Report on Study Visit

in France by a Delegation from the

Ministry of Civil Service

& the ILG

May 2013

Civil Service at Central Level

Ministry of Civil Service, ENA & IRA Civil Service at Territorial Level

CNFPT & INET

H.E. Mr. Muktar Kedir

Mr. Addisu Monjero

Dr. Waqgari Negari

Mr. Jérôme Guyon

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ACKNOWLEDGMENTS

The delegation extends its gratitude and heartfelt thanks to all officials and professional staff of ENA and the Embassy of Ethiopia in France for their unreserved support and facilitation during its working visit in France.

The delegation thanks the ENA for its warm hospitality to welcome and assist to have visit to the different institutions in Paris, Strasbourg and Metz. For these visits also the delegation is indebted to the Ethiopian Embassy in France.

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TABLE OF CONTENTS

Acknowledgments 1

Table of Contents 2

Definition of Abbreviations 3

Part One: Introduction 4

Part Two: Description of the Different Visited Organizations in France 5

2.1 The National School of Administration (ENA) 7

2.2 The Ministry of State Reform, Decentralization and Civil Service & the General Directorate of the Administration and the Civil Service (DGAFP)

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2.3 The Regional Institute of Administration (IRA of Metz) 16

2.4 The National Centre for the Management of Territorial Service (CNFPT) 18

2.5 The National Institute for Regional Studies (INET) 19

2.6 Interfaces of ENA, INET and IRA 21

2.7 Partnerships 22

Part Three: Lessons Learned 24

Part Four: Conclusion 26

Part Five: Recommandations 27

Part Six: Some Pictures of the Study Visit 33

Part Seven: Annexes 37

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DEFINITION OF ABBREVIATIONS

CNFPT Centre National de la Fonction Publique Territoriale National Centre for the Management of Territorial Service

ECSU Ethiopian Civil Service University EMI Ethiopian Management Institute ENA École Nationale d’Administration

National School of Administration

ILG Institute of Leadership and Good Governance INET Institut National des Études Territoriales

National Institute for the Strategic Management of Local and Regional Government

INSET Institut National Spécialisé d’Études Territoriales

National Specialised Institute for the Management of Territorial Service IRA Institut Régional d’Administration

Regional Institute of Administration MoCiS Ministry of Civil Service

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PART ONE

INTRODUCTION

The experience sharing mission was conducted between May 12th and 17th 2013. The delegation was composed as follows:

1. H.E. Mr. Muktar KEDIR Vice-Prime Minister and Minister of Civil Service

2. Mr. Addisu MONJERO, Director, Reform, ministry of Civil Service

3. Dr. Waqgari NEGARI Director, Institute of Leadership and Good Governance

4. Mr. Jérôme GUYON Technical Advisor, Ministry of Civil Service/Institute of Leadership and Good Governance

Based on the terms of Reference (TOR) shared with the different visit targets in Paris, Strasbourg and Metz, the delegation held discussions with different leaders of organizations at different levels. The discussions carried out at different times and venues based on the set objectives of the visit are discussed as follows.

General objective of the visit:

The general objective of the visit is to learn from the experiences of ENA (National School of Administration), IRA (Regional Institute of Administration) and INET (National Institute for Strategic Management of Local regional Government) and give further touch to the services (curriculum/syllabus design, delivery mode/teaching-learning, follow-ups, and assessment) the ILG renders to its masters degree in leadership and Good Governance students, who will be leaders of the Country at different levels (federal, regional and woreda) and enhance the ongoing development programs. Specific objectives:

The specific objectives of the visit include, but not limited to:

− learn from the experience of ENA, IRA, and INET have been organized and operate;

− explore how citizens at different levels are reached with efficient and effective civil service;

− learn from the experience of ENA, IRA, and INET implement train, integrate cross-cutting issues with their services and organize internships;

− learn from the ENA’s, IRA’S, INET’S experiences of networking itself with local public administrations and foreign and run their program; and

− gain experiences from the way graduates are placed.

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PART TWO

DESCRIPTION OF THE DIFFERENT VISITED ORGANIZATIONS IN FRANCE

Understanding the Context

A pre-visit discussion was made by the delegation on the first day at the Embassy of Ethiopia to further explain the purpose of the visit and get follow-up from the Embassy. Accordingly, H.E. Mr. Muktar Kedir discussed with Ambassador Teshome Toga thoroughly about the intention of the visit and its role for the ongoing civil service reform programs of the country. The delegation particularly touched on that the partnership with experienced institutions like ENA has to be strengthened working with Ethiopia’s Embassy offices located in different European countries. At this juncture, the Ethiopian Ambassador to France underlined that this is a good idea and the Embassy will work hard in this regard to maximize the possible benefits Ethiopia secures from partnerships to be established with countries with rich experiences in the capacity building programme of the civil service.

Brief description of the French Civil Service System

There are 5.3 million people employed in the three organs of the civil service in France, for a total of 20.4% of all French workers (salaried staff and non-salaried staff).

• 2.392 million employees work in the State civil service, i.e. at Central Level

• 1.806 million employees work in the Local civil service (FPT), i.e. at Territorial Level. Three quarters work in the various regions, départements and communes of France and one quarter work in local Administrative Public Establishments.

• 1.100 million employees work in the Hospital civil service (FPH), i.e. 20.8% of all civil servants. Of these, 90.7% work in hospitals, 6.3% in retirement homes and 3.0% in other medical-social establishments.

This brief presentation focuses on Civil Service at Central and Territorial Levels which are totally separated. The following table shows, for the two organs which the administration is in charge of the General Coordination (statutes of civil servants), the recruitment and the training and the development of Career System:

CIVIL SERVICE AT CENTRAL LEVEL (or Federal Level in the Ethiopian Case)

CIVIL SERVICE AT TERRITORIAL LEVEL (or Regional Level in the Ethiopian Case)

GENERAL COORDINATION

Ministry of Civil Service CNFPT

RECRUITMENT & TRAINING

ENA (Top Civil Servants)

IRA (Middle Management)

INET (Top Civil Servants)

INSET (Middle Management)

CAREER SYSTEM DEVELOPMENT

Ministry of Civil Service CNFPT

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Regarding levels B and C, the training is organized as follows:

At Central Level:

There are no dedicated schools of training. Nevertheless, some short term training programs

can be designed for these categories of civil servants

At Regional Level:

Short Term Training Programs are organized by special coordination desks at the territorial level

(29 regional desks).

