MEKELLE UNIVERSITY CHS

IN- SERVICE TRAINING CENTER

PLAN

(2018 )

NAME: MEKELLE UNIVERSITY CHS TRAINING CENTER

TYPE: TRAINING CENTER
ZONE : MEKELLE
REGION : TIGRAY

22/02/2018 GC
1. Back ground
Introduction
The College of Health Sciences is one of the organs of Mekelle University currently working
towards its mission of advancing the health of the Ethiopian people through quality education,
innovative research and customer driven health services. Envisioned to become second-to-none
for quality in Medical, Pharmaceutical and Health Sciences education and services in Africa, the
college has so far gained tremendous achievements in its core activities-teaching, research and
community services. With yearly enrollment capacity of about 750 students in its undergraduate
and 140 students in the post graduate programs, the College of Health Sciences has been striving
a lot to diversify its academic programs.

Objectives
The overall objective of the College of Health Sciences is to address the shortage of trained
human resources of the various health care professions constituting the health care team with
the required knowledge, skill and attitude that the country needs to prevent, treat and promote
the health and wellbeing of the Ethiopian public.

Academic Programs
The College of Health Sciences encompasses fourteen academic departments each running at
least one full-fledged program leading to the various accredited qualifications in Medical,
Pharmaceutical, Dental, Nursing and other integrated disciplines of health sciences. The
Institute of Biomedical Sciences, established as a unit entity in the college, is engaged in offering
basic sciences’ courses to students in the academic departments and post graduate programs.

The Schools/Departments in the college are:

1. School of Medicine:
Under graduate
A. Medical degree
B. BSC in physiotherapy
C. BSC in histotechnology

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Post graduate
A. Specialty in surgery
B. Specialty in internal medicine
C. Specialty in pediatric and child health
D. Specialty in gynecology and obstetrics
E. Specialty in radiology
F. Specialty in forensic medicine
G. MSC in integrated emergency surgery and obstetrics
2. School of public health

Under graduate

A. Bsc in public health

B. Bsc in environmental health

Post graduate

A. Msc in biostatics and health informatics

B. MPH in General public health

C. Mph in nutrition

D. Mph in reproductive health

E. Mph in monitoring and evaluation

F. Msc in hospital administration

G. Field epidemiology

H. Phd in public health

3. Department of nursing

Under graduate

A. Bsc in nursing

B. Bsc in psychiatric nursing

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 C. Bsc in neonatal nursing

D. Bsc in emergency and critical nursing

E. Bsc in OR

Post graduate

F. Msc in maternity and reproductive health

G. Msc in pediatric and child health nursing

Upcoming Program

H. Bsc in pediatric nursing

I. Bsc in surgical nursing

J. PhD in nursing

K. PhD in clinical research

4. Department of pharmacy

Undergraduate

A. Bsc pharmacy

Post graduate

B. Msc in pharmacognosy

C. Msc in pharmacology

D. Msc pharmaceutics

Upcoming program

A. Msc in pharmaceutical analysis

5. Department of Midwifery

A. Bsc in midwifery

B. Msc in clinical midwifery

C. Msc in educational midwifery

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 6. Department of Anesthesia

A. Bsc in anesthesia

7. Department of dentistry

A. DDS in dentistry

B. Specialty certificate in oral and maxillofacial surgery

C. Specialty certificate in orthodontics

8. Institute of Biomedical Sciences

A. Bsc in medical laboratory

B. Msc in human anatomy

C. Msc in parasitology

D. Msc in medical microbiology

Overall, there are 27 post graduate including one PhD program and 15 undergraduate (one
medical Doctorate and fourteen Bachelorette Degrees) programs which are currently conferred
by the above departments under the college.The Master’s Degree programs include seven
different specialties in Public Health, two specialty programs in Nursing, two Msc programs in
midwifery, three in biomedical sciences, three Msc program in pharmacy . The primary
candidates being health officers and nurses for their post graduate programs. The college also
delivers specialty certificate programs for physicians in General Surgery, Internal Medicine,
Pediatrics and Child Health, Gynecology and Obstetrics, forensic, Radiology and also with one
MSC in integrated emergency surgery and obstetrics. The preparations are well underway to
open subspecialty programs in two departments. The college has also recently opened two
specialty certificate programs in dentistry. The College of Health Sciences has been the first to
enroll international students at Mekelle University.

