Evaluation NPT/NFP Annexes 5-8 - Netherlands...Evaluation NPT/NFP - Annexes 5-8 9 Netherlands Ministry of Foreign Affairs, DCO Andreas te Boekhorst – Policy adviser Fon van Oosterhout

Evaluation NPT/NFP

Annexes 5-8

Final report

Client: Dutch Ministry of Foreign Affairs

ECORYS Nederland BV

Rotterdam, 14 May 2007

SKH/AN14851/annexes

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SKH/AN14851/annexes

Table of contents

Annex 5 Interviewed persons 7

Annex 6 List of documents 17

Annex 7 Dutch organisations that were invited for the validation

workshop 25

Annex 8 Terms of Reference 29

Evaluation NPT/NFP - Annexes 5-8 7

Annex 5 Interviewed persons


Netherlands

Ministry of Foreign Affairs, DCO

Andreas te Boekhorst – Policy adviser

Fon van Oosterhout – Thematic specialist

Corien Sips – Policy officer

Hillard Tempelman – Policy officer

Nuffic

Ad Boeren – Senior policy adviser

Marjo Gallé - Deputy Head of NFP section

Joep Houterman – Head of NPT section

Arnoud Legerstee – Senior financial officer NPT/NFP

Beer Schröder - Head of NPF section

Jos Walenkamp - Director

ISS

Louk de la Rive Box - Rector ISS

Johan van Dijk - ISS Office of Research, Projects and Advisory Services

MDF

Hans Rijneveld - Director

Klaas Steur – Project manager

PIE

M. A. van der Kooij - PIE

H. Aarts – Mundo/Universiteit van Maastricht

B.P.J.M. Beuming - Wageningen UR/IAC

D.J.G. de Jager - Codarts

Profound

A. Voordouw – Project manager

T. Kouwenberg - Project Officer International Projects, HBO-Raad


Tanzania

Dar es Salaam

• RNE:

• Mrs. H. de Vries – First Secretary Institutional Development & Gender

• Mrs. A. La Touche – Policy Officer Capacity Building

• Mrs. A. Neri – Fellowships Officer

• Mr. K. van Kesteren - Ambassador

• Mr. P. Dorst – Head of Development Cooperation

• Mr. H. Raadschilders – First Secretary Local Governance

• Mr. J. Wiersma – Second Secretary Economic & Trade Department

• Ministry of Higher Education, Science & Technology:

• Mrs. N. Katunzi – Permanent Secretary

• Ministry of Industry and Trade:

• Mr. D. Massawe – Head of SME Section

• University of Dar es Salaam Entrepreneurship Centre (UDEC):

• Dr. D. Olomi – Director & Senior Lecturer

• National Council for Technical Education (NACTE):

• Mr. Kwera

• Mr. T. Manyaga

• Local Government Reform Project:

• Mr. A. Kabagire

• Mr. B. Glynn – Human Resources & OD Adviser

• Tanzania Women Lawyers Association (TAWLA):

• Ms. J. De Mello – Executive Director

• Ms. T. Silaa

• FACET:

• Mrs. M. Duursma - Consultant

• Immigration Division, Ministry of Home Affairs:

• Mr. P. Mgonja – Assistant Director of Immigration Services

Zanzibar

• Zanzibar Hotel & Tourism Institute:

• Mr. M. Omar - Director

Morogoro

• Mzumbe University:

• Prof. J. Kuzilwa – Deputy Vice Chancellor

• Dr. J. Kimeme – Dean Faculty of Commerce

• Ms. S. Fundi

• Morogoro Vocational Instructors Training College:

• Mr. Maro

• Mr. A. Kauky – Head of Education and Training Department

Iringa

• Tumaini University Iringa:

• Prof. N. Bangu - Provost


• Dr. J. Venter – Project Manager

Dodomo

• Prime Minister’s Office, Regional Administration and Local Government:

• Mrs. M. Tarishi – Permanent Secretary

• Ms. L. Saunderson – Governance Adviser

• Institute of Rural Development Planning:

• Mr. C. Lifuliro – Principal Lecturer


Uganda

Kampala

• RNE (3);

• Ministry of Education and Sports (3);

• Ministry of Justice and Constitutional Affairs (2);

• Ministry of Gender, Labour and Social Development, Nsamizi Training Institute of

Social Development (Mpigi) (2, including one MA participant);

• Public Procurement and Disposal of Public Assets Authority (PPDA) (2);

• National Council for Higher Education (NCHE) (5);

• National Environment Management Authority (NEMA) (4);

• Makerere University, Business School (MUBS) (1);

• Makerere University, Faculty of Computing & Information Technology (3);

• Makerere University, Faculty of Medicine (1);

• Kyambogo University, Business School (1);

• Kyambogo University, Vice Chancellor (1);

• Dutch NPT project coordinators (2);

• Consultant re. need identification (1);

• Trainer (LeAF) (1).

District of Soroti

• Local Government (Deputy CAO) (1);

• Consultant re. need identification (1);

• 2 Alumni (MA + short course) (2).

District of Arua

• District Personnel Officer (1);

• Head of Directorate of Production and Marketing (short course candidate) (1);

• Veterinarian officer (fellow candidate MA) (1);

• Assistant Town Clerk (fellow candidate MA) (1);

• Entomologist (fellow candidate MA) (1);

• National Agricultural Advisory Services (NAADS); alumni (1);

• SNV, portfolio Coordinator, West Nile Portfolio (1).


Vietnam

In The Netherlands

Tjay-Koen Yap Nuffic, Senior Program Officer

Wiebe Zijlstra University of Groningen, International Relations -

Coordinator International Cooperation

Madeleine C. Gardeur University of Groningen, International Relations - Director

Nguyen Lam Thu Uyen University of Groningen - PhD student & Can Tho

University, Vietnam, Economics Faculty - Lecturer

Mike Robertson University of Maastricht, Centre for International

Cooperation in Academic Development (MUNDO) - Project

Manager

Jaap Voeten Maastricht School of Management - Project Co-Director

In Vietnam

Boris Dongelmans Netherlands Education Support Office, Vietnam - Director

Ger J. Steenbergen Royal Netherlands Embassy, Hanoi - First Secretary, Health

and Gender

Ben Zech Royal Netherlands Embassy, Hanoi - First Secretary,

Forestry & Biodiversity

Armand Evers Royal Netherlands Embassy, Hanoi - First Secretary, Water

Management

Pham Thu Giang Royal Netherlands Embassy, Hanoi - Fellowship Officer (in

addition to Interpreter + Assistant Press, Culture)

