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The Fnderal Uemueratic Republic of Ethiopia Ref No.

711-1 34301642j35

Ministry of Educstiun Date: 1oth~~ueust.


2010
-
Addis Ababa Ethiopia

Tb Addis Ababa U n i v e t y
To Mrmaya University To Wolaitasado University
To Jima University To Madawelabu University
Tg Bahlr Dar Uhivepity To Welega University
Tb Mekele University To Welto University
TOHawasa University To Debrmarkos University
T@Arb8 Minch Universiv To Axum University
Tb Gonder University To Semera Universiiy
To Adama University To Diredawa University
To Ditia University To Jijiga University
To Mimtepi :University To Ambo University
S(~Qect:Sendina hiuher &-Tion development pruqram docurnefl.8nd concernina the
1 academic vear
2Q1'0/7
F@m the 1Sh suuacessf~linstitutional transformation council's meeting held in Bahir Dat
from 29' July - August, 2010, wlth this cover letter; we have sent you 28 pages
drgwment of Htgher Education Development Program (201I - 2015.) This docclmsnt is
e~richedby the dis~ussionand is expwted to be governing document far our universities
2010j11 annual and 20'11 - 2015 strategic plans. The unbersRy shall be also expected to,
distribute the document to b boards of administratkn.
As R is well explained in the dowmept, we shall strive for creating significant institutions
equipped with teaching and fewrch excellence in the 2011 - 2015 plan. For achieving
fils,we have identifled9 focus directions. Thus, the 2010/11academic year is not the year
of?rehearsing and amending the past years Zntiiutienal weakn-ses but it is rather a year
of' confirming academic movement through transformational demucratlc leadership and
uging institutional good governance as unique means for achieving success. Ws betieve
bt our universitiesJleaders can unders€a'I?dthe practical implementation context of this
direction.

I
Y"
he Council of InstituffunaI Tfansformatmn' that we

'ccornpllshifig ~ j s

69
were

development pro~mm%implementation. The 2034


am' meetfog,sahedule IS defnonstrated within the documant.
for cootdindng the
using
stiUMenal t m \ n s t N q q has slopped itr17unotlondurhg the 1b regular. meeting st 18ahir
ar. (n place af this, 'the Councii of Institutional De~dqpment'is established and shall
ndu@ its regular rn-ing onm in three months. !% fpcuses on fdlow up and
0 1 and m l n g
!

e beginning,05 per evaluatioh is the good esperience that we got from the Bahjr Dar
W h g and we @feed for its mntirrui#y. In d#sgnTng the GyyStem, we reached a #common
ons0nsuS and given responsibtlity to vice aaadernic preskknts of Addis Ababa,
Haromaya, Axurn and Gondar universit;ies.>astschdcal mrnmMee. TKe Educatio~Sfiaagie

I nter shall fallow up thelr impkmentation. Ih bdiM crf the Mlnistw 07 Education, cumpet~nt
raft for fumer discussion shall reach to the Ministry of edu-n
1 nationatl level,this p m g ~ m ' focus

I
s
until 9%wernher, 2010;
areas and basic-success goals of the 2011 and the
m i n g fgur year;s, shdl be a base and center Pi3r Lrisfltutions'evaluation.
e 'believe as state owned uniwersi$es' forurn shall be established saon. Thwe am many
l Iandard measurement affa5rs. ThBm are aJso 8quiWleme affairs. Since the forum S ~ I I
,have an immense role in institution& develr~pment,we Mieve that dl uniyersitiea
Iesidents shall, give attention for its establishment. We have a belief as we shalI soon
PT&dome ~~ rwiuing the establishment .and re establishment regulations' camment from
'r
t e hoard and the 20t 0/1 I academic year indeed, Wall 'have.a wide appor€unRyto have Its
wn new ,nature.
I

t No 650i 2009 'regulations,they me expected to organ& and n o q f h e


per pt'or;fm&tic%~
2 1,0acadmlc yeah edudi'on and tejevant ihfum&n. Implementing this and building
+ong intomstion system s n o u ~not be sipped.

1 e hMve th@t& ~ B Tthan the- 201[IBf 1 student enrollment probIern, instiions shail have
a settled tmptemerrtation adiv@es. However, this c.m be achieved by mnfiming gomi
~gOverance
I
via transformed d;etnocr~@cleadership m#ht3r than waiting, for a change by
RWIf Bawd on this, as all u-nker%itIeCihave experienws; we bdlieve as the uhiversity's
Righer ,rnmagmentshdl give apprgpriate atbention.
Senior stud~nts.should start class aftert hs day af thek regrstt'ation.The registration should
$tart More 28'" September (if it is late.) issue of commencing atass after regMtatibn
$hould be respected by all teachers. In the future, senior students' regismon shall not
exceed from '18'9~pternber.
M rrless institwti6nS that have construdion delay, new stbdents' registration sfrnuld be
=flied OMwithin f 0 days after the annbuncem~ntof their placement. Concerning new
students' efirollmmt capacity and mgfshti~nof 43 universities, ff wif be _conducted
ihdependently through tetephwe communicazfon.
For all of you,we wish n&w happy year a,nd,gmd a~emlc'accompli's.hments.

Wtth regards,
Signed
Adhana Haile Adhana (Dr.)
Vice Minister
cc//
b t o 8Excellency Ministry sf; Education
b To Vice Minister O ~ C (Higher
B EdW!on)
Adds Ababa
Acknowledgment

13ractice, by any means, is the source and initiator of knowledge. Even if the points
rJiscussed with in this document are not new, they can be considered as new points in
one way or another as they are discussed and enriched based on our universities
practical activity. For instance; if our universities are not in the chapter of institutional
Iransformation, we may face difficulties in propagating about institutional transformation
and unable to understand university's institutional transformationk practical questions.
:Similarly, we cannot understand that transformation democratic leadership is an
instrument for good governance and vice versa. More than this, we may not certainly
talk about modern higher education institutions that prepared themselves for excellence.
Inore: than sending the 2010 accomplishment plan for the Bahir Dar consultative
meeting; our universities have played a decisive role for the preparation of this
clocument and the Ministry of Education would like to thank for their efforts. Likewise,
w e would like to thank Dr, Zinabub leadership education center professionals for
~ivaluating and summing up the 17 universities 201Ol11 good experiences,
implementation weaknesses and strength and focus areas of the 201 1/12 far the
preparation of this document. In addition, we are also very thankful for their facilitation
rl~leat the time of the meeting. We would like to give our thanks to our development
FarZners for providing us financial suppori for the conduct of the meeting from United
Plations Development Program (UNDP.)

Translated by: Meaza D.