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RESEARCH AREAS
Diversified staff profile, fairly good equipped Biomedical and Pharmaceutical laboratory facilities,
the DSS site and the Ayder Referral Hospital facilities can be taken as good opportunities to
conduct research and address health related problems of the country. Recognizing the role of health
research in addressing the major health problems of the country, CHS has established a
Research and Community Services Council with the major responsibilities to coordinate, support
and encourage interdisciplinary research teams across its academic departments. Accordingly, the
council has spearheaded the development of the under listed 5 (five) College level research
thematic areas in line with the 2016-2020 Growth and Transformation Plan (GTP) of the
Ethiopian Government:

 Theme 1: Maternal and Child Health

 Theme 2: Communicable Diseases with special emphasis to TB, HIV/AIDS, Malaria,

Leishmaniosis and others

 Theme 3: Health care service provision and quality of health care services

 Theme 4: Non Communicable Diseases with special emphasis to malnutrition, malignancies,

chronic medical illnesses and others

 Theme 5: Environmental and occupation health

 As per these thematic areas, large number of research proposals have been developed and
written by academic staff members at the various departments in the CHS.

PUBLICATIONS
With regards to research and publications, the College is gaining remarkable achievements. Over the
last two years, all of the research projects won earlier by the academic staffs at the College have been
completed and reported to the Research and Community Service Council (RCSC). Some of these
research projects have been published on peer reviewed national/international journals. The College of
Health Sciences has already finalized preparations to launch peer reviewed journal namely “East
African Journal of Health Sciences” to be designated as its official and scholarly publication.

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 TEACHING AND RESEARCH FACILITIES
All dedicated for its teaching, research and community services, the College of Health Sciences owns
the Ayder Referral Hospital, six wet and dry lab facilities of modest scientific standards, Nursing skill
labs, broad-band internet supplied computer labs (separately dedicated for the UG & PG programs), a
central library with virtual online/offline services cataloged with extensive literature in health, well-
furnished and equipped lecture theatres, video conferencing hall with state of the arts facilities,
anatomical dissection room and laboratory animals’ house, all situated in the beautiful Ayder Campus
of the Mekelle University. Moreover, the college uses other off-campus teaching and research
facilities including various affiliated hospitals, health centers, pharmaceutical manufacturing plant and
drug retail out lets as well as demographic surveillance sites in Mekelle and the Tigray region.

1.1 In-Service Training center

Background
The Federal Ministry of Health of Ethiopia has rolled out various gap filling in-service trainings for
health workers in collaboration with various stakeholders and development partners. The training
programs have significantly contributed to enhancing the competency of health workforce in different
areas including HIV/AIDS, TB, malaria, Maternal and Child health, health system strengthening etc.
However, standardization and institutionalization have been great challenges in the in-service training
program.

There have been gaps with the design, delivery and evaluation of the in-service trainings. There is no
national in-service training database or documentation system. The majority of the trainings are
primarily planned and implemented by development partners. This doesn’t help the ownership and
sustainability of In-service training programs in the country. There has been little progress with regard
to capacity building of local training institutes. Furthermore, the cost of in-service trainings has been
very expensive.

Cognizant of the existing gaps and challenges, FMOH calls for standardization and institutionalization
of in-service training programs including linking in-service training with career development and re-
licensing. This requires housing in-service training in local institutions which will be accredited to
provide in-service trainings. Institutionalization and standardization of in-service trainings have
various benefits.

Institutionalization is a very essential tool for sustainability of need based training programs in the
country. When in-service trainings are delivered by local training institutions, training programs will

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be more sustainable. Institutionalized in-service trainings are less expensive as the trainings will be
held in the facilities of local training institutions rather than in hotels.

Institutionalization can also build the financial and technical capacity of local institutions.

Standardizing in-service trainings ensures trainings are need based and have right approaches in the
delivery. It ensures timely planning and effective coordination and implementation and creates proper
training monitoring and evaluation system. Standardization of in-service training help create a system
where by trainings are linked to performance or trainings are translated into service. Standardized
training materials maintain the uniformity of the competency outcomes and quality of the trainings.
All in all, standardization of the in-service training activities assures the quality of trainings and in turn
improves the quality of health services

1.2 IST Center Rationale

Health professionals must maintain, update and enhance their knowledge, skills and attitude in order to
adequately deliver quality health care. This is particularly important due to a changing disease pattern
in which diseases that had been eradicated are now reemerging, as well as an increase of non-
communicable diseases. There is a need for CPD in order to maintain professional competence in an
environment of numerous challenges, rapid organizational changes, information technology,
increasing public expectations and demand for quality and greater accountability.
The Federal Ministry of Health (FMOH) of Ethiopia is committed to ensure the quality and standards
of health services in the Country. One of the five strategic areas on which human resource
development (HRD) should focus as identified by the health policy of Ethiopia is developing
appropriate continuing education for all categories of workers in the health sector. Besides, ensuring
that health science education and training is responsive to the health needs of the nation is one of the
strategic objectives of the national Human Resource for Health (HRH) strategy. Moreover, initiating
and strengthening continuing education including in-service training is an essential objective of the
HRD component of the fourth Health Sector Development Plan (HSDP IV).
Currently, CPD and other maternal and child health training activities in Ethiopia are fragmented as
there are no standardization, regulation and accreditation mechanisms.
Besides, CPD activities have never been linked to re-licensure of health professionals. Hence, the
Ethiopian Food, Medicine, Health Care Administration and Control Authority (EFMHACA), the
legally mandated agency to license and re-license federally regulated health professionals, believes
that CPD should be systematically organized, tied to relicensing system and occur in concerted with
other developments in health care system so as to improve the quality of health services.

