Conceptual Framework for the development of the Ethiopian NQF

Federal Democratic Republic of Ethiopia

Ministry of Education

Consultative Document

ENQF Taskforce

Addis Ababa

April 2008

Conceptual Framework

for the development of the Ethiopian

National Qualifications Framework

Conceptual Framework for the development of the Ethiopian National Qualifications Framework

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Document prepared by the Ethiopian National Qualifications Framework Taskforce appointed by the Ministry of Education under the guidance of the ESD Planning and Policy Analysis Department:

Ato Tibebu Tegegne (Chairperson, TVET Sector)

Dr Wondimagegne Chekol (Higher Education Sector)

Ato Asmare Demilew (Secretary, General Education Sector)

Ato Getachew Solomon (Coordinator for the Italian Contribution)

Technical support provided by the South African Qualifications Authority.

www.saqa.org.za

+27 12 431 5075

[email protected]

Funding and coordination provided by the Italian Contribution to the Education Sector Development Program.

Comments can be sent to the ENQF Taskforce using the following email address: [email protected].


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TABLE OF CONTENTS TABLE OF CONTENTS.................................................................................................................... 3

List of figures and tables ............................................................................................................. 7

EXECUTIVE SUMMARY ................................................................................................................. 8

SECTION ONE: Background...................................................................................................... 14

1.1 Towards a knowledge-based economy..............................................................................14

1.2 Initial steps to develop an ENQF............................................................................................14

1.3 Key tasks of the ENQF Taskforce ............................................................................................15

1.4 Taskforce Capacity building ..................................................................................................15

1.5 Stakeholder engagement strategy.......................................................................................16

1.6 Purpose and structure of this consultative document .......................................................19

SECTION TWO: A Review of International Theory and Practice of Qualifications Frameworks ............................................................................................................................... 20

2.1 Introduction...............................................................................................................................20

2.2 Philosophy underpinning a qualifications framework........................................................21

2.3 Purpose of a qualifications framework.................................................................................23

2.4 Scope of a qualifications framework....................................................................................23

2.5 Architecture of a qualifications framework.........................................................................24

2.5.1 Levels and level descriptors.........................................................................................25

2.5.2 Qualifications development........................................................................................25

2.5.3 Qualification descriptions ............................................................................................26

2.5.4 Credit systems and modularisation of learning........................................................26

2.5.5 Quality assurance..........................................................................................................27

2.6 Prescriptiveness of a qualifications framework ...................................................................28

2.7 Policy breadth of a qualifications framework .....................................................................29

2.8 Incrementalism of a qualifications framework....................................................................29

2.9 Governance of a qualifications framework ........................................................................30

2.10 Summary..................................................................................................................................30

SECTION THREE: Overview of the Ethiopian Education and Training System....................... 31


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3.1 Introduction...............................................................................................................................31

3.2 General Education...................................................................................................................32

3.2.1 Overview of General Education.................................................................................32

3.2.2 Quality initiatives in General Education ....................................................................33

3.2.3 Linkages between General Education and other sectors .....................................34

3.2.4 Governance of General Education...........................................................................34

3.2.5 Quality assurance of General Education..................................................................36

3.2.6 Development of outcomes-based curriculum for General Education................38

3.3 Technical and Vocational Education and Training ...........................................................38

3.3.1 Overview of TVET ...........................................................................................................38

3.3.2 TVET reform agenda .....................................................................................................38

3.3.3 Identified quality issues in TVET ....................................................................................39

3.3.4 Linkages between TVET and other sectors................................................................40

3.3.5 Governance of the TVET sector ..................................................................................41

3.3.6 Proposed assessment of competence in the TVET sector......................................42

3.3.7 Quality assurance of the TVET sector .........................................................................43

3.3.8 Development of occupational standards ................................................................43

3.3.9 Compatibility of the ETQF with the proposed ENQF................................................43

3.4 Higher Education......................................................................................................................44

3.4.1 Overview of Higher Education....................................................................................44

3.4.2 Higher Education reform agenda ..............................................................................44

3.4.3 Identified quality issues in Higher Education.............................................................44

3.4.4 Governance of Higher Education..............................................................................45

3.4.5 Quality assurance of Higher Education.....................................................................47

3.4.6 Assessment in Higher Education .................................................................................48

3.4.7 Development of outcomes-based academic standards for Higher Education48

3.5 Overview....................................................................................................................................49

SECTION FOUR: Review of findings from consultation............................................................ 50

4.1 General findings from the stakeholder consultations ........................................................50


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4.2 Findings related to problems and weaknesses of the current education system.........52

4.3 Findings related to the existing TVET strategy and framework .........................................54

4.4 Findings related to the strengths of the existing system.....................................................55

4.5 Findings related to the expected benefits of the ENQF ....................................................56

4.6 Findings related to perceived priorities of the ENQF..........................................................58

4.7 Feedback on the proposed architecture of the ENQF .....................................................60

4.8 Participants’ perceptions of the implications of the ENQF ...............................................60

4.9 Key learning to be derived from the information gathered in the first round of consultations ...................................................................................................................................61

SECTION FIVE: Concept of the Ethiopian National Qualifications Framework .................... 63

5.1 Introduction...............................................................................................................................63

5.2 Definition of the ENQF..............................................................................................................63

5.3 Purpose of the ENQF................................................................................................................64

5.4 The underlying philosophy of the ENQF................................................................................66

5.5 Scope of the ENQF...................................................................................................................67

5.6 Architecture of the ENQF........................................................................................................67

5.6.1 Introduction ....................................................................................................................67

5.6.2 Levels of the ENQF.........................................................................................................68

5.6.3 Levels descriptors of the ENQF ....................................................................................70

5.6.4 Qualification descriptions ............................................................................................71

5.6.5 Standards for the ENQF ................................................................................................72

5.6.6 Credit system for the ENQF ..........................................................................................73

5.7 Prescriptiveness of the ENQF ..................................................................................................73

5.7.1 Registration (pre-accreditation) of private providers .............................................73

5.7.2 Quality assurance of providers ...................................................................................73

5.8 Policy breadth of the ENQF ....................................................................................................77

5.9 Incrementalism of the ENQF...................................................................................................77

5.10 Governance of the ENQF .....................................................................................................77

SECTION SIX: Concluding comments...................................................................................... 79


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References and source documents........................................................................................ 80

Appendix 1: Stakeholders individually consulted and briefed............................................ 83

Appendix 2: Workshops and group consultation events 6-25 March 2008 ........................ 85

Appendix 3: Questionnaire for workshop and group consultation events ......................... 87

Appendix 4: Consolidated reports on Phase One Consultation Events .............................. 89

Report on the first Stakeholder Consultative Workshop...........................................................89

Report on visit to St Mary’s University College ...........................................................................94

Report on the visit to Selam (NGO) TVET provider ....................................................................95

Report on the visit to Entoto public TVET provider ....................................................................95

Report on the visit to Menilik II Public Primary School...............................................................96

Report on the visit to Medhanealem Private Primary and Secondary school.....................96

Report on the visit to Addis Ababa University (ILS department..............................................97

Report on the visit to Rift valley University College ...................................................................98

Report on the visit to Adama TVET College ...............................................................................98

Report on the visit to Adama University......................................................................................99

Report on the visit to Holy Angels Private Primary School .....................................................101

Report on the visit to Zion Private TVET College ......................................................................102

Report on the visit to Hawasa University...................................................................................103

Report on the half-day consultation workshop organised for Regional Education Bureau Representatives in Addis Ababa ...............................................................................................104

Report on the Consultative Workshop organised in Addis Ababa for Line Ministries, Professional Bodies, Providers (public and private) Student Council/union Representatives ............................................................................................................................104

Appendix 5: Workshop Participant Attendance.................................................................. 107

Appendix 6: Acronyms and definitions ............................................................................... 113

Appendix 7: Developing the aims of the ENQF ................................................................... 116

Appendix 8: Excerpt from example of a Subject Benchmark for Higher Education ....... 118

Appendix 9: Excerpt from example of an Occupational Standard for TVET..................... 126

Appendix 10: Example of a Graduate Profile and Excerpt from Minimum Learning Competency for General Education .................................................................................... 131


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List of figures and tables Figure 1: Differentiation between stakeholder groups.............................................................17

Figure 2: Stakeholder groupings involved in consultations......................................................18

Figure 3: Process of “designing down” from level descriptors and standards .....................26

Figure 4: General Education Sector ............................................................................................32

Figure 5: Governance of General Education............................................................................37

Figure 6: Proposed TVET Sector organisation .............................................................................42

Figure 7: HE Sector Governance..................................................................................................46

Figure 8: Priorities for implementation as identified in the questionnaire..............................59

Figure 9: Perceptions of the implications of the ENQF .............................................................61

Figure 10: Levels of the ENQF........................................................................................................69

Figure 11: Example of a qualification description.....................................................................72

Figure 12: Comparison of audit focus areas for HE with other well-known models ............76

Table 1: Qualifications and quality assurance standards........................................................28

Table 2: Problem statements for the ENQF.................................................................................65

Table 3: Broad aims of the ENQF..................................................................................................65

Table 4: Duration and entry level of current Ethiopian Qualifications...................................68

Table 5: Proposed template for the development of level descriptors ................................71


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EXECUTIVE SUMMARY

1. This consultative document has been developed to inform key stakeholders of the proposed development and potential implications of the Ethiopia National Qualifications Framework and to elicit informed feedback.

2. The document is structured in six parts: (1) background to the development and strategies for progressing the development of a conceptual framework for the ENQF; (2) a review of international theory and practice; (3) a review of existing systems; (4) a review of information gathered at consultation events; (5) a possible conceptual framework for the ENFQ; and (6) initial thoughts for the development of the ENQF Implementation plan.

Background

3. Following the development of the Ethiopian TVET Qualification Framework (ETQF) in 2006, which informs the proposed Ethiopian National Qualifications Framework (ENQF), the Ministry of Education of the Federal Democratic Republic of Ethiopia prioritised the development of the ENQF in 2007.

4. In December 2007 an ENQF Taskforce was established to oversee the initial phases of the development of the ENQF.

5. A stakeholder engagement strategy proposed five key groups of stakeholders and a variety of methods to consult on the design and development of the ENQF. Three stakeholder workshops were held in Addis Ababa for internal and external stakeholders and Regional Bureaus. Data was also collected at four schools, five TVET colleges and four universities in Addis Ababa, Nazareth and Awasa.

International theory and practice 6. The international review is structured according to eight broad categories:

Underpinning philosophy, Purpose, Architecture, Prescriptiveness, Policy breadth, Incrementalism, and Governance. Findings include the following:

7. Governments embrace the idea of an NQF because it provides mechanisms for accountability and control of providers.

8. Qualifications frameworks are underpinned by the belief that learning can be demonstrated by observable behaviours that can be explicitly stated.

9. The principle of lifelong learning recognises untapped human resource potential and in particular, the need to provide for people who have been left behind or stranded win the formal education and training system.

10. The common purposes of qualifications frameworks are to establish national standards of knowledge skills and wider competences; promote the quality of education and training provision; provide a system of coordinating and comparing qualifications by relating qualifications to each other; and promote


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and maintain procedures for access to learning, transfer of learning and progression in learning.

11. The scope of a qualifications framework can be defined on three levels: Unified -all systems are integrated; Linked - separate systems exist but with common structures for transferability; and Tracked - separate systems exist, but with limited transferability between each.

12. The architecture of a qualifications framework includes: levels to which qualifications are assigned, usually represented in the form of a diagram; level descriptors, indicating the level of the learner’s knowledge and skills and personal competencies at each level; an approach to qualification development, often based on an outcomes-based approach; qualification descriptions, which provide technical specifications for different types of qualification as well as descriptions of the purpose and characteristics of each type of qualification; a credit system, whereby chunks of learning can be quantified; and a quality assurance system, which ensures that framework standards are met and stakeholders are protected.

13. NQFs may be situated along a continuum of tight to loose. Tight frameworks, such as the NZQF in New Zealand, whose purpose is to regulate quality standards, exert strong centralised prescriptive control over the design and quality assurance of qualifications. Loose frameworks, such as the AQF (Australia) and the SCQF (Scotland) are based on consensus building among stakeholders and focus much more on the practicalities of achieving the framework’s objectives.

14. Evidence suggests that qualifications framework development and implementation needs to take account of the full range and sequence of regulation and educational reforms required at sub-system level and that governments would be well-advised to take an incremental approach.

15. Literature distinguishes between three models of governance. Strong Authorities are authorities that directly regulate all other bodies such as standard setting bodies and all awarding bodies. Central Authorities have oversight of other bodies which may be autonomous with specific delegated powers. Co-ordinating Authorities are mainly influential administrative bodies with little involvement in the operationalisation and day-to-day implementation of the Framework.

Existing systems 16. The management of education in Ethiopia is through a system of federal

governance with nine autonomous regions and two city administrations. The education sector includes public and private education and both formal and non-formal education.

17. Formal education includes: General Education consisting of Grades 1-12 (divided into Primary Education - two cycles of four years), General Secondary Education –two years, and Preparatory Secondary Education – two years; TVET, consisting of formal Technical and Vocational Education and Training with certification at Certificate and Diploma levels; and Higher Education, with certification at degree and postgraduate levels.

18. Non-formal education includes: Alternative Basic Education (ABE), which is a strategy to provide a flexible model of primary education to meet the needs of those who are unable to access the formal system, particularly pastoral and agricultural communities; and adult literacy programmes provided by a variety of


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governmental and non- governmental providers, which do not need to be accredited. These programmes include basic skills provided through Community Skill Training Centres and other accredited providers.

19. In General Education a number of quality improvement initiatives are underway, including GEQIP, that is being established to look at a range of issues that converge in their impact on the quality of general education.

20. For a number of reasons a significant number of children leave school before Grade 10. These children cannot currently gain access to formal TVET. There is also a lack of institutional linkages between the second cycle of general education (Grades 11-12) and Higher Education.

21. Seven departments of the Ministry of Education and 11 Regional Education Bureaus (including nine Regions and two City administrations) oversee the development and performance of the General Education sector.

22. The development of an inspection system will address the need for institutional accreditation and ongoing monitoring for all schools, including public and private. Currently manuals for inspection of schools are under development, including standardised methodology and procedures for inspection.

23. Historically the TVET sector has been fragmented because of weak links between the various relevant ministries involved in TVET provision.

24. The current TVET reform agenda attempts to achieve a number of objectives including the integration of different types of TVET into one coherent system in which all learner achievement can be recognised and recorded.

25. Discussion and endorsement of the National TVET Strategy (Draft for Discussion August 2006) and the proposed Ethiopia TVET Qualifications Framework (September 2006) as well as a draft TVET Proclamation are currently postponed, pending the outcome of other developments, including this ENQF proposal.

26. Expansion of the public sector has increased from two universities in ESDP I to 22 in 2008. Thirteen of these were established in ESDP III, with some not yet fully operational.

27. In 2003 the Ethiopian Government introduced a Higher Education Proclamation (Federal Republic of Ethiopia: 2003), establishing wide-ranging reforms to the higher education system. The three major thrusts of the reforms are increases in student numbers, more institutional autonomy and greater market-focus, and all of these require a focus on quality and relevance.

28. The 2003 Proclamation established two key agencies to guide and oversee the sector. These are the Higher Education Strategy Centre (HESC) and the Higher Education Relevance and Quality Agency (HERQA). In 2008 a draft Proclamation seeks to establish a third agency to provide developmental support to higher education institutions, namely the Higher Education Quality Enhancement Institute.

Consultations events 29. The findings of 16 consultations and questionnaire responses from 154 participants

are described and analysed. Participants discussed the strengths and weakness of the existing system, priorities for intervention, benefits and implications of the ENQF, and various design and implementation issues.


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30. Meetings with representative stakeholders were characterised by a high level of

interest and engagement with the subject matter. Support for the ENQF development was evident in both in discussions and in questionnaire responses.

31. Participants discussed the far-reaching national implications of the ENQF development and urged the taskforce to involve all sectors, consult widely in all regions, and develop an effective national information campaign.

32. Although international models were felt to be important benchmarks, participants emphasised the importance of reflecting local needs and realities.

33. Quality, relevance and coherence are the major issues that participants would like to see addressed. Quality issues include teacher/trainer performance; quality of education/training curriculum and delivery; quality of assessment; lack of systematic quality assurance processes; and issues of policy and governance. Issues of relevance include the mismatch of supply and demand and the irrelevance of programme content and delivery methods to social and economic needs. Participants identified lack of coherence as a major problem: between regions; between education sectors; within education sectors; between formal and informal education and training; between public and private sectors; between “curriculum, textbooks and teacher training”; and between qualifications of the same type.

34. Although some aspects of the TVET strategy are seen as strengths on which the ENQF should build, there was extensive discussion about the weakness of the ETQF design and the development and implementation of the TVET strategy. This discussion provides salient guidance for the development and implementation of the ENQF.

35. Participants identified a number of strengths in the current system. In particular participants noted the policy strengths and the demonstrated commitment of the government to increasing access and improving quality. The government should ensure intrinsic logic between the ENQF development and existing improvement initiatives.

36. Incremental implementation should begin with pilot case studies including model institutions, and the learning derived from specific cases used to inform ENQF policy development.

Conceptual framework for the ENFQ

37. The ENQF is defined as an instrument for the development, classification and recognition of Ethiopian qualifications according to agreed national standards for quality and achievement levels, and it establishes national and international comparability of qualifications. Through the ENQF diverse sectors are harmonised and access to education and training is enhanced.

38. The Taskforce analysed the existing systems of the Ethiopian Education Sector, and especially the specifics of issues that are commonly addressed through the design of a qualifications framework, such as comparability, linkages, progression,


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relevance and quality issues, and developed an inventory of symptoms to be addressed.

39. Considering these symptoms in the context of the social and economic goals of

Ethiopia, the Taskforce formulated the following purpose for the ENQF: Establish national standards of knowledge, skills and wider competencies to ensure the relevance of qualifications to national economic and social needs; Resolve the diversity of sectors and improve articulation and comparability between qualifications of different sectors; Establish national quality standards and systems for quality assurance of providers, programmes, delivery and assessment; Establish clear progression pathways and facilitate procedures for access to learning and transfer and recognition of learning; and Provide a means to benchmark qualifications nationally and internationally.

40. The proposed scope of the ENQF is comprehensive, including Higher Education,

General Education and TVET and all national qualifications. What is proposed is a linked system which allows for differences between sectors, and not a unified system in which no difference between sectors is recognised.

41. The undertaking of the Taskforce is to build on existing systems, which includes recognising that the sectors have different approaches to the development of assessment standards, and that while all learning can be described in terms of outcomes, some types of learning are more suited to competency-based assessment than others.

42. The proposed architecture of the ENQF draws on the existing well-developed proposal for a TVET Qualifications Framework, as well as the existing qualification types within Higher Education and General Education.

43. The Taskforce proposes a design template for qualification descriptors that draws on the main features of European Qualifications Framework Descriptors, but augments these with particular emphasis on knowledge and skills relevant to the development of civic society, and knowledge and skills relevant to creativity and entrepreneurship.

44. Based on existing systems, each sector in the Ethiopian Education system would have its own type of subject-specific assessment standards. Higher Education has already begun developing Subject Benchmarks based on the QAA model in UK; TVET has begun developing Occupational Standards, which are further sub-divided into units of competence, drawing on international models and experience; and General Education has Profiles for grades and Minimum Learning Competencies for subject areas.

45. A proposed alternative method of quantifying learning is a system based on notional learning hours (one credit = 10 notional hours of learning).

46. Given the relative immaturity of existing quality assurance practices within the education system, it is proposed that on a broad national level a prescriptive quality assurance system is introduced.

47. An incremental approach is highly recommended. The introduction of a national qualifications framework is a massive undertaking with huge implications for all stakeholders. Credibility and trust are essential for the successful implementation of the framework, and these take time to develop, and only flourish where there is understanding and commitment and one accord between agencies and sectors and providers. In Ethiopia, as with other countries that have implemented


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qualification frameworks, there is no history of co-operation between the sectors, and Ethiopia can learn from the lessons of the other countries (New Zealand for example) by recognising that the task ahead is immensely challenging, and that an over-zealous initial approach can undermine the foundation on which the framework is built.

48. A model of governance which is centrally coordinated,and provides the broad parameters within which good practice will be achieved consistently across all sectors is recommended. International experience shows that some autonomy and differentiation between sectors is advisable. Therefore a possible model includes a central authority (options could include a steering committee with representation from each of the different sectors, or an independent central agency) which oversees and delegates awarding powers and day-to-day operations to sectoral bodies.

49. This concept document was finalised after discussion with stakeholders in 16 consultation events, including an analysis of 154 questionnaire responses.

ENQF Implementation Plan

50. The next phase of development is the ENQF Implementation Plan, which is informed by the lessons learnt during the preparation of this concept document.

51. The ENQF Implementation Plan provides full elaboration of many of the ‘building blocks’ of the framework and outlines an incremental plan for rolling out the framework over a two-year period, commencing with some pilot case studies that will ensure that the parallel development of the policy and processes for the ENQF reflects the realities of ENQF implementation at the “coalface”.

52. The ENQF Implementation Plan allows for further intensive engagement with stakeholders, co-ordination with existing initiatives and the development of policies and processes that support the framework and are coherent across ministries, government departments, autonomous bodies, sectors and providers.

ENQF Taskforce

April 2008


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SECTION ONE: Background

1.1 Towards a knowledge-based economy With the Plan for Accelerated and Sustainable Development to End Poverty (PASDEP), the Industry Development Strategy (IDS) and other sector development strategies, the Ethiopian government has initiated a new push towards creating frameworks conducive to economic and social development. The intention is to move Ethiopia towards a knowledge-based economy capable of sustainable economic growth with more and better jobs and greater social cohesion. This brings new challenges to the development of human resources.

The Education Sector Development Programme (ESDP) proposes to improve educational quality, relevance, efficiency, equity and expand access to education through the establishment of the Ethiopian National Qualifications Framework (ENQF). At present, there are pressing concerns about the quality and relevance of education and training in Ethiopia, and there exist only very limited paths between the different education sectors. Transitions from non-formal learning environments to formal programs are particularly difficult. After completing 10th Grade, students are assigned to different education tracks – either going on to preparatory school (Grade 11 and 12) and then to university, or to technical and vocational education and training (TVET). Transferring between TVET and higher education is possible to only a very limited extent.

In order to support the development of a comprehensive, integrated system of education encompassing all the education and training sectors, the ENQF is to be developed. Based on this framework, qualifications from each educational sector (namely higher education, general education and TVET) are to be made more comparable, thus creating the possibility for pathways between the different streams. The ENQF will assure the quality of qualifications and the quality of education provision. It is envisaged that the ENQF will constitute a means of coping with the increasing complexity and diversity of education and training offered in Ethiopia as well as enabling transfer between different sectors.

1.2 Initial steps to develop an ENQF Following the development of the Ethiopian TVET Qualification Framework (ETQF) in 2006, which informs the development of the ENQF, the Ministry of Education of the Federal Democratic Republic of Ethiopia prioritised the development of the ENQF in 2007.

In December 2007 an ENQF Taskforce was established to oversee the initial phases of the development of the ENQF, namely:

• Phase 1: Development of an ENQF Consultative Document and the preparation and finalisation of a final ENQF Implementation Plan

• Phase 2: Awareness creation and implementation of the ENQF

Among its responsibilities the NQF Taskforce was requested to consider how best to harmonise and/or rationalise the qualifications system, while also regulating national


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standards of knowledge, skills and wider competences by defining qualification levels with descriptors based on learning outcomes. In addition it will investigate a system of coordination for comparing qualifications by relating qualifications to each other to increase confidence in the national qualification system by qualification users (individuals, providers of learning and those recruiting for jobs and learning programmes).

Also included in the brief of the Taskforce was the promotion and maintenance of procedures for access to learning, transfer of learning and progression in learning, as well as the identification and recommendation of implementation mechanisms to achieve desired effects, including the establishment of dedicated agencies to manage, monitor and evaluate the ENQF and support further reform.

Following an initial exploratory engagement the South African Qualifications Authority (SAQA) was appointed in January 2008 to provide technical assistance to the ENQF Taskforce through the Italian Contribution to the Education Sector Development Programme.

1.3 Key tasks of the ENQF Taskforce The ENQF Taskforce, in cooperation with SAQA, has been assigned the following key tasks:

• Review relevant international experience and current best practice regarding the development of national qualifications frameworks as well as their implementation and impact in Europe, Ireland, UK, South Africa, Namibia, Mauritius, Botswana and other Sub-Saharan countries.

• Undertake desk study of all relevant documents and national legislation as far as qualification standards are concerned, including PASDEP and ESDP.

• Consult and hold discussions with all relevant stakeholders in order to ensure that there is a common and deep understanding on national qualifications frameworks.

• Identify generic descriptors for each cycle/level, based on learning outcomes and competences, and credit ranges.

• Develop a “Consultative Document for the Development of a National Qualifications Framework for Ethiopia” and organise a one-day workshop to be held at the MoE in Addis Ababa to present and discuss the final version of the document. The document is to be followed by an implementation plan.

1.4 Taskforce Capacity building Capacity building for the Taskforce included a study visit to SAQA. Technical advisors from SAQA and (formerly) the New Zealand Qualifications Authority (NZQA) provided in-depth analysis of New Zealand and South African qualification framework history and highlighted what could be learned from these examples. Contrasting approaches from other countries were studied for the purpose of developing a balanced view.


