astu 5 year strategic plan final

ASTU’S Five-Year Strategic Plan (2011/12-2015/16)

September

2011

Adama Science and Technology University (ASTU) is an Ethiopian higher education institution bestowed with the responsibility of promoting better academia, research and community outreach services. So far, this young university has been engaged in serving national needs to the best of its capabilities; however, it is believed that there are still more issues worth consideration: overcoming weaknesses and avoiding potential threats by reinforcing strengths and taking advantage of opportunities. With this in mind, it has been deemed necessary to look back to the past and prepare this five-year strategic plan (2011/12-2015/16) that makes ASTU an even better institution contributing to the realization of the Growth and Transformation Plan (GTP).

Strategic Plan of ASTU (2011/12-2015/16)

Contents

Preamble ......................................................................................................................................................... 6

1. Background of Adama Science and Technology University .................................................................. 8

2. Mandate of ASTU ........................................................................................................................................ 9

2.1. Legislative Mandate .............................................................................................................................. 9

2.3. Policy Mandate ................................................................................................................................... 10

3.1. Vision ................................................................................................................................................... 11

3.2. Mission ................................................................................................................................................ 11

3.3. Values .................................................................................................................................................. 11

4. Analyses of Stakeholder and Collaborators .............................................................................................. 12

4.1 Stakeholder Analysis ............................................................................................................................ 13

4.2 Collaborators Analysis .......................................................................................................................... 26

5. Situational (SWOT) Analysis ...................................................................................................................... 29

5.1 Internal Situational Analysis (SW) ........................................................................................................ 29

5.2 External Situation Analysis (OT) ........................................................................................................... 43

6. Critical/Strategic Issues and Goals of ASTU ............................................................................................... 46

Critical/Strategic Issues .............................................................................................................................. 46

7. Goals and Objectives of ASTU ................................................................................................................... 47

8. Strategic Issues and Strategic Solutions ..................................................................................................... 50

9. Five Year Strategic Action/Implementation Plan .................................................................................... 60

10. Human Resources Required for Implementing the Plan ........................................................................ 77

11. Existing and New Departments and Programs in the Coming Five Years [2011/12-2015/16] .................. 86

12. Existing and New undergraduate and graduate intake number of students in the coming five years

[2011/12-2015/16] ............................................................................................................................................. 94

13. Financial Plan ........................................................................................................................................... 96

14. Monitoring and Evaluation .................................................................................................................... 102

15. Assumptions and Risks ......................................................................................................................... 103

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Executive Summary

For the last couple of years, Adama Science and Technology University (ASTU) did not have a Strategic

Plan. An attempt was made to officiate one (three years back), but did not materialize. Since then,

various documents have been prepared to serve as guidelines; however, not even one was

comprehensive enough to incorporate all elements. In July 2011, however, a steering team was delegated

to work on a new strategic plan. Following is a summary of major issues.

Vision, Mission and values

In rethinking of a new plan for ASTU, our vision may be conceptualized as follows:

ASTU envisions to become a first choice in Ethiopia and one of the

distinguished Universities dedicated to excellence in applied sciences and

technology

In line with the vision, this strategic document has put forth the institutional mission(s) of the university.

Accordingly,

The mission of ASTU is geared towards contributing to the economic

development of Ethiopia. To this end, ASTU is dedicated to:

Produce competent and ethical professionals in science and

technology through practice oriented, problem solving and quality

education, both in undergraduate and graduate studies, through

on-campus and off-campus programs.

Promote research through the engagement of staff, students and

partners, and disseminate findings to end-users through seminars,

publications and other appropriate means.

Provide community services in various areas, including consultancy

service and need based training for the betterment of the society.

Enhance links with national and international universities,

research institutions, industries and the private sector to address

quality of education, good governance, and crosscutting issues, such

as safe environment, gender and special needs students, and

HIV/AIDS.


And, for the attainment of its vision and mission, notwithstanding all legal requirements, the university

has dedicated itself to uphold/cherish ten core values. These include:

Good Governance

Gender Sensitivity

Diversity

Academic Freedom and Autonomy

Technology Transfer and

Realization

Student-Centeredness

Teamwork

Initiative

Excellence

Economic Use of Resources

Strategic Issues, Priorities and Goals

Before sorting strategic priorities, pertinent issues were revised. Analysis of stakeholders and collaborators

was deliberated upon, and an environmental (SWOT) analysis has been conducted. Based on findings of

the analyses, the following eight problems have been identified and corresponding goals have been set.

The essential issues that emerged from the SWOT analyses are presented as follows:

1. Lack of good leadership and management in running the university

2. Threatened state of quality of education

3. Lack of experience in developing academic programs

4. Less responsive, incompetent and traditional service delivery system incompatible with the ever-

growing needs of university community

5. Poor research culture, management and practice

6. Poor allotment and inefficient use of infrastructure/facilities

7. Lack of coordination and initiative to plan and diversify income generation options

8. Disregard to issues related to gender and the disadvantaged

9. Almost non-existent practice oriented education and university-industry linkage

In response to these problems, the steering team has set strategic priorities/goals. These strategic goals

comprise eight priorities with chain of corresponding objectives. And the nine goals are presented as

follows:

Ensure good governance Ensure quality education Launch diversified, demand-driven and well coordinated academic programs Advance systems of service delivery Develop research culture, management and practice


Improve physical infrastructure/facilities Improve income-generating activities Uphold gender sensitivity and a due consideration to the disadvantaged Design and implement practice oriented academic programs with due consideration to

university-Industry linkage (UIL)

This document also presents strategic options that are matching to objectives. Ansd in accordance to each of the options presented, the implementation plan sets forth activities, responsible body expected to execute the duties and the amount of money required.

Monitoring and evaluation of the strategic plan is mainly the responsibility of the management of Adama university .It is recommended that the planning unity shall be capacitated to monitor and evaluate the entire implementation of the plan.

This draft of the five –year strategic plan of the university will be further enriched through continuous and participatory discussions and feedback from concerned stake holders.


Preamble We are living in a dynamic world with a system that is getting ever demanding than one would have

thought years back. Everything continues to change, and the Ethiopian context is not an exception. Our

needs are growing and we have to work hard to alleviate existing problems and maintain our hard-

earned values, thereby promoting good image of our nation at global level where only the best and the

best only could survive.

The Ethiopian Government has always been charting possible strategies to overcome pressing issues so

that the nation could become one among the middle-income-earning nations. To this end, establishment

of new (and upgrading of the existing) tertiary institutions was deemed a prerequisite. As one of the

national universities entrusted in contributing by advancing academia, research and community service

programs, ASTU has often adjusted its approach.

The Need for the Strategic Plan

In 2008, ASTU, then called Adama University1, was nominated by the Ministry of Education to become

center of excellence in science and technology. In order for this goal to materialize, in 2008, a new

approach was called for— aligning the working-system of the university to the German paradigm. In the

three years’ time (2008-2011), the university showed marked progress in various areas. This is, however,

notwithstanding issues not well addressed that bred challenges.

In June-July, following an incident at the main campus, H.E. Ato Juneidi Sado, Minister of the Federal

Civil Service Commission and Chairperson of the Supervisory Board of ASTU, along with other high-level

officials from the Federal Government, held consecutive meetings with staff (both academic and

supportive) and students. In the plenary meetings, students and staff alike raised various issues, of which

some matters were of great concern to institutional sustainability.

Following this, a decision was made to closely check on missing elements that brought about the

challenges, and one of which (of course, among many others) came out to be absence of a Strategic

Plan. Although a strategic document was prepared in 2008, it was not put into practice; rather, The

Framework 2was the only binding document adopted and in use hitherto.

1 On May 23, 2011, under the Adama Science and Technology University Establishment, Council of Ministers

Regulation Number 34/2011, the name Adama University has been changed to Adama Science and Technology

University

2 The Framework refers to a comprehensive document ratified and in use when Prof. Dr. Herbert Eichele (2008-2011)

was the President of the University.


More importantly, however, a root-cause that necessitated for the designing of this Strategic Plan is the

need to be responsive to national demands. The Government of the Federal Democratic Republic of

Ethiopia has recently endorsed a five-year strategic plan, better known as Growth and Transformation

Plan (GTP), which puts forth priority areas such as transformation of the higher education system. To this

end, making ASTU compatible to the existing reality and contribute its fair share by planning a new

strategic document has been deemed necessary.


1. Background of Adama Science and Technology University

Adama Science and Technology University (ASTU) was first established in 1993 as Nazareth Technical College (NTC), offering degree and diploma level education in technology fields. Later, the institution was renamed as Nazareth College of technical Teacher Education (NCTTE), a self-explanatory label that describes what the institution used to train back then: candidates who would become technical teachers for TVET colleges/schools across the country.

In 2003, a new addition to NCTTE came about—introduction of business education. Nonetheless, the new entries were solely meant for similar purposes. Graduates of such streams were also meant to help overcome the existing dearth of educators in vocational institutions.

Although it is an institution with a history of only two decades, ASTU is also known for its dynamic past. It has always been responsive to the realization of national policies: training of technologists at its infant stage, and later shifting to training of technical trainers as well as business educators to fill the void in TVETs.

Following its inauguration in May 2006 as Adama University, the full-fledged university started opening other academic disciplines in other areas—an extension to its original mission. However, it was not until it was nominated by the Ministry of Education as Center of Excellence in Technology in 2008 that it opened various applied engineering and technology streams. For its realization, it became a university modeled after the German paradigm: it not only became the lone technical university in the nation, but also the only one led by a German professor.

Notwithstanding closure of some disciplines as per the new vision and mission, the ensuing three years saw flourishing of graduate programs, of which some (like a few in the undergraduate program) were exceptional to our university. In addition, the same period saw pioneering of the university in introducing PhD by Research and MA/MSC by Research programs.

Before 2008, the university was stratified into faculties and ASTU’s reach was limited to its only campus situated in Adama town. Now, faculties have given up to Schools, with departments as subunits with core competence areas merged within. The university has also extended its reach to Asella, where two of the total six schools are located. The faculties at the main campus include: School of Business, School of Engineering and Information Technologies, School of Humanities and Natural Sciences, and School of Pedagogy and Vocational Teacher Education. On the other hand, the two schools in Asella are the School of Agriculture and School of Health and Hospital.

In addition to its main concern (academics), ASTU is also host of research institutes and enterprises. In the main campus, apart from the Institute of Continuing and Distance Education (ICDE), there are two institutes: the Further Training Institute (better known as FTI) and Adama Institute of Sustainable Energy. The sister town where the two schools are located, Asella, is also host of the Artificial Insemination Institute and Asella model Agricultural Enterprise.

Following its renaming by the Council of Ministers as Adama science and Technology University in may 2011, the university has set up various committees to work on reengineering the work flow and/or the overall academia. Since then, this promising university has included the staff in the remaking of the university and the leadership is coordinating staff to work for the same goal. And, it is the hope and aspiration of all staff and students that the university shall once and for all be a pathfinder in science and applied sciences in the years to come.


2. Mandate of ASTU

The mandate of ASTU emanate from two core subjects: legal provisions and state policies. The

former pertains to proclamations and regulations that explicitly state key responsibilities of the

university. Clearly stated are, general provisions that apply to all state-owned universities and

specific regulation(s) that are pertinent to ASTU. In this regard, all responsibilities explicitly

stated in the legal documents have been taken as mandates bestowed upon ASTU.

The policy mandate of ASTU is derived from key responsibilities/aspirations stated in the Growth

and Transformation Plan (GTP) of the Federal Democratic Republic of Ethiopia. As a university

responsible for the country’s endeavors, ASTU has thus adopted all pertinent stipulations as its

policy mandate.

2.1. Legislative Mandate

As stipulated in the Higher Education Proclamation No. 650/2009; Federal Universities Council

of Ministers Regulation Number 210/2011; and Adama Science and Technology University

Establishment Council of Ministers Regulation Number 237/2011, herein under are the legislative

mandates of ASTU:

1. To establish, organize and determine the status, functions and responsibilities of

academic units and to close down any of them when deemed necessary.

