Differentiation Implementation Strategy:

The University of Applied Science (UAS),

Dilla University

March, 2023
Dilla, Ethiopia
Table of content
Contents…………………………………………………………………………………. ……Page
Table of content..........................................................................................................................................1
Abbreviations.............................................................................................................................................4
1. Introduction.......................................................................................................................................6
1.1 Institutional Background..............................................................................................................6
1.2 Focus Areas..................................................................................................................................7
1.3 Vision, Mission and Core Values..................................................................................................7
1.4 Goals of the Implementation Strategy.........................................................................................8
1.5 Guiding Principles of DU..............................................................................................................9
1.6 Major Shifts in Preparation Phase..............................................................................................10
2. Focus Areas: Goals, Actions and Timelines...................................................................................12
2.1 Teaching-Learning......................................................................................................................12
2.1.1. Action plan for Teaching Learning.......................................................................................13
2.2 Research....................................................................................................................................16
2.2.1. Action plan for Research.......................................................................................................17
2.3 Community Engagement...........................................................................................................20
2.4 University-Industry Linkage........................................................................................................22
2.5 Internationalization....................................................................................................................24
2.6 Governance and Leadership......................................................................................................27
2.7 Quality Assurance and Enhancement........................................................................................29
2.8 Infrastructure and Facilities.......................................................................................................33
2.9 Financing....................................................................................................................................41
3. Roles and Responsibilities of Relevant Bodies...............................................................................41
4. Foreseen Threat and Risk Aversion Mechanisms..........................................................................43
5. Monitoring, Support, Evaluation, Reporting, and Feedback Systems........................................45
5.1 Monitoring and Support............................................................................................................45
5.1.1 Monitoring.............................................................................................................................45
5.1.2 Support system.................................................................................................................45
5.2. Evaluation and Reporting...............................................................................................................45
5.2.1 Evaluation system..................................................................................................................46
5.2.2 Reporting System....................................................................................................................46

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 5.3 Feedback system........................................................................................................................46
6. Enabling Conditions............................................................................................................................47
7. Summary..........................................................................................................................................48
Acknowledgments....................................................................................................................................49

2
List of Tables

Table 1: Action plan for Teaching-learning.............................................................................................13

Table 2: Action plan for Research............................................................................................................17
Table 3: Action plan for Community Engagement.................................................................................20
Table 4: Action plan for University-Industry Linkage...........................................................................22
Table 5: Action plan for internationalization..........................................................................................24
Table 6: Action plan for Governance and Leadership............................................................................27
Table 7: Action plan for Quality Assurance and Enhancement.............................................................29
Table 8: Action Plan for Infrastructure and Facilities improvement....................................................33
Table 9: Action plan for Financial Resources Management..................................................................41
Table 10: Roles and Responsibilities of Relevant Bodies........................................................................42
Table 11: Foreseen Threat and Risk Aversion Mechanisms...................................................................43

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Abbreviations

ADVP Administrative and Development Vice President

APO Academic Programs Office
AU Academic Unit
AVP Academic Vice President
CSED Community Service and Engagement Directorate
DCTEHS Dilla College of Teachers’ Education and Health Sciences
DU Dilla University
ESCS Ethiopian Civil Service Commission
EMI Ethiopian Management Institute
ERP Enterprise Resource Planning
EtQF Ethiopian Qualification Frameworks
ETA Educational and Training Authority
FBE Faculty of Business and Economics
FLD Field and Laboratory Directorate
GIZ The German Agency for International Cooperation
GOs Government Organizations
HEI Higher Education Institutions
HE Higher Education
HEMIS Higher Education Management Information System
ICT Information Communication Technology
INSA Information Network Security Administration
IT Information Technology
IPTV Internet Protocol Television
IQA Internal Quality Assurance
KPI Key Performance Indicator
LAN Local Area Network
LiD Library Directorate
MInT Ministry of Information Technology
MIS Management Information Systems
MoA Ministry of Agriculture

4
MoE Ministry of Education
MoF Ministry of Finance
MoH Ministry of Health
MoLS Ministry of Labour and Skills
MoU Memorandum of Understanding
NGOs Nongovernmental Organizations
PO President Office
PPPAA Public Procurement & Property Administration Agency
PR Public Relations
QAO Quality Assurance Office
RD Research and Development
RPED Research Publication and Ethics Directorate
RTTVP Research and Technology Transfer Vice President
SCADA Supervisory Control and Data Acquisition
SDG Sustainable Development Goals
SME Small and Medium Enterprises
SSL Secure Sockets Layer
UASs University of Applied Sciences
UIL University-Industry Linkage
UILTT University-Industry Linkage and Technology Transfer
UTP Unshielded twisted pair

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1. Introduction
1.1 Institutional Background

With its inception as Dilla College of Teachers’ Education and Health Sciences (DCTEHS) in
1996, the current Dilla University was part of the newly emerging Debub (literally means South
University) in 2001. In its early stages, the college began teaching-learning with a small number
of students, which gradually grew to host 12 departments. The Council of Ministers established
Dilla University (DU) as an independent and full-fledged university in 2006 (Proclamation
No.129/1999).

In the recent past, with the rapid internal expansion of DU to accommodate the increasing
number of students, the University has established four different campuses, Seven Colleges, two
Institutes, and 3 Schools, which offer 65 undergraduate, 48 master’s degrees, and 4 Ph.D.
programs with a student population of more than 20, 000 in regular and continuing education
programs. The University also hosts specialized research centers and research and technology
transfer villages that strive to put its research endeavor at a competitive edge.

In the last couple of years, the Ethiopian education system has experienced several changes, one
of which is the differentiation of higher institutions. In 2021, Ethiopian universities were
categorized as research, comprehensive, and applied science universities to make HEI
heterogeneous. Accordingly, Dilla University was differentiated as an applied university with the
letter dated and referenced no ______ written by the Minister of Education.

As the University of Applied Sciences, DU will train experts for local and regional industries and
labor markets. UASs provide sciences-based education and training with a solid occupational
orientation. They offer programs that focus on the practical application of arts and sciences and
equip students with the skills to compete in the local and global markets. Since DU has yet to
gain experience as a UAS, preparing an implementation strategy is critical. This requires a
unique implementation strategy to facilitate their transformation into full-fledged UAS.
Accordingly, this strategy underlines significant shifts that must be implemented in DU. These
are areas of complete departure from the existing traditions. The focus areas of the expected
changes are stated in a measurable and timely manner. The mission, goal, and principles of DU
are also incorporated.

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 1.2 Focus Areas
This strategic document is adapted from the Ethiopian Higher Education Institutions’ Differentiation
Implementation Strategy (June, 2022) prepared by the Ministry of Education. As an applied university,
DU is focusing on Agriculture, Natural Resources, Health, and Education, given its marvelous
natural resource endowments in its catchment areas and well-built national reputation and
accumulated experiences in the areas of education and health sciences.

