fce(t) gusau revised strategic plan: 2017

FCE(T) Gusau Revised Strategic Plan: 2017 – 2021 |||

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STRATEGIC PLAN

(Revised 2017 - 2021)

By

Usman Ladan Kurya, PhD

Ibrahim M. M. Furfuri, PhD

Abubakar Wali, PhD

Mustapha Ngaski Abubakar, PhD

Salihu Mamman Jangebe

Samaila Ibrahim

Shetu Ilu Chetle (Mrs.)

Ebong Wisdom

Halima A. Usman (Mrs.)

Abdulwahab Yusuf Shehu

Muhammad Adamu Bungudu


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Acknowledgements

First and foremost we commend the efforts of PACESET ASSOCIATES for setting the pace in the development of college strategic plan. We must acknowledge their hard work in producing a good plan for the college that gives a sound background to this work.

We must also acknowledge the efforts and contributions of the paper presenters during the Interactive Strategic Planning Seminar (ISPS) organized by the PACESET ASSSOCIATES in 2004 in persons of Dr. (Mrs) Amina Abubakar (former provost of the college), Professor M. I. Junaidu, Dr. C. M. Anikweze for sharing their thoughts and brilliant ideas. Similar efforts and contributions of the participants in the ISPS are duly appreciated and acknowledged.

Special thanks are due to the major stakeholders in the college for their contributions towards the development of the plan. They include Deans, Directors, HOUs and SUG. Same goes to all the participants who volunteered and sacrificed their valuable time for interviews without whom the revised strategic plan would not have been in its present form.

We truly appreciate the hard work, commitment and dedication of the members of the College Strategic Planning Committee 2017; their efforts led to the emergence of this revised strategic plan of the college.

Our particular appreciation is due to the provost, her foresight to develop a strategic plan for the college deserves special commendation. The moral support received from the management team also deserved a special appreciation.

Finally, the committee members would like to express their sincere gratitude to all those who have helped and supported the work in one way or the other. Specifically, we owe a special debt of appreciation to the college staff in particular, the secretarial staff (Mukhtar Abdullahi, Khadizah Usman, Olutoyin Odesomi) who typed the manuscript.

Muhammad Adamu Bungudu

Secretary College Strategic Planning Committee, 2017


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Foreword

Strategic plan provides a preview of strategic decisions to be taken towards the development of the strategic posture of the institution. Hence, it provides a framework for future development of the college over a specified time period (usually five years). The plan reflects on the previous strategic position with reference to current and future development needs in order to ensure continuity and stability. The main purpose is to offer a frame of reference and guide to future operational and developmental needs of the college. The ultimate goal is to enable the college to progress steadily building on its third decade of existence. In order to guarantee this, a review and update of the previous strategic plan was embarked on by the committee. Therefore, this strategic plan relies upon the previous ones developed in 2004 - 2008 for the college prepared by PACESET ASSOCIATES and 2015- 2019 with focus on TETFund projects development intervention.

The fact that, the institution aspires to grow and expand its services in the future, the development of effective strategic planning becomes imperative. Moreover, the forwardlooking nature of the college services make strategic planning a necessity.

The committee adopted a holistic approach to the college development. The strategic plan therefore, covers the whole institution and its activities. In particular, it reflects on the college mission and vision, policies, goals and objectives, physical and human resources. Apart from these, other specific areas were addressed as cross-cutting issues including but not limited to college culture, context and climate (work ethics, team work/spirit and general staff attitudes). The priority areas were primarily addressed using corporate strategic planning framework based on three major components i.e. strategic analysis (mission and vision, values and objectives; environmental scanning and existing resources analysis), strategic choice (generation, evaluation and selection of strategic options), and strategic implementation (resource planning, organizational structure and people and systems in the organization). In the accomplishment of the mandate, the committee scanned and assessed the college environment with the hope to identify competitive position based on key strengths and weaknesses, opportunities and threats which the college is exposed.

The committee adopted participatory planning approach using interviews technique as its main method. Document review was also used as part of the methodology in preparing the plan.

It is expected that this plan as a corporate strategic plan will continue to be used as an ongoing process to take account of changes and development needs of the college since it is a need-based and forward-looking plan addressing critical developmental issues taking into cognizance of the college needs and challenges.

It is hoped that the plan would bring the required attitudinal and managerial changes amongst the staff and management that would transform the institution into a leading centre for training of female technical teachers and potential entrepreneurs. It is also hoped that the management as well as the staff would be committed towards the implementation of the strategic plan in order to foster and improve efficiency and effectiveness of the


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services of the college to the immediate community and the society in general to pave way for the actualisation of the mission and vision of the college.

Finally, the efforts of the committee is commended for coming up with a good plan and accomplishing the assignment despite their numerous official commitments.

Dr. Usman Ladan Kurya

For: Provost


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Preface

An institutional strategic plan, by definition, is a well prepared document produced through conscious and well-articulated process that employ active participation of all the major campus constituencies (administrative arms, schools and directorates) and other stakeholders of the institution which avails a structural frame of reference through which the institution anchors its mission, vision and key issues and strategies to address them.

The methodologies adopted for the review of the Strategic Plan of the college were interviews and document review. The interviews with the major stakeholders (Deans, Directors, Heads of Units, Student Union Government and other staff occupying strategic posts) of the college were conducted between 30th March and 7th April 2017. The choice of these methods was informed basically due to time constraint. To accomplish the task, the main committee appointed three sub-committees (Qualitative Data Collection, Quantitative Data Collection and Drafting Sub-committee). The findings of the two sub-committees were carefully collated and harmonized by the Drafting Sub-committee.

The current structural reform in the education sector calls for changes in the ways of doing things in the college. The value placed on and the extent of implementation of the major recommendations contained in this strategic plan will determine the level of changes to be brought by the management and other major stakeholders in moving the college forward, achieving its mission, vision, goals and objectives.

Dr. Mustapha Ngaski Abubakar

Secretary Drafting Sub-Committee


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Table of Contents

Title page i

Acknowledgements ii

Foreword iv

Preface vi

Table of Contents vii

List of Figures and Tables x

Mission and Vision xi

CHAPTER ONE: INTRODUCTION

1.1 Strategic planning 1 1.2 Review Methodology 1

1.3 The Need for Strategic Plan 1

CHAPTER TWO: MILESTONES IN THE DEVELOPMENT OF THE

COLLEGE

2.1 Establishment & Take-off 2 2.2 Functions of the College 2

2.3 Focus of Development in the 1st Decade 2

2.3.1 Physical Facilities 2 2.3.2 Municipal Utilities 3

2.3.3 Academic Programmes 3

2.3.4 Students & Academic Staff Population 3 2.4 Focus of Development in the 2nd Decade 3 2.4.1 New Academic Departments 4 2.4.2 Consultancy Unit 4

2.4.3 Encouragement for Research & Publication 4 2.4.4 Staff Training and Re-training 4

2.4.5 Increase in the Number of Academic Staff 4 2.4.6 Increase in the Population of Students 4

2.4.7 Expansion of Academic Activities 4 2.4.8 Physical Structural Developments 5 2.4.9 Provision of Additional Services 5 2.5 Focus of Development in the 3rd Decade 5

2.5.1 New Academic Programmes 5

2.5.2 Research and Publication 6

2.5.3 Staff Training and Development 6

2.5.4 Staff Strength 6 2.5.5 Student Population 6

2.5.6 Expansion of Academic Programmes 6

2.5.7 Physical Structural Development 7 CHAPTER THREE: ORGANIZATIONAL STRUCTURE OF THE COLLEGE

3.1 Governing Council 8


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3.2 Management Structure 8

3.3 Academic Board 9

3.4 Academic Structure & Programmes 9

3.5 Operational Structure 12

3.5.1 Office of the Provost 12

3.5.2 Office of the Deputy Provost 13

3.5.3 Registry Department 13

3.5.4 Library 13

3.5.5 Bursary Department 13

3.5.6 Works Department 13

CHAPTER FOUR: STUDENTS & STAFF POPULATION ANALYSIS

4.1 Analysis of Students Enrolment, 2012/13–2016/17 Academic Sessions 14

4.2 Projection of Enrolment of Students by Programmes, 2017/18 –2021/22 15 4.3 Academic Staff Population Analysis, 2012/13 – 2016/17 15

4.3.1 Total Population of Academic Staff 16

4.3.2 Academic Staff Population Growth Projection, 2017/18 – 2021/2 17

4.4 Non-Academic Staff Population Analysis, 2016/17, and Growth Projection

2017/18 – 2021/22 18

CHAPTER FIVE: TOTAL STRATEGIC SITUATION

5.1 College Culture 20 5.1.1 Work Ethics 20

5.1.1.1 Lateness to work 20

5.1.1.2 Low initiative: minimal improvisation 20

5.1.1.3 Nonchalant attitude to work 20 5.1.1.4 Non-observance of deadlines 20

5.1.1.5 Shoddy work output 20

5.1.1.6 Frequent absence from workstation 20 5.1.1.7 Early closure from work 20

5.1.2 Information Dissemination 20 5.1.3 Rumour-mongering 21

5.1.4 Inadequate maintenance culture 21

5.2 Summary of SWOT analysis 21

CHAPTER SIX: ENHANCING INSTITUTIONAL FOCUS

6.1 National Mission Statements for College of Education 24 6.2 Mission Statements for Federal College of Education (Technical) Gusau 24 6.3 Vision Statements for Federal College of Education (Technical) Gusau 25

6.4 Key Issues 25

6.5 Corporate Performance Objectives 28

6.5.1 Corporate Performance Objectives, Key Issue No. 1 28 6.5.2 Corporate Performance Objectives, Key Issue No. 2 28

6.5.3 Corporate Performance Objectives, Key Issue No. 3 28



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6.6 Strategic GAP Analysis 29

