Astu 5 year strategic plan final

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Astu 5 year strategic plan final

  1. 1. SeptemberASTU’S Five-YearStrategic Plan(2011/12-2015/16) 2011Adama Science and Technology University (ASTU) is an Ethiopianhigher education institution bestowed with the responsibility ofpromoting better academia, research and community outreachservices. So far, this young university has been engaged in servingnational needs to the best of its capabilities; however, it is believedthat there are still more issues worth consideration: overcomingweaknesses and avoiding potential threats by reinforcing strengthsand taking advantage of opportunities. With this in mind, it hasbeen deemed necessary to look back to the past and prepare thisfive-year strategic plan (2011/12-2015/16) that makes ASTU an evenbetter institution contributing to the realization of the Growth andTransformation Plan (GTP).
  2. 2. ContentsPreamble ......................................................................................................................................................... 61. Background of Adama Science and Technology University .................................................................. 82. Mandate of ASTU ........................................................................................................................................ 9 2.1. Legislative Mandate .............................................................................................................................. 9 2.3. Policy Mandate ................................................................................................................................... 10 3.1. Vision ................................................................................................................................................... 11 3.2. Mission ................................................................................................................................................ 11 3.3. Values .................................................................................................................................................. 114. Analyses of Stakeholder and Collaborators .............................................................................................. 12 4.1 Stakeholder Analysis ............................................................................................................................ 13 4.2 Collaborators Analysis .......................................................................................................................... 265. Situational (SWOT) Analysis ...................................................................................................................... 29 5.1 Internal Situational Analysis (SW) ........................................................................................................ 29 5.2 External Situation Analysis (OT) ........................................................................................................... 436. Critical/Strategic Issues and Goals of ASTU ............................................................................................... 46 Critical/Strategic Issues .............................................................................................................................. 467. Goals and Objectives of ASTU ................................................................................................................... 478. Strategic Issues and Strategic Solutions ..................................................................................................... 509. Five Year Strategic Action/Implementation Plan .................................................................................... 6010. Human Resources Required for Implementing the Plan ........................................................................ 7711. Existing and New Departments and Programs in the Coming Five Years [2011/12-2015/16] .................. 8612. Existing and New undergraduate and graduate intake number of students in the coming five years[2011/12-2015/16] ............................................................................................................................................. 9413. Financial Plan ........................................................................................................................................... 9614. Monitoring and Evaluation .................................................................................................................... 10215. Assumptions and Risks ......................................................................................................................... 103Strategic Plan of ASTU (2011/12-2015/16) Page 2
  3. 3. Executive SummaryFor the last couple of years, Adama Science and Technology University (ASTU) did not have a StrategicPlan. An attempt was made to officiate one (three years back), but did not materialize. Since then,various documents have been prepared to serve as guidelines; however, not even one wascomprehensive enough to incorporate all elements. In July 2011, however, a steering team was delegatedto work on a new strategic plan. Following is a summary of major issues.Vision, Mission and valuesIn rethinking of a new plan for ASTU, our vision may be conceptualized as follows: ASTU envisions to become a first choice in Ethiopia and one of the distinguished Universities dedicated to excellence in applied sciences and technologyIn line with the vision, this strategic document has put forth the institutional mission(s) of the university.Accordingly, The mission of ASTU is geared towards contributing to the economic development of Ethiopia. To this end, ASTU is dedicated to:  Produce competent and ethical professionals in science and technology through practice oriented, problem solving and quality education, both in undergraduate and graduate studies, through on-campus and off-campus programs.  Promote research through the engagement of staff, students and partners, and disseminate findings to end-users through seminars, publications and other appropriate means.  Provide community services in various areas, including consultancy service and need based training for the betterment of the society.  Enhance links with national and international universities, research institutions, industries and the private sector to address quality of education, good governance, and crosscutting issues, such as safe environment, gender and special needs students, and HIV/AIDS.Strategic Plan of ASTU (2011/12-2015/16) Page 3
