Mid Term Review of ILG Final

MID-TERM REVIEW OF THE LEADERSHIP DEVELOPMENT
PROGRAM
Submitted To: Institute of Leadership and Good Governance (ILG)
By
አ ቡጊ ዳ የ ማማከ ር ና ስ ልጠና ኃ .የ ተ.የ ግ.ማህ በ ር

ABUGIDA CONSULTANCY & TRAINING P.L.C
Bole Sub-City, woreda 06, Kebele 21, Semie Maru building, 2nd floor, Room
201, Tel.+2510911528615/+251116299937, Addis Ababa, Ethiopia
June 2014
Addis Ababa
Executive Summary
This report provides a mid-term assessment of the progress made by the Institute of
Leadership and Good Governance (ILG) project in delivering the purpose, outputs, and
activities contained in the project’s result framework and thereby to have inputs for
improvement of the project. The five year (2010 – 2014) project was initiated by the
Ethiopian Government with financial and technical support from UNDP and French
Government. The project aims at(within the framework of the Ethiopian civil service
reform program) enhancing decentralization and service delivery through improving
leadership capacities of civil servants and by so doing, support Ethiopia’s strategic
direction towards realization of the country’s medium and long term development goals.
Objectives of the Mid-Term Review (MTR) mission
This mid-term review is undertaken to take stock of achievements of the project, identify
challenges the project faced, and systematically assess the output of the project and
forward recommendation for the redesign of the project.
Methodology of the MTR
The mid-term evaluation was carried out by ABUGIDA Consultancy and Training PLC, in
collaboration with the Ethiopian Civil Service University (ECSU)/ILG. A team of three
senior consultants (a team leader and two research team members), assisted by six data
collectors were involved in this MTR assignment. The mission took about 60 consultancy
days for planning, desk research, and design of data collection instruments, training, data
collection, focus group discussions/meetings, data analysis and report writing.
To assess the project’s progress, challenges and opportunities, the consulting firm utilized
both qualitative and quantitative approaches. To this end, the relevant quantitative and
qualitative data related to the ILG project were collected for the MTR process.
Correspondingly, a desk research involving a review of project plans, various reports
related to the project (annual, semi- annual and quarterly reports), benchmarking study
documents of institutions from different countries, the project result framework, internal
reports and monitoring data were used. Field trips for data collection were preceded by
the development of various data collection instruments and the training of the MTR field
team in data collection techniques.
The various data collected from desk review processes, interview questions, survey
questioners, Focus Group Discussions (FGDs) and physical observation were edited. Then
the data was entered into a research database and sorted according to thematic areas of
the project. Finally, the data was analyzed to form the key findings of this report.
Key Findings
The project has begun to achieve positive results and succeeded in the development of the
key outputs at this stage of the project life time. Some notable outputs of the project
activities include:
 Coordination in supporting the project among the main implementers,

beneficiaries and development partners is very promising;
 Draft legal document to establish the institute as a stand-alone institution was
prepared; offices and classrooms have been equipped; instructors have been hired
and trained;
 Curriculum has been prepared and co-curricular activities have been organized;
and the curriculum is under revision in a very participative manner;
 Standardized and accredited foundation and professional training modules were
prepared and delivered;
 The student selection process is found out to be effective in meeting the objective of
the program; supporting the development of medium level leaders for the civil
service in an equitable manner;
 The practical oriented teaching-learning modality of the institute has been
effective in producing leaders for the civil service
 Four batches of students have been enrolled and two batches already graduated.
315 public servants have benefited from the leadership capacity development
program since commencement of the project;
 Building the capacity of teachers and trainers through awareness creation
workshops and short term training programs were held;
However, there are issues that require the attention of all stakeholders in the
implementation of the project activities;
 Despite the promising coordination among the key stakeholders, there is a room to
improve the relationship between the institute and the regional civil service
bureaus
 Delay in execution of program activities, especially activities that require
authorization by higher body. For instance, procurement of facilities and services,
establishment of research and consultancy units, establishment of regional
preparatory centers have been affected by the delay.
 Shortage of qualified trainers for the professional modules has at times
constrained the practice oriented teaching-learning process.
 There are gaps in the implementation of the internship program. Mentors are not
coaching their mentees as per the requirement of the program. The time allotted to
the internship is another problem related to this. It takes time for mentees to learn
the organizational culture before they engage in their real work.
 Problems with the placement of graduate after completing the program is another
critical issue identified.
Major Conclusions and Recommendations
Based on the above findings the following recommendations have been made in order to
improve and optimize the implementation of the project in the redevelopment of the
project.
 The strong will of the government to sustain the program should be maintained.
The initiations and desires currently shown by UNDP and French Government for
redevelopment and future extension of the project should also be utilized
effectively. Ministry of Civil service should engage development partners other than
the current sources of finance and technical support for the project to ensure
sustainability of the projects.
 Enhancing shared understanding with federal and regional civil service offices
about the project objectives, benefits and expected contribution. Effective
communications between the project and public service organizations for
synchronized development of the civil servant leadership capacity and the
country’s public reform program should be enhanced. This addresses the problem
with finding the right trainer for the professional modules. It also addresses the
problem with the internship program and placement of graduates.
 The peculiar characteristics of the program should be maintained. These include
practice oriented teaching-learning process, alignment with the civil service
reform program and narrowing the leadership disparity among various regions of
the country.
 Delay in decision making affects the project activities. Program activities that have
been affected include establishment of research and consultancy unit and
organizing regional preparatory centers. In order to expedite the decision making
process; UNDP, French Government and Ministry of Civil Service suggested that the
institute should be structured as a stand-alone institute. Regarding the
independent management of the ILG program, stakeholders should undertake a
risk analysis and come to an informed decision about the fate of the ILG program.
List of Tables and Figures
Table 1. Qualities of the Curriculum .................................................................................... 20

Table 2Curriculum in Supporting the Civil Service Reform Program ............................... 22
Table 3 Student Selection Criteria by Regional Bureaus ................................................... 27
Table 4Permanent Teaching/Training Staff by Qualification and Gender ....................... 29
Table 5 Support Staff by Qualification and Gender ............................................................ 30
Table 6Assessment of the Teaching-Learning Process by Graduates of the ILG ............. 34
Table 7Assessment of the Teaching Facilities by Students ............................................... 35
Table 8 Placement of Graduates by Region ......................................................................... 39
Table 9 Overall assessment of the Project's Output ........................................................... 41
Figure 1 Students intake by gender ..................................................................................... 24

Figure 2 Students by Region ................................................................................................. 25
List of Acronyms
CPAP - Country Program Action Plan

CSRP - Civil Service Reform Program
ECSU - Ethiopian Civil Service University
EMI - Ethiopian Management Institute
FGD - Focus Group Discussion
GKB - General Knowledge Book
GTP - Growth and Transformation Plan
ILG - Institute of Leadership and Good Governance
MoCS - Ministry of Civil Service
MoCB - Ministry of Capacity Building
MTR - Mid Term Review
SNNPR - Southern Nations, Nationalities and People Region
UNDP - United Nation Development Program
Table of Contents
I. Introduction .......................................................................................................................... 1
1.1. Historical background ............................................................................................. 1
1.2. Objectives and Rationale for the Project ............................................................... 3
1.2.1 Project Goal .......................................................................................................... 3
1.2.2 Expected Output: ................................................................................................. 4
1.3. Objectives of the MTR ............................................................................................. 4
1.4. Significance of the MTR........................................................................................... 5
1.5. Scope and Limitation of the Study ......................................................................... 5
II. Evaluation methods ............................................................................................................ 6
2.1. Approaches to Data Collection ............................................................................... 6
2.1.1 Secondary Data Sources...................................................................................... 6
2.1.2 Primary Data Sources ......................................................................................... 6
2.2. Method of data preparation and analysis.............................................................. 8
III. REVIEW FINDINGS ............................................................................................................ 9
3.1. Organizational review ............................................................................................. 9
3.2. Teaching and training sub-program review ....................................................... 14
3.2.1. Curriculum of the program ................................................................................. 15
3.2.1.1. Design and Preparation .................................................................................... 15
3.2.1.2. Coverage of the Curriculum .............................................................................. 18
3.2.1.3. Continuous Revision and the Involvement of Key Stakeholders ................. 18
3.2.1.4. Perceived Strengths and Weaknesses of the Curriculum .............................. 19
3.2.2. Course materials ............................................................................................ 22
3.2.3. Students Selection and admission ............................................................... 23
3.2.4. Teaching and Training Staff.......................................................................... 28
3.2.5. Teaching and Training Modalities ............................................................... 31
3.2.6. Co-curricular activities ................................................................................. 35
3.2.7. Mentoring and internship ............................................................................. 36
3.2.8. Placement and follow-up .............................................................................. 38
3.2.9. Research and Consultancy ............................................................................ 39
IV. Conclusions and Recommendations .............................................................................. 44
4.1. Conclusions ............................................................................................................ 44
4.2. Recommendations ................................................................................................. 45
Bibliography ............................................................................................................................ 48
Appendex I Data collection tools ............................................................................................... i
Appendixes II ToR OF THE MTR .......................................................................................... xxi
Appendixes III ORGANIZATION STRUCTURE OF ILG ...................................................... xxvi
Appendixes IV LIST AND POSITION OF STUDY SUBJECTS FROM REGIONAL BUREAUS
.............................................................................................................................................. xxvii
I. INTRODUCTION
1.1. Historical background
The Civil Service in Ethiopia was established formally during the reign of Menelik II in
1907, with the aim of ensuring orderly and efficient arrangements for the workings of
government (Getachew, 2006).. Although the institution underwent a series of changes
commensurate with a host of new needs and imperatives, during that period the system
was characterized by weak leadership. Later on, Emperor Hailesellassie undertook a
series of institutionalization and restructuring measures in the hope of bringing about
an effective and efficient civil service governed by specified rules and procedures of a
uniform nature. However, because of the unsupportive political system during the time,
the expected result was not realized.
The imperial period was replaced in 1974 with the Dergue socialist system, which
favored central economic planning and banned private ownership. The nationalization
measures, along with the proliferation of new government institutions and
corporations led to a tremendous expansion of the public sector. This coupled with the
centralization of administration results in the increase of corruption, inefficient service
delivery and the routine neglect of the due process of law in matters of public concern.
After the over through of the Derg regime in 1991, a new constitution was adopted in
1994, allowing decentralization of power. To enhance effectiveness and efficiency of the
civil service, the government adopted Civil Service Reform Program (CSRP). The reform
was comprehensive and included five major sub-programs. These are the expenditure
management and control sub-program, human resource management sub-program, top
management system sub program, service delivery and quality of service sub-program
and ethics and judicial reform sub-program.
To support the CSRP, the government in collaboration with the donor community,
prepared the Country Program Action Plan (CPAP) with particular focus on supporting
Mid-term review of the Leadership Development Program (Ethiopia) 1|Page

institutionalization of the leadership development program. One of the initiatives that
has been undertaken as part of advancing the Civil Service Reform agenda has been
establishment of the then Ethiopian Civil Service College, now Ethiopian Civil Service
University (ESCU). The Ethiopian Management Institute has also been re-orientated
towards the same goal, while Regional management institutes have been established
and strengthened.
The other initiative was designing a project for the establishment of a National
Leadership Institute. Based on request from the Government of Ethiopia, United Nation
Development Program (UNDP), in collaboration with the French Government
supported the establishment and operation of a national leadership development
institute, ILG.
The underlying objective of the ILG is to create leadership capacity that would provide
strategic direction towards realization of Ethiopia’s medium and long term
development aspirations. The project aims at preparing the desired feature for
modeling a new generation of highly trained civil servants and qualified public
administration professionals, as well as achieving capacity building in the areas of
professional training, with a particular attention on service delivery and
decentralization processes.
The overall strategies of the project, according to the project document are:
i. Promoting institutional collaboration and maximizing synergy to ensure

complimentarily with project counterparts in particular between the Ministry of
Civil Service (then Ministry of Capacity Building ), UNDP, French Government,
Ethiopian Management Institute and the ECSU as well as other national and
international partners, and
ii. Promoting national ownership: while technical and financial support of
development partners would be crucial for the success of this project, ensuring
national ownership right from the very start would be very important. It is

therefore vital that the commitment and contribution of government
counterparts is ensured.
Hence, the leadership development project has started its education and training
programs in 2010 with joint efforts of the Government of Ethiopia, UNDP and the
French Government. The ILG is then established at the ECSU with the aim of enhancing
the public sector leadership program at different levels
1.2. Objectives and Rationale for the Project
Leadership and Good Governance Development Project is a five year program seeking
to build the capacity of civil servants and produce qualified public administration
professionals, as well as achieving capacity building in the areas of professional
training, with a particular attention on service delivery and decentralization processes.
The project aims at creating leadership capacity that will support Ethiopia’s strategic
direction towards realization of the country’s medium and long term development
goals.
1.2.1 Project Goal
The Project’s goal is contributing to the creation of a centre of excellence for leadership
development that will produce a cadre of high level graduates who will match the skills
and competencies required to the accelerated achievement of transforming the national
economy and development paradigm.
Key factors and expectations in realizing this goal include:
 Excellent and state-of-the art leadership development curriculum, fitting the

requirements for national transformation and of international standards.
 Highly qualified Leadership Development trainers/instructors with proven
experience and expertise.