2. To design and implement undergraduate, graduate and short-term training programs

to meet the needs of the country

3. To award academic certificates, diplomas, degrees and other academic awards

4. To publish and disseminate research works as well as hold discussion forums to deliberate

upon the results

5. To establish Senate with fair representation of all the responsible bodies of the university

6. To establish and run academic journals and newsletters

7. To upgrade the qualifications of its academic staff and continuously enhance their

professional competency

8. To give recognition and/or award to personalities of outstanding achievements or

constructive contributions


9. To contribute specially to the institutional capacity building of other public and non-

profit making private institutions, including the upgrading of the qualifications of their

academic staffs

10. To provide consultancy and outreach services to government, industries and comminutes

11. To organize modern library services and provide access to entitled users

12. To cooperate with the incumbent agency on education relevance and quality matters

13. To charge appropriate fees for its services when warranted

14. Generate internal income through provision of goods and services

15. To carry out such other activities that accord with its mission

2.3. Policy Mandate

ASTU accepts and works towards the realization of the Growth and Transformation Plan (GTP)

of the Federal Democratic Republic of Ethiopia and beyond. As enshrined in the GTP, the key

priorities of higher education are ensuring quality and relevance, and ASTU is not an exception.

As a University that values these components of growth and development, ASTU is responsible

to make both its undergraduate and graduate programs compatible with economic demands

of the country by giving a due emphasis on quantity, type and quality of its output. The

university shall also take the initiative of introducing and encouraging a system for technology-

transfer based research. The University is also committed to achieve all development goals set by

the government by supporting the community.

3. Vision, Mission and Values

Working on this Strategic Plan calls for rethinking of the university’s vision, mission, and values.

As a guiding document, it presents features that help define past and present trends and sets

forth future undertakings/aspirations. This Strategic Plan is a result of meticulous analysis of

strengths, aspirations, concerns, and values for the University. Hence, ASTU is committed to

pursuing initiatives that will propel it towards our vision for 2004/2016.

The following crucial elements of strategic planning—vision, mission and values— should be

conceptualized as follows:


3.1. Vision

ASTU envisions to become a first choice in Ethiopia and one of the distinguished

Universities dedicated to excellence in applied sciences and technology

3.2. Mission

The mission of ASTU is geared towards contributing to the economic development of Ethiopia.

To this end, ASTU is dedicated to:

Produce competent and ethical professionals in science and technology through practice

oriented, problem solving and quality education, both in undergraduate and graduate

studies, through on-campus and off-campus programs.

Promote research through the engagement of staff, students and partners, and

disseminate findings to end-users through seminars, publications and other appropriate

means.

Provide community services in various areas, including consultancy service and need

based training for the betterment of the society.

Enhance links with national and international universities, research institutions, industries

and the private sector to address quality of education, good governance, and

crosscutting issues, such as safe environment, gender and special needs students, and

HIV/AIDS.

3.3. Values ASTU is committed to being an ethical institution. In recognition of the rights and inherent

dignity of all members of its community, and the wider society at large, the university is

committed to supporting the following principles and to protecting those rights guaranteed by

the Constitution and all Ethiopian laws.

While following legal requirements, ASTU has committed itself to uphold the following core

values:

Good Governance: maintaining democratic, transparent, and accountable leadership

and management in a manner that does not compromise the interest of the university


Gender Sensitivity: striving to bring gender equity and equality, as well as taking

affirmative action in order to support females of the university

Diversity: promoting eclecticism of its staff and students, and encourages the expression,

consideration and evaluation of multiple ideas

Academic Freedom and Autonomy: defending intellectual ingenuousness and

institutional independence to ensure that its education and academic pursuits are not

subject to undue intervention

Technology Transfer and Realization: dedication for technology transfer that leads

to individual as well as national transformation

Student-Centeredness : committed to provide education that encourages students in

self learning and promote their involvement in all endeavors

Teamwork: developing team spirit among staff and students, while acknowledging

individual excellence at the same time, to ensure a participatory approach in all its

institutional endeavors

Initiative: encouraging and rewarding individual and group undertakings in creativity

and distinguished performance both from within and outside the University

Excellence: pursuit of distinction as the ruling standard in science and technology and

commitment to its realization

Acknowledging the local : appreciating and striving for the promotion of indigenous

knowledge

Economic Use of Resources: adherence to and implementation of the principle of

optimum use of resources

4. Analyses of Stakeholder and Collaborators

In preparing this Strategic Plan, a due consideration was given to parties with direct interest to

the University called stakeholders. In our case, the internal stakeholders have been identified as

students, academic staff, supportive staff and the board. On the other hand, external

stakeholders includes, but is not limited to, the following: alumni, employers, MoE, Ministry of

Finance and Economic Development (MoFED), other ministries, the City Administrations of

Adama and Asella, Oromia Regional State, and other regional bureaus and/or TVET

Commissions.


In the same token, other bodies that have teamed-up with ASTU are also shown below with the

area of collaboration and the benefit the university would get out of it. The generic category, in

this regard, has been reduced to six groups.

4.1 Stakeholder Analysis

Presentation and analysis of stakeholders’ expectations, their likely response if expectations are

not met, and expected institutional response to overcome possible failures is noted in this section.

To ensure clarity, the generic designations have been given to stakeholders, and for further ease

of understanding their immediate roles, two sets of categories have been made: stakeholders

have been treated as internal and external in two separate tables. The internal stakeholders,

which are categorically the primary four have been presented in the first table while external

stakeholders have been treated separately in the next table.

Each column addresses issues corresponding to presumed expectations, implying what is

anticipated, followed by possible reaction/impact if not well addressed, and backed by the level

of influence each has on the institution. Here, level of influence of stakeholders has been rated

from one (most influential or primary) up to level three (relatively less influential or tertiary).

Finally comes expected response of ASTU to avert shortlisted potential dangers.


S.No Stakeholder Expectation

Likely reaction and /or impact if expectations

are not met

Degree of

Importance ASTU’s response

4.1.1 Internal 1 Students Practice-oriented, quality

education

Responsiveness and

Transparency

Getting graduated

Interest-based placement

Quality services (cafeteria,

lounge, clinic, dormitory,

Registrar,/EEO, library,

PC pools, recreational

areas, and others)

Ethical and competent

instructors

Fair evaluation,

treatment and timely

feedback from instructors

Active participation in

Poor health condition

Increased complaints

Frustration, that would

possibly lead to violence

and skirmishes

Increased dropouts

Poor performance

Negative or spoiled

attitude towards ASTU

Incompetent graduates

1 Exercising good governance

Upgrading staff profile to

meet the minimum

requirement

Setting relevant criteria for

student placement

Launching diversified

academic programs

Enhancing professional ethics

of instructors

Improving student services

Strengthening counseling and

advisory services

Revising existing rules and

regulations and set new ones

when deemed necessary

Devising better monitoring


learning and research

Clean, green and

attractive campus

Conducive environment

for learning and living

Well-prepared teaching

and learning

facilities/materials

Access to ICT supported

education (e-learning,

and other means

available)

Friendly relationship with

university community

Full-fledged laboratories

and workshops

and evaluation system

Setting-up student forums and

clubs

Instituting grievance handling

and conflict resolution systems

Strengthening and supporting

the Students’ Council

Minimizing attrition rate

Equipping laboratories/

workshops with state of the

art technology

Preparing teaching

materials/textbooks and

making them accessible both

in hard and soft copies

Organizing various lounges/

cafeteria with different price

rates

2 Academic Staff

Further education and

continuous professional

development(CPD)

training

Unenthusiastic staff ,

thereby leading to

ethical problems

(irresponsiveness,

2 Increasing scholarships

opportunities

Providing in-country and

overseas CPD opportunities


Well-equipped teaching-

learning facilities

Availability of well-

equipped facilities (e.g.

office and office facilities)

Quality services (internet,

lounges, transportation)

Good governance

Promotion and other

benefits

Better salary

Conducive academic and

working environment, as

well as better academic

freedom

Full-fledged laboratories

and workshops

Active, competent and

ethical students

Availability of clear and

functional rules and

regulations

reluctance, and other

malpractices)

Deterioration of quality

of education

Complaints

Incompetence

Absence of sense of

belongingness to the

university

High turnover and

possible brain-drain

Exercising good governance

Building, furnishing and

equipping offices

Providing/improving the

quality and extent of facilities

and services

Organizing various lounges

with different price rates

Formulate better staff

development strategies

Strengthening grievance

handling systems

Convening staff forums

Updating rules and


when necessary

Developing clear, result-

oriented performance-

evaluation system

Establishing transparent

communication system

Ascertaining income


Active participation in

research

Clean, green and

attractive campus

Friendly relation with the

university community

Competitive environment

generation schemes for staff

where applicable

Supporting initiatives for the

formation of university level

clubs and associations

3 Supportive staff

Further education

Initial and continuous

training for non-

professionals

Continuous professional

development (CPD)

training where applicable

Availability of

facilities/resources Quality

services (better ICT and

internet service, lounges,

transportation)

Good governance

Better salary

Promotion and other

Staff turnover

Absenteeism

Unenthusiastic staff

(irresponsiveness,

reluctance, or lack of

commitment)

Conflict

Deterioration of

motivation

Engagement in corrupt

practices

Absence of ownership to

the university

Dereliction of duties

Ethical problems

3 Granting scholarship

opportunities

Providing initial training for

non-professionals and CPD

where applicable (both in-

country and overseas)


Building, furnishing and

equipping offices

Ensuring adequacy and

quality of facilities and services

Improving administrative and

inter-departmental work

interaction

Organizing various lounges


benefits

Conducive working

environment

Participatory decision-

making

Ethical staff and students

Availability of clear and

functional rules and

regulations

Participation in research

clean green and

attractive campus

Cordial relationship with

the university community

Clear and functional

structure and job

description

Competitive environment

Different benefits and

recognition

Appropriate and fair

performance-evaluation

with different price rates

Formulating better staff

development strategies

Strengthening grievance

handling mechanisms

Organizing staff forums

Revising existing rules and


when deemed necessary

Establishing/Improving

transparency of intra- and

inter-communication system

Ascertaining income

generation schemes for staff

where applicable

Supporting initiatives for the

formation of university level

clubs and associations

Developing clearly defined job

description

Coming-up with clear

performance indicators and


system result-oriented evaluation

system

4 ASTU

(Supervisory) Board

Quality education,

research and community

services

Competent graduates

Smooth teaching-learning

process

Optimal use of resources

Ethical staff and students

Staff and students who

are change-agents

Development of relevant

academic programs

Proper implementation of

government policy

(implementation of GTP)

Good governance

Universe Industry Linkage

Practice oriented teaching

and training

Takes appropriate

measure

(Building capacity of the

management and staff,

replacement of the

management, closure of

some disciplines,…)

Loses confidence

3 Closely monitoring and

evaluation of action plan(s).


