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UN I V E RS I T Y O F N A I RO B I

S C H OO L OF P UB L I C H EA L T H

Strategic Plan

2011 – 2013

Advancing public health through research,

training and community development

February, 2011

Funding was provided by the United States Agency for International Development (USAID)

under the Leader with Associates Cooperative Agreement GPO-A-00-05-00024-00.

TABLE OF CONTENTS

FORWARD...................................................................................................................................................................................................... 3

ACKNOWLEDGEMENTS........................................................................................................................................................................... 5

ACRONYMS.................................................................................................................................................................................................... 7

EXECUTIVE SUMMARY............................................................................................................................................................................ 8

1. INTRODUCTION AND BACKGROUND.......................................................................................................................................10

2. THE STRATEGIC PLANNING PROCESS.....................................................................................................................................12

3. VISION, MISSION AND CORE VALUES.......................................................................................................................................13

4. ASSESSING THE ENVIRONMENT................................................................................................................................................15

5. CURRENT CHALLENGES FOR SPHUN........................................................................................................................................17

6. DIRECTIONS, GOALS AND STRATEGIES..................................................................................................................................19

7. STRATEGIC FIT................................................................................................................................................................................... 24

8. STAKEHOLDER AND PARTNER ANALYSIS............................................................................................................................26

9. IMPLEMENTATION OF THE PLAN.............................................................................................................................................31

10. MONITORING AND EVALUATION............................................................................................................................................37

11. PERFORMANCE MANAGEMENT FRAMEWORK................................................................................................................39

12. MANAGEMENT AND COORDINATION...................................................................................................................................44

13. FINANCING THE STRATEGIC PLAN........................................................................................................................................45

14. SPHUN ORGANOGRAM................................................................................................................................................................. 51

15. BIBLIOGRAPHY................................................................................................................................................................................ 52

2 School of Public Health, University of Nairobi Strategic Plan

FORWARD

The 2011 – 2013 Strategic Plan for the University of Nairobi’s School of Public Health is in line with the Strategic Plan of the University of Nairobi. As a major development in one of East Africa’s leading universities, the Strategic Plan is required for the development and expansion of the institution and forms a roadmap for the development of the School. The Plan covers a period of three years running from 2011 to 2013 so as to align itself with the current University of Nairobi Strategic Plan which concludes in 2013.

The Strategic Plan is a product of a thorough examination of the mission, vision and strategic position of the School to fulfill her mandate and claim her rightful role in teaching, research and service delivery The senior leadership of the School initiated the strategic planning process recognizing its vital role in charting the future direction of the School of Public Health. The planning process, while critical for defining the future of the School, is also increasingly important for the entire University as budgeting becomes increasingly dependent on thoughtful strategy.

In a participatory and inclusive three-day workshop, the entire academic staff of the newly constituted School came together to develop a shared understanding of where the School is going and how it will get there. It was a milestone achievement for the School which subsequently developed its first Strategic Plan in its existence. The participants made every attempt to ensure that all strategic decisions were aligned with relevant policy at the national and university levels.

Dr. Dismas Ongore

Director, School of Public Health February 2011


MESSAGE FROM THE PRINCIPAL

The establishment of the School of Public Health University of Nairobi (SPHUN) is an important milestone in the evolution of the College of Health Sciences. Though the concept is more than two decades old, it was not until August 2010 when the University of Nairobi Senate approved the proposal for the establishment of the School without which the College of Health Sciences (CHS) and indeed the entire University of Nairobi could not feel complete.

With the School’s Strategic Plan firmly in place, the challenges now facing SPHUN are to generate training, research, consultancy and community services that will soon give rise to more efficacious methods of interrogation and management of public health issues in the country, the region and beyond.

The success of SPHUN will be measured by the positive health impact that will be felt by the disadvantaged millions who have, so often, lived with the afflictions of public health related diseases and conditions. All the staff in SPHUN must, therefore, work tirelessly to achieve the objectives of this plan.

Professor Isaac Kibwage, PhD

Principal, College of Health Sciences February 2011


ACKNOWLEDGEMENTS

The development of the 2011-2013 SPHUN Strategic Plan was made possible by the immense contributions and selfless devotion of the members of the School of Public Health. Their efforts are highly appreciated.

The support of the Principal and the entire administration of the College of Health Sciences provided an enabling environment that made it possible for the School to complete its work and are also highly appreciated.

This work was generously supported by a grant from One Health Central and East Africa and for this we would like to thank Dean William Bazeyo. The work was also supported by a generous grant from USAID-Kenya through Management Sciences for Health (MSH) under the Leadership, Management & Sustainability (LMS) Program. For this we would like to sincerely thank the LMS Program Director, Karen Caldwell, for walking with us towards our vision, and the Training Institutions Program Advisor, Josephine Mbiyu-Kinyua, for her technical and logistical support to this process. Lots of thanks also go to our consultant, Mary T. Mujomba, and to LMS Technical Advisor, John S. Beku, for their technical input.

Thank you all and God bless.

Dr. Dismas Ongore

Director, School of Public Health February 2011


SCHOOL STRATEGIC PLANNING TEAM

Back row, left to right: Prof. Elisha Muchunga , Dr. Tom Olewe, Mr. Peter Kithuka. Middle row, left to right: Mrs. Mary Kinoti, Prof. Joseph Wang’ombe, Prof. Mwanthi, Mr. Erastus K. Njeru, Mr. Lambert Nyabola, Mrs. Rose Opiyo, Mrs. Faith Thuita. Front row, left to right: Mrs. Josephine Mbiyu-Kinyua (MSH), Ms. Mary T. Mujomba (Consultant), Prof. Isaac Kibwage, Dr. Dismas Ongore, Prof. Joyce Olenja.

Not present for group photo from left to right: Prof. Violet N. Kimani, Prof. Elizabeth N. Ngugi, Dr. Peter Njoroge, Dr. Peterson Muriithi, Dr. Richard Ayah.


mailto:[email protected]



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ACRONYMS

CHIVR Centre for HIV/AIDS Prevention and Research

CHS College of Health Sciences

DCH Department of Community Health

HSM Health Systems Management

ICT Information, Communication and Technology

UNITID Institute of Tropical and Infectious Diseases

LMS Leadership, Management & Sustainability

MSH Management Sciences for Health

MPH Master of Public Health

MOU Memorandum of Understanding

MoMS Ministry of Medical Services

MoPHS Ministry of Public Health and Sanitation

SPHUN School of Public Health University of Nairobi

SARS Severe Acute Respiratory Syndrome

USAID United States Agency for International Development

UON University of Nairobi


EXECUTIVE SUMMARY

Kenya’s Vision 2030 acknowledges health as one of the key social pillars that will transform the nation. The Vision is to provide equitable and affordable health care at the highest affordable standards to all citizens. One of the anticipated strategies is to shift the emphasis from curative to preventive and promotive health care. Kenya has had a huge burden of disease in the past two decades primarily due to pervasive poverty, compounded by years of erratic policy application. As a result, most of the population lacks the enabling environment for health, such as good nutrition, clean water, quality housing and a favorable living environment.

