SELF-EVALUATION OF GAMBELLA UNIVERSITY

The major objective of this study was to investigate the quality of education, research and service delivery in Gambella University. To realize this objective, the summary write up was deployed the qualitative presentation of data and statistical records presentation of certain data of numerical values. Descriptive and explanatory research technique was also employed to narrate the audit outcomes. Systematic approaches using the computational techniques – SPSS and Excel 2010 has been used in the process of data analysis. This institutional quality audit report has provided a description and evaluation of the quality of Gambella University educational provision and of its mechanisms for assuring quality and relevance.


The Institution
The Federal Democratic Republic of Ethiopia (FDRE) has implemented tremendous development changes in the country and one of the policies designed by the government to bring about rapid and sustainable development is the education and training policy. As it is known there were only two public universities in Ethiopia twenty years ago. Now, the number of public learning institutes have increased more than 35 in the country, among them is the Gambella University which is situated in Gambella People National Regional State (GPNRS) is one of the recently established higher education institutions in Ethiopia. Its cornerstone was laid by FDRE Prime Minister Hailemariam Desalegn and GPNRS president Gatluak Tut on 28 th April, 2014. Weekend postgraduate  103  95  5  5  108  Total postgraduate Students 103  95  5  5  108  Total  2822 71  1126  29  3948 *In year 2016/17 College of Agriculture and Natural Resource have not enrolled students due to ENEA placement technical problem. ** There is no regular post graduate students' enrolled in this year due to late announcement to MOE and media.

Governance, Leadership and Organizational Structure
The effectiveness of the governance and management system of a higher education institution is crucial for the delivery of quality and relevant education. According to higher education proclamation number 650/2009, part three section one Article 43; any higher education institution shall consist of the following governing and advisory bodies: (a)  Institutional Self-Evaluation attempt was made by GmUs' Education Relevance and Quality Assurance Directorate to conduct self-evaluation in 2015/16 academic year. Unlikely, due to some constraints the attempt has failed to reach its goal. As the core responsibility, the Directorate Office has made a further effort to realize the plan in 2016/17. In this regard, the office adopted a plan to carry on the task using the internal resources personnel and established SED Team consisting of five (5) members in coordination with the Academic Vice President Office of Gambella University as per HERQA Document reference QA03/06/V1. Gambella University began its institutional journey by adopting nationally harmonized curricula for each program. In the last two years, the university hasn't done much program review with exception of Animal Science Department which was initiated based on the compliant that often comes from the students and other stakeholders on marketability of the field. To address this, the university established a team of experts and conduct assessment and investigate the matter to account for the demand of the potential employers whose theirs final assessment outcome were endorsed by the University's Senate.

Institutional Self-Evaluation in Brief
Based on the result and recommendations of the team of experts, alternatives were presented to the faculty and the university's Academic Commission (AC). Then, the AC evaluated the result and finally the senate approved the modification of the department from Animal Science to Animal Production and Health.
Internal quality audit is a vital activity to know drawbacks and achievements of any educational institution. As strategy, the Team has used Higher Education Relevance and Quality Agency (HERQA) Self Evaluation Document (SED) Preparation and Audit manuals as a base line for the document preparation. Term of Reference (TOR) and Document Preparation plan were developed by the team as guidelines for internal quality audit of the University. Then, emphasis was placed on the ten (10) focus areas identified by HERQA and developed to gather the data from University Community that basically involve the Academic, Administration Staffs and Students.

Methodology
For data collection and analysis both qualitative and quantitative methods were employed and various techniques such as questionnaire survey, semi-structured interview, Focus Group Discussion (FGD), secondary document review and analysis and observations were carried out as data collection tool.
The audit team used three types of questionnaires designed and filled by students, Instructors and administrative support staffs of GmU. Interviews were carried out with top and key management personnel to gather their opinions and reflections on the University self-performance for the past

Sample Size and Sampling Techniques
To collect comprehensive data and opinion from university community, the team preferred purposive sampling technique that targeted the students, instructors and administrative support staffs that was randomly selected with consideration on ability and capacity of filling questioners.
Regarding the sample size, the team selected a total of 100 students, 45 instructors and 75 administrative support staffs 2 . Questionnaires distribution was stratified along the total number of students in respective of the level of their academic year. For instance, from second and third year, sample proportional to the total number of the student enrolled in each department was considered taking their duration of stay in the campus as resources that empower them a confident and knowledge to give a fruitful responses and inputs. Group discussion was designed to compose 45 Academic and Administration staffs; however, 35 personnel participated in the panel. The panel were also further divided into three sub-groups to maximize the participation and finally brought in to final session to reflect their respective group discussions in general panel. Fifteen top and middle level management personnel were also separately interviewed.

