1.

Program Outcome
1.1. Program Development
1.1.1. The program has policies, procedures, and processes for introducing new programs and
periodically reviewing existing programs.
Narrative response
a) Describe the procedures and process for introducing new programs.
The procedure for introducing new programs at Haramaya University adheres to the guidelines
outlined in the HU-Senate Legislation 2013, Article 97. The Directorate of Academic Programs,
in collaboration with the Vice President for Academic Affairs, provides comprehensive
guidelines for program development and review. This involves the establishment of a curriculum
development committee, which conducts needs assessments to align with stakeholder
expectations and national priorities and policies. This will be followed by the curriculum
development, conducting internal and national curriculum review workshops to get inputs from
various stakeholders. The comments and inputs obtained from the internal and national
workshops will be incorporated into the curriculum, and the final document will be submitted to
the College and then to the Academic Program Directorate. Deliberations will be made on the
developed curriculum at the Senate level, and if it is approved, it will be presented to the
University board. Finally, the approved document will be utilized by the program after being
endorsed by the Ministry of Education. Therefore, at HU, there is a clearly defined process and
procedure for introducing and reviewing new programs (HU Senate Legislation 2013, Article
97, Page 128; Higher education academic programs and curriculum design, review and
Approval Directive No 917/2022, Page 5).

Broadly, the process of introducing new programs involves several interrelated steps. It begins
with a needs assessment and problem identification, where the initiating department or college
conducts comprehensive studies through surveys, tracer studies, labor market analysis, and
stakeholder consultations. Inputs are gathered from students, employers, professional
associations, government agencies, and community representatives, and the findings are used to
justify the relevance, demand, and sustainability of the proposed program. Following this, a
program development committee comprising academic staff, subject-matter experts, and
curriculum specialists is established to prepare a detailed program proposal. This proposal
outlines program objectives, expected learning outcomes, course structures, admission criteria,
graduation requirements, staffing, facilities, and resource needs, while also benchmarking with
local and international universities to ensure competitiveness and quality.

The department and institute review stage follows, where the draft proposal is first reviewed at
the department level for technical rigor, alignment with institutional vision, and resource
feasibility. Once refined, it is submitted to the Institute Academic Commission (AC) for further
inspection and endorsement. After this, the proposal advances to the university-level review and
approval process, where the Senate Standing Committee on Academic Affairs evaluates its
academic quality, compliance with national standards, and institutional capacity, before the full
University Senate provides formal endorsement.

Once approved, the implementation phase begins, guided by a phased plan that includes
recruitment of qualified staff, acquisition of facilities and equipment, and preparation of teaching
and learning materials. Orientation and awareness programs are also delivered to students, staff,
and stakeholders to ensure smooth adoption. Finally, the program is subjected to monitoring and
evaluation (M&E), where continuous mechanisms are established to track implementation,
teaching quality, student performance, and resource utilization. Periodic reviews, curriculum
revisions, and feedback from stakeholders, student satisfaction surveys, internal audits, and
tracer studies feed into continuous quality improvement (CQI) and strategic adjustments,
ensuring the program remains relevant, effective, and sustainable (HU Senate Legislation 2013,
Article 97, Page 136; Higher Education Academic Programs and Curriculum Design,
Review and Approval Directive No. 917/2022, Page 5).
 Needs Assessment of the Program

Development of Program Proposal

Designing Curriculum and Course Syllabus

Departmental and Academic Commission review, In-house curriculum review workshops

Resource Evaluation and Budgeting

Review by External Experts (National curriculum review workshops)

Approval by by DC/SC and AC

Approval from University Senate and Board

Endorsement from MoSHE

Program Implementation

Ongoing Program Evaluation

b) Summarize the process for formal review of the program.

In the Water Resources and Irrigation Engineering (WRIE) program at Haramaya University, the
curriculum is designed to remain dynamic, relevant, and responsive to the evolving needs of the
water sector and the nation at large. To ensure this, the program undergoes a formal and
systematic revision every five years, a process that is guided both by the curriculum itself and
by the provisions of the HU Senate Legislation (2013). Specifically, Article 19 of the legislation
empowers the Curriculum and Academic Standards Committee to establish clear guidelines for
curriculum review, course modification, and program enhancement.

The revision process goes beyond simply updating course content; it is a comprehensive effort
that integrates feedback from multiple stakeholders. This includes conducting tracer studies
with alumni, consulting with industries, engaging professional associations, and considering
inputs from government agencies and local communities who are directly or indirectly impacted
by the discipline. Through this participatory approach, the curriculum is reshaped to address the
current challenges of water resources planning, irrigation development, watershed management,
climate change adaptation, and sustainable agricultural water use.

Once the revisions are drafted, they undergo internal and external review to ensure academic
rigor, professional relevance, and alignment with national development priorities. The revised
program is then presented for approval through the established university governance structures,
culminating in endorsement by the University Senate.

To maintain quality and accountability, the Institutional Quality Assurance Directorate

regularly audits the program in line with the standards set by the Education and Training
Authority (ETA) and the national Directive on Higher Education Academic Programs and
Curriculum Design, Review, and Approval (No. 917/2022). These checks guarantee that the
program continues to meet international academic standards while responding to the local and
regional demand for skilled professionals in water resources and irrigation engineering.

