COUNTRY REPORT : ETHIOPIA



COUNTRY REPORT: ETHIOPIA

by

Margret Schermutzki

Pieter Boele van Hensbroek

1. Introduction

The Ethiopian education sector is currently undergoing a major transition, reforming established educational institutions as well as initiating new ones.

Addis Ababa University (AAU) is the chief national institution of Higher Education (HE) with a long and prestigious history. Along with six other universities, it constitutes the core of the established HE system.

The government reform policies for the HE sector involve a number of innovations, the paramount ones being: 1) an immense expansion of the HE sector with the establishment of many new institutions and considerably increased student intake; 2) a shift of focus towards engineering-related programmes.

The reform also involves the setting-up of new institutions to boost the reform. The most important one is the Engineering Capacity Building Programme (ECBP) which implies the participation of various ministries and pioneers striving for increased engineering capacity at all levels of education. The shift of emphasis towards Engineering is symbolised by the government decision to allocate 70% of new students to engineering-related faculties and institutions.

Other changes may be noted, such as the mounting importance of national policies, resulting in the limitation of scope for autonomous decision-making by established institutions like the AAU.

Another alteration would be the involvement of foreign (especially German) experts in the management of educational institutions, and, for instance, the formulation of standardised Bachelor curricula in a number of fields.

The various trends and changes will be discussed below. This report will firstly provide an overview of the situation in the Ethiopian HE sector, and then focus on aspects especially relevant for the feasibility assessment of initiatives involving the methodology of Tuning.

The revolutionary objectives for the educational sector of the post-1994 governments were formulated already in the 1994 document “The Education and Training Policy and its Implementation” (updated 2002). The aims of a radical change of the whole educational system, in order to make it accessible and relevant for society, were enunciated there. The policies for HE which have been formulated since, elaborate and concretise these objectives (for instance the “Educational Sector Development Programme 1996 – 2005”).

The “Engineering Capacity Building Programme Five-Year Strategic Plan 2006-2010” is a mile-stone in this elaboration process. A policy of radically increased access and a focus on engineering is devised here for the technical and vocational training level, to Polytechnic level and University level. It guides the implementation at six major Technical Universities and Institutes of Technology as well as the establishment of a number of new ones (the six: Institute of Textile Engineering (IoTex, in Bahir Dar), Institute of Science and Technology (JIT, in Jimma), Ethiopian Institute of Architecture, Building Construction and City Development (EiABC, in Addis Ababa), the Addis Ababa Institute of Technology (AAIT), the Adama University (AU), and the Tigray Institute of Technology (TIT, in Mekelle)).

The ECBP also contains a major curriculum design and standardisation process involving the design of 93 curricula at BSc and MSc levels in Engineering.

Other institutions at the national level are equally relevant for this process: The Higher Education Strategy Centre (HESC) plays a primary role in curriculum development exercises. The National Agency for Quality and Relevance Assurance (HERQA) has been established as a semi-autonomous agency which will be accrediting educational programmes in the future. The foundation of HESC and HERQA coincides with the introduction of policies for modularisation of educational programmes, the reform of the credit system and adjustment of the number of study years per study programme (see discussion below).

These and other changes underscore the influence which government policy enacts upon educational reform. This, at least temporarily, reduces the autonomy of teaching institutions. Students and staff, for instance, are allocated to teaching institutions by government. However, the expressed long-term policy of government is to grant a considerable degree of autonomy to teaching institutions again.

Established educational institutions face considerable changes due to the shift in focus to Engineering and Natural Sciences. Several departments have had no student intake in the present academic year, whereas engineering faculties have increased their intake substantially. Again, because of the establishment of new teaching institutions on Engineering, there is an added need to train teachers for these new institutes, paralleling a need to increase the levels of capacity of existing staff and the need to provide engineers for the labour market.

A strong interest in curriculum reform is evident, both from university staff and management as well as from government-related institutions. Such perceived need for reforms results from considerations concerning quality assurance, staff and student mobility, and increased societal relevance.

From this perspective there could be a role for Tuning as a possible approach to curriculum reform. Similarly, the requirement of international mobility, cross-border recognition of degrees, and expansion of international collaborative study programmes is emphasised. This need appears to be more clearly expressed by university leadership and policy-makers than by teaching staff. Also, for all parties, reforms and innovations in the national context were considered to be of greater relevance than at the regional level, and these again as more relevant than at the continental level.

