IMPACTOS DEL TRANSPORTE

Did the NFP alumni return to their employer and have they been able to utilize their new expertise, knowledge, skills, aptitudes, etc. after returning to their employer? What have been the factors and conditions that have made this (im)possible (both in relation to the training and the employer)? What aspects/elements of the NFP fellowship have been considered most useful in this respect?

Most of the alumni surveyed (89%) returned to their employer after completing their NFP education or training, whilst over 70% of the alumni surveyed are currently still working for the same employer they worked for when they started their NFP education. Note however, that this number is

somewhat influenced by the bigger response rate from alumni that recently completed their education/ training. Alumni who participated in a master or PhD course left their organisation more frequently (respectively 42,6% and 27,7%). These findings correspond with the 2009 Tracer study, performed by Nuffic, which showed a similar high percentage of alumni (90%) returning to their employers This was particularly the case for alumni who were working for a government organization.

The findings from both the survey and interviews show that the alumni who returned to their employer are of the opinion that they have to a large extent been able to put (part of) their new expertise and skills to work. These findings are supported by similar results in the 2009 Tracer study in which a large percentage of the alumni that they have been able to apply the acquired knowledge and skills in their work situation (77.8%) and also share this knowledge and skills with people beyond their work situation (59.4%).

Figure 4.3 Utilisation of NFP knowledge and skills (Due to my NFP education or training…)

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

...the international network with institutions and colleagues

abroad improved ...I contributed to a new strategy

for the organisation ...I introduced new technics and

methodologies ...I contributed to solving complex problems in the

organisation ...new ideas for commercial activities for the organisation

were introduced ...new technical skills were brought into the organisation that

were not there before ...new ideas on the management

of the organisation were introduced ...the quality of services of the

organisation improved

Not applicable Slightly applicable Applicable Highly applicable Do not know

A comparison between the different modalities shows that alumni of PhD courses are less positive than other alumni on the utilisation of NFP knowledge and skills due to the NFP education or training (see annex 4, Q37).

74 Evaluation of the Netherlands Fellowship Programme (NFP) 2002 - 2010

The positive picture (see figure 4.3) provided by the alumni surveyed is supported by multiple concrete examples from the field study on the utilization of the NFP education or training. Several alumni respondents from education institutes for instance indicated in the interviews that the education and training in the Netherlands not only increased their technical knowledge but even more changed their teaching skills.

A total of 10 staff within the Hawassa University (Ethiopia) followed NFP Master courses in the field of environmental sciences as well as water management during the period 2002-2010. Five of these fellows were interviewed. In terms of the effectiveness of their experience in the Netherlands, both the employer and the alumni agreed that the most notable outcome of their education had in fact been that their teaching skills had changed. They explained that the participative approach and interactive teacher-student relationship, as is custom in the Netherlands, not only increased their technical knowledge in their field but also taught them valuable pedagogical lessons. Although the class size at Hawassa University, which can be over 100 students, is a significant obstacle for applying the newly learned teaching methods

consistently, it is applied where possible, for example, by splitting up classes in groups and assigning group work. Although still an orthodox method for Ethiopian university level of teaching, the NFP alumni indicated that they teach with more confidence in their approach and methodologies. This was very much valued by their students. In addition to teaching, they noticed that their research work and management role in the University had improved significantly through their increased analytical and communication skills. They all stressed that they were now better able to work with different cultures and mind-sets. Being part of a team of professionals with different opinions has become more natural, allowing them to more freely express their opinion and interject when appropriate. A cultural change, all NFP alumni confirmed, they would not have done before their time in the Netherlands.

Nevertheless a considerable number of alumni interviewed indicated that they encountered various obstacles within the organisation that did not allow them to put (part of) their NFP education/ training into practice. The concrete examples were however in most cases provided off the record. The extent to which NFP alumni have been able to utilize their newly gained expertise and skills after returning to their employer varied tremendously depending on several influencing factors which will be discussed in the next section.