Emulating best practices and

setting benchmarks

Involving stakeholders in

various activities

Aligning the University’s plan

with the GTP

Develops and implements

demand-driven curricula


S.No Stakeholder Expectation

Likely reaction and /or impact if expectations

are not met

Degree of

Importance ASTU’s response

4.1.2 External

5 Alumni An institution that is center

of excellence in science and

technology

Inauguration of well staffed

and facilitated graduate

programs

Existing graduate programs

meeting the minimum

requirements

Laboratories/workshops

equipped with state-of-

the-art technologies

Strong networking among

themselves and with the

university

Linkage to potential

employers

Practice-oriented

Develop negative attitude

(distorted image) towards

the university

Increased negative self-

esteem

Poor connectivity among

themselves and with the

University

Look up to other

institutions for further

education

Reduced employment

opportunity

3 Equipping workshops and

laboratories with state-of-the-art

technology

Promoting profile of academic staff

Collecting feedbacks from alumni

in designing and updating

curriculum

Promoting the University’s profile

recurrently

Setting up alumni liaison office

Organizing workshops, short term

trainings, symposiums that address

needs of alumni


education

Access to online/digital

library

Responsive leadership and

management

Competent and well

mannered staff

6 Employers Competent, skillful and

efficient graduates with

work ethics

Curricula that have been

designed to address specific

needs of respective

organizations

Customized consultancy,

research work and short

term training services

Educational opportunity

for upgrading their staff

Linkage with the university

Mislay trust on the

university

Warding off graduates of

ASTU

Ruins potential

cooperation

Reluctance to

accommodate students as

interns (apprentices)

2 Undertaking need diagnosis

(tracer study/labor market

analysis) in preparing or

updating curricula

Providing quality education

Improving programs

Employing qualified staff

Upgrading staff profile through

provision of opportunities for

further education and continuous

professional development

trainings

Conducting need based trainings

and researches

Recurrently updating the public

about ongoing progress in the


University

Arranging forums on issues of

employers

7 MoE Identification,

establishment, and

running of academic

programs addressing

specific needs

Qualified and competent

graduates

Implementation of timely

university transformation

program

Ethical citizens serving the

cause of democratization

Need-based research

(and research findings)

Provision of adequate

and relevant community

services

Minimized student

attrition

Timely report

Arrange further

education and training

programs

Change of

management

Possible closure of

programs, and shifting

them to other

institutions or closing

Reduced goodwill,

thereby calling for

reduced budget

Reduced student

placement

Expulsion of

underperforming staff

Job insecurity for staff

1 Carrying out efficient training

Periodic review of curricula

Developing research culture

Establishing effective

monitoring and evaluation

system


Facilitating regular capacity

building programs to staff


Good governance

Improved income

generation

8 Ministry of Finance and Economic Development (MoFED)

Justifiable budget

planning and requisition

Appropriate use of

allocated budget

Timely report

Adherence to prescribed

rules and regulations

Strong system of internal

control and auditing

Delayed budget

Budget reduction and

cancellation

Falling short of

cooperation

Legal measures

1 Establishing transparency and

accountability in financial

management, as well as

regular updating of the system

in place

Good budget planning

Utilizing budget properly

Timely reporting

Creating awareness among

staff

Capacitating staff

9 Other Ministries

Qualified/skilled graduates

Graduates who have more

of entrepreneurial qualities

than mere job-seeking

tendencies

Graduates who are well

aware of the existing policy

and ground reality of the

country

Reliance on other

institutions

Lowered credibility and

recognition to the

university

Loss of links and support

Denial of cooperation, funds,

consultancy and training

3 Reviewing the curricula

Providing practice-oriented

education

Providing community-based

education

Encouraging innovation and

engagement in applied research

employing experienced and

innovative staff


services Identifying prevailing national

problems and challenges

Organizing scientific forums to allow

for participation of stakeholders

10 The City Administrations of Adama and Asella

Consultancy and training

services

Peaceful educational

environment

Disciplined students and

staff

Community services

(outreach programs)

Need-based research

Knowledge and technology

transfer

Contribution (jointly

endeavor) for the

betterment of political,

economic, social and

environmental issues

Negative attitude towards

the university (lack of

trust)

Failure to secure long-

standing cooperation

Permanent loss of alliance

2 Creating smooth relationship by

giving due attention to demands

Mainstreaming joint work with

the city administrations

Supporting in research, trainings

and consultancy when needs arise

Promoting ongoing activities

undertaken by the university

Organizing joint discussion forum

Joining hands in creating

awareness about the law and in

the implementation of code of

conduct

11 Oromia Regional State

Tailor-made training

programs

Community services

Deterioration of

existing good terms

Vetoing further

3 Convening local communities and

regional administrative bodies to

assess their needs and establish


(outreach programs)

Promotion of culture,

values and diversity

Research that

supplement regional

endeavors

Support in the promotion

of good image

Cooperate in different

activities

endeavors of the

university

Calling for change of

management

Failure to secure

credibility and/or

recognition

good terms

Supplementing regional

endeavors

Respecting and helping in the

promotion of the regional culture

and values

12 Regional

bureaus

and/or

TVET

Commissio

ns

Competent graduates

(e.g. befitting teachers)

Further training and

upgrading scheme for

TVET staff

Joint endeavors

(research, knowledge and

technology

interchange,…)

Fend off graduates of

ASTU

Looking for other

alternatives

Diminished

value/credibility to the

institution

3 Providing quality education

Reviving cooperation by

diagnosing their needs and

supporting their cause

Allowing for their participation

in reviewing and/or designing

of curricula


4.2 Collaborators Analysis The university has signed various memorandums of understanding (MoU) in order to pave way for a win-win situation. According to

data obtained from official sources, agreements have been signed with different organizations and more are underway.

In an endeavor to assess present links, screening of current institutes and checking on potential/present area of collaboration and

aspired/coveted advantage is deemed necessary. Herein under are broad categories showing generic names followed by area of

collaboration and relative advantage sought after. There is one exception though, the Ministry of Science and Technology, which might

also be considered in the stakeholder analysis, but treated separately here for being the first governmental signatory both as a

stakeholder and willing to cut a new deal as a collaborator as well.

S/N Institutes Area of collaboration Relative advantage

1 International and local higher learning

institutes (both governmental and

privately owned)

Upgrading Staff Profile

Joint Research

Exchange of resources

Experience sharing

Curriculum revision

Joint appointment of staff

Technology exchange

Funding

Student exchange program

Good governance

Resource mobilization

Experience sharing

Cost effectiveness

Improved efficiency

Information exchange

Promote cooperation

Mutual benefit


2 Ministry of Science and Technology Research fund

Accreditation

Facility

Joint undertakings

Advisory service and

consultancy

Award of patent right

Get resource

Encourage innovation

3 Research Institutes (both national and

international)

Joint Research

Training

Resource

Fund

Teaching

Access to resource

Experience sharing

Recognition

4 National & International

Developmental Organizations

Capacity Building (training)

Fund

Assisting on Development

Activities

Human, Material & Financial

Support

Resource Sharing

Experience Sharing

Physical expansion & material fulfillment

Secure Resource

Technology Transfer

5 Industries & Enterprises (both governmental and privately owned)

Apprenticeship

Research

Resource

Job opportunity/internship

Exchange experience

Promote cooperation


Joint Teaching-Learning

Technology Exchange

Knowledge transfer

Mutualism

6 Governmental Bureaus (Federal & Regional)

Community Service

Resource

Capacity building

Man power

Professional Support

Information dissemination

Apprenticeship /internship

programs

Job-opportunity/internship

Exchange of experience

Knowledge transfer

Improves relationships

Working for the same goal

Promotion of collaboration


5. Situational (SWOT) Analysis

Environmental analysis refers to the assessment of strengths, weaknesses, opportunities and threats that strongly influence institutional

sustainability. To this end, conducting environmental analysis prior to setting a strategic plan is imperative. In doing so, it is expected

that strengths of ASTU shall match or fit existing opportunities, while, at the same time, overcoming potential dangers. Likewise, it is

presumed that opportunities would help minimize drawbacks and avoid threats. To allow for strategic thinking and acting, all four

variables are meticulously investigated and presented below.

5.1 Internal Situational Analysis (SW) Notwithstanding the contribution of individual excellence or failings, strengths and fault lines that are listed below are attributed to the

functioning of the institution itself. In the following table, issued have been categorized into nine themes based on their relationship to

one another. While appreciating the maintenance of common values shared by all universities across the nation, the strength part is

limited to revealing distinctive features that make ASTU stand out. As there should be no room left to cuddle faultiness, whether they

are common to any other, all notable weak spots have been listed in detail.

Themes Strengths Weaknesses

Academic Affairs

Having exam and studies committee at

school and/or some department level

Formation of curriculum committees at

departmental level

Continuous and practical skill-oriented

evaluation system in laboratories,

workshops and fieldwork engagements

Integration of courses and evaluation of

Inconsistent grading practice

Ineffective exam and studies committee at some schools and

departments

Lack of exam standardization

Undue and haphazard intervention of top-level management

and students in revising curricula

Failure to involve capable personnel (both from within and

outside the university) in curriculum design


students via eLearning

Dynamism of curricula across some

departments

PhD by Research program—one of a

kind in Ethiopia

Undergraduate and postgraduate

programs that are unique to ASTU

Involvement of adjunct professors and

Technicians (Fahrlehrer )

Proactive ELIC offering language

training for staff and students

The move towards the European Credit

Transfer and Accumulation System

(ECTS)

Relatively well equipped workshops

and laboratories

Well Equipped multimedia language

laboratory

Lack of coordination among schools/departments when designing

new curricula

Weak and disorganized Graduate programs

Limited number of undergraduate and graduate programs

Primacy of theory over practice (limited effort to ensure student-

centered approach)

Failure to cover the whole portion due to improper time-

management and poor monitoring

Teachers are not maintaining class schedules

Failure to offer regular consultation for students

Inferior coordination among some instructors offering the same

course

Political incitement by some instructors

Frequent change of curricula

Lack of labor market analysis in curriculum design

Not considering staff profile in the setting-up of some programs

Lack of readiness to move towards modular approach

Evaluation of students’ competence by generalists

Relatively large class size in some cases

Lack of induction program for the new comers

Weak tutorial programs for students who need special support


Poor (impersonal) instructor-student relationship

Negligence and poor control of invigilators during examination

Not adhering to exam schedule and failure to take timely

measures

Weak interest in teaching and taking initiatives

Leakage/disclosure of exams

Disregarding staff overload

Lack of skilled laboratory technicians

Shortage of academic staff in some disciplines

Research Presence of a journal with

International Standard Serial Number

(ISSN)

Accessibility of research guideline of the

university on the university’s web page

Scheduled bi-annual research

seminars/symposiums

Lack of research action plan

Research topics that are not sensitive to the existing environment

Lack of guidance and leadership from the incumbent office

Poor practice of research

Overloaded staff

Absence of coordinator at school/departmental level:

centralization

Inadequacy in allocation and utilization of budget

Poor in publicizing research calls/reviews

Frequent change of KTI officers

Relatively less experienced staff with low orientation/

responsiveness


Absence of immediate response to research proposals

Discouraging bureaucratic processes in releasing fund for

approved proposals

Lack of clear criteria for prioritization of research areas

A single journal to entertain different topical issues

Poor coordination and management of research activities

Inferior staff motivation

Doubting the integrity of researchers (or their budget request)

Poor research facility

Unable to provide training on research methods to staff

Absence of integration of research results among schools

Less turnout of participants in research review

Deprived of subscription and/or access to reputed journals

Poor documentation of previous research sponsored by ASTU

Failure to motivate students take part in research activities

(i.e. besides their senior projects, thesis and dissertation)

Weak commitment of staff to engage in research activities

despite possible adversity

No visible initiative to organizing the research office to

institutional level

Not considering time-extension to research requiring more than


one-year time

Nonexistence of reward for outstanding researchers

Lack of team approach in conducting research

Poor linkage and joint research undertakings with other research

institutes

Sidelining/ not prioritizing of research by the top management

Falling short of collaboration with funding organizations

Community Service Frequently updated website and

publication of regular periodicals

(newsletter and a bi-annual

magazine) to communicate with the

wider society

Offering scholarship opportunities to

the needy

Continuing and Distance Education:

setting up of satellite campuses,…

Asella Model Agriculture Enterprise

(AMAE) and Artificial Insemination:

training of farmers

Allowing free access to wireless

Internet service to the surrounding

population

Absence of a central organ to facilitate/coordinate community

outreach programs

Not assessing needs and measuring satisfaction of the community

Few MoUs have materialized so far

Failure to reach the surrounding people via distance education


Signing of various Memorandum of

Understanding

Offers training, consultancy and

maintenance services upon request

Human Resources Young staff

Commitment of staff

PhD and MSc by research

Good will to support and sponsor staff

securing further education by

themselves

Free educational opportunity in the

evening program

Provision of pedagogic and language

skills improvement trainings

Shortage of skilled and experienced staff with the required

academic profile

Less commitment (of some)

