University of The Gambia
Draft Five-Year Strategic Plan
2005 -2010
August 2005
-1-
Table of Contents
Page
Prefacesii-iii
Chapter One
Background and the Strategic Planning Process..…….……………....4
1.1Evolution of Institution……………………………………….4-6
1.11The Strategic Planning Process……………………………….6-8
Chapter Two
The Vision, Mission, Goals and the Institutional Analysis:9
2.1Vision Statement…………………………..……………………..9
2.3.Mission Statement……………………………………………….9
2.6Goals and Objectives…………………………………..………..9-11
2.8.Institutional Analysis using SWOT…………………………….. 11-12
Chapter Three
3.0Strategic Directions and Challenges……………………………… 13
Improving the relevance, quality of teaching and learning to
Promote national development objectives ………………………..14
Relevance of programmes to national development agenda…….. 14
Contributions to Vision 2020…………………………………….14
Contributions to the objectives of the Strategy for Poverty
alleviation (SPA)………...... 15-17
Developing Research, Extension and Consulting services………18
Diversification of the limited financing base of the University… 18
Development of Physical and academic infrastructure…………. 19
Development of centres of excellence in areas in which UTG
Has comparative advantages……………………………………. 19
Increasing UTG’s Relevance to the Private Sector, the Community
and Civil Society…………………………………………………20
Evolving an appropriate Governing Structure…………………...21
Enhancing Students commitment to the Development agenda
of Government……………………………………………………21
Chapter Four
Strategic Goals of UTG in Rank Order…………………………..22-32
Chapter Five
Costing and Financing Strategic Plan Goals……………………..33-34
Chapter Six
Financing, Framework and Resource Mobilization………………35-38
Chapter Seven
Review Evaluation and Modification of the Strategic Plan ...... 39
Prioritization of Goals………………..…………………………...39
Support of the Strategic Planning Committee…………………….39
Monitoring and Evaluation of the Plan………..………………….39-40
Institutionalizing Strategic Planning in UTG….…………...... 40
Strategies for Facilitating Successful Implementation of Plan…..41
Appendix One: Costing of the Strategic Goals
Appendix Two: Overall Programme Matrix and Schedule of Main Activities
Appendix Three: Long Range Financial Planning: Income and Expenses
Preface
The development of our young University – the brain-child of our far-sighted visionary leader – The Chancellor of the University – His Excellency, Alhaji Dr. Yahya a. J. J. Jammeh, The President of the Republic of The Gambia to promote the development of the country’s human capital is a commendable task that requires the support and commitment of all Gambians. The need for development of a strategic plan for The University of The Gambia (UTG), has been a major preoccupation of the leadership and members of the Governing Council, since the establishment of the Institution for reasons which have been abundantly justified in this document.
The approach taken in the formulation of the strategic plan has been consultative and participatory involving key stakeholders viz (1) the Governing council, (2) The Senate, (3) Deans and Coordinators of Faculties, (4) Faculty staff, (5) students, (6) Government and private sector agencies, (6) NGOs and civil society
The strategic plan articulates the Vision, the Mission and challenges faced by UTG. It sets out the strategies to be implemented to transform the University delivery system in the next five years, to promote the development objectives of Government.
I wish to take this opportunity to thank all those who were involved in the formulation of the strategic plan, especially the members of the Strategic Planning Committee, the Drafting Committee, the Faculty Committees and the Strategic Planning Secretariat, under the leadership of the Acting Deputy Vice-Chancellor. The Council highly commends the commitment, devotion and tremendous energy invested in the exercise. To the Deans, Coordinators, Staff and student, I wish to emphasize that the formulation of this plan is just in initial step. The major challenge we now face is to execute the strategies articulated in the strategic plan for the realization of our Vision and Mission.
Last but not least, I wish to commend in a very special way the guidance, support and cooperation consistently received from the World Bank team, particularly Fred Hayward (the Consultant) and Peter Materu under the able and dynamic leadership of Lily Mulatu, Head of the Strategic Planning Task Team. The readiness of all members of the team, to consistently put their wealth of experience at our disposal to speedily respond to all mails and to actively participate in the Retreats and workshops organized, brought added value to the UTG team.