André Haspels Royal Netherlands Embassy, Hanoi - Ambassador

Sandra Belder Royal Netherlands Embassy, Hanoi - Second Secretary,

Political, Press and Cultural Affairs

Willem L. Brinckman Ministry of Education and Training, Vietnam-Netherlands

Higher Education Project - Chief Technical Advisor

Nguyen Duc Toan Ministry of Education and Training - Officer, International

Cooperation Department

Nguyen Thi Gam Ministry of Education and Training, Vietnam-Netherlands

Higher Education Project - Project Coordinator

Truong Viet Dzung Hanoi Medical University - Professor, Dean of Fac. of

Public Health & Ministry of Health - Director-general,

Dept. of Science and Training

Pham Xuan Viet Ministry of Health - Expert, Dept. of Science and Training

Le Quoc Huy Research Center for Forest Ecology and Environment -

Implementer of Tailor-made Training under NFP program

in RCFEE


Jan Van Huis VocTech Program - Chief Technical Advisor

Bui Nhu Diem VocTech Program - National Project Coordinator

Dang Dinh Hai Ministry of Agriculture and Rural Development - Deputy

Director Personnel Department

Nguyen Anh Tuan General Statistics Office - Director, Department of

International Cooperation

Tran Dang Long General Statistics Office - Deputy Director, Human

Resources Department

Bui Ba Cuong General Statistics Office - Director, System National

Accounts Department

Nguyen Van Nong General Statistics Office - High-up expert, Deputy Director,

System of National Accounts Department

Nghiem Duc Hien VWU-WI/Nuffic Project - Deputy Director

Nguyen Thi Kim Khanh VWU-WI/Nuffic Project - BA task force; lecturer

Tran Thi Anh Thu VWU-WI/Nuffic Project - Program officer cum BDS

coordinator

Nguyen Hai Yen VWU-WI/Nuffic Project - Office Manager Assistant

Doan Tho Nam Ministry of Planning and Investment - Deputy Director

General, Department of Foreign Economic Relations

Pham Van Khien Ministry of Natural Resources and Environment-Hanoi

College of Natural Resources and Environment - Vice

Director

Pham Dinh An Former expert of the International Cooperation Department

of the Hydro-Meteorological Services of Vietnam

Nguyen Viet Hang Accountant of Project NPT/VNM/007

Do Hau Hanoi Architectural University - Vice Rector

Pham Thi Thu Huyen Hanoi Architectural University - Department of

International Relations (information about function not

provided)

Marc H. C. Sprik Consulate-General of The Netherlands, HCM City - Consul

Truong Kim Hong Ngoc Consulate-General of The Netherlands, HCM City -

Fellowship Officer (in addition to Interpreter)

Antonius L M v Zeeland Consulate-General of The Netherlands, HCM City - Consul

General

Trinh Quoc Lap Can Tho University-School of Education - Associate Dean

for International Collaboration and Research &

Development

Le Phuoc Loc Can Tho University-School of Education - Associate

Professor; Ex-dean of School of Education, Ex-coordinator

of the MHO 4 project


Bui Lan Chi Can Tho University-School of Education - Lecturer of

English

Tran Thi Thanh Thuy Can Tho University-School of Education - Lecturer of

Mathematics

Vo Thi Thanh Phuong Can Tho University-School of Education - Lecturer of

Biology

Khuu Quoc Duy Can Tho University-School of Education - Assistant to

international collaboration activities of School of Education

Mai Van Nam Can Tho University-School of Economics and Business

Administration - Dean

Vo Thanh Danh Can Tho University-School of Economics and Business

Administration -Associate Dean

Luu Thanh Duc Hai Can Tho University-School of Economics and Business

Administration - Senior Lecturer

Le Quang Minh Can Tho University - Rector

Nguyen Khanh Son Can Tho University - Quality Assurance Project

NPT/VN/057-058 - Expert

Dang Bich Tuyen Can Tho University - Quality Assurance Project

NPT/VN/057-058 - Expert

Truong Dinh Kiet University of Medicine and Pharmacy at Ho Chi Minh City

- Vice Rector + Project Manager Skillslab

Nguyen Thi Doan Huong University of Medicine and Pharmacy at Ho Chi Minh City-

Department of Physiology - Head of Skillslab

Tran Quang Trung University of Medicine and Pharmacy at Ho Chi Minh City-

Medical Education Center - Skillslab

Nguyen Thi My Hanh University of Medicine and Pharmacy at Ho Chi Minh City

- no details

Ton Nu Mong Thuy University of Medicine and Pharmacy at Ho Chi Minh City

- no details

Doan Thi Thu Hoa University of Medicine and Pharmacy at Ho Chi Minh City

- no details

Vo Nhat Lien Hoa University of Medicine and Pharmacy at Ho Chi Minh City

- no details

Ton That Lang Ministry of Natural Resources and Environment-HCMC

Hydro-Meteorological College - Head of Science,

Technology & International Cooperation Department

Tran Tuan Long Ministry of Natural Resources and Environment-HCMC

Hydro-Meteorological College - Head of Environmental

Departmen


Annex 6 List of documents

Tanzania

• Bryceson, D.F., Structural Adjustment in Tanzania: Rural women farmers’production

opportunity or overload, In: Schmied (ed.), Changing Rural Structures in Tanzania,

Munster 1996

• Fair, T., African Rural Development: Policy and Practice in Six Countries, London

1998

• Nuffic, Reports of monitoring missions to Tanzania

• Nuffic project files on:

• NPT/TZA/097: Strengthening the institutional capacity of the University of Dar

es Salaam Entrepreneurship Centre (UDEC) and the Zanzibar Hotel and Tourism

Institute (ZHTI) to enhance growth and competitiveness of SMEs in Tanzania

• NPT/TZA/098: Building capacity for mainstreaming entrepreneurship in

curricula of Vocational Education and Training Institutions in Tanzania

• NPT/TZA/099: Institutional capacity building of Iringa University College for

Business Development in the Southern Zone of Tanzania

• NPT/TZA/133: Strengthening the capacity of Mzumbe University to address

national needs in enhancing the business environment in Tanzania

• NPT/TZA/134: Strengthening of the National Council for Technical Education

(NACTE) to facilitate development of demand driven and competence based

curricula at technical institutes in Tanzania

• NPT/TZA/138: Enhancing the capacity of the Institute of Rural Development

Planning (IRDP) for strengthening the public service in general and local

government in particular, in light of the decentralisation process in Tanzania

• NPT/TZA/139: Strengthening capacity of Mzumbe University to enhance

decentralisation and governance in Tanzania

• MYA with Tanzania Women Lawyers Association (TAWLA)

• MYA with Immigration Division of the Ministry of Home Affairs

• Royal Netherlands Embassy Dar es Salaam, Strategy 2004-2007: Doing Less,

Achieving More, 2004


Uganda

Joint Assistance Strategy for the Republic of Uganda (2005-2009). Development Partners

(African Development Bank, Austria, Germany, The Netherlands, Norway, Sweden, UK

Department for International Development, The World Bank Group), November 2005

Kyambogo University/Makerere Univeristy, Fact sheet on NPT Project Support for

Institutional Capacity Development in Public and Private Procurement in Uganda

(NPT/UGA/040)

Makere University/Universiteit van Groningen, Building a sustainable ICT Training

Capacity in the Public Universities in Uganda, Mid-year project report (period 1st

January 2005-30th June 2006).