 High level of research and advisory capacities to provide opportunities for the
centre to influence national development policies and initiatives and also as a
means to generate income for the Institute for its sustainability.
 Effective and efficient Institute Management arrangements to support such high
expectations of performance as well as program delivery
1.2.2 Expected Output:
 Academic knowledge and skill of senior staffs and trainers

 Leadership knowledge and skill of civil servant
 Strengthened and excelled role of the institute
1.2.3 Implementing Partners
The ILG was launched at the ECSU with the view of enhancing the public sector
leadership program at different levels. In this case, the lead implementing partner,
ECSU has been collaborating with two development partners; UNDP and French
Government.
1.3. Objectives of the Mid-Term Review (MTR)
The overall purpose of the Mid-term review is making systematic assessment of the
processes and outcomes of the project and providing direction for redevelopment and
redesign of the project.
The specific purposes of the mid-term review are to:
 provide an independent assessment of the progress and performance of the ILG

Project to date against targets
 measure and report on achievements and early signs of changes and
achievements
 analyze the effectiveness of the different approaches taken by revisiting some of
the elements in it.

 indicate adjustments and changes that need to be made to ensure for the future
success of the project.
 identifying new inputs that help for possible redevelopment and redesign of the
project.
1.4. Significance of the Mid-Term Review (MTR)
This review is undertaken to take stock of achievements of the project from 2010 to
2014; identify challenges the project faced; and assess, in some subjective way, the
impact of the project and forward recommendation for redevelopment and redesign of
the project. In doing so achievements are documented, challenges are identified and
lessons learnt during the period are noted so as to scale up them for the remaining
phases of the project. It is also sought that this review will give input for the design and
implementation of the second phase of the project.
1.5. Scope and Limitation of the Study
This review, as indicated above is expected to assess the program achievements and
challenges and forward recommendations. Subjective assessment of the project impact
was done since there was no baseline survey done at the start of the project. Addressing
all stakeholders was also the other challenge the review team encountered. The
institute’s graduates are serving the civil service all over the country and in different
public offices. Given that, including all stakeholders was difficult hence the review was
done at regional and federal link office level from the project beneficiaries’ side. From
the stakeholders identified at inception, Ministry of Education and Ethiopian
Management Institute were planned to be subjects of the study. However, due to
inability to meet key informants from the two institutions on the program they were
excluded from the review.

II. EVALUATION METHODS
2.1. Approaches to Data Collection
The relevant quantitative and qualitative data related to the Leadership Development
Project were collected for this mid-term review. The following section presents the
type of quantitative and qualitative data that were used and the respective data sources
(both secondary and primary) for each type of data.
2.1.1 Secondary Data Sources
Document analysis or content analysis is one of the most widely used techniques in
qualitative research. Content or document analysis should serve a useful purpose in
yielding information that is helpful in evaluating or explaining leadership and good
governance development practices. The desk research involved a review of Project
plans, different reports related to the project (annual, semi- annual and quarterly
reports), benchmarking study documents of institutions from different countries, the
project log-frame, internal reports and monitoring data. In order to assess the project’s
achievements and prospects from the national plan’s perspective strategic plans of the
MoCS, Growth and Transformation Plan (GTP) of the government along with the
three annual review reports of the GTP have been consulted.
2.1.2 Primary Data Sources
The main subjects of this study are stakeholders in the Leadership Development
Project. Those are individuals or groups who have important roles in initiating;
sponsoring; running, managing, implementing and beneficiaries of the Leadership
Development Project.
Specifically the following study subjects have been included in the review with the
respective data collection tools:
 Interview with the ECSU’s President

 Interview with ILG’s Director
 Interview with ILG’s internship program coordinator
 Interview with Steering Committee members
 Interview with Technical Committee members
 Interview with MoCS
 Interview with Regional Link Office
 Interview with UNDP and French Government’s representatives
 Interview with Ministry of Finance and Economic Development (MoFED)
 Questioners for current Students
 Focus Group Discussion ( FGD) with graduates and current students
 Questionnaire for graduates ILG
Regions selected for the study are Amhara and Oromia from the relatively developed
regions; Benshangul-Gumz and Somali from the developing regions; and Addis Ababa
City Administration from the two Chartered City Administrations. The regions were
categorized based on the level of their development and their government structure.
Multi stage cluster random sampling technique has been employed to select sample
from the relatively developed and emerging regions.
Oromia and Amhara were randomly selected from the relatively developed regions. The
two regions account for more than half of the total population of the country.
Addressing leadership issues of those regions is addressing leadership issues of the
majority of the population. From the preliminary assessment of secondary data most of
the trainees are from the two regions selected in the relatively developed category. The
developing regions were further classified into the East and the West cluster. Among
the emerging regions one from the East Ethiopia (Somali) and one from the West
Ethiopia (Benshangual-Gumz) were selected. The socio-economic dynamics of the two
blocks are different, hence one region from the each blocks is randomly selected.

Regions in the East share similar religion, culture and economic activities. Addis Ababa
City Administration is purposely picked because it is the seat of the central government
and the population size is by far greater than that of Dire Dawa.
2.2. Method of data preparation and analysis
Following the completion of the data collection and information gathering stage, central
editing, coding and entry were made by the review team. During the editing step
inconsistencies and errors in the data gathered necessitated verification of information
from the study subjects.
Both qualitative and quantitative techniques of data analysis have been employed. The
quantitative data collected from the secondary sources has been analyzed using
descriptive statistics and findings have been displayed using graphs and tables. The
semi-quantitative data collected through primary sources have also been reported as
percentage. The qualitative information collected from different relevant sources was
carefully transcribed and analyzed based on the main thematic issues of the project as
they are indicated below:
 Organizational review
 Teaching and training sub-programs
o Curriculum of the program
o Course materials
o Selection and admission
o Teaching/training staff
o Teaching/training modalities
o Co-curricular activities
o Mentoring and internship
o Placement and follow-up
 Research and consultancy

III. REVIEW FINDINGS
3.1. Organizational review
Leadership is an essential ingredient of good governance in the public service. As a

federal entity, the Ethiopian system of governance has multi level structures of
leadership and management and each requires not only strengthened but differentiated
initiatives in capacity development. Within the decentralized framework of governance,
most public service management functions are performed at local level.
Decentralization, therefore, entails fragmentation of various leadership and
management functions with subsequent challenges related to coordination, networking
and accountability.
At the same time, the promotion of new public sector management and performance
disciplines requires the establishment of creative, adaptable, agile, flexible and
responsive leadership and management systems at all levels. There is, therefore, a need
to build capacity for strategic, and technical leadership, support the emergence of a
critical core of change agents and change management leaders, take a holistic and
integrated approach to various management functions such human resources, and
financial management and ethics. The Ethiopian public service system serves a
diversified society with a complex set of values and expectations. Supporting the
development of the leadership and management capacities and competencies requires
new capacity development interventions that go beyond the capacities created by
existing management institutes and the ECSU. The Ethiopian Government has,
therefore, undertaken a preliminary survey of what other countries have done to
address similar situations and challenges.
Then the government decided to establish the ILG. The Institute aims at preparing the
desired feature for modeling a new generation of highly trained civil servants and
qualified public administration professionals, as well as achieving capacity building in
the areas of professional training, with a particular attention on service delivery and
decentralization processes.

In order to achieve the stated objective, the leadership development program has been
implemented by the ECSU. [See appendix C for the organogram) The university, as
implementer of the program hosts the Institute and provides facilities and other
resources to the institute. In relation to the organizational structure of the institute
most stakeholders of the program indicated their reservation as to whether the
institute should be autonomous entity or part of the ECSU.
The main reasons cited for making the institute autonomous have been; delay in
implementation of the project activities and possible deviation from the intended form
of the training provided by the institute. Since the institute is being treated as part of
the university, decisions have to go through the policies and procedures of the
university before they are implemented. This results in delay in running the project.
The other issue, the graduate program by the ILG is supposed to be different from the
conventional masters program. The training is expected to be provided by practitioners
(civil servants) and the relative proportion of practice is supposed to be by far greater
than theoretical discussions in the teaching – learning process. The concern from the
different stakeholders is that this objective will be missed if it is part of the university
and the university runs it as a conventional maters program.
The other concern raised in relation to providing autonomy to the institute was
sustainability. The sponsoring institutions can’t provide resources to the institute
indefinitely. Given that, as owner of the project, the government has to take over as the
project phases out from the sponsors’ side. ECSU, having main objective of supporting
the civil service would be in a position to run the project in the long term.
Mid-term review of the Leadership Development Program (Ethiopia) 10 | P a g e

The following constitute major progresses made by experience sharing visits and
benchmarking undertaken:
1. Establishment of the Leadership Institute with clear governance structure

and staffing
 MoCS is redefining the roles and responsibilities of the three capacity building
institutions under it. These are ECSU, EMI and ILG. This restructuring will clearly
define the administrative and organization arrangement issue of the institute.
 Draft legal document to establish the institute as a stand-alone institution was
prepared by the technical committee and presented for the Steering Committee.
 Equipments and furniture have been purchased for the management and class
rooms of the institute. ILG has fully equipped the 14 rooms within its premises.
 Although steering committee was established to oversee the project and it was
planned to meet on a quarterly basis this couldn’t happen on regular basis.
 Although MoFED is one of the members of the Steering Committee, the MTR
team ratified from the response of the organization that it has not been actively
participating in the majority Steering Committee meeting. As a focal point in
managing the resources of the government, be it from donation or internal
sources, the active participation of MoFED can assure efficient utilization of
resources.
 The coordination among the owner, key sponsors, implementers and

beneficiaries of the institute has been promising. However, the engagement of
regional civil service bureaus with the institute is not as imperative as the rest.
2. Design of training program
 Study tour to France, Germany, India and Syria have been undertaken to share
the experience of other similar institution in order to design and run the
program. This has given the institute a benchmark against which it can design its
operation.

 Local and foreign instructors have been recruited to provide the courses of the
professional module. This supported the practice oriented teaching-learning
modality of the Institute
 Curriculum has been designed. Further curriculum revision is underway. The
current curriculum of the ILG has nine modules and all the modules have been
prepared meeting professional standards as set out by the HERQA (Higher
Education Relevance and Quality Agency) a body under the Ministry of
Education overseeing higher education programs.
 Foundation modules have been designed to help students acquire basic
understanding of leadership, the constitution of Ethiopia, its political, legal and
socio-economic structure, development issues, reforms, public policies and
strategies, international relations and globalization, ethics, and other related
issues in relation with theory and practice. It acquaints students with leadership
and management concepts and management of change and development. This
prepares students to the professional module session.
 Professional modules are the other core module developed based on experience
gained on study tours. The professional modules deal with a wide range of topics
to do with how government functions are carried out at federal, regional and
local levels, intergovernmental relations, development of various leadership and
management skills and abilities, leading change, visioning, formulating and
managing policies and strategies, etc. The professional modules also provide
sessions for preparation for internship assignments and field studies, and for
learning and experience sharing through the presentations of the field reports.
 Clubs for Co-Curricular activities (Sport, Cultural, ILG’s Newsletter, Language
and gender) were organized and functions actively.
 Training of instructors of the foundation module - four trainings for the staff of
ILG and ECSU by international consultants were given.
 Training for staff of ILG, ECSU & MCS was also organized in France, ENA

 Training of trainers on designing & delivering Professional Modules - training
has been organized on effective presentation skill for trainers from various
public sectors
 Training of mentors – sensitization workshop was held to create awareness
about the mentorship in regional and federal office. The workshop also provided
some guideline on how to go about the coaching of interns and evaluation of
their work.
 Guidelines for internships and Professional Modules were developed and
distributed. The Printed internship guideline helped mentors from various
government administrations to understand the internship program and
undertake assessment of the program..
 Guest speakers from abroad and locally have been invited and provided public
lecture to students. Topics covered includes:” The New Public Management in
the Ethiopian Context”, “Leadership Initiatives”, “Kaizen – A Never Ending
Journey”, “Leadership Success for You: by Chance or by Design?”
3. Selection of trainees
 Four Entrance Exams (comprising of English, general knowledge test and

aptitude) were organized, advertised and administered in five centers across the
country. The oral exam component was not conducted in the first two screenings
due to time constraint
 Establishment of Regional Preparatory Centers: the other planned outputs of the
project was strengthening ILG in its role as centre of excellence by establishment
of a number of preparatory centers in the regional states.. Yet, there is no
preparatory center established at regional levels, except, the decision reached
by ILG in consultation with the ECSU to use the existing eight (8) distance
Learning Centers as preparatory centers. More opportunities are planned to
reach out further into the regions as a whole, through provision of this program
using the regional Management Institutes. The initiatives undertaken to date and

those planned in the future are all part of a planned outreach to the wider
project beneficiaries at all levels within each region/city administration.
 General Knowledge Book (GKB) which is meant to help candidates to get better
prepared for the entrance exam is under preparation. GKB will cover the main
topics of the General Knowledge Test of the Entrance Exam. The GKB is
organized in 6 parts: Ethiopia & its peoples, Governance in Ethiopia,
Administration of Justice, the Ethiopian Economy, the Social Sector and Foreign
Relations.
4. Establishment of research and consultancy centre
 Apart from offering regular training courses, it was initially planned by project
initiators making the institute a centre of excellence to serve a wide range of
clients including the public and private sectors, civil society organizations and
others in policy research and consultancy services. Still, this couldn’t be achieved
practically by the institute.
 One workshop in the area of Leadership and security in the horn of Africa has
been organized. During the workshop selected papers were presented. The
workshop is organized in collaboration with Cranfield University.
 Currently, editorial committee has been selected and they are working to select
papers which will be published on the first Journal named LIFT(Leadereship for
Transformation)
 The Library/resource center is equipped with variety of reference books that
helped students to have ample resource for the different courses they attend.
3.2. Teaching and training sub-program review
The central features of effective leadership preparation program requires a program

