institute of leadership and good governance annual … ilg... · objective set in the growth and...

INSTITUTE OF LEADERSHIP AND GOOD GOVERNANCE

ANNUAL REPORT

(JANUARY – DECEMBER 2012)

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TABLE OF CONTENTS

Acronyms ............................................................................................................................................ 03 Project Summary ................................................................................................................................. 04 Project Description ............................................................................................................................... 05 Project Results and Achievements ........................................................................................................ 07 Challenges and Lessons Learnt ............................................................................................................. 15 Next Steps ............................................................................................................................................. 15 Financial Summary ............................................................................................................................... 17

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ACRONYMS

AWP : Annual Work Plan

CCA : Co-curricular Activities

CSAT : Civil Service Aptitude Tests

DLC : Distance Learning Centres

ESU : Ethiopian Civil Service University

GKB : General Knowledge Book

ILG : Institute of Leadership and Good Governance

LIFT : Leadership for Transformation

LMAT : Leadership and Management Aptitude Test

TOM : Training of Mentors

TOR : Terms of Reference

TOT : Training of Trainers

UNDP : United Nations Development Programme

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I. PROJECT SUMMARY

Project title: Establishment of National Leadership Development Institute

Award ID and project number: Award ID: 59751 Project Number: 74891

Project duration: 2010 - 2013 Reporting period: January 2012 to December 2012 Implementing partner(s): Government of France, United Nations Development Programme,

Institute of Leadership and Good Governance Total budget: USD 437,609.41 Contribution from UNDP USD186,881.78 Contribution from French Government:

USD 124,223.60

Total Expenditure: 296,722.90 UNDAF Outcome(s): Decentralization of power significantly enhanced and the civil

service reform implemented resulting in more effective response to community driven needs and better and more equitable access to quality public services and utilities, in particular by the vulnerable, poor and marginalized.

Expected project output(s): 1. Academic knowledge and skills of Ethiopian senior staff and trainers selected among the federal and regional institutions upgraded

2. Mentoring program at the federal and regional level to build capacity of supervising internships in a proper way designed and delivered

3. Leadership knowledge and skills of Ethiopian civil service both sat the regional and federal level improved

4. ILG is strengthened in its role as center of excellence including its high level expertise

Report prepared by: Fisseha Mekonnen Date of report: April ,2013

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II. PROJECT DESCRIPTION

Since 1992, Ethiopia has embarked on a major transformative agenda implementing major reform initiatives aimed at accelerating growth and reducing poverty. A comprehensive civil service reform programme was launched in 1994 with the aim of creating an efficient, transparent, accountable and professional civil service that responds to the newly adopted decentralized governance architecture. The civil service reform programme focused on seven major areas of reform to strengthen human resource management and control; improve performance and service delivery; improve transparency and accountability in the federal civil service; Build policy and institutional governance capacity in the four emerging regions; improve governance of financial resource management and control ; strengthen reform coordination structure and strengthen top management systems of the federal civil service. The top management sub programme focuses on developing the required systems and structures aimed at creating requisite capacity for strategic planning and management, performance measurement and assessment, reporting and top management decision making ,top management development including provision of trainings to meet the capacity needs of the top and mid level civil service managers. In view of the reforms taking place, there is a need to match the reform process with capacity building efforts with a particular focus on leadership development. In response to this need and in line with the objective set in the Growth and Transformation Plan (GTP), the Institute of Leadership and Good Governance (ILG) was established in December 2010 by the Ethiopian Government with the aim of preparing the leaders for the civil service in Ethiopia. Since October 2010, the ILG is supported by the UNDP and the French Government, donors which both signed Financing Agreements with Ethiopia. The general objective of the institute is the creation of a leadership capacity in Ethiopia that will provide strategic direction towards the realization of the country’s medium and long term development vision. The ILG will thus aim to prepare a new generation of highly trained civil servants and qualified public administration professionals. Graduates will gain knowledge and skills required to effectively lead the implementation of policies and strategies. The ILG project is aimed to achieve the following results: 1. Establishment of a Leadership Institute with a clear governance structure and staffing 2. Curriculum design and development 3. Training and mentoring capacity developed 4. Student intake capacity strengthened 5. Research and consultancy capacity of the institute strengthened Since the commencement of the project in 2010, key results have been achieved. The institute has been established and is operational within the premises of the Ethiopian Civil Service University (ECSU). Modern classrooms, offices and library facilities have been fully equipped. The institute is led by a Director, a Deputy Director and core staff supported by Administrative staff, a technical Advisor and a project Officer. A number of trainers are invited to deliver courses. A comprehensive curriculum tailored to the needs and intended objectives of the institute have been established comprising of foundation modules; professional modules; Research and Internship and Co-Curricular Activities. The

