Education Sector Development Program - VLIR-UOS

Education Sector Development Program IV
particular emphasis to science and technology.
Several steps will be taken in this regard:
❚
❚
❚
❚
Building the implementation capacity
of technology institutions
Integrated implementation of
the different aspects of Teacher
Development Programs and the
provision of qualified and professional
teachers to continue implementation
of the newly changed curriculum
(in the delivery of teaching learning
process, student assessment, grading
system etc.)
Achieving increased enrolment
based on equitable and 70:30 ratio of
streams
Building the capacity of the
universities in generating sufficient
income i.e. 5% of the budget shall be
their internal income that can enable
them to strengthen the relevance and
quality of the training.
❚ Developing mechanisms of supporting
peoples with less readiness to
continue their education
Staff development opportunities at advanced
levels of the higher education system will be
enhanced so that young academic staff currently
teaching with a bachelor’s degree can grow
academically. In addition, joint appointments
of professional staff will be applied to curb the
shortage of higher education teachers and a
mechanism will be established to utilize the
qualified human power in other sectors. Young
academic staff will all have to undergo certified
training on teaching methodology.
In order to further improve teaching learning
conditions within the universities, capacity for
internal quality management will be developed
at the institutional level, including systems to
assess the employability of higher education
graduates such as through tracer studies. In the
development of their IQA system, HEIs will be
guided by an expanded National Qualifications
Framework which will establish generic and
subject specific learning outcomes for academic
programs. HEIs will be supported in establishing
an assessment policy and a system which
can assure that exams are set to measure
appropriate learning outcomes of individual
courses, and also fair grading systems. HEIs will
be equipped with libraries, laboratories and ICT to
improve the teaching learning process as well as
management. Furthermore, it is envisaged that
ETQA will establish a system for identification
and dissemination of best practices in higher
education available locally and internationally
and develop a national mechanism for the
assessment of graduates’ competences.
Affirmative action for traditionally disadvantaged
groups such as females, students from
disadvantaged regions and students with
special needs will be strengthened
through preferential access,
academic support programs, and the
establishment of a gender–friendly
environment and climate at HEIs.
Specific support provided to female
leaders will receive special attention.
Affirmative action programs will also
include the following:
❚
❚
Ensure the establishment of a
system that can develop awareness
in the university communities
to condemn and control sexual
harassment, gender biased violence,
female discrimination and harmful
practices.
Develop the awareness and skills
of the university communities to
protect themselves from HIV/AIDS and
transfer their knowledge to change
the attitude of the surrounding young
people.
❚ Establish and practice reward
systems that motivate individuals and
institutions to recognize their results
and achievements and to be used to
inspire others.
In line with the Higher Education Proclamation,
ESDP IV will emphasize the development of
research capacity throughout the system. A
framework for national research priorities
will be developed in line with which HEIs will
develop their own priorities. In addition, a system
for a posteriori evaluation of research will be
established. Universities will receive support for
the establishment of research policies, including
through innovation funds. As HEP 2009 stipulates
that university-enterprise partnerships shall be
enhanced, ESDP IV will extend support to selected
universities for the creation of technology
transfer business units and consultancy
centers, in particular at Institutes of Technology
(IoTs). ESDP IV will also build the research and
development system that gives emphasis to
technology transfer and to expand and exercise
useful technologies. This implies building the
capacity of technology institutions in technology
transfer by giving due emphasis to exercising
and expanding useful technologies and making
universities’ research and development systems
to be the principal factor to evaluate their outcome
and contribution for country development. The
research and development system will get due
attention to have its own budget and capacity
building program will be arranged.
In order to further
improve teaching
learning conditions within
the universities, capacity for
internal quality management
will be developed at the
institutional level
65