• No results found

Evaluation NPT/NFP The case of Uganda

N/A
N/A
Protected

Academic year: 2021

Share "Evaluation NPT/NFP The case of Uganda"

Copied!
69
0
0

Loading.... (view fulltext now)

Full text

(1)

Evaluation NPT/NFP

The case of Uganda

Report of a field investigation

Final report

Client: Dutch Ministry of Foreign Affairs

ECORYS Nederland BV

Ruud van der Aa

(2)
(3)

ECORYS Nederland BV P.O. Box 4175 3006 AD Rotterdam Watermanweg 44 3067 GG Rotterdam The Netherlands T +31 (0)10 453 88 00 F +31 (0)10 453 07 68 E netherlands@ecorys.com W www.ecorys.com Registration no. 24316726

ECORYS Labour & Social Policy T +31 (0)31 (0)10 453 88 05 F +31 (0)10 453 88 34

(4)
(5)

Table of contents

Acknowledgments 3

1 Introduction 3

1.1 Context and background of the country 3

1.2 Higher education policy of the government 3

1.3 Development cooperation in the country, incl. role of donors 3

1.4 Development assistance of the Netherlands, incl. priority sectors 3

1.5 Structure of the report 3

2 Methodology used for country study 3

2.1 Multiple inputs into an iterative process 3

2.2 The documentation base 3

2.3 Interviews prior to the country visit 3

2.4 Methods of data collection during the field visit 3

2.5 Validation of preliminary findings at the end of the field visit 3

3 Description of NPT and NFP Programmes 3

3.1 Central question 3

3.2 NPT 3

3.3 NFP 3

4 Policy relevance 3

4.1 Central question 3

4.2 Harmonisation with broader development policy priorities 3

4.3 Demand-driveness/ownership 3

4.4 Flexibility 3

4.5 Broader supply of Dutch institutions 3

5 Efficiency 3

5.1 Central question 3

5.2 Clearness of processes and responsibilities 3

5.3 Competition between providers 3

5.4 Use of regional expertise 3

5.5 Interaction between partners 3

6 Effectiveness 3

6.1 Central question 3

6.2 Monitoring performance 3

(6)

6.4 Cooperation with regional institutes 3

6.5 Risk of brain drain 3

6.6 Strong and weak elements in effectiveness 3

7 Cohesion between NPT and NFP 3

8 Main conclusions of the field visit 3

9 Lessons learned and recommendations 3

References 3

Annex 1 NUFFIC NPT Project Summary Sheet 3

Annex 2 Terms of Reference field visit Uganda 3

Annex 3 Persons interviewed during field visit 3

(7)

Acknowledgments

Thanks are due to the Royal Netherlands Embassy in Kampala for their help in facilitating my mission. Mr Harry Abels took great care in setting up appointments in Kampala, Soroti and Arua and also for arranging appropriate accommodation in these places. The Embassy staff has delivered fruitful comments and remarks on the Terms of Reference at the start of the mission and on the initial findings at the end of the mission. Ambassador Ms. Joke Brandtgraciously chaired the two meetings.

Thanks are equally due to Joseph Ababa who proved to be the best driver in Uganda, in the meantime also being a good teacher on local habits and issues.

Nuffic, in particular through Mr. Ouinda Nikièma, has been of great help, allowing me access to relevant project documentation and patiently responding to my questions

Most important to the success of the mission was the cooperation I received by those in Uganda with whom I spoke. Conversations were marked by an atmosphere of

enthusiastic dedication to the goals of the projects and by confidence about their positive outcome.

(8)
(9)

1

Introduction

1.1

Context and background of the country

The Republic of Uganda, situated in central east Africa, is one of the poorest countries in the world, with a per capita income of US$ 280. It has a population of 30 million citizens (2005). Uganda is home to many different ethnic groups, none of whom form a majority of the population. Around forty different languages are regularly and currently in use in the country. English became the official language of Uganda after independence in 1962.

The average age in Uganda is 15, the lowest in the world. Life expectancy at birth remains low at around 49 years and population growth at 3.5 percent remains one of the highest in the world. Infant and child (under five) mortality stay at around 80 respectively 138 per 1,000 live births. Nevertheless, the country's firm commitment to poverty

reduction, as spelled out in its Poverty Reduction Strategy, and the World Bank and other Development Partners' contributions led to development results, which brought the country closer to reaching the Millennium Development Goals1:

HIV/AIDS adult prevalence declined significantly over the last decade from about

18 percent in the early 1990s to 6.5 percent in 2005 (however, there have lately been small increases in prevalence rates in Uganda).

Poverty declined rapidly from 1992 to 2003, as a result of high and broad-based

economic growth. The poverty headcount dropped from 56 percent in 1992 to38 percent in 2003. Poverty remains undisputable high in rural areas and Northern and Eastern Uganda.

Net enrolment rates for primary schooling increased from a total 62.3 percent in

1992 to 86 percent of girls and 87 percent of boys in 2004.

The gender gap (ratio of girls to boys) in primary and secondary schooling

improved from 93 in 1992 to 99 percent today and from 67 percent in 1997 to 86 percent today, respectively.

One of the key challenges in achieving improved development results in Uganda derives from continued shortcomings in governance. Uganda's ratings regarding the level of corruption (and other governance indicators) today is little better than during the 1990s. According to Governance Indicators compiled by the World Bank Institute (WBI) in 2004, Uganda ranks well above the Sub-Saharan average in the areas of regulatory quality and government effectiveness. Uganda ranks about the same as the Sub-Saharan average in the area of control of corruption. However, it falls short of the Sub-Saharan

1 www.worldbank.org.

(10)

Evaluation NPT/NFP - The case of Uganda – Field visit report 10

average in the areas of rule of law, and voice and accountability, and well below the average in political stability (due to the conflict in Northern Uganda).

Uganda's Poverty Reduction Strategy Paper is referred to as the Poverty Eradication Action Plan (PEAP). The first PEAP was issues in 1997, the second in 2000 and the third in 2004. The PEAP restates the country’s ambitions of eradicating mass poverty and of becoming a middle income country in the next twenty years. It argues for a shift of policy focus from recovery to sustainable growth and structural transformation. The PEAP is developed through a participatory process involving civil society and development partners, including the World Bank and the International Monetary Fund (IMF). The key pillars of the third PEAP are:

Economic Management (pillar 1). The government’s strategy aims to maintain

macroeconomic stability and to promote private sector driven, export-led growth. Measures include containing inflation, mobilising domestic revenue, and reducing the fiscal deficit;

Enhancing Production, Competitiveness and Incomes (pillar 2). Priorities involve

increasing investment in transport infrastructure and in energy systems, deepening the financial system, removing bureaucratic obstacles to business, promoting rural development, and improving incentives for sustainable management of natural sources;

Security, Conflict Resolution and Disaster Management (pillar 3). Key

interventions comprise improving the defence and policy services, strengthening disaster preparedness and management (including programs to assist refugees and internally-displaced people), and rehabilitating and reconstructing infrastructure and livelihood systems in conflict-affected areas;

Good Governance (pillar 4). The overall objective of the pillar is to strengthen

political governance, human rights, legal and justice systems, and public sector management and accountability. These objectives will be achieved through measures ranging from promoting democracy to reforming the public services;

Human development (pillar 5). Priorities include improving the quality of education

and health services, addressing HIV/AIDS, increasing access to family planning services, and expanding water and sanitation systems, particularly in rural communities.

