Approved by University Council

On 13th December 2010

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Presentation OutlinePreambleLessons Learnt from CHSThe Proposed StructureThe Proposed Academic EstablishmentThe Proposed Non Academic EstablishmentThe Cost Implication on Academic & Non

Academic Staff.Stand alone SchoolsCollege of Health SciencesEmerging policy issues

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PREAMBLE

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Preamble..

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FACULTY-BASED STRUCTURE OF MAKERERE UNIVERSITY

CHARACTERISTICS OF FACULTY-BASED STRUCTURE

BUREAUCRATIC AND INEFFICIENT DUPLICATION OF ROLES AND

PROGRAMMES WASTEFUL HUGE AND ARMOPHOUS PRONE TO CONFLICTS

RATIONALE FOR MOVE TO COLLEGES

It enhances decision making around the notions of efficiency and consensus.

Decisions made are honoured in deference to the professional and intellectual competence and authority of the makers, and not through politics, rules and other persuasions (Hamilton, 1997).

The benefits of implementing College Formation are greater than the cost of continuing operating under a highly constrained, centralised model.

Criteria Used for College Formation Synergy in mission and objectives of the combining

units to promote optimal utilization of the ambient capacities;

Potential for resource sharing (human, infrastructural) and mobilization;

Potential for modularization of Academic Programmes, rationalization and elimination of duplications;

Capacity to form viable college substructures like Academic Boards, Administrative Boards, Procurement committees and Senate as elaborated in the College Statute

Baseline Resources Numbers of students; Number of Programmes; Number and Distribution of Academic Staff; Teaching and office Space; Number of Computer access points; Library facilities; Laboratory space; Other capacity indicators considered by the

National Council for Higher Education.

Lessons Learnt from CHS

The interrelated departments which merged into Schools have been able to effect Joint, Participatory, Strategic planning (10 year Strategic Plan supported by Norwegian government).

There has been intensive cross-curriculum development due to the synergies generated by the mergers.

Up to date modes of delivery, like Problem Based Learning, COBES, and Tele-Education have been introduced due to increased team approach to teaching and learning.

Anticipated cost savings and efficiency did not materialise as more units and positions were created (Deputy Deans, Support Staff for 10 offices and 2 more Accountants)

The initial budget for FY 2009/10 submitted by the College was UGX 19 billion up from UGX 8 billion in FY 2008/09.

Unrealistic High Staff costs Challenges of Coordination

Lessons Learnt from performance of College of Health Sciences:

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Strengths Weaknesses

Lessons Learnt (Cont…)

These lessons have been considered in streamlining, rationalising and right sizing the New Colleges Format that brings together related fields of teaching and re-branding the research, innovations and the KTP functions of the University.

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College of Health Sciences

UNITS IN THE NEW COLLEGE STRUCTURE A COLLEGE A constituent unit of the University consistent

with the UOTIA and offers Degrees, Diplomas and Certificates and enjoys Administrative, Academic and Financial semi autonomous status.

A SCHOOL This is an Academic Unit of a College engaged in Teaching, Learning, Research and Knowledge Transfer Partnerships (KTP) based on a focused body of Knowledge.

INSTITUTE This is a unit of a college which is exclusively research based.

CENTRE This is a unit of a college, which is largely focused on service and Knowledge Transfer Partnerships.

DEPARTMENT This is a unit of a school that deals with core functions of teaching, learning and research functions of a particular focused discipline, with at least one programme leading to the award of a degree.

Schools in Transition & CHS School of Veterinary Medicine (to access

services through the College of Health Sciences);

School of Law (to access services through the College of Business and Management Sciences). 

