School of Economics
Established in 2004 as one of the department in faculty of management science and economics and offers undergraduate courses and also give common courses for the departments in the college and outside the college like faculty of natural science and computational science, social science and school of technology. In January 2010 the department has been started providing postgraduate program with two specializations in development economics and policy analysis as well as natural resource and environmental economics. With the approval of the senate in 2014 department of economics is upgrade in to school of economics comprising of department of economics (which offers BA in economics), department of development economics and policy analysis, department of environmental and natural resource economics and the newly established economic policy research centre (which aims frequent research outputs, different trainings, consultancy services and so on).
Center for Economic Policy Research (CEPR)
The Center for Economic Policy Research (CEPR) was founded in June 2014 as an economic policy research arm of the School of Economics in University of Gondar. The center envisages creating an organized platform for policy analysis and debate, collectively, by researchers, policy makers, development partners, the business community and the general public. Emphasis is given to cutting-edge research on key policy issues to provide research-based evidence to the government in the formulation, implementation, monitoring and evaluation of its policies.
The CEPR aspires to become a credible policy research unit by 2020, distinguished for its critical policy analysis in building Ethiopia capable of driving its economic transformation through efficient private sector choices, auspicious economic policies and a strong state with inclusive institutions. To realize this broad aspiration; the CEPR expects to work closely with all concerned stakeholders that are active in policy research, policy making and leadership.
By creating auspicious platform for researchers, policy makers, students and the general public to debate policy making, the CEPR will institute a ‘realistic integration of learning, research and community service’. By doing so, the center aims to become a host for leading researchers and policy makers to do policy research; undertake consultancy services, policy advocacy and facilitates policy debates among stakeholders; give new meaning to learning economics; towards supporting the country’s aspiration of becoming a middle income country by 2025. More precisely, the center will contribute in, at least, three fronts. On policy making, policy research will enrich policy making by filling fundamental voids policy analysis and the huge lacuna of trading policy research for less informed political choices. On capacity, the center will create an opportunity to promote research capacity of individuals, the parental university (UoG) and the country thereof. Finally, the center will foster high level learning, bridge infrastructural gaps and integration of teaching, research and community service for it will serve as important entry point to collaborators and the university. The center values pragmatic internal and external collaborations while maintaining high level of academic and research integrity.
The department is a program of study that normally takes three years to complete for full time regular students and four to five years for Part time students. The department will admit if the student:
- Have been successfully completed preparatory level schools and pass Entrance examination for the University prepared by Ministry of Education.
- Have able to pass the standards set by the department.
- No ‘F’, ‘NG’, or ‘I’ grade in any course taken.
- The minimum number of credit points (EtCTS- Ethiopian Credit Transfer System) hours set by the department and all required courses are taken.
- Minimum cumulative Grade Average Point (CGPA) of 2.00 in all courses
Up on successful completion of the program,
“Bachelor of Arts degree in Economics” will be awarded
MSC in Economics
University of Gondar (UoG) was officially established with its current status and autonomy in 2004. It is located in the historical town of Gondar which is located 750 km away from the capital to the Northwest. Its origin goes back to 1954 when the then Public Health and Training Centre (PHC & TC); currently named College of Medicine and Health Sciences was established. The establishment of the PHC & TC was dictated by the pressing and enormous health problems that
existed in the 1940’s and early 1950’s. The aim of the Public Health and Training Centre was training of teams of middle-level health personnel. It was in 2001 that the full-fledged expansion of the university get started with the addition of one
new faculty named Faculty of Management Sciences and Economics (recently renamed as College of Business and Economics). In the spring of 2003, the name of the college was changed into Gondar University College. It was also at this time that two new faculties, i.e. the then Faculty of Applied Natural Sciences(recently renamed as Faculty of Natural and Computational Sciences) and the Faculty of Social Sciences and Humanities, were added. Faculty of Veterinary Medicine and the then faculty of Law (recently named School of Law) were opened by 2003 and 2005 respectively. Furthermore, one new faculty namely Faculty of Agriculture and Natural Resources Management and two schools namely School of Technology and School of Education are opened 2009. It was during these expansion years that the department of economics was started under the faculty of Management Science and Economics. College of Business and economics currently, comprises of 7 Departments offering training in 7 undergraduate programs (which include business management, marketing management, logistic and supplies management, accounting and finance, tourism management, hotel management and economics) and 5 post graduate programs ( which include MBA, marketing management, accounting and finance, tourism management and Msc in economics).
