UNIVERSITY of GUYANA
Table of Contents
Abbreviations
Executive Summary
i
ii
Chapter 1
Chapter 2
Chapter 3
Chapter 4
Chapter 5
Appendix A
Appendix B
Appendix C
Appendix D
Bibliography
General Background
SWOT Analysis
The Strategic Goals
Some Considerations and Assumptions
Fulfilling our Goals
Key performance indicators, 1963/64 – 2008/09
Courses offered by the Institute of Distance & Continuing Education
Budget Estimate
Intake and Output 2006/07 to 2011/2012
Bibliography
1
16
19
28
29
38
39
40
48
52
Sources of recurrent income, Turkeyen Campus, 1993/94 – 2008/09
Sources of income, Tain Campus, 2000/01 – 2008/09
Income from basic tuition fees* Turkeyen, in G$ and US$
Income vs. recurrent expenditure, Turkeyen and Tain Campuses,
1993/94 – 2008/09
Institutional cost of training each student and Government provision,
2000/01 – 2008/09, Turkeyen Campus
Institutional cost of training each student and Government provision,
2000/01 – 2008/09, Tain Campus
Full-time staff, 2002/03 – 2008/09
Teaching staff, 2000/01 – 2008/09
Classification of full-time lecturers, Tain Campus, 2004 – 2009
1996 Monthly salary for lecturers versus the corresponding level
in the private sector
Performance of Guyanese students with respect to UG’s
matriculation requirements
Income from IDCE courses, 2001/02 – 2008/09
2
3
4
Sources of income, Turkeyen Campus, 1993/94 - 2008/09
Sources of income, Tain Campus, 2000 /01- 2008/09
Percent tuition fees pair thru' the Loan Agency,
Turkeyen and Tain, 1994/95 - 2008/09
Emoluments as a percent of total recurrent expenditure,
Turkeyen and Tain, 1994 /95- 2008/09
FTE levels, Turkeyen Campus, 2003/04 - 2008/09
Highest qualification of teaching staff, 1990/91 - 2008/09
Teaching staff, by category, 1990/91 - 2008/09
Average monthly salary (2009) for a Lecturer II at UG, UWI and
Anton de Kom, cost of living index and consumer price index
Percent student enrollment by Faculty, Turkeyen Campus,
2002/03 - 2008/09
Percent enrollment by Division, Tain Campus, 2002/03 - 2008/09
Degrees awarded, Turkeyen Campus, 2002 – 2009
Degree awarded, Tain Campus, 2002 – 2009
3
3
Tables
Table 1a
Table 1b
Table 2
Table 3
Table 4a
Table 4b
Table 5
Table 6
Table 7
Table 8
Table 9
Table 10
Figures
Figure 1a
Figure 1b
Figure 2
Figure 3
Figure 4
Figure 5
Figure 6
Figure 7
Figure 8a
Figure 8b
Figures 9a
Figure 9b
5
6
7
8
9
11
11
13
15
4
6
9
10
10
12
13
14
14
15
______________________________________________________________________________________________
Revised March 2010
Abbreviations
AMIQ
Assoc
Asst
Bach’or
CDB
CIT
D. Phil
Divs
DM
ESL
ENG
Fcs
Fot
FTE
GATS
GoG
G$
HODs
ICT
ID
IDCE
IT
Km
Lect
m
m2
M. Phil
na
NBS
NE
ORM&P
PhD
Post grad Dip
QA
SAG
Scs
SEH
SPD
S&T
Tur’n
UG
UWI
US$
VC
Advancing Management, Infrastructure and Quality
Associate
Assistant
Bachelor
Caribbean Development Bank
Centre for Information Technology
Doctor of Philosophy
Divisions
Doctor of Medicine
English as a Second Language
English
Faculties
Faculty of Technology
Full Time Equivalent
General Agreement on Trade in Services
Government of Guyana
Guyana dollars
Heads of Departments
Information and Communication Technology
Identification card
Institute of Distance & Continuing Education
Information Technology
kilometre
Lecturer
million
square metres
Masters of Philosophy
not available
New Building Society Hall of Residence
Not established
Office of Resource Mobilisation & Planning
Doctor of Philosophy
Post graduate Diploma
Quality Assurance
Senior Administrative Group
Schools
School of Education & Humanities
School of Professional Development
Science and Technology
Turkeyen
University of Guyana
University of the West Indies
United States dollars
Vice-Chancellor
________________________________________________________________________________________________
Revised March 2010
i
Executive Summary
The University of Guyana’s 2009-2012 strategic plan is built on four (4) goals: Achieve higher
quality teaching and learning aligned with expanded national needs, especially in science and
technology; Improve institutional governance, administration and management by statutory and
structural adjustments; Broaden the financial base of the university and enhance its ability to
recruit and retain high quality staff, and Improve the teaching, learning and service
environment. The plan, quite appropriately carries the theme - Advancing Management,
Infrastructure and Quality (AMIQ).
The plan is presented in five (5) chapters.
Chapter 1 provides background information and key performance indicators on the institution.
The financial operation, staffing with particular reference to teaching staff, enrollment by
Faculty and the profile of the graduates by programme are discussed for the Turkeyen and Tain
campuses, using statistical data covering at least 5 years. The chapter concludes with a section
on the units that are responsible for conducting extension and distance courses/programmes.
Chapter 2 focuses on the institution’s aim, mission, vision for 2009 - 2012, its core values,
strengths, weaknesses, and the external factors that can influence its operation.
Chapter 3 describes each of the strategic goals in terms of the key initiatives/strategies
necessary for their achievement, specific outcomes expected, actions required and possible
sources of funding of the actions.
Chapter 4 addresses considerations and assumptions that will impact on the successful
implementation of the plan. Since the greater portion of the activities can be implemented as
projects, Chapter 5 describes the actions in terms of specific projects under three (3) basic
categories – infrastructure, management and programmes. The chapter concludes with a
section that speaks in brief to the resources, human and financial that will be required.
Key performance indicators since the establishment of the University to the present, the list of
courses/programmes offered by the Institute of Distance & Continuing Education, the Plan’s
budget estimate for each of the three (3) years, and student intake and output by programme
for 2006/07 to 2011/12 are presented in Appendices A – D.
________________________________________________________________________________________________
Revised March 2010
ii
Chapter 1: General Background
1.0
Introduction
This document sets out the strategic plan of the University of Guyana for the period September
2009 to August 2012. Its theme – Advancing Management, Infrastructure and Quality (AMIQ) –
speaks to the intention to establish an environment that can better promote teaching, learning
and research in order to achieve a higher quality of tertiary education. AMIQ’s primary
objectives are to ensure that the University plays a stronger role in meeting the educational and
developmental needs of the country, and produces socially responsible graduates.
1.1
A Brief History of the University
The University was established by an Act of Parliament in April 1963. Its aim was ‘to provide a
place of education, learning and research of a standard required and expected of a University of
the highest standard, and to secure the advancement of knowledge and the diffusion and
extension of arts, sciences and learning throughout Guyana’ (The University of Guyana Act, April
19, 1963). When classes commenced in October 1963, the annual tuition fee was G$100.
University education became free in 1974 and all students were then required to undergo a
period of National Service. In 1994, the institution commenced a cost recovery programme,
reintroduced tuition fees and the requirement for National Service was removed.
The University’s main campus is sited on 127.5 acres of land at Turkeyen, approximately 8km
east of the centre of the capital Georgetown. In order to extend services beyond Region 4, the
Department of Extra Mural Studies was established in 1976 and upgraded in 1996 to the
Institute of Distance & Continuing Education (IDCE). In addition, a second campus was created
in 2000 at Tain, Berbice (Region 6) on 4.9 acres of land; from 2005, its sciences programmes
were conducted at facilities constructed on 7.6 acres at John’s (0.5 km east of Tain).
The University has now been in operation for forty six (46) years and up to 2009 had produced
28,083 graduates: 26,923 from Turkeyen and 1,160 from Tain. Total student enrolment for both
campuses has shown an annual decline from 5,715 in 2005/06 (5,625 in 2006/07, 5,265 in
2007/08 and 5,238 in 2008/9). Foreign students (ranging in numbers between 30 – 49 each
academic year over the period 2003/04 to 2008/09) account for approximately 0.7% of the
student body, with the majority pursuing studies in Law. The number of teaching units has
remained unchanged since 2004/05 with full time faculty declining at the Turkeyen Campus and
fluctuating slightly at the Tain Campus. The majority of programmes are at the undergraduate
level. The basic tuition fee has remained unchanged since its introduction in 1994 but its value
in US$ has declined annually. In recent years the capital and recurrent expenditures have
consistently exceeded the capital provision and grant for recurrent expenditure while
operational cost per student has increased. Key performance indicators over the period 1963/64
– 2008/09 are detailed in Appendix A.
________________________________________________________________________________________________
Revised March 2010
1
1.2
Financial Operation
1.2.1. Income. Each year, the Government of Guyana provides the University with (i) a provision
for capital works, (ii) a grant towards recurrent expenditure and (iii) tuition fees for students
who receive loans from the Student Loan Agency. The institution’s income is derived from three
(3) main sources: the government grant, tuition fees and other income that it generates. Tables
1a & b and the corresponding Figures show the amount and relative proportions of these
sources over the period 1993/94 (1 year before the cost recovery programme commenced) to
2008/09, for both campuses. At the Turkeyen Campus, the grant was the largest contributor to
income in the year before the commencement of the cost recovery programme but
subsequently, tuition fees have been the largest contributor, with Other Income generally
comprising 3 – 10 % of the total income. In contrast, at the Tain Campus, the grant is the major
contributor to the income of the campus.
Table 1a.
Sources of recurrent income, Turkeyen Campus, 1993/94 – 2008/09
Grant for recurrent
Total tuition fees*
Other Income†
Total Income
expenditure
(G$m)
G$m
% total
G$m
% total
G$m
% total
income
income
income
1993/94
273
87
33
11
7
2
313
1994/95
182
30
396
65
29
5
607
1995/96
45
8
462
82
54
10
561
1996/97
96
16
493
81
19
3
608
1997/98
145
22
504
75
21
3
670
1998/99
134
18
593
79
27
4
754
1999/2000
205
24
630
74
21
3
856
2000/01
246
27
638
70
27
3
911
2000/02
235
27
615
70
35
4
885
2002/03
314
31
665
66
29
3
1,008
2003/04
356
32
703
64
39
4
1,098
2004/05
408
35
707
61
41
4
1,156
2005/06
454
36
737
59
68
5
1,259
2006/07
424
35
729
60
57
5
1,210
2007/08
519
41
700
55
53
4
1,272
2008/09
491
39
680
53
105
8
1,276
*
Total tuition fees include examination and laboratory fees, and fees from IDCE courses.
† Includes income from summer courses, IT, investments, interest and others.
Academic
Year
________________________________________________________________________________________________
Revised March 2010
2
Figure 1a. Sources of income, Turkeyen Campus, 1993/94 2008/09
% of income
100
Government recurrent
grant
Total tuition fees
80
60
Other income
40
20
2007/08
2005/06
2003/04
2001/02
1999/00
1997/98
1995/96
1993/94
0
Academic Year
Table 1b.
Academic
Year
2000/01
2000/02
2002/03
2003/04
2004/05
2005/06
2006/07
2007/08
2008/09
Sources of income, Tain Campus, 2000/01 – 2008/09
Government
recurrent grant
G$m
% total
income
91
84
65
63
78
63
90
61
100
64
92
61
109
63
103
62
107
64
Total tuition fees
G$m
16
37
44
54
53
57
55
51
56
Other Income
% total
income
15
36
36
37
34
38
32
31
34
G$m
1
2
2
3
4
2
8
12
4
Total Income
(G$m)
% total
income
1
2
2
2
3
1
5
7
2
108
104
124
147
157
151
172
166
167
90
80
70
60
50
40
30
20
10
0
Government recurrent grant
Total tuition fees
2008/09
2007/08
2006/07
2005/06
2004/05
2003/04
2002/03
2001/02
Other income
2000/01
% of income
Figure 1b. Sources of income, Tain Campus, 2000 /01- 2008/09
Academic Year
________________________________________________________________________________________________
Revised March 2010
3
While the basic tuition fee has remained unchanged in local currency since its introduction, it
has decreased from the equivalent of US$1,000 when first established to US$618.8 (2008/09), a
decrease of 38%. Since the majority of students (approximately 99%) are resident nationals who
pay the basic fee of G$127,000.00, the dollar value of income from the basic tuition fees, while
increasing in local currency, has hardly increased in terms of US$ (Table 2), the currency which
determines the cost of commodities. Failure to adjust tuition fees in accordance with the
exchange rate or to increase the basic fee has been to the financial detriment of the institution.
■
1994/95
2000/01
2001/02
2002/03
2003/04
2004/05
2005/06
2006/07
2007/08
2008/09
Income from basic tuition fees* Turkeyen, in G$ and US$
1993/94
Table 2.
Income from basic tuition
fee, G$m
21
386
627
603
619
662
667
699
690
663
635
Income in US$m
0.2
2.7
3.4
3.2
3.3
3.4
3.4
3.5
3.5
3.3
3.1
Year
*
■
Basic tuition fee is fee for academic programmes only and therefore excludes IDCE courses.
Conversion rates in 1993/94 - IUS$ = G$130.75, 1994/95 – 1: 142.5, 2000/01 – 184.75: ,2001/02 – 1 = G$ 189.5, 2002/03 –
1:190.67 , 2003/04 – 1:193.81, 2004/05 – 1:198.32, 2005/06 – 1:199.88, 2006/07 – 1:200.00, 2007/08 - 1 : 201.00, 2008/09
– 1:205.25. Rates obtained from the Bank or Guyana.
