HERQA Quality Audit Report

Higher Education Relevance and Quality Agency
Ethiopian Civil Service University

Institutional Quality Audit Report
HERQA Publication Series -054

May 2013
This document reports on a HERQA Institutional Quality Audit carried
out between 27- 30, December 2011
at
Ethiopian Civil Service University PO Box 5648 Addis Ababa Phone:
011-646-2344 Fax: +251-116-46-30-16 Email: [email protected]

Website: www.ecsc.edu.et This Institutional Quality Audit Report was
issued in May 2013
Document reference HERQA QARO2/13
Date of issue May 2013
Further copies of the document can be obtained from

HERQA
PO Box 27424 (code 1000) Addis
Ababa Ethiopia
Phone 011 123 61 30

Fax 011 123 61 27
This document is also available for downloading from the HERQA website
(www.herqa.edu.et)
Contents
Page
Foreword ..................................................................................................................................... iii
Introduction .................................................................................................................................. 1
HERQA's Approach to Institutional Quality Auditing ................................................................... 1
Executive Summary ..................................................................................................................... 3
The Institution ............................................................................................................................ 10
The Institutional Self Evaluation ................................................................................................ 13
The Institutional Quality Audit Process ...................................................................................... 14
The Institutional Quality Audit .................................................................................................... 15
1: Vision, Mission and Educational Goals ........................................................................ 15
2: Governance and Management System ....................................................................... 19
3: Infrastructure and Learning Resources ........................................................................ 23
4: Academic and Support Staff ........................................................................................ 28
5: Student Admission and Support Services .................................................................... 37
6: Program Relevance and Curriculum ............................................................................ 45
7: Teaching, Learning and Assessment .......................................................................... 48
8: Student Progression and Graduate Outcomes ............................................................ 54
9: Research and Outreach Activities ................................................................................ 57
10: Internal Quality Assurance ......................................................................................... 61
Thematic Enquiries and Audit Trails .......................................................................................... 63
Good Practices .......................................................................................................................... 63
3
Plans for enhancement of processes and practices .................................................................. 65
Conclusion ................................................................................................................................. 65
Appendix 1: Acronyms ............................................................................................................... 66
Appendix 2: The Institutional Quality Audit Team ..................................................................... 67
Appendix 3: Timetable of the Institutional Quality Audit Visit .................................................... 68
Appendix 4: Participants in meetings held during the Institutional Quality Audit....................... 69
Appendix 5: Documents requested from the University ............................................................ 72
Appendix 6: Documents consulted for the Institutional Quality Audit ........................................ 77
4
Foreword
The Ethiopian government established the Higher Education Relevance and Quality Agency
(HERQA) through Higher Education Proclamation 351 in 2003 with the aim of monitoring and
supporting higher education institutions in order to provide quality and relevant higher education.
In 2009, HERQA's mandates and responsibilities have been amended through Higher Education
Proclamation 650 to ensure that Higher Education Institutions (HEIs) provide high quality and
relevant higher education.
Currently, HERQA auditors use ten focus areas to assess and evaluate the quality of higher
education within both government and private higher education institutions. Identified areas of
strengths are commended and shortcomings are observed, recommendations for improvement
are made. As the Agency evolves, it continues to evaluate and refine its process of assessment
and monitoring of higher education institutions to provide quality education and maintain high
standards within all institutions of higher learning in Ethiopia.
So far, 40 higher education institutions have been audited and 25 reports have been published
and disseminated to stakeholders. I believe the HEIs that have participated in the auditing
process have been able to receive affirmation of their strengths in addition to guidance on how
they can improve in order to provide high quality service to their stakeholders. These are
commendable achievements for HERQA and the country in a relatively short time; and the
achievements could not have been made without the support and contributions from the Minister
of Education, the HERQA Board, Suzan Hale from IFESH and, above all, the dedicated staff
and support from external auditors.
In the spirit of collaboration in developing quality higher education system, I hope you have
found the audit process rewarding, even if challenging, and the report a valuable tool for
continuous improvement and enhancement of quality assurance.
Tesfaye Teshome (PhD and Associate Professor)

Director General of Higher Education Relevance and Quality Agency (HERQA)
5
Introduction
HERQA is an autonomous Agency established through the Higher Education Proclamation 351
in 2003 as the key agency responsible for guiding and regulating the higher education sector in
Ethiopia. In 2009, its mandates and responsibilities have been amended through another
proclamation (No. 650/2009). HERQA has been established because of the need for Ethiopia to
have a high quality assurance agency capable of monitoring HEIs to ensure they provide a high
quality and relevant higher education provision in the country. One of the central roles of
HERQA is to encourage and assist the growth of an institutional culture in Ethiopian higher
education that values quality and is committed to continuous improvement.
One of HERQA's key activities is to conduct Institutional Quality Audits of HEIs. An Institutional
Quality Audit is an in-depth analysis and assessment of the quality of the teaching and learning
environment, the relevance of programs delivered by HEIs, the effectiveness of a HEI's
approach to quality assurance, its systems of accountability and its internal review mechanisms.
The product of an Institutional Quality Audit is an Institutional Quality Audit Report.
HERQA intends that through its Institutional Quality Audit Reports and the dissemination of good
practice that it will help to enhance the provision of higher education in Ethiopia and the
confidence of all stakeholders in the quality and relevance of that provision.
HERQA's Approach to Institutional Quality Auditing

A HERQA institutional quality audit proceeds through a number of stages. The initial action is a
self-evaluation carried out by the HEI to be audited. HERQA asks that this should deal with ten
focus areas. These are as follows:
1: Vision, Mission and Educational Goals
2: Governance and Management System
3: Infrastructure and Learning Resources
4: Academic and Support Staff
5: Student Admission and Support Services
6: Program Relevance and Curriculum
7: Teaching, Learning and Assessment
8: Student Progression and Graduate Outcomes
9: Research and Outreach Activities
10: Internal Quality Assurance
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HERQA has issued documentation to illuminate each of the above areas providing reference
points and indicating possible sources of evidence.
HERQA has issued documentation to illustrate each of the above areas and provide reference
points and sources of evidence.
Following the institutional self-evaluation, the HEI prepares a Self Evaluation Document (SED)
organized in accord with guidelines issued by HERQA. This helps to ensure that all SEDs deal
with the same aspects of the work of higher education institutions and are of similar structure
and length. Completed SEDs are sent to HERQA.
Following the receipt of the SED, HERQA initiates a dialogue with the HEI to establish a timeline
for the institutional quality audit. HERQA also selects a team of trained institutional quality
auditors (normally five people), sends the names of the proposed team to the HEI and asks the
HEI to consider if any member may be unsuitable. Where justifiable reasons for unsuitability are
identified by HERQA (e.g. possible conflict of interest) then the auditor will be replaced with one
acceptable to the institution.
Following analysis of the SED by the auditors, two members of the audit team make a one-day
briefing visit of the HEI. The purpose of the visit is to help ensure a common understanding of
the audit procedure in the HEI; help the HEI make the necessary preparations and
arrangements for the audit and to indicate further information that, the HEI should try to make
available to the audit team. During this visit, the timetable for the institutional quality audit visit is
discussed and where possible, the date for the visit is confirmed.
The institutional quality audit is conducted during a four-day visit to the HEI by the team of
auditors. The key purpose of the audit visit is to validate the SED submitted by the HEI.
During the visit, the team studies documentation, visits facilities, meets with staff and students
and observes teaching. At the end of the visit, the team makes a brief oral report to the
President of the HEI.
Following the institutional quality audit visit the audit team drafts an audit report. The audit report
is sent to the HEI to check for factual accuracy. HERQA then publishes a final Institutional
Quality Audit Report. An Institutional Quality Audit Report seeks to make clear HERQA's
confidence in the ability of the HEI to provide appropriate degree level education. Importantly, a
report also aims to support a HEI by recognizing its good practices and by indicating areas
where changes in provision and practice can improve the quality and/or relevance of its
activities.
Further to the institutional quality audit report, the HEI is required to prepare an action plan that
states how it intends to enhance the quality and relevance of its provision based on the
recommendations forwarded. HERQA requests a copy of this plan and monitors its
implementation. Subsequent institutional quality audits consider the extent to which the HEI has
been able to use its action plan to enhance quality and relevance.
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Ethiopian Civil Service University Institutional
Quality Audit Report
Executive Summary
This document reports on the external Institutional Quality Audit of Ethiopian Civil Service
University (ECSU) carried out by a team of five external auditors in December 2011. The starting
point for the Audit was a Self Evaluation Document (SED) prepared by the University. The quality
audit centered on ten focus areas identified by HERQA with a view to validating the SED, judging
the extent to which the University is fit for its declared purpose and determining the level of
confidence in the University's ability to provide relevant and appropriate higher education and
safeguard the standards of its degrees. The External Quality Audit (EQA) team spent four days at
the University. During their visit, the team had seventeen formal meetings with members of the
academic staff, one meeting with students, and one meeting with management and senior staff. In
addition, they observed teaching in five classes, visited a range of facilities, and met with individual
academic staff, support staff and managers (administrators).
Ethiopian Civil Service University was first established by the Councils of Ministers regulation No.
3/1996. Later on, it was reestablished following the Councils of Ministers regulation No. 12/2006,
which repealed the previous regulation. It was founded as an Institute of Higher Education to
contribute its share in the producing and developing of skilled civil servants for the country's public
service institutions.
Initially, it started its operation as a College in 1987 EC with only two Departments with degree-
level programs namely, Economics and Law with about 400 students. After having made a huge
attempt to expand its services both in diversity and accessibility, at this moment, ECSU has nine
Institutes which provide undergraduate and graduate (postgraduate) education programs, short-
term trainings, and conduct research and consultancy services in various modalities including
regular, continuing and distance learning. Currently, the number of students enrolled at ECSU is
3778 in the regular program; 731 in continuing education and 2990 in distance education. Overall,
the total number of students is 7499. Out of these, nearly one third is Masters Degree students in
the nine different fields of studies.
The University, in addition to its educational programs and research undertakings, provides short
term trainings and consultancy services to civil service organizations in a broad spectrum of areas;
mainly related to the civil service reform programs and to key government development areas.
Other than in-house services, the University also provides trainings through Video conferencing
and e-learning using its well equipped Development Learning Center (DLC). The University has a
Research, Publication Coordination Office (RPCO), which is accountable to the Vice President for
Academic Development (VPAD) and coordinates and facilitates the research and publications
work of the University. The University has established a Center for Academic and Professional
Development (CAPD) to build the human capital of the University.
The University has grown from 400 students at its establishment to already 7499 students. To
discharge all the duties and responsibilities, ECSU has 254 full time instructors (218 local
academic, 36 expatriate academic) including 36 female members of academic staff. It has also
696 administration support staff which gives a total number of 950 employees.
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The University has grown successfully from its parent institution and has expanded its services.
The vision statement of the University in the SED is to be Excellence in public sector capacity
building.
The EQA team established the following findings from its audit visit.
1. Ethiopian Civil Service University is a government higher education institution focusing on

specialized programs that are not offered in other higher education institutions, but are
essential to fill the gaps in the civil service of the nation.
2. The University was very well prepared for the visit of the audit team. The required
documents and additional documents made in place for the EQA team were well
documented, systematic, and easily accessible to the team; visits and further information
were readily agreed and acted on.
3. The University has grown from an initial student number of around 400 at its establishment
to more than 7000.
4. The vision of the University is "Excellence in public sector capacity building" is not time or
geographically bound.
5. The mission statement of the University embraces its commitment to building capacities in
the public sector through specialized education, training, research, consultancy and
professional certification services.
6. A comprehensive set of core values like stakeholder focus, continuous learning, welcoming
diversity, attention to the disadvantaged and commitment underpin the work of the
University.
7. In the process of formulating the Balanced Scorecard (BSC) three strategic themes are
identified at corporate level; excellence in academic and professional service for the public
sector; organizational capacity building and strategic networking and partnership.
8. The ECSU was established with the objective of building the capacities of the country's civil
service by designing and offering specialized education, short-term training, research and
consultancy services.
9. The EQA team concludes that the University has clearly stated the mission and values
which provide a concrete base for its existence. However, more is needed to ensure that
the vision and mission are inculcated in the minds and hearts of the University community
at large. The team was of the opinion that the University needs to revisit its vision in line
with its core strategic theme identified in the BSC document.
10. The University has a comprehensive, Five Year Strategic Plan (2003-2007 EC) in BSC
format that shows its long term strategic themes/issues or priorities to guide its continued
development in order to achieve efficiency and effectiveness in all its services within the
context of a modern capacity building higher education institution focusing on public
service.
11. The leadership of the University is few in number but very committed. There are swift and
efficient management setups in comparison with similar government HEIs; well-organized
follow up of the University properties and premises; efficient utilization of the budget;
adequate supportive staff and a conducive working environment. However, the absence of
student representation on the department council could be cited as a negative drawback in
the implementation of good governance in the ECSU.
12. The Academic Legislation is a key document that establishes the academic rules,
regulations and many of the working procedures of the University.
13. The management of the University is transparent and participatory with staff and student
representation on different committees.
14. Communication structures in the University are good and functional. It is aided by an open
door policy.
15. The University has developed positive staff and student relationships and an environment
conducive to academic endeavor.
16. There is a firm foundation established to realize a quality assurance system; the tasks are
shared by staff and students of the University community. Moreover, a strong foundation of
inputs, process and output helps quality work such as a generous instructor / student ratio;
well-committed and motivated staff; well-established libraries; sufficient supply of teaching and
other materials; efficient utilization of the budget; existence of an entrance exam and the
support of the training through tutorial services and internship.
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17. The University has adequate teaching space and facilities for the current number of regular
students. It has witnessed both horizontal and vertical growth and differentiation of programs in
attaining its mission to fill the gaps of human capital in the Ethiopian civil service sector.
18. There are sufficient private offices for the academic staff of the University to carry out the
necessary preparation and marking or to meet with students in need of academic counseling.
19. The University's ICT and Internet situation are in good condition. Thus, students can get
sufficient access to internet.
20. The Library of the University is very well organized and supported with a well developed
software system. It has adequate space, sufficient academic journals, and an updated
collection of books, reference materials, periodicals, access to e-Books and other internet
services. The system enables these resources to be easily accessible to students including
physically challenged students.. There is a reading room and an internet section for students
with special needs. It has eight computers uploaded with JAW software that enables visually
impaired students to browse internet resources.
21. There is a fair and transparent appointment procedure for academic staff in the University.
22. The University has clear and transparent criteria and procedures for promotion of staff but it
does not have Ethiopian teaching staff promoted to professorial rank.
23. Some members of staff in all departments have several years of experience and some
teachers have a PhD. However, staffing of the University in general falls short of that specified
by the Ministry of Education. First-degree holders do the teaching on some programs.
Therefore, the University is required to devise a mechanism to improve the qualification of first
degree holder staff's profile.
24. The University needs to maintain its commitment to staff development. The existing
pedagogical skill trainings, further education and other development schemes for staff should
be sustained.
25. From the data provided to the EQA team on student and staff numbers, the average
student/staff ratio for regular programs in the University is between 11:1 and 23:1. This is
generous and could have a paramount benefit for the teaching/learning process.
26. Class size is usually kept within the range of 35-45 and total enrollments are limited.
27. The classrooms are well ventilated and lighted.
28. Staff appraisal in the University seems effective in identifying staff development needs and
rewarding members of staff that perform well. This is being strengthened along with the
implementation of the strategic change management tool: BSC.
29. The admission policy of the University for regular and extension students in the undergraduate
requires the completion of 12th grade with a minimum GPA of 2.00 in the Ethiopian School
Leaving Certificate Examination (ESLCE); alternatively, completion of preparatory school,
holding a diploma in relevant field with a minimum CGPA 2.00; or recommendation by the
capacity building/Civil Service Bureau of Regional States or concerned federal government
offices. All candidates must pass the entrance examination of the University to ascertain the
candidate's inclination towards his choice of specialization.
30. The requirement of entrance exams has increased the competitiveness and motivation of the
students.
31. The EQA team observed the need for maintenance of doors in some classrooms and the need
for improvement of the sanitation of toilets at the Kotebe Campus. Most offices and classroom
facilities are not easily accessible for students with disabilities.
32. The University is required to strengthen and support students' use of the web for academic
resources.
33. There is a need to produce training manuals for computer laboratories and additional courses.
34. The soil and material laboratory is not fully functional. It can only be used to perform simple
material tests due to lack of appropriate equipment and necessary materials.
35. At the time of the audit, the EQA team observed that the bridge between the student dormitory
and cafeteria needs maintenance for safe access. The bridge is currently unsafe for passing
between the dormitory and cafeteria. The University informed the EQA team that the bid was
publicly announced for the construction of the bridge.
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36. The lack of outdoor space on campus does not allow the University to offer students athletics
program. It was noted that the University has a critical scarcity regarding football, basketball
and volleyball fields. It was reported that the absence of the football field prevents students
from participating in football and athletics competitions.
37. The absence of food/snacks in the students' lounge creates dissatisfaction among students.
38. New students have a structured induction to the University and receive a comprehensive
handbook.
39. The Students Service and Registrar Office of the University work closely with the student
community on the provision of a range of services for students.
40. The University has established and organized a Student Council, which is efficient and
functional.
41. Recently, the University has established a Guidance and Counseling office. The Coordinator of
the office holds a Bachelor degree in psychology and master's degree in measurement and
evaluation. He has the potential to strengthen and provide the necessary support. At the time
of the audit, a draft document for guidance was being prepared.
42. Academic advice through regular consultation hours seems realistic.
43. Well organized tutorial programs have been arranged to support students as per their request.
A special tutorial service is being offered to female students and to students coming from
emerging regions.
44. Student discipline cases are subject to disciplinary actions in accordance with Code of
Conduct. The responsibility for the implementation of provisions pertaining to the Code of
Conduct of students rests with faculties and the office of Director of Students.
45. The Clinic is located in the basement of the male student dormitory. It is clean and staffed with
appropriate professionals and equipped with the necessary medical equipment. However, the
location is not appropriate to offer health services as voiced by some respondents. During the
visit, it was observed that a new building is under construction and it was reported that it will be
used primarily for health services.
46. The University has established an independent HIV and AIDS management unit. The services
provided are very efficient. The University has an annual plan and a reporting mechanism in
place. According to the 2003 EC plan and results of HIV and AIDS mainstreaming activities,
most were accomplished beyond the plan.
47. The University has different committees and a well structured set of procedures designed to
ensure that curriculum development results in relevant and required programs of appropriate
standard but their work is not informed by clear decision-making criteria.
48. In approving new courses and programs in some departments, the University has a system for
considering student workload other than in lecture equivalent hours.
49. While the curriculum development is practical, the involvement of external stakeholders in
curriculum development should be strengthened.
50. A planned program of regular curriculum reviews is embedded in the practices of the
University.
51. The University has course catalogues and many course descriptions which state the expected
learning outcomes that should be the basis for student assessment.
52. The University has a written policy on teaching and learning which is found in the Training
Policy & Guidelines May 2009.
53. The University promotes a range of approaches to teaching and learning and there is good
evidence to support the claim that instructors use a range of methods. There is a well
organized and effective internship program in some departments. Students' final projects
involve problem solving strategies and critical thinking skills targeted to the local needs of civil
service organizations.
54. There is sound evidence that students are assessed based on their achievement of the
expected learning outcomes of the courses they have attended.
55. The University has developed a grading system in which a number of departments have been
applying the criteria referenced assessment approach that entails the implementation of a fixed
grading system.
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56. There is evidence that a transparent appeals system is applied within the University to ensure
that students are graded fairly and consistently and are well protected from discrimination and
unmerited or inaccurate grades awarded by the staff.
57. The University has various figures for attrition, which indicate that the average may range
between 6 and 7%. The University needs to review how data on student attrition should be
collected and analyzed so that it reflects the attrition rate for each cohort of students per
semester in each department.
58. The University has implemented measures to retain students and limit attrition. These need
to be continued.
59. The University has formal contact with its graduates but has no Alumni Association.
60. The EQA team found evidence that the University has a Research and Consultancy
Coordination Office (RCCO) which is accountable to the Vice President of Academic
Development. The office has set its own Research Policy & Guidelines (May 2009). The
staffs of the University are encouraged to utilize a quarter of their time in research because
it is one of the core activities of HEIs.
61. The academic staffs of the University are moderately engaged in research while research
is part of the culture of the University.
62. The research findings of the academic staff of ECSU and students were disseminated
through local and international journals, ECSU's website, conference presentations, an
annual symposium and policy briefs. The EQA team had access to two types of Journals
published by ECSU and a proceeding in which the outputs of annual research conferences
were published. The first journal is Journal of African Development Studies (JADS), an
annual journal where the first issue appeared in December 2010. The second journal is
Ethiopian Journal of Public Management and Development (EJPMD), an annual journal,
the first issue of which appeared in July
2010.
63. The University has ample national and international academic linkages.
64. The University has a Consultancy Policy and Guidelines for effective implementation of the
outreach activities or consultancy services stated in the mission statement and objectives
and goals of the University. However, there is a need to strengthen the systematic
recording of all the outreach activities carried out by the University.
65. The University provides a remarkable service to stakeholders with regard to short term
training. It also provides training through Video-conferencing and e-learning through the
use of its well equipped DLC.
66. The University has established the foundations for assuring quality activities as evidenced
by the establishment of a Quality Assurance Office coordinated by a team leader with two
quality assurance experts. It is a well established, fully functional, and integrated quality
assurance system.
67. The University has incorporated several points regarding quality assurance in the
Education policy guideline.
68. The University has established functional mechanisms for the identification and
dissemination of best practices.
The overall conclusion of the EQA team is that the Ethiopian Civil Service University is a modest
size government higher education institution. It focuses on specialized programs that are not
offered in other higher education institutions, but are essential to fill the gaps in the civil service of
the nation and are given utmost priority. Besides having graduated thousands of students from
regular degree programs, it has put in place an infrastructure and established practices that could
allow for more growth in regular student numbers should the demand arise. The University has
found it difficult to recruit adequate number of staff with PhDs and hence, is not meeting Ministry of
Education requirements. However, a total of 44 academic staff of ECSU is now attending their PhD
study. Thus the EQA team is of the opinion that the University needs to maintain its efforts to
support staff development.
The University has made significant efforts to monitor the quality and relevance of the education it
is providing. As research and community services are the two major tasks among the core
activities, the University has developed a research culture among its staff. Research contributes a
viable service to the surrounding community.
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The vision statement of the University is "Excellence in Public Sector Capacity Building". This
statement is not time bound or geographically bound. The University will continue to require effort
and considerable resources to further its current position in the realization of its vision, however,
the foundation for the necessary development is firm.
The report commends the University on 67 activities. It offers 30 essential recommendations, 25

