DEVELOPING INSTITUTIONAL DEVELOPMENT PLAN (IDP)

INTRODUCTION 1. The greatest achievement of any institution is dependent on the managements effort to reach out and extend the institutions expertise as contribution to the development of the community, in particular, and in the country, in general. 2. The steadily changing economic and political environment dictates the refocusing of the institutional vision, mission, and the goals of the organization in order to respond accurately to the present needs of the society. 3. An institution that cannot contribute to the development of the community loses its own significance. 4. Every TVET institutions must develop their IDP to draw sketch in which direction the institution is heading and must be able to identify plans and programs that will lead them to that direction.

TVET INSTITUTIONAL CHALLENGES

ENHANCEMENT OF SKILLS OF TEACHERS TO MEET THE CURRENT REQUIREMENTS OF THE OCCUPATION; PROVISION OF CAPITAL/SOURCING OF FUNDS FOR CONTINUOUS DEVT PROJECTS;

PRIORITIZATION OF PROJECTS; AND IDENTIFICATION OF FLAGSHIP PROGRAMS OR DISTINCTIVE AREA OF COMPETENCE (DAC);
INTEGRATION OF ENTREPRENEURIAL CONCEPT SKILLS IN THE CURRICULUM; DEVELOPMENT OF HUMAN AND PHYSICAL RESOURCES AND; ESTABLISHING LINGKAGES WITH GOVERNMENT UNITS AND MARKET OUTLETS.

SKILLS PROVISION OF EDUCATION AND TRAINING (TOFFLER (1980) a) SELF-ACTUALIZATION; b) CAPACITY TO UNDERSTAND OTHERS; c) CAPABILITY FOR CONTINUOUS LEARNING; d) LEARNING SKILLS; e) RESPONSIBLE MEMBERSHIP IN THE SOCIETY; f) MENTAL AND PHYSICAL HEALTH; g) CREATIVITY h) INFORMED PARTICIPATION IN THE ECONOMIC WORLD i) USE OF ACCUMULATED KNOWLEDGE; AND THE j) THE ABILITY TO COPE WITH CHANGE

ASIAN DEVELOPMENT BANK

1. FIND INNOVATIVE ALTERNATIVE APPROACHES TO MOBILIZING MORE RESOURCES FOR PROVISION OF MASS EDUCATION.
2. LINK EDUCATION AND TRAINING MORE CLOSELY WITH THE REALITY OF LABOR AND COMMUNITYN LIFE.

WORLD COUCIL FOR CURRICULUM A ND INSTRUCTION (WCCI)

1. GOALS OF EDUCATION AND TRAINING SHOULD NOT
ONLY ACCOUNT FOR QUANTITATIVE RESULTS BUT MORE IMPORTANTLY INCLUDE QUALITATIVE ENDS RESPONSIVE TO INDIVIDUAL AND SOCIETAL NEEDS. STRUCTURE OF EDUCATION AND TRAINING IN THE FUTURE SHOULD FREE ITSELF OF SUCH FEATURES AS ELITISM, EXCESIVE ACADEMES, FORMALISM AND POSTER PASSIVE ATTITUDES. NATURE OF THE LEARNERS A COMBINATION OF FORMAL, NON-FORMAL AND INFORMAL MODES SHOULD BE MADE AVAILABLE TO PROVIDE LIFELONG LEARNING NEEDS OF ALL.

2.

3.

WORLD COUCIL FOR CURRICULUM A ND INSTRUCTION (WCCI)

3. CONTENT OF EDUCATION AND TRAINING INSTITUTIONS MUST SEEK TO PROVIDE STUDENTS WITH THE ABILITY TO LEARN HOW TO LEARN, THE ALL TIME DESIRE TO REACH FOR EXCELLENCE AND THE MOTIVATION TO WOR K FOR THE COMMON GOOD. 4. EDUCATION AND TRAINING PROCESS EMPHASIZE FROM TRANSFER OF KNOWLEDGE TO SEARCH FOR KNOWLEDGE CARRIED OUT INCREASINGLY BY THE LEARNERS THEMSELVES WHICH CREATIVITY AND ORIGINALITY CAN FLOURISH. 5. EDUCATION AND TRAINING OUTCOMES MUST PRODUCE CITIZENS WHO WILL BE EQUIPPED FOR WORK AND LIFE.

