Programme Outline Netherlands Initiative for Capacity Development in Higher Education (NICHE) in Ethiopia

Programme Outline Netherlands Initiative for Capacity Development in Higher Education (NICHE) in Ethiopia Introduction This document describes the purpose and intentions of the implementation of the NICHE programme in Ethiopia. The contents are based on an identification process in which capacity needs in the country have been analysed on the basis of available policy documents, information from and discussions with policy makers and other stakeholders. This has resulted in a selection of focal intervention areas, the formulation of objectives for the programme s activities, and indications of their expected outcomes. The Programme Outline serves as a memorandum of understanding between the Netherlands Government and the authorities in Ethiopia. Its intention is to make the expectations of both parties regarding the implementation of the NICHE programme explicit for the period that the programme is being implemented in the country. The Government of Ethiopia will support and facilitate the implementation of the NICHE programme in view of making the results achieved sustainable. The Ministry of Education and the line Ministries are the focal points for the NICHE programme. These ministries will overlook the NICHE programme relevant for their sector, but also, ensure linkages where inter sectoral opportunities or needs arise. The Embassy of the Kingdom of the Netherlands ensures that the NICHE programme is aligned with the priorities of the Government of Ethiopia and of the Government of the Netherlands. It is responsible for facilitating and monitoring the dialogue with Ethiopian authorities, and for providing access to channels and forums for donor coordination to the Nuffic programme administrator. At a later stage more specific sectoral Plans of Implementation will be annexed to this Programme Outline which will define concrete interventions in the sectors which have been selected for NICHE support. On behalf of the Netherlands Government the Embassy of the Kingdom of The Netherlands (EKN) signs the Programme Outline, on behalf of Ethiopia the Ministry of Finance and Economic Development (MoFED). The Dutch Government delegated the implementation of the NICHE programme, as regards its content, administrative and financial components to Nuffic. It is also responsible for monitoring of what has been agreed in the Programme Outline. This document has been written by Nuffic in an interactive process with Ethiopian authorities and other stakeholders. The NICHE programme NICHE is a Netherlands funded development cooperation programme with a view to strengthen institutional capacity in developing countries for providing post-secondary education and training. Support is provided in sectors which are supported by the Netherlands bilateral cooperation programme, in the higher education sector in general or in cross-cutting themes. In all cases the relationship with the post-secondary education sector is taken into account. Three categories of objectives are important in the NICHE programme: those focusing on strengthening the education and training capacity, those that will contribute to the improvement of the living conditions of women and girls (gender), and those that link education and training to the labour market. Differently said: NICHE pays special attention to the gender dimension of capacity building in postsecondary education and training, to women s advancement and to the link between capacity development and the needs of the labour market at all levels of the programme. 1 1 An important stimulus of poverty alleviation is the reduction of gender disparities. NICHE wants to make a significant contribution by addressing, through capacity building, the gendered needs of women in order to promote their active participation in the development process of the country. NICHE Programme Outline - Ethiopia Version 0.9 1