1.3 Vision, Mission and Core Values

 Vision statement: “By 2030 DU aspires to be nationally competent and internationally

recognized innovative university for societal transformation”
 Mission Statement: “To produce competent and qualified graduates joining workforce,
with special emphasis in agriculture, natural resources, health and education to strengthen
and develop industry -linkage and engagement through collaborations, innovative
researches, and services with vibrant leadership”
 Core values
• Professionalism and ethics;
• Recognition of creativity(innovation)
• Partnership
• Quality service
• Diversity & inclusiveness
• Entrepreneurship
• Learning and Growth
• Greenness
• Effectiveness and efficiency

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 1.4 Goals of the Implementation Strategy
The aim of this implementation strategy is to facilitate the transformation of DU into its predestined, full-
fledged UASs for the gradual attainment of its mission and focus areas. To this end, the implementation
strategy has the following goals:

 Design academic program that prepares learners for the world of professional work.
 Ensure inclusive and equitable quality education and promote lifelong learning
opportunities for all
 Offer curriculum aligned with industry needs
 Support students in obtaining job placement
 Reorienting research in line with applied research
 Provide entrepreneurial support in applied research to facilitate faster knowledge transfer
 Foster a culture of community engagement through promoting community-university
partnerships to address critical societal issues, and contribute to the public good
 Develop a policy that guides the University-Industry Linkage
 Strengthen collaboration with the industry
 Maintain International Contacts and Partnerships
 Ensure accountability and results-based leadership, governance and management to lead
in the right direction at the right pace
 Qualifying Faculties and High Institutes for Accreditation (as UAS)
 Assurance of Job Market satisfaction of graduate quality and Industry needs
 Improving the library infrastructure and services
 Improving the resources and services of the Computer Center
 Expanding and improving the support services and areas on campus in accordance with
the changing and developing needs
 Improving the adequacy of the campus physical infrastructure and super structure
 Supply a highly reliable, effective, modern communications infrastructure
 Provide a fully integrated, secure data and video network for the University
 Design and install high- quality cable plants and communications facilities.
 Research, assess, and develop communications technologies and approaches.
 Promote and enhance customer services to the campus community
 Continually improve the Digital expertise and professionalism of the staff

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  Improve financial and human resources Management Capacity
 Diversify Financial resources

1.5 Guiding Principles of DU

The following guiding principles can be considered as vital for the realization of DU’s
Implementation Strategy in-the long run:

 Collaboration: DU shall align its curricula with the world of work, collaborate closely and
establish strong linkage with industry and business through integrated and supervised student
practical experiences in industry, business, enterprises or other relevant institutions; employ
industry experts to train its students and provide opportunities of apprentice in industry and
business for its students to gain technical expertise and experience; DU shall engage in
collaborative applied research with industries. Students are expected to be engaged in
community-oriented project activities and service learning.
 Innovation: DU is expected to promote culture of innovation through systematic concepts of
practical teaching and learning, practically oriented curriculum design, focus on labor markets'
needs a combination of practical skills and academic qualifications, innovation by exploring and
developing new fields, and encouraging entrepreneurial spirit and activities.
 Diversity and Inclusiveness: Open access for (qualified) diverse student groups, addressing
diversity especially in the student entry phase and taking care of diverse needs
 Engagement: engagement in regional contexts, taking responsibility for the development of the
region jointly with local partners) and assume social responsibility and strong interactions with
society and Small- and Medium-Sized-Enterprises (SMEs)
 Application: DU is expected to apply knowledge from the field and academically educated
practitioners
 Learning University: Thus, DU shall be a learning institution which continuously updates itself.
The students at DU shall develop the skill of learning, unlearning and relearning so as to reinvent
them in the modern world context. This shall help them to engage in critical thinking skills,
continually analyze, evaluate, and challenge knowledge to ensure that it is relevant and up-to-
date.
 Student Centered: DU will focus on all aspects of student life including student-centered
education by embedding skills and practices that foster life-long learning and independent
problem solving and also translate their needs and expectations into actions that embody
exceptional services.

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  Flexibility: DU shall be equipped to re-evaluate strategies, processes, and actions to respond to
changes in context and optimize policies and practices in a dynamic environment.
 Entrepreneurship: the primary purpose of entrepreneurship education should be to develop
entrepreneurial capacities and mindsets. In this context, entrepreneurship education programs can
have different objectives, such as: a) developing entrepreneurial drive among students (raising
awareness and motivation); b) training students in the skills they need to set up a business and
manage its growth; c) developing the entrepreneurial ability to identify and exploit opportunities.

1.6 Major Shifts in Preparation Phase

A. RE-SKILLING (CAPACITY BUILDING):

 FOR LEADERSHIP
 Certification: - Top tier (100%), middle tier (50%), and lower tier (25%)
 FOR ACADEMIC STAFF
 % of staff who got participated and certified in Innovative Pedagogical
Trainings (100%)
 % of staff who will get industry immersion courses for bridging the gap
between industry and academics. (50% per annum) (the rest shall be covered
through simulation)
 % of staff who got trained on the nature of applied researches and practical
world of work (100%)
B. CURRICULUM
 Revise the curricula in consultation with the industry partners (100%)
 Review the existing curriculum in line with the nature of UAS (Number of new UAS
curriculum prepared (increase by 25%)
 Integrate internship into curricula (l00%)
 Develop standards for each program, course specifications (100%)
 No. of programs not parallel with the focus area and to be closed (25%)
 % of staff participated in externships program in the relevant industry sector (increased
by 25%)
C. ACADEMIC STAFF COMPOSITION:
 Directly aligned with the focus area (25%)
 Partially aligned with the focus area (50%) - to be maintained
 Not aligned with the focus area [(& expected to be transferred (25%)]
D. MOBILITY/TRANSFER/ OF ACADEMIC STAFF

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  Inbound mobility (by 25 % - in their focus area)
 Outbound mobility (by 25 % - out of their focus area)
E. STUDENTS' ADMISSION
 Number of students to be admitted m the focus area (Increases by 25 %)- for newcomers
 Existing students in each program (constant) - because there is no admission out of their
focus area
 Rate of admission (in their focus area) increases (by 50%) (for HE is that transfom1ing
itself to UASs already)
F. INSTRUCTIONAL MATERIAL:
 Amount of materials (books, equipment’s, slides, videos, simulation, etc) to be collected,
developed and digitized as instructional materials [Ratio of materials that have aligned
with the focus area (25%)]
 Amount of resources and materials out of their focus area and to be transferred to other
institutions yearly (25%)
G. RESEARCH
 Research standards Revisited (100%)
 Research priority/Thematic areas Revisited (100%)
 MoUs Signed on with the industry for research and development (RD) plans
H. COMMUNITY ENGAGEMENT
 Potential areas of engagement identified (100%)
 MoUs Signed with the relevant bodies on potential areas of Engagement
I. UNIVERSITY-INDUSTRY LINKAGE
 Potential industries areas of linkage identified (100%)
 Mo Us Signed with industries and other relevant bodies
J. INTERNATIONALIZATION
 Potential International partners and donors identified (100%)
 MoUs Signed with the international organizations, partners and donors
K. QUALITY ASSURANCE AND ENHANCEMENT
 Standards, frameworks, guidelines, ... etc - customized, approved and implemented
(100%)
L. INFRASTRUCTURE AND FACILITIES
 Undertaking Resource mapping
 MoUs signed with the relevant bodies to pool resources
M. FINANCIAL RESOURCES MANAGEMENT

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  Diverse sources of financial income identified (100%)
 Conducive legal and policy environment created for financial autonomy

2. Focus Areas: Goals, Actions and Timelines

2.1Teaching-Learning

Description:
Higher education teaching and learning in Ethiopia is theoretical or knowledge oriented and less focused
on employability skills such as digital skills, research skills, communication skills, and entrepreneur
skills. Insignificant number of student’s exposure to real-world of work as well as no industry practitioner
involved in teaching and learning. Teachers lack industry experience and practical exposure. Teaching-
learning activity at the universities has kept on being text based, with minimal infusion of practical
experiences. Most curricula of HEI are not based on labor market needs. Consequently, unemployment
becomes higher especially, among the engineering graduates. Therefore, as an applied university DU
should emphasize on development and revision of programs and curriculum in collaboration with
industry, while enhancing teachers' exposure to industry.

