for the perpose of presentation

1. WOLLO UNIVERSITY
COLLEGE OF AGRICULTURE
Internal Quality Audit for Natural Resources Management
AUDITORS:
Mr. Belete Sitotaw
Mr. Bantideru Fenta
Mr. Gezahgni Goshu
Mr. Belay Mekonnen
Dessie, Ethiopia
March 4, 2024

2. LIST OF TABLES
LIST OF FIGURES

3. ABBREVIATIONS
NRM ………………………………… Natural Resources Management
GO …………………………………... Governmental Organization
NGOs ………………………………... Non-Governmental Organization
NR …………………………………… Natural Resource
ESC …………………………………… Exam Standard Committee
DGC …………………………………… Department Graduate Committee
PEC …………………………………….. Program Level Evaluation Committee
RSC …………………………………….. Recruitment and Selection Committee
EMC ……………………………………. Exit-exam Monitoring Committee
TMC ……………………………………. Tutorial Controlling Committee

4. QA ……………………………………… Quality Assurance
1. INTRODUCTION
Quality assurance in higher education institutions is a critical component of ensuring that
students receive a high-quality education. It involves the systematic monitoring and evaluation of
various aspects of the educational process, such as curriculum design, teaching and learning
methods, assessment practices, and student support services. Quality assurance aims to ensure
that the education provided by higher education institutions meets certain standards and is of a
consistently high quality. This is essential for maintaining the reputation of the institution,
attracting and retaining students, and preparing graduates who are equipped with the knowledge
and skills necessary to succeed in their chosen fields. In this context, quality assurance is not
only important for the institution itself but also for the wider society, which benefits from having
a well-educated and skilled workforce.
Quality assurance in higher education institutions involves a range of activities and processes,
including self-assessment, external evaluation, and accreditation. Self-assessment is an internal
process in which the institution evaluates its own performance against certain criteria or
standards. External evaluation involves the assessment of the institution by an independent body,

5. such as a government agency or a professional accrediting organization. Accreditation is a
formal recognition that an institution meets certain standards of quality and is authorized to offer
specific programs or degrees. Quality assurance also involves the ongoing monitoring and
evaluation of student outcomes, such as graduation rates, employment rates, and student
satisfaction. This information is used to identify areas for improvement and to make changes to
the educational process as needed.
In addition to ensuring the quality of education provided by higher education institutions, quality
assurance also plays a role in promoting innovation and continuous improvement. By
encouraging institutions to regularly evaluate their practices and make changes as needed,
quality assurance helps to ensure that education remains relevant and responsive to changing
societal needs and demands. Quality assurance is essential for ensuring that higher education
institutions provide students with a high-quality education that prepares them for success in their
chosen careers. It is an ongoing process that requires commitment and collaboration from all
stakeholders, including faculty, administrators, students, and external evaluators.
In many countries, quality assurance in higher education is regulated by government agencies or
accrediting organizations. These entities establish criteria and standards that institutions must
meet in order to be recognized as providing high-quality education. They also conduct regular
evaluations of institutions to ensure that they continue to meet these standards. Quality assurance
can also involve the development and implementation of policies and procedures to ensure that
educational programs are delivered consistently and effectively. This may include the use of
standardized curriculum, assessment methods, and teaching and learning strategies.
One important aspect of quality assurance is ensuring that students have access to the resources
and support they need to succeed. This may include academic advising, career counseling,
tutoring, and other support services. Institutions may also implement policies to promote
diversity and inclusion, such as affirmative action programs or scholarships for underrepresented
groups. Overall, quality assurance is critical for maintaining the integrity of higher education and
ensuring that students receive a high-quality education that prepares them for success in their
chosen careers. It requires ongoing collaboration and communication among all stakeholders, as
well as a commitment to continuous improvement and innovation.