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The Ethiopian Food, Medicine, Health Care Administration and Control Authority firmly believes that
there needs to be a CPD system to help maintain and enhance professional competence and ensure
quality health services in the country.

2. Objectives:
General Objective:
To improve health care provider’s skills, knowledge & attitude through updated &relevant training
that would enable them for relicensed for all health institution of Tigray and beyond.

Specific Objectives:

1. To build the institutional project implementation capacity of CHS-MU through professional

development and faculty improvement.
2. To develop organizational capacity within the college.
3. To deliver trainings for health care providers in Tigray region and other part of Ethiopia
pertaining to CPD.
4. To create platform of sharing experience with other colleges and hospitals abroad for service
advancement, Sustainability and knowledge/skill transfer for the staffs and management of
CHS-MU.

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3. Mekelle university CHS IS Training Center profile
3.1 Employees in the IST Center
S.N Type of Professional Current staff To be for future

1 HPUE HEAD 1 1

2 IST Coordinator 1 1

3 Training Officer 2 08

4 Data Base manager 0 06

5 Admin assistant 0 2

6 Finance officer 0 2

7 IT professional 0 1

8 Secretary 0 2

9 Driver 0 2

10 Photocopier & binder 0 2

11 Cleaner 0 5

12 Messenger 0 2

13 Hostel service providers 0 4

All academic staff

Potential internal and external
14 0 &hospital staff/BSC
trainer/consultant
and above/

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4. INFRASTRUCTURE
SNO TYPE CURRENTLY TO BE FOR
AVAILABLE FUTURE

1 Training hall 02 12

2 Group discussion room with 30 desk 0 4

3 ICT center with 30 desk top 0 02

4 Hostel with 60 bed 0 02

5 Cafeteria to serve 35 a t a time None 01

6 Lab top 03 10

7 LCD projector 02 14

8 Heavy duty Printer 02 04

9 Photocopy machine 01 03

10 White board 02 12

11 Flip chart stand 0 12

12 Latrine 0 06

13 Hand wash basin 0 06

14 Practicum site 05 10

15 Internet access Available Increase to tetra bite

16 Video conference hall to 0 02----class room type

communicate with woreda net work and group discussion
type

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5. Key Business of the Center
1. In service training
2. Student/trainees services
3. Developing new manual for the gap identified by each department
4. Consultancy and assessment research (new)
5. Department ,school and hospital

5.1 Major training topics

5.1.1 National trainings

 Comprehensive HIV care/art trainings (TOT)
 Comprehensive TB, leprosy, TB-HIV and MDR-TB training (TOT)
 Integrated PMTCP, MNCH and FP training (TOT)
 Clinical mentoring and clinical nutrition care training (TOT)
 Clinical training and communications skills
 Clinical leprosy and dermatology training
 Project and Program Management
 STI Syndromic Management
 Grant development and management training
 Other basic training (depending of demand/unique)
 Maternal and child health
 Malaria
 Institutional strengthening

5.1.2 International trainings

TB/HIV collaborative Activities and Program Management
Clinical Leprosy and Tropical Dermatology for physicians
STI TRAINING
Program and Clinical Mgt. of Combined LTB & HIV/AIDS control
MDR-TB

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6. Organizational Assessment
6.1 Mission
To advance the human resource for health sector through impactful in-service trainings.

6.2 Vision
By the year 2020 MU CHS IST training center is regarded as a leading in-service training center in
Africa region

6.3 Values
6.3.1 Professional Integrity: We strive for high level of professionalism and keep our integrity
6.3.2 Excellence in services: What we always work is to achieve excellence in our service
6.3.3 Trust: We ensure maximum openness and integrity to each other.
6.3.4 Customers first: We are here for nothing but to serve and satisfy our customers and we
treat them as we would like to be treated
6.3.5 Commitments: No matter what challenges we face and discomforts we feel, we stand firm,
be patient and exert our utmost and sustained effort to achieve our goals.
6.3.6 Collaboration: We work together in sprit of mutual support and understanding to achieve
our collective goals.
6.3.7 Continued Professional Development: Education, professional behavior and ethics,
competence and performance in work duties
6.3.8 Change: We innovate new ways of doing things and be open minded to reforms.

