Project Proposal Development Planning Schedule Phase I: Programming Phase II: Identification Phase...

Project Proposal Project Proposal Development Planning Development Planning

ScheduleSchedule

Phase I: Programming

Phase II: Identification

Phase III: Formulation

Phase I: Programming (W1)Phase I: Programming (W1)

Objective of the Programming Phase

Development of the Planning Framework for the UDG proposal preparation

Output of the Programming Phase

Realistic and well structured Plan for the UDG proposal preparation

Phase I: Programming (W1)Phase I: Programming (W1)

Who should undertake planning and implementation of UDG Sub-Project?

Vice Chancellor is expected to take full responsibility of planning and implementation and monitoring

Project benefits are expected to be shared by all faculties and relevant centers and units

In most universities, 4 prescribed activities (English, ICT, Soft skills and Ethnic Cohesion) are centrally designed, planned and implemented with coordination of centers/units (e.g. ELTU, IT Centre, Career Guidance Unit, Student Services Liaison or Welfare Division) through faculty-based programmes and activities

Suggestion – Appoint a Project Planning Committee (PPC) with representations from academic and non academic

staff and students all Campuses, Faculties and relevant Centers/Units.

Phase I: Programming (W1)Phase I: Programming (W1) Project Planning Committee (PPC)

Suggested Composition

Vice Chancellor – as the Chairman

Senior Academic - as the Secretary to the Committee (he or she could takeover the post of Coordinator of UDG)

Deans and Nominees - Chairman/IT Committee, Chairman/English Committee, Chairman of CDC or Director/Education Unit Chairman/Industrial Placement Unit (they could function as Faculty Level Persons-in-charge of faculty-level activities),

Head/ELTU (could function as Deputy Coordinator – English)

Head or Director/IT Division or Centre (ITC) [could function as Deputy Coordinator -ICT]

Director/Career Guidance Unit (could function as Deputy Coordinator - Soft skills)

Director or Coordinator/Student Welfare or Support Services (could function as Deputy Coordinator -Ethnic Cohesion)

Registrar & Bursar

SAR/Academic & SAR/Non-academic & SAR/Student Services

Statistical Officer

Student Representatives?

Administrative and Support staff representatives?

Phase I: Programming (W1)Phase I: Programming (W1) Appoint 4 sub-committees, one for each activity

Group I: English - Under the chairmanship of Head/ELTU or Senior Academic and

representatives from all faculties

Group II: ICT - Under the chairmanship of Director/ITC and representatives

from all faculties

Group III: Soft Skills- Under the chairmanship of Director/CGU or Senior Academic

and representatives from all faculties

Group IV: Ethnic Cohesion - Under the chairmanship of VC or DVC or Director/Welfare or

suitable senior academic and representatives from all faculties

Assign tasks and decide on deadlines

Prepare Time Schedules (or prepare the Gantt Charts for each activity)

Maintain minutes of all meetings

Phase II: Identification (W2-W9)Phase II: Identification (W2-W9)

Objective of the Identification Phase Identify data type & their sources, Collection of data and

Analyze data for the UDG proposal preparation

Output of the Identification Phase Self Evaluation Report (SER) for the UDG proposal

preparation with the related Root Cause & Force Field Analysis


Review the University Corporate Plan and SER prepared and/or submitted for Institutional Review

If, updating is required, proceed with the task UGC will issue UGC Policy Framework (2010-2015) by

April 2010 that will form the basis for re-formulating the University Corporate Plan

Check whether the 4 Activities prescribed for the UDG have been identified and listed in the University Corporate Plan

If so, what prior information is available on the background and what activities have been implemented?

If, necessary review and amend both University Corporate Plan and Self-evaluation Report (SER) to reflect the UDG prescribed activities in the Corporate Plan of the University


Review activity schedules, deadliness and responsibilities assigned, and finalize the work schedules and prepare the Gantt Charts for the planning process at Sub-Group level

Commence preparation for the Situation Analysis leading to development of Self-evaluation Report (SER)

Decide on Project Planning Matrix (PPM)

UDG has specified 4 activities - English, ICT, Soft Skills, & Ethnic Cohesion

Map out the objects of 4 activities that will set the Project Planning Matrices for respective activities and hence the template for SER


Decide on SER Format – Topics and relevant information, tables and other data presentation forms

Decide and Prepare the format of SER - topics and sub-topics

Decide on the required data for Topics and Sub-topics that are to be collected on and for the objects of Self-evaluation

Decide on data types and sources

Decide on methods of data collection – publish reports, institutional records, surveys/tracer studies, rapid appraisal, interviews, case studies, etc.


