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Tuning Africa Phase II

Third General Meeting

Accra, 17-19 October 2016

This initiative is implemented on behalf of the European and African Union Commissions by:

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CONTENT 1. Programme …………………………………………………………..…………………………… 2

1.1. Programme général …………………………………………..….....………..….. 2 1.2. Programme pour les 5 Groupes de travail qui ont été établis dans le cadre de Tuning Africa I (Sciences de l’Agriculture, Ingénierie Civile, Ingénierie Mécanique, Médecine et Formation des enseignants) ……………... 4

2. Participants …………….………………………………………………………………...............… 9

DOCUMENTS DE TRAVAIL

3. DOCUMENT 1: Version finale des programmes révisés/nouveaux élaborés par les

membres des SAG ………………………………………………………………………………….. 23

3.4. Médicine …………………..………………………………………………………….……… 23

3.4.1. University of Ibadan, Nigeria …………………………..…………………….……. 23

3.4.2. University of Health Sciences, Somalia …………….……………………...……..23

3.4.3. University of Cape Town ………………………………………………………..…. 39

3.4.4 Universite des Sciences, des Techniques et Technolgies de

Bamako (Mali) and Université de Thiès (Senegal) …………………………………...… 51

3.4.5 Suez Canal University, Egypt ……………………………………………...……….. 56

3.4.6. Université Cheikh Anta Diop de Dakar ……………………………………..…….. 60

4. DOCUMENT 2: Stratégie de Formation du projet Tuning Afrique II …………….…..……. 62

5. DOCUMENT 3: Situation du Crédit dans le Système de l'Enseignement Supérieur en Afrique …………………………………………………………………………………………..78

6. DOCUMENT 4: Processus de Consultation ……………………………………….……………. 84

7. DOCUMENT 5: Résultats de la consultation sur la charge de travail des étudiants en Afrique ……………………………………………………………………………….……..… 92


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1. PROGRAMME 1.1. Programme général

TUNING AFRICA PHASE II Programme pour la Troisième Assemblée générale

Du 17 au 19 octobre 2016 Accra, Ghana

Hébergement Swiss Spirit Hotel & Suites Alisa Accra, 21 Dr. Isert Road - North Ridge, Accra Ghana

Dimanche 16 octobre 2016 Arrivée des participants à Tuning Africa II 19.00 – 20.30 Enregistrement 20.30 Dîner à l’Hôtel

Lundi 17 octobre 2016 Swiss Spirit Hotel &Suites Alisa Accra, 21 Dr. Isert Road - North Ridge, Accra Ghana Séance du matin RÉUNION PLÉNIÈRE 8.00 – 9.00 Enregistrement 9.00 – 9.30 Official Ouverture et bienvenue

H.E. William Hanna, Ambassadeur pour l’Union européenne au Ghana H.E. Pr. Jane Naana Opoku Agyemang, Ministre de l’Éducation du Ghana Pr. Samuel Kwame Offei, Pro-Vice-recteur, Université du Ghana Dr. Beatrice Njenga, Responsable de la Division de l’Éducation de la Commission de l’Union africaine Président : Olusola Oyewole, Vice-recteur à l’Université fédérale d’Agriculture Abeokuta et Président de l’Association des Universités africaines


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9.30 – 10.00 Aperçu général des principales tâches et activités pour la Troisième Assemblée générale.

Pablo Beneitone, Directeur Tuning Academy - Université de Deusto Julia González, Co-coordinateur général de Tuning

María Ortiz-Coronado, Chef de projet Tuning Africa – Université de Deusto Président : Charles Awono Onana, Directeur de l’École Nationale Supérieure Polytechnique, Yaoundé I, Cameroun

10.00 – 10.30 Procédures de mise en œuvre : stratégies de développement du

personnel : Rapport sur la conception d’un Cours en ligne pour l’apprentissage

basé sur les résultats dans l’Enseignement supérieur Nouvelles propositions et initiatives :

- Nouveau cours en ligne : Évaluation pratique pour l’apprentissage - Ateliers et ateliers en ligne pour les bonnes pratiques Ahmed ElGohary, Président de l’Université Égypte-Japon pour les Sciences et la Technologie (E-JUST) Maria Yarosh, Tuning Academy – Université de Deusto Document : Stratégie de développement du personnel pour Tuning Africa II Président : Etienne Ehouan Ehile, Secrétaire général - Association des Universités africaines

10.30 – 11.00 Pause-café 11.00 – 11.30 État des lieux du Système de Crédits dans l’Enseignement supérieur en

Afrique Olusola Oyewole, Vice-recteur à l’Université fédérale d’Agriculture Abeokuta et Président de l’Association des Universités africaines Document : État des lieux du Système de Crédits dans l’Enseignement supérieur en Afrique

Président : Robert Wagenaar, Directeur de Tuning Academy – Université de Groningue

11.30 – 12.00 Analyse de l’enquête sur la charge de travail des étudiants.

Edurne Bartolomé, Tuning Academy – Université de Deusto Document : Résultats de la consultation autour de la charge de travail des étudiants en Afrique

Président : Yohannes Woldetensae, Expert senior en Éducation, Commission de l’Union africaine

12.00 – 12.30 La Voix des étudiants dans le Processus d’Harmonisation dans l’Enseignement supérieur en Afrique.

8 courtes présentations de la Charge de travail du point de vue des étudiants Document : La Voix des étudiants dans le Processus d’Harmonisation africaine dans l’Enseignement supérieur : contributions autour de la Charge de travail


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Président : Matete Madiba, Directeur des Affaires estudiantines, Université de Pretoria

12.30 – 14.00 Lunch : Hôtel

1.2. Programme pour les 5 Groupes de travail qui ont été établis dans le cadre de Tuning Africa I (Sciences de l’Agriculture, Ingénierie Civile, Ingénierie Mécanique, Médecine et Formation des enseignants) Lundi 17 octobre 2016 Swiss Spirit Hôtel & Suites Alisa Accra, 21 Dr. Isert Road - North Ridge, Accra Ghana SÉANCE DE L’APRÈS-MIDI, TRAVAIL EN GROUPES DE DOMAINES D’ÉTUDES (SAG = Subject Area Groups)

Accords et consensus autour de la définition d’un Système de crédits pour l’Afrique Document : Résultats de la consultation autour de la charge de travail des Étudiants en Afrique Document : La Voix des étudiants dans le processus d’harmonisation africaine dans l’Enseignement supérieur : contributions autour de la Charge de travail

14.00 – 16.00 Analyse de l’état des lieux en ce qui concerne les crédits à travers

les différents pays de la région. Réflexion générale autour de la pertinence d’un système de crédits en Afrique. Identification des difficultés pour sa mise en œuvre au sein des institutions.

16.00 – 16.30 Pause-café 16.30 – 17.30 Charge de travail et Voix des étudiants dans le Processus

d’Harmonisation africaine dans l’Enseignement supérieur Analyse des résultats des enquêtes (du point de vue du domaine

d’étude). Discussion et principales conclusions Présentation par des étudiants sélectionnés de leurs réponses aux questions de la consultation. - Quels sont les différents types d’activités que vous développez

dans le cadre de votre travail à l’Université ? Combien de temps consacrez-vous à chacune d’entre elles au cours d’une semaine de travail normale ? Quelles sont les variations en périodes d’examens ?


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- Pour quels types d’activités souhaiteriez-vous disposer de plus de temps ? Quels types d’activités vous prennent trop de temps actuellement? Souhaiteriez-vous inclure un autre type d’activités ?

- À part votre travail à l’Université, quelles autres exigences (telles que la participation à d’autres activités à caractère privé et professionnel) avez-vous au cours d’une semaine normale ?

17.30 – 18.00 Résumé : principales questions identifiées par le Groupe de domaine d’étude qui devront être incluses dans les comptes-rendus du Groupe de Domaine d’Étude (SAG) :

Pertinence d’un système de crédits au niveau du continent ; questions qui affectent son adoption qui sont liées au domaine d’étude.

Principales questions issues de la consultation autour de la Charge de travail pour chaque domaine d’étude.

20.00 Dîner : Swiss Spirit Hotel & Suites

Mardi 18 octobre 2016 Swiss Spirit Hotel & Suites Accra Ghana SÉANCE PLÉNIÈRE La matinée sera consacrée à un atelier autour des approches,

centrées sur les étudiants, à l’enseignement, à l’apprentissage et à l’évaluation avec des classes surchargées. La première partie comportera un atelier de développement du personnel au cours duquel les collègues seront mis à contribution de façon interactive. La second partie sera consacrée à déconstruire la structure et les tâches de l’atelier pour permettre aux collègues de contribuer à l’élaboration d’un modèle pour la planification d’un atelier créatif.

09.00 – 10.30 Atelier

Arlene Gilpin et Maria Yarosh - Tuning Academy, Université de Deusto 10.30 – 11.00 Pause-café 11.00 – 12.30 Élaboration d’un modèle créatif

Arlene Gilpin et Maria Yarosh - Tuning Academy, Université de Deusto 12.30 – 14.00 Lunch : Hôtel SÉANCE DE L’APRÈS-MIDI, TRAVAIL EN GROUPES DE DOMAINES D’ÉTUDES LES GROUPES DE DOMAINES D’ÉTUDES ont deux tâches

principales pour l’après-midi. Tout d’abord, explorer le potentiel


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des institutions pour proposer des ateliers de développement personnel, et en fonction de leurs besoins en termes de développement du personnel. Ensuite, les groupes retourneront à leurs plans de programme, les nouveaux et ceux qui auront été révisés, développés avant cette réunion, et discuteront des sujets clés.

14.00 – 16.00 Procédures de mise en œuvre : stratégies et alternatives pour le

développement du personnel au niveau INSTITUTIONNEL Discussion autour des forces de chaque institution dans certains points

à développer à travers un format atelier. - Qu’est-ce qui a déjà été fait en termes de développement du

personnel au niveau de votre institution? - Que peut apporter votre institution en termes de bonnes pratiques ? Examen des besoins de développement du personnel au sein de chaque institution - Quels sont les besoins de votre institution en termes de

développement du personnel ? - Comment pouvez déceler les supports dont votre personnel a

réellement besoin au sein de votre institution ? Document : Stratégie de Développement du Personnel pour Tuning Africa II

16.00 – 16.30 Pause-café 16.30 – 18.30 Validation des programmes révisés/nouveaux Analyse finale des programmes. Discussion générale autour de l’ébauche de proposition, Tuning

Reconnaissance Accord : est-il viable de produire un document conjoint qui établisse la reconnaissance commune du programme révisé/nouveau qui aura été élaboré ? Les groupes prépareront un bref résumé des principales considérations pour leur domaine d’étude.

Document : Ébauche Tuning Reconnaissance Accord Document : Version finale des programmes révisés/nouveaux qui auront été élaborés pour les membres des SAG (Groupes de Domaine d’Étude)

20.00 Dîner : Hôtel (à confirmer)

Mercredi 19 octobre 2016 Swiss Spirit Hôtel & Suites Accra Ghana SÉANCE PLÉNIÈRE 9.00 – 10.30 Présentation des accords passés et du consensus atteint dans les 8

Groupes de travail et le Groupe consultatif du Projet Tuning Africa (Tuning Africa Project Advisory Group = TAPAG) Président : Etienne Ehouan Ehile, Secrétaire Général - Association des Universités africaines


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10.30 – 11.00 Pause-café 11.00 - 11.30 Tâches planifiées jusqu’à la Quatrième Assemblée générale (avril

2017) Julia González, Pablo Beneitone et María Ortiz-Coronado – Tuning

Academy, Université de Deusto 11.30 – 12.00 Cérémonie de remise des Certificats aux représentants qui auront

achevé l’élaboration du Cours en ligne pour un apprentissage basé sur les résultats dans l’Enseignement supérieur Feedback de participants.

12.00 – 12.30 Clôture de la Troisième Assemblée générale.

Etienne Ehouan Ehile, Secrétaire Général - Association des Universités africaines Pablo Beneitone, Tuning Academy Deirdre Lennan, EU Commission, Direction générale pour l’Éducation et la Culture Dr. Beatrice Njenga, Responsable de la Division de l’Éducation de la Commission de l’Union africaine Yohannes Woldetensae, Expert senior en Éducation, Commission de l’Union africaine

12.30 Lunch : Hôtel Symposium sur la Recherche et les Bonnes pratiques dans les approches basées sur les compétences et centrées sur les étudiants dans l’Enseignement supérieur 14.00 – 14.15 Bienvenue et Ouverture

H.E. Pr. Jane Naana Opoku Agyemang, Ministre de l’Éducation du Ghana (à confirmer) Pr. Damtew Teferra, Professeur de l’Enseignement supérieur et leader de la formation et du Développement dans l’Enseignement supérieur à l’Université de Kwazulu - Natal, Afrique du Sud

14.15 – 16.00 Recherche sur les approches basées sur les compétences et centrées

sur les étudiants dans l’Enseignement supérieur Présentations :

- Jane E. Iloanya, Université Botho, Botswana - Démocratisation de l’Enseignement et de l’Apprentissage : un outil pour la mise en pratique efficace de l’Approche Tuning dans l’Enseignement supérieur ?

- Alsaeed S. A. Alshamy, Université d’Alexandrie, Égypte - Système d’heures de Crédit et Étudiant Charge de travail à l’Université d’Alexandrie : Un changement de paradigme

- Kinde Getachew Abebe, Université Jimma, Éthiopie – Renforcement de l’auto-efficacité et du rendement académique en Mathématiques appliquées II à travers une Stratégie basée sur l’Innovation en Classe : le Cas des étudiants de première année d’Ingénierie à l’Université Jimma, Éthiopie

- Fisseha Mikre Weldmeskel, Université Jimma, Éthiopie – L’utilité de l’évaluation de la qualité formative et de la Perception des Étudiants dans l’apprentissage autodirigé en salle de classe.


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- Brinda Ramasawmy Molaye, Université de Maurice, Île Maurice - Le besoin d’améliorer les Aptitudes à l’employabilité des Étudiants du premier cycle en Agriculture. Preuves de la perception des Étudiants et des attentes des Employeurs

- Anthony Mugagga Muwagga, Université Makerere, Ouganda - La méthode Tuning et ses implications pour les programmes universitaires en Ouganda, compétences et aptitudes

- Lazarus Nabaho, Institut de gestion d’Ouganda - Développement des Compétences Génériques dans les Sciences du vivant : l’histoire cachée de l’Université Makerere des Sciences de la Santé en Ouganda

Président : Damtew Teferra, Professeur de l’Enseignement supérieur et leader de la formation et du Développement dans l’Enseignement supérieur à l’Université de Kwazulu - Natal, Afrique du Sud

16.00 – 16.30 Pause-café 16.30 – 18.15 Descriptions et exemples de bonnes pratiques dans l’enseignement,

l’apprentissage et l’évaluation en vue de la mise en place des approches basées sur les compétences et centrées sur les étudiants dans l’Enseignement supérieur.

Table ronde : - Peter Antonio Kwaira, Université du Zimbabwe, Zimbabwe -

Étudiants qui appliquent leurs Connaissances en Sciences des matériaux à la résolution de problèmes : Implications pour l’apprentissage basé sur les compétences à l’université du Zimbabwe

- Adams Otuoze U Onuka, Université d’Ibadan, Nigeria - Évaluation basé sur les Compétences pour Cours d’Instrumentation dans la Recherche et l’Évaluation de l’Éducation

- Masaaki Suzuki, Université Égypte-Japon de Sciences et Technologie, Égypte - Établissement d’un nouveau programme de “Mechatronics” de premier cycle en E-JUST

- Mohamadou SY, Institut Supérieur de Développement Local, Sénégal - L’approche améliorée centrée sur les étudiants E-apprentissage : l’expérience d’ISDL

Président : Professeur Ahmed ElGohary, Président de l’Université Égypte-Japon pour les Sciences et la Technologie (E-JUST)

18.15 – 18.30 Résumé, Recommandations, Clôture du Symposium 20.00 Dîner : Swiss Spirit Hôtel & Suites

Départ


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2. PARTICIPANTS Tenant compte de l'expérience précédente et afin de répondre à certains des défis posés par la diversité et la complexité du système, Nous estimons avantageux pour Tuning Afrique II d’avoir une structure à plusieurs niveaux avec des rôles et des responsabilités claires. La structure organisationnelle adoptée est la suivante :

Comité de Direction (MC)

8 groupes de travail liés aux domaines thématiques (SAGs)

Groupe Consultatif du Projet Tuning Africa (TAPAG)

L’Unité de Coordination(C.U) 2.1 Comité de Direction Le Comité de Direction (MC) est composé des 8 coordonnateurs de la SAG et 9 experts africains et européens de Tuning. La fonction de ce groupe est d'affiner les processus de travail, de superviser les activités et les résultats obtenus, de préparer et de recevoir les rapports du Groupe Consultatif de la Stratégie du Projet Tuning Africa (TAPAG). Les 8 coordinateurs des SAG sont individuellement responsables de la coordination du travail de leur groupe; de conseiller sur les questions relatives à la mise en œuvre de Tuning dans des contextes différents; de superviser et d’assurer la cohésion de l'activité de leur groupe par rapport à ensemble du projet. Les experts de Tuning proviennent aussi bien de pays africains qu’européens et appartiennent à différents secteurs de l'enseignement supérieur. Les 10 experts contribueront aux produits et à l’aboutissement du projet. Tous les responsables et personnes impliqués dans l'exécution du projet ont une large expérience dans l'enseignement supérieur transnational. Plusieurs d’entre eux ont joué des rôles de premier plan dans les projets Tuning. Ils constituent le groupe le plus actif et expérimenté d'experts européens et africains. Certains sont des consultants dans leur secteur, pour les institutions d'enseignement supérieur et les autorités nationales et européennes et sont également des coordinateurs et expert de ECTS et DS et aussi des conseiller dans leur pays. 2.2 Participants par domaine thématique Actuellement, 124 universitaires de 105 universités africaines participent et sont distribués en 8 groupes de travail autour de différentes disciplines Thématiques (Sciences Agricoles, Géologie Appliquée, Génie Civil, Economie, Gestion de l'Enseignement Supérieur, Ingénierie Mécanique, Médecine et Formation des Enseignants). Les universités sélectionnées sont des centres d'excellence au niveau national dans les disciplines qu'elles représentent et ont démontré une capacité de dialogue avec d'autres institutions qui travaillent dans les mêmes domaines de connaissances. Elles ont une présence significative dans le système (de par leur taille de l'institution, leurs antécédents, leur crédibilité et autorité académique) de sorte qu'une partie considérable du système est représenté par leur participation. SCIENCES AGRICOLES