Tuition fees for academic programmes are paid in one of the following ways: either directly by
the student, the sponsor of the student or by the Ministry of Finance for those who obtained
loans through the Student Loan Agency – a unit of the Ministry of Finance. The greater portion
of these fees at both campuses is obtained via the Loan Agency (Figure 2). (The Loan does not
include examination, laboratory and other miscellaneous fees, and is not accessible for IDCE
courses). Over the past 4 years, the percentage of fees paid through the Loan Agency has
declined at both campuses, indicating that more students are paying cash fees. Interestingly,
over the past 4 years the relative proportion of loans from the Loan Agency has been similar at
both campuses.
95
90
85
80
75
70
65
60
55
50
Turkeyen
2008/09
2007/08
2006/07
2005/06
2004/05
2003/04
2002/03
2001/02
2000/01
1999/2000
1998/99
1997/98
1996/97
1995/96
Berbice
1994/95
Percent tuition fees paid thru' the Loan Agency
Figure 2. Percent tuition fees paid thru' the Loan Agency, Turkeyen
and Tain, 1994/95 - 2008/09
Academic Year
________________________________________________________________________________________________
Revised March 2010
4
1.2.2. Expenditure vs. Income. The cost of running the University is described in terms of
capital and recurrent expenditures. Capital expenditure includes inter alia repairs to
infrastructure and buildings, while recurrent covers emoluments and departmental expenses.
As noted before, the institution’s capital and recurrent expenditures have in recent years been
larger than the provisions received from the Government for these purposes, with the exception
of the first 2 years of the operation of the Tain Campus (2000/01 – 2001/02). Over the period
1993/94 to 2008/09, the recurrent expenditure of the Turkeyen Campus has been less than its
total income for 4 years (1994/95, 1998/09, 1999/2000 and 2005/06) but larger for the
remaining 12 years (Table 3). The Tain Campus showed a deficit for the first time in 2007/08.
Table 3.
Academic year
1993/94
1994/95
1995/96
1996/97
1997/98
1998/09
1999/2000
2000/01
2000/02
2002/03
2003/04
2004/05
Income vs. recurrent expenditure, Turkeyen and Tain Campuses, 1993/94 – 2008/09
Income
(G$m)
Turkeyen
313
607
561
608
670
754
856
911
885
1,008
1,098
1,156
Tain
108
104
124
147
157
Recurrent expenditure
(G$m)
Turkeyen
Tain
368
509
606
640
670
737
763
926
37
987
62
1,060
87
1,127
110
1,156
129
2005/06
1,259
151
1,227
151
2006/07
2007/08
2008/09
1,210
1,272
1,276
172
166
166
1,273
1,440
1,427
165
169
173
Net surplus {Deficit}
(G$m)
Turkeyen
Tain
{55}
98
{45}
{32}
0
17
93
{15}
71
{102}
42
{52}
37
{29}
37
{1 + flood
28
damage of 66}
32 + [18 from
0
amortised
Capital Grants]
{63}
7
{169}
{3}
{151}
{7}
The greater portion of the expenditure lies in emoluments; the proportion is greater at the
Turkeyen Campus than at the Tain Campus (Figure 3).
________________________________________________________________________________________________
Revised March 2010
5
80
70
Turkeyen
60
Berbice
50
40
1994/95
1995/96
1996/97
1997/98
1998/99
1999/2000
2000/01
2001/02
2002/03
2003/04
2004/05
2005/06
2006/07
2007/08
2008/09
Emoluments as a percent of total recurrent
expenditure
Figure 3. Emoluments as a percent of total recurrent
expenditure, Turkeyen and Tain, 1994 /95- 2008/09
Academic Year
1.2.3. Cost of Training per Student. When the cost recovery programme was introduced in
1994, it was determined that the cost of training each student was US$1,000 which at the time
was equivalent to G$127,000.00. The average institutional cost of training each student is now
substantially greater than the University’s basic tuition fee of G$127,000, with the funding
provided by Government (through the grant, capital provision and student loans) covering 55%
to 84% of the cost per student at Turkeyen over 2000/01 – 2008/09 (Table 4a).
Table 4. Institutional cost of training each student and Government provision, 2000/01 – 2008/09
a.
Turkeyen Campus
Academic
Year
(Student
Nos*)
Average
institutional
instructional cost
per student
G$† (US$)®
A.
Recurrent
Grant
∞
G$m
B.
Capital
funding
provision
∞
G$m
Government Funding
C.
Total
Student Loans
Government
receivable from
Funding G$
the Ministry of
(A+B+C = D)
∞,‡
Finance G$m
2000/01
(4,838)
2001/02
(4,934)
2002/03
(4,967)
2003/04
(5,210)
2004/05
(5,216)
2005/06
(5,277)
2006/07
(5,178)
2007/08
(4,825)
2008/09
(4,795)
204,325 (1,091)
246
12
476
734
Government
Funding per
Student
G$
(D ÷ Student
nos)
151,716
258,000 (1,378)
235
Nil
459
694
140,657
55
225,230 (1,181)
314
114
470
898
180,793
80
236,000 (1,218)
356
13
491
860
165,067
70
268,938 (1,356)
408
17
488
913
175,038
65
207,469 (1,038)
454
7
457
918
173,963
84
302,000 (1,510)
424
25
441
171,881
57
343,000 (1,707)
519
25
402
946
196,062
57
330,000 (1,608)
491
197
369
1,057
220,438
67
8900
Percent
Government
contribution to
cost of training
each student
74
*
Includes students who were granted waivers of tuition fees and excludes those granted Leave of Absence and those who
withdrew.
†
Annual Financial Reports. Note that the cost of training varies with Faculty.
® Conversion rates in 2001/02 – 1US$ = G$187.34, 2002/03 – 1:190.67, 2003/04 – 1:193.81, 2004/05 – 1:198.32,
2005/06 – 1:199.88, 2006/07 – 1:200.00, 2007/08 1:201.00, 2008/09 – 1:205.25.
∞
Data obtained from the Financial Reports and rounded to nearest m.
‡
The Student Loan Scheme is supposed to be revolving. The values in the column have not been adjusted to reflect loan
repayments.
________________________________________________________________________________________________
Revised March 2010
6
Further, comparison of the operational cost per Turkeyen student versus the basic tuition fee
informs that whereas in 1993/94 the operational cost per student was less than the basic tuition
fee of G$127,000.00 (Appendix A) that was introduced the following year, the position has
changed dramatically over subsequent years to the extent that in 2008/09, the operational cost
per student was in fact 160% greater than the basic tuition fee in local currency and 78% in US$.
The institutional cost of training each student over the last nine (9) years has averaged US$1,343
per year at the Turkeyen Campus. This cost must be interpreted with caution since it is based on
the operational cost of the institution which is defined by its income but this income does not
allow the institution to operate at the standard it considers desirable.
Government funding per student at the Tain Campus has been considerably higher than at the
parent Campus (Table 4b) since the former was under construction and consequently had high
capital costs.
b. Tain Campus
Academic
Year
(Student
Nos*)
A.
Recurrent
Grant
G$m†
B.
Capital
funding
provision
G$m*
C.
Student
Loans
receivable
from the
Ministry of
Finance
G$m*,‡
15
Total
Government
Funding G$
(A+B+C = D)
Government
Funding per
Student
G$
(D ÷ Student
nos)
Average
institutional
instructional cost
per student
4
G$
Comments
Year 1 of
2000/01
91
136
242
1,861,539
The Reports advise
operation
(130)
that this was not
evaluated as the
2001/02
65
33
31
129
440,273
Large capital
Campus is new,
(293)
funding
student numbers
because of
2002/03
78
100
35
213
495,349
small and
construction of
(430)
therefore costs
additional
2003/04
90
33
44
167
388,372
would be high.
buildings
(430)
2004/05
100
40
140
326,340
(429)
2005/06
92
18
37
147
335,614
(438)
2006/07
109
26
35
170
380,313
(447)
2007/08
103
23
29
155
355,505
(436)
2008/09
104
20
31
155
349,887
(443)
*
Includes students who were granted waivers of tuition fees and excludes those granted Leave of Absence and those who
withdrew.
†
Data obtained from the Financial Reports and rounded to nearest m.
‡
The Student Loan Scheme is supposed to be revolving. The values in the column have not been adjusted to reflect loan
repayments.
Internationally, the cost of training each student at the tertiary level generally tends to increase
each year. While the University’s operational cost has increased significantly since 1993/94, the
instructional operation have been confined by the low financial resource pool available for
recurrent expenses. The impact of this is evident in the state of the institution’s infrastructure
and its inability to attract and retain highly qualified faculty.
________________________________________________________________________________________________
Revised March 2010
7
1.3 Staffing
1.3.1. Establishment.
Table 5 provides statistical details of full-time staffing levels and
turnover rates at the Campuses, between 2002/03 and 2008/09. Over this period, Senior
Management (the Vice-Chancellor, Deputy Vice-Chancellor, Bursar and Registrar), UA Academic
Library and Non-academic1 positions have been relatively stable. UB staff has always
outnumbered UA at Turkeyen. Annual turnover at the Turkeyen Campus ranged between 3.4 6.9% (average 5.5%) and was greater among the UB than the teaching staff (4.7% vs 2.9%
{average}). At the Tain Campus there were no resignations in 2003/04; for the other years,
turnover ranged between 2.4 – 12.5% (average 6.2%).
Table 5. Full-time staff, 2002/03 – 2008/09*
Tain
Tur’n
Tain
4
1
4
1
4
1
4
1
4
1
4
1
4
1
206
7
212
15
228
17
224
16
223
19
214
19
210
16
14
3
13
3
14
3
13
3
12
3
16
3
15
3
36
1
44
1
39
2
35
1
39
1
41
1
49
1
315
613
4.6
10
22
9.1
365
644
6.2
13
31
0
332
617
5.5
18
41
9.8
317
562
5.2
19
40
12.5
313
591
6.9
17
41
2.4
288
563
6.4
18
42
4.8
313
591
3.4
(as of
31 July
2009)
19
41
4.9
(as of
31 July
2009)
Tain
Tur’n
Tur’n
Tain
2008/09
Tur’n
2007/08
Tain
2006/07
Tur’n
2005/06
Tain
2004/05
Tur’n
2003/04
Tain
Senior
Management
Full time
teaching staff
UA Academic,
Library
UA Nonacademic
UB
TOTAL
Total
turnover (%)
2002/03
Tur’n
Staff
* Data obtained from the Personnel Division.
1.3.2. Teaching staff. The University appoints teaching staff either on a full time or part time
basis. From 1994, the appointment of lecturers at the Turkeyen Campus has been on the basis
of FTE (Full Time Equivalent) determination, which is informed by the staff:student ratio in each
Faculty and takes into consideration cross departmental courses. At the Turkeyen Campus, the
number of full time teaching staff has declined steadily from a high of 252 in 1990/91 to a low of
206 in 2000/01 and 2002/03; the last academic year (2008/09) had 210 full time lecturers. At
the Tain Campus, lecturers are appointed on the basis of contact hours (a full time lecturer must
carry a minimum of 360 hours per academic year) and not on the basis of FTE, because of low
student numbers. The number of full time lecturers there has grown by approximately 2.4%
since the start of the campus; however the relative proportion of part time faculty (the majority
of whom are full time lecturers from the Turkeyen Campus) has remained substantially higher
than full time lecturers, with the ratio being highest in 2002/03 (9:1) and lowest in 2008/09
(1:1). Full and part time faculty levels for 2000/01 to 2008/09 for both campuses are shown in
Table 6.
1
Includes Accountants, Administrative Officers, Assistant Personnel Officers, Deputy Registrar, Directors,
Internal Auditor, Manager Computer Services, Personnel Officer, Planning Officers, Public Relations Officer,
Software Engineers inter alia.
________________________________________________________________________________________________
Revised March 2010
8
Table 6. Teaching staff, 2000/01 – 2008/09*
Tain
Tur’n
Tain
Tur’n
Tain
Tur’n
Tain
Tur’n
Tain
2008/09
Tur’n
2007/08
Tain
2006/07
Tur’n
2005/06
Tain
2004/05
Tur’n
2003/04
Tain
2002/03
Tur’n
2001/02
Tain
Full-time
Lecturers
Part-time
Lecturers
2000/01
Tur’n
Year
Campus
206
7
214
8
206
7
212
15
228
17
224
16
223
19
214
19
210
16
161
26
147
49
154
66
154
69
159
54
168
61
160
25
174
21
166
16
* Data obtained from the Personnel Division
Conversion of full and part time academic staff into FTE for the Turkeyen Campus (Figure 4)
informs that over the period 2003/04 – 2008/09, the calculated FTE has been relatively constant
but was not fully utilised each year. Part time FTE increased from 2006/07 while there has been
a decrease in full time appointments: in fact during 2003/04 – 2005/06 part time FTE was 33%,
35% and 31% of full time FTE, but grew to 58% in 2006/07, 54% in 2007/08 and 75% of full time
FTE appointments in 2008/09. This trend over the recent past years speaks to an increased need
of part time lecturers to deliver the programmes.