Data Analysis Method
Data analysis involved both qualitative and quantitative techniques and questionnaires were administered with SPSS IBM v20 software. Group discussions and interviews were transcribed, consolidated and narrated into each focus areas that are the main part of the assessment. Various secondary documents, reports, Brouchers, etc. were collected and analyzed to capture the historical and brief of the institutional process and setup. 2From 1st, 2nd -3rd year regular students and from weekend BSc and PG students and also

The Evaluation of Quality and Relevance
Quality and relevance assessment is a litmus test for institutional self-audit to identify achievements, challenges, good practice and possible improvements. As per the ten focus areas identified by HERQA, the following sections will analyze the assessment outcomes from various university communities. The mission of Gambella university which is analyzed from different documents presented as follows:-'providing quality education and training to address the community need through innovation, problem-solving research engagement, and enhancing conducive working environment to produce trained and competent citizens' (Magazine of Gambella University and the Region, 2015: 9). In the other source, the mission was described as 'providing quality education and training to address the community need through innovation, research engagement, and enhancing conducive working environment so as to produce trained and competitive citizen' (University's Billboard, 2016). On the other hand (Strategic Plan, 2015: 17), outlined that the mission of the University as 'intensely committed to provide high quality academic and training to produce competent and ethical citizens and enhance modern technology and problem-solving researchers that contribute to the region and country development'.

Vision, Mission and Goals
Gambella University is established of seventeen sets of goals that are run through four pillarsnamely Education Relevance and Quality, Research and Technology Transfer, Community Services and Partnership, and Operational and Administrative Excellence. These include; (1) increase competent graduates, (2) increase customers satisfaction, (3) increase revenue generation, (4) improve budget utilization, (5) strengthen and enhance educational equity and accessibility, (6) enhance academic quality and relevance, (7) develop relevant and qualify staffs, (8) improve technological infrastructure, (9) improve resources utilization and assets management, (9) enhance technology package development and linkages with industry, (10) improve community and stakeholders partnership, (11) diversify and improve programs or services, (12) improve working environment and organizational culture, (13) improve knowledge, skills, motivation, and professional ethics of the staffs, and (15) improve necessary infrastructures and facilities (Source: Gambella University Web page). In other version, the strategic initiatives or goals are set to be twelve that includes (1) increase satisfaction of customers, (2) increase service beneficiaries or users, (3) increase internal revenue, (4) improve resources utilization and assets management, (5) enhance academic quality and relevance, (6) strengthen and enhance educational equity and accessibility, (7) enhance technology package development and linkages with industries, (8) improve community and stakeholders partnership, (9) diversify and improve programs or services, (10) improve working environment and organizational culture, (11) improve knowledge, skills, motivation and professional ethics of the staffs, and (12) to improve necessary infrastructure and facility. 4 From the sixty four respondents' of administration and academics staffs, the survey indicates that 92.2% are aware of the existing documented statement of vision, mission, and goals, while 4.7% are not aware and 3.1% are uncertain. However, it is noted from questionnaires that only few of them were able to describe the vision, mission, and goals in written form. 84.4% of respondents stated that the current vision, mission, and goals meet the need of national and stakeholders. Around 89.1% have confirm that the existing Strategic Plan can help the University to achieves its plan, vision, missions, and goals.
Currently, the university has seventeen operational objectives under four pillars. 5 To create a better holistic understanding among the university community, many awareness creations were done, however, the Audit Team observed lack of uniformity on the mission, vision, goals, and values of the Gambella University. For instance, the University Website, Billboards, and Brouchers have indicated some inconsistence.