CHAPTER SEVEN: STRATEGIES TO ADDRESS THE KEY ISSUES

7.1 Key issue 1 30 7.2 Key issue 2 31 7.3 Key issue 3 31

7.4 Key issue 4 32

7.5 Key issue 5 33 7.6 Key issue 6 34

7.7 Key issue 7 34

7.8 Key issue 8 35

CHAPTER EIGHT: IMPLEMENTATION ENABLING ENVIRONMENT

8.1 Executive commitment & Executive Will for Plan Implementation 38

8.2 Set Up & Empower a College Strategic Plan Implementation Committee 39

8.3 Strategic Plan for Vital Segments of the College 39

8.4 Provisions of the Strategic Plan to Determine Provisions in the

Annual Budget 40

8.5 Capacity Building: Practical Leadership & Supervision 40 8.6 Team Building: Management Committee & Consultative

Management Committee 40

8.7 Re-Structuring of Strategic Administrative Units 41

8.8 Continual Observance of Corporate Conduct 41

8.8.1 Conduct of Provost, Management & Principal Officers 41

8.8.2 Conduct of Deans of Schools/Heads of Department 41

8.8.3 Conduct of Staff 41

8.8.4 Conduct of Students 41

CHAPTER NINE: A FRAMEWORK FOR STRATEGY MODIFICATION

9.1 College Strategic Plan Monitoring Committee 42

9.2 Strategic Plan Performance Review Committee 43

CHAPTER TEN: CRITICAL SUCCESS FACTORS

10.1 Institutional Culture & the Dynamics of Change 44

10.2 Delegation & Empowerment 44


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10.3 Maintaining Relevance & Currency of the Strategic Plan 45 10.4 Recognition & Celebration of Excellence 45

CONCLUSION 46

List of Figures and Tables

Figure 3.1: Management Structure 8

Figure 3.2: The College Schools (8) and Departments (29) 11

Figure 3.3: College Operational Structure 14

Figure 6.2: Key Issues 30

Figure 8.0: A Framework to Facilitate Implementation 49

Figure 9.1: Membership of College Strategic Plan …

Figure 9.2:

Membership of Strategic Plan Performance Review Committee ….

Table 2.1: Expansion of Academic Activities 16

Table 2.2: Expansion of Academic Programmes …

Table 3.1: Membership of Academic Board 20

Table 4.1: Cumulative Enrolment Figures & Percentage Increase by

Programmes 2012/13 – 2016/17 17

Table 4.2: Students Enrolment Projection by Programmes, 2017/18 – 2021/22 18

Table 4.3: Academic Staff Population and Qualification Analysis as at 2016/17 19

Table 4.4: Academic Staff Population Growth Projection 2017/18 – 2021/22 21

Table 4.5: Non-Academic Staff Population Analysis 2016/17, and Growth

Projection 2017/18 – 2021/22 22

Table 5.1.1: The Weakness & Strengths Identified Within the College during the

Scanning of the Internal Environment

Table 5.1.2: The Opportunities & Threats Identified in the College during

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the Scanning of the External Environment 27

Table 7.1: Key Issue 1: Lukewarm Attitude of the Immediate Communities

Towards Education, Especially Female Performance 35

Table 7.2: Key Issue 2: Inappropriate Staff Work Ethic 37

Table 7.3: Key Issue 3: Inappropriate Provision of Teaching/Laboratory/

Workshop Consumables 38

Table 7.4: Key Issue 4: Inadequate /Inappropriate Teaching and

Learning Delivery System 40

Table 7.5: Low Teamwork 41

Table 7.6: Key Issue 6: Low Student Population 43

Table 7.7: Key Issue 7: Security Challenges 44


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Table 7.8: Key Issue 8: Infrastructural Facilities and Services 45

Table 8.1: Membership of College Strategic Plan Implementation Committee 51

Table 9.1: Membership of College Strategic Planning Committee 54

Table 9.2 Membership of Strategic Plan Performance Review Committee

55


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MISSION

Training and graduating competent female technology teachers and potential entrepreneurs for technological and national development.

VISION

To be a world class College with the required facilities for training female students in moral character, academic knowledge and practical skills to become effective and efficient teachers of

technical subjects and potential entrepreneurs.


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CHAPTER ONE

INTRODUCTION

1.1 Strategic Planning

Strategic planning is a process of making strategic decisions that lead to the portrayal of strategic posture of an institution or organization. It gives a sense of direction in terms of the mission, vision, goals, objectives and strategies to make an institution more effective and more efficient. This process involves scanning the external environment to identify the threats and opportunities, and also scanning the internal environment to identify the weaknesses and strengths of the institution and then establishing the key issues the institution should address and generating strategies to address those issues. The major stakeholders of the institution were actively involved in the process of preparing the reviewed strategic plan.

1.2 Review Methodology

The review built on the outcome of Interactive Strategic Planning Seminar (ISPS) 2004 which facilitated the preparation of the Strategic Planning (SP) of the College. In addition, the reviewers conducted interviews with major stakeholders of the institution to update the existing SP of the College. Documents review was also used in the development of the new SP.

1.3 The Need for Strategic Plan

• Compliance with the Federal Government directives that all Tertiary Institutions to articulate their mission and vision statements, goals and objectives, and strategies to achieve them.

• Serving as guide towards policy implementation.

• Sharpening the focus of the college.

• Serving as frame of reference in monitoring and evaluating college performance.


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CHAPTER TWO

MILESTONES IN THE DEVELOPMENT OF THE COLLEGE

2.1 Establishment & Take-off

The Federal College of Education (Technical) Gusau was established by the Federal Government in October 1989, under the Decree No.4 of 1986.

The first Provost of the College, in the person of late Hajia Rabi Aliyu Tambuwal (May Allah [SWT] grant her eternal peace) was appointed on 30th November 1989. She assumed duty in the College on 23rd December 1989.

The compound and premises of the Government Teachers College, Gusau, (now Malam Yahaya Gusau Secretariat) served as the temporary site for the take-off of the College. Academic activities began in May 1990.

2.2 Functions of the College

Decree No.4 of 1986 stipulated the functions of the College as follows:

i. To provide full time courses in teaching, instruction and training in: technology, applied science, commerce, arts, social science, humanities and management; and

ii. In such other field of applied learning relevant to the needs of the development of Nigeria in the area of industrial and agricultural production and distribution and for research in the development and adaptation of techniques as the Council may from time to time determine;

iii. To conduct courses in education for qualified teachers;

iv. To arrange conferences, seminars and workshops relative to the fields of learning specified in (i) above; and

v. To perform such other functions as in the opinion of the Council may serve to promote the objectives of the College.

2.3 Focus of Development in the 1st Decade

2.3.1 Physical Facilities

Extensive rehabilitation works had to be undertaken in order to make the temporary site suitable for use as a tertiary educational campus. The College rented a large building in Gusau town to provide space for administration purposes. A number of other buildings were rented in the town and rehabilitated for use as Students Hostels, Clinic, Guest House and staff houses.


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For the permanent site, about 1,000 hectares of land was acquired and compensation paid accordingly. For orderly campus development a Physical Development Plan (Master Plan) was prepared. The following projects were embarked upon:

i. 2- Blocks of laboratories.

ii. 2- Blocks of lecture rooms and staff offices.

iii. Technical workshops complex.

2.3.2 Municipal Utilities

It should be highlighted that the municipal utilities like electricity supply, water supply and refuse collection and disposal system were inadequate in Gusau. Therefore the College had to purchase electricity generating plants, and water tankers to meet the needs of the campus population.

2.3.3 Academic Programmes

The College commenced with three-schools and eleven departments as listed below:

1. School of Technical Education

• Department of Metal/Automobile Technology

• Department of Electrical/Electronic Technology

• Department of Building

• Department of Woodwork

2. School of Business Education

• Department of Accounting Education

• Department of Secretariat Education

3. School of General Education

• Department of Educational Foundations

• Department of General Studies Education

• Department of Educational Psychology/Guidance and Counselling

• Department of Curriculum and Instructions

In 1992, the College established the School of Vocational Education with the Department of Home Economics and the Department of Agriculture. Two years later, the College established the School of Remedial Studies.

2.3.4 Students & Academic Staff Population

The College commenced academic activities with 230 students and 8 permanent academic staff in May 1990. The College was affiliated to Ahmadu Bello University, Zaria for the


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award of the Nigeria Certificate in Education (NCE). The affiliation lasted until 1993 when the National Commission for Colleges of Education (NCCE) was established.

2.4 Focus of Development in the 2nd Decade

Dr. (Mrs) Amina Abubakar assumed duty on 1st December 1998. Under her leadership, development efforts were focused on increasing, improving, and re-orienting the academic programmes in the College. These resulted into the following:

2.4.1 New Academic Departments

Two new schools and eight new departments were established. These are:

1. School of Sciences

• Department of Physics

• Department of Chemistry

• Department of Biology

• Department Mathematics

• Department of Computer Science

2. School of Languages

• Department of Arabic

• Department of English

• Department of Hausa

2.4.2 Consultancy Unit

A Consultancy Unit was established in 2003 to organize the teaching of Certificates and Diploma programmes for workers in the locality.

2.4.3 Encouragement for Research & Publication

Efforts were intensified to ginger staff to undertake research and publication.

2.4.4 Staff Training and Re-training

A vigorous implementation of the Staff Development Policy was undertaken such that many staff were sponsored to go for further studies to improve upon their competence and academic qualifications.

2.4.5 Increase in the Number of Academic Staff

Academic and supporting staff to facilitate the teaching of new programmes were employed. In addition, a number of staff required to meet the accreditation requirements for the old programmes were employed. During 2003/2004 academic session there were 84 academic staff as compared to 38 academic staff by the end of 1st decade of the College.


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2.4.6 Increase in the Population of Students

Number of students enrolled had increased impressively. The population of the student had increased from 721 in 1998 to 2,135 in 2004.

2.4.7 Expansion of Academic Activities

Growth in academic activities can be observed by comparing the statistics of growth Indicators as presented in Table 2.1 below:

Table 2.1: Expansion of Academic Activities

INDICATORS 1ST DECADE

(1989 – 1998)

2ND DECADE

(1999 – 2007)

Number of Schools 4 7

Number of Departments 11 21

Number of NCE Programmes 9 18

Number of Diploma Programmes Nil 4

Number of Certificate Programmes Nil 7

Technical Teachers Certificate 1 1

The number of Schools had increased from 4 during the 1st decade to 7 during the 2nd decade. The number of Academic Departments had also increased from 11 to 21. During the 1st decade, there was no Consultancy Unit offering Certificate and Diploma programmes. However, during the 2nd decade, the Consultancy Unit offered 11 academic programmes.