6. The importance of quality assurance has just gradually increased in Ethiopia. The establishment
of the Ethiopian Higher Education Relevance and Quality Agency (HERQA) in accordance with
the higher education proclamation of 351/2003 Ethiopia calendar and the subsequent 650/2009
Ethiopia calendar amendment marked the introduction of certain legal regulations pertaining to
structural and organizational aspects of higher education systems in Ethiopia. These regulations
serve to govern the quality and relevance of higher education provided by Ethiopia's public and
private institutions.
There are several environmental forces that impose the need for quality assurance in higher
education:
1. Globalization: With the increasing globalization of the economy, there is a growing
demand for a highly skilled and educated workforce. This has led to an increased
emphasis on the quality of higher education programs, as employers seek graduates who
are well-prepared for the global workforce.
2. Technological advances: The rapid pace of technological change has created a need for
higher education institutions to keep pace with new developments in teaching and
learning technologies. Quality assurance helps ensure that institutions are using the latest
technologies and teaching methods to provide students with a high-quality education.
3. Accountability and transparency: There is a growing demand for accountability and
transparency in higher education, as stakeholders seek to ensure that institutions are using
resources effectively and efficiently. Quality assurance provides a framework for
measuring and assessing institutional performance, which can help improve
accountability and transparency.
4. Accreditation requirements: Many accrediting organizations require institutions to have
quality assurance processes in place in order to maintain accreditation. This ensures that
institutions are meeting established standards for educational quality and continuous
improvement.
5. Demographic changes: As the demographics of the student population continue to shift,
with more diverse and non-traditional students entering higher education, quality
assurance can help ensure that institutions are meeting the needs of all students and
providing equitable access to high-quality education.

7. 6. Customer expectations: As customers become more discerning and demanding, quality
assurance becomes increasingly important in industries such as hospitality, retail, and consumer
goods. Quality assurance helps ensure that products and services meet or exceed customer
expectations.
7. Competition: In highly competitive industries, quality assurance can provide a competitive
advantage by helping companies differentiate themselves based on the quality of their products or
services.
A self-evaluation program is one of the most important components of a quality assurance
implementation. A systematic, independent, and recorded self-evaluation process is necessary to
ensure that the quality management system meets the stated standards. Internal auditors or self-
evaluation play a crucial role in ensuring the effectiveness and efficiency of an organization's operations.
In the higher education sector, internal auditors are responsible for evaluating the financial and
operational processes of the institution. To carry out their responsibilities effectively, internal auditors
must possess independence and competence. Independence ensures that internal auditors are free from
any undue influence or pressure that may compromise their objectivity and impartiality. On Independence
is a fundamental principle of internal auditing that ensures the objectivity and impartiality of internal
auditors. In higher education, internal auditors must be independent to provide an unbiased evaluation of
the institution's operations. This means that they should not be influenced by any external or internal
factors that may compromise their ability to provide an objective assessment of the institution's financial
and operational processes. For example, internal auditors should not be influenced by the institution's
management or any other stakeholders in their evaluation of the institution's operations.
On the other hand, competence is essential for internal auditors to effectively carry out their
responsibilities. In higher education, internal auditors must have the necessary knowledge, skills, and
experience to evaluate the institution's financial and operational processes accurately. They must be
familiar with the unique challenges and risks associated with higher education institutions and be able to
provide practical recommendations that can help improve the institution's operations. Internal auditors in
higher education must also stay up-to-date with the latest industry trends and best practices. This requires
continuous learning and professional development to enhance their knowledge and skills. By staying
current with industry trends and best practices, internal auditors can provide valuable insights and
recommendations to help improve the institution's operations.
Program self-assessment evaluation is a crucial process for higher institutions to evaluate their academic
programs. It is an internal review process that involves the assessment of the effectiveness, efficiency, and