ADMIRATION TO TVET INSTITUTION

A. CLEARLY ARTICULATED INSTRUCTIONAL FOCUS B. USES SYSTEMATIC EVALUATION AND ASSESSMENT C. THERE IS AN EXPECTATION IN EFFECTIVE INSTITUTIONS DICATING THAT ALL TRAINEES WILL LEARN WELL IN

D. ORDELY AND SAFE ENVIRONMENT WHICH ENCOURAGES LEARNING AN D TEACHING E. EFFECTIVE PARTNERSHIP WITH INDUSTRIES CHARACTERIZED BY RODUCTIVITY, ADAPTABILITY, LOYALTY AND JOB SATISFACTION F. STRONG EDUCATORS MUST ALSO BE STRONG INSTRUCTIONAL ADERS. P

LE

LEADERSHIP
EFFECTIVE INSTITUTIONS ARE RUN BY EFFECTIVE LEADERS LEADERSHIP IS THE EXERCISE OF AUTHORITY AND THE MAKING OF DECISIONS - AN INDIVIDUAL THAT IS GIVEN THE TASK OF PLANNING, ORGANIZING, IMPLEMENTING, AND EVALUATING. DIRECTING AND COORDINATING TASK-RELEVANT GROUP ACTIVITIES. THREE ELEMENTS OF LEADERSHIP 1. SOURCE OF POWER (AUTHORITY) 2. COPE (TASK RELEVANT) AND 3. FUNCTION (DECISION-MAKING, DIRECTING, AND COORDINATING)

LEADERS must

Be both inward and outward looking See farther than others See more than others See before others see.

CLASSIFIED FUNCTION OF AN ADMINISTRATORS

1. AS A RESOURCE PROVIDER

2. AS AN INSTRUCTIONAL RESOURCE

3. AS VISIBLE PRESENCE

4. AS COMMUNICATOR

BASIC CONCEPTS FOR INSTITUTIONAL DEVELOPMENT PLANNING (Knesevich, 1984)

1. 2. 3. 4. 5. 6. 7. 8. 9.
Preparing possible futures; enhancing readiness Determining possible futures; reducing uncertainties Determining direction Decision-making Preparing the innovations Optimizing operations Anticipating contingencies; preventing problems Developing mechanisms, models or tools Resolving complexity, coordinating; control

PARTICIPATIVE PLANNING
1. STEPS IN PLANNING THAT REQUIRE PARTICIPATION a) Goal Formulation b) Situational Analysis c) Strengths, Weaknesses, Opportunities, Threats (SWOT) ANALYSIS d) Strategies 2. WHO SHOULD PARTICIPATE? a) Rank and File? b) Section Chiefs (Department, section heads)? c) Middle level officials? d) Teachers and Trainees 3. HOW SHOULD THEY PARTICIPATE? a) Data collection? b) Data Encoding? c) Data Analysis? d) Write-ups? 4. HOW MUCH PARTICIPATION IS NEEDED? a) Part time? b) Full time? c) Consultancy basis?

THREE TYPES OF PLANNING

1. PROBLEM SOLVING PLANNING A life span of not more than two months; to restore performance to the routine level. This process involves: (1) Identification of the problem, (2) selection of appropriate strategy for solving the problem, (3) outlining, monitoring and evaluating activities, (4) carrying out plans. 2. OPERATIONAL PLANNING tactical or short-range planning addresses time spans from several months or up to one year.The purposes are to improve routine performance or to reach some desired new level of performance. The process requires; (1) identification of the need, (2) the setting-up of short-range objectives, (3) establishing performance standards, (4) description of the proposed plan of action, (5) carrying out the plan. 3. STRATEGIC PLANNING long term planning with a perod of 3-10 years. It is the process of determining an organizations major objectives and the policies and strategies that will govern the acquisition, use and disposition of resources to achieve those objectives (Steiner, 1973).

