New Ethiopian Higher education policy

1. HIGHER EDUCATION POLICY AND
STRATEGIES
A Discussion Forum on Higher Education Policy
by PHEIs and MoSHE
Yalew Endawoke (Professor)
Ministry of Science and Higher Education
March 22-23, 2021
Magnolia Hotel,
Addis Ababa 1

2. Contents
1.Introduction
2.Rationale for the Higher Education
Policy
3.Definitions of Terms
4.Vision and Mission
5.Guiding Principles of the Policy
6.Foundation of the Policy: Ethiopian
Education Philosophy
2

3. 7. Core Policy Issues and Strategies
Policy Issue 1: Relevance and Quality of Higher Education
and Research
Policy Issue 2: Access to and Equity in Higher Education
Policy Issue 3: Community Engagement and Science
Culture Development in Higher Education
Policy Issue 4. Institutional Capacity Development of
Higher Education Institutions
Policy Issue 5. Structure of Higher Education
Policy Issue 6: Internationalization and Partnership
Policy Issue 7: Medium of Instruction
Policy issue 8: Financing and Funding Higher Education
Policy Issue 9: Higher Education Infrastructure
Development and Facilities
Policy Issue 10: Indigenous Knowledge
Policy Issue 11. Vocational Guidance and Career
Counseling
Policy Issue 12. Higher Education Act
Policy Issue 13. Cross-Cutting Issues
3

4. 8. Policy Implementation
9. Monitoring and Evaluation
10. Dissemination of Policy
11. Revision of the Policy
12. Policy Implementation Date
4

5. The Focus of Higher Education Institutions
• Teaching Learning
• Research
• Community Engagement
• Any institution that fails to address these focus areas is a
failure in itself.
Some Icebreakers

6. Holistic Development of Students
Student
Psychologi
cal dev’t
Social
dev’t
Vocational/
Career devt’t
Cognitive
dev’t
Spiritual
dev’t
Physical
dev’t
THE GOAL OF EDUCATION IS TO BRING ABOUT
DEVELOPMENTAL CHANGES IN THE LEARNERS.

7. 1. Introduction
• Ethiopia should be economically and socially
competitive in the global arena.
• It should give attention to quality higher education
considering equitability and access to education, as
well as relevance of educational programs and
curricula.
• Other things being equal, quality higher education
aims at developing resilient, creative, communicative,
thoughtful, all-rounded, socially responsible and
responsive, critical thinkers, and visionary individuals.
• When this happens, it is expected that the graduates
can meet the social and national demands.
7

8. • Quality education is a fundamental issue that
enables the country to produce graduates with
well-developed social values, intellectual curiosity,
scientific temper, vocational and professional
competence, spirit of services, and capabilities
across a range of disciplines.
• Quality higher education should equip graduates
with personal accomplishment, enlightenment,
constructive public engagement, and creates a
capacity to have productive contribution to the
society.
• Higher education is expected to prepare students
for more meaningful and satisfying lives and work
roles that leads them to economic independence
and social interdependence.
8

9. • Over the last two decades, efforts have
been put to expand higher education in
the country. But
–enrollment rate is low (only 13.8%).
–the issue of equity is still a problem.
–the relevance of curricula and
programs is not well taken care of.
–quality is an issue of public and
government major concern.
9

10. • Regardless of the expectations our higher education
is blamed for its failure to produce competent,
responsible, capable, psychologically and morally
matured and socially adept graduates.
• Graduates of higher education in the coming years are
expected to be
– competent and skillful to fit the demands of the
national economy and society.,
– to be job creators, policy-makers, entrepreneurs,
social innovators and business leaders.
10

11. • However, achieving this requires extensive
planning of higher education reform and
development of strategies that enable the system
to achieve the intended goals of the country,
which must be guided by appropriate policy.
• Accordingly, this higher education policy is
expected to provide citizens, irrespective of their
place of origin, beliefs or (dis)ability, a relevant
and quality higher education.
11

12. • Thus, Ministry of Science and Higher Education
(MoSHE) has developed this policy based on the
mandates, duties and responsibilities given to it by
Proclamation No 1097/2018.
12