Governance and Management System/Leadership
As it's clearly stated under the Higher Education Proclamation No. 650/2009 article 43(1), the Gambella University governing and advisory bodies is structured in a kind that include (a) the board, (b) president, (c) senate, (d) managing council, (d) university council and (e) academic unit council respectively. Based on article 44 of the Proclamation, "the board of a public institution shall be the supreme governing body of the institution". This implies that GmU's supreme governing body is the board of the University. Under the supervision of the board the President is assigned as Chief Executive Officer (CEO) that mandated the execution of day-to-day activities of the University according to article 53. Currently, the University is organized of two Vice Presidents, and ten Directorates that are directly accountable to the President. The Vice Presidents are in charge of the Academic and Administration. The Academic Vice President is structured with six directorates and five deans while the Administration vice president consists of four directorates. The organizational structure is sketched to function with 1,369 staffs 6 .
The primary source of job description of the top level management bodies (i.e. Presidents, Senate, Council, etc) are clearly delineated under proclamation No 650/2009 in part three section1 (article 42 -58). The university's legislation noticeably outline the academic staffs roles and responsibilities while supporting staffs has been adopted in different guidelines and directives that entails job descriptions, placements and levels from ministry of civil service. Human Resource Directorate of the university is mandated to inform every employee about their duties and responsibilities as per the above documents and Deans and Faculty heads are responsible for staffs in the Academic wings.
Regarding the planning and decision making processes, the university has adopted various mechanisms and plate forms that involve Senate, Management, and councils meetings and assemblies that ensure participation of various internal organs including the student council to represent the students' voices. Based on the directives adopted from the higher education proclamation No. 650/2009 article 37/1 (h), (i), and the Gambella University legislation article 8 (5.13) also dictated the participation of various representativesteachers, students and administration staffs in decision making to ensure transparency. Final documents (i.e. legislation, strategic plan, fiscal plan, etc) are passed through institutional evaluations that are approved by consensus.
In regards to incorporation of student's representative and their views or opinion in decision making on the behalf of the university, one of the interviewee narrated that; The students are supposed to express their voice through council which has actually been established but they are not active as expected. Senate legislation also requires or dictates that the students' voices should be represent. In the Council, their representatives are always invite to participate in the decision making process and was expected to come up with agenda. They are also invited to take part in student disciplinary committee but are not taking active roles.
Survey also indicated that 78.1% of the respondents believed that the University has functional governing bodies and 68.8% stated that Gambella University has appropriate and effectives governance and organizational structure which can allow the University to achieve its aspired vision, mission, and goals. 71.9% of the respondents explain that they are aware of their job description, responsibilities and roles.
The University communicates its comprehensive plans, reports and decisions for all members of the community through meetings and notices. Regarding new and adopted guidelines and policies are communicated through official letters and notices. 62.5% of the employee involved in the survey confirmed that they are aware of how decisions are made in the University. However, 45.3% witnessed the representation of staffs and students in decision making process while 40.6% do not.
In general, the above mentioned organizational structure is adopted in a believe that its in line with the existing institutional vision, mission, goals and current institutional carrier structure or size.

Infrastructure and Learning Resources
The university commenced its tasks on already existing build academic institution. In the last two years, the University has built additional blocks for dormitories, class rooms, etc. and there are also ongoing constructions. To investigate the existing of adequate infrastructures and facilities in the University, the Audit teams have developed questionnaires and conducted interviews on three prospective.    • SF -T stands for Sanitation facilities e.g. Toilet • CMF stands for Clinic or medical facilities • WS&F stands for Water supply& facilities, and • SO&RF stands for Student organizations and recreational facilities e.g. Tennis, sport fields, etc. • Transport S. stands for Transport Service • S& Safety stands for Security& safety   and 15). Others like Offices, Dining halls, Furniture, Sanitation facilities, Clinic/medical facilities, Cafeteria, Sport field, Water supply& facilities, Student organizations and Recreational facilities, Store, Transport service Safety and security got either low or poor remarks from our respondents in terms there accessibility, utilization and quality (see table 11,13 and 15). The average Classstudent ratio is calculated to be around 1:39 which talk that the university is closer to the national standard requirement ratio in comparison.
The overall response obtained indicates that both learning resources and educational facilities such as Library, Computer center with appropriate software and hardware, audio-visual, Internet service, Laboratories, Workshops, Auditorium, Demonstration Farms/Plant, Counseling services, Remedial courses, Course materials , Tutorials and Financial support got either low or poor remarks in rating.
Observation of facilities like classrooms, library, laboratory, cafeteria and clinic tells various prospects. For examples, classrooms lack necessary ventilation and are subjected to sound pollution. They are not equipped with quality teaching boards, projectors, teaching aids, etc. however, there enough number of chairs in respective classes. In principle, the library is supposed to accommodate 25% of the total students which is currently amount to 506 and the library expert claims that the existing hall have a capacity of 500 at once but actual count indicates that only 263 of persons can be service at a time. There is no data available for books and reference books according to each department. It is observed that there is no qualify and sufficient manpower serving the library at the moment. The University has nine laboratory rooms and none of them have sufficient required facilities and materials but Soil, Animal, Computer, and GIS laboratories have better facilities as compare to others.
Clinic has better drug supplies with less sufficient laboratory re-agents or materials and equipment's like Microscope. There are no working manuals and procedures for professional reference and support. The Cafeteria is highly unhygienic with shortages of cooking supplies and well-connected water points.
Most students (71.2%), academic and administration staffs (60.9%) are dissatisfy on utilization of the University educational resources and facilities. Regarding resources and facilities maintenance and updating mechanisms, 68.8% and 62.5% of staffs and 59.3% and 40.7% of students are unsatisfied. 46.9% of the respondents believes that the budget allocated is enough and adequate to run their program. Paradoxically, 40.6% of respondents do not. The budget allocations against forecast in the last two years, 35.9% have rejected the matching relation and 34.4% commended the existence of matching. The employee discontent were basically claimed to link to decentralized use of budget utilization and lack of empowerment to the concerned work units as observed from the survey questionnaires, interviews and focus group discussions as well.
According to the department experts, there is no institutionalized mechanism for expenditure and budget forecast so far. In the current fiscal budget year request was benchmarked by adding 20 on past budget year for forecast. The total budget were allocated for academic (60), research (9), for community service (6), and administration (25). However, this have some problems in practices of implementation and utilization as there is usually unexpected and unplanned budget requisites and transfers from the management council and other work units from one budget code to another that creates inconsistence in budget plan.