Ethiopia is the second most populous country in Africa with an estimated population of 86 million people. It has a unique ancient history and has never been colonized. There are more than 80 local languages spoken in the country and Amharic is the working language of the government. English is the medium of instruction in secondary and higher education (Higher Education Proclamation No. 650/2009 Art. 20).

In 1991, Ethiopia changed from a socialist structure to a market-based system. As a result, the government mapped out certain strategies to reform all public sectors including the education sector. Ethiopia is radically expanding its higher education sector: from two public universities just over a decade ago to 22, and another 10 to open soon. Even though the percentage of the available cohort attending higher education is still below 3%, the number of students has doubled and is expected to double again.

1. Policies in the Higher Education Sector

The Ethiopian government sees higher education as an important plank in its strategy for social and economic development. In 2010, the Ministry of Education (MoE) allotted the large amount of eight billion Birr to the construction of ten new universities in the country. It is planned to complete the construction within three to four years.

Massification of HE has led the ministry to develop new types of institutions as greater efficiency became necessary.

An experimental for Ethiopian University development, Adama University, has been implemented. It is being managed by Germans, and mainly focuses on training students in engineering, technology and applied sciences. The institution originates from a technical teacher training college and retains this specialism while focusing on economic development and university-enterprise cooperation according to the German system of Universities of Applied Sciences (Fachhochschulen).

The German leadership of the university owns a far-ranging mandate. Concerning the implementation of Tuning, the leadership made it clear that they deemed this not feasible because of more urgent worries about quantity and quality of staff and need of actual implementation of policies and already in place.

Currently, the government has reached a 59:41% ratio, natural versus social sciences. It plans to turn the ratio into 70:30%, natural sciences constituting the larger share of 70%. Private higher Education has also increased as a part of general liberalisation. (Tamene Binyam, Ethiopian News 08.08.2010).

Public universities are established by regulation of the Council of Ministers.

The Ethiopian government passed legislations to give universities more autonomy (Higher Education Proclamation No.650/2009) in the development and implementation of relevant curricula and research programmes; the creation of new or closure of existing programmes; setting up of its organisational structure and enactment and implementation of its internal rules and procedures (Article 17). The change from a distinctly top-down into a bottom-up process may still need to start and will be a learning process for the universities and for the ministry. The reform of the legal regulations is also still in process.

1.1.1 Educations system in Ethiopia

The structure of the Ethiopian education system

Pre-higher education

Duration of compulsory education: from 6-14 years of age. The structure of the school system: primary (6-14 years of age, 8 years), first cycle secondary/general secondary (14-16 years of age, 2 years) - certificate/diploma awarded if passing the Ethopian General School Leaving Certificate Examination, second cycle secondary (16-18 years of age, 2 years) - certificate/diploma awarded if passing the Ethiopian Higher Education Entrance Examination (EHEEE), Technical School and Junior College (16-19 years of age, 3 years), Vocational School and Junior College (16 to 19 years of age, 3 years) (TVET) and Higher Education Institutions (HEIs).

HEIs offer programmes leading to Bachelor's Degree (BA/BSc), three to four years of study; Medical Doctor (MD) or Doctor of Veterinary Medicine (DVM), degree, five years of study; Master’s Degree (MA/MSc) - two more years of study or medical or other professional speciality - three more years of study; Doctorate Degree (PhD) - three years beyond Master’s Degree or its equivalent; or any other degree that may be determined by the academic senate (Article 1).

HEIs institutions include universities and university colleges, colleges and institutes (article 9). Public HEIs adhere to the regulations of the council of ministry and rely on public funding.

According to the higher education proclamation (part 2 article 17), HEIs are autonomous, promising academic freedom (article 16). This means that management of universities has to adopt a new system and articulate its own requirements to retain autonomy. Government expressed the intention to let go of control while ensuring accountability. The President of the university is appointed by the Minister or by the head of the appropriate state organ. (Art. 52)

A Higher Education Strategy Center (HESC) and a Higher Education Relevance and Quality Agency (HERQA) were implemented to assist MOE to handle the growing HEI sector (article 89 and 90). A cost sharing scheme for public HEIs in terms of deferred graduate tax was provided (Article 62). The HERQA was also set up to assure the quality of the system.

1.1.2 Establishment of a National Qualifications Framework in Ethiopia (ENQF)

At present, there only exist very limited connections between different education sectors, between different universities inside and outside of Ethiopia. Following the development of the Ethiopian TVET Qualifications Framework (ETQF) in 2006, the Ministry of Education prioritises the development of the Ethiopian National Qualifications Framework for Higher Education, ENQF.