Expertise of Dutch organizations combined with national or regional expertise will be utilized to assist organizations. Support can be given to a variety of organizations in NICHE countries which include institutions for post-secondary education, government ministries, national commissions, and non governmental organizations (NGOs). The selection of priority areas for NICHE activities is coordinated with the Netherlands Embassy in the NICHE countries as well as with the relevant national government authorities. The identification process As to the NICHE identification process in Ethiopia, the Ethiopian Ministry of Education and Nuffic felt it opportune to have it implemented in two phases. The first country visit took place from 21 March 1 April 2009. Annex 2 provides a list of reference documents consulted. Meetings were held with representatives of the Ministry of Education and of the Ministries of Agriculture and Rural Development, of Water Resources, of Women s Affairs, of Culture and Tourism, with representatives of donor agencies and a number of government agencies, with national experts and with members of the NPT Steering Committee. Gender experts and gender officers from relevant sector ministers and agencies also provided inputs. Simultaneously, the sector specialists at the EKN were met. On the basis of these discussions and a separate meeting of Nuffic with the State Minister for Higher Education, the necessity was felt to fine tune the mission s findings and observations during a second visit in August 2009. The aim of this visit was to come to agreement on the Programme Outline and start developing the Sector Plans of Implementation. This Programme outline was approved by the Ministry of Education. The selected sectors The EKN indicated that it wishes to implement the NICHE programme in three sectors of the Dutch bilateral aid to Ethiopia, giving special attention to the cross-cutting theme Gender: 1. Education 2. Agriculture 3. Environment a. Natural resource management b. Eco-tourism NICHE support will be given to Higher Education and TVET levels in the agriculture and environment sectors. Current situation and problem analysis This paragraph contains a brief analysis of the selected sectors within their institutional context and existing challenges regarding capacity development. Each section starts with a description of the sector policy priorities. The goals of the Embassy in the respective fields are presented, as are gender and labour market issues. 1. Education Nationally, the education sector has been under expansion since 2000. In HE, expansion has resulted in 21 established universities in 2008, with ten more planned. In HE, expansion 2 has resulted in a tremendous need for staff upgrading for all universities. While the government currently relies rather heavily on expatriate MSc and PhD staff, the objective of the GoE is to have a self-sustained staff system in place by 2015. Staff requirements are estimated at over 2.000 PhD and 10.000 MSC in the coming few years. The Federal reform, also known as Business Process Reengineering (BPR), is now in its implementation phase. At university level, the leadership is currently involved in major re-organization operations to improve autonomic governance. The current NPT programme supports the leadership capacity development in nine existing universities 3. Support to assist 2 The expansion of HE in Ethiopia has resulted in nine universities in 2005 ( referred to as old universities), of 12 new ones in 2008 (referred to as new universities) and another ten planned for. 3 attached an overview of NPT projects in Ethiopia per August 2009. NICHE Programme Outline - Ethiopia Version 0.9 2

the leadership of new universities (12 as per 2008) is deemed relevant as a logical follow-up on the NPT interventions. In the old universities, there is a need to develop Master programmes and for quantitative and qualitative MSc and PhD staff development in the following six areas: o Engineering and Technology o Natural and Computational Sciences o Medicine and health sciences o Agriculture and Natural resources o Business and Economics o Social Sciences and Humanities. Research capacity development is among the main challenges, with emphasis on development oriented research in the above six fields. Quality and Relevance in Higher Education is the prime responsibility of the universities. The Higher Education system furthermore consists of The Higher Education Quality and Relevance Agency (HERQA), responsible for the development of accreditation and quality assessments, and The Higher Education Strategic Centre (HESC), responsible for strategy and policy development. NPT has supported HERQA and HESC since their establishment in 2004. The TVET sub sector provides essential opportunities for large groups of school leavers, of whom about 85 percent is not pursuing higher education training 4. The TVET (intake) enrolment in 2009 was about 850,000. Compared to the TVET enrolment projection made in 2008 there is an increment of 52% 5. The current system is not yet apt to absorb these numbers in a satisfactory manner, the main bottlenecks being the quantitative training offer, quality and relevance for the labour market needs. In 2008, a national TVET strategy was adopted, aiming at a reform of the TVET system to create a competent, motivated, adaptable and innovative workforce in Ethiopia contributing to poverty reduction and social and economic development through facilitating demand-driven, high quality technical and vocational education and training, relevant to all sectors of the economy, at all levels and to all people (National TVET Strategy, 2008). The engineering capacity building program with six priority sectors (leather, textile, agro-processing, pharmaceutical/chemical, metal and construction) is entertaining 4 components in general: University/TVET reform, quality infrastructure and private sector development. The TVET-reform component follows the TVET strategy (developed in 2006), which is being implemented by the Ministry of Education on behalf of the Ministry of Capacity Building in partnership with the German Government. Fields not covered by the above Ethio-German partnership are subject to the same national TVET strategy adopted in 2008under the direct auspices of the MoE TVET section. The Governance and management of the TVET system requires urgent attention, for which the Ministry of Education suggests a comprehensive transformation of (regional) Lead Centres for Technology Capability, Accumulation & Transfer, in a period of three to four years (as discussed during your visit). Regarding the Netherlands support to the education sector, it focuses on basic education. Being a main partner in the GEQIP, specific attention is paid to quality enhancement, Emphasis is laid on effectuating an increased enrolment rates for girls Simultaneously EKN is involved in policy dialogue at various levels, e.g. through the DAG Technical Working Group, the Higher Education Task Force and the TVET Task Force, recently established on the request of the MoE-TVET sector. Gender Ethiopia is party to the Convention for the Elimination of all forms of Discrimination against Women (CEDAW) and has a National Action Plan for gender equality. The gender dimensions in the education sector are well known and university action plans and gender offices are in place. Challenges include: a) increase numbers of female instructors and students; b) educating the university communities to bring about awareness and attitudinal and behavioural change and c) increase retention of female students and their competitiveness. Detailed and concrete recommendations for the inclusion of the gender dimensions in the projects will be made to ensure maximum effect within the various projects within NICHE. This calls for explicit mechanisms to make sure that the inclusion of the gender dimension is not taken for granted. 4 Higher Education absorbed about 15% of the 2009 10 th grade completers 5 Ministry of Education, Addis Ababa 2009 NICHE Programme Outline - Ethiopia Version 0.9 3