Given these circumstances, the University of Nairobi (UON) intends to serve as a technical base and resource for personnel tasked with the provision of health care around the country. To operationalize this intention, UON established the School of Public Health under the College of Health Sciences in September 2010 as a distinct entity solely focused on public health. The School has become part of the University of Nairobi’s diverse range of academic programmes which is organized into six colleges, three faculties, six institutes, 18 schools and 67 teaching departments. UON has an enrolment capacity of 36,000 students. Augmenting the current UON curriculum, SPHUN will offer innovative, relevant and market driven academic programmes in addition to undertaking cutting edge research and providing technical assistance in policy implementation within the field of public health.

This Strategic Plan is intended to be a flexible guiding framework that can be evaluated and updated throughout the period of 2011 to 2013 as the health care environment in Kenya evolves. Additionally, its vision, mission and values are aligned with the long- and short-term goals and the objectives of the university as a whole as outlined in UON’s strategic plan.

In developing this plan, SPHUN took into consideration the various challenges it currently faces that contradict the attainment of its vision. The challenges, although myriad, were prioritized as: inadequate human resources; inadequate team synergy; inadequate financial resources; and inadequate infrastructure.

In order to mitigate the above challenges, SPHUN intends to focus on the following strategic directions over the next three years:

Increasing SPHUN’s visibility and impact on public health issues; Enhancing external relationships; Mobilizing resources; Maintaining a dynamic curriculum; Developing SPHUN’s infrastructure; Fostering staff development and productivity.


Our vision is that, by focusing on and investing in these strategic directions, SPHUN will become “a world class School of Public Health committed to excellence in scholarly pursuit, scientific research and service delivery.”


1. INTRODUCTION AND BACKGROUND

University of Nairobi

The University of Nairobi is the pioneer institution of university education in Kenya and in the region. The only institution of higher learning in Kenya for a long time, the University of Nairobi responded to the national, regional and continental need for high level human resource training by developing and evolving strong, diversified academic programmes and specializations in sciences, applied sciences, technology, humanities, social sciences and the arts. To date, the range of programmes offered number approximately two hundred.

In view of the rapid expansion of and complexities in administration, the University underwent a major restructuring in 1983 resulting in the decentralization of administration by creating of six campus colleges headed by principals. The following are the names and respective locations of the colleges:

College of Agriculture & Veterinary Sciences situated at the Upper Kabete Campus

College of Architecture & Engineering situated at the Main Campus

College of Biological & Physical Sciences situated at the Chiromo Campus

College of Education & External Studies situated at the Kikuyu Campus

College of Health Sciences situated at Kenyatta National Hospital

College of Humanities and Social Sciences situated at the Main Campus

College of Health Sciences

The College of Health Sciences was established in 1985 through an Act of Parliament. The College traces its origins to 3rd July 1967 when the Faculty of Medicine was created. This culminated with the graduation of its first doctors in 1972. The Department of Community Health was among the first departments established within the then Faculty of Medicine. Over the years, the College has expanded and now it has several Schools, one institute and one centre. In 1974, the Faculty of Dental Sciences and the Faculty of Pharmacy were created. The latest additions were the Institute of Tropical and Infectious Diseases (UNITID) established in 2003, the School of Nursing Sciences (2005) and the Centre for HIV/AIDS Prevention and Research (CHIVR) (2006). The College is situated on the Kenyatta National Hospital Campus, a tertiary health care institution which serves as the official teaching hospital for the University of Nairobi.

Throughout the life of the College of Health Sciences, the Department of Community Health took on the responsibility of dealing with public health issues, including efforts to:


Monitor the health status of communities and identify health problems

Diagnose and investigate health problems in communities

Inform, educate and empower people about health issues

Develop policies and plans that support individual and community health efforts

Enforce laws and regulations that protect health and ensure safety

Assure a competent public health and personal care workforce

Evaluate effectiveness, accessibility and quality of personal and population-based health services

Research new insights and innovate solutions to health problems

School of Public Health

The School of Public Health, University of Nairobi was officially established in September 2010 through the transformation of the Department of Community Health (DCH).

In the past, DCH has favoured a multidisciplinary approach to public health through which students could learn to carefully analyze the epidemiological, behavioural, clinical and managerial aspects of health problems as well as develop the necessary skills for addressing these problems. The Department trained high level health care personnel, provided services and conducted research in public health.

As a leading public health training centre within the region, the Department’s Master of Public Health (MPH) programme and special courses trained more than 250 public health professionals over the past 25 years, thus enhancing its international character and reputation. The Department has been involved in dealing with national and regional public health challenges in collaboration with other institutions.

However, in order for the Department of Community Health to deal with the emerging public health challenges and the high demand for training on public health issues, there was need to expand its mandate through the establishment of a school of public health. As a school, rather than as a department, SPHUN will have more autonomy and can raise funds and expand its contribution to public health research, training and community health development.

SPHUN will continue in the tradition of the Department by offering training, research and service provision with regards to public health.


2. THE STRATEGIC PLANNING PROCESS

Together with the leadership of the newly appointed Director of the School of Public Health, the lecturers initiated the strategic planning process shortly after the School was established recognizing that a strategic plan would be a vital tool in charting the future direction of the School. The planning process, while critical for defining the future of the School of Public Health, is also important for the entire University as budgeting is becoming increasingly dependent on strategic planning.

In a participatory and inclusive three-day workshop, the entire academic staff of the newly constituted School came together to develop a shared understanding of where the School is going and how it will get there. It was a milestone achievement for the School which subsequently developed its first Strategic Plan in its existence. The participants made every attempt to ensure that all strategic decisions were aligned with relevant policy at the national and university levels.

The Plan covers a period of three years running from 2011 to 2013 so as to align itself with the current University of Nairobi Strategic Plan which concludes in 2013.


3. VISION, MISSION AND CORE VALUES

Vision

A world class School of Public Health committed to excellence in scholarly pursuit, scientific research and service delivery.

Mission

To provide quality public health education, training, research and service delivery that embodies the aspirations of the Kenya people and the global community through the creation, preservation, integration, transmission and utilization of public health knowledge.

Core Values

Excellence

We are committed to benchmarking services with the best in the world and seeking to perfect all that we do.

Team work

Our work philosophy will espouse the importance of promoting solidarity among the staff and entrenching participatory approaches in planning, implementation and monitoring and evaluation of programmes.

Quality

We are committed to conforming to set standards while being responsive to clients’ needs/ expectations.


Integrity

We will display honesty and ethical behavior, keeping our word and doing things transparently.

Equity

We will exercise fairness in all our interactions.

Rights-focused

We are committed to entrenching rights-based approaches in all our programmes.

Innovativeness

We are open to new ideas and will generate new knowledge to inform policy making.

Respect for and conservation of the environment

In all our activities, we shall strive to respect and protect the environment.