FTE Values
Figure 4. FTE levels, Turkeyen Campus, 2003/04 - 2008/09
400
350
300
250
200
150
100
50
0
Calc'd FTE
Full time FTE
Part time FTE
FTE not utilised
Academic Year
1.3.2.1. Qualifications and categories of teaching staff. The preferred teaching establishment
at a University is one in which the majority of lecturers possess PhDs and are at the level of
Senior Lecturer and higher. Over the period 1990/91 – 2008/09, a Masters degree was the
highest qualification of the majority of full-time lecturers (between 34 – 48%) at the Turkeyen
Campus followed in turn by 1st degrees and PhDs (Figure 5). The percent of lecturers holding
PhDs as the highest qualification has declined steadily since 1997/98 (25%) to the lowest it has
ever been (10%, 2008/09) since 1990/91. The percent of lecturers holding only a first degree has
declined since 2003/04 while those holding Masters degrees has increased.
________________________________________________________________________________________________
Revised March 2010
9
Figure 5. Highest qualification of teaching staff, 1990/91 - 2008/09
Highest qualification of teaching staff, %
60
50
Bachelor
40
Post grad Dip
Masters
30
M. Phil
20
D.Phil
PhD
10
Medical Doctors
DM
1990/91
1991/92
1992/93
1993/94
1994/95
1995/96
1996/97
1997/98
1998/99
1999/2000
2000/01
2001/02
2002/03
2003/04
2004/05
2005/06
2006/07
2007/08
2008/09
0
Others
Academic Year
This profile is also reflected in the relative proportions of full-time lecturers at the various
categories over the said period (Figure 6). The proportion of staff at Lecturer I has increased
annually from 2003/04 and during the last 6 years has been at the highest levels over the 19
year period. The percent of Senior Lecturers has declined from double digits (1990/91 –
2002/03) to single digits from 2003/04, and Professors always at single digits, was at its lowest
level (4%) in 1995/97 – 1996/97 and 2005/06 – 2008/09.
60
50
Asst Lecturer
40
Lecturer I
Lecturer II
30
Senior Lecturer
20
Reader
10
Professor
0
1990/91
1991/92
1992/93
1993/94
1994/95
1995/96
1996/97
1997/98
1998/99
1999/2000
2000/01
2001/02
2002/03
2003/04
2004/05
2005/06
2006/07
2007/08
2008/09
% category of academic staff
Figure 6. Teaching staff, by category, 1990/91 - 2008/09
Academic Year
________________________________________________________________________________________________
Revised March 2010
10
On the Tain Campus, the majority of lecturers possess first degrees as the highest qualification
and are Assistant Lecturers and Lecturer Is.
Table 7. Classification of full-time lecturers, Tain Campus, 2004 - 2009
PhD
Other
Asst Lect
Lect I
Lect II
Sen Lect’r
Prof
17
16
19
19
16
No. of lecturers in category
M.Phil
2004/05
2005/06
2006/07
2007/08
2008/09
No. of lecturers with
highest qualification
Mast’rs
Total No.
of fulltime
lecturers
Bach’or
Academic
Year
4
10
11
12
10
6
3
4
5
4
1
0
0
0
0
4
3
4
2
2
2
0
0
0
0
2
5
6
10
4
9
5
8
7
9
5
4
4
2
2
0
0
0
0
1
1
2
1
0
0
These profiles – the dependency on holders of first and second degrees, and part-time lecturers
for the conduct of its programmes - are the consequences of the University’s inability to attract
and retain highly qualified faculty – primarily due to unattractive emoluments.
1.3.2.2. Emoluments of teaching staff. In addition to the basic salary, the emolument package
includes travelling, housing and book allowances, medical insurance, and for certain categories
loading (a recognition of higher qualifications and academic rank) and entertainment
allowances. In addition, academic staff are entitled to 3 months study leave every triennium and
to sabbatical leave every 6 years. However, as noted above, the remuneration package has over
the years become unattractive, in spite of increases in the basic salary which are based
essentially on national increases. Lecturers have long complained that the institution’s
graduates earned more than their University lecturers, and data for the 1996 Survey of Salary
and Benefits, conducted by the Consultative Association of Guyanese Industry (CAGI) support
this view (Table 8).
Table 8. 1996 Monthly salary* for lecturers versus the corresponding level in the private sector
Private Sector Level Salary G$ Equivalent Lecturer level Salary G$
Junior Management
53,541
Asst Lecturer
43,125
Middle Management
77,752
Lecturer I
48,300
Senior Management
103,633
Lecturer II
58,650
* Salary is the mid-point of the minimum and maximum on the scale.
While it was difficult to equate the wages in The 2008 Occupational Wages and Hours of Work
Survey (conducted by the Ministry of Labour, Human Services & Social Security) with UG’s
academic salary scale positions, it was noted that the average monthly wage in the bauxite
industry for a Foreman, Technician and Supervisor was G$198,179, $163,018 and $255,743 in
that order, that in a private school a Head Teacher and Graduate Teacher earned $81,000 and
$62,500 respectively, a medical Doctor at the Georgetown Hospital Inc - G$259,799 and an
Education Officer and Regional Education Officer $132,243 and $176,353 respectively. Further,
________________________________________________________________________________________________
Revised March 2010
11
comparison of the basic 2009 salary for a Lecturer II at UG with the 3 UWI campuses and Anton
de Kom University of Suriname informed that the basic salary of the UG lecturer is indeed the
lowest of the 5 institutions, despite comparable country cost of living and consumer price
indices.
4,463
5,000
Monthly salary
4,000
Cost of living index
2,732
88.7
56 (2008)
96.9
276
97.3
139
99.7
177
2,000
1,000
Country Consumer price
index
1,740
2,076
3,000
752
91.8
274.2
Average monthly salary (USD) for a Lecturer II
Figure 7. Average monthly salary (2009) for a Lecturer II at UG, UWI
and Antom de Kom, cost of living index and consumer price index
0
Campus
1.4. Enrollment, academic programmes and graduate profiles
The institution operates on the principle that in any academic year, Year I of an undergraduate
programme will only be conducted when a minimum of ten (10) first year students registered in
the programme. Degree programmes are conducted at the Turkeyen Campus through five (5)
Faculties, three (3) Schools and IDCE, while the Tain Campus has four (4) Divisions. The Turkeyen
Campus offers post graduate Diploma and Masters programmes, and undergraduate Certificate,
Diploma, Associate and Bachelor degrees, while the Tain Campus conducts undergraduate
Diploma, Associate and Bachelor degrees in various disciplines.
The majority of students gain admission on the basis of CSEC qualifications. However, only a
small proportion of students sitting this examination acquire the prerequisite subjects and
grades in 1 sitting and not all enter the institution immediately (Table 9). For those who need to
upgrade their English, Chemistry, Mathematics and Physics skills in order to satisfy the entry
requirements, IDCE offers foundation and pre University courses.
________________________________________________________________________________________________
Revised March 2010
12
Table 9. Performance of Guyanese students with respect to UG’s matriculation requirements*
Year
Number sitting
the examination
Number (%)
Number (%)
Number (%) not earning the
acquiring the
entering that
required grades in English and
matriculation
year on basis
Mathematics, but Grades I – III
requirements
of CXC
in 5 or more subjects
2003
9,252
903 (9.8%)
520 (5.6%)
997 (10.8%)
2004
9,366
904 (9.7%)
726 (7.8%)
1,007 (10.8%)
2005
9,656
1,525 (15.8%)
761 (7.9%)
1,247 (12.9%)
2006
9,180
1,062 (11.6)
Not available
1,139 (12.4%)
2007
9,480
1,077 (11.4)
Not available
1,303 (13.8%)
2008
9,863
1,162 (11.8%)
Not available
1,081 (11%)
2009
10,244
1,646 (16.1%)
Not available
1,172 (11.4%)
* Data obtained from CXC Headquarters and Admissions Division, Registry, UG.
The majority of students are enrolled in undergraduate programmes (97% at Turkeyen) and in
the Social Sciences (Figures 8a & b) with the Bachelor in Business Management having the
highest enrollment on the Turkeyen Campus and the Diploma in Public Management the highest
on the Tain Campus. The majority of students are resident Guyanese. To date, no foreign
student has registered at the Tain Campus while at Turkeyen foreign students numbered 21 in
2002/03 (0.4% of student population), 37 in 2003/04 (0.7%), 43 in 2004/05 (0.8%), 49 in
2005/06 (0.9%), 37 in 2006/07 (0.7%; 2 students were pursuing postgraduate studies in the
Faculty of Social Sciences) and 30 in 2007 - 09. The majority of foreign students are from Belize
and are enrolled in the Law programme; others are from Antigua, Canada, Cuba, Dominica,
Grenada, India, Jamaica, Nigeria, Russia, St Kitts & Nevis, St Lucia, St Maarten, St Vincent & the
Grenadines, Trinidad & Tobago, USA and Zimbabwe.
Percent student enrollment
Figure 8a. Percent student enrollment by Faculty, Turkeyen
Campus, 2002/03 - 2008/09
60
Agriculture
50
Education &
Humanities
Health Sciences
40
30
Natural
Sciences
Social Sciences
20
10
0
Technology
Academic Year
________________________________________________________________________________________________
Revised March 2010
13
Percent student enrollment
Figure 8b. Percent enrollment by Division, Tain Campus, 2002/03 2008/09
60
50
Agriculture
40
20
School of Education &
Humanities
Natural Sciences
10
Social Studies
30
0
Academic Year
To date, a total of twenty eight thousand and eighty three (28,083) students have graduated
from the University (26,923 from the Turkeyen Campus and 1,160 from Tain). The majority of
graduates are awarded a 1st degree and undergraduate diploma at the Turkeyen and Tain
Campuses respectively (Figures 9a & b).
Figure 9a. Degrees awarded, Turkeyen Campus, 2002 - 2009
60
50
Axis Title
40
Undergraduate Certificate
30
Undergraduate Diploma
Associate Degree
20
1st Degree
10
Post Graduate Diploma
Masters
0
Academic Year
________________________________________________________________________________________________
Revised March 2010
14
Percent
Figure 9b. Degrees awarded, Tain Campus, 2002 - 2009
70
60
50
40
30
20
10
0
Undergraduate
Certificate
Undergraduate
Diploma
Associate Degree
1st Degree
Post Graduate Diploma
Academic Year
1.5. Extension, Distance and Professional Courses/Programmes
Two (2) units – the School of Professional Development (established in May 2003) and IDCE
(established in January 1976, as the Department of Extra Mural Studies in the Faculty of
Education and upgraded by the Academic Board to the Institute of Adult & Continuing Education
(IACE) in December 1983, and to its current title in August 1996) have mandates to respond to
the needs of the public, businesses and organisations by offering courses/programmes that are
upgrading/professional in nature and which are not awarded academic degrees. Both units are
expected to be income earners, with the School being self-financing.
The School is responsible for conducting the University’s summer programme and has also
organised courses in Microsoft Project Management, Diploma in Public Safety & Security
Management, Language of Medicine, Pharmacology, English for Medical Transcriptionists,
HIV/AIDS-STIs, Database Management Systems, Introduction to Special Education and Basic
Supervisory Management. Gross income has been as follows: 2003/04 – G$19.2m, 2004/05 –
G$42.6m, 2005/06 – G$42.5m, 2006/07 – G$42m, 2007/08 – G$43.9m and 2008/09 - G$35.3
(estimate).
IDCE also has the mandate to spearhead the University’s distance education programme. It
delivers a variety of programmes (Appendix B) by the web, print and face-to-face modes and its
activities cover all ten (10) administrative regions of Guyana. It has four (4) main full time
Centres (Anna Regina {Region 2}, Linden {Region 10}, Georgetown {Region 4, the Central Office}
and New Amsterdam {Region 6}). It also conducts courses/programmes at sub-centres in Bartica
(Region 7), Corentyne (Region 6), Fort Wellington (Region 5), Kwakwani (Region 10), Lethem
(Region 9), Mabaruma and Moruca (Region 1), Mahdia (Region 8), Vreed-en-Hoop (Region 3)
and Wakenaam (Region 3) and at Soesdyke, Plaisance and Paradise in Region 4. Income earned
over the period 2001/02 – 2008/09 is shown in Table 10.
Table 10. Income from IDCE courses, 2001/02 – 2008/09
Year
Income
(G$m)
2001/02
9.8
♦
2002/03
9.1
2003/04
12.4
2004/05
10.2
2005/06
10.6
2006/07
15.0
2007/08
14.9
2008/09
22.1
Source: Financial reports to Council.
________________________________________________________________________________________________
Revised March 2010
15
Chapter 2: SWOT Analysis
2.0 The Aim
When the University of Guyana was established in 1963, it was stated that ‘The aims of the
University are to provide a place of education, learning and research of a standard required and
expected of a University of the highest standard, and to secure the advancement of knowledge
and the diffusion and extension of arts, sciences and learning throughout Guyana’ (The
University of Guyana Act, April 19, 1963).
2.1 The Mission
In 2001, the Academic Board formulated the mission of the University in the following terms: to
discover, generate, disseminate and apply knowledge of the highest standard for the service of
the community, the nation and of all mankind within an atmosphere of academic freedom that
allows for free and critical enquiry.
2.2 The Vision 2009 – 2012
The University will be academically stable and will have consolidated its curriculum in a manner
that reflects the needs and constraints of Guyana and be on a trajectory to becoming a Centre
of Excellence for the delivery of tertiary programmes, for its administration and management,
and as a leader in research that contributes meaningfully to the development of Guyana and all
mankind.
2.3 The Values
In pursuit of this vision and mission, the University will endeavour at all times to display the
following core values:
•
•
•
•
•
•
•
•
Equal access regardless of gender, ethnicity, sexual orientation, marital status, disability,
nationality, political, religious or social standing.
Equity in the treatment of employees and students of any gender, ethnicity, sexual
orientation, marital status, disability, nationality, political, religious, or social standing.
A rewarding, enabling and safe environment where staff and students can perform to
the best of their abilities and develop their careers.