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Institute since its inception in 2010 has provided training to a total of 254 students with a progressively increasing intake capacity with sixty seven students in 2010, eight seven in 2011 and one hundred and one students in 2012.

Table 1: ILG Curriculum

The ILG programme is overseen by a programme steering committee composed of the Ministry of Civil Service (MoCiS), The Ethiopian Civil Service University (ECSU), Ministry of Finance and Economic Development(MoFED), Ethiopian Management Institute(EMI) ,ILG, French Development Cooperation and UNDP. This apex body oversees the programme, periodically reviews the project progress, approves works plans and provides overall policy guidance and direction. A technical committee comprised of MoCiS, ECSU, EMI, ILG, French Embassy and UNDP is also established to provide technical support. The Institute shares quarterly programmatic and financial utilization reviews with the Ministry, UNDP and France .UNDP prepares annual project progress reports and provides to Government of France. UNDP manages the resources from the French Development cooperation and implements activities using UNDP’s ‘National Implementation Modality’. The UNDP Ethiopia Country Office also provides a range of support services to project implementation including disbursement of funds, close monitoring

1. Foundation Modules: The foundation modules helps trainees acquire basic understanding of the Constitution of Ethiopia, its political, legal and socio-economic structure, development issues, reforms, public policies and strategies, international relations and globalization, public policy, ethics, etc. Participants will also be acquainted with leadership and management concepts and management of change and development. 2. Professional Modules: The Professional Modules deal with a wide range of topics to do with how government functions are carried out at federal, regional and local levels, intergovernmental relations, development of various leadership and management skills and abilities, leading Change, visioning, formulating and managing policies and strategies, etc. The Professional Modules also provide sessions for preparation for internship assignments and field studies, and for learning and experience sharing through the presentations of the field reports. 3. The Internship Program: The Internship Program is aimed at attaching the students to a selected number of public service institutions for practical training. Students will be attached to the most senior civil servants at federal and regional government offices who will be their mentors. They will be assigned practical work to do, use the internship to learn how government functions are carried out. They will be assessed by both their mentors and their supervisors from the Institute. 4. Co-Curricular Activities: Students are engaged in Co-Curricular Activities composed of clubs: culture, sports, and language, newsletter and crosscutting issues. The intention of the Co-Curricular Activities is aimed at enhancing the students’ readiness to learn from different experiences.

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of the operational and implementation process of the project to ensure it is in line with the signed project document, quality assurance and providing ongoing technical support.

III. PROJECT RESULTS AND ACHIEVEMENTS

The ILG is contributing to enhancing the Civil Service Transformation of Ethiopia. Operating as a centre of excellence for leadership development, it plays a significant role in building an effective, efficient, transparent, and accountable civil service which contributes to the development and transformation goal of Ethiopia. In 2012, the ILG implemented activities intended to achieve the five outputs: Strengthening the governance structure, Supporting curriculum designing and development, Development of training and mentoring capacity, strengthening student intake capacity, and strengthening research and consultancy capacity of ILG.

