QUALITY ASSURANCE POLICY OF DEBRE MARKOS UNIVERSITY

QUALITY ASSURANCE POLICY OF DEBRE MARKOS UNIVERSITY i Contents I Definition of Terms……………………………………………………………………………………………………………………….....III II Acrony...
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QUALITY ASSURANCE POLICY OF DEBRE MARKOS UNIVERSITY

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Contents I Definition of Terms……………………………………………………………………………………………………………………….....III II Acronyms ............................................................................................................................................... V Introduction ............................................................................................................................................... 1 1 Vision and Mission of DMU .................................................................................................................... 2 1.1 Vision ............................................................................................................................................... 2 1.2 Mission ............................................................................................................................................. 2 1. Aims and Objectives of the policy.......................................................................................................... 2 2. Guiding Principles of the Quality Assurance Policy .............................................................................. 3 3.

Quality Assurance Framework ........................................................................................................... 6

3.1 Governance Structure ........................................................................................................................ 6 3.1.1Quality Assurance Council (QAC) ................................................................................................... 6 3.1.2 The Roles of Quality Assurance Council (QAC) ............................................................................. 6 3.1.3 Quality Assurance Standing Committee (QASC) ........................................................................... 7 3.1.4 College Quality Assessment unit (CQAU) ...................................... Error! Bookmark not defined. 3.1.5 The Adminstrative Quality Assessment (AQAU) ........................................................................... 8 3.1.6 ......................................................................................................................................................... 3.1.7 Responsibility of IQA Direstoriate ................................................................................................ 8 3.1.8 The Audit Team............................................................................................................................. 9 3.1.9 The Role of the Audit team ......................................................................................................... 10 3.1.10 The Role of the audit secretary ................................................................................................ 11 3.2. Quality Model Employed .................................................................................................................. 11 4.

Quality Assurance Mechanisms ....................................................................................................... 12

5.

Areas of Quality Assurance Policy ................................................................................................... 12

6 Focus Areas, Standards and Performance Indicators of Internal Quality Assurance ........................... 13 6.1 Quality of Programs and Courses ..................................................... Error! Bookmark not defined. 6.1.1 DMU continuously designs, introduces, implements and documents relevant programs…14 6.1.2 The university assures that academic programs and awards are well-designed, approved, ii

regularly and periodically reviewed in line with the goals and missions…………………………15 6.1.3 The University curricular courses are meaningful, engaging and appropriate to students and societal needs …………………………………………………………………………………………………………..16 6.2 Quality of Academic staff............................................................................................................... 17 6.2.1 The University assures that well- designed, selection, appraisal, appointment, promotion, retention and termination are in place ……………………………………………………………………….…….17 6.2.2 Debre Markos University has a professionally competent academic staff for teaching practice………………………………………………………………………………………………………………………………19 6.3. Quality of Teaching and Learning Experience ............................................................................. .20 6.3.1 The University ensures that teaching and learning experiences/opportunities are challenging, engaging and appropriate to students…………………………………………………………..20 6.3.2 A variety of pedagogical strategies depending on students, context, curriculum and the desired outcomes are evident …………………………………………………………………………………..……..21 6.3.3 The University has well-developed mechanisms of assessing quality of teaching and learning experiences …………………………………………………………………………………………………………22 6.4 Quality of Student Assessment ...................................................................................................... 23 6.4.1 Assessment practice is participatory, authentic and continuous to promote improved learning outcomes …………………………………………………………………………………………………………...23 6.4.2 Debre Markos University use various standard-based assessments using published criteria, strategies and procedures to evaluate and monitor student's performance……………………..24 6.5. Quality of Learning Resources and Facilities ................................................................................ 26 6.5.1 Instructional resources and facilities are healthy, adequate, clean, well-maintained and appropriate to house the educational programs of the University……………………………………..26 6.5.2 Debre Markos University has well-organized library resources and services to support the instructional program ……………………………………………………………………………………………………..….28 6.5.3 Debre Markos University has well-organized laboratory resources and services to support the instructional program …………………………………………………………………………………………………..30 6.6 The Quality of Scholarship, Research, and Community Service .................................................... 31 6.6.1 A well-developed scholarship and research culture is evident …………………………………………..31 6.6.2 Debre Markos University depending provides a variety of community services depending on the research findings and the assessed (community) needs……………………………………………32 6.7. The Quality ofLeadership and Management (Good Governance) ............................................... 33 6.7.1 There is a shared vision and values that are consistent with system vision and priorities….33 6.7.2 Effective institutional policies and procedures are in place ………………………………………….…...34 6.7.3 Future trends and directions are identified for sustainable institutional improvement ……..35 6.7.4 Debre Markos University is made to be a professional learning community ……………………..36

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6.7.5 Debre Markos University ensures efficient financial resource management and accountability……………………………………………………………………………………………………………………..36 6.7.6 Debre Markos University has systematic procedures to ensure efficient purchasing …………37 6.7.7 Debre Markos University establishes and implements systematic procedures to ensure efficient properly management and accountability …………………………………………………………...38 6.7.8 Effective communication channels with all stakeholders are ensured and, where appropriate, enhanced by technology ……………………………………………………………………………….39 6.8 Quality of Adminstrative and Support Staff .................................................................................. 40 6.8.1 Debre Markos University assures that well-designed procedures for staff recruitment, selection, appraisal, appointment, promotion, retention and termination are in place ……..40 6.8.2 Debre Markos University has an adequately organized and competent administrative and support the academic programs ………………………………………………………………………………………...42 6.9 Quality of Student Admission and Support Services. .................................................................... 43 6.9.1 Debre Markos University has created a positive climate for admission of students……………43 6.9.2 Debre Markos University provides academic support for all students to bring enhanced learning ……………………………………………………………………………………………………………………………..44 6.9.3 A Well-established student guidance and counseling service is put in place …………………..….45 6.9.4 Debre Markos University has well organized gender services that permanently deal with gender issues………………………………………………………………………………………………………………………..45 6.9.5 Debre Markos University has created more pleasing and secured environment in the campus……..46 6.9.6 Debre Markos University has a well organized and sufficient cafeteria services for all students………………………………………..…………………………………………………………………………………..47 6.10 Quality of Handling student Complaints and Appeals ................................................................. 49 6.10.1 Debre Markos University has meaningful procedure and standing commitment to entertain complains and appeals ………………………………………………………………………………………………………49 6.11. Quality of Student Progression, Enrichment Program and Graduate Outcomes ................ Error! Bookmark not defined. 6.11.1 Debre Markos University has sustainable and consistent system of increasing academic success……………………………………………………………………………………………………………………………..50 6.11.2 Positive and Procedure relationship between staff and students are fostered as the University's culture …………………………………………………………………………………………………………..51 6.11.3 Resilience, responsibility and self-discipline are fostered……………….………………………………….52 6.11.4 Debre Markos University has a well- established communication system with graduates and employers ………………………………………………………………………………………………………………….53 6.12 Quality of Internal Quality Assurance .......................................................................................... 53 6.12.1 Debre Markos University develops and implements a system of quality assurance and enhancement of satisfy itself, its students and other stakeholders…………………………………...53 6.12.2 Debre Markos University has a well-developed staff-assessment and self-evaluation system to see the quality and relevance of its programs and teaching-learning environments, and the effectiveness and efficiency of its staff in fulfilling missions, realizing and achieving iv

objectives……………………………………………………………………………………………….…………………………..55 7. Amendments ....................................................................................................................................... 55 8. Effective Date....................................................................................................................................... 56

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I Definition of terms Assessment: A general term that embraces all methods used to judge the performance of an individual, group or organization. Assurance: Assurance of quality in higher education is a process of establishing stakeholder confidence that provision (input, process and outcomes) fulfils expectations or measures up to threshold minimum requirements Audit: Audit, in the context of quality in higher education, is a process for checking that procedures are in place to assure quality, integrity or standards of provision and outcomes. Criteria: Criteria are the specification of elements against which a judgment is made. Effectiveness: Effectiveness is the extent to which an activity fulfils its intended purpose or function. Efficiency: Efficiency is the extent to which an activity achieves its goal whilst minimizing resource usage. Enhancement: Enhancement is a process of augmentation or improvement Evaluation: Evaluation (of quality or standards) is the process of examining and passing a judgment on the appropriateness or level of quality or standards. Excellence: Excellence means exhibiting characteristics that are very good and, implicitly, not achievable by all. External evaluation: External evaluation is: 1. a generic term for most forms of quality review, enquiry or exploration. 2. a process that uses people external to the program or institution to evaluate quality or standards. Faculty: Faculty is: 1. the organizational unit into which cognate disciplines are located in a higher education institution 2. a shorthand term for the academic (teaching and research) staff in a higher education institution. Focus area: thematic representations of related activities.

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Governance: Governance in higher education refers to the way in which institutions are organised and operate internally and their relationships with external entities with a view to securing the objectives of higher education as a realm of enquiry and critique. Grading: Grading is the process of scoring or ranking student academic work as part of assessing student learning. Indicator: an observable measure that clearly articulates one of the elements of the desired performance standard; one criterion that makes up a performance standard. Internal evaluation: Internal evaluation is a process of quality review undertaken within an institution for its own ends (with or without the involvement of external peers). Performance indicators: Performance indicators are data, usually quantitative in form, that provide a measure of some aspect of an individual's or organisation's performance against which changes in performance or the performance of others can be compared. Quality: Quality in this document is defined as “fitness for purpose’. Quality Assurance: is the process whereby measures are established which ensure that outcomes of academic programs and activities are of prescribed standard. Quality Control: is the process whereby outcomes are assessed to determine whether they are of the prescribed standard. Self-assessment: Self-assessment is the process of critically reviewing the quality of one’s own performance and provision. Standard: a goal statement that identifies a desired performance; represents the essential knowledge, skills, behaviors, and attitudes that must be demonstrated in order to be successful with a particular performance.