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In addition the ENQF Taskforce attended workshops, met Professor Michael Young and discussed the possibility of developing a credit accumulation and transfer (CAT) system in Ethiopia.

In the course of the conceptual development and consultation, the capacity of the ENQF Taskforce was increased in a number of areas. This increased capacity can be utilised during ENQF implementation.

1.5 Stakeholder engagement strategy Based on the recognition of the ENQF Taskforce members as representatives of their respective sectors and their role in ongoing consultation with their peers and colleagues, a stakeholder engagement strategy was developed.

The ENQF Taskforce proposed five key groups of stakeholders and a strategy for creating awareness and seeking the input of stakeholders in the design of the ENQF. Figure 1 differentiates between stakeholder groups in terms of centrality to the development. The ENQF development depends on:

• The support and participation of sector administrative bodies, which will develop and implement the standards of the ENQF and support the provision of ENQF qualifications

• The support of students who will prefer ENQF qualifications and ENQF-accredited providers

• The support of industry groups, which will recognise ENQF qualifications and employ graduates

• The support and participation of education and training providers, which will develop and offer ENQF qualifications

• The participation of regional and international bodies which will recognise ENQF qualifications


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Figure 1: Differentiation between stakeholder groups

While some stakeholders can be consulted directly, others can only be consulted and informed through their representative bodies. Where groups do not have organising structures and formal representation, it is difficult to involve and consult them effectively. In Ethiopia some stakeholders do not have representative bodies, or else bodies existing are not fully inclusive. Students in the three sectors are a key group that lacks formal national structures for representation. Some private providers of formal and non-formal training are not represented under the proposed groupings. Employers are only represented where they are members of national bodies.

The ENQF Taskforce consultation strategy included the following actions between December 2007 and April 2008:

• Regular newsletters to raise awareness (Edition 1 on 15 February 2008, Edition 2 on 10 March 2008, Edition 3 on 11 April 2008)

• Establishment of an ENQF email address ([email protected]) to which comments could be sent throughout the process (ongoing)

• One-on-one meetings with key people, especially within the Ministry of Education (see Appendix 1)

• Workshops with representatives of identified stakeholder groups (DAG, MOE and the broader workshop – see Appendices 2-5)

• Visits to public and private providers from all three sectors, including two regions (18-21 March 2008 – see Appendices 2-4)

A questionnaire to collect written feedback on stakeholders’ perceptions of the issues relevant to the development and implementation of a national qualifications framework

Learners Ministry of Education

Regional Education Bureaus Development Partners

Providers

Professional Associations

Employers Chamber of Commerce

Other ministries and agencies


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(see Appendix 2). A series of consultation events was planned with internal and external stakeholders and a presentation was developed. Both long and short versions of the presentation had four parts: a) qualifications frameworks in a global context; b) why Ethiopia needs a qualifications framework; c) what an Ethiopian qualifications framework might look like; and d) what the implications of an Ethiopian Qualifications Framework might be. The aim was to inform participants sufficiently to enable informed discussion and feedback.

The standard format for the workshops and visits included the presentation by the Taskforce followed by participant questions, clarification and discussion of the issues, and ended with completion of the questionnaire. Each event was recorded and brief reports are included in Appendix 3.

Feedback collected from 154 participants during the 16 consultation events is regarded as indicative of the opinions and concerns of the wider education sector. The purpose of gathering indicative information from a small sample is to inform a conceptual framework for the development of a draft concept and draft implementation plan.

Section Four of this report includes analysis of data gathered at three stakeholder workshops held in Addis Ababa for internal and external stakeholders and Regional Bureaus. The analysis also includes data collected in Addis Ababa, Nazareth and Awasa at four schools, five TVET colleges and four universities. Figure 2 shows the range of stakeholder groups that were included in the consultation events, and the number of people from each group who participated.

29

28

45

6

4

2

11

1

4

3

14

1

3

0 10 20 30 40 50

TVET

GE

HE

Regional …

Development …

Other

Gov't Ministry

Gov't Agency

Prof. Association

Public Prov.

Private Prov.

Student

Not indicated

Stakeholder grouping

Figure 2: Stakeholder groupings involved in consultations


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1.6 Purpose and structure of this consultative document The overall purpose of this consultative document is to inform key stakeholders of the proposed development and potential implications of the Ethiopia National Qualifications Framework and to elicit informed feedback. This is the second version of the document. The first version was produced at the beginning of March 2008 and used as a tool for consultation. This version reflects the learning that occurred during the first round of consultation and the refinement of the ENQF concept.

The document has six parts:

SECTION ONE provides background to the development and strategies for progressing the development of a conceptual framework for the ENQF.

In SECTION TWO international theory and practice is reviewed to provide an overall introduction to the characteristics and implications of an NQF, highlighting issues of particular relevance to the development of an ENQF for Ethiopia.

Since the undertaking of the ENQF Taskforce is to propose an ENQF that builds on (rather than replaces) existing systems, those existing systems are described in SECTION THREE, especially with a view to highlighting issues that are particularly relevant to the design of the ENQF.

SECTION FOUR reviews the information gathered at the consultation events.

SECTION FIVE outlines a possible conceptual framework for the ENFQ based on international theory and practice, on the strengths of the existing systems and on the problems and weaknesses to be addressed.

SECTION SIX looks forward to the development of the ENQF Implementation Plan.


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SECTION TWO: A Review of International Theory and Practice of Qualifications Frameworks

2.1 Introduction The development and implementation of national and regional qualifications frameworks across many parts of the world has a twenty-year history and there is a considerable body of experience in the translation of theory into practice, although many issues remain unresolved. The history of qualification framework development and implementation is characterised by considerable controversy. This section reviews key elements of the theory of qualifications frameworks and examines some of the tensions and international debates that have characterised their history. The aim is to provide a balanced view, identifying approaches that may be effective as well as pitfalls to avoid, so that Ethiopian policy makers can make informed decisions in the design of the Ethiopian National Qualifications Framework.

In theory there are considerable benefits to be gained from the design and implementation of qualifications frameworks to address specific educational, social and economic issues. As stated by one theorist, “at the level of rhetoric or broad goals [a qualifications framework] is a development with which it is hard to disagree” (Young, 2003). In practice, however, implementation has often attracted strong criticism and sector resistance.

Since the first generation of National Qualifications Frameworks (NQFs) were established in the UK, New Zealand, South Africa and Australia in the late 1980s and early 1990s, qualifications frameworks have become a global phenomenon. More than 60 countries across the world, including most EU member states and countries in Sub-Saharan Africa, the Middle East and the Asia-Pacific region are in the process of developing National Qualifications Frameworks. These countries believe that a Qualifications Framework will help to ensure that qualifications are relevant to the country’s social and economic needs, are of good quality, provide flexibility and clear progression routes for learners and will be recognised internationally (Tuck 2007).

In addition, a number of regions such as the EU, Caribbean, Pacific and SADC are developing Regional Qualification Frameworks to enhance comparability of qualifications and mobility of learners and graduates within the regions. A group of 29 Small States of the Commonwealth are in the process of developing a Transnational Qualifications Framework.

In this section of the ENQF consultative document, international theory and practice is reviewed for the purpose of providing an overall introduction to the characteristics and implications of an NQF, highlighting issues of particular relevance to the development of an NQF for Ethiopia.

The section is structured according to eight broad categories:


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Underpinning philosophy - the underlying thinking that implicitly, often covertly, underlies the development and implementation of the NQF.

Purpose - the explicit, often overt, reasons for the development and implementation of the NQF, usually reflected in its published objectives.

Scope - the measure of integration of levels, sectors and types of qualifications as well as the relationships between each on the NQF.

Architecture - the configuration of structural arrangements that make up the design of the NQF. Examples include the use of outcomes-based qualifications, core skills and level descriptors.

Prescriptiveness - the stringency of the criteria that qualifications have to satisfy in order to be included in the NQF and that providers have to satisfy in order to offer NQF qualifications. Prescriptiveness also includes the level of specification and standardisation of documents and processes.

Policy breadth - the extent to which the NQF is directly and explicitly linked with other measures that influence how the framework is used.

Incrementalism - the rate and manner in which the NQF is implemented. Incrementalism includes both the rate (progress/time) of implementation, ranging from gradual to rapid, and the manner of implementation, ranging from phased to comprehensive.

Governance - all the activities that can be seen as purposeful efforts to guide, steer, control or manage institutions, sectors or processes associated with the NQF, including activities that lead to the development and implementation of an NQF, such as legislation, the role of implementing agencies and funding.

2.2 Philosophy underpinning a qualifications framework Although the shape and specific purposes of qualification frameworks vary from country to country, they are all based (to varying extents) on common assumptions, principles and underlying philosophy.

Common assumptions fundamental to the design of the framework architecture are proposed by Young (2003). The extent to which each of these assumptions has underpinned the development of actual frameworks varies in accordance with the strength and inclusiveness of the design concept. These assumptions include:

• It is possible to describe all qualifications in terms of a single set of criteria • All qualifications can be ranked on a single hierarchy • All qualifications can be divided into units or modules • All qualifications can be described in terms of learning outcomes that are

independent of site, form of provision, type of pedagogy and curriculum content • Frameworks provide benchmarks against which all learning can be assessed • Frameworks provide learner-centred systems in which there are no barriers to

progression other than the learners’ own performance


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Young (2005) points out that in reality there are differences in the types of learning, and in the skills and knowledge required by different occupational sectors. He suggests that many of the difficulties in implementing unified frameworks derive from a failure to perceive this fundamental truth.

A qualifications framework can be used in the service of powerful political agendas, including social redress (South Africa and New Zealand) and economic reform. Vocationalisation is promoted by governments as a means to produce more useful skills and develop the economy. Accordingly NQFs are seen as a way of raising the status of vocational qualifications, by showing that they are on the same level on a framework as traditional academic qualifications. Thus many frameworks are underpinned by a neo-liberal philosophy which emphasises vocationalism and the key role of the private sector. The emphasis is on education for human capital and human resource development. Accordingly, outcomes-based frameworks are commonly associated with enhanced employment opportunities, economic improvement and international competitiveness.

It is assumed that employers are best placed to identify training needs and therefore to say what kind of vocational qualifications are needed. Thus a major political function of qualifications frameworks is to provide a mechanism for transferring the control of vocational education from providers to employers. This approach effectively marginalises the providers of education and training.

Young (2003) also suggests that governments embrace the idea of an NQF because it provides mechanisms for accountability and control of providers. Certainly NQFs do provide governments with an instrument for making educational institutions more accountable and quantitative measures for comparing performance.

Qualifications frameworks are underpinned by the belief that learning can be demonstrated by observable behaviours that can be explicitly stated. Outcomes-based learning has its origins in behavioural learning theory and was popularised in the fields of vocational education and training in the 1980s. Its subsequent application in academic learning environments in schools and universities has been highly contentious, largely because learning outcomes can be specified without any reference to any specific content or learning processes.

The principle of lifelong learning recognises untapped human resource potential and in particular the need to provide for people who have been left behind or stranded at some dead end of the education system, but have the potential to contribute to economic development. In the modern world it is hard to keep up with the pace of paradigm shifts in the world of work. People need to continuously upgrade their skills and knowledge and/or retrain for new careers. Large numbers of mature adults, in particular, have extensive life experience and valuable skills. Providing for their needs includes developing mechanisms for the recognition of prior learning, and flexible modes of delivery that cater for the reality of competing commitments in the lives of most adults.


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2.3 Purpose of a qualifications framework The design features of a qualifications framework are selected according to the purposes of the framework. Coles (2006) defines the common purposes of qualifications frameworks as follows:

• To establish national standards of knowledge skills and wider competences • To promote the quality of education and training provision • To provide a system of coordination and for comparing qualifications by relating

qualifications to each other • To promote and maintain procedures for access to learning, transfer of learning and

progression in learning

Tuck (2007) describes how, in broad terms, the main reasons for developing an NQF fall into two categories. These are: Promoting lifelong learning, including such objectives as:

• Improving understanding of learning routes and qualifications and how they relate to each other

• Improving access to education and training opportunities • Creating incentives for participation in education and training • Making progression routes easier and clearer/improving learner and career

mobility • Increasing and improving credit transfer between qualifications • Increasing scope for recognition of prior learning

Quality assurance and recognition, including such objectives as:

• Ensuring qualifications are relevant to perceived social and economic needs • Ensuring that education and training standards are defined by agreed learning

outcomes and applied consistently • Ensuring that education and training providers meet certain quality standards • Securing international recognition for national qualifications

While all qualifications frameworks aim to communicate, by providing a map of qualifications and giving some indication of progression routes between levels and between sectors, Young (2005:12) differentiates between frameworks whose main purpose is this communication or enabling function (enabling frameworks), and those that have a more overt regulatory role (regulatory frameworks). The essence of the distinction is between using a framework to describe the existing system and seeking to effect change using the NQF as the vehicle (Tuck et al. 2004). Young (2005) points out that in some developing countries, notably South Africa, the development of the NQF is part of a wider political agenda for promoting social justice, achieving redress and overcoming the inequalities of the past.

2.4 Scope of a qualifications framework According to Young (2005) the scope of a qualifications framework has at least three dimensions:

• Qualifications type: e.g. academic or vocational, or those that are publicly or privately funded;


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• Qualification level: many NQFs exclude university qualifications. The UK has a specific framework limited to higher education qualifications;

• Qualification sector: a framework could be specific to one occupational sector (e.g. engineering, as in many cases in Latin American countries - see Vargas (2005), a state (e.g. Victoria in Australia), cross-national or regional initiative, linking qualifications in a given sector across a number of jurisdictions (e.g. SADC, Caribbean and the EU).

According to Howieson and Raffe (1999) the scope of a qualifications framework can be defined on three levels:

• Unified: all systems are integrated

• Linked: separate systems exist, but with common structures for transferability

• Tracked: separate systems exist, but with limited transferability between each

A qualifications framework with a unified scope is a comprehensive system that integrates all qualifications of all sectors, based on the full set of the assumptions listed earlier (Young 2003). Unified systems do not allow for significant sector differences, and sector resistance to “one size fits all” approaches has been vigorous. Linked frameworks recognise the distinctive characteristics and needs of different sectors and show the relationships and comparability between sectors, creating common structures for transferability, whilst preserving the integrity of existing systems. Tracked frameworks maintain completely separate pathways within the different sectors, with limited transferability.

Experience shows that there is a need to allow for sector differences. Countries that set out to implement a unified system, such as New Zealand, have had to compromise in response to sector resistance. In New Zealand compromise has involved the development of a separate but linked system for school qualifications, and a register of quality assured qualifications to accommodate university qualifications which are not part of the NQF.

2.5 Architecture of a qualifications framework The architecture of a qualifications framework includes:

(1) A set of levels to which qualifications are assigned, usually represented in the form of a diagram.

(2) A set of level descriptors indicating the level of the learner’s knowledge and skills and personal competencies at each level.

(3) An approach to qualification development often based on an outcomes-based approach. These may more generic or more subject-specific, depending on the inclusiveness of the framework, and the extent to which sector differences are to be recognised.


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(4) Qualification descriptions which provide technical specifications for different types of qualification as well as descriptions of the purpose and characteristics of each type of qualification.

(5) A credit system whereby chunks of learning can be quantified. A credit system is associated with modularisation or unitisation of learning of learning into discrete parts.

(6) A quality assurance system which ensures that framework standards are met and stakeholders are protected.

2.5.1 Levels and level descriptors A qualifications framework can be defined as an instrument for the development and classification and registration of qualifications according to a set of criteria for levels of learning achieved - this means that the first essential structural element of a qualifications framework is a set of levels. NQFs around the world vary in the number of levels that they include. Most frameworks commence at the first level of post-compulsory education. Eight to ten levels are common.

Most NQFs are descriptorbased frameworks, i.e. they define levels independent of the programmes and qualifications associated with the level. This characteristic of independence from the content and context and processes of learning and institutional settings has major implications that penetrate right to the heart of teaching and learning. A notable exception to the more common descriptor-based framework is the Australia Qualifications Framework, which is an equating framework that defines levels in terms of its national qualifications.

Level descriptors take account of different types of learning at the same level, including:

• Knowledge (and understanding) • Skills • Wider personal and professional competencies, which are further divided (by the

European Qualifications Framework for example) into: o Autonomy and responsibility o Learning competence o Communication and social competence o Professional and vocational competencies

2.5.2 Qualifications development The European Qualifications Framework defines a learning outcome as follows:

The set of knowledge skills and/or competencies an individual has acquired and/or is able to demonstrate after completion of the learning processes. Learning outcomes are statements of what the learner is expected to know, understand and/or be able to do at the end of the period of learning.

Whereas level descriptors are usually developed without reference to any specific knowledge area, and can be quite abstract and technical, learning outcomes which provide assessment standards can be subject-specific. Frameworks which have had the fewest implementation problems are those which, in their specification of outcomes, criteria and assessment requirements, have taken the content and context and


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requirements of teaching programmes into account. Occupational standards, subject benchmarks, subject-based minimum competency standards and graduate profiles all provide subject-specific derivations of the level descriptors that may be more useful to academics and prospective students.

In addition the development of level descriptors and assessment standards has profound implications for curriculum development. Figure 3 shows how the curriculum is derived from the level descriptors.

Figure 3: Process of “designing down” from level descriptors and standards

2.5.3 Qualification descriptions Specific types of qualification, such as diplomas or degrees, have standardised definitions so that within a country there is a common understanding of what they are, i.e. how much learning is involved, the level and type of that learning, the generic purpose of the qualification and the generic profile of people who have achieved it.

2.5.4 Credit systems and modularisation of learning Most frameworks are responsive to the global concerns for mobility of students and portability of qualifications; for increased access and participation, especially for those with limited formal educational achievement; for lifelong learning; and for student choice and demand-led provision of education and training.

Credit systems provide a way of quantifying the learning to be transferred or recognised; they allow the amount of time required for the learning to be described and compared. Credit points are a quantification of the "volume" of learning, or how long it takes a typical learner to achieve a specified chunk of learning. Credits represent notional learning hours: these include all formal and informal learning activities, practical work and practice and all assessment related activity. A common definition of one credit is 10 notional hours of learning.

For the purposes of a qualifications framework, especially goals related to mobility, access and lifelong learning, it is essential to be able to identify and compare chunks of learning, independent of the programmes within which they are embedded. A module or course is a small discrete chunk of learning and assessment that is both a component

Level descriptors

Subject Benchmarks, Occupational

Standards (etc.)

Content and method

Programmes leading to qualifications

Qualifications Framework

Standard Setting Groups

Informed by

Derived from

Education Institution

Learning outcomes


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part (and building block) of programme(s) of learning and has its own stand-alone value independent of any programme.

Criticisms of modularised/unitised learning include claims that it amounts to a reductionist approach which fragments learning and leads to over-assessment with a lack of consolidation/synthesis. While there are strong arguments for “holistic” delivery of programmes of learning, and for the importance of consolidation and synthesis of learning, some divisibility provides a flexible model that meets learners’ access, choice and progression needs, and ensures that learners don't waste any time covering old (or irrelevant) ground. From a curriculum development point of view, a modularised programme is easier to adapt in response to environmental changes than one that is not divided into clear-cut “packages”.

2.5.5 Quality assurance Quality assurance of a qualifications framework can serve a number of purposes:

• Assurance that framework standards are met and stakeholders are protected.

• Development of public confidence in qualifications

• Development of credibility and trust which are essential for the implementation of articulation and credit transfer systems

Three types of quality assurance activity are required to support the implementation of the framework.

• All frameworks require providers to be recognised in some way. This is usually through a process of accreditation. Ongoing accreditation status is often confirmed through a cycle of institutional audits

• All NQFs have procedures for validation of qualifications against agreed criteria as a prerequisite to registration on the framework

• Moderation of internal assessment by the NQF body assures that national standards are being met.

Table 1 provides an overview of the key differences between the development of standards for qualifications and standards for quality assurance.


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Qualifications standards Quality assurance standards

Often referred to as “standards setting” standards are developed either in a top-down manner (i.e. to be used to develop curriculum) or in a bottom-up manner (based on existing curriculum) (see Figure 3). Qualifications standards are registered on a specific level of the qualifications framework and are in most cases, developed through a consultative process involving relevant stakeholders.

Quality assurance standards are the minimum criteria set for the delivery of education and training. Aspects included are accreditation, auditing and monitoring. These standards are usually based on internationally agreed criteria (see Figure 12 further on in this document).

Sector specific approach (e.g. HE)

Sector specific approach (e.g. GE)

Sector specific approach (e.g. TVET)

Sector specific approach (e.g. HE)

Sector specific approach (e.g. GE)

Sector specific approach (e.g. TVET)

Table 1: Qualifications and quality assurance standards

2.6 Prescriptiveness of a qualifications framework The prescriptiveness of a qualifications framework is the stringency of the criteria which qualifications have to satisfy in order to be included in the NQF (Raffe 2003) and which providers have to satisfy in order to offer NQF qualifications. Prescriptiveness also includes the level of standardisation of application materials and application and evaluation processes.

NQFs may be situated along a continuum of tight (or “strong”) to loose (or “weak”).

• Tight frameworks, such as the NZQF, regulate quality standards, and exert strong centralised prescriptive control over the design and quality assurance of qualifications. Young (2005:13) points out

Governments tend to want to move towards strong frameworks as they provide greater potential leverage both in relation to coordination and accountability. However, the stronger (tighter) the framework, the less likely it will be to achieve agreement, and for the framework to be able to include a wide diversity of learning needs.

Systems that overemphasise central control of quality assurance can create an environment of cynicism, risk the disenfranchisement/alienation of sectors and of key players such as academics, and encourage compliance culture. Tight centralised control of national quality assurance can also become excessively bureaucratic and such systems can become an end in themselves, rather than a means to an end.

• Loose frameworks, such as the AQF and the SCQF, are based on consensus-building among stakeholders and focus much more on the practicalities of achieving the framework’s objectives. With very limited prescriptiveness, the


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framework depends entirely on voluntary cooperation, and its potential to challenge existing/traditional practice, which may not be meeting the current and future needs of learners, is limited.

The distillation of wisdom from the experience of pioneering countries suggests that:

• If an NQF is unified, i.e. does not allow for sector differences, it cannot be highly prescriptive or tightly controlled (as the New Zealand system is).

• If a framework is linked, however, each sector can be tightly prescriptive under the oversight of a unifying body.

2.7 Policy breadth of a qualifications framework The intrinsic logic of a qualifications framework is the coherence of its inherent design features, i.e. the extent to which its internal policies are fully aligned and coherent (e.g. the extent to which validation or approval criteria for programmes is consistent with level descriptors and qualification specifications).

Institutional logic refers to the extent to which external systems and policies, including those of specific providers, support the aims of the framework. Raffe (2003: 242) notes that “A qualifications framework may be ineffective if not complemented by measures to reform the surrounding institutional logic, for example, local institutional agreements to promote credit transfer, or encouragement to employers to reflect credit values in the recruitment process”.

A qualifications framework can be said to be fully implemented when both intrinsic logic and institutional logic are high. Unless the framework has high intrinsic logic, institutional logic will not develop optimally, since there will be incongruity and lack of coherence within its various systems and confusion will reign. A framework should be launched with high intrinsic logic and aim for the development of institutional logic as an aspect of its incremental implementation.

2.8 Incrementalism of a qualifications framework The incrementalism of a qualifications framework includes:

• rate of implementation, ranging from gradual to rapid

• manner of implementation, ranging from phased to comprehensive

Some countries, notably New Zealand and South Africa, have attempted to implement a comprehensive programme of reform simultaneously across all sectors. Although this has proved very challenging, and only partially successful, some theorists (e.g. Bjornavold 2006), still maintain that that a comprehensive strategy has considerable advantages both in terms of stakeholder engagement with the strategy, and the coordination of institutional roles and responsibilities.

However, most theorists however, in comparing the fraught implementation of comprehensive frameworks with relatively straightforward gradual, phased introduction (for example in Scotland), are inclined to believe that it is a mistake for policy makers to move too far ahead of current practice. Raffe (2003) and Tuck et al. (2004) agree that


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framework development and implementation needs to take account of the full range and sequence of regulation and educational reforms required at sub-system level (i.e. make provision for policy breadth) and that governments would be well-advised to take an incremental approach.

2.9 Governance of a qualifications framework The governance of a qualifications framework includes all the activities that are purposeful efforts to guide, steer, control or manage institutions, sectors or processes associated with the NQF.

Centralised leadership is necessary to ensure that intrinsic logic and institutional logic develop in the form of a comprehensive and coherent package of policies that fit with other relevant education and labour market policies. Centralised leadership is usually located in a Qualification Framework Authority. Qualifications framework literature distinguishes between three models of governance:

Strong Authorities that directly regulate all other bodies such as standard-setting bodies and all awarding bodies. South Africa is the only example.

Central Authorities have oversight of other bodies, which may be autonomous with specific delegated powers. A central authority with separate awarding bodies for different sectors provides for sector differences, and the literature suggests that it may be a workable model for higher levels of prescriptiveness.

Co-ordinating Authorities are mainly influential administrative bodies with little involvement in the operationalisation and day-to-day implementation of the framework.

2.10 Summary This section has provided an overview of the key debates related to qualifications framework development. As presented in the eight broad categories, the literature review shows that qualifications framework development varies between countries and regions. Most importantly the literature review emphasises the fact that the proposed ENQF must be designed to suit the unique Ethiopian context while drawing on the lessons learnt elsewhere.


