Industrial mathematics curriculum development for Ethiopian Science and Technology universities

Abstract

This study aimed to examine the development and implementation of the new industrial mathematics curriculum for Ethiopian Science and Technology universities. Ethiopia is in the process of transforming to industry led economy and to facilitate this transformation, the government needs competent graduates in science and technology field. The goal was to gain insight into the process of developing and implementing the industrial mathematics curriculum by studying the needs of stakeholders. The study employed the APOS theoretical framework for curriculum development process of mathematics education. The study was conducted at two universities of Science and Technology using a sequential explanatory mixed methods design in which the qualitative analysis followed from quantitative analysis. Primary data were collected from purposely selected mathematics, applied science, engineering teachers and industry personnel who have better links with the two Science and Technology universities, using questionnaires and focus group discussion methods. Additionally, secondary data was obtained through document analysis. The collected data were analysed using descriptive statistics and an inductive content analysis approach. The findings of the study revealed that the development of the industrial mathematics curriculum was driven by industry demands, specifically, the need for skilled graduates who could contribute to productivity and improvement of services. However, the implementation of the curriculum faced several challenges. These included a weak connection between universities and industry, lack of information on graduates' job market performance, scarcity of resources impacting teaching and learning, pedagogical practices not aligned with industry needs, inadequate knowledge in adopting appropriate technology and ineffective assessment mechanisms. Based on the study findings, several recommendations were made to facilitate the successful implementation of the industrial curriculum. These recommendations include better stakeholder participation in the curriculum development process, creating awareness and understanding among science and technology teaching staff about curriculum development and continuous training for teachers to improve their teaching and assessment skills. In summary, this study explored the development of an industrial mathematics curriculum in Ethiopian Science and Technology universities. It identified the needs of stakeholders and highlighted the challenges faced during curriculum development and implementation. The recommendations aim to address these challenges and ensure a successful implementation of the industrial curriculum.