A taskforce was established to develop an ENQF document consultative. The ENQF taskforce was requested to consider how best to harmonise and/or rationalise qualification systems, while also regulating standards of knowledge, skills and competences by defining qualification levels with descriptors based on learning outcomes. Consultations and discussions with relevant stakeholders took place, identifying generic descriptors for each cycle based on learning outcomes and competences, and credit ranges. A draft consultation document was prepared and discussed with the ministry.

More consultation processes and level and qualifications descriptors are under way. A three-cycle system was introduced. It relates to years and not to credits (like in Europe).

Highest priority is given to the development of first-cycle degrees in natural sciences and engineering.

1.1.3 Engineering capacity building program (ecbp)

Pursuing the ambitious plan to reform HE in the country, the Engineering Capacity Building Programme (ECBP) has two main objectives: the design and construction of 13 public universities and modernisation of Ethiopia’s construction sector.

Since 2005 the ecpb – an Ethiopian programme guided and implemented through the Ethiopian Ministries of Capacity Building, Trade, Industries and Education- supported by the German Development Cooperation -, has been working nationwide to improve the country's competitiveness and to promote employability.

Beside others ecbp focuses on the reform of universities’ engineering fields as these have always been the driving force behind industrial development. Ecbp assists technology faculties of universities to revise the curricula and to train students and teachers of the vocational training system, carrying out the universities governance and management reforms, Human resource development, promoting linkages between universities and industries and developing the infrastructure.

Major impacts are the revised curricula in all engineering faculties to move Ethiopia closer to international standards and prepare graduates better for the labour market, do market-orientated research and raise the quality of teaching, research and international exchange. The ecbp is supporting the development of the Institutes of Technology as a result of the government decision 70/30. They support the institutions by introducing new study programmes, competence-based learning as well as teaching and assessment methods, recognition of competences and the introduction of a credit point system.

Therefore ECBP could support a Tuning survey and the introduction of Tuning very well.

1.2 ​Curriculum development

1.2.1 ​Design and re-design of curricula

Proclamation No. 650/2009, Art. 21, includes methods of curriculum design, delivery and assessment of learning outcomes at any institution. The curriculum development is based on learning outcomes that enable learners to become competent professionals. All institutions should have a framework for the methodology of developing curricula. Common curricula may be jointly developed through the participation of the public institutions responsible for their implementation; such curricula shall serve as the minimum requirements. The ministry may coordinate curricula development.

1.2.2 ​Entrance requirements for students

Public HEIs do not have the power to select their students, this is undertaken by government. Students are allocated according to their final grades on the national entrance examination (Art 39). In most cases students with good grades can enter public HEIs. Only in architecture additional entrance examinations have to be passed.

For second degree levels/graduate studies, the institutions have the right and the responsibility to admit candidates who have completed their undergraduate studies with the academic results required by the institution;

For doctoral programmes, candidates need to have second level degrees and excellent academic results as required by the institution.

1.2.3 ​Description of the approach to employability

Study programmes are presented to and discussed by employers and graduates every year in workshops organised by the universities. However, there still exists a lack of information concerning employers’ and stakeholders' requirements and assessments of the curriculum, teaching and learning and assessment methods.

A survey of Kate Ashford (Ethiopia: Dilemmas of higher education massification, Issue: 0061) found that employers consistently emphasised the need for graduates who display self-confidence, initiative, inquisitiveness and creativity. The sharp increase of students numbers in the fields of engineering and natural sciences and the tendency to rely on traditional teaching methods may fail the needs of the market, thus increasing the danger of unemployment.

So far, there are only a few market studies in Ethiopia to identify employment needs. In order to provide empirical evidence regarding the professional relevance of their study programmes, graduate tracer studies are under development and are supported by the German institute INCHER (Internationales Zentrum für Hochschulforschung) for East Africa, in which staff of AAU participates.

Such a study could be connected to a survey on the relevance of subject-related and generic competences as executed in Tuning.

1.2.4 Analysing resources

Quality of staff involved in curriculum development

More students than ever are enrolled in higher learning institutions. In the last five years there has been a 137% increase. Government institutions have enrolled about 185,788 students working towards degrees this year.

As the number of students has increased, so has the number of teachers. The number of university instructors and lecturers has skyrocketed to 17,064, according to the country's Ministry of Education’s report.

Only 11,238 are currently teaching, while others are pursuing their education. Out of this, half or around 5700 of the teachers, only have a Bachelor in their respective field. Masters degrees are held by 4,528 and 1,004 have a PhD.