Benin Université Catholique de l'Afrique de l´Oest , UCAO-UUC (Phase II)

Benin Université d'Abomey-Calavi


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Burundi Université de Ngozi

Cameroun Université de Dschang

Côte d’Ivoire Université Nangui Abrogoua (former Université d'Abobo-Adjamé)

Ghana University of Ghana

Île Maurice University of Mauritius

Kenia Egerton University

Madagascar Universite d'Antananarivo

Morocco Université Mohammed Premier

Nigeria Federal University of Agriculture

Nigeria University of Ilorin

Sénégal Université Gaston Berger

Soudan Sudan University of Science and Technology (Phase II)

Swaziland University of Swaziland (Phase II)


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GÉOLOGIE APPLIQUÉE

Algérie Ecole Nationale d’Ingénieurs de Tunis

Burkina Faso 2iE -Institut International d'Ingénierie de l'Eau et de l'Environnement Cameroun Université de Maroua Côte d’Ivoire Université des Sciences et Technologies de Côte d'Ivoire (USTCI)

Ethiopie Adama Science and Technology University

Kenia Jomo Keniatta University of Agriculture and Technology (JKUAT)

Lybie Sebha University

Madagascar Université d' Antananarivo

Mauritania Université des Sciences, Technologie et Médecine (USTM)

Nigeria University of Nigeria, NSUKKA République Démocratique du Congo Université de Lubumbashi

Rwanda University of Rwanda


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Sud Soudan Juba University Tunisie Faculté des Sciences de Tunis GÉNIE CIVIL

Afrique du Sud University of Pretoria

Algérie Université Mouloud Mammeri de Tizi Ouzou

Benin Université d'Abomey-Calavi (Phase II)

Botswana University of Botswana Cameroun Université de Douala

Cap Vert Universidade Jean Piaget de Cabo Verde (Phase II)

Egypte Assiut University (Phase II)

Egypte Tanta University (Phase II)

Ethiopie EiABC - Addis Ababa University

Ghana Kwame Nkirumah University of Science and Technology (Phase II)


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Kenia Moi University

Nigeria Ahmadu Bello University

République Démocratique du Congo Université de Kinshasa

Sud Soudan Juba University

Tanzanie University of Dar Es Salaam ECONOMIE

Algérie Université 8 mai 1945 Guelma Angola Katyavala Bwila University

Burkina Faso Université de Ouaga II

Cameroun Université de Yaoundé II

Cap Vert ISCEE - Instituto Superior Ciências Económicas e Empresariais Djibouti Université de Djibouti Egypte Cairo University


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Erythrée College of Business and Economics Ethiopie St. Mary's University Ghana University of Professional Studies, Accra (UPSA) Kenia Masinde Muliro University of Science and Technology (MMUST) Lesotho National University of Lesotho

Maroc Université Hassan 1er de Settat

Nigeria University of Calabar République Démocratique du Congo Université de Goma (UNIGOM)

Tanzanie Open University of Tanzania GESTION DE L’EDUCATION SUPÉRIEURE Afrique du Sud University of Kwazulu Natal Afrique du Sud University of Pretoria Cameroun Université de Yaoundé II


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Côte d’Ivoire Université Alassane Ouattara Egypte Alexandria University Ethiopie Jimma University

Île Maurice University of Mauritius Kenia Keniatta University Nigeria Nnamdi Azikiwe University, Awka, Nigeria Nigeria University of Ilorin Ouganda Makerere University Pays-Bas Independant Expert Tanzanie University f Dar es Salaam Tunisie Université de Tunis

INGENIERIE MECANIQUE

Afrique du Sud Cape Peninsula University of Technology


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Afrique du Sud Stellenbosch University

Algérie Akli Mohand Oulhadj (Phase II)

Cameroun Universite de Yaounde I

Egypte Cairo University

Egypte Egypte-Japan University of Science and Technology (Phase II)

Erythrée Erythrée Institute of Technology (Phase II)

Ethiopie Dilla University (Phase II)

Ethiopie Jimma University

Ghana Kwame Nkirumah University of Science and Technology

Lybie University of Zawia (Phase II)

Malawi University of Malawi – The Polytechnic

République Démocratique du Congo Institut Superieur de Techniques Appliquees , ISTA/KINSHASA

République Démocratique du Congo Université de Lubumbashi (Phase II)


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Tunisie Ecole Nationale d’Ingénieurs de Tunis

Zambie Copperbelt University

MEDECINE

Afrique du Sud University of Cape Town

Algérie Universite d'Algérie 1

Egypte Menoufia University (Phase II)

Egypte Suez Canal University Ethiopie Mekelle University

Kenia University of Nairobi

Mali Université des Sciences, des Techniques et Technologies de Bamako (Phase II)

Morocco Université Cadi Ayyad de Marrakech

Mozambique Universidade Eduardo Mondlane (Phase II)

Nigeria Ebonyi State University Nigeria


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Nigeria University of Ibadan

République Démocratique du Congo Université Catholique de Bukavu (Phase II)

Royaume-Uni Independant Expert

Sénégal Universite Cheikh Anta Diop de Dakar

Sénégal Université de Thiès (Phase II)

Somalie University of Health Sciences (Phase II)

Tunisie Faculty of Medicine of Monastir FORMATION DES ENSEIGNANTS

Afrique du Sud University of the Western Cape Angola Katyavala Bwila University (Phase II) Botswana Botho University (Phase II) Burundi Université Espoir d`Afrique (Phase II)

Egypte Alexandria University


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Ethiopie Arsi University

Gabon Université Omar Bongo

Gambia University of The Gambia (Phase II)

Kenia African Virtual University (Phase II)

Mozambique Universidade Eduardo Mondlane

Namibia University of Namibia Nigeria Benue State University Makurdi (Phase II)

Nigeria National Open University of Nigeria Nigeria University of Nigeria, Nsukka

Ouganda Makerere University, College of Education and External Studies School of Education

Somalia Mogadishu University Tanzania Open University of Tanzania

Zimbabwe University of Zimbabwe


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2. 3 Groupe Consultatif du Projet Tuning Africa (TAPAG)

Afrique du Sud Southern African Development Community (SADC) Afrique du Sud Southern African Regional Universities Association (SARUA) Angola Fórum da Gestao do Ensino Superior nos Países e Regioes de Língua Portuguesa (FORGES) Burkina Faso Conseil Africain et Malgache pour l' Enseignement Superieur (CAMES) Egypte National Authority for Quality Assurance and Accreditation in Education (NAQAAE) Ethiopie Ethiopien Chamber of Commerce and Sectoral Associations (ECCSA) Ghana All- African ÉTUDIANTs Union (AASU) Ghana Erasmus Mundus ÉTUDIANTs and Alumni Association (EMA) Jordan Association of Arab Universities (AARU) Kenia African Council For Distance Education (ACDE) Kenia Pan African University (PAU) Kenia Commission for University Education


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Mozambique National Council for Assessment and Quality Asssurance of Higher Education (CNAQ) Nigeria The African Quality Assurance Network (AfriQAN) Nigeria Association of West Africa Universities (AWAU) Nigeria ECOWAS Commission Abuja Sénégal National Authority for Quality Assurance (NAQA-Sud) Tanzanie Inter-University Council for East Africa

2. 4 Participants au Symposium Botswana Botho University Egypte Egypte-Japan University of Science and Technology Egypte Alexandria University Ethiopie Jimma University Ethiopie Jimma University Île Maurice University of SudanMauririus


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Nigeria University of Ibadan Ouganda Makerere University Ouganda Ouganda Management Institute Sénégal Institut Supérieur de Développement Local Zimbabwe University of Zimbabwe


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WORKING DOCUMENTS 3. DOCUMENT 1: Final version of revised/new programmes developed by SAG members 3.4. MEDICINE 3.4.1. University of Ibadan

KEY ASPECTS

A Name of the new or revised programme. Medicine Already revised and operational since 2011

B Description of the degree profile of programme An integrated, system-based, student-centred, community-oriented, competency-driven curriculum. Revised Medicine programme based on generic and specific competences that students: • Must know • Should know and • May know The holder of the degree of Medicine of the University of Ibadan must be able to function effectively as general practitioners (that is able to deal with common health conditions that are presented in general health care settings), empowered to appreciate and utilise opportunities for self-learning and professional development and sufficiently prepared and motivated for the possibility of specialist professional training and postgraduate academic qualification.

C Definition of the length and level of the revised programme Length of revised programme: Six years Revised Medicine programme in its 5th year Programme leads to the award of the MB; BS medical degree

D Identification of the future fields, sectors of employment/occupation of graduates Hospital settings at the primary, secondary and tertiary levels of health care as well as general and specialty practice. Degree prepares graduates for future specialisation and or academic medicine

E Check up the link of the competences with the agreed meta-profiles All competences included. In that all graduates of medicine of Ibadan are able to function effectively as general practitioners that is able to deal with common health conditions that are presented in general health care settings, empowered to appreciate and utilise opportunities for self-learning and professional development and sufficiently prepared and motivated for the possibility of specialist and academic postgraduate training leading to the qualitative production of specialists for advanced health care delivery for the nation and globally recognized academics for future development of medical education.

F Definition of the competences in the revised Medicine curriculum The broad objective of the medicine programme of Ibadan is to produce socially responsive


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medical graduates who meet up with global standards in the specific subject sub-specificity and are competent to diagnose and treat common illnesses and emergencies. Ibadan describes desired competences on the basis of subject specificity of basic sciences integrated with clinical specificities and defined as:

Learning objectives

Outcome indices

Must know to pass and involves 50 percent contact time

Should know to pass and involves 30 percent contact teaching time and

May know to pass involving 10 percent contact teaching time Each specialty has broad objectives which fits into the competences elucidated by TUNING concepts. Specific objectives; Each student should be able to obtain detailed history and must be able to demonstrate knowledge of basic medical principles and must know clinical features of common medical diseases (TUNING Subject Specific competency 1) and perform systematic examination to elicit clinical signs in order to formulate appropriate differential diagnosis, order appropriate investigations to confirm diagnosis and institute management TUNING (Subject Specific competency 2 and 4) as well as perform simple side room investigations and procedures necessary for management of diseases (Subject Specific competency 5). Each student must actively participate and well equipped to manage emergencies in subject sub-specificities (TUNING Subject Specific competency 3). Students must possess adequate knowledge and skills required for prevention of diseases and possess adequate knowledge of understanding of the impact of the socio-economic environment of Nigeria and the world as they relate health to the aetiology and management of diseases and health (TUNING Subject Specific competency 8). Graduates of Ibadan medical programme must meet up with global standards in soundness of training and medical knowledge through attitude, knowledge and skills which accord with global standards and must graduate with global standards of practice. All through the training programme and specifically in the Department of Community Medicine, great emphasis is placed on population health and prevention (TUNING Subject Specific competency 11) and concept of professional ethical behaviour and professionalism as well as research and team membership in the management of health through the demonstration of ethical behaviour and practice and the understanding of the principles of medical ethics (TUNING Subject Specific competency 12 and 13). The Ibadan Medicine expects all graduates to acquire skills in verbal and non-verbal communication with patients and relations and colleagues in the health care team and must and should demonstrate communication skills that ensure effective and efficient practice and must know various means of communication including how to obtain and informed consent and breaking bad news and should know the issues of malpractice. (TUNING Subject Specific competency 6, 7)

H Specification of the level of competences described in the revised Medicine programme profile. Ibadan describes desired competences on the basis of subject specificity of basic sciences integrated with clinical specificities and defined as:

Learning objectives

Outcome indices The expected levels of acquisition of these competences are defined through learning objectives and outcomes and are predicated on:

Must know to pass and involves 50 percent contact time


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Should know to pass and involves 30 percent contact teaching time and

May know to pass involving 10 percent contact teaching time

I Expected Levels of Achievements of Subject Specific competences. 90 to 100 percent

j Description of the methodology of learning strategy for achieving the competences and how to make sure that students reach the desired competences. Learning strategy will be achieved by teaching and tutorials as well as formative and summative assessments. Specific instances are highlighted below:

Ability to diagnose and manage common medical conditions. Achieved through bedside teachings, tutorials, lectures, clinical presentations and chart review/audit meetings and assessed through multiple choice questions, short answer questions, objective structured clinical examinations, long cases examinations and term papers.

To manage common medical emergencies: Outcomes will be assessed through the acquisition of skills in history taking, physical examination and diagnosis. The methods of teaching will include lectures, tutorials, grand rounds and clinical teachings. With assessment of the level of acquisition of the competences evaluated by multiple choice questions, short answer questions, objective structured clinical examinations, long cases examinations and term papers.

To perform simple diagnostic procedures, outcomes will be measures at point of care investigations and will be taught by lectures and demonstrations and assessed by log book, practical demonstrations, oral examinations and short answer and multiple choice questions.

To acquire skills in verbal and non-verbal communications with patients, relations and colleague. Outcome is defined by knowledge of health and diseases and ethical principles. This competency is assessed by Oral examination and Objective Structured Clinical Examination and taught through lectures and tutorials.

In order to produce graduates with sound ethical behaviour and professionalism. The acquisition of this competency will be assessed by Objective Structured Clinical Examination and case presentations. Competency will be delivered through lectures and bedside teachings.

To produce graduates who meet international standards. This will be assessed through the acquisition of overall clinical skills and will be taught by visits to laboratories, performance of simple tests by the side laboratories, ward rounds, tutorials and web based teachings. Assessments will be through Objective Structured

Clinical Examination, Objective Structured Practical Examinations (OSPE) and Multiple Choice Examinations, picture tests, Oral Examinations.

K How is the programme composed and specification of the Units of programme. Composed as an integrated, system-based, student-centred, community-oriented and competency-driven. Programme is assessed and sequenced as highlighted below and further highlighted in Task 3b:

Semester/Type Posting and Assessment

300 Level (1st semester) Formative Summative

Integrated Block Posting I Integrated OSPE, SAQ portfolio MCQ, SAQ, Portfolio


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300 Level (2nd semester) Formative Summative

Integrated Block Posting II Core/Integrated MCQ, SAQ, Portfolio Core/Integrated MCQ, Portfolio

400 Level (1st and 2nd semesters) Formative Summative

Core Lectures/Infectious Diseases Posting Core/Integrated MCQ, SAQ, Portfolio Core/Integrated SAQ, Portfolio


Integrated Revision Block Posting Integrated OSPE, SAQ, Portfolio Integrated Long essay, MCQ, Picture test, Continuous Assessments.



TASK 3.

The University of Ibadan has recently implemented the 2010 revised Medicine (MB; BS)

curriculum.

a. The following processes were undertaken in order to ensure approval and

commencement of the revised programme. Also the time table is highlighted.

Curriculum Review Committee highlighted the deficiencies of the operating curriculum

and consequently defined the expected competences required of the University of

Ibadan graduate of medicine. Collated views of stakeholders involving students,

teachers, employers of graduates, professional medical and university academic

accreditation bodies as well as literature reviews of global programmes of medicine,

2004-2007.

Adoption of draft template for the modified 2010 curriculum 22nd May 2007

Approval of Agreed template for the modified 2010 curriculum 30th November 2007

Revision process done through the Curriculum Committee of College 2008-2010

Approval of curriculum by the College Academic Board. 22nd March 2010.

Senate Ratification of the revised 2010 curriculum of the University of Ibadan. 30th

August 2010.

First set of students intake for the commencement of the revised curriculum 2011

b. The Curriculum/Syllabus of each academic year of programme

Pre-clinical School MB; BS Curriculum Comments

200 Level (1st and 2nd Semesters)

Integrated Core Medical Sciences (Anatomy, Biochemistry & Physiology)

To be taught in coordinated system based modules to achieve integration

Medicine as a profession Introduction to: Critical care medicine Family medicine Psychology Applied Medical Sciences

Students to have broad based knowledge in applied medical sciences and an early orientation to medicine as a profession


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Multidisciplinary Healthcare Delivery. Introduction to: The role of various healthcare specialists complementary and alternate medicine Human nutrition Public health science Medicine in the community Critical care medicine Family medicine Psychology

Students to have broad based knowledge in applied medical sciences and an early orientation to multidisciplinary health care delivery

Mid-semester vacation

300 level (1st semester) Block posting 1 Introductory pathology and pharmacology

To give introduction to applied basic sciences

Clinical application of core basic medical sciences, human nutrition and Family medicine

Clinical application of core basic subjects will be taught in system based modules

Revision of core basic medical sciences

Self-revision

Part 1 MB; BS examinations in anatomy, biochemistry, physiology, psychology, public health science, complimentary and alternate medicine, clinical application of basic medical sciences, medicine as a profession.

Candidates that fail at 3 attempts shall exit and may aim at one of the core basic medical sciences

Vacation

Clinical School

300 level (2nd semester)

Clinical Introductory posting

Orientation to clinical school with sessions in A & E Dept. and General Outpatients Dept.

Integrated Clinical posting 1 Medicine 1 Surgery 1

Involves teaching in General Medicine and Surgery


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Block posting II Integrated posting that involves teaching of core basic and basic system pathology and pharmacology

400 level (1st semester) Integrated Clinical posting II

Taken in 1st semester of 300 level

Radio-diagnosis and Therapy I

Integrated posting involves system-based teaching in Radiology, Specialty Medicine, Surgery, Paediatrics, OBGYN with vertical integration with basic medical sciences. Also includes integrated Infectious disease posting

Junior Paediatrics

Medicine II Surgery II


OBGYN I

Special Surgical posting I

Infectious disease posting

Preventive and Social Medicine I (Community Medicine I)

500 level (1st semester) Vacation

Block posting revision

Part II MB; BS examination Pathology, Pharmacology, Complementary and Alternate Medicine, Multidisciplinary Healthcare Delivery, Clinical Application of Basic Medical Sciences

To include clinically oriented questions. Candidates that fail at 3 attempts shall exit and may transfer to a suitable BSc course in the College of Medicine

500 level (2nd OBGYN II


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semester)

Senior Paediatrics

Family Medicine I

Revision OBGYN

Preventive and Social Medicine II

Revision Paediatrics

Psychiatry I

Self-revision

Part III MB; BS examination Paediatrics OBGYN Complementary and Alternate Medicine, Multidisciplinary Healthcare Delivery, Clinical Application of Basic Medical Sciences

Candidates that fail at 3 attempts shall exit and may transfer to a suitable BSc course in the College of Medicine/University of Ibadan

600 level (1st semester)

Vacation

Family Medicine II

Special Surgical Posting II

Radio-diagnosis and Therapy II

Elective Clinical/Research posting

Psychiatry II


Vacation

Preventive and Social Medicine IV (Community Medicine III)

Includes revision of other clinical and Public Health Science subjects

Medicine III and Surgery III

Self-revision

Part IV Final MB; BS examination- Medicine (to include Psychiatry as a separate clinical examination) Surgery Preventive and Social Medicine

Candidates that fail at 4 attempts shall exit and may transfer to a suitable BSc course in the College of Medicine/University of Ibadan


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c. Strategies for training of Academic Staff.

