Evaluation NPT/NFP Annexes 5-8

Transcription

1 Evaluation NPT/NFP Annexes 5-8 Final report Client: Dutch Ministry of Foreign Affairs ECORYS Nederland BV Rotterdam, 14 May 2007

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3 ECORYS Nederland BV P.O. Box AD Rotterdam Watermanweg GG Rotterdam The Netherlands T +31 (0) F +31 (0) E netherlands@ecorys.com W Registration no ECORYS Macro & Sector Policies T +31 (0)31 (0) F +31 (0) SKH/AN14851/annexes

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5 Table of contents Annex 5 Interviewed persons 7 Annex 6 List of documents 17 Annex 7 Dutch organisations that were invited for the validation workshop 25 Annex 8 Terms of Reference 29 SKH/AN14851/annexes

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7 Annex 5 Interviewed persons Evaluation NPT/NFP - Annexes 5-8 7

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9 Netherlands Ministry of Foreign Affairs, DCO Andreas te Boekhorst Policy adviser Fon van Oosterhout Thematic specialist Corien Sips Policy officer Hillard Tempelman Policy officer Nuffic Ad Boeren Senior policy adviser Marjo Gallé - Deputy Head of NFP section Joep Houterman Head of NPT section Arnoud Legerstee Senior financial officer NPT/NFP Beer Schröder - Head of NPF section Jos Walenkamp - Director ISS Louk de la Rive Box - Rector ISS Johan van Dijk - ISS Office of Research, Projects and Advisory Services MDF Hans Rijneveld - Director Klaas Steur Project manager PIE M. A. van der Kooij - PIE H. Aarts Mundo/Universiteit van Maastricht B.P.J.M. Beuming - Wageningen UR/IAC D.J.G. de Jager - Codarts Profound A. Voordouw Project manager T. Kouwenberg - Project Officer International Projects, HBO-Raad Evaluation NPT/NFP - Annexes 5-8 9

10 Tanzania Dar es Salaam RNE: Mrs. H. de Vries First Secretary Institutional Development & Gender Mrs. A. La Touche Policy Officer Capacity Building Mrs. A. Neri Fellowships Officer Mr. K. van Kesteren - Ambassador Mr. P. Dorst Head of Development Cooperation Mr. H. Raadschilders First Secretary Local Governance Mr. J. Wiersma Second Secretary Economic & Trade Department Ministry of Higher Education, Science & Technology: Mrs. N. Katunzi Permanent Secretary Ministry of Industry and Trade: Mr. D. Massawe Head of SME Section University of Dar es Salaam Entrepreneurship Centre (UDEC): Dr. D. Olomi Director & Senior Lecturer National Council for Technical Education (NACTE): Mr. Kwera Mr. T. Manyaga Local Government Reform Project: Mr. A. Kabagire Mr. B. Glynn Human Resources & OD Adviser Tanzania Women Lawyers Association (TAWLA): Ms. J. De Mello Executive Director Ms. T. Silaa FACET: Mrs. M. Duursma - Consultant Immigration Division, Ministry of Home Affairs: Mr. P. Mgonja Assistant Director of Immigration Services Zanzibar Zanzibar Hotel & Tourism Institute: Mr. M. Omar - Director Morogoro Mzumbe University: Prof. J. Kuzilwa Deputy Vice Chancellor Dr. J. Kimeme Dean Faculty of Commerce Ms. S. Fundi Morogoro Vocational Instructors Training College: Mr. Maro Mr. A. Kauky Head of Education and Training Department Iringa Tumaini University Iringa: Prof. N. Bangu - Provost 10 Evaluation NPT/NFP - Annexes 5-8

11 Dr. J. Venter Project Manager Dodomo Prime Minister s Office, Regional Administration and Local Government: Mrs. M. Tarishi Permanent Secretary Ms. L. Saunderson Governance Adviser Institute of Rural Development Planning: Mr. C. Lifuliro Principal Lecturer Evaluation NPT/NFP - Annexes

12 Uganda Kampala RNE (3); Ministry of Education and Sports (3); Ministry of Justice and Constitutional Affairs (2); Ministry of Gender, Labour and Social Development, Nsamizi Training Institute of Social Development (Mpigi) (2, including one MA participant); Public Procurement and Disposal of Public Assets Authority (PPDA) (2); National Council for Higher Education (NCHE) (5); National Environment Management Authority (NEMA) (4); Makerere University, Business School (MUBS) (1); Makerere University, Faculty of Computing & Information Technology (3); Makerere University, Faculty of Medicine (1); Kyambogo University, Business School (1); Kyambogo University, Vice Chancellor (1); Dutch NPT project coordinators (2); Consultant re. need identification (1); Trainer (LeAF) (1). District of Soroti Local Government (Deputy CAO) (1); Consultant re. need identification (1); 2 Alumni (MA + short course) (2). District of Arua District Personnel Officer (1); Head of Directorate of Production and Marketing (short course candidate) (1); Veterinarian officer (fellow candidate MA) (1); Assistant Town Clerk (fellow candidate MA) (1); Entomologist (fellow candidate MA) (1); National Agricultural Advisory Services (NAADS); alumni (1); SNV, portfolio Coordinator, West Nile Portfolio (1). 12 Evaluation NPT/NFP - Annexes 5-8