Summative assessment: Summative assessment is the process of evaluating (and grading) the learning of students at a point in time

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II List of Abbreviations The following are acronyms that are used in this document: AC: Academic Commission AQAU: Administrative Quality Assessment Committee ASAVP: Administrative and Students Affaires Vice President DMU: Debre Markos University DQAT: Departmental Quality Assessment Unit FQAU: Faculty Quality Assessment Unit HERQA: Higher Education Relevance and Quality Agency IQA: Institutional Quality Assurance QAC: Quality Assurance Council QASC: Quality Assurance and Curriculluam Standing Committee

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Introduction Higher education institutions have profoundly been changed in the last five/six decades. The developments of most higher education institutions have not only altered the purposes and organization of higher education institutions, but also have brought about concerns for standards and qualify. Issues of quality assurance and quality enhancement have been a major focus of attention for most higher education institutions in the world within those decades, and worldwide developments relating to quality in higher education have been rapid. This is because no university will survive the present competition with other universities in the country, in the region and in the world without paying attention to quality assurance. DMU is entrusted with the task of producing graduates of high quality for the country. In addition to this high responsibility vested in the University, the changing landscape of higher education nationally and internationally has added urgency to the need to improve and transform its core and support processes. Cognizant of this, DMU has entered in to a process of radical transformation gearing all its efforts to assure quality teaching, learning, research, and the services delivery through a regular review and improvement process. Unfortunately, DMU has no mechanisms to assure itself in a systematic way that its programs, students, teaching & learning, assessment, research and facilities meet institutional, national or international standards. Considering this, DMU has established Institutional Quality Assurance Office which is responsible to assure and maintain the quality of the entire academic and support activities in the University. In order to assure and maintain quality and standards of its programs, DMU develops this policy. This policy for quality Assurance has been developed by consulting various experiences of higher education institutions at national and international levels. The policy contains aims and objectives, guiding principles, frameworks, focus areas, a set of proposed performance indicators for quality assurance in the University. Another independent document that includes expected standards for each focus area will be developed and serve as a backup for this policy document.

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1 Vision and Mission of DMU 1.1 Vision Debre Markos University aspires to be one of the best universities in Africa that contributes to the sustainable development of the country.

1.2 Mission The mission of Debre Markos University is to produce competent and innovative professionals, carryout problem solving research, and to provide community and consultancy services contributing to

the national

development objectives through the active participation of its stakeholders.

1. Aims and Objectives of the policy The aims of the Quality Assurance and management policy is to support the University’s efforts to achieve its vision and mission through the development and implementation of academic programs that meet national

and international

standards. The specific objectives of the Quality Assurance and Management policy include the following: 1.1

To provide guidance in the development and implementation of internal and external quality assurance procedures and practices.

1.2

To ensure that academic standards of DMU awards and qualifications are maintained and securely managed.

1.3

To enable students and other stakeholders to have confidence in the proper management of the quality of learning opportunities offered through the programs of study that lead to those awards.

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1.4

To enhance the quality of its educational provision, particularly by building on information gained through monitoring, internal and external reviews and feedback from stakeholders.

1.5

To ensure that the quality of academic programs at DMU meet standards expected by stakeholders.

1.6

To ensure that graduates have attained skills and knowledge through DMU’s academic programs those are valued by stakeholders.

1.7

To provide guidance in identifying internal and external standards and criteria consistent with internationally recognized standards.

1.8

To assist in maintaining and developing quality of academic programs through enhanced support processes.

1.9

To assure quality in appointment, development and performance of staff contributing to teaching and learning policy.

2. Guiding Principles of the Quality Assurance Policy DMU is committed to ensuring that appropriate standards are achieved and maintained in its educational programs and that it is offering a high quality education consistent with national standards. The standards(set in another document) and performance indicators described in the policy are based on a number of principles about quality assurance both internal and external to higher education. These include: 2.1 DMU has in place a formal, approved, transparent policy committing it to ensuring the quality and continuous improvement of its academic programs. 2.2 The policy applies to current and planned programs, research and the support services given to the academic and research processes. 2.3

All academic programs are subject to internal and external review on a regular cycle, according to pre-set criteria.

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2.4

There is a procedure for the regular review of the DMU’s quality assurance policy and related processes.

2.5

The quality assessment process involves relevant internal and external stakeholders.

2.6

The quality assessment process is based on self evaluation and independent external review.

2.7

The quality assurance policy assumes the active participation of all the members of the academic community and strategic social partners in the process of analysis.

2.8

The regular review and updating of the evaluation system of DMU in the light of the internationally recognized norms and criteria is an integral part of the quality assurance policy.

2.9

The primary purpose of quality assurance is enhancement of the quality of the student learning experience and the maintenance of academic standards in the context of the student population that is increasingly diverse in background and in aspiration and the particular nature of DMU’s academic portfolio.

2.10

DMU

understands

that

high

quality

of

academic

provision

is

characterized by a good match to the needs and aspirations of students’ attention to the requirements of stakeholders. 2.11

DMU understands that enhancement means the deliberate fostering of reflection by staff, with input from students and external advisers and bodies,

on

the

effectiveness

of

teaching

and

learning

and

appropriateness of standards set and achieved. 2.12

Staff should be able to exercise their responsibility within a supportive environment where expectations and standards are defined, continuous improvement and innovation are encouraged, development and training opportunities are provided, and feedback is actively sought from students and other major stakeholders, while avoiding duplication of efforts.

2.13

The university’s academic quality assurance framework:  Seeks to promote consistency of good practice and enhancement of quality across the institution; 4

 Incorporate feedback loops at the levels of department, faculty and the University that provide comparative information and stimulate modification and improvement of DMU’s educational provision.  Allows academic departments with specific professional or regulatory requirements, particular modes of delivery or with an unusually diverse range of programs to exercise some latitude to tailor procedures and structures to these requirements;  Is underpinned by concepts of quality and fairness; and  Provides for explicit means to ensure that senate and council of the University receive robust accounts of the effectiveness of the policy and practice in relation to the management of academic quality. 2.14

All policies, codes of practice and procedures will be appropriately documented and readily accessible to staff, students and other stakeholders, primarily through the academic quality and standards manual.

2.15

The

University

will

rigorously

and

continuously

monitor

the

effectiveness of its quality assurance procedures to assure itself and others that they are operating in accordance with good practice, in the best interests of students and the maintenance of academic standards. 2.16

The University will work constructively with external agencies, including professional, statutory and regulatory bodies relevant to academic programs, The Higher Education Relevance and Quality Agency (HERQA).

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3. Quality Assurance Framework DMU aims to foster a quality culture whereby each and every member of staff assumes responsibility for the quality aspects of their work. In addition to individual responsibilities and accountabilities, DMU has a comprehensive

governance

structure

in

place

to

take

ultimate

responsibility for the operation of quality assessment at the University and ensure that its mission is achieved. Moreover, the University determined to use four major components (stated in 4.2) for quality model.

3.1 Governance Structure 3.1.1Quality Assurance Council (QAC) 3.1.1.1 Quality Assurance Council (QAC) is the highest governing body consisting of the President, the vice presidents, the Director for Quality Assurance Office, two other deans /directors assigned by the president. 3.1.1.2 The President is the chair and the Director for Quality Assurance is the secretary of the committee.

3.1.2 The Roles of Quality Assurance Council (QAC) 3.1.2.1 Entrusted with the task of directing the overall quality framework and operation of all programs and courses 3.1.2.2

Approves the rolling programs of periodic Internal

Quality Audit 3.1.2.3

Receives and considers audit reports.

3.1.2.4

Decides on action following audit.

3.1.2.5

Authorizes publication of reports.

3.1.2.6

Submits its findings from Internal Quality Audit to

the senate.

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3.1.3 Quality Assurance Standing Committee (QASC) 3.1.3.1

It is a standing committee of the senate

3.1.3.2

It will be established according to the senate legislation Art__No.__

3.1.3.3

It is established to liaise the efforts of QAC with the senate

3.1.3.4

It oversees matters related to quality assurance across the various units/offices and departments of the University

3.1.4 College Quality Assessment Unit (CQAU) 3.1.4.1

Consists of the dean, up to

three department heads and one

student representative in the college 3.1.4.2 3.1.4.3

Chaired by the college dean

3.1.4.4

Oversees quality assurance operations at college level

3.1.4.5

Oversees the internal monitoring, evaluation and review of all courses in the college

3.1.4.6

Reports to the President and to the Institutional Quality Assurance Directorate on the above activities including identification of issues which require a University response;

3.1.4.7

Oversees

proposals

within

the

college

for

professional

accreditation or similar recognition by external bodies; 3.1.4.8

Receives the outcomes of external reviews of quality and standards, and monitors action plans to address any matters raised;

3.1.4.9

Co-operates Directorate,

with the

the Quality

University’s

Quality

Assurance

Assurance

Standing

Committee

(QASC) and the College Quality Assessment Unit of other Colleges, in the development and dissemination of effective practice in relation to quality assurance processes; 3.1.4.10 Considers equality and diversity issues arising from the remit

of the committee.

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3.1.4.11 The unit is accountable to the President

3.1.5 The Administrative Quality Assessment Unit (AQAU) 3.1.5.1 Consists of directors for the support process and two other staff appointed by the President 1. Audit the services provided by different support units 2. Devise ways of improving quality service to be provided for academic Activities 3.1.5.3 Report about quality assessment to the President and the Institutional Quality Assurance Directorate 3.

The unit is accountable to the President

ii. Departmental Quality Assessment Team (DQAT) 1. Consists of three members chaired by the department head 2. The two team members shall be nominated by the department heads 3. Devise ways of improving quality service to be given to students 4. Assess the standard of modules and other teaching materials in the department 5. Administers the assessment activity at department level 6. Is accountable to the dean of the college 7. Make report to the dean of the college about quality assessment at department level

3.1.7 Responsibilities of IQA Directorate Institutional Quality Assurance Directorate has the following responsibilities: 3.1.7.1

Develop policies and instruments for quality assurance and auditing.

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3.1.7.2

Coordinate total quality management system and oversees the implementation of the different units of quality assurance activities.

3.1.7.3

Report the audit outcomes to the President and to the senate.

3.1.7.4

Accountable for assuring the quality of all processes of the University.