2.4.8 Physical Structural Developments

A number of structures were constructed. These include:- College Multi-purpose Hall,

10 New Students Hostel Blocks, Fifteen New Staff Houses, Provost’s Lodge, Computerization of Administrative/Financial Processes, Centre of Excellence in Information Technology, Building of school complexes (Sciences and Languages), Construction & Equipping of Computer Laboratory, Staff Children School.

2.4.9 Provision of Additional Services

A number of services were improved and new ones were also provided. These include: - Improved Water Supply System, Electricity Generating Plants, Additional Buses and Computerization of Administrative and Financial Processes among others.

2.5 Focus of Development in the 3rd Decade

The decade began during the leadership of Mal. Alhassan Isah Danko and extended to the current Provost Dr. (Mrs.) Barakat Abubakar.


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2.5.1 New Academic Programmes

Two new schools and eight departments were established.

1. School of Adult, Non-Formal and Special Education Department of Special Needs Education

• Department of Adult and Non-Formal Education

2. School of Early Childhood Care and Development Education

• Department of Early Childhood Care and Development Education

• Department of Primary Education Studies

New Departments in existing Schools

• Fine and Applied Arts School of Secondary Education (Vocational)

• Integrated Science & Physical and Health Education (School of Secondary Education (Science)

• Economics Computer (School of Secondary Education (Business)

2.5.2 Research and Publication

A number of research activities have been carried out with intervention of TETFund. These include Individual and Institutional Based Research. In addition, some school based journals are being published. There is also evidence of publication by staff in national and international journals. This is in addition to participation in national and international conferences and workshops.

2.5.3 Staff Training and Development

During this period, a total of eighty five (85) academic staff have benefitted from the TETFund staff training and development in both local and foreign universities.

2.5.4 Staff Strength

The College has witnessed an increase in both teaching and non-teaching staff. Presently, the college has 474 staff in its employment.

2.5.5 Student Population

Similarly, the number of students’ enrolment has risen. Currently, the number of students stood at 5,288. The figure consists of 3,546 regular NCE; 490 NCE Intensive; 1,235 undergraduate students and 51 PDE.

2.5.6 Expansion of Academic Programmes


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The college programmes have expanded from four schools in 1990s to eight schools in 2014. The expansion of academic programmes from inception is shown in Table 2.2 below.

Table 2.2: Expansion of Academic Programmes

INDICATORS 1ST DECADE

(1989 – 1998)

2ND DECADE

(1999 – 2007)

3RD DECADE

(2009 - 2018)

No. of Schools 4 7 8

No. of Departments 11 21 29

No. of NCE Programmes 9 18 26

No. of Diploma Programmes Nil 4 Nil

No. of Certificate Programmes Nil 7 Nil

NCE Intensive Programmes Nil Nil 26

Directorate of Undergraduate Studies Nil Nil 11

Directorate of Professional Diploma Nil Nil 1

2.5.7 Physical Structural Development

There are remarkable improvements in terms of physical development in the college.

Some of these are:-

• Vocational and Technical Education Office Complex

• Home Economics Complex

• Fine and Applied Arts Workshop

• Technical Education Workshops (Automobile)

• Agricultural Education Complex

• Primary Education Complex

• Adult and Non-Formal & Special Education Complex

• Department of Curriculum and Instruction Complex

• Guidance and Counselling Complex

• Educational Resource Centre

• Directorate of Undergraduate Complex

• Undergraduate Classrooms block

• Twin Theatre

• College Clinic

• Language Laboratory

• Integrated Science Complex

• School of Business Education

• 1000 Seater Theatre (under construction)

In addition, some existing structures were renovated and services improved.


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CHAPTER THREE

ORGANIZATIONAL STRUCTURE OF THE COLLEGE

3.1 Governing Council

The Federal Colleges of Education Decree No.4 of 1986 vested the responsibility of the management of the College on its Governing Council. The Council is thus assigned the responsibility of making major policy decisions regarding the administration of the college.

The Chairman and members of the Council are appointed on part-time basis and as such are entitled to accommodation and transport facilities only while attending meetings of the Council or its Committees or in the course of performing any legitimate business of the Council.

3.2 Management Structure

Decree No.4 of 1986 designated the Provost as “the Chief Academic and Administrative Officer” of the College. She is also the Accounting Officer of the College.

To facilitate the discharge of her responsibilities, the Provost is assisted by Principal Officers and other key officers. The Management of the College consists of the Provost, the Deputy Provost, the Registrar, the Bursar, the College Librarian, and the Director of Works. The Management structure is depicted in Figure 3.1.

Fig. 3.1: Management Structure

The Provost is the Chief Academic, Administrative and Accounting Officer of the College. She has power to exercise general authority over all staff. She is responsible to the Governing Council.


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The Deputy Provost is responsible to the Provost in running the Academic affairs in the college. He/she represents the Provost in her absence.

The Registrar is responsible to the Provost for the day-to-day administration of the College and performs such other duties as the Provost may assign him to do. He/she is the Secretary to the Governing Council, its Committees, and the Academic Board.

The Bursar is the Chief Financial Adviser to the Provost. He/she is responsible to the Provost for the day-to-day financial transactions of the College.

The College Librarian is responsible to the Provost for the administration of the College Library and the co-ordination of the library services of the various School/Departments.

The Director of Works is responsible to the Provost for the orderly physical development of the campus and the maintenance of the movable and immovable property of the College.

3.3 Academic Board

The Federal College of Education Decree No.4 of 1986 provided for an Academic Board which should be responsible for “the direction and management of academic matters of the College including the regulation of admission of students, the award of certificates, scholarship, prizes and other academic distinctions”. The membership of the Academic Board is shown in Table 3.1.

Table 3.1: Membership of the Academic Board

S/N MEMBERS POSITION

1.

2.

3.

4.

5.

6.

7.

Provost Chairman

Deputy Provost Member

Deans of Schools Member

Heads of Academic Departments Member

Librarian Member

Chief Lecturers Member

Registrar Secretary


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3.4 Academic Structure and Programmes

The academic structure of the College is patterned along the “School – Departments” format. Each School is made up of a number of Departments. A Dean heads each School. A Head of Department is in charge of each department and is responsible to the Dean for the supervision of the staff within the department. The College consists of eight Schools, 29 Departments as listed below and depicted in Fig. 3.2.


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- Automobile Technology - Electrical/Electronics Technology - Building Technology - Woodwork Te chnology - Metalwork Technology

- Agricultural Science - Home Economics - Fine and Applied Arts

- Physics - Biology - Integrated Science - Mathematics - Chemistry - Computer Science - Physical & Health Education

- Educational Foundation - General Stud ies - Educational Psychology / Guidance

and Counselling - Curriculum Studies and Instructions

- Accounting Education - Secretariat Education - Economics Education

- Arabic - English - Hausa

- Special Needs Education - Adult, Non - Formal Education

- Early Childhood Care and Development Education - Primary Education

SCHOOL OF SECONDARY EDUCATION TECHNICAL ( )

SCHOOL OF SECONDARY EDUCATION

VOCATIONAL ) (

SCHOOL OF SECONDARY EDUCATION LANGUAGES) (

SCHOOL OF SECONDARY EDUCATION ( BUSINESS &

E NTRE PRENEURIAL EDUCATION)

SCHOOL OF SECONDARY EDUCATION

SCIENCES) (

SCHOOL OF GENERAL

EDUCATION

SCHOOL OF ADULT , NON - FORMAL &

SPECIAL EDUCATION

SCHOOL OF EARLY CHILDHOOD CARE

DEVELOPMENT AND PRIMARY EDUCATION

ACADEMIC BOARD


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1. School of General Education

• Department of Educational Psychology/Guidance and Counselling

• Department of Educational Foundation

• Department of Curriculum Studies and Instructions

• Department of General Studies

2. School of Secondary Education (Technical)

• Department of Automobile Technology

• Department of Electrical/Electronics Technology

• Department of Building Technology

• Department of Metalwork Technology

• Department of Woodwork Technology

3. School of Secondary Education (Vocational) Department of Home Economics

• Department of Agricultural Education

• Fine and Applied Arts

4. School of Secondary Education (Business and Entrepreneurial Education)

• Department of Secretarial Education

• Department of Accounting

• Department Economics and Computer Education

5. School of Secondary Education (Sciences)

• Department of Physics

• Department of Chemistry

• Department of Biology

• Department of Mathematics

• Department of Computer Science Department of Integrated Science

• Department of Physical and Health Education

6. School of Secondary Education (Languages)

• Department of Arabic

• Department of English

• Department of Hausa

7. School of Adult, Non-Formal & Special Education

• Department of Special Education

• Department of Adult and Non-Formal Education

8. School of Early Childhood Care Development Education and Primary Education

• Department of Early Childhood Care Development Education

• Department of Primary Education

9. Directorate of Undergraduate Studies


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Bachelors of Education degree programmes across the departments.

10. Directorate of Professional Diploma in Education

Consultancy Unit

NCE Intensive programmes across the departments.

3.5 Operational Structure

The operational structure of the College consists of the following Schools/Departments (Fig. 3.3).

i. Office of the Provost ii. Office of the Deputy Provost iii. Registry Department iv. College Library

v. Bursary Department vi. Works Department vii. Schools & Academic Departments

Fig 3.3: Operational Structure

3.5.1 Office of the Provost

The office of the Provost is the apex of the operational structure of the College. The office consists of ten units, namely:


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i. M. I. S Unit ii. Protocol Unit iii. I. C. T. Unit

iv. SERVICOM Unit

v. Quality Assurance Unit

vi. Consultancy (Security Unit) vii. Audit Unit viii. Clinic ix. Office of the Dean of Students Affairs x. Demonstration Schools xi. Legal Unit

3.5.2 Office of the Deputy Provost

The office of the Deputy Provost oversees academic activities/programmes in the college.

i. Examination ii. Teaching Practice iii. Accreditation iv. SIWES

v. Academic Planning

vi. Research & Publication

vii. Programme Development

3.5.3 Registry Department

The Registry consists of four divisions, namely:

i. Academic Affairs ii. Staff Training and Development iii. Establishment Affairs iv. Governing Council Affairs

3.5.4 Library

The College Library is responsible for providing required academic resource materials for reference and circulation purposes. The library is the repository of all books and periodicals of the College. The Library consists of six units/sections, namely:

i. Circulation ii. Technical iii. Reservation iv. Reference v. Serial vi. Virtual/e-library

3.5.5 Bursary Department

The Bursary consists of five divisions, namely:

i. Budget ii. Final Account iii. Stores iv. Salary & Pension

v. Expenditure Control

3.5.6 Works Department


15

The Works Department is structured into three divisions, namely:

i. Physical Planning ii. Works & Maintenance Division iii. Transport

CHAPTER FOUR

STUDENTS & STAFF POPULATION ANALYSIS

4.1 Analysis of Students Enrolment, 2012/13 – 2016/17 Academic Sessions The enrolment data in all programmes from 2012/13 – 2016/17 is shown in Table 4.1 below.