Established in 2004 as one of the departments in faculty of management science and economics and offers undergraduate courses and also give common courses for the departments in the college and outside the college like faculty of natural science and computational science, social science and school of technology. In 2010 the department has started providing postgraduate program with two specializations; development economics and policy and environmental and natural resource economics.
Currently the department has upgraded in to school of economics and has established its own economic research center called center for economic policy research (CEPR) by aiming frequent research outputs, different trainings, consultancy services and soon.
Applicants are expected to have a first degree in economics and other related disciplines. Applicants need to have good command and mastery of both quantitative and theoretical analysis to successfully complete the program. Thus, applicants who have completed their undergraduate study in economics can join the program. Since strong economics background is a requirement for admission into the program, potential applicants will be asked to sit for entrance examination. Besides, students may be required to document their English language proficiency when deemed necessary.
PHD in Economics
Despite the worst state of poverty Ethiopia has been experiencing for long, as to recent reports Ethiopia has posted one of the fastest economic growth rates in the world and it is being mentioned among the frontier economies in Africa. Major steps have been taken to reduce poverty and raise standard of living in the country. Remarkable improvements in several measures of development outcomes and economic growth records are documented after enduring years of institution-building which is accompanied by sound economic management under the auspice of the national development strategy – Agricultural Development Led Industrialization (ADLI) and programs subsequently put in place. For instance, the economy is believed to have grown at a double digit between 2005/06 and 2011/12, consecutively. Similarly, the human development report (2010) indicated that absolute poverty (less than $1.25 per a day) in Ethiopia has attenuated to 39 percent which showed encouraging reduction compared to 44 percent (in 2005). In the year 2012/13, the poverty rate is reported to have further declined to 28 percent. More so, the growth and transformation plan (GTP) envisaged maintaining the 11% average annual growth rate during its tenure (base-scenario). Besides, the global trends of increasing population, economic growth and rising purchasing power in emerging economies are expected to continue, creating heightened demand for natural resources, for new and interesting tourist destinations, for innovative products and services, and for skilled workers in all sectors.
In line with this, the need for qualified workers is increasing from time to time due to the overall growth of the economy. The world we live in is dynamic and requires highly qualified workers in different fields. As a result, it is a must to enhance the means of qualifying the existing workers in various sectors of the economy. Hence, eventually it has been found that, among other things, providing training at the graduate level is very crucial to speed up and sustain the current growth episode given the fact that the graduate education is backed with quality. Moreover, economic governance management requires skills of economics.
A potential challenge to the positive outlook is ongoing and heightened competition from countries and regions that contain similar resources and competitive industries, which are assisted by increasingly efficient and effective governments. As well, global competition for investment partners requires an ongoing effort to profile the countries opportunities. This new global context requires Ethiopian industry and governments to develop our competitive advantages, while addressing our constraints.
Countries maintain steady growth in real per capita income (PCI) only if they select a favorable mix of government policies and set auspicious framework to private sector choices. According to the extended view of the neoclassical growth models, an array of government policies and private sector choices jointly determine where an economy will go in the medium to long-term tides of growth. Here, country’s human capital in the form of education and health is an important element of the growth and transformation process because high endowment of human capital means increasing physical capital to match with, enhanced productivity and efficacy in acquiring and adopting efficient technologies. Favorable public policies – including better maintenance of the rule of law and property rights, fewer distortions of private markets, decreasing non-productive government consumption, and increasing public investment in high-return areas – lead to higher level of PCI in long-run. Similarly, the willingness of the private sector to save and a reduced tendency to expend resources on child rearing (lower fertility and population growth by implication) tend to raise standard of living in the long run.
However, there is substantial ‘capacity gap’ in implementing the strategies and policies for growth with ‘depth’. Recognizing the limited human and institutional capacity of the country, several training programs and organizational reforms has been prioritized and currently underway in Ethiopia. Higher learning institutions and research organizations are undertaking significant training and research to support the country’s transformation. The country, the higher education sector and the Ministry of Education have huge ambitions when it comes to capacity building. Increasing the country’s research capacity and increasing the numbers of PhD holders is a government priority, especially towards the improvement of informed policy and development strategy.