In this way, the WRIE program not only adheres to policy and institutional frameworks but also
reflects a living curriculum—one that grows with scientific advances, labor market demands, and
the pressing water-related challenges of Ethiopia and beyond (HU-Senate legislation 2013,
Article 19, Pages 18-19, Article 97, Pages 136-137; Higher education academic programs
and curriculum design, review and Approval Directive No 917/2022, Page 6).
c) Describe the process for formal phasing out of the programs.
The formal phasing out of an academic program at Haramaya University is not a hasty decision,
but a carefully structured and deliberate process that prioritizes the well-being of students,
faculty, and institutional resources. Within the context of the Water Resources and Irrigation
Engineering (WRIE) program, such a decision would only be considered after a thorough
evaluation of academic, societal, and professional relevance. Typically, the need to phase out a
program arises from challenges such as persistently low student enrollment, declining demand or
interest, duplication with other programs, changes in national or institutional priorities, shifts in
labor market and industry needs, or resource limitations that constrain sustainability. For
example, if the demand for irrigation engineers significantly changes due to policy or
technological shifts, the program’s viability may be reassessed in light of national development
strategies.
The process begins with a needs assessment conducted both at the program level and at the wider
institutional level, coordinated by the Academic Program Directorate. This involves collecting
input from key stakeholders students, alumni, faculty, employers, government agencies, and
local communities to understand expectations and identify gaps. Importantly, this stakeholder-
driven approach ensures that the University remains responsive to societal needs and national
water and agricultural development goals.

The insights obtained from this assessment are used not only to inform decisions about phasing
out programs but also to guide the launching of new programs or the revision of existing ones.
This ensures that Haramaya University remains future-oriented, flexible, and committed to
delivering education that is both relevant and impactful.

Ultimately, the phasing-out process is governed by the principles outlined in HU Senate

Legislation (2013, Article 97, Section 97.1.1, Page 136), which safeguards fairness, continuity,
and accountability. By following this framework, the University ensures that academic
transitions whether through program closure, revision, or renewal are managed responsibly, with
minimal disruption to ongoing teaching, research, and service activities ((HU Senate
Legislation 2013, Article 97 (97.1.1), Page 136)

d) Discuss how often the program is reviewed.

The Water Resources and Irrigation Engineering (WRIE) program at Haramaya University is
subject to a formal review every five years, as clearly outlined in the curriculum and reinforced
by the University’s Senate Legislation (Article 19). This structured review process is not just a
procedural requirement; it is a vital mechanism that ensures the program remains relevant,
forward-looking, and responsive to both institutional objectives and national development
priorities in the water sector.

The review process is enriched by continuous monitoring, evaluation, and stakeholder

engagement. Inputs are regularly sought from students, alumni, faculty, industry partners,
professional associations, and government agencies. These perspectives help identify emerging
trends in water resource management, irrigation development, and climate change adaptation,
ensuring that the program produces graduates who are well-prepared for the realities of the
profession.

Beyond compliance, the periodic review serves as an opportunity for innovation and renewal. It
enables the program to integrate new scientific knowledge, incorporate modern tools such as
GIS, remote sensing, and hydrological modeling, and strengthen practical and research
components. In this way, the review process not only maintains standards but also drives
continuous improvement in the quality of education.

The outcomes of each review are documented in the Program Review Committee minutes and
reports, which serve as a record of progress and a roadmap for the next cycle of development.
Ultimately, this cycle of evaluation and refinement ensures that the WRIE program remains a
center of excellence in training engineers who can address Ethiopia’s pressing water and
agricultural challenges while contributing to sustainable development at both national and global
levels (Program Review Committee Minutes and reports).

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.

a) Describe how the program ensures the relevance of the program to the needs of
the society and national priority

Ensuring that the Water Resources and Irrigation Engineering (WRIE) program remains relevant
to the needs of society and aligned with Ethiopia’s national priorities is critical, and this
alignment also extends to the African Union’s long-term development framework, Agenda 2063.
Agenda 2063 places strong emphasis on the sustainable management of water resources and the
expansion of irrigation infrastructure as key drivers of agricultural transformation and food
security. Within its aspirations for environmentally sustainable and climate-resilient economies,
it underscores the importance of developing agricultural water systems to enhance productivity,
reduce vulnerability to climate change, and ensure inclusive growth. The “Draft Social Agenda
2063” further identifies the expansion of water and irrigation systems as a continental priority for
improving livelihoods and building resilient rural communities. Complementing this vision, the
AU has developed a Framework for Irrigation Development and Agricultural Water
Management, offering guidance for countries to increase irrigated agriculture and improve water-
use efficiency. This is particularly significant given that nearly 86% of Africa’s water resources
are consumed by agriculture, highlighting the urgent need for skilled professionals in water
resources and irrigation engineering. In this context, Agenda 2063 not only recognizes water and
irrigation as pillars of agricultural development but also positions them as essential to achieving
continental goals of food self-sufficiency, industrialization, and sustainable development.
Aligning the WRIE program with these national and continental priorities is therefore critical for
preparing graduates who can address real-world challenges and contribute to Ethiopia’s
economic growth, environmental sustainability, and social well-being. To achieve this, the
program integrates multiple strategies and approaches that make it responsive, impactful, and
future-oriented.

The curriculum design is directly aligned with national development goals and global water
sector trends. It incorporates courses in areas such as integrated water resources management,
irrigation and drainage systems, watershed management, hydrology and hydraulics, GIS and
remote sensing applications, and climate change adaptation. These areas are central to addressing
Ethiopia’s pressing challenges of food security, sustainable agriculture, water scarcity, and
resilience to climate variability. The program also draws on knowledge from related disciplines
such as environmental science, agronomy, and civil engineering, enabling graduates to address
complex issues that require interdisciplinary solutions.

A strong emphasis is placed on practical and hands-on training. Students gain exposure to
laboratory techniques, fieldwork, hydrological modeling, and irrigation design practices that are
directly relevant to industry and research from students and graduate of every from the program.
This ensures that graduates are not only academically competent but also equipped with the
applied skills needed to contribute immediately to the workforce, particularly in areas such as
agricultural water management, water supply development, rural infrastructure, and
environmental protection.