philosophy and curriculum that emphasize the intended objectives. A comprehensive
and coherent curriculum aligned to research-based leadership standards, and the
integration of program features that are centered on a consistent model of leadership
are mutually reinforcing. Any academic program, once established, kicks off with

curriculum design. After the curriculum is designed, course materials are prepared
according to the curriculum and the program philosophy. Along with that, qualified and
appropriate faculty members should be recruited and trained as per the requirement of
the intuition. Time to enroll students! That requires proper selection and screening
criteria put in place and applied. In conducting the academic functions of the institute,
co-curricular activities play significant role in bringing about the intended output. The
institute should also have a system to truck the placement of students. This helps to
make sure that the designed program is meeting its intended purpose. Even after
graduation, there has to be a networking mechanism with former students for the
mutual benefit of the institute and graduate. In light of these issues, the following
section covers review of the program of the ILG from the above perspectives.
3.2.1. Curriculum of the program
3.2.1.1. Design and Preparation
The curriculum design and preparation was one of the initial and crucial stages of the
process for launching ILG program and to start the schooling process. A course
curriculum was designed based on the required knowledge and skills by the civil
service. This is in line with the main objective of the leadership development program
which states that the institute should build the leadership capacity of federal and
regional civil servants that, in turn, enable them to provide strategic direction towards
realization of Ethiopia’s medium and long term development aspirations. This is done
through preparation of the desired feature for modeling a new generation of highly
trained civil servants and qualified public administration professionals, as well as
achieving capacity building in the areas of professional training, with a particular
attention on service delivery and decentralization processes.
In order to evaluate the ILG’s current performance and achievements from this angle,
the MTR team made institutional assessment so as to check the existence of formal
curriculum development and review process in the institute. The team also assesses
and weigh up the institute’s curriculum based on the main issues of curriculum design

and review programs. The standardization and presentation of learning objectives;
course units and lessons coverage; course assignments and projects for students; list
of main text books and other reading materials, videos, presentations, and readings to
be considered in a course; and finally, strategies and techniques of assessments, and
other methods to be used to evaluate students learning achievements were some of
the issues that were considered by the MTR team. The MTR team also made
assessment on other important issues like the inclusion of list of skills, learning
performances, attitudes, and values students are expected to learn from schooling and
training processes from the institute curriculum, and other considerations in
developing the curriculum of the ILG (like gender issue, variation across regions, etc.)
As per the data gathered from the institution and considering the above mentioned
curricular issues, the review team undertook assessment of the current curriculum of
the institute. The curriculum design and revision issues were also assessed based on
information collected from different stakeholders. Accordingly, it is found out that the
following main issues have been given due attention in the preparation and revision of
the curriculum of the program: practicability of the curriculum, balance between the
theory and practice, cross cutting issues like gender equality, administration of
internship, and consideration of co-curricular activities.
As per the content of the curriculum, the whole training program is comprised of two
Foundation Modules, two Professional Modules, two Internships, and a final Term
Paper for presenting field reports and writing dissertation. Participants are also
engaged in co-curricular activities during their stay in the Institute.
The Foundation Modules are designed with the aim of helping trainees to acquire basic
understanding of the constitution of Ethiopia, its political, legal and socio-economic
structure, development issues, reforms, public policies and strategies, international
relations and globalization, public policy, ethics, etc. They are also designed to acquaint
students with governance, leadership, and management theories and practices.

The Professional Modules are prepared to cover a wide range of topics including: how
government functions are carried out at federal, regional and local levels,
intergovernmental relations, development of various leadership and management skills
and abilities, leading change, visioning, formulating and managing policies and
strategies, and the like. The modules are formulated to provide students with
opportunities to analyze practices of some selected public sectors and understand how
works are organized and executed. They also address how to set cases by visiting some
organizations. This task can also serve as a preliminary preparation for the internship
to be conducted at the public sectors. In their approach/training methodology, the
trainers of the professional modules are not the usual lecturers, but the senior civil
servants from different organizations who have rich experience in the public sectors
with the required/relevant profession qualification.
The professional modules have been designed as the main step to prepare the students
to kick off internship programs. The internship program has been planned not to be the
conventional one; rather it has been planned based on a result oriented model with
continuous follow up and coaching. Mentors are ministers and/or state ministers at the
federal level and bureau heads at the regional level. This fact was mentioned again by
the MoCS representative, who has been directly assigned for the coordination and
follows up of this project. All the mentors and coaches interviewed indicated that
students are well equipped with the basic attitude and knowledge of leadership when
they are assigned for internship.
As per the MTR team’s assessment, the aim of the Internship Program in general is
developing the students’ leadership capabilities by doing, observing, writing, and orally
presenting reports by attaching the students to public sectors for practical training.
Each student of the institute are to be linked to the most senior civil servants at federal
and regional state offices who are supposed to be their mentors. Students are assigned
to undertake practical activities in the public organizations, and use an attachment to
learn how government functions and how particular government activities are carried

out. They will be assessed by their mentors, the jury and their supervisors from the
institute.
One of the areas of improvement indicated by mentors is the time allotted for the
internship. It takes time for an internee to understand the organization’s culture of the
office they are assigned to, it also takes time for a trainee to learn the task they can be
assigned to. Given that the two months and half period allotted for the internship is not
enough.
3.2.1.2. Coverage of the Curriculum
The Ethiopian public services system serves a diversified society with a complex set of
values and expectations. This necessitates system of governance which has multi-level
structure of leadership and management and each requires strengthening and
differentiated initiatives in capacity development. The participation of different parts of
the society and the government system/representatives in the foundation of the
curriculum of this kind is extremely important.
The MTR team assesses the considerations in the curriculum development and
implementation of the program. This mainly includes: practicability of the curriculum,
balance between the theory and practice, cross cutting issue like as the gender equality,
inclusion of professional modules, administration of internship, and consideration of
co-curricular activities. This, therefore, indicates that the institute has considered
important issues from the very beginning in the preparation and subsequent revision
of the curriculum/syllabus.
3.2.1.3. Continuous Revision and the Involvement of Key Stakeholders
Curriculum development is a dynamic process that requires revision based on issues

identified in the training provision session and knowledge and skill requirement of
beneficiaries. Curriculum revision is currently underway. Regarding the key
stakeholders’ participation in the curriculum design and review process, the curriculum
of the institute was prepared with full involvement and participation of the main
stakeholders; such as the MoCS, the Regional Bureau Heads, the Regional Presidents (in
writing), the UNDP, the French Government, the Directors of different Institutes in
ECSU and the Institute’s Graduate (for revision of the syllabus). The MTR team further
learnt from interview responses that these stakeholders have contributed their own
inputs in the design, and review process to improve the quality of the program’s
curriculum.
3.2.1.4. Perceived Strengths and Weaknesses of the Curriculum
assessment was made by the MTR team to evaluate the Institute’s current curriculum
based on the above mentioned issues of the curriculum, like the course syllabus and
related materials of the institute. Furthermore, the team has made an effort to
understand the feeling of the end users of the program (such as regional civil service
bureau, students and graduates of the institute) and also about the satisfaction level of
the donors of the program. The results of the assessment made by the MTR team on
major strengths and weaknesses of the Institute’s current curriculum are summarized
below.
As per the responses collected from the ex-students/graduates of the ILG about the
major strengths and weaknesses of the institute’s curriculum, the majority of the
respondents have stated that the curriculum of the institute is very appropriate and its
content is relevant in terms of minimizing the leadership and governance capacity

gaps of the federal and regional public servants through equipping them with the
intended knowledge which could also contribute a lot to solve the leadership problems
of the country.
Graduates of the institute have been asked to rate the following aspects with reference
to the demands of good leaders at all levels, quality standards, and other similar
institutional issues on a 1 to 5 rating scale, where 1 = very poor/bad, 2 = poor/bad, 3 =
fair, 4 = good, and 5 = very good. Accordingly the following information has been
gathered:

Table 1. Qualities of the Curriculum
Factors Rating Scale Total

1 2 3 4 5
Relevance of training program 4 6 6 12 6 34
Applicability of training skill 0 7 14 9 4 34
Training workshops 1 5 13 13 2 34
Foundation modules 0 0 6 14 14 34
Professional modules 1 1 14 17 5 34
Internship Program 0 2 6 14 12 34
Linkage with the regional contexts 2 6 12 10 4 34
Source: Questioner survey of graduates of ILG
One of the key qualities of a curriculum is relevance. A relevant curriculum provides

students/trainers with meaningful experiences that allow deep and significant learning.
It has to be relevant and responsive to the needs of the career students would like to
pursue. In other words, it must educate for life. As can be seen from the table above,
more than half of the respondents found the training program relevant to the
leadership and governance issues for their office as good and very good. A related issue
is applicability of the learned skills. This criterion goes beyond the curriculum; the
situation on the ground should allow exercising the skills. In this regard, the skills
developed and nurtured by the institute are on average fairly applicable. Both
foundation and professional modules along with the internship program of the institute
have been rated on average as good and very good. Overall the respondents rate the
leadership and governance courses offered by institution as fair in meeting the
requirements of their regional public service sector organizations. This, like the
applicability issue, may emanate from the improper assignment of the graduates. In a
FGD held with the graduates, it is understood that the institute is: producing
transformational leaders, contributing for the process/plan of feeling leadership and
good governors gap of the regions and the country in general, and is providing practical
training and experience sharing forum which in turn contribute for provision of
appropriate leaders.

Similarly, the current students of the ILG, who have been participated in the FGD have
also indicated that they are highly satisfied with the contents and coverage of the
existing curriculum. The curriculum was favorably evaluated by current students of the
ILG. 98% of the respondents agree that the curriculum is in line with the requirement
of their respective regions.
Likewise, the content of the syllabus was appreciated by donors/supporters (UNDP’s

and French Government’s) representatives who have participated in the preparation
and ongoing revision of the curriculum. According to them, the curriculum of the
institute is very comprehensive and wide ranging. Especially, the designed
methodology, the developed modules and the internship program are appreciable and
very helpful for the fulfillment of the anticipated aims. The MoCS also shares their view.
In general, all of the responses collected from these respondents concerning the content
of the curriculum of the institute are a witness for the application of
comprehensiveness approach in the preparation of the syllabi. Particularly its practice
based orientation is a useful.
It is also identified that, even though this curriculum has been designed and prepared in
such a way to make it practice-oriented (rather than the traditional lecture-based
approaches), lack of proper implementation of the curriculum, specially, a weak
undertaking of the internship practices might negatively affect the unique nature of
the curriculum.
According to the project document; the leadership development program has four
major pillars in terms of supporting the civil service. These are supporting
decentralization of power, enhancing the implementation of the Civil Service Reform
Program, effective response giving to community driven needs and equitable access to
quality public service and utility to the disadvantaged part of the community. In this
regard, the regional civil service bureaus’ representatives were requested their
assessment of the program in meeting these objectives. The following table shows that
almost all of them feel that the program objectives are met to high and very high extent.

Table 2Curriculum in Supporting the Civil Service Reform Program
Issue Very High Neither high Low Very

high nor low low
Decentralization of power 3 2 1
Enhancing the implementation of the 2 2 1 1
Civil Service Reform Program
Effective response giving to 2 4
community driven needs
Equitable access to quality public 1 3 1
service and utility to the
disadvantaged part of the community
Source: Questioner survey of regional civil service offices
The program as part of the civil service reform program enhances the leadership
knowledge and skill of the civil service hence support the decentralization of power. All
the link offices rate their satisfaction level with the leadership knowledge and skill of
graduates as good or very good. This indicates that the program meets the need of the
regions graduates are/will be serving. The fact that students have acquired
transformational leadership skills have been singled out as a very good point.
3.2.2. Course materials
Standard Training Modules
A salient activity to support the implementation of ILG’s program is the preparation of

relevant and standard training models based on the program’s curriculum. The current
curriculum of the ILG has nine modules and all the modules have been prepared
meeting professional standards as set out by the HERQA (Higher Education Relevance
and Quality Agency) a body under the Ministry of Education overseeing higher
education programs.
The foundation modules are mainly academic and theoretical in nature and they have
been designed to help students acquire basic understanding of leadership, the
constitution of Ethiopia, its political, legal and socio-economic structure, development
issues, reforms, public policies and strategies, international relations and globalization,

ethics, and other related issues in relation with theory and practice. It acquaints
students with leadership and management concepts and management of change and
development
The professional modules are the core modules developed based on experience gained
on study tours. The professional modules deal with a wide range of topics to do with
how government functions are carried out at federal, regional and local levels,
intergovernmental relations, development of various leadership and management skills
and abilities, leading change, visioning, formulating and managing policies and
strategies, etc. The professional modules also provide sessions for preparation for
internship assignments and field studies, and for learning and experience sharing
through the presentations of the field reports
It is the MTR team’s assessment that there has been substantial progress in building
capacity of the key and relevant public service organizations’ officials. The engagement
with both the civil servants and political leaders was also considered to be a very
positive achievement.
The participants described the leadership and governance development program as