Unwillingness of most staff to take-up additional duties

Absence of team spirit and diminishing sense of belongingness

Lack of professional ethics

Low proficiency of staff in the language of instruction, i.e., English

Absence of capacity building plan

Poor staff upgrading criteria

No collaboration with other institutes

Less demonstrated effort to win scholarship opportunities for staff

Less initiative to upgrade staff by its own graduate program

Not encouraging competency

High turnover

Predominantly male academic staff, i.e., in terms of number

Governance and Management

Start-up of decentralization

Good relationship with students

Diminishing sense of belongingness, responsibility, and

accountability


Commitment to expand and support

ICT

Demonstrated effort in modernizing

library and registrar services

The move for internationalization

Launching PhD and M.Sc./ MA by

research programs— a system that is

the first of its kind in Ethiopia

Good will to support and sponsor staff

securing further education by

themselves

Offering students with job-

opportunities

Flexibility to entertain previously

unplanned issues when justified

necessary

Outsourcing of payment of salary

Lack of visionary leadership

Failure to retain staff

Poor implementation of appraisal results

Failure to prepare clear job description for all

Lack of proactive administrative measures

Unable to provide incentives as deemed necessary

Lack of clear organizational structure

Resistance to incorporate and/or mainstream ICT supported

service

Absence of planning and programming office

Non-responsiveness to reports and dereliction of duties

Nepotism and partiality

Poor promotion strategy that is subject to manipulation

Manipulated employment criteria

Not convening regular plenary meetings (discussion forums)

Non-participatory decision making in the assignment of

management

Mob mentality that resulted in less teamwork spirit

Disagreement among members of the top-level management

themselves

Unsettling management and management structure


Inadequate and subjective performance evaluation criteria

Misappropriation (poor allocation) and poor monitoring of

resources/properties

Animosity Of staff to each other ( especially between academic

and support staff)

Not communicating rules and regulations to the university

community

Unplanned visits to other institutions

Failing to report and materialize, as well as practice, shared

experience

Red-tape and undue intervention

Wastage of time on unplanned jobs

Financial Resources Deployment of IBEX software

Decentralized cost centers

Payment of salary on time

Failure to empower cost centers in the administration of budget

Inconsistency of formats/templates budget planning and

purchasing

Failure to upgrade capacity of staff in utilizing modern

technologies

Lengthy work flow (business process)

Poor-quality and insufficient materials

Shortage of qualified and competent personnel

Redirecting budget to unplanned business (e.g., unplanned

purchase requests)


Disorganized financial system and poor networking with

respective cost centers

No clear line of authority

Respective cost centers are not informed about the budget

ceiling in preparation of their budget plan

Non-participatory, university-wide budget-planning

Lack of criteria-based budget distribution (not considering

activity plan)

Weak coordination among finance , program officers , income

generating unit, and human resource administration

No budget revision practice

Lack of modern finance and purchasing system

Lack of adherence to purchase policy

Procurement of materials without detail specifications

Procurement without checking store

weak inspection and evaluation team for endorsement of

purchased materials

Lack of due attention in establishing procurement committee

Poor control of resource consumption (requesting and

endorsement of materials beyond utilization)

Lack of awareness and consensus in setting specification of

materials that are bidden and procured centrally


Collecting item price (pro forma) repeatedly from limited

suppliers

Physical Facilities /Infrastructure

Expansion of cobblestone roads and

walkways

Expansion of ICT infrastructure

Tentative solutions to shortage of

offices

Good start-up in campus

beautification and gardening

Clustering of schools with their

respective departments in one location

Water recycling plant underway

High Capacity power generator

Construction of multipurpose buildings

underway

Startup of ICT enabled Lecture halls

Absence of laboratories and workshops that meet the required

demand and unequipped in some departments

Inadequate offices ,logistic and office facilities for staff

Poor water drainage system in the new building areas

Lack of access around student dormitories for Ambulances and

Fire brigade vehicles

Inadequate, Inefficient and abuse of transport services and

maintenance

Severe sanitation and maintenance problem (e.g. in cooking

areas, toilets and class rooms …)

Shortage of water supply, frequent outage and wastage

Poor and/or shortage of alternative lounges and recreational

facilities for staff and students’ alike

Poorly designed , constructed and furnished classrooms and

lecture halls

Not ICT enabled Classrooms

Poorly fenced and limited number of gates

Non-conducive infrastructure for impaired students

Lack of Auditorium/ multi-purpose halls/buildings

Inadequate library buildings


Lack of sport complex and fields

Some buildings are not to the standard

Lack of air conditioner in libraries, pc pools, laboratories and

workshops

Misuse of buildings for unintended purposes

Non –functioning newly built cafeterias

Absence of modern cooking and washing machines in students

cafeterias

Students Strong and empowered Student

Council

Opportunity and freedom to initiate

and take part in University affairs

Good culture of helping needy students

Poor commitment (Some students)

High tendency of cheating in examination

Lack of student interest for consultancy

Poor student-instructor relationship

Lack of adhering to exam schedule (unreasonably lobbing for

rescheduling)

Lack of respect of university and national laws

Less effort in finding supporting and funding organizations to

needy students(Student Council)

Unwise use or abuse of resources

Unethical practices by some students (alcoholism, drugs, theft,

breach of rules and regulations…)

Inclination of some students towards destructive political


orientation

Lack of initiative to report absenteeism of teachers

Systematic boycott of classes

Reluctant to their education (Study only during their exam time )

Creating disturbance and making noise around the classroom

environment

Bad interethnic as well as interreligious rapport

Shortage of out-door/ under-shade seating and study places

Service Delivery For the University

community

o Library

o ICT

o Dormitory

o Health

o Registrar

o Sport and

recreation

o Cafeteria

o Guidance and

counseling

o Recreational

Relatively fast Internet service at the

main campus

Digitized/automated library

management system (KOHA)

Availability of over 20,000 e-books

(Greenstone)

24/7 library, ICT and clinic services

Bank and postal service in the main

campus

Shortage of medical facilities/supplies

Poor service delivery in lounges, cafeterias and Clinic

Medical service that does not include staff

Absence of insurance coverage during field-works and

engagement in workshop

Lack of institutional policy on occupational safety

Weak and abusive security services

Failure to give semester grade report to students

Centralized and unorganized services

Labor intensive and poor service delivery of the EEO/Registrar

at the beginning and end of each semester

Standalone students databases: assignment of students to

dormitories, grade submission, grade reporting and scheduling…


facilities

Frequent allegations over lack of confidentiality and possible

fraudulent acts in registrar services

Irresponsiveness to students request by the security staff

Insufficient special consideration for the disadvantaged

Nepotism and ill-will

Lack of up-to-date books in some fields

Frequent downtime of the intranet and low bandwidth Internet

Insufficient and costly photocopy service to students

slow response to maintenance services

Shortage of separate corner/ room in the library for graduate

students and staff

limited library service to the outside community

Income Generation Evening Program

Distance Program

Summer Program

Short-term Training

Consultancy

Rental services

Production of

Materials

Consistent provision of evening

programs

Opening of satellite programs

Good Experience in running the

summer program

High potential and good start of

income generation in some areas

Disorganized income generating teams/units

Absence of clear management to oversee income generation

and related issues

Unable to use its potential, and engagement in limited areas

Lack of business plan/ cost-benefit analysis

Not allocating budget for individuals taking the initiative to

generate income for the University

Relegating income generation (considering it as a secondary

issue)


Projects Unnecessary payments and cost

Less promotion/advertisement activity

No distance program

Limited to government sponsored programs

Limited to in campus program

Less exploitation of rental income options

Limited experience in developing fund raising projects

Lack of creativity among schools

Less motivated academic staff due to lack of incentives

No community school


5.2 External Situation Analysis (OT) Noting strengths and weaknesses alone does not support a strategic plan become feasible: further insight into external factors contributes

to closing to perfection. External cases relate specifically to political, economic, social and technological (PEST), as well as environmental

factors, which neither one is entitled to alter nor capable of managing at will. In order to get clear picture of what opportunities ASTU

enjoys and learn about possible threats, notable attributes are analyzed and presented as follows.

Factors Opportunities Threats

Political Entitlement of the university a science and technology

university

Unlimited mandate to expand programs

High commitment of the government to produce skilled

human power in order to meet all developmental goals,

i.e., the GTP

Government’s support in practice-oriented education and

industry linkage

Higher education proclamation as an asset for academic

freedom and institutional autonomy

Autonomy to develop income generating schemes

Encouraging policies that support the disadvantaged

Possible change of rules and regulations or directives as

the need arises

Incompatibility of national needs and available

capacity of the University


Economical Government investment in higher education

Funds from donor agencies

Expansion and participation of the private sector and

other investments

Demand for skilled human power

High inflation rate (e.g. ever increasing price of food items)

Dishonest suppliers

Brain drain (an excuse for loss of skilled personnel)

Poverty and drought

Shortage of well qualified personnel as required

Budget from the government

Social Increased societal need for higher education, training, and

consultancy

Urbanization: the rapid growth of Adama/Asella and the

surrounding areas

High regard of the society towards the university

Endeavor of the government to promote diversity,

tolerance and peaceful coexistence

Expansion of secondary schools

Population explosion versus capacity of the university

HIV/AIDS

Disregard for choice of students in placement

Enrolment of ill prepared students to the university

Attitude of the society towards gender issues

Poor proficiency of students in the language of instruction,

i.e., English

Technological Unlimited access to valuable information

Attention of the government to ICT development

(inaugural of the Ministry of Communication and

Information Technology as a separate entity)

Emerging markets (e.g. IT)

Global networking

Access to new technology

High cost of technologies

Shortage of skilled human power

Unceasing and/or rapid advancement of technologies,

thereby creating a gap in keeping up with international

trends

Availability of substandard and low quality products

Globalization as an intimidation to the growth of indigenous


Employing ICT for teaching/learning and research knowledge

Environmental Proximity to the capital and a main route to the ports

Relatively conducive living environment

Proximity to different recreational areas

Being the heartland of the country/regional government

Being a center of conference-tourism

Geological unpredictability (possible instability)

Global warming

6. Critical/Strategic Issues and Goals of ASTU

Critical/Strategic Issues After careful consideration of significant strengths, weaknesses, opportunities, and threats,

elements that are missing at ASTU are identified, classified and subsumed into eight broad

categories. In short-listing, a case’s association to all the others has been well thought. The

comprehensive list includes:

I. Lack of good leadership and management in planning, development and mobilization

of resources

II. Limited effort to ensure quality of education

III. Limited and poorly coordinated academic programs

IV. Less responsive, incompetent and traditional service delivery system incompatible with

the ever-growing needs of stakeholders

V. Poor research culture, management and practice

VI. Inadequate, poor, improper allotment and inefficient use of infrastructure/facilities

VII. Lack of coordination and initiative to plan and diversify income generation options

VIII. Disregard to issues related to gender and the disadvantaged

IX. Almost non-existent practice oriented education and university-industry linkage


7. Goals and Objectives of ASTU

Based on the list of critical issues, and given the need to address all, the following goals/strategic

priorities and corresponding objectives are set. Here, it is presumed that attainment of one

objective will result a chain reaction that allows for achievement of respective goals. For the

betterment of academia and bolster contribution to national endeavors, ASTU plans to:

GOAL- 1: Create Competent and Democratic Leadership and Management

Objectives

1. Raise the capacity of university management to the satisfaction of the stakeholders

2. Increase coordination and communication among all units through integrated

information systems by the end of 2013

3. Develop a binding document that shows clear organizational structure, job description,

staff development plan, and monitoring and evaluation system upon approval of this

plan

4. Employ formal electoral procedures for the assignment of non-presidential positions as

per the university legislation as of 2011/12

5. Establish modern finance management system by the end of 2012

6. Implement efficient and effective use of budget across all unit

8. Establish accountable, transparent and efficient purchase processing system by the end

of 2012

9. Realize decentralization of power to schools and all cost centers as of 2011/12

10. Create sense of ownership, tolerance and mutual understanding among university

community at the end of the plan year

GOAL-2: Ensure Quality of Education

Objectives

1. Establish university-wide internal quality assurance system (internal quality audit) by

the end of the plan year

2. Increase staff profile: PhD from__5__% to __15___% ; M.Sc./MA from __44__% to _60_%

and decrease B.Sc./BA from ___50__% to ___25__% by 2015/16


3. Increase the number professors from ___1___to ___5____ upon culmination of the plan

year

4. Promote student-centered teaching-learning approach during the plan period

5. Strengthen pedagogic skills improvement and support center (PSISC) in 2011/12

6. Set class size to required standards depending on the nature of the courses

7. Strengthen university-industry linkage (internship program) to enhance competence of

graduates

8. Promote educational trips in the plan period

9. Strengthen interdisciplinary and interdepartmental coordination of instructors during

course offering

GOAL-3: Launch Diversified, Demand-Driven and Well Coordinated Academic Programs

Objectives

1. Diversify undergraduate and graduate programs

2. Strengthen coordination of academic programs

3. Diversify mechanisms of course delivery

4. Develop demand-driven curricula till 2012/13

GOAL-4: Advance systems of service delivery Objectives

1. Raise awareness of staff towards exercising good governance upon the approval of this

document

2. Commence customer-focused service delivery system upon approval of this document

3. Institute clear and transparent communication system among all service delivery units

till the end of the plan year

4. Build the capacity of staff during the plan period

5. Implement integrated information system across university services by the end of 2012/13

GOAL-5: Develop Research Culture, Management and Practice Objectives

1. Raise research quality

2. Enhance dissemination mechanisms of research findings

3. Strengthen the efficiency of research office


GOAL-6: Improve physical infrastructure/facilities

Objectives

1. Expand state-of-the-art physical infrastructure and facilities

2. Develop efficient/economic system of resource utilization as of 2011

GOAL-7: Improve income generating activities

Objectives

1. Establish clear and transparent management system to allow for income generation till

the end of 2011.