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2.1.1. Action plan for Teaching Learning

Table 1: Action plan for Teaching-learning

Stakeholders Time Frame

Required Re
S. ACTION/TASKS/ Lead
KPIs Other Resource ma
N STRATEGIES impleme Strat End
stakeholders s rks
nter
GOAL 1: Design academic program that prepare learners for the world of professional work.
AVP, Human
Number of APO, resources,
MoE & Industry
curricula prepared College, material
(49) AU 2022 2032 & finance
Design new curricula based on AVP, MoE, MoH, MoA Human
industries requirement as well as Number of APO, Industry, resources,
1.1
skills and knowledge of 21 curricula College, professional material
century labor market Validated (49) AU associations 2022 2032 & finance
AVP,
Human
APO,
MoE resources,
No. of programs to College,
& finance
be closed (15) AU 2022 2032
AVP, Human
Ensure that assessment is done by % of assessment APO, resources,
Industry
1. the industry conducted by the College, material
2 industry (30-70%) AU 2022 2032 & finance
Number of AVP, MoE, MoH, MoA Human
Ensure internship as integral part programs APO, Industry, resources,
of all professional bachelor's incorporated College, professional material
1.3 degree programs, internship (49) AU associations 2024 2032 & finance
1.4 Devise mechanism to upgrade No of staff AVP, MoE and Industry 2024 2028 out
competence of teachers who do participated in APO, of
not have industry experience externships College, 653
program in the AU of
industry sector foc
(increased by us

13
 are
a
&p
arti
ally
25%) within five alig
years (163) ned
Conduct holistic examination for Number of Human
all students of professional programs for AVP, resource,
bachelor's programs at the students taking APO, Professional material
completion of the core holistic exam (49) College, association & & finance
1.5 curriculum. AU Industry 2028 2030
AVP, Human
% of staff who got APO, resource,
pedagogical College, material
trainings (100%) AU MoE 2023 2024 & finance
CO
Capacity Building for the M
1.6
academic staff H
star
AVP, Human tin
% of staff with APO, resource, g
industry exposure College, material poi
(50%/annum) AU MoE 2023 2026 & finance nt
Ratio of academic AVP, Human
staff aligned with APO, resource,
the focus area College, AVP, APO, AU, material
Academic staff mobility from one
(25%) AU MoE, ECSC, MoLS 2024 2026 & finance
1.7 university to other based on focus
Ratio of academic AVP, Human
area (Increased/Decrease)
staff not aligned APO, resource,
with the focus area College, MoE, ECSC, material
(25%) AU MoLSA 2024 2026 & finance
1.8 Collect, develop and digitize Ratio of materials AVP, MoE, PPPAA, 2024 2032 Human
instructional materials that have aligned APO, resource,
with the focus area College, material
(25%) AU & finance

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 Ratio of disposed AVP, Human
equipment not APO, resource,
aligned with the College, material
focus area (25%) AU MoE, PPPAA, 2024 2032 & finance
GOAL 2: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
Share of women AVP, Human
Provide equal access for all
and men admitted APO, resource,
women and men to affordable
to affordable College, material
education
2.1 education (1:1) AU MoE 2025 2029 & finance
% of trained
Increase the number of youth and students for AVP, Human
adults who have relevant skills for employment and APO, resource,
employment, decent jobs and entrepreneurship College, material
2.2 entrepreneurship skills (100%) AU MoE and MoLS 2026 2029 & finance
Share of people
with special needs
disabilities,
Provide access to all including indigenous AVP, MoE and MoLS Human
persons with disabilities, peoples and youth APO, resource,
indigenous peoples and youth in in vulnerable College, material
2.3 vulnerable situations situations (5%) AU 2025 2029 & finance
co-
cur
ric
ula
r
acti
vit
MoE
y,
% of trained trai
students on nin
Ensure that all learners acquire promoting AVP, Human g
the knowledge and skills needed sustainable APO, resource, on
to promote sustainable development College, material SD
2.4 development (100%) AU 2026 2028 & finance Gs

15
16
2.2 Research
Description:
DU shall conduct applied research at the request of companies as well as based on its thematic areas and
focus/specialization the benefit of which shall be geared towards financial gain, staff development,
improvement of education, linkage with industry, and address regional and national priorities. Thus,
reorienting the existing research schemes and providing support for entrepreneurial skills is critical.

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 2.2.1. Action plan for Research

Table 2: Action plan for Research

No Action/ Tasks/ KPIs Lead Other Stake Time Frame Required Remarks
. Strategies implementer holders Start End Resources
Goal: Reorienting research in line with applied research
1.1 Revising research Alignment of prioritized RPED RTTVP, 2022 2032 Documents,
themes according to research themes with the Colleges, Expertise, Finance
the focus areas of the focus areas (100%) Industries,
university Gov’t bodies,
Others

1.2 The type and scope of % of research shall focus RPED RTTVP, 2022 2032 Research
the research shall be on transfer of knowledge, Colleges, laboratories,
applied science skill, technology, Researchers, expertise,
innovation and Industries, Demonstration
Community development Gov’t bodies, sites, research
(100%) Others libraries, incubation
centers, technology
innovation support
center, funds,
1.3 Collaborating with - % of industry-led RPED, UIL RTTVP, 2022 2032 Research
industries in research needs (50%) Colleges, laboratories,
Identifying and - % of joint research Researchers, expertise,
addressing research with industries (30%) Industries, technology
problems - % of Students/staffs Gov’t bodies, innovation support
engaged in industry- Others center, funds,
led research (100%)

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1.4 Research for - No. of Supported RPED RTTVP, 2022 2032 Research
development SMEs (50) Colleges, laboratories,
- No. of transferred Researchers, expertise,
technologies (15) Industries, technology
- No. of established Gov’t bodies, innovation support
local partnership (50) Others center,
- No. of supports entrepreneurial
delivered for center, funds,
community
development (500)
- No. of innovations
for addressing
regional problems
(50)

1.5 Diversifying the - % of fund from RPED, Plan and 2022 2032 Expertise,
source of research research grant (30%) RTTVP Program Digitalized
fund - % of fund from Directorate, information system,
contracts (20%) Colleges, Funds,
- % of fund from core Researchers, Laboratories,
funding (50%) Alumni, PR, workshops,
GOs, NGOs research knowledge
and Others resource center
Goal 2: Provide entrepreneurial support in applied research to facilitate faster knowledge transfer
2.1 Establishment of - No of established RTTVP, FBE RPED, UIL, 2022 2032 Proposal,
center for centers for CSED, Expertise, office
Entrepreneurship Entrepreneurship (1) Colleges, with facilities,
Enterprise, funds
GOs, NGOs
and Others
2.2 Provide pathways for - No. of Center for RPED, UIL, 2022 2032 Proposal,
applied research entrepreneurial Start- Entrepreneurs CSED, Expertise, office

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 stakeholders to acquire ups (20) hip, RTTVP Colleges, with facilities,
foundational - No. of Enterprise, funds
knowledge through colleges/institutes/cen GOs, NGOs
the Centre for ters/engaged in and Others
Entrepreneurship Entrepreneurship
programs in applied
research activities
(10)
2.3 Provide funding and - No. of funding Center for RPED, UIL, 2022 2032 Proposal,
support the external sources identified (3) Entrepreneurs CSED, Expertise, office
funding application - Budget share from hip, RTTVP Colleges, with facilities,
process for external sources Enterprise, funds
entrepreneurs (20%) GOs, NGOs
- Number of signed and Others
partnerships with
local industry/
employers (15)
2.4 Enhance awareness of - % of staff Center for RPED, UIL, 2022 2032 Proposal,
entrepreneurial activity participated in the Entrepreneurs CSED, Expertise, office
entrepreneurial hip, RTTVP Colleges, with facilities,
training (50%) Enterprise, funds
- % of students GOs, NGOs
participated in the and Others
entrepreneurial
training (25%)
- Number of awareness
creation workshops
(50)
- Share of bachelor or
master thesis
written with a focus
on a practical

20
 industry problem
(60%)
- % of research income
from industry/the
local context (20%)
- Number of
implementations of
new technical
solutions or social
innovations (20)

2.3 Community Engagement

Description:

Community engagement is one of the core businesses of modem universities. Since the engagements of the community in different
activities of the universities have been weak, DU has big responsibility to work in collaboration with industries and solve industries'
problems.