advisable recommendations and 18 desirable recommendations.
Page 13 of 79
The Institution
On the brink, the government established the Ethiopian Civil Service College in 1995 to satisfy
the need for trained man power and to build the capacity of the civil service in the country on a
continuous basis. The College formally started its operations at the EELPA training site located
at Kotebe area. Its initial intake was about 400 students attending Law and Economics degree
programs. A year later, the Ethiopian Civil Service College was formally established by the
Council of Ministers Regulation No. 3/1996 as an autonomous higher education institution with
the objective of building the capacity of the country's civil service by designing and offering
specialized education, short term training, and research and consultancy services. Later on, it
was reestablished following the Council of Ministers Regulation No.12/2006, which repealed the
previous regulation. It was established as an Institute of Higher Education to contribute its share
in the production and development of proficient civil servants for the country's public service
organizations.
After having made a huge effort to expand its services both in diversity and accessibility, at this
moment, ECSU comprises nine institutes that offer undergraduate and postgraduate education
programs, short-term trainings, and conduct research and consultancy services. These are
being executed with a variety of delivery modalities ranging from regular to evening to distance /
virtual (print and technology-assisted) programs. It has recently achieved University status.
ECSU is a boarding institution. Regular students have dormitories; each student contributes
about 750 birr per academic year. What students pay is so small that it does not wholly cover
the cost.
At present, the ECSU constitutes the following Institutes that offer Bachelor Degree, Masters
Degree and PhD programs;
1) Institute of Public Management and Development Studies (IPMDS) awards
BA Degree in Development Management MA
Degree in Development Economics
MA Degree in Public Management (to be launched in 2011/2012)
2) Institute of Urban Development Studies (IUDS) offers
BA Degree in Urban Planning and Urban Engineering
MA Degree in Urban Management
BA Degree in Integrated Urban Land Management and Information System
MA Degree in Urban Infrastructure Provision and Management
MA Degree in Urban Land Development and Management
MA Degree in Environment, Climate Change and Urban Planning and Development

3) Institute of Federalism and Legal Studies (IFLS) and Law specialized awards
MA Degree in Comparative Public Law and Good Governance and International Law MA
Degree in Federalism and Local Governance
4) Institutes of Tax and Customs Administration
awards
BA Degree in Public Financial Management
BA Degree in Tax and Customs Administration
MA Degree in Public Financial Management
MA Degree in Tax Administration and Customs Administration
MA Degree in Public Purchase and Asset Management (in progress)
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5) Institute for Certification of Accounts and Auditors (ICAA). This Institute is in the process
of forming and organizing itself.
6) Institute of Continuing and Distance Education (ICDE) awards
BA Degree in Public Management (distance)
BA Degree in Development Management (extension) BA
Degree in Public Finance Management (extension) BA
Degree in Urban Planning (extension)
7) Institute of Leadership and Good Governance will award
MA Degree in Leadership and Good Governance
8) Center for Public Policy Studies will award
MA Degree in Public Policy Studies (in progress)
This center also has the responsibility for conducting research related to different policy
issues.
9) The Graduate School is a new organ that will award:
PhD in Public Management
PhD in Urban Planning and Development
PhD in Public Financial Management
Currently, the student body includes 3778 in the regular program; 731 in continuing education
and 2990 in distance education. The total enrollment in the university is 7499. Nearly one third
are Master's degree students in nine different fields of study. Over six thousand students are
following Bachelor degree programs in Public Management through distance modality. Some
five hundred are attending evening programs. The annual turn-over in course participants'
including face to face, virtual, on-campus and in-plant has now reached over 10,000 students.
To discharge all its duties and responsibilities, ECSU comprises 218 local academic staff, 36
expatriate academic staff and 696 administrative support staff totaling 950. While some
Ethiopian and expatriate academic staffs have qualifications of Masters or above, a substantial
number of the teaching staff have only first degree. As a pioneer capacity building HEI in the
country, ECSU strongly believes in building the capacity of its own human capital to effectively
carry out its huge capacity building responsibilities. To this effect, the University has established
the CAPD. This center is responsible for building the human capital of the University.
ECSU continually visits and revisits its services and programs and improves its overall systems.
Since its establishment, the University has used a number of reform tools towards improving its
core services so as to fulfill the demands of the civil service organizations. Prior to the BSC, the
University implemented Business Process Re-engineering (BPR) in the four core processes and
four support processes. Currently, ECSU is in the process of implementing a strategic
management tool called BSC from 2003-2007 at a corporate level and cascading it down to
subordinate units and individual performance level. In view of the fact that every change needs
continuous follow up and improvement, each unit of the University is holding biweekly meetings
to discuss problems encountered, share successes and make decisions based upon the
practical application of the BSC.
The University has a Research, Publication Coordination Office (RPCO), which is accountable to
VPAD. RPCO coordinates and facilitates the research and publications work of the University.
Attention has been given to research aimed at problem solving. Annual conferences and
seminars have been successfully held and proceedings and journals published. The University,
in addition to its educational programs and research undertakings, provides short term trainings
and consultancy services to civil service organizations across a broad spectrum of areas; mainly
related to civil service reform programs and key government development areas. Other than in-
house services, the University also provides training through Video-conferencing and E-learning
using its well equipped DLC. The annual average number of participants in the short-term
trainings of ECSU has reached well over 5000. The consultancy services of the University focus
mainly on implementing different government initiated reforms. These are also increasing in
quantity and quality.
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Moreover, consultancy services assist public service organizations to effect institutional
transformation. ECSU's consultants and lecturers have been providing consultancy services on
the implementation of the civil service reform program underway in the country. Notable in this
connection is the implementation of BPR and the BSC. In order to achieve efficiency and
effectiveness in all its services within the context of a modern capacity building higher education
institution focusing on the public service, the University has been implementing its BPR study.
The ECSU has several unique features which distinguishes it from other Higher Education
Institutions. The first and most important one is that it focuses on specialized programs that are
not offered in other higher education institutions, but are essential to fill the gaps in the civil
service of the nation and are given utmost priority. The other distinguishing feature is that
students joining both in its regular and continuing education programs have to be civil servants
and all have to pass the entrance exam to join the University. In addition to providing and
promoting access to learning opportunities, quality and relevant education programs to the
public service, the University is working hard to foster social, cultural, and economic
development through the application of knowledge, and practical skills on change management
and reform understanding.
The University has grown from 400 students at its establishment to 7499 students. Now it has
254 full time instructors (218 local academic, 36 expatriate academic) including 36 female
members of academic staff.
The Institutional Self Evaluation
The University formulated its Education Policy Guidelines in May, 2009.The Guidelines require
the educational programs of ECSU to be well designed, regularly monitored and periodically
reviewed through quality assurance. To this end, ESCU has formed a Quality Assurance Team
under the Institutional Planning Assessment section to support and advise the University and to
support the continuous improvement and enhance the quality of educational programs.
Based on HERQAs' ten focus areas, the Quality Assurance Team has developed a quality
assurance handbook. The handbook describes the principles and procedures of ensuring the
quality of education from inception of programs up to program evaluation. Moreover, a quality
assurance committee was established in each institute led by the deputy director of the
respective institute. The committee comprised all department heads together with student
representatives and senior teachers in the institute. The Quality Assurance Handbook requires
each institute of ECSU to carry out its internal quality audit and present its report. Before the
preparation of the self-evaluation document at the institute level one-day training was given in
University on HERQA procedure, focus areas and methods of internal quality audit and
preparation of SED.
The University's self-evaluation followed a bottom-up approach. First, the institutes carried out
their own self-evaluation with the support of the University Quality Assurance Team. Four of the
institutes that are now running undergraduate and postgraduate educational programs,
assessed the quality of their programs and submitted their SEDs to the University Quality Audit
Committee. This committee was given the responsibility to conduct a quality audit at the
University level, and prepare and submit the SED. Initially, the committee was divided further
into three subcommittees. Having used the self-evaluation report of the institutes as a
springboard, each subcommittee conducted a self-evaluation and produced a report on four
focus areas. To this effect, they utilized different tools for gathering data during self-evaluation.
All the activities were done intensively and meticulously.
The components of data gathering included:
• Questionnaire for Academic and Administrative Staff (Annex-3 of the SED),
• Questionnaire for Students (Annex-4 of the SED)
• Interview and Focus Group Discussion with Institute Directors, Department Heads and
Quality Assurance Team
• Focus Group Discussion with Information Technology Services Head, IPA Head, Library
and Information Head and General Service Head
• Interview with CAPD, top management and Institute Directors / Center Directors, Deputy
Directors, Department Heads and other relevant personalities
• Focus Group Discussion with members of Student Council, Student Services Head and
Institute Directors
• Document Analysis and Observation of Teaching
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• Visits were conducted to all institutes by the University level quality assurance committee
to check the assertions through discussion with frontline users and workers.
All in all, the key inputs were gathered from senate members including the top management,
institute directors, supportive core business process owners, students, student council,
instructors and other relevant personalities. Following this, analysis of the data and write- up
were carried out. The reports were integrated into one document.
After that, the SED was finalized by the University Quality Assurance Committee. It was then
presented to the Senate for approval. The University Senate forwarded its comments and
suggestions to be incorporated in the approved self- evaluation document. During this process,
the University top management team facilitated the education quality audit as one of the
senate's priorities.
The SED was devoted to an overview of the analysis of data from questionnaires, observations,
and document analysis and interviews, which presented subjective data based on views and
opinions.
The Institutional Quality Audit Process

The External Quality Audit team consisted of five members (see Appendix 2). Two members of
the team had visited the University previously to undertake a briefing visit prior to the audit.
During this briefing visit, the HERQA team explained the arrangements that would need to be
made in preparation for the audit visit and talked through the additional information that the
University should make available to the EQA team (see Appendix 5). The list of requested
documents was left with the University. The briefing visit also discussed an outline of a timetable
for the four-day audit. The responsibility for completing the audit timetable was left with the
University. The importance of scheduling requested meetings and visits and informing selected
staff and students who would be required to meet with the EQA team was reiterated to the
ECSU management. The management was advised that it is important that the University
community be well informed of the audit visit. This is the standard practice adopted by HERQA.
Prior to the arrival of the EQA team, the University put up two banners; one banner just
immediately after the gate of the main door and the other banner in front of the gate of the
student's dormitories to provide information about the upcoming Institutional Quality Audit. The
University had prepared a base room for the audit team, collected many of the requested
documents and prepared a timetable for the audit activities. The University planned meetings
with numbers of staff drawn from the diverse segments of the institution. During the initial
meeting with the University liaison officer, a request was made by the team for the ECSU to
make some changes on the program of meetings and visits so that the EQA team could meet
with additional staff and department heads.
The EQA team spent four days at the University. From the outset, the EQA team reported to the
liaison officer assigned to facilitate the visit. The EQA team also announced its presence and
their mission to the President. Just before the end of their visit, they gave a brief feedback report
of their findings to the President. In addition to the meetings with the President, throughout the
week, the team members had seventeen formal meetings with members of the staff, and one
meeting with students. They also observed teaching in five classes and visited teaching
facilities, staff offices, department heads' offices, the training and consultancy coordinator's
office, the quality assurance team office, the guidance and counseling coordinator office, gender
office, HRM office, video conferencing room, lounge, workshops, store, library, computer
laboratories, registrar, cafeteria, dormitories, and recreational facilities. During visits, they talked
with staff and students. In addition, the team studied documents and met together at least once
during each day to discuss their findings and prepare for the next meetings.
The University did a lot to make the audit visit known to the University community. Despite the
agreement made on a timetable, not all planned meetings went ahead. For example, the
meeting with employers / board members was not carried out as per set time. Some meetings
went ahead with fewer people than was desirable. A few staff members serve on more than one
committee (e.g. institute directors, senate member and University level quality audit committee).
The Institutional Quality Audit
This section of the report presents the EQA teams' observations and views on each of the ten
focus areas of the Institutional Quality Audit. Following a commentary on the focus area which
was based on information provided in the SED and provided during the audit visit, each section
summarizes commendations (if any) and recommendations. Recommendations are grouped into
essential, advisable and desirable. Essential recommendations are actions that need urgent
attention to assure quality and / or relevance. Advisable recommendations relate to areas where
there is the potential for improved quality and/or relevance and where less urgent action is
needed. Desirable recommendations are actions which will help to enhance quality and/or
relevance.
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1: Vision, Mission and Educational Goals
The vision and mission of the Ethiopian Civil Service University (ECSU) has been formulated
and reformulated from the time of its birth in 1987 EC. to accommodate the changing demands
of the country's civil service. Initially, as it was stated in the SED (page 1), the University was
known as an Institute of Higher Education which had the core mission of producing and building
capable civil servants for the nation's public service institutions. In the strategic plan of 2004-
2008, the ECSU has developed four core Business processes, namely Education, Training,
Research and Consultancy (SED page 6).
ECSU in its Strategic plan which was developed inline with the BSC (2010-14) reformulated its
vision as "Excellence in Public Sector Capacity Building". The new vision does not include a
timeline and /or extending its geographic boundary.
In the same document (page 7), the mission of the ECSU is reformulated as: "build the capacity
of the public sector through education, training, research, consultancy and professional
certification". The above changes in the areas of vision and mission clearly reveal that the
University is in a dynamic process so as to cope with the prevailing shifts in the country.
The vision crafted in line with the BSC document highly correlates with one of the strategic
themes which states: "Excellence in Academic and Professional Service for the Public Sector''
(SED page 7). The SED also stated that the respective institutes, centers, and sections are
required to draft and execute their level BSC to the attainment of the vision and mission of the
University. The Legislation of Ethiopian Civil Service University November 2010, which is the
main governing document of the University, does not contain the vision and mission of the
University.
Other resources of the University where the vision, mission and objectives are stated are
outlined as follows.
Five Year Strategic Plan 2010-2014 G.C stated as:
• Vision: Excellence in public sector capacity building
• Mission: Build the capacity of public sector through education, training, research,
consultancy and professional certification services
• Core Values: Stakeholder focus, continuous learning, welcoming diversity, attention to

the disadvantaged and commitment (page 8).
The vision, mission and values set at the corporate level are cascaded at the lower organs in the
manner indicated as follows:
Public and External Relations Office

• Vision: To see a University where there is an efficient and effective flow of information
both within and without.
• Mission: To help the University divisions or units in providing and seeking information
effectively and efficiently within and without. To provide efficient services in the
promotion of the activities of the University.
The vision also stated in the ECSC External & Public Relations Department Monthly Newsletter
Jan.-Feb. 2011 vol.6, no.4 as follows:
• Our Vision: Excellence in Public Sector Capacity Building
• Our Mission: Building the capacity of the public sector through specialized education,
training, research, consultancy and professional certification services
• Our Values: Customer focus, commitment, continuous learning, welcoming diversity,

attention to the disadvantaged. (Monthly Newsletter March 2009 Vol. 4, No.1)
On the same Newsletter:
• ECSC's Vision: To become a center of excellence for building an effective, transparent

and accountable civil service that contributes to the developments and transformation
goal of Ethiopia.
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• ECSC's Mission: To organize and offer effective, efficient and problem solving programs
in teaching, training, research and consultancy to build the capacity of the countrys' civil
service.
• ECSC's Values: Quality in our service, customer satisfaction, commitment and

innovation, effectiveness and efficiency in resource utilization, transparency and
accountability, continuous learning.
Training Policy & Guidelines (May 2009) on the other hand stated the vision and mission of the
University in the following manner:
• The Vision of the University is to become a center of excellence for building an effective,
transparent and accountable civil service which contributes to the development and
transformation goal of Ethiopia (page 2)
• Mission: The University has been mandated with improving the effectiveness, efficiency,
transparency and accountability of the Ethiopian civil service on a continuous basis
through: making ECSU a leading civil service institution exemplary in terms of
effectiveness, efficiency, transparency and accountability in service provision: provision
of training and specialized educational programs that cater for the needs of the civil
service: training and certification of professionals.
Vision and mission statement is not included in the student handbook in the case of the
Department of Development Management.
Training Policy & Guideline (2009) lists the aims of ECSU to attain the following important goals
in education:
• Strengthen and capacitate civil service so as to efficiently and effectively address

development efforts
• Bridge critical skilled manpower gap in specialized areas in the Ethiopian Civil Service
sector in order to drive reform and development efforts
• Offer different undergraduate and postgraduate programs that produce competent

graduates who can:
> Accomplish work-related tasks at high standards
> Solve all work-related problems by designing appropriate systems and solutions
> Play leadership roles in different sectors; and
> Work in teams effectively.
The ECSU has organized the External Public Relations Department of the University for the
dissemination of information inside and outside the University.
The EQA team, through its meetings with the academic and administrative staff and students,
realized that the ECSU adopted different mechanisms to disseminate its vision, mission and
educational objectives. The mechanisms adopted to disseminate the vision and mission of the
ECSU to internal and external stakeholders are stated as follows:
• A bi-lingual (English and Amharic) monthly Newsletter issued for internal consumption
• The quarterly Newsletter published every three months in English for external
stakeholders
• Yearly issued postcards
• Out-look service in which inter office communications are made
• Posting printed vision, mission, values and goals in every office of the University (SED
page 9).
In addition to the above publications, the ECSU also made known its vision, mission and values
through the use of Institute handbooks, Graduation Bulletins, Students' Handbooks and through
frequently disseminated leaflets. In the SED it was also stated that the ECSU is in the process of
posting the vision and mission of the University. The dissemination channels were also
confirmed by staff and students' respondents during different group discussion sessions
conducted by the EQA.
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The University has devised a new display method of disseminating information using 40 inch
television screens and has also planned to launch a community radio program to disseminate
relevant information and raise awareness to the nearby society of the University (SED page 9).
The students' representatives during a meeting confirmed that the vision and mission of the
University are posted in every classroom. This was also confirmed by the EQA team during
classroom observations.
In the BSC document (page 7) the core values are stated as:
• Stakeholders focus
• Continuous learning
• Welcoming diversity
• Attention to the disadvantaged
• Commitment
In the SED (page 5) it was stated that "the core values assist the academic and administrative
staff members, students and stakeholders to be committed to the accomplishment of the
University's' vision, mission and educational goals." The core values stated in the BSC
document did not clearly communicate the real essence of the core values, which in fact reflect
the existing guiding principles that show the behavior adopted by the community of the
University. Instead the core values were stated as behavior to be achieved in the process of
accomplishing the vision, mission and educational goals. The EQA also learned that the
University utilizes the Institute handbook to disseminate the vision, mission and values. The
representatives of the staff responded that the University uses two ways of disseminating the
vision and mission of the University, namely: the University web-site and curriculum and
brochures.
The University also conducted a survey through distributing questionnaires which ask
respondents whether they know the vision, mission and values of the ECSU. According to the
SED (page 10), 94% of the staff members and 60% students confirmed that they know the
vision and mission of the University through the various means that the University has used.
Cross checking questions were also asked to measure the awareness of the staff and students
in line with the vision, mission and educational objectives in which the levels of correct recall
were found to be 87% and 99% respectively. In accordance with the SED (page 10), 91% of the
staff and 72% of the student respondents confirmed the clarity of the vision, mission and
educational goals.
In addition to the clear statement in the SED (page 11), students who participated in the Focus
Group Discussion remarked students' lack of attention in recalling the vision, mission and
educational goals; the drawback being the problem of dissemination of the vision, mission and
educational goals. The above view of the students reveals that the different mechanisms
adopted by the University to disseminate the visio, mission and values stated earlier, did not
create awareness as expected by the University.
The EQA concludes that the University has clearly stated the mission and values which provide
a concrete base for its existence. However, more is need to ensure that the vision and mission
are inculcated in the minds and hearts of the University community at large. The team was of the
opinion that the University needs to revisit its vision in line with its core strategic theme identified
in the BSC document.
With Regard to Focus Area 1 (Vision, Mission and Educational Goals) the EQA team
commends the University on the following:
(i) The development of a vision, mission and strategic theme which is inspiring.
(ii) The existence of well stated core values.
(iii) The high level of communication of the vision, mission and core values.
(iv) The development of a strategic plan.
(v) The vision, mission and core values statements are center to meeting the special
needs of the civil service.
The following are the recommendations of the EQA team on Focus Area 1 (Vision,
Mission and Educational Goals):
A. Essential recommendations
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The EQA team recommends that the University:
(i)inspires students' intrinsic feelings to make them aware of the vision, mission,
goals and values of the University;
(ii) includes its vision, mission and values in the University's Senate Legislation
produced in the year 2010; he latest version addresses the issues;
(iii) makes sure that the vision of the University has clear geographical boundaries
and timeline for expansion / improvements;
B. Advisable recommendation:
(iv) establishes a system to check the awareness and implementation of its values by
the University community;
C. Desirable recommendations
(v) monitors the progress in the realization of the vision, mission and goals.
2: Governance and Management System