1.2

Higher education policy of the government

2

History

At independence in 1963, Uganda had one of the best higher education systems in Africa, attracting many students from neighbouring countries. However, the economic and political crises that occurred in the subsequent years damaged the higher education system and created problems of financing, quality, and educational relevance (Musisi, 2003). In the 1990s, a number of reforms were undertaken to reverse this decline including the adoption of alternative financing strategies, the offering of demand driven courses and administrative changes (Court, 1999).

2 This section draws heavily on: Brief Description of the Higher Education System in Uganda, Drafted by Mary Ngolovoi and Pamela Marcucci, April 2006.

(11)

Higher education system

The higher education sub-sector is composed of universities and non-university

institutions officially referred to as "other tertiary institutions". The sub-sector is neither integrated nor diversified, lacking a credit system to ease student mobility amongst disciplines and institutions. However, it is growing very fast in numbers of students and institutions. A strategic plan to address most of the issues referred to above is in the pipeline3.

Uganda follows a 7-4-2-4 model of education, with seven years of primary education, 4 years of lower secondary, 2 years of upper secondary and 4 years of tertiary education. The public higher education sector is composed of universities, national teachers colleges, colleges of commerce, technical colleges, training institutions, and other tertiary

institutions. The two major public universities in Uganda are Makerere University in Kampala established in 1922, and Mbarara University of Science and Technology, established in 1989. Three other public universities have been established recently: Kyambogo University, the University of Gulu, and the Open University of Uganda, and another university in Eastern Uganda is in the planning stages. There are also 102 private higher education institutions including 23 private universities (14 of which are licensed) (National Council for Higher Education 2004).

Enrolment

The gross higher education enrolment ratio grew from 2.5 percent in 1995 to 4.1 percent in 2004. Much of this growth is due to increased university enrolments, which have increased substantially since the 1970s. In 2004, there was a total of 108,295 students in higher education institutions (Ministry of Education and Sports, 2005).

National Council for Higher Education

The National Council for Higher Education, a statutory agency established under “The Universities and Other Tertiary Institutions Act” in 2001, regulates the establishment and management of higher education as well as its quality, equates higher education

qualifications, and advises the government on higher education issues. It has also been charged with establishing an accreditation system and conducting the accreditations.

According to the Uganda National Council for Higher Education (NCHE) most

Ugandans view higher education as only a vehicle for the graduates of tertiary students to get good jobs. “While this is true for the individual, higher education also enhances the welfare and development of the whole society4.” This view is underlined by the World Bank (2002:ix), which states that “Tertiary education is more than the capstone of traditional education; it is a critical pillar of human development world wide. In today’s life long-learning framework, tertiary education provides not only the high level skills necessary for every labour market but also the training essential for teachers, doctors, nurses, civil servants, engineers, humanists, entrepreneurs, scientists, social scientists and myriad personnel.”

3 The state of higher education in Uganda 2005, The National Council for Higher Education, 2006. 4 Idem. p.1.

(12)

Evaluation NPT/NFP - The case of Uganda – Field visit report 12

According to the NCHE, the functions of higher education are therefore to:

• Supply the market with the skilled labour force it needs;

• Contribute to poverty alleviation by increasing the stock of knowledge to trainees,

empowering societies with the skills to produce goods and services and to make better social and political decisions;

• Enhance better social governance;

• Contribute to the growth of knowledge through training, research, storage,

publication and dissemination of knowledge; and:

• Enhance individual upward social mobility and contribute to political good.

In the perspective of the NCHE “knowledge is now the key to modernization, economic development and poverty alleviation”. As regards the present state of higher education the NCHE calls “for more concerted public and private sector investment in he higher

education sub-sector to produce creative and innovative graduates whose ambitions transcend the mere acquisition of paper qualification. Students and parents should be sensitised to seeing the getting of a certificate, however glorified, as means rather than an end of higher education.” And “…public and private sector investment should shift emphasis from social sciences and humanities to the basic and applied sciences, as well as R&D areas5.”

Funding

Governmental funding for tertiary education has been declining over the years due in large part to the financial constraints brought about by the unprecedented growth at the lower levels of education. In 1992, the White Paper and Education Strategic Investment Plan (ESIP) recommended diversification of revenue through cost sharing, private sponsorship, evening and weekend programs, and entrepreneurship ventures by public higher education institutions to supplement the declining governmental funding (Musisi, 2003). Higher education received about 10 percent of a total ministry budget of Ushs 619.93 billion in the 2004/05 budget year (Ministry of Education and Sports, 2005), a rate that has remained more or less constant since the mid 1990s despite the massive

enrolment increases.

The revenue support for higher education and the great expansion of enrolments, therefore, are through cost sharing and private sponsorship (Ssebuwufu, 2002). The government sponsors 4,000 students (about one-quarter of total university entrants). The students that do not receive government sponsorship finance their own education. There are no legal limitations on the number of privately-sponsored students that are allowed in the institutions, but the government-sponsored students have first priority.

The dual track tuition policy in Uganda has been successful in terms of generating significant revenue. By 2000, Makerere generated more than 30 percent of its revenue internally compared to its almost complete dependence on government financing ten years earlier (Court, 1999).

Notwithstanding the increased revenue brought about by the private entry scheme, access and equity in higher education is hampered by the fact that Uganda does not have a sound

(13)

financial aid program in place. The current tuition per semester for fee-paying students is about $300 against an average per capita income of US$300 (Kasozi, 2003)2. Without student loans, scholarships or grants the majority of Ugandans -- who live on less than US$1 a day -- cannot access higher education. The government, however, has a strategic plan that is aimed at improving equity and access in higher education. It plans to establish a student loan program by the year 2007, actively seek multiple sources of funding for higher education, and set up a scholarship program associated with disciplines related to government development.

1.3

Development cooperation in the country, incl. role of donors

6 Uganda, like many other countries, has experienced high transaction costs from aid, especially when it has been provided as uncoordinated project support. For example:

• The government has had to spend considerable time hosting and supervising a

multitude of missions for each project, often scheduled to suit the timetable of each donor rather than of the government;

• Aid in Uganda has often resulted in the creation of new systems that paralleled

existing governments systems. While these helped in implementing projects, they did little to build capacity of government;

• Donors often have procedures and requirements very different from each other,

putting a strain on government.

