College of Medicine and Health Sciences Program level assessment report …uog.edu.et/wp-content/uploads/2017/01/Programs... · · 2017-01-23College of Medicine and Health Sciences

Programs’ Evaluation Report QAAD - UOG

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College of Medicine and Health Sciences

Program level assessment report for

Medicine program

University of Gondar

PART I

December, 2013

Gondar, Ethiopia


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PART ONE

1.1. Introduction

This report presents the self-assessment of functions, processes and out-

comes of the medical education at the University of Gondar. The assess-

ment is done by collecting data so as to ascertain the merits and demer-

its of the School in the eyes of students and academic staffs as well as

stakeholders. The report will serve as a guideline for future quality as-

surance and improvement on issues raised in connection with the vari-

ous elements elaborated.

A team consisting of five staff members is picked out to prepare this

report as well as in carrying out the necessary data collection from stu-

dents and staffs. The team collaborated on setting procedures to carry

out the task. The team also referred to methods used by other universi-

ties like Unity University to enrich the quality of the report.

Interviews were conducted with students, instructors and graduates, ex-

isting printed and digital materials were browsed to collect raw data to

be used for this report. Students, instructors and the head of the School

contributed in the gathering and processing of the information obtained.

1.1.1 Historic Development of the School of Medicine

1964 GC marks the start of the School of medicine at the University of

Gondar by registering the first batch of medical students. 60 students

were initially registered for the regular session to be trained in the 7-

year program. Requirement for entrance to the program was a better

ESLCE score.


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The school showed a progressive expansion every time where the num-

ber of students goes on increasing and many specialty programs have

got opened with various specialties with a current student enrollment of

1503 students in general and 400 new entries in particular.

1.1.2 Vision, Mission, Values and Objectives of the School

1.1.2.1 Vision:

Vision of the program is not stated in the curriculum

1.1.2.2 Mission

There is strategic plan but the curriculum doesn’t include the mission

of the program.

1.1.2.3 Program Objectives

The program has got both General and specific objectives which are

stated as follow a. General Objectives of the Program

‘‘To produce competent, compassionate and community oriented doc-

tors for Ethiopia with internationally recognized standard of excel-

lence’’.

b. Specific Objectives of the Program

Identify normal and abnormal body structures and functions.

· Medical doctors should have basic knowledge, skill and attitude

towards common health problems to the Ethiopian settings.

· Describe the epidemiology of diseases and do preventive

measures.

· Carry out researches to address the common health problems of

the country


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As we could see the specific objectives they are limited and not com-

petency based.

1.2. Self-Evaluation Methodology

1.2.1 Interviews

In depth Interviews were conducted with students, the school

head, staff members and former students who graduated from

the Department.

1.2.2 Documentary Sources

Relevant documents on the teaching-learning processes, admin-

istrative processes, facilities were reviewed.

1.3. Focus Areas for Quality and Relevance of the Pro-

gram

1.3.1 program Aims, Goals and Learning Outcomes

Program goals, objectives and learning outcomes are stated. However,

aims and objectives are not connected because clearly stated mission

and vision statements are unavailable. Objectives are not communicated

to internal stakeholders and competencies are not well indicated. There

is no evidence for regular review of program aims, objectives, and

learning outcomes and the Department is without a mechanism to check

relevance.

1.3.2. Governance, leadership and Administration

1.3.2.1 Governance of the Program

The governance policies of the Department are consistent with the pur-

pose of the University, although the governance structure is not clearly

defined. There is a Department Council and it is autonomous in its deci-


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sion-making. However, the Department Head does not have full autono-

my in the use of resources. No functioning committees or working

groups other than Department Council were reported to exist. Academic

staff are not equally represented in the Department governance.

1.3.2.2 Academic Leadership

There is no clear evidence concerning procedures and criteria for the

selection of academic program leaders nor is there a job description or

record of periodic evaluation for the Head. A relationship is said to exist

between the Head and senior administration for student admission,

training and staff recruitment. It was observed the Head had not created

an environment hospitable for innovation.

1.3.2.3 Administrative and Management Staff

The number of administrative staff is not determined according to the

needs of the program and the existing number and qualifications of ad-

ministrative staff is believed to be inadequate. There is a mechanism for

staff training and advancement but no mechanism or procedure availa-

ble to regularly monitor administrative performance. Also, the program

lacks the means to ensure an equitable distribution of staff duties and

rewards.

1.3.3 Educational Resources

The financial allocation dedicated to the program is considered suffi-

cient to achieve its purpose although resources necessary for program

support were not put into place in advance of enrolling students. Exist-

ing physical facilities are neither sufficient in number nor appropriate to

their program purposes. Facilities do not uniformly comply with the rel-


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evant laws or health and safety regulations. Furthermore, several re-

sources necessary for quality program delivery have been identified in-

cluding the following: Adequate lecture/seminar/tutorial/classrooms

with sufficient audio visual facilities; and adequate office space for aca-

demic staff. Access to adequate collection of appropriate and up-to-date

books, reports, journals including audiovisual and electronic resources

required to support the needs of the program and research amongst staff

and students. Computer laboratories with facilities for word processing,

spreadsheet, database, and presentation tasks, internet connection, and

online-searching of databases are not available. In addition, sufficient

access to relevant software and hardware according to the needs of the

programs and students are not available.

The educational resources, services and facilities for the program are not

periodically reviewed to assess their quality and appropriateness for cur-

rent education and training needs. Where there is no reliable arrange-

ment made to meet program specific requirements in practical attach-

ment (where high-end facilities are required but not available in-house),

the program should arrange with other institutions for access.

Students are not provided with adequate social spaces/ lounges for re-

laxation, although they do have access to at least first aid clinic and

counseling room where their specific needs can be met. Provision of

physical facilities is sufficient and appropriate for the physically chal-

lenged.


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1.3.4. Academic and Support Staff

An inadequate number of qualified academic staff appropriate to the

teaching/learning methods was reported. The academic staff-student ra-

tio is 1:42. The ratio between full time and part time academic staff is

3:2 (60% and 40% respectively). Furthermore, there is an inadequate

number of qualified human resources to support academic activities

(e.g., ICT staff, laboratory assistants, technicians, etc).

Major course instructors possess a master’s degree in a related field.

Supportive and common course instructors have master’s degrees in re-

lated field or bachelor’s degree with at least 2 years experience working

in related field.

For practical (professional courses) instructors hold master’s degrees in

a related field; preceptors (lab assistants) are COC certified with level

IV diploma in a related field

A policy and procedures exist for the recruitment of academic staff with

a clear statement on other requirements providing a basis for academic

staff program appointment decisions. However, there is no job descrip-

tion that clearly sets a requirement for teaching, student support, re-

search, consultancy services and community engagement.

There are mechanisms and procedures for professional development and

career advancement of the academic staff including pedagogical training

(e.g., advanced training, specialized courses, retooling, etc.), although a

system is not available for mentoring of new academic staff.


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There are no mechanisms for ensuring equitable distribution of duties

and responsibilities among the academic staff, and for determining the

distribution of rewards. Nor is there mechanism to identify the manpow-

er needs of the program and training of the staff.

1.3.5. Student Admission and Support Services

1.3.5.1 Admission and Selection Student admission to the program is managed by the federal ministry of education. The

admission policy and mechanism are free from discrimination and bias according to

federal requirement which explains admission is coordinated within the context of

each institution's unique mission and in accordance with institutional policies and all

applicable codes and laws.

The admission procedure is free from any discrimination based on ability; age; cultural

identity; ethnicity; gender identity and expression; nationality; political affiliation;

race; religious affiliation; sex; sexual orientation; economic, marital, social, or veteran

status; or any other basis included in institutional policies and codes and laws.

Prerequisite knowledge and skills for purposes of student entry into the program are

clearly stated. Entrance is based on merit and students selected fulfill the admission

policies. Besides, the admission policy and mechanism are not published and dissemi-

nated and there are no announced technical standards for the admission of students

with special needs. There are no mechanisms to assess and recognize prior student’s

knowledge and skills. Student mobility and transfer is based on the Senate legislation

of the University.

Policy exists on course/credit exemption, course waiver (credits transfer), articulation

and substitution, and ways to disseminated. A policy also exists to enable qualified

students to transfer to another program.

There is not any mechanism to assess the pre-entry attainment of stu-

dents to identify and know the background skill of admitted students.


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1.3.5.2 Support Services

An effective induction to the program is available to students and there

is reliable maintenance of student records. Students have access to aca-

demic counseling services (general academic advice, consultation on

specific courses, and mentoring on project works) provided by adequate

and qualified staff. However, there is not provision for personal coun-

seling services by a qualified staff whereby issues discuss are treated

confidentially. Actions to mitigate the effect of HIV and AIDS are duly

taken.

Academic staff offers appropriate developmental and remedial assis-

tance to students who need additional support. Additionally, there are

special programs provided to students who require further remedial as-

sistance.

There is clear description of the roles and responsibilities of those in

charge of student co-curricular activities. And a system exists to ensure

and evaluate the adequacy, effectiveness and safety of the available stu-

dent support services. A mechanism also exists for students to complain

and to appeal on matters relating to student support services. However,

mechanisms are not available to the Department to support student ac-

tivities and student organizations.

Representation for students at the department level is not available nor

are there mechanisms to encourage them to actively participate in cur-

riculum development, teaching-learning processes as well as in other

areas that affect their welfare.


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Students are provided with opportunities to learn how to access infor-

mation in different mediums and formats and they also have the oppor-

tunity to develop linkages with external stakeholders.

1.3.6. Program Relevance and Curriculum

The College of Medicine and Health Science is chiefly responsible to

design the curriculum and to allocate the resources necessary for its im-

plementation. Departments design curricula in collaboration with the

College. The Department has no clearly stated policy on curriculum de-

sign, delivery, and review nor is there is a body within the Department

responsible to deliberate on curriculum issues.

The design, delivery and review of the program are consistent with the

institution’s mission; meets national requirements; the needs of students

and other stakeholders, and is academically credible. The program in-

corporates the core subject matter essential for the understanding the

concepts, principles and methods supporting program outcomes. Also,

the program fulfills the requirements of the discipline taking into ac-

count the appropriate discipline standards and international best practic-

es and is coherently designed to articulate smoothly with relevant pro-

grams (e.g. TTP-Team Training Program). Moreover, the curriculum

contains appropriate balance of subject knowledge and transferable

skills. On the other hand, the curriculum does not address mainstream-

ing of cross cutting issues such as HIV and AIDS, nor does the curricu-

lum contain appropriate balance of theory and practice.

The academic staff have mechanisms to access real time information

and to identify up-to-date topics of importance for inclusion in the cur-


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riculum and its delivery (through the use of the latest technology and

through global networking)

The review and evaluation of the program involves stakeholders as well

as external expertise, nationally and internationally. Feedback from em-

ployers and alumni is used for curriculum improvement, including,

where appropriate, for purposes of student placement, training and

workplace exposure.

1.3.7. Teaching Learning and Assessment

1.3.7.1 Teaching -Learning

A clear teaching learning policy is lacking at the program level. The ap-

propriateness, variety and level of innovation of teaching methods is not

standardized and there is no mechanism for checking the implementa-

tion of theory and practice balance as stated in the curriculum.

Student timetable and workload is appropriate. The curriculum and

courses are not subject to structured student evaluation nor is there regu-

lar teaching learning evaluation by students allowing feedback for im-

provement.

The Department provides the students with feedback on what is done

with the outcomes of course/program evaluations.

1.3.7.2 Assessment

The department and its academic staff are not autonomous in the man-

agement of student assessment. No varieties of appropriate methods and

tools are used to assess learning outcomes and competencies. And as-

sessment principles, methods and practices are not aligned to the ex-


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pected learning outcomes and program content. Student assessment is

inconsistent with the different domains of learning outcomes (e.g., criti-

cal thinking, problem solving, integrated learning, lifelong learning,

etc.), although faculty’s methods of assessment are said to be compara-

ble to international best practice.

Students are clearly informed about the assessment strategy being used

for their program, what examinations or other assessment methods they

will be subjected to, what will be expected of them, and the criteria that

will be applied to the assessment of their performance.

The assessment schemes, assessment methods and the assessment itself

are not always subject to quality assurance and scrutiny.

Both summative and formative assessments (continuous and final evalu-

ation) are used and a pass implies that the examiner is satisfied that the

candidate has met all the learning outcomes of the particular topic/

subject. Knowledge and understanding (the cognitive domain) are tested

through written, oral or other suitable means but practical skills are test-

ed by practical evaluation such as lab tests.

In programs/courses requiring practical skills, a pass in practical evalua-

tion is compulsory. A pass implies that the candidate has met the learn-

ing outcomes of the particular subject and the examiner is satisfied with

the level of competency to practice safely, meeting the expectations of

the professions.

There are consistently applied mechanisms to ensure the credibility, re-

liability and fairness of the assessment system (e.g., the use of external


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expertise, consultant, internal and external vetting, and continuous mon-

itoring). Additionally, the Department monitors the reliability and valid-

ity of student assessment over time (and across sites).