  4. 4. And, for the attainment of its vision and mission, notwithstanding all legal requirements, the universityhas dedicated itself to uphold/cherish ten core values. These include:  Good Governance  Student-Centeredness  Gender Sensitivity  Teamwork  Diversity  Initiative  Academic Freedom and Autonomy  Excellence  Technology Transfer and  Economic Use of Resources RealizationStrategic Issues, Priorities and GoalsBefore sorting strategic priorities, pertinent issues were revised. Analysis of stakeholders and collaboratorswas deliberated upon, and an environmental (SWOT) analysis has been conducted. Based on findings ofthe analyses, the following eight problems have been identified and corresponding goals have been set.The essential issues that emerged from the SWOT analyses are presented as follows: 1. Lack of good leadership and management in running the university 2. Threatened state of quality of education 3. Lack of experience in developing academic programs 4. Less responsive, incompetent and traditional service delivery system incompatible with the ever- growing needs of university community 5. Poor research culture, management and practice 6. Poor allotment and inefficient use of infrastructure/facilities 7. Lack of coordination and initiative to plan and diversify income generation options 8. Disregard to issues related to gender and the disadvantaged 9. Almost non-existent practice oriented education and university-industry linkageIn response to these problems, the steering team has set strategic priorities/goals. These strategic goalscomprise eight priorities with chain of corresponding objectives. And the nine goals are presented asfollows:  Ensure good governance  Ensure quality education  Launch diversified, demand-driven and well coordinated academic programs  Advance systems of service delivery  Develop research culture, management and practiceStrategic Plan of ASTU (2011/12-2015/16) Page 4
  5. 5.  Improve physical infrastructure/facilities  Improve income-generating activities  Uphold gender sensitivity and a due consideration to the disadvantaged  Design and implement practice oriented academic programs with due consideration to university-Industry linkage (UIL)This document also presents strategic options that are matching to objectives. Ansd in accordance to eachof the options presented, the implementation plan sets forth activities, responsible body expected toexecute the duties and the amount of money required.Monitoring and evaluation of the strategic plan is mainly the responsibility of the management ofAdama university .It is recommended that the planning unity shall be capacitated to monitor andevaluate the entire implementation of the plan.This draft of the five –year strategic plan of the university will be further enriched through continuousand participatory discussions and feedback from concerned stake holders.Strategic Plan of ASTU (2011/12-2015/16) Page 5
  6. 6. PreambleWe are living in a dynamic world with a system that is getting ever demanding than one would havethought years back. Everything continues to change, and the Ethiopian context is not an exception. Ourneeds are growing and we have to work hard to alleviate existing problems and maintain our hard-earned values, thereby promoting good image of our nation at global level where only the best and thebest only could survive.The Ethiopian Government has always been charting possible strategies to overcome pressing issues sothat the nation could become one among the middle-income-earning nations. To this end, establishmentof new (and upgrading of the existing) tertiary institutions was deemed a prerequisite. As one of thenational universities entrusted in contributing by advancing academia, research and community serviceprograms, ASTU has often adjusted its approach.The Need for the Strategic PlanIn 2008, ASTU, then called Adama University1, was nominated by the Ministry of Education to becomecenter of excellence in science and technology. In order for this goal to materialize, in 2008, a newapproach was called for— aligning the working-system of the university to the German paradigm. In thethree years’ time (2008-2011), the university showed marked progress in various areas. This is, however,notwithstanding issues not well addressed that bred challenges.In June-July, following an incident at the main campus, H.E. Ato Juneidi Sado, Minister of the FederalCivil Service Commission and Chairperson of the Supervisory Board of ASTU, along with other high-levelofficials from the Federal Government, held consecutive meetings with staff (both academic andsupportive) and students. In the plenary meetings, students and staff alike raised various issues, of whichsome matters were of great concern to institutional sustainability.Following this, a decision was made to closely check on missing elements that brought about thechallenges, and one of which (of course, among many others) came out to be absence of a StrategicPlan. Although a strategic document was prepared in 2008, it was not put into practice; rather, TheFramework 2was the only binding document adopted and in use hitherto.1 On May 23, 2011, under the Adama Science and Technology University Establishment, Council of MinistersRegulation Number 34/2011, the name Adama University has been changed to Adama Science and TechnologyUniversity2 The Framework refers to a comprehensive document ratified and in use when Prof. Dr. Herbert Eichele (2008-2011)was the President of the University.Strategic Plan of ASTU (2011/12-2015/16) Page 6
  7. 7. More importantly, however, a root-cause that necessitated for the designing of this Strategic Plan is theneed to be responsive to national demands. The Government of the Federal Democratic Republic ofEthiopia has recently endorsed a five-year strategic plan, better known as Growth and TransformationPlan (GTP), which puts forth priority areas such as transformation of the higher education system. To thisend, making ASTU compatible to the existing reality and contribute its fair share by planning a newstrategic document has been deemed necessary.Strategic Plan of ASTU (2011/12-2015/16) Page 7
  8. 8. 1. Background of Adama Science and Technology UniversityAdama Science and Technology University (ASTU) was first established in 1993 as Nazareth TechnicalCollege (NTC), offering degree and diploma level education in technology fields. Later, the institutionwas renamed as Nazareth College of technical Teacher Education (NCTTE), a self-explanatory label thatdescribes what the institution used to train back then: candidates who would become technical teachersfor TVET colleges/schools across the country.In 2003, a new addition to NCTTE came about—introduction of business education. Nonetheless, the newentries were solely meant for similar purposes. Graduates of such streams were also meant to helpovercome the existing dearth of educators in vocational institutions.Although it is an institution with a history of only two decades, ASTU is also known for its dynamic past. Ithas always been responsive to the realization of national policies: training of technologists at its infantstage, and later shifting to training of technical trainers as well as business educators to fill the void inTVETs.Following its inauguration in May 2006 as Adama University, the full-fledged university started openingother academic disciplines in other areas—an extension to its original mission. However, it was not until itwas nominated by the Ministry of Education as Center of Excellence in Technology in 2008 that it openedvarious applied engineering and technology streams. For its realization, it became a university modeledafter the German paradigm: it not only became the lone technical university in the nation, but also theonly one led by a German professor.Notwithstanding closure of some disciplines as per the new vision and mission, the ensuing three yearssaw flourishing of graduate programs, of which some (like a few in the undergraduate program) wereexceptional to our university. In addition, the same period saw pioneering of the university in introducingPhD by Research and MA/MSC by Research programs.Before 2008, the university was stratified into faculties and ASTU’s reach