http://hdl.handle.net/123456789/2538 Fri, 03 Apr 2026 12:04:58 GMT 2026-04-03T12:04:58Z http://hdl.handle.net/123456789/2638 Title: Quality Audit in Higher Education in Ethiopia: Lesson Learned From Piloting Work in a Public University. Authors: Teshom, Tesfaye; Rayner, Philip Abstract: Ethiopia is currently engaged in higher education reform. The reforms introduce new elements as clearly stated in the Higher Education Proclamation, 2003. Some of the reforms introduced are: university students are to share the costs of higher education; the expansion of private higher education; two key agencies have been set up to guide and oversee the sector: Higher Education Relevance and Quality Agency (HERQA) and Higher Education Strategic Center (HESC) and institutions are highly encouraged to income generation rather than depending on public funding and would be moving from extreme centralization towards institutional autonomy. The number of both public and private higher education institutions has also dramatically increased in the last five years. The effort put so far by the government in expanding higher education in the country is encouraging, however, as the sector expands and more private HEIs become established there is a necessity to set standards and to assure the quality of the provision of education on offer to students in Ethiopia. To accomplish the provision of quality assurance, the Government of Ethiopia established Higher Education Relevance and Quality Agency (HERQA) in 2003. HERQA is mandated to promote public confidence that the quality of provision and standards of awards in higher education are being safeguarded and enhanced. To this end, the agency is required to carry out external audits of the academic performance of institutions. One of the mandates of the agency is to develop methods and procedures for undertaking audits of higher education institutions. HERQA intends this to be a collaborative process. An attempt is made to look into standard procedures and experiences employed in other countries in the area of internal and external quality audit and piloting works have been done in Debub university, Ethiopia, to learn how such auditing methods and procedures could be developed specific to Ethiopian higher education institutions. Important lessons and clear in-sight on process of audit, data collection methods, and the content of the audit report were learned from such piloting work. Mon, 01 Aug 2005 00:00:00 GMT http://hdl.handle.net/123456789/2638 2005-08-01T00:00:00Z http://hdl.handle.net/123456789/2637 Title: Ethiopian Government Incentive Structure: A Comparative Analysis on Export and Education Sector Authors: Tamrat, Wondwossen; Esmelealem, Mamo Abstract: This study aims to analyze the trade and incentive regime in Ethiopia in the context of the trade liberalization and other market-oriented reforms, initiatives in the early 1990s. As part of the market-oriented reforms, initiatives have been taken to facilitate private sector participation in export trade. Major reform measures were implemented to achieve this objective. For example, foreign exchange retention scheme was introduced to allowing exporters to retain part of their foreign exchange proceeds. There is also a bonded manufacturing warehouse scheme and an import duty rebate scheme aimed at providing exporters of manufactured goods at world market prices. And Export Promotion Council (EPC) consisting of high level government officials, exporters, and service providers led by the Prime Minister was set up in 1992 to design; implement and monitor development polices. Since the establishment of EPC, various incentives were put in place to promote the growth of export products. These incentives will be examined in this paper in an attempt to show the possible salutary effect of equivalent government measures in other areas such as the private higher education sector which the researchers argue deserves equal, if not more, attention. Mon, 01 Aug 2005 00:00:00 GMT http://hdl.handle.net/123456789/2637 2005-08-01T00:00:00Z http://hdl.handle.net/123456789/2636 Title: A Comparative Study of Students’ Achievement in the Previous and Current Curriculum: the Case of St. Mary’s College Authors: Mersha, Teshager; Atnafu, Bekalu Abstract: This study has been initiated with the understanding that analysis of students' achievement has broad implications in assessing the condition of educational achievement and in formulating and evaluating designed curriculum. Though the link between trends in test scores and the curriculum in concern is far less straightforward than many people assume, trends in average test scores have become common criteria for gauging the effectiveness of educational programs. The major objective of this research project is answering the research question: Is there a difference in achievement of students from the current and the previous curriculum? In order to address this research questions the study has identified