3.1.7.5

Initiates and supports courses, program and institutional self assessment, peer review, external review

3.1.7.6

Work in consultation with the campus community to establish,

coordinate,

and

monitor

the

University’s

assessment programs. 3.1.7.7

Provide assistance for assessment conducted by academic departments as part of Academic program Review.

3.1.7.8

Provide

assistance

for

assessment

conducted

by

administrative units as part of the Support Unit Review Processes. 3.1.7.9

Establish and maintain a set of procedures which allow the University to respond in a systemic and transparent manner to the external requirements of External Audit Agencies.

3.1.7.10 Ensuring compliance with the University’s quality framework

to meet required standards. 3.1.7.11 Ensure that a robust External Examination system is in

place. 3.1.7.12 Work

with

Colleges/Schools/Departments

to

provide

professional advice and guidance on quality assurance and enhancement matters. 3.1.7.13 Responsible for any other activities related to institutional quality assurance

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3.1.8 The Audit team 3.1.8.1

There will be five auditors of whom three are teaching staff of the University with experience of the management of teaching, and the other two are the Quality Assurance Director and the Quality Assurance Officer.

3.1.8.2

The Director of the Quality Assurance will propose the lists of the experienced staff to be appointed as a panel of auditors to the President.

3.1.8.3

The term of reference for the auditors will be extended to three years, with possible extension.

3.1.8.4

The Director of Quality Assurance Office is the chairman of the team

3.1.8.5

The Quality Assurance Officer is the secretary of the team.

3.1.8.6

The normal unit of audit to be the department/an office.

3.1.9 The Role of the Audit team 3.1.9.1

Scrutinizes the self evaluation portfolio and develops lines of enquiry.

3.1.9.2

Collates the evidence, analyses and evaluates, noting that all auditors have collective responsibility for the evaluations.

3.1.9.3

Formulates an agenda for the audit event in order to pursue these lines of enquiry.

3.1.9.4 3.1.9.5

Identifies any additional documentary evidence needed. Meets students studying on the programs under audit in order to obtain their opinion of the quality of their learning and the teaching and guidance that they receive from the department.

3.1.9.6

Participates in meetings with staff and students on the day of the audit.

3.1.9.7

Prepares a draft report based on the audit, summarizing their analyses and conclusions and recommendations.

3.1.9.8 3.1.9.9

Comments on the draft audit report as a whole. Liaisons the department under audit.

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3.1.9.10 Assists in developing quality standards for academics, research and community, and support services. 3.1.9.11 Benchmarks other institutions in the sector. 3.1.9.12 Proposes

improvement

plans

based

on

quality

assessment

recommendations. 3.1.9.13 Responsible for performance audit. 3.1.9.14 Responsible for any other activity related to institutional

quality

assurances. 3.1.9.15 The audit team is accountable to the President of the University.

3.1.10 The Role of the audit secretary 3.1.10.1 Coordinate physical arrangements and facilities during internal audit. 3.1.10.2

Make arrangements for the meeting with students, staff and other concerned groups or individuals.

3.1.10.3

Make

written record of the

meeting with

students,

and

discussions of the Audit Team, and of the Audit event. 3.1.10.4

Collect, integrate and edit the contributions from the individual auditors into the draft report.

3.1.10.5 Write the summary of the report 3.1.10.6

Tally the raw data collected during audit.

3.1.10.7

Is accountable to the Quality Assurance Directorate

3.2 Quality Model Employed The quality model employed at DMU consists four major components: context, input, process and output. These are the major foci of the quality assurance process. 3.2.1 Context 

Vision, Mission, Strategic plan



Administrative Atmosphere



Environment

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3.2.2 Input 

Colleges, Departments & Staff



Students



Administrators



Finance and Budgeting



Facilities



Buildings



Land

3.2.3 Process 

Teaching and Learning Process



Quality Assurance Process



Research Process



Administrative Process



Finance and Budgeting Process



Academic Services Process

3.2.4 Output

4



Quality and Quantity of Academic Services



Quality and Quantity of Graduates



Quality and Quantity of Research and Community Services



Quality and Quantity of Administrative Services

Quality Assurance Mechanisms

The policy shall apply to all colleges, departments, support units and programs (regular, night, summer) of the University and shall include internal quality assurance (continuous) and external quality assurance (periodic).

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Areas of Quality Assurance Policy

Quality Assurance shall include all the following focus areas:    

Quality Quality Quality Quality

of of of of

Programs and Courses Academic Staff Teaching and Learning Experience Learning Resources and Facilities 12

      

Scholarship, Research, and Community Service Quality of Administration and Support Staff Quality of Student Admission and Support Services Student Complaints and Appeals Student Progression and Outcomes Internal Quality assurance Institutional Assessment/Audit

6. Focus Areas, Standards and Performance Indicators of Internal Quality Assurance The following focus areas for internal quality assurance are further described including expected standards and detailed performance indicators.

Rating Scales for all Indicators

Scale

Level of performance

1

Description

Unsatisfactory Little/no evidence of development or implementation

2

Satisfactory Limited development and /or partial implementation

3

Good

4

Very Good

More than half (>50%) of the standard is implemented

Fully functioning and operational level of implementation (75%-100% is accomplished) 5

Excellent Exceeding the standard /Exemplary level of development and/or implementation

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Focus area 1 Quality of Programs and Courses Standard 1: DMU continuously designs, introduces, implements and documents relevant programs. No

1

Indicators

2

Programs are developed based on experience sharing, and resource exploration at the departmental level. Internal and external stakeholders participate in developing the programs.

3

Every department has its own steering committee responsible for designing programs.

4

The University creates opportunity for students and other stakeholders to know and understand the programs that are to be run. Programs actively encompass the physical, intellectual, cultural, social and emotional domains. Each program reflects and promotes intercultural understanding, ethnic and gender diversity. Each program incorporates content and processes related to equity, technology, research, workplace-readiness skills. Academic programs are consistent with and serve to fulfill DMU`s mission and goals.

5 6 7 8 9 10 11 12 13 14

Level of performance 1 2 3 4

Evidence

The university defines the degrees it offers both by identifying the expected students learning and by creating a coherent program of study that leads to those desired outcomes. The University publishes, or makes available, the principles to be considered when programs are designed and developed. Each program includes a rationale which relates the general goals of each subject area and course to the University`s mission and vision. Each academic program has a general description of the content, instructional strategies and assessment techniques The University has a set of agreed learning outcomes in all academic programs. There is documentation system of the expected learning outcomes of all academic programs.

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Standard 2: The University assures that academic programs and awards are well-designed, approved, regularly monitored and periodically reviewed in line with the goals and missions.

No

Indicators

Level of performance 1

1

Systematic procedures are used to review and revise programs and awards.

2

The University establishes a monitoring program evaluation committee under the Senate standing committee.

3

The committee periodically reviews and amends the program documents and awards in accordance with the University`s legislation.

4

Internal and external stakeholders participate in assessing the programs.

5

There is a well-defined relationship between the Department Program Committee and the Senate Standards and Program Review Committee.

6

Teachers receive training on program and award reviews and revision processes, curriculum alignment, and assessment strategies.

7

The staff monitors, evaluates and modifies instructional programs based on student results and research outcomes.

8

DMU demonstrates a system of academic oversight, assuring the quality of the instructional program wherever and however it is offered.

9

The University develops, approves, administers and periodically reviews its degree programs using institutional policies.

10

There is a system of establishing channels of communication and control about each program and awards.

11

DMU`s responsibility for standards and quality is discharged through its procedures for the design and approval of programs and awards.

12

Approval, monitoring and review processes of programs and awards are clearly described and communicated to those who are involved in them.

13

The overriding responsibility of the academic authority to set, maintain and assure standards is respected.

14

Any delegation of power by the academic authority to approve or review programs and awards is properly defined and exercised.

2

3

Evidence 4

15

15

The University publishes, or make available, the principles to be considered when programs are tested at the approval stage.

16

The program approval decisions are informed by full consideration of academic standards and of the appropriateness of the learning opportunities that are offered to students.

17

Awards are provided for individuals based on their performances.

18

Program validation and approval is carried out by the academic authority, or body acting on its behalf that is independent of the academic department, or other unit that offers the program, and has access to any necessary specialist advice.

19

There is a confirmation process, which demonstrates that a program has fulfilled any condition setout during the approval process and that due consideration has been given to any recommendation.

20

In the event of a decision to discontinue a program, measures are taken to notify and protect the interests of students registered for, or accepted for admission of the program.

21

The University programs remain current and valid in the light of developing knowledge and practice in its application.

22

The University evaluates the extent to which the intended learning outcomes are being attained by students.

23

DMU evaluates the continuing effectiveness of the programs and awards in relation to the intended learning outcomes.

24

Appropriate actions are taken to remedy any identified short-comings.

Standard 3: The University curricular courses are meaningful, engaging and appropriate to students` and societal needs

No

1

Indicators

Level of performance 1 2 3 4

Evidence

Curriculum is explicitly established with high standards for learning to meet the needs of the society.

2

Teachers are aware of making explicit the hidden curriculum to enable students to learn different social and emotional skills.

3

The University creates a balance between courses, the time allotted and students` developmental stages.

4

The courses are characterized by appropriate breadth, depth, continuity, sequential progression and synthesis of learning.

16

5

The curricula exhibit sufficient content, rigor and depth to be characterized as collegiate as appropriate.

6

DMU investigates student workload and establishes an expected average student workload linked to the credit value of courses.

7

The University`s curriculum recognizes student diversity.

8

There is documentation system of the expected learning outcomes of all courses.

9

The University creates and publishes annually an institution-wide course catalogue in a standard format.

10

Courses link to real life, practical experience, and provide frequent opportunities for hands-on learning experience.

11

Teachers receive training on curriculum review and revision process, course alignment, and assessment strategies.

Focus area 2 Quality of academic Staff Standard 1: The University assures that well-designed and participatory procedures

for

staff

recruitment,

selection,

appraisal,

appointment, promotion, retention and termination are in place. No

Indicators 1

1

There is a fixed year academic staff need projection.

2

The University creates and implements a human resource training and development plan.

3

The University develops and documents a policy with procedures and criteria for academic staff recruitment and selection.