In conclusion, I wish on behalf of the Governing Council to express appreciation to the Acting Vice-Chancellor, Professor Felixtina Jonsyn-Ellis, without whose dedication, patience and inspiring leadership, this exercise would not have been completed within the required period.
Hon. Justice A. K. Savage
Acting Chair of Governing Council
Preface
This strategic plan can be viewed as the final completed version of an otherwise unfinished academic legacy inherited from the regime of the late Prof. Donald Ekong first Vice – Chancellor of the University of the Gambia, who actually initiated the idea of a five year University Strategic Plan. It was the ambition of His Excellency the President of the Republic of the Gambia Alhagi Dr. Yahya A.J.J. Jammeh of establishing a University in the Gambia that has so far fulfilled the urge to, not only seek participation in the world wide knowledge based economy but also cater for the improvement and expansion of educational opportunities.
The Strategic Planning Committee members through various sub-committees closely examined and evaluated the University’s International environment, its current capacities as well as its performance and policies since its inception in 2000 by a process of intimate consultation/participation with numerous stakeholder groups in the Gambian society. This process revealed the strength, weaknesses, opportunities and threats facing the Institution that needed immediate consideration.
The strategic issues so involved when considered in the light of mission statement gave the ultimate direction which the strategic plan must assume for the next five years of development in the life of UTG.
I want to acknowledge the contribution of the World Bank that funded the exercise – particularly Ms. Lily Mulato – team leader who championed the exercise and Drs. Fred Haywood and Peter Materu, whose contributions proved so invaluable to the completion of this document.
I want to acknowledge the contribution of all those members in the University assembly whose participation has made this plan a reality.
Special thanks goes to the University Council members for their support and counsel, particularly the Acting Chairman, who proved to be a pillar of support and strength.
Prof. Felixtina Jonsyn – Ellis
Ag. Vice - Chancellor
-1-
Chapter One
Background and the Strategic Planning Process
1.Evolution of The Institution
1.1The birth of the University of The Gambia (UTG) in September 2000 may be viewed as a triumph over scepticism and a welcome end to years of debate, study and indecision. It was indisputably “A bold step to fulfil a long standing desire of the people of The Gambia and to respond to several years of advocacy both within and outside the country”[1]. At the attainment of political Independence in 1965 the notion of establishing a University in one of Africa’s poorest and smallest countries, was considered a wild dream and Gambian students imbued with ambition for higher education, were obliged to enrol in Institutions of Higher Learning in the West African Sub-region and in Commonwealth countries. Throughout the first Republic, plans for a GambianUniversity, remained at the level of debate and study. Issues of sustainability and viability loomed large and policy makers and political leaders remained cautious and lukewarm.
1.2With the dawn of the SecondRepublic in 1995, the situation changed. The development of higher education was considered critical for the attainment of the goals of Vision 2020 (established in 1996) which aims “To transform The Gambia into a financial centre, a tourist paradise, a trading, export-oriented agricultural and manufacturing nation, thriving on free market policies and a vibrant private sector sustained by a well-educated skilled, healthy, self-reliant and enterprising population and guaranteeing a well-balanced ecosystem and a decent standard of living for one and all, under a system of Government, based on the consent of the citizenry”. The new government, like the World Bank, was convinced as stated in World Bank publication “Constructing Knowledge Societies: New challenges for Tertiary Education”, that “knowledge accumulation and application has become one of the major factors in economic development and lies at the very core of a country’s competitive advantage in the global economy”.[2]
1.3There were five compelling reasons why the creation of a GambianUniversity was considered imperative. Heavy Reliance on sub-regional Institutions was becoming unattractive because of political instability. The dramatic rise in the cost of tuition fees and decline in scholarship funding restricted enrolment. Heavy Reliance on the services of foreign expertise was not sustainable. The demands and challenges of growth and development required investment in human capital and finally, the new Government was committed to ensure that “University education should not be a preserve of the elite but should be affordable to the average Gambian”.[3]
1.4In 1995, through the pioneering initiatives of the Nova-Scotia Gambia Association, the Department of State for Education signed a Memorandum of Understanding with Saint Mary’s University, Halifax, Nova Scotia, Canada which led to the creation of the University Extension Programme (UEP). From November 1995 to May 1998, 91 courses were delivered by 38 Professors and lecturers (including Gambian academics) to a student body which grew from 81 to 250. The operational budget of the programme was provided by The Government of The Gambia, The African Development Bank and grants offered by The British High Commission, The Canadian High Commission, The Rotary Club-Canada and private tuitions fees. In February 1999, 76 students graduated from the programme in a Convocation ceremony conducted by Saint Mary’s University at Kairba Beach Hotel in The Gambia.
