2020 VISION

 

Kigali Science and Technology University

 

STAKEHOLDER CONSULTATION PAPER 2006

 

1.0       INTRODUCTION

 

1.1              This paper is designed to support the consultation with the University Community, the Government of Rwanda and other stakeholders on the University’s Vision and 2020 strategic positioning.

 

2.0                  WHY ENVISION?

 

2.1              Kigali Science and Technology University (KIST) has made enormous strides over the past eight years towards becoming a successful University explicitly setting out to contribute to the strategic objectives of the Government of Rwanda.

 

2.2               KIST has now established itself as an internationally recognised institution of higher education training students to meet international standards as well as meeting the development needs of Rwanda. KIST has a mandate to provide advanced education and training in science and technology, not only to meet the serious shortage of educated and trained personnel, but also to produce dynamic graduates with entrepreneurial skills who can help drive forward the development of the private sector. KIST has positioned itself as a development institution explicitly setting out to meet the needs of Rwanda in achieving the Millennium Development Goals and sustainable, environmentally friendly development based on three core activities, namely; teaching, research and commercial development and outreach to communities and business. KIST has made commendable strides in responding to the crucial needs for high level technical and professional education and training and technology transfer in support of the country’s development priorities and needs

 

2.3              However, developments to date have tended to be largely reactive, opportunistic, uneven and predominantly focused on undergraduate teaching and outreach to the community through applied research and appropriate technology transfer.  The reward structure has incentivised activities that are perceived as having high status in conventional higher education terms – and specifically promotion for academic staff has emphasised research and time served and the taking on of administrative/managerial responsibilities.  Staff development has focused largely on sending staff overseas to take postgraduate training and little attention has been paid to academic staff development to enhance their skills in learning and teaching. Similarly little attention has been given towards enhancement of clerical and administrative staff skills. There has been little development in terms of research and consultancy beyond the applied research carried out by CITT and the transfer of applicable technology to communities has been uneven and slow.

 

2.4              KIST is now at a crucial point in its development as it takes on the challenges of:

a) becoming a specialist science and technology university,

b) increasing the numbers of part time students and those taking short courses

c) developing post-graduate taught and research provision

d) developing its research and  consultancy  base

e) becoming the regional centre for science and technology.

f) providing support for business start-ups

g) expanding applied research and appropriate technology to the communities

 

2.5              Envisioning allows us to determine the direction that we will take and provides a shared vision that we can work towards.  We envision to:

·        Provide leadership direction and focus on energising staff to work for a shared vision in which they have a sense of ownership

·        Define our position and build the KIST brand

·        Provide a template against which to match planning, prioritisation and investment decisions

·        Position ourselves well for the anticipated political, social and economic developments

·        Provide a framework within which we can innovate and exploit opportunities using the constructive energies and expertise of staff

·        Differentiate, position ourselves and develop a reputation for excellence in the areas in which we specialise

 

 

2.6  In considering our options we need to:

 

                                                 i.            Acknowledge where we are different from other Universities and build on strengths inherent in that difference

                                               ii.            Be inspirational but realistic about our strategic capabilities and build on our existing strengths

                                              iii.            Be innovative

                                             iv.            Set our own metrics for excellence and go for them

                                               v.            Reward those who excel at furthering the University’s strategic objectives

                                             vi.            Take account of the rapid developments in ICT and their impact on higher education including the development of e learning

                                            vii.            Ensure that our graduates are well-equipped to contribute to the social and economic development of Rwanda and are bi lingual in French and English

                                          viii.            Take account of the changing work environments with a greater emphasis on generic skills and adaptability, and less on specific knowledge

                                             ix.            Take account of the need to build the private sector in Rwanda and accordingly produce entrepreneurial graduates able to develop their own businesses and provide the requisite support for those wishing to do so.

                                               x.            Recognise that the world around us will continue to change in both predictable and unpredictable ways and develop a rapid response capability accordingly - we must be ready, willing and able to respond to changes

                                             xi.            Consider the demands and expectations of our key stakeholders such as government, students, employers and others who employ our graduates, sponsor employees to take programmes and purchase knowledge transfer.