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SECTION THREE: Overview of the Ethiopian Education and Training System

3.1 Introduction The management of education in Ethiopia is through a system of federal governance with nine autonomous regions and two city administrations. The education sector includes public and private education and both formal and non-formal education.

Formal education includes:

• General Education consisting of Grades 1-12, divided into: o Primary Education - two cycles of four years o General Secondary Education – two years o Preparatory Secondary Education – two years

• TVET consisting of formal Technical and Vocational Education and Training with certification at Certificate and Diploma levels

• Higher Education with certification at Degree and Post Graduate levels.

Non-formal education includes:

• Alternative Basic Education (ABE) which is a strategy to provide a flexible model of primary education to meet the needs of those who are unable to access the formal system particularly pastoral and agricultural communities.

• Adult literacy programmes provided by a variety of governmental and non- governmental providers, which do not need to be accredited. These programmes include basic skills training.

• Basic Skills Training, provided through Community Skill Training Centres and other accredited providers.

In 1994 an education and training policy and accompanying strategy came into effect which has guided a series of Education Sector Development Programmes (ESDP). The current programme for 2005/6 - 2010/11 is called ESDP III.

The vision for the education sector is to “realise the creation of trained and skilled human power” for the social and economic development of Ethiopia. Social development includes the human resource to build a democratic society, and economic development includes rural/agricultural as well as urban/industrial development.

The main thrust of the ESDP programmes is:

• Access – with focus on achieving universal primary education and increasing participation of marginalised groups including girls, rural/pastoral communities and people with special needs.

• Educational quality – standardised high-quality education and training programmes that support the development of well-rounded, competent, disciplined and educated people.


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• Relevance – reform of the education system to “make education and training responsive to the country’s development strategy” (ESDP III), including involvement of different stakeholders (community, private investors, NGOs etc.).

• Efficiency - including reduction of repetition and attrition rates.

3.2 General Education

3.2.1 Overview of General Education Implementation of the ESDP has included massive expansion of the general education sector. Expansion has been achieved through the establishment of over 6 000 primary schools (85% in rural areas) and gross enrolment had increased to nearly 80% in 2004/5 (not including Alternative Basic Education) and to 86% in 2005/6 (91% including ABE). Parallel to, but not commensurate with, the expansion in enrolment was a 61.4% increase in the trained primary schoolteachers. As a result the student-teacher ratio has increased. The ratio of textbooks to students at primary level is 1:2. National Learning Assessment results for the period 2005/2006 showed a very small increase in student achievement at Grade 4 and a decline in achievement at Grade 8. Overall achievement at both levels remained under 50%.

Between 1996/7 and 2004/5 over 300 new secondary schools were established and total enrolment in secondary education increased by 123%. The thrust of the resulting increase in enrolment is currently reaching the higher grades, with an overall increase of 41% for Grades 11-12 from 2004/5-2005/6. The student-teacher ratio has increased to 51:1. The JRM (2008) reports that the image of secondary education is poor and there is a perception of declining quality.

Private sector responsiveness to the increased demand is evidenced by an overall increase in the proportion of private secondary schools to 17.9%, with a clear majority of private secondary schools in urban areas (up to 75%). All general education schools, including public and private, deliver the national curriculum. Many of the private schools have a good reputation and good results. The JRM (2008) recommends government support for the development of private education.

Figure 4: General Education Sector


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The gender gap is closing, with increasing female participation at all levels, but women are not well represented as role models in teaching and education management roles.

3.2.2 Quality initiatives in General Education The General Education sector is systematically implementing a number of quality improvement initiatives, which are embedded into the structure of the Ministry of Education. These include curriculum reform, quality assurance, teacher development, ICT, English Language improvement, school improvement and civic and ethical education. In addition, the General Education Quality Improvement Project (GEQIP) is being established to look at a range of issues that converge in their impact on the quality of general education. The six pillars of the initiative are:

• Teacher development • Leadership and school grants • School Improvement Programme • ICT • Civic Education • Curriculum and textbooks

Despite some promising developments the assessment of the 2007 JRM (2008) finds an overall decline in the quality of general education. Issues include:

• Scarcity of qualified teachers

Figure 4 shows decreasing proportions of qualified teachers at higher levels. However, the number of qualified teachers is increasing with the support of the Teacher Development Programme in terms of formal training as well as ongoing professional development activities.

• Crowded classrooms

Although on the whole student-teacher ratios have increased steadily over several years, and remain above target levels, in the latest review four regions showed a decline in student-teacher ratios.

• Inadequacy of teaching materials and equipment

The JRM (2008) focuses on issues with the implementation of plasma delivery of the Grade 9-10 curriculum. Issues include inadequate technical capacity to implement and maintain plasma-based systems; insufficient teacher involvement and experiential activity and opportunity for consolidation; and incompatibility of the TV programmes and the relevant textbooks.

• Management issues

Identified weaknesses such as vertical and horisontal flow of information; statistical analysis of information for day-to-day management, policy development and improvement planning; and retention of staff, are being addressed through the capacity-building activities of the School Improvement Programme.


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3.2.3 Linkages between General Education and other sectors Systematic career counselling for schoolchildren is very poorly developed. Centralised placement systems allocate Grade 10 and 12 graduates to TVET and Preparatory education (Grade 10) and HE places (Grade 12). Very often applicants are not assigned to their preferred subjects; therefore the value of career counselling is limited in the current system.

• Linkage between General Education and the world of work

For a number of reasons a significant number of children leave school before Grade 10. These children cannot currently gain access to formal TVET (entry requirement is Grade 10). Similarly, for a number of reasons some Grade 10 graduates do not gain entry to TVET. Preparatory school dropouts and those who do not gain access to HE are likely to seek employment and/or other training. All these school leavers have had an almost exclusively theoretical academic training and are unprepared for the world of work. The JRM (2008) recommends the introduction of professionally-oriented content into the school curriculum.

• Linkage between General Education and TVET

The JRM (2008) found a lack of institutional linkages between the first cycle of general education (Grades 9-10) and TVET. The general secondary education curriculum is described by the JRM (2008) as “oriented towards academic content without preparing students for more practical applications which are required for TVET”.

• Linkage between General Education and Higher Education

The JRM (2008) found a lack of institutional linkages between the second cycle of general education (Grades 11-12) and Higher Education

In spite of the academic character of the Preparatory School curriculum, HE staff consider Preparatory School graduates to be inadequately prepared for entry into Higher Education, especially in English language competence and the ability to formulate their own thoughts in writing (i.e. write essays), and in knowledge of Maths and Science and the ability to apply theoretical knowledge.

3.2.4 Governance of General Education Seven departments of the Ministry of Education and 11 Regional Education Bureaus (including nine Regions and two City administrations) oversee the development and performance of the sector.

The Department of Teacher Education provides curriculum and policy and guidelines for the management, monitoring and evaluation of Teacher Training Colleges. Teacher Training Colleges for primary school teachers are administered by the Regional Education Bureaus. Teacher Training Colleges for TVET are included in the TVET sector.

The Department of General Education Curriculum Framework develops the curriculum framework for Grades 1-12. The curriculum framework is implemented by the Regional Education Bureaus (who may adapt the framework for Grades 1-8 to reflect local needs


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and conditions where necessary). The department conducts summative and formative evaluations on the delivery of the curriculum in sample schools. The results of such evaluative research inform further development and improvement of the curriculum framework.

With the exception of setting curriculum frameworks (Grade 9-12) which is the responsibility of the Ministry of Education, the regions have almost complete control over general education including primary school teacher training.

The ICT Department works closely with the Department of General Education curriculum framework to provide support to schools for the delivery of the Grade 9-12 curriculum in the form of television broadcasts. In this way resource deficits and the problem of under qualified teachers is overcome. All public schools are required to watch the television programmes and (in theory) teachers facilitate discussion and supplementary activities as necessary. CD ROMs of the programmes are also provided in case of power failure or missed programmes. The programme is widely criticised for the short time allotted for teacher engagement, and forces schools to use the programme while there are qualified teachers in front of the class who can do better than the plasma delivery.

The English Language Improvement Department was established as a quality improvement initiative to address the issue of teachers’ poor command of the English language for academic purposes. Children are taught in their mother tongue from Grades 1-8 (Grades 1-4 in some regions) and English is the medium of instruction for Grades 9-12. The department implements a cascading system of support in which internationally trained advisors use materials developed for Ethiopia by Leeds University to train regional trainers, who in turn provide in-service training to all teachers regardless of the subject that they teach. The department has established English Language Improvement Centres (ELICs) in all teacher training institutions to make the programme sustainable.

The School Improvement Programme was a quality improvement initiative which provides customised support to individual schools. Within the programme schools evaluate and prioritise their needs and forward specific requests for support to the ministry. Such requests are fielded by the School Improvement Programme to the relevant departments. Ministry responses are designed to meet specific local needs. The initiative supports schools by offering training to facilitators preparing guidelines and conducting monitoring and evaluation for further improvement.

The Department for Civic and Ethical Education is an initiative that works closely with the Department of General Education curriculum framework to ensure that general education addresses issues of good citisenship, including values, morals and ethics.

The General Education Quality Assurance and Examinations Agency has three distinct functions.

• The department sets Grade 10 examinations and administers the national examinations that take place at the end of Grades 10 and 12. In addition support for the development of Grade 8 examinations is provided for regions that lack the capacity to develop and administer these at regional level.


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• National Assessment provides data and analysis of learner performance at the end of each level and makes comparisons in terms of gender, region and location. Over a period of the last six years three surveys have been conducted in sample schools. Analysis examines factors which influence performance and provides feedback to other General Education departments, such as the Curriculum Framework Department and the School Improvement Programme.

• Quality Assurance or Inspection is a new initiative currently under development.

3.2.5 Quality assurance of General Education The development of an inspection system will address the need for institutional accreditation and ongoing monitoring for all schools, including public and private. Currently manuals for inspection of schools are under development, including standardised methodology and procedures for inspection. In 2008 pilot inspections will focus on the implementation of government improvement initiatives. Ministry staff will train regional representatives to carry out the inspections. Over time quality assurance criteria for schools will be established and provide standards against which school performance can be evaluated.


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Figure 5: Governance of General Education

GENERAL

EDUCATION

GENERAL

EDUCATION

Minster of Education

General Education

State Minister

Civic and Ethical

Education Department

GENERAL

EDUCATION

School Improvement Programme

Department of General

Education

Department of Teacher

Education

Regional Education Bureaus

Quality Assurance

Examination Development and

Administration Department

ITC

Department

English Language

Improvement

General Ed. QA &

Examinations


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3.2.6 Development of outcomes-based curriculum for General Education In the General Education sector the curriculum framework provides the overall guidance for the development of curriculum standards in the region. Guidance is also provided in Profiles (level competencies) for each grade and Minimum Learning Competencies for each subject.

3.3 Technical and Vocational Education and Training

3.3.1 Overview of TVET The TVET sector has historically been fragmented due to weak links between the various relevant ministries involved in TVET provision. In addition to formal TVET programmes offered in TVET Colleges (up to diploma level) and TVET Institutions (certificate level), non-formal TVET is offered to students who may not have reached the Grade 10 entry requirements. Non-formal education and training are provided through Community Skills Training Centres, NGOs, employers and private training establishments. The JRM (2008) reports that there is no data on the total number of students being trained in basic vocational skills outside the formal sector. However, the ESDP III reports that over 58 000 students are enrolled in 287 Community Skills Training Centres (CSTCs) in eight regions. In addition to formal and non-formal provision, informal TVET skills development also occurs in informal apprenticeship and on-the-job training arrangements and employer-based professional development activities.

The number of TVET institutions providing formal TVET training increased from just 17 in 1996/7 to more than 250 in 2005/6. Enrolment increased from approximately 3 000 students to more than 123 557 students over the same period. More than 50% of TVET institutions are private providers (Statistics Abstract 2007). Entry requirements for girls are lower than for boys, and participation of girls is just over 50%. Despite massive expansion in the number of TVET providers, with ongoing increase in access in 2005/6-2006/7, the JRM (2008) reports that demand for places continues to exceed supply. Formal TVET only caters for 3% of the relevant age group.

Reform of the TVET sector commenced in 2004 with the TVET Proclamation, continued with intensive planning and development in 2005, and the launch of the current TVET Strategy in 2006, and is currently being implemented. The TVET Strategy includes the development and implementation of a TVET Qualifications Framework (ETQF).

3.3.2 TVET reform agenda The current reform agenda attempts to achieve a number of objectives including the integration of different types of TVET into one coherent system in which all learner achievement can be recognised and recorded. Following the massive expansion of the sector there is recognition of the need to focus on the quality and relevance of TVET provision. The current TVET strategy proposes an outcome-based approach to learning, with occupational standards set by the relevant occupational groups. In order to achieve the strategy, the TVET sector has proposed a TVET Qualifications Framework.


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3.3.3 Identified quality issues in TVET • Curriculum

The ESDP III action plan notes that prior to the adoption of the new TVET strategy, TVET training was institution led, input-oriented, too theoretical and unresponsive to labour market requirements. It notes the lack of a structure for improving labour market responsiveness and for recognising learning achievements outside the formal sector, and paves the way for the development of an outcomes-based qualifications framework with a system for competency assessment and certification of learning achieved at all levels in different education and training contexts.

The current introduction of occupational standards is seen as an adequate response to the need to set minimal standards for the quality of graduates, but the JRM (2008) notes the need to introduce more adequate systems for the accreditation and ongoing monitoring of TVET provision.

• Quality of education and training provision

The quality of TVET institutions is highly variable and this affects the credibility of the sector as a whole. Some employers only select employees from preferred training institutions. The JRM (2008) reports that the current accreditation system, which is not consistently applied across public and private institutions (public institutions do not need to be accredited), and the monitoring of the maintenance of quality standards, is insufficient. The report found evidence of declining standards of provision (amongst private providers) subsequent to accreditation being granted. The recommendation is for the development of accreditation and monitoring of standards and the development of systems to assure the maintenance of national standards in the provision of all TVET education and training.

• Facilities and equipment

Expansion of the system has not been accompanied by the corresponding provision of up-to-date technical equipment and materials, and inadequacy of instructional equipment and materials is noted in many public institutions. Some institutions supplement government funding with income-generating activity, and this helps in situations where the budget is insufficient for purchasing the equipment and materials required for practical work. The JRM (2008) recommends the development of minimum standards and the systematic upgrading of facilities across all providers to meet national standards.

• Staff

The JRM (2008) reports that issues of staffing are the key quality issues that face the TVET sector. TVET teachers are described as professionally under-qualified, technically ill-equipped and unprepared for the pedagogical and technical challenges of TVET teaching.


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The balance of theoretical knowledge and practical application in TVET is supposed to be 30% theoretical and 70% practical. Therefore teachers need good practical skills. The JRM (2008) reports, however, that the present content and approach of the TVET teacher training curriculum is largely theoretical. The ECBP is currently working on the development of TVET teacher qualifications (see p 44).

• Public perceptions of TVET

The aspirations of the majority of general education students are Higher Education and white-collar work, while TVET and manual labour is seen as a low-status and unattractive alternative. The TVET sector has a poor image and both TVET institutions and TVET teachers have a poor reputation. There is little marketing of the potential job opportunities available to graduates with TVET skills. Morale issues for TVET teachers and students are exacerbated by the centralised selection mechanism for TVET teachers and for TVET students, whereby the applicant is not invariably assigned to his or her preferred subject. The JRM (2008) recommends that a review of the placement system may go some way towards addressing issues of student and teacher motivation.

• Change management

With the adoption of the new TVET strategy in 2006 the process of implementing the new outcomes-based curriculum has commenced. However the JRM (2008) reports the need to improve information and levels of understanding of the new system, and recommends an incremental approach to implementation of the strategy.

3.3.4 Linkages between TVET and other sectors • Linkages between TVET and General Education

The current TVET system does not provide any formal training opportunities for students who leave school before Grade 10, although many of these may be practically rather than academically oriented. The JRM (2008) recommends that formal TVET commences at Grade 8 rather than at Grade 10 as at present. Furthermore, the Education and Training Policy (1994) states that TVET will be offered to all school leavers at any level of education.

The preparedness of students entering TVET from General Education is considered insufficient because of the academic orientation of the General Education curriculum and the inability of entrants into the TVET system to use their knowledge for practical purposes.

The central placement system places students on the basis of academic merit and not practical aptitude, which is not tested. Aptitude and interest may be better indicators of retention and success in TVET than academic merit.

• Linkage between TVET and the world of work


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Counselling and support of TVET students and graduates is common, and includes apprenticeships and other arrangements with employers. Incubator centres for the support of TVET graduates to start their own business have been established in some areas. The experience of these centres shows that increased emphasis on the development of entrepreneurial skills is necessary in the TVET curriculum. Accordingly, this is a recommendation of the JRM (2008).

Despite counselling and support provision, the JRM (2008) reports that TVET graduates are having difficulty finding employment, perhaps because of inconsistency between supply (training offered) and demand (skills needed).

Although at present there is poor institutional linkages between TVET providers and industry/ business, the development of Occupational standards and the new co-operative training initiative (work-based training) involving industry and business communities are seen as positive developments.

• Linkage between TVET and Higher Education

There are no linkages between HE and TVET since these are conceived as alternative pathways, and placement criteria for university to not recognise any equivalency between TVET and secondary qualifications. This situation needs to be addressed through mechanisms that provide pathways between the sectors. There is currently a Pathways Project underway that prepares TVET graduates for the Preparatory school exam. In order to be eligible, applicants need to meet stringent criteria, including proof of their highest levels of TVET achievement, re-assessment against occupational standards and relevant work experience.

3.3.5 Governance of the TVET sector The development of the Ethiopia National Qualifications Framework is intended to build on existing systems and not replace them. In the case of the TVET system the existing system is in a state of transition, anticipating the implementation of an outcomes-based qualifications framework. Thus this description of the current TVET system does not dwell on the systems that are already being phased out; instead it elaborates on fully developed proposals which are both in the early stages of implementation and/or pending final approval and legislation. The National TVET Strategy (Draft for Discussion August 2006) and the proposed Ethiopia TVET Qualifications Framework (September 2006) as well as a draft TVET Proclamation, are on hold pending the development of a National Qualifications Framework.

Governance of the current TVET system

TVET is governed at both at federal and regional levels, according to the proclamation (No. 391/2004).

At federal level, the ministry is engaged in developing new policies, strategies, guidelines, occupational standards, assessment initiatives and capacity-building activities in collaboration with the Engineering Capacity Building Programme (ECBP). In the regions, responsibility for running the public TVET institutions and accrediting private and NGO institutions rests with the TVET agencies, TVET commissions, or Education Bureaus.


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Figure 6: Proposed TVET Sector organisation

The proposed Federal TVET Council

The Federal TVET Council has representatives from government, the private sector and civil society and it is accountable to the Ministry of Capacity Building. The Council makes decisions on the planning, implementation, monitoring, evaluation and supervision of the TVET system, manages relationships between stakeholders and oversees the activities of the Federal TVET Agency.

The proposed Federal TVET Agency

The Federal TVET Agency is an autonomous body accountable to the council. It may delegate some of its responsibilities to state TVET agencies where they exist or to Regional Bureaus. It prepares draft rules and procedures for approval and implements the decisions of the council. Responsibilities of the agency include all matters related to occupational standard setting, accreditation of providers, competence assessment and certification of learners. The agency determines the duration of training programmes, and may prepare model curricula. It also issues directives regarding TVET implementation.

The proposed State TVET Agencies and Regional Education Bureaus

Authority will be delegated to the State TVET agencies to implement and supervise the implementation of the decisions, procedures and guidelines drawn up by the TVET Council in their respective jurisdiction, including the accreditation of providers and the issuing of Certificates of Competence to learners. Where State TVET agencies do not exist, this authority may be delegated to Regional Education Bureaus.

3.3.6 Proposed assessment of competence in the TVET sector The Federal TVET agency oversees and provides support for the development of occupational standards by the appropriate standard-setting bodies. Units of competence are derived from the occupational standards and are stated in terms of learning outcomes with performance criteria for each learning outcome. Six Centres of Competence are to be established in the major regions with further Centres of

Minister of Education

TVET State Minister

System Reform and Capacity Building

Occupational Standards and

Assessment

Regional TVET Agencies and

Education Bureaus

TVET PROVIDERS

TVET Council

TVET PROVIDERS

TVET PROVIDERS


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Competence to be established in the future. The competence of learners, including learners from formal, non-formal and informal training environments as well as individuals seeking recognition of current competence will be assessed by the registered assessors of the Centres of Competence. Centres of Competence may access the facilities of providers for the assessment of practical competence.

3.3.7 Quality assurance of the TVET sector Currently the Regional Education Bureaus conduct pre-accreditation (licence to operate) and accreditation of private TVET providers. Pre–accreditation and accreditation criteria are inputs-based criteria (similar to Higher Education pre–accreditation and accreditation) that are concerned with matters such as number of books, size of classrooms, teachers’ profile, training material, etc. There is currently no institutional quality audit, but it has been proposed that TVET Institutions and colleges should be required to implement a quality management system.

3.3.8 Development of occupational standards Currently the Department of Occupational Standards and Assessment is responsible for overseeing the development of occupational standards. Invitations are sent to respective industries to join development groups to ensure alignment with the world of work. Working documents are prepared and levels are allocated (based on TVET level descriptors). To date approximately 60 occupational standards have been developed (in the construction, tourism, industrial and health sectors amongst others).

Despite the coordinating role of the Department of Occupational Standards and Assessment, limited coordination between the different standards setting groups exists. As a result there are varied interpretations of levels and assessment criteria across the sectors.

3.3.9 Compatibility of the ETQF with the proposed ENQF A number of issues have been raised by the ENQF Taskforce with the TVET sector regarding the design of the ETQF and various amendments and further development that will be necessary to achieve congruence between the existing TVET initiative and an NQF. Key issues include:

• Levels of occupational standards (process and outcome)

• Relationship between entry level, duration of training and qualification level

• Relationship between occupational standards, training programmes developed and qualifications awarded

• Levelling, sequencing and registering of units of competency

• Introduction of a credit system and qualification definitions and specifications

These issues have been formally raised for discussion and that discussion is ongoing during the finalisation of this document. It is anticipated that the strengths of the ETQF can be enhanced and all issues of incompatibility can be resolved.


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3.4 Higher Education

3.4.1 Overview of Higher Education Expansion of the public sector has increased from two universities in ESDP I to 22 in 2008. Thirteen of these were established in ESDP III, with some not yet fully operational at the time of writing.

By the end of ESDP II, nine universities had been established, and enrolment figures stood at nearly 32 000 students, which represented a gross enrolment rate of 1.5%, well below the 3% average for Sub Saharan countries. With the implementation of a positive discriminatory policy at entry level, and other strategies to increase the participation of female students, female enrolment increased to 24.4% in 2003/4. Staff-student ratios in HE remain relatively high at 1:12.

By 2005/6 11% of all degree students were studying in 55 private HEIs. Public universities are established by law and no pre-accreditation or accreditation processes are required. Private HE providers are required to apply to the Ministry of Education for pre-accreditation (permit to operate) and for institutional/programme accreditation.

Public universities accept students through a centralised placement system on academic merit. Full-time students are substantially subsidised but a measure of cost-sharing takes the form of a graduate tax. Demands for university places by applicants who meet the entry criteria far exceed the capacity of the public institutions. Alternative routes to higher education are provided in the form of summer and evening classes but these students pay full fees. Private institutions are not subsidised by the government and their students tend to be those who did not meet the entry requirements of the public institutions.

3.4.2 Higher Education reform agenda In 2003 the Ethiopian Government introduced a Higher Education Proclamation (Federal Republic of Ethiopia 2003), establishing wide-ranging reforms to the higher education system. The three major thrusts of the reforms are increases in student numbers, more institutional autonomy and greater market focus, and all of these require a focus on quality. Increased focus on quality also encompasses relevance, and the proclamation enshrines in law the requirement for “problem-solving, practice-orientated” education (Ashcroft 2004).

3.4.3 Identified quality issues in Higher Education

Student Admission

Public higher education institutions in Ethiopia have no admissions policy for regular undergraduate students. The Ministry of Education allocates regular undergraduate students to the faculties and in some specific programmes to the universities. The universities see this as a major problem to safeguard the quality of the education. The universities have no mechanism to filter students who are poorly prepared for university education, and therefore need to provide special support to minimise the attrition rate which sometimes exceeds 50%. On the other hand the number of students placed in the universities by the MOE is beyond the intake capacity of the institutions.


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Staffing

A major problem in all public universities is inadequate numbers of qualified and experienced instructors in most programmes. Even though the staff-student ratio (compared with UNESCO standards) seems quite high in the public universities, the problem lies with staff qualifications and experience. Most staff members are juniors with a first degree and no pedagogical skills. Other challenges the universities face are the high turnover and work load.

Infra structure and learning Resources

The capacity of the public institutions has increased over the last 10 years in particular. Infrastructure and learning resources have grown considerably and are still growing. However, there is still a mismatch between the number of students allocated and the number of new programmes opened.

Governance

Every higher education institution has its own organogram, with similar structures across most universities. The governance is highly hierarchical, with little accountability or control at faculty and department levels.

Programme relevance and curriculum

Ethiopian public higher education institutions use wither a top-down or bottom-up approach to programme development. A top-down approach, where the need comes from the government, is mostly a problem for the institutions because of the mismatch with the resources they have. In the bottom-up approach, the institutions take the initiative to open a new programme based on demand and the resources they have. In both cases the Institutions develop their own curricula.