Issues to be covered include: 1) access for women to staff development opportunities 2) increased capacity to undertake gender analysis for research and curriculum development 3) training of staff on gender issues. Within education, barriers for female students and staff should be overcome. NICHE projects are expected to contribute effectively to this end. The MoE indicated that the universities should adopt analytical skills and attitudes to understand and tackle factors that disable female students performance throughout the study period, with the aim to achieve zero attrition and improving the academic competitiveness of female students. Labour market Orientation to the demands of the labour market is a key characteristic of NICHE, for interventions at Higher Education and TVET levels alike. Graduates of the Ethiopian HE and TVET institutions face a discrepancy between their competencies obtained during education and the actual demands by the labour market. This is a general phenomenon across sectors. The government acknowledges this. Fortunately, steps have been taken and modest results achieved to combat this persistent phenomenon, but more needs to be done. Bringing about a systematic orientation to the labour market requires changes in the areas of management and leadership, educational approaches, systematic involvement of outside stakeholders in the design of curricula and occupational profiles and standards. Moreover, a change in attitude and working methods of both individuals and organisations are acknowledged requirements. Yet, further support to this change is needed. 2. Agriculture Over 80% of the population lives in rural Ethiopia, with agriculture as the main occupation. Agriculture provides for 46% of the GDP. The major impediments to agricultural development are, amongst others, the predominance of subsistence agriculture and lack and /or absence of more business/market-oriented agriculture. The proposed activities (PASDEP) to secure sustained development in agriculture (Agricultural Led Industrialisation - ADLI) include: a) capacity building through the implementation of relevant training programmes; b) introduction of high yielding technologies supported by agricultural research and extension services; c) increasing the quantity and quality of marketable agricultural products (for domestic and international markets) and providing support for the establishment of appropriate marketing systems; d) expansion of small and medium scale irrigation and water conservation schemes; and e) ensuring prudent utilization of natural resources. The Netherlands Embassy s Strategic goals (MASP) are 1) to contribute to MDG1 (halving extreme hunger and poverty) achievement through broad-based sustainable growth; 2) Higher productivity and improved market access; 3) Ensure that parts of the poorest segments of society which are now dependent on safety net measures can sustainably benefit from economic growth; 4) A more enabling business climate. A joint Donor-MoARD RED-FS Agenda Agricultural Growth Programme is being developed, with three windows: Food Security, Sustainable Land Management and Agricultural Growth. The EKN s projects follow a value chain approach in order to ensure that interventions are comprehensive, well prioritized, involving all relevant actors along the chain and that farming systems are strengthened. This approach is a largely new concept to most universities. It includes a) Improve productivity and c) stimulate value adding and quality assurance; c) enabling regulatory environment and d) Research and Development. The Embassy supports the development of (export) flori- and horticulture, of exportable oilseeds, seed sector and is involved in the dairy sector. Education and training provide important support to the development of agriculture, either at commercial or the transforming subsistence level. Effective mechanisms to generate and distribute knowledge are a prerequisite for both the commercial farmer and the subsistence farmer interested to produce a marketable surplus. NICHE Programme Outline - Ethiopia Version 0.9 4