6.4 : - scope of in service training

This training center cover the short training comes from the regional level that identified by regional health
bureau ,federal ministry of health and the college of health science for health professional / diploma to
specialist level /as well for supportive staff working at health institutions .

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7. IST relationship with NGO, department, school and hospital

AYDER REFFERAL
HOSPITAL

CHS SCHOOLS
NGO & IN-SERVICE
&
PRIVATE FIRMS TRAINING
CENTER DEPARTMENTS

DISTRICT AND TIGRAY REGIONAL

ZONAL HOSPITALS HEALTH BUREAU

FRAME WORK 2018 G.C

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8. SWOT analysis

Strength Weakness

 Nationally regarded as a leading in-service  Poor marketing

training center  Limited type of trainings
 Existing internal experience  Declining service quality
 Existing brand  Poor network with related centers
 Availability of basic training infrastructure  Limited involvement of international trainers
 Qualified trainers in TB and HIV and  Slow upgrade and maintenance of infrastructure
public health  Poor maximization of funding
 Experience in instructional design
Opportunities Threats

 Existing RHB interest for collaboration  Lack of sustainable support

 Favorable policy environment for in-  Elusive organizational financial guideline
service training (institute, CPD  Global economic condition
accreditation)  Variable funding policy
 Emerging new national training
centers(market opportunity, share national
burden)

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 8.1 Stakeholders analysis

Likely reaction and

Behaviors/We Desire impact if expectation is Their
Stakeholder Their need not met/ Institutional response
/Expectation Influence
Resistance Issues

1.TRAINEES  Feedback about our  Quality training &  Dissatisfaction  Improvement of the
services consultancy service  Bad Image system/services
 Obey for rules and  Respect,  Decrease service  Undertake quick
regulation  Tolerance utilization  High corrective measures
 High participation  Punctuality  Low revenue  Create awareness
 Fulfilling necessary  Information  Provide quality
requirement  Quality trainings
 Cooperate accommodation  Show professionalism

2.FMOH,  Transparency and  Accurate and periodic  Lack of trust  Improvement of the
Regional HB, harmonization report  Less attention and system/service
and other  Technical support  Accountability decrease support High  Undertake quick
national  Participation/consultati  Quality training &  Not sending their corrective measures
training centers on consultancy service trainees  Give timely feedback
 Resource allocation  Follow rules &  Low collaboration  Improved quality
 Trainees regulations  Lower revenue services
 Planned Initiatives  Economic use of  Timely report
 Recognition resources
 Supportive Supervision  Good Governance
& feedback  Trained staff

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  alignment with their
objectives
3. PARTNERS  Alignment with  Good proposal  Poor relationship High
organizational plan  Accurate and timely  Less support
 Technical and financial periodic report  Loss of credibility  improvement of the
 system/service
support Accountability  Bad reputation
 Work in line with  Quality service  undertake quick
corrective measures
governmental policies,  Recognition
rules and regulation  Communication
 Cooperation

4.Senior  Good governance  Customer satisfaction  Lack of trust High  Improvement of the
Management  Commitment  Quality service  Less attention and system/service
 Strategic leadership  Economic use of decrease support  Undertake quick
 Adequate Resource resource  Outsourcing of the corrective measures
allocation  Commitment services  Give timely feedback
 Timely plan & Report
 Respect Rules &
Regulations
 Sustainability
5.Training  Punctuality  Safe working  demotivation  Good governances
center staff  Effectiveness and environment  high turn over  Providing training
efficiency  Incentive  poor performance opportunities
 Respect rules and  Fairness  loss of trust  Developing incentive
regulations  Transparency  Disobedience scheme strategy
 Respect clients  Fulfilling facilities  Delayed output High  Creating conducive
 Transparency  Involvement & working environment
 Timely plan and report support  Respect staff
 Participation
 Competence &
professionalism

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 8.2 Key Bottlenecks Identification

Bottleneck determinants List of problems Cause of problem Possible solutions

Inputs  Slow upgrade  Lack of plan and follow up Develop operational plan for
Infrastructure infrastructure
 Poor maintenance  Shortage of budget

 Lack of organized trainer pool
Trainer  Poor Trainer incentive scheme
 Slow to development
 Outdated manuals
 Poor publishing
Manuals
 Poor documentation
 Poor coordination
 Poor clerical support
 Develop trainer pool document
 Strengthen the clerical support
 Provide ID training
 Strengthen coordination