13. 2. Rationale for the Higher Education Policy
• multitudes of challenges and problems tangled the higher
education, which include, but not limited to,
 poor quality of higher educational provision and
system;
 less emphasis on the development of the learner in
addressing social, physical, psychological,
professional (vocational/occupational), spiritual, and
cognitive competences, skills and learning outcomes;
 a rigid separation of disciplines, with early
specialization and streaming of students into narrow
areas of study;
 A system that failed to identify the talents, ability,
interest, learning difficulties, and cognitive styles of
learners;
13

14.  limited educational access
 limited teacher competence and institutional autonomy;
 inadequate and insufficient mechanisms for merit-based
career management and progression of faculty and
institutional leaders;
 less emphasis on research
 suboptimal governance and leadership of higher
education institutions;
 mismatch between the demands of the labor market and
competence level of higher education graduates;
 poor international practices and limited partnerships with
other stakeholders; and
• an ineffective regulatory system; 14

15. • This policy intends to overhaul and re-energize higher
education system to overcome those challenges and
thereby deliver high-quality and relevant higher
education, with equity and inclusion
 moving towards a higher educational system consisting of
universities differentiated on disciplines based on their
institutional capacity and comparative advantages of their
environmental location.
 moving towards a more multidisciplinary undergraduate
education;
 revamping curriculum, pedagogy, assessment, and student
support for enhanced student experiences;
15

16.  Assuring the integrity of faculty and institutional
leadership positions through merit-appointments and
career progression
 establishment of a National Science and Research
Foundation
 Establishing Higher Education Institutions governance
by highly qualified independent boards having
academic and administrative autonomy;
 increased access and equity through a range of
measures, including greater opportunities for
outstanding public education; scholarships by private
universities for special needs and underprivileged
students;
 creating assess to all citizens using different educational
provision modalities 16

17.  equipping higher education institutions with
infrastructures and state of the art facilities to
provide quality education and carry out quality
research;
 strengthening and redefining the role of a quality
assurance system to regulate the higher education
system;
 making higher education flexible so that learners
can take courses of their choices, and that
individuals attend courses that help them improve
their competences, or quench their knowledge
cravings.
17

18. 3. Definitions of Terms
• Community engagement
• Education act
• Higher Education Philosophy
• Higher education
• Programs
• Regional/State Higher Education Institute
• Special higher education institution
• University
18

19. 4.1. Vision
• To create vibrant, sustainably transformed
higher education sector that advances the
nation in socio-economic, political, scientific
and technological developments though
producing competent graduates.
19

20. 4.2. Mission
• This policy enables higher education institutions to
– Produce professionally competent and ethical,
socially responsible, psychologically and
spiritually matured graduates who transform the
society and the economy of the nation.
– Generate knowledge and practical solutions
through applied and basic research
– Transform the lives of communities through need-
based professional services and community
engagement,
– Engage in the advancement of indigenous and
scientific knowledge generation and technological
innovations and transfer 20

21. 5. Guiding Principles of the Policy
• Autonomous and accountable higher education
institution
• Differentiated missions
• Multidisciplinary
• Critical thinking
• Ethical and social values
21

22. 6. Foundation of the Policy: Ethiopian
Education Philosophy
• The philosophy of Ethiopian education predominantly
emphasized essentialism and perennialism philosophy
of memorization and cramming. With modern education
and social transformation, the country intends to shift
more towards progressivism and existentialism.
• The applicable theory of learning and teaching shall be
eclectic approach.
22

23. 7. Core Policy Issues and Strategies
• Policy Issue 1: Relevance and Quality of Higher Education
and Research
• Policy Direction 1.1. Make curricula and academic programs
responsive to the social and national demands founded on
development and labor market needs and aspirations of the
country.
• Strategies
– Establish an Curriculum Development and Research
Institution
– Design curricula and academic programs to produce
competent graduates
– Develop curricula and the academic programs that address
societal, governmental, and learner needs
23

24. – Develop curricula that are organized in such a
way that a holistic and multidisciplinary
education is focused
– Design curricula that integrate indigenous
knowledge, modern education, science,
technology and wisdoms of the nation.
– Develop and use valid, reliable and authentic
assessment techniques and methods
– Make curricula flexible enough to
accommodate students’ needs, talents, ability
and interest.
– Design extra-curricular and co-curricular
activities to engage learners in various
developmental aspects
24