was limited to its only campussituated in Adama town. Now, faculties have given up to Schools, with departments as subunits withcore competence areas merged within. The university has also extended its reach to Asella, where two ofthe total six schools are located. The faculties at the main campus include: School of Business, School ofEngineering and Information Technologies, School of Humanities and Natural Sciences, and School ofPedagogy and Vocational Teacher Education. On the other hand, the two schools in Asella are theSchool of Agriculture and School of Health and Hospital.In addition to its main concern (academics), ASTU is also host of research institutes and enterprises. In themain campus, apart from the Institute of Continuing and Distance Education (ICDE), there are twoinstitutes: the Further Training Institute (better known as FTI) and Adama Institute of SustainableEnergy. The sister town where the two schools are located, Asella, is also host of the Artificial InseminationInstitute and Asella model Agricultural Enterprise.Following its renaming by the Council of Ministers as Adama science and Technology University in may2011, the university has set up various committees to work on reengineering the work flow and/or theoverall academia. Since then, this promising university has included the staff in the remaking of theuniversity and the leadership is coordinating staff to work for the same goal. And, it is the hope andaspiration of all staff and students that the university shall once and for all be a pathfinder in science andapplied sciences in the years to come.Strategic Plan of ASTU (2011/12-2015/16) Page 8
  9. 9. 2. Mandate of ASTUThe mandate of ASTU emanate from two core subjects: legal provisions and state policies. Theformer pertains to proclamations and regulations that explicitly state key responsibilities of theuniversity. Clearly stated are, general provisions that apply to all state-owned universities andspecific regulation(s) that are pertinent to ASTU. In this regard, all responsibilities explicitlystated in the legal documents have been taken as mandates bestowed upon ASTU.The policy mandate of ASTU is derived from key responsibilities/aspirations stated in the Growthand Transformation Plan (GTP) of the Federal Democratic Republic of Ethiopia. As a universityresponsible for the country’s endeavors, ASTU has thus adopted all pertinent stipulations as itspolicy mandate.2.1. Legislative MandateAs stipulated in the Higher Education Proclamation No. 650/2009; Federal Universities Councilof Ministers Regulation Number 210/2011; and Adama Science and Technology UniversityEstablishment Council of Ministers Regulation Number 237/2011, herein under are the legislativemandates of ASTU: 1. To establish, organize and determine the status, functions and responsibilities of academic units and to close down any of them when deemed necessary. 2. To design and implement undergraduate, graduate and short-term training programs to meet the needs of the country 3. To award academic certificates, diplomas, degrees and other academic awards 4. To publish and disseminate research works as well as hold discussion forums to deliberate upon the results 5. To establish Senate with fair representation of all the responsible bodies of the university 6. To establish and run academic journals and newsletters 7. To upgrade the qualifications of its academic staff and continuously enhance their professional competency 8. To give recognition and/or award to personalities of outstanding achievements or constructive contributionsStrategic Plan of ASTU (2011/12-2015/16) Page 9
  10. 10. 9. To contribute specially to the institutional capacity building of other public and non- profit making private institutions, including the upgrading of the qualifications of their academic staffs 10. To provide consultancy and outreach services to government, industries and comminutes 11. To organize modern library services and provide access to entitled users 12. To cooperate with the incumbent agency on education relevance and quality matters 13. To charge appropriate fees for its services when warranted 14. Generate internal income through provision of goods and services 15. To carry out such other activities that accord with its mission2.3. Policy MandateASTU accepts and works towards the realization of the Growth and Transformation Plan (GTP)of the Federal Democratic Republic of Ethiopia and beyond. As enshrined in the GTP, the keypriorities of higher education are ensuring quality and relevance, and ASTU is not an exception.As a University that values these components of growth and development, ASTU is responsibleto make both its undergraduate and graduate programs compatible with economic demandsof the country by giving a due emphasis on quantity, type and quality of its output. Theuniversity shall also take the initiative of introducing and encouraging a system for technology-transfer based research. The University is also committed to achieve all development goals set bythe government by supporting the community.3. Vision, Mission and ValuesWorking on this Strategic Plan calls for rethinking of the university’s vision, mission, and values.As a guiding document, it presents features that help define past and present trends and setsforth future undertakings/aspirations. This Strategic Plan is a result of meticulous analysis ofstrengths, aspirations, concerns, and values for the University. Hence, ASTU is committed topursuing initiatives that will propel it towards our vision for 2004/2016.The following crucial elements of strategic planning—vision, mission and values— should beconceptualized as follows:Strategic Plan of ASTU (2011/12-2015/16) Page 10
  11. 11. 3.1. Vision ASTU envisions to become a first choice in Ethiopia and one of the distinguished Universities dedicated to excellence in applied sciences and technology3.2. MissionThe mission of ASTU is geared towards contributing to the economic development of Ethiopia.To this end, ASTU is dedicated to:  Produce competent and ethical professionals in science and technology through practice oriented, problem solving and quality education, both in undergraduate and graduate studies, through on-campus and off-campus programs.  Promote research through the engagement of staff, students and partners, and disseminate findings to end-users through seminars, publications and other appropriate means.  Provide community services in various areas, including consultancy service and need based training for the betterment of the society.  Enhance links with national and international universities, research institutions, industries and the private sector to address quality of education, good governance, and crosscutting issues, such as safe environment, gender and special needs students, and HIV/AIDS.3.3. ValuesASTU is committed to being an ethical institution. In recognition of the rights and inherentdignity of all members of its community, and the wider society at large, the university iscommitted to supporting the following principles and to protecting those rights guaranteed bythe Constitution and all Ethiopian laws.While following legal requirements, ASTU has committed itself to uphold the following corevalues:  Good Governance: maintaining democratic, transparent, and accountable leadership and management in a manner that does not compromise the interest of the universityStrategic Plan of ASTU (2011/12-2015/16) Page 11