13 Vietnam In The Netherlands Tjay-Koen Yap Nuffic, Senior Program Officer Wiebe Zijlstra University of Groningen, International Relations - Coordinator International Cooperation Madeleine C. Gardeur University of Groningen, International Relations - Director Nguyen Lam Thu Uyen University of Groningen - PhD student & Can Tho University, Vietnam, Economics Faculty - Lecturer Mike Robertson Jaap Voeten In Vietnam Boris Dongelmans Ger J. Steenbergen Ben Zech Armand Evers Pham Thu Giang André Haspels Sandra Belder Willem L. Brinckman Nguyen Duc Toan Nguyen Thi Gam Truong Viet Dzung Pham Xuan Viet University of Maastricht, Centre for International Cooperation in Academic Development (MUNDO) - Project Manager Maastricht School of Management - Project Co-Director Netherlands Education Support Office, Vietnam - Director Royal Netherlands Embassy, Hanoi - First Secretary, Health and Gender Royal Netherlands Embassy, Hanoi - First Secretary, Forestry & Biodiversity Royal Netherlands Embassy, Hanoi - First Secretary, Water Management Royal Netherlands Embassy, Hanoi - Fellowship Officer (in addition to Interpreter + Assistant Press, Culture) Royal Netherlands Embassy, Hanoi - Ambassador Royal Netherlands Embassy, Hanoi - Second Secretary, Political, Press and Cultural Affairs Ministry of Education and Training, Vietnam-Netherlands Higher Education Project - Chief Technical Advisor Ministry of Education and Training - Officer, International Cooperation Department Ministry of Education and Training, Vietnam-Netherlands Higher Education Project - Project Coordinator Hanoi Medical University - Professor, Dean of Fac. of Public Health & Ministry of Health - Director-general, Dept. of Science and Training Ministry of Health - Expert, Dept. of Science and Training Le Quoc Huy Research Center for Forest Ecology and Environment - Implementer of Tailor-made Training under NFP program in RCFEE Evaluation NPT/NFP - Annexes

14 Jan Van Huis Bui Nhu Diem Dang Dinh Hai Nguyen Anh Tuan Tran Dang Long Bui Ba Cuong Nguyen Van Nong Nghiem Duc Hien Nguyen Thi Kim Khanh Tran Thi Anh Thu Nguyen Hai Yen Doan Tho Nam Pham Van Khien Pham Dinh An Nguyen Viet Hang Do Hau Pham Thi Thu Huyen VocTech Program - Chief Technical Advisor VocTech Program - National Project Coordinator Ministry of Agriculture and Rural Development - Deputy Director Personnel Department General Statistics Office - Director, Department of International Cooperation General Statistics Office - Deputy Director, Human Resources Department General Statistics Office - Director, System National Accounts Department General Statistics Office - High-up expert, Deputy Director, System of National Accounts Department VWU-WI/Nuffic Project - Deputy Director VWU-WI/Nuffic Project - BA task force; lecturer VWU-WI/Nuffic Project - Program officer cum BDS coordinator VWU-WI/Nuffic Project - Office Manager Assistant Ministry of Planning and Investment - Deputy Director General, Department of Foreign Economic Relations Ministry of Natural Resources and Environment-Hanoi College of Natural Resources and Environment - Vice Director Former expert of the International Cooperation Department of the Hydro-Meteorological Services of Vietnam Accountant of Project NPT/VNM/007 Hanoi Architectural University - Vice Rector Hanoi Architectural University - Department of International Relations (information about function not provided) Marc H. C. Sprik Consulate-General of The Netherlands, HCM City - Consul Truong Kim Hong Ngoc Consulate-General of The Netherlands, HCM City - Fellowship Officer (in addition to Interpreter) Antonius L M v Zeeland Consulate-General of The Netherlands, HCM City - Consul General Trinh Quoc Lap Le Phuoc Loc Can Tho University-School of Education - Associate Dean for International Collaboration and Research & Development Can Tho University-School of Education - Associate Professor; Ex-dean of School of Education, Ex-coordinator of the MHO 4 project 14 Evaluation NPT/NFP - Annexes 5-8

15 Bui Lan Chi Tran Thi Thanh Thuy Vo Thi Thanh Phuong Khuu Quoc Duy Mai Van Nam Vo Thanh Danh Luu Thanh Duc Hai Le Quang Minh Nguyen Khanh Son Dang Bich Tuyen Truong Dinh Kiet Nguyen Thi Doan Huong Tran Quang Trung Nguyen Thi My Hanh Ton Nu Mong Thuy Doan Thi Thu Hoa Vo Nhat Lien Hoa Ton That Lang Tran Tuan Long Can Tho University-School of Education - Lecturer of English Can Tho University-School of Education - Lecturer of Mathematics Can Tho University-School of Education - Lecturer of Biology Can Tho University-School of Education - Assistant to international collaboration activities of School of Education Can Tho University-School of Economics and Business Administration - Dean Can Tho University-School of Economics and Business Administration -Associate Dean Can Tho University-School of Economics and Business Administration - Senior Lecturer Can Tho University - Rector Can Tho University - Quality Assurance Project NPT/VN/ Expert Can Tho University - Quality Assurance Project NPT/VN/ Expert University of Medicine and Pharmacy at Ho Chi Minh City - Vice Rector + Project Manager Skillslab University of Medicine and Pharmacy at Ho Chi Minh City- Department of Physiology - Head of Skillslab University of Medicine and Pharmacy at Ho Chi Minh City- Medical Education Center - Skillslab University of Medicine and Pharmacy at Ho Chi Minh City - no details University of Medicine and Pharmacy at Ho Chi Minh City - no details University of Medicine and Pharmacy at Ho Chi Minh City - no details University of Medicine and Pharmacy at Ho Chi Minh City - no details Ministry of Natural Resources and Environment-HCMC Hydro-Meteorological College - Head of Science, Technology & International Cooperation Department Ministry of Natural Resources and Environment-HCMC Hydro-Meteorological College - Head of Environmental Departmen Evaluation NPT/NFP - Annexes