8. quality of the program. The purpose of program self-assessment evaluation is to identify areas of
improvement, maintain quality standards, and ensure that the program meets the needs of students and
stakeholders. The process of program self-assessment evaluation involves several steps. The first step is
to define the objectives and goals of the program. This includes identifying the target audience, learning
outcomes, and program outcomes. The next step is to gather data on the program's performance, which
may include student feedback, faculty input, and other relevant data sources.
Once the data has been collected, it is analyzed to identify areas of strength and weakness in the program.
This analysis helps to identify areas where improvements can be made to enhance the quality of the
program. Based on the analysis, recommendations are made for improving the program. These
recommendations may include changes to the curriculum, teaching methods, or program structure.
The next step is to implement the recommendations and monitor their effectiveness. This involves
tracking the progress of the program over time and assessing whether the changes have had a positive
impact on the program's performance. This process is ongoing and requires continuous monitoring and
evaluation to ensure that the program remains effective and relevant.
Program self-assessment evaluation is important for higher institutions because it helps to maintain
academic quality standards and ensure that programs are meeting the needs of students and stakeholders.
It also provides valuable feedback to faculty and administrators, helping them to identify areas for
improvement and make changes that will enhance the program's effectiveness.
The Internal Program Audit of Natural Resources Management aims to evaluate the effectiveness,
efficiency, and quality of the program. The audit was assessing the program's compliance with the
university's academic quality standards, accreditation requirements, and stakeholder expectations. The
audit was identifying areas for improvement and provides recommendations to enhance the program's
effectiveness.
The audit was covered the Natural Resources Management program offered by Wollo University. The
audit was evaluated the program's curriculum, teaching methods, assessment methods, student learning
outcomes, program qualifications, governance and management systems, infrastructure and learning
resources and the program relevance. The audit was also reviewed the program's compliance with
accreditation requirements and other regulatory standards.

9. 1.1. Quality Assurance in Wollo University
Wollo University is a public university in Dessie, Ethiopia. It was established in 2005. The
university offers undergraduate and graduate programs in various fields such as agriculture,
business and economics, education, engineering, health sciences, law, natural sciences, social
sciences, and humanities. It also has a number of research centers and institutes that focus on
areas such as environmental studies, gender and development, language and culture, and peace
and security studies. The university is committed to providing quality education and research that
contribute to the development of the country. It also places a strong emphasis on community
engagement and outreach programs that aim to improve the lives of people in the surrounding
communities.
The vision of Wollo University is being one of the top five universities in terms of outstanding
quality education, research, technology transfer, and community development services in
Ethiopia by 2017 E.C/2025 G.C.
The missions of Wollo University are:
1. Provide quality higher education at all levels through regular, extension, distance and
continuing education modes so as to produce competent professionals who can support
the development endeavor of the country;
2. Produce competent entrepreneurs who could contribute to the technology transfer
endeavors of the country;
3. Undertake researches that help to solve the socio-economic problems of the country and
that can also add new values and knowledge to the society;
4. Render consultancy and short-term training services to businesses, government, and non-
government organizations to help them accomplish their objectives;
5. Render various community services to fulfill social responsibilities expected of it as an
academic institution
The department also strives to accomplish the university’s missions by producing competent
entrepreneurs who could contribute to the society and the country. The department currently has two
undergraduate and one MSc programs;
 BSc in Natural resources management (Regular)

10.  BSc in Natural resources management (Regular)
 MSc in Land and Water Management (Regular and Extension)
There are also new programs under study to be opened for the future. These are
 MSc in Soil Science
The program gives emphasis to teachers to undertake researches and community services that
help to solve the socio-economic environmental and problems of the country and that can also
add new values and knowledge to the society; The department working on consultancy and
short-term training services to rural community and farmers, government and nongovernment
organizations to help them accomplish their objectives also working in various community
services to fulfill social responsibilities expected of it as an academic institution.
1.2. Internal Quality Audit Process
Internal Quality Audit Process is a systematic and objective procedure of evaluating an
organization's quality management system to ensure that it is effective and efficient. It is an
essential part of the quality management system, which helps organizations to identify areas for
improvement and ensure compliance with relevant standards and regulations.
The Internal Quality Audit Process involves a series of steps that are designed to assess the
effectiveness of the organization's quality management system. These steps include planning,
conducting the audit, reporting findings, and implementing corrective actions. Internal Quality
Audit carried out as a component of self-evaluation. The task of the audit process is to determine
whether the quality document and core process have been fulfilled. The internal audit process
also examines whether the quality objectives has been achieved and measures taken to ensure
continual improvement. "Extensive and impartial verification intended to determine whether
quality-related actions and outcomes align with the intended measures and whether these
measures are properly implemented."