Due to the quality level of teachers, there is a problem of developing new study programmes (as analysed in reports on introducing Agriculture in Adama University). Very often study programmes are being developed through "copy and paste" of other universities' study programmes and they are not related to international standards.

Other study infrastructure:

Student access to computers was reported to be limited. Students did not obtain the relevant information about their curricula, hand-outs from many lectures were not available, laboratory facilities were practically non-existent, and libraries were lacking many books urgently needed to prepare lectures.

1.2.5 Development and use of core curricula/benchmarks/reference points

A curriculum development and a curriculum benchmark process is advised by HERQA.

In engineering study programmes all technical institutions were asked to develop a curriculum for the first level of studies. A group of experts were invited from all engineering universities. Several meetings took place. An agreement on the core elements and the intended learning outcomes was reached through consensus. A curriculum was then developed including blue prints for the area of undergraduate level of engineering studies.

The results were presented back to the universities and to the relevant stakeholders like employers and graduates and discussed again.

The resulting draft is now available for the universities.

Enhancing and guaranteeing the quality of curricula is considered an important issue by all parties interviewed in the feasibility study. The Tuning methodology, which involves the collective elaboration of reference points for programmes could be helpful here.

The University of Adama is in a special situation - because of their assignment to be experimental and innovative, they do not need to use the curriculum.

Article 37 states that student involvement will be operations through the students' union's representatives in the sessions of the institutions (Art. 37).

The TUNING method of designing and redesigning study programmes could be a good way for universities to develop more outcome-oriented study programmes, to define the profile of the programme and most importantly to find a way to get all relevant stakeholders in the boat – to turn the process after defining the profile into a bottom-up process especially involving the relevant teachers.

1.2.6 Approaches to learning, teaching and assessment as well as examination regulations

There is an expressed interest in Ethiopia to render the approach to teaching and learning less oriented on teacher-input. The old system emphasises theory which has a high status while application of theory tends to be met with low regard. Therefore, the new technical institutes are introducing work placement and laboratory work as an essential part of an undergraduate study course.

However, there seems to be a gap between what is actually possible and what is aimed at in terms of practice-oriented learning outcomes, teaching and learning methods and assessment methods.

In the developed curricula for natural sciences and engineering on first level it was assumed by the ministry that there is a consensus of understanding within the “subject community” teaching, examining and evaluating study programmes. What has been assumed to be shared is a common recognition of the learning outcomes that graduates are expected to achieve in subjects as well as in terms of the generic outcomes determined.

The University of Addis Ababa has a large variety of pedagogical support when it comes to the point of teaching how to develop curricula on an outcome base, how to define learning outcomes, relate teaching, learning and assessment matters according to their faculty of education.

A Tuning feasibility study could support this through the involvement of professional and employers' bodies (if existent), graduates working in practice, students and teachers developing reference points on learning outcomes expected from graduates, teaching and learning methods and assessment methods.

1.2.7 ​Use of credits

As described above, cycles in the stated duration of study courses relate to years of study.

Within both universities visited during the feasibility study (University of Addis Ababa and Adama University) a credit hour system (measuring contact hours) was in place, but a credit system based on the ECTS System in Europe (based upon student workload) is planned to be introduced.

A lot of misunderstanding on ECTS exists and staff seems to mix the old system and the ECTS system. The workload of students was either related to the teaching hours multiplied with a factor or just set by the teacher. Surveys on the workload of students related to learning outcomes were not undertaken. In some study programmes the old system based on teaching hours was directly related to the ECTS system without relating to learning outcomes. It was mentioned that in some fields the drop-out rate is very high, but no figures were presented. A Tuning approach could be helpful to advance the elaboration of a learning outcomes and student-centred educational approach ‘owned’ by the lecturing staff.

To further develop learning outcomes related to a profile and select teaching, learning and assessment methods and to build up a structure on the basis of quantitative and qualitative measurement in Ethiopia would require ample training of the lecturers in order to adapt this approach to the relevance of the teaching process. This training could be supported by the introduction project of Tuning in Ethiopia.

Conclusion

Curriculum development appears to be one the crucial points in Ethiopia. There exists a lot of good will on the universities' side as well as good support and opportunities on the side of ecpb but the process has to be handled very carefully since in the discussions we had the feeling that very often the changes miss to reach the basis.

The teachers and staff were under the impression that something was forced upon them without understanding the underlying reasons (e.g. introducing ECTS). It seems to be very important that the involved teachers can participate in a bottom-up process by finding consensus among themselves even if this method will take more time.