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2.1. The National School of Administration (ENA)

The ENA in Strasbourg and Paris

Coming to the morrow of the arrival day, the mission was kicked off with the visit to the ENA branch in Paris, where the delegation observed all the facilities moving with Mr. Pierre Thénard, Director of International Relations and Mrs. Btissam El Jazouli, project officer, Department of Africa and Middle East. During the visit to the ENA in Paris, the delegation raised many questions to understand the context in which the school operated and how it has come to being. From the answers given, it was learned that the school was established as training for rebuilding of France after the crisis due to the World War II, and it has introduced a lot of changes being dictated by the different contexts of the country. During the Nazi occupation in France, an important part of the French Civil Service collaborated with the occupant. Indeed, the administration was under the authority of the Nazi forces. After the war, people lost confidence in the civil service and in the administration of the country newly liberated. The General de Gaulle was motivated then to rebuild the country economically, politically but also to rebuild its administration. He wanted to train a new generation of civil servants dedicated to the future of the country. The ENA was established in this historical context not only to train people on skills but also on attitude. The delegation, in addition, paid a visit to the ENA’s headquarter in Strasbourg in order to have a better understanding of its overall work processes. The head quarter has been situated in the building that served as the prison house for women. It has been transformed from being a place of bondage to a place where bondage is broken. Presentations in Strasbourg mainly focused on the Training and Internship Programmes.

Historical Trajectory of the ENA, its Location and its Governance ENA, which was created in 1945 after the Second World War is a school of application for the central government’s senior civil servants. The objective of the school is to rebuild the civil service of France. It is under the direct supervision of the Ministry of State Reform and Civil Service. The Ministry checks the quality of the work of ENA by periodically discussing with the Director of the school, who reports to ENA, and participants. Some people used to perceive wrongly the role of ENA and regard it as the school of elites. But based on the roles played for the country, they later have understood that it plays a key role for the development of the country.

The ENA is the school of application created by the central government to make the civil service of France more effective, efficient and modern. It is answerable to the office of the Prime minster, which delegates the Ministry of Civil Service for follow-up.

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It has two branches: the head quarter in Strasbourg and the branch in Paris. The Paris branch ENA has been hosted in a building constructed at the end of the 19th century dedicated to the French-Africa Cooperation. The main office has been moved to its current location based on the principles of the decentralization policy of the country.

The facilities of the school are amicably wonderful and participant friendly. The library of the school consists of both very old and modern collections so that the participants learn the development breakthroughs of the country. The classrooms are divided with a flexible wall to enlarge or reduce them according to the size of participants. There is facility management team, which is in charge of maintaining, cleaning, and availing for training, workshops, and conferences. The delegation was impressed by the efforts of the school in mixing both modern and the ancient arts of the country from which the participants can understand where they were and where they are now.

The ENA has 250 administrative staff and no permanent training staff saving the sport and language trainer. It recruits trainers from the public and private organizations, ambassadors of France, council of the state, diplomats, and international organizations. Trainers are invited through networks and the website of the school. There are no advertisements of invitation.

The ENA is financed by the Ministry of the Civil Service. The main part of its budget comes from a governmental block grant to cover (84.5 % of the total budget of the School):

• Initial training program (41%)

• International Cooperation (13%)

• Support to preparatory cycles (22%)

• Short Term training activities (10%)

• Training Activities on European policies (10%)

• Research (3%) In addition, there are schemes through which the school generates fund. Some of the schemes include short term training sessions and facility rents (15.5% of the 2005 annual budget). Category of Trainees and its Objectives In France politicians and administrators are separated; as well as their functions. Most of ENA’s graduates join the administration; though there maybe exceptions like François Hollande! The main question for lesson is how ENA attracts the best trainees. In historical trajectory of modernizing the French Civil Service, the school has been attractive and has maintained this high profile training for years. The magic pill remains in its recruitment, practical-orientation of the training and the placement of students in the civil service system from the time they enroll in the school. This trend has three important incentives: guaranteeing careers, attractive remuneration packages, job security and has become highly respected school at national level; as well as in Europe.

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Curriculum and Training The respect of the school emanates from the quality of the curriculum, educational programs and co-curricular events. Besides this, trainee recruitment, preparation and training approach is practical and lives to the standards of professionalism, democratization and modernization of the system. The trainer and trainee selection, placement of mentors and preparatory centers for exams are competitive. Managing Internships, teaching activities and assignment of graduates in the civil service is also competitive. The curriculum is preparing graduates for the Civil Service at manager and expert positions. The curriculum is designed to produce ethical, strong, skillful and able civil servants with excellent practical knowledge. As future leaders of the civil service, trainees are exposed to guidelines and rules to lead people, projects and budget; thus serve the citizens and the daily-lives of people productive. The curriculum is capable of equipping graduates with knowledge, skill and attitude applicable in the civil service. Thus, the graduates are capable of performing public services and solve challenges in the public service. This makes the graduates capable perform the activities in professional and democratic manner and leading to a modern system. Thus, knowledge, skills and attitudes are built in internships in real public service place and the approach of training and education is practical. The extra-curricular activities give the training sessions a taste and flavor that makes trainees to stay in the school and enhance affiliation among trainees as a team moving to work for a common vision. The Competitive Entrance Exam

The ENA admits mainly from the public sector and 20% from the private and associations. It works discussing with the Ministry of civil service to decide the number of participants. Its intake is decided by the needs of the organizations. Each year its admission is about 80 participants using scores of three entrance exams. People are motivated to join ENA because it grants with a prestige to join the civil service, which an esteemed government machinery; its target is not for cheap and personal prestige. As the ENA is very popular, these days there is no need to advertise it. It is a gate through which the civil servants go up on the ladder and contribute their share for the country. Students are given the opportunity to have adequate preparation for the exam; stay one or two years in preparatory centers. This upholds the competition for the written and oral tests. Trainees are recruited by using various techniques. Regarding trainee composition, about 50%, 30% and 20% of students are selected from new/fresh university graduates, civil service with minimum of 4 years experience and from private and non-government organization respectively. The entrance exam is based on transparent and competitive handling. The names of candidates are hidden (given code) during the oral and written exam. Entrance Exams Procedures and Preparatory Centers

ENA adheres to strong procedure of recruitment. The written exam takes five days and is categorized into three parts: economics and public administration, public law, European

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economic and political situation and specialization area of the trainee. Trainees must pass all the five written tests to become eligible to the interview exam. Trainees can take exams up to three consecutive times and loose chance after this. About eight preparatory centers provide support for potential trainees. The centers are coordinated and managed by adjacent Universities. ENA provides all the necessary financial and technical support. ENA support for the preparatory centers improves based on the performance of centers as reflected by the number of successful examinees in each year. The centers give eight months preparatory cycle in ubiquitous geographical centers. Centers bring students to same level to sit for the exam. The foundation Module is given here. Centers carry out exams to enable them to prepare competent exam candidates. They engage also as centers of information on the exam and the training in ENA. Recruitment of Trainers and Trainees

