It happened suddenly.
Debra Markos University
Social Science and Humanities College
Department of Ethiopian Language(s): Amharic Language
Summary of Quality Audit Report
DiribuaDebebe(PhD)
AragawAnteneh(PhD)
AlemayehuTemesgen(PhD)
Debremarkos University
Debra Markos April 2020
Table of Contents
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Content page
Introduction
Table of Contents
1. Introduction
1.1 Background............................................................................................................................................3
1.2 Rationale of the program.......................................................................................................................5
1.3 Objectives of the Program.....................................................................................................................5
1.4 Other parts of the curriculum................................................................................................................6
2. Methodological Affairs............................................................................................................................6
2.1Audit committee members.....................................................................................................................6
2.2 Data collection instruments...................................................................................................................7
2.3 Self-evaluation Criteria..........................................................................................................................8
3. Summary of the Report...........................................................................................................................8
4. Results against each focus area.............................................................................................................10
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1. Introduction
This is a quality Audit Report for Ethiopian Language(s) and Literature-Amharic Department.
The report includes four main parts. The first part provides introduction which is focused mostly
on the curriculum of the program. The second part presents methodological affairs of the report.
This part of the report includes the committee members, data collection instruments and criteria
of the evaluation. The third part presents a general summary of the self-evaluation report. The
last part presents the result of the audit against each focus area.
1.1 Background
Debra Markos University was officially established by the Council of Ministers Regulation
No.227/2011.Nevertheless, it started functioning in 2005/06 with the then Faculty of Education
enrolling 760 students and hiring 53 academic and 15 administrative staff.The university is found
at Debra Markos town which is located in north western part of Ethiopia. The town is 300 kms
NW of the Capital, Addis Ababa, and 265 kms SE of Bahir, the capital of Amhara National
Regional State.
The Department of Ethiopian Language(s) & Literature - Amharic, was established in 1999 E.C
under Social Sciences and Humanities college in line with the establishment of Debremarkos
University. The department aspires to produce highly qualified man power for the country. As a
language & literature trainer program, the Ethiopian Language(s) and Literature – Amharic
department has the objectives to train writers and critics, public relation officers, editors and
translators, researchers in the field of literature and human concerns, organizers etc.
At its inception and early stage of development, was small and limited in scope, only small
number of regular students (first degree) was placed within the Department. Later, after a year,
extension (diploma level) and summer (Degree level) students were enrolled at the department.
Afterwards, in 2006 E.C the department started post graduate program in ‘Applied Linguistics in
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Teaching Amharic’ steam. Now the department is running first and second degree regular,
extension and summer programs in DebremarkosBure and Bichana Campuses. Producing more
than 3000 professionals, the department contributes a lot to the country. Currently, the
department has more than 2000 students in regular, extension and summer programs of first and
second degree students.
Recently, the department has been engaged in curriculum preparation to start MA program in
Folklore. The department has 19 staff members among which 16 are on duty and 3 of the staff
members are on study leave. Of the 19 academic staffs 6 are PhD, 12 are MA and 1 is BA
holders.
1.2 Rationale of the program
As a multi lingual & multi-cultural nation, Ethiopia needs well-qualified and professional language
experts. The department has, thus, been launched in response to the shortage of local language experts in
different sectors in the nation.The target of the department, therefore, is to educate and train general
language experts who work in different offices. Generally, the department is aimed at producing all
rounded experts in the fields for different institutions and offices. The curriculum is designed focusing
on the competencies the graduates need to attain by integrating Amharic Language and Literature
knowledge and skills, and aspires to effectively prepare professionals for diverse job opportunities in the
areas where the country needs skilled professionals.
1.3 Objectives of the Program
As a Language & Literature trainer program, the Ethiopian Language(s) and Literature –
Amharic program has the following objectives:
1. Train writers and critics, public relation officers, editors and translators;
2. Train researchers in the field of literature and human concerns;
3. Organize and offer short term training and workshops;
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3.1 Offer short term training on language skills and literature: (1) Report writing, and (2)
Literature principles and related issues, (3) Translation.
3.2 Organize workshops on: (1) Languages study (Linguistics), and (2) Literature (editing,
literary criticism etc.).