Table 2: 2012 Planned Targets and Activities Overview

INDICATORS PLANNED ACTIVITIES

OUTPUT 1: ILG GOVERNANCE STRUCTURE STRENGTHENED

Target: 1 Legal Document Drafting and Publishing of Legal Document establishing the ILG

Target: 1 updated Internship Guideline, 1 standard to recruit mentors, 1 updated guideline for professional module, 1 training plan and 1 academic calendar

Publishing & updating vital documents of the ILG

Target: 1 open day, 1 newsletter, 1 brochure, 1 web site, 1 updated student hand book, and 1 campus based radio station

Communication & PR (Open day events, newsletters, brochures…)

Target : 14 equipped rooms Procurement of Equipment and Furniture

Target: List of stationery materials Procurement of stationery

OUTPUT 2: CURRICULUM DESIGNED AND DEVELOPED

Target: Produce, design and print 9 modules Printing of course materials

OUTPUT 3: TRAINING AND MENTORING CAPACITY DEVELOPED

Target: 3 visits (to France, China and India) Training & study tour for ILG staff

Target: 4 trainings for at least 12 instructors Training of instructors (invitation of experts)

Target: 1 training Training of trainers on designing & delivering Professional Modules

Target: 1 training Training of mentors (invitation of experts, expenses of internship)

Target: Organize 5 public speeches Invitation of national guest speakers

Target: 2 Public Speeches Invitation of foreign guest speakers

Target: 40 local instructors and 4 international instructors

Recruitment of local instructors and trainers to train students on Foundation Courses and PM + recruitment of an international Instructor

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Target: Recruitment of foreign trainers to train students on Professional Modules (PM)

Target: Establish 5 clubs Support the implementation of club activities (CCAs- Language, Sport, Culture, Newsletter & Gender)

OUTPUT 4: STUDENTS INTAKE CAPACITY OF THE INSTITUTE STRENGTHENED

Target: 1 General Knowledge book Production of GKB for improvement of entrance exam

Target: 1 Assessment and 1 workshop Assessment of the entrance exam - M&E

Target: 11 visits, 1 guideline and 11 centres established

Preparatory centres (support to the regions)

Target: list of equipment to be purchased Equipment and furniture for classrooms

OUTPUT 5: RESEARCH AND CONSULTANCY CAPACITY OF THE INSTITUTE STRENGTHENED

Target: 1 room Equipping the research and consultancy team

Target: 2 Journals (10 articles) Supporting research activities (LIFT incl.) - honorarium & publication

Target: 1 event Organization of workshop, conferences and colloquia

Target: 100 books Procurement of books and journals

Target: 67 MA Thesis Students research (MA Thesis)

MONITORING AND EVALUATION

Target: 1 Evaluation Midterm Evaluation of the Project

Target: 1 Visit Monitoring Visits

The sections below provide a detailed overview of results achieved per output of the project.

The ILG has been established with a vision of becoming a fully autonomous institute, fully accredited to confer degrees, governed by a board of governors drawn from major stakeholders and public administrating specialists and generating its own revenue. Temporarily housed within the Ethiopian Civil Service University, the ILG has benefited from the facilities of the university to enable it to be operational and deliver its programmes from 2010 till date.

OUTPUT 1: ILG GOVERNANCE STRUCTURE STRENGTHENED

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In 2012, development of the legal document that will establish the institute as an independent body was initiated. A feasibility assessment is also expected to be undertaken to analyze the cost implications of autonomy of the ILG before submission of the statue for endorsement. In addition to the draft legal documents, a draft Terms of Reference for the feasibility study has been completed. A consultant is expected to commence work in 2013.

A Guideline for Internships has been completed and printed. The Internship Guideline is meant to support mentors from various government administrations to understand the rational of the internship program and provide clear guidance about the assessment procedure of the program. The guidelines were used by trainers to train staff and mentors.

During the reporting period, ILG increased its visibility through the development of a website (http://ilg2.360ground.com/) which is due to be completed in 2013. Communication materials and events were planned with the objective of widely disseminating information about the ILG to stakeholders such as potential trainers, mentors, donors, students, public figures. ILG also prepared Newsletters and brochures in 2012. In addition, a campus based radio program was planned to be set up during the year. Procurement of a campus based radio station is under progress.

The ILG, during the year, planned to fully equip fourteen rooms so as to have a good working environment. Twelve rooms have been equipped in 2012 contributing to suitable offices and class rooms that improved the teaching learning process. The Institute equipped with these materials, has been able to provide better services including delivery of training materials on time and better printing quality, enhancement of the co-curricular activities, etc. The remaining materials are expected to be procured in 2013.

Nine modules of ILG’s curriculum were prepared with professional standards meeting the criteria set by Higher Education Relevance and Quality Agency (HERQA). The modules are designed and are now being reviewed by the quality assurance team at the Institute. The modules were used to teach the 3rd batch of the institute while the design and printing is still in progress.