Capacity in the Public Universities in Uganda ,Annual project report (period 1 July 2004

– 31 December 2004), April 2005.


Capacity in the Public Universities in Uganda, Annual project report (period 1st January

2005 – 31st December 2005), 2006.

Makere University, Faculty of Computing, Annual Report, December 2006.

Maltha, H. Finalising the identification phase for the Nuffic NPT Porgramme in Uganda,

Nuffic, September 2003.

Maltha, Exploration mission in relation to identification activities for the Nuffic NPT

Program in Uganda, July 2003.

National council for higher education (NCHE), Progress report on NPT –UGA-033

(Capacity building of the national council for Higher Education), November 2006.

National council for higher education (NCHE), Graduate tracer and employers’

expectations , Final Report, September 2006.

National council for higher education (NCHE), Minimum requirements for courses of

study of universities, May 2006.

National council for higher education (NCHE), The state of higher education and training

in Uganda. A report on higher education delivery, 2005

National council for higher education (NCHE), Framework for institutional audits and

self evaluations for higher education institutions in Uganda, August 2006.

National council for higher education (NCHE), Quality Assurance Framework for

Uganda Universities, May 2006.


Nikièma, O., A. van Dijk, Report on Nuffic Mission to Uganda 14-17 May 2006. Nuffic,

2006.

Nuffic Project dossiers on:

• NPT/UGA 032: Building a sustainable ICT training capacity in the public

universities in Uganda

• NPT/UGA 082: Developing faculty capacity to improve the quality and relevance of

education of health professionals in Uganda.

• NPT/UGA 085: Strengthening environmental management in Uganda (water

sanitation and waste disposal).

• NPT/UGA 113: Strengthening capacity of prisons and police training institutions.

• NPTP/UGA 040: Support for institutional capacity development in public and private

procurement management

Platform for International Education (PIE), Beurzen: een uitstekende belegging.

Platform for International Education (PIE), De betrokkenheid van Nederlandse Hoger

Onderwijsinstellingen bij de ontwikkelingssamenwerking op het gebied van het hoger

onderwijs en onderzoek. Bijdrage van het PIE aan de gedachtevorming over vernieuwing

van het programma NPT, 2005.

PPDA, Review of the Kyambogo University and MUBS procurement courses under the

Higher Procurement Education in Uganda NPT project, july 2006.

Work Plan 2006, NTISD, Capacity building for community mobilization for socio-

economic development..


Vietnam

Project or activity

Document

NPT/VNM/010—Strengthening medical

skills training at 8 medical

faculties/universities in Vietnam (Skillslab

Project)

• NUFFIC NPT Project Summary Sheet VN-010

• Progress report 2005 / Midterm Evaluation

• The University of Medicine and Pharmacy at Ho Chi Minh City Vietnam 2006

• Ministry of Health - Department of Science and Training (brochure, Ha Noi, April 2005)

• Web site SkillsLab project at http://www.skillstrainingvietnam.tk/

NPT/VNM/011—Strengthening the

Women’s Central Cadres Training School of

the Vietnam Women’s Union towards

establishing the Women’s Institute

(VWU-WI/Nuffic)


• Progress report 1—Reporting period: 1 January - 31 December 2004

• Financial report 1—Reporting period: 1 January - 31 December 2004

• Proposed budget 2005—Reporting period: 1 January - 31 December 2004

• Mission Report Jaap Voeten, MsM Project Co-Director—Mission period: 12 - 23 November2005

• Annual Report—Reporting period: 1 January - 31 December 2005

• Proposal BBA Program Curriculum by Dr. Truong Quang, Project Senior Advisor, Associate Professor, Maastricht School of Management

• Responses to ‘Checklist feedback NPT programme’

• Four-page overview prepared by the project team on the occasion of the evaluation visit, providing information on key project outcomes; key remarks; and other comments on the NPT program

• How do institutions matter in institutional capacity development: Observations from three Nuffic NPT cases by Jaap Voeten & Saeed Parto

NPT/NVM/013—Enhancing the teaching

and research capacity to assist small and

medium sized enterprises and farming

households in the Mekong Delta


• Progress Report IV—Period 01/01/2005 until 31/12/2005

• Financial Statement—Period 01/01/2005 until 31/12/2005

• Financial Planning—Period 01/10/2005 until 31/12/2006

• Report on Part B—NPT Project

• Report on Part C—NPT Project

NPT/VNM/020—Quality Improvement and

Strengthening of a Demand-driven Agro-

Forestry Vocational and Technical

Education and Training System (VocTech)


• Annual Report 2005 VocTech-Program

• Progress Report, 1st Semester 2006 VocTech-Program

• Work Plan 2nd

Semester 2006 VocTech-Program

• Responses to ‘Checklist feedback NPT programme’

NPT/VNM/057—Setting up and • NUFFIC NPT Project Summary Sheet VN-057


development of Quality Assurance Centers

(QAC’s) at 5 universities and contribution to

a system of Quality Assurance (QA) for

Higher Education in Vietnam

• Report on some written statement regarding progress in Quality Assurance Center in Can Tho University in 2005, plus two separate annexes with the following titles:

o Report on some written statement regarding progress in Quality Assurance Center in Can Tho University in 2005—Annex (1); Report on Inception Workshop (1), page 6 in May 2005

o Report on some written statement regarding progress in Quality Assurance Center in Can Tho University in 2005—Annex 3.3.7; Report on Course Evaluation, 5-2006

• Method for improving the quality of higher education based on the EFQM model, Second English version, October 1999

NPT/VNM/058—Institutional strengthening

for selected Vietnamese Universities in

Profession-Oriented Higher Education


• Profession-oriented Higher Education at Universities in Vietnam (Vietnam-Netherlands Higher Education Project publication)

NPT/VNM/007—Institutional strengthening

of Training Capacity of the Department of

Hydrology and the Department of

Environment at Hanoi and Ho Chi Minh City

Hydro-Meteorological Colleges


• Annual Report 2005 Project VNM/007, Deventer, 28 April 2006

• Three-page non dated document on ‘Project Progress and Achievements’