The current NPT programme supports the commercial horticulture sector through the development of both academic and practical courses and human capacity at the Ethiopian Horticulture Export Association, the Horticulture Agency and its Horticulture Practical Training Centre and Jimma University. Gender issues in Agriculture Whilst 80% of the Ethiopian population is involved in agriculture or in (agro-)pastoral production, women often play an important but yet invisible and often undervalued role. Gender disaggregated data are inadequate, women s knowledge in the field of agriculture is generally ignored and there are insufficient women professionals as compared to men at decision making positions. Gender sensitive research and gender awareness training are important for the development of the agricultural subsistence sector. In the commercial segments of agriculture, opportunities for women are there provided they can be grasped. Education in the agricultural sector can address gender issues at various levels. Within the curriculum, the role of women in agricultural production, processing and marketing should be analysed and made explicit. Students should understand the role of women and be able to deal with it adequately in their future jobs. Labour market issues in agriculture The link between the labour market (private sector, rural development NGOs, government bodies such as, policy, administration, extension services and research institutes) and the education and training providers needs to be strengthened in order to ensure that training institutions deliver the competencies required by the labour market. 3. Environment The PASDEP calls for the integrated development and utilization of the resource bases (land, soil, water and forest). Activities in the areas of natural resource management include, among others sustainable land use, forest development, soil and water conservation, and water management for irrigation development. a. Natural Resource Management Although Ethiopia is not in short of rainfall, the distribution of water in time and space is not equal, while available resources are not being optimally developed. The development of the water sector in Ethiopia is structured as follows: 1) Integrated Water Resource Management (IWRM); 2) Water supply and sanitation; 3) Irrigation Development; 4) Hydro power (Ministry of Water resources). New River Basin Organizations (RBOs) are being established: Hawash Basin, Blue Nile Authority and Rift Valley. It should be noted that NPT currently supports capacity building in IWRM training to support the River Basin Organisations. Deforestation and watershed management are to be addressed in the Basin approach. In addition to river basin organizations, each state has regional (and lower administrative) water bureaus. Human capacity problems include 2nd degree Irrigation and (inter state and international). Transboundary affairs (including technical issues, political, negotiation/mediation and international law). Better alignment between the TVET (medium level graduates), universities, research and policy makers is required and the quality of the teachers can be enhanced. The integrated approach to management of natural resources, with a focus on the management of water resources and with a clear link to land use management and forestry is developing at the Higher Education level. Obviously there is a clear link to agriculture by (im)proper use of land and water resources. The requirements for proper natural resource management at TVET level go beyond the traditional water engineering. They include forestry management, land use planning and involve techniques such as Geographic Information Systems. Eco-tourism The Ethiopian Government views tourism as an industry with great potential (in 2005, Ethiopia ranked 40 th in Africa with 85.000 arrivals) and has ambitious plans for the sector (1 million arrivals in 2020). The NICHE Programme Outline - Ethiopia Version 0.9 5

Government envisages the development of community based/pro-poor/eco-tourism. In general, the tourism sector suffers from a suboptimal quality of a range of services throughout the chains. The human resource gaps in the sector to ensure better services are known, but have not been documented. An assessment is needed to identify the most important areas for further human capacity building and training needs in the area of community based eco-tourism. Areas of interest include 1) policy making; 2) tourism development; 3) product development; 4) diversification. As eco-tourism development is closely related to environmental management, eco-tourism is placed under the environmental sector which NICHE will support. The EKN considers eco-tourism as having good potential for sustainable economic growth. Gender issues in the environment sector Although women are important users of natural resources and they are primary victims of environmental degradation, their participation in environmental protection and management is minimal. Few women participate in science related to natural resource management. Although women are visibly present in the tourism sector, most occupy lower positions. Labour market issues in the environment sector Current developments in the tourism sector demonstrate that there is a higher demand for training than is offered. The link between the labour market and the training providers needs to be strengthened. In the tourism sector, there is a need to better align training with international standards for services required by the labour market. 4. Objectives and expected outcomes The MoE underlines two major policy principles to be adhered to in NICHE, being training large numbers of faculty staff of the universities and the contribution by the universities to the development of their surrounding communities. NICHE is expected to contribute significantly to the faculty staff development scheme by providing scholarships at Master and Ph.D. level (both international and national). This will be accommodated as an integral part of the individual projects at HE level in the priority sectors. The conditions are elaborated in the sector plans of implementation. These conditions will regulate the individual projects. The service of the universities to their surrounding communities and other stakeholders is understood to be an expression of relevance of HE and TVET. The responsiveness of education institutions to the needs of the organisations and communities in their respective sector/regional environments is part and parcel of both Ethiopian and Dutch policy. The Ministry of Education requested support for Capacity development in the field of Business and Economics, in particular for new universities and emphasising degree education for academic staff. It was agreed that this support would not narrow down to Business and Economics for the agricultural, natural resource management and tourism sectors. Support to Business and Economics aligns well with the Embassy s goal to contribute to a more enabling business climate. It is believed that it will support the cross cutting theme of making higher education, TVET, agriculture, natural resource management and tourism more market oriented and entrepreneurial. The NICHE programme in Ethiopia consists of a comprehensive and interconnected set of projects. The links between the projects is characterised by: Attention in both HE and TVET to leadership and management, relevance and quality, responsiveness to external stakeholders and communities. Attention to projects at HE and TVET level in the sectors agriculture and environment. Attention to exploiting opportunities for economic development by using the natural and human resources of the country. The needs analysis and discussions with stakeholders have resulted in the formulation of a set of objectives for NICHE activities in the years to come and their longer term effects (outcomes). The objectives are: NICHE Programme Outline - Ethiopia Version 0.9 6