Trainers are mainly recruited from administrations. They bring practical working experience of the civil service (both best and worst lessons) and use the training rooms as platforms of discussion. They are not permanent instructors in the ENA. Trainers are recruited from government and non-governmental offices as well as from Universities. High government officials with rich and recognized experience and expertise in the public sector are the pool from which instructors and module coordinators of ENA are recruited. The criteria of selection are having University degree and good civil service experience and expertise in the respective fields of study. After recruitment, the performance of the instructor is evaluated by students and the school management. Keeping the interest of the students and improving the teaching - learning process is core to ENA. For this to happen, instructors are given information and materials by module coordinators. Based on the module, the instructor prepares best practical exercises. Mentors are also recruited in this manner and train practically in public service under their supervision. Certification and assignment (placement) in the civil service

Upon graduation, certificates are not issued. Instead, they are offered jobs that are in line with the training they have received. Certificates are issued for foreign graduates to witness they are fit for the intended purpose. The graduates of the ENA are assigned to any organization based on their interests and the vacancy available in the public organizations. The assignment is not done randomly. Rejoining the organization they have come from is not a must. Even though their interests are given priority, their placement is decided based on their ranks. First of all the graduates are ranked using their performance of the two years. After working for four years in one organization, an assignee is needed to join another organization. This means, mobility is appreciated for the A+ senior civil servants. The rationale for the mobility is to assist individuals to update themselves in different contexts. Their performance in the internships is used to understand the level of their attitudes towards working in the organization they choose.

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FOCUS ON INTERNSHIPS AT THE ENA

Assigning students

The entire ENA training program takes 2 years (54 weeks) and two-third time of the program is allotted for internship program.

Prior to the assignment of students in different location for the purpose of internship, the directors for the program try their level best to entertain individual interests like language and family matters. For this reason the director will take a day or two to listen to the concern of the students before their assignment to the different locations. Finally, decision will be made based on the different factors collected by the director. The curriculum of ENA has three major categories which include the European Module, the Territorial Module and the Public Management Module. The flow of the program from start to finish looks like the pictorial presentation indicated below:

EUROPEAN

MODULE

TERRITORIAL

MODULE

PUBLIC MANAGEMENT

MODULE

1 month for professional module

17 weeks for internship

1 month for professional module

22 weeks for internship

1 month for professional module

15 weeks for internship

Internship Focus Areas

• International organization

• Embassies

• EU

Internship Focus Areas

• Territorial

• Regions

Internship Focus Areas

• Private organization

• Ministries

After topics and places of internships are selected, ENA writes a letter to respective internship places to get mentors who coach students in the given organization.

According to the usual practice, ENA used to identify first organizations based on their missions. Indeed, the school has to be sure that the mission of the hosting institution is in line with the content of the module for internship. Then, after, ENA checks whether or not the would be mentor has the skills and experiences to coach the student.

Assessing Students Performances

The assigned students will stay where they are placed for the period scheduled for the internship. Their performance for the program is assessed based on the four following criteria:

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• Visit and evaluation by the internship director

The directors of the program organize field visit and propose mark for the student's stay before the jury based on the document and field report of the students. Indeed, students are visited while they are at their workplace and discussion will be made with individuals who work with them. For example, during the visit the representative of the School will meet several people: the mentor of course, colleagues, and workmates. In addition, the director for internships will briefly discuss with human resource manager, secretaries, security guards, drivers, etc. in order to understand the attitude of the mentee towards working with others. Assessment is also made to know how serious and capable they are in their job and their mentors will also be consulted on their progress. It is important to also meet four to five colleagues who are working with the trainee.

• Internship report written by the trainee

Please refer to the internship guideline: How to mentor Students – Guideline for Mentor in the

Public Sector

• Mentor’s evaluation

Please refer to the internship guideline: How to mentor Students – Guideline for Mentor in the

Public Sector

• Jury assessment

Assessors are often directors of internships, external guest (it may be ex- ambassadors), formal mentor and someone who knows the private sector well. The internship director knows the students and he/she takes a proposed mark for the jury at the end of internship program to discuss and decide. The jury is not bound by the proposed marks from the director, according to the briefing more than 90% are being accepted. The jury mainly focuses on internship report and its presentation.

Follow up for the internship program is done by the combined effort of the internship director and his two deputy directors.

FOCUS ON PRACTICAL EXERCISES AT THE ENA

The professional module is the other component of the ENA’s program. Trainers design practical exercises based on the guidelines produced discussing with the stakeholders. The components commonly deal with the European Union practices, Central government’s practice, and the local contexts of the country. Trainers of the professional modules are identified from different organizations including the private ones. Sometimes, the ENA is forced to postpone some components when the indentified trainers face problems to train. At this time, the ENA recruits trainers from universities. Unfit trainers may be excluded from participating in training at the ENA when the evaluation results from the trainees indicate they are incapable to be trained.

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In the case of the public organizations, there is no problem in sending their staff to the school because they have a clear understanding of its role for the country. It is also an honor for organizations to cooperate with the school.

Assigning professional module trainers is also a challenge for the ENA, because sometimes trainings are cancelled due to some inconveniences with trainers. However, this challenge is mitigated by recruiting trainers from nearby universities and colleges. For the training, weekly assessment is used to identify the possible problems with the trainers and come up with amendments. For quality reasons, the same trainer is not used time and again. The practical exercises are designed by the trainers themselves dictated by the guidelines of the school.

The trainers are evaluated by the participants, and the identified gaps with trainers are filled through training on pedagogy. Further assessment of the graduates is made through the alumni of the school, and the human resource management of the organizations.

On the top of all, the mentees are visited by the Minister of Civil Service once a year to make sure that mentees are doing in accordance with the mission/vision of the ministry, particularly and the country in general. The main purpose of this visit, which happens at the beginning of the year, is to share with students the same vision of what the public sector and the civil service are: their values, their ethic, their behavior.

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2.2. The Ministry of State Reform, Decentralization and Civil Service

& the General Directorate of the Administration and the Civil Service

(DGAFP)

The French MoCiS is in charge of coordinating the recruitment, training and career system of the 2.4 million civil servants from the central level. As it is organized at the territorial level, the civil service at central level is divided into three categories which include A for professionals, B for mid-level managers and C for frontline semi-skilled workers. To recruit and train these civil servants, MoCiS is helped by Training institutions in the country among which are the ENA (dedicated to top civil servants – A+) and the 5 IRAs (training of professionals – A). One of the challenges of the French Civil Service System is to harmonize the two civil services (central and territorial):

- All civil servants have to get the same understanding of the public sector - Having harmonized system may encourage mobility of peoples from one civil service to

another. The opportunity for a civil servant from central level to find a job at territorial level will be easier. This mobility is built through top up payment mechanisms, promotions and a number of points that each civil servant will earn during his/her career.

MoCiS is the supervision authority of the ENA and IRAs even if the training institutions enjoy a great autonomy.