A culture of responsible and respectful conduct by staff and students in all activities
within and outside the university.
High standards of ethics and conduct in administration, management, organisational
behaviour, research and teaching.
Responsiveness to the continuing, professional and higher education needs of Guyana.
High quality academic programmes and research.
An environment aimed at developing in its students, a respect for their country.
________________________________________________________________________________________________
Revised March 2010
16
•
•
•
A campus environment that enables the learning experience of its students and fosters
their lifelong relationship with the University.
Prudent fiscal management.
A financially viable institution.
2.4 Our Strengths
As it deals with its many challenges, the University is blessed with a number of key features that
have and will continue to strengthen its operation. These are (in no order of priority) the
following:
•
•
•
•
•
•
•
An expressed desire and intention of the University community to have an institution
that is held in high regard.
A core of staff that display a high level of commitment.
A student body that has a cordial relationship with the administration.
Alumni and ex-staff who indicate a willingness to assist their university.
Numbers of graduates who bring credibility to the quality of our programmes by their
accomplishments.
Comparatively low cost of tuition and cost of living making Guyana affordable and
attractive to foreign students.
Adequate space for expansion.
2.5 Our Weaknesses
The greatest weakness by far is the under-financing of the University resulting in major
deficiencies (material, human, technological etc) as well as a number of secondary negative
effects including:
•
•
•
•
•
•
•
•
Uncompetitive and unattractive staff remuneration resulting in rapid turnover and
inability to attract well qualified staff.
Stressful environment with a sense of insecurity, low staff morale and poor
performance.
Inadequate operational and capital budgets.
Insufficient and inadequate physical facilities.
Insufficient learning resources, including laboratory and ICT equipment, and library
holdings.
Limited capacity to automate management systems.
Inability to seek appropriate accreditation of programmes.
Inability to implement staff development policy.
Other weaknesses include:
•
•
•
•
Student tuition fees below the economic level.
Limited resources for research and low level of output.
Limited number of graduate programmes.
Inappropriate teaching methods.
________________________________________________________________________________________________
Revised March 2010
17
•
•
•
•
•
•
•
•
•
•
•
•
•
Inadequate variety of extracurricular activities.
Outdated governance and industrial relations provisions.
Weak management systems and implementation skills.
Weak quality assurance systems.
Insufficient access to information and the knowledge of that access.
Invasive frequency and duration of meetings that infringe on time for follow-up
activities.
Low level of responsiveness to institutional issues and initiatives.
Inadequate marketing and public relations.
A poor public image.
Inability to keep abreast of the changing global environment.
Uneven campus capabilities and inconsistent commitment to excellence.
Inability to garner support from the University community for the implementation of
strategic activities.
Limited recognition for the performance of additional work, or going the extra mile.
2.6 The Opportunities
•
•
•
•
•
•
•
•
•
Readiness of stakeholders for meaningful engagement.
Distance programmes to target students in all the regions of Guyana and abroad.
Rich national natural resources including biodiversity and forestry, and potential for
agriculture and tourism.
Strategic location to attract staff and students from the Caribbean and Latin America.
Traditional and non-traditional sources that can be tapped for financial and other forms
of support.
Openings for strategic alliances with local and international tertiary institutions.
Potential for partnerships between University and the industrial and commercial
sectors.
Research, consultancy and enterprise development.
Unmet demand for higher education in local market.
2.7 The Threats
•
•
•
•
•
•
•
•
Lack of financial resources to adequately operate the institution and to implement
development plans.
Low material support from national and international organisations.
Implications and consequences of the trade in higher education proposed by the World
Trade Organisation via GATS (General Agreement on Trade in Services).
Competition from offshore institutions and providers of open learning.
Brain drain and high rate of skilled migration.
Fragile national economy.
Uncomfortable national security environment.
Weak feeder institutions including secondary schools.
________________________________________________________________________________________________
Revised March 2010
18
Chapter 3: The Strategic Goals
The University proposes to focus on four strategic areas during the period 2009 to 2012 –
curriculum, governance & administration, finance and plant & equipment. Focus on these areas
will shift the institution into basic comparability with institutions of higher education functioning
in comparable countries and permit it to seize its potential and develop in a manner
commensurate with the needs of Guyana.
Strategic goal
Key initiatives &
strategies
Expected outcomes &
indicators
Activities/Funding Source
STRATEGIC GOAL 1
Achieve higher
quality teaching
and learning
aligned with
expanded
national needs,
especially in
science and
technology
1.1
Improve the
quality of
teaching and
learning
1.1a
Establish training
programme for
lecturers (instructional
methods, assessment
skills, research
methodologies, new
technologies, etc.) by
August 2010 that will
enhance their
programme delivery
1.1a*
UG/international
funding agencies as a
project – Enhancing
teaching at the
University of Guyana
1.1b
Proportion of full time
faculty members to
part time staff adjusted
to 65:35 at Turkeyen
and 55:45 at Tain by
2011
1.1b*
Emolument budget will
increase – funds will
come from UG
1.1c
Student study and
development
experience enriched by
improved tutoring,
mentoring,
opportunities for study
abroad, exchange
programmes,
internships, formalised
co-curricular activities
1.1c*
Some funding for study
abroad in Canada can
come from their
scholarships.
Source additional
funding from other
sources, plus UG input.
Apply to areas of our
weakness
1.1d
Formal programme of
reward incentives for
student excellence
established by May
2010, 1st awards to be
made in August /
September 2010
1.1d*
Project targeting
sponsors – UG to
approach with specific
recommendations
based on current
provisions. Students’
Welfare to provide
input
________________________________________________________________________________________________
Revised March 2010
19
Strategic goal
Key initiatives &
strategies
1.2
1.3
Establish and
mobilize a
more
consistent
quality
assurance
system
Align teaching
focuses with
national needs
Expected outcomes &
indicators
1.2a
Cyclical review of
curriculum at
programme level
established and
operational
1.2a*
UG with collaborators
1.2b
Coherent and
comprehensive quality
assurance system
established and
operational by August
2010
1.2b*
Project for
establishment, funding
of post for 3 years approach CDB
1.2c
Throughput monitoring
linked to QA
procedures
1.2d
Professional faculties
on a pathway to
accreditation
Review institutional
programme against
national needs and
adjust
1.2d*
1.3a*
Project for Faculty of
Technology –
international funding
Project – determination
of national needs, to be
conducted via a survey/
forum
1.4a*
UG in-house
1.3a
1.3b
1.4
Promote
research and
development
pertinent to
national needs
Activities/Funding Source
1.4a
Grant solicitation tied
to teaching and
research capacity
Board for Graduate
Studies reviewed by
June 2010 and driving
development of
graduate programmes
1.4b
Forum for research
dialogue among public
and private agencies
operational
1.4b*
Relate to 1.3 above
1.4c
Strengthen research
mentorship
programme by 2010
1.4c*
In house
1.4d
Library acquisitions and
services adjusted to
facilitate research
thrust
1.4d*
As separate projects or
as components in new
funded programmes
________________________________________________________________________________________________
Revised March 2010
20
Strategic goal
Key initiatives &
strategies
1.5
1.6
Expand access
to and scope
of University
programmes
Promote focus
on science and
technology
Expected outcomes &
indicators
Activities/Funding Source
1.4e
Masters level
programmes on offer in
at least 2 new areas of
national strategic
importance
1.4e*
Projects thru EDULINK
and other
collaborations.
Proposed development
of graduate centre
1.5a
University capacity for
distance delivery
significantly increased
1.5a*
Seek sponsorship:
international sources
1.5b
On-line programmes
available through IDCE
at centres outside
established campuses
1.5b*
Seek sponsorship:
international sources
1.5c
Flexible needs driven
programmes available
outside main campuses
1.5c*
Projects related to
content of offer.
Training programmes in
infrastructure
maintenance
1.5d
Incentive driven
programme for staff
engagement in distance
and on-line delivery
1.5d*
Incentive programme
developed in house by
a committee
1.5e
Programme to build
university capacity for
teaching differentlyabled students estab’d
Research and
development work
applied to
conservation, use of
natural resources and
alternative energy
1.5e*
1.6a*
Projects funded by
UG’s Research &
Publications and other
sources.
Low cost, low end
technology with day to
day impact
Enhanced curriculum,
infrastructure and
incentives for increased
student intake in
science and technology
1.6b*
Project – perhaps
funded by World Bank
that will review of S&T
programmes and
address infrastructure.
Marketing will follow,
including scholarships /
bursaries perhaps by
UG/government/
private sector
1.6a
1.6b
________________________________________________________________________________________________
Revised March 2010
21
Strategic goal
Key initiatives &
strategies
Expected outcomes &
indicators
Activities/Funding Source
STRATEGIC GOAL 2
Improve
institutional
governance,
administration
and
management by
statutory and
structural
adjustments
2.1
2.2
Update Acts &
Statutes
Review and
adjust
departmental
structure and
faculty
structure
2.1a
Propose updated Acts
and advocate approval
2.1b
Statutes revised by mid
2011 for contemporary
requirements including
anticipation of multicampus structure
2.1c
Financial regulations
for contemporary
requirements revised
by the start of 2010
Operation of IDCE and
SPD reviewed and
rationalised
2.2a
2.2b
ORM&P strengthened
for planning and
consultancy
management
2.1a - c*
Project by a team of 2 –
3 persons experienced
in management of
tertiary institutions.
Can approach
ACU/World Bank for
advice on how to
proceed
2.2a*
In-house & consultancy
2.2b*
to
2.2e*
2.2c
2.3
Strengthen
ViceChancellery
Advisory Boards for
University Library and
faculties in place
2.2d
Faculty structure
reviewed and
consolidated, including
Turkeyen/Tain
relationship
2.2e
Bursary and
Maintenance Division
programmed for more
effective operation
Posts of Deputy ViceChancellor rationalised
2.3a
In-house &
consultancy
2.3a*
A component of project
on Acts & Statutes
________________________________________________________________________________________________
Revised March 2010
22
Strategic goal
Key initiatives &
strategies
2.4
2.5
Enhance
Personnel and
the Human
Resource
Management
system
Improve
administration
and
management
2.6 Establish
communication
and public
relations
strategies for
the campus
community,
alumni and offcampus
stakeholders
Expected outcomes &
indicators
2.4a
Manuals of procedure
and regulations and
policies updated and
available
2.4b
System for
occupational safety and
health operational
Activities/Funding Source
2.4a – c*
In house &
consultancy
2.4c
Contemporary HR
Management system
established
2.5a
Cyclical training
programmes for
administrators, deans,
heads of
department/units
established and
operational by June
2010
2.5a*
Combination of in
house (to cover rules &
regulations,
responsibilities) and
external consultant
2.5b
Performance indicators
for administrators
established by 2011
2.5b*
In house activity by a
committee – some
work already done
2.5c
Rational
decentralisation of
responsibilities to Tain
Campus established by
2011
2.5c*
SAG to initiate with
inputs from
stakeholders
2.5d
Standard operating
procedures established
2.5d*
Project
2.5e
ICT applications fully
embedded in
administrative practice
2.5e*
Project – establishment
of LAN, software
programmes
2.6a
Campus area networks
established at Turkeyen
and Tain
2.6a*
Project – international
funding
2.6b
Public Relations
operations robust and
effective in respect of
University image,
public and internal
communication and
marketing of
programmes
2.6b*
Activity – Development
of a PR strategy consultant
________________________________________________________________________________________________
Revised March 2010
23
Strategic goal
Key initiatives &
strategies
Expected outcomes &
indicators
Activities/Funding Source
2.6c
Communication on
research and
development work of
University well
established
2.6c*
3.1a
New tuition fee
structure established
by 2010 and
operational
3.1a - c*
3.1b
New basis and rhythm
for arrangements of
subvention payments
negotiated, established
and operational
3.1c
Internal management
of capital grant
Consultancy/business
office established by
2011 and targeting
national consultancy
needs
STRATEGIC GOAL 3
Broaden the
financial base of
the university
and enhance its
ability to recruit
and retain high
quality staff
3.1
3.2
3.3
Optimise and
stabilise
primary
income
Generate new
income
Cultivate
special income
sources
3.2a
VC & Bursary –
responsible parties
to develop and
implement
3.2a*
Project
3.2b
Programme for ESL for
Portuguese speakers
operational by 2011
3.2b*
IDCE/SEH activity but
need to establish
existing skills in
teaching English as a
foreign language
3.2c
Summer programmes
in areas of comparative
advantage operational
(e.g. biodiversity,
forestry etc.) by 2010
3.2c*
Activity for Biology,
Chemistry & Forestry
Depts in collaboration
with ORM&P and
Public Relations
3.2d
Marketing strategies to
attract foreign fee
paying students
operational by 2011
Unit to develop alumni
relations established by
2010/11
3.2d*
3.3a
3.3a*
In house
________________________________________________________________________________________________
Revised March 2010
24
Strategic goal
Key initiatives &
strategies
Expected outcomes &
indicators
3.3b
3.4
3.5
Control
operational
costs
Improve
emoluments,
conditions of
service and
incentives
Activities/Funding Source
Resource solicitation
directed at areas of
potential excellence
(e.g. biodiversity,
forestry and natural
products chemistry)
based on comparative
advantage among
competing universities
Procurement processes
revised by 2010/11
after systems audit
conducted by 2009/10
3.3b*
See summer
programmes
3.4a*
External agency to
support audit
3.4b
Utility usage policy and
facilities maintenance
regimen established by
2009/10
3.4b*
3.5a
Emoluments aligned
with competing market
value of corresponding
skills
3.5a*
Policy must be
informed by pertinent
data – start by
Administration listing
required data and
deciding on way
forward.
