Specification Document of History Program

Faculty of Education

Basic Information about the Program

Program Title and Final Award	History Education Program
Awarding Body/ Institution	Faculty of Education – Sana’a University.
Teaching Institution/ Responsible Department	Department of Social Studies Curricula & Teaching Methods
Other Departments involved in Teaching the program	Department of Arabic Studies and all educational departments
Medium of Instruction	Arabic
Program Start Year (for Newly Specified Programs)	2020–2021
Study Mode	Regular
Place of Study	Faculty of Education – Sana’a University
System of Study	Two semesters
Duration of the Program	Four years of study (eight semesters).
Possible Future Career Options for Graduates	History teacher, researcher & document investigator
Levels of Award/ Final Award	*Four-year Bachelor’s Degree. Students who withdraw before graduation shall receive a Non-Graduate Transcript* reflecting the scores earned in their completed courses.**
Prerequisite Qualifications	High School Degree in any specialization according to the University relevant Regulations and Bylaws.
Required Average Grade for Admission	60%
Other Requirements	Requirements approved by Sana’a University/ Faculty of Education
Program Coordinator	Dr. Bashir Ahmed Mufarreh
Date of Program Specification/ Latest Accreditation:	2023

Department Mission

Cultivating highly qualified teachers in social studies (including Geography, History, Philosophy & Sociology) for both secondary and primary stages; and offering postgraduate programs (Master’s & PhD degrees) in Social Studies Curricula and Teaching Methods.

Department Aims

Aligned with the overarching aims of the Faculty of Education to cultivate proficient educators, the Department of Social Studies endeavors to achieve the following aims through its programs and curricula:

1. Providing pre-service training for teachers in Social Studies – encompassing Geography, History, Philosophy, and Sociology – for both secondary and primary education stages.

2. Developing postgraduate programs for Master’s and PhD degrees in line with Arab and international standards.

3. Contributing to the development of a quality system in both academic and administrative aspects.

4. Equipping students with the knowledge and skills necessary to perform their work efficiently and effectively upon graduation.

5. Empowering students to employ teaching methods and educational media in various educational settings.

Program Mission

Ensuring quality and excellence in the performance of History teachers in the field according to the best quality standards for professional and academic qualification; following an integrated approach that links theoretical knowledge with practical applications; and fostering collaboration among the Faculty, Department, and workplace in a way that qualifies them for outstanding teaching and job performance, all while aligning with established teaching and learning strategies.

Program Aims

The program seeks to achieve the following aims:

1. Qualifying students and preparing them scientifically and professionally to teach History at the intermediate and secondary levels.

2. Providing students with the necessary historical knowledge they need after their graduation.

3. Equipping students with the ability to apply both educational and historical knowledge effectively after graduation.

4. Providing students with various teaching methods and techniques, thereby enhancing their mastery of the teaching profession.

5. Empowering students to utilize computers for academic purposes, including accessing software relevant to their courses.

6. Raising students’ cognitive and professional abilities to keep pace with all educational and historical developments, ensuring relevance to current events.

Program References:

The program design and development were based on the following:

Yemeni Universities Law and Executive Regulations, 2012.
First level standards developed by the Council for Academic Accreditation and Quality Assurance, Ministry of Higher Education and Scientific Research, Republic of Yemen.
Faculty of Education (Sana’a) Guide, 2003.
Regulations and Outputs of the Academic Development and Quality Assurance Center, Sana’a University.
Similar Accredited Programs in Universities at the International, Regional & National Levels, as follows:

Department of Social Studies, Ibb University, Yemen.
Department of Social Studies, Taiz University, Yemen.

Program Intended Learning Outcomes (PILOs):

First: Knowledge and Understanding

Upon successful completion of this program, graduates will be able to:

A1 Demonstrate knowledge and understanding of historical concepts and terminology relevant to the course curriculum.

A2 Exhibit knowledge and understanding of teaching principles and strategies, applying them appropriately to their specialization.

A3 Select appropriate teaching methods and activities aligned with the learning outcomes of each course.

A4 Show knowledge and understanding of related educational topics, including Education Foundations, psychology, educational research, measurement and evaluation.

A5 Connect related sciences to History to the extent that enables them to pursue their specialization.

A6 Demonstrate knowledge and understanding of the key research methods in History, including procedures, tools, measurement methods, and educational technology.

A7 Show Knowledge and understanding of scientific research ethics and professional practice in the field of History.

Second: Intellectual Skills

Upon successful completion of this program, graduates will be able to:

B1 Cultivate positive attitudes among students towards the study of History.

B2 Accurately analyze historical events.

B3 Think critically and constructively.

B4 Proficiently conduct scientific research.

