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Somalia - Improving Financial Planning and Management

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Somalia - Improving Financial Planning and Management The World Bank Department for International Development DFID ICGFM Miami Conference 2007 Presented by: – PowerPoint PPT presentation

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Title: Somalia - Improving Financial Planning and Management


1
Somalia - Improving Financial Planning and
Management
DFID Department for International Development
The World Bank
  • ICGFM Miami Conference 2007
  • Presented by
  • Michael Parry (IMCL)
  • Mohamed Barre (UNDP)
  • Sam Lugumba (UFH)

2
Somalia Background
  • Somalia in Brief
  • Population
  • 8 10 Million
  • Economy
  • Livestock, trade, agriculture
  • Politics
  • unstable over 16 years
  • Tertiary institutions supported are in all zones
    of Somalia
  • Somaliland
  • Puntland
  • South-Central Mogadishu

3
Project Objective
  • The Capacity Building for Somali Planners Project
    (CBSP) aims to develop the capacity of financial
    planners, as a means of fostering economic growth
    in Somalia.

4
Background
  • Project duration, August 2005 September 2007
  • Local Implementation Six Somali universities
  • University of Hargeisa
  • Amoud University
  • East Africa University
  • Mogadishu University
  • Somali Institute of Management and administration
    Development (SIMAD)
  • Puntland State University

5
Activities
  • Preparatory courses Phase I 4 months
  • Principles of Economics, Finance, Accounting,
    Basic Computer Skills and English language (face
    to face), Budgeting (online distance learning -
    ODL)
  • Main course (ODL) 5 Units Phase II 9 months
  • Recording financial transactions,
  • Information for management control
  • Maintaining financial records
  • Accounting for costs
  • Public financial management
  • Overseas training Phase III 2 weeks

6
The PartnershipTeam made up of multi-disciplined
individuals
  • Our Core Competencies
  • A large pool of technical specialists and
    jurisdictional knowledge (e.g. cross border,
    accounting, financial management systems)
  • Project structure
  • sound, robust and sustainable in the long-term,
    with sufficient flexibility to cater for
    potential variability, over the project lifetime

7
Organisations Involved
  • Donor Organisations
  • UNDP, with funding assistance from
  • World Bank
  • DFID
  • Local Universities
  • Six Somali based universities
  • International Firms
  • IMCL
  • University of Fort Hare

8
Role of the DonorsUNDP Project - funding
assistance from World Bank DFID
  • Project Management
  • Contracting the six Somali Institutions to run
    the course
  • Coordination of Field Visits and Training of
    Trainers
  • Upgrading of IT Facilities at Somali universities
  • External Examination Invigilation and Logistical
    Support
  • Distribution of Exam Papers to Somali
    Institutions
  • Delivering completed exam transcripts to UFH

9
Role of the Somali Universities
  • Registration of Students
  • Face-to-face tutorial support to students
  • IT facilities
  • Review of custom developed course material
  • Marking of mid-term assessments
  • Up-loading midterm results to the website
  • Invigilation of final examinations

10
Role of International Management Consultants
Limited (IMCL)
  • Design of syllabus
  • Purchase of pre-prepared course material
  • Preparation of custom designed course material
  • Training of Somali Tutors
  • Design, build and maintenance of course website
    (together with external IT firm)
  • Quality assurance during the design of mid-term
    assessments and final examinations
  • Course coordination and management

11
Role of University of Fort Hare (UFH)
  • Training of Somali Tutors
  • Preparation of custom designed course material
  • Provison of ongoing remote support to Somali
    Tutors
  • Design of mid-term assessments and final
    examinations
  • Marking of final exams and course Certification
  • Course Evaluation

12
ODL Learning Process
  • Selection criteria
  • Employee public or private, education and/or
    practical experience
  • Selection process
  • Application, screening tests
  • Course website developed
  • www.somaliodl.net
  • Access given to student and tutors (User name and
    Password)

13
ODL Learning Process
  • Learning Material
  • Study Text
  • I-Learn online/offline study aid (Web and CDs)
  • Online Query Board (Students and tutors)
  • Tutorial Material and classes (Face-to-Face (F2F)
    and Online)
  • Assessments Weekly assignments uploaded
  • Schedules Text Study, midterm assessments, and
    final exams

14
ODL Learning Process
  • Re-Sit Exams
  • One chance on payment
  • Certification
  • University of Fort Hare, South Africa
  • External Training
  • One/two weeks study tour in another African
    country for selected course graduates