• Report Mid Term Review 13 June 2006

NPT/VNM/117—Improving the Quality of

University and College Level Nursing

Training in Vietnam


• Ministry of Health - Department of Science and Training (brochure, Ha Noi, April 2005)

NFP Tailor-Made Training Course at School

of Education, Can Tho University—

Implementing Active Teaching Methods and

Their Corresponding Assessment in Higher

Education

• Training Course Description for the course on Implementing Active Teaching Methods and Their Corresponding Assessment in Higher Education

• NFP Tailor-Made Training Outline document for the course on Implementing Active Teaching Methods and Their Corresponding Assessment in Higher Education

• PowerPoint slide overview for the course on Implementing Active Teaching Methods and Their Corresponding Assessment in Higher Education

NFP Tailor-made Training at Hanoi

Architectural University—Public-Private-

Community Participation

• Proposal for twelve-day refresher course on Land Management and Informal Settlement Regularization in Vietnam

• Proposal for a tailor-made training course on Public-Private-Community Participation in Multi-sectoral Investment Planning and Development

NFP Tailor-made Training at General

Statistics Office—Strengthening of Capacity

for National Accounts Statistics of Vietnam

• Discussion note prepared by GSO for evaluation interview on 20 September 2006

Generic Documents (not related to specific

projects or activities) obtained from NUFFIC

• One-page listing of current NFP activity in Vietnam

• Two-page memo on ‘A 2020 Vision for Higher Education in Vietnam’ by Martin Hayden and Lam Quang Thiep (also available at http://www.bc.edu/bc_org/avp/soe/ cihe/newsletter/Number44/p11_Hayden_Thiep.htm

• Explanation of TEC score sheet

• Five-page listing of relevant stakeholder contacts regarding


NPT activity in Vietnam

• Vietnam overview available at http://www.nuffic.net/common.asp?id=2074&instantie=0

• Two-page listing ‘NUFFIC NPT Vietnam 2005’

• Vietnam-related four-pager on ‘The Netherlands Programme for Institutional Strengthening of Post-secondary Education and Training Capacity NPT’

• Two-page document on Coordination and operational issues NPT Vietnam, dated June 2005, with two-page annex on Recommended NPT Procedure Vietnam 2004, dated May 2004.

• Report on Monitoring Mission to Vietnam, 19 June - 5 July 2006, by Tjay-Koen Yap, Senior Programme Officer NPT, Nuffic

Generic documents from additional sources • The Future of European Universities: Renaissance or Decay

by Richard Lambert and Nick Butler of the Centre for

European Reform (kindly brought to the attention of the

evaluator by the University of Groningen)

• Web-based documentation about Vietnam. Following

is a selection of the most relevant documents consulted:

o http://lcweb2.loc.gov/frd/cs/profiles/Vietnam.pdf

(Country profile: Vietnam. December 2005)

o http://www.bartleby.com/65/vi/Vietnam.html (Vietnam

entry in the Columbia Encyclopedia, Sixth Edition,

2001-2005)

o http://news.bbc.co.uk/2/hi/asia-

pacific/country_profiles/1243338.stm (BBC Country

Profile: Vietnam)

o http://www.country-studies.com/vietnam/ (Vietnam

Country Studies)

o http://www.ausaid.gov.au/research/pdf/Mekong

_poverty_report_04.pdf (Mekong Delta Poverty

Analysis report)

o http://www.prspsynthesis.org/wp241_politics_

vietnam.pdf (Politics and the PRSP Approach: Vietnam

case study by Tim Conway)

o http://162.23.39.120/dezaweb/ressources/resource

_en_23570.pdf (Independent evaluation of SDC’s

bilateral engagement in the Poverty Reduction Strategy

Paper process - Part 2 Case studies - Vietnam)

o http://siteresources.worldbank.org/INTVIETNAM/

Resources/ Comprehensive-Poverty-Reduction.pdf

(The Comprehensive Poverty Reduction and Growth

Strategy - Hanoi, May 2002)

• Web-based documentation about Vietnam’s higher

education reform efforts and emerging visions, available,

among other URLs, at

o http://www.vef.gov/download/Higher_Education_in


_Vietnam.pdf (Higher Education in Vietnam - Update,

May 2004)

o http://www.worldbank.org/afr/teia/Vietnam_Innovation

_Fund_Management.pdf (Managing an Innovation

Fund - Vietnam)

o http://www.bc.edu/bc_org/avp/soe/cihe/newsletter/

Number44/p11_Hayden_Thiep.htm (A 2020 Vision for

Higher Education in Vietnam)


Annex 7 Dutch organisations that were

invited for the validation workshop


• CINOP

• Facet

• HBO-Raad

• Hogeschool Leiden

• IHS

• ISS

• ITC

• MDF

• MSM

• PIE

• Profound

• TU Delft

• University Tilburg

• University Groningen

• University Maastricht MUNDO

• University Twente

• University Utrecht

• Unesco-IHE

• Free University Amsterdam

• Wageningen International


Annex 8 Terms of Reference


Terms of Reference for an evaluation of the international education programmes

managed by the Netherlands Organisation for International Cooperation in Higher

Education (Nuffic) on behalf of the Minister for Development Cooperation

6 April 2006

The evaluation and the Foreign Affairs Budget for 2006

Dutch international education policy as implemented within the development cooperation

framework (policy article 5, operational objective 2 of the Explanatory Memorandum on

the 2006 Ministry of Foreign Affairs Budget) is geared towards reducing the shortage of

trained professional staff and permanently strengthening capacity in post-secondary

education. The policy is driven by demand from developing countries. The Netherlands

Fellowship Programmes (NFP) and the Netherlands Programme for Institutional

Strengthening of Post-Secondary Education and Training Capacity (NPT) are the

principal policy instruments. For 2006, budgeted expenditure for policy article 5,

operational objective 2 is approximately €116 million, of which some €57 million will be

spent on the NFP and NPT. The Explanatory Memorandum indicates that the NFP and

NPT will undergo routine evaluation in 2006.

Background

Based on the findings of an interministerial policy review conducted in 1998, the Dutch

government decided in 1999 to make radical changes to the existing international

education programmes. At the time, there were four fellowship programmes (€24.5

million in total) geared towards reducing quantitative and qualitative shortages of trained

professional staff in over 100 developing countries in the short term by providing training

in the Netherlands. The Fellowship Programme for International Education Institutes

(BIO, approximately €18.8 million) was designed for training at 14 Dutch international

education institutes. There were also separate fellowship programmes for Dutch

universities (UBP, approximately €2.2 million), student exchange (the Tinbergen

Scholarship Programme, approximately €320,000) and special training needs (Special

Fellowship Programme, approximately €3.2 million).