Maintenance schedules
developed by
Technology and
Maintenance Services
SAG to initiate
3.5b
Retirement and
pension policy revised
by 2010
3.5b*
In house activity; SAG
3.5c
System of rewards for
excellence operational
3.5c*
In house
3.5d
Systems to support
staff housing and
consumer expenditure
negotiated and
operational
3.5d*
SAG
3.5e
Programme for staff to
obtain higher degrees
operational by
September 2010
3.5e*
Staff development
budgeted for. Need to
establish criteria for
scholarship award
3.4a
________________________________________________________________________________________________
Revised March 2010
25
Strategic goal
Key initiatives &
strategies
Expected outcomes &
indicators
Activities/Funding Source
STRATEGIC GOAL 4
Improve the
teaching,
learning and
service
environment
4.1
4.2
4.3
Improve
maintenance
of plant and
equipment
Consolidate
Turkeyen
infrastructure
Enhance
teaching and
research in
science and
technology
Plan for rehabilitation
of physical plant
established by 2011
operational
4.1b
Maintenance services
restructured by
2011/12 and reequipped plan (3-year)
in place
4.2a
Sewerage, water and
drainage systems
upgraded
4.2a*
4.2b
Standby electricity
systems increased in
capacity and
rationalised
4.2b*
4.2c
Foundation for use of
renewable energy laid
4.2c*
Select 2 buildings –
NBS, Library, CIT for
solar lighting pilot.
Engineering Dept to
advise if it can prepare
specs which go out to
tender. Encourage final
year students from FoT
to do projects relevant
to UG operation
4.2d
Indoor sporting and
multipurpose facility
constructed and
equipped
Laboratories
rehabilitated for
contemporary teaching
4.2d*
Fund raising
4.3a*
Project – associate with
item 1.6 - science &
tech curriculum
development
Training programme
for technicians and
technologists in use of
new equipment
established
4.3b*
Internal and
international funding
4.3a
4.3b
4.1a – b*
Activities – 1st step assessment of plant
with recommendations.
Consultancy – a team
from FoT, Maintenance
with external
person(s)? 2nd step –
Administration decision
on action steps. (These
activities are linked to
item 3.4b)
4.1a
________________________________________________________________________________________________
Revised March 2010
26
Strategic goal
Key initiatives &
strategies
4.4
4.5
Increase
access to
higher
education
Improve
teaching and
learning
environment
Expected outcomes &
indicators
4.3c
Equipment replaced
with contemporary
stock as required
4.3d
Expanded space for
Medicine and SEES
4.3e
Dedicated laboratory
space for research
Tele- and videoconferencing facilities
operational
4.4a
4.7
Improve
services to
campus
community
Improve
campus safety
and security
4.3c - e*
International
funding
4.4a-b*
International
funding
4.4b
Multimedia laboratory
operational
4.4c
Classroom complex to
accommodate 1,500
students established
Classrooms equipped
with contemporary
media facilities
4.4c*
Fund raising
4.5a*
Fund raising, after
assessing specific needs
Expanded reading
room facilities
established in Library
Increased office
facilities for staff and
post-graduate students
constructed
4.5b*
Fund raising
4.6a*
Major external funding
4.6b
Automated Library
systems established
4.6b – d*
4.6c
New facilities for
Examinations and
Admissions provided
4.6d
Student management
systems automated
4.6e
Student lockers to cater
for 500 students
installed
Enforcement of ID and
vehicle control systems
4.5a
4.5b
4.6
Activities/Funding Source
4.6a
4.7a
4.7b
Selected areas under
electronic surveillance
Fund raising
4.6e*
Sponsorship/UG capital
purchase
In house and
consultancy
________________________________________________________________________________________________
Revised March 2010
27
Chapter 4: Some Considerations and Assumptions
Successful implementation of the strategic plan demands early provision of transformational
funding to establish immediately a substantial project executing capacity.
The development of the University of Guyana along the lines defined in this strategic plan
requires that it be funded at a level significantly above the current provisions. Guyana can afford
a significant part of the requisite financing because of the value that investment in the
University can add to the success of the plans of the government for the development of the
country. However, a substantial part of the input must come from other sources at very early
stages in the life of the plan. The University is not at present equipped in personnel capacity to
manage such inputs and it is therefore an imperative that the first step in the execution of the
plan must be the financing of a project execution capacity independent of the existing Bursary
and linked to the Office of the Vice Chancellor.
The second requirement for the execution of the plan is strengthening the specific component
of our collaboration with the University of the West Indies that deals with the improvement of
the level of qualifications of staff at the UG. The Plan must be supported by specific allocations
to allow staff development to be unfettered by the pressure of unadjusted workloads for
members pursuing higher degrees. Supernumerary staff is a fundamental requirement for this
development.
The third requirement for the success of the plan relates to quality assurance provisions. Within
three months of the start date for the plan, the University will have a quality assurance manual
to guide its management of its quality as an institution of higher education. The financial
implications of implementing the provisions and processes proposed by the manual must be
met without fail.
Meeting these three requirements will ensure that the initiatives articulated in the plan will
achieve the goals with which they are associated. The collective provisions will provide the
transformational injection that will allow the University to generate a developmental dynamic
which will change its attractiveness for independent funding outside of the traditional
government sources. Failure to meet these imperatives will condemn it to a protracted demise
as an institution of higher learning and reduce the developmental potential of Guyana to a
myth.
________________________________________________________________________________________________
Revised March 2010
28
Chapter 5: Fulfilling our Goals
This chapter sets out in conceptual format the multiple projects that are required to convert the
strategic goals into a reality in which the University of Guyana becomes a contemporary
university befitting the demands of Guyana’s development. For convenience, the projects are
presented under three headings – Infrastructure, Management, Programmes. In instances
where projects overlap categories they have been assigned to the dominant category. The
chapter also addresses the implementation of the Plan and financial requirements in a separate
section.
INFRASTRUCTURE
A. Standby electrical system
The current standby capacity of the UG’s electrical generators at Turkeyen is insufficient to
permit normal operation during power failures of the public supply, with deleterious effects on
the conduct of classes, the use of equipment and the operation of computer systems. The
University proposes to commission a formal power audit to achieve the following:
•
•
•
Determination of standby capacity required for Turkeyen and Tain (including John’s
Annexe) taking account of programme projections, incorporation of ICTs in
management practices, upgrade of laboratory facilities
Identification of power conservation procedures and devices
Acquisition of generating capacity required associated with investment in alternative
energy resources.
B. Upgrade of sewerage, water and drainage systems
The supply of water to the upper floors in the buildings of the Turkeyen Campus of the
University is below the level required for sanitation, consumption, laboratory use and fire
protection. Establishment of an adequate reliable supply requires the upgrade of the capacity of
the main pumping unit at the reservoir adjacent to the Library as well as the installation of
auxiliary pumps in individual buildings. The University proposes to conduct a survey of its
current and projected water requirements and to invest in the necessary pumping equipment
and conduits to achieve the required levels of supply.
In respect of the Johns Annexe of the Tain Campus, access to water for activities in agriculture is
inadequate despite the proximity of a well on adjacent premises. The University proposes to
enter into negotiation for access to the water supply and to undertake appropriate installation
of pumping and supply equipment to satisfy the requirements of the campus.
The capacity and efficacy of the sewerage plant at Turkeyen Campus needs to be determined
with a view to its upgrade as required by the expansion of campus facilities. The current
treatment plant is nearing the end of its useful life and will need to be replaced.
________________________________________________________________________________________________
Revised March 2010
29
C. Rehabilitation and expansion of laboratories at Turkeyen
The rehabilitation and expansion of the science laboratories is imperative in order to address
the Science and Technology goals. This relates to the Faculties of Agriculture & Forestry, Natural
Sciences, Health Sciences, Technology and the School of Earth & Environmental Sciences. It is
also critical for the School of Education & Humanities for the preparation of science and
mathematics teachers.
With due account of the programmes and courses projected in the medium term and to the
research agenda evolving from new initiatives, the science laboratories of the University at Tain
and Turkeyen must be rehabilitated to achieve the following:
•
•
•
•
•
•
•
•
•
•
•
Functional separation of laboratory and non-laboratory teaching
Adequate space for projected class sizes
Adequate secure storage for consumables including chemicals
Adequate secure storage for specimens
Safe delivery of fuel for Bunsen burners
Adequate water pressure for fire and chemical spatter responses
Properly positioned fume cupboards
IT projection equipment
Isolation of delicate equipment
Dedicated space for “dirty” work
Shower facilities for Agriculture students.
Expansion of the laboratory facilities is required to ensure dedicated laboratory space for
research that cannot be accomplished in spaces assigned for undergraduate teaching. In the
knowledge that current laboratory capacity is restricted to support of undergraduate teaching,
the University proposes to establish a new science research building located to the east of the
Biodiversity Centre to accommodate research activity in fields related to national development.
D. Tele- and videoconferencing for Turkeyen, Tain and continuing education centres
The University suffers strongly from the outward migration of intellectual resources and skills
from Guyana. In its current circumstances, it is unable to recruit and retain the best quality staff
in all subject areas. The constraint affects the Tain Campus more than the Turkeyen Campus and
forces an arrangement of commuting teachers from Turkeyen. In order to overcome these
difficulties, the University proposes to develop the capacity for sharing teaching between
Turkeyen and Tain using audio and video teleconferencing. It proposes also to make good
deficiencies in its internal capacity to offer certain courses through similar teleconference links
with the University of the West Indies, the Anton de Kom University of Suriname and other
universities that have become its partners in multi-university projects.
The University wishes to develop a stable capacity to routinely engage in audio and video
teleconferencing at both its campuses and at the Linden, Georgetown, New Amsterdam and
Anna Regina centres of the Institute of Distance & Continuing Education.
________________________________________________________________________________________________
Revised March 2010
30
As a consequence, the University proposes to retrofit certain science laboratories, classrooms
and lecture halls with appropriate videoconferencing facilities to permit sharing of classes across
distance.
It further proposes to develop a multimedia studio and related facilities to permit the creation
of programmes to deliver web-based modules.
E. Classrooms equipped with contemporary media facilities
The classrooms, lecture halls and laboratories of the University of Guyana are under-prepared
for the use of contemporary teaching aids and multi-media instructional devices. Little beyond
chalk and talk provision is built into the facilities and this has inhibited the use of contemporary
media. Teachers are restricted to shared portable equipment with significant inconveniences
attendant on access to and usage of the equipment. The absence of efficient public address
systems frustrates large classes. The absence of internet feeds and large screen display facilities
reduces ability to share materials across campuses and with other universities. As a result, the
institution is hobbled in its attempt to achieve instructional excellence.
The University wishes to repair this deficiency by retrofitting its existing classrooms, lecture
rooms and laboratories to achieve the following:
i.
ii.
iii.
iv.
v.
vi.
vii.
viii.
Effective public address systems for large classrooms
Internet feeds available for each classroom
Large projection screen displays associated with multimedia equipment
Permanently available multimedia equipment in each classroom
Adequate black out facilities
Linkages for concurrent display of audiovisual material in more than one location
Training of its staff in the application of contemporary media to teaching
Training of technical personnel in the maintenance of all equipment acquired.
F. Multi-functional lecture theatre at Turkeyen
The Turkeyen Campus of the University of Guyana has a population of just under 5,000 students.
In common compulsory courses such as ENG 115 class size varies between 1,300 – 1,500
students annually. Yet the largest indoor facility for teaching can seat only 250 students.
Assemblies of the University, a large faculty or a public event cannot be accommodated above
that threshold. The inadequacy of assembly space limits the activities of the institution, obliges
the repetition of necessary lectures and undermines the building of esprit de corps. In addition,
the student community is constrained in its ability to engage in dramatic or concert
performances attracting large audiences.
The University considers this an impediment to the development of its quality and wishes to
construct a multi-functional facility with a capacity of 1,500 and provision for the following:
i.
ii.
iii.
Delivery of conventional lectures supported by multi-media inputs
Large assemblies and meetings
Theatrical and other artistic performances.
________________________________________________________________________________________________
Revised March 2010
31
G. Increased office facilities for staff and post-graduate students - Faculties
The University of Guyana buildings do not offer adequate office accommodation for its staff. In
its faculties, teaching, administrative and technical support staff function in crowded quarters.
There is no prearranged accommodation for its part time staff. Staff members are therefore
reluctant to remain on the campuses beyond the absolutely required formal teaching hours. The
effect of this overcrowding and under provision is a reduction in the quality of instruction
available to students from inaccessibility of staff for consultation and mentoring interactions.
The plant has the further shortcoming of not permitting study accommodation for postgraduate
students nor indeed a collegial consultative environment for such students.
In addition, the following academic units function in substandard temporary structures:
•
•
The School of Earth & Environmental Sciences
The Centre for Communication Studies.
The University proposes to correct this deficiency by expanding its plant to accomplish the
following:
1.
2.
3.
4.
Provision of private office space for all full time academic staff
Provision of shared office space for all part-time academic staff
Provision of shared study space and common areas for graduate students
Readjustment of the accommodation of administrative, secretarial and technical staff to
meet contemporary standards of occupational health and safety.
These improvements will be achieved by the following actions:
i.
ii.
iii.
iv.
Extension of the buildings of all faculties
Creation within the extended facilities of appropriate interactional spaces for graduate
students
Refurbishing of the interiors of existing buildings to upgrade sanitary facilities and
common service areas
Redesign of access to buildings to allow access to parts of buildings without reducing the
security of the remainder of the building.
H. New facilities for Examinations and Admissions Divisions
The Administration Building of the University of Guyana houses the following departments and
services in a three storey building with each floor offering 218 m2 of usable space:
1.
