Education Sector Development Program - VLIR-UOS

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Education Sector Development Program IV Creating a female-friendly environment in HEIs Component 5 Research and technology transfer capacity Elaborating framework for national research priorities Establishing a national system to evaluate the relevance and quality of research conducted by HEIs Supporting universities in establishing research policies, innovation funds and consultancy centers Supporting Institutes of Technology in establishing technology transfer business units and incubators Component 6 Governance, management and leadership Strengthening existing EMIS systems at the national and institutional level, Improving planning and management capacity at the national and institutional levels Facilitating the establishment and operation of the Ethiopian HEIs Forum Number of social activities organized for female students and staff (clubs, associations, etc) Satisfaction level of female teacher and students with the organizational climate of their HEI Share of PhD holders will evolve from 8,6% in 2008/2009 to 25% in 2014/15 Number of technology transfer business Number of consultancy centers National framework document for research priorities available Evaluation system in place by 2014/15 Number of conducted research projects evaluated Number of institutional research policy statements available Number of universities with innovation funds Number of universities with consultancy centers Number of IoTs with technology transfer business units and incubators Number of gender sensitive Strategic Planning Agreements approved will be 31 by 2014/15 Satisfaction level of students and academic staff with administrative services will be 80% in 2014/15 EMIS systems at national and institutional level functional Number of strategic planning documents prepared by the HEIs Ethiopian HEIs Forum established Number of meetings organized among university presidents and their management staff 68
Education Sector Development Program IV Cross-cutting programs Cross-cutting programs are those which do not relate to a specific sub-sector but are of relevance to the whole education sector. Precisely because they are cross-cutting and are not the specific responsibility of a sub-sector, there is a risk that they are somewhat overlooked. In order to ensure that they will receive the necessary attention, they are included here explicitly as separate programs. Capacity development for improved management 1. Situation analysis The implementation of the decentralization policy has led to significant changes. Decision-making on important issues such as the nomination of teachers and other support staff, the assignment of leadership and principals down to the school level and the use of the budget has descended from the regional to the woreda or sub-city levels. All regions have created the necessary woreda offices. In all regions, woredas have now important autonomy, in the management of material, human and financial resources. A growing number of woredas now prepare their own educational development plans. This practice is also going down to the schools. In all regions, many training activities were undertaken, in line with decentralization. These training programs have touched a wide range of people: regional and woreda experts, KETB members, PTA members and school leaders. The needs however remain high and many staff do not receive training upon appointment. Decentralization has also led to some challenges. Some regional bureaus feel that there is a lack of communication and information between the two levels. The woreda education offices report more to the woreda councils (from where their budget comes) than to the regional bureaus. Because of the lack of communication, the regional bureaus cannot easily monitor the performance of woredas and give support to those in need. Many woreda offices of the emerging regions do not have sufficient experts to perform their tasks efficiently. The training programs should have helped overcome these technical weaknesses, but there is some dissatisfaction with the impact of training: the newly acquired skills are not easily transferred into the work environment. There are few incentives to do so and the environment is not always conducive. In addition, turnover remains high and trained staff leave quickly. Main challenges • Limited capacities for planning and management, at sector level and at school level • The collection, analysis and use of information has to be strengthened • Lack of strong relationships between regions and woredas. • Woreda offices in the emerging regions do not have sufficient expertise to function effectively. • The number of female experts is very low • High turnover of staff. • Skills gained through training are not systematically applied. 2. Expected program outcomes ❚ ❚ ❚ ❚ More effective planning, management, resource allocation and utilization through improving skills of educational experts Educational organizations with a clear mandate and an appropriate structure, which allow for more effective information management and decision-making. Educational organizations (such as ministries, REBs, Woreda offices, universities) with a minimum level of management and technical staff with precise job descriptions and with the necessary basic resources. The number of female professionals will be increased Key outcome targets All leaders and experts will have the expected skills to undertake their work competently All organizations will have functioning information systems The federal ministry and the regional bureaus will have developed relevant strategic and operational plans The share of staff with the correct profile in the educational organizations will have increased Attention will be given to increase the number of female professionals 69
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The Federal Democratic Republic of
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The Federal Democratic Republic of
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Table of contents Acknowledgements
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MDG MLC MOE MOFED MOU MRE MSE NER N
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Education Sector Development Progra
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— CHAPTER 3 Priority action progr
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Education Sector Development Program - VLIR-UOS

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