  12. 12.  Gender Sensitivity: striving to bring gender equity and equality, as well as taking affirmative action in order to support females of the university  Diversity: promoting eclecticism of its staff and students, and encourages the expression, consideration and evaluation of multiple ideas  Academic Freedom and Autonomy: defending intellectual ingenuousness and institutional independence to ensure that its education and academic pursuits are not subject to undue intervention  Technology Transfer and Realization: dedication for technology transfer that leads to individual as well as national transformation  Student-Centeredness : committed to provide education that encourages students in self learning and promote their involvement in all endeavors  Teamwork: developing team spirit among staff and students, while acknowledging individual excellence at the same time, to ensure a participatory approach in all its institutional endeavors  Initiative: encouraging and rewarding individual and group undertakings in creativity and distinguished performance both from within and outside the University  Excellence: pursuit of distinction as the ruling standard in science and technology and commitment to its realization  Acknowledging the local : appreciating and striving for the promotion of indigenous knowledge  Economic Use of Resources: adherence to and implementation of the principle of optimum use of resources4. Analyses of Stakeholder and CollaboratorsIn preparing this Strategic Plan, a due consideration was given to parties with direct interest tothe University called stakeholders. In our case, the internal stakeholders have been identified asstudents, academic staff, supportive staff and the board. On the other hand, externalstakeholders includes, but is not limited to, the following: alumni, employers, MoE, Ministry ofFinance and Economic Development (MoFED), other ministries, the City Administrations ofAdama and Asella, Oromia Regional State, and other regional bureaus and/or TVETCommissions.Strategic Plan of ASTU (2011/12-2015/16) Page 12
  13. 13. In the same token, other bodies that have teamed-up with ASTU are also shown below with thearea of collaboration and the benefit the university would get out of it. The generic category, inthis regard, has been reduced to six groups.4.1 Stakeholder AnalysisPresentation and analysis of stakeholders’ expectations, their likely response if expectations arenot met, and expected institutional response to overcome possible failures is noted in this section.To ensure clarity, the generic designations have been given to stakeholders, and for further easeof understanding their immediate roles, two sets of categories have been made: stakeholdershave been treated as internal and external in two separate tables. The internal stakeholders,which are categorically the primary four have been presented in the first table while externalstakeholders have been treated separately in the next table.Each column addresses issues corresponding to presumed expectations, implying what isanticipated, followed by possible reaction/impact if not well addressed, and backed by the levelof influence each has on the institution. Here, level of influence of stakeholders has been ratedfrom one (most influential or primary) up to level three (relatively less influential or tertiary).Finally comes expected response of ASTU to avert shortlisted potential dangers.Strategic Plan of ASTU (2011/12-2015/16) Page 13
  14. 14. Degree Likely reaction and /or ofS. impact if expectations ImportaNo Stakeholder Expectation are not met nce ASTU’s response4.1.1 Internal1 Students  Practice-oriented, quality  Poor health condition 1  Exercising good governance education  Increased complaints  Upgrading staff profile to  Responsiveness and  Frustration, that would meet the minimum Transparency possibly lead to violence requirement  Getting graduated and skirmishes  Setting relevant criteria for  Interest-based placement  Increased dropouts student placement  Quality services (cafeteria,  Poor performance  Launching diversified lounge, clinic, dormitory,  Negative or spoiled academic programs Registrar,/EEO, library, attitude towards ASTU  Enhancing professional ethics PC pools, recreational  Incompetent graduates of instructors areas, and others)  Improving student services  Ethical and competent  Strengthening counseling and instructors advisory services  Fair evaluation,  Revising existing rules and treatment and timely regulations and set new ones feedback from instructors when deemed necessary  Active participation in  Devising better monitoringStrategic Plan of ASTU (2011/12-2015/16) Page 14
  15. 15. learning and research and evaluation system  Clean, green and  Setting-up student forums and attractive campus clubs  Conducive environment  Instituting grievance handling for learning and living and conflict resolution systems  Well-prepared teaching  Strengthening and supporting and learning the Students’ Council facilities/materials  Minimizing attrition rate  Access to ICT supported  Equipping laboratories/ education (e-learning, workshops with state of the and other means art technology available)  Preparing teaching  Friendly relationship with materials/textbooks and university community making them accessible both  Full-fledged laboratories in hard and soft copies and workshops  Organizing various lounges/ cafeteria with different price rates2 Academic  Further education and  Unenthusiastic staff , 2  Increasing scholarships Staff continuous professional thereby leading to opportunities development(CPD) ethical problems  Providing in-country and training (irresponsiveness, overseas CPD opportunitiesStrategic Plan of ASTU (2011/12-2015/16) Page 15
  16. 16.  Well-equipped teaching- reluctance, and other  Exercising good governance learning facilities malpractices)  Building, furnishing and  Availability of well-  Deterioration of quality equipping offices equipped facilities (e.g. of education  Providing/improving the office and office facilities)  Complaints quality and extent of facilities  Quality services (internet,  Incompetence and services lounges, transportation)  Absence of sense of  Organizing various lounges  Good governance belongingness to the with different price rates  Promotion and other university  Formulate better staff benefits  High turnover and development strategies  Better salary possible brain-drain  Strengthening grievance  Conducive academic and handling systems working environment, as  Convening staff forums well as better academic  Updating rules and freedom regulations and set new ones  Full-fledged laboratories when necessary and workshops  Developing clear, result-  Active, competent and oriented performance- ethical students evaluation system  Availability of clear and  Establishing transparent functional rules and communication system regulations  Ascertaining incomeStrategic Plan of ASTU (2011/12-2015/16) Page 16