• MoCiS is more involved in the reform process which concerns about the entrance exams put in place to join the training institutions. Indeed, the fear of the MoCiS is to recruit civil servants who will not reflect the French society. Because quota systems don’t exist in France, some preparatory cycles have been established to support the recruitment of underprivileged persons as well as different entrance exams (e.g. ENA recruits 50% of Fresh Graduate, 30% of Civil Servants already in the job and 20% of students from private and NGOs Sectors)

• The second concern is to be sure that the ENA and IRAs will design a training program which will allow developing skills the civil service needs. MoCiS is then involved in the needs assessment and description of new positions based on the findings of the needs assessment.

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How ENA Works with the Administration of the Civil Service and Ministry of Civil Service

The delegation met the French Minister of State Reform, Decentralization and Civil Service, Mrs. Marilyse Lebranchu. It also paid a visit to the administration of the Civil Service and held a discussion with the general director Mr. Jean-François Verdier.

In these discussions, many questions were posed by HE Mr. Muktar Kedir to the Ministry and the General Directorate of the Administration and Civil Service concerning the interfaces between the ENA and Ministry of Civil Service.

The ministry reflected that the school is the main government machinery that serves as a gate up on the ladder of the civil service. Though the school is working under the supervision of the administration, it is under the direct eyes of the Office of the Prime Minister in deciding the future picture of the civil service of the country. This is done because the ENA is the school that serves the central government to produce capable civil servants.

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2.3. The Regional Institute of Administration (IRA of Metz)

IRA is an inter-ministerial institute that was established in 1973 to help enhance job values and skills in the civil service of France. Its primary task is to contribute to the diversified and high quality recruitment of future middle level public officials or civil servants with “A” grade. To admit participants, it conducts three entrance exams based on pre-admission criteria: holders of BA in similar fields and civil servants with experiences of over four years, or persons who have occupied a professional post or elective mandate for at least five years.

To reform and modernize the public organizations, the IRA delivers a continuous training to capacitate the civil servants so that they play an active role in the development of their career paths and contribute for the development of France. In order that regions have information about the training offered, IRA distributes inter-ministerial training program catalogue. On the basis of this know-how, IRA is working towards partnership status in the inter-ministerial regional support platforms.

In this school, the delegation observed that it has all the necessary facilities to address the needs of the participants with different disabilities. The main surprising issue is that the practical exercises designed by the school deal with these issues. The delegation had an opportunity to visit the facilities that have been prepared for this purpose. In general, the school’s facilities are by far context friendly when it is compared with the other schools visited.

The annual intake of the IRA is 130 each with age of 30 years and below. In addition, gender mix is given attention. The director reported that sometimes, the number of female participants is bigger than their male counterparts.

The budget, which amounts to about 8 million Euros, is provided by the Ministry of Civil Service (85%). Moreover, the school generates 15% of the income is generated through fee for training, and organizing different local and international meetings for it rents rooms and related services.

The IRA’s program is practical in most cases out of which internship covers 50%. The trainers are responsible to prepare the practical exercises aligning with the guideline of the school. For all its training, the IRA does not have permanent training staff. It recruits from different public and private organizations with which it is in a strong partnership. In order to align its services with the mission/ vision of the country and its clients’ needs, the IRA strongly works with ENA.

In order to mark events, the different batches that join the school are named after memorable events and renowned personalities and are posted on notice boards. It was witnessed by the director that this naming has played a great role in creating healthy competitions among batches.

Graduates of the IRA can be placed at central level, regional level central organizations, and higher learning institutions. They can also be assigned for diplomatic missions in different countries. The placement is based on their specialization and interests of the graduates.

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Getting fascinated by is on the ground and the presentation of the director of the school, HE expressed that Ethiopia has a lot to learn from the civil service system in France and the practices of the training schools like the IRA and put in place a similar training institutes that serve the deferent government tires in the country. The delegation emphasized that the late prime minster strongly recommended that Ethiopia should establish a civil service training system that is similar with that of France.

Recruitment, training (Internships and practical exercises) and placement are organized in the same way that ENA does.

How IRA Works with the Ministry of Civil Service

The IRA works with the Ministry of Civil Service to align its operation with growing needs of the citizens and fulfills its mission. Moreover, it works with the Ministry and the rest schools to avoid unnecessary duplication of efforts. Due to this, it is supervised by the General Directorate of the Administration and the Civil Service that has been delegated by the Ministry like the ENA.

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2.4. The National Centre for the Management of Territorial Service (CNFPT)

The delegation met Mrs. Marie-Christine Rousseau of the international cooperation department of CNFPT. At this juncture, the delegation was briefed that the CNFPT is a civil service organization that is entirely engaged in the training of all territorial/regional civil servants from the moment of their recruitment in the country. She also further explained that the center is an independent public administration entity financed by block grant budget contributed by regional and local governments (all regions contribute 1% of their wage bill for the CNFPT). The delegation also understood that the CNFPT helps the government in implementing the federal central/federal policies by cascading it to territories through training or workshops and seminars. According to the explanation, the civil service in France has three categories which include A for professionals, B for mid-level managers and C for frontline semi-skilled workers.

The CNFPT has 5 regional centers which entertain the training demand in their vicinity. The identification of demand for training is initiated from the 29 regional committees and then finalized by CNFPT for action. Trainers are recruited from all segments of the society which include practitioners from administrations, the private sectors, international and regional organization like the EU, universities, etc. CNFPT only gives pedagogic skill development training for trainers to help them in presenting their subject matter in a convenient manner.

The center’s 1200 employees are engaged only in facilitating the different training sessions across the country including recruitment of trainers. Specialized training is compulsory to any transfer from one post to another in the French civil service.

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2.5. The National Institute for Regional Studies (INET)

INET is a school of application for the territories of France. It was established in 1982 dedicated to enhance the capacity of the territorial level civil servants that is about 1.8 million. These are the civil servants with an “A” grade.

For others middle and lower level civil servants, there are other training mechanisms (short term training, orientation, induction trainings and the like are organized by 29 regional centers).

INET runs its programs in two modalities. One is on a continuous capacity building basis, whereas the other deals with pre-service induction training. The pre-service training lasts for 18 months, while the other depends on the contents of the training issue. It exactly runs the same training program for a different target. All what it does and the way it operates is the same with ENA except the graduate placement issue for which they do not use ranking.

The INET does not have permanent training staff. But it has scholars with pedagogic skills in order to help the trainers to improve their training skills. These people at the same time identify trainers for the school. It draws all from the public organizations, NGOs, diplomats in France, and private organizations. The effectiveness of the trainers is evaluated by the participants and the studies director. If a trainer fails to meet the standard set by the school, she or he will discontinue his or her partnership with the school.