Recognising the high transaction costs, government promoted donors coordination and alignment throughout the 1990’s. This spurred the establishment of joint sector working groups, the development of sector wide approach programmes (SWAPs) and pooled funding mechanisms, joint missions, silent partnerships, and joint analytical work and advisory services by development partners. Subsequently, the annual poverty reduction support credit (PRSC) process played an important role in strengthening donor

harmonization. The PRSC has been a focus for donors that provide budget support to participate in joint discussions with government and to link their disbursements to the fulfilment of agreed prior actions that are themselves derived from the Poverty Eradication Action Plan (PAEP).

The Uganda government laid out its intent for its relationship with donors in the 2000, called “Building Partnerships to Implement the PAEP”. A set of partnerships principles was signed by the government and key donors in 2003. At the time, these were unique in Sub-Saharan Africa in guiding donor behaviour and support, in steering

donor-government cooperation, and in establishing the importance of budget support (in

contracts to a multitude of single, stand-alone projects) for increasing the effectiveness of aid. This process lead to the Uganda Joint Assistance Strategy (UJAS).

Uganda Joint Assistance Strategy (UJAS)

The Uganda Joint Assistance Strategy (UJAS) was a natural step to further enhance donor harmonization. The idea of preparing a joint assistance strategy was endorsed by several

(14)

Evaluation NPT/NFP - The case of Uganda – Field visit report 14

key donors. The final version of the UJAS was presented to the government, civil society and other development partners in April 2005.

The UJAS presents a core strategy of seven development partners for 2005-2009, and provides the basis for the partners’ support of the implementation of the government’s new Poverty Eradication Action Plan (PAEP) covering 2005/06-2008/09. The UJAS has been prepared by eight development partners: African Development Bank, Germany, the Netherlands, Norway, Sweden, the United Kingdom’s Department for International Development, and the World Bank Group. Austria joined the UJAS partners in January 2006. The UJAS is centred on three principles:

• Supporting implementation of the country-owned and led revised PAEP to achieve

the MDG’s;

• Collaborating more effectively, both among development partners and with the

government;

• Focusing on results and outcomes (including managing resources and improving

decision making, and strengthening systems for monitoring and evaluation).

1.4

Development assistance of the Netherlands, incl. priority sectors

The Netherlands is one of the key players in international development assistance to Uganda, together with the other partners that have been involved in the Uganda Joint Assistance Strategy (UJAS). Based on the principles of the UJAS the Netherlands are involved in the following development fields of the PAEP7:

pillar 1 - economic management: macroeconomic stability consistent with rapid private sector growth.

pillar 2 - enhancing production, competitiveness, and incomes: (i) increased and more efficient agricultural production, and (ii) strengthened environment and natural resources management.

pillar 3 – security, conflict resolution and disaster management: reduced insurgency and conflict and increased reintegration of internally displaced people.

pillar 4 – good governance: (i) strengthened political governance, (ii) improved human rights, (iii) strengthened legal and justice systems, (iv) strengthened public sector management and accountability, (v) strengthened local government.

pillar 5 – human development: (i) better educated Ugandans, (ii) healthier Ugandans. Departing from these pillars the following priority sectors have been issued for the Netherlands development activities:

• Justice Law and Order sector (JLOS), including Procurement; • Education;

• Good governance/ local government;

• Private business development, with focus on the Floriculture export sector.

Besides these priority sectors environment and gender are issued as cross-cutting themes.

(15)

1.5

Structure of the report

After explaining the methodology on which the country study was based, the report will then go on to describe what actually happened in terms of NPT and NFP implementation in Uganda, following the introduction of the new programs in June 2002. It will then dwell on the major questions of this investigation, namely:

• What is the relevance of these programs; • How efficient is their implementation;

• To what extent do they create the desired effects?

• Possible cohesion between the programs is an added concern to be explored.

The report will close with conclusions, recommendations, and what can be learned and may still be learned from the experience

(16)
(17)

2

Methodology used for country study

2.1

Multiple inputs into an iterative process

The major methodological input to this field study has been the data collected by interviewing people concerned with the implementation of the two programs at different levels and in diverse contexts. What could be gleaned from talking to people was, where possible, checked against the in situ observation of the reality in question. Prior to the field visit, documentation available at Nuffic and some of the Netherlands institutions was explored. This helped to contextualize and inform the interviewing process as well as to draft Terms of Reference for the mission (Appendix 2). The ToR served in turn as a framework for organizing the program of the visit and adjusting it continually as the mission developed.

The Royal Netherlands Embassy in Kampala played a crucial and effective role in helping this process along. Appendix 3 shows the result in terms of contacts made during the visit. Some of these contacts also resulted from advice for the Fellowship Officer at the RNE as well as from several of the interviewees who suggested follow-up contacts. While the mission developed the documentation base also grew. Appendix 4 reflects its extent at the time of writing this report. The preliminary findings and identified issues resulting from the above process were, on the last day of the visit, critically appreciated in a presentation for the RNE staff in Kampala. Naturally, the focus in the data collection process was always on the evaluation of the program rather than the projects and activities. This report thus presents the overall picture of how the program functions in Uganda; it deemphasizes the detail.

2.2

The documentation base

The overview in Appendix 4 of documentation available to the evaluator is organized by NPT project or NFP area of activity. Five projects were selected for a more in-depth investigation during the field visit to Uganda. The projects were selected according to the priority sector involved (ensuring some variety in sector) and also according to their budgets (large and smaller ones).

Education sector:

NPT/UGA 032: Building a sustainable ICT training capacity in the public universities in Uganda Budget: 3,339,816 euro (largest NPT project in Uganda)

NPT/UGA 082: Developing faculty capacity to improve the quality and relevance of education of health professionals in Uganda.

(18)

Evaluation NPT/NFP - The case of Uganda – Field visit report 18

Budget: 896,115 euro

Local government sector:

NPT/UGA 085: Strengthening environmental management in Uganda (water sanitation and waste disposal). Budget: 1,392,404 euro

Justice, law and order sector:

NPT/UGA 113: Strengthening capacity of prisons and police training institutions. Budget: 1,399,964 euro

Procurement

NPTP/UGA 040: Support for institutional capacity development in public and private procurement management Budget: 2,552,910 euro

During the field mission, on advice of the RNE, additional meetings were arranged with stakeholders of the following projects:

NPT/UGA 033 Capacity building of the national council for Higher Education Budget: 792,040 euro

NPT/ UGA 115Capacity building for community mobilization for socio-economic development Budget: 899,968 euro

So, in all 7 projects were visited, which on a total of 11 NPT projects being implemented at the time of the mission can be regarded as highly representative.

In addition to the documents listed in Appendix 4 regarding these projects, the evaluator also had the opportunity to go through the project files available at the Nuffic offices and to query the Senior Program Officers in charge for NPT and NFP.

As regards NFP the evaluator visited two out of the three northern districts in Uganda that are involved in a multi year agreement (MYA): Soroti and Arua. In the third MYA district (Lira) there appear to be serious problems with the implementation of the MYA. In was advised against by the RNE fellowship officer to visit this district. The various modalities of NFP have been discussed within the context of the MYA.