  17. 17.  Active participation in generation schemes for staff research where applicable  Clean, green and  Supporting initiatives for the attractive campus formation of university level  Friendly relation with the clubs and associations university community  Competitive environment3 Supportive  Further education  Staff turnover 3  Granting scholarship staff  Initial and continuous  Absenteeism opportunities training for non-  Unenthusiastic staff  Providing initial training for professionals (irresponsiveness, non-professionals and CPD  Continuous professional reluctance, or lack of where applicable (both in- development (CPD) commitment) country and overseas) training where applicable  Conflict  Exercising good governance  Availability of  Deterioration of  Building, furnishing and facilities/resources Quality motivation equipping offices services (better ICT and  Engagement in corrupt  Ensuring adequacy and internet service, lounges, practices quality of facilities and services transportation)  Absence of ownership to  Improving administrative and  Good governance the university inter-departmental work  Better salary  Dereliction of duties interaction  Promotion and other  Ethical problems  Organizing various loungesStrategic Plan of ASTU (2011/12-2015/16) Page 17
  18. 18. benefits with different price rates  Conducive working  Formulating better staff environment development strategies  Participatory decision-  Strengthening grievance making handling mechanisms  Ethical staff and students  Organizing staff forums  Availability of clear and  Revising existing rules and functional rules and regulations and set new ones regulations when deemed necessary  Participation in research  Establishing/Improving  clean green and transparency of intra- and attractive campus inter-communication system  Cordial relationship with  Ascertaining income the university community generation schemes for staff  Clear and functional where applicable structure and job  Supporting initiatives for the description formation of university level  Competitive environment clubs and associations  Different benefits and  Developing clearly defined job recognition description  Appropriate and fair  Coming-up with clear performance-evaluation performance indicators andStrategic Plan of ASTU (2011/12-2015/16) Page 18
  19. 19. system result-oriented evaluation system4 ASTU  Quality education,  Takes appropriate 3  Closely monitoring and (Supervisory) research and community measure evaluation of action plan(s). Board services (Building capacity of the  Exercising good governance  Competent graduates management and staff,  Emulating best practices and  Smooth teaching-learning replacement of the setting benchmarks process management, closure of  Involving stakeholders in  Optimal use of resources some disciplines,…) various activities  Ethical staff and students  Loses confidence  Aligning the University’s plan  Staff and students who with the GTP are change-agents  Develops and implements  Development of relevant demand-driven curricula academic programs  Proper implementation of government policy (implementation of GTP)  Good governance  Universe Industry Linkage  Practice oriented teaching and trainingStrategic Plan of ASTU (2011/12-2015/16) Page 19
  20. 20. Degree Likely reaction and /or of impact if expectations ImportaS.No Stakeholder Expectation are not met nce ASTU’s response4.1.2 External5 Alumni  An institution that is center  Develop negative attitude 3  Equipping workshops and of excellence in science and (distorted image) towards laboratories with state-of-the-art technology the university technology  Inauguration of well staffed  Increased negative self-  Promoting profile of academic staff and facilitated graduate esteem  Collecting feedbacks from alumni programs  Poor connectivity among in designing and updating  Existing graduate programs themselves and with the curriculum meeting the minimum University  Promoting the University’s profile requirements  Look up to other recurrently  Laboratories/workshops institutions for further  Setting up alumni liaison office equipped with state-of- education  Organizing workshops, short term the-art technologies  Reduced employment trainings, symposiums that address  Strong networking among opportunity needs of alumni themselves and with the university  Linkage to potential employers  Practice-orientedStrategic Plan of ASTU (2011/12-2015/16) Page 20
  21. 21. education  Access to online/digital library  Responsive leadership and management  Competent and well mannered staff6 Employers  Competent, skillful and  Mislay trust on the 2  Undertaking need diagnosis efficient graduates with university (tracer study/labor market work ethics  Warding off graduates of analysis) in preparing or  Curricula that have been ASTU updating curricula designed to address specific  Ruins potential  Providing quality education needs of respective cooperation  Improving programs organizations  Reluctance to  Employing qualified staff  Customized consultancy, accommodate students as  Upgrading staff profile through research work and short interns (apprentices) provision of opportunities for term training services further education and continuous  Educational opportunity professional development for upgrading their staff trainings  Linkage with the university  Conducting need based trainings and researches  Recurrently updating the public about ongoing progress in theStrategic Plan of ASTU (2011/12-2015/16) Page 21
  22. 22. University  Arranging forums on issues of employers7 MoE  Identification,  Arrange further 1  Carrying out efficient training establishment, and education and training  Periodic review of curricula running of academic programs  Developing research culture programs addressing  Change of  Establishing effective specific needs management monitoring and evaluation  Qualified and competent  Possible closure of system graduates programs, and shifting  Exercising good governance  Implementation of timely them to other  Facilitating regular capacity university transformation institutions or closing building programs to staff program  Reduced goodwill,  Ethical citizens serving the thereby calling for cause of democratization reduced budget  Need-based research  Reduced student (and research findings) placement  Provision of adequate  Expulsion of and relevant community underperforming staff services  Job insecurity for staff  Minimized student attrition  Timely reportStrategic Plan of ASTU (2011/12-2015/16) Page 22
  23. 23.  Good governance  Improved income generation8 Ministry  Justifiable budget  Delayed budget 1  Establishing transparency and of Finance planning and requisition  Budget reduction and accountability in financial and  Appropriate use of cancellation management, as well as Economic allocated budget  Falling short of regular updating of the system Developm  Timely report cooperation in place ent  Adherence to prescribed  Legal measures  Good budget planning (MoFED)  Utilizing budget properly rules and regulations  Strong system of internal  Timely reporting control and auditing  Creating awareness among staff  Capacitating staff9 Other  Qualified/skilled graduates  Reliance on other 3  Reviewing the curricula Ministries  Graduates who have more institutions  Providing practice-oriented of entrepreneurial qualities  Lowered credibility and education than mere job-seeking recognition to the  Providing community-based tendencies university education  Graduates who are well  Loss of links and support  Encouraging innovation and aware of the existing policy engagement in applied research and ground reality of the Denial of cooperation, funds,  employing experienced and country consultancy and training innovative staffStrategic Plan of ASTU (2011/12-2015/16) Page 23