Academic and Support Staffs
The University is basically administered by two components, the Academic and Administration lines of staffs. The Academics stream as total of 230 staffs (i.e. instructors, Graduates Assistants, technical assistant). For more details kindly refer to the below Tables.       As table indicates, the academic staffstudent ratio can be viewed or depicted in three dimensions. First, the total number of academic staffs including instructors, graduates, and technical assistants against total number of students is calculated that is about 1:9 meaning one (1) instructor to nine (9) students. Second, the total numbers of the academic staffs that are on duty is calculated excluding the numbers of staffs on study-leave, and technical assistant who are not involved in actual teaching roles which is designated as Actual Average Ratio has resulted into 1:13 (one (1) instructor to thirteen (13) students). The third dimension relates to the academic staffs' ratio of qualify staff which are supposed to involved in teaching roles as per national guidelines that excludes graduates assistant from instructors roles. In this regards, the average ratio resulted in 1:20 i.e. one (1) instructor to twenty (20) students. For general consideration, the average lecturerstudent standard ratio for all students (i.e. regular, summer, and weekend) is about 1:39.  As indicated from the above Table 23, the university Teaching staff qualification mix or ratio is 33:56:11 which below national standard (0:70:30) set by MoE.
So far, the universities legislation and academic staff recruitment guideline (which is adopted from Mettu University) are used as major academic staffs' appointment documents. In the case of staff promotion the university is supposed to employ Harmonized Academic Policy of Ethiopian Public Higher Education institutions (February 2013) and GmU's Legislation (May 2015) as guiding tools to grant staff promotions. However, no academic staff promotion has been made since its establishment. In the case of supporting staffs, the appointment and promotion is consistent with federal ministry of civil service parameters.
In regard to staff appraisal system, higher officials, stakeholders, students, and colleagues are involved in evaluation process of the staffs. So far, the University has move to an inch by offering award and gifts to employees in both units. But there are claims that no proper and consistent staff appraisal system and evidence used. Records showed that, various training such as pedagogy induction, research methodology, BSC, Kaizen, etc and plans do exist for the institution.

Student Admission and Support Services
Various written policies and guidelines on student admission and support services do exist. Admission of newly student(s) can be through two meansnational harmonized policy set by Ministry of Education for regular program that is entailed under article 35(1),(2) and second is granted through Continuous and Distance Education Program (CDEP) that reveals that admission to all full time and part-time which is approved by Senate as provided in University Legislation article 63 and article 36 under harmonized policy. Survey shows that 81.4% of the students from all programs are aware of the university admission policies through mass media, brochures and notices by Registrar and CDEP Coordination Offices. Through Office of Registrar the data of new entrance are posted and disseminated to concerns departments and units' staffs for further documentation and actions and these attainment of entering students data are used to inform teaching.
Students' support services are provided by various concerned units or departments and different platforms are arranged for students' academic counseling. In the survey, it's noted that 50.8% and 40.7% of the students confirmed the availability of the counseling and their satisfaction on academic counseling service respectively. Around 78% of the students acknowledged the existence of formal mechanism for representative students' voice to be heard. However, only 25% of the students have rated the effectiveness of the system, 37% have valued less and 32% have marked the 'student view consideration' as poor.

Program Relevance and Curriculum
As previously discussed, Gambella University has institutionalized system for program approval, monitoring and review that are adopted from various sources. For instance, article 58 of University Legislation has entails how the "Program Development and Review" is enacted 10 . However, there is no much more activities done so far that would serve as evidence that system are used systematically and to evaluates its effectiveness. Most of the newly opened programs are solely adopted from national harmonized curriculums and no evidence of external input though the manual allows up to 20% deviation from national standard.
Besides curriculums aims and objectives, the statement of aims and objective in each programs are stipulated involving the inclusion of transferable skill. These are formulated or contextualized in way that response to institutional aspiration, regional demands and national needs. The newly enrolled students are oriented and aware of the aims and objectives of their program every year before they are registered.