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17 Annex 6 List of documents Tanzania Bryceson, D.F., Structural Adjustment in Tanzania: Rural women farmers production opportunity or overload, In: Schmied (ed.), Changing Rural Structures in Tanzania, Munster 1996 Fair, T., African Rural Development: Policy and Practice in Six Countries, London 1998 Nuffic, Reports of monitoring missions to Tanzania Nuffic project files on: NPT/TZA/097: Strengthening the institutional capacity of the University of Dar es Salaam Entrepreneurship Centre (UDEC) and the Zanzibar Hotel and Tourism Institute (ZHTI) to enhance growth and competitiveness of SMEs in Tanzania NPT/TZA/098: Building capacity for mainstreaming entrepreneurship in curricula of Vocational Education and Training Institutions in Tanzania NPT/TZA/099: Institutional capacity building of Iringa University College for Business Development in the Southern Zone of Tanzania NPT/TZA/133: Strengthening the capacity of Mzumbe University to address national needs in enhancing the business environment in Tanzania NPT/TZA/134: Strengthening of the National Council for Technical Education (NACTE) to facilitate development of demand driven and competence based curricula at technical institutes in Tanzania NPT/TZA/138: Enhancing the capacity of the Institute of Rural Development Planning (IRDP) for strengthening the public service in general and local government in particular, in light of the decentralisation process in Tanzania NPT/TZA/139: Strengthening capacity of Mzumbe University to enhance decentralisation and governance in Tanzania MYA with Tanzania Women Lawyers Association (TAWLA) MYA with Immigration Division of the Ministry of Home Affairs Royal Netherlands Embassy Dar es Salaam, Strategy : Doing Less, Achieving More, 2004 Evaluation NPT/NFP - Annexes

18 Uganda Joint Assistance Strategy for the Republic of Uganda ( ). Development Partners (African Development Bank, Austria, Germany, The Netherlands, Norway, Sweden, UK Department for International Development, The World Bank Group), November 2005 Kyambogo University/Makerere Univeristy, Fact sheet on NPT Project Support for Institutional Capacity Development in Public and Private Procurement in Uganda (NPT/UGA/040) Makere University/Universiteit van Groningen, Building a sustainable ICT Training Capacity in the Public Universities in Uganda, Mid-year project report (period 1 st January th June 2006). Makere University/Universiteit van Groningen, Building a sustainable ICT Training Capacity in the Public Universities in Uganda,Annual project report (period 1 July December 2004), April Makere University/Universiteit van Groningen, Building a sustainable ICT Training Capacity in the Public Universities in Uganda, Annual project report (period 1 st January st December 2005), Makere University, Faculty of Computing, Annual Report, December Maltha, H. Finalising the identification phase for the Nuffic NPT Porgramme in Uganda, Nuffic, September Maltha, Exploration mission in relation to identification activities for the Nuffic NPT Program in Uganda, July National council for higher education (NCHE), Progress report on NPT UGA-033 (Capacity building of the national council for Higher Education), November National council for higher education (NCHE), Graduate tracer and employers expectations, Final Report, September National council for higher education (NCHE), Minimum requirements for courses of study of universities, May National council for higher education (NCHE), The state of higher education and training in Uganda. A report on higher education delivery, 2005 National council for higher education (NCHE), Framework for institutional audits and self evaluations for higher education institutions in Uganda, August National council for higher education (NCHE), Quality Assurance Framework for Uganda Universities, May Evaluation NPT/NFP - Annexes 5-8

19 Nikièma, O., A. van Dijk, Report on Nuffic Mission to Uganda May Nuffic, Nuffic Project dossiers on: NPT/UGA 032: Building a sustainable ICT training capacity in the public universities in Uganda NPT/UGA 082: Developing faculty capacity to improve the quality and relevance of education of health professionals in Uganda. NPT/UGA 085: Strengthening environmental management in Uganda (water sanitation and waste disposal). NPT/UGA 113: Strengthening capacity of prisons and police training institutions. NPTP/UGA 040: Support for institutional capacity development in public and private procurement management Platform for International Education (PIE), Beurzen: een uitstekende belegging. Platform for International Education (PIE), De betrokkenheid van Nederlandse Hoger Onderwijsinstellingen bij de ontwikkelingssamenwerking op het gebied van het hoger onderwijs en onderzoek. Bijdrage van het PIE aan de gedachtevorming over vernieuwing van het programma NPT, PPDA, Review of the Kyambogo University and MUBS procurement courses under the Higher Procurement Education in Uganda NPT project, july Work Plan 2006, NTISD, Capacity building for community mobilization for socioeconomic development.. Evaluation NPT/NFP - Annexes