  24. 24. services  Identifying prevailing national problems and challenges Organizing scientific forums to allow for participation of stakeholders10 The City  Consultancy and training  Negative attitude towards 2  Creating smooth relationship by Administr services the university (lack of giving due attention to demands ations of  Peaceful educational trust)  Mainstreaming joint work with Adama environment  Failure to secure long- the city administrations and  Disciplined students and standing cooperation  Supporting in research, trainings Asella staff  Permanent loss of alliance and consultancy when needs arise  Community services  Promoting ongoing activities (outreach programs) undertaken by the university  Need-based research  Organizing joint discussion forum  Knowledge and technology  Joining hands in creating transfer awareness about the law and in  Contribution (jointly the implementation of code of endeavor) for the conduct betterment of political, economic, social and environmental issues11 Oromia  Tailor-made training  Deterioration of 3  Convening local communities and Regional programs existing good terms regional administrative bodies to State  Community services  Vetoing further assess their needs and establishStrategic Plan of ASTU (2011/12-2015/16) Page 24
  25. 25. (outreach programs) endeavors of the good terms  Promotion of culture, university  Supplementing regional values and diversity  Calling for change of endeavors  Research that management  Respecting and helping in the supplement regional  Failure to secure promotion of the regional culture endeavors credibility and/or and values  Support in the promotion recognition of good image  Cooperate in different activities12 Regional  Competent graduates  Fend off graduates of 3  Providing quality education (e.g. befitting teachers) ASTU  Reviving cooperation by bureaus  Further training and  Looking for other diagnosing their needs and and/or upgrading scheme for alternatives supporting their cause TVET staff  Diminished  Allowing for their participation TVET  Joint endeavors value/credibility to the in reviewing and/or designing Commissio (research, knowledge and institution of curricula ns technology interchange,…)Strategic Plan of ASTU (2011/12-2015/16) Page 25
  26. 26. 4.2 Collaborators Analysis The university has signed various memorandums of understanding (MoU) in order to pave way for a win-win situation. According to data obtained from official sources, agreements have been signed with different organizations and more are underway. In an endeavor to assess present links, screening of current institutes and checking on potential/present area of collaboration and aspired/coveted advantage is deemed necessary. Herein under are broad categories showing generic names followed by area of collaboration and relative advantage sought after. There is one exception though, the Ministry of Science and Technology, which might also be considered in the stakeholder analysis, but treated separately here for being the first governmental signatory both as a stakeholder and willing to cut a new deal as a collaborator as well.S/N Institutes Area of collaboration Relative advantage1 International and local higher learning  Upgrading Staff Profile  Resource mobilization institutes (both governmental and  Joint Research  Experience sharing privately owned)  Exchange of resources  Cost effectiveness  Experience sharing  Improved efficiency  Curriculum revision  Information exchange  Joint appointment of staff  Promote cooperation  Technology exchange  Mutual benefit  Funding  Student exchange program  Good governance Strategic Plan of ASTU (2011/12-2015/16) Page 26
  27. 27. 2 Ministry of Science and Technology  Research fund  Award of patent right  Accreditation  Get resource  Facility  Encourage innovation  Joint undertakings  Advisory service and consultancy3 Research Institutes (both national and  Joint Research  Access to resource international)  Training  Experience sharing  Resource  Recognition  Fund  Teaching4 National & International  Capacity Building (training)  Experience Sharing Developmental Organizations  Fund  Physical expansion & material fulfillment  Assisting on Development  Secure Resource Activities  Technology Transfer  Human, Material & Financial Support  Resource Sharing5 Industries & Enterprises (both  Apprenticeship  Job opportunity/internship governmental and privately owned)  Research  Exchange experience  Resource  Promote cooperation Strategic Plan of ASTU (2011/12-2015/16) Page 27
  28. 28.  Joint Teaching-Learning  Knowledge transfer  Technology Exchange  Mutualism6 Governmental Bureaus (Federal &  Community Service  Job-opportunity/internship Regional)  Resource  Exchange of experience  Capacity building  Knowledge transfer  Man power  Improves relationships  Professional Support  Working for the same goal  Information dissemination  Promotion of collaboration  Apprenticeship /internship programs Strategic Plan of ASTU (2011/12-2015/16) Page 28
  29. 29. 5. Situational (SWOT) Analysis Environmental analysis refers to the assessment of strengths, weaknesses, opportunities and threats that strongly influence institutional sustainability. To this end, conducting environmental analysis prior to setting a strategic plan is imperative. In doing so, it is expected that strengths of ASTU shall match or fit existing opportunities, while, at the same time, overcoming potential dangers. Likewise, it is presumed that opportunities would help minimize drawbacks and avoid threats. To allow for strategic thinking and acting, all four variables are meticulously investigated and presented below. 5.1 Internal Situational Analysis (SW) Notwithstanding the contribution of individual excellence or failings, strengths and fault lines that are listed below are attributed to the functioning of the institution itself. In the following table, issued have been categorized into nine themes based on their relationship to one another. While appreciating the maintenance of common values shared by all universities across the nation, the strength part is limited to revealing distinctive features that make ASTU stand out. As there should be no room left to cuddle faultiness, whether they are common to any other, all notable weak spots have been listed in detail.Themes Strengths WeaknessesAcademic Affairs  Having exam and studies committee at  Inconsistent grading practice school and/or some department level  Ineffective exam and studies committee at some schools and  Formation of curriculum committees at departments departmental level  Lack of exam standardization  Continuous and practical skill-oriented  Undue and haphazard intervention of top-level management evaluation system in laboratories, and students in revising curricula workshops and fieldwork engagements  Failure to involve capable personnel (both from within and  Integration of courses and evaluation of outside the university) in curriculum design Strategic Plan of ASTU (2011/12-2015/16) Page 29