The program is also guided by HU Senate Legislation (2013, Article 96, Page 136), which
emphasizes that universities must establish relevant academic programs and research activities
that directly support Ethiopia’s socio-economic development and improve the living standards of
its people. In line with this mandate, the WRIE program continuously monitors and evaluates its
effectiveness, relevance, and alignment with national needs through stakeholder feedback, tracer
studies, and curriculum reviews.

Ultimately, the WRIE program at Haramaya University aims to produce graduates who are
academically proficient, technically skilled, and socially responsible. By staying aligned with
societal needs and national priorities, the program ensures that its graduates are well-prepared to
design solutions for real-world water challenges, support sustainable development, and make
meaningful contributions to Ethiopia’s progress in agriculture, environment, and infrastructure
(HU Senate Legislation 2013, Article 96, Page 136, AU Agenda 2063).

b) Summarize the program’s national priorities, needs of society, and present and
emerging role of the learner

The Water Resources and Irrigation Engineering (WRIE) program is purposefully designed to
align with Ethiopia’s national priorities and societal needs, ensuring that graduates are not only
technically competent but also innovative, ethical, and socially responsible. The program equips
learners with the knowledge and skills required to tackle pressing challenges in water scarcity,
food security, climate change, environmental degradation, and rural development, all of which
are central to the country’s sustainable growth agenda.

Graduates of the program are prepared to serve as problem solvers, researchers, and practitioners
who can design and implement sustainable water and irrigation systems, manage natural
resources effectively, and contribute to agricultural productivity and resilience. They are also
nurtured to uphold strong ethical values, ensuring that their work balances economic growth,
environmental sustainability, and social well-being.

By combining rigorous academic training, practical field experience, and interdisciplinary

perspectives, the program fosters a generation of engineers who are adaptive and forward-
thinking. These graduates are positioned to lead in diverse roles whether in government
institutions, private industry, international organizations, or academia while continuously
adapting to the evolving demands of the modern world.
Concise summary of alignment with national priorities, societal needs, and learner roles:

I. Alignment with National Priorities

a. Economic Development

 Producing engineers who can design, construct, and manage water supply and irrigation
systems to boost agricultural productivity, enhance industrial operations, and support
infrastructure development.
 Equipping graduates with the skills to plan and implement cost-effective water projects
that contribute to national growth.

b. Environmental Sustainability

 Training students in watershed management, soil and water conservation, and climate-
resilient irrigation practices.
 Promoting sustainable use of water resources while addressing challenges of drought,
flooding, and ecosystem degradation.

c. Food Security and Agriculture

 Supporting Ethiopia’s agricultural transformation by developing irrigation schemes that

ensure year-round crop production.
 Conducting applied research on efficient irrigation technologies, water harvesting, and
sustainable farming practices.

II. Addressing the Needs of Society

a. Water Supply and Sanitation

 Designing and managing safe, reliable, and accessible water supply systems for urban
and rural communities.
 Developing sustainable sanitation and drainage solutions to protect public health.

b. Environmental Protection
  Restoring degraded watersheds, preventing water pollution, and promoting integrated
water resources management.
 Engaging in projects that balance development with environmental conservation.

c. Public Health and Wellbeing

 Ensuring clean and adequate water supply for communities, thereby reducing waterborne
diseases.
 Supporting the development of climate-smart water and irrigation systems to strengthen
community resilience.

d. Infrastructure and Technological Advancement

 Contributing to the design of modern dams, irrigation networks, pumping systems, and
water treatment plants.
 Applying GIS, remote sensing, and digital modeling to improve water planning and
management.

e. Education and Community Awareness

 Raising public awareness on water conservation, irrigation efficiency, and environmental

stewardship.
 Partnering with local communities to transfer knowledge and promote sustainable water
use practices.

III. The Emerging Role of the Learner

a. Problem Solvers

 Tackling real-world challenges related to water scarcity, climate change, food insecurity,
and rural development.

b. Innovators and Researchers

  Engaging in applied and cutting-edge research on irrigation technologies, hydrological
modeling, groundwater management, and renewable water-energy systems.

c. Ethical and Responsible Professionals

 Adhering to professional codes of conduct, ethical standards, and environmental

protection principles in water resource management.

d. Lifelong Learners

 Continuously upgrading skills and knowledge to keep pace with emerging technologies
in water engineering, climate adaptation, and sustainable development.

e. Collaborators and Communicators

 Working across disciplines with farmers, policymakers, industries, and international

partners.
 Effectively communicating technical solutions to both experts and the wider public to
ensure inclusive decision-making.

(HU-Senate legislation 2013, Article 96, Page Higher Education Academic Programs and
Curriculum Design, Review and Approval Directive No 917/2022).

c) Show program’s consistency with national and international standards.

The Water Resources and Irrigation Engineering (WRIE) program at Haramaya University is
designed in line with the National Standards and the Ethiopian Qualification Framework (EQF).
The program provides a systematic, comprehensive, and coherent introduction to the broad body
of knowledge, principles, concepts, research methods, and problem-solving techniques in the
fields of hydrology, irrigation, water resources management, and environmental sustainability.

