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1. Graduates of the BA in Educational Leadership and Management are equipped with foundational knowledge and skills to effectively lead and manage educational institutions, and training and education centers in different sector offices, departments, and bureaus. They are prepared to address challenges in educational settings and promote positive change through fostering collaboration and positive school culture.  Graduates of the MA in Educational Leadership and Management are equipped with advanced skills and knowledge to lead and manage educational institutions and training centers effectively. They are prepared to drive and manage organizational change and improve educational outcomes through research and innovation. Graduates of the PhD in Educational Leadership and Policy Studies are highly skilled professionals prepared to influence and transform educational systems through research, policy analysis, and leadership. They are equipped to address complex challenges in education and advocate for equitable practices.

2. Students who have graduated in Lifelong Learning and Community Development are expected to have comprehensive  theoretical and practical understanding on advanced level, including:

  • Knowledge of adult education, lifelong learning as well as community development;
  • Demonstrate life skills in lifelong learning and community development; and
  • Values that equip them for employment, citizenship and lays the foundations for a lifetime continuous learning and personal development.

3. Professionals who have graduated in special needs and inclusive education in the undergraduate program are required to have the following professional competencies.

  • Promote issues related to Special Needs and Inclusive Education.
  • Plan and manage inclusive education programs and projects at various levels and settings: pre-Primary, Primary, Secondary, Tertiary and TVET.
  • Promote accessible physical environment, inclusive community and education at home, community and institution levels.
  • Organize institution, community and home-based rehabilitation and specialized services for needy learners with special educational needs.

The graduates of the Masters of Arts in Special Needs and Inclusive Education program are prepared for teaching and training, research and evaluation, and community services as well as for expert and practitioner posts at various levels of government and nongovernmental organizations within the framework of inclusion. Graduates of the program shall also demonstrate ability to design, lead and evaluate projects and educational programs in the field of special needs and inclusive education.

4. Graduate profile of psychology program includes:

  • Conduct problem solving researches in the area of Counseling Psychology, developmental psychology, and Social Psychology.
  • Study behavior and brain function by observing, interviewing, and surveying individuals.
  • Identify psychological, emotional, behavioral, or organizational issues and diagnose disorders.
  • Research and identify behavioral or emotional issues, such as anxiety and depression.
  • Organize and facilitate the implementation of Counseling at all levels of education sector structure and at all types of organizations and institutions.
  • Create awareness within all stakeholders including local communities about the principles and practices of Counseling Psychology, developmental psychology, and Social Psychology.
  • Provide counseling and advising services at all levels of education sector structure and at all types of organizations and institutions.
  • Contribute positively for the achievement of quality education for all and wellbeing of the school climate and the society as a whole.
  • Advocate the benefits of education for individuals’ development and welfare, and for the sustainable development of the nations.

5. Graduate profile of school of teachers' education program:

  • Conduct problem solving researches in the area of educational instruction and assessment methods that include classroom management, pedagogy, child psychology, and/or curriculum design.
  • Serve as subject teachers at various levels or tiers of the education system (i.e., at preprimary, primary, middle or junior secondary, and secondary levels).
  • Participate in curriculum design and preparation.
  • Carry out the responsibility for educating and nurturing young children, and learners  in a classroom setting.
  • Create and implement lesson plans, assess student performance, communicate with parents, and collaborate with colleagues to ensure a positive and effective learning environment.
  • Engage in developing and implementing curriculum, using innovative teaching methods, improving student performance, managing schools properly, and participating in extracurricular activities.