20 Vietnam Project or activity Document NPT/VNM/010 Strengthening medical skills training at 8 medical faculties/universities in Vietnam (Skillslab Project) NUFFIC NPT Project Summary Sheet VN-010 Progress report 2005 / Midterm Evaluation The University of Medicine and Pharmacy at Ho Chi Minh City Vietnam 2006 Ministry of Health - Department of Science and Training (brochure, Ha Noi, April 2005) Web site SkillsLab project at NPT/VNM/011 Strengthening the Women s Central Cadres Training School of the Vietnam Women s Union towards establishing the Women s Institute (VWU-WI/Nuffic) NUFFIC NPT Project Summary Sheet VN-011 Progress report 1 Reporting period: 1 January - 31 December 2004 Financial report 1 Reporting period: 1 January - 31 December 2004 Proposed budget 2005 Reporting period: 1 January - 31 December 2004 Mission Report Jaap Voeten, MsM Project Co-Director Mission period: November2005 Annual Report Reporting period: 1 January - 31 December 2005 Proposal BBA Program Curriculum by Dr. Truong Quang, Project Senior Advisor, Associate Professor, Maastricht School of Management Responses to Checklist feedback NPT programme Four-page overview prepared by the project team on the occasion of the evaluation visit, providing information on key project outcomes; key remarks; and other comments on the NPT program How do institutions matter in institutional capacity development: Observations from three Nuffic NPT cases by Jaap Voeten & Saeed Parto NPT/NVM/013 Enhancing the teaching and research capacity to assist small and medium sized enterprises and farming households in the Mekong Delta NUFFIC NPT Project Summary Sheet VN-013 Progress Report IV Period 01/01/2005 until 31/12/2005 Financial Statement Period 01/01/2005 until 31/12/2005 Financial Planning Period 01/10/2005 until 31/12/2006 Report on Part B NPT Project Report on Part C NPT Project NPT/VNM/020 Quality Improvement and Strengthening of a Demand-driven Agro- Forestry Vocational and Technical Education and Training System (VocTech) NUFFIC NPT Project Summary Sheet VN-020 Annual Report 2005 VocTech-Program Progress Report, 1 st Semester 2006 VocTech-Program Work Plan 2 nd Semester 2006 VocTech-Program Responses to Checklist feedback NPT programme NPT/VNM/057 Setting up and NUFFIC NPT Project Summary Sheet VN Evaluation NPT/NFP - Annexes 5-8

21 development of Quality Assurance Centers (QAC s) at 5 universities and contribution to a system of Quality Assurance (QA) for Higher Education in Vietnam Report on some written statement regarding progress in Quality Assurance Center in Can Tho University in 2005, plus two separate annexes with the following titles: o Report on some written statement regarding progress in Quality Assurance Center in Can Tho University in 2005 Annex (1); Report on Inception Workshop (1), page 6 in May 2005 o Report on some written statement regarding progress in Quality Assurance Center in Can Tho University in 2005 Annex 3.3.7; Report on Course Evaluation, Method for improving the quality of higher education based on the EFQM model, Second English version, October 1999 NPT/VNM/058 Institutional strengthening for selected Vietnamese Universities in Profession-Oriented Higher Education NUFFIC NPT Project Summary Sheet VN-058 Profession-oriented Higher Education at Universities in Vietnam (Vietnam-Netherlands Higher Education Project publication) NPT/VNM/007 Institutional strengthening of Training Capacity of the Department of Hydrology and the Department of Environment at Hanoi and Ho Chi Minh City Hydro-Meteorological Colleges NUFFIC NPT Project Summary Sheet VN-007 Annual Report 2005 Project VNM/007, Deventer, 28 April 2006 Three-page non dated document on Project Progress and Achievements Report Mid Term Review 13 June 2006 NPT/VNM/117 Improving the Quality of University and College Level Nursing Training in Vietnam NFP Tailor-Made Training Course at School of Education, Can Tho University Implementing Active Teaching Methods and Their Corresponding Assessment in Higher Education NUFFIC NPT Project Summary Sheet VN-117 Ministry of Health - Department of Science and Training (brochure, Ha Noi, April 2005) Training Course Description for the course on Implementing Active Teaching Methods and Their Corresponding Assessment in Higher Education NFP Tailor-Made Training Outline document for the course on Implementing Active Teaching Methods and Their Corresponding Assessment in Higher Education PowerPoint slide overview for the course on Implementing Active Teaching Methods and Their Corresponding Assessment in Higher Education NFP Tailor-made Training at Hanoi Architectural University Public-Private- Community Participation Proposal for twelve-day refresher course on Land Management and Informal Settlement Regularization in Vietnam Proposal for a tailor-made training course on Public-Private- Community Participation in Multi-sectoral Investment Planning and Development NFP Tailor-made Training at General Statistics Office Strengthening of Capacity for National Accounts Statistics of Vietnam Generic Documents (not related to specific projects or activities) obtained from NUFFIC Discussion note prepared by GSO for evaluation interview on 20 September 2006 One-page listing of current NFP activity in Vietnam Two-page memo on A 2020 Vision for Higher Education in Vietnam by Martin Hayden and Lam Quang Thiep (also available at cihe/newsletter/number44/p11_hayden_thiep.htm Explanation of TEC score sheet Five-page listing of relevant stakeholder contacts regarding Evaluation NPT/NFP - Annexes