11. Self-evaluation is an essential process in higher education that helps institutions to assess their
performance and identify areas for improvement. It is a systematic and objective process of
evaluating an institution's programs, policies, and practices to ensure that they are effective and
efficient. The Self-evaluation process in higher education involves a series of steps that are
designed to assess the quality of the institution's programs and services. These steps include
planning, data collection, and analysis, reporting findings, and implementing corrective actions.
The purpose of the self-assessment report is to provide a comprehensive and objective evaluation
of an organization's performance and to identify areas for improvement. It is a detailed document
that includes an analysis of the organization's strengths, weaknesses, opportunities, and threats,
as well as a summary of the organization's goals, objectives, and strategies. The self-assessment
report is typically prepared by the organization's leadership or a team of professionals who are
responsible for evaluating the organization's performance. The report is based on data collected
from various sources, such as surveys, interviews, focus groups, and other methods. Generally,
the self-assessment report is an essential tool for organizations to evaluate their performance
objectively, identify areas for improvement, and develop strategies to achieve their goals and
objectives.
The self-assessment report serves several purposes, including:
1. To provide an objective evaluation of the organization's performance: The self-
assessment report provides an objective evaluation of the organization's performance,
which helps the organization to identify areas for improvement.
2. To help the organization set priorities: The self-assessment report helps the organization
to set priorities by identifying the most critical areas for improvement.
3. To facilitate communication: The self-assessment report facilitates communication within
the organization by providing a common understanding of the organization's performance
and priorities.
4. To support decision-making: The self-assessment report supports decision-making by
providing data-driven insights into the organization's performance and priorities.
5. To meet regulatory requirements: In some cases, the self-assessment report is required by
regulatory bodies to ensure that organizations are meeting certain standards or
requirements.

12. 1.3. Independence and Competence of Internal Auditor
The audits are performed by senior academic staffs (lecturers) who have taken three day training
on self-quality auditing by Wollo University Quality Assurance Office. In the present there are 5
internal auditors participated. They have been trained in internal quality audit base on Ethiopia
higher education relevance and quality agency standards. Then the committee members and the
department as a whole is tasked to audit the program and prepare a self-evaluation document
based on the 10 focus areas prepared by HERQA.
The reference points are used as criteria to evaluate these focus areas. The mechanisms used for
data collection for all the offices were face to face interview, document analysis, meetings with
academic staff and students and observation/field visits. The evidences are collected from
department, registrar, human resource office, library, property office, entrepreneurship office,
quality office, research, Technology Transfer and community service office, University Industry
Linkage office and Finance Office. Documents are collected from these offices and interviews
take place to get the necessary data to prepare this self-evaluation document.
The committees prepare different self-evaluation criteria with 5-point rating scale for its quality
assessment;
1 = Poor, 2= Insufficient, 3 = Satisfactory, 4 = Good, 5 = Excellent
2. PROGRAM SELF-ASSESSMENT EVALUATION OF NATURAL
RESOURCES MANAGEMENT
2.1. Introduction
Natural resources management is the process of managing the use and conservation of natural
resources such as land, water, minerals, forests, and wildlife. It is a critical aspect of sustainable
development, as it ensures that natural resources are used in a way that meets the needs of the
present without compromising the ability of future generations to meet their own needs. Natural
resources management is essential for sustainable development. It ensures that natural resources
are used in a way that meets the needs of the present without compromising the ability of future
generations to meet their own needs. It is therefore important for governments, communities, and
individuals to work together to ensure the sustainable management of natural resources.
The importance of natural resources management can be seen in several ways:

13. 1. Natural resources management is crucial for environmental sustainability. It ensures that
ecosystems are preserved, biodiversity is maintained, and natural habitats are protected.
This helps to maintain the balance of nature and ensures that the environment remains
healthy and productive.
2. Natural resources are essential for economic development. They provide raw materials
for industries, fuel for energy production, and food for human consumption. Proper
management of these resources ensures their sustainable use, which in turn supports
economic growth and development.
3. Natural resources management is also essential for social development. It ensures that
communities have access to clean water, fertile land, and other natural resources that are
essential for their livelihoods. This helps to reduce poverty and improve the quality of life
for people in rural areas.
4. Natural resources management plays a critical role in mitigating the impacts of climate
change. Proper management of forests, for example, can help to sequester carbon dioxide
from the atmosphere, while sustainable agriculture practices can reduce greenhouse gas
emissions.
5. Proper management of natural resources can also help to reduce the risk of disasters such
as floods and landslides. For example, reforestation can help to reduce soil erosion and
prevent landslides, while proper management of river basins can help to reduce the risk
of flooding.
2.2. Natural Resources Management Program/Curriculum
Natural resources management forms part and parcel of sustainable development and is a
systems approach (integrated-holistic approach) to managing our natural resources. This
program in NRM attempt to address the biological, engineering, social, economic and policy
related aspects of managing natural resources as an integrated system. The Natural Resources
Management program thus prepares students not only to care for the land and water resources,
but also to serve the people whose well-being depends on these resources. The program also
provides an opportunity for students interested in managing society's impacts on the
environment and how to manage it for long lasting benefit.
The curriculum is well structured with a flow of courses beginning with common courses and

14. stepwise moving into specialized packaged with more disciplinary and inter-disciplinary
courses and terminating with skill offering courses in research and managerial tools.
Natural resources management program seeking accreditation should be designed to incorporate
areas of professional activity, core knowledge and professional values underpinning the
National Professional Standards Framework from which the accreditation criteria are developed
and aligned. The number of staff responsible for delivering the Natural resources management
program and support staff involved with the program, their responsibilities, and brief details of
qualifications, experience, research interests and relevant publications must be indicated.
Programs/curricula submitted for accreditation should:
A. Have a clear philosophy, mission, goals and expected outcomes.
B. Be nationally or internationally approved and meet standards.
C. Have appropriate resources.
D. Have a quality assurance system.
Programs should be designed to cover the six areas of the professional standards framework:
A. Designing and planning of learning activities and/or programs of study.
B. Teaching and/or supporting student learning.
C. Assessing and giving feedback to learners.
D. Developing effective learning environments and student support and guidance.
E. Integrating scholarship, research and professional activities with teaching and supporting
learning.
F. Evaluating practice and continuing professional development.
3. Findings of Self Quality Assessment of Natural Resources Management
Programs
Quality assessment of natural resources management programs is a critical process that helps to determine
the effectiveness of these programs in achieving their objectives. Natural resources management
programs are designed to conserve and sustainably manage natural resources such as forests, water, land,
and wildlife. These programs are important for ensuring the long-term sustainability of these resources
and for promoting economic development. The quality assessment of natural resources management

15. programs involves evaluating various aspects of the program, including its objectives, design,
implementation, and outcomes.
Standards and criteria are a set of specifications defined by the national Higher Education Relevance and
Quality Agency. Such standards and criteria should be adopted by HERQA in order to shape the program,
and are required for accreditation, which is based specifically on the ability to meet national standards and
criteria. The NRM internal auditors mainly assessed the following ten focus areas to ensure that they are
able to meet the accreditation requirements (HERQA, 2014):
3.1.Vision, Mission and Educational Goals
There is a clear and publicly stated vision, mission, goal and objectives appropriate to Natural
Resources Management education. The auditors prepare and evaluated based on the following
main criteria:
Criterion 1: The vision of the Natural Resources Management program is clearly stated.
Criterion 2: The mission of the Natural Resources Management program is congruent with
the University / institution’s regulations or rationale for its establishment.
Criterion 3: The department ensures that its principal stakeholders have reasonably
participated in formulating the program mission
Criterion 4: The department has clear program goals and makes them known to its
constituency
Criterion 5: The department ensures that the goal of the program is in line with, and
supportive of, the vision and mission of the program
Criterion 5:
Criterion 6: The goals and objectives of the Natural Resources Management program are
achieved through activities identified in the University / institutional plan.
Criterion 7: The administrative, academic and support staff understand the vision, mission,
goal and objectives of the Natural Resources Management program.
Based on the Evidence Checked
The vision, mission, and educational goals of the Natural Resources Management program at
Wollo University are clear and aligned with the universities overall vision and mission. The