Third: Professional and Practical Skills

Upon successful completion of this program, graduates will be able to:

C1 Effectively manage the classroom.

C2 Develop appropriate lesson, module, and course plans.

C3 Conduct field research and historical surveys.

C4 Employ modern technologies in geographical studies and research.

Fourth: General and Transferable Skills:

Upon successful completion of this program, graduates will be able to:

D1 Utilize computer capabilities and modern technological media to communicate, view, and search for information.

D2 Effectively work in teams to complete collaborative projects.

D3 Communicate ideas clearly, both in written and oral forms.

D4 Adhere to the values and ethics of the teaching profession.

D5 Efficiently solve academic or educational problems.

Curriculum Map

Course Title

Sub-PILOs:

Islamic Culture

Arabic 1

English 1

Arab-Israeli Conflict

Ancient History of Arab

Modern History of Arab

History of the Nile Valley

Ancient History of Persia

Arabic 2

English 2

National Culture

Computer Skills

Geography of World Continents

Teaching and Learning Skills

History of Islamic World

Educational Psychology

Curriculum Construction and Evaluation

Foundations of Islamic Education

Arab World Geography

History of Islam

Modern History of Arab

History of International Relations

Developmental Psychology

Fundamentals of Educational Research

Electronic Learning Techniques & Media

Islamic Education

Contemporary History of Europe

Classroom Management

History of Islamic Thought

Physical & Human Geography

History of International Conflict

Educational Measurement and Evaluation

Practicum 1

Physical & Human Geography of Yemen

Teacher and Learner Ethics

Practicum

History of International Conflict Over Yemen

Education System in Yemen

Graduation Research

Physical & Human Geography of Yemen

Teaching Strategies:

Teaching Strategy	Description of how it will be used
Lectures	Lectures stand as one of the most prevalent teaching methods for conveying knowledge and elucidating theories. They serve to expound upon the theoretical aspects of the program courses to a sizable group of students within a classroom setting, facilitating opportunities for discussion, reading, commentary, and questioning. Typically, lectures are conducted for large groups of students ranging from 50 to 150 or more. They are a common feature in educational science courses, specialized subjects, and general culture.
Seminar	Seminars are an academic sessions to discuss research presented by a student or researcher for the purpose of evaluating the research or modifying its plan. They will be applied to graduation research.
Cooperative learning	Cooperative learning entails the organization of students into small groups, wherein they collaborate to accomplish tasks, engage in educational activities, or solve problems collectively. Each student actively participates in the activity, exchanging ideas and assuming various roles, while also assisting their peers in learning as per their individual abilities and capabilities. This strategy will be used in many of the program courses.
Brainstorming	Brainstorming is an educational technique that involves a group of students using the brain to collaboratively find a solution to a problem by collecting ideas that spontaneously come to their minds. The goal is to reach creative solutions.
Dialogues and discussions	Dialogues and discussions are encouraged by allowing students to pose questions during lectures, which are then answered either by the instructor or fellow students. This interactive strategy serves to strongly reinforce and clarify the lecture topics, enhance students’ engagement and comprehension, capture attention, and prevent boredom from setting in.
Problem-solving	Problem-solving is a teaching method that begins with a situation, question, or phenomenon that students observe but cannot understand. It raises questions in their minds as well as desires to find relevant solutions. The process commences by identifying and formulating the problem, followed by proposing potential solutions and evaluating their effectiveness. Finally, a solution is selected to be implemented and verified. This method is employed to address educational, personal, or societal issues that may be related to the curriculum topics. It primarily aims to cultivate critical thinking skills among students.
Graduation Project	The graduation project involves students being assigned or choosing a topic pertinent to their educational specialization, dealing with a field problem related to the elements of the educational process: teacher, student, curriculum, or the educational process itself.
Inquiry-based learning	Inquiry-based learning involves presenting students with real-world issues and problems and asking them to analyze and address them. It encourages high-level thinking skills among students.
Research	Research assignments involve a student or a group of students conducting in-depth studies on a topic relevant to the course, utilizing fundamental research skills. These assignments are expected to be a minimum of 20 pages in length, with their tools and components tailored to the nature of the topic and course material. Research assignments are predominantly utilized for graduation projects and in courses where instructors deem it necessary for students to engage in research activities.
Symposiums	Symposiums are primarily conducted with small groups of students, typically ranging from 20 to 30 participants, to facilitate enhanced opportunities for discussion and active participation in the educational process. In all courses, they are allocated one hour per week. (serving as an exercise)
Practical training	Practical training is implemented in courses that necessitate hands-on experience and application, including: Tajweed, learning and teaching strategies, grammar and morphology, computer skills, research fundamentals, and graduation research.
Microteaching	Microteaching employs authentic teaching situations in a simulated classroom environment, providing student teachers with opportunities to practice real-world teaching scenarios in a simplified setting. It will be used to train student teachers in the Practicum course 1.

