Evaluation NPT/NFP The case of Uganda

Transcription

1 Evaluation NPT/NFP The case of Uganda Report of a field investigation Final report Client: Dutch Ministry of Foreign Affairs ECORYS Nederland BV Ruud van der Aa 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 [email protected] W Registration no ECORYS Labour & Social Policy T +31 (0)31 (0) F +31 (0) SKH/AN14851/field visit Uganda/

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5 Table of contents Acknowledgments 3 1 Introduction Context and background of the country Higher education policy of the government Development cooperation in the country, incl. role of donors Development assistance of the Netherlands, incl. priority sectors Structure of the report 3 2 Methodology used for country study Multiple inputs into an iterative process The documentation base Interviews prior to the country visit Methods of data collection during the field visit Validation of preliminary findings at the end of the field visit 3 3 Description of NPT and NFP Programmes Central question NPT NFP 3 4 Policy relevance Central question Harmonisation with broader development policy priorities Demand-driveness/ownership Flexibility Broader supply of Dutch institutions 3 5 Efficiency Central question Clearness of processes and responsibilities Competition between providers Use of regional expertise Interaction between partners 3 6 Effectiveness Central question Monitoring performance Examples of project outputs so far 3 SKH/AN14851/field visit Uganda/

6 6.4 Cooperation with regional institutes Risk of brain drain Strong and weak elements in effectiveness 3 7 Cohesion between NPT and NFP 3 8 Main conclusions of the field visit 3 9 Lessons learned and recommendations 3 References 3 Annex 1 NUFFIC NPT Project Summary Sheet 3 Annex 2 Terms of Reference field visit Uganda 3 Annex 3 Persons interviewed during field visit 3 Annex 4 List of used documents 3

7 Acknowledgments Thanks are due to the Royal Netherlands Embassy in Kampala for their help in facilitating my mission. Mr Harry Abels took great care in setting up appointments in Kampala, Soroti and Arua and also for arranging appropriate accommodation in these places. The Embassy staff has delivered fruitful comments and remarks on the Terms of Reference at the start of the mission and on the initial findings at the end of the mission. Ambassador Ms. Joke Brandt graciously chaired the two meetings. Thanks are equally due to Joseph Ababa who proved to be the best driver in Uganda, in the meantime also being a good teacher on local habits and issues. Nuffic, in particular through Mr. Ouinda Nikièma, has been of great help, allowing me access to relevant project documentation and patiently responding to my questions Most important to the success of the mission was the cooperation I received by those in Uganda with whom I spoke. Conversations were marked by an atmosphere of enthusiastic dedication to the goals of the projects and by confidence about their positive outcome. Ruud van der Aa Evaluation NPT/NFP - The case of Uganda Field visit report 7

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9 1 Introduction 1.1 Context and background of the country The Republic of Uganda, situated in central east Africa, is one of the poorest countries in the world, with a per capita income of US$ 280. It has a population of 30 million citizens (2005). Uganda is home to many different ethnic groups, none of whom form a majority of the population. Around forty different languages are regularly and currently in use in the country. English became the official language of Uganda after independence in The average age in Uganda is 15, the lowest in the world. Life expectancy at birth remains low at around 49 years and population growth at 3.5 percent remains one of the highest in the world. Infant and child (under five) mortality stay at around 80 respectively 138 per 1,000 live births. Nevertheless, the country's firm commitment to poverty reduction, as spelled out in its Poverty Reduction Strategy, and the World Bank and other Development Partners' contributions led to development results, which brought the country closer to reaching the Millennium Development Goals1: HIV/AIDS adult prevalence declined significantly over the last decade from about 18 percent in the early 1990s to 6.5 percent in 2005 (however, there have lately been small increases in prevalence rates in Uganda). Poverty declined rapidly from 1992 to 2003, as a result of high and broad-based economic growth. The poverty headcount dropped from 56 percent in 1992 to38 percent in Poverty remains undisputable high in rural areas and Northern and Eastern Uganda. Net enrolment rates for primary schooling increased from a total 62.3 percent in 1992 to 86 percent of girls and 87 percent of boys in The gender gap (ratio of girls to boys) in primary and secondary schooling improved from 93 in 1992 to 99 percent today and from 67 percent in 1997 to 86 percent today, respectively. One of the key challenges in achieving improved development results in Uganda derives from continued shortcomings in governance. Uganda's ratings regarding the level of corruption (and other governance indicators) today is little better than during the 1990s. According to Governance Indicators compiled by the World Bank Institute (WBI) in 2004, Uganda ranks well above the Sub-Saharan average in the areas of regulatory quality and government effectiveness. Uganda ranks about the same as the Sub-Saharan average in the area of control of corruption. However, it falls short of the Sub-Saharan 1 Evaluation NPT/NFP - The case of Uganda Field visit report 9

10 average in the areas of rule of law, and voice and accountability, and well below the average in political stability (due to the conflict in Northern Uganda). Uganda's Poverty Reduction Strategy Paper is referred to as the Poverty Eradication Action Plan (PEAP). The first PEAP was issues in 1997, the second in 2000 and the third in The PEAP restates the country s ambitions of eradicating mass poverty and of becoming a middle income country in the next twenty years. It argues for a shift of policy focus from recovery to sustainable growth and structural transformation. The PEAP is developed through a participatory process involving civil society and development partners, including the World Bank and the International Monetary Fund (IMF). The key pillars of the third PEAP are: Economic Management (pillar 1). The government s strategy aims to maintain macroeconomic stability and to promote private sector driven, export-led growth. Measures include containing inflation, mobilising domestic revenue, and reducing the fiscal deficit; Enhancing Production, Competitiveness and Incomes (pillar 2). Priorities involve increasing investment in transport infrastructure and in energy systems, deepening the financial system, removing bureaucratic obstacles to business, promoting rural development, and improving incentives for sustainable management of natural sources; Security, Conflict Resolution and Disaster Management (pillar 3). Key interventions comprise improving the defence and policy services, strengthening disaster preparedness and management (including programs to assist refugees and internally-displaced people), and rehabilitating and reconstructing infrastructure and livelihood systems in conflict-affected areas; Good Governance (pillar 4). The overall objective of the pillar is to strengthen political governance, human rights, legal and justice systems, and public sector management and accountability. These objectives will be achieved through measures ranging from promoting democracy to reforming the public services; Human development (pillar 5). Priorities include improving the quality of education and health services, addressing HIV/AIDS, increasing access to family planning services, and expanding water and sanitation systems, particularly in rural communities. 1.2 Higher education policy of the government 2 History At independence in 1963, Uganda had one of the best higher education systems in Africa, attracting many students from neighbouring countries. However, the economic and political crises that occurred in the subsequent years damaged the higher education system and created problems of financing, quality, and educational relevance (Musisi, 2003). In the 1990s, a number of reforms were undertaken to reverse this decline including the adoption of alternative financing strategies, the offering of demand driven courses and administrative changes (Court, 1999). 2 This section draws heavily on: Brief Description of the Higher Education System in Uganda, Drafted by Mary Ngolovoi and Pamela Marcucci, April Evaluation NPT/NFP - The case of Uganda Field visit report

11 Higher education system The higher education sub-sector is composed of universities and non-university institutions officially referred to as "other tertiary institutions". The sub-sector is neither integrated nor diversified, lacking a credit system to ease student mobility amongst disciplines and institutions. However, it is growing very fast in numbers of students and institutions. A strategic plan to address most of the issues referred to above is in the pipeline 3. Uganda follows a model of education, with seven years of primary education, 4 years of lower secondary, 2 years of upper secondary and 4 years of tertiary education. The public higher education sector is composed of universities, national teachers colleges, colleges of commerce, technical colleges, training institutions, and other tertiary institutions. The two major public universities in Uganda are Makerere University in Kampala established in 1922, and Mbarara University of Science and Technology, established in Three other public universities have been established recently: Kyambogo University, the University of Gulu, and the Open University of Uganda, and another university in Eastern Uganda is in the planning stages. There are also 102 private higher education institutions including 23 private universities (14 of which are licensed) (National Council for Higher Education 2004). Enrolment The gross higher education enrolment ratio grew from 2.5 percent in 1995 to 4.1 percent in Much of this growth is due to increased university enrolments, which have increased substantially since the 1970s. In 2004, there was a total of 108,295 students in higher education institutions (Ministry of Education and Sports, 2005). National Council for Higher Education The National Council for Higher Education, a statutory agency established under The Universities and Other Tertiary Institutions Act in 2001, regulates the establishment and management of higher education as well as its quality, equates higher education qualifications, and advises the government on higher education issues. It has also been charged with establishing an accreditation system and conducting the accreditations. According to the Uganda National Council for Higher Education (NCHE) most Ugandans view higher education as only a vehicle for the graduates of tertiary students to get good jobs. While this is true for the individual, higher education also enhances the welfare and development of the whole society 4. This view is underlined by the World Bank (2002:ix), which states that Tertiary education is more than the capstone of traditional education; it is a critical pillar of human development world wide. In today s life long-learning framework, tertiary education provides not only the high level skills necessary for every labour market but also the training essential for teachers, doctors, nurses, civil servants, engineers, humanists, entrepreneurs, scientists, social scientists and myriad personnel. 3 4 The state of higher education in Uganda 2005, The National Council for Higher Education, Idem. p.1. Evaluation NPT/NFP - The case of Uganda Field visit report 11

12 According to the NCHE, the functions of higher education are therefore to: Supply the market with the skilled labour force it needs; Contribute to poverty alleviation by increasing the stock of knowledge to trainees, empowering societies with the skills to produce goods and services and to make better social and political decisions; Enhance better social governance; Contribute to the growth of knowledge through training, research, storage, publication and dissemination of knowledge; and: Enhance individual upward social mobility and contribute to political good. In the perspective of the NCHE knowledge is now the key to modernization, economic development and poverty alleviation. As regards the present state of higher education the NCHE calls for more concerted public and private sector investment in he higher education sub-sector to produce creative and innovative graduates whose ambitions transcend the mere acquisition of paper qualification. Students and parents should be sensitised to seeing the getting of a certificate, however glorified, as means rather than an end of higher education. And public and private sector investment should shift emphasis from social sciences and humanities to the basic and applied sciences, as well as R&D areas 5. Funding Governmental funding for tertiary education has been declining over the years due in large part to the financial constraints brought about by the unprecedented growth at the lower levels of education. In 1992, the White Paper and Education Strategic Investment Plan (ESIP) recommended diversification of revenue through cost sharing, private sponsorship, evening and weekend programs, and entrepreneurship ventures by public higher education institutions to supplement the declining governmental funding (Musisi, 2003). Higher education received about 10 percent of a total ministry budget of Ushs billion in the 2004/05 budget year (Ministry of Education and Sports, 2005), a rate that has remained more or less constant since the mid 1990s despite the massive enrolment increases. The revenue support for higher education and the great expansion of enrolments, therefore, are through cost sharing and private sponsorship (Ssebuwufu, 2002). The government sponsors 4,000 students (about one-quarter of total university entrants). The students that do not receive government sponsorship finance their own education. There are no legal limitations on the number of privately-sponsored students that are allowed in the institutions, but the government-sponsored students have first priority. The dual track tuition policy in Uganda has been successful in terms of generating significant revenue. By 2000, Makerere generated more than 30 percent of its revenue internally compared to its almost complete dependence on government financing ten years earlier (Court, 1999). Notwithstanding the increased revenue brought about by the private entry scheme, access and equity in higher education is hampered by the fact that Uganda does not have a sound 5 Idem, p Evaluation NPT/NFP - The case of Uganda Field visit report