Table 3: Action plan for Community Engagement

No. Action/ Tasks/ KPIs Lead Other Time Frame Required Remarks
Strategies implem Stakeholders Resources
enter Start End
1 Goal 1: Foster a culture of community engagement through promoting community-university partnerships to address critical
societal issues, and contribute to the public good
1.1 Deepen knowledge and • Number of annual CSED RTTVP, 2022 2032 Training facilities,
understanding of high- professional Colleges/institut Finance,
quality community development es/centers, Expertise,
engagement practices opportunities for faculty, Industries, Demonstration
through staff, leadership (40/year) Community, site,

21
 professional development GOs, NGOs and Research outputs
opportunities Others
1.2 Increase integration of - No. of community CSED RTTVP, 2022 2032 Training facilities,
community engagement engagement documents Colleges/institut Finance,
in institutional policies (policy (1) and es/centers, Expertise,
and practices guidelines (3) Industries, Demonstration
- No. of incentives Community, site,
supporting and GOs, NGOs and Research outputs
advancing community Others
engagement (i.e., mini
grants, awards) (50)
1.3 Increase opportunities for Number of communities CSED RTTVP, 2022 2032 Logistics, media,
discourse with and campus members and Colleges/institut Finance and
community to inform participating in a discourse Commu es/centers, Expertise
nity Industries, GOs,
community engagement (20)
NGOs and
agenda Others

1.4 Create Community  Number of Community RTTVP CSED, 2022 2032 Logistics and
Engagement Council Engagement Council and community, Finance
composed of campus and established (1) Commu Colleges/institut
 % of community
community constituents nity es/centers,
needs/problems
identified and solved in Industries, GOs,
consultation with the NGOs and
Community (50% of total) Others
1.5 Promote community Number of community CSED RTTVP, 2022 2032 Logistics and
engagement activities engagement activities Colleges/institut Finance
taking place across the taking place across the
es/centers,
institution institution (6/year)
Industries, GOs,
NGOs and
Others

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2.4 University-Industry Linkage

Description:
Cooperation between universities and industry is becoming increasingly important, because this can create mutual benefits for both the industry
and the universities. Joint bachelor and master theses with industry, open the labs for industry collaboration, realize joint workshops etc. Since the
university-industry linkage is weak and, hence, the participation of employers in university affairs is low, DU has to create linkage with industries
as its main focus is to produce academically trained experts for employment.

Table 4: Action plan for University-Industry Linkage

No. Action/Tasks/Strategies KPIs Lead Other Time Frame Required Remarks
implemente Stakeholders Resources
r Start End
1 GOAL 1: Develop a policy that guides the University-Industry Linkage
1.1 Develop - Developed policy (1) UILTT, Colleges/ 2022 2032 Logistics
legislations/directives for - No of legislation RTTVP institutes/ and
University-Industry Linkage centers, Finance,
and implement it Industries, Experts
GOs, NGOs
and Others
1.2 Prepare institutional No. of guidelines UILTT, Colleges/ 2022 2032 Logistics
guidelines to enforce it developed and applied (3) RTTVP institutes/ and
centers, Finance,
Industries, Experts
GOs, NGOs
and Others
GOAL 2: Strengthen collaboration with the industry
1.3 Bring value to industry No. of industry need UILTT Colleges/ 2022 2032 Logistics
partners by framing and Assessment conducted (2) institutes/ and

23
 responding to their needs. No. of MoUs signed with centers, Finance,
industry & partners (100) Industries, Experts
GOs, NGOs
and Others
1.4. Strengthen the engagement  % of industry- UILTT Colleges/ 2022 2032 Logistics
of industry in the TT sponsored projects & institutes/ and
program activities in the centers, Finance,
university (50%)
Industries, Experts
 No. of technologies
transferred and GOs, NGOs
commercialized (10) and Others
 % of joint projects
with industries (30%)

GOAL 3: Offer curriculum aligned with industry needs and co-curricular activities
Human
MoE and resource,
No. of guest lecturers from AVP, APO, Industry material &
Utilize experts from the
the industry per year (98) College, AU 2024 2032 finance Guests
industry to hold trainings in
Human
their respective areas
% of Industry best MoE and resource,
practices in curriculum AVP, APO, Industry material &
1.5 (30%) College, AU 2024 2032 finance
Human
Support students in % of students who MoE and resource,
acquiring internship completed their internship AVP, APO, Industry material &
1.6 experience during their study (100%) College, AU 2027 2032 finance

AVP, APO, MoE, Industry, Human

Develop co-curricular No. of curriculum with co- College, Professional resource,
activities for selected curricular activities (50% AU, Student association material &
1.7 programs of programs) council 2027 2032 finance

24
 Goal 4 Support students in obtaining job placement
Develop students' innovation Human
expertise and entrepreneurial % of students with MoE and resource,
skills with the help of entrepreneurial skill AVP, APO, MoLS material &
1.8 innovation platforms training (100%) College, AU 2026 2028 finance
Human
No. models developed (1) AVP, APO, MoE resource,
College, material &
AU, ICT 2025 2032 finance

Develop a model that will AVP, APO,

promote student job Colleges, Human
MoE
searching and improve their % of graduated students AU, ICT, resource,
exposure across the who have got job and Alumni material &
1.9 community placement per year (100%) 2029 2032 finance

2.5 Internationalization

Description:

The international contacts and partnerships through exchanges of students, lecturers and staff, as well as through education and
research projects are limited. Assessing international innovation and customization to local use is also inadequate. Therefore, DU
should enhance the internationalization practice through exchange of staffs and students.

Table 5: Action plan for internationalization

No. Action/Tasks/Strategies KPIs Lead Other Time Frame Required Remarks
implemente Stakeholders Resources
r Start End
1 GOAL 1: Maintain International Contacts and Partnerships
1.1 Assuring students and staff % of students and RPED, RTTVP, MOE, 2022 2032 Finance,

25
 exchange staff who APO Partners, logistic,
participated the exchange colleges, Human
program Researchers Power
(30%) and others
1.2 Standardizing laboratories and  Number of RPED, RTTVP, MOE, 2022 2032 Finance,
libraries standardized APO, Partners, logistic,
laboratories and FLD, colleges, Human
Researchers
libraries (3) LiD Power
and others
 N u m b e r of
standardized libraries
(1)
1.3 Opening joint degree programs % of joint programs (10%) RPED, RTTVP, MOE, 2022 2032 Finance,
APO Partners, logistic,
colleges, Human
Researchers
Power
and others
1.4 Engage in joint research % of staff participated in RPED, RTTVP, MOE, 2022 2032 Finance,
joint Partners, logistic,
Research (50%) colleges, Human
Researchers
Power
and others
1.5 Admission of foreign students Number of foreign RPED, RTTVP, MOE, 2022 2032 Finance,
students (130/yr) APO Partners, logistic,
colleges, Human
Researchers
Power
and others
1.6 Ethiopian students Admitted in Number of Ethiopian RPED, RTTVP, MOE, 2022 2032 Finance,
of foreign universities students (130/yr ) APO Partners, logistic,
colleges, Human
Researchers
Power
and others
1.7 Maintaining institutional Number of capacity RPED, RTTVP, MOE, 2022 2032 Finance, Project
capacity building programs building programs (4) APO Partners, logistic, Manage
colleges, Human ment,
Researchers