Teaching, Learning and Assessment
From the survey taken, the instructors response on "agree" and 'strongly agree" scaled 55% and 65% respectively while it's obtained that 71.2% of the students believes that courses are well structured to achieve the learning outcomes (meaning, there was a good balance of lectures, tutorials, practical etc.), and 80% are satisfied with the learning and teaching methods that encouraged participation.
On student view, 69.5% of the respondents marked that the teacher creates a safe and pleasant learning environment while 88.1% believed that the instructors used teaching methods (i.e. discussion, lecture, demonstration, etc.) that enhances learning in line with Instructors response that scored 83.3% and 85% accordingly. Regarding the Instructors appropriate and effective use of innovative technology, 50.9% agree and strongly agreed but only 31.1% of student respondents appreciated the existence of appropriate resources for practical education such as laboratory rooms while instructors indicate 50% and 25% on similar trends. However, the instructors and students response on the employment of variety and appropriate teaching-learning methods in the classes closely maintained positive outcomes at 80% and 77.9% respectively.
71.2% of the responded students feel welcome when seeking help or academic advice in or outside of class and 66.1% confirmed that Instructors are adequately accessible to students during office hours or after class meanwhile the instructor assessment result has come 85% and 79% accordingly. Close to half (50.9%) assured that Instructors often employ the implementation of theory into practice and contrast their implications, 69.4% presented the background or origin of ideas /concepts and their applicability in class, and 59.3% of the respondents informed that teaching enhanced their critical thinking and skills of scientific investigation. On similar issues, 57.9% of the instructors designated that theory is link to practices while they scored 89.5% on concepts applicability and approaches that enhance students' critical thinking and skills of scientific investigation. Around 59% respondents informed that Instructors provides scientific information that allows them to gain a better and deeper understanding of the subject matter and the same figures response that the course integrates theoretical course concepts with real-world applications, a survey questions that instructors have comparatively scaled with 85% and 79%. Pertaining to grading continuous assessment, instructors marked higher score of 89.1% and 94% while 79% of the respondents of students are found aware of the grading system of Gambella University and 84.8% testified the Instructors use different methods of continuous assessments and final exams that matched with their course and program objectives. On the relevant and fair process of continuous assessment and final exam marking and grading procedures, 84.8% of the survey data and 59.4% of the respondents witnessed that there is problem solving procedures in department(s) and have got the opportunity to discuss the academic challenges with instructors. On this regards, instructors marked their satisfaction with 84.2 and 63.1% respectively. Finally, survey indicates that 74.4% of the students also bear out that their respective departments or instructors have informed or oriented them about appeal procedures while instructor confirmed their commitment in offering the task by 72.2%.
In general, questionnaires used to assess and evaluate the teaching, learning, and assessment of the institution, on average 67.7% of the students' respondents had positively either 'agree' or 'strongly agree' on the subject that show the positive step toward the University performance of this particular focus area.
In the interviews, it's confirmed that comprehensive evaluation tools are in place to evaluate teaching learning approach that involves first day first class, absenteeism, etc evaluation. Daily follow up are also made or conducted based on received complaints from students or from other sources. However, continuous assessment is a science by itself students, teachers and deans are aware and encouraged to do so. But there is no enough effort made to install the ownership in all parties.

Student Progression and Graduates Outcomes
Majority of students enrolled make good progress in their courses and most of the Graduates have managed to complete their programs effectively. However, a limited attrition rate is observed that is basically classified under four reasons: un-registered disappearance and absents; transfer cases to other universities; health related withdrawal; and academic dismissal cases besides unexpected disciplinary cases. Registrar Office data confirmed that the attrition figure is declining from time to time due to various remedial actions taken. Such remedial actions involve the tutorials classes that reduced the attrition that are related to academic dismissals. Transfers cases are also being filtered from cases to cases and from 150 request of transfer last year only 20 of them were allowed to get transfer. Moreover, in the 2015/16 academic year more than 100 and this year (2016/17) around 60 have not shown up for registration. But academic dismissal is low and they are supported in various ways that do not undermine the quality of the education. Readmission is also alternative or option to students who have shown low performance in their academic grades. For instance, in 2015/16, around twelve (12) students were readmitted and no much about drop out data nor established system to trace the Graduate students.  Gambella University has no comprehensive data pool (rate of employment of graduate) regarding the graduates' destination and no role played to maximize job opportunity to the graduate so far. Two batches comprising of 415 students have been graduated.
Gambella University has not yet established any linkage with potential employers of its graduates but has built good networks with potential partners such as fellow Universities, Regional Disaster and Risk Management, and Office of Wildlife and Ecotourism, etc. As Gambella University is at infancy stage, it has not ever conducted a survey on the graduates work performance from their respective employer organization and there is no strong system established for foreign institutions networking and partnership.