4

Colleges are fully autonomous in selecting and promoting their academic staff.

5

College categories are clearly defined by the University as full-time, part-time, adjunct, etc for recruitment and selection.

6

The staff participates in search and selection processes for new members of the instructional staff.

Evidence

Level of performance 2

3

4

17

7

The University gives equal employment opportunities consistent with legal requirements and other dimensions of its own choosing

8

Staff selection in all colleges reflects the effectiveness of the process of recruiting and appointing the staff in a variety of intellectual backgrounds and training.

9

The University publishes and implements standards and procedures for all colleges and other professionals, for actions such as appointment, promotion, tenure, grievance, discipline and dismissal, based on principles of fairness with due regard to the rights of all persons.

10

Each prospective college member is provided with a written contract that states explicitly the nature and term of the initial appointment and, when applicable, institutional considerations that might preclude or limit future appointments.

11

The University makes regular/periodic evaluation of staff appointments, performance and retention.

12

The University uses staff appraisal to identify skill gap and training needs thereby staff development.

13

The evaluation criteria reflect the mission and purpose of the institution and the importance it attaches to the various responsibilities of the staff.

14

The University has equitable and broad-based procedure for evaluation of both full- and part-time workers.

15

Assessment of quality in academic staff includes expectations with regard to top qualifications, scholarly work and continuing professional development.

16

Benchmarks for minimum qualifications, scholarly work and involvement in continuing professional development activities are determined by departments.

17

The University develops a transparent system for promotion structure and career pathway for academic staff.

18

The University provides its staff with substantial and equitable opportunities for continued professional development throughout their career.

19

The opportunities in professional development are consistent with and enhance the achievement of the institution`s mission and purpose.

20

All the colleges accept the obligation to take advantage of professional development opportunities and take the initiative in ensuring their continued competence and growth as teachers, scholars and practitioners.

21

Staff workloads are reappraised periodically and adjusted as institutional conditions change.

22

Each college avoids undue dependence on part-time staff, adjuncts and graduate assistants to conduct classroom instructions.

23

Staff assignments and workloads are equally determined to enable them provide effective instruction, advise and evaluate students.

24

Where graduate teaching assistants are employed, DMU carefully selects, train, supervise and evaluate them.

18

Standard 2: Debre Markos University has a professionally competent academic staff for teaching practice. No

Indicators

Level of performance 1

1

The academic staff profile in colleges and departments are to the set standard.

2

The University`s teachers exhibit personal and professional qualities.

3

Teachers recognize and accept their professional role in student success and failure.

4

Teachers exhibit sufficient content knowledge to foster student learning.

5

The University`s teachers know and able to apply different types of active learning

2

3

Evidence 4

methods. 6

Teachers use critical reflection to review and refine their practice.

7

The preparation and qualification of all colleges are appropriate to the field and level of their assignments

8

There is adequate number of staff whose time commitment to the institution is sufficient to assure the accomplishment of class and out-of-class responsibilities essential for the fulfillment the mission and purpose.

9

Teachers actively participate in student advisement, tutoring of students and academic planning. Teachers actively participate in activities such as policy making, course and curricular

10

development, research and institutional governance.

11

The University has a statement of expectations and processes to ensure that staff act responsibly and ethically, observe the established conditions of their employment, and otherwise function in a manner consistent with the mission and purpose.

12

Teachers demonstrate that they understand and apply contemporary, effective pedagogies in classrooms.

13

Teachers belong to and actively participate in professional association.

14

There is provision of training on pedagogical skill to all new academic staff.

15

The University uses staff appraisal to identify skill gap and training needs thereby staff

19

development. 16

Teacher “talk” is focused on learning.

17

Forums, discussions, protocol and moderation sessions focus on improving teaching learning practice

18

Teachers teach the classes assigned to them as per the time table.

19

Teachers actively work to link teaching and research

20

Teachers show their commitment in engaging themselves research and community service

Focus area 3 Quality of Teaching and Learning Standard

1:

The

University

ensures

experiences/opportunities

are

that

teaching

challenging,

and

learning

engaging

and

appropriate to students. No

1

Indicators

Level of performance 1 2 3 4

Evidence

Learning and teaching activities are explicit, systematic, varied and challenging and are designed to move the students on to the next level.

2

Classroom learning is based on high intellectual quality and challenging and engaging content.

3

Teaching programs take into account students` prior knowledge and make adjustments to extend students` learning.

4

Teachers` collaboration with students in the teaching learning process and selection of learning experience is evidenced.

5

The University constantly provides access to extended learning time and alterative instructional delivery system for all students.

6

Students are made to demonstrate deep rather than superficial/shallow understanding of what they are learning.

7

Students are given opportunity to engage in higher order thinking.

20

8

Scholarly and creative achievement by students is encouraged and appropriately assessed.

9

Students learning and achievement outside the University is recognized and valued.

10

Students are involved in community-based programs.

11

Teaching programs extend class thinking into real life situation.

12

Teachers employ technology to enable students to connect and engage in global learning opportunities.

13

Teachers connect students with the environment outside the university.

Standard 2: A variety of pedagogical strategies depending on students, context, curriculum and the desired outcomes are evident. No

Indicators

Level of performance 1

1

2

3

Evidence 4

The University provides more training in pedagogical skills for young and inexperienced instructors.

2

The University develops and disseminates a policy on applying a variety of teaching styles.

3

The University provides HDP training for instructors in student-centered methods of teaching

4

Teaching programs, personal reflection journals, observed classroom practice, and professional pathways reflect the range of teaching styles.

5

Teachers match strategies used to the needs of individuals and groups.

6

Classroom strategies that accommodate students` individual learning needs are implemented.

7

A variety of scientifically research-based strategies and best or proven practices focused on increasing students` achievement are used effectively in classrooms.

8

The teaching method is adapted to context (i.e. to course matter, type of program, students interests, background, and learning environment)

9

Pedagogical methods are subject to innovations over time to incorporate more active as opposed to passive learning.

10

The teaching methods are substantially supplied through new technologies and

21

organizational arrangements. 11

Instructional techniques and delivery systems are compatible with and serve to further the mission of the institution as well as the learning goals of academic programs and objectives of individual courses.

12

The pedagogical styles are appropriate to the course matter, and the way programs are structured matches to the students on the programs.

13

Students in each program are taught by a variety of methods in order to ensure experience in different methods of instruction and exposure to different view point.

14

Methods of instruction are appropriate to the students’ capacities and learning needs.

Standard 3: The University has well-developed mechanism of assessing quality of teaching and learning experiences. No

Indicators

Level of performance 1

1

2

3

Evidence 4

The university encourages research to assess and improve the quality teaching and learning experiences.

2

Assessment of quality in teaching and learning include the use of well-established tools.

3

The Institutional Quality Assurance/IQA/ has an advisory and supportive role in the assessment and improvement of teaching experiences.

4

Instructional process is periodically and systematically assessed using adequate and reliable procedures and the results are used to improve learning.

5

Staff collectively and individually endeavors to fulfill their responsibility to improve instructional effectiveness.

6

The university’s assessment process is carried out by appropriately qualified and competent persons.

7

The assessment committee organized at colleges, support units and department levels are systematically assessing their work.

8

Self-assessment documents are communicated to the responsible bodies and documented

22

Focus area 4 Quality of Student Assessment Standard 1: Assessment practice is participatory, authentic and continuous to promote improved learning outcomes. No

Indicators

Level of performance 1

1

Teachers assess what is most important regarding learning outcome.

2

Teachers’ assessments address the feeling, thinking and doing aspects of students`

2

3

Evidence 4

behavior. 3

Assessment is directed towards checking students’ deep understanding and behavioral change.

4

Assessment process leads students to take responsibility for what is learned.

5

Student-initiated projects are in place.

6

Portfolio evaluation is in place.

7

Self-assessment mechanisms are in place.

8

Teachers use information from assessment to inform future learning.

9

Staff and students engage in regular discussion forums about assessment processes.

10

Students are involved in decision about assessment.

11

Processes are in place to ensure that there is appropriate feedback given to students.

12

Students are involved in assessment and reflection of their own learning and set goals for future learning.

13

Students are provided with written guidance about the criteria for success when completing assessment tasks.

14

Students are clearly informed about the assessment strategy being used for their programs, assessment criteria to be used and what is expected of them.

15

All students are given sufficient advance notice of all assessed activities such as assignment specifications and submission dates and time at the beginning of the course delivery period.

23

16

Assessment data is used to inform the whole-institution planning in general and ongoing learning and teaching experiences in the classroom in particular.

17

Teachers have developed consistent processes for the tracking of students within the context of the whole-institution assessment policy.

18

All methods used to assess student performance are fair and fit for purpose.

19

All formative assessed work is returned to students with appropriate feedback within a reasonable period

20

The methods used are consistent with equality of opportunity across programs and take account appropriate individual difference between students.

21

Students with special needs provided alternative comparative assessment tasks which are agreed and approved sufficiently in advance of the point at which the assessment is undertaken.

22

The University has transparent and fair mechanism for marking and moderating marks. Classroom assessments are aligned to DMU academic standards and performance

23

objectives. Assessments are used to refocus student learning on targets to enable them to meet/exceed

24

standards. Test scores are used to identify gaps in curriculum or between groups of students for

25

instructional implication. Student assessments are appropriate for their purpose, whether diagnostic, formative or

26

summative.

Standard 2: Debre Markos University uses various standard-based assessments using published criteria, regulations, strategies and procedures to evaluate and monitor students’ performance. No

Level of performance

Indicators 1

1

2

3

Evidence

4

Multiple and varied assessment and evaluation strategies are used appropriately and effectively.

2

Teachers assess learning, formulate classroom benchmarks based on standards and communicate the results to students with respect to students’ abilities to meet DMU

24

academic standard. 3

The University implements specific steps for monitoring and reporting student progress in learning the (university) academic standards.

4

The university coordinates the implementation of required assessment and accountability program.

5

Colleges have prime responsibility for devising and implementing assessment strategies.

6

Students experience a variety of assessment methods which target the learning outcomes of their course and programs.