26
 and others Power Mentorin
g, Grant
hunting,
Bigdata
Analysis
and
Manage
ment,

1.8 Provision of staff /human % of staff who got trained RPED, RTTVP, MOE, 2022 2032 Finance,
resource capacity building (100%) APO Partners, logistic,
colleges, Human
Researchers
Power
and others
1.9 Technology transfer Number of RPED, RTTVP, MOE, 2022 2032 Finance,
Technologies transferred UILTT Partners, logistic,
(50) colleges, Human
Researchers
Power
and others

27
2.6 Governance and Leadership

Higher education institutions are faced with a complex funding environment, characterized by a global economic downturn and related
financial crisis, shrinking support coupled with shifting donor priorities, increase number of student population, unable to use their
internal revenue generated which all have impact on the success of the system. For an effective and efficient UASs education system
proper resource mobilization and utilization of the same would be paramount important. In view of this DU needs multiple sources of
fund and also to design better way of resource mobilization and utilization that can save more resources and use it for infrastructure
and teaching so that they can provide a better service.

Table 6: Action plan for Governance and Leadership

S. ACTION TASKS / KPIs Lead Other Time Frame Required Remark

No STRATEGIES Implementer Stake Resource
Start End
holders
GOAL 1: Ensure accountability and results-based leadership, governance and management to lead in the right direction at
the right pace
1 Prepare standard guidelines One Approved leadership PO 2022 2022 Human &
for leadership appointment appointment guideline material
at medium & first line level resource
2 Appoint leadership 100 % of leaders PO, ADVP 2022 2025 Human and
positions at all levels using appointed based on material
professional and merit as RTTP,
merit resource
sole criterion on a AVP
competitive basis
3 Leadership development 100 % top trained and ADVP GIZ, 2023 2027 Human and
training programs to be certified leaders MoE, EMI material
given and trainers be 50 % Midlevel trained and resource
certified certified leaders
25% first line trained and

28
 certified leaders
4 Improve the administrative 50 % of out sourced ADVP MoE, MoF, 2022 2028 Human and
systems of DU by services (Canteen, Civil material
outsourcing some of the Dormitory, Cleaning Service resource
student services; & Sanitation,
Entertainment)
5 Institutionalize the Established and PO MoE, 2022 2025 Human and
Education and Knowledge Functioning HEMIS Civil material
Management Information Unit Service resource
Systems and establish Incorporating the unit in
HEMIS unit within DU the new Organogram
6 Establish advisory board Established advisory MoE, UASs GIZ 2023 2025 Human and
comprising of industry, board material
regional partners and Approved Working resource
university community guideline

29
2.7 Quality Assurance and Enhancement

Description:

Quality assurance in higher education is a planned and systematic review process of an institution or program to determine whether or
not acceptable standards of education, scholarship, and infrastructure are being met, maintained and enhanced. Invariably, the UASs
that do not undergo the proper review process are not accorded the necessary recognition. The challenges of the quality assurance
process such as conflicting requirements from the regulatory and mentor institutions, duplication of activities, the perception that
UASs were favored over private ones, non-compliance of institutions to the time-frame given for program and institutional
accreditation and lack of regular communication about an institution's status. Thus, DU shall use the following actions to meet the
seven goals stated below.

Table 7: Action plan for Quality Assurance and Enhancement

Stakeholders Time Frame

ACTION/
Required
S.N TASKS/ KPIs Lead Other Remarks
Strat End Resources
STRATEGIES implementer stakeholders

GOAL 5: Qualifying Faculties and High Institutes for Accreditation

5.1 Approve the
Human
ETQF, Approved EtQF (1) & AVP, APO,
ETA and MoE resource,
accreditation Regulation (1) College, AU, material &
standard, strategy,
2023 2025 finance
evaluation and
% of accredited new programs AVP, APO, ETA and MoE 2023 2024 Human
monitoring the
(100%) and re-accreditation College, AU, resource,
performance of
of existing programs (100%). material &
university quality
finance

30
 % of internal and external Human
stakeholders that participate in AVP, APO, ETA, MoE and resource,
university quality assurance College, AU, Industry material &
processes (75%), 2024 2025 finance
assurance center Realization of students' AVP, APO,
expectations and needs, College, Human
towards their professional Industry resource,
QAO, AU,
development. (100% of Alumin material &
satisfied students) 2026 2028 finance
Establishment
Standards for
quality assurance AVP, APO,
units in all College, Industry Human
faculties and % of units that put standards QAO, AU, resource,
institutes of the into an effect (% of the units material &
5.2 university revise the IQA) (100%) 2024 2032 finance
Revisit academic
reference standards Number of academic AVP, APO, Human
for all academic programs and course College, Industry resource,
programs, courses specification (49) QAO, AU, material &
5.3 specifications 2023 2032 finance
Conduct Periodical
multidisciplinary No. of staffs participated in AVP, APO, Human
MoE, MoLS
training (Re- multidisciplinary (re-skilling) College, resource,
and Industry
skilling) at all staff training (by level) (50%) QAO, AU, material &
5.4 levels 2024 2032 finance
Revise the Internal
audit guideline,
Automate the
% of units to which the AVP, APO,
system to monitor
internal audit has been revised College, Industry
and evaluate the Human
and automated (100%) QAO, AU,
performance of resource,
quality assurance material &
5.6 units 2024 2032 finance

31
 Human
AVP, APO,
No. of contractual agreements resource,
College, Industry
and MoUs signed among material &
QAO, AU,
Develop Internal various units (49) 2024 2032 finance
audit guideline, Human
Level of satisfaction on AVP, APO,
resource,
internal audit (1 survey College, Industry
material &
document) QAO, AU,
5.7 2024 2032 finance
Human
AVP, APO,
No of units to which IQA & resource,
College, Industry
Monitoring of the enhancement has been material &
QAO, AU,
establishment and undertaken (49) 2024 2032 finance
implementation of Percentage/ratio of students & AVP, APO, Human
internal quality staff members satisfaction College, Industry resource,
assurance system concerning the teaching - QAO, AU, material &
5.8 in the faculties learning process (100%) 2025 2032 finance

GOAL 6- Assurance of Job Market satisfaction of graduate quality and Industry needs
Restructure
graduates’ alumni
offices' mission
AVP, APO,
with respect to the MoE and
College, AU,
core essence of the Industry Human
Registrar
industry and Major changes undertaken resource,
monitor its (governance, communication, material &
6.1 performance etc) (100%) 2026 2029 finance
Survey and
communicate on
the domestic and
AVP, APO,
international job
College, AU,
market needs; and Industry
Alumni
Monitor national, Human
office
regional and resource,
international job No. of surveys carried out material &
6.2 opportunities every three years (2) 2027 2032 finance

32
 Development of
new academic
AVP, APO,
programs that MoE, ETA and Human
College, AU,
comply with the Industry resource,
and QAO
progressing No. of new programs based on material &
6.3 industry needs market needs (49) 2024 2025 finance
Follow-up and AVP, APO, Human
tracing of College, AU, resource,
Industry
graduates in the No. of tracer studies and Alumni material &
6.4 job market conducted (4) office 2029 2032 finance
Human
AVP, APO,
Establish standards MoLS, and resource,
College, and
for Entrepreneurial Approved standards for Industry material &
AU
6.5 skill development entrepreneurship training (1) 2023 2032 finance

33
2.8 Infrastructure and Facilities

Description:
DU shall have the infrastructure and facilities for effective teaching, learning, research and managing the study programs. The
programs need to have access to adequate workshops, laboratories, libraries, classrooms and offices. Access to internet from each
point of the campus is key. In general, it should become part of DUs responsibility to provide an enabling environment for students
and staff that they can work, teach and learn from their campus at regional, national, international or global level. This might include
sport and recreational centers, health centers, cafeterias, lounges and shops in a healthy environment. Students, teachers, researchers
and admin staff should have access to all facilities necessary for their education and work. Each person on the campus has one key-
card coded with the person specific accesses possibilities. Providing an enabling environment at the campus impacts the provision of
uninterrupted electric power and a state-of-the-art water supply.