13 financial aid program in place. The current tuition per semester for fee-paying students is about $300 against an average per capita income of US$300 (Kasozi, 2003)2. Without student loans, scholarships or grants the majority of Ugandans -- who live on less than US$1 a day -- cannot access higher education. The government, however, has a strategic plan that is aimed at improving equity and access in higher education. It plans to establish a student loan program by the year 2007, actively seek multiple sources of funding for higher education, and set up a scholarship program associated with disciplines related to government development. 1.3 Development cooperation in the country, incl. role of donors 6 Uganda, like many other countries, has experienced high transaction costs from aid, especially when it has been provided as uncoordinated project support. For example: The government has had to spend considerable time hosting and supervising a multitude of missions for each project, often scheduled to suit the timetable of each donor rather than of the government; Aid in Uganda has often resulted in the creation of new systems that paralleled existing governments systems. While these helped in implementing projects, they did little to build capacity of government; Donors often have procedures and requirements very different from each other, putting a strain on government. Recognising the high transaction costs, government promoted donors coordination and alignment throughout the 1990 s. This spurred the establishment of joint sector working groups, the development of sector wide approach programmes (SWAPs) and pooled funding mechanisms, joint missions, silent partnerships, and joint analytical work and advisory services by development partners. Subsequently, the annual poverty reduction support credit (PRSC) process played an important role in strengthening donor harmonization. The PRSC has been a focus for donors that provide budget support to participate in joint discussions with government and to link their disbursements to the fulfilment of agreed prior actions that are themselves derived from the Poverty Eradication Action Plan (PAEP). The Uganda government laid out its intent for its relationship with donors in the 2000, called Building Partnerships to Implement the PAEP. A set of partnerships principles was signed by the government and key donors in At the time, these were unique in Sub-Saharan Africa in guiding donor behaviour and support, in steering donorgovernment cooperation, and in establishing the importance of budget support (in contracts to a multitude of single, stand-alone projects) for increasing the effectiveness of aid. This process lead to the Uganda Joint Assistance Strategy (UJAS). Uganda Joint Assistance Strategy (UJAS) The Uganda Joint Assistance Strategy (UJAS) was a natural step to further enhance donor harmonization. The idea of preparing a joint assistance strategy was endorsed by several 6 This section draws heavily on: Joint Assistance Strategy for the Republic of Uganda ( ). Evaluation NPT/NFP - The case of Uganda Field visit report 13

14 key donors. The final version of the UJAS was presented to the government, civil society and other development partners in April The UJAS presents a core strategy of seven development partners for , and provides the basis for the partners support of the implementation of the government s new Poverty Eradication Action Plan (PAEP) covering 2005/ /09. The UJAS has been prepared by eight development partners: African Development Bank, Germany, the Netherlands, Norway, Sweden, the United Kingdom s Department for International Development, and the World Bank Group. Austria joined the UJAS partners in January The UJAS is centred on three principles: Supporting implementation of the country-owned and led revised PAEP to achieve the MDG s; Collaborating more effectively, both among development partners and with the government; Focusing on results and outcomes (including managing resources and improving decision making, and strengthening systems for monitoring and evaluation). 1.4 Development assistance of the Netherlands, incl. priority sectors The Netherlands is one of the key players in international development assistance to Uganda, together with the other partners that have been involved in the Uganda Joint Assistance Strategy (UJAS). Based on the principles of the UJAS the Netherlands are involved in the following development fields of the PAEP 7 : pillar 1 - economic management: macroeconomic stability consistent with rapid private sector growth. pillar 2 - enhancing production, competitiveness, and incomes: (i) increased and more efficient agricultural production, and (ii) strengthened environment and natural resources management. pillar 3 security, conflict resolution and disaster management: reduced insurgency and conflict and increased reintegration of internally displaced people. pillar 4 good governance: (i) strengthened political governance, (ii) improved human rights, (iii) strengthened legal and justice systems, (iv) strengthened public sector management and accountability, (v) strengthened local government. pillar 5 human development: (i) better educated Ugandans, (ii) healthier Ugandans. Departing from these pillars the following priority sectors have been issued for the Netherlands development activities: Justice Law and Order sector (JLOS), including Procurement; Education; Good governance/ local government; Private business development, with focus on the Floriculture export sector. Besides these priority sectors environment and gender are issued as cross-cutting themes. 7 Derived from Joint Assistance Strategy for the Republic of Uganda ( ), table 3, p Evaluation NPT/NFP - The case of Uganda Field visit report

15 1.5 Structure of the report After explaining the methodology on which the country study was based, the report will then go on to describe what actually happened in terms of NPT and NFP implementation in Uganda, following the introduction of the new programs in June It will then dwell on the major questions of this investigation, namely: What is the relevance of these programs; How efficient is their implementation; To what extent do they create the desired effects? Possible cohesion between the programs is an added concern to be explored. The report will close with conclusions, recommendations, and what can be learned and may still be learned from the experience Evaluation NPT/NFP - The case of Uganda Field visit report 15

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17 2 Methodology used for country study 2.1 Multiple inputs into an iterative process The major methodological input to this field study has been the data collected by interviewing people concerned with the implementation of the two programs at different levels and in diverse contexts. What could be gleaned from talking to people was, where possible, checked against the in situ observation of the reality in question. Prior to the field visit, documentation available at Nuffic and some of the Netherlands institutions was explored. This helped to contextualize and inform the interviewing process as well as to draft Terms of Reference for the mission (Appendix 2). The ToR served in turn as a framework for organizing the program of the visit and adjusting it continually as the mission developed. The Royal Netherlands Embassy in Kampala played a crucial and effective role in helping this process along. Appendix 3 shows the result in terms of contacts made during the visit. Some of these contacts also resulted from advice for the Fellowship Officer at the RNE as well as from several of the interviewees who suggested follow-up contacts. While the mission developed the documentation base also grew. Appendix 4 reflects its extent at the time of writing this report. The preliminary findings and identified issues resulting from the above process were, on the last day of the visit, critically appreciated in a presentation for the RNE staff in Kampala. Naturally, the focus in the data collection process was always on the evaluation of the program rather than the projects and activities. This report thus presents the overall picture of how the program functions in Uganda; it deemphasizes the detail. 2.2 The documentation base The overview in Appendix 4 of documentation available to the evaluator is organized by NPT project or NFP area of activity. Five projects were selected for a more in-depth investigation during the field visit to Uganda. The projects were selected according to the priority sector involved (ensuring some variety in sector) and also according to their budgets (large and smaller ones). Education sector: NPT/UGA 032: Building a sustainable ICT training capacity in the public universities in Uganda Budget: 3,339,816 euro (largest NPT project in Uganda) NPT/UGA 082: Developing faculty capacity to improve the quality and relevance of education of health professionals in Uganda. Evaluation NPT/NFP - The case of Uganda Field visit report 17

18 Budget: 896,115 euro Local government sector: NPT/UGA 085: Strengthening environmental management in Uganda (water sanitation and waste disposal). Budget: 1,392,404 euro Justice, law and order sector: NPT/UGA 113: Strengthening capacity of prisons and police training institutions. Budget: 1,399,964 euro Procurement NPTP/UGA 040: Support for institutional capacity development in public and private procurement management Budget: 2,552,910 euro During the field mission, on advice of the RNE, additional meetings were arranged with stakeholders of the following projects: NPT/UGA 033 Capacity building of the national council for Higher Education Budget: 792,040 euro NPT/ UGA 115Capacity building for community mobilization for socio-economic development Budget: 899,968 euro So, in all 7 projects were visited, which on a total of 11 NPT projects being implemented at the time of the mission can be regarded as highly representative. In addition to the documents listed in Appendix 4 regarding these projects, the evaluator also had the opportunity to go through the project files available at the Nuffic offices and to query the Senior Program Officers in charge for NPT and NFP. As regards NFP the evaluator visited two out of the three northern districts in Uganda that are involved in a multi year agreement (MYA): Soroti and Arua. In the third MYA district (Lira) there appear to be serious problems with the implementation of the MYA. In was advised against by the RNE fellowship officer to visit this district. The various modalities of NFP have been discussed within the context of the MYA. 2.3 Interviews prior to the country visit Prior to the country visit interviews were held at three institutes involved in the Netherlands. They involved the University of Groningen, the University of Maastricht, and the Maastricht School of Management. Also during the country visit representatives of Dutch institutes were interviewed, being available at that time. These were trainers and programme managers from: MsM, Leaf, and the Dutch Police Academy. Also prior to the country visit the offices of Nuffic has been visited various times for document study and conversations with the Senior Program Officers who are in charge of NPT and NFP in Uganda. Preparation of the field visit was furthermore informed by 18 Evaluation NPT/NFP - The case of Uganda Field visit report

19 meetings about the NPT and NFP programs held at DGIS and Nuffic during the period leading up to the mission. As mentioned, the RNE in Kampala played a crucial role in setting up initial contacts in Uganda to ensure a smooth start of the work. As soon as things got off the ground, the program was worked out in further detail with the help of the Embassy. The detailed Terms of Reference that had resulted from the documentation study and preparatory interviews proved to be an effective guide for the conception of the program. It was shared by the RNE with all major stakeholders who were invited to follow up with the Embassy and with the evaluator in person before and after his arrival inuganda. The Embassy in Kampala also kindly helped making the various hotel reservations in the capital but also in the two districts that were visited. The Embassy also arranged a taxi driver (a special ) for the whole period, except for the visit to Arua, which was done by plane. This enabled the evaluator to conduct his work effectively and keeping his appointments. 2.4 Methods of data collection during the field visit Appendices 2 and 3 give ample detail of the process of data collection and the persons and institutions from whom the data were collected. Interviews were supplemented by consultation of the available documentation. Interviews typically took place with a number of persons together. During the interviews written notes were taken by the evaluator, which were written out almost immediately afterwards. Besides, some photographic evidence was collected. The following major categories of interviewees can be identified: RNE personnel; Personnel of Government departments involved in demand identification and articulation as well as in oversight of project implementation by affiliated institutions; Academic personnel based at beneficiary institutions, including some Dutch advisers, programme managers and trainers; NFP graduates or applicants. Research questions being the same for both the NPT and NFP programs, the structure of the interviews was similar for those interviewed in connection with each of the two programs. Thanks to the help received in organizing the program of appointments, the investigation could be considerably expanded beyond the projects initially identified for priority attention (see above). This allowed for the development of a broad perspective of the wide-ranging nature of post-secondary capacity building in Uganda through the two programs. 2.5 Validation of preliminary findings at the end of the field visit This process has been referred to above. The Ambassador chaired the meeting and participated till the end. The process involved presentation of the preliminary findings and identified issues of concern by the evaluator followed by discussion. Evaluation NPT/NFP - The case of Uganda Field visit report 19

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21 3 Description of NPT and NFP Programmes 3.1 Central question The central evaluation question to be answered as regards the description of the programmes is: Which developments have taken place since June 2002? (first question ToR) 3.2 NPT The identification of the priority sectors for the NPT programme took place in 2003 during two missions to Uganda by the Nuffic programme officer. In close cooperation with the RNE the following sectors were identified as priority areas 8 : justice, law and order; procurement; education; local government. It was decided during the exploration mission in July 2003 that the NPT should become as complementary as possible with the sector-wide approach, applicable for Uganda. In September 2003 for each sector a stakeholder meeting was organized. In general all 4 stakeholder meetings arrived at identifying the needs with high priorities and ideas for NPT project interventions indicating eligible implementing institutions 9. In May 2006 in Uganda 11 NPT projects were being implemented 10, out of which 7 were selected for in-depth investigation during the field visit by the evaluator. The following table gives an overview of the current NPT projects in Uganda: Maltha, H. (Nuffic NPR programme officer) Exploration mission in relation to identification for the NUFFIC NPT program in Uganda, NUFFIC, July Maltha, H, (Nuffic NPR programme officer), Finalising the identification phase for the NUFFIC NPT program in Uganda, NUFFIC, September NPT Programme data (may 2006), provided by Nuffic. Evaluation NPT/NFP - The case of Uganda Field visit report 21