2. Raise income (internal revenue) from 20million to 100million Birr.

Goal-8: Uphold Gender Sensitivity and A Due Consideration to the Disadvantaged

Objectives

1. Increase the proportion of female academic staff recruits from 4 % to __15__ % by the

end of the planned period

2. Promote female participation in decision making

3. Reduce attrition rate of female students from 20% to 10% at the end of the plan year

4. Support the disabled students and those from disadvantaged areas

8. Strategic Issues and Strategic Solutions After careful consideration of the strategic issues, goals, and objectives come possible options. Following is a table presenting

strategic options corresponding to the eight issues.

Strategic Issues Strategic Solutions

On leadership and management

in planning, development and

mobilization of resources

Conduct plan-based , continuous capacity building training for administrators on modern

leadership and management

Provide further education as per the staff development plan

Evaluate the impact of short term trainings and experience sharing practices through

formal reports and presentations

Establish strong communication system that regularly promotes awareness creation and

common understanding

Promote teamwork sprit and tolerance among staff for the attainment of the

organizational goal

Establish clear organizational structure

Establish a functional plan and programming office

Formulate clear employment, promotion and transfer strategies as well as monitoring

and evaluation system

Improve result-oriented staff performance appraisal criteria

Strengthen anticorruption and ethics office to avoid nepotism, partiality and mob

mentality

Endorse and implement university legislation


Implement transparent, accountable and efficient financial management system

Put into place a financial management software

Recruit adequate, committed and well-trained/skilled finance personnel

Build the capacity of existing finance staff to fill existing skill gaps

Empower cost centers

Put in place financial rules and regulations

Implement clear budget distribution scheme

Develop clear and transparent communication and monitoring system in budget

utilization

Adhere to the Federal procurement rules and regulations

Recruit adequate, committed and well-trained/skilled purchase personnel

Build the capacity of the existing finance staff to fill the gaps

Involve technical personnel in the purchasing process

Set strong and ethical purchasing committee

Prepare annual purchase plan

Minimize pro forma purchasing

Empower schools and other cost centers

Promote accountability, transparency, participation and responsiveness in the working

environment

Recruit adequate, committed, ethical and trained/skilled administrative personnel

Allocate all necessary resources including vehicles


Build the capacity of school management and other cost center personnel

Conduct regular meeting for evaluating performance of each unit

Conduct periodic training on attitude change

Eliminate all forms of prejudice

Provide performance based incentive

Strengthen university-wide cultural center(s)

On quality of education Establish a full-fledged internal quality assurance system

Prepare guidelines for quality assurance

Adhere to the world-class quality standard

Establish quality assurance units at school level

Conduct semester-based monitoring and evaluation

Promote awareness of staff and students on internal quality assurance system

Develop time management scheme to ensure course coverage

Reduce attrition rate by ___10__%

Strengthen PhD and MSc/MA by research programs

Strengthen linkage with international and national Universities

Organize projects as means of training

Encourage individual efforts of pursuing scholarships as long as it goes in line with

institutional interest

Take advantage of government sponsored scholarship programs

Employ qualified staff


Strengthen its own graduate program

Encourage professorship efforts

Employ professors

Diversify research journals and improve the quality of existing ones

Support endeavors of academic staff in publishing references, textbooks, manuals and

academic articles

Encourage/Support staff to develop projects

Train staff on active learning-teaching methods and techniques and ensure

implementation through monitoring and evaluation

Let departments identify courses to be offered in small or large class size, approve

undertakings at school level, to be followed by Senate endorsement

Modify and furnish existing lecture halls and laboratories as per the set class size

Coordinate scheduling of school owned classrooms at school level and unoccupied ones

under the main registrar to maximize efficient utilization

Perform periodic monitoring and evaluation by concerned officials

Strengthen /Establish exam committee at department and school level

Provide training on measurement and evaluation

Set grading policy at university level

Improve classroom-class size ratio as well as class room arrangement

Provide all necessary learning materials

Work on attitude of teachers’ and students’ towards student-centered learning


Organize workshops and trainings on attitudes of staff and students on student-centered

learning

Increase eLearning courses from 30 to all

Increase e-books courses from 20000 to 50,000

Redesign the training system and structure

Develop modules that fit demands of each school

Train the trainers from each school

Place the training center under the academic vice president

Assign committed coordinator and trainers

Allocate adequate resources for the training center

Perform periodic monitoring and evaluation by the incumbent

Define the responsibility of the examination committee on the legislation and regularly

follow its issuance

Build additional classrooms befitting specific courses as deemed necessary

Establish and strengthen internship commission/office

Set clearly defined duties and responsibilities for the office

Strengthen university-industry linkage

Encourage students to attach themselves to industries

Set clearly defined internship task at departmental (major area) level

Develop a guiding/binding document

Conduct well-planned and relevant educational trips and allocate adequate resources


Establish monitoring and evaluation system to assess effects of educational visits

Develop a system to provide feedback to industries/ organizations

Strengthen coordination staff offering the same course to various groups (i.e., when more

than one instructor is involved)

Facilitate discussion forums at the beginning of each semester at school level

Establish ad hoc committee to address issues pertinent to the creation of smooth student-

instructor rapport

On coordination of academic

programs

Employ qualified staff and attain the minimum staff profile requirement to launch new

academic programs

Increase the number of undergraduate and graduate programs from __38__ to _74_ and

from __13__ to __52__ , respectively

Encourage schools to create new departments in accordance to existing realities

(sugarcane, geothermal, geology, wildlife, arid agriculture, highway, railway, hydrology,

Mecha-tronics, physiotherapy, Tannery , urban agriculture, hotel and tourism,

horticulture, urban planning)

Establish and empower an academic program office(APO)

Create communication system/link with schools

Form academic standing committees that work with APO

Emplace modern class and exam scheduling system

Open and expand distance, in-service and evening programs

Commence distance, in-service, evening programs through online , video conference


Institute and strengthen new satellite campuses

Launch cost effective on-site programs

Conduct proper need assessment

Revise curriculum when the need arises

Involve stakeholders and curriculum experts in curriculum design/revision

Adapt modular approach to all curricula

Encourage schools to create new departments as per the existing reality

On addressing stakeholders’ needs Emplace ethics and good governance office accountable to the president

Prepare and adapt checklist to assess staff awareness on good governance

Disseminate information through leaflets, posters, banners, brochures, website, info-screen

and any other means

Conduct training programs and experience sharing visit on good governance

Assess the extent and practice of good governance through listening forums, periodic

meeting and analysis of feedbacks at all levels

Foster capacity of existing staff and recruit qualified ones

Prepare a guideline that addresses customer-based service delivery

Evaluate existing service delivery system and redesign as per need-diagnosis

Customize an integrated university information system, alias ERP system

Develop university web portal to disseminate information to the university community

Strengthen notification of employment and promotion results to university community

Promote sense of ownership among all service delivery units


Post summary of services offered by the respective units at conspicuous places

Cluster units giving inter-related services

Provide short-term capacity building training

Offer further education opportunities for best performing staff

Enhance the campus network

Capacitate ICT staff and end users

Prioritize the implementation of ERP System in a phased/modular approach

On research Establish an independent research institute at university level and coordination offices at

school level

Assign competent human resource

Formulate research policy and strategy

Promote collaborative research with industries and other higher education institutions

Develop relevant and quality research program respective to national goals/priorities

Encourage research on learning-teaching process

Set university-wide research budget allocation criteria

Allocate adequate budget based on priority and relevance

Design strategy for optimal utilization of research budget

Build the capacity of staff on research methodology

Establish multi-disciplinary and inter-disciplinary centers of excellence in research

Integrate research activities across all schools

Increase the number of journals from _1_ to 5


Present research results to the community

Create a simple communication channel to the community

Publish research proceedings

On quality, allotment and usage

of infrastructure/facilities

Build well equipped and standardized physical infrastructure/facilities by considering the

disabled (classrooms, laboratories, offices, libraries, ICT utilities, dormitories, recreational

centers, in-campus roads, electricity, water supply, telecommunications, botanical

gardens, zoos and other amenities)

Improve existing infrastructure/ facilities through maintenance and replacement if

necessary

Strengthen resource inventory as per Federal (state) regulation

Improve efficiency of resource usage through periodic evaluation

Design and implement a management system for resource redistribution

Develop preventive and corrective maintenance schemes

On income generation Empower and widen the scope of the central income generation and coordination office

Establish strong linkage among all income generating units of the university

Convene regular plenary meetings with staff in order to communicate needs and

benefits of income generation

Identify economically feasible income generation means and design implementation,

monitoring and evaluation plan

Allocate budget properly and encourage individuals with income generation initiatives

Establish different business centers in strategic places within the confines of university


Grant incentives to individuals and/or units initiating novel and profitable income

generating scheme

Establish and expand ICDE outreach service centers supported by ICT facilities

Organize proposals/projects that win funds to the university

Conduct need-based training and consultancy services

On mainstreaming issues related

to gender and the disadvantaged

Conduct special and timely tutorial classes

Provide material support as deemed necessary

Give counseling service

Extend study period on request by reducing semester load

Strengthen training programs on assertiveness

Create awareness on gender sensitivity

Set up conducive infrastructure for the disabled

Allow representation of the gender office in the recruitment process

Employ affirmative action during staff recruitment

Strengthen the gender office

Empower female staff to take part in decision making/leadership

Implement equitable participation of females in higher management positions

Give relative advantage to female staff in career development, promotion and

Training


No Strategic Issue

Major activities Measurement Amount Responsible body

Time table

Resource required to implement

action Remar

k 11/12 12/13 13/14 14/15 15/16

1 Lack of good leadership and poor management in resource planning, development and mobilization

Create Competent and Democratic Leadership and Management

1)Conduct planned-based continuous capacity building training for administrative positions on modern leadership and management and evaluate the impact

Training Round 15 MB 6 6 3 500,000

Experience Sharing abroad for top management Trip 3 MB 2 1 750,000

Evaluation MB x x x x x 20,000

2)Formulate clear employment, promotion and transfer strategies and monitoring and evaluation system

9. Five Year Strategic Action/Implementation Plan


Formulate strategies Document 1 HR 1 20,000

Conduct monitoring and evaluation

number 5 MB 1 1 1 1 1 -

3)Build the capacity of the existing staff and recruit adequate, committed, ethical, trained and skilled personnel as deemed necessary

