- Addis Ababa, Ethiopia
- +251973069126
Aschalew Fikru
University of Gondar, Organic chemistry, Graduate Student
Abstract Today universities are considered not only as centers of knowledge and learning, but as key institutions in national innovation systems. In order to carry out their role within the innovation system, universities need to be... more
Abstract
Today universities are considered not only as centers of knowledge and learning, but as key institutions in national innovation systems. In order to carry out their role within the innovation system, universities need to be well-linked to enterprises, other research institutes, and supported by government policies. No nation can progress without the contribution from its higher education sector which provides the research, knowledge and skills needed to sustain its socio-economic development.
The last two decades two main parallel changes have taken place: transformation of society and transformation of science. These changes have direct impact upon each other, and it is a co-evolutionary process. Synergies between university and industries can play a critical role in securing and leveraging additional resources for higher education, promoting innovation and technology transfer, and ensuring that graduates have the skills and knowledge required to effectively contribute to the workforce.
Many Universities in Ethiopia lack an enabling environment for re-orienting their institutions towards a more entrepreneurial role. Ethiopia universities, for example, face considerable constraints with regards to the structure of their economies, political environments, and institutional research capacity. Despite criticisms of the poor state of university-industry linkages in Ethiopia, Ethiopia universities are taking steps to initiate and accelerate measures to strengthen institutional capacity to support linkages with industry and the broader productive sector.
The study was designed to describe and analyze the University-Industry linkage in Ethiopia. This study revealed the power of implementation of policies in connection with university-industry linkage is very poor in national and university level, the leadership commitment to creating linkage with industry doesn’t get priority attention by the university and the industry owner as well. Moreover this study also shows that the university academic staffs are not competitive to conduct competitive academic research which can be sold to industries, the university come up with financial constraint and limited allocation of annual fund for the university- industry linkage unit. Moreover the study findings indicate that lack of incentive mechanisms to motivate the academic staff, low level supply of updated research infrastructure and facilities, low level commitment and poor management system were the lion share for the low level status of university industry- linkage. The university-industry partnership in terms of research is still on its infant stage because of the two parties miss communication, low level industry owner awareness, university leadership commitment and competence to create the linkage is also below average.
Today universities are considered not only as centers of knowledge and learning, but as key institutions in national innovation systems. In order to carry out their role within the innovation system, universities need to be well-linked to enterprises, other research institutes, and supported by government policies. No nation can progress without the contribution from its higher education sector which provides the research, knowledge and skills needed to sustain its socio-economic development.
The last two decades two main parallel changes have taken place: transformation of society and transformation of science. These changes have direct impact upon each other, and it is a co-evolutionary process. Synergies between university and industries can play a critical role in securing and leveraging additional resources for higher education, promoting innovation and technology transfer, and ensuring that graduates have the skills and knowledge required to effectively contribute to the workforce.
Many Universities in Ethiopia lack an enabling environment for re-orienting their institutions towards a more entrepreneurial role. Ethiopia universities, for example, face considerable constraints with regards to the structure of their economies, political environments, and institutional research capacity. Despite criticisms of the poor state of university-industry linkages in Ethiopia, Ethiopia universities are taking steps to initiate and accelerate measures to strengthen institutional capacity to support linkages with industry and the broader productive sector.
The study was designed to describe and analyze the University-Industry linkage in Ethiopia. This study revealed the power of implementation of policies in connection with university-industry linkage is very poor in national and university level, the leadership commitment to creating linkage with industry doesn’t get priority attention by the university and the industry owner as well. Moreover this study also shows that the university academic staffs are not competitive to conduct competitive academic research which can be sold to industries, the university come up with financial constraint and limited allocation of annual fund for the university- industry linkage unit. Moreover the study findings indicate that lack of incentive mechanisms to motivate the academic staff, low level supply of updated research infrastructure and facilities, low level commitment and poor management system were the lion share for the low level status of university industry- linkage. The university-industry partnership in terms of research is still on its infant stage because of the two parties miss communication, low level industry owner awareness, university leadership commitment and competence to create the linkage is also below average.