1. HE and TVET education, training and research is related to demands in the labour market. 2. Improved Governance of Public Universities. 3. Improved capacity for quality assurance in the HE sector. 4. The capacity of universities teaching Business and Economics to deliver quality, gender sensitive, education and training, or to do relevant research is strengthened. 5. The capacity of agricultural education and training institutes (HE and TVET) to deliver quality, gender sensitive, education and training, or to do relevant research is strengthened. 6. The capacity of education and training institutes (HE and TVET) in the field of natural resource management to deliver quality, gender sensitive, education and training, or to do relevant research is strengthened. 7. The capacity of education and training institutes (HE and TVET) in the field of eco-tourism to deliver quality, gender sensitive, education and training, or to do relevant research is strengthened. 8. Gender discrepancies in the post-secondary higher education system have decreased. At the same time the analysis has provided information that may serve as an indication of the present situation in the areas of intervention regarding (education and training) capacity needs. These data serve as benchmarks for measuring the progress in achieving the objectives in the years to come. The table in Annex 1 contains the objectives and outcomes that have been agreed for the NICHE programme. It contains 1) the objectives of the programme on education and training capacity in the country, 2) indications of the impact of these objectives on the position, rights and opportunities of women and girls, and 3) indications of the impact of these objectives impact on the labour market. Indicative programme budget For the agreed programme period the following indicative budget is available (the Sector Plans of Implementation will generate more insight in the indicative distribution over sectors): Programme period: 2009 2012 Sector 1. Education Euro Sector 2. Agriculture Euro Sector 3. a Environment / Natural resource Euro management Sector 3. b. Environment / Eco-tourism Euro Total Euro 18 million Note: the indicative budget is subject to changes in the availability of funds per year at country and programme level. Also political decisions in The Netherlands and Ethiopia governing the programme may influence the availability of indicative budgets. Nuffic reserves the right to adjust the indicative budget resulting from these intervening factors after consultation with the signatories. Financial management Nuffic will issue grant awards to the implementing Ethiopian and/or Dutch organisations, who will be jointly accountable to Nuffic for the accurate implementation, and correct financial and administrative management of the respective projects. Implementing organisations are requested to open an Euro bank-account Upon request of MoFED, EKN will provide MoFED with specified requested financial reports. NICHE Programme Outline - Ethiopia Version 0.9 7