Three additional programmes sought to strengthen training institutes in developing

countries through projects (€30.9 million in total). The Joint Financing Programme for

Cooperation in Higher Education (MHO, €20.5 million) was characterised by long-term

partnerships between Dutch universities and institutions for higher professional education

and education institutions in developing countries. The Sail Projects Programme (SPP,

€9.1 million) which was implemented by six international education institutes was

designed to help boost sustainable development of higher education institutes in

developing countries. There was also a third and relatively small-scale programme

involving collaboration between Dutch HBO institutes and primary teacher training

colleges in developing countries (HOB, €1.4 million).

The interministerial policy review found that available resources were being allocated to

these seven international education programmes and the 14 BIO institutes by an inflexible

method that had evolved over time. The findings led to the conclusion that the

international education programmes needed restructuring in order to allow a more flexible

system of government funding. In the future, resources would have to be allocated on a


price-quality basis by an intermediary organisation. Furthermore, the programmes would

have to dovetail more closely with the priorities of the Ministry of Foreign Affairs, and

with the needs and priorities of partners in developing countries.

Based on the conclusions of the interministerial policy review, the government decided to

phase out the seven existing programmes and to introduce three new ones (two fellowship

programmes and a programme for strengthening institutional capacity), which would be

run by an independent intermediary organisation. The new programmes would

incorporate the following basic principles: a focus on fewer countries; better coordination

between foreign and development policy priorities and a more demand-driven approach;

greater flexibility and cohesion between the various international education programmes;

and, in order to broaden potential supply and introduce a form of competition, allocation

of grants to Dutch institutes on a tendered, competitive price-quality basis from among all

the international education activities in the Netherlands relevant to the policy framework.

After intensive consultation with the chief stakeholders, in February 2001 the Minister for

Development Cooperation sent a new policy framework to the House of Representatives

of the States General (House of Representatives 2000-2001, 22541, no. 16), elaborating

on the basic principles and outlining the remit of the intermediary organisation. Separate

tenders were then invited from Dutch organisations to manage the two NFPs and the NPT

programme for strengthening institutional capacity. Subsequently, on 7 June 2002, Nuffic

was contractually engaged to run all three programmes for a period of four years.

In October 2005, the Ministry of Foreign Affairs decided to extend the management

contract until the end of 2007, since the new programmes had been phased in very

gradually and had only become fully operational in 2004. For this reason, there has

hitherto been little information available about the results of the programmes. Moreover,

time is needed for discussing possible adjustments to the policy framework in the light of

new ideas on international education that have been put forward from various sources. In

addition, possible interfacing with other Development programmes could lead to greater

synergy. Nuffic and others have also put forward proposals for improving the NFP and

NPT. In 2006, Dutch international education policy as implemented within the

development cooperation framework is to be reviewed and, if necessary, amended. The

process should be completed around the end of 2006. In 2007, the government will invite

new tenders for the management of the international education programmes (in their

current or updated form) with a view to having a new management contract effective

from 1 January 2008.

Given these developments, the Cultural Cooperation, Education and Research

Department (DCO) of the Ministry of Foreign Affairs is interested in analysing the

advantages and possible drawbacks of the NFP and NPT programmes, and in the lessons

learned. What have the various stakeholders gained from the new programmes, in terms

of results, insight and experience? What has been achieved in terms of strengthening

institutional capacity and reducing poverty? What sort of problems and limitations have

there been? The evaluation may produce information that is useful for amending future

programmes and setting up new structures for managing them.


The Cultural Cooperation, Education and Research Department envisages three primary

target groups who could benefit from this evaluation: the Minister for Development

Cooperation, Nuffic and implementing bodies of the programmes in the Netherlands and

the South. The information, insights and lessons learned may:

• give the Minister a clear picture of the programmes’ modalities, their policy

relevance, efficiency and effectiveness, and the way in which they are managed;

• provide the Minister, Nuffic and the institutions involved with lessons learned

and recommendations for future policy, and for management and implementation

of the programmes.

Description of current programmes

The overall aim of the international education programmes is to help reduce the

quantitative and qualitative shortage of trained professional staff in developing countries,

so as to build sustainable capacity within the poverty reduction framework (international

education policy framework, February 2001) The main principles to be incorporated into

policy are: a focus on fewer countries; improved harmonisation with broader

development policy priorities; a demand-driven approach; greater cohesion between the

various international education programmes; and, in order to broaden potential supply

and introduce a form of competition, allocation of grants to Dutch institutes on a

competitive price-quality basis from among all international education activities in the

Netherlands relevant to the policy framework.

(Information about the NFP and NPT can also be found at www.nuffic.nl).

NPT

The NPT aims sustainably to strengthen post-secondary education and training capacity

in developing countries, so as to give them a better chance of generating their own

training institutes and manpower in the longer term. The target group consists of

organisations with post-secondary education and training capacity that are needed in

bilateral cooperation sectors and in cross-sectoral or supra-sectoral fields (link with

broader development policy priorities). Support may also be given to the post-secondary

education sector in a more general sense.

In accordance with Dutch bilateral policy, the programme focuses on the group of 36

countries with which the Netherlands has already entered into a multi-year partnership.

For the time being, the programme is being run in 15 selected countries (see annex). It is

now operational in 14 of them, since activities in Eritrea were halted at the end of 2004,

in view of the worsening political situation.

Ownership and a demand-driven approach are key concepts within the programme. The

developing countries themselves indicate what their needs and priorities are in terms of

support for post-secondary education and training capacity. Local stakeholder

consultation structures play a vital role in identifying demand and setting national

priorities. They indicate which sectors and/or cross-sectoral or supra-sectoral fields will

be targeted by the programme. This is set down in a global action plan for NPT

interventions, which specifies which higher education organisations will receive support

from the programme. This need not be limited to education institutes. Other types of

institution that play a key role in developing post-secondary education and training are

also eligible (such as ministries, national committees and NGOs).


The organisations receiving support will work in projects with Dutch organisations,

which supply technology and know-how. To this end they can draw on the entire supply

available in the Netherlands. In order to match demand and supply as transparently and

objectively as possible, grants are offered for tender on a competitive price-quality basis.

Outlines for projects drafted by organisations in the South with Nuffic as facilitator are

offered for tender to Dutch organisations.