very effective and useful to the performance of their works in the civil service reform
program. They submitted that they were exposed to effective ways of approaching and
providing public services.
It is the MTR team’s assessment that there has been substantial progress in building
capacity of the key and relevant public organizations civil servants and leaders in
leadership and good governance although it is acknowledged that future initiatives
need more practical oriented and linkage with civil service to ensure coordinated
public services, and accountability.
3.2.3. Students Selection and admission
Four Entrance Exams (comprising of English, general knowledge test and aptitude)
were organized, advertised and administered in five centers across the country. The
oral exam component was not conducted in the first two screenings due to time
constraint
As can be seen from the chart below the student intake capacity of the institute has
been increasing from time to time. Total student intake of the institute has been 67, 85,
96 and 67 respectively in the first four years of its operation. The enrollment of female
students has increased significantly from year to year. During those four years the
proportion of female students from the total students has been 10%, 32%, 38% and
42% respectively. This is in line with the government’s intent of empowering women. It
is also based on the project document which specifies that one of the main issues will be
increasing the participation of women on leadership position in the civil service.
Male Female
36
27
7
28
60 58 60
39
2010 2011 2012 2013
Figure 1 Students intake by gender
Source: Internal Documents of the ILG
Selection criteria of the training centers and academic institutions are standards that
the trainees/students need to meet. They are used to identify the right and an
appropriate person for the chance. Selection criteria describes the personal qualities,
commitment, attitude, thought, skills, abilities, performance evaluation (if any), age
and/or experience, and qualifications a person needs to acquire the necessary and
intended knowledge effectively. In general, they could be designed to help make the
most accurate match between the requirements of a program and the eligibility and
appropriateness of the candidate. The ILG’s admission requirement includes; being a
bachelor degree and above in any area of specialty, being not older than 37 years old at
the time of the entrance exam, being a public servant, and successfully passing the
competitive entrance exam conducted by the institute.
Students are enrolled from all the regions in the country. The main objective of the
program being supporting leadership capacity development both at regional and
federal level, the diversity enhance both the quality of the civil service and experience
sharing during the training period. Oromia is the biggest region in terms of population
size and area coverage followed by Amhara and then SNNPR, hence supporting the civil
service quality of those regions is like supporting the quality of service of the majority
of the population of the country. Therefore the student intake clearly reflects the
population size of the region graduates of the institute are supposed to serve. The
number of students from the emerging regions as well is very high compared to the size
of the population of the region. Those regions require special support for capacity
building and this program is contributing a lot to their advancement.
72
62
44
40
30
11 13 14 12
9 8
Figure 2 Students by Region
Source: Internal Documents of the Institute ILG
The ILG selection criteria clearly indicates that the following points are important:
quota system to regions to enhance equity, affirmative action within the given quota,

effective support mechanism to candidates from disadvantaged regions, minimum
educational qualification (first degree), age (less than or equal to 37), being a civil
servant and successfully passing the entrance exam.
Based on the above mentioned facts and principles, the review team has investigated
and assesses the interest and satisfaction level of the end users (regional civil service
bureaus) concerning the applied selection criteria from the view point of its fairness
and appropriateness. Likewise the feeling of students about the relevance of the
institute’s entrance exam is positive. The quota issue was also our area of study with
reference to the regional civil service bureaus representatives’ curiosity and
apprehension.
Regions involve in the initial nomination of candidates for the institute and they set
their own criteria to do so. As can be seen in the following table the importance given to
different criteria of nomination is different by different regions. Four of the regions
surveyed consider evaluation of potential candidates by their immediate supervisors,
educational qualification and wok experience of the potential candidate as good and
very good criterion for nomination. This has implication of the ability of students to
cope up with the quality education of the institute. The other important factor is,
according to the regional offices, age of the candidate. They comply with the
institutional requirement of ILG and the graduates will serve the civil service for long
period of time. Gender composition is another factor identified but the importance
offices give to this criterion is not that high. Equitable allocation of quota to offices and
zones is another factor considered by region. Geographic (zonal) equity is reported as
high or very high by majority of the regions but office quota is rated as high by 50% of
the respondents.

Table 3 Student Selection Criteria by Regional Bureaus
Criteria Very High Neither high Low Very Total

high nor low low
Gender composition 2 2 2 6
Age of the applicant 2 3 1 6
Zonal mix 2 2 1 1 6
Experience of the candidate 3 1 1 1 6
Educational qualification 1 5 6
Evaluation by immediate supervisor 2 4 6
Office quota 3 1 1 1 6
Source: Questioner survey of regional civil service offices
Likewise, as per the responses collected from FGD conducted both with existing and
already graduated students of the institute, the selection criteria of the institute are fair,
appropriate and considerate enough. Almost all of them replied that the aim of the
criteria is to screen out the right candidate that hopes to play a crucial role in the
fulfillment of the country’s need to improve the leadership capacity gaps of the civil
servants mainly at middle and lower levels.
The team also recognized from the respondents that they are satisfied with the
entrance exam currently being conducted by the institute. The team also learnt from the
discussion held with students and the interview conducted with the institute’s director,
the entrance exam covers different areas of assessment including: Language (focusing
on writing and communication skill); Aptitude test (basing a case study and problem
solving ability); General knowledge (tilt to the national and international current
issues). As a final point, Interview which can be conducted for those who passed the
entrance exam is also part of the selection criteria of ILG.
In general, as per students who have participated in the FGD, there is no problem
concerning the content and coverage of the entrance exam. The only resentment of
some student is, in relation to the role/weight given to the interview result that is in a
position to send back the candidates that may not be able to perform the interview
because of different factors of that particular day (health, psychological, biological and

the like) after passing through different selection criteria and may expend his/her
resources for the purpose.
Similarly, the regional civil service bureaus link officers assess the selection criteria and
the coverage of the entrance exam as fair, appropriate and relevant. Their objection is in
relation to the quota/amount of chances given for each region to send competent
candidates. The number of the trainees who are getting the chance to join the institute
is much lesser than the number the regions are in need of getting qualified in the
program. The justification they are emphasizing is that, the civil servants who are
working in the leadership positions are not allowed to compete for other long term
capacity building and qualification upgrading programs. The only opportunity they
have is the chance of joining the Leadership and Good Governance Institution. Given the
very high demand for qualified leaders by regional government, the absorptive capacity
of the institute is limited.
This indicates as the institute is required to think long and aspire far. The demand of
regions is much higher than the deeds of the institute. The existing condition can also
vigor the stakeholders not only to think for the continuation of the program but also for
diversification of its services and maximization of its annual intake.
3.2.4. Teaching and Training Staff
Well qualified and experienced teaching/training staff are among many factors that
impacts the quality of teaching and training program. In this case, the following table
shows the current permanent staff of the program that includes the institute’s director
and two(2) PhD holders, five(5) PhD candidates, and four (4) MA/MSc holders who are
providing foundation courses to the students in the institute.

Table 4Permanent Teaching/Training Staff by Qualification and Gender
Gender
Qualification Total
Male Female
PhD 2 0 2
PhD Candidate 3 2 5
MA/M.Sc. 2 2 4
Total 7 4 11
Regarding the equitable representation of both genders as permanent

teaching/training staff member of the institute, we can say that ILG has somewhat fair
representation of female staff both in teaching and support staff of the institute. As has
been indicated in the survey, the manpower of the institute is not enough given the
different tasks faculties of the institute are supposed to do. This has been cited as one
possible reason for the delay in executing program activities as per the original time
plan of the project.
Part-time staff
There could be a pool of teaching and training talents among those not formally trained
for the profession. The ILG’s program worked to recruit and select trainers from non-
traditional backgrounds, such as leaders from the public service organizations. These
are mainly part-time staffs coming from outside the institute that provide training of
professional courses of the program. They are mostly Directors, Deputy Directors,
Bureau Heads, or Core Process Owners in different public organizations, and who have
practical work experiences in their respective public organizations. In relation to this,
students and former students of the institute indicated that the support they get from
those instructors is very good but sometimes replacement trainers may not have the
required knowledge and experience on the area they cover. In this regard, the
relationship between the civil service and the institute should be strengthened since
most professional modules trainers and mentors are within the civil service. The

incentive to the civil servants participating in the program, as indicated by individuals
who have been involve in the program, is not attractive.
International Staff
The MTR team asserted from the interview responses provided by program staff that
there have been previous experiences of having international staff by the institute and
they have mentioned the following as examples: for Professional Modules, trainers who
provided courses of “Change Mindset”, “Decision Making” from France and
“Professional Skill” course provided by international staff from Malaysia. They are paid
by the UNDP and French Government. Apart from the intermittent assignment of
international staffs, the French Government assigned trainers on a longer term basis to
provide training in the professional module. For Foundation Modules, some instructors
teaching different courses from America and Nigeria have been invited to take part.
According to their response, all costs of these staff were covered by the University itself.
In order to run program activities smoothly, the involvement of support staffs is critical.
As can be seen below, the institute has six support staffs; three male and three female.
They are administrative team leader, resource personnel (librarian), IT professional,
co-curricular activity coordinator, executive secretary and office assistant. They
facilitate and coordinate the faculty and administrative activities of the institute.
Table 5 Support Staff by Qualification and Gender
Qualification Gender Total

MALE FEMALE
BA 1 2 3
Diploma 2 1 3
Total 3 3 6

3.2.5. Teaching and Training Modalities
Setting organizational goals and direction, followed by appropriate curriculum design

and material preparation, lays the foundation for successful execution of program
activity. The main program activity of the ILG is producing knowledgeable and skilled
civil servants. To do so, the teaching-learning process should be held as per the strategy
set out in the inception of the project.
As per the information gathered from the institute, the training methodology being
followed by the institute is practice reliant. Specially, the staffs providing professional
modules are not the usual lecturers, but the senior civil servants from different
organizations who have rich experience in the public sectors with the
required/relevant profession. They provide the training by sharing their experience
and discussing issuing in the practical world.
The institute also organizes a series of guest lectures, seminars, workshops, etc, in the
area of leadership and governance and other related topics. The main product of these
guest lectures, seminars, workshops, etc are practical case scenarios compiled by
different institutions at different times for references that each professional course
trainers identify and select for use in his or her classroom and for sharing with others.
The MTR team has assessed the challenges and problems encountered from these
perspectives. The responses from the previous graduates and active students of the
program, teachers/trainers of the program, administration of the Institute and the
coordinators of the different programs indicated that there has been a problem in
relation to the practicability/implementation of teaching and training programs.
As it was indicated especially by the administrations of the institute and the students of
the program there has been a serious shortage of professionals (Trainers, Instructors
and Mentors) whose contribution is indispensable in the implementation of the
teaching and training program. Particularly, program has been facing difficulties in
getting knowledgeable and experienced trainers and mentors for the delivery of the

Professional Modules and for the administration of the Internship program. The
comprehensive nature of the module requires instructors with multidimensional
experience and multidisciplinary knowledge. It is not an easy task to get such high
caliber professionals in the teaching industry, because of other highly paying job
opportunities in the country. Even if such kinds of people are rarely available/ found in
some organizations, they are too busy with their office and/or personal affairs during
the weekly working days.
As per the Institute Director, so as to address these problems, the institute is forced to
use two-to-four trainers at a time to train/teach a single module, each covering
different topics of a given module. The other techniques which have been practiced by
the institute to minimize the impact of the human power shortage include;
postponement of the course to the other semesters, in person negotiation with trainers
by assigning classes during the week-ends, and change of organizations (for conduct of
internship program and assignment of mentors).
The other serious problems the institute faces is securing the service of experienced
teachers and trainers for courses in the program (as per the management and students
of the institute), difficulty of getting permanent staff and turnover of the existing
instructors/trainers. Because of spread out of the economy which produces alternative
professionals’ markets, attractive job opportunities, and highly paying companies; it is
difficult to get and retain the highly qualified staff. Especially the current and ex-student
of the institute strongly underlined this case during the FGD held with them. They
indicate as they are tired of always facing new (inexperienced) trainers/instructors
every semester, even some times in the middle of the semester. Likewise, because of the
shortage of professionals, most of the time instructors are assigned to teach different
topics within a module in which they are lagging adequate experience.
As per the institute’s director, the institute is trying to solve/minimize the indicated
problems not only by assigning different trainers at a time for a single module, but also
preparing and administering “Training of Trainers” for the less experienced instructors
to capacitate them up to some level. On the other side the institute is working on
convincing the existing staff not to leave the institute, and persuade students to tolerate
for some unlucky conditions by compensating themselves by strengthening their group
discussions and team work.
A related human resource problem the institute encounters is coordinators for different
programs. There is only one coordinator for Internship which has a lot of work. Given
the number of students who can be on internship at a time and wide geographic
coverage of the places students are assigned for the internship, it is difficult for one
coordinate to make good assessment of the internship program. There is also one
Coordinator for Foundation Module, and now he is also assuming the role of Deputy
Director. Hence, regarding staffing there is a lack of having enough coordinators. There
should be a coordinator for Professional Module, Research and Consultancy and
Foundation Modules
The MTR team proposes that as this situation is a serious it should be given due
attention by the project implementer in coordination with current project supporters
(UNDP and the French Government) to help/support the institute by
sponsoring/providing qualified and experienced trainers/instructors from other
countries. These main stakeholders are also expected to support the institute by
providing and/or arranging trainings of trainers both at abroad and within the country
in order to lift up the ability and skills of the existing professionals. Similarly, the
institute should have a plan to search for different alternatives for the fulfillment of
related incentive packages that attract trainers and instructors to the institutes.