22 Table 3.1 Npt project portfolio in Uganda (May 2006) Project titles and names of recipients institutions EDUCATION SECTOR 1. Building a sustainable ICT-training capacity in the public universities in Uganda* Makerere University/Faculty of Computer Science (& Kyambogo, Mbare, Gulu) 2. Capacity building of the national council for Higher Education* National Council for Higher Education 3. Wireless networking in a rural environment the establishment of a centre of excellence Uganda Martyrs University 4. Developing faculty capacity to improve the quality and relevance of education of health professionals in Uganda* Faculty of Medicine, Makerere University 5. Upgrading capacity of technical colleges in the area of ICT Busheni Technical college (& Lira, Elgon, Makala, Kichwamba) 6. Capacity building in the Floriculture Sub Sector in Uganda Bukulasa (&MoM, Rosebud Farm)) LOCAL GOVERNMENT DEVELOPMENT SECTOR 7. Strengthening environmental management in Uganda (water, sanitation and waste disposal)* National Environmental Management Authority (NEMA) 8. Capacity building for community mobilization for socio-economic development: Nsamizi* Nsamizi Traiining Institute of Social Development 9. Capacity building in good governance and human rights Uganda Martyrs University JUSTICE, LAW AND ORDER SECTOR 10. Strengthening capacity of prisons and police training institutions* Uganda police and Prisons Training Institutions Project number Budget in Euros Dutch partners UGA/032 3,33816 University of Groningen, University of Nijmegen, Hanze University of Professional Education UGA/ ,040 Centre for Higher Education Policy Studies/University of Twente UGA/ ,749 Vrije Universiteit (VU-CIS), Delft University of Technology UGA/ ,115 University of Maastricht, University of Groningen UGA/171 2,000,000 Hanze University of Professional Education UGA/172 1,5500,000 PTC+, Wageningen University UGA/085 1,392,404 University of Wageningen (WU), Maastricht School of Management (MsM), International Institute for geoinformation Science and Earth observation (ITC) UGA/ ,968 Institute of social studies (ISS) UGA/ ,000 University of Groningen, Institute for Housing and Urban development, Inter-church organization for Development Cooperation (ICCO) UGA/113 1,399,964 Foundation Hogeschool Leiden, Centre for International Legal Cooperation, Police Academy Netherlands 22 Evaluation NPT/NFP - The case of Uganda Field visit report

23 Project titles and names of recipients institutions PROCUREMENT 11. Support for institutional capacity development in public and private procurement management* Project number Budget in Euros Dutch partners UGA/040 2,552,910 Maastricht School of Management, University of Twente, GID International Source: Nuffic, Report on Nuffic mission to Uganda May 2006 *) selected for in-depth investigation by evaluator In the annex more elaborated summaries of these projects are included. 3.3 NFP Since 2003, the allocation of NFP fellowships has been more explicitly linked to the institutional development of organisations in the selected NFP countries. NFP candidates still apply on an individual basis, but fellowships are only awarded to mid-career professionals who work in an organization that is relevant to the development of their country. Their fellowships application has to be supported by their employer, who also has to provide a motivation of why the envisaged study or course will be supportive for the organization s performance. On an individual basis candidates can apply for master courses, phd-courses, short courses and so-called refresher courses. Multi Year Agreements In line with the above, a new NFP instrument was launched in 2003: the so-called Multi Year Agreement (MYA). The objective of these agreements is to help organizations solve their staff development needs on a more structural basis. Uganda is one of the 11 selected pilot countries in which Nuffic can enter into MYA s with organizations. In the spring of MYA s were operational, of which three in Uganda, although one MYA is hardly being effectively implemented (see paragraph ). Initiated by the RNE the MYA s in Uganda have been achieved in the Local Government Sector, clearly being one of the priority sectors of the RNE. It was also decided by the RNE that the MYA s should have a regional perspective, being three up-country districts in the north of Uganda (Soroti, Lira and Arua). The main reason for selecting up-country regions is that the regular NFP fellowships are dominated by applicants from Kampala. This bias to the capital is mainly due to logistics (long travel distance for applicants to the fellowship office at RNE), a more knowledge based economy in and around Kampala, and a focus of central government policies on the capital. The up-country regions were already given extra attention by the RNE, before the MYA s came into action. Nevertheless, the MYA s offer a targeted policy instrument for the RNE to improve the accessibility of the NFP programme, while at the same time contributing to capacity building in the one of the priority sectors of RNE. In line with the NFP programme target to have at least 50 percent female applicants, the RNE in Kampala actively approaches local organizations with the request to promote applications among their female employees. Evaluation NPT/NFP - The case of Uganda Field visit report 23

24 In close cooperation with the RNE suitable local governments organisations were identified in the districts mentioned. For all three districts the local district office was selected as the targeted organization for a MYA, although in Soroti also participants from ngo s were selected.for the short courses in NFP. For entering into a MYA with an organization a multi-year training plan must be available. For two of the three districts such a plan was available. For the other district (Arua) a consultant was hired to perform a training needs assessment, resulting in a multiyear training plan. The multi-year training plan contains a budget for the total estimated costs of the training courses listed in the plan for the indicated period. For the beneficiary organization the MYA has the advantage of a long term agreement giving a more structural basis to their capacity building. The employees and training courses that are listed in the multi-year training plan have priority in the selection procedures for the courses that are provided by Dutch education institutes. Tailor made training (TMT) In the case of Uganda in 2006 all TMT has been requested under the MYA. Notwithstanding the fact that MYA s have an exclusive character for the beneficiary organization, the procurement for the requested TMT has to meet up to the regular procurement criteria. In general this means a form of public tendering among Dutch institutes. However, by beneficiaries and Nuffic this is seen as a somewhat bureaucratic, time consuming procedure. Therefore, Nuffic intentionally steered at maximizing the requested training budget to ,-- offering a pre-proposal phase in which the Dutch training providers are given the opportunity to express their interest in a certain training request by writing a brief proposal. Based on this, Nuffic makes a selection of 2 or 3 institutes which are asked to develop a full proposal. On 1 st September 2006 this two-step tendering procedure has been introduced as the regular procedure as regards TMT. An important reason for this is that it could possibly reduce the entrepreneurial risks for the competitors, eventually enhancing the entry of (new) education suppliers, and with this creating more market-like mechanisms. Also it is aimed at that the quality of the full proposals will improve because the tendering institutes in the north are allowed to develop their proposal in cooperation with the requesting organization in the south. Partly due to the priority that is given to MYA Nuffic is confronted with a reservoir of TMT requests outside MYA that cannot be handled in time. There seems to be a clear lack of capacity at Nuffic for handling all applications. It is not a matter of budgetary constraints. According to the NFP programme officer this is one of the disadvantages of MYA s. 24 Evaluation NPT/NFP - The case of Uganda Field visit report

25 4 Policy relevance 4.1 Central question The central evaluation question to be answered as regards policy relevance is: To what extent do the processes and projects / scholarships / courses of the NPT and NFP programmes dovetail with the aims and basic principles of Dutch development policy and the policies of the country in question and Southern partners? (second question ToR) 4.2 Harmonisation with broader development policy priorities Most courses and support under the NPT programme are in line with the sector policies of RNE, namely JLOS, Education, Local Government, Procurement, and Gender and Environment as cross-cutting themes. It should however be mentioned that some projects are less clear related to the sector policies of RNE, for instance the NPT project aiming at Developing Faculty Capacity to Improve Quality and Relevance of Education of Health Professionals in Uganda (NPT/UGA/082). However, in the Uganda Joint Assistance Strategy The Netherlands are mentioned as one of the countries involved in the policy field of promoting Healthier Ugandans. So, in a wider sense there is a relation with the planned partnership of RNE in international development aid, although it is not clear if this was taken into consideration in selecting this project proposal. Something similar seems to be the case for the NPT project Capacity Building for Environmental Management in Uganda (NPT/UGA/085). Although this is one of the PEAP areas in the UJAS, the Netherlands are not mentioned as one of the countries involved in the specific area of improved water and sanitation systems. As regards the NFP programme the case Uganda shows a clear relation with one of the policy priority areas that has been selected by the RNE. The two MYA districts that were visited by the evaluator both have agreed on a multi-year training plan aiming at capacity building in the field of local government 11. However, it should be noticed that, although local government organizations are the primary focus of these MYA s, there appears to be a large variety in the courses that are being taken by the local government employees. For instance, in the district of Arua, where an MYA is being implemented, there are applicants for courses in the field of government administration, veterinary, and entomology. A too wide variety of course supply could hinder and effective capacity 11 Also the MYA in Lira is directed towards capacity building at the local government, but was not visited by the evaluator. Evaluation NPT/NFP - The case of Uganda Field visit report 25

26 building, due to lack of interrelatedness between sub-sectors and sub-levels within the local government organizations. So, in general it can be concluded that the NPT and the NFP-programmes (MYA and TMT) clearly dovetail with the policies and plans of Uganda, especially in relation to the Joint Assistance Strategy for the Uganda, that the international donors agreed on for the period However, it is noticed that some NPT and NFP projects relate more indirect to the role and responsibilities that the Netherlands have in this strategy. Moreover, it is found that a MYA itself does not guarantee an integral supply of training geared at a well defined strategy of capacity building. 4.3 Demand-driveness/ownership With the help of RNE staff and local consultants Nuffic organized a comprehensive identification phase involving all major stakeholders in the priority sectors of RNE policy. The identification phase in more than one respect can be classified as a complex process. The following illustrates this. During the missions of Nuffic in 2003 it was suggested by the Head of Development Cooperation (HOS) to be cautious with NPT information provision towards the ministries, in order top maintain control over the NPT identification activities by both Nuffic and RNE 12. In the RNE view, not all ministries could be classified as having articulated visions concerning the required future developments and requirements in de sectors concerned. The independent authorities, branch organizations, think tanks, and specialized institutions were, according to RNE staff, also to be regarded as important sources for information during this initial phase, concerning the needs and requirements in the related sectors. Based on insights, obtained from discussions with these institutions, a more focussed entry for discussions at ministerial level was made 13. For each priority sector various project areas were identified. However, not all need analysis had the same in-depth character. According to RNE in some cases demand identification does not seem to meet academic standards, resulting in less concrete or even vague formulated targets. This seems to be the case for the need identification for the local government area. According to the responsible RNE officer there is a huge demand for development of management at the local government level which the NPT programme does not succeed to address in a proper way. In this case, Nuffic could have played a more active role in optimizing the quality of the need identification. The need assessment is key for an effective implementation of the programmes. Since identifying needs and formulating demand are complex exercises, the use of a highly qualified consultant is seen as inevitable, also in making a project outline along the lines of Nuffic. The logical framework approach, which is requested in the project outline, often causes specific problems. Since not all applicants are familiar with this approach, the help of a consultant is often asked for. However, a too large involvement or Maltha, H. (Nuffic NPR programme officer) Exploration mission in relation to identification for the NUFFIC NPT program in Uganda, NUFFIC, July Ibid. 26 Evaluation NPT/NFP - The case of Uganda Field visit report

27 isolated work process of the consultant might eventually hinder the ownership of the project by the education institute. Furthermore it should be noticed that need identification and demand formulation are processes with evolving insights, rather than one time exercises. So flexibility is needed, not only in the inception phase. However, procedures for making changes in the project plan are often perceived (by the southern institutes) as bureaucratic or even rigid. The planning cycle of one year is too long to flexible respond to changing circumstances and evolving insights in the course of the project. Due to the detailed and comprehensive process of demand identification, it can be concluded in general that the policy principles of ownership and demand driveness are met. It should be noticed however, that although most stakeholders are involved in identifying the relevant needs, this does not guarantee ownership of the NPT projects throughout the organisation. For instance, the NPT project on Strengthening capacity of prisons and police training institutions will have far reaching impacts on the functioning of future policemen, since it means a whole new approach of police work. Logically, this means that the whole police organization must be committed to the project. For the moment, this is seen as a challenge by the project leader to be realized yet. In its reaction to the proposal the Tender Evaluation Committee also expressed concerns on the anticipated sustainability: One has to more seriously analyse the potential of the Prisons and Police Training Schools to continue providing training services beyond the project life time and also the sources of funding to support the investments and activities envisaged in the project. The proposal fails to comment on any long term plan or strategy and this should be addressed most appropriately during the inception phase. There are also NPT projects indicating clear ownership by commercially exploiting the knowledge and facilities that have been provided for in the project, eventually creating additional budget and possibly contributing to (not creating) sustainability of the activities developed under NPT. A clear case for this is the NPT project on Building a sustainable ICT-training capacity in the public universities in Uganda in which the computer facilities and computer courses, primarily developed for the students, are used in a commercial way for the business community (ICT courses).. As regards NFP in the districts of Soroti and Arua the training needs were assessed by a consultant. For both districts a comprehensive training policy was developed, of which the implementation was mainly to be provided for by the NFP programme. 4.4 Flexibility NPT projects not only focus on individual education institutions but also comprise national authorities, which are conditional for nation wide impacts. Various examples for this can be found in Uganda. The first example is the NPT project regarding the National Council for Higher Education (NCHE) (NPT/UGA/033). The project aims at a variety of sector wide initiatives aiming at quality improvement of Evaluation NPT/NFP - The case of Uganda Field visit report 27