 Declining in quality  Poor supply  Revise the model

 Poor human resource  Providing training
capacity
Service

Skill  Lack of web presence  Lack of website  Solicit and procure website

Marketing and networking  No marketer  Not considered before  Hire marketer

 Poor plan

Customer handling Identify and provide training on

 Poor customer handling  Lack of training customer handling

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Attitude  Poor commitment  Lack of clear direction  Clear the mandate
Commitment
 Incentive  Incentive mechanisms

M&E  Poor planning  Lack of accountability  Improve follow up and evaluation

Plan

Report  Poor performance reporting  Improve follow up and

 Lack of follow up
feedbacks

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9. Strategy
9.1 Customers value preposition of College of health science in service training center
Customer /
Stakeholder Customer Value Preposition
Group Attribute Image relationship

Primary customer  Transparent and easily

 Timeliness of training services accessible  Complimentary
 Trainee
 Quality & high volume of training  Supportive  Cooperative(participatory)
service  Trustworthy  Respectful
 Safe and healthy training environment  Professionalism  Harmonious(Mutual
 Use of effective & updated training  Customer- Understanding )
materials Friendly/Oriented  Transparent Relationship
 Committed  Dependable
 Responsive

Secondary  Quality &high volume of training  Transparent  Complimentary

 Supportive  Cooperative(participatory)
customer service
 Trustworthy  Respectful
 Trainers  Timeliness of services  Professional  Harmonious(Mutual
 Effective & updated use of training  Customer- Understanding )
materials Friendly/Oriented  Transparent Relationship
 Timely payment  Committed  Dependable (Stewardship)
 Premium pay for premium  Responsive
service

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Stakeholders  Transparent  Complimentary
 Timeliness of services and service  Trustworthy  Cooperative(participatory)
partners
report  Professional  Respectful
 FMOH  Quality of service  Customer-  Harmonious(Mutual
 Cost effectiveness Friendly/Oriented Understanding )
 RHB
 Committed  Transparent Relationship
 Partners  Dependable
 Responsive

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10. Strategic objectives of CHS IST center
1. Improve training Staff capacity

2. Improve Infrastructure development and maintenance

3. Enhance Innovation and use of technology

4. Strengthen research and development

5. Strengthen networking and marketing

6. Improve project management

7. Improve trainees service

8. Improve access to quality training

9. Improve demand for training

10. Improve profit and financial utilization

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 11. Map of CHS IST center

Improve profit and

financial utilization
Financial

HPEU

Improve demand for

Community

training

IST coordinator

Dr. Geremew

Improve Grant Improve access to

management quality training service
Improve training
IST coordinator
HPEU
Internal Business Process

customers
handling

Improve research and Admin Assistant

Improve development
marketing and
networking CED
QAD

Improve innovation Improve Infrastructure

Improve Human resource and use of development and
Capacity Building

capital technology
maintenance
CADD IT Personnel IT personnel

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IST Center Objective: Improve human resource for Health(HRH)

IST Objective Improve training staff capacity

commentary: Description: This strategic objective includes improving staff number, skill,
(This means…; this knowledge and attitude to improve their performance and create critical mass of
includes….) professionals

Outcomes: staffs with

If we do this what will it  Adequate number of staffs for training
look like?  Motivated staffs
 Improved skills and attitude.

Destination: From: To:

What are you moving to? Limited number of staffs Adequate number of staffs
Current level of performance Increased level of performance
What change do you want to
create?
Measures/Targets: Performance Measure: Target:
How will we know if we are Percentage of vacant positions filled 100%
changing the results? Percentage of staff trained/year 90%
What does great
performance look like?

Initiatives: Develop staff training and recruitment Scheme

What projects will move
performance of our
Objectives toward our
targets?

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MU CHS IST Objective: Improve use of technology and Innovation

MU IST Objective Improve use of technology and innovations

commentary: Description: This strategic objective includes revising use of existing

(This means…; this technologies for trainings and developing innovative approach
includes….) Outcomes: staffs with
 Increased use of existing technologies for training
 Increased innovative approaches for training
If we do this what will it  Improved use of new technologies for training
look like?
Destination: From: To:
What are you moving to? Moderate use of existing technologies High use of existing technologies
Limited innovative approaches Moderate use of innovative methods
What change do you want to Moderate use of new technologies
High use of new technologies
create?

Measures/Targets: Performance Measure: Target:

How will we know if we are Number of existing technologies used 3/year
changing the results? Number of innovative approaches 1/year
applied
Percent increase in new technologies 50%
What does great
performance look like?

Initiatives: Establish e-learning center

What projects will move
performance of our
Objectives toward our
targets?