Nuffic manages the programmes and, in close cooperation with the embassies, plays an

important facilitating role in identifying demand and linking it to supply. Nuffic is also

mandated to provide project grants on behalf of the Minister for Development

Cooperation and is responsible for external monitoring and evaluation. For each

participating country, Nuffic gives a rough budget estimate, which can be fleshed out

later to suit demand. The aim is to spend at least 50% of the programme’s funds on

projects in sub-Saharan Africa. The DCO agreements with Nuffic are laid down

contractually and include a budget and time-frame for the implementation plans to be

drafted each year, project outlines, tenders and grant decisions. They also include

agreements about monitoring, reports to the Cultural Cooperation, Education and

Research Department (in the form of annual plans, and quarterly and annual reports),

publicity and public relations.

An annual sum of €31 million is available for funding the NPT. However, between 2002

and 2005 the full budget was not spent on programme resources because some of the

money was needed for phasing out the old programmes and starting up the NPT. Nothing

at all was spent in 2002. Expenditure for the years 2003, 2004 and 2005 were €2.8

million, €13.5 million and €29 million respectively (source: Nuffic). By the end of 2005,

105 projects were being run in 14 countries. There were also 17 project outlines in

preparation and 12 project outlines projects were at the tendering stage. A total sum of

€4.5 million was budgeted for Nuffic’s management of the NPT between June 2002 and

May 2006.

Netherlands Fellowship Programmes

The NFP consist of an academic programme for postgraduate (master’s and PhD) courses

lasting at least one year (NFP-AP), and a programme for diploma courses and tailor-made

group training courses provided partially or completely by Dutch organisations, lasting a

maximum of one year (NFP-TP). The programmes aim to cater for short-term training

needs and are geared to building capacity in a broad range of governmental, private and

non-governmental organisations (education and planning institutions, government

ministries, community-based organisations, businesses etc. The target group are

graduates from post secondary institutions who have been employed for several years. To

be eligible for a fellowship, they must be nominated by their employer. The fellowship

programmes are broad in scope and not confined to bilateral cooperation target areas.

The Netherlands Fellowship Programme is open to 57 countries (see annex). To give the

fellowships a greater impact on capacity building, the grant system is linked to the

institutional development of organisations in developing countries. Although fellowships

are awarded to individuals, candidates’ training needs must be embedded within the

institutional development of the local organisations they work for. The programme is

characterised by a demand-driven approach. A new method of assessing demand is being

piloted in a small number of countries. It entails identifying national organisations with


which multi-year agreements are made enabling them to nominate members of their staff

for an NFP-sponsored course. By the end of 2005, a total of 20 such multi-year

agreements had been made in 8 countries. Depending on the results, more countries could

be added to the scheme at a later date.

Tailor-made courses are only open to local organisations (individually or as a group) with

a training requirement. They should apply through the Dutch embassies in their own

countries. The fellowship programmes also offer scope for refresher courses for people

who received training under the auspices of Dutch organisations at some time in the past.

Refresher courses enable former students to brush up their knowledge and skills, and are

designed to increase the impact and sustainability of previous courses. Applications for

refresher courses can come from both developing countries and the Dutch organisations.

In order to offer the broadest possible response to the demand, NFP fellowships are

available for the majority of international training courses offered by Dutch organisations

(supply). The NFP-TP scheme covers international courses that do not confer degree

status or academic titles, for instance existing diploma courses or individual modules for

the master’s degree, and tailor-made courses that have to be developed specially. The

NFP-AP scheme covers postgraduate master’s and PhD courses. Existing courses must

meet certain minimum requirements, approved by the Minister, in order to be included in

the fellowship programme's shortlist. This list of approved courses is reviewed every year

to enable a flexible and competent response to new developments. Refresher and tailor-

made training courses are not included in the list. The Dutch expertise involved in NFT-

TP courses need not be provided by teaching institutes. Other centres of knowledge such

as research and training institutes may also offer short courses or provide tailor-made

training.

Applications for fellowships for postgraduate degree courses and short diploma courses

are selected as follows. In distributing scholarships account is taken of the total number of

eligible applications and the extent to which the various courses contain a region-based

component (flexible distribution of funds). Tailor-made courses may draw entirely on the

total pool of expertise available in the Netherlands. For the best match between supply

and demand, a grant tendering procedure is used, which involves a price-quality

comparison.

Nuffic manages the programmes and, in close cooperation with the embassies, plays an

important facilitating role in identifying demand, publicising courses, matching supply to

demand, external monitoring and evaluation. In addition, Nuffic is mandated to act on

behalf of the Minister for Development Cooperation in providing grants (in the form of

fellowships) to Dutch organisations to set up and run tailor-made training courses or to

enable selected applicants to attend the course in question. Administrative and logistic

support is in principle provided by the Dutch organisation.

There is no question of pre-allocation to certain countries, nor is funding pre-arranged for

the organisations with which multi-year agreements have been made. However, in its

financial planning at programme level, Nuffic must take into account the multi-year

agreements that have been made with organisations in the South. The aim is to spend a

minimum of 50% of the programme resources on fellowship students from sub-Saharan


Africa and to award at least 50% of the fellowships to women. The agreements with

Nuffic are laid down contractually and include budgets and planning for annual number

of applications and award of fellowships, list of approved courses, outlines and tenders

for tailor-made courses, and multi-year agreements. They also include agreements about

monitoring, reporting back to DCO, publicity and public relations.

In 2005, Nuffic received about 4000 grant applications for master’s programmes and

short courses, while about 1000 courses were entered on the list of approved courses. In

2005, about 400 fellowships were awarded for master’s degree programmes and about

800 for short courses. Some 40 PhD fellowships were also awarded and 30 refresher

courses were approved and added to the scheme. A total of 23 tailor-made courses were

run. No programme resources were spent on the NFP in 2002. The expenditure for the

years 2003, 2004 and 2005 were €9.95 million, €18.20 million and €24.30 million

respectively (source: Nuffic). The total budget for managing the NFP between June 2002

and May 2006 is €4.3 million.

Aim of the evaluation

The aim of the evaluation is to provide insight into the development, management and

implementation of the programmes since June 2002, to indicate any problems that arose

and how they were dealt with, and to record results, both interim and final. The emphasis

of the evaluation is on the policy relevance, effectiveness and efficiency of the

programmes.

Policy relevance is the degree to which implementation and results dovetail with the aims

and basic principles of Dutch development policy and the policies of the country in

question and the Southern partner. Efficiency has to do with harmonisation between the

various tasks and cooperation between the partners involved. It includes matters such as

failing to meet time and budget targets and balancing expenditure on managing the

programmes against the results that have been achieved. Assessing effectiveness involves

looking at the ways in which the direct results (output) have been achieved and how they

have contributed to meeting the programme aims (outcome).

Core questions

NPT

The first part of the NPT evaluation deals with factual issues.

1 What developments have taken place since June 2002?

• In the country in question, what processes were involved in identifying demand,

setting national priorities and setting up an implementation strategy? Which

stakeholders were involved, what was their role and what did they contribute?

