Draft 1
FACULTY OF AGRICULTURE MAKERERE UNIVERSITY
REPOSITIONING FACULTY OF AGRICULTURE TO MEET
EMERGING DEVELOPMENT CHALLENGES.
Faculty of Agriculture Ten-Year
Strategic Plan 2007-2018
July 2007
FACULTY OF AGRICULTURE MAKERERE UNIVERSITY, P.O. BOX 7062, KAMPALA, UGANDA
1.0
BACKGROUND
1.1 State of Agriculture in a National context
Agriculture in a broad sense means the management and utilisation of natural resources
to produce food, drink, fibre, wood and other products. By this definition, the agricultural
sector takes into account the production and utilisation of crops, animals, fish and forest
products. Agriculture is and will for the foreseeable future continue to be the main source
of livelihood for the large majority of the population. It accounts for about 40% of the
Gross Domestic Product (GDP) and employs over 80% of the population especially those
in the rural areas. Thus investing in growth of the agricultural sector is likely to improve
the lives of the majority of the population and hence an entry point to poverty eradication.
Poverty Eradication Action Plan (PEAP) (2005)1 emphasizes agricultural modernisation
and the pathway to poverty eradication. The Plan for Modernisation of Agriculture
(PMA) provides the framework for the agricultural sector development.
The African Union New Partnership for Africa’s Development (AU-NEPAD) sees
improvement of agricultural as the heart of improved economic development and growth
and poverty eradication. AU-NEPAD advocates for a 6% growth of the agricultural
sector per year if economic growth is to be sustained in most African economies. In this
respect, a Comprehensive Africa Agricultural Development Programme (CAADP) has
been formulated to guide investment in the agricultural sector. Of specific importance is
the CAADP pillar number four that focuses on enhancing agricultural research,
technology dissemination and adoption in Africa.
The Framework for Africa’s Agricultural Productivity (FAAP) enhancement has been
developed to guide implementation of CAADP. FAAP has three important elements that
provide guidelines for the continents Agricultural R&D agenda with serious implications
for universities:
1. Addressing agriculture education and training by stimulating implementation of
knowledge-driven economic growth strategies and poverty reduction
2. Strengthening structures and delivery mechanisms for various advisory services
to farming communities and agricultural sub-sector
3.
Revitalizing and strengthening research and innovation system to deliver timely
and relevant technologies and knowledge packages to sustain natural resource
use, productivity and livelihoods.
Meeting the multi-level targets i.e., local targets as stipulated in Vision 2020 and PMA;
regional targets as stipulated in CAADP and other international commitments such as the
Millennium Development Goals (MDGs) will to a large extent depend on availability of
competent human resource to generate new knowledge and technologies and disseminate
them to be used by farmers. This poses a huge challenge for universities which have a
triple mandate of human resource development, research and outreach. Indeed pillar five
of the PEAP specifically emphasizes the importance of human resource development in
poverty eradication.
1
Poverty Eradication Action Plan. 2005. Ministry of Finance Planning and Economic Development. The
Uganda’s Poverty Reduction Strategy Paper (PRSP) compliant development Blueprint
This strategic plan of the Faculty of Agriculture takes recognition of the above
commitments and aims to refocus the training, research and development agenda to
address issues such as:
1. Developing relevant human resources in an efficient and effective manner to meet
the changing national and international demands
2. Realigning agricultural training and research to development needs in view of:

Principles of subsidiarity that aim at ensuring effective use and delivery of
services. This includes among others responding to the Government of
Uganda’s local government decentralisation policy or the University planned
development of constituent Colleges.

Increased focus on the use of pluralistic develop strategies to ensure multi –
partner/stakeholder participation in the design, and execution of development
processes. Examples include at national level Plan for modernization- A
framework for modernising agricultural production in Uganda, the National
Agricultural Advisory Services (NAADs), and National Agricultural Research
Systems (NARS).

Regionalisation/Globalisation- Positioning to retain, attract and impact on
development processes.
1.2 History and Profile of the Faculty of Agriculture (FA)
History of the Faculty of Agriculture at Makerere University dates as far back as 1924
when a technical school was established on Makerere Hill to offer intermediate education
in lead subjects of Agriculture, Medicine Education and veterinary sciences. At the time,
a certificate in Agriculture was awarded after three years of training. In 1936 the
certificate course was upgraded to Diploma in Agriculture and strengthened with basic
science subjects, extending the duration from three to five years. When Makerere
establishing a special relationship with the University of London in 1948, Professor
Fergus Wilson was recruited as the first Dean of the college of Agriculture at Makerere
(then a constituent college of London University). Wilson is well known for construction
of the present Faculty building on the main campus (1957) and the training /research
infrastructure at Kabanyolo University Farm (now MUARIK).
First degree intake in 1958 comprised of 9 students who completed their 3-year BSc.
Agriculture in 1961. From 1961 the college expanded from a single Department of
Agriculture to three departments namely:
1. Department of Agriculture taking care of Agriculture, Crop husbandry, Animal
husbandry, Agricultural Engineering, Agricultural Economics and the University
Farm.
2. Department of Agricultural Biology taking care of Agricultural Botany and
Agricultural Zoology.
3. Department of Agricultural Chemistry taking care of Agricultural Chemistry
and Soil Science.
In 1967 the number of departments expanded from three to five; namely; Crop Science,
Animal Science, Agricultural Engineering, Agricultural Chemistry and Agricultural
Economics. In 1971, a sixth department of Forestry was added which later became a
separate Faculty in 1998. Today, the Faculty of Agriculture comprises of seven
departments, Makerere University Agricultural Research Institute – Kabanyolo
(MUARIK) and the Continuing Agricultural Education Centre (CAEC). The departments
are: Animal Science, Agricultural Economics and Agribusiness, Agricultural
Engineering, Agricultural Extension/Education, Crop Science, Food Science and
Technology and Soil Science.
The Faculty offers seven undergraduate programmes:
(i)
BSc. Agriculture with five options: Animal Science, Agricultural Economics,
Agricultural Extension and Education, Crop Science and Soil Science.
(ii)
BSc. Agricultural Engineering
(iii)
BSc. Food Science and Technology
(iv)
B.Sc Land Use and Management
(v)
Bachelor of Agricultural Extension Education
(vi)
Bachelor of Agribusiness Management
(vii)
B.Sc. Horticulture
Each of the departments also offers Masters and PhD programmes.
1.3 Recent Achievements over the last 10 years (1996- 2006)
Creation of the Faculty of Forestry and Nature Conservation. With funding from
NORAD, a building was constructed to house the Department of Forestry which later
transformed into the present Faculty of Forestry and Nature Conservation.
New Academic Programmes. In responding to the changing demands for professionals
to champion national development, the Faculty of Agriculture initiated new
undergraduate programmes. The programmes initiated in this period include: Bachelor of
Agricultural Extension/Education (BAEE); Bachelor of Agribusiness Management;
Bachelor of Land Use management (BLUM) and Bachelor of Science in Horticulture
Specialized Masters Programmes. The Faculty of Agriculture moved from a general
MSc. Agriculture to specialized Masters programmes to enhance professionalism in the
specific disciplines. The present Masters programme are:

MSc in Crop Science, Animal Science, Agricultural Economics, Agricultural
Extension and Education.

Master in Agribusiness
Regional training programmes. In collaboration with other universities in the Eastern
and Southern Africa and elsewhere, the Faculty of Agriculture is participating in the
implementation of several regional graduate training programmes namely;

The Regional Masters in Agricultural and Applied Economics

PhD in Plant breeding and Biotechnology

Master of Science in Plant Breeding and Biotechnology

Master of Science in Research Methodology

PhD level training with USA Universities under HEPAD

Sandwich PhD training programmes with BIO-EARN
Establishment of MUARIK and Engagement in Research for Development. To
enhance its research and outreach arms, the former University Farm at Kabanyolo was
upgraded to a fully fledged research institute, MUARIK and CAEC was established.
Most recently, MUARIK has been expanded from 230 ha to a total of 260 ha of land.
Some of the research facilities at MUARIK have been rehabilitated with NORAD
funding. The Faculty of Agriculture continues to engage in research that addresses
national development needs. Both strategic and applied research are core elements of the
Faculty research but of recent, it has strengthened the applied research for development.
Examples of such undertakings include:

Development of soil science test kit for use by farming populations

Forum for African Agricultures sub-Saharan African Challenge programme Lake
Kivu Pilot learning site

Biotechnology, bio-policy and marker assisted plant breeding under the BIOEARN programme

Bio-safety Train- Funded aimed at building capacity and competencies for bio
safety

Several RUFORUM supported grants in plant breeding, crop protection, soil
science, biotechnology, agronomy, agricultural economics and agribusiness

USAID IPM CRSP supported programmes

NORAD funded Animal Science R4D projects

Sustainable use of solid waste in agriculture especially peri-urban farming
Establishment of CAEC. CAEC was established as a collaboration venture between the
Faculty and the National Agricultural Research Organisation under the World Bank
supported Agriculture Research and Training Programme (ARTP). CAEC is intended to
provide demand-driven non-academic training to farmers and agricultural professionals
and practitioners. It is the outreach arm that interfaces the Faculty and the community.
Construction of the Department of Food Science and Technology Building. With
NORAD funding, a new building to house the department of Food Science and
Technology has been constructed opposite the Faculty of Technology. The building
includes offices, laboratories, lecture rooms, conference and catering facilities and a pilot
food processing plant.
Retooling of academic staff impact-oriented training, research and consultancy.
Universities are now being challenged for their relevance to national development – their
impact is not visible. The Faculty has been proactive in addressing these challenges by
initiating a programme for retooling its staff to respond to emerging research, training
and development challenges. With support from the Rockefeller Foundation and
RUFORUM, the Faculty championed a Personal Mastery/Soft Skills (PM/SS) pilot
training that brought on board other Faculties namely Faculty of Veterinary Medicine,
Forestry and Nature Conservation, Social Sciences, School of Education and other units
such as the Human Resource Directorate and CAEC. The PM/SS programme has had
impact in changing mindsets of lecturers and building competences in interactive learning
approaches, impact oriented research and consultancy.
The above initiatives indicate the dynamism of the Faculty and activeness in looking for
and creating opportunities even among challenges. The Faculty wishes to
enhance/strengthen these initiatives and seek to increase its contributions to achievement
of the PEAP and other regional commitments such as the AU-NEPAD’s Comprehensive
Africa Agriculture Development Programme (CAADP).
2.0
2.1
CONTEXT OF STRATEGIC PLANNING
Development trends and issues that informed the strategic
planning
The Faculty of Agriculture strategic planning was situated within the global, regional and
local development trends to which it is meant to contribute and/or influence. These trends
and issues are outlined here:
1. Trade: Africa’s share of in global trade is only 2% of world trade with African
countries accounting for

Export of primary commodities

Manufacturing sector accounting for 28 % of African exports less than 1
% of world manufacturing exports

Trade is becoming more skills and knowledge intensive

African service exports account for 10% of developing countries’ total
mainly tourism and transport as of 2004.

Strong focus of development of knowledge based economies

Liberalisation of trade and service delivery
2. Globalisation and regionalization. There is a general increased focus on
inevitable consequences of globalisation such

UNDP Millennium Development Goals, AU-NEPAD development goals

Regionalization of several development activities such as the African Peer
Review Mechanism (APRM) initiated by AU-NEPAD

Initiatives towards creation of the East African Community (EAC)
3. Growth of ICT. Expanded and inevitable use of ICT in the global economy
4. Pluralism focus. There is increased focus on pluralistic approaches such as

Integrated Agricultural research for Development (IAR4D)

Increased need for partnerships for impact orientation
5. Sustainable Environmental use. Sustained natural resource base use.

Concerns for environment natural resource management

More settlement in marginal lands

Increased land pressure and food insecurity
6. Increased role of Science and technology. Science and technology are
increasingly driving development such as biotechnology and natural resource
management
7. Equal opportunities and good governance

Gender mainstreaming

Increasing demand for Good governance
8. Alterations in Agriculture. Changes in the nature and structure of subsistence
agriculture

Reduced dependency on agriculture (overall GDPs)

Labour shortage especially in agriculture
9. Decreased public sector. Increased role of private sector with both multinational
corporations and local companies taking centre stage
2.2
The Strategic Planning Process
This Strategic Plan builds on the previous one (2000/1- 2004/5) and looks into a ten-year
future up to 2018. It is also guided by the broader Makerere University strategic thrusts of
Repositioning Makerere University to meet emerging development challenges. The
university based principles to which the FA strategic planning complied included:
Assuring realization of Makerere’s vision, mission and strategic goals; participatory and
consultative approaches; ensuring that all strategies developed are SMART; in building
key performance indicators for monitoring and evaluation; using competitive
benchmarking; consideration of organizational and programmatic restructuring of units;
in-build quality assurance mechanisms; showing linkage to outgoing strategic plan;
demonstrating strategic linkages with other units and the centre; guided by one university
vision but different missions for the units; including marketing plans for products and/or
outputs; and gender sensitivivity.
By design, the strategic planning process integrated stakeholder views and opinions to
avoid the “tunnel vision” that many organisations find themselves when they plan with
inward looking. Involvement of stakeholders also creates a platform for developing
partnerships, commitments and mutual accountability within a shared vision.
The strategic planning process took the following steps:
1. Strategic Planning Process Design Meeting: A meeting of the steering
committee comprising of the dean, some heads of departments, the workshop
facilitators and some key selected persons was held to design the process.
2. Consultative stakeholder workshop. A multi-stakeholder consultative workshop
was held with about 30 participants representing all units of the Faculty, related
faculties such as Forestry and Nature Conservation and Veterinary Medicine,
Planning and Development Department, NARO, Farmer Organisations, policy
makers, district local governments and private sector. The consultative workshop
generated the major elements presented in this strategic plan.
3. Faculty feed back meeting. A special faculty board was convened to share the
outcomes of the stakeholder workshop as a way of creating faculty-wide
ownership and get further input to improvement of the strategic plan. In addition
to accountability, this forum also served as a platform for consolidating and
generating consensus on key issues such as the Faculty mission and strategic
goals.
4. Drafting committee. A drafting committee comprising of seven people and
chaired by the Dean was entrusted to draft the strategic plan.
2.3
Challenges
The challenges presented here were synthesized collectively with a wide range of
stakeholders. Note that the challenges are phrased starting with “How to …” A challenge
in this case is not just a constraint or problem but a combination of the constraints and
opportunities. The challenges are discussed below without following any form of order.
How to re-orient training in the Faculty of Agriculture towards problem based
learning
There is a general criticism that graduates of the university are deficient of some key
competences necessary for effective delivery of services, particularly in an innovation
systems approach characterized by multi-stakeholder engagement in a dynamic and
complex environment. The tracer study commissioned by the Directorate of Planning and
more recent studies such as the scoping study on Strengthening Capacity for Agricultural
Research and Development in Africa (SCARDA) outline the competence deficiency gaps
which universities need to address in the training of agricultural professionals. These
include: hands-on experience in farming operations; skills for sourcing, managing and
integrating knowledge; communication skills; facilitation skills; entrepreneurship and
business skills; systemic thinking and linking different actors in the value chain; and
mobilisation and local organization development skills. It is noted that the curriculum is
not so deficient of practical skills but the nature of practical conducted don’t seem to be
relevant in dealing with real-life field based problems. It is therefore important that the
Faculty re-orients its training towards problem based learning to meet the needs of
employers and to enable the graduates effectively engage in agriculture-related
businesses as professionals. Strengthening university outreach through internships is one
avenue to enhance problem solving skills. In order to develop graduates for differentiated
employment market, it is prudent that the Faculty of Agriculture pursues a delineated
curriculum for agricultural scientists and practitioners.
How to strengthen and promote graduate training as strategic niche for the Faculty
of agriculture
Makerere University is no longer the only university in the country offering
undergraduate agricultural training programmes. Over four other universities now offer
undergraduate agriculture-related courses. To strengthen its position as a centre of
excellence in knowledge and technology generation, the Faculty of Agriculture needs to
focus more on graduate training as a niche. There is a comparative advantage in doing so,
given the calibre of staff, research and training infrastructure including MUARIK. By
strengthening and expanding graduate training, the Faculty will be able to engage more in
research and increase its productivity in terms of new knowledge and technologies that
enhance agricultural development. Consequently, this is likely to increase its visibility on
the scientific and development frontiers.
How to efficiently and effectively manage quality training with large student
enrolment
Overall, the demand for university education is increasing and the Faculty of agriculture
is widening options by developing new programmes as well as increasing intake on
existing programmes, but the infrastructure and staffing do not match the student
numbers. The situation will soon be exacerbated by the universal primary and secondary
education being pursued as government policy. While there is concern that students’
interest in the traditional BSc agriculture programme is reducing, the overall number of
students in the Faculty is increasing. This poses a big challenge for teaching amidst the
demand for more interactive and problem based learning which require intensive
engagement with students sometimes at the individual level. An option to cope with this
situation lies in the use of ICT in teaching and learning. Computer mediated learning
including e-learning are potential solutions but this requires associated skills as well as
ICT infrastructure. However, for the Faculty to turn out quality graduates, it must
consider a realistic intake that matches the available resources and infrastructure.
How to enhance impact of the Faculty of Agriculture training and research on the
community
A lot of research has been done by the Faculty of Agriculture through graduate training
and other research programmes but there is little to show for it in terms of impact at the
community level. Much of it remains inaccessible to community due to inadequate
dissemination approaches. The Faculty has the potential to influence visible impact
through engaging in more problem-oriented or demand-driven research targeting subregional and regional research agenda (CAADP); strengthening outreach programme
through CAEC; and adopting problem based learning which engage students in solving
real-life problems. In addition the capacity to publish and communicate with the
scientific and development communities needs strengthening.
How to develop functioning partnerships with the private sector for relevance and
resource mobilisation
Relevance of training and research in the Faculty of Agriculture is only possible with the
engagement of stakeholders who continuously challenge and support it to readjust its
programmes. African Universities in general have not been very good at developing and
managing partnerships especially with the private sector – which has the potential to
contribute resources for training and research. Following the Makerere University
initiative to link and partner with the private sector, the Faculty of Agriculture needs to
build on that to strengthen its own linkages with private sector including industrialists,
NGOs, farmer organisations, farmers and other training, research and development
agents. These partnerships have high potential to leverage resource mobilisation for
training, research and outreach but they have to be relevant for the partners. The
challenge is for the Faculty to engage with multiple stakeholders in innovation systems in
order to develop products that meet client needs and promote the image and visibility of
the Faculty both at the development and academic scenes.
How to develop and rationalize modern research and training infrastructure
Given the resource constraints, it is unthinkable that every unit within the Faculty can
afford the necessary equipment and infrastructure to for cutting edge Science and
technology. It is also recognised that the existing equipment and infrastructure could be
better utilised if its use is rationalised. The current system makes each department own
and control their research facilities, which often makes it difficult for other departments
to access such facilities. Because of this, several departments are striving to acquire
similar equipment which unnecessarily increases the research and training investment. A
central modern lab located at MUARIK for example would enable access and to all
available research facilities by both staff and students.
How to develop a visionary and result oriented management system to champion
innovations in the Faculty
Managers or leaders at all levels acquire those positions on the basis of their availability
or performance in specialty disciplines and not necessarily on their management
competence. The challenge is that when they get into management positions, they
perform tasks that have very little to do with their professional training and without any
orientation into the new tasks. While there is a belief that “leaders are borne and not
made”, leadership without understanding of some basic principles and practices is merely
a gamble. There is need to introduce a basic management training programme for the
current research managers/leaders at all levels and put in place a system for developing
and nurturing future leaders. This can best be done at university level but the Faculty
could make it a condition that all those who intend to stand for positions of leadership go
through such a programme. Some of the skills needed for managers/leaders include: basic
management skills (human resource and financial management skills), team building,
staff motivation and performance appraisals, strategic planning, participatory monitoring
and evaluation of programmes and projects, public relations, and lobbying and advocacy.
How to re-orient staff in new ways of facilitating learning and engaging in Research
for Development (R4D)
If the lecturers are to impart the skills being demanded among their graduates, they must
themselves have those skills. The participative development paradigm shift demands
lecturers to engage in R4D and that instill among students critical thinking, analytical
capacity, creativity, adaptability, and ability to transfer learning into practice among other
things. But a typical African university reproduces itself. It recruits from among its best
performing students (academically) and entrusts them to teach others without any training
in learning approaches. This calls for pragmatic action to retool the lecturers first. The
universities initiative to institutionalize pedagogy training for all university lecturers is
only part of the way forward but pedagogy alone is not enough. Pedagogy does not for
example open up people to think systemically and misses out on other qualities like team
building, personal development, etc. The Personal Mastery/Soft Skills (PMSS) approach
pioneered by the Faculty provides and excellent model of an integrated package to
transform learning, research, and consultancy for development impact. Change of
mindsets is a critical element in this transformation. The challenge is how to scale it up
for greater impact.
How to restructure, redefine and reposition the Faculty of Agriculture for
relevance, efficiency and effectiveness
To achieve these, the Faculty needs fundamental restructuring to allow disciplinary
integration in order to produce new products suited for the market. Pursuing the
transformation into a constituent college is the best opportunity to do that. However, this
requires protracted negotiations with related Faculties and departments with the view of a
merger to transform in a college. In this regard, it is necessary to consider developing
infrastructure at MUARIK, as the (or part of the) college campus. The college will allow
for merger of departments/units to create synergy, ensure efficiency in the utilisation of
resources, and effectiveness in implementation of programmes. Undertaking such
transformation presents opportunities for re-definition of the mission, goal, commitments
and activities of the new formation.
How to effectively market the faculty of agriculture to different clientele and the
general public
One of the major weaknesses of the Faculty is the inability to proactively market itself as
a credible service provider. It is important that the Faculty urgently develops a strategy to
market its products including its training programmes and portray itself as a credible
institution that has a lot to offer to different clientele. Career guidance in secondary
schools to create awareness of opportunities for its academic programmes among
potential entrants is one way marketing. But a more comprehensive strategy is needed to
market the Faculty to a wide range of clientele including the politicians/policy makers.
How to mobilize and effectively utilize resources for training, research and outreach
The persistent inadequate funding to the Faculty is unlikely to change in the near future.
The Faculty therefore needs to come up with strategies for fundraising to mobilise
resources for training, research and outputs. One avenue is via research – writing research
proposals that attract funding for research and post-graduate training. Here, MUARIK
and other existing infrastructure are huge resources to build on. MUARIK however,
needs serious rehabilitation to be attractive and to be able to supply products that clients
expect.
How to influence agricultural policy to support investment in agricultural training
and research
Whereas the Faculty contributes significantly to agricultural research, it does not get core
funding for investment in research largely because it happens to fall under the Ministry of
Education. The new NARS policy only provides a window of opportunity via
competitive funding. The Faculty serves a triple mandate; to conduct research, train
human resources for the agricultural sector and also do outreach. It is justifiable that the
Faculty benefits from core government funding for investment in these functions.
Bringing this to reality in turn requires lobbying and influencing policy makers. One way
of doing so is to engage in dialogue with policy makers but also to demonstrate the
potential benefits of doing so through policy research. The challenge is how to use policy
research as an entry point into the policy circles and to use those facts to influence policy.
3.0
VISION, MISSION, CORE VALUES AND NICHE
The Faculty of Agriculture is an organisation that is dedicated to capacity building in
agriculture in Uganda, Eastern and Southern African region. The Faculty of Agriculture
its Vision and Mission statements confirms its commitments to the national development
agenda as well as regional and global commitments such as the Millennium Development
Goals (MDGs), East African community and AU-NEPDA strategic development
programmes.
3.1
Vision
The Faculty of Agriculture adopts the Makerere University vision which is “To be a
leading institution of academic excellence and innovations in Africa”
3.2
Mission
The mission of the Faculty is “To advance agricultural development through
training, knowledge generation and service delivery in Uganda and the
region”
3.3
Core Values
The Faculty of Agriculture is committed to excellence in all its endeavours, and this will
feature prominently in its advocacy, partnership and capacity strengthening functions.
Achievement of the above vision and mission will be facilitated by the core values:

Commitment to the FA

Transparency and honesty/openness

Collective action/shared responsibility and teamwork

Ethical conduct/integrity

Accountability/timely delivery

Positive attitude towards change

Passion and loyalty to serve the FA

Confidence and believing in our abilities

Respect and trust in one another
3.4
The Faculty Niche
As stated earlier, there are several other universities in the country providing Bachelors level
agriculture training. While the Faculty will continue and possibly expand under-graduate
training in agricultural related fields, it wishes to strengthen its graduate training
programmes (Masters and PhD) to remain outstandingly competitive in the East and
Southern Africa region. The Faculty has a comparative advantage at graduate level training
given its experienced and high calibre staff, reputation built over the years, training and
research infrastructure including MUARIK and its networks and partnerships. In this way,
the Faculty will not only remain competitive but it will also add value to the training
provided by other universities. Specifically, the Faculty seeks to make impact in the
following result areas:
1. Development of innovative, adaptive and proactive human resources for
agriculture, agro-industry and rural development
2. Generation of knowledge and technologies for market led agrarian development
3. Providing policy related information, policy formation and implementation
4. Provision of technical services to communities
4.0
4.1
STRATEGIC GOALS, STRATEGIES AND OPERATIONAL
FRAMEWORK
Strategic Goals and Strategies
In addressing the challenges described above and in pursuing the vision, mission and
niche (stated above), the Faculty of Agriculture will pursue six strategic goals described
below. For each goal promising strategies are outlined.
1.
Restructure the Faculty of agriculture to harness resources, assure quality,
efficiency and effectiveness in training, research and development processes
The outcome of this goal is institutionalisation of systemic thinking and practice in
training research and outreach and to add value to existing programmes through
curriculum reform. Transformation into a constituent college is provides the
framework for mainstreaming inter-disciplinarity and multi-disciplinarity, create
synergies and avoid duplication. Adherence to the principle of subsidiarity in the
restructuring enhances effective and efficient resource use.
Strategies
 Transformation into a constituent college to rationalize resource use and
integrate disciplines for relevance. This strategy requires dialogue for consensus
with other related units in the university to pursue a common goal. Process design
and facilitation to manage diverse expectations are major success/failure factors.
 Decongest the lecture rooms using ICT and distance learning. Transforming
into a constituent college may also mean larger numbers of students arising from
the merger of units and/or new opportunities for students, which may worsen the
already bad situation. Computer mediated learning is a potential solution to cope
with the large number of students
 Increase staff to match increasing student numbers. The current staffing levels
are below the optimum for number of students. This tends to overload the staff
who spend most of their time teaching at the expense of research.
 Develop performance based reward system. Moving towards integrated and
problem based learning will in turn require incentives, facilities and quality
assurance mechanism for the new ways of engagements. In the case of
transformation into a constituent college, new curricula will have to be developed
and this has to be accompanied with new management instruments.
 Create fewer integrated units for efficiency and effectiveness. The new units
have to be broad and allow flexibility and adaptation of training, research and
outreach programmes to quickly respond to emerging challenges in society.
2.
Develop highly professional staff in adequate numbers for innovative and
adaptive training, research and practice
The competence of the professorial body to effectively engage in innovation
systems is still lacking. This goal aims to enhance the human resource capacity (in
terms of numbers and competence) to meet the anticipated contribution of the FA to
national development. New sets of competences will have to be developed among
lecturers and more staff will be needed to create a critical mass to champion
innovations in FA.
Strategies
 Strengthen management and leadership and staff competence. Designing
management training programmes to enhance performance of current leaders and
develop future leaders the university. The other staff also have to be retooled in
new ways of thinking, and facilitating learning. Retooling should aim at
developing new mindsets and innovation competences to broaden the worldviews
and practices in training, research and outreach. Systemic thinking, facilitation
skills, impact oriented research and consultancy and application of ICT are
essential skills to be integrated in the retooling programmes.
 Rationalise Human Resource use to match training, research and outreach
needs. The talent endowment varies from individual to individual. Many times,
the good teachers may not necessarily be good researchers and vice-versa. For
high performance/productivity, it is necessary to establish the competence profile
of the staff and selectively deploy them where they are best suited. The
deployment however, has to be based on shared responsibility, complementarity
and equitable sharing of sharing of workload.
3.
Develop and implement undergraduate, graduate and short courses
responding to stakeholder needs
Perhaps the source of criticism for inadequately prepared graduates is the generalist
type of programmes. For example, the BSc Agriculture is more oriented towards
training future scientists rather than practitioners and yet most of the graduates end
providing advisory services to farmers – a task for which they are ill-prepared.
There is need to go back to the fundamentals and ask the questions: Who are we
training for; what do they want the graduates to be able to do; what competences do
the students need to do what they are expected to; what content should be offered to
instil those competences; and how should the content be delivered and assessed?
Addressing these questions will lead to differentiated curricula for scientists and
practitioners at undergraduate, graduate and non-degree levels. Non-degree levels
include short refresher courses for professionals and targeted training for farmers
and other clients.
Strategies
 Undertake comprehensive curricula reform. Making FA training programmes
relevant to different market demands calls for total overhaul and redesign of
curricula. This has to be based on thorough tracer studies and with the
involvement of key stakeholders.
 Promote agricultural related subjects in secondary schools and lower levels
of education. It is important to interest potential entrants into agriculture related
programmes. There is concern that interest for students to take agriculture as a
course is rapidly declining and who take it, do so for the sake of getting a degree
but have no genuine interest in it. Declining interest in agriculture may be
indicative of the perceived opportunities that exist. More can be achieved by
government preferential support to agriculture, which requires lobbying policy
makers.
 Strengthen graduate training and research. As mentioned earlier, this is a
potential niche for FA. Quality and competitive graduate training programmes
aim at producing leaders in science and development. Strengthening graduate
training will further enhance productivity and quality of research outputs; raise
funds; and above all produce a pool of allies in leadership positions to lobby for
FA. Alongside graduate training, pursue basic and strategic research for new
discoveries. Basic research is a core mandate of the university – if it does not do
it, likely no one else would adequately do it. It is the foundation for new frontiers
of science and technology and for dealing with future (sometimes unanticipated)
problems.
 Operationalize CAEC as a demand driven and proactive service provider for
agricultural related professionals and practitioners. CAEC was precisely
created to provide non-degree demand-driven training programmes to a wide
range of clients; however, its operationalization has been problematic. The
infrastructure that exists at CAEC has not been put to optimum use due to lack of
seed money and staff to run the facility on a full-time basis.
4.
Design and deliver research products that are responsive to dynamic society
needs and to build basic scientific foundation
While FA needs to enhance impact of its research, it also needs to engage in basic
research that may not be targeted at solving immediate problems in order to build a
scientific foundation for new frontiers of science and technology. One of the core
functions of a university is generation of new knowledge. To be effective in
influencing development, FA needs to conduct demand-driven or needs-driven
research but it has to go beyond immediate problems and also do research for future
use. Basic research is a core function of universities and is the flagship of academic
freedom enjoyed by universities.
Strategies
 Undertake R4D as a development pathway. This implies a new form of
engagement (learning new ways of doing research) and purpose for research. The
purpose is to directly influence development and not just to get a research output
such as a publication or technology. This new purpose must be recognised in the
reward system otherwise there would be no incentive for doing so.
 Rehabilitate and operationalise MUARIK as an active research and outreach
arm of FA. MUARIK is a huge research facility which is currently under-utilised.
Much of the infrastructure has broken down due to poor maintenance or
mismanagement. Investment has to be made to revitalise it an active research
institute of the university. It is desirable that MUARIK becomes a role model of
cutting edge research and supplying research products and services to the public.
5.
Develop a communication strategy for advocacy, policy information and
visibility of Faculty of agriculture on the national and continental scale
The aim is to create awareness and market the Faculty as an institution that has a lot
to offer in the national development agenda. The communication strategy will come
up with relevant messages and information to different clients. Advocacy is a key
element to buy-in different stakeholders to support programmes and activities of the
Faculty. In addition to demonstrating the relevance of the Faculty in a development
context, policy information is also a strategy to influence policy makers to lobby
for increased government investment in the Faculty for sustainability.
Strategies
 Establish platforms to inter-face with the private sector and other
stakeholders as a mechanism for obtaining feedback and identifying emerging
issues that the Faculty needs to address. This strategy will ensure relevance of the
training, research and outreach programmes and at the same time solicit
stakeholder support. The platforms should also involve policy makers in FA
programmes and activities. Policy dialogues and information exchange are key
areas of intervention. The Faculty has the capacity to generate factual information
to guide policy formulation/review but this has to be packaged appropriately for
the policy makers. Policy makers also need regular exposure to and involvement
in various Faculty programmes and activities.
 Develop a communication strategy to market the faculty, its products and
services. The strategy seeks to use all forms of media and inter-personal
communication channels to reach out for the diverse audiences.
6.
Mobilize resources for sustainable implementation of innovative and impact
oriented training, research and development
All processes for reform to be relevant require resources. Operating in an
innovation system involving multiple stakeholders is not cheap either. Success of
the impact oriented training, research and outreach will to a great extent depend on
the available resources. This goal therefore aims at generating and mobilising
resources to sustain the interventions.
Strategies
 Develop mechanism for increasing internal generation of funds. Expand
income generation activities and put in place mechanisms for building a resource
base through for example setting up an endowment fund. Strengthening AgroTech as a reputable consultancy firm is one way of generating funds. Agro-Tech
is a private consultancy firm with the potential to generate substantial income and
enhance FA outreach. This needs to be strengthened in terms of management,
responsiveness and competitiveness in a liberalised environment
 Develop and implement a reward system that motivates staff to source funds
and resources for organisational performance. Those who put in extra efforts
to attract funds and other resources to the Faculty must realise the benefits of their
efforts, otherwise they quickly lose interest and morale. A reward system that
sustains motivation to fundraise and attract endowment to the Faculty is essential.
Faculty of Agriculture Strategic Plan 2007-2018
4.2
Implementation Framework
Strategic Goal
1
Restructure the
Faculty of
agriculture to
harness resources,
assure quality,
efficiency and
effectiveness in
training, research
and development
processes
Strategies
 Sensitisation of FA staff & stakeholders about the
transformation into a college.
 Consult and lobby related potential units for partnership for
college formation.
 Develop an agreed process and plan towards formation of
college.
Decongest training
facilities
 Re-tool course instructors in ICT and distance learning
methodologies
 Acquisition of necessary ICT and distance learning facilities
 Expansion of the training facilities
 Develop distance learning programmes
 Optimise use of CAEC facilities to support distance learning
 Lobby for decentralisation of distance learning programmes
 Develop staff performance assessment criteria at Faculty
level and lobby the University to review existing ones
 Develop a Faculty quality assurance mechanism that fits into the
University quality assurance policy and responds to external
examiners’ and independent assessors’’ reports
 Develop a transparent feedback mechanism that encourages
collective performance enhancement
 Conduct a functional audit (human resource and infrastructure)
of the existing units with view to rationalise resource use
 Reform curricula to fit the functions of the new units and to
match the changing demands
Develop performance
based reward system to
motivate and encourage
effectiveness
Create fewer integrated
units for efficiency and
effectiveness
2
Develop highly
professional staff
in adequate
numbers for
innovative and
Activities
Transformation into a
constituent college to
rationalize resource use
and integrate disciplines
for relevance
Strengthen management,
leadership and staff
competence
 Design a management skills enhancement programme for
leaders of Faculty units
 Lobby the Directorate of Human Resource to mainstream
leadership development in the university
 Retool staff in new ways of thinking and learning and teaching
KPI
 Inventory of existing human and
physical resources and potential
partners.
 Willingness and contribution of
partners in college formation
 Collectively agreed roadmap for
developing the college
 Virtual and distance learning/
training programmes
 Non-classroom based learning
activities
 Functional ICT infrastructure,
quality and coverage
 Motivation and penalty system for
staff and students functioning
 FA quality assurance system
mainstreamed into university QA
policy
 Mindsets that accommodate
constructive criticism
 Inventory of existing human and
physical resources in FA.
 Willingness and FA units to merge
 Collectively agreed roadmap for
restructuring the FA
 Strategy for curricula reform
developed
 Competence needs and training
programmes for leaders and
academic staff developed
 Rationalized staff deployment
according to competencies
adaptive training,
research and
practice
3
4
Develop and
implement
undergraduate,
graduate and
short courses
responding to
stakeholder needs
Design and deliver
research products
that are responsive
Rationalise Human
Resource use to match
training, research and
outreach needs
 Develop staff-competence portfolios for deployment where they
are best suited
 Assess current staffing requirements with respect to scope of
work and student numbers
 Develop a FA plan for staff recruitment, training and upgrading
to meet emerging challenges
 Review and develop comprehensive terms of reference for
existing and new positions
 Pursue a programme for extensive curricula reform involving
key stakeholders and utilising tracer study outcomes
 Integrate research for development in training
 Monitoring and evaluation
framework developed
 FA human resource development
plan developed
Promote agricultural
related subjects in
secondary schools and
lower levels of education
 Strengthen and upscale existing career guidance initiative of the
FA in secondary schools & university to increase interest in
Agriculture
 Lobby government to support targeted agricultural training
 Develop admissions criteria that favour applicants with
background and interest in agriculture
Strengthen graduate
training and research
 Reform the graduate training programmes, including a modular
structure to fit emerging challenges and attract students at
regional level
 Apply a rigorous selection process for student intake,
supervision and quality assurance
 Establish local and international networks for sandwich training
Operationalize CAEC as a
demand driven and
proactive service provider
for agricultural related
professionals and
practitioners
Undertake R4D as a
development pathway
 Develop and operationalise a business plan for CAEC
 Create and market tailor made & demand driven courses
 Create strategic linkages with other stakeholders
 FA curricula reform process
established
 Rationalised HR and infrastructure
to implement the new curricula in
place
 New admission requirements
developed and implemented
 Increased funding for FA training
programmes
 Increased number of candidates
applying for FA programmes as first
choice
 Regional Masters and PhD
programmes
 New/revised graduate programmes
 New admission requirements
developed and implemented
 Partnerships for implementation of
quality graduate programmes
 CAEC business plan in place
 Demand-led courses developed and
implemented
 Identify thematic research areas
 Develop and conduct multidisciplinary impact-oriented research
projects
 Realigned FA research agenda for
national development
 Partnerships for implementation of
Undertake comprehensive
curricula reform and
delivery
to dynamic society
needs and to build
basic scientific
foundation
Rehabilitate and
operationalise MUARIK
as an active research and
outreach arm of FA
 Establish platform for interaction with the stake holders
 Establish & equip infrastructure including technology and
business incubation centers
 Pursue basic and strategic research for new discoveries
 Carry out collaborative research with private sector
 Conduct a functional audit of MUARIK as a training research
facility
 Develop a fundraising strategy for research at MUARIK
 Strengthen partnerships with key stakeholders
 Establish positions and recruit research staff for MUARIK
5
Develop a
communication
strategy for
advocacy, policy
information and
visibility of
Faculty of
Agriculture
Establish platforms to
inter-face with the private
sector and other
stakeholders
Develop a communication
strategy to market the
faculty, its products and
services
 Set up a unit whose mandate will be to identify stakeholders for
collaborative engagement
 Involvement of policy makers in FA programmes and activities
 Conduct policy research
 Develop marketing and publicity materials (print and electronic
media)
 Establish linkages with public relations and other
communication channels
6
Mobilize resources
for sustainable
implementation of
innovative and
impact oriented
training, research
and development
Develop mechanism for
increasing internal
generation of funds
 Set-up a think tank for mobilising resources for training,
research and outreach
 Engage in production of saleable goods and services from
faculty units
 Commercialise some of the faculty production units (MUARIK,
CAEC, FST)
 Strengthen Agro-Tech as a reputable consultancy firm
 Develop a faculty mechanism for rewarding people who bring in
money
 Establish a University and Faculty level committee mandated to
attract funds and identify investment priorities.
Develop and implement a
reward system that
motivates staff to source
funds and resources for
organisational performance
.
R4D
 Resources for engagement in
strategic and basic research
 Up-to-date functional infrastructure
for research in place
 Inventory of existing human and
physical resources for MUARIK
 Strategy for rationalising resources
for training, research and outreach
developed and implemented
 Staff positions for MUARIK
established and /or reorganised
 Functional partnerships arrangement
for research
 Functional partnerships arrangement
for R4D and training
 Policy briefs developed and
interactions with the policy makers
 Increased visibility and public
awareness of FA products and
services
 Partnerships for marketing and
public relations of FA.
 Increased resource base for
implementation of FA programmes
and activities
 Improved performance of Agro-tech
consultancy
 Motivated and proactive staff in
sourcing for funding
 Increased resource base for FA units
Itemised Budget for Operationalising the Faculty Strategic Plan 2007-2017
A: Budget for Implementing Strategic Goals
3 Years 6 Years 9 Years
Totals
College formation
Consultative meetings
200,000
Development of plan and process for formation of college
100,000
Re-tooling staff in ICT and distance learning methodologies
400,000
Staff assessment and staff appraisal
20,000
Developing feedback mechanism for performance enhancement
5,000
Developing a Faculty Quality Assurance system
10,000
Functional audit of the Faculty and its units
30,000
Construction and equipping infrastructure for the college
26,000,000
Sub-total
260,000 505,000 26,000,000 26,765,000
Professional development for Innovative training, research and practice
Functional analysis
10,000
Staff training needs assessment
15,000
Sub-total
Reforming Undergraduate and non-formal Training
Undergraduate curricula reform
800,000
Experience based training facilities
1,200,000
Career guidance in secondary schools and university
100,000
Reviewing and developing new admission criteria
5,000
Developing business plans for CAEC and MUARIK
25,000
Developing and marketing training programmes for CAEC
60,000
Sub-total
25,000 105,000 2,060,000 2,190,000
Graduate Training and Innovative Research for Development
Reforming graduate training programmes
1,000,000
Establishment of partnerships for training research and outreach
20,000
Fundraising strategy for research
15,000
Establishing positions for researchers at MUARIK
650,000
Developing a research agenda (thematic research areas)
5,000
Research fund for basic and strategic research
500,000
Research fund for multidisciplinary research for development
1,800,000
Sub-total
20,000 665000 3,305,000 3,990,000
Communication Strategy and Marketing of the Faculty
Developing strategy and publicity materials
600,000
600,000
Sub-total
600,000
Resource Mobilisation
Think tank for resource mobilisation
35,000
Strengthening Agro-Tech consultancy
5,000
Sub-total
40,000
40,000
GRAND TOTAL
B: Recurrent Budget for the Faculty of Agriculture
33,585,000
MAKERERE
UNIVERSITY
FACULTY OF
ARTS
STRATEGIC
PLAN
2007/8- 2017/18
A:
BACK TO THE FUTURE ANALYSIS
Strategic Pillar
Strengths that
contributed to
achievements
realized
Weaknesses
that
contributed to
registered
failures
Opportunities
exploited by
the unit
Challenges
that
contributed to
the failures
Lessons learnt
in
implementing
strategies of the
unit
Human Resources
PhD completion
by academic
staff members in
the departments
of Literature,
MDD, Mass
Communication,
Geography &
Religious
studies.
Presence of a
resilient human
resource that
ably adapted to
earlier and new
changes
The large labor
force was a
strain on our
resources
Presence of a
youthful &
trainable labor
force
Negative
government
policies
towards the
Arts
Limited
establishment
(most staff were
full time part
timers)
Continued
reduction of
faculty
remittance
through
reduced
percentages
Committed non
academic staff
who fully
supported the
functioning of
FOA
Working
environment of
our staff was
inadequate
Registered
many external
collaborations
(South Africa,
Norway,
Sweden,
Netherlands &
Canada)
Wider
opportunities
to undertake
research
Constantly
encourage FOA
staff to enroll
for PhD
programs and to
embrace lifelong
learning for
competitiveness
in the next 10
years.
Resilience in the
FOA is founded
on training.
FOA will
continue to
encourage staff
development.
A
disproportionate
distribution of
ranks most
academic staff
at lower levels
and few at
higher level
ICT
Increased ability
to communicate
amongst staff
with in the
Faculty and
colleagues in the
university.
Strategic pillar
Strengths that
Weaknesses
Competition
from other
universities
Opportunities
Challenges
FOA values its
human resources
irrespective of
rank and grade
in the
fulfillment of its
strategy and will
continue to
facilitate and
support all of
them.
FOA retained
retiring
Professors to
ensure quality of
programs
Lessons learnt
ICT (cont’d)
contributed to
achievements
realized
that
contributed to
registered
failures
exploited by
the unit
that
contributed to
the failures
in
implementing
strategies of the
unit
Easy registration
of students and
processing of
results and other
functions in the
faculty e.g.
finance
monitoring
Access was
limited to a few
users
Members of
staff who
quickly learnt
how to use ICT
Viruses which
crushed
equipment/
system
Equip all
academic staff
with computers
to encourage use
of the
blackboard.
Considerable
levels of ICT
illiteracy
amongst both
staff and
students
Lack of enough
qualified
computer
technicians or
technical staff
Excellent
opportunity to
link/ network
internationally
Confidentiality
is sometimes
threatened by
hackers
Adoption of ICT
is paramount to
the realization of
FOA mandate.
Plagiarism is
enhanced
through ICT
Establishment of
ICT policy by
the university
should be
supported by the
provision of
more computer
technicians.
Attractive
programs and
qualified staff
Inadequate
space for
offices as well
as shortage of
computers
Creates
chances of
improving the
students/staff
relations
Funding that is
gradually
reducing
FOA to
publicize
programs in the
region. Foreign
students have
demands that are
not catered for
in the present
curricula
Presence of such
services
increases the
visibility of the
FOA
Internationalization
Ability of FOA
to attract
students from
the region and
internationally
Support Services
Vibrant Students
clubs and
associations. 24
in number each
with a budget of
500,000/= per
year
Presence of
Counseling
services
Vibrant Public
Relations Office
Expensive to
maintain and
service
computers as
well as replace
broken parts
Lack of
adequate
facilities
Limited funding
Opportunity
for developing
leadership
skills and
opportunities
Students should
get involved in
outreach
programs of the
faculty
Strategic pillar
Strengths that
contributed to
achievements
realized
Ability of FOA
to provide basic
support services
to disabled
students
Library Services
Easily accessible
resources within
the FOA.
Almost every
department has a
book bank
Centralized
FOA library was
created although
book banks in
departments are
still in existence
Gender
Mainstreaming
Physical
Infrastructure
Ability to attract
a fairly balanced
population of
male and female
students
A gender
sensitive
environment
Large pieces of
land ready for
development
Weaknesses
that
contributed to
registered
failures
Limited
resources to
fully facilitate
service
provision to
PWDs
Limited space
for both students
and staff like
lecture rooms,
rest rooms,
canteens and
other facilities
FOA library not
linked to the
university main
library
Unbalanced
gender
representation
of staff
Lack of money
to develop our
physical
infrastructure
Opportunities
exploited by
the unit
Challenges
that
contributed to
the failures
Willingness of
FOA to
improve
services for
PWDs
Limited
resources
Available
opportunity for
e-learning,
publishing,
journals
Loss of books
and
limited funding
for restocking
Presence of the
avenue for
acquisition of
books through
the main
library
Poor and
unprofessional
handling of
books that is
unlimited
photocopying
of entire books
Reduced
resources in
FOA to sustain
books
acquisition
Lots of
misconception
about gender
Equipping
libraries
improves
students ability
to do research
and widen
readership
Chopping our
funds to
develop other
infrastructure
like the library
FOA to solicit
for funds to
construct the
faculty building
FOA budgets
for books
acquisition
from its
resources
Promoted
gender
mainstreaming
in most
University
activities
Possibility of
acquiring loans
to develop
infrastructure
Lessons learnt
in
implementing
strategies of the
unit
Increased
number of
PWDs means
more support
services and
resources
FOA to
catalogue its
books using ICT
for better
monitoring and
use of resources
FOA to
strengthen the
gender sentinel
site/committee
to create
awareness about
gender issues.
There is need
for the
university to
support
acquisition and
development of
space allocated.
Policy for hiring
council space
needs to be in
place.
Strategic pillar
Strengths that
contributed to
achievements
realized
Financial Resources
Possession of
the largest
budget in the
university
Room for new
programs which
could generate
income (short
courses)
B:
Weaknesses
that
contributed to
registered
failures
A large human
resource base
that took up all
the resources
Opportunities
exploited by
the unit
Challenges
that
contributed to
the failures
Lessons learnt
in
implementing
strategies of the
unit
A possibility
of soliciting
for a long term
loan
Decreasing
numbers of
students
FOA should
aggressively
market her
programs
through
various ways
like
brochures and
an open week
Proposal for an
investment
department in
the university
Government
obstinacy to
increase fees
THE PURPOSE OF THE FOA
a)
Mission statement
The Faculty of Arts mission is “to be an outstanding teaching and research faculty
providing education for life and addressing the challenges facing our society”.
b)
Faculty Vision
The Faculty of Arts vision is “to be a center of academic excellence providing
innovative teaching, research and outreach services responsive to national and global
needs”
C:
STRATEGY OF THE FOA
a) Assessment of contextual factors (environment scan, recent
developments/breakthroughs in disciplinary boundary of FOA, contribution of
FOA to the achievement of MDGs) and how they impact on the performance of
FOA
CONTEXTUAL
FACTORS
Environmental scan
DETAILED EXPLANATION OF THE
FACTOR
Government policy of significantly reducing
student undergraduate numbers to the Humanities.
In particular, for the academic year 2007/8 FOA
has received only 10 government sponsored
students and are all on MDD programs
University policy of reducing undergraduate
student numbers consistently by 10%
Threat from universities in the region. Admitted
students opt for professional programs at other
universities with low cut off points. Out of the 776
students admitted for BA (Arts) in 2006/7 (both day
and evening), only 362 actually enrolled for the
program.
Recent
developments/
breakthroughs
Senate policy that allowed School of Education to
pirate/pilot FOA programs
Publications by members of staff. Examples
include E’kuluzze y’luganda (The Luganda
Dictionary)
Introduction of a radio station Campus FM by the
department of Mass Comm. through support from
the American government
IMPACT ON PERFORMA
Sustainability of programs in
Continued loss of revenue esp
from the central government
education
FOA could be moving toward
levels, implying that it may n
given programs.
Loss of competent human res
and units that appear to be su
Loss of competent human res
and units that appear to be fin
This is an inspirtation and we
attempts in the pipeline to pu
areas of Runyakitara, Runyor
Increased outreach services to
of the humanities.
DETAILED EXPLANATION OF FACTOR
CONTEXTUAL
FACTOR
Recent
developments/
breakthroughs
(cont’d)
IMPACT ON THE PERFO
Proposal to establish a university museum spear
headed by MIL. This will add value to some areas
of our work e.g. in archival related studies where
Possible source of revenue th
programs, advertisements and
Ability of FOA to contribute
numbers 1,3, 6 and 7 (poverty
empowerment, HIV/AIDS aw
sustainability)
Increased revenue for FOA
we do not only talk about certain things but also be
able to show them.
MDGs
Goal 3: Promote gender equality and empower
women
Goal 6: Combat HIV/AIDS, malaria and other
diseases
Goal 7:Ensure environmental sustainability
Goal 8: Develop a Global Partnership for
Development
Idea puts everyone on board
resources raised through this
development of a school. Thi
notion of interdisciplinarity th
been emphasizing in its progr
FOA has a committee on gen
empowerment that addresses
Members have also embraced
harassment policy as a way o
FOA has a fully operational c
competent personnel.
FOA introduced competitive
programs like URP, ENV, TO
potential bearing and compon
sustainability.
FOA is in partnership with va
organizations all aimed at dev
partnership. Examples includ
Stellenbosch, Royal Rhodes a
1.3.1 b) SWOT Analysis of FOA
STRATEGIC
PILLAR
STRENGTHS
WEAKNESSES
OPPORTUNITIES
THREATS
Human
Resources
Huge skilled manpower that has
been inventive in bringing up
new programs. This labor force
can still be mobilized to see the
faculty through another phase
(10 years) of restructuring and
innovating.
The presence of a
disproportionate large labor
force in some
sections/sectors of FOA
whose consumption of
resources is not
commensurate with
production.
More than half of our
faculty staff are faculty
supported (full time part
timers who again strain on
our resources)
We have a youthful &
trainable labor force
Negative gov
Arts
Increasing external
collaborations (South
Africa, Norway, Sweden,
Netherlands)
Unmerited u
administratio
faculty finan
Adhoc employment terms of
service which could lead us
into a litigation crisis
Clean promotional
procedures including the
alternative for fast track
Poor pay for
FOA staff re
Working environment of
Wider opportunities to
Policy of con
Faculty members are acquiring
higher degrees and are coming in
to boost the available human
resource. Recent PhD graduates
are for example in the disciplines
of Literature, MDD, Mass
Communication & Religious
Studies.
A resilient human resource
which has adapted successfully
to earlier changes and is ready to
adapt to new changes
Presence of a large and varied
resource base in various
disciplines
STRATEGIC
PILLAR
ICT
undertake research
numbers ma
resources to
The faculty has a committed
group of non academic staff
which has been able to handle
the increasing numbers of
students and staff.
our staff is inadequate
(10 or more people sharing
an office)
A disproportionate
distribution of ranks where
we have too many at lower
levels and too few at higher
level
FOA still has the ability to
collaborate with other units
in order to build capacity for
its staff
Training hu
universities.
STRENGTHS
WEAKENESSES
OPPORTUNITIES
THREATS
Ability to connect with other
professionals around the world
as well as acquire new
knowledge through research
Most academic staff have been
availed computers that are
connected to the internet which
increases scholarly research and
improves quality of FOA
program
Availability of ICT for
communication
Access is limited to a few
users
offers opportunity for easy
research, teaching and
learning
viruses whic
Computer illiteracy amongst
both staff and students
Offers excellent opportunity
to link/ network
internationally
Plagiarism is
Easy tracking and monitoring of
students record and finance
Outreach
Services
Increased option for
e-learning
Currently functional in some
departments like MDD through
Peoples Theatre and Theatre for
development; Mass
communication through campus
FM
Internationaliz
ation
FOA has the capacity to absorb
international students
STRATEGIC
PILLAR
Internationaliz
ation (cont’d)
STRENGTHS
Lack of technical staff under
the university to deal with
day to day ICT technical
problems
Expensive to maintain and
service computers as well as
replace broken parts
confidentiali
Prevailing ignorance
amongst departments and
units regarding community
outreach
Sensitization of the wider
community about our
programs and activities
Lack of enou
operationaliz
Initial financing has been
difficult. Despite the
presence of campus fm, its
coverage is not known
outside the gates of the
university
Students exposure to
potential employers as well
as a variety of audiences
Heavy/ tight
do not allow
services
Lack of adeq
during outre
OPPORTUNITIES
THREATS
Lack of adequate facilities
Especially wash rooms and
libraries
WEAKENESSES
FOA programs are not yet
internationally appealing to
attract many students
Lack of adequate
international staff to enrich
Teaching &
Learning
Ability to retain the traditional
subjects e.g. literature,
geography, philosophy and
history as well as develop new
programs like BURP, TOU,
DES
Availability of a long history of
teaching and learning with
extensive
Library resources & books
Availability of ICT that propels
learning and research
Highly trained academic staff
supported by non academic staff
programs by sharing
experiences
Lecture room space is
Insufficient
Increasing demand for staff
on some of the subjects
Duplication
University u
Failure to implement
academic staff
Evaluation
Availability of new
technologies
Over relianc
Limited funding for
publication
Weak research culture
Increased inter disciplinarity
Failure to carry out tracer
studies
Growing demand for
university education
Availability of funds
Expectation
threatens com
Unstable and
Quality
Assurance
Ability to motivate examiners
(both internal and external) in
abide to maintain quality of
academic work.
Presence of vetting committees
in all departments before
research is conducted
Annual retreats and workshops
that review curricula
Budgetary constraints
Ability to control /contain
plagiarism and examination
malpractices
University p
threatens qua
STRATEGIC
PILLAR
STRENGTHS
WEAKNESSES
OPPORTUNITIES
THREATS
Quality
Assurance
(cont’d)
Presence of committees of
examination irregularities and
discipline to check malpractice
Research &
Innovations
Presence of committees of
research
For our students limited
publications on the internet
Publishing on the internet is
now possible and increases
the visibility of FOA
Rigorous pro
down by NC
Limited funding
Creates chances of
improving the students/staff
relations
Opportunity for developing
leadership skills and
opportunities amongst
students
Opportunity for counseling
and guidance for career
development
Improved image of the FOA
Available opportunity for elearning, publishing,
journals
Funding that
Support
Services
Existence of research done in the
faculty
Vibrant Students clubs and
associations (24 registered clubs
and associations)
Presence of Counseling services
that supplement the university
counseling service.
Presence of the only Public
Relations office in all faculties
and schools in the university
Library
Services
Easily accessible resource within
the FOA. Most departments have
book banks and there is also a
centre for Ethics and Human
Poor reading culture
Loss of book
STRATEGIC
PILLAR
Library
services
(cont’d)
Gender
Mainstreaming
Rights
Presence of ICT kiosks in the
FOA
Poor attitude toward
knowledge generation
STRENGTHS
Limited space for both
students and staff like
lecture rooms, rest rooms,
canteens and other facilities
Intermittent internet
connectivity
WEAKENESSES
Departmental book orders
is still possible through the
university main library
Limited fund
Poor and unp
that is unlim
OPPORTUNITIES
THREATS
Promoted gender
mainstreaming in most
University activities
A reliable positive attitude
in FOA
Lots of misc
Means to promote gender
mainstreaming
Donor agencies per gender
to development programs
Possibility of acquiring
loans to develop
infrastructure
Availability of structural
plans and negotiations with
development partners
General awareness of
infrastructural development
problems
Limited reso
realization o
Students inability to utilize
e-resources/ journals
Ability to attract a fairly
balanced population of male and
female students
A gender sensitive environment
Unbalanced gender
representation of staff
Insufficient infrastructural
facilities with regard to
gender
Sexual harassment
tendencies
Limited time
mainstreami
Physical
Infrastructure
Large pieces of prime land ready
for development
Lack of money to develop
our physical infrastructure
Lack of support from the
central administration
Financial
Resources
Possession of a reasonable
number of computers to get the
Faculty moving
Availability of intercom
connectivity for easy
communication amongst staff
Acquisition of a generator to
cushion faculty against power
disruptions
Availability of internet
connectivity
FOA able to procure its
generator from IGFs
A large budget only next to that
of computer science
STRENGTHS
WEAKENESSES
OPPORTUNITIES
THREAT
There is room for developing
new programs which could
generate income (short courses)
The un controlled appetite
for hard cash from the
centre
Proposal for an investment
department in the university
Governme
A strong financial management
body comprising of all heads of
departments
Increasing costs of running
the faculty
STRATEGIC
PILLAR
Financial
Resources
(cont’d)
Inadequate computers for
students
A large human resource
base that consumes up all
the resources
FOA remains operational in
instances of power cuts
A possibility of soliciting
for a long term loan
Council taki
failure to dev
Chopping ou
infrastructur
Spectre of pr
space might
Decreasing
Insatiable
cash
The exposure to ITS which
streamlines students financial
and academic records
Internal coordination of
students by coordinators
1.3.2 c) Strategic goals, objectives and strategies to address the strategic pillars of
the university
The FOA intends to employ the following strategic goals, objectives and strategies to
address the strategic pillars of the university
which include:
1. Teaching and Learning
2. Research and Innovations
3. Outreach Programs
4. Quality Assurance
5. Organization and Management
6. Human Resources
7. ICT
8. Gender Mainstreaming
9. Physical Infrastructure and planning
10. Resource Mobilization, investment and financial management
11. Internationalization.
Strategic pillar 1:
Strategic goal:
Teaching and Learning
Introduction of cross cutting modules to improve the quality of the
students. FOA is cognizant of the fact that the future graduates
should possess both generalist and specialist skills that will
increase their competitiveness in the labor market. FOA therefore
proposes to spear head this by ensuring that every university
student enrolls for a course in Communication Skills and Ethics.
Increased use of ICT for teaching purposes especially by
encouraging students to extensively use e-journals and the
blackboard.
Objectives and strategies:
1. Replacement of old computers with new ones
2. Refurbishment of computer labs
3. Increased access of computers to academic staff
Strategic pillar 2:
Strategic goal:
Research and Innovations
Proposal to introduce a Makerere University Museum spear headed
by MIL in which all faculties of the university will be brought on
board. The university has a lot of history that should not be left to
go to waste. All this will be archived through the introduction of
the university museum. It is proposed that the venture could earn
the university over 50 million Ugandan shillings a year.
Encourage academic staff to publish at least 2 papers every
academic year for professional growth and increased visibility of
FOA.
Encourage collaboration with regional and international
universities to develop research programs and projects for
academic growth as well as to inform industrial/ government
policy design and implementation
Objectives and strategies:
1. Introduce bi -annual seminars at which academic staff present reports and findings
of on going or completed research
2. Strengthen Faculty Higher Degrees section for postgraduate students to present
research findings
3. Encourage sabbatical leave for academic staff to write and publish
Strategic pillar 3:
Strategic goal:
Outreach Programs
Empowerment of the already existing Campus FM. The start up
equipment was donated by the American government but the
area/radius of coverage is extremely limited. Increase in the area of
coverage implies more revenue for FOA through sponsored
programs and advertisement space.
Theatre for development and Peoples Theatre in the MDD
department is another venture FOA will use to increase its
visibility and presence in society. Themes therein will be those that
depict and solve societal problems.
Ethics training courses by the department of philosophy to
government and non governmental organizations will be another
avenue that FOA will exploit.
Objectives and strategies:
1. Strengthen public relations desk of the FOA
2. Revamp faculty evenings at which various departments present developments
therein
3. Introduce faculty exchange programs to share experiences and develop linkages
for future collaboration. For example between MDD and MTSIFA, FOA and
FCIT, FOA and FOM
4. heavily invest in campus FM as an avenue to publicize FOA programs
Strategic pillar 4:
Strategic goal:
Quality Assurance
Proposal to introduce University entry exams for both
undergraduate and postgraduate students
FOA will maintain the evaluation forms for students to
continuously monitor the performance of academic staff
FOA will strengthen the postgraduate vetting committees to ensure
that graduates produced are relevant to the labor market
Objectives and strategies:
1. Retention of the vetting committee
2. Retention of the undergraduate evaluation forms
3. Introduction of self evaluation of academic staff
Strategic pillar 6:
Strategic goal:
Human Resources
Refresher training for all non academic staff to position them for
greater responsibility/ job enlargement than hither to the case.
Identify and encourage academic staff to pursue doctoral and post
doctoral studies
Strategic pillar 9:
Strategic goal:
Physical Infrastructure and planning
Construction of a faculty building to enable FOA achieve the core
function of the university. FOA presently has over 5000 students
and the current infrastructure is not sufficient for the fulfillment of
the function. Through construction of the building, FOA will be
able to provide a conducive learning environment.
Objectives and strategies:
1. Proposal to acquire a long term loan to start construction
Strategic pillar 11:
Strategic goal:
Internationalization
To develop and sustain linkages with regional and international
universities and organizations for enrichment of FOA programs.
Already a number of linkages have been instituted by various
departments in the FOA.
Design and implementation of semester/summer schools open to
regional and international universities. FOA is enthusiastic about
this development which should be underway next academic year.
Academic staff members will be encouraged to take sabbatical
leave and attend conferences at which they will present papers to
increase the visibility of FOA
Objectives and strategies:
1. Introduction of semester/summer schools
2. Increased participation by academic staff at international conferences at which
presentation of papers will be encouraged
3. Develop new programs with a regional and international component to attract
foreign students
4. Host all academic staff areas of interest on the internet as a way of encouraging
collaboration with colleagues in the region and beyond
5. Continuously up date FOA website
d) Student projection in the next 10 years
Table showing proposed student projection for the next 10 years
Program/
2007/8
2008/9 2009/10 2010/11 2011/12
Years
Undergraduate programs
BA (Arts)
900
900
900
1080
1080
BENV
200
200
200
240
240
BURP
150
150
150
180
180
BTOU
400
400
400
480
480
BDVS
450
450
450
540
540
BMCO
200
200
200
240
240
BSES
280
280
280
336
336
MDD
50
50
50
60
60
BDRA
20
20
20
24
24
BMUS
20
20
20
24
24
BDNC
10
10
10
12
12
Post graduate programs
PCS
80
80
80
96
96
LHS
70
70
70
85
85
LIT
5
5
5
6
6
LUD
20
20
20
24
24
HRT
60
60
60
72
72
ETP
70
70
70
84
84
HIS
5
5
5
6
6
LIN
5
5
5
6
6
GEO
5
5
5
6
6
PHI
6
6
6
7
7
MA JC
20
20
20
24
24
MAPA
20
20
20
24
24
MUS
3
3
3
3
3
MCO
25
25
25
30
30
PGD IRP
20
20
20
24
24
PGD MET
9
9
9
11
11
2012/13
2013/14
2014/15
1080
240
180
480
540
240
336
60
24
24
12
1296
288
216
576
648
288
403
72
28
28
14
1296
288
216
576
648
288
403
72
28
28
14
96
85
6
24
72
84
6
6
6
7
24
24
3
30
24
11
115
102
6
28
86
100
6
6
6
7
28
28
3
36
28
11
115
102
6
28
86
100
6
6
6
7
28
28
3
36
28
11
NB* All student projections are based on privately sposnsored students given the
prevailing government policy of reduced numbers of students to the Arts/ Humanities.
All student projections are based on a total of 3 academic years for each program.
Undergraduate projections are based on 3 yearly phases because at the end of each
phase, there is a curriculum review at which FOA will recommend 20% increment of
admission all undergraduate programs.
D:
SUPPORT INFRASTRUCTURE FOR ACHIEVING THE
STRATEGIC GOALS AND THE STUDENT PROJECTION
a) Projection of resources for achieving each strategic goal:
b) Financial
Basically the finances of the faculty will be based on the following:
1. Tuition fees accruing from admitted students
2. The Faculty is opting to acquire a long term loan from financial
institutions for the faculty building. This is anticipated to be between 3-4
bn. Uganda Shillings
3. The Faculty is anticipating for international collaboration especially from
the Libyan government
4. the proposal to establish a university wide museum spear headed by MIL
is another source of funds amounting to 50 Million a year
5. Miscellaneous revenue will be reallocated from faculty buses and rental of
space in the Faculty. This can come to 20 million per annum
6. Campus FM is another venture through which revenue can be realized.
c) ICT and other educational and non educational technology
Category
ICT
Others
Detail
Computers (desk top)
FOA main block & Meteorology labs
MIL (Upper and Lower blocks)
Computers (Lap tops)
Printers
LCD projectors
White Boards
Type writers
Vehicles
Number
190
70
1
20
1
4
E:
MONITORING AND EVALUATION OF TEH STRATEGIC
PLAN
Table showing a 3 block phase of implementation and MOPs
3 YEAR
BLOCK
PHASE
STRATEGIC
PILLAR
DETAIL
MEASURE OF
SUCCESS
2007/82009/10
Physical infrastructure
and planning
Construction of the
Faculty building
Completion of at least 2
floors of the building
Teaching and learning
Commencement of at
least 2 new
undergraduate
programs
To have the first intake
of students on the 2
programs
Outreach
Fully operational radio
station
Campus FM based in
the department of Mass
Comm. to have
coverage all over
Kampala
Collaboration with
other tertiary
institutions
Internationalization
Research and
innovations
Presence of at least 6
accredited programs in
country wide tertiary
institutions
Introduction of
To have had 6 intakes
semester break/ summer by the end of this
schools especially in
period
Ethics
Host academic staff
members area of
specialty and interest
Increase number of
academic staff attaining
higher degrees
To have completed this
exercise by 2008
on the internet
To have at least 1
member of staff having
attained or nearing
completion of PhD
study.
2010/112012/13
Resource mobilization
Implementation of the
museum proposal that
will increase
interdisplinarity and
income for the FOA
To have held the first
meeting with all
potential participating
faculties and schools in
the university
ICT
Easy access by all
students and staff
Ratio of student to
computers should be
1:10 per day
Each academic staff
member should have a
PC at his/her desk.
2013/142016/17
Human resources
Improve and increase
number of staff as per
requirement
FOA to have worked
with human resource
department to
streamline employment
contracts of part time
staff. FOA to have at
least 25 academic
members of staff in
each department on
establishment of
university.
Quality Assurance
FOA strives to have
under and post
graduates with better
communication skills
Institution of a
university entry exam
Teaching and learning
Introduce 4 new
postgraduate programs
Programs will have
been approved by
University and the first
intake of students will
be expected that
academic year 2013/14
Internationalization
Increased student
exchange with
collaborating
institutions
At least 2 cohorts of
Ugandan students will
have participated in the
student exchange
programs between
collaborating
universities and FOA
2017/18
ICT
Most communication
between students and
lecturers will be web
based
REVIEW OF THE
IMPLEMENTATION
REVIEW OF THE
IMPLEMENTATION
All FOA students to
have email accounts
and Web CT
discussions and fully
operational use of the
blackboard
REVIEW OF THE
IMPLEMENTATION
Makerere University
Faculty of Computing and Information
Technology (CIT)
Strategic Plan
2007/2008 – 2017/2018
(First Draft)
June 2007
Executive Summary
The strategic plan for the Faculty of Computing and Information Technology (CIT) has
been prepared to coincide with Makerere University campus wide request that all Units
should prepare strategic plans basing on an approved University strategic plan
framework for the period 2007/8-2017/18. This is part of the wider reforms the
University has adopted in accordance with the higher education sector in Uganda that
is aimed at ensuring existence of sustainable and efficient utilization of public
resources in the delivery of core University services. Considering the broad mandate
of the University in terms of teaching, research and outreach, the University is in a
unique position to play a central role in uplifting the standards of living of all
Ugandans. CIT is aware of this role and has drawn this strategic plan with the stated
role in mind. In developing this strategic plan, we have taken consideration of the
prevailing resources and activities that will support achievement of the Faculty
priorities for implementation between 2007/08 – 20016/17. To ensure that the
resources are efficiently utilized, and that they are expended on activities with the
highest impact on the achievement of the Faculty and University goals, specific work
plans will be drawn to ensure that there is an elaborate and rigorous monitoring and
evaluation system. We have reviewed the Faculty’s performance based on the
Faculty’s strategies and objectives in the outgoing strategic plan. However, the
outgoing strategic plan was expected to expire at the end of 2010. Most issues are ongoing and have been adopted in this strategic plan. We have looked at its strengths,
weaknesses, threats, and opportunities. The Plan takes in stride the Faculty’s
commitment to Makerere University mandates of teaching and learning, research and
innovation and outreach. It also embraces the commitment to meet other cross cutting
strategic issues relating to the key infrastructural support to the delivery of University
services. Over the planned period the key strategic issues to be addressed by the
Faculty include the following:
 Teaching and Learning
 Research and Innovations
 Outreach
 Organization and management
 Quality Assurance
 Human Resource development
 Gender Mainstreaming
 Staff and Student support services
 Physical Infrastructure and Planning
 Resource Mobilization, Investment and Financial Management
 Internationalization
The Faculty will require resources to implement its objectives and activities. Towards
this end, the plan envisages the need to mobilize resources beyond University’s
budgetary allocations and outlines some of the potential sources of funds and how
they may be mobilized. The Faculty hopes to accomplish its strategic objectives by
developing a workforce that is well trained and professional; as well as by
strengthening the processes and relationships with her partners. It also seeks to
reinforce the value systems that will ensure it is more responsive to the students and
2
the industry’s needs while ensuring effective and efficient use of money through living
its values of integrity and accountability. This strategic plan is structured in three
sections. Section one covers the background information on the Faculty. Section two
is concerned with the review of the Faculty’s performance on the preceding strategic
plan and lastly section three covers the strategic plan for 2007/8 – 2017/18 period.
3
Section I – Background Information
1.4 1. 1 Introduction
In this section, we give background information to the strategic planning process at
Makerere University and the Faculty of Computing and IT (CIT). We describe the
approach adopted in developing this strategic plan and give highlights of the purpose
and structure of CIT at present. What is presented in subsequent sections of this
document should be read with reference to the background information provided in
this section.
1.5 1.2 Background to Strategic Planning at Makerere University
For almost the last ten years, Makerere University has been undertaking strategic
planning as a process to guide its direction. This followed the financial crisis that ran
down the University during the 1970s and 1980s. The 1987 Donors Conference for
Makerere University recommended the establishment of the Planning and
Development Department with mandate to revive and create awareness for systematic
planning. In 1992, the University embarked on the formulation of a five-year
development plan. The Draft Five-Year Development Plan that took three years to
produce turned out to be too ambitious and unfocused and therefore it remained in
draft form and was never adopted. In 1996/97 a three-year Strategic Plan was
developed from the five-year development plan and it was adopted by Council to run
for the period 1996/97-1998/99. The strategic planning model was adopted by the
University in a move towards better service delivery in deepening the University’s
rationalization process. Two major evaluations of the 1996/97-1998/99 Strategic Plan
were carried out during the mid term and at the end of the plan period. These reviews
provided important ingredients to the development of strategic planning at Makerere
University. It is on this accumulated planning experience that the second strategic plan
was formulated to run for the period 2000/1 – 2006/7. According to the forward note by
the Vice Chancellor, Professor L. Luboobi to the University’s 2007/8 – 2017/18
strategic framework, it is reported that the 2000/2001 – 2006/2007 strategic plan
enabled Makerere University to harness synergies that have ensured the successful
implementation of various strategic initiatives in the domains of teaching, research and
outreach output. This has led to increased support from the development partners.
The successor strategic plan, however, aims at repositioning Makerere University to
meet emerging development challenges.
1.6 1.3 Strategic Planning at CIT
Makerere University Council established Makerere University Faculty of Computing
and Information Technology (CIT) on January 19, 2005, transforming the then Institute
of Computer Science into a Faculty. The newly established Faculty embarked on
drafting a strategic plan for five (5) years up to 2010. However, the planning period
never coincided with Makerere University’s planning period. Whereas Makerere
University’s outgoing strategic plan ends 2007, CIT’s current strategic plan ends in
2010. To harmonize the planning periods, CIT has, in accordance with the University
4
guidelines, rescheduled its planning period to coincide with the University’s planning
period. The Faculty has therefore formulated this strategic plan to succeed the
ongoing strategic plan. This strategic plan lays ground for enhanced performance that
is premised on sound determination of goals, objectives and strategies; requisition of
adequate and appropriate resources, effective utilization of resources, arising from
clearly identified core functions, determination of appropriate staffing levels and
remuneration. It is further meant to serve the following three basic purposes: (i) Stimulating forward thinking and establishing future direction
(ii) Enhancing teamwork and motivation.
(iii) A tool for resource mobilization and stakeholder support.
1.7 1.4 Approach
To ensure that the Faculty’s future is worthy the desired greatness, it is essential that
we have an excellent strategic plan that recognizes the extraordinary changes or
challenges facing higher education, the opportunities presented by an expanding
national and international marketplace for higher education and training, and the
parallel challenges of an environment characterized by decreasing government
funding for higher education and increasing competition in the sector. To formulate this
strategic plan, we have reviewed previous strategic plan documents, both for the
Faculty and Makerere University. We have adopted the format recommended in
Makerere University Strategic planning framework document for 2007/8 – 2017/18.
We have taken note of special features that are specific to CIT. This strategic plan
reflects efforts directed towards contributions and aspirations of CIT to create a
brilliant future for the Makerere University. We have taken care to ensure that this
strategic plan is consistent with and contributes to the achievement of the Makerere
University’s overall strategic goals and thrusts included in its strategic planning
framework. Our strategic plan reflects high (but reasonably achievable) aspirations as
well as demonstrates creativity and innovation in setting forth goals and strategic
thrusts for CIT. We have taken consideration of the fact that the future of the Faculty
will be built upon the legacy of success provided by generations of leaders, students,
staff, and other key stakeholders who work towards attainment of well thought out
goals and objectives. In the following sections, we look at CIT at present, its purpose
and current programmes. A “back to the future analysis’ follows this where we review
performance of the Faculty against each target in the outgoing strategic plan and
lastly, we present strategic areas to be pursued in the 2007/8 – 2017/18 strategic plan
5
2. Faculty Identity and Mission
In order to meet the increasing demand for computing and ICT services in Uganda in
particular and the African region in general, Makerere University established the
Institute of Computer Science (ICS) in 1985 to mainly run programmes in Information
and Communication/Computer Technology (ICT). The ICS started by offering both a
Postgraduate Diploma in Computer Science and Computer Science as a subject in the
University. Makerere University Council at its meeting of 19th January 2005 phased out
the Institute of Computer Science (ICS) and established Makerere University Faculty
of Computing and Information Technology (CIT). CIT has four academic Departments
in which different programmes are housed. The four departments are: the Department
of Computer Science; the Department of Information Systems; the Department of
Information Technology; and the Department of Networks. The Faculty runs
undergraduate and postgraduate programmes through these Departments. The
Faculty also runs short courses in different professional certifications in the field of
Computing. Table 1 presents summaries of programmes running in each Academic
Department. Besides Academic Departments, the Faculty has several Service
Departments that compliment the Academic Departments in service delivery. These
include Finance, ICT Services, International Relations, Human Resources, Graduate
Research and Coordination Unit and Software Development and Innovations.
Table 1: Programmes in the Faculty of Computing and IT – May 2007
Department Programmes Offered
Short Courses
Proposed
Programmes
Computer
Diploma in Computer Science Certificate in Computer NONE
Science
Applications [CCA]
and IT (Computer Science)
BSc in Computer Science
PGD in Computer Science
MSc. in Computer Science
PhD in Computer Science
Information Diploma in Computer Science NONE
Technolog and
IT
(Information
y
Technology)
Bachelor
of
Technology
Information
PGD
in
Technology
Information
Master
of
Technology
Information
NONE
PhD in Information Technology
Networks
PGD in Data Communication & Cisco Certified Network BSc.
6
Software Engineering
PGD in ICT Policy &
Regulations
MSc. in Data Communication
and Software Engineering
PhD Software Engineering
Information PGD Information Systems
Systems
MSc. Information Systems
PhD Information Systems
Associate [CCNA]
Cisco Certified Network
Professional [CCNP]
Microsoft Certifications
IT Essentials
Computer
Engineering
BSc.
Software
Engineering
[Anticipated
to
start
2007/8]
Oracle
BSc.
Information
Systems
[Anticipated
to
start
2007/8]
1.8 2.1 CIT’s Value Statement
The Faculty of Computing and Information Technology is an innovative and industryoriented Faculty, pursuing excellence in teaching, learning, cutting edge value-added
research and consultancy, community outreach, as well as providing a vibrant student
life.
1.9 2.2 Vision
To be a leader in Computing and ICT training, research and services internationally
Africa and beyond
1.10 2.3 Mission Statement
To provide first class teaching, research and services in computing and ICT
responsive to national and international needs.
1.11 2.4 Core objectives
The Faculty of Computing and Information Technology of Makerere University has
gone through a process that aligns its objectives to the overall University strategic
goals. To this end, the Faculty seeks:
a) To provide professional development and instructional support for Faculty staff
to enable them fulfill their critical roles in the University's core areas of teaching,
research and community outreach.
b) To promote its role as a teaching center in a Public Research University. CIT
seeks to promote the importance of teaching in the context of a research
7
University and to encourage synergy among research, teaching, and service
activities.
c) To promote programs and practices that encourage and support critical literacy,
social responsibility and involvement with the University community, the local
region, and the world at large, which seeks to support the application of
teaching and research to the needs of society.
d) To encourage and facilitate teaching and learning theories and practices that
will attract and sustain a diverse community of the most qualified scholars and a
student body reflective of the rich diversity required for quality education.
e) To open lines of communication between and among departments and
administrative units to share teaching and learning information, resources,
goals, successes and challenges and to enhance collaboration and cooperation
in extending those successes.
f) To actively engage in grant proposal writing and other forms of resource
mobilization to enable the Faculty to support its goals.
1.12 2.5 Organization and Management
CIT Management is headed by the Dean who is deputized by two Deputies i.e. Deputy
Dean in charge of Academic Affairs (AA) and Deputy Dean in charge of Graduate
Studies and Research (GSR). The Faculty is structured into four (4) Academic
Departments as already mentioned in the definition of the Faculty Purpose. Each
Department is headed by a Departmental head. The Faculty instituted a position of
Assistant Head of Department to work with the Departmental Head in the coordination
of Departmental work. Service Departments are headed by Departmental Heads and
short course Programmes coordinated under the Academic Departments through
Course Coordinators. The Faculty Board is the supreme policy making body of the
Faculty and there are several committees with clearly defined membership and
mandates that facilitate implementation of different activities in the Faculty.
8
Section II: Performance Review Over 2005 – 2007 Period
1.13 3.1 Back to the future analysis
In this section, we review the strategic intents the Faculty had in the outgoing strategic
plan and highlight the successes and failures based on the goals and objectives
embedded in that plan. During the planning period 2005/06 –2008/9 the Faculty of
Computing and Information Technology (CIT) focused on the following strategic areas
to realize its goals and objectives:
I.
Teaching and Learning,
II.
Research,
III.
Extension and Consultancy Services,
IV.
Organization and Management,
V.
Human Resource Development,
VI.
Development of Physical Infrastructure, and
VII.
Generation and Allocation of Funds.
The 2005/06 –2008/9 was updated in 2006 and transformed into a 2006/07 –2009/10
strategic plan for the Faculty. Although we refer to this strategic plan as out-going, the
goals and objectives contained therein are still valid and ongoing. In the back to the
future analysis therefore, CIT will not be reviewing performance in the last 10 years as
recommended in the Makerere University strategic planning framework but rather 2
years. Table 2 presents the strategic areas in the outgoing strategic plan, 2006/07 –
2009/10. Assessment results for performance against each objective are indicated in
the performance evaluation column. Some performance measures are qualitative in
nature. This makes evaluation quite difficult but we have endeavored to give a definite
description of the opinion we hold towards attainment of such objectives. Overall,
performance has been evaluated using observable indicators. It is worth to note that
during the last 2 years, the Faculty has gone through major changes. These changes
are expected to continue in the next 2-3 years that will climax in a changed
organizational structure, transforming the Faculty into a Constituent College of
Computing and Information Sciences. Evaluation of performance of the outgoing
strategic plan has taken note of how the current trend of events prepares the Faculty
for this major transformation.
9
Table 2: Back to the Future Analysis for performance according to the Faculty’s strategic plan - 2006/07 –2009/10
Strategic Area
Goals
Continual
1.14 SA
1: improvement of
academic standards
Teaching
in order to remain
&
competitive
Learning
Objectives
To introduce PhD Programmes by
Coursework and Research and by
Research only
To train staff up to PhD level.
To continue instituting systematic
pedagogical training of staff.
To continue utilizing modern
instructional materials and
methods.
To train all academic staff and
students in basic ICT skills.
To continue utilizing ICT in
teaching, such as implementing elearning courses.
10
Performance Evaluation
This objective has been achieved. The Faculty runs five
(5) PhD Programmes, four under Coursework and
Research and one under Research only.
This is an on-going programme. So far, several staff
members are in the final stages of their doctoral study.
By end of 2007, at least 3 are expected to have
graduated. Many others are in their second and first
years of study. This objective will be achieved.
This objective has been achieved. At the beginning of
the 2006/2007 academic year, the Faculty organized a
pedagogical training for academic staff in collaboration
with the Department of Higher Education of the School
of Education. More training is planned during the
2007/2008 academic year.
This objective has been achieved and will continue to be
targeted in the coming years. The Faculty has
continued to support use of modern instructional
materials and methods in teaching. The use of smart
boards started in 2006.
This objective has been achieved. The Faculty has been
conducting an End User Training Project campus wide.
Although the original allocated period for the project
ended, the Faculty still accepts whoever is interested in
training in ICT skills to enroll on the ICDL short course
programme.
This objective has been achieved. Most undergraduate
courses are available online to support lecture room
teaching. However, e-learning’s potential is not yet fully
exploited.
To ensure adequate staff-student
interface.
To continue organizing refresher
courses for staff.
To facilitate staff to attend
international conferences and/ or
workshops.
To hold weekly seminars for staff
and postgraduate students.
Development of
teaching capacity for To increase number of students
training at doctoral level.
increased student
enrolment.
Progress to fully fledged semester
system.
To fill established staff positions
and increase establishment as
required.
11
This objective has been achieved. The Faculty has
maintained class sizes that ensure adequate staff –
student interface. Through the organizational structure
where positions of Assistant Heads of Department were
introduced, students’ interact with staff outside of class
on administrative issues.
This objective has been achieved. In the last two years,
the Faculty organized two internally facilitated refresher
courses. In additional, staffs were sent to different
refresher courses organized by the University.
This objective has been achieved. The Faculty has
facilitated all members of staff who have had accepted
research papers to international conferences.
This objective has been partly achieved. Through
research groups, bi-weekly seminars for staff and
postgraduate students have been ongoing.
This objective has been achieved as per indicator
figures of enrolled PHD students.
This objective is not yet achieved. Only parts of a
Semester system have been implemented. For
instance, one example is where students are free to pay
tuition per course depending on their financial capacity
and the remaining courses are paid for when next
offered and that is when the student can undertake such
courses.
This objective has been partially achieved. The Faculty
has pursued this objective through two separate
recruitment advertisements. Where staffs with relevant
qualifications have not been available, the Faculty has
recommended filling the positions with staff of lower
qualifications.
To expand the scope of nonconventional approaches in
teaching and learning.
This objective has been partially achieved. It is
anticipated that gradually, through exploitation of elearning opportunities this objective will be achieved.
To use the best graduate students
in tutorials, marking and
supervision for undergraduate
students.
This objective has been achieved. The Faculty is using
the best postgraduate students to mark and supervise
undergraduate students.
To use the best graduate students
as graduate assistants, i.e.
conduct tutorials on courses they
have already taken and passed.
This objective has been achieved. We are using the
best postgraduate students to conduct tutorials etc.
To involve the PhD students in
teaching
This objective has been achieved.
PhD students are involved in teaching.
This objective has been partially achieved. However,
To enhance the use of
with increased facilities and laboratory space, this
computer based
opportunity will be fully exploited in the near future.
teaching/learning and audiovisual aids, i.e. to develop fullyfledged e-learning courses and/
or programmes.
To facilitate access of online
Library and Information System
Services.
12
This objective has been achieved. Through the main
library and the university intranet all our students are
able to access online journals and books. The Faculty
has put in place facilities that enable both staff and
students have unlimited access to these facilities.
Producing
graduates who are
relevant and
efficient in the
market.
To continuously review curricula
and programmes.
To integrate practical component
through industrial training,
internship, and project
attachments for all courses in the
CIT.
To involve practicing professionals
in curricula reviews, teaching and
management.
To mainstream business skills,
communication
skills,
development studies, good
governance and human rights
in the academic programmes in
the CIT
To pay attention to To recommend more females
gender sensitivity for appointment into academic
when
reviewing positions until the 50:50 male:
curricula.
female ration is attained.
To equally involve both male and
female graduate students in
tutorials, marking, supervision and
practicals for undergraduate
students.
13
This objective has been achieved.
This objective has been achieved
This objective has been achieved. Under the Nuffic
project, many workshops were held involving practicing
professionals in curriculum reviews etc.
This objective has been achieved. All programmes in
CIT have a business skills component. More
programmes are being proposed to impart soft skills to
graduates to enable them become very competitive in
the job market.
Although the current ratio is not yet 50:50 for males and
females, the indications are available to show that this
will be achieved in the near future.
This objective has been achieved. The Faculty
encourages
Review the criteria To review entry requirements of
and procedure for both
undergraduate
and
admission
postgraduate programmes so
that more women can have a
chance to enroll on the
programmes in CIT
2: Strengthening of
To solicit for research funds.
research
Research
coordination and
evaluation
1.15 SA
The Faculty does not determine entry requirements
separately for mainstream programmes. This is because
of the way the admission process is undertaken.
However, for the courses that run privately like the
Cisco Certified Network Associate [CISCO] programme,
female students are given special attention in order to
attract more enrollments from them. An example is that
female students are required to pay lower tuition fee for
CISCO than their male counterparts.
This objective has been partially achieved. The Faculty
has been involved in proposal writing and soliciting of
research funds. However, the potential has not yet been
exploited fully. Very few staff members have
participated in research proposal writing.
To strengthen the office of
Deputy Dean in charge of
Graduate Studies and
Research in the Faculty of
Computing and Information
Technology
This objective has been achieved. More staff were
recruited.
The research coordination
office headed by a Research
Coordinator that is in charge of
coordinating and managing all
the research done by the
students in the Faculty will be
strengthened.
This objective has been achieved. More staff were
recruited.
14
Established research linkages
with other universities in East
Africa, Europe, America and
the rest of the world will be
strengthened and new ones
created
This objective has been achieved partially. Linkages
exist with Universities in the Netherlands under Nuffic
project, Norway, Australia, South-Africa, United
Kingdom and others. However, efforts are continuing
towards establishment of research linkages with other
Universities besides graduate student research
supervision.
To continue engaging in joint
research with professionals in
other universities.
This objective has been achieved. The outgoing and the
current Nuffic projects present examples of how this
objective has been achieved.
This objective has not yet been fully achieved.
Establish a Research
Evaluation Committee that
comprises of working
professionals and staff at CIT.
This objective has been achieved.
To continue subjecting all
dissertations for graduate
students to external evaluation
by external examiners.
To continue engaging graduate
students as research
Assistants on the projects of
undergraduate students.
This objective has been partly achieved.
To continue engaging graduate This objective has been partially achieved.
students
on
consultancy
projects.
15
Improvement of the
research skills of
teaching and nonteaching staff
To enhance research related
academic programmes.
This objective has been partially achieved. Members of
staff have been sponsored to attend research training
courses. Visiting professors have come to the Faculty to
deliver courses and workshops on research related
programmes.
This objective has been partially achieved.
To continue encouraging
young/upcoming researchers to
work jointly with the
experienced researchers.
To continue giving exposure to
researchers by facilitating them
to attend and/ or present at
international conferences/
workshops.
This objective has been achieved.
To continue holding frequent
and continuous courses and
seminars for all staff and
students on how to write good
research proposals.
This is partly achieved. Visiting professors have come to
the Faculty to deliver courses and workshops on
research related programmes.
To continue promoting
research collaboration with
universities in Africa and the
resource endowed Europe and
America.
This objective has been partially achieved. It is an
ongoing process and unexploited potential remains very
high.
16
Increased
utilization
of To strengthen mechanism with
research users.
research results
This objective has been partially achieved. In A number
of projects have been undertaken in partnership with the
private sector. Unexploited opportunities are still high.
To strengthen the CIT
newsletter and the International
Journal on Computing and ICT
Research.
This objective is partially achieved. However, efforts
should continue to be exerted in the coming period
To support and encourage
publication of technical reports/
working papers.
This objective has been partially achieved. It is an
ongoing activity.
To provide incentives to
Intensify research in computing
and ICT.
This objective has been partially achieved. It is an
ongoing activity
To institute two awards for
relevant and successful
research by both a male and
female researcher.
This objective is not yet achieved.
Instituting research related
appraisal of staff.
This objective is not yet achieved.
17
To strengthen mechanism of This objective has been to an extent. The Faculty hosts
an Annual Conference [International Conference of
research dissemination.
Computing and ICT Research], an International Journal
of Computing and ICT Research, and has supported
staff to present their research finding in other
international conferences here and abroad. This is
bound to continue with NUFFIC phase II (2007-2011).
This project will enable full implementation of this
activity.
Enhancing
quality
perspective
research
the
and To strengthen linkages with the
of local industry, government
ministries, the private and
public sectors, integrated
researchers and organizations.
This is partly achieved through joint projects with the
private sector but unexploited opportunities remain high.
A number of activities are planned under the NUFFIC II
project.
To strengthen linkages with
local functional research
centres.
This objective has been partially achieved. However,
efforts should continue to be exerted in the coming
period
To strengthen research
infrastructure capacity at
Faculty and departmental level.
This objective has been partially achieved. Research at
CIT is departmental based. Research facilitating
equipment has been purchased. More equipment is to
be purchased under the NUFFIC II project.
To engage in crosscutting
research projects with staff in
other faculties/institutes.
This objective has been achieved. Our students and
staff are engaged in research that is cross cutting
specifically health, Development, Education, Business
Management and Development among others.
18
To engage in joint research
projects with the local
researchers such as those in
government departments and
industry.
This objective is not yet achieved. However, substantial
progress towards attainment of this objective has been
made. An example is the current discussion with the
Uganda Police Forces, MTN, UTL, CELTEL, and DFCU
regarding project collaborations.
To engage in joint research
with colleagues in universities
and ICT sector in Africa,
Europe, and America.
This objective has been partially achieved. We have
PhD students undertaking their studies at Makerere
University and other Universities like in Netherlands,
Australia, Sweden and South Africa. The supervision is
undertaken jointly. There is however room for
improvement.
To encourage formation of
research groups at University, This objective has been partially achieved.
national and regional level such
as the East African Region and
the African Region.
Improving
1.16 SA
3: community access
Extension to specialized
competencies on a
and
Consultan commercial basis
cy
Services
This objective is not yet achieved.
To facilitate development of
specialized competencies in
areas where the CIT has a
competitive advantage and
where there is a potential to
generate funds.
To encourage all staff to
undertake consultancies under
ICT Consults Ltd and ICT
Integrated Solutions Ltd.
19
This objective is partially achieved. There are some
projects which have already been done with
participation of CIT staff. Many others are in the
pipeline.
This objective is partially achieved.
To strengthen the consultancy
unit, ICT Consults Ltd, in order to
strengthen its service delivery.
To develop and deliver short term
courses on a commercial basis.
To develop and deliver
presentations at workshops/
seminars on a commercial basis.
This objective is partially achieved. Through the CCA,
CCNA, MSCE and the flexible programme including the
mid-night classes, there are positive indicators of
positive contribution towards public service.
This objective is not yet achieved.
To develop curricula for tertiary This objective is partially achieved.
institutions on commercial basis.
To develop specialized training This objective is not yet achieved.
curricula for
organizations on
commercial basis
Increasing
and
To extend effective service to
intensifying
communities and target groups
extension service
This objective is not yet achieved.
under the approved university
guidelines.
To establish/ strengthen
internships at district level for our
students.
20
This objective has been partially achieved.
To attach our students with ICT This objective is partially achieved. All second year BIT
departments
for
industrial and BSC Computer Science undertake industrial
training/internship.
training during the recess term.
To engage in research that aims
at solving the society problems,
fostering national development
and contributing to the
international research
developments
1.17 SA
4:
Organizati
on
and
managem
ent
Improving
the
efficiency
and To restructure and decentralize
effectiveness
of administration.
the
overall
organization
To involve students in the day-today administrative activities of the
Faculty of Computing and
Information Technology (CIT)
This objective is partially achieved. Through the
Department of Software Development and Innovations,
some projects have been undertaken that contributed to
solving societal problems, like the development of the
epi-handy tool that is being used the IPH Demographic
Surveillance Site at Mayunge
The objective has been achieved.
The faculty has four departments and related activities
are grouped under a given department to encourage
specialization in terms of training, research and staff
recruitment.
This objective has been partially achieved. There are
some students who have part-time jobs in the Faculty.
The student’s body is represented at Departmental and
Faculty Boards. The Faculty has a students welfare
committee that takes care of the students concerns. On
the other hand the students have unlimited access to
their respective departmental administration.
To have a fully functional website
This objective has been partially achieved. The website
(www.cit.ac.ug ) where most of the is in place but still lacks some relevant information for
information can be maintained and the public.
availed to the general public.
To implement a formula for
student intake.
21
This objective is partially achieved.
Improving the
administrative
performance of the
CIT
To institute result oriented and
innovative management style.
This objective is partially achieved.
To institute focused, visionary and
principle centred leadership.
This objective is partially achieved.
To review academic management
systems for efficiency.
This objective is partially achieved.
To recommend favorable staff
recruitment and promotion
procedures to the university
administration and other policy
organs.
The objective has been achieved.
To push for the institutionalization
of contractual engagement.
The process to achieve this objective is ongoing.
To participate in the review of
guidelines for determination of
optimal academic staff
establishment.
The process to achieve this objective is ongoing.
To participate in the formulation of The process to achieve this objective is ongoing.
guidelines for determination of
optimal establishment of nonacademic staff.
22
To push for the establishment of a The process to achieve this objective is ongoing.
policy that allows academic units
to recruit staff outside government
payroll in order to strengthen the
staffing capacity
Developing ICT
capacity and
utilization
Improving the
conditions of service
in order to attract
and retain staff
To help in the implementation of
the Makerere University ICT
Policy and Master Plan.
This objective is partially achieved.
To spearhead ICT capacity
development and expansion
(network, systems, support
services).
This objective is partially achieved.
To fully computerize the CIT’s
administrative and academic
systems.
This objective is partially achieved. Many processes are
handled through computerized systems. CIT is working
through ARIS, FINIS and HURIS systems implemented
campus wide.
To integrate ICT in teaching,
learning, research and services.
This objective is partially achieved. Teaching involves
integration of ICT applications in CIT today.
To push for competitive terms and
conditions of service.
This is an ongoing process.
To review and effect measures to
improve staff welfare.
This is an ongoing process.
23
Improving the
welfare of students
Reinforcing gender
mainstreaming in
administration and
management
To strengthen social support and
counseling services.
This objective is partially achieved. Through the
management structure in place, opportunities for social
support and counseling services are available at all staff
levels.
To provide gender friendly and
secure environment for staff.
This objective is partially achieved. Based on dynamics
of work environment in society, the environment at CIT
indicates a gender friendly and secure environment for
staff.
To push for allocation of a
reasonable percentage of tuition
fee to student welfare.
This is an ongoing process.
To encourage ladies to compete
for administrative positions in the
CIT.
The objective has not been achieved. Majority of the
ladies in the Faculty are undertaking their PhD training
and thus will be eligible in less than 2 years from now.
To encourage ladies to participate
in the day-to-day activities of the
CIT.
This objective has been achieved. Ladies participate in
the day-to-day activities of CIT.
24
1.18 SA
5: Ensuring adequate
performance of staff
Human
Resources
Developm
ent
This objective has been achieved. The training policy
To formulate and implement a
training policy for academic and that is in line with the University policy is in place.
administrative and support staff
that is inline with the university
policy.
To facilitate staff to meet the
requirements for promotion and
career development.
This objective has been achieved. The Faculty has
institutionalized a training policy that is in line with the
University policy is in place and support for research.
CIT has put in place an International Journal as well
conference book that enable the staff members to
publish.
To include development of
research skills in graduate
programmes.
This objective is partially achieved. Research seminars
have been conducted for graduate students and these
have been conducted every semester.
To include crosscutting courses This objective has been achieved. Management, Policy,
as well business operations [Supply Chain
in the graduate programmes.
Management] are taught. The graduate programmes
share a lot of courses such that students on one
programme undertake courses from another
programme.
This objective has been achieved. E-learning, ICT skills,
To conduct staff training for
organizational management and administration, and
consultancy and policy
pedagogical trainings have been conducted.
development and to organize
short-term refresher courses for
staff.
25
To institute incentive scheme
for innovativeness.
This objective has not yet been achieved.
To supplement the facilitation
of sabbatical leaves of staff in
the CIT.
This objective has not yet been achieved.
To institute a continuous twoway evaluation of staff
performance.
This objective has been achieved. Staff appraisal and
evaluation system is in place. Students appraise their
lecturers and administrative staff are appraised by their
immediate supervisors.
To encourage a continuous
evaluation of staff by students.
This objective is partially achieved. The instrument for
students to use to evaluate staff is in place. However,
the follow up and arrangements to provide feedback to
staff is still missing.
To train all academic and
administrative staff of Makerere
University in basic ICT skills.
This objective has been partially achieved. However, it
is still an on-going process that will eventually lead to all
academic staff willing to get ICT training to attain it,
especially with expanded facilities at CIT
26
1.19 SA
6:
Physical
Infrastru
cture
To set aside capital
development funds
from internally
generated funds to
be able to construct,
rehabilitate and
maintain physical
facilities to meet the
present and future
needs of the CIT,
taking into account
an assumed
increase in student
enrolment over the
five-year planning
period.
To continue to utilize lecture
space in other faculties/
institutes
This strategy has been used to ensure adequate
delivery of services against limited resources.
To solicit for donor funds to
meet the increasing physical
infrastructure requirements
such as putting up new
buildings.
This objective has been achieved, and more progress is
being made towards this target. An example is the new
NUFFIC project in place.
To appeal to the university This objective is partially achieved
authority to reallocate space in
the university in proportion to
the student enrolment per unit.
To generate funds from private This objective has been achieved. Private programmes
programmes that can be used are source of funds that have been partly used to
construct the new building for CIT.
to acquire more space
27
1.20 SA
7:
Generatio
n
and
Allocation
of Funds
Increasing
and To implement the policy of the
diversifying
the university on income generation.
Faculty’s financial
base
This objective has not yet been achieved.
To develop proposals to solicit
for funds from donors.
This objective has been partially achieved. It continues
to be a target for CIT.
To provide incentives that will
encourage innovative ideas
that will attract funding.
This objective has been partially achieved. The Faculty
encourages staff to participate in writing proposals for
funding. The authors are then given full autonomy to
implement the project once successful which comes
with financial gains to the implementers. Case in point is
the Partnership for Higher Education in Africa [PHEA].
To lobby for scholarships for
the students.
This objective has been partially achieved. It continues
to be a target for CIT.
To lobby for funding from the
private and public sectors and
the alumni.
This objective has not yet been achieved.
To lobby government to
approve the Faculty of
Computing and Information
Technology as its main training
and consultancy partner for its
government ministries.
This objective has not yet been achieved.
28
Rationalizing CIT
fund allocation
To ensure that the CIT gets
funding to meet its objectives.
This objective has been partially achieved. It continues
to be a target for CIT.
To allocate funds based on
performance and priorities.
This objective has been partially achieved. It continues
to be a target for CIT.
To give priority to programmes
that address the local market
needs.
This objective has been partially achieved. It continues
to be a target for CIT.
To push for the restructuring of
the university system to reflect
unit costs.
Improving the CIT’s
capacity for
resource generation
and allocation
To strengthen the International
Relations and National Affairs
Offices in the faculty as the
main resource mobilization
units.
To develop capacity for writing
innovative proposals.
To strengthen the marketing of
the CIT by establishing a
position of Marketing Officer.
29
This objective has not yet been achieved.
This objective has been partially achieved. It continues
to be a target for CIT.
The International Relations Office is charged with
all the public relations matters in the CIT.
This objective has not yet been fully achieved.
This objective has been achieved.
To continuously review the
curricula and cost of the
programmes and tuition fee.
This objective has been partially achieved.
To improve reporting on value
for money.
This objective has been achieved.
30
Section III: Strategic Plan for 2007/8 – 2017/18 Period
1.21 4.1 Introduction
In order to chart a way forward for the Faculty in terms of a range of feasible strategic
directions, it is of essence that the Faculty performs a SWOT analysis and scans its
external environment to identify opportunities and challenges facing the Faculty and
Makerere University as a whole. Before presentation of the strategic goals and
objectives for the 2007/08 – 2016/2017 period, SWOT analysis results and external
environment scanning results are presented in the following sections first.
1.22 4.2 SWOT Analysis
An important step in responding strategically and effectively to the rapidly changing
environment facing the Faculty is developing an understanding of the external and
internal context within which it operates. This involves an analysis of the strengths,
weaknesses, opportunities, and threats (SWOT) facing the Faculty. While this list is by
no means exhaustive (and in some cases at conflict with itself), it provides a useful
context for refinement of the strategic plan.
CIT will continue to rely on the strength acquired to undertake the opportunities
presented by the future. However CIT will endeavor to recognize the weaknesses
identified and learn from them to build on the strengths it possesses at the same time
focusing on turning the threats into opportunities. Key SWOT themes identified are
summarized in the table below.
31
4.2.1 Strengths

4.2.2 Weaknesses
Sufficient experience in running computing and ICT
programmes.

Inability to attract and retain highly qualified staff—
low terms and conditions of service/ low university
salaries.

High demand of the academic programmes: CIT
attracts an overwhelming number of students to its
programmes both at national and international level.
Insufficient infrastructure i.e. computing equipment;
office laboratory and lecture space

Inability to replace obsolete equipment

Slow Internet connection—limited bandwidth.

The academic staff are highly qualified

Resistance to change;

The students on the PhD and masters’ programmes
will strengthen the pool of academic staff after
completion of their courses.

Inadequate awareness of the importance of
responding quickly and decisively to strategic
opportunities and threats;

By September 2007, the CIT shall have a new
building of 12,000 sq metres commissioned.

Growth in “unavoidable” operating costs (e.g.,
insurance, utilities); aging physical plant;

Ability to attract consultancy projects due to the
evolving interface with the local industry through ICT
Consults Ltd.

Poor intra-University communication;

Availability of computing facilities—The CIT currently
has over 1200 computers.
Collaborative opportunities with the private and
public sectors not fully realized and developed;

Insufficient support from alumni and private donors;

Ability to attract donor funding.


Ability to attract research funds.
Relatively low levels of public awareness regarding
the University and lack of a comprehensive strategy
for enhancing public awareness and support.

Regional centre for several internationally recognized
programmes.

Limited access to online research journals

Computing and ICT centre of Excellence for East
and Central Africa



The Faculty of Computing and Information
Technology (CIT) runs state of the art industry
oriented programmes at all levels.
32

Good relationship with the government.

A good interface with the private and public sectors.

Availability of online research journals.

Access to online research journals

Excellent Linkages/ collaboration with Universities in
Africa, and Europe, USA, Asia, and Australia.

Hosts International Journal of Computing and ICT
Research

Host an Annual International Conference on
Computing and ICT Research

Makerere University Administration strongly supports
computing and ICT capacity development.

Makerere University e-learning Policy in place.

Good, Focused, Visionary and Principle Centred
Leadership at the CIT.

Committed CIT staff.

Breadth and depth of undergraduate, graduate, and
professional programmes;
4.2.3 Opportunities
4.2.4 Threats

Potential to attract a big number of prospective
students.

High cost of computing equipment such as software
and hardware.

There is growing demand for computing and ICT
professionals in the region

High costs of computing and ICT services


There is growing demand for computing and ICT
Computing and ICT refresher courses are very
expensive.
33
training and awareness

There is urgent need to address the computing and
ICT knowledge gap in tertiary institutions and
secondary schools through training the lecturers and
teachers in these institutions.

Duplication of Computing and ICT courses by other
units in the university.

Similar programmes being run in universities and
other institutions

There is good will by the Government of Uganda and
the Development Partners to promote computing and
ICT in the country.
High tuition fees eliminate the poor but bright
students.


The tuition fee charged is still well below the
recommended figure based on unit cost
The government of Uganda waived all taxes on
computers and software.