25. • Design curricula that have the right balance between social
oriented, personal development oriented, job oriented and
academic oriented courses.
• Establish education testing centers that manage entrance and
exit examinations
• Make sure that the minimum point of admission is 50% and
above
• Establish labor market information system
• Design a mechanism through which higher education
institutions avoid commercialization of education
25

26. • Policy Direction 1.2. Establish, maintain and enhance quality of higher education
• Strategies:
– Develop curriculum frameworks
– Ensure that the curricula and study programs are accredited,
– Develop standardized assessment system to compare our graduates with
international standards,
– Develop standards for higher education and academic programs,
– Develop and strengthen robust periodic program and institutional audit system,
– Assess learners’ entry behaviors and design and implement intervention
mechanisms;
– Develop standardized continuous assessment system to evaluate student learning
progress;
– Fulfill required academic, research and management facilities to provide quality
higher education
– Develop national qualification framework for higher education
– Fulfill optimum organizational set-up, resources and infrastructure requirements
to higher educational institutions to ensure quality education.
– Establish quality standards for inputs, processes, outputs and outcomes
– Develop guidelines to determine level of educational programs and qualifications
26

27. – Develop monitoring, evaluation, review and support systems to
enhance the overall qualification systems in higher education.
– Ensure the development and implementation of appropriate guidelines
that ensure appropriate mix of practical and theoretical education is met
based on labor market demands,
– Establish a system of recognition of higher education institutions based
on their performances to encourage quality education.
– Establish a system that ensures the engagement of students in
internship programs as appropriate,
– Set up and strengthen internal and external higher education quality
assurance system.
27

28. • Policy Direction 1.3. Make teaching learning environment conducive to
enhance quality education
• Strategy
– Encourage higher education institutions to create optimal learning
environments and support systems for students.
– Encourage institutions and faculty to innovate on matters of
curriculum, pedagogy, and assessment within a broad framework of
higher education qualifications.
– Institute an evaluation system that uses criterion-referenced and norm
referenced grading system as deemed appropriated to the purpose and
nature of the courses, and field of study.
– Encourage higher learning institutions to properly apply formative,
diagnostic and summative assessment procedures that clearly indicate
the progress and success of students.
– Provide facilities for students and teachers for maximum learning and
teaching.
28

29. • Policy direction 1.4. Ensure that research in higher education institutions is both
relevant and of high quality
• Strategies:
– Develop and periodically update research thematic areas that are relevant to the
social and national needs.
– Establish National Research Centers that monitor the relevance and quality of
research areas done by higher education researchers.
– Develop research standards, research ethics and norms that shall govern its
operations and the activities of researchers.
– Establish a research award and recognition system to enhance and promote
quality research and innovation.
– Strengthen the system for journal accreditation.
– Establish high quality national research laboratories, workshops and other
facilities specialized in diverse fields to support higher education institutions in
their research.
– Establish research and science parks that can be used as centers to develop
prototypes, models and other research innovations.
– Develop a system to recognize and protect intellectual property, patent right
and other ownership cases.
– Encourage higher learning institutions to conduct interdisciplinary and
multidisciplinary research projects. 29

30. • Policy Direction 1.5. Develop a knowledge management system for
research and education quality
• Strategies:
– Develop a knowledge management system to sort, organize, retrieve,
and utilize knowledge generated through research.
– Establish and implement up-to-date science and technology
information system
– Encourage higher education institutions to establish centers that
collect, store, preserve, disseminate and utilize modern and indigenous
knowledge resources to enrich quality of education and research.
– Encourage researchers to get their research articles published in
reputable national and/or international journals.
– Encourage staff to publish textbooks that integrate Ethiopian contexts
with global knowledge.
– Establish and strengthen research culture through regular seminars,
workshops, conferences, and other forums.
– Establish a system to commercialize technologies and research
outputs. 30

31. • Policy Issue 2: Access to and Equity in Higher Education
• Policy Direction 2.1: Developing a system of creating access to higher education
• Strategies:
– Provide equal and fair access to all Ethiopian citizens regardless of economic
status, gender, ethnicity, geographic location, religion, disability and other
disadvantaged groups without any discrimination.
– Design and implement a system to expand higher education by public, public-
private partnership, community, private, non-governmental and other
organizations.
– Develop a mechanism of diversifying an educational provision that use a
regular, extension, summer, or other modalities through face-to-face, online,
and/or other forms.
– Develop a system to provide scholarships and/or other affirmative actions to
talented, disadvantaged and marginalized groups and/or to those students who
study fields demanded by the government.
– Design a mechanism to help higher education institutions to establish affiliated
institutions that provide various educational programs. 31