  30. 30. students via eLearning  Lack of coordination among schools/departments when designing  Dynamism of curricula across some new curricula departments  Weak and disorganized Graduate programs  PhD by Research program—one of a  Limited number of undergraduate and graduate programs kind in Ethiopia  Primacy of theory over practice (limited effort to ensure student-  Undergraduate and postgraduate centered approach) programs that are unique to ASTU  Failure to cover the whole portion due to improper time-  Involvement of adjunct professors and management and poor monitoring Technicians (Fahrlehrer )  Teachers are not maintaining class schedules  Proactive ELIC offering language  Failure to offer regular consultation for students training for staff and students  Inferior coordination among some instructors offering the same  The move towards the European Credit course Transfer and Accumulation System  Political incitement by some instructors (ECTS)  Frequent change of curricula  Relatively well equipped workshops  Lack of labor market analysis in curriculum design and laboratories  Not considering staff profile in the setting-up of some programs  Well Equipped multimedia language  Lack of readiness to move towards modular approach laboratory  Evaluation of students’ competence by generalists  Relatively large class size in some cases  Lack of induction program for the new comers  Weak tutorial programs for students who need special supportStrategic Plan of ASTU (2011/12-2015/16) Page 30
  31. 31.  Poor (impersonal) instructor-student relationship  Negligence and poor control of invigilators during examination  Not adhering to exam schedule and failure to take timely measures  Weak interest in teaching and taking initiatives  Leakage/disclosure of exams  Disregarding staff overload  Lack of skilled laboratory technicians  Shortage of academic staff in some disciplinesResearch  Presence of a journal with  Lack of research action plan International Standard Serial Number  Research topics that are not sensitive to the existing environment (ISSN)  Lack of guidance and leadership from the incumbent office  Accessibility of research guideline of the  Poor practice of research university on the university’s web page  Overloaded staff  Scheduled bi-annual research  Absence of coordinator at school/departmental level: seminars/symposiums centralization  Inadequacy in allocation and utilization of budget  Poor in publicizing research calls/reviews  Frequent change of KTI officers  Relatively less experienced staff with low orientation/ responsiveness Strategic Plan of ASTU (2011/12-2015/16) Page 31
  32. 32.  Absence of immediate response to research proposals  Discouraging bureaucratic processes in releasing fund for approved proposals  Lack of clear criteria for prioritization of research areas  A single journal to entertain different topical issues  Poor coordination and management of research activities  Inferior staff motivation  Doubting the integrity of researchers (or their budget request)  Poor research facility  Unable to provide training on research methods to staff  Absence of integration of research results among schools  Less turnout of participants in research review  Deprived of subscription and/or access to reputed journals  Poor documentation of previous research sponsored by ASTU  Failure to motivate students take part in research activities (i.e. besides their senior projects, thesis and dissertation)  Weak commitment of staff to engage in research activities despite possible adversity  No visible initiative to organizing the research office to institutional level  Not considering time-extension to research requiring more thanStrategic Plan of ASTU (2011/12-2015/16) Page 32
  33. 33. one-year time  Nonexistence of reward for outstanding researchers  Lack of team approach in conducting research  Poor linkage and joint research undertakings with other research institutes  Sidelining/ not prioritizing of research by the top management  Falling short of collaboration with funding organizationsCommunity Service  Frequently updated website and  Absence of a central organ to facilitate/coordinate community publication of regular periodicals outreach programs (newsletter and a bi-annual  Not assessing needs and measuring satisfaction of the community magazine) to communicate with the  Few MoUs have materialized so far wider society  Failure to reach the surrounding people via distance education  Offering scholarship opportunities to the needy  Continuing and Distance Education: setting up of satellite campuses,…  Asella Model Agriculture Enterprise (AMAE) and Artificial Insemination: training of farmers  Allowing free access to wireless Internet service to the surrounding population Strategic Plan of ASTU (2011/12-2015/16) Page 33
  34. 34.  Signing of various Memorandum of Understanding  Offers training, consultancy and maintenance services upon requestHuman Resources  Young staff  Shortage of skilled and experienced staff with the required  Commitment of staff academic profile  PhD and MSc by research  Less commitment (of some)  Good will to support and sponsor staff  Unwillingness of most staff to take-up additional duties securing further education by  Absence of team spirit and diminishing sense of belongingness themselves  Lack of professional ethics  Free educational opportunity in the  Low proficiency of staff in the language of instruction, i.e., English evening program  Absence of capacity building plan  Provision of pedagogic and language  Poor staff upgrading criteria skills improvement trainings  No collaboration with other institutes  Less demonstrated effort to win scholarship opportunities for staff  Less initiative to upgrade staff by its own graduate program  Not encouraging competency  High turnover  Predominantly male academic staff, i.e., in terms of numberGovernance and  Start-up of decentralization  Diminishing sense of belongingness, responsibility, andManagement  Good relationship with students accountability Strategic Plan of ASTU (2011/12-2015/16) Page 34
  35. 35.  Commitment to expand and support  Lack of visionary leadership ICT  Failure to retain staff  Demonstrated effort in modernizing  Poor implementation of appraisal results library and registrar services  Failure to prepare clear job description for all  The move for internationalization  Lack of proactive administrative measures  Launching PhD and M.Sc./ MA by  Unable to provide incentives as deemed necessary research programs— a system that is  Lack of clear organizational structure the first of its kind in Ethiopia  Resistance to incorporate and/or mainstream ICT supported  Good will to support and sponsor staff service securing further education by  Absence of planning and programming office themselves  Non-responsiveness to reports and dereliction of duties  Offering students with job-  Nepotism and partiality opportunities  Poor promotion strategy that is subject to manipulation  Flexibility to entertain previously  Manipulated employment criteria unplanned issues when justified  Not convening regular plenary meetings (discussion forums) necessary  Non-participatory decision making in the assignment of  Outsourcing of payment of salary management  Mob mentality that resulted in less teamwork spirit  Disagreement among members of the top-level management themselves  Unsettling management and management structureStrategic Plan of ASTU (2011/12-2015/16) Page 35