Training number 20 VPAD 7 7 6 1,000,000

Recruitment VPAD /HR X X X X X

4)Conduct regular meeting at all levels of management hierarchy for evaluating performance and provide incentives for best performers

Conduct quarterly meeting

Number 20 MB 4 4 4 4 4 200,000

Provide incentives for best performing units/individuals annually

MB X X X X X 600,000


5)Develop result-oriented staff performance appraisal system Number 1 VPAD X 10,000

6)Revise the organizational structure and establish clear and strong communication system to gear towards the achievement of the organizational goals (VPAD, Registrar, APO, Plan and program office etc) MB X 50,000

7)Finalize and Implement university legislation

MB/Senate X 25,000

8)Implement modern and efficient finance management system

VPAD/

F & A X X 200,000

9)Develop clear and transparent budget distribution and follow-up

Document 1 VPAD/F&

A X 20,000


scheme

10)Empower schools and other cost centers MB X 15,000

11)Prepare annual purchase plan and adhere to the government procurement rules and regulations

All cost centres/

VPAD/

X X X X X

12)Eliminate all forms of prejudice at all levels of the university

President/Ethics and

Good governance Office

X X X X X

13)Establish university wide culture centre

President/CLS X X 500,000

14)Strengthen and empower the Internal audit office President X -

15)Establish strong ethics and good governance office

President X -


2 Limited effort to ensure quality education

Ensure Quality of Education

1) Establish comprehensive internal quality assurance system AVP/Schools X 50,700

2) Create awareness on internal quality assurance system to all staff and students AVP/Schools X X X X X

3) Implement student-centered learning approach and ensure its realization through monitoring and evaluation

Schools/Department X X X X X

4) Improve course offering efficiency and uniformity by developing time management scheme and assigning course coordinators

Schools/Department X X X X X

5) Increase staff profile by strengthening its own graduate program (PhD and MSc/MA by research and course work), improving linkage with international and national universities, preparing projects as means of training, encouraging


individual efforts in getting scholarships in line with the university interest and taking advantage of government sponsored scholarships

PhD

Number 95 VPA/Schools 40 30 25

MA/MSc

― 477 VPA/Schools 200 177 100

6) Employ qualified staff

PhD

Number 111 VPA/Schools 34 24 17 18 18

MSc/MA/Specialists

― 178 VPA/Schools 45 38 34 30 31

7) Strengthen and increase E-learning courses

percent 100 PSISC/ICT 40 60 1,000,000

8) Strengthen the library with up-to-date learning materials such as Textbooks, References, books/e-books, journals/e-journals and discard outdated ones

Books number 256090 Library 51218 51218 51218 51218 51218

e-books ― 50000 Library 10000 10000 10000 10000 10000


Journals ― 50 Library 10 10 10 10 10

e-journals ― 80 Library 10 10 10 20 30

Periodicals Title 30 Library 6 6 6 6 6

9) Allocate school based adequate resources including classrooms and ensure proper utilization through well organized ICT-supported schedules

VPA/Schools/

ICT/Registrar X X X X X

10) Define class size for each course at the department level which can be approved by the school and later to be endorsed by the senate

Schools/ Department/Senate X

11) Modify and furnish the existing class rooms and laboratories as per the set class size 100,000,000

Lecture Halls Number VPAD/Schools All

Laboratories ― VPAD/Schools 1/5 1/5 1/5 1/5 1/5

Class rooms ― VPAD/Schools 1/5 1/5 1/5 1/5 1/5


12) Place PSISC under the academic vice president and Strengthen through developing portfolio that fits the demand of each school, training the trainers from each school and employing periodic monitoring and evaluation of its impact

Place PSISC under the academic vice president office

President

office X

Develop portfolio

number 6 PSISC/Schools 6 49,500

Training the trainers from each school

― 60 PSISC/Schools 12 12 12 12 12 180,120

Training the new staff

― PSISC/Schools X X X X X

Monitoring and evaluation

VPA X X X X X

13) Strengthen examination committee by defining its duties and responsibility at school and department level VPA/Schools X

14) Establish and strengthen internship commission office at school

VPA/Schools X


level by developing clearly defined guiding document

15) Improve university-industry linkage program through attitude change of staff, students and industries

VPC/Internship commissioners X X X X X 210,235

3 Limited and poorly coordinated academic programs

Launch Diversified, Demand-Driven and Well Coordinated Academic Programs

1) 1) Increase the number of

undergraduate and graduate programs from 26 to 38 and from 13 to 52 respectively

2)Employ qualified staff

and have minimum/required/ staff profile to launch new academic programs

PhD Number

Ethiopia ― 34 24 17 18 18

Expatriate ― 15 19 8 7 6

MA/MSc ― 6 4 2 5 6


Lab/Technical Assistant 35 36 30 28 31

3)Increase the number and status of the existing schools from 6 to 8_

President/ Senate X

College of Agriculture

College of Business and Economics

College of Engineering and Technology

College of Natural Sciences

College of Social Sciences and Law

College of Education

College of Health Sciences and Hospital

School of Graduate Studies

4)Establish and equip academic program office and form all standing committee President/VPA X

5)Strengthen communication/collaboration among schools VPA/APO/ X X X X X

6)Launch ICT-supported class and exam scheduling system

Schools/Registrar/ICT X 20,500


7)Open and expand ICT-supported (i.e. online, video conference) distance, in-service, evening, on-site programs and satellite campuses based on need assessment ICDE/ICT X X X 5,400,500

8)Develop and revise curriculum when the need arises through involvement of stakeholders and curricula experts and change all curricula to modular approach

APO/Schools/Departments

X X X X X

4 Less responsive, incompetent and traditional service delivery system incompatible with the ever-growing needs of stakeholders

Advance Service Delivery System

1)Increase the staff awareness level on good governance and sense of ownership through conducting training, experience sharing visit, dispatch leaflet, posters, banners, info-screen, brochures and other mechanisms

VPAD/PR/ /Ethics & Good Governance/ X X X X X 75,465

2)Prepare check list on good governance to assess the awareness level of staff through listening forums, analysis of feedbacks,

PR/Ethics & Good Governance/ X X X X X


periodic meeting at university and units level

3)Redesign service delivery system (i.e. preparation of guideline, cluster inter-related services delivery units) VPAD/VPA/CA X

4)Acquire/develop/customize and implement integrated university information system/ERP and capacitate the ICT staff and end users

President/ VPAD/ ICT/ X X X

5)Develop university web portal to disseminate information to the university community ICT X

5 Poor research culture & management practice

Develop Research Culture and Management Practice

1)Establish independent research institute at the university level and coordination offices at school level and assign competent as well as committed human power President/MB X

2)Formulate research VPR/Research

X


policy and strategy Institute/schools

3)Promote collaborative research with industries and institutions of higher learning

President/VPR/Research Institute/

Schools X X X X X

4) Set criteria for research budget allocation and follow-up its optimal utilization.

VPR/Research Institute/schools X

5)Integrate research activities across schools and encourage research on learning-teaching process

Research Institute and

Schools X X X X X

6)Build the capacity of staff on research methodology

Research Institute and

Schools

x x x x x

7)Create communication channel to disseminate research findings through:

8)Diversifying research journals/e-journals and improve the quality of existing ones

Number 6

Research Institute 1 1 1 2 1

Proceedings Number 5

Research Institute 1 1 1 1 1

Progress & annual research reports

Number 10

Research Institute/Schools 2 2 2 2 2


6 Inadequate, poor quality, improper allotment and inefficient use of infrastructure and facilities

Improve Physical Facilities and Infrastructure

1)Build well equipped and standardized physical facilities by considering impaired groups (classrooms, laboratories, offices, libraries, ICT, dormitories, recreational centres, in-campus roads, electricity, water supply, telecommunications, botanical gardens and other amenities) President/PPO X X X X X 500,000,000

2)Improve existing infrastructure and facilities through replacement and maintenance

Compound Service/Schools X X X X X 50,000,000

3)Strengthen resource inventory according to government regulation General Service X X X X X

4)Design and implement resource distribution/redistribution systems to improve resource use efficiency through

VPAD/VPA/Compound Service

X


periodic evaluation

5)Develop preventive & corrective maintenance schemes

Compound Service/Schools/IC

T

X

7 Lack of coordination, initiative to plan and diversify income generation options

Improve Income Generating Activities

1)Empower and strengthen central income generation coordination office VPAD X

2)Create incentive mechanisms that encourage individuals and units initiating novel and profitable income generating activities

VPAD/CIGO

X

3)Establish strong linkage

and conduct regular meeting among all income generating units of the university VPAD/CIGO X X X X X

4)Expand and establish

outreach services of ICDE with ICT supported technologies (i.e. video conference, e-learning and

ICDE/ICT X X X X


other means)

5)Redesign and strengthen

Assela Model Agricultural Enterprise (AMAE) VPAD/CIGO X 100,000

6)Expand Institute of Artificial Insemination (IAI) VPAD/CIGO X 1,000,000

7)Conduct need-based training, consultancy services and prepare fund granting proposals/projects VPAD/CIGO X

8)Identify additional economically feasible income generation means and design implementation, monitoring and evaluation plan

CIGO X

7 Low attention to gender sensitivity and disadvantaged groups

Uphold Gender Sensitivity and a Due Consideration to the Disadvantaged

1)Provide tutorial timely and material support as deemed necessary Section 5

VPA/GO/Student Council/Social

Service X X X X X 640,000

2)Strengthen counseling service and assertiveness training Round 5 Social Service/GO 1 1 1 1 1 100,000


Training

Recruit female counseling professional

Number/campus 3 Social service/GO X

3)Extend study period on demand by reducing semester load VPA/GO X

4)Create awareness on gender sensitivity and impaired people

GO/Student Council/Social

Service/PR X X X X X 50,000

5)Create conducive infrastructure for impaired people

Compound Service X X

6)Involve the gender office to ensure implementation of affirmative action during recruitment process HR X X X X X

10. Human Resources Required for Implementing the Plan

10.1 Staffing Plan for Administration

10.1.1 Adama/Main Campus

Offices

Approved by the structure

Existing staff Proposed staff Remark

1 President Office

President

Executive Secretaries 2 2 3

Office manager and Assistant to the president

2

1

3

Audit 6 0 3

ASQA directorate 0 0 4

Strategic Planning 4 1 4 Replace SP

Legal service 4 4 4

Corporate Communication, international

relation and Public Relation Directorate

6

8

Ethics and Governance 3 1 3

Gender 2 6 6

ICT Center 55 55

Office boy/girl

1

1

VPA Office

VPA 3 3 3

APO

- 0 3

Registrar Main Registrar

Associate Registrars

43 36 15 Assign the rest to

Colleges/School

Library 241 208 208 Introduce modern


library management system

ICDE Head

Program Mangers at college levels

14 10 14

PSISC 13 6 8

Schools

School of Business and Economics (SoBE) 17 16 17

School of Engineering and Technology (SoET) 33 29 35

School of Natural Sciences( SoNS) - 1 8

School of Humanities and Law(SoSS&L) 6 8

School of Health Science

13 13 13

School of Agriculture - 0 5

VPR Office

VPR

Research Institute

Research and Publication Office

School of Graduate Studies

Biotechnology Institution

Research Park4

3

-

2

0

8

0

3

3

5

40

0

3

3

3

5

40

4

Replace KTI

VPAD Office

VPAD - 3

Student Affairs Department 430 390 430

Associate Dean for C &D

Associate Dean for other services

Compound Services

General Service

Construction & Maintenance Service


Others

Central Administration

Finance

HRM

Income Generation Coordination Office

Campus Police

Archives

Others


10.1.2 Staffing Plan School of Agriculture (Asella Campus)


Existing staff Proposed staff

SoA 350 345 350

Dean

Associate Dean of Academic Affairs

Associate Dean of students Affair

Associate Dean of planning & Administration

Administration and Finance

Finance

HRM

Construction and Maintenance

others

Registrar

Gender office

ICT

CDE

Library

Departments

Plant Science

Animal Science

Natural Resources

Agri-business and marketing

Farm Management


10.1.3 Staffing Plan School of Health Sciences, Asella Campus


Existing staff

Proposed staff

Remark

SoHS 790 622 790

Dean




Administration and Finance

Finance

HRM

Construction and Maintenance

others

Registrar

Gender office

ICT

CDE

Library Medical director

Departments

Biomedical Science

Clinical Nursing Midwifery Public Health Nurse director Internal medicine Surgery Pediatrics Gynecology & obstetrics Radiology Pharmacy


10.1.4 Staffing Plan Institute of Bio-Technology (IB)



Research and training department - 1 5

Production department - 3 20

Supportive department - 0 15

Total - 4 40

10.1.5 Staffing Plan Asella Model Agricultural Enterprise (AMAE)



Administration and manger 0 6 3

Livestock 0 42 30

Crop 0 15 7

General service 0 68 40

Sales 0 4 4

Processing 0 3 3

Finance 0 5 3

Garage 0 11 6

Total 0 154 96 Possible to transfer to CoA and CoHSH


10.1.6. School Dean of Adama Campus

Adama Campus Approved by the structure

Existing staff Proposed staff

Dean




Administrative Assistance

Other Administrative office

Internship commissioner

Departments

Registrar

CDE

Gender office

ICT

10.2 Summary of Existing and Needed Academic Staff Profile in the Coming Five Years [2011/12-2015/16]

Col

lege

/ Sch

ool

Na

tion

alit

y

Existing Needed*

Lab

. Ass

it.