The Legislation of the ECSU (2010) under article 3 clearly affirmed that the governance
structure of the University, as declared in Higher Education Proclamation No. 650/2009. It states
that "the University shall be governed by Board of Directors that shall be accountable to the
Ministry of Civil Service'' (SED page11). The same document states that "the Board as the top
authority of the University serves as a policy making and executive organ that is responsible for
overseeing all major academic and administrative policies of the University." In line with the
University establishment regulation No. 12/2006, the Board of Directors is appointed and is
accountable to the Ministry of Civil Service (SED page 11).
According to the Council of Ministers' Regulation No.12/ 2006 the apex in the University ladder
is occupied by the senate, which is chaired by the president of the University. The President and
the two Vice-Presidents are appointed by the Prime Minister (Re-establishment, Council of
Ministers Regulation No. 12/2006).
As to legislation of the University, the Senate is the highest body in the arena of academic
matters that makes decisions regarding the academic rules and regulation of the University. The
heads of departments during the discussion meetings also confirmed that the academic
institutions are empowered to make decisions on all issues related to academic matters. The
University has developed a system through which students could check their grade results if
there is mismatch between acquired and expected grades.
With regard to regulation of the Senate Legislation (page 14), three standing committees are
organized on a permanent basis, namely:
• Academic Standards and Curriculum Review Committee
• Research and Development Committee
• Academic Staff Promotion Committee and Ad Hoc Committee
The SED and the respondents during the group discussions confirmed that the new
organizational structure is not well known (SED page 15). The SED tried to justify the reason by
stating "this may be the introduction of new institutes and continuous restructuring to match fast
moving changes in the University". The respondents during group discussions also confirmed
that the structure of the University is fully manned in the administrative wing, whereas there are
still gaps in the academic fields.
The respondents both from the side of staff and students were of the opinion that the system of
governance is highly transparent and accountable. In support of the above argument, the
following indicators were cited: the management works collectively and all concerned bodies are
involved in decision making. Furthermore, two student council representatives are voting
members of the Senate.
In addition to the above points, the Senate meetings' minutes and all decisions made are
communicated to all lower units in the structure of the University. The respondents also assured
the EQA team that the University uses the web-site as the mechanism to disseminate senate
decisions which are public in nature, while private decisions are communicated to the concerned
bodies on time. The University legislation clearly details the roles and responsibilities of all
governing bodies and staff members.
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According to the senate legislation and the group discussants with the EQA team, the president
is empowered to assign institute Directors and Deputy Directors for three years of office tenure.
The department heads on the other hand are assigned by the vice president for Academic
Development as stated in the Senate Legislation (page 14).
The EQA team also learned from the discussion with the staff members and students that each
institute has an Institutional Council which is composed of the heads of the Departments, staff
representatives, students' representatives and the administrative support team leader. The
respondents also confirmed that the department council comprises all fulltime academic staff
members of the respective departments in the institutes and centers. The SED (page 13),
contrary to the view of the respondents, stated that the participation of the students at the
grassroots level is highly commendable. The SED and the opinion of discussant groups
confirmed the representation of the students in the senate meeting with voting rights. The SED
also reveals that students' participation was only once in four (1:4) meetings because several
extraordinary meetings were held in the academic year which created an inconvenience for the
students' representatives. The absence of student representation on the department council
could be cited as a drawback in the implementation of the good governance in the ECSU.
The organogram which was included in the SED (page 66) clearly depicts the organizational
structure of the ECSU. The University board holds the highest position in the hierarchy of the
University. The ECSU has also senate members linked to the president in a lateral position. The
EQA team learned from relevant documents that the structure of the ECSU has only four layers,
which can be classified as a flat structure making the process of dissemination of information
more efficient and effective (SED, page 66). According to the response of the discussion groups,
various positions in the hierarchy were filled with essential manpower.
The University at the corporate level has its own governing body. The Governing body at the
functional and business levels starts from the departments' heads and ends at the institution
directors respectively. There is a clearly set organizational structure with duties and
responsibilities of the different branches of the University. The University has well identified
tasks of functional governing bodies.
The president is the chairperson of the senate and also chairperson of the management
committee as cited Annex 2 in the SED (page 66).
The organogram of the University clearly indicates that nine offices are under the chain of
command of the president: twelve offices are under VPAD and six offices are under Vice
President for Business Development. The Management Support Services in the third wing is
accountable to the president. Therefore, the offices under the domain of the president include
Institutional Planning and Assessment, External Public Relations Department and Legal
Services (SED page 66). At the corporate level there are three basic areas: the executive
management group, the board and the president (SED page 66). The supreme authority of the
University is the board.
Good governance in Higher Education Institutions is essential to promote efficiency and

effectiveness, transparency, responsiveness and to create participatory ways of administration
so as to achieve the objectives set out in the strategic plan. The involvement of students,
instructors and management bodies in solving any problem in the delivery of the different
programs reveals the presence of good governance.
According to the response of the discussion group members, the decisions made with the
participation of concerned bodies in the University were disseminated through the hierarchy. The
above reality also indicates the transparency of the management body in the realization of its
objectives. The inclusion of duties and responsibilities of the governing bodies also indicates the
transparency of the management system. The respondents in the group discussion stated that
the University also clearly set out the procedures for appeal if anyone is not satisfied with the
decisions made. The above condition also shows the presence of accountability if someone
made a decision without following the rules and regulations. The presence of efficient and
effective service delivery and accountability in using the institution's resources are also
characteristics of good governance. The decisions made by the concerned bodies are available
and communicated through the regular channels to all concerned beings. A transparent system
adopted in the University is essential to ensure everyone is on board about what is going on in
the University and to ensure that all participate in the process of implementation.
With the intention of satisfying the needs of various stakeholders and clients, ECSU has
publicized different policy guidelines. The policy guidelines are also posted on the University
website for public consumption. The main policy guidelines posted are;
• Education policy and guidelines
• Research policy and guidelines
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• Training policy and guidelines
• Consultancy policy and guidelines.
The availability of the policy guidelines and other relevant documents on the University
website clearly indicates the high level of transparency in the governance system of the
University. The University legislation clearly describes the responsibilities and duties of
different organs as follows:
Duties and responsibilities of the:
• Executive group /board/ presidents, Academic Vice President, Vice President for
Business Development
• University senate
• University management committee
• Specialized and management support services
• Audit service
• Legal service
• Gender and development center
• HIV and AIDS management unit
• Institutional planning and assessment
• Public relation and marketing
• Ethics and liaison office
• Academic support service
• Center for academic and professional development
• Academic and professional development team
• Computing team
• Research and publication coordinating office
• Consultancy services
• Library and information services
• Admission and registration office
• Academic and structure
The University legislation also clearly stated the duties and responsibilities of Institutions in the
following manner:
Duties an responsibilities of Institute Director

d
Duties an responsibilities of Program Manager
d
Duties an responsibilities of Training Program Manager
d
Duties an responsibilities of Educational Program Manager
d
Duties an responsibilities of Consultancy Program Manager
d
Duties an responsibilities of Research Program Manager
d
In chapter one of the legislation, under general provisions of the University senate, the different
duties and responsibilities of the various organs were clearly stated. The above guiding
document also contains duties and responsibilities of the following organs:
Page 23 of 79
• The Executive Committee of the Senate
• Council for Graduate Programs
• The Academic Standards and Curriculum Review Committee
• The Library, Documentation and Information Technology Committee
• The Planning, Finance and Development Committee
• The Research and Publication Committee
• The Staff Appointments, Promotions, Development and Scholarship Committee
The EQA team concludes that the University has a well structured organogram and senate
legislation that ensures a participatory way of management to support the achievement of the
strategic goals of the University.
With regard to Focus Area 2 (Governance and Management System) the EQA team
(i) The existence of an effective and very functional organizational structure

(ii) The open door policy approach of the University leaders.
(iii) The decentralized management structure and the establishment of a system that
gives more decision-making power to Institute/ School.
(iv) Securing equitable representation of students in all decision making structures
through careful consideration of a convenient time framework for participation.
(v) The working environment is conducive for the teaching and learning process.
(vi) The development of a variety of important guidelines.
(vii) The existence of a comprehensive set of job descriptions with clear roles and
responsibilities.
(viii) The maximum efforts exerted to implement BPR and BSC to reach the status of
the University.
The following are the recommendations of the EQA team on Focus Area 2 (Governance
and Management System):
A. Essential recommendations:
(i) seeks to address the deficiencies of some academic staff in certain

specializations because of the unique nature of the programs offered in the
University;
(ii) takes account of gender in ensuring student representation in decision making
organs at the academic commission and department levels;
B. Advisable recommendations
(iii) creates more opportunity for the awareness of the vision and mission of the
University by the students and staff members;
(iv) monitor the extent to which the values stated in the strategic planning documents
are reflected in the behavior of the University community at large;
(v) considers developing a more comprehensive staff handbook at all

institutes/schools.
3: Infrastructure and Learning Resources

The existence of sufficient physical facilities, such as office accommodation, classrooms, lecture
halls, and learning resources, libraries, laboratories, workshops, computer centers, access to the
internet, are the cornerstones for higher education institutions and good indicators for the quality
of services they provide. This section of the report draws on the outcomes of a number of
meetings with staff and student representatives, the study of documentation, observation of
Page 24 of 79
teaching and visits to the facilities at the University. The information provided in the SED has
been also considered for fair comparison.
Classrooms
Ethiopian Civil Service University (ECSU) has its own complex of buildings on two campuses in
Addis Ababa. The main campus is located at CMC and the branch campus is located at Kotebe.
The Kotebe campus is partially owned by the Ethiopian Electric Power Corporation (EEPCO). It
serves only for Institute of Urban Development Studies. The SED (page 12-13) states that the
classrooms have an adequate amount of space to accommodate all students for the courses
offered at each institute. There are sufficient chairs and desks for students, a table for
instructors, windows for natural light and ventilation, sufficient electric light and connections,
black and whiteboards. The classroom to student ratio at the University level is
1:35.
During the visits, the EQA team confirmed that the classrooms at both campuses can
adequately accommodate 35 students. Moreover, the team observed trainee accommodation,
training halls, theater rooms and facilities, syndicate rooms and meeting/conference rooms
which are well furnished with the necessary facilities.
The EQA team observed that while all the classrooms at the main campus are equipped with
green boards, white boards, and notice boards, the classrooms at the Kotebe Campus are
equipped with either a green chalkboard or both green chalkboard and white marker boards.
However, none of them were equipped with overhead/LCD projectors. During the classroom
visit, the EQA team observed the Instructor using LCD at IUDS. During discussion, senior staff
pointed out the existence of laptops, LCD and overhead projectors at institute level to be used
by instructors upon their request.
The EQA team is of the view that the classroom accommodation is satisfactory for current
needs. The team also attested that the general condition of the classrooms on both campuses
was excellent. All the classrooms visited by EQA team were very clean, tidy, and suitable for the
purpose of instruction, however, the EQA team observed the need for maintenance of doors in
some classrooms and the need for improvement of the sanitation of toilets at the Kotebe
Campus. it was observed that offices and classroom facilities are not suitable for students with
disabilities.
During discussion with senior staff members of IUDS, they acknowledged the need for
maintenance of the overall IUDS campus facilities but raised the difficulty of undertaking
maintenance due to the lack of ownership of the campus. The EQA team was briefed by the
senior staff members of IUDS about the future master plan of the University's expansion
program, to be implemented when the legal question of ownership of the IUDS campus is
settled.
Office Accommodation
The University has made offices available for top managers and department heads, however,
most other academic staff members share common rooms with a group of 3-6 permanent
academic staff depending on the size of the office. The University also provides offices for part-
time staff. Internet access is available in all offices of the main campus and partially in the IUDS
campus.
While not mentioned in the SED, in some cases, the EQA team observed a shortage of offices
for academic staff especially in IUDS campus. In most other cases, the offices are well furnished
but lack bookshelves. A shortage of office accommodation has meant that many members of
staff have no private area for preparation and marking, student advice or to meet with students
seeking academic counseling. This poses a problem for individual tutoring and counseling of
students. During discussion this concern was also reflected by top managers of the University.
The EQA team is of the view that while it may not be practical to provide everystaff member with
a private office, the University needs to consider ways in which it can provide conducive work
areas for staff and also private areas where staff can meet with students.
ICT Access
With the world moving rapidly into digital media and information, the role of ICT in education is
becoming more and more important. The existence of well functioning ICT at higher education
institutions is an essential tool for prompt information exchange among all staff and students. It
helps update them in a fast growing information age and provides access to explore academic
and other sources of information on the web.
The EQA team was informed by staff members of the ICT service that, Internet service is
provided to the University community on the main and IUDS campuses. On the main campus,
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internet services are provided through reliable optical fiber 40MB bandwidth. There are 13
laboratories, having a total of about 300 computers which are providing internet services for both
undergraduate and graduate students. Recently wireless internet connection has been made
available in the University. The EQA team also noted that there is a central IT unit that provides
services to the University community. The center provides a desktop support system and
network operation, website administration, training, coaching and software training to students
and staff based on their needs. The IT unit also has a separate center that offers quick
maintenance service on request. During the interviews conducted with staff and student
representatives, the EQA team learned that students have relatively little computing experience
and that a greater level of IT literacy training and support is required from the IT unit.
The EQA team observed that, the University has ample ICT facilities on the main campus, while
there is still a need to tackle the shortage of ICT facilities at Kotebe Campus. Through
discussions with students, it was also noted that there is a need to consider timely upgrading
and maintenance of all old computers as there are some computers which are not functioning.
The University needs to encourage students to use the web to access academic resources.
There is also a need to produce manuals for guiding the learning experience in computer
laboratories.. As a result of the campus tour and interviews with students, the team generally
acknowledges the efforts made by ECSU in providing a range of effective IT services, especially
on the main campus.
The SED (page 15) states that the University has a plan to expand broadband internet (both
wired and wireless) connection for the rest of buildings of IUDS. When this plan goes
operational, the EQA team hopes that the shortage of the ICT facilities at the IUDS will be
solved within a short period of time.
Laboratories
The SED (page 13) states that there are engineering and language laboratories in the
University. There are three engineering laboratories located at the IUDS campus; the soil and
material laboratory, the GIS laboratory and the surveying laboratory. Of these, the surveying
laboratory is in a good situation with up-to-date instruments, except for the limited number of
GPS and total station instruments due to the high cost of the device. The GIS lab is available in
the IUDS for students of urban engineering & urban planning departments. The soil and material
laboratory is not fully functional. It can only be used to perform simple material tests due to the
lack of appropriate equipment and important materials. The language laboratory has a video and
audio input, and it can hold 48 students. The language laboratory is currently serving 5 sections
which have on average 35 students per section.
The EQA team observed that students were working in the GIS and surveying laboratories to
practice their assignments. They were undertaking their group activities with a positive spirit in a
mini- room. Examples of the students work were demonstrated in the mini-rooms and in the
library. Overall, the engineering laboratories are well-equipped and functioning effectively. The
other laboratories require materials like GPS, total station instruments and appropriate
equipment and important materials for the soil and material laboratory to operate effectively.
Libraries
The Library supports the teaching, learning, research and consultancy activities of Higher
Education Institutions by providing relevant books and other resources in hard and/or soft copy.
The Ethiopian Civil Service University has libraries on both campuses. The SED (page 14)
states that the libraries have excellent spacious buildings, each of which accommodates over
400 students at a time, with a collection of over 40,000 books, 10,000 documents ( journals,
reference materials, and magazines), 65,000 electronic resources, Braille, Compact Disc (CD)
and audio materials.
Each library has circulation, reference, periodicals and documentation sections, thereby
providing effective and efficient services. In addition, each library provides services for users
with special needs: visually impaired are accommodated in a separate room designed for this
purpose with resources in Braille and computer facilities. Moreover, this library provides service
to approximately 10 users per day from different institutions through the inter-library loan
agreement and also for users from various civil service offices. The libraries provide 24 hours
service daily , except national holidays and the annual inventory. During the term breaks, the
service is available from Monday to Friday (8:30 am-5:00 pm) (SED page 14). During the
interviews held with staff and students, the EQA team heard about the high levels of satisfaction
of the University community with the library services. The EQA team also noted this claim during
the visit of facilities.
From the visit to the libraries, the EQA team noted that the library service, in general, is
adequate in terms of availability of required books and space for reading.and the team admired
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the computer services (specially designed software(Jaws) provided to visually impaired

students. The libraries employ a card index and computerized catalogue system for organizing
its' resources. The library system has its own website and users have access to the Online
Public Access Catalog (OPAC). A web-based catalogue allows remote searching of the library's
collections. A computerized issue system has also been introduced. These are up-to-date and in
a state of ongoing development that illustrates the commitment of the library to providing
efficient and effective support for students and staff. It is the view of EQA team that some (if not
many) users may not use the OPAC system due to lack of awareness of its existence and
computer skills. The OPAC manual is produced in a leaflet form; although more effort is required
to inform users through orientation and training about the application, OPAC.
The libraries provide a range of services that include a spot reading service, loan service, and
Internet service. There are an adequate number of computers inside the libraries to provide
internet services for students. The libraries on both campuses apply an open stack system. The
EQA team views this as a good way of encouraging the use of the library. Apart from the open
stack service in which readers directly access publications, a few copies of text and reference
books are reserved at a circulation desk to be checked out by students for a limited period of
time. These services are provided by 61 library staff. The chief librarian holds a masters degree,
8 members of staff have bachelor degrees, 40 have diplomas and the remaining 12 are grade
10+/12+. The entrance of the main library is at ground level, making it accessible for students
with disabilities.
The EQA team noted that the library has an earmarked annual budget (birr 2,000,000) for the
purchase of books. The team was informed that new books are purchased for the library based
on the recommendations of staff from different institutes. Sometimes new programs are
launched even though there is no minimum library stock which can support staff and students.
This calls into question the system for approving the launch of programs that does not ensure
that sufficient resources are in place. There are no book shortages. In full capacity the library
can accommodate 800 readers at a time. A postgraduate students' library exists with a well-
documented MSc thesis of students.
Development Learning Center

ECSU has a DLC which facilitates video conference. It is available for defense, discussion
programmes and short term training, e-learning, graduate' paper defense etc. It was reported to
the EQA team up until now, about 10, 000 people have benefited from it. The EQA team was
informed that so far, only 13 countries in Africa have made use of this technology.
Teaching Aids
Black/ green boards and/or whiteboards are available in every classroom. During the
observation of teaching in IUDS, the EQA team could see the instructor was supporting the
lecture by using an LCD. The SED (page 12) states that at institute level, there are LCD
projectors, overhead projectors and laptops for the teaching and learning process so that
instructors can use audiovisual materials if they wish. Equipment in the program office includes
a computer with a printer; examination duplicating machine; and photocopy machine. The SED
indicated that ECSU has an organized system of learning resource maintenance and updating.
Adequacy of Budget and Financial Stability