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MU CHS IST Objective Improve infrastructure and equipment
IST Center Objectives Improve infrastructure development and maintenance

commentary: Description: This strategic objective consists of expanding, equipping, furnishing,

(This means…; this maintaining and managing the training center.
includes….)
Outcomes:
 Improved infrastructure for training

If we do this what will it

look like?
Destination: From: Moderate numbers of To: High number of infrastructure for
What are you moving to? infrastructure for training training

What change do you want to

create?

Measures/Targets: Performance Measure: Target:

How will we know if we are Percentage of infrastructure standards 90%
changing the results? met

What does great

performance look like?

Initiatives: Develop infrastructure standard

What projects will move
Design maintenance and development plan
performance of our
Objectives toward our
targets?

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MU CHS IST Objective Improve research and decision making

MU CHS IST Objective Improve research and development for training

commentary: Description: This strategic objective is to improve research activities in training

(This means…; this center which includes doing training needs and developing new approaches for
includes….) training and experience sharing

Outcome :
 Increased number of training need assessments performed
If we do this what will it
 Increased number of new approaches to training
look like?
 Increased number of training researches

Destination: From: Less number of training need To:Well monitored student service
What are you moving to? assessments
Limited number of training research Moderate number of training research
What change do you want to Low number of training approaches Moderate number of training
create? approaches
Measures/Targets: Performance Measure: Target:
How will we know if we are Number of Training need assessment 3/year
changing the results? done
10%
Percent increase in training research
What does great 2/year
performance look like? Number of training methods blended
Initiatives: Design research for training scheme
What projects will move
performance of our
Objectives toward our
targets?

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MU CHS IST Objective: Improve Supply chain management

MU CHS IST Objective Improve trainees service

commentary: Description: This strategic objective is to improve all the services provided to
(This means…; this trainees. It is to properly handle the training customers from initial contact with
includes….) the trainee through receiving the service until exiting the service from the center

Outcomes:
If we do this what will it
 Improved customer handling
look like?

Destination: From: Poor trainees service To:Improved trainees service

What are you moving to?

What change do you want to

create?
Measures/Targets: Percentage of trainees service 90%
How will we know if we are standards met
changing the results?

What does great

performance look like?

Initiatives: Develop trainees service standard

What projects will move
performance of our
Objectives toward our
targets?

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MU CHS IST Objective Improve resource mobilization

Strengthening networking and Marketing

MU CHS IST Objective
commentary: Description: This strategic objective includes identifying area of collaboration
(This means…; this and enhancing partnership and marketing the training service .
includes….)
Outcomes:
 Improved marketing
If we do this what will it  Improved networking
look like?

Destination: From: To:

What are you moving to? Moderate marketing Improved marketing

What change do you want to Poor networking Improved networking

create?
Measures/Targets:
How will we know if we are Percent increase in training 80%
changing the results? advertisement

60%
Percent increase in networking
What does great
performance look like?

Initiatives:
What projects will move Develop marketing and networking scheme
performance of our
Objectives toward our
targets?

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MU CHS IST Objective: Improve Access and quality of service

MU CHS IST Objective Improve access to quality training service

commentary: Description: This strategic objective is to improve access and quality of both
(This means…; this national and international training services provided in the training center. It
includes….) includes the revision of curriculums and preparing need based curriculums,
preparing training schedules and timely conduct of these trainings.

Outcomes:
If we do this what will it
 Improved access to training
look like?
 Improved quality of training
 Increased number of training curriculums
Destination: From: To:
What are you moving to? Moderate access to training High access to training
Good training quality Excellent quality to training
What change do you want to Moderate training curriculums High number of training curriculums
create?

Measures/Targets: Percent increase on number of 50%

How will we know if we are applicants for training
changing the results?
Percent of Quality standards for 80%
training met
What does great
2/year
performance look like? Number of new training curriculums

Initiatives: Develop quality standard for training

What projects will move Develop annual TNA plane
performance of our
Objectives toward our
targets?

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MU CHS IST Objective Increase trainee and stalk holders satisfaction

MU CHS IST Objective Improve stakeholders satisfaction

commentary: Description: This strategic objective is about creating conducive training

(This means…; this environment for trainees, trainers and other stalk holders and ensure their
satisfaction on our service. It includes continuous acceptance of feedbacks and
includes….)
become responsive to them

Outcome :
If we do this what will it  Increased satisfaction assessment surveys
 Improved use of stakeholders feedbacks
look like?