Table 6Assessment of the Teaching-Learning Process by Graduates of the ILG
Uncertain
Disagree
disagree
Strongly
Strongly
Agree
agree
Total
My courses and assignments encourage me to 23 20 2 1 0 46
investigate new ideas and express my own opinions 50% 43% 4% 2% 0% 100%
As a result of my studies my ability to investigate 26 18 2 0 0 46
and solve new and unusual problems is increasing 57% 39% 4% 0% 0% 100%
My ability to effectively communicate the results of 22 20 4 0 0 46
investigations I undertake is improving as a result 48% 43% 9% 0% 0% 100%
of my studies
The knowledge and skills I am learning will be 31 12 3 0 0 46
valuable for my future career 67% 26% 7% 0% 0% 100%
I am learning to work effectively in group activities 30 12 3 1 0 46
65% 26% 7% 2% 0% 100%
The program has improved my ability to work 24 18 3 1 0 46
effectively in groups 52% 39% 7% 2% 0% 100%
The program has improved my inter-personal 23 20 3 0 0 46
communication skill 50% 43% 7% 0% 0% 100%
The program has helped me to develop good basic 24 16 3 2 1 46
skills in using technology to investigate issues and 52% 35% 7% 4% 2% 100%
communicate results
The link between theory and practice 19 19 6 2 0 46
41% 41% 13% 4% 0% 100%
Source: Questionnaire survey of Graduates of ILG
As can be seen in the table above, more than 80% of the respondents agree or strongly
agree that the quality of their program is good and what it provides them to become
better leaders is good. In this regard, more than 90% of the respondents agree that the
program helps them in investigating and solving new and unusual problems as leader,
communicate more effectively and working in group. The other capabilities developed
as a result of this program includes linking theory and practice, use of technologies to
solve problems at the work place, carrier development of students.

Table 7Assessment of the Teaching Facilities by Students
Uncertain
Disagree
disagree
Strongly
Strongly
Agree
agree
Total
Classrooms are attractive and comfortable 22 18 3 1 2 46
48% 39% 7% 2% 4% 100%
Study materials/modules in courses were up to 12 16 9 5 4 46
date and useful 26% 35% 18% 11% 9% 100%
The quality and extent of materials available 20 18 5 2 1 46
for me in the library 43% 39% 11% 4% 2% 100%
The library/resource centre is open at 28 11 4 2 1 46

convenient times 61% 24% 9% 4% 2% 100%
Adequate facilities are available for 8 13 9 6 10 46
extracurricular activities (including sporting 17% 28% 18% 13% 22% 100%
and recreational activities)
Source: Questioner survey of graduates of ILG
3.2.6. Co-curricular activities
In any academic environment, co-curricular activities contribute a lot in the

development of students. Co-curricular activities complement traditional education by
offering a range of experiences that help students hone and develop interpersonal and
work skills, as well as explore creative, cultural, physical, and societal ways of
connecting with and learning more about themselves and others. There are five co
curricular clubs; language, sport, culture, newsletter and gender. These clubs are
organized by students with the support of the institute and supporting institutions.
Newsletters of students have been prepared which helped to communicate the progress
of the institute to stakeholders and the university community. Such activities, besides
the direct benefit of promoting the institute helps students to advance their writing and
editorial skills.
The culture club visited museums and organized events to help the economically
disadvantaged segment of the community. Such events enhance the understanding of
the students about problems within the community and become better leaders of the

society. Sport events have also been organized by the sport club which helps students to
socialize more and become healthy citizens. The language club, in collaboration with the
French embassy has facilitated French language course to students. The gender club
observed March 8, Women’s day, with different activities. This was a venue to
mainstream gender issues in any leadership roles that students will assume in the
future. However, during the physical observation of the MTR team conducted within the
institute, discovered that there is no particular room designed and facilities organized
by the institute for such purpose.
3.2.7. Mentoring and internship
One of the teaching and training processes of the program is improving the quality of
leadership and governance knowledge and skills of the graduates through internship
and mentoring programs. This output of the ILG project was aimed at providing
Internship and Mentoring program at the federal and regional level to build capacity of
supervising internships in a proper way designed and delivered.
In relation to this, the institute has been working in partnership with 34 organizations
up now; all are public organizations, so as to provide the internship which is not in a
conventional way, but in a result oriented approach with continuous follow up and
coaching. For this, according to the ILG’ staff response, mentors are Ministers and/or
State Ministers at the federal level and Bureau Heads at the regional levels
The specific aim of the Internship and Mentoring program of project is to create linkage
and collaboration between the program and the civil service organizations and is
critical to provide efficient service and being accountable to the public.
As part of this, there is a requirement, at the end of the course program, to assign
students in various organizations for internship program for mentoring the graduates
on practices organizational leadership and governance skills that help them challenge
low-performance of the Civil Service officials.

Three activities were planned in project document to build the capacity of the
graduates through internship and mentoring program:
 Selecting a number of mentors able to supervise internships and to produce a

performance assessment of students
 Placement, Training and development of trainees by provided with mentoring
service with practical leadership and governance skills , and
 Follow up/Tracking trainees provided with mentoring services
Substantial progress has been made in the first two activities, whilst the third one lacks
the required level of attentions by the program for the time being. While students have
been assigned in different public service organizations by the program facilitators and
the provision of mentoring service undertaken by these organization, the MTR team
ascertained from the interview and questioner survey responses that the program has
been facing different challenges in building the needed partnership between the
institute and public service organization and linkage with the civil service reform
programs to the level required by the program. From the current students of the
institute only 54% agree that the internship and mentoring program was effective in
developing the experience and skill sought from the program.
To this end, the following challenges were raised by majority of respondents as major
challenges of this program.
 Lack of shared objectives about the internship and mentoring programs, from
the side of government organizations to provide the required service,
 Misplacement of mentees/students during internship time specially, at
regional levels
 Lack of willingness and sometimes total rejection and delaying acceptance of
students sent for the internship program/activities by the governmental
organizations,
 Problem in assigning appropriate mentors (assigning less qualified and less
experienced mentors, rather than state ministers and bureau heads)
 Lack of willingness or consideration in arranging office and the necessary
facilities to the mentees
 Changing or replacing the trained and experienced mentors by other officials ,
 Facility problems like transport services for students during the internship
programs
 Short time allotted to the internship program
3.2.8. Placement and follow-up
According to the information gathered from the selected Civil Service Bureaus/Agency
and local Civil Service Bureau officials, there is still a wide gap between the knowledge
of leadership and good governance and the practice. For instance, no official
interviewed was able to give specific information in quantitative terms how many
graduates came into, and where they have been assigned by, the Civil Service Bureaus
for last one year and any visible progress of impacts brought by the graduates in terms
of leadership and governance on their assigned jobs .
However, as a federal entity the Ethiopian system of governance has multi-level

structures of leadership and management and each requires not only strengthening but
differentiated initiatives in capacity development. Therefore, there is a need to match
the country’s multi-level structures of leadership and management with capacity
building efforts for leadership development program an essential ingredient of good
governance in the country public service programs.
The institute is expected to be highly integrated with the civil service bureau of the
regional and special administrative regions. At time of admission of students, regional
civil service bureaus should have clearly set out human resource plan. This can include
identifying capacity of the civil service for possible promotion to leadership posts,
preparing students for advanced studies and proper placement of graduates based on
their qualification and needs of the bureaus. As per the information gathered from
different stakeholders, the bureaus do not have such a plan in place. Some consider the
training program as incentive to the civil servants regardless of what graduates can
contribute to the office up on graduation. As a reflection of this some graduates have
been working as experts on the same post after graduating from the institute. The
opinion of the graduates of the institute also signify the problem: 35% of graduates of
the institute rate the linkage between the institute and the regional contexts as fair;
29% as good and only 12% as very good. This poor linkage affects the placement and
follow-up of graduates adversely.
Placement of graduates is another function undertaken by regional offices. The Table

below indicates that in most of the regions studied, graduates assume non-managerial
posts. Since the MA given by ILG is in leadership and good governance, the civil service
can benefit a lot from the leadership role graduates can play. The absence of compiled
data from Oromia region on placement of graduates may imply that there is no well
documented HR planning and placement according to specific offices’ requirement. In
Amhara region almost all the graduates assume “Expert” position. As an expert,
graduates can contribute a lot but as leadership graduate, they are better adapted to
managerial posts to getting done through others.
Table 8 Placement of Graduates by Region
Addis Amhara Benishangul Oromia Somaili Total

Ababa -Gumz
Bureau head 2 1 1 ND 5
Deputy Bureau head 6 1 ND 1 9
Job process owners 15 ND 3 20
Case team leader 1 ND 1 2
Expert 66 3 ND 69
ND stands for “No data” available
Source: Questioner survey of Regional Bureaus/Agencies
3.2.9. Research and Consultancy
Research and consultancy services can inform decision making at any level. ILG as an
institution which is supposed to develop leadership capacity of the civil service can help

the civil service by undertaking researches which are concerns of the civil service. ILG
can provide evidence to understand, develop, implement, monitor and evaluate
government policies and services. As the staffs and faculty of the institute are members
of regional and federal government departments they have the capacity to identify
areas of research with practical relevance. They are also familiar with theoretical and
practical knowledge and skills to address those problems.
Taking this into account, ILG can:
 Provide government with objective, reliable, relevant and timely social research
 Support the development, implementation, review and evaluation of policy
 Ensure policy debate is informed by the best research evidence and thinking
from the social sciences
 Evaluate impact of policies and interventions
 Contribute to the sustainability of the leadership development program by
generating income to the institute
Noting these potential benefits, the project document identified research and
consultancy as one of the key components of the program. There is little progress in
strengthening the research and consultancy capacity of the ILG.

Table 9 Overall assessment of the Project's Output
Expected Expected Indicative activities Progress against the Comments on changes over the last
outcome Output Indicators Project implementation years.
Capacity for Output 1: Number of Ethiopian Drafting and Draft legal document was prepared
leadership Academic trainers able to publishing of legal by the technical committee and
professional knowledge deliver training and document presented for the Steering Committee
developmen and skills of to construct modules establishing the LDI Student handbook containing Code of
t built and Ethiopian in native language Development of ethics have been photocopied and
sustained senior staff Number of civil Course materials distributed to the students.
and trainers servants trained in Training of trainers Training of instructors of the
selected leadership Establish foundation module- four trainings for
among the development partnerships with the staff of ILG and ECSU by
federal and Number of course foreign training international consultants
regional materials developed institutions for High Training of trainers on designing &
institutions by the Institute Civil Servants delivering Professional Modules -
upgraded training has organized on effective
presentation skill for trainers from
various public sectors
Foundation and Professional Modules
have been Developed
Few foreign staff have provided
training for students of the programs

Output 2: Number of mentors Training of mentors – sensitization
Mentoring able to supervise Selection of mentors workshop was held
program at internships and to Training of mentors Guidelines for internships and
the federal produce a Professional Modules were developed
and regional performance and distributed.
level to build assessment of The Printed internship guideline
capacity of students helped mentors from various
supervising No of trainees government administrations to
internships in provided with understand the internship program
a proper way mentoring service and undertake assessment of the
designed and program..
delivered
Output 3: Number of civil Writing and About 315 Civil servants have been
Leadership servants trained in adoption of benefited from the program
knowledge leadership competitive exams Two Entrance Exams (comprising
and skills of development Recruitment and English, general knowledge test and
Ethiopian civil placement aptitude) were organized, advertised
service both at and administered in five centers
the regional across the country: the first in
and federal December 2010, the second in July
level improved 2011 and .
Mid-term review of the Leadership Development Program (Ethiopia)

42
Output 4: Number of Equipments and furniture have been
ILG is preparatory centers purchased for the management of the
strengthened established in the institute. ILG has fully equipped the
in its role as regional states 14 rooms within its premises
centre of Numbers of debates In consultation with the ECSU, ILG
excellence organized by the ILG decided to use the existing 8 distance
including its Number of Learning Centers as preparatory
high level publications done by centers..
expertise the ILG’s Centre of Guest speakers from abroad and
activities Research locally have been invited and
Number of Civil provided public lecture to students
Servants trained topics covered includes:”
through short The New Public Management in the
sessions Ethiopian Context”,“ Leadership
Initiatives”, “Kaizen – A Never Ending
Journey”, “Leadership Success for
You: by Chance or by Design?”
Mid-term review of the Leadership Development Program (Ethiopia)