College of Health Sciences: to align its current structure to the new College format

The Colleges, Directorate & Stand-alone Schools College of Natural Sciences (CONAS) College of Business and Management Sciences (COBAMS) College of Computing & Information Sciences (COCIS) College of Engineering, Design, Art & Technology (CEDAT) College of Humanities & Social Sciences (CHUSS) College of Agricultural & Environmental Sciences (CAES) College of Education & External Studies (COEES) College of Health Sciences (CHS) Directorate Of Research And Graduate Training (DRAGT)Stand-alone Schools School of LawSchool of Veterinary Medicine•The Current format of College of Health Sciences (CHAS)

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Comparison of Faculty-based and College-based StructuresCurrent administrative staffing level in the faculty/ department based model

Position NumberDean/Director (1) 19Deputy Deans/Directors (2) 38Administrator (1) 19Faculty Registrar (1) 19Faculty Accountant (1) 19Faculty Accounts Clerk (1) 19Personal Secretary/Assistant to the Dean/Director (1) 19Secretaries/Copy typists/Stenographers (2) 38Messenger (1) 38Driver (1) 38

266

DepartmentsHead of Department (1) 110Secretary (2) 220Office Messenger (1) 110  440

Proposed Administrative staffing level in the college- based modelPosition NumberPrincipal 8Deputy Principal 8College Bursar 8College Librarian 8College Registrar 8College Human Resource Manager 8Administrative Secretaries (4) 32Stenographers (6) 48Messenger (1) 8Driver (1) 8

144School  Dean 30Administrative Secretary 30Assistant Registrar/Administrative Assistant 30Office Messenger 30

120Department (Optional)Chair 50

Dept of Agricultural & Bio Systems Engineering

School of Forestry, Environmental &

Geographical Sciences

School of Food Technology, Nutrition & Bioengineering

School of Agricultural

Sciences

College of Agricultural and Environmental Sciences

Dept of Extension & Innovations

Studies

Dept of Agricultural Production

Dept of Agribusiness and Natural Resource

Economics

Dept Of Forestry,

Biodiversity & Tourism

Dept of Environmental Management

Dept of Geography, Geo-Informatics & Climatic Sciences

Dept Of Food Technology &

Human Nutrition

MUBFS

National Bio-Diversity Data Bank

Centre

Note: Proposed Centres Centre for Climate and Water Resources Geographic and Environmental Information Centre Centre for Waste Management Centre for Mountain Resources and Disaster Management Food Technology and Business Incubation Centre Centre for Environmental Community Education and Extension Rangeland Resources Centre Agricultural Policy Analysis Centre Plant Biotechnology Centre

MUARIK

Structure of the College of Agricultural and Environmental Sciences (CAES)

Forestry AGRIC MUIENRDept of

Geography

Total

Professor 3 7 2 1 13

Associate Professor 4 6 1 2 13

Senior Lecturer 4 23 3 1 31

Lecturer 11 28 1 3 43Assistant Lecturer 13 25 4 16 58

Teaching Assistant 4 28 0 0 32

Total 39 117 11 23 190

Filled Academic Staff Establishment

Forestry AGRIC Food Science TotalProfessor 10 8 2 20Associate Professor 7 9 3 19Senior Lecturer 8 21 7 36Lecturer 15 31 8 54Assistant Lecturer 33 29 8 70Teaching Assistant 4 16 4 24Total 77 114 32 223

Required Academic Staff Establishment

From the above This Up dated establishment for Academic Staff

can be presented for 50% increment proposed by Govt

Reduced admin staff at D/Dean, Dept levels leading to 45% reduction in admin costs.

To move towards paperless office of Chairs, Deans, Deputy Principal, Principal and Admin staff will inevitably require purchasing them Computers

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THANK YOU!

College of Agricultural and Environmental Sciences (CAES)

School of Agricultural Sciences

1Agricultural Production 2Agribusiness and Natural

Resource Economics

3Extension & Innovations

School of Food Technology, Nutrition and Bioengineering

1Agricultural & Biosystems Engineering

2Food Technology and Human Nutrition

School of Forestry, Environmental and Geographical Sciences

1Forestry, Bio-Diversity and Tourism

2Environmental Management 3Geography, Geo Informatics and

Climatic Sciences