2.3

Interviews prior to the country visit

Prior to the country visit interviews were held at three institutes involved in the

Netherlands. They involved the University of Groningen, the University of Maastricht, and the Maastricht School of Management. Also during the country visit representatives of Dutch institutes were interviewed, being available at that time. These were trainers and programme managers from: MsM, Leaf, and the Dutch Police Academy.

Also prior to the country visit the offices of Nuffic has been visited various times for document study and conversations with the Senior Program Officers who are in charge of NPT and NFP in Uganda. Preparation of the field visit was furthermore informed by

(19)

meetings about the NPT and NFP programs held at DGIS and Nuffic during the period leading up to the mission.

As mentioned, the RNE in Kampala played a crucial role in setting up initial contacts in Uganda to ensure a smooth start of the work. As soon as things got off the ground, the program was worked out in further detail with the help of the Embassy. The detailed Terms of Reference that had resulted from the documentation study and preparatory interviews proved to be an effective guide for the conception of the program. It was shared by the RNE with all major stakeholders who were invited to follow up with the Embassy and with the evaluator in person before and after his arrival inUganda. The Embassy in Kampala also kindly helped making the various hotel reservations in the capital but also in the two districts that were visited. The Embassy also arranged a taxi driver (a ‘special’) for the whole period, except for the visit to Arua, which was done by plane. This enabled the evaluator to conduct his work effectively and keeping his appointments.

2.4

Methods of data collection during the field visit

Appendices 2 and 3 give ample detail of the process of data collection and the persons and institutions from whom the data were collected. Interviews were supplemented by consultation of the available documentation. Interviews typically took place with a number of persons together. During the interviews written notes were taken by the evaluator, which were written out almost immediately afterwards. Besides, some

photographic evidence was collected. The following major categories of interviewees can be identified:

• RNE personnel;

• Personnel of Government departments involved in demand identification and

articulation as well as in oversight of project implementation by affiliated institutions;

• Academic personnel based at beneficiary institutions, including some Dutch advisers,

programme managers and trainers;

• NFP graduates or applicants.

Research questions being the same for both the NPT and NFP programs, the structure of the interviews was similar for those interviewed in connection with each of the two programs. Thanks to the help received in organizing the program of appointments, the investigation could be considerably expanded beyond the projects initially identified for priority attention (see above). This allowed for the development of a broad perspective of the wide-ranging nature of post-secondary capacity building in Uganda through the two programs.

2.5

Validation of preliminary findings at the end of the field visit

This process has been referred to above. The Ambassador chaired the meeting and participated till the end. The process involved presentation of the preliminary findings and identified issues of concern by the evaluator followed by discussion.

(20)
(21)

3

Description of NPT and NFP Programmes

3.1

Central question

The central evaluation question to be answered as regards the description of the programmes is:

Which developments have taken place since June 2002?

(first question ToR)

3.2

NPT

The identification of the priority sectors for the NPT programme took place in 2003 during two missions to Uganda by the Nuffic programme officer. In close cooperation with the RNE the following sectors were identified as priority areas8:

• justice, law and order; • procurement;

• education; • local government.

It was decided during the exploration mission in July 2003 that the NPT should become as complementary as possible with the sector-wide approach, applicable for Uganda.

In September 2003 for each sector a stakeholder meeting was organized. In general all 4 stakeholder meetings arrived at identifying the needs with high priorities and ideas for NPT project interventions indicating eligible implementing institutions9.

In May 2006 in Uganda 11 NPT projects were being implemented10, out of which 7 were selected for in-depth investigation during the field visit by the evaluator. The following table gives an overview of the current NPT projects in Uganda:

8 Maltha, H. (Nuffic NPR programme officer) Exploration mission in relation to identification for the NUFFIC NPT program in Uganda, NUFFIC, July 2003.

9 Maltha, H, (Nuffic NPR programme officer), Finalising the identification phase for the NUFFIC NPT program in Uganda, NUFFIC, September 2003.

(22)

Evaluation NPT/NFP - The case of Uganda – Field visit report 22

Table 3.1 Npt project portfolio in Uganda (May 2006)

Project titles and names of recipients institutions Project number Budget in Euros Dutch partners EDUCATION SECTOR

1. Building a sustainable ICT-training capacity in the public universities in Uganda*

Makerere University/Faculty of Computer Science (& Kyambogo, Mbare, Gulu)

UGA/032 3,33816 University of Groningen, University of Nijmegen, Hanze University of Professional Education

2. Capacity building of the national council for Higher Education*

National Council for Higher Education

UGA/033 792,040 Centre for Higher Education Policy Studies/University of Twente

3. Wireless networking in a rural

environment – the establishment of a centre of excellence

Uganda Martyrs University

UGA/062 999,749 Vrije Universiteit (VU-CIS), Delft University of Technology

4. Developing faculty capacity to improve the quality and relevance of education of health professionals in Uganda*

Faculty of Medicine, Makerere University

UGA/082 896,115 University of Maastricht, University of Groningen

5. Upgrading capacity of technical colleges in the area of ICT

Busheni Technical college (& Lira, Elgon, Makala, Kichwamba)

UGA/171 2,000,000 Hanze University of Professional Education

6. Capacity building in the Floriculture Sub Sector in Uganda

Bukulasa (&MoM, Rosebud Farm))

UGA/172 1,5500,000 PTC+, Wageningen University

LOCAL GOVERNMENT DEVELOPMENT SECTOR

7. Strengthening environmental

management in Uganda (water, sanitation and waste disposal)*

National Environmental Management Authority (NEMA)

UGA/085 1,392,404 University of Wageningen (WU), Maastricht School of Management (MsM), International Institute for geo-information Science and Earth observation (ITC)

8. Capacity building for community mobilization for socio-economic development: Nsamizi*

Nsamizi Traiining Institute of Social Development

UGA/115 899,968 Institute of social studies (ISS)

9. Capacity building in good governance and human rights

Uganda Martyrs University

UGA/116 900,000 University of Groningen, Institute for Housing and Urban development, Inter-church organization for Development Cooperation (ICCO)

JUSTICE, LAW AND ORDER SECTOR

10. Strengthening capacity of prisons and police training institutions*

Uganda police and Prisons Training Institutions

UGA/113 1,399,964 Foundation Hogeschool Leiden, Centre for International Legal Cooperation, Police Academy Netherlands

(23)

Project titles and names of recipients institutions Project number Budget in Euros Dutch partners PROCUREMENT

11. Support for institutional capacity development in public and private procurement management*

UGA/040 2,552,910 Maastricht School of Management, University of Twente, GID International

Source: Nuffic, Report on Nuffic mission to Uganda 14-27 May 2006 *) selected for in-depth investigation by evaluator

In the annex more elaborated summaries of these projects are included.