Proceed with Data Collection (Lecture 7)

From Institutional Records

From Published Documents

Through Surveys/Case Studies

Rapid Appraisals/Interviews

Case Studies

etc.


SUPPORTINGSUPPORTINGDATADATA Internal :

• Human resources availability (fte), qualification

•Facilities building, lab., equipment, library, information

•Academic process teaching+learning, curriculum,etc

•Productivity prevent unemployed, over- supply, rivalry

•others

External:• study social/market demand• high school graduates input• Student’s Z-score enrolment• Community (Industry, society, other HEI) MOU, Cooperation, fund•others

Proceed with data collation, compilation and analysis (Lecture 7)

Proceed with SER Preparation (Lecture 7) 4 sub-groups could compile 4 reports

VC or his nominee (suggestion - Secretary of PPC or who is tipped to become UDG Coordinator) could synthesize the full report


Group Discussions Analyze Data

Presentation Develop SE Report

Situation Analysis/Problem Analysis (Lec 6 & 7)

Purpose: Analyze current status of the organization and internal and external environment and factors that influence its existence and performance, progress and sustainability

Method - Brainstorming Session

Workshop Environment (Workshop I – WS I) with participation of sample of all stake holders

Moderator to lead the discussion

Tools

Formal presentations - Presentation of findings of SER, followed by,

PEST Analysis – Analyze the political, social, economic conditions of the country and technological trends and opportunities available,

SWOT Analysis – Identify Strengths, Weaknesses, Opportunities and Threats, and

GAP Analysis – Identify the gap between the current and desired state


SERSER

WeaknessesStrengths

ThreatsOpportunities

ResolveProblems

GrabOpportunities

Development PlanDevelopment Plan

Capitalize Strengths

AnticipateThreats

ProblemsProblems

Symptoms Easily detectedSuperficial

Roots Require rigorousRequire rigorousanalysisanalysis

Small, Big, Fundamental, Essential, Minor, Major

Situation Analysis/Problem Analysis ..contd.

The outcome of the Situation Analysis form the Project Development Framework based on which PPC could develop the Improvement /Development plan (Lecture 8)

PPC now proceeds to complete SER that includes the proceedings and conclusions and recommendations of Problem Analysis Workshop and of subsequent PPC deliberations


Phase III: Formulation (W10-W12)Phase III: Formulation (W10-W12)

Objective of the Formulation Phase Formulation of the Improvement Plan of the UDG

proposal based on the output of the Identification Phase

Output of the Formulation Phase Improvement plan containing Design of Activities

and Activity Based Resource requirement presented on the given templates as per the Guidelines

ACTIVITY 1Background Describe briefly the problems identified in the self-evaluation pertinent to the planned

activity. This may include also analysis regarding why the problems had occurred andpossible solutions to them. The link between the planned activities presented in theChapter 2 to 5 and the problem analysis (SWOT analysis and other conclusion drawnfrom the self-evaluation) presented in the Document II should be explicitly mentioned,by making explicit references to the relevant sections of Document II.

Rationale Discuss in sufficient detail how this activity would possibly resolve the problemsreferred in the background section. Empirical or theoretical facts can be used as aground to support the argument

Objectives State clearly the objective of this activity, including the intended outcomes. Descriptionshould clearly present all direct as well as indirect benefits to the respective S1 studyprogram

Mechanismand design

Explain how the activity will be set up and how it will be implemented.<detail activity a>.<detailactivity b>.<detail activity c>.

Indicators Baseline Mid Final<indikator 1><indikator 2>

Performanceindicators

<indikator 3>

Resourcesrequired

Explain additional resources needed from the TPSDP investment to implement theactivity. If there are any additional investment required in addition to TPSDP funds toimplement the plan, describe clearly all past, current, and future investment fromsources outside of this project. The proposer should assure the reviewers that doublefunding of the same activities by TPSDP and non-TPSDP resources would be prevented

5 years plan Yr 1 Yr 2 Yr 3 Yr4<Detail activity a><Detail activity b>

Implementa-tion schedule

<Detail activity c>

Sustainabili-ty

Describe how this activity will be maintained after the period of this project. Aspectsdescribed should include its financial implication, allocation of resources to support thisactivity, and management commitment