4.4.1 Conducive and hindering factors and conditions

The alumni interviewed mentioned several conducive and hindering factors and conditions that influenced the extent to which they have been able to make use of the gained knowledge, skills and behaviour acquired via the NFP. These influencing factors relate to the work environment (lack of the right infrastructure or equipment and organisational barriers) and to the task or position and follow up upon return.

Responsiveness to organisational changes

Employers and/ or colleagues do not always appreciate behavioural changes. Conservative leadership in particularly African and Asian but also East European organisations can make it difficult to achieve (organisational) changes. According to a considerable number of the alumni interviewed, neither their organisation nor their colleagues/managers were ready to understand or adopt the changes they proposed, based on their gained insights from the NFP-programme. One of the Ugandan respondents stated in this respect: “The (working) culture in my own country does not encourage you to apply the lessons learned; especially being relatively alone as an NFP alumnus in such an environment”. In the case of organisations with more NFP alumni, or other Western educated staff, the organisational barriers were found to be lower. The field visits showed that organisational obstacles appear to be smallest in those organisations where management itself participated in education and training courses, whether funded through NFP or other programmes.

To overcome organisational obstacles, some of alumni encourage fellow colleagues to apply for NFP with the hope to create a critical mass for change.

Follow up by employer

The support of superiors influences the extent to which alumni will be confident to propose and apply new ideas. The field visits showed examples in which employers were very open to receive new ideas and supported their staff to implement these whilst in other cases the initiative was very much left to the alumni. A positive example in this respect is the Water Resource Commission in Ghana. The Commission is a flat organisation and until a vacancy is created, there are no promotions possible. The NFP alumni are allowed to be part of management meetings as an incentive and motivation but also to receive their input and ideas.

Position upon return

The information from the survey (see table 4.2) as well as the interviews show that alumni not always return to positions, or receive new tasks or responsibilities, in which they can fully implement their newly acquired knowledge and skills. Specifically for alumni of master and PhD courses a promotion to a higher (management) position can provide an opportunity to the alumnus to implement (small) changes. The field visits showed that particularly governmental organisations provided limited opportunities for promotion because political considerations, but also seniority and sometimes family ties are decisive factors. The extent to which alumni returned in positions where they could implement their acquired knowledge and skills will be discussed further in section 4.6.1.

Follow up by NFP

Several of the alumni felt that they were insufficiently supported and not given enough possibilities to put their newly learned skills in practice. They felt that a follow-up by either Nuffic or the RNE would increase the possibilities to utilise their skills and knowledge. Alumni in Bangladesh for instance indicated that the launch of platform of Dutch alumni supported by the Netherlands Embassy could serve as an advocacy tool for changing the prospects of alumni in the organisations they are working for. The embassy of Japan in Bangladesh recently started such a platform for their alumni to that effect.

Availability of resources

Courses are often finalised with the development of a specific plan or project to be implemented upon return to their organisation. Alumni interviewed expressed their frustrations that upon return neither funds nor human resources were made available by the organisation to implement these plans.

The availability of resources is also an important factor for specifically staff who are involved in more technical professions requiring expensive equipment such as environmental agencies, research centres and universities. In many cases both funding for equipment were found to be insufficiently available to apply the full knowledge learned through the NFP.

Useful elements of NFP

Related to the above mentioned factors and conditions several useful elements/ aspects of the NFP are mentioned:

 Attention for organisational management and change. Some of the HEI such as Van Hall Larenstein pay attention to organisational change in their degree programmes. Alumni stated that because of this they felt better prepared for the resistance they could expect from peers and superiors;

 Some HEI such as ITC-Twente provide alumni with relevant software programmes and updates which enables them to use what they have learned also in the workplace;

76 Evaluation of the Netherlands Fellowship Programme (NFP) 2002 - 2010

 Refresher courses were found to be a good opportunity to exchange practical experiences and problems encountered in daily work.

4.5 Effects of the NFP at organisational level