22 NPT activity in Vietnam Vietnam overview available at Two-page listing NUFFIC NPT Vietnam 2005 Vietnam-related four-pager on The Netherlands Programme for Institutional Strengthening of Post-secondary Education and Training Capacity NPT Two-page document on Coordination and operational issues NPT Vietnam, dated June 2005, with two-page annex on Recommended NPT Procedure Vietnam 2004, dated May Report on Monitoring Mission to Vietnam, 19 June - 5 July 2006, by Tjay-Koen Yap, Senior Programme Officer NPT, Nuffic Generic documents from additional sources The Future of European Universities: Renaissance or Decay by Richard Lambert and Nick Butler of the Centre for European Reform (kindly brought to the attention of the evaluator by the University of Groningen) Web-based documentation about Vietnam. Following is a selection of the most relevant documents consulted: o (Country profile: Vietnam. December 2005) o (Vietnam entry in the Columbia Encyclopedia, Sixth Edition, ) o (BBC Country Profile: Vietnam) o (Vietnam Country Studies) o _poverty_report_04.pdf (Mekong Delta Poverty Analysis report) o vietnam.pdf (Politics and the PRSP Approach: Vietnam case study by Tim Conway) o _en_23570.pdf (Independent evaluation of SDC s bilateral engagement in the Poverty Reduction Strategy Paper process - Part 2 Case studies - Vietnam) o Resources/ Comprehensive-Poverty-Reduction.pdf (The Comprehensive Poverty Reduction and Growth Strategy - Hanoi, May 2002) Web-based documentation about Vietnam s higher education reform efforts and emerging visions, available, among other URLs, at o 22 Evaluation NPT/NFP - Annexes 5-8

23 o o _Vietnam.pdf (Higher Education in Vietnam - Update, May 2004) _Fund_Management.pdf (Managing an Innovation Fund - Vietnam) Number44/p11_Hayden_Thiep.htm (A 2020 Vision for Higher Education in Vietnam) Evaluation NPT/NFP - Annexes

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25 Annex 7 Dutch organisations that were invited for the validation workshop Evaluation NPT/NFP - Annexes

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27 CINOP Facet HBO-Raad Hogeschool Leiden IHS ISS ITC MDF MSM PIE Profound TU Delft University Tilburg University Groningen University Maastricht MUNDO University Twente University Utrecht Unesco-IHE Free University Amsterdam Wageningen International Evaluation NPT/NFP - Annexes

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29 Annex 8 Terms of Reference Evaluation NPT/NFP - Annexes

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31 Terms of Reference for an evaluation of the international education programmes managed by the Netherlands Organisation for International Cooperation in Higher Education (Nuffic) on behalf of the Minister for Development Cooperation 6 April 2006 The evaluation and the Foreign Affairs Budget for 2006 Dutch international education policy as implemented within the development cooperation framework (policy article 5, operational objective 2 of the Explanatory Memorandum on the 2006 Ministry of Foreign Affairs Budget) is geared towards reducing the shortage of trained professional staff and permanently strengthening capacity in post-secondary education. The policy is driven by demand from developing countries. The Netherlands Fellowship Programmes (NFP) and the Netherlands Programme for Institutional Strengthening of Post-Secondary Education and Training Capacity (NPT) are the principal policy instruments. For 2006, budgeted expenditure for policy article 5, operational objective 2 is approximately 116 million, of which some 57 million will be spent on the NFP and NPT. The Explanatory Memorandum indicates that the NFP and NPT will undergo routine evaluation in Background Based on the findings of an interministerial policy review conducted in 1998, the Dutch government decided in 1999 to make radical changes to the existing international education programmes. At the time, there were four fellowship programmes ( 24.5 million in total) geared towards reducing quantitative and qualitative shortages of trained professional staff in over 100 developing countries in the short term by providing training in the Netherlands. The Fellowship Programme for International Education Institutes (BIO, approximately 18.8 million) was designed for training at 14 Dutch international education institutes. There were also separate fellowship programmes for Dutch universities (UBP, approximately 2.2 million), student exchange (the Tinbergen Scholarship Programme, approximately 320,000) and special training needs (Special Fellowship Programme, approximately 3.2 million). Three additional programmes sought to strengthen training institutes in developing countries through projects ( 30.9 million in total). The Joint Financing Programme for Cooperation in Higher Education (MHO, 20.5 million) was characterised by long-term partnerships between Dutch universities and institutions for higher professional education and education institutions in developing countries. The Sail Projects Programme (SPP, 9.1 million) which was implemented by six international education institutes was designed to help boost sustainable development of higher education institutes in developing countries. There was also a third and relatively small-scale programme involving collaboration between Dutch HBO institutes and primary teacher training colleges in developing countries (HOB, 1.4 million). The interministerial policy review found that available resources were being allocated to these seven international education programmes and the 14 BIO institutes by an inflexible method that had evolved over time. The findings led to the conclusion that the international education programmes needed restructuring in order to allow a more flexible system of government funding. In the future, resources would have to be allocated on a Evaluation NPT/NFP - Annexes