Coordination with other programmes This paragraph describes the strategy which the NICHE programme adopts to ensure that the NICHE activities are being identified and implemented in good coordination with current programme s of government, civic society and other donors. Project planning: identification and selection of topics and partners for project implementation will be done in consultation with government, DP s and other relevant stakeholders in order to avoid overlap and to ensure alignment with existing policies, sector programmes and development programmes. Project implementation: during programme implementation, Nuffic and hired national experts will coach and stimulate the NICHE implementing partners in seizing opportunities for coordination of project activities with those of other projects and programmes which target the same or related objectives. Project monitoring and evaluation: monitoring and evaluation of NICHE activities will be outputs and outcome based. The outputs and outcomes relate to formulated objectives and planned results at project, sector and country programme level. In the planning and formulation stage coordination with existing policies and programmes is one of the guiding principles. The M&E of NICHE activities will assess to what extent activities adhere to the achievement of the original objectives, and if adjustments have to be made, how these changes affect the coordination with other projects and programmes. Reporting: findings of monitoring and evaluation of NICHE activities will be shared with EKN, the Ministry of Education and line Ministries for information and perusal. On the basis of the M&E reports may decide that adjustments to the programme are needed in order to better coordinate the activities with (changing) circumstances, policies and programmes. Through the EKN sector specialists the DPs in the relevant Sector Strategy Groups are kept informed about the developments in the NICHE programme. Financial information: Nuffic will provide annually to EKN the financial commitments and actual expenditures by the individual projects per sector. NICHE has an overarching Monitoring & Evaluation Framework with identified outcomes and indicators. The sector Plans of Implementation will follow this framework. Specific information needed by both signatories not yet covered in the NICHE framework will also be articulated in the Plans of Implementation. Progress Monitoring Nuffic is responsible for the management of the NICHE programme, for monitoring the programme s outputs and outcomes, and for making available to EKN and the government authorities relevant information pertaining to budget planning and reporting, upon request. The Ministry of Education, line Ministries, the Embassy of the Kingdom of the Netherlands and Nuffic will organise annual meetings to assess the progress of NICHE programme and discuss policies and strategic orientations. Preferably, these meetings will involve the project implementing institutions. Once a year Nuffic reports about the progress of the NICHE programme in Ethiopia to the Dutch Government and the MoE. The report describes the progress achieved against the objectives stated above and the implementation of the programme. Successes and set backs are being analysed and suggestions made to remedy shortcomings and possibly redefine strategies and adapt outcomes, in order to learn from it. Hence organisations are requested to keep track of successes and setbacks in order to learn from it and invest in a learning organisation. Learning This annual report forms the basis of a trilateral discussion between the Dutch government, the national authority and Nuffic to appraise the progress and identify required adjustments. NICHE has an explicit learning objective. Individual projects are sharing a number of generic experiences. Irrespective of the sector, all are faced with similar challenges such as gender, the demands of the labour market, the systematic change needed at individual, organisational and institutional level. Nuffic will facilitate learning within the programme in various ways, including seminars in country. NICHE Programme Outline - Ethiopia Version 0.9 8

Duration The Programme Outline is valid for the duration that is agreed upon between the Dutch government and the national authority, with a maximum of four years. The partners may jointly decide to amend the Programme Outline. The partners may agree on a revised version of the document, or on adding a signed addendum to the existing one. Signatories The Programme is signed by the Embassy of the Kingdom of The Netherlands on behalf of the Dutch Government and by the Ministry of Finance and Economic Development of the Republic of Ethiopia. Place: Date: Place: Date: Name: Title: On behalf of the Embassy of the Kingdom of The Netherlands Name: Title: On behalf of the Ministry of Education Annexes Annex 1 Matrix of objectives and outcomes of the NICHE programme (May 2009) Annex 2 Overview of NPT projects in Ethiopia per August 2009 (not included) Annex 3 Reference documents Annex 4 Abbreviations Annex 5 NICHE Plan of Implementation for the Education sector (not included) Annex 6 NICHE Plan of Implementation for the Agriculture sector (not included) Annex 7 NICHE Plan of Implementation for the Environment sector (not included) NICHE Programme Outline - Ethiopia Version 0.9 9

Netherlands Initiative for Capacity development in Higher Education (NICHE) Annex 1. Matrix of objectives and outcomes of the NICHE programme (August 2009) Programme outline; based on NICHE Monitoring & Evaluation Framework Objectives Benchmark of the present status Medium Term Outcome(s) 4 years Longer Term Outcome(s) 8 years Education and training capacity 1. Labour market HE and TVET education, training and research is related to demands in the labour market. 2. EDUCATION Improved Governance of Public Universities. Current training institutions have no or inadequate mechanisms to adjust curricula, courses and research programmes to the needs of the labour market. Mechanisms for organising internships are lacking or not optimal. The direct needs of HE as employer are 10000 MSc and 2000 PhD. Leadership and management capacities of the new universities leadership not yet optimal. Management of the universities not yet adjusted to the reform process. Universities and TVET colleges apply mechanisms to incorporate the needs of the labour market to the training and research. Universities apply mechanisms for apprenticeship and internships. Niche contributed to MSc and PhD staff upgrading. Leadership of new universities has acquired the knowledge and skills to properly manage their institutions/faculties. HESC has strengthened its core business in HE strategic and governance issues. HE and TVET education and training institutes respond in the planning and implementation of their education, training and research programmes to demands in the labour market HE institutes perform better as a result of an improved institutional context and organizational systems 3. Improved capacity for quality assurance in the HE sector Curriculum and research not yet responsive to the development needs of communities and labour market Quality and Relevance (Q&R) systems not yet adequate Capacities at HEIs to implement Q&R systems are developing but not yet adequate. HERQA has strengthened its core business in Quality & Relevance issues in HE Q&R systems have been integrated in NICHE projects. University courses supported by NICHE are using QA&R systems to assess and upgrade their quality. HE institutes have improved their professional standing and have become more attractive to new students, employers and/or research clients 4. The capacity of universities teaching Business and Economics to deliver quality, gender sensitive, education and training, or to do relevant research is strengthened Business and Economics faculties within new universities weak. Academic staff not sufficiently trained. Lack of Master and Ph.D. degree holders. Selected HE institutions have improved their staff in the field of Business and Economics in qualitative and quantitative terms. Curricula have been improved. Higher Education Institutes in the field of Business and Economics have improved their professional standing and have become more attractive to new students, NICHE Programme Outline - Ethiopia Version 0.9 10