The assessment is inadequately organized with regard to announcement

of the results, opportunities to re-sit tests or examinations, compensation

arrangements etc. There is no clear policy and mechanism for student

appeal. Students never get feedback on assessed work and this is un-

timely to ensure that they have sufficient time to undertake remedial

measures.

Confidentiality and security are ensured in student assessment processes

and of academic records. The Department identifies and makes known

to staff and students the grading system (fixed /norm reference) of the

program.

1.3.8. Student Progression and Graduate Outcomes

The average time for graduation is in line with the program standard.

Student performance and progress are not regularly monitored and no

intervention is made on the level and reasons of student attrition and the

actions taken to minimize. The final qualifications achieved by the grad-

uates are not in line with the formulated expected learning outcomes of

the program.

The employment of graduates in appropriate graduate level posts is ex-

cellent even though the Department doesn’t take action to maximize

such employment. There are no links between the program and potential

employers that facilitate graduate employment and there is no regular


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contact with graduates so a structured method to know graduate destina-

tions is not practiced.

No opportunities are available to students to have linkages with external

stakeholders and a formal method is unavailable to obtain feedback

from all stakeholders for the measurement of their satisfaction and any

actions taken on the information.

1.3.9. Continual Quality Assurance

A system is not practiced for regular curriculum evaluation and curricu-

lum review (conducted at least once every three to five years). Addition-

ally, a system is unavailable to keep pace with changes in the field and

requirements of stakeholders. Continuous review lacking for internship/

attachment practices and record.

There is use of external-independent verification in assessment process-

es, such as the appointment of external examiners and use of external

reviewers for quality assessment processes.

Externally, there are no linkages reported with professional bodies and

industry although there are presentations by invited speakers, local or

international. Organization of conferences, seminars and workshops

such as joint lectures/ seminar/ talk with the professional bodies and in-

dustry are rarely done.

There is no policy addressing the duties and responsibilities of the pro-

gram QA unit and there are no units of man power, link between the in-

stitutional level QA unit and other departments.


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1.3.10. Research and Development and Educational Ex-

changes

There is no clearly set research agenda for academic staff as well or stu-

dents. Collaterally, no adequate facility or budget is available to support

research and linkage doesn’t exist between the Department’s policy on

research and teaching-learning activities. No policy, budget or research

coordinator position at Department level.

No policy on research consultancy and private practice exists at Depart-

ment level. The proportion of staff actively engaged in appropriate re-

search and consultancy is unclear although the number of research re-

ports produced and research articles published is reported to be good

despite general finding that research outputs at the Department level not

encouraging

The Department collaborates with other providers, nationally and inter-

nationally.

1.4. Findings

The Department follows a number of useful processes and mecha-

nisms to support governance, teaching learning practice and stake-

holder involvement. As a result, there is excellent employment of

graduates and a functioning Department Council, but no evidence of

other committees or equitable distribution of academic staff in gov-

ernance. Common to many programs, concerns was expressed for

the quality of facilities and sufficiency of core resources like books,

computer hardware and software. There is a weak association with

university’s central quality assurance office.


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1.5. Strengths

The curriculum contains an appropriate balance of subject

knowledge and transferable skills.

There is a consistently applied mechanism to ensure the

credibility, fairness, reliability of the assessment system.

Department governance policy consistent with University.

Facilities are reported to be sufficient for physically im-

paired.

No bias enters into admissions process.

Most instructors hold master’s degrees in relevant fields.

A functioning Department Council in place with freedom to

make decisions.

There is a good mechanism for student induction and record

keeping.

Remedial assistance available.

Number of research reports produced said to be good.

Excellent employment record for graduates.

1.6. Limitations

Program aims and objectives are not connected because clearly

stated statements for mission and vision unavailable.

Program objectives are not communicated to internal stakehold-

ers.


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Academic staff are not equally represented in Department gov-

ernance.

Program head lacks a formal job description and regular evalua-

tion.

The number of administrative staff not determined according to

needs of program and no system to regularly monitor administra-

tive performance.

Existing facilities inadequate in number.

Books, computer hardware and software, A/V support all in

short supply.

Poor academic staff to student ratio: 1:42—far exceeds HERQA

standard.

No announced technical standards for enrollment of physically

impaired students.

Program curriculum and courses not subject to structured student

evaluation.

There is no regular association with University’s central quality

assurance office.

No clearly set research agenda.

No system for student representation at Department level.

1.7. Good Practices

A mechanism exists for students to complain and have their

complaints addressed.


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The design, delivery, and review of program consistent with

University’s mission and meets national requirements.

· Feedback from students and employers is used for student place-

ment, training purposes.

· The Department monitors reliability and validity of student as-

sessment over time.

· A policy exists for student transfer from one program to another.

· The prerequisite knowledge and skills for program admission are

clearly stated.

· A system functions to ensure and evaluate effectiveness of stu-

dent services.

1.8. Plans for Enhancement of Processes and Practices

This section of the report will be prepared by the Department and pro-

vided under separate cover.


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College of Medicine and Health Sciences

Program Level Evaluation Report for

Public Health Officer Program


PART II

January, 2014

Gondar, Ethiopia


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PART TWO

2.1. The Purpose of the Evaluation

This report presents the self-assessment of functions, processes and out-

comes of the Department of Public Health Officer at University of Gon-

dar. The goal of this program of self evaluation is to improve the quality

and effectiveness of program graduates. The evaluation process pro-

vides an opportunity for faculty and administrators to obtain insights

regarding the level of excellence of the program.

As the University proceeds with its planning process, information is

needed about the strengths and weaknesses of its programs. It is ex-

pected that specific recommendations aimed at maintaining or enhanc-

ing program quality will result from this evaluation process.

Furthermore, the report will serve as a baseline for future quality assur-

ance and improvement self assessments studies in relation to program

quality and relevance. In general, self evaluation helps departments to

appraise their strengths, weaknesses, goals, and future directions.

2.2. The Purpose of the Program

2.2.1. Historic Development of the Department of Public

Health Officer

Attainment of optimum health is the desire of every individual. Health

of the people is an index of the level of development of a country. The

achievement of a country in preventing disease and promoting health

depends upon the contribution of all health team members, particularly


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Public Health Officers who spend a majority of time with patients at

Outpatient Department (OPD) level and at different health offices.

Public Health Officer training was started in Ethiopia in 1954 in the

then Gondar Public Health College and Training Center. Currently, Pub-

lic Health Officer training is being conducted at many universities (both

newly opened as well as the older ones), namely Gondar, Jimma, Ha-

ramaya, Hawasa , Mekelle , Debremarkos, Dessie, and other public and

private universities and colleges. Even though the number of training

institutions was increased, the demand for Public Health Officers was

not met.

Furthermore, the annual output [graduates] of these professionals by the

above mentioned higher training institutions was insufficient [300 to

400/year] to satisfy the demand on the ground. Hence, by 2005, an ac-

celerated expansion of Public Health Officers training program was ini-

tiated by Federal Ministry of Health (FMoH) to scale up the training of

Public Health Officer graduates at around 20 selected government hos-

pitals to meet the health needs of the population. But this program has

been phased out; according to the report of the Human Resource for

Health (HRH) there were a total of 1,606 Public Health Officers by the

year 2009.

The Public Health Officers training program is designed to provide pro-

motive, preventive and curative services to the community. The pro-

gram also greatly assists implementation of HSDP and helps to achieve

MDGs thereby bringing rapid improvement in the prevailing health situ-

ation of the country.


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2.3. The Program Context

The Public Health Officer Training program is essential for developing

countries like Ethiopia where access for modern medicine is limited.

This program is important to address the health needs of the society at

low and middle level where the number of medical doctors is insuffi-

cient to match demand. The main purpose of this program is to promote

health, to prevent disease and to give curative service. However, be-

cause of the nature of the program it lacks its own course and cannot

stand by itself as most courses are from different departments and

schools mainly from school of medicine. It is the main challenge we

face and it hampers further development of the program.

2.4. The Evaluation of Quality and Relevance

Even though, there is no concrete evidence, this program is both socially

and politically acceptable and hence the relevance of the program is not

questionable. The FMoH recruits 100% of graduates immediately after

their graduation and this can be an indirect witness of the relevance of

the program. However, currently the program is opened in private col-

leges and universities and owing to high expansion of medical schools,

the program needs modifications or number of students. Enrolment as-

signed to this program should be reduced to a level where it balances the

demand (Amhara Health Bureau phone interview).

The quality and standard of the program will be assured through: re-

cruitment of qualified staff and assigning one coordinator for each ma-

jor clinical department and the necessary incentives should be fulfilled.

Additionally,


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The quality and standard of the program will be assured through:

recruitment of qualified staff and assigning one coordinator for

each major clinical department and the necessary incentives

should be fulfilled. Additionally,

Examination and continuous assessment

Periodical acquisition of up-to-date references, Laboratory

equipment and reagents,

Pre-service training such as Essential surgical skills, ART,

PMTCT, teaching methodology and MVA

Supervised practices in the training hospitals and health centers

Feedback from employers and the graduates

Periodic evaluation of the curriculum and the program in general

are some of the means to maintain the quality of the program.

However, there is no satisfactory retention mechanism for excel-

lent faculty members.

2.4.1. Evaluation Methodology

A team of six staff members were involved in the preparation of this

report as well as in carrying out the necessary data collection from stu-

dents, staff, registrar, human resource office and stakeholders. The

team collaborated on setting procedures to carry out the task. The team

also referred to methods used by other universities both in this country

and abroad to enrich the quality of the report. Students, instructors the


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department head and other relevant bodies contributed in the gathering

and processing of the information obtained.

2.4.1.1. Questionnaire

A questionnaire was distributed among 1st and 3rd year randomly se-

lected regular Public Health Officer Students, 20 from each batch.

2.4.1.2. Interviews

Face to face and telephone interviews were conducted with students,

department head, staff members, relevant bodies and with former gradu-

ates.

2.4.1.3. Document Review

Relevant documents on the teaching-learning and administrative pro-

cesses were reviewed. Existing printed and digital materials were also

browsed for the development of this report.

2.5. Findings

2.5.1. Aims, Goals and Learning outcomes

The department had a well-documented and clearly stated vision, mis-

sion, values and objectives cascaded from the University strategic plan.

The aim of the training is also stated in the curriculum as “to produce

competent public Health Officers who undertake promotive, preventive,

curative and rehabilitative services compatible to the needs of the popu-

lation. In addition, the training will produce Public Health Officers who

can conduct problem solving health researches and manage health insti-

tutions in a spirit of team work and community–based approach”.


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The Objectives and the graduate profile of Public Health Officer Train-

ing Program are also stated in the curriculum as follows:

The objective of the training is to produce competent Public Health Of-

ficers capable of:

Performing community health needs assessment

Prioritizing identified community health problems.

Intervening on the identified health and health related problems

of the community

Promoting health, preventing and controlling disease

Providing curative & rehabilitative services

Leading health services and health offices at various levels

Undertaking basic and operational researches

The Graduate Profile of Public Health Officer Program

A graduate Public Health Officer is expected to:

Know the basic public and clinical ethical practice guidelines

Be enthusiastic clinical and public health practitioners

Assess community health needs and priority problems.


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Plan, organize, direct, coordinate, and evaluate programs at vari-

ous levels particularly at woreda health office and primary health

care units.

Collect, document, process and analyze health and health - relat-

ed data from health institutions, communities and other sources;

disseminate/report the information to the community and other

concerned bodies; utilize the data for decision making process.

Conduct or coordinate continuing education, and on-job training

to the staff of the primary health care units including the health

service extension workers.

Provide comprehensive outpatient and inpatient services.

Implement primary health care activities such as promotion of

reproductive health services, prevention and control of major

communicable diseases.

Perform minor surgical and obstetric procedures.

Perform medical diagnostic& therapeutic procedures

Undertake early diagnosis, basic treatment and referral of diffi-

cult cases to the next higher level and do follow up upon their

return to insure continuity of care

Mobilize individuals, families and communities for health action

Promote and be engaged in inter-sectoral activities.


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Conduct and promote essential and operational health research.

Implement PHC activities

Organize a team to prevent and control disaster and emergency

situations

The team also randomly interviewed students about the vision and mis-

sion of the university and department in particular. The findings are pre-

sented as follows (Table 1).

As detailed the above table, 40 students were selected to complete the

questionnaire survey. The majority reported they knew the mission of

the university and more than half, 23 of them were able to write the mis-

sion as stated. Nearly two thirds of them (27) exactly wrote the vision of

the university as stated. In our college, there are also peer departments

like Midwifery, Nursing, and Medical Laboratory etc. So far there is no

S. Characteristics Response

Yes (%) No (%)

1 Do you know the mission of UoG 33(82.5) 7(17.5)

2 Do you know the vision of UoG 32(80) 8(20)

3 Is the mission and vision practicable by the de-

partment

26(65) 14(35)

4 Able to write correctly the mission of the institu-

tion

23(57.5)

10(42.5)

5 Able to write correctly the vision of the institu-

tion

27(67.5) 5(32.5)


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rating among these programs by accrediting agencies like HERQA or

professional associations. Almost all of these programs were founded by

the federal government.