The training package on advising, context analysis, strategic management, economics, laws, population, and the like is composed of European issues, local issues, and territorial issues that streamlined according to the territorial contexts. The practical exercises are designed by the trainers themselves following the guideline set by the school.

INET is financed by the 1% of salary contribution of the civil servants of the territories. It does not have another major source of income generation other than this. This contribution is a huge amount (about 350 millions euros per year) fully dedicated to the training all categories of civil servants (A, B and C) at territorial level.

INET recruits participants by conducting three entrance exams to assure that they are competent enough and serve the intended purpose of the territories. Eligible participants are those with BA degree in different field of study. Sometimes, MA holders also join the school. To join the school, the civil servants should serve the civil service for four years. Very few civil servants with no civil service experiences may also be recruited. Moreover, up to 10% join the school from NGOs, elected people, and associations. The maximum age limit for the civil servants is 30 years, while that those who are recruited from different organizations can be extended up to the age of 45.

Internship in the INET is led by a director and deputy director. Like the ENA, and IRA, 50% of the INET’s training is covered by the internships. This justifies that it is a school of application. Internists choose the type of the internship they want to do selecting from the catalogue of the school. As the case is true with the ENA, assessing the internship is a challenge for the INET. The

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challenge is connected with the problem to consistently marking the works of the internists by the jury, director, and the mentor.

In INET, graduates are required to find jobs themselves. If they do not find jobs in three years time, their certificate will expire and they lose their status. Ranking is not used in the case of INET to place graduates unlike the ENA and IRA, where graduates are placed where is there is a vacancy.

How INET Works with CNFPT

CNFPT is INET’s higher body that attends to its successful accomplishment of its mission. As it was created as the result of the reform agenda of the country, it is the right arm/ machinery to transform territories. CNFPT supervises INET that it trains in line with the 250 jobs in the territories. To do so, it keeps records of gaps in the civil service and designs trainings towards filling them. Besides, CNFPT checks the alignment of the training with the national policy and territorial matters. In general, CNFPT checks that training schools in the territories train civil servants with “A”, “B”, and “C” ranks in a consistent way. To this end, CNFPT gives consultancy services in pedagogy to all the schools it runs.

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2.6. Interfaces of ENA, INET and IRA

ENA, INET, and IRA have interfaces in that both develop the capacity of the civil servants of the country. INET and ENA train the top leaders of the territories and the central government, respectively. However, IRA trains civil servants with a “A” grade. In all cases, the eligible candidates are BA or above degree holders mainly in political sciences. Moreover, the candidates have to have at least a four-year service in the civil service in both cases. They admit up to 10% from the private sector, NGOs, associations, and elected personalities at different levels. 50% of the candidates, who do not have the civil service experiences, also join the two schools. The age of the candidates should not exceed 30 years during the time of entrance examination, and those who join from other organizations can be up to the age of 45. INET does not use grading to place graduates. In contrast, the ENA and IRA graduates are placed based on their ranks. The other difference is that INET trains the territorial senior civil servants with “A” grade at territorial level, IRA trains the inter-ministerial civil servants with “A” grade, and the ENA trains the central government’s senior civil servants with “A+” grade. CNFPT is a higher supervising body for the INET, whereas the Ministry of Civil Service is the higher coordinating body for ENA and IRA.

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2.7. Partnerships

2.7.1 ENA

In order to know what the ENA benefits from its partnership take lessons from its experiences, questions were raised to the ENA, and Mr. Thénard said that the ENA works with many countries’ similar institutions with the intention to share its experiences with them and provide them with some inputs and learn from them as well. The director has also indicated that institutes like ILG can be a member of this global network and benefit from it. HE underlined that this is a good idea and we have to work towards this end. Adding, Mrs. Btissam Ei Jazoul- Project Officer, Department of Africa and Middle East said that the ENA has benefited significantly from the partnerships it has established with European and other countries like China, Kazakhstan, and Ethiopia in terms of looking at its services locally and internationally. Both of them underscored the importance of becoming a member of this network.

2.7.2. INET

Based on the policy of working with others and enriching its experiences, INET has established a network. INET works with different local and international organizations sharing its experiences. Through the cooperation it has made, it has checked the quality of its services and ties with different resources persons.

2.7.3 IRA

Regarding IRA, the institute has a policy of international administrative cooperation. Through its cross-border cooperation, it has established partnership with National Institute of Public Administration and the administrative authority of German-speaking Belgian community. It has also concluded partnership arrangements with China, Ukraine, Ghana, and Bavaria.

IRA makes a point of developing partnerships and co operations to provide a place for thought, exchange, and circulation of training and public management methods. This networking culture brings together public service schools, administrative authorities, civil service departments, and institutes from neighboring and foreign countries.

Then after HE Mr. Muktar Kedir touched on the issue of establishing a partnership with the IRA and the Director of the School agreed that it is possible to visit the Ethiopia’s civil service context and set a system that best fits to the existing context. Expressing his happiness, HE informed the director that formal invitation will be made.

The three schools have established preparatory cycles to strengthen their ties with their clients and make the recruitment and preparation of their candidates easy. This is the partnership that targets on the facilitation of pre-training activities. In three cases, the preparatory cycles address the pre-training gaps of the candidates. Participants first of all have to express interest to join the schools. Then after, they are given a chance to be ready to take the entrance exam through the coordination of preparatory cycles. The candidates can be assisted through face to

23

face or video conference. All schools have the responsibility to manage the preparation of their candidates. This activity does not fall under the direct mandate of the governing organs of the schools. The schools give two chances to take the entrance exam if one fails to join them. The failed candidate will be given another chance to sit for the exam after two years.

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PART THREE

LESSONS LEARNED

The following lessons have been learnt from the visits to the three schools and the organizations that supervise and assist them. Some of these lessons may also come from different reports produced between 2009 and 20121.

Lesson 1: Dedicated Schools at all Tiers Built on the Assessed Needs

The delegation has learnt that it is more citizens’ friendly if training organizations are established at the different government tiers. Indeed, it makes communications easier and redresses training according to the demands of the tiers. For the establishment of these training organizations needs have to be clearly identified towards achieving them. From the 2009 Benchmarking Report: “Obviously the important lesson for us to learn is the need for setting up a dedicated institute whose role is to organize and coordinate the training, coaching and mentoring of leaders for the Ethiopian civil service”. This dedicated school is autonomous under the shade of the Prime Minister Office which delegates the daily supervision to the Ministry of Civil Service. Lesson 2: The specificity of Schools of Application

The delegation has learnt that schools of application should not repeat what is being practiced by other academic universities and colleges. In order to create excellent civil servants that help the country to excel, there should a system with this mindset. From the 2009 Benchmarking Report, it is apparent that a mix of training approaches that mainly underlined the practical aspects relevant to the future challenges and work of the leaders has been suggested. “The practical aspect aimed at enabling trainees to develop skills and attitudes is ensured through practical activities, such as presentations, case studies, simulations, group discussions, etc. and the system of attachment or internship in public service institutions with mandatory tasks and production of reports. Trainees should be involved in various co-curricular activities of various types”(as indicated by the 2009 Benchmarking report).