The Water Resources and Irrigation Engineering (WRIE) program demonstrates strong
consistency with national and international standards by aligning its objectives and outcomes
with Ethiopia’s development priorities as well as continental and global agendas. At the
 continental level, it is closely linked with the African Union’s Agenda 2063, which emphasizes
sustainable management of water resources and expansion of irrigation infrastructure as key
drivers of agricultural transformation, food security, and climate resilience. At the global level,
the program directly contributes to the United Nations Sustainable Development Goals (SDGs),
particularly SDG 6 (Clean Water and Sanitation), by preparing graduates who can ensure
universal access to safe and sustainable water systems; SDG 2 (Zero Hunger), by promoting
irrigated agriculture to strengthen food security and improve livelihoods; and SDG 13 (Climate
Action), by equipping professionals with the knowledge and skills to design adaptive water
management strategies that reduce vulnerability to climate change. In this way, the WRIE
program functions as a universal response to the call for clean water access, food security, and
sustainable resource management, thereby protecting both people and the planet while advancing
national development priorities. (Ethiopian Qualification Framework Sept. 2021, Pages 8-9,
UN Sustainable Development Goals (SDG 4, Quality Education WRIE Curriculum, MoE,
HE Academic Program Development-Working Document2025, page 12) AU Agenda 2063.).

d)describe the sustainability of the program based on national priorities and

societal needs
The Water Resources and Irrigation Engineering BSc program is designed to be sustainable by
aligning with national priorities and addressing societal needs through a curriculum that fosters
innovation, environmental stewardship, and workforce readiness. The program is sustainable
because it:
1. Supports national agendas – strengthens the economy, ensures food security, and advances
sustainable water management.
2. Solves societal problems – tackles water scarcity, inefficient irrigation, flooding, and inadequate
water supply and sanitation.
3. Adapts to future needs – incorporates climate-smart irrigation, digital water management tools,
GIS, and remote sensing.
4. Minimizes environmental impact – promotes efficient water use, eco-friendly infrastructure,
and community-centered conservation practices.
e) Indicate the professional and legal requirements of the program and show it’s alignment
with the program.
 To ensure quality, relevance, and compliance, the Water Resources and Irrigation
Engineering BSc program at Haramaya University adheres to national professional standards
and legal regulations. The program is carefully designed so that graduates emerge as competent
engineers who are work-ready, ethically responsible, and capable of addressing Ethiopia’s
pressing water challenges. Below is a breakdown of these requirements and how they align with
the program’s structure and outcomes.
1. Professional Requirements
a. Industry and Workforce Competencies
 Requirement:
Graduates must possess practical and professional skills demanded by employers, including
irrigation system design, hydrological analysis, water supply and sanitation engineering,
GIS/remote sensing applications, and project management.
 Alignment:
 Practical training: Fieldwork, lab sessions, and design projects focusing on real-world
applications of irrigation and water resource systems.
 Internships: Partnerships with government agencies, water utilities, NGOs, and private
contractors to provide students with professional exposure.
 Soft skills: Courses and activities that enhance communication, teamwork, leadership, and
ethics.
b. Research and Ethical Standards
 Requirement:
Adherence to research integrity, ethical professional conduct, and safety regulations in both
academic and applied engineering contexts.
 Alignment:
 Courses on research methodology and applied hydrological modeling.
 Emphasis on ethical project design, environmental sustainability, and professional codes of
conduct.
 Safe practices in laboratory experiments, field surveys, and construction sites.
2. Legal Requirements
a. National Education Regulations
 Requirement:
Compliance with the Ministry of Education (MoE) and Ethiopian Higher Education
Qualification Framework requirements.
 Alignment:
 Program duration (typically 5 years), Credit Hours/ECTS 197/314), and structured course
distribution conform with national standards.
 Curriculum reviewed periodically to align with national water, agricultural, and climate
resilience policies.
This alignment ensures that graduates of the WRIE program are industry-ready, compliant
with legal standards, and prepared to contribute to Ethiopia’s water, agriculture, and
development goals. The program embeds professional and legal requirements into its curriculum,
fieldwork, and assessments, ensuring that every graduate meets both academic expectations
and regulatory standards while serving societal needs (HU, Quality Enhancement and
Assurance Policy,2021, WRIE OBE Curriculum)
1.1.3. 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.
The Program Learning Outcomes (PLOs) for the Water Resources and Irrigation Engineering
(WRIE) program were developed through a collaborative and inclusive process, guided by a
competency-based education framework. Academic staff, curriculum experts, and external
reviewers worked together to ensure that the outcomes reflect both academic thoroughness and
real-world relevance. A wide range of stakeholders participated in shaping the PLOs, including
faculty members, departmental curriculum committees, representatives from the Ministry of
Water and Energy, industry partners, employers, alumni, and student representatives. Their input
helped define the essential knowledge, skills, and attitudes that graduates should possess to
effectively contribute to the water and irrigation sectors. This collaborative approach ensured
that the learning outcomes are grounded in practical demands and aligned with national
development goals.
 The development process included key steps such as environmental assessing, benchmarking
against national and international programs, stakeholder workshops, and approval from academic
commissions and validation bodies. The PLOs are reviewed regularly typically every five years
during the curriculum review cycle or as needed when significant changes occur. Once finalized,
these outcomes are clearly communicated to students and staff through various channels,
including student handbooks, course syllabi, orientation sessions, university websites, and
bulletin boards. This transparency ensures that all stakeholders are aware of the program’s
educational goals and that teaching and assessment remain aligned with the intended
competencies. As a result, graduates are well-prepared to address contemporary challenges in
water resource management, irrigation system design, and sustainable development (WRIE
curriculum, AC minutes). After all process the curriculum committee formulate the following
PLOs.
PLO 1: Apply fundamental principles of mathematics, science, and engineering to analyze and
solve water resource and irrigation engineering problems.
PLO 2: Identify, formulate, and critically analyze water resource challenges using appropriate
methodologies and modern tools.
PLO 3: Design sustainable and efficient irrigation, drainage, and water distribution systems
while considering economic, environmental, and social impacts.
PLO 4: Conduct project identification, pre-feasibility, and feasibility studies for water resources
projects, integrating technical and environmental considerations.
PLO 5: Utilize state-of-the-art software, simulation tools, and engineering technologies for the
design, management, and assessment of water resource systems.
PLO 6: Plan, design, manage, and supervise the construction of irrigation, drainage, and related
civil engineering structures.
PLO 7: Monitor, operate, and evaluate irrigation and drainage systems to ensure their
sustainability and efficiency.
PLO 8: Apply engineering principles to remodel and rehabilitate existing water supply,
hydraulic, and hydropower systems for improved performance.
PLO 9: Demonstrate ethical responsibility and sustainable practices in water resource
management and engineering projects.
 PLO 10: Engage in continuous learning and research to stay updated with advancements in
water resources, irrigation engineering, and related fields.
b). Describe the stakeholders involved in the development of program learning outcomes.
The learning outcomes of the WRIE program were developed through a collaborative, multi-
stakeholder process to ensure relevance, quality, and alignment with national and societal needs.
Key stakeholders include:
1. Academic Staff
 Senior and experienced faculty members of the Department of Water Resources and Irrigation
Engineering provided technical expertise in curriculum design, outcome formulation, and
alignment with professional standards. Their involvement ensured that graduates acquire the
knowledge, skills, and competencies required for modern water resource management and
irrigation engineering.
2. Students
 Current students from different batches offered valuable insights based on their learning
experiences. Their feedback helped identify gaps, improve course content, and ensure that the
program addresses practical challenges faced during fieldwork, labs, and internships.
3. Employers and Industry Partners
 Employers from irrigation and water management sectors, government agencies, NGOs, and
private companies shared their expectations regarding the skills and competencies of graduates.
 Collaborative agreements (e.g., MOUs with industries) were used to ensure that the program
produces job-ready professionals capable of meeting workforce demands in water resources
management, irrigation development, and environmental sustainability.
This participatory approach ensures that the WRIE program’s learning outcomes are robust,
practical, and aligned with both academic standards and societal needs.
(WRIE Curriculum, Needs Assessment Report)
c). How often are program learning outcomes reviewed?
The WRIE curriculum is designed to undergo a comprehensive review and revision every five
years. During this process, the program’s learning outcomes are carefully evaluated and updated
based on systematic feedback from a wide range of stakeholders, including faculty members,
current students, alumni, and employers. This iterative approach ensures that the curriculum
remains current, relevant, and responsive to evolving industry standards, technological
 advancements, and societal needs, while continuing to produce competent and job-ready
graduates in water resources and irrigation engineering (WRIE Curriculum Review meeting
minute 2025).
d). Describe the process used by the program to develop its learning outcome.
The development of the WRIE program learning outcomes follows a systematic, stepwise
approach within the curriculum design process. It begins by carefully considering the context,
available resources, and the knowledge, skills, and competencies required of graduates to meet
national and societal needs in water resources and irrigation engineering.
The stepwise process includes:
1. Identifying Broad Program Outcomes – Defining the core knowledge, practical skills, and
professional competencies that graduates should achieve.
2. Selecting and Organizing Content – Designing courses and learning experiences that align
with the desired outcomes, integrating theory with practical fieldwork, lab sessions, and industry
exposure.
3. Choosing Active Teaching Methods – Incorporating problem-based learning, project work,
simulations, and participatory approaches to foster critical thinking and practical problem-
solving.
4. Developing Assessment Tools – Creating evaluation methods that measure student achievement
of knowledge, technical skills, and professional competencies.
5. Planning for Program Monitoring and Evaluation – Establishing mechanisms to continuously
assess curriculum effectiveness, gather stakeholder feedback, and improve program delivery.
6. Linking to Program Outcomes – Ensuring that each step reinforces the overarching goal of
producing competent, innovative, and socially responsible graduates ready to address Ethiopia’s
water and irrigation challenges.
This structured approach guarantees that the WRIE program learning outcomes are not only
comprehensive and coherent but also responsive to emerging industry demands, environmental
sustainability, and the evolving needs of society.
(WRIE curriculum).
e). Describe how the program learning outcomes are communicated to internal and
external stakeholders.
The learning outcomes of the WRIE program are communicated to both internal and external
stakeholders through multiple channels to ensure clarity, transparency, and alignment with
professional and societal expectations.