Research Interests:
Abstract Today universities are considered not only as centers of knowledge and learning, but as key institutions in national innovation systems. In order to carry out their role within the innovation system, universities need to be... more
Abstract
Today universities are considered not only as centers of knowledge and learning, but as key institutions in national innovation systems. In order to carry out their role within the innovation system, universities need to be well-linked to enterprises, other research institutes, and supported by government policies. No nation can progress without the contribution from its higher education sector which provides the research, knowledge and skills needed to sustain its socio-economic development.
The last two decades two main parallel changes have taken place: transformation of society and transformation of science. These changes have direct impact upon each other, and it is a co-evolutionary process. Synergies between university and industries can play a critical role in securing and leveraging additional resources for higher education, promoting innovation and technology transfer, and ensuring that graduates have the skills and knowledge required to effectively contribute to the workforce.
Many Universities in Ethiopia lack an enabling environment for re-orienting their institutions towards a more entrepreneurial role. Ethiopia universities, for example, face considerable constraints with regards to the structure of their economies, political environments, and institutional research capacity. Despite criticisms of the poor state of university-industry linkages in Ethiopia, Ethiopia universities are taking steps to initiate and accelerate measures to strengthen institutional capacity to support linkages with industry and the broader productive sector.
The study was designed to describe and analyze the University-Industry linkage in Ethiopia. This study revealed the power of implementation of policies in connection with university-industry linkage is very poor in national and university level, the leadership commitment to creating linkage with industry doesn’t get priority attention by the university and the industry owner as well. Moreover this study also shows that the university academic staffs are not competitive to conduct competitive academic research which can be sold to industries, the university come up with financial constraint and limited allocation of annual fund for the university- industry linkage unit. Moreover the study findings indicate that lack of incentive mechanisms to motivate the academic staff, low level supply of updated research infrastructure and facilities, low level commitment and poor management system were the lion share for the low level status of university industry- linkage. The university-industry partnership in terms of research is still on its infant stage because of the two parties miss communication, low level industry owner awareness, university leadership commitment and competence to create the linkage is also below average.
Today universities are considered not only as centers of knowledge and learning, but as key institutions in national innovation systems. In order to carry out their role within the innovation system, universities need to be well-linked to enterprises, other research institutes, and supported by government policies. No nation can progress without the contribution from its higher education sector which provides the research, knowledge and skills needed to sustain its socio-economic development.
The last two decades two main parallel changes have taken place: transformation of society and transformation of science. These changes have direct impact upon each other, and it is a co-evolutionary process. Synergies between university and industries can play a critical role in securing and leveraging additional resources for higher education, promoting innovation and technology transfer, and ensuring that graduates have the skills and knowledge required to effectively contribute to the workforce.
Many Universities in Ethiopia lack an enabling environment for re-orienting their institutions towards a more entrepreneurial role. Ethiopia universities, for example, face considerable constraints with regards to the structure of their economies, political environments, and institutional research capacity. Despite criticisms of the poor state of university-industry linkages in Ethiopia, Ethiopia universities are taking steps to initiate and accelerate measures to strengthen institutional capacity to support linkages with industry and the broader productive sector.
The study was designed to describe and analyze the University-Industry linkage in Ethiopia. This study revealed the power of implementation of policies in connection with university-industry linkage is very poor in national and university level, the leadership commitment to creating linkage with industry doesn’t get priority attention by the university and the industry owner as well. Moreover this study also shows that the university academic staffs are not competitive to conduct competitive academic research which can be sold to industries, the university come up with financial constraint and limited allocation of annual fund for the university- industry linkage unit. Moreover the study findings indicate that lack of incentive mechanisms to motivate the academic staff, low level supply of updated research infrastructure and facilities, low level commitment and poor management system were the lion share for the low level status of university industry- linkage. The university-industry partnership in terms of research is still on its infant stage because of the two parties miss communication, low level industry owner awareness, university leadership commitment and competence to create the linkage is also below average.