The financial stability of the University and a sufficient budget to achieve its mission and vision,
and to run and sustain its programs was not addressed thoroughly in the SED. From discussion
with senior staff and board members, the EQA team learned that generally, there are no
financial constraints for ECSU in managing its programs. The University has its own income
source from fees for short-term trainings offered; however, this income is incorporated into the
total budget of the University allocated by the Ministry of Finance and Economic Development
(MOFED). The total budget allocated for the year 2003 EC was 107,631,231Birr (internal
income=31,519,600, from government treasury= 76,111,631). From this, the University expends
95% of the allocated budget during the given budget year. During the discussion with top
management, the need for more budget control in the future was discussed and as it has
already been upgraded to University level. Based on the information provided, the EQA team
has no reason to doubt the financial stability and viability of the University.
With regard to Focus Area 3 (Infrastructure and Learning Resources) the EQA team
(i) The location and adequacy of reading space of the library, the quality of its library
holdings and the provision of efficient and sufficient services to its staff and
students.
(ii) The digital /Computerized/ catalogue system of the library.
(iii) The well maintained classrooms, laboratories, dormitories and other facilities.
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(iv) The availability of reading rooms for female students near to their dormitory.
(v) Access to broadband and wireless internet connection for all staff and students.
(vi) The availability of well-equipped diverse training and conference halls.
(vii) Existence of well functioning maintenance, repair and cleaning services.
(viii) The elegant, clean and green main campus.
The following are the recommendations of the EQA team on Focus Area 3 (Infrastructure
and Learning Resources)
(i) improves the provision of office accommodation for staff especially in IUDS
campus;
(ii) improves the ICT facilities on the IUDS campus;
(iii) encourages and supports students to take the opportunity of using the web to
utilize plenty of academic resources;
(iv) furnish academic staff offices with shelves and other facilities;
(v) reconsider the provision of laboratory materials on the IUDS;
(vi) makes known the availability of the Online Public Access Catalog (OPAC)
system to all students by providing more orientation programs and library
instruction classes provides more IT support training for students.
4: Academic and Support Staff

In any higher education institution, the quality of education offered is dependent upon the quality
of its teaching staff and student support. The academic staff should have suitable qualifications,
sufficient knowledge, plenty of skill, great attitude, exciting habits and unreserved efforts to
deliver effective and efficient teaching in order to get desired learning outcomes. For this reason,
there is a need to recruit an adequate number of staff with the desired match of qualification and
experience to teach and carry out other duties and responsibilities. To achieve this, staff
recruitment and appointment procedures should be directed towards selecting sufficient and
appropriate staff to ensure a high level of educational standards. Due to this fact finding mission,
the HEIs are requested to provide information on staffing in their SEDs as a result of which both
the HEI and the EQA team can assess the appropriateness of staffing for the activities of the
HEI, in particular the programs that are being offered.
Academic Staff
The Ethiopian Civil Service University's educational program operates with the collaboration of
full-time and part-time Ethiopian instructors and full-time expatriate staff. At the time of the audit,
Ethiopian Civil Service University had a total of 254 full-time academic staff (Table 4.1). Among
this number, 218 (187 male and 31 female) are Ethiopian full-time academic staff with a range of
qualifications. The University has also a total of 36 (31 male and 5 female) expatriate staff with a
range of qualifications.
Table 4.1: Full-time, Ethiopian and Expatriate Staff by Qualification and Gender
First PhD PhD Academic staff by

degree Second Study qualification, sex &
Leave citizenship
degree
Sex M F M F M F M F M F Total
Ethiopian 27 11 103 18 29 2 28 - 187 31 218
Expatriate - - 17 3 - - 14 2 31 5 36
Total 38 141 31 44 254
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With regard to qualifications, the University has 38 first degree holders, 141 MA/MSc/LLM
degree holders and 44 PhD holders on work (Table 4.2). From the information in the SED and
the discussions held with senior management personnel, directors, deans, department heads,
senior and junior academic staff and other support staff, it would appear that, in general, the
number of teaching staff and their qualifications in all fields of study are quite commensurate
with the educational policy of the University to effectively carry out the day-today teaching and
learning process that has been going on this far.
Table 4.2 Full-time Academic Staff Profile by Qualifications
Qualifications Number Percentages

First Degree 38 14.96
Second Degree 141 55.51
PhD 44 17.33
PhD (study leave) 31 12.20
Total 254 100.00
Among the total number of academic staff, the University claims to have 59% lecturers, 15%
assistant professors, 3.5% associate professors and 2% professors (Table 4.3). The mix is
reasonably fair to conduct the expected teaching /learning process.
The EQA team was informed that the maintenance of quality education in the Ethiopian Civil
Service University was heavily supported by the enormous role played by professors from
Europe, the Far East, the United States, Australia, Canada, China and African countries in
shaping the University by educating in every respect, to include financial and other forms of
assistance. Besides these, expatriate staff serves the University as heads' of departments. They
also make the University conscious of its weaknesses and indicate its strengths.
The SED further indicates that the staff-student ratio is 1:15, a figure which favorably exceeds
the figure stipulated by the Ministry of Education.
The expatriate staff have provided significant service to the University including active
participation in recent changes and the University's different activities. It is worth mentioning
here, that in a developing country like Ethiopia where education is of primary concern, the art
and technique of exploring possibilities for obtaining financial and other forms of aid, very much
depends upon the authorities who are leading higher education institutions of learning in the
country. The continuous effort that the president of the Ethiopian Civil Service University has
made in this regard is highly commendable.
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Table 4.3 Full time and expatriate academic staff profile by rank and program
Department Academic Rank Total

Institute/
Consult
Consult
Profess
Profess
Profess
Lecture
Lecture
Gradua
Assista
Assista
Assista
Associ
Associ
ate
ate
ant
Center
or
or
te
nt
nt
r
IPMDS Economics - - - - 6 5 - - 11
Development - - - 2 10 3 - - 15
Management
IUDS Urban Planning 5 - - 4 15 1 1 - 26
Urban Eng. 4 - - 5 9 - - - 18
UMMP - - - - 27 7 2 4 40
ITCA PFM - - - - 5 2 - - 7
Tax and Customs 1 12 3 - - 16
Administration
Public 4 4
Procurement and
Asset
Management
IFLS - - - - 4 5 4 1 14
ICAA - 1 - - 2 - - - 3
ICDE 1 - - - 19 1 - - 21
ILG - - - - 3 4 - - 7
CPPS - - - - 3 1 - - 4
CTC - 3 7 - 4 1 - 15
CAPD - - - - 13 5 2 20
Library - 1 - - 2 - - - 3
RPCO 2 2
ARO 1 1
IPA 1 - - 2 3 - - - 6
DLC - - 1 2 - - - - 3
IT 3 - - 1 4 - - - 8
External and 1 1
Public
Relations
Department
HAMU - - 1 1 1 - - - 3
CGAD - - - 3 - - - - 3
HRM - - - - 1 - - - 1
Finance - - - 1 - - - - 1
Student - - - - 1 - - - 1
services
Total 14 5 9 23 151 38 9 5 254
Source: External Public relation office (ECSC, April 2010/2011) cited in SED
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Table 4.4 Postgraduate and Undergraduate Student to Staff Ratio by Institutes, Programs/ Departments and Sex
Name of Name of Departments/P Number of Total Number of Ratio Remark

Institutes rog rams students Staffs
M F
IPMDS Development Economics (MA) 52 16 68 8 1:9
Development Management (BA) 328 45 373 16 1:23
IUDS Urban Planning (BSc) 271 30 301 27 1:11
Urban Engineering (BSc) 254 17 271 20 1:14
ITCA Public Financial Mgt (BA) 152 35 187 9 1:21
Tax and Custom Adm .(BA) 132 76 208 11 1:19
Public Financial Mgt (MA) 51 18 69 3 1:23
Tax Administration (MA) 27 4 31 4 1:8
Custom Administration (MA) 7 - 7 3 1:2
IFLS Law (LLM) 51 13 64 4 1:16
Federalism & Local Government Studies 43 2 45 3 1:15
(MA)
At University level 1368 256 1624 108 1:15
Source: External Public relation office (ECSC, April 2010/2011) cited in SED
Administrative Support Staff

The administrative staff of the Ethiopian Civil Service University work in four sections. These are:-
1) The Procurement, Finance, Property Management section which takes care of all the
activities of procurement, finance and property of all business processes.
2) The Human Resource Management section which takes care of human resource business
and assists top managerial business units of the University in relation to HR activities
3) The Students' Services section which is engaged in the overall activities related to
boarding, laundry, lodging, catering, recreation and health-related services for the
students.
4) The General Services section which comprises the campus security guard service,
transport service, technical and maintenance service, printing and duplication service and
takes care of management, development and maintenance of the University campus in
order to ensure a healthy environment for the University community to study, work and
live.
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Table 4.5 Current Administrative Staff by Qualification and Gender
Academic Qualification Academic Year 2003

Male Female Total Remark
Second degree 4 - 4
First degree 26 23 49 216
Diploma 62 101 163 (professional Administration staff)
Certificate 45 116 161
Others 121 198 319 480
Grand Total 258 438 696 (non- professional
Administration staff)
The University has adequate numbers of administrative support staff. Their qualifications are
modest. As the above Table (4.5) illustrates, the majority (62.9%) of support staff (both
professional administration staff and non professional staff) are females. This demonstrates an
effort to empower females by giving them more access to employment. . The University should be
commended with regard to their efforts.
The ratio of total number of academic staff to total number of professional administrative staff is 1
to 1:18 which is satisfactory in running the program properly. The SED (page 20) states that
support staff have a vital contribution to make in supporting the teaching / learning business of the
University. The adequate number of support staff facilitates the smooth and effective functioning
of the teaching/ learning process. The administrative support staff facilitates all core business:
teaching, research, training and consultancy which are commendable practices for effective
functioning.
Academic Staff Recruitment and Appointment

To effectively discharge its duties and responsibilities, the Ethiopian Civil Service University
heavily relies upon the strength of its professional staff. This is done by means of a clear and
transparent policy that has been developed regarding employment, upgrading and other rights of
the staff of the University. This is based upon the rules and regulations of the University.
The SED (page 21) states that employment for any academic position at ECSU is on a contract
basis. The academic staff recruitment and appointment are carried out based on the rules and
regulations of the University. However, the shortage of professionals in the fields of engineering
and architecture has necessitated the appointment of part-time instructors.
Academic Staff Appraisal

In the past, the evaluation of staff was based upon an evaluation criteria developed to measure
the teaching performance of instructors. It was this criterion which students had to follow in order
to evaluate the teaching performance of their instructors. Recently, however, the discussion
meeting of the EQA team with senior academic and other administrative staff, as well as
information in the SED, has testified that the academic staff appraisal has been based upon a fair
and overall percentage assessment methodology conducted by 3 parties, namely students,
department chairperson and colleagues in the ratios 50%, 30% and 20% respectively. As far as
the Ethiopian Civil Service University is concerned, this instructors' appraisal mechanism is
believed to be an appropriate performance evaluation methodology intended to assess every
instructor from various perspectives. The SED (page 21) disclosed that all the institutes of ECSU
have started implementation of BSC and its performance appraisal techniques.
Academic Staff Promotion

The criteria which the Ethiopian Civil Service University has been following in its academic staff
promotion are based upon the following legislation policy.
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1) The academic qualification of the member of staff and his/her experience
2) Effective years of teaching and research work and preparation of publications
3) Active participation in University activities
4) Good academic performance in accordance with the evaluation of students and staff
5) Services rendered to the University community such as consultancy services, supporting

research and training programmes
The process of academic staff promotion includes:
• Department heads, after consulting with the department council, recommend an academic
staff member for promotion
• Recommendations from the department are submitted to the institute director
• The institute director presents the case to the institute council
• The director of the council submits a written request for approval of the promotion to
the VPAD
• The VPAD will present the case to the senate promotion standing committee where the
case is very thoroughly investigated for decision
If there is any dissatisfaction based on evidence regarding the recommendation by the

department head, the academic staff member has the right to present his/her complaint to the
Department Council. The limitations regarding the academic staff promotion arrangements as
stated in the SED and voiced by staff include: lack of published article in a reputable journal; not
being a member of the academic institute but of the management/administrative support team.
Support Staff Recruitment and Promotion/Appointment

Under administrative staff, one of the business processes at corporate level is Human Resource
Management. One of the duties and responsibilities of this section is to manage the HR aspects of
the University. This includes staff recruitment, appraisal, and promotion/appointment. The support
staff recruitment, appraisal and promotion are carried on according to the rules and regulation of
the Civil Service Ministry of the country.
The University recognized that the tasks of support staff have invaluable support for
implementation of teaching / learning core activities of the institution. Moreover, support staffs
participate in decision-making processes in the academic councils of the institutes. The appraisal
and promotion is indispensable for a smooth workflow and continuous development.
Academic Staff Development
The information in the SED as well as the discussion held with senior University staff and
administrative personnel has indicated that a dependable human development policy exists in the
University which comprises pedagogy training to improve the teaching methodology of the entire
academic staff and short-term training facilities. An instance may be cited where a graduate
assistant will not be assigned to teach directly by himself/herself until a period of 1 year. Later
he/she will be allowed to teach normal and common courses after he/she gets familiarized with
the art of teaching. This is clearly shown in the 5 year strategic plan pamphlet set out by the
Ethiopian Civil Service University as a good guideline directed towards 3 purposes: planning
aspect, construction aspect as well as evaluation aspect.
Following a long-term staff development strategic plan, the Ethiopian Civil Service University has
scholarship opportunities for PhD and MSc programmes in Ethiopia and other Universities abroad.
In support of this staff development policy of the University, at present 23 participants are on PhD
study leave which constitutes 9% of the teaching staff, a figure which is rather high. Moreover,
long-term educational programmes and short-term training facilities are also offered to deserving
administrative staff members of the University.
In order to effectively manage the responsibility of academic staff in relation to teaching and
assessment, the University organized various trainings and meetings to orient staff on the design
and implementation of the newly designed core processes, especially the education business
process. The trainings given included an in depth discussion on the University policy of the core
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business processes of the University including education, research, training and consultancy.
Three rounds of two days training each were offered in the town of Adama with regard to teaching
and learning ( Course Design, Student Centered Teaching Approach, and Learning Assessment).
For the implementation of an effective and efficient staff development scheme, ECSU has
established a separate unit called the ''CAPD''. CAPD strives to build the academic and
professional capacities of undergraduate and postgraduate students, the academic and
administrative support staff of the University and external customers from the civil service sector
through education, research, training and special support services with the view of significantly
contributing to the achievement of the grand mission of the University. The center is headed by a
director accountable to the Academic Vice President of the University. The Internal Capacity
building programs include
• English language and communication short term trainings for the staff
• Research Methodology trainings for the academic staff and students
• Teaching Methodology trainings for the academic staff
• Students performance evaluation techniques trainings for the academic staff
• Basic computer skills trainings for the staff and the students
• Professional skills development trainings for the administrative support staff in their
respective areas of responsibility
• Monitoring and evaluation
• Participating in the university's curriculum development and review
• Carrying out action research on teaching / learning activities
CAPD is staffed with highly experienced members who are PhD and Master's degree holders and
have many years of University teaching and research experience. The EQA team implicitly noted
that the University has established an entrenched system for staff development. There is sound
achievement on this task. The EQA team was impressed by the opinions of staff and observations
of various documents regarding staff development. The staff development workshop series
conducted in April (2011) showed that over 40 members of staff in two rounds attended training on
• Overview of Learner-Centered Teaching
• Learner Centered Approaches, Methods and Techniques
• Continuous Assessment
An in house capacity building training programme for staff, scheduled to be conducted from
January 25, 2011- February 20, 2011, 2012 included
• Learner-Centered Teaching Approach
• Learning Assessment, Marking and Grading
• Course Planning and Reviewing
• Task Design & Classroom Management issues
• Presentation Skills
• Action Research and Research Skills
• Academic Leadership Skills
• Leading and Implementing BSC Plan
• Internship, Service-Learning, Extended Programme
• Basic Computer Skills
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• Language, Communication and Office Management
• Statistical tools with packages
The other capacity building training offered in 2003 EC comprised
• Induction
• Learner Centered Teaching approach
• Lecture on Quality assurance
• Gender Concepts and its Global and National Legal Framework
• Communication and assertiveness skill
• Student Information System

Support Staff Development
The University offers training to its support staff. The ''training need request'' forms filled and
submitted show that the various institutes request training support for their support staff in the
following area:
• Computer: MS-Word; Excel; Publisher; Access; Power Point; SPSS (Statistical Package
for Social Sciences)
• Record Management
• Property Management
• Cash Management
• Time Management
• Balanced Scorecard
With regard to Focus Area 4 (Academic and Support Staff) the EQA team commends the
University on the following:
(i) The establishment of the Center for Academic and Professional Development for
effective implementation of staff development.
(ii) The existence of a considerable number of highly qualified expatriate staff.
(iii) The existence of a well established staff appraisal system.
(iv) The effort exerted to upgrade its staff at PhD level.
(v) The provision of pedagogical training to its teaching staff.
(vi) The provision of job specific training to its administrative staff.
(vii) The creation of a development learning center / video conferencing.
The following are the recommendations of the EQA team on Focus Area 4 (Academic and
Support Staff)
(i) enhances the academic profile of graduate assistant further;

(ii) increases the number of staff in critically understaffed areas;
(iii) increase the number of female academic staff of the University;
(iv) seeks ways to attract staff members with PhD degrees;
B. Advisable recommendation
(v) makes use of staff appraisal to identify training needs;
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(vi) develops and strengthen a promotion structure and career pathway for
administrative staff;
(vii) investigates the teaching loads of academic staff; and devise a strategy to use the
maximum load of the staff for more efficient student learning;
(viii) maintains the use of expatriate staff.

5: Student Admission and Support Services. Student
Admission
Any higher education institution should have a transparent admission policy and provide adequate
and efficient support services to maintain effective implementation of its teaching-learning
programmes. The EQA team held successive discussions with the University's Vice Presidents,
Institute Directors, Deans, Department Heads, Senior Staff and University Registrar and students'
council, students, academic staff and administrative support staff in order to verify the findings of
the University's SED about student admission. In Legislation (page 33, Article 27: 27.2.10) and in
the SED (page 23) it is stated that students who want to join ECSU should be civil servants. The
admission policy of the University for the undergraduate day and extension programmes required
the completion of the 12th grade with a minimum GPA of 2.00 in the Ethiopian School Leaving
Certificate Examination (ESLCE). Alternatively, candidates who have completed preparatory
school; hold a diploma in a relevant field with a minimum CGPA of 2.00; or who are recommended
by the capacity building/Civil Service bureau of regional states or concerned federal government
offices are also considered. All candidates must pass the entrance examination of the University
to ascertain the candidate's inclination towards his choice of specialization. Students are enrolled
base on these first choices.
The EQA team also noted that to be eligible for entry into the postgraduate programmes, the
candidate should have a bachelor's degree in the desired field of study from a recognized college
or university, and should pass entrance examinations. A service period of 2 years after receiving
the first degree and an age limit of not more than forty-five years is the requirement.
Student Support Services

It is well understood that students in HEIs should be supported in different ways during their stay
at the institutions as well as after completion of their study program if it is found necessary. The
Ethiopian Civil Service University provides student support services including academic
counseling, advisory, tutorial, guidance and counseling. It provides dormitory accommodation,
offers health services, a cafeteria service, and recreational facilities for all students. Ultimately, all
these services help students to attain their educational goals. The EQA team held discussions
with the student council, Director for Student Services, Head of Health Clinic, Head of guidance
and counseling, Head of gender office, University Quality Audit Team. The EQA team made a site
visit to verify what is stated in SED regarding student's support services. The findings pertaining to
student support services are covered in the following sections.
Academic Consultation
With regard to academic consultation programs it was noted that the University advices, guides
and supports students by offering 3 hours of consultation per week for each semester, a figure
which is rather high when compared to other higher education institutions of learning. The
practices vary among institutes. The experience of assigning instructors to advise 10-15 freshman
students on different academic issues on a permanent basis is reported to be exercised in some
institutes. This is a good practice because the incoming students want to know about the overall
aspects of HEIs. It is obvious that, the more information in the form of advice offered to freshman
students, the higher their success rate.
Major challenges so far identified regarding academic consultation include:
• Lack of information or awareness on the part of students on the kind of services they can
get from an academic consultation
• Lack of commitment and courage from students in approaching their teacher for
consultation
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• An erroneous perception that outstanding students do not need academic consultation
• In some instances the instructors may not avail themselves as per scheduled consultation
hours
• Absence of any effective monitoring of the implementation of academic consultation and

its impact
There are academic advisors assigned for a group of students from the program of studies under
the department to provide an additional source of help, guidance and support in the academic
pursuits of students requiring such support in addition to those provided by the normal channels.
They are mandated to identify students with academic problems, to advise students on senior
research projects.
Tutorial Services
The SED (page 24) reveals that most institutes of ECSU offer tutorial services. This good practice
was also noted by participants during the discussion with staff and students. It was made clear
that the University has identified those students who require special academic support based
upon students' gender, region and academic performance. In regard to tutorial services,
weaknesses have been identified and subsequent recommendations made in order to improve
quality assurance.
Challenges encountered with respect to tutorial services include:
• Absence of any mechanism to follow up and evaluate the results or the progress made
through tutorial services
• Lack of coordination of tutorial services institutionally
• Lack of commitment from some students to devote their time to the tutorial program
• Students fear of stigmatization and labeling if they attend the tutorial service as it might be
perceived as a result of weak performance
Guidance and Counseling