Internal Stakeholders

 Students: Learning outcomes, program objectives, and potential career paths are
communicated to students during orientation sessions at the start of each academic year.
This ensures that new students understand the program’s goals and the skills they are
expected to develop.
 Faculty Members: Departmental meetings, workshops, and seminars provide platforms
to discuss teaching strategies, learning activities, and updates on program outcomes. This
keeps all staff informed and engaged in maintaining curriculum relevance and quality.
 Curriculum Documents: Comprehensive outlines of the learning outcomes are included
in the official curriculum documents, which are distributed to both students and staff as a
reference throughout the program.

External Stakeholders

 National Curriculum Review Workshops: The program’s learning outcomes are

presented to external stakeholders, including government agencies, industry partners, and
professional associations, during national-level workshops. Their feedback ensures that
the program remains relevant, inclusive, and aligned with societal needs and labor market
demands.
 Bridging Academia and Practice: Engaging external stakeholders helps integrate
diverse perspectives, aligning academic content with practical applications in water
resources management, irrigation development, and environmental sustainability.

This structured communication process ensures that the WRIE program learning outcomes are
widely understood, consistently applied, and continuously improved based on feedback from all
relevant stakeholders (Higher Education Academic Programs and Curriculum Design,
Review and Approval Directive No 917/2022, Page 7, Student satisfaction survey report)
 Title: The program learning outcomes are clearly expressed and communicated to
students
Class* Number of Total Number and % Number and % of Number and % of
Responses/Response of Dissatisfied/Very Satisfied/Very
Rate to this Item N/A Dissatisfied Satisfied
Responses Responses Responses
N % N % N % N %
Y4 6 100 0 0 0 0 6 100
Y5 17 100 1 5.88 0 0 16 94.12

1.1.4. The program learning outcomes indicate 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.

The Program Learning Outcomes (PLOs) of the Water Resources and Irrigation Engineering
(WRIE) program are intentionally designed to align with a wide range of career opportunities
and advanced academic pathways. Graduates are well-prepared for roles in government
institutions such as the Ministry of Water and Energy (MoWE), Bureaus of Agriculture (BoA),
consulting firms, NGOs, and international organizations involved in water resource development
and management. The PLOs also support students in pursuing postgraduate studies in specialized
fields including Irrigation and Drainage Engineering, Hydraulic Engineering, Water Supply and
Environmental Engineering, Soil and Water Conservation, Groundwater Engineering, and Water
Resource Management. By offering a curriculum grounded in practical skills and theoretical
knowledge, the program helps students clearly understand their potential professional roles and
academic futures.