Table 8: Action Plan for Infrastructure and Facilities improvement

S. ACTION TASKS/ KPIs Lead Other Time Frame Required Remark

No STRATEGIES Implement Stake Resource
er holders Start End
GOAL 1 Improving the library infrastructure and services
1  No. of printed collections (10000)
 % of students and researchers that AVP,
Enlarging the display uses the open access repositories. APO, Finance,
areas for printed (100%) College, ICT 2021 2025 Trained
collections  Access to electronic academic AU, and manpower
resources (100%) Library
 No. of publications in the
university library (29000)
2 Making improvements  Rates of increases in new AVP, ICT 2021 2025 Finance,
directed to the efficient volumes efficient use of the study APO, Trained

34
 areas (5%)
 Number of computers that
students can use at all times
College,
use of the study areas (2800) (1:5)
AU, and manpower
 Placement of sufficient computers
Library
in separate spaces at the
University for use by students
(75%)
3 Investigating the spatial  Five Created state- of the art Facility; 2022 2027 Finance,
needs of the library and social space alongside with Con. Trained
developing solutions libraries Project manpower
office
4 AVP,
Extending the library  % of students satisfied with study APO, Finance,
working hours hours & student services in the College, ICT 2021 2025 Trained
library (100%) AU, and manpower
Library
5 AVP, 2022 2032 Finance,
Carrying out an % of staff and students satisfied
APO, Trained
evaluation on the with study hours & student
College, manpower
library's book stock services in the library book stock
AU, and
(100)
Library
GOAL 2 Improving the resources and services of the Computer Center
1 Making arrangements AVP,
directed to the use of  Number of computers dedicated APO, Finance,
portable computers in for students for their labs at all College, ICT 2024 2032 Trained
areas outside computer times (2800) AU, and manpower
labs hours Library
2 Having the Computer • 35 computer centers equipped ICT, A/V/P 2021 2032 Finance,
Center to ensure the with necessary technologies Trained
necessary equipment manpower
and high capacity for
the provision of
instructional

35
 technologies & services
GOAL 3 Expanding and improving the support services and areas on campus in accordance with the changing and developing needs
1 Obtaining a user  Conducted need Assessment (at ADVP Private 2021 2032 Finance,
demand profile for least one per year) Enterpri Trained
support services  Inspected service delivery and ses, manpower
(transportation, food, customer satisfaction (at least one Banks
support units - banks, per year)
etc.)  75% Implemented support
services
3 Developing rules for the  Approved ICT Policy ICT, 2023 2025 Finance,
good use of campus  Approved Property Utilization ADVP Trained
facilities and providing guideline manpower
the faculty/staff,  Four Established Information
students and visitors desk
with the necessary
information about these
4 Creating common areas  Four common Areas constructed ADVP; 2023 2026 Finance,
that enable social Con. Trained
interaction and that Project manpower
faculty, administrative office
staff and students can
jointly make use of
GOAL 4 Improving the adequacy of the campus physical infrastructure and super structure
1 Making the necessary  One Conducted Infrastructure ADVP, 2023 2032 Finance,
detections for the need assessment ICT, Con. Trained
improvement of  75% staff and students Project manpower
physical spaces and Satisfaction with university AVP
standardizing the infrastructure
physical conditions  One established central
(illumination, laboratory
acclimatization,  One central skill lab
equipment) of the study  80% computer and IT equipment
areas and common equipped office
spaces

36
2 Designing and  One design document prepared Con. 2023 2032 Finance,
constructing buildings that make buildings inclusive Project Trained
and exterior spaces in  100% inclusive buildings Office, manpower
accordance with  50% buildings with Area of ADVP,
universal/ inclusive Exterior spaces AVP,
design principles with
the purpose of creating
a sustainable
environment without
barriers at UAS
3 Re-innovate Con. 2023 2027 Finance,
 One dedicated and
infrastructure by Project Trained
renovated building for
incorporating research office \, manpower
Science Park complex
centers and RTTVP,
 Re-innovating at least two
interdisciplinary AVP
research groups laboratories and equip them with
modern UAS equipment
4 Renovating/  50% total area constructed ADVP; 2023 2032 Finance,
Reconstructing the landscape Con. Trained
landscape and  100% area insulation work done Project manpower
infrastructure on and modifications made office
campus
5 Preparing reinforcement  100% Inspected buildings in Con. 2023 2027 Finance,
projects (electricity, IT, terms of energy efficiency and Project Trained
etc) for all buildings  100% the electricity infrastructure Office, manpower
and dealing with the inspected by means of the ADVP
task in a planned way SCADA system
 30% remotely monitored water
tanks and infrastructures
6 Setting up a co-  No of alternative energy sources ADVP RTTVP, 2023 2032 Finance,
generation unit within in the campus Con. Trained
the center; use of Project manpower
alternative energy
sources (solar, wind,
biomass, etc.) on
campus

37
 Goal 5. Supply a highly reliable, effective, modern communications infrastructure.
1 Provide a reliable  Backbone network availability ICT Tele, 2023 2027 Finance,
campus data backbone (excluding scheduled EEU Trained
and LAN infrastructure maintenance) is >= 90% manpower
to meet the  Core and distribution network
instructional, research, bandwidth saturation <80%
and business need of  Maintain network up time at
university 90%.
 Provide a 10Gbps core backbone
with 1 Gbps distribution to all
crucial buildings
2 Maintain sufficient  Capacity of Internet bandwidth ICT Tele 2022 2027 Finance,
connectivity to the saturation (< 95%). Trained
outside world to ensure  No. of Internet Service Provider manpower
operations connections >= 2.
 Capacity of the available desktop
technology to the departments
requesting for it (up to
I000Mbps).
 30% of campus buildings to
which wireless LAN technology
is deployed
3 Develop and implement  One conducted assessment on ICT Tele, 2023 2027 Finance,
modern communications available modern Industry Trained
methodologies as they communication technologies manpower
are needed.  75% used modern
communication technologies
4 Provide state-of-the-art,  50% established and equipped ICT; All 2023 2032 Finance,
cost-effective Video- smart rooms Units of Trained
conferencing services.  20 % of classrooms and meeting DU manpower
rooms with a high percentage of
successful conferences & Operate
IPTV and smart devices
 75% Satisfaction rates in
scheduling requests.