OUTPUT 2: CURRICULUM DESIGNED AND DEVELOPED

http://ilg2.360ground.com/

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Visits were planned to France, India and China to benchmark the experiences of emerging and advanced nations and institutes with long experiences in effective public administration trainings, federalism, democracy and leadership development. The main objectives of the visits were to learn from the experiences of other countries in addressing some of the challenges faced by the institute. During the reporting period, a delegation consisting of seven representatives from MoCiS, Ethiopian Management Institute, ECSU and ILG visited France. The team visited ENA (French National School of Administration), IRA (Training Institute for regional middle management), INET (Training Institute for regional top Management), CNFPT (Institution which recruits, train and manages the regional civil servants) and the French Ministry of Civil Service. The team gathered information and best practice. Some of the major lessons and recommendations of the delegation are summarized below:

Focus on Practical Modular System (1/3 theoretical and 2/3 practical) with more emphasis on practical knowledge transfer methodology

Instructors/Trainers should be competent enough and well experienced professionals drawn from the civil service, private and non-governmental institutions.

The ILG should devise mechanisms to work with other public Universities. This might be in student and instructors exchange, internship and simulation organization, exchange of professionals, mentors and running common programs. This partnership can be from abroad as well.

Research and consultancy works should only augment the training.

Students learn and grasp practical knowledge better if they are assigned to different internship locations based on their background, interest and capability.

Recruiting students on the basis of competitive entrance exam avoids compromising quality. The issue of equity through quota system can be implemented (emerging regions, Gender and professional balance) but adequate preparatory works should be done to bring students at the same level.

New trainees recruited based on identified needs of civil servants by the Ministry of Civil Service provides the basis for responding actual demands of the Civil Service at regional and federal levels.

Continuous training of instructors is one key factor for the success of ILG. Four trainings were provided for ILG and ECSU staff by international trainers with a focus on Effective Presentation skills, Negotiation skills, Changing Mind Set and Research. The pre & post training exercises showed that the staff improved their knowledge in the various areas in which the trainings were delivered.

Training of Trainers (ToT) for 32 trainers planned to sharpen their skills on providing training and to share experiences about practical exercises. It had been an opportunity for the trainers to develop their capacity in animating cases to students. ILG organized a two days training on effective presentation skills for the first group of 11 trainers from various public sectors. The training helped participants to

OUTPUT 3: TRAINING AND MENTORING CAPACITY DEVELOPED

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improve their presentation skill which was observed .Trainers were made to present on the same topic twice where they have been given a feedback after the first presentation. Moreover, the pre and post test administered also indicated that all the trainees improved their knowledge about presentation skills. Two Training of Mentors (TOM) for at least 90 mentors from Federal and Regions were planned to help ILG to network with the public sector in order to select, sensitize and share experiences about the 2 Internships Periods (Federal and Regional) which require at least 45 mentors each with an objective of enhancing the capacity of mentors and building and strengthening a network. ILG holds two internship programs for its students (at federal and regional level) and hence two workshops for mentors were organized during the quarter and one sensitization workshop in three sessions where more than 22 people from various Federal administration & 12 ILG staff participated. The workshop enhanced the understanding of the internship programme by the participants and their commitment to effectively provide mentor and provide guidance to interns during placement.

In 2012, ILG planned to conduct 5 Public Speeches intended to give the opportunity to speakers from various backgrounds to come and share their experiences, successes & challenges. People with senior position in public sector, private sector and NGOs are expected to deliver speeches. Summaries of these speeches will be produced by students & then published in the ILG Newsletter. As per the plan ILG conducted 4 public speeches out of the 5 planned. The three public lectures were delivered for the third batch (first year students) on the following topics: The New Public Management in the Ethiopian Context; Leadership Initiatives experience of Awramba Community ; Kaizen – A Never Ending Journey and ; Leadership Success for You: by Chance or by Design? The various speeches served as a platform to share experiences in negotiations skills and related leadership issues.