The new institutes of technology could support a new start by reforming their study programmes taking the above situation into account. There is definitely a need for training on how to develop study programmes but this does not solve the problem of a lack of resources neither regarding the relevant facilities nor the level of teaching. Tuning could support a bottom-up process based on reality in Ethiopia.

1.3 Quality assurance and enhancement

Since its establishment in 2003, among the most important tasks of the Higher Education Relevance and Quality Agency (HERQA) has been the conduct of external institutional quality audits.

In Ethiopia higher education institutions have made modest progress in establishing stable and comprehensive quality assurance systems. Transparency and the establishment of a quality cycle are considered necessary. There are mainly isolated applications in parts of the university like evaluation questionnaires on single modules but neither transparency of the results nor of the consequences has been achieved.

The Ministry of Education states: “While higher education institutions have embraced the quality concept, many have yet to develop quality assurance policies and strategies and establish efficient structures that can systematically assure quality. A number of quality-related problems persist. Paramount among these is human capacity. There is a general lack of expertise in quality-related processes in higher education institutions. This also impacts on the work of HERQA as it seeks to recruit credible academics with the necessary combination of awareness and experience to assist it in undertaking external quality audits. While helping to bring quality to the top of the agenda by carrying out quality audits and accreditations, HERQA has learned much in the interval since its establishment.” (Standardisation and Accreditation, Ministry of Education, Ethiopia.)

The definition of quality assurance varies from one institution to another. Internal and external quality systems in Ethiopia need further input on reassessment because of the rapidly growing sector. Quality culture and the QA process are very much a bottom-up process through participation of staff and students. The influence of students' surveys like questionnaires dealing with feedback on the quality of the courses or on student workload is still being developed and so far not been used as a quality instrument. The systematic students' information about the follow-up of quality activities is in process. The level of involvement of external stakeholders (employers, experts, alumni..) varies from sitting in an advisory board (engineering department, University of Addis Ababa and Adama University) to being invited to a discussion of the existing study programmes and their quality system.

To build up a working quality system, the Tuning approach based on the profile of the university and its quality framework could again help to bring in all relevant stakeholders, especially staff and students.

1.4 Availability of databases for contacting current students, graduates and employers

Databases for contacting students, graduates and employers are not available yet. The graduate tracer studies project by INCHER mentioned above under chapter 1.2.3 will be helpful for the future.

2. Internationalization - local/regional/continental

Internationalization of HEIs takes different forms like collaborative research, joint programmes, recruiting international staff and visiting professors, exchanging students, staff exchange and institutional linkages, joined programmes and the development of distance learning, sharing latest knowledge and technology (more detailed information can be found in “Higher Education in Africa, the international Dimension”, Damtew Teferra and Jane Knight). Especially Addis Ababa University is active in all these fields. Resulting from international mobility, also towards Europe and America, Ethiopian graduates have a very good reputation as committed learners.

Intensifying collaborations at the regional level in East Africa raises various questions regarding comparability of programmes, degree levels, credits et cetera. Internationalisation and regionalisation can synergise with each other. At the same time, regional approaches in the context of PAN-African concerns on the implementations of internationalisations are relevant.

At regional level, joint programmes are developed at Master and PhD levels.

In Ethiopia, instruments for recognition of courses are not in place yet.

Therefore, there often is a want of recognition – even if students have moved from one national institution to another.

2.1 Recognition of degrees

The international recognition department of Nuffic (Netherlands) has evaluated degrees from Ethiopia. The report gives a good overview about the Ethiopian system for recognition. Annex

3. ​Conclusions and suggestions for a TUNING Initiative Ethiopia

The government policies for reforming the Higher Education (HE) sector are creating major changes in the HE landscape. Any new activity, such as Tuning, would have to fit in with these processes of change. Significantly increased access (including the establishment of many new institutions), as well as an orientation towards engineering-related studies (70%-30% intake rule) constitute the most formative aspects of the new policies. But there are many other aspects, such as initiatives for quality assurance, increased relevance of study programmes etc. Established institutions are in a process of adjustment, younger ones are in a process of build-up.

1.

We found a positive first response to the idea of Tuning in government-related policy institutions and in the leadership of Addis Ababa University. For the HESC (Higher Education Strategy Center) Tuning could play a role in the further advancement of curriculum review process – after a major exercise in the design of Bachelor level programmes in a number of fields in the past years. HESC suggested that it could then concern: 1) the redevelopment of remaining Bachelor programmes, 2) of Masters-level programmes, or 3) the review and further elaboration of the Bachelor programmes already designed in the previous exercise (overcoming issues that arose in the nation-wide implementation of the standard programmes).