38
 Goal 6. Provide a fully integrated, secure data and video network for the University.
1 Increase network  100% licensed Security system ICT Tele, 2023 2025 Finance,
security to mitigate the (SSL, antivirus,) INSA Trained
University's exposure to  100% Network user manpower
unauthorized intrusions Authentication systems
and denial of service  One Available network security
attacks. appliance next generation firewall
2 Provide authentication  100% students and employees ICT; All 2023 2025 Finance,
and digital certificate having an Office 365 under DU units of DU Trained
services to enable domain account manpower
students, faculty, and  100% synchronized, single
staff to access needed username/password authentication
information on-line. service to access all IT on-line
services. Password-authenticate
and data encrypt remote access to
DU's intranet services from the
Internet
3 Operate and administer  100% Established network traffic ICT MoE, 2023 2027 Finance,
the University's local management Tele and Trained
and wide-area networks  100% data and video Partners manpower
as a strategic resource. communications that is centrally
installed, managed, and operated
by the IT Division
Goal 7. Design and install high- quality cable plants and communications facilities.
1 Centralize design of  100% Percentage of network ICT Tele 2022 2032 Finance,
DU data and video design performed by Trained
communications Telecommunications. manpower
facilities.  95% Developed ability to locate
any communications channel to a
specific building location
 100% capability to deliver any
data, voice, or video
communications service over a
common UTP/Fiber-optic cable
path.

39
 Goal 8. Research, assess, and develop communications technologies and approaches.
Prototype new  Number of successful and RTTVP AVP 2022 2032 Finance,
technologies to unsuccessful implementations Trained
determine their  Rate of UAS to Implement new manpower
production readiness and communications services
the best implementation developed by industry in a
strategies. manner coherent with the
University environment. survey
Maintain staff  No. staff that benefitted from Skill AVP 2022 2032 Finance,
knowledge of new development RTTVP Trained
technologies and manpower
industry standards.
Goal 9:- Promote and enhance customer services to the campus community
1 Maintain a departmental  85% Satisfied web users ICT; All 2023 2027 Finance,
Web site that provides  To be among top 3 UASs units of DU Trained
both Internet and Enhanced overall web-ranking manpower
intranet information  100% Web site-based
and services. Information dissemination
2 Deliver advanced  80% of university community ICT MoE, 2022 2032 Finance,
network information that operate a modem messaging Tele Trained
services system, and data collaboration manpower
services
 100% of students, faculty, and
staff to easily determine and
obtain services provided by IT
customer services

3 Collaborate and  Five signed MoUs for ICT MoE, 2022 2032 Finance,
communicate with collaborative ventures INSA, Trained
external entities and  Three adopted technologies MInT, manpower
agencies /systems Universi
ties
4 Automate UASs  80% business processes ICT, All 2023 2025 Finance,

40
services automated DU units Trained
 Survey-once in a year on ICT, All 2023 2032 manpower
Enhanced Satisfaction of DU units
internal and external
customers
Goal 10. Continually improve the Digital expertise and professionalism of the staff
Offer continuing  80% professional staff that ICT, All 2022 2032 Finance,
education and got trained on digital DU units Trained
professional training literacy. manpower
opportunities to
professional staff.
• Rates of increases in new
volumes efficient use of the
study areas (5%)
• Number of computers that AVP,
Making improvements students can use at all times APO, Finance,
directed to the efficient (l2800) (1:5) College, ICT 2021 2025 Trained
use of the study areas • Placement of sufficient AU, and manpower
computers in separate spaces Library
at the University for use by
students (75%)

41
 2.9 Financing

Description:
UASs face with a complex funding environment, characterized by a global economic downturn
and related financial crisis, shrinking support coupled with shifting government priorities,
increase number of student population, unable to use their internal revenue generated which
some have impact on the success of the system. For an effective and efficient UASs education
system proper resource mobilization and utilization of the same would be paramount important.
In view of this, DU should have access multiple sources of fund and also to design better way of
resource mobilization and utilization.

Table 9: Action plan for Financial Resources Management

S. ACTION TASKS / KPIs Lead Other Time Requir Rem

N STRATEGIES Implem Stake Frame ed ark
o enter holders Sta End Resour
rt ce

Goal 1: Improve financial and human resources Management Capacity

1 Capacity-building on performance- 85% trained ADVP Civil 202 203 Human
based management to ensure the Service, 2 2 &
active staff
EMI, materia
efficient and cost-effective
MoF, l
functioning of UASs; MoE resourc
e
Goal 2: Diversify Financial resources
1 Diversify source of funding 25% share of ADVP 202 203 Human
through participation, budget from 3 2 and
entrepreneurship, business, firms, indirect materia
industry, donation, or endowments; sources l
resourc
e

3. Roles and Responsibilities of Relevant Bodies

Relevant bodies can be all agents (representatives), who can influence or become influenced
when implementing organization's objectives and any individual or a group, which can influence
or can be influenced when implementing organization's objectives

42
Table 10: Roles and Responsibilities of Relevant Bodies
S. No Relevant Bodies Roles and Responsibilities
1 Dilla University  Develop programs in line with applied science
objectives
 Establish excellency centers
 Produce qualified graduates that fit to industry needs
 Create linkage with industries in line with focus areas
 Conduct applied research and develop prototypes
 Engage in community service activities
2 Minster of Education  Follow up and control the implementation of Policies
and Planning activities.
 Register, accredit and follow-up and supervise
programs
3 Education Training Authority  Regulate and control the external quality assurance
process
4 Professional Associations  Participate in accreditation of programs
 Participate in curriculum design
5 Industries  Engage in a collaborative Curriculum designing
processes
 Cooperate for Internship programs
 Engage in governance and advisory structures, provide
lecturers for teaching, collaborate in applied research
and transfer projects, fund knowledge transfer
 Work with academic staff in co-publication
 Support the initiation of DU for income generation
 Engage in the process of identification of research
problem
 Engage in career forum which help them to meet
attractive employers from different fields.
6 Alumni  Networking; professional contacts among graduates
 Professional development
7 Collaborators and Partners  Creating alignment of their programs with the
institutional priorities
8 Minister of Industry  Facilitating the relation between industries and DU
 Developing supportive policy which encourages the
engagement of industries and DU for mutual benefit
9 Ministry of Labor and Skill  Conduct manpower mapping
Development  Provide feedback to DU on the most needed job
opportunities
10 Local Government  Supporting DU, its students and staff
 Approaching DU with problems to solve

 Seeing DU with international students and staff in the

municipality brings pride to the city
 Promoting the city for international events
 Providing access to local media to promote DU
activities

43
  Promoting the city as an attractive place for future
students
 Promoting the city as an attractive place for industrial
development
11 Regional Government  Supporting DU, its students and staff
 Approaching DU with problems to solve
 Seeing DU with international students and staff in the
region as factor for internationalization
 Promoting the region for international events
 Providing access to regional media to promote DU
activities
 Promoting the region as an attractive place for
international students, researchers and teachers
 Promoting the region for the specific research activities
 Promoting the region as an attractive place for
industrial development

4. Foreseen Threat and Risk Aversion Mechanisms

UAS is a new type of HE system for Ethiopia which might face different threats which needs
serious risk aversion mechanisms. DU develop and implement threat and risk aversion
mechanisms.