Internal quality assurance

Public higher Education institutions have a traditional mechanism for safeguarding the quality of the education they provide. However, there is no system for continual monitoring of the quality of education. Nevertheless, public HEIs are in the process of launching internal quality assurance units for monitoring purposes.

3.4.4 Governance of Higher Education Through the 2003 Proclamation two key agencies to guide and oversee the sector were established. These are the Higher Education Strategy Centre (HESC) and the Higher Education Relevance and Quality Agency (HERQA). In 2008 a draft proclamation seeks to establish a third agency to provide developmental support to higher education institutions, namely the Higher Education Quality Enhancement Institute.


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Figure 7: HE Sector Governance

Higher Education Strategy Centre (HESC)

The Higher Education Strategy Centre is an autonomous body. Its activities include:

• Strategies for the development of the academic staff of HE institutions

• Gathering and provision of information about the HE sector

• Management of block funding grants to public institutions and development of future funding mechanisms

• Responsibility for HE curriculum development. Relevant to this is the work of the National Council for Higher Education Curriculum Development and Implementation and the development of subject benchmarks.

Higher Education Relevance and Quality Agency (HERQA)

The Higher Education Relevance and Quality Agency (HERQA) is mandated by the Ministry of Education to conduct pre-accreditation and accreditation. HERQA also conducts quality audits, and is involved in QA research and strategy and policy

HIGHER EDUCATION PROVIDERS

Minster of Education

HERQA Board HE System

improvement

HE Strengthening and Expansion

HE Quality Enhancement

Institute

HE Strategy Centre

HE Relevance and Quality

Agency

HESC Board

HIGHER EDUCATION PROVIDERS

Higher Education State Minister

Higher Education Council


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development. Human resource development of QA professionals is another major theme.

Department of Higher Education Strengthening and Expansion

This department of the Ministry of Education is responsible for the establishment of new public higher education institutions

Department of Higher Education System Improvement

This department is responsible for the overall Higher Education Strategy. This document is not available in English.

EQUIP (Education Quality Improvement Project) is a project funded by the Netherlands. It works with both autonomous bodies and government departments to provide support to nine public institutions, including the development of Academic Development and Resource Centres.

The ECBP is currently reforming 52 BSc Engineering study programmes, 37 MSc Engineering study programmes and 16 BSc TVET teacher study programmes at eight universities (11 faculties) throughout the country. ECBP is focusing on engineering study programs (five years BSc; 2 years MSc) and TVET teacher study programmes (four years BSc). The study programmes are developed according to the Bologna standards and the European Credit and Transfer System (ECTS). The BSc Programmes have been extended to five years (engineering programmes) and four years (TVET teacher programs) in order to make specific requirements, e.g. students' entrance qualifications equal. The study programmes will be accredited in Germany. It is planned to thoroughly revise the structure of the study programmes after a 10-15 year period.

3.4.5 Quality assurance of Higher Education Pre-accreditation and accreditation

Prerequisites for conducting pre-accreditation evaluation include basic requirements such as evidence of a trade license, premises, financial capacity etc.

Standards set for pre-accreditation and accreditation include requirements for evidence of:

• Curriculum - including requirements for stated objectives and teaching and assessment methods, specification of number of courses and hours and evidence of relevance to national needs

• Physical facilities – including types and sizes of room, suitable conditions for learning, furnishing and equipment, number of books

• Staffing including staff-student ratio, staff qualifications and proportion of permanent staff

• Regulations and policies • Institution organisational chart

Requirements for distance-based programmes differ from requirements for faceto-face delivery.


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Institutions are required to apply for accreditation not more than one year after pre accreditation is granted, and thereafter they are required to re-apply every three years.

Quality Audit

After an institution has been granted an accreditation permit, the Ministry of Education “has the right to conduct an academic audit at any suitable time to ensure that the standard and quality of the training is maintained” (Higher Education Institution Accreditation Manual for Degree Programme Training, 2003). Quality audits are conducted by HERQA.

Procedures for quality audits have been developed within the last three years. Initially quality audits were conducted only in public institutions, but currently selected private institutions are scheduled for quality audits, with a view to making audits mandatory for all HE institutions, on a five-year cycle.

Areas of focus for quality audit include:

• Mission, vision and educational goals • Governance and management system • Infrastructure and Learning Resources • Academic and Support Staff • Student Admission and Support Services • Programme Relevance and Curriculum • Teaching, Learning and Assessment • Student Progression and Graduate Outcomes • Research and Outreach Activities • Internal Quality Assurance • Plan of Enhancement

Quality audits are based on a self-evaluation that is completed by the institution prior to audit. For each focus area the guidelines provide points of reference and indicate sources of information, but there are no specific criteria that the institution is required to meet. The auditors provide recommendations and institutions are required to respond with a plan for enhancement. Post-audit follow-up monitors the institution’s quality improvement activities and achievements. Audit reports are published on the HERQA website.

3.4.6 Assessment in Higher Education Assessment in the universities is norm-referenced and there is no requirement for internal or external moderation. Some institutions use external examiners for some subjects. It is reported that some professional associations, for example in the Health Sciences, are planning to develop their own examinations due to lack of confidence in university assessment standards.

3.4.7 Development of outcomes-based academic standards for Higher Education A number of subject benchmark statements have been drafted and are being developed. So far subject benchmarks have been developed for:

Mathematics


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Chemistry Business and Management Computer Science Agricultural Engineering and Mechanisation Public Health Officers Nursing Midwifery Medical Laboratory Technologists

Subsequent to the draft proposal for subject benchmarking guidelines (EQUIP May 2006) it is reported that further benchmarks (Biology and Engineering) are under development by a benchmarking taskforce.

3.5 Overview This section has provided an overview of the current education and training landscape within Ethiopia. It has highlighted a number of challenges within each of the three sectors of General Education, TVET and Higher Education.


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SECTION FOUR: Review of findings from consultation

4.1 General findings from the stakeholder consultations Meetings with representative stakeholders were characterised by a high level of interest and engagement with the subject matter, and many comments expressed the participants’ appreciation for the “enlightening” workshop, regret for the “shortage of time to express our comments and suggestions in detail” and desire for more “such kinds of small workshops” on the issues. There were 11 requests for further “capacity building” workshops on ENQF issues, especially from the General Education sector and from private providers. Examples of appreciative comments include:

It is a big and vital issue and as far as the presentation is concerned it is good but as a problem lack of time [and more] detailed discussion. (TVET representative)

This workshop is very important and it gives us a highlight about NQF and it must continue its efforts to be applicable. (TVET representative)

The information sounds to me to be ambitious. I like the effort to be successful. It gives me high interest in ENQF. (TVET representative)

The workshop is really nice helping us understand the relevance of the ENQF in Ethiopia. (HE representative)

The presentation and discussion was good. I have got a lot of information about qualifications of other countries. (TVET representative)

A high level of support for the ENQF development was evident in both discussions and questionnaire responses. There were very many explicitly supportive comments and although there was some cautionary advice (given below) there was no negative feedback at all. Examples of supportive comments include:

This quality standard system should be developed to alleviate our standards problems. So we appreciate this initiative. (TVET representative)

Since the qualification standards system has got so many benefits we’ve got to exert maximum efforts to accomplish its objectives successfully. (TVET representative)

Outcomes based training should be pushed forward. (HE representative)

We are too late to start this ENQF so be quick. (Regional representative)

The initiative is very timely but the determination to follow to the last must be there. (GE representative)

It will be key for all academic matters. It shall be implemented at any cost. (Professional Association representative)

Participants were reassured that all three sectors were represented by the Taskforce. Some felt that the Taskforce’s leadership of the initial stages of development could be


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enhanced by increased private sector and curriculum development representation. The importance of stakeholder ownership (buy-in) was emphasised, and several participants expressed the view that any benefit from the ENQF development for their sector was directly dependent on consultation with their representatives. Participants were cognisant of the far-reaching national implications of the ENQF development and urged the taskforce to consult widely in all regions, for example:

To address [these problems and weaknesses] it needs involvement of the nation and nationwide of the HE, TVET and GE representatives. (HE representative)

The taskforce should organise this forum (ENQF) at national level so that the qualifications framework development will be facilitated. (HE representative)

Enrichment workshops will be cornerstone to the realisation of ENQF. (Public Provider Body representative)

All stakeholders should be involved before the development implementation of this plan. (Professional Association representative)

Although there was much support for the notion of participating in the global phenomenon of qualifications frameworks and for the potential for international benchmarking, and even some recommendations to align the ENQF as closely as possible with the international models, there was also some cautionary advice about the importance of reflecting local needs and realities. For example:

All [Ethiopian] educational systems, curriculum are copied from other foreign countries. Because of this it is difficult to change the attitude and bring up quality in the curriculum. (TVET representative)

It is good to base [the development] on a study instead of adopting from countries with different socio–economic background. (Public Provider Body representative)

The framework should not be donor driven. It should try to satisfy national needs and meet world standards. (GE representative)

In terms of international benchmarking, the taskforce was cautioned to be critical in its approach. Of importance are not just the standards of other countries, but the rationale behind them and their experiences with them.

The sustainability of the ENQF development was raised as a concern. Participants wanted reassurance that the project is owned by the federal government and has support and commitment at the highest level. Issues of resourcing, governance and the phasing of implementation were raised in several of the workshops. For example:

Make sure capacity to implement is available [and] make sure there is a good balance between centralised and decentralised governance. (HE representative)

A number of participants enquired about a tentative timeframe for the implementation of the ENQF, and it was generally agreed that implementation should be an evolutionary process building on current strengths. Two views on how to proceed with incremental implementation dominated. One school of thought proposed that implementation of framework mechanisms and principles should commence in the


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lowest grades, building quality and coherence from the bottom up. In this respect the use of pilot projects and adequately resourced model schools was suggested. Another school of thought proposed that consistent quality assurance standards and practices across all types of provider were the starting point with the most potential for initial leverage.

It was felt that a development of such national importance warranted “awareness creation on a mass scale”. A range of media were specifically recommended for consultation and information dissemination purposes. These were a website, national television and radio and print media including national newspapers. As described above, there is clearly much demand and scope for face-to-face workshops that have an information dissemination/capacity-building function and also provide opportunities for stakeholders to have real input into the evolution and development of the ENQF. A format that was successful during the first phase of ENQF concept development was a “roadshow” that facilitated discussion of the key messages and questions of the ENQF Taskforce and gathered feedback for developmental purposes. Participants in the first roadshow emphasised the need to pitch the information campaign correctly, anticipating both the difficulty of disseminating information and consulting effectively in Ethiopia and a low level of familiarity with framework concepts.

4.2 Findings related to problems and weaknesses of the current education system Participants identified poor quality, lack of relevance and lack of coherence as the major weaknesses in the current system.

More than 30 comments (from 154 participants) identify “incoherence” and “disparity” as a problem, between regions; between education sectors; within education sectors; between formal and informal education and training; between public and private sectors; between “curriculum, textbooks and teacher training”; between qualification of the same type, e.g. diplomas awarded at all levels after widely-varying training durations; and between education and training and the world of work.

Lack of relevance broadly includes “incoherence of the training with market demand”, and a system that is “not based on customer/stakeholder interest”. More specifically participants identified lack of curriculum relevance as a problem, especially an over-emphasis on theory, lack of practical application and inadequate preparation for the purposes of either work or further study. Some suggested, for example, that the level of preparation of learners in English language at primary level is not coherent with, or relevant to, the English language needs of learners at higher levels.

More than 40 comments (from 154 participants) identified quality and relevance as major problems, and accordingly quality and relevance are identified as the top priorities for intervention.

Quality issues include teacher/trainer performance; quality of education/training curriculum and delivery; quality of assessment; lack of systematic quality assurance processes; and issues of policy and governance. More specifically concerns included:


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• Lack of qualified experienced teachers at all levels and inadequacies in the training, development, supervision and recognition of teachers. One aspect of this issue is the lack of attractiveness of the profession and dissatisfaction of teachers with their conditions of work.

• Quality of the curriculum in all sectors, which was variously described as “irrelevant, inconsistent, not reviewed carefully”.

• Continuity of curricula, which are described as “unstable and wavering” and “changed every year”. Perceived lack of curriculum continuity may be an aspect of a more general perception that there is “frequent change of system” with insufficient implementation support, transition time and evidence-based review before the system is changed again.

• Standardisation of curricula, with issues around duration including (i) variable duration of comparable programmes (ii) “short training time in higher institutes that leads to poor quality of graduates” and (iii) concern that training duration is unjustifiably extended in some cases

• Overemphasis on theory, even in TVET, and on teaching and assessment practices that emphasise the ability to memorise information, and methods that do not provide learners with skills and attributes needed to contribute to the social and economic development of Ethiopia.

• Centralised setting of assessment standards, which is perceived as “not based on profession [judgement] rather on the will of authorised people”

• Lack of resources, including teaching materials that are insufficient, do not exist at all (TVET), or arrive too late or are not relevant; lack of teacher aide support; lack of adequate facilities; and high student/teacher ratios

• Inadequacy of education leadership, including lack of coordination between sectors (resulting in “contradictory moves among ministers”); inconsistent policy across regions (GE); lack of clear policy (TVET); poor planning and management skills; inefficient management of resources

• Insufficiency and inconsistency of quality assurance criteria and comprehensive and systematic “monitoring and evaluation mechanisms” across all sectors

Lack of national standards, or any “baseline/benchmark” or “national reference on which you could base your educational provision” also emerged from the analysis of the data as a major weakness. Many comments related to the need for a “clear benchmark in all levels of the training”. Standardisation by means of “sector-wide standards” was seen as the key to national and international credibility. Lack of comparability across and within sectors was clearly seen as problematic. “Discrimination” between public and private sectors is an aspect of the identified problem and “reconciliation” of the current actual and perceived differences between them was identified as an expected benefit of a national qualifications framework.

There were several comments about lack of flexibility in the current system. However, credit transfer and other mechanisms for enhancing lifelong learning are not strongly identified as either key benefits or key priorities. One comment specifically


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recommended an incremental approach that develops credit transfer “first nationally later internationally”.

Identified problems that will not be directly addressed by the development of a national qualifications framework, but may impact on successful implementation, include:

• the national placement system and the lack of “commitment” and motivation of students, which is seen by some as a consequence of “pushing students [in]to professions not interest”

• instability due to political changes, pace of reform and an environment of continual change

• lack of communication between MoE departments/projects, especially with regard to parallel development of overlapping initiatives

• lack of involvement of practitioners in policy and curriculum development

• inadequacy of information dissemination, especially “lack of sensitisation and awareness creation of the importance of the matters”

• perceived inadequacy of government consultation with, and support for, private providers

4.3 Findings related to the existing TVET strategy and framework There were many questions about the architecture of the ETQF framework, and TVET sector participants had a number of problems with the implementation of that framework. The ENQF implementation team stands to benefit from the lessons to be learnt from the ETQF implementation. Most issues of concern to participants (listed below) had already been identified by the ENQF Taskforce and were already the subject of specific consultation with TVET departments of the Ministry of Education prior to wider consultation. The issues include:

• Lack of involvement of training providers in the development of standards and model curricula

• Lack of consistency in the setting of standards (and in the setting of levels in particular)

• Lack of consistency between levels set and level descriptors (two comments suggest that level descriptors need to be more detailed in order to be useful)

• Confusion arising from the lack of any relationship between level and duration of training (TVET and Professional Association participants)

• Lack of clarity about pathways for TVET students and graduates

• Lack of consistency in TVET policy/direction

• Lack of clear communication strategy and comprehensible guidelines

• Lack of systematic quality assurance processes


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There was intensive discussion of these issues with all the TVET providers that were visited. Some quotations from the questionnaire (all from TVET providers) indicated the high level of frustration and the perceived urgency of addressing the issues:

I lack words to express that TVET nowadays is in problems of clear curriculum development.

Please assess again TVET Qualifications framework.

For the levelling of the TVET sector we especially have a problem in levelling so we need it to be revised because the levelling less comes from the level descriptor.

Things are not properly designed and will not effectively meet the point.

The initial intention of the (ETQF) development is based on country. It does not provide any regional linkage.

Lack of public awareness before putting this system into practice, shortage of time.

4.4 Findings related to the strengths of the existing system A number of generally positive comments, as well as the warmly receptive response to the ENQF and the enthusiasm of engagement with the concepts, indicate the resilience and inspiration of the education sector. Participants felt that strengths include “vitality” of the sector and “young and energetic staff that can contribute a lot to the development of the country”. While the experience and qualifications of teachers were identified as an area of weakness, the “availability of professionals like instructors” was also identified as a strength.

There are many other examples of inherent contradiction manifest in different perspectives that allow the same issues to be identified as both strengths and weaknesses. For example, opinion is clearly divided on some aspects of education policy. Plasma education for secondary schools’ instruction in the local language at primary schools; and governance of general education at regional level were variously described as both strengths and weaknesses.

Some concern was expressed, especially by ministry officials and TVET sector representatives, about the implications of the ENQF for existing initiatives. The importance of building on existing strengths was emphasised, and many participants identified alignment between existing initiatives and the ENQF proposal, indicating that there is coherence in overall government strategy. However some concern was expressed about possible duplication of effort as illustrated by these remarks:

Please make a forum where HERQA, ecbp, curriculum changes and ENQF can meet and harmonise their work and reduce cost/expert/time budget. (HE representative)

Please try to gather proper and relevant information from other sector ministries so that will eliminate duplication of efforts. (Government Ministry representative)

It was noted that the ENQF builds on the existing principles of the Ethiopia education system (access, equity, quality, relevance, competency etc.). The 1994 Education and Training Policy is regarded as a strength by many participants and the strong and


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sustained commitment of the government to improving the education system, especially as this commitment is manifested in such initiatives as the school improvement programme. Curriculum review is also an ongoing initiative in all sectors and is seen as beneficial by many participants. Increased efforts by the government to consult and encourage “public involvement” and “stakeholder involvement, and to “satisfy the demand of different sectors” are commended, and participants noted increasing awareness of the need for “inter-sectoral collaboration”.

More than 20 (of 154) participants noted that significant improvement in access to education in recent years as a result of successful policy implementation and the government’s expansion programme is a major strength on which improvements in the quality and consistency of qualifications and education delivery can be built. On the other hand, this rapid expansion is also seen as a weakness by many participants since, as one participant expresses it:

There is obvious progress in access and quantity at the expense of quality (GE representative)

Participants noted that there is already a growing awareness of issues of quality and relevance and that this paves the way for the implementation of a national quality strategy. This awareness amounts to both “common understanding” among educationalists, and public awareness and “stakeholders’ desire for higher quality of education”.

The establishment of HERQA and its progress towards developing quality assurance standards and processes, and the more recent establishment of the General Education QA and Examinations Agency, the “design and implementation of the education quality package” have contributed significantly to this growing awareness. It is suggested that acknowledged efforts to improve quality need to be “strengthened with the necessary materials, financial and human resources”. The government’s mechanisms for self-evaluation of the effectiveness of its strategies and openness to feedback and improvement are definitely seen as strengths that will support the ENQF implementation.

Each sector is already organised in levels with standards (General Education profiles and minimum learning competencies, Higher Education subject benchmarks, TVET occupational standards) and co-ordinating bodies exist for all sectors. TVET already implements competency-based assessment; the standards for the General Education sector are expressed in terms of outcomes; and there is already a pilot project for pathways between HE and TVET. Although many criticisms of the implementation of the TVET strategy have been elaborated, aspects of the strategy such as increased focus on practical skills, and the establishment of occupational standards of the ETQF and centres of competence are also seen as strengths on which the ENQF can build.

4.5 Findings related to the expected benefits of the ENQF The main benefit perceived by participants was that of increased coherence, which is broadly described as a “more comprehensive and systematic approach” and specifically includes “strengthened links” between institutions, levelling of public and private provision (“minimis[ing] the gap between government and non-government sector”), and curriculum coherence. Relevance is related to coherence: “Needs-based


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training” is expected to develop a workforce that is “competent”, “efficient and productive” and able to provide “better service for the service seeker /general public”. Enhanced quality of education is a highly rated benefit. One HE representative commented, “We can benefit a lot [from the ENQF] because ensuring quality is our main concern”. In particular the concept of standardised criteria and processes for evaluation of quality, or “one way of evaluation system” is seen as advantageous.

Several respondents commented on the importance of increased transparency, of both learners and providers having “a clear view” and “a clear vision” of what is required, what has been achieved and what the next step is. “Absolute outcome standards and assessment” and “measurable criteria” are seen as positive drivers of change. Transparency in assessment and “avoidance/minimisation of subjectivity” is commended as a benefit of standards-based assessment. Perceived benefits of increased standardisation include having “national reference” points and “uniform standards”. Participants showed their awareness that increasing transparency also increases accountability and this is perceived as a good thing. Participants see the benefit of “knowing what we are going to do” as well as what “we have to do”.

Increased credibility was mentioned as a major benefit by several participants. A number of participants (especially from TVET) felt that national and international recognition of levels of competence raise the perceived value of qualifications and motivate and “encourage” both learners and providers. Examples include:

It gives us a chance to compete and be a model of excellence for the private sector. (TVET private sector representative)

It raises the interest of the learner. (TVET representative)

[Trainers] will be encouraged to involve themselves. (TVET representative)

It will motivate both the trainees and the teachers to be competent in the labour market. (TVET representative)

The institution becomes beneficiary with the great satisfaction of the trainees as well as from the public. (TVET representative)

For the private sector, increased credibility includes “recognition in terms of the government but also the public”.

Participants indicated that they see a relationship between the increasingly responsive and “demand-driven” education sector and social and economic benefit. Learner mobility and the labour force are seen positively, especially within the TVET sector. Anticipated benefits include increased opportunity to:

Train youth to get access to international jobs, internship and other training opportunities. (TVET representative)

Produce competent personnel for the global market (much wider job opportunity). (TVET representative)

Get the chance to work on continuing their further education. (HE representative)


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Increasing opportunities to move between sectors are expected to increase student numbers in both TVET and HE:

More students will decide to come to us for diploma-level training knowing that there are always chances for them to proceed to higher levels of education. (TVET representative)

It opens the way (pathway) by providing opportunities to students to build and develop their career. College will get more students. (TVET representative)

Our sector will benefit in that our students can continue to HE. It helps build the confidence on the TVET programme. (TVET representative)

We can get so many trainees who come from the informal education. (TVET representative)

The members of the sector get the chance to work on continuing their further education. (HE representative)

4.6 Findings related to perceived priorities of the ENQF In accordance with the identification of quality and relevance as the main benefits expected from the ENQF, and also the major weaknesses to overcome participants identified improving quality and relevance as top priorities for the implementation of the ENQF. Typical comments included:

The training and education programmes should meet the needs of the country. (Private Provider Body representative)

Without quality development cannot be achieved. (Private Provider Body representative)

Coherence and credibility are the next highest priorities, as shown in Figure 8 below.


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0

20

40

60

80

100

120

140

160

180

Relevance Quality Coherence Credibility Flexibility Access Int comp Other

Priorities

High Not sure Not high

Figure 8: Priorities for implementation as identified in the questionnaire

The figure shows that flexibility, in terms of mechanisms for credit transfer and international comparability, are not seen by the majority as immediate priorities. However, for some participants international comparability “can’t be secondary” to other priorities since Ethiopian “students or graduates should fit every system”.

Analysis of qualitative as well as quantitative responses shows that access was not selected as a high priority by many participants, probably because it is seen to be addressed through other current initiatives.

The insightful commentary of one General Education participant regarding prioritisation is quoted in full because it seems to summarise the views of a large number of participants:

Relevance “is the fundamental issue. Does it address societal needs and national interests?” (“If not relevant and up to international standards, then why all the labour?”)

There are many symptoms that indicate that the quality of the education system has gone low.

Coherence is subservient to the prime issue of quality.

Credibility and flexibility are “appended to the search for relevance and quality”.

Access unless in relation to resources will affect quality, Ethiopia's current problem.

International comparability is inevitable in “the age of globalisation”


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4.7 Feedback on the proposed architecture of the ENQF Three main issues were raised by participants. There were some suggestions that the levels of the initially proposed framework (ENQF Consultative Document) should be reviewed and that, given the low levels of educational attainment in Ethiopia and the large numbers of children who drop out of primary school before the completion of the second cycle, it would be appropriate to include the equivalent of the second and possibly even the first cycle of primary education (including ABE) in the formal system.

There is a need for clarification about the levels of the framework, in terms of both the concept and the terminology (such as comparability and equivalence) used in relation to qualifications at the same and different levels. It was generally felt that for deeper engagement with the proposed architecture, draft level descriptors and qualification definitions were required. These were not included in the ENQF Consultative Document.

HE participants noted with interest the inclusion of a Graduate Diploma qualification. A number of questions were raised about the level and purpose of this proposed qualification, and about government policy regarding the distinction between university and TVET qualifications. They noted that diplomas were listed under the TVET sector and observed that there may be a need to offer diplomas in Higher Education as well.

4.8 Participants’ perceptions of the implications of the ENQF At each of the consultation events the Taskforce attempted to alert participants to the implications of an outcomes-based NQF. It was explained that designing level descriptors for increased relevance to the social needs and economic interests of Ethiopia, deriving curricula from those level descriptors, and aligning programmes leading to the award of qualifications with qualifications definitions, would impact on existing curricula.

Outcome-based education, based on level descriptors that are designed to address issues of relevance, (for example the problem of overemphasis on theory and lack of opportunities to apply theory in practice), implied different approaches to teaching.