Research Interests:
Research Interests:
Research Interests:
TVET IN ETHIOPIA ABSTRACT Quality of education is considered as one of the major elements that guarantee sustainable economic and social development at the national and regional levels of a given economy. The factors that may be... more
TVET IN ETHIOPIA
ABSTRACT
Quality of education is considered as one of the major elements that guarantee sustainable economic and social development at the national and regional levels of a given economy. The factors that may be responsible for quality of learning could relate to the way the teaching-learning process takes place, the extent to which teachers examine their own practice of teaching, how much TVET supervision is directed towards helping teachers improve instruction and making the learning process active and learner-centered are some to mention.
Ethiopia is undergoing a structural reform of almost all components of its educational system including a TVET sector reform driven by its specific socio-demographic situation the Government made adult education a priority.
Since the overthrow of the Derg in 1991, the government of Ethiopia has embarked on a number of reforms of the TVET sector. This paper provides an overview on the TVET program components/mechanisms and their overall effect on learning outcomes in Ethiopia context. Design/methodology/approach - Using secondary data, this descriptive case-study integrates the realistic evaluation framework of Pawson and Tilley (1997) with Total Quality Management (TQM) frameworks. Findings – Ethiopia’s TVET system adopts/adapts international best practices. Following the implementation of the 2008 TVET strategy, the proportion of formal TVET graduates who were recognized as competent by the assessment and certification system increased from 17.42 % in 2009/10 to 40.23% in 2011/12. Nevertheless, there is regional variation. Research limitations/implications–outcome-based TVET reforms that are based on total quality management frameworks could improve learning outcome achievements in developing countries by enhancing awareness, coordination, integration, flexibility, participation, empowerment, accountability and a quality culture. Nevertheless, this research is limited by lack of longitudinal data on competency test results. There is also a need for further investigation into the practice of TQM and the sources of differences in internal effectiveness across TVET institutions. Practical implications–Our description of the Ethiopian reform experience, which is based on international best experience, could better inform policy makers and practitioners in TVET elsewhere in Africa. Originality/value – A realistic evaluation of TVET programs, the articulation of the mechanisms, especially based on TQM, that affect TVET effectiveness would add some insight into the literature. The evidence we have provided from the Ethiopian case is also fresh.
ABSTRACT
Quality of education is considered as one of the major elements that guarantee sustainable economic and social development at the national and regional levels of a given economy. The factors that may be responsible for quality of learning could relate to the way the teaching-learning process takes place, the extent to which teachers examine their own practice of teaching, how much TVET supervision is directed towards helping teachers improve instruction and making the learning process active and learner-centered are some to mention.
Ethiopia is undergoing a structural reform of almost all components of its educational system including a TVET sector reform driven by its specific socio-demographic situation the Government made adult education a priority.
Since the overthrow of the Derg in 1991, the government of Ethiopia has embarked on a number of reforms of the TVET sector. This paper provides an overview on the TVET program components/mechanisms and their overall effect on learning outcomes in Ethiopia context. Design/methodology/approach - Using secondary data, this descriptive case-study integrates the realistic evaluation framework of Pawson and Tilley (1997) with Total Quality Management (TQM) frameworks. Findings – Ethiopia’s TVET system adopts/adapts international best practices. Following the implementation of the 2008 TVET strategy, the proportion of formal TVET graduates who were recognized as competent by the assessment and certification system increased from 17.42 % in 2009/10 to 40.23% in 2011/12. Nevertheless, there is regional variation. Research limitations/implications–outcome-based TVET reforms that are based on total quality management frameworks could improve learning outcome achievements in developing countries by enhancing awareness, coordination, integration, flexibility, participation, empowerment, accountability and a quality culture. Nevertheless, this research is limited by lack of longitudinal data on competency test results. There is also a need for further investigation into the practice of TQM and the sources of differences in internal effectiveness across TVET institutions. Practical implications–Our description of the Ethiopian reform experience, which is based on international best experience, could better inform policy makers and practitioners in TVET elsewhere in Africa. Originality/value – A realistic evaluation of TVET programs, the articulation of the mechanisms, especially based on TQM, that affect TVET effectiveness would add some insight into the literature. The evidence we have provided from the Ethiopian case is also fresh.