Research and Outreach Activities
There is little progress on institutional affiliation with local, international academic institutions and industries to strengthen mutual benefit in regard to research, education and outreach activities. According to interview results, some degree of relationship is being cemented with bodies such as Regional Bureau of Agriculture, Agricultural Research Center, Office for Wildlife, etc. but the University need to go further to ensure effective Memorandum of Understanding (MoU) to pursue its operationalization with various stakeholders.
In the survey, the respondent's evaluation on frequency of workshops and seminars was 54.7%, and level of the staff involvement as organizers composed of 54.7%. The involvement of respondents as participants was 56.3% while relevance of research outputs and its problem-solving nature sum up from 'good' to 'excellent' with 59.4 %. On other hand, students grade the frequency of seminars and workshops with 52.6% (majority scored good with 33.9% of the total), their involvement on average is 59.3%, while relevance of research outputs and problem-solving nature has scored 62.7% (mostly of which the respondents scoring very good with 30.5%).
Gambella University has been committed to offer outreach and community services to Commercial Banks and Insurance companies particularly in area of recruitment of qualify staffs whereby the University liaised with beneficiaries on delivering the Exam to shortlisted candidates for final job selection. Training was given on concept and application of entrepreneurship to forty (40) disable persons from Gambella town in cooperation with Regional Labor and Social Affairs Agency. However, there is neither data available on research publications and/or would-be published works in the coming 12months nor numbers and nature of the academic institutions in partnerships with University. Various Internal quality assurance policy and guidelines that are adopted from Partner Universities are in place. However, these documents have remains on drafts and were disseminated for operationalization pending of the official approval of the Senate and concern organs. So far, there is no Program evaluation and action taken and there is no concrete future plan observed in the coming 12 months.

Internal Quality Assurance
From the survey, the existence of education relevance and quality assurance institutional policy is confirmed by 68.8% of the respondents from administration staffs and instructors. Students respondents who are aware of the existence of committees and individuals or focal person in each department that are responsible to ensure the internal quality of the education is about 50.8% in comparison to 73.4% of the instructors' responses. However, its functionality to the administration staffs and instructors was 51.6% (mostly 'good' rates 34.4%) while 55.9% of the students confirmed that the functionality of the system is good.
Concerned Officers in the Directorate, expressed the need to undertake overall institutional quality assurance and check-up. On this regards, the Office has been engaged in developing and adopting quality assurance tools and delivering it for the concerned academic units. Informal inspections have been done in collaboration with units to minimize academic quality related issues like teachers' absenteeism, etc. Beyond the aforementioned effort there was no systematical data collection undertaken other than this document.
Based on the respondents' feedback, "there was no significant action that can be mentioned as a good practice; however, the current commitment to investigate the existing performance, gaps and related challenges is one of best institutional initiative that brought the courage to finalize this Self-Evaluation Audit". As there was no institutional audit carried out since its establishment, good practice was not institutionally scrutinized for dissemination. But, the ongoing SED preparation comprises the hope for possible identification of the existing good practices in the next 12 months.

Cross-Cutting Issues
The ESDP V has stipulated the cross-cutting issues as one of the four priority action programs in which Higher Education Institution are expected to consider and incorporated into their mainstreamed tasks.

Gender Sensitivity
As commented by the top management team, Gambella University has taken measure to institutionalize and strengthen the gender offices, gender forums, girls' clubs and female student associations. This is enacted in two main stream that involves Female employee (in particular Instructors) empowerment to leadership position and female students support services. On this regards, procedural document like guidelines, Code of Conduct or manuals on gendermainstreaming and life skills training issues have been developed to action and noticeable initiatives to support female students' achievement through tutorial classes have also been conducted. To ensure the participatory empowerment, the University managed to recruit female graduates and send many of them to school for capacity building and grading by adopting active affirmative action's and support programs from other Universities. However, there is no strong Women Club established to develop their skills and leadership to be competent at managerial level and tutorial classes. Besides, academic support, the University has been providing financial and material supports for with low socio-economic status. 11

Student with Special Needs
Special Need Students support service was not strongly in plan in past two years, however, recent assessment indicates that the issues are getting attention in institutional programs and in areas of building construction as well. This emerged as a result of unexpected enrollment of one 'blind student' last year. The University provided materials, hiring assistant on teaching-learning activities, psychological counseling and providing suitable place in dormitory.