Qwr world io found Ih amazing historical time. Both winners and losers art3 in1 problem
$nd occupying new positbns. fndjgenous wealthy countries are also in problem. mow
lmuntries under the circle of these wealthy countrim are tremmlng weak and weak.
>Countriesthat randomly joined the wealthy countrfesare also suffe~ing.Those courrtf~s
under the Endire colonlratfon of the indigenous wealthy countries are forced to be in
h e internal crisis and they are either looking for optlons b beome victims for
bltndness. It is possible to say as the pmbim iS temporary. But it demands a great deal
07 wrnmimmt. According1 to group 20 cauntrles r=alou.latron,'it is vague to, decide as
~ B r n o m ~ t i ~1isaumhmiabte
n fact in international poliliwl system. Howew, i;t is dear
mat our wofld has got problem to harmonize its economic integratl~nand governirtg,
~ l W c a systm.
1
even M our muhtw is ablb to help and is trying to help our world'toget rid sf its problem,
*ha has no role in deciding the outcome. There was a traditional saying that 'who may
Ibtm the poor advicssY Our country should use and benefits from the ralfty df
$lobaFifatEon fan runnihg national and cantinersta1adwanBges.
Rublic stnlaures have been striving to conflm 'institution&transformation so that t h y
qan implement democracy, good governatwe and fast devetoprnent. Educa~onalahd
ttaioing instiMons travel good distance in bringing demmratlc procedure and good
governam fm bullding implementation mpacR'res*However, we should have to have a
wurage and emotional sfrertg€hfor hitling the targa When we evaluate the question gf
~blstaining~and reallzing the Ethiopian renaissance with internal and international
s%tuations,we can understand that the issue of institutional transformation is the key for
1

t!$e decisive implementatioh capaciTy Ibuflding.

Even if the government (sislce 2002) Vied to aware unive~itiesabout theit lhistarical
dimion and1visians aaomptCshrnents and developing k ~ institutional
y ttmsfomafion
@pacity, Significant outcome has not been observed uti1l the end of 2006.Other than
w i n g the way for $he aumiwg n W achievements, our: effort made in ZQ07 had almost
similatr result. S i n e 2008, it is possible to say that untversftLes are tn the r a f track of
~nsiktionaltrahsformation. In lEhis inSTrtUElonr41 transformatl0h, we have universities Ithat
;Ire found in similar or different level of achievements, We can identify institutions'
Iransformation implementation grade as top, middle and low. However, still universities
!;hare core weaknesses in common.

'Phis higher education development program's 201011 1 plan and 201 1112 - 2015116
strategic plan is intended for building modern universities that can run quality education
package. This document has seven main parts. The introduction part helps us to widen
uur scope of institutional transformation understanding. The third part of the document
strengthens the same point. Part two includes the sum total evaluation points that
(:entered our universities institutional transformation situation. In part four, the 201011 1
rnain goal and main focus areas have been presented, These focus areas shall gel
attention until 2015/16. How to plan the 2010/11 plan is presented in part five. Similarly
hasic issues of implementing the 201011 1is also presented in part 6 of this document.
Part seven is conclusion. The conclusion part briefly describes the 201011 1 - 2015/16
successful accomplishment or weakness's impact on our country's long time practical
context.

2. Situation Analysis

Siince 2008109, our universities in general (including new universities) t r a v ~ llong


distance regarding institutional transformation. From the view of our expectation, even
t o p line universities are expected to travel additional long distance yet. Our situation
analysis should be conducted not relating the previous achievements and weaknesses
with the current one but it should be by considering our current weaknesses and far
stghting to travel long distance.

Actually this analysis is not focusing on implementation evaluation of the 201011 1 plan.
But it is to help our universities to canfirm attitudinal, structural and procedural basic
transformation until the end of 201011 1. Similarly, this analysis is intended to help our
uiiversities to use their full potential for the accomplishment of their mission starting
f r m 201 1,

We understand that there are institutions that reach the top of institutional
transformation. However, these institutions also have their own serious er light
cliallenges and highly expected to breakthrough their challenges.
@inmeach institution a n 'kkntlfy the evaludtion points regarding its concern, It may not
be wrong to us& the concern ?f general evalWjon, OUFsituation analysis is restricted to
@GUS on leadership,human pawar and mod governance and suitable to reaHze Wsfc

ikues- With this v T W 3 the evaluation is ;presented;ps f;alta~.


2.1. Leadership

hncorn.l,ngIeadetshlp, £Re'following pornis can 'be.used as. basic evaluation tools for
c$nalplngstrong sides of leadershipb
Alrn~s&there should b newly orgsinIzeU univesi)y fadership that ranges
- from
boar# to acadernlc unR,
There should be a university hjjgher leadership staff 'that has been exertlfig much
effort for the attainment of €heinstitutional tran~ormatianat the cost of his OT her
family.

+ There shuuId Be unbemlty higher leadership staffs Who performs his or her dufies
and responsibitities no matter there are big challehges that resist the university's
tranSforrnation.
There &auld be a univer* higher leadershfp staff who hats. practical experience
.andable tG Iead the institution's,c~mmunityto ihstkutional transbfmatian through
strengmeningthe mission of inM1tutional transformation.

I There shouid bbe' a university hlgher ieadefship staff that unrf~skmdshis or her
responsibility of keping the institutions peace and security, pra@idly confirms his
of her performance in any unfawmble ~onditi~ons .and aware the positive rote of
students8 and surrounding's administrative W i e s in bringing and keeping the
uni~@rslty'sp a c e ahd security-
I* There should be a university higher leadership staff who b e ~ i n sor walk a distance
In the attainment of good g~vernancewithin the lhstfiutlon.
'. There should be a univerdty higher leadership stafltwho understands and bbgins a
movement' in fund rgisihg and generating, designihg and making use of
surninable intomatfbn system to educational purpase.
%ese slrong sides are #urces for attaining bur universities instkuiTonaItransformation
@nd means 01 developing implernenWiam capaclfy. Our universitis implementation
i/rerformancevarEatfons aroused due to the impact d these strong sides. The foiIowimg
*re -avoidabTebasic leadership weaknesses.
1 11-fthe university's hTgh&rleadership shTf is unable to support the institution's
tmplem'eMEdfon cwztclty and delay 05;etablllshment regulations.
r If the univemity's higher leadership, staff is unable to deeply understand the
national historical soure%and angles 07 instit@"unaltrqpsformatlon, shortage of
technicat eapmity md having a problem in implmentlng the neMy desl,gned
BPR pofioy Unstmment6, for .in&jtu€icunalIraWormatTon) arid lunabb to lead
the inst5tutjsnal transfmation' s movement or uqable to rnahillze the
university's community for t r a n s f ~ ~ m .

If the unl~ersrty'smiddle and lower ,rank leadership staff members are unable
to f d y reach 20 the level of sharing Wong s i d e 'of the higher IeadersMp

If the mlwersits,$ higher leadership staff is unable to confirm transformed


tnslbtignal system regarding &mctc)re and work prdcdure.
* If ithe university leadership is immature In itsldemocrakis percaptian, governihg
11 prmlml acthdties and unable to be deeply aware of good governance is pan
oT irrstIMIgna1 transfmation,
If the univm'Ryla IeadersMp n&s to devet~pan awareness regardimg the
confirmation of students;' self education quality initiation.
@tong sides of higher tmd&sh!p are giff6 that should be given appropriate
oonstderatlon.'Onh e ather hand, the I@abomhip'sweak sides should not be considered
a$ easy task. Unless the &en= of personal courage and negligence to mrq out
rwpqnsibilities, the weak sides ate by any means cannot be allied to natural or
behavioral. Thus, Ehe main sourms of univemiti~s'higher leadership weaknesses are:
(4) un'stbfa to awaw the scppe of IrrttiMonaJ transfomatifiofi fully and p)bejng lneffieient
to lead the tmsfurmatiun in amrdance to democratic work ~proeettuue, If our
universWest high leadership stafl avoids these weaknesses, it might be possible to use
Wiversities' leadership ranks as tools of institutional transfornation and means of
cornmunlty mobilization. It Is possible to say that those universities reached the extreme
qf transhmation movement are aut af the above two weakness sources and walked a
@&in distance.