Assessment Strategies:

Assessment Method	Its description (in which course it will be used and in which rate)
Written exams	Written exams, in their various formats and types, are conducted using traditional paper and pen methods, allowing students the opportunity to demonstrate their understanding of the course material they are studying through clarification, explanation, and discussion. These exams encompass different types of tests, including midterms and finals, tailored to the nature of the course. Evaluation is based on a distribution of marks, with 50% allocated for semester work. This includes 20% for monthly and midterm exams, and 30% for attendance, activities, assignments, and research. The remaining 50% is allocated for the final exam. It is noteworthy that, with the exception of Holy Quran courses, oral exams are the primary assessment tool.
Oral exams	Oral exams involve the examiner posing questions to the student verbally, who then provides face-to-face verbal responses. These exams measure comprehension, as well as knowledge and analytical skills. They are utilized to evaluate specific areas of achievement, such as Quran recitation, oral reading, presentations, speaking ability, pronunciation, etc. Oral exams serve as a formative assessment tool across courses and are particularly used for assessing Holy Quran courses and as the final assessment for the Tajweed course. In all courses except those related to the Holy Quran, oral exam scores contribute to the overall course work scores. However, in Holy Quran courses, oral exams are the primary assessment tool.
Report and research evaluation	Report and research evaluation strategy is implemented through various means such as short research papers, presentation reports, textbook analyses, and field observation reports. It is utilized in most courses, particularly in education-focused ones. It is also employed to evaluate graduation research projects, assessing students’ adherence to scientific methodology, research skills, ethical considerations, among others.
Observation	Observation is used to assess students’ performance during presentations and group work, with their scores being included as part of the coursework assessment.
Mark Distribution	Student’s performance in each course is assessed based on the evaluation procedures outlined in each course plan, as follows. 100 marks is the maximum score for a two-credit-hour course. 150 marks is the maximum score for a three-credit-hour course.

Program Study Plan

Total Credit Hours Required for Program Completion	139 Credit Hours, 61 Courses.
Distribution of Credit Hours and their Percentage out of the Program Total Credit Hours:
Requirements	Percentage
General cultural courses (University Requirements) and their percentage out of the program total credit hours	8 courses (17 Credit Hours) with a percentage of 13.33% out of the program total credit hours
Faculty courses (Faculty Requirements) and their percentage out of the program total credit hours	19 courses (39 Credit Hours) with a percentage of 31.67% out of the program total credit hours
Core specialization courses and their percentage out of the program total credit hours	34 courses (82 Credit Hours) with a percentage of 55.70% out of the program total credit hours
Field training and its percentage out of the program total credit hours	2 Credit Hours with a percentage of 1.29% out of the program total credit hours
Other Courses (if required) to be specified and justified, and their percentage out of the program total credit hours	N/A

Admission Requirements:

Having successfully completed High School Degree with a minimal average of 60%.

Passing the Aptitude Test

Passing the Entrance Test

Passing the Personal Interview

Fulfilling any additional requirement specific to the specialization as determined by the academic department.

In addition to the conditions stipulated in the Student Affairs Regulations and the University’s laws in force.

Attendance and Program Completion Requirements:

The regulations and procedures governing student’s academic progression specify the conditions and rules for moving from one academic level to the next, as well as the guidelines for withdrawal from the program or transfer to another program within the same Faculty.

From Level One to Level Two

From Level Two to Level Three

From Level Three to Level Four

Attendance requirements dictate that students must attend a minimum of 75% of total classes for each course, as outlined in the Regulations.

Graduation Requirements:

Total Credit Hours Required for Graduation: 139 of credit hours.

Minimum marks to pass in each course in the Program: 50% of the total marks for each course

The Facilities & Equipment Required to Achieve the Program

‌ Learning Resources:

Available library facilities housing necessary references for program implementation.

Available adequate teaching staff within the Department.

Laboratories, Facilities, Equipment and Learning Devices:

Accessible computer laboratories within the Faculty.

Available sufficient classrooms.

Available display screens or data show projectors.

Accessible workshop, laboratory and educational aids within the Faculty.

Program Assessment and Enhancement:

Targeted/ Assessed	Assessment Strategy	Sample
Final Year Students	Questionnaire + Interview	100 students
Graduates	Interview/ Questionnaire/ Observation	Non-predetermined (available participants)
Employers	Questionnaire/ Interview	Non-predetermined (available participants)
Teaching Staff	Questionnaire/ Interview	All instructors
External Evaluator	Interview/ Questionnaire

Events

Scientific Journals

Student Services

Gallery

Quality

Specification Document of History Program