For the implementation of the revised curriculum, a Curriculum Implementation

Committee was established as well as the College of Medicine Medical Education

Committee was established.

Initially the Curriculum Implementation Committee organised several training

meetings for academic staff and key non-teaching administrative staff in the

academic office of the College. The Curriculum Implementation Committee

also organised series of training of trainers workshops before commencement

of implementation of the revised curriculum.

Subsequently the College of Medicine Education Unit took on the overall

administration of implementation of the revised curriculum, recognising

problems of implementation and ensuring that the programme runs seamlessly

and correcting shortcomings.

Newly appointed academic staff were inducted into teaching processes.

d. Development of teaching, learning and assessment strategies which will

contribute to the implementation of the revised curriculum.

These strategies were driven through the College of Medicine Education Unit

which monitors compliance with:

Competency-based teaching through identification of desired competences of each

discipline mandated by the philosophy and objectives of the course, learning objective

directed teaching and prioritization of desired competences through must know/should

know and may know to pass. Teaching time has therefore been appropriated according

to this prioritization as follows; 50 percent, 30 percent and 10 percent respectively.

Competency based assessment has been refocused to test the acquisition of required

competences know how and show how.

Competency-driven learning. Increased emphasis has been placed on the

acquisition of practical skills by students and as much as 60 percent of the teacher-

student contact time will be spent on practical/clinical teaching session and the

remaining 40 percent didactic teaching session.

Integrated system-based teaching. Integration occurs during the core basic medical

sciences at 200/300 levels (horizontal integration) and clinical application of core basic

medical sciences (300 Level 1st semester (vertical integration) as well as integrated

clinical posting 1 at the 2nd semester of 300 level and at 400 level (vertical and

horizontal integration). Core lectures at 400 level highlighting vertical and horizontal

integration. Infectious diseases rotation at 400 level (horizontal and vertical integration).

Community Orientation. This ensures community oriented learning through repeated

contact with community health needs and peculiarities with resultant acquisition of

relevant accountability to the community. Students will undertake visits to the

community including health facilities starting at 200 level.

Self-directed learning/research and audit orientation. Ensured through problem

based teaching at tutorials, eLearning and term project papers which are designed to

encourage students to seek information independently and to think in a critical and

analytical manner. The term papers will ensure that students research and audit

culture.

Introduction of feedback processes through formative assessments. This ensures

continuous self-evaluation by both parties and exit questionnaire to graduates.

Allotment of credit units. All courses have been allotted credit units based on the

University of Ibadan credit system. All courses are compulsory.


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Multi-disciplinary Learning approach. Learning to be based on the health care team

comprising medical students, pharmacists, nursing students, nutritionists and social

scientists.

e. Internal Monitoring and quality assurance procedures. Each department has a

quality assurance unit which reports to the Faculty Quality Assurance Unit and to the

College of Medicine Quality Assurance Unit as well the College of Medicine Education

Unit ensure quality of delivery. The various formative and summative assessments are

also critiqued by the Faculties, College and Senate of the University of Ibadan.

The highlighted methods of assessment of quality of implementation and products were

defined as shown below.

ASSESSMENT METHODS FOR MEDICINE PROGRAMME OF IBADAN

Semester/Type Posting and Assessment

300 Level (1st semester) Formative Summative

Integrated Block Posting I Integrated OSPE, SAQ portfolio MCQ, SAQ, Portfolio

300 Level (2nd semester) Formative Summative

Integrated Block Posting II Core/Integrated MCQ, SAQ, Portfolio Core/Integrated MCQ, Portfolio


Core Lectures/Infectious Diseases Posting Core/Integrated MCQ, SAQ, Portfolio Core/Integrated SAQ, Portfolio





f. Time-table for the implementation. First set of students intake for the

commencement of the revised curriculum 2011

Improvements to the Checklist

Aspect 6. Does the document make clear the importance of the development of competences to different expected levels. The highlighted text should be changed to basic and advanced levels.

Because the MBBS degree in Ibadan is not classed into First, Class, Second Claass Upper and Lower Divisions and Third Class Degree, the Ibadan curriculum graduates students at Pass, Fail and recognition is given for the student that excelled.

Aspect 7. If so are these measurable. The highlighted text should be assessable.


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The assessment methods are objective and measurable through;

Objective Structured Clinical Examination

Objective Structured Practical Examination

Short Answer Questions

Multiple Chooice Questions

All these measures have Departmental and collectively designed marking Scheme

Aspect 8. Is assessment addressed, should be changed to Is innovative assessment addressed. Another question should be added to this aspect. Are innovative methodologies explained.

Debriefing of all students after examinations has just started in one Department.

Simulation Technology through skills laboratory is starting to take shape.

The group also felt that we should add another aspect to the list. Implementation Check List. In the formation of the new programme is checking going on. This should be built into the programme from the beginning.

There is a check list in place for lectures, clinical skills acquision and practicals


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3.4.2. University of Health Sciences, Somalia

Proposal of a revised program

a) Name of the revised program

Bachelor of Medicine and bachelor of Surgery

b) Social needs of the program

Somalia is country recovering from a period of civil war. The war has led to the killings

and displacement of medical personnel. The scarcity of medical personnel has led to

medical crisis in the country. Needs for medical doctors is regarded as a priority by

elites

c) Description of the degree profile of the revised program in terms of generic and/

or subject specific competences.

This is an MBBS program for revision in which the generic and subject specific

competencies is based on the domains of knowledge, attitude and skills

d) Definition of the length and level of the program

This is a seven year program that leads to Bachelor of Medicine and Bachelor of

Surgery

( MBBS)

e) Identification of the future fields, sectors of employment /occupation of graduates

The graduates will be able to work in health centres, clinics, hospitals, teaching institutions, health organizations, research institutions, pharmaceutical industries.

f) Meta profile i) Professionalism ii) Excellent communication skills iii) Expert in clinical cases iv) Possess management skills

Definition of the competences

The subject specific competencies for this particular program are what the students will

be able to know, do and be after the successful completion of the training.

Different aspects of the competences

i) Knowledge

ii) Attitude

iii) Skills

Knowledge domain

On completion of the training program the graduates should have knowledge and

understanding of:

i) The concept and application of the scientific method relevant to

health sciences and medical practice; so as to continue to

acquire and incorporate the advances in knowledge throughout

his career.

ii) The normal structure, function and development of the human

body and mind.

iii) The interaction between body and mind at all stages of life, and

the factors that may lead to abnormalities.


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iv) The aetiology, pathogenesis, symptoms and signs, natural

history, and prognosis of common mental and physical

ailments in children, adolescents, adults and the aged.

v) A more detailed acquaintances on conditions require urgent

assessment, intervention and treatment.

vi) The theoretical basis of common diagnostic procedures and

laboratory tests, their uses and limitations.

vii) Management of common diseases: in particular diseases of

childhood and common tropical diseases, including

pharmacological, physical, nutritional and psychological

therapies.

viii) Normal pregnancy and child birth, the more common

obstetrical emergencies, the principal of antenatal and

postnatal care, and medical aspects of family planning.

ix) The principles of epidemiology, biostatistics, health education,

disease prevention and screening.

x) The concepts of the principles of dealing with suffering and

disability, rehabilitation and the care of the dying.

xi) Systems of provision of health care including their advantages

and their limitations, the principles of efficient and equitable

allocation and use of finite resources.

xii) Factors affecting human relationships, the psychological well-

being of patients and their families, and the interactions

between humans in a multicultural society in relation to their

social and physical environment.

xiii) The principles of ethics and cultural values related to health

care and the legal responsibilities of the medical profession.

The skills domain

On completion of the medical education and training program, graduates should

have developed the following skills:

i) The ability to communicate clearly, considerably and sensitively with

patients and their families, doctors, nurses, other health professionals and

the general public.

ii) Ability to create a climate of confidence and rapport with patients and

relatives for taking an accurate, organized and focused medical history.

iii) Ability to perform an accurate physical and mental state examination.

iv) Selecting and performing appropriate clinical skills that are effective and

practical to apply.

v) Interpreting, analyzing and integration of the history and physical

examination findings and reaching an appropriate diagnosis or differential

diagnosis.

vi) Selecting appropriate common cost effective diagnostic procedures and

interpreting their results.

vii) Formulating a management plan in concert with the patient.

viii) The ability to recognize serious illness and to perform common emergency

and life-saving procedures such as caring for the unconscious patient and

cardiopulmonary resuscitation.


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ix) The ability to counsel patients sensitively and effectively and to provide

information in a manner that ensures patients and families can be fully

informed when consenting to any procedure.

x) The ability to use information technology as an essential resource for

modern medical practice and continuing professional development.

xi) Ability to interpret scientific evidence and to use libraries and other and

other information resources to pursue independent inquiry relating to

medical problems.

Attitude and professionalism

By the end of the basic medical education program, graduates should demonstrate

the following professional attitudes that are fundamental to medical practice:

i) Recognition of the doctor’s primary professional responsibilities is the health

interests of the patient and the community.

ii) Respect for community values, including appreciation of background and

cultural diversity.

iii) Respect for every human being, including respect of sexual boundaries.

iv) Commitment to ease pain and suffering.

v) Appreciation of the ethical issues related to human life and death.

vi) An awareness of the need to communicate with patient and their families and to

involve them fully in management plan.

vii) Taking prompt action in emergency situations and appreciation of self limitation

and the need to refer the patient for attention of others when a clinical problem

exceeds his capacity to deal with it safely and efficiently.

viii) Commitment to the responsibility of maintaining standards of medical practice

at the highest possible level in health care institutions.

ix) Appreciation of the importance of research and the responsibility to contribute

to the education of junior colleagues and other members of the health team.

x) An appreciation of the systems approach to health care safety and the need to

adopt and practice health care that maximizes patient safety.

xi) Commitment to achieve equitable and optimal patient care management

systems to the efficient use of resources, transparency, accountability and

sustainability.

xii) Willingness and ability to work effectively in a team with other health care

professionals.

g) Description of the expected learning outcome

The expected learning outcomes will be developed from the competencies

h) Methodology for achieving the competences

i) Lectures: will be used for providing expert presentations, subject outlines and

explanation of concepts and complex issues.

ii) Small groups discussion: for reflection on specified topics to encourage active

participation.

iii) Assignments and student seminars: to develop independent learning, writing, and

reporting and apply evidence-based search, prepare a seminar, develop group

work and presentation skills.


36

iv) Clinic-pathological conferences and audit seminars: to provide opportunities for

reflection and to develop the ability to integrate knowledge.

v) Laboratory sessions: to learn some basic skills and to reinforce theoretical facts and

concepts.

vi) Problem-based learning: to develop problem solving skills evaluation of evidence

and team work.

vii) Research projects: to use research methods including application of biostatistics

and the concepts of epidemiology.

viii) Skills lab sessions: to learn basic clinical skills and procedures.

ix) Clerical and patients’ workups: to provide intensive practice in basic clinical skills.

x) Clinical teaching: in out-patients clinics and in the wards.

xi) Primary health care setting and community based activities.

xii) Self learning.

xiii) Electronic library: computer-assisted learning through digital library facilities.

i) Specification of the units of the program

The program is composed and sequenced into phases

1. Phase I ( foundation courses)

First year

2. Phase II ( organ systems)

Second and third year

3. Phase III ( clinical studies and senior clerkships

Fourth, fifth and sixth year.

j) Check up of the consistency of the program with the competences

The activities are consistent with the learning outcomes and the learning outcomes are

consistent with the competencies. The program is organized from simple to more

complex studies

a) Syllabus of each academic year of the program

First year – semester I

1. Arabic language skills I

2. Arabic language skills II

3. English language skills I

4. English language skills II

5. Islamic culture I

6. Islamic culture II

7. University study skills

8. Cells and molecules

First year – semester II

1. Medical terminology I

2. Human biology

3. Mathematics

4. Physics

5. Inorganic and physical chemistry

6. Introduction to sociology and medical psychology

7. Community health and health delivery systems

8. Organic chemistry and biomolecules


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9. Computer application

Second year – semester I

1. Medical terminology II

2. Nutrition and human metabolism

3. Homeostasis

4. Cardiovascular system I

5. The blood and the human system

6. Medical professionalism I ( basic)

Second year – semester II

1. Human growth and development

2. Cardiovascular system II

3. Respiratory system

4. Musculoskeletal system

5. Genetics and molecular biology

6. Elective

Third year – semester I

1. Digestive system

2. Urinary system

3. Human reproduction

4. Endocrine system

5. Elective

Third year – semester II

1. Central nervous system

2. Behavioural system

3. The special senses

4. Principle of epidemiology

5. General pathology and microbiology

Fourth year – semester I

1. Biostatistics

2. Clinical pathology I

3. Clinical microbiology I

4. Clinical pharmacology I

5. Basic clinical skills

6. elective

Fourth year – semester II

1. Research methodology

2. Clinical pathology II

3. Clinical pharmacology II

4. Clinical microbiology II

5. Medicine rotation ( Medical Emergency)

6. Surgical rotation ( Surgical Emergency)

7. Medical professionalism (II )advance

Fifth year – semester I

1. Primary health care

2. Forensic medicine

3. Psychiatry

4. Ophthalmology


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5. Medicine I

6. Paediatrics I

7. Oncology

8. Communicable and non- communicable diseases

Fifth year – semester II

1. ENT

2. Dermatology and sexually transmitted infections

3. Diagnostic imaging

4. Surgery I

5. Obstetric and gynaecology I

6. Research project and rural residency

7. Anaesthesia

8. orthopedics

Sixth year – semester I

1. Medicine II

2. Paediatric II

3. Elective

Sixth year – semester II

1. Surgery II

2. Obstetric and gynaecology II

3. Transition to residency and internship and preparation for life (

TRIPLE)

b) Internal monitoring and quality assurance procedures

Quality assurance unit has been established for ensuring that academic standards

are defined and achieved in line with national and international standards, and fulfil

the expectations of stakeholders.


39

3.4.3. University of Cape Town PROPOSAL FOR A GRADUATE ENTRY PROGRAMME AT UCT Name of the programme Graduate Entry Programme: GEP Purpose The GEP system is a system that allows graduate students from other degrees to get into medicine at a third year level provided they pass an entrance exam. To be able to get into GEP programme the students need to have completed and graduated from a degree first. This means once accepted into the GEP programme the students will complete the degree in medicine in 7 years (3 years doing an undergraduate degree and 4 years in the GEP programme.) Justification

The Minister of Health and the Minister of Higher Education and training has requested that all universities

with faculties of Health Sciences that offer medical degrees increase the numbers of medical students

with the view to increasing the numbers of trained medical doctors in South Africa. UCT has responded

favourably to this and hope to increase the numbers of first years from the current level of 220 to 300 by

the year 2018. The idea arose that UCT could achieve the increase in medical graduates to 300 by

introducing a graduate entry programme (GEP) in parallel to the undergraduate MBChB programme, i.e.

admit 260 students into years 1and 2 and 40 students into the GEP. The Deanery requested that the idea

be pursued and the feasibility investigated and a proposal be put together for consideration by the Faculty.

This proposal may be viewed in light of one of the ways to increase student numbers. The other

advantage is that the GEP increases the diversity of the class by introducing mature students from various

backgrounds who show a range of skills when it comes to adult learning.

The faculty will take measures to ensure that the demographic diversity of the MBChB class is not

negatively affected by the GEP. Demographic/Transformation targets for the GEP will be set in the same

way as it is set for first year entry. If these targets are not met, the Selection Committee for the GEP may

opt not to fill all the spaces available. The faculty will also endeavour to engage the Department of Higher

Education and Training (DHET) on policies of not funding students who have a first degree.

ADMISSION AND CRITERIA FOR ENTRY

i) The minimum entry criteria is a BSc degree in appropriate Life Sciences, Natural Sciences,

Biology and Biomedical Sciences.

ii) In their previous degree, the candidate must generally have obtained an overall average

percentage of 70% with no mark below 65%. The selection committee will however use its

discretion in applying this criterion. There will be a measure of flexibility when it comes to a

candidate with both undergraduate and postgraduate degrees. Students admitted into the

GEP should have demonstrated an academic performance that is comparable to the entrance

requirements for students admitted into first year of the regular programme.

iii) Applicants would be required to write and pass an entry examination that covers structure and

function of the human body and appropriate pathology in an integrated way. A portion of this

assessment will include a short motivation reflecting why each student thinks that s/he should

be selected for the GEP and also for setting out her/his aspirations for studying the MBChB

degree.


40

iv) Show proficiency in isiXhosa and Afrikaans at a basic conversational level (which would take

the format of a portion of the entrance examination), and will have additional tutorials,

followed by assessments.

v) Students will be required to submit their up-to-date curriculum vitae (CV) along with their

application, and this should include the contact details of two or three referees.

vi) Students will be selected into the programme based on:

● their performance in the BSc (and higher degrees) that they have completed,

● their performance in the National Benchmark Test (NBT)- at intermediate and proficient

ranges,

● their performance in the GEP admissions test in various basic sciences/ Anatomy/

Physiology/Anatomical Pathology,

● the contents of their CV,

● their proficiency demonstrated in basic isiXhosa and Afrikaans; and

● the demographic composition of the MBChB class

vii) The selection process will strive to meet the goals of increasing diversity within the class

overall and adhere to the commitment of the Faculty of Health Sciences to transform the

demographc profile of the MBChB class. The selection committee reserves the right not to

appoint students to the GEP if that will compromise the demographic composition of the

MBChB class negatively. In this regard the faculty will actively seek to form partnerships

with formerly disadvantaged institutions to work to attracting students from those

institutions to this programme.