4. Offer language related services related to:
4.1 Translation service
4.2 Editing service
4.3 Preparation and evaluation of language curriculum
5. Conduct Research on the various languages and literatures of Ethiopia.
1.4 Other parts of the curriculum
In addition to the rationale and the objective of the program the curriculum includes the
following:
-the required human and material resource
-professional profile
-graduate profile
-admission requirements
-duration of the study
-teaching and assessment methods
-quality assurance
-modules and course coding
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2. Methodological Affairs
2.1Audit committee members
Three staff members were engaged in this self-evaluation. The following table contains name,
specialization and other related information of the committee members.
No. Assessors name Specialization Experience in the university
1 DiribwaDebebe (Dr) Folklore A year
2 AragawAnteneh (Dr) Linguistics More than 10 year
3 AlemayehuTemesgen (Dr) TEAm More than 10 year
This is about the quality audit result report for Amharic Department.
2.2 Data collection instruments
In the process of preparing this self-evaluation report, document analysis, observation, interview
and focus group discussion were employed.
(1) Document analysis
The following documents were consulted:
-Journal of DMU and the Proceedings of DMU in focus
-a sample of course outlines, mark lists, exam papers and different brochures.
-Internal Quality Audit manual of HERQA
-the curriculum of the department
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(2)Focus group discussion four students were involved in the focus group discussion, two from
second year and the other two from third year.The mix gender was also kept.
(3)Observation
Observation includes library(Number One Library) and class rooms and the building the
classrooms of the department are situated.
(4) Interview;
In addition to students and teacher in the department, three persons were included in the
interview which include the department head, the SSH college dean and a nurse who is working
in the university’s clinic. The interview was conducted by telephone and face to face.
2.3 Self-evaluation Criteria
The report is based on the following ten criteria:
(1)Educational goals of the program
(2)Governance and management
(3)Infrastructure and learning resource
(4)Academic and Learning resource
(5)Student admission and support service
(6) Program relevance and curriculum
(7)Teaching-learning and assessment
(8)Student progression and graduate outcomes
(9)Research and outreach activities
(10)Internal quality assurance
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3. Summary of the Report
The following table depicts the summary of the quality audit result against each
criterion(remember that BSstands for basic standard while QIS stands for quality instrument
standard).
Sno. Focus area BS Score % QIS Score % Total Performance
Rank
score %
1 Mission, 13 40 61% 8 29 72.5% 69 65.7% 8
Vision &
Educational
Goals of
Program
2 Governance 18 64 71.1% 11 40 72% 104 71.7% 2
and
Management
3 Infrastructure 55 161 58.5% 20 61 61% 222 59.2% 10
and Learning
Resources
4 Academic and 23 84 73% 9 29 64% 113 70.6% 5
Support Staff
5 Student 18 70 77% 11 34 61.8% 104 71.72 2
Admission and %
Support
Services
6 Program 23 95 82.6% 24 78 65% 173 73.6% 1
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Relevance and
Curriculum
7 Teaching- 40 148 74% 12 37 56.1% 185 71.1% 4
Learning and
Assessment
8 Student 4 14 70% 9 29 64.4% 43 66.1% 7
Progression
and Graduate
Outcomes
9 Research and 5 17 68% 11 35 63.63 52 65% 9
Outreach %
Activities
10 Internal 6 21 70% 5 17 68% 38 69 6
Quality
Assurance
Total 205 714 120 389 64.8% 1103 67.87
69.65% %
4. Results against each focus area
In the following, a summary of quality audit report against each focus area is presented. The
report includes, among other things, successes/best experiences, challenges, gaps and plans for
future action and references.
The result shows that the total score for department is 67.87%. The current quality level or the
level of performance for the department is good (assuming that 50-65 faire, 65-75 good, 75-90
very good, and >/= 90 excellent). The same is true for almost each criterion.
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Focus Area 1:
Focus area 4 has to do with institutional vision, mission, and goals of the program. In this respect
the status of the department is nearly good; having the total score 67.5%;constituting 61% for
BS(basic standard) and 72.5% for QIS(quality improvement standard).
Focus Area 2:
Focus area 2 has to do with governance and management of the department.
With respect to the status of governance and management of the department, the department is
good; its core is 71.7% which is consisted of 71.1% for BS and 72% for QIS. The existence of
functional academic committee can be mentioned as good experience while weak system of
training and career advancement is mentioned as weak side of the department.