What role did Nuffic and the embassy play?

• What processes were involved in setting up the project outlines? Who was

involved, what was their role and what did they contribute? How did the

stakeholders rate the quality of the outlines?

• In practice, what processes were involved in the grant tendering procedure and

procedure for allocating fellowships? In practice, what selection criteria were

used?

• Which budget was made available in each country, and how?

• Which individual projects went ahead and what kind were they? (Specify name,

aims, target group (Southern partner or partners), duration, country, geographical


radius, sector, Dutch organisation(s) involved, budget, and region-based

component.

• How were the processes and results monitored?

• Were there any problems? If so, what steps were taken by whom to solve them?

The NPT evaluation is heavily weighted towards the answers to the next three questions.

2 Policy relevance: to what extent do the processes and projects dovetail with the

aims and basic principles of Dutch development policy and the policies of the country in

question and Southern partners?

• To what extent were these basic principles reflected in the international

education programmes as formulated in the February 2001 policy framework?

(harmonisation with broader development policy priorities, demand-driven,

flexible, broader range of courses and price/quality comparison)

• Were the stakeholders involved in identifying demand and setting priorities key

figures in improving post-secondary education and training capacity in the

countries in question?

• Do the management processes geared to identifying demand, setting national

priorities, drawing up an action plan and drafting project outlines reflect the

policy principles of ownership and demand drivenness?

• Do the action plan and the activities dovetail with the policy and plans of the

country in question and the Southern partner?

• What proportion of the funding goes to sub-Saharan Africa?

3 Efficiency: were the processes efficient?

• Did all the actors work together efficiently and were the tasks well-coordinated?

(Nuffic, the embassies, the various parties in the partner countries, and the Dutch

organisations)

• To what extent were the DCO agreements made with Nuffic regarding the

management of the programmes fulfilled in terms of achieving results and

meeting deadlines? To what extent did these agreements contribute to the

efficiency of the programme? If management agreements were not fulfilled, what

were the contributory factors?

• Have the programme activities been conducted to date within the projected time-

frame and budget?

• To what extent has monitoring been geared to results and process quality? What

is being done with the findings?

4 Effectiveness: To what extent do the achieved results contribute to achieving the

programme aims?

• What insights does Nuffic have into the results that have been achieved and does

it adequately update DCO about them?

NFP

The first part of the NFP evaluation deals with factual issues.


1 What developments have taken place since June 2002?

• Specify the number of fellowship applications and awards per programme, the

country, number of participants (male and female), name of course, name of

employer, name of Dutch institution and region-based component.

• Specify the number of multi-year applications and tailor-made training courses

per country, the number of participants (male and female), name of course, name

of employer and name of Dutch institution.

• Specify the type of employers, candidates and Dutch institutions involved.

• How were grant applications processed and demand identified for the various

programme types? How was demand identified for multi-year agreements? Who

was involved, what was their role and what did they contribute to the process?

(Nuffic, embassies, employers, candidates and Dutch organisations)

• Describe the way in which fellowships were allocated. What criteria were

adopted for the various programmes?

• Describe the procedures followed for grant tendering and grant allocation for

tailor-made courses. In practice, what selection criteria were used?

• How were the various fellowship programmes monitored?

• Were there any problems? If so, what steps were taken to solve them?

The NFP evaluation should be heavily weighted towards the answers to the next three

questions.

2 Policy relevance: To what extent do the scholarships and training courses and the

processes leading to the award of scholarships dovetail with the aims of principles

underpinning policy?

• To what extent were these basic principles reflected in the international education

programmes as formulated in the February 2001 policy framework?

(harmonisation with broader development policy priorities, demand drivenness,

flexibility, broader range of courses and price/quality comparison)

• To what extent do the fellows’ employers play a key role in improving post-

secondary education and training capacity in the countries in question?

• Do the management processes relating to scholarship applications and identifying

demand, reflect the policy principles of ownership and demand drivenness?

• Does Nuffic have insights into the usefulness and relevance of the fellowships

and/or training courses for the employers in question? What information is

available about this?

• What proportion of the funding goes to sub-Saharan Africa and to women?

3 Efficiency: were the processes efficient?

• Did all the actors work together efficiently and were the tasks well coordinated?

(Nuffic, the embassies, the various parties in the countries, and the Dutch

implementing organisations)

• Regarding the management of the programmes. To what extent were the

agreements DCO made with Nuffic fulfilled in terms of achieving results and

meeting deadlines? To what extent did these agreements contribute to the

efficiency of the programme? If management agreements were not fulfilled, what

were the contributory factors?

• Have the programme activities been conducted to date within the projected time-

frame and budget?


• To what extent has monitoring been geared to results and process quality? What

is being done with the findings?

4 Effectiveness: To what extent do the achieved results contribute to achieving the

programme aims?

• What insights does Nuffic have into the results that have been achieved and is it

adequately reporting them to DCO on a regular basis?

• What interim and final results (output) have been achieved so far? For instance,

how many students have passed (output), and what have been the results (final or

interim) of the multi-year agreements?

Supplementary questions:

1 Cohesion between NPT and NFP

One of the basic policy principles is to increase the cohesion between the NPT and

NFP. The policy framework indicates that wherever possible, programme activities

should be linked. What results have been achieved in this area since June 2002?

Which actors were involved and what did they contribute? Have there been or can

there be any gains in efficiency? Are other forms of synergy between the two

programmes possible and desirable?

2 Lessons learned/recommendations

What lessons have been learned and what recommendations can be made regarding

the programmes’ management, approach, sustainability and impact?

Parameters

The evaluation is to cover (1) the effects of the basic policy principles as put in practice in

the NFP and NPT, and (2) the management structure of both programmes. The period to

be evaluated is from 7 June 2002 to 31 December 2005. The February 2001 policy

framework for international education and its basic principles do not, as such, come

within the scope of the evaluation. A tracer study of the NFP will be carried out in 2007

and does not come within the scope of the evaluation either.

Available data

Certain data are available for the evaluation. They are contained in the Nuffic and DCO

quarterly and annual programme-level reports on the NFP and NPT. In addition, Nuffic

has access to internal monitoring data about NPT projects and NFP training courses

(reports about the grant-assisted institutions and the monitoring outcomes) and to

questionnaires completed by NFP fellowship students about the courses they attended. No

NPT-related projects had been completed by the end of 2005. Most of the projects were

still in the initial stages, so no final results are available yet. Practically all the NFP multi-

year agreements had 2005 as their starting-date so they have not yet been evaluated.

Equally, no evaluation or tracer studies have yet been conducted for the NFP.