Netherlands Initiative for Capacity development in Higher Education (NICHE) Objectives Education and training capacity Benchmark of the present status Medium Term Outcome(s) 4 years Longer Term Outcome(s) 8 years employers and/or research clients. 5. AGRICULTURE The capacity of agricultural education and training institutes (HE and TVET) to deliver quality, gender sensitive, education and training, or to do relevant research is strengthened Value chain thinking is absent in training and research, or not widespread. Insufficient staff trained at MSc and PhD level. There is at present little cooperation between universities, TVETs and research institutes and policy making bodies. The goal of all parties is to improve this, to this end, recently an MoU is signed between the Federal and the regional Ethiopian Agricultural Research Institutes and Universities. Subjects on crop production are up to now taught and researched too much from academic and isolated perspectives. The link and knowledge circulation between research outcomes and teaching inputs in universities and TVETs is weak. Research and curriculum are insufficiently sensitive to gender Selected institutions in HE, TVET and research can teach, and do research in multidisciplinary manner using value chain and farming system perspective and approach; specifically supporting commercialisation of agriculture and the functioning of agricultural knowledge systems. Selected institutions have improved their qualitative and quantitative staff in selected fields Selected institutions collaborate effectively with other education, research, policy and private sector stakeholders and relevant NGOs within the value chains. Selected institutions apply mechanisms to adjust curricula and courses to new findings from research. Collaboration between HEIs, TVETs, Research Institutes and Policy makers in areas of shared interests has become common practice. Selected institutions have gender specific research and curriculum and more women in higher positions Agricultural Education, Research and Training Institutes (HE and TVET) have improved their professional standing and have become more attractive to new students, employers and/or research clients 6. ENVIRONMENT The capacity of education and training institutes (HE and TVET) in the field of natural resource management to deliver quality, gender sensitive, education and training, or to do relevant research is At TVET level, existing qualitative and quantitative training capacity in forestry management and land use planning is inadequate or lacking. At HE level, existing qualitative and quantitative education and research Lead TVET institution on natural resource management has concluded successful transformation within existing TVET policy framework. Selected institutions in HE can Lead TVET institute on natural resource management and land use planning has improved its professional standing and has become more attractive to new students, employers and/or NICHE Programme Outline - Ethiopia Version 0.9 11

Netherlands Initiative for Capacity development in Higher Education (NICHE) Objectives Education and training capacity strengthened Benchmark of the present status Medium Term Outcome(s) 4 years Longer Term Outcome(s) 8 years capacity on international environment/water law and conflict resolution is absent. At HE level existing qualitative and quantitative education and research capacity is limited in the field of Integrated Water Resource Management. teach, and do research in multidisciplinary manner. Selected institutions have improved their qualitative and quantitative staff in selected fields Selected institutions collaborate effectively with other education, research, policy and private sector stakeholders and relevant civic organisations. Selected institutions apply mechanisms to adjust curricula and courses to new findings from research. (research) clients Higher Education Institutes in the field of Integrated Water Resources Management have improved their professional standing and have become more attractive to new students, employers and/or research clients 7. ENVIRONMENT The capacity of education and training institutes (HE and TVET) in the field of eco-tourism to deliver quality, gender sensitive, education and training, or to do relevant research is strengthened. At TVET level, existing qualitative and quantitative training capacity in -tourism value chain is inadequate or lacking. At HE level, existing qualitative and quantitative education and research capacity on eco-tourism value chain is inadequate. Lead TVET institution on ecotourism has concluded successful transformation within existing TVET policy framework. Selected institutions in HE can teach, and do research in a multidisciplinary manner. Selected institutions have improved their qualitative and quantitative staff in selected fields Selected institutions collaborate effectively with other education, research, policy and private sector stakeholders and relevant civic organisations. Selected institutions apply mechanisms to adjust curricula and courses to new findings from research. TVET and Higher Education Institutes in the field of eco-tourism have improved their professional standing and have become more attractive to new students, employers and/or research clients NICHE Programme Outline - Ethiopia Version 0.9 12