Focus Area 3:
Focus area has to with infrastructure and learning resource. In this regard,the status of
department is less than good, that is faire. Thetotal score for this area is 59.2%; constituting
58.5% for BS and 61% for QIS. This is contributed by lack of pedagogical centers, skills based
on care Components, lack of audiovisual aids including video sets and adequate illumination
and ventilation, lack of practical educational sites, no access for different soft wares and tasks,
have E - Books and other electronic materials. On the other hand academic staffs have chair and
tables with drawers. In addition there are nearby toilets.
Focus Area 4:
Focus area 4 has to do with clearly stated, appropriate and effectively implemented policy and
procedure for recruitment, promotion, appraisal and appointment of staff.
Result:In this focus area the department is more or less good since its totalscore in the area is
70.6%; constituting 73% for BS(basic standard) and 64% QIS(quality improvement standard).
Successes: In area 4 the following can be indicated as features of success in the department.
(a)Availability of adequate number of qualified academic
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Almost all academic staff members are second degree holders. Five members are PhD holders. In
addition, the staff profile indicates that the number in each sub-discipline (TeAm, Literature and
Linguistics) is appropriate as far as the courses each program is concerned.
(b)Recruitment of the department head
The department has best experience in recruiting the department head. Each staff member is
participating in recruiting the head. Each head leads the department for two years. Generally,
democracy is exercised in the recruiting the department head.
Challenge: unplanned recruitment of a new staff member.
Gaps: new staff members are recruited without the will of the department. This is implemented
by the need of the higher officials, including the vice presidents of the institution.
Future Plan: The task of recruiting new staff members should be left for the department.
References: Department head, personal experience, list of academic staff and students in each
batch.
Focus Area 5:
Focus area 5 has to do with a written document or guideline that specifies student admission and
selection.
Result: In this focus area the department is more or less good since its total score in the area is
71.72%; constituting 77% for BS(basic standard) and 61.8% for QIS(quality improvement
standard).
Success:among other things, the department has good at the following student support systems:
-peer assisted learning
-counseling on academic issues
-appeal on matters related to student support services
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Challenge:since students joining the department by interest is decreasing the number and quality
of students is gradually decreasing.
Gaps:with regard to student admission, the following are identified gaps:
-it is low in student intake in relation to its human capacity(currently the department has less than
30 students in the two batches while the number of academic staff is more than 15).
-no mechanism in assessing pre-entry knowledge, skill and motivation, and
-low in reviewing the admission policy/guideline and student intake in line with academic
success.
Future Plan: the department has to review the admission policy and student intake in line with
academic success of the students and the needs of the society.
Focus Area 6:
Focus area 6 is concerned with program relevance and curriculum.
Result:The quality level of program relevance and curriculum is good since the total score is
73.6% (constituting 82.6% for BS and 65% for QIS).
Good experience: With regard to program relevance and curriculum, the department has good
experience. Among other things, the following can be mentioned:
(a)The curriculum clearly defines the curriculum model that enables the students to achieve the
graduate competencies. In this respect, the following are statements inculcated in the curriculum:
-Prepare literary materials.
-Criticize the value of various texts of prose and poetry.
-edit any write texts in Amharic language
-Translate different materials from other languages in to Amharic and vice versa;
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-They can prepare brochures, newsletters, writes press release, and speeches;
-Address public relation affairs
-Write different materials through the language
-read text to assess how writers achieve their purposes with their intended audiences
-develop oral communicative skills
-develop interpersonal communication skills
-write an essay with a thesis, supporting argument, introduction, and conclusion
-analyze reading texts and literary works for its structure and characteristic stylistic features;
-Uses conventions and techniques of literary criticism;
-Act on language polices based on basic features of Ethiopian languages.
-Interpret multilingual and multicultural issues in multilingual and multicultural countries.
-appreciate different literary works
-appreciate different cultural values and folkloric aspects
-conduct quantitative and qualitative researches in oral literatures
-Conduct research in the field of Linguistics, Literature & Public relations
(b)clearly states the instructional and learning methods employed in the curriculum. The
curriculum states that active lecture, seminars, presentations, and discussions also be
incorporated to create & transfer knowledge & skills. It also states that students will also be
highly encouraged to learn how to learn to solve problems by themselves.