Career opportunities

Medical doctors working at government hospitals or in private practice. Medical education, involved in curriculum design Medical management, working for medical aid companies or NGO’s Medical journalism Tele-medicine Positions in pharmaceutical companies Medical entrepreneur, managing large private practices Academics/Research

Student Intake

An initial intake of 40 students

Programme Outline

Students who are selected will be required to enter into a Year 3 of the MBChB programme that is specially adapted for the graduate entry programme, a so called modified Year 3. After completion of this year, the students will continue with Years 4-6 of the regular MBChB programme.

In constructing the modified Year 3, the philosophy is not based upon a catch-up period of all work traditionally covered during Years 1-3 of the regular programme, as this is not feasible, but rather how to adequately prepare these graduates to enter the MBChB programme at the beginning of Year 4.

The UCT MBCHB programme aims to produce a competent generalist doctor with the attitudes,

knowledge, skills and professional values to enter the healthcare field with confidence. This


41

entails a balance between preventive, promotive, curative and rehabilitative health care, in a

primary health care setting. It promotes communication skills, teamwork, professional values

and competent clinical practice, in the context of the primary, secondary and tertiary health care

settings in within the Primary Health Care Approach. The educational approach equips students

with critical thinking and lifelong learning skills.

This approach is encapsulated in the principles of Primary Health Care Approach (PHC). The

PHC philosophy incorporates:

Integration of basic sciences with clinical practice and population health;

A team approach to health care involving the various health disciplines;

Interfaculty and intersectoral collaboration;

Application of individual and population perspectives in teaching, research and health care delivery;

A comprehensive approach at all levels of health care namely: quaternary, tertiary, secondary and primary; and

An awareness of complementary and informal health systems in South Africa.

Due regard is afforded to the cultural, economic, political, social and scientific context within

which our graduates will work. The University of Cape Town and the Faculty of Health Sciences

have clearly defined their role in participating in the reconstruction of the country. There is a

stated commitment to contribute to redressing past imbalances of race, gender and class and to

developing a culture of human rights.

THE PROFILE OF THE UCT MBChB GRADUATE

This profile has been adapted from the Global Minimum Essential Requirements of the

International Institute of Medical Education and has 7 Competency Domains

Professional values, attitudes, behaviour and ethics

Recognition of moral and ethical principles and legal responsibilities in medicine

Professional values such as excellence, altruism, responsibility, compassion, empathy, accountability, honesty and integrity, and a commitment to scientific methods

Commitment to constructive relationship between the health care professional, the patient and the family with respect for patient's welfare, cultural diversity, beliefs and autonomy;

An ability to apply the principles of moral reasoning and decision-making to conflicts within and between ethical, legal and professional issues including those raised by economic constraints, commercialization of health care, and scientific advances

Self-regulation and a recognition of the need for lifelong learning with an awareness of personal limitations including limitations of one's medical knowledge;

Respect for colleagues and other health care professionals and the ability to foster a positive collaborative relationship with them

Plagiarism, confidentiality and ownership of intellectual property

Recognition of ethical and legal issues in medical issues &patient documentation,

Commitment to effective planning and time management

Flexibility to adapt to uncertainty and change

1. Scientific foundation of medicine The graduate must possess the knowledge required for the solid scientific foundation of medicine and be able to apply this knowledge to solve medical problems. The graduate must understand the principles underlying medical decisions and actions, and be able to adapt to change with time and the context of his/her practice. In order to achieve these outcomes, the graduate must demonstrate a knowledge and understanding of:


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Normal structure and function

Molecular, cellular, biochemical and physiological mechanisms that maintain the body's homeostasis

Abnormal structure, function and disease

Normal and abnormal human behaviour

Important determinants and risk factors of health and illnesses and of interaction between man and his physical and social environment

The human life cycle and effects of growth, development and aging upon the individual, family and community

2. Clinical medicine

The etiology and natural history of acute illnesses and chronic diseases;

Relevant biochemical, pharmacological, surgical, psychological, social and other interventions in acute and chronic illness, in rehabilitation, and end-of-life care.

The principles of drug action and it use, and efficacy of varies therapies;

Epidemiology, health economics and health management;

3. Communication skills Communicate effectively with patients and families

Listen attentively to elicit and synthesize relevant information about all problems and understanding of their content

Willing and able to instruct others

Interact with other professionals through effective teamwork

Communicate effectively with colleagues, the community, other sectors

Demonstrate sensitivity to cultural and personal factors that improve interactions with patients and the community

Communicate effectively both orally and in writing;

Synthesize and present information appropriate to the needs of the audience

Create and maintain good medical records

4. Population and health systems

Important determinants and risk factors of health and illnesses in rural and urban South Africa.

Interaction between man and his physical and social environment

Graduates should understand their role in protecting and promoting the health of a whole population

They should understand the principles of health systems organization and their economic and legislative foundations.

They should also have a basic understanding of the efficient and effective management of the health care system.

Recognise important life-style, genetic, demographic, environmental, social, economic, psychological, and cultural determinants of health and illness

The ability to use the required public health skills to conduct a community health "diagnosis", develop an appropriate management plan and evaluation thereof, relevant to disease, injury and accident prevention

Local and global trends in morbidity and mortality, the impact of migration, trade, and environmental factors on health and the role of international health organization

Understanding of the need for collective and integrated responsibility for promotion of public health


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Understanding of the basics of health systems with particular reference to South

Africa

Laws, policies & design

Organization & management

Financing and cost containment

Health care delivery

A willingness to accept leadership when needed and as appropriate in health issues

An understanding of the mechanisms that determine equity in access to health care, effectiveness, and quality of care

Use national, regional and local surveillance data as well as demography and epidemiology in health decisions

5. Clinical skills

Take an appropriate history including social issues such as occupational health;

Perform a physical and mental status examination;

Apply basic diagnostic and technical procedures, to analyze and interpret findings, and to define the nature of a problem;

Perform appropriate diagnostic and therapeutic strategies with the focus on life-saving procedures and applying principles of best evidence medicine;

Exercise clinical judgment to establish diagnoses and therapies taking into account physical, psychological, social and cultural factors;

Recognize immediate life-threatening conditions;

Manage common medical emergencies;

Manage patients in an effective, efficient and ethical manner including monitoring and evaluation of outcomes

Advise patients regarding health promotion and disease prevention;

Understand the appropriate utilization of human resources, diagnostic interventions, therapeutic modalities and health care facilities.

6. Management of information

Search, collect, organize and interpret health and biomedical information from different databases and sources;

Retrieve patient-specific information from a clinical data system;

Use information and communication technology to assist in diagnostic, therapeutic and preventive measures, and for surveillance and monitoring health status;

Understand the application and limitations of information technology;

Maintain records of his/her practice for analysis and improvement.

7. Critical thinking and research

Demonstrate a critical approach, constructive scepticism, creativity and a research-oriented attitude in professional activities;

Understand the power and limitations of scientific thinking based on information obtained from different sources in establishing the causation, treatment and prevention of disease;

Use personal judgments for analytical and critical problem solving and seek out information

Use personal judgments for analytical and critical problem solving and seek out information


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Identify, formulate and solve patients' problems using scientific thinking based on obtained and correlated information from different sources;

Understand the roles of complexity, uncertainty and probability in decisions in medical practice;

Formulate hypotheses, collect and critically evaluate data, for the solution of problems.

KEY FEATURES OF CURRICULUM

Lectures

Problem-Based Learning (PBL) – this is an element of the medical curriculum. It is an active way of learning that teaches students problem solving skills and teamwork while at the same time allowing them to acquire basic knowledge. This style of learning is appropriate for mature learners who already have a first degree and are therefore experienced at working in a higher education environment.

Practical sessions – these take place in laboratories, IT labs, clinical skills labs and/or wards.

Communication skills – provide practical training in interviewing techniques with special sessions devoted to communication between doctors and their patients.

Project work will bring the students into contact with the local community.

E-learning – this allows the students access to a large amount of teaching material via ‘the university online environment – an intranet-based facility. Students can revisit lectures and review other teaching materials at their convenience.

Proposed Courses

The numbers reflect a situation where there are 40 students in this group. It is important to have the group undergo some rotations along with students in Year 3, during the introduction to Clinical Practice block of the regular programme, as part of a process of integration with their peers when they all reach year 4. The GEP curriculum will consist of three modules/courses.

1. Integrated Health Systems Course outline: The course will occupy 50% of the students' total study time. This course provides the student with a detailed understanding of the normal structure and function of the human body and how these are affected when the body suffers from disease. In a completely integrated way, students learn core material in the basic health sciences (gross anatomy, embryology, histology, cell biology, medical biochemistry, molecular biology and physiology), core material on infectious diseases (medical microbiology, virology and immunology), changes that occur from normal structure and function (anatomical pathology, chemical pathology and haematology), and the principles of pharmacology and early management. Emphasis is placed on psychosocial matters relating to each case, drawing in all relevant aspects of family medicine, primary health care, public health, and mental well-being. Concurrently, students learn clinical skills, interpretation of data, professional values and ethics, and certain procedural skills directly related to the cases studied. Whilst initially the emphasis is on normal structure and function, the student also learns what happens when the normal structure and function change during illness and disease, what the impact is on the well-being of the individual, family and society, and what the role is of the health care services in alleviating illness. Learning methods The approach of these course remains that of supported problem-based learning. This entails case-based, group learning supported by lectures, practicals and computer based tutorials.


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Students are guided to develop the key life skills that are the central requirements of an effective health care professional, including that of a multi-disciplinary team approach. Twenty cases, all of which have relevance to health care issues in the greater Cape Town area, in the Western Cape, or in South Africa as a whole, have been selected to provide vehicles for the study of each of the systems of the body, fully integrated with anatomical and chemical pathology and medical microbiology, as follows: Skin inflammation, lower backache, cardiac failure, cardiac ischaemia, acute glomerulonephritis, asthma, TB, pneumonia.HIV/AIDS, diarrhoea, jaundice, anaemia, prostatic hyperplasia. Carcinoma of cervix, leukaemia, diabetes mellitus types I and II, neural tube defect, meningitis, stroke, maternal alcohol abuse and foetal alcohol syndrome. Assessment: Assessment tasks include written papers, computerised tests, practical examinations and a portfolio of work that comprises written assignments, computerised MCQ tests, oral assessments and practical book work. Regular self-assessment activities provide feedback to students on their progress. Students are required to complete a series of in-course assessments that contribute 60% of the total mark by the end of the year. A summative assessment is held at the end of year that contributes 40% of the total mark.

2. Becoming a Doctor (BaDr): Course outline: The course will occupy 30% of the students' total study time. It consists of and integrates three main sections: 1. Family Medicine 2. Clinical skills 3. Language and communication The students learn and practise the skills required to work with patients, including the essential elements of interviewing skills, history-taking and physical examination, and concepts of professionalism and human rights. Students are guided through the clinical, individual and contextual components in the assessment of a patient. This patient assessment teaches students to recognise the patient as an individual with fears, anxieties and concerns within a specific context. Students learn how to use diagnostic equipment and apply other basic skills essential for diagnosis. This course builds on the concept of the reflective, empathic and knowledgeable practitioner and students are required and encouraged to continue their reflective journals, commenced in previous courses, recording their personal development as professionals. All students are exposed to a diversity of health care settings in primary, secondary and tertiary care in both the public and private sectors.

Clinical Skills

Outcomes expected:

Proficiency in execution of skills

Knowledge accompanying these skills.

Professional presentation in performance.

Ethical values in decision making

Learning objective

History taking and developing a portfolio of patients

Skills

The clinical interview

History taking

History recording

Case presentation


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Treatment Skills

Insertion of uretheral catheters – male and female

Inserion of naso-gastric tube

Rectal examination

Venous access – Venisection

Drip insertion

Detrostix

Uristix

Basic Life support

Family Medicine

Outcomes expected:

Students must be able to:

Understand and apply the principles of Family Medicine.

Understand and apply the principles of Primary Health Care

Understand and apply the principles of Palliative Medicine

Communicate effectively

Practice reflectively

Learning objectives Describe the three-stage diagnostic and management model Discuss family systems theory Describe how to assess family structure and using a genogram Discuss the impact of illness on an individual and family

Discuss the impact of family on illness

Discuss spirituality and health

Discuss culture and health

Describe the appropriate usage of the various health promotion models

Describe how to counsel and manage a dying patient and their family members

Describe how to manage for grief and loss

Skills

1. Motivational interview for lifestyle changes 2. Breaking bad news

Languages (isiXhosa and Afrikaans)

isiXhosa

The Xhosa course works in tandem with the Clinical Skills component of the Becoming a Doctor

strand.

Outcomes expected:

Students must be able to:

build a foundation, which they can develop further, in order to be able to communicate with a mother-tongue speaker of Xhosa in common everyday topics; as well as with patients in a patient-health worker interview


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be equipped with essential linguistic skills so they are able to elicit and understand verbal information from Xhosa mother tongue patients;

understand basic cultural issues related to the Xhosa way of life; as well as

understand some issues of cultural misunderstanding that emanate from inter- and cross-cultural communication.

Learning objectives

Greeting and Farewell

Enable students to greet a patient in a appropriate manner and to introduce themselves in a friendly, professional way as well as bidding the patient farewell.

Ask questions related to their well being and informing the patient that your are please to meet him/her

Understand the culture of greetings and kinship terms

Personal and Social History

Students will be able to take the patient personal and social history

Enable the student to take medical information and give advice to the patient

Student should able to ask about hobbies and home environment.

General Examination

Students should be able to examine and instruct a patient in Xhosa using the language of examination

Students should be able to understand body parts and their functions and the ability to use Xhosa commands

Doctor/ Patient Centred approach

Students should be able to ask questions and understand responses related to illnesses

Students should be able to sympathize with the patient and which him/her quick recovery

Language of Physical Examination

Students should be able to interview a patient in relation to asking questions on physical examination

Should be able to assure and put the patient at ease during the examination procedure

Give appropriate instructions to the patient and informing him/her what you intend to do

Afrikaans

The content of the Afrikaans course is synchronised with the content of “Clinical Skills”. The

accent of the Afrikaans course is on communication skills, and specifically on those skills that

may be required for doctor-patient interaction, including the skill in gathering information and in

effectively entering into dialogue with a patient. The course focuses on the unique pronunciation

and stylistic variants of individual patients, culture-specific words and expressions, and possible

‘indigenisation’ of language. Attention will be given to history-taking within a clinical context and

responses to individual speech acts.

Outcomes expected: Afrikaans proficiency within a clinical context. Professional performance and behaviour. Ability to explain medical jargon in a manner that is readily understood by a patient.


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Learning objectives Meeting and Greeting

Enable students to greet a patient in a respectful manner and to introduce themselves in a friendly, professional way.

Develop listening skills and the ability to understand the language/speak of individual patients.

Cultivate the skill of effectively entering into dialogue with a patient.

Creating awareness of verbal and non-verbal forms of communication.

History Taking

Students will know the specialised medical terms, general medical references and colloquial terms relating to general history taking. They will be able to adapt words and sentences to the patient’s knowledge and use of language.

Develop the skill in asking questions to assess the individual patient’s physical condition and home circumstances.

General Examination

Students will reflect on their clinical knowledge of the general examination and plan a systematic approach to the general examination.

Enable students to explain to a patient what the general examination entails and give the necessary instructions in order to perform the physical examination.

Prepare students to appropriately answer patient questions during the examination.

Doctor/ Patient Centred approach

Students explore the differences between a doctor-centred approach to a patient-centred approach within the process of history taking.

Students apply the acquired knowledge during the history taking of a selected system within the context of a doctor-patient interview.

Learning methods for BaDr: Student learning takes place in a variety of settings. The Clinical Skills Unit provides a practical setting for students to develop their history-taking and clinical skills. Students are expected to prepare for practicals and tutorials using reading and computerised material provided. Simulated models, diagnostic materials and learning resources are readily available. Tutorials, using case scenarios and case illustrations, integrate the learning of clinical skills with language acquisition and understanding of cultural aspects of patient interaction. Students explore two languages other than English, through group tutorials, peer learning and self-directed learning, which includes the clinical skills CDs in Afrikaans and isiXhosa. Language learning also makes use of group-work, the language laboratory, peer learning and multimedia sessions. A small group tutorial environment permits students' discussion of the doctor-patient relationship and the consultation prior to working with patients. Later, learning takes place in community practices, clinics and other centres, where students are given opportunities to interact with patients and observe and practise skills learned in the Clinical Skills Centre, applying language acquisition and participating in health promotion. Assessments for BaDr:


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An integrated structured clinical examination (ISCE), used in an objective way to cover the three topics within the course, forms the basis of assessment. The abilities tested in the ISCE will include practical skills, the ability to conduct an appropriate consultation, the ability to communicate with patients and peers, and the ability to communicate (in English, Afrikaans and isiXhosa) at a level sufficient for a basic sharing of health-related information. Students also complete a portfolio of learning that translates group or individual activities into a structured approach to learning, using a reflective model. These portfolios are assessed both in a formative way and as a DP requirement during the course of a semester, and in a summative way, contributing to the assessment mark. In addition, each of the components of the course (family medicine, clinical skills and languages) contributes equally to the course mark and has to be passed independently. The pass mark for each strand of BaDr is 50%.

3. Introduction to Clinical Practice Course outline:

This course is designed to allow students to consolidate and broaden the clinical skills, knowledge and behaviours acquired in their Becoming a Doctor courses and to apply the principles learnt in the Integrated Health Systems courses to clinical practice. Students should also start acquiring professional life skills and behaviours while in the wards. The students rotate through five clinical attachments of three weeks each. They cover the domains of adult health, women’s health, mental health, perinatal health and a clinical skills module. Within these attachments, students interview, examine and assess patients in hospitals and health care institutions. The purpose of the attachments is to build upon the core knowledge and clinical skills learnt in previous semesters, through the medium of exposure to patients, and to give students added confidence in their interaction with patients. The course will occupy 20% of the students' total study time.

Learning methods:

These clinical attachments are complemented by a lecture and tutorial programme introducing the principles of medical ethics, therapeutics and genetics.

Assessment: A summative assessment at the end of the course is based on: An MCQ examination covering all the clinical modules and teaching done in tutorials and lectures An oral examination which is clinically based and includes an assessment of the students’ portfolio. Students are expected to pass both components i.e. the MCQ and the Oral/Portfolio examinations to pass the course.