me university community includes teachers, students, adrnlnistrative and technical


suppart stafis. Each universiv is expBCteU lo evdate its community in detail, Even if
dre received universities' evaluation, we are afraid that the evaluatim may not be
~snductedin accotdmce with the )basicfacts. Thus, by inltiatlon of 'central leadership
gwareness, the fallowing developedev~lluafionsptem is made at Bahir Dar meeting.
22.1, T e 8hers
~

Next to leadership, successfuf missjon accomplishment of universities shaft be 1dwWed


by holistic comwency 'of teachets, The holistic competency includes educational
&arudard', pedagagiaal knowledge and skill, profesianel ethics and pe7formance
WaluatTon outcome oriented adminiWation m d strict erhployment exwtrtiorr. However,
it is known as we have Hill some flrnitations, Even if much advedissmmt 'Isneeded1to
a o i d limitations, it is known as we have an endused teachers' development strategy.
Now here, we shall give attention to the attiiudinal situaQbn af teachers regarding
ifist'rtutiand transformatian. Rather than demonstraing each universities exact situation,
#is wetuation shows the sum tatal imaga of all unkrersitim.
basic @valuatFonpoints can be consjdered:as strong
Ganoernfngteachers, f h f~IIowTn,g
~
sides.
Starting to canfirm stfuwredegi&ence.
Showing signifiiant tendency of understanding and a~cepltlngthe country's
constkutional system and demacratic development direction.
Having significant tendency to be interested in our universities good
governance (especially in confirming transparency.)

The presence of instances that teachers show the motivation to universities


mission accomplishments.

The presence of large number of teachers that show an effort to confidently


carry out the teaching task even in unfavorable condition,

These strong sides are strong benchmarks far driving the institutional transformation to
fsr distance. If we understand these gifts' institutional and national benefit and avoid
leadership weaknesses, there would be a great opportunity fs lead our teachers to
z.cademic movement. Based on this rational, the following weaknesses should be
zvoided.

r By association IQ the government strategies and policies, there are


teachers that failed in the process of visualizing the view of institutional
transformation, Due to this reason, there are large number of teachers that
consider the institutional transformation from the angle of BPR rather than
in state of institutional transformation.

There are teachers that can be expressed under academic corruption due
to ethics problems. Since their number is large, they may spoil the feature
of universities.

There are teachers engaged in sexual abuse.

* There are teachers lack academic and pedagogical language preparations


for being a university teacher.
The number of teachers that unable to identify important and unimportant
advantages is not low.

a There is a wide tendency of looking for additional incame (sometimes E


na
way that can affect their regular job,)

Translated by: Meaaa D.


The main sources of the above weaknesses are the existing institutional procedure and
leadership weaknesses. In brief, it is due to unable to follow clear system or unable to
patiently implement the established system.

if.2.2. Students

1% have universities that already understood the positive role of students among the
~lniversity community and performing their activities accordingly. All universities
practically confirmed the role of students in the university life in their 2009/10 academic
year. Students are the core direct beneficiaries from peaceful university life. Secondly,
riext to leadership and teachers, students are both key resources and beneficiaries in
confirming education quality. The arrived universities' evaluation reports here confirms
es students had played a significant role in keeping the peace of universities.
From the view of ins2itutional transformation, students have the following strong sides.

Has structured autonomy.

Has interest in good governance and quality education for their future career.

Has awareness about the values of good citizenship that they got it from civic
and ethical education lesson.

It situations are available and informed haw to learn by themselves, they


mainly use their time for learning.

9 Many students have interest to learn peacefully and ready to practically


contribute for universities peace security.

* They have interest to participate in any activity that they are supposed to
participate and would have positive role if they participate.

* From the angle of practice, they can identify their teachers' strength and
weakness.

These students' strong sides are non replaceable gifts for driving the institutional
tr:~nsfarmationto far distance. These gifts are bases ta avoid leadership and teachers
weaknesses and can be considered as means of confirming academic movement. The
following are weaknesses that are observed in few students.
Being a member of destructive politics and cooperative for terrorism.

Being open for rumor.

+ Various discipline problems

Considering special academic support as embarrassment.

Trying to gain academic grade in unethical way.

Abusing justice for personal benefit.

From the view of confirming education quality, unable to provide personal


contribution.

* Unable to follow appropriate procedure while exercising their right and


appealing complaints.

The first two weaknesses have external nature and they are almost wiped out, Now,
using good governance which is acceptable by many students; we should totally wipe
cut the image of the first weakness from the passage of institutional transformation.
There might be institutions that reach this level. However, all institutions can reach or
mainly expected to reach at this level, too. The remaining weaknesses can be avoided
using students' participation and the surrounding administration (for instance in case of
drug dealers.) Concerning the last point, it is a matter of designing and implementing
immediate response providing system. In situations where there is no institutional
transformation, the weaknesses can wiped out the strong sides and would be
institution's cancer that blurred education quality.

22.3. Technical Stuffs


Tlwy are not interested to continue in assigned position. Their effort is either to upgrade
their education and shift to the teaching staff or resign their job. Because of this, it is
ol~servedas unstable (building and destructing) professionaI assignment. Even though
it is not an obstacle to the current institutional transformation goal, the issue of technical
st3ffs would be a challenge for key question of education quality (70:30 proportion.)
Tm,ns'fgtq,$by,: Me-&%..&

thncerning administratwe staffs, 6 is tiiicufi to put the sum total evaiuaHon. ?'here are
Mg'her and middle level prcrfessirsnab. Thafe are staffs who are assigned in various
gecretarf61 tasks. There are a h staffs assigned in lower pmfessianal ievel, These
$taffsl strong and weak side evaluation should be oonducted according to their rank and
qepment in university level. In general, unless thew?staffs implementation (attftude,
&mcture and pracedurej is mgnded, it would be difFIcult to successf~lly~accompl~sh Yhe
task of Ihsfitw€ianalWansfofmation. In sharf, there is nQ eircurnst&ncethat this staff is
qtiablrs to provide indlreet contribution to our unhmitjes good acmmpttshments. On the
aher 'hand, there are weakfiessea reflec€ed in g,roup, Ind'rcridually or independently.
MMB than attitudinal weaknesses, lack of tmplement@Ionskill is serious. FimlFv, since
tee admiqisfrative staff is beneficiary from the sfitem, it would not oppose the
iqstitutimaltransformation (has interest to have goad gowerrtmce,)

23. Q ~ o d
governance
Far the purpose of ulldarstandlng, goad governance is impiem~ntableinst'Mionat
administration $@ern that bases on democ~aricprocedure and exercise transparehey
md account;1bili%y. Amang unlvemities, there Is quantrt8tive vartation regarding the
attainment QT good governance. AH weaknesses rnerttloned above are implications of
t h absence or 'shortageof gmd governance.
In the situation where we are unable to integrate the higher educatiin proclarnation'g
r@gutqtiansand Inat%tutionaltransformation, it is n d fair to Za!k about tth0 gbinmefvt of
g@od governance. According to our uniwrslties experience, it has vast advantage to
identify and understand the issue of good gloverhance as instrument and outcome of
InNRutional trmsfomrallon.
Bysad on f his, by undemtandrtg that we failed 1.0 reach goad governance as outcgme ,of
in&itutibnal trmsfofmatbrt,we-shall list arong and weak side evalbatiun points from the
uliw of,good gmmance as instrument of instittitianailtrqnsformaiion.
Good governance as instrument of institutional transformation, it is possible 20 put the
following strong sides.