(c)describe the content, extent, and sequencing of courses and other curricular elements which
ensures appropriate coordination between specific professional, behavioral and social courses.
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Challenge:
In the department engaging students in original or advanced research activities is very
challenging.
Gaps:
Poor at -reviewing the curriculum to address social needs and international standards
-in including elements of original or advanced research activities
Future Plan:the department should conduct need/market assessment in consultation with key
stakeholders and professional and legal standards. The department should also thematise research
areas in order to help students engage in original or advanced research activities.
Focus Area 7:
Focus are 7 has to with teaching-learning and assessment. In this regard the level of the
department is good in which the total score constituted 71% while the BS and QIS constituted
74% and 56.1%, respectively. The department has best experience in the following basic and
quality improvement standards:
(a) The instructors identify and inform students about references for in depth reading on the
session or content.
(b) The Department has clear assessment policies or guide lines.
Challenge: There are not enough skilled teachers in testing.
Gaps: There is no reflective learning and teaching methodologies. Besides, there is no
community based activities. Regarding Assessment, there is also a gap in the principles and
strategies of testing. No one can use item analysis for decision making process.
Future Plan: The Department has to:
(a) Give training for instructors about different teaching methods.
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(b) Give training for teachers about formative assessment.
(c) Assign exam committee to ensure the validity and reliability of the test.
Focus Area 8:
Focus area 8 is concerned with student progression and graduate outcomes. In this regard, the
level of the department is good since the total score constituted 66% while the BS and QIS
constituted 70% and 64%, respectively.
Successes: The Department has good experience in the following basic standards.
(a) The department has a mechanism which is used to monitor students performance.
(b) The department takes actions which are liable to minimize student’s attrition rate.
(c)The Department assigns teachers as academic advisors for all students.
(d)The Department has a mechanism that is used to show the employability and performance
at the work place.
Challenge: Students have low academic qualifications, knowledge and skills.
Gaps: The department has to improve the following basic and quality improvement standards:
(a) The department has to establish a link b/n the program and the employers.
(b) The department has to invite guest lecturers.
(c) The department has to participate in curricular and extra-curricular activities.
(d) The department has to support the students and academic staffs to participate in national and
international conferences.
Future Plan: the task of progression and graduate out comes should be left for the department.
Focus Area 9:
Focus are 9 is concerned with research and outreach activities. With respect to research and
outreach activities the level of the department is nearly good since the total score for this area is
65% while the BS and QIS are 68% and 63.63%,respectively.
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Successes: The department has good experience in the following basic and quality improvement
standards.
(a) The department has clear research agenda.
(b) The department has established a well-designed thematic area for research.
Challenge: There is a research knowledge gap in the department.
Gaps: The department has not sufficient budget and facility to support research and staff
exchange. There is no article published and there is not enough community service.
Future Plan: The department has to improve the following basic and quality improvement
standards.
(a) The department has to allocate sufficient budget and facility to support Research
activities.
(b) Each academic staff member has to publish one article in national or international Journal
at least every two years.
(c) The department has to increase the staffs’ engagement in Research.
(d) The department has to enhance the active participation of the staffs in relevant
professional conference, Seminars workshops, and other academic activities at national
and international levels.
(e) Finally, the instructors have to involve in providing community services, preferably
related to their specialty.
Focus Area 10:
Internal quality assurance is the focus of area of criterion 10. In this regard, the status of the
department is also good since the total score is 69% while the BS and QIS are 70% and 68%,
respectively. Based on this focus area, the department again did not have best experience.
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Successes: following the university the department has organized a quality assurance body. This
committee is consisted of three members one from Folklore, one from TeAm and the other from
Linguistics.
Challenge: Scarcity of budget
Gaps: there is no external verification by peer institution. And there is no sufficient budget for
the department to carry out its responsibility.
Future Plan: As there is strength, there are many things that have to be improved in the future.
These are:
(a) The university has to allocate an adequate budget to the quality assurance Directorate to
carry out its responsibility.
(b) At least every 5 years there must be a regular curriculum evaluation and review.
(c) The university or the Department has to develop the structures that accommodate the
interest of the different groups of stake holders.
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