32. – Create opportunities for all those seeking certificates of non-degree in higher
education
– Establish a flexible system that allows students to take courses of their choices
as long as they meet the required credit hour load during their study period.
– Establish a system that identifies the needs of student with high ability, talent
and gift and provide education.
– Encourage international higher education institutions to open higher education
institutions in the country.
– Encourage higher education institutions to diversify education programs based
on their capacity.
– Strengthen a system that ensures completion of enrolled students in their
study.
– Devise a mechanism to attract more students to higher education institutions
from various social and economic statuses.
– Promote specialized non-degree education and training services to give access
to various groups.
– Encourage higher education institutions to provide joint degree programs in
specialized areas with industries to equip individuals with specific
competences.
– Developing a system of lifelong education for various groups to address
learning needs.
32

33. • Policy Direction 2.2. Develop and strengthen mechanisms of
ensuring equity of higher education.
• Strategies:
– Encourage the provision of scholarships and demand-based
affirmative actions for various special need groups and
disadvantaged individuals to be included in academic
programs, research, and other activities.
– Develop a system that ensures the provision of necessary
supports and services for individuals with disabilities,
behavioral problems, and individuals who are talented and
gifted to meet their social, psychological, physical,
educational and occupational needs.
33

34. • Policy Issue 3: Community Engagement and Science Culture
Development in Higher Education
• Policy Direction 3.1. Ensure that higher education institutions effectively
engage the community in various scientific, teaching-learning,
technological, and other research efforts.
• Strategies:
– Establish a system that enables higher education institutions to actively
involve the community in technology innovation, development, and
transfer.
– Strengthen the practice of engaging the community in various projects
and research undertakings.
– Develop a system in which communities actively participate in the
teaching-learning processes to transfer indigenous wisdom and
knowledge.
34

35. • Policy Direction 3.2. Promote the development of science culture, social
and cultural values
• Strategies:
– Develop various approaches to inculcate and advance scientific culture
and science knowledge among in the community.
– Create a conducive environment for higher education academia and
students to engage in building scientific culture
– Encourage the adoption and use of scientific knowledge and
technology in higher education institutions
– Integrate systems that promote indigenous social and cultural values
into higher education system as part of knowledge advancement and
creation of scientific society.
– Create a mechanism that involves community members in collection,
preservation, and dissemination of indigenous resources to bolster the
role of indigenous knowledge in development of a sense of identity
– Create a culture and system that encourages a learning community in
higher learning institutions. 35

36. • Policy Issue 4. Institutional Capacity Development of Higher Education
Institutions
• Policy Direction 4.1. Develop the competence of higher education leadership
and management
• Strategies:
– Establish a well-equipped leadership training center to develop the
capacity of leaders and managers;
– Develop a merit and performance-based system of recruitment, selection,
placement, promotion, separation, retention, compensation and incentive
award provision systems for higher education leadership and management;
– Design a mechanism to develop leadership and managerial competence of
women and other disadvantaged groups,
36

37. – Design and implement a system which links
effectiveness of higher education leadership with the
performance in teaching and learning, improvement
in student learning outcomes, and improved research
project outcomes.
– Establish a system of leadership succession plan and
after-leadership benefits for serving leaders.
– Strengthen performance management and evaluation
system in higher education
– Create a system of outsourcing of non-academic
services from higher education institutions.
– Establish risk and crisis management system in
higher education institutions.
37

38. • Policy Direction 4.2. Strengthen and improve the governance of higher education
institutions
• Strategies:
– Create a system that encourages participation of higher education community
(students, teachers, admin support staff, etc.) and relevant stakeholders in
decision making and other activities of the institutions,
– Strengthen an effective board governance structure that plays a significant role
in higher education institutions’ development,
– Create and strengthen an accountable, transparent, open and impartial system
of leadership and management in higher education,
– Develop a system where different institutional governing organs (such as
Senate, Student Council, Management Council, University Council, etc.)
function properly and effectively,
– Design an efficient mechanism of property procurement, administration,
utilization and disposal in higher education institutions.
– Enhance the autonomy of higher education leadership and management in
pursuit of their missions and goals of institutions.
38