Improvements have been observed in many universities on students' service


delivery (by participating students in organized manner.)

a There are many universities that conduct trainings to leaders, teachers and
administration heads together on government policies and strategies (in
integration with institutional transformation). Many universities tried to introduce
the BPR studies to their human resources.

m There are boards that change the vice presidents due to lack of good
governance or lack of motivation or willingness to run the institutional
transformation,

There are universities that start the implementation of continuous assessment (in
agreement with teachers).

There are university higher leadership staffs that give responsibility (by
identifying the responsibility from accountability) to middle and lower leadership
staffs.

There are universities that tried to strengthen the process of transformation


through different stages.

There are universities that could timely conduct board and administration council
meetings.

* Relatively all universities have participated in keeping peace and security of the
university (in collaboration with students and the surrounding administration).

There are universities that took female students' matter as an independent focus
area.
There are universities that conduct class, administer examinations and give
grade in team as a system.
open their doors and give.appropriate
There are many un)\rem&ypr~~-3'd~entsXHat
and Immdate r a p o w far stiJd8nts who' cauldl no1 gel sotufton for lthelt
cbniphihb.

There aie universities fiat 'design th'es m y'afid r.eswrdi and am14 sewhe
r i e p a ~ e n t sa%ofdirfgim in$;titManaIwa
rn and natioml direction.
The number of unive@ifies khat start,to leadl &8 teachers' devefopfient im p h
and Impremenf;in1fairlmwm~ k increasing,

i
ad gwemmPe.asSWrnmt of Miudsnal transf;omatiam eahnesseg are basiwlly
eaknesses that I ' M l under teadershlp w@knesSes; 1tt8ihplim$ians,ar~ being u-1~
t trmsfw the instftuthnal tr8t;tsf~rrvatl~nfa\ aeadanrk mouement h gen@al
mknesSss, pre8nted u n k trmhers, stud- .aD;a .admJnjstrativgs&fs in particular.
#ather.. our weaknesses' key-soulcq is limitat'in (in men! institytionsl o! absence lin
- - -

demomatic
r . .
IeedeShi~. Thls is mainly due to lack of deisp awareness (with relatlbn to
fqmwce) and in fw hsututM$dus to the ebseooe wkek d motivation.

?le in&itutTon~I19ran&arm~en (esp&i$lly demand?. our exruntry% .situation) canm be

3
M&l.where Were liS nal or a~k of transfomrathte democratic 'leadership Lfnlss we
h ve @ team 6f organized and' in#e$m&Iwrtiv- h&idershipL2hathas a 'capac'rty to
d e a h ather, the inSEfW6jowltransformation inevIWIy exposed id s~rious~rfsis.On>
e othat; fmfl,It is ,not difiouh to understand Ete8the@ we in&it&imsthat have a wide
pij?tunity.tobea a&brmat&e dmo~raliciabrship instiron and hi$hly dewof@
attain their misstan hp1menWan. We, have .an exceiknt encoulrag!ng, nation&
&lliml annhosptiere to av~Td~lLeadmhjp nnmknwm, Thus, when hre crss check the
Jakm w@es and 'Srwgthsof leadership, *hbuld Wo this: pditiml atmosphere in t~
writ. We-mdetsrtandth& lths qpnoaphers would n ~ba t bh~tt&&fkr arrlvjng at the
af uri'mrq!Sity.
3. What do we dream?

WE have a dream to eonflrm 'two ,Basic goals in institutional transformation. me first


basic goal is to dwtare the freedom of institutions~implementationcapacity from the
&aWs where they are tjed with IpGtltutionJ weaknesses and to build gn institutional
system that would be operated in way that has a national advantage and gowned by
fiatiorral policy based study and research ElctMly on relatian to edumtion relevance and
quality). The second basic goal is to build the capaolt~of human resources that 8would
implemem the first goat to the Iavel of excell'mee. An institutional movement (withaul
~nsideringeducat.tlorralexcellence)tor only cqntirrning education relevance and qualw
would not support us to reach the level of axcstlew.
eeucation system can
E k & an thb, the 201Wl1 - 201316 state owned muniversifies'
b charaderi2ed by the fallawing basic features.
, Modernmfnstitutlons that prepared them-wlves for t'earning and scholarsfiip
esmllence.
Institutions that confirmed institUtional outcomes of education rdevarrce and
quallty qnd rasearch activities.

w Reliable student participation national cwa6ity that confirms the 70:30

Maw red garkicip&tion fairness 'that 'auld be expressed by s u ~ ~ s .


I nstiWonal capacity
- that w u l d contribute for indusltrlal devebpment.
II Mgtured inditfionel cqpwity ta generate inoome.

U ~t1l2015;rI 6,we dream Yhat all universities would develdp institvti~natimp3ernmtatim


apacizy and muld be a modem learning and scholarship insthitiions which is
q p r ~ s s e dby the above features,
Now, we C@I cfasty und~fstmdthe nature of the 20101'1f awdmic year.
I
8c.ademic- vear is the first year that-we mainly
- build
- competent instkuti0ns that oremir@ -
I
themsebes f ~ learnisla
r and- ~ o- l t ~ s excellence.
hi~ Because of Uiis unique character,
this academic year has a dWr:aflt sltuaoh (frbm the 2oQB/llO academic yew situation).
$n the other hantl, since th@ 2011Wl1 ~ ~ d myear i cwas h o r n f r m the last academic
jmr, it wbuld highly suffer from adopted 6r remained weakn~ss~s. In order to identify
1
y~d'follow Taws arees,.~€he acaclemic year demands us to consfde~the nature of the two

il
4 Focus h e a s
Our a&Mes in the 201Qll a~derntcyear ate thost;! we shall be warking out
Brpughaut the 201~/l1-2014/15 period and are components of the vfslon of ensuring
Me establishment of modern institutions within and at the end of tho flveyeat time,
&mardingIy, our gowning prlori'ty are8 /fi the .2Q10/11is to mwre an academic move
wat is 'led by relevance and q u d i i of Wucatian Bat targets exreltence, and to buiid a
rdliabie foundation [direction, policy, strategy, structure and dyStem] af resmrch:that is
governed by national pollcy and bmefk. It i3 essential to mmprhend the gowrniqg
ptiqdty area's trend in terrtis of the twu features of the 2010j11 amdernic year.

Bm fie st&t and .goal of the priority area of the 20 1a11 is n d ta elsure institutional
tr;an&ormatim,But to ensure the re/evmmand quality of education and research. On
I@ other hand, as there ww'ld be limrtatlot$ in ensuring the reievartce and quality of
@mqtion and researah *dueta inwmflete.,instRMIonaI trarTGfoMation, we shall achieve
institutional ttanSforTnation with a dmocratic bagership, f~ order to realize relevance
aqd quality of education and research. Therefore, if there is an institutiori that has
lab@ behind 'm its peffortnanceof the institutional tfmsbrnldion, the dtrection in the
2010111 would Be that even SUMan institution shall be engaged in task of realizing
re!e\canc8 and quality of education and rew.arch k the inst-tutlon shall not ha stopped
by, the amity of wosklng out BPR. In other words. tbe amtice in the institution shall be
pqverned bv the UOBI of reallzlna'the-td~vanceand auatw crf edUc3tjon anclraearctl,
arxd-the issue of BPR should-not hammr the malizapion
- ofthego&
Accordingly, we look at the details of the nine priority areas in the 2010/11 with short
t~riefexplanations below. These priority areas are these we shall be working out up to
2014115. Elaborations of the activities have also been presented.