Therefore, there is a role to play by the PhD in economics program in building capacity. Once established, the program will create the opportunity to promote the research capacity of individuals, policy makers, decision makers, the parental university (UoG) and its actual collaborators. The public sector requires well trained manpower for the effective management of the different development processes. Countries use economic policies, including monetary, fiscal and (micro) macro-prudential policies, to manage and regulate their economy. The universal goal of economic policy (making) is to maximize long-run societal well-being in an equitable and sustainable manner. In this context, institutions of higher learning are of paramount importance. Advanced training program in economics can be a prototype capacity building activity to enhance leadership in economic management.
The government of Ethiopia’s Higher Education strategy has given due emphasis to the establishment of new universities and expansion of the existing ones so that the increased demand for qualified personnel would be met. Following a phase of rapid expansion in the number of universities from under 10 to 35 fully fledged universities, with a rise in student numbers from around 20000 to around 500000 students, the priority is to ensure quality and relevance. The policy over the next five years is to increase the HE participation rate from the current 5.3% to 15% and to increase enrolment in graduate and post-graduate programmes similarly. In addition, Government policy is to increase the ratio of Master’s degree holder university teaching staff to 75% and PhD degree holders to 25%. The major challenges faced by the MoE in the HE sector arise primarily out of the rapid expansion of the sector and the tension between meeting access demands and quality demands. Expansion has created pressure on facilities and an unprecedented demand for an increased number of academic staff with advanced postgraduate training across a range of subject areas, especially from staffs of the new universities. Where possible, expatriates have been recruited to fill vacancies but the quality of these persons is known to be variable. Faced with large student numbers involved the quality of teaching and learning is questionable. The flow of PhD and Master’s graduates is inevitably slow because of the time it takes for scholars to complete the requirements necessary. Because of this, many of the formerly-established universities have been pressurized to open postgraduate programs in various fields of study so that the graduates would fill the resource gap in the newly-established institutions.
In line with this, the universities are also expanding their research wings so that they can better discharge their responsibilities in building the nation. Like many of its counterparts, University of Gondar is under huge expansion of its training programs. The University has expressed its readiness and commitment to transform itself into a research university so that it would easily carry out its mission. In so doing, the University has opened different postgraduate programs in various fields of study. High quality teaching and learning is dependent on high quality research whilst the converse is equally true, namely that high quality research is dependent on high quality teaching and learning at all levels. The need to upgrade academic staff especially through the mainstreaming of research is regarded as essential to effect quality improvements across the Ethiopian higher education sector. The Government appreciates that access to higher education and quality higher education are different ends of a continuum. Achieving a balance is very difficult but it is known that quality research often comes from quality teaching, whilst quality teaching occurs out of quality research.
The phenomenal ‘growth’ success that UoG has achieved during the past decade – growth measured in terms of, inter alia, its intake capacity, the number of study programs and research units. As an integral element of the collective effort to sustain its remarkable growth success and materialize the vision of ‘becoming the leading societal problem solving university in the country by 2020’, the School of Economics at the College of Business and Economics (CBE); in addition to its undergraduate program, opened two M.Sc. programs – namely M.Sc. in Economics specializing in Economic Development and M.Sc. in Economics specializing in Environmental and Natural Resource Economics. School of economics has also established a dedicated research centre – Economic Policy Research Centre (EPRC). The centre aims to become a host for leading researchers and policy makers, undertake policy research and facilitate policy debates among stakeholders to support the country’s aspiration of complete transformation.
School of economics has a critical shortage of academic staff at post-graduate level like PhD level. For many times, the School has posted to employ at PhD level, but it could not get competitive employees except some expatriate who are inefficient. As a result, there is a big challenge in the School to properly handle postgraduate teaching and advising activities by its own staff; and to undertake high quality research. The School could not effectively run the programs as planned. Many of the courses are not given timely and the programs lag behind the schedule as per the University’s academic calendar.
We are working in collaboration with other local higher education and research institutions that enable us the possibility of sharing resources and personnel with them. So far, agreements have been reached with the Ethiopian Economics Association (EEA), Ethiopian Development Research Institute (EDRI), and others abroad. Some of their staffs are also employed as adjunct professorship in our school.
As a long term strategy two of our staff are pursuing their PhD in economics at Addis Ababa University. The intake capacity is of this university is too limited to satisfy the countries demand at PhD level in economics.