According to the SED (page 24-25) ''the University does not employ formal counseling and
guidance services that should be given by a psychologist. According to the Director of Student
Services, unlike other HEI,, guidance and counseling should be given within a team approach by
HIV and AIDS management unit, Center of Gender and Development and a professional doctor in
the University clinic which is organized by a student Dean".
On the other hand, from the discussion held with staff who are associated with student counseling
and student representatives, it was made clear to the EQA team that the University runs student
counseling through a well-established Guidance and Counseling office. The head of the office has
the qualification of a Masters Degree in Measurement and Evaluation. At the time of the audit, the
EQA team visited the office of the coordinator and observed a draft guideline which is being
prepared to provide the service of guidance and counseling. The office has had a plan to provide
full advisory services on psychological, social, economical and behavioral issues. The EQA team
has seen a well-stated action plan for 2004 annual plan of the Guidance and Counseling Office.
The major purpose of the plan includes:
• Improve academic success of students through orientations
• Reduce students' psychological problems that affect their academic success through
advice
• Improve the confidence level of female students, students with special needs and those
from emerging regions through orientations
• Improve the quality of guidance and counseling support services for students through
training and discussions with instructors
The EQA team could see the information on the points of concern for orientation for students
(preventive guidance and counseling strategy) October 2011 which was aimed to enrich
preparedness of students to adjust themselves for learning in the University by getting the
necessary information ahead of time.
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Student Representative System
Students are the major stakeholder/client/customer of the teaching- learning process. The ultimate
goal of teaching is to create the desired learning outcomes in students through their active
participation in each and every activity of the University. After going through a sample of minutes,
the EQA team concludes that student's representatives are involved in the decision making
process in the institute council. ECSU has already established a student representative system to
address students' concerns. The EQA team has had a discussion with members of the
representatives and gained good insight about the overall activity that concerns students. The
University disclosed that it seeks to encourage the role of students as partners in the process of
enhancement of quality by seeking their views on how best to achieve the University's mission
and strategic goals (Internal Quality Assurance Handbook, page 11). They are entitled to be
involved and represented in the University's quality management from lower level up to the
senate. The Handbook further states that, in arranging student representation at various levels the
institute should:
• Provide support and training for those who will act as student representative
• Make clear the roles and responsibilities of student representatives associated with
particular form of representation (senate, academic council, etc)
• Make arrangements other than meetings to get students views, for example, through
questionnaires or access to consult college or institute officials
• Set mechanisms for selection of student representatives
• Develop induction and guidance materials for student representatives in conjunction with
student unions/associations
• Where formal meetings take place, provide participants with advance notice, an agenda
and the opportunity to raise matters of concern on such agendas.
This is a positive attempt and the University should exert its maximum effort for implementation.
Center for Gender and Development

Through the various discussions held with the head of CGAD, along with other staff and students,
the visit of the office of CGAD and consultation of documents, the EQA team noted that a Center
for Gender and Development (CGAD), formerly known as CWIM, has been established to
encourage teaching, training, research and advocacy on gender and women in the University. The
center supports the promotion of gender equality not only in the University but in the whole
country as well. It has established a Center for Gender and Development (CGAD) to enhance the
active participation of females in higher education to help manage the current gender disparity.
The center is staffed with a head and 3 consultants. CGAD is exerting its effort to support the
University in attaining one of its objectives: that of enhancing the retention of female students. To
accomplish this, CGAD is undertaking the following activities:
• conducting a wide-ranging study to identify the challenges that female students encounter
during their stay at the University
• offering training and counseling services to students and staff members of the University
on gender related matters
• fostering a gender-friendly environment that will contribute to the success of female

students
• increasing the proportion of female graduates
• increasing the proportion of women on the University staff
One of the tools being used to communicate activities of CGAD is an interesting quarterly
newsletter entitled ''GAD in Focus'' (Gender and Development in Focus). The newsletter is
designed to inform readers on gender and development efforts and challenges (national and
international), and to provide space for the writings of students and academic and nonacademic
personnel of the University as well as to report on the various activities of the CGAD. The
components of the newsletter include The Role of ECSU in Narrowing the Gender Gap in Civil
Service Sectors; Gender equality: The Swedish Approach to Fairness; Global Gender Facts on
Females' Education etc. Through the various discussions held with the head of CGAD, and other
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staff and students, the visit of the office of CGAD and consultation of documents, the EQA team
noted that ECSU has been carrying out a preferential choice intervention for female civil servants
by which female candidates who obtain the pass mark and above get priority in the selection. This
and other activities carried out by ECSU are commendable and appreciated by EQA team.
Dormitories
Ethiopian Civil Service University provides dormitory services at both campuses for all
undergraduate and postgraduate students. Students are allocated to the dormitories based on
their sex and entry year every semester. The SED (page 25) states that the total holding
capacities of the buildings is about 2602 students. The total number of showers and toilets is 278
and 214 respectively. On average, at University level 1 toilet and 1 shower are being used by 10
and 13 students respectively. The sanitation of the corridors and toilets are regularly supervised
by janitors / cleaners assigned at each floor. The cleaners and students are responsible for the
sanitation of their respective floors and dormitories.. Proctors are assigned to every block to
monitor sanitation, security of dormitories and facilitate the maintenance of electric outlets, chairs,
lockers and other facilities.
The EQA team visited both female and male dormitories and observed that the cleanliness of the
dormitories, corridors and toilets is satisfactory. The capacity of each room ranges from 2-10
students per room. Inside the dormitory, based on their numbers, students have chairs, tables and
lockers. The EQA team noted that each block of dormitories has TV facilities. The buildings that
comprise female dormitories have some empty rooms used for reading / study. Female students
do not need to walk to a library at night. The EQA team noted that all visitors are checked in and
checked out by a proctor. Laundry facilities are available to students near their dormitories.
During the visit to the dormitory buildings, the EQA observed that various facilities such as a bed,
chair, a table and locker were available to every student. There was sufficient electricity and
adequate water supply services. The women's dormitory, too, has all facilities; however, there is
poor light in the toilets. The dormitory has a long corridor with very poor lighting.
The EQA team observed that a bridge located in between student's dormitory and cafeteria needs
maintenance to improve its safety. It looks unsafe for students to cross. This was also raised by
student representatives during the meeting held with the EQA team.
Health Service
There is one clinic in the University that offers health services for regular students. It gives
treatment for various health problems of students. The clinic does not provide HIV testing and
counseling. A separate HIV management office serves the University community. For serious
cases, students may be referred to Menelik Hospital, Zewditu Hospital, or Defense General
Hospital. One standby ambulance is available for emergency use. The clinic offers 24 hour
service. It has a pharmacy. It is coordinated by a team leader and staffed with four senior nurses,
a laboratory technician, a pharmacy technician, a clerk and a cleaner as well as one medical
doctor, who, works on a part time basis 3 days per week from 5pm to 7pm. The average number
of students who receive health services from the clinic are about 30-40 per day (SED page 25).
The EQA team visited the clinic and spoke with the practitioner in charge. The common infirmities
reported in order of frequency are respiratory tract infection and gastritis. According to the health
practitioner, most of the students' illnesses are related to poor hygiene, change in weather and
dietary problems.
The clinic is located in the basement of the male student dormitory. It is clean and staffed with
appropriate professionals and equipped with the necessary medical equipment. It was observed
that the location is not appropriate in offering health services as voiced by student representatives
who met with the EQA team. As a result, some students seem dissatisfied with the efficiency of
services offered in the clinic.
During the visit, it was observed that a new building is under construction and it was reported that
some of the rooms will be used for clinic purposes which can address the concerns.
HIV and AIDS Management

The University has established an independent HIV and AIDS management unit. The activities of
the unit are very effective. It has an annual plan and a reporting mechanism. For instance, among
the HIV and AIDS mainstreaming in BSC activities and results of 2003 EC, most were achieved
beyond the plan. This success was achieved with the unprecedented support from partners and
stakeholders such as DKT Ethiopia, Federal HIV and AIDS Prevention and Control office. The
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concern, enthusiasm and participation of internal stakeholders for training and community
conversation have contributed to its' success. The contribution of external stakeholders such as
Custom and Revenue Authority also assists.
Table 5.1 The overall view of HIV and AIDS management issues in the BSC plan and
performance of 2003 EC
Perspective Objectives Measures Baseline Annual Remark
Target Achievement
Public -Facilitate the -Number of 140 2205 (Male The HIV/AIDS
sector forum for employers 1142; Mainstreaming training
training and and their Female was offered to the
discussion to managers 1063) employees of Ethiopian
create Custom and Revenue
awareness Authority
-Conduct a
research to
public sector -Research Three research proposals
on operational output have been submitted on 3
system, policy 3 1 different topics to be
and structure carried out by 12
professionals selected
from different departments
Internal Services of -Students 360 480 200 (Female -in six rounds
operation the unit participated 113; male
(current in community 87)
information, discussion
flyers, peers 226 (female -in four rounds
life skill -participant 89; male
training; students 137)
examine and
counseling, -dispatched 1500 flyers,
discussion messages brochures
and events and and posters
publications are
distributed to
-condom the users
The following are summaries
supplyof the major outcomes of the activities of the HIV and AIDS
Management Unit. -22300
condoms are
• The ECSU staff and students benefit from the HIV and AIDS management unit through
awareness training, and research activities supplied
• The mainstreaming activities of HIV and AIDS in selected sections of the ECSU
community forum is a testimony of its work
• HIV/AIDS training is increasing through the coordination of the unit
• Beneficiaries of the services of the unit are always increasing
• Due to the increasing demand for condoms, the supply and distribution area includes the
dormitory and corridor which suits the beneficiaries
• The ECSU HIV and AIDS management duty is now integrated with other Federal Civil
Service organizations and all higher education institutions through membership of a
collaborative forum membership. This encourages sharing of experience and best practice
On the other hand, the HIV and AIDS Management Unit of ECSU encountered the following
challenges.
• Attitudinal problems observed by some people
• Some beneficiaries are not willing to understand the scope, mandate and duty of the HIV
and AIDS Management Unit
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• Some factions are unable to understand the need for a multi-faceted response
• Some inhabitants in the University community do not understand their role in prevention
• There are many people who consider that the prevention and control of HIV and AIDS
activities is the responsibility of one unit, resulting in poor engagement in mainstreaming
The HIV and AIDS Unit is making the following efforts to cope up with the problems it has
encountered.
• Carrying out continuous efforts and keeping an eye on the results
• Establishing a continuous communication scheme physically and through telephone/email

to provide its services
• Members of the unit meet regularly, discuss and evaluate openly in order to take personal
and communal measures
• Training of students through peers around dormitories and other places on campus in
order to empower students in r their active engagement in HIV and AIDS prevention and
control
• Discussion with students and collection of feedback showed that awareness creating
activities should be carried out on weekends/Saturday and Sunday/ and just before and
after exam periods.
The following are major developments and results expected from the HIV and AIDS Management
Unit in the near future.
• To enhance the quality of change management and resources for the completion of the
plan
• To strengthen the commitment, motivation and efficiency of staff of the unit so as to

maintain their performance results and to play a well-built joint role
• To endorse the policy
• To strengthen data management, monitoring and evaluation system
• The inclusion of HIV and AIDS issues in each and every curriculum as an independent
course so that all students of the University can learn about it. This can be facilitated when
the curriculum is endorsed by the senate for implementation.
• In order to make the HIV and AIDS mainstreaming more effective, important activities will
include strengthening and expanding the established community discussion forums,
capacity building of the staff of the unit so that it can enhance its role to take full
responsibility for awareness, manual skill, technical support, and refreshment to create a
conducive environment
• To facilitate arrangements for those people who live with HIV and AID in taking medicine
The EQA team observed that, unlike other HEIs, there is a strong, well-established and effective
system found in ECSU regarding HIV and AIDS prevention activities. This is very impressive and
a commendable practice.
Recreational Facilities
The SED (page 25) reports that ECSU has 3 volleyball fields, 3 areas for table tennis and other
indoor games and Digital Satellite Television (DStv) (one in every block and student's lounges) in
two campuses. The EQA team observed volleyball pitches and table tennis. The sports facilities
are not sufficient for the large number of students at the University. The EQA team heard from
students and the Director of student service that recreational facilities are limited. It was noted that
the University has a critical scarcity regarding football, basketball and handball fields which has
been somewhat embarrassing to students. It was reported that the absence of a football field had
meant that students could not take part in football and athletics competitions.
The space limitation on campus does not allow the institution to possess the kind of recreational
facilities a higher education institution should have. The team was told about the future master
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plan of the University: it was prepared by IUDS and includes all the facilities stated above. This
should be strengthened and speeded up as much as possible.
Cafeteria Services
Ethiopian Civil Service University provides cafeteria services on both campuses for every
undergraduate and graduate student although some overcrowding has been noted. The SED
(page 26) states that the University cafeteria provides breakfast, lunch and dinner in a very
organized manner for more than 3,000 undergraduate and postgraduate students. Special meals
are also prepared during religious festivals and national holidays. The daily budget for the
provision of food is 8 birr per student.
During the visit of the cafeterias, the EQA team observed no hygiene problems during the process
of food preparation, or with the appliances and the cafeteria itself. Cold rooms for meat and
vegetables have been installed. The report in the SED (page 26) and the meetings with students
confirm that, the capacity is inadequate to cope well with the size of student population. However,
during the visit of the facilities, the EQA team noted that at present, there is no major space
problem.
Lounges
The EQA team visited student lounges in both campuses. The student lounge on the main
campus is located near the student's dormitory and the canteen. Both lounges provide beverages
such as soft drinks, tea, coffee and milk. The indoor games, such as Checkers game and Chess
are found in the lounges. DStv is available at each student lounge. During the discussion held with
student representatives, one of their concerns was the absence of meals/snacks in the students'
lounge. The EQA team also shared the concern of students. Staff lounges are also available at
both campuses and provide food for staff at a reasonable price.
With regard to Focus Area 5 (Student Admission and Support Services) the EQA team
(i) The establishment of a new Gender Mainstreaming Office to support female staff
and students.
(ii) Well maintained sanitation in the students dormitories.
(iii) Ongoing construction of the new healthcare facility building.
(iv) The existence of a well-organized and effective HIV and AIDS Management Unit.
(v) The establishment of a new Guidance And Counseling Office.
The following are the recommendations of the EQA team on Focus Area 5 (Student
Admission and Support Services)
(i) paints all interior walls of the dormitory corridors with white synthetic paint to offer
good interior light quality;
(ii) remodels each panel door of the bedrooms so that small windows with obscure or
opaque glass are provided above human chin height to offer additional light into
the dark corridors;
(iii) ensures that students are fully aware of the counseling service; consider
increasing resources for a counseling service to meet the educational support
needs of students;
(iv) gives due attention to improving the recreational facilities;

(v) speeds up the process proposed for the construction of the crossing bridge
located between the students dormitory and the cafeteria on the main campus to
improve safe access and suitability;
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(vi) ensures that students are adequately supported and that support activities are
well coordinated and sustainable.
6: Program Relevance and Curriculum

The EQA team concluded the following based on the SED and discussions held with the
Academic Standards and Curriculum Review Standing Committee. In line with The University's
Reestablishment Proclamation 12/2006, issued by the Federal Government Capacity Building
Strategy and Program (1994), the designing of a new program should be based on the initiation of
the University's stake-holders (Federal and Regional States Civil Service Organizations) needs
assessment and/ or research.
Once the program is found relevant and accepted by University top management, an ad hoc
committee (curriculum development team) comprised different experts, will be established at the
department level to prepare a draft curriculum which will be submitted to the department to be
reviewed and refined before being sent to the institute for further review by the institute council.
The institute council conducts a workshop involving experts on the area within and without the
University community including stakeholders (current and former students, representatives of civil
service organizations). After incorporating all the comments obtained at the workshop, the council
approves the curriculum and endorses it (through the vice president) to the University Curriculum
and Standards Committee for further professional comments. Once comments are made and
minuted, the Curriculum and Standards Committee sends it back to the Institute Council who
incorporates the minted comments and endorses the document to the Senate for the final
approval. These committees are clearly of great importance in ensuring that the curricula offered
are appropriate and relevant in content and that students are assessed against recognized
standards and are in line with the aims and objectives of the curricula that they have followed.
Together, these committees should provide good assurance of the curricula of all programs. One
of the tasks of the EQA team was to seek information on whether all course catalogues have
included all the objectives of all courses so that students are able to prepare themselves for the
final assessments. The EQA team was provided with documents from several institutes: - Institute
of Public Management and Development Studies, Institute of Legal Studies, Institute of
Federalism and Institute of Urban Studies. All institutes have included course objectives in their
catalogues. The EQA team also reviewed a document entitled "Ethiopian Civil Service University,
Academic Programs Office, and Standard for Curriculum Approval" which serves as a guideline
for all institutes. The course catalogues set out the aims and objectives of the programs and the
courses that make up each program. Short descriptions of each course in the former documents
are set according to this general guideline. This document is a general guideline for all faculties on
how to prepare their course catalogues, describe the objectives of each course, including the
expected learning outcomes of programs and content and objectives.
At its meeting with the members of the ASCRC, the EQA team was told that at present, there is no
problem of communicating the objectives of the courses to students in all faculties as students
were given orientations at various levels. Students attended a general orientation at the beginning
of the academic year by the University Registrar, then at the department level. Students were
provided course catalogues, information on the University Web-site and more by the classroom
teacher at the beginning of the course. Instructors also know this very well as they are evaluated
by the students on whether they communicate the objective of their courses at the start. The team
also tried to check directly with students themselves in its meeting with student representatives.
Students also confirmed the above claims. In addition, some senior students were of the view that
some years back it was not in place.
On the other hand, the relationship between the Department Curriculum Committees and the
Senate Academic Standards and Curriculum Review Committee appears to be loose. There is no
clear indication of involvement of the ASCRC at Department and Faculty levels. In addition, there
is no monitoring or evaluation committee established at the University's' administrative level to
assess the existing curricula using standard criteria.
The minutes provided to the EQA team were mostly focused on postgraduate programs, not
undergraduate programs. This was of great concern to the EQA team. Other documents obtained
were:
• documents on Curriculum Review conducted in 2011 by the Development Economics

Department Workshop,
• Course Syllabus Revision of Development Economics Master's Program undertaken
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on Oct 30, 2010.
• minutes from the Institute of Federalism and Legal Studies ( August 4, 2009),
• the LLM Curriculum Review,
• A letter from the Institute of Tax and Custom Administration AVP's Office, (subject:
Sending the Revised Final Version of the MA Curriculum for Public Procurement and
Asset Management) and
• Minutes of the Senate on curriculum approval for advanced Standing in Urban

Engineering ( Dec. 12, 2007).
Current efforts on the curriculum are being directed to documenting courses in standard format,
sequencing courses to create programs and creating a course catalogue. Unfortunately, the EQA
team was not provided with minutes of any department curriculum committee meetings or records
of workshops at which curricula were discussed, thus EQA was unable to comment on the
process.
Another aspect of the curriculum that came to light in meetings with staff relates to credit hours
and students loadings. While the University requires that each course be given a credit hour rating
and there are guidelines as to the minimum and maximum credit hours of courses that a student
may take, the concept of student loading appears to be unknown. Courses are given credit hours
based on the amount of contact time. In this system lecture hours are given more credit than
projects or workshops. In addition, time to complete assignments, study, prepare for and do
examinations is not considered. With no common expectation of the overall workload for a typical
student, different courses of the same credit rating can make vastly different demands on
students. The University has not set an expectation of the nominal weekly workload of a typical
student other than the hours of class attendance. This makes it difficult to develop curricula. It also
means that students can easily be overworked or alternatively, can be under-occupied. The
University is trying to address this issue through a modularization curriculum.
It is hoped that the Academic Standards and Curriculum Review Committee of the Senate will
take action on these matters.
With regard to Focus Area 6 (Program Relevance and Curriculum) the EQA team
(i) The establishment of the Academic Standards and Curriculum Review Committee
of Senate.
(ii) The participation of different bodies both from inside and outside the University in
approving a program through workshops and seminars.
(iii) The existence of a general Guideline Document which all institutes have followed
in preparing their respective subject area courses and programs.
(iv) The efforts to create a course catalogue in a standard format.
(v) The provision of guidelines by the academic institutes to all departments to create
a course catalogue.
(vi) Involving different committees at different levels forming a chain of responsibility
for course and program approval.
(vii) Intensive internship attachment with different organizations.
The following are the recommendations of the EQA team on Focus Area 6 (Program
Relevance and Curriculum)

(i) continues periodic reviews of the curricula;

(ii) makes the curriculum more activity oriented;
(iii) makes clear the course objectives, descriptions and contents for every course
and reference materials;
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(iv) avails written documents to further fulfill the current needs of employers of its
graduates for further development.
7: Teaching, Learning and Assessment
Every HEI must employ appropriate teaching, learning and assessment methods to ensure
effective implementation of its programs. In order to get a full understanding of the teaching,
learning and assessment, the EQA team analyzed various documents, held discussions with
students, staff and heads and observed teaching. The findings on the issues are stated as follows.
Teaching and Learning