43
IV. CONCLUSIONS AND RECOMMENDATIONS
4.1. Conclusions
The overall assessment of the project’s success by all the stakeholders has been very
good. MoCS, UNDP, ECSU, French Government, regional civil service bureaus and other
stakeholders are in general satisfied with what the ILG has been doing in producing
skilled and knowledgeable middle level leaders for the civil service.
The following conclusions are drawn from the findings of the survey:
 The National Leadership Development program has contributed significantly for

promoting good governance and producing capable civil servants. This has been
affirmed by the subjective assessment of the satisfaction level with the project
performance by all stakeholders involved in the program.
 The effective coordination among the different stakeholders in supporting the
program has been imperative. Donors, implementers and beneficiaries have
been communicating and delivering in a very smooth way. This has contributed
significantly to the success of the project.
 ILG is benefiting from financial and technical support from partners and
stakeholders. This has been an opportunity for ILG to contribute to national
efforts in civil service transformation.
 There is strong desire, initiation and political will from the government side to
see the program successes. The government has been working in close
collaboration with the UNDP and French Government to realize the goals of the
leadership development program.
 Time taking decision-making process resulted in the delay in implementation of
some of the planned activities; starting the research and consultancy part of the
program, establishment of preparatory centers, providing entrance exam,
preparation of General Knowledge Books, undertaking mid-term review of the
program and other issues. If this issue is not addressed promptly it may affect

the smooth running of the program. It may also affect the engagement of
development partners in the program.
 Related to the above issue, the functionality of Project Steering and Technical
Committees provided strategic and technical directions for the fulfillment of the
program objectives. It also proved timely decision making practices will help
addressing issues before they get out of control. They also enhance the
possibility of alleviating problem by engaging the government and development
partners in the process. Apart from the decision making function, follow-up of
implementations on decisions passed requires extra effort by the teams.
 The curriculum of the institute has been prepared by participation of all
stakeholders. The curriculum is prepared in such a way that it allows practice
oriented teaching/learning. Since the objective of the leadership development
program is producing capable leaders at regional and federal level, the practical
technique can provide students with hands on analysis of real world problem.
Related to this issue, finding competent and experienced trainers and mentors
has been difficult.
 Staff shortage is another significant problem identified. It takes different forms;
instructors, professional to give the professional models, coordinators to the
different modules and activities and support staffs.
 Working in close collaboration with the MoCS has supported successful
mobilization and training of mentors. Lack of clarity on the expectation of the
institute from the civil service in some areas created problem in the running of
program activities.
4.2. Recommendations
The above conclusions imply the following recommendations:
 The commitment of the government, development partners and administration

of the institute towards achieving the goals of the program should be
maintained. However, continues clarification on the program objectives and
establishment of common understanding with regional civil service bureaus
should be given due attention. This will address issues identified in relation to
supporting the training and proper placement of graduates.
 Establish a governance structure and system of administration that befits a
distinct institute of leadership that aspires to be a center of excellence that
produces tomorrow’s leaders of Ethiopia is very important. This requires
understanding the peculiar nature of the institute. Maintaining the unique
teaching-learning system of the institute also requires differentiation of the
program from the conventional graduate programs.
 Stakeholders should discuss and work together to have a clear direction to
achieve the intended result. As has been indicated in the finding section, there
are issues that have been discussed at length both in the technical and steering
committee level. When it comes to implementing the recommendation of the
committees, little has been done. As the highest level strategic leader of the
institute, the committee should hold regular meetings and follow up the
implementation of previous meetings’ recommendation.
 Strengthen the research and consultancy competence of the institute so that
both the students and the faculty benefit from the research products and add to
the funding portfolio of the institute. It is important that the ILG poises itself for
a first rate quality research on contemporary leadership issues for informed
national policies. The students and the faculty can also have a window to
communicate their research works.
 Improvement of horizontal and vertical communication of the ILG benefits the
institute to solicit technical supports from stakeholders in mentorship, public
speech and other areas that have direct influence on its program. Improve the
communication outside the ILG, through workshops, papers, events, public
speeches, in order to get more visibility and support from public administrations
and donors
 There is a need for implementing partners to follow up the training to reinforce
learning and encourage/ensure practical application of learned knowledge,
skills, and attitudes. The continuous support of the development partners to

realize the goal of the institution should be sustained. This can be done with
open discussion on issues requiring improvement and timely action.
 Regional Civil Service Bureaus should be accountable enough to assign
graduates in right job and tasks that will solve the leadership and governance
problems of the public service organization in Ethiopia. In a developing country
like Ethiopia, educated man power is a scarce resource that should be utilized
efficiently. Given that assignment of graduate to task outside their specialty can
be misallocation of resources. A lot of public relation work is expected from the
ILG in sensitizing federal and regional offices. This should be done on a
continuous basis.
 Work towards creating a separate library and a resource center with all the
necessary facilities (books, networks, reading spaces, lending facilities, etc) that
work beyond the regular working hours thereby contributing to the ambience
required for the students to have their own shared social space in the context of
which they also generate an institute-specific culture

BIBLIOGRAPHY
Clapham C (1969) Haile-Selassie’s Government. London: Longmans
Getachew Hailemariam, 2006. Civil Service Reform in Ethiopia: Success in two

Ministries, Research Memorandum 59 , Jimma University, Ethiopia.
Greenfield R (1965) Ethiopia: A New Political History. London: Pall Mall Press
Hiwet A (1975) Ethiopia: From Autocracy to Revolution. Occasional Publication 1.

Review of African Political Economy, London
Ministry of Finance and Economic Development (2010) Growth and Transformation

Plan of the Government of the Federal Democratic Republic of Ethiopia, Addis Ababa,
Ethiopia
Ministry of Finance and Economic Development (2011) Annual Progress Review of

Growth and Transformation Plan of the Government of the Federal Democratic
Republic of Ethiopia, Addis Ababa, Ethiopia



APPENDEX I DATA COLLECTION TOOLS
Interview with the ECSU’s President
1) What is the overall direction of the ILG in improving the quality and accessibility
of the program?
2) In terms of the expansion
3) In terms of quality improvement
4) Do you have any means of resources mobilization, other than current sources to
sustain the program?
5) What do you think should be done to the institution to improve its training
programs in order to produce skilled graduates that are demanded by public
service organization at all levels?
6) In relation to this project do you have any special direction to improve women
participation and empowerment? Please specify:
7) Are the regions and federal level public organization utilizing this opportunity to
solve their leadership problems or gaps as it has been planned? Would you
please specify?
a. At Federal Level:
b. At Regional Level:
8) What are the strong and appreciable contributions of the main development
partners in relation to the effectiveness of this program?
9) What could be the main opportunities and challenges for future redevelopment
of the project?
10)Do you have any other issues that you want to raise regarding the project?
a. If yes please indicate:
Interview with ILG’s Director
1) How does ILG select its students from each region?

2) Is there any preparatory training program required from the incoming
students across regions and administrative cities?
Mid-term review of the Leadership Development Program (Ethiopia) i|Page

3) Is there any mechanism or balancing system for those relatively less
developed regions for the enrollment of students?
a. Yes 
b. No 
c. If yes, what is it?
4) What were the considerations in developing the curriculum of the ILG (like
gender issue, variation across regions, etc.)?
5) Have you involved the main stakeholders in the preparation and revision of
the curriculum? If yes, who are they and how?
6) What were the main challenges in the curriculum of the program so far? How
did you manage those challenges?
7) What are the short, medium and long-term plans of the ILG in improving the
quality and accessibility of the program?
a. Short-term plan
b. Medium-term plan
c. Long-term plan
8) Are there any challenges you have faced while searching for teaching and
training staff? Please least down if there are any: How did you manage those
challenges?
9) Do you have established systems or mechanisms to follow-up and track your
graduates?
10)If yes, what are those systems/mechanisms?
11)Do you have any mechanism for fund raising for the sustainability of the
program, other than the current project donor’s support? If yes how?
12)What qualifications do teachers/trainers need to have to be eligible to work
at your programs?
13)What are the major strengths and weaknesses of your program?
a. Major Strengths:
b. Major weakness:
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14)If your institution provides consultancy, research and other services that
may support the leadership development program, please specify the areas
of consultancy, research and other coverage of services.
15)What challenges did you face in managing internship and mentorship
programs?
16)What do you think should be done by main stakeholders (Current Donors,
MoCS, etc) to the institution to improve its training programs in order to
produce skilled graduates that are demanded by public service organization
at all levels?
17)What additional support do you need from the steering committee?
a. If yes please indicate
Interview with ILG’s Program Facilitator/Admission Office
1) What challenges did you face in managing internship and mentorship

programs?
2) With which government institutions/organizations does your institute work
most often for student internship placement or mentoring programs? Please
identify the public organizations by categorizing them based on their areas
of sector or public service affairs such as social, economic, justice and so on:
Name of public /Government Type of sectors/public service affairs

organization
3) Are there International instructors and trainers to train students on

Foundation Courses and is there a possibility of recruiting an international
Instructor?
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5) Do you have any other issues that you want to raise regarding the project?
6) Is there any education and training fee or other payments per students or per
month or per credit hour, etc. required for leadership and governance
program? If there are any, please write those categories of education and
training fees in the table below.
Categories of fees Amount of fee Please Note here for any

special case
7) Is there any mechanism or balancing system for those relatively less

developed regions for the enrollment of students?
a. Yes 
b. No 
i. If yes, what is it?
10)If yes please indicate:
Interview with Steering Committee
1) What are the roles of the steering committee?

2) What are the strategic issues identified in your previous meetings?
3) What recommendations did you forward to the issues identified?
4) How does the implementation of your recommendation look like?
5) How do you see the prospects of the project?
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6) Are there any challenges you have identified that may require revision of
future direction?
Interview with Technical Committee
1) What are the roles of the technical committee?

2) What are the operational issues identified in your previous meetings?
3) What recommendations did you forward to the issues identified?
4) How does the implementation of your recommendation look like?
5) How do you see the prospects of the project?
6) Are there any challenges you have identified that may require revision of
future direction?
Interview with Ministry of Civil Service
1) How do you describe your ministries roll for the success of Leadership
Development program?
2) Within your ministry, is there any one or any section directly in charge of the
Leadership Development Project affairs? What are the main
accomplishments that have been made so far?
3) Does your ministry have a well-built relationship and system of
communication with the main supporters of the program (UNDP and French
Government)? Please specify your answer:
4) How your relationship does looks like with ECSU/ILG? [In terms of support
and direction]. Any challenges you face in this regard?
5) Do you have a monitoring and evaluation system/program, so as to
strengthen the activities of the program? Please justify your answer:
6) Have you done any assessment on the project so far?
Mid-term review of the Leadership Development Program (Ethiopia) v|Page

7) If yes, how often?
8) Can we have access to the report?
9) What is your level of satisfaction on the current performance of the project?
a. Very high
b. High
c. Medium
d. Low
e. Very low
10)From your organization’s point of view, how do you evaluate the
achievement and prospect of the project?
11)Are there more initiatives of the government for further expansion of
Leadership Development Program across different regions?
12)In relation to this project do you have any special direction to improve
women participation and empowerment? Please specify:
13)Are the regions and federal level public organization utilizing this
opportunity to solve their leadership problems or gaps as it has been
planned? Would you please specify?
a. At Federal Level:
b. At Regional Level:
14)As per your ministries opinion, what are the strong and appreciable
contributions of the main stakeholders in relation to the effectiveness of this
program?
15)Do you have any comment for them in this regard?
16)From your organization point of view, what could be the main opportunities
and challenges for future redevelopment of the project?
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Questioner - Regional Link Office
Dear respondents,
This interview question is distributed to collect information for mid-term review of the
national leadership development project being implemented by the National
Leadership Development Institute under the Ethiopian Civil Service University. The
information you provide will be valuable input for improvement of the service of the
institute by accommodating the need of the stakeholders. The information to be
collected will be analyzed anonymously.
Please put a check mark in the box provided.
1) Region
a. Addis Ababa
b. Amhara
c. Oromia
d. Beshangul Gumize
e. Harari
f. Tigray
g. Afar
h. Gambella
i. SNNP
j. Somali
k. Dire Dewa
2. Position _________________________________
3. Experience on the position ____________________
4. How many students per year did you send to the ILG on average?
5. How many of your students/trainees have been graduated and came back to
your office? _____________________________________________________________
6. What do you think is the reason for their failure to come back?
7. If there was no quota imposed by the university how many candidates do you
want to send to the institute every year? _________________________________________
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8. Rate the importance of the following points in selecting candidates from your
region?
Criteria Very High Neither high Low Very

high nor low low
Gender composition
Age of the applicant
Zonal mix
Experience of the candidate
Educational qualification of the
candidate
Evaluation by immediate supervisor
Office quota
Entrance exam result
9. Do you think the courses and trainings offered by ILG match the need of the
public service?
Yes  No  Please explain:
10. From the total gradates came back to your region after accomplishment of
their study, how many of them have been assigned to the following
positions?
a. Bureau head
b. Deputy Bureau head
c. Job process owners
d. Case team leader
e. Expert
11. Rate the academic knowledge of the graduate
a. Very good
b. Good
c. Average
d. Fair
e. Not that much good
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12. Rate the leadership skill of the graduates;
a. Very good
b. Good
c. Average
d. Fair
e. Not that much good
13. Rate the contribution of the program to:
Issue Very High Neither Low Very

high high low
nor low
Decentralization of power
Enhancing the implementation of the Civil Service
Reform Program
Effective response giving to community driven
needs
Equitable access to quality public service and utility
to the disadvantaged part of the community
14. What knowledge and skills do you expect your staffs to acquire from the
institute?
15. How do you evaluate the change in the leadership skill of graduates from the
institute?
16. What are the common leadership/governance issues in your region?
17. What are the main constraints you have; to send candidates to the institute?
18. How do you assign most of the students for internships?
19. What are the major issues students raise at the internship session?
20. How do you rate your overall satisfaction level with the current performance
of the program?
a. Bureau head
b. Deputy Bureau head
c. Job process owners
d. Case team leader
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e. Expert
21. What do you think should be done to the institution to improve its training
22. Do you have any other issues that you want to raise regarding the project?
a. If yes, please indicate:
Interview with UNDP and FDC
1) How your relationship does looks like with ECSU/ILG? [In terms of support
and flow up of the project]. Any challenges you face in this regard?
2) How do you describe your relationship with other project stakeholders?
3) Any challenges you face in this regard?
4) Have you done any assessment on the project so far?
5) How often?
6) Can we have access to the report?
7) What is your level of satisfaction on the current performance of the project?
a) Very high
b) High
c) Medium
d) Low
e) Very low
8) From your organization’s point of view, how do you evaluate the
achievement and prospect of the project?
9) What is your general recommendation about the approaches that should be
followed by the implementers to enhance the involvement of your
organization in the project?
10)From your organization point of view, what could be the main opportunities
and challenges for future redevelopment of the project?
1. If yes please indicate:
Mid-term review of the Leadership Development Program (Ethiopia) x|Page

