.5, Parliamentary Structure of Government: Power distribution among the Three Organs 2.5.1, Main Features of Parliamentary Structure of Government 2.5.2. Powers and Functions of the Executive, Legislature and Judiciary Chapter Three Democracy and Good Governance in Ethiopia 3.1, Conceptual Frame Work: Understanding Democracy and Good Governance 3.1.1. Defining Democracy 3.1.2. Fundamental Principles and Values of Democracy 3.1.3. Ways of Exercising Democracy 3.1.4, Approaches of understanding Democracy 3.1.4.1, Substantive Views of Democracy 3.1.4.2. Procedural Views of Democracy 3.1.5. Actors in Democratization process 3.1.6. Democratic Elections 3.1.7. Principles of Democratic Election 3.2. Good Governance 3.2.1. Defining Good Governance 3.2.2. The essences of Good Governance 3.2.3. The Relationship of Good Governance and Democracy 53.3, Fundamental Freedoms and Rights 3.3.1. Human Rights 3.4. The setting of Democracy and Good Governance in a multicultural Ethiopia Chapter Four: Constitution and Constitu nalism 4.1. Meanings of Constitution and Constitutionalism 4.1.1. Meaning of Constitution 4.1.2. Meaning of Constitutionalism 4.1.3. Major Characteristic Features of a Constitution 4.1.4, Essences of Constitutionalism 4.1.5, Fundamental Constitutional Principles 4.2. Major Purposes and Functions of Constitution 4.2.1. Purposes of Constitution 4.3. Historical Development of Constitution in the World 4.3.1. The Origin and Development of Constitution 4.3.2. Modern Classification of Constitutions 4.4. Constitutional Development in Ethiopia 4.4.1. Traditional Constitutions of Ethiopia 4.4.2. The 1931 Written Constitution 4.4.3. The 1955 Revised Constitution 4.4.5. The 1987 Constitution 4.4.6. The 1991 Transitional Charter 4.4.7. The 1995 Constitution Chapter Five: Ethies and Citizenship 5.1, Understanding Ethics 5.1.1. Definition 5.1.2. Ethical School of Thoughts 5.3. Identifying Sources of Ethical Standards2 uiiltarian ‘5.32. The Rights Approach "53.3. The Faimess Approach 5.3.4. The Common good Approach a . The Virtue Approach 5.4, Development Ethics 5.4.1. Understanding the Concept of Development 5.5. Environmental Ethies and Citizenship 5.5. | Definition and Debates on Environmental Ethics 5.5. 2. Principles of Environmental Ethics 5.6, Professional Ethics and Citizenship 5. 6.1, Understanding professional Ethics Chapter Six: Globalization and Citizenship 6.1. Meaning of Globalization 6.2. Economic Globalization: Challenges and Prospects 6.3. Financial Globalization: Challenges and Prospects 6.4. Cultural Globalization: Challenges and Prospects 6.4.1. Understanding Cultural Globalization 6.5. State, Globalization and Citizenship # Learning Activities and Teaching methods: = The facilitator is expected to introduce topics, give references, facilitates discussions, ask questions, give and correct assignments, - Invite professionals for lecture sessions, seminars and class discussion = Debates subject related issues and peer group review on a given topic # Learning Resources/ inputs and use of instructional technology: = Power point, Reference books, articles, internet etc.of instructors and students: Instructors The instructor will be expected to: Be the facilitator (introduce the subject; give guidance, moderate discussions, ete.) Read and comment assignments of students on time; Prepare the module and Deliver lectures; Provide reference materials, Students + The students will be expected to: - Engage in learning by doing (independent study, group assignments, presentation, report writing, and ete...) - Total study hours in the module: 5x27= 13Shrs - Lecture hours: 8hrs (36%0 + Study hours: ‘Sdhs (40%0) - Presentation: 2Thrs (20%) - Assesment: hrs (4%) © Assessment criteria ‘The assessment criteria is based on continuous assessment of class activities, individual and group assignment, field and laboratory report, test and final exams, Class Activity 5% Group activity and presentation......10% Tetteacaree Siete. 25% Final Exam....ccecse eis 60K Total. 13. Modular requirement = Report Writing 14, Modular Calendar: = Mid-September to mid-January or as per the academic calendar of the University, js a x yReferences “alexander, Lary (64,1998, Constiutionatism: Philosophical Foundations. 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