ACTION REQUIRED FOLLOWING FACULTY BOARD DECISION

● Appoint a year convenor

● Appoint administrative support

● Increase the capacity of IT for the GEP group

● Determination of staffing required to run the GEP


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● Determination of clinical platform required for additional students

● Timetabling to ensure availability of venues

● HPCSA accreditation for year modified 3 of GEP


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3.4.4. Universite des Sciences, des Techniques et Technologies de Bamako (Mali ) and

Université de Thiés (Senegal)

Master of Science in Molecular Medicine

A Joint Program USTTB (Mali)-Univ. of THIES (Senegal)

(Revised version)

COURSES ORGANIZERS:

Seydou DOUMBIA, MD, Ph.D USTTB, Mali

Jennifer E. Ramesar, MD, Ph.D, UCT, South Africa

Checkna Sylla, MD, UT, Thies, Senegal

A. Name of the revised joint programme:

USTTB-UT Msc in Molecular Medicine program B. Social need of the program

Africa is facing the burden of the world’s most devastating infectious diseases —including malaria, HIV/AIDS, tuberculosis, emerging infectious diseases such as Ebola) and an unprecedented increase in diseases (NCDs) including cancer, cardiovascular diseases and diabetes. The completion of the Human Genome Project and the advances in technology led to a significant cost reduction in genomic data acquisition and provide for great opportunity for novel insights into the etiology, diagnosis, and therapy those diseases. A better understanding of the extensive genetic and microbiota diversity in African populations presents a compelling opportunity for the delivery of more accurate diagnoses, new drugs, precision medicine, and a deeper understanding of susceptibility and resistance to infections and metabolic disease (ref). Africans have only participated minimally in genomics research. If the dearth of genomics research involving Africans persists, the potential health and economic benefits emanating from genomic science may elude an entire continent (www.h3africa.org). One of the primary causes of the lack of large-scale genomics studies in Africa is a shortage of African scientists with genomic research expertise. To benefit for this new advanced in biomedical sciences, it is important to train the next generation of Africa young scientists using a multidisciplinary approach. In line with our multidisciplinary approach, we have planned refresher courses designed to educate as well as provide a common language for students with backgrounds in various disciplines. This group training will be complemented by research topics and applications in the interfaced domain.

Role of the universities involved in the program


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Both USTTB and UT will obtain institutional approval of the master training program Both USTTB and UT will provide faculties members for the training programs. Additional faculties will be proved by UCT (after signature of an MOU) USTTB will be the contact Institution USTTB and UT will provide mentorship and research opportunities to the Msc Students USTTB and UT will seek for collaboration to strengthen research and training capacity of the program C. Description of the degree profile:

Generic competencies:

Ability for conceptual thinking, analysis and synthesis

Apply the Ethical and legal principles to related genomic research

Capacity to use appropriate and innovative technologies

Ability and initiative to apply knowledge in practice

Capacity for continuing learning

Develop Leadership, management and teamwork skills

Ability to work independently

Subject-Specific competencies:

Demonstrate a strong understanding of the Molecular medicine

Capable to explain structural and functional aspects of Human genome and its functional regulation

Analyze and interpret the impact of interaction genes, inheritance and environment on disease,

Describe how normal cellular processes and how the changes in this contribute to disease development change, in particular for common non communicable diseases such as cancer, diabetes, and heart disease;

Perform the molecular diagnostics and advantages/limitations of its applications; D. Length and level of the program

The length of the program is four semesters including 3 semesters of courses works and 1 semester of Master thesis research. The first semester will focus on introductory molecular medicine (basic molecular biology, genetics, genomics and related techniques). The second semester will cover the understanding of the molecular basis of diseases and applications of commonly used molecular, cellular and bioinformatics techniques. The third semester will focus on the molecular mechanisms by which microbial pathogens invade and cause diseases (acute and chronic infectious diseases) and the relationship between molecular, epidemiological and clinical aspects of diseases. The fourth and final semester will enhance laboratory skills and for the student to develop the ability to interpret evaluate and present their own scientific data (research project for master thesis). E. Future fields, sectors of employment/occupation of graduates: Career Opportunities

This specialization prepares one for academic research in genomic, pharmaceutical, medical, and environmental laboratories, as well as for employment in business, research and development (pharmaceutical or biotechnology) or for jobs creating specialized software in the life sciences field. The MSc in Molecular Medicine qualifies graduates for a wide range of careers, including practical clinical work (diagnosis, pre-screening program) and technical executive positions in hospital laboratories, and positions in pharmaceuticals and Medical and biotechnologies


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companies, Research Institutes and Universities, other privates companies. Other opportunities includes: Research in hospitals, colleges, universities and research institutes Teaching, Practical clinical work in hospital laboratories, Technical executive positions in hospital laboratories, Research dissemination (media, publishers, etc.), Pharmaceuticals. Completion of the MSc degree is a qualification for study at PhD level. F. Link of the competences with the agreed meta-profile

The field of molecular medicine is often referred to as "tomorrow's medicine". It aims to provide a molecular understanding of how normal cellular processes change, fail or are destroyed by disease. The purpose of the MSc program is to develop knowledge and skills in cellular and molecular biology. These have applications in both research and practical clinical work, and will contribute to an increased understanding of processes, diagnostics and treatment of diseases. G. Definition of the competences and its level

The objectives of the program are:

To provide rigorous training in a broad spectrum of applications in molecular medicine including point of care diagnostics, pharmacogenomics, medical biotechnology, targeted therapy, molecular diagnostics and genomic medicine

To develop a critical mass of highly trained individuals for Molecular Medicine including clinicians, med techs, scientists, medical faculty, and other healthcare professionals

List of Competences

Capable of understanding and interpret primary literature related to various aspects of cellular and molecular biology.

Capable of performing appropriate statistical analysis of data.

Be able to critically evaluate scientific literature relevant to the field of molecular medicine

Assess the impact of genes, inheritance and environment on disease, and understand how normal cellular processes change, fail or are destroyed by disease development, in particular for common diseases such as cancer, diabetes, and heart disease

Able to use common molecular, cellular and bioinformatics techniques to investigate biological problems.

Describe the molecular mechanisms by which microbial pathogens invade and cause disease.

Explain the molecular pathogenesis of examples of acute and chronic infectious diseases including tuberculosis, malaria, and HIV infections.

Analyze the relationship between molecular, epidemiological and clinical aspects of cancer with a more detailed knowledge of breast cancers, colon and uterus.

Perform techniques for molecular diagnosis of infection and the tools for molecular epidemiology of infection

Develop and implement a research project and written this up in the format of a research manuscript

Level of Competences: The competences will be developed from basic molecular medicine principle including basic molecular biology and genomics; the skill development in molecular and bioinformatics techniques; laboratory skill and implementation of research projects on molecular medicine topics. H. Description of the expected learning outcomes related to the competences. The graduated student should be able to:


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Demonstrate a strong background in molecular medicine (i.e. molecular/cell biology relevant to medical applications) and have practical skills relevant for the field;

Describe the organization of the human genome and its functional regulation (i.e. replication, gene expression, genome maintenance, and signal transduction principles);

Describe the impact of genes, inheritance and environment on disease, and understand how normal cellular processes change, fail or are destroyed by disease development, in particular for common diseases such as cancer, diabetes, and heart disease;

Explain principles of molecular diagnostics and advantages/limitations of its applications;

Recognize and explain current strategies and state-of-the-art approaches within functional genomics;

Collect relevant background information about topics within molecular medicine;

Present, evaluate and discuss scientific results in English (orally and in writing);

Reflect on the existence of ethical aspects, sound experimental approaches and scientific thinking.

I. Short description of the methodology of learning strategy for achieving the competences

The lessons will be conducted in person or via video conference and webinar by our outside cooperating institutions. Learning and Teaching approaches will include cases studies, group work, laboratory practices and problem solving.

J. Structure of the programe: list of units/courses/modules

Semester IU Code IU Title LH DW/ TW PSW Credits

S1

MMN100 Molecular Medicine 36 24 60 6

MMN101 Molecular Genetics of

Diseases

35 15 50 5

MMN102 Molecular Epidemiology and

Biostatistics

25 25 50 5

MMN103 Scientific English 20 10 30 3

MMN104 Genomics and Precision

medicine

30 20 50 5

MMN 105 Molecular Pharmacology and

Toxicology

36 24 60 6

S2

MMN200 Sequencing Techniques and

Analysis

36 24 60 6

MMN201 Ethics and Legal issues in

Molecular Medicine

30 30 60 6

MMN202 Molecular and

Immunological Basis of

Disease

30 20 50 5

MMN203 Bioinformatics for Genomics

and Post-genomics

25 15 40 4


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MMN204 Microbial pathogenesis 20 20 40 4

MMN205 Molecular oncology 20 30 50 5

S3

MMN300 Development of Therapeutic

Targets

30 20 50 5

MMN301 Molecular diagnosis 18 6 60 6

MMN302 Web-Based Data Mining &

Analysis

40 10 50 5

MMN303 Research Methodology 20 20 40 4

MMN304 Professional Integration 20 10 30 3

MMN305 Laboratory Internship 0 40 40 4

MMN306 Scientific Communication 20 30 30 3

S4 MMN400 Research Project 0 150 300 30

K. Short explanation of the consistency of the program with the competences, the expected learning outcomes and activities that will lead you to the learning outcomes (overall consistency of the program).

The competences in the program will be provided through theoretical courses, laboratory practices and research projects that will contribute to achieve the learning outcomes. L. Internal Quality Control/Enhancement.

We will follow guidelines of the office of Quality insurance of USTTB and UT and faculty enhancement workshops to ensure high quality of the program. M. Other relevant aspects Characteristics:

Distinctive features: Intended for Bsc in bio-medical sciences (biology, biochemistry, medicine, microbiology), medical degree. Blended learning (face to face and distance learning), full time course works and master thesis (dissertation), language: English, Mobility (UCT, USTTB, UT Senegal).

Participation of laboratories and research institutions at the national level: Research laboratories and national partnering businesses will participate in organizing practical training as well as supervising participants during their final term internship.

Participation of international partner organizations: In the context of international collaboration, the resources of external universities will be used for courses and other educational support. NIH (National Institutes of Health - USA) will participate in training trainers as well as lessons via a series of video conferences and webinars.


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3.4.4. Suez Canal University

Title: Master in Pediatrics

Duration: Two years – Full time equivalent. 120 credits

Offered by: Faculty of Medicine, Suez Canal University, Egypt

Cycle: Second cycle,

Subject area: Medicine, Pediatric medicine

Degree Profile

Orientation:

The program is for medical doctors after completing the internship year.

The emphasis is on the development and application of practical skills in the field of Pediatric

medicine with the broad understanding of the social, legal, cultural, and economic contexts. On

completion of the program, the student is eligible to continue his study in the third cycle

(doctorate degree)

Distinctive features:

The program will be student centered, community oriented, and problem based.

Employability:

There is a great need for trained Pediatricians in Egypt as well as in the African region and the

Middle East. Graduates can work in public and private medical sectors nationally and

internationally. Graduates also has a good chance to work in research centers concerned with

Pediatric medicine

Generic competences:

- Ability for conceptual thinking and analysis

- Capacity for continuous learning

- Practical, cost-effective problem-solving and objective decision making

- Leadership, management and teamwork skills

- Interpersonal and communication skills

- Sensitivity to diversity

- Sensitivity to safety

- Flexibility and adaptability

- Understanding of and ability to apply ethical principles

- Ability and initiative to apply knowledge to practice

- Ability to evaluate, review and enhance quality

- Recognition of self-limitations

Subject specific competences:

The graduate of this master course will have the specific competence to:

- Carry out a skilled comprehensive consultation with the child or the guardian

- Take a history - Carry out a full clinical examination

- Make clinical judgment and decisions - Provide explanations and advice

- Provide reassurance and support


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- Assess clinical presentation, order investigation, make differential diagnosis and

provide a management plan

- Order appropriate investigations and interpret results - Consider endemic and

communicable diseases - Negotiate an appropriate management plan with the patient

and family - Manage chronic illness

- Identify vulnerable children

- Provide immediate care of pediatric emergencies

- Recognize and assess acute medical emergencies - Provide basic and advanced

life support - Treat acute medical emergencies

- Carry out, skillfully, practical procedures in pediatric medicine

- Communicate effectively and sensitively in a medical context

- Apply ethical and legal principles in medical practice

-Maintain confidentiality - Apply ethical and legal principles in medical practice

- Apply the skills of evidence based medicine

- Apply evidence to practice with cultural contexts in mind - Carry out an appropriate

literature search - Critically appraise medical literature

- Use information and information technology effectively in a medical context

- Be committed to the effective use of up to date relevant technology

- Keep accurate and detailed medical record - Be able to access information sources

- Be able to store and retrieve relevant data

- Engage in the promotion of health and health education

- recognize the health needs of the society - Engage in health education and

promotion for the individual and the community - Provide patient care that minimizes

the risk of harm

- Demonstrate professional attitude

- Commitment to maintain good practice and quality - ability to recognize limits and

ask for help - Ability to work autonomously - Ability to work in a multidisciplinary

team - Ethical commitment

Intended Learning outcomes of the program

By the end of the program, the students should be able to:

- Recognize and discuss in depth the needs of the normal neonate and child.

- Explain and discuss comprehensively and in depth common pediatric medical

problems.

- Perform skilled general and focused clinical examination for a pediatric patient.

- Develop a diagnostic approach for pediatric medical problems.

- Construct and implement appropriate management strategies for pediatric medical

problems.


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- Apply professional ethics in Pediatric practice

- Construct and implement a research plan in the medical field

Learning and teaching approaches:

Student centered

Problem based

Group work

Peer led presentations

Case studies

Clinical rounds

Assessment:

Portfolios – Practical skills assessment- MCQs – Modified essay questions – Critical

appraisal of literature – scientific presentations - Mini clinical encounter examination -

Direct observation of practical skills - objective structured clinical examination (OSCE)

The master degree will include the following courses

Credits Courses

4 Research methodology and statistics

First part

1 semester

30 credits

2 Ethics in medical practice and research

3 Medical physiology

3 Biochemistry

3 Pharmacology

3 Pathology

3 Microbiology

3 Community Medicine

2 Medical genetics

2 Clinical Pathology

2 Elective

4 Social and Preventive Pediatrics

Second part

3 semesters

60 credits

3 Growth and Development

3 Nutrition

4 Perinatology/ Neonatology

2 Genetics and Dysmorphology

3 Nephrology

4 Cardiology


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3 Respiratory system

4 Hematology/Oncology

5 Infectious & parasitic diseases

3 Endocrinology

4 Neurology / Psychiatry

4 Gastroenterology and Hepatology

3 Pediatric Emergencies

3 Pediatric Intensive Care

3 Behavioral Pediatrics

5 Scientific activities in Pediatrics

30 Thesis Thesis in second

part

120 TOTAL

Internal Quality control and enhancement of the program

The medical Education Department in our faculty is actively involved in the process of

learning and providing tools and strategies for teaching, learning and assessment, which

will be used in the implementation of the revised program.

In our faculty, there is a center for training and development that will conduct many

workshops and training sessions to all the involved staff as well as the students

The Quality assurance unit in our faculty is actively monitoring the whole process of

teaching, learning, and assessment of all the courses and providing always feedback for

better performance

Overall consistency of the program

All elements of the agreed meta-profile for the medicine subject area are included in the

program profile. The generic and subject specific competences include all the elements of

competences in term of knowledge, understanding, intellectual skills, professional and

practical skills, attitudes and values. The learning outcomes are related to the expected

competencies. The designed learning and assessment methods of the program are

expected to pave the way for student to achieve the learning outcomes of the program and

develop all the expected competencies.


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3.4.5. Universite Cheikh Anta Diop de Dakar

Diplôme universitaire Drépanocytose diagnostic et prise en charge (Niveau Master I)

Introduction

La drépanocytose est une hémoglobinopathie congénitale due à une mutation du gène de la

chaine béta de la globine.

C'est une pathologie cosmopolite qui, du fait des phénomènes migratoires, est devenue la

première maladie héréditaire en France.

En Afrique au sud du Sahara, sa prévalence varie entre 10 et 40 %.

Cette pathologie est caractérisée par la survenue de complications aiguës graves à type de

CVO, d'accident hémolytique, d’infections sévères pouvant mettre en jeu le pronostic

fonctionnel.

Les complications chroniques sont à l'origine de séquelles fonctionnelles graves. Il s'agit de la

nécrose aseptique de la tête fémorale, des priapismes, des AVC, des ulcères de jambe.....

Toutes ces complications nécessitent une prise en charge régulière et multidisciplinaire aussi

bien à viser curative que préventive.