Table 11: Foreseen Threat and Risk Aversion Mechanisms

S. No Foreseen Threat Risk aversion mechanism
1 Meagerness of industries; available Addition to synchronizing the available program
industries is not adequate to provide such with simulation, help graduates to establish a
program for students of DU. business, DU should be encouraged to establish
its own industry in line with their focus areas.
DU should be encouraged to work with SME
2 Poor engagement of the private sector; by There shall be incentive mechanism which
its very nature, the private sector may seek encourages the engagement of the private sector.
advantage in engaging with DU. There shall also be a continuous awareness
creation on the mutual benefit of the partnership
between DU and the private sectors.
3 Deficiency of academic staff with practical There shall be re-skilling programs in
experience in the industry. Most of the collaboration with government and non-
academic staff in DU have no exposure for government organizations such as minister of
industry and these concentrated mostly on industry, minster of labor and skill development,
theory than the actual practice. ministry of innovation and technology, ministry
of agriculture.
4 The admission criteria of students lack Placement and admission policy should be able
diversity. HEI in Ethiopia is mainly open to consider the different kinds of talent and
for students who score higher mark during ability groups.
the national examination and it gives no
attention for different talents and these lack

44
 diversity.
5 Misalignment between the actual needs There shall be a new policy which will guide the
and the available programs; The focus area opening of programs at DU. The policy shall
of UASs shall always consider both consider the importance of alignment between
absolute and comparative advantages of the focus areas and the new programs.
the Universities. The opening of program
shall always be in line with the focus area
of DU
6 Lack of engagement of DU for regional Determination of the focus area gives due
development agendas emphasis for advantages of regional states. Thus,
Du is expected to maximize regional advantages
and use it for the development of the region and
the nation at large. The regional government
should become an active partner in the roll-out of
DU. Moreover, it should also have a seat in the
resonance group and the board.
DU is Underfunded; though the intensity Developing a new budget allocation scheme and
of the investment differs based on the encourage income generation activities of DU
focus areas of the DU, the practical nature
of the program makes the establishment
and running of DU capital intensive.
Lack of clarity among leaders and staff of There shall be upgrading and updating program
DU on their mission. DU is a new type of which will create awareness among the staff and
university for Ethiopia. This may lead to certify the leaders of DU. DU shall assign a
misunderstanding and thus misalignment communication expert who can steer the
between what is intended and the actual information flow in DU as well as outside.
practice. Communication expert shall address an issue of
communication, motivation and change
management

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5. Monitoring, Support, Evaluation, Reporting, and Feedback Systems
5.1 Monitoring and Support
5.1.1 Monitoring

Transformation requires effective monitoring. Monitoring is carried out during the planning and
implementation process that will be comparing physical and financial performance with the plan,
collecting up-to-date information on inputs and outputs, identifying reform areas, to complete the
plan without additional cost and time.

In the long-run, DU is expected to be managed like an enterprise and should apply the ERP
system. This will capture the planning; the running costs and provides the differences. Data from
ERP system will be used for the MIS and will inform about the deviations and shortcomings. Till
then, at preparation phase, DU may use documents, work plans, and performance reports as a
tool for monitoring activities. The work plan outlines what needs to be done and where it should
go, and the performance report shows the work that has been done in comparison with the actual
goals and objectives.

 A task force will be established at university level to coordinate the implementation strategy
 The tasks of the supervisory teams at vice presidents’ level:
o Monitor the preparation of the DU’s implementation strategy & annual plan in line with
the university's strategic plan
o Monitors the progress and implementation of the plan by working units
o Prepares feedback and delivers it to all concerned bodies
o Monitors the preparation and delivery of a 6-month plan to employees
o Monitor employees' monthly and weekly plans

5.1.2 Support system

The main purpose of the support is to guide the University on how to achieve the plan and to
move towards the overall goal. Support will be focused on strategic plans, programs, and
projects during preparation and implementation, during which time the institution follows a
strategy to make inputs effective, cost-effective, and effective. To give adequate support inputs
(manpower, materials, and budget) will be provided to all work unites for smooth operations of
their activities.

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5.2. Evaluation and Reporting
5.2.1 Evaluation system

Evaluation is a system for collecting data, analyzing, and reporting on the basis of the plan to
determine whether the institution is going according to plan or the expected output, outcome, and
impact and to make the necessary decisions. The positive and/or negative effects of the project
will be evaluated in the middle or after the completion of the project for further expansion or
similar planning. The evaluation has to be performed over a quarterly, biannually and yearly
basis, at half and the end of strategic period evaluation by the following concerned bodies:

[Link] Performance Evaluation at Top Level

At the university level, it is conducted every six months by the University Council. The
evaluation of the university will be based on the university's differentiation plan. It will be
supported by a variety of methods including physical evaluation, document review, observation
during supervision, and report.

[Link] Performance Evaluation at Lower Level

Performance evaluation at the directorate, college, and departmental level will be conducted at
the end of the quarter. When it is discovered that the implementation of strategic plans,
programs, and projects is not achieving the desired results for various reasons or problems occur,
it can be done in a short period of time by examining the nature and causes of the causes.

[Link] Individual Performance Appraisal

Supervisors conduct a six-month performance appraisal of their staff. Administrative staff is
evaluated in January and July, and academic staff is reviewed at the end of each semester. The
employee will receive and sign a performance appraisal result.

5.2.2 Reporting System

The purpose of the report is to continuously improve the performance of the University by addressing the
strengths, problems encountered and alternative solutions identified during the preparation and
implementation of the strategic plan.

5.3 Feedback system

The decision-making bodies shall give feedback to different work units based on supervision,
observation, monthly, quarterly, and annual reports within 15 days of the submission of

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performance reports as well as observation. The university management and the board should
give support, recognition, and take corrective measures based on the evaluation results.

6. Enabling Conditions
i. Working rules to guide the implementation of the differentiation strategy are available.
ii. Leadership commitment and the existence of human capital.

iii. The existence of IT and other infrastructures.

iv. Access of the catchment for teaching-learning and research.

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7. Summary

Introduction of Annual Operational Plans (AOP)

As University of Applied Science (UASs), DU has the mission to train skill full professionals
based on labor market need as well as emphasizes on co-operation with industry, conduct
study and engage in community engagement which supports teaching and learning as well
as promotes regional development.

The implementation of this Annual Oprationnal Plan (AOP) requires number of key Academic
Staff, Collages' stakeholders’, Student and External Communities active involvement as well as
different policies Supports and Provisions along with Application of Strategic Annual Plan per
National Policy, Strategy and legislation of DU. This Annual Oprationnal Plan (AOP) draft
includes the National Policies of Goverment, Minstery of Educations
/MoSHE/MoE(2011)Guidelines, Different Proclamations'(1152/2011), Dilla University Senate
legislation (2012)guidelines, the Strategic Plan of University (UASs), Strategic Plans of
Department Vice Head Research, Community Service, University Industry Linkage and
Technology Transfers (VRCIL_TTO).

Hence, it helps to implement, Academics Works (teaching and learning), research, community
engagement, industry- University Linkage, Internationalization, National Cooperation , Regional
Cooporation and Local Goverment Cooporation in action. This Annual Operational Plan (AOP)
infers the Strategic plans, recommendations and practical oriented actions enhance the Applied
University Strategic programs, research activities and community engagement of DU in
Ethiopia.

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Acknowledgments

Prepared by
S/N Name Role
1 Mesfin Molla (PhD) Chairperson
2 Habtamu Kasa Secretary
3 Getaneh Mossu (PhD) Member
4 Matiwos Habte (PhD) Member
5 Nedhi Gebissa Member
6 Fetene Belessi Member
7 Dr. Zerihun Birhanu Member
8 Alemu Dessa (PhD) Member
9 Dr. Alemayew Akalu Member
10 Tekalign Tadesse Member
11 Ashenafi Asrat Member
12 Dereje Andualem (PhD) Member
13 Bekele Worku Member
14 Messaye Fikru Member

Revised by
S/N Name Role
1 Matiwos Habte (PhD) Chairperson
2 Fetene Belessi Secretary
3 Tariku Lorato Member
4 Samson Hailemariam (PhD) Member
5 Yonas Tetemke Member

As a president of Dilla University, I warmly acknowledge all individuals participated in the

preparation and revision process of this differentiation implementation strategy.

Chirotaw Ayele Gizaw (PhD)

President, Dilla University

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