7

Students` assessment is subject to anonymous marking with certain prescribed exceptions.

8

The University publicizes and implements clear and consistent policies for the membership procedures, powers and accountability of assessment panels and boards of examiners.

9

The University applies its policy on double marking including weight.

10

Assessment is conducted with rigor, probity and fairness and with due regard for security in accordance with the institution`s stated procedures.

11

The university’s assessment process is carried out by appropriately qualified and competent persons.

12

Assessment procedures are designed to measure the achievement of the intended learning outcomes and other program objectives.

13

The University has clear and published criteria for making assessment.

14

Student assessment procedures are undertaken by people who understand the role of assessment in the progression of students towards the achievement with their intended qualification.

15

` The University’s assessment procedures have clear regulations covering student absence, illness other mitigating circumstances.

16

Assessments are conducted securely in accordance with its stated procedures.

17

Students are clearly informed about the assessment strategy being used.

18

The university assessment procedures take account of all the possible consequences of examination regulation.

19

Academic judgment in all forms of assessment is underpinned by assessment criteria agreed and published in advance.

20

All assessed coursework is set in a timely manner with a clear statements to students of

25

what is required, in what form and by when and a clear indication of the criteria by which performance will be judged. 21

The amount and timing of assessment enables appropriate measurement of students` achievement of intended learning outcomes.

22

The University publicizes and implements clear rules and regulations for progressing from one stage of a program to another and for qualifying for an award.

23

Assessment decisions are recorded and documented accurately and systematically and that the decisions of relevant assessment panels and examination boards are communicated as quickly as possible.

24

All assessment results have to be submitted to the Academic Commission (AC) for approval.

25

The senate awards to students on advice from the AC.

26

Each department establishes examination and assessment committees for evaluation and approval. The University has testing center at university level which coordinates effort at college

27

and department levels, and works towards improving the overall assessment and examination system.

28

The University has established criteria for grading students` performance.

29

The University establishes fair and genuine grading system.

30

Students have access to take makeup and re-exams as it deems necessary.

31

The University assures that makeup and re-exams are equivalent with the previously administered exams.

32

Each college identifies students who fail to seat for exams in the regular schedule to arrange makeup and re- exams.

26

Focus area 5 Quality of Learning Resources and Facilities Standard 1: Instructional resources and facilities are healthy, adequate, clean, well-maintained and appropriate to house the educational programs of the university.

No

Level of performance

Indicators 1

1

All programs and services in DMU are housed in appropriate facilities.

2

Adequate maintenance services are provided to maintain all educational facilities in a clean,

2

3

Evidence 4

safe and orderly state. 3

The University gives orientation for new coming students about the proper use of facilities.

4

The University conducts continuous follow-up on the wise uses of facilities and resources.

5

The University regularly and systematically evaluates the adequacy, utilization, and impact of resources.

6

The University`s physical and technological resources including classrooms, laboratories, network infrastructure, materials, equipment, and buildings and grounds, commensurate with institutional purpose.

7

The physical and technological resources are designed, maintained, and managed at both on- and off-campus sites in a manner that serves institutional needs.

8

Classrooms and other facilities are appropriately equipped and adequate in capacity.

9

Classrooms and other teaching spaces support teaching methods appropriate to the discipline.

10

Students and staff have access to appropriate physical, technological and educational resources to support teaching and learning.

11

The University undertakes physical resource planning linked to academic and student services, support functions, and financial planning.

12

The University regularly reviews its accommodation needs in the light of program development, staff and student numbers and activities.

27

13

The University improves the standard of teaching rooms to facilitate more interactive approaches to teaching and learning.

14

The University reviews how it monitors resource utilization and the mechanism for maintenance and updating of instructional resources.

15

Up-to-date instructional resource and equipments are readily available.

16

Instructional resources support curriculum objectives.

17

Training in the use of instructional equipments and technology is provided.

18

The University uses instructional technology as an integral part of instructional program.

19

Teaching reflects the effective use of learning technologies and the goals of the University`s learning technologies plan.

20

There is technology and information access for student as an integral part of their learning, attaining levels of proficiency appropriate to their degree and subject or professional field of study.

21

Students are given appropriate sources of information and are directed to these sources

22

The University provides sufficient support for the effective maintenance and improvement of the instructional resources.

23

All college staffs and students are provided with appropriate training and support to make effective use of instructional and information technology.

24

The University avails demonstration sites and laboratory rooms to enhance students` learning.

25

ICT classrooms are equipped with necessary ICT equipments

Standard 2: Debre Markos University has well-organized library resources and services to support the instructional program. No

Indicators

1

The library is calm and conducive for reading.

2

Each library is open for 24 hours.

Level of performance 1 2 3 4

Evidence

28

3

The University empowers the library to enhance its stock significantly, particularly in regard to the acquisition of research periodicals and new text books.

4

The University library avails both electronic and hard copy versions of journals, periodicals, theses dissertations, reference books and other in house research products.

5

News papers, magazines and bulletins are availably displayed and systematically arranged for students and instructors.

6

All library texts and other reading materials are systematically shelved.

7

The library workers provide sufficient service for customers.

8

The library welcomes and entertains student complaints about insufficient library services.

9

The library uses the feedbacks given from users to improve its services

10

The library habitually avails more up-to-date and recently published/edited books and journals

11

The library has ample space to accommodate the staff and more than 25% of the students to read at a time.

12

The library sufficiently provides (binding, internet, audiovisual and documentation) services.

13

There is professionally qualified and numerically adequate staff for the library.

14

The University provides special internet services for females and students with special needs.

15

The library purchases books by collecting a list of recommended books from different colleges/departments.

16

Each library uses educational or informational technology to provide users access to internal and external resources.

17

The library services are properly automated.

18

The library policy and procedures hand book is cooperatively developed.

19

Each library annually reviews its resource collection using established guide lines.

20

The university addresses needs related to the library facilities, the resource collection, staffing and research and information skills institution.

21

Library resources are selected by library specialists with inputs from students and colleges. The library specialist assists all student populations and staff with individual and class

22

room project.

23

The University provides sufficient support for library resources.

29

All college staffs and students are provided with appropriate training and support to make 24

effective use of library and information resources.

25

The University provides special internet service for the staff The University planning and resource allocation supports the development of library,

26

information resources and technology appropriate to the institution`s mission and academic programs.

Standard 4: Debre Markos University has well-organized laboratory resources and services to support instructional program. No

Indicators

1

Safety and emergency devices are in place and operational.

2

Staff members and students are trained in the safe and proper use of all safety and

Level of performance 1 2 3 4

Evidence

emergency device. 3

DMU has developed, implemented and documented safety procedures.

4

Each laboratory rooms have adequate kits and chemicals for demonstration.

5

The laboratory rooms have up-to-date and recent lab equipments to support the programs in all colleges.

6

Laboratory room policy and procedures hand book is cooperatively developed.

7

The university addresses needs related to the laboratory center facilities, the resource collection and staffing

8

Laboratory resources are selected by laboratory specialists with inputs from students and colleges.

9

Laboratory specialists assist all student populations and staff with individual and class room project.

10

Each laboratory center is readily available and accessible to students and staff.

11

Each laboratory center has adequately qualified and sufficient number of workers to support the programs in all colleges.

30

12

Each laboratory room has adequate water and electric power supplies.

13

There is safe sewerage system in each of the laboratory rooms.

14

The laboratory workers welcome and entertain student complaints about insufficient services.

15

The laboratory practice help students consolidate the theory to practice.

16

Adequate time is given for different courses to practice.

Focus area 6 Quality of Scholarship, Research, and Community service Standard 1: A well-developed scholarship and research culture is evident. No

1

Indicators

Level of performance 1 2 3 4

Evidence

All colleges pursue scholarship designed to ensure they are current in the theory, knowledge, skills and pedagogy of their discipline or profession.

2

The University defines the scholarly expectations for staff consistent with its mission and purpose and the levels of degrees offered.

3

Scholarship activities receive encouragement and support appropriate to the University`s purpose and objectives.

4

Staffs and students are accorded academic freedom in research and creative activities.

5

Staff exercise substantive role in the development and administration of research policies and practices.

6

The University reviews its existing research linkages and develops new links as considered appropriate.

7

The University disseminates research results to national, regional and international audience through its own research journal.

8

The University puts in place performance-based incentive mechanisms for academics taking part in research activities.

9

The University ensures that there is an active and effective linkage between research and teaching.

10

Research outputs are made readily available to all those who need it.

11

The University ensures that research priority areas identified and periodically revised.

31

12

Physical, technological, and administrative resources together with academic services are adequate to support the institution`s commitment to research and creative activity.

13

Policies and procedures related to research, including ethical considerations, are established and clearly communicated throughout the University.

14

The

University

encourages

multi-disciplinary

research

structure

and

methodology/approach. 15

The University develops a means that involves all staff in research activities by tackling the emerging obstacles.

16

There is a strengthened research office that encourages a stronger research culture.

17

The University encourages each colleges and departments to have a research strategy and a research plan.

18

The University considers the need for all academic staff to have contracts stipulating that 25%-50% of their time is for conducting research.

19

Each college provides an annual research and consultancy report.

20

The University provides research training for beginning researchers.

Standard 2: Debre Markos University Provides a Variety of Community Services Depending on the Research Findings and the Need Assessment

No 1

Indicators

Level of performance 1 2 3 4

Evidence

The University creates access for disseminating the research results of the staff and students to the stakeholders and concerned bodies

2

The University disseminates up-to-date and recent information to the public.

3

The University has developed and implemented written policy for solving community problems. The University cooperates with other local agencies to assess the needs for community

4

education and provides access to a comprehensive program studies designed to meet the

32

continuing educational needs of the public. The University provides access to professional development of workers in government and 5

non-government organs. The University provides access to shot-term and long-term vocational and professional

6

training for adults whose level is inadequate for their vocational/professional practice.

7

Each college/department constitutes community service as one basic task.

8

The research done is relevant and applied in that it should address the concerns of the society.

9

The University periodically collects feedback from stakeholders to improve its services.

10

Opinion surveys (on stakeholders) indicate high percentage of satisfaction with the community services provided.