Student feedback gathered through satisfaction surveys confirms the effectiveness of the
program in communicating these learning outcomes. With a full 100% response rate from both
Year 4 and Year 5 students, the data show that a significant majority of students recognize the
relevance of their studies to future careers and graduate education. In Year 4, 83.34% of students
expressed satisfaction or high satisfaction with how the learning outcomes reflected career and
study opportunities, while 16.66% reported dissatisfaction. For Year 5, 94.12% were satisfied,
and only 5.88% indicated dissatisfaction. Notably, there were no "Not Applicable" responses,
suggesting strong overall awareness among students. These results highlight the program’s
success in linking academic outcomes to real-world applications, while also indicating a need for
targeted improvement in communication or support for the Year 4 cohort (Students handbook,
Student satisfaction survey)

Title: program learning outcomes indicate the career and further studies option to
students upon program completion
Class* Number of Total Number and % Number and % of Number and % of
Responses/Response of Dissatisfied/Very Satisfied/Very
Rate to this Item N/A Dissatisfied Satisfied
Responses Responses Responses
N % N % N % N %
Y4 6 100 1 16.66 0 0 5 83.34
Y5 17 100 1 5.88 0 0 16 94.12

1.1.5. 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.
Narrative Response
a) What mechanisms are put in place to obtain feedback from stakeholders to
improve the delivery of the study program?
Obtaining feedback from stakeholders is essential for enhancing the quality and relevance of
the WRIE program. The program employs several mechanisms to gather and effectively utilize
feedback:

1. Student Feedback Surveys

 Conducted at the end of each program cycle, these surveys collect students’ perspectives on
teaching quality, course content, practical fieldwork, laboratory sessions, learning resources,
and the overall educational experience.
 Feedback helps identify areas for improvement in both theoretical instruction and hands-on
training.

2. Alumni Surveys

 Graduates are tracked to monitor their career progression and professional achievements.
 Insights from alumni help the program understand its strengths and weaknesses, guiding
curriculum adjustments to better prepare future graduates.

3. Employer and Industry Surveys

 Feedback is collected from government agencies, NGOs, irrigation and water

management companies, and other industry partners.
 Employers provide information on graduates’ preparedness, skill gaps, and emerging
sector needs, ensuring that the program produces competent, job-ready professionals.

Updating the Program Based on Feedback

 The WRIE curriculum is continuously updated based on stakeholder input.

 Knowledge-related feedback prompts revisions in course content, ensuring alignment
with current water management and irrigation practices.
 Practical and laboratory feedback leads to updates in laboratory manuals, the type and
number of experiments, and field-based exercises to enhance technical competency.
 This responsive feedback loop ensures that graduates acquire the skills, knowledge, and
professional competencies needed to meet national priorities, industry demands, and
societal challenges in water resources and irrigation engineering.

(Hu, HiT, WRIE, Trace study report)

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

Our program does not stand still it grows and improves through the needs of the stake holders.
We actively follow up to students, alumni, employers, staff, and community partners to ensure
that what we teach is meaningful, relevant, and impactful.
  From our students, we hear directly about their classroom experiences. Their feedback on
courses, workload, and teaching methods has led us to adjust how classes are delivered,
add more field visits, and strengthen project-based learning.
 Our graduates share their experiences once they are out in the field. Their stories about
the skills that help them succeed and the gaps they wish had been filled guide us in
updating courses, especially with practical applications and soft skills like
communication and leadership.
 Employers and industry partners tell us what they expect from today’s engineers. Thanks
to their advice, we have expanded training in modern tools such as GIS, remote sensing,
and computer modeling to better prepare our students for the workplace.
 Faculty and academic staff also play a role, reflecting on what works well in teaching and
what can be improved. Their input often leads to new approaches in the classroom and
stronger connections between research and teaching.
 Finally, our broader community and national priorities remind us of our responsibility.
We align with Ethiopia’s higher education standards, the African Union’s Agenda 2063,
and the United Nations Sustainable Development Goals ensuring that our graduates
contribute not only to local development but also to global sustainability challenges.

Generally, every piece of feedback becomes part of a cycle of growth. We listen, we adjust, and
we evaluate the results. This way, the program remains alive, relevant, and committed to
preparing engineers who can meet today’s water challenges while shaping a more sustainable
future. (Employer feedback reports from internships and Tracer study survey, Student
feedback)