The assessment of achievement of learning outcomes is a criterion-referenced and not a norm-referenced system as is currently implemented in General and Higher Education in Ethiopia. The move to criterion-referenced assessment has major implications not only in terms of methodology but also for achievement rates. The current National Assessment implemented in the GE sector for research purposes shows that children currently score much lower in criterion-referenced assessment tests than they do in national examinations. In a transition phase of the implementation of the ENQF, achievement levels are likely to fall, and this may be problematic for providers whose performance is judged on achievement rates.

The fourth implication of the ENQF that participants were asked to rate is the implication of quality assurance of all providers against national standards. Currently no sector has a comprehensive set of quality assurance standards and neither TVET nor general education providers are familiar with the processes of rigorous quality assurance.

Participants’ ratings of the implications as primarily positive, and insignificantly negative, as shown in Figure 9, may indicate that the full measure of the implications and the


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impact on the professional practice of educationalists is not yet fully understood. Significant numbers of “not sure” responses contribute to this impression. One participant suggested an important aspect of further consultation:

So much as possible the downside of implementing ENQF should be highlighted more. (Private Provider Body representative)

Figure 9: Perceptions of the implications of the ENQF

4.9 Key learning to be derived from the information gathered in the first round of consultations The following points summarise the key learning derived from this analysis, which informs the implementation plan.

a) Long-term commitment to the allocation of resources for the implementation is necessary for stakeholder confidence

b) The implementation should progress under the leadership of a dedicated team with (at minimum) representation from each sector, and that team should liaise intensively with a wider group of stakeholder representatives.

c) Intensive engagement with all staff members of Ministry of Education departments and autonomous bodies responsible for TVET, General Education and Higher Education concerning the details of the refined concept and implications of the ENQF should be undertaken as soon as possible. (This has commenced, with a discussion paper to the TVET sector in March 2008.)

d) All relevant existing initiatives (standards development, curriculum development, quality assurance, improvement strategies, and the development of policy and

Implications of ENQF development

0

20

40

60

80

100

120

Curriculum Aproached to T&L Assessment QA of provisioning

Positive Not sure Negative No implication


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legislation) should be closely coordinated to maximise synergy, minimise duplication (and stakeholder confusion) and ensure that all initiatives are united under one coherent philosophy for education in Ethiopia.

e) Detailed analysis of weaknesses and problems which will not be addressed by the framework, but which will impact on successful implementation, and which may be inconsistent with the philosophy of the framework, should be completed for the consideration of senior officials.

f) The governance of the ENQF should be designed for strong reliance on existing structures, sector representation, minimisation of bureaucracy and maximisation of communication.

g) A national ENQF information campaign should utilise a range of media, with emphasis on face-to-face engagement and capacity building.

h) Existing high levels of support and interest and the perceived urgency need to be met with a clearly articulated and decisive plan that is realistic in terms of scope and duration, but phased so that observable progress is seen to be made in incremental steps.

i) Quality assurance and curriculum relevance are the priority areas for leveraging change in the education system.

j) Consideration should be given to the idea of pilot projects in “model” schools, colleges and universities. One such provider may be Adama University, where the new president claims to have a mandate to develop a model university. Adama would also be a suitable target as the institution that trains TVET teachers.


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SECTION FIVE: Concept of the Ethiopian National Qualifications Framework

5.1 Introduction Ethiopia has embarked on a long-term Plan for Accelerated and Sustained Development to End Poverty (PASDEP). Education is identified as the key to realising the national capacity-building strategy and overall sustainable development (FDRE 2002). Accordingly there has been a huge expansion of all sectors of education. However, a number of problems and weaknesses in the education system, identified in a range of documents (Yezengaw 2007; TVET Strategy 2006; JRM, 2008 and others), continue to limit the potential of the sector to contribute to the socio-economic development needs of the country. Many, but not all, of these issues could be addressed through the establishment and implementation of an NQF.

Section Two of this concept document reviewed the commonly stated benefits of a qualifications framework, while Section Three described the current (and to some extent also the proposed) education landscape in Ethiopia, and reviewed some of the existing strengths and weaknesses. Section Four of the document examined stakeholder views on priorities for intervention and the anticipated benefits of an ENQF. This section proposes a concept for the design of an Ethiopia National Qualifications Framework (ENQF).

The discussion that follows is a refinement of an initial draft of this document and takes into account the development and consensus reached in the course of extended discussions, augmentations and consultations.

5.2 Definition of the ENQF The definition of the ENQF attempts to capture the key purposes, functions and characteristics of the proposed ENQF in brief statements. The definition states what the ENQF proposes to deliver for the benefit of education and training stakeholders in Ethiopia:

The ENQF is an instrument for the development, classification and recognition of Ethiopian qualifications according to agreed national standards for quality and achievement levels, and it establishes national and international comparability of qualifications. Through the ENQF diverse sectors are harmonised and access to education and training is enhanced.


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5.3 Purpose of the ENQF A qualifications framework is a mechanism customised to address specific problems. The design of the framework is determined by its purpose, which in turn depends on the particular problems that it seeks to address.

The Taskforce analysed the existing systems of the Ethiopian education sector, and specifically issues that are commonly addressed through the design of a qualifications framework, such as comparability, linkages, progression, relevance and quality issues. This analysis yielded a list of symptoms of the systems, which were categorised for the formulation of specific problem statements as shown in Table 2.

Issues to be addressed - symptoms Problem statements Relevance of programmes to the needs of industry – too theoretical and insufficiently practical /vocationally oriented

Out-of-date qualifications not relevant to social and economic needs

University entry qualification perceived as a poor indicator of success in HE

Poor articulation between qualifications offered and skills needed

Poor articulation between preparatory school and HE standards

Regional differences in implementing the national curriculum and in assessment

Lack of confidence in assessment practices in General Education and HE

Assessment systems in General and Higher Education are norm-referenced

Perceived poor quality of General Education

Perceived differences in quality and comparability of public and private institutions

Lack of public confidence in institutions and qualifications – low credibility of qualifications and limited national and international recognition

Poor quality and low credibility of existing qualifications

Poor linkages between sectors especially TVET and HE

Little articulation between private and public – no transfer between sectors

Limited portability of HE and TVET qualifications i.e. not transferable /recognised across sectors

Limited/inconsistent recognition of obsolete qualifications (e.g. old TVET qualifications) for entry into HE

No recognition of learning achieved through non-formal and informal training

Learning pathways reach dead ends – people have to start again from scratch

Existing qualification system is fragmented/ lacks coherence

No transfer between fields of study - need to provide “lifelong learning” pathways for “second chance” learners to

Low levels of participation in education and achievement in particular


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retrain

Existence of educationally disadvantaged groups – poor retention of educational disadvantaged groups

sub-sections of the population

Table 2: Problem statements for the ENQF

In turn, the problem statements correspond with the common aims of a qualifications framework as proposed by Coles (2006):

Problem statements Corresponding aims of the ENQF



To establish national standards of knowledge, skills and wider competencies

Poor quality and low credibility of existing qualifications To promote the quality of education and training

Existing qualification system is fragmented/ lacks coherence

To provide a system for co-ordination and for comparing qualifications

Low levels of participation in education and achievement in particular subsections of the population

To promote and maintain procedures for access to learning, transfer of learning and progression

Table 3: Broad aims of the ENQF

Considering these aims in terms of in the big picture of the social and economic goals of Ethiopia, the Taskforce has formulated the following purpose for the Ethiopia National Qualifications Framework.

The purpose of the Ethiopian National Qualifications Framework is to:

• Establish national standards of knowledge, skills and wider competencies to ensure the relevance of qualifications to national economic and social needs

• Resolve the diversity of sectors and improve articulation and comparability between qualifications of different sectors

• Establish national quality standards and systems for quality assurance of providers, programmes, delivery and assessment

• Establish clear progression pathways and facilitate procedures for access to learning and transfer and recognition of learning

• Provide a means to benchmark qualifications nationally and internationally

Appendix 7: Developing the aims of the ENQF shows the process by which identification of symptoms led to development of problem statements which in turn translated into the aims of the ENQF.


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It is important to emphasise that the ENQF will not be able to address all the challenges within Ethiopia. Issues affecting the potential of the education sector to contribute to the socio-economic development needs of the country, which are highlighted in the JRM and other documents, and which are not addressed by the establishment of a qualifications framework but may impact on successful implementation, include national centralised selection and placement systems which are based purely on academic merit and not on personal interest or vocational aptitude; methods of summative assessment, with greater emphasis on final examinations and little, if any, emphasis on the continuous assessment of coursework; capacity for the training and qualification of teachers to implement the ENQF; funding policies to encourage the development of the private sector; public perceptions of the relative values of vocational training and occupations; and the proficiency of teachers and students in the use of English for academic purposes at higher levels.

In the short term the ENQF has the potential to deliver the following benefits:

• Establish quality standards for provision of education across all sectors

• Establish national standards for educational achievement for all sectors

• Clarify progression routes and enhance mobility between sub-sectors, especially between TVET and the other sub-sectors

• Provide formal pathways for the vocational training of children who do not complete primary education

In the long term the ENQF has the potential to deliver the following benefits:

• Enable people who have little formal education to (re-)enter the formal education system with recognition for achievement in non-formal and informal learning environments

• Increase coherence across sectors that evolved independently with limited connections between them

• Enhance the value of experiential learning, vocational orientation and the development of social and vocational skills in General and Higher Education

5.4 The underlying philosophy of the ENQF Frameworks provide learner-centred systems in which there are no barriers to progression other than the learner’s own performance. It is envisaged that the ENQF will ensure the education system delivers qualifications that are relevant to the social and economic development of Ethiopia, and produces well-rounded graduates who have the skills and knowledge and wider personal competencies which Ethiopia requires for the development of a democratic civil society and the transformation of the agricultural, industrial, business and service sectors.

Outcomes-based learning makes the purpose and objectives of the learning clear and informs all users what knowledge, skills and wider competencies the learner will be able to demonstrate. It provides a sound basis for a transparent assessment system based on


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explicit demonstrated criteria. All learning can be assessed and certified regardless of when and how it took place.

The framework also provides systems to ensure that all providers meet national quality standards for delivery and produce high-quality graduates with qualifications that are recognised nationally and internationally.

5.5 Scope of the ENQF The proposed scope is comprehensive, including all sectors (Higher Education, General Education and TVET) and all national qualifications. A linked system which allows for differences between sectors is recommended over a unified system in which no difference between sectors is recognised.

The undertaking of the Taskforce is to build on existing systems, which includes recognising that the sectors have different approaches to the development of assessment standards, and that while all learning can be described in terms of outcomes, some types of learning are more suited to competency-based assessment than others.

The scope of the framework includes some forms of what has been known as “non-formal” training (i.e. basic and junior skills training) which is now included in the framework and therefore included in the formal system. The scope includes all formal qualifications offered by private as well as public providers.

5.6 Architecture of the ENQF

5.6.1 Introduction The proposed architecture draws on the existing proposal for an ETQF, as well as the existing qualification types within Higher Education and General Education (as shown in Table 4). Because of the extent of variation across regions and institutions descriptions are very broad.

Qualification Description Entry Level Higher Education PhD degree 3-4 years Masters degree Masters degree Minimum 2 years: 24 -30 credit hours

Offered in both face-to-face and distance modes

Undergraduate degree

“Higher” Diploma/Certificate

Newly introduced for professional development of school leadership. Offered by universities in collaboration with the MoE

Undergraduate degree

Undergraduate degree 3-6 years (102-114 credit hours for three year programmes) 17-19 credit hours per semester for regular programmes

Grade 12

TVET TVET Advanced Diploma Level 5

Proposed qualifications Grade 10


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TVET Diploma Level 4

Duration varies

TVET Diploma Level 3 Duration varies Grade 10 TVET Certificate Level 2 Duration varies Grade 10 TVET Certificate Level 1 Duration varies Grade 10 General Education Grade 12 Ethiopia Higher Education Entrance

Examination (not a qualification) Grade 10

Grade 10 Ethiopian General Education Certificate (national award)

Grade 8

Grade 8 Primary School Leaving Certificate (regional award)

Table 4: Duration and entry level of current Ethiopian Qualifications

5.6.2 Levels of the ENQF Figure 10 proposes comparability to be achieved through the process of designing qualifications in accordance with ENQF level descriptors. The level descriptors (see 4.5.3) will specify the level of the knowledge, skills and wider personal competencies to be demonstrated in the field of work or study, independent of specific content or knowledge and skill areas. Level descriptors and qualification descriptors (see 4.5.4) form the basis from which programmes leading to the award of qualifications are derived.


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ENQF Level

Grade General and Higher Education TVET

10 PhD (480 credits)

9 Masters Degree (240 credits)

8 Graduate Diploma (120 credits)

7 Bachelor Degree (360 credits)

6 Advanced Diploma (120 credits)

5 Diploma (120 credits)

Diploma (120 credits)

4 12 Higher Education Entrance Examinations Certificate

(120 credits)

Level 4 Certificate (120 credits)

3 11 Level 3 Certificate (120 credits)

2 10 General Education Certificate

(120 credits)

Level 2 Certificate (120 credits)

1 8 Primary School Leaving Certificate

(120 credits)

Basic Certificate (40 credits)

Access 1- 4 Including

ABE

Figure 10: Levels of the ENQF


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In terms of TVET qualifications, the ENQF differs from the ETQF in some important respects:

• The former Basic and Junior Certificates in TVET which were not part of the formal system are now included. In this proposal, formal TVET starts from any time after Grade 5 and not from Grade 10 as currently. This change recognises issues raised by the JRM (2008) regarding the lack of formal pathways for large numbers of students who may have practical interest and aptitude, and have not completed 10 years of basic education. Furthermore the Education and Training Policy (1994) states that TVET will be offered to all school-leavers at any level of education.

• The proposed TVET Diploma and Advanced Diploma are moved one level higher in relation to Higher Education qualifications, in accordance with international classification systems.

• A consequence of spreading the TVET qualifications over six levels is that the certificates are renamed/numbered.

5.6.3 Levels descriptors of the ENQF The taskforce looked at the EQF descriptors, existing ETQF descriptors, and examples from other countries (e.g. Namibia and South Africa), in relation to:

• Existing General Education profiles • Current strategic quality improvement priorities of the Ministry of Education • Feedback from stakeholders about perceived skills and knowledge deficits in the

existing Ethiopian Education System (JRM 2008) • Theory on how to make academic qualifications more relevant to the modern

world of work (Cheng 2007). Analysis of this information enabled the taskforce to propose a design template for qualification descriptors that draws on the main features of EQF level descriptors, but augments these with particular emphasis on knowledge and skills relevant to the development of civic society, and knowledge and skills relevant to creativity and entrepreneurship.

The resulting template and two examples are shown in Table.

Level EQF Conditions of work

Social competence

Independence Knowledge Skills Creativity

1

- Follows simple instructions in familiar surroundings and in a structured context

Demonstrates some awareness of social expectations and responsibilities Can express own opinion in familiar contexts Works co-operatively for the common

Works or studies under close supervision

Demonstrates basic general knowledge and uses literacy and numeracy for everyday purposes

Performs actions required to carry out simple tasks that do not require special skills

Can identify simple problems and propose possible solutions


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Level EQF Conditions of work

Social competence

Independence Knowledge Skills Creativity

good

2 1 Demonstrates competence to work on a defined range of activities under routine and predictable conditions in a structured context

Demonstrates awareness of social expectations and values Expresses own opinion and follows instructions Works with others in the context of given roles and known rules

Works or studies under direct supervision with increasing capacity for self-direction

Recalls general knowledge in natural and social sciences

Demonstrates basic skills required to carry out simple tasks

Can identify and solve simple problems using known processes and given resources

Table 5: Proposed template for the development of level descriptors

The process for developing level descriptors is proposed as follows:

• The Taskforce proposes a full set of descriptors, drawing on the reference material described above.

• A panel of educational experts drawn from each sector (especially representing curriculum development and standards setting functions) reviews the proposal and agrees on changes.

• The panel presents its findings to the Taskforce and the descriptors are finalised.

5.6.4 Qualification descriptions The ENQF defines qualifications in terms of broad characteristics of types of qualifications; specific differentiating characteristics and purpose of each qualification; minimum requirements for the award of the specific qualification in terms of level and credits that indicate duration; and entry requirements.

A full set of qualifications descriptions for further consultation are included in the ENQF Implementation Plan. Figure 11 provides an example:


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Qualification Characteristics and Purpose Requirement for the award

Entry Requirement

Diplomas A diploma is generally awarded following the satisfactory attainment of a sizeable, coherent cluster of outcomes of learning requiring a high level of demand and aligned with one or more learning areas. Diplomas generally require the attainment of a volume of learning smaller than that required for the award of a degree.

Diploma

Qualifications carrying the name Diploma recognise: • preparedness of learners for self-

directed application of skills and knowledge

• capacity for initiative and judgement across a broad range of educational and vocational areas, and

• capacity for initiative and judgement in technical, professional, and/or management roles.

A minimum of 120 ENQF credits are required of which a minimum of 72 must be at or above the level of certification. Diplomas may be awarded above Level 5

Minimum of 120 credits at the level below the level of certification

Figure 11: Example of a qualification description

5.6.5 Standards for the ENQF More subject-specific information about the standard of skills, knowledge and wider competencies to be achieved at specific levels of the framework are derived from the level descriptors. Based on existing systems, each sector in the Ethiopian Education system would have its own type of subject-specific assessment standards.

Higher Education has already begun to develop Subject benchmarks (see Appendix 8) based on the QAA model in the UK. This approach has the advantages of providing an international benchmark while allowing for adaptation to local conditions. Subject benchmarking is a collaborative activity that encourages professional networking between academics. Existing subject benchmarks will need to be reviewed to ensure alignment with the ENQF level descriptors.

TVET has begun developing occupational standards (see Appendix 9), which are further sub-divided into units of competence, drawing on international models and experience. Existing occupational standards will need to be reviewed to ensure alignment with the ENQF level descriptors.

General Education has Graduate profiles for grades and Minimum learning competencies for subject areas (see Appendix 10). These can also be aligned to the ENQF level descriptors.


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5.6.6 Credit system for the ENQF

The existing system is a credit-hours system whereby credits = contact hours per week. This system has some disadvantages, including being unsuited to the recognition of learning that is self-directed and occurs experientially, or through non-contact modes of delivery. A proposed alternative method of quantifying learning is a system based on notional learning hours.

A common way of defining one credit is 1 credit = 10 notional hours of learning.

Notional hours include all contact hours (e.g. lectures, tutorials) all supervised hours (e.g. laboratories, workshops) all self-directed hours (e.g. research, assignment writing); and everything in between (e.g. on-the-job or workplace training)

Within this system: • One full-time year of study = 120 credits (1 200 hours) • One full-time semester of study = 60 credits (600 hrs) • If one semester = 15 weeks, this implies a 40-hour week for the student

Currently all sectors describe programme sizes in terms of teacher input only, and demands on the learner in terms of self-directed learning hours are considered. Analysis of existing systems, based on assumptions about the proportion of contact/self-directed time, shows that GE programmes may fit well within the proposed system, without adaptation. Information processed to date regarding university programmes suggest that the average Bachelors degree programme, for example, may be rather bigger than this (i.e. have more learning hours). TVET programme hours have not been set within any standard guidelines for duration and are extremely variable.

5.7 Prescriptiveness of the ENQF

5.7.1 Registration (pre-accreditation) of private providers Most governments, including the government of Ethiopia, require education providers who are not part of the formal public system to be registered or licensed to operate. Since registration is required prior to operation or the delivery of any programmes, it is difficult for providers to meet institutional accreditation criteria in any meaningful way. Therefore criteria for registration could anticipate ENQF accreditation as far as such criteria are relevant prior to commencement of operation.

5.7.2 Quality assurance of providers Existing quality assurance practices within the education system are relatively immature. Providers are unfamiliar with concepts of quality management, internal quality assurance and moderation, and the society is accustomed to a high level of authoritative direction and lower levels of personal choice than are customary in some societies. Given these factors, it is proposed that at a broad national level a relatively prescriptive quality assurance system is introduced. This implies the establishment of a set of national accreditation criteria which provide the parameters within which the specific needs of different learner populations are to be met. Within this national system, the importance of bottom-up activity, ownership of quality and the risks of overly bureaucratic processes would need to be recognised.


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Currently in the pilot phase of the introduction of quality audit the Higher Education sector has established focus areas but no criteria. Criteria need to be developed for institutional accreditation and audits (which confirm ongoing accreditation).

The current HE audit focus areas have been analysed in relation to other models of business excellence and higher education quality. As shown in Figure 12, the focus areas have good coverage over the range of internationally indicated performance areas. Of importance is the breadth of the review across all parts of the organisation (including leadership, processes and results) and not just academic areas, which have traditionally been the exclusive focus of university quality assurance practices.

It is proposed that the existing HE audit focus areas could form the basis of a generic set of national accreditation criteria for providers across all sectors. A set of draft accreditation and audit criteria based on the HE focus areas is provided in the implementation plan for further consultation and sector agreement.

Validation of programmes is currently practised separately in the three sectors, using various sector-specific guidelines and processes. Programme validation looks at issues of relevance/demand for the programme, as well as the consistency of the programme proposal with the technical requirements for framework qualifications. A broad set of draft validation criteria for programmes leading to the award of ENQF qualifications is provided for consultation in the Implementation Plan.

Moderation ensures that required standards of attainment are appropriate and are consistently applied. The use of external examiners (HE) or externally administered examinations (General Education) or centralised testing (TVET Centers of Competence) all provide for moderation of assessment. External moderation of programmes needs strengthening, especially in HE (for example through arrangements with other universities in Ethiopia and in other countries which offer the same or comparable programmes), and all providers should make arrangements for internal moderation of continuous assessment. Examples of pre- and post-moderation of assessment questions are included in the Implementation Plan.

Table 6 shows how each sector is currently addressing these three areas of quality assurance:

General Education TVET Higher Education

Central QA body General Education Quality Assurance and Examinations Agency

None existing HERQA

Registration Private institutions only Private institutions only Private institutions only

Accreditation Inspection model in development. Central oversight and regional implementation

Private institutions only

No post accreditation audit or monitoring

Private institutions only

Audit being introduced for both public and private

Validation Central and regional implementation of national curriculum framework

Regional development of curricula based on Occupational Standards

Programmes accreditation for private institutions

Moderation National exams at Grades 10 and 12 only

Centres of Competence Only where external examiners are involved

Table 6: Quality assurance arrangements in the three sectors


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Business Excellence Higher Education Models

ISO SADC Baldrige EQA QAS1 (NZ) HERQA Academic Audit TLQRP

Leadership Visionary leadership

Systems approach to management

Leadership

Organisational profile

Policy and procedures for QA Use of internal QA procedures Development of external QA processes

Governance and Management

Factual approach to decision making

Policy and Strategy Strategic planning Criteria for decisions

Goals and Objectives

Mission, Vision and Educational Goals

Governance and Management System

Customer focus Customer and Market Student, stakeholder and market focus

Learning resources and student support Assessment of students Public information

Development delivery and review of programmes Student information, entry and support Assessment and moderation Research

Student Admission and Support Services Programme Relevance and Curriculum Teaching, Learning and Assessment Research and Outreach Activities

Involvement of people People management Faculty and staff focus Quality assurance of teaching staff

Personnel Academic and Support Staff

Resources and information management

Measurement, analysis and knowledge management

Information systems

Physical and Learning resources Notification and reporting on learner achievement

Infrastructure and Learning Resources

Learning Objectives Curriculum design Teaching and Learning activities Student Learning Assessment

Process approach Continual improvement

Procedures Process management Approval, monitoring and periodic review of programmes and awards

QMS Internal Quality Assurance Plan of Enhancement


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Figure 12: Comparison of audit focus areas for HE with other well-known models

System-wide analyses Results Impact on society

Customer satisfaction Mutually beneficial supplier relationships

Supplier and partnership performance

People satisfaction

Business results Periodic reviews Reporting Follow-up procedures Processes fit for purpose

Achievement of goals and objectives

Student Progression and Graduate Outcomes Research and Outreach Activities


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5.8 Policy breadth of the ENQF It is important that the ENQF is launched with high intrinsic logic. The new system needs to make perfect sense to all stakeholders. Its policies and practices need to be simple and fully coherent.

The development and implementation of the ENQF needs to take into account all the “external” legislation and policies which impact on, or are impacted on by legislation. Policies need to ensure that the ENQF achieves its aims. Examples of existing “external” policies and practices which may be incongruent with the aims of an ENQF are the criteria of the centralised placement system and policies relating to the funding of education provision.

Institutional logic includes the policies and procedures of all the public and private education and training providers, and these cannot be expected to develop rapidly. A comprehensive campaign of raising awareness and training and support will be required, and long lead-in times can be expected before providers develop and implement new systems and ways of working.

5.9 Incrementalism of the ENQF An incremental approach is highly recommended. The introduction of a NQF is a massive undertaking with huge implications for all stakeholders. Credibility and trust are essential for the successful implementation of the framework. These take time to develop, and only flourish where there is understanding, commitment and agreement between agencies, sectors and providers. In Ethiopia, as with other countries that have implemented qualification frameworks, there is no history of co-operation between the sectors, and Ethiopia can learn from other countries such as New Zealand that the task ahead is immensely challenging, and that an over-zealous initial approach can undermine the foundation on which the framework is built.