The government of Uganda supports the
development of computing and ICT capacity through
higher institutions of learning, as stipulated in the
National ICT policy and Master Plan.
Constraints on curricula review and development--different organizations have different training needs
and it is difficult to satisfy all of them.

Declining support for higher education by
government in preference to pre-tertiary education

Growing competition in recruitment and retention of
senior academic staff;

Growing apathy of policy makers and public to needs
of higher education and the University specifically;

Inability to diversify the University’s resource base


The deployment of the national fibre optic backbone
by the government of Uganda

The envisaged low cost of bandwidth after the
deployment of the marine cable

CIT is being earmarked as a Regional Training
Centre for many international certification
programmes and regional graduate programmes in
computing and ICT

There is growing demand for computing and ICT
consultancy services in both public and private
sectors.
34
1.23 4.3 Assessment of the External Environmental
Seven key areas were identified in the Makerere University strategic planning
framework namely: Economic situation, financial situation, Social situation; Science
and Technology situation; Globalization; Higher education industry situation and the
energy situation. These seven factors affect CIT in the same way as they affect the
University. We have therefore adopted the same version to guide our strategic
planning process. However, three key issues can be derived from the seven
environmental assessment factors identified:
(i) The growing demands for education, creation of new knowledge leading to
technological innovation, and economic development through technological
commercialization create high levels of opportunity for the Faculty and the
University at large.
(ii) The higher education marketplace is seeing abundant and aggressive competition
(both nationally and internationally) for students, faculty, resources, and reputation
from both traditional and non-traditional providers.
(iii) There has been a persistent reduction in government financing public higher
education in Uganda and this is unlikely to reverse soon.
Appendix 1 is a matrix adopted from the Makerere University strategic framework
which shows the environmental assessment results in which CIT operates.
1.24 4.4 Strategic Areas, Goals and Objectives for 2007/8 – 2017/18
The Faculty strategic plan provides a general overview of the strategic areas and
some details concerning the implementation and operationalization of objectives.
Identifying strategic areas is one of the most important – and potentially one of the
most difficult – steps in the planning process. Looking at some background questions,
we have come up with strategic areas CIT will pursue to realize its vision while also
supporting delivery on the core functions of Makerere University. Background
questions include:
(i)
Who are the Faculty’s top competitors in teaching, research, service, and
economic development and who will be our top competitors in the future?
(ii)
In what ways can and should the Faculty target its capabilities and resources to
meet critical needs across the nation, the region and the world?
(iii)
How can the Faculty leverage its resources (both existing and expected) in an
optimal manner to achieve excellence?
35
(iv)
How can we ensure a successful campaign to secure the resources required for
excellence?
(v)
What are the requirements to aggressively build the brand, reputation, and
stature of the Faculty as an extraordinarily innovative and creative entity
nationally, regionally and internationally?
(vi)
How can the Faculty’s organizational structure and operating style be changed
to enhance its ability to identify and respond to strategic opportunities,
partnerships, and threats in an innovative, timely, and effective manner at all
levels while also maintaining its academic principles?
The Faculty has defined the following 11 Strategic Areas (SAs) for the period 2007/8 –
2017 /18 that will move us towards the realization of our mission and vision:
1. Teaching and learning
2. Research and innovations
3. Community outreach
4. Organization and Management
5. Quality Assurance
6. Human Resource Development
7. Gender Mainstreaming
8. Staff and Student support services
9. Physical Infrastructure and Planning
10. Resource Mobilization, Investment and Financial Management
11. Internationalization
Table 4 presents the strategic goals, objectives and indicators of achievement for each
of the 11 strategic areas listed. However, time frames and responsibility centres have
not been included. Short range work plans adapted from this strategic plan will include
these details.
36
Table 4: Strategic areas, goals, objectives and measurable indicators for the period
2007/8 – 2017/18
1.25 SA 1: Teaching and Learning
The teaching and learning provision is one of the core functions of the Faculty of Computing and IT, Makerere University. Teaching
and learning forms the core transformation processes through which the university students are transformed into graduates with
value added to them. These graduates have to be relevant in the world of work and Society at both national and global levels. CIT is
sensitive to the notion that the Faculty cannot sustain itself in the 21 st century on the basis of Makerere University’s reputation
earned in the 20th century. Rather, it will sustain itself on the provision of the highest quality, transferable academic qualifications,
and the production of cutting-edge solutions to societal problems and technologically relevant knowledge to students.
Goals
Objectives
Indicators
Goal 1:
a) To promote flexible learning.
(i) At least two learning methods [e.g.
To provide a teaching and
traditional and e-learning]
Learning environment that
assures superior experience to
(ii) Curriculum review and development of
both the learners and the
all the programmes to incorporate
academic staff
problem based learning
(iii) At least two academic partnerships per
year with the industry
(iv) Embracing full semesterization
b) To Integrate international perspective into the (v) 100% tutorials for courses with provision
curriculum
for tutorial classes
(vi) At least 20% international students
enrolment
(vii)
umber
37
N
of
programs
designed
on
collaborative basis with other institutions
such as the private sector
c) To promote independent research and critical (viii) All courses to have 30% research
thinking
component as part of assessment
Goal 2:
To produce graduates relevant
to the world of work and
society at both local and
international levels
a) To offer academic programmes that impart both (i) Increased number of programmes that
subject matter knowledge, transferable skills and
are industry focussed
generalist skills
(ii) Number of programmes reviewed that
integrate generalist skills such as
communication and problem solving
(iii) Number of programmes reviewed every
three years
(iv) Number of programmes and students
participating in tracer studies
(v) Number
of
different
instructional
materials and methods in the Faculty
(vi) Number of courses accessible through
E-learning
Goal 3:
(i) Number of institutions offering CIT
To increase resource capacity a) To promote offering of CIT programmes by other
programmes
institutions in the country
to meet the demand for higher
education at national level
(ii) Number of programmes designed to
cater for national needs
38
b) To promote the design of academic programmes (iii) Increased number of programmes
accepting credit transfers
through collaborative framework with other
institutions
(iv) Number of functional satellite centres
and the range of services offered at the
satellite centres
(v) Number of students registered at each
of the satellite centres
Goal 4: Continuous
improvement of academic
standards and the resulting
awards to remain competitive
a)
To provide continuous pedagogical training and
other refresher courses for staff.
b)
To improve and utilize modern instructional
materials and methods.
c)
To integrate ICT in teaching and learning,
d)
To encourage student-staff interaction
e)
To facilitate staff to attend international conferences
and/ or workshops.
(i) Number
of
pedagogical
training
sessions for staff
(ii) Number of instructionally designed
courses
(iii) Staff-student ratio
(iv) Number of courses delivered through elearning
(v) Number of courses using technology in
delivery
(vi) Number of refresher courses organized
for staff
(vii)Number of staff supported to attend
conferences and workshops
39
1.26 SA 2: Research and Innovations
Research is the mechanism through which universities become locus of scientific discoveries that drive national economies forward.
Research is, therefore, a pillar of both institutional and national development. The Faculty is uniquely positioned among public
universities to differentiate itself from other institutions by advancing basic and applied research in computing and ICT. The effective
application of scientific knowledge and the ability to innovate is now recognized to be one of the key sources of growth and
competitiveness in the global economy. The Faculty proposes to strategically position itself as the Faculty of First Choice for
Computing and IT students (both graduate and under-graduate) nationally, regionally and globally. The overriding aim is to raise the
national and international research profile and reputation of the Faculty.
Goal 1:
a) To increase the formation and visibility of (i) Number of active research groups
To enhance understanding
research groups at the Faculty
(ii) Number of publications originating from
knowledge
generation
in
b)
To
increase
the
quality
of
basic
and
applied
the Faculty per year
computing and ICT disciplines
research portfolio.
with a view to position CIT as
(iii) Number of patents
the centre of excellence in c) To strengthen the research monitoring and
(iv) An effective and responsive research
research
coordination system for effective management
coordination unit
of research capacity
(v) Ratio of graduate to undergraduate
d) To increase the ratio of
graduate to
students of 1:5
undergraduate students
(vi) Number of research active staff
e) To continuously review the relevancy of the PhD
(vii)
training in Computing and ICT
umber of graduate students graduating
each year
(viii)
umber of PhD defences every four
years
(ix) Increased citations of staff publications
as reflected by the citation indices
Goal 2:
To promote science and a) To facilitate staff and students in technology
incubation, development and transfer to private
technology innovations for the
40
(i) Number of academic staff involved in
benefit of the Ugandan society
sector
research innovations for Uganda
b) To seek funding and grants for Faculty research
c) To establish a monitoring mechanism
Intellectual Property generation within CIT
for
d) To increase awareness on Intellectual Property
rights to staff and students
e) To encourage women and special needs groups
to actively participate in Science and Technology
research.
f) To promote the application of Computing and
ICT research for sustainable development.
(ii) Increased number of research outputs
such as journal publications, patents,
books
(iii) Number
awards
of
competitive
research
(iv) Number of women and other special
interest groups involved in research
activities
(v) The amount of revenue generated
from
Computing
and
ICT
consultancies;
(vi) Number of
established
(vii) Number
centres
and
spin
size
off
of
companies
incubation
Goal 3
(i) Evidence of collated departmental
To build and strengthen a) To increase research output nationally and
research seminars.
research capacity within the
internationally.
Faculty
nationally
and
(ii) Number of research output nationally
internationally
b) To regularly assess the quality and impact of
and internationally
research
(iii) Number of international collaborative
c) To continuously evolve research policy relevant
projects
to the Faculty.
41
d) To strengthen research skills training base.
(iv) Number of participating collaborative
institutions
e) Institutionalize Faculty and Department Research
Seminars.
(v) Number of research impact assessment
studies
(vi) Number of policy reviews
(vii)
umber of training courses undertaken,
workshops conducted and conferences
hosted
(viii)
1.27 SA 3: Community Outreach
CIT aspires to provide an organizational framework for realizing the objective of continuing the historical reputation of Makerere
University as a pre-eminent centre for training and developing graduates competitive in the global market, as well as responsible
citizenry. Universities have a social obligation for knowledge generation and transfer. The Faculty is committed to consolidating and
expanding its existing strategic partnerships and community extension profile nationally, regionally as well as globally.
Goal 1:
To enhance the capacity
of the Faculty to link with
the community
a) To improve the visibility of CIT in Outreach & (i) At least four outreach activities per year
Community Development
(ii) A coordinating office for outreach
established and operational
b) To improve Community access to knowledge,
skills, advice, technology & innovations from CIT (iii) At least four articles published in the
media
c) To harmonise
services
and
institutionalise
outreach (iv) Outreach strategy and policy in place
(v) At least ten schools visited per year for
career guidance sessions
42
(vi) Annual open day
(vii) At least two exhibitions per year
1.28 SA 4: Organization and Management
To facilitate an optimal organizational environment to deliver its academic programmes, the Faculty plans for its transformation into
a Constituent College of Computing and Information Sciences. Institutional autonomy and running the Faculty as an enterprise will
position CIT in a strategic arena for better service delivery. This will enhance synchronization of plans/policies of the University and
those of Faculty. In addition, other functional areas will perform better through a decentralized administrative and management
structure. The functional areas that will perform better under the College structure include (i) the human resource function (staff
recruitment, development and retention); (ii) Quality assurance as an organizational and management function; and (iii) support
services. Support services include IT, public relations, Library, records management, financial management, Marketing and image
building. The established College of Computing and Information Sciences will develop a best-practice model of good governance
that balances the executive authority of the Principle with participatory, democratic principles for optimal efficiency and performance.
A College Board will exercise oversight over the academic aspects, with delegation of certain functions to component units. The
overriding aim is to ensure operational and administrative efficiency
Goal 1:
To improve the
management function so
that it ensures an
efficient and effective
operational environment
Goal 2:
Ensure high quality
administrative and operational
efficiency within the Faculty.
a) To transform the faculty into a constituent
college.
(i) Transformation into
College by 2009.
b) To build the capacity
management at all levels
(ii) At least half of CIT’s programmes
internationally accredited by 2010.
of
leadership
and
a) To implement an effective and appropriate
Faculty organogram.
b) To continue with regular appraisals.
c) To prepare and circulate a Faculty Manual of all
administrative policies and procedures.
43
a
Constituent
(i) Appropriate organogram in place
(ii) Calendar of schedules meetings
published each academic year
(iii) Faculty Manuals in place
1.29 SA 5: Quality Assurance
Makerere’s aspiration is to be the leading institution for academic excellence in the region. Key to achieving this strategy is the
development of an effective and efficient Quality Assurance (QA) system underpinned by quality teaching, research and outreach
services relevant to life long learning and professional development. The Universities and Other Tertiary Institutions Act, 2001 under
Section 71 requires institutions of higher education to conform to the standards set by the National Council for Higher Education.
Goal:
a) To institutionalize quality assurance function (i) A fully functional Student Support
To ensure quality in the delivery
within the Faculty.
(ii) Service System in place
of the Faculty’s core activities and
b) To strengthen the capacity to monitor and (iii) Percentage of employable graduates
services
evaluate academic performance in a (iv) Number of Faculty programmes gaining
systematic manner
accreditation
by
UNCHE
and
c) To enhance the Faculty’s capacity for
international organisations
generating high quality and relevant research (v) A fully functional, effective, efficient and
output.
integrated QA system in place.
d) To provide and maintain high quality academic (vi) Number of tracer studies carried out
support systems and infrastructures;
(vii) Level of satisfaction of the employers
e) To continuously improve the QA system,
and employees
through
reviews,
streamlining
and
modernizing of QA function, policies,
procedures and their supporting protocols;
f) To provide professional guidance at the
departmental level in the area of curriculum
development
g) To integrate issues of equity and equality in
the functions of the Faculty
44
1.30 SA 6: Human Resources
In the current knowledge based era human resources are the prime movers of any institution. Staff recruitment and retention will
play a critical role in the delivery of the Faculty’s mission. Yet the Faculty is constrained on issues of staff retention and
remuneration. The staff evaluation mechanism needs to be streamlined and there is need to operationalise rightsizing of the support
staff establishment. There is also need to out source the non core functions of the University. The overriding aim in this area is to
attract, retain and develop high quality, motivated, academic staff.
Goal
a) To improve staff performance management (i) An objective performance appraisal
system in the Faculty.
tool developed and operationalized
To ensure a high quality human
b) To ensure that pay differentials among (ii) Use of Full Time Equivalent (FTE) in
resource base
different positions are based on a rational
determining work load for staff
model
implemented
c) To improve staff recruitment and retention to (iii) Job analysis, specification
match the students’ numbers.
evaluation carried out
and
d) To enhance staff capacity with a view to (iv) Job descriptions for all positions in the
improving skills
Faculty produced
e) To apprise newly appointed and promoted (v) Less than 10% staff turnover annually
staff
members
of
their
roles
and (vi) 100%
of
positions
in
staff
responsibilities through training and induction.
establishments filled by 2017.
f) To address gender imbalances in the different (vii) An operational Human Resource
faculty functions
Management Manual developed
(viii) Two refresher trainings conducted
annually
(ix) Induction and training programmes
conducted for all new appointed and
promoted staff
(x) Staff Student Ratios (SSR) in
conformity with the National Council of
45
Higher
Education
(NCHE)
International guidelines realized
and
(xi) Increased number of staff trained to
PhD level.
(xii)
P
ercentage of female in academic and
non academic positions increased to
50% by 2017
1.31 SA 7: Gender Mainstreaming Program
The Gender Mainstreaming Programme as a policy was approved by Senate and Council in 2001/02. Gender Mainstreaming is
still ranked among the priority areas of the University planning process. There is need to continue integrating gender
mainstreaming in the University functions and policies. Further, there is need for the University to have a comprehensive gender
policy. The Faculty of Computing and IT is committed to this aim of the University.
Goal 1
a) To formulate and advocate for the enactment (i) A comprehensive gender policy in
Reposition the Gender
of a comprehensive gender policy for the
place
Mainstreaming program to
Faculty.
(ii) At least two gender awareness
excel in providing a gender
b)
To
promote
gender
responsive
organizational
workshops conducted annually
responsive organizational
culture in CIT
environment
1.32 SA 8: Staff and Student support services
Academic institutions require a conducive environment to enhance efficient and effective teaching, learning and outreach
functions. Provision of staff and student support services ensure a holistic development of the university community. With the
growing demand in higher education, that has not been matched with facilities coupled with the inadequate funds means that
Makerere has been unable to provide support services to the required standard. The university should therefore endeavour to
promote an environment that will strengthen student’s participation, increase student retention, and facilitate lifelong learning.
Goal 1
To enhance the
a) To create a conducive academic and social (i) Student tutors established
46
academic and social
development of
Faculty staff and
students
environment for staff and students
b) To empower students with
cognitive, study and life skills.
c) To establish a
counselling office
career
(ii) Facilitation of student associations
leadership, (iii) Annual social event organized
(iv) Life Skills manual developed
guidance
and (v) Revised curricula with leadership and
cognitive skills
d) To periodically carry out assessments on the (vi) Career guidance and counselling
needs of the students and staff
office established
(vii)
wo annual
conducted
T
needs
assessments
1.33 SA 9: Physical Infrastructure and Planning
The physical facilities in educational institutions provide the requisite teaching, learning and research environment. Hence, the
quality of education and training provided by any institution is largely dependent upon the quality of the facilities available. In
addition, the cost of education also depends on the quality of the facilities. Physical infrastructure comprises land acreage, unbuilt-up/preserved open space, buildings/built up space for either Academic or Support Service Facilities such as the road network
and utility systems besides.
Goal:
a) To institute a systematic and sustainable (i) Visible transformation of the physical
To assure utilisation of properties
system of funding capital developments in
environment
for
the Faculty.
(ii) Comprehensive
and
up-to-date
core-activities of the Faculty
b) To establish functional state of the art
databases for physical infrastructure
general and specialized lecture and
facilities (including networks and utility
laboratory facilities
systems)
c) To improve access to Faculty facilities by (iii) Expanded and refurbished lecture and
students and staff with disabilities
laboratory space
d) To optimally utilize the physical infrastructure
e) To ensure proper maintenance
physical infrastructure
47
of
(iv) Streamlined timetabling of faculty
academic activities for optimal space
the
use per unit of time
(v) Maintenance charters in place
(vi)
Facilities for disabled persons in place
1.34 SA 10: Resource Mobilization, Investment and Financial Management
The effective and efficient delivery of the Faculty’s mandate ultimately depends on the Faculty’s capacity to marshal financial
resources to muster the necessary human and physical resources in sufficient measures. CIT’s traditional sources of funding are:
disbursements from the center, students’ tuition and fees, and foreign governments and foundations. Government funding over
the last 10 years has fallen drastically forcing Makerere University to move towards supporting more than 70% of its budget
through locally generated income. The CIT is one of the units in the university that has the potential to generate income from
academic programmes and other commercial activities like refresher courses in ICT for the whole country. As per the current
proportions of tuition fee retained at the centre, one student from the CIT contributes approximately the same amount of money as
two students from other faculties, especially the humanities based faculties.
a) To foster the accepted financial
Goal 1
(i) A harmonized financial management system with operational
management practices
Increasing and
linkages to all units
diversifying the Faculty’s
b) To implement the policy of the
(ii) Financial procedures and management manual in place
financial base
university on income generation.
(iii) The University Policy on income generation implemented
c) To establish a fund raising
(iv) Income generation coordination unit established
mechanism
(v) Fund raising mechanism established
d) To initiate the establishment of (vi) Amount of income generated from fundraising
student incubation fund.
(vii)
Student incubation fund established
e) To position CIT as a national
ICT Consultant
(viii) Number of incubation projects funded
(ix) Number of funding partners contributing to the student
incubation fund
(x) Number of consultancy projects undertaken
48
Goal 2
Rationalizing CIT fund
allocation
a) To allocate funds based on
agreed faculty priorities.
(i) Funding priority list in place annually
b) To lobby for the restructuring of (ii) Reflection of unit costs in the University System
the university system to reflect
unit costs.
1.35 SA 11: Internationalization
Owing to the imperatives of globalization and the value that internationalization adds to higher education institutions, universities
all over the world are increasingly becoming conscious of the need to integrate internationalization in their core functions of
teaching, research and service provision. Attraction of international staff and students is in some cases dependent on the unique
aspects of the University curricula that are not easily attainable elsewhere. With internationalization, universities are able to
generate more income given that international students pay non subsidized tuition. Further, it helps to enrich and enhance the
teaching and learning experience through sharing of experiences by the faculty and students from diverse national contexts.
Internationalization is manifested in various forms, namely: admission of foreign students; integration of the international
perspective in teaching, learning and research; franchising of programs in foreign countries and setting up of branch campuses in
other countries.
Goal 1:
a) To strengthen the operation of the (i) Increased number of foreign students enrolled
To provide international
international relations office.
(ii) International and regional programs designed and
experience to staff and
b)
To
increase
the
number
of
staff
and
operational
students in teaching,
students exchange visits between CIT and (iii) Increased number of university faculty
learning, research and
in
other international institutions.
service provision.
international universities on staff exchange
c) To integrate the international perspective
programs
into the faculty’s teaching, learning, (iv) Increased number of research collaborative
research and outreach functions
linkages
d) To provide up-to-date and relevant (v) Increased
presence
information about the faculty programmes
international fora
and
environment
to
international
prospectors
49
and
participation
in
50
1.36 4.5 Resource Plan
The resources needed to execute the Faculty’s overall strategic goals will include a
mix of people, money, facilities, and technology. However, the specific mix and level of
resources that will be needed is ultimately dependent on the specific annual plans
developed over the 10 year period. These details are presented in Appendix 2.
1.37 4.6 Monitoring and Evaluation
A strategic plan can only be viewed as excellent if it is executed effectively and
achieves the desired results set forth in the plan. While this is an obvious truth, the
unfortunate fact is that many plans fail on this account. As a result, the Faculty will be
extraordinarily vigilant and transparent in monitoring implementation efforts set forth in
the plans, reporting results, and taking corrective actions as necessary to ensure
success. It is anticipated that this monitoring and evaluation effort will be ongoing and
regular. An important part of this effort will be the development of relevant, meaningful
indicators/metrics of progress toward strategic plan execution. It is understood, by
necessity, that these indicators/metrics will be further developed and refined in the
course of strategic plan execution. Besides the specific monitoring indicators that will
be used to evaluate implementation of the strategic plan, there are some core values
that need to be shared by all stakeholders if CIT is to meet its desired goals. These
are summarized as follows:
1.38 4.7 Values and Principles
The values and principles underpinning CIT mission are crafted with the objective of
ensuring a work environment where optimal academic productivity can flourish both in
terms of the quality of our academic offerings as well as allowing individual academics
to achieve excellence.
(i) Effectiveness and Efficiency
The principles of effectiveness and efficiency are related though distinct. An effective
system or institution functions in such a way that it leads to desired outcomes or
achieves desired objectives. An efficient system or institution is one, which works
well, without unnecessary duplication or waste, and within the bounds of affordability
and sustainability. It does things consistently by making optimal use of available
means.
At an operational level efficiency refers to the professional responsibility of every
member of the Faculty to ensure optimal performance in the execution of the
responsibilities attendant upon their respective offices.
For academic staff members this entails:
 Highest quality, transferable academic offerings
 Optimal levels of administrative responsibility in the management/administration
of student records
 Exploring possibilities for individual advancement and excellence
For administrative staff it entails:
 Highest quality, best practice, administrative efficiency
51


(ii)
Optimal levels of professionalism and courtesy as the public face of the Faculty.
Exploring possibilities for individual advancement and excellence
Development
The principle of development means that conditions must be created within the Faculty
to enable it to contribute to the common good of society through the production,
acquisition and application of knowledge.
(iii)Quality
The pursuit of the principle of quality means maintaining and applying academic and
educational standards, both in the sense of specific expectations and requirements
that should be complied with, and in the sense of ideals of excellence that should be
aimed at. These expectations and ideals may differ from context to context, partly
depending on the specific purposes pursued. Applying the principle of quality entails
evaluating services and products against set standards, with a view to improvement,
renewal or progress.
(iv)Academic Freedom
The principle of academic freedom implies the absence of outside interference,
censure or obstacles in the pursuit and practice of academic work. It is a precondition
for critical, experimental and creative thought and therefore for the advancement of
intellectual inquiry and knowledge. Academic freedom and scientific inquiry are
fundamental rights protected by the Constitution. Academic freedom and the pursuit
of a curriculum that is consistent with the ethos of the Institution are not taken to be
mutually exclusive.
(v) Accountability
The principle of public accountability implies that institutions are answerable for their
actions and decisions not only to their own governing bodies and the institutional
community but also to the broader society. Firstly, it requires that institutions receiving
public funds should be able to report how, and how well, money has been spent.
Secondly, it requires that institutions should demonstrate the results they achieve with
the resources at their disposal. Thirdly, it requires that institutions should demonstrate
how they have met national policy goals and priorities.
52
Appendix 1: External contextual factors that impact on CIT and Makerere University
Context features
Economic situation

Uganda’s economy has consistently attained positive economic
growth of 5% per annum for the last seventeen years and the
outlook is positive.

Annual head line inflation is reckoned to be in the region of 6%
per annum

Positive economic growth has been associated with sizeable
structural shifts in the economy leading to the decline of
agriculture and significance of other sectors in the economy
such as transport and communication; construction;
manufacturing ; hotels and restaurants and whole sale and
retail trade

The annual Gross Domestic product per capita is in the region
of USD 3000
Financial situation
 Funding of tertiary education averages only 12% of the total
education sector envelope. The projection of funding to tertiary
education as indicated in the education sector strategic plan
2005-2015 reveals that it will decline in the next 10 years.
Prospects/challenges of the context features on CIT and Makerere University

The outlook of positive economic growth holds the potential for
increased funding for Makerere University by the private sector.
However, the growth rate of only 5% is just moderate and may not lead
to a dramatic increase in higher education funding in real terms given
that the population growth rate is around 3.4% per annum and inflation
is in the region of 6%

The structural shift in the economy leading to the significance of other
sectors such as construction, transport and communication and
manufacturing means that Uganda is moving towards a knowledge
economy. Labour markets in knowledge economies are characterized
by dynamism. Dynamic labour markets mean that the shelf life of the
skills set required for one to succeed in any field gets shorter and
shorter. This poses a challenge to Makerere University to produce
relevant graduates with a combination of generalist skills such as
problem solving and critical and reflective capacity and
entrepreneurship. Furthermore, Uganda shifting to a knowledge
economy provides Makerere University with the opportunity to privilege
research in her strategic agenda so as to generate knowledge to power
Uganda’s economy. This would reposition Makerere University as an
engine of Uganda’s economic growth.

The Gross Domestic Product of USD 250 per annum is one of the
lowest in Africa so it poses the challenge of affordability of university
education in the country. The low per capita income in the country
means that the majority of households cannot afford higher education.
This means that when Makerere revises her tuition structure the
implementation has to be phased in.

53
The low
the next
financial
provides
state funding of tertiary education and its projected decline over
10 years poses a challenge to Makerere University regarding its
sustainability. The projected decline in state funding, ironically,
an opportunity for Makerere University to be entrepreneurial and
Context features
Social situation
 Uganda’s population growth rate is 3.4%, reckoned to be one of
the fastest in the world with the majority segment being the
youth.


The findings of the 2002/03 labour survey revealed that the
country is characterized by higher unemployment and under
employment rates in rural areas (12%) and (16%) than urban
areas (3.2%) and (9%). While there is higher unemployment in
rural areas, overall, the survey established that there is higher
youth unemployment rate in urban areas (16.6%) than in rural
areas.
The government of Uganda crafted the Poverty Eradication
Plan (PEAP) as a planning framework to tackle mass poverty in
the country. The PEAP is crafted around the following strategic
themes : economic management, enhancing production;
competitiveness and incomes ; and, human development
Science and Technology situation
 The Information Communication Technology revolution is
cantered on the internet. The internet has radically changed the
mode of acquiring, transmitting, storing and applying
knowledge. As a corollary, both instructional processes and the
teaching or training subject matter. Intellectual inquiry has also
not escaped the revolutionizing effect of rapid advances in ICT.
ICT is now becoming a vehicle for teaching and distance
education delivery to the extent that universities can reach out
to as many learners as possible irrespective of space.

There is an initiative to construct a submarine cable under the
project called East African Sub marine System (EASSy) to
provide fibre connectivity between Eastern Africa and the global
optic fibre network. This initiative is envisioned to result into
Prospects/challenges of the context features on CIT and Makerere University
generate more income through a well thought out income diversification
strategy
 The supersonic acceleration of the population will continue to increase
demand for higher education and, therefore, pile pressure on higher
education institutions like Makerere University to increase their supply
capacity to provide more access opportunities.
 The remarkably high youth unemployment in urban areas means that higher
education institutions like Makerere University have to produce graduates
with employable skills and therefore have to embed entrepreneurial skills in
their curricula.
 The PEAP framework being the country’s strategic agenda for
transformation has implications on the strategic trajectory of Makerere
University in as far as program and or curricula development and evolution
of research agenda are concerned.
 The rapid advance in technology offers an opportunity to Makerere University
to leverage the power of ICT and deliver a superior learning experience to
its clients and also extend her provision to learners in different geographical
settings through use of flexible learning approaches.
 This initiative is projected to come on-line in the next 3 years. It provides
Makerere with an opportunity to leverage ICT and extend ICT based
learning to its distance learning centres throughout the country.
 The MSI initiative gives a policy message to universities like Makerere to put
science and engineering disciplines and research up in their pecking order
of strategic agenda with a view to generate more skilled labour force in the
domains of science and technology and to privilege science and technology
oriented research .
54
Context features
high capacity connectivity within Africa and with the rest of the
world. As a corollary of this initiative , it is anticipated that there
will be a boost in the growth of voice , data and internet
services

One of the key strategic pillars in the Uganda’s vision 2025 is
the promotion of the use of science and technology. In order to
accentuate the promotion of science and technology in the
country, the government recently rolled out the Millennium
Science Initiative (MSI). The initiative is geared at improving the
teaching of science and engineering in universities and creating
linkages to the private sector
Globalization



The imperatives of globalization have led to a phenomenon of
borderless higher education market. The key trend under this
phenomenon is multi-nationalisation arising from General
Agreement in Trade in Services (GATS). With multinationalisation, academic programmes from one country can be
offered in other countries through a variety of approaches such
as student mobility, program mobility and institutional mobility.
Globalization has led to the rise of English as a language of
scholarship and science. This means that countries that are not
traditionally Anglophone are increasingly embracing English as
a language of instruction in higher education in their respective
countries
Globalization is undermining cultural diversity as people’s
lifestyles and expressions are becoming homogeneous. This
has created tension between those who value cultural diversity
and those who espouse cultural homogeneity. This conflict is
likely to be played out in countries like the United Kingdom and
the United States of America (USA) that are the preferred
destinations for the immigrant population
Higher education industry situation

Prospects/challenges of the context features on CIT and Makerere University
The university education industry is de regulated. There are
now 27 universities in the country out of which 5 are public and
 The trend of multi-nationalisation offers an opportunity to Makerere
University to franchise her programs in other countries, enter joint ventures
with other universities to run programmes and even open branch campuses
in other countries.

The rise of English as a language of scholarship and the subsequent
scramble by countries not traditionally Anglophone to make English a
medium of instruction in higher education holds out an opportunity for
Makerere University to design English language courses and offer them to
countries like China, South Korea, the Democratic Republic of Congo only to
name but a few.
 The challenge of cultural conflict creates an opportunity for universities like
Makerere to set up campus branches in countries that play host to the
immigrant population to offer programs in cultural studies and African
anthropology targeting Africans in those countries. This can be done in
partnership with other African Universities.

The increasing number of public universities in the country provides
Makerere University with the opportunity to differentiate itself by specializing
in research and graduate training as away of building the capacity of the
55
Context features
the rest are private. Another public university is set to come online in academic year 2007/08. More public universities are
expected to come on-line by 2017
Prospects/challenges of the context features on CIT and Makerere University
young universities through provision of PhD training. The emergence of
other public universities is a challenge to Makerere University as competition
for the available declining resource envelope from the state will increase.

The strategic plan for higher education spells out the type of
graduate that universities should produce by 2015 as one who
is versatile , re trainable, and well informed (and) who can
operate in both local and global market and who possesses
problem-solving skills

The implication of the strategic plan for higher education on Makerere
University is that Makerere should revise her pedagogic concept and
curricula by applying instructional processes that imbue learners with
problem solving skills rather than memorization. The curricula should be
reviewed to include both generalist skills and subject matter knowledge.

The social demand for higher education is set to climb
dramatically with the onset of Universal Post Primary education
and Training (UPPT). Before the roll out of UPPT, it had been
projected that the number of eligible applicants defined as
those with two principal passes at A-level would increase from
39,815 students in 2006 to 104,478 students in 2017
representing a jump of 162%.

The projected increase in the demand for university education has
implications on the supply capacity growth of Makerere University in the next
10 years since it dominates the university education market in the country.
This provides an opportunity for Makerere University to respond innovatively
by applying flexible learning delivery approaches rather than depending on
brick and mortar bound approaches.

The prospect of petroleum energy production in the region provides
Makerere University with the opportunity to pioneer the launch of regional
programs and short courses in petroleum energy science and management.

Energy situation
Countries in the East African region are locked up in
prospecting for petroleum energy. Uganda’s efforts have so far
yielded pay offs with the discovery of commercially viable oil
quantities in Western Uganda. Southern Sudan already has
advanced to oil drilling stage. Other countries like Kenya,
Tanzania, Rwanda and Burundi are similarly engaged. In the
next 10 yeas, the region could become a petroleum energy
power house.
56
1.39 4.8 Conclusion
In light of the fast growing trends of Computing and ICT in the country and the world
over and the high rate at which Computing and ICT is being embraced by society
leading to the ever increasing demand for Computing and ICT Professionals calls for
facilitation of Makerere University Faculty of Computing and Information Technology,
the main Computing and ICT Training Centre in the region, for it to be able to meet its
objectives. The aims and justifications of the academic programmes are stated in the
specific programme proposals.
EAST AFRICAN SCHOOL OF LIBRARY AND
INFORMATION SCIENCE (EASLIS)
REPOSITIONING EASLIS TO MEET EMERGING DEVELOPMENT
CHALLENGES
TEN YEAR STRATEGIC PLAN
2007/08-2017/18
FOREWORD
EASLIS was founded in 1963 as a regional training school in the field of library and information
sciences. Like any other units in the university, the School is managed according to Article 48 of the
Universities and other Tertiary Institutions Act, 2001. The EASLIS past Strategic Plan 2000/2001-
1
2006/7 enabled EASLIS to harness synergies that have ensured the successful implementation of
various strategic initiatives in the domains of teaching and learning, research and outreach output.
This has led to increased support from our development partners.
The successor Strategic Plan, aims at repositioning EASLIS, to meet emerging developmental
challenges. This Plan is taking into account the world development trends as well as national
development strategies.
The successful formulation of the 10-year Strategic Plan 2007/8-2017/18 constitutes a critical step
forward in the formulation of the successor Strategic Plan. The strategic framework of this Plan is to
help EASLIS fulfils its mission which will give a feedback to the Makerere University strategic plan.
During the preparation and formulation of this Strategic Plan, an all-inclusive and participatory
approach was adopted. This approach ensured that the process involved all key stakeholder such as
Library and information practitioners, academic and administrative staff, and students. It is, therefore,
envisaged that both the process and outcome of the final Strategic Plan will be fully owned by the
stakeholders.
The Strategic Plan has articulated the mission, the goals and core values of EASLIS. It also sets out
strategic objectives and the broad range of activities to be implemented by its departments and offices
during the next ten year.
I take this opportunity to thank all those who were involved in the generation of ideas upon which this
Strategic Plan has been developed. Special thanks go to the members of staff, both academic and nonacademic; students and, stakeholders who participated at the strategic planning retreat held between
4th and 7th May 2007, at Ridar Hotel, Setta.
I also wish to thank, in a special way, all those who delivered papers and the Facilitator Mr. Kenneth
Akena Oketta, who ably facilitated the workshop. To the Head of Departments and staff, I would like
to mention that the formulation of this Strategic Plan is just an initial step. The challenge to implement
the plan lies squarely on your shoulders during the next ten years.
Last but not least, I would like to commend the Strategic Planning Committee and Director of Planning
and Development and his team for the effort they expended in steering the strategic planning process
and the University Administration for facilitating the workshop. Looking forward to your continued
support in implementing this Strategic Plan.
We Build for the Future.
Assoc. Prof. Elisam Magara
Director
2
ACRONYMS AND ABBREVIATIONS
AIA
Appropriation in Aid
BLIS
Bachelor of Library and Information Science
DLIS
Diploma in Library and Information Studies
DRAM
Diploma in Records and Archives Management
EASLIS
East African School of Library and Information Science
FA
Faculty of Agriculture
FCIT
Faculty of Computer and Information Technology
GOU
Government of Uganda
ICT
Information and Communication Technology
LIM
Library Information Management
LIS
Library Information Science
Mak
Makerere University
MISR
Makerere Institute of Social Research,
MTL
Model Teaching Library
MUARIK
Makerere University Agricultural |Research Institute Kabanyolo,
MUBFS
Makerere University Biological Field Station
NCHE
National Council for Higher Education
NEPAD
New Partnership for African Development
ODeL
Open and Distance e –Learning
PWDs
Persons with Disabilities
QA
Quality Assurance
STI
Science and Technology Innovations (STI)
SWOT
Strength/ Weaknesses/ Opportunities and Threats
3
1.0 BACKGROUND
This is a Ten-Year Strategic Plan of EASLIS. The plan covers the fiscal years 2007/08 to 20016/17. The
Strategic Plan has been presented in two parts; part 1 is the main text and part 2 are the logical
framework, implementation plans and the Three-Year Work Plans which are prepared in three
clusters; leaving the last year of the plan for review and evaluation.
Introduction
The development of the Ten-Year Strategic Plan started with the review of the last Strategic Plan. The
EASLIS Strategic Planning process involved the analysis of the performance of the last strategic plan,
and identified the thematic areas that require attention by EASLIS. The climax of the strategic planning
was an organization of retreat that involved the stakeholders and staff of EASLIS. This involved paper
presentation, discussion groups and plenary. This Strategic Plan is also a result of an overview and
assessment of current activities, a study of the developments by sister schools and departments in the
region and the world at large and the projections of the future in terms of EASLIS programmes. The
wide consultations that have been undertaken with the stakeholders, information users, employers,
students and academic staff, professional association and administrators who have also contributed to
this Strategic Plan.
1.2 EASLIS Profile
The East African School of Library and Information Science (EASLIS) started in 1963 as a regional
centre for training librarians in East Africa. EASLIS has continued expanding its programmes, and its
intake has now extended beyond Eastern Africa. Currently, EASLIS boasts of having trained librarians
and information workers at Certificate, Diploma, Bachelors and Masters Levels from all English speaking
countries of Eastern, Central and Southern Africa; the majority of whom are from Uganda, Tanzania and
Kenya. Other graduates have come from the United States of America, Rwanda and the Democratic
Republic of Congo, Ethiopia and Eritrea. Currently, the EASLIS has three departments that were
established in 2001. The departments are:
• Information Science
• Library Science, and
• Records and Archives Management
The new changes that have taken place since then include the review of curriculum through incorporation
of ICT courses, interdisciplinary programme approach, practicum, and internationalization through
establishing linkages and e-learning. All these changes have had an impact on the teaching and research at
EASLIS.
1.2.1 EASLIS Current Training Programs
EASLIS runs the following training programs:
 Diploma in Library and Information Studies (DLIS, Two years), with 98 students
 Diploma in Records and Archives Management (DRAM, Two years), with 81 students
 Bachelor of Library and Information Science (BLIS, Three years), with 375 students.
 Master of Science in Information science (Msc. Inf. Sc. Two years), with 40 students
 PhD in Information Science (Three Years-6 Semesters), with 7 students.
1.3 Purpose of the Strategic Plan
The Ten-Year Strategic Plan of EASLIS is developed for the following purposes:
 To help EASLIS fulfill the mission, and promote the mission of the University.
 To guide the stakeholders, partners and EASLIS in their minimum term and annual planning
and budgeting exercises
4


To help EASLIS negotiate with other government agencies, private sector, civil organizations
their participation in fulfilling the mission of the University and the government at large.
To be a framework for the capacity building for EASLIS in order to accomplish its mandate
2.0 ANALYSIS OF INFORMATION MANAGEMENT ENVIRONMENT
In order to position itself to meet the current development challenges, EASLIS has to carry out
analysis of the current Information Management situation. The analysis of the information
environment has been used to inform the planning process.
Since independence, on 9th October 1962, Uganda has been troubled by political instability leading to
economic breakdown (Mudoola, 1991:230). Since then, the state of information management in the
country has been facing a number of challenges. This has to some extent threatened the quality,
relevance, effectiveness and efficiency in most government departments and private sector including
the education sector. It is a national goal of education ‘to contribute to the building of an integrated,
self-sustaining and independent national economy’ (Uganda. Ministry of Education and Sports,
1992:8). In modernising the economy, the Government of Uganda has accorded information a priority.
This therefore, requires a development strategy to enable the effective capture, processing, storage,
dissemination and use of information. This is evident from several pieces of legislation and other
policies. For instance, the 1995 Constitution provides for the right of access to information. Article 41(I)
thereof states:
Every citizen has a right to access information in the possession of the state or any other organ or
agency of the state except where the release of the information is likely to prejudice the security of the
state or interfere with the right to the privacy of any other person (Uganda 1995: Article 41(i)).
This provision reflects the principles underlined in the Universal Declaration of Human Rights
(UDHR) (1948) (UNESCO 1994:5-14) that countries should promote the free flow of information. In
fact, Uganda aspires for a society that values information as a national resource. The elements of this
aspiration include; a well developed and countrywide records and information systems and services,
and development of human, professional and expert capacity in information management (Uganda,
MOFPED 1999:38).
To ensure the effective management of information in the country, the Government of Uganda enacted
the National Records and Archives Act, 2001. This Act provides for the rationalization of the
management of all government and other public records and archives (Uganda, 2001: Article 5). In
fact, the Government of Uganda pledges to strengthen records, archives and information services to
ensure access to public domain information (Uganda, 2003:37). This has been enhanced by the
enactment of the Access to Information Act, 2005. This Act provides for the right to access to, classes of,
and procedure for obtaining access to information (Uganda, 2005). The Act is intended to promote
freedom and security of access to information.
The Internet has radically changed the mode of acquiring, transmitting, storing and applying
knowledge. Intellectual inquiry has also not escaped the revolutionary effect of rapid advances in ICT.
ICT is now the vehicle for teaching and distance education delivery to the extent that universities can
reach out to as many learners as possible irrespective of space. There is an initiative to construct a
submarine cable under the project called East African Sub marine System (EASSy) to provide fibre
connectivity between Eastern Africa and the global optic fibre network. This initiative is envisioned to
result into high capacity connectivity within Africa and with the rest of the world. As a corollary of
this initiative, it is anticipated that there will be a boost in the growth of voice, data and Internet
services.
5
One of the key strategic pillars in the Uganda’s Vision 2025 is the promotion of the use of science and
technology. In order to accentuate this position, the government recently rolled out the Millennium
Science Initiative (MSI). The Initiative is geared towards improving the teaching of Science and
Technology in universities and creating linkages with the private sector. To achieve this goal there is
need to educate and train people, Uganda’s most valuable asset for attaining and sustaining rapid
human and economic advancement is its people.
The capacity of these people need to be quantitatively and qualitatively promoted and developed in
order to realize rapid social economic development in an effort to combat poverty. This strategy is
devolved from the long-term aim of the New Partnership for African Development (NEPAD) to
eradicate poverty and press African countries on a path of sustainable growth and development whose
objectives among others are to ensure that Africa achieves the agreed international millennium
development goals (NEPAD, 2002:4). The Millennium Development Goals (MDGs) are a set of timebound and quantified targets for reducing extreme poverty and extending universal rights by 2015.
The MDGs provide the benchmarks for measuring progress and fundamentally reflect the shared
aspirations of the various national governments in global human capacity development. Therefore,
Uganda needs to develop human capacity to explore information management innovations in
academic activities that contribute to poverty reduction and to equitable and sustainable socioeconomic development.
To address the issues of socio-economic sustainability in the country, the Government of Uganda has
put in place a Poverty Eradication Action Plan (PEAP). PEAP aims among others to ensure that
Uganda achieves the Millennium Development Goals (NEPAD, 2002:4). It is hoped that PEAP will
reduce poverty to 10% or less by the year 2017. The strategies of PEAP include:
 Creating a framework for economic growth and transformation
 Ensuring good governance and security
 Directly increasing the ability of the poor to raise their income, and
 Increasing the quality of life of the poor.
These strategies focus on enhancing the private sector by addressing the aspects of information and
communication, education, decentralisation, gender and human resource development (World Bank.
African Region 2002). Indeed, it is one of the Makerere University Strategic goals to develop teaching
capacity for increased student enrolment through the use of computer based teaching/learning and
audiovisual aids, and increase use of Information Technology for library and information services.
(Makerere University, 2000:13). It is in this regard that EASLIS, through this Strategic Plan is
repositioning itself to meet the current emerging development challenges and needs in the next ten
years.
3.0 EASLIS STRATEGIC FRAMEWORK
3.1 Guiding Principles
EASLIS Strategic Plan is guided by principles drawn from the Makerere University Strategic Planning
Framework. Some of the principles that EASLIS has adopted include:
i.
Making a contribution towards the realization of the Makerere University’s Vision, Mission,
Strategic goals and objectives. Makerere University’s Vision is “To be a leading institution for
6
ii.
iii.
iv.
v.
vi.
vii.
viii.
ix.
x.
xi.
xii.
xiii.
xiv.
academic excellence and innovations in Africa” ; and the Mission is “To provide World Class
innovative teaching, learning, research and services responsive to National and Global
needs”.
Planning based on the strategic management model. EASLIS Strategic plan has been
formulated in a participatory and consultative manner by making sure that the key
stakeholders are involved in the planning process.
Making realistic and achievable Goals and Objectives within a period of ten years with effect
from July 1, 2007.
Facilitating monitoring and evaluation of the Strategic Plan.
Engaging in competitive benchmarking of their counterparts in top ranked institutions in
Africa or any other top ranked University in the World.
Planning for organizational and programmatic restructuring within the planning horizon,
including planning for formation of constituent college.
Making reference to the quality assurance framework recently put in place by Makerere
University.
Making reference to the findings and recommendations of the Tracer Studies.
Including in the first year activities of the successor Strategic Plan activities of the final year of
the outgoing Strategic Plan
Considering the relationship between the EASLIS and the Centre.
Developing a mission in consonance with the University Vision and Mission.
Including in plan an aspect of how it will market her activities, products and/or outputs.
Mainstreaming gender issues in the plan’s programmes and activities.
Indicating how EASLIS will link to the private sector and how they will contribute to
economic and social transformation of the country.
3.2 Mandate of EASLIS
The mandate that provides a framework for the existence of Makerere University is provided in
Section 24 (2) of the Universities and Other Tertiary Institutions Act, Act 6 of 2001. The subsection
defines the mandate of a public university as
(a) the provision of higher education , promotion of research and advancement of learning; and
(b) dissemination of knowledge and giving opportunity of acquiring higher education to all persons
including persons with disabilities wishing to do so regardless of race, political opinion, colour,
creed, or sex;
(c) the provision of accessible physical facilities to the users of the Public University
Another framework that impacts on Makerere University is the Strategic Plan for Higher Education
2003-15. The Strategic Plan for higher education 2003-15 also defines what should be the core business
of a public university like Makerere University. The plan defines the core business of higher education
as provision of quality higher education through teaching and research and employing technologies.
EASLIS, therefore as an academic unit of Makerere University derives her purpose and function from
that background. Consequently the mandates of EASLIS are:
 Provide education and training in Information Science
 Conduct research in information science
 Disseminate research information
 Carry out community outreach
7
3.4 Mission Statement
EASLIS Mission statement is:
“To produce quality information professionals capable of responding to present and future needs
of society”.
3.5 Core Values
In the pursuit of its Mission, EASLIS will be guided by the following core values:
• Allegiance to the institution
• Honesty and integrity
• Customer responsiveness
• Professionalism
• Openness to diversity
• Team work
• Transparency and Accountability
• Identity preservation
• Gender sensitivity/responsiveness
• Commitment and hard work
EASLIS will also thrive to uphold all other core values provided for in the national code of ethics.
3.6 Assessment of Contextual Factors (Environment Scan).
To chart the way forward EASLIS scanned its external environment to identify opportunities and
challenges. Seven key areas were identified namely: Economic situation, Financial situation, Social
situation; Science and Technology situation; Globalization; Higher education industry situation and
the Energy situation. The results of the Environment Scan are summarised in the table overleaf.
8
ENVIRONMEN SCAN: Assessment of Contextual Factors (EASLIS)
Context features
Economic situation
Uganda’s economy has consistently attained positive economic
growth of 5% per annum for the last seventeen years and the
outlook is positive.
Prospects/challenges of the context features on EASLIS
The outlook of positive economic growth holds the potential for
increased funding for EASLIS by the private sector. However, the
growth rate of only 5% is just moderate and may not lead to a
dramatic increase in higher education funding in real terms given
that the population growth rate is around 3.4% per annum and
inflation is in the region of 6%
Annual head line inflation is reckoned to
be in the region of 6% per annum
Positive economic growth has been associated with sizeable
structural shifts in the economy leading to the decline of
agriculture and significance of other sectors in the economy
such as transport and communication; construction;
manufacturing ; hotels and restaurants and whole sale and
retail trade
The structural shift in the economy leading to the significance of
other sectors such as construction, transport and communication
and manufacturing means that Uganda is moving towards a
knowledge economy. Labour markets in knowledge economies are
characterized by dynamism. Dynamic labour markets mean that
the shelf life of the skills set required for one to succeed in any field
gets shorter and shorter. This poses a challenge to EASLIS to
produce relevant graduates with a combination of generalist skills
such as problem solving and critical and reflective capacity and
entrepreneurship. Furthermore, Uganda shifting to a knowledge
economy provides EASLIS with the opportunity to privilege
research in her strategic agenda so as to generate knowledge to
power Uganda’s economy. This would reposition EASLIS as an
engine of Uganda’s economic growth.
The Gross Domestic Product of USD 250 per annum is one of the
lowest in Africa so it poses the challenge of affordability of
university education in the country. The low per capita income in
the country means that the majority of households cannot afford
higher education. This means that when Makerere revises her
tuition structure the implementation has to be phased in.
The annual Gross Domestic product per capita is in the region
of USD 3000
Financial situation
 Funding of tertiary education averages only 12% of the total
education sector envelope. The projection of funding to tertiary
education as indicated in the education sector strategic plan
2005-2015 reveals that it will decline in the next 10 years.
The low state funding of tertiary education and its projected decline
over the next 10 years poses a challenge to EASLIS regarding its
financial sustainability. The projected decline in state funding,
ironically, provides an opportunity for
EASLIS to be

9
Context features
Social situation
Uganda’s population growth rate is 3.4%, reckoned to be one of
the fastest in the world with the majority segment being the
youth.
The findings of the 2002/03 labour survey revealed that the
country is characterized by higher unemployment and under
employment rates in rural areas (12%) and (16%) than urban
areas (3.2%) and (9%). While there is higher unemployment in
rural areas, overall, the survey established that there is higher
youth unemployment rate in urban areas (16.6%) than in rural
areas.
The government of Uganda crafted the Poverty Eradication
Plan (PEAP) as a planning framework to tackle mass poverty in
the country. The PEAP is crafted around the following strategic
themes : economic management, enhancing production;
competitiveness and incomes ; and, human development
Science and Technology situation
The Information Communication Technology revolution is
cantered on the internet. The internet has radically changed the
mode of acquiring, transmitting, storing and applying
knowledge. As a corollary, both instructional processes and the
teaching or training subject matter. Intellectual inquiry has also
not escaped the revolutionizing effect of rapid advances in ICT.
ICT is now becoming a vehicle for teaching and distance
education delivery to the extent that universities can reach out
to as many learners as possible irrespective of space.
There is an initiative to construct a submarine cable under the
project called East African Sub marine System (EASSy) to
provide fibre connectivity between Eastern Africa and the
global optic fibre network. This initiative is envisioned to result
into high capacity connectivity within Africa and with the rest
Prospects/challenges of the context features on EASLIS
entrepreneurial and generate more income through a well thought
out income diversification strategy
The supersonic acceleration of the population will continue to
increase demand for higher education and, therefore, pile pressure
on higher education institutions like EASLIS to increase their
supply capacity to provide more access opportunities.
The remarkably high youth unemployment in urban areas means
that higher education institutions like EASLIS have to produce
graduates with employable skills and therefore have to embed
entrepreneurial skills in their curricula.
The PEAP framework being the country’s strategic agenda for
transformation has implications on the strategic trajectory of
EASLIS in as far as program and or curricula development and
evolution of research agenda are concerned.
The rapid advance in technology offers an opportunity to EASLIS
to leverage the power of ICT and deliver a superior learning
experience to its clients and also extend her provision to learners in
different geographical settings through use of flexible learning
approaches.
This initiative is projected to come on-line in the next 3 years. It
provides EASLIS with an opportunity to leverage ICT and extend
ICT based learning to its distance learning centres throughout the
country.
10
Context features
of the world. As a corollary of this initiative , it is anticipated
that there will be a boost in the growth of voice , data and
internet services
One of the key strategic pillars in the Uganda’s vision 2025 is
the promotion of the use of science and technology. In order to
accentuate the promotion of science and technology in the
country, the government recently rolled out the Millennium
Science Initiative (MSI). The initiative is geared at improving
the teaching of science and engineering in universities and
creating linkages to the private sector
Globalization
The imperatives of globalization have led to a phenomenon of
borderless higher education market. The key trend under this
phenomenon is multinationalisation arising from General
Agreement
in
Trade
in
Services
(GATS).
With
multinationalisation, academic programmes from one country
can be offered in other countries through a variety of
approaches such as student mobility, program mobility and
institutional mobility.
Globalization has led to the rise of English as a language of
scholarship and science. This means that countries that are not
traditionally Anglophone are increasingly embracing English as
a language of instruction in higher education in their respective
countries
Globalization is undermining cultural diversity as people’s
lifestyles and expressions are becoming homogeneous. This has
created tension between those who value cultural diversity and
those who espouse cultural homogeneity. This conflict is likely
to be played out in countries like the United Kingdom and the
United States of America (USA) that are the preferred
destinations for the immigrant population
Higher Education Industry situation
The university education industry is de regulated. There are
now 27 universities in the country out of which 5 are public
Prospects/challenges of the context features on EASLIS
The MSI initiative gives a policy message to put research up in their
pecking order of strategic agenda with a view to generate more
skilled labour force in the domains of science and technology and
to privilege science and technology oriented research .
The trend of multinationalisation offers an opportunity to EASLIS
to franchise her programs in other countries, enter joint ventures
with other universities to run programmes and even open branch
campuses in other countries.
The rise of English as a language of scholarship and the subsequent
scramble by countries not traditionally Anglophone to make
English a medium of instruction in higher education holds out an
opportunity for EASLIS to design English language courses and
offer them to countries like China, South Korea, the Democratic
Republic of Congo only to name but a few.
The challenge of cultural conflict creates an opportunity for
Institution like EASLIS to attract students form different
background.
The increasing number of public universities in the country
provides EASLIS with the opportunity to differentiate itself by
specializing in research and graduate training as away of
11
Context features
and the rest are private. Another public university is set to
come on-line in academic year 2007/08. More public
universities are expected to come on-line by 2017
Prospects/challenges of the context features on EASLIS
building the capacity of the young universities through provision
of PhD training.
The implication of the strategic plan for higher education on
EASLIS is that it should revise her pedagogic concept and
curricula by applying instructional processes that imbue learners
with problem solving skills rather than memorization. The
curricula should be reviewed to include both generalist skills and
subject matter knowledge.
The strategic plan for higher education spells out the type of
graduate that universities should produce by 2015 as one who
is versatile , re trainable, and well informed (and) who can
operate in both local and global market and who possesses
problem-solving skills
The social demand for higher education is set to climb
dramatically with the onset of Universal Post Primary
education and Training (UPPT). Before the roll out of UPPT, it
had been projected that the number of eligible applicants
defined as those with two principal passes at A-level would
increase from 39,815 students in 2006 to 104,478 students in
2017 representing a jump of 162%.
The projected increase in the demand for university education
has implications on the supply capacity growth of EASLIS in the
next 10 years. This provides an opportunity for EASLIS to
respond innovatively by applying flexible learning delivery
approaches rather than depending on brick and mortar bound
approaches.
Energy situation
Countries in the East African region are locked up in
prospecting for petroleum energy. Uganda’s efforts have so far
yielded pay offs with the discovery of commercially viable oil
quantities in Western Uganda. Southern Sudan already has
advanced to oil drilling stage. Other countries like Kenya,
Tanzania, Rwanda and Burundi are similarly engaged. In the
next 10 yeas, the region could become a petroleum energy
power house.
The prospect of petroleum energy production in the region
provides EASLIS with the opportunity to launch tailor-made
regional programs and short course.
12
3.7 SWOT Analysis of EASLIS
POLITICAL
During the Strategic Planning retreat workshop the participants
analyzed both the internal and external environment of EASLIS and
identified major strengths, weaknesses, opportunities and threats to
the organization in relation to the political, economic, social and
technological environments. The results of the analysis are presented
in the table below.
STRENGTHS
 Faculty status
 Part of a reputable
university
 Good leadership and
team spirit
 Continuous curriculum
review
 Clearly
defined
organizational structure
•
ECONOMIC
•
•
•
•
•
Availability
of
qualified staff
Functional building
facility
Lecture rooms
Private partnership
on board
Space for expansion
Still pioneer in LIS
disciplines
•
•
Student
involvement
EASLIS issues
•
in
•
•
•
Few academic staff
Limited
income
generating avenues
Inadequate office
space
Inadequate research
support
Inadequate sanitary
facilities
Polarized
interaction
students
OPPORTUNITIES
• Professional body support
• Gov’t support
• Private students schemes
• Formation of colleges
• Increased appreciation of
the role of information in
decision
making
at
institutional and national
level
• Freedom to introduce new
programmes
THREATS
• Unfavorable
government policies
• Conditionality
of
donors
•
•
•
•
•
•
•
by
SOCIAL
•
WEAKNESSES
• No EASLIS ICT
policy
• Irregular curriculum
review
• Inadequate forum
for
addressing
grievances
and
dispute
• Delay in release of
student results
• Low morale of
academic staff
Availability of space for
expansion
Market
for
EASLIS
products/services
Potential
for
private
partners
Proximity to MAK Main
Library
Availability of donors
Willingness of stakeholder
involvement
•
•
•
•
13
Growing
competition
for
information science
experts
Staff turnover
Irregular transfer of
funds from the
Centre
to
the
School
Inadequate
appreciation
and
support of role of
information science
in
national
development
Security of school
property
3.9 Strategic Objectives and Strategies
•
TECHNOLOGICAL
•
•
Space
for
a
computer
laboratory
Availability
of
Internet Services
Website
and
network system
•
•
•
•
Computer
laboratory
equipment
inadequate
Insufficient
software
Insufficient
teaching aids
Computer
accessories
inadequate
•
•
Globalization
World Wide Web network
•
•
•
•
are
Computer viruses
and
maintenance
problem
Rapidly
changing
ICT equipment
Irregular
power
supply
Rapid changes in
ways of managing
information
3.8 EASLIS Strategic Goals
To enhance EASLIS institutional capacity in order to empower EASLIS graduates acquire skills needed in
coping up with the growing needs of the public and private sector. The 2007/08 – 2017/18 EASLIS Strategic
Plan will address the following goals:
1.
2.
3.
4.
5.
6.
To provide a teaching and learning environment that assures quality of staff and students that
become competitive in the changing information management environment;
To promote research and technology innovations in information management of staff and students
To mentor students with a purpose of preparing them for employment in the ever changing public
and private sector information environment;
To promote transfer of information management best practices to private and public sector;
To facilitate academic work on real life sector information management and challenges;
To facilitate networking between the private, public sector and EASLIS stakeholders.
14
1. Teaching and Learning
Strategic Objectives:
1. To
provide
Academic
programmes that
input both matter
knowledge and
skills
2.
3.
2.
Research
Innovations
and
To develop a
dynamic
LIS
curriculum.
To
integrate
Distance
Education mode
of delivery into
EASLIS
curriculum
Strategic Objectives:
0. To
promote
research
and
technology
innovations
in
information
management of
staff and students
1. To
promote
quality
publications and
dissemination of
research as an
effort
towards
strengthening
research capacity
of the academic
staff and building
a strong research
and publication
culture in the
school
Strategies
 Integrate ICTs in teaching and learning
 Introduce distance education dimensions the
programmes developed to provide quality and be
able to meet the market demands.
 Expand and design new academic programmes
based on each department that meet the special
need.
 Integrate international perspective of the
programmes into the curriculum as well as
addressing indigenous issues.
 Involve
collaborative
arrangements
and
institutional linkages in the design and hosting of
programmes.
 Involve of professionals and the community in
curriculum development and teaching.
 Integrate indigenous knowledge management
systems into LIS curriculum and research
 Integrate
examinable
field
attachments/internship as per the university
guidelines.
 Address gender concerns and ensures workability
of the anti-sexual harassment policy
 Introduce the use of tutorials, student counselors
and mentors to students
 Conduct tracer studies and keep track of students
Current needs
Strategies
 Develop research policy and staff training
priorities
 Identify and conduct joint research relevant to
private sector and society needs in information
management.
 Impart research skills in areas like proposal
development, editing, etc.
 Disseminate research findings.
 Participate in research agendas of the
Government, international bodies and the
University.
 Identify and develop research priorities and
agenda.
 Increase the research management capacities
among the staff.
 Establish, coordinate and development a LIS
research information policy analysis center.
 Establish innovative and winning prizes for good
performing Alumni and staff.
 Launch and maintain a publication series
 Enhance quality of supervision.
 Establish a fellow ship for research.
 Conduct an information literacy skills course for
15
5.
Organization
3. Quality Assurance
management
4. Outreach
and
Strategic Objectives
1. To
Tostrengthen
improve staff
the
decision making
capacity
in
process at
EASLIS
monitoring
academic
performance and the
implementation
of
the quality related
decisions
in
the
university
Strategic Objectives
1. To
mentor
students for the
purpose
of
preparing them
for employment
in a changing
world
2.
To
promote
transfer
of
information
management best
practices
in
private
and
public sector
3.
To
facilitate
networking
between
the
private,
public
sector
and
EASLIS
stakeholders
Strategies
students.
 Recruit
and develop
staff.
 Integrate
the quality
assurance policy and
 Develop
a marketing
and public
framework
into teaching
andrelations
researchstrategy.
 Develop
anselfinformation
flow among
and astaff
records
 Develop
evaluation strategy
management programme
Strategies
 Place EASLIS students on field attachments.
 Organize staff attachment and study visits.
 Arrange vocational employment and graduate
placements of EASLIS students
 Engage the private sector in imparting entrepreneurial
skills
 Conduct short courses for performance improvement.
 Organize open days, functions and projects that will
enable the School to reach the community.
 Conduct career guidance in Schools and the
community.
 Hold workshops, seminars, and meetings to exchange
information, knowledge, and best practices on
information management issues.
 Organize and engage in public lectures and topical
seminar series.
 Publicize and market the School and its programmes.
 Harmonize and institutionalize consultancy in the
School.
 Start a community based income generating project.
 Continue with the advocacy and participation in
policies development in the country.
 Maintain the LIS training Newsletter, and School
prospectus.
 Organize and engage in public lectures and topical
seminar series to work towards improving the image
of EASLIS in the society.
 Integrate counseling and guidance in the main stream
of the School programmes and students’ activities.
 Develop a LIS profession career guidance package.
 Promote the professional code of ethics and standards
in LIS services.
 Organize conference on library and information
science training in Africa.
 Interact with the media organizations.
16
To ensure an
effective
and
efficient
management and
operation
environment in
EASLIS and the
University

To ensure the
effective
information flow
in the School
Strategic Objective
To
enhance
the
quality and quantity
of staff for effective
performance
in
teaching
and
learning, research and
innovation,
and
outreach
Strategic Objective:
To facilitate academic
work on real life
information
management
challenges

2.
3.
6. Human Resources
7.
EASLIS
Teaching Library
Model
8.
Information
Communication
Technology
Strategic Objectives:
To create an enabling
environment
for
EASLIS to integrate
ICT
in
teaching,
learning and research
Strategic Objective:
9. Staff and Student
Support Services




Ensure gender mainstreaming in the functions of the
EASLIS.
Build leadership and management capacity among all
members of staff.
Move towards formation of college.
Promote staff participation and effectiveness in
committees in decision making.
Promote involvement of the staff and students in
professional activities in addressing the society needs.
Ensure fully functional departments.
Strategies
 Improve skills through training and induction.
 Develop staff training and development priority lists.
 Conduct management improvement skills training.
 Uphold staff appointment and promotion policy.
Strategies
 Equip the Model Teaching Library
 Acquire training materials like software and
consumables
 Subscribe to E-resources and linking with the
Main Library
 Equip students with practical and professional
skills.
 Conduct pedagogical skills workshops for staff.
 Hold facilitated seminars, workshops and
tutorials
Strategies
 Implement the e-learning in all EASLIS
programmes
 Sustain of ICT services as the driver in the new
knowledge economy.
 Harness ICTs to improve teaching, learning,
research and outreach.
Strategies


To create a positive
and
conducive
environment for staff
and students


17
Develop a welfare fund.
Increase staff participation in orientating their
students in guiding them on the various
procedures that students may need to know in the
University.
Increase availability of information.
Integrate the guidance and counseling sessions,
social, cultural and leisure into the School
Almanac

10. Physical Infrastructure
and Planning
11. Resource Mobilization,
Investment
and
Financial
Management
12.
Internationalisation,
and Linkages
Strategic Objective:
To ensure provision
of
adequate
infrastructure
for
teaching,
learning
and research
Strategic Objectives:
1. To improve the
capacity
of
EASLIS
in
innovative
resource
mobilization
2. To build EASLIS
capacity
in
developing
entrepreneurship
skills for income
generation
Strategic Objective
.1.
To
integrate
international
perspective into the
EASLIS
academic
programmes
2.
To
promote
external linkages
Promote the use of Website, Newsletter, Notice
Boards, Assemblies and meetings by students in
addressing issues.
Strategies
 Extend the buildings to accommodate two floors.
 Expand the ICT infrastructure services
 Carry our renovation and maintenance works
 Provide for alternative power sources
Strategies
 Introduce and develop academic programmes.
 Expand sources of funding through Foundations,
Alumni and Private Sector.
 Participate in consultancy development and
customer tailored training.
Strategies
 Increase number of foreign students and staffs.
 Encourage EASLIS staff to serve on international
bodies and in various Universities.
 Engage in a number of research collaborative
linkages.
 Host and start Summer/recess schools.
 Design
and
accredit
joint
programmes
internationally and nationally.
 Update Website.
 Promote joint research and supervision with the
external linkages.
 Start short courses under the short term
studentship scheme.
 Promote franchising of EASLIS programmes
3.10 Current Student Population
Table 1: Undergraduates
18
Program
BLIS
DRAM
DLIS
TOTAL
Year I
110
34
43
187
Year II
117
48
54
219
Year III
118
--118
Total
345
82
97
Grand Total
345
83
97
524
Year II
17
-17
Year III
-5
5
Total
34
7
41
Grand Total
34
7
41
Table 2: Postgraduates
Programme
MSC
PHD
TOTAL
Year I
17
2
19
Student Projection in the Next Ten Year
Table 3: Students Projections
Year.
2007
/08
2008
/09
2009
/10
2010
/11
2011
/12
2012
/13
2013
/14
2014
/15
2015
/16
2016
/17
BLIS
DRAM
BLIS
Yr.
1
110
Yr.
2
117
Yr.
3
118
Yr.
1
34
Yr.
2
48
Yr. 1
115
122
123
39
120
122
123
130
120
140
PROGRAMMES
M Sc.
Yr. 1
43
Yr.
2
54
53
48
44
53
120
54
130
130
150
140
160
Ph. D
New
Programmes
Yr.
1
2
Yr.
2
--
Yr.
3
5
UG
Gr.
17
Yr.
2
17
160
59
22
22
5
5
5
53
59
27
22
10
5
44
63
53
37
27
10
64
54
73
63
47
37
140
74
64
83
73
57
150
150
84
74
93
83
170
160
160
94
84
103
180
170
170
104
84
190
180
180
114
94
Gran
dTot
al
-
SubTotal
160
682
168
20
188
747
5
176
21
197
840
10
10
184
22
206
884
10
10
10
192
23
215
983
47
10
10
10
200
24
224
1,213
67
57
10
10
10
208
25
233
1,181
93
77
67
10
10
10
216
26
242
1,357
113
103
87
77
10
10
10
224
27
251
1,266
123
113
97
97
10
10
10
232
28
260
1,478
Key to the table:
UG -Undergraduate
Gr. -Graduate
19
4.0 EASLIS SUPPORT INFRASTRUCTURE
4.1 ICT Facilities
Presently, EASLIS has got a total of 40 computers, 12 of which are for staff, 5 for graduate students and the
rest for undergraduate students. EASLIS is fully connected to the Internet; it also has a Local Area
Network. In addition, the school has TV set, a DVD, a Digital Camera and a LCD projector.
The computer to user ratio is as follows:
Category
Staff
Graduate students
Undergraduate students
Ratio
Preferred ratio
1:2
1:8
1:30
1:1
1:1
1:5
4.2 Current Staffing Positions in the School
S.N.
1.
2.
3.
4.
5.
6.
Rank
Professor
Associate Professor
Senior Lecturer
Lecturer
Assistant Lecturer
Teaching Assistant
Total
Male
Female
Total
2
1
1
1
3
2
10
----3
1
5
2
1
1
1
6
3
14
4.3 Projected Staffing Position in the Next Ten Year
Year/Rank
2007/08
2008/09
2009/10
2010/11
2011/12
2012/13
2013/14
2014/15
2015/16
2016/17
Total
Prof.
Ass. Prof.
2
2
3
4
5
7
7
7
8
8
Sen. Lect.
1
2
2
3
5
7
7
7
7
7
Lect.
2
4
5
6
7
8
10
12
13
13
20
4
4
5
6
5
4
5
8
8
9
Asst.
Lect.
5
5
5
4
4
3
3
2
3
3
Teach.
Asst.
Total
3
3
3
3
3
3
3
2
2
2
17
20
23
26
29
32
35
38
41
42
42
4.4 Projected ICT Equipment and Software requirements
Year/
Equipment
2007/08
2008/09
2009/10
2010/11
2011/12
2012/13
2013/14
2014/15
2015/16
2016/17
Computers
Printers
60
80
100
120
130
140
150
160
170
180
Projectors LCD
4
5
6
7
8
8
8
8
8
8
21
Software
5
8
10
12
14
14
14
14
14
14
5
7
9
11
13
15
17
19
21
23
5.0 ANNEX 1: IMPLEMENTATION AND MONITORING PLAN
5.1 Teaching and Learning
Objectives
Activities
Time
Output
Indicators
Assump
-Approved
PhD Courses
-Increase in
enrollment for
PhD courses
-Favor
Unive
poli
Frame
1.
To provide
Academic
programme
s that input
both
knowledge
and skills
Introduce PhD
in (Records,
Archives and
Information
Management)
Introduce MA
in Records &
Archives Mgt.
Train teaching
staff on new
teaching skills
Revised
curricula
Conduct Study
visits
Conduct
Evaluation of
Teaching &
Learning
7. Introduce
MA in
publishing
Studies.
2010-2011
2009-2010
2007-2017
-Approved Master
courses
-Varieties of Master
courses
-Availabili
students.
2007-2017
2007-2017
-Lecturer equipped
with pedagogical
skills
-Effective teaching
and learning
-Lecturers
willingness
trained
-Participati
staff
2007-2017
2008-2009
-Updated curricula
-Report of visits
-Validated
methodology
2009-2010
-MA Programme
2008-2009
-Functional PGD
course
-No of students
accessing tutorials
22
-Integration of new
development
-Team wor
-Increase enrollment
-Affordabi
-Increase enrollment
-Affordabi
-Increase enrollment
-Affordabi
-Improvement in
performance
Students at
-MSc Programme
2007-2017
8. Introduce a Join
MSc. Agric. Inf. Com.
Mgt. with FA & FCIT
9. Re-introduce PGD
LIM
10. Conduct Tutorials
-Updated curriculum
-No of visits
2. To develop a
dynamic
LIS
curriculum.
1. Introduce
ICT in teaching
and learning
2. Train Teaching staff
on Quality Assurance
3. Hold LIS symposia
4. Conduct Gender
Awareness seminar for
staff
5. Hold meetings with
other stakeholders on
Program designs
3.To integrate
Distance
Education
mode
of
delivery
into
EASLIS
curriculum
1. Introduce Distance
Education
Programmes
2. Write & Publish
Teaching Modules
3.Train Staff
4. Acquire teaching
materials
5. Acquire teaching
equipments
2007-2017
2007-2017
2007-2017
2007-2017
-State of the
Art teaching
equipment
-Willing to
participate
programm
EASLIS
-Increased interactions
with stakeholders
- Improvement in
rating by students
-Increased
collaboration
-Gender
Mainstreaming
-Increased
Participation
2007-2017
-Increased accessibility
-Increased enrollment
2009-2017
-No modules
published
-Modules being
taught
-No of staff trained
-No teaching materials
-Skilled staff
-Effective learning
-No of equipments
-Effective teaching
-Availabili
facilities
-Availabili
-Staff Parti
training
-Staff use t
material
-Staff uses
equipment
-Approved
structure
-One Admin
appointed
-Proper Admin.
2007-2017
2009/10
2009-2017
-Staff aware of quality
assurance issues
-Increase awareness
-Gender awareness
-Availability of -Willing
ICT
to chan
equipments
staff
stude
2009-2017
2009-2017
6.Appoint Distance
Education
Administrator
-Willingne
cooperate
Sub-Total
5.2 Research and Innovations
Objectives
1.
To promote
research
and
technology
innovations
in
information
managemen
t of staff
Activities
Time
Frame
Output
Indicators
Assum
1. Set research
agenda &
Policy
20072009
- Research
agenda
-Research
Policy.
-Potential
funders
- Research
money
-Th
comm
by s
dev
res
agen
ti
2. Mobilise
funds for
research.
2007-2017
2007-2017
23
and
students
3.
Dissemination
of research
findings.
4. Conduct
Tracer Studies
identified
available.
2007-2017
-At least 6
researches
conducted.
-Program
approved by
the staff.
2007-2017
-One study per year
2007-2017
2007-2010
5. Conduct Joint
Research with
Stakeholders
6. Hold Research
Seminars
7. Start LIS Research
Centre
8. Reward Best
Performers
2007-2017
2010-2017
-Once every year
2007-2017
-A research centre in
place
-Prize Awards a year
2007-2017
9. Launch a Publication
Series
10. Establish a
Fellowship for
Research
11. Conduct Inf.
Literacy Training
2.
To promote
quality
publications
and
disseminate
research
findings.
1. Training of
staff.
2. Evaluation of
proposals by
School or
external expert.
-Once every 3 year
20072017
-Improvement
in Modules
-Joint Publication
-Increased awareness
-One publication/year
-Availability of
research inf.
-Increased
participation
-One fellowship/year
-Increased awareness
-One training after 3
years
-Joint Research
- Lecturers
trained
2007-2017
Evaluated
reports
Time
Frame
Output
-Increase Info. Literacy
-S
unde
a
com
th
res
prio
-Coop
fr
stake
-Team w
Research
-Particip
stakehol
-Suppor
stakehol
-Particip
stakehol
-Particip
staff
-Increased
effectiveness
-Staff
to
-Increase acceptability
-Availab
Experts
Sub-Total
5.3 Quality Assurances
Objectives
1. To strengthen
staff capacity in
monitoring
Activities
1. Train staff on
Quality Assurances
2007-2017
24
-Trained staff on
quality assurance
Indicators
-Improvement on
University rating
Assum
-Staff pa
training
academic
performance
and
the
implementation
of
the quality
related decisions
in the university
2. Conduct Annual
AQ Audit
2007-2017
-QA Audit reports
-Teaching & Learning
effectiveness
-Particip
students
3. Support QA
Committee
2007-2017
-Functional Liaison
Committee
-Increase participation
on QA issues
-Full par
by both
staff
Sub-Total
5.4 Outreach
Objectives
1.
2.
3.
To mentor
students for
the purpose
of preparing
them
for
employmen
t
in
a
changing
world
To promote
transfer of
information
managemen
t
best
practices in
private and
public
sector
To facilitate
networking
between the
private,
public
sector and
EASLIS
stakeholder
s
Activities
Time
Frame
Output
Indicators
1. Attach students to
the
private/public
sector organizations.
2007-2017
-Good
relations
between EASLIS and
private/public sector.
-No of students on
attachments
2. Offer consultancy
services.
2007-2017
-Consultancy
conducted.
3.
Initiate
joint
research projects with
the
public/private
sector.
2007-2017
-No
of
initiated
-Number
of
consultancy projects
conducted
-Private sector interest
in Programmes
researches
-Willing
on the st
-Consult
opportu
-Willing
cooperat
private/
-Suppor
universi
2007-2017
4.
Conduct
short
courses and in-service
training courses
5.Organise Open Days
is
Assum
2007-2017
2007-2017
6. Conduct Career
Guidance in Schools
2007-2017
7.Hold Workshops on
Best Practices
2010-2017
8. Start Community
Based
Project
for
demonstration
-Two Short courses
conducted per year
-Open day organized
yearly
-Career talk held in
School
-No
of
conducted
-Increase
in
enrollment for short
courses
-Increase visibility of
EASLIS
-Increase awareness of
EASLIS
-Public
Participa
-Particip
schools
-Particip
Stakehol
workshop
-Best Practices being
applied
-A
Community
Museum, conservation
Unit
-Community
apply
conservation practices
-One after every 3 yrs
-Improve
-Particip
commun
-Willing
partners
2007-2017
9.Organise
staff
25
-Cooper
attachment
effectiveness
Employe
2007-2017
10. Arrange Vacation
Employments
for
Students
-No of Students
Vacation
on
-Improvement
skills/attitude
in
-Cooper
stakehol
-Students
with
professional skills
-Cooper
Stakehol
-Favorable Policy to
LIS
-Particip
students
-Particip
stakehol
2007-2017
11.Engage
Stakeholders
in
imparting
Professional skills to
students
-No
engaged
Stakeholders
2007-2017
-No
of
policy
&
decisions influenced
12.Conduct Advocacy
and Lobbying
2007-2017
13.LIS Newsletter
2007-2017
-A regular Newsletter
14.Promote
Professional code of
ethics and standards
14.Organise
Conferences
Training
-Promotion conducted
after every 3 years
2007-2017
-Increased
information flow
-Improvement
conduct
-Attenda
Participa
in
-One conference after 3
year
on
LIS
2007-2017
-Regular interfaces
15. Interact with the
Media
-Wider
media
-Increased awareness
on LIS training
-Increased
relations
public
Sub-Total
5.5 Organization and Management
Objectives
1.
To improve
the decision
making
process
at
EASLIS
Activities
1. Hold staff
appraisal
sessions
2. Support Student
Activities
3. Hold seminars
Time
Frame
2007-2017
2007-2017
2007-2017
Output
Indicators
Assum
-Well appraised
staff
-Increase in
rating by
students and
public
-Stu
partic
a
coop
-Strong and effective
student body
-Well informed staff
-Harmony in the
school
-Team work
26
-Staff pa
--Partici
staff
2.
To
ensure
an effective
and efficient
managemen
t
and
operation
environmen
t in EASLIS
and
the
University
1. Strengthen
Records
keeping
2007-2008
2007-2017
2. Hold monthly
review meetings
3. Induct new staff
and students
4. Carryout Annual
Plan reviews
2007-2017
5. Conduct Study
tours
2007-2010
2007-2017
-Effective and
efficient record
keeping system
-Up-to-date
programmes
-Well oriented staff
2007-2017
-Rolled over plans
-Innovative and well
informed staff
-College Formed
6. Facilitate College
formation
-Up-to-date
records
-S
coop
-Increase in number of
students
-Team work
-Coordination and
increased
effectiveness
-All activities
reviewed annually
-Wider knowledge
-Availab
support
-Willing
to learn
-Particip
staff
-Staff lea
tours
-Cooper
other un
-Integrated
Programmes
Sub-Total
5.6 Human Resource
Objectives
Activities
To enhance the
quality
and
quantity of staff
for
effective
performance in
teaching
and
learning,
research
and
innovation, and
outreach
1. Formulate
staff
development
plan
Time
Frame
2007
Output
Indicators
Assum
- Human
Resource Plan
-Staff going
for training
-S
partic
tra
2007-2017
2007-2017
2. Conduct skills
improvement trainings
3. Develop staff
welfare fund
-Staff with diverse
skills
-Motivated work force
-Effectiveness in
achieving results
-Staff retention and
motivation
-Univers
staff dev
policy
-Staff wi
contribu
Sub-Total
5.7 EASLIS Model Teaching Library (MTL)
Objectives
Activities
To
facilitate
academic work
on
real
life
1. Provide
equipment for
Time
Frame
2007-2010
2007-2017
27
Output
Indicators
Assum
--Well equipped
Library
-Increase use
of the library
-Ava
of equ
information
management
challenges
the Library
2. Stock MTL
3. Support MTL
management
2. Conduct
Pedagogical
workshops for staff
3. Hold Workshops for
stakeholders
4. Training students
on the new skills
5. Burglar Proofing the
Library
6. Repair and
Renovation
-Increase use of
-Availab
-Well stocked library
library
2007-2009
stocks
-Team w
-Functional MTL
-Effective
Management
2009-2017
-Effective teaching
skills
-Quality teachings
2007-2017
2007-2017
2007-2008
2007-2009
-Awareness of the
facilities to the private
sector
-Student with practical
and professional skills
-Reduced risk of theft
-Conducive teaching &
learning environment
-Cooper
staff and
-Particip
Private S
-Increase participation
of the private sector
-Improvement in
skills
-Particip
students
-Donor s
-Donor s
-Increased Security
-Improve public
rating
Sub-Total
5.8 Information Communication Technology
Objectives
Activities
To create an
enabling
environment for
EASLIS
to
integrate ICT in
teaching,
learning
and
research
1.
Maintenance of
Computer.
2007-2017
2. Develop ICT Policy
2007-2017
-ICT Policy
2007-2017
-Intranet services
3. Upgrade
Website
Time
Frame
2008
2007-2017
4. Purchase of
Computers
Output
Indicators
-Well
maintained
computers
-Functional
computers
-Computers
-Accessories
5.Purchase of
Computer Accessories
Sub-Total
5.9 Staff and Student Support Services
28
-Regulated ICT
operation
-All Offices on
Intranet
-Availability of
computer
-Functional Computer
Assum
-Re
po
su
-Cooper
staff
-Availab
infrastru
-Improv
skills
-Availab
stocks
Objectives
Activities
To
create
a
positive
and
conducive
environment for
staff
and
students
1. Conduct
Counseling
services.
2. Construct
facilities for
disseminating
information
Time
Frame
2007-2017
2008
2007-2008
2007-2008
3. Implement Antisexual harassment
policy
4. Support Sentinel
Desk for Gender
Output
Indicators
Assu
-Counseling
sessions
-Students
getting
employment
Partic
of st
-Notice Boards
-Information sharing
-Availab
space
-Gender sensitive staff
-Reduction in
Complaints
-Cooper
staff
-Gender Policy
Gender mainstream
-Particip
stakeho
Sub-Total
5.10 Physical Infrastructure and Facilities
Objectives
Activities
Time
Output
Indicators
Ass
Frame
To
ensure
provision
of
adequate
infrastructure for
teaching,
learning
and
research
1. Extend the building
to accommodate two
more floors
2007-2010
5 new offices of 10sq
meter each
-200sq meter ICT lab
-2 lecture rooms of 100sq
meters each
-6 sanitary facilities
--Lab to accommodate at
least 50 students at a time
-Reduction in No. of
student/sq meter of
space in lecture rooms
-Su
stak
2. Raise sources of
funding for physical
infrastructure
development
3.
Maintenance
of
building
2007-2008
-Availability of funders
for
infrastructure
development
-Increased
from donors
-Pa
all
2007-2017
-Habitable building
-Reduction
congestion
4. Obtain alternative
Supply of Power
2008
-Solar
and
other
alternatives
power
sources installed
-Availability of furniture
-Constant
supply
2007-2017
5. Purchase of Furniture
Sub-Total
29
-Furnished
Offices
support
in
-Su
stak
power
-Av
equ
hall
&
-Av
sup
5.11 Resource Mobilization, Investment and Financial Management
Objectives
1.
To improve
the capacity
of EASLIS in
innovative
resource
mobilization
To build EASLIS
capacity
in
developing
entrepreneurship
skills for income
generation
Activities
Time
Frame
1. Launch New
Programmes
2007-2017
2.Establish a
Consultancy Firm
3- Train in resource
mobilization
2007-2008
1.Carry out
consulting
2007-2009
Output
Indicators
Assum
-Attractive
programs
-Increase in
Intake
- Ava
of st
-Consultancy Firm
-Skills in resource
mobilization
2007-2017
-No of consultancy
2008-2016
-No of Fund raising
diners
2. Organize Fund
raising diners
2008-2016
3. Hold Donor
Conferences
Sub-Total
5.12 Internationalization and Linkages
30
-No of Donor
conferences locally and
internationally
-Wider resource base
-Favorab
Univers
on consu
-Availab
to be tra
-Increase
collaboration
-Sup
stake
-Increased
collaboration
-Increased
participation
-Goodw
public
-Univers
-Strong Networks
Objectives
Activities
Time
Frame
Output
Indicators
Assum
1. To
promote
external
linkages
1. Create
Linkages
20082017
-New linkages formed
-Joint
researches
2. Identify areas of
linkages
2008- 2017
-Willi
by
ext
partn
re
2. To
1. Admit more
integrate
foreign
international
students
perspective
2. Advertise EASLIS
into the
programs
EASLIS
internationally
academic
programmes 3. Host & Start
20082017
2008-2017
2008-2017
Summer School
4. Design & Accredit
Joint Programme
2008-2017
5. Promote Joint
Research &
Programme
2008-2017
-Areas identified
-Attachment of
Lecturers
-More of foreign
students admitted
-Wider publicity of the
EASLIS programs
-No of programmes
conducted
-No of programmes
accredited
-Joint Research
conducted
-No. of foreign
students
admitted
-Univers
-Existen
willingn
external
-Suppor
governm
policies
students
-EA
web
func
-Nationality
distribution of the
foreign students
-EASLIS programmes
extending outside
-Tuition
competi
-Joint Publication
-Particip
Stakeho
-Increased visibility of
EASLIS
-Particip
stakehol
Sub-Total
Grand Total
6.0 ANNEX 2: WORK PLAN
6.1 Teaching and Learning
Objectives: 1. To provide Academic
programmes that input both knowledge
and skills
1st Cluster Work Plan
31
2nd Cluster Work Plan
3
Activities
1. Introduce
PhD in
Records,
Archives and
Information
Management
2. Introduce
Master of
Arts in
Records &
Archives Mgt.
3. Train
teaching staff
on new
teaching
skills
4.Revise
curricular
5. Conduct
Study visits
6. Conduct
Evaluation
7. Introduce
MA
Publishing
Studies
8. Introduce Msc
Agric. Info Mgt.
9. Reintroduce
PGD LIM
10. Conduct
Tutorials
Output
-Approved
PhD
Courses
07/08
0
08/09
0
09/10
0
10/11
250,000
11/12
0
12/13
0
-Approved Master
courses
0
0
350,000
0
0
0
-Lecturer equipped
with pedagogical
skills
15,000
15,000
Updated
curricula
75,000
15,000
15,000
0
0
75,000
30,000
30,000
30,000
30,000
Validated
methodology
-Approved
MA (Pub)
0
0
3,000
0
0
3,000
0
350,000
0
0
0
0
-Approved MSc
(Agri Inf. Mgt.)
0
35,000
0
0
0
0
0
340,000
0
0
0
0
1,000
1,000
1,000
1,000
1,000
1,000
-Report of visits
-PGD in
Library Inf.
Mgt.
-Students
accessing
Tutorials
Objective 2: To develop a LIS curriculum
32
1
15,000 15,000 1
0
0
7
30,000 30,000 3
1
to produce high quality library and
Information Professionals
Activities
1. Introduce
ICT in
teaching and
learning
State of the Art
teaching
equipment
80,000
80,000
80,000
80,000
80,000
2. Train Teaching
-Staff aware of
1,000
1,000
staff on Quality
quality assurance
Assurance
issues
3. Hold LIS
-Increase
1,000
1,000
symposia
awareness
4. Conduct Gender
-Gender awareness
1,000
1,000
Awareness seminar
for staff
5. Hold meetings
-Increased
30,000
0
with other
interactions with
stakeholders on
stakeholders
Program designs
Objective 3: To integrate Distance Education mode of delivery into
EASLIS curriculum
1,000
1,000
1,000
1,000
1,000
1,000
1,000
1,000
1,000
1,000
1,000
1,000
0
30,000
0
0
10,000
10,000
10,000
5,000
Activities
1. Introduce
Distance Education
2. Write & Publish
Teaching Modules
-Increased
accessibility
-No modules
published
3.Train Staff
-No of staff trained
4. Acquire teaching
materials
80,000
5,000
5,000
5,000
5,000
5,000
5,000
1,500
1,500
1,500
1,500
1,500
1,500
-No teaching
materials
25,000
25,000
5. Acquire teaching
equipments
-No of equipments
25,000
25,000
9. Appoint
Distance
Education
Administrator
Sub-Total
-An Administrator
appointed
1,500
1,500
1,500
1,500
1,500
Research and Innovations
33
1,500
Objectives: 1. To promote research and technology
innovations in information management of staff and
students
Activities
Output
1. Set research &
Policy agenda
2. Mobilise funds
for research
- Research agenda
3. Disseminate
research
findings.
4. Conduct
Tracer Studies
-A least 6
researches
conducted
-Potential funders
identified
-One study per year
5. Conduct Join Research
-Once every 3 year
6. Hold Research
Seminars
-Once every year
7. Establish LIS
Research Centre
-One research centre
8.Give out Prizes
-Prize Awards a year
9. Launch a
Publication
1st Cluster
Work Plan
2nd Cluster
Work Plan
3rd Cl
Work
07/0 08/0 09/1 10/1 11/1 12/1 13/1 14
8
9
0
1
2
3
4
5
25,0 25,0 0
0
0
0
0
0
00
00
2,00 2,00 2,00 2,00 2,00 2,00 2,00 2,0
0
0
0
0
0
0
0
0
2,00 30,0 2,00 2,00 30,0 2,00 2,00
0
00
0
0
00
0
0
0
5,00
0
20,0
00
0
0
0
10
0
0
0
0
0
0
0
20,0
00
0
5,00
0
0
1,00 1,00 1,00 1,00 1,00 1,00 1,00 1,0
0
0
0
0
0
0
0
0
0
One
publication/year
10,0
00
0
0
0
0
0
0
1,00 1,00 1,00 1,00 1,00 1,00 1,00 1,0
0
0
0
0
0
0
0
0
1,50 1,50 1,50 1,50 1,50 1,50 1,50 1,5
0
0
0
0
0
0
0
0
10. Establish a Fellowship
for Research
-One fellowship/year
10,0 10,0 10,0 10,0 10,0 10,0 10,0 10
00
00
00
00
00
00
00
0
11. Conduct Inf.
Literacy Training
One training after 3 years
5,00
0
Objective 2: To promote quality publications and
34
0
0
5,00
0
0
0
0
5,0
0
disseminate research findings.
Activities
1. Training of
staff in writing
proposals
2. Training of
staff in writing
reports and
papers.
- Lecturers trained
in writing proposals
2,000
2,000
2,000
2,000
2,000
2,000
2,000
2,
-Trained staff
1,000
1,000
1,000
1,000
1,000
1,000
1,000
1,
-Evaluated reports
1,000
1,000
1,000
1,000
1,000
1,000
1,000
1,
3. Evaluation of
proposals by
School or
external expert.
Sub-Total
6.3 Quality Assurances
Objectives 1: To strengthen the
capacity to monitor academic
performance and to implement
the quality related decisions in the
University
Activities
Output
1. Train staff on
Quality
Assurances
-Trained staff
on quality
assurance
2. Conduct
Annual AQ
Audit
-QA Audit
reports
1st Cluster Work
Plan
2nd Cluster Work
Plan
3rd Cluster Work
Plan
07/08 08/09 09/10 10/11 11/12 12/13 13/14 14/15 15/
5,000 5,000 5,000 5,000 5,000 5,000 5,000 5,000 5,0
5,000 5,000 5,000 5,000 5,000 5,000 5,000 5,000 5,0
3. Support
2,000 2,000 2,000 2,000 2,000 2,000 2,000 2,000 2,0
QA
Functional
Committee
Liaison
Committee
Sub-Total
35
6.4 Outreach
Objectives: To promote transfer of
information management best practices to
the private and public sector information
environment.
1st Cluster Work Plan
2nd Cluster Work Plan
3rd C
Activities
Output
07/08 08/09 09/10 10/11 11/12 12/13 13/14
-Good
relations 7,000
1. Attach
7,000 7,000 7,000 7,000 7,000 7,000
with
students to private/public
the
sector.
private/public
sector
organizations
. Offer
10,000 10,000 10,000 10,000 10,000 10,000 10,00
consultancy Consultancy
services.
is
conducted
3.
Initiate
joint -No of researches 5,000
5,000 5,000 5,000 5,000 5,000 5,000
research
projects
with
the
public/private
sector.
initiated
4. Conduct short
courses and inservice
training
courses
-Two
Short
courses conducted
per year
5.Organise
Days
Open
-Open
day
organized yearly
6. Conduct Career
Guidance in Schools
and Community
-Career talk held
in School
7.Hold Workshops
on Best Practices
-No of workshop
conducted
15,000 15,000 15,000 15,000 15,000 15,000 15,00
8. Start CB Project
for demonstration
A Community
Museum
20,000
5,000
5,000
5,000
5,000
5,000
5,000
5,000
10,000 10,000 10,000 10,000 10,000 10,000 10,00
2,000
2,000
0
36
2,000
0
2,000
20,000
2,000
0
2,000
0
2,000
20,00
9. Organise
staff
attachments
10. Arrange
Vacation
Employments
for Students
-One after every 3
yrs
20,000
0
0
0
20,000
0
0
-No of Students on
Vacation
1,000
1,000
1,000
1,000
1,000
1,000
1,000
11.Engage
Stakeholders
in
imparting
Professional skills to
students
12.Conduct
Advocacy
and
Lobbying
-No Stakeholders
engaged
2,000
2,000
2,000
2,000
2,000
2,000
2,000
-No of policy &
decisions
influenced
2,000
2,000
2,000
2,000
2,000
2,000
2,000
13. Introduce
LIS
Newsletter
14. Promote
Professional
code of
ethics and
standards
-A
regular
Newsletter
3,000
3,000
3,000
3,000
3,000
3,000
3,000
-Promotion
conducted
after
every 3 years
10,000
0
0
10,000
0
0
0
14.Organise
Conferences on LIS
Training
-One conference
after 3 year
50,000
0
0
0
50,000
0
0
15. Interact
with the
Media
Sub-Total
-Regular
interfaces
5,000
5,000
5,000
5,000
5,000
5,000
5,000
6.5 Organization and Management
37
Objectives 1: To improve the
decision making process at EASLIS
Activities
1. Hold
staff
appraisal
sessions
2. Support
Student
Activities
3. Hold
staff
seminars
1st Cluster Work
Plan
2nd Cluster Work
Plan
3rd Cluster Work
Plan
Output
07/08 08/09 09/10 10/11 11/12 12/13 13/14 14/15 15/
-Well
500
500
500
500
500
500
500
500
50
appraised
staff
-Strong and
effective
student body
-Well
informed
staff
1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,0
2.000
0
0
2,000
0
0
2,000
0
0
Objective 2: To ensure an effective
and efficient management and
operation environment in EASLIS
and the University
Activities
1.
Strengthen
Records
keeping
2. Hold monthly
review meetings
3. Induct new
staff and
students
4. Carryout
Annual
Programme
reviews
5. Conduct Study
tours
6. Facilitate
College
formation
-Up-to-date
records
5,000
1,000
500
500
500
500
500
500
-Up-to-date
programmes
-Well oriented
staff
1,200
1,200
1,200
1,200
1,200
1,200
1,200
1,200
1,
1,000
1,000
1,000
1,000
1,000
1,000
1,000
1,000
1,
Rolled over
plans
15,000
15,000
15,000
15,000
15,000
15,000
15,000
15,000
15,
-Innovative
and well
informed staff
College
Formed
10,000
0
0
0
10,000
0
0
0
10,
25,000
25,000
Sub-Total
38
6.6 Human Resource
Objectives 1: To enhance the quality
and quantity of the staff for effective
performance in teaching and
learning, research and innovation,
and outreach
.
1st Cluster Work
Plan
2nd Cluster Work
Plan
3rd Cluster W
Plan
Activities
Output
07/08 08/09 09/10 10/11 11/12 12/13 13/14 14/15 1
Formulate
- Human 10,000
staff
Resource
development
Plan
plan
-Staff with
Conduct
6,000 6,000 6,000 6,000 6,000 6,000 6,000 6,000 6
diverse skills
skills
improvement
trainings
Develop staff Motivated 10,000
0
0
0
0
0
0
0
welfare fund
work
force
Sub-Total
6.7 EASLIS Model Teaching Library
Objectives 1: To facilitate academic
work on real life information
management challenges
Activities
1. Provide
equipment
for the
Library
2. Stock MTL
3. Support MTL
management
Output
--Well
equipped
Library
Well
stocked
library
-Functional
1st Cluster Work Plan
07/08
20,000
08/09
0
09/10
0
2nd Cluster Work Plan
10/11
40,000
11/12
0
12/13
0
3rd Clus
13/14
40,000
20,000 20,000 20,000 20,000 20,000 20,000 20,000
1,000
1,000
39
1,000
1,000
1,000
1,000
1,000
MTL
2. Conduct
Pedagogical
workshops for
staff
3. Hold
Workshops for
stakeholders
-Effective teaching
skills
5,000
0
0
0
0
0
0
-Awareness of the
facilities to the
private sector
0
0
0
10,000
0
0
10,000
4. Train students
on the new skills
-Student with
practical and
professional skills
1,500
1,500
1,500
1,500
1,500
1,500
1,500
5. Burglar
Proofing the
Library
-Reduced risk of
theft
10,000
0
0
0
0
0
0
6. Repair
-Conducive 25,000
and
teaching &
Renovation
learning
of building environment
Sub-Total
0
0
0
0
0
0
6.8 Information Communication Technology
Objectives 1:. To create an enabling
environment for EASLIS to integrate
ICT in teaching, learning and research
Activities
1.
Maintenance
of Computer
2. Develop ICT
Policy
3. Upgrade
intranet
4. Purchase of
Computers
Output
-Well
maintained
computers
-ICT Policy
1st Cluster Work Plan
2nd Cluster Work Plan
3rd Clu
07/08 08/09 09/10 10/11 11/12 12/13 13/14
10,000 10,000 10,000 10,000 10,000 10,000 10,000
5,000
0
0
0
0
0
0
-Intranet
1,000 1,000 1,000 1,000 1,000 1,000 1,000
services
-Computers 30,000 30,000 30,000 30,000 30,000 30,000 30,000
40
5. Purchase
10,000 10,000 10,000 10,000 10,000 10,000 10,000
of Computer Accessories
Accessories
Sub-Total
6.9 Staff and Student Support Services
Objectives 1: To create a positive and
conducive environment for staff and
students
Activities
1. Conduct
counseling
services
1st Cluster Work Plan
2nd Cluster Work Plan
3rd Cl
Output
07/08 08/09 09/10 10/11 11/12 12/13 13/14
10,000 10,000 10,000 10,000 10,000 10,000 10,000
Counseling
sessions
2. Construct
facilities for
disseminating
information
-Notice Boards
5,000
0
0
0
0
0
0
3. Implement Antisexual harassment
policy
-Gender
sensitive staff
5,000
0
0
0
0
0
0
4. Support
Sentinel Desk
for Gender
Sub-Total
-Gender Policy
5,000
0
0
0
0
0
0
6.10 Physical Infrastructure and Facilities
Objectives 1: To ensure
provision of adequate and
conducive infrastructure.
1st Cluster Work Plan
41
2nd Cluster Work Plan
3rd Clust
Activities
Output
07/08 08/09
09/10
10/11
11/12
20,000 60,000 500,000 800,000 500,000
1. Extend the
building
to
accommodate
two
more
floors
5 new offices
of 10sq meter
each
-200sq meter
ICT lab
2.
Raise
sources
of
funding for
physical
infrastructure
development
Availability
of funders for
infrastructure
development
3.
Maintenance
of building
20,000 20,000
Habitable
building
4.
Obtain
alternative
power supply
-Alternative
power source
50,000
0
0
0
0
0
0
5.
Purchase
of
Furniture
SubTotal
-Availability
of furniture
20,000
0
0
25,000
0
0
15,000
10,000
0
0
0
0
20,000
20,000
20,000
12/13
0
13/14
0
0
0
1
20,000 20,000 2
6.11 Resource Mobilization, Investment and Financial Management
Objectives 1: To improve the
capacity of EASLIS in resource
mobilization
Activities
1. Launch New
Programmes
Output
-Attractive
programs
1st Cluster Work
Plan
07/08
1,000
2nd Cluster Work
Plan
3rd Cluster Wor
Plan
08/09 09/10 10/11 11/12 12/13 13/14 14/15 15
0
0
1,000
0
0
1,000
0
0
2.Establish a
Consultancy
Firm
-Consultancy
Firm
10,000
0
0
0
0
0
0
0
0
3. Train in
-Skills in
10,000
0
0
0
0
0
0
0
0
42
Resource
resource
Mobilisation
mobilization
Objective 2: To build capacity of
EASLIS to generate income to
implement her programmes.
Activities
1.Carry out
consulting
-No of
consultancy
2. Organize
Fund raising
diners
-No of Fund
raising diners
3. Hold Donor
Conferences
-No of Donor
conferences
locally and
internationally
2,000
2,000
2,000
2,000
2,000
2,000
2,000
1,000
0
0
1,000
0
0
0
0
50,000
0
0
50,000
0
0
50,000
0
3
Sub-Total
6.12 Internationalization and Linkages
Objectives 1: To promote external
linkages
1st Cluster Work
Plan
2nd Cluster Work
Plan
3rd Cluster Work
Plan
Activities
1. Create
Linkages
Output
-New
linkages
formed
07/08 08/09 09/10 10/11 11/12 12/13 13/14 14/15 15/
1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,0
2. Identify
Areas of
Linkages
-Areas
2,000 2,000 2,000 2,000 2,000 2,000 2,000 2,000 2,0
identified
Objective
2:
To
integrate
international perspective into the
EASLIS academic programmes
43
Activities
1. Admit
more
foreign
students
2. Advertise
EASLIS
programs
internationally
3. Host & Start
Summer School
4. Design &
Accredit Join
Programme
5. Promote Joint
Research &
Programme
-More of
foreign
students
admitted
2,000
2,000
2,000
2,000
2,000
2,000
2,000
2,000
2,
-Wider
publicity of the
EASLIS
programs
-No of
programmes
conducted
-No of
programmes
accredited
-Joint Research
conducted
2,000
2,000
2,000
2,000
2,000
2,000
2,000
2,000
2,
3,000
3,000
3,000
3,000
3,000
3,000
3,000
3,000
3,
9,000
9,000
9,000
9,000
9,000
9,000
9,000
9,000
9,
18,000
18,000
18,000
18,000
18,000
18,000
18,000
18,000
18,
Sub-Total
Grand
Total
44
45
Table of Contents
I.
INTRODUCTION
II.
THE LEGAL PROFESSION &
ENVIRONMENT
THE
LAWYER
IN A
CHANGING OPERATIONAL
The Local Level
Lawyering in the National Context
Regional Considerations
Global Influences
III.
STRATEGIC CHALLENGES FACING THE FACULTY OF LAW
Vision
Mission Statement
Strategic Objectives
(a) Strategic Objective One: Teaching & Professional Development
(b) Strategic Objective Two: A New Agenda for Legal Research
(c) Strategic Objective Three: Contemporary Practical Applications
(d) Strategic Objective Four: Improving Physical Infrastructure
(e) Strategic Objective Five: Financing the Strategic Plan
IV.
APPENDICES
1.
Strategic Plan Budget Estimates
2.
Proposed Faculty Building (Phase II Expansion Plan)
xlvi
I.
introduction
The Faculty of Law at Makerere University was established in 1968. Over
the following three decades, the Faculty has grown into one of the most
reputable Law Schools in the world. During this period, there have been
significant developments in the global, regional and national policy
environment within which research and the teaching of law has to be
viewed. In addition to these numerous changes, the internal operations
and the external operating environment for the Faculty of Law at Makerere
have changed dramatically. Increased student enrollments, the changing
demands of the Faculty clientele, the growing need for improved efficiency
in the delivery of services and dwindling public financing for higher
education, call for more in-depth reflection and strategic planning in order
to maintain the Faculty of Law’s position at the cutting-edge of legal
research and teaching. Consenquently,
the development of a strategic operational framework and investment plan
for the Faculty of Law ought to be
Uganda and many of the countries of the
Great Lakes Region are experiencing
challenges:
phenomenal transformation in major
public policy areas of economic
management, investment, governance,
First, there is a need to move away human rights and cross border financial
from an “Ivory Tower” mentality transactions. At the local level, the
continuing transformation of the
where research is done for research’s economic, social and political
sake towards a situation where legal superstructure will bring about new
challenges for legal practitioners
research and the teaching of law deal especially in the areas of social justice,
with day-to-day problems facing human rights and poverty eradication.
In the economic arena, the emergence of
local
communities,
vulnerable corporate clients with sophisticated
groups, the country, the region and financial and other cross-border activities
will require a new blend of lawyers who
the international community as a must be aware of international norms
and the expectations of a variety of
whole.
cultures. Internationalization will
become a fundamental component of
Second, the last three decades have legal practice in many areas of legal
expertise, especially in emerging sectors
witnessed a concerted reduction in such as energy, mining and infrastructure
development. The Faculty of Law at
47 Makerere must remain forward looking,
vibrant and capable of a transformation
FEMA Strategic Plan 2008/09-2017/18
that matches the transformations taking
place within the Great Lakes Region.
seen at least against four broad
public spending on higher education.
This raises the need for the
development of new and innovative strategies in research and training in
order to augment available resources.
Third, the scene of tertiary and higher education has changed dramatically
over the last decade. A number of universities have emerged and several
of these offer law training.
This phenomenon could present both
advantages as well as disadvantages, depending on the nature of the
partnership that could be designed with them. Whatever happens, these
institutions could emerge as potential competitors for students, lecturers
and public financing. Consequently, the Faculty of Law must consolidate
its strategic and comparative advantage of having been there earlier and
venture into new trajectories of legal research and training ahead of the
budding law faculties.
Fourth, the Faculty of Law must be enlarged, in order to secure its future as
a centre of excellence in legal research and training in the country, in the
region and globally. Such a strategy is essential if the Faculty is to take
advantage of the increasing student mobility within the Great Lakes subregion. Indeed, these issues call for a robust and competitive approach to
legal training and research.
II.
THE LEGAL PROFESSION AND
OPERATIONAL ENVIRONMENT
THE
LAWYER
IN A
CHANGING
The continuing relevance of a strategic plan for any institution is only
assured if it is set against a clear understanding of its operational
environment. In that way, the institution is able to identify the potential
threats and challenges but more importantly, to identify the opportunities
that are available to foster growth, expansion and consolidation.
This
section of the strategic plan therefore analyses the local, regional and
48
FEMA Strategic Plan 2008/09-2017/18
international policy environment and maps out the trajectories in these
policy arenas that could have an impact on the future growth and
development of the Faculty of Law at Makerere University.
2.1
The Local Level
At the local level or within Makerere University, the Faculty of Law
occupies an enviable position as one of the most sought-after faculties.
Law courses are considered among the prestigious courses offered by the
University which offers a strategic advantage that can be harnessed for the
growth of the Faculty. Secondly, the current policy direction to reorganize
the University into constituent colleges may provide an opportunity for
the Faculty to secure more autonomy and operational efficiency, factors
that are essential to enable the faculty administration respond to emerging
and future challenges that legal education, training and research have to
respond to. However, there are also a number of challenges that have to
be addressed over the duration of the strategic plan. The most critical
challenge emerging from the current institutional set up of the University
is the overcentralization of the decision making authority on issues such as
admissions, staff recruitment and establishment, and the University fees
structure. Addressing these challenges will require the Faculty to establish
a dialogue with the central University establishment so as to create the
space that allows strategic visioning and dynamic responses to emerging
challenges and opportunities.
2.2
Lawyering in the National Context
At the national level, three important factors will affect or shape the future
direction of legal training, teaching and research:
(a) The growing dominance of neoliberal economic thinking as
epitomized in the Poverty Eradication Action Plan (PEAP) and the
associated Sector Wide Approaches (SWAP) to planning and policy
implementation is likely to have far reaching implications for the
Faculty of Law. In that regard, the Faculty must become an active
49
FEMA Strategic Plan 2008/09-2017/18
player in shaping and influencing these ongoing policy processes
especially by engaging in cutting-edge research on the implications
of such approaches to access to legal services;
(b) The emergence of new law facultities at the newly established
universities could present both a challenge and an opportunity for
the future growth and consolidation of the Faculty of Law as a
national centre of excellence for legal training, teaching and
research. In particular, the Faculty of Law at Makerere University
could take the lead in mobilizing and engaging emerging law
schools in developing minimum legal educational standards,
undertaking joint or collaborative legal research, and other areas
that would encourage mutual recognition and avoid unhealthy
competition; and
(c) In order to remain at the cutting-edge of legal education, training
and research, the Faculty of Law must position itself to offer
intellectual leadership in new and emerging disciplines such as
Information and Communications Technology (ICT), Science and
Technology, the legal aspects of Investment, Gender & Sexuality,
etc. The Faculty must invest in mapping out medium and longterm directions in the national and global economy as a way of
developing new legal products that respond to contemporary
challenges.
2.3
Regional Considerations
At the regional level, there is need to develop more strategic partnerships
with Universities within the Eastern Africa sub-region. Such partnerships
could be modeled along the already existing partnerships with several
universities in Southern Africa (University of Pretoria and University of
Zimbabwe). In terms of implications for future course content and new
research areas, the deepening political, economic and social integration
within the East African Community and the broader Eastern and Southern
Africa sub-region offers new areas of research and legal training. Indeed,
the Faculty of Law must review its teaching and training curricula as well
50
FEMA Strategic Plan 2008/09-2017/18
as the research agenda within the context of the increased mobility of legal
professionals within the sub-region and beyond.
2.4
Global Influences
Finally, at the international level, the Faculty of Law teaching, training and
research programmes must be designed to be responsive to global
developments and institutions which have a serious impact on both
international and national law such as the International Criminal Court,
the Genocide Tribunals, trade dispute settlement bodies, etc.
At another
level, the teaching curriculum and research agenda must be designed to
take into account emerging disciplines such as ICT, biotechnology,
Corporate Law and the operations of transnational corporations (TNCs).
III.
STRATEGIC CHALLENGES FACING THE FACULTY OF LAW
The general background and operational context discussed above present
the Faculty of Law with a wide range of challenges that need to be
addressed within the context of this strategic operational framework and
investment plan. The following challenges are particularly important to
note:
a. The need to improve and advance the Faculty’s image as a centre
of excellence in the teaching of law, training and legal research;
b. Forging effective networking opportunities and partnerships
nationally, regionally and internationally;
c. Developing physical infrastructure, space and ICT facilities to
enhance service delivery;
d. The development of human, financial and infrastructural
resources to match emerging demands and to deal with increased
student numbers;
51
FEMA Strategic Plan 2008/09-2017/18
e. Need for a formidable human resource base, strong and
sustainable financial resource base and improvement of physical
resources and their management;
f. Establishing and maintaining effecitive monitoring and
evaluation systems;
g. Creating an integrated and supportive research environment; and
improving the flow and dissemination of information at the intra, inter-faculty and University levels as well as between the faculty
and like-minded institutions and individuals.
These challenges will need to be addressed within the context of a new
shared vision for the Faculty and through a set of core strategic objectives
whereby appropriate responses and actions will be undertaken.
The
section which follows outlines the Faculty Vision and Mission Statements
and also outlines the strategic objectives around which specific actions and
interventions will be implemented.
52
FEMA Strategic Plan 2008/09-2017/18
THE FACULTY STRATEGIC PLAN (2006-2016)
1.40 Vision statement
To be one of Africa’s preeminent law schools with a
rich tradition of excellence in
the teaching of law, legal
training and research.
MISSION STATEMENT
The potential inherent in the Faculty of Law’s
current programme for academic growth, our
natural relationship with the overall strategic
development framework of the entire
University and the need to develop a robust
Law Faculty with adequate academic
autonomy and to generate sufficient internal
revenue requires us to work within a Strategic
Plan that sets out definite and ambitious goals
without losing sight of our professional
responsibility to be realistic. Our commitment
is to work towards developing an institution
that is driven by the need to perform our core
activities of teaching and research in an
efficient and cost effective manner.
The primary purpose of the
Faculty of Law at Makerere University is:
To impart quality legal knowledge and skills within an
inter-disciplinary framework inspired by legal scholarship
and a commitment to justice for all.
1.41 Strategic Objectives
1. To promote the teaching of law through relevant curricula, quality
teaching staff and examinations and to produce legal professionals
who are well equipped to deal with new and emerging legal
problems;
2. To promote and engage in cutting-edge legal research on
contemporary legal topics and issues as well as legal scholarship in
interdisciplinary and analytical spheres;
3. To develop and enhance the legal knowledge necessary for practical
applications in national development, democratic governance and
integrity in public and private institutions;
4. To establish and maintain state-of-the-art infrastructure to facilitate
effective legal teaching, training and research;
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FEMA Strategic Plan 2008/09-2017/18
5. To mobilize and secure adequate financial, human and other
resources necessary for attaining the vision of the Faculty of Law.
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FEMA Strategic Plan 2008/09-2017/18
PROFILE OF THE FACULTY OF LAW GOALS Vis-à-vis
MAKERERE UNIVERSITY’S GOALS
 To expand & sustain
Makerere’s overall
capacity & performce.
 To make significant
contributions towards
sustainable & equitable
social, econ. & techn.
dvpt in Ug.
 To improve Makerere’s
ability to mobilise &
allocate resources to
priority areas.
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FEMA Strategic Plan 2008/09-2017/18
What follows are the detailed notes on the strategic actions to be taken by
the Law Faculty in realizing the five broad strategic objectives identified
above. Costing of the actions under each strategic objective is appended to
this strategy and investment plan as Appendix I.
Strategic Objective 1
To promote the teaching of law, through relevant curricula, quality teaching
staff and examinations and to produce legal professionals who are well equipped
to deal with new and emerging legal challenges
This strategic Objective focuses on the Faculty’s Academic Teaching and
Professional Development Programmes.
Over the duration of this
Strategic Plan, the Faculty of Law will build on its current resource base
regarding teaching and training and the current law programmes offered
by the Faculty to pursue actions that contribute towards the achievement
of this objective.
Strategic Actions to Improve Teaching Programmes
The Faculty of Law is committed to
undertaking radical strategic actions to
improve teaching programmes at all
levels. The strategies outlined in this
direction are intended to address both
the supply and the demand sides of the
teaching of law. On the supply side,
the Faculty will invest in recruiting,
retaining and building a core of high
quality teaching staff who will take the
teaching of law to new heights. On the
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FEMA Strategic Plan 2008/09-2017/18
Our Students deserve and are
entitled to a comprehensive
opportunity to develop the
professional skills, practical
knowledge, and self consciousness
necessary to achieve their
professional and personal goals. At
the Faculty of Law at Makerere, we
are committed to excellence in
teaching and we are determined to
foster an intellectually challenging
and stimulating environment in
which students with differing ideas,
experiences, perspectives and
backgrounds learn from one
another in a collegial and
supportive academic environment.
demand side, the Faculty of Law will focus on ensuring admission of
students on a highly competitive basis, creating conducive environment
for teaching and using state-of-the art teaching techniques to achieve high
levels of quality.
In addition, particular attention will be placed on
ensuring that the law curriculum is revised and updated periodically
while a competitive staff retention and motivation scheme will be
established to ensure that the Faculty is able to compete effectively with
lucrative fields of private and corporate legal practice.
The following
strategic actions will be pursued:
1. Teaching
 Continuous staff training programme
The Faculty will initiate and operate a continuous staff
training programme that will encourage academic staff to
undertake
training
courses
including
higher
degree
programmes, fellowships and participation in staff exchange
programmes. Our aim will be to support the training of at
least one Masters and one Ph.D candidate per year.
The quality of the learning
experience, the students, the
human and financial resources
and innovative teaching
methods are measures of
success and essential
determining factors in
establishing a reputation for
excellence.
 Continuous
staff evaluation
The current staff evaluation
programme will be expanded
beyond student evaluations to
include
staff
peer-to-peer
reviews
and
the
video
recording of lectures. These
techniques will provide a basis for feed back and remedial
actions where it is deemed necessary and appropriate.
 Staff Seminars
Staff seminars will become a common feature of staff activities
in the faculty providing a platform for presenting research
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FEMA Strategic Plan 2008/09-2017/18
findings, initiate project ideas and create opportunities for a
dynamic intellectual discourse in the Faculty.
 ICT–Based Training
Modern Information and Communication Technology (ICT)
tools including LCD projectors, interactive digital white
boards and other audio-visual tools will be encouraged as a
means of instruction during lectures, seminars, guest
presentations and other teaching and research sessions.
2. Curriculum

Periodic review of the curriculum
Over the period of implementing this strategic plan, the
Faculty of Law Teaching Curriculum will be reviewed every
five years with a view to bringing it into conformity with
emerging areas of law teaching and updating existing courses.