Netherlands Initiative for Capacity development in Higher Education (NICHE) Objectives Benchmark of the present status Medium Term Outcome(s) 4 years Longer Term Outcome(s) 8 years Education and training capacity 8. Gender discrepancies in the postsecondary higher education system have decreased On paper gender issues have been incorporated in government polices at all levels. The implementation lacks behind. Nationally there is limited gender analysis and training capacity. In NICHE projects gender will have been incorporated and defined in tangible objectives and results. More women are active in science and management in NICHE related topics. Universities have adopted skills and attitudes for achieving zero female attrition and enhanced academic performances of female students Gender awareness has been institutionalized in the operations of post-secondary higher education and training institutes NICHE Programme Outline - Ethiopia Version 0.9 13

Netherlands Initiative for Capacity development in Higher Education (NICHE) Annex 2 Overview of NPT projects in Ethiopia PDF file to be attached as a separate file NICHE Programme Outline - Ethiopia Version 0.9 14

Netherlands Initiative for Capacity development in Higher Education (NICHE) Annex 3 Reference documents The National Plan for Accelerated and Sustained Development to End Poverty (2005/06 2009/10), Ministry of Finance and Economic Development, Ethiopia, 2005. Education Sector Development Program III (2005/2006-2010/2011), Program Action Plan. Ministry of Education, August 2005. An economic development strategy for Ethiopia. A comprehensive Guidance & Development Strategy for the Future. Ministry of Planning and Economic Development,1993. Ministry of Information, Press and Audiovisual Department. Rural Development Policies, Strategies and Instruments. Draft translation, 2001. Annual intake and Enrolment Growths and Professional Mix of Ethiopian Public Higher Education: Strategy and Conversion Plan 2001-2005, Ministry of Education, 2008. EKN, Multi Annual Strategic Plan for Ethiopia. EKN, Sector Track Record Rural Economic Development and Food Security (October 2008). EKN, Sector Track Record Education (2008). National Action Plan for Gender Equality. Ministry of Women s Affairs, 2006. Higher Education Proclamation No. 351/2003, of Ethiopia. Federal Democratic Republic of Ethiopia. Higher Education Proclamation No../2009, of Ethiopia. Federal Democratic Republic of Ethiopia. Technical and Vocational Education and Training Proclamation No. 391/2004, Federal Democratic Republic of Ethiopia. External Evaluation of the NFP and NPT programmes in Ethiopia, Nuffic 2007. Final Report of the NFP/NPT Gender Review, overall report. Internal Nuffic report, 2009. Final Report of the NFP/NPT Gender Review, Ethiopia country report. Internal Nuffic report, 2009. National Technical and Vocational Education and Training (TVET) Strategy. Ministry of Education, 2008. NICHE Programme Outline - Ethiopia Version 0.9 15

Netherlands Initiative for Capacity development in Higher Education (NICHE) Annex 4 ADLI BPR EKN HE HERQA HESC MDG MoARD RED-FS MoE MoFED MSc NFP NGO NICHE NPT PASDEP PhD PPP TVET WB Abbreviations Agricultural Development Lead Industrialisation Business Process Re-engineering The Embassy of The Kingdom of The Netherlands Higher Education Higher Education Relevance and Quality Agency Higher Education Strategic Centre Millennium Development Goal Ministry of Agriculture and Rural Development, Rural Economic Development and Food Security Ministry of Education Ministry of Finance and Economic Development Master of Science Netherlands Fellowships Programme Non Governmental Organization Netherlands Initiative for Capacity development in Higher Education Netherlands Programme for the Institutional strengthening of Post secondary Education and Training Capacity National Plan for Accelerated and Sustained Development to End Poverty Doctor of Philosophy Public Private Partnership Technical Vocational Education and Training World Bank NICHE Programme Outline - Ethiopia Version 0.9 16