28 higher education amongst others by developing a (sector wide) quality assurance framework, including the development of a system of self evaluation, training of six universities in self evaluation, and the training of external academic auditors, The second example is the NPT project for the National Environment Management Authority (NEMA) with the specific objectives to (i) enhance the capacity of NEMA and of it s three partner institutions in non-formal education and training for environmental management, and (ii) enhance the capacity of 6 post-secondary institutions in formal education and training for environmental management. The third example relates to Support for Institutional Capacity Development and Private Procurement Management in Uganda (NPT/UGA/040). The project is embedded in the wider context of the overhaul of the public procurement system, to realize a fair, competitive process, and for the private sector, the enhancement of a competitive strength through effective supply chain management. One of the main activities is the training of staff to acquire professional skills in procurement management at master s and PhD level. 4.5 Broader supply of Dutch institutions Although the new policy framework for NPT was set up to create a broader supply of Dutch institutions the number of proposals to the tenders are small, eventually leaving little choices to the Southern institutions. Although in general the Uganda organizations are satisfied with the principles that are leading the tender procedure (demand drivenness, sector approach et cetera) they are disappointed about the limited options to choose between various suppliers of training and services. The number of proposals by Dutch suppliers is hardly more than three, often even being limited to one or two providers. The fact that Dutch providers often form consortia in which the available expertise in the Netherlands is bundled also hinders competition between them. 28 Evaluation NPT/NFP - The case of Uganda Field visit report

29 5 Efficiency 5.1 Central question The central evaluation question to be answered as regards efficiency is Were the processes efficient? (third question ToR) Since NPT and NFP are relatively young, it is difficult to measure the efficiency based on clear output indicators. Therefore, in the interviews efficiency was defined in terms of smoothness of interaction between the different actors, clearness in the division of responsibilities, timeliness. 5.2 Clearness of processes and responsibilities The role of Nuffic, being predominant in the initial stages, is not always clearly understood. It is even reported that some southern partners only after a considerable time became aware that Nuffic is not an education institute. Or it was thought that Nuffic and the training institute were the same actor. Therefore, Nuffic should strive for more transparency in procedures, tasks and responsibilities of the parties at stake. Nevertheless, the help of Nuffic in developing project outlines is highly appreciated, although to various partners it can be further improved. It was alos found in various cases that earlier experiences with Nuffic programmes enhance an efficient application procedure for the NPT projects. The process of need identification and demand articulation often took more time than envisaged, sometimes leading to higher costs for Nuffic, e.g. spending on consultancy services in this phase. However, since these procedures were new for all actors there is no concrete benchmark to judge these additional time and costs. Processes of application for courses and NFP fellowships are organised in a cumbersome manner, creating uncertainties and irritation on the part of candidates, ultimately discouraging people to submit applications for the NFP fellowships. Illustrative in this respect is the number of deadlines an applicant is confronted with, especially as regards the master courses. First there is the deadline for the academic application at the university. Then, after having been provisionally admitted to the university, there is a deadline by Nuffic for receiving fellowship applications. In Uganda this process is coordinated by the fellowship officer at RNE, creating an additional layer of subsequent deadlines for the academic applications and for the fellowship applications. Apparently, Evaluation NPT/NFP - The case of Uganda Field visit report 29

30 this is done for the sake of an efficient coordination at the RNE. However, for the organizations in the south and their applicants it causes a lot of bureaucracy, stress and uncertainties. Especially, when their is a MYA with an organisation with an agreed multiyear training plan, indicating individuals to be admitted to the courses, the bureaucracy is perceived as contra-productive to an effective implementation of the MYA. This is clearly the case in the district of Arua where impatience and misunderstanding regarding the bureaucracy of NFP is growing. The monitoring missions of Nuffic are perceived as too short and to less frequent to gain an in-depth knowledge of the progress and obstacles in the projects. Therefore it is suggested by various interviewees that this role needs to be reconsidered. Although the monitoring mission reports by Nuffic in some respects inevitably are superficial, for some projects critical remarks are made and solutions for problems, where appropriate, are mentioned. For instance, in the report on the Nuffic mission to Uganda May 2006, it is clearly stated for NPT/UGA/082 that: the performance of this project is far below expectation. Effectiveness of the project is at stake. Managerial difficulties in combination with cumbersome institutional rules and procedures are constraining the project progress. [ ] During the Nuffic mission, it became apparent that improvement in project management is key to better performance of the project. The project leadership as well as the management of the institution have been informed on this requirement. It has been agreed that the Faculty should report to Nuffic the progress pertaining to the establishment of a sound management structure by August This report will inform further decision-making at Nuffic level as to the way forward for the project. During the evaluation, only four months after the Nuffic mission, things appear to have been improved substantially and concrete progress has been made. Nevertheless, for this project the mission by Nuffic was needed and seems to be effective in addressing the problems, although it is difficult to judge if the reported improvements are sustainable 5.3 Competition between providers Although in general the demand oriented approach is implemented effectively, the new funding procedure hardly resulted in competition between northern institutes, also because consortia are formed which reduces competition between potential competitors. Therefore it is unlikely that this market-like-mechanism has lead to better price/quality ratios. Somewhat worrisome is the fact that various donors can be operational within the same beneficiary institution, whereas their content of training or their training methods might be conflicting. For instance, in NPT project on Strengthening capacity of prisons and police training institutions it appears that, besides the Dutch provider, also other donor organisations (Red Cross, Amnesty International) are implementing training courses. At the time of the interview, the Dutch project leader was about to arrange a meeting with the other donor organisations to inform each other on content of training, training methods used, target groups, et cetera. Streamlining training initiatives from other donors (countries as wells as NGO s) should be addressed explicitly. At least it should be known 30 Evaluation NPT/NFP - The case of Uganda Field visit report

31 who is doing what in the same organisation. This question clearly should be addressed by the beneficiary organisation/institute. At the same time various institutions are able to present a straight forward overview of other donors. 5.4 Use of regional expertise Nuffic aims at the use of regional institutes as far as possible, especially as regards short courses and TMT. From a perspective of cost reduction this is self evident. Although there are various examples of TMT being locally offered in the southern countries (by Dutch providers), it is not clear from the available information how many courses are actually given in the Netherlands which could also be provided in Uganda. In general this is the same for NPT as well as NFP. Besides cost reduction there are also valid didactical arguments to give the course in Uganda. In general it is seen as didactical more effective when the course is partly or fully given in Uganda because of a closer relation with the actual work practices and labour context of the participants. However, at the same time the didactical effect of being confronted with a foreign situation, institutionally, economically as well as culturally should also not be neglected. Another question of course is whether the provided training by the Dutch institutes could also be provided for by a southern institute. Although this is one of the criteria in the decision making for the winning proposal, it is clear to most interviewees that in the current supply of training the possibilities of cooperation with regional institutes are underdeveloped. Of course this depends on the knowledge area that is to be developed. For education and training in the field of management and local government the Uganda Management Institute (UMI) in Kampala is frequently mentioned as a renowned institute. This institute not only could be involved in facilitating TMT courses but could also supervise Phd courses which are principally coordinated by a Dutch university. This construction seems to be used by the Maastricht School of Management (MsM) that, in cooperation with the Eastern and Southern Africa Management Institute (in Namibia), provides a PhD course for which the field work is done in the home country and the thesis is being defended in Maastricht. Also at a more local level there appear to be training institutes which could be involved in providing training courses, e.g. commercial training institute in Soroti. Notwithstanding the availability of regional institutes, according to some Dutch interviewees, their relevance should not be overestimated, due to their more traditional, strongly theory oriented teaching methods, which is not compatible with the competence oriented methods of the Dutch providers. It should also be recognized that on certain subjects Africa has little relevant experience to offer. According to the NPT project manager this clearly is the case for expertise in the field of procurement. Besides the occasional use of regional training institutes in the provision of (formal) education and training, regional expertise is frequently, non-formally, used as a good practice or case for reflection. This is for instance the case in the NPT project Capacity building of the national council for Higher Education, in which experiences in Mozambigue and South Africa are used. In the NPT project Strengthening capacity of Evaluation NPT/NFP - The case of Uganda Field visit report 31

32 prisons and police training institutions study visits to South Africa and Botswana were organised. It was mentioned in various interviews that these kind of study trips also have an impact on the motivation and commitment of individual participants in the projects Also, in some cases it is seen (by the interviewees) as inefficient that other foreign institutes, being northern or southern, are not allowed to have a leading role in the tendering procedures of Nuffic. This goes for TMT, but in a different way also for individual short courses and master courses which are now exclusively provided by the Dutch institutes. Moreover, in some districts there are relationships with other foreign education institutes which could be used in making training and education more effective, and perhaps also more efficient. The existence of this kind of other international education relationships should be mapped to see whether and how they could be linked to the Dutch NFP programme. So it appears that by making more use of regional expertise could enlarge the reach of NPT and NFP to more participants, because of more cost-effectiveness. Depending on the nature of required expertise, there are indications that regional expertise is not always sufficiently considered, eventually leading to a sub-optimal use of resources. In case of a need for regional practices/experiences this could also hinder effectiveness. Concrete possibilities for making use of regional expertise should be further explored. Of course, the training methods used should match with the ones of the Dutch provider. 5.5 Interaction between partners In the NPT and NFP projects that have been evaluated no serious problems have been found regarding the interaction between partners in the projects, being north-south, northnorth, or south-south. However, in some projects in which various southern partners are involved there can be differences in levels of expertise or experiences. The interaction between Nuffic and RNE has not been smoothly in all respects. Especially during the monitoring mission in 2006 there has been some tension as regards the Uganda contacts at government level that the programme officer of Nuffic would like to have visited but was not allowed to by RNE. RNE, especially the sector expert for education, was of the opinion that contacts of Nuffic with the government officials in the education sector might thwart the relation between RNE and the ministry. Possibly this attitude at the RNE is influenced by the idea that education sector policy is more than only NPT and NFP. 32 Evaluation NPT/NFP - The case of Uganda Field visit report

33 6 Effectiveness 6.1 Central question The central evaluation question to be answered as regards effectiveness is: To what extent do the achieved results contribute to achieving the programme aims? (fourth question ToR) 6.2 Monitoring performance For the NPT projects that have been studied in-depth overall as well as specific objectives have been set. As an example the overall objectives of the NPT project are given: Building a sustainable ICT-training capacity in the public universities in Uganda (NPT/UGA/032) Overall objective to build a sustainable ICT human resource capacity at all four public universities (Makerere University, Kyambogo University, Mbarara University of Science and technology and Gulu University) to create a Centre of Excellence that shall be nationally responsible for the continuous training of ICT human resources for the whole country; to enhance (online) education in ICT programmes by building capacity in (local)content development. To strengthen relation and collaboration between the ICT academic units of the four Public Universities. Developing faculty capacity to improve the quality and relevance of education of health professionals in Uganda (NPT/UGA/082) Project objective To build faculty capacity so as to improve the quality and relevance of education and training of health professionals in Uganda, and increase the number of health care providers in the country. This will be achieved through focussing on problem based learning, community based education and services, curricula revision and health professional education research Strengthening environmental management in Uganda (water, sanitation and waste disposal) (NPT/UGA/085) Project objective: Enhanced well being and quality of life of the poor through improved public and decentralized service delivery in environ management. Evaluation NPT/NFP - The case of Uganda Field visit report 33