Diversification of
Law graduates the world over are required to
assessment methods
work in an increasingly complex & rapidly
In order to ensure the
changing world and use their legal skills in a
qualitative and
wide variety of social, economic, political &
cultural settings. The contemporary
competitive
employer expects a law graduate to enter the
assessment of
work place not only with excellent analytical
students, the Faculty
& communication skills but also with a sense
will reintroduce essay
of professional maturity to assume
courseworks and
responsibility. The commitment represented
make tutorials
by our vision & mission statements is to
compulsory for all
prepare our graduates for the challenges of
students in the
practising law & enable them succeed in
different
private practice, public service, political
programmes. Funds
leadership and community advocacy.
will be allocated to
motivate staff that opt
to use these methods of instruction.

Promote peer-to-peer learning
The law curriculum will be continuously reviewed and
redesigned to allow greater opportunities and expand
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FEMA Strategic Plan 2008/09-2017/18
experiences in which students learn from one another, work in
groups, and develop cooperative skills and teamwork
approaches.
3. Staff Retention and Motivation
One of the biggest challenges facing the Faculty of Law today is the
need to compete with other sectors of legal practice for the best legal
personnel available on the market. Over the last decade, new areas of
legal practice have emerged creating new career opportunities in
private practice, corporate practice, NGOs, etc. The Faculty of Law is
also competing with emerging universities in the country as well as
already established universities both regionally and internationally.
These institutions offer highly competitive remuneration packages in
terms of salaries and other forms of staff motivation. It is therefore
clear that the Faculty of Law at Makerere University can no longer
maintain its intellectual leadership in the teaching of law unless it is
able to attract, recruit and retain the best brains available both in the
national and international market. In this regard, the following
strategic actions will be pursued to ensure that the Faculty remains the
first destination of choice for lawyers seeking a career in academia and
scholarship.
a) Develop and secure funding for a comprehensive staff
development and remuneration programme with clear
targets focussing on the following priorities:
o Post-doctoral fellowships;
o Minimum salary
o Faculty Pension scheme
o Medical Insurance
o Staff Loan Scheme, etc
b) Reduce lecturer-student ratio to 1:16
c) Ensure competitive remuneration
d) Pension scheme
e) Medical insurance
f) Loan scheme
4. Examinations
The Faculty will strengthen its examination administration programme to
ensure the improved quality and security of examinations. Incentives will
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FEMA Strategic Plan 2008/09-2017/18
be developed and adopted to ensure the effective invigilation and
supervision of examinations, administration of courseworks as well as the
supervision of dissertations at all levels.
Strategic Objective 2
To promote and engage in cutting-edge legal research on
contemporary legal topics and issues as well as legal scholarship
in interdisciplinary and analytical spheres
Actions under this strategic objective will focus on establishing and
implementing a robust legal research agenda within the Faculty of Law,
while also drawing on the multidisciplinary nature of Makerere
University. The actions are also designed to determine contemporary
research priorities, improve research administration and increase the
applicability of research outputs to improve public policy outcomes at
different levels of policy making and policy implementation.
In pursuit of this strategic objective, the following priority actions will be
undertaken:
a) Designate a Deputy Dean in charge of Graduate Studies and
Research;
b) Every Department will establish and publish a Journal;
c) Developing research projects in contemporary and emerging areas
of law;
d) Redesigning and maintaining a robust and interactive faculty
website;
e) Developing a research policy and establishing a data base for all
dissertations and other Faculty of Law publications and
monographs;
f) Convening an annual faculty seminar on appointment and
promotion of faculty staff members;
g) Establish a research fund with an initial capitalization of US$100,000
for the development of concepts leading to development of
comprehensive research projects; and
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FEMA Strategic Plan 2008/09-2017/18
h) Establish a bonus system for staff who place articles in higher
ranked law journals or publish books with leading publishing
houses. The award of bonuses for high quality articles and books
will be based on an objective criteria developed by the Faculty
Committee responsible for research.
Strategic Objective 3
To develop and enhance the legal knowledge necessary for
practical applications in national development, democratic
governance and integrity in public and private institutions
This strategic objective focuses on actions that will be pursued to ensure
that the teaching of law, legal training and legal research are oriented
towards more practical issues and that they address contemporary
practical problems facing the country and the region. Under this strategic
objective, the Faculty of Law will become a centre of activity in providing
short-term training courses for selected private sector and public sector
institutions, organizing colloquia, Guest Lectures, national policy
dialogues as well as regional and international legal developments such as
the work of the International Criminal Court (ICC), the work of the WTO
Dispute Settlement Body (DSB), the changing nature of humanitarian
international law, etc.
The following strategic actions will be pursued and implemented in
pursuance of this strategic objective:
a) Designing and delivering short-term training courses specially
targeting content of a post-graduate nature;
b) Convening and hosting international seminars;
c) Convening and hosting Guest Lectures; and
d) Convening and hosting policy dialogues on contemporary public
policy issues.
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FEMA Strategic Plan 2008/09-2017/18
Strategic Objective 4
To establish and maintain state-of-the-art physical infrastructure
and technological capabilities to facilitate effective teaching of law,
training and research
The phenomenal expansion of the Faculty of Law over the last 5 years has
overstretched the infrastructure capacity of the Faculty of Law. In the
space of five years, student enrolment has increased from 1,500 in 2000 to
1,800 in 2005 representing an annual growth of 4%. While staff
recruitment has not expanded correspondingly, the number of staff have
also increased from 35 to 44 during the same period. At the time of
finalizing this strategic plan, the current teacher-student ratio thus stands
at 1 teacher for every 50 students. The increase in the number of both
students and faculty have led to an acute shortage of teaching space and
office facilities.
Over the duration of this strategic plan period, the Faculty will embark on
an aggressive fundraising and resource mobilization campaign to raise
financial and material resources in order to address the current problems
of physical and technological infrastructure. The ultimate objective will be
to put in place state-of-the-art teaching and research infrastructure with
lecture rooms, seminar rooms, offices and a modern library. The
development of a National Law Library is crucial. Such a library would be
the primary focus for the collection and development of legal materials in
Uganda (both hard and soft). The following shall constitute the
investment targets of the Faculty of Law under this strategic objective.
a)
b)
c)
d)
Construction of Phase Two of the Faculty Expansion Plan;
Construction of Phase Three of the Faculty Expansion Plan;
Furnish new lecture rooms, offices and library; and
Equip new buildings with state-of-the-art technology and software.
Strategic Objective 5
To mobilize, secure and efficiently manage adequate financial,
62
human
and Plan
other2008/09-2017/18
resources necessary for attaining the vision of the
FEMA
Strategic
Faculty of Law in the context of the broader University Vision
The attainment of the mission and vision of the Faculty of Law is a
direct function of the commitment by the University administration, the
faculty administration and teaching staff, the students and the
availability of adequate financial resources to ensure a functioning
faculty system. While the human resources potential and the
international profile of the faculty represents its engine of growth,
financial resources and other related logistics represent the accelerator
that is required to keep the engine moving and maintain the Faculty at
“cruising altitude.” This strategic objective therefore represents the
Faculty’s collective commitment to mobilize and raise adequate
financial resources to finance the priority actions set out in this plan. A
multi-pronged resource mobilization strategy involving effective
negotiation for increased budgetary appropriations from the overall
University budget; designing and pursuing fund retention schemes on
internally generated funds; and fundraising will be pursued.
In the immediate–term, the following actions will be undertaken:
a) Allocate funds and immediately develop a comprehensive
fundraising strategy with clear roles and targets for fundraising;
b) Develop a strategy for pursuing and attracting funding agencies
to commit to the support a Faculty Endowment Fund;
c) Establish and allocate up to US$100,000 annually to a Project
Proposal Development Fund which shall be competed for by
staff;
d) Allocate adequate funds to facilitate travel by the Dean’s Office
on fundraising missions abroad;
e) Establish a Consultancy Unit to offer services to external clients;
f) Mobilize alumni and create endowed Chairs; and
g) Organize a donor round-table forum at least once every two
years.
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FEMA Strategic Plan 2008/09-2017/18
RESTRUCTURING AND GOVERNANCE OF THE FACULTY
OF LAW: TOWARDS A COLLEGE OF LAW
Over the last decade, Makerere University has undergone a significant
transformation in terms of the scope of the programmes offered,
university administration, structure and organization as well as its
relationship with Government and international partners. Much of this
transformation has been shaped by the desire to create a robust,
autonomous and vibrant institution that delivers on its teaching roles
while reorientating its programmes to meet the immediate needs of the
community.
As a result, the University is slowly but systematically moving to
establish constituent colleges as autonomous academic and
administrative units. Although the final college structure of the
University is yet to be determined, it is incumbent upon the Faculty of
Law to seize the initiative and move its position and operations to a
college status. The evolving nature of the law curriculum, teaching
methods and the growing demand for law courses at undergraduate
and post-graduate level all present compelling reasons for the Faculty
to operate at a college level. Indeed, it is apparent that the
establishment of a College of Law with its attendant attributes will have
significant benefits for the entire University and the country. In this
regard, the first five years of this strategic plan period will be used as a
period of transition from a law faculty to a college status. Needless to
say, this will require both the Faculty of Law Administration and the
University Administration to approach this movement with strategic
foresight on the long-term strategic gains and not to be overly
influenced by potential fears and losses in the short-term.
Consequently, the Faculty Governance Structure presented in the
organogramme below will mainly be seen as a transition structure
leading to a more elaborately defined structure of a future College of
Law in the next five years as reflected in next orgarnogramme.
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FEMA Strategic Plan 2008/09-2017/18
PROPOSED PRE-COLLEGE STRUCTURAL ORGANOGRAM
UNIVERSITY COUNCIL
SENATE
DEAN OF LAW
Deputy Dean
Undergraduate Studies and
Examinations Programmes
Administration and
Technical Operations
Manager
Programme Staff
Undergraduate studies and
FACULTY BOARD
Deputy Dean
Graduate Studies, Research
and Outreach Programmes
Administration Staff
Administration and Technical
Research Operations
Examinations Programmes
and Outreach
Programmes
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FEMA Strategic Plan 2008/09-2017/18
Graduate Studies
The following three-tiered college structure should be in place by 2011:
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FEMA Strategic Plan 2008/09-2017/18
ORGANOGRAM OF THE PROPOSED MAKERERE UNIVERSITY
COLLEGE OF LAW
Makerere
University
VICE CHANCELLOR
Faculty of Economics and Management
Academic
Registrar
Deputy Vice
Chancellor
(Academic Affairs)
University
Secretary
Deputy Vice
Chancellor
(Administration and
Finance)
To Develop Human Capital Equipped With Skills In
Economics and Management Through Research And
Training For Sustainable Development
Dean
College of Law
Deputy Dean
(Undergraduate
Programmes and
Examinations)
Strategic Plan: 2007/08-2017/18
THE COLLEGE OF
LAW ACADEMIC
BOARD
Deputy Dean
(Graduate Studies,
Research and
Outreach)
Administration and
Technical Operations
Staff
Director
Human Rights
and Peace
Centre
INTRODUCTION
Head
Head
Head
Final CopyDepartment of
Department of
Law and
Jurisprudence
Head
Department of
Department
67
Environmental
of Private
Law
FEMALaw
Strategic Plan 2008/09-2017/18
Public Law
Head
Gender, Law and
Sexuality
Research Centre
Head
Department of
Commercial Law
Head
Institute for
Justice and
Forced Migration
In recognition of the need to enhance efforts in education and learning to address
sustainable economic development, the Faculty of Economics and Management,
Makerere University, offers a variety of programmes and courses that encompass
a global vision where everyone has the opportunity to benefit from education and
learning that motivates societal change towards a sustainable future. Our aim is
to integrate the principles of sustainable economic and business development
into all areas of learning through four key areas: improving access to quality
education in economics, business and management; reorienting existing
education and training programmes to suit the market needs; developing public
or community understanding and awareness; and providing training and
research opportunities. These activities would assist to foster lifestyles that
respect environmental integrity, economic and business viability; and a just
society for present and future generations. The Faculty of Economics and
Management continuously reflects on the priority areas: adding value to the
economy; capacity building; addressing socio-economic inequalities; improving
quality of life; strengthening institutional capacity and helping the countries in
the region make progress towards and attain the Millennium Development Goals
(MDGs) through economics and management training efforts.
Globalization is driven by the strategic responses of organizations as they exploit
market opportunities and adapt to changes in their technological and
institutional environment, and attempt to steer these changes to their advantage.
With increased decentralization, democratization, privatization, as well as a
relatively fast growing private sector eager to seize the opportunities offered by
the Multilateral and Bilateral Trading Systems – such as that offered to subSaharan Africa by Africa Growth Opportunity Act (AGOA) – there is growing
demand by the policy makers (such as Parliamentarians, District level policy
Makers and Administrators) and business people for economics, management,
and business courses that will enable them to understand and meet the
development challenges emanating from the sub-national and international
levels. New bodies like NEPAD and AU and have sprung up and evolved with new
mandates which require focused human capacity equipped with specialized
training and research skills in economics and management.
The capacity challenges facing sub-Saharan Africa are quite many. Institutions
are still weak and fragile and in some cases ineffective. The quality of public
policy, the policy-making and management processes, performance measurement
and management still require capacity-related improvements. Public service
delivery is still ineffective; law enforcement and the administration of justice are
yet to reach levels that provide sufficient confidence to support significant levels
of private sector investment, especially foreign direct investment. Also of concern
are standards of social security and services; the quality of socio-economic
infrastructure and standards, work ethics, and performance in the private sector,
all of which are still on the low side. So far, reforms to promote responsibility,
accountability and transparency in all sectors of the economy and society have
remained inadequate. All these require continuous and sustained interventions in
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FEMA Strategic Plan 2008/09-2017/18
capacity building. They also require that intervention strategies must continually
change to track the changing nature of capacity needs.
A:
Review of Performance of the Previous Plan 2000/2001 –
2006/2007
The mission of the then Makerere University Institute of Economics was ‘to
provide high quality training in economics for a strong and diversified economy
and also to be a centre for high quality research on economic issues that
capitalize on individual, national and international growth and development.
The objectives of the strategic plan were :
i.
ii.
iii.
iv.
To train economists for Makerere University staff needs, the private
sector, government, and NGOs, at Bachelors, Masters and Ph.D.
levels and also to provide academic and professional support in
economics to all schools, faculties and institutes of the university.
To develop new courses and programmes in economics to meet the
ever-changing needs of society.
To upgrade the skills and standards of practicing economists by
developing and offering short-term courses tailored to the needs of
the work place.
To undertake and enhance the quality of basic and applied research
in economics.
The following were the achievements of the previous strategic plan:
a) Change in Institutional Status: The institution changed its status
from an institute to a faculty over the previous strategic plan
b) Expansion of the Establishment: Much as the expansion of the
establishment by 10 percent was not met, there has been modest
qualitative and quantitative growth. The Faculty now has one (1) Professor
and one (1) Associate Professor, one (1) Senior Lecturer, fifteen (15)
Lecturers (out of whom 13 have PH.Ds.), and 17 Assistant Lecturers.
Thus, the Faculty has achieved quality.
c) New Programmes: New programmes were approved and are running.
For instance, MBA and BCom. A Ph.D. program by coursework and
dissertation began and so far there are two cohorts which have completed
coursework and comprehensive examinations.
d) Tuition fees were raised from UGX 450,000 to UGX 700,000 for
undergraduate
programmes and from UGX 850,000 to UGX 1,000,000 for graduate
programmes
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FEMA Strategic Plan 2008/09-2017/18
e) Consultancy and Research: There was no consultancy engagement by
the Institute as a unity, but consultancy work has been undertaken by
individual staff. On individual basis, the staff members have also
undertaken a number of researches which have culminated into
publications.
f) Construction: A new FEMA main building was completed using
internally
generated funds and ACBF donated funds for one floor. The construction
was completed within the scheduled time. The building has five levels, four
lecture theatres and 6 seminar rooms; offices and computer laboratories.
g) Student Enrollment: By 2005 the Faculty had 2719 fulltime students
which was
far beyond what had been envisaged of 2417. However, the envisaged
increase in student was not commensurate with the staff numbers.
h) Furniture: New furniture and computing facilities were acquired.
i)
Library: A number of relevant books in Economics and Management
were
acquired. The Faculty also subscribed to International online journals for
instance, JSTOR which has a wide range of journal articles.
j) Transport: Three motor vehicles were acquired within the previous
strategic plan to improve transportation.
k) Staff Development: Sven (7) members of Faculty staff went back to
school and
have acquired PhDs in the bid to train appropriate manpower.
l) Short-term courses. With regard to the short term courses, it was not a
total failure because some short term courses were developed for the Local
Government under the sponsorship of I@MAK2 and all the proposed
programmes were covered in modules of those short course development.
They include, among others,:
Development Planning for Local
governments, Investment and Project Appraisal, Project Monitoring and
Evaluation, Financial Management for Non-Financial Staff, Revenue
Mobilization in Local Governments, Monitoring Revenue Collection,
Decentralization and the Local Government Act, Local Government
Systems, Community Participation and Mobilization, Data Collection,
Records and Data Management, Urban Planning and Management, and
Environmental Awareness.
2
Innovations at Makerere
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FEMA Strategic Plan 2008/09-2017/18
Challenges
a)
Lack of Support form Government in Raising Tuition
Fees: Tuition
fees charged were not commensurate with the student unit cost.
b)
Bureaucratic Procurement Procedures: These have delayed
the
faculty’s capital development efforts.
c)
Ban on recruitment of staff: There has been a ban on
recruitment of
staff to fill vacant positions which has resulted into overload on
existing staff.
d)
Rising Student Enrolment: the staff-student ratio has been
steadilyrising
and currently stands at 1:65 as opposed to 1:15 recommended by the
University.
e)
financial
Financial and Time Resource Constraints : Limited time and
resources constrained the realization of, among others, the
launching of short-term courses. In addition, not much progress
has been achieved in the area of research and consultancy due to
heavy teaching work loads, thin staff establishment on the ground
because many staff members were on study leave.
FACULTY OF ECONOMICS AND MANAGEMENT STRATEGIC PLAN:
2008/09–20017/18
B:
The Purpose of the Planning Unit
Mandate:
To teach and conduct research in economics and management.
Vision:
The Faculty of Economics and Management shares the Vision of
Makerere University which is “To be a Leading Institution for
Academic Excellency and Innovation in Africa”
Mission:
“To Develop Human Capital Equipped with Skills in Economic
Analysis and Management through Research and Training for
Sustainable Development”
Core Values
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FEMA Strategic Plan 2008/09-2017/18
The Faculty in pursuit of its mission will among others be guided by the following
core values:
 Integrity
 Team work
 Accountability
 Transparency
 Passion for bossiness
 Social responsibility
 Respect for others
Status of the Faculty
The Faculty of Economics and Management (FEMA) grew out of the Makerere
University Institute of Economics (MUIE) which evolved from the Department of
Economics, formerly in the Faculty of Social Sciences. MUIE was elevated to a
Faculty status in October 2004.
(i)
Departments
The Faculty comprises five (5) departments namely:
a) Department of Economic Theory and Analysis (ETA)
b) Department of Development Economics (DDE)
c) Department of Economic Policy and Planning (EPP)
d) Department of Finance and Accounting (F&Acc)
e) Department of Marketing and Management (DMM)
(ii)
Academic Programmes
Faculty of Economic and Management offers courses to students from all
Faculties, Schools and Institutes in the University. These include Faculty of Arts,
Social Sciences, Science, Agriculture, School of Education, Library and
Information Science, Institute of Statistics and Applied Economics, Adult and
Continuing Education.
The Faculty offers both graduate and undergraduate programmes.
undergraduate programmes include the following:
a) Bachelor of Arts in Economics
b) Bachelor of Arts in Development Economics, and
c) Bachelor of Commerce
The
In addition, the Faculty services other university Schools, Institutes and Faculties
by teaching students major and minor in Economics.
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FEMA Strategic Plan 2008/09-2017/18
For Graduate programmes include:
a) A Masters degree in Economic Policy and Planning (EPP)
b) A Masters degree in Economics (M.A Econ)
c) A Masters degree in Economic Policy and Management
d) A Masters degree in Business Administration
e) A Doctor of Philosophy in Economics
(iii)
Staffing
The faculty’s academic staffing position stands at 45 (see Annex 1 for the full list).
Table 1 shows the Faculty’s staffing vis-à-vis the current establishment.
Table 1: Faculty of Economics and Management: Staffing versus
Establishment
Rank
ETA
Professor
Assoc.
Professor
Senior
Lecturer
Lecturer
Ass. Lecturer
Teaching
Assistant
Total
EPP
DE
F&A
On
ground
0
0
Establish
ment
1
1
On
ground
1
0
Establish
ment
1
1
On
ground
0
1
Establish
ment
1
1
On
ground
0
0
Establish
ment
1
1
2
0
2
1
2
0
2
0
2
4
4
2
5
4
2
4
4
2
5
4
2
4
4
2
6
4
2
4
4
2
1
3
0
4
4
2
14
11
14
11
14
13
14
4
14
Key:
ETA
Economic Theory and Analysis
EPP
Economic Policy and Planning
DE
Development Economics
M&M Marketing and Management
F&A Finance and Accounting
C:
M&M
Establish
Ment
1
1
THE STRATEGY OF THE PLANNING UNIT
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FEMA Strategic Plan 2008/09-2017/18
O
gro
(a)
Environmental Scan: Similar to the University’s PEST Analysis
(b)
Strengths, Weaknesses, Opportunities and Threats (SWOT)
The SWOT Analysis highlights the strength, weaknesses opportunities and
Threats (both internal and external) that need to be considered in order for the
Faculty to realize its objectives and achieve its mission.
Strengths
The Faculty has:a) The capacity to teach Economics and Business.
b) The largest pool of personnel that can teach Economics and Management
on campus.
c) A good local and international reputation.
d) The basic infrastructure to facilitate teaching and research.
e) The financial base to expand on the infrastructure in the long-run:Building, ICT, and books.
f) A high demand for programs offered: (i) Has a wide range of courses
which are relevant and are highly marketable. (ii) Government recognizes
the programmes at the Faculty to the extent of sponsoring some students
on those programmes.
g) Collaborative linkages as reflected by the MA (EPM), MA(Econ) regional
program. FEMA has also established net-workings with Economic Policy
Research Centre (EPRC).
h) Computing facilities with internet.
i) The capacity to attract staff.
j) Staff with team spirit.
Weaknesses
a) Poor research culture: (i) Faculty has not prioritized research (under
funding); and (ii) No time to undertake research due to teaching overload.
b) Insufficient teaching materials e.g. Books, computers.
c) Student teacher ratio is high (overload on the part of the lecturer)
d) Poor delivery due to insufficient facilities.
e) Lack of consultancy services.
f) No short-term courses/programmes.
g) Lack of seminars/workshops at Departmental levels.
h) Long period taken before reviewing of curriculum
i) Lack of career guidance programmes and counseling for students.
j) Limited space
k) Limited outreach to the public
Opportunities
a) Increased demand for business and Management related skills.
b) Increased private sector-university partnerships.
c) Favourable government programmes and policies; UPE, USE and
decentralization.
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FEMA Strategic Plan 2008/09-2017/18
d) Opportunity of forming a college
Threats
a) Un-interested and weak students with a poor reading culture stemming all
the way from the poor education system.
b) Inadequate motivation/remuneration.
c) Inadequate staffing (cannot attract highly qualified professors due to poor
remuneration).
d) Overlapping programmes in other units of the university.
e) Inadequate funding: (i) from government.
f) Procurement process is too bureaucratic.
g) University management takes decisions without consulting the faculties.
h) Small establishment in relation to the number of students available.
i) Adverse publicity of the University.
j) Weak implementation of performance management systems.
k) Declining moral/ethical standards leading to academic malpractices.
l) Loss of confidence in the Makerere University graduates by the public.
m) Discrimination against FEMA by the University regarding scholarships,
funds e.g. FEMA has never benefited from the NORAD funds, stationery.
FEMA had never received stationery from the Central Stores like other
faculties.
n) Reduced band width.
o) Insecurity in the Faculty due to petty thieves.
p) Lack of respect for faculty budgets by the university administration.
(c)
Strategic goals, objectives and strategies to address the strategic
pillars of the University
(i)



(ii)
Strategic Goals
To build human capital skilled in the fields of economics and management
To enhance and create new knowledge through innovative research for
sustainable development.
Continuously build institutional capacity through collaboration,
networking with stakeholders.
Objectives
To strategically position itself and to pursue its Mission, the Faculty strives to
achieve the following objectives:
a) To provide academic and professional training in Economics and
Management to local and international community at undergraduate and
graduate levels.
b) To develop courses and programs that meet the ever changing needs of
society.
c) To provide short-term courses tailored to the needs of entrepreneurs,
economists and managers.
75
FEMA Strategic Plan 2008/09-2017/18
d) To offer professional business and management courses.
e) To undertake and enhance the quality of teaching and research in
Economics and Management.
f) To provide technical support in the fields of Economics and Management.
g) To promote research and innovations in economics and management.
h) To build, facilitate and promote collaboration and linkages as well as
networking with stakeholders in the public, private and civil sectors.
(iii)
Strategies
In order to achieve the objective of providing academic and professional
training in Economics and Management to local and international community
at undergraduate and graduate levels, the following strategies are being
proposed:
 Expansion of Academic Staff Establishment: The faculty will
through the University Council expand on the current staff establishment
in line with the recommended staff-student ratio.
 Recruitment of Academic Staff: The faculty will recruit new staff.
 Train staff: Every department will release 2 staff members for PhD
training per year.
o Under short-term staff development, the faculty plans to hold 2
seminars per month, one (1) workshop per semester and an annual
conference.




Establishing new departments: As the faculty grows in a changing
environment, it is postulated that the College of Business will be formed
comprising the following faculties:
Commerce, Economics and
Management. New departments which will include, among others,
Finance, Procurement, Accounting, Marketing, Economics and a
Management Research Bureau, will be established.
Networking with other universities: The faculty intends to
consolidate the existing collaboration and identify new partners.
Acquire more computing facilities with internet and enhance
the faculty web site. This will be a response to the growing student
numbers. Fifty computers will be acquired per year.
Outreach to the community.
Table 2:
Summary of Objectives, Strategy, Activities, Measures of
Success, and Timeframe
Teaching and Learning
Objective
To provide academic and
professional training in
Economics, Business and
Strategy
Recruitment of staff
Activities
Advertise
Train staff
Workshops, seminars,
76
FEMA Strategic Plan 2008/09-2017/18
Measure of success
-Number of staff with
required qualifications
Timeframe
On-going
Management to local and
international community
at undergraduate and
graduate levels.
training of trainers (TOT);
Every department should
send out 2 staff per year.
Establishing new
departments.
Propose and justify the
need for expansion.
-University policy
enforced
-Number of staff
promoted to appropriate
ranks
-Number of trainees
enrolled
2012/13
-Increased enrollment
Networking with other
universities (e.g. University
of Rhodes, SA; MSM;
NMMU)
Exchange programmes,
identify partners,
communicate and liaise.
-Increased number of
staff
-Number of staff and
students on exchange
programs
On-going
-Number of joint
research conducted
To develop courses and
programs that meet the
ever changing needs of
society
Train and recruit
appropriate human
resources.
Carry out tracer studies to
establish what people need.
On-going
On-going
-Increased society
productivity in areas
covered.
Acquire more necessary
equipment.
-effective teaching and
learning.
Regular review of academic
programmes.
Benchmarking /
Networking with relevant
stakeholders.
-Increased opportunities
for staff engagement in
regional and
international
professional activities
-Number of programs
and courses developed
Collaboration.
Identify relevant
stakeholders and in
collaboration with them
identify any gaps.
Developing readers and
case studies.
-Number of curricular
reviews
-Increased faculty
stakeholder collaboration
and interactions.
-Improved competence
of graduates to address
society needs.
Improved competence of
faculty to work in
partnership to
accomplish sustainable
goals
-Appropriate stakeholder
skills developed
To provide short-term
courses tailored to the
needs of entrepreneurs,
economists and
managers
Develop course modules.
Develop readers and case
studies
-Improvements in
module quality
Carry out training needs
assessments.
Carry out mini researches
to identify the needs of
society.
-Numbers of modules
taught
Marketing of programmes.
Updating the faculty
website, develop flyers for
the community and
advertise in public medias.
To offer professional
Networking with
Identifying relevant
77
FEMA Strategic Plan 2008/09-2017/18
-Increased public
awareness of faculty
programs
-Increased number of
applicants for the
programs
-Increased enrollment in
On-going
Business and
Management courses.
professional bodies.
Improve on the ICT
infrastructure.
professional bodies.
the courses offered
Inviting guest speakers
from professional bodies to
address students.
-professional oriented
curricula and modules
developed.
On-going
Measure of success
Time frame
Buy more ICT equipment.
Research and innovations
Objective
To promote research and
innovations in economics
and management
Strategy
Establish a research and
consultancy unit
Activities
Budget for research
Mobilize funds for research
Conduct research seminars
Involve best-performing
students in the research
activities
Disseminate research
findings
-Increased number of
publications
-Increased involvement
of staff and students in
research
2013/14
-Increased number of
research activities in
department
Quality Assurance
Objective
To undertake and
enhance the quality of
teaching and research in
economics and
management
Strategy
Adopt a total quality
management modes
Activities
Administer staff
evaluations.
Measure of success
-Improved staff and
student performance.
Adopt several modes of
delivery
Administrative and analyze
evaluation forms.
-Increased teaching and
learning effectiveness
Conduct QA audits
-Improved skills and
understanding of new
methods of delivery
Evaluate teaching and
research outputs
Train staff on QA
Time frame
On-going
Budget for QA facilitation
Outreach
Objective
i) To provide
communities with
technical support in the
fields of economics and
management
Strategy
Acquire more computing
facilities with internet and
enhance the faculty web
site.
Activities
Expand band width
Outreach to the
Conduct workshops,
-Increased visibility of
FEMA
78
FEMA Strategic Plan 2008/09-2017/18
Measures of success
-Number of students on
internships
Time frame
community.
consultancy, internships.
Conduct short –course
Develop brochures,
magazine
-Number of community
trainees graduating with
certificates
-Number of sustainable
business communities
increased
On-going
Organize conferences
Organize staff attachments
-Decreased income
inequality gap in
communities
-Increased availability of
resources for facilitating
community training
requirements and their
integration into
curriculum.
Organization and Management
Objective
Strategy
Activities
Measures of Success
To develop organization
and management
structures that enhance
quality teaching and
research in economics
and management
Benchmark best performing
universities
Conduct study tours
-College formed and
operationalized
Facilitate college formation.
Identify units with which to
merge
Engage in negotiations with
ISAE to form a college
-New organizational
structures developed and
approved
Time frame
2012
-Better information flow
-Better decision making
channels
Human resources
Objectives
Strategy
Activities
Measures of success
To recruit the best
qualified staff in the
faculty
Develop a staff
development plan
Motivate staff
-Motivated staff
To train both academic
and administrative staff
Develop a staff welfare
program
Departments to send 2
members of staff for
training regularly
Objectives
Strategy
Activities
Measures of success
To acquire library and
information materials
Subscribe for journals,
books etc
Pay for JSTOR and other
periodicals services
-Increased availability of
books and electronic
information
Upgrade web bandwidth
Buy more text books
-Number of staff with
PhDs increased
Time frame
On-going
Library Services
Time frame
On-going
Information, communication and Technology
Objectives
Strategy
Activities
Measures of success
To integrate ICT in
teaching, learning and
research
Improve on the ICT
infrastructure.
Purchase software
-Operational computers
Purchase more computers
-More user friendly
software
Equip the computer
laboratory
Upgrade website
79
FEMA Strategic Plan 2008/09-2017/18
Time frame
On-going
Repair and maintain
regularly
Gender Mainstreaming
Objectives
Strategy
Activities
Measures of success
Time frame
To promote gender
balance among staff and
students
Enhance gender equality
Conduct gender
sensitization workshops
Increased gender balance
Activities
Measures of success
Time frame
-increased staff-student
interactions and joint
research
On-going
-Hub built and used by
2008
2008/09
Time frame
On-going
Staff and student support services
Objectives
To guide and counsel
staff and students
To provide a conducive
learning and working
environment for students
and staff
Strategy
Encourage more student
involvement in Faculty
activities
Make provision for
enhanced student-staff
interaction
Hire a professional
counselor
Conduct joint staff-student
activities
Build a student hub
Physical infrastructure and Facilities
Objectives
Strategy
Activities
Measures of success
To provide adequate
physical infrastructure
and facilities for
teaching, learning and
research
Improve and increase on
the physical infrastructure
Construct for more lecture
and office space
-lecture room and other
space created to provide
5.3 m2 per student.
Mobilize funds for
construction
-Enough furniture
available
2013/14
On-going
Purchase adequate
furniture
Resource mobilisation, investment and financial Management
Objectives
Strategy
Activities
Measures of success
To generate, manage
and invest faculty
resources effectively
Develop effective audit
systems
Conduct regular audits
-Increased performance
in financial management
Time frame
On-going
Internationalization
Objectives
Strategy
Activities
Measures of success
To promote
Internationally position
Identify institutions for
-Increased collaboration
80
FEMA Strategic Plan 2008/09-2017/18
Time frame
partnerships,
collaboration and
linkages with external
institutions
FEMA as a Unit of
excellency in teaching,
research and outreach
linkages
with other institutions in
teaching, research and
outreach
Sign MOUs
On-going
Exchange staff/students
(c)
Student Projection in the Next 10 Years
Assumptions include among others:
 Establishment of new departments;
 Introduction of new programmes;
 Population growth rates;
 Increase in the demand for the existing courses;
 The output of the Universal Secondary Education (USE);
 Increased facilities;
 More staff who are highly skilled; and
 Projections are based on the average growth rates of student enrolment
from 2000/01-2006/07.
In order to improve the quality of teaching and research, the faculty is committed
to maintaining the current number of students both at the undergraduate and
graduate level. This will ensure that the existing and projected capacity creation
and utilization meet the quality standards hoped for (see Table 3).
Table 3:
Academic year
Undergraduate
Graduate
D.
the
Student Enrolment and Projections; 2000/01-2012/13
2000/01
377
91
2001/02
204
85
2002/03
2003/04
191
88
Actual
369
133
2004/05
574
258
2005/06
879
288
2006/07
873
216
2007/08
873
216
2008/09
2009/10
2010/11
2011/12
2012/13
873
216
873
216
873
216
873
216
Projection
873
216
Support Infrastructure for Achieving the Strategic Goals and
Student Projection.
Table 4 presents the projections of some of the resources for achieving the
strategic goals.
Table 4 : Projection of resources for achieving the strategic goals.
Resources
First three years
Next three years
2007/08-2009/10
2010/11-2012/13
81
FEMA Strategic Plan 2008/09-2017/18
Final three
years
2013/142015/16
Human capital3
Space4
Computers5
Human capital
development6
85
780m2
848
255m
123
1161m2
1230
369m
161
1517m2
1608
483m
Research7
425m
615m
805m
E.
Human Quality
Competences or
Level of Training
and
Quantity
in
Terms
of
Skills
and
Table 5 presents the projected teaching staff position.
Table 5:
Rank
Projected Staffing Position: Teaching Staff.
First three
Next 3 years
Years
2007/08-2009/10
2010/112012/13
6
10
Professors
Assoc. Professors
6
10
Senior Lecturers
13
23
Lecturers
25
40
Assistant Lecturers
25
40
Teaching Assistants
10
Total
85
123
Final 3 years
2013/142015/16
15
15
27
52
52
161
Table 6 presents the projected non-teaching staff position.
Table 6:
Rank
Projected Staffing Position: Non-Teaching Staff
First three
Next 3
Final 3 years
Years
years
2013/142007/08-2009/10
2010/112015/16
2012/13
Senior Assistant Registrar
1
1
1
Assistant Registrar
1
1
1
Records Clerk
1
1
1
Computer analyst
1
1
1
Administrator
1
1
1
3
A staff-student ratio of 1:50 is used
As recommended by the planning department appropriate building space of 5.3m2 for each student is
assumed. This covers office, classroom and other space requirements for students in academic units.
5
A ratio of one computer for every five students with full internet access is used. It is assumed that each
academic staff should have a computer.
6
Human capital development is crucial for proper teaching and delivery. Spending of UGX 3 million per
staff per year on staff training is recommended by the planning department
7
Research is one of the core activities of any university. As recommended by the planning department,
research at UGX 5 million per member of staff per year is assumed.
4
82
Administrative assistant
(Accounts)
Accounts Clerk
Personal Secretary
Librarian
Assistant librarian
Computer lab attendant
Custodian
Drivers
Office messenger
Guards
1
1
1
1
5
1
2
2
3
2
2
4
1
8
1
2
3
4
2
2
4
1
10
1
2
3
4
2
2
4
Financial
Table 7 and 8 (a&b), respectively, present the projected income and expenditure
and the breakdown of capital development.
Table 7:
Projected Income (UGX billions)
Financial year
Tuition
Other Income
2004/05
0.93
0.170
2005/06
1.224
0.184
2006/07
1.519
0.198
2007/08
1.815
0.212
2008/09
2.110
0.226
2009/10
2.405
0.240
2010/11
2.700
0.254
2011/12
2.995
0.268
2012/13
3.291
0.282
2013/14
3.586
0.296
2014/15
3.881
0.310
2015/16
4.176
0.324
2016/17
4.471
0.338
2017/18
4.620
0.352
Table 8a: Projected Expenditure (UGX billions)
Total
1.099
1.408
1.717
2.027
2.336
2.645
2.954
3.263
3.573
3.882
4.191
4.500
4.809
4.972
Fiscal
Year
Allowances
Contract staff
Sal.
Admin.
Overheads
Maintenance
Capital Dev.
Totals
2004/05
2005/06
2006/07
2007/08
2008/09
2009/10
2010/11
2011/12
2012/13
0.589
0.755
0.920
1.085
1.250
1.416
1.581
1.746
1.911
0.043
0.049
0.055
0.061
0.068
0.074
0.080
0.087
0.093
0.068
0.085
0.103
0.121
0.139
0.157
0.175
0.192
0.210
0.021
0.022
0.024
0.026
0.028
0.030
0.032
0.034
0.035
0.081
0.213
0.347
0.480
0.613
0.746
0.879
1.012
1.145
0.802
1.124
1.449
1.773
2.098
2.423
2.747
3.071
3.394
83
2013/14
2014/15
2015/16
2016/17
2017/18
2.077
2.242
2.407
2.572
2.650
0.099
0.105
0.112
0.118
0.124
0.227
0.246
0.264
0.281
0.299
0.037
0.039
0.041
0.043
0.045
Table 8b: Breakdown of Capital Development
Fin. Year
2004/05
2005/06
2006/07
2007/08
2008/09
2009/10
2010/11
2011/12
2012/13
2013/14
2014/15
2015/16
2016/17
2017/18
Building
53
139
225
312
399
484
571
658
744
767
838
874
960
975
Computer and
accessories
Furniture and
fixtures
20
53
87
120
153
187
220
253
286
295
323
336
370
375
1.180
1.290
1.345
1.478
1.500
3.620
3.922
4.169
4.492
4.618
Other
Assets
Totals
8
21
35
48
61
75
88
101
115
118
129
135
148
150
4
11
17
24
31
37
44
51
57
59
65
67
74
75
81
213
347
480
613
746
879
1012
1145
1180
1290
1345
1478
1500
Information Communication Technology or other Educational and
Non- educational Technology
Table 9:
ICT Requirements
Facility/Equipment
Computer Labs
Complete and
Functioning Computers
in the Labs
Complete and
Functioning Computers
First 3 yrs
Next 3 yrs
Final 3 yrs
2007/08-2009/10
2010/11-2012/13
2013/14-2015/16
3
848
3
1230
3
1608
20
20
20
84
in Admin Offices
Staff Laptops
LCD Projector
Digital Camera
Printers
Scanners
Teleconferencing Equip.
Intercom
Bandwidth
Public Addressing System
E.
15
2
1
Sufficient
1
Functioning
In all Offices
Sufficient
In all big lecture theatres
30
3
1
Sufficient
1
Functioning
In all Offices
Sufficient
In all big lecture theatres
45
3
1
Sufficient
1
Functioning
In all Offices
Sufficient
In all big lecture theatres
MONITORING AND EVALUATION OF STRATEGIC PLAN
Implementation schedule clearly indicating strategies that will be implemented in
the first block 3 years, followed by the second block 3 years and the third block of
3 years. The last year of the plan will be for taking stock of the last 10 years.
Table 10 presents the monitoring and evaluation of the strategic plan.
Table 10:
Monitoring and Evaluation of Strategic Plan
Strategy
Activities
First 3 Years
2008/09-2010/11
Recruitment of
staff
Train staff
Networking with
relevant
stakeholders
Final 3 Years
2011/12-2013/14
2014/15-2016/17
Advertise
June 2008
Workshops,
seminars,
training of
trainers (TOT);
Continuous
Continuous
Continuous
Continuous
Continuous
Continuous
Every
department
should send out
2 staff per year.
Establishing new
departments.
Timeframe
Next 3
Years
Within 2012/13
Propose and
justify the need
for expansion.
Exchange
programmes,
identify partners,
communicate
and liaise.
Acquire more
85
Continuous
Continuous
Continuous
computing facilities
with internet and
enhance the faculty
web site.
Outreach to the
community
Train and recruit
appropriate human
resources.
Acquire more
necessary
equipment.
Continuous
Workshops,
consultancy,
internships,
develop
brochures,
magazines, and
organize
conferences.
Carry out tracer
studies to
establish what
people need.
Continuous
Continuous
Continuous
Continuous
Continuous
Continuous
Continuous
Continuous
Continuous
Continuous
Continuous
2009/10
Regular review of
academic
programmes.
Benchmarking and
networking with
other players
Identify relevant
partners and in
collaboration
with them
identify any gaps.
Develop course
modules.
Developing
readers and case
studies.
Continuous
Continuous
Continuous
Training Needs
assessments.
Carry out mini
researches to
identify the
needs of society.
Continuous
Continuous
Continuous
Marketing of
programmes.
Updating the
faculty website,
develop flyers for
the community
Continuous
Continuous
Continuous
86
and advertise in
public medias.
Networking with
Identifying
professional bodies. relevant
professional
bodies.
Continuous
Continuous
Continuous
Inviting guest
speakers from
professional
bodies to address
students.
Continuous
Continuous
Continuous
Improve on the ICT
infrastructure.
Buy more ICT
equipment.
Continuous
Continuous
Continuous
Maintenance of
physical
infrastructure.
Regular Repairs
Continuous
Increasing on
physical
infrastructure
Construction
Establish a
research and
consultancy unit.
Budget for
research.
2013/14
Involve bestperforming
students in the
research
activities of the
faculty.
Increase
collaboration
with other
research
institutions.
Quality assurance
Continuous
Administer and
analyze
evaluation forms.
Adoption of
87
Continuous
Built lecture
and offices on
the former
UCB slab
several modes of
delivery.
Annex 1
The current Academic Staff
POSITION/NAME
QUALIFICATION
Professor
Dean’s Office
Professor J. Ddumba-Ssentamu
BA(Mak) MA (University of WaterLoo) PhD (Mak)
(Dean)
Associate Professor
A. M. Balihuta (Deputy Dean)
BA (Mak), MA .., PhD (Notre Dame) (Sabbatical
Leave)
G. Ssemogerere (Ms)
BA(Vassar) MA(Duke) PhD (Duke)
Senior Lecturer
J. K. E. Mubazi
BA(Mak) MA(Kent), PhD (Vienna)
Lecturers
J. W. Muwanga (Ag. Deputy Dean)
BSc. Agric. (Mak) PhD (Econ) (USU, USA)
T. Mwebaze (Ag. Head)
BA (Mak) MA(Dar), PhD (Vienna)
A. Mugume (Ag. Head)
BSc. (Mak), MA. Econ (Botswana) – PhD (Oxford)
G. S. Muwanga (Ms)
BSc. Agric. (MSc. Agric.Econ (Mak), PhD (USU
P. Birungi
USA)
B. L. Yawe
BSc. MA(EPP) (Mak) – PhD
A. Ssemwanga
BA (Mak), MA (Dar) PhD (Dar)
B.Com (Mak), MBA (Nagpur Univ.) India, Doctor
of Mgt. (India) MCMI, FFA, FIFC, MIFC, CFC
D. Kaija (Ms.)
BA, MA(EPP) (Mak) – (Study Leave)
F. Matovu
BSc., MA(EPP) (Mak) – (Study Leave)
J. Matovu-Wasswa
BA, MA(EPP) (Mak), PhD.Econ (Vienna)
E. Kateregga (Ms)
BA, MA (EPP) (Mak) PhD Enviro. Econ
(Gothenburg)
J. Teera (Ms)
BA, MA (EPP) (Mak). Ph.D. (Bath)
E. B. Sennoga
BA (Mak) (M.Sc. (Econ) Univ. of Texas, MA. Econ
(USA) PhD (Georgia State Univ.) USA
A. Chekwoti
BSc. (Mak), MA (Zimbabwe) (Study leave)
J. Mutenyo
BSc. MA (EPP) (Mak) (Study Leave)
Assistant Lecturers
Judith Kabajulizi (Ms)
Susan Namirembe Kavuma (Ms)
Patrick Olowo
A. Niringiye
D. Owomugasho (Ms)
W. R. Kagarura
BA (Mak), MA (Econ) (Univ. of Anglia U.K.)
BA (Mak), MA(EPM) (Mak)
BA (Mak), MSc. (Econ) (Zimbabwe)
BSc. (Mak), MA (Zimbabwe) (Study Leave)
BSc. (Mak), MA (Zimbabwe) (Study Leave)
BSc. (Mak), MA (EPM) Mak
88
E. Hisali
I. Mukisa
E. Bbaale
Faisal Buyinza
Ibrahim Mike Okumu
Francis Wasswa
B. Nambi Karuhanga (Ms) (Ag.
Head)
Godfrey Akileng
Eric Nzibonera
H. Mbidde (Ag. Head)
K. Ssejjemba
P. Turyakira
J. Mayanja-Bbaale
C. Ikiror (Ms)
Teaching Assistants
J. Kakonge
P. Wabiga
Alex Nakajjo
John Bosco Oryema
Gabriel Wasswa
Ismail Kintu
Yusuf Kiwala
BA (Mak) MA, (Univ. Dar) PhD (Dar)
B.Sc. (Mak), PGDE (Mak), MA (Univ. Nairobi)
(Study Leave)
BA (Mak.), MA(EPP) (Mak.) (Study Leave)
B.Sc. (Mak.), MA (Econ) (Dar)
BA (Econ) (Mak). MA (Econ)
B.Sc. (Mak.), MSc. (Econ) (Univ. of North Texas)
BA/ED (Mak), MBA (Maastricht)
B.Com (Mak) MSc. Accounting and Finance (Mak)
B.Com (Mak) MSc. Accounting and Finance (Mak)
BBA (Mak) MBA (Mak)
B.Com (Mak), Dip PGD (Marketing) MBA (Mak)
BSc. Hotel Administration (Mak) MBA (Mak)
BA (SS) (Mak), MA (Econ) (Univ. of Dar)
BBA (Mak) MSc. Marketing (Mak)
BA (Econ) Mak
BA(Mak)
BA (Econ) (Mak)
BA (Mak)
BA (Mak)
B.Com (Mak)
B.Com (Mak)
MAKERERE UNIVERSITY
FACULTY OF FORESTRY AND NATURE
CONSERVATION
“FORESTRY FOR SUSTAINABLE DEVELOPMENT”
89
Strategic Plan: 2007/08 – 2017/18
May 200
90
I
1. INTRODUCTION
This strategic plan maps out the direction of the Faculty of Forestry and Nature Conservation
over the next decade (2007/08 – 2017/18). The plan has been prepared in line with the overall
Makerere University Strategic Framework for 2007/08 – 2017/18 and designed to contribute to
the goals of Makerere University.
This strategic plan addresses the three core university functions of teaching and learning,
research and innovations, as well as outreach. The infrastructural issues such as human
resources, library and laboratory services, information communication technology, and physical
infrastructure support the core functions. The faculty mandate, vision, and mission are
formulated to reflect the core functions of the faculty. The strategic plan includes the measures
of success as well as a monitoring and evaluation framework.
1.42 1.1 The changing context of forest science and the forestry sector
Forest and allied vegetation types in Uganda and worldwide are critically important ecosystems.
They provide significant economic, social and environmental benefits to society. Population
growth, migration, urbanization, industrialization, large scale agriculture, changes in technology
and also climate change are among the factors that influence the ways in which forests are
perceived, managed, conserved and used.
Overall, far more will be expected of forests now than in the past. As a result, the forest agenda
has become increasingly fragmented and has moved far beyond the biophysical realm. Numerous
institutions inside and outside the traditional forest sector now address forest issues as part of
their activities. In Uganda, for example, National Agricultural Research Organisation (NARO),
and Uganda Wildlife Authority (UWA) are involved in forestry related work. The private sector
has for example picked up interest in forest business particularly in relation to plantation forestry,
timber industry and non-timber forest products. Also new modes of governance have emerged
that emphasize collaboration, networking, and decentralization. There however, appears to be a
distinct decline in political support and financial input to forests and forest research in many
countries, both developing and developed.
In terms of forest science, the changes in paradigms concerning forests influence the context in
which forest science and research operate. Despite the scientific advances so far, the
understanding of forest ecosystems and their interface with changing human demands and
impacts remains incomplete. There continues to be an ample need for basic scientific knowledge
on forests. There is also an increasing need for multi as well as interdisciplinary research and
training in forestry. The funding available to carry out forest training and research, however, has
been decreasing in many countries, notably as a result of shifting priorities of policy makers and
donors.
In order for forest science to retain its relevance, it is increasingly important to be responsive to
the needs of the various users of scientific knowledge and the emerging research areas of forest
science of global importance. The issue of global warming and climate change is likely to remain
1
important over the next century. This will be tackled by strategies such as carbon sequestration,
reducing emissions and energy conservation. Other emerging areas of research will include
restoration ecology, invasive alien species, biofuels and energy conservation, forest certification,
institutional change, payment for ecosystem services, eco-health, crop wild relatives, forest
biotechnology and others. Potential users of research findings include policy and decisionmakers, administrators, landowners, forest managers, local communities and scientists. Forest
scientists are required to demonstrate the positive impacts and spin-offs of their research. In
addition, there are growing demands from those who need scientific information to be involved in
the development of research agendas. Therefore, communication between the scientific
community and the potential users of scientific knowledge is essential. This emphasises the need
for methods of outreach.
Whereas the forestry sector presents new challenges for the Faculty of Forestry and Nature
Conservation, it creates new opportunities. It is critical to strengthen teaching and learning to
emphasize skills development, research and innovation for the benefit of forests and people (by
addressing in a more effective and proactive manner the changing research needs and priorities
related to forests and trees). This can be achieved by promoting quality research and developing
scientific capacity, and by strengthening the administrative, financial, and academic functions. It
will be vital to expand strategic partnerships and cooperation both within the broader scientific
community and with the non-scientific world. This will enhance the communication within the
scientific community and with potential users of scientific knowledge.
The government policy towards funding mainly science based courses creates an opportunity for
the Faculty of Forestry and Nature Conservation to train graduates who can meet challenges of
the present and future generations by promoting sustainable development. There is also
challenge for the forestry sector to execute research that responds to issues of global warming,
desertification, climatic changes and increasing dependence on forests especially in the
developing countries and making the findings known to all stakeholders. This should contribute
to the attainment of the targets of the Millennium Development Goals.
1.43 1.2 Planning process
The overarching framework for Makerere University that was generated in February 2007
provided the basis for developing this plan. The overarching framework was based on ideas
generated by all the university units and other stakeholders such as the private sector. The
process of developing the strategic plan for the Faculty of Forestry and Nature Conservation
started with the formulation of plans by the four faculty departments (Community Forestry and
Extension, Forest Biology and Ecosystems Management, Forest Products Engineering, as well as
Forest Management). This was followed by a three days workshop involving Faculty of Forestry
and Nature Conservation staff members and key stakeholders. The Director of Planning and
Development (Makerere University) provided insights into the major considerations in
developing strategic plans. All the ideas were generated in a participatory process, involving
group and plenary discussions and presentations.
2
2A. BACK TO THE FUTURE ANALYSIS
This section presents a review of the performance of the outgoing Faculty of Forestry and Nature
Conservation strategic plan of 2001/1 – 2005/6.
1.44 i) Successes
In teaching and learning, the faculty has achieved the following:
 Several staff trained to higher degrees and there were several promotions
 Purchased a bus to improve fieldwork.
 Improved quality research by undergraduates resulting into publications
In research and Innovations, the faculty has achieved the following:
 Attracting more research funding
 Increased capacity to do research because of more PhDs
 More publications
 Some projects have purchased equipment
 Increase in number of graduate students
 Acquired several computers
 Identified and obtained grants from more donors
In outreach, the successes include the following:
 Provided technical advice to various stakeholders on plantation forestry, bee
keeping, on plantation forestry, bee keeping and access to forestry services
 Participated in academic shows and exhibitions
 Conducted radio and television talk shows on forestry issues
 Conducted community conservation education programmes and trained village
technicians in resource assessment
 Developed problem animal control methods around Budongo Forest Reserve
 Members of staff participated on boards of directors of NGOs such as IRDI,
ECOTRUST, Environment Alert, Forestry Resources Research Institute,
National Forestry Authority and others.
1.45 ii) Failures
The failures related to teaching and learning include the following:
 Inability to expand physical infrastructure
 Lack of some specialised equipment for the wood science and
entomology/pathology laboratories
 Inadequate transport facilities for staff research
 Inability to achieve the targeted 10% annual increase in student numbers over the
last strategic plan period
 Failed to publish research findings on the web
 Inability to offer demand driven courses
 Failed to publicise FFNC through secondary school lectures
 Failed to play a leading role in developing the Budongo Forest Project to
accommodate more research
3
1.46 iii) Opportunities that FFNC utilised
The faculty utilised the favourable policies of donors such as NORAD and Carnegie that offered
specialised funding for forestry related research. Funding from the regional universities forum
(RUFORUM) also provided opportunity for the faculty to increase the number of graduate
students.
1.47 iv) Challenges
The major challenges that lead to underperformance include the following:
Inadequate space and funding
Inadequate marketing of the academic programmes and unattractive
graduate programmes
Inadequate funding for post graduate students
Inadequate employment opportunities in the sector which discourages the
would be students
1.48 v) Lessons learnt
1.49 The key lessons in implementing the strategies of FFNC include the
following:
Multidisciplinary research teams, networks and collaboration with other
research institutions are essential for success
Good outreach in forestry requires field demonstration facilities
Monitoring and evaluation systems are essential for ensuring successful
implementation of the strategic plan
Demand driven programmes are vital for in-service training and outreach
To show and prove our relevance in the forestry sector to we should
influence policy
The website says a lot about us
Strategies for engaging politicians in forestry issues are vital
4
2B. PURPOSE OF THE FACULTY OF FORESTRY AND NATURE
CONSERVATION
1.50 i) Mandate
The mandate of the Faculty of Forestry and Nature Conservation is: To undertake training,
research and outreach activities in forestry and related natural resources fields.
1.51 ii) Vision statement
To be a centre of academic excellence and innovations in forestry and related natural resources
fields in Africa.
1.52 iii) Mission statement
To promote learning, research, innovations and outreach in forestry and allied natural resources
fields for sustainable development of the local and international community.
1.53 iv) Core values
The Faculty of Forestry and Nature Conservation will be guided by the core values of Makerere
University in pursuit of its mission. The values are: allegiance to Makerere University; integrity;
customer responsiveness; professionalism; and openness to diversity.
5
2C. STRATEGY OF THE FACULTY OF FORESTRY AND NATURE
CONSERVATION
1.54 i) Assessment of contextual factors that impact on the performance of
the faculty
Context features
Prospects/challenges of the context features on the
Faculty of Forestry and Nature Conservation
Economic situation
-Relations with private sector
-Increasing willingness of private sector to work with the
faculty will influence the curricula and nature of programmes
-National economic growth rate
-This has led to changes in outreach activities that should be
conducted in view of changing needs
Financial situation
-Government funding/support
-This has remained the same despite increasing cost of
materials. This curtails planning for fieldwork
-Brain drain
-Results from the low remuneration and could cause staffing
problems
Social situation
-Government policies e.g. Universal Primary Education
and Universal Secondary Education
-These will provide opportunity for increasing student
enrolment
-Decentralisation policy
-This favours forestry outreach and extension services
-Institutions and policies that are related to forestry
outreach (Forestry and tree planting policy, NEMA
policy, National Agricultural Advisory Services, Plan for
Modernisation of Agriculture, etc.)
-These provide the framework within which the faculty can
conduct forestry related outreach activities
-Is important for the forestry sector and is linked to the
training required of the faculty of forestry students
-Political support
-Will create opportunities for involvement of the faculty in
forestry biodiversity assessments and rural development
issues in northern Uganda
-Peace initiatives in northern Uganda
-National population growth
-This has put more pressure on forestry resources as well as
the need for more people trained in forestry
Science and technology situation
-Government policy to support science education
-This may provide opportunity for student enrolment in
forestry related courses increase numbers
-Activities of related organizations in the forestry sector
-These may be partners or competitors
-Development of the African optic fibre project
-These are partners or competitors for forestry related funding
and other opportunities
-Advancement in technology and software engineering.
This demands continuous adaptation to changes
Globalisation
-Current global environmental issues – e.g. global
warming and climate change
-Is an opportunity for the faculty to improve internet speed
-These present research opportunities and challenges for the
faculty. Often the changes are accompanied by need to re-tool
staff
6
-Millennium Development Goals (MDGs)
-These have set the agenda for research and development that
will influence the strategy of the faculty over the next 10
years
-Global trends on environment e.g. Clean Development
Mechanism, FSC, international conventions and treaties
-These have a key role on the forestry sector and forestry
training in general. The private sector will respond to these
issues and the faculty should prepare for this
-Changing funding priorities of donors
-This posses a challenge for forestry in view of the limited
government support for forestry research
Higher education industry situation
-Emergence of several private secondary schools
-Affects the quality of students enrolled
-May also lure staff from the faculty
-Emergence of private Universities
-Low ranking of the University and negative publicity
-This negatively affects the image of the faculty that has in
the past been very highly regarded and supported by
international partners
-The girl child education initiative and the gender
affirmative action of additional 1.5 points for female
candidates wishing to join university
Energy situation
Power cuts
-This has enabled recruitment of female students in the
faculty some of whom become lecturers and female
-This puts strain on faculty resources and interferes with
initiatives towards more use of ICT
Other factors
-Anticipated formation of colleges in the university as per
the restructuring
-This will require re-aligning the focus of the faculty to suit
the new college. Also has implications on funding for the
transition
-Affects access to some online teaching resources
-Intellectual property rights
7
1.55 ii) Capability profile of the Faculty of Forestry and Nature
Conservation
The Faculty of Forestry and Nature Conservation (FFNC) has four departments (Forest Biology
and Ecosystems Management; Forest Management; Forest Products Engineering; and
Community Forestry and Extension). These offer a big opportunity for developing demand driven
programmes and diversifying research capacity.
The faculty has a total of 68 established academic staff positions of which 38 (46%) are filled.
Twelve members of staff are PhD holders. Several members of staff are pursuing further studies
to MSc and PhD levels. Although forestry is believed to be a male dominated profession, the
faculty has a gender sensitive staff recruitment and development policy; 8 of the academic staff
are female. The faculty offers some teaching to students from the Faculties of Agriculture and
Science in courses such as Agroforestry; Land Use, Policy and Law, and Computer Applications.
In terms of teaching and learning facilities, the faculty has several ICT and E-learning facilities.
The faculty hosts a computer kiosk and has teaching and research laboratories for conducting
students’ practicals and staff research. There are small, medium and large lecture rooms for
different class sizes. More lecture/office space is needed as numbers have risen.
More research laboratories will be needed as staff returns from further studies. The faculty runs a
computerized library service with various reference books. Additional volumes are acquired
annually through the book bank system. Over 100 CDs of reference materials are available. Staff
and students have access to over 100 e-books secured by the main library of Makerere University.
However, the faculty plans to subscribe to journals such as Forest Ecology and Management.
Research in the faculty is tailored to address national problems and respond to national research
priorities. Innovation has been limited because of lack of some essential laboratory facilities.
Faculty staff is also involved in research activities that build capacity of forestry professionals to
find solutions to problems related to agricultural modernization, environmental degradation and
socio-economic development.
In outreach, several staff members conduct training workshops in various districts and serve as
consultants in various fields. The faculty conducts student internships and attachments, open day
and exhibitions, and short training programmes. Outreach will be strengthened over the upcoming
period. The department of Community Forestry and Extension will play a pivotal role.
The faculty has obtained research funding from NORAD, Carnegie, EU, and others. There are
good linkages with other faculties and departments in supervision of students, teaching and
research. Existing linkages with other universities in East Africa, Europe, Asia and America will
be strengthened.
8
1.56 iii) SWOT Analysis of the Faculty of Forestry and Nature Conservation
Pillar
TEACHING AND
LEARNING
 Human resources
(staff)
Strengths
Weaknesses
Opportunities
Threats




NORAD support for staff
development
MNRSA has helped in
training MSc
Availability of research
projects with human
resource capacity building
component
Other emerging Universities
with Forestry training that
will provide students for
MSc

Other emerging
Universities with
forestry training
that will compete
for funding
Universal Primary
Education and Universal
Secondary Education have
increased numbers of
candidates in secondary
school
Government support for
science education will
increase the catchments for
enrolment of forestry
students
Projects that contribute
equipment and upgrade of
the Local Area Network
High potential of staff to
attract grants with
components for provision of

Emerging
Universities with
forestry training
will compete for
good candidates

Limited space for
expansion on
campus
Reluctance of
donors to support
infrastructure




Quality of students



Facilities: library,
laboratories, and
lecture rooms
Computers



High proportion of
staff with PhD and
MSc
Acquired and
upgraded teaching
skills through
Pedagogical training
High staff retention
due to their
commitment
Availability of
experienced parttimers that enrich the
teaching
Admitted students
have required
qualifications


Use of too many part-timers
Few technical staff available to support
teaching and learning
Poor motivation of staff to perform efficiently
and effectively
Bad staff development plan where teaching
staff leave for training at the same time
creating a shortage



There is sometimes a weak reading culture
among the students
Good overall
performance of
students including
the best student in
the University in
2004
Student-Computer
ratio is low (5:1)
Staff: Computer ratio
of 2:1
Vehicles available for
transporting students






Inadequate field and laboratory equipment
Inadequate staff offices, teaching space, and
laboratories
Inadequate reading space in library and
working space in computer laboratory
9



to field practicals

Practicals (insemester and during
the recess terms)







Exposure to
seminars &
conferences

Transport is available
There are established
linkages with
partners in the field
(locally &
regionally) partners
Continued funding of
fieldwork from
bursar’s office
Numbers of students
are manageable
Staff:Students ratio is
low
Private sector
willingness to take
on forestry students
for internship
Undergraduate
seminars-every
Thursday
facilities









Research for
generating teaching
and learning
materials




Ability of staff to
attract research funds
and publish papers
Students are involved
in research
Some grants support
graduate training
Research outputs of
staff are used as case
studies in teaching

development
Late release of funds for practicals
Lack of a teaching teaching/demonstration
forest
Lack of funds for practicals

Willingness of private
sector to take our students

Insecurity in
some parts of the
country limiting
exposure of
students
Low student attendance/participation
Little facilitation
Limited facilitation for graduate studies
Graduate students’ attitude towards seminars
is not very positive
Limited funds for international seminars and
conferences for both staff and students


Limited funding
from graduate
School
Failure to compile compendia for teaching
forestry subjects from research output

Projects that fund
participation in conferences
Capacity of staff to write
competitive conference
papers
Money for conferences from
the staff development
program
Ability to attract more
research funds

Few donors are
interested in
funding
development of
compendia in
forestry subjects
10





Input from other
stakeholders and
collaboration with
other institutions
Student exchange:
(undergraduates &
graduates)
External
examination








Quality control
(Evaluation of stafffeedback from
students and
stakeholders
Examinations(evaluation of
students)




Developed MOUs
Curriculum
development
involving other
stakeholders
Joint research
activities
Joint publications
Joint supervision and
examination
External examination
Collaboration with
other institutions e.g.
MNRSA with the
University of life
Sciences, Norway
Examinations are
moderated
There is external
examination
No exam leakages
Good feedback from
employers of faculty
of forestry graduates
















Supervision of
students (under and
graduates)


Student complete
their programs on
time
Students are
supervised during

Limited input from private sector
Inability to attract private sector funding
support for teaching and learning
Large numbers of students from other units
taking courses in forestry overstrain resources
of the faculty
Coping with extra load from shared courses
and programs in absence of a clear policy


No rewarding mechanisms for staff/students
that excel
Skills building approach is weak
Feedback to students from lecturers is
sometimes not timely
Evaluation of staff by students is weak
Inadequate duration practicals
Few practicals for graduate students
Attendance of lectures by lecturers and
students is sub optimal
Weak reading culture of the students
Limited space for post graduates
Poor motivation of the lecturers to teach
graduate courses
Weak student-lecturer relationships limiting
follow up
Few technical staff

11


Public-Private-Partnerships
Increasing interest of
commercial tree growers in
forestry training
Rich pool of local expertise

Lower ranking of
the university
internationally
may discourage
potential partners
Demand for quality
graduates by society
Available opportunities for
job creation

Need to maintain
quality of
training in view
of anticipated
increase in
number of
students
Need to attract
more private
students but
maintain
minimum entry
requirements


Possibility of attracting
guest lecturers

Limited
established
positions for
technical staff

E-learning initiatives


RESEARCH AND
INNOVATIONS
 Team spirit
 Linkages
 Innovativeness

field practicals and
internships
All teaching staff are
computer literate
Staff with training in
e-learning
The willingness of
individuals to attain
higher qualification

Student access to printing facilities is still
limited

University policy in favour
of e-learning








Unwillingness of some staff members to work
together in research groups
Inadequate software for data analysis
Limited internet band width
Need to retool lecturers on new/emerging
issues/courses
Limited team work and team sprit
Weak linkage with research institutions
involved in forestry research






Availability of funds for
research & staff
development
The sole reputable trainers
for forestry programmes
Links with other institutions
to write research projects
Availability of research sites
Availability of some donors
willing to fund forestry
Improved availability of
electronic literature

The current forestry policy
attaches value to outreach
Forestry private sector is
growing
Decentralisation policy
Millennium development
goals
Emerging global
environmental issues
Trade show and academic
fairs offer opportunity for
outreach



Small internet
bandwidth
Increasing cost of
internet services
Inadequate
funding from the
government
Changes in donor
and government
policies
Journals charging
a page fee for a
publication
1.56.1.1.1.1.1.1 OUTR
EACH



Staff/student
capacity
Innovations
Facilities






Trained and
committed staff
Committed students
Network with other
research bodies
Collaboration (other
university and
faculties)
Facilities e.g.
computers, internet
etc
Acquired land for
tree planting and







Self interest overriding institution
Lack of resources sharing/duplication


Poor packaging and technology transfer
Limited innovativeness
Attitude and sense of belonging
Weak-Staff student relationship




12



Poor public
awareness of our
role and
contribution
Lack of forestry
extension policy
Negative
publicity of
Makerere
University
Commonwealth
Heads of
Government
planning other
investments
Meeting in
Kampala
13
3. STRATEGIC DIRECTION RELATING TO STRATEGIC PILLARS
OF THE UNIVERSITY
1.57 3.1.1 Teaching and learning
GOAL 1
To provide quality teaching, learning and a conducive environment for students to
acquire skills, knowledge and right attitudes for quality service delivery in a dynamic
forestry and allied natural resource sectors by 2018.
Objectives
1a). To offer demand driven programmes and courses which are regularly reviewed.
1b). To develop materials for enhanced teaching and learning
1c). To provide quality multi and interdisciplinary teaching and learning
Measures of success
1a1. Number of programmes and courses developed and offered.
1a2. Number of students and trainees enrolled.
1a3. Number of curricula reviews.
1b1. Number of compendia developed
1b2. Number of documented case studies
1b3. Number of audio-visual materials developed
1c1. Number of students’ innovations
1c2. Number of top awards to students and lecturers
1c3. Number and frequency of evaluations and feedbacks for both students and staff
1c4. Experiential learning initiated and conducted
1.57.1
3.1.2 Research and Innovations
GOAL 2
Enhance Quality Research And Innovations In Forestry And Allied Natural Resources
For Improved Livelihoods And Sustainable Development
Objectives
2a. To conduct cutting edge and innovative demand driven research
2b. To keep abreast with advances in science and technology in the forest sector
2c. To carry out research to address the government’s economic needs and the
Millennium Development Goals
2d. To build capacity of graduate students to conduct innovative research
2e. To strengthen linkages between the faculty and other research institutions
2f. To enhance participation in national, regional and global research programmes
2g. To establish on-farm demonstration sites and permanent research plots
14
Measures of success (objective 2a)
2a1. Number of innovations developed by staff and disseminated
2a2. Number of publications
2a3. Number of promotions
2a4. Number of research grants and awards won
2a5. Number of new PhDs
Measures of success (objective 2b)
2b1. One modern laboratory with modern equipment established
2b2. Three technicians and 3% of the academic staff trained in relevant fields
2b3. Number of local and international research collaborations developed
Measures of success (objective 2c)
2c1. Number of policy briefs addressing the goals
2c2. Number of innovations addressing the goals
2c3. A consultancy group established to address MDGs
Measures of success (objective 2d)
2d1. Number of new graduate programs offered
2d2. Number of PhD and MSc. Students recruited and trained
2d3. Number of innovation developed
2d4. Number of scientific publications
Measures of success (objective 2e)
2e1. Number of linkages and MOUs established nationally, regionally and globally
2e2. Number of collaborative research project executed
2e3. Number staff and students participating in exchange programme
Measures of success (objective 2f)
2f1. Number of staff and students involved
2f2. Number of research projects funded
2f3. Number staff and students trained/mentored
Measures of success (objective 2g)
2g1. Number of plots established and maintained with the community
2g2. Number of innovations tried, established and adopted
15
1.57.2
3.1.3 Outreach
GOAL 3
To enhance effective forestry technology transfer and information sharing with end users
for improved livelihoods
Objectives
3a. To develop technologies and identify appropriate tools and methods for forestry
technology transfer
3b. To establish and maintain effective communication channels with farmers and other
stakeholders
3c. To facilitate farmers’ and other stakeholders needs assessment process.
3d. To strengthen linkages between farmers and research institutions
3e. To establish demonstration plots
3f. To offer demand driven in service training and short courses
Measures of success (objective 3a)
3a1. Number of farmers that have adopted the forestry technology (+60%)
3a2. Number of technologies transferred and adopted (+60%)
3c1. Farmer needs priority lists developed and regularly updated
Measures of success (objective 3b)
3b1. Feedback about technologies and innovation from farmers (+)
Measures of success (objective 3d)
3d1. Frequency of contact with end users (physical, media, etc.)
3d2. Number of farmer visits to research institutions.
3d3. Improved attitude towards forestry (percentage of the population involved in
forestry activities; national and local budget allocation to the forestry sector (5%);
civil society participation)
Measures of success (objective 3e)
3e1. Demonstration plots established
Measures of success (objective 3f)
3f1.Increased demand for in-service training
16
4. SUPPORT INFRASTRUCTURE FOR ACHIEVING THE
STRATEGIC GOALS
1.58 i) Organization and management
GOAL 4
To have an efficient administrative structure to advance the quality of forestry
training, research and technology transfer for improved livelihood through effective
and efficient use of resources.
Objectives
4a. To develop well coordinated and functional departments and committees
4b. To ensure proper allocation of faculty resources
4c. Identify and strengthen collaboration with relevant institutions
4d. Identify relevant faculties, institutes and schools to form a college.
4e. To ensure regular stocktaking and proper record keeping
4f. To ensure regular information flow, feedback, teamwork, motivation of staff and
students, incentives, welfare
4g. To review organisational structure (two deputy deans, more technical staff etc.)
4h. To monitor and evaluate staff time allocation to faculty work
Measures of success (Objective 4a)
4a1. Decentralised functions to departments and relevant committees
Measures of success (Objective 4b)
4b1. Reduction in number of incidences of dissatisfaction over resource allocation
4b2. Fair and equitable distribution of faculty resources (student teacher ratio, student
computer ratio)
Measures of success (Objective 4c)
4c1. Number of MOUs’ signed with various organisations
(Objective 4d)
4d1. Relevant departments, faculties or institutes for college formation identified
4d2. College formed and operationalized
Measures of success (Objective 4e)
4e1. Equipment used and maintained
Measures of success (Objective 4f)
4f1. Evidence of clear channels/mechanisms of communication and their use
Measures of success (Objective 4g)
4g1. New organisational structure developed and approved
4g2. Staff recruited to fill positions in the new organisational structure
Measures of success (Objective 4h)
17
4h1. Plan for monitoring and evaluating staff time allocation to faculty work
established/implemented
1.59 ii) Quality assurance
GOAL 5
To improve and maintain quality of teaching, learning, research and outreach by
2018.
Objectives
5a. To acquire up to date teaching, learning, research and outreach materials
5b. To monitor and evaluate teaching and learning
5c. To implement the university quality assurance policy
Measures of success (Objective 5a)
5a1. Materials acquired and quality improved
Measures of success (Objective 5b)
5b1. Evaluation instruments developed and reports compiled
5b2. Monitoring and evaluating teaching and learning implemented regularly
Measures of success (Objective 5c)
5c1. A fully functional quality assurance system
1.60 iii) Human resources
GOAL 6
To have well trained and motivated staff by 2018
Objectives
6a. To recruit qualified staff (Academic and technical)
6b. To train all academic staff to PhD level
6c. To train and retool staff in pedagogical and technical writing skills
6d. To provide staff motivation
Measures of success (objective 6a)
6a1. The numbers of qualified and highly qualified staff
Measures of success (objective 6b)
6b1. Number of PhD-holding staff members
6b2. Proportion of staff trained and retooled in pedagogical and technical writing
skills
Measures of success (objective 6c)
6c1. To expand financial resource base for motivation and retention of staff
Measures of success (objective 6d)
6d1. Internally generated funds targeted for staff motivation
18
1.61 iv) Library services
GOAL 7
To avail information materials for enhanced training and learning, research and
innovation, and outreach
Objectives
7a. To acquire information materials
7b. To equip students and staff with knowledge and skills to use the information
material
7c. To develop databases
7d. To enhance use of digital libraries
Measures of success (objective 7a)
7a1. Information materials acquired: Numbers of new hard copy book titles, and Eresources (books and journals)
Measures of success (objective 7b)
7b1. Increased frequency of use of information materials
7c1. Number of databases developed and being accessed
Measures of success (objective 7c)
7d1. Amount of information availed in the library
7d2. Number of individuals using the library
1.62 v) Information, communication and technology
GOAL 8
To enhance use of Information Communication Technology in teaching and learning,
research, innovations and outreach
Objectives
8a. To equip computer laboratories with up-to-date computers
8b. To improve internet connectivity
8c. To enhance capacity of students and staff to utilise ICT
8d. To acquire software for data analyses
Measures of success (objective 8a)
8a1. Low computer: user ratios attained (1:1 staff to computer, 1:5 student to
computer for undergraduates, 1:2 student to computer for postgraduates)
Measures of success (objective 8b)
8b1. Increased bandwidth, download speed, number of network points, use of
hotspots for
Measures of success (objective 8c)
19
8c1. Number of staff and students trained and using ICT
8c2. Number of electronic resources subscribed to wireless connection and use of
electronic boards
Measures of success (objective 8d)
8d1. Number of software acquired and installed, number of staff and students trained,
and frequency of use software acquired
1.63 vi) Gender mainstreaming
GOAL 9
To mainstream and streamline gender issues in all activities of the faculty by 2018
and implement the university wide gender policies
Objectives
9a. Promote gender balance among staff
9b. To promote gender balance amongst students enrolment
9c. To mainstream and streamline gender issues in all learning, teaching, research and
outreach activities
Measures of success (objective a)
9a1. The ratio of female to male staff
Measures of success (objective b)
9b1. Improve the ratio of female to male students
Measures of success (objective c)
9c1. Increase the level of gender awareness
9c2. Number of modules with gender topics incorporated
9c3. Number of research projects with gender components
1.64 vii) Laboratory services
GOAL 10
To enhance the use of teaching and research laboratories for cutting edge and
innovative research
Objectives
10a. To equip teaching and research laboratories for cutting edge and innovative
research
Measure of success
10a1. All established laboratories adequately furnished with general and specialised
equipment
1.65 viii) Staff and students support services
GOAL 11
20
To provide effective and efficient staff and student support services by 2018.
Objectives
11a. To guide and counsel students and staff
11b. To provide and maintain a clean and conducive learning and working
environment
11c. Provide a catalogue of potential employers to students, link students with
potential employers and invite guest speakers from potential employers
11d. To link students with international institutions
Measures of success (objective 11a)
11a1. Number of guiding and counselling session held, number of counselling
sessions held
Measures of success (objective b)
11b1. Frequency of cleaning, level of cleanliness and records of cleaning materials
bought and used
Measures of success (objective c)
11c1. Catalogue developed and updated, number of guest speakers invited, number of
graduates employed.
Measures of success (objective d)
11d1. Catalogue developed and regularly updated for students
11d2. Tracer studies initiated e.g. Number of students/graduates joining international
institutions
1.66 ix) Physical Infrastructure and Development
GOAL 12
To expand physical infrastructure for improved research, teaching, learning and
outreach programmes
Objectives
12a. To expand the physical space for conducive teaching and learning (construct
annex building)
12b. To furnish the annex building
12c. To improve and incorporate facilities for People With Disabilities
Measures of success (objective a)
12a1. Space for teaching and learning acquired (480 m2 office space - 40 offices; 800
m2 space for 4 laboratories each 20m x 10m; 100 m2 of space for 2 specialised
research laboratories; a postgraduate research room; 1600 m2 space for 4 lecture
rooms, each 20m x 20m)
Measures of success (objective b)
12b1. All established rooms furnished with adequate facilities and accessories
Measures of success (objective c)
12c1. Infrastructure for PWDs established
21
1.67 x) Resource mobilisation, investment and financial
management
GOAL 13
To ensure effective and efficient investment and utilisation of faculty resources
Objectives
13a. To generate resources for the faculty
13b. To ensure efficient management of resources
13c. To establish and maintain viable investments (training plantation and natural
forests), reviving FORESTECH consult
13d. To maintain transparent and accountable financial management systems
Measures of success (objective 13a)
13a1. Funds raised
Measures of success (objective 13b)
13b1. Financial performance reports)
Measures of success (objective 13c)
13c1. Performance rating of the investments (poor, good, fair)
Measures of success (objective 13d)
13d1. Rate of financial reporting e.g. monthly, annual etc.
1.68 xi) Internationalisation
GOAL 14
To offer quality cutting edge teaching and research in forestry that is responsive
regional and global needs.
Objectives
14a. To strengthen collaboration with international training and researchers and
institutions.
14b. To develop innovative collaborative training and research programmes.
14c. To increase international visibility through regular dissemination of faculty
outputs (e.g. publications) on the website.
Measures of success (objective 14a)
14a1. Functioning international Memoranda of Understanding
Measures of success (objective 14b)
14b1. Number of joint research projects attracted
14b2. Number and frequency of staff and student exchange
Measures of success (objective 14a)
22
14c1. Number publications, workshops and conferences
23
5. MONITORING AND EVALUATION OF THE STRATEGIC PLAN
STRATEGIC PILLAR 1: TEACHING & LEARNING
Objectives
To develop demand driven programmes and
courses.
To develop materials for enhancing teaching and
learning.
Provide quality Multi-disciplinary teaching &
learning
Implementation Schedules
Measures of success
3 years
6 years
6 news programmes
1100 students enrolled and trained
6 curricula developed and 5 reviewed
2
295
2 developed
5 reviewed
4
675
100 % compendia development
40 % coverage
100 % case studies documentation
40 % coverage
100 % audio-visual materials development
40 % coverage
20 students’ innovations
20 top awards to students & lecturers
100 % evaluations & feedbacks for both
students and staff
100 % coverage of experiential learning
At least 30 % of the courses are multidisciplinary
6
6
40 %
70 %
coverage
70 %
coverage
70 %
coverage
13
13
70 %
40 %
10 %
70 %
20 %
4 developed
6
1
6
5
1
1
1
2
2
1
1
3
STRATEGIC PILLAR 2: RESEARCH AND INNOVATIONS
Implementation Schedules
Objectives
Measures of success
To conduct cutting edge and innovative
demand driven research
To keep abreast with advances in science
and technology in the forestry sector
To carry out research to address the
government’s economic and Millennium
Development Goals
To build capacity of staff and students to
conduct innovative research
To strengthen linkages between the faculty
and other research institutions
To enhance participation in national,
regional and global research programmes
To established on-farm demonstration and
research plots
3 years
6 years
Number of innovations (5 developed and
disseminated)
1
3
5
Number of publications in peer reviewed
journals
Number of promotions
Professor
Assoc. Professor
Senior Lecturer
Lecturer
Assistant Lecturer
Number of research grants
Number of awards won
Number of PhDs
30
60
9
2
2
4
5
4
2
1
2
4
6
7
7
6
4
2
4
6
8
1
8
6
6
3
6
1%
1
8
2%
2
10
3
3
1
4
2
1
7
4
1
8
5
1
2
4
6
8
10
1
2
4
6
2
3
4
6
6
9
8
12
3
1
24
24
6
2
3
3
8
3
3 technicians and 3% of the academic staff
trained
Academic staff
Technicians
Number of local, regional and international
research collaborations
Number of policy briefs addressing the goals
Number of innovations addressing the goals
A consultancy group established to address
MDGs
Number of research grants won on energy and
climate change
Number of new graduate programs developed,
approved & offered
Number of PhD and MSc. Students recruited
and trained (refer to the teaching and learning
pillar)
Number of innovation developed
Number of scientific publications
Number of postdoctoral students
Number of linkages established nationally,
regionally and globally
Number of collaborative research projects being
implemented
Number staff and students participating in
exchange programmes
Staff
Graduate students
Number of staff and students involved
Staff
Students
Number of research projects funded
Number of plots established and maintained
with the community
Number of innovations tried, established and
adopted
1
2
3
STRATEGIC PILLAR 3: OUTREACH
Objectives
Identify appropriate tools and methods for
forestry technology transfer
Establish and maintain effective
communication channels with farmers and
other stakeholders
Strengthen linkages between farmers and
research institutions
Implementation Schedules
Measures of success
Technologies transferred and adopted
Number of farmers adopting forestry technology
Frequency of contact with end users (physical,
media, etc.)
Farmer needs priority lists developed and
regularly updated
Feedback about technologies and innovation
from farmers
Establish demonstration plots
Provide in service training and short
courses
Number of farmer visits to research institutions
Number of established demonstration plots
Training packages developed and executed
Number of people benefiting from trainings
3 years
Technology
development
& transfer
Plan, design &
initiate
communicatio
n with farmers
and
stakeholders
Initiate and
implement
needs
assessment
Feedback
Initiated and
implemented
5
1
5
100
6 years
Technology
transfer
T
Improve and
scale-up
communicatio
n with farmers
and
stakeholders
Scale out
needs
assessment
Im
c
fa
s
Scaling out
feedback to
other farmers
10
2
10
M
s
to
200
U
re
fa
STRATEGIC INFRASTRUCTURAL ISSUES
1. ORGANISATION AND
MANAGEMENT
Objectives
Formation of a college
IMPLEMENTATION SCHEDULES
Measures of success
Organization structure
Allocation of resources
Fair and equitable distribution
Proper store management
Data base developed and used
To ensure effective information flow
Regular timely updates and
feedback and good working
relations
To motivate staff and students
Commitment of staff and students
towards their duties and targets
achieved on time
To review the organization structure of the
faculty
To strengthen collaboration
Timely and regular organization
reviews
Functioning MOUs (number of
exchanges, joint research projects,
visits, etc.
3 years
Finalize planning for
college formation
Regular Departmental
and committee minutes
and reports
Departmental targets
met (50%)
Operationalisation of the
data base
Joint working teams
developed
Regular reports from
different departments
Monitoring and
Evaluation
Staff performance
reports
Motivation programs
and packages
Conduct review
Identify and develop a
catalogue of potential
partners
6 years
Operational college
Regular reports of
department and
committee
meetings
Departmental
targets met (70%)
Operationalisation
of the data base
Joint working teams
developed
Regular reports
from different
departments
Monitoring and
Evaluation
Staff performance
reports
Motivation
programs and
packages
Implement revised
structure
Monitor and
evaluate MOUs
2. QUALITY ASSURANCE
Objectives
Measures of success
3 years
6 years
To acquire up to date teaching, learning,
research & outreach materials
To train and retool staff in pedagogical
skills
To train staff in technical writing skills
To fill vacant staff positions
To monitor & evaluate teaching & learning
50 % of the faculty budget secured
75 % of the faculty’s materials acquired
% of the staff trained
25 %
30 %
40 %
40 %
50 %
70 %
20 training seminars held
20 staff recruited & retained
100 % of instruments developed
6
10
100 %
14
20
100 %
Implementation of quality assurance policy
(100 % evaluation reports)
Implementation
initiated (100 %)
Policy functioning
efficiently (100 %)
Quality graduates (% of Graduates employed)
20%
40%
Measures of success
22 Academic staff recruited
12 Technical staff
10 Part-timers
3 years
12
8
10
6 years
22
12
10
3. HUMAN RESOURCES
Objectives
To recruit qualified staff (Academic &
technical)
To train all academic staff to PhD level
To expand financial resource base for
motivation & retention of staff
4. LIBRARY
Objectives
To Acquire information materials
To develop databases (hard & soft copies)
To enhance use of a digital library
5. INFORMATION
COMMUNICATION TECHNOLOGY
Objectives
To equip computer labs with up-to-date
computers
51 PhD holders
20% of the total faculty budget internally
generated
900 private undergraduates & postgraduates
students
20 consultancy services provided
40 in-service courses offered
20
5%
40
15 %
200 UG
65 PG
6
12
400 UG
130 PG
14
24
Measures of success
Information material acquired; New hard copy
book titles, E-resources (books and journals), the
numbers
3 years
2 E-books
6 years
4 E-books
60 New Book titles
120 New b
Number of databases developed and software
being accessed
Number of articles & reports uploaded
4
5
All articles and reports
by staff
All article
reports by
Number of individuals using the library
All staff & students
All staff &
Measures of success
A 1:1 staff to computer ratio attained
A 1:2 student to computer ratio attained for
undergraduates
A 1:1 student to computer ratio attained for
postgraduates
Number of electronic resources subscribed to
3 years
6 years
Target attained
1:3 ratio a
1:2 ratio attained
1:1 ratio a
Four journals
8 journals
1 in conference room
1 per lectu
10%
100%
50%
100%
3
100%
5
100%
To improve internet connectivity
Increased download speed
Increased bandwidth
Increased network points
Increased use of hotspots for wireless connection
Increased use of electronic boards
To enhance capacity of students and staff to
utilise ICT
To acquire software for data analyses
6. GENDER MAINSTREAMING
Objectives
To promote gender balance amongst staff
To promote gender balance amongst
students enrolment
To mainstream & streamline gender issues
in all LTR & O activities
Number of staff using e-learning
Number of staff and students trained and using
ICT
Number of software acquired and installed
Number of staff and students trained
Implementation schedules
Measures of success
At least 40 % of the total staff are female
At least 30 % of the total intake are female
students
At least 60 % gender awareness
100 % incorporation of gender issues in
modules
50 % research projects with gender components
50 % gender targeted outreach activities
7. LABORATORY SERVICES
3 years
20 %
10 %
6 years
40 %
20 %
20 %
40 %
40 %
70 %
20 %
20 %
40 %
40 %
Objectives
Measures of success
3 years
6 years
To equip teaching and research labs
(Biotechnology, Ecophysiology, Databank,
Wood science) for cutting edge and
innovative research
Furnish the labs we have currently
Research labs fully
equipped
All labs fu
equipped
Furnish the labs we have currently
Research labs fully
equipped
All labs fu
equipped
8. STAFF & STUDENTS SUPPORT
SERVICES
Objectives
To guide & counsel students and staff
To provide & maintain a clean & conducive
learning & working environment
To link students with potential employers
To link students with international
institutions
9. PHYSICAL INFRASTRUCTURE
AND DEVELOPMENT
Objectives
Construct annex building
Furnish the annex building
Improve and incorporate facilities for
PWDS
Measures of success
Students & staff counselled
3 years
As demanded
6 years
20 guiding session held
6
12
Daily cleaning of public areas & offices, & once a week for general cleaning
Level of cleanliness
Very clean, Clean, Tolerable, Dirty, Ve
100 % efficient & effective use of cleaning materials
One catalogue developed and updated annually
20 guest speakers invited
6
12
50 % graduates employed annually
One catalogue developed and updated annually
10 % of students/graduates joining
3%
6%
international institutions
Measures of success
Amount of staff office space acquired
Amount of space for teaching and learning
acquired (e.g. Library and Laboratories, wood
workshops)
-480 m2 office space acquired (40 offices)
-800 m2 space for 4 labs (each 20m x 10m)
-100 m2 of space for 2 specialised research labs
-A postgraduate research room
-1600 m2 space for 4 lecture room (each 20m x
20m)
Number of equipment acquired, used and
maintained (all rooms furnished with adequate
facilities and accessories)
Infrastructure to enable the disabled access
buildings established
3 years
-Architectural plan
developed and approved
6 years
Have a
complete
structure
-Resources mobilised
Lists of equipment
compiled and
procurement plans
developed
Facility provided
Equipment
purchased
utilised and
maintained
10. RESOURCE MOBILISATION
INVESTMENT AND FINANCIAL
MANAGEMENT
Objectives
To mobilise resources
Measures of success
Amount of resources mobilised
To ensure efficient management of
resources
Performance reports and rating
To establish investments
Number of investments established
and maintained
To implement transparent financial
management systems
Rate of financial reporting,
frequency of auditing
11. INTERNATIONALISATION
Objectives
Strengthen International collaboration
Innovative collaborative training and
research programs
Improve International visibility
Measures of success
Number of functioning MOU’s
with training and research
institutions
3 years
Establishment of
resource mobilization
unit
Build capacity for
resource mobilization
Develop guidelines on
resource mobilisation
Monitoring of resource
allocation
Auditing of various
units
Establish a plantation
forest
Acquire a natural high
forest
Revive FORESTECH
CONSULT
Acquire land for nursery
establishment
Prepare an investment
plan
Establish a management
team to run the
investments
Maintain financial
management systems
Enforce financial
discipline
3 years
Identify and develop a
catalogue of potential
relevant institutions
Sign MOU’s with at
least 50% of the
identified institutions
Number of joint research projects
and training programs
Number of people accessing the
website, maintaining an updated
website
Implement at least one
training program and
research project
Upgrading of the
website
Updating of the website
6 years
Monitor and evaluate
resource mobilization
programs
Auditing of various uni
Regular financial report
from units
Budget performance
reports
Maintain the acquired
investments
Purchase equipment
Capacity building in
finance management
(workshops, short
courses)
6 years
Sign MOU’s with
all identified
institutions
Monitoring and
evaluation
Identifying of
research and
training gaps
Upgrading of the
website
Updating of the
website
Uploading of
publications of staff
Hyper linkage with
relevant institutions
Staff student exchanges
Empowering Faculty of Technology to Meet
Emerging Development Challenges
Strategic Plan 2007/08-2017/18
May 2007
Uploading of
publications of staff
Hyper linkage with
relevant institutions
Table of contents
List of Acronym ............................................................................................................................. 1
FOREWORD …………………………………………………………………………………….2
1
INTRODUCTION ............................................................................................................ 3
1.1
1.2
1.3
Key Achievements During Strategic Planning Period 2000/01 – 2006/07 ......... 3
Major Shortcomings ................................................................................................... 3
Context
2. MANDATE OF THE FACULTY OF TECHNOLOGY...................................................... 4
2.1
3
Mission Statement .................................................................................................... 4
FOT STRATEGIC DIRECTIONS ................................................................................. 6
3.1
Strategic direction relating to the strategic pillars of the University................ 6
3.1.1 Teaching and Learning............................................................................................ 6
3.1.2 Research and Innovations ....................................................................................... 8
3.1.3 Outreach .................................................................................................................... 9
3.2
Strategic direction relating to the key infrastructural support to the delivery
of the Faculty’s strategic purpose....................................................................................... 10
3.2.1 Organization and management ........................................................................... 10
3.2.2 Quality Assurance.................................................................................................. 11
3.2.3 Human Resources .................................................................................................. 12
3.2.4 Technology Library................................................................................................ 13
3.2.5 Information Communication Technology .......................................................... 14
3.2.6 Gender Mainstreaming in FOT ............................................................................... 15
3.2.7 Laboratory services ................................................................................................ 15
3.2.8 Staff and Student support services ...................................................................... 16
3.2.9 Physical Infrastructure and Planning ................................................................. 17
3.2.10
Resource Mobilization, Investment and Financial Management................ 18
3.2.11
Internationalization ........................................................................................... 19
3.3
Indicative Student Enrolment By Year ................................................................. 20
3.4
Indicative Income By Year ...................................................................................... 20
3.5
IMPLEMENTATION SCHEDULE
………………………………………………………………...20
List of Acronym
ICT
Information and Communication Technology
Mak
NCHE
NEPAD
PWDs
QA
STI
Makerere University
National Council for Higher Education
New Partnership for African Development
Persons with Disabilities
Quality Assurance
Science and Technology Innovations (STI)
SWOT
Strength/ Weaknesses/ Opportunities and Threats
CREEC
TDTC
TECO
Gatsby
Centre for Research in Energy and Energy Conservation
Technology Development and Transfer Centre
Technology Consults Ltd.
Gatsby Uganda Ltd
1
FOREWORD
During the period of the outgoing Strategic Plan 2000/2001-2006/7 the
Faculty of Technology successfully implemented various strategic
initiatives in the domains of teaching and learning, research and outreach
which led to increased support from our development partners. That
period saw a number of achievements made, including introduction of 4
new programmes, introduction of PhD training, development of a
research culture, enhancement of international linkages and collaboration
among others. There were also major improvements in the governance
structure of the Faculty. Most of these achievements were made possible
by enormous support from development partners. Constraints still
remain, particularly inadequacy of space, poor laboratories, high staff turn
over and others.
The successor Strategic Plan aims at consolidating these achievements and
positioning the Faculty within Makerere University and beyond to meet
emerging developmental challenges. During the preparation and
formulation of this plan, an all-inclusive and consultative approach was
adopted. This approach ensured that the process was consultative and
participatory, involving key stakeholders such as teaching and nonteaching staff, student representatives, representatives of key stakeholder
organizations including the Uganda Institution of Professional Engineers
(UIPE), Uganda Society of Architects (USA), Uganda Institution of
Surveyors, Uganda National Association of Building and Civil
Engineering Contractors (UNABCEC), alumni, as well as members from
the public and private sector. It is, therefore, envisaged that both the
process and outcome of the final Strategic Plan will be fully owned by the
key stakeholders.
The Strategic plan articulates the mission, the goals and core values of the
Faculty of Technology within Makerere University.
With this strategic plan, the Faculty of Technology can boldly look into the
future as a key provider of the best technological resources in the region.
My deepest gratitude goes to all those, who have participated in
brainstorming sessions and eventual development of this strategic plan.
Assoc. Prof. Barnabas Nawangwe
DEAN
2
INTRODUCTION
This strategic plan marks the beginning of a new era in the history of the Faculty
of Technology. As underlined by the Makerere University Strategic Planning
retreat held in February 2007 at Mukono, and the Faculty of Technology Strategic
Planning and Curriculum Review retreat held at Ridar Hotel, Seeta in April 2007
the new strategic plan 2007/08-2017/18 will address not only the core activities
of teaching, research and outreach but will also endeavour to tackle key cross
cutting issues such as quality assurance, ICT, laboratory infrastructure,
innovation, human resource development, library services and physical
infrastructure as well as gender mainstreaming. The emerging universities
within the country and the proposed formation of colleges are taken into account
when formulating this strategic plan.
Specifically, the strategic plan seeks to address the emerging challenges of
national and regional development, including lack of energy, inadequate road
infrastructure, water resources management, fast urbanisation and others.
Key Achievements During Strategic Planning Period 2000/01 – 2006/07
The following were the key achievements during the previous strategic planning
period:








Student enrolment increased from 800 to 2000
PhD programmes were launched
4 new undergraduate programmes were launched
International links were enhanced
Research culture was institutionalised
Number of staff with PhD increased by 30%
Enrolment of female students constitutes more than 25%
TDTC and CREEC were established
The factors which led to these achievements included the following:
 Support of development partners including Sida/SAREC, NUFU,
NORAD, Italian Government and others
 Improved quality of staff
 Favourable employment climate for graduates
 University policy on recruitment and promotion of staff
Major Shortcomings
The major shortcomings included the following:
 High staff turnover
 Limited laboratory exposure
3
 Limited number of publications in peer reviewed journals
 Insufficient practical exposure
The following were the major constraints faced:





Poor remuneration and employment terms
Poor staff welfare
Poor or obsolete laboratory equipment
Inadequate laboratory space
Insufficient field attachment
1.3 Context
We are living in an ever changing world. The pace of technological development
has increased tremendously with the new advances in ICT. Engineering and
other aspects of technology are very much influenced by the new advances in
ICT. The engineers were train must be able to work in any place on earth and
they should therefore be equipped with the latest knowledge and skills in ICT.
Globalisation also means that graduates must be conversant with the ever
changing geopolitical situation in the world. They must hence be equipped with
knowledge on socio-political dynamics of society. This is the context within
which the new strategic plan is designed.
2. MANDATE OF THE FACULTY OF TECHNOLOGY
The mandate of the Faculty of Technology falls within the overall mandate of
Makerere University, i.e.
(d) the provision of higher education , promotion of research and advancement
of learning; and
(e) dissemination of knowledge and giving opportunity of acquiring higher
education to all persons including persons with disabilities wishing to do so
regardless of race, political opinion, colour, creed, or sex;
(f) the provision of accessible physical facilities to the users of the Public
University
2.1
Mission Statement
To produce world class graduates with specialised skills but equipped with holistic
knowledge through the provision of high quality Technological Education and
Training, Research, Professional Services and Innovation for Sustainable
National and regional Development.
In striving to fulfil the above the Faculty will adhere to core values provided
for in the national code of ethics and those adopted by the University.
4
The following quotation from Kofi Annan former Secretary General of the
United Nations best illustrates the mission and strategic position of the Faculty of
Technology:
"We will have time to reach the Millennium Development Goals – worldwide
and in most, or even all, individual countries – but only if we break with
business
as
usual.
We cannot win overnight. Success will require sustained action across the entire
decade between now and the deadline. It takes time to train the teachers, nurses
and engineers; to build the roads, schools and hospitals; to grow the small and
large businesses able to create the jobs and income needed. So we must start
now. And we must more than double global development assistance over the
next
few
years.
Nothing
less
will
help
to
achieve
the Goals.“
The diagram below illustrates contribution of the Faculty to achieving the
millennium development goals (MDG).
RESPONSE OF FOT RESEARCH THEMES TO MDG
Achieve
Universal
Primary
Education
ARCHI
TECTURE,
PLANNING
AND
URBANISM
Promote
gender
Equality and
Empower
women
ENG
MATERIALS
Eradicate
Extreme
Poverty
and Hunger
ICT AND
GIS
NATURAL
RESOURCES
ENERGY
INFRASTRUCTURE
AND LAND
Ensure
environmental
sustainability
5
FOT SWOT ANALYSIS
INTERNAL
Strengths
EXTERNAL
Opportunities
 Leading provider of engineering and
technology education
 High quality of students (top brains)
 High quality of staff
 Goodwill of government, donors and
other stakeholders
 Conducive academic environment
 Capacity for research is high
Weaknesses






Many staff still without PhD
High staff turnover
Inadequate laboratory and studio space
Inadequate staff office space
Poor state of laboratory equipment
Poor terms of service
 High demand for technical programmes
Technological advances (ict)
Fast growing industrial , building and
service sectors
Oil discovery
Competitive advantage (govt. Policy on s&t
training)
Donor goodwill
Challenges




New competitors on the block
Low public funding
Low level of technological development
More competitive private
sector employers
FOT STRATEGIC DIRECTIONS
Strategic direction relating to the strategic pillars of the University
Teaching and Learning
The teaching and learning provision is one of the core functions of
Makerere University. Teaching and learning forms the core
transformation processes through which the university students are
transformed into graduates with value added to them. These graduates
have to be relevant in the world of work and Society at both national and
global levels. The strategic plan for higher education 2003-15 calls for
expansion of supply capacity by higher education institutions to increase
access opportunities to those eligible. The Government of Uganda has
called for the tripling of enrolment of students in engineering and
technology disciplines within the next ten years.
Goals
6
1. To provide a teaching and learning environment that assures superior
experience to both the learners and the academic staff
2. To produce graduates relevant to the world of work and society at
both local and international levels
3. To increase the supply capacity of the Faculty to provide increased
access opportunities to meet increasing demand for higher education
at national level
Objectives
d) To integrate ICTs and gender in teaching and learning and provide
high quality and a variety of relevant and up-to-date teaching and
learning materials
e) To provide academic programmes that impart both subject matter
knowledge and skills and specialised and generalist skills
f) To integrate ethics and entrepreneurship courses in all programmes
g) To promote collaboration with stakeholder institutions in the
design of academic programs
h) To strengthen industrial training/internship attachment
i) To operationalise the semester system and introduce a modular
arrangement
Measures of success
a) Increased use of advanced technologies in teaching and learning
b) Increased use of tutorials and laboratories in teaching
c) Students evaluation of the effectiveness of the lecturer’s teaching
d) Availability of lecturers outside the classroom for student
consultation
e) Improvements in industrial and field attachments
f) Full implementation of the semester system
g) Number of programmes accepting credit transfers
h) Diversified assessment strategies
i) Market survey and research reports
j) Number of programs designed on collaborative basis with other
institutions such as the private sector
k) Number of programs whose curricula has been reviewed to
integrate generalist skills such as communication and problem
solving skills
l) Number of courses and programmes engendered
m) Introduction of new programmes and increase in enrolment
7
Research and Innovations
Research is the mechanism through which universities become locus of
scientific discoveries that drive national economies forward. Research is,
therefore, a pillar of both institutional and national development.
Makerere University is one of the few universities in the country
significantly engaged in research. Makerere University is uniquely
positioned among public universities to differentiate itself from other
institutions by advancing basic and applied research in both the
humanities, S&T and the related innovations.
The effective application of scientific knowledge and the ability to
innovate is now recognized to be one of the key sources of growth and
competitiveness in the global economy. Even though innovation is often
used in connection with cutting-edge scientific discoveries and high-tech
enterprises such as semiconductor fabrication, the term can describe more
broadly use of new and existing knowledge to do things better. It refers to
changes in techniques, approaches, technical activities or technologies to
produce a new or improved product or service.
Goal:
1. To enhance knowledge generation and access with a view to
consolidating the position of the Faculty and Makerere University as the
research university of Uganda and beyond
2. To promote generation of Science and Technology Innovations (STI) and
their accessibility to Ugandan society with a view to improving the
welfare of the nation.
Objectives
f) To increase the visibility of Faculty research centres such as TDTC and
CREEC
g) To increase the quantity and quality of research output taking into
consideration the basic and applied research portfolio.
h) To strengthen the research coordination system for better
management of the research value chain
i) To increase the ratio of graduate students to under graduate students
in favour of graduate students
j) To increase the entrepreneurship ability of staff and students by
incubating ideas in areas such as alternative energy solutions, use of
intermediate technology and software development for adoption by
the private sector
8
k) To lobby for increased funding to FOT research and institute
competitive grants
l) To Mainstream gender and actively involve women and special needs
groups in all STI activities in order to ensure that resultant impacts are
evenly spread across all sections of society
m) To promote the use and application of traditional, conventional and
emerging technologies for sustainable development.
n) To mainstream gender in research functions of the Faculty
o) To establish more specialised research centres with the FOT
Measures of success
a) Increased number of research outputs such as journals, patents ,books
and other publications.
b) Increased number of competitive research awards
c) Increased number of technology exhibitions
d) Increased number of staff publishing in peer reviewed international
journals
e) Increased citations of staff publications as reflected by the citation
indices
f) Increased number of publications on the world wide web
g) Increased number of students enrolled on the masters and PhD
programs
h) Number of publications produced per researcher
i) Number of academic staff undertaking sabbatical leaves for research
and scholarly writing
j) Increased number of women and other special interest groups
involved in research activities
k) Amount of revenue generated from the sale of intellectual property
l) The amount of revenue generated from Science and Technology
consultancies;
m) Number of enterprises incubated from Mak STI initiatives.
n) Technology parks established
Outreach
Outreach & community development as a pillar at Makerere is driven by the
following considerations: the underdevelopment of Uganda is a serious threat to
the global economy, trade, and public- and environment-health system. The
United Nations (UN) and Africa’s New Partnership for African Development
(NEPAD) have echoed the need for Universities and higher education
institutions in Africa to implement curricula that produce a new generation of
all-round graduates with blended entrepreneurial, vocational & intellectual
competences to act as nuclei for change. Universities have a social obligation for
knowledge generation and transfer. Transformation of knowledge and
technologies for use by society particularly in liaison with the private sector
should be a commitment for the FOT within Makerere.
9
Goal:
To enhance the capacity of the Faculty to link with and service community,
private and public sectors and other engineering and technology institutions.
Objectives
d) To improve the visibility of FOT in Outreach & Community Development
e) To improve Government access to pro-policy services, knowledge &
advice from FOT
f) To improve Community access to knowledge and skills, advice,
technology & innovations from FOT
g) To enhance FOT competitive position as a technology development &
referral institution for vocational & community development
h) To harmonise and institutionalise outreach service and consultancy
coordination
i) To further develop and consolidate TDTC and TECO capacity for
consultancy and outreach services
j) To engender all outreach programmes
k) To develop short GIS courses for researchers and practitioners.
Measures of Success
a) Strengthened coordination and increased volume of consultancy and
outreach activities
b) Number of E-Journals in use as part of communication strategy
c) Outreach strategy and policy available
d) Increased number of government policies influenced
e) Increased number of career guidance sessions
f) Number of visitors to technology exhibitions
g) Number of outreach programmes engendered
Strategic direction relating to the key infrastructural support to the delivery
of the Faculty’s strategic purpose
Organization and management
The Faculty of Technology will be guided by the overall policies of the
University, particularly with regard to governance, Quality Assurance,
Gender mainstreaming, etc. FOT will embark on transforming herself into a
College of Engineering, technology and Design in collaboration with MTSIFA
10
Goals:
1. To improve the management function so that it assures an efficient and
effective operational environment
2. To provide a gender responsive organizational environment
3. To improve the image of the FOT through aggressive publicity of its
achievements and outcomes
Objectives:
c) To restructure related academic units to build synergies, avoid
duplication, and make longer term disciplinary growth plans and fast
track the college formation.
d) To improve efficiency in management service
e) To establish a well-structured and regular information exchange link
between with the Centre focusing on issues of leadership and
management, and image building and marketing
f) To raise the FOT profile, image and reputation with the regular interaction
with varied media.
g) To build the capacity of leadership and management at all levels
h) To integrate gender into teaching, learning, research, student and staff
welfare, budgeting, public space, outreach and governance
Measures of success
(iii)
(iv)
(v)
(vi)
Constituent College established by 2009.
All FOT programmes internationally accredited by 2010.
Increased knowledge by Staff about, gender analysis skills and taking
initiative to integrate gender into their programmes and activities;
Application of best practices in promoting gender equity and equality
in engineering and technology education in Uganda.
Quality Assurance
The Faculty of Technology shares Makerere’s aspiration to be the leading
institution for academic excellence in the region. Key to achieving this
strategy is the development of an effective and efficient Quality Assurance
(QA) system underpinned by quality teaching, research and outreach services
relevant to life long learning and professional development.
The Universities and Other Tertiary Institutions Act, 2001 under Section 71
requires institutions of higher education to conform to the standards set by the
National Council for Higher Education.
11
Goal: To enhance the efficiency and effectiveness of the core activities of the
FOT.
Objectives
h) To increase the capacity to monitor academic performance in a systematic
manner and to implement the quality related decisions of the University
and FOT.
i) To enhance the FOT capacity for generating high quality and relevant
research output.
j) To provide and maintain high quality academic support systems and
infrastructures;
k) To continuously improve the QA system;
l) To secure professional guidance at the macro level in the area of
curriculum development
m) To enhance the integration of issues of equity and equality in the functions
of the Faculty
Measures of Success
a) A fully functional Student Support Service System in place
b) Percentage of employable graduates
c) Number of FOT programmes gaining accreditation by NCHE and
international organisations
d) A fully functional, effective, efficient and integrated QA system in place.
e) Number of publications in internationally refereed journals increased to at
least one per academic staff per year.
f) Number of publications in citation indices
g) Number of tracer studies carried out
h) Level of satisfaction of the management and staff of FOT
Human Resources
In the current knowledge based era human resources are the prime movers of
any institution, particularly a University. Staff recruitment and retention will
play a critical role in the delivery of the Faculty’s mission. Yet FOT is
constrained on issues of staff retention, remuneration and gender imbalances.
The staff evaluation mechanism needs to be streamlined.
Goal: To assure a high quality human resource base
Objectives:
g) To improve staff performance management system in the Faculty.
12
h) To improve staff recruitment and retention to match the students’
numbers.
i) To enhance staff capacity with a view to improving skills
j) To apprise newly appointed staff members of their roles and
responsibilities through training and induction.
k) To address gender imbalances, and implement guidelines for
incorporating gender into different Faculty functions.
Measures of Success:
a) Increasing number of induction and training programmes conducted
for all new appointed and promoted staff (including pedagogical
training)
b) Staff Student Ratios (SSR) in comformity with the National Council of
Higher Education (NCHE) and International guidelines realized
c) Reduced turnover in permanently appointed staff per personnel
category
d) At least 90% of positions in staff establishments filled by 2015.
e) Increased number of PhD holders.
f) Percentage of female in academic and non academic positions
increased to 40% by 2017.
g) Increased percentage of Female Academic staff with PhD’s.
h) At least 10% women scholars at Senior Lecturer level in the next 5
years;
i) At
least
10%
women
scholars
at
senior
levels
in
academics/administration in the next 5 years.
Technology Library
The library services play a crucial role in providing support to the teaching,
learning and outreach and the intellectual inquiry functions of a University.
The development of a specialised library as a branch of the main library will
go along way in enhancing the teaching and research functions
Goal: To improve the effectiveness and efficiency of the Technology
Library
Objectives
a) To increase and diversify information resources to cater for expanded
FOT programmes, research agenda and Quality Assurance
b) To expand space and facilities in the FOT library
c) To increase access to ‘Libraries without walls’
Measures of Success
13
a)
b)
c)
d)
e)
f)
g)
h)
Increased access and use of library services
Library moved into new and more spacious room
The Technology Library linked electronically to the Main Library
Number of books per student acquired under the Book Bank program
Number of e-journals and e- books acquired per student
Number of book titles and volumes per student
User satisfaction surveys undertaken periodically
Library expenditure per student
Information Communication Technology
Following adoption of the policy which laid out the strategy for
institutionalisation of ICTs in the University functions, ICTs have progressively
been implemented in the FOT functions. However, the Faculty is still
experiencing some constraints, including inadequacy of space for ICT labs. The
leadership for e-learning is also weak. Accessibility by members of staff is still
inadequate.
Goal:
To promote an enabling environment for Faculty of Technology to advance in
academic excellence and innovations.
Objectives
a) To harness ICTs to improve teaching, learning, research and outreach
b) To increase access to ICT facilities in the Faculty
c) To improve the capacity of staff and students in ICT use
d) To develop an ICT sustainability strategy for the Faculty
e) To harness ICTs to improve administration and management
f) To harness ICT to improve marketing and public relations
Measures of success
a) Improved staff and student ratios to computers
b) 24hr access to computers and internet
c) Optimal availability of computers determined based on use per unit time
d) ICT facilities accessible and utilized on a regular basis
e) Increased number of Staff and students with ICT skills
f) Gender mainstreamed in all ICT services
g) Automation of all academic and non academic support services
h) increased used of IS evidence based decision making
i) Number of staff and students trained in ICTs
j) All staff and students operating with institutional e-mail account
k) The staff and students exhibit high level of motivation for access to
information and technology use
l) Number of courses integrating e-learning modes
14
m) Increased visibility of FOT on the web.
3.2.6 Gender Mainstreaming in FOT
There is need to continue integrating gender mainstreaming in the Faculty
functions and policies. Further, there is need for the Faculty to operationalise
and strengthen the FOT Gender Mainstreaming Sentinel Site.
GOAL
Reposition the Gender Mainstreaming sentinel site to excel in providing a
gender responsive organizational environment and to integrate gender into
all the Faculty functions.
OBJECTIVES
c) To reposition the Gender Mainstreaming Sentinel site for enhanced
effectiveness in service delivery.
d) To promote gender responsive organizational culture in FOT
MEASURES OF SUCCESS
a. Departments able to mainstream gender in their activities with
minimum support;
b. Number of departments mainstreaming gender in their
programmes by 2018
c. Number of students of FOT able to initiate and implement gender
related activities with minimum support;
d. Number of gender related activities implemented by the students
by 2015
e. Sentinel site fully established and operational
f. FOT as an outstanding role model of a best practice in promoting
gender equality at Makerere and beyond by 2018
Laboratory services
Laboratory and workshop training are key to science and technology
education.
The revamping of laboratory education & services in FOT is urgent. The
Faculty must establish internationally recognized laboratories to guarantee
internationalization, vocationalisation, entrepreneurship development,
referral laboratory outreach services. It should be noted that the cost of
technical education is dependent upon the quality and effectiveness of labs.
Goal:
15
To revamp and upgarde Laboratory Services as a pillar for producing highly
skilled graduates with blended intellectual-vocational-entrepreneurial
capacity to transform society
Objectives
a) To enhance the organization & management of laboratory facilities in the
Faculty
b) To increase and equip central & unit laboratories for specialized applied &
basic research, teaching and learning.
c) To revamp and modernise workshops for effective training and outreach
service delivery.
Measures of Success
a) FOT Laboratory Facility System strategic plan in place & implemented
b) Laboratory services & laboratory education policy in place & operational
c) Laboratory Technology staff employment policy reviewed
d) Better coordination and rationalization of procurement to minimize
delays, wastage, and duplication
e) Equipment maintenance policy and regulations in place
f) Laboratory maintenance units in place & laboratory staff retooled in
maintenance and improved maintenance culture.
g) Laboratory equipment production units established and operational
h) FOT laboratories and workshops accredited by UNBS
i) Increased gender balance in laboratory management and staffing
Staff and Student support services
FOT will endeavour to promote an environment that will strengthen student’s
participation, increase staff retention, and facilitate lifelong learning.
Goal
To enhance the academic and social development of FOT staff and students
Objectives
e)
f)
g)
h)
i)
To create a positive environment for staff and students
To provide accessible multi purpose facilities for staff and students.
To expand web-based services
To empower students with leadership, cognitive, study and life skills.
To promote student activities in governance and welfare.
16
j) To provide robust support and guidance to national and international
students.
k) To provide orientation programmes with high quality information, advice
and on the Faculty functions and environment.
Measures of Success:
a) Student and staff facilities increased and improved
b) Increased staff and student’s satisfaction of services provided by the
University.
c) Increased number of staff and students using the services.
d) Number of staff and students actively participating in more than one Faculty
activities.
e) Improved Faculty environment that promotes cultural diversity among staff
and students
f) Increased number of staff and students satisfied with the welfare services and
amenities at the Faculty.
Physical Infrastructure and Planning
The physical facilities in educational institutions provide the requisite teaching,
learning and research environment. Hence, the quality of education and training
provided by any institution is largely dependent upon the quality of the facilities
available.
Goal
To assure improved utilisation of physical space in the FOT buildings.
Objectives
f) To review, adopt and implement FOT Physical Development Plan
g) To raise sources of funding for further physical infrastructure
development
h) To improve access to FOT facilities by students and staff with disabilities.
Measures of Success
a) Visible transformation of the physical environment
b) An updated, approved and implementable Physical Development Plan
c) Expanded and refurbished lecture and laboratory space
d) Streamlined central timetabling of academic activities for optimal space
use per unit of time
17
Resource Mobilization,
Management
Investment
and
Financial
The effective and efficient delivery of the Faculty’s mandate ultimately depends
on the Faculty’s capacity to marshal financial resources to muster the necessary
human and physical resources in sufficient measure. The Faculty faces the same
constraint of inadequate funding as does the rest of the University. Efforts will be
geared towards mobilising resources from Government, development partners,
privately sponsored students, alumni activities, consultancy etc.
Goal:
(i)
(ii)
To widen the Faculty financial resource base.
To streamline the financial resource allocation mechanism
Objectives:
a) To improve the capacity of the FOT to be entrepreneurial in developing a
comprehensive income generating plan.
b) To build capacity for FOT to be innovative in resource mobilisation
c) To take advantage of the University’s investment policy
d) To further develop a transparent financial management and resource
utilisation mechanism.
e) To raise the level of funding realized from tuition
f) To engage Government to continue contributing to the Faculty’s resource
base
g) To increase the level of funding realized from other sources such as
foundations, alumni and the private sector
h) To promote gender budgeting in the Faculty’s budget system for equitable
resource sharing
i) To improve the budgeting system with a view to making it performance
based
Measures of Success
a) Government funding sustained and increased
b) At least 1 major alumni gift per annum (between 2009 -2015) received
from newly-cultivated prospects.
c) Number of new partnerships forged and awards signed.
d) Percentage of alumni response to initial contact.
e) At least 10% contribution to the Faculty’s annual budget from alumni and
new prospects.
f) Comprehensive alumni and prospect databases.
g) Number of alumni and other prospected donors who have made at least
one donation to the institution.
h) Income generating plans established
18
i) A harmonized financial management system with operational linkages to
the Centre
j) Measures established by Finance Department to enforce timely transfer of
funds to the units
Internationalization
Owing to the imperatives of globalization and the value that
internationalization adds to higher education institutions, universities all
over the world are increasingly becoming conscious of the need to
integrate internationalization in their core functions of teaching, research
and service provision. Attraction of international staff and students is in
some cases dependent on the unique aspects of the University curricula
that are not easily attainable elsewhere. Further, it helps to enrich and
enhance the teaching and learning experience through sharing of
experiences by the faculty and students from diverse national contexts.
Internationalization is manifested in various forms, namely: admission of
foreign students; integration of the international perspective in teaching,
learning and research; franchising of programs in foreign countries and
setting up of branch campuses in other countries
Goals
(i)
(ii)
To provide international experience to staff and students in
teaching, learning, research and service provision.
To contribute to the financial sustainability of the University
and Faculty.
Objectives
e) To establish a FOT international relations office.
f) To increase the number of staff and students exchange visits
between Makerere and other international institutions.
g) Gender initiatives mainstreamed into the Faculty’s drive to
internationalise staffing, students and programmes.
h) To increase the size of the international student body to 5% by 2017
i) To integrate the international perspective into the Faculty’s
teaching, learning, research and outreach functions
j) To provide up-to-date and relevant information about the Faculty’s
programmes and environment to international prospectors
Measures of success
a) Increased number of foreign students in the student body
b) Increased number of foreign staff in the FOT staff body
c) Increased number of Makerere staff serving international bodies
19
d) Number of initiatives gender mainstreamed
e) International and regional programs designed and operational
f) Increased number of university faculty in international universities
on staff exchange programs
g) Increased number of faculty who use international examples in
teaching delivery
h) Increased number of research collaborative linkages
i) Recess schools established
j) Number of programs accredited internationally
k) Increased share of Faculty revenue from the Faculty’s international
initiatives.
l) Website uploaded with relevant and up to date information
Strengthened and efficient International relations office
Indicative Student Enrolment By Year
YEAR
2008
2009
2010
2011
2012
2013
2014
2015
2016
2017
TOTAL
2000
CUM. % INCREASE
5%
2200
2300
2400
2500
2600
2700
2800
2900
3000
10%
15%
20%
25%
30%
35%
40%
45%
50%
ASSUMPTION
NEW PROGRAMMES STARTED,
FACILITIES IMPROVED
DO
DO
DO
DO
DO
DO
DO
DO
DO
Indicative Income By Year
YEAR
2008
TOTAL
1.47 BN
CUM. % INCREASE
5%
2009
2010
2011
2012
2013
2014
2015
2016
2017
1.54 BN
1.61 BN
1.68 BN
1.75 BN
1.82 BN
1.89 BN
1.96 BN
2.03 BN
2.10 BN
10%
15%
20%
25%
30%
35%
40%
45%
50%
ASSUMPTION
NEW PROGRAMMES STARTED, FACILITIES
IMPROVED, UNCHANGED FEES
DO
DO
DO
DO
DO
DO
DO
DO
DO
20
21
Implementation ScheduleS
a) Teaching and Learning
Objectives
Measures of Success
To integrate Gender and ICT in teaching and
learning
To provide programmes that impart knowledge,
and specialised and general skills
No. of programmes engendered
No. of courses using e-learning
No. of programmes with tutorials and labs
No. of programmes whose curricula has been
reviewed to incorporate generalist skills
No. of programmes which have integrated
courses on ethics
No. of programmes which have integrated
courses on entrepreneurship
No. of programmes designed/reviewed on
collaborative basis with stakeholder institutions
No. of seminars/conferences organised with/for
stakeholder organisations
No. of industrial partners supervising students
on industrial training
To integrate ethics and entrepreneurship courses
in all programmes
To promote collaboration with stakeholder
institutions in the design of academic
programmes
To strengthen industrial training/internship
attachment
Implementation Schedules
3
6
9
10
years years years years
22
b) Research and Innovations
Objectives
Measures of Success
To increase visibility of research centres such as
CREEC and TDTC
To increase quality and quantity of research out-put
No. of conferences and exhibitions held
No. of visitors to the centres
No. of research out-puts such as journal
articles, patents and books
No. of staff publishing in peer reviewed
journals
Appoint a research and graduate student
coordinator
Create data base of researchers at the
Faculty
No. of staff and students registering
patents
No. of staff and students receiving awards
for innovation
No. of research proposals engendered
No. of women winning research grants
No. of technological innovations
transferred to the private sector
Amount of revenue generated from S&T
consultancies
To strengthen the research coordination system
To increase the entrepreneurship ability of staff and
students
To mainstream gender in the research functions of the
Faculty
To promote use and application of indigenous,
conventional and emerging technologies
Implementation Schedules
3
6
9
10
years years years years
c) Outreach
23
Objectives
Measures of Success
To increase the visibility of FOT in outreach and
community development
No. of consultancy and outreach
projects
No. of visitors to Technology
exhibitions
No. of Government policies influenced
No. Of seminars held with Government
officers
Outreach policy and strategy finalised
Visibility on the website increased
Obtain institutional approval of TDTC
No. of training programmes for TECO
staff and consultants
No. of outreach programmes
engendered
No. of women participating in outreach
and consultancy projects
To improve Government access to pro-policy services,
knowledge and advice from FOT
To enhance FOT competitive position as a technology
development and referral institution
To further develop and consolidate TDTC and TECO
capacity for consultancy and outreach services
To engender all outreach programmes
Implementation Schedules
3
6
9
10
years years years years
24
d) Organisational Management
Objectives
Measures of Success
To fast track college formation with MTSFIA
Constituent college formed by 2009
To improve efficiency in management services
Increased use of ICT in management functions
Institute regular surveys of customer
satisfaction
Weekly electronic journal launched
Faculty website regularly up-dated
Regular exhibitions and conferences organised
Increased interaction with the media
No. of leadership and management seminars
held for the leaders and managers
To establish well-structured and regular
information link with departments and staff
To raise FOT profile , image and reputation
To build the capacity of leadership and
management at all levels
To integrate gender in all FOT activities
Implementation Schedules
3
6
9
10
years years years years
No. of awareness seminars held for staff
No. of women in leadership and management
positions
e) Quality Assurance
25
Objectives
Measures of Success
To increase the capacity to monitor academic performance in a
systematic manner and to implement the quality related decisions
of the University and FOT
A fully functional Student
Support Service System in
place
Percentage of employable
graduates
No. of publications in citation
indices
No. of publications in
internationally refereed
journals
Student support system in
place
No. of staff with personal
computers
No. of programmes accredited
by NCHE
No. of programmes reviewed
by professional bodies
Level of satisfaction by
management and staff
To enhance the FOT capacity for generating high quality and
relevant research output
To provide and maintain high quality academic support systems
and infrastructures
To secure professional guidance at the macro level in the area of
curriculum development
To enhance the integration of issues of equity and equality in the
functions of the Faculty
Implementation Schedules
3
6
9
10
years years years years
f) Human Resources and Gender Mainstreaming
26
Objectives
Measures of Success
Implementation Schedules
3
6
9
10
years years years years
To improve staff performance management
system in the Faculty.
To improve staff recruitment and retention to
match the students’ numbers
Reduced turnover in permanently appointed staff
per personnel category
To enhance staff capacity with a view to
improving skills
At least 90% of positions in staff establishments
filled by 2015
Increased number of PhD holders
Number of induction and training programmes
conducted for all new appointed and promoted
staff
To apprise newly appointed staff members of
their roles and responsibilities through training
and induction.
To address gender imbalances, and implement
guidelines for incorporating gender into
different Faculty functions
To promote gender responsive organizational
culture in FOT
Percentage of female in academic and non
academic positions increased to 40% by 2017
At least 10% women scholars at Senior Lecturer
level in the next 5 years
At least 10% women scholars at senior levels in
academics/administration in the next 5 years
g) Laboratory,Library and ICT
27
Objectives
Measures of Success
To increase and diversify information resources to cater for
expanded FOT programmes, research agenda and Quality
Assurance
Increased access and use of
library services
No. of book titles per
student
Library moved into new and
more spacious room
To expand space and facilities in the FOT library
To increase access to ICT facilities in the Faculty
To improve the capacity of staff and students in ICT use
To harness ICTs to improve teaching, learning, research and
outreach
To enhance the organization & management of laboratory
facilities in the Faculty
To increase and equip central & unit laboratories for specialized
applied & basic research, teaching and learning
To revamp and modernise workshops
h) Infrastructure, Staff and Student Support services
Implementation Schedules
3
6
9
10
years years years years
Improved staff and student ratios
to computers
24hr access to computers and
internet
No. of staff and students with
ICT skills
No. of staff and students trained
in ICT skills
No. of courses integrating elearning modes
Lab equipment maintenance
policy and regulations in place
FOT labs accredited y UNBS
28
Objectives
Measures of Success
To increase physical space for labs, workshops
and lecture rooms
To improve access for persons with disabilities
Extension of the building
To create a positive environment for staff and
students
Student and staff facilities increased and
improved
Increased number of staff and students using the
facilities
No. of staff and students participating in Faculty
functions
To promote student activities in governance
To provide orientation programmes with high
quality information, advice
Implementation Schedules
3
6
9
10
years years years years
Facilities for persons with disabilities put in
place
Student professional organisations supported
financially
Brochures and handbooks distributed to
students during orientation week
Staff meeting students during orientation week
29
APPENDIX
PROPOSED COLLEGE STRUCTURE
School of
Architecture,
Design
and Physical
Planning
SCHOOLS
School of Civil
and
Environmental
Engineering
DEPTS DEPTS
Affiliated/
Specialised
INSTITUTES
General
INSTITUTES
Institute of
Housing &
Human
Settlement
Institute of Water
Resources
Research and
Management
Institute of
Physical
Planning
Institute of Civil
Engineering
Materials
Research
Institute of ICT
& Mathematics
In Engineering
Institute of
Property
Studies
School of
Geomatics
and
Land
Management
School of
Electrical
and
Electronics
Engineering
DEPTS DEPTS DEPTS
Institute of
Mining
And
Chemical
Engineering
Institute of
Geographical
Information
Systems (GIS)
MAKERERE UNIVERSITY
1.69
1.70
1.71
INSTITUTE OF ADULT AND
CONTINUING EDUCATION
30
School of
Mechanical
and
Industrial
Engineering
Institute of
Energy
Research
(CREEC)
Institute of
Intermediate
Technology
1.71.1.1.1.1 STRATEGIC PLAN
2007/08 - 2017/18
Build Professionalism in and Increase Access to Quality
Adult, Community, and Distance Learning Opportunities,
Research and Services Responsive to National and Global
Needs
31
TABLE OF CONTENTS
LIST OF ACCRONYMS
1.0 INTRODUCTION
2.0 BACK-TO-THE-FUTURE ANALYSIS
2.1 Human Resources Development
2.2 Management System and Management Information System of the Institute
2.3 Improvement of Physical Facilities and Use of ICT
2.4 Improved Income Generation and Resource Mobilisation
2.5 Definition of Training Needs In the IACE Disciplines
2.6 Incorporation of Gender, Participation and Sustainability
2.7 Strengthening and Refining Training Programmes in IACE
2.8 Strengthening of IACE Capacity to Deliver its Programmes
2.9 Strengthening and Sustaining the Capacity for Research and Publication in
IACE
2.10 Networking and Linkages
2.11 Lobbying And Advocacy
2.12 Lessons Learnt
3.0 THE PURPOSE OF IACE
3.1 Mandate of IACE
3.2 University Mission
3.3 IACE Mission
3.4 Underlying Principles
4.0 THE STRATEGY OF IACE
4.1 Environmental Scan
4.2 Assessment of Contextual Factors that Impact on the Performance of the
Institute
4.3 SWOT Analysis
4.4 Strategic Goals, Objectives and Strategies Addressing the University Strategic
Pillars
4.4.1 Teaching and Learning
4.4.2 Research and Innovation
4.4.3 Outreach
4.5 Support Infrastructure for Achieving the Strategic Goals and Maintaining the
Student Projection
4.5.1 Organisation and Management
4.5.2 Quality Assurance
4.5.3 Human Resources
4.5.4 Gender Mainstreaming
4.5.5 Information Communications Technology
4.5.6 Physical Infrastructure
4.5.7 Resources Mobilization, Investment and Financial Management
5.0 COORDINATION, MONITORING AND EVALUATION OF THE IACE
STRATEGIC PLAN
32
5.1
Teaching and Learning
5.2
Research and Innovation
5.3
Outreach
6.0 STUDENT PROJECTIONS
APPENDIX 1: ACADEMIC STAFF ESTABLISHMENT
33
LIST OF ACCRONYMS
AECS
Adult Education and Communication Studies
AfDB
African Development Bank
AVU
African Virtual University
BACE
Bachelor of Adult and Community Studies
CCE
Centre for Continuing Education
CDRN
Community Development Resource Network
CEEMS
Community Education and Extra-mural Studies
DE
Distance Education
DPPM
Diploma in Project Planning and Management
DVV
German Adult Education Association
EP
External Programmes
FEMA
Faculty of Economics and Management
I@Mak.Com
Innovations at Makerere Committee
IACE
Institute of Adult and Continuing Education
ICT
Information and Communication Technology
IDRC
International Development Centre Canada
ILO
International Labour Organisation
LitNet
Uganda Literacy Network
ODeL
Open, Distance and Electronic Learning
PGDACE
Postgraduate Diploma in Adult and Community Education
PGDME
Postgraduate Diploma in Monitoring and Evaluation
TESSA
Teacher Education in Sub-Saharan Africa project
UGAADEN
Uganda Adult Education Network
UNADOL
Uganda National Association for Distance and Open Learning
VedCo
Volunteers’ Efforts for Development Concerns
34
1.0 INTRODUCTION
The Institute of Adult and Continuing Education started in 1953 as the Department of
Extra-mural Studies to serve the three East African countries. In 1966 the Department
of Extra-mural Studies was restructured into the Centre for Continuing Education
(CCE). In 1992 CCE was elevated to the level of the Institute of Adult and Continuing
Education (IACE) with three departments: Community Education and Extra-mural
Studies (CEEMS), Adult Education and Communication Studies (AECS), and Distance
Education (DE). IACE currently has 21 academic staff members distributed among
the departments. However to meet the Institute mandate, there is need for at least 27
more academic staff to fill the existing positions. The Institute also has 50
administrative and support staff at various levels.
The Department of CEEMS is responsible for outreach to and training of communities
according to identified needs. The Department implements its programmes in all
parts of the country through nine regional centres situated in Arua, Gulu, Lira, Mbale,
Jinja, Kampala, Hoima, Fort Portal, and Kabale. Through these regional centres and
satellite centres established in collaboration with the communities, the Department
conducts short training courses for the community. Some of the courses on offer
include Public Administration, Financial Management, Project Planning and
Management and Management of Community Development Programme. In Kampala
the Department conducts one credit programme leading to the award of a Diploma in
Project Planning and Management (DPPM).
The Department of AECS mainly conducts professional training in adult and
community education. It originally offered the Diploma in Adult Education, which
was phased out in 19--, and replaced by the three-year Bachelor of Adult and
Community Education (BACE) programme. The programme is run both as a full-time
day and evening programme. In addition, the Department now runs a Masters in
Adult and Community Education (MACE) whose pioneer students are expected to
graduate in 2008.
The Department of Distance Education on the other hand conducts External
Programmes (EP). Since 1991 it has been running the Bachelor of Commerce (B.Com)
and the Bachelor of Education (B.Ed) programmes. In 2001 the Bachelor of Science
(External) and the Diploma in Youth in Development Work were introduced. The
main target for these programmes is working people who would like to acquire higher
qualifications without leaving their work place. With the exception of B.Ed, which
only admits teachers with Diploma certificates, the other programmes also admit ‘A’
Level leavers. These External Programmes have grown to a total population of nearly
6,500 from 246 admitted when the programme was first launched in 1991. In the new
strategic plan, the Department is seeking to exploit the full spectrum of distance
education which includes: Open Distance and e Learning (ODeL).
A Director heads the IACE and reports to the Vice Chancellor of the university while
the three departments are each led by a Head of Department who reports to the
Director of IACE. The highest policy making body of the IACE is the Board of Studies
1
of the IACE. There are also a number of Institute and Departmental committees that
are critical in the management of the Institute.
IACE is the leading and oldest adult education training institutions in Uganda. So, by
virtue of this position, it is a leader in the field of adult education/training in the
country, and in the provision of education using distance learning methodologies.
However, the Institute still needs to provide this leadership much more effectively
through innovative strategies.
2.0 BACK-TO-THE-FUTURE ANALYSIS
In the Strategic Plan of the Institute of Adult and Continuing Education 2000/2001 –
2004/2005 with vision, Excellence in the Provision of Adult and Distance Education for
Sustainable Development, a number of activities were proposed. Some were
implemented and for certain reasons others were not. The variance analysis was done
under the following sub-headings as they had been outlined in the Activity Schedule:
2.1 Human Resources Development
Out of the establishment of 48 academic staff, the Institute has 21 members on the
ground. This is a reduction by nine personnel since 2000. Out of the nine, one died,
four retired, one was transferred, and two resigned. None of those who have retired,
died, or resigned have been replaced. Due to the shortage of permanent staff, the
Institute utilises 10 Institute-employed staff in addition to the nearly 200 part-time
academic staff who participate in all the academic programmes offered by the IACE.
This reliance on Institute-employed staff and part -time staff does not always ensure
effective delivery of services and therefore necessitates a review of the current
establishment taking into account the needs and demands of the Institute programmes
and activities.
A total of eight (8) staff enrolled for PhD’s during the period; but only three (3) have
so far completed their programmes. In addition, 6 members of staff enrolled and
completed Masters Programmes in various fields. One (1) member of staff is currently
pursuing a Master’s Degree while eight (8) staff members attended different short
courses. See appendix 1 on current establishment and staffing.
A number of challenges made performance in this area difficult namely, minimal
funds from staff development for PhD scholarships, understaffing which makes it
difficult to release members of staff for full-time studies due to the excessive work
load, and incapacity to guide junior staff on what to study (because they utilize their
own funds) thus creating deficiencies of staff in certain areas.
2.2 Management System and Management Information System of the Institute
A number of milestones were reached under this area namely, institutionalization of
participatory management through the use of committees for decision making,
improved relationships within and without the Institute, improved student-staff
relationship, and regular meetings of the different committees.
The Institute however has a lot of improvement to make regarding the quality of the
meetings, team spirit, depersonalization of management systems, regular staff
2
appraisals, and enhancing the staff database. A lot of work is also needed in the area
of sensitization of staff on the various University policies and implications for their
implementation.
In addition, a number of strides were made in relation to integrating ICTs in the
information management systems. The Institute for example developed a website and
so did each of the Departments. In order to manage students’ records, the Institute
has been able to exploit ARIS although a lot could be done in this area.
2.3 Improvement of Physical Facilities and Use of ICT
Over the last seven years, the Institute has been able to rehabilitate the upcountry
centres of Jinja, Lira, Fort Portal, and Mbale and stocked them with ICT and Library
facilities. This was with support from Carnegie Corporation and I@Mak.Com
funding. At the main campus a lot has been done with regards to ICT. All Institute
offices are now connected to the Internet and networked and the Institute boasts of
two well stocked computer laboratories with a total of 50 computers. However,
improvement of infrastructure still presents a huge challenge to the Institute. The
main Institute block and most of the upcountry centres all need a facelift. In addition,
the space available at the Institute is far too inadequate for its current student and staff
population. A lot of space is still required.
The Institute had hoped to recover the CCE Complex main block, but this has not been
possible and is one of those issues still pending.
The Institute is also host to the African Virtual University (AVU). During this period
under review, the Institute had hoped to participate in the Bachelor of Computer
Science offered through the AVU but this was not possible. Also, although the
Institute had hoped that Makerere would become the Learning Centre for the
AVU/AfDB Teacher Education Project, this was also not possible; but a number of
Makerere staff participated as authors and reviewers of the learning materials being
developed for this project. This project has potential of enriching the learning
materials for BSc (External) programme.
2.4 Improved Income Generation and Resource Mobilisation
Though the Institute has not yet generated enough funds to cater for all its needs, a lot
of innovation and enterprise was exhibited in this area. In addition to funds generated
from tuition fees for the credit programmes, a substantial amount of funds was
generated through short courses, and sale of study materials. These funds were able to
cater for a proportion of the budget (which reached Shs 3bn in 2006/2007). The
Institute has also been contributing 41% of its budget to the University administration
over the last seven years. The Institute did not however do much as regards
competition for research grants, and consultancy.
2.5 Definition of Training Needs in the IACE disciplines
Efforts were made and are on-going to involve the various stakeholders in the review
of our academic programmes. The internship projects undertaken in the Institute
where local / organizational supervisors are involved in the evaluation of our
students is a clear indication of those efforts.
3
However, the inclusion of internship findings and students’ experiences in the
curriculum is still a challenge. In addition, identification of staff training needs and
matching them with IACE human resource needs is a problem.
2.6 Incorporation of Gender, Participation and Sustainability
Some progress was achieved in this area. The Institute has endeavoured to create a
gender-friendly environment for all its staff and students. The handling of (expectant)
mothers on our Distance Education programmes is a testimony to this. The Institute
has a gender sentinel site that helped to engender the allocation of restrooms at the
IACE and to engender distance education study materials; it however needs to
become much more active.
The ratios of female to male students in both credit (1:1.8) and non-credit (2:1)
programmes are almost equal while the staff female-male ratio stands at---. Efforts are
still being made to streamline gender issues in teaching so as to transform the whole
mindset of lecturers and students.
2.7 Strengthening and Refining Training Programmes in IACE
Three programmes (Bachelor of Adult and Community Education, Bachelor of
Education, and Diploma in Project Planning and Management) were reviewed; and
three other programmes introduced (Master of Arts in Adult and Community
Education, Bachelor of Science & Diploma in Youth in Development Work); and
Bachelor of Commerce streamlined with a new partnership of IACE and Faculty of
Economics and Management (FEMA).
Due to the inadequate staffing, several programmes that were supposed to have been
launched during this period were not launched. These programmes include:
Postgraduate Diploma in Adult and Community Education (PGDACE), Postgraduate
Diploma in Monitoring and Evaluation (PGDME), Postgraduate Diploma in Project
Planning and Management (PGDPPM), Bachelor of Labour Studies (BLS), External
programmes (LLB, BBA, BACE, M.Ed), Cert. ODeL, and short courses in Adult &
Communication Studies, as well as Media Support for Adult Education.
In 2005, all the Distance Education programmes were externally evaluated. This was a
major milestone for the Institute and the University as a whole because this was the
first time Makerere’s programmes were externally evaluated. As a follow up of this
major activity, the Department developed a policy framework which has now been
submitted to the Senate Programmes Committee for consideration.
2.8 Strengthening of IACE Capacity to deliver its Programmes
As reported in section 2.1, a number of staff are enrolled for graduate programmes
including PhDs, this has strengthened the Institute’s capacity to run its programmes
and that is why it was able to launch MACE in 2005/06. This capacity was enriched
by the increased access to ICTs. With most offices having computers and nearly 50
computers in the labs, knowledge of basic ICT skills and utilisation of ICTs for
management has been possible.
4
The improvement of upcountry centres has greatly enhanced our capacity to deliver
our programmes. However, the four remaining centres of Arua, Hoima, Gulu, and
Kabale also require refurbishment. The proximity of these centres to district council
headquarters has enabled us collaborate with the local governments through the Local
Government Capacity Building Programmes (LGDP) and other Human Resource
Development programmes. However, the poor staffing position of the Institute has
limited the academic capacity available to run the various programmes that emanate
from such consultancies.
2.9 Strengthening and Sustaining the Capacity for Research and Publication in
IACE
Two books were published and several members contributed articles and chapters in
various journals and books respectively both within and without the University. In
addition, a number of conference papers were presented at various conferences.
Efforts are underway to establish an Institute Journal. However the volume of
publications at the Institute is still too low and more effort is required in this area.
Little was done as regards developing research agendas. Only two proposals were
funded by I@Mak.Com. Distance Education published 40 titles of books, and two CDROMs as part of the study materials for the External Programme. A number of staff in
the collaborating faculties were also trained in developing materials for external
students. See appendix 3 for the researches and publications of a number of staff.
2.10 Networking and Linkages
Minimal efforts were undertaken in this respect although a lot more could have been
done. IACE through its Department of Distance Education has applied to join the
International Council for Distance Education and African Council for Distance
Education. This Department is also involved in the Teacher Education in Sub Saharan
Africa (TESSA) project which is spearheaded by the Open University, UK and in the
Commonwealth Youth Programme (CYP) Diploma in Youth in Developemnt Work in
which Makerere University is a Partner Institution. The Institute has also maintained
its partnership with the German Adult Education Association (DVV) and with other
NGOs involved in adult education like VedCo, CDRN, UGAADEN, and LitNet. The
Institute also collaborates with Adger University College Norway for the
implementation of a Joint Masters in Development Management and with the IDRC
for the implementation of Pan-African Agenda on Pedagogical Integration of ICT in
the Education System research project.
2.11 Lobbying and Advocacy
The Institute has submitted a draft policy on distance and open learning to the
University Senate for consideration and approval as a way of streamlining the ODeL
mode of education in the University.
The Institute has also continued to lobby for the promotion and growth of community,
adult and ODeL education through participation in different fora. Of particular note
are the efforts of lobbying the Ministry of Education and Sports to establish a national
policy on Open and Distance Learning.
2.12 Lessons Learnt
5
Out of the experience with the outgoing strategic plan, the following lessons can be
drawn:
3.0 THE PURPOSE OF IACE
3.1 Mandate of IACE
IACE is a national leader in the provision of adult, continuing, community and
distance education. The Institute’s ability to provide university-based Open, Distance
and e-Learning (ODeL), external degree programmes and extra-mural work
distinguishes it from other departments of the university as well as from other adult
education institutions. The Institute has three staff with professional training in
Distance Education and five others that have gained a lot of experience particularly in
training writers of distance education materials.
IACE is also a centre of excellence in the development, research and application of
professional approaches to adult and continuing education. The Institute now boasts
of two staff with PhDs in Adult Education and two others who are yet to complete
their programmes.
3.2 University Mission
The Institute shall be guided by the University vision which is: To be a leading
Institution for academic excellence and innovations in Africa.
3.3 IACE Mission
In pursuit of the University Vision, the mission of IACE is: to build professionalism in
and increase access to quality adult, community, and distance education opportunities,
research and services responsive to national and global needs.
3.3 Underlying Principles
The Institute shall be guided by the underlying principles of the University since the
Institute pledges to pay allegiance to the University. However, these principles shall be
additional principles that shall underlie all Institute activities:
a) Excellence in adult, community and Open, Distance and e Learning
b) Open access to University learning
c) Participatory and consultative planning and management
d) Competitive orientation
e) Creating synergies with all stakeholders
f) Consistently encouraging innovations
g) In-built monitoring and evaluation
h) Gender mainstreaming
i) Corporate management strategies
j) Integration of ICT in all Institute activities
4.0 THE STRATEGY OF IACE
6
4.1 Environmental Scan
Globally a major qualitative transformation has occurred. Environmental, technological,
cultural systems have undergone rapid transformation; because we are now global. The
technological innovations have resulted in a world of interdependence for knowledge and
information. We have a knowledge society where knowledge power has taken over labour
power as the engine of development. It is inevitable we need to constantly develop our stock
of knowledge especially technology, hence lifelong learning. Education institutions also must
grow into lifelong learning institutions.
The development of the knowledge society has seen the demand for further education
grow exponentially and many public universities are dissolving their ivory towers
and opening their doors to many more learners. This has seen student populations
increase tremendously and more so the population of non-traditional learners. In
effect many institutions have to reorganize provision and change the teaching styles to
cater for the unique characteristics of older learners.
This proliferation has forced institutions to adopt more flexible modes of provision
because the current infrastructure is stretched to the limit. Adult education is
increasingly being offered at the learners’ convenience – evening, weekend, distance,
virtual and other flexible programmes. Entry requirements are shifting – there are all
sorts of access, bridging, remedial, and conversion courses to enable as many people
as possible to join. Besides the demographic changes demand so. By 2020 populations
will be increasingly younger and the demand for higher education will increase
greatly. And for countries to develop they need 40-50% participation rate in higher
education, and this can only be realized by embracing Open and Distance learning.
World wide we are witnessing the state retreating from provision of social services including
education. Because the state has withdrawn from provision of adult education, many private
providers have come on the adult education scene and adult education is now privatized and
commercialized and has taken on a business nature characterized by persuasive advertising,
branding and competition. Both individuals and enterprises seek an appropriate return on
funds invested. For that matter quality assurance must be emphasized. It helps institutions to
be accountable to their stakeholders and gain credibility.
For the past two decades Uganda has undertaken many policy reforms that have
greatly influenced professional practice in nearly all sectors. The key policy reforms
include the devolution of power to the local governments through decentralization,
liberalization and privatization of service delivery, poverty eradication action plans,
programme for modernization of agriculture and others. All institutions of higher
education are being challenged to produce a new breed of professionals capable of
addressing new professional demands in a new institutional environment. The new
graduates have therefore to be more practical, conversant with the functioning and
dynamics of the fast changing environments in different organizations, local
7
governments and the community; and have the competences to facilitate community
development initiatives. Such competence goes beyond theoretical knowledge that is
often the main focus of the universities.
One problem commonly cited by employers is that many graduates do not have the
practical skills and professionalism necessary to excel in the job market. The argument
is that classroom education is not enough to allow graduates to perform at a higher
level. In the real world environment, analytical skills alone are not enough. Graduates
must have other skills like leadership, decision making, interpersonal relations, team
work, time management, and effective communication skills.
In order for the Institute of Adult and Continuing Education to remain relevant, it
must respond to the above challenges – creation of a knowledge society and
communities of practice, increasing educational opportunities to many more adult
learners, responding to local and international development needs, play an active role
in the community, and amidst competition from non-traditional providers of adult
education, maintain quality.
4.2 Assessment of contextual factors that impact on the performance of the Institute
Context Features
Economic
Economic
Situation
Integration
Poverty levels
Financial
Situation
Government
Funding/Support
Staff shortage
Social
Situation
Universal Primary
and Secondary
education
Population growth
Life-long learning
trends
Decentralisation
policy
Political
environment
Prospects/challenges of the context features on the IACE
The opening up of job and goods markets is likely to create stiff
competition for jobs and markets. By developing market
oriented courses and programmes, the Institute is likely to
attract students wishing to compete for these jobs. Industry is
also likely to send back their employees to Universities for
retooling. Adult, community and distance education
programmes will be attractive to such working students.
The per-capita income of Uganda is US $285. Poverty among the
populace is likely to hinder many potential clients from joining
the Institutes programmes. Short term tailored low cost courses
and flexible longer-term programmes usually offered by the
Institute will be attractive to the less privileged.
This has remained the same despite increasing costs of inputs.
The picture is unlikely to change in the foreseeable future.
Unattractive working conditions will make it difficult to
attract/retain highly qualified staff. Stronger linkages with
providers of similar services will be required to fill the gap.
High demand for higher education will create physical
infrastructure constraints. Through ODeL, the Institute will tap
into this demand.
Existing brick and mortar institution will have insufficient
capacity to contain the demand for higher education generated
by the growing population. The flexible adult, community and
ODeL programs of the Institute will bridge the gap.
Lack permanent and pensionable job opportunities will generate
pressure for continuous re-training and up-skilling. This in turn
will create opportunities for adult, community and distance
learning.
The policy encourages community and distance education
outreach and encourages the development of the learning
centres in decentralised districts.
The prevailing peace in northern Uganda and Southern Sudan
will provide new catchments areas for adult, distance and
community education programmes.
8
The East African
Community
Science and
Technology
Situation
Eastern Africa
Submarine System
(EASSy)
Emergency of Open
Source learning
Management
Systems
This presents an opportunity, because the citizens of the other
states may prefer to study at Makerere University through
ODeL.
Work has started on an undersea fibre optic cable that will link
the countries of East Africa to the rest of the world. This will
increase Internet bandwidth and hence promote online and elearning.
Resource required to acquire proprietary systems will be saved
for staff development.
4.3 SWOT Analysis
Strengths
a) Strong, positive reputation of Makerere
University
b) Unique mandate for the Institute to
manage adult, distance and community
education programmes
c) Large numbers of students – Distance
Education (6500), Adult and
Communications Studies (---) and CEEMS
(-----) (the critical mass)
d) Relevant programmes with high demand –
1 Master, 4 Degree and 2 Diploma
Programmes; and 10 short courses
e) Relatively long history, experience,
expertise and track record in delivering
adult, distance and extra-mural education
f) Flexible modes of delivery (day, evening,
external, and weekend short courses)
g) Multi-disciplinary committed young staff
with potential for considerable
development
h) Well established book bank, materials
development and student support systems
i) Strong collaboration between the Institute
and other units in and outside the
University
j) Mature, focused student population
k) Presence of regional learning centres
l) Research capacity in adult, distance and
community education and practice
m) Practical field attachment component that
exposes students to the working
environment and communities
n) Availability of post graduate training
o) Functioning and growing ICT
infrastructure at campus and learning
centres (50 computers at the Institute
computer labs alone and 20 in learning
centres)
p) A variety of tailor-made short training
programmes.
q) Basic operational facilities and equipment
available.
Weaknesses
a) Inadequate space and dilapidated physical
structures both in learning centres and on
campus.
b) Inadequate ICT facilities
c) Learning centres not being used by other
University units for outreach
d) Inadequate proactive effort to seek out partners
and formalise the linkages
e) Insufficient study materials in book banks at
main campus and learning centres
f)
Lack of multiple-media study materials
g) Lack of diversified sources of funds
h) Limited systems for monitoring
implementation strategies and finances
i)
Reliance on weak manual support and
management systems
j)
Resistance to change in a dual-mode University
k) Limited understanding of roles and
responsibilities on the part of staff
l)
Limited time for practical subjects
m) Limited visibility of the Institute at Makerere
n) Inadequate lobbying for, and representation of,
distance and community education in the
University.
o) Over-centralization of activities
p) Lack of regular performance appraisal
q) Under staffing levels
r) Dwindling number of experienced staff
members
s) Haphazard staff development and insufficient
staff development funds
t)
Inadequate staffing at Headquarter and at
learning centres
u) Ambiguity in the roles and responsibilities of
part-time staff.
v) Limited commitment of staff from
collaborating faculties to Institute activities
w) Minimal culture of care for students among
staff
x) Minimal team spirit and collaboration among
staff.
y) Lack of an editorial board to help with the
9
r)
The goodwill from the community towards
the extra-mural programmes due to fast
mover effect
Opportunities
a) Government and institutional support
because of societal needs and demands
b) Increasing demand for Institute’s
programmes from S.6 entrants and lifelong adult learners from within Uganda
and the East African region
c) Government support for decentralization
of service delivery
d) Growing recognition of adult, distance and
open learning as specialized fields of
training
e) Makerere policy of decongesting the main
campus
f) National and international collaboration
g) Expansion in the number of programmes
offered by the Institute
h) High interest from other Faculties to offer
their programmes using distance education
i) Partners available to support welldesigned development projects
j) Capacity-building through establishing
linkages and partnerships e.g. UNADOL,
Cardiff, ILO, DVV
k) New opportunities for research and
teaching arising from ICT
l) Growing demand for people with skills in
distance, adult and community education
arising from changes in the trend of
development policies
m) Growing market for Institute graduates
from new universities and organizations
n) An increasing number of senior citizens,
well placed alumni, and former staff with
good will towards Institute’s work.
o) The interdisciplinary nature of universitybased adult, distance and non-formal
education.
p) Ample areas of research and training in
adult, distance and community education
q) The university’s new emphasis on outreach
work.
r) Room for expansion.
z)
quality of the study materials.
Inadequate research and publication
Threats
a) Lack of comprehensive national policies on
adult, distance and community education
b) Lack of mechanisms to translate Government
support into resourced implementation
c) Limited funding from Government for Higher
Education
d) Low profile of the Institute within the
University
e) Limited space, facilities and infrastructure
(including ICTs)
f)
Expired tenancy agreements for some learning
centre premises
g) Failure to decentralize services on campus and
up-country
h) Competition from other adult, distance and
community education providers in and outside
Uganda
i)
Political interference e.g. in controlling student
fees
j)
Limited incomes of Institute’s target
populations
k) Late fees payments by students
l)
Late financial transfers to the Institute
m) Inappropriate and rigid policies and systems
that do not understand the uniqueness of the
Institutes programmes and activities (e.g.
library book bank system, resource sharing,
etc)
n) New science-biased government policy on
higher education
o) Having no control over the staff recruitment
process
p) Instrumentalization of education leading to
narrow government definition of disciplines
critical to development
q) Discrimination based on age
r) Greener pasture attracting staff time away
from the Institute
s) Bureaucratic tendencies of central University
administration
t)
Poor remuneration that keeps away
prospective applicants for senior staff positions
u) Non-conducive terms of service for Instituteemployed staff e.g. lack of appointment letter
v) Commercialisation of educational programmes
(social purpose is lost)
w) Failure by a wide section of the University
community to conceptualise the mandate of the
Institute.
x) University Policy that is aimed at eliminating
Certificate and Diploma programmes hence
conflicting with mandate of the Institute.
y) Rural-urban migration drawing potential
learning centre users from rural areas to
10
z)
11
Kampala
Internal competition from other faculties.
4.4 Strategic goals, objectives and strategies addressing the university strategic pillars
4.4.1 Teaching and Learning
Goal(s)
1. To widen the
programme base of
the Institute/Faculty
2. To provide a flexible
teaching and
learning
environment
Objectives
To develop new adult, community and ODeL programmes
To promote collaboration with other institutions involved in
adult, community and ODeL in the design and review of
academic programmes
To promote ODeL programmes
To re-introduce tutorials and tutor-supported student
discussion groups in teaching and learning
To integrate internships training in all adult, community and
distance education programmes
To promote collaborative learning among students
To integrate ICTs and gender in teaching and learning
To provide a variety of high quality, self-paced, relevant and
up-to-date print and online teaching and learning materials
To decentralize learning and administrative functions of the
Institute
To enhance the culture of care accorded to students
3. To produce
graduates relevant
to the world of work
and society at both
local and
international levels
To carry out training needs surveys for flexible life-long
learning
To carry out tracer studies for adult, community and distance
education graduates
To involve expertise from the community in the design of
curriculum for adult, community and distance learning
programmes
Measures of Success
o Number of flexible life-long learning programmes introduced and
reviewed each year
o Number of short courses meeting community needs launched
o Number of programmes designed on collaborative basis
o Number of programmes with national and international
perspectives
o Number of units in the University opening up to ODeL as an alternative
mode for offering their programmes
o Increased number of programmes offered using ODeL
o Increased use of ‘anytime, anywhere’ learning in university programmes
o Increased use of tutorials in teaching and learning
o
o
o
o
o
o
o
o
o
o
o
o
o
o
Increased number of students engaging in field attachment
Number of students graduating from the Institute with practical skills
Communities of practice formed
Increased use of ICTs in teaching, learning and administration
Number of courses, course modules and programmes engendered
Number of distance education modules and study guides written
Number of courses with online content
Number of functional learning centres
Increased range of services offered at the learning centres
Increased number of students who visit and use the learning centres
Number of programmes/services/activities decentralized
Availability of lecturers outside the classroom for students’ consultation
Positive evaluations of staff by students
Number of programmes designed based on survey results
o
Number of alumni traced and incorporated in database
o
o
o
Number of meetings held with persons from the community
Acceptance of the Institute’s programme by the community
Number of programs designed on collaborative basis with other
12
Goal(s)
Objectives
Measures of Success
institutions such as the private sector
To integrate international perspective into the adult,
community and distance learning curriculum
o
o
4. To mainstream
distance, adult and
community
education in the
University
To provide adult, community and distance learning academic
programmes that impart both subject matter knowledge,
professional and generalist skills
o
To collaborate with other adult, community and ODeL
institution locally, regionally and internationally
o
o
To develop and implement guiding policies for distance, adult
and community education at Makerere University
o
o
o
o
4.4.2 Research and Innovation
Goal(s)
Objectives
To champion and
To mobilise research funds for adult, community and
support research,
distance learning
innovations and
To set-up a research and publication unit at the Institute
publications in adult,
To formulate policy on research and publication in adult,
community and distance
community and distance learning
learning
To develop research agenda (Key thematic issues) for adult,
community and distance learning at Makerere University
To set-up standards and targets for research work in adult,
community and distance learning
To monitor research and publication activities in adult,
community and distance learning at Makerere University
Number of programs designed on collaborative basis with foreign
institutions
Number of curriculum innovations resulting from benchmarking with
international institutions
Students’ positive evaluation of the effectiveness of the lecturer’s/tutor’s
teaching
Practical professional skills exhibited by learners during intership
Number of programs whose curricula has been reviewed to integrate
generalist skills such as communication and problem solving skills
Number of Memoranda of Understanding signed
Number of successful collaborations conducted
Policy/policies for Distance, Adult and Community Education agreed
upon and in use
ODeL and Community education readily accepted as an alternative
modes of delivering university education
Measures of Success
o Amount of research funds received
o
o
Active research committee
Research policy in place and being followed
o
o
o
Researches undertaken on contemporary issues
Number of students and staff using product of the research conducted at
the Institute
Standards and targets for research in place
o
o
Number of publications both print and electronic formats
Number of conference papers presented
13
4.4.3 Outreach
Goal(s)
1. To increase
community outreach
activities
Objectives
To strengthen existing collaborations and initiate new ones
with public, private and non-governmental bodies and
organisations
To develop and implement community service projects
Measures of Success
o Increased number of collaborations
o Number of publications resulting from collaborative community projects
To participate in local adult, community and distance
learning-related community development forums and
committees
o
To serve on various adult, community and distance
learning-related community-based bodies (government,
civil society, etc.)
o
To create opportunities for students to engage with
communities through field attachment for the promotion of
transformative adult, ODeL and community education
experiences
o
o
o
o
o
o
o
2. To profile and
promote the image of
the Institute
Number of collaborative community service projects developed and
implemented
Number formalised linkages between the communities and the IACE
through CBOs, CSOs, NGOs and government programmes
Number of departmental staff who have participated in community
forums
Number of members of staff serving on various institutional bodies
Number of institutions where students are attached
Number of students participating in community engagements
Number of formalised relationships between the department and
agencies that host students for field attachment
Number of best practices in tranformative adult, community and
distance learning identified, documented and disseminated;
Number of students successfully completing their field attachments
engagements
Number of interventions developed
To engage with communities in the development of adult,
community and distance learning-related interventions that
respond to community needs and interests
o
To create a cadre of well trained graduates who can
effectively engage with the communities for social
transformation
o
Number of graduate positively assessed by communities as agents of
social transformation
To extend career guidance and diversified training and
consultancy services to the community
o
o
o
o
Number of career guidance seminars conducted
Increased number of community training courses conducted
Volume of consultancy work done
Improved rating of the Institute within and outside the University
o
o
Improved rating of the Institute
Number of government policies influenced
To positively reposition the Institute within and outside the
University
To develop a public relations plan that will create awareness
of the Institute and its programmes
14
Goal(s)
3.
4. To develop the
capacity of Institute
regional learning
centres to become
hubs of University
outreach activities
Objectives
To lobby for improvement in the University policy
concerning library access by ODeL and extra-mural students
To decentralise distance education programmes and
activities
To increase on the number of learning centres in Uganda
and the region
To equip the learning centres with the necessary teaching,
learning and administrative facilities and services (including
library services)
Measures of Success
o Number of University Library services extended to learning centres
o Established flexible library policy that permits ODeL and extra-mural
students to use library resources
o Distance education programmes and activities decentralised
o
o
o
o
o
o
o
o
o
4.5
Number of learning centres
Amount of information accessible at the learning centres
Amount of money set aside for the acquisition and development of
facilities for learning centres
Number of positions filled.
Number of equipment stocked
Number of books available in the learning centres
Number of computers with Internet
Number of students accessing the text books and e- books/journals per
Centre
Number of University academic units working at the learning centres
Support Infrastructure for Achieving the Strategic Goals and Maintaining the Student Projection
4.5.1 Organisation and Management
Goal(s)
Objectives
1. To grow into an
To have more and well coordinated academic units in the
effective and efficient
Faculty
modern faculty and
later merge with the
School of Education to
form College
To increase and diversify academic programmes and modes
of delivery
To have an efficient and effective student support system
To develop efficient management information systems
To develop a corporate culture in the faculty
Measures of Success
o Faculty of Adult and Continuing Education in established
o Institute of Distance Open and e-Learning in established
o Institute of Community Education and Extra-Mural Studies in place
o Departments curved out of the Adult and Communication Studies
Department
o Number of flexible academic programmes designed and provided by
the Faculty
o Mobile and online support systems in place
o Decentralised support at learning centres carried out
o ARIS, LIBIS and FINIS systems learned and mainstreamed to take care
of unique concerns for ODeL and community education
o Custom made information systems written for the Institute
o Streamlined staff and students management systems in place
o Number of staff trained in the implementation of good educational
15
Goal(s)
Objectives
To merge with School of Education to form College
4.5.2 Quality assurance
Goal(s)
To ensure that there are
mechanisms and
procedures for
developing and
maintaining high
standards, fitness of
purpose, satisfactory
return and
transformation of
learners and staff
4.5.3 Human resources
Goal(s)
To have a sufficient cadre
of well trained and
motivated staff that is
able to respond to
students’ and clients’
needs and aspirations
Objectives
To strengthen quality assurance structures, systems and
indicators for adult ODeL and Community education
To be locally rooted while maintaining international
standards in adult, community and distance learning
To identify adult, ODeL and community education
international higher institutions of learning for
benchmarking
To coordinate the implementation of the IACE strategic plan
Measures of Success
customer care practices
o Number of students satisfied with Institute services
o Number of souvenirs designed
o Vibrant public relations desk established
o College of Education and External Studies formed
Measures of Success
o Effective quality assurance structures and systems in place
o Quality assurance indicators for adult, ODeL and community education
in place
o Programmes with national and international perspectives in place
o
Best practices from benchmarked institutions adopted
To monitor and evaluate the realisation of set targets
o
o
o
o
To ensure quality in all activities implemented in line with
the University Quality Assurance Framework
o
o
Implementation plan in place
Quarterly review meetings of the Institute’s plan done
Quarterly progress reports produced
Continuous and periodic monitoring and evaluation of Institute plans
done
Functional Institute Quality Assurance Committee set up
Best practices in adult, community and ODeL in place
Objectives
To advocate for the expansion and filling of the Institute’s
unique staff establishments (academic and technical)
Measures of Success
o Establishments expanded to meet the unique staff requirement of the
Institute
o Number of positions filled
o Increased number of high calibre staff recruited
To attract and maintain high calibre staff who can facilitate
quality and up-to-date teaching and learning
To attract scholarships and fellowships for staff members in
adult, ODeL and community education
To develop and implement a staff development plan and
policy designed to meet the unique needs of adult,
o
o
o
o
Increased number of scholarship offers extended to the Institute
Number of staff partaking of the scholarships and fellowships
Streamlined training procedures in place
Number of staff benefiting from the staff development plan
16
Goal(s)
Objectives
community and ODeL
To train staff in modern ways of delivery and management
of learning
To mainstream gender in staff establishment and
development
4.5.4 Gender mainstreaming
Goal(s)
To mainstream gender in all
Institute’s activities
Objectives
To re-activate the plans for mainstreaming gender in all
Institute activities
To integrate gender in teaching, course management
and research
To promote gender equity in staff recruitment, training
and promotions
To promote gender equity in student enrolment
To promote gender in resource allocation and
management
4.5.5 Information Communications Technology
Goal(s)
Objectives
To Integrate ICTs into the
To set-up an e-learning unit within the Institute
teaching, learning and
To introduce online and mobile learning
administration of adult,
distance and community
To set-up learning management systems in the eeducation programmes and
learning Unit and the different learning centres
services.
To set-up an Institute ICT Unit
To set-up Institute and Departmental Websites
To encourage all academic staff to develop and host
their individual websites
Measures of Success
o Relevance of beneficiaries to the unique requirements of adult,
community and distance learning
o Increased professionalism in adult, ODeL and community education
o Increased number of staff members who have improved their
qualifications
o Number of female and male staff recruited and trained
Measures of Success
o Number of gender sentinel site meetings held in a year
o Absence of sexual harassment
o Number of Institute activities engendered
o Number of staff sensitised about gender issues
o
Equal male to female ratio of staff in the Institute
o
o
Equal male to female ratio of students enrolled
Impartiality in resource allocation
Measures of Success
o Unit created and staffed
o Presence of online communities for both intra and extra mural students
o Number of courses with online content
o Number of staff utilizing the learning management systems for online
learning support
o Number of staff and students who can use ICTs for teaching, learning
and administration
o Number of stocked computer laboratories with full Internet connectivity
at headquarters and learning centres
o Regularly updated Institute and Departmental websites
o Number of academic staff with personal website linked to the main
university website
17
Goal(s)
Objectives
To develop computerised management information
systems
To regularly provide funds for IT refresher courses
4.5.6 Physical Infrastructure
Goal(s)
To equip and increase the
physical space available to
the Institute both at the
campus and learning centres
so as to serve students
effectively
Objectives
To lobby for the construction of a building for the
Department of Distance Education at the main campus
To lobby for the construction of University own
permanent structures in at least four regional learning
centres
To lobby for the acquisition of more space in CCE Hall
for Institute’s activities
To revamp the existing structures at the learning centres
To equip all the learning centres with teaching, learning
and administration facilities
4.5.7 Resources Mobilization, Investment and Financial Management
Goal(s)
Objectives
1. To strengthen and broaden To access sufficient funds and resources to deliver
the finance and resources
programmes and manage the Institute
base of the
To develop capacity for fundraising within the Institute
Institute/Faculty
2. To strengthen finance
management and
To develop capacity and mechanisms to effectively
administration of the
manage the financial resources of the Institute
Institute
Measures of Success
o Presence of seamless administrative components
o Number of students having access to their personal records and
information 24 hours a day 7 days a week
o Presence of various discussion groups (Interest, threaded and chat
rooms)
o A cadre of up-to-date IT staff
Measures of Success
o New building for Distance Education at campus
o
Purchased or constructed building at learning centres (land titles)
o
More space for Institute activities
o
o
Number of learning centres renovated
A variety of learning and teaching equipment at the learning centres
Measures of Success
o -Number of new programmes written and approved
o
o
o
o
o
o
Number successful fundraising proposals
Increased number of income sources for the Institute
Number of new programmes written and approved
Number of Institute Finance Committee meetings held
Number of staff trained in financial management professional courses
Financial management systems developed and adhered to
18
5.0 COORDINATION, MONITORING AND EVALUATION OF THE IACE
STRATEGIC PLAN
Goal
To ensure achievement of set goals, targets, and objectives in a harmonious and consistent
manner.
Objectives
To achieve the set goal, the following objectives will have to be met:
1.
2.
3.
4.
To coordinate the implementation of the strategic plan.
T o ensure that gender is mainstreamed in all IACE programmes and activities.
To monitor and evaluate the realization of set targets.
To monitor and evaluate research in open distance and e-learning, adult and community
education.
5. To ensure quality in all activities implemented in line with the university quality
assurance frame work.
Activities
1. Develop an implementation plan
2. Develop monitoring tool to capture, teaching, teaching methods, study materials available
and their usage, support for students, class attendance by both teachers and students,
research activities and Regional Centre activities
3. Develop the IACE Research Agenda
4. Restructure and develop terms of reference for institute coordination committees
5. Orientation of the institute coordination committees
6. Develop a budget line for coordination committees
7. Develop an institute handbook
8. Institute quarterly feedback forum from the departments
Measures of Success
1. A well articulated and circulated implementation plan
2. A well articulated and circulated monitoring tool
3. A students’ tracking system that provides information on a student’s status at a glance
and which is integral to student support system
4. A well articulated research agenda
5. Amount of funds received for research
6. Research reports on the various researches carried out
7. Number of research articles published in refereed journals
8. Well defined terms of reference for the different coordination committees
9. Reports on the orientation meetings for all the coordination committees
10. Budget line for the activities of the coordination committees
11. Minutes of the meetings of the coordination committees
12. Regularity of quarterly and annual reports on the Departmental and Institute activities
13. Number of staff meetings where the quarterly and annual reports are discussed
14. Number of issues of Institute handbook and numbers of students and staff that access the
handbook
5.1 Teaching and Learning
Goal(s)
4. To widen the
programme base of
the
Institute/Faculty
Measures of Success
o
o
o
o
5. To provide a
flexible teaching
and learning
environment
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
Number of life long programmes
introduced and reviewed each year
Number of launched short courses meeting
community needs
Number of programmes designed on
collaborative basis
Number of programmes with
national and international
perspectives
Number of units in the University opening
up to ODeL as an alternative mode for
offering their programmes
Increased number of programmes offered
using ODeL
Increased anytime, anywhere learning
Increased use of tutorials in teaching and
learning
Increasing number of students engaging in
field attachment
Number of students graduating from the
Institute with practical skills
Communities of practice formed
Increased use of ICTs in teaching, learning
and administration
Number of courses and programmes
engendered
Number of distance education modules
and study guides written
Number of courses with online content
Number of functional learning centres
Increasing range of services offered at the
learning centres
Increasing number of students who visit
and use the learning centres
Number of
programmes/services/activities
IMPLEMENTATION SCHEDULE
3 Years
6 Years
9 Years
10 Years
a) Carry out market
surveys
b) Start – new programmes
c) Review old
programmes
Start – new programmes
a)
Review
a)
b)
c)
d)
e)
f)
g)
h)
i)
Start – new distance
Education programmes
Transform some of the
EDP courses into E
learning courses
Strengthen learning
centres
Integration of ICTs in
management
Decentralize services to
four centres
Develop learning
materials
Staff training on
running tutorial
Collaboration with
agencies and
organisations involved
in adult and community
education
Continued development
of learning materials
b)
a)
b)
c)
d)
e)
Start – new distance
Education programmes
Transform some of the
EDP courses into E
learning courses
Strengthen learning
centres
Decentralize services to
four centres
Develop learning
materials
a)
b)
c)
d)
e)
Start – new
programmes
Review old
programmes
Start – new distance
Education programmes
Transform some of the
EDP courses into E
learning courses
Strengthen learning
centres
Decentralize services to
four centres
Develop learning
materials
20
o
o
o
o
o
6. To produce
graduates relevant
to the world of
work and society at
both local and
international levels
o
o
o
o
o
o
4. To mainstream
distance, adult and
community
education in the
University
o
decentralized
-Availability of lecturers outside the
classroom for students’ consultation
Positive evaluations of staff by students
Market survey report
Trace study reports
Number of meetings held with persons
from the community
Acceptance of the Institute’s programme by
the community
Number of programs designed on
collaborative basis with other institutions
such as the private sector
Students evaluation of the effectiveness of
the lecturer’s/tutor’s teaching
Number of programs whose curricula has
been reviewed to integrate generalist skills
such as communication and problem
solving skills
Memoranda of understanding signed
Policy/policies for Distance, Adult and
a)
Community Education in place
ODeL and Community education readily
accepted other modes of delivering
b)
University Education
c)
d)
Finalize policies on
Distance, Adult and
Community Education
Sensitize the University
community on policies
approved
Train staff on provision
of ODeL programmes
Train staff on methods
of teaching adults
a) Continue sensitization
b) Continue training
b)
a)
5.2 Research and Innovation
Goal(s)
Measures of Success
To champion and
support research,
innovations and
publications at the
Institute
o
o
o
o
Amount of research funds received
Active research committee
Research policy in place and being followed
Researches undertaken on contemporary
issues
a)
Evaluate impact of
policies
Continue sensitization
Continue training
IMPLEMENTATION SCHEDULE
3 Years
6 Years
a)
a)
Revitalize research and
publication committee
b) Determine Institute
research agenda
c) Mobilize research funds
b)
Mobilize research
funds
Identify key thematic
issues covering all
departments
9 Years
a)
b)
c)
Mobilize research funds
Identify key thematic
issues covering all
departments
Continue training
10 Years
Review
21
o
o
o
o
Number of students and staff using mobile
and online learning systems
Standards and targets for research in place
Number of publications both print and
electronic
Number of conference papers presented
d)
e)
a)
5.3 Outreach
Goals
5. To increase
community
outreach
activities
6. To profile and
promote the
image of the
Institute
7. To develop the
capacity of
Institute regional
learning centres
to become hubs
of University
outreach
activities
Set-up research
committee representing
all departments
Train staff on different
research orientations
and methodology
Sensitise staff on
research opportunities
available within and
outside Makerere
c)
d)
Measures of Success
o
o
o
o
o
o
o
o
o
o
o
Increasing number of collaborations
Number of publications resulting from
collaborative community projects
Number of collaborative community service
projects developed and implemented
Number formalised linkages between the
communities and the department through
CBOs, CSOs, NGOs and government
programmes
Number of departmental staff who have
participated in community forums
Number of members of staff serving on
various institutional bodies
Number of institutions where students are
attached and number of students
participating in community engagements
Number of formalised relationships between
the department(s) and agencies that host
students for field attachment
Number of best practices in transformative
adult education identified, documented and
disseminated;
Number of students successfully completing
their field attachments engagements
Number of interventions developed
Continue training
d)
Continue sensitization
Continue sensitization
IMPLEMENTATION SCHEDULE
3 Years
6 Years
9 Years
10 Years
a) Fund raising
b) Diversified strategies for
ensuring customer care
c) National and
international conferences
on adult, distance and
community education.
d) Community projects
e) Periodic Institute
Newsletters
f) Links with the Institute’s
alumni
g) A face lift on the
Institute’s environment
h) Benchmarking
i) Management meetings
j) Staff exchange
programmes
k) Organize regular review
meetings of staff
members and/or
students
l) Collaboration with
different agencies and
organization
a)
b)
a) Fund raising
b) Diversified strategies for
ensuring customer care
c) National and international
conferences on adult,
distance and community
education.
d) Community projects
e) Management meetings
f) Staff exchange
programmes
g) Organize regular review
meetings of staff
members and/or
students
h) Tracer studies
Review
c)
d)
e)
f)
g)
h)
Fund raising
Diversified strategies
for ensuring
customer care
National and
international
conferences on adult,
distance and
community
education.
Community projects
Management
meetings
Staff exchange
programmes
Organize regular
review meetings of
staff members
and/or students
Tracer studies
22
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
Number of career guidance seminars
conducted
Increasing number of community training
courses conducted
Volume of consultancy
Improved rating of the Institute within and
outside the University
Distance education programmes and
activities decentralised
Number of government policies influenced
Amount of information accessible at the
learning centres
Amount of money set aside for the
acquisition and development of facilities for
learning centres
Number of positions filled.
Number of equipment stocked
Number of books available in the learning
centres
Number of computers with Internet
Number of students accessing the text books
and e- books/journals per Centre
Number of University academic units
working at the learning centres
Main library services extended to learning
centres
Flexible library policy that permits ODeL and
extra-mural students to use library resources
m) Tracer studies
5.4
Support Infrastructure for Achieving the Strategic Goals and Maintaining the Student Projection
5.4.1 Organisation and Management
Goal(s)
Measures of Success
3 Years
2. To grow into
an effective
and efficient
modern
faculty
o
o
o
Faculty of Adult and Continuing Education in
place
Institute of Distance Open and e-Learning in
Place
Departments curved out of the Adult and
Communication Studies Department
a)
b)
Grow into a faculty with
Institute
and
Departments
Develop systems and
structures to ensure
operations of the new
IMPLEMENTATION SCHEDULE
6 Years
9 Years
10 Years
a)
a) Strengthen systems and
structures for the
operation of the Faculty
b) Identify and negotiate
with the identified
Institute/Faculty/School
Review
b)
Strengthen systems
and structures for the
operation of the
Faculty
Identify and negotiate
with the identified
23
o
o
o
o
o
o
o
o
o
o
5.4.2 Quality assurance
Goal(s)
To ensure that there are
mechanisms and
procedures for
developing and
maintaining high
standards, fitness of
purpose, satisfactory
return and
transformation of
learners and staff
Number of flexible academic programmes
designed and provided by the Faculty
Mobile and online support systems in place
Decentralise support at learning centres
ARIS, LIBIS and FINIS systems learned and
mainstreamed to take care of unique concerns
for ODeL and community education
Custom made information systems written for
the Institute
Streamlined staff and students management
systems in place
Number of staff trained in the implementation
of good educational customer care practices
Number of students satisfied with Institute
services
Number of souvenirs designed
Vibrant public relations desk
Faculty
Staff
training
and
motivation
d) Expanded human
resource establishment
that matches the needs
of the designed
academic programmes
and structure.
e) A variety of relevant
academic programmes
f) Development of relevant
systems and structures that
will ensure mobile and
online learning
c)
Measures of Success
o
o
o
o
o
o
o
o
o
o
Effective quality assurance structures and
systems in place
Quality assurance indicators for adult,
ODeL and community education in place
Programmes with national and
international perspectives in place
Best practices from benchmarked
institutions adopted
Implementation plan in place
Quarterly review meetings of the
Institute’s plan
Quarterly progress reports
Continuous and periodic monitoring and
evaluation of Institute plans
Functional Institute Quality Assurance
Committee
Best practices in adult, community and
ODeL in place
Institute/Faculty/Scho
ol for the formation of
a College
c) Continue to strengthen
the human resource to
meet the needs of the
Faculty
d) Staff training and
motivation
for the formation of a
College
c) Continue to strengthen
the human resource to
meet the needs of the
Faculty
d) Staff training and
motivation
IMPLEMENTATION SCHEDULE
3 Years
6 Years
9 Years
10 Years
a) Adherence to University
quality assurance policy
b) Regular monitoring and
evaluation
c) Active involvement of
Institute committees in
decision making
d) Quarterly and annual
reporting
e) Benchmarking
f) Development of quality
assurance indicators
a) Adherence to
University quality
assurance policy
b) Regular monitoring
and evaluation
c) Active involvement of
Institute committees in
decision making
d) Quarterly and annual
reporting
e) Benchmarking
a) Adherence to University
quality assurance policy
b) Regular monitoring and
evaluation
c) Active involvement of
Institute committees in
decision making
d) Quarterly and annual
reporting
e) Benchmarking
Review
24
5.4.3 Human resources
Goal(s)
Measures of Success
IMPLEMENTATION SCHEDULE
3 Years
To have a sufficient cadre
of well trained and
motivated staff that is able
to respond to students’
and clients’ needs and
aspirations
o
o
o
o
o
o
o
o
o
Establishments expanded to meet the
unique staff requirement of the
Institute
Number of positions filled
Increased number of high calibre staff
recruited
Increased number of scholarship offers
extended to the Institute
Number of staff partaking of the
scholarships and fellowships
Streamlined training procedures in
place
Increased professionalism in adult,
ODeL and community education
Increased number of staff members
who have improved their qualifications
Number of female and male staff
recruited and trained
a.
b.
c.
d.
e.
f.
g.
h.
Recruitment of relevant
staff
Staff needs assessment
Funding for staff
development
Motivation of staff
Clear staff roles and
responsibilities
Participatory
management
Benchmarking
Staff training
Orientation and training
in adult education,
distance and open
learning
5.4.4 Gender mainstreaming
Goal(s)
Measures of Success
To mainstream
gender in all
Institute’s activities
o
o
o
o
o
o
o
Number of gender sentinel site meetings
held in a year
Absence of sexual harassment
Number of Institute activities engendered
Number of staff sensitised about gender
issues
Equal male to female ratio of staff in the
Institute
Equal male to female ratio of students
enrolled
Impartiality in resource allocation
6 Years
9 Years
10 Years
a. Recruitment of
relevant staff
b. Funding for staff
development
c. Motivation of staff
d. Participatory
management
e. Benchmarking
f. Staff training
i) Orientation and training
in adult education,
distance and open
learning
a.
Review
Recruitment of
relevant staff
b.
Funding for staff
development
c.
Motivation of staff
d.
Participatory
management
e.
Benchmarking
f.
Staff training
g. Orientation and training
in adult education,
distance and open
learning
IMPLEMENTATION SCHEDULE
3 Years
6 Years
9 Years
10 Years
a) Active Institute gender
sentinel site
b) Gender budgeting
c) Review of learning
materials and
programmes
d) Guidelines for
mainstreaming gender
within the activities of
the Institute
e) Staff training
f) Implement the sexual
harassment policy
a) Active Institute gender
sentinel site
b) Gender budgeting
c) Staff training
d) Implement the sexual
harassment policy
a) Active Institute gender
sentinel site
b) Gender budgeting
c) Staff training
d) Implement the sexual
harassment policy
Review
25
5.4.5 Information Communications Technology
Goal(s)
Measures of Success
To Integrate ICTs into
the teaching, learning
and administration of
adult, distance and
community education
programmes and
services.
o
o
o
o
o
o
o
o
o
o
o
o
Unit created and staffed
Presence of online communities for both
intra and extra mural students
Number of courses with online content
Number of staff utilizing the learning
management systems for online learning
support
Number of staff and students who can use
ICTs for teaching, learning and
administration
Number of stocked computer laboratories
with full Internet connectivity at
headquarters and learning centres
Regularly updated Institute and
Departmental websites
Number of academic staff with personal
website linked to the main university
website
Presence of seamless administrative
components
Number of students having access to their
personal records and information 24 hours
a day 7 days a week
A cadre of up-to-date IT staff
Presence of various discussion groups
(Interest, threaded and chat rooms)
IMPLEMENTATION SCHEDULE
3 Years
6 Years
9 Years
10 Years
a) Procure ICTs
b) Undertake systems
analysis and identify
necessary information
systems
c) Procure and/or write inhouse necessary
management information
systems
d) Maintain all ICTs in good
working conditions
e) Recruit technical staff for
the e-learning unit
f) Train technical staff to
manage the e-learning
activities
g) Regularly train the tutors
in online content
development
h) Regularly train auxiliary
staff in providing online
resources
i) Regularly train students
and staff in online
learning/teaching
j) Organize or secure
regular refresher courses
for staff in ICT and elearning
k) Write Website for the
Institute & encourage
Departments & members
of staff to have their
websites revisited
a) Continue staff &
student training on basic
ICTs & e learning
b) Continue procurement
of ICTs
c) Regularly monitor and
evaluate e learning
activities
d) Maintain all ICTs in
good working conditions
e) Continuous updating of
website(s)
a) Continue staff & student
training on basic ICTs & e
learning
b) Continue procurement of
ICTs
c) Regularly monitor and
evaluate e learning activities
d) Maintain all ICTs in good
working conditions
e) Continuous updating of
website(s)
Review
26
5.4.6 Physical Infrastructure
Goal(s)
Measures of Success
IMPLEMENTATION SCHEDULE
3 Years
To equip and increase
the physical space
available to the
Institute both at the
campus and learning
centres so as to serve
students effectively
New building for Distance Education at
campus
Purchased or constructed building at
learning centres (land titles)
More space for Institute activities
Number of learning centres renovated
A variety of learning and teaching
equipment at the learning centres
o
o
o
o
o
a) Write funding proposals
for the construction of
buildings for the
Distance Education
headquarters and
learning centres
b) Renovate existing centers
c) Procure and install the
necessary equipment at
all learning centres
d) Work hand in hand with
library to provide
necessary books and
access to online materials
at all learning centres
e) Collaborate with relevant
University units
5.4.7 Resources Mobilization, Investment and Financial Management
Goal(s)
Measures of Success
o
o
o
o
o
o
o
Number of new programmes written and
approved
Number successful fundraising proposals
Increased number of income sources for
the Institute
Number of new programmes written and
approved
Number of Institute Finance Committee
meetings held
Number of staff trained in financial
management professional courses
Financial management systems developed
and adhered to
a) Continue with
renovations and
expansion of centres
b) Renovate existing
centers
c) Continue to improve
access to ICTs at the
learning centres
d) Collaborate with
relevant University
units
9 Years
10 Years
a) Continue with
renovations and
expansion of centres
b) Continue renovating
existing centers
c) Continue to improve
access to ICTs at the
learning centres
d) Collaborate with relevant
University units
Review
IMPLEMENTATION SCHEDULE
3 Years
3. To strengthen and
broaden the finance
and resources base
of the
Institute/Faculty
4. To strengthen
finance
management and
administration of
the Institute
6 Years
a) Train Institute staff in
writing fundable project
proposal & in financial
management
b) Identify possible funders
and their areas of
interest
c) Write fundraising
proposals
d) Regularly revise fees to
meet changing cost
structures and market
conditions.
e) Advocate for regular and
timely transfers of funds
6 Years
9 Years
10 Years
a) Continue staff training
b) Continue search for
possible partners
c) Mobilise alumni
d)Continually implement
& improve the financial
management system
a) Continue staff training
b) Continue search for
possible partners
c) Mobilise alumni
d)Continually implement &
improve the financial
management system
Review
27
f)
g)
h)
i)
j)
k)
l)
m)
n)
o)
p)
q)
r)
from the central
administration
Develop and implement
an efficient financial
management system
Organise exhibitions to
market programmes and
services of the Institute
Develop new
programmes (short and
longer term)
Develop international
linkages and
partnerships
Develop a consultancy
firm
Mobilise the Alumni into
an association
Develop more effective
activity-based budgeting
process
Develop systems for
controlling and
monitoring the flow of
funds against budgetary
allocations.
Monitor budgetary
performance and
effectiveness.
Enforce corporate and
financial ethics
Advocate for the
adoption of international
financial management
standards
Develop financial
prudence measures
Strengthen Institute
Finance Committees
28
6.0 STUDENT PROJECTIONS
Year
2007/08
Programme
PhD
MACE
BACE
BED(X)
BCOM(X)
BSC(X)
BLE
BYDW(X)
BACE(X)
2008/09
2009/10
2010/11
2011/12
2012/13
2013/14
2014/15
2015/16 2016/17 2017/18 Totals
DCYP
DPPM
TOTALS
29
APPENDIX 1 ACADEMIC STAFF ESTABLISHMENT
POSITION
ESTABLISHMENT
FILLED
F
M
DISTANCE EDUCATION
1. Professor
1
0
0
2. Associate Professor
1
0
0
3. Senior Lecturer
2
1
0
4. Lecturer
4
2
2
5. Assistant Lecturer
3
2
2
6. Teaching Assistant
4
0
0
Sub totals
15
5
4
ADULT EDUCATION AND COMMUNICATION STUDIES
7. Professor
1
0
0
8. Associate Professor
1
0
0
9. Senior Lecturer
4
0
1
10. Lecturer
6
1
0
11. Assistant Lecturer
4
1
2
12. Teaching Assistant
2
1
0
Sub totals
18
3
3
COMMUNITY EDUCATION AND EXTRA MURAL STUDIES
13. Professor
1
0
0
14. Associate Professor
1
0
0
15. Senior Lecturer
4
0
1
16. Lecturer
6
0
2
17. Assistant Lecturer
4
0
2
18. Teaching Assistant
2
1
0
Sub totals
18
1
5
TOTALS
51
9
12
THE INSTITUTE OF STATISTICS AND APPLIED
ECONOMICS
MAKERERE UNIVERSITY
ST
30
STRATEGIC PLAN
(2006/7-2010/11)
BY
PROF. BEN KIREGYERA
CONSULTANT
February 2007
31
FOREWORD
This is the Second Strategic Plan (SP2) for the Institute of Statistics and Applied Economics
(ISAE), Makerere University. The plan aims to reposition the ISAE to play a greater role in
current statistical reforms and development in Africa. In particular, it aims to address three
critical challenges namely, strategic management of the ISAE, changing user needs in
African countries and loss of monopoly in statistical training. In order to put the ISAE at the
cutting-edge of statistical reforms and development in the region, the plan provides for:
improving the management of the ISAE, a new orientation in the teaching of statistics;
introduction of non-traditional courses and training methods; and improving the quality of
teaching, learning and research environment.
The plan was designed to respond to the changing environment with African countries and
development partners increasingly focusing on improving development outcomes or impact
of development policies and programmes. This focus which involves systematic
measurement of the results chain requires more multi-sectoral data in terms of quantity and
quality. It also requires development data as opposed to traditional data which National
Statistical Offices have been producing so far. Against this backdrop, this plan aims to put the
ISAE on a new trajectory to better support user countries to better measure development
outcomes. The plan also aims to respond to the loss by the Institute of the monopoly both in
the country and in the region in providing training in statistics and related subjects.
The plan provides for better equipping of the ISAE (in terms of physical infrastructure,
staffing, information technology, etc) so that it can make a more profound contribution to
statistical development in Africa. This will be done by giving the teaching of statistics a new
orientation that involves: teaching statistics from the demand side rather than the supply side
to take account of new development paradigms, introducing non-traditional courses and
training methods, and improving the quality of teaching, learning and research environment.
In addition, the plan provides for: greater use of holistic approaches (statistical consistency
and integration frameworks as teaching frameworks - national accounting, satellite accounts,
integrated information systems, etc), statistics to be seen as part of a broad knowledge
network comprised of experts from various fields of learning; harnessing IT in teaching
processes; introducing courses on soft skills such as communication; improving research and
community services; and developing/strengthening partnerships for statistical training and
research.
The design of the plan was participatory and inclusive and it followed international best
practice. It was also formulated in the context of the University Strategic Framework which
defines the strategic directions and broad parameters within which University basic
units/centres should formulate their strategic plans. A separate business plan for the Institute
has also been prepared.
I would like to take this opportunity to thank the consultant, Prof. Ben Kiregyera, for a job
well done in designing this plan.
Dr. Jonathan Odwe
Director
February 2004
32
TABLE OF CONTENTS
Foreword
Acronyms
Executive Summary
List of Tables and Figures
1.
2.
Background
Makerere University
Brief history
University setup
Strategic planning at Makerere
Institute of Statistics and Applied Economics
Background
Organization and management
Training programmes
Facilities
Students and staff
Consultancy and research activities
Strategic Plan (2000/1-2004/5)
Changing Environment
Declining International Image
Changing User Needs
Increased Competition
Need for Second Strategic Plan (2006/7 – 2010/11)
Process and Methodology for Elaborating the Strategic Plan (2006/7 – 2010/11)
2.1 The Process
2.2 Methodology
2.2.1 Literature review
2.2.2 Design and send out questionnaires to stakeholders
2.2.3 Stakeholders workshops
2.2.4 Focus group discussions
2.2.5 Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis
2.3 Review of Strategic Plan 1
2.3.1 Plan ownership
2.3.2 Mission
2.3.3 Strategic objectives
2.3.4 Loss of Luster
33
2.3.5 Was he Plan Successful?
2.4 SWOT Analysis
3.
The Strategic Plan (2006/7-2010/11)
3.1 Introduction
3.2 Vision, Mission and Core Values
3.2.1
Vision
3.2.2 Mission
3.2.3 Core values
3.3 Strategic Objectives and Key Outputs
3.3.1 Strategic objectives
3.3.2 Key outputs
3.4 Strategies
4.
Plan Implementation, Monitoring and Evaluation and Reporting
4.1 Implementation
4.1.1 Importance of plan implementation
4.1.2 Mobilizing drivers of strategic success
4.1.3 Business Plan and Resources
4.2 Monitoring and Evaluation
4.2.1 Monitoring
4.2.2 Evaluation
4.2.3 Monitoring Indicators
4.3 Reporting Framework
4.3.1 Annual Review
4.3.2 Mid-Term review
4.3.3 Terminal Review
1.71.1.1.1.2
1.71.1.1.1.3 References
1.71.1.1.1.4 ANNEXES
Annex I:
Annex II :
Logframe Matrix
Proposed Short Courses
34
ACRONYMS
ADB
AR
CASD
DFID
DQAF
EASTC
ENSEA
FASDEV
GDDS
ICT
IMF
IPC
ISAE
IT
MAPS
MDG
MDG
MISR
MTR
NEPAD
NSDS
NSO
NSS
PARIS21
PEAP
PNSD
PRS
RRSF
SP1
SP2
STPA
SWOT
TR
UBOS
UNDP
African Development Fund
Annual Report
Coordinating Committee for Statistical Development
British Department for International Development
Data Quality Assessment Framework
Eastern Africa Statistical Training Centre
Ecole nationale supérieure de statistique et d’économie appliquée
Forum on African Statistical Development
General Data Dissemination System
Information and Telecommunication Technology
International Monetary Fund
International Programs Centre
Institute of Statistics and Applied Economics
Information technology
Marrakech Action Plan for Statistics
Millennium Development Goals
Millennium Development Goals
Makerere Institute for Social Research
Mid-Term review
New Partnership for Statistical Development
National Strategy for the Development of Statistics
National Statistical Office
National Statistical System
Partnership in Statistics for Development in the 21st century)
Poverty Eradication Action Plan
Plan for national Statistical Development
Poverty Reduction Strategy
Reference regional Strategic Framework for Statistical Capacity
Building in Africa
First Strategic Plan (2000/1-2004/5)
Second Strategic Plan (2006/7-20010/11)
United nations Statistical Training Programme for Africa
Strengths, Weaknesses, Opportunities and Threats
Terminal Report
Uganda Bureau of Statistics
United Nations Development Programme
35
EXECUTIVE SUMMARY
The Institute of Statistics and Applied Economics
The Institute of Statistics and Applied Economics (ISAE) was established in 1969 within the
legal framework of Makerere University to provide facilities for increasing the number and
improving the quality of high-level professional personnel in statistics and applied economics
urgently needed for social and economic planning and development in East Africa and other
English-speaking African countries. Since then, the ISAE has trained a total of over 1,500
statisticians, planners, applied economists and demographers from Uganda and participating
countries. Most of the alumni of the ISAE hold key and professionally important posts in
their National Statistical Services or key positions in regional and international organizations.
The governance of the ISAE include: ▪ an Advisory Council that recommends policies
governing the operations of the ISAE, reviews and approves the work programme and relevant
budgets of the ISAE, reviews reports on the activities and progress of the ISAE; and provides
guidance and support to the Director in the exercise of his/her functions; ▪ a Board of Studies a
that provides guidance on academic matters; ▪ and a Director as the Chief Executive Officer
who is assisted by a Deputy Director and three Departmental Heads. There are also a number
of Committees in place.
The ISAE runs five undergraduate and ten post-graduate training
programmes. In addition to these programmes, the ISAE services
statistics courses in different faculties and departments of the
University. In turn, the ISAE is serviced by the Faculty of Science
and Faculty of Economics and Management. The ISAE also
conducts periodic short courses and workshops to meet specific
skills needs of user countries. Available facilities at the Institute
include two lecture rooms, three computer laboratories and
Internet/e-mail connectivity, a Reference Library, a total of 19
offices used by staff, and an assortment of office equipment. The
ISAE has a total of 43 members of academic staff and 24
administrative and support staff. In 2005/2006 academic year, the
ISAE had 1,792 students (1,520 undergraduate and 277
postgraduate students). Of the total student population, 50 are
foreign students.
The ISAE has carried out a number of consultancies and research activities independently or
in collaboration with other organizations. Members of staff also do consultancies for
governments, national or international organizations, as individuals or in collaboration with
other consultants.
The 2006/7 – 2010/11 Strategic Plan Framework
In line with the University strategic framework and guidelines, the ISAE first developed a
medium-term Strategic Plan (2000/1 - 2004/5). A follow up plan for the period 2006/7 –
36
2010/11, has been designed to respond to the changing environment within African countries,
the international diminishing image of the institute and its loss of monopoly in statistical
training. The plan provides for better equipping of the ISAE; giving the teaching of statistics
a new orientation that involves: teaching statistics from the demand side rather than the
supply side and introducing non-traditional courses and training methods; and improving the
quality of teaching, learning and research environment. It also provides for greater use of
holistic approaches, statistics to be seen as part of a broad knowledge network, harnessing IT
in teaching processes, improving research and community services; and
developing/strengthening partnerships for statistical training and research.
The design of the plan was participatory and it followed international best practice. It was
also formulated in context of the University Strategic Framework and aims to build on the
strengths of the ISAE, mitigate or eliminate the weaknesses, take advantage of opportunities
and avoid threats.
In light of the new challenges the ISAE faces, the plan framework reformulates the vision, mission,
core values, strategic objectives and outputs of the Institute. The plan consists of complementary
strategic objectives which are considered to be essential to achieve effective performance of the ISAE.
The strategic objectives are to:
 To Improve the strategic management of the ISAE
 To expand and increase the relevance of training programmes
 To improve the quality of teaching and learning environment and programmes
 To improve the quality and expand the scope of research
 To improve community services
 To increase support for evidence-based policy and decision-making
In pursuing the above strategic objectives, a number of outputs to be produced include: new
training programmes and methods, excellent teaching and learning environment, staff further
developed, research skills developed, highly professional graduates, resources secured, new
knowledge generated and greater awareness about role of statistics to society. For each of the
above strategic objectives, a number of strategies have been identified for achieving the
objective. The strategies are:
Strategic objective 1: Improve the strategic management of the ISAE
Strategies
1.
Improve strategic leadership of the ISAE
2.
Repositioning of the ISAE
Strategic objective 1: To broaden and deepen the relevance of training programmes
Strategies
3.
Periodically review and update the curriculum
4.
Enhance partnerships for statistical training
5.
Introduce e-learning
6.
Improve training in statistical analysis, reporting, presentation and
communication
7.
Short-term training courses
Strategic Objective 2: To improve the quality of teaching and learning environment
and programmes
Strategies
37
8.
9.
10.
11.
12.
Provide an excellent teaching and learning environment
Improve academic and professional development of staff
Expand undergraduate research and industrial training
Strengthen graduate teaching programmes
Improve management of assessments
1.71.1.1.1.4.1 Strategic Objective 3: To expand and strengthen community services
Strategies
13.
Improve the quality of research work
14.
Promote partnerships in research activities
Strategic Objective 4:
To improve community services
Strategies
15.
Increase consultancy services
16.
Increase advisory services
17.
Increase staff involvement in other community services
Strategic Objective 5:
To increase support for evidence-based policy and decision-making
Strategies
18.
Engage in statistical advocacy
19.
Conduct short training courses on policy and decision-making using statistics
20.
Mobilize resources
Implementation, monitoring, evaluation and reporting
Plan implementation aims to deliver the outputs, achieve purpose and contribute effectively
to the overall plan objectives; manage the available resources efficiently, and monitor and
report on progress to support performance. Plan implementation will essentially involve
mobilizing drivers of strategic success as well as facilitating factors including: strengthening
plan-supporting organizational structures; adopting a different management style; creating
plan awareness; change management; promoting teamwork; promoting knowledge
management; IT strategy; development of management systems and procedures; staff
motivation; development of business plans; and mobilizing financial resources. A business
plan has been elaborated to serve as a major instrument for setting standards of performance
and for monitoring progress towards achieving long-term goals and objectives. It gives
budget outlays including for operations and capital expenditure. It is expected that
government will meet the bulk of the recurrent budget with development partners providing
support for activities of a capital nature as well as technical assistance. Areas in which
technical assistance will be required have been identified.
The implementation of the plan will be effectively monitored and at the end, its impact evaluated.
Monitoring is essential: (i) to ensure that stated objectives are being achieved, (ii) for tracking inputs,
activities and outputs, (iii) to determine if implementation is on course or not, (iv) to alert
management to problems or potential problems before the situation becomes critical, and (v) for
taking corrective actions to ensure that performance conforms to plan or that the plan is revised in
light of new experience. Monitoring will also involve internal and external benchmarking, and peer
reviews. At the end of the plan period, there will be an evaluation to assess the most significant
38
constraints, the most successful activities and generally to assess how well the strategies have met the
set objectives.
There will be an annual review of the progress in the implementation of the plan, with mechanisms
for changing activities and targets, if this proves necessary. The Annual Review (AR) will be
undertaken by the University and the Uganda Bureau of Statistics. The annual review report will be
presented at the Institute Board of Studies and the Advisory Board meetings. There will also be a
Mid-term Review (MTR) to ensure that the plan is still relevant and for agreeing on changes in both
the plan strategies and work programmes, where these are needed and justified. In addition, the midterm review will reallocate resources according to performance and needs. This review will be
undertaken by an independent consultant appointed by the Institute and the consultant’s report will be
tabled at the Institute Board of Studies and the Advisory Board meetings. At the end of the plan
period, there will be an external evaluation, Terminal Review (TR), which will also be undertaken by
an independent consultant hired by the Institute. The consultant’s report will be tabled at the Institute
Board of Studies and the Advisory Board meetings.
39
LIST OF TABLES AND FIGURES
List of Tables
Table 1.1
Table 2.1
Table 3.1
Table 3.2
Table 3.3
Staff of the ISAE
Summary of SWOT Analysis
Strategies of the SP2
Space requirements
Resource mobilization
List of Figures
Figure 1
Impression of the Statistics Building
40
1
BACKGROUND
1.1
Makerere University
1.1.1
Brief History
Built on a lovely Hill overlooking the City of Kampala (less than 3 kilometers away from the
city centre), Makerere is one of the oldest and best institutions of higher learning in Africa. It
was started as a Technical School in 1922 and soon shifted emphasis to training medical
doctors (licentiates) and teachers (diplomates) for a number of Eastern and Central African
countries.
In 1949, Makerere became a College of the University of London and launched programmes
leading to various degrees (and diplomas) both general and professional. Affiliation to the
University of London was terminated with the formation of the University of East Africa in
1963 with Makerere University College as a constituent college. The other colleges were in
Nairobi, Kenya and Dar es Salaam, Tanzania. The University of East Africa was broken up in
1970 in the interest of forming the three East African Universities and Makerere emerged under
the "Makerere University, Kampala Act (1970)" with 9 Faculties, 6 Institutes and Schools made
up of 69 Departments.
1.1.2 The University setup
Administration
The Makerere University administration is composed of the following bodies:



University Council which is the supreme governing body of the University.
The Senate which is the chief academic organ of the University.
Central Administration headed by the Vice Chancellor who is the Chief Coordinator
of all administrative, academic and public relations affairs of the University. He is
also the direct link between the University and the Government, the public and the
academic institutions within and outside Uganda. Other key officials of the University
are the Deputy Vice Chancellor, the University Secretary, the Academic Registrar, the
University Bursar and the Dean of Students.
College/Faculties/Institutes/Schools
Today Makerere University has twenty-two (22) faculties/institutes/schools offering not only
day but also evening and external study programmes to a student body of about 30,000
undergraduates and 3,000 postgraduates (both Ugandan and foreign). It is also a very active
centre for research. The University now boasts of over 500 members of academic and senior
administrative staff
41
1.1.3 Strategic Planning at Makerere
Makerere University has a decentralized management system under which the basic
unit/centre for planning is the College/Faculty/School/Institute. The University has a
Strategic Framework which defines the strategic directions and broad parameters within
which basic units/centres should formulate their strategic plans. In particular, this overarching
framework provides three strategic directions for the University, namely:
 Transformation of teaching environment, research and management through greater
application of Information and Communication Technology (ICT),
 Contributing to the attainment of a critical mass of science and technology experts in
the country, and
 Further devolution of power to operational units to continue expansion of the student
population while ensuring quality.
In addition to the strategic directions, the framework provides guidelines for formulation of
strategic plans for basic units/centres as well as broad outlines of such plans.
The Vision of the University is,
“To be a center of academic excellence, providing world-class teaching, research and service
relevant to sustainable development needs of society”, and
the Mission is,
“To provide quality teaching, carry out research and offer professional services to meet the
changing needs of society by utilizing world-wide and internally generated human resources,
information and technology to enhance the University’s leading position in Uganda and
beyond”.
1.2
Institute of Statistics and Applied Economics
1.2.1 Background
The Institute of Statistics and Applied Economics (ISAE) was established as an autonomous
ISAE within the legal framework of Makerere University, in July 1969 to provide facilities
for the high level professional training of personnel in statistics and applied economics to
meet the human resource needs of Uganda as well as those of other English speaking African
countries in the context of the formulation and implementation of national plans for economic
and social development. Under the United Nations Stat istical Training
Programme for Africa (STPA) 1978-93 and the plan of the Coordinating Committee for
Statistical Development (CASD), the ISAE was designated as one of the regional statistical
training centres in the African region and supported to spearhead professional training in
official statistics for the English-speaking African countries.
When the STPA ceased, the ISAE continued to provide training and advisory services to
countries in East Africa and other African countries. The present core group of countries in
this regional cooperation scheme include: Uganda, Botswana, Kenya, Lesotho, Malawi,
Swaziland, Tanzania, Zambia and Zimbabwe.
42
The objective of the ISAE has been stated as to provide facilities for increasing the number
and improving the quality of high-level professional personnel in statistics and applied
economics urgently needed for social and economic planning and development in East Africa
and other English-speaking countries in the African region. Apart from her regional role as a
professional statistical ISAE, the ISAE also offers Makerere University services normally
carried out by such a University ISAE.
Since 1969, the ISAE has trained a total of over 1,500 statisticians, planners, applied
economists and demographers from Botswana, Cameroon, Ethiopia, Gambia, Ghana, Kenya,
Lesotho, Liberia, Malawi, Mauritius, Mozambique, Namibia, Nigeria, Seychelles, Somalia,
South Africa, Sudan, Swaziland, Tanzania, Uganda, Zambia and Zimbabwe up to
undergraduate and postgraduate professional level. Most of the alumni of the ISAE hold key
and professionally important posts in their National Statistical Services. Others hold key
positions in regional and international organizations.
1.2.2 Organization and administration
Organization
Advisory Council: The ISAE has had an Advisory Council since its inception in 1969. Its
membership includes: The Vice-Chancellor, Makerere University (Chairman); Permanent
Secretary, Ministry of Finance, Planning and Economic Development, Government of
Uganda (Alternate Chairman); Permanent Secretary, Ministry of Education and Sports,
Government of Uganda; Permanent Secretary, Ministry responsible for Regional Cooperation, Government of Uganda; Executive Director, Uganda Bureau of Statistics;
Academic Registrar, Makerere University; Dean, Faculty of Science, Makerere University,
Dean, Faculty of Social Science, Makerere University; Director of the Institute of Statistics
and Applied Economics (Secretary); Director, Eastern Africa Statistical Training Centre, Dar
es Salaam; Representatives of the Governments of Botswana, Ethiopia, Kenya, Lesotho,
Malawi, Namibia, Swaziland, Tanzania, Zambia and Zimbabwe. Various donor agencies,
Heads of Departments in the ISAE and the Deputy Director participate in an ex-officio
capacity on matters within their fields of competence. The Council may co-opt members as
necessary.
The Advisory Council has the following functions: it recommends policies governing the
operations of the ISAE including the general conditions of admission of students and
recruitment of staff, keeping in view the objectives of the ISAE; reviews and approves the
work programme and relevant budgets of the ISAE; reviews reports on the activities and
progress of the ISAE prepared by the Director; and provides guidance and support to the
Director in the exercise of his functions.
The Advisory Council meets once a year in a regular session and may hold a special session at
the request of its Chairman or the Director of the ISAE to discuss and review policies
governing the operation of the ISAE, work programmes, budgets, and reports and provide
guidance to the Director.
Board of Studies: On University academic matters, the ISAE is guided by a Committee of
Senate called the "Board of Studies of the Institute of Statistics and Applied Economics"
whose membership includes: The Director of the ISAE (Chairman); the Vice-Chancellor (exofficio); the Academic Registrar (ex-officio); Executive Director, Uganda Bureau of
43
Statistics; all full-time teaching staff of the ISAE (Makerere University); Two representatives
of the Faculty of Social Sciences (Dean and a representative of the Institute of Economics);
two representatives of the Faculty of Science (Dean and a representative of the Department of
Mathematics); representatives of other Faculties, ISAEs, Schools and Centres; and such other
members as Senate may approve from time to time on recommendation of the Board.
Departments: The ISAE has grown both in the scope and depth of its programmes and
services since it was founded three and half decades ago. In order to consolidate its past
successes in training statisticians at professional level and to adequately develop the postgraduate and specialized programmes, the University Council approved three departments for
the ISAE, namely:
 Department of Statistical Methods
 Department of Planning and Applied Statistics
 Department of Population Studies
ISAE administration
The ISAE is headed by a Director who is elected by academic staff of the ISAE and
appointed by the University Appointments Board for a period of four years. The Director is
assisted by a Deputy Director and three Heads of Department who are all elected by the ISAE
staff also for four years, an accountant and other support staff.
There are also committees to assist in the administration of the ISAE including the Finance
Committee and the Post-Graduate Committee. Management meetings are also important in
the administration of the ISAE.
1.2.3 Training programmes
The ISAE runs five undergraduate and ten post-graduate training programmes. All
undergraduate programmes have a duration of three years. The post-graduate diploma
programmes are run for one year and the masters degree programmes are run for two years.
All Ph.D programmes take at least three and half years and a maximum of five years.
Undergraduate programmes
These include:
1. Bachelor of Statistics
2. Bachelor of Science in Actuarial Science
3. Bachelor of Science in Quantitative Economics
4. Bachelor of Science in Population Studies
5. Bachelor of Business Statistics
Post-graduate programmes
44
These include:
1. Postgraduate Diploma in Demography
2. Postgraduate Diploma in Statistics
3. Master of Statistics
4. Master of Science in Quantitative Economics
5. Master of Arts in Demography
6. Master of Arts in Population and Development
7. Master of Science in Population and Reproduction Health
8.
Master of Science in Population Studies
9. Ph.D in Population Studies
10. Ph.D in Statistics
Two programmes (Bachelor of Science in Actuarial Science and Bachelor of Business Statistics) have
no post-graduate components for more specialized training. However, the ISAE is working on a
proposal for consideration by the University Senate and Council to start them.
It is important to mention that in addition to these programmes, the ISAE services statistics courses in
different faculties and departments. In turn, the ISAE is serviced by the Department of Mathematics,
Faculty of Science and Faculty of Economics and Management.
Short courses and workshops
In addition to the above regular programme, the ISAE conducts from time to time short courses and
workshops to meet specific skills needs of user countries. Short courses offered in recent past include:





Data Handling, Biostatistics and Use of Stata for Windows funded by DBL-Institute
of Health Research and Development (****);
Economic Statistics and National Accounts (****);
Monitoring and Evaluation of Population Programs (******).
Practical Approach to Data Analysis Using Stata/SPSS (*****); and
Statistics for Ph.D students (****).
1.2.4 Facilities
The ISAE has the following facilities available to students and staff:
Lecture rooms
45
Currently, the ISAE has two lecture rooms. One room can accommodate up to100 students
and the other room can accommodate 60 students. These rooms are not enough to meet the
ever increasing number of students.
Computer facilities
The ISAE operates three computer laboratories, namely the laboratory for undergraduate
students, the laboratory for post-graduate students and a laboratory for Ph.D students. The
laboratories for undergraduate and post-graduate students are used by students for all computer
and software related instructions, project work, tests and assignments while the laboratory for
Ph.D students, which was donated by the School of Graduate Studies, is used in training the
Ph.D students on data management, processing and analysis.
There are altogether 103 computers at the ISAE. Of these, 31 computers are used by staff, 65
by students and 7 by Institute administration. However, it was reported that up to 28
computers (27% of the total) are not in working condition and need repair. All the computers
in the Institute are networked and there is an intranet. The Institute also has Internet
connectivity and a web site which is currently under improvement. Internet connectivity has
made it possible for staff and students to benefit from the shared global information resources
and knowledge. It has also increased the possibility to collaborate and share information with
participating countries and development partners.
Library facilities
A library is an essential infrastructural component of any knowledge-generating institution. It
is used as the main depository of books and other reference materials e.g. books, journals,
periodicals, magazines, etc. The University Main Library, housing over 200,000 books (and
similar materials) and subscribing to 7,415 journals is the biggest in Eastern and Central Africa
(and also the national information depository of Uganda).
The ISAE has its own Reference Library that started to generate/collect/receive library reading
materials in 1970. The reading materials range from textbooks to periodicals such as journals in
volumes that are received periodically, reviews, supplements, handbooks, electronic materials
on CDs, etc. The materials come from participating and other countries in the African region,
major statistical publications of the United Nations and its agencies, and many international
organizations. It has six sections namely; Demography, Statistics, Computing, Reference,
Book Bank and Dissertations. The ISAE Reference Library is supported by the Main
University Library in stocking statistics materials for ease of reference to students and staff of
the ISAE and the University. The ISA library, however, is not computerized and is
inadequately staffed.
Offices
The ISAE has a total of 19 offices. These are hardly enough for 40 or so academic staff of the
ISAE who have to share offices – up to four in an office. The staff need adequate office space
to read, prepare lectures and meet students one-on-one.
Other
The office equipment at the ISAE include photocopying machines, scanning equipment,
Power Point projectors, etc.
46
1.2.5 Students and Staff
Students
The ISAE has expanded from 60 students at the time of its
establishment in 1969 to the current 1,792 students in 2005/2006
academic year. Of this number, 1,520 are registered in
undergraduate programmes and 277 in postgraduate programmes.
Currently there are 7 Ph.D candidates. Over the years, the number
of foreign students declined due to lack of fellowships. However,
the number of foreign students has been going up in the last few
years from 6 in 2002/2003, 22 in 2003/2004, 26 in 2004/2005 to 50 in
2005/2006 academic year.
Staff
The ISAE has a total of 43 members of academic staff and 24 administrative and support staff
(table 1). Of the total academic staff, 14 or 33% have Ph.D and only 3 are females. The
number of academic members of staff is inadequate but the University has already advertised
for some posts which will somewhat ease the work load.
1.71.1.1.1.4.1.1
Table 1.1
Rank
Professor
Associate Professor
Senior Lecturers
Lecturers
Assistant Lecturers
Teaching Assistants
Part time Lecturers
Administrative/Support staff
Total
Staff of ISAE
Total
1
1
6
14
4
5
12
24
67
To improve the quality of service to students, the University has embarked on training of staff.
A number of staff members have registered for further studies at Makerere University or
outside Uganda. However, because of the policy of holding a Ph.D to be appointed a Lecturer,
the staff development funds at Makerere University had been overstretched. The candidates
from the ISAE have, therefore, not benefited as much as was expected.
47
1.2.6 Consultancy and research activities
As an organization, the ISAE has carried out a number of consultancies and research
activities independently or in collaboration with other organizations. A number of members
of staff also do consultancies for governments, national or international organizations, as
individuals or in collaboration with other consultants. This has helped to deepen the
professional credentials of the ISAE and its staff.
1.2.7 Strategic Plan (2000/1 – 2004/5)
In line with the University strategic framework and guidelines, the ISAE developed a
medium-term Strategic Plan (2000/1 - 2004/5) which we shall refer to as Strategic Plan 1
(SP1). The objectives of the SP1 were to:
 improve the quality of teaching
 improve the quality and expand the scope of research at the ISAE
 improve the effectiveness of ISAE library
 increase office and laboratory space available to the ISAE
 increase the number of students at the ISAE
The SP1 gave the vision for the ISAE as,
“To be an internationally recognized centre of excellence in statistics and
applied economics with capacity for training, research and information policy”
and the mission as,
“To produce high quality professionals in statistics, applied economics,
population studies and information technology so as to spear head informed
policy making in both the public and private sector through training, research
and community service”
1.3
Changing environment
1.3.1 Management of the ISAE
During the implementation of SP1, modern management principles of openness,
participation, teamwork and innovation were not fully applied. As a result, the SP1 was not as
successful as it could be. In addition, the international image of the ISAE declined and its
ability to effectively network internationally suffered. Consequently, the ISAE experienced
problems in attracting donor funding as well as enrolling foreign students both of which
affected the capacity of the ISAE to deliver on its mission.
1.3.2 Changing user needs
In recent years, new development paradigms have been adopted in all African countries.
These paradigms have radically changed the demand for data as can be seen below. The
changes in demand for data have triggered reforms of National Statistical Systems and in turn
posed major challenges for statistical training centres in Africa.
48
At the dawn of the third millennium, developing countries including those in Africa and
development partners have committed themselves to managing for development results or the
results agenda which involves focusing on performance and the achievement of outputs,
outcomes and impact. The results agenda includes sectoral and national development plans
(Poverty Reduction Strategies (PRSs or the Poverty Eradication Action Plan – PEAP in the
case of Uganda) and other national development plans); regional development frameworks
e.g. New Partnership for Africa’s Development (NEPAD); and the Millennium Development
Goals (MDGs).
The results agenda is data intensive. It requires highly integrated, consistent and timely data.
In particular, there has been an unprecedented increase in the demand for multi-sectoral
statistics with a focus on development statistics for informing national and international
development agenda, and for supporting democracy, good governance and accountability in
countries. This means that there is a need for emphasizing integrative and consistency
frameworks in statistical work and in statistical training centres. Secondly, there is greater
demand from NSSs for consistent data within economic groupings such as the East African
Community (EAC), Common Market for Eastern and Southern Africa (COMESA) and
Southern Africa Development Community (SADC) and Economic Community of West
African States (ECOWAS). This suggests that greater attention should be paid to issues of
harmonization and convergence of national statistics within the economic groupings.
The results agenda is also predicated on the notion that there is both the capacity to demand
and effectively use statistics for policy analysis and design (statistical demand) and the
capacity to produce better statistics and to do so in a sustainable manner, on a scale, and in a
time frame that are relevant to policy makers (statistical supply). This has created the
urgency to begin to balance demand and supply issues in statistical training programme by
introducing courses on demand for statistics. Since weaknesses in data demand and supply
are mutually reinforcing, lack of the said balance in the training programme may lead to
prescription of supply solutions that are inadequate or inappropriate. There is, therefore, a
need for the ISAE and other training centers to cover demand for statistics in their curricula,
including demand from the national and international development agenda, and the
implications for monitoring progress toward achievement of the goals and targets set in these
agenda. There is also greater need now for formalizing and deepening links between training
centers and NSOs so that the latter can influence what is taught and also so that training
centres can contribute to the development of appropriate methodologies and improved
analyses of existing datasets, data presentation and reporting.
It is also important to mention that the nature of data users has very much changed. For
instance, more and more data users are becoming more critical and demanding access to
datasets so that they can do their own analyses to suit their needs. This has increased the need
to establish user-friendly and accessible databases with appropriate metadata (complete
description of the data and methods for collecting them).
The said increase in demand for development statistics created by the results agenda, has put
a lot of pressure on already weak and vulnerable NSSs in Africa, and triggered the need for
poor developing countries to reform NSSs and build, in a sustainable manner, greater national
statistical capacity. The urgency to do this has been given impetus at international level by
the Marrakech Action Plan for Statistics (MAPS) and at regional level, by the Reference
Regional Strategic Framework for the Development of Statistics (RRSF) (see sub-section
2.2). In this context of the MAPS and the RRSF, a number of African countries have
designed a National Strategy for the Development of Statistics (NSDS) as a medium-term
49
framework for reforming the NSSs in a holistic manner to make them more robust, more
transparent and responsive to user needs, and much better coordinated. The NSDSs aim to
change the trajectory of the development of statistics in the countries. In Uganda, a five-year
(2006/7 – 2011/12) Plan for National Statistical Development (PNSD) was launched late last
year.
1.3.3 Increased competition
It is important to mention that the ISAE no longer enjoys a monopoly in providing training in
statistics and related subjects in the country and in the African region. New Universities in
Uganda have started statistical training programmes and also a number of old Universities in
the African region are now teaching statistics. Unfortunately, this has taken place at a time
when the institution was beginning to lose its lustre, international networks, donor support
and enrolment by foreign students. There is a need for the ISAE to respond to this loss of
monopoly by better marketing its facilities and being more innovative and creative in order to
maintain a competitive edge as well as to distinguish itself as a centre of excellence in
statistical and related training, and research.
1.4
Need for the Second Strategic Plan (2006/7 – 2010/11)
When the Strategic Plan 1 (SP1) ended, the ISAE saw it fit to review the performance of this
plan and thereafter to design a second strategic plan, Strategic Plan 2 (SP2) covering the
period 2006/7 - 2010/11. In addition and as mentioned in sub-section 1.3 above, there have
been changes in demand for data from traditional statistics to development statistics for
informing results policy and development agenda. The ISAE has lost a monopoly in
statistical training. All this has necessitated a major review of the training that goes on at the
ISAE. SP2 provides such a review and new approaches to meeting new training needs for
National Statistical Systems (NSSs) of the user countries. Needless to say, the SP2 also builds
on the success of SP1 and is in line with the University planning framework and follows best
practice.
50
2
PROCESS AND METHODOLOGY FOR ELABORATING
THE STRATEGIC PLAN (2006/7 – 2010/11)
2.1
The Process
It is well known in the trade that the
process of elaborating any plan is as
important as the plan itself. Best practice
requires that the process is consultative
and participatory with key stakeholders
fully involved at every stage of the
process. It also requires that the process
empowers key stakeholders and confers
on them ownership both of the process
and the product. Stakeholder groups in the
ISAE and the services it offers are given
in the following text box.
Stakeholder groups:
Group I: User countries
Group II:
Group III:
Group IV:
Group V:
Group VI:
University administration and
relevant faculties/institutes
Institute management and staff
Current students
Former students
Donors and International
Organisations
The process included the following:
 review of achievements of Strategic Plan 2000/1 – 2004/5
 stakeholder mapping (their identification, identification of their respective roles,
interests and relationship among them)
 multi-stakeholder consultations in Uganda, namely:
√ University administration and relevant faculties/institutes,
√ ISAE students – past and present,
√ lecturers,
√ employer organizations (e.g. Uganda Bureau of Statistics)
 multi-stakeholder consultations outside Uganda, namely:
√ user countries,
√ donor agencies and international organizations,
√ other statistical training centres
 Strengths, Weaknesses, Opportunities and Threats (SWOT) analysis
 Visioning and strategizing exercises
 Elaboration of an Action Plan
2.2
Methodology
A combination of methods was used in the process of elaborating the SP2, including:
2.2.1
Literature Review
A number of documents were accessed and reviewed to understand the environment in which
the ISAE operates, including user country and international policy frameworks and
51
development agenda, the University development framework, current prospectus, teaching
programmes, etc. Also reviewed were policy documents of different development partners as
well as sub-regional and regional initiatives on statistical development. These included:


University structures, plans, etc.
ISAE structures, organization, programmes
recommendations of the ISAE organs.

National and international development frameworks and especially results-based agenda.
International standards and frameworks including:

and
previous
plan,
various
The United Nations Fundamental Principles of Official Statistics
These principles were adopted by the United Nations Statistical Commission in 1994
and are now a universally agreed overarching framework for the mission of NSOs and
indeed also for the statistical work of official international organizations8.
Data Quality Assessment Framework (DQAF) of the IMF
This is a comprehensive framework, which was introduced by IMF for reviewing, in a
systematic manner, the essential aspects of statistical operations. It covers the external
environment (laws, users, respondents and resources), processes including managerial
and technical support and outputs of a statistical system. DQAF can therefore be used
to provide a: snapshot reading of the current status of statistics, framework for
planning statistical development, and framework for tracking (monitoring and
evaluating) statistical capacity.
Statistical Capacity Building Indicators of PARIS21
The PARIS21 (Partnership in Statistics for Development in the 21st Century) Task
Team on Statistical Capacity9 has produced a number of indicators and tested them at
country level in a number of countries. These indicators are expected to help track
progress of countries in building their statistical capacity10.
Guide to General Data Dissemination Standard (GDDS)
General Data Dissemination System (GDDS) is an initiative of the IMF Statistics
Department, and is intended to assist participating countries by encouraging them to
improve data quality, provide a framework for evaluating needs for data
improvement, and set priorities in this respect. GDDS also guides member countries
8
9
10
How we are Doing: Performance Indicators for National Statistical Systems by Willem F.M. de
Vries, Netherlands Official Statistics, Vol. 13, Spring 1998.
Ibid
Statistical Capacity Building Indicators by Lucie Lalibertee, July 2002
52
in the dissemination to the public of comprehensive, timely, accessible and reliable
economic, financial, and socio-demographic statistics.
United Nations Handbook of Statistical Organization
This Handbook which was released by the United Nations in 2003 provides guidance
in many areas of statistical development. The handbook is intended to serve as a
“checklist of items a successful statistical agency must take into consideration; a set
of examples that illustrate how principles can be put into practice in certain typical
contexts; a list of factors that may persuade an agency’s staff to favour one
application over another”11.
Marrakech Action Plan for Statistics (MAPS)
The International Roundtable on Managing for Development Results held in
Marrakech, Morocco in 2004 recognized that good statistics are crucial not only to
support development policies but also to measure the impact of interventions. It thus
identified better statistics as a priority of the results agenda and the Marrakech meeting
came up with an action plan for improving statistics popularly known as The
Marrakech Action Plan for Statistics (MAPS). MAPS has set 2006 as the target date by
which all poor developing countries should have developed a National Strategy for the
Development of Statistics (NSDS) and to have started to implement it the following year
with a view to producing better statistics for national and international use by the time
of the next Millennium Review in 2010.
Reference Regional Strategic Framework for Statistical Capacity Building in Africa
(RRSF)
The Reference Regional Strategic Framework for Statistical Capacity Building in
Africa (RRSF) was endorsed by the meeting of Directors of National Statistical
Offices in Africa and the Forum on African Statistical Development (FASDEV) both
held in Addis Ababa, Ethiopia in February 2006. The RRSF has been designed to
provide strategic directions and appropriate mechanisms for guiding and accelerating
the development of sustainable statistical capacity in Africa for managing for results.

11
Experiences of other training institutions in developing statistical capacity including best practices and
knowledge of what has worked and not worked in similar circumstances. In particular, programmes and
operations of the following centres were reviewed with a view to peer learning: Eastern Africa
United Nations, Handbook of Statistical Organization: The Operation and Organization of a
Statistical Agency, Third Edition, New York, 2003
53
Statistical Training Centre (EASTC) in Dar es salaam (Tanzania), Advanced Institute
of Statistics and Applied Economics (Ecole nationale supérieure de statistique et
d’économie appliquée) (ENSEA), Abidjan (Côte-d’Ivoire), InWent (Capacity
Building International), Bonn (Germany) and International Programs Center (IPC),
part of the Population Division of the U.S. Census Bureau (USA), the Survey
Research Centre, Institute for Social Research, the University of Michigan (USA) and
the Statistical Institute for Asia and the Pacific.
2.2.2 Design and send out different questionnaires to stakeholders
In order to collect information from stakeholders inside and outside Uganda in a more
consistent manner, a number of questionnaires were designed and sent out for completion by
different stakeholders. In particular, questionnaires were sent to: selected Directors of NSOs
of South Africa, Kenya, Tanzania, Swaziland, Uganda; a sample of current under-graduate
students; some former students (under-graduate and post-graduate) from different countries;
some staff of the ISAE; and some schedule with lists of questions was sent to development
partners including United Nations Development Programme (UNDP), British Department for
International Development (DFID), the African Development Bank (ADB) and the World
Bank.
2.2.3 Stakeholders’ workshops
Three workshops were held. The first workshop aimed to empower key stakeholders so that
they could in turn play an informed and meaningful role in the process of designing the plan
and its implementation. The workshop covered such issues as strategic management and
statistical planning, introduction to the concept of results-based management, national and
international results-based agenda including the PRSP and MDGs, etc. The second workshop
involved a review of SP1 (the vision, mission, objectives and strategies); the conduct of a
Strengths, Weaknesses, Opportunities and Threats (SWOT) analysis (see below); and
discussing possible strategies for the follow-up plan.
The third workshop involved presenting and discussing SP2, and building a broad consensus
on strategies for strengthening the ISAE. The SP2 was finalized after this workshop, taking
into account issues raised and proposals made in the workshop. .
2.2.4
Focus group discussions
These were small groups of mainly staff of the ISAE and UBOS organized to address
different aspects of the work e.g. elaborating the vision, mission and strategies, and a
programme of short-training courses.
2.2.5
Strengths, Weaknesses, Opportunities and Threats (SWOT) analysis
A Strengths, Weaknesses, Opportunities and Threats (SWOT) analysis diagnostic tool was
used with the ISAE staff to identify and evaluate (a) internal strengths and weaknesses in
functional areas so that the SP2 could build on the strengths and aim to mitigate or eliminate
the weaknesses, and (b) external opportunities and threats so that advantage can be taken of
the opportunities and threats could be avoided or their impact reduced.
The strengths and weaknesses were identified and evaluated in terms of resources,
infrastructure, efficiency, customer care, competitive advantage, quality of products and
54
services (course content), staff, management, cost (fees) and general capacity. And the
opportunities and threats were identified and evaluated in terms of competitors actions,
economic conditions, increasing market saturation and changes in laws and regulations.
2.3
Review of SP1
A general review was made of the SP1 before SP2 could be designed.
2.3.1 Plan ownership
Although it is stated in the SP1 document that the plan was prepared in a participatory
manner, interviews with current academic staff shows little knowledge about and lack of
ownership of the plan. This could suggest that the plan was not popularized among
stakeholders as it should have. It cannot be over-emphasized that plan ownership is essential
for its effective implementation.
55
2.3.2 Mission
The mission of the ISAE was given as:
To produce high quality professionals in Statistics, Applied Economics, Population
Studies and IT so as to spearhead informed policy-making in both public and private
sector through training, research and community service
It can be seen from the above mission statement that:
(a) the important area of decision-making is excluded from use of statistics, and
(b) civil society sector is excluded from key data users.
2.3.3 Strategic objectives
The SP1 gave the strategic objectives as:
Strategic objective 1:
Strategic objective 2:
Strategic objective 3:
Strategic objective 4:
Strategic objective 5:
To improve the quality of teaching
To improve the quality & expand scope of research
To improve the effectiveness of ISAE library
Increase office and laboratory space at ISAE
Increase the number of students at the ISAE
The review of the strategic objectives aimed to determine whether these were the right
objectives to meet the stated mission of the ISAE. In order to do this, the mission was broken
into the following statements of intentions related to the functions of the ISAE that must be
achieved:
• High quality professionals
• Spearhead informed policy & decision-making
• Training
• Research
• Community service
It can be seen from these statements that some of the stated strategic objectives (e.g. to
increase office and laboratory space) in fact actually activities rather than strategic objectives.
2.3.3 Declining international image
As was mentioned in chapter 1, the leadership of the ISAE in recent years did not do enough
to maintain the international image of the institution with the result that critical networks
were not serviced, there was a decline in donor support as opportunities were not taken
advantage of and the number of foreign students enrolling at the ISAE remained low.
2.3.4 Was the Plan successful?
The plan had mixed success judging by the objectively verifiable indicators given in the
logframe. The plan achieved some success in the following areas: increasing the scope of the
training programme (some new courses were introduced); the number of students increased;
new equipment were bought including power point projectors, computers, etc; the number of
research activities increased. These are given in Table 2.1 as the strengths of the ISAE.
56
However, many goals of the SP1 were not achieved as can be seen from the list of
weaknesses in the same table. The weaknesses include diminishing international image;
infrequent review of the curriculum; inadequate focus on data analysis, presentation and
reporting; a critical shortage of space (for lecture rooms, offices, laboratories, library); a high
student-staff ratio; too few Professors to manage post-graduate programmes; inadequate
equipment including computers; inadequate library services; weak management including
knowledge management; some gaps in research capabilities; poor staff remuneration and an
inactive ISAE Consultancy Bureau. The SP2 aims to mitigate or eliminate these weaknesses.
There are tremendous opportunities for the SP2 to mitigate the said weaknesses of the ISAE
including greater demand for statistics on account of the new focus on results agenda
nationally and internationally, new partnerships (national and international) in support of
statistical development, proposed new programmes that will increase student intake and
hence resources, advances in ICT that have made computers and related equipment cheaper
and more accessible and the current reforms of the NSSs including the design of the National
Strategy for the Development of Statistics (NSDS) that is expected to lead to increase in demand
for and use of data.
2.4
SWOT analysis
The following table presents a summary of the SWOT analysis.
Table 1. Summary of SWOT analysis
Current Strengths
1. High esteem and recognition
regionally and internationally as a
training centre of excellence
2. Practical-oriented training
programmes on official statistics
making the graduates of the ISAE more
relevant
3. Broad-based training (various
under-graduate and post-graduate
programmes as well as short courses)
Inter-disciplinary staff and diversity of
skills in various information areas
5. Availability of computer facilities
(including e-mail and Internet
connection)
6. Capacity to and experience in
undertaking research and consultancies
Current weaknesses
1. Diminishing international image of the ISAE
resulting in diminished donor support and low
enrollment of foreign students
2. Infrequent review and update of the
curriculum and continuing to teach statistics
mainly from the supply side and inadequate
attention to demand side
3. Inadequate focus on data analysis, reporting,
presentation and communication in the training
programme
4. Shortage of space (lecture rooms,
laboratories, library and offices)
5. A high-staff student ratio leading to heavy
staff workloads and limited supervision/
coaching/ mentoring/research and community
service
6. Inadequacy of academic staff (numbers and
too few Professors to supervise higher degree
students)
7. Inadequate equipment (e.g. computers and
software) and limited use of audio-visual aids
(e.g. projectors, flip charts, etc. for teaching)
8. Inadequate library services (library under
57
stocked for some disciplines and not
computerized)
9. Management in past has been weak as
characterized by infrequent management
meetings of committees, inadequate teamwork
and inadequate internal communication.
10. Inadequate knowledge management
including
documentation and records, datasets, etc.
11. Some gaps in research capability - some
disciplines are not properly covered.
12. Poor staff remuneration which has affected
morale and led to high staff turnover
13. Inactive ISAE Consultancy Bureau
Opportunists
Threats
1. Greater demand for statistics in
1. Constrained African economies leading to
view of the new focus on results agenda limited subventions from Uganda government
e.g. PRS, NEPAD, MDGs, etc.
and limited number of government-supported
students from user countries
2. New partnerships among developing 2. Limited fellowships from development
countries and development partners, and partners which has led to limited participation
between policy and decision-makers
of user countries
and data producers in support of
statistical development
3. Proposed new programmes that will 3. Inter-faculty competition (several faculties
increase the number of students and
teach statistics courses) also new Universities
expand the ISAE’s financial base.
are offering statistics courses
4. Advances in ICT that have made
4. Inability to attract and retain high caliber
computers and related equipment
staff due to limited subventions from
cheaper and more accessible
government.
5. It is increasingly becoming
apparent that training of statistics
should start in schools.
4. Reform of NSSs and the design of
the NSDS that is expected to lead to
increase in the demand and use of data
58
3
THE STRATEGIC PLAN (2006/7 – 2010/11)
3.1
Introduction
This Second Strategic Plan (SP2) aims to reposition the ISAE to play a greater role in current
statistical reforms and development in Africa. In particular, it aims to address three critical
challenges namely, strategic management of the ISAE, changing user needs in African
countries and loss of monopoly in statistical training. In order to put the ISAE at the cuttingedge of statistical reforms and development in the region, the plan provides for:
 improving the management of the ISAE;
 a new orientation in the teaching of statistics;
 introduction of non-traditional courses and training methods; and
 improving the quality of teaching, learning and research environment.
The plan presents strategies for creation of partnerships for training and research, and is also
linked to recently designed national and global statistical initiatives aimed at supporting
national and international development agenda including the PRSs, NEPAD and the MDGs.
In light of the new challenges the ISAE faces, the plan framework reformulates the vision,
mission, core values, strategic objectives and core products (outputs) which are essential for
the Institute to function effectively. This chapter presents the SP2 which, as was mentioned
earlier, builds on the achievements of SP1.
3.2
Vision, Mission and Core Values
3.2.1
Vision
The vision for the ISAE is to be:
A regionally and internationally recognized centre of excellence in training and
research in basic and emerging areas of statistics and related sciences.
3.2.2
Mission
The mission of the ISAE is:
To produce high quality professionals in statistics, applied economics, population studies
and IT through training, and to undertake research, consultancy and community service in
59
support of informed policy and decision-making in the public, private and civil society
sectors in Africa.
3.2.3 Core values
The corporate values and principles that guide the conduct and behaviour of students, staff
and decision-making at the ISAE are:
Academic freedom
The ISAE is committed to upholding the freedom by staff and students to pursue knowledge
wherever it may lead, without undue or unreasonable interference. Academic freedom is the
hallmark of University education.
Customer focus
The focus of the work at the ISAE will be on assisting African countries develop a culture of
evidence-based policy, planning and decision-making at every level. Not only will the ISAE
produce the type of information professionals to man NSSs but also it will do research and
provide professional advice to countries on all aspects of statistical development and social
needs.
Highest integrity and ethical standards
Teaching, research, consultancy and community services will be undertaken by the ISAE
with highest integrity and according to high professional and ethical standards.
Professional and scientific breadth and depth
For it to remain a training centre of excellence, the ISAE will continue to put a lot of
premium on broadening and deepening the professional and scientific standing of its staff.
3.3
(a)
Strategic Objectives and Key Outputs
Strategic objectives
The SP2 consists of complementary strategic objectives (goals) which are considered to be essential
to achieve effective performance of the ISAE. These are:






Improve the strategic management of the ISAE
To expand and increase the relevance of training programmes
To improve the quality of teaching and learning environment and programmes
To improve the quality and expand the scope of research
To improve community services
To increase support for evidence-based policy and decision-making
60
Each of these strategic objectives provides a “pillar” for the plan. And for each one of these
objectives, a number of strategies have been identified; so too have the activities, expected outputs,
performance indicators and measures/verification, and assumptions. The logical interrelationship
among these elements is charted using the logical framework (logframe) approach and the
corresponding logframe matrix is given in Annex I. The approach facilitates an analysis of these
interrelationships and their relationships with the surrounding environment. Using this approach, the
vertical logic is the hierarchy of objectives of the plan. The horizontal logic is charted as follows: for a
given level of objective (equivalent to a horizontal row of cells) the horizontal logic describes: how
the achievement of the objective will be measured or verified, how this information will be obtained
and what are the external factors that could prevent the project manager and staff from achieving the
next level objective.
(b)
Key outputs
In pursuing the above strategic objectives, the following key outputs will be produced:


















3.4
Image of the ISAE enhnced
Current training programme reviewed and updated, putting greater emphasis on
holistic approaches such as national accounting, satellite accounts, integrated
information systems,
New training programmes and courses designed (especially in new areas of
application like measuring development, governance, human rights, gender and
poverty),
New training methods introduced,
Short courses conducted
Excellent teaching and learning environment created,
Staff further developed (staff get higher degrees, become members of professional
organizations, attend scientific workshops/conferences, etc),
Highly trained professionals produced,
Both hard and soft skills developed,
Research skills developed,
Partnerships developed for statistical training and research,
ISAE Consultancy Bureau formally established,
New research projects designed,
Resources secured for both training (new Statistics Building and other infrastructure
and for fellowships for both students and staff) and research,
Highly trained professionals produced (these will be produced in official statistics,
applied economics, population studies and IT),
New knowledge generated and disseminated (research systems established,
research papers published in professional journals; books and manuals written; and
guidelines on the development of official statistics written),
Greater awareness about the role and importance of statistics to society created
Increased use of data in support of policy, planning and decision-making,
Strategies
61
A strategy is a means by which long-term objectives are achieved. It is a declaration of intent,
defining where an institution wants to be in the long-term, and ensures that day-to-day
decisions fit in with long-term interests of the institution. As mentioned earlier, for each
strategic objective, a number of strategies have been identified for achieving the objective.
The strategies are presented in the following table.
Table 3.1: Strategies of the SP2
Strategic objective 1: Improve the strategic management of the ISAE
Strategies
1.
Improve strategic leadership of the ISAE
2.
Repositioning of the ISAE
Strategic objective 1: To broaden and deepen the relevance of training programmes
Strategies
3.
Periodically review and update the curriculum
4.
Enhance partnerships for statistical training
5.
Introduce e-learning
6.
Improve training in statistical analysis, reporting, presentation and
communication
7.
Short-term training courses
Strategic Objective 2: To improve the quality of teaching and learning environment
and programmes
Strategies
8.
Provide an excellent teaching and learning environment
9.
Improve academic and professional development of staff
10.
Expand undergraduate research and industrial training
11.
Strengthen graduate teaching programmes
12.
Improve management of assessments
1.71.1.1.1.4.2 Strategic Objective 3: To expand and strengthen community services
Strategies
13.
Improve the quality of research work
14.
Promote partnerships in research activities
Strategic Objective 4:
To improve community services
Strategies
15.
Increase consultancy services
16.
Increase advisory services
17.
Increase staff involvement in other community services
Strategic Objective 5:
To increase support for evidence-based policy and decision-making
Strategies
18.
Engage in statistical advocacy
19.
Conduct short training courses on policy and decision-making using statistics
20.
Mobilize resources
Strategic objective 1:
1.
Improve the strategic management of the ISAE
Improve strategic leadership of the ISAE
Strategic plans of some institutions have failed to achieve desired results because they did not
provide for strategic leadership of the institutions. Strategic leadership is about ability of an
62
experienced, senior leader who has the wisdom and vision to create and execute plans and
make consequential decisions in the volatile, uncertain, complex, and ambiguous strategic
environment using modern management principles of openness, participation, teamwork and
innovation. It behooves the new Director of the Institute to provide this type of leadership if
the current plan is to succeed.
This calls for the redefinition of the role of the Director of the ISAE, emphasizing the need to
free him/her from day-to-day operations of the Institute to concentrate his/her time and
energies on high level management and on strategic issues including image building, resource
mobilization and representing the Institute in national and international fora. Day-to-day
management of the ISAE should be left to the Deputy Director (academic matters) and Senior
Registrar (administrative matters).
Repositioning of the ISAE
In recent years, the ISAE has not done enough to proactively manage its image and to better
manage its relationship with key stakeholders especially those abroad. This arose in part
because the ISAE did not recognize marketing as a central function of its planning and
operation activities. As a result, it could not consciously develop, promote and continually
evaluate its image. Indeed over the last few years, there has been a global deeming of the
image of the ISAE.
Under this strategy, the ISAE will be repositioned as an accessible institution dedicated to
academic excellence by effectively marketing its accomplishments and resources to
stakeholders. There are new ways this will be done including the following:



the Director should not be seen to miss attending key sub-regional, regional and
international meetings. Economic groupings in Africa including the East African
Community (EAC), Southern Africa Development Community (SADC) and the
Economic Community of West African States (ECOWAS) hold annual meetings of
Directors of NSOs in the sub-region. At regional level, there are periodic meetings
for these Directors and there is a Forum on African Statistical Development
(FASDEV) which brings together development partners interested in statistical
development in Africa. And at international level, there is the UN Statistical
Commission which is responsible for the development of statistical standards and
promotion of internationally comparable statistical systems. The commission meets
every year. There is also the International Statistical Institute (ISI), a premier
association of world statisticians. The ISI organizes biennial conferences
(Sessions). The Director of the ISAE should find a way of attending as many of
these meetings as possible to market the Institute and foster networking
arrangements.
the ISAE web site should be improved and updated regularly. The ISAE should also
use web sites of other organizations e.g. the World Bank, the African Development
bank, PARIS21, UN Economic Commission for Africa, etc. to market itself.
More professionally designed ISAE brochures should be produced and widely
distributed especially at meetings like those above.
Strategic objective 2:
3.
To broaden and deepen the relevance of training programmes
Periodically review and update the curriculum
63
It is crucial that the curriculum of the ISAE is reviewed and updated periodically to enhance its
relevance in a dynamic policy and development environment. This has been infrequently done.
As a result, the ISAE does not seem to have kept pace with changing user demand for data. In
addition, it does not seem to be putting as much emphasis as it should on integrative and
consistency frameworks or data quality frameworks.
As part of this plan, all first year students of the ISAE (both undergraduate and post graduate)
will be required to do a foundational course on official statistics covering the following topics:
 National and international development frameworks,
 Demand for development data and measurement of development,
 Integration frameworks as teaching frameworks,
 Data sources and data quality frameworks,
 Statistical legislation, statistical ethics and statistical planning.
National and international development frameworks
As was mentioned in sub-section 1.3, developing countries have committed themselves to a
results-based agenda that requires clear and unambiguous systematic measurement and
reporting on achievement of outputs, outcomes and impact of development policies and
programmes. It is crucial that the training programmes at the ISAE take on board this new
focus on managing for results. This will enhance the relevance of the training programme and
re-orient the programmes so that teaching and research are done from the demand rather than
the supply side.
In this connection, students will be introduced to important national and international
development frameworks including Sector-Wide Approaches (SWAs), Poverty Reduction
Strategies (PRSs), Medium Term Expenditure Frameworks (MTEFs), Millennium Development
Goals (MDGs).
Demand for development data and measurement of development
To facilitate measurement of development, the current policy and development environment
requires that the following be introduced into the curriculum:
 Concept of development indicators,
 Construction of indicators,
 Errors in indicators,
 Data sources for indicators,
 Statistical challenges in measuring development.
National Statistical Systems (NSS)
To be covered under this subject are: main components of the NSS; statistical organization
and management (basic principles, centralized versus decentralized, leadership and
coordination, autonomy of NSO, Statistical Councils and Boards, etc).
Integration frameworks as teaching frameworks
64
A lot more emphasis will be put on the teaching of consistency and integration frameworks
including the System of National Accounts (SNA93), satellite accounts, integrated
information systems, etc.
Data sources and data quality frameworks
Data sources (administrative records, censuses and surveys) will be treated in a more
comprehensive manner with emphasis put on their improvement and their integration. Also to be
covered is the IMF’s Data Quality Assessment Framework.
Statistical legislation, statistical ethics, statistical development and planning
Statistical legislation
It is generally agreed internationally that a statistical legislation is a fundamental prerequisite
for an effective statistical system12. A strong legal base is also central to the protection of
confidentiality and the assurance of impartiality and objectivity of official statistics. In
developing countries, the role of statistical legislation in the production and dissemination of
official statistics is particularly critical. Students will be introduced to main subjects covered
by statistical legislation.
Statistical ethics
Official statistics are based upon ethical principles that are aimed at maintaining the quality
of statistics and at retaining the confidence of end-users and providers of information in
producers of statistics. The key principles of official statistics are defined internationally in
the International Statistical Institute's (ISI) Declaration on Professional Ethics which defines
the statisticians' obligations to society, respondents, and individuals and communities
described in statistics, customers, funders and the employer, and the decision of the United
Nations Statistical Commission on the Fundamental Principles of Official Statistics. Both the
ISI declaration and the decision of the UN Statistical Commission will be covered.
Statistical planning and development
Under statistical planning and development, the following will be covered: rational for
statistical planning, frameworks for statistical development including General Data
Dissemination System (GDDS) and Special Data Dissemination Standard (SDDS),
Marrakech Action Plan for Statistics (MAPS), Reference Regional Framework for Statistical
Capacity Building in Africa (RRSF), National Strategy for the Development of Statistics
(NSDS) (principals, process and product) and Statistical Capacity Building Indicators of
PARIS21.
Other new areas
The following are other important new areas to be covered by the foundational course:
Qualitative assessments
12
Consultative Seminar on Governance of National Statistical Systems, Singapore, May 28-30,
2003.
65
In the past, statisticians used to rubbish qualitative methods and data as subjective and highly
unreliable to be of much use in increasingly quantitative world. The methods use nonprobability approaches, collecting information from focus group discussions (groups that
have not been selected with any known probability) and using unstructured questionnaires.
Increasingly, information obtained through qualitative approaches is being used to help users
to better understand and interpret quantitative estimates obtained, say, from sample surveys.
Indeed now qualitative and quantitative information are integrated especially in poverty and
vulnerability analysis and monitoring and already, UBOS and other NSOs are introducing
qualitative methods in their work. The ISAE will help user countries by introducing
qualitative assessment methods in its regular training programme.
Gender responsive statistics
An area that needs to be specially targeted for development is gender responsive statistics.
African Heads of State have committed themselves to promoting gender equality across the
continent’s development agendas because gender inequality is widely believed to hamper
national development. Accurate and timely gender responsive statistics are needed to track
progress in meeting gender equality policies and commitments. Such statistics are generally
scanty in African countries where because of lack of sensitization among statisticians, gender
issues and concerns are not mainstreamed in statistical programmes.
The ISAE will, therefore, introduce gender awareness among students and staff as a way of
contributing to the production of gender responsive statistics in NSSs. It will also promote
gender awareness among members of National Statistical Councils and staff of NSOs;
dialogue between producers and users of gender responsive statistics; and mainstreaming
gender in the statistical legislation, structures and work programmes of NSOs.
Governance, democracy and human rights
In 2001 NEPAD, the 37th Summit of Organization of African Unity (now African Union)
formally adopted the New Partnership for Africa’s Development (NEPAP) as a strategic
framework document that promises Africa’s renewal. Good governance and observance of
human rights are some of the principles of NEPAD which are seen as basic requirements for
peace, security and sustainable political and socio-economic development. Good governance
and observance of human rights are also becoming a conditionality for donor assistance to
developing countries.
However, indicators of governance and human rights are not well developed. The ISAE will
play a role in defining these indicators and in developing systems to generate data on them.
These will become part of the curriculum of the ISAE.
4.
Enhance partnerships for statistical training
It is well recognized that all institutions and systems in Africa are young, weak and vulnerable. They need to be
nurtured and further strengthened. One way of doing this is to build partnerships for statistical development
including twinning arrangements. Under this strategy, partnerships will be enhanced between the ISAE and
other units within the University, between the ISAE and user countries, between academic statisticians at
universities and training centres on the one hand and official statisticians working in NSOs on the other, and
between training centres.
Partnerships between the ISAE and other units within the University
66
The ISAE will continue to provide leadership in the teaching of statistics across the
University. It will assist units in the University to design appropriate courses in statistics and
within the limitations imposed by resource constraints, it will offer teach as many of these
courses as possible. In particular, the Institute will place special emphasis on teaching Ph.D
students the statistics they need for their dissertations/thesis.
It is also expected that other departments will assist to teach some courses at the ISAE.
However, the ISAE will ensure that not more than 25% of its courses are taught by other
University units outside the Institute.
Partnerships between the ISAE and user countries
The ISAE plans to develop a range of new partnerships or strengthen existing ones with user
countries aimed at strengthening their statistical systems to meet the various demands for
statistics and indicators for monitoring PRSs, other national development plans and progress
towards the MDG. The ISAE will also assist countries in the annual production of MDG
reports.
This is expected to lead to user countries sending more students to the ISAE, the ISAE
playing a greater role in the design of country statistical development plans and programmes,
and in the development of appropriate methodologies.
Partnerships between academic statisticians at universities and training centres on the
one hand and official statisticians working in NSOs
In many user countries, academic statisticians at universities and official statisticians working
in NSOs have little contact. This does not augur well for the teaching of official statistics.
Indeed many universities in user countries do not teach official statistics but rather theoretical
statistics. And this is where the ISAE stands out as a leading institution in the African region in
the teaching of official statistics.
This strategy aims to enhance the relevance of statistical training at the ISAE by scaling up
partnerships and interactions between academic staff at the ISAE and official statisticians at
NSOs in user countries. This will be achieved by undertaking the following activities:



Effective participation by official statisticians in the Advisory Council of the
ISAE: The staff of the NSOs and other data producers will be encouraged to
continue to make inputs into the content of training programmes through the Advisory
Council on which Heads of many NSOs in user countries are represented.
Interesting official statisticians in the teaching of more practical courses at the
ISAE: Arrangements will be made for a number of the more practical courses in the
training programme e.g. index numbers, trade statistics, agricultural statistics, etc. to
be taught by the more senior and experienced staff from UBOS and other data
producing agencies on a part time basis. This will help expose students to practical
aspects of these and other subjects taught at the ISAE. Both the Board of Directors of
UBOS and the new Plan for Uganda’s PNSD encourage this relationship.
More involvement of the ISAE staff in the work of data producers: The staff of
the ISAE will be encouraged to participate more in the work of data producers - in the
development of methodologies, in the design of survey instruments, in data analysis
and report writing, etc. On the other hand, official statisticians will be expected to
assist the academicians to identify areas for methodological research, etc. The staff of
67


the ISAE will be encouraged to spend their Sabbatical Leave at various NSOs in the
region to gain practical experience in the subjects they teach and also to contribute
directly to the improvement of statistical work at the NSOs.
Access to datasets: Both staff and students of the ISAE have in the past had problems
accessing live data from data producers for research and teaching purposes. Under
this strategy, data producers including UBOS will be encouraged to formally avail to
the ISAE datasets which both staff and students can use for various purposes without
breaching the confidentiality clause in the current Statistics Act..
More effective participation in the Uganda Statistical Society: The interaction
between academic and official statisticians will be further strengthened by active
participation of the two groups in the Uganda Statistical Society activities. The
society was reactivated recently and it has lined up a number of professional activities
that should provide a forum for the said interaction.
Partnerships between training centres
Under this strategy, the ISAE will strengthen partnerships with other training centres to
enhance peer learning, to share information, knowledge and experience, and to get mutual
support. Where these partnerships do not exist, they will be created. In particular, the ISAE
will build/strengthen partnerships and build twinning arrangements with the following
institutions.
√
Eastern Africa Statistical Training Centre (EASTC) in Dar es salaam, Tanzania.
This is a middle level training centre which in addition to certificate and diploma
programmes offers refresher courses for official statisticians in eastern Africa.
√
Advanced Institute of Statistics and Applied Economics (Ecole nationale supérieure
de statistique et d’économie appliquée) (ENSEA), Abidjan, Côte-d’Ivoire. The
main objective of the ENSEA is to train statistician and economist managers that
African countries need to manage their NSSs. Initially meant for African
Francophone countries, the school plans to open its doors to Anglophone and
Lusophone countries, based on modalities to be defined.
√
InWent (Capacity Building International), Bonn, Germany (previously known as
the Munich Centre for Advanced Training in Statistics) assists developing and
transition countries to build statistical competencies and capacities in support of
sustainable, forward-looking and transparent policies. Topics for training are
selected from the fields of economic, environmental and social statistics, and also
from innovative fields such as concepts to quantify good governance,
democratization and human rights.
√
International Programs Center (IPC), part of the Population Division of the U.S.
Census Bureau, conducts demographic and socio-economic studies and strengthens
statistical development around the world through technical assistance, training and
software products. ICP provides hand-on long and short-term training of the staff of
NSOs and other agencies in developing countries.
√
√
The Summer Institute conducted by the Survey Research Centre, Institute for Social Research, the
University of Michigan, U.S.A. aims to provide rigorous and high quality training in all phases of
survey research. The program teaches state-of-the-art practice and theory in the design,
implementation and analysis of surveys.
The Statistical Institute for Asia and the Pacific which was started by the United Nations as the
Asian Statistical Institute in 1970 is a centre for statistical training for the developing countries in
Asia and the Pacific region. The Institute aims to strengthen the capability of the developing
countries of the region to collect, analyze and disseminate statistics as well as to produce timely and
high-quality statistics that can be utilized for economic and social development planning, and to
assist those developing countries in establishing or strengthening their statistical training capability
and other related activities
68
Under the twinning arrangements, the staff of the ISAE will be encouraged to spend some
time teaching or doing research at the centres with which it is twinned, and staff from these
centres will be invited to spend time teaching and doing research at the ISAE.
Establish an Alumni Association
Although the ISAE has trained thousands of students, there is no ISAE alumni association.
Such an association is essential for nurturing lifelong relationships with and among current
and future community of former students (alumni) of the ISAE as well as with the ISAE.
Typically such an association provides a range of services to members including creating
opportunities for alumni to keep in touch by organizing social events, publishing newsletters
or magazines and for raising funds to support the work of the institution.
Under this strategy, the ISAE will encourage the alumni of the ISAE to form an association
to, inter alia, develop and maintain a mutually beneficial relationship between the ISAE and
its alumni, promote awareness of the alumni achievements and accomplishments among all
alumni, students and staff, and support the work of the ISAE.
5.
Introduce e-learning
Under this strategy, the ISAE will introduce e-learning. E-learning is an all-encompassing
term generally used to refer to computer-enhanced learning. It may include the use of webbased teaching materials and hypermedia in general, multimedia CD-ROMs or web sites,
discussion boards, collaborative software, e-mail, blogs (message boards), text chat,
computer aided assessment, educational animation, simulations, games, learning management
software, electronic voting systems and more, with possibly a combination of different
methods being used.
It is important to emphasize that many user countries in the sub-region have a severe shortage
of trained personnel. With a large number of countries to service and the expense of full-time
training, countries are unlikely to build the critical mass of trained staff necessary to change
the working practices in their NSSs. And because the countries are under-staffed, it makes it
difficult for staff to be away from their home duties for an extended period of time. Elearning will not only make it possible for the ISAE to provide training for such staff but also
more people can be trained using this training method. On admission, such staff could
initially spend a couple of weeks at the ISAE for orientation and initial training and complete
the rest of the training in their home countries taking advantage of the e-learning facility.
Only the participants who complete the online component - including the assignments - are
invited to the face-to-face component.
6.
Improve training in statistical analysis, reporting, presentation and communication
Improve training in data analysis
Comprehensive assessments of statistical development in Africa have been carried out in recent years.
Key among them are the assessments done in 2000 by the United nations Economic Commission for
Africa (UNECA) in context of the implementation of the Addis Ababa Plan of Action for Statistical
Development in Africa in the 1990s and in 2003-2005 by the African Development Bank (ADB) in
69
context of the International Comparison Programme for Africa – ICP-Africa. Both assessments
identified inadequate data analysis, presentation and reporting as some of the factors limiting use of
existing statistics. Generally, data are collected, analyzed and reported in a routine manner, with
broad analysis and little (if any) differentiation among users. Typically, NSOs and other data
producers do basic data analysis and results are usually presented in statistical reports. Quite often, these
reports are too big on account of too many tables being attached to them as annexes. Also, results are
often insufficiently disaggregated by important domains such as administrative sub-divisions, gender
and occupational groups. This kind of analysis does not help users to make target interventions and
resources. One other problem with analyses undertaken by data producers is that often, results are not
compared with national development targets such as those in the PRSs or sectoral development plans and
programmes.
It is important to stress the need for statistics to go beyond figures and tell a story; current demand for
data requires that data be turned into actionable information, insight and knowledge. Therefore, basic data
analysis and survey reports are good but not enough. More detailed data analysis and especially policyrelated analysis is required to establish relationships among various variables and to illuminate policy
issues. Under this strategy, therefore, there will be a new focus on training in data analysis with a
view to:
 adding value to data by bringing subject-matter knowledge to bear on the analysis thereby
increasing chances of making right interpretation of the data,
 raising demand for data by making them more usable, and
 improving data quality. The process of scrutinizing data during detailed analysis can provide
very useful insights into data quality. Usually such scrutiny identifies weaknesses in the data
(as the saying goes, the devil lies in the detail) and when these weaknesses are fed back to
data producers and acted upon, there can be improvements in future data collections. For
instance, the analysts may advise changes to be made in questionnaire design and/or data
collection methods.
In order to improve data analysis, students will be introduced to various data analysis
computer packages. In addition, student will be introduced to Geographic Information
System (GIS), a system of computer hardware, software and procedures designed to support
the capture, management, analysis, modeling and display of geographically referenced data
for decision making. It has tremendous power for data analysis and presentation and is
currently being used in some NSOs to produce more innovative statistical products such as
poverty and vulnerability maps and also to simplify the presentation of often complex sets of
data and information and relationships related to complex phenomena such as poverty and
vulnerability.
Improve training in data presentation and reporting
In addition to improving data analysis, this strategy will aim to improve data presentation and
reporting in a way that helps decision-making. In particular, emphasis will be put on training
in the use of pictorial presentations, user (customer) segmentation and production of
specialized and thematic reports e.g. on poverty, gender, environment, etc. targeted at policy
70
makers, pressure groups, leaders of public opinions, etc. Given the problem of producing
reports in untimely manner, the strategy will also aim to make the statistical community
appreciate that statistical products do also expire.
Improve training in communication
To empower trainees with communication skills, a course on communication will be
introduced in the training programme. This course will cover, among other things, statistical
advocacy, dialoguing with users to determine their real data needs, presentation techniques
using IT and soft skills like report writing and presentation.
7.
Short-term training courses
Two types of equally important short-term training courses will be conducted, namely
training for data producers and training for data users.
Training for data producers
This type of training will aim to enhance processes related to data production, namely
planning to collect data, data collection and post-enumeration activities including data
processing, storage, analysis and reporting. In order to take full advantage of available
capacity in the country, these courses will be undertaken by the ISAE in close collaboration
with UBOS:
 Measuring Progress: Statistics for MDG Indicators
 Management of National Statistical Systems
 Environmental Statistics
 Use of statistics for policy, planning and decision-making
 Gender responsive Statistics
 Measuring Governance
 Survey Sampling
 National Accounts
 Agricultural statistics
 Data Analysis, Packaging and Dissemination
 Macro economic Modeling & Forecasting
 Informal Sector Statistics
Details of these courses including purpose, target group, timing, duration, sponsors and
collaborators are presented in Annex II.
71
Training for data users
.
One of the ironies in the development of NSSs in Africa is that on
the one hand there are data gaps and on the other, not all existing
data are being put to use or optimal use. This is best illustrated by
the following observation by the World Bank based on country
studies of institutional arrangements for Poverty Reduction
Strategy (PRS) Monitoring Systems of twelve countries in the world
including Malawi, Mali, Mauritania, Niger, Tanzania and Uganda:
“….in most of the country studies, there is little or no evidence that
monitoring information is being used either for policy making or
advocacy. Demand for monitoring information remains weak, and
national policy making is based on evidence only at the margin”
Reasons for this non-use or non-optimal use of data have been
identified. They include, inter alia, lack of information about
available data series and lack of empowerment and knowledge of
how to effectively use data. Under this strategy, short courses for
key data users will be conducted to empower them in the first place
to appreciate data and secondly to access and use data from
statistical reports and existing sectoral and national databases in
their work and especially in policy design, planning and decisionmaking.
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Strategic Objective 2: To improve the quality of teaching and learning environment
and programmes
8.
Provide an excellent teaching and learning environment
Statistics building
One of the limiting factors to the effectiveness of the ISAE and its teaching and research
programmes is a critical shortage of space. As was mentioned earlier, there is a shortage of
lecture rooms, offices and computer laboratories. The ISAE library is also too small to
service staff and students. Currently, the ISAE is spending about Sh. 25 million to hire space
for conducting lectures. And because of the space problem, the ISAE decided to reduce
student intake by 10% every year beginning from 2006/7 academic year until such a time
when the available infrastructure can effectively handle the number of students. The need to
address the space problem has been felt for some time. In 1975, a decision was taken to
construct a Statistics Building and although structural drawings were drawn, it was not until
the early 1990s that construction started. Unfortunately, due to lack of funds, construction
was stopped in 1992 while the building was at foundation level. New drawings for the
Statistics Building were made by Technology Consults Limited in July 2005 and the
impression of the building is given as figure 1.
Once constructed, the Statistics Building will meet the following estimated space
requirements:
73
Table 3.2
Space requirements
Facilities
Number
Large lecture rooms
Medium lecture rooms
Small lecture rooms
Seminar rooms
Computer laboratories
ISAE library
Departmental libraries
Board room
Offices
Circulations and
ablutions
Total area
1
15
10
5
4
1
3
1
50
Capacity
Area in m2
500
600
150
2,700
50
600
20
120
100
1,000
400
1,000
100
750
60
60
750
1,567
8,330
The cost of the Statistics Building has been estimated at about US$ 5million.
Computer laboratories and other facilities
When the Statistics Building is in place, provision will be made for 4 computer laboratories
to meet the current training and research needs of the Institute. The laboratories will have
other facilities such as large projection screens and imagers for the enlarged projection of
plain paper material, transparent sheets and slides. A console will be installed to enable the
lecturer to operate the various facilities from his lecture stand and to change directly and
immediately from one operation mode to another. This will be the first step in making the
ISAE IT-focused.
Library services
A library is essential to build capacity for training and sustain progress in staff development. The
ISAE library is small and has severely limited sitting capacity. And the departments themselves have
no libraries. A big ISAE library is necessary because of the huge number of non-resident students who
need to use it during day time.
Under this strategy, the ISAE library will be modernized and its services expanded and improved.
When the Statistics Building is in place, greater space will be provided for the library. In addition to
the size, there will be more collection of works on statistics and related fields, official publications of
the United Nations system, works on current statistical concerns of the global community, statistical
publications of African and other countries, learned statistical journals and data-based archives will be
increased.
With the collection of media other than books for storing information, many libraries are now
also repositories and access points for maps, prints or other documents on various storage
media such as microfilm, microfiche, audio tapes, CDs, LPs, cassettes, video tapes and
DVDs, and providing public facilities to access CD-ROM and subscription databases and the
Internet. In this sense, the ISAE library will be redefined as a place to get unrestricted access
to information in many formats and from many sources. In addition, libraries are extending
beyond the physical walls of a building, by including material accessible by electronic means,
and by providing the assistance of librarians in navigating and analyzing tremendous amounts
of knowledge with a variety of digital tools. The ISAE library will be modernized to offer all
74
the above services. It is proposed that the ISAE library should have connectivity with the
Library Resource Centre at the Uganda Bureau of Statistics. The resource centre will be the
biggest collection of statistical information and materials in the country. Recruitment of
qualified librarians will be a crucial part of the library modernization effort..
Staffing
There is a need for increasing staff levels in various statistical disciplines. During the plan
period, the number of academic staff will be increased by eight. In the recruitment of these
staff, priority will be given to higher levels of Professor, Associate professor and Senior
Lecturers, and also to females.
In addition to recruitment of new staff, technical assistance will be sought from development
partners for the following areas in which the ISAE does not have expertise and/or Ph.D
qualifications:
 Sampling theory and methods
 Economic statistics and National Accounts
 Agricultural statistics
 Probability theory
 Statistical computing
The experts in these areas will be expected to supervise post-graduate students and to act as
resource persons in regional training programmes (short workshops).
9.
Improve academic and professional development of staff
People are the most valuable resource or asset of any organization/institution. Therefore, the
importance of investing in staff development to improve performance of the ISAE cannot be
over-emphasized. Under this strategy, staff development will be achieved through training,
mentoring and motivation.
(a)
Staff training
Staff training will take on different forms including the following:
Training in management
Managers of the ISAE need to use modern management principles and practices in their work
especially in planning, work programming and budgeting, proposals and report writing. These
principles include: openness/free flow of information and ideas; participation;
teamwork;
and innovation, creativity and initiative. All staff with management responsibilities will be given
training in these principles. Some of the training will be done externally at the Uganda
Management Institute (UMI). Some of it will be tailor-made and conducted in-house.
75
Technical training
Ph.D training
Some lecturers at the ISAE do not have a Ph.D and yet it is now the University policy that for one to
be appointed a lecturer, he/she should hold a Ph.D. It is, therefore, crucial that as many of lecturers
without Ph.D as possible under-go training up to Ph.D level either at the ISAE or abroad without
interruption of the ISAE training programmes. Since the resources available by the University
administration for staff to undertake Ph.D training are over-stretched, the ISAE will establish a
fellowship schemes (see strategy 18 below) to enable some of its staff to go for Ph.D training.
Establishing this scheme will require assistance from development partners.
Study tours
Short need-based study tours will be organized to give staff opportunities to learn about statistical
training in other statistical training centres in Africa and countries of the north. This will be one of the
benefits of establishing special relationships including twinning arrangements with the said centres.
Professional development
Only 4 professional seminars were organized at the ISAE in 2006 by the Department of Statistical
Methods. The other two Departments did not organize any professional seminar at all. In order to
enhance professional development, the ISAE will from time to time organize professional seminars
to: discuss topical issues, exchange of experiences and view points, the discuss common problems
and new insights and solutions to problems of statistical production. The ISAE staff and other experts
in areas of interest will be invited to make presentations on different topics. All staff of the ISAE will
be encouraged to attend the seminars and to make presentations. It is important to mention that the
Uganda Bureau of Statistics holds such seminars on a regular basis. The ISAE staff will be
encouraged to attend these seminars as well and to make presentations.
The ISAE staff will also be urged to become members of professional associations, attend
international seminars and conferences, and write articles for publication in professional
journals. In the last two years, only two articles were by staff in international journals. In
particular, staff will be encouraged to become active members of the Uganda Statistical
Society and to publish articles in the African Statistical Journal which was started following a
proposal from the Uganda Statistical Society and UBOS.
76
Under this plan, each member of academic staff will have a computer to themselves as well
as unlimited access to the Internet. This will make it possible for the staff to improve
themselves through accessing global knowledge from the Internet. The computers will be
networked and this will make it possible for staff to share experience and knowledge with
each other.
(b)
Mentoring
Mentoring is “the practice of assigning a junior member of staff to the care of a more
experienced person who assists him/her with his/her career”13. A mentor is synonymous with
“guide, teacher, coach, advisor, tutor, instructor, counsellor, guru”. While there is mounting
evidence in the literature indicating that mentoring is an important element for career
development of young scientists, there is no evidence that mentoring is being used to help
young staff of the ISAE and the University to develop their careers once they join the work
force. Once they join the workforce, many young statisticians are left to learn important
career skills by trial-and-error. Lehana et al give a mentor’s role as to14:
 open doors – provide opportunities for the mentee. These would normally be
opportunities that would not normally be available without a mentor’s intervention or
help;
 act as a coach – provide guidance on how to define career goals, where to get
resources, help with networking, etc;
 act as an advisor – provide specific advice on how to achieve the mentee’s stated
career goals, provide alternatives and realistic measures of success;
 act as a protector – protect the mentee from internal system or organizational
politics;
 provide honest and timely feedback – provide personal time and meet regularly
with the mentee to provide feedback or supportive criticism on issues as requested by
the mentee; and
 act as a guide – look after the mentee’s interest and guide him/her to a successful
career. It is important to remember that the mentor is not a supervisor, but an advisor
whose primary role is to nurture the mentee.
The staff development programme of the ISAE will gradually introduce the concept of
mentoring of young staff as one of the ways of developing the skills base of the ISAE. Also
the possibilities for staff to have external mentors both in the country and beyond, will be
explored.
(c)
Staff Motivation
Staff motivation is crucial for successful strategy implementation. As Fred R. David contends,
“Objectives, strategies and policies have little chance of succeeding if employees and managers are
not motivated…..”15.
13
Mentoring Young Statisticians: facilitating the acquisition of important career skills by Lehana
Thabane et al, African Statistical Journal, Vol. 2, 2006
14 Ibid
15 Concepts of Strategic Management by Fred R, David, Sixth Edition, Prentice Hall
International, Inc. 1997
77
Every thing possible will be done by the ISAE to improve staff satisfaction including their full
participation in taking important decisions that affect the ISAE; ensuring that they are
adequately remunerated in accordance with their contribution, skill and competence and their
market worth the constraints of the University pay structure not withstanding. The rewards
philosophy will include also non-financial rewards that encourage achievement, recognition,
responsibility, influence and personal growth. In particular, the Advisory Council will be
advised to institute special awards for excellence in teaching and research.
The ISAE will carry out regular staff surveys to determine, inter alia, areas of weakness that
need improvement, areas of strengths that need to be consolidated, general working
conditions and to provide their opinion on various aspects of the work of the ISAE. It will be
ensured that action is taken on the findings of the surveys. These surveys will make staff feel
that they are consulted on major issues and that their views are taken into account in
designing programmes for improvement.
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10.
Expand undergraduate research and industrial training
Undergraduate research work will be improved through closer supervision of this activity by
staff. Students will be encouraged to use for their research datasets that the ISAE has
collected from UBOS. In addition, arrangements will be made for students in the second year
to spend at least one month of industrial training in a recognized institution to get further
practical experience as part of the training programme. The students will be assessed by the
institutions where this training will take place.
11.
Strengthen graduate teaching programmes
The demand for training at graduate level for user countries is increasing partly because the
duration of the training is much shorter as opposed to undergraduate training. It is, therefore,
important to strengthen the graduate training programmes. This will be done by, inter alia,
mentoring graduate students, organizing seminars and specialized workshops, increasing the
stock of ISAE and departmental library collections and datasets, and ensuring easy
accessibility of the datasets to students.
12.
Improve management of assessments
Importance of assessments
Assessments are an integral part of the teaching and learning process and serve many
purposes. These include: providing a means for measuring student achievement; enabling
students to progress and to receive academic awards; enabling students to obtain feedback
on the quality of their learning and understanding their own weaknesses and strengths;
giving staff a means to evaluate the effectiveness of teaching and consistency of practices.
Student assessments
There are different forms of assessments which generally include: diagnostic (identifying
student abilities and skills); formative (generally carried out throughout the semester or
project to aid the student's learning process); and summative (generally carried out at the end
of a semester or project as part of the final degree classification).
Assessment methods and their application are integral to the interdependent curriculum
design/teaching and learning/assessment cycle and should reflect the learning outcomes at all
stages of the training programme. Staff should be aware of the impact that assessment has in
shaping students' dispositions towards learning, their understanding of goals and their
motivation.
In view of the value of the different types of assessments for the student learning process, it is
essential that assessment methods and procedures are carefully planned to reflect learning
outcomes. Within the University examination framework, the ISAE will, therefore, put in
place guidelines and procedures (or improve on the existing ones) to govern the conduct of
examinations. These guidelines will address general principles of good practice as well as
outlining the procedures that should be adopted by all staff to ensure an efficient and
effective assessment programme that will contribute to excellence in the instructional
programmes and ultimately to the achievement of set goals and objectives.
79
In particular, the ISAE will have a process by which lecturers use a variety of strategies to
assess institute-wide and individual student progress in achieving expectations in its the
mission. There will be a systematic collection, examination and interpretation of qualitative
and quantitative data about student learning and use of that information to document and
improve student learning. When making he assessments, the instructors will identify specific
goals and objectives for each course and systematically gauge the extent to which anticipated
outcomes actually occur and determines to what degree the overall objectives are being met.
Course and staff assessment
In many Universities and training institutions in the world, there are systems in place for
students to assess their staff and the courses taught. This helps to improve both the courses
and the teaching of these courses as such assessment helps to identify strengths to build on
and weaknesses to be addressed. It is, therefore, proposed that assessment by students of
courses and teachers of these courses should be introduced at the ISAE. This will require
each student doing a course to fill an evaluation form as objectively as possible at the end of
each semester.
All concerned staff should be given a feedback on these assessments. The results of the
assessments should also be used in the revision of curriculum.
Strategic Objective 3:
To improve the quality and expand the scope of research
One of the key functions of a University is to generate new knowledge. This makes research
an integral part of the life of a University and of academicians. The research function of the
ISAE will be enhanced using the following strategies:
13.
Improve the quality of research work
Under this strategy, the following will be done to improve the quality and expand the scope
of research at the ISAE:
 encouraging the staff of the ISAE to spend more time doing research and to publish
results in international journals than is happening at the moment. This naturally will
require reducing the teaching workload on staff which in turn will require that more
staff be recruited as was proposed earlier.
 sourcing funds for research and in general promoting research work and building
partnerships for research between the ISAE and collaborators.
 closing gaps in research capacity by expanding disciplines on which research can be
done.
 Reactivate the ISAE Research Committee.
14.
Promote partnerships in research activities
Capacity to do research, funding for research and identification of new research areas will be
improved through partnerships between the ISAE and other Units in the University such as
the Institute for Social Research, between the ISAE and the private sector (in context of the
University-Private Sector Partnership) and development partners interested in funding
different areas of research, and between the ISAE and NSOs. In addition to helping to
identify new research areas, partnerships with NSOs will make it possible for the ISAE to
acquire datasets on various subjects for use by staff and students for research and teaching
purposes.
80
Strategic Objective 4:
15.
To improve community services
Increase consultancy services
The ISAE has unmatched capacity in statistical training in the region. However, this capacity
is not being used to provide appropriate information solutions to governments, the private
sector and civil society on statistical application (data collection), statistical development and
monitoring and evaluation. In order to provide coordinated consultancy services to user
countries, the ISAE will formally establish the ISAE Consultancy Bureau. The range of
services which this Bureau could provide include: establishment of statistical systems
including designing statistical plans; designing of socio-economic surveys and censuses;
designing instruments (e.g. questionnaires) for data collection; designing systems for data
processing and analysis, data entry and processing, data analysis and reporting; poverty
diagnostics; and project design, analysis and management.
The Bureau will be bidding for projects in the sub-region. Once a project is awarded to the
ISAE, the Bureau will assign it to a team of experts, selected for their skills and experience in
a given area. Overall supervision of the project will lie with the Bureau while actual
leadership of the project will be provided by a project leader.
The Bureau will have to extensively advertise widely (regionally and internationally) the
capacity of the ISAE to undertake consultancy work and commissioned studies alone or on
partnership with other institutions.
16.
Increase advisory services
It was mentioned earlier that developing countries and in particular those in the African
region are reforming and reinventing their NSSs to respond to new demands for statistical
data and information. The ISAE is in a good position to contribute to these efforts by
proposing to countries possible modes of statistical organization and management,
partnerships arrangements for statistical production and management, staffing levels and mix,
and capacity building for statistics, appropriate data collection methodologies, data
processing, storage, analysis and presentation, and data dissemination and use.
17.
Increase staff involvement in other community services
Staff will be encouraged to participate and use their professional training in civic activities
that promote the wellbeing of the population such as Rotary International, Lions, religious
organizations, etc.
Strategic Objective 5: To increase support for evidence-based policy and decisionmaking
What is evidence-based policy and decision-making?
Evidence based policy and decision-making means that public policy decisions are informed
by careful and rigorous analysis using sound and transparent data. The urgency to improve
the evidence-base for policy and decision-making has been given impetus by16:
16
Chris Scot, Measuring Up to Measurement Problems, PARIS21,Paris, 2006.
81




The need to track progress towards the MDGs and monitor advances towards the
targets of PRSs
Rapid development of technically-sophisticated and data-demanding methods of
policy analysis:
√ wide range of microeconomic and macroeconomic models using quantitative
data.
√ a variety of participatory techniques based on the collection of qualitative
information
Costs of making faulty public policy decisions in the poorest countries have increased
in recent years as a result of changes in the level and allocation of foreign aid
Advances in ICT, such as the Internet, mobile telephony and FM radio stations, have
weakened the control exercised by governments over the production and
dissemination of information (accountability).
Support for evidence-based policy and decision-making will be given through the following
strategies:
18.
Engage in statistical advocacy
One of the weaknesses of the NSS in Africa has been identified as inadequate advocacy for
statistics. Statistical advocacy is about creating greater awareness about the importance of
statistics to society, mainstreaming statistics in national development agenda, repositioning
the NSO, promoting greater use of statistics especially for evidence-based policy design and
decision-making and making the case for greater investment in statistical development.
Under this strategy and in close collaboration with other stakeholders like PARIS21, ADB
and the UNECA, the ISAE will assist user countries to:
 create and implement general statistical awareness programmes and advocacy
products.
 work jointly with NSOs and other partners to promote statistical literacy by including
statistics in school syllabi and post-school training programmes. The ISAE will work
in close collaboration with NSOs to develop school curriculum that will promote
training in statistics right from primary schools through University. It will also
advocate for inclusion of statistics in all tertiary and University training programmes in
Uganda and other user countries.
 demonstrate the use of statistics for policy and decision-making through training
programmes for key policy and decision-makers.
 make statistics more intelligible and readily available to users.
 Make the case for investment in statistical development.
It is expected that the ISAE staff will be more involved in already ongoing statistical
advocacy activities e.g. Africa Statistics Week celebrations.
19.
Conduct short training courses on policy and decision-making using statistics
This strategy aims to promote evidence-based policy and decision-making by empowering
key policy and decision-makers in government, the private sector and civil society
organizations in the first instance to appreciate data and secondly, to access and use data from
sectoral and the national socio-economic databases. These courses will deal with such topics
82
as: importance and value of data; main sources of data; data quality; and data use in policy
analysis, planning, decision-making, monitoring, evaluation and forecasting; etc. The first
such regional training course is planned for September 2007.
20.
Mobilizing resources
Resources will be required to support implementation of the plan. In addition to government
subvention (mainly for paying staff salaries and some regular costs), this strategy aims to
mobilize more resources (both national and international) as follows:
Table 3.3
Resource mobilization
Item
1.
2.
3.
4.
5.
6.
6.
7.
8.
Quantity
Construction of the Statistics Building
1
Computers and accessories
100
Technical assistance
5
Student fellowships
50
Staff development (Ph.D training)
10
Short courses
various
Research
Various
Transport (2 4 wheel drive vehicles)
2
Library and scholastic materials
various
Total (less construction of the Statistics Building)
Resources required
(US$)
5,000,000
200,000 (100@2,000)
600,000 (5@120,000)
500,000 (50@10,000)
200,000 (10@20,000)
150,000
300,000
100,000 (2 @filed vehicles)
100,000
2, 150,000
The institute will work towards raising US$ 2,150,000 for building infrastructure (except
constructing the Statistics Building), training fellowships for (staff, students from user
countries and short courses), research, transport and library and scholastic materials. The
construction of the Statistics Building will cost up to $5 million.
In order to raise the needed resources over the next five years, the ISAE will conduct a
Donors’ Conference. In addition, it will go out of its way to contact donors one-on-one. For
the donors’ conference to be productive, it will need to be well organized. A lead time of up
to 8 months may be required for organizing the conference.
83
4
IMPLEMENTATION, MONITORING, REPORTING AND
EVALUATION
It is important to point out that “right strategies” are not all that is needed to strengthen the
ISAE. The right strategies have to be properly and effectively implemented. The
implementation and effectiveness of the Plan will be closely monitored and reported on. At
the end of the plan period, there will be an evaluation. This chapter presents arrangements for
plan implementation, monitoring and evaluation and reporting.
4.1
Plan implementation
4.1.1 Importance of plan implementation
What is crucial about a Strategic Plan is not that it is resplendent but rather that it is
implementable. Plan implementation translates strategic thought into strategic action and is
much harder to do than strategy formulation. It is, therefore, important that careful thought is
given to arrangements for plan implementation. It has been observed that many effectively
formulated strategies fail because they are not successfully implemented. Robert S. Kaplan
and David P. Norton, among others, report that, “fewer than 10 percent of effectively
formulated plans were successfully implemented”17. They thus conclude that “the ability to
execute a plan is more important than the quality of the strategy itself”.18.
The purpose of strategy implementation is to:
 deliver the results, achieve purpose and contribute effectively to the overall plan
objectives,
 manage the available resources efficiently, and
 monitor and report on progress to support performance management.
4.1.2
Mobilizing drivers of strategic success
Plan implementation will essentially involve mobilizing drivers of strategic success as well as
facilitating factors including: strengthening plan-supporting organizational structures; adopting a
different management style; creating plan awareness; change management; promoting teamwork;
promoting knowledge management; IT strategy; development of management systems and
procedures; staff motivation; development of business plans; and mobilizing financial resources.
Strengthening plan-supporting organizational structures
There are a number of organizational structures of the ISAE that need to function well for the
ISAE to successfully execute its mandate. These include the ISAE Advisory Council, ISAE
Board of Studies, ISAE management team (Director, Deputy Director and Heads of
17
18
The Strategy-focused Organization by Robert S. Kaplan and David P. Norton, Harvard Business
School Press, Massachusetts, 2001
Ibid
84
Department), etc. It is important that meetings of all these organs are planned and not held in
an ad hoc manner, are productive and their decisions are effectively communicated to all key
stakeholders. Departmental meetings will need to be held in advance of management
meetings so that the latter can take up issues arising from the meetings of the former. A day
should be fixed each month for holding regular management meetings. The same goes for
departmental meetings. This will make it possible for concerned staff to plan their work
programmes to include these meetings. In order to make the meetings productive, the agenda
and related materials will always need to be sent out in good time.
Adopting a new management style
As much as possible, building bureaucracy, autocracy and top-down management style
should be avoided in preference for streamlined, participatory and coordinated style of
management that breaks down organizational silos and encourages cross-functional and
problem-solving teamwork. In particular, it should encourage a two-way free flow of
information and ideas on initiatives for achieving the objectives of the plan, viz. top-bottom
and bottom-top. The Plan will also be publicized among the public as part of repositioning
the ISAE. This will be done by strengthening different layers of management as well as
working groups to handle specific cross-functional tasks.
Creating plan awareness (achieving strategic alignment)
Often plans are designed but not communicated to the workforce and other stakeholders. In a study
contrasting high-and low-performing organizations, Kaplan and Norton (1996) show that in 67% of
well-performing organizations, staff have a good understanding of overall organizational goals and
26% of senior managers are highly effective communicators as opposed to 33% and 0% in poorlyperforming organizations respectively. It is important, therefore, that everyone in the ISAE and all
stakeholders get educated about and understand and share the vision and mission of the plans, the
strategies for achieving them and how their individual actions and those of others will contribute to
the success of the strategies in the plan.
Plan awareness will, therefore, be created at the ISAE and among stakeholders. It will be
made everyone’s everyday job, as is now the norm in strategy-focused organizations.
Communication being key to successful plan awareness, an extensive and consistent
communication programme will be mounted to develop an understanding of the plan
strategies throughout the ISAE, mobilize staff to support them, educate staff about
management systems and provide for feedback about the strategies. The communication
programme will aim to use different communication media including seminars and
workshops, newsletters, brochures and bulletins, the web site, etc.
Strategic learning process
85
It is important that the ISAE should be an information-age strategic learning organization. Essential
ingredients that will be followed in creating and sustaining a learning Institute are:
(a)
a shared strategic framework that communicates the plan and allows each participant to
see how his/her activities contribute to achievement of the overall plan objectives,
(b)
a feedback process that collects performance data about the plan and allows the
hypothesis about interrelationships among strategic objectives and initiatives to be tested,
and
(c)
a team problem-solving process that analyses and learns from performance data and then
adapts the plan to emerging conditions and issues.
Creating a plan - supportive culture
For the strategy to succeed, it should be strongly supported by a conducive organizational
culture. The plan will aim to preserve, emphasise and build upon aspects of an existing
culture that supports proposed new strategies.
Those aspects of existing culture that are antagonistic to a proposed strategy will be identified
and changed. So the plan implementation will involve creating a new set of values (e.g. work
ethics), value systems (e.g. code of conduct) and a performance-based culture that focuses on
results and links everyone and every unit in the organisation to unique features of the
strategy. Different techniques will be used to create a plan-supportive culture at the ISAE
including recruitment, training, goal-setting, promotion, praise, role modelling, positive
reinforcement, etc.19
4.1.3
Business plan and resources
1.72
1.73 As part of the plan implementation programme, a business plan has been elaborated to
serve as a major instrument for setting standards of performance and for monitoring
progress towards achieving long-term goals and objectives. The business plan defines
annual objectives, guides and represents a basis for resource allocation, focuses
activities towards meeting strategic goals, establishes priorities and outlines indicators
for measuring progress. For each strategic objective, the business plan presents
expected outputs, activities to be undertaken to achieve the outputs, responsibility
centres for the activities, time frame for implementing the activities and estimated cost.
The business plan gives budget outlays including for operations and capital expenditure. It is
expected that government will meet the bulk of the recurrent budget with development
partners providing support for activities of a capital nature as well as technical assistance. A
separate document presenting the business plan has been prepared.
4.2
Monitoring and evaluation
4.2.1
Importance of monitoring implementation
19
Draft Key Issues in NSDS Design and Implementation, PARIS21, Paris , France, August 2006
86
The implementation of the plan will be effectively monitored and at the end, its impact evaluated.
Monitoring is essential: (i) to ensure that stated objectives are being achieved, (ii) for tracking inputs,
activities and outputs, (iii) to determine if implementation is on course or not, (iv) to alert
management to problems or potential problems before the situation becomes critical, and (v) for
taking corrective actions to ensure that performance conforms to plan or that the plan is revised in
light of new experience.
Hence by monitoring the implementation of the plan, management will be able to get a picture of
whether set objectives and targets are being achieved or are likely to be achieved. Monitoring will be
ineffective unless there are actions taken in response to what is measured and reported. For instance,
if monitoring shows that a particular activity is on a wrong track, corrective measures will need to be
taken or the implementation strategies will need to be revised. In that sense, the plan will be a living
document that will require adjustments as objective conditions change. Monitoring will also be
essential for providing information that is required for accountability purposes.
Benchmarking
Internal benchmarking will be used as basis for assessing performance in different work areas of the
Institute. In addition, international benchmarking will be done to compare the ISAE’s performance
with that of other statistical training centres in the region and beyond. It is expected that a peer review
process will be initiated whereby a “peer review team” of experts is invited to review the performance
of the Institute via-a-vis its strategic objectives, targets, etc.
4.2.2
Evaluation
At the end of the plan period, there will be an evaluation to assess the most significant constraints, the
most successful activities and generally to assess how well the strategies have met the set objectives.
It has been observed that evaluation works best when the emphasis is on learning for the future.
Evaluations of the plan will very much take this into account20.
4.2.3
Monitoring indicators
Different monitoring and evaluation indicators have been identified. For meaningful monitoring and
evaluation, however, only a few indicators selected on each of the strategic objectives will be
monitored. These indicators are set out in the logframe (Annex 1).
20
Why invest in good statistics? PARIS21 advocacy brochure
87
4.3
Reporting framework
It is crucial that as part of the monitoring framework, reporting mechanisms are put in place. The
reporting mechanism should provide for preparation and distribution of periodic progress, mid-term
and final reports, specifying who is to prepare, distribute and receive which report and when, and
what actions are expected from recommendations in the reports.
4.3.1
Annual Review
There will be an annual review of the progress in the implementation of the plan, with mechanisms
for changing activities and targets, if this proves necessary. The Annual Review (AR) will be
undertaken by the University and the Uganda Bureau of Statistics. The annual review report will be
presented at the Institute Board of Studies and the Advisory Board meetings.
4.3.2
Mid-term Review
The Mid-term Review (MTR) is a more formal process that will be undertaken to ensure that the plan
is still relevant and for agreeing on changes in both the plan strategies and work programmes, where
these are needed and justified. In addition, the mid-term review will reallocate resources according to
performance and needs. This review will be undertaken by an independent consultant appointed by
the Institute and the consultant’s report will be tabled at the Institute Board of Studies and the
Advisory Board meetings.
4.3.3
Terminal Review (TR)
At the end of the plan period, there will be an external evaluation, Terminal Review (TR),
which will also be undertaken by an independent consultant hired by the Institute. The
consultant’s report will be tabled at the Institute Board of Studies and the Advisory Board
meeting
88
89
ANNEX I
LOGFRAME MATRIX
Objectives
Objectively Verifiable
Indicators
Activities
Means of
Verification
Important
Assumptions
Goal:
To be a regionally and internationally recognized training centre of excellence in training and research in basic and emerging areas of statistics and related sciences.
Purpose:
To produce high quality professionals in statistics, applied economics, population studies and IT through training, and to undertake research, consultancy and community service in
support of informed policy and decision-making in the public, private and civil society sectors in Africa.
Strategic Objective 1: Improve the strategic management of the ISAE
Outputs
1.1
Improved image of




Redefine the role of the Director
Reposition the ISAE
the ISAE



Amount of delegated authority
No. of international meetings
attended by the Director
No. of dedicated promotional
missions
Improved web site
No. of meetings at which ISAE
brochures are distributed



Annual reports
Peer review
reports
Mid-term
reports
Financial resources
available
1.2
Strategic Objective 2: To expand and increase the relevance of training programmes
Outputs
1.1
Current curriculum
reviewed
and


Review and update current curriculum in view of
changed environment
Design new courses/ improve existing courses


No. of reviews and updates
undertaken.
No. of new courses designed



updated
90
Annual reports
Peer review
reports
Mid-term
reports
Objective reviews
are possible
Periodic monitoring
takes place and is
reported
1.2
Skills
in
data
analysis, reporting,
presentation
and
communication





Train students in data analysis
Train students on Geographic Information System
(GIS)
Train students in report writing
Train students in communication
Train all students in the effective use of appropriate
Information Technology (IT)
Number of students trained



Annual reports
Peer review
reports
Mid-term
reports
Capacity by ISAE
to undertake this
training
Periodic monitoring
takes place and is
reported
developed
1.3
Partnerships
for

statistical training

developed






Constant contacts between the Institute and user
countries
Interaction between academic staff and official
statisticians (data producers)
Participation in ISAE council meetings
Getting official statisticians to teach practical courses
at ISAE
Participate in work of data producers
Access databases
Create twinning arrangements with other training
centres
Invite staff from other training centres to teach at ISAE
or speak workshops and seminars






No. of contacts made
No. of staff participating
No. of meetings
No. of countries attending
meetings
No. of statisticians involved in
teaching.
No. of data bases accessed



Annual reports
Peer review
reports
Mid-term
reports
Good
communication
between ISAE and
various partners
Willingness of
various partners to
collaborate
Strategic Objective 2: To improve the quality of teaching and learning environment and programmes
Outputs
2.1
New
training
methods



Optimize the use of IT in the delivery instruction.
Introduce e-learning
Introduce the graduate teaching mentoring programme
Excellent
teaching
learning


introduced
2.2







Construct Statistics Building
Recruit more academic staff
Train staff
Mentor staff
Motivate staff
Develop guidelines and procedures for management of
91




No. of courses becoming IT
focused
No. of students in e-learning
programme
Graduate teaching mentoring
programme in place


New Statistics Building in place
No. of new staff recruited by
rank
No. of staff trained in
management
No. of staff doing higher




Annual reports
Peer review
reports
Mid-term
reports
Annual reports
Peer review
reports
Mid-term
reports

Technical
assistance
possible

Willingness of
staff and
students to
adapt new
methods

Financial
resources
environment
created.





assessments
Equipping the library with appropriate study and
reference materials
Modernizing the IT infrastructure
Increase lecture rooms and laboratory space
Create a board room
Create a canteen for staff and students










2.3
Teamwork at the
ISAE improved
2.4
Highly
trained
professionals








produced
Establish a staff room
Share expertise through formal/informal meetings
Establishing a Local Area Network (LAN)




Enroll more graduate students
Enroll more foreign students
Undertake undergraduate and post graduate training in
official statistics
Students undertake research as part of their training.




degrees
No. of staff going on study tours
No. of professional seminars
organized and No. of staff
attending
No. of staff belonging to
professional association
No. of staff mentored
No. of awards given out
No. of staff satisfaction surveys
undertaken
Guidelines and procedures for
assessment in place
Procure more journals and new
titles acquired
Procure more computer
equipment and accessories
More lecture rooms an
laboratories in place
Board room in place
Canteen in place
Staff room in place
No. of meetings and staff
involved
LAN in place
No. of graduate students by
level
No. of foreign students by level
No of students graduating by
level
No. of research project
completed
available






Annual reports
Peer review
reports
Mid-term
reports
Annual reports
Peer review
reports
Mid-term
reports

Willingness of
staff to undergo
training

Availability of
role models

Availability of
resources
Culture of
information
sharing

Availability of
funds
Strategic Objective 3: To improve the quality and expand the scope of research
Outputs
3.1
Research
skills



Conduct seminars on various stages of research
developed
92
No of seminars conducted
No. of participants


Annual reports
Peer review
Staff willingness to
attend seminars

3.2
New
research
projects
designed
and
research carried






Encourage research proposal writing and submission
Encourage staff participation in joint research.
Expand undergraduate research and internship
activities
Provide reduced teaching loads for staff
Identify potential sources of funding for research
Acquire additional datasets




out


3.3
Resources
for


Seek external support for research for both
undergraduate and graduate students

research
secured
3.4
New

knowledge
generated
and




Encourage publication of research results in
professional journals
Support travel to conferences and workshops

disseminated


3.5

Partnerships
developed
for

statistical
training

Collaboration between ISAE and other research centres
of excellence
Acquiring sponsorship for research from the private
sector
Acquire datasets from data producers
and
93


No. of research proposals
submitted
No of research projects
completed.
No. of undergraduates
participating in supervised
research
No. postgraduates doing
research
No. of donors identified
No. of datasets acquired


No of grants and amount of
funding
No. of undergraduate and
graduate students supported by
research grants.
No. of staff doing research


No. of papers published. (staff)
No. of research publications
authored by graduate students
No. of staff participating in
national workshops.
Number of conference
presentations by staff and
invited talks
No. of staff serving as editors or
as members on editorial boards.
No. of partnerships developed
No. of data sets acquired








reports
Mid-term
reports
Annual reports
Peer review
reports
Mid-term
reports


Availability of
research grants
Staff teaching
workloads
reduced
Annual reports
Peer review
reports
Mid-term
reports

Annual reports
Peer review
reports
Mid-term
reports

Annual reports
Peer review
reports
Mid-term
reports

Willingness of
partners to
work with
ISAE

Willingness of
data producers


Availability of
research grants
Staff teaching
workloads
reduced
Availability of
research grants
Staff teaching
workloads
reduced
to release
datasets
research
Strategic Objective 4: To improve consultancy and advisory services
4.1


ISAE
Extensively advertise the ISAE Capability Statement
Bidding for consultancy projects.


Advertisements placed
No. of successful bids
Consultancy



Bureau formally
Annual reports
Peer review
reports
Mid-term
reports
Confidence in the
ISAE to deliver
established
4.2

Advisory
services given to



Produce proposals for statistical organization
management
Use professional training in civic activities
No. of organizations contacted
No. of staff involved in civic
activities



African
Annual reports
Peer review
reports
Mid-term
reports
Confidence in the
ISAE and its staff to
deliver
Annual reports
Peer review
reports
Mid-term
reports
Advocacy materials
available
Annual reports
Peer review
reports
Mid-term
reports
Availability of
policy and decisionmakers to attend
training sessions
Annual reports
Peer review
reports
Willingness to
support ISAE
programmes
countries
Strategic Objective 5: To increase support for evidence-based policy and decision-making
5.1

Greater

Statistical advocacy
awareness about

importance

and
role of statistics
No. of Statistical awareness
programmes
Inclusion of statistics in school
syllabi
Inclusion of statistics in postschool training institutions


Databases in place and
accessible
No. of courses undertaken
No. of training sessions



created
5.2
Use of data in
support
of
policy,
planning
and
decision



Develop user-friendly and accessible databases
Conduct training courses on policy and decisionmaking using statistics
Training on production and dissemination of userfriendly and actionable reports

Organize and conduct a donors’ conference
Make contacts with individual donors
Amount of money raised



making increased
5.3
Resources


mobilised
94



95
Mid-term
reports
ANNEX II
SHORT COURSES
Course
1. Measuring
Progress:
Statistics for
MDG Indicators
2. Management
of National
Statistical
Systems
3.
Environmental
Statistics
4. Use of
statistics for
policy, planning
and decisionmaking
5. Gender
responsive
Statistics
Purpose / Target Group
Duration
Purpose: Build capacity for production and management of
2 weeks
development statistics and their use to assess national trends in the
realization of internationally agreed development goals (e.g. MDGs), June 2007
and inform and monitor the implementation of national development
policies and strategies.
Target group: Technical officers/ Monitoring and Evaluation
officers/analysts from NSOs and key sectors (Health, Education,
Agriculture, etc).
Purpose: Management of National Statistical Systems has been
identified as one of the weaknesses of the systems. This course,
therefore, aims to improve management and effectiveness of NSOs
and statistical training centres through empowerment to appreciate
and apply modern management principles.
Target group: Managers of NSOs and statistical training centres.
Purpose: Countries are beginning to compile environment statistics.
The course aims to give impetus to this movement to support
planning and policy making in environmental and related socioeconomic. Technical officers handling environment or related
statistics empowered to appreciate and acquire knowledge and skills
in the development of a framework for environmental statistics,
development of environmental database and derivation of priority
environmental indicators, and on how to analyze and report on and
publish as well as disseminate environmental statistics.
Target group: Technical officers from NSOs & key sectors
(Housing, Energy, Agriculture, Industry, etc)
Purpose: Scale up statistical advocacy by empowering key policy
and decision-makers to appreciate data, access them from sectoral
and national databases, and use them for policy, planning and
decision-making.
Target Group: Key policy and decision-makers from the
Government, Private Sector and Civil Society Organization.
Purpose: Gender inequality is widely believed to hamper
development. Accurate and timely gender responsive statistics
needed to track progress in meeting gender equality policies and
commitments are scanty in African countries. This course aims to
96
5 days
June 2007
5 days
Sept, 2007
5 days
Sept. 2007
5 days
Dec. 2007
enhance national and regional capabilities in the production, use and
dissemination of gender statistics to lead to more effective policies
promoting change for the benefit of women and the advancement of
society as a whole. It will cover such things as gender mainstreaming
in research and analysis, decision making and policy formulation;
key gender issues and required gender indicators; production,
dissemination and use of gender statistics; development of easy and
accessible database with gender indicators and data.
6. Measuring
Governance
7. Survey
Sampling
8. National
Accounts
Target group: Key policy and decision makers, analysts and
technical officers dealing with gender and related statistics in
government departments, non-governmental organizations, research
centres and Training institutions, as well as legislators, women's
advocates and the media.
Purpose: Government reformers, citizens, domestic enterprises and
foreign investors see governance as the key ingredient for sustainable
development and a sound investment climate. However, data on
governance indicators are scanty in the region. This course will aim
to expose participants to governance issues, governance indicators
and data for measuring governance components including voice and
accountability, political instability and violence, government
effectiveness, rule of law and control of corruption.
Target group: Technical officers from NSOs & key sectors (Police,
Judiciary, Prisons, Parliament, Human Rights Commission, etc)
Purpose: All countries are carrying out socio-economic and
demographic surveys as a source of current statistics for informing
policy implementation and for measuring development outcomes.
There are challenges in designing and conducting these surveys
including efficiency, integration and timeliness, and attendant issues
of paneling, master samples, etc. Unfortunately, there is a shortage of
experts on survey sampling in Africa to effectively handle these
challenges. This course aims to build capacity and skills in survey
sampling.
Target Group: Sampling practitioners in NSOs, and trainers from
specialized training institutions
Purpose: Many countries in Africa have not yet fully implemented
the 1993 System of National Accounts (SNA93). A recent survey
undertaken by the UNECA shows that of the 28 countries that
responded to an enquiry, only 7 were implementing SNA93. Part of
the problem has been lack of necessary capacity. This course aims to
build capacity in user countries to be able to compile and manage
national accounts statistics.
Target Group: Technical staff from NSOs, Central Banks,
97
5 days
Feb, 2008
5 days
June, 2008
5 days
Sept, 2008
Ministries of Finance, Training Centres, etc
9. Agricultural
Statistics
10. Data
Analysis,
Packaging and
Dissemination
11. Macro
economic
Modeling &
Forecasting
Purpose: Agricultural statistics in the region are inadequate.
Administrative data are inaccurate, annual agricultural surveys are
irregular and the number of countries which have held agricultural
censuses is small indeed. The course aims to support capacity
building in the collection of agricultural data using different methods
and their management – processing, analysis, storage, dissemination
and use.
Target Group: Heads of Sections of Agricultural Statistics at NSOs
and Ministries of Agriculture in the region
Purpose: The development of the capacity to analyse, package and
disseminate data collect data has not kept pace with the development
of the capacity to collect data. This has been identified as one of the
factors limiting use of data in the region. This course aims to build
national capacities for data anaysis, packaging and dissemination.
Target Group: Technical officers from NSOs & key sectors
(Education, health, Agriculture, etc)
Purpose: In macroeconomic modeling and forecasting, increasing
the timeliness, and reducing the sample bias and variance of the data
upon which these activities depend, will help to improve both our
understanding of the structure of the economy and its behavior
through time, and, by extension, our ability to forecast it and pursue
appropriate macroeconomic policies. The course will cover
econometric analysis, data and model properties, including
integration and co-integration, dynamic specification, including the
use of error correction models, model evaluation and model design;
and Forecast uncertainty, forecasting for policy; and policy analysis.
5 days
Feb, 2009
5 days
June 2009
4 days
Sept, 2009
Target Group: Technical staff from NSOs, Central Banks,
Ministries of Finance/Planning, Training Centres
12. Informal
Sector Statistics
Purpose: The 1993 System of National Accounts recommends that where
the informal sector is significant in the economy, a distinction should be
made in the compilation of national accounts between formal and informal
sector. Although the informal sector is believed to make a substantial
contribution to GDP of most African countries, the nature of the sector has
made it difficult for informal sector statistics to be collected regularly. The
workshop aims to bring out the importance of the informal sector and build
capacity on methodologies for data collection on the sector and share
98
4 days
Dec, 2009
experience on informal sector surveys.
Target Group: Technical staff from NSOs, Ministries of
Planning/Finance, Ministry of Labour, Ministry of Trade and
Industry, Training Centres
INSTITUTE OF ENVIRONMENT AND NATURAL
RESOURCES
REPOSITIONING MUIENR TO MEET EMERGING
DEVELOPMENT CHALLENGES
TEN YEARS STRATEGIC PLAN
2007/08-2017/18
99
June 2007
100
ABBREVIATIONS AND ACRONYMS
AIA
BCM
EIA
EIM
GIF
GOU
GPS
HR
ICT
KPI
LHE
Mak
MUBFS
MUIENR
NCHE
ODeL
PGD
PWDs
QA
STI
SWOT
Appropriation in Aid
Biodiversity Conservation and Management
Environment Impact Assessment
Environmental Information Management
Geo-informatics
Government of Uganda
Global Positioning System
Human Resources
Information and Communication Technology
Key Performance Indicators
Land Resources and Human Environment
Makerere University
Makerere University Biological Field Station
Makerere University Institute of Environment & Natural Resources
National Council for Higher Education
Open and Distance e –Learning
Post Graduate Diploma
Persons with Disabilities
Quality Assurance
Science and Technology Innovations (STI)
Strength/ Weaknesses/ Opportunities and Threats
i
Foreword
This is the first Strategic Plan for Makerere University Institute of environment & Natural
Resources (MUIENR) since becoming an autonomous unit within Makerere University. The
previous strategic plan was prepared and executed when the MUIENR was under the Faculty
of Science. The previous Strategic Plan enabled the institute to obtain synergies form various
stakeholders within and outside the University that ensured the successful implementation of
strategic initiatives in the domains of teaching and learning, research and outreach which led
to increased support from our development partners.
The successor Strategic Plan, however, aims at repositioning MUIENR to meet emerging
developmental challenges like water scarcity and climate change. Through this plan MUIENR
commits itself to playing a major role in steering Uganda along the lines of its economic
growth and environmental sustainability. More specifically it intends to be instrumental in
overcoming hindrances to the achievement of Millennium Development Goals and the
implementation of Poverty Eradication Action Programme in Uganda whereby environment
is a cross cutting issue. The Institute will do this through Academic programmes Research
and Development, Environmental Conservation, Information dissemination, partnerships
and networking, gender equity, staff and student services, resource mobilization and
management, quality assurance, all of which institute the strategic issues and priorities upon
which this plan is structured. The successful formulation of this Strategic Plan for the next ten
years constitutes a critical step forward in charting the way forward for MUIENR. We wish to
appeal to government, stakeholders, our collaborators and our development partners for their
support in order to achieve the strategic objectives identified in the plan.
The Strategic Plan articulates the vision, mission, the goals and core values of MUIENR. We
at MUIENR are confident that the implementation of this strategic plan will bring about the
realization of the University vision and the fulfillment of our mission. It also sets out strategic
objectives and activities to be undertaken by the operational units. Departments and other
operational units should be inspired by our mission “To build capacity through training and
research for environmental and natural resources management responsive to national and global
needs”
Departments and other operational units at MUIENR should apply the strategies that have
been identified to actualise the Strategic Plan. We also need to adhere to the Core Values
mentioned to guide us as we implement this strategic plan.
I would like to express my sincere appreciation to all those who were involved in the
generation of ideas upon which this Strategic Plan has been constructed. Special thanks go to
the members of staff, both academic and non-academic; students and stakeholders who
participated at the strategic planning retreat held between 11 th and 13th May 2007, at Colline
Hotel, Mukono.
I also wish to thank, in a special way, the Planning Department of Makerere University for
facilitation, other invited guests who presented papers and the Facilitator Mr. Kenneth Akena
Oketta, who guided the process at the retreat. To all staff members of MUIENR, the
formulation of this Strategic Plan is just an initial step, and a challenge to implement the plan
lies squarely on your shoulders during the next ten years. Last but not least, I would like to
commend the University Administration for facilitating the process of formulating this
Strategic Plan. Looking forward to your continued support in implementing this Strategic
Plan as “We Build for the Future.”
Frank Kansiime (PhD)
Director
MUIENR
ii
1.
INTRODUCTION
The development of MUIENR Ten-Year Strategic Plan marks the beginning of the new
direction for MUIENR, as autonomous Institute in the University. This new Strategic Plan
2007/08-2017/18 addresses not only the core activities of teaching, research and outreach but
also endeavours to tackle key cross cutting issues such as quality assurance, ICT, human
resource development, library services and physical infrastructure as well as gender
mainstreaming. Recognition has also been made of the impact of the external pressures, with
specific reference to globalisation with respect to science and technology innovations,
internationalisation and the need to have a graduate who is relevant in a global economy.
Issues of access and the image of the institute have also been factored into the proposed
direction.
This Strategic Plan outlines the, mission strategic objectives and core values. The Strategic
Plan puts forward the key activities and strategies that will be used during implementation.
One of the new dimensions to the 2007/08 -2017/18 strategic plan is the establishment of Key
Performance Indicators (KPI) in terms of measures of success and benchmarking
international and regional institutions in the plan formulation process. The strategic plan also
contained a Three-Year Work Plans for the subsequent years. The last year has been left for
evaluation of the plan.
The Planning Process
The process of developing the strategic plan for the institute entailed review of MUIENR
previous plan, activities and programmes for the past five years; formulation of the institute
strategic plan and operational plans/work plans.
Guiding Principles in Formulation of Strategic Plan
This Strategic Plan is guided by principles provided in the Makerere University Strategic
Framework document. The main guiding principle is that MUIENR strategic plan is intended
to make a contribution towards the realization of the Makerere University’s Vision, Mission,
Strategic goals and objectives. The plan has also indicated how MUIENR will link to the
private sector and how they will contribute to economic and social transformation of the
country while ensuring that our environment is utilised and managed in a sustainable way.
Purpose of the Strategic Plan
The ten year strategic plan of MUIENR is developed to help MUIENR fulfil its mission, and
objectives in line with the University Mission and Vision and to guide MUIENR, its
stakeholders and partners in their mid term and annual planning and budgeting exercises.
1
2. BACKGROUND
2.1
Introduction
The Makerere University Institute of Environment and Natural Resources (MUIENR) was
founded as an Institute in the Faculty of Science of Makerere University in 1987 wit the aim of
training personnel and carrying out research on all aspects of environment. The Institute was
founded as a direct response of the University and the Government to the increasing concern
for Uganda’s environmental deterioration, and the increasing demands on natural resources
to meet the country’s rapidly growing food and income requirements. With effect from
2001/2002 academic year, the Institute became autonomous from the Faculty of Science.
2.2
Review of MUIENR Programmes during the Last 15 Years
Currently, MUIENR is engaged in; Research, Training students at all levels, Advising on
environmental issues, and providing advisory and consultancy services in the field of
environment and natural resources. The main objective over the period has been to promote
the development of knowledge, skills and positive attitudes for sustainable management of
the environment and natural resources through training and research.
What MUIENR has done to achieve objectives





Initiated, coordinated and commissioned research, in all aspects of environment and
natural resources and made available the results of such research by all appropriate
means.
Trained and educated Ugandans and other nationals in methods of managing
environment and natural resources in a sustainable manner.
Compiled, stored and analysed environment and natural resources data and
packaged it for use by decision makers and the public.
Developed the expertise needed for pre- and post-implementation assessment of
projects, programmes and policies on natural resources
Offered consultancy and advisory services on environment and natural resources
matters
Academic Programmes
 Since 1988, MUIENR, has offered post-graduate training (MSc) in Environment and
Natural Resources
 The M.Sc. programme is well established with an annual intake rising from 20 in
2002/2003 to 50 in 2006/2007.
 The MSc curriculum consists of one-year of course work followed by a research
project in the second year.
 A PhD programme started in 1993 and numbers have been growing though
fluctuating. The Institute currently has 13 PhD candidates
 MUIENR also runs PGDs in Environmental Information Management (since 1999),
Environmental Impact assessment (since 2002) and a Bachelor of Environmental
Science (since 2003)
 Bachelor of Environmental Science comprises the largest number of students at the
Institute with a total of 220 students for the three years currently.
Achievements over the Last 15 Years
 The institute has registered tremendous success in Training, Research and
Information dissemination
 The institute has won a number of research projects and secured various
collaborations and partnerships
 MUIENR staff has been successful in research with several publications at national
and international levels registered over the last 15 years.
2
Student numbers have increased by over 600% in the last 15 years. The institute now
has around 300 students compared to numbers as little as 40 in 1992.
MUIENR has seen tremendous Infrastructural development with modern facilities
and equipment now available for research and training.