Interview with Ministry of Finance and Economic Development (MoFEd)
1) Do you have active involvement in the ILG Project? If so, how do you describe
your involvement in this project?
2) What are the types of the support that MoFED is currently providing for ILG
to be engaged in more improved leadership and governance programs for
public servants in in Ethiopia?
3) From your experience, what are the common challenges faced by ILG so far?
4) What options are available in the ministry to work in partnership with the
institution?
5) What are the special supports provided by MoFED for ILG in developing and
expanding its leadership and governance education and training program?
6) What are the future directions of MoFED’s involvement in expanding this
type institutions to different regions of the country?
7) Do you have any suggestions, recommendations and comments that you
would like to provide for ILG to further improve its current program? Please
specify
Interview with Ministry of Education (MoE)
1) Do you have active involvement in the ILG Project? If so, How do you
describe your involvement in this project?
2) What does your ministry require accreditation criteria from the institute
that plan to engage in providing quality knowledge and skills for future
leaders learning in ILG programs ?
3) What are the accreditation requirements of your Ministry for such type of
leadership development programs in the country?
4) Does your ministry treat the program like other higher institution in the
country? or is there any special consideration given to the program?
Mid-term review of the Leadership Development Program (Ethiopia) xi | P a g e

5) As per your ministry, what are the minimum facility, equipment, workshop
and other facilities required from the institution?
6) What options are available in the ministry to work in partnership with the
institution?
7) What are the future directions of your Ministry in expanding these type of
institutions to different regions of the country?
Structured Interview for instructors of ILG Program
Dear Faculty Members,
The Purpose of this survey is to assess faculty members’ satisfaction level and the
effectiveness of Leadership Development Program to help trainers progress and excel
in their leadership and governance skills and knowledge. We seek your help in
completing this survey and the information provided will be kept in confidence.
Part I. Indicate how satisfied are you with each of the following aspects of you situation
at your department?
Academic rank:
Professor
Associate Professor
Assistant Professor
Lecturer
Part II. Evaluation of Students Performance and Certification
1) Is there continuous evaluation program to assess the course performance of

students? Yes  No 
2) Which measurement and evaluation technique is applied most frequently to
evaluate the performance of the students?
l. A. Summative  B. Formative 
Mid-term review of the Leadership Development Program (Ethiopia) xii | P a g e

3) Are there any mechanisms for improving the knowledge and skills week of
students who have shown less performance in their course
evaluation/examination result?
a. Yes  No 
b. If “ “yes”, what are those mechanisms
Part III. Challenges of the Program
1) What are the main problems that are hindering the successful
implementation of the Leadership Development Program? Please list down:
2) Do you have possible solutions for the problems that you listed above?
3) What are the best programs / factors currently available in the institution
that enhance your motivation and job satisfaction?
4) Suggest programs / factors that could improve your motivation and job
satisfaction?
Questioners for current Students
Dear students,
The Purpose of this survey is to assess students’ satisfaction level and the effectiveness
of Leadership Development Program to help trainees’ progress and excel in their
leadership and governance skills and knowledge. We seek your cooperation in
completing this survey and the information provided will be kept confidential. Indicate
how satisfied are you with each of the following aspects of you situation at your
department?
Mid-term review of the Leadership Development Program (Ethiopia) xiii | P a g e

Uncertain
Disagree
disagree
Strongly
Strongly
Agree
agree
When I first started at this institution the orientation program for
new students was helpful for me.
The instructors in the program gave me helpful feedback on my work.
The instructors in the program had thorough knowledge of the
content of the courses they taught.
Classrooms are attractive and comfortable
Study materials/modules in courses were up to date and useful
I am satisfied with the quality and extent of materials available for me
in the library
The library is open at convenient times
Adequate facilities are available for extracurricular activities
(including sporting and recreational activities)
Field experience programs (internship, practicum, cooperative
training) were effective in developing my skills
My courses and assignments encourage me to investigate new ideas
and express my own opinions
As a result of my studies my ability to investigate and solve new and
unusual problems is increasing
My ability to effectively communicate the results of investigations I
undertake is improving as a result of my studies
The knowledge and skills I am learning will be valuable for my future
career
I am learning to work effectively in group activities
The program has developed my ability to investigate and solve new
problems.
The program has improved my ability to work effectively in groups
The program has improved my skills in communication
The program has helped me to develop good basic skills in using
technology to investigate issues and communicate results
The link between theory and practice
The amount of work I had to do in this program was reasonable for
the qualification I am getting
Grading of my test, assignments and internships was fair and
reasonable
Mid-term review of the Leadership Development Program (Ethiopia) xiv | P a g e

1. How do you rate the relationship you have with the Institute/university in
this regard?
A. Very good
B. Moderate
C. Poor
2. Is the door of the institute/university open to you, to discuss about the

success and development of the program?
A. Yes , there is enough access and consideration
B. Yes, but no special attention
C. No, there is no access at all
3. How do you rate the ability of the instructors?
A. They are in excellent state
B. Average
C. They are not able enough
4. Are the content of the courses you are learning, problem solving?
A. Yes, they are
B. Yes to some extent
C. No, they are not
5. Is the time allotted for this program adequate enough?
A. Yes it is sufficient and proper
B. It is more than enough
C. No it is not sufficient
6. Is the coverage of the courses and contents designed for the purpose,
appropriate and suitable?
A. Yes highly appropriate
B. Average/moderate
C. Not suitable enough
7. Please rate your institution’s quality from one to five by putting a checkmark
on the box corresponding your choice
Focus Group Discussion ( FGD) guideline for Active Students
I. Focus Group Protocol

1. Facilitators welcome and thank participants.
2. Facilitators introduce themselves.
3. Why we are here: conducting some research around the employment realities of young
people and children.
4. Participants introduce themselves - name and where they are from (born).
5. For the successful implementation of the FGD we request participants to make note of
the following:
i. Active, open and honest participation
ii. Discuss only on the issue raised
iii. Respect the ideas of others
iv. As much as possible make your answer short and precise
Mid-term review of the Leadership Development Program (Ethiopia) xv | P a g e

6. If you have any questions at the end of our time, please feel free to ask!
Interview checklist
1. Selection
a. Selection criteria – fairness, appropriateness
b. Entrance exam – difficulty level, relevance
2. In-class learning
a. Curriculum – relevance, completeness,
b. Instructors support
c. Mode of delivery
d. Assessment
3. Facilities
a. In-class facilities
b. Library and other reference materials
c. Other facilities
4. Internship
a. Relevance to the area of specialty
b. Assigned offices
c. Mentors experience and support
d. Assessment
I. Participant Profiling
1. Region : ___________________________________
2. Sex ____________________________________________________
3. Student’s Status ______________________________________
 First year
 Second year
1. What are the main challenges you faced in the teaching learning process of the
institution/university?
2. What you recommend to be improved by the institute to run the program more effectively?
3. What are the main threats that may hinder the success of this program?
4. What are the opportunities and favorable conditions helping for the progress and expansion
of this program?
5. What is the contribution of the program for the countries development?
6. What you suggest for the improvement of the curriculum?
7. What is the roll of the program to tapered/narrowed the regional inequalities?
8. Do you have any saying about the selection criteria of this program?
9. What you may recommend, to be fulfilled/contributed by the regions for the success of this
program success?
10. What are the drawbacks of the program?
11. As per your opinion, what are the strong and appreciable doings of the institute/university
in relation to the effectiveness of this program?
12. What is your general comment for the improvement of this program?
13. Are there any other points or issues you want to raise as related to our previous discussion?
Thank you for your active participation
Mid-term review of the Leadership Development Program (Ethiopia) xvi | P a g e

Focus Group Discussion ( FGD) guideline for Instructors/Trainers
i. Focus Group Protocol

1. Facilitators welcome and thank participants.
2. Facilitators introduce themselves.
3. Why we are here: conducting some research around the employment and
training realities of young people and children.
4. Participants introduce themselves - name and where they are from (born).
5. For the successful implementation of the FGD we request participants to make
note of the following:
i. Active, open and honest participation
ii. Discuss only on the issue raised
iii. Respect the ideas of others
iv. As much as possible make your answer short and precise
6. If you have any questions at the end of our time, please feel free to ask!
ii. Discussion Check list
1. Teaching-learning
a. Curriculum
b. Capacity of students
c. Teaching facility
d. Method of delivery
2. Research
a. Progress
b. Potentials
c. Challenges
d. Support from management
e. Possible areas of investigation
3. Consultancy
a. Progress
b. Potentials
c. Challenges
d. Support from management
e. Possible areas of investigation
4. Administrative
a. Capacity buiILGng
b. Benefits
c. Facilities
d. Experience sharing forums
iii. Participant Profiling
1. Type Course/training he/she is providing : ___________________________________

2. Number of Service year in the institute ____________________________________________
3. Level of Qualification ______________________________________
4. Sector employed________________________________________
Mid-term review of the Leadership Development Program (Ethiopia) xvii | P a g e

5. Pre- service training taken from the institute_________________________________________
6. Total Number of years as instructor/trainer ___________________________
7. What are the main challenges you faced in the teaching learning process of the
institution/university?
8. What you recommend to be improved by the institute to run the program more
effectively?
9. What are the main threats that may hinder the success of this program?
10. What are the opportunities and favorable conditions helping for the progress and
expansion of this program?
11. What is the contribution of the program for the countries development?
12. What you suggest for the improvement of the curriculum?
13. What is the roll of the program to tapered/narrowed the regional inequalities?
14. Do you have any saying about the selection criteria of this program?
15. What do you recommend about the contributions to be made the regional
governments for the success of this leadership development program?
16. What are the drawbacks of the program?
17. As per your opinion, what are the strong and appreciable doings of the
institute/university in relation to the effectiveness of this program?
18. What is your general comment for the improvement of this program?
19. Are there any other points or issues you want to raise as related to our previous
discussion?
Thank you for your active participation
Questionnaire for previous graduates ILG
Dear Respondents
The Purpose of this survey is to assess students’ satisfaction level and the effectiveness
of programs in place to help them progress and excel in their profession (Leadership
and governance). We seek your help in completing this survey and the information
provided will be kept confidentially. Indicate how satisfied you are with each of the
following aspects of you situation at your department?
1. Name of the regions

2. Year you enrolled at the institution (Gregorian calendar):
3. How did you join the leadership development program?
4. How do you rate the importance of the leadership development programs in terms
of its importance in alleviating the leadership and governance problems of the
region that your are currently working with? (Check that apply).
a) Highly Important
b) Less important
c) Least Important
Mid-term review of the Leadership Development Program (Ethiopia) xviii |

Page
d) Not important
5. On a 1 to 5 rating scale, where 1 = very poor/bad, 2 = poor/bad, 3= fair, 4 = good,
and 5 = very good, how do you rate your institution on the following aspects with
reference to the demands of good leaders at all levels, quality standards, and other
similar institutions? Please encircle the number of your choice.
Factors Rating Scale
Linkage with graduates 1 2 3 4 5
Relevance of training program 1 2 3 4 5
Applicability of training skill 1 2 3 4 5
Quality of teachers/Trainers 1 2 3 4 5
Training workshops 1 2 3 4 5
Foundation and Professional modules 1 2 3 4 5
Training facilities and equipments 1 2 3 4 5
Leadership 1 2 3 4 5
Linkage with the regional contexts 1 2 3 4 5
Use of modern technology 1 2 3 4 5
Advancement of graduates in their Professional careers 1 2 3 4 5
6. What are the major strengths and weaknesses of your institution in terms of
meeting the leadership requirements of the civil service?
Major strengths Major Weaknesses
1
2
3
7. What were major challenges the leadership and Governance institution were facing
when you were taking your course in the institution?
8. Do you think the leadership and governance courses offered by institution match
the requirements of your regional public service sector organizations?
i. Yes 
ii. No  Please justify your answer:
Physical Observation Checklist
i. Availability of research Facilities, relevant and up-to-date Books for course

Reference and General knowledge reference
ii. Availability of adequate tailored Foundation and Professional Modules both in
quality and quantities
iii. Availability of educational and research publications and Research Journals
Newsletters, Brochure & Web Page, etc
Mid-term review of the Leadership Development Program (Ethiopia) xix | P a g e

iv. Modern Educational Technologies such as internet connection with Broadband
connections Electronically supported research programmes such as digital
libraries , etc.
v. Observation of students’ practical activities in the institute both curricula and
extracurricular activities.
vi. Latrines (gender separated), water supply, simulation room, reading
comers/libraries, pedagogical centers, rooms for educational workshop and
play grounds and materials, instructional materials etc.
vii. Teaching and learning equipments and materials used in the classroom, and
overall situations in the classroom.
viii. The establishment of facilities and services such as bulletin and notice boards
to easily communicate with staff and students
ix. Facilities both minimum quantity and qualitative both in the institute and link
centers in the regions, arranged in way to improve students participation during
teaching and learning programs
Mid-term review of the Leadership Development Program (Ethiopia) xx | P a g e