39. • Policy Direction 4.3. Design a system of developing professional,
research, and academic competences of academic and research
staff of higher education institutions
• Strategies:
– Develop frameworks and guidelines for the enhancement of
academic excellence of academic staff
– Establish an institute that trains research and academic staff on
selected technological use, research methods, and pedagogical
competences and subject matter contents (in a continuous
professional development, seminar and workshop forms, etc.),
– Establish a system of continuous self- and professional
development program to enable instructors to enhance and
strengthen their professional qualifications and competence.
39

40. – Ensure that higher education institutions meet
appropriate mix of academic qualifications and
ranks (MSc, PhD, Professorship) for teaching
and research at various levels of education.
– Establish a system that addresses seniority and
academic qualification in which seniors serve
as mentors and coaches for novice and junior
staff.
– Develop a system that promotes professional
ethics of academic staff in higher education
institutions.
40

41. – Establish a licensing and relicensing system for
academic and research staff for their competence and
effectiveness.
– Institute an incentive and award system for effective and
long serving academic and research staff for their
outstanding performances in teaching and/or research.
– Design regular induction and socialization for novice
and junior academic and research staff.
– Develop an effective career structure for the academic
and research staff.
– Create a culture and system that encourages a learning
community in higher learning institutions.
41

42. • Policy Direction 4.4. Develop a competent and skillful technical
personnel for academic and research missions of higher education
institutions
• Strategies:
– Design and implement a system of developing technical assistants’
competence and technical know-how.
– Develop a structure that enhances the development of technical
staff to the highest academic qualification possible.
– Establish national institutions that provide high tech skills training
for the technical personnel of higher education institutions to
provide the required technical support, maintain equipment and
instruments, and assure technical specifications,
– Prepare and implement recruitment, selection, placement,
promotion, development, retention, separation, compensation and
award systems for the technical personnel. 42

43. • Policy Direction 4.5. Develop a strong human resource
development system for support staff of higher education
institutions
• Strategies:
– Design organizational structure that clearly addresses the
nature of higher education institutions.
– Prepare a human resource development that enables higher
education institutions to recruit, select, promote, retain,
separate, and compensate competent and vibrant supportive
administrative staff.
– Develop a system of performance management, monitoring
and evaluation, and controlling to make higher education
institutions effective in achieving their missions.
43

44. • Policy Issue 5. Structure of Higher Education
• Policy Direction 5.1. Develop a differentiated higher education system.
• Strategies:
– Develop differentiated system of public higher education that includes
research universities, applied science universities, comprehensive
universities, technical universities, special universities, and teacher
education universities and others based on national demands.
– Differentiate higher learning institutions on areas of studies based on
their potentials, capacity, resources, and other factors that deemed
important.
– Develop a system that address a multidisciplinary approach to offer
undergraduate and graduate programs with high quality teaching,
research, and community engagement focusing on specialized fields of
study.
– Encourage higher education institutions to develop well defined centers
of excellence in certain fields.
44

45. • Policy Direction 5.2. Determine the study periods of different
academic programs
• Strategies:
– Make undergraduate regular programs to take 4 to 7 years
based on the nature of fields.
– Design regular second-degree programs to be completed in 2–
3 years and doctoral programs in 4-6 years depending on the
nature of the fields.
– Develop programs in other educational provision modalities
with their own study durations.
– Establish postgraduate diploma, short term training, and other
certificate programs that could last from few days to over a
year or two.
45

46. • Policy Issue 6: Internationalization and Partnership
• Policy Direction 6.1. Develop a system that synergizes internationalization and
partnership between and among national and international institutions.
• Strategies:
– Encourage higher education institutions to attract international students and
staff.
– Establish an International Students Office at each higher education institution
hosting foreign students.
– Develop a system to carry out research/teaching collaborations and staff/student
exchanges.
– Encourage high performing higher education institutions in the country to set up
cross border campuses in other countries.
– Develop legislative framework to facilitate the entry of foreign higher education
institutions to Ethiopia to launch joint or independent academic programs and
collaborative research undertakings.
46