The following considerations are proposed by the Taskforce:

• The need to base an implementation plan on stakeholder prioritisation

• Start with the best-developed sectoral practices

• Pilot some aspects in small areas

• Emphasise research and feasibility

5.10 Governance of the ENQF The governance of the three sectors is described in this document. Strengths that are relevant to the development of the ENQF are located in different sectors. HE and General Education both have quality assurance agencies, and TVET has a proposed a TVET agency, as follows:


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• Higher Education Relevance and Quality Agency (legislated in 2003 and established in 2005). The HE sector is developing a strong quality assurance system relevant to institutional accreditation.

• General Education Quality Assurance and Examinations Agency (established 2006)

• Federal TVET Agency (proposed 2006)

TVET is developing a demand-driven approach with a strong system for standards-based assessment. TVET and General Education have well-organised standards-setting arrangements. General Education has the most experience in flexible delivery.

A model of governance which is centrally coordinated, and provides the broad parameters within which good practice will be achieved consistently across all sectors, is recommended. International experience shows that some autonomy and differentiation between sectors is advisable. Therefore a possible model includes a central authority (options could include a steering committee with representation from each of the different sectors, or an independent central agency) which oversees and delegates awarding powers and day-to-day operations to sectoral bodies.


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SECTION SIX: Concluding comments

This concept document was prepared by the NQF Taskforce between January and April 2008. It covers the most important aspects of the international debates on qualifications frameworks and attempts to provide a detailed contextual overview of the current Ethiopian education and training landscape. It investigates stakeholder support and reviews the key concerns and priorities of stakeholders in relation to the conceptual framework for the ENQF. It elaborates options for consideration in the design of the ENQF and, in general terms, proposes a model for the ENQF.

The next phase of development is the ENQF Implementation Plan which is informed by the findings from the three information streams between January and March 2008, and a further round of more detailed consultation that was carried out in April. The Implementation Plan provides a detailed proposal for the ENQF, and full elaboration of many of the “building blocks” of the framework. The implementation plan outlines an incremental plan for rolling out the framework over a two-year period, commencing with some pilot case studies that will ensure the parallel development of the policy and processes for the ENQF reflect the realities of ENQF implementation at the “coalface”. The incremental plan allows for further intensive engagement with stakeholders, co-ordination with existing initiatives and the development of policies and processes that support the framework and are coherent across ministries, government departments, autonomous bodies, sectors and providers.

The Implementation Plan will be presented to the Annual Review Meeting in May 2008. The plan raises issues of resourcing, championship, management and communication that need to be resolved and agreed for implementation to commence.

ENQF Taskforce

April 2008


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References and source documents

Ashcroft, K. 2004 Emerging models of quality, relevance and standards in Ethiopia’s higher education institutions. The Ethiopian Journal of Education. 13 (3). pp 1 -26.

Bologna Working Group on Qualifications Frameworks. 2005. A framework for qualifications of the European Higher Education Area. Working document. Commission of the European Communities.

Bjornavold, J & Coles, M. 2006. Governing education and training: the case of qualifications frameworks. Draft paper for prepared for the European Centre for the Development of Training (CEDEFOP).

Cheng, K.M. 2007. Quality Assurance, but what quality? Paper presented at the Third Global Forum on International Quality Assurance, Accreditation and the Recognition of Qualifications, Dar es Salaam, 13-14 September 2007.

Coles, M. 2006. Review of international and national developments in the use of qualifications frameworks. Report for the European Training Foundation, April 2006. Discussion paper for the European Training Foundation, March 2006.

Commonwealth of Learning (2008) A Transnational Qualifications Framework for the Small States of the Commonwealth: Concept document: Developed by the Commonwealth of Learning and SAQA. Unpublished.

Corpus, M T, Davies A, Forsyth J et al. 2007. Qualification Frameworks in the Asia-Pacific Region (Asia-Pacific Quality Network (APQN) Project No.2). Research report presented in Kuala Lumpur, Malaysia, March 2007.

Donn, G & Davies, T. 2003. Promises and problems for Commonwealth Qualifications Frameworks. Collection of papers. June 2003. London: Commonwealth Secretariat.

Forsyth, J. 2007. The Australian Qualifications Framework (AQF). In Corpus, M et al 2007. Qualification Frameworks in the Asia-Pacific Region (Asia Pacific Quality Network APQN Project No.2). Research report presented in Kuala Lumpur, Malaysia, March 2007.

Howieson, C. & Raffe, D. 1999. The ‘unification’ of post-16 education and training. CES Briefing. University of Edinburgh. Unpublished.

Keating, J. 2003. Qualifications Frameworks in Australia. Journal of Education and Work, Vol. 16(3), September 2003.

Philips, D. 2003. Lessons from New Zealand’s Qualifications Framework. Journal of Education and Work, Vol. 16(3), September 2003.


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Tuck, R, Hart, J & Keevy, J. 2004. The relevance of the National Qualifications Framework Impact Study to qualification framework development in the Southern African Development Community. SAQA Bulletin, Vol.6(2): 5-29.

Tuck, R. 2007. An introductory guide to national qualifications frameworks: conceptual and practical issues for policy makers. Guide developed for the ILO. Geneva: ILO.

Yezengaw, T.A. 2007 The Ethiopian Higher Education: Creating Space for Reform. Ethiopia: St. Mary’s UC Printing Press

Young, MFD. 2003. National Qualifications Frameworks as a global phenomenon: a comparative perspective. Journal of Education and Work, Vol. 16(3), September 2003.

Young, MFD. 2005. National Qualifications Frameworks: their feasibility for effective implementation in developing countries. Report prepared for the International Labour Office (ILO). Unpublished.

Ethiopian education sector documents

Areas of Focus for Institutional Quality Audit (HERQA, 2006)

Draft Higher Education Proclamation (2007)

Draft Proposal for Subject Benchmarking Guidelines (EQUIP May 2006)

Draft Technical and Vocational Education and Training (TVET) Proclamation 2007

Education and Training Policy (1994) Federal Democratic Republic of Ethiopia

Education Sector Development Programme III: ProgrammeAction Plan (MoE August 2005)

Education Sector Strategy (1994) Federal Democratic Republic of Ethiopia

Education Statistics Annual Abstract 1998 E. C. /2005-06/ (2007)

Ethiopia TVET Qualifications Framework: Building Ethiopia. September2006

Higher Education Relevance and Quality Agency Strategic Plan for 2006-2009/10 (2006)

Higher Education Institution Accreditation Manual for Degree Programme Training (MoE, 2003)

Higher Education Proclamation Number 315/2003 (Federal Democratic Republic of Ethiopia, 2003)

Joint Mission Review: Education Sector Development Programme III (Final Report January 2008)


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National Technical and Vocational Education and Training (TVET) Strategy (Draft for discussion: August 2006)

The Development of Education: National Report of Ethiopia (2001). Ethiopian National Agency for UNESCO

Technical and Vocational Education and Training (TVET) Proclamation Number 391 (2004).


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Appendix 1: Stakeholders individually consulted and briefed

Name Institution Date of meeting

Daniel G Kidan MoE Ongoing

Sebastiano Longhi Italian Contribution to the ESDP

Ongoing

Fekadu Asrat ECBP/ TVET Ongoing

Lisanu Lejissa Oromiya Ed Bureau 19.02.2008

Tassw Bekele Oromiya Ed Bureau 19.02.2008

Merga Feyissa Oromiya Ed Bureau 19.02.2008

Bob Campbell HERQA 08.02.2008

Hurley Kevin HERQA Ongoing

Dr. Tesfaye Teshome HERQA 07.12 2007

Senior staff Jimma University 15.02.2008

Senior staff Alpha University College 09.02.2008

Senior staff Royal University College January 2007

Yeromnesh Ayele HESC 08.02.2008

Mike Cantrell EQUIP 08.02.2008

Prof Michael Young Consultant to GTZ 19.02.2008

Julia Schmidt ECBP/ TVET 12.02.2008

Hanno Knaup ECBP/ TVET 12.02.2008

Richard Bradbury GQUIP 15.02.2008

Teachers workshop on medium of instruction

Regional Bureaus, Teacher Associations, English Teachers

28.02.2008

Dessalegn Mulaw TVET 06.12 2007


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Tibebu Zenebe General Education (TDP) 06.12 2007

Daniel Argaw MoE Higher Education 06.12 2007

Solomon Shiferaw HESC Ongoing

Tizazu Asare MoE Ongoing

Development partners 06.02.2008

Metasebia Demissie Dept of Curriculum framework

Ongoing

Dr Wubshet Shiferaw Exam development and administration

Ongoing

Takele Gbrekidan Quality Assurance and Examinations Agency

Ongoing

Yasabu Workineh Teacher Education Development

Ongoing

Minase Gebermeskel Exam development and Administration

Ongoing

Bezuayehu Dubale Italian Contribution to the ESDP

Ongoing

Hadish G/tensay Ministry of Education Ongoing

Fekadu Tessew Italian Contribution to the ESDP

Ongoing

Ato Mebratu TVET 12.03.2008

Isabel Rapp Expert on Pathways to Higher Education

28.03.2008

Stefan Thomas Curriculum Development Expert

28.03.2008


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Appendix 2: Workshops and group consultation events 6-25 March 2008

Consultation Event Org/regions/sector represented

Report done

People present

Questionnaires completed

Questionnaire numbers

Workshop #1 Internal stakeholders -6.03.08 MoE, GTZ/ECBP, HERQA, ESDP-PMU, UNESCO

Yes 33 21 1-21

Workshop #2 Regional Bureaus -22.03.08 Gambela, Amhara, Afar, Somalia Oromia, Harare

Yes 6 6 108 - 113

Workshop #3 Internal stakeholders- 25.03.08

Other ministries, government agencies/commissions, professional associations, student and provider bodies

Yes 60 37 118-154

17.03.08 Miskayizunan Medhanealem Sec.School

Private GE Yes 4 4 114-117

13.03.08 Salem Technical and Vocational College

Private TVET Yes 7 5 32-36

13.03.08 Entoto TVET Public TVET Yes 5 5 37-41 12.03.08 St Mary’s university

college Private HE Yes 11 10 22-31

14.03.08 Menelik II Primary School Public GE Yes 2 2 42-43 14.03.08 Yekatit Preparatory Public GE No 1 1 44

Addis Ababa

17.03.08 Addis Ababa University Public HE Yes 4 45-48 Nazareth 19.03.08 Rift Valley University

College Private TVET Yes 9 9 49-58


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19.03.08 Adama TVET College Public TVET Yes 9 9 59-67 19.03.08 Adama University Public HE Yes 13 10 68-77 19.03.08 Holy Angels School Private GE Yes 16 16 78-93 20.03.08 Zion Tech &Business

College Private TVET Yes 7 6 94-99 Awasa

21.03.08 Hawasa University Public HE Yes 10 8 100-107


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Appendix 3: Questionnaire for workshop and group consultation events

Questionnaire for the first workshop for internal stakeholders Please use the questions below as a guide to provide the developers with your feedback, questions and concerns. Which of the following best describes your role at this workshop? Please tick ONE box. Representative of the TVET Sector Representative of the Higher Education Sector

Representative of the General Education Sector Member of the Development Partners

Other (please specify)

1. Tick the columns on the right to indicate how you prioritize the issues to be addressed through the development of the ENQF High

priority Not sure Not a high

priority Comment

Relevance of education and training

Quality of education provision

Coherence of education and training across all sectors

Credibility of Ethiopian qualifications across all sectors

Flexibility (transfer of credit, recognition of prior learning etc)

Access to education

International comparability

Other (please specify) PLEASE TURN OVER

Ethiopian National Qualifications Framework


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1. Tick the columns on the right to indicate how you rate the implications of the ENQF development Positive

implication Not sure Negative

implication No implication

Comment

Implications for curriculum development

Implications for approaches to teaching and learning

Implications for assessment practice

Implications for quality assurance of education and training provision

Other (please specify) Discussion Questions: Please use questions3-5 to guide your group discussion. Please jot down your (own individual) responses under each question 3. What do you think are the main problems and weaknesses of the Ethiopia education system that can be addressed by the development of an ENQF?

4. What do you think are the current strengths of the sectors which we can build on in the development of an ENQF?

5. How do you think that your sector will benefit from the implementation of the ENQF?

6. Other comments that you would like to make regarding the information presented at the workshop:

OPTIONAL: Name: Contact details:

PLEASE HAND THE COMPLETED QUESTIONNAIRE TO ONE OF THE ORGANIZERS OR PRESENTERS AS YOU LEAVE


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Appendix 4: Consolidated reports on Phase One Consultation Events 6-25 March 2008

6.03.08 Workshop #1 Internal stakeholders

12.03.08 St Mary’s University College

13.03.08 Salem Technical and Vocational College

13.03.08 Entoto TVET

14.03.08 Menelik II Primary School

14.03.08 Yekatit Preparatory

17.03.08 Miskayizunan Medhanealem Sec. School

17.03.08 Addis Ababa University

19.03.08 Rift Valley University College

19.03.08 Adama TVET College

19.03.08 Adama University

19.03.08 Holy Angels School

20.03.08 Zion Tech &Business College

21.03.08 Hawasa University

22.03.08 Workshop #2 Regional Bureaus

25.03.08 Workshop #3 Internal stakeholders

Report on the first Stakeholder Consultative Workshop 6 March 2008

Introduction

As it is indicated in its annual plan the MOE has been engaged in the development of the Ethiopian Qualifications Framework since the beginning of December 2007. Experiences in different countries show that developing such a comprehensive nationwide framework needs to made with the active involvement of stakeholders both in and outside of the education sector. The ENQF taskforce has been well aware of this and has given enough space to consultative workshops with these stakeholders. Beside the frequent face-to-face consultations the taskforce members make with the concerned authorities in their respective departments, planning includes three important consultations with the stakeholders: Consultation with departments in the MOE and education development partners, consultations with regional bureau and a broad group consultations with representatives all key stakeholder groups. These sessions are expected to come up with inputs important for shaping the ENQF.


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Thus, this is the first consultation workshop organised to collect inputs for the development of the concept document. There were 40 participants from departments in the MOE and education development partners who are closely working in the education sector (see Appendix 5: Workshop Participant Attendance). In the workshop presentations were made on international theory and practice of qualifications frameworks, why Ethiopia needs an ENQF, what the Ethiopian ENQF might look like and possible implications of the ENQF. Questions and suggestions were forwarded after the presentations which the team has taken as important inputs. Questionnaires for individuals and guiding questions for group discussion were given to participants for collecting information. Participants were divided into three groups for group discussion.

Questions raised by participants

Dr Zinabu: Task force needs to clarify terminology – Qualification (s) Framework

Chris: Most of the school population doesn’t make it to grade 8 - suggests that the levels start below grade 8 – this is a gap in the conceptual framework.

Dr Zinabu: Need to clarify the implications of the framework for curriculum development, syllabus etc.

What is the relationship with the TVET Framework?

Girma: What is the relationship between the framework development and existing improvement initiatives?

Director of HERQA: Talked about HERQA developments and the need for a framework to share/cross pollinate good work across the three sectors. Used the metaphor of a tree – we are working currently in the twigs and the leaves and we need to get down to the roots. He welcomed the holistic initiative, and the idea that curriculum development will be guided by the framework.

- Emphasised the importance of validation.

- Mentioned the need for a formula to translate credit hours to notional hours

- Talked about the importance of establishing knowledge and skills and attitudes of all levels – changing the profile of graduates starts with the education of the lower grades

Mariarita: The ENQF builds on the existing principles of the Ethiopia education system – equity, quality etc. The framework is an instrument to strengthen implementation of these existing principles/values. Emphasised the importance of building on what exists –integrating existing systems and projects.

Florence UNESCO: This is just the beginning of a consultation process – the details will be clarified as the process unfolds. Life is lived forward and understood backwards – we have to continue to work on existing initiatives.


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- Need to clarify outcome-based, competency based. The Education and Training Policy is focused on problem/competency based education and this is what is needed to meet the needs of Ethiopian citizens.

- International equivalency is important – the framework will enable Ethiopians to benefit from international student exchange programmes

- It is useful to have the participation of private providers and they should be included in the consultation

- The taskforce need to create more opportunities for discussion with stakeholders

Kevin HERQA: Talked about the development of a qualifications framework as an evolutionary process – emphasis on incrementalism and the need to feel our way into a “spiritual partnership:”

- The framework should be influenced by existing initiatives

- Talked about the importance of formulating standards and descriptors to reflect local conditions and needs – don’t borrow from other countries, develop Addis Ababa” descriptors

David HERQA: Asked about a tentative timeframe for implementation

Julia TVET: Re architecture: TVET is not necessarily a progression, occupations are pitched at certain levels, not clear how students get there in a progressive system.

Hanno GTZ: Urged taskforce to consult widely and early for better targeted feedback and increased ownership

Issues addressed in the group discussion

What do you think are the main problems and weaknesses of the Ethiopia education system that can be addressed by the development of an ENQF?

Group one Lack of national and international comparability is the main issue. Because there are no established standards equivalency is difficult to determine. This is problematic for Ethiopians taking there qualifications to other countries and people from other countries bring their foreign qualifications to Ethiopia. There is also no comparability of qualifications between sectors. Lack of coherence (disintegration, lack of harmony) is a problem, especially between TVET and Higher Education. There are no pathways for people who drop out of preparatory schooling. There is no established certification for each cycle. Group two

• Lack of pathways is a problem


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• No national sector-wide standards exist. There is a need to unify /harmonise by means of standards.

• No consistent supervision and monitoring across the whole education sector.

Group three • Quality and relevance are major weaknesses • Incoherence across the system • Inflexibility – it’s a compartmentalised system without linkages or

pathways, therefore partnerships are difficult to establish • There is disconnection between elements in the system that should be

linked, such as curriculum, textbooks and teacher training What do you think are the current strengths of the sectors which we can build on in the development of an ENQF?

Group one Strengths include:

• The Education and Training Policy • The existing TVET Framework • The General Education Quality improvement programme (e.g. School

improvement, and curriculum review ) • Existing QA Agencies including HERQA and General Education QA and

Examinations Agency Group two Strengths include:

• The standards of the different sectors – General education profiles, Higher Education subject benchmarks, TVET occupational standards.

• The Quality Assurance system of higher education is a strength. • The pathways pilot between HE and TVET

Group three • Strong commitment of the government • The basic structure is already in place • Existence of the TVET framework • The Education and Training Policy is consistence with competence

based approach • Existence of monitoring mechanisms such as the JRM

How do you think that your sector will benefit from the implementation of the ENQF?

Group one • National Reference for all levels and sectors of education • Increased efficiency • Quality work force • Demand driven training • Uniform standards across the country


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Group two • Transparency • Value of qualifications will be raised • More comprehensive and systematic approach • QF will provide support for curriculum development –will provide

guidelines • QF will strengthen links between institutions

Group three • The ENQF will be relevant and responsive to system weaknesses

identified by the group • Pathways – the problem on “dead ends” will be solved • More coherence

Other comments that you would like to make regarding the information presented at the workshop: Group two Regarding the architecture of the framework:

• Level descriptors need to be development in order to understand the architecture

• What is equivalence – are qualifications on the same level equivalent? • Some boxes are empty – what does this mean? • Should kindergarten be a third access level? • Should access level 1 have a qualification • Recommendation – involve civil service agencies and employers in the

consultation What the qualifications framework will not do:

• Be popular with Higher Education • Could devalue the learning process as it emphasises outcomes

Group three Suggest that the taskforce should be enlarged to include curriculum development people from each sector, an academic from higher education and a representative from the world of work.

There is a need for a session on terminology, for example on levels and what they mean. It is important to harmonise the use of terms within and outside the education sector.

In terms of consultation we need to think about the implications of the ENQF for other sectors, e.g. health sector

Key outcomes of the workshop

There was general support for the ENQF development. Several people emphasised the importance of stakeholder buy in and urged the Taskforce to consult widely. There is clearly a need to clarify ENQF terminology, to a as part of the consultation/awareness strategy.


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There were several questions about the architecture and three suggestions that the levels of the framework should include primary and ABE.

The participants emphasised the importance of building on existing initiatives and several of these, particularly existing QA arrangements and the ETQA are cited as current strengths. The participants noted that the strong commitment of the government to evaluation and improvement activities, and existing education policies and structures are strengths on which the ENQF can build.

The main weaknesses identified were lack of coherence in the current education system, and poor quality and relevance of qualifications and education provision. Increased coherence was the key benefit that participants expect the ENQF to deliver.

Report on visit to St Mary’s University College 12 March 2008

Eleven members of the senior staff were present. 10 completed questionnaires (one left early)

Methodology

Discussion about where do we start with standard setting. Who do we benchmark against? We need to look at the experience of other countries – how did they arrive at their standards, what is their experience with them.

Taskforce

Suggestion that the taskforce should include a representative from the private sector

Consultation

There was discussion about the difficulty of disseminating information and consulting effectively in Ethiopia. Affected people are often not aware of key policy issues and decisions. Even major stakeholders sometimes don’t know what is going on. Comprehensive consultation strategies were recommended for a development of major national importance - including mixed media - print and national broadcasting.

Incrementalism

It was suggested that the framework needs to be implemented from the bottom up i.e. with pilots and model schools in the lower grades (not more than 30 students per class etc). Quality needs to be resourced.

Another suggestion was that implementation should start with quality assurance and that this need to be implemented collaboratively i.e. a developmental approach


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Report on the visit to Selam (NGO) TVET provider March 13 2008

7 senior staff members were present and 5 people completed the questionnaire (2 left early)

ETQF

There was discussion about the relationship between levels and duration of training. Participants noted that with the same entry level higher level qualifications took less time to achieve than lower level qualifications.

Generally participant felt they were uninformed about the ETQF and curriculum documents they received were difficult to understand.

Participants wanted to know whether Centres of Competence would still be relevant under the ENQF and they were assured that ENQF would integrate rather than replace the ETQF.

There was some discussion about RPL and its relevance to all sectors (including HE and GE) and it was explained that RPL was an aspect of qualifications frameworks that would probably be developed at an advanced stage of implementation.

Consultation/ Information dissemination

It was suggested that the ENQF should have a web site explaining all about the ENQF so that stakeholder could inform themselves and understand it.

Report on the visit to Entoto public TVET provider

March 13 2008

Five members of the senior staff were present and five questionnaire were completed

ETQF

There was a request for clarification about the status of the existing ETQF and implications for the ETQF of the ENQF development. It was explained that the Taskforce seek to integrate the ETQF into a national system, and that the current system of TVET levels would be subsumed within the levels of the national framework.

There were comments about the implications of the Occupational Standards and TVET model curricula for curriculum development and participants expressed that there had been a lack of involvement of curriculum developers in the ETQF developments.

It was noted that simplicity is a key principle for framework development and that such development in Ethiopia need to take into consideration a low level of familiarity with framework concepts.


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Consistency was noted as an important principle and one participant felt that lack of consistency in policy/direction was a weakness in the ETQF implementation.

It was felt that there is a need for more consistency in standard setting, and that the TVET sector was disaffected by problems in the setting occupational standards

Pathways

One participant noted that TVET students and graduates and TVET staff are unclear about how trainees can continue with their training at higher levels.

Consistency

It was agreed that consistency in defining qualifications would be a major benefit –one participant noted that diplomas are awarded at kindergarten level.

Governance

The sustainability of the ENQF development was raised as a concern. Participant wanted reassurance that the project is owned by the government and has support and commitment at the highest level.

Architecture

International comparability was felt to be very important. One participant recommended following EQF levels directly i.e. an 8 level framework

It was confirmed that the proposed structure for TVET makes more sense than the existing structure.

Report on the visit to Menilik II Public Primary School 14 March 2008

Two head teachers were present and both completed questionnaires.

As the frame is will have an impact all sectors in the regions and at the national level the development should involve all the stakeholders. For this there should be means to address the initiative to the public and gather important input and feedback.

There has not such a standard controlling system so far. Thus, it is good to have a unified standard for a similar qualification throughout the country. Then the employers and other stakeholders will give the same value to similar qualifications. This will remove the weak reliance on qualifications that are obtained from privately institutions

Report on the visit to Medhanealem Private Primary and Secondary school 14 March 2008


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4 head teachers and teachers were present and all completed questionnaires.

The MOE rarely consults the private providers specially those working in the General Sector on such important issues. We, therefore, would like to appreciate the taskforce to include our say

We believe the ENQF will help the education sector alleviate many quality related problems in the sector. As the initiative is all about standards and descriptors of levels and qualifications, it will force intuitions to take quality as their priority.

The ENQF will also help the MOE to stick to the policies and not to take decisions like what has been made on private teacher training.

Report on the visit to Addis Ababa University (ILS department)

17 March 2008

6 senior staff members were present and completed the questionnaire. Participants included:

1. Professor Baye Yimam 2. Dr. Abebe Gebretsadik 3. Dr. Geremew Lemu 4. Dr, Gessesse Tadesse 5. Ato Bikale Seyoum 6. W/t Yeshi Gebremedhin.

Consultation/ Information dissemination

The following were the questions asked and suggestions made by the audience:

It is usual to have STANDARDS in the business world, but not in Education. Don’t you think that this will later create problems? Example would be consistency problems exhibited in the education system. As long as there is decentralisation policy is there, centralising the ENQF would be a problem

The fact that the USA didn’t accept NQF in general will have impact in Ethiopians who are immigrating there having their qualifications unrecognised, e.g. DV immigrants.

There will always be possible challenges .in a country where the education is mixed up how can we “bench mark” from other countries? Would that be fair? Because there are lots of problems in the inputs side (E.g. infrastructure, teachers, etc.). It needs serious thinking, when it comes to capacity. We don’t need to go back where we were! We don’t need to rely on what we get from abroad only.