34 Strengthening capacity of prisons and police training institutions (NPT/UGA/113) Project objective: Strengthening capacity of the police and prison training institutions so as to enhance competence, efficiency and effectiveness in the policing and correctional services in Uganda. Support for institutional capacity development in public and private procurement management (NPT/UGA/040) Project objectives: to enhance (academic) staff quality and competence in procurement to give support to research programmes in procurement trends in Uganda to enhance quality and relevance of current (academic) procurement programmes and curricula to enhance and to strengthen cooperation with other institutions and organisations From this overview it can be concluded that these are formulated on rather a high level of expectancy which is difficult to assess. For each project also specific objectives have been formulated, which in most cases are much more concrete, although often also not quantifiable. For instance, for the NPT project Building a sustainable ICT-training capacity in the public universities in Uganda Specific objectives to strengthen existing educational programmes, and develop and implement new curricula for Bachelor s and Master s Programmes; To build ICT human resource capacity through staff development programmes (M.Sc and PhD); To strengthen a joint (for all Public Universities) research programme; To accomplish and adopt ICT Policy and Master Plans for Kyambogo and Gulu Univeristies, and strengthen network systems and ICT infrastructure; To promote gender-balance in both the number of academic staff as in the number of students and to contribute to the Uganda government s plans to increase the number of women participating in science; In the NPT project on Strengthening capacity of prisons and police training institutions (NPT/UGA/113) the specific objectives are described as follows: Institutional and organization structures strengthened Training capacity (curricula and trainers developed) and upgraded to international standards. Internal and external cooperation with relevant institutions strengthened. Improved training facilities at prisons and police training institute. Although in all project outlines a logical framework is available, not all projects have developed a clear set of measurable indicators according to which the success of the NPT projects and the NPT programme can be measured. However, notwithstanding the short existence of various projects, so far considerable achievements have been established. Most obvious is this in projects where infrastructural facilities are developed, like for instance the NPT project on Building a sustainable ICTtraining capacity in the public universities in Uganda in which a large ICT building is being developed, partly by using the NPT budget. The same goes for the NPT project on Support for institutional capacity development in public and private procurement management (NPT/UGA/040) for which also a computer building is being developed. 34 Evaluation NPT/NFP - The case of Uganda Field visit report

35 Much less tangible are projects in which curricula are developed, although also in these cases the results are quite impressive. For instance the NPT project on Capacity building of the national council for Higher Education (UGA/033) which to a large degree has achieved its specific objectives, a.o. development of research capacity (tracer study among graduates of higher education in Uganda), developing management capacity development (training of staff), introduction of a quality assurance framework for higher education, introduction of a credit transfer system for universities. 6.3 Examples of project outputs so far Based on the information from the interviews and on face value, it is concluded that most NPT projects are well on their way in the performance of planned activities (output), some staying considerable behind time schedule, others clearly performing above expectations. Physical outputs (like facilities, computers) are of course most easy to assess. However, many projects (also) have less tangible output. Below we present some examples of outputs in NPT that have been generated so far. Support for institutional capacity development in public and private procurement management (September 2004 September 2008) Realised output in following output areas: Staff development and training: 3 MBA-ers graduated, 3 will follow; 7PhD-ers on schedule; 30 participants passed NEVI A, NEVI B has started; Research and documentation: 6 research proposals on procurement; 2 already approved for funding (after extensive review); research workshops on design/methodology and data analysis; expert input on research infrastructure and policies; sharing results and data through presentations; Course development and curriculum design: review report on existing procurement programmes (at KYU and MUBS); realignment/redesign of procurement courses has started; curriculum design at KYU for new programmes; development of short courses on procurement, curriculum development academic programmes; review by international procurement professors and experts, partly from abroad; joint development in Uganda by Ugandan universities and same procurement experts; Institutional strengthening and cooperation: resource center at Kyambogo Campus will be completed in November 2006; procurement process of 152 computers, including servers, printers and furniture; procurement of 500 textbooks on procurement & logistics and research completed. Capacity building of the national council for Higher Education Realised output in following output areas: Research capacity development: (a) trace study (among graduates from higher education) has been completed and is now in the process of being published; (b) government has given some additional funding to enlarge the study (still for additional funding is being looked); Information Collection, Selection and Dissemination: (a) resource centre has been established; (b) communication policy has been developed (done in Cape Town, South Africa, during study visit); (c) website has been set up and used for Evaluation NPT/NFP - The case of Uganda Field visit report 35

36 dissemination of information; (d)with funds for equipment, a small but useful printing machine was purchased and is now being used for the production of some publications in-house; this has improved the quality of publications; (e) stocking of the resources centre is continuing, ICT equipment was purchased and has improved the work of the Council; Management Capacity Development: (a) staff were trained in Cape Town (South Africa) last year on communication strategies and Quality Assurance; (b) 6 members of staff underwent 10 days training in management of higher education in Netherlands in September Two more training sessions are envisaged in Mozambique before the end of the year and another early next year in Uganda. This is a joint training programme with colleagues from Mozambique (where another Nuffic project is running); Quality Assurance: (a)quality Assurance Framework for the country was discussed at national workshop in April 2005 and June 2006 and finally approved on 28 th June 2006; (b) document for institutional self evaluation and audit has been developed; (c) training of 6 universities in self evaluation will take place in third and last weeks of October 2006; (d) training of external academic auditors will take place early next year; (e) by the end of the project, there will be no time to train a second group of universities in self evaluation. Also it will not be possible to evaluate the impact of this component of the project. An extension is necessary to achieve meaningful results; Credit Accumulation and Transfer: (a) A CAT framework paper was discussed at national workshops on 14 th April 2005 and 28 th June It was adopted in principle; (b) minimum requirements for courses of study have been done in Economics, Mathematics, Social Sciences, Statistics, Basic Sciences and Human Medicine; (c) two more disciplines will be dealt with next year; (d) without agreeing on minimum requirements for courses of study, the credit system is not possible in Uganda; (e) an extension of three years is thought to be necessary to have a reasonable CAT system in place. On almost all of the above mentioned output evidence was shown to the evaluator. The project time of 4 years (NPT) is seen as too short to create sustainable impacts during the course of the project. Extension of highly promising projects should be considered, as well as long term partnerships. However, it should be critically assessed which projects can be seen as highly promising. Also, measuring impacts is extremely difficult, depending on a large variety of factors that are not in control by the training. Impacts of courses and support as regards capacity building are differentiated: Curriculum developments have a high potential for creating sustainable impact at institutional level, if the new curriculum is accepted by all relevant stakeholders in the institute; Tailor made training has the advantage that groups of associated people are collectively trained, creating collective commitment, enhancing impact; Academic courses are more likely to impact primarily on individual level, and secondary on organisational level. However, it is obvious that 2 or 3 MA or PhD courses cannot reform the system. 36 Evaluation NPT/NFP - The case of Uganda Field visit report

37 As regards NFP/TMT so far hardly any information is available on the results of the courses, let alone the impact. It seems that it is not clear whose responsibility it is to monitor the results. Although it is not requested by DCO, Nuffic has started with collecting basic information on the appreciation and perceived usefulness of short courses and TMT. Also most training institutes have some sort of subjective evaluation by the participants in the courses. This kind of information so far has not systemically been processed and used in the development of new courses. Measuring impact related indicators is furthermore complicated by the fact that the contacts with participants after the course appear volatile. In the new Nuffic reporting formats, which have to be filled in by the requesting southern partners, relevance and usefulness are specific subjects which has to be reported on, although from a subjective participants perspective. Nuffic also aims to develop more structural contacts with former participants in the courses. Of the three districts in Uganda with NFP multi-year agreements two have been visited for the evaluation. The one in Soroti is operational for some time and is clearly positively received by the beneficiary organizations, also due to earlier positive experiences as regards academic and short courses in the Netherlands. The one in Arua is still in the starting blocks, waiting on approval of applications. In Soroti three alumni were spoken. In Arua 5 candidates were spoken. Results and impacts that are being reported by alumni in Soroti are: the importance of time management; commitment to work/ responsibility; people management and team spirit; administration procedures; expert knowledge (on adjusted curriculum for children with special need). A concrete impact that has emerged is that one of the trainees (3 short courses at MDF) is now coordinating the activities of various aid organizations which are working in the region of Soroti. From a perspective of local government this could lead to a more effective communication with these organizations, eventually leading to a better use of the budgets that are available for Soroti. For another trainee the impact was much less visible. The 3 week course was perceived as too short, and also not everything was applicable in daily work, although this could change in the near future,. Dissemination is promoted by inviting the trainees to share their knowledge and experiences with the staff, their colleagues and the wider community in which they work. The alumni s in Soroti also have a role in informing new NFP candidates. The impact on individual level is assessed critically by the supervisor developing some sort of performance management. Eventually, this can be a very effective way of assessing impacts on an individual level. Evaluation NPT/NFP - The case of Uganda Field visit report 37

38 In the district of Lira the MYA so far has not been effectively implemented. The various interviewees at the side of RNE and Nuffic could not give any concrete information on the reasons for this. The evaluator sees a clear lack of ownership on the side of the programme management (Nuffic) as well as apparently on the side of the requesting organization in Lira. Also the position of RNE in monitoring the MYA and possibly playing a role in problem solving is not clear. 6.4 Cooperation with regional institutes As was already addressed in the previous chapter on efficiency in the current NPT and NFP projects little use is made of regional available training institutes. However, it is emphasized that the effectiveness of projects could be enhanced by making use of regional expertise in the NPT as well as the NFP programmes. 6.5 Risk of brain drain It is well known from the literature that investment in training and education can be seriously hindered by a risk of brain drain of trained employees, meaning that the investments for the employer are forgone, in the sense of direct training costs or opportunity costs. The theoretical assumption is that the trained individual has improved its human capital and because of this has enlarged its potential productivity, resulting in a higher value on the labour market, opening up new higher earning - job opportunities. As regards the NPT and NFP projects in which students (can) go to the Netherlands to follow training or academic courses, the risk of brain drain is also influenced by the north-south relation. In general the risk of brain drain is not perceived as large, neither in NPT or in NFP projects. Especially in the academic programmes (masters and phd courses) in which the investments in time and money are considerable, participants are asked to sign a contract which binds them to their employing organizations, at least for the same duration their course will or has last. Of course bearing in mind that these employees have become more attractive on the labour market, there are sometimes also financial arrangements allowing for some extra, performance related, salary. Furthermore, staff turnover does not by definition limit the effectiveness of courses. There are various examples of trained employees having left their organization but nevertheless still being of use for their organization. 6.6 Strong and weak elements in effectiveness During the interviews various elements have been mentioned that either enhance or hinder the effectiveness of the NPT projects. 38 Evaluation NPT/NFP - The case of Uganda Field visit report

39 The importance of commitment The success of a project to a large extent depends on the quality and commitment of the project coordinator(s), also requiring a driven mentality to make things work. It was mentioned a few times that a lack of commitment among training staff sometimes seriously hinders the effectiveness of projects. This however, was not found to be the case in the projects that were investigated in-depth by the evaluator. Also, commitment of staff in NPT projects is frequently hindered by constraints due to heavy work load, sometimes caused by a shortage of staff. In some cases it was mentioned that the absence of financial compensation/incentives for staff being involved in the project, caused a lack of commitment. Therefore, it is also important that the project is being backed up by supervisors and top management in the organisation. Often, the involvement and commitment of the management is a gradual process. Reservations to organisational changes Curriculum developments in NPT projects seem to be enthusiastically supported by students/participants, but are often received with reservations by teaching staff. Overloaded courses The number of planned activities in NPT should be scrutinised against the available staff capacity in the southern institutes. Due to constraints in time and capacity sometimes not all activities can be performed as planned. An example of this is the NPT project Capacity building of the national council for Higher Education (UGA/033) which has set itself a range of ambitious goals, such as development of research capacity (tracer study among graduates of higher education in Uganda), management capacity development (training of staff), introduction of a quality assurance framework for higher education, introduction of a credit transfer system. Although the National Council for Higher Education in Uganda is assisted by a leading Dutch research institute in the field of higher education, it is concluded by the Ugandan partner that the amount of work and the required budget is underestimated in the project. According to the project manager in Uganda it is inevitably that not all planned activities can be performed, although most activities already has been undertaken and the institute also invested some own resources. Also short courses in NFP sometimes are clearly overloaded with subjects, possibly limiting an effective absorption and processing of knowledge by participants. To a certain degree this is caused by an inclination of course providers to offer as much as possible value for money. This could be one of the disadvantages of a competition between providers in which value for money is only superficially assessed as the number of lessons that is given or the number of subjects that is being taught. It goes without saying that a well balanced study load (optimum) is more effective than a maximum of course supply. It could be argued that the Tender Evaluation Committee (TEC) should have more an eye for this kind of unintended effects. Evaluation NPT/NFP - The case of Uganda Field visit report 39