HIV/AIDS Counseling and Support
Base on recent directives from Ministry of Education, the University has streamlined the course into curriculum of all departments. It comprises, HIV/AIDS, Reproductive Health, Gender based-Violence, and Life skill that is effected this academic year in some of the academic departments. However, this will be fully adopted next year. Life skill development is on progress and training was given last year but full time Counselor is not yet assigned for counseling services.

Environmental Control
Besides regular teaching-learning activities, students and staffs are encouraged to engage themselves in co-curricular of environment activities. Environmental club is formed and plan to plant various seedling in the University campus. Effort are also undertaken to raise the public awareness on environmental education and protection and to promote essential linkage between the environment and development. There is also a plan from the university to engage students in improving the quality and resilience of local environment and to play its role in the management of natural resources to promote sustainable socio-economic development. However, the ownership and operationalization as so far been the major challenges though the region has potential resources.

Drug and Substance Abuse (DSA)
It's learned that Gambella University has taken an initiative and effort to create conducive learning environment that is free from DSA. Consultation is made with Town Municipality and Administration to closely work on activities to tackle the problems starting from community based awareness. Evening attendance and student's roll calls is to be enacted by Procter Unit in the dormitories. Cross-cutting issues are not a responsibility of one Directorate but a multi-sectoral fact that need integrated and coordination efforts among agencies. One of the top management organs in his conclusion remark suggested that '"All university community needs to take part sketching solutions and ownership starting from the top management and incorporate them into curricula as these are viral and unavoidable to quality education achievement and should be considered for implementation." Moreover, this conceptual tool will enable graduates to be acquainted with upcoming challenges in their life and future careers.

Good Practices
From the discussions with Higher Officials, it's learned that the administration was in havoc with the students at the start on various issues including shortage of clean water, poor cafeteria service, weather hardship for the students, etc. that use led into complaints and protest. However, the University makes a close tie with state Administration that enables them to address the students' demand. The multilateral integration and cooperation between the University and regional administration organs and stakeholders is one of the good practices that empower the University resilience to cope with majors challenges encountered especially in health and safety. For examples, the ad hoc provision of medical supplies and clean water by Regional Health Bureau and Water Development Bureau could be one of the few to be mention.
On other hand, being one of the recent established Universities in marginalize periphery combined with hard tropical climates, Gambella is prone to tropical diseases like malaria. Pertaining to these core challenges, the University has been in constant struggle to maintain peace and stability among its community that has been temporal and national threats to many fellow institutions. This task was ensured in close coordination and cooperation with regional administration and Gambella community by large. The University was committed to tackle challenges related to campus safety by managing social harmony among students and by creating mutual understanding among the students from diverse ethnic communities to maintain peace and harmony. This is vital to the smooth flow of the academic programs without any interruption throughout the past. It is also accredited with peaceful co-existence of the students that have been major sources of violent protest in many parts of the countries.
Above all, the students resilience characters to stood up in challenging situation in time has created an opportunity for leadership to look into internal challenges and turns them into positive hallmark for peaceful learning environment. And this was translated into admirable practice that its exposure has to be extended to others.
Home grown financial software's like FPCS and BCRRS are used as a tools to enhance the financial flow and budget control for the University.

