Abstract:
Community-Based Education (CBE) is not a new idea. It has been nearly 30 years since
CBE was introduced in to Jimma University’s education system. It was introduced as a
means of achieving educational relevance to community needs and consequently of
implementing a community-oriented education program. However, no comprehensive and
systematic study has been undertaken so far as to look in to the extent to which CBE
courses are included in the university’s curricula and uniformly implemented as per the
guidelines and principles. This study therefore attempts to investigate the extent to which
CBE courses are included in the curricula and implemented as per the guidelines. Data
were collected using two methods namely document analysis and interview. Document
analysis was used to investigate the extent to which CBE courses are included in the
curricula and major pedagogical components addressed on CBE course syllabi.
Accordingly, undergraduate and postgraduate curricula used for regular programs were
reviewed using checklist. And interview was used to collect data from the University’s
Academic Vice President, Research, postgraduate and CBE senior director, Post
Graduate Director, Deans and Community- Based education coordinators. The result of
the study shows that CBE courses are included in all the curricula reviewed. The study
further shows that the inclusion of CBTP course does not appear uniform in terms of the
allocation of credit hours, course coding and format of course syllabus. Furthermore, in
some programs the syllabi of CBE courses do not contain all important pedagogical
components and this entails that CBE course syllabi are not well designed. Hence, it is
recommended that CBE directors, coordinators and department heads should plan and
work together so as to make certain that CBE course syllabi are well designed and
adequately, and uniformly included in the university’s curricula with the goal of ensuring
proper implementation of the program .