15
Student Contributions
  • Course is subsidized by the project
  • Students pay monthly fee to their universities
  • Private sector 20
  • Public Sector 10
  • Purpose of charging is
  • Ownership
  • Commitment
  • Sustainability

16
Anticipated Outputs / Impacts
  • 100 participants with Certificate in Financial
    Planning and Management
  • Pool of competent financial managers for the
    government and private business
  • Enhanced performance of participating civil
    servants
  • Strengthened Somali human resource base
  • Approximately 30 participants with exposure to
    financial management systems in other countries

17
Progress to date
  • Six universities have internet VSAT
  • Additional (face to face) support is provided
  • 200 employees from public and private sector
    currently enrolled
  • 20 tutors/lecturers are involved
  • Low attrition rate to date
  • Excellent first semester examination pass rate
  • Global knowledge and information sharing
  • Networking

18
Challenges
  • Inadequate human, financial and infrastructural
    capacity in the region emerged as being integral
    to the core challenges confronted by the public
    sector
  • Political instability/uncertainty
  • Integration and co-ordination of capacity
    building support initiatives

19
Challenges
  • ODL concept is unknown in Somalia
  • Limited technology
  • Low bandwidth limited speed
  • Lack of qualified tutors
  • Ability to tailor material to local PFM system
  • Quality control
  • Obtaining accreditation
  • High cost of E-learning

20
Challenges
  • Public Sector Skills Expertise
  • ODL vs traditional learning
  • Capacity across government organs
  • Changes in workforce demographics

21
Successes
  • Strong feasibility study standards
  • Communications
  • Political Commitment
  • Student Participation

22
Lessons Learned
  • Mixed mode learning benefits
  • Online, Face-to-face and Offline learning
  • Development in conflict zone
  • Taking exams at the same time at six locations
  • Contributions from students
  • Public and Private
  • Networking of partners
  • Consortium
  • Training of trainers and Students
  • Professional developments opportunities
  • PFM, CAT, ACCA, CPA Examination centers
  • Motivation

23
Lessons LearnedOngoing communication between
parties is key
  • Strong project champions initial and ongoing
  • Flexibility and simplicity
  • Importance of establishing training and
    development centres
  • Centralized information source
  • Coordinated and accredited programs
  • Ongoing relationship

24
Prospects
  • Local Institutions
  • Skills Transfer
  • Sustainability
  • External Stakeholders
  • Mobilization
  • Networking Relations
  • Common Approach

25
Conclusions
  • Online Distance Learning is gaining international
    acceptance as a preferred mode of delivery for
    capacity building initiatives
  • Efficiencies obtained and costs saved should
    compensate for the challenges experienced.
  • Coordination and alignment of institutional
    support is key to the success of any capacity
    building exercise

26
Course Evaluation Model
  • Continuous program evaluation process to measure
    the impact and value of the services rendered
  • Model is based on the Donald Kirkpatrick Model of
    Evaluation

27
Course Evaluation Model
  • This model seeks to evaluate support activities
  • effectiveness
  • gaining information on how to improve the
    support
  • informing decision making and interventions/soluti
    on design
  • deciding whether to continue or discontinue
    support activities or programs
  • worth/value of support activities
  • assessing the impact in terms of relevance,
    practicality and customization of support
    interventions and
  • informing the Total Quality Management System of
    the Consortia

28
Contacts
  • UNDP-Somalia
  • Project Manager
  • Mohamed Barre mohamed.barre_at_undp.org
  • Chief Technical Advisor
  • Mike Bicker mike.bicker_at_undp.org
  • IMCL UFH
  • ODL Course Manager (IMCL)
  • Chris Rowe somaliodl_at_imcl.co.uk
  • UFH Coordinator (UFH)
  • Samuel Lugumba slugumba_at_pfsa.ufh.ac.za

29
Websites
  • Somali Universities
  • University of Hargeisa, http//hargeisauniversity.
    net
  • Amoud University, www.amouduniversity.net
  • East Africa University, www.bosaso-university.net
  • Mogadishu University, www.mogadishuuniversity.com
  • SIMAD, http//simadsom.org
  • Puntland State University, www.puntlandstateuniver
    sity.com

30
Websites
  • Donors
  • World Bank, www.worldbank.org
  • UNDP, www.so.undp.org
  • DFID, www.dfid.org.uk
  • Course Providers
  • IMCL, www.imcl.co.uk
  • University of Fort Hare, www.pfsa.ufh.ac.za

31
The End
  • Questions?
  • Comments!
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