3.3

NFP

Since 2003, the allocation of NFP fellowships has been more explicitly linked to the institutional development of organisations in the selected NFP countries. NFP candidates still apply on an individual basis, but fellowships are only awarded to ‘mid-career professionals’ who work in an organization that is relevant to the development of their country. Their fellowships application has to be supported by their employer, who also has to provide a motivation of why the envisaged study or course will be supportive for the organization’s performance. On an individual basis candidates can apply for master courses, phd-courses, short courses and so-called refresher courses.

Multi Year Agreements

In line with the above, a new NFP instrument was launched in 2003: the so-called Multi Year Agreement (MYA). The objective of these agreements is to help organizations solve their staff development needs on a more structural basis. Uganda is one of the 11 selected pilot countries in which Nuffic can enter into MYA’s with organizations. In the spring of 2006 19 MYA’s were operational, of which three in Uganda, although one MYA is hardly being effectively implemented (see paragraph…).

Initiated by the RNE the MYA’s in Uganda have been achieved in the Local Government Sector, clearly being one of the priority sectors of the RNE. It was also decided by the RNE that the MYA’s should have a regional perspective, being three up-country districts in the north of Uganda (Soroti, Lira and Arua). The main reason for selecting up-country regions is that the regular NFP fellowships are dominated by applicants from Kampala. This bias to the capital is mainly due to logistics (long travel distance for applicants to the fellowship office at RNE), a more knowledge based economy in and around Kampala, and a focus of central government policies on the capital. The up-country regions were already given extra attention by the RNE, before the MYA’s came into action.

Nevertheless, the MYA’s offer a targeted policy instrument for the RNE to improve the accessibility of the NFP programme, while at the same time contributing to capacity building in the one of the priority sectors of RNE. In line with the NFP programme target to have at least 50 percent female applicants, the RNE in Kampala actively approaches local organizations with the request to promote applications among their female employees.

(24)

Evaluation NPT/NFP - The case of Uganda – Field visit report 24

In close cooperation with the RNE suitable local governments organisations were identified in the districts mentioned. For all three districts the local district office was selected as the targeted organization for a MYA, although in Soroti also participants from ngo’s were selected.for the short courses in NFP.

For entering into a MYA with an organization a multi-year training plan must be available. For two of the three districts such a plan was available. For the other district (Arua) a consultant was hired to perform a training needs assessment, resulting in a multi-year training plan. The multi-multi-year training plan contains a budget for the total estimated costs of the training courses listed in the plan for the indicated period.

For the beneficiary organization the MYA has the advantage of a long term agreement giving a more structural basis to their capacity building. The employees and training courses that are listed in the multi-year training plan have priority in the selection procedures for the courses that are provided by Dutch education institutes.

Tailor made training (TMT)

In the case of Uganda in 2006 all TMT has been requested under the MYA.

Notwithstanding the fact that MYA’s have an exclusive character for the beneficiary organization, the procurement for the requested TMT has to meet up to the regular procurement criteria. In general this means a form of public tendering among Dutch institutes. However, by beneficiaries and Nuffic this is seen as a somewhat bureaucratic, time consuming procedure. Therefore, Nuffic intentionally steered at maximizing the requested training budget to € 50.000,-- offering a pre-proposal phase in which the Dutch training providers are given the opportunity to express their interest in a certain training request by writing a brief proposal. Based on this, Nuffic makes a selection of 2 or 3 institutes which are asked to develop a full proposal. On 1st September 2006 this two-step tendering procedure has been introduced as the regular procedure as regards TMT. An important reason for this is that it could possibly reduce the entrepreneurial risks for the competitors, eventually enhancing the entry of (new) education suppliers, and with this creating more market-like mechanisms. Also it is aimed at that the quality of the full proposals will improve because the tendering institutes in the north are allowed to develop their proposal in cooperation with the requesting organization in the south.

Partly due to the priority that is given to MYA Nuffic is confronted with a reservoir of TMT requests outside MYA that cannot be handled in time. There seems to be a clear lack of capacity at Nuffic for handling all applications. It is not a matter of budgetary constraints. According to the NFP programme officer this is one of the disadvantages of MYA’s.

(25)

4

Policy relevance

4.1

Central question

The central evaluation question to be answered as regards policy relevance is:

To what extent do the processes and projects / scholarships / courses of the NPT and NFP programmes dovetail with the aims and basic principles of Dutch development policy and the policies of the country in question and Southern partners?

(second question ToR)

4.2

Harmonisation with broader development policy priorities

Most courses and support under the NPT programme are in line with the sector policies of RNE, namely JLOS, Education, Local Government, Procurement, and Gender and Environment as cross-cutting themes. It should however be mentioned that some projects are less clear related to the sector policies of RNE, for instance the NPT project aiming at Developing Faculty Capacity to Improve Quality and Relevance of Education of Health Professionals in Uganda (NPT/UGA/082). However, in the Uganda Joint Assistance Strategy 2005-2009 The Netherlands are mentioned as one of the countries involved in the policy field of promoting Healthier Ugandans. So, in a wider sense there is a relation with the planned partnership of RNE in international development aid, although it is not clear if this was taken into consideration in selecting this project proposal.

Something similar seems to be the case for the NPT project Capacity Building for Environmental Management in Uganda (NPT/UGA/085). Although this is one of the PEAP areas in the UJAS, the Netherlands are not mentioned as one of the countries involved in the specific area of ‘improved water and sanitation systems’.

As regards the NFP programme the case Uganda shows a clear relation with one of the policy priority areas that has been selected by the RNE. The two MYA districts that were visited by the evaluator both have agreed on a multi-year training plan aiming at capacity building in the field of local government11. However, it should be noticed that, although local government organizations are the primary focus of these MYA’s, there appears to be a large variety in the courses that are being taken by the local government employees. For instance, in the district of Arua, where an MYA is being implemented, there are applicants for courses in the field of government administration, veterinary, and entomology. A too wide variety of course supply could hinder and effective capacity

(26)

Evaluation NPT/NFP - The case of Uganda – Field visit report 26

building, due to lack of interrelatedness between sub-sectors and sub-levels within the local government organizations.

So, in general it can be concluded that the NPT and the NFP-programmes (MYA and TMT) clearly dovetail with the policies and plans of Uganda, especially in relation to the Joint Assistance Strategy for the Uganda, that the international donors agreed on for the period 2005-2009. However, it is noticed that some NPT and NFP projects relate more indirect to the role and responsibilities that the Netherlands have in this strategy.

Moreover, it is found that a MYA itself does not guarantee an integral supply of training geared at a well defined strategy of capacity building.