Approach

The evaluators will compile an inception report based on an inventory of NPT activities

and NFP fellowships and training courses. The inception report will contain an evaluation

matrix (inputs, indicators and information sources) for both the NPT and NFP, a proposal

for selecting activities and components for the desk and field studies and the data


acquisition techniques. The work programme and an outline for the final report will also

be included in the inception report.

Data will have to be gathered by the evaluator at the offices of Nuffic and at the

Netherlands embassies in the countries where the NPT and NFP programmes are running.

The plan is to conduct a lightweight digital survey amongst Netherlands embassies which

will not substantially increase the workload at the embassies. A field study will also be

needed in three countries, preferably Tanzania, Uganda and Yemen or Vietnam. This is a

provisional list, and may be changed during the initial stage of the evaluation, depending

on the preliminary findings and in consultation with the supervisory committee.

Evaluation team

The evaluator (the provider organisation, sub-contractors and team members) should not

have been involved in implementing the NFP or NPT as programme managers, project

leaders or instructors. The evaluator should have relevant evaluation experience, a sound

understanding of capacity building and institutional strengthening in developing

countries, good knowledge (and, preferably, experience) of higher education issues in

developing countries, and organisational expertise. One of the team members should have

sound knowledge of the Dutch language.

Supervisory committee

The evaluation will be conducted under the supervision of a committee that advises DCO

about the quality of the evaluation process and the evaluation report. The committee will

consist of the following individuals:

• an independent member (chair), professor Jean Berlamont of the Catholic

University of Leuven, Belgium

• an independent member (representative of the Policy and Operations Evaluation

Department (IOB)), Ms. Rita Tesselaar

• a member (representative of the Education and Development Division of DCO

(DCO-OO))

• a secretary (working for DCO-OO), Hillard Tempelman

Nuffic will make data accessible for the evaluation, and will be asked to appoint a

contact-person.

The Ministry of Foreign Affairs (DCO) will formulate the evaluation assignment, and

recruit potential evaluators through a limited bidding procedure. The supervisory

committee will advise on the selection of the evaluator. The Ministry of Foreign Affairs

will then appoint and contractually engage the provider to carry out the assignment, and

will monitor the evaluation’s progress. The supervisory committee will conduct an

introductory interview and comments, where it sees fit, on the inception report and any

interim reports. The committee will also study the draft final report and give judgment on

the quality of the evaluation process and report. It sets down its findings in a letter to the

director of DCO, who discharges the evaluator, providing the external evaluation

assignment has been completed satisfactorily and according to the terms of the contract.

The quality requirements pertaining to the evaluation are those set down in the

Performance Data and Evaluations in Central Government Regulations drawn up by the

Ministry of Finance. This means that the evaluation must satisfy the requirements for


validity, reliability and usability. IOB regularly inspects the quality of evaluations

commissioned by the Ministry of Foreign Affairs and has developed a list of indicators

for testing validity, reliability and usability. This list can by obtained from IOB.

Budget and timetable

The maximum available budget is €136,000, not including Value Added Tax.

The introductory interview with the supervisory committee is planned to take place either

on May 19 2006 or on June 9 2006.The inception report must be completed two weeks

after the introductory interview. The supervisory committee will assess it within two

weeks after receipt of the inception report. The draft final report must be ready no later

than five months after the date of the introductory interview, and the supervisory

committee will have two weeks within which to comment on it. The evaluator's final

report must then be submitted within two weeks and must be in English.


Annex: Lists of countries

NPT 1 Benin

2 Colombia

3 Eritrea

4 Ethiopia

5 Ghana

6 Guatemala

7 Indonesia

8 Mozambique

9 Rwanda

10 South Africa

11 Tanzania

12 Uganda

13 Vietnam

14 Yemen

15 Zambia

NFP

1 Afghanistan

2 Albania

3 Armenia

4 Bangladesh

5 Benin

6 Bhutan

7 Bolivia

8 Bosnia-Herzegovina

9 Brazil

10 Burkina Faso

11 Cambodia

12 Cape Verde

13 China

14 Colombia

15 Costa Rica

16 Côte d'Ivoire

17 Cuba

18 Ecuador*

19 Egypt*

20 El Salvador

21 Eritrea

22 Ethiopia*

23 Georgia

24 Ghana

25 Guatemala*

26 Guinea-Bissau

27 Honduras

28 India

29 Indonesia

30 Iran

31 Jordan

32 Kenya

33 Macedonia

34 Mali

35 Moldova

36 Mongolia

37 Mozambique

38 Namibia

39 Nepal

40 Nicaragua

41 Nigeria

42 Pakistan

43 Palestinian Territories

44 Peru*

45 Philippines

46 Rwanda*

47 Senegal

48 South Africa*

49 Sri Lanka

50 Suriname

51 Tanzania*

52 Thailand

53 Uganda*

54 Vietnam*

55 Yemen*

56 Zambia

57 Zimbabwe

* Country with which multi-


Annex 2: Responsibilities of the NFP and NPT actors

There are three levels of responsibility within the NFP and NPT:

1 The Minister for Development Cooperation is responsible for:

• formulating programme policy

• achieving the policy objectives of the programmes

• financing the programmes

• monitoring the progress of the programmes

• implementing programme evaluations or having them implemented

2 Nuffic is responsible for:

• achieving the aims of the programmes

• competently implementing the programme in accordance with the objectives and

basic principles of policy, and the management agreement

• setting up a sound programme administration which facilitates efficient and

transparent implementation and ultimately a sound use of resources

• taking funding decisions, awarding grants on the Minister’s behalf to the

organisations delivering projects and training activities, and arranging for

implementation contracts to be signed

• arranging external and independent evaluations

• accounting (via quarterly and annual reports) for the content and financing of the

programme activities

• (only for the NPT and tailor-made training courses) appointing the members and

secretary of the Tender Evaluation Committee, which is responsible for

approving special project proposals.

The embassy is responsible for

• Pre-selecting applications for NFP fellowships and facilitating demand indication

for multi-year agreements, tailor-made training courses and the NPT.

3 The grant recipients are responsible for:

• achieving the project or teaching objectives

• competently implementing the programme in accordance with the project

document or grant application

• sound record-keeping and financial management

• accounting for the content and financing of the educational or project activities

by publishing a list of the activities and results achieved so as to show the extent

of the grant-assisted activities and the manner in which they were conducted.

The fellowship programme participants are responsible for:

• providing complete and punctual information

• being willing and able to pass their course

• intending to return to the own country in order to put what they have learned into

practice there.

The participants’ employers are responsible for:

• providing complete and punctual information

• proposing suitable candidates

• being willing and able to allow returning fellowship students to put their newly

acquired knowledge and/or skills into practice.