41 Establishing and Protecting Institutional Good Governance

Establishing and protecting institutional good governance is a key goal and tool for
~bnsuringrelevance and quality of education and research and thereby for instifutional
~xcellence.To be able to say that institutional good governance has been established
2nd protected, institutional activities and livelihood that have ensured the following
fundamental features.

a A university that has realized that the existence and mission of the institution
especially targets relevance and quality of and excellence in education and
research and that serves the nation, and that has management members and
bodies, teachers, students, technical assistants, and administrative staff who play
their role along the direclion set in this manner;

An institution that has established a structure and administration, and that has
formulated a quality stick yard in order to realize the aforementioned mission,
and thus, and an institution that defends transparency and accountability, and
that forwards corrective measures to strengthen the system and that is worth its
institutional mission;

A university that has implemented statements of the goals, values, leadership,


duties and accountability, rights and obligations of the Higher Education
Proclamation and Establishment Guideline;

A university in which citizens with special needs can get special support, and
which has established a system by which equity of participation can be measured
in terms af achievement, and that implements the system;

A university that has ensured the efficiency and institutional uniformity of client
service, and that gives timely, quality and cost-effective services to the
community and to external stakeholders;
w A university that woks out its mlssion based on information, and that a~mfnisters.
ftslhUmanresource fairly and on the bases of perf:~frnancelandethics;

Thnsked by: Marib 0.


A univer-$ty that !has its finan~eadministfation in a way €hart the
finanw administfaTian w u l d help in the realization af the uhivemity's rnissbn arld
#a it wowlbl not open ways for mnuptiun atia wastage;
A univers'q th& has established an effectiv~and Mcienl mmplaint handlhg and
justice s y m

9
I is essential to establish an l n ~ t i i o n aatmosphere
l [Mal3lishtng at%d proming good
vernmce] that emitsit these fundamental Qeaufea(that has ansured academic move)#
7
r measure & ' excellence fn the rdemce: and quality of education ahd research.

I@
I stitutions *at 'have gone long distance in 'the insthutjonal PlcandorfhatiOn shall deepen
a d wjdeh th0ir ,performanceso far finculc&tng th& trend

,
into their sptem), and shall
e hark .with thTr full capacity on Uuoatipriat relwmce and qwalsty; they shall also work
t build insWonal capacity that is gwernedl by hational poiicy and benefit. Those
itthions.fhat have amwed relatively lower at fhe istsWipnd~ Wansfifarmation shall be
gaged both in esiabIishjrig andl pratecting good governance, end in promoting
of education and resmrch, The goal, of enhancing good
Is of t h 2040/112.
~ However, the task a? prdming guod governance shah

l$e gods of enhancing gOod gavemaace and of hacOm!ng &#Wive in teaching-


l*lng is in one an] act of I
tdnsfonatiana~linaonw. -

1 - -

inI
d of this tiend, t woukl be a fnrit18ss effort to attempt institutional transformation, and
deepening and braadenihg the sphere of the transformation.
4.k Daveloplng oomptcnt teachers md enhanclng them for success
I
I MUMinvolving teachers, it 3s a vain 140 think of r~lWnceand qmlw of Nucation and
Yvese;trch. Therefore, we 'shallbe .#orking t#mapgcitate teachers so that (theywould pFay
feir indispensable mles in enha@5ng the relevance and quanty of eduoation and
research. For this, we shall focus8on the fo1lowing three cornplementacy goals.
I
I T r a ;by:~Mar&
~ G,
Btalbllshing G O ~ of S hts and ubligations~professional ethicsand perfarman@
~ rlg
&valuationsystam, &nd:welt &fined recruitment system, and that the sucoessive
administrative nodes wd&d do the taSk depending on Sts nature, atld that
teachers may also b&involved in carrying out the task by themselves;
~nhancing,teacher$' ac&ernic mawe fhmugh demarafic tnnsfomatiwal
leadwhip and g o d gavemma, and ensuring acadmic effectiveness that a n
be ensured in thls mahm;,

Building the rqCrlred @par:ity crf teachers for the excellence of edwcatim and
research by raising, educational level and by promoting T;eachemt Development
Program that builds the prGfessional capacw of teacherls.
first two goals are those that an lbe and should be aghieved .In the 20Il0/l1. The
1:d goal shdI be bvgrked but lib, the 20101'11,arrd shall8contihue up to 21114fl5. Let us
t
1
g e further 13laborationonlho Mrd goalA
I
dur governing gbal is to:build the capacity cf teachers that wouldamount up to &;OW,
I
that wouid take,our aauntry to excellence, in terms of Weir attitude, academic exmlbnca
d teachihg,prOfmsioliai $Mils, and ,oftbir adored professional etfiics, and in terns af
ucation and research, and that would be compaerrt worldwidebIn'201a1 1-2314 15,
of this power shall be 2d Degree holder and shall teach in primarily undergraduate
ram$. The remaining S% shall' be PhD holder and shatl train posRgmduate level
d it shdl be the core ess&nceof, reseaceher4eacher. in order to build this8capaeBy,
k1
w shall foMow ~Hafis%c Teauher DeWtopment whtch includes the f ollawlng:
EstabHshiilg and working out well defined teachers' recruitment system that
centers the cqWily of univerahy teachers and that foliows legal prawiure:
Carrying out teachers' employment in a planned manner that complies with 1:20
teacher-to-student ratio according to the rising participation of fields set for the
universities, and raising educational level depending on the demands of the
departments/programs:

Enabling all university teachers to be equipped with teaching professional skills;

r Building and defending professional code of ethics;

Establishing and implementing well defined and fair teachers' administration


system that is based on performance result.
As it has been stated above, the first and the last among Holistic Teacher Development
are those that can be and should be worked out in the 2010/1 I . The others shall be
worked out in the 201011 1 and shall continue with possible amendments up to 2014/15.
The effectiveness of all these require an environment in which there is good governance
and where good governance is respected. When they are worked out properly, that is a
s gn of the existence of good governance (institutions which have completed the task of
institutional transformation); when they fail to be worked out, that would be a sign of
a3sence of good governance or 07 failure to have implemented instituticrnal
transformation. Therefore, they require ensuring, working out and implementing good
governance (at least democratic transformational leadership).

T i e task of empowering the teachers with teaching professional skills requires two
phases. The first one is a training that is given to new teachers before they are engaged
into their job. New teachers and especially, Assistant Graduates shauld get attitude-
shaping orientation on their rights and obligations, codes of ethics the university expects
from them, and they should get fundamental professional skill training. While they are
carrying out their duties, there should be a system of coaching. Furthermore, there
stlould be an enablinq and pressinq system that makes them solve their English
language skill and other academic problems. It should be clear that thev must make
Bernselves readv for excellence by liberatina themselves from anv sort of academic
gr~dethical weaknesses, Institutions should expel those teachers that have been found
practically unfit for the duty. This situation helps in correcting problems that encounter in
th3 recruiting process.