Destination: From To:

What are you moving to? Medium number of satisfaction high Number of stalk holders
surveys satisfaction surveys
What change do you want to Moderate use of stakeholders feedback Strong use of stakeholders feedbacks
create?
Measures/Targets: Performance Measure: Target:
How will we know if we are Percent increase on training service 75%
changing the results? satisfaction

Percentage of stakeholders feedbacks 80%

What does great addressed
performance look like?
Initiatives: Develop training evaluation tools
What projects will move
performance of our
Objectives toward our
targets?

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MU CHS IST Objective Improve Effectiveness and efficiency

MU CHS IST Objective Improve Profit and budget utilization

commentary: Description: This strategic objective is to improve and maximize the profit and
(This means…; this use of finance. It includes activities performed to improve the training income
includes….) mobilization, reducing wastes and timely management of financial transactions

Outcome :
If we do this what will it  Improved use of training finance
look like?  Increased profit
Destination: From: To:
What are you moving to?  Moderate use of training  High use of training income
income  High profit
What change do you want to  Moderate profit
create?
Measures/Targets: Performance Measure: Target:
How will we know if we are  % of training funds utilized  85%
changing the results?
 Percent increase in profit  20%

What does great

performance look like?
Initiatives: Design budget utilization scheme
What projects will move
performance of our
Objectives toward our
targets?

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12. Performance of in service training from

Year 2007/2015 2008/2016 2009/2017

Trainee 1570 2541 1161

From RHB

MU CDC 900 1500 523

FMOH –CRC 90

FMOH -SAM 90

Profit 10% 12% 15%

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 12. NEXT PLAN FOR 2018 -MOU ALREADY DONE

Year /PLAN 2007/2015 2008/2016 2009/2017 2010/2018

TIGRAY RHB 1211

MU CDC 560

FMOH –CRC 160

FMOH –NICU 60

Profit 10% 12% 15% 15%

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ANNEX I– IST STAFF ORGANOGRAM

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 Annex II –Detail Requirements of IST staff

IST COORDINATOR

Training Coordination and Support

 In close collaboration with the Principal Investigator, take the lead for the planning,
coordination, organizing, implementation and monitoring and evaluation of the
project activities
 In close communication and coordination with parties involved, negotiate, develop (a
month in advance), and manage clinical training schedules that are consistent with the
project document
 In close coordination and communication with the Principal Investigator, identify and
contact trainees and trainers
 Provide mentoring with regards to training techniques
Administration and Logistical Support
 Conduct and oversee all administrative and logistical coordination involved in the
planning, preparation, execution, and record keeping of clinical training sessions
provided by MU-CHS.
 Serve as MU-CHS primary contact person for the technical, administrative and logistical
coordination of clinical trainings with related parties.
 In close coordination with MU-CHS Admin and Finance teams, develop, negotiate, and
manage the project budget

Information Flow Management

 Ensure all relevant parties are regularly updated on the In-service trainings set to take
place ( the Tigray RHB)
 Coordinate, monitor, and synchronize all training activities with those conducted by
partners, assuring no duplication occurs that involve MU-CHS regions of operation
 Provide monthly & quarterly training status reports and according to the agreed Scope of
Work against the project targets & other queries for program monitoring and evaluation
as needed

Monitoring and Evaluation

 In close coordination with Principal Investigator, Regional Health Bureau, initiate the
evaluation of site level training needs and quality assurance, and follow-up to fill training
gaps and assure transfer of knowledge and increased quality standards
 Develop a database to facilitate monitoring of trainings

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Quality Control Assurance
 Monitor and evaluate training activities as related to logistics, administration, and
adherence to the project plan and schedules
 Ensure all scheduled trainings are being conducted in a consistent manner

Required Qualification Experience:

• Advanced University degree: Public health,

• Proven experience in training
• Demonstrated ability to work as a team member
Required Experience:

• A minimum of four years of experience two years for master’s degree holders in
project management, training coordination and related fields on the area.
• Skills and competencies
• Strong interpersonal skills and demonstrated ability to develop cooperative working
relationships with diverse professionals and with people of different backgrounds
• Self-motivated and able to independently deliver expected tasks
• Ability to collaborate and work effectively with various program/project
implementation partners and officials of governmental and non-governmental
organizations
• Computer literacy
ADMIN. ASSISTANT/ SECRETARY:

Administrative Support

 Assist the Training Coordinator, Principal Investigator and Training Team with day to day
administrative activities
 Provide the Training Coordinator and Principal Investigator with administrative, financial
(related to per diem, advances, reimbursements etc.), and logistical support
 Affirm appointments made on behalf of Training Coordinator and Principal Investigator
 Ensure the availability and timely replacement of office-related supplies in the executive office
 Ensure efficient, effective and systematic filing of all documents under his/ her custody and
ensure easy access and retrieval
 Schedule appointments for guests with Training Coordinator and Principal Investigator as
requested
 Maintain Training Coordinator’s and Principal Investigator’s weekly calendar with upcoming
meetings and appointments
 Perform general clerical duties to include but not limited to: photocopying, faxing, mailing,
and filing
 Perform other duties as assigned
 Secretary level- II