1 Three reports:

- Report on Benchmarking Visits to Leadership Development Institutes in France, Syria, India and Thailand –

March 2009 – by H.E. Mr. Fikru Dessalegn, Dr. Hailemichael Aberra and Dr. Nigusie Negash

- Report on Working Visit in France (ENA) and Germany (university of Kehl) – April 2010 – by Dr. Teshome

Adugna and Mr. Serkaddis Zegeye, Mohammed Adem, Teshome Tafesse and Jérôme Guyon

- Report on Study Visit to France – April 2012 – by Mrs Abrehet Mehari, Mr. Alebachew Asfaw, Dr. Filmon

Hadaro and Mr. Jérôme Guyon

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Lesson 3: Staffing and Mentoring

The delegation has learnt that there are coordinators for each program of the curriculum who make a strong follow up. From the 2009 Benchmarking Report: “It is essential also to have a core staff and a network of a carefully selected mix of trainers, high government officials and experts from public service institutions who will be involved in various ways, such as lecturing, coaching, supervising and evaluating”. “The importance of coaching and mentoring of the trainees in public service institutions is crucial. Mentors and institutions should be carefully identified by taking into account the reform movement under implementation”.

Lesson 4: Communication and Coordination among Schools and from Supervisor’s Entities

The delegation has learnt that success lie in coordinated works among the different schools. There is mutuality among the schools in France. One fills the gaps cannot be reached by the other as all have clearly understood working in unison is the first step to development. Each school has a clearly defined mission. The position of each school remains therefore important. From 2009 Benchmarking Report: “A point of learning to take note of is that the institute should be strategically positioned in terms of oversight and physical location”. The cooperation of the French organizations extended to the schools can be a witness for us. All the organizations in the country - France know what is required from them in working with these schools.

Lesson 5: Introducing the Placement System to Modernize the Civil Service

From the 2012 Report, in this matter “there are two lessons to learn:

• Identifying the future need of the knowledge, skills and attitudes in the civil service.

• Identifying civil service positions that are becoming obsolete and non-important due to the dynamics, complexity and social-economic growth. This assumes positions that are not required in temporal dimension as well as need to be outsourced to the private sector including the gradual withdraw of government from certain sectors.

In order to do these two jobs, there should always be continuous need assessment from Federal to Local governments”.

Lesson 6: Recruitment through Competitive Exams

The general rule is that civil servants are recruited through competitive exams, either: • external for fresh graduates, reserved to competitors fulfilling certain conditions of

diplomas and age; • internal, reserved to civil servants in certain positions with a certain number of years of

experience; • external (also called the Third Competitive Exam), reserved to competitors having certain

professional experience and age – candidates come from the private sector/NGO and/or elected bodies.

The most common method is to organize written and/or oral exams in subjects pertaining to the tasks to be accomplished. In all cases, a committee ranks candidates by order of preference; the positions are filled by the candidates accepting them called in that order of preference. For some top managerial positions, nominations are at the discretion of the executive.

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PART FOUR

CONCLUSION

The delegation concludes the following points from the visits to the French schools of application.

• The schools are not hierarchically set. All operate independently based on the objectives they set; one is not accountable for the other.

• They serve the citizens using the scope they have demarcated.

• All know the meaning of aligned work and its consequences for the country at large.

• All do not have the spirit of rivalry; they rather have the spirit of interdependence.

• ENA and IRA are financed by the Ministry of Civil Service whereas INET’s budget source is from public organizations which contribute which equates with 1% of the salary of their employees.

• The prestigious status of the training institutes attracts civil servants to promote their status.

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PART FIVE

RECOMMENDATIONS

Recommendations are made on the following three areas:

• on the autonomy and the role definition of the ILG

• concerning the whole system of training institutions dedicated to civil servants at federal and regional/city administrations levels

• Establishing a clear and simplified statute for civil servants (rights, obligations, type of jobs, mobility, access to the civil service, etc.)

Once again, some of these recommendations may also come from different reports produced between 2009 and 20122. 5.1 THE AUTONOMY AND THE ROLE DEFINITION OF THE ILG

The following major recommendations have been made based on the visit:

5.1.1 Working on the autonomy of the ILG (see the attached draft regulation)

The ILG should not be associated with any pre-existing institutions. Its image (essential ingredient to become a centre of excellence) needs to be built. For this reason, and also because its missions are different from the existing institutions (especially from the academic world) it is important to decide on its autonomy. It may give it, among others things, the opportunity to attract the best students, trainers and mentors. This was already clearly stated at the inception phase of the establishment of the ILG in 2009 (Benchmarking Report). ILG should become an Inter-regional training institute which promotes diversity in the country, sharing a common set of values at the Civil Service.

5.1.2 Making the ILG directly accountable to MoCIS

ILG, as ENA is accountable to the Prime Minister Office which delegates the supervision to the French MoCiS, may be directly linked with the MoCiS or PMO.

2 Three reports:

- Report on Benchmarking Visits to Leadership Development Institutes in France, Syria, India and Thailand –

March 2009 – by H.E. Mr. Fikru Dessalegn, Dr. Hailemichael Aberra and Dr. Nigusie Negash

- Report on Working Visit in France (ENA) and Germany (university of Kehl) – April 2010 – by Dr. Teshome

Adugna and Mr. Serkaddis Zegeye, Mohammed Adem, Teshome Tafesse and Jérôme Guyon

- Report on Study Visit to France – April 2012 – by Mrs Abrehet Mehari, Mr. Alebachew Asfaw, Dr. Filmon

Hadaro and Mr. Jérôme Guyon

28

As stated in the 2009 Benchmarking Report, the Institute should be directly linked to the country’s federal administration - with regards to public service - (the Prime Minister’s Office or the Ministry of Civil Service). This will guarantee to the ILG a privileged status and in order to easily bring along other administrations to participate in the ILG’s vital activities among which

• Hosting top public servant trainees for several months (internships)

• Sharing of information - so the ILG can be a real school of application (real cases studies, simulations…)

• Making the Institute a place for reflection and ideas on issues of government reforms (for example, the administrations will be the beneficiaries of students’ output).

5.1.3 Leading and Managing the ILG through an appropriate HRM policy

• ILG should be led by the high ranking position at the status of state Minister as it is expected to be the producer of high civil service leadership.

• The ILG should be headed by administrators who do not participate in teaching activities so that the coordination (Internships, Entrance Exam, Professional Modules, etc.) is effective.