It is good that is considered nationally, but language problem, especially English is still to be well thought over…it is deteriorating!


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Report on the visit to Rift valley University College 19 March 2008

9 staff members including the president and department heads were present and all completed questionnaires. Participants included:

Name Responsibility Discipline 1. Teshome Dhaba Acc. Programme TEFL 2. Kassa Abera Administrative Mgr. Lang (Eng) 3. Temegen Morod Health Faculty Dean 4. Abiy Deresse Business Faculty Dean (BUUC) Lang (Eng) 5. Temesgen File Distance Edu. Director Biology 6. Getahun Bayou Cos. Opt head Health 7. Meseret Clinical Nur dep. Head Health 8. Bekele Mekonnen Ass. Dean 9. Dr. Muluta President

The participants posed questions on whether there is an equal time interval between each successive level, and the possibility of ensuring standards of similar qualifications of the same level in different institutions where the learning facilities could be different. Elaborations were made by participants clarifying that the levels or successive qualifications are not made based on equal time intervals rather the descriptors that indicate the profiles expected to be achieved at the end of bacterial point. And ensuring the existence of similar standards for the same qualification across different institutions is possible through quality assurance bodies. Every provider needs to be continuously assured if it is providing quality education/training as specified in the framework.

Report on the visit to Adama TVET College 19 March 2008

9 people were present and all completed questionnaires.

No. Name Organization Responsibility Contact 1 Seblewongel

Haregewein Hotor TVET College Instructor 0915 74 58 53

2 Asfawossen Dagnew

Amhara K. TVET Expert 0918 70 66 32

3 Ashebir W/Amanuel Adama TVET Diin 0911 80 46 78 4 Worku Mulatu Adama TVET office Principals 0911 65 15 43 5 Serse Yimen Adama TVET

College Trainer 0913 42 69 50

6 Tassew Gutama Adama TVET college

V/Dean 0911 83 58 12

7 Zeru Gessesse Tigray TVET Export 0911 83 58 12 8 Girma Abebe A.A city G. Edu.

Bureau Expert 0911 55 90 58

9 Birhan Ayeno COC Finance 0913 17 26 78


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Developing a NQF is such a demanding task that requires thorough understanding of all education and training issues, discussions with all stakeholders, exploring experiences of other countries ( in terms of both failure and success). For this reason development and implementation of NQFs is time taking and the experience of other countries show this. The development of the ENQF should take this into account. Thus, MOE need take time to consult all the stakeholders, need to observe experiences of other countries and the developers need to have enough knowledge to develop and help the implementation.

The framework will be very helpful for there have not been pathways that lead from TVET to HE.

The descriptors articulated for TVET levels in the ETQF are not well done and need to be revisited. They are set in such a general way that it is not helpful to guide the development of the curriculum for the respective levels.

In the existing ETQF, the progressions in a particular occupational area (field) have not been well articulated. For some occupations it not possible to go beyond some level or it is possible to start bypassing levels below while the levels shall below be prerequisites in many cases for the levels above. In fact the framework should have indicated such progressions as a particular field of study has both simple and complex issues to be addressed at different vertical levels that require profiles of with different stages of development.

Report on the visit to Adama University 19 March 2008

There were thirteen staff members present and 10 completed questionnaires. Participants included:

Name Department Responsibility Contact 1 Dr. Patlur Vandana Dept. of Economics Assist - Professor 022 11 00 8 33 2 Prof. Dr. Herbert

Eichele President AU 0221 11 04 94

3 Tesfahun Abunie Mechanical Eng Co - ordinator 0911 54 95 31 4 Dr. Solomon Alemu Faculty of Business Dean, FBE 0911 10 26 86 5 Tsetadirgachew

Legesse (Dr.) Adam. University V/Coordinator 0912 03 76 94

6 Teklu Urgessa Information Science

Head of the dept

0911 89 61 92

7 Getawured Assefa Computer Science Head of Cs 0911 08 06 18 8 W. Gebrial Zemichael Adama University Instructor 0911 55 34 81 9 Gemecu Bekele Marketing Dept. Head 0913 01 34 18 10 Daniel Alemayhu Geo information Lecturer 0913 29 41 66 11 Alemayehu Abebe Geo information Dept. Head 0911 42 71 01 12 Shibiru Ayale Dep’t Business RPC 0912 03 69 67


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Administration 13 Mesfin Sileshi Adama APO

(Academic pro. officer)

0911 84 22 78

Participants asked about the level descriptors and relationship with Bologna processes and EQF levels. The investigation (presentation) has given emphasis to international practices. It good to have experiences from different countries as long as we are smart to draw lessons important for the development of the ENQF. Unfortunately many of the initiatives in Ethiopia have been adopted with little attention to local needs this being the major cause to have very little effect. Thus, care needs to be taken develop an ENQF to suit the Ethiopian context

Participants raised issues that they felt were impacting on the provision of education at Adama including:

• The effect of negative public perceptions of TVET and other TV ET issues. The TVET qualifications framework should not be limited to five levels. There must be pathways that could lead to the higher education.

• If we want bring the desired quality education that would bring sustainable development in the country, standards should be set from lower grades and the framework should include this.

• The central placement system and lack of autonomy for institutions. Central placement is considered as a weakness but it is a strength for quality. Though there could be a chance of ignoring students’ interest, in a country like this where resource is scarce assigning students based on their performance and the priority areas of the Government is the best alternative. Thus, the framework should be aware of this and set standards accordingly.

• Students entering tertiary education with inadequate fluency in English for academic purposes. One of the factors that affect quality in education is the effective use of the medium of instruction. In this regard the education system has a series problem for students are not in a position where they can use English for academic purpose. The ENQF should consider this problem as well. It was suggested that use of English in primary school should be increased.

There was discussion about a Graduate Diploma and the purpose of such a qualification.

It was suggested that each level of education requires both input and output standards for evaluation.

An important concern raised was that success rates may be affected by a change from norm referenced to criterion referenced assessment. Of importance is how government


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will evaluate university performance. If evaluation is based on success rates then universities may be unwilling to adopt new approaches to assessment.

Participants asked about the level of government commitment to the ENQF development.

Report on the visit to Holy Angels Private Primary School 19 March 2008

16 staff members were present and all completed questionnaires. Participants included:

1. S.H. Klan 2. Beyene Bizuayew 3. Aster Meknonnen 4. Adezeh Bogale 5. Tefera Endalamaw 6. Tenker Fujie 7. Gobena Gudeta 8. Abiyot Tsegaye 9. Ermias W/Giorgis 10. Sisay Gezu 11. Lassajim Bele;e 12. Kefle Ababe 13. Birkie Abeje 14. Almaz Dafi 15. Hawi Asresu 16. Aychluhm Hailu

If the purpose of the ENQF is for international comparability, the curriculum should be of an international quality. This, was elaborated by the taskforce what international comparability means and as there are no a particular international standard curriculum that works for all countries across the world. Any NQF is developed based on the national demands of the respective country without ignoring international issues.

The participants were concerned that the framework should be free from foreign domination (influence from sponsors and technical advisors). The development should give priority to national recognition rather than working for international comparability as it is not the right time to worry about the latter.

As all the institutions in all areas of the country could not have the same facility for a similar, ensuring the standards all qualifications of the same level seems to be a difficult task to achieve in Ethiopia.

The ENQ will also be a solution to the problems of national recognition of qualifications by institutions. AAU, for example, does not or very reluctant to accept graduates from other institutions for progression.


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Report on the visit to Zion Private TVET College 19 March 2008

7 staff members were present and 6 completed questionnaires. Participants included:

Shanko Berhau Getachew Taddesse Biruk Demissie Gashaye Tefera Yonas Birhanu Mekides Bekele Dejenie Teshome

The college has 46 teachers and 820 students.

The Basic TVET Certificate level recommended does not seem feasible for implementation of the non-formal TVET trainings expected to be handled by the regions for the primary dropouts have not been practical for two reasons. The first is that regions do no have the capacity to open as many centres to satisfy the large number primary school dropouts. The second for it is a wastage to conduct a n occupational training for the kids who are not mature for such type of trainings.

The recently sent ETQF does not allow a particular occupation to have a series progressive of levels. Some occupations like Accounting are limited to Level 5 while there should be opportunities both for learners and the employer to have trainings below this level with minimum standards. Some occupations are limited to lower levels (Level 3) - Meteorology) and there is no chance of progression. Thus, the framework is with all these pitfalls with indeed is against the present attempt by the ENQF which is striving to create both vertical and horisontal pathways for within and between levels and qualifications.

The ETQF gives the sum of hours needed to complete a programme (occupation). But nothing is given about for how long a college should take to complete the programme. This clearly will affect the quality of trainings as this could let providers to overload the trainees and complete in short period of time

There are people who have TVET training in the non-formal sector and but want to continue their trainings in the formal system. These are not treated by the college for they do not meet the criteria set by the education system for TVET entry. However, this does not seem acceptable especially for those who are very capable of doing on the training with a good background they obtained through the non-formal system. The ENQF need to fill this gap by making an improvement on the existing system.


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Report on the visit to Hawasa University 21 March 2008

Participants included:

Name Responsibility Discipline 1. Nigatu Regassa AUP – AP Demography 2. Edaso Mulu FSS – Representative Foreign Language 3. Wondwossen T/Sellassie FHS – Representative Public Health

(Epidemiologist) 4. Ayele Taye FNS – Dean Science 5. Solomon Lemma FOE – Ass. Dean Psychology 6. Mebit Abrham FHTM Ass. Dean Hotel Management 7. Kebde Abegaz Research & Academic

Head ACA Food

8. Assegid Cherinet Associate Dean TF Int. Load & Water Mag’t 9. Kassahun Asmare Dean FVM Vet. Med. 10. Genet Begashw Ass. Dean, FBE Accounting

• The initiative should work closely /together with all the initiatives being done by the MOE specially on quality /standard related issues such as curriculum revision, quality assurance etc.

• The government is the main stakeholder of the ENQF and indeed it is the enabler: thus, it has to be considered as on of the stakeholders.

• The present system does not allow the universities to run diploma programmes. This is a missing component as they can produce quality middle level intellectuals needed by the employers in different areas.

• The ENQF should set a mechanism where by standards could be maintained in the same way in all of types sectors and providers.

• We believe that the present curriculum is set on a student centered approach. When we see the actual practice it is not. In such cases, large time should be given to students. The framework should also do on this.

• What matter the quality of education is the quality of teacher training. Teachers in the lower levels are not being trained well. The framework should work on the standards of teacher training.

• The poor students performance in the universities owe to the poor quality primary education. There should be a lot to be done in general education.


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Report on the half-day consultation workshop organised for Regional Education Bureau Representatives in Addis Ababa 22 March, 2008

Participants included:

1. Mulaw Abebe Amhara Education Bureau

2. Said Mohammed Afar Education Bureau

3. Habib Mohammed Afar Education Bureau

4. Teshome Ayele Harari Education Bureau

5. Kindu Mohammed – Gambela Education Bureau

6. Abebe Defersa Oromia Education Bureau

Major points raised (comments and suggestions) during the workshop:

• One of the main problems in our education system is lack of consistency in the provision of education and training and clear and standardised controlling system at all levels. Hence, to solve these problems and other quality and relevance related issues the development of ENQF is crucial and timely.

• Regional Education Bureaus and Regional TVET Agency / Commissions are the responsible body for GE and TVET implementation. Hence, there should be an intensive consultation and discussion with this group, teachers and the concerned stakeholders at the grass root level (parent Teacher Association and kebele education board) as well.

• The inclusion of Non Formal education and training in the ENQF is a means to solve the existing problems and gaps between formal and non formal education and thereby improve access to education and training.

Report on the Consultative Workshop organised in Addis Ababa for Line Ministries, Professional Bodies, Providers (public and private) Student Council/union Representatives 26 March, 2008

A total of 60 participants attended of which there were;

• 20 representatives from Line Ministries,

• 28 representatives from Providers (private and public)


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• 9 representatives from professional bodies

• 3 representatives from Student Council/ union

Major points raised (comments and suggestions) during the workshop:

Development and implementation of NQF is a challenging task that demands comprehensive understanding of the whole education system and related issues and the society or socio economic priorities of the country at large. Thus, the consultation and discussion on the ENQF development and further implementation requires full involvement of stakeholders at different level, though the current initiation of the MoE is highly appreciated.

The commitment of the taskforce /MoE to reach this point and inviting the key stakeholders for consultation and discussion is a major step to wards alleviating the current disparities in provision (private and public, urban and rural) and quality problems in the system. But there is a need to intensively explore experiences of other countries, especially those who have relatively similar socio economic background with us. And still there is a need to find out why China, India and other countries do not have the NQF.

Different stakeholders emphasise their comments on the issue of feasibility, implementation capacity (financial and human), and impact of the ENQF: may change/reform the system as a whole which require readiness/commitment on the MOE (Government) side.

Developing communities of trust is a vital point. And the development of such trust cannot be achieved simply by stating /developing government policy and expecting compliance; as it was a practice in this country. It demands listening to stakeholders and seeking, genuine consensus.

To push forward the effort being made by the MoE and education development partner it is a good opportunity for the participants of this workshop and the respective institution/organisation they represent to explore/ look their area of intervention and contribute towards the development and implementation of this national issue. In addition, MoE is expected to facilitate ways of involving the most experienced and educated people from different institution /sector so as to get valuable inputs for the development of ENQF.

To assure quality education, as it is a practice in most of the developed countries and recently in developing countries, due emphasis should be given to early child development programs and primary education including training of teachers and assignment of the best qualified teachers for lower levels.

As ENQF is a means to address the existing problems there is a need to speed up the implementation process.


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The following are some of the questions raised during the discussion:

• TVET levelling problem

• Inconsistency of criteria/standards for accreditation (GE)

• What would be the ENQF assessment procedures?

• Is ENQF solving the existing theoretically oriented system? What is the instrument?

• How training of teachers (for all levels ) will be reformed

• Compared to TVET and HE the emphasis given to primary education is not as expected?

• Problem of comparability and credibility of qualifications given by different providers

• Why you benchmark South Africa only?


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Appendix 5: Workshop Participant Attendance

ENQF Consultative Workshop Participant March 6, 2008

Contact Address

S. No

Name

Region

Position Telephone e-mail

1 Dessalegne Samuel MOE Dep. Head 0111 56 01 37

2 Mekonnen Asmamaw MOE Expert 0911 82 04 40

3 Meresa Abraha A.A. Edu. Bureau Team Leader 0911 88 11 37

4 Yeshitila Mulat MOE Dept. Head 0911 47 08 16

5 Adugnaw Alemneh MOE S. Expert 0911 67 90 94

6 Daniel G/kidan MOE Expert 0911 10 54 31

7 Tamiru Zerayln MOE CSRO Expert 0911 46 08 55

8 Girma Alemayehu MOE Dept. Head 0911 63 40 15

9 Derese Mengistu GEQAEA Dept. Head 0911 13 32 77

10 Yacob Habte MOE SIP coordinator 0911 85 07 06

11 Mesfin Derash MOE Head ELI 0911 69 82 37

12 Girma Abebe A.A.C.G Ed. B Expert 0911 55 90 58

13 Chris Bery DFID Admin. 0911 70 73 49

14 Andrew kin’s GDC 0911 41 41 31

15 B. Mulukarys GFE/ecbp 0911 15 89 79

16 Tamene Yigletu MOE Expert 0911 36 67 48

17 Tesfaye Teshome HERQA Director 0911 50 31 61

18 Dawit Kassa HERQA Expert 0911 71 19 71

19 Isabel Rapp ecbp Expert 0913 11 86 55


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Contact Address

S. No

Name

Region


20 Julia Schmidt ecbp Expert 0911 54 98 97

21 Bizuneh Debele MOE Expert 0911 97 42 42

22 Fekadu Tassew ESDP - PMU Consultant 0911 07 69 85

23 Bizuayehu Dubale ESDP - PMU Assistant to PIC 0911 69 73 15

24 Dr. Josef Most ECBP TVET Coordinator 0911 79 12 73

25 Mulu Wolde MOE Expert 0111 56 55 16

26 Hadish G/Tensay MOE Expert 0911 70 81 17

27 Dessalegne Samuel MOE Dep. Head 0111 56 01 37

28 Mekonnen Asmamaw MOE Expert 0911 82 04 40

29 Meresa Abraha A.A. Edu. Bureau Team Leader 0911 88 11 37

30 Yeshitila Mulat MOE Dept. Head 0911 47 08 16

31 Adugnaw Alemneh MOE S. Expert 0911 67 90 94

32 Daniel G/kidan MOE Expert 0911 10 54 31

33 Tamiru Zerayln MOE CSRO Expert 0911 46 08 55

34 Girma Alemayehu MOE Dept. Head 0911 63 40 15

35 Derese Mengistu GEQAEA Dept. Head 0911 13 32 77

36 Yacob Habte MOE SIP Coordinator 0911 85 07 06

37 Mesfin Derash MOE Head ELI 0911 69 82 37

38 Girma Abebe A.A.C.G Ed. B Expert 0911 55 90 58

39 Chris Bery DFID Admin. 0911 70 73 49

40 Andrew kin’s GDC 0911 41 41 31

41 B. Mulukarys GFE/ecbp 0911 15 89 79

42 Tamene Yigletu MOE Expert 0911 36 67 48


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Contact Address

S. No

Name

Region


43 Sabastiano Longhi Italian Cooperation TVET Expert 0911 55 49 24

44 Emanuele Fantini Italian Cooperation TVET Expert 0911 40 88 61

45 Kevin Hurley HERQA Quality Expert 0911 12 39 86

46 Takele Gebrekidan GEQAEA A/Head 0111 23 28 84

47 Asmaru Berihe MOE Deprt. Head 0111 56 14 94

48 Mebratu MOE Dept. Head 0111 56 40 46

49 Metasebia Demissie MOE Dept. Head 0911 87 87 53

50 Solomon Shiferaw HESC Deputy Director 0911 50 04 68

ENQF Consultative Workshop Participant March 22, 2008

(REB Representatives)

Contact Address S. N

Name

Region


1 Mulaw Abebe Amhara Dept. Head 058 220 11 01

2 Said Mohammed Afar Department Head 0911 47 79 34

3 Habib Mohmud Afar B/Head 0911 63 86 74

4 Teshome Ayele Harari Adu. Educ. Expert 0915 75 67 93

5 Fuadu Mohmmed Gambella Ad/Ed/Expert 0911 39 71 19

6 Abebe Defersa Oromiya ANFE Expert 0917 83 91 29


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ENQF Consultative Workshop March Participant 25, 2008

Contact Address

S. N

Name

Organisation


1 Almaz Siraj MOH Team Leader 15 98 69

2 Miftah Akmel College V/Dean 0911 67 63 59

3 Makonnon Unity University V/President 0911 21 93 06

4 Getachew Zewude Tex. Eng. Asso. Sect. 0116 26 13 71

5 Tefera Ayele Tropical College President 0911 22 63 06

6 Alemayehu Negash Life Line College Deputy 0911 04 81 69

7 Zerabruk Gizaw Omega College Academic Dean 0911 41 16 83

8 Hagos Zeray Mekele University Appc Coordinator 0914 72 15 90

9 Workineh Gebeyeh ALKAN H.S.C Dean 0911 40 69 70

10 Yoseph Mekasha Haromaya Uni. APO 0911 11 22 03

11 Nebiat Getachew MOFA A/Director 0911 04 77 28

12 Mulugeta Zewde MOD NRP Coordinator 0911 13 02 21

13 Mekonnon Lemma Dean 0911 67 99 00

14 Tesaye Barhire UnivTech.College Dean 0911 93 71 16

15 Adugna Debessa MOR Expert 0911 11 73 37

16 Yohannes Beshah Eth. Enp. Fed. Director 0911 63 68 79

17 Gezahgne Tesfaye C.H.C Adm. Dean 0911 40 49 75

18 Hailu Sefu Tsegaye EPTA Vise President 0912 09 96 24

19 Solomon Hayat. Med.coll. Ass. Dean 0911 01 97 42

20 Anissa Ibrahim National College Dean 0911 40 14 55

21 Dr. Tsigerda Moges Eth. Dental. Pr. A 0911 22 25 30


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Contact Address

S. N

Name

Organisation


22 Yaugal Tesfaw ERA MPP & T.C 0911 64 95 69

23 Gebrik Mekonen ERA Instructor 0911 46 85 74

24 Shimelis Admassu AAU Head, SDU 0911 64 15 95

25 Girum Mengesha AUC President Stud. 0911 46 06 18

26 Nahom Fesshaye Kunnuz College Academic Dean 0911 62 46 93

27 Sitotaw Mekonnen Ethi.EC Chamber Project Coord. 0911 15 31 49

28 Nigatu Fantaye Addis College Academic Dean 0911 76 62 52

29 Ahmed Abdulkadir EEMPA President 0911 44 24 33

30 Demelash Mengesha MOFED Team Leader 0911 87 64 11

31 Bayleygn Bekele FSEA Lid expert 0911 86 29 22

32 Dr. Mekonen Admas College V/President 0911 40 89 39

33 Beter. Mekonnen Rift Valley UC QA officer 0911 64 31 21

34 Alemayehu Berhe MM & E Senior Expert 0911 89 82 83

35 Mesfin Mekonnen MOJ Legal Educ. Dpt. 0913 14 35 76

36 Hailmichael Adhana CAA Instructor 0911 75 77 69

37 Birktawit Teklai AAU (Union) Student 0911 80 95 75

38 Fedadu Tassew ESDP - PMU TPT Expert 0911 07 69 85

39 Melese H/mariam AA.C.TC Dean 0911 05 35 10

40 Meselech Assefa MOLSA Team Leader 0911 33 36 64

41 Wakshun Dhiya Oromia College Director 0911 84 22 85

42 Daniel Tefera AAU/EE SA Lecturer 0911 66 34 02

43 Tesfaye Zeuge Admas U.C Dean 0911 67 22 67

44 Kastro Jimma ETE A President 0911 17 48 68


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Contact Address

S. N

Name

Organisation


45 Megos Siyoum MME Expert 0913 09 32 80

46 Kassahun Deja MOTAC Expert 0115 50 38 98

47 Hirut Seifu MOTAC Expert 0911 11 33 78

48 Abdurahman M.karrim Nur Selam College Dean 0911 13 10 21

49 Eshetu Wencheko Alpha.Uni.College President 0911 88 24 28

50 Mengistu Bogale Acc Soc. of Eth. President 0911 61 97 60

51 Shibru Ararsa A.A.U Student Secretary 0911 82 98 75

52 Tsegaw Tefera MOW Team Leader 0912 15 88 57

53 Hunde Gudeto CETU Dean 0911 41 15 79

54 Aydie Berhane LEA – MED Expert 0911 72 80 57

55 Hadish G/Tensay MOE Head, Trai. Ser. 0911 67 30 82

56 Abesha Ayele ECAA Expert 0911 76 32 60

57 Haile Abara Federal Affairs Team Leader 0911 09 90 63

58 Feleke ESTA Senior President 0115 51 50 99

59 Abat G/Tsedik MOJ

60 Debalkew Azale CPU Dean 0911 89 77 43


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Appendix 6: Acronyms and definitions

ABE Alternative Basic Education

AQF Australian Qualifications Framework

CSTC Community Skills Training Centres

ECBP Engineering Capacity Building Programme

ENQF Ethiopia National Qualifications Framework

EQUIP Education Quality Improvement Project

ESD Education Sector Development

ESDP Education Sector Development Programme

ETQF Ethiopia TVET Qualifications Framework

EU European Union

FDRE Federal Democratic Republic of Ethiopia

GEQIP General Education Quality Improvement Programme

HE Higher Education

HESC Higher Education Strategy Centre

HERQA Higher Education Relevance and Quality Agency

JRM Joint Review Mission

MoE Federal Ministry of Education

NGO Non Governmental Organisations

NQF National Qualifications Framework

NZQF New Zealand Qualifications Framework

PASDEP Plan for Accelerated and Sustainable Development to End Poverty

QAA Quality Assurance Agency

QA Quality Assurance

QF Qualifications Framework

SADC Southern African Development Community

SAQA South Africa Qualifications Authority

SCQF Scottish Credit and Qualifications Framework

TVET Technical and Vocational Education and Training


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Accreditation Accreditation is the process of recognising that programmes of learning and the delivery of programmes of learning meet established standards

Articulation Articulation is the process of aligning curricula and programme regulations and negotiating agreements between providers to establish agreed pathways between programmes that facilitate automatic entry/advanced standing/ credit transfer for learners moving between programmes

Learning Outcome The set of knowledge skills and/or competencies an individual has acquired and/or is able to demonstrate after completion of the learning processes. Learning outcomes are statements of what the learner is expected to know, understand and/or be able to do at the end of the period of learning.

Level descriptor Description of the knowledge, skills and wider personal competencies that a learner will be able to demonstrate at a particular stage in a hierarchical system used for classifying qualifications.

Moderation Moderation is a process of verification of assessment inputs, processes and outcomes that assures that required standards of attainment are appropriate and consistently applied.

Qualification The formal outcome of an assessment and validation process which is obtained when a competent body determines that an individual has achieved learning outcomes to given standards.

Qualifications

Framework A qualifications framework is an instrument for the development and classification of qualifications according to a set of criteria for levels of learning achieved. [] All qualifications frameworks [] establish a basis for improving the quality, accessibility, linkages and public or labour market recognition of qualifications within a country or internationally. (Excerpt from OECD definition)

Quality Assurance Systems set up to ensure improvement and accountability of education and training that aim at increasing the effectiveness and transparency of provision at all levels and thereby promoting mutual trust, recognition and mobility, within and across countries (Commission of European Communities 2005).