As per the direction given from the University, School of economics have now devised to open PhD in economics program to further achieve the developmental objectives of the country in general and the objectives of the University and the School in particular. This is an effective modality to sustainably run the existing M.Sc. programs, to expand public service and undertake research activities in an organized way.
The following applicants may apply for admission to the PhD in Economics Program:
- A candidate who has a high scholastic standing, who can submit at list two published or unpublished research output funded by Universities or research funders;
- Any well qualified person with a master’s degree from accredited institutions or institution with equivalent international education;
- Applicants shall have at least one years teaching experience if the potential applicant is in public universities after their second degree,
- First Degree in Economics or related functional areas that include; Agricultural Economics, Mathematics, Statistics.
- A minimum grade point average of 3.00 on a 4.0 point scale upon completing Masters Degree or equivalent grading scale approved by the ministry of education, especially for international applicants.
- Evidence of English proficiency. For non-native English speakers or for those who have not possessed their degrees from Ethiopia, a TOEFL score (550) obtained within the last two years or a document certifying that English was the medium of instruction of the universities he/she got his/her degrees from (both for undergraduate and second degrees) during the time he/she studied.
- Personal Statement (Personal motivation for coming to University of Gondar and enrolling in its PhD Program and career plans after completing the PhD Program)
Submitting PhD concept paper/synopsis including the following points in brief: background, objectives, key areas of existing research, methodology, references)
College certificates : Msc, official transcript of academic record, and certificate of graduation/ degree, Msc)
Two recommendation letters from academic professors who can evaluate applicant’s scholastic ability and one immediate supervisor from his/her work place.
A full copy of the applicant’s Master thesis
- Admission to a PhD program can take place as per academic calendar University of Gondar.
- Admission to a PhD program is formalized in a written agreement between the PhD student, the supervisor (s) and the department /College at which the student has been admitted. External bodies may also be parties to this agreement. If the PhD student is to be associated with another employer, an agreement must be made which regulates working conditions, including how much time is to be used for the PhD project, the use of materials and access to scientific equipment. The agreement shall ensure that the PhD student regularly participates in an active research group, and enable the completion of the doctoral program within the contractual period;
- The candidate who intends to get admission to the program shall identify the area of the research and UoG shall assign regularly available one external and one internal supervisor for him or her. With the help of his/her major and supervisors, draws a study plan. A plan for the PhD program and a complete project description shall be made within in months after admission to the program.
- Directorate of Graduate Studies, the College, Department/school and the candidate shall work jointly to arrange, and facilitate for concluding and administering the contractual agreement by which the supervisors and the candidate undertake commitment for the successful completion of the study.
- The candidate for upgrading who obtained admission to the program shall get registered within one week as of the date of the letter of acceptance. The period of registration and admission to the program are not subject to extension or transfer to other times unless justified by a force majeure.
- The candidate for upgrading who is registered for the program shall be issued an identification card as a Student of PhD in economics Program and subsequent registrations and ID card renewal of the student shall take place as per the rules of registration of regular students.
- Except the first registration that may be made at anytime, all subsequent registrations shall take place as per the schedule of the office of the registrar.
- University should encourage staff to complete their PhDs by creating an environment that continue to inspire the candidates using UoG-DMA and other conducive research initiatives.
Subsequent semester registration of the student of PhD in Economics, Department of the staff shall plan and administer regular quarter progress reports for the student jointly with the College and office of postgraduate Studies.
Duration of the Program
From the admission date to thesis submission, the duration of PhD in Economics program shall be maximum of 3 years. For convincing reasons known by advisors, if the candidate unable to complete his study on time, UoG can allow up to one year extra time. If the maximum time of study is exceeded (as clearly stated in the senate legislation), the candidate is not permitted to defend his/her thesis/Dissertation PhD
To qualify for a doctorate, a student must satisfactorily complete graduate trainings.After completing their advanced research trainings and field requirements a student is asked to submit a formal dissertation proposal which serves as the basis for a preliminary oral examination. When the dissertation is completed and approved by three College members, a public oral examination is held, at which research results are presented and defended by the candidate before a college committee.Finally, students defend third and half year paper and submitted the PhD Dissertation with at least a grade of ‘Satisfactory’. The student will be awarded the PhD Degree in Economics upon successful completion of the study and when all the above requirements are fully met. A candidate fails in the PhD Dissertation (i.e., a grade of ‘Poor’) after the defense, he/she shall be awarded M.Phil. in Economics.