Focus area 7 Quality of Leadership and Management(Good Governance) Standard 1: There is a shared vision and values that are consistent with system vision and priorities.

No 1

Indicators

Level of performance 1 2 3 4

Evidence

Through strategic, tactical and operational planning, the University works to achieve its vision.

2

Institutional strategic plans are developed as a result of self-assessment.

3

There is an alignment of professional appraisal, teacher pathways and professional learning with goals and vision.

4

A consistency of good practice is evident in the university.

5

The values, ethics, guiding principles and purpose of the University are defined and known by the whole community.

6

Strategies are in place to communicate and implement the whole institutional strategic plan.

7

Leaders articulate clear goals and high expectations and monitor improvement.

33

8

The top management shows commitment and active ownership of the plan.

9

The University puts in place communication channels and feedback loops.

10

Each individual community member is aware of the set vision and mission.

11

Each community member is working towards the realization of the vision and fulfillment of the mission.

12

The university community values are identified, documented and articulated.

13

The university policies and programs reflect and complement system and community values.

14

System values are integrated into university practice and are part of professional pathways. Leadership has led an inclusive process of developing a sustained and shared philosophy,

15

vision and mission that promotes a culture of excellence. Leadership actively promotes ongoing, two-way communication among multiple

16

stakeholder groups. Leadership ensures that time is allocated and protected to focus on curricular and

17

instructional issues. Leadership promotes and sustains continuous improvement by allocating resources (e.g.

18

fiscal, physical, human, time), monitoring progress and resource use and providing organizational structure. The University is organized to maximize equitable use of all available fiscal resource to

19

support high student and staff performance.

20

Institutional decision making and governance is shared. Minutes of meetings of different units indicate high level of participation in institutional

21

decision making and governance.

22

Opinion surveys substantiate the effectiveness of decision making process. Institutional decision making processes are clearly defined, consistently implemented and

23

the results of the process are recorded.

24

Leadership ensures that there is transparency and accountability at all levels

34

Standard 2: Effective institutional policies and procedures are in place

No

Indicators

1

The University develops institutional policies and procedures that guide activities.

2

The University documents and regularly updates its policies and procedures.

3

There is system for implementation, monitoring and revision of policies and procedures.

4

` The University s policies are consistent with its mission and mandate.

Level of performance 1 2 3 4

Evidence

Policies and procedures are developed and revised through participation of the whole 5

community.

6

There is system for measuring how policies are implemented.

7

The University establishes committee for designing, monitoring and revision of policies in each units of work.

8

The University collects feedback from stakeholders about the extent of implementation and effects of policies.

9

The University introduces new policies and makes ready for comments by all stakeholders.

Standard 3: Future trends and directions are identified for sustainable institutional improvement. No

Indicators

1

Curriculum and programs are reviewed periodically.

2

Financial and human resources support change and innovation.

3

Data is used to anticipate future trends and directions.

4

Succession planning is a priority and strategies are in place to support and develop high

Level of performance 1 2 3 4

Evidence

quality future leaders. 5

The university vision is dynamic and is periodically reviewed to ensure it is responsive to

35

the context of the university. Data and information is used to analyze the effectiveness of the university’s institutional

6

improvement priorities. 7

Priorities are clearly linked to the university’s improvement process.

8

Longitudinal data reflects improved student outcomes.

9

The external validation report documents continuous improvement in the university’s community.

10

All the members of the university community can articulate, in general terms, the university’s priorities for the current year.

11

Improvement priorities are formulated in consultation with the university community.

Standard 4:Debre Markos University is made to be a professional learning community.

No

Indicators

1

Professional pathways include professional learning priorities.

2

Strategic plans include professional learning priorities

3

The number of staff involved in professional learning and the frequency of this

Level of performance 1 2 3 4

Evidence

involvement is documented. 4

Time, in addition to staff and team meetings, is allocated for professional dialogue.

5

Professional learning is sufficiently resourced.

6

Teacher talk has high professional context.

7

Staff and student surveys confirm positive relationship exist

8

Structures are established for professional learning

9

Staffs are able to demonstrate significant involvement in university (institutional) decision making.

10

The university has a professional code of practice and a conflict resolution process.

11

Coaching and mentoring process for staff are established

36

12

Top level officials appraisal and professional pathways include goals that extend the domain and capacity of teachers.

13

Official’s professional appraisal learning plan includes goals that demonstrate on ongoing commitment to professional learning.

Standard 5:Debre Markos University ensures efficient financial resource management and accountability. No 1

Indicators

Level of performance 1 2 3 4

Evidence

All financial and audit reports are accurately prepared and submitted in a timely manner to appropriate agencies and authorities.

2

The end-of-year balances in all funds are positive and sufficient to ensure fiscal stability for the university.

3

The accountability and management systems of DMU are maintained and audited in conformity with federal requirements.

4

Professional audits are made of all financial, attendance and transportation records at least annually.

5

The accounting system provides a complete and systematic record of all funds received and expended.

6

The University maintains all debt service funds in a separate bank account.

7

Funds transferred from incidental fund to the capital project fund have been made in accordance with the guidelines.

8

The University management ensures that chief administrative officers of the university have received training on institutional finance.

9

The university targets available financial resources to achieve high quality learning outcomes.

10

Financial resources are managed, aligned and used to support the achievement of high level of student attainment.

11

Financial resource allocation and distribution to each unit of the University is in accordance with aligned work and activities.

12

Payments for workers and other concerned clients are carried out at the right time following the financial rules and procedures.

37

Standard 6: Debre Markos University has systematic procedures to ensure efficient purchasing. No

1

Indicators

Level of performance 1 2 3 4

Evidence

Internal procedures are developed for purchasing and inventorying supplies, materials, equipment, etc.

2

The University establishes different ad hoc and committee for purchasing of quality goods.

3

The purchasing committee members are responsive and accountable for purchasing quality items

4

The purchasing of goods is based on required procedures.

5

Top level official has high level of follow-up with the system of purchasing.

6

The University takes immediate measures when inconsistencies happen in purchasing of materials.

7

The University provides training for those who are involved in purchasing activities.

8

The University updates purchasing procedures in accordance with the federal purchasing rules and procedures.

9

Through different media the University announces the bids to purchase quality goods and services.

10

There are skilled purchasing specialists in DMU

11

There is system exists to collect feedback from all stakeholders

12

There is a system of purchasing goods and materials in a manner that avoids delay.

13

The University establishes a reporting and evaluation system to check the effectiveness and efficiency of purchasing activities.

38

Standard 7:Debre Markos University establishes and implements systematic procedures

to

ensure

efficient

property management

and

accountability. No 1

Indicators

Level of performance 1 2 3 4

Evidence

The university targets available physical and technological resources to achieve high quality learning outcomes.

2

Material resource allocation and distribution to each unit of the University is in accordance with aligned work and activities.

3

Essential spare parts for essential equipments are reserved.

4

There are skilled workers who maintain equipments.

5

There is a system to get feedback about the properties.

6

There is established system to set equipments maintained.

7

Fixed assets are coded and well recorded.

8

The University vehicles are used for the right purpose at the right time.

9

The vehicles are periodically checked and maintained in accordance with the rules and procedures.

10

System exists to control and take action on wise use of fuels and other parts of the vehicles.

11

The University avails sufficient properties in safety stocks to run activities without problems.

12

System exists to check whether or not properties are registered, placed and distributed in a proper and safe manner.

13

Workers in property management are specialists.

14

Buildings, rooms, dormitories and other physical assets are regularly visited and maintained.

15

Water supply, electric power and telephone services are adequately available and regularly maintained.

16

Inventory of items is made on annual basis.

39

Standard 7: Effective communication channels with all stakeholders are ensured and, where appropriate, enhanced by technology. No

Indicators

1

Communication in DMU is supported by technology.

2

Regular communication mechanisms are in place.

3

Opinion surveys indicate high percentage of satisfaction with the communication system of

Level of performance 1 2 3 4

Evidence

the university. 4

The University makes appropriate use of a range of appropriate technologies to facilitate and enhance communication.

5

The University has established different communication means (oral and written).

6

There is a system for each individual member to have direct communication channel with top-level managers.

7

The University creates conducive environment for establishing informal communication among and between community members.

8

Through its website, bulletins, broachers and other media, the University communicates with all local and international communities.

9

The external community members have access to get information about the university whenever they need.

10

The University has public relation center responsible for receiving and releasing information with concerned bodies.

11

The University has a mechanism to enhance its positive image by publicizing good practices and experiences.

12

The staff has access to communicate with local and external environment through internet. The corporate communication invites journalists in different occasions and makes the

13

University’s deeds public. The corporate communication records and documents necessary events, occasions and

14

make them public.

40

Focus area 8 Quality of Administrative and Support Staff Standard 1:Debre Markos University assures that well-designed procedures for staff recruitment, selection, appraisal, appointment, promotion, retention and termination are in place.

No

Indicators

1

The University has a fixed year administrative and support staff needs projection.

2

The University creates and implements a human resource development plan.

3

The University develops and documents a policy with procedures and criteria for

Level of performance 1 2 3 4

Evidence

administrative and support staff recruitment and selection. 4

The University gives equal employment opportunities consistent with legal requirements and other dimensions of its own choosing.

5

Administrative and support staff selection reflects the effectiveness of the process of recruiting and appointing the staff in a variety of intellectual backgrounds and training.

6

The University publishes and implements standards and procedures for appointment, promotion, grievance, discipline and dismissal, based on principles of fairness with due regard to the rights of all persons.

7

The University develops and documents a policy with procedures and criteria for recruitment, appointment and professional renewal of personnel.

8

The University makes regular/periodic evaluation of staff appointments, performance and retention.

9

The University uses staff appraisal to identify skill gap and training needs thereby staff development.

10

The evaluation criteria reflect the mission and purpose of the institution and the importance it attaches to the various responsibilities of the staff.

11

The University has equitable and broad-based procedure for evaluation of administrative workers.

12

Assessment of quality in administrative and support staff includes expectations with regard to top qualifications, scholarly work and continuing professional development.