32 price-quality basis by an intermediary organisation. Furthermore, the programmes would have to dovetail more closely with the priorities of the Ministry of Foreign Affairs, and with the needs and priorities of partners in developing countries. Based on the conclusions of the interministerial policy review, the government decided to phase out the seven existing programmes and to introduce three new ones (two fellowship programmes and a programme for strengthening institutional capacity), which would be run by an independent intermediary organisation. The new programmes would incorporate the following basic principles: a focus on fewer countries; better coordination between foreign and development policy priorities and a more demand-driven approach; greater flexibility and cohesion between the various international education programmes; and, in order to broaden potential supply and introduce a form of competition, allocation of grants to Dutch institutes on a tendered, competitive price-quality basis from among all the international education activities in the Netherlands relevant to the policy framework. After intensive consultation with the chief stakeholders, in February 2001 the Minister for Development Cooperation sent a new policy framework to the House of Representatives of the States General (House of Representatives , 22541, no. 16), elaborating on the basic principles and outlining the remit of the intermediary organisation. Separate tenders were then invited from Dutch organisations to manage the two NFPs and the NPT programme for strengthening institutional capacity. Subsequently, on 7 June 2002, Nuffic was contractually engaged to run all three programmes for a period of four years. In October 2005, the Ministry of Foreign Affairs decided to extend the management contract until the end of 2007, since the new programmes had been phased in very gradually and had only become fully operational in For this reason, there has hitherto been little information available about the results of the programmes. Moreover, time is needed for discussing possible adjustments to the policy framework in the light of new ideas on international education that have been put forward from various sources. In addition, possible interfacing with other Development programmes could lead to greater synergy. Nuffic and others have also put forward proposals for improving the NFP and NPT. In 2006, Dutch international education policy as implemented within the development cooperation framework is to be reviewed and, if necessary, amended. The process should be completed around the end of In 2007, the government will invite new tenders for the management of the international education programmes (in their current or updated form) with a view to having a new management contract effective from 1 January Given these developments, the Cultural Cooperation, Education and Research Department (DCO) of the Ministry of Foreign Affairs is interested in analysing the advantages and possible drawbacks of the NFP and NPT programmes, and in the lessons learned. What have the various stakeholders gained from the new programmes, in terms of results, insight and experience? What has been achieved in terms of strengthening institutional capacity and reducing poverty? What sort of problems and limitations have there been? The evaluation may produce information that is useful for amending future programmes and setting up new structures for managing them. 32 Evaluation NPT/NFP - Annexes 5-8

33 The Cultural Cooperation, Education and Research Department envisages three primary target groups who could benefit from this evaluation: the Minister for Development Cooperation, Nuffic and implementing bodies of the programmes in the Netherlands and the South. The information, insights and lessons learned may: give the Minister a clear picture of the programmes modalities, their policy relevance, efficiency and effectiveness, and the way in which they are managed; provide the Minister, Nuffic and the institutions involved with lessons learned and recommendations for future policy, and for management and implementation of the programmes. Description of current programmes The overall aim of the international education programmes is to help reduce the quantitative and qualitative shortage of trained professional staff in developing countries, so as to build sustainable capacity within the poverty reduction framework (international education policy framework, February 2001) The main principles to be incorporated into policy are: a focus on fewer countries; improved harmonisation with broader development policy priorities; a demand-driven approach; greater cohesion between the various international education programmes; and, in order to broaden potential supply and introduce a form of competition, allocation of grants to Dutch institutes on a competitive price-quality basis from among all international education activities in the Netherlands relevant to the policy framework. (Information about the NFP and NPT can also be found at NPT The NPT aims sustainably to strengthen post-secondary education and training capacity in developing countries, so as to give them a better chance of generating their own training institutes and manpower in the longer term. The target group consists of organisations with post-secondary education and training capacity that are needed in bilateral cooperation sectors and in cross-sectoral or supra-sectoral fields (link with broader development policy priorities). Support may also be given to the post-secondary education sector in a more general sense. In accordance with Dutch bilateral policy, the programme focuses on the group of 36 countries with which the Netherlands has already entered into a multi-year partnership. For the time being, the programme is being run in 15 selected countries (see annex). It is now operational in 14 of them, since activities in Eritrea were halted at the end of 2004, in view of the worsening political situation. Ownership and a demand-driven approach are key concepts within the programme. The developing countries themselves indicate what their needs and priorities are in terms of support for post-secondary education and training capacity. Local stakeholder consultation structures play a vital role in identifying demand and setting national priorities. They indicate which sectors and/or cross-sectoral or supra-sectoral fields will be targeted by the programme. This is set down in a global action plan for NPT interventions, which specifies which higher education organisations will receive support from the programme. This need not be limited to education institutes. Other types of institution that play a key role in developing post-secondary education and training are also eligible (such as ministries, national committees and NGOs). Evaluation NPT/NFP - Annexes