1.1.6. The program is approved by an appropriate governing body.

Narrative response
a) Describe the procedure used to approve the program
The approval of a new academic program at Haramaya University follows a multi-stage
procedure, ensuring rigorous evaluation, quality assurance, and compliance with national
standards. The process involves several academic and administrative bodies and unfolds as
follows:
i. Department-Level Review
  The program development team submits a detailed proposal to the Department of Water
Resources and Irrigation Engineering.
 The department conducts an initial evaluation, reviewing the proposal against academic
standards, relevance, and feasibility.
 Based on feedback from the Departmental Committee (DC), the team may revise the
proposal.
 Once approved at this level, the finalized proposal, along with reviewer reports and approval
minutes, is forwarded to the College Academic Council (AC) for further review.
ii. Institute-Level Review
 The Institute- Academic Council, in collaboration with the Institute-Quality Assurance
Office, undertakes a comprehensive assessment of the program’s objectives, curriculum,
learning outcomes, and alignment with national priorities.
 Upon approval, the program proposal and all supporting documentation are submitted to the
University Academic Programs Directorate.
iii. University-Level Approval
 The proposal is reviewed by the University Senate, which evaluates its academic quality,
resource requirements, and relevance.
 Following Senate approval, the program receives endorsement from the University Board.
iv. Final Endorsement
 The Ministry of Education (MoE) provides the final authorization, ensuring that the program
meets national standards and regulatory requirements.
This structured and multi-layered approval process ensures that new programs in Water
Resources and Irrigation Engineering are rigorously evaluated, well-planned, and fully
compliant, providing a strong foundation for high-quality education and graduate employability.
b). Does the program approve by appropriate governing bodies?
The program receives formal approval from the appropriate governing bodies, confirming that it
meets all required academic standards and regulatory guidelines. This endorsement guarantees
that the program aligns with national education policies and quality assurance frameworks,
providing confidence to students, employers, and other stakeholders in its credibility and rigor
(academic council, senate approval and university board approval minutes).
c). How often and by whom are the program outcomes reviewed?
The learning outcomes of the WRIE program are reviewed as part of the comprehensive
curriculum review cycle, which occurs formally every five years. During this review, the
program evaluates whether its outcomes continue to meet academic standards, professional
requirements, and societal needs.
Feedback from a variety of stakeholders including faculty members, students, alumni, and
employers is systematically collected and considered. Based on these inputs, the Departmental
Curriculum Committee is responsible for reviewing and, if necessary, updating the program
learning outcomes to ensure continued relevance, quality, and alignment with national priorities
and industry expectations (Program Approval Minutes, AC/DC).
This structured review process ensures that the program remains dynamic, responsive, and
capable of producing graduates who are technically competent, ethically responsible, and
prepared to address the challenges of water resources and irrigation engineering in Ethiopia.
1.2. Alignment between Institutional Mission, program educational objective, program
outcome, and course learning outcome
1.2.1. The program has clearly defined educational objectives, program outcomes and course
learning outcomes that are aligned with institutional mission.
Narrative response
a) Provide the mission and vision statement of the institution

Vision

The Water Resources and Irrigation Engineering program at Haramaya University aligns with
the university’s broader vision of becoming one of the top ten universities in Eastern Africa with
an international reputation by 2030. The program aims to produce graduates who are recognized
nationally and internationally for their expertise in water resources management, irrigation
engineering, and sustainable development.

Mission

The mission of the university is commitment to excellence in education, research, and

community engagement. Specifically, the program seeks to:
  Train Competent Graduates (MU1): Equip students with the technical knowledge,
practical skills, and professional competencies needed to address complex challenges in
water resources management, irrigation systems, and environmental sustainability.
 Conduct Knowledge-Generating and Problem-Solving Research (MU2): Undertake
applied and innovative research in areas such as hydrology, irrigation technologies,
climate-resilient water management, and watershed conservation to support national and
regional development.
 Engage Communities (MU3): Implement transformative, demand-driven community
engagement initiatives that improve water security, agricultural productivity, and
environmental stewardship at the local, national, and regional levels.

By integrating these pillars, the WRIE program ensures that its graduates are professionally
competent, socially responsible, and capable of contributing to sustainable development goals
both within Ethiopia and beyond.

b) State program outcomes set for the program.

Program Educational Objectives (PEOs)
Graduates of the [Link]. in Water Resources and Irrigation Engineering are expected to attain the
following Program Educational Objectives (PEO) within a few years of graduation.
PEO 1: Develop a strong understanding of water resource management, hydrology, and
irrigation systems to promote efficient and sustainable water use.
PEO 2: Apply engineering principles to design, evaluate, and optimize irrigation systems, water
distribution networks, and drainage structures.
PEO 3: Work collaboratively in multidisciplinary teams and effectively communicate with
stakeholders to address water-related challenges.
PEO 4: Adapt to emerging technologies and advancements in water resource engineering
through continuous professional development and research.
c) Show the alignment of program outcomes with institutional mission and vision.
The program outcomes of the Water Resources and Irrigation Engineering (WRIE) program are
closely aligned with the vision and mission of Haramaya Institute of Technology (HiT). By
equipping students with a solid foundation in engineering principles, specialized skills in
hydrologic, hydraulic, and irrigation system design, and a strong commitment to ethical and
sustainable practices, the program directly supports HiT’s mission to produce competent
graduates and deliver transformative teaching, research, and community engagement.
Additionally, the program fosters innovation through applied research and encourages
collaboration with industry and government agencies, thereby contributing to the country’s
national development and industrialization goals. Moreover, the WRIE program addresses
critical challenges related to water security, agricultural productivity, and environmental
sustainability, which are key priorities for Ethiopia’s development. This focus reinforces HiT’s
vision of becoming one of Ethiopia’s top three Institutes of Technology with a recognized
international reputation by 2030. Through its emphasis on lifelong learning, sustainability, and
practical experience, the program plays a vital role in advancing the institute’s strategic
objectives and broader societal impact. This strong alignment ensures that WRIE graduates not
only meet rigorous academic and professional standards but also embody Haramaya University’s
commitment to knowledge advancement, societal service, and national progress (WRIE
curriculum).
Table. Missions and their alignment with program education objectives
Mission PEO1 PEO2 PEO3 PEO4
s
Mission 1 √ √
Mission 2 √ √
Mission 3 √ √
Table. Alignment of PEO with PLO
PLOs / PEO 1 PEO 2 PEO 3 PEO 4
PEOs
PLO 1 ✔ ✔
PLO 2 ✔ ✔ ✔
PLO 3 ✔ ✔
PLO 4 ✔ ✔ ✔
PLO 5 ✔ ✔
PLO 6 ✔
PLO 7 ✔ ✔
PLO 8 ✔ ✔
PLO 9 ✔ ✔
 PLO 10 ✔