Ainsi cette formation sera d'un appoint certain à la prise en charge de ce véritable problème de

santé publique

Objectifs de la formation

Améliorer les capacités de diagnostic et de traitement des médecins généralistes et des

médecins isolés en zone rurale sur la drépanocytose

Faciliter la recherche multicentrique sur la drépanocytose

Favoriser la prévention de la maladie par le conseil génétique

Diffuser l’information au personnel paramédical et au grand publique en rapport avec la

maladie

Cible

Praticiens hospitaliers et privés

Etudiants du Diplôme d’Etudes Spéciales d’hématologie

Etudiants des Diplôme d’Etudes Spéciales d’Urologie, d’Orthopédie traumatologie, de

Dermatologie, de médecine interne

Employabilité des diplômés

Centres hospitaliers régionaux

Cabinets médicaux

Centres nationaux de transfusion sanguine

ONG et Organismes internationaux

Ministère de la santé

Ecoles de formation du personnel paramédical

Enseignement

Durée du cours 1 année académique (2 semestres)

Théoriques

Cours magistraux

Cas cliniques

Pratiques

Stages cliniques

Travaux pratiques au laboratoire


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Evaluation

Examen écrit

Examen pratique

Mémoire

Programme :

UE1 Bases fondamentales sur la drépanocytose (15 crédits)

Cours magistraux

Travaux pratiques (5 crédits)

Travail personnel de l’étudiant

UE2 Aspects cliniques et thérapeutiques de la drépanocytose (30 crédits)

Cours magistraux

Stages (15 crédits)

Travail personnel de l’étudiant

UE3 Mémoire (15 crédits)

Enseignants responsables

Pr Saliou DIOP Hématologie UCAD (Dakar)

Pr Awa Oumar TOURE Hématologie UCAD (Dakar)

Pr Alain Khassim NDOYE Urologie UCAD (Dakar)


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4. DOCUMENT 2: Staff Development Strategy for Tuning Africa II

I Staff Development Strategy II Brief Report on Feedback from the first Africa TUNING II On-Line Course III Tuning Online Course No 1 IV Tuning Online Course No 2 V Workshop Outline (5 original SAGs, Day 2, morning) VI Staff Development Session (5 original SAGs, Day 2, 14.00-16.00) VII Template for Day 2 14.00-16.00 session VIII Checklist for Workshop Planning

I. Staff Development Strategy

Rationale

Africa II is focussed on implementing the curriculum design done in Africa I. This will mean planning real courses in subject teams, stewarding the proposals through institutional systems, and beginning, where possible, actual teaching of the course or programme. The staff development elements provides active learning activities to assist this process through the provision and co-development of a structured staff development package. This is a hands-on approach to real sustainability through which the power of the project is transferred to the participants and through them to others. It is an enriched approach to disseminating project outcomes in which participants are enabled to use their experience and provided with tools to develop active learning workshops and to design materials to facilitate staff development activities both face-to-face and online. The proposed approach will thus further support the scholars in the project and beyond by developing members’ capacity to lead staff development for their colleagues at their HEIs and in the country; a key element of the approach is the involvement of the colleagues as both participants and co-designers/developers. Outcomes of the staff development approach

Subject Area group (SAG) members from all participating universities will be offered an opportunity to further develop their experience of and skills in conducting focussed familiarization workshops and presentations on student centred learning; (benefit to participating institutions)

National and international African bodies will have a larger visible pool of experts on which to draw for further developmental work related to the harmonization processes. (widening pool of expertise in TLA in Africa sustainability)

All participants will benefit from engagement in and reflection on a wide variety of learning centred activities that can be used in their work; (direct benefit to students and university reform of the curriculum)

Some participants will have co-designed and co-facilitated workshops; and some coordinators of the online course teams will have co-tutored on-line courses. This will support them in the role of staff developers or mentors for other academics. It will also


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provide additional elements to sustain the work of the project partly through practical staff development, and partly through better understanding of the AU Harmonization agenda; (real sustainability)

Participation at all levels in single and multi-disciplinary groups will devolve ownership from the Tuning team to the Tuning participants and their institutions; (ownership and sustainability)

The Tuning methodology itself will have been enriched by the inclusion of a unique innovative element, transferable to other projects (innovation and transfer)

These outcomes will help to ensure that Tuning Africa II project helps to build capacity, devolve ownership, provide a stronger base for sustainability, and develop an African framework for structured dissemination. Previous successful staff development work around sustaining project implementation has included a number of key strategies for success (Carless D 2014 with annotations from the development task force). This proposal can be seen to contain most of these as well as the shift of ownership which Tuning sees as crucial.

1. Achieving the commitment and support of middle management such as Deans and Heads of Department;

2. using a combination of bottom-up and top-down processes; 3. building the project around a series of both traditional academic and ‘scholarship of

teaching’ products; 4. utilising prestigious overseas consultants to raise the profile of the project and

provide input; 5. collaborating with the educational development units in the university and other

national bodies where applicable; 6. producing tangible products such as handbooks, guides etc.; 7. publishing the processes in a research journal.

Current and proposed staff development activities for Tuning Africa II

On-line courses

The Tuning Academy has developed a suite of on-line courses as part of its resources provision. The first course was successfully piloted in 2015 with academics in the Tuning MEDA project from three subject areas, one group of whom were located in an African country. 1. Course 1: Course Design for Outcomes Based Learning in Higher Education This is currently being undertaken by institutional teams from the 5 Subject Area Groups (SAGs) that completed Africa I; it is tutored by Deusto staff, and will be offered to the three later joining SAGs and additional new members of the original SAGs (if this is requested) in October. This second cohort will be tutored by (volunteer) outstanding graduates of the current online course, supported by the course directors. 2. Course 2: Practical Assessment for Learning This will be offered to the 5 original SAGs from the end of October 2015, tutored by Tuning staff, and to the 3 other SAGs after they have completed Course 1. The latter group will also be tutored by selected volunteers from Africa II who have successfully completed the On-line course 1. They will be supported by the course directors.

3. Course 3: Teaching for active Learning in Higher Education (exact title to be confirmed)


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This will be offered in the final year of the project. It is envisaged that volunteer African colleagues will collaborate with Tuning staff in the design of this course.

Workshops

Several workshops are proposed, both face-to-face and online, to be conducted at General Meetings and between General Meetings. In addition to those already planned, others may be proposed in the future (in particular we are looking to provide at least one in the Portuguese language). Stage 1: Third to Fourth General Meetings At the Third General Meeting (Accra) there will be a face-to-face workshop open to current participants of Tuning Africa II. This will be followed, between the Third and the Fourth General Meetings by workshops organised by participants. The 5 SAG teams who have done online course 1 will be asked to do a workshop after the Accra Meeting (the teams they have established during Online Course 1 could be the source of co-developers). This practice activity between the two General Meetings will enable others who wish to take a staff developer role in their institutions/countries to be identified. This activity will be voluntary. The face to face workshop in Accra will comprise a series of focussed learning activities, followed by deconstruction & analysis of the format to provide a template for workshop planning. This procedure makes the method of the workshop clear to the participants, allows for fine-tuning to suit the context, and allows for creative application in their own topics. The face to face workshop will have a parallel on-line version provided by the Tuning Academy to demonstrate one way of making the material available to a wider audience. African colleagues who specialise in ODL will have a special role in critiquing this. Between the Third and the Fourth General Meetings the volunteers can either replicate the Accra workshop in their own institutions, or use it as a model and conduct a workshop on a selected range of topics. Participants will be encouraged to make a parallel on-line version which they can share among their subject area colleagues (again a voluntary activity). This introduction of practice in developing on-line workshops potentially extends the reach of participants’ staff development work outside their own institutions. All participants will be asked to conduct a simple needs analysis (including a description of what staff development opportunities are available); groups who develop a workshop may also prepare a proposal for another workshop on a topic relevant to their context (emailed to the Task Force) before the next General Meeting. Stage 2: Fourth to Fifth General Meetings The face-to-face workshop at the Fourth General Meeting will be based on the needs analysis and topics suggested between the Third and Fourth General Meeting. It will consist of a short workshop on a popular theme from recommendations made by participants, and will ideally be conducted by a team of colleagues from the SAGs, (but if not, then by the staff development task force); followed by a second workshop in which two parallel activities can take place: a) colleagues can work together in peer-groups, to critique and improve the proposals prepared since the Third General Meeting; and b) colleagues can review some of the on-line workshops with inputs from the ODL experts within the project group.


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Between the Fourth and Fifth General Meetings, participants will conduct their own workshops both face to face and on-line if they wish, and submit the materials to be used potentially on the website and by others. They will also prepare a poster presentation on aspects of staff development, to be used at the final meeting. During this period volunteers who have achieved outstanding success on the on-line courses will be given the opportunity to co-design the third Tuning course with the course designers from the Tuning Academy. This is seen to be an important opportunity for the visible shift of the locus of control from project managers to project participants. Stage 3: Fifth General Meeting In this final General Meeting there will be a summing-up workshop. First part: poster-conference; second part: discussion and ways forward. It is important to allow a period of time for reflection and discussion.

Exchange scheme – actual or virtual

In order to further promote cross-continental collaboration and make full use of existing expertise in the scholarship and practice of university teaching, an exchange scheme will be developed and, if possible, tested during Tuning Africa II at in-country level or inter-country where existing links obtain. It will be based on matching needs to expertise. Those offering expertise in an area of course design, teaching, learning, assessment or programme evaluation can advertise either online or face to face workshops through the Tuning website; those who feel they need further staff development in an area offered can make direct contact. Further discussion about how the scheme can work most effectively, and how to raise funds for it, will take place in Accra with the participants, with the TAPAG, and the Tuning Management Committee. Nevertheless, the development of on-line materials can be linked very closely to this initiative as well.

Developing Resources on the Tuning website

Groups are already working on the development of the website (work until March was reported in Addis). Through workshops and courses and the direct focus of Tuning work it is planned to include a wider range of resources on the web site. It is planned that the workshops and the implementation work of Tuning Africa II will contribute strongly to this. This resource, and other Tuning staff development activities, will be available to academics in Africa as well as all other Tuning project ‘alumni’. Any colleagues from projects who provide materials will have them acknowledged by name unless they prefer not to – this would, of course, include naming the collaborators in the development of the on-line course. II. Brief Report on Feedback from the first Africa TUNING II On-Line Course Summary This report is based on the feedback from 52 of the participants – those who had completed the course within the main time limit [4o others have since completed]. Results were overall very positive and contained some relevant feedback for the course designers and tutors. The course content and tutorial support gave satisfaction – there were very few negative comments on the content, although some respondents suggested extra content that would suit them. One major issue was the timing of the course – many felt that it was too extended for the circumstances of working staff. There were in fact a number of teams who did not complete the


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whole course. One solution to this is to provide the course in three parts each of which could be completed sequentially. There were some organizational issues around the team structure of the course: some asked that everyone should be able to input materials on the Platform, others asked for more face to face interaction. The first of these requests is a pedagogical and a technical point related to the encouragement of team interaction and the numbers of participants. The second point re face to face conferencing at some point in the course, while also technically challenging, can perhaps be included.

Results

The course had 9 ILOs:

1 Practise structured reflection on your teaching, your students' learning, as well as on your own professional development and yourself as a lifelong learner.

2 Develop a working knowledge and shared language about the theories underpinning competence-based learning, and their value for enhancing student learning

3. Consider what competences your students are expected to develop during the degree programme as a whole;

4 Select competences that directly relate to or can best be developed within your course; 5. Write learning outcomes that enable students to develop these competences; 6. Practise sequencing learning outcomes; 7. Compile an archive of teaching techniques, learning activities and assessment methods

appropriate for your work; 8. Consider different ways of assessing student achievement of outcomes; 9. Design a proposal for further improving or a course from the point of view of the alignment

of teaching, learning and assessment techniques or a proposal for a new competence-based student-centred course;

Participants were asked to rate these on a scale of 1 to 4 (1 low satisfaction). Results were as follows:

ILO 1 2 3 4

1 7 45

2 11 41

3 8 44

4 10 42

5 10 42

6 12 40

7 1 11 40

8 14 38

9 1 19 30

Comments on the ratings: ILOs 6 and 7 scored slightly lower than the first 5. Although most participants submitted work that demonstrated their ability to deconstruct competences into ILOs, the sequencing of these is not really something that can be ‘mastered’ in theory only – they have to be done in action in course planning and implementation.


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ILO 7 refers to collating a summary of potential teaching, learning and assessment techniques applicable to various ILOs. This exercise did not work as well as intended, largely because it was a collaborative exercise on the platform FORUM, an aspect of the course which did not function very well – feedback was sparse, and commentary even sparser. ILO 8 is unsurprisingly lower than others since the assessment issue was dealt with briefly in this introductory course – mainly through reading and peer interaction (see previous comment on ILO 7) ILO 9 refers to the capstone tasks – tough summary exercises in which participants had to a) plan a workshop for colleagues (demonstrating their understanding of the issues), and b) revise an existing course or design a new one within a programme they are working on. Although the tasks within the course all contribute to this final capstone exercise, many participants do not seem to have used the course strategically in order to make these two exercises more readily accessible. Participants were asked ‘In what other aspects (if any) has (participation in) this course been useful for you?’ Two broad categories emerged: (1) general insights into teaching, learning and assessment; and (2) teamwork and self-development for learning 1/ General insights ranged from comments on useful methods, to deeper comments on how the course had changed their thinking about teaching in HE. Several simply commented on general satisfaction that TUNING II had provided this extra resource. Examples of the deeper comments are:

“Participation in this course has made me more conscious of my teaching, ensuring that I make it student centred, having established the importance of ILOs before i start teaching a module”

“It helps in refocusing one’s work, work that we always took for granted” 2/ Eleven commented on the value of the teamwork for their personal development. The course was administered in teams, these needed management by coordinators and also cooperation from the team members. This was not a straightforward enterprise, given that all team members were working full time, and some were dispersed in different locations at times.

“I gained a lot learning from other members in my team as well as from members of other teams. Learning is indeed collaborative.”

“I have developed skills of teamwork and collaborative learning (from tutors, my colleagues from my own group and other groups, my own, counted for my professional development”

“It has made me a better leader”

“It has improved my team work attitude” These comments were reinforced in the answers to the general question: ‘What two or three things on the course did you particularly enjoy?’ Many again commented on the great value that working in teams had had for them. Some examples of comments:


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“Working with colleagues on a weekly basis as students, gaining new knowledge in the field of learning and thinking of programmes in terms of graduate profiles (what competences should be developed?)”

“Great interaction with my colleagues experimenting doing tasks alone, technical support, teamwork, competition between the teams.”

“The interactive sessions with team members.” In a later question about what could be done to improve the course a few dissenting voices were noted, in which the team organization was criticized. These few comments perhaps reflect the closed door mentality of some of us in HE, where there is not either perceived time or culture for discussion in teams. Nevertheless, the course directors are aware of the problems that teamwork can present and have the matter under review – not to eliminate it, but to make the processes more user friendly for all.

“The group classes are not as effective. If it is possible to design per individual participant, its effectiveness will improve”

“I think it will be better if the course is administered on individual basis not group”

“Make room for members of the group to make submissions and interact with faculty staff”

Time and timing were two issues commented on by 15 of the respondents. In general they made the point that the course provided too short a period for working staff. Of course this has to be weighed against the fact that on line courses of longer duration may occasion higher dropout.

“Increase the time limit It was a good course but it needed to be done in more time because it is really part time studies in view of other full time work at the university.”

“There is need to extend the duration of the programme.” “Targets could be stretched a little like what finally happened”

The range of time that participants spent on the course did not actually vary widely. 46 responded. And the majority of these devoted between 1 and 6 hours a week to the course, which is in line with the expected workload for the course:

Time spent per week

1 to 3 hours 4 to 6 7 to 10 More than 11

21 16 5 4

Some also commented that TUNING needs to take into account the rhythms of university life – examination times, holidays etc. Several participants felt the need to have more interaction with other teams and suggested a SKYPE conference halfway through the course as one solution. At the same time others commented that the joint FORUM in the course was under-utilized. This is not actually contradictory, since what they are asking for is more inter-team interaction.


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Other questions in the end of course questionnaire were for internal use: they dealt with particular aspects of the value or not of different blocks. This information was taken into account when the course was reviewed for the next cohorts in Africa and elsewhere.

Numbers

Out of 47 universities who started the course 18 completed:1

University of Zimbabwe (team coordinated by Rosemary MOYANA) University of the Western Cape (team coordinated by Melanie LUCKAY) Université Mohammed Premier (team coordinated by Ahmed ELAMRANI) Moi University (team coordinated by Stanley SHITOTE) Tanta University (team coordinated by Ragaa ABDELHAKIM) Benue State University Makurdi (team coordinated by Emmanuel Edoja ACHOR) Suez Canal University (team coordinated by Badr ABDELHADY) University of Ilorin (team coordinated by Olubunmi Abayomi OMOTESHO) Universidade Eduardo Mondlane (team coordinated by Eugénia Flora Rosa COSSA) University of Nigeria, Nsukka (team coordinated by Chijioke Jonathan OLELEWE) Egypt-Japan University of Science and Technology (team coordinated by Suzuki

MASAAKI) University of Swaziland (team coordinated by Henry R. MLOZA BANDA) Mogadishu University (team coordinated by Mohamed HASSAN NOOR) Université Nangui Abrogoua (team coordinated by Taky Hortense ATTA EPSE DIALLO) University of Malawi - The Polytechnic (team coordinated by Moses Chinyama) Open University of Tanzania (team coordinated by Honoratha M. K. MUSHI) Alexandria University (team coordinated by Alsaeed ALSHAMY)

5 are working on the final tasks (block 7)

Université des Sciences, des Techniques et Technologies de Bamako (team coordinated by Seydou DOUMBIA)

Kwame Nkirumah University of Science and Technology (Mechanical Engineering team coordinated by Gabriel TAKYI)

Kwame Nkirumah University of Science and Technology (Civil Engineering team coordinated by Kwaku Amaning ADJEI)

National Open University of Nigeria (team coordinated by Ibrahim O. SALAWU) University of Health Sciences (team coordinated by Abdulfetah Jibriil ARARSO)

5 others have a very good chances of completing the course

Katyavala Bwila University (team coordinated by ) Botho University (team coordinated by Jane Ebele ILOANYA) Ahmadu Bello University (team coordinated by Yusuf Dada AMARTEY) University of Namibia (team coordinated by Erkkie HAIPINGE) Universite de Thies (team coordinated by Fatou Bintou SAR/SARR)

III. Tuning Online Course No 1

Course design for outcomes based learning in higher education

What for?

1 By the time this booklet went into printing


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To help the implementation process • Build teams: 5++ academics per HE per SAG participate in the on-line Tuning exercise • Make a step forward: focus on individual courses (always within the context of a

common degree programme) Competence developed:

Devise or revise an outcomes-based course that forms part of a higher education degree p making sure that it is based on outcomes and focuses on students’ learning and competence development

Intended learning outcomes:

Upon successful completion of this course, you will be able to:

1. Apply working knowledge and shared language about the theories underpinning competence-based learning, and their value for enhancing student learning when discussing higher education courses/syllabi and curricula.

2. Relate competences which students in your subject area need to develop during the

degree programme as a whole with those you can help them develop through your course(s)

3. Write learning outcomes of different levels of complexity for your course(s) 4. Sequence learning outcomes according to their level of complexity and the learning

dynamics 5. Compare different teaching techniques, learning activities and assessment methods and

select those which can help your students achieve your course ILOs 7. Evaluate the alignment of teaching, learning and assessment techniques at the level of a

course; and identify inconsistencies 8. Use structured reflection in order to question, appraise and decide on ways to further

enhance your teaching, your students' learning, as well as on your own professional development as a lifelong learner

Workload:

6-10 hours of work per each of the first 6 blocks, 10-12 hours of work for Block 7

Who is eligible?

Universities of the 3 new SAGs who can form teams of 5-10 academics who (1) work at the department involved in design or revision of a degree programme in the framework of the Tuning Africa II project and (2) commit themselves to completing the course. Additional teams (of academics working at other departments of your university) will be accepted depending on the total demand.


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Important dates:

By 1 November 2016 – Team members and coordinators should fill in the online course enrolment form [name, surname, university, subject area, passport number (required to be granted access to the online platform), email, role (team member or team coordinator), pre-course self-assessment questionnaire].

15 November 2016 – Beginning of the course (those registered before 1 November will

be given access to the platform several days prior to the course in order to get acquainted with the online platform and the course format, structure and requirements).