34 The organisations receiving support will work in projects with Dutch organisations, which supply technology and know-how. To this end they can draw on the entire supply available in the Netherlands. In order to match demand and supply as transparently and objectively as possible, grants are offered for tender on a competitive price-quality basis. Outlines for projects drafted by organisations in the South with Nuffic as facilitator are offered for tender to Dutch organisations. Nuffic manages the programmes and, in close cooperation with the embassies, plays an important facilitating role in identifying demand and linking it to supply. Nuffic is also mandated to provide project grants on behalf of the Minister for Development Cooperation and is responsible for external monitoring and evaluation. For each participating country, Nuffic gives a rough budget estimate, which can be fleshed out later to suit demand. The aim is to spend at least 50% of the programme s funds on projects in sub-saharan Africa. The DCO agreements with Nuffic are laid down contractually and include a budget and time-frame for the implementation plans to be drafted each year, project outlines, tenders and grant decisions. They also include agreements about monitoring, reports to the Cultural Cooperation, Education and Research Department (in the form of annual plans, and quarterly and annual reports), publicity and public relations. An annual sum of 31 million is available for funding the NPT. However, between 2002 and 2005 the full budget was not spent on programme resources because some of the money was needed for phasing out the old programmes and starting up the NPT. Nothing at all was spent in Expenditure for the years 2003, 2004 and 2005 were 2.8 million, 13.5 million and 29 million respectively (source: Nuffic). By the end of 2005, 105 projects were being run in 14 countries. There were also 17 project outlines in preparation and 12 project outlines projects were at the tendering stage. A total sum of 4.5 million was budgeted for Nuffic s management of the NPT between June 2002 and May Netherlands Fellowship Programmes The NFP consist of an academic programme for postgraduate (master s and PhD) courses lasting at least one year (NFP-AP), and a programme for diploma courses and tailor-made group training courses provided partially or completely by Dutch organisations, lasting a maximum of one year (NFP-TP). The programmes aim to cater for short-term training needs and are geared to building capacity in a broad range of governmental, private and non-governmental organisations (education and planning institutions, government ministries, community-based organisations, businesses etc. The target group are graduates from post secondary institutions who have been employed for several years. To be eligible for a fellowship, they must be nominated by their employer. The fellowship programmes are broad in scope and not confined to bilateral cooperation target areas. The Netherlands Fellowship Programme is open to 57 countries (see annex). To give the fellowships a greater impact on capacity building, the grant system is linked to the institutional development of organisations in developing countries. Although fellowships are awarded to individuals, candidates training needs must be embedded within the institutional development of the local organisations they work for. The programme is characterised by a demand-driven approach. A new method of assessing demand is being piloted in a small number of countries. It entails identifying national organisations with 34 Evaluation NPT/NFP - Annexes 5-8

35 which multi-year agreements are made enabling them to nominate members of their staff for an NFP-sponsored course. By the end of 2005, a total of 20 such multi-year agreements had been made in 8 countries. Depending on the results, more countries could be added to the scheme at a later date. Tailor-made courses are only open to local organisations (individually or as a group) with a training requirement. They should apply through the Dutch embassies in their own countries. The fellowship programmes also offer scope for refresher courses for people who received training under the auspices of Dutch organisations at some time in the past. Refresher courses enable former students to brush up their knowledge and skills, and are designed to increase the impact and sustainability of previous courses. Applications for refresher courses can come from both developing countries and the Dutch organisations. In order to offer the broadest possible response to the demand, NFP fellowships are available for the majority of international training courses offered by Dutch organisations (supply). The NFP-TP scheme covers international courses that do not confer degree status or academic titles, for instance existing diploma courses or individual modules for the master s degree, and tailor-made courses that have to be developed specially. The NFP-AP scheme covers postgraduate master s and PhD courses. Existing courses must meet certain minimum requirements, approved by the Minister, in order to be included in the fellowship programme's shortlist. This list of approved courses is reviewed every year to enable a flexible and competent response to new developments. Refresher and tailormade training courses are not included in the list. The Dutch expertise involved in NFT- TP courses need not be provided by teaching institutes. Other centres of knowledge such as research and training institutes may also offer short courses or provide tailor-made training. Applications for fellowships for postgraduate degree courses and short diploma courses are selected as follows. In distributing scholarships account is taken of the total number of eligible applications and the extent to which the various courses contain a region-based component (flexible distribution of funds). Tailor-made courses may draw entirely on the total pool of expertise available in the Netherlands. For the best match between supply and demand, a grant tendering procedure is used, which involves a price-quality comparison. Nuffic manages the programmes and, in close cooperation with the embassies, plays an important facilitating role in identifying demand, publicising courses, matching supply to demand, external monitoring and evaluation. In addition, Nuffic is mandated to act on behalf of the Minister for Development Cooperation in providing grants (in the form of fellowships) to Dutch organisations to set up and run tailor-made training courses or to enable selected applicants to attend the course in question. Administrative and logistic support is in principle provided by the Dutch organisation. There is no question of pre-allocation to certain countries, nor is funding pre-arranged for the organisations with which multi-year agreements have been made. However, in its financial planning at programme level, Nuffic must take into account the multi-year agreements that have been made with organisations in the South. The aim is to spend a minimum of 50% of the programme resources on fellowship students from sub-saharan Evaluation NPT/NFP - Annexes