4.3

Demand-driveness/ownership

With the help of RNE staff and local consultants Nuffic organized a comprehensive identification phase involving all major stakeholders in the priority sectors of RNE policy. The identification phase in more than one respect can be classified as a complex process. The following illustrates this. During the missions of Nuffic in 2003 it was suggested by the Head of Development Cooperation (HOS) “to be cautious with NPT information provision towards the ministries, in order top maintain control over the NPT identification activities by both Nuffic and RNE12. In the RNE view, not all ministries could be classified as having articulated visions concerning the required future

developments and requirements in de sectors concerned”. The independent authorities, branch organizations, “think tanks”, and specialized institutions were, according to RNE staff, also to be regarded as important sources for information during this initial phase, concerning the needs and requirements in the related sectors. Based on insights, obtained from discussions with these institutions, a more focussed entry for discussions at

ministerial level was made13.

For each priority sector various project areas were identified. However, not all need analysis had the same in-depth character. According to RNE in some cases demand identification does not seem to meet academic standards, resulting in less concrete or even vague formulated targets. This seems to be the case for the need identification for the local government area. According to the responsible RNE officer there is a huge demand for development of management at the local government level which the NPT programme does not succeed to address in a proper way. In this case, Nuffic could have played a more active role in optimizing the quality of the need identification. The need assessment is key for an effective implementation of the programmes.

Since identifying needs and formulating demand are complex exercises, the use of a highly qualified consultant is seen as inevitable, also in making a project outline along the lines of Nuffic. The logical framework approach, which is requested in the project

outline, often causes specific problems. Since not all applicants are familiar with this approach, the help of a consultant is often asked for. However, a too large involvement or

12 Maltha, H. (Nuffic NPR programme officer) Exploration mission in relation to identification for the NUFFIC NPT program in Uganda, NUFFIC, July 2003.

(27)

isolated work process of the consultant might eventually hinder the ownership of the project by the education institute.

Furthermore it should be noticed that need identification and demand formulation are processes with evolving insights, rather than “one time exercises”. So flexibility is needed, not only in the inception phase. However, procedures for making changes in the project plan are often perceived (by the southern institutes) as bureaucratic or even rigid. The planning cycle of one year is too long to flexible respond to changing circumstances and evolving insights in the course of the project.

Due to the detailed and comprehensive process of demand identification, it can be concluded in general that the policy principles of ownership and demand driveness are met. It should be noticed however, that although most stakeholders are involved in identifying the relevant needs, this does not guarantee ownership of the NPT projects throughout the organisation. For instance, the NPT project on Strengthening capacity of prisons and police training institutions will have far reaching impacts on the functioning of future policemen, since it means a whole new approach of police work. Logically, this means that the whole police organization must be committed to the project. For the moment, this is seen as a challenge by the project leader to be realized yet. In its reaction to the proposal the Tender Evaluation Committee also expressed concerns on the

anticipated sustainability:

“One has to more seriously analyse the potential of the Prisons and Police Training Schools to continue providing training services beyond the project life time and also the sources of funding to support the investments and activities envisaged in the project. The proposal fails to comment on any long term plan or strategy and this should be addressed most appropriately during the inception phase.”

There are also NPT projects indicating clear ownership by commercially exploiting the knowledge and facilities that have been provided for in the project, eventually creating additional budget and possibly contributing to (not creating) sustainability of the activities developed under NPT. A clear case for this is the NPT project on Building a sustainable ICT-training capacity in the public universities in Uganda in which the computer facilities and computer courses, primarily developed for the students, are used in a commercial way for the business community (ICT courses)..

As regards NFP in the districts of Soroti and Arua the training needs were assessed by a consultant. For both districts a comprehensive training policy was developed, of which the implementation was mainly to be provided for by the NFP programme.

4.4

Flexibility

NPT projects not only focus on individual education institutions but also comprise national authorities, which are conditional for “nation wide impacts”. Various examples for this can be found in Uganda.

The first example is the NPT project regarding the National Council for Higher Education (NCHE) (NPT/UGA/033). The project aims at a variety of sector wide initiatives aiming at quality improvement of

(28)

Evaluation NPT/NFP - The case of Uganda – Field visit report 28

higher education amongst others by developing a (sector wide) quality assurance framework, including the development of a system of self evaluation, training of six universities in self evaluation, and the training of external academic auditors,

The second example is the NPT project for the National Environment Management Authority (NEMA) with the specific objectives to (i) enhance the capacity of NEMA and of it’s three partner institutions in non-formal education and training for environmental management, and (ii) enhance the capacity of 6 post-secondary institutions in formal education and training for environmental management.

The third example relates to Support for Institutional Capacity Development and Private Procurement Management in Uganda (NPT/UGA/040). The project is embedded in the wider context of the overhaul of the public procurement system, to realize a fair, competitive process, and for the private sector, the enhancement of a competitive strength through effective supply chain management. One of the main activities is the training of staff to acquire professional skills in procurement management at master’s and PhD level.

4.5

Broader supply of Dutch institutions

Although the new policy framework for NPT was set up to create a broader supply of Dutch institutions the number of proposals to the tenders are small, eventually leaving little choices to the Southern institutions. Although in general the Uganda organizations are satisfied with the principles that are leading the tender procedure (demand drivenness, sector approach et cetera) they are disappointed about the limited options to choose between various suppliers of training and services. The number of proposals by Dutch suppliers is hardly more than three, often even being limited to one or two providers. The fact that Dutch providers often form consortia in which the available expertise in the Netherlands is bundled also hinders competition between them.

(29)

5

Efficiency

5.1

Central question

The central evaluation question to be answered as regards efficiency is

Were the processes efficient?

(third question ToR)

Since NPT and NFP are relatively young, it is difficult to measure the efficiency based on clear output indicators. Therefore, in the interviews efficiency was defined in terms of smoothness of interaction between the different actors, clearness in the division of responsibilities, timeliness.

5.2

Clearness of processes and responsibilities

The role of Nuffic, being predominant in the initial stages, is not always clearly

understood. It is even reported that some southern partners only after a considerable time became aware that Nuffic is not an education institute. Or it was thought that Nuffic and the training institute were the same actor. Therefore, Nuffic should strive for more transparency in procedures, tasks and responsibilities of the parties at stake. Nevertheless, the help of Nuffic in developing project outlines is highly appreciated, although to various partners it can be further improved. It was alos found in various cases that earlier experiences with Nuffic programmes enhance an efficient application procedure for the NPT projects.

The process of need identification and demand articulation often took more time than envisaged, sometimes leading to higher costs for Nuffic, e.g. spending on consultancy services in this phase. However, since these procedures were new for all actors there is no concrete benchmark to judge these additional time and costs.

Processes of application for courses and NFP fellowships are organised in a cumbersome manner, creating uncertainties and irritation on the part of candidates, ultimately

discouraging people to submit applications for the NFP fellowships. Illustrative in this respect is the number of deadlines an applicant is confronted with, especially as regards the master courses. First there is the deadline for the academic application at the university. Then, after having been provisionally admitted to the university, there is a deadline by Nuffic for receiving fellowship applications. In Uganda this process is coordinated by the fellowship officer at RNE, creating an additional layer of subsequent deadlines for the academic applications and for the fellowship applications. Apparently,

(30)

Evaluation NPT/NFP - The case of Uganda – Field visit report 30

this is done for the sake of an efficient coordination at the RNE. However, for the organizations in the south and their applicants it causes a lot of bureaucracy, stress and uncertainties. Especially, when their is a MYA with an organisation with an agreed multi-year training plan, indicating individuals to be admitted to the courses, the bureaucracy is perceived as contra-productive to an effective implementation of the MYA. This is clearly the case in the district of Arua where impatience and misunderstanding regarding the bureaucracy of NFP is growing.