Working mode:

Online (interaction with other teams and the course tutors) + Off-line (within institutional teams)

In institutional teams who meet face-to-face or online to organise their work for each block, complete their individual part of work and then meet again to prepare a common answer

All team members have access to course materials and discussions, but only one team member (rapporteur) posts or uploads the team responses to the platform

Assessment

1) Individual self-assessment before and after the course 2) Peer-assessment among teams 3) Tutor support and feedback for all teams on key course tasks 4) Tutor assessment of the team’s final course proposal Course structure:

IV. Tuning Online Course No 2


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Practical assessment FOR learning What for: To help with the implementation process Continue building teams and contributing to the institutional staff development initiatives (5++ academics in each team) Make a step forward: focus on assessment at the level of individual courses (always within the context of a common degree programme) Competence developed: Design and use assessment to promote learning Intended Learning Outcomes: By the end of the course you will be able to: 1. Describe your current assessment practices (what you assess and how you assess it)

using appropriate vocabulary. 2. Design assessment tasks for your courses at an appropriate level. 3. Develop criteria for success for assessment tasks which are comprehensible to

students and other staff. 4. Choose appropriate ways of giving students feedback and feedforward. 5. Collect evidence about your students’ perspectives on assessment 6. Encourage the development of your students’ assessment literacy for current and life -

long learning. 7. Evaluate and organise more effectively staff and student workload in relation to

assessment. 8. Develop an assessment plan for an identified ILO 9. Explain the system and practices of assessment within your culture, institution and

programme. 10. Evaluate your assessment practices in relation to how effective they are in promoting

and assessing student learning. 11. Propose a detailed plan for how and where assessment can be improved in one of your

courses. Workload: 6-10 hours of work per each of the first 6 blocks, 10-12 hours of work for Block 7 Who is eligible? Universities of the five original SAGs whose teams have completed Tuning Online Course No1 Important dates:

By 15 November 2016 – All interested universities should fill out the online enrolment form

1 December 2016 – Beginning of the course Course structure: 7 blocks in total, divided into 3 parts


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Part 1 – Block 1- Block 3:

o Describe your current assessment practices (what you assess and how you assess it) using appropriate vocabulary;

o Evaluate your assessment practices in relation to how effective they are in promoting and assessing student learning;

o Design assessment tasks for your courses at an appropriate level. o Develop criteria for success for assessment tasks which are comprehensible to

students and other staff

Part 2 – Block 4 – Block 6 o Choose appropriate ways of giving students feedback and feedforward. o Collect evidence about your students’ perspectives on assessment o Encourage the development of your students’ assessment literacy for current

and life - long learning o Evaluate and organise more effectively staff and student workload in relation to

assessment.

Part 3 – Block 7 o Develop an assessment plan for an identified ILO o Explain the system and practices of assessment within your culture, institution

and programme o Propose a detailed plan for how and where assessment can be improved in one

of your courses Working mode:

Online (interaction with other teams and the course tutors) + Off-line (within institutional teams)

In institutional teams who meet face-to-face or online to organise their work for each block, complete their individual part of work and then meet again to prepare a common answer

All team members have access to course materials and discussions, but only one team member (rapporteur) posts or uploads the team responses to the platform

Assessment

1) Individual self-assessment before and after the course 2) Peer-assessment among teams 3) Tutor support and feedback for all teams on key course tasks 4) Peer-assessment among teams, self-assessment within teams and tutor

assessment of the team’s final course task V. Workshop Outline (5 original SAGs, Day 2, morning)

Part One: Workshop on the scholarship of teaching, learning and assessment: active learning through lectures. Part one comprises a hands on workshop in which you will be real participants. The workshop focuses on developing active learning activities that can enrich the learning opportunities you offer to your students during lectures. Not all of us learn in the same way, and providing a


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variety of short activities can enable all students to have access to their stronger preferences for learning style. This session will be group based, in non- subject specific groups of 6 or 7. After the morning session, we shall email to all of you a very complete set of notes covering everything we do this morning, plus references that we perceive as useful for those who wish to read more background. Part Two: Workshop on designing interactive workshops In Part Two we shall deconstruct the Part One workshop and develop an initial set of guidelines for workshop planning. This document will be circulated by email immediately after the workshop so that you can use it in the SAG working groups. NB If you have joined Tuning for the first time today, for example if you have come to stand in for a colleague, please send an email saying you are a new participant to Maria Yarosh at [email protected] (so that you can also receive the workshop materials by email) VI. Staff Development Session (5 original SAGs, Day 2, 14.00-16.00)

14.00 – 18.00 Subject area groups have two main tasks for the afternoon. First, to

explore the potential that institutions can offer with regard to staff development workshops, and to consider their staff development needs. Second, groups will return to their new and revised programme plans, developed prior to this meeting, and discuss key issues.

14.00 – 16.00 Staff Development

Introduction: The Tuning Africa projects offer opportunities for the SAG members to work together on plans to reform higher education in line with the African Union Strategy of Harmonization. The number of those directly involved is necessarily limited, but this does not mean that the valuable work being done is limited to this small group. In Tuning Africa I many SAG members did important work disseminating the information about the project and harmonization. It is expected that such initiatives will continue for Tuning Africa II, this time aiming to increase capacity building. With the Tuning Online course One some SAG members have already started capacity building within their own institutions through the development of teams working on the basic concepts in the Tuning methodology. An effective tool for capacity building is the interactive workshop where participants are both informed, exchange experience and try out new ideas or techniques. Workshops are compact and can be developed to address very particular needs. This is where individual and SAG level expertise puts you in the best position to help. You can identify local needs and you are also the best people to make judgements about how to address these. At the same time, Tuning can offer back up in the form of workshop development, such as we are doing today, guidelines, space in forthcoming meetings, and collegial support from the staff development team.

mailto:[email protected]


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Outputs:

A map of what staff development each member already has in place

A list of institutional strengths/potential offers

A list of key needs by institution

Suggested plans for how institutional needs can be confirmed after the meeting

A list of the support needed in order to prepare and deliver a workshop

An outline plan for a workshop Task one: FILL IN TEMPLATE 30 mins

1) Individuals complete the template (see “Template for Day 2 14.00-16.00 session” below)

2) The whole group brainstorms how to find out an accurate picture of a. institutional needs for staff development (column four in the template) b. what workshop topics can be offered by the institutions in the SAG (column

3) The Coordinator then fills in a common electronic version of the template on laptop and sends it by email to all SAG members. SAG members are requested to send their updated templates to the coordinator by 15 November 2016, who will then forward a collated template to all members and to Maria Yarosh ([email protected]) and Arlene Gilpin ([email protected]). Task 2 Start planning a workshop – 1 hour

1) The SAG members select one common topic from those needs identified in task 1 2) They then split into small groups (up to 4 people) and, using the “Checklist for

Workshop Planning”, each group plans an outline for a 2 hour workshop on the agreed topic

3) Groups briefly present their plans (there will be four or five, depending on the number of the SAG members)

4) The SAG discusses the plans, checking that all elements are present from the guidelines

5) Members list any questions or doubts that have arisen, and what support would be needed to carry out a workshop

Task 3 – 10 minutes SAG members make a (voluntary) commitment to either replicate the workshop from the morning or work with the one just planned. You may also plan a workshop on another topic if either of these are inappropriate for your context. The coordinator records your decision, collects plans and questions and doubts (Task 2 outputs) and sends these to Arlene Gilpin ([email protected]) and Maria Yarosh ([email protected]), who will provide feedback. VII. Template for Day 2 14.00-16.00 session

Name of

Institution

Staff development already available

[What does the institutions

Strengths

[If you were asked to provide a workshop for

Needs

[What areas of teaching learning and

mailto:[email protected]


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already provide for staff development?]

colleagues where does your expertise lie in Teaching, Learning

Assessment?]

assessment do you think you and your

colleagues would like to have a workshop

on?]

VIII. Checklist for Workshop Planning Some questions to help to evaluate your workshop plan

1. Have you obtained some background information about the group and their working environment? (in the case of your own department this may or may not be essential)

2. Have you stated clearly what the intended outcomes or outputs are so that participants will know what they can get out of the workshop?

3. Have you checked that these are appropriate for the needs of the group at the moment? 4. Do your activities reflect all four aspects of Kolb’s learning cycle, giving opportunities for

doing, reflecting, learning and using information, and planning for action?

Simplified diagram of Kolb’s cycle of learning

5. Is the balance between ‘information giving’ and ‘experiential or experimental’ (doing)

activities appropriate for the topic? 6. Have you planned for a variety of information giving activities?


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7. Have you planned for a variety of experiential or experimental activities? 8. Have you planned for a variety of interaction patterns – plenary/individual/pairs/groups

etc? 9. Have you included a planning activity in which participants think about how they can

implement what they have learnt together? 10. Is the planning activity designed to elicit a concrete plan for implementation? 11. Have you allowed time – and do you have a plan – for giving feedback at necessary

points in the workshop? 12. Is the feedback only given by you, or is there peer feedback as well? 13. Have you thought about how you will obtain feedback from the participants about their

experience of the workshop? 14. Have you included the opportunity for the participants to reflect on their own learning

experience as well as sharing reactions to the workshop? 15. Have you included opportunities where you can ask participants to help in the tasks,

e.g. as note takers, observers, providers of information, etc? 16. Have you checked the wording of instructions, questions, questionnaires etc etc with a

colleague (or two) to make sure they are clear? Other questions relevant to you to be added by the SAG members during the afternoon workshop…


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5. DOCUMENT 3: State of the Art of Credit in the African Higher Education System

1. Introduction One of the challenges facing African higher educational system is the difficulty in transferring part or whole of a study from one region to the other or from one institution to another. This is because there is no reliable tool for measuring student achievement in a transparent way and there is no defined system which allows for adequate recognition of degree between institutions and between countries. The concept of ‘credit’ refers to the amount of learning contained in a qualification or part-qualification (SAQA, 2014). In the Bologna system, credits reflect the total workload required to achieve the objectives of a program – objectives which are specified in terms of the learning outcomes and competences to be acquired – and not just through lecture hours. It makes study programs easy to read and compare for all students, local and foreign, and therefore facilitates mobility and academic recognition (Khelfaoui, 2009). Little information is available on how partial period of study is recognized both between universities and countries in Africa In Africa, there is no common and reliable means of measuring and transferring acquired knowledge. In some countries, the concept of credit has limited understanding and different meanings and different applications. There is need to recognize and understand the different types of Credits systems being used in different parts of Africa. This study was carried out to find out the different types of credit systems in African countries. It is hoped that this will make comparability and transferability of period of studies in the continent possible. This process will promote comparability of degrees, diploma and certificates and will help in the development of the African higher education space as well as promote mobility of staff and students in Africa.

2. Methodology

This study was carried out through a questionnaire systems distributed to country participants in the Tuning Africa Phase 2 program. Country participants with an average of 4 institutional membership in each country were requested to complete some questionnaires and clarify their completion with their national regulatory agencies or the Ministry of Education officials in their countries where the former does not exist. Responses were received from 35 of Africa, as in Table 1. The analysis of the various country reports constitute the focus of this presentation

3. Results

3.1Status of Regulatory Agencies in African countries

Among the 35 countries covered in this survey, twenty five of them have national regulatory agencies. Three of the five countries in North Africa in this study have national regulatory agencies. All the countries in North Africa under this study are committed to the Licentiate-Masters-Doctorate (LMD) reforms.


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Table 1: Status of National Regulatory Agencies in the countries under study

In southern Africa, there are well established quality assurance regulatory agencies in Botswana, Lesotho, Mozambique, Namibia and South Africa. The Ministry of education currently carry out regulatory functions for higher education in Angola, Madagascar, Malawi and Mauritius. All the southern African countries under this study have credit systems, except Angola In East Africa, Djibouti and Somalia have no national QA regulatory agencies, while Burundi, Eritrea, Ethiopia, Kenya, Rwanda, Tanzania and Uganda have well established national quality assurance agencies. In West Africa, the Ministry of Education and ‘Conseil Africain et Malgache pour l'Enseignement Supérieur’ (CAMES) provide regulatory functions for higher education institutions in the French speaking countries of Benin, Burkina Faso, Cote-D’Ivoire and Senegal while Cape Verde, Mali and Nigeria have established national regulatory agencies. Only three countries were covered in Central Africa under this study. Higher education regulations in Cameroon is under the CAMES system, while that of the Democratic Republic of Congo is under the control of the Ministry of Education. Zimbabwe has a national Quality Assurance Regulatory Agency for higher education. The number of countries with national higher education regulatory agencies has increased since the report of Materu (2006) on the same subject. 3.2 Existence of Credit System

Region Countries covered in the study

Countries covered by the Study

Countries with Established Quality Assurance

Regulatory Agencies in the study

Northern 5 Algeria, Egypt, Libya, Morocco, Sudan, Tunisia

Egypt, Libya, Sudan, Tunisia

Southern 10 Angola, Botswana, Lesotho, Madagascar, Malawi,

Mauritius, Mozambique, Namibia, South Africa,

Swaziland

Botswana, Lesotho, Mozambique, Namibia, South

Africa,

East 9 Burundi, Djibouti, Eritrea, Ethiopia, Kenya, Rwanda, Somali, Tanzania, Uganda

Burundi, Eritrea, Ethiopia, Kenya, Rwanda, Tanzania,

Uganda, West 8 Benin, Burkina-Faso, Cape-

Verde, Cote-D’Ivoire, Mali, Mauritania, Nigeria, Senegal

Conseil Africain et Malgache pour l'Enseignement Supérieur (CAMES) for Benin, Burkina-Faso, Cote-D’Ivoire, Mali, and Senegal. Regulatory agencies in Cape Verde, Mali, Nigeria

Central 3 Cameroon, Democratic Republic of Congo (DRC),

Zimbabwe

Cameroon and Zimbabwe

TOTAL 35


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In North Africa, all the five countries under this study are committed to the LMD programs, and credit systems operates in their higher education institutions. However, not all the Universities in the five countries employ the Credit system. Some Universities are still using the old British system. In southern Africa, only Angola has no Credit system. All the other 8 countries have one form of Credit system or the other. All universities in Madagascar, Mauritius, Namibia and South Africa practice the Credit system. As in the case of the North African countries, not all universities in Botswana, Lesotho, Malawi, Mozambique and Swaziland currently operate the Credit system. In East Africa, credit system started with Kenya in 1968 and the latest country to adopt the system is Burundi in 2012. It is only in Somalia that the Credit system does not exist in east Africa. Some of the countries, such as Djibouti has not been able to apply the credit system to their medical programs. In West Africa, the credit system started in 1968 in Nigeria and developed widely between 2008 and 2010 in other countries. Some programs in Medicine are exempted from the credit system In Central Africa, Credit system started in Cameroon in 2007 and has just been introduced to Zimbabwe in 2016. The Democratic Republic of Congo (DRC) has no Credit system. Most universities in Cameroon operate the LMD while not all universities in DRC and Zimbabwe operate the Credit system. LMD is at Pilot phase in University of Lumumbashi (DRC). In Zimbabwe, 15 Universities have committed to change from Course Unit System to Credit system. CAMES Document on LMD reforms available in Cameroon. There are various publications in the different regions on their operations of credit system. Countries where these publications have been produced include Algeria, Madagaskar, Mozambique, South Africa, Nigeria, Cameroon and other countries under the CAMES protocol. 3.3 How Credit is measured Generally, the process of accreditation includes peer reviews, site visits and a report to judge quality, capacity, outcomes and need for improvement. In North Africa, credit is measured in terms of the teacher contact hours with the learners. In some case, both the staff contact hours and the time taken for the students to carry out independent studies are taken into consideration. But in Tunisia, Credit is measured on the quality of the curriculum and quality assurance of institutions. In southern Africa, most of the countries use the Notional hours including contact time, structured learning, workplace earning ,assessment, and self-study ( 1 credit=10 notional hours). However, in Mauritius, Credit is based on Staff contact hours (1 credit unit = I hour of lectures or 3 hrs. practical or I hr tutorial for 15 weeks). In many countries of East Africa, Contact Hours and Independent work of students are employed in determining the credit. However, in Ethiopia and Djibouti, contact hours are employed for measuring Credit. In West Africa, credit is measured using the staff contact hours only. In Nigeria, one credit unit means a course work of one hour lecture or three hours of practical or one hour of Tutorial, over a fifteen week semester term. Similarly, contact hours is used to measure credit in Central Africa. There are few universities using both the contact hours and the students learning hours in the calculation of credits.


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3.4 Value of Credit in different programs Credit does not have the same value in all the countries and regions as shown in Table 2. One credit load is made up of 20 to 25 hours of teaching and learning hours. In some other institutions, 1 hour of teaching over a period of 15-16 hours or practical classes of 2 – 3 hours over a semester made up of 15-16 weeks. Table 2: Values of One Unit in different Regions

Type of Credit System

Value of One Credit Unit Course

Region Where Applicable

Contact Hours Teacher’s Work-load.

1 hr. of lecture over 15 weeks Northern Africa, West

2 hrs of Practical over 15 weeks

Northern Africa

20-25 teaching and learning hours

Northern Africa

3 hours of Practical for 15 weeks

Western Africa

1 hour of Tutorials for 15 weeks

Western Africa, Northern Africa

Learners’ Centred

10 hours of notional hours made up of including contact time, structured learning, workplace earning, assessment, and self-study.

Southern Africa, Eastern Africa

15- 18 hours of notional hours made up of including contact time, structured learning, workplace earning, assessment, and self-study.

East Africa

15 hours Lectures + 10 hours of independent work

East Africa

In many countries in southern Africa, credit is calculated using Notional hours including contact time, structured learning, workplace earning, assessment, and self-study ( 1 credit=10 notional hours). In Eastern and Central Africa, Contact Hours and Independent work of students are employed in determining the value of credits. (a) I unit=10 notional hours) (b) 1 credit=15-18 contact hours or students workload (c) I Unit = 15 hrs Lectures + 10 Hrs. Independent work. In many countries of West Africa, contact hour is used in determining credit. Some of the features include: (a) (I credit = I contact hour or 3 hours of practical or 1 hour of Tutorial per week for 15 weeks (b) 1 credit=20 hours The credit load per year varies from institution to institution and from country to country, as shown in Table 3. Table 3 : Credit Load per Year Region Credit Points Per Year

North 30- 60 units

South 18-60 units

East 36-60 units


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West 30 units, 48 units, 60 units

Central 36 – 60 units

The credit load for the various programs are different among the regions as shown in Table 4. Table 4 : Credit Loads for Different Programs

Region Bachelor

Masters

Doctorate

Northern 120-180 36 units or 130-136 units

No information provided

Southern 60, 100, 120 credits 60, 120, 180 120, 360, 480 credit

East In Burundi, 180 ( But 420 for Medicine and 240 for Engineering) () 60, 135, 120, 180 units for others bachelors programs depending on the program

120-136. 360

West 180-360 36 - 180 120

Central 108 - 180 120 300

4. Discussion

From the study, the following findings can be deduced about the state of the art of credit in African higher educational system.

