Challenges Hindering the Effective Implementation of the Harmonized Modular Curriculum: The Case of Three Public Universities in Ethiopia

Abstract

The objective of this study was to assess challenges which hinder the effective implementation of the Harmonized Modular Curriculum for Undergraduate English Language and Literature Program in Ethiopian public universities. Three universities in South Nations, Nationalities and Peoples Regional State of Ethiopia were selected as research sites. Data were gathered using questionnaire, interview, focus group discussion and observations. Instructors, students, department heads and quality assurance directors and Social Sciences and Humanities College Deans of the selected universities were respondents. The findings of the study show that the modular curriculum has not been effectively implemented due to some challenges. The challenges includethat students are forced to join the Department of English Language and Literature without the basic knowledge, skills, and interest to study, which in its turn makes the teaching-learning process difficult. In addition, facilities and materials were not available at the required quantity and quality. Awareness raising training on modularization has almost been neglected, and some academic administrators and instructors were not committed to playing their roles in the implementation of the curriculum. Even some administrative bodies interfere in the grading system. Furthermore, a few courses that should be offered on a semester basis were offered in blocks, and some were illogically offered simultaneously. This implies that quality of education is given less emphasis than quantity. There was also lack of coordination and collaboration among the different parties. These all greatly hinder the effective implementation of the Nationally Harmonized English Language and Literature Curriculum.