5.1.4 Adapting teaching activities to the needs of public organizations

The practical aspect of the program should be 50+%. Trainers should therefore be recruited through the network with alumni and stakeholders Finally, the ILG should become a center of reflection in challenges and opportunities on top managements systems. It has to develop its research activities.

5.1.5 Giving more professionalism in the management of the Entrance Exam

The exam should be reinforced to become the tool to select the best students. The sectorial strategy developed in this matter should be implemented: - Preparatory Cycles should be in place for the candidates to be well prepared - General Knowledge Book has to be provided to the preparatory cycles.

5.1.6 Career Structure

(Please see 5.3)

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5.2 REDESIGNING THE TRAINING INSTITUTIONS LANDSCAPE OF THE COUNTRY

The delegation believes that Ethiopia has to revisit the way it has been training its civil servants at different levels and establish schools of applications. An important work of reflection is necessary in this matter. The following paragraph may give the Ministry of Civil Service and the Civil Service Bureaus some recommendations regarding this aspect. The major idea is to establish a system based at each level of the Ethiopian Civil Service with clear vision and mission to avoid any overlapping. The clearer the structure will be the easier it will be for civil servants and citizens to understand it. To begin with the delegation has proposed the following structure for the country’s training system. However this does not mean we should not look for other opportunity to come up with well facilitated and comprehensive training system that goes end to end. For this purpose, the delegation recommends that the Ministry of Civil Service establishes an

ad hoc team composed of representatives from MoCiS, ECSU, ILG, EMI and Regional Civil

Service Bureaus to make further studies on the would be system.

ETHIOPIA FRANCE

Training Institute

dedicated to

FEDERAL

LEVEL

Training Institute

dedicated to

REGIONAL

LEVEL

Training Institute

dedicated to CENTRAL

LEVEL

Training Institute

dedicated to TERRITORIAL

LEVEL

General

Coordination and

Career System

Development

Ministry of Civil Service

Civil Service Bureaus

Ministry of Civil Service

CNFPT

Top/High Level

Civil Servants or A +

in the French System

ILG ENA INET

High/Middle Level

Civil Servants or A in the French

System EMI

Management Institutes

from Regions and City

Administrations

IRA INSET

Middle/Low Level

Civil Servants or B and C in the

French System

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Regional desks

Specialized

Training Programs

for all levels of

Civil Servants

ECSU Several

Dedicated Schools

Several Dedicated

Schools

30

All schools and institutes have to be established based on the needs of the citizens and the public organizations which set themselves to serve the citizens. The curriculum design, taking into account the context, should not be the same for ILG (Top Civil Servants) and those of the EMI and the 11 Regional management institutes and City Administrations (Middle and low levels civil servants), it would be distinct. Curriculum can have different versions in line with the levels. Details about the proposed training system are explained as follows. ILG - GENERAL ADMINISTRATION TRAINING INSTITUTION – SCHOOL OF APPLICATION

Target: Top management - High Civil Servants Positions: Directors, Department Heads Training: Long and Short Term Trainings Level of trainings: MA Modules taught: Leadership, Personal Development, Development issues, Ethics and

Governance, international relations and Globalization, HRM, public policies,…

Other activities: Consultancy Works on leadership and strategic governance The ILG, as a unique institution for federal and regional levels, will encourage the dialogue between regions, city administrations and the federal state. It should develop a common understanding of the design and the implementation of public policies at all levels. Here, students will gain knowledge, skills and attitude to strategically plan and realize decisions taken by politicians. To be an attractive center of excellence, ILG should not only offer a MA diploma (as any other institution) but should also give some good job opportunities for its graduates (position with high level of responsibilities). EMI - GENERAL ADMINISTRATION TRAINING INSTITUTION – SCHOOL OF APPLICATION

Target 1: Middle Management Positions: Team Leaders, Senior Experts, Junior Experts, Beginners Training: Long and Short Term Trainings Level of trainings: BA Modules taught: Management, Project Management, Change management,

entrepreneurship, monitoring and evaluation, and the like. Target 2: Low level Positions: Secretary, Archives Managers, General Service Workers, Front Line Civil

Servants, Semi skilled workers Training: Short Term Trainings Level of trainings: Diplomas

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Modules taught: Ethics, Sanitary Issues, Estate Management, Hospitality, Reception, IT Skills and the like

Other activities: Consultancy Works on management and general services job creation

and the like. The EMI and management institutes from regions and city administrations should also develop a common set of values. They aim at training middle level managers and low level civil servants who will compose teams under the supervision of ILG’s graduates. Here students will gain knowledge, skills and attitude to execute instructions given. They train participants on general administration matters. Some of the topics can be similar with the ones taught at the ILG, but the content may differ as the level of responsibility of students is different and lower. ECSU – SPECIALISED TRAINING INSTITUTION

Target: Middle Management Positions: Team Leaders, Senior Experts, Junior Experts, Beginners Training: Long and Short Term Trainings Level of trainings: BA and MA Modules taught: Modules can be designed based on the objectives of each institute Other activities: Consultancy on specialized matters

The ECSU, organized in different institutes/centers, will provide specialized training on technical aspects. It is not its role to train students on general administration topics. ECSU should focus on the needs of the public organizations of the country. The mission of the ECSU should be aligned with the needs and gaps of the civil service. It should not duplicate what other academic universities are doing. Institutes/Centers can deal with the following aspects:

- Law and federalism - Tax and Customs Administrations - Urban Issues - Cross-cutting issues - Etc.

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5.3 ESTABLISHING A GENERAL STATUTE FOR CIVIL SERVANTS

The issue of the career choices offered to students who decide to join the ILG, which itself will impact the future standing of the ILG, is another recommendation. Therefore, a comprehensive survey should be conducted (as stated in the 2009 Benchmarking Report). If graduates are not placed in senior management positions, they won’t be able to contribute in the works to the enhancement of the civil service in their respective public organization. In a nutshell, a general statute for civil servants should be produced. To develop careers system, an important identification of types of jobs should be carried out. In that matter, the Job Evaluation and Grading (JEG) is crucial. The delegation believes that the following points may serve as reflection points for this huge task:

• Recruitment Policy should encourage entrance exam. Indeed, any Civil Service position

should be accessible through Competitive Exam for its sustainability.

• Consensus on the clarification of the different levels of civil servants (top management,

middle management, low level) should be built.

• The JEG (Job Evaluation and Grading) should be completed and clearly define the

grading system of the Civil Service.

• MoCIS should mediate among the training school for different levels.

• Civil Service Policy should be prepared by MoCIS and approved by the Federal

Government in consultation with regions.

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PART SIX

SOME PICTURES OF THE STUDY VISIT

The delegation welcomed at the ENA in Paris the first day of the visit

H.E. Mr. Muktar Kedir, Deputy-Prime

Minister and Minister of Civil Service

and

the French Minister for State Reform,

Decentralization and Civil Service,

Mrs. Marylise Lebranchu

34

On the terrace of the General Directorate for Administration and Civil Service.