47. – Create a system that encourages inter-higher education
institution cooperation in Ethiopia to utilize their resources
jointly.
– Encourage public and private higher education institutions to
work jointly in teaching, research, projects and community
services.
– Establish a system that facilitates collaborations among
community-based organizations, industries, sectors
organizations, foreign doner agencies, research institutes and
other organizations through resource mobilization, research
undertakings and program implementation.
– Develop a system that encourages and facilitates the engagement
of foreign academic and research staff in various programs of
higher education institutions.
– Develop a system that encourages the engagement of experts and
staff from industries and sector organizations in teaching and
research.
47

48. • Policy Direction 6.2. Develop a synergy between higher education
institutions and technical and vocational education and training (TVET) –
Research institutions and industries to strengthen research, teaching
learning process, community engagement, science and technology.
• Strategies:
– Strengthen institutional arrangements to create and manage linkages
between higher education institutions, TVET institutions, research
institutions and industries.
– Create an incentive mechanism to enhance the interest and willingness
of industries to host students and staff for internship and externship
programs
– Enable the implementation of company-led graduate internship to
improve skills, workmanship, job attitudes and employability of higher
education graduates.
48

49. – Enhance product development by building
sectorial Research and Development capability
through introducing financing mechanisms.
– Encourage higher education institutions to jointly
design and run research projects and graduate
programs with relevant research institutions and
industries
– Encourage higher education and TVET institutions
to establish and operate jointly funded technology
and innovation centers.
49

50. • Policy Issue 7: Medium of Instruction
• Policy Direction 7.1. Unless programs are offered in other
languages, English shall be used as medium of instruction in
higher education.
• Strategies
1. Use English language as a medium of instruction except in
programs that require the use of local and/or other foreign
languages.
2. Establish English Language Improvement Centers in higher
education institutions that aim at improving language capacity
and proficiency of academic staff and students.
50

51. • Policy issue 8: Financing and Funding Higher Education
• Policy Direction 8.1. Develop diversified financing system of
higher education
• Strategies:
– Introduce flexible, formula-based block grant funding
considering factors such as performance, student enrollment
and number of staff, infrastructure facilities, and nature of the
institution.
– Ensure institutional autonomy in utilization of allocated and
generated funds, subject to public accountability.
– Encourage public higher education institutions to generate
income through appropriate mechanisms and enterprises. 51

52. – Encourage public-private partnerships and private
capital investment for development of higher
education institutions.
– Establish alternative student financing system (such as
student loan, cost sharing, grant, etc.) to allow students
to study in public and private higher education
institutions of their choice.
– Develop scholarship schemes with public, non-
governmental organizations (NGOs), and private
sector participation to encourage talented,
disadvantaged or other student groups.
– Develop a system of efficient and effective cost
recovery.
52

53. • Policy Direction 8.2. Develop sustainable
funding mechanisms for higher education
research
• Strategies:
– Establish a National Research Fund (NRF) that
supports, on a competitive basis, research and
project undertakings from proposal evaluation to
research output dissemination.
53

54. • Policy Issue 9: Higher Education Infrastructure
Development and Facilities
• Policy Direction 9.1. Ensure adequate and quality
infrastructures conducive for teaching, learning, leadership,
management and research.
• Strategies
– Establish well-designed, high-end ICT infrastructures.
– Improve classroom, office, and other teaching and learning
setting facilities.
– Design buildings that take into account their purposes, the
needs of the customers, the weather condition of the area,
the psychology of the users, etc.
54

55. – Design, construct and maintain buildings enduring that they
are durable, economical, functional, of high quality,
aesthetically attractive, and furnished with appropriate
technologies and facilities.
– Design campuses that are green, attractive and comfortable
for working, living, learning, and researching.
– Ensure that advanced educational Enterprise Resource
Planning (ERP) system is installed in higher education
institutions.
– Ensure that all necessary facilities (such as supermarkets,
fire-fighting departments, laboratories, libraries, workshops,
offices, printing presses, theatres, lounges, cafeterias, etc.)
are in place in campuses of higher education institutions.
55