16. program's vision is to produce competent natural resources managers who can contribute to
sustainable development in Ethiopia and beyond. The mission is to provide quality education and
training in natural resources management through innovative teaching and research. The
educational goals are to equip students with the knowledge, skills, and attitudes needed to
manage natural resources sustainably and address the challenges facing the sector.
Natural Resources Management program is aimed at generating competent, creative and
qualified professionals in Natural Resources Management who can contribute an effective role in
the community. In addition, the program strongly focuses to produce skilled, ethical and socially
responsive professionals who can understand and solve the community problems with a better
leadership and teamwork habits. The program of Natural Resources Management has a well-
defined and known aims, objectives and learning outcome which are in line with, and supportive
of the vision and mission of the Ministry of Science and Higher Education.
Interviews of academic staff on the vision, mission, goal and objectives of the Natural Resources
Management department, most of academic staffs have a clear and well understanding the
department mission, vision, goal and objectives. The vision and educational goal of the program
is stated in the curriculum is indicated below:
Vision
The program of Natural Resources Management (NRM) envisions to become a nurturing
academic and research program for Producing knowledgeable and skilled professionals who
upon graduation can effectively and creatively work on an integrated use and management of
natural resources, Generating and communicating problem-oriented technologies and techniques
in NRM, and Ultimately evolve as a center of excellence in NRM education and research in the
country as well as the region.
Educational Goal/aim
The objectives of the Program of Natural Resources Management are:
 To offer an up-to-date and multi-disciplinary education that produce competent and
qualified professionals in Natural Resources Management,

17.  To strengthen Natural Resource Management effort through demand-driven research and
establish a partnership with related development partners (GO and NGOs) to promote
sustainable Natural Resource Management and contribute towards improved livelihoods
 Disseminate technological innovations generated in the course of education and research
in Natural Resources Management by using appropriate dissemination media/channel,
 Provide technical advice, consultancy services, and tailored short term training to
development agents and other stakeholders working in NR and environmental areas,
 Integrate teaching, research, and extension activities to extend appropriate technologies
generated through research,
Gabs and Areas for improvement Identified During Internal Quality Audit
There is no well-organized strategic plan that is based on BSc and MSc level up to individual.
Interviews of administrative and supportive staffs on the vision, mission, goal and objectives of
the Natural Resources Management department, most of them have not clear understanding.
Therefore the department lacks promoting and addressing the vision, mission, goal and
objectives for other administrative and supportive staffs.
4. Governance and Management System
There is an administrative structure which has the responsibility for carrying out the policies of
the organization in accordance with the vision, mission, goal and objectives of the department.
The policies and practices of the Natural Resources Management program are consistent with the
larger purpose of Wollo University. In the program, department council is an effective decision
making body with adequate autonomy. A functional committee systems such as; Exam Standard
Committee (ESC), Department Graduate Committee (DGC), Program Level Evaluation
Committee (PEC), Recruitment and Selection Committee (RSC), Exit-exam Monitoring
Committee (EMC),Tutorial Controlling Committee (TMC), Quality Assurance (QA) are exists in
the department. These working groups hold meetings to deliberate on academic issues in a
reasonable frequency in each academic year. The representation of academic staffs in such
committee and other governance structures is very fair and transparent.
The academic program leader has a well-defined job description, so that the program leader
creates conducive environment to encourage innovation and creativity in the department. In the

18. program there is a mechanism for training and career advancement such as short term training
provided by foreign country and MSC and PhD scholarship. This is done based on work
experience, performance evaluation result, involvement in different committee and community
service activities.
Criteria for Quality Management
Criterion 1: The organization, responsibilities and functions of the Natural Resources
Management program unit are clearly written and displayed in an organizational chart.
Criterion 2: The policies and practices of the program/department are consistent with the
larger purpose of the university
Criterion 3: The governance structure and functions, the main decision-making components
of the academic program, the relationships between them, as well as responsibilities of each
individual involved in the structure are clearly defined and made known to all parties
involved.
Criterion 4: The management of the Natural Resources Management department is
implemented, monitored and evaluated by committees.
Criterion 5: Different working groups in the department holds regular meetings, takes
minutes and communicates pertinent information to staffs to deliberate on academic issues in
a reasonable frequency in each academic year.
Criterion 6: There is fair representation and role of the academic staff, students and other
stakeholders in the various governance structures and committees of the department.
Criterion 7: The program leader has sufficient autonomy to appropriately allocate and utilize
resources to achieve the program goals and to maintain standards.
Based on the Evidence Checked
Gabs Identified During Quality Audit
In the Natural Resources Management program, the number of administrative staff is determined
in accordance with the needs of the program. For proper functioning of the program,