The various discussions with staff identified that the University formerly used lectures as the
primary teaching method, suggesting the lecture could have been interactive. As stated in the
SED (page 30), presently, the teaching and learning process of the University is steered by the
Education Policy and Guidelines of the University which was developed as a result of the BPR
study that the University conducted. According to the Education Policy and Guidelines of the
University, ECSU employs learner-centered teaching approaches to address multiple intelligence
and learning differences. The University is doing this with the belief that ensuring the quality of
teaching and learning requires applying teaching methods that maximize the learning strategy of
students to manifest their potential in solving real world problems. The observation of teaching
carried out by the EQA team showed a mixed picture in some classrooms where learner centered
approaches are practiced, whereas, in other sections, a traditional lecture method dominates.
Although, variations in the types of courses make a difference, more efforts are required to further
engage students.
The SED (page 31) states that although there is a good start and trend of applying learner-
centered teaching methods across the institutes of the University, there are still some problems in
its application. It was discovered that, in many course syllabi, there is still a tendency to use
lecture and discussion methods more than other teaching strategies. Implementers of the teaching
learning process in ECSU believe that applying learner-centered approaches, require time and
continuous planning in order to monitor the process, to orient and support instructors in its
application to move away from traditional practices. It can be said that the challenge may also rest
on the students' lack of interest and preparation for class participation. The number of students in
the classroom may be large and the content of the course may need more time to cover the
material required. Some teachers may prefer to use the traditional method. Whatever types of
challenges occur, the EQA team advises the University to strengthen and stick to the student-
centered teaching and learning process. Students can only achieve the required learning
outcomes if, and only if, they actively participate in the process.
The EQA team found that the University utilizes a range of teaching methods. These vary from
department to department. In the department of urban planning; most of the courses are project-
based, with lecture, handout, group discussion, PowerPoint, hands on exercises, case study,
video-conferencing, mini- projects in urban hydrology, use of software etc.
Academic Advice
The SED (page 39) states that a minimum of three hours consultation is required from each
instructor of the University. The consultation schedule is also included in the syllabi of each course
and discussion is undertaken with students in the first contact of the class. Instructors are also
required to post their consultation schedule on their office door. In many cases, the academic staff
office is appropriate for offering academic advice, however, in some departments, 3-6 permanent
academic staff members share a room. Instructors need to convince their students about the
importance for their continuous development by going beyond and notifying instructors for periodic
consultation to be better prepared in their courses. (SED page 32).
Department heads are responsible for checking and monitoring whether instructors consult their
students in accordance with the schedule. Some institutes assign each academic advisor to a
group of 10-20 freshman undergraduate students to assist on specific course related matters and
on all academic related matters. In some cases, a teacher is assigned to a section to advise and
consult students. The EQA team noted the existence of such activities in some institutes,
however, it should be strengthened and a well established system required in monitoring its
implementation. Best practices of the academic consultation trends observed in some institutes
should be shared with other institutes..
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The challenges regarding academic advice include
• Lack of information about the significance of academic consultation
• Lack of awareness about how students can benefit from academic consultation
• Lack of interest and commitment from students about contacting their instructors for such
help
• The need for continuous invitation and reminding of students to come for consultation
• The task needs continuous follow- up and effort to make it fruitful and sustainable
• The need for exerting maximum efforts to establish the impact of the activities performed
so far regarding academic consultation
Tutorial Support
The University has a well established system to offer tutorial support to students. The CAPD
handles all matters pertaining to this task. Two types of tutorial support are offered to students.
The first one is given to those students who want and need the support, while the second is given
to female students and those students who come from emerging regions (Afar, Benishangul,
Gambella and Somali). The EQA team accessed documentation and communication letters
exchanged between the Institutes and the CAPD regarding the training needs assessment for
students who want this support. The center conducted meetings with students and identified their
training needs. The types of skill training vary from institute to institute. The various institutes send
a list of students who want support from CAPD. Female students and visually impaired students
need the training the most. They need extra inputs in those subjects which help them to enhance
their learning process. The analysis of documents and discussion with students showed that the
majority of students need additional support in the following areas.
• Computer training on the operation of keyboard, windows, word and internet with the
necessary software for the visually impaired
• English Language Skill development (Spoken and Written; Paper writings, Research
writings)
• Numerical skill
• Research Method and Techniques
Master's degree students enjoy the training and aggressively move about to benefit from the
training. The EQA team noted that this enthusiasm and practice should be a part of the spirit of
undergraduate students.
The SED (page 31) states that in order to maintain the balance between theories and practice, all
postgraduate level courses and most undergraduate level courses should include practical
assignments in the form of term papers. The curriculum of the programs and the course syllabus
of courses offered show that senior essays and Masters Thesesxx in undergraduate and the
postgraduate programs respectively enable students to link what they have studied theoretically
with the actual work life. Depending upon the type of courses, teachers give individual and group
assignments, projects, student presentations, and reflection on the effective teaching and learning
process.
On average, the staff workload ranges from 7 to 18 credit hours a week for local academic staff
and can be 23 or more for foreigners. This varies according to the nature of the courses. While all
the courses need developing practice or skill, sometimes in the teaching learning process, the
ratio of theory vs. practice varies from course to course.
The evaluation of teaching and learning approaches is carried out in different ways. The academic
staff are evaluated by the Department head (35%), peer and team leader (15%) and students
(50%). The format used for instructor's performance evaluation by students comprises five parts:
planning (15%) delivery (50%), assessment (15%), time management (10%), and professional
ethics (10%). The EQA team noted that these are understandably important.
Accordingly, the instructor is expected: to prepare a well organized course syllabus (session
detail, course description, objectives, contents, time, mode of delivery, assessment modality,
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reference); to communicate the objectives, contents and teaching methodology in the syllabus to
students on the first day of the class. The instructor is encouraged to make topics and activities
meaningful and relevant to students; to encourage students to speak up and actively participate in
the class apply continuous assessment methods to evaluate students' performance. Students
should be punctual in arriving on time and leave class on time. Class time is for relevant academic
activities only and consults for students to be scheduled in advance for a consultation with the
instructor. The EQA team substantiated the significance of well-stated performance measuring
tools towards achieving the aspired results and success.
The department heads have the responsibility to establish course groups which consist of the
instructors who teach similar courses. They have the responsibility to make the project
standardized, revising the mode of delivery, active learning and oversee the mode of assessment.
There is a frequent panel discussion. Face to face evaluation in front of students is also one of the
practices in the University. All these have their contributions.
There is a well-established system to control whether students and instructors are participating in
the teaching- learning process properly or not. The SED (page 34) states that each instructor is
required to take attendance of each contact hour in the semester to monitor the attendance and
take appropriate measures. It further makes clear that to strengthen this practice and make it
sustainable, it is important to create a system in all institutes of the University to present a monthly
student attendance report from each instructor to the respective department and to take early
measures to overcome problems and prevent student dropout.
During the discussion with students, academic staff and department heads consider the
information obtained from the SED pertaining to the evaluation of teaching and learning
approaches. The EQA team identified the following challenges:
• In a few cases, in those institutes that use more part time teachers, some part time
teachers do not attend classes / miss classes repeatedly and do not redress as it should
be / as regularly as the permanent staff
• In a few cases some teachers come late
• In very few cases there is a trend of not starting classes on the first day of the first week of
the semester
• Lack of well organized documentation of the number of classes missed or the amount of
time/hours missed due to late coming and the consequent action of whether those missed
classes or hours are properly compensated during make up classes or not
All in all, there is a well established system of evaluating the overall activities that are being
carried out in the University. In a biweekly meeting of the departments, the teaching-learning
process and its problems are discussed. Instructors share their approaches, best practices and
the problems encountered in the teaching -learning process.
The EQA team found that the Education Policy and Guidelines of the University has addressed
assessment policy issues. It gives a direction about the principle and procedures that should be
followed in assessing students learning. ECSU employs continuous assessment, which involves
varieties of assessment tools to address learner differences. It was found that for effective and
fruitful implementation of assessment policy, CPAD offers trainings on Learning Assessment,
Marking and Grading, Continuous Assessment, and Student Assessment at various times.
To make the assessment and grading policy known to the students and staff of the University, the
Education Policy and Guideline is distributed to all institutes and departments and thereby to
respective instructors and students. It is made available on the ECSU website. The departments
disseminate this assessment and grading policy through the different forums of discussion with
instructors and students and during the review of their respective courses and preparing the
course syllabus.
The EQA team found that teachers began to implement the assessment policy through the course
assessment plan that is indicated in the course syllabus. The SED (page 35) states that almost all
teachers give, with some difference, three to four continuous assessments that cover 60%-70%
and a final exam that covers 30-40%. It further describes that the continuous assessment used in
ECSU includes:
• Paper and pencil tests
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• Group and /or individual work
• Assignments
• Project works
• Student presentation
• Case analysis
Everybody knows the importance of continuous assessment to provide immediate feedback on

the teaching and learning and to create opportunities to improve it accordingly. It enables the
teachers to decide how well his/her instruction is going and how students are progressing. The
EQA team wants to emphasize that students benefit significantly if the continuous assessment is
implemented properly. It was noted that there have been challenges in implementing continuous
assessment as it is considered as a burden and pressure. This might be due to lack of well
organized planning and scheduling/programming.
Testing Committees help to facilitate the implementation of the policy. Instructors and students are
held responsible for its proper implementation. The process is that instructors submit a course
plan at the beginning of each year/semester. The plan is used to check the implementation of
continuous assessment. Student course evaluation / course syllabus assessment methods are
stated in the course plan and course outline. Post course evaluation is used at the end of each
semester.
The EQA team accessed the committee minutes providing details on the standard of continuous
assessments to be maintained by instructors giving courses in the Public Financial Management
Department. The main content of the minute deals with the establishment of a continuous
assessment quality assurance committee, which is following up the standards of continuous
assessment and/or exams by the instructors according to the standards set by the Department
Council indicated below:
• For tests:
> The number of tests should be 2 to 3 in a semester
> Component of tests: minimum of two; that is one objective and subjective/ essay
type. The subjective essay type component is mandatory in any test.
• Other modes of assessment such as quizzes, term papers, and individual and/or group
assignments are required
• The weight for internal assessments (tests and other modes) is a minimum of 60%
• Final exam:
> Weight maximum of 40%
> The components of the final exam should depend on the nature of courses. Here,
the subjective/essay type/workout part is mandatory and must be completed
before the final the exam
Evaluation in each course should take place at least four times per semester based on the
information stated above (tests, other assessments, final exam). The assessments must be in
accordance with the assessments detailed in the course syllabus of the course the instructor is
offering.
The EQA team also considered a Format for continuous assessments for PFM Department; a
Grade Report Format; and the Student Mark list. The continuous assessment sample records
show that slight variations occur across departments in the number of tests and allocated marks
for the test. The Common pattern is Test 1, Test 2, Test 3, Test 4, Participation, Group
assignment, Individual assignment, Assignment, Mid and Final exam. In all, an average of 4-6
assessments are being given although there are differences across the programs. The EQA team
assessed this as good experience.
There is a section in the Education Policy and Guidelines about the specific procedures in exam
administration, including marking, grading and communicating results. The SED (page 37) states
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that, a single instructor marks exam papers and there is no anonymous or dual marking to check
instructors' marking accuracy. The EQA team found that this is just a traditional method so a
better form of applying marking is required to meet the standards. The University has already
developed a grading system in which a number of departments have been applying the criteria
referenced assessment approach that entails the implementation of a fixed grading system. This
should be further strengthened.
Most instructors tell their students about their assessment results gradually and plainly. However,
there are some teachers who did not allow students to see their final exam scripts and results.
The SED (page 37) states that "some postgraduate students interviewed stated their
dissatisfaction on the adequacy and helpfulness of the script comments given by their teachers on
open ended/subjective/ exam questions and assignments to learn from their mistakes and identify
their strengths and weaknesses. This problem is also observed in the sample marked exams and
assignment work'".
The University has a fixed scale grading system which is being implemented to assess student
achievements fairly and to assure standards are maintained from year to year and to grade
sections of students consistently. The EQA team advises ECSU to match the fixed scale grade (a
certain letter and the value or grade point each represents) with the objectives of the course and
the expected learning outcomes to be achieved by students.
The assessment policy and procedures are communicated to the University community through
the staff handbook and the students' handbook. Among the roles and responsibilities of staff, the
list of activities related to assessment is outlined. The Education Policy and
Guidelines which sets out arrangements for assessment and other issues are available on the
ECSU website.
Regarding the student appeal system, the procedures on how student grievances are handled
and rectified (if necessary) are described in the Education Policy and Guidelines. The SED (page
37) stated that the procedure is not practiced exactly as stipulated in the policy and there is no
assigned body to investigate such cases at University or institute level. However, students are
always allowed to contact the institute and their respective departments whenever they have
complaints and grievances on assessment results. Students can discuss assessments with their
instructors and if they are still not satisfied, they can present the case to the director of the institute
council where there are representatives of students as members. The EQA team urges ECSU to
ensure implementation of the appeal procedures exactly as stated in the policy. In addition, the
University is working towards maximizing student satisfaction in other aspects of campus life
through direct discussion with them or through their representatives, through administrative
support services, department head, adjudication with their instructors, communication and above
all, the instructors' themselves ask students whether they have any problems.
With regard to Focus area 7 (Teaching, Learning and Assessment) the EQA team
(i) The attempt to employ learner-centered teaching approaches to address multiple

intelligence and learning differences.
(ii) The existence of well established systems such as: a biweekly meeting of the
departments for evaluating the teaching-learning process and its problems
through discussion.
(iii) The use of a range of teaching methods which vary from department to
department.
(iv) The well established system to offer tutorial support to students.
(v) The format used by students to evaluate the performance of their instructors.
(vi) The existence of a written assessment policy and its communication to the
University community.
(vii) The system to check the implementation of continuous assessment.
(viii) The existence of Formats for continuous assessments at various Departments.
The following are the recommendations of the EQA team on Focus Area 7 (Teaching,
Learning, and Assessment):
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(i) monitors the implementation of learner-centered teaching approaches;
(ii) encourages students further to benefit from tutorial services;
(iii) ensures that the staff provide adequate academic advice and support to students;
(iv) makes female students work hard to develop self confidence;

(v) strengthen the established system for the full scale implementation of continuous
assessment;
(vi) introduces anonymous marking and double marking where practicable;
(vii) examines the implementation of the Education Policy and Guidelines on teaching
and learning and assessment and takes action as necessary;
(viii) introduces a system to use external examiners for undergraduate students to
help moderate standards and report on the quality and relevance of programs
where practicable.
8: Student Progression and Graduate Outcomes Student

Progression
With regard to student progression and graduate outcomes, the SED lacked systematically
organized data on the admission and progression of student cohorts and did not include accurate
data from the Registrar's office. During the audit visit, the EQA team observed that the office of
the Registrar was automated in such a way that student information could be readily available and
easily accessible from one database.
The SED (page 38) acknowledges that neither the institutes nor the Admission and Registrar
Office have systematically organized data that clearly show students' attrition rates. It took time
and effort of the internal quality audit team to organize and analyze the data provided by the
Admission and Registrar Office. Moreover, the data lacks precision in stating the number of
dropout students. Sometimes the number of students stated to be dropped out, withdrawn or
dismissed is not subtracted from the number of students in the next year. Therefore, the number
of students recorded as attrition by the Admission and Registrar Office seems to be incorrect. It is
lower than the stated figures.
From discussion with staff members and information gathered from the Registrar office the EQA
team noted that the overall attrition rate of the University is low. The data organized by the internal
quality audit team also shows that the University wide attrition rate is generally low in terms of
both absolute numbers and percentages. The data on the attrition rate is not uniform. It varies
across institutes, program levels, academic years and sexes. The attrition rate for graduate
students is low as compared to the attrition rate of undergraduate students in all institutes.
The SED tries to analyze the attrition rates of different institutes based on the existing data of the
Registrar. In ITCA, the attrition rate of undergraduate students was 0.97% in 2011 that is 0.9% for
male students whereas 1% for female students. In the same institute and program level the
attrition rate was 2.5 % in 2009/10 with 2.3% for male and 3.6% for female students. On the other
hand, the attrition rate was 0% in 2008/9 academic year. In IPMDS, in 2008/9 undergraduate
student's attrition was 9.4% which was 4.8% for males and 28.9% for female students. The above
attrition rate decreased to 1.1% in 2009/10 and 2.5% in 2010/11. Attrition rate in IUDS ranges
from 4.5% (Urban Engineering) in 2008/9 to 0% in 2010/11 (Urban Planning). The attrition rate of
Urban Planning students seems relatively low as compared with Urban Engineering students. The
aggregate data in two consecutive years indicates that the attrition rate at University level was
3.8% in 2008/9 and 2.2% in 2009/10. This implies that there is a trend of declining attrition rates at
University level (SED page 3839).
Although the office of the Registrar provided the EQA team with student statistical data, this was
not helpful in calculating the rate of attrition as it lacked continuity with regard to data for a cohort
of students from admission to graduation that could be used to calculate the rate of attrition. The
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EQA team also observed that data was not collected on a routine basis so that it was difficult for
the numbers of students progressing from initial registration to graduation on each program to be
tracked semester by semester and year by year.
Table 8.1 Admission and total active regular undergraduate students for the year
2011/12, Semester I.
Admission Dismiss Dropout withdra Total Rate % Readmi Total active

al wal ssion students (1St
S.2004 EC
Depart
ment F BS F BS F BS F BS F BS F BS F BS F BS
IPMDS 36 287 0 0 1 22 0 0 1 22 2.8 7.7 4 8 35 265
IUDS 80 619 2 2 -5 26 2 2 -1 33 0 5.3 4 9 81 589
ITCA 117 421 0 0 4 22 3 3 7 26 6 6.2 4 9 110 395
Total 233 1327 2 2 0 70 5 5 7 81 3 6.1 12 26 226 1249
Source: SED
Note: BS = both sex (M+F)
From the above table we can see that the student progression from the time of admission (the
year of admission is not known) until the first semester of the year 2004 EC indicates that the rate
of 'attrition' was very low and that the number of dismissals is lower than that of dropout and
withdrawals.
The SED (page 39) also states that, generally, the University wide attrition rates due to dropout
and withdrawals are higher than the rates for dismissals. Attrition rates due to dismissal are
minimal. On the other hand, the attrition rate of students who came from the better capacity
regions of the country (other than the emerging regions) tends to be lower in percentage terms
than the rate for students who come from the emerging regions of the countries ( Somalia,
Benshangul-Gumuz, Gambella and Afar) but greater in absolute numbers. It is also observed that
the first year is critical for academic survival especially for undergraduate students. This indicates
where the University student support should be concentrated. The data trend shows that the
student attrition rate is generally decreasing although this is not consistent. Therefore, it is
important to extend the student academic support of the University to enhance students academic
performance.
The above data does not tell us the reason why students withdrew or dropped out. No additional
explanation is available about the internal and external factors which forced them to leave. This
information is very important to inform actions which may minimize attrition. Without having this
information, it is difficult to plan measures to solve the problems. The EQA team could not find
documented evidence on the root causes of student dropout.
However, the Registrar Office staff suggested several plausible explanations from anecdotal
information and word-of-mouth reporting. Among the main determinants for attrition are family
problems, health problems and personal conflicts. It was reported to the team that academic
deficiencies only account for 3.8% of attrition numbers. Those reasons for attrition are also
recognized by staff and were acknowledged in a discussion with senior staff, dean and
department heads. During a discourse the staff members also mentioned the proactive measures
taken by the University to counteract attrition and to help students stay offering guidance and
counseling to needy students.
During discussion the EQA team was told that, despite the above stated problems, minimizing
student attrition is one of the major focus areas of the University. The University aspires to
achieve zero attrition rates in the long run. The University five year BSC strategic plan 2003-2007
EC (page 17-18) indicates the University plan to achieve student completion rates of 99% and
100% for undergraduate and postgraduate students respectively by providing special attention to
females, students from emerging regions and students with special needs (people with disabilities,
HIV positive). For this purpose, the University designates one objective among the thirteen
strategic objectives formulated in its BSC document. This objective is as follows, "Enhance
retention of female students, students from emerging regions and people with special needs".
During discussion the EQA team was also told that this objective is cascaded to each institute and
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thereby to each department and each instructor. Therefore, the performance of each institute and
department will be measured based on their achievements in this regard. To support this objective
various support mechanisms are being put in place such as tutorial programs, the expansion of
library and additional IT services.
Graduate outcomes
Regarding the University's graduate employment destinations, the EQA team noted that all of the
students of the University are employees of government organizations and are sponsored by their
respective employers, the graduates return to their respective regions and organizations.
Therefore, ECSU graduates normally do not face the problem of unemployment.
During discussion the EQA team was told that the University had conducted impact assessment to
assess the competency and performance of its graduates in 2000/01 and 2008. A published
document was presented as evidence; the EQA team was able to look at the full technical report
of the study. Based on the recent (2008) impact assessment report the SED (page 40) states the
education provided by ECSU enabled the graduates to become competent in conceptual,
technical and ethical knowledge, which is required in the contemporary work environment of the
civil service. Thus, the findings indicated that graduates of the University have occupied public
offices, both at federal and regional levels, and contributed well, effectively performing the duties
and responsibilities as expected of them.
The EQA team noted that ECSU does not have either an informal or formal association of
graduates and current students lack the strong emotional bond with their predecessors that such
an association provides. The EQA team was told by academic staff members that there is a plan
to establish student alumni at the University level in the near future.
With regard to Focus Area 8 (Student Progression and Graduate Outcomes) the EQA team
(i) The deployment of an automated database system for students records.