Challenges to be addressed
 With the growing numbers in the University and the Institute in particular, MUIENR
needs more space for teaching and carrying out practicals.
 There is critical need for recruiting more staff with the increasing number of students
& to reduce reliance on other Departments.
 The Institute needs to be more pro-active & win more projects & develop marketoriented courses that will attract more students
STRATEGIC FRAMEWORK 2007/08- 2017/18
Academic Programmes
The Institute is aiming at becoming a national and eventually a regional centre for training,
research and information management on all aspects of the environment and natural
resources management and conservation. The institute offers the following academic
programmes:
1. Bachelor of Environmental Science (BVS)
2. Postgraduate Diploma in Environmental Information Management (PGDEIM)
3. Postgraduate Diploma in Environmental Impact Assessment (PGDEIA)
4. Master of Science in Environment and Natural Resources (M.Sc.)
5. PhD Programme
Student Projection in the Next Ten Year
In the 2002/03 academic year there were 70 postgraduate students enrolled in the Institute: 9
on the Postgraduate Diploma Programme, 46 students in the MSc programme and 15 on the
PhD programme. However, Student enrolment has risen by over 600% over the last 5 years to
currently over 300 students in total.
Programme
M.Sc. Yr. 1
Year 2
Sub-Total
2007/08
45
40
85
2008/09
50
45
95
2009/10
55
50
105
2010/11
60
55
115
2011/12
65
60
125
2012/13
70
65
135
2013/14
75
70
145
2014/15
80
75
155
2015/16
85
80
165
2016/17
90
85
175
Ph. D
18
20
22
22
24
25
25
25
25
25
P GD (EIM)
20
25
30
35
40
50
60
70
80
90
P GD (EIA)
B. Env. Sc.
Year 1
Year 2
Year 3
Sub-Total
25
30
35
40
50
60
70
80
90
100
150
100
100
350
155
150
100
405
200
155
150
505
210
200
155
565
220
210
200
630
240
220
210
670
250
240
220
710
260
250
240
715
270
260
250
718
280
270
260
810
Projected
Total
Student
enrollment
498
575
697
777
869
940
1010
1045
1078
1200
3
Facilities at MUIENR
MUIENR’s facilities include well-equipped laboratories for GIS (Geographic Information
Systems), Wetlands and Water Research Laboratory, and modern Molecular Genetics
Laboratory. MUIENR also has a number of facilities for specialized research activities such as
the Makerere University Biological Field Station (MUBFS) for biodiversity and conservation
biology; National Biodiversity Databank (NBDB), which houses electronic database on
Uganda’s biodiversity. The Institute boasts of two computer labs one with 22 computers and
the other with 24 computers. The whole Institute; Staff offices, the main lecture room, the
research labs, the library and computer labs are all connected to the Local Area Network and
the Internet. The Institute has two LCD projectors, a slide projector and three overhead
projectors. The lobby to the institute also has two data points where the students and visitors
to the Institute who have their own laptops can access Internet without entering the computer
labs.
The institute has a well-stocked library with 6,500 books and reports on a variety of
environmental and natural resources issues. The Institute also has a reading shade outside
the library to accommodate more library users (up to 30). MUIENR has a range of field
equipment, from vehicles to GPS’s.
Organizational Structure
The institute is headed by a Director. The Director is assisted by different heads of academic
units for academic issues. The Institute has a an Assistant Registrar who is in charge of
handling the day to day academic affairs of students and effectively links the institute to the
university Academic Registrars Department coordinating issues relating to admission,
registration, examination, and general student academic affairs.
Staffing
MUIENR has a strong, professional team of lecturers who teach the various courses. It also
gets support from other Departments of the University.
Category
No
1
Associate Professor
1
2
Senior Lecturers
2
3
Lecturers
2
4
Assistant Lecturers
2
5
Staff on Secondment
2
6
Lecturers from other departments
10
7
Staff from other departments who supervise 14
students
8
Honorary Professors and Lecturers
15
Whereas the Institute is supposed to have a total academic staff establishment of 30, only 23.3
percent of the positions are filled. There is, therefore, critical need for recruiting more staff
some of which should be ladies. The current overall academic staffing level at the Institute
stands as indicated in the table below and all males.
Title
Established Positions
Positions Filled
Professor
Associate Professor
Senior Lecturer
Lecturer
Assistant Lecturer
Teaching Assistant
Total
3
3
6
9
6
3
30
0
1
2
2
1
0
6
4
Vacant
Positions
3
2
4
5
6
3
23
The Institute is in the process of upgrading its units and the proposed staffing for the new
units is as shown in the table below:
Summary of Proposed Staff establishment at MUIENR
Academic staff
Director’s
Office
Dept. of
Biodiversity Cons.
& Mgmt (BCM)
Dept of Land
Resources
and Human
Environment
(LHE)
Dept of Geoinformatics (GIF)
1
1
1
1
1
1
2
2
2
MUBFS
Total
3
Professor
Assoc.
Professor
Senior
Lecturer
Senior
Research
Fellow
Lecturer
Research
Fellow
Assistant
Lecturer
Teaching
Assistants
Sub Total
Senior Admin.
Assistant
(Accounts)
Assistant
Registrar
Station
Manager
Systems
Administrator
Assistant
Librarian
Technicians
Domestic
Bursar
Assistant
Domestic
Bursar
Clerk of
Works
Personal
Secretary
Secretary/
Stenographer
Accounts
Clerk
Library
Assistant
4
4
1
4
6
1
1
1
12
1
4
4
4
4
12
2
2
2
6
14
14
Non Academic Staff
14
1
3
45
1
2
1
1
1
1
1
1
1
1
1
1
1
3
1
1
1
1
1
1
1
1
1
4
1
1
2
1
1
2
1
1
5
1
Academic staff
Director’s
Office
Custodian
Headman
Handyman
Storekeeper
Lab Assistant
Driver/Mecha
nic
2
Cleaner/
Messenger/Lab
Attendant
1
Guards
2
Dept. of
Biodiversity Cons.
& Mgmt (BCM)
Dept of Land
Resources
and Human
Environment
(LHE)
Dept of Geoinformatics (GIF)
1
1
1
1
1
1
2
MUBFS
Total
2
1
1
1
2
1
4
1
1
1
5
3
2
6
4
10
6
10
32
35
58
103
Trail Cutters
Sub Total
14
14
4
18
4
18
4
18
GRAND
TOTAL
Partnership, Collaboration and Networking
MUIENR works closely with Government institutions, in particular with the National
Environment Management Authority and other agencies such as the National Forestry
Authority, Uganda Wildlife Authority, Wetlands Inspection Division, the Directorate of
Water Development, Ministry of Water and Environment, Ministry of Agriculture Animal
Industry and Fisheries, National Water and Sewerage Corporation to mention but a few.
MUIENR maintains close ties with other Departments of Makerere University as well as
donor agencies and other institutions both within and outside Uganda. It is through such
collaboration that MUINER now has a modern molecular biology laboratory with DANIDA
support. MUIENR works also closely with NGOs like Nature Uganda and the World
Conservation Union.
3.7 Finance
The main source of funding of the Institute is from private students. The other source of
funding is from Donor agencies and collaborative partners who mainly finance our research
and capacity building programmes. Over the years, MUIENR has benefited from
project/research grants from UNESCO-Institute of Water Education in Netherlands,
MacArthur Foundation, DANIDA, European Union, Rockefeller Foundation and
Sida/SAREC among many others.
3.8 The Purpose of MUIENR
The purpose of Makerere University Institute of Environment and Natural Resources
(MUIENR) is to provide leadership in and knowledge of and about natural resources for
human benefit and environmental protection. It provides educational programmes to
develop managers and leaders; it also carries out research to solve environment management
problems and translate knowledge into action.
6
3.9 Mandate
The mandate of MUIENR is to promote the development of knowledge, skills and positive
attitudes for sustainable management of the environment and natural resources through
teaching, research and outreach. In order to achieve this, the Institute is charged with the
following responsibilities:
1.
To provide education and training in environmental science and natural resources.
2.
Initiate, coordinate and commission research in environmental and natural resources.
3.
Collect, collate and disseminate environmental and natural resources information.
4.
Collect plant, animal, rock, and other natural resources specimens in collaboration
with the Departments of Botany, Geology and Zoology in order to form national
reference collections centres.
5.
Offer consultancy and advisory services on environment and natural resources
matters
3.10 Vision Statement
To be a leading institution for academic excellence and innovations in Africa
3.11 Mission Statement
“To build capacity through training and research for environmental and natural resources
management responsive to national and global needs”
3.12 Core Values
MUIENR in the pursuit of its mission will be guided by the following core values:
• Allegiance to the institution
• Honesty and integrity
• Customer responsiveness
• Professionalism
• Openness to diversity
• Team work
• Transparency and accountability
• Identity preservation
• Gender sensitivity/responsiveness
• Commitment and hard work
MUIENR will also strive to uphold all other core values of Makerere University
3.11 SWOT Analysis of MUIENR
During the stakeholders’ workshop the participants analyzed
both the internal and external environment of MUIENR and
identified major strengths, weaknesses, opportunities and
threats to the organization in relation to the political,
7
economic, social and technological environments. The results
of the analysis are presented in the table below.
8
POLITICAL
STRENGTHS
•
Dedicated top
leadership
•
Transparent
Administration
•
Historical background
and credibility of
Makerere University
•
Availability of
organizational policies
•
Being part of a
government institution
and part of a public
University
•
•
•
•
•
Qualified staff
Relevant academic
programmes
Availability of facilities
Strong research team
Potential for a variety
short courses
WEAKNESSES
•
Poor facilitation of
staff
•
Weak
strategic
partnership
with
stakeholders
•
Weak team work
•
Little collaboration
with
other
Universities
•
Inadequate
induction
programme
for
staff and students
•
•
Inadequate staffing
Inadequate space
for staff including
offices
OPPORTUNITIES
•
Good Working
International partnerships
•
Clear legal framework
•
Favourable Government
policy of promoting
science courses
•
In house support from
other University
Departments in terms of
HR
•
•
•
ECONOMIC
•
•
•
•
•
Committed Staff
Popular programmes
Credibility and a
positive public image
•
•
Shortage
teaching space
•
SOCIAL
•
Poor
public
relations in terms
of advertising the
institute
Inadquate gender
mainstreaming
programmes at the
institute
TECHNOLOGICAL
•
•
•
•
•
Modern GIS laboratory
and databases
Modern textbooks and
scholarly materials
Modern ICT facilities
Availability of modern
Science equipment and
research laboratories
Research facilities at
MUBFS
•
•
•
•
•
4.0 MUIENR STRATEGIES
Thematic
Areas
of
•
Strategies
9
THREATS
•
Strikes
•
Political
intervention
•
Unfavourable
University
staff
recruitment
and retention
policy
•
Brain drain
Geographical location of
the University in the city
Potential to contribute to
national development
priorities
Wider scope of potential
students from almost all
other course
Availability of funding
opportunities for
environmental research
worldwide
Availability of training
opportunities for staff
•
A big Network of
Alumni/convocation and
friends for MUIENR
Environment being crosscutting,
MUIENR can attract
Students and Lecturers
Wider catchment area
Increased public
awareness on
environmental matters
•
Availability of research
stations affiliated to
MUIENR e.g. MUBFS
Availability of Internet
Services
•
•
•
•
Limited Job
Market
Competition
both from
within and
other emerging
Universities
Rampant
poverty
Students
dishonesty
Rapid rate of
changes
technology
Globalization
through World
wide web
Thematic
Areas
1. Teaching
and Learning
Strategies








2. Research
and
Innovations









3. Outreach












4.
Organization


Integrate ICTs in teaching and learning
Expansion and design of new academic programmes based on each department that
meet the needs of both undergraduate and and graduate levels
Integrate international perspective of the programmes into the curriculum as well as
addressing indigenous issues.
Involve professionals and the community in areas that requires their attention in
curriculum development and teaching.
Integrate examinable field attachments following the university guidelines into
programmes
Develop a self evaluation capacity among the staff and leadership to monitor
academic performance in a systematic manner.
Introduce the use of tutorials, student counsellors and mentors to students
Conduct tracer studies and keep track of students current needs and the changing
market demands
Develop research policy and staff training priorities
Identify and conduct joint research relevant to private sector and society needs to
address gender inequities
Conduct research seminars, workshops among the staff and students to impart
research skills in areas like proposal development, editing, etc.
Disseminate research findings for scientific and technological innovations through
joint publications, seminars and workshops.
Participate in most research agendas of the Government, international bodies and
the University.
Identify and develop research priorities and agenda in which MUIENR students
and staff could be engaged in.
Increase the research management capacities among the staff.
Establish innovative prizes for good performing Alumni, staff whose articles are
published in scientific journals with a high citation index
Strengthen existing research collaborations and actively seek new ones
Placement of MUIENR students on internships with private and sector
organizations in agreed areas to acquire more skills in the work environment.
Organize staff attachment and study visits.
Engage the private sector in imparting entrepreneurial skills
Conduct short courses for performance improvement, and continuing education to
improve service delivery in private sector.
Conduct career guidance in Schools and the community to enhance the publicity
and promotion of the profession.
Hold workshops, seminars, and meetings to exchange information, knowledge, and
best practices on environment management issues for the socio-economic
development in the country
Organize and engage in public lectures and topical seminar series for improving the
image of MUIENR in the society.
Harmonize and institutionalize consultancy coordination in the Institute.
Continue with the advocacy and participation in policies development in the
country.
Ensure website is updated regularly
Integrate counselling and guidance in the main stream of the Institute programmes
and students’ activities.
Interact with the media organizations to cultivate a goodwill of the media towards
MUIENR
Recruit and promote staff to address the staff development and promotions policy
Develop an information flow and a records management programme
10
Thematic
Areas
and
management
Strategies




5. Human
Resources





6. Quality
Assurance

7. Information
&
Communicati
on
Technology
8. Staff and
Student
Support







9. Physical
Infrastructure
& Planning
10. Resource
mobilization,
Investment
and Financial
management
11. Laboratory
Services
12.
Internationali
sation
(International












Build the capacity of leadership and management among all members of staff.
Work closely with the related units for the institute towards formation of college.
Strengthen Institute committees and promote staff participation and effectiveness of
committees in decision making. Internal coordination and management; clearly
defined roles, responsibilities, and functions of staff, information on monitoring of
students and staff, academic calendar, recruitment, financial governance, and
academic quality and management.
Ensure involvement of the students’ body and professional body in addressing the
society needs.
Ensure full functioning of departments and effective use of the committees
Improve skills through training and induction not withstanding incorporating
gender in addressing the school functions.
Develop staff training priority lists/staff development priorities to enhance
occupational growth and promotions.
Conduct management skills development for improved delivery, and conduct
refresher courses to ensure that there is professional competency; staff are accessible
to the students for guidance and consultation among the staff.
Observe the appointment and promotion of academic and administrative staff as
per the University policy.
Integrate the quality assurance policy and framework into teaching and research
Implement the e-learning in all MUIENR programmes
Harness ICTs to improve teaching, learning, research and outreach as specified in
the Makerere University Strategic Framework.
Sustain ICT services as the driver in the new knowledge economy.
Increase staff participation in orientating their students in guiding them on the
various procedures that students may need to know in the University.
Ensure information are availability to students including joining instructions, senate
decisions, MUIENR decisions
Integrate the guidance and counselling sessions, social, cultural and leisure
programmes into the University almanac
Utilize the website, newsletter, Notice Boards, Assemblies and meetings by students
in addressing University policies to students and staff at MUIENR
Build a Home for MUIENR.
Expand the ICT and communication infrastructure services
Provide a solution for alternative power sources
Introduce and develop academic programmes at higher levels and charge fees with
a unit cost that would support the programmes.
Increase the level of funding realized from other sources such as foundations,
alumni and the private sector
Increase efforts to lobby for funding from private sector, intensify innovations
among staff, develop capacity for writing innovative proposals among the staff
Participate in consultancy development, customer tailored training.
Organize fundraising functions
Promote good and standard practices in teaching and Learning and provide hands
on training
Increase number of foreign students and staff in the university staff body.
Encourage staff in endeavouring to serve on international bodies and in various
Universities.
Engage in a number of research collaborative linkages.
11
Thematic
Areas
linkages)
Strategies



Design and accredit joint programmes internationally.
Update website with relevant and up to date information.
Promote joint research and supervision with the external linkages.
5. STRATEGIC GOALS AND OBJECTIVES
Thematic Areas
1. Teaching and
Learning
Goals
 To provide a teaching and
learning environment that
assures superior experience
to both the learners and the
academic staff
Strategic Objectives
1. To operationalise the semester
system, introduce a modular
arrangement in a gender sensitive
manner
2. To integrate ICTs in teaching,
learning
and
research
also
streamline gender in teaching and
learning materials.
3. Provide quality and a variety of
Programmes through open and
distance learning.

To
produce
graduates
relevant to the world of
work and society
2. Research and
Innovations

To enhance knowledge
generation, and promotion
of Science and Technology
innovations and their
accessibility
3. Outreach

To enhance capacity of
MUIENR to link with and
service community, private
and public sectors
4.

To
improve
the
management function so
that it assures an efficient
and effective operational
environment.
1. To operationalise and develop units
into departments and make long term
plans for college formation
2. To integrate gender into teaching,
learning, research, student and staff
welfare, budgeting, public space,
outreach and governance
3.To raise the institute profile, image
and reputation with regular interaction
with varied media

To
1. To enable the staff appreciate their
Organization and
management
. Human Resources
ensure
high
12
quality
1. To increase the visibility of MUIENR
and MUBFS.
2. To improve the quantity and quality
of research in land use and resource
assessment, biodiversity, urban and
rural environment
1.To promote Outreach on sustainable
environmental management
2.To improve Government access to
Environmental
related
pro-policy
services, knowledge & advice from
MUIENR
3.To institutionalise outreach service
and consultancy coordination
4. To collaborate with educational
institutions and cultural centres, e.g.
museums, gallery, herbarium
Thematic Areas
Goals
human resource base
6. Quality Assurance

To enhance the efficiency
and effectiveness of the
core activities of MUIENR.
7. Information &
Communication
Technology

8. Staff and Student
Support

To promote an enabling
environment for MUIENR
to advance in academic
excellence and innovations.
To enhance the academic
and social development of
MUIENR staff.
9. Physical
Infrastructure &
Planning

To improve utilisation of
properties
for
coreactivities of MUIENR
Strategic Objectives
roles and responsibility.
2. To improve management
performance of the staff.
and
1. To increase the capacity to monitor
and
evaluate
courses,
academic
performance in a systematic manner
and to implement the quality related
decisions by the university.
2.To enhance the capacity for
generating high quality and relevant
research output.
3.To provide and maintain high quality
academic
support
systems
and
infrastructures;
1. To increase access to ICT facilities in
the Institute and sustainability
1. To create a conducive environment
for staff and students
2.To
empower
students
with
leadership, cognitive, study and life
skills
1.To raise resources for physical
infrastructure development
2.To establish state of the art lecture
facilities and specialised laboratory
facilities
1. To expand the sources of funding and
streamline the finance function of the
Institute
10. Resource
mobilization,
Investment and
Financial management

To widen the institute
financial resource base
10. Gender
Mainstreaming
Programme

To integrate gender into all
the MUIENR functions.
1. To mainstream gender into institute
activities
11. Laboratory Services

12. Internationalisation
(International linkages)

To mainstream Laboratory
Services as a pillar for
producing employable
graduates
To provide international
experience to staff and
students
in
teaching,
learning,
research
and
service provision.
1. To equip & expand departmental
laboratories
2. To Improve the organization &
management of laboratory facilities
1. To integrate the international
perspective
into
the
MUIENR’s
teaching, learning,
research and
outreach functions
13
6. APPENDIX 1: LOGICAL FRAME WORK AND MONITORING
PLAN
6.1 Teaching and Learning
Objectives
1 To operationalise the semester system,
introduce a modular arrangement in a
gender sensitive manner
Activities
1. Facilitate and give scholarships to
the best female students
2. To engender outreach programmes
3. Develop modules for specialised
areas of study
Timing
2007-2018
Output
-One scholarship a y
2007-2018
2007-2018
1.
1. Develop on-line courses
2. Purchase more computers and
software
3. Upgrade the Internet
2007-2010
2007-2010
-More females access
education
-2. MSc and 3 BVS m
developed.
-On-line courses
-At least 150 comput
2007-2009
-All computers conn
1.Acquiring modern textbooks
2007-2018
2.Curriculum review
2007-2018
3. Introduce e-learning
2007-2018
-Acquiring at least 10
modern textbooks
-Curriculum reviewe
every 3 years of learn
-E-Learning Program
2.
To integrate ICTs in teaching and
learning and also streamline gender
in teaching and learning materials.
Provide quality and a variety of
Programmes through open and
distance learning.
6.2 Research and Innovation
Objectives
1. To increase the visibility of MUIENR
and MUBFs.
2. To improve the quantity and quality
of research in land use and resource
assessment, biodiversity, urban and
rural environment
Activities
1. Produce MUIENR and MUBFs
brochures
2. Update the Website
1. Mobilizing research funds
2. Hold Donor conferences
3. Writing competitive research
proposals
4. Conduct innovative research
Timing
2007-2018
2007-2018
Output
-Brochures produce
-Interactive Website
2007-2018
2007-2018
2007-2018
5. Writing scientific papers
2007-2018
-Funds available
-Conferences held
-Proposals written a
submitted
-Research conducte
publications produc
-Scientific Papers
2007-2018
6.3 Outreach
14
Objectives
1.To promote Outreach & sustainable
environmental management
Activities
1. Increase Community access to
information on Environment and
Natural resources
Timing
2007-2018
Output
-At least 3 tailor ma
programmes design
2.To improve Government access to
Environmental
related
pro-policy
services, knowledge & advice from
MUIENR
1.Conduct short courses for
stakeholders
2007-2018
3.To institutionalise outreach service
and consultancy coordination
1.Establish an Information Centre
2009-2010
-2 workshops with
communities condu
every year
-At least 50 persons
annually
-Brochures and info
packaging
4. To collaborate with educational
institutions, Government Departments
and cultural centres, e.g. museums,
gallery, herbarium
1. Develop Networks with other
institutions
2007-2018
-MOU with joint
programmes
Objectives
1. To operationalise and develop units
into departments and make long term
plans and college formation
Activities
1. Appointment of heads of
departments
2. Increase staff numbers
3. Increase staff establishment
Timing
2007-2008
2007-2018
2007-2008
Output
-Heads of departme
appointed
-Recruitment of staf
-Approved structur
2. To integrate gender into teaching,
learning, research, student and staff
welfare, budgeting, public space,
outreach and governance
1. Train staff on Gender
Mainstreaming
2007-2010
-Skills acquired by s
3.To raise the institute profile, image
and reputation with regular interaction
with varied media
1..Advertise using varied media
2007-2018
2.Participation in talk-shows
2007-2018
-No Media Profiling
MUIENR
-No Talk shows hel
Activities
Timing
Output
6.4 Organisation and Management
6.5 Human Resources
Objectives
15
1. To enable the staff appreciate their
roles and responsibility.
1.Induct new staff
2. Hold Appraisal sessions for staff
3.Conduct in refresher courses
2007-2018
2007-2018
2007-2018
-Staff inducted
-Appraisal sessions
-Staff trained
2. To improve management
performance of the staff.
1. Support Management Committee
2.Holding staff meetings
3.Rewarding best performing staff
4.Organise annual staff parties
2007-2018
2007-2018
2007-2018
2007-2018
-Management Com
-Good governance
-Reduction in staff t
-End of year party
Objectives
1. To increase the capacity to monitor
and
evaluate
courses,
academic
performance in a systematic manner
and to implement the quality related
decisions by the university.
Activities
1.Establish Quality assurance (QA)
committee
2.Reviews QA functions
3.Collaborate with other institutions/
Universities
Timing
2007-2008
2007-2018
2007-2018
Output
-QA committee
-Regular meetings
-At least one lecture
exchange programm
2. To enhance the capacity for
generating high quality and relevant
research output.
1.Train staff in QA
2007-2018
-All staff attend QA
yearly
1.
1.Procure relevant teaching Aids
2.Furnish lecture rooms with facilities
2007-2018
2007-2018
-Teaching aids in pl
-Furnished lecture r
Activities
1. Install ICT Facilities in new offices
Timing
2007-2010
Output
-Offices connected t
2.Upgrade the Internet Services
2007-2018
-Faster Internet con
3. Train Staff on ICT
2007-2010
-ICT Literate staff
Activities
Timing
Output
and
6.6 Quality Assurance
To provide and maintain high
quality academic support systems
and infrastructures;
6.7 Information and Communication Technology
Objectives
1.To increase access to ICT facilities in
the Institute
6.8 Staff and Student Support
Objectives
16
Objectives
1. To create a conducive environment
for staff and students
2. To empower students with
leadership, cognitive, study and life
skills
Activities
1. Provide accessible multi purpose
facilities for staff and students.
2.To expand web-based teaching and
learning
Timing
2007-2008
Output
-No facilities fitted
2007-2018
-Coverage of the
teaching & learning
1. Support student activities.
2007-2018
2. Provide support and guidance to
international students
3. Conduct orientation programmes.
2007-2018
-No
student
supported
-Guidance sessions
2007-2018
-No of orientations
Activities
1. Mobilise resources for building
MUIENR home
2. Expand and refurbished lecture
and laboratory space
Timing
2007-2009
Output
-Funds available
2010-2015
-Laboratory and lec
1.Improve access to University
facilities by students and staff with
disabilities
2, Construct Sanitation facilities
2007-2018
-No
of
provided
6.9 Physical Infrastructure
Objectives
1.To raise resources for
infrastructure development
physical
2.To establish state of the art lecture
facilities and specialised laboratory
facilities
lecture
2009-2010
-Toilet facilities
6.10 Resource Mobilisation and Financial Management
Objectives
To expand the sources of Funding and
streamline the Finance function of the
institute
Activities
1. Streamline administration and
management
2. Establish a Consultancy unit
Timing
2007-2008
Output
-Internal Policies on
2007-2008
-A Consultancy Firm
3. Develop an investment plan for the
institute
2007-2008
-An Investment Pla
17
6.11 Gender Mainstreaming
Objectives
1. To mainstream gender into institute
activities
Activities
1. Conduct Gender Awareness
Seminar
2.Implement University Gender
Policies
3.Installation of gender sensitive
facilities in the institute
Timing
2007-2018
2007-2018
Output
-Awareness meetin
workshops
-Gender programm
2007-2008
-Facilities installed
Activities
1. Acquisition of space for expanding
and establish specialised labs
2. Acquire modern equipment e.g.
(A4 scanners, AAS, HPLC,
spectrophotometers e.t.c)
3. Develop linkages and partnerships
with relevant institutions and private
sector in laboratory services
4. Seek Accreditation
Timing
2007-2018
Output
Space acquired and
2007-2018
Modern equipment
and installed
2007-2018
Linkages and partn
developed
2007-2018
Laboratory accredit
1. Filling post for technical staff
2007-2018
Technical staff recru
2. Induction of staff
2007-2018
Staff inducted
3. Refresher training
2007-2018
Staff trained
6.12 Laboratory Services
Objectives
1. To equip & expand departmental
laboratories
2. To Improve the organization &
management of laboratory facilities
18
6.13 Internationalisation
Objectives
1.To
integrate
the
international
perspective
into
the
MUIENR’s
teaching, learning,
research and
outreach functions
Activities
1. Establish student and staff
exchange
Timing
2007-2018
Output
At least two exchan
programmes
2. Provide information about the
MUIENR
programmes
and
environment
to
international
prospectors
2007-2018
-A t least one visitin
per Semester
3. Avail MUIENR handbooks and
prospectus on the Makerere Website.
2007-2018
-MUIENR Program
its Website by 2009/
19
7. APPENDIX 2: WORKPLAN
7.1 Teaching and Learning
Activities
1st Cluster Work Plan
2nd Cluster Work
Plan
3rd Cluster
Plan
07/08
10/11
13/14
08/09
09/10
11/12
12/13
14/
1. .Facilitate and give scholarships to the best female
students
2. To engender outreach programmes
3. Develop modules for specialised areas of study
Sub-Total
Activities
1st Cluster Work Plan
2nd Cluster Work
Plan
3rd Cluster Work
Plan
07/08
10/11
13/14
08/09
09/10
11/12
12/13
14/15
15/16
1.Develop on-line courses
2.Purchase more computers and software
3. Upgrade the Internet
Sub-Total
Activities
1st Cluster Work Plan
Est. Budget
‘000 Ugshs
So
1.Acquiring modern
textbooks
300,000
GO
2.Curriculum review
30,000
GO
3. Introduce elearning
Sub-Total
40,000
AI
07/08
08/09
09/10
2nd Cluster Work
Plan
10/1 11/1 12/1
1
2
3
3rd Cluster Work
Plan
13/1 14/1 15/1
4
5
6
16/1
7
370,000
7.2 Research and Innovation
Activities
1st Cluster Work Plan
2nd Cluster Work Plan
3rd Cluster Work Pla
07/08
10/11
13/14
08/09
09/10
11/12
12/13
1. Produce MUIENR brochures
20
14/15
1
2. Update the Website
Sub-Total
Activities
1st Cluster Work Plan
2nd Cluster Work Plan
3rd Cluster Work Pla
07/08
10/11
13/14
08/09
09/10
11/12
12/13
14/15
1
1. Mobilizing research funds
2. Hold Donor conferences
3. Writing competitive research
proposals
4. Conduct innovative research
5. Writing scientific papers
Sub-Total
7.3 Outreach
Activities
Activities
1st Cluster Work Plan
2nd Cluster Work Plan
3rd Cluster Work Plan
07/08
08/09 09/10 10/11
11/12 12/13
1. Increase Community access to information on Environment and Natural resources
13/14
Activities
14/15
15/16
1st Cluster Work Plan
2nd Cluster Work Plan
3rd Cluster Work Plan
07/08
10/11
13/14
08/09
09/10
11/12
12/13
14/15
15/16
1.Conduct short course for
stakeholders
Activity
1st Cluster Work Plan
2nd Cluster Work Plan
3rd Cluster Work Plan
07/08
10/11
13/14
08/09
09/10
11/12
12/13
14/15
15/16
1.Establish an Information Centre
Activity
1st Cluster Work Plan
2nd Cluster Work Plan
3rd Cluster Work Plan
07/08
10/11
13/14
08/09
09/10
11/12
12/13
14/15
15/16
1. Develop Networks with other
institutions
7.4 Organisation and Management
Activity
1st Cluster Work Plan
2nd Cluster Work Plan
3rd Cluster Work Plan
07/08
10/11
13/14
08/09
09/10
11/12
12/13
14/15
1. Appointment of heads of
departments
21
15/16
16/1
2. Increase staff numbers
3. Increase staff establishment
Sub-Total
Activities
1st Cluster Work Plan
2nd Cluster Work Plan
3rd Cluster Work Plan
07/08
10/11
13/14
08/09
09/10
11/12
12/13
14/15
15/16
16/1
1. Train staff on Gender
Mainstreaming
Activities
1st Cluster Work Plan
2nd Cluster Work Plan
3rd Cluster Work Plan
07/08
10/11
13/14
08/09
09/10
11/12
12/13
14/15
15/16
16/1
1.Advertise using varied media
2.Participation in talk-shows
Sub-Total
7.5 Human Resources
Activities
1st Cluster Work Plan
2nd Cluster Work Plan
3rd Cluster Work Plan
07/08
10/11
13/14
08/09
09/10
11/12
12/13
14/15
15/16
16/17
1.Induct new staff
2. Hold Appraisal sessions for
staff
3.Conduct refresher courses
Sub-Total
Activities
1st Cluster Work Plan
2nd Cluster Work Plan
3rd Cluster Work Plan
07/08
10/11
13/14
08/09
09/10
11/12
12/13
14/15
1. Support Management
Committee
2.Holding staff meetings
3.Rewarding best performing
staff
4.Organise annual staff parties
22
15/16
16/17
Sub-Total
7.6 Quality Assurance
Activities
1st Cluster Work Plan
2nd Cluster Work Plan
3rd Cluster Work Plan
07/08
10/11
13/14
08/09
09/10
11/12
12/13
14/15
15/16
16
1.Establish QA
committee
2.Reviews QA
functions
3.Collaborate with
other institutions/
Universities
Sub-Total
Activity
1st Cluster Work Plan
2nd Cluster Work Plan
3rd Cluster Work Plan
07/08
10/11
13/14
08/09
09/10
11/12
12/13
14/15
15/16
16
1.Train staff in QA
Activities
1st Cluster Work Plan
2nd Cluster Work Plan
3rd Cluster Work Plan
07/08
10/11
13/14
08/09
09/10
11/12
12/13
14/15
15/16
16
1.Procure relevant
teaching Aids
2.Furnish lecture
rooms with
facilities
Sub-Total
7.7 Information and Communication Technology
Activities
1st Cluster Work Plan
2nd Cluster Work Plan
3rd Cluster Work Plan
07/08
10/11
13/14
08/09
09/10
11/12
12/13
14/15
23
15/16
Es
Bu
‘00
16/17
1. Upgrade ICT Facilities in
offices
50
2.Upgrade
Services
20
the
Internet
3. Train Staff on ICT
30
4. Develop ICT Policy
30
Sub-Total
76
7.8 Staff and Student Support
Activities
1st Cluster Work Plan
2nd Cluster Work
Plan
07/08
10/11
08/09
09/10
11/12
3rd Cluster Work Plan
12/
13
13/14
14/15
15/16
16/17
1. Provide accessible multi
purpose facilities for staff
and students.
2.To expand web-based
teaching and learning
Sub-Total
Activities
1st Cluster Work Plan
2nd Cluster Work Plan
3rd Cluster Work Plan
07/08
10/11
13/14
08/09
09/10
11/12
12/13
14/15
1. Support student activities
2. Provide support and
guidance to international
students
3. Conduct orientation
programmes.
Sub-Total
24
15/16
16/17
7.9 Physical Infrastructure
Activities
1st Cluster Work Plan
2nd Cluster Work Plan
3rd Cluster Work Plan
07/08
10/11
13/14
08/09
09/10
11/12
12/13
14/15
15/16
Es
Bu
‘0
16/17
1. Mobilise resources for
building MUIENR home
8,0
2. Expand and refurbished
lecture and laboratory space
4,5
Sub-Total
12
Activities
1st Cluster Work Plan
2nd Cluster Work Plan
3rd Cluster Work Plan
07/08
10/11
13/14
08/09
09/10
11/12
12/13
14/15
15/16
16/17
Es
Bu
‘0
1.Improve
access
to
University
facilities
by
students and staff with
disabilities
2,
Construct
Sanitation
facilities
60
Sub-Total
16
10
7.10 Resource Mobilisation and Financial Management
Activities
1st Cluster Work Plan
2nd Cluster Work Plan
3rd Cluster Work Plan
07/08
10/11
13/14
08/09
09/10
11/12
12/13
14/15
1. Streamline administration
and management
2. Establish a Consultancy
unit
3. Develop an investment
plan for the institute
Sub-Total
25
15/16
16/1
7.11 Gender Mainstreaming
Activities
1st Cluster Work Plan
2nd Cluster Work Plan
3rd Cluster Work Plan
07/08
10/11
13/14
08/09
09/10
11/12
12/13
14/15
15/16
16/17
1. Conduct Gender
Awareness Seminars
2.Implement University
Gender Policies
3.Installation of gender
sensitive facilities in the
institute
Sub-Total
Est.
Bud
‘000
60,0
30,0
20,0
110,
7.12 Laboratory Services
Activities
1st Cluster Work Plan
2nd Cluster Work Plan
3rd Cluster Work Plan
07/08
10/11
13/14
08/09
09/10
11/12
12/13
14/15
15/16
16/17
1. Acquisition of space for
expanding and establish
specialised labs
2. Acquire modern
equipment eg (A4 scanners,
AAS, HPLC,
spectrophotometers)
3. Develop linkages and
partnerships with relevant
institutions and private
sector in laboratory services
4. Seek Accreditation
Sub-Total
Activities
1st Cluster Work Plan
2nd Cluster Work Plan
3rd Cluster Work Plan
07/08
10/11
13/14
08/09
09/10
11/12
12/13
14/15
15/16
16/17
1. Filling postsfor technical staff
2. Induction of staff
3. Refresher training
Sub-Total
E
B
‘
1
2
4
7
7.13 Internationalisation
Activities
1st Cluster Work Plan
07/08
08/09 09/10
2nd Cluster Work Plan
10/11
11/12 12/13
3rd Cluster Work Plan
13/14
14/15 15/16
26
16/17
1. Establish student and staff
exchange
2. Provide information about the
MUIENR
programmes
and
environment to international
prospectors
3. Avail MUIENR handbooks
and prospectus on the Makerere
Website.
Sub-Total
GRAND TOTAL
27
28
Table of Contents
1.0
2.0
Introduction ...................................................................................................................... 2
Background to the Proposed Strategic Plan .................................................................. 2
2.1 Goals of the Previous Strategic Plan ............................................................................. 2
2.2 Objectives of the Previous Strategic Plan ..................................................................... 2
2.3 Key Strategies of the Previous Strategic Plan ............................................................... 3
3.0
Evaluation of the Out-going Strategic Plan ................................................................... 4
3.1 Successes....................................................................................................................... 4
3.2 Failures .......................................................................................................................... 5
3.3 Lessons Learnt .............................................................................................................. 6
4.0
Strategic Plan 2007 – 12 ................................................................................................... 7
4.1 MISR’s Purpose ............................................................................................................ 7
a) Mandate ...................................................................................................................... 7
b) Vision: ........................................................................................................................ 7
c) Mission........................................................................................................................ 7
4.2. MISR’s Strategy........................................................................................................... 7
a) Contextual Factors Impacting on MISR’s Performance ............................................. 7
b) SWOT Analysis .......................................................................................................... 8
c) Strategic Goals and Objectives -- 2007-2012 ............................................................. 9
d) Key Strategies: ............................................................................................................ 9
5.0
6.0
6.1
6.2
6.3
7.0
8.0
Annual Key Projections ................................................................................................. 11
Infrastructure for achieving strategic goals and projections ..................................... 12
Projection of Resources to achieve each Strategic goal ........................................ 12
Human Quantity and Quality ................................................................................ 16
Information and Communication Technology ...................................................... 16
Monitoring & Evaluation of Strategic Plan ................................................................. 17
ANNEXES ....................................................................................................................... 23
8.1
ANNEX 1 SWOT ................................................................................................ 23
i) Major Strengths: ........................................................................................................ 23
ii) Major Weaknesses .................................................................................................... 23
iii) Major Opportunities: ............................................................................................... 24
iv) Major Threats: ......................................................................................................... 24
8.2
ANNEX 2 MISR’s Current Staffing Level ........................................................... 25
8.3
ANNEX 3 MISR Organization Structure ............................................................. 26
8.4
Team Involved in the Strategic Planning Process. Error! Bookmark not defined.
MISR Strategic Plan 2007-12
1
Introduction
Makerere Institute of Social Research (MISR) started life in 1948 as the East African Institute of Social and
Economic Research (EAISR), serving Kenya, Tanganyika, Zanzibar, northern Rhodesia and Nyasaland as
well as Somaliland and Sudan. It was one of the three institutes founded before and shortly after the second
world war on the recommendation of the Colonial Social Science Council in London, the other two being the
Western Institute of Social and Economic Research (WISER), University College of West Indies in Jamaica,
and the West African Institute of Social and Economic Research (WAISER), University College of Ibadan,
Nigeria. Together they facilitated the development of social science research in British colonial territories.
They co-ordinate the planning of research on regional basis, organized comparative studies of particular
problems within each region, undertook studies of practical interest to governments and business firms, tested
research techniques, provided teaching materials for the local universities, and provided a centre to which
students from overseas were attached. As a base for social science research and a forum for debate and
publications, EAISR exerted great influence on policy. EAISR’s research excellence reached its peak in the
1950s and 1960s.
As different countries in the region gained independence in the 1960s, created their national universities,
EAISR became Makerere Institute of Social Research (MISR) in 1970. 21 However, during the 1970s and
1980s, MISR was adversely affected by the political and economic instability in Uganda. Over the last 20
years MISR has registered significant recovery. Important steps have been taken to re-establish its reputation
and credibility as a research centre of excellence. As a result, it has attracted a large portfolio of projects that
have enabled it to raise its academic profile and reclaim its position as a center for multidisciplinary research.
Background to the Proposed Strategic Plan
1.74 2.1 Goals of the Previous Strategic Plan
MISR’s 2000-2005/07 Strategic Plan overall goal was to achieve academic excellence in research. The
specific goals were:
 To enrich academic knowledge;
 To appropriately inform policy;
 To contribute to social and economic development; and;
 To attract public and private funding to sustain MISR’s research and development programs.
1.75 2.2 Objectives of the Previous Strategic Plan
The objectives were stipulated as follows:
 To develop and improve our research capacity;
 To ethically and professionally conduct research and training;
 To strengthen our financial resource base to finance research;
 To improve and strengthen our managerial capacity in all respects; and
 To establish, strengthen and widen links with various institutions and organizations locally and
globally.
21
With the coming into effect of the 1970 University Act which transformed the East African Makerere
College into a national University, separating Makerere from its two constituent colleges of Dar-es- Salaam
and Nairobi.
MISR Strategic Plan 2007-12
2
1.76 2.3 Key Strategies of the Previous Strategic Plan
The Plan developed nine (9) strategies to achieve its goals and objectives. These were as follows:
1. To conduct multidisciplinary research;
2. To strengthen the organizational and management structures of MISR;
3. To strategically recruit and develop the staff capacity of our divisional units and training programs;
4. To develop and maintain an adequate research infrastructure especially Library facilities;
5. To initiate and strengthen our linkages and research networks both at the national and international
levels;
6. To re-organize and develop our information systems and publications strategies;
7. To develop costing centers to generate sufficient internal revenue with adequate financial
management mechanisms; and
8. To develop a mechanism for the monitoring and evaluation of grant funded research, staff
performance, short term courses, publications and public image.
MISR Strategic Plan 2007-12
3
Evaluation of the Out-going Strategic Plan
This subsection puts on record the performance of the Institute with regard to the eight strategies/
interventions that were designed to fulfill the outgoing Strategic Plan’s goals and objectives (2000 – 2005/7).
The sub-section highlights the major successes and failures across the eight strategies, as well as identifying
the opportunities that were not exploited during the lifetime of the strategic plan. In so doing, the evaluation
spells out the strengths and weaknesses that contributed to the successes and failures, respectively.
1.77 3.1 Successes
a.
Irrespective of the skeleton of core staff on the ground, the Institute managed to conduct a
total of 48 multi-disciplinary research projects in response to strategy number one of
the outgoing plan. This was made possible partly because of the professionalism,
vigilance and dedication of the staff; and partly because of the conducive political
environment that contributed to increased visibility of the Institute locally and externally.
b.
Although the institute suffered [and still suffers] from a chronic staff shortage throughout
the strategic plan period, its organizational structure was approved, long serving staff
members were confirmed, one new PhD holder was recruited, and some staff had
their contracts reinstated. The support from the Board of studies, vigilance of the
Director and the good will of the Vice Chancellor greatly contributed to this level of
success.
c.
MISR developed and delivered tailored short course training modules for the UPDF
Senior Command and Staff College at Kimaka. MISR’s reputation and staff
competence, in addition to quick response to UPDF’s call, contributed to this success.
d.
Conversion of the dilapidated servants’ quarters into a Decentralization Resource
Centre and Cyber Café; restructuring of the MISR Library; refurbishment of offices
and apartments; and acquisition of computers and other ICT equipments was a great
achievement with regard to MISR’s research infrastructure. MISR’s frugality in financial
management, attraction of projects that contributed 15% of their Budgets to the
Development Fund and contributions from the Innovations at Makerere (I@Mak) all
accounted for the successes registered.
e.
By taking advantage of the skills of MISR’s leadership, complemented by vigilance of
MISR researchers, it was possible to initiate linkages and collaborations with local and
international research institutions. These included: Primary Teachers’ Colleges, 36
Primary Schools, Nkumba University, and the Fulbright Programme. These linkages
culminated into four regional projects, staff exchange and three Fulbright training
workshops.
f.
A number of publications were made, including 177 books and 14 articles in referred
journals, in addition to development of a MISR Brochure, customized file folders and a
new Logo for the Institute. Internally generated income, complemented by I@Mak funds,
played a major role.
g.
MISR hosted the National Poverty Forum for three (3) years, organized and conducted
15 seminars, and established a MISR Website
➲ As a strategy to develop and strengthen MISR resource base, the following successes were
registered: maintained the 15% institutional overhead charges on projects and a 7% on
consultancies; revitalized the Finance Committee; renovated returned property; rented out
space to IPH and to the School Retention Project and rationalized the use of MISR Costing
Centers which contributed more than 10% of the total MISR budget. The successes were mainly
MISR Strategic Plan 2007-12
due to: the cooperation and team work of staff; commitment by research staff to pay the
institutional fees; frugality in financial management leading to the availability of savings
4
1.78 3.2 Failures
a.
Despite the successes registered in all MISR’s key research areas, no research project
addressed the area of “Resettlement, Migrations and Urbanization”. Whereas shortage
of staff and tenure insecurity was [and still is] a key factor accounting for this failure during
the outgoing plan period, MISR research work mostly responded to a donor-driven research
agenda with the consequence that this area, which was not a key research area among the
donor community, did not attract the attention it deserves. Otherwise, the internal
displacement crisis in the North could have generated some research works.
b.
The University Administration has been ambivalent towards MISR staff establishment
leading to failure to regularize the staff on contract and fill up vacant positions
c.
The approved departments under MISR organizational structure were never created
due to staff shortages worsened by tenure insecurity.
d.
Short course outlines on research methods were not developed and not delivered due to
lack of staff. Otherwise, MISR had an opportunity to seek technical assistance from the
Fulbright program to kick-start the short courses.
e.
MISR was not able to raise funds to put up a new building to increase workspace nor
was it able to construct new seminar rooms and a hall because funds that would have
been spent on starting up a modest building were inconceivably spent on renovations
[University bidding system is very expensive].
f.
The Library information system was not automated due to institutional delays in
installing a LAN, which led to missing an opportunity to exploit the Makerere Internet
Network explosion.
g.
Filling up the position of an Editor never materialized, though the position was
advertised, reflecting on the failure by the university administration to address the institute’s
staff establishment problems.
h.
MISR still lacks a publications policy, hence no occasional papers launched and no
newsletter.
i.
Failed to develop a strategic plan for each of the costing centers partly due to the high
turn-over of Accountants [three] over the five-year period.
j.
No effective use of MISR green space, which would have generated some revenue.
k.
MISR failed to sell off the old and dilapidated vehicles due to a stringent university policy
regarding procurement and disposal of equipments and assets.
MISR Strategic Plan 2007-12
5
1.79 3.3 Lessons Learnt
The following are the lessons we learnt in implementing the strategies of the outgoing
plan:
1.
Team work is necessary for our strategies to succeed. Where we have been able
to work as a team, we have achieved unimaginable levels of success given our
skeleton size;
2.
Good management is key to the success of implementing any strategic plan;
3.
An active and supportive Board can effectively act as an energizer and a
monitoring and evaluation body;
4.
Makerere University’s Management (Appointments Board) commitment to solve
MISR’s establishment problems is fundamental to the realization of our
strategies. Without this, MISR will continue for endless years to come to have
excellent plans which cannot be attained because of lack of necessary human
resources;
5.
Staff satisfaction is central to the realization of MISR’s key strategic objectives.
Leading an institution whereby its only 2 core staff have not been confirmed for
almost 20 years [nor promoted] and where the remaining three are on six months
renewable contracts has been a formidable challenge and has tested the staff’s
commitment to the institution;
6.
Neglect of ICT in our operations is fatal;
7.
Infrastructure expansion is a necessity;
8.
Failure to mount short-term research methodology courses has deprived the
university staff and students of relevant research materials and skills;
9.
Frugality and well-run cost-centers can attract sizeable funds to run our
programs;
10. Failure to develop M&E indicators and peer review evaluation assessment tool
leave management and staff sluggish.
MISR Strategic Plan 2007-12
6
Strategic Plan 2007 – 12
1.80 4.1 MISR’s Purpose
1.80.1 a) Mandate
Overall, MISR is mandated to operate as one of the main research arms for Makerere University, operating as a
conduit for enhancing the research capacity of staff, students and international scholars. In so doing, the
Institute expects to continue raising its academic credibility and institutional visibility through research,
publications, training and outreach activities.
1.80.2 b) Vision:
MISR’s vision is “Setting Standards in Research, Training and Policy Analysis”
1.80.3 c) Mission
In fulfillment of its mandate to realize the vision, MISR’s mission will be to respond to the needs of society
through professional research, publications, training and outreach activities.
1.81 4.2. MISR’s Strategy
1.81.1 a) Contextual Factors Impacting on MISR’s Performance
MISR’s situation is best understood within the context of the wider society and more specifically the political
economy of Uganda. For the past 15 years, Uganda has been undergoing a number of transformations from a
highly centralized, regulated, public sector orientation to a decentralized, deregulated, private sector orientated
system which is market driven. These transformations have greatly impacted on the entire education sector with
the private sector increasingly playing a major role in the provision of the education services. Hence, there has
been a dramatic rise in private universities that have come with deregulation, liberalization, and greater
participation.
Makerere University, Uganda’s biggest public University, has perhaps experienced the most drastic changes.
Previously fully funded by government, the majority of the students are now privately sponsored; the student
population has more than quadrupled; and numerous market driven degree courses introduced. On the other hand,
there has been minimal increase in teaching staff and other supportive infrastructure. Currently, Government
resources are largely directed towards the primary education sector and more recently, secondary education.
Government supported public universities have, thus, been forced to innovate in order to adapt to these changing
circumstances, especially in the area of income generation. These transformations have equally affected MISR and
it is within this context that a SWOT analysis is made.
MISR Strategic Plan 2007-12
7
1.81.2 b) SWOT Analysis
Strength
Weaknesses
 highly qualified, experienced, dedicated and
 Unfilled staff Establishment
motivated staff
 a pool of dedicated and trainable research assistants
and associates
 fairly well-developed research infrastructure
 Availability of the Resource Center
 Availability of modern apartments for visiting
scholars.
 Diversified sources of income
Numerous research works readily available for
 Uncertain job tenure
 A largely donor dependant
 Few publications
 University bureaucracy in procurement of goods and
services
 Reduced inflow of research projects
 Inadequate strategies to attract long-term research
funding
 Un-computerized Library and inadequate reading space
quality publications
Opportunities
Threats
 A pool of researchers within and outside the
 Inertia of University Central Administration to address
University
MISR acute staff shortage;
 An approved staff Establishment
 Non retention of staff due to insecure tenure;
 Existing skills in MISR
 Overlapping roles in mandate between the School of
 Availability of adequate space for expansion
Post Graduate Studies and MISR
Resource Centre and website to provide immediate
 University bureaucracy in procurement and disposal
outlet for MISR publications;
Competition for research projects/funds with other
University units
MISR Strategic Plan 2007-12
8
1.81.3 c) Strategic Goals and Objectives -- 2007-2012
MISR’s Goal:
MISR’s goal is “to be the Leading Centre for Social Research, Training and Policy Analysis in the Region”.
MISR’s Objectives:




To excel in research, training in research methodologies and outreach activities.
To boost and uphold professional research and training.
To raise MISR’s and Makerere’s profile through publications, seminars and outreach activities.
To continue expanding MISR’s networks and linkages with various institutions and organizations locally
and globally.
1.81.4
1.
2.
3.
4.
5.
6.
7.
8.
9.
d) Key Strategies:
Advancing multidisciplinary research
Strengthening the organizational and management structures of MISR
Commencing training Programs in Research Methodologies and techniques
Maintaining an adequate research infrastructure
Buttressing our linkages and research networks
Advancing MISR’s information systems and publications
Strengthening MISR resource base
Institute a mechanism for monitoring and evaluation
Activate MISR’s old contacts
Key activities for each of the 9 strategies are given below:
1. Advancing multidisciplinary research
i. Proactively identify topical issues for research
ii. Consolidation of MISR research agenda in priority areas
iii. Encourage in-house and external collaboration in formulation and conceptualization of
long-term research projects
iv. Retooling of staff with research skills
v. Attract large and long term research projects with institutional development components
vi. Develop and apply quality checks for research and outreach activities in MISR and
Makerere University research activities
2. Strengthening the organizational and management structures of MISR
i.
ii.
iii.
iv.
v.
vi.
Develop a staff development plan
Lobby the University Administration to fill up the established vacant staff positions
Regularize positions of temporary staff
Effect promotion of long-serving staff
Targeted recruitment of new staff
Develop divisional plans, identify and appoint Division Heads
3. Commencing training Programs in Research Methodologies and techniques
i. Recruit a course co-coordinator
MISR Strategic Plan 2007-12
9
ii.
iii.
iv.
v.
Identify course instructors
Develop course materials and assessment guidelines
Advertise courses
Implementation of courses/ organize and kick-start the short courses
4. Maintaining an adequate research infrastructure
i.
ii.
iii.
iv.
v.
vi.
Solicit money for physical infrastructure expansion
Restructure the Library
Recruitment of a MISR Librarian
Computerize the MISR Library system (digitization of holdings)
Make investments in Library technology of software for data base searches
Complete the cataloguing of Library books and acquisitions
5. Buttressing our linkages and research networks
i. Continue building the Database of contacts with related fields of publishing, academic
research and alumni of institutions, individual academics, consultants, donor agencies
and networks
ii. Initiate new collaborative contacts (including staff exchange options)
iii. Review regional and international collaborative initiatives and arrangements
6. Advancing MISR’s information systems and publications
i. Strengthen through short-term courses where necessary, the skills for writing articles for
publication among the senior staff
ii. Develop an effective publications policy
iii. Revamp and regularly update MISR’s Website
iv. Recruit a development oriented co-coordinator for MISR courses, public affairs,
information and publications operations
v. Develop a Plan for the Internet Café
vi. Connect all offices and Flats to the internet
vii. Advertise the Resource Centre
viii. Widen access to information, including access to electronic journals, for short course
teaching materials and fundable projects
ix. Production of regular prospectus
x. Revitalization of Nkanga Editions
xi. Publish a MISR Edited Book once every year
xii. -Initiate a MISR Newsletter
7. Strengthening MISR resource base
i. Review the efficacy of all MISR costing centers with a view of eliminating units that are
not viable
ii. Maintain the institutional overhead charges on projects and consultancies
iii. 2 key MISR staff to get training in fund-raising
iv. Engage the services of an expert to help us develop a fund-raising plan
v. Continue with the renovations to attract tenants for MISR Flats
vi. Develop and operationalised a MISR Financial Manual
vii. Finalize the total transfer to MISR of the current part-timing Accountant
viii. Develop cost centers annual plans and reports
ix. Review the utilization of MISR’s Development Fund
x. Establish rental commercial spaces (including use of the green space)
xi. Put in place innovative ways (incentives) for attracting research projects and Affiliations
to MISR
xii. improve and seek new avenues for internal income generation for sustaining MISR’s
recurrent expenditure and infrastructure
8. Monitoring and evaluation
i. Development of monitoring and evaluation indicators
MISR Strategic Plan 2007-12
10
ii.
iii.
iv.
v.
vi.
Develop peer review evaluation assessment tool
Continue with Board Meetings to assess performance
Project/programme Mid-term reports
Annual progress reports
Residential workshop to review strategies and activities
9. Activate MISR’s old contacts
i. Build a data bank of all old contacts and establish new addresses
ii. Communicate indicating MISR’s developments
iii. Invite them to reactivate relationship with MISR
iv. Invite them in a Stakeholders’ Meeting
Annual Key Projections
Area
Projection
Publications:
10 Article in refereed Journals,
01 MISR edited book
04 Newsletters
01 Nkanga Journal
01 Prospectus
05 Research Projects
05 Consultancies
Research Projects
Short Courses:
20 Short courses
Seminars, workshops and conferences
05 Seminars, workshops and conferences
Outreach
04 Outreach activities
MISR Strategic Plan 2007-12
11
Infrastructure for Achieving Strategic Goals and Projections
6.1
Projection of Resources to Achieve each Strategic Goal
Strategy
Activities
Facilities & other
requirements
Finances
Sources of
required
financial
resources
1. Advance
multidisciplinary
research
1. Proactively identify topical issues for research
2. Consolidation in priority research areas
3. To conduct at least one research project per MISR’s focal area of
research
4. Encourage in-house and external collaboration in formulation and
conceptualization of long-term research projects
5. Develop capacity of staff through short-term courses
(Operationalize research skills training and
Retooling current staff)
6. Develop and apply quality checks for research and outreach activities
7. At least one Senior
Research Fellow and two
Research Fellows per focal
area
8. Ample office space
9. Internet connectivity and
other ICTs
10. Modern computers
11. Library related expenses
12. Four Wheel Drive Cars
related expenses
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
- Internally generated
funds
- Donor Funding
2. Strengthening the
organizational and
management structures
of MISR
1. Lobby the University Administration to fill up the established vacant
staff positions (and advertising)
2. Recruiting of new staff
3. Regularize positions of temporary staff
4. Effect promotion of long-serving staff
5. Targeted recruitment
6. Develop divisional plans(Retreats)
7. Identify and appoint Division Heads
8. Develop a staff development plan
3. Commence training
programs in research
methodologies and
techniques
1. Recruit a course co-coordinator & instructors
2. Identify course facilitators
3. Develop course materials and assessment guidelines
4. Advertise courses
9. H/R
10. Office space
11. Travel
12. Communication expenses
8. Course Coordinator and
Instructors
9. Advertisements
10. Lecture rooms rental
Nil
Nil
$ 12,000x5x5
Nil
$ 6,000X 5
Nil
Nil
Nil
$ 1,000x 5
$ 1,000x 5
$ 500x 5
$ 25,000 x5
= $ 300,000
= $ 30,000
=
=
=
=
$ 5,000
$ 5,000
$ 2,500
$ 125,000
$ 467,500
1. $ 2,000x5
= $ 10,000
2. Nil
3. Nil
4. Nil
5. Nil
6. $ 2,500x5
= $ 12,500
7. Nil
8. Included in 6 above
9. Nil
10.
Nil
11.
$ 2,500x5 = $ 12,500
12.
$1,000x5 = $ 5,000
1.
2. Nil
3. $ 2,500x5
4. $ 2,000x4x5
$ 40,000
$ 1,000
= $ 12,500
= $ 40,000
- Makerere Payroll
- Internally generated
funds
- Donor Funding
12
Strategy
Activities
Facilities & other
requirements
5. Implementation of courses/ organize and kick-start the short courses
6. To train at least 200 hundred students in Research Methodologies
annual
7. Apply Quality checks for training
11. Teaching Materials
12. Office space
13. Internet connectivity and
other ICTs
14. Library
4. Maintain an adequate
research infrastructure
1. Computerize the MISR Library system (digitization of holdings)
2. Make investments in Library technology of software for data base
searches
3.Complete the cataloguing of Library books and acquisitions
4. Solicit money for physical infrastructure expansion
5. Computer Systems H/R
6. Cataloguing Software and
tools
7. Expanded library space
5. Buttress our linkages
and research networks
1. Continue building the Database of contacts with related fields of
publishing, academic research and alumni of institutions, individual
academics, consultants, donor agencies and networks
2. Initiate new collaborative contacts (including staff exchange optionincluding air travel and other expenses)
3. Review regional and international collaborative initiatives and
arrangements- To organize at least 1seminar annually
4. To provide all Uganda’s districts with relevant information on
decentralization both through the resource centre and through outreach
activities
5. Advertisement of new MISR facilities
6. Revitalization of periodical seminars (quarterly)
7. Increased efforts into publications and dissemination of MISR work
through university libraries and websites
8. Collaboration with other scholars for co-authorship
1. Widen access to information, including access to electronic journals,
for short course teaching materials and fundable projects
2. Production of regular prospectus
3. Regularly up-dated MISR Web-site
4. Revitalization of Nkanga Editions
5. Book publication
9. H/R
10. Office space
11. Travel
12. Communication expenses
13. Conferences
Finances
Sources of
required
financial
resources
5. Nil
6. $ 2,500x5
= $ 12,500
7. Nil
8. $ 1,000x4x4x5 = $ 80,000
9. Included in 4 above
10. $ 1,000x4x5 = $ 20,000
11. Included in 3 above
12. Nil
13. $ 1,000x4
= $ 4,000
14. Nil
$ 170,000
1. $ 2,000X5
= $ 10,000
2. Included in 1 above
3. Nil
4. Nil
5. $ 1,200X5
= $ 6,000
6. Included in 1 above
7.
$ 100,000
-Internally generated
funds
- Donor Funding
$ 116,000
6. Advance MISR’s
information systems
and publications
12. Computers, computer
programs and tools
13. H/R – Editor, Systems
Analyst, Other Instructors
14. Writing materials
15. Subscriptions
1. Nil
2. $ 3,000x12x5
=
3. $ 10,000x5
=
4. $ 1,000x4x5
=
5. Included in 2 above
6. $ 500x4x5
=
7. Nil
8. Nil
9. Nil
10. Nil
11. Included in 2 above
12. $ 1,000x5
=
13. Included in 3 above
1.
2. $ 2,000x5
3. Nil
4. $ 2,000x3x5
5. $ 10,000x5
6. $ 200x4x5
$ 180,000
$ 50,000
$ 20,000
-Internally generated
funds
- Donor Funding
$ 10,000
$ 5,000
=
$ 265,000
$ 1,000
$ 10,000
=
=
=
$ 30,000
$ 50,000
$ 4,000
- Internally generated
funds
- Donor Funding
University Funding
-
13
Strategy
Activities
Facilities & other
requirements
6. Initiate a MISR Newsletter (quarterly)
7. Strengthen where necessary, the skills for writing articles for
publication among the senior staff (3 training sessions)
8. To produce a MISR-coordinated book annually and each Research
Staff to publish 2 articles
9. Encouragement of publication of minimum article publication in
refereed journals
10. Establish linkages with local media for human interest article
publications
11. Production of MISR Annual Almanac
Finances
Sources of
required
financial
resources
7. $ 2,500x3
= $ 7,500
8. Included in 5 above
9. Nil
10. $ 500x5
= $ 2,500
11. Nil
12. Budgeted for in above boxes
13. Nil
14. Included in 5 above
15. $ 2,000x5
= $ 10,000
7. Boost and uphold
MISR resource base
1. Review the efficacy of all MISR costing centers with a view of
eliminating money losing ventures
2. Maintain the 15% institutional overhead charges on projects and
consultancies
3. 2 key MISR staff to get training in fund-raising
4. Engage the services of an expert to help us develop a fund-raising
plan
5. Continue with the renovations to attract tenants for MISR Flats
6. Develop and operationalize a MISR Financial manual
7. Finalize the total transfer to MISR of the current part-timing
Accountant
Develop cost centers annual plans
8. Review the utilization of MISR’s Development fund
9. Establish rental commercial spaces (including use of the green space)
10. Put in place innovative ways (incentives) for attracting research
projects and Affiliations to MISR
11. Improve and seek new avenues for internal income generation for
sustaining MISR’s recurrent expenditure and infrastructure
- H/R
12. Training and materials
13. Office space
14. Accommodation
15. Professional fees
16. Tents, Chairs, Music and
public Address System
8. Monitoring and
evaluation
1. Development of monitoring and evaluation indicators
2. Develop peer review evaluation assessment tool
3. Hold a Board Meeting to assess performance
Project/program Mid-term reports
4. Annual progress reports
5. Residential workshop to review strategies and activities
6. H/R
7. Seminar room
8. Allowances
9. Materials
10. Hotel and travel expenses
11. Audit fees
$ 115,000
1. Nil
2. Nil
3. $ 2,000x5
=
$ 10,000
4. $ 3,000x4x5
=
$ 60,000
5.
$ 10,000
6. Nil
7. Nil
8. Nil
9.
$ 10,000
10. Already budgeted for in the above
boxes
11. Already budgeted for in the above
boxes
12. Training expenses in the above
boxes
13. Nil
14. Already budgeted for in the above
boxes
15. Already budgeted for in the above
boxes
16. Included in 9 above
$ 90,000
1. Included in box 2: 6 above
2. As above
3. $ 1,000x5
= $ 5,000
4. $ 1,000x5
= $ 5,000
5. $ 2,500x5
= $ 10,000
6. Nil
7. Nil
8. Budgeted for in 1, 3 and 4 above
- Makerere Payroll
Internally generated
funds
- Donor Funding
- Internally generated
funds
14
Strategy
Activities
Facilities & other
requirements
Finances
Sources of
required
financial
resources
9. Budgeted for in 1, 3 and 4 above
10. Included in 5 above
11. $ 10,000x2
= $ 20,000
9. Activate MISR’s old
contacts
1. Build a data bank of all old contacts and establish new addresses
2. Communicate indicating MISR’s developments
3. Invite them to reactivate relationship with MISR
4. Invite them in a Stakeholders’ Meeting
GRAND TOTAL
5. H/R
6. Communication expenses
7. Materials and allowances
8. Hotel and travel expenses
$ 40,000
1. Nil
2. Budgeted for in boxes above
3. Budgeted for in boxes above
4.
$ 10,000
5. Nil
6. Budgeted for in 4 above
7. Budgeted for in 4 above
8. Budgeted for in 4 above
- Donor Funding
- Internally generated
funds
$ 10,000
$ 1,313,500
15
6.2
Human Quantity and Quality
#
1.
Human Resource
Director
2.
Personal Secretary
1
3.
Research Professors:
2
4.
Senior Research Fellows
4
5.
Research Fellows:
16
6.
Research Secretary:
1
7.
Statistician:
1
8.
Editor
1
9.
Librarian
1
10.
Accountant
1
11.
Administrator
1
6.3
Quantity
1
Quality
Ph.D. holder with long research and teaching experience. She is also an
accomplished writer and has produced a number of scholarly works Research
and teaching experience
Director is supposed to be assisted by a Personal Secretary but the office has
never had one. This constrains the effectiveness of the Director’s Office as
the Director has to personally attend to every minute detail of the office.
Furthermore, in absence of the Director, a vacuum is created because of lack
of continuity.
MISR is supposed to have 2 research professors to assist and guide young
researchers as well as spearhead efforts to seek long-term research funding
and production of scholarly publications. These positions are all vacant and
need to be urgently filled
The Institute is supposed to have 4 Senior Research Fellows who should be in
charge of the different focal areas of research MISR undertakes. These
positions are all currently vacant. However, at least two of these positions
could be easily filled by promoting existing staff who have the requisite
qualifications (i.e. have PhDs and have published fairly extensively
MISR’s Staff Establishment approved by the University, the Institute is
supposed to have 16 research fellows. Presently, MISR has a total of only 5
research fellows, two of whom are on permanent tenure while three are on 6
months temporary contracts. Two of the research fellows have PhDs while
three have Masters. In order for MISR to achieve its strategic goals, the
existing number of research fellows need to be gradually increased to reach
full strength by 2011
A key person in MISR’s program of activities. He/she is supposed to
coordinate all research activities both internally and externally between MISR
and other institutions/individuals with similar interests. Presently, this role is
being performed by a retired research secretary who has been hired on a
renewable 6 months contract until a suitable replacement is found
Data management and analysis is an important and ongoing activity in
research. MISR is supposed to have one Statistician to manage this activity
but this position has been vacant for the past 7 years. Although, it has been
advertised before by the Central administration, it has never been filled
In order to facilitate publishing, MISR is supposed to have an editor. Like the
position of the Statistician, this position has ever been advertised but it has
never been filled
Information management is key to research activity. MISR is supposed to
have one Librarian to manage its Library but this position has never been
filled for the past 7 years.
A key person in MISR’s program of activities. The accountant is supposed to
manage all finances of the Institute. Presently, this role is being performed
by a part-time Accountant who is on loan from Auditor’s Office until
the University appoints one to fill the position.
Supposed to liaise with the Research Secretary and the Director to ensure
smooth running of all management activities at MISR
Information and Communication Technology
Presently, all MISR staff are equipped with modern computers and have Intercom and Internet services in
their offices. However, the telephone headsets are old and will have to be replaced in the coming year. MISR
also plans to establish intranet and internal mail services in the FY07/08 to further strengthen internal
communication and collaboration. The Institute has in place an ICT policy for buying at least 3 computers
annually to replace old ones. However, no new computers will be purchased in the next two years because
the Institute has just received a batch of new computers through the I@MAK Project. Thus, the resources
saved will be used to computers in FY09/10.
16
Monitoring & Evaluation of Strategic Plan
Strategy
Short-term
Action
(June2007-June 2008)
Performance
Medium-term
Indicators/Measures Action (July 2007June 2010
of Success
1. Advance
multidisciplin
ary research
- Proactively identify
topical issues for
research
-Consolidation of
MISR research
agenda in priority
research areas
-5 Topical issues
identified
- MISR research agenda
developed and approved
by the Board
2. Strengthen
the
organizational
and
management
structures of
MISR
-Lobby
the
University
Administration to fill
up the established
vacant staff positions
-At least two
appointments to have
been effected
-Develop capacity of
staff through shortterm courses
(Operationalize
research skills
training and
Retooling current
staff)
-Develop and apply
quality checks for
research and
outreach activities
- Regularize
positions of
temporary staff
-Effect promotion of
long-serving staff
-Recruiting of new
staff
-Targeted
recruitment
-Develop divisional
plans
-Identify and
appoint Division
Heads
- Develop a staff
development plan
Performanc
e
Indicators/
Measures of
Success
Long-term
Action
Performance
Indicators/Me
asures of
Success
- At least all
MISR staff to
have attended
one or two
short-term
courses each
-Quality
Checks Manual
Developed
-Encourage inhouse and
external
collaboration in
formulation
and
conceptualizati
on of long-term
research
projects
-At least 2 inhouse and
external
collaborations
research projects
All temporary
positions
regularized
- At least 5
further
appointments
-Divisional
Plans in place
and operational
Recruiting of
new staff
3 new staff
recruited
Outcome
within
Plan
Period (Up
to 2012)
-At least 25
multidisciplinary
research
completed
- At least 2
in-house and
external
collaboration
s research
projects
completed
-All
Divisions to
be
operational
with staff and
clear plans
and on-going
research
activities
-All staff
positions
must be
regularized
- Almost all
staff to have
attended at
least two
17
Strategy
Short-term
Action
(June2007-June 2008)
3. Commence
training
programs in
research
methodologie
s and
techniques
4. Maintain an
adequate
research
infrastructure
-Recruit a course cocoordinator
-identify course
facilitators
-Develop course
materials and
assessment guidelines
-Advertise courses
a.
-Restructure the
Library
-Speed up the
cataloguing of
Library books and
acquisitions
Performance
Medium-term
Indicators/Measures Action (July 2007June 2010
of Success
Performanc
e
Indicators/
Measures of
Success
Long-term
Action
Performance
Indicators/Me
asures of
Success
Outcome
within
Plan
Period (Up
to 2012)
- course co-coordinator in
place
-Courses and materials
and assessment guidelines
developed
-Courses advertised
-Implementation of
courses/ organize
and kick-start the
short courses
All courses
delivered
-Continuous
assessment of
courses and upgrading
Attractive and
popular MISR
courses
-Library restructured
-At least half of the
Library books catalogued
-50 new books acquired
-Recruitment of a
MISR Librarian
-Computerize the
MISR Library
system (digitization
of holdings)
-Make investments
in Library
technology of
software for data
base searches
- complete the
cataloguing of
Library books and
acquisitions
-solicit money for
physical
infrastructure
expansion
-MISR
Librarian
recruited
- Computerized
MISR Library
system
-Acquire more
books for the
Library
-Acquire more
books for the
Library
100 new books
acquired
short termcourses
-At least 500
students and
Faculty
trained in
research
methods and
techniques
-A MISR
Librarian on
site
-Automation
of Library
system
-All MISR
Library
books and
acquisitions
catalogued
-A
substantive
amount of
money
acquired for
a
infrastructure
expansion
-Increased
Library
18
Strategy
Short-term
Action
(June2007-June 2008)
Performance
Medium-term
Indicators/Measures Action (July 2007June 2010
of Success
Performanc
e
Indicators/
Measures of
Success
Long-term
Action
Performance
Indicators/Me
asures of
Success
Outcome
within
Plan
Period (Up
to 2012)
5. Buttress our
linkages and
research
networks
-Continue building
the Database of
contacts with related
fields of publishing,
academic research
and alumni of
institutions,
individual academics,
consultants, donor
agencies and
networks
-Activate MISR’s old
contacts
-Complete building the
Database
-Database posted on
MISR Website
-Initiate new
collaborative
contacts (including
staff exchange
options)
-Review regional
and international
collaborative
initiatives and
arrangements
-At least 3-5
new
collaborations
attained
Maintain MISR
collaborations
On-going
Exchange
programs
6. Advance
MISR’s
information
systems and
publications
-Develop an effective
publication policy
-Revamp and update
MISR’s Website
-Recruit a
development oriented
co-coordinator for
MISR courses, public
affairs, information
and publications
operations
-Develop a Plan for
the Internet Café
-Connect all offices
and flats to the
internet
- publication policy
- updated MISR’s
Website
- co-coordinator for MISR
courses, public affairs,
information and
publications recruited
- Plan for the Internet
Café in place
- all offices and flats
connected to the internet
-Resource Centre
advertised
-Widen access to
information,
including access to
electronic journals,
for short course
teaching materials
and fundable
projects
-Production of
regular prospectus
-Regularly up-dated
MISR Web-site
-Revitalization of
Nkanga Editions
-Book publication
-Initiate a MISR
-Access to
information,
including
access to
electronic
journals, for
short course
teaching
materials and
fundable
projects
Widened
Revitalized of
Nkanga
Editions
-Two MISR
-Refresher
courses for
staff
Continuous
publication of
the Newsletter,
Nkanga
Editions and
the MISR
Edited Books
-2 additional
custom made
writing courses
delivered to
MISR staff
-2 Nkanga
Editions produced
holdings
-Up-dated
Database of
MISR’s
contacts,
alumni,
publications
-At least 3-5
regional
collaborative
research
projects
-At least 5-10
student and
Faculty
exchanges
-Production
of at least 3
Nkanga
Editions
-Publication
of at least 5
MISR edited
books
-Production
of a biannual MISR
newsletter
-Unlimited
access to the
internet by
all MISR
19
Strategy
Short-term
Action
(June2007-June 2008)
Performance
Medium-term
Indicators/Measures Action (July 2007June 2010
of Success
- Advertise the
resource centre
7. Boost and
uphold MISR
resource base
--Put in place
innovative ways
(incentives) for
attracting research
projects and
Affiliations to MISR
-Review the efficacy
of all MISR costing
centers with a view
of eliminating low
income ventures
-Review the
utilization of MISR’s
Development fund
-Establish rental
commercial spaces
(including use of the
green space)
-Maintain the 15%
institutional overhead
charges on projects
-Plan to attract research
projects and affiliations to
MISR
- efficacy of all MISR
costing centers reviewed
and low income ventures
phased out
-institutional overhead
charges on projects and
consultancies maintained
- Development fund
Report
-Rental commercial
spaces (including use of
the green space)
operationalised
Performanc
e
Indicators/
Measures of
Success
Newsletter
- Strengthen where
necessary, the skills
for writing articles
for publication
among the senior
staff
Book
publications
- MISR
Newsletter in
place
-2 custom made
writing courses
delivered to
MISR staff
- improve and seek
new avenues for
internal income
generation for
sustaining MISR’s
recurrent
expenditure and
infrastructure
-Put in place
innovative
ways
(incentives) for
attracting
research
projects and
Affiliations to
MISR
Long-term
Action
Performance
Indicators/Me
asures of
Success
Outcome
within
Plan
Period (Up
to 2012)
staff
-Develop cost
centers annual
plans
- Improve and
seek new
avenues for
internal income
generation for
sustaining
MISR’s
recurrent
expenditure
and
infrastructure
-Cost centers
annual plans
developed
- New avenues for
internal income
generation
identified and
utilized
-Costing
centers to
contribute at
least 25% of
the total
MISR budget
-At least US
$ 250,000 for
capital
development
-Rationalized
use of
financial
resources
-2 key MISR staff
attended training in fundraising
-Services of an expert to
help us develop a fund-
20
Strategy
Short-term
Action
(June2007-June 2008)
8. Monitoring
and
evaluation
Performance
Medium-term
Indicators/Measures Action (July 2007June 2010
of Success
and consultancies
-2 key MISR staff to
get training in fundraising
-Engage the services
of an expert to help
us develop a fundraising plan
-Continue with the
renovations to attract
tenants for MISR
Flats
-Develop and
operationalised a
MISR Financial
manual
-Finalize the total
transfer to MISR of
the current parttiming Accountant
raising plan acquired
- MISR Flats renovations
completed
-Developed and
operationalised a MISR
Financial Manual
- MISR Accountant
transferred back
-Development of
monitoring and
evaluation indicators
-Develop peer review
evaluation
assessment tool
-Hold a Board
Meeting to assess
performance
-Monitoring and
evaluation indicators and
peer review evaluation
assessment tool approved
by the Board
- Board Meeting in
December 2007
-Project/program
Mid-term reports
-Annual progress
reports
-Residential
workshop to review
strategies and
activities
Performanc
e
Indicators/
Measures of
Success
Long-term
Action
Project/program
Mid-term
reports and
Annual
progress reports
- 1 Residential
workshop to
review
strategies and
activities
Continuous
assessment
Performance
Indicators/Me
asures of
Success
Outcome
within
Plan
Period (Up
to 2012)
M&E Reports
-An
Institutional
capacity tool
for
assessment
(Manual for
MISR
Programmes
and activities
- MISR
should have
21
Strategy
Short-term
Action
(June2007-June 2008)
9. Activate
MISR’s old
contacts
-Build a data
bank of all old
contacts and
establish new
addresses
-Communicate
indicating
MISR’s
developments
-Invite them to
reactivate
relationship with
MISR
Performance
Medium-term
Indicators/Measures Action (July 2007June 2010
of Success
-Data bank in place
- At least 5 old key
contacts reactivated
and informed of
MISR’s
developments and –
invited to reactivate
relationship with
MISR
-Invite them in a
Stakeholders’
Meeting
Performanc
e
Indicators/
Measures of
Success
-Successful
Stakeholders
’ Meeting
Long-term
Action
Performance
Indicators/Me
asures of
Success
Outcome
within
Plan
Period (Up
to 2012)
Maintain
contacts on a
regular basis
Active and
fruitful
collaborations
contributed
to the raising
of
Makerere’s
positive
image –
through its
research,
publications
short-term
courses and
outreach
activities.
-At one
exchange
visits
-Financial or
other support
22
ANNEXES
1.82
ANNEX 1
SWOT
1.82.1 i) Major Strengths:

Regardless of the skeletal staff, MISR has highly qualified, experienced, dedicated and motivated
researchers who are not only able to write good research proposals that attract funding but also
conduct their research professionally and produce quality reports.

The Institute has a pool of dedicated and trainable research assistants who have been groomed to
become researchers and can readily be recruited and further trained to join the establishment. In
addition, MISR takes advantage of associates from within and out of the university who from time to
time team up with its staff to undertake various research activities.

MISR’s strength is further enhanced by a team of dedicated management and administrative staff.

The Institute has fairly well-developed research infrastructure including a reference library;
decentralization resource centre (the only one in the country); a standby industrial generator;
adequate office space; and reasonable office facilities including Intercom, Internet (recently
connected) and high-end computers. The decentralization resource centre has the latest collection of
literature on decentralization in Uganda while the MISR library has a collection of a number of rare
and historical publications.

Availability of the Resource Centre will advance the provision of community outreach services
particularly to the districts within the decentralization framework.

Availability of modern apartments for visiting scholars. This facilitates MISR’s networking with
foreign individual researchers and institutions with similar interests.

MISR has diversified sources of income which are used to sustain and develop the Institute’s
research infrastructure.
The Institute has produced numerous research works which can readily be used to write several
quality publications.


MISR has a number of staff with long practical experience, theoretical knowledge and training skills
which best places the Institute to offer training in research methodologies.
1.82.2 ii) Major Weaknesses
Most of the weaknesses of MISR are staff establishment related. These include:

Limited staff leading to: lack of specialization; work overload; failure to compete for some research
projects; limited publications; stalling of some programs such as training and creation of specialized
departments;

Uncertain job tenure leading to job insecurity, staff under performance, unclear carrier path and lack
of promotion opportunities which negatively impact on staff development; and
23

Lack of certain key staff, such as Research Professors (for grooming/guiding young researchers) and
Editor, to assist with publications.
Other weaknesses include:

Some areas have remained un-researched due to lack of a readily accessible university research fund
and this has led to a donor dependency;

Few publications produced mainly due to lack of a university research/publications fund leading to
over-focusing on consultancies/donor research. Some staff also lack adequate writing skills and
knowledge of procedures for publishing in refereed journals;

University bureaucracy in procurement of goods and services leading to poor maintenance and
sluggish replacement of office and apartments infrastructure/utilities;

Reduced inflow of research projects leading to a reduced income base;

Inadequate strategies to attract long-term research funding;

MISR’s library is un-computerized, has inadequate reading space and suffers from
high staff turnover leading to inefficient services;
1.82.3 iii) Major Opportunities:

A pool of other researchers within and outside the University with whom MISR can team up with to
attract research funding and co-authoring publications;

An approved staff establishment which opens doors for MISR to recruit the required staff;


Existing skills in MISR which can be exploited to strengthen staff capacity (through internal
training) to produce scholarly publications;
Availability of adequate space for expansion of office space;

Availability of a Resource Centre and website to provide immediate outlet for MISR publications;

Demand for skills in Research Methodologies; and

Potential for international collaboration imparting research skills.
1.82.4 iv) Major Threats:

Job-related insecurity for research staff;

Inertia of University Central Administration to address MISR acute staff shortage;

Non retention of staff due to insecure tenure;

Overlapping roles in mandate between the School of Post Graduate Studies and MISR

University bureaucracy in procurement and disposal which continues to stifle improvement of MISR
infrastructure; and

Competition for research projects/funds with other University units
24
MISR’s Current Staffing Level
ANNEX 2
Designation
Director
Research Professors
Research Secretary
Senior Research Fellows
Research Fellows
Established
Post (s)
1
2
1
4
16
Statistician
Computer Programmer
Editor
Administrator
Executive Secretary
Senior Librarian
Librarian
Assistant Librarian
1
1
1
1
1
1
1
2
Accountant
Store Keeper
Custodian
Secretaries
1
1
1
2
Principal Copy Typist
Copy Typist
Driver
2
3
2
Machine Operator
Telephone Operator
Messengers
2
1
2
Cleaners
3
Groundsman
1
Personnel
Terms of Service
Dr. Nakanyike B. Musisi
VACANT POSITIONS (2)
Mr. Patrick Mulindwa
VACANT POSITIONS (4)
Dr. Sebina Zziwa
Mr. Delius Asiimwe
Mr. Sam Kayabwe
Dr. Fredrick Golooba
Mr. Richard Kibombo
VACANT POSITIONS (11)
VACANT POSITIONS (1)
VACANT POSITIONS (1)
VACANT POSITIONS (1)
Mr. Jude Bwire
VACANT POSITIONS (1)
VACANT POSITIONS (1)
VACANT POSITIONS (1)
Ms Agnes Mwerikazi
VACANT POSITIONS (1)
VACANT POSITION (1)
VACANT POSITIONS (1)
VACANT POSITIONS (1)
Mrs. Gertrude Namuyanja
VACANT POSITIONS (1)
VACANT POSITIONS (2)
VACANT POSITIONS (3)
Mr. Mohamed Kiggundu
Mr. Okello Odeke
VACANT POSITIONS (2)
VACANT POSITIONS (1)
Mr. Masembe
VACANT POSITION (1)
Ms Beatrice Kabahenda
Sanyu Judith
Ms Elina Nakalema
Mr. James Basasa
Contract (5 yrs)
Permanent
Temporary (6 months)
Permanent
Permanent
Permanent
Temporary (6 months)
Temporary (6 months)
Temporary (6 months).
Not Applicable
Temporary (6 months)
Permanent
Permanent
Permanent
Permanent
Permanent
Permanent
Permanent
Permanent
Permanent
Permanent
Permanent
Permanent
Permanent
Permanent
Permanent
Permanent
Permanent
Permanent
Permanent
Permanent
Permanent
Permanent
Permanent
Permanent
Permanent
25
ANNEX 3
MISR Organization Structure
26
Repositioning Makerere to Meet Emerging
Development Challenges
The School of Education Strategic Plan
2007/08-2017/18
June 2007
0
ACKNOWLEDGEMENT
This Strategic Plan is a product of the ideas and efforts of several actors who contributed
in many different ways to shape it. Though it has not been possible to mention all their
names here, we wish to register our sincere and heartfelt appreciation to all of them.
On a special note however, we wish to acknowledge the School of Education Dean’s
office without, whose financial support the whole planning process would not have
been undertaken. We also thank in a special way all the departments of the School of
Education for contributing towards the realization of this strategic plan. We are also
indebted to Prof. E. Kirumira and Mr. J. W Wabwire for their invaluable guidance and
advice during the process of developing the plan.
This plan was assembled by a very dedicated Drafting Committee which had to work
overtime to beat the set deadline. The Technical committee was comprised of the
following persons: Dr. J. L. Nkata (chairman), Dr. Kagoda (Alternate chair), Rev. Fr. Dr.
Babigumira, Dr. D. Onen, Dr. B. Sekabembe, Mr. N Itaaga (members), Dr. P. Sentamu
(Secretary), Mr. Kakinda, Ms M. Kairamibwa, and Mr. Kayima (Secretariat Staff). We
commend the entire team for the tireless efforts its members put in producing this
strategic plan.
Finally, general recognition and appreciation go to the planning committee headed by
Dr. J. L. Nkata and the Secretariat Staff for the efficient co-ordination and facilitation of
the entire planning process.
1
EXECUTIVE SUMMARY
The School of Education was established in 1924 as a Faculty, catering for a small limited
number of people and facing limited demands on its services. Since then numerous
changes have taken place demanding corresponding changes in the structural and
operational frame work. The changes range from increased students enrolments to more
demands on the academic and professional qualifications of teachers, and the services of
the school. The environment in which the school and the teaching professions are
operating has under gone a number of changes. Such changes range from the social –
economic environment to liberalized university education and services. The situation
has of recent become so competitive that the school finds itself in a dire need to develop
and adopt strong survival mechanisms and instincts.
In response to such situation and to the demands of the university administration, the
school found it necessary to review its performance by analyzing its strength,
weaknesses, opportunities and threats in its operations to map out a compliant strategic
plan to the prevailing situation for the next ten years
The staff strategic plan workshop was organized and attracted 35 participants.
Conceptual paper presentations and plenary discussions guided the proceedings. The
outcomes of the workshop revealed that the school needed to operate with a mission
that will ensure that teaching programmes (new and old) meet the academic and
professional demands on education and the teaching profession, the process of research
and professional education make contributions to the social, economic and political
advancements, the structural and management frame work are more oriented to current
practices, the provision of resources match the needs of the service delivery, and
networks, collaborations and partnership are established and strengthened.
2
Thus the mission of the school was agreed to state, ”To prepare quality educators
through innovative teaching, learning, research and outreach services responsive to
local & global needs”.
In order to plan for the realization of the mission, each department set up a strategic
planning committee to map out strategic plan using a SWOT analysis approach.
Each department presented its draft plan for critique purposes during the plenary
sessions after which the department planning committees made the necessary
adjustments and refined the plans.
A technical committee was set up to marshal together the refined department’s strategic
plans into a School of Education Strategic plan.
The strategic goals of the school were identified as being:
(a) To constitute into a College of Education to meet the concern for the future
direction of the School
(b) To improve the quality of teaching and learning.
(c) To develop a flexible institutional management system.
(d) To increase research capacity and publication.
(e) To develop the infrastructure, and increase facilities and equipment.
(f) To broaden the financial support base
(g) To develop the human resource and student support.
(h) To strengthen collaborations, partnerships and outreach services.
TECHNICAL COMMITTEE
The Technical Committee comprised of the following:
Dr. J. L. Nkata……………………………………….Chairman
Dr. M. Kagoda………………………………………Member
Rev, Fr. Dr. D. Babigumira………………………...Member
Dr. D. Onen…………………………………………Specialist in Planning
Dr. P. N. Ssentamu………………………………..Secretary and Rapporteur
Dr. B. Sekabembe………………………………….Specialist in Planning
Mr. T. L. Kakinda………………………………….Member
Mr. S. Kayima……………………………………...Member
Mr. Lutaaya………………………………………..Member
3
1.0 Background
1.1.1 Historical Background:
The first twenty five students to train as teachers at Makerere University were
admitted in 1924 (Makerere University Faculty of Education Handbook 1950).
These had already been trained as elementary school teachers in teacher training
institutions run by Christian Missionaries. They graduated from Makerere
College as primary school teachers at the end of 1925.
Between 1925 and 1949 Makerere College trained teachers for junior secondary
schools (grade 9), and between 1949 and 1962, the college trained secondary
school teachers, some of whom held non-graduate diplomas in education and
other held post-graduate diplomas in education.
The students who followed the course of non-graduate diploma in education
were admitted into Makerere College after completing a total of twelve years of
education followed by passing Ordinary Level Examination set by Cambridge
University. They spend a total of four years at the college, the first two doing
academic work in their respective faculties, and the last two studying
professional courses offered by the Faculty of Education.
The graduate teachers studied for a three year degree in their respective
academic disciplines followed by one year of postgraduate diploma in education
taught in the Faculty of Education.
4
When Uganda attained political independence in 1962, Makerere was producing
two types of secondary school teachers, namely; the holders of non-graduate
diploma in education and the holders of postgraduate diploma in education.
In 1965, the non-graduate diploma in education was physically transferred to
National Teachers College, Kyambogo, some five kilometers East of Kampala on
Jinja Road.
After 1965, Makerere University produced three types of education graduates,
namely;
(i)
Holders of Bachelor of Education degree (B. Ed.)
(ii)
Holders of concurrent diploma in education taken concurrently with
the first degree
(iii) Holders of postgraduate diploma in education (PGDE)
The degree of Bachelor of Education was phased out in 1972 and the concurrent
diploma in education was phased out in 1983. Between 1983 and 2000, in
addition to producing holders of PGDE, another category of graduate teachers,
holding degrees of B. A. WITH Education and B. Sc. WITH education, was
introduced. Graduates of Agriculture, Music or Fine Art could also study for
respective teaching qualifications in the School of Education.
Makerere University School of Education also offers courses leading to the award
of the degrees of Master of Education (M. Ed.), Master of Arts in Educational
Management (M.A. (Ed. Mgt.) and the degree of Doctor of Philosphy6 (Phd. D)
in different educational disciplines.
The degree of Master of Arts Educational Management (M.A. (Ed. Mgt.) M. Sc.
(HRM in Education), M.A. (Educational Planning, M.A (Higher Education
Studies), M. Ed. (ICT in Education are offered to both graduate qualified teachers
and other graduates whoa re not qualified teachers. The Master of Education
(M.Ed) Degree programme is offered to only qualified graduate teachers and has
the following specializations:
1.
3.
5.
7.
9.
Agriculture
Biology Education
Comparative Education
Economics of Education
Education Administration
and Planning
11. History Education
13. Economics Education
15. Mathematics Education
17 Physical Education
19 Political Education
1.1.2
2. Arts/Craft Education
4. Chemistry Education
6. Curriculum Studies
8. Education Psychology
10. Environment Education
12.
14.
16.
18.
20.
Geography Education
History of Education
Philosophy of Education
Physics Education
Primary Education
The Conceptual Background:
5
The challenges and opportunities facing the School of Education are growing
every year. They are anchored in the changing demands on the school as a
consequence of changes in both internal and external environments.
The environment is dominated by the global explosion of technology and
knowledge, the unreliable economic and political situations, constant changes in
the construction of values and human moral fibre, changes in the human
psychology that demand new management approaches, changes in the ways
human being learn and use knowledge and the constant changing global and in
local orders and agendas.
They are also anchored in the changing definitions of the nature and
characteristics of the sort of teachers and services the school has to produce, the
changing competitive environment in which the school operates, the growing
demands for reforms and reorganization in the conceptualization of the
functionality of the school in the operations of the university, need to restore the
centrality of the school in shaping the national and local education policies and
practices and need to empower the school, institutionally, structurally,
operationally so as to continue being the centre of excellence for teacher
education, a resource centre for education data base, information dissemination
and an engine for education development at all levels. All this require to move
the school from where it is today to a destination where it will have the strategic
and operational ability to adapt to any sort of changes that may emerge. It is also
desirable that the status of the school meets both national and international
standards in terms of quality services, research, academics, and outlook. Most
importantly, the school needs to re-reposition itself in a strategic position within
the university structure and framework so as to contribute positively to the
university strategic intents. The strategic intents of the school are constructed in
the context of the aforesaid background.
Therefore the goal of this strategic plan is to direct strategic and operational
decisions as well as practices with an intention of empowering the school to
assume its strategic position in education and the entire university system.
1.2 School of Education Mandate
The mandate of the School of Education is to train and produce competent teachers,
lecturers, education managers, and administrators to carry out relevant educational
research and services, which support national, regional and international
development.
1.3 School of Education Mission Statement
To prepare quality educators through innovative teaching, learning,
research and outreach services responsive to local and global needs.
6
1.4 The planning strategy of the School
In order to plan for the realization of the Mission of the School, each department set
up a strategic planning committee to map out their strategic plans using the SWOT
analysis approach. Each department presented its draft plan for critique during the
plenary session of the strategic planning workshop, which attracted 35 participants.
Conceptual paper presentations and plenary discussions guided the proceedings.
Adjustments were made on the plans of the departments which were later
harmonised to constitute a single Strategic Plan for the School of Education.
2.0 The SWOT Analysis:
Using the SWOT Analysis approach, the following strengths, weaknesses, opportunities
and threats in the out gone Strategic Plan of the School of Education were identified:
2.1 The strengths of the School of Education that contributed to the achievements
realized included:
 Fairly good quality of teaching
 The presence of committed staff
 The generation of internal income to support the School






Well coordinated supervision
Modest efforts to liaise with our clients (students)
The introduction of new programmes and the enrichment of existing courses
Cooperation with secondary schools in the training of our students
Realisation of sizeable staff development
Collaboration with international universities e.g. University of Kassel,
University of Cape Town, University of Western Cape, University of
California (UCLA), University of Georgia, Boston College, University of
Stranmillis, and the University of Stockholm.
 Collaboration with local universities e.g. Kyambogo University, Uganda
Martyrs University, Uganda Christian University, Nkumba University, and
Busitema University.
 Collaboration with international agencies e.g. DAAD, SIDA/SAREC,
NORAD, UNESCO, Commonwealth, and Rotary International.
2.2 The weaknesses that contributed to the failures registered were:







Inadequate staff and staff establishment
Inadequate motivation of staff
Low funding for research and hence inadequate research done
Traditional courses which do not reflect modern ideas
Staff qualification still not adequate i.e. very few Professors, Assoc. Professors,
Senior lecturers and PhD holders
Inadequate outreach programmes
Minimal involvement of stakeholders in the School’s operations
7







Inadequate consultation services
Inadequate infrastructure, equipment and materials including ICT
Poor student welfare support
Lack of organised analysis of student retention
Lack of tracer studies
Limited innovation
Inadequate utilisation of the Child Study Centre as a Demonstration School
2.3 Opportunities
2.3.1 The opportunities that the School of Education exploited to realize the
registered achievements were:




The collaboration with the Ministry of Education & Sports and other education
agencies in and outside the country
Emerging opportunities for collaboration with other universities locally and
internationally
Supportive environment for the designing of new programmes and activities
Feasible elements of the Strategic Plan, which provided opportunities to revisit our
operational programmes and activities
2.3.2 The opportunities if any that the School of Education failed to exploit



Unvigilant Networking
Untapped collaborations, linkages and networks
Untapped supportive environment
2.4 The challenges that contributed to the failures or underperformance registered
by the School:
There are global challenges facing Makerere University especially those relating to
globalization and Higher Education (see the Dakar Framework of action, EFA
goals, MDGs, UNESCO papers, the World Bank and the documents from the
National Council for Higher Education). In light of the global and local challenges,
and in light of the recent SWOT analysis carried out by the seven departments of
the School of Education, the following challenges emerged:



the changing definitions of the nature and characteristics of the sort of teacher and services
the School has to produce,
the changing competitive environment in which the School operates,
the growing demands for reforms and re-organization in our conceptualization of the
functionality of the School in the operations of Makerere University,
8

the need to restore the centrality of the School in shaping of the national and local education
policies and practices,

lack of empowerment institutionally, structurally and operationally for the School to
continue to be a Centre of Excellence for Teacher Education, and

other challenges include the under establishment of academic staff to handle the everincreasing number of students, poor and inadequate facilities and space, low research output,
and poor information flow.
2.5 The lessons learnt in implementing the strategies of the School of Education were:











To have a flexible management structure and system of operation
To continuously tailor our programmes and activities to the needs of the clients
To follow-up, monitor and evaluate the implementation of the planned activities
To work in a coordinated mode as a School
To draw feasible plans
To open-up to new ideas generated locally and internationally
To have an effective communication system within and outside the School
To have strategic leadership to implement the strategies developed
To continuously carry out professional development for staff
To move the School of Education from its traditional functions to include outreach
activities
To strengthen existing local and international collaborations
3.0 Outcomes of the Workshop
3.1 Strategic Needs
The outcomes of the workshop revealed that the School needed to:



operate within the mission that will ensure that teaching programmes and services
meet the academic and professional demands on education and the teaching
profession;
ensure that the process of research and professional education make a contribution
to current social, economic and political advancements;
ensure that the structural and management frameworks are more oriented to the
current processes and practices;
ensure that the provision of resources match the needs of the service delivery; and
strengthen the framework of collaboration, networks and partnerships.






