http://hdl.handle.net/123456789/2050 2026-04-03T20:24:45Z 2026-04-03T20:24:45Z Taye, Hailemelekot http://hdl.handle.net/123456789/2469 2016-12-26T09:05:50Z 2009-08-01T00:00:00Z

Title: Effectiveness of Private Higher Education Institutions as Seen from the Perspective of Graduates and their Employers: The Case of St. Mary’s University College (SMUC) in Ethiopia. Authors: Taye, Hailemelekot Abstract: By considering concepts and approaches to performance evaluation, and the practice elsewhere, this research demonstrates, the importance of measuring the effectiveness of a higher education institution from the view point of its graduates and their employers in Ethiopian context. An illuminative evaluation case study research approach is adopted, using qualitative & quantitative data collection. Methods included: an extensive review of literature and examination of a set of raw data and official document resulted from the responses of SMUC’s graduates (n=665) and their employers (n=85) who participated in the recent tracer study conducted by the University College’s staffs (Hailemelekot & Mesfin, 2008). What the case study institution (SMUC) has been doing since its establishment in 1986 found to be highly effective in terms of creating, with 64% average employment rate, a relevant workforce for the consumption of various organizations/ institutions operating in the country: public/ government (39%), private (49%) and NGOs/ community-based (10%) and others (2%); preparing graduates for the world of work (81%), further education (41%), successful life after graduation (85%); and, contributing to the realization of their personal objectives (79%). Various factors are found to have a bearing on effectiveness of SMUC. Among others : (1) policies, rules and regulations formulated at macro and micro level, (2) absence of close working relationships with industries (manufacturing, service, etc.), (3) gaps in curriculum and instruction, and (4) lack of information on labor market at national and regional level. To be more effective, the case study organization is required to revisit its curriculum, instructional methods and graduate profile both in the short- and long-term. In doing so, the need for producing graduates with entrepreneurial mentality, skills and knowledge should be given due attention. Additionally, establishing close working relationships with industries so as to produce graduates meeting the expectations of potential employers, and influencing the policy environment to the effect of running the right and relevant training programs should also be considered as priority agenda items.

2009-08-01T00:00:00Z Yelfashewa http://hdl.handle.net/123456789/2124 2016-12-26T08:14:21Z 2009-08-01T00:00:00Z

Title: Enhancing Quality in Higher Education Institutions through Staff Development Programs: Staff perceptions and attitudes on the Current initiatives at Haramaya University Authors: Yelfashewa Abstract: The purpose of this study was to assess the views of staff members and staff training initiators on how current staff training practices promotes quality in teaching and learning in Haramaya University. In an attempt to achieve this objective, evidences were collected from academic staff members, center coordinators and ADRC members. Instruments were questionnaires, interviews, as well as the day- to -day observation of colleagues and personal experiences. The findings of the study ascertained that staff was found to have positive perception and have favorable attitude towards staff training practices offered by ADRC in the University College. However, coordinators and staff members felt that more effort has to be exerted to strengthen the staff training center in the future. Members of ADRC and coordinators believe that the development of suitable professional development schemes that would assist the staff training program need to be carefully designed in coordination with MoE.

2009-08-01T00:00:00Z Tolosa, Yadessa http://hdl.handle.net/123456789/2120 2016-12-26T08:18:25Z 2009-08-01T00:00:00Z

Title: The Current Major Practices and Challenges to Promote Continuing and Lifelong Learning: the case of TVET Progression to Private Higher Education Authors: Tolosa, Yadessa Abstract: The Ethiopian school systems differentiate between higher education entrance preparatory and Technical and Vocational Education and Training (TVET) routes or streams at the end of completion of grade 10. Accordingly, the best students prefer to join preparatory programmes for it subsequently lead them to university/higher education, while middle- or low-achievers are enrolled in TVET institutions/centers in which they are trained in various vocational fields but rare to enter to higher education. A low status of TVET vis-à-vis higher education entrance preparatory program is also unresolved issue in Ethiopia. Meanwhile, it is recommended that TVET should be a part of general education and the system need to facilitate smooth continuing and lifelong learning and ensure continuous entry, exit and re-entry points and seamless pathways for learners to progress to higher education so that all citizens have access to lifelong learning(UNESCO & ILO, 2002:31). It is from this point of view that this study was designed with the purpose of assessing current major practices and challenges in implementing the principles of continuing and lifelong learning specifically with regard to TVET pathways to higher education. The scope of the study was delimited to selected public TVET colleges and private higher education institutes that are currently working on TVET programs. The major sources of data for the study were officials, department heads, major courses and common courses-instructors of sample TVET colleges and private higher education institutes. Moreover, policy and strategy papers, official documents, statistical evidences, guidelines, instructional materials and manuals especially devoted to TVET and higher education programs were used as secondary sources of data. The analysis and discussion was carried out in relation to Ethiopian National TVET Strategy, the recommendations put by UNESCO & ILO and contemporary and world-wide accepted theories, principles and practices with regard to TVET and continuing and lifelong learning. After analyzing and discussing the data systematically, finally the research has come out with findings, conclusions and recommendations The findings revealed that the extent the TVET system has an exit pathways for TVET graduates to enter higher education was weak. The level of cooperation and dialogue made among the TVET and higher education sectors in the issue of TVET pathways to higher 252 education was also unsatisfactory. Accordingly, it was recommended that there should be straightforward and sound entry, exit and re-entry points for TVET programs. Hence, TVET and higher education sectors need to take numerous initiatives to solve the problems by making sure that TVET students are not barred from entering higher education. Some TVET major and common course instructors as well as TVET learners comprehend yet as if TVET programmes were for those who fail to join higher education entrance preparatory programs. MoE need to work on awareness creation with regard to these issues for the society in general, and for teachers as well as for students in particular.

2009-08-01T00:00:00Z Teshome, Tesfaye Kebede, Kassahun http://hdl.handle.net/123456789/2118 2016-12-26T08:24:59Z 2009-08-01T00:00:00Z

Title: Research as an Imperative in a Quality Higher Education System Authors: Teshome, Tesfaye; Kebede, Kassahun Abstract: There is no doubt that research has been one of the key areas of engagement in higher education. However, literature indicates that research in higher education in East Africa in general and in Ethiopia in particular is declining rather than growing. This paper highlights the link between quality education and the role of research in addressing the needs of stakeholders and some of the problems that causes staggering development of research in the region. The paper also examines how quality of the higher education is viewed by various stakeholders and how higher education institutions reconcile the needs of stakeholders. Following this, the second section of the study reviews briefly the research culture in East Africa in general and in Ethiopia in particular and presents a brief summary of the result of HERQA external quality audit reports on research activities of 8 public higher education institutions. It also identifies some of the prominent problems, their causes and their resultant effects on the research culture of higher education institutions.

2009-08-01T00:00:00Z