40 Effective training methods NPT and NFP are more effective when daily work experience is extensively used in the course, e.g sandwich courses, practical assignments, working groups, follow up/feed back, refresher courses. Close interaction with Dutch partners on this is recommended. Short courses in NFP are lacking this opportunity. Power shortages Effectiveness of investments in facilities for which electricity or fuel is needed are frequently jeopardized by (power) shortages in the short run and budget constraints in the long run. This Balanced gender participation Equal participation of men and women is sometimes hindered by under-representation of woman in the workforce of the organisations involved. A balanced participation of men and women can only be realized by positive discrimination of women. Dissemination of good practices Effectiveness of NFP and NPT can be enhanced by disseminating good practices and if possible promoting more interaction between the institutions and organisations in addition to the NPT workshops that Nuffic has held and in which links were established and experiences shared. NFP port folio The academic courses in NFP (masters and PhD) are expensive, whereas their impacts are difficult to measure. It is advocated by various interviewees by increasing the number of trainees by making more use tailor made training, and consequently reducing the number of master courses. So far, the number of PhD courses under the MYA have been very modest, also indicating perhaps hesitations on their impacts in relation to the costs. Striving for sustainability Creating sustainable changes and structures closely relate to the ownership of the projects, as it was discussed in paragraph 4.3. The more a project is owned by the beneficiary, the more it is likely that sustainable impacts might evolve. Besides high commitment to and close involvement in the process of demand articulation and tender process, it is also important that the southern institutes are highly involved in the implementation. This is not always a fact from the very start. Quite often the Dutch institute is in the lead at the beginning of the cooperation. To create full ownership during the process of implementation it seems not enough to have a shared job for the coordinators, one being Dutch, the other being Ugandan. To avoid a lean back attitude by the southern partners, in some projects a transitional phase is intentionally built in, in which the main coordination tasks are gradually being transferred to the Uganda partner. For instance in the project Strengthening capacity of prisons and police training institutions, it was agreed that the Dutch partner would be the central project coordinator in the first 2,5 years, leaving 1,5 years for the Uganda partner having the final responsibility for the implementation of the project. 40 Evaluation NPT/NFP - The case of Uganda Field visit report

41 7 Cohesion between NPT and NFP During the field visit there appeared to be some confusion about the relevance of the issue on cohesion between NPT and NFP. The RNE staff in Kampala were not aware that cohesion was meant to be one of the policy targets in one way or another, also meaning no concrete measures of information on this issue. Also at the institutes and organisations that were visited the cohesion issue was rather more of an incidental nature than on purpose. Many interviewees were not aware of the existence of another programme or sometimes were mistaking a NPT project, including Master or PhD-courses, with the NFP programme. This could be a partner in a NPT project not being aware of NFP, like for instance the policy training institute in Kampala, or an organisation involved in a NFP Multi-Year Agreement, not knowing of the existence of NPT. The impression of the evaluator is that especially at the universities, there seems to be awareness of both programmes, also making use of both. Especially the Makarere University in Kampala shows to be a professional organisation in making use of the possibilities of external funding. During the mission 3 NPT projects were visited at this university, whereas at the same time a substantial number of NFP fellows were being funded. The university, besides being active in NPT projects, has an active policy in stimulating staff and students to submit for master courses in NFP. The success rate of getting into the programme is often however perceived as low. At the ICT faculty of Makerere it was seen as one of the future challenges to make use of NFP graduates as trainers in the NPT project or similar future projects. However, there are also other examples of creative relations between NFP and NPT. For instance the National Environmental Management Authority (NEMA) in Kampala is explicitly looking for possibilities to connect the NFP-fellows in Arua (MYA region), with the NPT participants in the project Capacity Building for Environmental Management in Uganda (Water, Sanitation, Pollution and Waste Disposal). If this could be arranged successfully, then it might create a fruitful network of professional peers, ultimately enhancing the effectiveness of both programmes. Evaluation NPT/NFP - The case of Uganda Field visit report 41

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43 8 Main conclusions of the field visit The main conclusions of this field investigation can be summarized in the following simple affirmations that relate to the evaluation questions formulated in the terms of reference for this evaluation: Policy relevance Most courses and support under the NPT programme are in line with the sector policies of RNE, namely JLOS, Education, Local Government, Procurement, and Gender and Environment as cross-cutting themes. It should however be mentioned that some projects are less clear related to the sector policies of RNE. Also as regards the NFP the case Uganda shows a clear relation with one of the policy priority areas of the RNE. However, it is to be noticed that there appears to be a large variety in the courses which are only in a broad sense related to the priority area. Due to the detailed and comprehensive process of demand identification, it is concluded in general that the policy principles of ownership and demand driveness are met. It is noticed however, that although most stakeholders are involved in identifying the relevant needs, this does not guarantee ownership of the NPT projects throughout the organisation. NPT projects not only focus on individual education institutions but also comprise national authorities, which are conditional for nation wide impacts. Various examples for this have been found in Uganda. Although in general the Uganda organizations are satisfied with the principles that are leading the tender procedure (demand drivenness, sector approach et cetera) they are disappointed about the limited options to choose between various suppliers of training and services. Efficiency The role of Nuffic, being predominant in the initial stages, is not always clearly understood. Therefore, Nuffic should strive for more transparency in procedures, tasks and responsibilities of the parties at stake. The process of need identification and demand articulation often took more time than envisaged, sometimes leading to higher costs for Nuffic, e.g. spending on consultancy services in this phase. However, since these procedures were new for all actors there is no concrete benchmark to judge these additional time and costs. Processes of application for courses and NFP fellowships are organised in a cumbersome manner, creating uncertainties and irritation on the part of candidates, ultimately discouraging people to submit applications for the NFP fellowships. The monitoring missions of Nuffic are perceived as too short and too less frequent to gain an in-depth knowledge of the progress and obstacles in the projects. Therefore it is suggested that this role is reconsidered. Evaluation NPT/NFP - The case of Uganda Field visit report 43

44 Although in general the demand oriented approach is implemented effectively, the new funding procedure hardly resulted in competition between northern institutes, also because consortia are formed which reduces competition between potential competitors. Therefore it is unlikely that this market-like-mechanism has led to better price/quality ratios. It appears that by making more use of regional expertise could enlarge the reach of NPT and NFP to more participants, because of more cost-effectiveness. Depending on the nature of required expertise, there are indications that regional expertise is not always sufficiently considered, eventually leading to a sub-optimal use of resources. Effectiveness Notwithstanding the short existence of various projects, in most cases so far considerable achievements have been established, largely in line with the specific objectives set. It is concluded that most NPT projects are well on their way in the performance of planned activities (output), some staying considerable behind time schedule, others clearly performing above expectations. Physical outputs (like facilities, computers) are most easy to assess. However, many projects (also) have less tangible output. In general the risk of brain drain is not perceived as large, neither in NPT or in NFP projects. 44 Evaluation NPT/NFP - The case of Uganda Field visit report

45 9 Lessons learned and recommendations Following the conclusions in the previous section there are various lessons that can be learned from the implementation of the NPT and NFP in Uganda: Although in general the Uganda organizations are satisfied with the principles that are leading the tender procedure (demand drivenness, sector approach et cetera) it should be seriously reconsidered how the number of providers could be increased creating more options to choose from for the southern partners. The idea that this might lead to a better price/quality ratio is still very implicit. Since the untying of development aid is a rather controversial subject, it could be considered to implement a pilot, possibly leading to important lessons to learn from. Since the application procedures for NFP fellowships are generally very critically assessed by those involved, these procedures are in need for revision. Lessons from abroad might serve as a good example for this. Since there are indications that regional expertise is not sufficiently considered, it should be reconsidered how the use of regional expertise can be made more explicit. It should be avoided that regional expertise is not only put in the proposal for the sake of receiving extra credits from the Tender Evaluation Committee, which seems to be the case at present sometimes. Evaluation NPT/NFP - The case of Uganda Field visit report 45

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47 References 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 Kasozi, A.B.K. (2006, spring). The Politics of Fees in Uganda. International Higher Education, 43. Retrieved April 27, 2006 from: Kasozi, B.K. (2003). University Education in Uganda: Challenges and Opportunities for Reform. Kampala: Fountain Publishers. Ministry of Education and Sports. (2005). Education Sector Annual Performance Report. Ssebuwufu, John P.M. (2002). University Financing and Management Reforms: The Experience of Makerere University. In Mwamila Burton., et. al. Proceedings of Financing of Higher Education in Eastern and Southern Africa: Diversifying Revenue and Expanding Accessibility. International Conference on Financing of Higher Education, March 2002, Dar es Salaam, Tanzania, pp Dar es Salaam, Tanzania: University of Dar es Salaam Press. Musisi, N. (2003). Uganda. In T. Damtew & A. Philip, (Eds.,). African Higher Education: An International Reference Handbook. Bloomington, Indiana: Indiana University Press.] Evaluation NPT/NFP - The case of Uganda Field visit report 47

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49 Annex 1 NUFFIC NPT Project Summary Sheet 1. Building a sustainable ICT-training capacity in the public universities in Uganda* Makerere University/Faculty of Computer Science (& Kyambogo, Mbare, Gulu) UGA/032 3,33816 University of Groningen, University of Nijmegen, Hanze University of Professional Education Project Number: NPT/UGA/032 Country: Uganda Title Project: Building a sustainable ICT-training capacity in the public universities in Uganda* Contract Type & Dates: Bi-partite contract with Dutch partner July 2004 July 2008 Project Partners Uganda: - Makerere University/Faculty of Computer Science (& Kyambogo, Mbare, Gulu) Description Project Overall Objectives of the Project Budget: 3,339,816 Euro Project Partners in The Netherlands - University of Groningen, University of Nijmegen, Hanze University of Professional Education The overall objectives of the project are the following: a. To build a sustainable ICT human resource capacity at all the four Public Universities (Makerere University, Kyambogo University, Mbarara University of Science and Technology and Gulu University); b. To create a Centre of Excellence that shall be nationally responsible for the continuous training of ICT human resources for the whole country; c. To enhance (online) education in ICT programmes by building capacity in (local) content development. Specific Objectives of the Project The specific objectives of the project are the following: d. To strengthen existing educational programmes, and develop and implement new curricula for Bachelor s and Master s Programmes; e. To build ICT human resource capacity through staff development programmes (M.Sc. and Ph.D.); f. To strengthen a joint (for all Public Universities) research programme; g. To accomplish and adopt ICT Policy and Master Plans for Kyambogo and Gulu Universities, and strengthen network systems and ICT infrastructure; h. To promote gender-balance in both the number of academic staff as in the number of students and to contribute to the Uganda government s plans to increase the number of women participating in science; i. To strengthen relations and collaboration between the ICT academic units of the four Public Universities. Contact Information Contact person Title Dr. Jon File, Deputy Director Dr Kazosi, Executive Director Organization, CHEPS, University of Twente NCHE Telephone number Office: Mobile: +31 (06) address [email protected] [email protected] Evaluation NPT/NFP - The case of Uganda Field visit report 49