In 2012, ILG hired one international expert for a year to teach the foundation module and advise graduating students on their research work. Twenty four trainers from various public sectors presented real cases for second year students on Professional Module .These cases were aimed at familiarizing students with real cases to compliment their theoretical learning with practical experience. In the reporting period, ILG planned to conduct some of the exercises of the Professional Module by foreign trainers to provide hands on experience and to develop cases. Accordingly, two trainers from France provided cases on Professional Module 1 to second year students of the Institute. They provided cases on Changing Mindsets & Effective Decision Making. The real cases presented gave students substantial inputs to the practicality of contents of the Module.

Following the plan to establish five clubs to run co-curricular activities with specified organizational charts, the Language Club was formed and has commenced to provide French Classes for 2nd year students. In addition, the Newsletter Club produced 1 newsletter of students during the year.

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The ILG in 2012 had a total of three batches and 254 students undergoing the programme out of which 26.3 % are female candidates and 15.3 % are from the developing regional states (Afar, Beneshangul-Gumuz, Gambella and Somali Regional States). With the objective of improving the quality of applications and assisting students to prepare for the entrance exam, a General Knowledge Book (GKB) which commenced preparation earlier in the programme period neared its completion in 2012 with 85 % completed. The General Knowledge Book is organized in six parts: Ethiopia & its peoples, Governance in Ethiopia, Administration of Justice, the Ethiopian Economy, the Social Sector and Foreign Relations.

Table 3: 2012 Statistics on Students by region, year and gender: 2010-2012

Region Gender 1st year 2nd year 3rd year Totals

Afar

Male 1 5 4 10

Female 0 1 0 1

Amhara

Male 12 9 14 35

Female 3 7 6 16

Oromiya

Male 19 14 11 44

Female 1 6 9 16

Addis Ababa

Male 5 9 10 24

Female 1 4 4 9

Dire Dawa

Male 2 1 1 4

Female 0 1 1 2

Tigray

Male 6 4 4 14

Female 1 3 7 11

SNNPR

Male 9 8 10 27

Female 1 3 4 8

Somali

Male 2 0 7 9

Female 0 0 0 0

Gambella

Male 2 4 2 8

Female 0 0 1 1

Benisahngul Gumuz

Male 0 4 5 9

Female 0 1 0 1

Harari

Male 2 1 0 3

Female 0 2 0 2

OUTPUT 4: STUDENTS INTAKE CAPACITY OF THE INSTITUTE STRENGTHENED

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Region Gender 1st year 2nd year 3rd year Totals

Totals

Male 60 59 68 187

Female 7 28 32 67

Grand Totals 67 87 100 254

Figure 1: Regional distribution of ILG Students One of the activities planned in 2012 was to assess entrance exams of the Institute considering that quality and validity of the entrance tests applied are crucial to ILG in recruiting candidates who will be future leaders in the public sector. ILG planned the assessment to be conducted by internal and external assessors followed by an internal workshop to look in to the findings of the assessment. To this end, a ToR has been developed and the assessment will be conducted in 2013.

In 2012, as part of establishing the preparatory cycles, ILG planned to conduct a field visit to meet the 9 regions and 2 city Administrations to understand the best system which can be implemented to create preparatory cycles. Moreover, it was also planned to prepare a written guideline (types of tests, how to get prepared, date and place of the exam, requirements, procedure, etc.) to help candidates to get the right information about the Entrance Exam. Hence, in consultation with the Ethiopian Civil Service University, ILG decided to use the existing 8 Distance Learning Centers (DLC) as preparatory centers. A Memorandum of Understanding which will be commented and signed by each region is prepared. The capacity of the ILG has also been strengthened through placement of personnel to oversee, coordinate, and deliver the programme. During the reporting period, ILG staff have benefited from various trainings to enable them to effectively undertake their responsibilities. The staff profile of ILG is illustrated in table 4.

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Table 4: 2012 Statistics on ILG Staff

Qualification Gender Total

Male Female

PhD 4 0 4

PhD Candidate 3 2 5

MA/MSc 2 4 6

BA 1 2 3

Diploma 2 1 3

Total 21

There is little progress in strengthening the research and consultancy capacity of the ILG. Leadership for Transformation (LIFT) was established with the aim of contributing to ILG in becoming a center of excellence on leadership. In 2012 contributors in various thematic areas were invited for the thematic areas identified. Students as part of MA in Leadership and Good Governance completed their proposal, conducted field visits to gather data and are expected to complete their Research before the end of January 2013. Four laptops & other office equipment and furniture were also purchased during the reporting period.