Person incharge

Name of staff who will be responsible for this activity





Mechanismand design




<indikator 3>

Resourcesrequired




<Detail activity c>

Sustainabili-ty


Person incharge






Mechanismand design




<indikator 3>

Resourcesrequired




<Detail activity c>

Sustainabili-ty


Person incharge






Mechanismand design




<indikator 3>

Resourcesrequired




<Detail activity c>

Sustainabili-ty


Person incharge






Mechanismand design




<indikator 3>

Resourcesrequired




<Detail activity c>

Sustainabili-ty


Person incharge


The Whole Plan


PPC to proceed with development of Improvement or Development Plan (Lecture 8)

Perform problem identification and Root Cause Analysis (RCA)

Identify problems to be resolved and goals to be achieved

Perform Force-field Analysis to identify driving and restraining forces of goals and problems

Identify possible and feasible alternative solutions

Agree on activities that are outcome-based and SMART (specific, measurable, achievable, rational and time bound Activities)

Comply with performance indicators and budgeting guidelines (Lecture 9)

Develop Activities with associated sub-activities as prescribed in the UDG Guidelines (Improvement Plan - Design of Activities - Templates) (Lecture 8)

Name of the Activity

Background and Rationale (from the SER)

Objectives

Mechanism and design

Implementation schedule

Resources required

Performance indicators

Sustainability


Set Objectives, Activities & Investments

Finally, seek concurrence of all stakeholders

Method – Consensus building Workshop Session (WS-II)

Review and amend the proposal as required

Identify (as agreed upon at the inception)

Coordinator for UDG (work at OTS level)

Deputy Coordinators – in-charge of each Activity (Group leaders who prepared 4 activities)

Persons-in-charge (PICs) for Faculty-based activities (Faculty representatives who will work on faculty-based activities)


Project Planning Matrix (PPM) Project Planning Matrix (PPM)

and and

Objects of SERObjects of SER

Objects Organizational arrangement Physical Resources Human resources Curriculum and teaching,

time tables and training and evaluation methods

Competency – pre and post training

Types and Sources of Data Management structure of Core

Unit

Linkages between CU with Faculty

Responsibility and accountability of CU

Space, teaching and training facilities

Staffing at CU and related Faculty

Level of training and competency of staff

Curriculum – basic and applied

Tools used in teaching, training & evaluation for core programme in faculties and departments

Students perceptions, preference, attendance, commitment and performance of students

Generic Structure for each Activity PPM, Objects, Sources and Types of Data for SER

1. English Competency – PPM, Objects, Sources and Types of Data for SER

Organizational ArrangementOrganizational Arrangement

(Model at University X)(Model at University X) ELTU

F/ELTU- Fn

Program Training on Basics (during the orientation programme)Training on Applications ( during year 1-3)

ActivitiesTeaching and discussionsGuided practical sessions on writing, speech and presentationsStudent support services (on request and limited extent)

F/ELTU- F1 F/ELTU- F2 F/ELTU- F3

Notes (on University X ) ELTU directly comes under the Central Administration and is

managed through Senate Standing Committee on ELTU Activities

ELTU takes the sole responsibility for curriculum and teaching and training methods

English knowledge and proficiency is usually evaluated and satisfactory completion is a requirement for graduation

Grades are not counted for GPA calculation or calculation of final grades of the undergraduate

ELTU offers certificate level training for students of liberal arts and social sciences (only in limited extent)

Faculty ELT Units often operate as independent entities and lacks formal partnership with the Faculty staff





Sources and Types of Data Structure of Central ELTU and

Faculty level ELTUs and their links with Faculties

Management structure and accountability

Space,teaching and training facilities

Staffing at Central and Faculty ELTUs

ELTUs Human resources capacity – level of training and competency

ELT Curriculum – basic and applied

Extent of involvement of ELTU staff in assisting students for assignments and project report writing and guiding for presentations



Program• Formal teaching “introduction to computers & ICT”. (Staff of ITC)• Hands on practice and introduction to ICT applications by the Faculty Computer Unit staff

• Internet browsing• Web based teaching materials

IT centerIT center

Faculty 1 - Com. Unit Faculty 2 - Com. Unit Faculty N -Com. Unit

Organizational Arrangement (Model at University X)Organizational Arrangement (Model at University X)

2. ICT Skills – PPM, Objects, Sources and Types of Data for SER

Notes (on University X) ITC and Faculty Computer Units (FCU) are not directly linked;

ITC comes under central administration and FCU comes under faculty administration

ITC provides technical assistance to FCUs (on invitation and fee for services basis) and limited ICT services to students (i.e. access to computers, internet browsing, web-based information, etc)