50 Project Number: NPT/UGA/033 Country: Uganda Title Project: Capacity Enhancement of the National Council for Higher Education in Uganda Contract Type & Dates: Bi-partite contract with Dutch partner June June 2007 Project Partners Uganda: - National Council for Higher Education(NCHE) Description Project Budget: 792,040 Euro Project Partners in The Netherlands - CHEPS, University of Twente The National Council for Higher Education(NCHE) was launched in January Essential elements of the mandate of the NCHE are: - to promote and develop the processing and dissemination of higher education for the benefit of the people; - to receive and process applications for the establishment and accreditation of public and private institutions of Higher Education and collect, - to examine information relating to the different institutions of Higher Education. As a relatively young organization with a large mandate, the stakeholders of Higher Education decided that the capacity of the NCHE should be enhanced in order to realize these demanding and challenging tasks. Overall objective: The National Council of Higher Education (NCHE) becomes the authoritative source of information on the higher education sector with the capacity to design appropriate and effective strategies and systems that ensure that the higher education sector provides quality, relevant and demand driven education, within an overall human resource strategy for Uganda. This objective is to be reached along four lines: by aiding the national the National Council of Higher Education (NCHE) in enhancing its research capacity; by building the capacity inside the Secretariat of the Council to collect, store and disseminate information on higher education in Uganda; by providing the NCHE with tools and training to assess the quality of education introduce a credit accumulation and transfer system; by building capacity inside NCHE in areas such as policy development, staff training and project management. Contact Information Contact person Title Dr. Jon File, Deputy Director Dr Kazosi, Executive Director Organization, CHEPS, University of Twente NCHE Telephone number Office: Mobile: +31 (06) address [email protected] [email protected] 50 Evaluation NPT/NFP - The case of Uganda Field visit report

51 Project Number: NPT/UGA/40 Country: Uganda Title Project: NPT Support for Institutional Capacity Building in Public and Private Procurement Management in Uganda Contract Type & Dates: Bi-partite contract with Dutch partner Duration of 4 years Project Partners Uganda: Description Project Overall Objective of the Project: Budget: 2, Euros Project Partners in The Netherlands -?? The overall objective of the project is to build educational and training capacity in procurement at higher institutions of learning as to raise the level of professionalism in public and private sector procurement in Uganda. The project is embedded in the wider context of a major reform programme to completely overhaul the public procurement system in Uganda. The overall objective of this reform programme is to reduce corruption and to increase transparency, accountability and efficiency in public procurement. The programme started in 2000 and receives support from both the Government of Uganda and the major donor organisations. One of the key milestones of the programme was the passing of the Public Procurement and Disposal of Public Assets Act and the establishment of a Public Procurement and Disposal of Public Assets Authority (PPDA) by the Government of Uganda in Specific Objectives of the Project: This NTP project is particularly focussing on the enhancement of institutional capacity in procurement within the 2 leading universities in Uganda, Kyambogo University (KYU) and Makerere University Business School (MUBS). Furthermore specific training programmes will be developed and delivered to procurement staff working in public and private sector bodies. The main areas of intervention are: 1) to enhance (academic) staff quality and competence in procurement 2) to give support to research programmes in procurement trends in Uganda 3) to enhance quality and relevance of current (academic) programmes and curricula on procurement 4) to enhance and strengthen external cooperation with other institutions and organisations Contact Information Contact person Title Organization, Telephone number address Kyambogo University and Makerere University Business School MsM Evaluation NPT/NFP - The case of Uganda Field visit report 51

52 Project Number: NPT/UGA/062 Title Project: Wireless networking in a rural environment Contract Type & Dates: Bi-partite contract with Dutch partner January 2005 January 2009 Project Partners Uganda: - Uganda Martyrs University Description Project Country: Uganda Budget: Euro Project Partners in The Netherlands - Vrije Universiteit (VU-CIS), Delft University of Technology The project aims at the development and implementation of appropriate (cost realistic) and tailor-made wireless ICT geared towards getting (improved) information and communication access in the Rural Ugandan areas. A prototype of low-cost wireless connectivity solution will be developed, tested and implemented in a pilot context and the necessary sustainable local capacity will be developed. Overall the project has the following major components: 1. Development of appropriate wireless ICT development for rural environments 2. Implementation of a pilot project 3. Local capacity development in wireless data communication 4. Curriculum development 5. Establishment of a research and policy center for wireless communication in rural environments Contact Information Contact person Title Organization, Telephone number address Uganda Martyrs University Vrije Universiteit (VU-CIS), Delft University of Technology 52 Evaluation NPT/NFP - The case of Uganda Field visit report

53 Project Number: NPT/UGA/082 Country: Uganda Title Project: Developing Faculty Capacity to Improve the Quality and Relevance of Education of Health Professionals in Uganda Contract Type & Dates: Tri-partite contract with both partners 1 January December 2008 Project Partners Uganda: Faculty of Medicine of Makerere University (FoM) Budget: 896,115 Euro Project Partners in The Netherlands - University Maastricht/MUNDO Description Project The objective of this project is to build faculty capacity so as to improve the quality and relevance of education and training of health professionals in Uganda, and increase the number of health care providers in the country. This will be achieved through focusing on problem based learning, community based education and service, curricula revision and health professional education research. SPECIFIC OBJECTIVES 1. To develop FOM staff capacity to manage and implement quality health professional education through Problem Based Learning (PBL) 2. To develop FOM staff capacity to manage and implement quality health professional education through Community Based Education and Service (COBES) 3. To improve the capacity of the Faculty of Medicine to review and strengthen the curricula- 4. To enhance FoM research capacity in health professional education Contact Information Contact person Title Dr Stephen Kijambo, Project Geraldine van Kasteren, Project Coordinator Coordinator Organization, Makerere University MUNDO Telephone number +256 (41) (043) address [email protected] [email protected] Evaluation NPT/NFP - The case of Uganda Field visit report 53

54 Project Number: NPT/UGA/085 Country: Uganda Title Project: Capacity Building for Environmental Management in Uganda (Water, Sanitation, Pollution and Waste Disposal) Contract Type & Dates: Tri-partite contract with both partners 1 January December 2008 Project Partners Uganda: - National Environmental Management Authority (NEMA) Description Project Budget: - 1,392,404 Euro (NPT) Project Partners in The Netherlands Consortium - Wageningen University (WU) - Maastricht School of Management (MsM) - International Institute for Geo-information Science and Earth Observation (ITC) This project on environmental management in Uganda is targeted to benefit the poor, particularly with respect to improving their quality of life. However, that quality of life will be possible if institutions presently delivering capacity building initiatives are facilitated to overcome one of the problems in the sector, namely lack of capacity for environmental management. Accordingly, the goal of the project is enhanced well being and quality of life of the poor through improved public and decentralised service delivery in environmental management. The project has two components, namely, non-formal training and formal training. The specific objective of the non-formal training is to enhance NEMA s capacity and that of its partner institutions in the non-formal education and training for environmental management. The beneficiary institutions are NEMA, Directorate of Water Development, Department of Occupational Health, and Uganda Water and Sanitation Network (UWASNET). Under the formal training component, the objective is Enhanced Capacity of 6 post-secondary institutions in formal education and training for environmental management. The beneficiary institutions are 2 universities (Makerere and Kyambogo) 2 technical colleges (Masaka and Kichwamba), 1 vocational institute of Nakawa and 1 Health school of Hygiene. Broadly, the main components of the project are curriculum development, staff development, environmental policy research and training of organisations and staff in environmental management. Overall Goal The overall goal of the project is enhanced well being and quality of life of the poor through improved public and decentralized service delivery in environmental management. Specific Objectives of the Project The specific objectives of the project are: (i) Enhanced NEMA s capacity and that of its three partner institutions 14 in non-formal education and training for environmental management. (ii) Enhanced capacity of 6 post-secondary institutions 15 in formal education and training for environmental management Contact Information Contact person Title Beatrice Adimola, Project Coordinator Bas van Vliet, Project Coordinator Organization, NEMA WUR Telephone number address [email protected] [email protected] 14 D irectorate of Water Development, Department of Occupational Health, and Uganda Water and Sanitation Network (UWASNET) universities (Makerere and Kyambogo) 2 technical colleges (Masaka and Kichwamba), 1 vocational institute of Nakawa and 1 Health school of Hygiene). 54 Evaluation NPT/NFP - The case of Uganda Field visit report

55 Project Number: NPT/UGA/113 Country: Uganda Title Project: Strengthening Capacity of Prisons and Police Training Institutions Contract Type & Dates: Tri-partite contract with both partners 1 May April 2009 Budget: - 1,399,964 Euro (NPT) - 500,000 Euro (Ugandan project partners) Project Partners Uganda: - Uganda Prisons Service (UPS) - Uganda Police Force (UPF) Project Partners in The Netherlands Consortium - Hogeschool Leiden (HL, lead) - Police Academy of the Netherlands (PAN) - Centre for International Legal Cooperation (CILC) Description Project The project aims at strengthening capacity of the Police and Prisons training institutions so as to enhance competence, efficiency and effectiveness in the policing and correctional services in Uganda. This will contribute to the overall goal of enabling all people in Uganda to live in a safe and just society. The main objectives of the project are to build sustainable human and institutional capacity in the critical areas of policing and correctional services in the Uganda Police Force and Uganda Prisons Service training schools respectively. More specifically the objectives are: O.1 Institutional and organisational structures strengthened; O.2 Training capacity (curricula and trainers) developed and upgraded to international standards; O.3 Internal and external cooperation with relevant institutions strengthened; O.4 Improved training facilities at Prisons and Police Training Institutions. Contact Information Contact person Title Theo Mannen, LTE Annemiek Ravenhorst, Project Coordinator Organization, UPS HL Telephone number address [email protected] Evaluation NPT/NFP - The case of Uganda Field visit report 55

56 Project Number: NPT/UGA/115 Title Project: Capacity building for community mobilisation: Nsamizi Contract Type & Dates: Bi-partite contract with Dutch partner May 2005 April 2009 Project Partners Uganda: - Nsamizi Description Project Country: Uganda Budget: 1, Euro Project Partners in The Netherlands -?? General strategies and outputs: - Reviewing the whole project outline at inception phase - Identify training needs in the social development sector nationwide - Developing curriculum and training materials - Procurement of training materials and equipments - Improving training facilities - Building staff capacity - Delivering of specialized short courses and BA in social development studies - Collaboration and networking Outputs: - Reports on inception, TNA, revised curricula of existing courses and New Courses. - Training modules of specialized short courses and BA course. - Staff obtaining higher degrees at MA and Phd levels. - Community Development Workers trained in specialized and degree courses - Joint training activities with UMU conducted - Research on the impact of the project produced and disseminated in a workshop for stakeholders. Contact Information Contact person Title Organization, Institute for Social Studies (ISS) Nsamizi Telephone number address 56 Evaluation NPT/NFP - The case of Uganda Field visit report

57 Project Number: NPT/UGA/116 Country: Uganda Title Project: Capacity Building for Uganda Martyrs University s Programme on Local Governance and Human Rights Contract Type & Dates: Tri-partite contract with both partners 1 April March 2009 Project Partners Uganda: Uganda Martyrs University (UMU) Budget: 899,968 Euro Project Partners in The Netherlands Consortium - University of Groningen (RUG) - Institute for Housing and Urban Development Studies (IHS), Erasmus University - Interchurch Organisation for Development Cooperation (ICCO) Description Project The project will provide support to Uganda Martyrs University s initiatives to develop educational programmes (in-service professional (tailor made) courses, Diploma, BA and MA) in the fields of governance and human rights, that aim to provide local government officials with much needed opportunities for training and, in a general sense, upgrading their professional standards, skills and knowledge. The specific objectives of the project are: 1. Institutionalization and development of educational (Diploma, BA, and MA Level) and short, tailor made training programmes for LC3-5 local government officials. 2. Enhancing UMU human capacity in order to develop deliver and manage the education and training programmes. 3. Establishment of a Resource and Research Centre in the field of local good governance and human rights. Contact Information Contact person Title Dr. Maximiano Ngabirano, Project Marieke Farchi, Project Coordinator Leader Organization, UMU RUG Telephone number +256 (41) address [email protected] [email protected] Evaluation NPT/NFP - The case of Uganda Field visit report 57