The monitoring missions of Nuffic are perceived as too short and to less frequent to gain an in-depth knowledge of the progress and obstacles in the projects. Therefore it is suggested by various interviewees that this role needs to be reconsidered. Although the monitoring mission reports by Nuffic in some respects inevitably are superficial, for some projects critical remarks are made and solutions for problems, where appropriate, are mentioned. For instance, in the report on the Nuffic mission to Uganda 14-27 May 2006, it is clearly stated for NPT/UGA/082 that:

“the performance of this project is far below expectation. Effectiveness of the project is at stake. Managerial difficulties in combination with cumbersome institutional rules and procedures are constraining the project progress. […] During the Nuffic mission, it became apparent that improvement in project management is key to better performance of the project. The project leadership as well as the management of the institution have been informed on this requirement. It has been agreed that the Faculty should report to Nuffic the progress pertaining to the establishment of a sound management structure by August 2006. This report will inform further decision-making at Nuffic level as to the way forward for the project.”

During the evaluation, only four months after the Nuffic mission, things appear to have been improved substantially and concrete progress has been made. Nevertheless, for this project the mission by Nuffic was needed and seems to be effective in addressing the problems, although it is difficult to judge if the reported improvements are sustainable

5.3

Competition between providers

Although in general the demand oriented approach is implemented effectively, the new funding procedure hardly resulted in competition between northern institutes, also because consortia are formed which reduces competition between potential competitors. Therefore it is unlikely that this market-like-mechanism has lead to better price/quality ratios.

Somewhat worrisome is the fact that various donors can be operational within the same beneficiary institution, whereas their content of training or their training methods might be conflicting. For instance, in NPT project on Strengthening capacity of prisons and police training institutions it appears that, besides the Dutch provider, also other donor organisations (Red Cross, Amnesty International) are implementing training courses. At the time of the interview, the Dutch project leader was about to arrange a meeting with the other donor organisations to inform each other on content of training, training

methods used, target groups, et cetera. Streamlining training initiatives from other donors (countries as wells as NGO’s) should be addressed explicitly. At least it should be known

(31)

“who is doing what” in the same organisation. This question clearly should be addressed by the beneficiary organisation/institute. At the same time various institutions are able to present a straight forward overview of other donors.

5.4

Use of regional expertise

Nuffic aims at the use of regional institutes as far as possible, especially as regards short courses and TMT. From a perspective of cost reduction this is self evident. Although there are various examples of TMT being locally offered in the southern countries (by Dutch providers), it is not clear from the available information how many courses are actually given in the Netherlands which could also be provided in Uganda. In general this is the same for NPT as well as NFP.

Besides cost reduction there are also valid didactical arguments to give the course in Uganda. In general it is seen as didactical more effective when the course is partly or fully given in Uganda because of a closer relation with the actual work practices and labour context of the participants. However, at the same time the didactical effect of being confronted with a foreign situation, institutionally, economically as well as culturally should also not be neglected.

Another question of course is whether the provided training by the Dutch institutes could also be provided for by a southern institute. Although this is one of the criteria in the decision making for the winning proposal, it is clear to most interviewees that in the current supply of training the possibilities of cooperation with regional institutes are underdeveloped. Of course this depends on the knowledge area that is to be developed.

For education and training in the field of management and local government the Uganda Management Institute (UMI) in Kampala is frequently mentioned as a renowned institute. This institute not only could be involved in facilitating TMT courses but could also supervise Phd courses which are principally coordinated by a Dutch university. This construction seems to be used by the Maastricht School of Management (MsM) that, in cooperation with the Eastern and Southern Africa Management Institute (in Namibia), provides a PhD course for which the field work is done in the home country and the thesis is being defended in Maastricht. Also at a more local level there appear to be training institutes which could be involved in providing training courses, e.g. commercial training institute in Soroti.

Notwithstanding the availability of regional institutes, according to some Dutch

interviewees, their relevance should not be overestimated, due to their more traditional, strongly theory oriented teaching methods, which is not compatible with the competence oriented methods of the Dutch providers. It should also be recognized that on certain subjects Africa has little relevant experience to offer. According to the NPT project manager this clearly is the case for expertise in the field of procurement.

Besides the occasional use of regional training institutes in the provision of (formal) education and training, regional expertise is frequently, non-formally, used as a good practice or case for reflection. This is for instance the case in the NPT project Capacity building of the national council for Higher Education, in which experiences in

(32)

Evaluation NPT/NFP - The case of Uganda – Field visit report 32

prisons and police training institutions study visits to South Africa and Botswana were organised. It was mentioned in various interviews that these kind of study trips also have an impact on the motivation and commitment of individual participants in the projects

Also, in some cases it is seen (by the interviewees) as inefficient that other foreign institutes, being northern or southern, are not allowed to have a leading role in the tendering procedures of Nuffic. This goes for TMT, but in a different way also for individual short courses and master courses which are now exclusively provided by the Dutch institutes. Moreover, in some districts there are relationships with other foreign education institutes which could be used in making training and education more effective, and perhaps also more efficient. The existence of this kind of other international

education relationships should be mapped to see whether and how they could be linked to the Dutch NFP programme.

So it appears that by making more use of regional expertise could enlarge the reach of NPT and NFP to more participants, because of more cost-effectiveness. Depending on the nature of required expertise, there are indications that regional expertise is not always sufficiently considered, eventually leading to a sub-optimal use of resources. In case of a need for regional practices/experiences this could also hinder effectiveness. Concrete possibilities for making use of regional expertise should be further explored. Of course, the training methods used should match with the ones of the Dutch provider.

5.5

Interaction between partners

In the NPT and NFP projects that have been evaluated no serious problems have been found regarding the interaction between partners in the projects, being south, north-north, or south-south. However, in some projects in which various southern partners are involved there can be differences in levels of expertise or experiences.

The interaction between Nuffic and RNE has not been smoothly in all respects.

Especially during the monitoring mission in 2006 there has been some tension as regards the Uganda contacts at government level that the programme officer of Nuffic would like to have visited but was ‘not allowed’ to by RNE. RNE, especially the sector expert for education, was of the opinion that contacts of Nuffic with the government officials in the education sector might thwart the relation between RNE and the ministry. Possibly this attitude at the RNE is influenced by the idea that education sector policy is more than only NPT and NFP.

(33)

6

Effectiveness

6.1

Central question

The central evaluation question to be answered as regards effectiveness is:

To what extent do the achieved results contribute to achieving the programme aims?