Professionalism

We shall maintain ethical behaviour, professional etiquette and honesty in all our actions and interactions.

Freedom of expression

We shall promote and defend freedom of thought and academic enquiry.


4. ASSESSING THE ENVIRONMENT

Global Public Health Challenges

Public health challenges globally have a bearing on the health situation in the country. New and emerging communicable diseases, especially ebola, severe acute respiratory syndrome (SARS) and avian flu, along with HIV/AIDS, do not respect border crossings. In addition, the effects of global warming are evident in prolonged drought and more intense flooding than have been known in the past. Over the next few decades, increasing temperatures are expected to extend the areas of malaria endemicity to zones that are presently relatively free of the disease. Climate change is also a factor in the increased prevalence of other diseases such as dengue fever, cholera and dysentery. Drought-induced food shortages, compounded by recent enormous fluctuations in the international commodity markets, also pose challenges to food security strategies with negative implications for nutrition and the ability of people to maintain their health status.

Regional Public Health Challenges

Political instability in Kenya’s neighbouring countries – especially Somalia and Sudan – with the subsequent influx of refugees into Kenya has imposed an increased demand for health services and at the same time heightened the risk of spreading communicable diseases. An example of the latter threat includes a measles outbreak in 2007/08, as well as increased cases of polio – a disease not seen in Kenya for many years. The emerging common markets for goods and services, which are a direct response to the implementation of various codes and protocols set by the East African Community, will additionally enable freedom of movement and impact regional public health.

In response to this, a trend has emerged to harmonise the curricula and training of East African Schools of Public Health, which would also allow for the transfer of credits and for easy movement across the region for public health personnel.

National Public Health Challenges

Despite the Government’s commitment to the international and regional health agenda, the country has lagged behind in meeting most of the targets set in international and regional declarations. Besides communicable diseases, chronic diseases such as hypertension, diabetes, heart disease and cancer are increasing, hence posing a threat to the health care system by diverting resources from basic health care services to health care for these diseases. The huge burden of disease is due primarily to pervasive poverty, compounded by years of erratic application of policy, with the result that most of the population lacks the enabling environment for health, such as good nutrition, clean water, quality housing and a favorable living environment. The Government’s budget allocation to health care, which is currently at 7.9%, is far short of the 15% target agreed upon in the Abuja Declaration.


The country has responded to this public health environment by utilising sector-wide approaches in planning, implementation, monitoring and evaluation, which has resulted in emerging interest in training on health systems management. The recent past has also seen a proliferation of regulations including: the Tobacco Act, the Alcohol and Drugs Control Act, the Sexual Offences Act, and the Code for Breast Milk Substitute, to name a few.

Rationale for SPHUN

Several factors compel the SPHUN to provide leadership in the science and practice of public health as the University of Nairobi has done in other areas of health sciences:

As a forerunner in postgraduate MPH training in the country and the region, SPHUN needs to provide leadership in training, research and service provision locally and internationally on matters of public health;

The School is in a very good position to strengthen and expand national capacity to meet local, regional and international public health challenges;

The School has the capacity to reduce the gap in training opportunities and research to combat the increasing burden of communicable and non-communicable disease;

There are many schools, departments and centres within the University of Nairobi involved in work that touches on public health. Therefore, there is a need to facilitate and strengthen collaboration between schools, departments and centres in the University on matters of public health;

The School is best placed to effectively deal with the glaring need to expand undergraduate, Masters and PhD-level training programmes to provide the growing diverse skills needed to deal with emerging and re-emerging public health problems. This includes providing a forum for deliberation and action on conflicts and disasters (natural and manmade) and their impact on public health.


5. CURRENT CHALLENGES FOR SPHUN

The newly established SPHUN is facing a number of challenges that need addressing in its journey towards attainment of its vision.

Inadequate human resources

The SPHUN has a cadre of 20 academic staff members. There are currently 17 academic teaching staff drawn from a wide range of public health specializations. The multidisciplinary competences of the staff are reflected in their training backgrounds, which include: clinical sciences, behavioural sciences, public health nutrition, health economics and policy development, health systems management, environmental and occupational health, demography and population studies, epidemiology and biostatistics, among others. The staff composition needs to be enhanced with faculty from a medical background so as to better meet current and emerging public health challenges. Though the current staff composition is adequate at this time, the School will soon need to expand in order to offer a wider range of courses in the attainment of its vision.

Inadequate team synergy

The multidisciplinary competencies of the staff, as reflected in their training backgrounds, are a strength that can be harnessed for collective research and consultancy. However, research and consultancy have been largely conducted on an individual basis with limited scope and impact. There is thus a need to consolidate efforts in order to bid for regional and international projects that will have a broader impact.

Inadequate financial resources

As a newly established school, SPHUN is in need of funding to implement this strategic plan. Though staffing costs will be borne by the University in the short-term, the School will soon need to begin increasing revenue so as to bear the costs of both administration and programme implementation.

Inadequate infrastructure

At present, SPHUN will be inheriting all the facilities from the Department of Community Health. These facilities include a training and office complex with a 100-seat capacity lecture and conference hall, a cafeteria, and two other lecture rooms used for short courses and MPH programmes. Through the Community Health Project, the Department was also able to acquire five additional offices for teaching staff, a library and other amenities. The library contains reading material on public health subjects and thus supplements the main University Medical Library System. The library has about 2000 volumes and 1000 periodicals and subscribes to ten medical journals. It also offers a convenient atmosphere for reading.


Other facilities include an Information, Communication and Technology (ICT) laboratory connected to the wider University of Nairobi Local Area Network. The ICT laboratory is used by staff, students and researchers and is supported by a full-time computer manager. Modern telephone, fax and e-mail systems and links to the internet through the University of Nairobi ICT system also exist.

Nevertheless, to deliver the full package of a quality educational experience, the School will need to plan for infrastructure development that will support the core activities of the School (research, training and service) and enable SPHUN to function more efficiently. The School is currently working within the confines of inadequate space, but it would like to ensure that staff and student experience at SPHUN is a positive one and make the necessary infrastructural improvements to facilitate this goal.


6. DIRECTIONS, GOALS AND STRATEGIES

In order to achieve its vision and mission, the SPHUN leadership and staff needed to have a clear, shared understanding of the School’s directions. In a three-day workshop, the newly formed SPHUN team set several goals for the initial three-year period covered in the Strategic Plan. The team also critically examined the public health needs of the stakeholders, clients and larger community and evaluated the internal and external factors that will impact the obtainment of these goals. As a result of their efforts, they were able to identify specific strategies that the School can implement during this development phase. The goals, strategic directions and strategies established during the workshop are listed below:

Goals

The Strategies

Strategic Direction 1: Increasing SPHUN’s visibility and impact on public health issues, including health policy development

Clear public image of SPHUN Increased contribution to policy development in Kenya and in the

region

This strategic direction will use the following strategies to ensure that SPHUN has higher visibility and greater impact on policy development:

Developing a public relations/marketing strategy for the School and conducting continuous activities that keep SPHUN in the minds of the general public

Developing accessible systems for continuous feedback on the activities of SPHUN from the general public

Enhancing SPHUN involvement in policy development, implementation, and advocacy for relevant public health issues

Expanding the School’s ability to communicate and disseminate public health information

Developing and publicizing innovative approaches in tackling public health challenges

Raising the profile of the School by increasing financial contribution to UON administration grants.