CONCEPTS OF STRATEGIC (INSTITUTIONAL) PLANNING Tack and Haberleen (1986)

1. Provides organizational direction through the development of the institutions desire d environment. 2. Focuses on the future and the interaction of the institution with its everg environment. 3. Shed its status quo mentality and exercise creativity in the act of and decision making. 4. Recognize opportunities and threats in the institutional environment, stering an atmosphere of innovation. 5. Forces people to face reality and to establish priorities. changin

managing

thereby fo

STEPS IN INSTITUTIONAL PLANNING Tack and Haberleen (1986)

1. SETTING OF OBJECTIVES AND GOALS 2. UNDERTAKE SITUATIONAL ANALYSIS

3. NOTING ENVIRONMENTAL CONSIDERATION AND OPPORTUNITIES

4. PLOTTING COURSES OF ACTION 5. BUDGET ALLOCATION 6. IMPLEMENTATION AND REVIEW

PROCESS OF INSTITUTIONAL PLANNING Tack and Haberleen (1986)

Setting Goals or Objectives

Internal Analysis

Strategic Planning

External Analysis

Budget Estimates

Implement and Re view

4 STEPS IN INSTITUTIONAL PLANNING Tack and Haberleen (1986)

1. Determination of organizational mission

2. Assessment of the organization and its environment

3. Setting of specific objectives or direction

4. Determining strategies to accomplish the objectives.

STEPS IN INSTITUTIONAL PLANNING (Mondey Model, 1988)

Institutional Mission Determination
Deciding what is intended to be accomplished

Environmental Assessment
Determining external conditions, threats, and opportunities

Organizational Assessment
Determining internal competencies, trengths and weaknesses s

Objective Setting
Specifying institutions objectives or direction

Strategy Setting
Specifying institutional stra tegies and procedures

INSTITUTIONAL STRATEGIC PLANNING MODEL (Lewis,1986)

Analysis of External Environment Analysis of Internal Environment

Preparing Planning As sumptions Selecting long-range goals Identifying program strategies Initiating operation p lan

ANALYSIS OF THE EXTERNAL ENVIRONMENT May yield to:

1. 2. 3. 4. 5. 6. 7. 8. 9. Employment projection Socio-cultural trends Value change Trends in education Trends in financial aid Technology use Political trends Health and environmental conditions Effects of technology in curriculum and pedagogy/andrago gy 10.Consequences of technology for the library and for inform ation storage and acquisition.

ANALYSIS OF THE INTERNAL ENVIRONMENT May yield to:

1. 2. 3. 4. 5. 6. 7. 8. 9. Centrality of the institutions mission Skills competencies and productivity of the trainers Quality of the curriculum Teaching methods and effectiveness Number of occupations conferred and trainees progres s towards certification Trainees demand Capabilities of trainees Program costs Alumni opinions about programs

QUESTIONS TOOLS FOR STARTING POINTS

a) What business are we in? What services do we offer? b) What kind of institution do we want to be in 5-10 years? c) Who buys/utilizes our services? Why? What perceived d) e) f) g) h)
benefits do we provide? Who are our main competitors? What are our relative advantages? And Disadvantages? What is our current position in the market? What position do we want to build? How do we get from here to there?

OPERATIONAL OR ACTION PLANNING

Program activity objective, which indicates clearly the

link specific dimensions of the mission, general directions and strategic decisions. The Activity to be performed to achieve the objectives Performance standards stated in quantitative terms Personal responsible for implementing the activities Timetable for implementation Cost implication

SITUATIONAL ANALYSIS

All plans whether training institutions or

business plans are based on judicious situational analysis. Method S W O T is the framework for analyzing strengths, weaknesses, opportunities and threats - it is a management tool to help the administrators determine their school capabilities to achieve desired goals

HOW SWOT ANALYSIS IS CONDUCTED? STRENGTHS refer to:

internal assets
resources conditions qualities that enhance productive
performance or achievement of goals Knowhow Motivation finances Linkages and influence

HOW SWOT ANALYSIS IS CONDUCTED?