In terms of faculty, there is a great variation particularly in relation to

staff size. The Public Health Officer Program has few faculty members

1 Masters

degree

holders

2 2 0 4 years -Teaching-learning

-research-community

services

2 Second

degree

student

1 1 0 2 & ½

years

-community services

-teaching-learning

3 Bache-

lors de-

gree

holders

3 2 1 3

months

-teaching-learning

4 Diploma

holder

secretary

01 01 10 From library attendant

to secretary III

5 Certifi-

cate

holder

office

lady

01 Nearly

4 years

Office assistant


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unlike that of Nursing, Midwifery and Medical laboratory programs.

However, the number of regular students in Public Health Officer train-

ingprogram is comparable with Nursing and Midwifery programs and

exceeds that of the Medical Laboratory program. All of these programs

except Public Health Officer Program have extension and summer pro-

grams. Also, all peer programs except Medical Laboratory have 100%

employability opportunities.

2.5.2. Governance, Leadership and Administration

The Public Health Officer program is exceptional insofar as there is on-

ly one coordinator. Due to BPR, a coordinating office was transformed

to department with three staff since there was a claim which says every

program which admits students should be considered as department. In

reality, the Public Health Officer program has no single course to deliv-

er for its students or to the other programs. For this reason, it lacks

many expected administrative functions like department council, curric-

ulum and other different committees.


33

Figure 1: Organizational structures of University of Gondar,

November 2013


34

2.5.3. Educational Resources

Most resources of the department are shared once with other health sci-

ence and medical students of the university. There is one big library for

both medical and health science students which services for 24 hours

including weekends. It is equipped with different books and furniture.

There are also three classrooms left for Public Health Officer students

which are furnished with mobile arm chairs, white and black board but

lacks fixed LCD projectors. There is one referral hospital under the Uni-

versity of Gondar for clinical practices (for bedsides, rounds and for

practical teaching). However, students are claiming that there is space

competition with medical students and other health science students.

In the College of Medicine and Health Sciences there are additional fa-

cilities like equipped skill lab, ICT room, student’s clinic, counseling

and guidance services office , lounge and other common services for

students. As a result, Public Health Officer Students share these facili-

ties and services.

There is a serious problem of office for the academic staff. All staff

members including the department head shares a single room as an of-

fice. On top of that, surprisingly, this single room is also serving as

TTP coordinating office. Teaching aids like stethoscope, Blood pressure

cuff and thermometer are also scarce in Public Health Officer Depart-

ment in particular and in CMHS in general. Budget and procurement are

also other challenges of the program. Procurement is carried out central-

ly and the required materials usually come late because of different rea-

sons.


35

2.5.4. Academic and Supportive Staff

Even though the Department of Public Health Officer is understaffed

because of the aforementioned reasons, currently it has the following

staff members:

Table2:- Summary of the academic and administrative staff profile.

1 Masters

degree

holders

2 2 0 4 years -Teaching-learning

-research-community

services 2 Second

degree

student

1 1 0 2 & ½

years

-community services

-teaching-learning

3 Bachelors

degree

holders

3 2 1 3

months

-teaching-learning

4 Diploma

holder

secretary

01 01 10 From library at-

tendant to secretary

III 5 Certifi-

cate hold-

er office

lady

01 Nearly

4 years

Office assistant


36

Almost all pre clinical, public health, supportive and common courses

of Public Health Officer training program are delivered by academicians

who have second degree. All major clinical courses are offered by gen-

eral practitioners and resident physicians. The minimum qualification to

deliver a course to Public Health Officer is bachelor’s degree. The de-

partment doesn’t have its own ICT staff, lab assistance and technicians,

but the department sends official letter prior to the beginning of the

courses with practical sessions to the concerned department. Lab assis-

tants are either diploma or first degree holders with academic rank rang-

ing from technical assistant I to III. Academic staff to student ratio is

1:60 although not all courses are delivered by department staff mem-

bers.

The department has no power and policy to recruit an academic staff

rather the human resource fulfillment officer, at the college level, takes

responsibility to employ when required by the department. We also in-

terviewed the College of Medicine and Health Sciences human resource

fulfillment officer and reported as follows:

The recruitment of new academic staff to the university happens in three

different ways.

a. Directly from Ministry of Health (MoH)

b. Directly from Ministry of Education (MoE)

c. Through the University Human Resource Fulfillment Office

All departments of the CMHS request the college for recruitment of new

academic staff for their vacancy. If the college approves the new recruit-


37

ment plan, it sends official letter to MoE, MoH, or human resource ful-

fillment officer of the university. In the last option, the human resource

fulfillment officer proceeds in the following ways:

A. requests the department which has vacancy to set clear criteria

B. application released by magazine and posted in different places

C. registration of applicants

D. screening of the applicants by the requesting department and hu-

man resource staff

E. conduct screening examination with the requesting department

F. selection of best performers and employment

The Public Health Officer department gives responsibility to use re-

sources wisely, to teach, and to provide community service. It also en-

courages them to make their own individual plan, mainly cascaded from

the department plan. Annually, there is evaluation and identification of

individual strength and weakness based on their plan so that appropriate

feedback will be provided.

The department also arranges short term trainings for the staff to devel-

op their pedagogical skill and long term training like post graduate edu-

cation. The procedures and criteria for promotion of academic staff are

clearly documented in the instructors handbook prepared by office of

teaching-learning core process and the senate legislation of University

of Gondar.


38

As per the rule of the university, students will control their instructors

using checklists and report it to the department weekly. The filled

checklist will be sent to Dean’s Office for compliance and finally re-

ported to the Office of Vice President for Academics. If an instructor

misses class, measures are taken at each management level of the uni-

versity.

2.5.5. Student Admission and Supportive Services

2.5.5.1. Admission and Placement

Admission or placements from preparatory school to Department of

Public Health Officer program is processed through the Ministry of Ed-

ucation of the Federal Democratic Republic of Ethiopia and the curricu-

lum also has set clear criteria for a candidate to fulfill.

As per the curriculum, candidate must:

Ø Meet the set criteria of the higher education to join the higher

learning institutions.

Ø Be physically and mentally fit (at least the candidate should be

physically healthy capable of under taking the four techniques of

diagnosis in clinical medicine (inspection, palpation, percussion,

and auscultation).

Ø Encourages female candidates


39

2.5.5.2. Supportive Services

A. Guidance and Counseling

Guidance and counseling for the students starts from the first day of ad-

mission to the department. Students usually will get overall orientation

about the nature and behavior of campus life, peaceful living with dor-

mitory members, university rules and regulations, students rights and

responsibilities, etc. In addition, before the beginning of first day of

class particular information related to the program is provided by the

department head. Finally, even though not adequate, the department

head assigns one staff member for each batch students as an academic

advisor. Additionally, students share the service given by guidance and

counseling office of the CMHS.

B. Library and ICT services

The department lacks its own mini library and ICT room for students,

but students can use the college’s library and ICT room for their aca-

demic support. The library has relatively adequate and recent books for

academic reference. For the above supportive services, we randomly

interviewed 40 students and obtained the following responses (Table 3).


40

As shown from the above table nearly half (52.5%) of participants re-

ported that there is an inadequate supply of books in the library. This is

mainly because half of participants were first year and as freshman, they

take social science course. Hence much reference related to these cours-

es might not be available in CMHS library.

C. Other supportive services

- Students lounge

- ETV and DSTV room

- pool house

- one stadium is under construction in CMHS campus

- student’s clinic

Additionally, there is students union of the university, through whom

students present their problem and get a solution accordingly.

S. Questions Response

Yes (%) No (%)

1 Are there adequate

books in the library for

the course offered?

19(47.5%) 21(52.5%)

2 Dose the department as- 17(42.5%) 23(57.5%)

3 Do you have adequate 17(42.5%) 23(57.5%)


41


The Public Health Officer training program has four years of theoretical

and practical training program. Both years I &II are semester based

while years III &IV are year based. The old curriculum has a total of

149 credit hours with the following details.

Professional course (31 courses)

Clinical course (14 course)=56credit hours(37.6% of the total

course load)

Community health course (17 course)=45credit hours(30.2% of

the total course load)

Supportive course (15 course)=48 credit hours (32.2% of the to-

tal course load)

However, the new modularized curriculum has a total of 154 credit

hours (276 ECTS).

Number grade Letter Grade Corresponding fix point

[85, 100] A 4:00

[80,85) B+ 3.50

[70, 80) B 3.00

[65,70) C+ 2.50

[60,65) C 2.00

[50,60) D 1.00

[0,50] F 0.00


42

These total credit hours are provided within four academic years. Based

on higher education and University of Gondar policy and one academic

year is ten month duration. This duration is inadequate for Public Health

Officer Program, as a result students are always complaining on the

course overload. To solve this problem the department prepares the stu-

dent timetable for a total of eleven months in consultation with the top

management each year.

The program background, aims, objectives, selection and admission cri-

teria, educational philosophy and strategy, general teaching

&assessment method, criteria for promotion, graduation requirement,

course composition, duration of the program, quality assurance ,pre req-

uisite course, mode of delivery, module category and profile, course ar-

rangement, and degree nomenclature are clearly stated in both old and

new curricula. The curriculum also incorporates field based programs

like team training program and community health attachment.

Currently, the department is implementing nationally harmonized cur-

riculum based on modularization concept for first & second batches.

The curriculum is revised periodically for instance it was revised in

2009, 2011 &2013.

Training of Public Health Officers within short time (four years dura-

tion) by the stated curriculum has important contributions for the coun-

try like:

Achieving MDGs (specially MDG 4,5,6).

Identifying health and health related problems of the country.


43

Providing preventive& curative health services.

Assessing community health need.

Leading health service & health office, etc.

2.5.7. Teaching Learning and Assessment

2.5.7.1. Teaching Learning

The strategies of Public Health Officer training program is that the edu-

cation should be student centered, problem solving, team approach and

community based.

The major subjects offered by the program are of two types, preclinical

courses which are mainly given to first and second year students and

primarily depend on class room teaching. Clinical courses include both

classroom teaching and clinical attachment (clinical practice) mainly for

third and fourth year students. Currently, modularization is implemented

for the first two batches and mainly with block delivery.

Teaching learning policy: The teaching and learning policy in the Uni-

versity of Gondar, whatever the methods of delivery employed, is inter-

active and student centered to promote active learning. This student cen-

tered approach incorporates variety of teaching methods by considering

that students have different learning styles and background. In general

the following active teaching- learning methods are mainly used:

Interactive lecture

Seminars/tutorials


44

Bedsides/teaching rounds

Case study

Duty rotations

Demonstration and re-demonstration

Community based practices

Field visit

Description* 1 2 3 4 5 6

Application of evaluation

guidelines by instructors

0 17 11 12 0 40

Motivating students for class

participation

5 31 4 0 0 40

Overall competency 5 26 7 2 0 40

How do you evaluate for the

continuous assessment

*1 Very Good

2. Good

3. Average

4. Poor

5. Very Poor

6.Total

7 23 8 2 0 40


45

The teaching learning approach is evaluated per semester during the dis-

cussion of the department staff, dean’s office and students as a whole.

Following this discussion and evaluation necessary measures are taken

following the rules and regulations of university. The existence of this

regular teaching- learning evaluation by the students is important for the

department to improve the quality of education.

2.5.7.2. Assessment

Each course in the curriculum has its own assessment methods. Specific

continuous assessment method is employed depending on the nature of

the specific course. A variety of assessment methods and tools are used

at the department level to evaluate the students in terms of the learning

out come and competency.

Generally, the Department of Public Health Officer training program

follows the following grading scale for the modularized courses as stat-

ed by the University of Gondar senate legislation.


46

Tabel 4: the new grading system, university of Gondar, November 2013

However, the evaluation method for third and fourth year Public Health

Officer Students is depicted in the following table.

Table 5: the old grading system, university of Gondar November 2013


[90,100] A+ 4.00

[85,90) A 4.00

[80,85) A- 3.75

[75,80] B+ 3.50

[70,80) B 3.00

[65,70) B- 2.75

[60,65) C+ 2.50

[50,60) C 2.00

[45,50) C- 1.75

[40,45) D 1.00

[30,40) FX 0.00

<30 F 0.00


[85, 100] A 4:00

[80,85) B+ 3.50

[70, 80) B 3.00

[65,70) C+ 2.50

[60,65) C 2.00

[50,60) D 1.00

[0,50] F 0.00


47

The exam committee evaluates the assessment principle, methods and

practice whether it is aligned to the expected learning outcome or not.

The final examination for each course will be duplicated after the exam

center confirmed when it is approved by the exam committee. Students

have the right to see their scores and discuss with the instructor before

their grade get submitted to the associate registrar office. If the students

have complaints about their grade, they can appeal to department.