Raising visibility of SPHUN through training, research publication and advocacy

Goals

The Strategies

Strategic Direction 2: Enhancing external relationships

Cutting edge experiential learning pedagogies

Centers of excellence within communities established

This strategic direction will utilize the following strategies for its attainment:

Convening planning meetings with key national players to identify partners during which collaboration will be discussed

Determining who is doing what in order to identify gaps for redress or areas where efforts can be combined

Assessing opportunities and constraints for success within the various partnerships

Developing clear goals and objectives for various partnerships

Developing joint work plans

Establishing shared authority and communication structures within each partnership

Determining the resources available from each partner for partnership activities

Formalizing partnerships through contract agreements as necessary

Designing and implementing a partnership monitoring plan

Networking for joint grant application with local and international partners

Strengthening collaboration with the Ministry of Health and strategic partners (the UN, other NGOs)

Goal

Strategic Direction 3: Mobilising resources

Adequate and sustainable resources for SPHUN


The Strategies SPHUN will implement the following strategies for resource mobilization:

Developing and implementing a fundraising strategy based on financial needs linked with analysis of the funding market

Establishing a fundraising committee to assist with the fundraising work

Appointing a fundraising staff person to perform the day-to-day sustainability work

Training to ensure that those involved in fundraising receive the requisite skill development

Building a donor base by researching, identifying and analyzing potential donors and nurturing existing donors

Developing and implementing partnership protocols for collaborations that result in increased funding for SPHUN

Encouraging and supporting the development of joint proposals

Evaluating the fundraising program regularly

Goal

The Strategies

Strategic Direction 4: Maintaining a dynamic, integrated, relevant and well delivered curriculum

A dynamic, integrated, relevant and well delivered curriculum

This strategic direction will use the following strategies to ensure that SPHUN has a curriculum that serves the needs of its client base:

Evaluating the current school-wide core curriculum, and specifically:

o Developing courses that are based on current public health performance gaps as identified by the needs assessment conduct

o Promoting departmental-based reviews of the curriculum

o Expanding exposure to training in public health ethics and policy

Increasing training opportunities for public health professionals


o Expanding the degree programs (e.g. scheduled degrees for students working full-time), including considering doctoral level training

o Establishing programs in public health on areas where need has been identified (e.g. health systems management, disaster management, public health communication, etc.)

o Increasing the use of information technology to expand life-long access to learning (e.g. distance learning/digital media learning)

Increasing and evaluating student-based practicum experiences through the establishment of centres of excellence

Tracking postgraduate work placements

Attracting new students to the field of public health through:

o Increasing outreach activities

o Implementing an undergraduate minor in public health

Goal

The Strategies

Strategic Direction 5: Developing the School’s infrastructure to support and facilitate expanded research, training and service initiatives

Expanded SPHUN infrastructure

To actualize infrastructure development, the School will implement the following strategies:

Enhancing administrative infrastructure and specifically:

o Expanding existing and acquiring new administrative and accounting systems

Enhancing information technology infrastructure and specifically:

o Improving instructional technology capabilities

o Expanding the School’s video conferencing abilities

o Improving the School’s computer hardware and software capability and support

Enhancing facilities infrastructure specifically:


o Assuring adequate space to accommodate training, research and service needs

o Updating and upgrading facilities including labs

o Launching a capital campaign to secure funds for a new building

o Assuring appropriate interactive space in the new facility

Developing and implementing a phased master plan for infrastructure development

Goal

The Strategies

Strategic Direction 6: Fostering staff development and productivity while ensuring equity in workloads and accountability

A world renowned faculty

The School will achieve this by implementing the following strategies:

Addressing staff recruitment and retention inadequacies

Expanding staff mentoring

Improving the availability of and access to staff training opportunities

Expanding the inclusion of students in School committees and activities

Developing team program and conflict resolution mechanisms

Conducting regular team building workshops

Acquiring grant application and management capacity

Initiating staff development and taking advantage of existing staff development opportunities

Enhancing grants-based staffing


7. STRATEGIC FIT

The School has ensured that it is aligned with the national agenda in addition to the plans of the University of Nairobi. In this analysis, the following alignment areas have been identified:

The newly promulgated constitution of Kenya espouses the fundamental duty of the State and every State organ to observe, respect, protect, promote and fulfil the bill of rights, within which health is considered fundamental. The Bill of Rights states that every person has the right to the highest attainable standard of health, which includes the right to health care services, including reproductive health care.1 SPHUN as a body accredited to the University of Nairobi – a State organ – thus sees this basic right as the foundation for all its work in public health through the strategic directions outlined in this strategic plan.

The Health Related Acts which include the Public Health Act Cap 242, the Food, Drugs and Chemicals Substance Act Cap 254, the Environmental Management and Coordination No. 19, 1999; the Occupational Safety and Health Act Cap 254, 2007 all provide for guidance in the implementation of public health interventions. The mandate of the School, especially with regards to service (in the form of providing evidence-based advice) will greatly assist in the revision of some of these guidelines to meet the current public health challenges.

Kenya’s Vision 2030 foresees Kenya’s journey towards prosperity in a clean and secure environment in seven key social sectors namely: Education and Training; Health; Water and Sanitation; the Environment; Housing and Urbanization; Gender, Youth, Sports and Culture; and Equity and Poverty Eradication. In the Health Sector, in order to improve the overall livelihood of Kenyans, the country aims to provide an efficient and high quality health care system with the best standards and best practices. This will involve training high calibre health professionals in the relevant fields of public health. The School will play a crucial role in training high quality human resources to ensure fulfillment of Vision 2030.

The implementation of the mandate of the Ministry of Medical Services (MoMS) and the Ministry of Public Health and Sanitation (MoPHS) requires highly trained and specialized personnel in diverse disciplines. This will require the development of curricula and the implementation of new programmes relevant to those needs. The School will play a crucial role in training high caliber personnel to fulfill the mandate of both ministries.

This strategic plan is cascaded from the corporate plan of the University of Nairobi and the College of Health Sciences. This cascade emulates university policy that seeks to ensure that all plans developed at subsequent descending units encompass the strategies of the immediate unit above it to ensure cohesion and consolidation of all strategies throughout the university. The strategies of the University of Nairobi revolve around resources and governance; teaching and learning; research, innovation and technology; and institutional competitiveness. In juxtaposition to this, the

1 Constitution of Kenya, 201024 School of Public Health, University of Nairobi

Strategic Plan

strategic directions of SPHUN are within these plans in that the first years of its existence are focused upon resource mobilization and developing a state of the art curriculum. These efforts will in turn increase the competitiveness of the university by developing the staff of the School who will have a direct impact on teaching and learning, and by developing a clear image that enables the School to have an impact on policy development which goes hand-in-hand with research. The other strategic directions of SPHUN (infrastructure development and the establishment of external partnerships) are directly in line with those of the College of Health Sciences.