BA

/B.S

c./ G

P

MA

/M.S

c./S

pe.

PhD

/ su

b s

pe.

Tota

l Lab. Assit BA/B.Sc./ GP MA/M.Sc./specialist PhD/ sub specialist Total

2011

/12

2012

/13

2013

/14

2014

/15

2015

/16

2011

/12

2012

/13

2013

/14

2014

/15

2015

/16

2011

/12

2012

/13

2013

/14

2014

/15

2015

/16

2011

/12

2012

/13

2013

/14

2014

/15

2015

/16

CoA

Eth. 4 32 29 3 68 6 0 9 0 12 15 0 18 0 0 35 19 4 6 6 4 12 16 4 8 174

Exp. 0 0 0 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Total 4 32 29 4 69 6 0 9 0 12 15 0 18 0 0 35 19 4 6 6 4 12 16 4 8 174

CoB

E

Eth. 0 45 72 2 119 6 2 7 3 3 23 15 22 18 21 0 4 3 4 2 4 5 8 20 10 180

Exp. 0 1 4 2 7 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 3 3 3 7 7 23

Total 0 46 76 4 126 6 2 7 3 3 23 15 22 18 21 0 4 3 4 2 7 8 11 27 17 203

CoE

T

Eth. 50 184 101 4 339 35 36 30 28 31 19 21 16 16 20 45 38 3 3 31 34 24 17 18 18 483

Exp. 0 0 9 2 11 2 0 1 0 0 0 0 0 0 0 6 4 2 5 6 15 19 8 7 5 80

Total 50 184 110 6 350 37 36 31 28 31 19 21 16 16 20 51 42 3 3 37 49 43 25 25 23 563

CoH

SH Eth. 0 25 25 0 50 6 6 12 12 12 54 54 54 54 54 45 45 4 4 45 24 24 24 24 24 581

Exp. 0 0 1 1 2 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Total 0 25 26 1 52 6 6 12 12 12 54 54 54 54 54 45 45 4 4 45 24 24 24 24 24 581

CoS

S&

L

Eth. 5 13 83 6 107 2 3 0 0 0 0 0 0 0 0 46 43 4 4 40 30 33 30 35 40 310


Exp. 0 0 0 1 1 0 0 0 0 0 0 0 0 0 0 3 2 2 5 5 5 3 2 0 0 27

Total 5 13 83 7 108 2 3 0 0 0 0 0 0 0 0 49 45 4 4 45 35 36 32 35 40 337

CoN

S

Eth. 5 13 67 7 89 6 2 2 0 0 0 0 0 0 0 15 20 2 2 20 10 10 10 10 10 119

Exp. 0 0 0 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 5 4 3 2 1 15

Total 5 13 67 8 90 6 2 2 0 0 0 0 0 0 0 15 20 2 2 20 15 14 13 12 11 134

CoE

d

Eth. 0 0 40 4 44 8 0 0 0 0 0 0 0 0 0 6 5 0 3 1 4 0 0 0 0 27

Exp. 0 0 0 1 1 0 0 0 0 0 0 0 0 0 0 4 0 0 1 0 4 0 0 0 0 9

Total 0 0 40 5 45 8 0 0 0 0 0 0 0 0 0 10 5 0 4 1 8 0 0 0 0 36

Grand Total 64 313 431 35 843 71 49 61 43 58 111 90 110 88 95 205 180 24 37 156 142 137 121 127 123 2028


11. Existing and New Departments and Programs in the Coming Five Years [2011/12-2015/16] School Departments Programs Mode of Delivery

11.1 Existing

Regular Evening Distance Kermit Modular By Research Sandwich

SoA Plant Sciences BA/B.Sc.

Animal Sciences

Agri-Business management and Marketing

Natural Resource Mang’t

Plant Sciences M.Sc.

Animal Sciences M.Sc.

Agricultural Economics M.Sc.

SoBE

Accounting and Finance BA/B.Sc.

Management

Business Information system

Economics

Logistics and Supplies


Chain Mang’t

Marketing and Trade

Tourism

SoET Agricultural Engineering BA/B.Sc.

Chemical Engineering

Civil Engineering and Architecture

Electrical Engineering

Information Technology

Mechanical and vehicle Engineering

Wood Technology

SoHS Medicine BA/B.Sc.

SoNS

Sport Science BA/B.Sc.

Chemistry BA/B.Sc.

Biology

Physics

Mathematics

Chemistry M.Sc.


Physics M.Sc.

Mathematics M.Sc.

Chemistry PhD by research PhD

Biology PhD by research PhD

SoSS &L

Law BA/B.Sc.

Afan-Oromo

Geography

SoEd [TVET]

Automotive Technology BA/B.Sc.

Construction Technology

Electrical and Electronics Technology


Manufacturing Technology

Wood Technology

11.2 New Programs and Departments

2011/12 2012/13 2013/14 2014/15 2015/16

SoET Agricultural Mechanization engineering

MA/M.Sc.

Hydraulics


Industrial Automation and control

Communication Engineering

Structural engineering

Geotechnical Engineering

Soil and Water Conservation Engineering

Urban Planning

Automotive/Vehicle Engineering

Architectural Design

Highway/Railway Engineering

Water Resources Management


Energy engineering

Process engineering

Food Engineering

Environmental Engineering


Irrigation Engineering

Electrical Power Engineering

PhD by Research PhD

SoA Plant Sciences M.Sc.

Animal Sciences

Agricultural Economics/Agri-business

PhD by Research PhD

SoBE Aviation management MA/M.Sc.

Management

LSCM

Marketing,

BIS

Accounting and Finance

Economics

Executive MBA

PhD by Research PhD

SoHSH Clinical Nursing BA/B.Sc.


Public Health

Pharmacy

Midwifery nursing

Public Health MA/M.Sc.

Pediatrics

Gynecology

Surgery

Internal medicine

RH Nursing

Adult health Nursing

Epidemiology

Reproductive Health

PhD by research PhD

SoNS Applied Geology BA/B.Sc.

Statistics

Physics (3) MA/M.Sc.

Numerical analysis and methods

Organic Chemistry


Analytical Chemistry

Physical Chemistry

Geology B.Sc.

Statistics M.Sc.

Biology M.Sc.

PhD by research PhD

SoSS&L Applied Sociology BA/B.Sc.

Heritage and history

Civics

Land and water resources management

MA/M.Sc.

Population resources and development

History

GIS

Bio-geography

PhD by research

Literature

linguistics


Afan Oromo

TEAM

TEFL

PhD by research PhD

Journalism and communication

CoEd

Multicultural and International Education

M.Ed.

educational psychology

Curriculum studies and instructional skills

Educational Leadership and management

Adult

PhD by Research PhD


12. Existing and New undergraduate and graduate intake number of students in the coming five years [2011/12-2015/16]

Departments

Existing Batch New Intake per academic year

1st 2nd 3rd 4th 5th 6th Total 2011/12 2012/13 2013/14 2014/15 2015/16 Total

1. SoA 229 288 159 0 0 0 676 300 400 500 700 600 2500

2. SoBE 821 1016 515 0 0 0 2352 1070 1140 1200 1200 1230 5840

3. SoET 1758 2092 1552 206 0 0 5575 2569 2000 2390 2370 2330 11659

4. SoHS 89 134 100 0 0 0 323 100 200 250 250 250 1050

5. SoNS 590 298 0 0 0 0 888 300 500 600 800 900 3100

6. SoSS &L 375 395 64 0 120 0 954 75 380 420 460 500 1835

7. SoEd 763 149 0 0 0 945 320 320 320 320 320 1600

Total 4625 4223 2539 206 120 0 11713 4734 4940 5680 6100 6130 27584

Graduate Program

1. SoA 0 0 0 20 40 40 50 150

2. SoBE 60 60 80 100 150 200 250 780

3. SoET 60 60 60 100 150 200 250 760


4. SoHSH 0 0 0 10 20 40 80 150

5. SoNS 0 0 80 100 120 140 180 620

6. SoSS &L 64 64 80 120 160 180 200 740

7. S oEd 176 176 150 150 150 200 200 850

Total 360 360 450 600 790 1000 1210 4050


13. Financial Plan 13.1 Source of Budget (Government)

13.1.1 Recurrent budget from 2011/12 - 2015/16

Code Description 2011/12 2012/13

(12%) 2013/14 (14%)

2014/15 (15%)

2015/16 (16%)