In general, to be eligible for graduation all the PhD candidates must fulfill the following requirements:
Successful accomplishment of both written and/or oral comprehensive exams;
12 credit hours of course work, with no “D” and “C” grade in any course taken. The student is expected to take an examination at the conclusion of each course and obtain a grade of B or better in each course. Students may take supplemental examinations (which is normally given at the end of the second year) for the course they scored less than B grades and clear those grades (i.e. raise the grade to B or better);
- A Minimum Cumulative Grade Point Average (CGPA) of 3.00;
- Tewelve credit hours of research work on which a dissertation must be written;
- A draft copy of at least two published article from the doctoral thesis.
- Pass in dissertation defense examination
In English: Doctor of Philosophy in Economics
In Amharic: የፍልስፍና ዶክትሬት በኢኮኖሚክስ
The school of economics currently has 5 PhD (one professor, 4 associate professors) holders, 9 PhD candidates and three assistance professors, 14 Master Degree holders and many assistant lecturers. To make its activities multidisciplinary and provide benefits to other departments, the center will also work with other disciplines and use their staff members. The school has a total of 1122 students both in the regular, extension and summer programs. Of these 465 of them are regular undergraduate students, 325 are extension undergraduate students and 230 are summer undergraduate students. The remaining 100 students are postgraduate students in different specialization like masters in Environment and Natural resource economics, masters in development economics. The school has launched a PhD program in Economics in the 2017 academic year.
|s.no||Full name||1st degree||2nd degree||3rd degree||Academic rank|
|1||Desta Gebeyaw||BA in Economics||MSC in Environment and NR economics||Lecturer|
|2||Asmamaw Mulusew||BA in Economics||MA in Development economics||Lecturer|
|3||Melkamu Workie||BA in Economics||MSC in Environment and NR economics||Lecturer|
|4||Tesema Endalikachew||BA in Economics||MSC in Environment and NR economics||Lecturer|
|5||Ermias Berihun||BA in Economics||MSC in Environment and NR economics||Lecturer|
|6||Melaku Tarekegn||BA in Economics||MSC in Environment and NR economics||Lecturer|
|7||Yohannis Birara||BA in Economics||MA in economics policy analysis
MA in international & Development Economics
|8||Wondwesen Wubu||BA in Economics||MA in economics policy analysis
MA in international & Development Economics
|9||Mohammed Aberar||BA in Economics||MSC in Environment and NR economics||Lecturer|
|10||Workineh Asmare||BA in Economics||MA Economic policy analysis
MA in development management
|11||Wondu Abebe||BA in Economics||MA in Development economics and policy analysis||Lecturer|
|12||Tefera Berihun||BA in Economics||MSC in Environment and NR economics||Phd fellow||Lecturer|
|13||Mebratu Chakilu||BA in economics||MSC in Environment and NR economics||Lecturer|
|14||Simegn Birhan||BA in Economics||MSC in Environment and NR economics||Lecturer
|15||Linigerih Sewunet||BA in Economics||Lecturer|
|16||Yemane Micheal||BA in Economics||MSC in policy analysis||Phd fellow|
|17||Eshete Weretaw||BA in economics||MSC in Environment and NR economics||Lecturer|
|18||Yibelital Walle||BA in Economics||Natural resource economics and policy||Asst professor|
|19||Kedir Yesuf||BA in economics||Natural resource economics and policy||Lecturer|
|20||Samuel sebsibie||BA in Economics||MSC in Environment and NR economics||Lecturer|
|21||Dr Padmini Chulie||BA in Economics|
|22||Siraj Nurhsien||BA in Economics|
|23||Amare Birihanu||BA in Economics||MSC in Agricultural economics||PhD fellow||Asst professor|
|24||Dr Yiniges Alemu||BA in statistics and Economics||PHD in statistics & Economics|
|25||Osman Yibrie||BA in Economics||MSC in ENv’t and NR economics||Lecturer|
|26||Fantahun Bayile||BA in economics||MSC in international Economics||Phd fellow||Lecturer|
|27||Meseret Getaneh||BA in economics||MSC in policy analysis||PHD fellow||Lecturer|
|28||Mesfin w/rufael||BA in economics||Lecturer|
|Position:||Head of Economics|