8. STAKEHOLDER AND PARTNER ANALYSIS

SPHUN will need to form alliances with selected strategic organizations and departments in order to realize its vision. In analyzing these alliances, the School separated them into two distinct groups, stakeholders (considered to be the more internal departments that the School will have to work with); and partners (considered as external organizations and institutions that the School would like to partner with to ensure that it becomes a model world class school in public health in the region).

Below are the results of the first stages of analysis. The School is aware that in the process of implementation of the plan, some of the variables may change, as relationships are developed.


Stakeholder and Partner Analysis

Stakeholder What are they most interested in?

What is their biggest concern? What do we need to do to get their support?

University of Nairobi Administration

Financial resources Default in contributing to the kitty Generate funds and contribute to the UON kitty

College of Health Sciences Curriculum development

Grants to contribute to the college kitty

Stagnation/regression

Default in contributing to the College kitty

Misplaced courses

Develop curriculum/ courses that attract research grants

Ministry of Public Health and Sanitation

Development training for current MOPHS staff

The MPH program does not accommodate MoPHS professionals’ work schedule

Consider running both day and evening MPH programs

UNITID Training in tropical and infectious diseases

Potential competition for resources and pool of trainees and trainers

Enhanced collaboration

Clinical Epidemiology Unit Training and promotion of health research

Clout/recognition of the School in training and research for public health

Enhanced collaboration

Kenyatta National Hospital Provision of curative services

Shift of funding from curative to preventive services

SPHUN students are using their resources

Build/foster a working relationship with them during the students’ 3 month rotation in SPHUN

Students Welfare Passing examinations Examine fairly and facilitate on-time


Stakeholder What are they most interested in?

What is their biggest concern? What do we need to do to get their support?

Training (quality and duration)

Passing examinations

General welfare

MPH takes too long to complete

graduation

Address welfare through mentorship and counseling

Avail guidelines to students that will be enforced

Ministry of Medical Services

Training in management for health institutions

Participation in health sector reforms

Quality of graduates in management

Not familiar with SPHUN’s capacity to participate

Involve the ministry in the curriculum development process

Furnish MoMS with SPHUN staff profiles

Consider offering internships in management and leadership


Potential Partner Expected Results/Objective of

the Partnership

Method of Cooperation

Potential Areas of Conflict

African Medical Research Foundation

Research collaboration Memorandum of Understanding with University of Nairobi

Wants to start a university

Conflict of interest

United States Agency for International Development (USAID)

Support in capacity building

Training

Curriculum development

Letter of Commitment Engagement with competitors

Northeastern University

Exchange programme Memorandum of Understanding with University of Nairobi

Engagement with competitors (GLUK)

Consortium for Advanced Research Training in Africa

Capacity building for staff to obtain PhD; post-doctorate

Memorandum of Understanding with University of Nairobi

Capacity building

University of Washington

Curriculum development

Educational methodology

Grants development

Exchange programmes

Joint training in Global Health and Diplomacy


Competition for students

Georgetown Capacity building for research and teaching


Competition with MoH and UN agencies

UN Agencies Increased opportunities for consultancy services

Increased leverage for policy development and

Contract Competition for rights to research evidence


Potential Partner Expected Results/Objective of

the Partnership

Method of Cooperation

Potential Areas of Conflict

analysis

Gesellschaft für Technische Zusammenarbeit (German Society for International Cooperation)

Increased opportunity for consultancy services

Contract or Memorandum of Understanding with University of Nairobi

Competition for sources of funding

East, Central and Southern Africa (ECSA) Health Community

Training in Global Health and Diplomacy

Contract Completion for students

Rockefeller Foundation Support in training for Global Health and Diplomacy

Including above course in MPH

Grants Competition for Schools of Public Health

Japan International Cooperation Agency

Evaluation of monitoring of community strategy

Infrastructure grants


Competition from other training institutions

Alliance Leadership training Membership Competition for funding sources

Tufts University Co-curriculum development (CCD)


Competition for funding sources

University of Minnesota

Respond Project – Emerging Threats of Zoonotic Diseases (OneHealth)

Through Alliance via a Memorandum of Understanding

Competition for funding sources


9. IMPLEMENTATION OF THE PLAN

The SPHUN Strategic Plan will be implemented in three phases which roughly fall into the three years of the plan.

The first phase deals with putting the fundamentals in place to ensure that there is a base which supports the implementation of the various activities contained within the strategic plan;

The second phase deals with strengthening the base while focusing more on developing the first curriculum for the School and ensuring that learning takes place to enhance the performance of the School. Within Phase 2, serious consideration will be given to feedback mechanisms from students, potential clients, stakeholders and partners, and to monitoring and evaluation;

Phase 3 essentially deals with consolidating the gains of the previous phases, while ensuring that all activities aim to achieve the impact stated – a world class School of Public Health.

Each phase is not considered distinct from the others; there are areas of overlap, with some activities running throughout the life of the Strategic Plan. SPHUN also considers it important to ensure that an operational plan is developed for each phase of the implementation of the Strategic plan.

The framework of the plan is as follows:



Phase 1: Getting the Fundamentals Right

Systems basics which include:

launching the Strategic Plan

client needs assessment

detailing design for infrastructure development

training needs assessment for staff of the School

resource mobilisation

developing relevant policies and procedures

public relations

curriculum development

Phase 2: Striving for Excellence

Enriching the activities of the SPHUN via:

focusing on coordination of activities, learning through joint reflection

development of additional collaborative arrangements with others outside the School

advocacy

public relations

plan for initiation of new courses


monitoring and evaluation

conducting a mid-term review of the strategic plan

Phase 3: Solidifying Changes and Improvements

Pursuing excellence in all activities of SPHUN by

utilising the results of feedback

refining previous initiatives

implementing monitoring and accountability mechanisms

public relations

conducting a final review of the strategic plan


preparing for development of next Strategic Plan

2011 2012 2013

Ongoing Strengthening of Systems and SupportImprove efficiency and accountability within the School of Public Health, University of Nairobi

Plan Framework

THE FIRST SIX-MONTH ACTION PLAN HAS BEEN DEVELOPED AS FOLLOWS:

Strategic Direction

December/ January 2011

February 2011 March 2011 April 2011 May 2011 June 2011 Milestones

Develop dynamic, integrated and relevant curriculum

Conduct training in curriculum development

Dr. Ongore

Realignment of programmes in tandem with globalization

Dr. Ongore

CHS Principal

Conduct market survey of existing public health courses

Dr. Olewe

Explore opportunities for faculty exchange for curriculum development with partners