36 Africa and to award at least 50% of the fellowships to women. The agreements with Nuffic are laid down contractually and include budgets and planning for annual number of applications and award of fellowships, list of approved courses, outlines and tenders for tailor-made courses, and multi-year agreements. They also include agreements about monitoring, reporting back to DCO, publicity and public relations. In 2005, Nuffic received about 4000 grant applications for master s programmes and short courses, while about 1000 courses were entered on the list of approved courses. In 2005, about 400 fellowships were awarded for master s degree programmes and about 800 for short courses. Some 40 PhD fellowships were also awarded and 30 refresher courses were approved and added to the scheme. A total of 23 tailor-made courses were run. No programme resources were spent on the NFP in The expenditure for the years 2003, 2004 and 2005 were 9.95 million, million and million respectively (source: Nuffic). The total budget for managing the NFP between June 2002 and May 2006 is 4.3 million. Aim of the evaluation The aim of the evaluation is to provide insight into the development, management and implementation of the programmes since June 2002, to indicate any problems that arose and how they were dealt with, and to record results, both interim and final. The emphasis of the evaluation is on the policy relevance, effectiveness and efficiency of the programmes. Policy relevance is the degree to which implementation and results dovetail with the aims and basic principles of Dutch development policy and the policies of the country in question and the Southern partner. Efficiency has to do with harmonisation between the various tasks and cooperation between the partners involved. It includes matters such as failing to meet time and budget targets and balancing expenditure on managing the programmes against the results that have been achieved. Assessing effectiveness involves looking at the ways in which the direct results (output) have been achieved and how they have contributed to meeting the programme aims (outcome). Core questions NPT The first part of the NPT evaluation deals with factual issues. 1 What developments have taken place since June 2002? In the country in question, what processes were involved in identifying demand, setting national priorities and setting up an implementation strategy? Which stakeholders were involved, what was their role and what did they contribute? What role did Nuffic and the embassy play? What processes were involved in setting up the project outlines? Who was involved, what was their role and what did they contribute? How did the stakeholders rate the quality of the outlines? In practice, what processes were involved in the grant tendering procedure and procedure for allocating fellowships? In practice, what selection criteria were used? Which budget was made available in each country, and how? Which individual projects went ahead and what kind were they? (Specify name, aims, target group (Southern partner or partners), duration, country, geographical 36 Evaluation NPT/NFP - Annexes 5-8

37 radius, sector, Dutch organisation(s) involved, budget, and region-based component. How were the processes and results monitored? Were there any problems? If so, what steps were taken by whom to solve them? The NPT evaluation is heavily weighted towards the answers to the next three questions. 2 Policy relevance: to what extent do the processes and projects dovetail with the aims and basic principles of Dutch development policy and the policies of the country in question and Southern partners? To what extent were these basic principles reflected in the international education programmes as formulated in the February 2001 policy framework? (harmonisation with broader development policy priorities, demand-driven, flexible, broader range of courses and price/quality comparison) Were the stakeholders involved in identifying demand and setting priorities key figures in improving post-secondary education and training capacity in the countries in question? Do the management processes geared to identifying demand, setting national priorities, drawing up an action plan and drafting project outlines reflect the policy principles of ownership and demand drivenness? Do the action plan and the activities dovetail with the policy and plans of the country in question and the Southern partner? What proportion of the funding goes to sub-saharan Africa? 3 Efficiency: were the processes efficient? Did all the actors work together efficiently and were the tasks well-coordinated? (Nuffic, the embassies, the various parties in the partner countries, and the Dutch organisations) To what extent were the DCO agreements made with Nuffic regarding the management of the programmes fulfilled in terms of achieving results and meeting deadlines? To what extent did these agreements contribute to the efficiency of the programme? If management agreements were not fulfilled, what were the contributory factors? Have the programme activities been conducted to date within the projected timeframe and budget? To what extent has monitoring been geared to results and process quality? What is being done with the findings? 4 Effectiveness: To what extent do the achieved results contribute to achieving the programme aims? What insights does Nuffic have into the results that have been achieved and does it adequately update DCO about them? NFP The first part of the NFP evaluation deals with factual issues. Evaluation NPT/NFP - Annexes

38 1 What developments have taken place since June 2002? Specify the number of fellowship applications and awards per programme, the country, number of participants (male and female), name of course, name of employer, name of Dutch institution and region-based component. Specify the number of multi-year applications and tailor-made training courses per country, the number of participants (male and female), name of course, name of employer and name of Dutch institution. Specify the type of employers, candidates and Dutch institutions involved. How were grant applications processed and demand identified for the various programme types? How was demand identified for multi-year agreements? Who was involved, what was their role and what did they contribute to the process? (Nuffic, embassies, employers, candidates and Dutch organisations) Describe the way in which fellowships were allocated. What criteria were adopted for the various programmes? Describe the procedures followed for grant tendering and grant allocation for tailor-made courses. In practice, what selection criteria were used? How were the various fellowship programmes monitored? Were there any problems? If so, what steps were taken to solve them? The NFP evaluation should be heavily weighted towards the answers to the next three questions. 2 Policy relevance: To what extent do the scholarships and training courses and the processes leading to the award of scholarships dovetail with the aims of principles underpinning policy? To what extent were these basic principles reflected in the international education programmes as formulated in the February 2001 policy framework? (harmonisation with broader development policy priorities, demand drivenness, flexibility, broader range of courses and price/quality comparison) To what extent do the fellows employers play a key role in improving postsecondary education and training capacity in the countries in question? Do the management processes relating to scholarship applications and identifying demand, reflect the policy principles of ownership and demand drivenness? Does Nuffic have insights into the usefulness and relevance of the fellowships and/or training courses for the employers in question? What information is available about this? What proportion of the funding goes to sub-saharan Africa and to women? 3 Efficiency: were the processes efficient? Did all the actors work together efficiently and were the tasks well coordinated? (Nuffic, the embassies, the various parties in the countries, and the Dutch implementing organisations) Regarding the management of the programmes. To what extent were the agreements DCO made with Nuffic fulfilled in terms of achieving results and meeting deadlines? To what extent did these agreements contribute to the efficiency of the programme? If management agreements were not fulfilled, what were the contributory factors? Have the programme activities been conducted to date within the projected timeframe and budget? 38 Evaluation NPT/NFP - Annexes 5-8