Table 4.1: Cumulative Enrolment Figures & Percentage Increase by Programmes 2012/13 – 2016/17.

Source: Academic Records Office, Registry Department, FCE(T) Gusau, 2017

As Table 4.1 above shows, the total enrolment for all programmes in the College was 4,430 for 2012/13 academic session. This rose to 4,434, a meager increase of only 0.1% in 2013/14

Programmes

NCE Regular - 6.9 - 7.9

3,546 12.3

NCE Intensive 663 648 - 2.3 589 460 - 21.9

490 6.5

B, ED

Programme 288 744 985 32.4

1,235 25.1

PDE 33 22 - 33.3 26 31 19.2

51 64.5

Total for the College 4,430 4,434 0.1 4,788 4,633 - 3.2 5,316 14.7


16

academic session. The 2014/15 academic session recorded an increase compared with 2013/14 session with total enrolment of 4,788. However, the 2015/16 enrolment of 4,633 recorded a decrease of 3.2% compared with the previous session. The 2016/17 enrolment of 5,288 showed an impressive increase of 14.7% compared with previous session.

The NCE regular programme (primary responsibility of the college) has consistently recorded the highest figure of enrolment compared to other programmes. The programme has however recorded two consecutive decreases in 2013/14 (2.3%), 2015/16 (21.9%) compared to previous sessions of 2012/13 and 2014/15 respectively.

The B. ED programme recorded a consistent increase from an initial enrolment figure of 288 in the 2013/14 session to an impressive figure of 744 in the 2014/15 session.

Enrolment rose to 985 students for the 2015/16 session representing an increase of 32.4% over the 2014/15 figures. Similarly an increase of 25.1% was achieved in 2016/17 session with total enrolment of 1,235 compared to 985 of 2015/16 session.

The NCE intensive programme also recorded a slump in enrolment with a decrease of 2.3% from a figure of 663 students in 2012/13 admissions to 648 students for the

2013/14 admissions. Similarly, a decrease was also recorded for the 2015/16 enrolment of 22% compared to total enrolment of 460 students for the 2015/16 admission. An increase of 6.5% has however been achieved for the 2016/17 enrolment of 490 students compared to 460 students for the 2015/16 admission.

The PDE programme has shown an increment in the enrolment figures with the exception of 2013/14 admission. An increment of 19.2% and 64.5% were achieved during the 2016 and 2017 admissions.

4.2 Projection of Enrolment of Students by Programmes, 2017/18 – 2021/22

Table 4.2 presents the enrolment projections for the academic sessions 2017/18 – 2021/22. A close scrutiny of the enrolment figures reveals that enrolment figures did not conform to any mathematical formula for population projection.

The College authorities confirmed that owing to the peculiarities of the location and also the uniqueness of the College (Female Technical Teacher Training Institution in a predominantly conservative Muslim populace) they could not project enrolment figures using any mathematical formula.

Projections have therefore been based on enlightened assumptions that the strategies proposed in this strategic plan (Chapter 7.6) will yield the desired results.

Table 4.2: Students Enrolment Projection by Programmes, 2017/18 – 2021/22 Exponential Population Projection Formula was used to calculate the annual students enrolment figures. An annual growth rate of ten percent (10%) is projected.


17

Program

mes

NCE

Regular

NCE

Intensiv

e

49

0 539 593 652 717 788

B, ED

Program

me

1,2

35 1,358 1,493 1,642 1,806 1,986

PDE 51 55 61 67 74 81

Total for

the

College

5,288 5,816 6,397 7,036 7,739 8,513

The enrolment projection is shown in Table 4.2 above. It indicates a total of 5,288 has been achieved for the 2016/17 session. Using 10% incremental rate, it is projected that the enrolment figures for the subsequent five years are: 5,816, 6,397, 7,036, 7,739 and 8,513 respectively.

4.3 Academic Staff Population Analysis, 2012/13 – 2016/17

The academic staff constitutes an important component of human resource of any educational institution. Effective teaching and learning is largely determined by the quality and quantity of academic staff in a given institution. It is therefore necessary to analyse this category of campus population.

4.3.1 Total Population of Academic Staff

Human capital resource analysis forms part of important component of corporate strategic planning. It is necessary therefore to analyse the size and composition of academic staff. A breakdown of the population and qualification of academic staff is shown in Table 4.3 below.

Table 4.3: Academic Staff Population and Qualification Analysis as at 2016/17

Schools/Departments Number of

Academic Staff

2016/17

Bachelors’

Degree (BSc,

BA)/HND

Masters’

Degree

PhD

Degree

School of Adult, NonFormal & Special

Education

5

2

2 2

School of Secondary Education (Business and

Entrepreneurial Education)

32

16

13 3


18

School of Early Childhood

Care Development

Education and Primary

Education Studies

13

9

4 0

School of General

Education

24

14

8 3

School of Secondary

Education (Languages)

33 17 12 4

School of Secondary

Education (Sciences)

57

22

31 4

School of Secondary

Education (Technical)

26 10 13 4

School of Secondary

Education (Vocational)

27 14 12 1

Library 8 5 2 1

College Total

225

109

97

22

Source: Establishment Office, Registry Department FCE(T) Gusau, 2017

Table 4.3 shows that the college has a total of 225 academic staff. The number of PhD holders amount to 22 with the School of Secondary Education (languages), School of Secondary Education (Technical) and the School of Secondary Education (Sciences) having the largest number with four each. This is followed by the Schools of Business and the School of Education having three each. The Schools of Adult, Non-Formal and Special Education has two while, School of Secondary Education (Vocational) and Library have one each. The School of Early Childhood Care Development Education and Primary Education Studies is yet to have any. This is a giant leap from the previous planning period.

Total number of Masters’ degree holders for all the Schools stood at 97. Notably, the School of Secondary Education (Science) has the highest share of 31. This is followed by the Schools of Secondary Education (Business and Technical) with 13 each and School of Secondary Education (Languages) with 12. The School of Adult and Non-Formal and Special Education and the Library have the lowest number of Masters’ degree holders with 2 each. For the Bachelors/HND holders, the College has a total of 109 with the School of Secondary Education (Science) having the Lion share of 22 holders. The School of Adult and Non-Formal Education has the lowest number of holders in this category with only 2.


19

4.3.2 Academic Staff Population Growth Projection, 2017/18 – 2021/22

As the College aspires to grow, the academic staff is expected to follow suit. To achieve correlation between College and academic staff growth it becomes necessary to project the growth of academic staff against a stipulated period (five years). An examination of the population of the academic staff of the College as at 2016/17 academic session, may not allow the use of a uniform formula in the projection of the individual Schools academic staff population. Therefore, different projected growth rates were employed for old Schools (5%), General Education (10%) and New Schools (20%). A common mathematical formula for the projection of the population could not be used instead; College expectation of staff employment was used. Table 4.4 below presents the projected figures by schools.

Table 4.4: Academic Staff Population Growth Projection 2017/18 – 2021/22

Schools/Departments Number

of Academic Staff

2016/17

(Baseline)

School of Adult, Non-

Formal and Special

Education (at 20%)

5

School of Secondary

Education (Business and

Entrepreneurial

Education) (at 5%)

32 34 36 38 40 42

School of Early Childhood Care Development Education and Primary Education Studies (at

20%)

13

16 19 23 28 34

School of General

Education (at 10%) 24 26 29 32 35 39

School of Secondary Education (Languages) (at 5%)

33 35 37 39 41 43

School of Secondary Education (Sciences) (at 5%)

57

60 63 66 69 73

School of Secondary Education (Technical) (at 5%)

26 27 28 29 31 33

School of Secondary Education 27 28 29 31 33 35 (Vocational) (at 5%)


20

College Total 225 241 258 278 300 325

The total academic staff population of the College for the 2016/17 session stands at 225.

The projected growth for the 2017/18 session is 241. This represents a 7% increase from 2016/17 session. For the 2018/19 session, a total of 258 academic staff has been projected for the College, representing an increase of 7.1% from the 2017/18 session. For the 2019/20 session, a projected figure for the College is 278, representing an increase of 8% over the 2018/19 session. A total figure of 300 staff has been projected for the 2020/21 session representing an increase of 8% over the previous session of 2019/20. Finally, the projected total number for the College for 2021/22 session stands at 325 representing an increase of 8.3% over the 2020/21 session.

4.4 Non-Academic Staff Population Analysis, 2016/17, and Growth Projection 2017/18 – 2021/22

Non-teaching staff are an important component of human capital resource of the institution. As with their academic counterparts analysis of their population becomes imperative. Equally, the projection of their growth rate is also needed since the plan is futuristic oriented. In estimating the growth rate, 5% was adopted across the board with the exception of the two new Schools and School of Education where 20% and 10% were used respectively. The summary of the figures are presented in Table 4.5 below.

Table 4.5: Non-Academic Staff Population Analysis 2016/17, and Growth Projection 2017/18 – 2021/22

Departments/ Schools

Office of the Provost 59 62 65

Registry 28 29 31 33 35 37

Works 39 41 43 45 47 49 Library 21 22 23 24 25 26

School of Adult and NonFormal/Special Education (at 20%)

2 3 4 5 6 7

School of Secondary Education (Business and Entrepreneurial Education)

9 10 11 12 13 14

68 71 75

Library (at 10%) 8 9 10 11 12 13

Bursary 26 27 28 29 31 33


21

School of Early Childhood Care Development Education and Primary Education Studies (at 20%)

5 6 7 8 10 12

School of General Education 8 9 10 11 12 13

School of Secondary Education (Languages)

11 12 13 14 15 16

School of Secondary Education (Sciences)

12 13 14 15 16 17

School of Secondary Education (Technical)

18 19 20 21 22 23

School of Secondary Education (Vocational)

11 12 13 14 15 16

College Total 249 265 282 299 318 338

Source: Establishment Office, Registry Department, FCE(T) Gusau, 2017

Table 4.5 above shows the total population of Non-Academic Staff for the College stands at 249 for the 2016/17 session, spread across 13 Departments/Schools/Offices and Units. The office of the Provost has the highest number of 59 Non-academic staff because of the substantial number of units attached to the office. This is followed by the Works Department with 39 staff. The School of Adult and Non-Formal and Special Education has the lowest with 2 staff each.