1.2.2. The program learning outcomes conform to academic requirements of the study program
and Ethiopian Qualification Framework (EQF).
Narrative Response
a) Describe the alignment of program learning outcomes with academic
requirements of the study and EQF
The program learning outcomes of the Water Resource and Irrigation Engineering program are
fully aligned with the academic requirements of the study and the Ethiopian Qualifications
Framework (EQF), ensuring consistency with national standards and international best practices.
Each learning outcome is designed to reflect the expected knowledge, skills, and competencies
required at the bachelor's degree level 6 as specified in the EQF. The outcomes emphasize the
application of scientific and engineering principles, problem-solving abilities, design skills,
communication, ethical responsibility, and the use of modern tools all of which align with the
EQF's Level 6 descriptors for undergraduate programs. These descriptors include the ability to
apply broad and coherent knowledge in a specialized field, make judgments based on technical
and scientific information, and engage in self-directed learning (EQF Page 14, Syllabus on
current curriculum of WRIE). Furthermore, the program ensures academic coherence by
embedding these outcomes into course objectives, teaching methods, assessments, and
graduation requirements. This structured alignment guarantees that graduates are equipped not
only with theoretical knowledge but also with practical and professional competencies, meeting
both the academic rigor and qualification standards set by the EQF.
Table 1 Alignment of WRIE Program Learning Outcomes with Academic Requirements and
EQF
Program Learning Outcome (PLO) Academic Requirement of EQF Level 6 Competence
the Study
PLO 1: Apply fundamental principles Emphasizes strong Knowledge of facts, principles,
of mathematics, science, and foundation in basic sciences processes, and general
engineering to analyze and solve and engineering concepts. concepts in a field of work or
water resource and irrigation study.
engineering problems.
PLO 2: Identify, formulate, and Requires analytical skills, Cognitive and practical skills
critically analyze water resource engineering judgment, and to generate solutions to
challenges using appropriate tool utilization. specific problems.
methodologies and modern tools.
PLO 3: Design sustainable and Highlights the importance of Ability to develop and design
 efficient irrigation, drainage, and multidisciplinary design solutions with awareness of
water distribution systems while thinking and sustainability. social, economic, and
considering economic, environmental dimensions.
environmental, and social impacts.
PLO 4: Conduct project Supports project planning Manage complex activities and
identification, pre-feasibility, and and management abilities take responsibility for
feasibility studies for water resources with environmental decision-making in
projects, integrating technical and awareness. unpredictable work or study
environmental considerations. contexts.
PLO 5: Utilize state-of-the-art Ensures proficiency with Use of appropriate methods,
software, simulation tools, and modern tools and ICT in tools, and technologies to
engineering technologies for the engineering practice. complete tasks.
design, management, and assessment
of water resource systems.
PLO 6: Plan, design, manage, and Aligns with engineering Ability to manage complex
supervise the construction of practice, construction professional activities
irrigation, drainage, and related civil management, and independently.
engineering structures. supervision.
PLO 7: Monitor, operate, and Reinforces applied Apply knowledge and skills to
evaluate irrigation and drainage knowledge in system implement improvements and
systems to ensure their sustainability operation and evaluation. ensure efficiency.
and efficiency.
PLO 8: Apply engineering principles Encourages innovation and Innovative application of
to remodel and rehabilitate existing upgrading of legacy knowledge to improve existing
water supply, hydraulic, and infrastructure. systems.
hydropower systems for improved
performance.
PLO 9: Demonstrate ethical Promotes professional Demonstrate professional
responsibility and sustainable ethics, accountability, and integrity, ethical practice, and
practices in water resource sustainability in engineering leadership in addressing
management and engineering practices. societal and environmental
projects. challenges.
PLO 10: Engage in continuous Encourages lifelong Ability to pursue self-directed
learning and research to stay updated learning, research learning, conduct research, and
with advancements in water engagement, and adaptation contribute to innovation in the
resources, irrigation engineering, and to emerging technologies. discipline.
related fields.

The Ethiopian Qualifications Framework (EQF) provides a national reference system that
defines academic qualifications according to levels and descriptors in terms of knowledge, skills,
and competence. The program learning outcomes of the WRIE program are carefully aligned
with EQF Level 6, ensuring that graduates achieve the expected national standards of advanced
academic and professional preparation.
The EQF Level 6 descriptors can be grouped into four broad competency domains, each of
which is reflected in the program learning outcomes:

1. Advanced Knowledge Acquisition & Original Contribution

 Systematic acquisition of substantial knowledge at the most advanced frontier of

the discipline.
 Application of strategies and methods to make original contributions in the
creation and interpretation of new knowledge.
 Redefinition of existing knowledge and identification of implications for theory
and practice.
 Opening of new areas for research and scholarship, including interdisciplinary
engagements.

2. Specialized Skills & Research Innovation

 Application of advanced and specialized skills, techniques, tools, and practices

relevant to the field.
 Conducting original and innovative research with effective dissemination of
insights.
 Critical reflection, synthesis, and evaluation of research findings within academic
discourse.
 Evaluation of independent expertise against international standards.

3. Professional Integrity & Leadership

 Demonstration of scholarly and professional integrity with adherence to ethical

practice.
 Exhibition of leadership, adaptability, and the capacity to initiate and manage
change.
 Full accountability for advanced research projects and professional practices over
extended periods.
4. Effective Communication & Engagement

 Clear and impactful communication of research results to academic, professional,

and community audiences.
 Active engagement in critical dialogue to advance knowledge, innovation, and
professional practice.