ITC conducts lectures on invitation and for a fee – Introduction to Computers & ICT

Introduction to ICT is not a compulsory course but requires only satisfactory completion before graduation

FCUs provide guidance and opportunity to students to engage in hand-on practice on ICT

Some study programmes use ICT-based teaching and training tools in conducting UG courses





Types and Sources of Data Management structure of ITC

and Faculty Computer Units

Linkages between ITC with Faculty Computer Units

Responsibility and accountability for ICT training

Space,teaching and training facilities

Staffing at Central ITC and Faculty computer Units

Human resources – level of training and competency

Curriculum – basic and applied

Extent of Use of ICT tools in teaching and training for core programme in faculties and departments



Notes (on University X)

Organizational Arrangement – not well delineated compared to English and ICT

University Career Guidance Unit, Faculty-based Industrial Placement Units (only in some faculties) and Faculty Education Units (e.g. MEU, VMEU, DMEU, EEU, SEU, etc.) are expected to arrange and provide learning opportunities to students

Training and hence competency on Soft skills are not compulsory and hence students have no compulsion to engage in learning activities

3. Soft Skills – PPM, Objects, Sources and Types of Data for SER

3. Soft Skills - PPM, Objects, Sources and Types of Data for SER

Notes (on University X) ….. Contd.

UGC Standing Committee on Welfare, Career Guidance and Industrial Training is currently working on this issue.

University career guidance units and hence programme are dictated by the UGC through a circular which is effective from 2002 (UGC Circular 819) and further instructions will soon be issued.

University Welfare System or Student Support System is being discussed; instructions and directives as regard to model structure, staffing and resources will soon be released by the UGC

Industrial Training Programmes are operated to some extent in Medical, Dental and Engineering Sciences and in some new universities but not in many programmes in established as well as newer universities; UGC is working on this issue with the aim of formulating and issuing guidelines and directives on model organizational arrangement, staffing and financial resources and facilities and programmes.

Notes (on University X) …… Contd.

At present CGU offers raining opportunities to limited student population through short courses offered on ad-hoc basis

In some faculties credit level courses/modules are offered in undergraduate study programmes


Objects Organizational arrangement Physical Resources Human resources Curriculum and teaching

and training methods, time tables and training and evaluation methods

Industrial placement programme


Types and Sources of Data Management structure of GGU and Faculty

career guidance programmes (if any)

Linkages between CGU Faculty level career guidance units or programmes

Responsibility and accountability for Soft skills training

Space, and teaching and training facilities

Extent of use of resources at Central and faculty level CGUs by faculties and students

Staffing at CGU and Faculty CGUs or programmes or Faculty Education Units which are responsible for design and coordinating career guidance and industrial placement

Human resources – level of training and competency

Curriculum – basic and applied (if any)

Methods and tools of soft skills development, Industry training in universities (if any)



Notes (on University X) Organization Arrangement – not well delineated compared to

English and ICT

Student counseling system is expected to promote programmes aiming at promoting social and ethnic harmony (WB-IRQUE-IBG Initiative)

University operated for sometime a Directorate of Welfare for promoting student welfare where the Director acted as the liaison person among the multitude of divisions/units that provide student support services

University is yet to make committed attempts to comply with government directives as regard to national language policy

4. Ethnic Cohesion – PPM, Objects, Sources and Types of Data for SER

Notes(on University X) ..… Contd.

Segregation is very common thus three major ethnic groups tend to function in isolation

Social and cultural events aiming to promote social and ethnic harmony are very limited and the students appear to pay no attention to such events, even if they are organized.

UGC Standing Committee on Welfare, Career Guidance and Industrial Training is currently working on this issue.

University Welfare System or Student Support System is being discussed; instructions and directives as regard to model structure, staffing and resources will soon be released by the UGC


Objects Organization arrangement of

student support services or welfare network for students and staff

Physical Resources for student and staff welfare and ethnic cohesion

Human resources available for promoting student and staff welfare and ethnic cohesion

Student and Staff ethnic profile – at the level of university, institution, faculty, department and resident halls

Government and University policy on ethnic cohesion – national languages and employment

Types and Sources of Data Management structure of

Student Support Services or Welfare Network and linkages among central and faculty level organizations

Space, and facilities and physical and human resources available for promoting social, cultural and leisure activities

Methods of promoting Social, cultural and leisure activities and extent of participation by different ethic and social groups

Students and staff perceptions, opinions and views on issues and problems

others


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