The projected population for the Non-Academic Staff for the 2018/19, 2019/20, 2020/21, 2021/22 sessions are 265, 282, 299, 318 and 338 respectively. The office of the Provost has the highest projected figure for all sessions followed by the Works Department.


22

CHAPTER FIVE

TOTAL STRATEGIC SITUATION

An institution is affected by two distinct variables. These are the internal and external environments. Internal environment may present weaknesses or strength, whereas external environment offers opportunity or threat to an institution. An important aspect that moderate business environmental issues or situation is institutional culture.

5.1 College Culture

Each institution is governed by its culture – a particular mind set developed by the staff in the organization. This usually affects teaching and learning delivery system(s) in the college. In this regard, this college is not an exception. Hence, some aspects of the college culture do affect the college academic as well as non-academic activities. Some notable aspects of the college culture that require improvement are highlighted below:-

5.1.1 Work Ethics

5.1.1.1 Lateness to work

The earlier observation established in the previous SP still persist (both the academic and non-academic staff report late to work and to other College functions).

5.1.1.2 Low initiative: minimal improvisation

The recent findings are in line with earlier observation that staff do have low initiative in the performance of their duties. This can be attributed to two factors (i.e. low motivation and limited delegation of power and authority).

5.1.1.3 Nonchalant attitude to work

The submission made during the ISPS is still valid (i.e. staff perform their functions with low regard to success).

5.1.1.4 Non-observance of deadlines

Assigned tasks were usually submitted well beyond deadlines, without remorse.

5.1.1.5 Shoddy work output

The quality or output was usually below expectations.

5.1.1.6 Frequent absence from workstation

Staff were usually “not on seat” most of the time.

5.1.1.7 Early closure from work

Staff usually close from work earlier than required.

Financial indiscipline has been identified as one of the major factors that affect good work ethics in the college.

5.1.2 Information dissemination


23

The role of information dissemination in smooth running of an institution is widely acknowledged by various scholars and key stakeholders interviewed. Even though, the college uses a number of strategies to disseminate relevant information, majority of the stakeholders in the college were of the view that the processes used are inadequate. It has been particularly noticed that the flow of communication was generally directed downward and untimely. Many a times, some major stakeholders are kept uninformed of issues related to their functions.

It is strategic to create more opportunities for staff and students to inform Management about their work and study situations. Thus, more opportunities should be created for communication to flow upwards, from the bottom to the top. Reliance on Union officials for communication to staff and students may not be adequate.

5.1.3 Rumour mongering

As earlier observed, the incidence of rumour mongering prevails due to problems identified above (5.1.2).

5.1.4 Inadequate maintenance culture

Manifestation of inadequate maintenance culture is evident in the College. There is absence of maintenance programme for the college facilities. Preventive maintenance culture is not promoted and curative measures are delayed.

5.2 Summary of SWOT analysis

One of the three components of corporate strategic planning is strategic analysis. Strategic analysis is concerned with corporate situational analysis. In corporate situational analysis, SWOT analysis is the most commonly used analytical tool in scanning the environment, both internal and external. It permits the analyst to identify the strengths and weaknesses, opportunities and threats (SWOT) of an institution. By so doing, it helps in the development of strategic plan to guide future operations of the college.

Table 5.1.1 provides a summary of the internal environmental issues of concern comprising strengths and weaknesses identified through internal environmental scanning of the College, while Table 5.1.2 provides summary of the external environmental issues of concern identified through the College external environmental scanning. These comprises of opportunities and threats.

TABLE 5.1.1 THE WEAKNESSESS & STRENGTHS IDENTIFIED WITHIN

THE COLLEGE DURING THE SCANNING OF THE INTERNAL

ENVIRONMENT

STRENGHTS WEAKNESSES


24

1. ICT facilities (e.g. e-library & 1. virtual library).

2. Serene and peaceful atmosphere

conductive for academic pursuit. 2.

3. Improved hostel accommodation.

3.

4. More academic programmes have been introduced.

5. Improved classroom 4. accommodation.

6. Capacity of enhancing enrolment

from the immediate 5.

Internally generated revenue is low; though a big improvement over the past.

Students appear not to fully concentrate on their studies due to family responsibility.

Low staff creativity in terms of improvisation of teaching aids.

Lack of punctuality to work and functions, & indiscipline especially among junior staff.

Staff are too slow in performance official

communities.

7. Qualified & experienced staff.

8. More buildings to provide a conductive academic environment have been put up.

9. Intensive NCE programme and Professional Diploma in Education courses on part-time basis.

10. Abundant College land for future expansion and development.

11. Adequate facilities for conducting examinations.

12. Single sex (female) college. functions; negative attitude to work.

6. Administrative staff appear to stay at work only when the Provost is seen to be on campus.

7. Academic staff not in tune with current trends in utilization of e-learning facilities.

8. Low zeal among the academic staff to update their knowledge.

9. Low staff team spirit.

10. Population of students is low.

11. Untimely provision of teaching materials.

12. Low staff motivation leading to low morale and productivity.

13. Low rate of knowledge exchange due to the absence of regular seminars/ workshops in the campus.

14. Factionalism among staff.

15. Lateness & absenteeism dampen staff morale in the College.

16. Inadequate and untimely supply of drugs in the college clinic.

17. Absence of imposing entrance gate as in most tertiary education institutions.

18. Inadequate and non-functional toilet facilities in the college.

19. Poor lightening in the college.

20. Poor maintenance culture in the college.

21. Inadequate buses services for students.

22. Ineffective records keeping and maintenance.

23. Inadequate security provisions within the college.


25

TABLE 5.1.2 THE OPPORTUNITIES & THREATS IDENTIFIED IN THE

DURING THE SCANNING OF THE EXTERNAL ENVIRONMENT

OPPORTUNITIES THREATS

1. Teacher Development Programmes 1.

(TDP) in improving delivery skills in teaching and learning processes.

2. United Nations’ agencies & other

international organizations NGOs 2.

have programmes from which the

College can benefit.

3. TETFund intervention to provide 3. funds for capital projects, training, human capital development and other services.

4. National Virtual Library Project

offers access to abundant 4. information.

5. Advances in the ICT expose academic staff to alternative methodologies.

5.

6. Existence of Girls Technical Colleges in some states of the federation. Example Aba in Adamawa State, Charanci in Katsina State, Ohafia in

Abia State. 6.

Economic recession leading to low income among citizens which affects students registration.

Advances in ICT has made our teaching and learning methodology out dated.

Inadequate infrastructure and services particularly electricity and water supply have affected many services in the college.

Over-dependence on the internet is making staff and students to be less creative.

Reliance on the internet and other information & communication technology will make students less reliant and thus handicapped if taken to less privileged areas to work.

The establishment of other tertiary

institutions (FUG, Sch. of Nursing &

Midwifery) in the city has reduced

students enrolment.

7. Security problem bedevilling

the country.


26

CHAPTER SIX

ENHANCING INSTITUTIONAL FOCUS

Enhancing institutional focus can be achieved through identifying key activities that have relevance to the national mission for Colleges of Education and also lead to the achievement of the mission and vision of the College. Figure 6.1 is a diagrammatic representation of hierarchy of focus.

6.1 National Mission Statement for Colleges of Education

The Federal Ministry of Education document titled: Plan of Action on the Resolutions of the National Summit on Higher Education; 2002 articulated a mission statement for Colleges of Education. The mission statement is quoted below.

“To produce highly motivated and skilled teachers worthy in character and learning though effective teaching, research and public services for primary and junior secondary schools and ultimately secondary schools in Nigeria”

6.2 Mission Statement for Federal College of Education (Technical) Gusau The mission statement for Colleges of Education provided the foundation upon which the

Fig. 6.1 : Hierarchy of Focus

Source: Adapted and Modified from Messrs PACESET ASSOCIATES, 29. , p 2004

• NATIONAL MISSION STATEMENT FOR COLLEGES OF EDUCATION

• MISSION STATEMENT For Federal College of Education (Technical) Gusau

• VISION STATEMENT For Federal College of Education (Technical) Gusau

• KEY ISSUES

• CORPORATE PERFORMANCE OBJECTIVES

• STRATEGIC GAP ANALYSIS


27

major stakeholders of the Federal College of Education (Technical) Gusau crafted and amended the previous mission statement. The current mission statement for Federal College of Education (Technical) Gusau is stated below.

MISSION

• Training and graduating competent female technology teachers and potential entrepreneurs for technological and national development.

6.3 Vision Statement for Federal College of Education (Technical) Gusau

The vision statement for Federal College of Education (Technical) Gusau is stated below.

VISION

• To be a world class College with the required facilities for training female students in moral character, academic knowledge and practical skills to become effective and efficient teachers of technical subjects and potential entrepreneurs.

6.4 Key Issues

External and internal environmental scanning of the College unveiled a number of issues that require attention for the smooth progress of the College. These issues have the potentials to improve the performance of the College. The College is to focus its financial, human, material and physical resources to address these key issues. The issues are shown in Fig. 6.2.

Fig. 6.2: Key Issues


28

Key Issue 1:

Lukewarm Attitude of the Immediate Communities Towards Technology Education, Especially Female participation

It had been established that the immediate communities still have lukewarm attitude towards the College activities generally, particularly female participation in technology education.

Manifestations

i. Low level of public support by the immediate communities ii. Low number of students enrolment in technology education programmes. iii. Negative attitude of enrolled students towards in their studies/programmes.

Key Issue 2: Inappropriate Staff Work Ethics

It had been established that both academic and non-academic staff often reported late to work and other College functions. Thus, nonchalant attitude has been established among staff. This calls for behaviour modification.