APPENDIXES II TOR OF THE MTR
TERMS OF REFERENCE
FOR MID-TERM REVIEW OF
LEADERSHIP DEVELOPMENT PROJECT
1.0 DESCRIPTION OF ASSIGNMENT
The Ethiopian Civil Service University/ Institute of Leadership and Good Governance
and UNDP-Ethiopia wish to secure the services of a consulting firm to undertake mid-
term review of the Leadership Development project implemented by the Ethiopian Civil
Service University. This Terms of Reference is developed to guide the exercise through
commissioning the task to a firm with demonstrated proficiency.
2.0 BACKGROUND AND RATIONAL
UNDP has been supporting the Civil Service Reform Programme working in partnership
with the Ministry of Capacity Building (MoCB) since the inception of the programme in
1996. UNDP engagement in Civil Service Reform Programme was scaled down since
2007 as a result of launching of the multi-donor Public Sector Capacity Building
Programme (PSCAP), which includes CSRP as one of its major components. UNDP’s
major focus in support of CSRP since 2007 has been towards institutionalization of the
Leadership Development Programme at management institutes of the developing
regional states. Quite encouraging progress has been made towards realizing the
objective of LD institutionalization through training of sizeable number of regional staff
with a view to creating a critical mass of trained staff particularly in the four Developing
Regional States. The institutionalization process itself has not however been completed
due to various reasons.
In the meantime, a request came from the Government of Ethiopia for UNDP to be
partner in supporting the establishment of a national leadership development institute
in collaboration with the French Government. The project started being implemented in
2010.
Even though an initial discussion during the inception phase of the project was made
with the former Ministry of Capacity Building, it was later on agreed that the Ethiopian
Civil Service College (ECSC) becomes the implementing partner when it became clear
that the MoCB was to dissolve. Consequently, following the abolition of the former
MoCB, its successor ministry, the Ministry of Civil Service, has taken the role of
overseeing project implementation and providing strategic guidance. The Mid-term
review is aimed at making systematic assessment of the processes and outcomes of the
project on their conformity to overall UNDAF objectives in Leadership Development, on
result orientation and changes in lives of beneficiary communities and in terms of
overall capacity built.
Mid-term review of the Leadership Development Program (Ethiopia) xxi | P a g e

3.0 PURPOSE
The Mid-term review shall be a process that calls for the participation of different
targeted beneficiaries and stakeholders of the project in a reflective assessment and
evaluation process. The result of this process is expected to culminate in finding new
inputs that help for possible redevelopment and redesign of the project by revisiting
some of the elements in it.
Overall it is assumed that the review process will be an excellent project instrument
which helps for a compressive and systematic reflection of the project. The process is
instrumental since it highlights the achievements and it forwards recommendations
from everyone involved towards an enhanced future of the project.
4.0 SCOPE OF WORK
The following detailed roles and responsibilities of the consulting firm are essential
steps, but not limited, to undertake the review process:
 Collect and analyze relevant data and background information on Leadership

Development project through Desk review and interviews;
 Undertake research and prepare a background report on Government strategies

and program on Leadership Development;
 Assess achievements, successes, challenges, lessons of the Leadership

Development project;
 Draw up recommendations based on the review of achievements, successes,

challenges, lessons of the Leadership Development Project;
 Based on the review, propose and develop an extension plan for extension of the
project;
 Undertake field assessment missions to the project sites to gather information

from local project sites and exploring the particular contributions of the program
to its beneficiaries. It is an essential step since the opinion of the regional and
federal states and their participation is at the core of the review session.
 Conduct report validation workshop to gather feedback on the draft report.
6.0 METHOD
 Desk review- The team will review relevant documents available at ILG, ECSU,
UNDP and French Government.
Mid-term review of the Leadership Development Program (Ethiopia) xxii | P a g e

 Key informant interview with Government officials at Ministry of Civil Service,
Ethiopian Civil Service University, Institute of Leadership, Good Governance
levels and members of the Project Steering Committee and Technical Committee.
 Filed work - the team will identify project sites possibly a mix of random sites and
sites with best practice.
 Validation of the report through stakeholder consultation. This will possibly be a

one- day workshop where findings are presented by the assessment team.
Participants are then given the chance to discuss on small groups about their
reflections on the report findings. Then there will be a chance for discussion in
the plenary. The next half a day will be a plenary discussion facilitated by the lead
consultant and UNDP representative on how to enhance the program. The
discussion will focus on National and Regional needs on Leadership
Development, how to enhance UNDP participation, particular focus areas and
recommended approaches.
7.0 EXPECTED OUTPUTS:
 Inception Report with a framework of the review and detailed work plan
submitted for approval
 Draft Report
 Final report with forward program issues and recommendations. The report shall
contain (but shall not be limited to) the following elements,
1. Executive summary (no more than 3 pages) providing a brief overview

of the main conclusions and recommendations of the review;
2. Introduction and background giving a brief overview of the project, for
example, the objective and status of activities;
3. Scope, objective and methods presenting the purpose of the review, the
assessment criteria used and questions to be addressed;
4. Project Performance and lessons learned presenting general
conclusions from the standpoint of the design and implementation of the
project, based on established good and bad practices. Lessons must have
the potential for wider application and use, and the wider context in
which lessons may be applied should be specified; providing factual
evidence relevant to the questions asked by the reviewer and
interpretations of such evidence.
5. Conclusions. This section should present a concise synthesis of main
findings in the preceding sections of the report and should draw
Mid-term review of the Leadership Development Program (Ethiopia) xxiii |

Page
conclusions regarding the relevance and adequacy of the project
objectives and design, the efficiency in project execution and
effectiveness in reaching the intended objectives (the production of
outputs, the probable effects and impact, the sustainability and
replicability), strengths and weaknesses of the design and
implementation of the project, and the prospects for follow-up. The
findings should provide a clear basis for the recommendations which
follow
6. Recommendations, The review shall make clear recommendations that
primarily aim to enhance the likelihood of project impacts.
Recommendations should always be clearly addressed to each one of the
concerned parties, i.e. UNDP, ILG, ECSU, MCS and other stakeholders as
appropriate (example the regions and the French Government). They
should be realistic, specific and stated in operational terms to the extent
possible. The mid-term review may also include a suggested work plan
(general guide) to the next phase plan (for beyond July 2013) as an annex
and should summarize major changes required in planned inputs and
outputs and, if applicable, the outcomes required to meet the objectives.
7. Annexes should contain additional documents and probably the
proposal for this review mission.
8.0 WORKING ARRANGEMENTS
The consulting firm will work in close collaboration with the ILG. It will report to ILG
and UNDP. The firm will submit Monthly progress reports; hold weekly consultative
meetings.
9.0 QUALIFICATIONS AND EXPERIENCE REQUIRED
Good track of record in evaluation, review of projects. The team of consultants should
comprise a Team Leader and other members with the following qualifications:
• Political Science and International Relations, Social Anthropology, Law,

Regional and Local Development Studies or related disciplines;
• Knowledge and research experience on leadership development;
• Considerable experience (minimum five years) in research, monitoring
and evaluation of preferably leadership development and management,
decentralization, development projects;
• Excellent language and report writing skills in English
10.0 HOW TO APPLY
Interested firms with renewed license and TIN must submit the following
documents/information to demonstrate their qualifications:
Mid-term review of the Leadership Development Program (Ethiopia) xxiv |

Page
1. Technical Proposal explaining why the firm is the most suitable candidate for the
work and providing a brief methodology on how they will approach and conduct
the work (including a break-down of working days). The consultancy will be
conducted with 60 days. The firm has to attach CVs of experts including past
experience in similar projects and at least 3 references.
2. Financial proposal (including professional fee as lump sum per day and travel
costs)
11.0 CONFIDENTIALITY AND PROPRIATORY INTEREST
The consulting firm shall not either during the term or after termination of the
assignment, disclose any proprietary or confidential information related to the
consultancy or the Government without prior written consent. Proprietary interests on
all materials and documents prepared by the consultants under the assignment shall
become and remain properties of ILG.
Mid-term review of the Leadership Development Program (Ethiopia) xxv | P a g e

APPENDIXES III ORGANIZATION STRUCTURE OF ILG
ECSU
PRESIDENT
Technical Advisor
Jérôme Guyon
Director of the ILG
Dr. Waqgari Negari
Deputy Director
…
Administrative Support Unit Executive Secretary

Elsabeth Adamu
Officer - Beletu Tenagne
 Adm. Support -
 Adm. Assistant -
 Resource Center Resp. - Mesfin Kidan
 IT Unit Resp. - Mekdes Bahiru
Foundation Prof. Modules, Public Speeches Short Training Research Defense Class Female
Module Internships & Coordinator & Consultancy & Publication Coordinator Students
Dr. Teshome Adugna CCAs Alebachew Asfaw Mohammed Adem Dr. Filmon Hadaro Serkaddis Zegeye Forum
Abrehet Mehari Helen Degemu
Coord. - Law
Serkaddis Zegeye
Coord. - Managt,
Instructors,
Leadership &
Guest
Res.
Lecturers
Mohammed Adem
Trainers
Coord. - & Mentors
Economics
Dr. Teshome
Adugna
Coord. - Int. Mid-term review of the Leadership Development Program (Ethiopia) xxvi | P a g e
Relations &
Ethics
Teshome Tafesse
APPENDIXES IV LIST AND POSITION OF STUDY SUBJECTS FROM REGIONAL BUREAUS
In order to assess the satisfaction level of regional civil service bureaus and
administrative cities’ agency have been studies. They were also requested to forward
their suggestion on areas of improvement. Five regional offices and Addis Ababa Civil
Service Agency have been involved in the study. The following table summarizes the
position of individuals involved in the study from each study site:
Region Position
Addis Ababa Director of the Agency
Amhara Bureau Deputy Director
Benishangul-Gumz HRD, Capacity Building Training Expert
Oromia Vice Bureau Head
Hareri Public Administration Office Head
Somaili Senior Officer
Mid-term review of the Leadership Development Program (Ethiopia) xxvii |

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MID-TERM REVIEW OF THE LEADERSHIP DEVELOPMENT

Submitted To: Institute of Leadership and Good Governance (ILG)

አ ቡጊ ዳ የ ማማከ ር ና ስ ልጠና ኃ .የ ተ.የ ግ.ማህ በ ር

Objectives of the Mid-Term Review (MTR) mission

Methodology of the MTR

 Coordination in supporting the project among the main implementers,

Major Conclusions and Recommendations

Table 1. Qualities of the Curriculum .................................................................................... 20

Figure 1 Students intake by gender ..................................................................................... 24

CPAP - Country Program Action Plan

1.1. Historical background

Mid-term review of the Leadership Development Program (Ethiopia) 1|Page

i. Promoting institutional collaboration and maximizing synergy to ensure

Mid-term review of the Leadership Development Program (Ethiopia) 2|Page

1.2. Objectives and Rationale for the Project

1.2.1 Project Goal

Key factors and expectations in realizing this goal include:

 Excellent and state-of-the art leadership development curriculum, fitting the

Mid-term review of the Leadership Development Program (Ethiopia) 3|Page

1.2.2 Expected Output:

 Academic knowledge and skill of senior staffs and trainers

1.2.3 Implementing Partners

1.3. Objectives of the Mid-Term Review (MTR)

The specific purposes of the mid-term review are to:

 provide an independent assessment of the progress and performance of the ILG

Mid-term review of the Leadership Development Program (Ethiopia) 4|Page

1.4. Significance of the Mid-Term Review (MTR)

1.5. Scope and Limitation of the Study

Mid-term review of the Leadership Development Program (Ethiopia) 5|Page

2.1. Approaches to Data Collection

2.1.1 Secondary Data Sources

2.1.2 Primary Data Sources

 Interview with the ECSU’s President

Mid-term review of the Leadership Development Program (Ethiopia) 6|Page

 Interview with ILG’s internship program coordinator

 Interview with Steering Committee members

 Interview with Technical Committee members

 Interview with MoCS

 Interview with Regional Link Office

 Interview with UNDP and French Government’s representatives

 Interview with Ministry of Finance and Economic Development (MoFED)

 Questioners for current Students

 Focus Group Discussion ( FGD) with graduates and current students

 Questionnaire for graduates ILG

Mid-term review of the Leadership Development Program (Ethiopia) 7|Page

2.2. Method of data preparation and analysis

Mid-term review of the Leadership Development Program (Ethiopia) 8|Page

3.1. Organizational review

Leadership is an essential ingredient of good governance in the public service. As a

Mid-term review of the Leadership Development Program (Ethiopia) 9|Page

Mid-term review of the Leadership Development Program (Ethiopia) 10 | P a g e

1. Establishment of the Leadership Institute with clear governance structure

 The coordination among the owner, key sponsors, implementers and

2. Design of training program

Mid-term review of the Leadership Development Program (Ethiopia) 11 | P a g e

Mid-term review of the Leadership Development Program (Ethiopia) 12 | P a g e

 Four Entrance Exams (comprising of English, general knowledge test and

Mid-term review of the Leadership Development Program (Ethiopia) 13 | P a g e

4. Establishment of research and consultancy centre