18
Aecruitrnart, cdes, of sthies end professional sknls, and planned r&witrrreot
i Inplernentation and raising educational level, are typical cornpone.rltata be achieved In
20 4 OM 1pertajnlng to HallstieTeachers' Se~elapment.

ds~nsurin ~ implementing ~EffT~Ient


and Academic programs and wnYcula
I
h e &sue of what fields of Stud1Cs to give in the undergraduate Bnd postgraduate

1 ogmms is related to academic program, Cantent of the program, teaching-learning


ethaddkgy, mmods of 8asm9ismerit, and the techniques of ~mpI&meh'tWon, and

te , duatim are related to the e u r i i ~ u t m . l ~ ~ & c i eacademic


nt programJ',we refer to the
y decision on what fialds qf study the coUntry (Imm national and international
rnrspectives) demands. FolIowing this decision, 'the issue of decision on the currirculum
I m%s.BofW decislnns shoyld be b~sed'on Q U ~historical Dackgmund. Qlnthe one hand,
"P
Me are on industrial deve1opment stage, and on the o'ther hat-~d* we afe part of 'gtobal
cclndltions. on this, we can claslfy the issue of etficient academic
md cunicuta into twoc

dur a~adamrcprograms shoutd he efficientboth ar the undergraduate and postgraduate


d/
I 4s. As it h.as been mentimed ahow effiii8n&yof progmrns is based on the national
I
need, It is also: necessary to make decision on the level (undergraduate or
graduate) at which a program, which the count& nieed_s,should be given, In refatfan
this, we have to make arnendm~ntbto out weaknesses so far and design stronger
emic programs. We shoutd not be led1by Badiiion. Academic programs should not
nMue only because they are l@xis€lhgones. Academic programs are .designedbased
o national .interest,not on the intemSt of the'professionals. We shoutd implement these

9
p nciplm Fni 'fhe 201QJltand as of Phert.
d o n d l behefit, if an academic program is worthier ih tbe pogtgraduattP
are filter in the undergradualellevel, programs should not be separately
for un$Brgraduabilevel.The reawn 5s tt-t&.ou~ha program design appeds ta
af the profesiMats, (but if does not target me national interest and the
cipporttdnity. When wearing a eertaJn type of cloth is necessary, one buys
if one buys a garment that doe6 not fit the need,R would be a vain* It
vrould be a gamble over limited resource and over the citizens' fate. Therefore, 201011I
shall be a Year of Decision Making for the universities whereby the postgraduate and
~nderqraduateprograms are examined of their effectiveness against national benefits,
are amended (liquidation, change, and strengthening).

V3e have raised about national and global facts. We have cited the example of garment.
Let us elaborate the matter. From 'the national-global facts' view point, when we
consider the Management fields of study (Management, Business Management, Public
Management, Supply Management, Hotel Management, Tourism Management, etc.),
the question of whether the students should be enrolled into these specific fields from
the start, or that they should stay in the Management field in its generic sense for the
fi-st three years and then join their respective specific fields in the fourth year, has not
bsen settled. Based an our historical facts, that giving these aforementioned fields plus
Health Education, Business Education, Archeology, etc, are given independently at
u~idergraduatelevel, would raise the question of generalist-specialist, which is linked
with the issue of relevance. The task of decision making in the 2010J11 would include
such issues, too. The decision shall b e deliberated UP on bv each universitv, and shall
be finalized b~ the Senate after aqreement has been reached on the universities'
-
@enan/forum, with the knawledqe of the MOE, the Strateqic Center, and Educational
R2levance and Qualitv Aqencv. Otherwise, it may be possible to head from specialist-
to-generalist in the undergraduate programs like the case with the developed nations,
but it is not worth our practical conditions. Our historical facts center discipline or
profession, and our undergraduate programs also focus on ensuring general skills
(thinking and transferable skills) that help us harmonize the programs with the
governing global situations. These are curriculum issues.

4.3.2 Dcsigni~gand Implementing Effective Curricula

Our country's curricular and education system owe historical quality problems. They
suffer the problem aS raw knowledge importation. Accordingly, "learning" or "educatian"
means swallowing without regurgitating or masticating. It dictates the student to rote-
memorize in order for the student to pass examination. The end result would be devoid
of analytical capacity, relational skills and even of comprehension (and the learner's
ersonality would likely be dependent on mere traditional intuition). This historical
weakness would not render us any help in coping up with the prevailing competition in
Ihe international market- it would rather confine us to dogmatic thinking. This problem
has the potential to subject a nation wholly to intellectual dependency utterly. In order
fur us to get out of this risk, we have to struggle genuinely by paying special attention to
tt3achersf holistic development and to the effectiveness of academic programs and the
curricula by enhancing good governance.

P.n effective curriculum is a typical tool by which effective academic program yields
effective graduates (best professionals) using effective teachers. For this to serve its
purpose, it should incorporate all features of an effective curriculum, Such a curriculum
siould have the folfawing key qualities.

It should be based on national facts on national benefits (targeting worldwide


qualification based on government's development policies and strategies), and
based on measurable or visible potentials (personalities) of the graduates,

The content of the curriculum should maintain the equilibrium between


knowledge, analytical and general skills, and professional values which help in
the realization of the graduates' potentials.

The organization of the contents shauld be practice based, it should maintain


horizontal and vertical linkage and should be modular thereby enabling self
learning.

The cursicuturn should incorporate key reading materials that should be referred,
additional texts, activities to be carried out, and assessment marks out of 100
and evaluation methods and time, in each module.

* The teaching-learning methodology shauld incorporate both group and individual


learning, it shauld bear the potential to produce self-confident and efficient
professionals (that liberates the learners from all sorts of bondages and builds
new capacity).

Teachers owe the responsibility of enriching the curriculum through their practical
teaching methods.
The evaluation method should incorporate measure of the expected
achievements and it should be group based and carefully designed.

8 The marking should be group based and cri2eria-oriented, which bears evidence
of whether the learner has achieved the expected learning outcomes and up to
what level @)hehas achieved the expected outcomes.

The curriculum and the modules should be revisited and revised regularly based
on experience and an the changing situations.

The implementation of the curricula should reduce wastage, the methodology


should pay entertain individual learning style and/or pace, the evaluation should
follow continuous mode of assessment.

The curricul~modulesshould comply with national impetus with respect to their


naming, ceding, and price. And this shall be discussed an the universities"
general forum and finally be decided by the Senate,

Vlte have curricula that have already been changed. In the 201011 1, we focus on the
iniplementation of these curricula, on the one hand; on the other hand, we modularire
our undergraduate and postgraduate program curricula by examining their effectiveness
and by making the necessary amendments. In addition, we shall establish curriculum
drwign and timely amendment system. and an institutional system on implementation
test and internal quality improvement.

Tlie quality of postgraduate programs' curricula shall be examined in the 201011 1 along
wlth the relevance of the programs. When unfit programs are found to have national
demand, their curriculum shall be improved by making the necessary amendments.
Programs that do not have any national benefit shall dissolve; even, when they have
some national benefit, if the task of amendment of the curricula because of possible
problems in them, is difficult due to any reason (because of the design or
irrplernentatian), they shall dissolve until time comes when it is possible to make
ar~endments.