In 2012, the programme steering committee was actively engaged in closely monitoring the project progress and providing support to address bottlenecks. A technical committee, composed of all programme partners was established during the year to provide close technical support. Detailed AWP with targets and indicators enabled the various committees and UNDP to track progress. A mid-term evaluation of the project was planned aimed at reviewing progress, lessons and results, and identifying challenges and forwarding recommendations. Terms of reference for the midterm evaluation were finalised the process is expected to be concluded in 2013.

MONITORING AND EVALUATION

OUTPUT 5: RESEARCH AND CONSULTANCY CAPACITY OF THE INSTITUTE STRENGTHENED

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IV. CHALLENGES AND LESSONS LEARNED

4.1 Implementation challenges:

Time taking decision-making process resulted in the delay in implementation of some of the planned activities e.g. establishment of preparatory centres, Entrance Exam Assessment and the production of LIFT.

Delay in procurement process. Lack of a proactive strategy for swift purchase delayed possibilities of acquiring items required by the Institute.

Currently ILG has only one coordinator for coordinating Professional Modules, Internships and Co-curricular Activities. This has caused in lack of focus due to being overburdened.

4.2 Opportunities:

ILG is benefiting from financial and technical support from partners and stakeholders. This has been an opportunity for ILG to contribute to national efforts in civil service transformation.

The functionality of Project Steering and Technical Committees provided strategic and technical directions for the fulfilment of the program objectives. It also proved timely decision making practices tied with strong will of the government to support the ILG

4.3 Lessons learnt:

Working in close collaboration with the Ministry of Civil Service has supported successful mobilization and training of mentors.

Implementing recommendations of the Technical Committee helped to move the project further.

Consistent follow up of planned activities ensured better implementation.

V. NEXT STEPS

The current Annual Work Plan (AWP) for 2005 Ethiopian Fiscal Year (EFY) will end in June 2013. Activities should be directed at developing a new AWP based on a review of the activities accomplished in 2012 and 2013. The focus in 2013 will be on accomplishing what has been initiated and on implementing the remaining outstanding tasks from the 2012 work plan. Some major recommendations for the new AWP: 1. Strengthening the capacity of ILG in terms of Human Resources helps the coordination of

internships management, delivering practical exercises and public speeches. It is recommended that ILG assign full time coordinators for these critical activities.

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2. Improvement of horizontal and vertical communication of the ILG within and outside ESCU benefits the Institute to solicit technical supports from stakeholders in mentorship, public speech and other areas that have direct influence on the its programme.

3. Finalization of the mid-term review, feasibility study for legalization of the Institute and assessment of the quality of the current admission system through Entrance Exam should contribute to the improvement of the programme, communication, development of systems and guideline related to the functions of the Institute.

4. Developing a strategy for strengthening the research activity of the ILG is one key area that can support the continuation of the ILG as center of excellence in leadership and capacity building initiatives in the country.

5. Visibility of the Institute requires application of options such as strengthening its web presence, a magazine mixing research paper, articles and news from the ILG. Workshops should be planed and conducted. Organizing an Annual Open Day Event also contributes towards visibility.

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FINANCIAL SUMMARY

Annex A: Financial Report January – December 2012

United Nations Development Programme

Leadership Development Institute

UNDP Project # 00074891

Operating Fund:

Opening Balance from French Contribution: 126,504.03

2012 French Contribution: 124,223.60

2012 UNDP Contribution: 186,881.78

Total Resource Available 437,609.41

Less:

Expenditure from France Contribution

Direct Cost: 102,917.80

Indirect Cost: 6,923.32

Expenditure from UNDP Contribution: 186,881.78

Total Expenditure: 296,722.90

Available resource for subsequent years: 140,886.51

Disclaimer: Data contained in this report is extract of UNDP financial records. The accounting period for the

report is an open period and data from some accounting processes may not have been processed. Financial

data provided above may not be complete and it is provisional.

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