WEAKNESSES

refer to conditions that impede growth and development.

refer to any circumstances that create favorable conditions in implementing action and achieving purpose and any trend that favors the demand for organizations competence, expertise, or products.

OPPORTUNITIES

Threats

refer to any external circumstances or trends that create undesirable results, unproductive outcomes or total destruction. These circumstances will unfavorably influence an institutions performance.

THREE VERY IMPORTANT QUESTIONS

WHO ARE WE? WHERE DO WE WANT TO GO? WHAT ARE WE GOING TO DO?

What is a Vision?
Is a statement of how the institution will look like in the
future, it is a picture of what an institution wants to be. A crucial element in an institutions planning and strategic directions (Franco, 1994) Represents the desired future state in the sector or market in which the institution operates Example: We envision our institution in partnership with the government units and private sector to be a Center of Excellence in developing a world class and educated work ers with positive work values in the field of Electronics, Industrial Automation and other occupations.
WHO ARE WE? WHERE ARE WE GOING? WHAT TO DO AND TO OFFER?

What is a Mission?
Is a statement which clearly specifies what business the in
stitution is in and answers the questions What product or services offered, Who the clients are, How to go about its business, that is what primary technologies are. A statement of philosophy and purpose of the institution and embodies the institutions reason for being (Lloyd L. Byars,) Example: What? How? Our institution takes responsibility for the provision of technical education and skills development for out of school youth, unemployed adults, employed/retrenched workers, technical instructors, in support to industry Who? needs .

What is Goal?
A statement of broad purpose, a general statement of
intents.

A statement that decribe what the institution is expected to

accomplish.

Answers the questions Why and What does institution

exist.

The statement are non-behavioral and non-measurable

and lead to the attainment of the mission.

EXAMPLE OF GOALS STATEMENTS:

a) To provide world-class Technical and Vocational b)
education and training in electronics and alliedcourse for wage and self-employment; To imbibe desirable work ethics and socially accepted behavior; To upgrade the institutions human and physical resources given the accelerative thrust in technology; To mobilize resources, local and foreign, purposively for the acquisition of state-of-the-art training/instructional materials and equipment; To network with other institutions to maximize the use of both resources; To network with foreign agencies/institutions for possible study exchange and/or study tour.

c)
d) e) f)

We need TVET administrators who have the

vision,the technical competence, and the right values, who can lead their people to transform their respective institution into an active agents of rural and urban development. We need TVET administrators that can develop institutional plans that are realistic, relevant to industrial and occupational demands and responsive to the development thrusts of the country (Ethiopia).
An institutional plan must be developed to be helpful to the trainees and their parents, and the community in which they serve.

WHAT WE NEED?

What is an Objective?
An specific statement of a desired purpose or outcome
Utilizes the SMART rules: S pecific, M-easurable,
A-ttainable/achievable, R-ealistic, T-ime bounded

It represents the qualification and operationalization of

goals

Are expressed in terms of numbers or statistics in behavior

al statements (of desired changes or values and attitudes or of new knowledge and skills to be acquired)

Pointers to Formulate Objectives ?

A mechanism for flexible process of curriculum
development Integration of other modalities of training delivery in various training programs Integration of entrepreneurship and global competitiveness in the training programs Institutionalizing the occupational standards, testing and certification Regular upgrading of learning/training facilities, buildings, laboratory equipment; and Development of system for strict enforcement of institutions regulation regarding standards and requirements.

Sample Objectives ?

Implement Competency Based Training (CBT) program. Implement Dual Training System (DTS) program Conduct extension program Implement Income Generating Project (IGP) Upgrade the quality of training materials Upgrade the training facilities Upgrade the training equipment, machines and tools Implement staff development program Conduct program monitoring and appraisal Implement Quality Management System (QMS) Strengthen Industry partnership and linkages.

Any Questions ???