3.2 Strategic Priorities
After scanning both the internal and external environs, the following strategic
priorities emerged:
Strategic direction of school
Institutional management and capacity
Instructional transformation, research and publication issues
Infrastructural development, facilities and equipment
The financial support base
Human resource development strategy and student support


9









Collaborations, partnerships and outreach services
3.3 Strategic Goals of the School of Education
The following goals emanated from the concerns that emerged from the
workshop:
to constitute into a College of Education to meet our concern for the future direction
of the School;
to improve the quality of teaching and learning;
to develop a flexible institutional management system;
to increase research capacity and publications;
to develop the infrastructure, and increase facilities and equipment;
to broaden the financial support base;
to develop the human resource and student support; and
to strengthen collaborations, partnerships and outreach services.
4.0 Logic Frame for Strategic Goals
(Find the Logic Frame in Appendix A)
5.0 Student Projection in the next 10 years (see Appendix B: Student Projections for the
planned period 2007/08 – 2017/18)
6.0 Monitoring and evaluation of the strategic Plan.
A special committee charged with the responsibility of monitoring and evaluating the
strategic plan of the School of Education will be set up. This committee will be
constituted by one representative for each of the seven departments of the School. Terms
of reference will be developed to guide the general conduct of the affairs of this
committee.
Besides the committee, instruments for evaluation including checklists will be developed
to guide the committee in evaluating the implementation of the strategic plan. The
instruments will be carefully designed to measure the outcomes of the different planned
activities in line with the specific plan objectives.
PLANNING AND DEVELOPMENT DEPARTMENT
10
Strategic Plan: 2007/08 – 2017/18
3rd Draft
(16th Nov.200
11
i
EXECUTIVE SUMMARY
The Panning and Development Department’s Strategic Plan 2008/9 – 2018/19 is
derived from the deliberations and aspirations of the Department’s members of staff
whose contributions and recommendations were captured in the departmental retreat
held on 18-19th September 2007
The content and structure of this plan are diametrically pegged on the University’s
Strategic framework 2008/09 – 2018/19 which spells out the need to reposition
Makerere to meet emerging development challenges.
This plan, which seeks to spell out a new dispensation of the University’s Strategic
thrust, has identified three key objectives that will inform the Department’s role in
fulfilling the institution’s mission. These are;
i)
ii)
iii)
Development of Institutional Research Framework
Effective Planning and implementation through M&E, Assessment and Decision
Support
Sustainability of the university and her constituent units
In order to effectively execute her plan, PDD proposes to assume an expended mandate
within which the Department will no longer be merely a processing centre for the
University’s Units Programs but a focal point to vanguard and champion Makerere’s
mission. PDD therefore, proposes to become an inquiry- driven outfit that will serve as a
one-stop centre to coordinate not only the University’s planning function but also to
advance the role of institutional research to a higher and effective level.
To this extent, the plan proposes to change the identity and terms of reference of the
Department from Planning and Development Department to a Directorate of Planning
and Institutional Research. It is envisaged that the Directorate would take charge of
the direction and management of the bulk of the university’s intelligence information for
strategic decision making, policy analysis and implication.
Under this expanded mandate, PDD also proposes to nurture the merger of the
Resource Mobilization Unit with the Investment Office in preparation for the eventual
establishment of a fully-fledged Directorate of Resource Mobilization and Investment.
The Department also proposes to assume a systematic Monitoring and Evaluation
responsibility in order to ensure that both academic and non-academic programs
remain in tune to deliver value for money to the satisfaction of all our stakeholders.
Given this new dispensation, the department’s staffing levels and job descriptions will
consequently be fundamentally revised to ensure an efficient and effective delivery
system that will map out Makerere University’s sojourn to her vision of an intelligent
knowledge enterprise of the 21st Century.
ii
ACRONYMS
ICT – Information and Communications Technology
PDD – Planning and Development Department
NORAD – Norwegian Agency for Development
SWOT – Strengths, Weaknesses, Opportunities and Threats
DPIR - Directorate of Planning and Institutional Research
M&E - Monitoring and Evaluation
UOTIA - Universities and Other Tertiary Institutions Act
USE - Universal Primary Education
RMU - Resource Mobilization Unit
IT - Information Technology
iii
BACKGROUND
1.1 PDD Mandate
Having begun as a unit within the University Secretary’s Office, the Planning
and Development Department evolved into a fully fledged department in
1992 with the overall mandate to co-ordinate the formulation of the
University’s Strategic Plans for rehabilitation and sustainable development.
The Department is an administrative Department of the University that plays
an essential role in the management organizational set up of Makerere
University. Specifically it is mandated to:(i)
Generate planning awareness and capacity coupled with coordination of
Planning activities in mobilizing human and financial resources.
(ii)
Formulate and implement Strategic plans and projects for rehabilitation
and sustained development of the University plant.
(iii)
Develop suitable methods and techniques for the preparation of
Development and recurrent budgets.
(iv)
Monitor and evaluate planned activities using performance indicators.
(v)
Create a strong data base where data is collected, analyzed, stored and
easily retrieved to underpin management and administrative functions.
(vi)
Develop capacity for appraising and evaluating the viability of both new
on-going academic programmes, policies, projects in order to enhance
internal and external efficiency.
(vii)
Develop functional coordinating and liaison capacity for all donors.
(viii) Develop an Information Technology strategy for the University in
general and a computing system to support administrative activities
like Students’ Records, Finances Halls Management etc.
1.2 PDD’s Outgoing Strategic Plan- Performance Assessment
1
Since its inception, PDD has spearheaded and co-ordinated the evolution of
Makerere University’s Strategic Planning Process beginning with the
1995/96 5 year Development Plan through to the outgoing 2000/01 –
2006/07 Strategic Plan.
In the outgoing strategic Plan, the Departments’ goals and objectives were;
1) to coordinate the formulation of and implementation of strategic
plans for rehabilitation and sustainable development of the
university
2) to coordinate the University’s resource mobilization division
3) to generate planning awareness and enhance capacity throughout
the university
4) Effective networking within and outside the university
5) To provide technical advice to the establishment and
administration
committee
regarding
optimal
academic
establishment.
6) Enhance capacity to do research, planning monitoring and
evaluation for institutional development.
7) Consolidate and keep updated with ICT
1.3 Achievements of the Outgoing Plan
In fulfilment of its mandate, the department has recorded outstanding
achievements during the course of implementation of the outgoing
strategic plan. PDD registered achievements in the following areas;
1.
Coordinated the implementation of the outgoing university
strategic plan 2000/01 – 2006/07. The revitalisation of the
planning process has ensured a more structured organisation
and management of the university to meet sustainable and
equitable social, economic and technological development in
Uganda, as the overarching goal of the university for the
2000/01-2006/07 plan period.
2.
Coordination of Institutional Development Programs funded
by NORAD (2000/01 – 2005/06) and Norwegian Government
Support (2005 – 2009) and Carnegie Support (2001-2010).
Under these programs university enhanced its research, ICT,
human resource capacity as increased relevance for the
realisation of the national development needs.
3.
Institutionalisation of value for money and accountability to
the university stakeholders.
a. Consultative meetings were organised to provide
feedback on university activities and to act as a
2
springboard for the improvement of services provided by
the university.
4.
5.
b. Feed back on external efficiency was also realised via
the execution of two tracer studies in 2003 and 2004 for
the Faculties of Medicine, Agriculture and Veterinary
Medicine.
c. In accordance with UOTIA 2001, PDD has since 2001
complied with the requirement of producing the
University’s Annual Reports.
Continued to provide leadership in the capital and recurrent
budget formulation process in the University.
Operationalisation of the resource mobilisation unit. This has
provided the foundation for resource diversification to propel
the university towards the realisation of a more self sustaining
institution in the next plan period.
1.4 Challenges Encountered
Although PDD has done well in the fields of planning, reporting,
mobilization of grants and coordination of donor funded projects, a
number of weaknesses have been noted. Specifically PDD’s performance
has been challenged in the following areas;
1)
2)
3)
4)
5)
Inadequate means to collect and manage data needed to
support strategic and operational decision-making and / or
policy analysis.
Weak monitoring and evaluation mechanism to gauge the
effectiveness of the planning initiatives.
Limited participation in academic planning, the department
has not been effective in providing input to the designing of
new programs through comprehensive market surveys and
review of academic programs.
Inadequate integration between planning, program/service
delivery and budgeting, thus rendering organization of
planning in the University very weak.
The university’s reporting mechanism/formats for the various
stakeholders have remained largely unstructured
Against this background and through analysis of both the external and internal
environment affecting Makerere University, the PDD has formulated strategies
that will guide its operations over the next ten years.
3
ENVIRONMENTAL SCAN
2.1
The Planning Function in Context: Identification and Classifying
External Factors
The formulation of the PDD strategic plan is informed by external factors
that have influenced the operational environment of HEIs in the world
today. These include:1) Increased numbers of students: As a result of population growth and
transition from USE and UPE, the demand for higher education is
increasing
2) Constrained resource base for the expected outcome:
(high
stakeholder expectations as compared to available resources),
resources available to institutions are decreasing, entailing that
institutions have to innovate and develop efficiency measures.
3) Functional shift in the role of the Makerere University in higher
education: for the country, with the emergence of other universities
and players in the HE sectors. (Where is Makerere taking Uganda as
opposed to where is Makerere being taken/ Makerere to play a
leading role to influence policy)
4) Global economy : Requirements at the global level will influence the
type and quality of Makerere programmes ( multi skill/discipline
requirement as a result of ICT)
5) Increases focus on efficiency and effectiveness:
what can be
achieved with the available resources– Return on Investment
6) Reconceptualising a Planning Department in an African University:
While Planning outfits in African Universities are regarded as merely
administrative units, in top notch universities in the world especially
in the Anglo-Saxon countries, planning outfits are regarded as part
of a techno structure of a professional bureaucracy providing
technical support to the prosecution of the academic and service
missions of universities through provision of intelligence
information.
7) Role of Planning in western countries : planning is coupled with
institutional research. Institutional research wing generates the
requisite information and knowledge to guide planning in terms of
facilitating strategic and operational decision making. Planning
outfits should serve as ‘brain power houses’ in support of strategic
and operational decision making by the different governance
structures in Universities.
4
2.2
Internal Vs External Analysis (SWOT)
Strengths

Weaknesses
Support from government and
Donors
Budget support from the centre
Highly competent staff
Reasonable infrastructure in place
Visionary
leadership
and
coordination
Ability to Influence over key
University management decisions





Opportunities



Inadequate information - sharing in
the University
Communication gaps with other
units
Inability to undertake institutional
research
Absence
of
Monitoring
and
Evaluation Mechanisms
Threats
 Existence of opportunity for growth
and expansion within the university
 Improved funding atmosphere and
opportunity to raise funds
 External environment promoting
high education
 Recognition of the Role of PDD in
the university
 Recognition of the role of Makerere
in Higher Education in Uganda
2.3






Interference from external forces e.g.
politics
The sudden upsurge of private
Universities
Undefined planning function in the
university
Inadequate resources to execute
mandate
Uncompetitive terms of service to
attract and retain staff.
Strategic Issues to be addressed by PDD in the Next
Ten years
Analysis of the external and internal environment generates the following
issues to be addressed by the department over the next ten years
1. Review of the PDD Mandate, Redefine the Identity
2. Development of Institutional Research framework to support
planning and oversight for the University.
3. Effective Planning and implementation through M&E, Assessment
and decision Support
4. Resource mobilization for sustenance and
institutional programs
5. Effective and efficient utilization of resources
development
of
PDD’S STRATEGY: 2007/08 – 2017/18
The department’s strategic direction for the next 10 years is encapsulated in
its quest to acquire an extended mandate that will enable it to provide a
5
seamless oversight over all the University’s Institutional Development
Programs. With a new operational brand image (DPIR), the department aims
to play a key role in the advancement of decision making and ultimately
contribute to Makerere University’s vision and mission.
3.1 The Purpose and Identity of the Planning and Development
Department
In the face of the current Institutional development challenges, PDD is poised
for a paradigm shift in the University’s planning process. PDD will no longer
operate as a mere administrative unit but rather in a more technical advisory
role to the university. As such, the next 10 years will see PDD providing
technical support to the prosecution of the academic and service missions of
Makerere University. This will be done through provision of intelligence
information and knowledge about the institutional climate and the external
environment.
PDD will henceforth serve Makerere University as a “brain power house” to
support the strategic and operational decision –making process of the
different governance structures of the University.
With a reconstituted function, it is proposed that PDD changes identity to
“Directorate of Planning and Institutional Research-(DPIR)”. The reemphasized function of Institutional Research is envisaged to generate the
requisite information and knowledge to guide planning in terms of facilitating
strategic and operational decision – making. The proposed change of identity
would help to sharpen the focus of the Directorate since planning and
institutional research are mutually reinforcing.
It is further proposed that the development aspect (Resource Mobilization) of
PDD could either be nurtured into a fully-fledged department or be merged
with the investment function to form a Directorate of Investment and
Resource Mobilization given the complimentarity of their mandate.
2.4
Mandate of DPIR
The mandate of the DPIR will be to;
i.
Coordinate institutional and academic planning in the university
through the formulation and implementation of strategic plans for
rehabilitation and sustained development of the University
ii.
Collect, analyze and interpret institutional and external environment
data to generate information and knowledge to support planning and
6
decision-making so that the University can effectively fulfil its
mission.
iii.
Monitor and evaluate the University’s planned activities based on
established performance indicators.
Overall, the DPIR is envisaged to become Makerere University’s intelligence
outfit providing decision support services which will enable the University to
engage in
evidence-based policy making and analysis in her quest to
become and remain the leading institution in research and innovations in
Africa.
7
2.5
Proposed Structure of DPIR ( I believe this is premature) because 1) it
does not tally with the mandate and functions outlined in the DPIR, 2)
the RMI ignores some of the issues raised in the investment policy esp.
for the investment
function. We may therefore run a risk of
marginalising investment as was the case for the D under the PDD.)
Director
DPIR
Deputy Director
Institutional
Research
Deputy Director
Resource Mobilization
& Investment
8
MISSION STATEMENT
To coordinate planning in the University and offer support to strategic and
operational decision making in the University through collection, analysis and
interpretation of institutional and externally sourced data.
5
5.1
GOALS, OBJECTIVES AND STRATEGIES
Expanded Mandate and Redefined Identity
GOALS:
1. To Expand the Mandate of PDD and change its identity to
Directorate of Planning and Institutional Research and facilitate
decision making in the University.
2. To Integrate planning , program/service review , assessment and
budgeting
distinct from resource mobilisation and investment
function.
Objectives
1. To redefine the identity and function of the unit from PDD to the
Directorate of Planning and Institutional Research (DPIR)
2. To Disaggregate the planning function from the resource
mobilization and investment function
3. To institute a platform for coordinated and institutionalized
planning and development of the University.
Strategies
1. Develop a strategy document to transform and expand the mandate
of PDD
2. To restructure the human resource setup to incorporate the
institutional research function
3. Create an independent Resource Mobilization and Investment unit
4. Review the reporting line of PDD
Measures of Success
1) Establishment of the Directorate of Planning and Institutional
Research (DPIR)
9
2) Establishment of the Resource Mobilization and Investment unit
5.2
Development of Institutional Research Framework
Goal
To develop and undertake research to support planning, foresight and
capacity for strategic decision making
Objectives
1. To produce timely, relevant, accurate and comprehensive
information about the University and her various constituent
units, other HEIs within the Country, region and globally for
both internal and external use.
2. To generate regular statistical summaries and/or in-depth
analysis of a broad range of academic, social and economic
issues relating to provision of quality higher education, drawn
from both internal and external sources.
3. To meet the information needs of the University and her
constituent units as well as external agencies and organizations
seeking University related data.
4. To regularly review both internal and external efficiency of the
University
5. To determine and define optimal capacity of all University
programmes
Strategies
1. Create an efficient and effective one stop information centre
2. Train staff at advanced level research methodology
3. Undertake Market surveys, Tracer studies, Benchmarking
studies, to support development of academic programs in
conjunction with academic units
4. External environment scan to support reviews of the University
strategic plan
5. Undertake internal efficiency- pass rates, failure rates and drop
out rates and reasons for the phenomena. This will also involve
annual new student transition- This survey would gather
10
information about how well 1st year first time students were
becoming acclimatized to student life
6. Space utilization surveys, Budgetary analysis to establish how
resources are deployed to service the three strands of the
University mission, Faculty workload analysis or analysis of
utilization of staff time
7. Socio economic background of Makerere University students,
Undergraduate experience surveys gathering information about
academic and social integration of students into university life,
their perceptions of the institution educational and personal
gains , satisfaction with programs and services
8. Survey of graduating seniors to establish their perceptions of
the University, educational and personal gains , satisfaction
with programs and further educational plans
Measures of Success
5.3
1)
Number of market surveys, Tracer Studies, benchmarking studies
reports
2)
Annual
review of the University strategic plan, based on
information provided
3)
Institutional survey of student engagement: to t undergraduate
and graduate students’ opinions about the institution and learning
and personal development as the outcomes of their University
education
4)
Institutional survey, Internal efficiency- (pass rates, failure rates
and drop out rates reports)
5)
Work load and Space utilization survey reports and uptake
6)
Availability of information for decision making and or when
required
Ensure Effective Planning and implementation through M&E,
Assessment and Decision Support
Goals
1) To build capacity and competencies for efficient and effective
planning and monitoring and evaluation of resource use
11
2) To develop planning and oversight systems for university units to
enhance effectiveness, efficiency, and competitiveness
3) To provide oversight and Coordination of Planning, Monitoring and
Evaluation.
4) To harmonize the reporting function of Makerere University to all
stakeholders
Objectives
1) To strengthen the monitoring and evaluation capacity of the
University to ensure effective implementation of the 10-year
strategic plan(s).
2) To develop and implement a university wide Monitoring and
Evaluation framework that assures efficiency, effectiveness and
impact
3) To develop databases for statistics, measures, performance indices
and reports in order to assess the achievement of university-wide
and her constituent unit objectives.
4) To Develop and maintain a unified/or standardized format of
reports throughout the entire University
5) To establish and automate a comprehensive planning and
management information database.
Strategies
1) Develop and implement Monitoring and Evaluation guidelines and
establish an M&E framework
2) Establish measurable performance indicators
3) Develop and implement guidelines for the harmonization of reporting
formats
4) Institute a result oriented
performance review system with
triangulation component
5) Formulate key result areas for different desks
6)
7) Establish an effective planning, coordination and oversight
framework in each university unit
8) Utilize ICT to automate reporting and use Technological Innovation
in DPIR Operations
9) M&E training
Measures
1)
2)
3)
4)
of Success
Annual survey reports
M&E framework adopted by all units in the university
Harmonised reports
Performance indicators
12
5.4
Functional Effectiveness of the PDD
Goals:
1) To effectively develop and utilize the existing resources to fulfil PDD
mission.
2) Development a communication and marketing strategy for enhanced
visibility and resource mobilization
Objective:
To increase the output of PDD on all its functions of M&E, performance
reporting, and institutional research
Strategies
1) To institute an annual resource review mechanism
2) To establish a performance based reward system that motivates staff
and improves staff retention
3) Establish Dissemination Mechanism for Customized Publications for
Different Stakeholder’s development needs.
4) Provide Adequate facilitation for office function
5) Deploy Staff in line with their capacities
6) Institute cost cutting measures
7) Benchmark best practices in planning and institutional research
Measures of success
1)
2)
3)
4)
5)
5.5
Number of reports generated per staff
Staff retention
Informational Portal for the University e.g. Website
Informal Channels of Communication
Timely Research Reports on Makerere
Ensure sustainability of the University and her constituent Units
Goal:
13
To Develop and implement a resource mobilization strategy for fulfilment
of the university mission and investment plans
Objectives
1) To develop and operationalise the University Resource mobilization
Strategy
2) To develop and operationalise the University Investment Strategy
Strategy
1) Development a communication and marketing strategy for enhanced
visibility of the university Expose University Management to
Institutional Advancement and Resource Mobilisation
2) Diversify the resource base from Government, private sector, alumni
and internal and external
3) Develop programs to approach and attract institutional and
individual giving to Makerere.
4) To revive Makerere University Consultancy Bureau
Measures of Success
1) Increased funding from non traditional sources
2) Database of current and possible contributors
Instituted
3) Fundraising strategy
4) Investment strategy
14
to
Makerere
6
IMPLEMENTATION PLAN
Key Result Area/Activity
Description
6.1 Expansion of PDD Mandate to
Provide Oversight and Coordination
1
A strategy document to transform and
expand the mandate of PDD to DPIR
2
Creation of a Resource Mobilisation
and Investment unit
6.2
Develop
support
and
Planning,
Undertake
Foresight
Research
and
Time
Expected Output
Frame
(3 –6
yrs)
(3 yrs)
to
Decision
Making
1
Create an efficient and effective one
(3yrs)
stop information centre
2
Train staff at advanced level
research methodology
3
Undertake Market surveys, Tracer
studies, Benchmarking studies, to
support development of academic
programs in conjunction with
academic units
4
External environment scan to
support reviews of the University
strategic plan
6.3 Develop and Implement a University
wide Monitoring and evaluation
framework that assures efficiency,
effectiveness and impact
1.Build Capacity and Competencies for
efficient and effective Planning and
Monitoring and Evaluation for
Resource use
2.Develop and implement Monitoring
and Evaluation guidelines and
establish an M&E framework
3.Establish measurable performance
indicators
4.Develop and implement guidelines for
the harmonization of reporting formats
15
(310yrs)
(36yrs)
20072010
Fully operational
M & E unit
2007 2010
Approved M & E
strategy document
2008
5.Institute a result oriented
performance review system with
triangulation component
6.Formulate key result areas for
different desks
7.Establish an effective planning,
coordination and oversight framework
in each university unit
8.Utilize ICT to automate reporting and
use Technological Innovation in DPIR
Operations
6.4 Develop a Functional and Effective
PDD
1.To institute an annual resource review
mechanism
2.
3.To establish a performance based
reward system that motivates staff and
improves staff retention
4.Establish Dissemination Mechanism
for Customized Publications for
Different Stakeholder’s development
needs.
5.Provide Adequate facilitation for office
function
6.To benchmark best practices in
planning and institutional research
6.5 Develop and implement a resource
mobilization strategy to fulfilment of
university missions and investment
plans.
1. Development of a communication and
marketing strategy for enhanced
visibility of the university
2. Expose University Management to
Institutional Advancement and
Resource Mobilisation
3. Diversify the resource base from
Government, private sector, alumni
and internal and external
4. Develop programs to approach and
attract institutional and individual
giving to Makerere.
16
2007 – Effective and
2013
efficient work
performance.
2007 2013
User units using
M & E in their
programme
implementation
Time
frame
Outputs
2009
2013
2008
To revive Makerere University
Consultancy Bureau
2010
Faculty of Science
Strategic Plan: 2007/08-2017/18
June 2007
17
List of Acronym
ICT
Mak
MUBFS
NCHE
QA
STI
SWOT
Information and Communication Technology
Makerere University
Makerere University Biological Field Station
National Council for Higher Education
Quality Assurance
Science and Technology Innovations (STI)
Strength/ Weaknesses/ Opportunities and Threats
FOREWORD
The Faculty of Science has seen an unprecedented series of transformations that have
characterized Makerere University in the outgoing planning period that has lasted for six
years from the academic year 2000/01. The previous plan was set out to make the faculty
reorient itself to live in the realm of the semester system working. In addition, the
increased devolution of powers meant that the faculty had acquired more responsibilities
as well as challenges. The increment in programs across the university posed a further
challenge to the traditional Bachelor of Science programme. To answer this challenge, the
faculty had to design new demand driven programmes in order to ensure access to the
few science students from the high school system. Surprisingly this strategy did not
increase the student enrolment; it however helped to stabilize the student numbers.
The new private-government funding paradigm did not realize increased income inflows
to the faculty. On the other hand the faculty severely suffered from the reduced funding
of its development budget by the university. Many of the faculty’s laboratories and
physical facilities slept further into states of disrepair.
The faculty scored major successes in training its human resources from about 46% to
about 52% of Staff with PhDs. The average number of trained PhDs per year also
increased from 3 to 5 PhD graduates per year. The research output went up to about 60
papers in internationally refereed journals per year. This is mainly attributed to the
support from Development Partners like NUFU, Sida-Sarec, ISP, NORAD, MacArthur
Foundation, the European Union, the African Development Bank, the Government of
Germany, the Government of Egypt and the Carnegie Corporation of New York.
Through their funding, the faculty was assisted in obtaining some laboratory equipment.
The new 10-year Strategic Plan aims at redressing some of the issues that have emerged
in the past years together with the recurrent ones, in order to reposition the faculty as the
premier center for scientific knowledge in the region.
The operating environment within Makerere University, the country Uganda and the
world at large has ushered in new opportunities and challenges. For the faculty this has
meant that it has to design new strategies to meet the new challenges in order to remain
relevant in the global economy. With the increased visibility of the role of Science and
Technology in driving economic growth, the Faculty of Science will have to take center
stage in generating the necessary innovations and transferring them for use. The faculty
shall continue assisting the nation in realizing the Millenium Development Goals.
I wish to thank all players in the successful preparation of this successor Strategic Plan.
The Strategic Planning team comprised of the Dean and the two deputies, all heads of
departments in the faculty, the faculty administrator, the Senior Assistant Registrar
assigned to the faculty, key stake holders selected from the faculty, Mr. Richard
Mulumba who provided rapporteur services and a secretariat. I thank all those who
provided useful input into this process. Finally, I thank the Department of Development
and Planning for its leadership through this planning process.
We Build for the Future.
Dr. Vincent A Ssembatya
Dean.
INTRODUCTION
1.1
Purpose of the Faculty of Science
The mandate of the Faculty of Science is to carry out teaching and research in the basic sciences, namely
biochemistry, botany, chemistry, geology, mathematics, physics, zoology and sports science, which are a
foundation for the applied sciences. The Faculty also undertakes the teaching and research in applied
sciences.
The general functions of the Faculty of Science are:
a) To produce graduates for various sectors of scientific and economic development of the Nation and the
World at large.
b) To conduct high quality research in science.
c) To offer extension services to various centers of human activities.
d) To offer services to other Faculties/Schools and Institutes by teaching branches of basic science
relevant to their disciplines.
The Faculty of Science has made a contribution to the expansion of the University through the creation of
the Institute of Statistics and Applied Economics (ISAE), the Faculty of Computing and Information
Technology and the Makerere University Institute of Environment and Natural Resources (MUIENR).
Makerere University Vision Statement
To be a leading institution for academic excellence and innovations in Africa
FACULTY OF SCIENCE MISSION
To generate and impart knowledge in basic and applied sciences to society through training, research and
extension services for sustainable development. The Faculty will continue to support the science-based
disciplines by providing training and services in the relevant basic sciences.
Core Values
Makerere University in the pursuit of its mission will be guided by the following core values:
1. Allegiance to the institution
2. Integrity
3. Customer responsiveness
4. Professionalism
5. Openness to diversity
6. Science and Technology Excellence
1.2 Staffing
The composition and qualifications of the academic members of staff in the year in 2006/07 is in Table1.1
in Appendix 1. It should be noted that a bigger proportion (about 68%) of the staff are at the level of senior
lecturer and below. However the percentage of those with Ph.D. degrees is 54%. Of those members of staff
with M. Sc. degrees, 22 have registered at Makerere University and abroad for Ph.D. programmes. A 5%
annual rate of upward movement in rank of staff is expected over the next 10 years.
The Faculty is planning for an increase in the total number of academic staff at a rate of 5% annually to
meet the needs of new programmes and increased student enrollment.
The current number of technical staff is 57. For the same reasons as for the academic staff, and to cater for
the planned Central Faculty Laboratory and Computer Laboratory, the Faculty plans to increase technical
staff by 2% annually up to the end of 2017/18.
3
The current number of administrative and support staff is adequate for the present requirements. However,
with the planned expansion of the Faculty activities and facilities, there is need for more staff especially the
top cadre of administrative staff.
1.3 Students Enrolment & Outputs
Over the last three academic years annual student enrolment has been 1,000 on average for undergraduate
programmes, 70 for M. Sc. programmes and 20 for Ph.D. programmes. The output of the Faculty has, on
average, been 250 undergraduates, 20 M.Sc. graduates and 4 Ph.D. graduates. The current enrollment is
given in Table 1.2 in Appendix 2.
The Faculty is planning for an annual increase of 10% for undergraduates and 15% for postgraduates. This
will be in response to new programmes developed and others in the pipe-line.
1.4
Specialised Facilities
Apart from the basic facilities, that is lecture space, teaching laboratories and equipment, the Faculty also
has the following specialized facilities for teaching and research and inter office communication:
Makerere University Biological Field Station (MUBFS) in Kibaale National Park.
The Makerere University Herbarium and Botanic Garden on the Main Campus under the management of
the Department of Botany.
The Natural History Museum and Aquarium in the Department of Zoology.
Radioisotope Laboratory in the Department of Physics.
Solar energy laboratory in Physics and seismological network
The Science Workshop which was established for the purpose of maintaining equipment in the Faculty.
Internet kiosk.
Central Computer Labs.
Xray Fluorescence facility in the Department of Geology – this is the only such facility in the country.
The Faculty plans to establish a Faculty Library and a Faculty Central Laboratory. The Science Workshop
will also be expanded and strengthened.
1.5 Departments of the Faculty
The Faculty has eight departments namely, Biochemistry, Botany, Chemistry, Geology, Mathematics,
Physics, Sports Science and Zoology. Each Department has a specific role/mandate in teaching and
research as outlined below:
1.5.1
The Department of Biochemistry
The Department of Biochemistry is responsible for teaching biochemistry in the Faculties of Science,
Medicine and Veterinary Medicine. The Department plans to widen the application of biochemistry
and molecular biology for sustainable development. It is planning to change its name to “The
Department of Biochemistry and Molecular Biology”.
1.5.2
The Department of Botany
The agricultural and wild plant wealth of Uganda gives a Botanist an opportunity and a challenge to play
important roles in the study, improvement and conservation of biodiversity. The department of Botany
offers courses in the fields of genetics and plant breeding, plant physiology, microbiology and plant
pathology, Ecology and Natural resource conservation, Fresh water biology, plant Taxonomy and
Ethnobotany. The herbarium and botanic garden are key facilities for the teaching and research in
botany and related fields.
1.5.3
4
The Department of Chemistry
Chemistry is the key to many other sciences and therefore orientated towards interdisciplinary teaching and
research. The Department strongly supports the establishment of the planned central laboratory
facility, which will serve the Faculty as a whole. The Department will contribute equipment as well as
technical staff in offering service analyses, consultancy in research and practical training for selected
target groups within the Faculty.
1.5.4
The Department of Geology
The Department of Geology is the only department teaching geology in the country. Its graduates are
employed in ground water, mineral and petroleum exploration and mineral sectors. The department
also offers extension services to various sectors that deal with geological materials.
1.5.5
The Department of Mathematics
The Department of Mathematics is involved in promoting adventure and discovery in the learning and
teaching of mathematics.
It is involved in the teaching of mathematics in the Faculties of Science, Arts, Social Sciences, Medicine,
School of Education, the Institute of Computer Science and the Institute of Statistics and Applied
Economics (ISAE).
1.5.6
The Department of Physics
The Department of Physics is responsible for the teaching of physics in the Faculty of
Science and the School of Education. Its aim is to provide more and quality research
in material science, solar energy, electronics and instrumentation, geophysics and
radiation physics.
1.5.7
The Department of Sports Science
The Department of Sports Science is one of the departments in the Faculty of Science. It is the
youngest yet one of the fastest growing departments. The offices to this department are located on
Lincoln Flats, Flat B 6. The premises offer some office space, storage space; shower and changing
space for staff.
1.5.8
The Department of Zoology
The department of Zoology provides leadership into the science of animals and microbes. It is the gateway
into the understanding of animal life ranging from invertebrates to vertebrates. It holds the key to the
understanding of the interaction of animals with their environment, in the aquatic, fossorial, arborial
and terrestrial setting.
5
2.
THE FACULTY OF SCIENCE DEVELOPMENT STRATEGY
The Faculty of Science Strategy for becoming a world class Premier Science Center stems from
characteristics of the local and global environment in which it operates. The faculty will aim to operate
from top of the range set by this operating environment. A couple of environmental parameters are set
to change within this planning period due to global trends in the Science and Technology environment
with the realization of the role Science Technology and Innovations (STI) can play in driving
economic growth. Some of these trends are highlighted below.
2.1 The Millenium Science Innitiative.
The Government of Uganda received funding from the World Bank for the Uganda Millenium Science
Initiative (MSI) Project. The project is being implemented by the Uganda National Council for Science
and Technology (UNCST). The objective of the Project is to support effort in assisting Ugandan
public and private universities and research institutes to produce more and better qualified science and
engineering graduates; higher quality and more relevant research; and to assist firms to utilize these
outputs to improve productivity in order to enhance Science and Technology-led growth.
2.2 National Science, Technology and Innovation (STI) Policy.
The Government of Uganda has formulated a comprehensive and overarching STI Policy. The policy sets
out of a vision for the STI sector and highlights strategic frameworks for its attainment. The STI Policy
provides a medhanism for increased capcity in STI that will result in signigicant improvements in
national productivity leading to competitiveness and better standards of living for the people of
Uganda.
The Government of Uganda recognizes that given the limitations of her production factor endowments, the
mounting pressures of providing for basic needs of the growing population and accelerating the of
economic development cannot be tackled without the intervention of science, technology and
innovation.
2.3 Capacity Building in Science.
Economies that are driven by scientific and technological innovation rely on existence of a critical mass of
scientists. Capacity building in Science fields is necessary for building this human resource base. The
Universal Secondary Education programme (USE) has come on board this year along with compulsory
science education at O level in Uganda. It is hoped that the enrolment in the Faculty of Science will
double in the year 2012 as a result of this programme. The Faculty has developed a strategy to cater for
the projected increase demand for Science Education.
2.4 College Structure
Makerere University has put in place a Statute for Constituent Colleges. These new governing structures
will provide for increased devolution of powers from the center. A College may have either a three-tier
or a four-tier administrative structure as may be determined at the formation of the college.
A four-tier college structure shall be made up of Faculties, Departments, Institutes, Centers and such other
Units as may be established by the University Council. The Faculty of Science is in the process of
consultation with the Institute of Environment and Natural Resources and the Institute of Statistics and
Applied Economics for a possible four-tier configuration of the three into a college.
3. STRENGTHS, WEAKNESSES, OPPORTUNITIES AND THREATS
The analysis of the Faculty’s operating environment has revealed the following Strengths, Weaknesses,
Opportunities and Threats.
3.1
Strengths
Dedicated staff
The faculty has a cadre of dedicated staff many of whom could have left in times of hardship
that characterized the university in the 1990s.
6
Very good reputation
The Faculty of Science is the most reputable such a faculty within the country and a very big
part of the neighboring region.
Strong International linkages
The faculty has had a tradition of strong international linkages with Norway, Sweden, USA,
UK, Canada, Germany, the Netherlands and most recently the Republic of South Africa. Such
relationships have generated support for postgraduate training.
Well qualified staff; biggest number of Ph.D. staff in the University
Currently the faculty has over 64 PhDs (more than 50% of the staff), the biggest concentration
of PhDs in a single faculty in the country. These are well scattered in various basic science
disciplines and provide great potential for research and postgraduate training.
3.2
Weaknesses
Inadequate applied science curriculum
The traditional curriculum within the faculty was biased towards the basic sciences:
Mathematics, Chemistry, Physics and Biological Sciences. Current trends in the global
environment are seemingly favoring a balance between the basic and applied sciences.
Compartmentalization of resources
Teaching infrastructures within the faculty tend to localized within departments. This tends to
limit access across the departments. In addition this often results in replication of scientific
equipment in labs. This compartmentalization has also characterized taught programmes in
some cases leading to duplication of courses.
Poor marketing of programmes
The faculty has not been very effective in marketing its programmes to potential students.
Some of the new programmes bear names that do not seem to appeal to the students in
schools.
Poor maintenance culture
The culture of maintenance for infrastructures in the faculty has left much to be desired. The
Science workshop that was set up to carry out some maintenance on scientific equipment has
very few staff members with poor motivation and training.
3.3
Opportunities
Science is a key factor for development
Embracing scientific innovations has been recognized as a sure way in which developing
countries can leap-frog their economies. Countries like Vietnam, Chile, South Korea and
India are emerging from the backstage of the development scene out of this strategy. The
Uganda government has developed a Science, Technology and Innovations policy in
which this model is at the forefront.
Government policy to promote Science Education
The government of Uganda has moved to make some science subjects compulsory at
secondary school level. This coupled with the policy of Universal Secondary Education
will increase the pool from which the faculty recruits its scientists.
Government policy on industrialization and hence the need for training human
resources
The burgeoning industrial sector in the country has created opportunities for science
graduates. Multinationals have started setting shop in the country with increased investor
confidence.
International goodwill - many interested donor agencies
7
International Development Partners like Carnegie, NUFU, ISP, NORAD and World Bank
are showing sustained interest in funding research on various scientific issues within
Uganda and the region. On the local scene, the Public and Private sector have realized
that patterning with the universities in research and innovation can give them a
competitive edge in the global economy.
Abundant research areas
Science in general is very rich in researchable issues. The emerging issues on the need to
preserve the environment, combat killer diseases like malaria and HIV/AIDS, look for
alternative energy sources, alleviate extreme poverty are fertile grounds for scientific
research.
3.4
Threats
(i)
Inputs
low percentage of students doing sciences at "A" level
Presently this is the case with the perception that sciences are difficult. This is likely to
change with the government policy in favor of sciences.
Current secondary school science curriculum poorly taught in many schools
The small catchments for scientists for university education have meant that an
inadequate number of teachers is output for schools. As a result, the science curriculum
lacks sufficient support in terms of human resources and therefore locking the system in
vicious cycle.
Inadequate infrastructure
Scientific equipment and consumables constantly need updating to meet the changing
scientific environment. For the faculty this has been a major challenge given that such
equipment and the consumables are normally very expensive. Situations have arisen
whereby the available infrastructure is not amenable to affordable repairs because of its
age. In such situations parts have to be specifically remanufactured because of the gaps in
the successive brand regimes.
(ii)
Processes
Basic science programmes not being of immediate application
This is a major consideration especially for privately sponsored programs.
Little Government funding for the development of science teaching and research
The faculty has been a victim of cutbacks in the university funding in general vis a vis the
increasing number of students. The immediate victims are the direct expenditures on
teaching and research in favor of feeding the students and paying the staff salaries.
High unit cost due to high cost of facilities and consumables
The unit cost for science programmes is generally much higher than that of arts and
humanities due to the high cost of inputs and lab processes. This affects the recruitment
rates for paid programmes.
8
4.
GOALS/STRATEGIC DIRECTIONS
4.1
Goals
Goal 1: To increase the capacity of the Faculty to train scientists for the country and the
region.
Objectives
Improve the quality of Infrastructure for teaching science;
Increase enrolment of science students;
Train staff in pedagogical methods;
Increase the number of science graduates;
Enhance the relevance of science graduates
Goal 2: Increase the variety of demand driven high quality science programmes.
Objectives
Introduce new programmes that respond to market demands locally and internationally;
Acquired and use modern instructional materials to use in the delivery of academic
programmes
Develop and implement Internationally oriented curriculum
Start and maintain an International Student Service desk/Information Center
Source for professional guidance in the area of curriculum development based on
societal needs
Goal 3: Strengthen demand driven scientific research.
Objectives
The use of locally available resources and expertise in research planned and
implemented
.Interdisciplinary collaborative research both locally and internationally enhanced and
operational
Research that increases employment and wealth strengthened
Development of gender sensitive approaches in research planned and implemented
Involvement of students in research increased
A plan for research – patents – publications established and operational
Goal 4: Improve the operational efficiency of the Faculty.
Objectives
A programme for renovation/expansion of the Faculty physical infrastructure, planned
and implemented
Training of heads of departments in managerial skills planned and implemented
Expand intercom infrastructure in the Faculty
Icrease income generating activities in the Faculty
Improve gender balance in the Faculty in areas of employment, research and enrolment.
Avail faster and wider access to internet services
Improve use of ICT in administration and management
Goal 5: Provide a conducive academic environment for students and staff.
Objectives
Increase access by staff and students to ICT in teaching learning, research and webbased services
Widened access to information on Faculty programmes and activities
Fully semesterised system implemented
9
High quality academic support systems and infrastructure provided and maintained
A strategy to address gender imbalances in staff recruitment and students enrolment
planned and implemented
A rational plan to remunerate staff in order to motivate them at Faculty level prepared and
implemented
A strategy to provide the necessary teaching materials and equipment planned and
implemented
Improved and expanded library facilities at Faculty level planned and implemented.
Goal 6: Make the Faculty more relevant to national development.
Objectives
Promote innovation and ingenuity by the staff and students of the faculty;
Promote the use and application of traditional, conventional and emerging technologies in
teaching learning and research;
Promote the exploitation of Intellectual Property Rights through patenting and transfer of
technology;
Increase quantity and quality of research oriented toward addressing local and
international needs.
Increase training of scientists in basic and applied sciences for both national and
international markets
Harmonize and institutionalize outreach services, activities and consultancy with a view
of addressing community problems;
Review the science based curriculum to integrate international perspectives in its
programmes
Engender programmes both within the Faculty and outreach;
Improve community access to knowledge, skills, technology and innovations from the
Faculty.
10
MONITORING AND EVALUATION
The implementation of this strategic plan will be effectively monitored and its impact evaluated.
Monitoring is significant:
To ensure that stated objectives are being achieved
For tracking inputs, activities and outputs
To determine if implementation on track or not
To alert management of potential problems before the situation becomes critical
For taking corrective actions to ensure that performance confirms to the plan or
that the plan is revised in light of any new experience.
Monitoring will be ineffective unless there are actions taken in response to what is measured and reported.
If monitoring shows that a particular activity is on a wrong track, corrective measures will need to be
implemented and strategies revised. The plan will therefore be an effective document that will require
adjustments as objective conditions change. Monitoring will be essential for providing information that is
required for accountability purposes.
BENCHMARKING
Internal benchmarking will be used as a basis for assessing performance in different work areas of the
faculty. In addition, international bench marking will be done to compare Faculty of Science’s
performance with that of other science faculties in the region and beyond. It is envisaged that a peer review
process will be initiated by a committee of heads of departments to review the performance of the faculty.
EVALUATION
At the end of the plan, there will be an evaluation to asses the most important constraints, the most
successful activities and an assessment of how well the strategies have met the set objectives.
The best practices will be documented.
MONITORING INDICATORS
Different monitoring and evaluation indicators have been identified. For meaningful monitoring and
evaluation, however, only a few indicators selected on each of the strategic objectives will be monitored.
These indicators are set out in the log frame.
ANNUAL REVIEW
There will be an annual review of the progress in the implementation of the plan, with mechanisms for
changing activities and targets, if this becomes necessary. The Annual Review (AR) will be undertaken by
the Dean, the Deputy Deans and all Heads of Departments in the faculty. The annual review report will be
presented at the Faculty Board Meeting.
MID-TERM REVIEW
The Mid-term Review (MTR) is a process that will be undertaken to ensure that the plan is still relevant
and for agreeing on changes in both the plan strategies and work programmes where these are needed and
justified. In addition, the mid-term review will reallocate resources according to performance and needs.
This review will be taken by an independent consultant appointed by the Faculty and the consultant’s report
will be presented at the Faculty Board Meeting.
TERMINAL REVIEW (TR)
At the end of the plan period, there will be an external evaluation, Terminal Review (TR), which will be
undertaken by an independent consultant.
The consultant’s report will be tabled at the Faculty Board Meeting.
11
Appendix 1
Table 1.1: The staffing position of the faculty
No
Rank
Establishment
1 Professors
2 Associate Professors
15
22
Filled
Female
10
9
3 Senior Lecturers
36
19
2
21
15
4 Lecturers
5 Assistant Lecturers
55
30
35
13
9
6
44
19
11
11
6 Herbarium Curator
1
0
0
0
1
7 Museum Curator
1
1
0
1
0
8 Assist Herbarium Curator
1
0
1
1
0
16
18
4
22
(6.00)
177
105
23
128
49
Male
9 Teaching Assistants
Total
Total
Vacant
0
1
10
10
5
12
Table 1.2: Undergraduate Enrolment
Programme
BSc
BIC
BFA
ETB
BSP
BCB
GRM
Total
12
Year I
M
117
118
27
5
30
11
0
0
F
43
43
9
2
12
12
4
0
Year II
M
93
39
21
5
29
7
1
0
F
41
17
4
6
5
8
1
5
Year III
M
108
31
28
4
12
11
0
11
F
40
15
6
2
6
4
0
0
Total
M
318
188
76
14
71
29
1
696
F
124
75
19
10
23
24
5
280
Grand
Total
442
263
95
24
94
53
6
977
Table 1.3 Postgraduate Enrolment
Department
MSc
M
Biochemistry
Botany
Chemistry
Geology
Mathematics
MUIENR
Physics
Total
13
PhD
F
5
6
5
17
16
1
50
M
4
7
2
4
11
1
29
TOTAL
F
5
2
6
1
4
4
2
24
M
1
4
0
0
1
0
0
6
Grand total
F
5
7
7
6
5
20
3
53
1
8
12
2
21
11
1
56
6
15
19
8
26
31
4
109
Table 1.4: Staff Projections 2007/08 -2017/1
10
E
15
12
22
13
22
14
36
21
36
22
36
23
36
55
44
55
48
55
48
30
19
30
20
30
1
0
1
1
1
1
1
1
1
16
177
F
11
E
15
22
15
24
36
55
50
21
30
1
1
1
1
1
1
22
16
129
177
F
11
E
15
22
16
25
36
55
53
22
30
1
1
1
1
1
1
23
16
138
177
F
12
E
15
22
17
26
36
70
56
23
30
1
1
1
1
1
1
24
16
142
177
F
12
E
15
22
18
27
36
70
59
24
30
2
2
1
2
1
1
25
16
148
177
F
13
E
15
22
19
28
36
70
62
25
30
2
2
2
2
1
1
26
32
156
210
2017/18
14
22
F
2016/17
Total
10
E
15
2015/16
9
11
F
2014/15
8
10
E
15
2013/14
7
22
F
2012/13
6
E
15
2011/12
4
5
F
10
2010/11
3
E
15
2009/10
1
2
Rank
Professors
Associate
Professors
Senior
Lecturers
Lecturers
Assistant
Lecturers
Herbarium
Curator
Museum
Curator
Assist
Herbarium
Curator
Teaching
Assistants
2008/09
2007/08
No
F
14
E
15
F
15
22
20
22
21
29
36
31
36
33
70
65
70
68
70
71
26
30
27
30
28
30
30
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
1
1
1
1
1
1
1
1
1
1
27
32
28
32
29
32
30
32
32
32
34
165
210
173
210
180
210
188
210
198
210
209
Undergraduate
Msc
PhD
Total
2007/08
977
79
30
1086
2008/09
1075
91
35
1200
Table 1.5 Student Enrolment Projections
15
Student Enrolment Projections 2007/08-2017/18
2009/10 2010/11 2011/12 2012/13 2013/14
1182
1300
1430
1573
1731
104
120
138
159
183
40
46
52
60
69
1326
1466
1621
1793
1983
2014/15
1904
210
80
2194
2015/16
2094
242
92
2428
2016/17
2304
278
106
2687
2017/18
2534
320
121
2975
Logframe Matrix
Objectives
Activities
Monitorable Indicators
Assumpt
Mission:
Purpose: To generate and impart knowledge in basic and applied sciences to society through training, research and extension servi
sustainable development. The Faculty will continue to support the science-based disciplines by providing training and services in the
basic sciences.
Strategic objective 1: To increase the capacity of the Faculty to train scientists for the country and the region.
Outputs
1. Infrastructure for teaching
science planned and
implemented
2. Increased enrolment of
science students planned
and implemented
3. Training of staff in
pedagogical methods
planned and implemented
Acquire up-to-date
equipment/technologies for
science laboratories
Establish internationally
recognized laboratories.
Establish a central laboratory at
the faculty.
Purchase appropriate ICT for
teaching, learning and
research.
Advertise science based
programmes.
Expand teaching facilities.
Review science base
curriculum to make courses
marketable.
Introduce demand driven short
courses.
Increase enrollment.
Conduct training workshops in
pedagogical methods.
Train staff in research
conventional research
methodologies.
Number of equipment in place
Number of laboratories
established and/or accredited
Availability of a functional central
laboratory
Number of ICT acquired
Avail
fundi
Prop
of IC
infras
Number of impact adverts made
Number of reviewed courses in
place
Number of courses introduced
Student enrolment increased by
100% by the year 2018.
Avail
f
Appr
Sena
Coun
Number of training workshops
conducted
Number of staff trained in
research methods
4. The relevance of science
graduates enhanced
Designed demand driven
Number of courses designed
courses/programmes in
Number of linkages in place
science.
Foster linkages with private
sector.
Strategic objective 2: A variety of demand driven high quality science programmes increased
Outputs
1. New programmes that
respond to market demands
locally and internationally
introduced and implemented
2. Modern instructional
materials to use in the
delivery of new programmes
acquired and in use
Activities
Review programmes to address
national and international
concerns/relevance
Introduce new courses to
address emerging issues
locally and internationally.
Acquire up to date teaching
materials for teaching science.
Monitorable Indicators
Availabilit
C
from th
sector
Assu
Number of programmes reviewed
Number of courses in place
Amount of teaching materials in use
16
Approval
and Coun
Availabilit
3. Internationally oriented
curriculum developed and
implemented
4. International Student
Service desk/Information
Center
Integrate international
perspectives in teaching,
learning, research and out
reach activities.
Admit more international
students.
Encourage staff and student
exchange visits with other
international universities.
Organize joint field
courses/collaboration with other
universities, local and
international.
Number of programmes
integrated
Number of students admitted
Number of exchange visits made
Existence of an international
students desk/information center
Number of MOUs with other
universities signed and
implemented.
Cooperat
universitie
Availabilit
4. Professional guidance in
Foster collaboration with private
Number of courses/collaborations
the area of curriculum
sector in curriculum
made.
development based on
development.
Amount of professional guidance
societal needs designed and
Seek professional guidance in
sought.
implemented
curriculum development
Strategic Objective 3: Demand driven scientific research strengthened
Outputs
1. The use of locally
available resources and
expertise in research
planned and implemented
2. Interdisciplinary
collaborative research both
locally and internationally
enhanced and operational
3. Research that increases
employment and wealth
strengthened
4. Development of gender
sensitive approaches in
research planned and
implemented
5. Involvement of students in
research increased
6. A plan for research –
patents – publications
established and operational
Activities
Monitorable Indicators
Assu
Utilize locally available
resources to undertake
research activities.
Use locally available expertise
to conduct research activities.
Establish partnerships in
research locally and
internationally.
Write research proposals.
Undertake interdisciplinary
research locally and
internationally.
Nature and amount of resources
used.
Number of expertise used
Number of partnership made
Number of written research
proposals.
Reduced
loads
Number of research publications
in local internationally refereed
journals
Cooperat
collabora
Conduct research for income
generation.
Undertake research to create
employment.
Engender all research.
Number of researches and
amount of money generated
Number of researches and
employment created.
Number of researches
engendered.
Involve undergraduate and
graduate students to do
research individually and in
partnership.
Conduct training to students on
research methodology and
communication.
Encourage staff to support
students in undertaking
research.
Encourage staff-student
research collaborations.
Seek the patenting of research
publications.
Establish consultancies.
Number of undergraduate and
graduate students involved.
Number of trainings carried out.
Number of students supported.
Number of staff-student research
collaborations undertaken.
Number of patents established.
Number of consultancies in place.
17
Availabilit
Funds.
Commitm
Operation
enabling
Strategic Objective 4: Operational efficiency of the Faculty improved
Outputs
Activities
1. A programme for
renovation/expansion of the
Faculty physical
infrastructure, planned and
implemented
2. Training of heads of
departments in managerial
skills planned and
implemented
3. Improved use of ICT in
administration and
management planned and
implemented
4. Installation and expansion
of intercom infrastructure in
the Faculty planned and
implemented
5. A plan for income
generating activities in the
Faculty designed and
implemented
Renovate and facelift faculty
buildings.
Add a floor on top of
mathematics building for family
library.
Conduct training in
management for Faculty Heads
of Department.
6. Plan to improve gender
balance in the Faculty in
areas of employment,
research and enrolment.
Sensitize staff and students on
gender issues.
Design research activities that
take into account gender
balance.
Encourage females to apply for
higher degrees.
Encourage females to apply for
teaching opportunities in the
faculty.
Encourage female students to
take up science courses by
providing career guidance at
school level.
Expand internet services.
Acquire more computers for
staff and students.
Install intercom services.
Connect intercom facility to all
departments.
Introduce short paying
courses.
Introduce new income
generating activities.
Initiate development
projects/programmes.
Monitorable Indicators
Assu
Number of structures
renovated/facelifted.
Additional floor in place.
Availabili
Number of trainings carried out.
Availabili
Number of ports added.
Number of computers acquired for
staff and students.
Number of extensions in place.
Number of offices connected.
Functional intercom facility.
Full opera
of informa
university
Number of course introduced and
amount generated.
Number of income generating
activities created and amount
generated.
Number of development
interventions in the faculty.
Number of sensitization
workshops and seminars.
Number of sentinel sites
committees created.
Number of research activities
designed.
Number of females enrolled.
Number of female staff recruited.
Number of female students
enrolled.
Availabili
Availabili
potential
Cooperat
Ministry o
Continue
affirmativ
university
7. Faster and wider access to
internet services available.
Strategic Objective 5: Conducive academic environment provided for students and staff
Activities
Monitorable Indicators
Outputs
1. Strategy to increase
access to ICT in teaching
learning, research and webbased services planned and
implemented
2. Widened access to
information on Faculty
programmes and activities
planned and implemented
Provide computers to staff and
students.
Increase use of E-learning
faculty.
Encourage use of internet
interfaces.
Encourage use of internet in
communication.
Produce information packs to
new students and staff about
the faculty.
Start a faculty newsletter
Assu
Number of computers availed to
students and staff.
Number of programmes taught
under E-learning.
Amount of internet access
available.
Well updated websites.
Number of Staff and Students with
websites and email accounts.
Number of packs produced.
Number of newsletters produced.
Number of brochures made.
18
Available
Resource
3. Fully semesterised system
implemented
4. High quality academic
support systems and
infrastructure provided and
maintained
5. A strategy to address
gender imbalances in staff
recruitment and students
enrolment planned and
implemented
6. A rational plan to
remunerate staff in order to
motivate them at Faculty
level prepared and
implemented
7. A strategy to provide the
necessary teaching materials
and equipment planned and
implemented
8. Improved and expanded
library facilities at Faculty
level planned and
implemented.
Produce a brochure about the
faculty programmes and
activities.
Hold regular meetings,
seminars and workshops.
Seek to fully semesterise
faculty programmes.
Equip the laboratories with
modern facilities.
Provide accessible IT
infrastructures.
Create and stock the faculty
library.
Recruit qualified staff to
manage the faculty central
facilities.
Provide conducive
working/learning environment
for staff and students.
Encourage gender equity in
recruitment of staff and
students’ enrollment.
Number of meetings, seminars
and workshops conducted.
Flexibility in running programmes.
Number of functional lab
equipment acquired.
Number of computers and IT
equipment in place.
Number of relevant titles available
in the library.
Number of multipurpose facilities
for staff and students created.
Number of established and filled
posts for staff for faculty central
facilities.
Support a
commitm
administr
structures
university
Availabili
Number of staff and students involved.
Support b
Rationalize payment to staff at
the faculty.
Number of staff and amount paid.
Ready re
from the
university
administr
Provide appropriate materials
and equipment.
Amount of materials and Number of
equipment in use.
Streamlin
procurem
Identify ways to improve and
expand the library.
Amount of space improved and
expanded.
Availabili
Strategic objective 6: The Faculty made more relevant to national development
Outputs
Activities
Monitorable Indicators
1. Increased quantity and
Write more research proposals.
Number of research proposals written
quality of research oriented
Encourage partnerships and
and approved.
toward addressing local and
interdisciplinary methods in
Number of partnerships made.
international needs
research.
Number of patents made.
documented and available.
Seek Research-PatentsPublications.
2. Increased training of
Train high level scientists at
Number of graduates trained.
scientists in basic and
Masters and PhD levels.
applied sciences for both
national and international
markets planned and
implemented.
Design programmes that integrate
Number of programmes inbuilt
3. A plan to harmonize and
outreach in teaching and research.
with internships
institutionalize outreach
Encourage collaboration with local
Number of collaborations made
services, activities and
communities in teaching and
with local communities.
consultancy with a view of
research.
Number of communities involved
addressing community
Encourage cross-fertilization of
and type of cross-fertilization
19
Assump
Availabili
problems planned and
implemented.
4. A strategy to review the
science based curriculum to
integrate international
perspectives in its
programmes
5. Engendering programmes
both within the Faculty and
outreach planned and
implemented.
6. Improved community
access to knowledge, skills,
technology and innovations
from the Faculty planned and
implemented.
7.Increased innovation and
ingenuity by the staff and
students of the faculty
knowledge and skills between the
faculty and the local communities.
Establish direct community outreach
programmes.
Design programmes that take into
account global trends in science
and technology.
made.
Number of community outreach
programmes.
Number of reviews made on the
curriculum.
Integrate gender in all our research
activities
Number of programmes engendered.
Encourage local communities to
have access to information resulting
from researches and innovations
carried out by the faculty.
Number of innovations and technologies
accessed.
Provide forum for staff and students
to interface with public/private
sector;
Gain access to research agendas of
the public/private sector
Write competitive grant proposals
for funds committed to innovations
by government and international
organizations.
Number of impact interfaces with the
public/private sector
Number of organizations releasing
research agendas to the faculty
Number of successful grant awards
20
Cooperat
public/pri
Revenue
From Tution
2007/08
2008/09
2009/10
2010/11
2011/12
2012/13
2013/14
2014/15
2015/16
Internally Generated
Revenue
732.00
805.20
885.72
974.29
1,071.72
1,178.89
1,296.78
1,426.46
1,569.11
Revenue from
Government
8,584.00
9,442.40
10,386.64
11,425.30
12,567.83
13,824.62
15,207.08
16,727.79
18,400.57
11,272.36
12,399.60
13,639.56
15,003.51
16,503.86
18,154.25
19,969.67
Total
9,316.00
10,247.60
EXPENDITURE
Direct students related expenditures
Special Faculty
Requirement
220.00
242.00
266.20
292.82
322.10
354.31
389.74
428.72
471.59
Industrial Training /
Internhsip
173.00
190.30
209.33
230.26
253.29
278.62
306.48
337.13
370.84
Teaching Materials
405.00
445.50
490.05
539.06
592.96
652.26
717.48
789.23
868.15
Professor
203.00
213.15
223.81
235.00
246.75
259.09
272.04
285.64
299.92
Associate Professor
261.00
274.05
287.75
302.14
317.25
333.11
349.76
367.25
385.62
Senior Lecturer
696.00
730.80
767.34
805.71
845.99
888.29
932.71
979.34
1,028.31
Lecturer
1,126.00
1,182.30
1,241.42
1,303.49
1,368.66
1,437.09
1,508.95
1,584.40
1,663.61
Assistant
Lecturer/Teaching
Asst.
673.00
706.65
741.98
779.08
818.04
858.94
901.88
946.98
994.33
288.00
302.40
317.52
333.40
350.07
367.57
385.95
405.24
425.51
100.00
105.00
110.25
115.76
121.55
127.63
134.01
140.71
Direct Staff
expenditures
Staff on University
Payroll
Part time staff
Professor
Associate Professor
Senior Lecturer
192.00
201.60
211.68
222.26
233.38
245.05
257.30
270.16
283.67
Lecturer
3,072.00
3,225.60
3,386.88
3,556.22
3,734.04
3,920.74
4,116.77
4,322.61
4,538.74
Assistant Lecturer
504.00
529.20
555.66
583.44
612.62
643.25
675.41
709.18
744.64
Teaching Assistant
720.00
756.00
793.80
833.49
875.16
918.92
964.87
1,013.11
1,063.77
M1
3.00
3.15
3.31
3.47
3.65
3.83
4.02
4.22
4.43
M2
3.00
3.15
3.31
3.47
3.65
3.83
4.02
4.22
4.43
M3
3.00
3.15
3.31
3.47
3.65
3.83
4.02
4.22
4.43
M4
3.00
3.15
3.31
3.47
3.65
3.83
4.02
4.22
4.43
M5
28.00
29.40
30.87
32.41
34.03
35.74
37.52
39.40
41.37
Administrative and
Support staff
21
M6
70.00
73.50
77.18
81.03
85.09
89.34
93.81
98.50
103.42
M7
2.00
2.10
2.21
2.32
2.43
2.55
2.68
2.81
2.95
M10
5.00
5.25
5.51
5.79
6.08
6.38
6.70
7.04
7.39
M11
143.00
150.15
157.66
165.54
173.82
182.51
191.63
201.22
211.28
M12
56.00
58.80
61.74
64.83
68.07
71.47
75.05
78.80
82.74
M13
34.00
35.70
37.49
39.36
41.33
43.39
45.56
47.84
50.23
M14
105.00
110.25
115.76
121.55
127.63
134.01
140.71
147.75
155.13
M15
176.00
184.80
194.04
203.74
213.93
224.63
235.86
247.65
260.03
K/ Group
140.00
147.00
154.35
162.07
170.17
178.68
187.61
196.99
206.84
Contract Staff
Salaries (Incl.
Casuals,
Temporary)
12.00
12.60
13.23
13.89
14.59
15.32
16.08
16.89
17.73
Allowances
389.00
408.45
428.87
450.32
472.83
496.47
521.30
547.36
574.73
Other Recurrent
costs
884.00
972.40
1,021.02
1,072.07
1,125.67
1,181.96
1,241.06
1,303.11
1,368.26
Development
Budget/ donor
93.00
102.30
1,107.00
113.00
118.65
124.58
130.81
137.35
144.22
Total
Expenditure
10,682
11,405
13,019
12,668
13,355
14,081
14,849
15,663
16,523
22
MAKERERE UNIVERSITY
FACULTY OF MEDICINE
STRATEGIC PLAN
2007/8-2017/18
JULY 2007
23
Foreward
Dean
24
Prepared by:
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Prof. J.k Tumwine
Prof A. Mwaka
Dr. C. Karamagi
Dr. D. Kaye
Dr. S. Kiguli
Dr. A. Kutesa
Ms. J. Kalyango
Mr. C. Osingada
Mr. G. Siu
Mr. H. Oboke
Dr. I. Okullo
Prof. G.S. Bimenya
Department
Paediatrics
Ophthalmology
Clinical Epidemiology Unit
Obstetrics & Gynaecology
Paediatrics
Dentistry
Pharmacy
Nursing
Child health Development centre
Psychiatry
Dentistry
Pathology
25
Introduction
Strategic planning determines the overall direction and goals of the organization.
Consequently, strategic planning influences numerous aspects of the organization,
including what:
a) Products and services will be provided by the business and how those products and
services will be designed
b) Organizational design and roles are needed by the organization
c) Performance goals are established for positions throughout the business
d) Board committees should be developed (in the case of corporations)
e) Resources are needed to reach those goals, and consequently, how much money is
needed to procure those resources -- ultimately, the goals determine the content of
various budgets
Two key points to remember while proceeding through this module:
1) The planning process is at least as important as the planning document itself.
2) The planning process is never "done" -- the planning process is a continuous cycles
that's part of the management process itself.
26
1.0 Faculty of Medicine Vision and Mission
1.1 Vision
To be a centre of academic excellence, providing world-class teaching, research and
service relevant to sustainable development needs of society
1.2 Mission
We excel in fostering education and learning of health professionals in East Africa and
beyond. We achieve this through appropriate and innovative research for knowledge
creation in order to address the health of the local and global communities. We use IT and
other innovative technology in dissemination and sharing of knowledge. We offer quality
related service to facilitate health education, professional development and social
accountability. We aim to provide dynamic, efficient leadership and management
responsive to change and stakeholders.
1.83 1.3 Goal
To contribute to academic, leadership and service excellence so as to improve the health
of the people of Uganda and beyond
1.84 1.4 Core values
1. Professionalism
At all times we act with integrity, providing quality service, being
reliable and responsible.

We do not upset one another intentionally, always
endeavouring to present feedback constructively.

We take pride and ownership in all that we do and say.

We never talk about people behind their backs.

We keep confidential all information related to our clients
2. Equity
We strive to be fair and impartial in all we do without fear or favour
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We act without gender favour or discrimination
We strive to offer suitable facilities to the disabled
We share with fairness all resources at our disposal
3. Team work
27
Providing support to one another, working co-operatively, respecting
one another’s views, and making our work environment fun and
enjoyable.
 We help others to achieve their deadlines without having to be
asked.
 All projects have identified points which are celebrated by the
whole team.
 We work with one another with enthusiasm, appreciation,and
without manipulation.
 Conflict is resolved according to agreed guidelines for CHS.
 When unsure we consult within the team.
 Everyone has strengths which we value and will use whenever
possible.
 All team meetings will include a progress report from everyone
and requests for help when needed.
4. Excellence
Always doing what we say we will and striving to improve on
performance and quality in everything we do.
 Quality will always be our target notwithstanding resource
limitations.
 We give our word and keep it unless agreed otherwise by all
parties.
5. Personal development
We value learning, feedback, coaching and mentoring.
 Coaching and mentoring are commonplace here; we all coach
and mentor one another.
 All opportunities for our own learning are pursued.
 Whenever we undertake a project it is our responsibility to
express our training needs, gather the required skills, implement
the project and disseminate the findings.
 We each take responsibility to gain the required development to
meet our clients’ needs.
 We each take responsibility to gain the required development to
be learning consultants.
6. Commitment
Working with urgency and commitment to be successful from individual and
CHS perspectives
 We strive to be efficient by meeting timeframes always.
 Clients’ needs agreed within our terms of reference are met regardless
of personal wants.
28
7.
Effective communication
29
2.0 SWOT Analysis
1.85 2.1 Strengths
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Oldest and leading Institution in training health sciences in the region.
Variety of programmes (undergraduate and graduate).
Many services: training, health related services, community services, research and
consultancy
Central location in the country
Innovations in health professional education.
Some infrastructure and resources.
We have partners, friends and collaborators.
Task forces on Staff Development, Research, Quality Assurance, Skills Training,
Assessment and ICT
An innovative Community Based Education and Services (COBES)
An innovative Problem Based Learning (PBL) curriculum with Early Clinical
Exposure, based on the SPICES model.
Field attachment during electives and COBES and
Very highly trained teachers, researchers and clinicians.
Highly valued product produced at a relatively affordable price.
1.86 2.2 Weaknesses
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Low / limited staffing
Insufficient facilities for the number of students
Under funding
Reactive nature (not planning ahead)
A lot of Research done and is never published
Many people working in FoM are not aware of institution vision / mission
Tendency to put personal vision / mission ahead of faculty vision / mission (Not
united in purpose)
No expansion in infrastructure over a long period
Inadequate team work skills
Conservatism
Poor entrepreneurship
Poor innovation
Limited leadership and management skills
Ineffective communication
No optimal utilisation of resources we have
Limited andragogical skills
Research projects not optimally utilised to train students
Institution does not nurture staff
Stagnation in student intake
Mulago teaching hospital has inadequate appropriate resources
30

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Super specialisation of hospital (not appropriate for training undergraduate
students)
Relationship between Mulago hospital and FoM not clearly outlined
Organisational malaise
Retirement policy not favourable to retention of useful highly experienced staff
Morbid fear of change
1.87 2.3 Opportunities
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Collaborators out there (potential)
Government favours
Partnerships
International IT movement
High demand for our products
Global health movement
Improved communication technology
Move towards College of health sciences
A lot of organisations ready to give money for research developing countries
Disease ridden environment
Neglected diseases (Faculty can make impact on management and control of these)
New hospitals that can be used for training
Affiliated institutions
Global move to improve medical education (COBES & PBL)
East African Community (move to harmonise medical education)
Potential qualified staff
1.88 2.4 Threats
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Competitors in form of new medical schools
Emerging universities
Government reducing financial contribution
Media (hostile)
Inadequate facilities for teaching and learning in Mulago hospital
Most of the systems in the country are not functioning adequately
Poverty
Move to privatisation
Liberalisation
Political interference
Brain drain : local and international
Commercialisation/monetisation of services
HIV/AIDS
Diseases of affluence
Globalisation
Too much demand on FoM time from outside
31
1.89 2.5 Summary of SWOT analysis
The major strength of the FOM is that it is an institution with a good track record in
teaching, service and research and whose services and products are in high demand.
Weaknesses
Organisation is leaning too much on its good name and not trying to do better
(complacence) and as a result slipping into malaise.
Opportunities
Increasing demand for health workers with a lot of good will from international and local
partners, collaborators and friends
Threats
Emerging competitors: local and international as well as changing political and local
environment.
3.0 Strategic directions
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Implementation of the College of Health Sciences
Efficiency in Leadership and management
Excellence in Research, Publications and influence in policy making.
Excellence in health professionals education.
Clinical and Laboratory Service Excellence.
Innovative IT and library support system.
Partnerships for improving health of communities
Quality assurance
Human resource development
Infrastructural development
Research agenda
Gender mainstreaming
Outreach activities
Resource mobilization
4.0 Goals and objectives
1.90 4.1 Implementation of the College of Health Sciences
1.90.1
4.1.1 Goal
To operationalise the transformation of the Faculty of Medicine into the College of
Health Sciences
32
1.90.2
1.
2.
3.
4.
4.1.2 Objectives
To establish the schools, directorates and institutions under the CHS
To establish the administrative structure of the CHS
To expand the physical infrastructure of the FoM to accommodate the CHS
1.90.3
1.
2.
3.
4.
4.1.3 Activities
Conduct planning meetings
Mobilise resources
Create partnerships and collaborations
1.91 4.2 To develop and strengthen efficient, dynamic leadership
and management
1.91.1
4.2.1 Goal:
To develop and strengthen efficient, dynamic leadership for change and resource
management
1.91.2
1.
2.
3.
4.
5.
6.
To develop and implement a strategy for dynamic leadership and management
To develop and implement a strategy for training in leadership
To develop and implement a communication strategy for the FoM
To develop and implement strategies for resource mobilization and management
To develop and implement a strategy to operationalise the College of Health
Sciences
To develop and implement a strategy for improving student and staff welfare
1.91.3
1.
2.
3.
4.
5.
6.
7.
4.2.3 Activities
Mandate the staff development committee to handle staff welfare.
Proposal to train staff in leadership.
Tran staff in leadership and management skills.
Establish a public relations international office.
Establish a steering committee for the College of Health Sciences.
Sensitisation and training of staff and students on mentorship.
Establish a staff social centre.
1.91.4
1.
2.
3.
4.
5.
4.2.2 Objectives
4.2.4 Measures of success -Outputs
Strategy for developing dynamic leadership and management implemented
Number of staff trained in leadership and management
Communication strategy for FoM implemented
Strategy for operationalizing the College of Health Sciences implemented
Strategy for improving student and staff welfare implemented
33
1.91.5
1.
2.
3.
4.
5.
6.
4.2.5 Measures of success -Indicators
Proposal for the strategy on leadership and management approved by FoM
Proposal for training in leadership and management approved by FoM
Proposal for communication strategy for FoM approved
Proposal for the strategy for resource mobilization and management approved
Proposal for the strategy for operationalizing College of Health Sciences approved
Proposal for the strategy for improving student and staff welfare approved
1.92 4.3 Excellence in Research, Publications and Policy input
Research is the mechanism through which universities become the locus of scientific
discoveries and innovations. It is such research that contributes to national development
through evaluation or development of discoveries. This is in line with the research policy
at the university and of the national policy which emphasizes the promotion of science
and technology for national development. This will increase the output of the faculty and
university in both local and international journal as well as the web. Communicable
diseases in Uganda are quite prevalent. There is also an increased number of noncommunicable diseases. There is therefore a need to develop a comprehensive research
agenda that addresses both communicable and non-communicable diseases.
1.92.1
4.3.1 Goal
To foster excellence in research, publication and policy
1.92.2
1.
2.
3.
4.
5.
6.
To increase the research projects of academic staff
To increase the research publications of academic staff
To foster the publication of student research
To foster the development of local journals
To increase the participation of the FoM in Health Policy Formulation
To establish the Makerere Medical Research Centre
1.92.3
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
4.3.2 Objectives
4.3.3 Research activities
Conduct workshops on research methods.
Grant writing workshop.
Workshop on research ethics.
Subscription to variety of new local journals
Establish prizes for best research by staff or students research.
Establish awards. For what?
Establish newsletters.
Workshop on scientific writing.
Write a grant proposal for medical research.
Set up a policy committee.
34
11. Establish networking committees.
12. Establish a Faculty wide Research Agenda that gravitates down to all departments
and or units.
1.92.4
1.
2.
3.
4.
5.
6.
7.
Number of funded research projects by staff
Number of ongoing research projects
Number of completed research projects
Number of publications by students
Number of local journals publishing their first issue
Number of policies formulated with staff participation
Makerere Medical Research Center established
1.92.5
1.
2.
3.
4.
5.
6.
4.3.4 Measures of success -Outputs
4.3.5 Measures of success -Indicators
Number of research projects registered in FoM
Number of manuscripts submitted to peer reviewed journals by academic staff
Number of manuscripts submitted to peer reviewed journals by Masters and PhD
students
Number of local journals requesting for maiden manuscripts
Number of staff and students involved in health related policies
Proposal for establishment of Makerere Medical Research Centre approved
1.93 4.4 Excellence in education
Teaching and learning provision is one of the core functions of Makerere University. The
Faculty of Medicine is committed to providing innovative, world- class teaching
methodologies that will produce graduates who can compete favourably in the national
and international job market. This is especially critical in light of the fore mentioned
threats.
1.93.1
4.4.1 Goal
To promote excellence in education
1.93.2
1.
2.
3.
To develop and implement a strategy for supporting innovative undergraduate
education
To develop and implement a strategy for supporting innovative graduate education
To support and implement a strategy for distance and e-learning
1.93.3
1.
2.
3.
4.4.2 Objectives
4.4.3 Activities
Identify champions.
Develop materials.
Organise workshops.
35
4.
5.
6.
7.
8.
Implement activities.
Identify the sites for e-learning.
Obtain the equipment.
Train trainers in the e-learning.
Establish conducting internal for e-learning.?
1.93.4
1.
2.
3.
Strategy for supporting innovative undergraduate education implemented ?
Strategy for supporting graduate education implemented ?
Strategy for distance and e-learning implemented?
1.93.5
1.
2.
3.
4.4.4 Measures of success -Outputs
4.4.5 Measures of success -Indicators
Proposal for supporting innovative undergraduate education approved
Proposal for supporting graduate education approved
Proposal for distance and e-learning approved
1.94 4.5 Clinical and laboratory service excellence
Recent onslaughts of diseases, epidemics and natural disasters that have hit the world
community in recent years and Uganda in particular high/ light the urgency and
importance for the Faculty to anchor its programs in serious research and laboratory
based education and outreach to meet emerging challenges
1.94.1
4.5.1 Goal
To strengthen laboratory services
1.94.2
1.
2.
3.
4.
To develop and implement a strategy for supporting laboratory services
To develop and implement a strategy for supporting clinical services
To develop and implement a strategy for strengthening diagnostic services
To strengthen the collaboration between the FOM and Mulago hospital
1.94.3
1.
2.
3.
4.
5.
4.5.2 Objectives
4.5.3 Activities
A committee to champion laboratory medicine and clinical service be established.
Equip.
Identify lab space or build a new lab structure.
Conduct workshops on good laboratory practice.
Develop a memorandum of understanding with Mulago Hospital and Ministry of
Health that is mutually beneficial and mutually acceptable.
36
1.94.4
1.
2.
3.
4.
5.
6.
A strategy for supporting laboratory services implemented
A strategy for supporting clinical services implemented
A strategy for strengthening other diagnostic services implemented
Collaboration between the FOM and Mulago hospital strengthened
Establish a deputy dean in charge of clinical and laboratory services
Establish a central laboratory and structure for management of other labs
1.94.5
1.
2.
3.
4.
4.5.4 Measures of success -Outputs
4.5.5 Measures of success -indicators
Proposal for supporting laboratory services approved by FoM
Proposal for supporting clinical services approved by FoM
Proposal for strengthening other diagnostic services approved by FoM
Memorandum of understanding between Makerere University (for FoM) and
Mulago hospital signed
1.95 4.6 To develop an innovative IT based support and library
system for learning, research, service and leadership
excellence
In a quest to improve its products, The FoM introduced Problem Based Learning (PBL)
and Community Based Education and Services (COBES) Curricular. These are
characterized by an emphasis on early community exposure and self directed learning by
the students. In self directed learning students are responsible for finding the necessary
information required to solve a given problem or task. Therefore the amount of
information accessed by the student determines the effectiveness of their problem solving
efforts. There are several ongoing efforts by the faculty to address this, like digitalization
of the library resources and training of the faculty members on the generation and the use
of e-learning tools. The faculty together with DICTS has set up three computer labs
within the medical school connected to 20 MBs dedicated internet link over a fibre optic
ring backbone to the Makerere University Network (MAKNET). The challenges now are
to have the maximum use of these resources for learning at both rural sites and at the
faculty.
1.95.1
4.6.1 Goal
To establish an innovative IT-based support and library system for enhancing learning,
research and service excellence
1.95.2
1.
2.
4.6.2 Objectives
To develop and implement a strategy for strengthening the IT support system
To develop and implement a strategy for strengthening the library and information
systems implemented
37
1.95.3
1.
2.
3.
4.
5.
6.
7.
Write proposals.
Develop IT committee to champion activities.
Train potential users.
Sensitise students/tutors to IT-based facilities.
Get larger space for computer lab.
Obtain suitable equipment.
Develop a proposal for IT based library and support systems.
1.95.4
1.
2.
4.6.4 Measures of success -Outputs
Strategy for strengthening the IT support system implemented
Strategy for strengthening library and information systems developed
1.95.5
1.
2.
4.6.3 Activities
4.6.5 Measures of success -Indicators
IT support system approved, established and functional
Library and information systems approved, established, functional and used by all
concerned.
1.96 4.7 Local and international partnerships
In this era of globalization, universities all over the world are increasingly becoming
conscious of the need to integrate internationalization in the core functions of teaching,
research and service provision. In its quest for excellence in the above roles, Makerere
University has enjoyed a great deal of local and international support. Thus, to
consolidate on existing partnerships, an international office has been set up to cater for
international visitors. It is envisioned that as the faculty grows into a college of Health
Sciences, the number of collaborative partners will also blossom and prosper.
1.96.1
4.7.1 Goal
To foster local and international partnerships for improving health of communities
1.96.2
1.
2.
3.
To establish a unit to coordinate local and international partnerships
To strengthen FoM collaboration with the MOH (central and local)
To strengthen partnerships with communities and other stakeholders
1.96.3
1.
2.
3.
4.7.2 Objectives
4.7.3 Activities
Set up a coordinating unit for local and international partnerships.
Establish terms of reference for the coordinating unit.
Develop a memorandum of understanding with Ministry of Health, Ministry Of
Local Government (MOLG)? and external institutions and agencies.
38
4.
5.
6.
7.
8.
9.
10.
Hold annual exhibitions (open days) by faculty or individual departments.
Initiate talk shows.
Establish public relations journals.
Develop newsletters for departments.
Identify more potential COBES sites and train more site tutors.
Equip COBES site units.
Sensitize the community on potential opportunities for collaboration.
1.96.4
1.
2.
3.
Unit for coordinating local and international partnerships established
Strategy for strengthening collaboration with MOH and MOLG implemented
Strategy for strengthening partnerships with communities and other stakeholders
implemented
1.96.5
1.
2.
3.
4.7.4 Measures of success -Outputs
4.7.5 Measures of success- Indicators
Proposal for establishing a unit to coordinate local and international partnerships
approved
Proposal for strengthening FoM, MOH and MOLG collaboration approved
Proposal for strengthening partnerships with communities and other stakeholders
approved
1.97 4.8 Quality assurance
In line with the university’s strategic plan and aspirations, the Faculty of Medicine has in
place a task force mandated to develop an effective and efficient quality assurance system
in the areas of teaching, research and service delivery.
1.97.1
4.8.1 Goal
To enhance the efficiency and effectiveness of the Faculty of Medicine in teaching,
education and research as well as service delivery to the community.
1.97.2
4.8.2 Objectives
1
To develop reference standards
2
To develop performance indicators
3
To develop monitoring and evaluation tools
4
To establish and implement mechanisms to ensure compliance with quality
standards
1.97.3
1
2
4.8.3 Activities
To develop reference standards
To develop performance indicators
39
3
To develop monitoring and evaluation tools
4
To establish and implement mechanisms to ensure compliance with quality
standards
1.97.4
4.8.4 Measures of success-outputs
1
reference standards developed and followed
2
performance indicators established and maintained
3
monitoring and evaluation tools developed and continually used
4
mechanisms to ensure compliance with quality standards established and
implemented
1.98 4.9 Human Resource Development
The recommended teacher-student ratio for the PBL learning is 1: 8 yet that of the faculty
currently falls far short of this ideal. This calls for urgent need for recruitment and
retention as well as development of staff both academic and support staff. This is more
important as the faculty hopes to develop into a college of health sciences.
4.9.1 Goal
To enhance the human resource base
4.9.2 Objectives
1
2
3
4
Strengthen health professional education
Enhance staff development
Recruit to fill established positions in the establishment
To expand the establishment to match with needs of the college of health sciences
4.9.3 Activities
1.
2.
3.
4.
5.
6.
7.
Establish a coordinating unit for health professional education.
Source collaboration.
Source sponsorship for scholarships.
Expand the establishment and create new positions.
Establish new units suitable to natural needs e.g. Behavioral medicine.
Widen the financial base.
Establish a human resource unit.
4.9.4 Measures of success -Outputs
1
2
Improved Teacher/Student Ratio
Increased teaching and non-teaching staff
40
3
Improved staff performance
4.10 Physical and Infrastructure development
The prerequisite for provision of quality education in health sciences is a good learning
environment which included a good physical infractructure and support facilities. The
faculty of medicine currently has 5 programmes housed in structures built in 1950’s.
These were meant initially for one programme. As it develops into a college of health
sciences, each of the programmes will require its own buildings in a school of their own.
There also plan to develop more programmes like radiology
4.10.1 Goal
To acquire physical structures for each program
4.10.2 Objectives
1
2
3
Improve existing structures
Construct new structures for Nursing, Dentistry, Pharmacy and Radiology
Equip the structures established
4.11 Research Agenda
4.11.1 Goal
To develop a research agenda for the CHS
4.11.2 Objectives
1.
To strengthen the research committee of the CHS
2.
To identify research priorities of the CHS
3.
To mobilize resources for research
4.
To identify research partners and collaborators
4.11.3 Activities
1.
4.12 Gender mainstreaming
Gender mainstreaming is one of the priority areas in the University Strategic Plan.
In 2002, the University established the gender mainstreaming division to oversee the
engendering of all the university programmes. The division has done this through
creation of the sentinel sites which are the grass root basic levels. The Faculty of
Medicine is one the sentinel site and it is mandated to mainstream gender at all level
including research, curricular, establishment, planning and budgeting.
41
4.12.1 Goal
To mainstream gender in all Faculty of Medicine activities
4.12.2 Objectives
To engender all program curricular
1.
To develop a training strategy for all staff in gender
2.
To advocate and promote gender in research
3.
To integrate gender into staff welfare, planning and budgeting
4.12.3 Measures of success
1.
2.
3.
4.
Strategy for engendering curricular developed
Strategy for staff in gender
Strategy for promoting gender in research
Strategy for integrating gender in staff and student welfare, planning and
budgeting
4.12.4 Indicators
1.
2.
3.
Proposal for reviewing and engendering curricular
Gender incorporated in guidelines for research
Staff train in gender
4.13 Outreach activities
4.14 Financial Resource mobilization
Currently the Faculty of Medicine is implementing an innovative curriculum of PBL and
COBES. These demand for increased financing. Moreover, with the plan of expanding
into the college of health sciences, this will require more funding .The financial support
from the government has been decreasing gradually over the years, which is further
compounded by the inability if the university to increase tuition fees to realistic levels.
4.14.1 Goal
To increase the revenue and financial base of the Faculty of Medicine
4.14.2 Objectives
1
2
3
Create money generating projects in various departments
Develop a fundraising strategy for the faculty for infrastructural development
Establish a resource mobilization unit
42
4.14.3
1.
2.
3.
4.
5.
Activities
Write proposal.
Fundraising.
Identify funding agencies.
Establish resource mobilization unit.
Establish the projects.
4.14.4 Measures of success -Outputs
1
2
Resources mobilization unit established
Increased resources
Assumptions
1. Political stability, good governance and peace are maintained and strengthened
2. Adequate funding from government and other funders
3. The terms and conditions of service in Makerere University are improved to attract and
maintain the best in Makerere University
4. Makerere University remains a public university
43
MAKERERE UNIVERSITY
SCHOOL OF PUBLIC HEALTH
TEN YEAR STRATEGIC PLAN
2007/08 – 2017/18
PROVIDING LEADERSHIP IN PUBLIC HEALTH
August 2007
44
This document was prepared by the strategic planning committee whose membership
was:
1. Mr. Asaf Adebua
2. Mr. David Mukanga
3. Dr. Emmanuel Sekatawa
4. Dr. Olico-Okui
5. Dr. George Pariyo
.
External Consultant/Chairperson
Internal Consultant/Secretary
External Consultant/Member
Internal Consultant/Member
Internal Consultant/Member
45
ABBREVIATIONS AND ACRONYMS USED
AFENET
AIDS
ALPS
ART
ARV
BEHS
BPharm
CDC
CH&BS
CHDC
CIHR
CPHL
DC&EH
DE
DfID
DSS
FTSE
GoU
HEPNET
HIV
HPPM
HSSP
ICT
IMCI
IPH
IRB
ITN
LCDs
LIPHEA
LMIC
MBChB
MMed
MPH
MOU
MUSPH
NEMA
African Field Epidemiology Network
Acquired Immune Deficiency Syndrome
Affordability Ladder Programme Study
Anti-retroviral Therapy
Anti-retroviral
Bachelor of Environmental Health Sciences
Bachelor of Pharmacy
Centres for Disease Control and Prevention
Department of Community Health and Behavioural
Sciences
Child Health and Development Centre
Canadian Institute for Health Research
Central Public Health Laboratory
Department of Disease Control and Environmental
Health
Distance Education
Department for International Development
Demographic Surveillance Site
Full-time Student Equivalent
Government of Uganda
Health Economics Network
Human Immunodeficiency Virus
Department of Health Policy, Planning and Management
Health Sector Strategic Plan
Information, Communication Technology
Integrated Management of Childhood Illnesses
Institute of Public Health
Institutional Review Board
Insecticide Treated Net
Liquid Crystal Display
Leadership Initiative in Public Health in East Africa
Low and Middle Income Countries
Bachelor of Medicine and Bachelor of Surgery
Master of Medicine
Master of Public Health
Memorandum of Understanding
Makerere University School of Public Health
National Environmental Management Authority
46
NGO
NGOTU
Non Governmental Organization
NGOs in Health and Health Care in Tanzania and
Uganda
PH
Public Health
PhD
Doctor of Philosophy
PMTCT
Prevention of Mother to Child Transmission
PSP
Private Sector Potential
RCQHC
Regional Centre for Quality of Health Care
SIDA
Swedish International Development Agency
SPH
School of Public Health
SPIMET
Strategic Plan Implementation, Monitoring and
Evaluation Team
STD
Sexually Transmitted Disease
SWOT
Strengths, Weaknesses, Opportunities and Threats
TB
Tuberculosis
TDR
Tropical Diseases Research
TEPHINET Training Programme in Epidemiology and Public Health
Interventions Network
UAC
Uganda AIDS Commission
UK
United Kingdom
UNAIDS
Joint United Nations Programme on HIV/AIDS
UNDP
United Nations Development Programme
UNHRO
Uganda National Health and Research Organization
UNICEF
United Nations Children Emergency Fund
USA
United States of America
USAID
United States Agency for International Development
WHO
World Health Organization
47
1.
1.1
INTRODUCTION
Preamble
The Makerere University School of Public Health (MUSPH) started off as the Department of Preventive
Medicine within the Faculty of Medicine, Makerere University College in 1954. The Department
subsequently started the first post-graduate training programme (Diploma in Public Health) in Sub-Saharan
Africa in 1969. In 1974 the Department of Preventive Medicine was re-named “Institute of Public Health”
(here in after referred to as the Institute) but continued to function as a Department of the Faculty of
Medicine. A Master of Public Health programme was launched in 1994 and has since produced over 170
public health graduates.
In 2007 the Institute was made the School of Public Health. The reasons for this were as
follows:
1. To keep in line with other academic institutions in East Africa and the rest of the
world that carry out similar academic activities.
2. The new status is in line with the proposed College of Health Sciences.
3. There has been a rapid expansion of its activities (both training and research)
including hosting the Regional Centre for Quality of Health Care.
The first Makerere University Strategic Plan was drawn up to cover the period 1996/97 –
1998/99. This initial effort was mainly aimed at managing the transformation of the
University from reliance on Government funding and a small student population to
extensive private sponsorship and a much larger student population. Over time the
formulation of strategic plans has become an integral part of all planning centres of the
University.
The formulation of strategic plans at Makerere University entails a participatory bottomup approach where the plans of the constituent units fit into the overall University
strategic framework and are generated through a process involving wide consultations.
Beginning with this plan period, the University has switched to a 10-year timeframe. This
document is therefore in line with the overall Makerere University 10-Year strategic
framework which identified the following strategic directions for the University:
 Teaching and Learning;
 Research and innovations;
 Knowledge generation and transfer through outreach activities;
 Development of effective and efficient quality assurance system underpinned by
quality teaching, research, and outreach services relevant to long term learning
and professional development;
 Improvement of the organization and management function;
 Human resource development;
 Development of the library services;
 Improving the ICT capacity;
 Gender mainstreaming;
 Laboratory services and laboratory education promotion;
 Enhancement of staff and students support services;
 Physical infrastructure planning;
 Resource mobilization and financial management ; and,
48

Internationalisation of the core functions.
1.2
Purpose of this MUSPH Strategic Plan
The Uganda Government developed a National Health Policy in 1999 whose primary aim
was to provide a framework for the delivery of decentralised health services. This
document provides guidance to both the public and private sectors in the provision of
health care by setting priorities and stating preferred approaches. Health Sector Strategic
Plans (HSSP I and II) have been drawn up to operationalise the policy. The HSSPs
identify eleven key health problems called the National Minimum Health Care Package
that account for the greater share of ill health in Uganda. The package consists of the
following eleven elements:
 Control of Communicable Diseases (malaria, STD/HIV/AIDS,TB)
 Integrated Management of Childhood Illness
 Sexual and Reproductive Health and Rights
 Immunisation
 Environmental Health
 Health Education and Promotion
 School Health
 Epidemics and Disaster Prevention, Preparedness, and Response
 Improving Nutrition
 Strengthening Mental Health Services
 Interventions against diseases targeted for elimination/eradication
 Essential clinical care

Clearly most of the causes of morbidity and mortality are preventable and the needed
interventions lie in the realm of public health. The MUSPH is expected to play a crucial
role in the pursuit of the objectives of the HSSP by providing the required expertise. The
2004/2005 MUSPH Annual Report clearly states:
“At MUIPH all cadres of students are made to understand Uganda’s health policy, the
Health Sector Strategic Plan (HSSP) and the Minimum Health Care Package so as to
become better informed about the country’s health and health care system.”
There are other developments in the country and region which have a clear bearing on the
role of MUSPH. These include the following:
 Population displacements due to civil strife;
 Attainment of peace in the Southern Sudan;
 Advent of the East African Community that proposes to bring together into a
political federation the member countries of Kenya, Tanzania, Uganda, Rwanda
and Burundi;
 Emergence and re-emergence of diseases of public health importance e.g.,
HI/AIDS, Ebola, Marburg, and Tuberculosis; and,
 ICT as a technological breakthrough.
49
This 3rd Strategic Plan covering the period 2007/08 – 2017/18 is designed to guide the
work of the School in the implementation of programmes and projects that reposition it to
address public health challenges in the region; and, for soliciting for support. Earlier
plans covered the periods 1996/1997-1998/1999 and 2000/2001-2004/2005.
1.3
Process of developing the Strategic Plan
In line with the University policy, the process of developing the strategic plan 2007/20082017/2018 has been participatory in nature. A committee of 3 MUSPH members of staff
and 2 external consultants was constituted and specifically charged with the task of
drafting the Strategic Plan. The process entailed six steps, namely:
 Review of previous plan (for the 2000/2001-2004/2005 period) and annual
reports;
 Interviews with the MUSPH members of staff;
 A three day consultative workshop with MUSPH staff;
 Drafting the Strategic Plan;
 Revision of the draft based on inputs from stakeholders; and,
 Consideration of the draft plan by the Planning and Development Committee of
the University Governing Council, and incorporation of this committee’s input.
The Strategic Plan has been predicated upon a SWOT analysis and entailed an
examination of the School’s strengths and weaknesses (internal environment) while being
cognisant of the opportunities and threats (external environment).
Appendix I shows the list of participants in the consultative workshop and their
designations.
50
2.
REVIEW OF PERFORMANCE FOR THE 2000/20012004/2005 STRATEGIC PLAN
This section analyses the Institute’s performance during the period 2000/2001-2004/2005
according to the seven strategic objectives set in that plan. This analysis was based on a
review of the annual reports, interviews with members of staff, and the views of
participants at the consultative workshop. The following sub-sections are according to the
various strategic objectives of that plan.
“Increase the stock of resources (human, financial, material and equipment
needed for training)”
The number of members of staff with PhD increased from three in 2001 to eleven in
2006. As of the beginning of the 2006/2007 academic year two (2) were in advanced
stages of study for similar awards. The Institute acquired several types of equipment
during the plan period including computers and LCDs which led to improvements in the
learning/teaching environment. Internet connectivity made access to resources materials
easy for both students and faculty. Wireless internet connectivity was installed towards
the end of 2005/2006.
2.1
A resource centre was established and this eased access to reading materials. The centre
is stocked with textbooks, journals, and papers.
2.2 “Strengthen the field training sites”
All the field training sites were evaluated and appraised during the plan period. All the
eight (8) training sites had been equipped with internet connectivity. The supervisors of
these sites benefited from continuous education through interaction with MUIPH faculty
members and have been supplied with reading materials. In addition, MUIPH sponsored
them to participate in international conferences and short courses.
2.3
“Establish strategic linkages as networks to harness teaching resources and
market the Institute”
MUIPH attained autonomy in 2001 and has since been organised into four departments;
Health Policy Planning and Management; Community Health and Behavioural Science;
Epidemiology and Biostatistics; and Disease Control and Environmental Health. The
Regional Centre for Quality of Health Care was set up in 2001 as a unit within the
Institute. Now, its Director reports directly to the Vice Chancellor.
The Institute forged collaborative links with a wide range of organisations and
institutions both within and outside the country. These arrangements enabled MUIPH
staff to become members of various task forces at the Ministry of Health, Uganda AIDS
Commission, National Environmental Management Authority (NEMA) and several other
agencies involved in public health.
Other partnerships are in the form of collaborative research; training ‘sandwich’ PhDs;
secondment of staff; student exchange visits; and external examinations. Examples of this
type of arrangement include the following:
51

















University of Dar es Salaam;
University of Nairobi;
University of Ghana;
Egerton University;
Moi University;
University of Zimbabwe;
Mbarara University;
University of Cape Town
Johns Hopkins University;
University of Wisconsin;
Tufts University;
University of Alberta;
Institute of Tropical Medicine-Antwerp;
Karolinska Institute;
London School of Hygiene and Tropical Medicine;
University of Leeds; and
University of Bologna.
In addition, MUIPH is part of the Health Economics Network (HEPNET) involving five
countries and through this they share teaching materials. The MUIPH is a member of the
Training Programmes in Epidemiology and Public Health Interventions Network
(TEPHINET) that brings together 32 field-based public health training programmes
around the world. Through this the Institute has benefited from exchange of teaching
materials, continuing quality improvement assessments, and opportunities for trainees to
make presentations at international public health symposia. In addition, the Institute is a
member of the newly established African Field Epidemiology Network (AFENET), an
affiliate of TEPHINET that brings together 5 field-based public health training
programmes in Africa.
However, it should be noted that the establishment of these links has been to a large
extent the result of responding to requests for proposals rather than the prospective
collaborators buying into MUIPH’s proposals. The Consultancy Team carrying out this
review learnt that this approach may have led to a bias towards the more readily fundable
projects at the expense of other public health concerns.
2.4
“Establish a clear research agenda for MUIPH”
The Strategic Plan for 2000/2001 - 2004/2005 called for the establishment of a clear
research agenda for MUIPH. This however was not done. The Consultancy Team learnt
that the idea of drawing up a research agenda for the Institute was to a large extent
undermined by the realisation that the Institute had limited resources. Yet such a
document that lists priority areas of research, the preferred methodologies, and the
expected outputs is necessary to guide the formulation of projects. Nonetheless, the
Institute secured several grant awards as a result of requests for proposals from
prospective sponsors.
52
2.5 “Develop dissemination policy for research findings”
The Plan for the 2000/2001 – 2004/2005 period contained a proposal for the MUIPH to
develop a dissemination policy for research findings. It was envisaged that this would
streamline dissemination and enhance the sharing of research findings.
Although the intended policy was not developed, the Institute has taken steps in this
direction by establishing an interdepartmental committee to address the dissemination of
research findings.
2.6 “Improve the research capacity at the Institute”
Information Resource Centre was established at the Institute and staff and students can
access journals, textbooks, and dissertations. Internet connectivity increased the staff and
students’ access to the various websites and databases. The presence of a
multidisciplinary team on the Institute’s faculty has enhanced the capacity of researchers
to undertake public health research.
The Institute established an Institutional Review Board (IRB) that vets research
proposals, and monitors research progress. This ensures that the research is valuable, the
methodology is sound and efficient, and that it meets ethical standards.
“Improve the MUIPH business management capability for better delivery of
community services”
MUIPH has established a business centre to cater for the needs of both staff and students.
The centre mainly provides secretarial services, photocopying, binding, and fax services.
This has resulted in these services being readily and quickly available at affordable rates.
2.7
2.8 “Monitoring and Evaluation”
The 2000/2001-2004/2005 Strategic Plan contained a strong recommendation regarding
monitoring and evaluation of the implementation of the plan. It recommended the
drawing up of annual plans, periodic monitoring of plan implementation and conducting
an evaluation of the plan.
The Consultancy Team learnt that for a variety of reasons this recommendation was not
pursued in full. Principal among these was the absence of a structure and staff within IPH
assigned to this task. Thus the opportunity for periodic reflection on progress being made
and adopting corrective measures was not realised.
2.9 Achievements in Programmes Development
During the implementation of the 2000/01 – 2004/05 Strategic Plan, the MUIPH re-structured itself in
fundamental ways and introduced new and innovative programmes. In the year 2001, the Institute acquired
autonomy from the Faculty of Medicine with the creation of the four departments of
a) Health Policy, Planning and Management,
b) Epidemiology and Biostatistics,
c) Disease Control and Environmental Health, and
53
d) Community Health and Behavioural Sciences.
An under-graduate Bachelor’s degree programme in Environmental Health Sciences was started in 2001. A
Diploma in Public Health Nursing started in 2002. A new post-graduate training offering Master of Public
Health (MPH) by Distance Education was successfully introduced in 2003 in order to increase
opportunities for graduate level training in Public Health and help meet the overwhelming demand for
Public Health professionals.
54
3.
SITUATION AS AT 2007/08 ACADEMIC YEAR
The School of Public Health along with the schools of Medicine, Nursing and Health
Sciences will constitute the College of Health Sciences under Makerere University. The
School of Public Health will continue to participate in the teaching of undergraduate and
graduate programmes of the Faculty of Medicine. The School will continue to collaborate
in teaching its programmes with staff from the following units of the University: Faculty
of Technology, Faculty of Veterinary Medicine, and Makerere Institute of Social
Research.
3.1
Centres under the MUSPH
The MUSPH has two special centres under its mandate:
3.1.1 Kasangati Health Centre
Kasangati Health Centre located in Wakiso District 14 km North of Kampala on Gayaza Road was set up in
1959 as a model health centre with assistance from Rockefeller Foundation. It serves three major purposes;
a) teaching community health to medical students and other allied staff; b) serving as an operational
research centre in Community Health; c) providing basic health services to the community.
3.1.2 The Regional Centre for Quality of Health Care
The School also hosts a Regional Centre for Quality of Health Care (RCQHC), which is a semiautonomous body with a regional mandate to support improvement in quality of health care. The Centre
serves the countries of East, Central and Southern Africa. It provides leadership in building regional
capacity to improve quality of health care by promoting better practices through networking, strategic
partnerships and education.
The Centre’s activities fall under four categories; a) advocating to improve the quality of
health care in Africa; b) disseminating critical information on better practices and lessons
learned; c) training and education aimed at creating a critical mass of service providers
with the skills to implement quality health care; d) networking to share information,
promote better practices, and support the improved design, management and monitoring
of individual countries’ strategic plans. Specific activities include short courses on
pertinent topics, a post-graduate diploma course in Quality of Health Care, and acting as
a resource centre for providing up-to-date information on critical regional priorities.
1.98.1
1.98.2
3.1.3 Child Health and Development Centre
It is expected that as the School becomes part of the College of Health Sciences, the
Child Health and Development Centre (CHDC), hitherto reporting directly to the Dean
Faculty of Medicine, shall become part of the School. The Centre is charged with
spearheading teaching and research into Social Paediatrics and aspects of Community
Health that affect children.
55
3.2 Existing Motto, Vision and Mission
In 2000 MUIPH held a consultative workshop to formulate its second Strategic Plan which
adopted the following Motto, Vision and Mission.



