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HETC Project University Development Grants (UDGs) Training Program for Proposal Writers

HETC Project University Development Grants (UDGs) Training Program for Proposal Writers. Lec . 8. Improvement Plan – Design of Activities. HETC PROJECT. PROPOSAL University of ……………. OPERATIONAL PLANNING. External Environment (Local, National, Global). Trend Ideology; Politics;

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HETC Project University Development Grants (UDGs) Training Program for Proposal Writers

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  1. HETC Project University Development Grants (UDGs) Training Program for Proposal Writers Lec. 8. Improvement Plan – Design of Activities

  2. HETC PROJECT PROPOSAL University of …………….. OPERATIONAL PLANNING External Environment (Local, National, Global) Trend Ideology; Politics; Culture; Science; Education System Job Market Industry; Community; Government; Others Stakeholders Students; Staff; Users; Government Improvement Plan - Designing Activities Data Collection Data Analysis Problem Identification Mission Vision Goals Organizational Culture Output & Outcome Resources Human; Physical; Financial Process & Services We are here now Internal Environment

  3. Conceptualizing the Improvement Plan • Having identified the problems, root causes of problems, and possible solutions, the taskforce should select the most suitable set of solutions from all possible solutions • Convert the selected set of solutions into activities and sub-activities, including estimates of resources required

  4. DESIRED CONDITION PRESENT CONDITION IMPROVEMENT PLAN • Comprehensiveness • Coherence • Clarity • Soundness IMPROVEMENT PLAN

  5. IDENTIFIED PROBLEMS IMPROVEMENT PLAN ACTIVITIES • SWOT • Force-Field • PEST • Gap • etc

  6. PROBLEM Forces– Factors influencing problems Driving Forceschange an equilibrium towards favourable conditions Restraining Forceschange an equilibrium towards unfavourable conditions Certain conditions in a working organization resulting dissatisfaction FORCE-FIELD ANALYSIS

  7. Restraining Forces 1 2 3 4 1’ 2’ 3’ 4’ Driving Forces CONSTRUCTING ACTIVITIES • Activity 1: • Reducing Factor 2 • Reducing Factor 4 • Increasing Factor 2’ • Activity 2: • …………………… • …………………… • …………………… • Activity 3: • …………………… • …………………… • ……………………

  8. Outcome based Proposal Investment based Proposal DESIGNING ACTIVITIES should be transformed to E.g. Improving laboratory facilities E.g. Improving Skills   An investment cannot be claimed as an activity !

  9. An investment is just a direct consequence of having an activity (necessary Resources Required to conduct that activity) ! DESIGNING ACTIVITIES Rules to observe in designing an Activity • Activity is Notjust an Investment • Activity should have clear Output • Activity should have clearReason/Rationale • Why do we need to have this activity • Why we select this activity rather than others • What is this activity aimed at

  10. DESIGNING ACTIVITIES Criteria of a Good Activity • Simple – not complicated • Measurable – achievement/progress can be measured • Achievable – the scope is manageable • Rewarding – Output/Outcome contribute to the objectives • Timeframe – properly planned staging • Sustainable – does not stop at the end of the project life Students as the Primary Beneficiary !

  11. ACTIVITY FORMAT (Guidelines – pp.10-11) Why the activity is needed (link to problems) & How it would solve problems What are the Objectives, Outcomes & Beneficiaries How the activity will be implemented (sub-activities) When the activity will be carried out (time-schedule) What are the resources needed ……………………………………………………… How its effectiveness will be measured How to sustain the activity

  12. ACTIVITY – EXAMPLE : Improving English Language Skills of Undergraduate Students

  13. Background & Rationale • Graduate employment rate low • Their English language skills do not satisfy present job market • English courses are offered but motivation of students is low • Undergraduates have inadequate levels of English proficiency- less opportunities available at the university for improvement • Undergraduates should be provided more learning opportunities to improve English language Skills

  14. Objective(s) Students would be able to • complete the specified English language skills certification programme satisfactorily • follow selected courses in the degree programme in English medium without difficulties • find a good employment within a short period after the graduation

  15. Mechanism& Design • English language skills certification programme linked to labor market needs • Motivating students for self-learning (selected Courses in English medium, assignments etc) • Monitoring & Evaluation

  16. Implementation Schedule

  17. Resources Required • Instructors • Audio-visual & other equipment for language lab • Books, other self learning materials etc.

  18. Performance indicators • Outcome Indicator: Proportion of students completing the English language skills certification programme • Intermediate Outcome indicator: No of students enrolled in English language skills certification programme • Auxiliary indicator: ………………….

  19. Sustainability • Make the English language skills certification programme compulsory • Financial sustainability: University funds/generated funds

  20. UNSUSTAINABLE ACTIVITY SYMPTOMS Waiting Time for the First job – High First Salary – Low Ability to compete with other graduates – Low Proposed Activity Improving English Language Skills POSSIBLE PROBLEMS Poor Management Skills Poor ICT Skills Poor English Language Skills Mechanism & Design Intensive English Course for Final Year Students at the Language Centre • INFLUENCING FACTORS • Poor Management Skills • Students’ English Proficiency – Low • Staff English Proficiency – Low • Course Units in English Medium – None • Library Collection in English – Inadequate • Literature Survey assignments – None • Language Centre – Available • Student Motivation to learn English – Low • Resources Required • Short-Term Staff Training • Equipment for Language Centre(s)

  21. SUSTAINABLE ACTIVITY SYMPTOMS Waiting Time for the First job – High First Salary – Low Ability to compete with other graduates – Low Proposed Activity Improving English Language Skills • Mechanism & Design • Course Units in English • Literature Surveys • Motivating Students for Self Learning POSSIBLE PROBLEMS Poor Management Skills Poor ICT Skills Poor English Language Skills • INFLUENCING FACTORS • Poor Management Skills • Students’ English Proficiency – Low • Staff English Proficiency – Low • Course Units in English Medium – None • Library Collection in English – Inadequate • Literature Survey assignments – None • Language Centre – Available • Student Motivation to learn English – Low • Resources Required • Short-Term Staff Training • Equipment for Language Centre(s) • Self Learning Materials

  22. TYPICAL FLAWS No link to the Identified Problems; Failure to justify the Proposed Activity Too Broad; No link to the Background Vague; Too General; Confusion about Investments (Cost Components) Wrong sequence; Inconsistent with Targets; Confusion about Investments (Cost Components) Focus only on the Financial Aspect

  23. there are no favorable winds for those who do not know where to go ….!

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