3.0 CONTEXT

 

Stakeholder Review

 

3.1          Political and Socio-Economic Context

Rwanda is classified as a Least Developed Country on the United Nations Human Development Index and is heavily reliant on international aid. The government of Rwanda expects that the Higher Education sector in general, and KIST in particular will:

 

3.1.1            Ensure a graduate skill supply to meet the needs of the Rwandan economy

3.1.2            Produce world class research on the one hand and, on the other, engage in research that will help drive the economic growth and social development of Rwanda

3.1.3            Engage in knowledge transfer – both by commercialising the results of research and by providing research, consultancy and continuing professional development services for the community and business

3.1.4            Develop appropriate technologies and transfer to communities, especially rural ones

3.1.5            Contribute to the realisation of Vision 2020, the Poverty Reduction Strategy, the National Science, Technology and Innovation Policy and the ICT Policy.

3.1.6            Provide opportunities for local staff to gain the necessary skills and competencies as part of the expatriate staff exit strategy

3.1.7            Government policy is to build a high technology economy based on information and communication technologies

3.1.8            Rwanda is classified as a Least Developed Country on the United Nations Human Development Index and is heavily reliant on international aid.

 

 

 

 

3.2          Labour Market Context

 

3.2.1            The major employer in Rwanda is the public sector which is being restructured and becoming smaller in size

3.2.2            The private sector is growing very slowly and is not yet able to provide employment opportunities to replace those lost due to public sector restructuring

3.2.3            The Government is encouraging entrepreneurial and self-employment.

3.2.4            Internationally, employers are seeking a number of generic skills in graduate employees, including IT, problem-solving and verbal communication skills, initiative and confidence, research and communication skills. The possession of these skills becomes even more1mportant as we move into a knowledge society – when what you know is less important that what you can do.

3.2.5             Employers are also looking for the accreditation of skills and for graduates to have had accredited work experience.

3.2.6            Students need to be prepared both to set up their own enterprises and work with rural communities.


3.3       Technology

Internationally, technology has already transformed business in many sectors. In education however, this has had less impact, but in our envisioning time-span it is certain that all staff and students will be constantly connected to the Internet, with all information available on the net.  In our envisioning, KIST is to be a need-driven, IT-led institution. This can be achieved in four important ways:

 

i)            How we will use IT to undertake our business as an organisation,

ii)           What skills and competencies KIST staff have in using IT that can be passed onto students,

iii)         In what ways we can use IT in the learning process,

iv)         How technology will transfer what a student needs to learn.

 

 

 

3.4  Market Context

 

3.4.1      KIST is the only specialist Science and Technology provider of higher Education in Rwanda

3.4.2            Nationally, the main competitor for students, research and consultancy funding in Rwanda is the National University of Rwanda, which provides a range of traditional academic degrees including science and technology

3.4.3            Regionally, the main competitors for consultancy, research and postgraduate provision are Makerere University, University of Nairobi, University of Dar es Salaam, Jomo Kenyatta University of Agriculture and Technology (JKUAT), Sokoine University of Agriculture-Tanzania and others.

3.4.4            The demand for government sponsored full time undergraduate places at KIST is high but the demand for privately funded places is low.

3.4.5            The demand from qualified female students for full time undergraduate places is low.

3.4.6            Demand from International Students is low.

3.4.7      Demand for research and consultancy funding opportunities are usually put out to international tender, making it difficult for KIST staff to compete.

 

3.5       Stakeholder Perception of the University

 

3.5.1            Market research suggests that KIST is not perceived as highly as the National University of Rwanda amongst secondary school students because it does not have a university title.

3.5.2            The Government of Rwanda strongly supports KIST and expects it to develop as a specialist science and technology university

3.5.3            KIST has been strongly supported by the international donor community

3.5.4            KIST has established a reputation as a leading African University and is especially known for its research and application work in applicable technology.

3.6                  Students

 

3.6.1            KIST undergraduates are highly qualified students as less than one percent of the age group entering higher education.

3.6.2            The majority of KIST students are Francophone on entry with a small number being Anglophone.

3.6.3            Students on entry are poorly prepared for university level study due to inadequate resources available in secondary schools and the traditional teaching methods

3.6.4            Poor background in sciences at secondary school level

3.6.5            Low enrolment of girl child at secondary level in sciences

 

4.0          BENCHMARKING

 

4.1              KIST is ranked as the 37th University in Africa and the 4th in East Africa.

4.2              It is the only specialist Science and Technology University in Rwanda

 

5.0  STAFF CAPACITY

 

5.1       There is insufficient human resource expertise and lack of experience at many levels of staff.

5.2       There is a heavy reliance on expatriate staff, especially in more senior positions

5.3              Some academic staff lack training in managing student learning including e-learning