Assessment of students, specifically at Department of Public Health Of-

ficer is consistent with different domain of learning outcome. The gen-

eral assessment methods for the program are formative and summative

evaluations which include:

Theoretical assessments:

Formative /written /oral tests (50%)

Summative/final written/ oral examination (50%)

Clinical practice assessments:

o Progressive assessment of bedsides, case reports etc

o Demonstrations

o Seminars

o Oral and practical examinations

Community practice assessment:

The following methods are using to assess the students

- Students attitude

- Student presentation


48

- Supervisors checklist

- Logbook

- Report writing written or oral examination

As per the curriculum, students will be promoted to the next level pro-

vided that they score minimum of “C” grade in all major courses and

practical attachments (clinical and community attachments). A student

who scores “D” or “F” grade should not be promoted to the next level.

Re-examination is allowed within 2-4weeks time if he/she scored only

one D or F in major clinical courses but should be done after attachment

during the vacation period to the clinical department where s/he failed.

However, if s/he scores two or more Ds or ‘F’s or a D and an F, re-

attachment is a must. Failure after one single chance of re-examination

also leads to re-attachment of that course.

Final comprehensive written qualifying examination:

This examination is provided at the end of the program to assess com-

prehensive knowledge. The exam incorporates both the major clinical

and public health courses and the result is graded as fail and pass.

Students are clearly informed at the beginning of each semester about

the above assessment strategies being used; what examination or other

assessment method they will be subjected to, what will be the expected

of them, and the criteria that will be applied to the assessment of their

performance. In addition to verbal information about the assessment

method it is clearly indicated in the course syllabus and provided to the

student at the beginning of the courses.


49

The methods of assessment used in the department are in line with the

university of Gondar assessment methods which are again comparable

to the national practice since we are using nationally harmonized curric-

ulum.

Table below shows the attitudes of students towards the teaching and

evaluation methods we follow.

Table 6: student’s attitude towards the assessment techniques and active

learning methods

Description* 1 2 3 4 5 6

Application of evaluation 0 17 11 12 0 40

Motivating students for 5 31 4 0 0 40

Overall competency 5 26 7 2 0 40

How do you evaluate for the

continuous assessment

*1 Very Good

2. Good

3. Average

4. Poor

5. Very Poor

7 23 8 2 0 40


50

As indicated in the table above, the overall competency of instructors is

considered to be at a level 77.5%. The academic staff of the university

is considered very strong (90%) in terms of its willingness and ability to

motivate the students for class participation. The highest favorable re-

sponse was on the application of the set guidelines for evaluation of stu-

dents’ performance is good (42.5%). The continuous assessment meth-

od is good and the evaluation method is appropriate for high proportion

of the students (75%).

2.5.8. Student Progression and Graduate outcome

The following table shows the last three years students graduate out-

come.

Table 7: shows proportions of students graduated relative to admitted to

the program, UoG, Public Health Officer Program, November 2013

Year of ad-

mission

(E.C)

Sex Number of students Attrition-rate

(Entrance–Graduated/

Entrance) 1st year Graduat-

2001 M 94 78 17%

F 11 9 18%

Total 105 87 17%

2002 M 65 63 3%

F 31 28 9%

Total 96 91 5.2%

2003

(Graduating class)

M 107 101 5.9%

F 15 11 26%

Total 122 112 8.1%


51

As shown on the table 7, the ‘attrition rate’ of students from 2001.C to

2003 is relatively decreased from17% to 8.1%. That may be attributable

to the implementation of continuous assessment and special attention for

females and non- competent students.

The department has no mechanisms for monitoring the performance of

its graduates. There are no methods of knowing gradates destination but

we can be sure that all graduates are employed by federal ministry of

health as far as there is high demand of such professionals. We also ran-

domly interviewed (i.e. with telephone and face to interviews) previous

graduates of the university about their employability and whether they

meet the minimum requirements set by the stakeholders, and the follow-

ing issues were raised:

In general, the main stakeholders like Federal Ministry of Health expect

a graduate Public Health Officer to provide health care services, to lead

Health offices, and give consultation especially in peripheral areas.

However, interviewees reported that they lack certain practical life sav-

ing skills like IV line secure, circumcision, doing episiotomy, suturing,

etc. As per their report, this problem mainly arises due to lack of proper

practice site even though they have good knowledge and attitude. They

also stressed the importance of prevention aspects of public health. They

are expected to supervise health extension workers (HEW), but they re-

ported us as they have minimal knowledge about the activities of the

HEP so as to supervise and monitor the activities of HEW. Despite the

above limitations they reported they are competent enough in their pro-

fession.


52


Continual quality education is considered as one of the key factors in

bringing sustainable development and technological progress. There-

fore, it is critical to work on quality of education in order to produce

competent health professionals. The Public Health Officer Department

has taken different measures to maintain the quality of education.

Continuous assessment of the students' performances using different

examinations and evaluation methods. Student performance is assessed

in different methods (like oral examination, written examination, case

based examination and others) to ensure whether they achieved the core

competency of the course or not. If they failed to achieve the core com-

petency of the supportive and minor course, the will take reexamination

after some period of study. But if they failed to achieve the core compe-

tency of the major course (major clinical courses), they will repeat the

course.

Evaluation of instructors by peers and students. At the end

of the course delivery, instructors are evaluated by the students,

and at the end of the year s/he evaluated by the supervisor, peers

or/and head of the department then they will have feedback

based on their performance appraisal.

Recruitment of qualified staff: The major activities to have

qualified staff starts from recruitment in which there is careful

selection. All the currently available staff of the department is

recruited based on their top academic qualification. In-service

trainings as well as ongoing professional development are also


53

given. In addition to this, staff is taking the higher diploma pro-

gram in teaching methodology (HDP) to gain basic knowledge

and skill of teaching students. Among the available six instruc-

tors in the department, two of them took HDP training last year

and one is taking it this year. The remaining three will take the

training in the coming year. Availability of up-to-date text and

reference books, laboratory equipment and reagents as well as

consumable and non-consumable medical instruments and

demonstration materials, etc are also some of ways to maintain

the quality of education.

Periodic evaluation of the curriculum and the program in

general: The cur r iculum has been evaluated per iodically.

For example, the curriculum was evaluated 3 years ago through

internal workshop. Since last year it is also being evaluated at

national level and harmonized with the concept of modulariza-

tion.

Clinical coordinators are also assigned for each major clini-

cal course for continuous review of Internship/ attachment prac-

tices and coordinate the overall activities in that major clinical

department.

The department under the University of Gondar has direct

linkages with the Federal Ministry of Health through which the

graduates are assigned to the respective body and stakeholders.

The department uses the college resources and strategies to

maintain quality of education: the department is under the Col-


54

lege of Medicine and Health Science in which the college has

taken different measures to improve the quality of education.

The philosophy of teaching based on innovative and student cen-

tered approach. Its innovative philosophy, training different

health professionals together as a team to establish and enhance

the ethics of teamwork, early professional socialization, and re-

spect for colleagues is the major principle. Though there are

many challenges, the college expands its capacity continuously.

Many buildings are constructed and others are also underway.

The college and departments are also strongly working to ensure

presence of adequate instructional materials and textbooks,

working conditions for students and teachers, and the ability of

teachers to undertake certain instructional approaches. Other

factors like availability of clean water supply, classroom, space

and furniture are improving continuously. Library, ICT rooms

and video conference rooms are on the way to available in the

compass. A peaceful, safe environment, especially for girls is

critical to creating a quality learning environment. In this regard,

the University of Gondar is labeled as “the University of Peace”

due its peaceful and conducive environment. The college fol-

lows student centered, non-discriminatory, standards-based cur-

riculum structures clearly defined learning outcomes. Regular

evaluation and revision of the curriculums is one measure of

quality assurance taking place in the college. The college is

working according to the legislations and student guidebook of

the university. Accepted students should comply with the poli-

cies and procedures of the University of Gondar as published in


55

the legislation and students guidebook of the Office of the Reg-

istrar. Students are also expected to comply with the legal ethical

and standards of the college. Academic dishonesty and nonaca-

demic misconduct are subject to disciplinary action.

The department uses different educational strategies to

maintain quality of education: The courses and trainings are pro-

vided using different instructional methodology (lectures and

seminars that are supported by tutorials, group assignments, pro-

ject papers, guest lectures and laboratory activities as necessary)

based on the principles of student centered and innovative ap-

proaches. Involving students in scheduling and evaluation of the

teaching program, and foster the development of an appropriate

attitude to learn by direct student participation in their own

teaching/learning environment is the guiding principle.

The department is also using Team Training Program (TTP)

extensively to maintain quality education: Public Health Officer

Department is a pioneer department in the philosophy of health

team training. TTP is the most practical and a significant devel-

opment in the field of health professional training for developing

countries. It uses community based training strategy to achieve

the national health goals. Community-Based Education (CBE)

consists of learning activities that use the community extensively

as a learning environment by involving students, teachers, the

community, as well as different sectors and agencies to be ac-

tively engaged throughout the educational process. It involves

problem identification and looking for solutions using local re-


56

sources by involving all stakeholders. Six models including

community problem solving: academically based community

service, civic education, environment-based education, place-

based learning, service learning, and work-based learning are the

known approaches in CBE. Through the process students are

exposed to real community life experiences and help to maintain

quality education in the program.

2.5.10. Research and Development and Education Ex-

changes

As per the legislation of the university a full time academic staff is ex-

pected to play the three pillars i.e. conduct research, teaching and en-

gage in community service. There are thematic areas identified and re-

search is assumed to be conducted in teams. Currently, the university

allocates budget for research and academicians are expected to submit

proposals based on the thematic areas identified for each college/

faculty. Finally, those proposals which win competitively are funded. In

this college, there is a research coordinating office which collects pro-

gress reports of the winners periodically and ensures researchers settle

financial issues. However, there is a complaint that the fund is not suffi-

cient to conduct the intended research. Based on the legislation and in-

structors handbook, promotion to assistant professor and above relies on

research publications.

In our department, both academic staff and graduating class students

conduct research. The “senior” academic staff of the department con-

ducted research and published in internationally recognized journals.

Some of the staffs are also involved in research projects, research advi-


57

sor ship and peer review process. Graduating class students also conduct

research in the thematic area identified with a team member of five stu-

dents under the supervision of instructors.

There are limited opportunities for active participation of staff in rele-

vant professional conferences, seminars, workshops and other academic

activities at regional and national levels.

2.6. Strengths and Limitations

There is equipped library which serves for 24 hours. There is tertiary

hospital for clinical practices. There are sufficient numbers of qualified

and experienced academic staff though not all are under the department.

There is adequate number of classrooms for teaching - learning process.

Existence of nationally harmonized curriculum and young energetic

staff may also be considered as strength of the program. There are also

guidance and counseling service, and students also have their own sepa-

rate clinic.

· Courses are offered by qualified & experienced staff

· The program follows student centered approach incorporates va-

riety of teaching methods.

· Continuous assessment is implemented and variety of assess-

ment methods and tools are used at the department level to eval-

uate students

· Existence of final comprehensive exam


58

· An advisor assigned for each level of students, orientation at the

time of admission and registration, first day first class, continu-

ous assessment and students control their instructors by using a

check list and appropriate measure taken by the management on

instructor who miss classes.

· The curriculum revised periodically, different trainings arranged

by the department for staff, existence of clear criteria for promo-

tion are some of the strength of the program in particular and the

university in general.

However, there is

· Lack of adequate number of staff

· The curriculum is tough and very difficult to address within four

years duration

· Class rooms are not equipped with LCD projector and hence, the

instructors usually waste time through searching LCD, divider

and socket.

· There is no external examination for evaluation of students.

· Even though we have our own hospital, owing to many health

science and medical students, there is lack of space for clinical

practices.

· Lack of adequate ICT center.

· Lack of enough recreation centers


59

· The quality of the program is not assessed by external reviewers

and we didn’t get Feedback from employers and the graduates

2. 7. Good Practices

There is strategic plan both at the department and individual

level.

o There is community based education like TTP, Community

health attachments.

o There is a good culture to conduct research and publications.

o Students control their instructors using checklists and report it to

the department weekly. The filled checklist will be sent to dean’s

office and complied there and finally reported to the office of

vice president for academics.

o There is annual evaluation of staff’s and feedbacks are provided

at each management level of the university.

o Orientation about the program to the first year students at the

time of registration.

o The implementation of 1 to 5 peer learning for all students en-

rolled by the program.

o Economical support for students who can’t fulfill the necessary

materials by themselves like printing handouts.

o Discussion with students by department and dean’s office peri-

odically.


60

o There is exam committee to approve the exam questions pro-

posed by the instructors for its appropriateness and other related

issues.


Most problems/weaknesses are beyond the department level and needs

the attention of the higher officials of the university and the main stake

holders like FMoH, FMoE and others.

We have the following plans for enhancement;

o There is a plan to make class rooms a model class room

o In the near future, there will be inauguration of a new referral

hospital with 1000 beds, probably it solves space competition

and

o There is also a plan for affiliation in the nearby Health Centers

and District hospital for clinical teaching and practices.

o Graduate trace study has been done and the result will be dis-

closed soon.

o The department should have its own academic staff including

physicians otherwise it should be closed at UoG where there is

serious interest conflict with medical students.