1.5The UEP was a mere forerunner and following recommendations of a University Commission and an Implementation Task Force set up in (April 1998), the University of the Gambia Act was passed in March 1999 and in May 1999, the first University Council was instituted. In October 1999 the first Vice-chancellor assumed office and the first batch of 150-odd students registered in four Faculties viz (1) Humanities and Social Sciences, (2) Science and Agriculture, (3) Economics and Management and (4) Medicine and Allied Health Sciences. In 2000 the University had approximately 380 students, some of whom transferred from the Saint Mary’s University Extension Programme and 20 full-time academic staff members. These were supplemented by 8 Cuban Medical Technical Assistance Personnel for the Faculty of Medicine and Allied Health Sciences. Part-time staff were also recruited from both the public service and the private sector to ensure the delivery of certain core courses, particularly in the Faculties of economics and Management Sciences and Science and Agriculture. Visiting academic staffs were also hired from the sub-region to teach core courses in an intensive time-frame. In spite of severe constraints in the areas of (1) finance, (2) staffing, (3) research, (4) physical and academic infrastructure, and (5) above all, the absence of a University Campus, UTG has remained viable and today has an enrolment of 1340 students.
1.6The most severe constraint impeding the development progress of The Gambia and attainment of the goals and objectives of Vision 2020 is lack of human resource capacity and this problem is particularly acute in the Social Sectors and in sectors that constitute the prime movers of economic growth in the country - Agriculture, Tourism and Trade. The World Bank Report of December 2003 on “Development prospects and challenges in The Gambia” concluded that “lack of human capital has been the fundamental problem restricting absorptive capacity, policy and project implementation, and exploitation of the advantages of Agriculture, Tourism and the productive Sectors”[4]. Vision 2020 rightly states that “Investment in human resources development is investment in human capital, which complements investment in physical and technological innovation. The natural environment of The Gambia can support higher population levels only through technological progress, which requires continued investment in human resources development”[5].
1.7Lack of trained human resources has been a major contributor to the non-attainment of three of the Millennium Development goals: viz (1) eradication of extreme poverty and hunger, (2) Reduction of child mortality and (3) Improvement of maternal health. The country’s public Institutions are characterized by low Institutional delivery capability, low absorptive capacity and general lack of trained manpower. In the Health and Education sectors, lack of trained manpower has restricted efficiency in service delivery, as well as expansion, access and equity. Almost 2/5 of the 260 doctors who service the Health sector, come from abroad (mainly Cuba) and are assigned within the main urban region – Kanifing Municipality (KMC) and Western Division. In the education sector, over 80% of the teachers in Secondary Schools are by foreign nationals from the West African sub-region. It is not surprising that the 1992 Commonwealth Secretariat Report (The William’s Report) justified the establishment of University of The Gambia (UTG). “In terms both of the pool of qualified Gambian students seeking higher education places, and of the country’s future skill requirements”. In a nutshell, the creation of UTG has been prompted by the conviction, articulated in the World Bank publication “Constructing Knowledge Societies: New challenges for Tertiary Education”, that “Sustainable transformation and growth throughout the economy are not possible without the capacity-building contributions of an innovative tertiary education system, especially in low-income countries with weak institutional capacity and limited human capital”.[6]
1.8Needless to say, UTG has since its inception, faced major challenges in the areas of (1) funding, (2) staffing, (3) capacity-building in Research and consultancy and (4) availability of physical and academic infrastructure. The absence of a University Campus has compelled the Institution to share the facilities of existing tertiary Institutions and to hire office accommodation and lecture rooms from various Institutions including the Young Men Christian Association (YMCA), Alliance Française and the Girls Guide Association.