41

13

Benchmarks for minimum qualifications, scholarly work and involvement in continuing professional development activities are determined by respective units.

14

DMU develops a transparent system for promotion structure and career pathway for administrative and support staff.

15

The University provides the administrative and support staff with substantial and equitable opportunities for continued professional development throughout their career.

16

The opportunities in professional development are consistent with and enhance the achievement of the institution`s mission and purpose.

17

The University develops a transparent promotion structure and career pathway for administrative and support staff.

18

Consistent with the University`s mission staff selection processes give appropriate consideration to diversity in areas such as age, ethnicity, and gender.

19

The loads and types of work are reappraised periodically and adjusted as institutional conditions change.

20

Where new personnel are employed, DMU carefully selects, inducts, supervise and evaluate them.

21

The University develops systematic procedures for evaluating administrative units.

22

The University develops periodic assessment of the effectiveness of administrative structures and services

Standard 2: Debre Markos University has an adequately organized and competent administrative and support staff to support the academic programs

No

1

Indicators

Level of performance 1 2 3 4

Evidence

The administrative and support staff educational profiles in each unit are to the set standard.

42

2

The University administrative and support staff exhibit personal and professional qualities.

3

Administrative and support staff recognize and accept their professional role in success and failure of performing their duties.

4

Administrative and support staff use critical reflection to review and refine their practice.

5

The preparation of all administrative and support staff are appropriate to the task and level of their assignments.

6

There is adequate number of administrative and support staff whose time commitment to the institution is sufficient to assure the accomplishment of the mission and mandate.

7

The University has a statement of expectations and processes to ensure that staff act responsibly and ethically, observe the established conditions of their employment, and function in a manner consistent with the mission and mandate.

8

Administrative staff has the skills, time, assistance, technology and information systems necessary to enable them to discharge their duties effectively.

9

The support staff of the University plays an important role in enabling teaching, learning and research to proceed and hence helping the University to achieve its goals.

10

Each support unit accepts the obligation to take advantage of professional development opportunities and take the initiative in ensuring their continued competence and growth.

11

The University uses staff appraisal measures as a means to identify skill gaps and provides job-specific training to its administrative and support staff.

12

The administrative staff work effectively as team and work cooperatively with other constituencies of the University to improve the quality of education.

13

The University reviews the sufficiency and effectiveness of administrators and support staff to carryout its functions.

14

The University develops systematic procedures for evaluating administrative units.

15

The University develops periodic assessment of the effectiveness of administrative structures and services.

43

Focus area 9 Quality of Student Admission and Support Services Standard 1: Debre Markos University has created a positive climate for admission of students. No

Indicators

1

Fast and efficient registration service is put in place.

2

The University documents and disseminates the entry and placement criteria for all

Level of performance 1 2 3 4

Evidence

programs and all modes of study. 3

The University pays special attention for females, disables and disadvantaged groups in admission and placement processes.

4

The University determines its intake capacity and informs to the Ministry of Education for assignment of regular students.

5

The University formulates a policy on the procedures of admission and placement of regular students to various programs based on interest and scores in the HEEE (Higher Education Entrance Examination), by taking into account fair proportion of gender.

6

The admission procedure for all programs is made transparent and readily available to all applicants and to the staff involved in the admission process.

7

The University`s promotional material and activities are accurate, relevant, current and accessible and provide information that will enable applicants to make informed decisions about their options.

8

The University’s selection policies and procedures are clear, transparent, and followed fairly, courteously, consistently, and expeditiously.

9

The University`s registrar systematically collects analyses and disseminates data on withdrawals and dismissals from each program for each cohort of entering students.

10

The University informs applicants about the obligations placed on prospective students at the time the offer of a place is made.

11

The University conducts induction and orientation for new students about the overall environment, field selection procedure and expectations.

12

The University considers the most effective and efficient arrangements for providing feedback to applicants who have not been offered a place.

13

The University has policies and procedures in place for responding to applicants` appeals and complaints about the operation of admission process and outcome of a selection

44

decision. 14

The University regularly reviews its policies and procedures related to students` admission to ensure that they continue to support the mission and strategic objectives of the institution.

Standard 2: Debre Markos University provides academic support for all students to bring enhanced learning. No

Indicators

1

Students are provided with a variety of learning opportunities within the normal school day.

2

Students receive additional assistance beyond regular classroom instruction to support their

Level of performance 1 2 3 4

Evidence

academic learning. 3

The University provides information to its students, in published form, about the programs it is offering, the intended learning out come of these and the teaching /learning and student assessment procedures used.

4

The University continuously follow-ups that all departments provide academic advice based on students request and during research.

5

The university has policies and procedures in place to ensure provision of special education service to students in accordance with federal regulations.

6

All students with disabilities have access to general curriculum, participate in regular education settings with non-disabled peers and demonstrate progress in the general curriculum.

7

The university ensures that all students with disabilities receive appropriate support, service and modifications (including related service, assistive technology and positive behavioral interventions) to address the individual needs.

8

The University implements programs which result in improved opportunities for employment of students with disabilities.

9

Written procedures are in place to systematically identify students with special needs in all departments.

10

Special educational services are appropriately designed and provided for students with special needs.

11

Each department identifies students who need help and conducts tutorial class to increase academic achievement.

45

Standard 3: A well-established student guidance and counseling service is put in place. No

1

Indicators

Level of performance 1 2 3 4

Evidence

The University implements a written guidance and counseling procedures to help students who need special attention.

2

The guidance and counseling services focus on helping students cope more effectively with the personal or emotional difficulties that may arise during their studies such as coping with exams, stress, etc.

3

System support and management activities ensure full implementation and continued improvement of the university`s comprehensive guidance and counseling plan.

4

The guidance and counseling office has permanent staff that is run by experts.

5

The guidance and counseling office has a plan to play its part in reducing attrition rate.

6

The guidance and counseling office consistently works on anxiety and social problems.

7

Students have access to responsive services that assist them in addressing issues and concerns that may affect their personal, social, educational, and career development.

8

Teachers arrange guidance and consultation service for those students who need academic, social, and emotional support.

9

Guidance and counseling makes research on recurrent problems affecting students.

Standard 4: Debre Markos University has well organized gender services that permanently deal with gender issues. No

1 2

Indicators

Level of performance 1 2 3 4

Evidence

Gender office studies recurrent problems facing female students. The gender office is very active in supporting female staff and students and in promoting gender awareness.

3

The gender office minimizes female students` educational problems by organizing special tutorial programs, disseminating photocopied teaching materials and opening reading rooms near their dormitories.

4

The gender office secures financial support for low-income female students.

46

5

The gender office makes relationships with governmental and non-governmental organizations to get financial support for female students who have financial problem.

6

The gender office occasionally runs training and workshops on HIV/AIDS and other sexual-related problems.

7

The gender office has a mechanism for awarding outstanding female students in every academic year.

Standard 5: Debre Markos University has created more pleasing and secured environment in the campus. No

Indicators

1

Equipments and material maintenance in student dormitories is enhanced.

2

Dormitory rooms are occupied by appropriate number of students.

3

Every student has personal locker in dormitories.

4

The walls and ceilings of their dormitories are clean and maintained.

5

Waste baskets are placed at appropriate intervals in corridors of dormitories and

Level of performance 1 2 3 4

Evidence

everywhere in the campus. 6

The dormitories, toilets and TV rooms are separated for female and male students.

7

There is adequate supply of water for drinking and keeping personal hygiene.

8

There is adequate light and supply of electric power in and around dormitories.

9

Students have access to concrete pavement for walking and moving.

10

The University makes available different shopping centers in the campus.

11

The University prepares sport fields and recreational areas for all students.

12

The University`s documentation includes statements about its requirements of respect for others and property; the absence of violence, discrimination, harassment and bullying; the peaceful resolution of conflicts; safe behavior and compliance with DMU rules and regulations.

13

The University controls and takes measures to avoid disciplinary problems such as drug use, unnecessary noise, theft, bullying and sexual harassment.

14

The University conducts an analysis of bullying and harassment statistics.

15

The University ensures safety and security of students and their properties.

47

16

Opinion surveys reflect the level of inclusivity and safety.

17

Students and staff indicate that they feel safe at the university.

18

Student opinion surveys indicate that classrooms are positive learning environments where students are motivated to learn.

19

Data is gathered on student violence and element of abuse and used to modify programs and strategies to ensure safe and orderly institution.

20

Diversity in the university population is celebrated and valued.

21

Discrimination is clearly and emphatically not tolerated in the university culture.

22

The University has students` lounge that is well-furnished and having DSTV.

23

Students lounge services are efficient and avails different indoor games.

24

The University has grown various types of flowering and attractive plants along the streets.

25

The roadways for vehicles and people are separated and to the standard.

Standard 6: Debre Markos University has a well organized and sufficient cafeteria services for all students. No

1

Indicators

Level of performance 1 2 3 4

Evidence

There is appropriate and fair diet provision for Muslims, Christians, and followers of other religions.

2

Each cafeteria checks the eligibility of students to have a meal.

3

The University ensures that the quality of food is regularly monitored.

4

The cafeteria provides a varied and balanced diet according to students’ budget.

5

There is a significant involvement of dietician to provide advice on menus.

6

Students are significantly involved in food procurement, menu preparation and quality decisions.

7

It is ensured that food is prepared and served in hygienic conditions.

8

The University provides training for cafeteria workers on food preparation, hygiene and makes annual health screening.

9

There is enough space to accommodate many students.

10

The food delivery services by waiters in the cafeteria are fair, attractive and efficient.

11

The neatness of the utilities, dishes, cups, are regularly checked

12

The cafeterias and kitchens are regularly checked for their sanitation.

48

Standard 7: Debre Markos University provides effective and adequate health services for all students. No

Indicators

1

The University has written health service plan and health care activities.

2

The University implements written policies and procedures for health service activities.

3

Procedures for monitoring students’ chronic health problems and for developing strategies

Level of performance 1 2 3 4

Evidence

for addressing problems to ensure individual students academic progress are in place. 4

Health program improvement strategies have been identified and implemented.

5

The University collects and uses data to follow-up improved sanitation services in the campus.