(ii) The graduate tracer study/impact assessment conducted by the University.
The following are the recommendations of the EQA team on Focus Area 8 (Student
Progression and Graduate Outcomes)
(i) collects, analyses and makes available systematically gathered and organized
data on admission, readmission, withdrawal, dropout and dismissal of students for
each program and for each cohort of students in each semester and year;
(ii) systematically investigate and record the root causes of attrition;
(iii) updates previous student records in the new database system of the registrar;
(iv) continues to seek other measures to retain students and minimize attrition;
(v) develops and establishes effective and active alumni links;

(vi) strengthens the existing trend of tutorial support to reduce the level of attrition
due to academic reasons.
9: Research and Outreach Activities

One of the mission statements of the University concerns research. It states that the University
has a mission to build capacity in the public sector by facilitating and promoting the ongoing efforts
that are targeted at solving problems and building capacities of the civil service. The end goal is to
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develop its reputation as a successful research institution. The University is making every
endeavor to address societal needs and promote holistic and sustainable development in the
country. It was with this mission statement in mind that the EQA team considered the current
research activity of the University.
The SED identifies research as one of the University's mandates. The SED further states that the
University conducts research in various areas focusing mainly on the civil service sector problems
in areas, such as urban sector, development and management areas , accounting and finance,
federalism and legal matters, and other cross cutting issues, like HIV and AIDS. There is a
research and consultancy coordination office which is accountable to the Vice president of
academic development. The office has set its own Research Policy & Guidelines. The EQA team
received this document entitled "Research Policy & Guidelines (May, 2009, Addis Ababa)''.The
existence of the document indicates that the University has a clearly stated policy which is also
communicated to its community as the information obtained in the group discussions with the
concerned bodies revealed.
According to this research policy and guidelines document, each member of staff has the
responsibility to fulfill the conditions stipulated in the policy guidelines to be involved in research.
That is, - to remain abreast of current research and research methods, to be up-to-date with new
developments, to collaborate with other researchers, and to maintain a research culture in their
respective academic fields among others. The policy also details the incentives provided to
motivate staff to participate in research. However, staff participation in research depends on the
following three criteria: - the quality of the proposed project, its activities, and the cost of the
proposed project. It is also stipulated in the Senate Legislation of the ECSU (November 2010) that
each member of staff in any department is expected to spend 25% of his/her time on research.
However, it was not possible to get exact information as to what percentage of the academic staff
is engaged in research. The SED also does not mention this. Therefore, it does not appear that all
staff members in all departments engage in research work as is expected of them. In the
discussion with the Quality Assurance (QA) committee of the University, the members of the QA
committee confirmed this. They explained that the problem is caused by lack of confidence on the
part of some staff members in undertaking research activities and that there is a plan to involve all
staff members from all departments in a rigorous training in the future so that they develop the
necessary confidence. When asked if there is a problem with funding the QA committee of ECSU
assured the EQA team that there is no shortage of funds to support any members of staff who
wanted to undertake research.
The University has a vice president with responsibility for academic affairs and research as
mentioned earlier. The University has established a Research and Publications Office. The
Research and Publications Office is currently led by a chairperson assisted by faculty deans
forming a research and publications committee. The EQA team discovered that until now, ECSU
has organized five national research conferences. . Nevertheless, the Team had access to 2
Journals of ECSU in which the proceedings were published. The first one is the Journal of African
Development Studies (JADS), an annual journal where the first issue appeared in December
2010. The second one is the Ethiopian Journal of Public Management and Development an
annual journal, the first issue of which appeared in July
2010.
The research findings of the academic staff of ECSU and students were disseminated through
local and international journals, ECSU's website, conference presentations, annual symposia and
policy briefs as stated in the SED and later proved in interviews with the committee members of
the RPCO of ECSU. The SED however does not mention what percentage of the research
undertaken was published in local and international journals.
The research activities of ECSU were seen as more than adequate by the SED writing team. The
same view was shared by the staff and committee members of the RPCO as revealed in their
discussions with EQA team. The groups mentioned that there was no shortage of funding and the
academic and professional staff members were getting more motivated and more engaged in
research than ever. If there are problems, they are minor ones; such as delay with the reviews as
the incentives are low, and some junior staff may lack confidence and these are being taken into
considerations.
Thus, there is a tradition to build on and improve the infrastructure that can facilitate development.
Furthermore, one of the standing committees of the Senate is The Research and Publications
Committee which, according to the Research, Publication and Consultancy Policy, has the remit
to:
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1) Oversee research activities: whether funded by the government, the University or regional
states
2) Execute funding and monitoring of research activities approved by the Senate Research
and Publication Committee
3) Coordinate research activities all over the University
4) Organize seminars, symposia and the like
5) Monitor proper implementation of research projects
6) Evaluate research outputs of the University
7) Approve and direct research to avoid duplication
8) Communicate with funding organizations
9) Facilitate the production of Journals, proceeding and other scholarly publications by the
faculties
10) Provide consultancy services concerning research
11) Plans for research activities and publication
12) Keep records of research activities and publications
13) Prepare and compile quarterly, semi-annual and annual research reports
14) Issue local ethical clearance for research involving human subjects.
With regard to outreach, the University seeks to provide diversified educational opportunities,
consultancy, short-term training and other community services. The SED states that the University
established a center to coordinate consultancy service along with short-term training. The
consultancy service is mainly on Civil Service Reform, Urban Development and other cross-
cutting issues. In relation to Civil Service Reform, the SED and the information obtained from the
respective institutes (IUDS) show that the University has been providing consultancy services in
the area of BPR and BSC to various government institutions, ranging from Federal Ministries to
individual HEIs by assigning 30 academic staff of the University for about four consecutive years.
As stated in the SED and as learned from all concerned bodies, ECSU also provides consultancy
services pertinent to its students' field of specialization in addition to consultancy services
coordinated at the University level. A case in point is the ten year structural and development
plans being prepared for different regions by IUDS in different regions of the country.
As the EQA team learned from all concerned bodies in the group discussions, these programs are
believed to be very effective as they are the means through which what is learned in theory is
interpreted into practice, besides making graduates know in advance what type of services they
would be providing after graduation. When asked what problems are encountered when carrying
out such programs, he group had a similar view concerning the consultancy service. The program
is seen as one of the core businesses of ECSU in rendering service to the community. What has
so far been done on the civil service reform and urban development to support the required
change is of paramount importance since not only does it benefit society at large but also provides
big internal revenues for the University. In the discussion held with Center of Training and
Consultancy, the EQA team learned that about 3,000,000 birr revenue could be obtained from
providing consultancy and training service every year.
Regarding national and international links, ECSU is in a good position. The SED identifies links
with national and international networks and making use of them to strengthen the University. As
learned during joint meetings of the ECSU staff and from what is listed in the ECSU pamphlet and
SED, the international links are: Banaras Hindu University, Varanasi India; LBSANAA,
Moussoorie, India; Kehl University, Germany; Kangwan National University, South Korea; UK
National School Government; The French National School Administration; The African
Management Development Institutions Network etc.
The University has a well established external relations office and is actively working with all these
Universities and is happy about the benefits it gets from such links as revealed in the discussions.
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Some of the areas of collaboration with these international institutes as explained in the SED are
the exchange of faculty members and researchers, the exchange of students, the exchange of
academic information, joint research, and development of materials and the like.
With regard to Focus Area 9 (Research and Outreach Activities) the EQA team commends
the University on the following:
(i) The establishment of a Research and Publications Office.

(ii) The creation of arrangements for disseminating the research findings of ECSU
staff and students the existence of a plan for further improvement .
(iii) Having Research and Consultancy Policy & Guidelines to increase the budget of
the Research and Publications Office, to raise the quantity and quality of research
and to give training to the staff to achieve the goal.
(iv) The practice of publishing two types of journals based on annual conferences on
research and publications.
(v) The practice of designing systems and methods to external links to solicit
research funds and grants for HIV and AIDS, etc.
(vi) The establishment of links with different towns in different regions which not only
renders service to the community but also prepares students to meet future work
challenges.
(vii) The establishment of links with many Universities outside Ethiopia.
(viii) The provision of consultancy services to different regions and ministries.
The following are the recommendations of the EQA team on Focus Area 9 (Research and
Outreach Activities)
(i) develops a means to involve all members of staff in research activities by
tackling present obstacles;
(ii) strengthen the Research and Publications Office;
(iii) encourages a stronger research culture;
(iv) develops its consultancy capability further;
(v) extends community service practiced by some institutes such as IUD and
include all institutes;
(vi) motivates teaching staff and students in research activities;
(vii) provides research training to all department staff;
(viii) (viii)requires each faculty and department to have a research strategy and a
research plan;
(ix) encourages all members of staff to provide consultancy services;
(x) researches and documents all its outreach activities;
(xi) considers the need for all academic staff have contracts stipulating 25% of their
time is for research to achieve the requirements in the ECSU's Senate
Legislation;
(xii) ensures that what is in the strategic plan regarding research and consultancy
service is delivered according to the plan;
(xiii) creates a data base which illustrates the number about the research and
consultancy output.
10: Internal Quality Assurance
Internal Quality Assurance is a planned and systematic monitoring and review process
established by an HEI to determine the quality and relevance of its programs and the
appropriateness of its infrastructure. A robust and transparent quality assurance system conveys
confidence in the quality of the provision of an HEI to its staff, to students, to employers and to
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other stakeholders. HEIs should have a policy and associated procedures for the assurance of the
quality and relevance of their programs.
ECSU guides its activities with well-stated policy documents in every area of its activities. Quality
assurance is one of these components. The SED (page 45) states that quality assurance is one of
the nine major policy issues for ECSU which are covered in the Education Policy Guidelines. For
quality assurance, the guidelines list the following five explicit policy issues:
• University institutes should have formal mechanisms for the approval, periodic review and
monitoring of their programs and awards
• Quality assurance activities should be based on explicitly published criteria that are
applied consistently across programs and Institutes
• Quality assurance processes which contain recommendations for action should have a
predetermined follow-up procedure for implementation
• To maintain quality, the University employs semester course reviews and annual program
curriculum reviews, which are led by department heads and Institute Directors
• Teaching practice will be evaluated continuously to ensure areas for further improvement
be identified
These are the basic constituents pertaining to Quality assurance.
HEIs should also commit themselves explicitly to the development of a culture which recognizes
the importance of relevance, quality and quality assurance in all their activities. They should
develop and implement a strategy for the continuous enhancement of quality. The ultimate goal of
internal quality assurance is to have a culture of quality care which ensures that quality is a focus
of all the activities of an institution at all levels and is incorporated into the everyday work of the
whole institutional community. Every HEI must have an internal quality assurance system that
seeks to continuously improve the quality of its provision.
ECSU has a well-established quality assurance system with appropriate procedures and
mechanisms. It has a separate QA office with three staff, one of whom is a Quality Assurance
Team leader: the other two are quality assurance experts. The EQA team was told that the office
was established two years ago. The roles and responsibilities of the QA officers are clearly stated
and communicated. The Education Quality Assurance Team is accountable to the office of
Institutional Planning and Assessment (IPA). The team has developed an internal quality
assurance audit handbook which has been dispatched to the respective institutes and others.
The Quality Assurance Team works on all the activities of the University: education, training,
research and consultancy. Through BSC an effort is being made to measure quality assurance
and its effect on the level of attrition and tutorial services. The Education Policy & Guidelines
(page 43-48 section 3.11) presents issues about Quality Assurance. It gives more detailed
information about the ways in which the Quality Assurance Policy of the University is implemented
and provides a useful reference point for those who need to know about the practical aspects of
carrying out the procedures.
Different management reform tools are used to improve the efficiency and quality of the core
business of the University. This is also part of the quality assurance arrangements.
The Quality Assurance Team coordinated and participated in the overall activities of the self-
evaluation of the University. This was achieved by forming a University level education quality
assurance committee. Experts were assigned to provide regular support and continuous follow up.
The committee was further divided into three subcommittees, each of which included student
membership. The internal quality assurance audit or self evaluation was conducted in the
University through a bottom up approach where every audited institute prepared their own self
evaluation report by assessing their strengths and weaknesses.
The evaluation of individual courses is being carried out to assess the teaching-learning process
at the end of each semester. The University has planned to conduct program evaluations in the
near future.
ECSU has undertaken two impact assessment studies in 2001 and 2008 respectively. The impact
studies are similar to tracer studies. They revealed the overall picture of the University including,
strengths and weaknesses. Data was collected from employers, the community, heads and other
Page 56 of 79
workers. The findings and recommendations are being used to support further short-term and
long-term improvement plans.
Having recognized that continuous enhancement of training quality is mandatory to meet the
needs of the customer, ECSU training managers and teams have been given the responsibility to
address the following important issues in all courses:
• The relevance of training to the priority area of public service (directly applicable to the
actual situation)
• Participation of customers in training program development
• Quality enhancing indicators:
> Competence of trainers (experienced and credible delivery)
> Standard of training materials (high quality materials)
> Training facilities
> Trainees' participation.
There are a range of good practices identified in the University. They are helpful to the University
and other HEIs in the country. The University identified best practices at department, institute and
University levels using different procedures, such as repeatedly holding consultative meetings (bi-
weekly meetings held at department level in BSC), workshops, symposiums, etc. Best practices
are being shared among different departments and institutes within and outside the University by
using different channels through newsletters, booklets, websites, and events such as the
celebration of Teaching-Learning Day.
With regard to Focus Area 10 (Internal Quality Assurance) the EQA team commends the
University on the following:
(i) The establishment of the Quality Assurance Team.
(ii) Availability of Quality Assurance office.
(iii) Inclusion of Quality assurance issues in the the Education Policy Guidelines of the
University.
(iv) The Internal Quality Assurance Audit Handbook developed by the Quality
Assurance Team.
(v) Arrangements for disseminating the Internal Quality Assurance Audit Handbook to
the respective institutes and other pertinent bodies of the University.
(vi) The impact assessment conducted a couple of times.
(vii) The mechanisms for identifying and sharing the good practices of the University.
(viii) The existence of adequate inputs to assure quality.
The following are the recommendations of the EQA team on Focus Area 10 (Internal Quality
Assurance)
(i) prepares an annual plan for quality assurance activities;

(ii) ensures that quality assurance activities are cascaded at department level;
(iii) undertakes a regular comprehensive program evaluation and;
(iv) takes actions to improve programs following evaluations;
(v) strengthens the existing commendable activities;

(vi) monitors the progress of the implementation of the quality assurance policy;
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(vii) ensures that the quality assurance responsibilities are known to the HEI
community;
(viii) strengthens further the practice to systematically identify and disseminate best
practices in teaching and learning and other core activities to the University
community;
(ix) conducts regular quality assessments on various aspects of core activities;
(x) raises continuous awareness and;
(xi) provides training to staff on quality assurance matters.
Thematic Enquiries and Audit Trails
The EQA audit team did not pursue any specific thematic enquiries or audit trails. Good
Practices
The SED (page 47-49) reported the major exemplary activities of the University. Among these,
according to the EQA team, some aspects could be considered as best practice and can be
shared with other HEIs. The best practices outlined include;
1) Impact Assessment Studies: ECSU conducted two phased impact assessment studies;
the major purpose of the first phase impact assessment was to assess the contributions
of the education and training graduates of ECSU to improving the performance of civil
service institutions of the regions. The major purpose of the second phase impact
assessment was to investigate the performance of the Ethiopian Civil Service University's
graduates in various federal and regional government offices, assess the effectiveness of
their education and training programs and gather reflections of the public towards the
services of the University's graduates.
Based on these impact assessment studies the University has opened public sector
responsive programs and redesigned business processes, policies and guidelines.
2) Teaching- Learning Day Celebration: This is being carried out with the aim of
employee recognition for positive impact on an organization.
ECSU firmly believes that employee recognition helps to create a positive, productive, and
innovative organizational climate. As an educational institution, the Ethiopian Civil Service
University celebrates a teaching and learning day which should be a source of pride and give
a sense of achievement to everyone involved. On this remarkable day, the University gave
teaching-learning recognition awards for the six best instructors drawn from four institutes and
one center. The recipients were selected based on their competence and commitment to the
duties and responsibilities they are given.
3) Participatory Redesigned Process and Strategic Planning (BPR and BSC)
Formulation and Implementation: The University has used business process re-
engineering (BPR) and Balanced Score Card (BSC) as change management
strategies to improve the quality of its core programs and services and the support
process, with the objective of increased efficiency and effectiveness. The
University has benefited from the participatory approach of most of the academic
and administrative staff in the formulation and implementation of BPR and BSC.
Moreover the ECSU shares its experience on BPR and BSC formulation and
implementation with various Higher Education Institutions and Civil service
organizations.
4) Quality Assurance Evaluation Approach: The University established a Quality
Assurance Team (QAT) of two experts and one team leader under the Institutional Planning
Assessment to support the educational institutions of the University and support University
management in their work to continuously enhance the quality of their educational programs.
5) Redesigned Business Process, Policies and Guidelines: So far the University

has passed through many changes and the process of changes has touched and
transformed practically everything that goes on within the University. The impact of
change has been tremendous on the core business of the University, namely,
teaching, training, research and consultancy. The process of change, hall marked by
Page 58 of 79
BPR, has introduced and put in place a number of innovative ideas that are change
sensitive.
The changes and the process of change are also documented and designed in the form of
polices and guidelines for further references and to be an implementation check list. e.g.,
education policy and guidelines, research policy and guidelines, quality assurance handbook
etc.
6) Dormitory Service: At University level, 1 toilet and 1 shower were being used by 10 to 13
students respectively. Proctors are assigned in every block to monitor the sanitation, and the
security of the dormitories and to facilitate the maintenance of electric outlets, chairs, lockers
and other materials. Student representatives unanimously agreed that ECSU offers the best
dormitory services to students.
7) Responsiveness to Public Sector Priority Programs: ECSU's education programs are

developed in ways that take into account the country's capacity building strategies, thereby
ensuring the relevance of the curricula. According to the University president (ECSC, 2010),
one aim of the specialized programs at the masters and PhD levels is to produce senior
experts who can staff the various civil service capacity building institutes at federal and
regional levels as trainers and researchers. Some of the civil services institutes need capacity
building institutes at federal and regional levels as trainers and researchers. Some of the civil
services institutes also require highly trained experts who can identify problems and come up
with solutions through research.
8) Staff development: ECSU has taken short and long term staff development as an
important priority area since its establishment. ECSU staffs have been making strenuous
efforts to develop professionalism and to effect attitudinal change.
The EQA team had the opportunity to verify all these practices with sound evidence.
Documentation, visits, discussions and observation of teaching provided evidence that the
University claimed did exist in practice. These exemplary practices can be applied to other
HEIs too.
Plans for enhancement of processes and practices

The SED (page 49-51) provides a well-organized and very detailed Quality Enhancement Plan
and Action Plan. The improvement plan sets goals in response to the recommendations in the
report, as well as for any developmental issues identified by the University itself. The improvement
plan prioritizes these goals and proposes explicit actions to be undertaken by the University within
a specified time frame to achieve these priorities. The quality enhancement plan includes:
• A short narrative, which deals with the findings of the internal quality audit report
• How the University plans to deal with the recommendations
• How and why priorities are established
• Where the overall responsibility for the improvement plan lies
• Who approves the plans, how progress will be monitored and evaluated
• Who will serve as the University contact person for the follow-up process and develop
action plan in tabular format.
Conclusion
The overall conclusion of the EQA team is that the Ethiopian Civil Service University is a modest
size government higher education institution. It focuses on specialized programs that are not
offered in other higher education institutions, but are essential to fill the gaps in the civil service of
the nation and are given utmost priority. Besides having graduated thousands of students from
regular degree programs, it has put in place an infrastructure and established practices that could
allow for more growth in regular student numbers should the demand arise. The University has
found it difficult to recruit adequate numbers of staff with PhDs and hence, is not meeting Ministry
of Education requirements. However, a total of 44 academic staff of ECSU is now attending their
PhD study. Thus the EQA team is of the opinion that the University needs to maintain its efforts to
support staff development.
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The University has made significant efforts to monitor the quality and relevance of the education it
is providing. As research and community services are the two major tasks among the core
activities, the University has developed a research culture among its staff. Research contributes a
viable service to the surrounding community.
The vision statement of the University is "Excellence in Public Sector Capacity Building". This
statement is not time bound or geographically bound. The University will continue to require effort
and considerable resources to further its current position in the realization of its vision, however,
the foundation for the necessary development is firm.
Appendix 1: Acronyms
ARO Admission and Registration Office