Dr. Ongore

Develop curriculum on disaster management

Dr. Ongore

Develop course content/ curriculum for Global Health and Diplomacy course

Prof. Wangombe

Develop course content/ curriculum for Global Health and Diplomacy course

Prof. Wangombe

MSc. in HSM curriculum development

Dr. Ongore

Thematic Heads

Follow-up on leadership and management curriculum development with USAID

Prof. Wangombe

Report on needs assessment for infrastructure for SPHUN

Report on survey of existing public health courses in the region


Enhance external relationships

Training in engagement with stakeholders

Dr. Ongore

Mapping of stakeholders

Prof. Olenja

Develop a framework for engagement with partners/stake-holders

Dr. Olewe

Develop concept notes for collaboration with stakeholders

Mrs. Opiyo


Mrs. Opiyo


Mrs. Opiyo

MOUs with MoMS, MoPHS and KMTC


Strategic Direction



Mobilise resources

Training in grant management

Dr. Ongore

Mapping of stakeholders

Prof. Olenja

Develop a resource mobilization strategy

Dr. Ongore

Develop concept papers for joint grant application with partners

Dr. Ongore


Dr. Ongore


Dr. Ongore

First SPHUN Operational Plan and Budget

Training report in grant management

Concept papers for joint grant application with partners in place

Resource mobilization strategy document developed

Foster staff development and productivity

Inventories and analyses of staff capacity

Mrs. Kinoti

Inventories and analyses of staff capacity

Mrs. Kinoti

Recruitment of part-time academic staff

Prof. Mwanthi

Recruitment of honorary lecturers

Dr. Ongore


Dr. Ongore


Dr. Ongore

Human resources needs assessment report


Strategic Direction



Increase School’s visibility and impact on public health

Establish proper signage for SPHUN

Dr. Ongore

Dr. Olewe

Launch the SPHUN and Strategic Plan

Dr. Ongore

Establish a web-page for SPHUN

Dr. Ongore

ICT Manager

Developing and maintaining an identity for SPHUN through marketing tools (e.g. letterheads, business cards, newsletters, brochures)

Dr. Olewe

Establish public relations strategy

Dr. Olewe

Expand the School’s ability to communicate and disseminate public health information

Dr. Olewe

Develop systems for continuous feedback on the activities of SPHUN from the general public

Dr. Olewe

Conduct continuous activities that keep SPHUN in the minds of the general public

Dr. Olewe

SPHUN launched

Existence of proper signage for SPHUN

Existence of marketing tools (e.g. letterheads, business cards, newsletters, brochures)

Webpage for SPHUN in place and operational


Strategic Direction



Develop the School’s infrastructure

Develop a master plan for infrastructure

Prof. Muchunga

Benchmarking with other institutions

Prof. Muchunga

Mapping of potential partners for submission of infrastructure grant proposals

Mr. Nyabola

Develop concept papers to identified partners

Mr. Njeru


Mr. Njeru


Mr. Njeru

Master plan for infrastructure in place

Concept papers to identified partners developed


10. MONITORING AND EVALUATION

One of the key elements of this Strategic Plan is the process for monitoring and evaluating performance. By having a systematic way for comparing actual performance to planned performance, the effectiveness of the actions can be determined. With this knowledge, SPHUN will be able to reassess what to do differently in the future to better achieve outcomes and strategies in the Strategic Plan. A formal process for monitoring and evaluating performance also increases the accountability of SPHUN in implementing the strategic directions and strategies of the 2011-2013 Strategic Plan.

Monitoring and evaluating the implementation of the Plan will be an ongoing process requiring the time and commitment of the Director’s Office, department heads and key staff. The process to monitor and evaluate the implementation of the Strategic Plan will include three key elements:

Internal Progress Reports Annual Reports External Review

Internal Progress Reports

Internally, a key to monitoring and evaluating the progress of the Strategic Plan will be regular progress reports completed by departments responsible for implementing the recommended strategies. The completion of these progress reports will be timed to be compatible with the quarterly meetings. The Director will review the progress reports and serve as the overall internal monitor for the Strategic Plan. Progress will then be summarized for reporting to the School Management Board on a regular basis.

The progress reports will describe the actions taken by departments toward achieving a specific outcome and strategy of the Strategic Plan, and will include costs, benefits, performance measures, and progress to date. The progress reports will become online documents to facilitate the ease with which departments submit them for review.

Annual Report

At the end of each year of the 2011-2013 Strategic Plan, an annual report will be produced and released to various stakeholders of SPHUN. The annual report will evaluate the year’s activities related to the Strategic Plan based upon how well SPHUN has furthered the achievement of the outcomes and strategies of the Strategic Plan.

External Review

Externally, an independent committee consisting of representation from College of Health Sciences will assist with monitoring and providing feedback on the School’s progress in implementing the


2011-2013 Strategic Plan. This Working Group will convene at least annually to review progress reports from SPHUN. This monitoring will be especially important for the mid-term review of progress and to ensure that relevant and timely information is passed on in a continual basis to the College Management.

Below is the suggested Performance Monitoring Framework for the institution:


11. PERFORMANCE MANAGEMENT FRAMEWORK

Results Area

Key Activities Performance Indicator Target Target at 2013

Data Source Fre-quency

Responsi-bility

Y1 Y2 Y3

Increased School Visibility

Launch SPHUN and its 2011 – 2013 Strategic Plan.

# of guests attending the launch of the SPHUN

150 150 Quarterly report

Guest book

Quarter-ly

Director of SPHUN

# of people receiving the SPHUN Strategic Plan.

500 350 150 1,000 Quarterly report

Annually Director of SPHUN

Develop a public relations/marketing strategy for the School.

% of clients/stakeholders satisfied with the School’s services and activities.

70%

100% 100% Annual report


# of formalized partnerships with strategic stakeholders (with MoU).

4 8 20 >20 Quarterly reports

Quarter-ly

Director of SPHUN

Develop and disseminate SPHUN marketing tools and materials (e.g. letterheads, business cards, brochures).

# of SPHUN staff members with business cards.

20 20 20 >20 Quarterly reports

Quarter-ly

Director of SPHUN

% of students applying for enrollment at the SPHUN after learning about the school and academic programs through the School’s brochures.

10%

20%

40% 40% Annual report

Annually

Develop and maintain a website on SPHUN with

# of partners’ websites linked to the SPHUN website

10 50 1 80 Quarterly reports

Quarter-ly


Results Area



Responsi-bility

Y1 Y2 Y3

links to strategic partners. # of queries originating from the SPHUN website

2 5 10 17 Annual report


# of hits (average) on the SPHUN website.

15000

5000 5,000 Annual report


Develop and disseminate publications to raising visibility of SPHUN.

# of topical articles published in leading journals and dailies.



Enhanced external relation-ships

Establish partnerships with Ministry of Health and other strategic partners (UN, other NGOs).

# of MOUs between SPHUN and partners signed.

1 10 20 20* Annual report


Develop joint grant applications with local and international partners.