Motto: Striving for excellence in Public Health Education.
Vision: To be a centre of excellence providing leadership in Public Health.
Mission: To promote the attainment of better health for the people of Uganda
through Public Health training, research and community service with the guiding
principles of; quality, relevance, responsiveness, equity and social justice.
3.3
Current Programmes
The MUSPH continues to develop high quality and sustainable training strategies aimed
at increasing the stock of Public Health officers as well as imparting skills to meet new
challenges, and meeting the demands of the country, the region and the wider
international community. Most MUSPH graduates work at district, and national levels
throughout Uganda, with some working internationally in the region and as far as
Botswana, WHO, Geneva, and Guyana. The MUSPH graduates have played a key role in
running Uganda’s decentralised health system. The following are the programmes
currently running at MUSPH:
3.3.1 Undergraduate Training
The School runs its own undergraduate programmes that include:
 Bachelor of Environmental Health Sciences (BEHS) 3 years
 Diploma in Public Health Nursing (DPHN)
9 months
 Certificate in Health Services Management
6 months
The School continues to service the undergraduate programmes of the Faculty of
Medicine. These are:
 Bachelor of Medicine and Bachelor of Surgery (MBChB)
5 years
 Bachelor of Pharmacy
(BPharm)
4 years
 Bachelor of Science (Nursing)
3 years
 Bachelor of Medical Radiology
3 years
3.3.2 Postgraduate training
Most of the post-graduate training at MUSPH is field-based and in the process, the
trainees provide services to the community. In recognition of the multi-disciplinary
nature of Public Health, MUSPH attempts to take students of diverse professional
backgrounds, and to ensure gender balance. In the recent past students admitted have
included physicians, dentists, nurses, pharmacists, veterinary doctors, biologists, social
scientists, economists, statisticians, and journalists. This has added to the diversity and
breadth of the training at MUSPH. The proportion of female students has steadily grown
over the years.
56
Post-graduate programmes offered by MUSPH are:
 Master of Public Health (MPH) Full time
2 years
 Master of Public Health (MPH) Distance Education
3 years
 Master of Health Services Research
2 years
 Post-graduate Diploma in Quality of Health Care
9 months
 IPH/CDC Fellowship Programme
2 years

The department of HPPM also runs a course in Health Systems Management for all
postgraduate students of the Faculty of Medicine during the recess term
3.3.3 Short Courses
In addition to training of people formally admitted to the university, the MUSPH caters
for middle cadre health staff through teaching short courses and supervising their
research activities. MUSPH offers the following short courses attended by national and
international participants:

Communicating Population and Health Research Findings to Policy
Makers (3 weeks);

Public Health in Complex Emergencies (2 weeks);

Strategic Leadership in Public Health (1 week); and,

Field Epidemiology and Laboratory Management (3 weeks).
3.3.4 Student Enrolment
The annual student enrolment at the MUSPH represents a Full-time Student Equivalent
(FTSE) of 187.4 (see Appendix 2 for details).
3.3.5 Research Programmes
MUSPH has over the last several years evolved a vibrant culture of research, often done
in collaboration with internationally renown academic and research institutions. The
recent and current long-term/major (at least one year) research projects at MUSPH by
department include:
3.3.5.1 Department of Disease Control and Environmental Health (DC&EH)
 Effects of community based anti-retroviral therapy on health systems and
communities in Mukuju, Tororo District.
 Assessing the Volume of Waste Crankcase Oil Generated and its disposal Within
Kampala City.
3.3.5.2 Department of Community Health and Behavioural Sciences (CH&BS)
 Behaviour and social science monitoring of CONRAD phase iii clinical trial of
cellulose sulfate (cs) 6% microbicide gel; this study has since been stopped.
57

The Social and Behavioural Preparedness study, which started in July 2004, to
support the operations of the CONRAD's Phase III Microbicide Clinical Trials in
Uganda has been completed.
 Bridging gaps - bridging gaps between biomedical workers and traditional healers to
fight HIV/AIDS has ended.
3.3.5.3 Department of Health Policy Planning and Management (HPPM)
 Making Health Systems Work for the Poor - started in 2005 under a five-year grant
from Department for International Development (DFID) to examine health systems
and how they can be improved or focused to become pro-poor.
 Information for Development, aimed at supporting districts to use evidence in
planning and management started in 2005.
 Impact of Decentralisation on Reproductive Health Services in Africa. The three-year
multi-country project involving the MUSPH, Nuffield Institute of the University of
Leeds, United Kingdom is funded by the European Union.
 Urine Iodine Study funded by UNICEF was completed and disseminated.
 The Affordability Ladder Programme Study (ALPS) is an ongoing study that aims at
determining how equitably the population is using health services.
 The department has got a SIDA- SAREC grant Phase II and has recruited four new
PhD students.
 HPPM collaborates with the Faculty of Medicine to develop methods for assessment
of health equity in urban settings under a Rockefeller funded Equity Gauge project.
 HPPM in collaboration with partners in Sweden, Belgium, Germany, Burkina Faso
and Tanzania won a new European Union funded grant to start in 2006. The project
(called ARVMAC) will study the health system and population impact of scaling up
antiretroviral treatment for HIV/AIDS in the Iganga/Mayuge DSS area.
 A TDR-funded project to carry out a formative phase of research on the feasibility,
impact and cost-effectiveness of combining home management of malaria with
community management of pneumonia was awarded to HPPM and started in
December 2005.
 The Role of NGOs in Health and Health Care in Tanzania and Uganda (NGOTU).
The research focuses on NGOs roles and relationship with the public sector in
Tanzania and Uganda.
3.3.5.4 Department of Epidemiology and Biostatistics (EPI & BIO)
 The Private Sector Potential (PSP) study sponsored by the Swedish International
Development Agency (SIDA) on how government will contract private not-for-profit
hospitals to deliver health services to civil society.
 Options for ARV use in rural Uganda study looks at how prepared the health system
is to give ARVs at every level of healthcare i.e. from health centre to community
level. The one-year study began in January 2005 and is funded by the Canadian
Institute for Health Research (CIHR).
 A trial, Testing the Effect of Treatment Associates in ARV Treatment has been
approved for funding by CIHR.
3.3.5.5 Regional Centre for Quality of Health Care (RCQHC)
58



Collaborative Research on Critical Issues in the field of Paediatric HIV Infection; (a)
The KIDS-ART-LMIC (Paediatric ART Cohorts in Low Income Countries). This is a
multi-centre, international collaboration that aims at examining issues of children on
ART in Low and Middle Income Countries (LMICs).
In the pipeline are: a) integration of Paediatric HIV care services with PMTCT/MCH
services - pilot project at Mbarara Hospital, Uganda; b) validation of WHO Criteria
for Presumptive Diagnosis of HIV Infection in children < age 18 months in settings
where virilogic tests are not available.
A study of the Active Management of Third Stage of Labour. This is being carried
out in three countries.
In addition to the above institutional research projects, individual members of staff have
other research activities of varying duration.
All post-graduate students of the Institute have to undertake research and write
papers/dissertations as part of the requirements of the study programmes. The student
research projects usually arise from real life problems identified in the districts or
national programmes. The staff is involved in the student's research by way of
supervising, guiding and mentoring them.
3.3.6 Community Service Programmes
The MUSPH has developed and conducted various short courses for district and hospital
management staff. The short courses for district based personnel are; Planning and
Budgeting, Personnel Management, Quality Improvement, Costing of Health Services,
Monitoring and Evaluation. These courses are usually conducted in the districts on
request. In addition, there are two international courses offered: Public Health in
Complex Emergencies and Communicating Health and Population Research Findings to
Policy-makers. The short courses last from 2 – 3 weeks.
The MPH students participate together with the Ministry of Health in disease outbreak
investigations and control, as well as disease surveillance activities. The students in the
Fellowship Programme for HIV/AIDS directly participate in providing and managing
HIV/AIDS programmes in their host institutions. Through their programmatic activities,
documentaries of activities in the host institutions have been made and presented to the
general public in print and electronic media.
59
4.
VISION, MISSION AND SWOT ANALYSIS
4.1 The Vision
The School of Public Health Vision is retained as:
“To be a centre of excellence providing leadership in Public Health”
4.2 The Mission
Recognizing that the School serves not only local communities but also the international
community, it adopted the following mission statement:
“To promote the attainment of better health for the people of Uganda and beyond
through Public Health Training, Research and Community service, with the guiding
principles of Quality, Relevance, Responsiveness, Equity and Social Justice”.
The Values to be cherished and upheld at all times are;
 Integrity;
 Openness; and,
 Team Spirit.
The School will therefore aim at producing high quality graduates with skills relevant to
the public health needs of society; responsive to prevailing and changing situations; and,
promote equity and social justice in public health practice.
4.3 SWOT Analysis
To assess the capacity of the School to realize its vision of becoming a centre of
excellence, a review of the past and present position of the School was conducted. This
revealed its institutional strengths and weaknesses. Environmental scanning was also
carried out with a view to identifying any external strategic opportunities and risks/threats
that are likely to impact on the realization of the goals of the School. This process, also
referred to as a SWOT analysis, yielded the results presented below.
4.3.1 Internal Capacity Assessment
The following sub-sections present the findings of an assessment of the School’s internal
capacity.
4.3.1.1 Institutional Strengths
Qualified staff with high sense of commitment to work
The teaching and non-teaching staff of the School are well qualified, and have always
shown commitment to work. This has enabled the School to remain in the forefront of
public health training, research and community service. Moreover, a good number of the
staff are in the middle age group and will continue to support the School for some time to
60
come. The diversity of the staff backgrounds gives the School a good mix of multidisciplinary expertise in keeping with the multi-sectoral nature of public health.
Strong Track Record
Since its early days the School has maintained good performance. It has trained
specialists in the areas such as Epidemiology, Health Policy and Management, Maternal
and Child Health, Disease Control, and Health Promotion. The Training/ Academic
programmes offered by the School are demand driven and oriented to real needs of
society. Graduates of the institute are working in the country and various parts of the
world. This has earned the School a well deserved reputation in Uganda, the region and
internationally.
Smooth transition of leadership and dynamism
MUSPH has had a culture of smooth transition of its leadership which has guaranteed
stability and continuity. This has enabled the Institute to grow smoothly into a School.
Dynamism has been promoted in the leadership to the extent that the institution’s change
of status from a small department of the Faculty of Medicine to the level of a school in a
spell of only two decades.
Autonomy
In the last plan period, the Institute attained an autonomous status operating at the level of
a faculty with four departments and its Director reporting directly to the Vice Chancellor.
This was noted as strength in its ability to grow and develop that has seen it become an
autonomous School of Public Health in 2007. This presents an opportunity for
innovation, and further growth and development of its constituent entities.
Collaborations and Linkages
A number of collaborative linkages are in place with national and international
organizations and institutions. MUSPH has over the years worked with the Ministry of
Health and other government agencies such as: Central Public Health Laboratory
(CPHL), Kampala City Council, National Environment Management Authority (NEMA),
Uganda National Health and Research Organisation (UNHRO), Uganda AIDS
Commission (UAC) in training, research and community service especially in the areas of
disease control, Reproductive Health, HIV/AIDS, malaria, TB, health policy
development and health systems development.
There are strong training, research and external examination collaborations with
renowned institutions. For example, the School is already engaged in joint PhD training
(sandwich) programmes with the Karolinska Institute. There are existing MOUs with
Johns Hopkins, Karolinska Institute and ITM Antwerp. These MOUs provide for student
and staff exchange, credit transfer between these institutions and the School, and award
of PhD joint degrees for the case of the Karolinska Institute. The School will further seek
to strengthen and increase collaborative linkages in research, exchange of staff and
students and development of new programs.
61
Availability of support systems
Basic facilities exist for the School to carry out its operations. These include the building
that houses the School, ICT facilities, a resource centre and transport facilities. All staff
offices are equipped with computers, while students have access to computers in the
computer laboratory. Both staff and students have access to a high speed local area
network, and wireless internet. The computer laboratory has enough computers for the
space available (see appendix 4 for details).
Relevant Public Health reference books and journals are available as hard copy in the
School’s resource centre, and via on-line resources like HINARI.
4.3.1.2 Institutional Weaknesses
Staff with PhD degrees
While the number of academic staff who hold PhD degrees in various fields in the school
increased a great deal over the 2000/01-2004/05 plan period (from 3 to 11), the desired
target (42) is a long way from being attained.
Number of Training Programmes
The School runs a limited number of training programmes, and growth in the number of
programmes has been rather slow. There are only two postgraduate programmes namely
the Master of Public Health –residential/full time; and Master of Public Health –Distance
learning. The Bachelor of Environmental Health Science is the only under-graduate
degree programme while there is one diploma programme in Public Health Nursing.
A number of short courses are being conducted but are neither accredited nor credited
yet. This is a disincentive to a number of prospective clients who would prefer to
undertake credited courses
Physical Space
Space is a big limiting factor that poses a major challenge to the growth of the School in a
number of aspects. Lecture rooms, laboratory space, students’ workrooms and office
space are extremely limited. This has affected growth of programmes/activities due to
overcrowding/congestion in the lecture rooms, laboratories and offices.
Publication and Dissemination
A good amount of research is being carried out in the School but the level of
dissemination through peer reviewed journals remains relatively low.
Gender Mainstreaming
While gender mainstreaming is a university policy, the process has been rather slow. This
is probably attributable to the limited pool of qualified and interested females to draw
from.
Disability issues
62
The current infrastructure at the School has no provision for easy access for the disabled;
lack of space and funds are limiting factors.
Collaboration with the Private sector
There is little formal collaboration between the School and the private sector even though
it is recognised that the private sector is becoming a major player in Uganda’s liberalized
economy.
Research and Consultancy
Institutional guidelines for research activities in the institute/school are still weak. Most
research projects arise from individual staff and external funding initiatives. The School
has not had an institutional research agenda to guide its research activities. Likewise,
most consultancies have mainly been done by staff at individual level rather than
institutional.
4.3.2 External Environment
In this section the School’s external environment is presented.
4.3.2.1 Opportunities
The demand for programmes by Ugandan and International Clients
There is an increasing demand for the programmes of the School from within the
country and region. The proposed East African Federation, and the returning peace
in Sudan, Rwanda, Burundi and the Congo DRC are great opportunities for mounting
more programmes and also expanding the current capacities. The high demand for
short courses in public health from many players namely: district officials, policy
makers, health programme managers and NGOs also adds to this opportunity
Use of modern ICT in Uganda and Distance Education
Advances in ICT especially computers have enhanced the rapidity with which public
health professionals can investigate and respond to health events. Generally Uganda and
the region at large are experiencing increasing use of the modern ICT in education,
learning and other fields. The Master of Public Health-Distance programme stands at an
advantageous position to benefit from this. Furthermore the school can easily launch
more programmes to be delivered through the Open and Distance Learning and Elearning mode given that there is a growing need for open learning methods.
Use of Rapid Diagnostic Tests
The availability of Rapid Diagnostic Tests for malaria, HIV, Meningococal Meningitis
and other diseases now enable tests to be undertaken in the field in as short a time as
possible enabling the timely implementation of disease prevention and control measures.
The School will take advantage of these innovations for carrying out its mandate of
community service including outbreak investigation. The School will undertake field
research to validate, and improve on these techniques.
63
Competitive Environment
The competitive environment arising from the government policy of liberalization of the
education system has created opportunity for innovations by the Institute to meet the
training needs of public health professionals for the service of society. The Institute has a
competitive edge in its areas of competence to therefore make various offers in training,
research and consultancy services. In addition, there are a lot of areas in public health
requiring intervention, which give opportunity for research and consultancy.
Donors and collaborators
There is still good will from development partners to support public health programmes
in Uganda.
4.3.2.2 Threats
Competing Demands for Government Resources
There are many competing demands for government resources. As a result, resource
flows from the Government to the public institutions remain meagre.
Poverty in the communities
Persistent poverty in the communities undermines their ability to sponsor candidates for
study, as they are unable to afford the cost of the programmes.
National Crises
Insurgency in parts of the country has precluded research and community service in the
affected areas. Uganda is currently experiencing a national power crisis, which is posing
a serious challenge to many programmes in the country. The universities and MUSPH for
that matter is not an exception. It is more of a problem given the trend towards greater
use of ICT.
Terms of service
The remuneration levels offered by the University are not competitive in the job market.
This makes it difficult to attract and retain staff.
64
5.
STRATEGIC AREAS OF FOCUS
The review processes and the SWOT analysis identified key strategic areas for attention
during the plan period 2007/08 – 2017/18. These strategic foci have been grouped into
three broader areas namely: Training, Research, and Community Service/
Consultancy. Under each of the broad strategic areas of focus, goals and strategic
objectives are identified and strategic solutions proposed.
In addition, the following crosscutting issues were identified that will be taken into
account in the implementation of the strategic plan:
Gender Mainstreaming
MUSPH intends to use the plan period 2007/08 – 2017/18 for pursuit of its mission while
ensuring gender mainstreaming in all the programmes/processes. Efforts will therefore be
geared towards bringing about a fair balance (target of 50% male:female ratio of equally
qualified persons) between the participation of women and men in the activities of
MUSPH.
Quality Assurance
During this plan period, the School will put more emphasis on institutionalizing Quality
Assurance in all its programmes. The School will seek accreditation for some of its
programmes through mechanisms like the Leadership in Public Health for East Africa
(LIPHEA). There are existing Memoranda of Understanding (MOUs) and sandwich
programmes with leading institutions in public health like the Karolinska Institute, Johns
Hopkins University, and the Institute of Tropical Medicine at Antwerp. The School will
take full advantage of these collaborative linkages to assure the quality of its own
programmes. Indeed, external examiners are part of this quality assurance process as they
provide an indication on the performance of graduates vis a vis other programmes in the
region.
Collaboration and Networking
It is the view of the faculty of the School that to achieve the best results in the modern
times requires interactive and participatory approaches involving different stakeholders.
In order therefore to strengthen its Training, Research and Community Service mandate,
the School will continue to forge collaborative linkages and networking with national and
international institutions including the Private Sector.
The School is already engaged in joint PhD training (sandwich) programmes with the
Karolinska Institute. There are existing MOUs with Johns Hopkins, Karolinska Institute
and ITM Antwerp. These MOUs provide for student and staff exchange, credit transfer
between these institutions and the school, and award of PhD joint degrees for the case of
the Karolinska Institute. This assists the School in the internationalisation of its
programmes.
65
5.1 Goals, Strategic Objectives, Strategies and Outputs by Area of Focus
These Goals, Strategic Objectives, Strategies and Outputs are for the first five years of
this Strategic Plan.
5.1.1 Training
Under this area of focus, the goal is to increase the number and enhance the quality of
training programmes offered at the School of Public Health
Strategic Objective
To improve the quality of
existing programmes
Strategies
 Review the content
and delivery of all
existing programmes
 Establish a quality
assurance system for
all programmes
 Conduct periodic
external review of
programmes
To develop new
 Conduct a needs
programmes to meet the
assessment for PH
changing public health
training
needs
 Develop demand
driven programmes
To expand the scope of
 Develop at least 2
short courses offered
short courses per
department
To increase the number of
 Orient members of
participants in short
staff to conduct short
courses
courses
 Develop materials for
short courses
 Advertise short
courses
Outputs
 Revised curricula and
delivery methods
 A quality assurance
system in plane
 Lessons from
external reviews
incorporated into the
quality assurance
system
 Needs assessment
conducted
 New programmes
developed

Short courses offered


Staff oriented
Participants trained
66
5.1.2 Research
Under this area of focus, the goal is to expand the scope and improve the quality of
research. This will be guided by an institutional research focus that includes the
following: Communicable and Non-communicable diseases (TB, HIV/AIDS, Malaria,
Diseases of lifestyle); Public Health emergencies; and health systems development (see
appendix 7).
Strategic Objective
To improve the research
capacity of the MUSPH
To expand the scope of
research done in the
MUSPH
To provide evidence
based information for
guiding health systems
development
Strategies
Outputs
 Formulate a research
 Research policy
policy for the MUSPH
formulated
 Network with other
 Research networks
organizations
established
 Training staff in
 Staff trained in
advanced research
research methods
methods
 Develop research
 Research framework
framework with
developed
emphasis on
 Staff recruited and
innovative research
trained
 Recruit and train staff
 Modern laboratory set
in specialised research
up
areas
 Set up a biomedical
laboratory
 Research and
 Research done
innovations in health
 Research findings
systems
disseminated
 Wide dissemination of
 Contribution of
research findings
research findings to
 Lobby for translation
help health policy
of research findings
formulation
into policy
 Inventory of
annotated research
 Periodic review of
research work
work
67
5.1.3 Community Service Including Consultancy
Under this area of focus, there are two (2) goals:
The first goal is to promote the use of evidence for health policy and system
development and practice
Strategic
Objective
To increase the
level of
participation of
MUSPH in topical
national and
international issues
of Public Health
concern
To increase the
volume and quality
of publications
Strategies





Outputs
Develop a
Communication Strategy
Diversify channels of
communication on
topical issues to use
broadcast, electronic and
print media)
Produce position papers
To participate in key
national fora

Use of conferences,
seminar series/journal
clubs, peer reviewed
journals






To increase
participation in
responding to
public health
emergencies.




Participating in
disease surveillance
Participation in
outbreak
investigations
Dissemination of
findings
Training response
teams for public
health emergencies
Communication strategy
developed
Position papers
produced
Dissemination events
held/conducted through
different channels
Staff participating in key
national fora (e.g., UAC,
NEMA, Macroeconomics and Health,
etc)
Seminars/journal clubs
held
Abstracts presented in
national and
international meetings
Articles published in
peer-reviewed journals
 Surveillance
activities carried out
 Outbreaks
investigated
 Response teams
trained
68
The second goal is to strengthen and institutionalise consultancy at the Institute of
Public Health
Strategic Objective
To increase the volume
and quality of
consultancy work at
MUSPH
Strategies
 Establish
institutional
guidelines for
provision of
consultancy services
 Establish a
consultancy firm
 Establish
consultancy linkages
and collaboration
 Publicise services
Outputs
 Guidelines for
consultancy service
provision developed
 Consultancy firm
established
 Linkages formed
 Services publicised
6.
RESOURCES AND ARRANGEMENTS FOR
IMPLEMENTATION OF
THE STRATEGIC PLAN
Under this section, is a presentation of the goals, objectives and strategies to increase
available resources and diversify funding sources at MUSPH to the level that is required
to ensure the successful implementation of this Strategic Plan over the plan period
2007/08 to 2017/18.
6.1 Resources for Implementation of the Strategic Plan
This sub-section describes the resources that will be required for the implementation of
the Strategic Plan.
6.1.1 Staff (Human Resources)
Goal: To ensure adequate and productive staff in the Institute
Strategic
Strategies
Outputs
objectives
To increase the
 Recruit qualified staff
 Number of additional
staffing levels
through the Appointments
staff recruited
Board
 Gender balance
maintained
 Writing grants with staff
positions
 Maintaining gender balance
To increase the
 Facilitate further training for
 Additional staff on PhD
number of staff
staff e.g. for PhD
training
with
 Recruit staff with PhDs
 Additional staff with
appropriate
PhD
qualifications
69
Strategic
objectives
To ensure
gender balance
in staffing
To improve
staff retention
Strategies




To increase
staff
productivity





Outputs
Target a 50% male to female
gender balance based on
qualification
Mentoring of young faculty
members by seniors
Promote deserving staff
Motivate staff through staff
development e.g. training,
promotions, awards,
appreciation letters and
recognition
Increase staff remuneration
Facilitate grant writing
Facilitate publication
Regular staff appraisal
Adopt innovative teaching
methods

Gender balance attained



Staff promoted
Pool of staff retained
Staff turnover at
MUSPH
Increased remuneration
package
Collaborative projects






Staff to student ratio
Teaching hours per staff
New grants
Abstracts, journal
articles, papers by
members of staff
In the development of its staff, the School will work closely with the Department of
Planning and Development (PDD) of Makerere University to identify resources and
appropriate training institutions.
1.98.3
6.1.2 Space and Facilities
Goal 1: To expand space and facilities for the School of Public Health
Strategic
Strategies
Objectives
To ensure adequate
 Mobilise funds
teaching, research,
 Acquire land
and office space at
 Construct a modern complex
the School
to house the School
To improve the
 Expand the existing space
learning and
 Rehabilitate/renovate and
training
restructure the existing
environment and
building to include rumps
make disability
 Maintain the existing facilities
friendly/ accessible
regularly
to all
 Mobilise funds for the required
equipment/furniture
 Acquire the required
equipment/furniture
Outputs



Land Acquired
Funding obtained
Complex in place

Additional space
available
Space renovated
Building
maintained
Funds mobilised
Equipment /
furniture acquired




70
Strategic
Objectives
To enhance
transport facilities
to meet
institutional needs
Strategies

Outputs

Maintain the available fleet of
vehicles
Mobilise resources for new
vehicles


Vehicle fleet
maintained
New vehicles
acquired
Goal 2: To consolidate and promote the use of ICT in the MUSPH
Strategic
Objectives
To increase the use
of ICT in the
operational
activities of the
MUSPH.
To develop
capacity for the
maintenance of
ICT system in the
MUSPH.
1.98.4
Strategies

Outputs

Install internet connectivity
at all the training sites
Train staff and students in
the use of ICT
Diversify the ICT facilities
Recruit staff to maintain the
ICT system
ICT committee to monitor
the maintenance and repair
of the system








Internet connected to
all the sites
Staff and students
trained in the use of
ICT
Staff recruited for
maintenance
Equipment well
maintained
Committee in place
and facilitated
6.1.3 Financial Resources
Goal: To strengthen the financial resource capacity of the School of Public Health
Strategic
Objectives
To increase the
financial resources
mobilised for the
MUSPH.
Strategies




To enhance the
internal income
generation capacity
of MUSPH.


Outputs
Submit annual budgets
to the university
Lobby with the
university, government,
donors and private
sector
Write fundable projects
Initiate fundraising
drives


Develop private
sponsored programmes
especially short courses
Develop and expand
income generating






Annual budgets
Lobbying visits /
meetings
Fundable projects
developed and submitted
to donors , govt and
private sector for
funding
Fundraising activities
carried out
Private programmes
implemented
Projects initiated
Alumni support
Income generating
71
Strategic
Objectives
Strategies


To maintain efficient
and accountable
management of
financial resources



projects
Encourage the alumni
to support projects
Market income
generating services
Spend according to
budgeted activities
Account for funds in
good time
Follow established
requisitioning and
approval procedures
Outputs
services marketed



All spending backed by
budget lines
Timely accountabilities
Requisitions made
according to procedural
guidelines
72
6.2
Institutional Organization and Management
Under this section is a presentation of the plan to strengthen institutional organization and
management at the School. The School will endeavour to help its students find support
for their dissertations from donors, the private sector and other organizations.
Goal: To strengthen management systems
Strategic Objectives
To strengthen the
management systems
To review management
systems
Strategies
 Develop guidelines for
effective operations of
the MUSPH
 Integrate academic
units
 Needs assessment
 Develop a new
management structure
To enhance student
welfare

Maintain stability of
management at the
School

Recommend students
to donors for
dissertation funds
Adhere to smooth
periodic leadership
change of the School
and its departments as
per University
regulation
Outputs
 Guidelines developed
 Academic units
integrated




Needs assessment
conducted
New structure
established
Student dissertations
funded
Stable, coherent
management of the
School and its
departments
6.3 Plan Implementation
Costed annual work plans, including timelines will be developed.
6.4 Monitoring and Evaluation of the Strategic Plan
The following Monitoring and Evaluation mechanisms will be employed to ensure the
timely and effective implementation of the Strategic Plan.
a) Both internal and external evaluation will be carried out. Internal evaluation will
be done by the institution while the external evaluation will be carried out by
hired consultant(s).
b) A Strategic Plan Implementation, Monitoring and Evaluation Team (SPIMET)
will be put in place. The Management of the institution will identify and appoint
the SPIMET in good time in any case not later than the 2007/08 academic year.
73
c) The SPIMET will use guidelines to be given by the Management of the School
and will carry out regular biannually monitoring and produce reports.
d) There will be mid term internal evaluation carried out. The set goals and
objectives that will not have been achieved during the first 5 years will be rolled
into the next 5 years if deemed still relevant.
e) A one time Evaluation by external evaluators will be carried out at the end of the
plan period and a report will be submitted to Management and the Board for
guiding the way forward there after.
7. Indicative Strategic Focus beyond the initial 5-year Period
These indicative areas presuppose that the School will achieve its plans for the 1st 5-year
period, and hence build on those achievements. This section will be sub-divided into the
3 thematic areas: training, research and community service
1 - A well equipped lab for disease surveillance, diagnosis and research. A P3 Laboratory
with capacity for molecular biology, and vaccine development will be established. This
laboratory will cater for the country and region. Development of human resource capacity
to go along with this will be required.
2 – Work with the Faculties of Agriculture and Veterinary Medicine to address the
growing challenge of Zoonotic diseases like Avian Influenza.
3 – Increase efforts in Public Health Advocacy: whenever there is a topical issue in the
country, the School needs to identify its key expert to respond on behalf of the school. In
addition the school needs to be actively involved in the areas of disease prevention, and
health promotion.
4 – Expand specialized training e.g., specialized MPH, structured PhD programme,
DrPH, Fellowships.
5 - Nurture the growth and development of the different departments
within the School. For example, to have the department of
Epidemiology and Biostatistics evolve into two departments of
Epidemiology, and Biostatistics.
6 – Maintain a healthy balance between teaching and research.
7 – Given the number of new universities coming up in Uganda, the
School will reposition itself to focus on offering graduate training.
74
APPENDICES
Appendix 1:
List of Participants for the MUSPH Strategic
Planning Workshop Held at the Imperial Botanical Beach Hotel Entebbe 24th
– 26th August 2006
Facilitators:
1. Mr. Asaf Adebua, External Consultant and Chairperson
2. Mr. David Mukanga, Internal Consultant/Team Secretary
3. Dr. Emmanuel Sekatawa, External Consultant
4. Dr. Olico-Okui, Internal Consultant
5. Dr. George William Pariyo, Internal Consultant
Participants:
No
Name
1
Prof. David Serwadda
2
Dr. William Bazeyo
3
Dr. Christine Zirabamuzaale
4
Dr. Margaret Muganwa
5
Ms. Imelda Zimbe
6
Dr. Freddie Sengooba
7
Dr. Christopher Garimoi-Orach
8
Dr. Robinah Najjemba
9
Mr. Lynn Atuyambe
10
Dr. Juliet Babirye
11
Dr. John Sempebwa
12
Dr. David Guwattude
13
14
Dr. Elizabeth Nabiwemba
Dr. Fred Nuwaha
15
16
17
18
19
20
21
22
23
Mr. Michael Oryema Lalobo
Mr. Tom Mwebesa
Mr. Simon Kasasa
Dr. Roy William Mayega
Dr. Sebastian Baine
Dr. Elizeus Rutebemberwa
Dr. Elizabeth Ekirapa
Dr. Wamuyu Maina
Prof. Fred Wabwire-Mangen
Designation
Director, MUIPH
Deputy Director, MUIPH
Senior Lecturer and Head Dep’t of CH&BS
Lecturer
Social Worker
Lecturer
Assistant Lecturer
Research Fellow
Assistant Lecturer
Assistant Lecturer
Lecturer
Lecturer, and Head Dep’t of Epidemiology
and Biostatistics
Assistant Lecturer
Senior Lecturer, and Head Dep’t of Disease
Control and Environmental Health
Senior Lecturer
Honorary Lecturer
Assistant Lecturer
Research Fellow
Lecturer
Research Fellow
Research Fellow
IPH-CDC HIV/AIDS Fellowship Programme
Associate Professor
Secretariat:
6. Ms. Angella Nanyanzi
7. Ms. Josephine Adikini
75
1.99 Appendix 2:
Annual Student Enrolment
The annual student enrolment for these programmes is estimated as in the following
table:
Course
No. of students
Master of Public Health
50
Master of Public Health
140
(DE)
Serviced courses:
MBChB
320
B.Pharmacy
10
BSc Nursing
15
MMed
(Paediatrics,
Surgery, Medicine)
Total FTSE*
*FTSE - Full Time Student Equivalent
Total Contact
Hours
2165
MUSPH
Contact Hours
2165
FTSE
4050
1350
1000
1289
80
140
101.8
1.0
2.1
60.0
187.4
76
1.100 Appendix 3: Staffing Position by Department
Department of Disease Control and Environmental Health
Post/Title
Establishment
In
PhD
Masters
post
(MSc/MPH/MMed)
Professor
1
Associate Professor
2
1
1
Senior Lecturer
3
3
1
2
Lecturer
4
3
2
1
Assistant Lecturer
4
2
2
Totals
14
9
3
6
Department of Community Health and Behavioural Sciences
Post/Title
Establishment
In
PhD
Masters
post
(MSc/MPH/MMed)
Professor
1
Associate Professor
2
1
1
Senior Lecturer
3
1
1
Lecturer
4
0
Assistant Lecturer
4
3
3
Totals
14
5
0
5
Department of Health Policy Planning and Management
Post/Title
Establishment
In
PhD
Masters
post
(MSc/MPH/MMed)
Professor
1
Visiting Professor
1
1
Associate Professor
2
Senior Lecturer
3
1
1
Lecturer
4
2
1
1
Assistant Lecturer
4
1
1
Totals
14
5
3
2
Department of Epidemiology and Biostatistics
Post/Title
Establishment
In
post
Professor
1
Associate Professor
2
2
Senior Lecturer
4
1
Lecturer
4
2
Assistant Lecturer
3
2
Teaching Assistants
1
2
Totals
15
9
PhD
12
3
MBChB/MD
-
-
MBChB/MD
-
-
MBChB/MD
-
-
Masters
(MSc/MPH/MMed)
1
1
MBChB/MD
2
1
5
1
1
-
77
Technical and Administrative Staff
a) Technical:
Title of Post
Chief Technician
Health Educator
Epidemiology Assistant
Health Visitor
Nursing Sister
Administrative Secretary
Health Inspector
Social Worker
Senior Laboratory Technician
Technicians
Total
Establishment
1
2
2
2
2
1
1
1
1
3
16
Filled
1
1
1
1
1
1
1
7
b) Administrative and support staff:
Title of Post
Establishment
Administrator
1
Personal Secretary
1
Secretary
1
Stenographer
3
Copy Typist
2
Laboratory Assistant
1
Records Clerk
1
Machine Operator
3
Laboratory Attendant
1
Field Assistant
1
Total
15
Filled
1
1
1
1
3
8
c) Group Employees:
Title of Post
Sanitary Cleaner
Cleaners
Drivers
Messenger
Demographic scout
Groundsmen
Watchmen
Nursing Aides
Total
Filled
1
3
2
1
3
3
8
21
Establishment
1
6
5
1
1
3
3
8
28
78
1.101 Appendix 4: Physical Facilities
Buildings
The MUSPH currently owns and is housed in the following physical facilities:
Laboratories
2
Lecture rooms/theatres
6
Offices and other rooms
30
Health Centre (Kasangati)
1
The Regional Centre for Quality of Health Care (RCQoHC) is part of the MUSPH but is
currently housed in buildings made available by the Department of Physiology. In
addition to facilities actually run by MUSPH itself, there are a number of affiliate centres
which house MUSPH programmes and activities on a mutually agreed basis. These
include:
 Kasangati Health Centre – jointly run by MUSPH and Wakiso District, located 14 km
from Kampala on Gayaza Road, used for community health clerkship.
 Buikwe Health Centre - for practical training in community health clerkship owned
by Mukono District (70 km from Kampala, off Jinja Road).
 Mpigi Health Centre – for practical training in community clerkship owned by Mpigi
District (32 km from Kampala on Masaka Road).
 Field training sites for MPH programme at District Health Offices in Arua, Hoima,
Jinja, Kabarole, Iganga, Busia, Kampala, Kumi, Mukono, Rakai, Rukungiri, and
Tororo.
Equipment and Vehicle Stock as at August 2006
Item
Number
Computers
Printers
Photocopiers
Telephone external lines
Telephone intercom system
Fax Machines
Laboratory equipment
Vehicles
Overhead projectors
Slide projectors
LCD projector
Video camera
Binding machine
32
11
3
7
1
1
Assorted
9
1
2
2
1
1
Estimated Current Value
(US $)
32,000
5,500
26,000
700
6,000
1,500
12,000
116,000
2,000
2,500
4,000
700
500
79
1.102 Appendix 5: Financial Resources
The main sources of funding for day to day activities of MUSPH are:
 Government of Uganda - payroll of staff, maintenance of facilities, support for
research and dissemination in districts
 The Rockefeller Foundation - mainly to MPH programme core activities but also
general logistical support and scholarship support to MPH students
 USAID - mainly to research activities (e.g., currently for IMCI), HIV/AIDS (e.g.,
LIFE initiative) or support through CDC - Atlanta for disease surveillance
 UNICEF - mainly for UNICEF/GOU country programme implementation, some
research
 WHO - technical support for research, occasional scholarships to students
 UNDP - mainly support to HIV/AIDS research (from UNAIDS)
 European Union - mainly support to research through North - South linkages
Other sources of funding are:
 Fee paying students
 Consultancy services by members of staff
80
1.103 Appendix 6: Projected Student Enrolment 2006/7 –2010/11
PROGRAMME
2006/07 2007/08 2008/09 2009/10 2010/11 Total
1.103.1
MBChB
Dip. Quality of Health Care
B. Environ. Health Sciences
Master of Public Health (Full
time)
Master of Public Health (DE)
Msc Health Services
Research
PhD
10
65
30
10
65
30
10
65
30
10
65
30
10
65
30
50
120
35
30
12
30
12
30
12
30
12
155
48
4
2
2
2
2
12
Appendix 7: Research Foci by Department
Department of Epidemiology and Biostatistics
1) HIV/AIDS, Tuberculosis and Malaria within the framework of the national health
priorities. Specifically:
a) Epidemiology of these diseases in the country
b) Identification and characterization of risk factors for these infections
c) Evaluation of various interventions to mitigate the effect of these infections,
including, but not limited to, vaccine research, theoretical evaluations using
modelling
2) Surveillance of emerging new and existing infections
3) Building capacity and supporting epidemic outbreak investigations
4) Using the expertise within the department to work together and/or supporting the
Ministry of Health to meet the national health priorities
Department of Disease Control and Environmental Health
1) Prevention and control of communicable and non-communicable diseases
a) Malaria
b) Tuberculosis
c) HIV/AIDS/STDs
d) Schistosomiasis
e) Onchocerciasis
2) Environmental Health
a) Water safety
b) Sanitation
c) Occupation disease
Department of Community Health and Behavioural Sciences
81
1. Reproductive Health
a) Unmet reproductive health needs
b) Maternal morbidity and mortality
2. Nutrition
a) Nutrition and HIV/AIDS
b) Studies on growth velocities in Uganda and factors that enhance growth. Specific
focus on milk and IGF-1 and how they affect growth in Ugandan children
c) Studies on planning and implementation of nutrition programmes in the health sector
in Uganda
3. Behavioural Sciences
a) Impact of health promotion strategies on communities/adolescents
b) Magnitude and current actions on chronic diseases in Uganda
4. Public Health Emergencies
a) Effects of warfare on sexual and reproductive health
b) Health services organization in emergency and post emergency settings
Department of Health Policy, Planning and Management
The Department is conscious of the need for keeping within the area of specialization of
its members in the discipline of health systems where we have comparative advantage.
The types of priority research that is on-going or that will be engaged fall under 3 broad
categories; a) generation of new knowledge to existing problems; b) finding solutions to
new problems; c) to find out why existing solutions to known problems are not working.
Consensus emerged on the following priority areas which could be considered to form
our HPPM research agenda:
 Decentralization of health systems and Sector Wide Approach.
 HIV/AIDS policy formulation and analysis.
 Health Programme evaluation.
 Health policy development.
 Health information for development.
 Public private partnership for health.
 Hospital autonomy and new public management.
 Health systems development and strengthening.
 Performance based contracting for health care delivery.
 Equity in health.
 Health Financing.
 Human Resources for Health.
 Integration of control of priority health problems into existing health systems.
82
Faculty of Veterinary Medicine
Strategic plan: 2007-2018
Repositioning the Faculty of Veterinary Medicine to address
Uganda’s Development Challenges in the 21st Century
A paradigm shift from a mono-degree to a multi-degree and
multi-function educational & organizational model; addressing
holistic veterinary and allied science education rather than
veterinary medical education alone
July 2007
83
LIST OF ACRONYMS
BAPTM
BBLT
BVM
DICTS
FTE
FVM
ICT
KPI
MUARIK
MSI
NCHE
NEPAD
ODeL
QA
SWOT
UN
UOTIA
WHM
Bachelor of Animal Production Technology and Management
Bachelor of Biomedical Laboratory Technology
Bachelor of Veterinary Medicine
Directorate of Information Communication Support
Full Time equivalent
Faculty of Veterinary Medicine
Information and Communication Technology
Key Performance Indicators
Makerere University Agricultural |Research Institute Kabanyolo
Millennium Science Initiative
National Council for Higher Education
New Partnership for African Development
Open and Distance e–Learning
Quality Assurance
Strength/Weaknesses/Opportunities and Threats
United Nations
Universities and Other Tertiary Institutions Act
Wildlife Health and Management
i
FOREWORD
The outgoing Strategic Plan 2000/2001-2006/7 enabled the faculty to harness synergies
that have ensured the successful implementation of various strategic initiatives in the
domains of teaching and learning, research and outreach output. The successor
Strategic Plan, however, aims at repositioning the Faculty to meet emerging
developmental challenges.
The successful formulation of the Strategic Plan for the period 2007/8-2017/18
constitutes a critical step forward in the transformation of the faculty. During the
preparation and formulation of this plan, an all-inclusive and consultative approach was
adopted.
The Strategic plan articulates the vision, the mission, the goals and core values of the
faculty. It also sets out the broad parameters which will serve as a guideline to the
faculty and its departments.
I take this opportunity to thank all those who were involved in the generation of ideas
upon which this Strategic Plan has been constructed.
I also wish to thank, in a special way, all those who delivered papers and painstakingly
chaired sessions at the retreat.
To the Heads of Departments, Academic and Support staff, the formulation of this plan
is just the initial step. The challenge to actualise this plan lies squarely on your
shoulders.
Last but not least, I would like to commend the Strategic Planning Committee (the
Facilitators and Synthesis group) of the Faculty for all the effort expended in steering the
strategic planning process and weaving together this Strategic Plan.
We Build for the Future.
Associate Professor Dr. Kabasa John David
DEAN
2
Background – Faculty Circumstances
1.1.
Corporate history of the Faculty of Veterinary Medicine (FVM)
The FVM, by far the oldest and leading veterinary institution in the region is Uganda’s
number one pillar in Animal Sector education and competence development. The FVM
started way back in 1922 as a certificate and diploma training school under British
colonial rule. With a growing demand for degree veterinarians under government-led
economies of the 1960s and 70s, the certificate and diploma school at Makerere was
upgraded into the Makerere University Faculty of veterinary medicine in 1971 with the
primary aim of producing quality veterinary degree graduates to serve in the state
sponsored veterinary departments, and with mandates of training, research and
outreach. It only offered the 4-year BVM degree program, with the pioneer students
graduating in 1974/1975. In 1986 the duration of the BVM program was increased to 5
years. In the mid 1990’s Makerere University initiated the Private Students’ Scheme.
The FVM offered a 2nddegree program (BBLT) for the first time in 2000/01 as a private
program. Other bachelor degree programs e.g. BAPTM, WHM etc. then followed.
Formal postgraduate programs were developed and launched in the late 1990s and
early 2000s. Other significant national and international changes happened between
1971 and now e.g. population growth, economic policies, human resource needs,
private universities, the global ICT revolution etc. The various changes over the years
individually and collectively present new opportunities and challenges. In order to cope
with the ever changing national, regional and global environment, the FVM had to make
significant strategic changes. Recently, with globalization and alterations in macroeconomic policy in the late 20th century, the faculty’s vision and mission has evolved
and transformed. The public outcry for a community development University, the crave
for affordable education in a market-led economy with dwindling public finance and,
demands for poverty eradication and sustainable livelihoods, value added goods and
services, sustainable global health and bio-security, and equitable-safe global trade
necessitate new and innovative approaches in FVM education and research services to
the nation.
The FVM has shifted from being a mono-degree institution, offering the state sponsored
classical Bachelor of Veterinary Medicine (BVM) degree, to a multi-degree and
multifunction institution offering diverse demand driven courses in veterinary and allied
sciences. Presently, the faculty offers 4 undergraduate degrees, at least 11
postgraduate programs, and a variety of short courses. These initiatives along with other
developments, opportunities, strengths and weakness in the entire Animal Industry led
His Excellency the President of the Republic of Uganda to direct major actions to
upgrade the FVM.
I. In May 2007, His Excellency the President of the Republic of Uganda directed the
Ministry of Agriculture, Animal Industry and Fisheries (MAAIF) to allocate Nakyesasa
Farm to the FVM, secure her scholarships, and assist her to seal educational
linkages with the Government of Southern Sudan (GOSS) (annex 1) considering the
high GOSS demand for FVM education services (annex 2)
II. In June 2007, His Excellency the President of the Republic of Uganda directed the
Ministry of Agriculture, Animal Industry and Fisheries (MAAIF) to always involve the
3
FVM in research, policy planning and implementation, and to have representation in
statutory boards
III. In July 2007, His Excellency the President of the Republic of Uganda directed the
Ministry of Education and Sports to work out plans with the University Administration,
the FVM and all stakeholders to work out a plan of upgrading the FVM into a
strategically important Regional Veterinary College that has an impact on the
economy.
Thus, the development of the strategic plan marks the beginning of a new direction for
FVM over the next decade. It was envisaged in the retreats and meetings held that the
strategic plan 2007/08 - 2017/18 will address not only the core activities of training,
research and outreach but also address key cross cutting development and institutional
issues such as quality assurance, ICT, human resource development, physical
infrastructure and gender mainstreaming. Recognition has also been made about the
impact of the external pressures, with specific reference to globalisation, science and
technology innovations, internationalisation, and relevance in a global economy. Issues
of access and the image of the FVM have also been factored into the proposed
direction.
How the planning process was conducted
This FVM strategic plan development process entailed a series of meetings at different
stages: Stage 1: FVM academic staff retreat at Sky Hotel, Naalya on 12 th March 2007;
Stage 2: FVM Dean synthesised proceedings of 12th March 2007 retreat; Stage 3: The
19th March 2007 extra-ordinary FVM Executive Meeting at University Guest House;
Stage 4: The 26th March 2007 FVM academic and technical staff retreat at Regency
Hotel, Bakuuli; Stage 5: The synthesis of the 26th March 2007 retreat; Stage 6: The
Ankrah Foundation, Mukono FVM retreat of 20th – 22nd April 2007; and Stage 7: The
synthesis of the strategic plan from all the retreat proceedings in line with the University
Strategic Direction
1.3. The Current FVM Business Situation and its organization
The FVM operates public good- knowledge-, skills- and technology-based business in
the field of veterinary and allied sciences. The FVM’s core competences are in
veterinary and allied science education, research & technology development,
consultancy, extension and advisory services for rural development, enterprise
development, livestock, fisheries, wildlife, pharmaceutical, biomedical technology and
laboratory sectors. As a pioneer institution, FVM has 100% market share of Uganda’s
Veterinary, Wildlife and Animal Production degree education. The FVM developed the
Bachelor of Biomedical Laboratory technology degree and enjoyed 100% market share
until 2005 when Mbarara, Kyambogo and KIU Universities introduced the program. The
FVM still dominates the veterinary biosciences research and technology development
niche.
A. Service sectors: The FVM serves the following sectors:
4
i) The laboratory sector including laboratory diagnostics and lab animal production
and medicine.
ii) Animal production & processing sector.
iii) Pharmaceutics industry including drug development & testing, and pharmacy
iv) Food Industry (food products from cattle, goats, sheep, poultry, swine, camels,
micro-livestock)
v) Labor and social welfare sector including services in companion, working and
sports animals.
vi) Wildlife and tourism sector including services in wildlife health, welfare,
management.
vii) Fisheries and aquaculture sector including services fish products quality
assurance and trade.
viii)Public health sector including services in safety of consumers, trade and public.
ix) Rural development sector including community development, extension,
socioeconomics, & gender
x) Education sector including outreach, community development and school
education
xi) Biotechnology sector including research and technology / product development
b. Degrees and training opportunities: The FVM offers both undergraduate and
graduate degrees as follows:
Undergraduate degree courses:
i) The Bachelor of Biomedical Laboratory Technology (BBLT) program produces
professional Biomedical Laboratory Technologists.
ii) The Bachelor of Animal Production Technology and Management (BAPTM)
produces professionals Animal Enterprise science, entrepreneurship and
education
iii) The Bachelor of Veterinary Medicine (BVM) produces professional Veterinarians.
iv) The Bachelor of Wildlife Health and Management (BWHM) wildlife managers.
The Postgraduate Programs include:
i) Masters degree in Livestock Development Planning & Management (coursework
& research)
ii) Masters degree in Food Animal Health and Production (coursework & research)
iii) Masters degree in Biomedical Laboratory Science and Management (coursework
& research)
iv) Masters degree in Molecular Biology and Biotechnology
v) Masters degree in Wildlife Health and Management
vi) Masters degree in Veterinary Preventive Medicine
vii) Masters degree in Veterinary Pathology
viii)Masters degree in Veterinary Science
ix) Postgraduate Diploma in Wildlife Health and Management
x) Postgraduate Diploma in Livestock Development Planning & Management
xi) Postgraduate Diploma in Biomedical Laboratory Science and Management
xii) Doctoral degrees (PhD) in various disciplines
5
Tailor made short courses:
i) Commercial Animal Feed Production & Processing
ii) Artificial insemination & Animal Breeding
iii) Animal nutrition and feeding.
i) Reproductive herd health management & production
ii) Integrated clinical diagnostic techniques
iii) Molecular biology diagnostic course
iv) Management of livestock credit schemes,
v) Livestock development planning and management
vi) Meat safety and grading
vii) Monitoring, prevention and control of food spoilage.
viii)Commercial poultry management in Uganda.
ix) Veterinary Legislation and Quality Control
c. Research & other Outreach services
The faculty conducts diverse research and outreach services in a number of disciplines.
i) It is number two in Research and publications in the University and houses the
Africa Journal of Animal and Biomedical Sciences (www.ajabs.net) – a
publication of the International Network on Animal and Biomedical Sciences for
Africa.
ii) The FVM is the current chair of the African Universities Veterinary E-learning
Consortium (AUVEC) (www.auvec.com), and is research networked with a
number of Universities regionally and international including Norway, Edinburgh,
North Dakota State University, Michigan State University, University of Bern, Free
University of Berlin and the Tropical Institute in Antwerp, Belgium.
iii) FVM offers Animal Production and outreach services through Buyana Stock
Farm, and through a student based-community outreach.
iv) FVM also offers Clinical Animal health services through the ambulatory and
clinics services
v) Other services offered by the faculty include: Consultancies; Laboratory services
to practitioners, community and schools; Ambulatory services; Small animal clinic;
Lab diagnostics; Feed & Water analysis; Artificial insemination services; Mounting
of skeletons/specimens for museums and schools; and Postmortem services
d. Current business organization and outline business structure
Currently, the FVM has a traditional and classical organizational structure that is based on the
historical evolution and development of the veterinary profession. The FVM today constitutes the
following mono-discipline based departments. 1) Department of Anatomy; 2) Department of
Physiological Sciences; 3) Department of Pathology; 4) Department of Microbiology and
Parasitology; 5) Department of Veterinary Medicine; 6) Department of Surgery and
Reproduction; 7) Department of Wildlife and Animal Resources Management; and 8) the
Department of Public Health and Preventive Medicine.
6
2. STRATEGIC ANALYSIS
2.1
Animal Resources – Uganda’s pathway out of poverty
2.1.1 Problem definition, description and analysis
The most critical challenge facing Uganda today is how to make Ugandans more
productive and competitive in a global village. Uganda’s strategic vision is clear, to be “a
prosperous nation, beautiful country, with harmonious people by the year 2030.” To
realise this vision, enormous collective and relentless efforts by stakeholders are
required to address the multiple challenges of poverty, environmental degradation,
peace and security at all levels. Makerere University Faculty of Veterinary Medicine
(FVM) has refocused to make a significant contribution to solving this challenge.
The underdevelopment of Africa, Uganda in particular is a major risk to her sovereignty
and very survival. Poverty has dehumanised and enslaved many. If poverty is to be
reduced in a sustainable way, first we must understand what poverty is. Emphasising
poverty's multidimensional nature, the FVM uses the following definition: Poverty is
pronounced deprivation in human well-being encompassing not only material deprivation
but also poor health, literacy and nutrition, vulnerability to shocks and changes, and
having little or no control over key decisions. The latest UN human development report
and the UNBS poverty survey reports show the sad facts in Uganda clearly. A
disproportionately large number of the poor are youths and women. 51% of the
population are youths of school going age of < 15 years. Another 25% are youths of post
secondary school going age between 15 and 35 years. At least 37% of Ugandans (10
out of 27 million) live in absolute poverty. Females constitute 60% of the world's poor,
and 70% of the poorest of the poor. For FVM education, research and outreach to be
successful, it must be sensitive to these issues and address poverty reduction including
gender mainstreaming. The poor youths and women need to be involved as genuine
participants in education, research and outreach affecting them. Therefore, it is
important that poor youths and women receive a major share of FVM’s attention in the
next decade.
The UN’s FAO and Africa’s NEPAD have underscored the leading role the Animal
Industry can play in Africa’s poverty eradication ambitions. A livestock revolution
(demand for livestock and fish products) is expected as the projected 1.5-2 billion middle
class emerges in the developing world, and as the demand for tourism in sub Saharan
Africa grows. However, how prepared is Uganda to benefit from this promising animal
resource-led economy? While dessert countries like Botswana and Namibia with very
poor climate and natural resources have repositioned, and are already processing and
exporting livestock products, employing millions, Uganda lags behind with an
underdeveloped animal sector dominated by low productivity and unprocessed livestock
products.
The FVM has very carefully studied, analysed the above phenomena and identified
three major constraints to poverty eradication in Uganda:
i) Rapid loss of current and future assets of the poor such as biodiversity (e.g.
7
animal breeds), land, water, and microclimates
ii) Low productivity of animal resource- and agricultural systems of the poor.
Particularly livestock, fisheries, aquaculture, ento-culture and wildlife/ tourism.
iii) Low engagement of youth and the poor in Animal Resource Enterprises and
related markets
These constraints can be addressed in one way or another through capacity building at
the training, research and outreach level. This is the role of FVM.
2.1.2 Understanding the role of Animal Resources in reducing poverty
The potential of Animal Resources (livestock, wildlife, fisheries, aquaculture and
entomoculture) to reduce poverty is enormous. Although animal resources are not a
universal panacea, if animals are managed properly, they can be an important lever for
reducing poverty and boosting the economy. Presently, the contribution to Uganda’s
economy of all animal resources combined averages 40% of the GDP, with visible
proportions coming from the agriculture (livestock production and apiculture), tourism
(wild animals and game), and fisheries / aquaculture sub sectors. A potential of this
magnitude deserves a sound platform for capacity building to boost its contribution and
sustainability. Animal Resources contribute to the livelihoods of more than two-thirds of
the world's rural poor and to a significant minority of the peri-urban poor. The poorest of
the poor often do not have Animals, but if they can acquire them, their livestock can help
start them along a pathway out of poverty. Animal Resources also play many other
important roles in people's lives. They contribute to food and nutritional security; they
generate income and are an important, mobile means of storing wealth; they provide
transport and on-farm power; their manure helps maintain soil fertility; and they fulfil a
wide range of socio-cultural roles. A predicted increase in demand for animal food
products in developing countries-called the Livestock Revolution offers the youth, poor,
including the landless, a rare opportunity to benefit from a rapidly growing market.
Animal food products such as meat and milk are concentrated sources of high-quality
protein and certain vitamins and minerals. When children consume even modest
amounts, these products help alleviate poor growth, poor mental development and
general ill health. Animal Resources have a positive effect on diets, health, incomes,
financial security, sustainable crops yields, employment prospects and social status.
Animal Resources can, however, impoverish people, for instance by degrading land and
water resources. All consumers, and particularly the rural and urban poor, can be at risk
from food-borne diseases and zoonoses (diseases that can be transmitted from animals
to people), even if they do not themselves keep animals.
2.1.3. Pathways out of poverty
The FVM has identified three major pathways out of poverty that it can act upon in
contributing to the reduction of poverty in Uganda and the region:
i) securing the current and future assets of the poor
ii) sustainably improving the productivity of animal resources systems of the poor
(livestock, wildlife, fisheries/aquaculture and ento-culture)
iii) encouraging engagement of youths and the poor in Animal Resource Enterprises
and related markets through training and other capacity building activities
8
In addressing these pathways, FVM will examine three critical components of the
innovation process: (1) adoption of research products, including new and existing
knowledge, technologies, skills and policies; (2) improvement or adaptation of existing
tools, methods and approaches to make them better or more applicable to particular
situations; and (3) Strategic and applied research, involving the development of new
tools and new approaches. These elements will be integrated in the research, training
and outreach programs of the FVM.
(a)
Pathway l: - Securing the current and future assets of the poor
Animal Resources are important material and social resource for many of the rural and
peri-urban poor. They are especially important assets for pastoralist people, making a
greater contribution to their household economies and food security than in any other
production system. In some cases Animal Resources are the only material asset that the
poor can accumulate, and even the landless can do so by using communal feed
resources, waste products and purchased feeds. For the poorest of the poor, Animal
Resources can, in some situations, be the first step along the pathway out of poverty.
Roles of Animal Resources keeping revolve around storing wealth, contributing to food
and nutritional security, providing draught power, transport and manure, and serving
traditional social functions. But the productivity of the animals of the very poor is often
low in yield of marketable outputs. However, although their productivity may be limited,
these animals may possess other valuable traits such as disease resistance. Threats to
the security of these vital assets include disease, theft and predation, drought, floods,
earthquakes, seasonal feed deficits and site-specific nutritional deficiencies. Poor
Animal Resource keepers often reduce risk by keeping more than one species of
animal. For example, pastoralists might keep cattle together with sheep and goats in
arid regions, while mixed crop-livestock farmers might keep cattle, pigs and poultry.
In some situations, the 'livestock ladder' may allow the poor to progress from modest
livestock holdings, such as a few poultry, to acquiring sheep and goats or pigs, or even
cattle. The livestock holdings of the poor are dynamic, with the number and mix of
Animal Resources increasing during times of surplus and decreasing when shocks such
as drought, war or outbreaks of epidemic disease occur.
Security of future assets of poor livestock keepers is equally important. It requires
access to land and to natural resources and sustainable management of them. Factors
such as HIV/AIDS and urban drift reduce the availability of family labour, which
threatens current, labour-intensive, farming practices. The combination of the factors
that limit sustainable animal resource farming systems and the risk of devastating
shocks reduce the capacity of the poor to either maintain or accumulate assets, thus
limiting their ability to move out of poverty.
Loss of assets such as through degraded lands, are a threat to national and regional
peace and stability. The latest FAO Soil Resources Report states the sad facts very
clearly. About 600 million ha of Sub-Saharan Africa land have been degraded (made
unsuitable for agriculture). During the last three centuries, the area under grazing
increased to 25 % of the global surface. Grazing systems have lead to the emergence of
9
four regional syndromes inherent to global grazing: desertification, woody
encroachment, deforestation and water stress. It seems likely that increased stress,
caused by population pressure upon land resources, can be an explosive mixture,
tending to towards food insecurity, the breakdown of traditional property rights to land,
and ultimately of law and order. This land degradation is developing into a major threat
to peace. It has been suggested that in the future, environmental pressures and conflicts
may become a leading cause of war and civil strife; and that land degradation and food
shortage may lead to pressures for out-migration, likely to lead to conflict. However, all
degraded lands – new deserts as one could call them, have one feature in common:
they all still have rain precipitating and falling, with livestock as the only livelihood option.
Utilising these lands in a very profitable way is going to be very crucial for poverty
reduction.
(b)
Pathway 2 - Sustainably improving the productivity of animal resource
systems (livestock, wildlife, fisheries/aquaculture and entomoculture)
Better Animal production efficiency (such as better use of land, labour, range and water)
and greater use of inputs can improve productivity-of livestock, wildlife, aquaculture and
entomoculture (insect farming). For example, productivity of local poultry breeds can be
improved by vaccinating against Newcastle disease, protecting chicks from predators,
and perhaps adding dietary supplements. Introducing improved breeds can increase
productivity significantly, such as by replacing low-yielding zebu cattle with much higheryielding zebu or their crossbred in suitable smallholder dairy systems.
Improved breeds, however, are likely to be less disease resistant and require more
inputs in feeds and in preventive treatments than indigenous breeds. Without them, the
level of risk can increase significantly. Animal Resources keepers also need to practise
a higher level of management, like stall-feeding units for cattle and balanced feeds for
poultry. They also need reliable access to feeds and to animal health and breeding
services. They must be able to handle seasonal feed shortages and any nutritional
deficiencies. To do this means additional labour and capital, and lack of access to
capital or credit is a critical constraint to this pathway out of poverty.
Production efficiency and markets are particularly affected by veterinary services
including disease control. While Uganda is gifted by nature in many resources, it is also
the epicenter of many dangerous disease organisms of the world - re-emerging
pathogens and neglected zoonoses e.g. Tuberculosis, Brucellosis, Marburg, Ebola,
West Nile virus, monkey pox, sleeping sickness, cysticercosis, river blindness and
leishmaniasis.. Well repositioned, Uganda will become the “frontline state” for global
health security of humans, livestock, wildlife and trade in the region. The fight against
global emerging and re-emerging diseases, 70% of which are zoonotic, should enhance
productivity. Harmonizing and Mainstreaming FVM in the National Veterinary and
Animal Disease Control System in line with international conventions will be particularly
essential. This explicit engagement of the FVM will significantly inform teaching, training,
research, policy and development planning.
(c)
Pathway 3 - Promoting the engagement of youths and the poor in Animal
Resource Enterprises and related markets
10
Ugandan youths face serious livelihood challenges. Many are unemployed and lack
sufficient competences to cope globally. The annual population growth rate averages
three million and unemployment is rampant. The absorptive capacity of the reformed
civil service and private sector has generally stagnated. The strategy of Universal
Secondary School Education (USE) with compulsory science education will churn out
large numbers of students. What are these going to do? It is thus, not surprising that
learners are desperate because they do not see a meaningful career. The answer lies in
their ability to create jobs through enterprise science and education.
Participating in Animal Resources-related markets offers the youth and the poor, a
possible route to better livelihoods. It presents an opportunity to benefit from the
increase in demand for meat and other Animal Resource products predicted as part of
the Livestock Revolution. A wide range of Animal Resources-related goods and services
can be marketed: traditional products-live animals, milk, meat, offal, hides and skins,
wool, eggs, feathers, bone, horn, manure-and services such as transportation and
tillage. Value can be added for some of these products, for instance, by transporting
animals or produce to distant markets where prices are higher; by processing milk to
make products such as yoghurt; and by turning raw materials such as horn, bone and
hides into craft items. Markets for non-traditional products and services are also
emerging, such as payment for stewardship of biodiversity, ecotourism, and perhaps in
the future, carbon credits. Building the ability of the youths and the poor to exploit these
diverse marketing opportunities will be the focus of the FVM. Redefining a career path
from certificate to degree, together with increasing enrolment and curricula
harmonization in the Animal Sector Education will be essential. The national ambition of
producing job makers using enterprise science and education can only become a reality
with well coordinated curricula, facilitated infrastructure and properly trained human
resource in the various veterinary and para-veterinary institutions.
The demand for animal enterprise science and education goes beyond Uganda. A huge
regional crave for veterinary and allied science education is an opportunity for FVM. In
East and Central Africa, Uganda is the closest country to Rwanda, DRC, Southern
Sudan (GOSS), Burundi and Central Africa with acclaimed and affordable veterinary
education. A huge international crave for affordable internationally accredited veterinary
medical education is another opportunity. Enrolment capacities in US Universities for
example show significant shortfalls in the projected demand for veterinarians in the next
30 years. The FVM can reposition to take advantage of this gap. A popular Uganda
education will also promote Ugandan graduates in lucrative foreign veterinary service
market.
2.1.4. How FVM and partners can help reduce poverty
Given recent and continuing changes in the external environment, increases in our
understanding of poverty, the need to respond to pro-policy development, new
partnership and funding opportunities, as well as new developments in science, FVM
envisages various shifts in the current research, training and outreach profile over the
next decade. The FVM will focus on contributions in which it can play a valuable role
and in which through effective partnerships it can have significant impact. Presently,
FVM expends approximately 80% of its resources on degree teaching, and <20% on
research, outreach and continued professional development training.
11
The increasing demand for Animal Resources products and services in developing
countries projected to 2020 and beyond and the shifts of human populations to urban
centres suggest that more attention should be paid to involving the youths and the poor
more in all levels of markets, and therefore sufficient exposure to enterprise science and
education. A shift in FVM's portfolio of research, training and outreach is therefore
proposed to increase market-oriented activities. Similarly, a shift in types of research
and training is proposed that will significantly increase the proportion of FVM's activities
to promote innovations directly affecting the lives of youth and poor people. FVM will
work with appropriate partners to demonstrate real and lasting impact at all levels,
including household, institutional and policy. FVM and its partners need to improve in
capacity building for production, in which the majority of the youths and livestock
keepers should engage, and in applied research to develop national and international
solutions.
2.2 International dimensions of Veterinary systems in FVM plans
This strategic plan is mindful of the millennium development goals (MDGs) to address
poverty, hunger, unemployment, gender, urban poor, and equity and environment
issues. It is equally mindful of the Kyoto process, OIE and WTO agreements to
effectively support the national veterinary services system. The consequence of
globalization is that:
(i)
National veterinary services must be certified and accredited as part of the global
veterinary service system.
(ii)
National veterinary services should reform and adapt structures and functions
that address the challenges of global veterinary services, trade and public health
systems
(iii)
Accredited national veterinary services should be audited regularly to suit
international standards.
(iv)
National veterinary services should be upgraded to ensure effective production,
early disease detection and management
Thus, veterinary systems have to ensure food security, wealth creation, poverty
eradication; sustainable environment use, freedom from disease, public health, and biosecurity in line with World Organization for Animal Health (OIE) and World Trade
Organization (WTO).
2.3 Relation of FVM plan with the government’s national development plan
The national development plan for Uganda is guided by “The Poverty Eradication Action
Plan (PEAP)”. Nationally, the development of the FVM is in response to these five pillars
of PEAP. It is a comprehensive national policy framework that guides development
planning in Uganda, through identification of priorities and consequent allocation of
resources. The PEAP was reviewed in 2003/04 and new pillars, within which strategies
and priorities that are essential for poverty reduction have been identified as:
 Economic management;
 Enhancing production, competitiveness and incomes;
 Security, conflict resolution and disaster management;
12


Good governance; and
Human development.
Seven priority areas are identified in the PEAP that require sustained investment of
public sector resources. The fields of intervention are:
 Agricultural research and technology development;
 Agricultural advisory services;
 Rural financial services;
 Agricultural education;
 Agricultural marketing and agro-processing;
 Natural resources use and management; and
 Supportive physical infrastructure.
2.4
SWOT Analysis of FVM and its environment
The FVM internal environment presents major strengths and
weaknesses, while external environment presents opportunities and
threats to the faculty with regard to the political, economic, social and
technological environments. The analysis is presented in the table
below.
13
POLITICAL
STRENGTHS

Faculty status

Part of a reputable university

Good leadership and team spirit

Continuous curriculum review

Clearly
defined
organizational
structure

strong, resilient, dynamic, proactive
WEAKNESSES
•
No FVM policies
•
Irregular curriculum review
•
Delay in release of student results
•
Low morale of academic staff
•
Insufficient
mainstreaming
of
private programs
OPPORTUNITIES
•
government policy of promoting
science
and
agricultural
education
•
international
declaration
of
veterinary services as an
international public good
•
Political goodwill and Ministry
and Professional body support
•
Gov’t support
•
Private students schemes
•
Support for Formation of college
•
Increased appreciation of the
role of animal resources in
poverty eradication
•
Freedom to introduce new
programmes
•
Good will from GOSS
THREATS
•
Unfavorable
government
policies
•
Conditionality of donors
•
poor
national
planning
authorities
that
neglect
international opportunities
•
government under funding of
research,
training
and
infrastructure
in
public
Universities
•
negative attitude and blame
culture of public and media
•
insufficient
professional
legislation
to
guide
veterinary
curriculum
development in the country
•
Insufficient integration of the
FVM
in
national
development planning and in
the
implementation
of
development programs.
•
Low
priority
rating
of
livestock by NARO in spite of
it being critical in poverty
alleviation
strategies
as
declared by the FAO
•
Decentralization
of
Veterinary services
•
14
•
•
•
•
•
•
Availability of qualified staff
Functional building facility
Lecture rooms
Private partnership on board
Space for expansion
Still pioneer in LIS disciplines
•
•
•
•
•
•
•
•
•
•
•
•
•
Few academic staff
Underutilization
of
income
generating avenues
Inadequate office quality & space
Inadequate research & training
support
Inadequate sanitary facilities
Incomplete FVM block
Discipline based Organizational
structure not addressing the multisectoral nature of veterinary and
allied
sciences,
hampers
stakeholders engagement
Lack of laboratory and practical
training facilities for value addition
Insufficient laboratory and practical
training facilities for veterinary
students
Insufficient
funding
for
field
attachments
Very old and insufficient vehicle
pool
Incomplete construction of the
faculty block and facilities since
1971
Insufficient funds for capacity
building/ staff development
•
•
•
•
•
•
•
•
•
•
•
•
•
ECONOMIC
•
•
SOCIAL
•
Student
issues
involvement
in
FVM
•
Polarized interaction by students
•
•
•
•
Availability
of
space
for
expansion
Market
for
FVM
products/services
Potential for international &
private partners
Availability of donors
Veterinary
graduates,
most
visible in extension work
Large number of service sectors
Opportunity to be the community
development institution of the
University. Knowledge and skills
demanded by communities
only veterinary school in the
country
strategic location & demand for
quality veterinary education from
Rwanda, Burundi and DRC,
GOSS, TZ & Kenya
farm, laboratories and hospital
networks for internship training
only institution with potential for
referral small animal, wildlife,
pets and food animal hospital
interest of international students
in Makerere University’s
increasing international demand
for veterinary and biomedical
graduates
Uganda comparative higher
rating by the World trade
organization and world bank in
education and food production
international agreement & drive
on the MDGs, one health,
climate change
•
Willingness
of
stakeholder
involvement
The high population growth rate,
more work
•
•
•
•
•
•
•
•
Growing competition for
information science experts
Staff turnover
Irregular transfer of funds
from the Centre to the
School
Competition
from
Mushrooming universities
Low capacity of Ugandans to
pay for science education,
research,
outreach
and
advisory services
Lack of attractive and
sustainable loan mechanism
to assist students to pay for
higher education
Lack of attractive and
sustainable loan mechanism
for FVM young graduates to
become self-employed
Brain drain due to attractive
terms of service abroad
•
•
Inadequate appreciation and
support of role of information
science
in
national
development
Security of school property
15
•
•
•
•
•
TECHNOLOGICAL
•
•
•
•
•
Space for a lectures & labs
Availability of Internet Services
Website and network system
> 70% of the laboratory
technicians upgraded to degree
laboratory technologists
academic staff (>70%) have
pedagogical,
e-tutoring
and
distance education skills
multi-sectoral
nature
of
veterinary sciences promotes
multidisciplinary
and
multisectoral research / education
strong culture of basic and
applied research, and quality
training
strategic location in the capital
city of Uganda
Molecular biology, diagnostics &
nutrition laboratories
>80% of vet scientists in the
country
•
•
•
•
Research, teaching & Computer
laboratory equipment inadequate
Insufficient software
Insufficient teaching aids
Computer
accessories
are
inadequate
•
•
Globalization
World Wide Web network
•
•
•
•
Computer
viruses
and
maintenance problem
Rapidly
changing
ICT
equipment
Irregular power supply
Rapid changes in ways of
managing information
16
2.5
Challenges that will inform the strategic plan over the next 10 years
Although the present traditional classical organizational and marketing structure has in
the past worked well, its efficiency and effectiveness in a world of diminishing resources,
privatization, liberalization and globalization is increasingly reducing, presenting several
demerits to the FVM and University.
The classical discipline-based organizational model limits the FVM’s effectiveness in
delivering its mission and realization of its full potentials. This has marginalized the
share of the faculty and the University in national and international priorities.
The main problem with the classical veterinary structure and organization is that it is
mono-degree and animal-centered, with departments organized around veterinary
medical disciplines focusing on animal structure and function. Alternative competitive
organization, presentation and positioning of the faculty by its diverse sector roles and
responsibilities relevant to national and social-economic development has been
generally ignored. The classical structure emphasizes veterinary medical education and
veterinary medical science at the expense of other dimensions of veterinary education
and veterinary science crucial for institutional and national development. This is the core
paradigm shift in the proposed transformation model i.e. the FVM will have a competitive
function-based organizational structural model addressing the whole question and scope
of veterinary science and education in a holistic manner rather than the mono-discipline
based organizational model of veterinary medical education that is in operation today.
This should enhance the opportunities of the faculty to make it more competitive and
more development focused.
The inherent problems associated with the classical discipline-based structure include
among others the following:
(i)
First, it does not allow optimal flexibility in management and service delivery,
limiting efficient utilization and management of available human resources and
facilities to suit the diverse dimensions, roles and functions of the faculty.
(ii)
Secondly, the structure is insensitive to the diverse abilities endowed in the
academic staff. It tends to limit their contribution to animal functions. This has in
turn limited academic freedom, exploration and management of initiatives and
innovations at FVM in line with global veterinary roles and responsibilities.
(iii)
Thirdly, as a result of the above, development of specialists at FVM in line with
major World Animal Health Organization (OIE) and global animal health fields has
stalled. This hampers optimal exploitation of veterinary opportunities at the
faculty. Although FVM has more than 80% of the veterinary scientists in the
country, their contribution and specialized growth has generally been low, with
the majority being generalists scientists.
(iv)
Fourthly, although presently departmental academic staffs can offer a diversity of
services to diverse key sectors nationally, the departmental nomenclature and
staff distribution is not in line with these functions as it does not reflect the reality
and true picture on the ground. In this regard, the classical structure is misleading
and misrepresenting the faculty, and unfair to the staffs and the University.
Consequently, a departmental nomenclature based on a single role such as
teaching of say anatomy, physiology, pathology, microbiology, parasitology,
17
(v)
(vi)
(vii)
(viii)
reproduction, or surgery, which is just one of the many roles staffs have in that
department, is not sufficiently justified any more.
With the advent of private programs, heads of departments (HODs) under the
classical structure and organization are less accountable in the running of faculty
programs. While HODs are BVM discipline oriented, accountable for
administration of a single discipline at faculty level, private programs are
multidisciplinary with modular courses that are centrally generated and
coordinated by program coordinators at the faculty level. This weakens HODs as
they are less accountable on the development process. On the other hand, the
program coordinators though doing a lot of administrative work are not duly
recognized in the mainstream University administration structures.
Development of specialists at FVM in line with the diverse and major OIE and
global animal health fields has stalled, hampering optimal exploitation of
veterinary opportunities. Although FVM, has more than 80% of the veterinary
scientists in the country, only generalists rather than specialists scientists in
global animal health issues are to be found in the country.
Although the present departments have a variety of generalists scientists offering
a diversity of services in animal health, animal production, biomedical technology,
community and national development, their nomenclature and scattered nature of
staff distribution does not reflect the reality on the ground. In this regard, the
classical structure is misleading and misrepresenting the faculty, and unfair to the
staffs and the University. Consequently, a departmental nomenclature based on a
single role such as teaching of say anatomy, physiology, pathology, microbiology,
parasitology, reproduction, or surgery, which is just one of the many roles staffs
have in that department, is not justified anymore.
These issues combined, make the transformation of the FVM into a respectable
reference research, teaching and outreach institution in the region difficult. Thus,
the traditional structure limits the FVM’s effectiveness in delivering its mission
resulting into marginalization of its staff and Makerere nationally and regionally.
18
3.0
FVM STRATEGIC FRAMEWORK
3.1
Vision statement
To be a leading institution for academic excellence and innovations in Africa
3.2
Mission statement
To provide strategic and world class education, research, training and services in
veterinary, biomedical and enterprise sciences, that is responsive to national and global
needs, and with the best value for sustainable development
3.3
Core values
In pursuit of its mission, the FVM will be guided by the following core values:
i) Excellence & Professionalism
ii) Honesty and integrity
iii) Teamwork and Allegiance to the institution
iv) Innovation and dedication
v) Accountability and transparency
vi) Mutual respect and tolerance
vii) Equity
viii)Customer responsiveness
FVM will also uphold all other core values provided for in the national code of ethics.
3.4
Guiding Principles
The FVM Strategic Plan is guided by principles carefully drawn from the Makerere
University Strategic Planning Framework and the external influences on its agenda. For
FVM to contribute meaningfully to poverty reduction via the three major pathways
identified in section 2.1.3, it must shift its training, research and outreach portfolio. The
following guidelines will be helpful:
i) Give high priority to research, training and outreach (RTO) on securing the assets
of the poor and particularly on enhancing participation of the youths and poor in
markets at all levels for veterinary, biomedical and Animal Resource products.
ii) Take advantage of FVM’s capacity to use new and applied science to address
the problems of Uganda’s livestock agriculture, tourism, and fisheries, and
increase efforts to improve the adoption and use of innovative research products.
iii) Maintain RTO focus on reducing poverty and unemployment in Uganda and
increase RTO partnerships aimed towards impact in the region.
iv) Maintain RTO focus targeting production systems, in which the vast majority of
poor livestock farmers are found, and increase RTO aimed at landless and periurban systems.
v) Increase RTO emphasis on animal species kept by poor livestock keepers,
increasing the emphasis on cattle, goats, pigs, poultry, fish and insects (bees, silk
19
worms & Rusporia differens)
vi) Incorporate gender analysis in research activities, identifying the needs of poor
women and addressing their marginalised status in view of the vital role they play
in agriculture and their effectiveness in channelling benefits to families.
vii) Strengthen the capacity of FVM and its partners to contribute to the identified
RTO themes. This will extend beyond running courses and training students to
innovative training activities and research partnerships.
viii)Increase awareness of both the role and the potential of Animal Resources to
reduce poverty and of FVM's goal/activities and contributions through more
effective communication, disseminating research results to wider, more diverse
audiences.
ix) Adopt a facilitative catalytic and brokering role that empowers, equips and
encourages a wide range of diverse partners to work together with FVM to reduce
poverty through Animal-related training, research and development.
x) Strengthen participatory approaches to research activities, listening to, learning
from and responding to the needs of clients and others involved.
xi) Make a contribution towards the realization of the Makerere University’s Vision,
Mission, Strategic goals and objectives. Makerere University’s Vision is “To be a
leading institution for academic excellence and innovations in Africa” ; and the
Mission is “To provide World Class innovative teaching, learning, research and
services responsive to National and Global needs”.
xii) Engaging in competitive benchmarking of counterparts in top ranked institutions
in Africa or any other top ranked University in the World.
xiii)Planning and implementing programmatic organizational structures within the
planning horizon for formation of constituent college in harmony with the Centre.
xiv)
Streamlining quality assurance as guided by the Makerere University QA
framework and Tracer Studies.
xv) Mainstreaming gender issues in the plan’s programmes and activities.
xvi)
Engaging with the private sector for joint contribution to economic and
social transformation of the country / region.
3.5
FVM’s Strategic Goals
For FVM to: (1) make youth and poor Ugandans more productive and competitive in a
global village; (2) contribute meaningfully to poverty reduction in a global setting and, (3)
contribute to Uganda’s strategic vision of “a prosperous nation, beautiful country, with
harmonious people by the year 2030,” FVM has refocused to make a significant
contribution through 3 major goals in the 2007/8 – 2017/18 FVM Strategic Plan:
i) Securing the current and future assets of the poor
ii) Sustainably improving the productivity of animal resource systems of the poor
(livestock, wildlife, fisheries/aquaculture and ento-culture)
iii) Encouraging engagement of youths and the poor in Animal Resource Enterprises
and related markets.
These goals will be attained through the three FVM core functions of building capacity
through research, training and outreach services to the various target groups.
20
3.6
Monitoring and Evaluation
Each goal has a range of strategic objectives, with strategies and measures of success
by which successful implementation of the strategic plan can be followed and evaluated.
In the table that follows, these are indicated.
3.7
Implications of the strategic research themes
To adopt these strategic goals as indicated in 2.1.3, FVM will need to integrate research
both within a theme and between themes, and it must integrate and communicate more
closely with partners and the wider global community. FVM will need improvements in its
research, teaching and outreach facilities. According to the issues involved, scientists
and resources available will contribute to the five research themes. Additional support
will be sought from collaborators. FVM must put mechanisms in place that promote
institutional flexibility, enabling it and its partners to respond to new opportunities. Above
all, scientific excellence linked to the goal of reducing poverty must be at the heart of the
institution, driving its management policies. The following principles will guide
implementing the revised strategy:






Promote high-quality science, with outputs from research that have a
demonstrable impact on reducing poverty.
Build upon the expertise and strengths that FVM has developed in the past,
incorporating a capacity to respond flexibly to new challenges and opportunities.
Recruit and retool quality staff that will collaborate and be integrated across
disciplines, projects and research themes.
Build strong partnerships with institutions in developing and developed countries.
Carry out research in a cost-effective manner.
FVM will seek to establish a balance in its research staffs that matches the need
for flexibility with stability, maintains a critically sufficient amount of core
disciplinary competencies, and combines enthusiasm and willingness to take
risks with solid experience and knowledge.
21
Strategic Objectives
Strategies
Measures of success
2.
•
•
•
•
•
Core function
1. Training, Teaching
and Learning
3.
4.
Securing the
current and future
assets of the poor
Sustainably
improving the
productivity of
animal resource
systems of the
poor (livestock,
wildlife,
fisheries/aquacultur
e and ento-culture)
Encouraging
enrolment and
engagement of
youths and the
poor in Animal
Resource
Enterprises and
related markets.
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
provide Academic programmes that input both
matter, knowledge and skills
develop dynamic curricula for certificate, diploma
and degree categories, and professional
development courses
integrate Distance Education mode of delivery into
EASLIS curriculum
Integrate ICTs in teaching and learning
Upgrade into a constituent college
provide internationally accredited education
produce innovative, entrepreneurial, relevant &
marketable graduates
Introduce distance education dimensions the
programmes developed to provide quality and be
able to meet the market demands.
Improve laboratory and teaching infrastructure
develop new undergraduate and graduate
programmes and short courses
engender the programmes at FVM
Expand and design new academic programmes
based on each department that meet the special
need.
Conduct quality training, impart relevant practical
skills and enhance marketability of FVM graduates
Restructure and harmonise course delivery
Enhance professional growth
significantly increase student intake number
Acquire and innovate knowledge, repackage and
disseminate to the stakeholders e.g. students
To increase the quantity and quality of basic and
applied research output, and promote the visibility
of research centres such as Buyana Stock Farm,
Nakyesasa, Lake Mburo etc
Integrate international perspective of the
programmes into the curriculum as well as
addressing indigenous issues.
Involve collaborative arrangements and institutional
linkages in the design and hosting of programmes.
Involve professionals and the community in
curriculum development and teaching.
Integrate indigenous knowledge management
systems into curricula and research
Integrate examinable field attachments/internship
as per the university guidelines.
Address gender concerns and ensures workability
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Increased use of technologies in training
Periodic evaluation of the effectiveness of training
Increased use of seminars in training
Availability of lecturers outside the classroom for
student consultation
Number of programmes reviewed/introduced each
year
Full implementation of the semester system
Number of students attending FVM programmes
Number of new academic programmes designed
Number of programmes accepting credit transfers
Diversified assessment strategies
Number of vocational programs franchised to other
institutions in the country
Number of programmes designed on collaborative
basis with other institutions and the private sector
Number of programmes whose curricula have been
reviewed to integrate general skills such as
communication and problem-solving skills
Number of functional satellite centres and the
range of services offered at the satellite centres
Number of students registered at each of the
satellite centres
Number of programmes offered using Open,
Distance and e-Learning (ODeL) approaches
Number of courses and programmes engendered
Number of students enrolled on the masters and
PhD programs
22
•
•
2.
Research
Innovations
and
Strategic Objectives:
1) Securing the
current and future
assets of the poor
2) Sustainably
improving the
productivity of
animal resource
systems of the
poor (livestock,
wildlife,
fisheries/aquacultur
e and ento-culture)
3) Encouraging
enrolment and
engagement of
youths and the
poor in Animal
Resource
Enterprises and
related markets.
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
of the anti-sexual harassment policy
Introduce the use of tutorials, student counselors
and mentors to students
Conduct tracer studies and keep track of students
Current needs
Strategies
Develop research policy and staff training priorities
Identify and conduct joint research relevant to
private sector and society needs in information
management.
Impart research skills in areas like proposal
development, editing, etc.
Disseminate research findings.
Conduct enterprise, biotechnology, innovation and
socio-economic research
Participate in research agendas of the
Government, international bodies and the
University.
Identify and develop research priorities and
agenda.
Increase the research management capacities
among the staff.
Establish, coordinate and development a FVM
research information policy analysis center.
Establish innovative and winning prizes for good
performing Alumni and staff.
Improve infrastructure
Launch and maintain a publication series
Enhance quality of supervision.
Establish a fellow ship for research.
Conduct an information literacy skills course for
students.
promote research and technology innovations in
information management of staff and students
promote quality publications and dissemination of
research as an effort towards strengthening
research capacity of the academic staff and
building a strong research and publication culture
in the school
Acquire and innovate knowledge, repackage and
disseminate to the stakeholders e.g. students
increase the quantity and quality of basic and
applied research output, and promote the visibility
of research centres such as Buyana Stock Farm,
Nakyesasa, Lake Mburo etc
develop competitive and collaborative research
proposals for funding
promote the application of traditional, conventional
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Increased use of technologies in research
Periodic evaluation of the effectiveness of research
Number of research projects introduced each year
Number of market surveys and research reports
Number of research outputs such as journals,
patents, books and other publications
Number of competitive research awards
Number of FVM technology exhibitions and open
days
Number of staff publishing in peer reviewed
international journals
Number of citations of staff publications as
reflected by the citation indices
Number of publications on the world wide web
Number of academic staff undertaking sabbatical
leaves for research and scholarly writing
Number of women and other special interest
groups involved in research activities
Number of research outputs with gender
disaggregated data
Volume of revenue generated from licensing of
intellectual property rights
23
3. Outreach
Strategic Objectives
1) Securing the
current and future
assets of the poor
2) Sustainably
improving the
productivity of
animal resource
systems of the
poor (livestock,
wildlife,
fisheries/aquacultur
e and ento-culture)
3) Encouraging
enrolment and
engagement of
youths and the
poor in Animal
Resource
Enterprises and
related markets.
and emerging technologies for sustainable
development e.g. the mushroom science,
apiculture, medicinal plants
•
establish an intellectual property rights to protect
the intellectual assets
Strategies

Place FVM students on field attachments.

Organize staff attachment and study visits.

Arrange vocational employment and graduate
placements of students

Engage the private sector in imparting
entrepreneurial skills

Improve infrastructure

Conduct short courses for performance
improvement.

Organize open days, functions and projects that
will enable the School to reach the community.

Conduct career guidance in Schools and the
community.

Hold workshops, seminars, and meetings to
exchange information, knowledge, and best
practices on information management issues.

Organize and engage in public lectures and topical
seminar series.

Publicize and market the School and its
programmes.

Harmonize and institutionalize consultancy in the
School.

Continue with the advocacy and participation in
policies development in the country.

Maintain and strengthen the AJABS journal.

Organize and engage in public lectures and topical
seminar series to work towards improving the
image of FVM in the society.

Integrate counseling and guidance in the main
stream of the School programmes and students’
activities.

Develop a FVM profession career guidance
package.

Promote the professional code of ethics and
standards in FVM services.

Organize conferences and seminars.

Interact with the media organizations.

promote transfer of information management best
practices in private and public sector

facilitate networking between the private, public











•

Number of farmers visiting and training at the farms
Number of graduates from the courses
Number of cases and clients
Number of visitors to gallery and open days
Number of outreach programmes engendered
Volume of consultancy and outreach activities
Amount of print and electronic information
Outreach strategy and policy available
Number of enterprises in specialised exotic animals
developed
Number of government policies influenced
Number of career guidance sessions conducted
Volume of revenue generated from consultancies
Number of enterprises from FVM innovations
24
4. Quality Assurance
To strengthen staff
capacity in monitoring
academic performance
and the implementation
of the quality related
decisions in the
university
•
•
•
•
•
•
5. Organization
management
and
Strategic Objectives
3. To improve the
decision making
process at FVM
4.
5.
To ensure an
effective and
efficient
management and
operation
environment in
FVM and the
University
To ensure the
effective
information flow in
the FVM
sector and FVM stakeholders
Integrate the quality assurance policy and
framework into teaching and research
Develop self evaluation strategy among staff
provide and maintain high quality academic support
systems and infrastructures
continuously improve the QA system, through
reviews, streamlining and modernising of QA
functions, policies, procedures and their supporting
protocols
provide professional guidance at the macro level in
the area of curriculum development
enhance the integration of issues of equity and
equality in the functions of FVM
Strategies

Recruit and develop staff.

Develop a marketing and public relations strategy.

Develop an information flow and a records
management programme

Ensure gender mainstreaming in the functions of
the FVM.

Build leadership and management capacity among
all members of staff.

Upgrade into college.

Promote staff participation and effectiveness in
committees in decision making.

Promote involvement of the staff and students in
professional activities in addressing the society
needs.

Ensure fully functional departments.

provide a gender responsive organisational
environment

improve the image of the FVM through aggressive
publicity of its achievements and outcomes

create a second position of deputy dean in charge
of research and graduate training

restructure related academic departments to build
synergies, avoid duplication, and make longer term
disciplinary growth plans and fast track college
formation

establish a well-structured and regular information
exchange link between the departments focusing
on issues of leadership, management, image
building and marketing

raise the FVM profile, image and reputation
•
•
•
•
•
•
•
•
•








A fully functional student support service system in
place
Percentage of employable graduates increased
Number of FVM programmes gaining accreditation
by NCHE and international organisations
A fully functional, effective, efficient and integrated
QA system in place
Number of publications in internationally refereed
journals
FVM being consistently ranked among the best in
Africa
Number of publications in citation indices
Number of tracer studies carried out
High level of satisfaction of the employers and
employees
Office of the second deputy dean in charge of
research and graduate training operational
Service-centred departments operational
Efficiency in management optimised within three
years after full operation of the four information
systems
The FVM College established by 2012
The FVM’s programmes internationally accredited
by 2012
Increased knowledge of FVM staff on gender
analysis skills and taking initiative to integrate
gender into its programmes and activities
Application of best practices in promoting gender
equity and equality in higher education in Uganda
Interfaced and fully operational information
systems
25
through regular interactions with various media
build the capacity of leadership and management
at all levels

Integrate gender into training, research, student
and staff welfare, budgeting, public space,
outreach and governance.

operational provisions of the UOTIA
Strategies

Improve skills through training and induction.

Develop staff training and development priority
lists.

Conduct management improvement skills training.

Uphold staff appointment and promotion policy.

improve staff (academic, technical and support)
performance management in FVM

ensure that pay differentials among different
positions are based on a rational model

improve staff recruitment, retention and termination
to match the workload

enhance staff capacity with a view to improving
skills

appraise newly appointed staff members of their
roles and responsibilities through training and
induction

ensure equity in human resource at FVM

6. Human Resources
Strategic Objective
To enhance the quality
and quantity of staff for
effective performance in
teaching and learning,
research and
innovation, and
outreach

















7. FVM Library
Strategic Objective:
To facilitate academic
work through a modern
resource facility




Strategies
Equip the FVM Library
Acquire training materials like software and
consumables
Subscribe to E-resources and linking with the Main
Library
Equip students with practical and professional







An operational human resource management
manual
An objective performance appraisal mechanism
developed
Realistic determination of staff workload using full
time equivalent (FTE) implemented
Job analysis, descriptions, specification and
evaluation for all positions at FVM produced
Number of induction and training programmes
conducted for staff
Reduced turnover in permanently appointed staff
per personnel category
At least 90% of positions in FVM staff
establishments filled by 2017
Number of PhD holders
Percentage of female in academic and non
academic positions increased to 40% by 2017
Increased percentage of female academic staff
with PhD’s
Number of academic, technical and administrative
staff pursuing graduate training
At least 20% women scholars at professorial level
in the next 5 years
At least 40% women scholars at associate
professor level in the next 5 years
At least 20% women scholars at senior levels in
academics/administration in the next 5 years
Support staff establishment right-sized
Reviewed staff ergonomics and incentives
Policy on technical staff, graduate student teachers
and honorary lecturers from the private and public
sector drafted, passed and implemented
Increased funding base of the library
Increased access and use of library services
The main FVM library building completed
Optimal use of available library space per unit time
Fully operational library information system
Library services offered 24 hours at peak periods
FVM libraries automated and linked to main
26








skills.
Conduct pedagogical skills workshops for staff.
Hold facilitated seminars, workshops and tutorials
Work towards establishing a central veterinary
library shared between Makerere and the Ministry
increase and diversify information resources to
cater for expanded FVM programmes and QA
expand space and facilities in the FVM libraries
increase access to libraries with and without walls
to students, staff and external users
increase and expand information resources and
facilities for library users with disabilities
increase and diversify the library funding base













8.
Information
Communication
Technology
Strategic Objectives:
To create an enabling
environment for FVM to
integrate
ICT
in
teaching, learning and
research
Strategies

Implement the e-learning in all FVM programmes

Sustain ICT services as the driver in the new
knowledge economy.

Harness ICTs to improve teaching, learning,
research and outreach.

Strengthen African Universities Veterinary Elearning Consortium

harness ICT to improve training, research and
outreach

increase access to ICT facilities at FVM

improve the capacity of staff and students in ICT
use

develop and implement an ICT sustainability plan
for FVM

provide faster access to internet services

harness ICT to improve administration and
management

harness ICT to improve marketing and public
relations















university library
Number of books per student acquired under the
book bank program
Number of e-journals and e-books acquired per
student
Number of book titles and volumes in the FVM
libraries per student
User satisfaction surveys undertaken periodically
Library expenditure per student
Established collaboration with QA unit
Improved library services for library users with
disabilities
A section on female authors and materials about
women established and operational
Number
of
established
partnership
and
collaborations with local and
international
institutions/organisations
Exhibition area created and number of exhibitions
held
Increase in research activity at FVM
Improved quality of training, research and outreach
Keeping abreast with new developments and
innovations
Improved staff and student ratios to computers
Twenty four hour access to computers and internet
Optimal availability of computers determined based
on use per unit time
ICT facilities accessible and utilised on a regular
basis
Number of staff and students with ICT skills
Number of staff accessing revolving loan for
computers
Gender mainstreamed in all ICT services
ICT acquired for people with disabilities
Automation of all academic and non academic
support services
Increased use of information system evidencebased decision making
Number of technical support trained in ICT
All departments with technical and end-user
support
Increased band width for FVM
A cross-cutting course on introduction to computing
implemented
All staff and students operating with institutional email account
27

9. Staff and Student
Support Services
Strategic Objective:
Strategies
To create a positive



and
environment
conducive
for
staff
and students
10.
Physical
Infrastructure
and
Planning
Strategic Objective:
To ensure provision of
adequate infrastructure
for teaching, learning
and research


Develop a welfare fund.
Develop a consultancy firm
Increase staff participation in orientating their
students in guiding them on the various procedures
that students may need to know in the University.
Increase availability of information.
Promote the use of Website, Newsletter, Notice
Boards, Assemblies and meetings in addressing
issues.
Strategies

upgrade the existing structures, rationalize its
utilisation and develop new structures

Expand the ICT infrastructure services

Carry our renovation and maintenance works

Provide for alternative power sources

Put to use the animal facilities

Renew the very old vehicle pool

Set clear policies on management and utilisation of
space, facilities & infrastructure

Construct new facilities for specialised services e.g.
laboratories, libraries, manufacturing units etc at
FVM

Develop infrastructure for training, research,
residential and recreation at off-campus training
stations e.g. Buyana Stock Farm and Nakyesasa

Develop and diversify farm infrastructure to cater
for various animal enterprises

Engage in writing competitive proposals for funding
the establishment of facilities

Upgrade infrastructure standards e.g. laboratories,
animal hospitals etc for accreditation nationally and
internationally

Develop capacity for an internationally recognised
bio-safety
ICT sustainability strategy developed and
operational

The staff and students exhibit high level of
motivation for access to ICT use

Number of courses integrating e-learning modes

ICT integrated in distance learning

Improved FVM ranking

Increased donations and endowments
 Student and staff facilities provided and operational
 Number of staff and students satisfied with the
services provided by FVM
 Number of staff and students using the services
 Number of staff and students actively participating in
more than one campus activities
 Improved FVM environment that promotes cultural
diversity among staff and students














The FVM infrastructure policies in place
Number facilities constructed at FVM and offcampus stations
Number
of
proposals
with
infrastructure
components funded
National and international recognition e.g.
certificates and students’ exchanges
Number of bio-security facilities installed
Number of operational businesses
A comprehensive FVM and off-campus farm station
guides
Improved access by people with disabilities on
FVM and off-campus farm station structures
Verified titled landholdings on and off-Campus
Visible transformation of the physical environment
An updated, approved and implementable physical
development plan for FVM (with a bigger proportion
of on-campus land allotted for academic use)
Comprehensive and up-to-date inventory of FVM
physical infrastructure facilities (including maps for
road networks and utility systems)
Remodelled building structures due to changed
purpose
Expanded and refurbished lecture and laboratory
space
28




Write comprehensive and marketable business
plans
Provide clear guides for location of FVM and offcampus farm station facilities
improve landscaping at the FVM
improve access to FVM facilities by people with
disabilities






11.
Resource
Mobilization,
Investment
and
Financial Management
Strategic Objectives:
2. To improve the
capacity of FVM in
innovative
resource
mobilization
3. To build
FVM
capacity
in
developing
entrepreneurship
skills for income
generation
Strategies

Introduce and develop academic programmes.

Expand sources of funding through Foundations,
Alumni and Private Sector.

Participate in consultancy and customer tailored
training.

Start on farm animal production as enterprises
















12. Internationalization,
and Linkages
Strategic Objective
.1.
To
integrate
international
perspective into the
FVM
academic
programmes
2. To promote external
linkages
Strategies

Increase number of foreign students and staffs.

Encourage FVM staff to serve on international
bodies and in various Universities.

Engage in a number of research collaborative
linkages.

Host and start Summer/recess schools.

Design
and
accredit
joint
programmes






Optimal space use per unit of time at FVM
Increased and improved number of toilet facilities
for staff and students at FVM
Adequate and secure parking space at FVM
Support services outsourced
Gender balance and sensitivity taken into account
in putting up new buildings at FVM
Improved access to buildings and faculties at FVM
by people with disabilities
Government funding sustained and increased
Number and value of alumni contributions per
annum
Number of new partnerships forged and awards
signed
Percentage of alumni response to initial contact
The value of contribution to the FVM annual budget
from alumni and new prospects
An established and operational endowment fund
Comprehensive FVM alumni and prospect
databases
Number of alumni and other prospected donors
who have made donations to the FVM
An FVM credit and savings society established
Income generating plans for FVM
A harmonised financial management system with
operational linkages to all departments
An up-to-date inventory of all commercial units at
FVM
A system of institutional sanctions against fraud &
other malpractices established and operational
Percentage distribution of total expenditure of the
FVM according to expenditure category (personnel
remuneration, supplies and services, equipment,
laboratory collections, infrastructure)
Measures established by Finance Department to
enforce timely transfer of funds to the departments
Number of engendered budget drawn up and
operational
Number of foreign staff in the FVM staff body
Number of foreign students in the student body
Number of FVM staff serving international bodies
Number of initiatives gender mainstreamed
International and regional programmes designed
and operational
Number of FVM staff in international universities
on staff exchange programs
29




internationally and nationally.
Update Website.
Promote joint research and supervision with the
external linkages.
Start short courses under the short term
studentship scheme.
Promote franchising of FVM programmes









13. Laboratory services
Strategic Objective
To
mainstream
laboratory services &
training as a pillar for
research and producing
useful & employable
holistic graduates with
blended
intellectualvocationalentrepreneurial
capacity to transform
society
Strategies

enhance the organization & management of
laboratory facilities at the FVM

Increase and equip shared central & departmental
laboratories for specialized, applied & basic
research, training and referral outreach.

establish a Zoonoses and food safety research
centre at FVM

establish a central diagnostic and value addition
laboratory facility at FVM

Renovate teaching labs

Partner with Alumni and other stakeholders to start
the Biomedical Laboratory Technology Centre at
Makerere FVM












14.
Gender
mainstreaming
programme
Strategic Objective
Reposition the gender
mainstreaming program
to excel in providing a
gender
responsive
Strategies

Formulate and advocate for the enactment of a
comprehensive gender policy for the FVM

implement guidelines for engendering existing FVM
programmes


Number of faculty who use international examples
in training delivery
Number of research collaborative linkages
Recess schools established
Number of programmes accredited internationally
Increased share of FVM revenue from the
University’s international initiatives
Number of programmes franchised in the region
Number of programmes delivered in the region
through use of flexible approaches such as open,
distance and e-learning
Website uploaded with relevant and up-to-date
information
Strengthened and efficient international relations
office
Faculty of Veterinary Medicine laboratory facility
strategic plan implemented
Laboratory technology staff employment policy
reviewed
Better
coordination and rationalisation of
procurement to minimise delays, wastage, and
duplication
Better
coordination and rationalisation of
maintenance of laboratory facilities at FVM
Laboratory maintenance units in place and
laboratory staff trained in maintenance of
laboratory facilities.
Laboratory reagent production units established
and operational
A reward system for bio-safety in laboratories
established
Central & departmental laboratories for training,
outreach, applied & basic research established and
equipped
Central & departmental laboratories for vocational
& entrepreneurial development established
Zoonoses and food safety research centre
established and operational
Laboratories at FVM accredited
Gender balance in laboratory management and
staffing
Faculty of Veterinary Medicine able to mainstream
gender in its programmes with minimum support
Number of students of FVM able to initiate and
implement gender related activities with minimum
support
30
organisational
environment and to
integrate gender into all
the FVM programmes




promote gender responsive organisational culture
at FVM
advocate for gender balance in access to FVM
education and contribute to the enhancement of
the quality of graduates
develop a strategy for sustainability of the gender
mainstreaming programmes
To strengthen the capacity of sentinel sites to
mainstream gender into FVM programmes





Number of gender related activities implemented
by the students by 2018
Gender
mainstreaming
accepted
by
all
stakeholders in the FVM, owned and customised,
fully supported and sustained by FVM by 2018
Faculty of Veterinary Medicine sentinel site fully
established and operational
Faculty of Veterinary Medicine as an outstanding
role model of a best practice in promoting gender
equality in higher education in Uganda and beyond
by 2018
g) Number of mentoring sessions held for
academic and administrative staff by 2018
31
32
3.8
Current Student Population
The tables below summarise the current enrolment of students in the FVM
a)
Undergraduate students
Program
BVM
BLT
BAP
BWHM
Total
b)
Year II
40
110
20
10
180
Year III
35
100
18
10
163
Year IV
30
90
18
10
148
Year V
40
0
0
0
40
Gross
Total
40
0
0
0
40
185
300
56
30
571
Graduate students
Program
PGD
MSc
PhD
Total
c)
Year I
Year I
Year II
0
55
8
63
Year III
0
40
7
47
Gross Total
0
0
0
0
0
95
15
110
Projected enrolment
With the current government drive to upgrade the faculty into a constituency
college, the FVM will upgrade its intake of students at all career levels, ranging
from mid-career courses (certificates and diplomas), to degrees in Animal
Enterprise Science, Entrepreneurship and Education. An annual increase of a
factor of 150 for all certificates, diplomas and degrees combined is planned.
Total enrolment by 2018 is therefore (150 x 10) + 571 + 110 = estimated at 2181.
3.9
List of proposed Universities for competitive benchmarking
University
Country
Universiteit van Pretoria - South Africa
University of Pretoria
Michigan State University USA
World Rank
3
MAKERERE UNIVERSITY
32
33
FACULTY OF SOCIAL
SCIENCES
Repositioning the Faculty of Social Sciences to
Meet Emerging Development Challenges
Strategic Plan:
2007/2008 - 2017/2018
JULY 2007
33
2
INTRODUCTION
The development of the strategic plan marks the beginning of the new direction
for the Faculty of Social Sciences spanning over the next decade. It is envisaged,
and as underlined by the Strategic Planning retreat held on 11-13 May 2007 at
Colline Hotel, Mukono, that the new strategic plan 2007/08-2017/18 will address
not only the core activities of teaching, research and outreach but will also
endeavour to tackle key cross cutting issues such as quality assurance, ICT,
human resource development, library services and physical infrastructure as
well as gender mainstreaming within the Faculty. Recognition has also been
made about the impact of the external pressures, with specific reference to
globalisation with respect to science and technology innovations,
internationalisation and the need to have graduates who are relevant in a global
economy.
This strategic plan outlines the vision, mission and core values of the Faculty of
Social Sciences. The plan puts forward the key procedures and parameters that
will guide the Faculty in the formulation of plans. One of the new dimensions to
the 2007/08 -2017/18 strategic framework is the establishment of Key
Performance Indicators (KPI) in terms of measures of success and benchmarking
international and regional institutions in the plan formulation process.
1.1 CONTEXTUALIZING THE SOCIAL SCIENCES TODAY
The faculty of Social Sciences traditionally trained for the civil service. Now it
trains for NGOs, the private sector and research institutions. Social Scientists are
increasingly
getting
involved
in
multi-disciplinary
development
programs/programs and are on demand even in fields that were not originally
confined to those trained in physical sciences, technology, health and
environment. Social Scientists are employed as social, gender and economic
analysts in the provision of social services such as water, road construction,
immunization, and environmental impact assessment and in mobilization and
community sensitization. Social science graduates offer direct management and
administrative services, others are engaged full time in consultancy work while
others are engaged in teaching and training.
Uganda continues to be characterised by under development reflected in the
prevailing poverty, low incomes, food insecurity, and other forms of insecurity,
vulnerability and governance problems. Most of these problems are basically
socio-cultural, attitudinal and managerial. Many national policies fall short
during implementation because they fail to put social and cultural factors into
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3
consideration. It is the mandate of the faculty of Social Sciences to be sensitive to
and critical to the nature and implications of socio-cultural, economic and
political changes in society.
In attempting to realize its mission and vision the faculty continues to face many
challenges in adjusting to the changing environment both outside and within the
university. New thinking and the changing world calls for re-thinking the
philosophy of social sciences and the way it impacts on the packaging of a social
scientist and the faculty contribution to society and development. Internally
there have been transformations at Makerere, which have created a critical
mismatch between available resources and increasing needs and new demands.
These transformations have greatly impinged on the Faculty of Social Sciences.
Since the early 1990s there has been reduced government funding of higher
education especially university education. In order to fill the gap left by the
retreating state, coupled with the political drive to open up university education
for more students, a private students’ scheme was introduced at Makerere with
two major effects.
In the first instance there was a tremendous increase in number of students
amidst static infrastructure. The faculty currently has over 5000 students, which
has led to extreme overcrowding and overuse of existing infrastructure. Related
to this is increase in number of students without proportionate increase in the
staffing. This has implications for the teaching and learning process. The fact that
only 76% of the established positions are filled is a big challenge to the faculty.
Increased staff workloads have a possible consequence of reduced quality of
graduates, which undermines their marketability.
There has been decentralization of responsibilities and activities by the Central
Administration to the units without commensurate resources. In response to the
above, competition between and among academic units has emerged leading to
duplication of courses and programmes. For example, currently basic social
science disciplines are now being taught in other units of the university. The
Faculty also faces a big challenge of sustaining its programmes in view of its
shrinking size and academic fragmentation. Departments of Economics and
Psychology have become autonomous. Now they are Faculty of Economics and
Management, and Institute of Psychology respectively.
Cognisant of these challenges, Makerere University in its restructuring plan
places priority on transforming large faculties into colleges as part of the
decentralization process where efficiency and effectiveness will be improved,
and to accommodate growth and response to new opportunities. This is not only
ideal but also consistent with the trends in the region such as in the University of
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4
Dar-es-Salaam where consolidation has led to the improvement in quality of
University education and improvement in administration.
It is against this background that, the Faculty of Social Sciences has embarked on
a planning process that will culminate into an expanded, well-equipped and
better managed college of Arts and Social Sciences.
The Faculty of Social Sciences currently offers training at different levels i.e.
certificate, diploma, Bachelor’s Masters and PhD. Its people centred strategy for
attaining development and change has positioned Social Science graduates at the
forefront of social, political and economic development. The training in the Social
Sciences aims to address social, economic, political, environmental and
epistemological problems facing the country. In particular, the training attempts
to help students to develop a critical mind, which helps in the understanding of
the changing realities of society and the use of relevant theories in formulation of
effective solutions to existing problems. An attempt is also made to strengthen
this training by the inculcation of appropriate work values.
The knowledge and skills that are imparted to graduates are partly developed
through research, practice and training by both staff and students. This
knowledge is disseminated through teaching, publications, seminars and
workshops among others. The information emerging from research done by
social scientists has contributed to problem identification, analysis and solutions;
policy development and intervention programmes. Application of social science
knowledge in the health sector has for example contributed to the reduction of
prevalence of HIV/AIDS and STI through behavioural change. Staffs in the faculty
continue to carry out research on a broad range of concerns in line with priority national
issues like HIV/AIDs, livelihoods, malaria, land, elections, decentralization etc. Funding
for these research initiatives has come from WHO, VICRES, AICAD and Norway among
others.
The Faculty’s potential should especially be seen in terms of the contribution that
it is expected to make in terms of general national development and, more
specifically, skills training and research. Many government rehabilitation and
reconstruction programmes need to be cast in the broader socio-cultural,
economic and political context. The NGO and Private Sector communities are
vital areas that the Faculty intends to make significant impact upon, by
providing critical assessments and human resource training. The Faculty’s role
in investigating, planning and evaluating development strategies in the public
and private sectors cannot therefore be over-emphasized.
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5
2.0
PLANNING PROCESS
The process of developing the strategic plan and supporting plans for the Faculty
has entailed the following stages:
Stage 1: Having various key knowledgeable presenters to present on topical
issues or things that are entailed in the strategic plan
Stage 2: Having a Facilitator who guides the whole process of planning
Stage 3: Formulation of plans by the support of representatives from
Departments taking into consideration the implications of the plans for
the teaching and research Departments.
Stage 4: Formulation of the Faculty of Social Sciences Strategic Plan and
operational plans
2.1
Brief Background of the Faculty of Social Sciences
The teaching of Social Sciences in Makerere University had its origins in the
compulsory first year course in Administration introduced in 1939, mainly
designed to give an insight into the social and economic setting in which
administrators would practice their profession. Social Science subjects were
grouped under and taught within the Faculty of Arts. The Department of Social
Studies, divided into teaching sub-units of Economics, Political Science and
Sociology, was a constituent unit of the Faculty of Arts.
The Faculty of Social Sciences was created in 1963 (to coincide with the creation
of the University of East Africa with Constituent Colleges at Makerere, Dar es
Salaam and Nairobi). It included the Departments of Economics, Political Science
and Public Administration and Sociology (including the Social Work and
Community Development Training Scheme). From 1963, however, the Faculties
of Arts and Social Sciences continued to be administered under one Dean until
the mid-1980s when they were separated for ease of management. Later the
Department of Psychology, and Women and Gender Studies were added to the
Faculty of Social Sciences. The Departments of Economics and Psychology were
later granted autonomy to become Institutes. More recently the Institute of
Economics was granted Faculty status to become the Faculty of Economics and
Management.
The FSS teaches both undergraduate and postgraduate courses in all its four
Departments. Apart from the internal teaching programmes, the Faculty is
strongly re-establishing its role in relation to other Faculties and institutions for
5
6
undergraduate, postgraduate and research training in the University. For
instance, the Department of Sociology teaches in the following places: Institute
of Statistics & Applied Economics (Department of Population Studies), Institute
of Environment and Natural Resources (MUIENR), the Faculty of Arts, the
Faculty of Veterinary Medicine, the Medical School, and the Faculty of
Technology (Architecture Department).
2.1.1 Back to the Future Analysis
In this section presents a review of the performance of the Faculty of Social Sciences
strategic plan 2000/01 – 2005/6. The review covers major issues in teaching and learning,
research and advocacy and, outreach and advocacy. It is divided into three parts:
Successes, failures and challenges.
Successes
2.1.1.1
Teaching and Learning
 MA Gender Studies reviewed
 BA (Social Sciences) reviewed
 Several courses using Blackboard and KEWL
 More than 30 teaching staff obtained higher degrees and several were promoted.
2.1.1.2
Research and Publication
 More research projects were both from local and international sources.
 More publications were realized.
 Support for Masters and PhD studen