6

There is sufficient and qualified manpower for clinical and sanitary services.

7

The University gives sanitation service activities around dormitory, toilet and classroom environments.

8

The clinics provide emergency, diagnostic and therapeutic services for clients.

9

Serious cases are timely referred to hospitals for further diagnosis and management.

10

The University encourages students to keep their personal hygiene.

11

Health service provision by workers is regularly monitored and periodically evaluated to improve the quality.

12

The health service activities focus on prioritizing prevention rather than curing.

13

The University creates awareness and gives vaccination when epidemic occurs.

14

Feedbacks are collected from stakeholders.

15

Adequate drugs for common infectious disease are available.

16

There is a mechanism by which the clinics drugs and equipments are checked.

17

The university provides continuous awareness creation on HIV/AIDS, reproductive health, and epidemic diseases.

49

Focus area 10 Quality of Handling Student Complaints and Appeals Standard: Debre Markos University has meaningful procedure and standing commitment to entertain complaints and appeals No

1

Indicators

Level of performance 1 2 3 4

Evidence

The University has fair, effective and timely procedures for handling students’ complaints and academic appeals.

2

` The University’s complaints and appeals procedures are approved and overseen at the highest level.

3

Students in each program of study have the opportunity to raise matters of concern without risk of disadvantage.

4

The University publicly avails easily comprehensible information on their complaints and appeals procedures.

5

Clear design of the University `s complaints and appeals procedures enables to be conducted in a timely, fair and reasonable manner, and having regard to any applicable law

6

Appropriate action is taken following a complaint or an appeal.

7

Appropriate guidance and support is available for persons making a complaint or an appeal.

8

The University makes provision in its procedures for those making a complaint or an appeal to be accompanied at any stage, including formal hearings.

9

The University has effective arrangements to monitor, evaluate and improve the effectiveness of their complaints and appeal procedures and to reflect on their outcomes for enhancement purpose.

10

The University uses suitable briefing and support to handle or support complaints and appeal.

11

All students are encouraged to use the proper channels to put forward their feedback (comments), suggestions and complaints.

12

The contact units for complaint are charged with the responsibility of ensuring that the complaints are settled as quickly and amicably as possible.

13

Complaints are made in writing and does not generally make any reply for verbal complaints although internally it takes note or undertake investigation depending on the seriousness of the complaint.

14

All units of the University acknowledge all written complaints within two working days and re-ply to the complaints of the investigation results within five working days.

50

Focus area 11 Quality of Student Progression, Enrichment program and Graduate Outcomes Standard 1: Debre Markos University has sustainable and consistent system of increasing academic success. No

Indicators

1

All students have opportunities to succeed.

2

The University has a mechanism to retain students and minimize attrition rate.

3

The University establishes guidance and counseling and academic support services.

4

The University establishes a system for accurate data based on academic attrition and

Level of performance 1 2 3 4

Evidence

success rates for decision making and intervention based on cohort analysis. 5

Specific requirements have been set for student academic promotion and programs are in place to address the achievement problems of students at risk of retention.

6

A well articulated and implemented student management policy that is fair and consistent is in place.

7

Survey data, fact sheets and relief teacher evaluation forms substantiate the university’s high expectations of performance and behavior.

8

DMU promotes a culture of high expectations and all staff believes that all students can learn.

9

Expectations of student standards are regularly communicated to and reinforced with students.

10

’ The University’s beliefs and values about quality learning and teaching, maximizing curriculum engagement and successful behavior management for all students have been negotiated and clearly documented.

11

Teachers and administrative staff accept responsibility for promoting student success and reducing student failure.

51

Standard 2: Positive and productive relationships between staff and students are fostered as the University`s culture. No

1

Indicators

Level of performance 1 2 3 4

Evidence

The quality, openness and congruence of relationships exist in the classroom are reflected in surveys.

2

Suspension rates are low and declining.

3

Appropriate standards of student behavior are evident in a variety of contexts.

4

Students behave in accordance with the rules and regulations of the University.

5

Every student performs tasks provided by the instructors and fulfills their duties.

6

Students know that they have a right to expect fairness, respect and excellence in teaching.

7

Students through their representatives are involved in decision-making activities concerning academic and governance issues.

8

The University strengthens students’ council through direct budgetary support and guidance.

9

The university provides students with opportunities, means and forums for self-governance and democratic participation.

10

Opinion surveys indicted that student responsibility; self-esteem and independence in learning are supported and valued.

11

Students are represented in many committees of the University.

12

The University maintains good communications with all matters of student support.

13

Students` council help the effort made to improve the quality of teaching and learning.

14

Analysis of attendance data, surveys, special needs referrals and professional pathways’ goals show the degree to which these qualities are embedded in the university culture.

15

The University uses its institutional context data to identify the specific needs of students and to inform programming for them.

16

Students participate in decision making and governance of DMU.

17

Regular and seasonal discussions with students are in place.

18

Structures exist that promote student participation in decision making e.g. student representative council and class meeting.

19

The university has leadership program for students.

52

20

Written code of conduct which specifies acceptable student behavior, consequences, and discipline and which includes appropriate measures to ensure the safety of students to and from university, during university and during sponsored activities is distributed to teachers and students.

21

Standards of conduct are formulated and consistently enforced.

22

Students participate in class forums and cooperative learning activities.

23

Student surveys indicate a high-level participation of students in their own learning and discipline.

24

Student views are regularly sought on their perception of their own learning.

25

Formal ways for students to negotiate and comment on curriculum are embedded in class room practice.

Standard 3: Resilience, responsibility and self-discipline are fostered. No

1

Indicators

Level of performance 1 2 3 4

Evidence

Personal development and social skills programs are part of the curriculum for all year level students

2

Sexual health and relationship programs are part of the curriculum for all year level students

3

Student survey data indicates students are provided with opportunities to participate in extra-curricular activities.

4

The University has strategies and interventions in place to develop resilience in students and there is evident that these are successful in improving student outcomes.

5

Positive programs like peer mediators, peer support, etc are employed to enhance student responsibility and self-discipline.

6

Programs to develop active citizenship are implemented.

7

Civics and citizenship teaching is an explicit part of each of the university’s curricula.

53

Standard 4: Debre Markos University has a well-established communication system with graduates and employers. No

1

Indicators

Level of performance 1 2 3 4

Evidence

The University systematically collects data on the number of graduates from each program who gains employment, their employers and the nature of the employment.

2

DMU collects feedback from the employers of the graduates and uses this to improve its programs.

3

The University develops and establishes an effective and active alumni relationship.

4

The University conducts thorough follow-up studies of its graduates and conduct surveys of employers on how well the University prepares students.

5

The University conducts tracer studies to generate information on graduate outcomes from employers of the graduates.

6

The University establishes strong contact with employers of the graduates.

Focus area 12 Quality of Internal Quality Assurance Standard 1: Debre Markos University develops and implements a system of quality assurance and enhancement to satisfy itself, its students and other stakeholders. No

1

Indicators

Level of performance 1 2 3 4

Evidence

The University has published clear principles and policy for quality control and quality assurance

2

The University has meaningful organization of the quality assurance system.

3

There are clear responsibilities of departments, schools, colleges and other organizational units and individuals for the assurance of quality.

4

The involvement of students in quality assurance is in place.

5

There are ways in which the policy is implemented, monitored and revised.

54

6

The University develops effective procedure for quality assurance and enhancement system that can be widely understood at all levels.

7

The University has an internal quality assurance procedure for systematic monitoring and review processes to determine the quality and relevance of its programs and the appropriateness of its infrastructures.

8

The University develops and implements a strategy for the continuous enhancement of quality.

9

The University regularly and systematically evaluates the achievement of its mission, purposes, and goals.

10

The system of evaluation is designed to provide relevant and trustworthy information to support institutional improvement, with an emphasis on the academic programs.

11

The University systematically collects a wide range of data about the services it provides from all stakeholders.

12

The University has a clear program review systems which is organized and carried out by the University on a regular basis.

13

The University has a well-established set of procedures for regular (annual) monitoring and reviews of course, department, and college performance.

14

The responsibility for initiating the process of monitoring and review of programs is clearly defined.

15

The colleges, departments and other units of the University present annual monitoring report to the concerned bodies.

16

The University creates opportunities for effective staff development, peer review of teaching (with effective team teaching) inductions and mentoring of new staff.

17

The University establishes and strengthens well developed pedagogical centre charged with developing the pedagogical skills and supporting the teaching of academic staff.

18

As part of the quality assurance and enhancement procedure, teaching evaluation is utilized in evaluation reviews and is shared among colleges as part of a mutual-improvement process.

19

The University establishes a separate body to guide the quality assurance effort of its community.

20

The Institutional Quality Assurance/IQA/ have an advisory and supportive role in the improvement of teaching

55

Standard 2: Debebre Markos University has well-developed self-assessment and self-evaluation system to see the quality and relevance of its programs

and

teaching-learning

environments,

and

the

effectiveness and efficiency of its staff in fulfilling missions, realizing visions and achieving objectives. No

1

Indicators

Level of performance 1 2 3 4

Evidence

The University develops periodic assessment of institutional effectiveness that addresses the total range of educational offerings, services, and processes, including planning, resource allocation, and institutional renewal processes, institutional integrity, and student learning outcomes.

2

The University designs a self-evaluation culture that makes judgments of the quality of its programs

3

The University organizes a self-evaluation team which is able to prepare self-evaluation document which will serve as starting point for external audit.

4

The Self Evaluation Document (SED) is organized in accordance with the University`s quality assurance policy and guidelines issued by HERQA.

5

Information obtained through self assessment is used as a basis for assessing the University`s effectiveness in achieving its stated goals and for the formulation of action plan to enhance quality and relevance.

9. Amendments This policy is subject to internal discussion and debate. In the quality assurance process, it is DMU’s fundamental belief that the Quality Assurance Council should continuously review and enhance the policies and procedures that support this process in order to improve the quality of the programs and services.

10. Effective Date This policy shall enter into force since Tikimit 13, 2003 E.C.

56

57

DEBRE MARKOS UNIVERSITY

QUALITY ASSURANCE POLICY

November 2010

1