# of successful joint grants with partners



% of income raised through joint grant applications

5% 10%

15% 15%* Annual report


Increased financial resources

Develop a resource mobilization strategy.

Resource mobilization strategy 1 1 Annual report


% increase in annual revenue. 80%




Results Area



Responsi-bility

Y1 Y2 Y3

Establish an operational fundraising committee.

# of committee meetings to strategically plan and monitor fundraising activities.



# of successful funding proposals. 1 2 2 5 Annual report


Train relevant staff in resource mobilization strategy.

% of relevant staff trained in resource mobilization.

100%

100%

100% 100%*

Improved and updated curricu-lum that is dynamic and responds to client needs

Conduct a survey of existing public health courses in the region.

Catalogue of public health courses and institutions offering/delivering them.

1 1 Annual report

Mapping report


Conduct a client assessment on gaps in knowledge and ultimately performance in public health.

Training and information needs assessment.

1 1 Annual report

Mapping report


Develop course content/curriculum for Global Health and Diplomacy course.

# of new courses offered by the SPHUN 2 1 3 Annual report


Design and deliver a # of students enrolled for the degree in 30 30 60 Annual Annually Director of


Results Area



Responsi-bility

Y1 Y2 Y3

degree program on Global Health and Diplomacy

Global Health and Diplomacy report SPHUN

Develop course content/curriculum for Masters degree in Health Systems Management.

# of students enrolled for the degree in Health Systems Management

20 20 40 Annual report


Carry out department specific review of curriculum.

% of curricula reviewed 80%

100%



% increase in student enrollment in public health courses at the SPHUN.

20%

80 100% 100%* Annual report


Improved School infrastruc-ture

Conduct visits to state-of-the-art training institutions as a benchmarking exercise to guide infrastructure improvement.

# of exploratory visits to state-of-the-art training institutions to inform the SPHUN infrastructure development activities.



Develop a phased Master Plan.

Comprehensive costed infrastructure development Master Plan

1 Annual report


Renovate existing facilities. % of SPHUN existing infrastructure renovated

60%



Establish and implement a % of SPHUN functional equipment 80 100% 100%* Annual Annually Director of


Results Area



Responsi-bility

Y1 Y2 Y3

preventive maintenance programme of all hard facilities and equipment.

% report SPHUN

Improved staff productiv-ity

Carry out human resources needs assessment and improvement plan.

Human resources needs assessment 1 1 Quarterly reports

Quarter-ly

Director of SPHUN

% of staff satisfied with human resources management and improvement.

85%



% of staff participating in Continuous Professional Development activities.

50%



*Cumulative figures


12. MANAGEMENT AND COORDINATION

Successful implementation of this Strategic Plan requires effective management and coordination.

SPHUN Board of Management

The SPHUN Board of Management shall be the supreme organ guiding policy and implementation of programmes of the School. The Board shall consist of the following members:

The Principal, College of Health Sciences

The Director of the SPHUN

The Thematic Heads of SPHUN

Heads of specialized centres

SPHUN Librarian

SPHUN Registrar/Administrator

SPHUN Chief Technologist

The function of the Board will be as follows:

To review and advise on academic programmes at the School

To review research activities and advise on research priorities

To research funding sources

To advise on utilization of School funds

To advise on the training at the School

To liaise with government and other institutions

The Board of the School is required to meet at least quarterly in each academic year, and at its own discretion appoint a standing committee, whenever necessary to deal with specific matters relevant to the School such as research, training, finance and quality assurance.

School Administration

The head of the School will be a Director who will be appointed by the Vice Chancellor in consultation with the Principal of the College of Health Sciences and shall be a senior academic member of the staff. The Director will be appointed for a period of three years.


13. FINANCING THE STRATEGIC PLAN

The SPHUN will receive funds mainly from the Government, through the university mainstream government support. Traditionally, government funding is earmarked for operational, development and personnel related costs. Other sources of funds for the School include student fee collections, grants from external stakeholders and income generating activities.

Over-reliance on government funding may expose SPHUN to severe financial limitations and thus, over the plan period, the School will seek to increase its annual income by scaling up resource mobilization activities both within and without its traditional funding sources. SPHUN will also undertake a cost rationalization exercise to identify areas where cost savings may be made and, in this regard, some non-core activities may be outsourced. The School will also strengthen its financial management systems to ensure effective and efficient use of resources and avoid wastage.

The budget to implement this plan stands at total of KSH. 543,567,754. This budget is expected to finance initial setup activities to a large extent, to include: strengthening internal management and operational systems, enhancing physical infrastructure and upgrading the information technology infrastructure. Considerable amounts of resources have also been allocated to staff capacity building. The costs for each year for the six strategic objectives are shown below:

Strategic Direction Total Year 2011 Year 2012 Year 2013

SD 1 104,110,200 35,058,000 33,684,000 35,368,200

SD 2 14,272,728 4,735,000 4,652,550 4,885,178

SD 3 21,978,638 7,680,000 6,983,550 7,315,088

SD 4 40,446,575 12,830,000 13,471,500 14,145,075

SD 5 183,629,142 4,614,000 87,671,625 91,343,517

SD 6 58,239,343 16,817,000 16,817,850 24,604,493

Institutional Strengthening 40,369,310 12,980,000 13,298,432 14,090,878

Staff development 31,106,569 15,000,000 7,863,000 8,243,569

Administration costs 49,415,250 9,471,400 17,657,951 19,175,243

Total 543,567,754 104,185,400 194,237,458 210,927,671


Proposed Budget by Expenditure Category

Expenditure Year 2011 Year 2012 Year 2013 Total

Variable Programme 105,100,000 96,770,882 108,652,480 310,523,362

Capital Expenditure 10,971,400 18,444,251 19,999,600 49,415,250

Administration 4,614,000 87,671,625 91,343,517 183,629,142

Total 120,685,400 202,886,758 219,995,597 543,567,754


Administration Costs: Administrative support costs are comprised of administrative salaries (costed at % time allocated to Strategic Plan-related activities) and costs for running the offices.

Capital Expenditure: Capital expenditures are comprised of costs for initiating and expanding the SPHUN’s physical infrastructure and office equipment, purchasing new accounting and statistical software and replacing/adding computer equipment.

Variable Programme Costs: These are comprised of direct variable Strategic Plan activity costs. A large portion of the expenditure will be spent on activities aimed at establishing a functional unit (SPHUN) such as development of operational systems and structures and development of tools and marketing.

Technical Support: This consists of consultancy fees and related cost for activities that are heavy on time, require external technical skills and/or require external objectivity such as external review and assessments.

SPHUN is cognizant of the fact that there is need for extensive resource mobilization and to this effect some resources have been set aside to design and implement a resource mobilization strategy, as articulated in one of its strategic directions.

The School will conduct a comprehensive financial gap analysis to establish the budget deficit. This process will involve a review of all traditional sources of funds analyzing their proportion of contribution to the annual School’s expenditure.