ASCRC Academic Standards and Curriculum Review Committee
BPR Business Process Reengineering
BSC Balanced Scorecard
CAPD Center for Academic and Professional Development
CGAD Center for Gender and Development
DLC Development Learning Center
EC Ethiopian Calendar
ECSU Ethiopian Civil Service University
EQA External Quality Audit
HAMU HIV and AIDS Management Unit
HEI Higher Education Institution
HERQA Higher Education Relevance and Quality Agency
HRM Human Resource Management
ICAA Institute for Certification of Accountants and Auditors
ICDE Institute of Continuing and Distance Education
IFLS Institute of Federalism and Legal Studies
ILG Institute of Legal and Governance
IPA Institutional Planning and Assessment
IPMDS Institute of Public Management and Development Studies
ITCA Institute of Tax and Custom Administration
IUDS Institute of Urban Development Studies
OPAC Online Public Access Catalog
PFM Public Finance Management
QA Quality Assurance
RPCO Research Publication Coordination Office
SED Self Evaluation Document
ULDM Urban Land Development Management
UMMP Urban Management Master's Program
VPAD Vice President for Academic Development
Appendix 2: The Institutional Quality Audit Team
1.Dr. Woldeemmanuel Walombo (Addis Ababa University)
2.Dr. Mendida Berkessa (Addis Ababa University)
3.Dr. Ferede Befekadu (Unity University)
4.Mr. Dawit Kassa (HERQA)
5.Mr. Mulugeta Mekonnen (HERQA)

Appendix 3: Timetable of the Institutional Quality Audit Visit
Day 1
Meeting with University /HERQA Liaison Officer
Establishment of work base/meeting room
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Discussion of timetable Study of documentation
Meeting with President
Meeting with senior staff on mission, vision, goals, organizational structure, roles and
responsibilities
Meeting with quality assurance team members on quality assurance and relevance
Meeting with curriculum committee members on program relevance and curriculum
development,
review and approval
Visits to facilities (libraries, dormitories, offices, clinic, student canteen and
lounge) Audit team meeting
Day 2
Study of documentation
Observe teaching
Meeting with senior staff on teaching and learning
Meeting with senior staff on staffing matters
Meeting with staff representatives/selected ordinary staff
Meeting with senior staff on student assessment and examinations
Meeting with Heads of Student Support Services on student support
Audit team meeting
Day 3
Meeting with student representatives
Meeting with senior staff and Registrar on student admissions, student progression, student
satisfaction and graduate destinations
Team work on thematic enquiries/Audit trails (best practices of the university explored) Study of
documentation
Visit staff offices, ICT Computer Laboratories, Engineering and architecture laboratories,
Registrar, gender office, workshop, and store Meeting with research personnel on research
Audit team meeting
Day 4
Meeting with senior staff on topic suggested by the University
Meeting with deans and Heads of Department
Meeting with senior staff and external stakeholders/employers
Meeting with Quality assurance team members and officers from consultancy service on quality
assurance, consultancy and community service Audit team meeting
Meeting with Director/ Acting President
Appendix 4: Participants in meetings held during the Institutional Quality
Audit
Name Position
Ababu Defare ITCA, Director
Abay Akemachew CGAD, Head
Abdusemed Ibrahim Student
Abi Siyoum Male's Dormitory, Proctor
Abrham Kinfe Student Union, V/president
Alazar Ali DLC, Team Coordinator
Alemayehu Seberu IPA, Quality Assurance Team Head
Ashenafi Beyene (PhD) PFM, Department Head (Assistant professor)
Ashenafi Fisseha IT Specialist
Ayele Bekele CTC, Team Leader
Ayeneabeba Andualem CAPD Director
Beker Hadji Guidance & Counseling Officer
Belete Kebede PFM, Lecturer
Beyansie Asfaw ITCA, D/Director
Bizunesh Bishaw Student Cafe, Head
Christophe Van Der Beren (PhD) IFLS, Department Head
Daniel Admassu ITS, Head
Defar Assefa Senior Nurse
Dejene Mamo Tax and Custom Administration, Department Head
Page 61 of 79
Demeke Haile IUDS, Head of ULDM
Demise Mered HRM, Head
Demis Abate GCMF
Dereje Terefe (PhD) CPPS, Director
Deribe Assefa IPMDS, Lecturer
Desalegn Shekabu ICDE, Director
Emanuel G/Yohannes (PhD) Chairman of the senate staff promotion standing committee
Ermias Wondie Registrar, Head
Essayas Derive UPMP, Lecturer (Assistant Professor)
Esayas Shiferaw IUDS, Head
Eshetie Abebe CAPD, Expert
Fitsum Kebere CTC, Director
Getachew H/Mariam Student Council
Getahun Gut ITCA, Lecturer
Gumate Yimer Library Check Point, Staff
Hailemichael Abera (PhD) President of the University
Jalle Olana Student
Kebede Bishaw IUDS, Director
Kibru Sileshi Library Service, D/ Director,
Megersa Tolera Student Council
Mehreteab G/Selasie ICDA, Member
Mekonnen Jemaneh (PhD) V/President for Development & Administration
Mekuanint Demisse ITCA, Team Leader, Administration & Support Team
Mellese Damtie IFLS, Lecturer
Meseret Daniel Student
Mohammed Abdulahi IFLS, Lecturer (Assistant Professor)
Mulubrhan Seyoum IUDS, D/Director
Nesru Awel ARO, Team Leader
Philipos Petros HAMU, Head and Senior Staff
Rahel Sintayehu IUDS, Lecturer
Samson Kassahun (PhD) Academic Vice President
Samuel Gizaw ITS Infrastructure, Team Leader
Seble Gebreyes Library, Head
Selamawit Teshome Reference and Circulation
Selomon Worku Reference and Circulation
Shawel Asfaw IPMDS-Development Management, Department Head
Shibeshi Mengistu Student Council, Member
Shoa Jemal IPMDS, Head Department of Public Management (Assistant
Professor)
Solomon Abay (PhD) IFLS, Director
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Solomon Negusie (PhD) IFLS, Senior Staff (Associate Professor)
Solomon Yilma Male Dormitory, Coordinator
Tamirat Wagore CTC, Team Leader
Tegegn Gebeyaw IPA, Officer
Tegegnwork Amare ARO, Team Leader
Tesfaye Solomon RPCO, Director
Tewodros Gizachew IPA, Quality Assurance Expert, Liaison Officer
Tihitina Ayalew ITCA, Head of Public Procurement and Asset Management
Tilahun Fekede School of Graduate Studies, Director
Tiruye Alemu PR, Head
Waqgari Negari (PhD) ILG, Director
Woldemichael Missebo IFLS, Lecturer
Wondimu Moges External and Public Relations Department, Staff
Wondiye Kebede IPA, Quality Assurance Expert
Woineshet Haile Female Dormitory, Proctor
Workineh Taffese Circulation Coordinator
Yemer Mohammed IUDS, Staff
Yenebeb Tizazu RPCO, Expert
Yeshimebet Asfaw Head for Documentation of Postgraduate Section
Yitades Taddese Health Clinic, Laboratory Technician
Yohannes Neda IPMDS, D/Director
Zeru Getenet Student Service, Dean
Zeidan Abubeker Student Council, Member
Zerihun Temesgen Health Clinic, Druggist
Zeru Getnet Student Dean
Zewdie Bezabeh Public Financial Management, Department Head
(Note: this list may be incomplete as not all those present in meetings recorded their names)
Appendix 5: Documents requested from the University
Requested Documentation for Institutional Quality Audit Visit to Ethiopian Civil Service
University (the documents in bold-italic type are requested from all HEIs being audited)
• Senate Legislation.
• Policy documents.
• Current Strategic Plan.
• Current annual plan.
• Most recent annual report to the Ministry of Education.
• Current course catalog.
• Staff handbooks.
• Student handbooks.
Page 63 of 79
• Names of male and female academic staff in each department with their rank and
qualifications.
• Workshop reports published in previous 12 months.
• Most recent research report.
• Most recent copies of journals published by the HEI.
• Reports on the HEI published in the previous 12 months.
• Data on Academic staff profile, qualification by program, gender, rank, fulltime/part time,
Expatriate-local (External public relation office; ECSC, April 2010/2011)
• Data on Student Enrollment / undergraduate, graduate/ for the last 5 years, by year,
program, gender, regular, extension and distance, by year/ 1st , 2nd , 3rd , 4th /
• Data on Number of graduates/Bachelor degree and Masters degree/for the last 5 years
by year, program, gender, regular, extension and distance
• Data on Postgraduate and Undergraduate student staff ratio by

program/department/sex
• Documentation on Vision, Mission and Goal statements
• Description of organizational structure
• Job descriptions
• Annual performance reports
• Description of facilities and resources; inventories
• Faculty manuals
• Staff development policy
• Staff workload documents
• Documents on careers guidance
• Documents on student counseling
• Description of the curriculum (program and course) approval procedures
• Minutes of meetings of committees dealing with curriculum approval, monitoring and review
at departmental, faculty and senate level
• Curriculum review reports
• Policy documents on teaching and assessment
• Examination committee reports
• Reports of reviews of teaching, learning and assessment
• Registrar's Office reports
• Data on student attrition and completion rates
• Graduate newsletters
• Tracer studies of graduates, lists of employer contacts
• Employer feed-back reports
• Collections of recent publications
• Summary of links
Page 64 of 79
• Quality Assurance policy
• Institutional self evaluations
• Academic calendar
• Written documents about BSC (2003-2007) (page 2)
• Written documents about activities of the Research, Publication Coordination Office

(page 2)
• Written documents about activities of the Center for Academic and professional
Development (page 2)
• Written documents about activities of the Quality Assurance Team (page 3)
• Quality Assurance Handbook (page 3)

• Sample of Minutes of the meetings of Quality Assurance Committee established under each
Institute (page 3)
• Written documents about the impact assessments carried out in the First Phase
(ECSC 2001) and Second Phase (ECSC, 2008) (page 4)
• Sample of minutes of meetings of the Quality Audit Committee (page 4)
• Written documents about the Business Process Reengineering management tool and
Balanced Scorecard (page 4)
• Written documents about the impact assessment report used as an input for the college BPR
(page 4)
• BPR study needs assessment (page 4)
• Written documents about the activities of Education and Training Quality assurance Team
established under Institutional Planning and Assessment (page 4)
• ECSC, Balanced Scorecard (2010-2014) (page 5)
• Sample of minutes of the meetings of BSC steering committee (Page 6)
• Written documents about the activities of College level BSC team (page 6)
• Written documents about the activities of External Public Relation Department (page
6)
• Quarterly News Letter, Oct-Dec, 2010, V4: N0 2 (page 6)
• A bi-lingual (English & Amharic ) monthly News Letter (page 7)
• Sample of yearly issued post cards (page 7)
• Institute Handbooks (page 7)
• Graduation Bulletin (page 7)
• Written document about the plan to launch a community radio; Addis Zemen, Saturday,
Ginbot 6, 2003 EC (Page 8)
• The College reestablishment proclamation No. 12/2006 and Federal Democratic Republic of
Ethiopia Capacity Building Strategy and Program (1994:236) (page 9)
• Sample of Minutes of the Executive Committee (management committee) (page 9)
• Sample of Minutes of the Academic Standards and Curriculum Review Committee
(page 9)
Page 65 of 79
• Sample of Minutes of the meetings of Research and Publication Committee (page 9)
• Sample of Minutes of the meetings of Academic Staff Promotion Committee (page 9)
• Sample of Minutes of the meetings of any Ad Hoc Committee (page 9)
• Sample of Minutes of the meetings of Senate (page 9)
• Sample of Minutes of the meetings of the two editorial committees (page 10)
• Sample of Minutes of the meetings of Institutes' Councils(page 10)
• Sample of Minutes of the meetings of Department Council (page 10)
• Sample of Minutes of the meetings of Standing Committees in Institutes' Council (page 10)
• Sample of Minutes of the meetings of Student Council (page 10)
• Sample of Minutes of the meetings of College Level Quality Assurance Committee (page 10)
• Research Policy and Guidelines (page 11)
• Training Policy and Guidelines (page 12)
• Consultancy Policy and Guidelines (page 12)
• List of facilities and learning resources /infrastructure/ training halls, Lecture Theatre rooms,
meeting halls; laboratories (page 13)
• Written documents about the activities of Centers of Academic and Professional

Development (page 22)
• Written documents about the provisions of student services (page 25)
• The budget forecast for the coming three years (2004-2006) prepared based on the
principles of program budgeting
• Sample of pamphlets and leaflets containing programs' objectives, course and major student
requirements (page 29)
• Sample of course outlines (page 29)
• Sample of course syllabus (page 30)
• Written document about the training conducted in a three round of two days in Adama town
with regard to teaching and learning (page 30)
• Written documents about the staff development workshop series sample schedule
(page 30)
• Written document about the two types of tutorials that are being given to students (by ITCA
(ITCA:15) (page 32)
• Sample of newly designed instructors BSC performance evaluation format (page 33)
• Sample of Attendance sheets (page 34)
• IPMDS curriculum review report
• Written documents about continuous assessment (page 37)
• Sample of graduate thesis assessment and grading criteria (page 37)

• The report of impact assessment conducted to assess the competency and performance of
its graduates in 2001 and 2008 (ECSC, 2008:83) (page 40)
• Sample of Journals Journal of African Development Studies'' Dec 2010 and "Ethiopian
Journal of Public Management and Development'' July 2010
Page 66 of 79
• A report on Assessment of the practices of Civil Service Reform Program in Ethiopia
• A report on Formalization and in-formalization process in Urban Ethiopia: incorporating

informality (page 41)
• A report on Decentralization and Urban Service Delivery in Ethiopia 2011 (page 41)
• A written document about the activities of The College HIV/AIDS Management Unit (page
42)
• List of students and their research titles
• Memorandum of agreement signed with the international HEIs
• Colleges' annual plan (2002EC) and Six months report of 2003 EC
• March 2011 Newsletter Vol7 No 6:3 that shows the donation of educational materials and
office furniture to ten government and public schools in Yeka sub city (page 44)
• Information on clinics, toilet
• Brochures, leaflets, newsletters, magazines about the University
• Statistical data on administrative staff broken down by qualification and gender.

Appendix 6: Documents consulted for the Institutional Quality Audit
• ECSU; Documentation on Academic Staff Profile by Rank and program, Full time,
Ethiopian Expatriate
• ECSU; Documentation on the number of undergraduate regular student enrollments in

the last five years
• ECSU; Documentation on the total number of regular graduates between 1998

(1990EC)-2011(2003 EC)
• ECSU; Documentation on Postgraduate and graduate student to staff ratio by institutes,

programs/Department & sex
• ECSU; Documentation on current administrative staff by qualification and gender
• ECS College; Organizational Structure, April 2009
• ECSU, Documentation on Communication letters to Government purchases for resource

administration
• ECSU, Documentation on Academic staff work load report, staff work load, semester
load 2011/12
• ECSC; Academic Programs office standards for curriculum approval, June 2004
• ECSU; Documentation on sample of minutes of curriculum review committee meeting;

curriculum review for masters program; minutes of AC meeting pertaining to review of
curriculum; the detail explanation of the curriculum review of MA program of ITCA; MA in
Public Finance Management; Minutes of the Department Council meeting; Minutes of
the Senate meeting
• ECSU; Documentation on communication letters about sending educational quality

enhancement plan
• Ethiopian Civil Service College; Institute of Tax and Customs Administration, curriculum
for Masters of Art in Custom Administration
• ECSC; Institute of Tax and Customs Administration; Curriculum for Bachelor Of Arts in
Public Procurement and Asset Management
Page 67 of 79
• ECSC; Institute of Tax and Customs Administration' report on Curriculum Review for BA
in Public Financial Management' Compiled by The Staff of Public Financial Management
Department
• ECSC; IPM and DS, Department of Development Management Revised Curriculum

(Degree Program), May 2002
• ECSC ITCA, Revised Curriculum for BA degree Program, public financial management
January 2011
• ECSC; Education Policy & Guidelines, May 2009
• ECSU; Admission and Registration Office; University Calendar 2011/12
• ECSU; Admission and Registration Office; College Calendar 2010/11
• ECSU; Institute of Leadership and Good Governance, Student Handbook, Dec 2010
• ECSU; Institute of Public Management and Development Studies; Department of Economics

Development ; the Graduate Students' Handbook, Sep 2011
• ECSU; Institute of Public Management and Development Studies; Department of

Management Development Degree Program; Students' Handbook, Sep 2011
• ECSU; Institute of Public Management and Development Studies; Department of Public

Management; the Graduate Students' Handbook, Sep 2011.
• ECSU, Student Handbook, Admission and Registration Office, Sep 2011
• ECSC Admission Office Institutional Planning and Assessment; Documentation on

communication letters with admission and registration office
• ECSU, Proceedings of the Fourth National Conference on the Effectiveness and Efficiency
of the Public Sector, May 31,2001
• ECSU, Proceedings of the First National Conference on the Achievements, Challenges and
Prospectus of the Civil Service Reform Implementation in Ethiopia, May 31-June 1, 2007
• ECSU, Proceedings of the Second National Conference on the Challenges and

Achievements of Public Service July, 4/ 2008
• The Design and Implementation of Business Process Reengineering in the Ethiopian Public
Sector: An Assessment of Four Organizations. OSSREA
• ECSU, Journal of African Development Studies Vol 1, No 1 Dec 2008
• ECSU, Ethiopian Journal of Public Management and Development Vol 1:No. 1 July
2010
• ECSU, Ethiopian Journal of Public Management and Development Vol 2:No. 1 July
2011
• ECSU, Documentation on Admission & Registration Office Semester I for the Year
2011/12
• ECSU, External & Public relation & Marketing Department. Monthly Newsletter. Feb
2009 Vol3 No.12
• ECSU, Quarterly Newsletter. Oct-Dec 2010 Vol 4 No 2Feb 2009 Vol3 No.12
• ECSU, Urban Management Master Thesis Series: UNMP-1. Formal and Informal Process in
Urban Ethiopia: Incorporating Informality. Fransen & Kassahun
Page 68 of 79
• ECSU, Decentralization and Service Delivery in Ethiopia. A. Bon Guz & Kassahun /Van Dijk
• ECSU, An Impact Assessment on Education and Training Graduates of the Ethiopian Civil
Service College, July 2008
• ECSU, Balanced Scorecard Document Feb 2011
• ECSU, Documentation on Public and External Relation Office
• Current course syllabus & syllabus that indicate teaching methodology and assessment
procedures, Department of Management Development
• ECSU, Education Business Process Reengineering, Nov 2008
• ECSU, Institutional Planning and Assessment. Internal Quality Assurance Handbook

(First Draft) Sep 2010
• ECSU, Documentation on the Internal Quality Assurance Report of 4 institutes: ITCA,

IPMDS, IFLS, IUSS
• ECSU, Documentation on communication letter of invitations to attend a University-wide

workshop on modular curricula
• ECSU, Documentation on Research and Publication Coordination Office, 9 months

Performance Report
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Higher Education Relevance and Quality Agency

Ethiopian Civil Service University

HERQA Publication Series -054

out between 27- 30, December 2011

Ethiopian Civil Service University PO Box 5648 Addis Ababa Phone:

011-646-2344 Fax: +251-116-46-30-16 Email: [email protected]

issued in May 2013

Document reference HERQA QARO2/13

Date of issue May 2013

Further copies of the document can be obtained from

Phone 011 123 61 30

Ethiopian Civil Service University

Institutional Quality Audit Report

Foreword ..................................................................................................................................... iii

HERQA's Approach to Institutional Quality Auditing ................................................................... 1

Executive Summary ..................................................................................................................... 3

The Institution ............................................................................................................................ 10

The Institutional Self Evaluation ................................................................................................ 13

The Institutional Quality Audit Process ...................................................................................... 14

The Institutional Quality Audit .................................................................................................... 15

1: Vision, Mission and Educational Goals ........................................................................ 15

2: Governance and Management System ....................................................................... 19

3: Infrastructure and Learning Resources ........................................................................ 23

4: Academic and Support Staff ........................................................................................ 28

5: Student Admission and Support Services .................................................................... 37

6: Program Relevance and Curriculum ............................................................................ 45

7: Teaching, Learning and Assessment .......................................................................... 48

8: Student Progression and Graduate Outcomes ............................................................ 54

9: Research and Outreach Activities ................................................................................ 57

10: Internal Quality Assurance ......................................................................................... 61

Thematic Enquiries and Audit Trails .......................................................................................... 63

Good Practices .......................................................................................................................... 63

Appendix 1: Acronyms ............................................................................................................... 66

Appendix 2: The Institutional Quality Audit Team ..................................................................... 67

Appendix 3: Timetable of the Institutional Quality Audit Visit .................................................... 68

Appendix 4: Participants in meetings held during the Institutional Quality Audit....................... 69

Appendix 5: Documents requested from the University ............................................................ 72

Appendix 6: Documents consulted for the Institutional Quality Audit ........................................ 77

Tesfaye Teshome (PhD and Associate Professor)

Ethiopian Civil Service University

Institutional Quality Audit Report

HERQA's Approach to Institutional Quality Auditing

1: Vision, Mission and Educational Goals

2: Governance and Management System

3: Infrastructure and Learning Resources

4: Academic and Support Staff

5: Student Admission and Support Services

6: Program Relevance and Curriculum

7: Teaching, Learning and Assessment

8: Student Progression and Graduate Outcomes

9: Research and Outreach Activities

10: Internal Quality Assurance

Ethiopian Civil Service University Institutional

Quality Audit Report

1. Ethiopian Civil Service University is a government higher education institution focusing on

Ethiopian Civil Service University Institutional

Quality Audit Report

Ethiopian Civil Service University Institutional

Quality Audit Report

The report commends the University on 67 activities. It offers 30 essential recommendations, 25