61

School of Technology


Civil Engineering program


PART III

March, 2014

Gondar, Ethiopia


62


63

PART THREE


This report presents an evaluative study of the Department of Civil En-

gineering at the University of Gondar. The principal report purpose is to

improve the quality and effectiveness of the Civil Engineering Depart-

ment program in the following aspects: (a) The evaluation centers on the

betterment of the quality and operation of the program particularly in

the teaching-learning process. In other words, self-evaluation can

demonstrate how the program can be improved, whether the program is

worthwhile, whether there are better alternatives, and whether it makes

a difference; (b) A second purpose of the evaluation is to determine the

accountability of the program along with its expectations; (c) The evalu-

ation helps to explore the nature and effectiveness of a program in such

a way as to contribute to the existing knowledge base or to develop a

new program through impact; (d) The impact, in turn, depends on the

evaluation itself, on its level of expertise and impartiality, its follow-up

and integration into the education system. In line with this, the evalua-

tion process provides an opportunity for faculty and administrators to

obtain insights regarding the level of excellence of the program; (e) Re-

garding the strengths and weaknesses of the program, evaluation paves

the way for setting specific recommendations aimed at maintaining or

enhancing the program quality.

All in all, the report is intended to serve as a baseline for future quality

assurance and improvement self- assessments studies in relation to pro-

gram quality and relevance. Accordingly, self-evaluation will help the

Department of Civil Engineering to appraise the overall achievements of


64

the program, its aims, goals, learning outcomes as well as future direc-

tions.


The purpose of Civil Engineering program is to produce professionals

equipped with relevant knowledge, skills and attitude to contribute to

the development of the country. In a developing country like Ethiopia,

Civil Engineering has a great contribution to make to the economic de-

velopment and improvement of living standards. As infrastructure de-

velopments are indicators of improved livelihood and ways of invest-

ment, attractions and tourism, the impact and influence of well trained

civil engineers is crucially important. Therefore, this study by which

many Ethiopians will be trained to serve the country must have clear

focus areas to accelerate and sustain achievements for improving the

country’s infrastructure facilities.

The report is intended to cover fundamental and advanced topics in the

Civil Engineering discipline. The program is applied in nature and co-

vers the skills and knowledge that are most valuable to industry. In a

technology enriched learning environment, students are expected to de-

velop the technical competencies and character to succeed in the con-

struction industry.

Everywhere in the world, civil engineers are involved in projects rang-

ing from small scale to sophisticated projects. In particular, they carry

out different assignments such as planning, design, construction and

maintenance of building structures, roads, bridges, railways, dams, wa-

ter supply and sewerage schemes and the like. Civil Engineering is a

broad term. It is an umbrella field comprised of many related specialties.


65

Some of the core services of Civil Engineering are summarized as fol-

lows:

Regarding contract administration- focusing on construction man-

agement, manage construction activities and available resources includ-

ing planning, scheduling, cost estimating, controlling and reporting,

solid waste management, water resource development and manage-

ment

Pertaining to design- analysis and structural design activities, trans-

portation facilities design, railway route design, design of airfields and

bridge, pavement design

As to identification and classification of material- working on la-

boratory tests on soils, rocks and construction materials, feasibility

studies, soil and material investigation

Concerning plan and organize- maintaining and repairing of exist-

ing civil engineering construction works

Relating to working in a multidisciplinary environment- acquir-

ing knowledge and skill that allow civil engineers to practice in asso-

ciated areas of sciences and engineering.

In summary, Civil Engineering work represents the design, construction,

and maintenance of a wide range of man-made structures including

buildings, roads, bridges, canals, dams, and others. For this, resources

are highly needed to transfer technology into practice. Anything that can

be used to satisfy construction needs is a resource. Money, manpower,

machinery and materials are particularly critical resources. In addition

to the aforementioned resources, the Civil Engineering Department ur-


66

gently requires basic support like up-to-date laboratories and field work

equipment and materials including the latest books. This is because the

utilization of materials on the field work and laboratory can bring about

significant training improvements for students.

The Civil Engineering program intends to accomplish a number of

things both for the students and the community. For example, graduated

civil engineers must build and maintain bridges, highways, railways,

tunnels, airports, dams, water treatment and distribution systems and

large buildings, along with many other structures. Environmental con-

siderations, such as water supply, pollution control and preservation of

soil quality, are also a part of the course of study. With thorough

knowledge of both the principles of construction and the possible envi-

ronmental consequences of a structure, the civil engineer's expertise is

one that is essential to our present civilization and one that will become

ever more valuable in the future.


The Civil Engineering program has been set up as an independent field

of study campus at the University of Gondar (UoG). Concerning politi-

cal and social contexts of the program, the department basically follows

the Ministry of Education established rules designed according to the

socio-political situation of the area.

Civil Engineering is an indispensable study for developing countries

like Ethiopia where access for infrastructure (i.e. design, construction

and maintenance of large public and private projects) is limited. The

program is essential to help address the needs of society pertaining to

technology both in urban and rural areas where the number of engineers


67

is insignificant to match demands. The main purpose of the program is

to promote the economic development and improvement of the living

standard of the people. As infrastructure developments are indicators of

improved livelihood and ways of investment attractions and tourism,

contributions from Civil Engineering in this regard are crucial. Howev-

er, the program at the University of Gondar lacks numerous facilities

including laboratory equipment and materials which are vital for stu-

dents’ practical activities. Unless these inadequacies are directly and

positively addressed the development of the program will be stunted at a

loss to the country and to the students who have been promised a quality

engineering education supported by essential educational resources.


It is axiomatic that the evaluation of the program is vitally relevant both

socially and politically. This is because self-evaluation is recognized to

play a significant role in bringing improvement to program quality.

Department enrollments have been robust over the last two-three years,

and the intake capacity of the last four years has reached up to 1800 stu-

dents in both regular and extension programs. However, the department

has not yet graduated its first batch. Regarding the quality and standard

of the program, it is questionable for several reasons. To begin with

manpower, there is lack of well experienced professionals in the field of

study. A further reason is that the experienced engineers are not moti-

vated to teach in the department because their services are in demand at

different constructions where they can earn a better payment along with

incentives. Scarcity of basic materials and equipments for laboratory,

field work including up-to-date books in the department are also funda-


68

mental problems affecting education quality. Hence in this section of the

report the evaluation of quality and relevance is elaborated more based

on the ten focus areas established by HERQA.

3.4.1. The Program Aims, Goals, and Learning Outcomes

The department has a well-documented and clearly stated mission, vi-


9.4.1.1. Mission of University of Gondar

The University of Gondar is dedicated to continue to the sustainable so-

cio-economic development of the country through the provision societal

needs-tailored education, problem- based research and relevant commu-

nity services.

Based on the institution mission, Civil Engineering program set its own

mission as stated below:

The mission is to offer an outstanding, professionally oriented under-

graduate engineering education and conduct applied research and con-

sultancy service that will bring qualitative change in civil works and

technical services in Ethiopia.

3.4.1.2. Vision of University of Gondar

The vision of the university is to be the leading societal problems solv-

ing university in the country by 2020.

3.4.1.3. Values of University of Gondar

Our core values are:

Students First: What are we for without students?! Hence, we

value our students, and their affairs are our top concerns.

Quality at all: premier quality as a foundation of everything

we do is our guiding principle.


69

Solidarity and Teamwork: Enhancing unity and forming co-

hesive teams determines our future success. Thus, we value soli-

darity and encouraging team work in our process.

Care for Staff: Our success is based on attracting, hir ing, de-

veloping and retaining best employees.

Proudly Community Servant: We are not an island. We are

part of and live with community. We feel their pains and share

their joy. Therefore, we feel proud to belong to and serve our

community.

Innovation: We value innovation as we are in a higher educa-

tion industry where creativity and innovation are not only neces-

sitates but also obligations.

Committed to Ethics: Compliance to legal, social and profes-

sional ethics and norms in crucial for our development and good-

will.

3.4.1.4. Program Aims

This program is aimed at educating manpower required for the realiza-

tion of the country’s untouched Civil Engineering works. Well qualified

civil engineers with adequate knowledge in the area of structural, high-

way, geotechnical and water resources who can be actively engaged in

the planning, development and management of Civil Engineering pro-

jects will be trained through this program. Specifically, civil engineering

students will be equipped with the knowledge enabling them to execute

the following tasks:


70

Undertake project identification, pre-feasibility and feasibility

study and detail design of Civil Engineering works.

Prepare complete contract documents and terms of references for

Civil Engineering projects

Plan, manage, monitor and evaluate the operation and mainte-

nance of Civil Engineering works.

Remodeling and rehabilitation of existing Civil Engineering

works

3.4.1.5. The Program Strategic Goals

Basically, the Civil Engineering program has its own goals: The follow-

ing are some of the goals:

Increase relevance of undergraduate program to the civil work.

Diversify the undergraduate programs in the areas related to Civil

Engineering.

Increase diversity, quantity and quality of academic staff and tech-

nical assistants.

Increase civil work supported researches and consultancy activities.

Increase attractiveness of the program to students.

Achieve high standards for instructional quality.

Improve effectiveness of student advising.

Provide effective mechanism for student informal feed-back.


71

Facilitate student access to industrial practice and job placement by

working with professionals and entrepreneurs associations.

Support student professional clubs and extracurricular activities.

3.4.1.6. The Program Learning Outcomes

The program learning outcomes are statements that describe what stu-

dents are expected to know and be able to do by the time of graduation.

The program outcomes have been established based on the Civil Engi-

neering educational objectives. In doing so, the main learning outcomes

pertaining to students who qualify for graduation state:

Be proficient in mathematics through differential equations,

probability and statistics, calculus-based physics, general chem-

istry, and engineering science and have the ability to apply

knowledge in these areas to Civil Engineering problems.

Have ability to design and conduct experiments and to critically

analyze and interpret data in various Civil Engineering fields.

Be able to develop design criteria to meet desired needs and to

design a Civil Engineering system, component, or a process sat-

isfying these criteria.

Have ability to function on multi-disciplinary teams.

Be able to identify and formulate an engineering problem, to col-

lect and analyze relevant data, and to develop a solution.

Understand and appreciate professional and ethical responsibili-

ties and professional practice issues such as procurement of


72

work, bidding versus quality-based selection processes, and in-

teraction between design and construction professionals.

Be able to effectively present ideas and technical material to di-

verse audiences in writing, visually, and verbally.

Have the broad education necessary to understand the impact of

engineering solutions in a societal and global context.

Understand and appreciate the importance of professional licen-

sure and commitment to life-long learning.

Have knowledge of current issues and awareness of emerging

technologies.

Have an ability to use modern engineering techniques, skills, and

tools including computer-based tools for Civil Engineering anal-

ysis and design.

Clearly, the Civil Engineering Department has begun strengthening the

program aims, objectives and learning outcomes to make it known to

the department’s internal and external stakeholders to stimulate positive

relationships.

Concerning the program aims, objectives and learning outcomes, de-

partment members are trying to review them periodically so as to make

the program more comprehensive, inclusive, and in line with students’

needs and interests. However, there is no history of periodical consulta-

tion with a range of external stakeholders (e.g. alumni, professional as-

sociation, employers, and international peers).The program aims and

objectives have been harmonized in national level. What is more, the


73

program has a mechanism to ensure that it is relevant in order to con-

tribute to social and national development.

It is the case that the Civil Engineering program offers different compul-

sory courses to students. In addition to the major courses, the Depart-

ment has incorporated courses as common courses. For instance, Eng-

lish language courses are offered since these courses enable students to

improve their skills by which students can explain their laboratory as

well as field work reports via spoken and written. Also, Civics and Ethi-

cal Education courses are also offered so as to make students exercise

their rights and responsibilities including their behaviors both in and out

of the university.

Pre-engineering study is required of all students in their first term. The

experience is designed to introduce all engineering specialties, including

Civil Engineering, offered in the School of Technology before students

select their preferred major. It appears there is limited student transfer

between the various specialties once a major is selected.

3.4.2. Governance, Leadership, and Administration

3.4.2.1. Governance of the Program

The Civil Engineering program is led by a head appointed by the Dean,

School of Technology. Efforts to select a head by academic staff vote

have proven ineffective. Program governance is managed by a five

member department council that includes the head of the program and

four faculty members. Meetings are held twice monthly. Committees

other than department council exist for various special purposes. The

current program head expressed no reservations about limitations on his

prerogatives as Civil Engineering’s staff leader, although noted that re-


74

sources needed to provide a quality program are in short supply or non-

existent, including the absence of adequately equipped laboratories. Stu-

dents are required to travel to use engineering laboratories at the Univer-

sity of Bahir Dar.

Since the program is in its infancy it is not broadly engaging external

stakeholders and the custom of having external stakeholders participate

in program committees has not yet taken hold. The growth of student

internships is expected to create opportunities in the future to involve

stakeholders more actively than is the case at the present time.