2.
3.
4.
5.
6.
The Vice-Chancellery
The Registry
Admissions Section
Student Records
Student Welfare
Examinations Section.
________________________________________________________________________________________________
Revised March 2010
32
The staff working in the building number 38 persons. Conditions are cramped to the extent that
only 16 students can be permitted in the customer service area at the same time; 10 for the
Admissions section and 6 for Examinations.
The University proposes that a new facility dedicated to student services should be constructed
at the Turkeyen Campus to house the following facilities:
i.
ii.
iii.
iv.
v.
The Admissions Section
Student Records and Data Management
Student Welfare
Examinations
Project Executing Unit
The space vacated on completion of the facility can be refurbished to accommodate the Office
of the Deputy Vice-Chancellor, the Office of Resource Mobilisation & Planning and the proposed
Quality Assurance Unit.
I.
Improvement of campus safety and security
The Turkeyen Campus has been experiencing increasing incidents of theft from buildings and
cars, attacks on individuals, robbery of members of the campus community and other incidents
that reduce the sense of security and well-being. Among the measures recommended to
improve surveillance of the campus are the following:
i.
ii.
iii.
iv.
v.
A system for identifying vehicles which are authorised to enter the campus
The use of electronic monitoring devices in the University Library, the Bursary, the
Centre for Information Technology, the Learning Resource Centre, Centre for
Communication Studies and computer laboratories in faculties
Upgrade of the external doors of all buildings
Establishment of a fire-proof vault for sensitive documents
Fencing of the perimeter of the campus.
Associated with the preceding is the improvement of the facility now used as a security post to
allow proper deposit of firearms and keys as well as uninterrupted monitoring of security
devices.
MANAGEMENT
J.
Changing the governance and administrative operations
Founded in 1963, the University of Guyana has come into the 21st century without a significant
review of its governance structure despite its expansion to two campuses and seven
faculties/schools. Its administrative arrangements and managerial practices for student
management, human resource management, financial management and procurement pre-date
contemporary IT based systems and are being difficulty converted to contemporary levels.
Records and archives are not fully indexed and administrative decisions rely excessively on
personal memory of precedent and earlier decisions. The combined deficiencies are
________________________________________________________________________________________________
Revised March 2010
33
dysfunctional and inhibit efficiency in the fulfillment of academic contribution to national
developmental targets.
The strategic goals include the improvement of governance, administration and management by
statutory and structural adjustment. Among the pertinent initiatives are
Ø
Ø
Ø
Ø
Ø
update of the Acts & Statutes
revision of departmental and faculty structures
enhancement of personnel and human resource management systems
revision of the financial code
creation of transparent procurement procedures.
These initiatives cannot be achieved by adding their realisation to existing officers who currently
have heavy operational schedules. Additional expertise is required in one of two functions –
either directly in the execution of the tasks listed or as substitute personnel to undertake
established routines while appropriate officers are relieved and assigned to execute the
required tasks.
K. Establishing a Quality Assurance Unit
The establishment of a quality assurance unit at the University requires a three step operation –
consultancy intervention, training of QA personnel, embedding of the QA process. Within the
life of the strategic plan, training of QA personnel is the most important element. The training
exercises will require financial support for replacement of staff on training, travel and personal
support at host institutions as well as consultancy fees related to special interventions.
L. Changing full time to part time ratios
The essential mechanisms for addressing the ratios of full time to part time staffing are
•
•
Improving the attractiveness of working with the University
Re-examining the FTE basis for academic staffing.
Both mechanisms are better treated within the framework of larger projects that should be
separately stated as:
•
•
Analyse prospects for full time recruitment
Identify the subject areas of part time employment and gather information on when last
they were filled full time.
________________________________________________________________________________________________
Revised March 2010
34
PROGRAMMES
M. Training programme for lecturers
The University intends to improve the quality of the performance of its students by improving
inter alia the quality of instruction. Associated with the development of a quality assurance unit
and related processes is the training of staff in the delivery of education at the university level.
The establishment of a standing programme is especially necessary in the light of the high
proportion of temporary staff as well as the quick turnover in staff. Additionally, as the
institution moves towards increased use of technology in teaching, instruction in the application
of contemporary media to teaching becomes critical.
N. Teaching and research for national needs
The institution will undertake a systematic review of its curricula and offerings, with the
intention of offering quality programmes, both academic and professional, that address national
developmental needs and demands.
Research and development work will be encouraged that apply to conservation, use of natural
resources and alternative energy, and that lend support to the Low Carbon Development
Strategy. The research mentorship facility will be resuscitated to give guidance and support to
faculty.
IDCE will be required to play a more dominant role in support of the drive for the institution to
extend the delivery of its programmes to all parts of Guyana and to be dual mode.
O. Training programme for technicians and technologists in use of new equipment
The advance of the University towards excellence and its fulfillment of the science and
technology needs of the country require that its teaching in all the pertinent fields is supported
by skilled technicians and technologists. Because it has functioned behind the contemporary
curve in these fields, its equipment is not contemporary and needs to be upgraded. Upgrade of
equipment demands commensurate upgrade of the skills of its technicians and technologists.
The University intends to establish a cycle of training and retraining of technicians and
technologists in the management, use and maintenance of its scientific equipment. The
programme envisaged can be designed as a cyclical part of the training offered in our HR
provisions. It should have a routine cycle but permit training at the times that new equipment is
added to the stock of the University.
It is further proposed to make its training programme available to technicians and technologists
in other institutions in Guyana in order to accelerate the rate of local capacity building in science
and technology.
________________________________________________________________________________________________
Revised March 2010
35
P. Student incentive programme
An incentive programme will be established to encourage students to excel in academic and
extracurricular activities. Opportunities will also be provided that will expand the scope of
learning and development out of the formal classroom setting on the campuses. Mechanisms
include:
i.
ii.
iii.
iv.
v.
vi.
Review of student prizes and awards
Formal presentation of awards and prizes
The identification of areas in which tuition is weakest and where student exposure
outside of UG might be most attractive
Provision of opportunities for internships at local organisations
Formation of clubs and societies
Study abroad and student exchanges.
IMPLEMENTATION OF THE STRATEGIC PLAN
Where feasible, the University will implement activities using existing resources, both human
and financial. However, this will be severely confined by the work loads of current staff and the
institution’s limited financial base. The University will therefore require additional resources,
both human and financial for the implementation of the Plan. The costing of the activities
informs that funding to the tune of US$4.2m, 8.6m and 7.8m is required in Years 1, 2 and 3 in
that order (Appendix C). Funding will be sought by a variety of means including increased
income from a larger student body (Appendix D), revised tuition fees, targeted fund raising
activities and projects with local businesses/organisations, alumni and friends, from government
resources and international funding agencies and through collaboration with other tertiary
institutions.
Many countries have shown increased development and economic growth where there was a
special investment in tertiary education. Financing of AMIQ may not show benefits in the life
span of this Plan but the investment must be made and will produce returns.
________________________________________________________________________________________________
Revised March 2010
36
Appendices & Bibliography
________________________________________________________________________________________________
Revised March 2010
37
38
Appendix A: Key performance indicators, 1963/64 – 2008/09
Performance Indicator
Academic Year
10 Year intervals from commencement
1963/64
1973/74
1983/84
1993/94
Students
in
degree
programmes*
Increase (%) in student
nos
No. of foreign students
No. of Faculties, Academic
Schs, Divisions
Full-time teaching staff
Undergraduate
programmes conducted
Postgraduate Diplomas +
Masters
programmes
conducted
Basic tuition for resident
Guyanese
+
G$* (US$)
GoG
capital
funding
+
provision G$* (US$)
Actual capital expenditure
+
G$* (US$)
GoG recurrent grant
+
G$* (US$)
Recurrent
+
G$* (US$)
expenditure
Operational
cost
per
student
+
G$* (US$)
st
Graduates from 1967 (1
graduation)
164
1,441
1,580
3,607
Not
applicable
na
3Fcs
778.7
9.7
128.3
na
5 Fcs
na
7Fcs
na
7Fcs
7
10
na
29
na
na
Nil
1 (Dip
Ed)
100
na
2003/04
Tur’n
Berbice
5,210
430
44
-
2004/05
Tur’n
Berbice
5,216
429
0.1
-0.2
56
Last 6 academic years
2005/06
2006/07
Tur’n
Berbice
Tur’n
Berbice
5,277
438
5,178
447
1.2
2.1
0.1
0
3 Divs
229
46
37
6 Fcs
2 Scs
212
72
1+
4+
8+3
100
Nil
na
na
Nil except for Law &
Medicine
programmes
48m
(0.4m)
0
4 Divs
15
18
43
6 Fcs
3 Scs
228
75
2+0
8+4
127,000
(655.3)
-1.9
1.2
-6.8
-1.6
0
4 Divs
17
19
49
6 Fcs
3 Scs
224
81
0
7+3
127,000
(640.4)
2.1
2007/08
Tur’n
Berbice
4,829
436
-0.7%
-6.5
0
4 Divs
16
19
37
6 Fcs
3 Scs
223
85
0
7+3
127,000
(635.4)
-2.5
2008/09
Tur’n
Berbice
4,795
443
0
4 Divs
19
19
30
6 Fcs
3 Scs
214
84
19
19
30
6 Fcs
3 Scs
210
84
0
7+3
0
7+5
127,000
(635.0)
1.6
5
127,000
(631.9)
0
4 Divs
16
19
0
127,000
(618.8)
13m
(0.07m)
33m
(0.17m)
17m
(0.09m)
Nil
7m
(0.04m)
18m
(0.09m)
25m
(0.13m)
26m
(0.13m)
25m
(.12m)
23m
(0.11m)
196m
(0.95m)
20
(0.1)
44m
(0.2m)
90m
(0.5m)
60m
(0.3m)
408m
(2.1m)
62m
(0.3m)
100m
(0.5m)
52m
(0.3m)
454m
(2.3m)
36m
(0.2m)
92m
(0.5m)
164m
(0.8m)
424m
(2.1m)
41m
(0.2m)
109m
(0.6m)
107m
(0.53m)
519m
(2.58m)
41m
(0.2m)
103m
(0.5m)
302m
(1.5m)
491m
(2.4m)
43m
(0.2m)
104m
(0.5m)
1,156m
(5.8m)
129m
(0.7m)
1,251m
(6.3m)
151m
(0.8m)
1,273m
(6.4m)
165m
(0.8m)
1,440m
(7.16m)
169m
(0.8m)
1,427m
(7m)
173m
(0.8m)
268,938
(1,356.1)
NE
207,469
(1,038.0)
NE
302,000
(1,510.0)
NE
343,000
(1,715.0)
NE
330,000
(1,607.8)
NE
21,198
538
23,033
698
24,484
842
25,770
1,001
26,923
1,160
na
na
na
na
259,563
[29 April ’63 –
31 Aug ‘64]
na
na
na
273m
(2.1m)
47m
(0.2m)
356m
(1.8m)
na
na
368m
(2.8m)
1,127m
(6.1m)
110m
(0.6m)
na
na
na
107,104
(819)
236,000
(1,21.7)
NE
Not
applicable
880
5,527
9,616
19,788
368
♦
♦
♦
♦
♦
♦
* Data obtained from Financial Reports. Student numbers exclude those granted Leave of Absence and those who withdrew.
+ Exchange rates in August 1974 - 1US$ = G$2.24, 1984 – 1:3.00, 1993/94 – 1:130.75, 2003/04 – 1:193.81, 2004/05 – 1:198.32, 2005/06 – 1:199.88, 2006/07 – 1:200.00, 2007/08 - 1 : 201.00, 2008/09 – 1:205.25. Rates obtained
from the Bank of Guyana.
♦
Not evaluated since the Berbice Campus is new, student population under 450 and operational costs expected to be high.
_________________________________________________________________________________________________________________________________________________
Revised March 2010
APPENDIX B: Courses offered by the Institute of Distance & Continuing Education
1. Multi mode delivery
Principles of Accounts – print and web
Pre-University English – face-to-face and print
Pre-University Mathematics – face-to-face
Supervisory Management – face-to-face, print and web.
2. Face-to-face courses and programmes
ü A mini University Programme held in August
2002/03 which exposes students to study
skills, career guidance, research methods
and a number of optional subjects.