58 Project Number: NPT/UGA/171 Country: Uganda Title Project: Strengthening ICT and institutional capacity of Uganda s Technical Colleges Grant Type & Dates: Bi-partite grant with Dutch partner 1 March February 2010 Project Partners Uganda: - Lira Technical College - Elgon Technical College - Bushenyi Technical College - Kichwamba Technical College. Budget: 1,999,990 Euro Project Partners in The Netherlands Consortium - Hanze University Groningen (lead) - Makerere University Kampala, Uganda - Kyambogo University, Uganda Description Project The aim of this project is to strengthen the institutional capacity of the 4 technical colleges in Uganda so as to enhance the quality of technically skilled manpower, notably through increased use of ICTs, thereby contributing to poverty eradication and development of Uganda. The project will address capacity building at the institutional level at the five technical colleges in Uganda, namely Lira Technical College, Elgon Technical College, Bushenyi Technical College, Kichwamba Technical College. Main activities of the project include institutional strengthening through development of new policies (aligned with national policies) and training programmes, strengthening of ICT capacity, and staff capacity building. The target group are the staff and students from the technical colleges. Objective (general aim of the project) To contribute to the improvement of the quality and efficiency of technical education in the BTVET subsector in Uganda through support to the 5 technical colleges of Bushenyi, Elgon, Kichwamba and Lira. Specific objectives of the project (intended effect) 1. To improve management and administration of the 5 technical colleges including the development of policy plans, business plans and ICT in management and administrative processes. 2. To enhance the quality of courses given at the 5 technical colleges and to increase their relevance for the private sector in Uganda. Contact Information Contact person Title Mr. Silver Mukwasiibwe, Principal Willem Benjaminse, Project superviosr Organization, UTC Bushenyi Hanze University Groningen Telephone number +256 (77) address [email protected] [email protected] 58 Evaluation NPT/NFP - The case of Uganda Field visit report

59 Project Number: NPT/UGA/172 Country: Uganda Title Project: Capacity building in the Floriculture sub sector in Uganda Grant Type & Dates: Bi-partite grant with Dutch partner 15 May May 2010 Project Partners Uganda: - Bukalasa Agricultural College (BAC) - Mountains of the Moon University (MMU) (a private HE institution) Budget: 1,500,000 Euro Project Partners in The Netherlands Consortium - PTC+ (lead) - Wageningen University and Research Centre (WUR) Description Project - Two commercial farms (Rosebud Farms & Fiduga) The overall objective of the NPT project is to strengthen capacity for training in the floriculture sector so as to enhance productivity and quality of cut flowers and cuttings and hence contribute to the development of the Ugandan economy. This is to be achieved through capacity building, development of a new and practical curriculum, strengthening of capacity to provide practical training and conduct research in three targeted institutions: Bukalasa Agricultural College (BAC), Mountains of the Moon University (MMU) and Rosebud Farms. The target group are the staff in the training institutions undertaking floriculture training in Uganda and the staff including supervisors and management on the flower farms. Overall objective (general aim of the project) To strengthen capacity for training in the floriculture sector so as to enhance productivity and quality of cut flowers and cuttings and hence contribute to the development of the Ugandan economy. Specific objectives of the project (intended effect) 1. To enhance the capacity of the identified institutions to provide high quality education and training programmes required by the floriculture sector in Uganda 2. To design and implement education and training curricula on floriculture, including course and training material, at the identified institutions 3. To strengthen linkages between the identified institutions and the private sector Contact Information Contact person Title Mr. Ntirushize, Principal Ben van den Brink, Project supervisor Organization, BAC PTC+ Telephone number +256 (77) address [email protected] [email protected] Evaluation NPT/NFP - The case of Uganda Field visit report 59

60 Annex 2 Terms of Reference field visit Uganda Terms of Reference for the field visit to Uganda as part of the evaluation of the international education programmes NPT and NFP managed by Nuffic on behalf of the Netherlands Minister for Development Cooperation Ruud van der Aa, 21 September 2006 Note: Three different field visits are being carried out in the framework of the above evaluation. The other two countries to be visited are Tanzania and Uganda. All three visits are undertaken by different members of the evaluation team. To retain consistency among the different parts of the team effort, the Terms of Reference specified below are largely based on those developed by John Zevenbergen for his field visit to Tanzania. Annex 1 below specifies the desired contacts to be included in the programme for Uganda. Background of the evaluation Dutch international education policy as implemented within the development cooperation framework 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. Nuffic has been contractually engaged to run both programmes. The Cultural Cooperation, Education and Research Department (DCO) of the Netherlands Ministry of Foreign Affairs has given ECORYS (the former Netherlands Economic Institute, NEI) the assignment to evaluate the international education programmes. The evaluation should be completed before the end of In 2007, the Government of the Netherlands 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 DCO 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. 60 Evaluation NPT/NFP - The case of Uganda Field visit report

61 Description of the programmes The NPT aims at sustainably strengthening 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. The NFP consists 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 Dutch bilateral cooperation target areas. 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). Approach of the evaluation For this evaluation information will be gathered at the offices of Nuffic and at the Netherlands embassies in the countries where the NPT and NFP programmes are running. Digital surveys will be conducted amongst the Netherlands embassies and the education institutes in developing countries that implement the NPT or NFP programmes. In addition, field visits are included in the evaluation. The supervisory committee has selected the following three countries for the field studies: Tanzania, Uganda and Vietnam. Evaluation NPT/NFP - The case of Uganda Field visit report 61

62 Field visit Uganda The field visit to Uganda has been planned from 2 October (arrival 1 October:.) until 13 October 2006 (departure ). The consultant for the field study on Uganda, Ruud van der Aa, will have meetings with the Royal Netherlands Embassy (RNE), the national Government of Uganda, and the education institutes that participate in the NPT and NFP. In particular, the consultant would like to meet persons that are involved in the NPT projects and/or connected with capacity building initiatives via the NFP that are mentioned in Annex 1 of this ToR. The RNE has been requested to give logistical support to plan the meetings. At the end of the mission (on 13 October), the consultant would like to organise a workshop for representatives of the RNE, the Government of Uganda, and the education institutes to present the preliminary findings and provide an opportunity for the stakeholders to give feedback. If this workshop might not be feasible, then it could be decided to organize feed back on the preliminary findings in another way (e.g. via e- mail). 62 Evaluation NPT/NFP - The case of Uganda Field visit report

63 Annex : Persons to meet in Uganda Presence in Kampala: Sunday 1 October to Saturday 14 October. Please note that to interview institutes that are involved in NFP multi-year agreements a journey might have to be considered to the institutes in the North. ROYAL NETHERLANDS EMBASSY UGNDA Embassy official in charge of NPT :??? Embassy official in charge of NFP:??? - Other relevant Embassy officials at the discretion of the Embassy, such as: Ambassador Head of Development Cooperation Those connected specifically with the implementation in Uganda of the NPT Those connected specifically with the implementation in Uganda of the NFP Those, like sector specialists and officers with specialized assignments, whose responsibilities intersect with areas of concern targeted via NFP and NPT interventions in Uganda, e.g. health, gender, the development of entrepreneurship, and post-secondary education. CONTACTS AT UGANDA GOVERNMENT LEVEL Note: The different persons mentioned under this heading have already been (or will shortly be) made aware of my visit by, but no specific appointments have been made. i. Ministry of Education Eng. Henry F. Okinyal Commissioner for Business, Technical, Vocattional Education & Training (BTVET) Tel: Mobile: ii. Ministry of Justice& Constitutional Affairs Ms. Evelyn B. Edroma Senior Technical Advisor Justice Law &Order Sector Tel: Mobile: [email protected] iii. PPDA (Procurement) Nigel Shipman Technical Advisor Public Procurement and Disposal of Public Assets Authority Tel: Mobile: [email protected] iv. Ministry of Local Government Mr. Patrick Okello Senior Personnel Officer Ministry of Local Government Capacity building Unit)Commissioner Local Councils Development Tel: Evaluation NPT/NFP - The case of Uganda Field visit report 63

64 NPT PROJECT LEVEL CONTACTS Note: Of the projects mentioned under this heading, NPT/UGA 032, NPT/UGA 082, NPT/UGA 085, NPT/UGA 113, NPT/UGA 040 will be given priority in my investigation. These projects are selected based on volume of budget and (diversity in) sector. Two other NPT-projects are conditionally selected (NPT-UGA-033, NPT-UGA- 115), just in case persons of the fore-mentioned NPT projects might not be available. Education sector: * NPT/UGA 032: Building a sustainable ICT training capacity in the public universities in Uganda Dr. Venansius Barya Baryamureeba, Project supervisor Dean Faculty of CIT, Makerere University Tel: Mobile: [email protected] * NPT/UGA 082: Developing faculty capacity to improve the quality and relevance of education of health professionals in Uganda. Prof. Dr. Sewankambu, project supervisor Dean Faculty of Medicine, Makerere Univ. Tel: (256-41) / [email protected] Dr. Stephen C. Kijambu, project coordinator Faculty of Medicine, Makerere University Tel: +256 (41) [email protected] Local government sector: * NPT/UGA 085: Strengthening environmental management in Uganda (water sanitation and waste disposal). Beatrice Adimola, project coordinator National Environment Management Authority (NEMA) Tel: /5/8 of /9 Mobile:+256 (0) [email protected] Justice, law and order sector: * NPT/UGA 113: Strengthening capacity of prisons and police training institutions. Theo van Mannen, Long Term Expert Uganda Prisons School Kampala [email protected] 64 Evaluation NPT/NFP - The case of Uganda Field visit report

65 Procurement * NPT/UGA 040: Support for institutional capacity development in public and private procurement management Prof. Luthalo Bosa, Vice Chancellor Kyambogo University For this project I would also like to interview Astrid ter Wiel, project coördinator MSM in Uganda, Kyambogo University [email protected] (if available during my stay in Uganda0) Additional selection of NPT projects If, for some reason, the above mentioned persons might not be available for interviews during the mission, then also persons of the following projects could be approached. NPT-UGA-033: Capacity Enhancement of the National Council for Higher Education in Uganda Dr Kazosi, Executive Director National Council for Higher Education (NCHE) [email protected] NPT-UGA-115: Capacity Building in Community Mobilization for Socio-Economic Development - Nsamizi Training Institute for Social Development Uganda (NTISD) Anthonie Emiru, project supervisor Principal Nsamizi Training Institute for Social Development Uganda (NTISD) Tel: Mobile: [email protected] NFP RELATED CONTACTS Note: At the moment that the ToR for the mission to Uganda has been prepared contact information for these local governments was not available (due to temporary absence of the NFP programme manager at Nuffic). The consultant of ECORYS would appreciate it if the Netherlands Embassy could give support in supplying contact information for the MYA s. Multi Year Agreements (MYA) According to information of Nuffic 3 MYA haven been concluded with local governments in the north. Perhaps it is possible to visit two of these local governments (e.g. Soroti and Lira) for instance during the second week of my stay in Uganda. Advice of RNE on the possibilities of this would be appreciated. Tailor-made training During the interviews at the institutes involved in the NPT programme and during a visit to the northern MYA districts also the NFP tailor made training courses, NFP short courses and NFP refresher courses will be subject of study. Evaluation NPT/NFP - The case of Uganda Field visit report 65

66 NPT CONSULTANTS IN UGANDA Additional to the above mentioned I would like to talk to the following local consultants who have been involved in the demand articulation and production of NPT project outlines: Ms. Allen S. Asiimwe Director International Human Rights Network/ East Africa Tel: of [email protected] Mrs. Maria Kangere Local Consultant P.O Box , Kampala NFP CONSULTANT IN UGANDA As regards the NFP programme I would like to talk to: Consultant: Leo van Dijk 66 Evaluation NPT/NFP - The case of Uganda Field visit report

67 Annex 3 Persons interviewed during field visit 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). Evaluation NPT/NFP - The case of Uganda Field visit report 67

68 Annex 4 List of used documents 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, Evaluation NPT/NFP - The case of Uganda Field visit report

69 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 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 - The case of Uganda Field visit report 69