19. administrative staffs such as, secretary, messenger and computer aided technical assistant are
required. However, none of these administrative staffs are hired for the program.
There is no organizational, function and responsibilities of the Natural Resources Management
program unit or committees are clearly written and displayed in an organizational chart. Most of
the committees has not regular time schedule and they lack properly takes minutes. The rule and
regulation is not announced to the concerned bodies and appointment of committees was without
no duty and responsibility.
5. Infrastructure and Learning Resources
In relation to educational and research resources, the program has a well-organized soil and
computer laboratories, books, reports, journals however it has short supply of adequate and up-
to-date Laboratory equipment including audiovisual and digital soil laboratory and field
resources required to support the needs of the program and research amongst staff and students.
Also, more effort is needed to fulfill adequate lecture/seminar/tutorial/classrooms with sufficient
audio visual facilities.
Criteria for quality management
A. The program is offered after the resources to support the program have been identified
and put in place.
B. Adequate lecture/seminar/tutorial/classrooms with sufficient audio visual facilities;
C. Access to an adequate collection of appropriate and up-to-date books, reports, journals
including audiovisual and electronic resources required to support the needs of the
program and research amongst staff and students;
D. Computer laboratories with facilities for word processing, spreadsheet, database, and
presentation tasks, internet connection, and online-searching of databases;
E. demonstration room, specialized computer lab, basic sciences lab, workshops, studio and
other skill/simulation laboratories sufficient to provide practical and hands-on training for
students according to program needs;
F. The physical facilities for the program comply with the relevant laws, and with health and
safety regulations

20. G. The educational resources, services and facilities for the program are periodically
reviewed to assess the quality and appropriateness for current education and training
needs
H. There is reliable arrangement made to meet the programs specific requirements in
practical attachment (where high-end facilities are required but not available in-house, the
program/university should make arrangement with other institutions for access).
I. Students are provided with adequate social spaces/ lounges for relaxation.
J. Students are provided with at least first aid clinic and counseling room where the specific
need of students can be met.
K. Students are provided with counseling room where their specific needs can be met.
L. Provision of physical facilities is sufficient and appropriate for the physically challenged.
M. The financial allocation dedicated to the program is sufficient to achieve its purpose
Gabs Identified During Quality Audit
The physical facilities specially, office for academic staffs is a handicap for properly mentoring
and advising students in academic and research areas. Most of the equipment found in soil
laboratory is not functional due to low Quality and since they have been used for a long time.
The other major challenge in the laboratory is irregular room renovations and changes; this
affects the schedule and the materials in the laboratory. Shortage of chemicals to facilitate soil
chemical and physical analysis, classrooms, laboratory room and instructors’ offices are not
sufficient to deliver for teaching and learning in the Natural Resources Management education
standard.
6. Academic and Support Staff
There is qualified academic staff with credentials that are appropriate for the Natural Resources
Management program and who can strengthen its educational effectiveness. In the program all of
the major, supportive and common courses have been given by instructors who have Master’s
degree holders. In the program there is a clear and transparent mechanism and procedure to
recruit and select academic staff having clear selection criterion. In addition, there is a
mechanism for ensuring equitable distribution of duties and responsibilities among the academic
staff, and for determining the distribution of rewards.