  36. 36.  Inadequate and subjective performance evaluation criteria  Misappropriation (poor allocation) and poor monitoring of resources/properties  Animosity Of staff to each other ( especially between academic and support staff)  Not communicating rules and regulations to the university community  Unplanned visits to other institutions  Failing to report and materialize, as well as practice, shared experience  Red-tape and undue intervention  Wastage of time on unplanned jobsFinancial Resources  Deployment of IBEX software  Failure to empower cost centers in the administration of budget  Decentralized cost centers  Inconsistency of formats/templates budget planning and  Payment of salary on time purchasing  Failure to upgrade capacity of staff in utilizing modern technologies  Lengthy work flow (business process)  Poor-quality and insufficient materials  Shortage of qualified and competent personnel  Redirecting budget to unplanned business (e.g., unplanned purchase requests) Strategic Plan of ASTU (2011/12-2015/16) Page 36
  37. 37.  Disorganized financial system and poor networking with respective cost centers  No clear line of authority  Respective cost centers are not informed about the budget ceiling in preparation of their budget plan  Non-participatory, university-wide budget-planning  Lack of criteria-based budget distribution (not considering activity plan)  Weak coordination among finance , program officers , income generating unit, and human resource administration  No budget revision practice  Lack of modern finance and purchasing system  Lack of adherence to purchase policy  Procurement of materials without detail specifications  Procurement without checking store  weak inspection and evaluation team for endorsement of purchased materials  Lack of due attention in establishing procurement committee  Poor control of resource consumption (requesting and endorsement of materials beyond utilization)  Lack of awareness and consensus in setting specification of materials that are bidden and procured centrallyStrategic Plan of ASTU (2011/12-2015/16) Page 37
  38. 38.  Collecting item price (pro forma) repeatedly from limited suppliersPhysical Facilities  Expansion of cobblestone roads and  Absence of laboratories and workshops that meet the required/Infrastructure walkways demand and unequipped in some departments  Expansion of ICT infrastructure  Inadequate offices ,logistic and office facilities for staff  Tentative solutions to shortage of  Poor water drainage system in the new building areas offices  Lack of access around student dormitories for Ambulances and  Good start-up in campus Fire brigade vehicles beautification and gardening  Inadequate, Inefficient and abuse of transport services and  Clustering of schools with their maintenance respective departments in one location  Severe sanitation and maintenance problem (e.g. in cooking  Water recycling plant underway areas, toilets and class rooms …)  High Capacity power generator  Shortage of water supply, frequent outage and wastage  Construction of multipurpose buildings  Poor and/or shortage of alternative lounges and recreational underway facilities for staff and students’ alike  Startup of ICT enabled Lecture halls  Poorly designed , constructed and furnished classrooms and lecture halls  Not ICT enabled Classrooms  Poorly fenced and limited number of gates  Non-conducive infrastructure for impaired students  Lack of Auditorium/ multi-purpose halls/buildings  Inadequate library buildings Strategic Plan of ASTU (2011/12-2015/16) Page 38
  39. 39.  Lack of sport complex and fields  Some buildings are not to the standard  Lack of air conditioner in libraries, pc pools, laboratories and workshops  Misuse of buildings for unintended purposes  Non –functioning newly built cafeterias  Absence of modern cooking and washing machines in students cafeteriasStudents  Strong and empowered Student  Poor commitment (Some students) Council  High tendency of cheating in examination  Opportunity and freedom to initiate  Lack of student interest for consultancy and take part in University affairs  Poor student-instructor relationship  Good culture of helping needy students  Lack of adhering to exam schedule (unreasonably lobbing for rescheduling)  Lack of respect of university and national laws  Less effort in finding supporting and funding organizations to needy students(Student Council)  Unwise use or abuse of resources  Unethical practices by some students (alcoholism, drugs, theft, breach of rules and regulations…)  Inclination of some students towards destructive political Strategic Plan of ASTU (2011/12-2015/16) Page 39
  40. 40. orientation  Lack of initiative to report absenteeism of teachers  Systematic boycott of classes  Reluctant to their education (Study only during their exam time )  Creating disturbance and making noise around the classroom environment  Bad interethnic as well as interreligious rapport  Shortage of out-door/ under-shade seating and study placesService Delivery  Relatively fast Internet service at the  Shortage of medical facilities/supplies  For the University main campus  Poor service delivery in lounges, cafeterias and Clinic community  Digitized/automated library  Medical service that does not include staff o Library management system (KOHA)  Absence of insurance coverage during field-works and o ICT  Availability of over 20,000 e-books engagement in workshop o Dormitory (Greenstone)  Lack of institutional policy on occupational safety o Health  24/7 library, ICT and clinic services  Weak and abusive security services o Registrar  Bank and postal service in the main  Failure to give semester grade report to students o Sport and campus  Centralized and unorganized services recreation  Labor intensive and poor service delivery of the EEO/Registrar o Cafeteria at the beginning and end of each semester o Guidance and counseling  Standalone students databases: assignment of students to o Recreational dormitories, grade submission, grade reporting and scheduling… Strategic Plan of ASTU (2011/12-2015/16) Page 40
  41. 41. facilities  Frequent allegations over lack of confidentiality and possible fraudulent acts in registrar services  Irresponsiveness to students request by the security staff  Insufficient special consideration for the disadvantaged  Nepotism and ill-will  Lack of up-to-date books in some fields  Frequent downtime of the intranet and low bandwidth Internet  Insufficient and costly photocopy service to students  slow response to maintenance services  Shortage of separate corner/ room in the library for graduate students and staff  limited library service to the outside communityIncome Generation  Consistent provision of evening  Disorganized income generating teams/units  Evening Program programs  Absence of clear management to oversee income generation  Distance Program  Opening of satellite programs and related issues  Summer Program  Good Experience in running the  Unable to use its potential, and engagement in limited areas  Short-term Training summer program  Lack of business plan/ cost-benefit analysis  Consultancy  High potential and good start of  Not allocating budget for individuals taking the initiative to  Rental services income generation in some areas generate income for the University  Production of  Relegating income generation (considering it as a secondary Materials issue) Strategic Plan of ASTU (2011/12-2015/16) Page 41
  42. 42.  Projects  Unnecessary payments and cost  Less promotion/advertisement activity  No distance program  Limited to government sponsored programs  Limited to in campus program  Less exploitation of rental income options  Limited experience in developing fund raising projects  Lack of creativity among schools  Less motivated academic staff due to lack of incentives  No community schoolStrategic Plan of ASTU (2011/12-2015/16) Page 42

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