Manifestations

i. Lateness to work ii. Inadequate initiative from staff iii. Low quality of work output iv. Frequent absence from

Source: Messrs. Adapted and Modified from PACESET ASSOCIATES , 2004

KEY ISSUES

1 Lukewarm Attitude of the Immediate

Communities Towards Technology

Education, Especially Female

Participation

8 Infrastructural Facilities and

Services to Enhance Life Skills Learning

and Entrepreneurship

7 Security

Challenges

6 Low Students

Population

5 Low Teamwork

4 Inadequate/Inappropriate

Teaching and Learning Delivery System

3 Inadequate Provision of Teaching/ Laboratory

Consumable

2 Inappropriate Staff

Work Ethics


29

workstation v. Early closure from work vi. Casual performance of duties

vii. Minimal effort put in the performance of tasks viii. Non-observance of deadlines ix. Lack of respect for seniority

x. Poor attitude to record keeping.

xi. Non-adherence to laid-down work procedure

Key Issue 3: Inadequate Provision of Teaching and Laboratory/Workshop

Consumables

Interviews conducted with key stakeholders in the academic circle revealed that teaching and laboratory consumables were not timely and adequately supplied. The phenomenon still persist.

Manifestations

i. Provision of inadequate quantity of teaching/workshop/laboratory consumables.

ii. Untimely supply of teaching/workshop/ laboratory consumables. iii. Non-supply of appropriate teaching/workshop/laboratory consumables.

Key Issue 4: Inadequate/Inappropriate Teaching & Learning Delivery System Improvement in the teaching and learning infrastructure has been acknowledged by the key stakeholders in the College. However, there is still room for improvement.

Manifestations

i. Absence of mentoring for younger academic staff ii. Non-correspondence between number of students & facilities iii. Absence of facilities to enhance collaborative learning. iv. Prevalence of use of lecture method over other methods. v. Minimal hands–on experimentation

vi. Too much emphasis on terminal examinations. This had created the belief in students that they were learning merely for examination!

Key Issue 5: Low Teamwork

The spirit of informal teamwork has been established from the interview conducted with staff. Comparatively, formal teamwork has been found to be very low.

Manifestations

i. Unwillingness to share initiatives among staff.


30

ii. Apparent factionalism iii. Lack of encouragement to operate as a team.

Key Issue 6: Low Student Population

Student enrolment has been found to be very low when compared with other similar institutions. This has been attributed to the gender streamlined nature of the institution (being female only).

Manifestations

i. Low number of applications for admission ii. Low number of registered students. iii. Attitude of the local environment to women technical education.

Key Issue 7: Security Challenges

Security problem is widely acknowledged at national and institutional levels in Nigeria.

Hence, the College is exposed to certain security threats such as trespassing, thefts, etc.

Manifestations

i. Rising incidences of theft ii. Fire incidences. iii. Accidents caused by uncontrolled traffic at the gate

Key Issue 8: Infrastructural Facilities and Services to Enhance Life Skills Learning and Entrepreneurship

Physical structures and other services are seen to play crucial role in enhancing teaching and learning process. Though the College has made remarkable efforts in this direction, some structures are still required and services improved.

Manifestations

i. Poor road network ii. Poor condition of roads and drainages iii. Inadequate water supply. iv. Inefficient internet services

v. Poor maintenance of existing structures. vi. Inadequate transport services for students

vii. Inadequate office accommodation, Lecture theatres, School complexes viii. Lack of pool utility vehicles

6.5 Corporate Performance Objectives

Corporate Performance Objectives that constitute “building blocks” in achieving the mission statement have been articulated in relation to the key issues.


31

6.5.1 Corporate Performance Objectives with respect to Key Issue No. 1

(i.e. Lukewarm Attitude of the Immediate Communities towards Technology Education,

Especially Female Participation)

i. Indigenes to be more supportive of development efforts in the College ii. Indigenes to participate more actively in public functions of the College


(i.e. Inappropriate Staff Work Ethics)

i. Students & Staff to be more punctual and Committed to work & functions ii. Deadlines to be observed.

6.5.3 Corporate Performance Objectives with respect to Key Issue No. 3 (i.e. Inadequate Provision of Teaching and Laboratory/Workshop Consumables)

i. Teaching materials and consumables to be made available to the end users in good time and in the right quantity and quality.

ii. Due consultation with the end users before the procurement of the materials

6.5.4 Corporate Performance Objectives with respect to Key Issue No. 4 (i.e. Inadequate/Inappropriate Teaching & Learning Delivery System) i. Adopt staff mentoring strategy ii. Use eclectic method of teaching iii. Engage students in more practical work iv. Use more audio-visual & ICT facilities in teaching v. Improvise teaching aids, where necessary vi. Provision of facilities to enhance collaborative learning


(i.e. Low Teamwork)

i. Staff to imbibe team spirit ii. Delegation to be accompanied with adequate authority and funds to accomplished tasks and responsibilities

iii. Provost to be seen to support decisions of officers with delegated responsibility iv. Principal Officers to be seen taking initiatives on behalf of the provost within the limits of authority.

6.5.6 Corporate Performance Objectives with respect to Key Issue No. 6 (i.e. Low Student Population)

- Strategize to meet the projected enrolment figures.



32

(i.e. Security Challenges)

i. Increase the number of security personnel to adequately man the College property.

ii. Adequate training for security personnel iii. Provision of CCTV surveillance equipment in strategic locations.

iv. Fire and safety training

v. Provision of Traffic signs, Zebra Crossing and Traffic warden


(i.e. Infrastructural Facilities and Services to Enhance Teaching and Learning of Life

Skills and Entrepreneurship)

i. Construction of good road network ii. Construction of new roads and drainages and rehabilitation of the existing once.

iii. Rehabilitation/re-construction of existing boreholes iv. Effective and efficient internet and wireless services

v. Additional structures to enhance teaching and learning vi. Provision of effective transport services vii. Stable power supply

6.6 Strategic GAP Analysis

A strategic GAP Analysis enables us to determine the strength of the strategies required to achieve the objectives. It also indicates the urgency, in terms of the time frame for the accomplishment of the set objectives. The analysis had been made in the context of the following:

i. The performance objectives ii. Implementation strategies iii. The target date for achieving the objectives CHAPTER SEVEN

STRATEGIES TO ADDRESS THE KEY ISSUES

The Chapter concentrates on issues considered to have significant impact on the progress and development of the College with particular reference to its Mission and Vision. The time frame for achieving the performance objectives and the strategies to adopt are spelt out.

7.1 Key Issue 1: Lukewarm Attitude of the Immediate Community Towards Education, Especially Female Education.


33

Performance Objectives

Indigenes to support development efforts and to participate actively in the public functions of the

College

Implementation Strategies

1. Management to direct and also facilitate the organization of exhibitions to showcase the activities of the College. Local dignitaries, parents, general public, institutions and the Press should be invited to attend.

2. Prominent indigenes should be contacted to contribute to infrastructural development of the College donate equipment to any Department in the College. The structure could be named after the donor.

3. Management to re-invigorate strong link with

Local Government Councils, Emirates in the

State, Police, DSS, Civil Defence, Kaduna Electricity Distribution Company etc. with the idea of resuscitating the external College-State Community Relations Committee. A meeting of the Committee should hold at least once in a semester. Members of the general public could be invited as observers.

4. Alumni Association should be re-launched with much publicity in order to re-invigorate the Association.

Timeline

Oct., 2017

Oct., 2017

Jul., 2017

Jul., 2017

7.2 Key Issue 2: Inappropriate Staff Work Ethic


34


1. Improve staff work ethics, in terms of punctuality to work, quick response to official correspondence, being on seat and staying at work until official closing hours.

2. Improve job enrichment and satisfaction


1. Management to direct and facilitate the organization of attitudinal re-orientation seminars on a continuing basis.

2. Management to direct daily monitoring of staff attendance registers in all department.

3. Management to institute an award scheme for “Worker-of-the-Year”. The prize should include a certificate and a token gift. The conferment should be held annually and it should attract wide publicity with dignitaries invited from both public and private sector.

1. Recognition of area of specialization.

2. Autonomy and independence of some units.

Timeline

Sept., 2017

June, 2017

Dec., 2017

June, 2017

Oct., 2017

7.3 Key Issue 3: Inappropriate Provision of Teaching/Laboratory/Workshop Consumables


35


Teaching materials to be made available in good time and in the right quantity and quality; with due consultation with end-users before procurement.


1. Heads of Departments to compile list of the required teaching materials for a given semester two months before the commencement of that semester. The list should be submitted through the appropriate channels.

2. College authorities to secure the required teaching materials and make them available to the end-users before the commencement of the semester.

3. List of unavailable teaching materials to be made known to end-users who should be directed to improvise as appropriate. The Heads of Departments to confirm improvisation.

Timeline

Aug., 2017

Oct., 2017

Oct., 2017

7.4 Key Issue 4: Inadequate /Inappropriate Teaching and Learning Delivery System


36


1. Improvement in

knowledge and skills

impartment ability of the

lecturer.

i. Adopt staff mentoring

strategy. ii. Use eclectic

method of teaching.

iii. Use more audio-

visual & ICT facilities in

teaching.

iv. Improvise teaching

aids, where necessary

2. Creating an enabling

environment for students to

learn.

i. Engage students in more

practical work ii.

Provide

facilities to

enhance collaborative

learning.

iii. Appreciation of learning

for life rather than reading to

pass exams.


1. Young lecturers/instructors to be attached to

senior ones’ as mentees for professional

guidance.

2. Encourage improvisation of hands-on

experiments in the absence of standard

teaching materials.

3. Lecture notes preparations and submission of

same to head departments for perusal.

4. Exposing lecturers to various methods through

capacity building.

5. Capacity building to enhance lecturers’ ability

to use ICT facilities.

1. Provision of collaborative learning facilities.

2. General campus landscaping

and beautification.

1. More practical and experimental learning.

2. Emphasise the use of continuous assessment

3. Encourage life skills learning and

entrepreneurial skills.

Timeline

June, 2017

June, 2017

June, 2017

June, 2017

June, 2017

June, 2017

June, 2017

June, 2017

June, 2017

June, 2017

7.5 Key Issue 5: Low Teamwork


37


1. Create more opportunities for

Teamwork among staff.

