PE, GAR, PPPE: Three levers for strategic, coherent, and results-oriented governance
IPTICAR Project: Governance, steering, and support for higher education institutions
As part of the European IPTICAR project, Algerian institutions are engaged in a structuring process centered on three major and deeply complementary Algerian reforms: the Institutional Project (PE), Results-Based Management (GAR), and the Student’s Professional and Personal Project (PPPE).
These three approaches are sometimes presented separately, as distinct tools belonging to different domains: institutional strategy for the PE; steering and evaluation for the GAR; and academic support and guidance for the PPPE. However, a key objective of IPTICAR is precisely to demonstrate that they take on their full significance when conceived together.
The Institutional Project sets the course. It enables a university or school to articulate its identity, priorities, positioning, ambitions, and contribution to regional development. It addresses a fundamental question: who are we, where do we want to go, and what transformation do we wish to drive?
Results-Based Management moves the process from intention to action. It helps institutions translate their strategic objectives into expected results, indicators, concrete actions, and monitoring mechanisms. It fosters a culture of steering, evidence-based practice, adjustment, and collective responsibility, while answering another key question: how do we know we are truly progressing toward the goals we have set for ourselves?
Finally, the Student’s Professional and Personal Project embodies this transformation at the level of the individual student's journey. Within IPTICAR, the PPPE is not merely a tool for individual guidance; it serves as both a governance lever and a structuring pedagogical tool, linking the institution’s collective vision to the students' concrete career paths. It raises a crucial question: how can each student build their future within an institution that fully embraces its mission of support, openness, and professionalization?
Coherence among these three tools is therefore fundamental. An institutional strategic plan without a Results-Based Management (RBM) framework risks remaining a document with no real capacity for monitoring. An RBM framework without an institutional strategic plan risks generating indicators disconnected from any shared vision. A Personalized Student Professional Project (PPPE) without alignment with institutional governance risks remaining an isolated pedagogical initiative, dependent on individual goodwill. When aligned, however, these three levers create a powerful dynamic for transformation.
The institutional strategic plan sets the vision.
RBM structures the management and steering process.
The PPPE gives substance to this vision within the student’s educational journey.
It is this alignment that we seek to strengthen through IPTICAR. The goal is not to add new mechanisms, but to help institutions build an integrated approach: a clear strategy, transparent management, measurable results, and a renewed focus on student pathways.
This coherence is all the more important given that higher education institutions are called upon to play a central role in innovation, internationalization, professionalization, and regional development. The reforms supported by IPTICAR are therefore not merely administrative exercises; they invite institutions to rethink how they envision their future, govern themselves, engage with their environment, and prepare their students for what lies ahead.
The PPPE exemplifies this ambition particularly well. By aggregating students' aspirations, projects, needs, and trajectories, it becomes a valuable source of information for governance: understanding student expectations, adjusting academic offerings, developing relevant partnerships, and embedding an international dimension into student pathways. At the individual level, it helps each student identify their skills, mobility opportunities, career prospects, and the steps needed to build their own project.
Thus, the PPPE bridges two levels that are too often kept separate: the institution and the student. He points out that an institution is transformed not only through its strategic documents but also through the way it provides concrete support to the people who make it up.
Within IPTICAR, supporting the PE, GAR, and PPPE means supporting a single transformation from three complementary perspectives: vision, steering, and trajectories. It involves helping institutions shift from a management-oriented mindset to a project-oriented one. It means strengthening their capacity to act, measure, learn, and adapt. Finally, it affirms that institutional success and student success are not separate goals, but two sides of the same ambition.
Through these three reforms, IPTICAR helps establish a governance culture that is more strategic, collaborative, and results-oriented—a culture where each institution can clarify its identity, steer its priorities, leverage its strengths, address its weaknesses, and better support its students in a changing world.
The Institutional Project (PE), GAR, and PPPE are therefore not three parallel initiatives. They form a coherent triptych serving a shared ambition: institutions that are more transparent, accountable, and open, and better equipped to provide lasting support for both individual and collective trajectories.