ü Academic Upgrading Programmes in various
subjects
ü Accounts
ü Addiction studies programme for Court
Prosecutors
ü Advanced Accounts & Auditing
ü AIDS
Awareness
and
Behaviour
Modification and HIV/AIDS Prevention and
Behaviour Change
ü Basic Health Care
ü Broiler Production
ü Business English
ü Business Communication
ü Care of the Elderly
ü Certificate – Upgrading Course for
Secretaries
ü Certificate in Librarianship
ü Certificate in Workplace Health and Safety
ü Child Care Management
ü Communication for inmates at prisons
ü Community programmes in visual arts
culinary skills, fabric design, floral
arrangement and catering through the
Guyana Volunteer Consultancy Scheme
ü Computer programme
ü Criminology
ü English as a Second Language
ü Developmental Psychology
ü Diploma,
Administrative
Professional
Secretaries Programme
ü Diploma, Occupational Health and Safety
(University degree)
ü Early Childhood Education I & II
ü Effective Communication
ü English Language
ü Entrepreneurship
ü Food Service Supervisors’ Programme
ü Foundation in Architecture Drawing
ü
ü
ü
ü
ü
ü
ü
ü
ü
ü
ü
ü
ü
ü
ü
ü
ü
ü
ü
ü
ü
ü
ü
ü
ü
ü
ü
ü
ü
ü
ü
ü
Foundation Biology
Foundation English
Foundation Mathematics
Foundation Physics
Garment Construction
Guidance & Counselling
Hotline and Face-to-face Counseling in
Domestic Violence for Help & Shelter
Human Resource Management
Human & Social Biology
Industrial Hygiene
Industrial Relations & Management with
courses in General Law, Industrial
Psychology,
Industrial
Sociology
&
Administration, Labour Economics, Labour
Relations & Labour Relations Law,
Mathematics & Statistics
International Relations I & II
Introduction to Developmental Psychology
Introduction to Sociology I & II
Language and Communication
Marketing
Marketing Management
Mathematics & Statistics
Parenting and Reading
Public Relations
Science for Living
Security Management
Security Supervisors’ Course for Omai Gold
Mines Ltd
Skills For Success (Adult Literacy
Programme)
Small Business Management
Soft Toy Manufacturing
Spanish for Beginners
Supervisory Management for nurses
The Challenge of Change for the Guyana
Prison Service
The Pan-Commonwealth Diploma in Youth
in Development Work (University degree)
Tourism and Hospitality
Youth Can Move the World for the Varqa
Foundation
________________________________________________________________________________________________________
Revised March 2010
39
Page 40
APPENDIX C: Budget Estimate
Strategic goal
Key initiatives & strategies
Activities and Considerations
Year I
US$
Year II
GUY$
US$
Year III
GUY$
US$
Total
GUY$
US$
GUY$
Strategic goal 1
Achieve higher quality
teaching and learning
aligned with expanded
national needs, especially
in science and technology
Improve the quality of teaching and
learning.
Establish and mobilize a more consistent
quality assurance system
Five 3-day training w/shps, o'seas based
facilitators; 20 per wk/shp.
70,500
14,100,000
70,750
14,150,000
71,000
14,200,000
212,250
42,450,000
Opportunities for study abroad by
students
14,250
2,850,000
14,250
2,850,000
14,250
2,850,000
42,750
8,550,000
Awards for Student Excellence
Sub-totals
10,000
94,750
2,000,000
18,950,000
10,000
95,000
2,000,000
19,000,000
10,000
95,250
2,000,000
19,050,000
30,000
285,000
6,000,000
57,000,000
Co-ordinator and admin. Support for QA
initiative
19,850
3,970,000
20,850
4,170,000
21,850
4,370,000
62,550
12,510,000
Int'l visits/consultations re:QA initiatives
31,000
6,200,000
31,000
6,200,000
31,000
6,200,000
93,000
18,600,000
External reviews & second marking:
increase # of courses reviewed & current
rates paid
25,000
5,000,000
50,000
10,000,000
50,000
10,000,000
125,000
25,000,000
75,850
15,170,000
101,850
20,370,000
102,850
20,570,000
280,550
56,110,000
Study for the determination of National
Needs
9,500
1,900,000
9,500
1,900,000
Implementation of recommendations of
study
-
Sub-totals
9,500
Development & Delivery of two postgrad progs. (1) Msc. In Bio-diversity
Conservation & (2) Msc. In Hydrology
Sub-totals
Align teaching focuses with national needs
Promote research and development
pertinent to national needs
-
-
-
1,500
300,000
1,000
200,000
2,500
500,000
1,900,000
1,500
300,000
1,000
200,000
12,000
2,400,000
5,000
1,000,000
150,500
30,100,000
75,000
15,000,000
230,500
46,100,000
Increase in stock of library
books,journals,nonprint materials etc
60,000
12,000,000
60,000
12,000,000
60,000
12,000,000
180,000
36,000,000
Renewal & replacement of obsolete Lab
eqpt.
3,000,000
600,000,000
3,000,000
600,000,000
3,000,000
600,000,000
9,000,000
1,800,000,000
3,065,000
613,000,000
3,210,500
642,100,000
3,135,000
627,000,000
9,410,500
1,882,100,000
Sub-totals
___________________________________________________
Revised March 2010
-
-
APPENDIX C: Budget Estimate
Strategic goal
Key initiatives & strategies
Expand access to and scope of University
programmes
Activities and Considerations
Year II
Year III
US$
GUY$
134,450
26,890,000
122,500
24,500,000
106,500
21,300,000
363,450
72,690,000
Equipment to support distance
education(software, hardware,
training,books etc.)
60,000
12,000,000
60,000
12,000,000
50,000
10,000,000
170,000
34,000,000
Estab. Capacity for the teaching of
differently able students including the
provision of ramps,library,sanitary and
other relevant equipment
50,000
10,000,000
30,000
6,000,000
20,000
4,000,000
100,000
20,000,000
244,450
48,890,000
212,500
42,500,000
176,500
35,300,000
633,450
126,690,000
New Grants for R&D focus on use of
natural resources and alternative energy
50,000
10,000,000
50,000
10,000,000
50,000
10,000,000
150,000
30,000,000
New Lab. Space & Equipment for Agri&
For. Hlth Scs.& Technology
500,000
100,000,000
4,000,000
800,000,000
4,000,000
800,000,000
8,500,000
1,700,000,000
550,000
110,000,000
4,050,000
810,000,000
4,050,000
810,000,000
8,650,000
1,730,000,000
4,039,550
807,910,000
7,671,350
1,534,270,000
7,560,600
1,512,120,000
19,271,500
3,854,300,000
Increased Internet Bandwidth to support
online access
Sub-totals
Totals for Strategic Goal # 1
US$
Total
GUY$
Sub-totals
Promote focus on science and technology
Year I
US$
GUY$
US$
GUY$
___________________________________________________
Revised March 2010
Page 41
Page 42
APPENDIX C: Budget Estimate
Strategic goal
Key initiatives & strategies
Activities and Considerations
Year I
US$
Year II
GUY$
US$
Year III
GUY$
US$
Total
GUY$
US$
GUY$
Strategic goal 2
Improve institutional
Update Acts & Statutes
Consultancy
governance, administration
Sub-totals
and management by
statutory and structural
adjustments
Review and adjust departmental structure
Review & rationalisation of IDCE & ,UGSPD,
and faculty structure
10,000
2,000,000
10,000
2,000,000
10,000
2,000,000
10,000
2,000,000
1,000
200,000
1,000
200,000
Strenghten ORM&P for planning and
consultancy management
1,000
200,000
1,000
200,000
Review & consolidate faculty structures
and put in placeadvisory boards for
faculties and library
1,000
200,000
1,000
200,000
Strenghten Bursary & Maintenance for a
programmed and more effective operation
1,000
200,000
1,000
200,000
Sub-totals
4,000
800,000
4,000
800,000
-
-
-
-
-
-
-
-
Strengthen Vice-Chancellery
Review & rationalisation of office of the
DVC
1,000
200,000
1,000
200,000
Enhance Personnel and the Human
Resource Management system
Update and publish manoals of policies,
procedures and regulations
2,000
400,000
2,000
400,000
Develop and implement system for
Occupational Health & Safety
2,000
400,000
2,000
400,000
Develop and implement system for
contemporary H R management
5,000
1,000,000
47,500
9,500,000
42,500
8,500,000
95,000
19,000,000
10,000
2,000,000
47,500
9,500,000
42,500
8,500,000
100,000
20,000,000
Sub-totals
___________________________________________________
Revised March 2010
APPENDIX C: Budget Estimate
Strategic goal
Key initiatives & strategies
Activities and Considerations
Year I
US$
Year II
GUY$
US$
Year III
GUY$
US$
Total
GUY$
US$
GUY$
Improve administration and management. Establish and implement Cyclical Training
progs. For administrators,deans, HOD's
10,000
2,000,000
-
2,000
400,000
1,000
1,000
200,000
10,000
-
10,000
2,000,000
20,000
4,000,000
200,000
1,000
200,000
4,000
800,000
1,000
200,000
1,000
200,000
3,000
600,000
2,000,000
10,000
2,000,000
-
20,000
4,000,000
20,000
4,000,000
15,000
3,000,000
15,000
3,000,000
50,000
10,000,000
43,000
8,600,000
27,000
5,400,000
27,000
5,400,000
97,000
19,400,000
WAN for the two campuses
20,000
4,000,000
100,000
20,000,000
120,000
24,000,000
Re-engineer Public Relations re: UG's
image internal & public communication
and marketing of programs & research
work
10,000
2,000,000
10,000
2,000,000
10,000
2,000,000
30,000
6,000,000
Sub-totals
30,000
6,000,000
110,000
22,000,000
10,000
2,000,000
150,000
30,000,000
Total for Strategic Goal # 2
97,000
19,400,000
184,500
36,900,000
79,500
15,900,000
361,000
72,200,000
Develop and implement performance
indicators for administrators
Greater devolution of duties and
responsibilities to the Tain Campus
Establish standard operations procedures
-
Establish ICT applications into
administrative procedures
Sub-totals
Establish communication and public
relations strategies for the campus
community, alumni and off-campus
stakeholders
___________________________________________________
Revised March 2010
Page 43
Page 44
APPENDIX C: Budget Estimate
Strategic goal
Key initiatives & strategies
Activities and Considerations
Year I
US$
Year II
GUY$
US$
Year III
GUY$
US$
Total
GUY$
US$
GUY$
Strategic goal 3
Broaden the financial base
Optimise and stabilise primary income
of the university and
enhance its ability to
recruit and retain high
quality staff
Fees committee meetings
100
20,000
100
20,000
100
20,000
300
60,000
Negotiations on new arrangements for
GOG contributions/ grants(capital and
operations)
100
20,000
100
20,000
100
20,000
300
60,000
200
40,000
200
40,000
200
40,000
600
120,000
26,500
5,300,000
37,500
7,500,000
37,500
7,500,000
101,500
20,300,000
2,500
500,000
50,000
10,000,000
50,000
10,000,000
102,500
20,500,000
29,000
5,800,000
87,500
17,500,000
87,500
17,500,000
204,000
40,800,000
Setting up Alumni unit
5,000
1,000,000
5,000
1,000,000
Enhance Resource mobi-lisation for areas
such as biodiversity, forestry, & nat.
products chemistry.
5,000
1,000,000
10,000
2,000,000
30,000
6,000,000
30,000
6,000,000
Sub-totals
Generate new income
Set up Consultancy Business Unit
New ESL prog. for Portuguese speakers
New summer progs.in relevant areas
Mobilise to attract foreign students
Sub-totals
Cultivate special income sources
Control operational costs
Systems Audit
5,000
1,000,000
Improve emoluments, conditions of
service and incentives
Sub-totals
Totals for Strategic Goal #3
___________________________________________________
Revised March 2010
29,200
5,840,000
40,000
8,000,000
5,000
1,000,000
45,000
9,000,000
127,700
25,540,000
92,700
18,540,000
249,600
49,920,000
APPENDIX C: Budget Estimate
Strategic goal
Key initiatives & strategies
Activities and Considerations
Year I
US$
Year II
GUY$
US$
Year III
GUY$
US$
Total
GUY$
US$
GUY$
Strategic goal 4
Improve the teaching,
learning and service
environment
Improve maintenance of plant and
equipment
Consolidate Turkeyen infrastructure
Survey of physical plant and infrastructure
to assess rehab needs & estb plan for
equipping & restructuring
Sub-totals
Upgrade sewerage , water & drainage
systems
2,500
500,000
Sub-totals
Enhance teaching and research in science Rehabilitation /upgrading of labs to
and technology
contemporary standards & separate
research spaces
2,500
500,000
500
100,000
5,000,000
50,000
10,000,000
85,000
17,000,000
Increase access to higher education
Sub-totals
Tele/Video-conferencing facilities
operational
25,000
5,000,000
600,000
3,000
600,000
100,000
20,000,000
85,000
17,000,000
2,500,000
100,000
20,000,000
37,500
7,500,000
150,000
30,000,000
37,500
7,500,000
235,000
47,000,000
62,500
12,500,000
335,000
67,000,000
12,500
2,500,000
75,000
15,000,000
17,500
3,500,000
105,000
21,000,000
2,500
500,000
2,500
500,000
7,500
1,500,000
60,000
12,000,000
7,500
1,500,000
75,000
15,000,000
20,000
4,000,000
137,500
75,000
27,500,000
15,000,000
25,000
5,000,000
182,500
75,000
36,500,000
15,000,000
50,000
10,000,000
50,000
10,000,000
200,000
40,000,000
200,000
40,000,000
400,000
80,000,000
325,000
65,000,000
200,000
40,000,000
525,000
105,000,000
Multi-media lab. Operational
Construct classroom/theatre to
accommodate 1500 students
Sub-totals
3,000
12,500
Training of technicians in use of new
equipment
Expanded accommodation for Medicine
and SEES
100,000
25,000
Increase/rationalise electrical supply
capacity including standby generators.
Constructing & equipping indoor
multipurpose sports facility
500
-
-
___________________________________________________
Revised March 2010
Page 45
Page 46
APPENDIX C: Budget Estimate
Strategic goal
Key initiatives & strategies
Activities and Considerations
Year I
US$
Year II
GUY$
US$
Year III
GUY$
US$
Total
GUY$
US$
GUY$
Improve teaching and learning
environment
Improve services to campus community
New spaces for Staff & post grad students
7,500
1,500,000
Automated library Systems
50,000
10,000,000
57,500
11,500,000
170,000
34,000,000
170,000
34,000,000
Students Lockers at Library
Expand physical spaces for Student
services at Admissions & Exams.