56. • Policy Issue 10: Indigenous Knowledge
• Policy Direction 10.1. Integrate and promote indigenous knowledge with
various curricula and extra-curricular activities so that the learners understand
their cultural heritages, history, and social values.
• Strategies
– Encourage higher education institutions to establish centers that collect,
store, preserve, and disseminate indigenous knowledge resources, and
use them to teaching their students.
– Encourage higher education institutions to support research and learning
about indigenous knowledge.
– Promote the value, contribution, and importance of indigenous
knowledge to the nation.
– Encourage the recognition of principles of intellectual property to ensure
proper protection and use of indigenous knowledge products derived
from it. 56

57. • Policy Issue 11. Vocational Guidance and Career Counseling
• Policy Direction 11.1. Develop a system that provides counselling and
psychometric services to the learners to help them understand and identity
their strengths, limitations, talents, learning styles, etc. and give orientation on
different occupations and career pathways, employment potentials and
indications of earnings to the learners.
• Strategies
– Provide training for counselors of vocational guidance and career
counseling to assist learners.
– Set up a center that provides educational and psychometric assessments to
the students
– Establish a National Career Guidance Council to coordinate career
guidance activities in higher education institutions.
57

58. – Promote education, research, innovation and
publications related to vocational guidance and
career counseling to help students get career
information.
– Establish a network that links the National Career
Guidance Council with career guidance units in all
higher education institutions.
– Maintain a data base for information on job
opportunities at each career guidance unit.
58

59. • Policy Issue 12. Higher Education Act
• Policy Direction 12.1. Develop an education act that governs and
describes the rights, obligations, and responsibilities of students, academic
and research staff, technical assistants, and administrative staff to
successfully achieve their missions.
• Strategies:
– Ensure academic freedom, institutional autonomy, professional ethics,
professionalism, accountability for staff and students through well
stated education act.
– Develop and periodically update different guidebooks that define roles,
responsibilities, rights and obligations to be respected by all members
of higher education institutions.
– Establish regulatory mechanisms that ensure the full enforcement of
different regulations, guidebooks, directives and the education act.
59

60. • Policy Issue 13. Cross-Cutting Issues
• Higher education institutions shall give due attention to various cross-cutting
issues such as gender, environmental protection and care, HIV/AIDS,
emerging pandemics and crises, drug and substance abuse, people with special
needs, students from pastoralist and developing regions.
• Policy Direction 13.1. Ensure that cross-cutting issues are adequately
addressed at all levels of higher education institutions
• Strategies:
– Develop legal frameworks to enhance the level of participation of female
students and staff in higher education institutions in academic programs,
leadership, research, and other activities.
– Develop a system to provide necessary supports and services for
disadvantaged groups, and talented and gifted students and staff to meet
their social, psychological, physical, educational and occupational needs.
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61. – Create a system to provide appropriate supports for people living
with HIV/AIDS and encourage them to participate in academic
programs, leadership, research, and other activities.
– Establish a system that develops and communicates safety rules
and procedures to the communities to prevent and/or curb the
occurrence of disasters, illnesses, attacks, and conflicts to keep
themselves safe and make the campuses peaceful and secured.
– Established and run a system that sustainably educate and train
students and other community members of higher education on
life skills, HIV/AIDS, reproductive health, and drug abuses.
– Encourage practical involvement of higher education community
in environmental protection and campus beautification activities.
– Encourage higher education institutions to develop effective
waste management system that keeps the environment clean and
unpolluted
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62. 8. Policy Implementation
• Who does what and how?
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63. 9. Monitoring and Evaluation
• Strategies
– Standardized and technology supported monitoring and evaluation
system shall be developed.
– Evaluation shall be conducted based on indicators clearly showing
inputs, processes, outputs, and outcomes of the policy
implementation.
– A system which ensures that monitoring and evaluation activities
are undertaken by appropriate professionals shall be developed.
– Outcomes of monitoring and evaluation shall be used as inputs for
the improvement of successive tasks.
– The effectiveness of the process and outcomes of monitoring and
evaluation shall be evaluated against international indicators of
policy evaluation. 63

64. 10. Dissemination of Policy
11. Revision of the Policy
12. Policy Implementation Date
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65. What follows the Policy?
• Ten Years Plan
• Five Years Plan
• Six Programs
– Community Engagement and Science Culture
Deelopment
– Institutional Development Capacity
Development Program
– Research Development Program
– Quality, Relevance, Access and Equity Program
– Infrastructure and Facility Program
– Monitoring and Evaluation Program
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66. THANK YOU!
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