2.

The leadership of Addis Ababa University emphasised the possible relevance of Tuning for enhancing international comparability, mobility and quality assurance, as well as achieving aims of increased societal relevance of programmes. The Tuning methodology, being basically a ‘horizontal’ process between academics and teachers in a certain field could also enhance the ‘ownership’ of processes of educational reform by the teaching staff. Tuning could focus on national priority areas but also on other fields where curriculum innovation is needed.

3.

The leadership of technological institutions underscored that the present expansion processes - more students, higher levels of programmes, and assistance in establishment of new institutions - already puts great pressure on their institutions. Priority may have to be given to improving facilities, to staff development etc., rather than a curriculum reform as it requires much staff time and involves a lot of paper work.

Nevertheless the need for reviewing the standardised curricula, further contextualising them, to service the newly emerging IoTs (Institutes of Technology) in various parts of the country, was underscored by leadership and teaching staff alike. The Tuning methodology could play a role here. At the major AAIT (Addis Ababa Institute of Technology) also the issue of elaboration of Masters programmes in national and international collaborations was mentioned as a possible focus of Tuning.

4.

From the side of the ECBP (Engineering Capacity Building Programme) the first reaction to Tuning was positive. Several of the key challenges of this programme (relevance, contextuality, innovation, staff-involvement, quality and comparability) are also key issues in Tuning. Among the various options to use Tuning, the synchronisation of study programmes at different levels and between institutions, and the elaboration of the educational collaborations between the IOTs (Institutes of Technology) were suggested as possible Tuning foci.

5.

In the case of the EiABC (Ethiopian Institute of Architecture, Building and Construction) as one of the most expanding and innovative parties in Higher Education reform, also Tuning approaches for the development of new Masters programmes were mentioned. A special point of interest was the international elaboration of relevant educational standards and programme formats for Architecture within the African regional context. Such a Tuning project could address the issue of avoiding the continuous dissimilarities and confusion between different countries in the region which follow different US or various European study standards which are contradictory in themselves and little adjusted to the African requirements.

6.

Lower staff levels and students in the educational institutions were favourably disposed to the idea of Tuning but stressed that such processes could only work in Ethiopia if supported by the political and institutional context. If Tuning would be introduced as yet another innovation directed at the people on the work floor from above, it would not make a real change. A successful Tuning programme would require a conducing institutional environment as well as a good understanding of the Tuning methodology, coaching and recognition of the expertise of staff of their own specific academic discipline and of workable teaching methodologies.

7.

All interviewed prioritised the need for Tuning exercises at the national level over regional ones, and these again over continental ones. Several of the interviewees noted that continental initiatives and organisations were considered to remain quite at a distance from the shop floor, and were expected to have little impact, although the Pan-African University focus for East African seemed to be identified with. In the international field, collaborations at the regional level and focusing upon Masters and PhD level programmes were considered most relevant; at the national level a focus on Bachelor level was predominantly suggested.

8.

For a possible Tuning exercise in Ethiopia several preconditions seem to be in place such as positive interest from the national policy level, interest from the University leadership, interest from several key institutions such as ECBP, EiABC and HESC, possibilities for support of Tuning in terms of educational research from the AAU School of Education. Thus, a good political and institutional framing of Tuning as well as necessary academic support is feasible. It can be expected that in selected faculties and institutions, academic staff will be very interested to participate if the process renders them autonomous space for innovation and is embedded in a conductive policy environment. Given the need for staff to engage in income raising activities and based on the fact that considerable time for those involved in Tuning projects is to be invested, it is expected that a participation fee per working day of has to be budgeted.

Preliminary suggestions for a Tuning Pilot:

▪ BSc level programmes' review between newly established national IoTs within the ECBP

▪ Master level programmes in Engineering and/or Natural Sciences – in East African context

▪ Architecture standards and MSc programmes' development in East African context

▪ Innovative programmes for education for the handicapped – School of Education

Information from relevant policy documents as well as from 15 interviews with:

▪ President and vice-presidents of AAU

▪ Director General HESC

▪ Directors and senior staff Faculty of Engineering / AAIT

▪ Directors and senior staff ECBP

▪ Senior staff EiABC

▪ Dean, senior staff and junior staff School of Education (AAU)

▪ Director, senior staff, junior staff and students Adama University and related campuses

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