Academic staff interviewed declared students are invited to attend coun-

cil meetings, especially when meeting agendas include items of particu-

lar student interest. However, students who were interviewed said their

participation in council meetings was irregular and infrequent.

The program has been established for less than four years and has yet to

graduate its first batch. Within its relatively short history Civil Engi-

neering has had three different heads. Lack of leadership continuity was

identified by staff as a major challenge. Staff explained that the benefits

of working outside the university are highly attractive for experienced

engineers. The salaries paid for education work are too modest to hold

the interest of highly qualified engineering professionals.

3.4.2.2 Academic Leadership of the Program

There is custom established for the formal evaluation of the department

head but the evaluation is not for leadership improvement, rather it is for

promotion purposes. The role of program head would appear to be suffi-

ciently unattractive that it is has been difficult to fill on a continuing ba-

sis. A job description for the department head is not posted anywhere in


75

the head’s office. Consequently expectations for the position might be

unclear to students and those who work with the head.

3.4.2.3. Administrative and Management Staff

Staff maintained that resources required for a good quality engineering

education are not well appreciated by the university’s senior administra-

tion as evidenced in the lack of properly equipped laboratories. It was

maintained that university infrastructure hinders rather than helps the

department. “Everything is a problem” complained one interviewee.

It was said that when the program sought to collaborate with the univer-

sity’s senior administration for improvement purposes, the administra-

tion turned the events into opportunities to blame the academic staff in

the program for deficiencies. This undermined staff appetite for future

collaboration.

Although there are fourteen laboratory assistants on staff the lack of ad-

equately equipped laboratories means they are employed for the most

part on non laboratory tasks. Furthermore, some of the laboratory assis-

tants are not sufficiently prepared to fulfill their tasks competently.


Interviewees said thirty instructors share one office space. Academic

staff members are required to use their own computers and pen and pa-

per are the means for preparing all examinations. It would seem the pro-

gram commenced accepting students and providing instruction without

modern computing support in place considered essential for quality en-

gineering programs elsewhere.

As explained in 2.1, laboratory facilities were reported to be inadequate

and students must travel to Bahir Dar University to use laboratories


76

there. Problems affect the bidding process for needed equipment and

were mentioned by staff among procedures requiring improvement.

Not mentioned by interviewees but observed by interviewers, there is a

“Soil I Laboratory” available but it is narrow and can accommodate on-

ly a few students at any one time. The “Survey I Laboratory” also has

limited space and insufficient apparatus for the number of student users.

A “Construction Materials Laboratory” is available that must also ac-

commodates students from Agriculture and Geology. Space is dispro-

portionate to the number of student users. Furthermore, a “Hydraulics

Laboratory” is also on site that is used by students from Water and En-

vironmental Engineering as well as Civil Engineering. There should be

an additional Soil Laboratory II and Highways Laboratory according to

academic staff.

Access for the physically disabled has not been appropriately considered

and if students suffer physical injury one interviewee claimed there is

inadequate ambulance service for swift transportation for hospital treat-

ment. Students who were interviewed said first aid facilities are poorly

equipped and generally in unsanitary condition.

Facilities exist for student counseling but there are only two counselors

for engineering students from all majors. Civil Engineering alone has an

enrolment of 1,800. Counseling staff do not have a formal reporting

mechanism with the Civil Engineering program leadership to help per-

mit collaborative solution of multi-faceted student problems.


77

There is lounge space provided for students, although students com-

plained that to use some recreational resources they must travel to an-

other campus. For instance, for sport field and DSTV.


Forty (40) instructional staff are employed by the program yielding a

high student to staff ratio of over 1:40, which far exceeds the HERQA

standard of 1:20. Twenty five instructors are in the assistant lecturer cat-

egory and about ten (10) were reported to hold master’s degrees. No

teaching staffs were reported to hold academic degrees beyond the mas-

ter’s level.

Formal job descriptions for instructional staff are not available and

made known by the teachers. Staff evaluation is inconsistent and used

mainly for promotion purposes, not for improvement.

Induction training is provided exclusively through the central university

program. A system of senior instructors mentoring junior instructors

was mentioned in the interviews. Junior instructors are coached by sen-

iors to help them understand and teach various courses. When program

leaders were asked why few engineering instructors enroll in the univer-

sity’s higher diploma program developed to help teachers improve their

pedagogy, they responded that there are numerous income improvement

possibilities outside the institution. The focus for most professional staff

is on maximizing income, not cultivating teaching – learning excellence.

Students who were interviewed complained their instructors lack the

knowledge and seniority to be effective teachers. Some said when they

talk to engineering students at other universities they conclude that Uni-


78

versity of Gondar Civil Engineering instructors compare unfavorably to

those on staff elsewhere.


3.4.5.1. Admission and Selection

Students are assigned to university engineering study by the central gov-

ernment and assignment does not necessarily accord with student inter-

est. This necessarily affects quality input for the program. According to

staff, too many students are admitted (est. 30%) who are either disinter-

ested in engineering study or lack the academic preparation necessary to

succeed in university level work. Program academic staff have a role in

review and assessment of candidates following student completion of

the pre-engineering course. All first term engineering students are re-

quired to enroll in pre-engineering. This introduction exposes students

to information about all the engineering majors available at the universi-

ty, including Civil Engineering. Once a student chooses a major there

seems to be little or no experience in transferring from one major to an-

other (e.g. civil to mechanical).

Thirty per cent (30%) of Civil Engineering student positions are re-

served for female students and they are favored with an admission ad-

vantage. There are no formal mechanisms or policies to assist students

with special needs, although such policies and mechanisms exist at the

university-wide level. Staff maintained special needs students are assist-

ed informally.

3.4.5.2. Support Services

A student council exists to help identify and maintain appropriate sup-

port services, although evaluation of student support services is man-


79

aged without input from Civil Engineering program leadership. Students

commented some recreational services are not available close to where

they take their classes and live. One student said, “We have dormitories

where we sleep and classrooms where we take our courses; outside that

there isn’t very much”.

Some space is reserved for lounges. Students said there are lounges

available for their use but they are poorly equipped. One interviewee

commented that noise from a student lounge in the library is distracting

to students who use the library as a quiet study area.

There is no formal means for student input to the curriculum and stu-

dents view staff as largely disinterested in any kind of meaningful dia-

logue with them on any matter.

There is little staff time available to mentor or help remediate student

difficulties and students who were interviewed were critical of the gen-

eral unavailability of staff to assist them outside classroom time. How-

ever, students support one another, especially during lead-up time to

examinations. The problem of inadequate student preparation to handle

engineering study is deepened by the preoccupation of faculty with out-

side contracts.


There is no policy followed for regular program review. Curriculum is

managed by the department council. Any revisions to the curriculum are

distributed to all staff for comment before finalization. There is a core of

academic subjects followed by the curriculum that are recognized as


80

foundational both within academia and the world of engineering prac-

tice. Academic staff said the curriculum is composed of seventy percent

(70%) theoretical learning and thirty percent (30%) field work. This di-

vision was rejected by students interviewed who asserted that almost all

course implementation consists of classroom lectures. There is minimal

field work and no laboratories equipped at a level to accommodate ex-

perimental work. Students also said that although they have been told

they will go to Bahir Dar University to use laboratories, there that has

happened either very little or not at all.

3.4.7. Teaching, Learning and Assessment

3.4.7.1. Teaching Learning

Academic staff said they follow the university’s policy on teaching and

learning. There is a mix of lectures and tutorials; however, the high stu-

dent to academic staff ratio makes it difficult to implement active learn-

ing principles.

As noted elsewhere in this report, student input for program manage-

ment, and change is rarely invited. Nor was the use of external consult-

ants mentioned as a customary part of program / curriculum review.

Syllabi are provided to students at the beginning of courses to provide

an outline for course content and instruction schedule.

The harmonized program curriculum is mandated nationally and applies

uniformly to all Civil Engineering programs in the country. Limited

flexibility exists for the implementation of changes by programs at indi-

vidual universities.

Student performance in coursework is assessed on the basis of assigning

50% of the final mark from achievement in the final examination and


81

50% from continuous assessment over the course of the academic term.

The grading policy is incorporated into the course syllabi. Also concern-

ing grading, students complained that some instructors limit their final

examinations to three questions. If just one question is answered incor-

rectly it biases the grade assigned for the whole examination.

Staff explained they receive student complaints as long as they are sub-

mitted in written form. This was disputed by a student who declared, “It

is considered a crime to come around the office with a complaint”.


The program anticipates employment for graduates in following key ar-

eas:

Consultancy of new construction proposals

Contract administration

Analysis and design

-Structural analysis and design activities

-waterworks analysis and design activity

Transportation facilities design

Material testing

Construction supervision

Since the program has not yet graduated its first batch graduate out-

comes is not a relevant measurement at this time.

A program leader stated a holistic examination is proposed in the Civil

Engineering program for third year students. However, since the pro-

gram is without a budget to hire external examiners, holistic examina-

tions have not yet been administered. Every engineering discipline re-


82

lates to its own association, so there is potential for engaging the Civil

Engineering association in the activities of the program, but that seems

not yet to be well developed.

The history of student attrition and reasons for attrition are tracked by

the Registrar’s Office, not the academic program. Academic staff ex-

pressed the impression that as many as 30% of the students admitted to

Civil Engineering do not bring strong enough academic skills to handle

university level work. On the other hand, students who were inter-

viewed claimed the unavailability of supportive staff and proper facili-

ties are more relevant to student attrition.


The program is just beginning to establish student internships. Feedback

from the internships will provide one source of information concerning

the capability of Civil Engineering students to perform in the real world

and, therefore, the adequacy of the program training them. There is little

experience with faculty participation in, or hosting, academic seminars

and conferences. This isn’t surprising given the preference for, and

availability of, outside work detailed earlier in this report.

There is a limited history of ongoing association with the university’s

central quality assurance office and staff interviewed faulted the quality

assurance office for failing to provide criteria adaptable to Civil Engi-

neering education.

3.4.10. Research and Development and Educational Exchang-

es

The program is without a current research agenda. Program leaders ex-

plained there are enough challenges—including rapid instructional staff

turnover—burdening improvement to teaching and learning that there is


83

little time, energy, or desire remaining for research. Without research

there is little prospect for publications, and that is the case for Civil En-

gineering.

The program had an association with rural roads construction but that

association seems to have concluded. Links do, however, exist with the

university’s engineering office and there are many major building pro-

jects underway across the campus.

Academic leaders estimated about 50% - 60% of the instructional staff

hold engineering jobs outside the university at any given time.

3.5. Findings

Several shortfalls were identified in all ten HERQA focus areas, alt-

hough perhaps not unusual for a young program striving to become es-

tablished. The elemental problems would appear to be related to an un-

stable and undersized academic staff. The ratio of academic staff to stu-

dents is well beyond HERQA’s recommended level due in part to the

high attraction of income earning opportunities for civil engineers out-

side the university. Under existing compensation arrangements that

challenge would appear immune to correction.

Equally problematic for the department is the provision of Civil Engi-

neering education without the infrastructure resources (e.g. laboratories)

commonly considered essential for training competent graduates. Com-

pounding the lack of laboratory facilities are questions about whether a

70-30 division in theory and practice education is, in fact followed.


84

3.6. Strengths and Limitations

3.6.1. Strengths

The foremost strength for Civil Engineering is the high priority granted

to engineering education and practice in general by the national govern-

ment. Engineering is acknowledged in Ethiopia’s Science, Technology

and Innovation policy (February, 2012) as essential to the national inter-

est and economic progress. The policy states a priority to “develop sci-

ence and technology institutions that focus on producing highly quali-

fied technicians, engineers and scientists in line with the demand of the

national economy”. The policy further declares a need to “Allocate re-

sources for higher education and research institutes in line with the eco-

nomical development for their contribution to technology transfer”. In

sum, university engineering programs are ideally situated to attract

funding from government in accordance with their potential to nurture

improved technology and technology transfer. These opportunities are

not being seized by the University of Gondar Civil Engineering program

at the moment, but they could be. That is an extremely valuable poten-

tial asset envied by academic colleagues in the social sciences and hu-

manities.

For the University of Gondar Civil Engineering program to meet expec-

tations held for it by the national government means it must have an ac-

ademic staff who see the education of young engineers as of paramount

importance, and who accept responsibility for research and service to

the engineering profession and the wider community.


85

Further program strengths of more practical than potential importance

revealed by this study include:

The program curriculum is being revised to accord with the na-

tional harmonized curriculum.

Program outcomes are declared and cover both skills and atti-

tudes.

Syllabi are distributed to students at the start of courses.

The mission of the department conforms to the university mis-

sion and the aim of the program is described in the program cur-

riculum.

Various compulsory courses have been developed and are being

offered to students.

Civil Engineering practice has an association of graduate engi-

neers.

Facilities exist for student counseling.

The program grading policy is described in syllabi.

The program is committed to a 70-30 division of theoretical and

practice education.

3.6.2. Limitations

Ratio of academic staff to students is over 1:40

Staff evaluation is inconsistent and position descriptions are not

clearly made known.