(fourth question ToR)

6.2

Monitoring performance

For the NPT projects that have been studied in-depth overall as well as specific objectives have been set. As an example the overall objectives of the NPT project are given:

Building a sustainable ICT-training capacity in the public universities in Uganda (NPT/UGA/032)

Overall objective

• to build a sustainable ICT human resource capacity at all four public universities (Makerere University, Kyambogo University, Mbarara University of Science and technology and Gulu University)

• to create a Centre of Excellence that shall be nationally responsible for the continuous training of ICT human resources for the whole country;

• to enhance (online) education in ICT programmes by building capacity in (local)content development.

• To strengthen relation and collaboration between the ICT academic units of the four Public Universities.

Developing faculty capacity to improve the quality and relevance of education of health professionals in Uganda (NPT/UGA/082)

Project objective

To build faculty capacity so as to improve the quality and relevance of education and training of health professionals in Uganda, and increase the number of health care providers in the country. This will be achieved through focussing on problem based learning, community based education and services, curricula revision and health professional education research

Strengthening environmental management in Uganda (water, sanitation and waste disposal) (NPT/UGA/085)

Project objective:

Enhanced well being and quality of life of the poor through improved public and decentralized service delivery in environ management.

(34)

Evaluation NPT/NFP - The case of Uganda – Field visit report 34

Strengthening capacity of prisons and police training institutions (NPT/UGA/113)

Project objective:

Strengthening capacity of the police and prison training institutions so as to enhance competence, efficiency and effectiveness in the policing and correctional services in Uganda.

Support for institutional capacity development in public and private procurement management (NPT/UGA/040)

Project objectives:

• to enhance (academic) staff quality and competence in procurement • to give support to research programmes in procurement trends in Uganda

• to enhance quality and relevance of current (academic) procurement programmes and curricula • to enhance and to strengthen cooperation with other institutions and organisations

From this overview it can be concluded that these are formulated on rather a high level of expectancy which is difficult to assess. For each project also specific objectives have been formulated, which in most cases are much more concrete, although often also not quantifiable. For instance, for the NPT project Building a sustainable ICT-training capacity in the public universities in Uganda

Specific objectives

• to strengthen existing educational programmes, and develop and implement new curricula for

Bachelor’s and Master’s Programmes;

• To build ICT human resource capacity through staff development programmes (M.Sc and PhD); • To strengthen a joint (for all Public Universities) research programme;

• To accomplish and adopt ICT Policy and Master Plans for Kyambogo and Gulu Univeristies, and

strengthen network systems and ICT infrastructure;

• To promote gender-balance in both the number of academic staff as in the number of students and

to contribute to the Uganda government’s plans to increase the number of women participating in science;

In the NPT project on Strengthening capacity of prisons and police training institutions (NPT/UGA/113) the specific objectives are described as follows:

• Institutional and organization structures strengthened

• Training capacity (curricula and trainers developed) and upgraded to international standards. • Internal and external cooperation with relevant institutions strengthened.

• Improved training facilities at prisons and police training institute.

Although in all project outlines a logical framework is available, not all projects have developed a clear set of measurable indicators according to which the success of the NPT projects and the NPT programme can be measured.

However, notwithstanding the short existence of various projects, so far considerable achievements have been established. Most obvious is this in projects where infrastructural facilities are developed, like for instance the NPT project on Building a sustainable ICT-training capacity in the public universities in Uganda in which a large ICT building is being developed, partly by using the NPT budget. The same goes for the NPT project on Support for institutional capacity development in public and private procurement management (NPT/UGA/040) for which also a computer building is being developed.

(35)

Much less tangible are projects in which curricula are developed, although also in these cases the results are quite impressive. For instance the NPT project on Capacity building of the national council for Higher Education (UGA/033) which to a large degree has achieved its specific objectives, a.o. development of research capacity (tracer study among graduates of higher education in Uganda), developing management capacity development (training of staff), introduction of a quality assurance framework for higher education, introduction of a credit transfer system for universities.

6.3

Examples of project outputs so far

Based on the information from the interviews and on face value, it is concluded that most NPT projects are well on their way in the performance of planned activities (output), some staying considerable behind time schedule, others clearly performing above expectations. Physical outputs (like facilities, computers) are of course most easy to assess. However, many projects (also) have less tangible output. Below we present some examples of outputs in NPT that have been generated so far.

Support for institutional capacity development in public and private procurement management (September 2004 – September 2008)

Realised output in following output areas:

Staff development and training: 3 MBA-ers graduated, 3 will follow; 7PhD-ers on

schedule; 30 participants passed NEVI A, NEVI B has started;

Research and documentation: 6 research proposals on procurement; 2 already

approved for funding (after extensive review); research workshops on

design/methodology and data analysis; expert input on research infrastructure and policies; sharing results and data through presentations;

Course development and curriculum design: review report on existing

procurement programmes (at KYU and MUBS); realignment/redesign of

procurement courses has started; curriculum design at KYU for new programmes; development of short courses on procurement, curriculum development academic programmes; review by international procurement professors and experts, partly from abroad; joint development in Uganda by Ugandan universities and same procurement experts;

Institutional strengthening and cooperation: resource center at Kyambogo Campus

will be completed in November 2006; procurement process of 152 computers, including servers, printers and furniture; procurement of 500 textbooks on procurement & logistics and research completed.

Capacity building of the national council for Higher Education

Realised output in following output areas:

Research capacity development: (a) trace study (among graduates from higher

education) has been completed and is now in the process of being published; (b) government has given some additional funding to enlarge the study (still for additional funding is being looked);

Information Collection, Selection and Dissemination: (a) resource centre has been

established; (b) communication policy has been developed (done in Cape Town, South Africa, during study visit); (c) website has been set up and used for

References

Related documents

While T-L interaction in the traditional classroom refers to a teacher-centered teaching style where the teacher imparts knowledge to the learners, in the L2 classroom informed by

This study is concerned with understanding the impact of students’ prior expectations and learning conceptions on their SWE transition and subsequent employability

While Canadian teacher education programs regularly articulate a commitment to equity, most programs in Ontario do not track application and admissions rates from visible minorities

In 2015, the amount of new futures products, which were listed for transactions, was five, including Nickel futures and Tin futures belong to Shanghai Futures Exchange,

customer. Algorithm Node Ex. With the increase of the total number of rows in each facts table, random distribution became more effective, and with even more

So in fact, there was no weak solution concept for fully nonlinear PDEs until Crandall and Lions [7] introduced the notion of viscosity solutions for first order fully nonlinear

Melgares, Christopher P.; Fry, Andrew C.; and Sanchez, Zachary (2019) "Performance Motion Analysis Unable to Predict Running-Related Injury in Collegiate Distance

In March 2003, SNW initiated a Group Chain of Custody certificate and currently is certified through Woodmark; the group structure allows members to gain access to the growing