FDRE Education and Training Authority

https://addisfortune.news/authority-introduces-education-quality-audit-system-as-sector-faces-crisis/

Melese Yigzaw, dean of General Winget Polytechnic College, which has over 7,000 students, believes the new standards will enhance quality, production, service, and training in TVET institutions.

“There is nothing to be scared of,” he said.

Nardos Wendimu, project manager of Afriwork Ethiopia, argues that while many fresh graduates have theoretical knowledge, they lack practical work skills. She says that many new employees struggle with basic communication and writing skills. Nardos recommends graduates work as freelancers for six months before applying for full-time jobs.

Ermias Abelneh, a chemical engineering researcher and lecturer, stresses the importance of university-industry linkages. He believes that strong collaboration between academia and businesses can serve as a major revenue source for both sectors

“If this linkage is in place, it will improve education quality,” he said.

However, he argues the country lacks effective industry linkages, unlike countries such as China and Germany, where businesses and universities work closely together. He also points out that much of the academic research is copied from other countries and fails to address local problems. He commends the draft directive for including this issue among its 14 key guidelines, but stresses that implementation is critical.

Alemayehu Teklu (PhD), a researcher at AAU, argues that real educational quality depends on improving lecturers and teachers.

He recommends more focus on meaningful research, rather than allowing academic work to “just collect dust.” Alemayehu also calls for an education policy rooted in local realities rather than relying heavily on foreign models.

By KALKIDAN NEGASH
Fortune Staff Writer

Education State Minister Kora Tushune stated that universities are responsible for more than just educating students; they must also shape productive members of society.

“Institutional metrics are necessary,” he said. “The reforms will enable institutions to evolve, specialise, and expand.”

Ethiopia has 357 private colleges and 47 government universities, yet problems over education quality persist.

In last year’s exit exam, only 13pc of students from 202 private higher education institutions passed, while 22 institutions had a zero percent pass rate. In contrast, 58pc of students from public universities passed.

In 2023, only 40pc of graduates passed, with public universities achieving a 62.4pc pass rate, while private institutions lagged behind at 17.2pc.

The draft directive aims to address these deficiencies. A key issue is the lack of research strategy and databases in most institutions. The directive mandates institutions to create comprehensive research databases to combat plagiarism and improve research quality. It also outlines publication and dissemination procedures, ensuring research output is archived and accessible.

A study by Belay Hagos, head of the Institute of Educational Research (IER) at Addis Abeba University (AAU), exposes major flaws in the higher education sector. Institutions suffer from a shortage of qualified instructors, relying on external staff, which compromises teaching standards. Program duplication, with identical courses across institutions, further dilutes academic value. Poor facilities and lax admissions policies, including low entrance exam scores and inadequate English proficiency, exacerbate the problem.

Belay says there are issues regarding graduate employability and entrepreneurial skills. The 70/30 natural science-social science studies policy has been criticised for widening the skills gap and contributing to high graduate unemployment.

The readiness of university instructors is another pressing issue. In 2017, an exam administered to 10,000 aspiring instructors revealed that only 7.16pc scored above 50pc.

Gender disparity remains a problem in higher education. In 2023, women made up only 18pc of students in second-degree programs and 10pc in third-degree programs.

In 2024, only 14pc of the 35,000 applicants scored at or above the 80th percentile of the Graduate Admission Test (GAT), the required threshold for postgraduate eligibility.

Authorities and experts argue the rapid expansion of higher education without adequate resources has led to a decline in academic standards.

Demoz Wolde (PhD), president of Andinet International College (AIC), says that many education policies are adapted from foreign models, particularly European systems, which may not always suit the country's context.

He believes the draft directive places private and public institutions on equal footing, which could help raise the quality of private colleges. However, he argues that public universities have stronger infrastructure, funding, and faculty resources, making it harder for private institutions to compete.

“We hope this law will reduce the number of students failing exit exams,” Demoz told Fortune.

Kusse Tudishe, president of Jinka University (JKU), supports the directive but points out a key weakness: most Ethiopian curricula do not integrate international standards. He also says that research is rarely archived, making quality control difficult. He argues that the lack of global academic standards limits Ethiopian students from competing internationally.

“There are many universities today, but their quality is lacking,” he said.

Terefe Feyara (PhD), president of Hope Enterprise University (HEU) and a private higher education association board member, worries about the requirement for institutions to register again for licensing, as many may struggle to meet the new standards. However, he supports the quality audit system, noting that his institution has previously conducted self-audits.

#Authority_Introduces_Education_Quality_Audit_System_as_Sector_Faces_Crisis

[By KALKIDAN NEGASH
February 9 , 2025]

The Education & Training Authority (ETA) is set to implement a standardised quality audit system for all higher education institutions (HEIs), including universities and Technical & Vocational Education & Training (TVET) centres. The new directive aims to address quality gaps and ensure graduates are better prepared for employment.

The ETA has drafted a bill, higher education and TVET quality audit directive, outlining the framework, which includes seven focus areas, 14 standards, and 107 guidelines.

Currently, there is no uniform framework for quality assurance in Ethiopia’s higher education sector. The new system will allow the ETA to enforce compliance with audit recommendations and hold institutions accountable when they fail to meet standards.

A key change is that a quality audit will now be a mandatory prerequisite for accreditation. Institutions must undergo a formal quality audit before applying for accreditation, ensuring a more rigorous and consistent evaluation process nationwide.

The ETA's approach follows the ADRI model (Approach, Deployment, Results, Improvement), assessing institutions across seven key areas. The first is vision, mission, and governance, ensuring clear institutional goals and governance structures. Infrastructure and learning resources will be evaluated to determine the effectiveness of physical and digital facilities.

The audit will also assess academic and support staff, focusing on recruitment, selection, and promotion processes. Student affairs and graduate outcomes will be reviewed to measure the effectiveness of student support services and employability. Program development and delivery will examine curriculum quality and relevance.

Institutions will also be assessed on research, community engagement, and industry linkages, evaluating their contributions beyond teaching. Finally, internal quality assurance measures will ensure institutions maintain high standards independently.

The audits will scrutinise governance structures, infrastructure, and learning resources to determine their effectiveness. Academic and support staff management will also be assessed to ensure a well-functioning human resources system.

The new quality audit system will also focus on student affairs and graduate outcomes. Auditors will evaluate admission policies, student support services, and mechanisms for tracking academic progress, including dropout rates and graduate employment success.

The audit will scrutinise program development and delivery, ensuring procedures for curriculum design, approval, and review align with national and international standards. Learning assessment methods and teaching quality will also be key focus areas.

Tigist Haileselassie, a quality audit executive at the Authority, says many graduates struggle to meet employment demands or secure jobs.

“The goal is to ensure institutions meet high-quality standards aligned with national and international benchmarks,” she said.

Institutions will be required to establish internal quality assurance systems (IQAS), covering academic programmes, administrative processes, and overall institutional performance. HEIs must conduct self-evaluations and submit a self-evaluation report, which will form the basis for the ETA’s external audits. Only institutions with "fully functional" or "functional" quality assurance systems will be eligible for accreditation.

Gobeze Yimer, a TVET audit desk executive at ETA, stated that introducing a national standard is crucial for TVETs, as they were previously licensed without formal accreditation.

“TVETs are primarily under regional governments, leading to inconsistency,” he said.

He argues the new system will create uniform quality across the country.

Admasu Bekele, a former deputy dean of General Winget Polytechnic College, says that previous audits were not conducted at a national level.

“It will help bridge the skills gap between TVET graduates and industry demands,” he said.