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Registration Registration is the process of recognising that providers of education and training meet established standards for education and training providers. Registration is a “licence to operate” as an education and training provider.

Sector Sector is used in this document to refer to education sectors including Higher Education, TVET and General Education.

Standards Standards are the agreed benchmarks used to evaluate the fitness of purpose of qualifications (qualification standards) and the performance of education providers (quality assurance standards).

Validation Validation is the process of recognising that a programme of learning leading to the award of a qualification meets established criteria for registration on the qualifications framework


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Appendix 7: Developing the aims of the ENQF Ethiopia issues to be addressed - symptoms Problem statements Corresponding

aims of the ENQF

How can the ENQF help -intentions

Relevant ENQF design features/issues

Relevance of programmes to the needs of industry – too theoretical and insufficiently practical /vocationally oriented

Out of date qualifications not relevant to social and economic needs

University entry qualification perceived as a poor indicator of success in HE



To establish national standards of knowledge, skills and wider competencies

Develop qualifications that are more responsive to skills needed

Establish a system of levels so that progression is seamless

Large scale programme of qualification development is very expensive

Regional differences in implementing the national curriculum and in assessment

Lack of confidence in assessment practices- general education and HE

Assessment systems in general and higher education are norm referenced

Perceived poor quality of general education

Perceived differences in quality and comparability of public and private institutions

Lack of public confidence in institutions and qualifications – low credibility of qualifications and limited national and international recognition

Poor quality and low credibility of existing qualifications

To promote the quality of education and training

Require clear statements of outcomes

Systems for external quality assurance of providers, programmes, delivery and assessment

Tool for international benchmarking

Danger of tight centralised system vs risk of little change

Centralised QA systems may become overly bureaucratic and parochial and risk alienation of sectors and creation of compliance culture

Tension between regulatory function and the need to support development and build capacity

Poor linkages between sectors especially TVET and Existing qualification To provide a Improve articulation and The different needs and


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Ethiopia issues to be addressed - symptoms Problem statements Corresponding aims of the ENQF

How can the ENQF help -intentions

Relevant ENQF design features/issues

HE

Little articulation between private and public – no transfer between sectors

Limited portability of HE and TVET qualifications i.e. not transferable /recognised across sectors

Limited / inconsistent recognition of obsolete qualifications (e.g. old TVET qualifications) for entry into HE

No recognition of learning achieved through non-formal and informal training

Learning pathways reach dead ends – people have to start again from scratch

system is fragmented/ lacks coherence

system for co-ordination and for comparing qualifications

comparability between qualifications of different sectors

New qualification fill progression gaps/meet transition needs

Facilitate credit transfer, stair-casing, progression pathways

traditions of various sectors need to be acknowledged

Outcomes based learning and assessment and modularisation of programmes are controversial in some sectors and inspire vigorous resistance

No transfer between fields of study -need to provide “lifelong learning” pathways for “second chance” learners to retrain

Existence of educationally disadvantaged groups – poor retention of educational disadvantaged groups

Low levels of participation in education and achievement in particular subsections of the population

To promote and maintain procedures for access to learning, transfer of learning and progression

Expand the range of qualifications including “bridging” programmes

Provision for Recognition of prior learning

Policy breadth is an issue – national policy on entry standards and funding criteria and formulae are relevant

In practice RPL is time consuming and expensive, difficult to access and implement and uptake is low


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Appendix 8: Excerpt from example of a Subject Benchmark for Higher Education MIDWIFERY - Subject Benchmarks (DRAFT)

1. Introduction

1.1. Subject Benchmark statements for health care programs

Subject benchmark statements provide a means of describing the nature and characteristics of programmers of study and training in health care. They also represent general expectations about standards for the award of qualifications at a given level and articulate the attributes and capabilities that those possessing such qualifications should be able to demonstrate.

Subject benchmark statements are used for a variety of purposes. Primarily, they are an important external source of reference when new programmers are being designed and developed. They provide general guidance for articulating the learning outcomes associated with the programmed but are not a specification of a detailed curriculum. Benchmark statements provide for variety and flexibility in the design of programmers and encourage innovation within an agreed overall conceptual framework.

Subject benchmark statements also provide support in the pursuit of internal quality assurance. They enable the learning outcomes specified for a particular programmed to be reviewed and evaluated against agreed general expectations about standards.

Finally, subject benchmark statements are one of a number of external sources of information that are drawn upon for the purposes of academic review and for making judgments about threshold standards being met. Reviewers do not use subject benchmark statements as a crude checklist for these purposes however. Rather, they are used in conjunction with the relevant programmed specifications, the associated documentation of the relevant professional and statutory regulatory bodies, the institution's own self evaluation documentation, together with primary data in order to enable reviewers to come to a rounded judgment based on a broad range of evidence.

The benchmarking of standards in health care subjects need to be undertaken by groups of appropriate specialists drawn from higher education institutions, service providers and the professional and statutory regulatory bodies. In due course, the statements have to be revised to reflect developments in the subjects and the experiences of institutions, academic review and others that are working with it.

1.2. Benchmark statements for midwifery


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Midwives work with women and their families to assess their needs and to determine and provide programmers of care and support prior to conception and throughout the antenatal, intranasal and postnatal periods. They focus on providing holistic care which respects individual needs, choices and cultures in a variety of contexts. Legislation enables midwives to carry out their role autonomously, while expecting them to work in partnership with others and across professional boundaries when this is in the best interests of women and their families. Midwives work in and across a wide range of settings, from women's homes to acute hospitals. They also make a significant contribution to the wider public health agenda.

The profession is moving towards graduate entry, which properly recognises the increasing complexity of the subject and the responsibility and autonomy of midwives. This benchmark statement articulates what midwives are able to do at the point of registration. It is recognised that registration on Professional register may be obtained by those who exit with an honors degree.

2. Nature and extent of programmers in midwifery

This section describes midwifery as an applied academic discipline recognising that while the profession is moving towards all graduate status some students may exit the programmed with the minimum requirement of an honors degree in higher education. Irrespective of the academic award individuals undertaking programmers that lead to registration on Professional Register must achieve the Ethiopian Midwifery Competencies.

Midwifery programmers involve integrated study of the following:

• the subject knowledge, understanding and associate skills that are required; • the essential learning and assessment arrangements for programmers in the

subject; • The academic and practitioner standards that need to be demonstrated.

This benchmark statement, embraces the learning outcomes and competencies required for professional practice in Ethiopian in Midwifery. The standards described in this statement relate, consequently, to both academic and practitioner attributes and capabilities.

A midwife is a person who, having been regularly admitted to midwifery educational programmed, duly recognised in the country in which it is located, has successfully completed the prescribed course of studies in midwifery and has acquired the requisite qualifications to be registered and/or legally licensed to practice midwifery.

She must be able to give the necessary supervision, care and advice to women during pregnancy, labor and the postpartum period, to conduct deliveries on her own responsibility and to care for the new-born and the infant. This care includes preventative measures, the detection of abnormal conditions in mother and child, the procurement of medical assistance and the execution of emergency measures in the absence of medical help. She has an important task in health counseling and


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education, not only for the women, but also within the family and the community. The work should involve antenatal education and preparation for parenthood and extend to certain areas of gynecology, family planning and child care. She may practice in hospitals, clinics, health units, domiciliary conditions or in any other service.'

The above definition places a sharp focus on the nature of midwifery as an applied academic subject, underpinned by the human biological sciences and the social sciences, in particular psychology and sociology. However, it is not driven by such propositional knowledge alone, because its mastery requires proficiency in a range of cognitive, affective and psychomotor skills. It is the integration of these underpinning elements through the coherent planning of programmers which establishes the basis for midwives to provide care which is woman centered and focused on the premise that childbirth is (normally) a natural, physiological and important event in women's lives.

The midwife's role also centers on the woman in the family context. The care of the family during childbearing is central to the definition of the discipline and as such the boundaries of the discipline/profession articulate with other health and social care professions.

The pre registration midwifery programmers of education and training are built around university and practice-based learning. The sound organisation of these two elements enables students to develop autonomy and confidence and to emerge as competent practitioners with the capacity to work effectively in women's homes, hospital, community clinics, or other settings as part of a broadly based health and social care team.

• a midwife is an independent, autonomous practitioner and provides holistic, woman-centered midwifery care prior to conception and throughout the antenatal, intranasal and postnatal periods;

• A midwife plays a key role in health promotion and within the public health agenda.

• partnership and effective communication with women is central to a unique relationship;

• a midwife works in collaboration with other health care professionals to provide seamless care and appropriate interventions that enhance outcomes;

• a midwife achieves quality care through using best available evidence, research, and audit of practice;

• midwifery knowledge and practice are dynamic and responsive to the changing needs of society;

• Midwifery practice is moral and ethical with the rights, beliefs and values of others acknowledged and respected in a multi-dimensional society.

3. An emerging health professions framework

The subject specific statements for midwifery have been set within the emerging health professions Framework outlined below. As indicated in the foreword, this framework is developed through adaptation of the benchmarking work undertaken for midwifery


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health professionals. Further rigorous review is thus expected by other subject specialist professionals.

3.1. Expectations of the midwife as a professional

This section of the benchmark statement articulates the requirements of a registered midwife at the point of qualification. The core expectations that are common to all health care professionals can be found in section A of the emerging health professions framework. Listed below are the attributes required of a midwife.

Professional autonomy and accountability

The award holder should be able to:

• maintain the standards of practice required by the statutory regulatory body; • recognise the political and ideological influences on midwifery practice; • adhere to the Midwives Rules and Code of Conduct; • recognise the contribution of different approaches to management and

leadership in midwifery settings; • understand the relationship between professional codes defining ethical practice

in the maternity services, the regulation of professional conduct and management of potential conflicts and dilemmas;

• understand and apply ethical theories to midwifery practice in the management of dilemmas and conflicts in both interpersonal and professional contexts;

• understand the contribution of statutory supervision of midwives to clinical governance;

• have an understanding of the art and culture of midwifery and its effect on childbirth outcomes and modern day practice;

• demonstrate application of knowledge and skills derived from the profession and practice of midwifery, both historical and contemporary, including global perspectives, which involves listening to childbirth stories from women and midwives;

• have an understanding of the legal and statutory framework that governs midwifery practice, including supervision of midwives and the role of the midwife in public protection;

• challenge the philosophies and beliefs about the nature of knowledge which lead to particular approaches and priorities for research;

• Accept responsibility and accountability, at the same time acknowledging the boundaries of professional competence.

Professional relationships


• participate effectively in multi-professional approaches to health care, in a range of different settings;

• demonstrate the capability to act co-operatively with others, liaising and negotiating across organisational and professional boundaries and differences of identity or language;

• handle inter-personal and intra-personal conflict constructively;


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• understand and manage changing situations and respond in a flexible manner; • consult actively with others, including users of the maternity services, who hold

relevant information or expertise; • contribute to initiatives and developments to improve the health and well-being

of women, babies and families;

• develop effective skills in team building, group activities and organisation of others;

• Identify risk factors and be able to justify practice in the light of risk management frameworks and clinical governance.

Personal and professional skills


• take action on own responsibility including the initiation of the action of other disciplines and know when to refer;

• recognise own learning needs and independently advance learning and understanding;

• reflect on and modify behavior in light of experience, and take action where necessary;

• identify and keep under review own personal and professional boundaries; • challenge unacceptable practices in a responsible manner based on the critical

review and dissemination of research and audit findings; • be aware of effective strategies for coping with personal stress; • apply the principles of health promotion and education to midwifery practice;

Profession and employer context


• demonstrate an understanding of the midwives role when supporting the woman's choice;

• demonstrate an ability to use resources effectively and adapt where necessary to meet changes in demand on midwifery services;

• create and maintain environments which promote the health, safety and well- being of women, babies and others;

• show understanding of strategies for managing personal safety particularly within the domiciliary setting;

• display skills in management of self in relation to time management, uncertainty, change and stress in work situations;

• demonstrate ability to maximise the use of available resources; • show understanding of the way in which midwives can have a positive influence

on political agendas; • demonstrate an understanding of government policies for the provision of

maternity care;

4. The application of practice in midwifery

4.1. Assessment and identification of care needs


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• diagnose pregnancy and in partnership with women undertake a systematic assessment of their individual needs, where applicable, prior to conception and throughout the antenatal, intranasal and postnatal stages;

• help women to reflect on their own, and their family's health to make informed choices to improve health;

• help women to make a choice, by providing essential information to inform the decision;

4.2. Formulation of plans and strategies


• formulate and negotiate with women, programmers of care and support within available resources;

• use skills derived from problem solving techniques to priorities needs of individuals within a variety of environments;

• within the overall care programmed, refer women, when necessary, to others with appropriate skills and expertise;

• identify actual and potential risks to women, babies and self and establish a safe environment for care;

• Make contemporaneous records of professional judgments, decisions and action taken.

4.3. Focused activity


• provide care throughout the childbearing continuum and in particular: • in partnership with women, provide care during the antenatal period; • monitor and support women during labor and assess the condition of the fetus; • assist women to give birth safely in a variety of environments; • examine and care for babies immediately following birth; • in partnership with women, provide and/or arrange care for mother and baby

during the postnatal period; • demonstrate the safe application of a range of essential psychomotor skills to

meet individuals' needs and undertake appropriate interventions and emergency procedures when necessary;

• monitor and review the effectiveness of programmers of care in partnership with the woman;

• apply evidence based knowledge to inform decision making; • provide effective programmers of preparation for pregnancy, birth, parenting,

family spacing and sexual health for women and their significant others; • use appropriate interpersonal skills to communicate effectively; • Maintain records in accordance with agreed procedures and professional

standards.

4.4. Evaluation


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• evaluate changes in health care and respond appropriately; • monitor and evaluate programmers of care and support, in partnership with

women; • modify programmers in light of experience, audit and other evidence-based

judgments; • use skills of reflection to evaluate continually and optimise the care of women,

babies and families; • Through the frameworks of quality assurance and risk management evaluate the

safety of the care environment and recognise situations in which quality of care might be compromised.

5. Subject knowledge, understanding and associated skills that underpin the education and training of midwives

This section demonstrates the knowledge, understanding and associated skills that are essential to underpin informed, safe and effective midwifery practice.

5.1. Knowledge and understanding

The award holder should be able to demonstrate understanding of:

• holistic, woman-centered midwifery care; • medical disorders and mental ill health and disabilities which may have

significance to childbirth and parenting; • organisational and professional systems; • common factors, which contribute to, and those, which adversely affect the

physical, emotional and social well being of the mother and baby; • the birth process to assist women to give birth safely in a variety of settings; • the physical and behavioral characteristics of a normal baby; • the needs, treatment and management of a pre term and ill neonates; • capacity to act on own responsibility; • the multi disciplinary multi agency approach to the management of substance

use and misuse during pregnancy, labor and postnatal periods; • medical devices and equipment in common use in maternity services; • skills derived from professional midwifery practice, of historical and

contemporary, local and global perspectives, in order that the experiences of women and midwives inform and improve practice;

• screening and prevention programmed; • how patterns of care are determined; • the role of the midwife in child protection, domestic violence, adoption, fostering

and surrogacy;

Life sciences

• the anatomy , physiology and pathos physiology necessary to underpin reproductive health and midwifery practice;

• genetics , inheritance and the effect on fertility; • assisted reproduction;


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• growth ,and development of the embryo, fetus and neonate; • nutrition in relation to the needs of women before conception, during pregnancy,

in the puerperium including infant feeding and healthy eating for the family; • fetal development and adaptation to extra uterine life; • pharmacology and administration of pharmacological preparations and

complementary therapies and the effect on pregnant, labouring and lactating women, the fetus and neonate;

• the short and long term actions and effects of substance use and misuse on the woman fetus and infant;

• microbiology in relation to reproductive health; etc.


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Appendix 9: Excerpt from example of an Occupational Standard for TVET From Ethiopian Occupational Standard (EOS): Food Preparation: “ETQF Level 3”

Introduction Ethiopia has embarked on a process of reforming its TVET-System. Within the policies and strategies of the Ethiopian Government, technology transformation – by using international standards and international best practices as the basis, and, adopting, adapting and verifying them in the Ethiopian context – is a pivotal element. TVET is given an important role with regard to technology transfer. The new paradigm in the outcome-based TVET system is the orientation at the current and anticipated future demand of the economy and the labour market.

The Ethiopian Occupational Standards (EOS) are - a core element of the Ethiopian National TVET-Strategy and an important factor within the context of the Ethiopian TVET-Qualification Framework (ETQF).

They are national Ethiopian standards, which define the occupational requirements and expected outcome related to a specific occupation without taking TVET delivery into account.

This document details the mandatory format, sequencing, wording and layout for the Ethiopian Occupational Standard comprised of Units of Competence. A Unit of Competence describes a distinct work activity that would normally be undertaken by one person. Units of Competence are documented in a standard format that comprises:

• Reference to Industry Sector, Occupational title, ETQF level • Unit code • Unit title • Unit descriptor • Unit of Competence • Elements and performance criteria • Variables and Range statement • Evidence guide

Together all the parts of a Unit of Competence: • Describe a work activity • Guide the assessor in determining whether the candidate is competent.

The ensuing sections of this EOS document comprise a description of the respective occupation with all the key components of a Unit of Competence:

• A chart with an overview of all Units of Competence for the respective occupation (Unit of Competence Chart) including the Unit Codes and the Unit of Competence titles


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• A template for a Unit of Competence (Unit of Competence Standard) – this includes further directions on the contents and format of the unit of competence

Unit of Competence Chart

This occupational standard deals with skills and knowledge required to efficiently and professionally cook various dishes included in the occupational chart.

Occupational Title, Cooking

Occupational Code

1- Prepare Vegetable and potato dishes

2. Prepare eggs and farinaceous dishes

3. Prepare Cold side dishes

4. Prepare lamb and mutton dishes

5. Prepare veil, beef and pork

6- Prepare poultry and games dishes

7. Prepare fish and sea foods

8. Bake bread

9. Prepare Pastry 10. Prepare Stocks, Sauces and Soups

11. Prepare Ethiopian National dishes


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UNIT of COMPETENCE STANDARD

Occupational Standard Occupational Title: cook

Unit of Competence Standard: Prepare vegetables and potatoes Unit of Competence Title

PREPARE VEGETABLES AND POTATOES

Unit Code Unit Descriptor This unit deals with the skills and knowledge required to prepare

various vegetables and potatoes dishes in hospitality and catering operation

Element of Competency

Performance criteria

1. select vegetables and potatoes

1.1 Vegetables and potatoes are identified and selected in season according to season availability, quantity, quality and price.

1.2. Vegetables and potatoes accompaniments are to select complement and enhance menu items.

1.3. Cut are prepared economically and stored hygienically 2.select seasoning and flavoring agents

2.1. The right seasoning & flavoring ingredients are selected according to the recipe

2.2. Seasoning & flavoring agents are selected according to standard recipes and hospitality/ catering standard.

3. Arrange cooking tools and equipment

3.1 Appropriate tools (pans, pots, etc.,) and equipment ( ovens, stoves, etc.,) are selected and arranged according to sequence of use

4.cook vegetables and potatoes dish

4.1 A variety of vegetables and potatoes are prepared dishes using suitable cookery methods

4.2. Suitable sauces and/or accompaniments are selected and prepared to be served with vegetables and potatoes

5. Serve prepared dish 5.1 Vegetables and potatoes dishes are presented attractively using suitable garnishes,

6.clean and re-arrange working materials

6.1 Cleaning materials are selected the used equipment, tools and working areas are cleaned and made ready for the next operation

6.2. Working materials are arranged and shelved at appropriate locations/places

Variables Range statement Unite scope This unit applies to all hospitality and catering enterprises where

food is prepared and served such as restaurants, hotels, clubs, cafeterias and other catering operations.


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Occupational Health & Safety (OHS)

- Safe operating procedures particularly in relation to using knives , handling, storing and cutting implements,

- undertake vegetables and potatoes dishes preparation using protective clothing

- work safely with equipment and tools for preparing vegetables and potatoes dishes

- Operate following the appropriate procedures of using relevant equipments and tools according to manufacturer’s manual.

Tools and Equipment Proper tools and equipment listed for the unit of competence but not limited to should be used for the proper purpose stated, handling, cleaning & storing appropriately

Types and Sources of Information

Culinary text books, posters, cooking movies, internet searches, standard recipes and operating manuals, etc., should be used

Definition of other variables (bold, italic, written terms or phrases)

cookery methods include - dry( grilling, roasting, frying boiling, etc.,) and

- moist (stewing, braising, and baking etc.,) methods. • Grilling, frying,: cooking foods .with oil or fat using grill and

range tops(stoves)respectively. • Braising: cooking foods in a liquid with less temperature. • Roasting and baking: cooking food using ovens.

Evidence guide

Critical Aspects of competence

Evidence of the following is critical: • ability to prepare a variety of dishes using vegetables and

potatoes products • detailed understanding of the different classifications of

vegetables, and potatoes products. Under pinning Knowledge

The following knowledge must be assessed as part of this unit: - Collecting, analysing and organising information to determine

requirements of orders and menus, collecting commodities and ingredients

- Planning and organising activities to complete mise-en-place and organising pre-made food items

- Using mathematical ideas and techniques to calculate quantities and portions against menus and orders

- varieties and characteristics of, vegetables and potatoes foods - past and current trends in culinary uses and dishes of potatoes

and vegetables, foods - nutrition related to vegetables, and potatoes in particular the

food values of commodities and the effects of cooking on the nutritional value of food

- culinary terms commonly used in the industry in relation, vegetables and potatoes dishes and culinary uses

- principles and practices of hygiene, in particular, related to use of raw ingredients


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- Describing safe work practices

Underpinning skills The following skill must be assessed as part of this unit: - Communicate ideas and information with other kitchen staff,

food service staff and customers - Working cooperatively with the other members of kitchen team

(organisational skills and teamwork) - Demonstrate operating cooking machines and cooking skills

with the available operational material. - cutting and presentation techniques, particularly in relation to

vegetables and potatoes l - Working in a logical sequence within time restraints - waste minimisation techniques and environmental

considerations in specific relation to vegetables, and potatoes. - Dealing with minor problems such as shortage of ingredients

equipment failure. - Using computerised or mechanical kitchen equipment May

include using computerised ordering systems. Assessment Methods Assessment methods must be chosen to ensure that making dishes

from vegetables, eggs and farinaceous products can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. Recommended methods for this unit are:

• direct observation of the candidate preparing dishes • sampling of dishes cooked by the candidate • written or oral questions to test knowledge of appropriate

cooking methods for various commodities, safety issues • review of portfolios of evidence and third party workplace

reports of on-the-job performance by the candidate. Context of Assessment and Resource Implications

Assessment must ensure: • demonstration of skills within a fully-equipped operational

commercial kitchen (including industry-current equipment) • use of real ingredients • preparation of dishes for customers within typical workplace

time constraints.


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Appendix 10: Example of a Graduate Profile and Excerpt from Minimum Learning Competency for General Education The profile of students who have cmpleted the 1st cycle of secondary education (9-10)

• they can work in areas that do not require special skills or training as they are mature mentally and physically

• they are ready for advanced vocational training owing to their acquisition of general knowledge in which theory is linked with practice

• they are conscious of their civic responsibilities and they are ready to fight against social ills and malpractices

• they can actively participate in different activities such as social meetings, discussions, community development activities

• they are ready to acquire practical and theoretical knowledge through continuing education


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Excerpt from Minimum Learning Competencies in History: For Grades 9 and 10

No Area of Competency

Grade 9 Grade 10

7 Understanding the social, economic and political development during the Medieval period in Europe

- Analyse the characteristic features of Medieval society in Europe.

- Analyse elements of feudalism such as land holding systems and military relationships

8 Understanding the process of the emergence and Development of capitalism

- Analyse the factors that led to early capitalist developments

- evaluate the characteristic features of early capitalism

- Analyse the economic, social and political consequences of the industrial revolution.

- Analyse the consequences of the development of Nationalism in the 19th and 20th centuries.

Evaluate the impacts of the different political, economic, intellectual and religious movements . The English revolution, the enlightenment, the Reformation, the American revolution, the French revolution, on the development of capitalism.

9 Analysing the nature of International relations since 1900.

- Analyse the basic and immediate causes of the two World wars (world War I and World War II )

- Compare and contrast the consequences of the First World War and the second World War

- Evaluate the principles of the League of Nations and the UNO. - argue on the failures of the League of Nations. - Evaluate the achievements and challenges of the UNO over time. - Define the Cold War from perspective of international Relations. - Analyse the nature of International relations after WWII


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No Area of Competency

Grade 9 Grade 10

- Judge the different opinions concerning the end of the cold war.

10 Understanding the history of pre and post colonial Africa

- State the life style of the different people in the different part of Africa before the coming of the Europeans.

- Analyse the consequences of the slave trade in Africa

- Analyse the motives behind European exploration of Africa. - Demonstrate the nature of struggle among the major European powers

to partition Africa.

- evaluate the major resistances movements of the African people against the Europeans between 1870-1914.

- Analyse the nature of the major National Liberation Movements in Africa between the two World Wars.

- Analyse the role played y pan- Africanism for the independence and African Unity.

- Evaluate the achievements and major challenges of the Organisation of African Unity ( OAU )

Conceptual Framework for the development of the Ethiopian NQF

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