Pramoting postgraduate programs that have national benefits is important both for the
efiectiveness of teachers" development and to meet national needs. In relation to this,
1 emhe&' Deuelopmef-rt Strategy has put some Biredm, Along with Itre lssue Crf
promoting programs that hay@.nallunal demand, It shoutd be conCei~edvery well, that
+*rams that do not havequsilty must not exist or must not be launched. Our direction
Is; prumgting programs #at hqve national benefh,and btiildin~~
theis oapaoit'y sustainably
I
i;l a w y th& targets excehlence.
I
41'4Real~zlng.natlo~~
panicfptlon Bat is based onltb 70:30ratlo

dtong with the pforndtion of r@levanceand qudiy lo? a w d m i ~programs lin


activlf y bfSl
e 2 O f O ~ l land tb y-rs theteafter,we shdl also vvar'k for We nation@ 7k30 geld
r tie. W hilo there is ,a natJonal condMtl~ir'that dictates the ratio of proF8ssianal programs,

!i Ive%Itiescan make their own am8endrrlents.If there is a need to.#modifythe field ratio,
ivemRigs can make the m,odMcation wRhin the 70 and InrMtjttl the 30.Any aeernpt of

I
s Rt from the 70 tn the 38,ar ;from the 301 to the 70 cam be made only by national
d Idon,
aintaining the aforementioned issues, the focus of the uasrersltles inl the 28'10flf-
201.4Ft 5 shall be realizati~nof progrws In their own field ratio, Any prwtim that

P
e' ntradicts the field ratio is not acceptable.
cotdjngly, as per their impternentation activity, the 21 luniversities, and the 10 new
plbs Ambo Unbarslty, $hall be enrolling up to 467,000 students in the
the completion of the new blrildfnQ8s.
4k~nhandng Strong Equity
I
1
A nationat sodl has been put forth to mTse fmwles' partiicipatim' to 48% in the
This god shotrid be
inMned En the effort of graduating ;the &udents. t n relationlto auhiwing the goal, the
w w Id be successful
enough and

me weak reasons.
he need ta wwk ~nfernales'm b n In the case of.staffinq[espedally tea~hingstaff) and
I
qdrninlstratlon, too. Non@theless,we shallnever do aPain&.thereauirmen€of efficiency
W L
&forts to brinp the require r&o by ~lanningfor it withwt waitina for ewiciencv to come
dv NeIf ctlshpe the ratio. The Uniuersittw shall' hold this as a permanent
-

practice as d 2010/11.
hen wg talk afs equtYy, wia are e x p a e d to work hard 10 raise the pa@ttipationof tke
dieeblm and citi&ns puho had been denied 'of the Opportwnhy due to wr
rea$o.ns (thme from the less developed regions, and ,pPxsturd areas) by
them unto graduMon. The ration shall be held in the @affiwahd

T emfore, ths enhancement of eqdi€yand theray sucmss unto graduation shall be our
universities' motto, goat, actjvlty and pramce as of 201011I).
I

e hope that there is some anf fusion around the' uqjversities regarding IndwtrTal
"i
Dbdopment in E&apSa, and Oiat this sltuatjon h a s Be capacity to be obstacle to the
I
p oms. This wakness must be abofisheU by holding discussion with) our univ~rsfies


4r
o g~verhmeni,po!icjesand on curtent practical ydWes- Thk be the ease, with regard
t . science and twhnoldgy, we have to bear in mind thatl we have got to a r r y out a
Pyphal practfcal acYMty to speed up t h Industrial
I
~ development.
pscially in thslEngineeringfields, our univers&es should promute the Manufacturing
fiqid, which is the Gore of tte%lndWIal development. The academic programs and 2he

t
e ediveness Isf the curflcUla @oth the ,undergraduate and postgraduate) should 'be
h ndkd accordingly. Our universities should' work hard to s p e d up our aountqts
in8usfrial developrnentlin terns of graduates' practiwl eiciency, industrial attachment,
bI
gr duates' entrepreneurship, and in terms of technological transfgr.

governman1 has made declqipn to build Cwters of kc~Jlencywith the irrtenfr~naf


ed up and' sustain indwtrial devel~prnant.We ,have two Science and Technology
and ten Technology Insfittdtes. Especidiy as t h q are bodes .of the
universities, the institutes need to get adjustment support on the institutional profile they
should realize and why they should have peculiar profile. Accordingly, the following
conditions should be realized and sustained in the Senate Legislation, too.

They shall have administrative autonomy. They have to manage their academic
programs, budget, revenues, human resource, and the properties they utilize, as
per the government's regulation. They shauld have their own bank account. The
Senate should give them any authority that can be given to them. There should
not be any practice that would create delay, and obstacle on these matters.

m On the other hand, the institutes are academic components of the university, and
they do not have any other legal root. Their Board is accountable ta the
University Board. Their Academic Council is accountable to the University
Senate. The University President is the Head sf the Scientific Director. The
question is on how to implement these and the Institutes' academic autonomy.
They shall execute their daily strategic activities guided by the Scientific Director
and under their Board without waiting for decision of and permission from the
University Board, the President, the Senate or any structure of the university.
The University Board, President and Senate shall monitor whether the Institutes
are complying with government laws, policy and procedure, and with the
'University's Academic laws, as they execute their missions. If they happen to do
against these, based on the seriousness sf the case, they receive advice from
the President or decision from the Board, or the Senate shall pass decision to
correct them. In case there is accusation, the University would subject them
to the court.

Practices regarding this shauld be realized sooner. The Scientific Directors>un


to the Center shall also cease. All things shall be of and in the University.

4.'?Building Institutional Research Capacity that centers National Policy and


National Benefit
It is the objective of the government that all universitieskhall be centers of excellence in
teaching, research, and in giving social service. This be the case, all universities should
institutional research capacity and create conditions that take them to excellence.
25
Research in the university is governed by article in Higher Institution
Proclamation No. 65012001 and by Government" Technological Capacity
Building Policy. Accordingly, any research work shall comply with national benefit
and shall enhance national development.

r Universities have institutional research policy, strategy, procedure and structure.


This means that universities sha!l build their capacity for their excellence in
research also. They shall carry out social advisory services in the same manner,

Research works done in the postgraduate programs shall be governed by


program objective, and national policy and national benefit.

m The roles of 'teacher' and 'researcher-teacher' shall be practically observed.

Universities are expected to realize and sustain these conditions in the 2010/11 and up
tcj 201 4/f 5,

4,8increasing the University's Income sources both in amount and size

Our ~rniversitjesshould not rely only on budget allocated for them fram the government
fcr the execution of their mission (to build and sustain their excellence). Even though
aids and supports they get from external bodies back their financial capacity, they
should not rely on these, either. Rather, they have to rise to develop their income by
establishing development enterprises, and contribute their part for the country's
dtwelopmerrt, using the opportunity they have been given in the Proclamation. For this,
they have to create a sound structure. They should Focus on this as of 203 011 1.

4 3 Establishing an Inclusive lnstitutlonal Information Network

It is possible to say that ICT is one of the tellers of development these days. It is
obvious that our universities have to have and develop their ICT capacity for
in3tructional purposes and for communication within and outside the institutions. This be
ths case, universities should realize an inclusive system by which they communicate
thdr performance and its results to all, and an information-based modern management
s)stern and decision making, as an institutional practice. This practice should
incorporate at least the following.
Inclusive

Quality

rn Suitable for research (analysis)

* Timely
Accessible

Sustainable

In the absence of such information system, 'stock budget', 'effectiveness'. 'institutional


mange and transformation', 'modern university' are all unimaginable. Thus, all
u~iversitiesshall establish practice in the 2010/11, and those universities who have
e;tablish it shall cultivate it further. They shall also publicize the 2009110 information as
per the Proclamation. They shall develop the system further up to 2014115. They shall
e:jtablish professional owner and accountable body for the system.