Total

6111 salary(Permanent staff) 80,590,000.40

90,260,800.44 102,897,312.51

118,331,909.38 137,265,014.88 529,345,037.6

6113 salary(Contract staff) 960,400.20

1,075,648.23

1,226,238.98

1,410,174.83 1,635,802.80 6,308,265.04

6114 salary daily Labor 1,244,713.21

1,394,078.80

1,589,249.83

1,827,637.30 2,120,059.27 8,175,738.41

6115 salary(External Contract staff) 1,387,499.72

1,553,999.69

1,771,559.65

2,037,293.59 2,363,260.57 9,113,613.22

6116 Miscellaneous payment for staff 9,874,000.06

11,058,880.06

12,607,123.27

14,498,191.76 16,817,902.45 64,856,097.6

6121 Position allowance 2,417,200.32

2,707,264.36

3,086,281.37

3,549,223.57 4,117,099.34 15,877,068.96

Total

96,473,813.91

108,050,671.58

123,177,765.60

141,654,430.44

164,319,139.31

633,675,820.84

Per diem and allowance -

-

-

- - -

6231 Per diem

3,225,500.62

3,612,560.69 4,118,319.19

4,736,067.07 5,493,837.80 21,186,285.37

6232 Transport 1,782,701.16

1,996,625.30

2,276,152.84

2,617,575.76 3,036,387.88 11,709,442.94

6233 Official entertainment 1,194,313.04

1,337,630.61 1,524,898.90

1,753,633.73 2,034,215.13 7,844,691.41

Total

6,202,514.82

6,946,816.60

7,919,370.92

9,107,276.56

10,564,440.81

40,740,419.71

Student service -

-

-

- - -

6214 Medical 8,194,199.53

9,177,503.48 10,462,353.96

12,031,707.06 13,956,780.18 53,822,544.21

6216 food 58,895,500.15 75,197,774.60 100,313,831.31 386,847,507


65,962,960.17 86,477,440.79

Total

67,089,699.69

75,140,463.97

85,660,128.93

98,509,148.27

114,270,611.99 440,670,052.85

Research and training -

-

-

- -

6223 Research 2,766,100.82

3,098,032.92

3,531,757.53

4,061,521.15 4,711,364.54 18,168,776.96

6271 Training 664,703.79

744,468.25

848,693.80

975,997.87 1,132,157.53 4,366,021.24

Total

3,430,804.61

3,842,501.16

4,380,451.33

5,037,519.03

5,843,522.07 22,534,798.20

Consumable / Educational Materials/ -

-

-

- -

6215 Education supplies 17,564,901.15

19,672,689.29

22,426,865.79

25,790,895.66 29,917,438.97 115,372,790.86

17,564,901.15

19,672,689.29

22,426,865.79

25,790,895.66

29,917,438.97 115,372,790.86

Others -

-

-

- -

6211 Uniform, cloth 2,417,199.41

2,707,263.34 3,086,280.21

3,549,222.24 4,117,097.80 15,877,063.00

6212 office supplies 4,754,900.53

5,325,488.60 6,071,057.00

6,981,715.55 8,098,790.04 31,231,951.72

6213 printing 966,800.00

1,082,816.00 1,234,410.24

1,419,571.78 1,646,703.26 6,350,301.28

6218 Other Office supplies 3,504,800.41

3,925,376.46 4,474,929.17

5,146,168.54 5,969,555.51 23,020,830.09

6217 fuel and lubricant 3,323,600.09

3,722,432.10 4,243,572.59

4,880,108.48 5,660,925.84 21,830,639.10

6219 Different Materials 604,400.60

676,928.67

771,698.68

887,453.49 1,029,446.04 3,969,927.48

6221 Agriculture, Forestry and Marine inputs 3,021,400.00

3,383,968.00

3,857,723.52

4,436,382.05 5,146,203.18 19,845,676.75

6222 Veterinary supplies and drugs 241,700.00

270,704.00

308,602.56

354,892.94 411,675.82 1,587,575.32


Total

18,834,801.04

21,094,977.17

24,048,273.97

27,655,515.07

32,080,397.48

123,713,964.73

Services -

-

-

- -

6251 contract professional service

755,200.00

845,824.00

964,239.36

1,108,875.26 1,286,295.31 4,960,433.93

6252 Rent 7,614,300.00

8,528,016.00

9,721,938.24

11,180,228.98 12,969,065.61 50,013,548.83

6253 Advertisement 725,100.00

812,112.00

925,807.68

1,064,678.83 1,235,027.45 4,762,725.96

6254 Insurance 2,114,100.00

2,367,792.00

2,699,282.88

3,104,175.31 3,600,843.36 13,886,193.55

6255 Freight 604,300.00

676,816.00

771,570.24

887,305.78 1,029,274.70 3,969,266.72

6256 charge and Commission 633,600.93

709,633.05

808,981.67

930,328.92 1,079,181.55 4,161,726.12

6257 Electric serv.

3,255,800.12

3,646,496.14 4,157,005.59

4,780,556.43 5,545,445.46 21,385,303.74

6258 Telephone 1,679,300.97

1,880,817.08 2,144,131.48

2,465,751.20 2,860,271.39 11,030,272.12

6259 Water and Postage service 2,647,400.93

2,965,089.04

3,380,201.50

3,887,231.73 4,509,188.81 17,389,112.01

Total

20,029,102.95

22,432,595.30

25,573,158.64

29,409,132.44

34,114,593.63

131,558,582.96

Maintenance -

-

-

- -

6241 Maintenance of Vehicles

3,565,300.53

3,993,136.59

4,552,175.72

5,235,002.07 6,072,602.40 23,418,217.31

6243 Main. of equipments 2,417,100.68

2,707,152.76 3,086,154.14

3,549,077.26 4,116,929.63 15,876,414.47

6244 Main. of building 4,229,999.83

4,737,599.81 5,400,863.78

6,210,993.35 7,204,752.29 27,784,209.06

Total

10,212,401.04

11,437,889.16

13,039,193.64

14,995,072.69

17,394,284.32 67,078,840.85

Fixed Asset -

-

-

- -


6311 Vehicles -

- 6,000,000.00

6,000,000.00 - 12,000,000.00

6313 Plant and Machinery 12,085,802.43

13,536,098.73

15,431,152.55

17,745,825.43 20,585,157.50 79,384,036.64

6314 Building and furnishing 1,608,401.61

1,801,409.80 2,053,607.17

2,361,648.25 2,739,511.97 10,564,578.80

6315 livestock and Transport 547,407.51

613,096.41 698,929.91

803,769.40 932,372.50 3,595,575.73

Total

14,241,611.55

15,950,604.94

24,183,689.63

26,911,243.08

24,257,041.97 105,544,191.17

6400 Other payments 65,572,051.12

6412 Grant , contributions and subsidies 9,983,000.22

11,180,960.24 12,746,294.68

14,658,238.88 17,003,557.10 20,997,279.54

6417 Grant and gratuities to individuals 3,196,725.47

3,580,332.53

4,081,579.09

4,693,815.95 5,444,826.50 15,877,076.17

6419 Miscellaneous payment 2,417,201.42

2,707,265.59 3,086,282.77

3,549,225.18 4,117,101.21 65,572,051.12

Total

15,596,927.11

17,468,558.36

19,914,156.53

22,901,280.01

26,565,484.81

102,446,406.82

Grand Total

269,676,577.87

302,037,767.54

350,323,054.99

401,971,513.24

459,326,955.36

1,783,335,869.00


13.1.2 Capital budget from 2011/12 - 2015/16

I. Residential Buildings Location 2011/2012 2012/13 2013/14 2014/15 2015/16 Total

Dormitories CoHSH/CoA 20,187,139.00 1,675,790.00 21,862,929.00

Staff residence 4 G+3 buildings at all campuses 3,200,000.00 3,200,000.00 3,200,000.00 3,200,000.00 12,800,000.00

Total 20,187,139 4,875,790 3,200,000 3,200,000 3,200,000 34,662,929 II. Non-Residential Buildings

4 Lecture halls with 4 syndicate rooms each

Asella and Adama campuses

8,000,000.00 8,000,000.00 8,000,000.00 24,000,000.00

3 G+3 offices CoA/ CoHSH/Adama 7,000,000.00 7,000,000.00 7,000,000.00 21,000,000.00

Asella Elementary school building 4,240,000.00 4,240,000.00

3 G+2 laboratory CoHSH/ CoA/AMAE 11,812,000.00 13,229,440.00 15,081,561.60 40,123,001.60

5 G+3 buildings for Class rooms

CoHSH/ CoA/Adama 9,675,000.00 11,126,250.00 12,906,450.00 29,025,000.00

5 ICT Pools (each 100 PCs) Adama 3,000,000.00 3,000,000.00 2,000,000.00 2,000,000.00 10,000,000.00

Library (Graduate studies) Adama 5,000,000.00 5,000,000.00

Stadium Adama 100,000,000.00 100,000,000.00 50,000,000.00 50,000,000.00 300,000,000.00

Multi-purpose buildings ( market place)

Adama 5,000,000.00 2,500,000.00 7,500,000.00

Multi-purpose hall buildings Adama 3,000,000.00 7,714,286.00 10,714,286.00

Staff Lounges Adama/CoHSH 2,000,000.00 2,000,000.00 4,000,000.00

Tropical Institution buildings 2,660,042.00 1,195,091.00 3,855,133.00

AMAE barns & dairy 2,250,000.00 2,250,000.00

President Office Building Adama 10,000,000

Gymnasium Adama 8,000,000


Guest House Adama 10,000,000 5 Well equipped and furnished Conference rooms(with video conference facilities) 10,000,000

Green Area(Small Park Area) Adama/ CoHSH/CoA 1,000,000 Model school(Kindergarten – High School) Adama 10,000,000

Total 33,637,042 147,138,817 140,081,562 80,626,250 64,906,450 500,707,420.60

III. Infrastructure

Different infrastructure Road maintenance, coble stone, Fence, sewerages and sanitary)

Adama/ CoHSH

5,715,000.00 6,400,800.00 7,296,912.00 8,391,448.80 9,734,080.61 37,538,241.41

Water wells 12,039,300.00 12,039,300.00

Fence Adama/CoA/CoHSH 14,820,000.00 16,598,400.00 18,922,176.00 50,340,576.00

Toilets and showers up-grading 2,730,000.00 2,730,000.00 Water tankers and oxidation ponds Adama 1,300,000.00 1,300,000.00

Parking areas 1,000,000.00 1,000,000.00

Total 36,604,300 23,999,200 26,219,088 8,391,449 9,734,081 104,948,117 IV. Fixed Asset

Plant, Machinery, equipments(ICT and others) 12,063,800.00 25,000,000.00 30,000,000.00 30,000,000.00 35,000,000.00 132,063,800.00

Building and furnishing 10,000,000.00 11,200,000.00 12,768,000.00 14,683,200.00 17,032,512.00 65,683,712.00

livestock and Transp. 2,000,000.00

Total 22,063,800 36,200,000 42,768,000 44,683,200 52,032,512 199,747,512

Grand Total 112,492,281 212,213,807 212,268,650 136,900,899 129,873,042.6 840,065,979

14. Monitoring and Evaluation For the realization of the implementation plan stated in this document, consistent monitoring

and evaluation plays a pivotal role. To this end, materializing the recommended activities as per

the suggested performance indicators would be a clear sign that we are on the right track.

Monitoring and evaluation is primarily the task of the management. For the success of the

strategic plan, a separate unit/office has to be set up and endowed with the responsibility of

monitoring and evaluation. However, a single entity may not suffice for the realization of the

envisaged goals; concerted effort has to be made to coordinate all other offices in sharing of

information. Hence, a smooth communication channel has to be created to allow for a

transparent and well-organized link from top-down or vice versa.

However, the monitoring and evaluation will not be complete without the support of concerned

departments, units, or other official bodies of the university. In a nut-shell, further departmental

plans have to be charted at all levels: assignment of responsibilities has to be clearly

demarcated, and ambiguity in terms of who is accountable has to be eliminated.

It is also the recommendation of this strategic plan document that performance shall be assessed

bi-annually at university level. The President, Vice Presidents, School Deans, and other officials of

the university should report on the implementation of the plan on quarterly basis. Such reports

should, thus, be channeled through the President to the Senate for further reviewing. Finally, all

the information obtained at different levels of the university should be compiled and reported

to the University’s Board.


15. Assumptions and Risks Assumptions Risks Risk Management

The University management will be committed to implement the strategic plan

lack of commitment and capacity to implement the plan

Creating awareness, building capacity, and experience sharing

Competent and Committed staff is available to execute the plan

Lack of committed staff Staff turnover Lack of knowledge and

skills Lack of conducive working

environment

Create awareness to enhance sense of ownership

Continuous professional development (CPD)

Preplan for upgrading the staff

Create conducive working environment

Qualified staff is available in the market in various disciplines

Lack of qualified staff in selected disciplines

Preplan for upgrading, employ expatriate staff, use joint employment, and par time

Provide fringe benefit Chances for upgrading staff locally and overseas

Insufficient and limited fields of study

Create academic links with overseas universities

Encourage MA/MSC and PhD by research

Encourage individuals who are seeking further education by their own

Prepare project proposal for further education and sign memorandum of understanding

Budget from government and other sources will be available in required amount

Reduction and cutoff budget

Termination of funds from donors

Insufficient budget allocation

Request budget and present financial reports timely

Look for other funding organizations

Raise internal revenue

Stakeholders and collaborators will actively involved in the implementation of the plan

Reluctance and less involvement in the operation of the plan

Identify for the causes of reluctance and less involvement and work on possible solutions.

Prepare a continuous forum with stakeholder & collaborators


Capacity building program of the government will continue in the plan year

Shift of priorities of the government

Strengthen the internal capacity building programs

Demand for the graduates of the university will increase

Low demand of graduates Offer market driven education and training

Provide quality and practice oriented education and training

Develop skill entrepreneurship for the graduates

Educational facilities( books, journals, e-books, lab and ICT equipments and materials, etc) will be available in the market and with affordable prices

Lack of budget Scarcity of some of

educational facilities in the market with the required quantity and quality

High inflation rate Incompatibility of

equipments with indigenous skill and knowledge

Raise internal revenue Economical use of materials Look for donors employ international purchasing

system increase the skill and knowledge of

the staff in line with the current technologies

astu 5 year strategic plan final

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