Conclusion
The University is envisioned to be one of the Africa recognized academics and research centers by 2030 that aims to meet national and regional development needs. It has various policies documents concerning its vision, mission, and goal which most of university community seem to be aware of their existence. However, these documents lack consistency in contents and values. For example, it is observed that the Strategic Plan stipulated twelve goals while an annual plan has seventeen goals. In additions, the University mission is presented inconsistently in various published documents that proved it's incoherent. The University has functional governing organs and leadership that is regularly dealing with programs and day-to-day activities as proclaimed in various documents such as Senate Legislation and proclamation 650/2009. But the assessment shown that a significant numbers do not feel well presented in the decision making process that might links to lack of clear working structure and communication gaps on how decision are made.
Generally, there is a good trend on availability and provision of physical facilities such as classrooms, dormitories, and lecture halls that are observed to be in line with national standards that prove the good achievements made so far. HERQA standards classroomstudent ratio in Engineering, language, and medicine and computer is about 1:20 and Business and law 1:40. Meanwhile Gambella University stood to be about 1:39 on average. Despite these encouraged achievements, the University is however lacking much in provision of quality of learning resources and some facilities such as laboratories, workshop, sanitation facilities, etc. Survey data evidenced that the University is on tract in the areas of academic and support staff services. For instances, the instructor-student mix is promising in some department and on average as well apart from poor academic professional mixed whereby most of the lecture fall in ranges of second degree and most of the PhD holders are expatriates. The academic staff female ratio is low that need further consideration.
The students are well informed on admissions but significant number of the respondents still protested their dissatisfaction on support and counseling services. The University has made exceled effort to ensure the program relevancy and quality education. But it noted that the policy documents and guidelines that are disseminated for the realization of this goal are not yet officially approved by the concerned bodies that questioned their authenticity. So far not many activities have been commenced in curriculum review and almost all programs are pursue based on national harmonized curriculum.
It is learned that ranges of teaching methods are being used to enhance the cognitive, affective and psycho-motor domain. Though class theoretical and concept presentation, continuous assessment, and grading system are appraised, the practical educations is questioned due to lack of related facilities like laboratories chemical, workshops and demonstration farms hardware's.
Concerning the students' progression and graduate's outcomes, good progress is observed on admission and completion rates. There are four basic factors that attribute to the attrition. These include unregistered disappearance and absents, transfer to other Universities, health related withdrawal, and academic dismissal. The University has drawn various mechanisms to address the problems which have shown the significant decline of dropout. However, the University has no any system that helps to trace the neither graduates students nor formal links with employers.
The University extended its partnership to fellow universities and other organizations that involve locals and international institutions as well, but more is still to be done to strengthen the linkages on research and community services. Survey indicates that many of the respondents are aware of the existence of the institutionalized bodies, policies and guidelines for internal quality assurance. Almost half of the survey population has doubted the functionality of the existing system which could serve as the basic indicator for further steps in improvement of our stand to ensure the educational quality.
Regarding cross cutting issues that is known to play paramount role on the future development of the institution, it's learned that a lot are still to be done especially on gender sensitivity, student with special needs, HIV/AIDS and Reproductive health, and environmental issues not only in awareness creation but also and creating more opportunities in inclusive education in all aspect. More emphasizes is required on female students and staffs leadership empowerment and creating the drug free community in and around the University.

Plan for Enhancement of Processes and Practices
Considering its life span, Gambella University has made a good progress in the past two years and it could be appraised on the steps it took to attain its goals. Pertaining to this, the following recommendations are the major issues identified to address the existing challenges and operational gaps that need to be considered for improvement.
• The University needs to revisit its vision, mission, and goals as they lacks uniformity content and understandings in official documents and outlet such as Strategic Plan, Annual Plan, Newsletter, etc. • With the exception of classrooms, dormitories, and lecture halls, the University has to fulfill its gaps in the provision of learning resources and infrastructure that are crucial and pivotal role for the institution future development. • Classrooms, library, dormitories, laboratories, offices etc. ventilations has to be improved as they are not well designed to suit the weather situation in Gambella context to create a conducive teaching-learning and working environment. In additions, regular and timely maintenance, sustainable water supply and cleaning of the premises need to be considered. The Gambella University needs to upgrade its system of resources utilization, maintenance, updating mechanism using modern approaches like Kaizen. • The university should emphasize provision of necessary facilities and supplies for practical educationworkshops and laboratories need to equip with necessary materials and supplies. Besides, the University in its strategic plan has projected the enrollment to grow in exponential rate. It is therefore necessary to plan for infrastructures and facilities sustainable improvement and development in advance to contain the increasing enrollment rates. • More recreational centers such basketball court, football field, cafeteria or lounge, etc. are required for both staffs and students to create healthy and friendly community to create a pleasant working environment. • The university needs to constantly engage on assessment of curriculum review to ensure up-to-datedness of each program to be enable to revise and contextualized aims and objectives programs timely. • The University needs to address the standards gaps in teaching staff professional mix ratios (0:70:30) and instructor-student ratio gaps that is observed in some faculties to improve its effort to attain the educational quality assurance. Moreover, staff retention policies need to be also placed to tackle possible brain drain. • Research and community service need to be well organized to meet the need for timely problem-solving research and improved funding release procedures. • The university has to advance its ICT infrastructure and sketch the system of communication to create the communication platforms with the graduates students and potential stakeholders via social media, Alumina, etc. • The student council role is very important to ensure the participation of students in planning and decision making process. It's therefore needed to be strengthened and fully empower to engage in relevant institutional platforms. Parallel, alternative mechanisms and inclusive channels of communication are needed for staffs' members on how decisions are made by the management. • The University needs to decentralize its financial planning and allocations of budget; and empower the work units in decision making, uses, and expenditure control of their respective budget besides applying appropriate budget formulation. • Many university manuals, policies, guidelines, etc. produced and/or adopted for internal uses and functions need to be approved, labeled and legalized for publication and disseminated to users by the concerned bodies. • The University needs to promote and disseminate its base practices for other fellow institutions and stakeholders.