1.9In 2004 the Institution spent over D550, 000 to rent a FacultyOfficesBuilding and almost D140, 000 on hire of lecture rooms. The absence of a Campus has created major problems and disadvantages for both students and staff particularly the costs of transportation. It has restricted the development of a genuine University Culture, institutional loyalty and collegial life. Without such a culture, it will be difficult to inculcate an alma mater spirit in our successful graduates, who may eventually be in a position to help their old Institution build a substantial endowment through their generous donations.
1.10The Management of UTG, has from the very beginning been acutely aware of the major challenges facing the young Institution and the imperative need to avert the costly mistakes of the older Institutions in Africa. Consequently, a Strategic Planning process was set in motion as early as 2000 to facilitate attainment of UTG’s Mission Statement and the ultimate goals and objectives of Vision 2020. Faced with the prevalent challenges of fierce competition for staff, students and resources, exacerbated by fluctuations in access to financial and human resources and rapid changes in the environment in which the Institution operates, the overriding principle guiding the Strategic Planning process has been “searching to discover the Institution’s niche and seeking to be the best in what it can do”. In a nutshell Strategic Planning for UTG means, what Michael Porter of Harvard lucidly portrays: “Performing activities different from those that rivals perform, or performing similar activities in different ways”.[7]
1.11The Strategic Planning Process: The approach taken in the formulation of the strategic plan has from inception been consultative and participatory, involving all major stakeholders viz (1) The Governing Council, Senate, Faculty, (3) Students, (4) Policy-makers, (5) civil society, (6) the Private Sector and (7) Political leaders. The Management of the University has consistently insisted on a “home-grown”, do-it-yourself approach and maintained that a strategic plan born out of the collective intellectual effort of the staff would confer on the final document a far greater sense of ownership and would, in the process, help build capacity at the institutional level. The overriding concern of Management was to ensure that the entire process is internally driven, and the ultimate product is fully owned by all stakeholders.
1.12Three major consultative workshops (facilitated by external consultants) were conducted for different segments of the University Community (1) in January 2002, (2) in July 2002 and (3) in September 2003. The process was intensified in December 2004 when the World Bank sponsored a 3-day Strategic Planning Workshop with major stakeholders. This workshop analyzed the strengths, weaknesses, opportunities and threats of the new Institution, and reached consensus on the Institution’s mission, vision and goals. From March 3 to 5, 2005, an intensive workshop, attended by 100-odd representatives of the University Community at large – Faculty, students, Council and Senate members, was facilitated by World Bank Consultant, Dr. Fred Hayward, at Paradise Suite Hotel, Kololi. The workshop provided an invaluable forum for (1) a profound execution of a SWOT analysis for every faculty, (2) Critical review on-going Faculty programmes and courses, (3) development of revised programmes on the basis of relevance, affordability and sustainability, and (4) exhaustive discussion of major cross-cutting issues of general concern e.g. (1) capacity-building and staff development, (b) Gender mainstreaming/promotion of gender equity, (c) relationship between UTG and existing tertiary institutions and plans and modalities for ultimate integration. The outcome and conclusions of the workshop generated valuable inputs for the Strategic Plan.
1.13The Strategic Planning process has several linked processes which were formalized to achieve full participation and ownership. In addition to the horizontal planning at faculty level (focussing on programmes and related costs) vertical planning processes have been instituted to address cross-cutting issues. A Steering committee under the leadership of the Acting Vice-chancellor (composed of representatives of stakeholders with the requisite experience and expertise) was established to supervise and coordinate the entire process. To facilitate the work of this Committee and to ensure the fullest participation and involvement of all members and maximum utilisation of available expertise (in-house or co-opted), four Sub-Committees were established to deliberate on policy issues and strategies in three key areas (1) Capacity-building and staff development, (2) Gender mainstreaming/gender equity, (3) Relationship between UTG and existing tertiary Institutions and (4) selection of a suitable site for a University Campus. The conclusions and outputs of these four committees provides strategic inputs for the Plan, which were thoroughly analyzed and integrated by a Drafting Committee, headed by the Acting Deputy Vice-Chancellor who was appointed by the World Bank to serve as the Strategic Planner. This six-member Committee was composed of personnel with proven planning, analytical and writing skills, and their joint efforts ensured that a well-integrated, concise, lucid and convincing document is produced and submitted to the Acting Vice-Chancellor for evaluation and review before the commencement of the Validation Workshop of 23rd and 24th April 2005.