21. 7. Student Admission and Support Services
In Rural Development and Agricultural Extension program, the admissions of students have been
running in accordance to admission criteria of Ministry of Science and Higher Education. In
addition, in the program there is a student support service in terms of academic counseling,
advising and providing assistance that needs additional support.
8. Program Relevance and Curriculum
In Rural Development and Agricultural Extension program, the admissions of students have been
running in accordance to admission criteria of Ministry of Science and Higher Education. In
addition, in the program there is a student support service in terms of academic counseling,
advising and providing assistance that needs additional support.
Criteria for Quality Management
Criterion 1: The curriculum developed for Natural Resources management flows from the
vision/philosophy, mission, goal and objectives of the Natural Resources management standards
through an organizational framework in a logical progression of course outcomes and learning
activities to achieve the desired program objectives/ outcomes.
Criterion 2: The program designed provides opportunities for students to achieve program
objectives, competencies and values necessary for Natural Resources management practice.
Criterion 3: Practice environments are selected and monitored by the Natural Resources
management and provide opportunities for a variety of learning options appropriate for the
practice of contemporary Natural Resources management.
Criterion 4: The program identifies and addresses national Natural Resources management; the
needs of Natural Resources management experts mainly in land, water, minerals, forests, and
wildlife for the country economy and the society.
Criterion 5: The department has policies and procedures to introduce new programs and
amending or phasing out standing/existing programs
Criterion 5: The department has a system for evaluation of the existing program (periodic
internal & external review) and development to ensure acceptance and quality

22. 9. Teaching, Learning and Assessment
Teaching learning process in the program of Rural Development and Agricultural Extension has
been carried out by using varieties of appropriate teaching methods. Even if lecturing is the
dominant teaching method, community field project given at different phases is one approach to
practically integrate the skill of students to the working environment. To aware the students
about the objective of the courses to be taken, each instructors give a course outline which
provide a short summary about course objectives, contents, time schedules and assessment types.
To improve teaching learning process students regularly evaluate their instructors at the end of
each semester.
To assess different domains of learning of students, varieties of assessment methods are using.
Students are informed about assessment methods at the beginning of the class. The assessment
types are designed to measure the competency of the students and ensure the quality of teaching
learning. To ensure these, the program has exam standard committees (ESC) having 3 members
from the staff of the program. Assessment results are confidentially and securely recorded and
the students have given sufficient time to undertake remedial measures from the feedback of the
first assessment result (grade).
10.Student Progression and Graduate Outcomes
Student performance and progress are regularly monitored by using different assessment
approaches. The program has been running based on the standards set in the curriculum to award
the degree for graduates. To know the destination of the graduates, their emails and cell phones
with complete address are recorded before the graduation. The status of the former graduate
indicates that most of them have been employed in different governmental and non-
governmental organizations.
11.Research and Outreach Activities
The review of the curriculum is one dimension of ensuring the continual quality of the program.
The department of Rural Development and Agricultural Extension has reviewed the curriculum
by last year (2023) at departmental level. In the case of establishing formal external professional
and industrial linkages more effort is needed.
12. Internal Quality Assurance

23. Research and community service activities are one of the pillars of Ethiopian higher education
institutions. To achieve these objectives Rural Development and Agricultural Extension program
has clearly set research agenda for academic staff and students. The major research agendas
include; dissemination and adoption of improved agricultural technologies, rural livelihood and
food security, land policy and administration, and gender and development among others.
Currently in the program there are more than 10 active staffs holding MSc degree who can conduct
research activity independently. Among these some of them have been carrying out different research
activities funded by the university. Since the establishment of the program more than 5 research reports
and published articles are produced by the academic staffs in the program. Also, different community
services have been given by the staffs of the program. Among these, the training of farmers on irrigation
water utilization, the training of youth on poultry production, and distribution of improved poultries for
trained youths are the major ones. To share the research results there is an opportunity for active
participation of staff in relevant professional conferences, seminars, workshops and other academic
activities at national and international levels
Appendix XI. Important Documents where data is collected
1. Wollo University Senate legislation
2. Curriculum of Natural Resources Management
3. Minutes of the Meetings of Department Council
4. Vision, Mission and Educational Goals of the University
5. Agreement / signed memorandum of understanding (MOU) with agricultural Industries and other
firms for practical attachment

24. 6. Human resource (HR) manual of the University
7. Annual plan (2015 E.C) of the department and current operation budget of wollo university
8. Tracer study conducted by the Institute/Department
9. Students hand book
10. Students’ statistics on the number of dropouts, withdrawal, dismissal and graduate for the last 5
years
11. Information on staff recruitment, appointment and promotion policies and procedures.
12. Curriculum review minutes and documents
13. Staff statistics
14. Data on student attrition and graduation rates
15. Document on asset inventory
16. Document on Library and IT resources
17.