Credit system has been known in the African Higher Educational system for many years.

Credit system development is differentiated depending on a country’s level of development. Some countries in Africa have not developed their credit system.

African universities consider credit as a measure of measuring the load of the teacher rather than as an expression of the volume of leaning based on defined learning outcomes and associated workload.

In many African institutions, credit is measured based on the contact time with the teacher.

Credit does not have the same value in all the countries and regions (Anglo-phone and Franco-phone credit systems differ)

There is currently no credit transfer system among institutions in Africa

The load of credit is not comparable among the institutions in Africa

5. Recommendations

There is need to have a common agreement on the definition and value of credit in the African higher educational system in order to promote transferability and comparability.

There is need for agreement on the Workload of a credit unit

There is need to agree on number of credit units for each year and for the different programs ( i.e. Bachelors, Masters and Doctorate)

There is need for a harmonized continental credit system that balances Anglo-phone and Franco-phone countries.


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National qualifications framework may become regional frameworks to promote comparability of degrees in Africa and cross-border mobility of students and skilled workers, peer reviewers and external examiners across regions. From the RECs, the continental credit system can easily be drawn.

6. References Khelfaoui, H (2009) The Bologna process in Africa: globalization or return to ‘colonial situation’ . JHEA / RESA 7, 21-38 Materu, P (2006) Higher Education Quality Assurance in Sub-Saharan Africa Status, Challenges, Opportunities, and Promising Practices. World Bank Working Paper No. 124 South African Qualification Framework ( 2014) Policy for credit accumulation and transfer within the national qualification framework. Pg. 4


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6. DOCUMENT 4: Processus de Consultation

Enquête sur la CHARGE DE TRAVAIL DES ÉTUDIANTS

Proposition pour les UNIVERSITÉS PARTICIPANTES Au cours de la Deuxième Assemblée générale du projet, qui s’est tenue en Éthiopie, une stratégie a été définie pour l’estimation de la charge de travail des étudiants à travers une enquête sous forme de questionnaire. A) DE QUEL TYPE DE CONSULTATION S’AGIT-IL ? Cette enquête a pour but de faire une estimation des heures de travail réelles dont un étudiant a besoin pour obtenir l’unité/le cours/le module, aussi bien du point de vue des professeurs universitaires et étudiants. Cela requiert que chaque Groupe de Domaine d’Étude (SAG) choisisse le même SEMESTRE dans le cadre d’un PROGRAMME DE DIPLÔME DE PREMIER CYCLE. Par exemple : un Baccalauréat universitaire (BSc), (Licence), en Sciences de l’Agriculture de l’Université XYZ est structuré en 6 semestres (d’une durée de 3 ans). L’enquête sera réalisée sur la référence du cinquième semestre d’études.


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Le semestre encadré de rouge est la période académique sélectionnée pour la réalisation de l’enquête. Au cours de ce semestre, d’après ce programme (utilisé seulement à titre d’exemple), il y a 4 unités/courses/modules :

L’enquête sera réalisée pour CHAQUE UNITÉ/COURS/MODULE. Tous les professeurs universitaires qui auront enseigné les 4 unités/cours/modules au cours du semestre feront l’objet de cette enquête. Parmi les étudiants, certains feront également l’objet de l’enquête : ceux qui auront suivi et achevé avec succès l’un/e ou la totalité des quatre unités/cours/modules. B) QUI RÉALISE LA CONSULTATION ? Les sujets d’étude seront les professeurs universitaires et les étudiants de LA TOTALITÉ des unités/cours/modules du semestre sélectionné. Chacune des universités participant au projet Tuning Africa réalisera ces enquêtes auprès des : 1) Professeurs universitaires qui ont enseigné ces unités/cours/modules au cours du semestre choisi (principaux professeurs universitaires de l’unité/cours/module, professeurs assistants ou auxiliaires, etc.). 2) Étudiants qui ont achevé avec succès l’unité/cours/module sur lequel/laquelle ils seront interrogés. Il est souhaitable que l’échantillon des étudiants soit composé d’un nombre égal d’étudiants qui ont obtenu de très bonnes notes, des notes moyennes et des notes basses. C) SUR COMBIEN D’ENTRE EUX PORTERA LA CONSULTATION ? 1) Professeurs universitaires : TOUS les professeurs qui auront enseigné les

unités/cours/modules qui auront été inclus dans le semestre sélectionné devront faire l’objet de l’enquête.

2) Étudiants : 12 étudiants qui auront achevé avec succès chacun/e des unités/cours/modules inclus dans le semestre sélectionné devront faire l’objet de l’enquête (dans les cas où les étudiants qui auront achevé avec succès l’unité/cours/module, c’est la totalité d’entre eux qui devra faire l’objet de l’enquête).

Par exemple, dans le cas des Baccalauréats universitaires (BSc), (Licence) en Sciences de l’Agriculture mentionnés ci-dessus, au moins 40 étudiants devront être sondés en tout, et au moins 4 professeurs universitaires. Comme l’enquête est réalisée PAR UNITÉ/COURS/MODULE, il se pourrait qu’un étudiant qui aurait achevé avec succès plus d’un/e unité/cours/module soit inclus dans plusieurs enquêtes.


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Année Semestre Unité/Cours/module

Nombre minimum de répondants

(Enseignants)

Nombre minimum de répondants (Étudiants)

3 5

Technologies de Production Agricole 1 12

Gestion post-récolte et Transformation des Produits Agricoles 1 12

Projet I 1 12

Gestion et Marketing Agricole 1 12

Total 4 48

D) QUEL FORMAT UTILISER POUR LA CONSULTATION ?

L’enquête sera réalisée pour CHAQUE UNITÉ/COURS/MODULE, aussi bien pour les étudiants et que pour les professeurs universitaires. Vous trouverez en Annexe I le questionnaire pour les Professeurs universitaires et en Annexe II le questionnaire pour les Étudiants. Les questionnaires sont composés de 6 questions. Les questionnaires devront être remplis sur papier et seront traités par le représentant de l’Université qui prend part au projet Tuning Africa. E) COMMENT MENER À BIEN LA CONSULTATION ? Il y a 3 étapes à respecter pour la consultation : 1) Préparation de la consultation Chaque université participante à chaque domaine d’étude doit envoyer les informations suivantes au Chef de projet (María Ortíz Coronado) : 1. Nom du Programme dans lequel l’étude sera réalisée : (par ex. Master des Sciences de l’Éducation - Bachelor of Education.) 2. Durée du Programme en années (par ex. 4 ans.) 3. Semestre choisi : (par ex. 5e semestre.) 4. Nom des Unités/Cours/Modules couverts dans cette période : par ex.

i. Unité/Cours/Module a : (par ex. Technologies de Production Agricole.) ii. Unité/Cours/Module b : (par ex. Gestion Post-récolte et Transformation des Produits agricoles.) iii. Unité/Cours/Module c : (par ex. Projet I.) iv. Unité/Cours/Module d : (par ex. Gestion et Marketing Agricole.) v. Unité/Cours/Module …

5. Nombre de semaines civiles dans le semestre __________ 6. L’heure académique (l’heure de cours) dans votre université est de ______ minutes. 7. Nombre de crédits par année (le cas échéant) __________ 8. Nombre d’heures par crédit (le cas échéant) __________ Ces informations devraient avoir été envoyées avant le 30 mars 2016. Les questionnaires seront disponibles sur un site Web et l’accès sera possible à l’aide d’un code d’utilisateur, ou identifiant, qui sera fourni. Ainsi, chacune des universités participantes


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dans chaque domaine d’étude aura un code pour accéder aux questionnaires pour les étudiants ainsi qu’un code pour accéder aux questionnaires pour les professeurs universitaires. 2) Réalisation des enquêtes Dans chaque université participante, le domaine d’étude devrait identifier clairement qui sont les professeurs universitaires et les étudiants qui feront l’objet de l’enquête. Il sera demandé aux étudiants et aux professeurs universitaires d’expliquer brièvement le but de l’enquête. Le questionnaire devrait alors être distribué en version imprimée (papier), et rempli au cours de la réunion. Cette procédure facilite le recueil des données car au cours d’une séance courte, l’explication et le recueil de données peuvent être facilement effectués. 3) Chargement des enquêtes dans l’application en ligne Les questionnaires remplis sur papier devront être chargés dans l’application en ligne. C’est le représentant Tuning pour le domaine d’étude, ou un assistant administratif désigné pour l’occasion, de chaque Université qui devra saisir les données de chaque questionnaire sur le site Web. Des fonds seront alloués à ce travail. Les questionnaires imprimés ne devront en aucun cas être envoyés à la coordination du projet : tout devra être saisi dans un formulaire en ligne.

Les données devront être téléchargées au plus tard le 30 août 2016. À partir de cette date, les informations qui n’auront pas été chargées dans le cadre de la consultation en ligne ne seront pas prises en compte pour l’analyse. F. QUEL EST LE PLAN DE TRAVAIL POUR LES UNIVERSITÉS PARTICIPANTES ? 30/03/2016 Remise par les universités participantes des informations concernant la période

académique et les sujets qui font l’objet de cette enquête. 30/04/2016 Début du processus de l’enquête. 30/08/2016 Fin du processus de l’enquête.

Avec toutes les informations recueillies, la coordination du projet élaborera le rapport, y compris les tableaux statistiques et les graphiques qui seront discutés au cours de la Troisième Assemblée générale en octobre 2016.


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Annexe I

Questionnaire pour universitaires Cher Collègue, Cette étude fait partie du projet Tuning Africa II. Nous menons une enquête pour estimer la charge de travail des étudiants à partir des informations recueillies auprès des enseignants et des étudiants. Vous voudrez bien remplir le formulaire et répondre aux questions sur l'unité, cours ou module qui a été enseigné par vous au cours de la dernière année scolaire. Les données recueillies seront totalement anonymes et confidentielles. Le projet Tuning Africa II apprécie votre collaboration de fournir ces informations. Instructions pour la réalisation : Au 30 Mars 2016, chaque université a renseigné les points 1-9. Vous êtes maintenant invités à répondre aux points 10-15. Pour cela, vous voudrez bien souligner ou encercler une seule réponse («Oui» ou «Non»). Au cas où votre réponse est "Oui", veuillez bien spécifier le temps de réalisation nécessaire. 1. Domaine d’étude: _____________________________________________________ 2. Université: ___________________________________________________________ 3. Programme: _________________________________________________________ 4. Semestre/année2_________ 5. Unit/Course/Module___________________________________________ 6. Nombre de semaines calendaires par semestre __________ 7. L’heure d’enseignement dans votre université est de ______ minutes. 8. Nombre de crédits par an (s’il y a lieu) __________ 9. Nombre d’heures par crédit (s’il y a lieu) __________

10. Combien d’heures de contact au total compte votre unité d’enseignement, cours ou module par semestre ?

......... heures

11.

A partir de la liste ci-dessous, indiquez les types de travaux indépendants dont vous avez besoin dans votre unité d’enseignement, cours ou module au cours du semestre. Précisez le nombre estimé d'heures que, à votre avis, l'étudiant doit passer afin de réaliser l'étude indépendante dans l'unité d’enseignement, le cours ou le module.

a. Recherche documentaire (y compris recherché sur le NET) Oui, ... heures Non

b. Travaux de terrain (visites de sites, etc.) Oui, ... heures Non

c. Travaux pratiques en laboratoire (à l’exclusion des heures de contact)

Oui, ... heures Non

d. Préparation des affectations (essais, rapports, travaux de conception, de la modélisation, interviews, présentations, etc.)

Oui, ... heures Non

e. Travail de préparation et suivi des cours programmés

f. Préparation des évaluations, des examens finaux, des tests, Oui, ... heures Non

2Vous ne devez répondre à cette question pour une année académique entière qu’au cas où les semestres ne sont pas de durée égale ou au cas où le système trimestriel a cours.


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etc. (évaluation sommative).

g. Autre (à spécifier): ........ heures Non

12.

De Combien d'heures de travail un étudiant moyen a-t-il besoin pour satisfaire toutes les exigences de votre unité d’enseignement, cours ou module de ce semestre (en tenant compte des heures de contact et du temps de travail personnel)?

........... heures

13.

De combien d’heures de travail a besoin un étudiant moyen pour satisfaire à toutes les exigences de votre unite d’enseignement, cours ou module par semaine (compte tenu des heures de contact et du temps de travail personnel ) ?

........... heures

14. En planifiant votre unite d’enseignement, cours ou module, avez-vous estimé le nombre d’heures de travail que l’étudiant devra passer sur travail personnel ?

Oui Non

15.

Avez-vous solicité les commentaires des étudiants sur la charge de travail en considération lors de l’estimation de la charge de travail pour votre cours?

Oui Non

Merci d’avoir répondu à ce questionnaire.


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Annexe II

Questionnaire pour étudiants Chers étudiants, Cette étude fait partie du projet Tuning Africa II. Nous menons une enquête dans le but d’estimer la charge de travail réelle des étudiants à partir des informations obtenues des enseignants et des étudiants. Veuillez remplir le formulaire de réponse aux questions sur l'unité d’enseignement, le cours ou le module que vous avez étudié, finalisé et adopté à la dernière année scolaire. Les données recueillies seront totalement anonymes et confidentielles. Le projet Tuning Africa vous remercie de votre collaboration à nous fournir ces informations. Instructions pour l'achèvement: Les points 1-9 sont pré-remplies par le personnel de l'université. Il vous revient de répondre aux points 10-15. Veuillez souligner ou encerclez une seule réponse («Oui» ou «Non»). Si la réponse est "Oui", vous voudrez bien spécifier le temps nécessaire à la réalisation de la tâche. 1. Domaine d’étude: _________________________________________________________ 2. Université: ___________________________________________________________ 3. Programme: _________________________________________________________ 4. Semestre/année3_________ 5. Unité d’enseignement/Cours/Module___________________________________________ 6. Nombre de semaines du semestre calendaire __________ 7. Durée de l’heure académique dans votre université ______ minutes. 8. Nombre annuel de crédits (s’il y a lieu)__________ 9. Nombre d’heures par crédit (s’il ya lieu)__________

10. Combien d’heures de contact vous ont été accordées pour étudier cette unite d’enseignement, ce cours ou ce module pendant le semestre

......... heures

11.

Partant de la liste ci-dessous, vous voudrez bien specifier les types de travaux personnels dont vous faîtes usage pour l’unité d’enseignement, le cours ou le module durant le semestre. Vous voudrez mentionner d’autres formes d’apprentissage dont vous cous servez et qui ne sont pas mentionnées ici. Précisez le nombre estimé d’heures que vous estimez nécessaire pour réaliser vos travaux personnels en rapport avec l’unité d’enseignement, le cours ou le module.

......... heures

a. Recherche documentaire (y compris recherché sur le NET) Oui, ... heures

Non

b. Travaux de terrain (visites de sites, etc.) Oui, ... heures

Non

c. Travaux pratiques en laboratoire (à l’exclusion des heures de contact)

Oui, ... heures

Non

d. Préparation des affectations (essais, rapports, travaux de conception, de la modélisation, interviews, présentations, etc.)

Oui, ... heures

Non

e. Travail de préparation et suivi des cours programmés Oui, ... heures

Non

3 Vous ne devez répondre à cette question pour une année académique entière qu’au cas où les semestres ne sont pas de durée égale ou au cas où le système trimestriel a cours.


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f. Préparation des évaluations, des examens finaux, des tests, etc. (évaluation sommative).

Oui, ... heures

Non

g. Autres (à spécifier):

.......... heures

Non

12.

De Combien d'heures de travail un étudiant moyen a-t-il besoin pour satisfaire à toutes les exigences de votre unité d’enseignement, cours ou module de ce semestre (en tenant compte des heures de contact et du temps de travail personnel)?

........... heures

13.

De combien d’heures de travail a besoin un étudiant moyen pour satisfaire toutes les exigences de votre unité d’enseignement, cours ou module par semaine (compte tenu des heures de contact et du temps de travail personnel ) ?

14.. Au démarrage de l’unité d’enseignement, du cours ou du module, avez-vous été informé du nombre d’heures de travail personnel prévu pour le travail personnel ?

Yes No

15. L’occasion vous a-t-elle été donnée de de donner votre avis sur la charge de travail dans cette unite d’enseignement, dans ce cours ou dans ce module ?

Yes No

Merci d’avoir participé à cette enquête.


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7. DOCUMENT 5: Results of consultation on Student Workload in Africa 1. Data editing, cleaning &checking and consistency The raw database went through the standard process of editing, cleaning and checking for extreme, invalid or inconsistent values. Given the nature of the survey, where individuals were asked to give rough estimates referred to the number of hours devoted to different academic activities within different time periods (semester, week), some inconsistencies and errors were to be expected. At the same time, and as it happens in many surveys, some questions were left unanswered sometimes or individuals assigned values which could be considered as inconsistent. The process of data checking/cleaning was performed on each of the variables separately. Careful analysis was carried out observing the distribution of different variables to decide what could be considered as inconsistent within each variable based on the analysis of outliers. As it could be expected, the number of outliers was higher among students than among academics. 2. Calculating results Results are displayed according to areas and regions always divided into academics and students. The methodology implies that in order to include a given academic institution in the final results, at least one value was requested for all courses constituting one given semester. Table 1: Distribution of countries per region

Region

Countries covered by the Study

Northern

Algeria, Egypt, Libya, Morocco, Mauritania, Tunisia

Southern

Angola, Botswana, Lesotho, Madagascar, Malawi, Mozambique, Namibia, Swaziland, South Africa, Zambia, Zimbabwe

East

Djibouti, Ethiopia, Kenya, Mauritius, Rwanda, Somalia, Sudan, Tanzania, Uganda, Eritrea, South Sudan

West

Benin, Burkina Faso, Cape Verde, Cote d'Ivoire, Ghana, Mali, Nigeria, Senegal

Central

Burundi, Cameroon, Democratic Republic of Congo

tuning africa phase iituningafrica.org/upload/evento/editor/doc/6/medfrench3gm.pdf ·...

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