The program is engaging very few external stakeholders at this

point.

Turnover in program leadership; three heads of program before

one batch has graduated.


86

Irregular and infrequent student participation in department

council meetings.

Student counselors do not have formal liaison with program aca-

demic leadership.

Low commitment of staff to improving their teaching learning

capabilities; no participation in HDP program.

Poor staff-student relations

70-30 division of theoretical and practical education not prac-

ticed.

No formal policies, mechanisms at faculty level to assist special

needs students.

Staff generally unavailable to assist students outside classroom

time.

3.7. Good Practices

The program is led by a head and a functioning department

council who manage the program and meet regularly twice

monthly.

Program aims and outcomes are formalized and presented in

course syllabi.

Students have organized themselves into study groups. They

coach and help one another to prepare for examinations.

Senior academic staff mentors junior staff.

3.8. Recommendations

The department should, in collaboration with the university, intensify

efforts to ensure quality, planned outcomes by way of the following:


87

Set recruitment procedures for qualified staff.

Provide different trainings, workshops and so on.

Prioritize the fulfillment of the basic equipment for laboratory

and field work. In line with this, the necessary incentives should

be fulfilled for professionals.

Emphasize the relevance of examination and continuous assess-

ment.

Employ periodical acquisition of up-to-date references, laborato-

ry equipment and reagents.

Practice pre-service training such as essential field works skills,

teaching methodology,

Supervise practices in the training, laboratory, field work, and

Get regular feedback from the mix of senior and junior students

and internship provider organizations.


This section of the report will be prepared by the department and pro-



88


89

School of Technology


Electrical and Computer Engineering program


PART IV

March, 2014

Gondar, Ethiopia


90


91

PART FOUR


This report presents an evaluative study of the Department of Electrical

and Computer Engineering at the University of Gondar. The principal

report purpose is to improve the quality and effectiveness of the Electri-

cal and Computer Engineering program in the following aspects: (a)

The evaluation centers on the betterment of the quality and operation of

the program particularly in the teaching-learning process. Expressed al-

ternatively, self-evaluation can demonstrate how the program could be

improved, whether the program is worthwhile, whether better choices

are feasible, and whether it makes a difference; (b) A second purpose of

the evaluation is to determine the accountability of the program along

with its expectations; (c) The evaluation helps to explore the nature and

effectiveness of a program in such a way as to contribute to the existing

knowledge base or to develop a new program through impact; (d) The

evaluation can accomplish its aims only if it has an impact. The impact,

in turn, depends on the evaluation itself, on its level of expertise and im-

partiality, its follow-up and integration into the education system. In line

with this, the evaluation process provides an opportunity for faculty and

administrators to obtain insights regarding the level of excellence of the

program; (e) Based on the strengths and weaknesses of the program,

evaluation paves the way for setting specific recommendations aimed at

maintaining or enhancing the program quality.

All in all, the report can serve as a baseline for future quality assurance

and improvement self- assessments studies in relation to program quali-

ty and relevance. Accordingly, self-evaluation will help enable the De-


92

partment of Electrical and Computer Engineering to appraise the overall

achievements of the program, its aims, goals, learning outcomes as well

as future directions.


Electrical & Computer Engineering integrates both Electrical Engineer-

ing and Computer Science into one program where the focus is on de-

veloping computer and electrical systems, including how they work and

fit into the larger field of technology. The purpose of the Electrical and

Computer Engineering program is to produce professionals equipped

with relevant knowledge, skills and attitude to contribute to the develop-

ment of the country. Electrical and Computer Engineering has a vital

role to play in the achievement of national develop¬ment goals. The ad-

vancement of energy, communication, industrial and commercial sectors

needs well-qualified Electrical and Computer Engineers. University of

Gondar graduates should be able to work all over the country in a varie-

ty of positions including installation, design, testing, research and distri-

bution of electrical devices and sys¬tems. It is expected many graduates

will be engaged by large public companies like Ethiopian Electrical

Power Corporation, Ethiopian Telecommunication Corporation, Ethio-

pian Airlines, and various other indus¬trial and business organizations.

Therefore, this study relating to an education program by which many

Ethiopians will be trained to serve the nation must have clear focus are-

as to accelerate and sustain achievements related to national electrical

and computer needs. Also, the graduates of the Department will have a

profound knowledge in basic science, mathematics, social science in


93

addition to the major studies of communication systems, power systems,

control systems, software design, hardware design and microprocessors.

Thus, we must have Electrical and Computer Engineers who can ana-

lyze, design, construct, plan, manage, and maintain communication,

computer and control the power system/component.

In summary, the report is intended to cover fundamental and advanced

topics in the Electrical and Computer Engineering discipline. The pro-

gram is applied in nature and covers the skills and knowledge that are

most valuable to industry. In a technology enriched learning environ-

ment, students develop the technical competencies and character of

electrical and computer knowledge and skills to succeed in the ability to

design a system, component, or process to meet desired needs within

realistic constraints such as economic, environmental, social, political,

ethical, health and safety, manufacturability, and sustainability.


The Department of Electrical and Computer Engineering is a unit of the

University Of Gondar School Of Technology. Although the Department

has not yet graduated its first batch of students, it offers programs lead-

ing to the B.Sc. degree in Electrical and Computer Engineering in the

regular program having duration of 5 years. The Department enrolment

in the regular program enables students to gain academic excellence in

cutting edge technological knowledge and applications.

Concerning political and social contexts of the program context, the De-

partment basically follows the Ministry of Education established rules


94

which are designed according to the socio-political situation of the area.

However, because of the nature of the program, it lacks a number of fa-

cilities including laboratory equipment and materials which are vital for

students’ practical activities. These are the main challenges facing the

Department. Unless they are directly and positively addressed the devel-

opment of the program will be stunted at a loss to the country and to the

students who have been promised a quality engineering education sup-

ported by essential educational resources.


It is axiomatic that the evaluation of the program is unquestionably rele-

vant both socially and politically. This is because self-evaluation plays a

significant role in bringing improvement to program quality. So far, de-

partment enrollments remain strong the last two-three years, and the in-

take capacity of the last four years has reached up to 800 students in

regular program.

However, the department has still not graduated its first batch. It seems

to strive to attain students’ effectiveness in the field. Regarding the

quality and standard of the program, it is still questionable for several

reasons. To begin with manpower, there is lack of well experienced pro-

fessionals in the field of study. This gives rise to many problems in stu-

dents’ knowledge and skills. Shortages of basic equipments for labora-

tory including outdated books in the library are also fundamental prob-

lems affecting education quality in the Department. Hence, in this sec-

tion of the report, the evaluation of quality and relevance is elaborated

more based on the ten /10/ focus areas established by HERQA.


95

4.4.1. The Program Aims, Goals, and Learning Outcomes

The Department has a well-documented and clearly stated mission, vi-


4.4.1.1. Mission of University of Gondar

The University of Gondar is dedicated to continue the sustainable socio-

economic development of the country through the provision societal

needs-tailored education, problem- based research and relevant commu-

nity services.

Based on the institution’s mission, Electrical and Computer En-

gineering Department set its own mission as stated below:

The Department is preparing young men and women to lead productive

and rewarding professional lives at the forefront of Engineering in the

21st century and pursues research and linkage with the industry to ad-

vance the state-of-the-art in electrical and computer engineering educa-

tion.

4.4.1.2. Vision of University of Gondar

The vision of the university is to be the leading societal problems solv-

ing university in the country by 2020.

4.4.1.3. Values of University of Gondar

Our core values are:

Students First: What are we for without students?! Hence, we

value our students, and their affairs are our top concerns.

Quality at all: premier quality as a foundation of everything we

do is our guiding principle.


96

Solidarity and Teamwork: Enhancing unity and forming cohe-

sive teams determines our future success. Thus, we value soli-

darity and encouraging team work in our process.

Care for Staff: Our success is based on attracting, hiring, devel-

oping and retaining best employees.

Proudly Community Servant: We are not an island. We are part

of and live with community. We feel their pains and share their

joy. Therefore, we feel proud to belong to and serve our commu-

nity.

Innovation: We value innovation as we are in a higher education

industry where creativity and innovation are not only necessi-

tates but also obligations.

Committed to Ethics: Compliance to legal, social and profes-

sional ethics and norms in crucial for our development and

goodwill.

Based on the institution’s vision, Electrical and Computer Engi-

neering Department set its own vision as follows:

The Department aspires to excel in teaching, research, and in-

dustry linkage/consultancy at a national level as well as regional-

ly and also in producing competent engineers within the field of

electrical, electronic, and computer engineering to solve the

problem of our country and bring about growth.

4.4.1.4. Program Aims

This program is aimed at educating manpower required for the realiza-

tion of the country’s untouched Electrical and Computer Engineering

works. In line with this, Electrical and Computer Engineering strives to


97

produce electrical and computer engineers who are flexible across vari-

ous disciplines; and are able to apply their knowledge and skills to lead

multi-disciplinary teams to solve the increasingly complex engineering

problems of industry and technology in our country.

4.4.1.5. The Program Educational Objectives

4.4.1.5.1. General Objectives

The Electrical and Computer Engineering program is designed to pro-

vide its graduates a solid educational foundation on which they can

build successful and sustainable careers in electrical and computer engi-

neering or a related field. Accordingly, the main objectives of Electrical

and Computer Engineering program are:

To train Electrical and Computer Engineer who can analyze, de-

sign, construct, plan, manage, and maintain communication,

computer, control, and power system/component

To train high level technical manpower which can participate in

the national development activities;

To carry out research in the areas of electrical and computer en-

gineering and relevant to the needs of the Country;

To render consultancy services to the community.

4.4.1.5.2. Specific Objectives

Specifically, this program tries:

To train electrical and computer engineers;

To prepare graduates with the capability of following the current

and future developments in the field and related applications;


98

To enable graduates to work as a team in addressing technical

problems;

To provide opportunity for workers in the field of electrical tech-

nology to upgrade their knowledge through a continuing educa-

tion evening program;

To provide graduates with sufficient background to undertake

postgraduate training in any one of the various focus areas of

Electrical Engineering discipline;

To engage students in research that offers optimal solutions to

technical problems in the industry, energy sector, telecommuni-

cations, computer applications and other industrial sectors; and

To offer consultancy service to government, industry and

society.

4.4.1.6. The Program Learning Outcomes

The program learning outcomes are statements that describe what stu-

dents are expected to know and be able to do by the time of graduation.

The program outcomes have been established based on the Electrical

and Computer Engineering educational objectives. In doing so, the main

learning outcomes pertaining to students who qualify for graduation will

be competent to:

Apply fundamental knowledge related to electrical engineering

in scientific research.

Apply the knowledge of mathematics, physics and engineering

disciplines in problem modeling.


99

Design systems, components and processes according to the giv-

en specifications.

Use techniques, skills and up-to-date software tools in the engi-

neering practice and detection of their application

Design and conduct engineering experiments and then analyze

and interpret the obtained data and publish the appropriate scien-

tific papers.

Notice, detect, formulate and solve new engineering problems.

Advance their knowledge and follow the development of science

and technology.

Work in a team composed of experts of various profiles.

The Electrical and Computer Engineering Department has begun

strengthening the program aims, objectives and learning outcomes to

help create positive relationships with the Department’s internal and ex-

ternal stakeholders to. It is believed external stakeholders can contribute

substantially to the development of student skills. Stakeholders can help

students acquire relevant electrical and computer engineering

knowledge in planning, design, construction, entrepreneurship plus

planning, managing, and maintaining communication, computer and

controlling the power system.

Concerning the program aims, objectives and learning outcomes, they

are reviewed periodically in consultation with the department members

so as to make them more comprehensive and inclusive with students’

needs and interests. However, there has been no periodical consultation

with a wide range of stakeholders that may include alumni, professional


100

association, employers’ and international peers because the program

aims and objectives have been harmonized at national level. What is

more, the program has a mechanism to ensure that it is relevant in or-

der to contribute the social and national development.

The Electrical and Computer Engineering program offers different

compulsory courses. In addition to the major courses, the Department

has incorporated common courses. For instance, English language

skills courses are offered since this instruction enables students to im-

prove their skills by which they can explain their laboratory and field

work reports via spoken and written. Also, Civics and Ethical Educa-

tion courses are offered so as to help students understand and exercise

their rights and responsibilities including behaviors both in and out of

the university.

4.4.2. Governance, Leadership, and Administration

4.4.2.1 Governance of the Program

A five member Department Council including the program head is the

paramount means for leading the Electrical and Computer Engineering

Department. The Council meets twice monthly. Other committees (e.g.

specifications committee, committee to review applications for instruc-

tional appointments) also function with responsibility for various spe-

cial purposes. Students are not regularly invited to participate in Coun-

cil meetings, although staff explained they are included when commit-

tee agenda contain items are considered relevant to student interests.

There appears to be little participation by external stakeholders in the

Department, perhaps unsurprising given that there is not yet a graduate


101

group to influence employer interest in the activities and welfare of the

program.

4.4.2.2 Academic Leadership of the Program

The program is relatively young and is in its fourth year of operation.