Regarding our universities' change and transformation, priority areas for the 2010111
and 201Oil 1-201411 5 have been discussed under the above nine points. These should
bt-: incorporated in the 201011 1-2014115 strategic plan of the institutions. In the next part
(Part 53, we shall focus on pointing out key ideas on plan preparation for the 2010/11
academic year. Accordingly, it is possible to make plans af the following years more
dcweloped using BSC planning system.
5. Preparation of the 2010/11 plan

It is possible to say that our universities have been liberated from attitudinal weakness
thst had flourished up to 2007/8,and that they have now developed planning
e>.perience.On tap of this, those institutions that have taken training on result oriented
pllm preparation- BSC- have got into the right track. Points that we emphasize here
address all universities. The purpose is to bring some level of similarity in the
preparation of the institutions' 201011 1 plan.

Bzisically, it is possible to say that this document is both for the 201011 1 plan and for the
2C10/11-2014115 strategic plan. However, it is only a sketch, and has not been
elaborated. It is only an 'implier' or direction giver, and has not incorporated all the
components sf a plan. In addition, it is a universal (national) planning document not an
iristitutional one. Therefore, it is necessary to prepare a comprehensive institutional plan
document that is focused in terms of institutional plan contents. It is preferable to
prepare institutional document for the 205 011 1 in the following manner.

Institutional evaluation should be put briefly regarding the management, the


community and good governance, status of the institutional transformation, and
the nine priority areas. The higher official prepares an initial document on
Evaluation, Governing Goal, Priority Areas, and facilitates a forum upon which all
members of academic administrative body (up to Department level) and officials
of the administrative body deliberate on the document. If there is any direction
put forth by the Board, that should a l s ~
be assumed in the plan.

The official shall incorporate the comments given and shall delegate
professionals for the preparation of the 2010J11 plan; then @)heshall organize
another forum for those bodies that commented on the initial document and they
shall comment again, and the comments shall be incorporated. Then, the plan
shall be submitted to the Board for further discussion and endorsement. A final
plan shall be prepared by incorporating the Board's comment, and it shall be
made known to all concerned bodies (including the University's Council), and the
executive bodies shall be made to prepare their own Action P!an and get into the
plan implementation.

The plan shall be a feasible one and it shall have an action directive and
monitory and evaluation system that brings about implementers move towards
the realization of the plan, and that yields attitudinal change on its realization.

6. Maw to Implement the Plan

Transformational plan preparation requires transformational democratic leadership.


E!;pecially, transformational plan implementation necessitates the overall officials'
transformational democratic leadership. In this relation, institutions that have
accumulated the initial capacity shall focus on making the capacity deeper and broader
bclth on the preparation and implementation. Institutionsthat have no experience (as we
cannot say that there is no institution lack experience), shall pay special attention to
democratic leadership beginning from the preparation according to the
t~~ansformational
aforementioned manner, and shall work hard to inculcate the system into the overall
administration for the realization of the plan, too. To be able to do so, it is necessary to
implement the monitory and evaluation system of the plan implementation. Consider the
following implementation pattern.

The President focuses primarily on evaluating the result, following up the plan
implementation, and giving support. In addition, (s)he supervises special fearns
that are established to design laws, guidelines, implementation procedures and
measurement scale of the implementation. @)hechairs university-level monitory
and evaluation forums (including the Administrative Council and University
Council meeting); leads the communication sector; gives instructions concerning
messages that should be communicated.

* The Vice Presidents watch daily activities according to their duties in the light of
transformation and by building the attitudinal capacity of the lower level
administrators; watches and evaluates weaknesses and changes,

a The University's Administrative Council carries out practical supervisory type of


evaluation based an discoveries of the members; and the result shall be used to
develop the implementers' transformational attitude and to improve their
performance.

* The successive administrators shall give instructions by carrying out their own
supervisory evaluation with the implementing bodies they lead as per their
respective monitoring system, that their performance may develop into a move or
that t h e move may further develop.

All the university officials shall assemble an monthly basis by carrying out
supewisory evaluation so that the plan implementation can be strengthened and
that problems can be solved.

Every three months, all officials shall come legether and evaluate in detail the
plan implementation and human resource condition based on the initial document
of the Administration Council. The University Council shall also deliberate on
these basic issues of the evafuation. Evaluation wort that includes comments of
the Uniuefsily Coundil shall be submitted ta the B d eveq three month far
discussion. Points of mnsensws that at&based on the Board's evaluation shall
be dlscussd by an all offlciats' foqurn for a b&er implementation capacity. This
ra Mine shall mtinue up ta h e annual evaluation.
AII the supew4oian and evaluation farums shall be carried out regularly. The
leadership must also be able to geld a43fiudinal change and enhance democratic
practice. Erring, bearing re;sponsibilM~s(md self crhlcism) should be #mads
custmary. It is also important fo aucept with graw others' rational comments. If
is necessary ,'to oorreot erroneous and wrong actians. These should begirl from
ttre highest officiais artd it should flow down abng the hierarchy. Higher Mkcials
should be piheee in publicizing their mistakes, accepting others' rational
comments .wlh grace,, and by w r r d n g wrong ones. In th& s'telation, dlffidmce
and exaggeraion shorrld be aboIlahed from la11 urliversity officials and stwwres
so that,truth may flourish. It is thjs tra~s?or~&ioml demor=ralic leadership that
realizes insfitutbnalchange and good gau0ranne (that promQtes re1ev;lnce and
quality uf educafion and research) that is shown by a massive move, by
enhancing, dev6?opingand sustaining move in the urliversity community*
We hope that all universitfws $hall implement this plan implemetrtatian by
with thefr good experiences qnd praatcal wndiians. This is because,
,adjusting itJ
.thetask of mhancIng and sustaining mod:g~vernanc@
4n the institution (and thus
the task enwring relevance andl quality of (education and mearbh and
lrealieirrgan institution that ig beading to exoattenca) is hanging on this thin string
of the fedtures arid pract'ms of t ~ s f m a t l o m dma~ratic
~ Ieadershlp. We shall
have a national forum (fnstitutiond Esabtf-sbmmtCauncEl) on which we wmpare
evaluations d the Boards and shqre good experiences from me another. The
Caun'cil shall hold meeting wmy three mom. Acmdft~gIy,the regular meeting
shall be7in Odube~,January, April and July. The meetings shall be adjus2d
within the day of the month, and the day and venues shall be communicated
to tha university prwidmts 8 days earlier. The Unfversitles should complete
tbak Board's evd,uationwithin 10 days after thequarter annual time, and ,prepare
far the 'InstitufmnAIEst&lishrnent'Coun~i:il'omeetjng,.-Thetask of coordinating the
Cuuncil's meeting Shall be of the Educa1ion:Genler.
7. Summary
I+WE realize the pojnB we raised in this short ducument, they wuld hawe,de~lslve
positive effect on the We d ,ourcountry up to 2U5Qs{EC). The reawn is that the leading
l@n~mtionin the 2020 (EC)and 2050 (ECJ are with us. and the effectiveness of the
generation shall fall in the hands of those who will be in the university in the 2010]111-
2014/15. Reluctanm an8 failure in realizing the 'transbrmation and1 establishment Is
mating a big dahger on the fate t 3 the country'$ ,pext (generation.Let us work hardl Let
qs esEarbi1sh instiWtIons that are ready f ~ exm
r llence! Lets us p r a t d the hi~torlmlbrigh't
WturRy 05 our oountry and of her s d & y I
Traoslated by: Maritu G.