2. To promote team spirit and harmony among staff.

3. Building trust and confidence among staff.

4. Appropriate delegation, support for decision of subordinates and willingness and initiatives of the principal


1. In constituting committees, the management should ensure a mix of levels of seniority and specialization.

2. The management should encourage collaborative research among lecturers.

3. Holding of congregation twice a year.

4. Effective and timely release of required information for necessary decision.

1. Encouragement of activities of Clubs and

Societies

2. Promotion of departments/Schools/College seminars, symposia and workshops.

3. Avoid sentimental methods of leadership e.g.

divide and rule.

1. Handling/Treating staff with kindness, fairness, equity and justice. 2. Honesty, transparency and prudence in financial management. 3. Employing ways of increasing psychological contract between staff and the College by integrating human needs and the goal of the

College.

4. Encouraging mutual understanding; being supportive to each other. 5. Sharing common goals and encouraging greater interactions among staff. 6. Creating an environment of trust and shared commitment by involving staff in decisions and actions which concerns them. 7. Cooperative spirit among staff an Unions to foster a genuine feeling of shared involvement.

1. Promotion of delegation with financial authority. 2. Commendation of outstanding performance by the management.

3. Rewarding initiatives and ingenuity.

4. Recognition of subordinates job assignment and responsibility. 5. The right person(s) should be placed on the right job 6. Use of consensus rather than unilateral decision of the leader.

Timeline

July, 2017

July, 2017

July, 2017

July, 2017

July, 2017

July, 2017

July, 2017

July, 2017

July, 2017

July, 2017

July, 2017

July, 2017

July, 2017

July, 2017

July, 2017

July, 2017

July, 2017

July, 2017


38

officers to act on behalf of the

Provost.

7. Carry along concerned stakeholders in

decision making especially on major issues.

July, 2017

July, 2017

July, 2017


39

7.6 Key Issue 6: Low Student Population


Increase student

enrolment


1. Re-strategize to increase students enrolment

2. Involving various Government agencies.

3. Scouting tour for students.

4. Public enlightenment campaign in both print

and electronic media.

5. Introduction of new academic programmes

such as

- Arabic Medium Department;

- French-English & French-Hausa;

- NCE Programme;

- Re-introduction of Remedial Programme;

Re-introduction of Professional Diploma

& Certificate;

6. Efforts should be made to see to the take-off

of B. ED. Tech. and six other Programmes

(Physics, PHE, Library and Information

Science, Admin. & Planning, Guidance and

Counselling and Fine and Applied Arts).

Timeline

July, 2017

July, 2017

April, 2018

July, 2017

Oct., 2017

July, 2019

July, 2018

Oct., 2017

Oct., 2018

July, 2017

7.7 Key Issue 7: Security Challenges


40


Highly secured and safe

environment


1. Engaging more skilled security personnel

2. Installation of surveillance equipment within

the College premises.

3. Fire and safety training

4. Provision of Traffic signs, Zebra crossing

and Traffic warden.

Timeline

2017

2017

2017

2017

7.8 Key Issue 8: Infrastructural Facilities and Services


41


1. Tarred roads and

concrete drainages

2. Adequate supply of

portable drinking water

3. Effective and efficient internet and wireless

services

4. Effective transport services

5. Additional transformers

6. Stable power supply

7. Additional structures to enhance teaching and learning of life skills and entrepreneurship.


1. Establishment of skill acquisition and

development center comprising of

training workshops, with equipment,

furniture, business simulation facilities

and resource.

2. Renovation of science complex.

3. Renovation of gymnasium for

PHE department including

equipment.

4. Construction of School of Secondary

Education (Business and

Entrepreneurial Education).

5. Renovation, procurement and

installation of laboratories

equipment/furniture and fittings for

Physics and Integrated Science

Departments.

6. Provision of fine art and applied art

facilities.

7. Provision of furniture for ECCD

building and play ground.

8. Installation of Atomic Absorption

Spectrometer (AAS) machine including

training of staff.

9. Landscaping and external works for

1000 seater auditorium.

10. Provision of CCTV cameras

11. Construction of ICT Complex

12. Library development

…………………………………………….

1. Review of College Master Plan

(physical development plan) to reflect

recent Campus development concepts.

Timeline

2017

2018


42

2. Construction of 1,500 seater capacity

theatre with minimum of 6nos. seminar

room with modern training and

conference facilities complete with

solar backup and furniture.


43

3. Construction of sporting facilities for

department of physical and health

education. The facilities include: race

track, lawn tennis court, volley ball

court, basketball court, a hall for

physical fitness to accommodate 100

students and at least 4nos. Offices.

4. Construction of student centre

5. Construction of chief lecturers office

complex.

6. Hybrid street lights (solar & wind

turbine).

7. 5nos. hybrid powered overhead water

tank (solar & wind turbine).

8. Procurement of 3nos. Electric

Transformers.

9. Construction of walkways, bus stops

and landscape of academic areas.

10. Construction of academic and physical

planning buildings.

11. Procurement of vacuum truck.

12. Construction of student hostels.

13. Construction of roads & drainages

network.

14. Procurement of student buses; 2nos.

coaster buses, 2nos. 18seater buses,

luxury bus (expert bus), ambulance,

2nos. Hilux.

15. Construction of additional class room

complex


44

…………………………………………….

1. Construction of Amphitheatre.

2. Construction of additional classrooms for School of Secondary Education (Business, languages, Science, Adult & Non-Formal)

Education.

3. Construction of Directorate of Undergraduate Studies (Phase II).

4. Construction of building drawing studio & staff office with equipment, furniture and fittings.

6. Procurement of refuse van.

7. Procurement of tractor with complete

2019


45


46


47

implements e.g. Harrow, mower, planter etc.

8. Water tanker.

9. Construction of GSE Complex

……………………………………………

1. Procurement of combine harvester.

2. Construction of earth dam, biological

garden with different animal species,

modern storage facilities, grains

processing equipment/facilities.

3. Construction of educational resource

centre with state of the art facilities;

comprising not less than 3-board room,

executive offices, conference hall,

restaurant and security monitoring

station with latest surveillance/security

gadgets.

4. Establishment of a modern farm for the

Department of Agricultural Science

Education.

5. Provision of renewable energy on the

farm e.g. bio-energy, solar and wind

turbine.

6. Additional class rooms/staff offices.

…………………………………………….

1. New administrative complex.

2. New Provost Lodge.

3. New management staff quarters.

4. Construction of staff canteen.

5. Construction of Consultancy

Unit Complex.

6. Provision of printing and publishing

equipment.

7. Construction of 2000 capacity auditorium.

8. Provision of auto-mobile equipment for

Auto-mobile Dept.

9. Construction of Marriage Counselling

Center (pre-marital, marital & post-marital

services).

2020

2021


48

CHAPTER EIGHT

IMPLEMENTATION ENABLING ENVIRONMENT

To achieve performance objectives, the strategies articulated should be implemented. A framework to facilitate strategies implementation has been described below and presented in Figure 8.

Source: Messrs. PACESET ASSOCIATES, 2004 (Adapted)

8.1 Executive commitment & Executive Will for Plan Implementation

This Strategic Plan has been prepared through the strong leadership of the Provost. The Provost should therefore make strong effort towards implementing the provision of this Strategic Plan.

A strong will on the part of the Provost to implement the strategies contained in this Plan will promote achievement of the objectives expressed in the Strategic Plan.

F ig. 8 .1 : A F ramework to Facilitate Implementation

IMPLEMENTATION FACILITATION

FACTORS

1 Executive

Commitment & Executive will to

Implement Provisions

of the Strategic Plan 8

Continual Observance

of Corporate Conduct

7 Re - structuring

Strategic Administrative

Units

6 Team Building:

Management Committee

& Consultative Management Committee

5 Capacity Building:

Practical Leadership &

Supervision

4 Provision of the Strategic Plan to

Determine Provisions

In the Annual Report

3 Strategic Plans

for Vital Segment of the College

2 Set Up & Empower a

College Strategic Plan Implementation

Committee


49

8.2 Set Up & Empower a College Strategic Plan Implementation Committee

The Provost should constitute a College Strategic Plan Implementation Committee. The membership is to comprise the following in Table 8.1.

Table 8.1: Membership of College Strategic Plan Implementation Committee


1.

2.

3.

4.

5.

6.

7.

Provost Chairman


Director of Works Member

Bursar Member

Director Quality Assurance Member

Director Academic Planning Member

Registrar Secretary

The Committee should be a standing committee and assigned the task of initiating the Implementation of the provision of this Strategic Plan. In carrying out its responsibilities, the committee shall:

i. Continually scan the external and internal environments to confirm that the strategies proposed are still applicable.

ii. Provide the necessary resources (leadership, financial, human and physical) to facilitate implementation.

iii. Send letters to the Heads of specified Departments/Units to submit their Strategic Plans.

iv. Analyze all such plans and ensure appropriateness and applicability. v. Keep a record of the achievement of performance targets.

8.3 Strategic Plan for Vital Segments of the College

The various segments of the College that have direct bearing on the efforts to achieve the College mission and vision should be required to study this College Strategic Plan and determine the specific roles and strategies they should adopt to promote the new college initiative. The contents of this Strategic Plan should be indicative of the contents of their own Strategic Plans. However, they should expatiate in more specific detail how they intend to implement their strategies so as to achieve the College objectives specific to their areas.


50

The following Departments/Units are considered vital to the achievement of new mission and vision of the College:

i. Schools/Academic Departments

ii. Registry

iii. Bursary iv. Works

v. Library

vi. Centre of Excellence in Information & Communication Technology (Internet

Centre) vii. Quality Assurance viii. Academic Planning

8.4 Provisions of the Strategic Plan to Determine Provisions in the Annual Budget

The Provost should direct the Bursar and Director of Works to make financial provisions in the Annual Working Budget to enable the implementation of the provisions of this Strategic Plan. The annual working budget should be one of the vehicles for securing the implementation of the Strategic Plan.

8.5 Capacity Building: Practical Leadership & Supervision

The officers in charge of the various Units/Divisions and Departments should provide leadership and supervision for staff working under them. The Officers should be held responsible for the performance of staff under them.