The path from student entry to graduation requires five years of suc-

cessful study. The current head is the fourth appointment in four years

suggesting a leadership stability difficulty. The primary consideration

for appointment to program head is interest and motivation. Whoever

wishes to be considered for the appointment is expected to present a

compelling vision for the future of the program. Thirty percent of the

voting power for program head is exercised by the Dean of Science and

Technology. At the present time there is no clear job description availa-

ble for the program head. Interviewees said performance assessment is

judged on the basis of outputs.

When instructional staff were questioned about the relationship be-

tween the program head and the university’s senior administration the

response was that there is limited ongoing association, complicating

communication of the need for improved investment in resources. Con-

tact is generally more reactive than proactive. Staff complained that the

senior leadership of the University is biased in their interest and con-

cern in favour of the institution’s oldest academic wing, health and

medicine. Engineers believe there is inadequate knowledge or appreci-

ation at the top of the institution for the modern equipment needs de-

manded to provide technical education at an appropriate quality stand-

ard.


102

Program leaders said there was almost no professional development

training offered to cultivate and advance program management skills.


Academic staff observed the physical location of their program facilities

in the midst of a new campus that remains under extensive construction,

and gaps exist common to start-up initiatives. This, alone, presents nu-

merous difficulties.

Both staff and students commented the program lacks properly equipped

laboratories, accessible and reliable internet, and a stock of up to date

books. The computer room is closed in the evenings depriving students

of access to equipment especially key to their area of study. The lack of

properly equipped laboratories has necessitated use of engineering la-

boratories at Bahir Dar University. However, students complained the

scheduling of visits to the Bahir Dar facilities does not match their pro-

gress through the curriculum making the effort an unsatisfactory alterna-

tive to laboratory study in Gondar. Concerning practical laboratory les-

sons at Bahir Dar University, students asserted they were placed into

groups numbering as many as 15 participants which they criticized as

being too large to learn effectively.

Despite student criticisms, the program is not entirely without facilities

resources. There is a digital electronic workshop where staff expect sev-

en experiments to be carried out. Apparatus limitations, however, con-

tained the number to four. There are four programming labs used by all

engineering departments which are accommodating thirteen sections.


103

Academic staff have recommended that postgraduate students have their

own programming lab; however, that has not been possible to this date.

Additionally, there is one machine lab expected to accommodate five

experiments but only one experiment has been possible, again, due to

lack of apparatuses including the unavailability of a watt meter. The re-

search team observed one electrical workshop.

Students also complained that while there are lounges provided for them

they are poorly equipped. Similarly, there is a counselling office but stu-

dents said counsellors are frequently unavailable. There is a first aid

clinic but it seems limited to dispensing three types of pain relievers.

Students declared they have no chance of receiving any first aid atten-

tion after 4 o’clock in the afternoon. If a hospital visit is necessary the ill

student is expected to make his / her own arrangements. No special con-

siderations have been made for program access by special needs stu-

dents.


The Department employs twenty-five academic staff, all on a full time

basis. Seven staff hold M.Sc. degrees; the balance are educated to the

bachelor’s degree level. No current Department members hold degrees

at the doctoral level. The Department enrolls 800 students yielding a

staff to student ratio of over 1:30—exceeding HERQA’s recommended

ratio of 1:20. Additionally, the Department employs six technical assis-

tants and six laboratory assistants, although the number of laboratories

was criticized as being too few to properly accommodate the student

enrollment.


104

Staff said job descriptions exist for instructors but they are not actively

consulted. Evaluation of staff is starting for the first time this year. The

entire focus for staff is concentrated on teaching. There is neither an

agenda for research nor community service. Furthermore, there appears

to be no experience with broadening understanding for engineering

through professional or public forums, seminars.

Mechanisms for staff development were said to exist in theory but there

is little experience in actually applying the mechanisms. New staff

members are included in the University’s general induction training.

When staff were asked if they participate in the University’s HDP train-

ing to help instructors improve their teaching-learning knowledge and

skills, interviewers were told engineers consider HDP training too unre-

lated to the particular circumstances of technology education. Conse-

quently few, if any, instructors from the Department have completed the

HDP course.


4.4.5.1 Admissions and Selection

The Department enrolls 800 full time students; there is no part time en-

rollment. Staff said good academic background is the principal standard

for admission, although some students are placed in Electrical and Com-

puter Engineering despite a desire to study another discipline. The pro-

gram head asserted that women are allowed an admissions advantage in

order to try and meet the goal of thirty percent female enrollment. How-

ever, two third year female students who were interviewed stated there

was no favor for female students during admission. They said, “We are


105

considered equally with male students”. Students also commented there

were thirty six women among two hundred first year students and that

number has remained relatively constant through the subsequent years

of study—resulting in a shortfall against the thirty percent goal.

4.4.5.2 Support Services

No special accommodation exists for student remediation. Students said

that while instructors begin the term saying they will be available to

help students outside classroom time, they usually fail to do so in prac-

tice. Students must resort to helping, mentoring one another.

Assessment for student services does not have a reporting relationship

to program academic leadership, so there is no established means to

jointly address multi-faceted challenges to student progress and success.

Students who were interviewed were uniformly dissatisfied with support

services and the distant relationship with academic staff. Staff were

made to sound generally unsympathetic to students and intolerant of stu-

dent support needs.


Staff explained they are seeking to incorporate the national harmonized

curriculum for first and second year students. Since the curriculum is

centrally directed there is limited capability for staff at individual uni-

versities to adapt the curriculum to local needs. Interviewers were told

someone has been appointed on a national level to track, assess, and

modify as necessary, the harmonized curriculum. The harmonized cur-

riculum helps to explain why there is little prospect of including student

input into curriculum modification at the local level. As to the second


106

and third year curriculum, the Department has adapted from other uni-

versities. Therefore, the Department still tries to review according to the

students need and interests.

While the absence of a satisfactory level of practice education was noted

by students, tutorials are a part of some theory courses. Senior students

tutor younger students. Although staff maintained there is a balance in

program delivery between theoretical instruction and practice (70-30)

and it is stipulated in the curriculum, the claim was disputed by students

who said they have experienced negligible practice education and

blamed the lack of properly equipped laboratories as a major contrib-

uting factor. One interviewee said fourteen good labs are needed but

only one is available. The interviewees elaborated that computer labs

are both insufficient in number as well as too small. Nevertheless, virtu-

ally all students from first year up to fourth year in the Departments of

Civil, Electrical and Computer Engineering and others are required to

use these labs.

4.4.7. Teaching, Learning and Assessment

4.4.7.1 Teaching Learning

A teaching learning policy was said to appear in course syllabi. At the

beginning of courses outcomes and aims are announced and student in-

put is included in course evaluation. Learning outcomes are measured

by student evaluations. Furthermore, staff noted that the pre-engineering

program includes a section covering in advance all aspects of the De-

partment’s teaching learning activities, including familiarization with a

fixed grading scale. If a student grading complaint cannot be handled at


107

the instructor level, the Department forms a committee to hear and settle

the grievance.

Staff attempted to institute a holistic examination for evaluation purpos-

es but the effort was withdrawn following student resistance. The head

said that students resisted introduction of a holistic examination because

they claimed not to get proper lessons due to lack of sufficient lab prac-

tice and inadequacy of program resources including effective teachers.

Staff said in the absence of a holistic examination they are counting on

mini projects throughout the curriculum plus a major final year project

to evaluate student grasp of the required engineering body of

knowledge.

Student attrition was blamed by academic staff on poor background in

mathematics and low interest level. Students, on the other hand, faulted

instructors inadequately trained to teach and /or staff disinterest in help-

ing students. Students clearly believe that their exams are constructed in

a way meant to produce failure rather than to evaluate student progress

and knowledge thereby encouraging unnecessary attrition.


The program will graduate its first batch next year, so there is no

current experience for the

Performance of alumni in the workplace. There is also little ex-

perience to date of student


108

Performance in internships, so graduate outcomes are not yet

known.

Students who were interviewed said the distance between students and

instructors has lessened for them in progressing from first and second

years of study to more senior levels. Although one student claimed stu-

dents are too often made to feel like a “inconvenience” when they try to

raise questions with instructors.


There is little ongoing association with the University’s central quality

assurance office, although academic staff who were interviewed were

aware of the hdp program coordinated by the central office. Academic

staff blamed detachment from the central quality assurance office on the

inability of the office to provide quality measures relevant to engineer-

ing study. The belief is strongly held by the instructors who were inter-

viewed that technology education must be framed in its own terms to be

appropriately assessed, and that capability doesn’t appear to them to be

understood outside the School of Technology.

No experience was reported in linking with an external professional as-

sociation. Relations with prospective employers are believed to be on

the threshold of improvement with steps being taken to set up student

internships.

Academic staff noted one industrial association--with the local Dashen

brewery--that has engaged the department in helping to address electri-


109

cal and computing issues at the company’s manufacturing facility in

Gondar. No other industrial partnerships were mentioned.

4.4.10. Research and Development and Educational Ex-

changes

Staff were not able to identify any academic programs at other univer-

sities they have partnered with. Despite the presence of declarations in

the department’s vision and mission statements concerning commit-

ment to research and community service, there is no active agenda un-

derway for either priority nor is staff involved in publishing. However,

staff were engaged at one time in bringing solar power to rural commu-

nities. Given the low profile for research in the Department, no evi-

dence emerged in interviews suggesting a role for students. When staff

were asked if there was departmental experience hosting professional

or public seminars or conferences, they said the focus has been on

teaching and learning in the beginning years.

4.5. Findings

The University of Gondar Department of Electrical and Computer En-

gineering is a young initiative in higher technology education. The

aims for the Department are bold but the reality uncovered through in-

terviews with academic staff and students reveals that many elements

for a quality engineering education are absent. One student complained

that he is an engineering student in name only. Many problems are pre-

sent including insufficient and inadequate laboratories, major gaps in

library holdings meaning that syllabi cite book titles unavailable to stu-

dents, too few computers for use by students and poor internet accessi-

bility.


110

The program will not graduate its first batch for another year so it is dif-

ficult to assess at the present time what the various gaps identified for

the program will mean in the performance of graduates in the work-

place.

4.6. Strengths and Limitation

4.6.1 Strengths

The program is led by a functioning Department Council that

includes the Department head.

The program’s mission and vision are aligned formally with

statements for the University

The program seeks to place women in 30% of the positions

available for female students.

The program has accepted the national harmonized curriculum

and is seeking to implement it in its courses.

The student enrollment is robust. Eight hundred students are al-

ready enrolled in a program that has not yet graduated its first

batch.

The Department has a functioning student council.

Tutorials are incorporated with many courses in the Department.

The Department partners with Bahir Dar University to access

student laboratory space unavailable at the University of Gon-

dar.

Student lounges, a student counseling service and first aid clinic

are all available.


111

Syllabi spell out aims and expectations at the start of every

course.

4.6.2. Limitations

There are too few laboratories available for student use resulting

in very limited practice opportunities. The portion of study for

practice falls far short of the 30% target.

There is frequent turnover in the Department head position.

Although the University offers a central program in HDP train-

ing to strengthen teaching learning skills for instructors, there is

very low interest from the Department.

Organized research and community service including confer-

ences and seminars are nonexistent.

Syllabi instruct students to consult books that they say are una-

vailable in the library.

Internet access is limited

Many instructors must occupy one office space.

Student lounges were criticized as poorly equipped and the qual-

ity of food as poor

The first aid service was criticized as inaccessible during even-

ing hours.

Student counseling was criticized as existing in name only.

Grading was criticized as unfair and calculated to fail students

rather than to properly assess what students know.

There is little, if any, student participation in departmental com-

mittees.


112

4.7. Good Practices

Senior students tutor junior students.

Students work together to help each other prepare for examina-

tions.

The Department is focused on establishing student internships.

The Department is working to strengthen faculty evaluation.

4.8. Recommendations

The Department should, in collaboration with the university, intensify

efforts so as to ensure education quality and planned outcomes using

the following mechanisms:

Set recruitment procedures for qualified staff.

Provide different trainings, workshops and so on.

Prioritize the fulfillment of the basic equipment for laboratory

and field work. In line with this, the necessary incentives should

be fulfilled for professionals.

Emphasize the relevance of examination and continuous assess-

ment.

Employ periodical acquisition of up-to-date references, labora-

tory equipment and reagents.

Practice pre-service training such as essential field works skills,

teaching methodology,

Supervise practices in the training, laboratory, field work, and

Receive regular feedback from the mix of senior and junior stu-

dents and internship provider organizations.


113

All in all, periodic evaluation of the curriculum and the program in

general are means to improve and sustain program quality. At the pre-

sent time, there is no satisfactory mechanism to attract and retain high

performing instructors. For this, the Department strives, in the main,

for future success.


This section of the report will be prepared by the department and pro-


Documents

College of Medicine and Health Sciences Program level assessment report …uog.edu.et/wp-content/uploads/2017/01/Programs... · · 2017-01-23College of Medicine and Health Sciences