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  TVET graduated with level four coc passed
 Having experience with secretary
 Three year experience

Information and Communication Management

 Develop and maintain internal and external correspondence templates e.g. generic letterheads,
cover letters, memo formats etc.
 Circulate administrative and technical memos, letters and other related information to the
project staff

Required Education, Training & Experience:

 College diploma/ First degree in Secretarial Science and office administration or other
relevant field
 4 years previous experience for diploma and 2 years for degree holders as a Secretary and
Personnel assistant
 Excellent secretarial skills
 High proficiency in MS Word, Excel, and e-mail applications, as well as the aptitude to learn
new computer programs
 Excellent Written and spoken English with ability to translate between Amharic and English
 Good interpersonal skills and personal initiative

TRAINING OFFICERS/two/

Primary Responsibilities:

 Assisting with the scheduling of training sessions, and booking / notifying all relevant parties
 Taking responsibility for ensuring all training rooms / venues, equipment, catering
arrangements, and other requirements are booked up or canceled in advance.
 Sending out appropriate pre-course information to delegates / managers in advance of
training courses.
 Keeping data of training suppliers and training materials up to date.
 Printing up of training support materials / handouts for training courses, and assisting with
the creation or formatting of these where relevant.
 Assisting in training course set up / clear up before and/or after a training event.
 Recording all staff’s training attendance.
 Keeping training records and files up to date, filing forms.
 Preparation of staff manuals for all new employees.
 Obtaining training records / certificates of previous training or qualifications achieved from
new joiners for personnel files and / or HR software.
 Assisting with arranging induction program timetables for trainings.
 Assisting in the delivery of training sessions at a basic/administrative level if required.
 Other training admin tasks not covered by the above
 Providing general admin assistance and support for the training Coordinator or trainers

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 Required Education, Training & Experience:

 College First degree in sociology

 3 years previous related experience
 Proficiency in basic computer skills (MS Word, Access, Excel, and e-mail applications),
as well as the aptitude to learn new computer programs
 Good interpersonal skills and self-motivation
 Language: Amharic, English and Tigrigna conversant
 Willingness to travel in the region

DUTIES PHOTOCOPIER

 Duplicating, binding and laminating of training materials and handouts in time.

 TVET graduated with two year experience
 Graduated by electrical and electronics or management
 Having experience with duplication and binding
 10th grade completed with three year college education
 Level -7

DATA BASE MANAGER JOB DUTIES:

Data base manager

 Oversees Database Structure. Database management responsibilities include monitoring
the integrity of data structures, pointers and records.
 Ensure databases integrity. Database structure tasks include review of primary and
secondary database keys within database structures.
 Plans database upgrades by maintaining , evaluating, and improving a transaction
processing model
 Consults with managers and end-users concerning the outline of data requirements.
Informs all parties concerning updates to database files. Implements and recommends
operating methods to improve processing, distribution, data flow, collection and database
editing procedures.
 Assesses database performance by developing a protocol for measurement of results and
identification of problem areas.
 Supports database performance by monitoring database performance; evaluating and
resolving processing and programming problems; designing database management tools;
answering user questions.
 Secures database by preparing access and control policies and procedures; implementing
disaster recovery procedures.
 Supports application design by contributing expertise to applications, operations, and
technical support teams.

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  Updates job knowledge by participating in educational opportunities; reading
professional publications; maintaining personal networks; participating in professional
organizations.
 Accomplishes information systems and organization mission by completing related
results as needed.
 Inserting or search data of in site or off site trainings
 Any other requested task
Requirements
 First degree in computer science
 5 years previous experience for degree
 Level seven /level-VII/
 Excellent with computer skills
 High proficiency in SQL ,MS , Excel, and e-mail applications, as well as the aptitude to
learn new computer programs
 Excellent Written and spoken English with ability to translate between Amharic and
English
 Good interpersonal skills and personal initiative

DUTIES AND RESPONSIBILITIES ICT

 Installing hardware and software systems

 Maintaining or repairing equipment
 Troubleshooting a variety of computer issues
 Setting up computer security measures
 Configuring computer networks
 Offering technical support on-site or via phone or email

DUTIES AND RESPONSIBILITIES CLEANER

 Having experience with cleaner

 4th grade with two year experience
 5th grade with 0 year experience

DUTIES AND RESPONSIBILITIES DRIVER

 Having experience with driving
 4th grade with level three driving license

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