In France, the General Directorate is the administration

in charge of supervising schools of the public service like ENA and IRAs

Delegation at the Strasbourg Railways Station.

The city of Strasbourg hosts the Headquarter of ENA and INET

35

Above: The delegation at the ENA’s Training Directorate

On the Left: H.E. Mr. Muktar Kedir in the lobby of the ENA at

Strasbourg in front of the Ethiopian, French and European flags

On the lobby of National Center for the Management of the Territorial Service (CNFPT)

In France, the CNFPT is in charge of supervising schools of the territorial public service

like INET and INSETs

36

H.E. Mr. Muktar Kedir, Deputy-Prime

Minister and Minister of Civil Service

and

the Director of the Regional Institute of

Administration (IRA), Mr. François Chambon

37

PART SEVEN

ANNEXES

COUNCIL OF MINISTERS REGULATIONS NO. _____/_____

COUNCIL OF MINISTERS REGULATIONS TO PROVIDE

FOR THE ESTABLISHMENT OF

THE INSTITUTE OF LEADERSHIP AND GOOD GOVERNANCE

The Council of Ministers has issued these Regulations pursuant to Article 5 of the Definition of Powers

and Duties of the Executive Organs of the Federal Democratic Republic of Ethiopia Proclamation No. 4/1995.

1. Short Title

These Regulations may be cited as the “Institute of Leadership and Good Governance Establishment Council of Ministers Regulations No. ___/___”

2. Establishment

1. The Institute of Leadership and Good Governance (hereinafter the “Institute”) is hereby

established as an autonomous institution having its own legal personality.

2. The Institute shall be accountable to the Prime Minister/Ministry of Civil Service.

3. Head Office

The institute shall have its head office in Addis Ababa.

4. Objectives

The purposes for which the Institute is established are:

1. To select students throughout the country with high potential through a competitive entrance exam for its training Programme to make them proficient in leadership.

2. To render training programmes which will focus on a mix of approaches that relate theoretical

areas relevant to the future challenges and work of the leaders and the practical aspects with a

strong bias towards the latter (case studies, simulations, internships); 3. To render consultancy and research in the field of top management;

4. To engage in other related activities, necessary for the attainment of its purpose.

5. Powers and Duties

The Institute shall have the powers and duties to

1. Organize a fair competitive entrance exam to select students who should participate in the training;

2. Establish preparatory cycles for the competitive entrance exam;

3. Provide high level training programmes for top civil servants and middle level leaders;

4. Undertake studies and researches in the field of public management in order to become a natural/prominent place of reflection on current administrative issues;

5. Reflect and develop, in strong relationship with the Ministry of Civil Service, a career system and

benefits for its graduates.

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6. Organs of the Institute

The Institute shall have:

1. A Board of Governors; 2. A Studies Commission;

3. A Director; and

4. The necessary staff, particularly directors to coordinate the main directorates – Entrance Exam, Studies, Internships, etc.

7. Members of the Board of Governors

Members of the Board of Governors, including the chairman thereof, shall be designated by the Government/Ministry of civil service and their number shall be five to nine.

They should represent the following institutions:

1. Prime Minister Office 2. Ministry of Civil Service

3. Ministry of Finance and Economic Development

4. Ministry of Education

5. Ethiopian Management Institute 6. Ethiopian Civil Service University

8. Powers and duties of the Board of Governors

The Board of Governors shall have the powers and duties to:

1. Oversee and supervise the activities of the Institute;

2. Nominate a person to be appointed by the Government as Director of the Institute; 3. Review and submit to the Government/ Ministry of Civil Service the work programme and

budget of the Institute and, upon approval, follow up the implementation of same;

4. Approve the organizational structure and internal regulations of the Institute;

5. Approve the appointment and dismissal of senior staff accountable to the Director; 6. Deliberate and decide on other policy issues submitted to it by the Director;

7. Examine and approve activity reports of the Institute.

9. Meetings of the Board of Governors

1. The Board of Governors shall hold its regular meetings once a quarter. Extra-ordinary meetings

of the Board may be held at any time as may be necessary. 2. There shall be a quorum where the majority of members of the Board are present at any meeting

of the Board.

3. Decisions of the Board of Governors shall be passed by the majority vote of members present at

its meeting; provided, however, that the chairman shall have a casting vote in case of a tie. 4. Without prejudice to the provisions of this Article, the Board of Governors may adopt its own

rules of procedure.

10. Studies Commission

1. A Studies Commission will be set up. It consists of renowned experts on pedagogical and

administrative issues throughout Ethiopia. Members will have a dual responsibility:

a) The commission has to supervise the pedagogical activities of the Institute, b) It must prepare ideas and concepts for the further development of the institute’s

training programme.

2. The Studies Commission’s composition, powers, duties and rules of procedures should be adopted by the Board of Governors.

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11. Powers and duties of the Director

1. The Director of the Institute shall be the chief executive officer of the Institute and shall, subject

to the general directives of the Board, direct and administer the activities of the Institute. 2. Without limiting the generality of the provisions of sub-Article (1) of this article, the Director

shall:

a. Exercise the powers and duties of the Institute stated under Article 5 of these Regulations;

b. Exercise and administer the employees of the Institute in accordance with the general

regulations issued by the Board;

c. Prepare and submit to the Board the work programme and budget of the Institute and implement same upon approval;

d. Effect expenditure in accordance with the approved budget and work programme of the

Institute; e. Represent the Institute in all its dealings with third parties;

f. Prepare and submit to the board the activity and financial reports of the Institute.

3. The Director may, to extend necessary for the efficient performance of the activities of the

Institute, delegate part of his powers and duties to the employees of the Institute; provided, however, that prior approval of the Board shall be required in the case of a person working on

behalf of the Director for more than 30 days.

12. Budget

1. The budget of the Institute shall be drawn from the following sources:

a. Budgetary appropriations made by the Government;

b. Proceeds from executive training , the sale of consultations and publications;

c. Donations and assistance.

2. The funds referred to in sub-articles 1(b) and (c) of this Article shall be deposited in a bank

account opened in the name of the Institute and shall be expended for the carrying out of the activities of the Institute.

13. Books of Accounts

1. The Institute shall keep complete and accurate books of accounts. 2. The accounts and financial documents of the Institute shall be audited annually by the Auditor

General or by an auditor appointed by him.

14. Effective Date

These Regulations shall come into force on the date of their publication in the Federal Negarit Gazeta.

Done in Addis Ababa, this ___th day of ________________, 2012

HAILEMARIAM DESALEGN

PRIME MINISTER OF

THE FEDERAL DEMOCRATIC

REPUBLIC OF ETHIOPIA