The proposed budget will be adjusted following 1) the establishment of exact cost of infrastructure development after a comprehensive infrastructure development Master Plan has been finalized; 2) cost adjustments due to revision of the Strategic Plan after the midterm review in the second year of the Plan.


The Strategic Plan Budget

Strategic Direction Amount Year 2010 Year 2012 Year 2013

SD 1: Increasing SPHUN’s visibility and impact on public health issues, including health policy development 104,110,200 35,058,000 33,684,000 35,368,200

Developing a public relations/marketing strategy for the School 248,000 248,000

Developing and maintaining an identity for SPHUN through marketing tools 654,980 500,000 75,600 79,380

Developing and maintaining a website for SPHUN with links to strategic partners 97,288 65,000 15,750 16,538

Conducting continuous activities to keep SPHUN visible the general public 7,226,188 2,975,000 2,073,750 2,177,438

Developing accessible systems for continuous feedback on the activities of SPHUN 24,610 16,000 4,200 4,410

Enhancing SPHUN involvement in policy development, implementation & advocacy 11,794,160 4,424,000 3,595,200 3,774,960

Expanding the School’s ability to disseminate public health information 240,000 240,000 -

Developing/publicizing innovative approaches in tackling public health challenges 26,796,250 8,500,000 8,925,000 9,371,250

Raising visibility of SPHUN through training, research publication and advocacy 57,028,725 18,090,000 18,994,500 19,944,225

SD 2: Enhancing external relationships 14,272,728 4,735,000 4,652,550 4,885,178

Consultative meetings with key players to identify partners for collaboration 255,353 81,000 85,050 89,303

Stakeholder mapping in order to identify gaps for redress and areas of collaboration 240,000 240,000

Developing clear goals and plan objectives for various partnerships 64,000 64,000



Networking for joint grant application with local/international partners 12,610,000 4,000,000 4,200,000 4,410,000

Strengthening collaboration with Ministry of Health and strategic partners 1,103,375 350,000 367,500 385,875

SD 3: Resource Mobilization 21,978,638 7,680,000 6,983,550 7,315,088

Developing & implementing a fundraising strategy based on financial needs 560,000 560,000

Establishing a fundraising committee to assist with the fundraising work 398,640 192,000 100,800 105,840

Training to ensure that those involved in fundraising receive the requisite skills 1,482,443 714,000 374,850 393,593

Researching and analyzing potential donors and nurturing existing donors 18,915,000 6,000,000 6,300,000 6,615,000

Developing and implementing partnership protocols for partner collaboration 149,680 64,000 50,400 35,280

Evaluating the fundraising program regularly 472,875 150,000 157,500 165,375

SD 4: Maintaining a dynamic, integrated, relevant and well delivered curriculum 40,446,575 12,830,000 13,471,500 14,145,075

Evaluating and enhancing the current school-wide core curriculum 14,186,250 4,500,000 4,725,000 4,961,250

Increasing training opportunities for public health professionals 23,643,750 7,500,000 7,875,000 8,268,750

Increasing and evaluating student-based practicum experiences through the establishment of centres of excellence 1,103,375 350,000 367,500 385,875

Tracking postgraduate work placement 1,513,200 480,000 504,000 529,200

SD 5: Developing the School’s infrastructure to support and facilitate expanded research, training and service initiatives 183,629,142 4,614,000 87,671,625 91,343,517

Assure appropriate equipment and interactive space in 29,451,000 620,000 28,831,000



new facility

Enhancing information technology infrastructure 5,596,881 3,754,000 1,178,625 664,256

Enhancing facilities infrastructure 90,919,261 240,000 90,679,261

Updating and upgrading facilities including labs 57,662,000 57,662,000

SD 6: Fostering staff development and productivity while ensuring equity in workloads and accountability 58,239,343 16,817,000 16,817,850 24,604,493

Addressing staff recruitment and retention inadequacies 800,000 800,000

Improving the availability of and access to staff training opportunities 47,287,500 15,000,000 15,750,000 16,537,500

Conducting regular team building workshops 9,152,500 700,000 735,000 7,717,500

Acquiring grant application and management capacity 999,343 317,000 332,850 349,493

Institutional strengthening 40,369,310 12,980,000 13,298,432 14,090,878

Monitoring and evaluation 1,900,000 1,000,000 500,000 400,000

Personnel 10,874,310 3,480,000 3,648,432 3,745,878

Office running costs 2,375,000 500,000 750,000 1,125,000

National travel within Kenya 6,305,000 2,000,000 2,100,000 2,205,000

International travel 18,915,000 6,000,000 6,300,000 6,615,000

Staff training professional development 31,106,569 15,000,000 7,863,000 8,243,569

Staff trainings (including tuition, subsistence, and travel) 31,106,569 15,000,000 7,863,000 8,243,569

Total direct costs 494,152,504 94,714,000 176,579,507 191,752,428

Administration costs 49,415,250 9,471,400 17,657,951 19,175,243

Grand total 543,567,754 104,185,400 194,237,458 210,927,671


14. SPHUN ORGANOGRAM


Vice Chancellor

Principal, CHS

SPHUN Management Board

SPHUN Academic Board

Director, SPHUN

Administrator/ Registrar

Heads of Thematic Units

Heads of Centres

Academic Staff

Support Staff

15. BIBLIOGRAPHY

Lemak, Christy H (2007). Strategic Planning for Public Health: Seminar in Contemporary Issues (PowerPoint Presentation). University of Florida.

Government of Kenya (2008). Ministry of Public Health and Sanitation Strategic Plan 2008 – 2012. GOK

Government of Kenya (2008). Reversing the Trends: The Second National Health Sector Strategic Plan of Kenya. Ministry of Medical Services Strategic Plan 2008 – 2012. Nairobi, Kenya: GOK

Government of Kenya (2010). The Constitution of Kenya. Nairobi, Kenya: Government Printers

Government of Kenya (2007). Kenya Vision 2030: The Popular Version. Nairobi, Kenya: Ministry of Planning

University of Nairobi (2010). Proceedings of the Report on Strategic Planning Workshop for School of Public Health, University of Nairobi. Nairobi, Kenya: University of Nairobi

University of Nairobi (No Year). School of Public Health University of Nairobi (SPHUN) Strategy Document. Nairobi, Kenya: School of Public Health, University of Nairobi

University of Nairobi website: www.uonbi.ac.ke

University of Nairobi (2010). Strategic Plan for the period 2008 – 2013 (revised). Nairobi, Kenya: University of Nairobi


University of Nairobi (2008). The College of Health Sciences Strategic Plan 2008 – 2013. Nairobi, Kenya: University of Nairobi


This publication is made possible by the generous support of the United States Agency for International Development (USAID) under the Leader with Associates Cooperative Agreement GPO-A-


00-05-00024-00. The contents are the responsibility of the LMS/Kenya Program and do not necessarily reflect the views of USAID or the United States Government.


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