two groups of population. These are groups of students enrolled in degree program which joins the college through on an advance standing program on the one hand and those finishing their preparatory education and join the college on the other. Accordingly, samples of 133 students are randomly selected taking St. Mary’s College as a case. Questionnaire has been designed and administered to these sample populations as to gather information on other major intervening variables (socio, demographic, and economic variables). The result obtained has demonstrated that there is a difference in test score (which is a proxy variable used here in measuring achievement) of students from the current and the previous curriculum. Accordingly students in the old curriculum were found to be better off in there mean cumulative GPA on general, major and language (English) subjects in particular. The study recommends the need to have a through evaluative research considering the out put of the new educational reform. Mon, 01 Aug 2005 00:00:00 GMT http://hdl.handle.net/123456789/2636 2005-08-01T00:00:00Z http://hdl.handle.net/123456789/2635 Title: Performance Evaluation of Staff of Ethiopian Telecommunication Corporation: A Comparative Analysis between Conventional and Distance Mode Accounting Graduates. Authors: Eshete, Getnet; Shete, Maru Abstract: Distance Education (DE) is defined as any educational or learning process in which the teacher is separated geographically or in time from his or her students; or in which students are separated from other students or educational resources (Reddy Venvgopal, 1999). On the other hand,Conventional Education (CE) is defined as a mode of learning which is based on the ordinary classroom teacher-students interaction. It is a widely accepted reality that DE increases access to learning opportunities compared to CE. Although well organized distance learning accommodates multiple learning styles, creates access to learners who are not likely to attend conventional classroom instruction (effectiveness), serves to accomodate as many learners per dollar spent (efficiency) and helps to attract and serve low income learners (equity),DE is generally blamed for its poor quality, especially in developing countries like Ethiopia where there is low level of infrastructure development .This study was initiated to compare the performances of graduates from the CE and the DE mode. The study was conducted at Ethiopian Telecommunication Corporation (ETC), which is structured into six zones and eight regions. To arrive at the specific zones and regions on which data collection was to be carried out and to select sample employees, multi-stage random sampling technique was employed. Accordingly, North and West Addis Ababa Zones, and Northwestern, Northeastern and Western Regions were selected randomly for the data collection exercise. The study purposivly focused on diploma accounting graduates from the CE and DE modes who are currently working at ETC. This was done for the purpose of getting adequate samples from the two learning modes as accounting profession was started by different institutions in Ethiopia earlier than the other disciplines. Accordingly, a total of 59 diploma accounting graduates who pursued their studies either through DE or CE modes, and working in the corporation were randomly selected. Structured questionnaire was prepared and mailed for the concerned offices so as to generate data. Statistical tools like paired, and independent t-test, one way ANOVA, correlation techniques were employed to analyse the data gathered. The findings of the study revealed that there is no statistically significant variation between the performances of DE and CE accounting graduates, and there is variation among the different higher education institutions in terms of academic performances of graduates expressed in terms of earned CGPA. There is evidence that there is statistical variation between the CGPA of the distance and conventional mode graduates with the later having marginally higher CGPA. But, the standard deviation of the CE CGPA marginally higher than that of the DE CGPA, indicating CE mode better descriminates students academic performances than that of DE. In addition, there is significant correlation between years of work experience and performances of the employees in the case of DE graduates, but not in the case of CE graduates. This implies that the training package provided at colleges gives little opportunity to prepare students to the world of work.More over, the study revealed that there is weak correlation between students CGPA and their average performance points in both of the two training modes indicating that either/both academic evaluation mechanism or/and, the performance evaluation mechanisms or/and the curriculum adopted has/have some defficiencies, which suggest further study. Mon, 01 Aug 2005 00:00:00 GMT http://hdl.handle.net/123456789/2635 2005-08-01T00:00:00Z