Improve campus safety and security
-
7,500
1,500,000
50,000
10,000,000
25,000
5,000,000
82,500
16,500,000
Sub-totals
Close circuit cameras Installed in Critical
areas
15,000
3,000,000
270,000
20,000
54,000,000
4,000,000
25,000
5,000,000
310,000
20,000
62,000,000
4,000,000
Establish post of Security Laison Officer
13,250
2,650,000
26,500
5,300,000
26,500
5,300,000
66,250
13,250,000
13,250
88,250
2,650,000
17,650,000
46,500
1,014,500
9,300,000
202,900,000
26,500
339,000
5,300,000
67,800,000
86,250
1,441,750
17,250,000
288,350,000
Sub-totals
Totals for Strategic Goal #4
___________________________________________________
Revised March 2010
APPENDIX C: Budget Estimate
SUMMARY
Year I
US$
Year II
GUY$
US$
Year III
GUY$
US$
Total
GUY$
US$
GUY$
Strategic Goal #1
4,039,550
807,910,000
7,671,350
1,534,270,000
7,560,600
1,512,120,000
19,271,500
3,854,300,000
Strategic Goal #2
97,000
19,400,000
184,500
36,900,000
79,500
15,900,000
361,000
72,200,000
Strategic Goal #3
29,200
5,840,000
127,700
25,540,000
92,700
18,540,000
249,600
49,920,000
Strategic Goal #4
88,250
17,650,000
1,014,500
202,900,000
339,000
67,800,000
1,441,750
288,350,000
4,254,000
850,800,000
8,998,050
1,799,610,000
8,071,800
1,614,360,000
21,323,850
4,264,770,000
Grand Totals
___________________________________________________
Revised March 2010
Page 47
Page 48
APPENDIX D Intake and Output 2006/07 to 2011/2012
(Sections shaded in grey represent projections based on available data and trends in the previous years)
Turkeyen Campus
Faculty/School
Programme
2006/07
2007/08
2008/09
2009/10
2010/11
2011/12
Intake Output Intake Output Intake Output Intake Output Intake Output Intake Output
Degree in Agriculture
Agriculture & Forestry
Health Sciences
13
19
Degree in Forestry
9
Diploma in Forestry
14
18
23
8
23
13
11
4
11
5
4
13
7
8
28
24
31
23
4
6
9
4
6
3
5
7
28
8
25
28
28
25
Assoc Degree in Environmental Health
0
8
9
7
6
4
6
9
9
6
11
6
Assoc Degree in Pharmacy
25
21
23
18
24
24
27
23
27
24
27
27
Assoc Degree in Medical Technology (changed
to Degree from 2008/09 )
19
23
38
2
40
21
50
38
60
20
70
40
Assoc Degree in Radiography
0
1
Degree in Medicine
30
15
36
27
25
35
34
30
34
36
Bachelor of Science - Nursing
21
15
27
19
10
27
Commencing in 2010/11
12
Bachelor of Science - Optometry
Degree in Rehabilitated Science
Commencing in 2010/11
Degree in Dental Surgery
Post Grad. Dip in General Surgery
Natural Sciences
24
6
0
Commenced in
2007/08
Discontinued
17
10
7
12
3
7
25
_
25
_
25
_
25
_
6
0
2
0
11
6
14
6
10
10
2
5
0
4
0
0
0
0
0
0
Master in Forest Biology
0
1
0
0
0
1
4
0
4
4
5
4
Degree in Biology
84
37
123
25
103
16
124
84
134
123
144
103
Degree in Chemistry
19
11
14
10
17
10
11
19
10
14
8
17
Degree in Computer Science
44
19
20
24
21
11
23
44
12
20
5
21
Degree in Mathematics
13
5
8
5
13
6
17
13
17
8
19
13
Degree in Statistics
1
0
1
0
0
0
0
1
0
1
0
0
Degree in Physics
0
0
0
0
1
0
1
0
2
0
2
1
116
29
120
32
91
47
89
91
90
89
90
90
Diploma in Computer Science
___________________________________________________
Revised March 2010
Faculty/School
Programme
Master in Social Sciences
2006/07
Executive Masters in Business Admin.
19
0
1
Commenced in 2008/09
Executive Masters in Public Admin
Commenced in 2008/09
2009/10
2010/11
2011/12
0
Suspended
25
0
29
25
33
29
37
33
11
0
11
11
11
11
11
11
Post-graduate Diploma (Int'l Studies)
41
18
26
11
35
33
23
21
0
0
19
8
26
13
0
0
20
4
26
13
20
0
26
0
Degree in Business Management
121
104
77
121
150
79
182
121
197
77
222
150
Degree in Communication Studies
24
9
0
17
20
13
15
24
29
0
25
25
Degree in Economics
63
21
64
25
54
17
95
63
90
64
99
54
Degree in International Relations
72
34
81
44
36
43
63
72
65
81
70
36
Degree in Law
44
45
43
26
51
39
56
44
60
43
64
51
Degree in Public Management
97
54
64
86
53
48
47
97
50
64
55
53
Degree in Social Work
48
54
53
43
65
52
58
48
67
53
70
65
Degree in Sociology
74
39
55
29
44
32
63
74
48
55
44
44
Diploma in Accountancy
43
42
33
40
22
25
40
22
30
40
28
30
Diploma in Banking & Finance
37
19
0
30
22
6
31
22
24
31
30
24
Diploma in Communication Studies
30
9
0
40
44
21
61
44
70
61
82
38
Diploma in Marketing
40
49
54
30
39
35
79
39
79
79
89
79
Diploma in Public Management
114
96
124
81
64
55
88
64
80
88
70
80
Diploma in Social Work
76
74
88
73
81
65
133
81
136
133
152
136
Degree in Architecture
6
3
2
2
6
7
4
2
4
6
4
4
Degree in Civil Engineering
9
21
37
23
13
22
6
37
8
Degree in Electrical Engineering
Degree in Mechanical Engineering
6
3
10
11
24
14
1
7
6
2
11
12
6
3
24
14
6
3
13
6
5
4
6
6
Degree in Geological Engineering (Various
options)
Diploma in Aeronautical Engineering
4
0
2
0
0
6
0
2
0
2
0
1
0
3
0
0
0
2
0
1
1
0
1
1
0
14
4
12
8
9
8
13
9
11
1
13
0
Diploma in Architecture
Diploma in Civil Engineering
Diploma in Electrical Engineering
49
32
32
24
72
34
32
18
51
27
34
13
54
28
51
27
55
26
54
10
54
11
55
28
24
26
Post-graduate Diploma (Dev. Studies)
Technology
2008/09
Intake Output Intake Output Intake Output Intake Output Intake Output Intake Output
Suspended
0
2
Masters in Development Policy & Analysis
Social Sciences
2007/08
___________________________________________________
Revised March 2010
Page 49
Page 50
Faculty/School
Programme
2006/07
2007/08
2008/09
2009/10
2010/11
2011/12
Intake Output Intake Output Intake Output Intake Output Intake Output Intake Output
Technology
Diploma in Geology
13
2
26
9
9
11
20
9
18
20
18
18
Diploma in Mechanical Engineering
26
13
23
10
27
16
19
27
20
19
18
20
25
25
20
20
20
20
Post Graduate Certificate in Water Resources
Management
Master in Education
5
0
0
1
0
6
30
0
28
30
35
28
8
7
3
6
5
3
3
5
2
3
0
2
7
10
5
7
5
5
8
5
7
8
7
7
0
0
44
0
0
7
0
12
0
0
0
0
4
13
7
4
9
5
11
9
14
11
16
14
10
23
7
10
7
8
18
7
17
18
19
17
0
0
1
4
4
1
4
4
6
4
8
6
Degree in English
21
17
16
20
20
8
16
21
16
16
14
20
Degree in Geography
1
0
0
0
0
0
0
1
0
0
0
0
Degree in History
7
12
8
6
8
6
6
7
7
8
6
8
Degree in Spanish
3
4
7
3
3
1
2
3
2
7
1
3
Degree in Fine Arts (Creative Arts)
5
7
5
2
0
4
3
5
1
5
0
0
Degree in Tourism Studies
12
5
5
11
6
5
10
12
7
5
7
6
Degree in Geography/Economics
0
0
0
0
0
0
3
0
3
0
4
0
101
164
90
107
123
86
143
123
154
143
170
154
Post-graduate Diploma in Education (Maths)
Post-graduate Diploma in Education (Sciences)
Post-graduate Diploma in Education (MEDSupervision & Planning)
Post-graduate Diploma in Education (Social
Studies)
Post-graduate Diploma in Education
(Administration)
Post-graduate Diploma in Education (English)
Education & Humanities
Bachelor of Education (various options)
Diploma in Tourism
31
9
20
11
22
19
10
22
6
10
0
6
Certificate in Education (various options)
154
86
158
122
159
141
156
159
159
156
160
159
2
11
10
7
2
2
6
2
6
10
6
2
5
9
18
12
17
4
17
5
23
18
27
17
0
1894
0
1423
0
1924
0
1373
12
1725
0
1224
8
2189
12
1861
14
2264
8
2005
18
2364
14
1995
Degree in Earth Sciences - Geography
Earth & Environmental
Degree in Earth Sciences - Environmental
Sciences
Studies
IDCE
Commencing in 2009/10
Diploma in Occupational Health & Safety
TOTAL
___________________________________________________
Revised March 2010
Tain Campus
Faculty/School
Programme
2006/07
2007/08
2008/09
2009/10
2010/11
2011/12
Intake Output Intake Output Intake Output Intake Output Intake Output Intake Output
Agriculture & Forestry
Degree in Agriculture
0
5
4
7
5
3
9
0
12
4
14
5
Bachelor of Education - Administration
13
7
4
12
13
5
9
13
9
9
9
9
Bachelor of Education - Social Studies
3
6
2
3
7
2
6
7
8
6
9
8
Bachelor of Education - Nursery
4
6
6
4
6
6
3
6
4
3
4
4
Bachelor of Education - Primary
Education & Humanities Certificate in Education - Nursery General
15
16
8
17
12
8
16
12
15
16
15
15
7
8
6
6
8
4
10
8
11
10
12
11
Certificate in Education - Primary General
13
8
17
12
24
17
19
24
25
19
27
25
Natural Sciences
Social Sciences
Certificate in Education - Social Studies
8
3
5
7
5
6
9
5
8
9
8
8
Certificate in Education - Maths
0
0
0
0
10
0
0
10
5
0
6
5
Certificate in Education - Administration
15
7
7
13
6
7
3
6
0
3
0
0
Assoc Degree in Maths
5
4
6
4
3
4
5
3
4
5
4
4
Assoc Degree in Biology
13
8
30
1
30
18
32
30
41
32
46
41
Assoc Degree in Chemistry
4
4
3
0
8
4
9
8
11
9
13
11
Diploma in Computer Studies
4
9
13
4
18
6
24
18
31
24
38
31
Degree in Public Management
11
9
8
11
9
3
14
11
13
8
14
9
Diploma in Accountancy
27
11
17
12
12
16
15
12
8
17
3
8
Diploma in Marketing
24
11
16
18
12
16
14
12
8
16
5
8
Diploma in Public Management
31
10
25
17
35
21
30
35
32
25
33
32
Diploma in Social Work
19
13
21
11
22
15
13
22
15
21
13
15
216
145
198
159
245
161
240
242
260
236
273
249
TOTAL
___________________________________________________
Revised March 2010
Page 51
REFERENCES
1. Bureau of Statistics, Guyana, Consumer Price Index,
http://www.statisticsguyana.gov.gy/prices.html
2. Consultative Association of Guyanese Industry, 1996, Survey of Salary and Benefits.
3. Consumer Price Index, Jamaica, http://statinja.gov.jm/CPI.aspx
4. Economic Commission for Latin America and the Caribbean (ECLAC), Statistical Yearbook
for Latin America and the Caribbean 2009.
5. Institute of Distance & Continuing Education, Annual reports 2006/07 – 2008/09.
6. Ministry of Labour, Human Services and Social Security, Statistical Unit, Report:
Occupational Wages and Hours of Works Survey for the Period Ending July 31, 2008.
7. 2009 Salary scales at the University of the West Indies and Anton de Kom University of
Suriname, personal communications.
8. University of Guyana Act, Chapter 39:02, Act 6 of 1963, amended by 5 of 1965,
O.14/1965, Section 4.
9. University of Guyana, Financial Reports to the University Council 1994 – 2009.
10. University of Guyana, Convocation Bulletins, Turkeyen and Tain Campuses, 2002 – 2009.
11. University of Guyana, Admissions Division, Student Statistical Information.
12. University of Guyana, Personnel Division, Personnel statistics.
13. University of Guyana, Strategic Plan, September 2006 – August 2011, Enhancing Quality,
Efficiency, Effectiveness & Relevance (EQEER).
14. December 2008 Cost of Living Index in Paramaribo, Suriname,
http://icsc.un.org/resources/pdfs/2008/pp/suriname-08.pdf
15. June 2009 Cost of living Index, Barbados,
http://icsc.un.org/resources/pdfs/2009/hsg/Barbados-09.pdf
16. June 2009 Cost of living Index in Georgetown, Guyana,
http://icsc.un.org/resources/pdfs/2009/pp/Guyana-09.pdf
17. June 2009 Cost of living Index in Jamaica,
http://icsc.un.org/resources/pdfs/2009/pp/Jamaica-09.pdf
18. June 2009 Cost of Living Index, Trinidad & Tobago,
http://icsc.un.org/resources/pdfs/2009/hsg/Trinidad%20and%20Tobago-09.pdf
________________________________________
Revised March 2010
Page 52
UNIVERSITY OF GUYANA
OFFICE OF RESOURCE MOBILISATION & PLANNING
Tel: (592) 222 4932
Fax: (592) 222 3596
Email: [email protected]