The Heads of Academic Departments should assign a number of lecturers below the rank of Senior Lecturer to the Chief or Principal Lecturers for supervision and guidance. They should also demonstrate leadership in their improvisation for teaching materials. All academic staff should then be required to improvise as much as practicable. The teaching methodology should encourage student-centered learning.

8.6 Team Building: Management Committee & Consultative Management

Committee

An important factor that engenders team spirit is the opportunity to operate a budget. A characteristic of a knowledgeable Chief Executive is to give Principal Officers or Management staff a budget they control and can operate on their own initiative. This opportunity gives a feeling or authority and importance. It also promotes collective responsibility. There is a big tendency for all other staff to hold all members of Management accountable and responsible. The challenge is not on the Chief Executive only.

Students should be encouraged to feel proud of the College as their “alma mater”, and staff should be encouraged to feel proud of the College as the source of their livelihood. To


51

promote such a feeling, Management of the College should organize activities that require the participation and collaboration of a number of staff and students. Examples of such activities are:

i. Inter-Departmental debates. ii. College seminars organized jointly by staff and students.

The Provost should continue to involve the Principal Officers and other key members of staff in the decision-making processes. This has the effect of engendering in such staff a feeling of importance and sense of belonging to the “Management Team”. To spread these feeling to a larger number of top staff, and to further secure broad-based consultation in the decision-making process, the provost should constitute a “Consultative Management Committee” by co-opting into the existing Management Committee the following officers:

i. Deans of Schools; and ii. Dean of Student Affairs iii. All Directors

iv. Unions Representatives

Decisions reached at the Consultative Management committee meetings should be advisory only. The committee should meet, at least, on quarterly basis.

8.7 Re-Structuring of Strategic Administrative Units

In the process of the implementation of the new strategic plan a need may arise to restructure certain administrative units.

8.8 Continual Observance of Corporate Conduct

The implications of the College mission statement should be observed in the conduct of the day-to-day activities of the major constituencies of the College. The following specific aspects of the conduct to be exhibited by the various categories of stakeholders have been upheld as agreed during the college SP seminar 2004.

8.8.1 Conduct of Provost, Management & Principal Officers

Pride in the College

Respect for superiors and constituted authority

Punctuality and regularity to work and other functions

Demonstrate leadership by example

Disregard for ethnic sentiments & rumour or unsubstantiated information

Discourage the expression of unsubstantiated information

8.8.2 Conduct of Deans of Schools/Directors of Academic Programmes/Heads of Departments



52

Respect for superior and constituted authority



Leadership by example

8.8.3 Conduct of Staff Pride in the College



Regard students assessment as a gauge of the ability of the students as well as the Competence of lecturers


8.8.4 Conduct of Students




Regard period on campus as an opportunity for learning and not only for

Socializing


Discourage students’ dresses designed to excite the imagination of the men.

CHAPTER NINE

A FRAMEWORK FOR STRATEGY MODIFICATION

A Framework for keeping an eye on the progress being made with respect to the implementation of strategies would be established as follows:

9.1 College Strategic Plan Monitoring Committee

A College Strategic Plan Monitoring Committee would be set up as a standing committee and assigned the task of keeping an eye on the progress being made towards the achievement of performance objectives. The Committee membership is to comprise officers shown in Table 9.1.

Table 9.1: Membership of College Strategic Monitoring Committee


1.

2.

3.

Chairman Comm. of Deans Chairman

Chairman Comm. Of HOD’S Member

Unions Representatives Member


53

4.

5.

6.

7.

8.

Dean of Students Affairs Member

Officer next in rank to the Bursar Member

Officer next in ranks to the Director of Works Member

Officer next in rank to the Director Quality

Assurance

Member

Officer next in rank to the Registrar Secretary

Specific responsibilities of the committee would include the following:

i. Keeping a record of the Strategic Plan of the College ii. Keeping a record of the progress being achieved in the Plan implementation of the College

iii. Making quarterly reports to the Provost

iv. Scanning the external and internal environments to identify new trends and events and relate these to the strategies adopted by the College

v. Making proposals for changes to policies and strategies in line with changing circumstances

vi. Making detailed proposal for a comprehensive review of this Strategic Plan. The proposal should be submitted to the Strategic Plan Review Committee.

Monitoring the progress of the execution of strategies contained in this Strategic Plan provides a mechanism for alerting the Provost on the College Performance. Thus, the committee should continually scan the external and internal environment of the College for new trends and events and relate these to the strategies proposed in this Plan. Indicators for a review of the whole strategic plan should be discernible to this Committee.

To facilitate the feedback process the Provost should demand that persons assigned tasks should immediately write the tasks down and submit a work-schedule for completing the tasks. The work schedule should be submitted to the Provost and a copy deposited with the Committee on the same day a task is assigned.

Monitoring the progress of the execution of proposals contained in the various Strategic Plans provide a mechanism for alerting the College on its corporate performance.

9.2 Strategic Plan Performance Review Committee

For these purposes a Strategic Plan Performance Review Committee would be set up to assess the effect of current strategies and to cause modifications to the strategies so that the strategies may continue to be appropriate and relevant. The Strategic Plan Performance Review Committee is to comprise the following officers in Table 9.2.

Table 9.2: Membership of Strategic Plan Performance Review Committee


54


1.

2.

3.

4.

5.

6.

7.

8.

Provost Chairman


Bursar Member

Librarian Member

Director of Works Member

Deans of Schools/Student Affairs Member

All Directors of Academic Programmes Member

Registrar Secretary

The specific responsibility of the committee would include:-

i. Reviewing and amending on-going strategies, taking account of the assumptions underlying the strategies and also changes taking place in the external and internal environments.

ii. Amending performance targets as appropriate.

iii. Receiving and considering monitoring reports from the Strategic Plan Performance Monitoring Committee.

iv. Keeping a record of the achievement of performance targets.


55

CHAPTER TEN

CRITICAL SUCCESS FACTORS

Successful implementation of the Strategic Plan depends on certain factors. These factors are critical to the success of the implementation process. In the context of the foregoing analysis and implementation objectives described, the following critical factors are considered pertinent towards successful implementation of the whole plan.

10.1 Institutional Culture & the Dynamics of Change

Institutions are dynamic and are governed by culture – shared values, belief system, norms, and pattern of behaviour of a given set of people in an institution. Often, attitudes and behaviour of individuals in a given institution are affected consciously, subconsciously and/or unconsciously by the culture of the institution. These call for monitoring and recognising dynamics of change in institutions. Introduction of change in institution is therefore imperative and inevitable. However, in attempt to introduce change, Management a times meet resistance from the followership. Hence, there should be careful consideration to secure cooperation for the successful implementation of the change.

The following strategies may be helpful:

i. Continuous monitoring and identification of trends in both external and internal environments of the college.

ii. Canvassing support from opinion leaders to encourage their followers to be receptive to new ideas.

iii. All Principal Officers and Heads of Departments should be required to continually demonstrate their enthusiasm for reforms in such a way to positively influence their colleagues and subordinates to embrace the changes.

iv. The management should employ measures of building trust and confidence in the institution such as good interpersonal relationship; sharing necessary information; effective handling of requests; planning and deciding together; building rapport and mutual understanding; having positive feelings and social interactions within and among staff; respect for persons and understanding individual personalities; interacting as peers and colleagues; keeping promises; openness and transparent dealings.

v. The Management should also employ some specific methods of overcoming resistance to change such as education and communication of the change idea, participation and involvement, facilitation and support, negotiation and agreement, manipulation and co-optation and explicit and implicit coercion may be used in certain circumstances.

10.2 Delegation & Empowerment

Delegation should provide the superior officer extra time and energy that will facilitate the officer’s concentration on more strategic issues.


56

At times, superior officers are confronted with burdensome responsibilities, in this situation delegation of responsibility becomes imperative. In such situation, it is necessary for the superior officer to delegate responsibility to subordinates. For the subordinate to perform delegated responsibility effectively, full authority should be given by the superior officer. This would empower the subordinate and enhance his/her ability to accomplish the delegated responsibility successfully.

10.3 Maintaining Relevance & Currency of the Strategic Plan

To ensure that this Strategic Plan would be relevant in the running of the College, it is necessary to institute the following measures.

1. The Provost and members of the Management Committee should be seen to support the Plan by calling positive attention to it as often as the opportunity arises.

2. The College Strategic Plan Monitoring Committee should keep an eye on trends and make recommendations for the review of the Plan. The Plan should be reviewed as often as necessary.

3. The Provost and the Bursar should make the Strategic Plan the basis for the Annual Working Budget of the College; and expenditure should reflect the priorities indicated in this Strategic Plan.

10.4 Recognition & Celebration of Excellence

Recognition & Celebration of Excellence have positive and profound effects on the behaviour of both the recipient and others. Often, they encourage and motivate excellent performance in organisations. Providing reinforcement through recognition and celebration can take many forms.

A reward scheme with a prize for the best lecturer, best researcher, best inventor, best innovator, best improviser, or best worker, etc. Reward accompanied with appropriate publicity has the potential to motivate people to improve their performance.


57

CONCLUSION

The implementation of this Strategic Plan has the potential of giving and enhancing the sense of direction of the College future development plans by guiding the actions of the Provost and management team. It was prepared on the basis of the college strategic plan conceptualized to serve as a frame of reference for successful operation of the college towards the accomplishment of its mission and vision.

To facilitate the process of the development of a new strategic plan, a strategic planning committee appointed by the College Management. Considering the time within which the new plan is required, the committee decided to review the previous plans and introduce relevant changes as an update to meet the present and future development needs of the college. In this regard, some sections and charts developed by Messrs PACESET ASSOCIATES were adapted with few modifications as they were found to be very relevant to the present and future directions of the college. The committee also derived a lot of insights from the ideas, thoughts and suggestions of major stakeholders of the college.

This Strategic Plan therefore, has the potential of transforming the college into a more robust, strong, ambitious, focused and result-oriented one. It would also enhance its economic, efficient and effective use of resources (financial, human and physical) which are seen to be the essence of good management of any institution of learning.

The fact worth noting is that, effectiveness of any strategic plan rests on suitability, sustainability and ability to yield expected results. In the same token, the credits of effective and sustained long term implementation rest with the chief executive (Provost), management and the key stakeholders in the college.