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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………………………………………………….………..…………………….……… 3

1.1. Programme général ……………………………………………………......…….. 3 1.2. Programme pour le Groupe consultatif du Projet Tuning Africa (Tuning Africa Project Advisory Group - TAPAG) …………………………………………….... 5

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

DOCUMENTS DE TRAVAIL

3. DOCUMENT 1: Rapports Pays ……………………….……………...…………………………. 23

3.1. Algérie …………………………………………………………………………………………….. 25

3.2. Angola …………………………………………………………………………………………….. 28

3.3. Benin and Burkina Faso………………..……………………………………………..………… 29

3.4. Botswana …………………...…………………………………………………………………….. 30

3.5. Burundi ……………………………………………………………………………………..…….. 32

3.6. Cameroun ………………………………………………………………………………..………. 33

3.7. Cap Vert …………………………………………………….………………………………...….. 36

3.8. Côte d’Ivoire …………………………………………………………………………………….. 39

3.9. Djibouti…………………………………………………………………………………………….. 40

3.10. Egypte ………………………………………………………………………………………….. 41

3.11. Erythrée ……………………………………………………………………………………..….. 49

3.12. Ethiopie……………………………….………………………………………………………….. 52

3.13. Gabon…………………………………………………………………………………………….. 55

3.14. Kenya ………………………………………………………………………………………….. .. 57

3.15. Lesotho ………………………………………………………………………………………….. 60

3.16. Lybie …………………………………………………………………………………………….. 63

3.17. Madagascar …………………………………………………………………………………….. 65

3.18. Malawi ………………………………………………………………………………………….. . 77

3.19. Mali ………………………………………………………………………………………….….. . 79

3.20. Mauritania ……………………………………………………………………………………….. 80

3.21. Île Maurice…………………………………………….………………………………………… 83

3.22. Morocco …………………………………………………………………………………………..85

3.23. Mozambique ………………………………………………………………………………….. 87

3.24. Namibia………………..……………………………………………………....……………….. 89

3.25. NIgeria …………………...…………………………………………………………………….. 91

3.26. République Demócratique du Congo. …………………………………………..………….. 93

3.27. Rwanda …………………………………………………………………………………….….. 94

3.28. Sénégal …………………………………………………………………………………….….. 95

3.29. Somalie ……………………………………………………………………………………….. 96

3.30. Afrique du Sud …………………………………………………………………………….….. 97

3.31 Soudan ………………………………………………………………………………………….. 101

3.32. Swatziland …………………………………………………………………………..……….. 102

3.33. Tanzanie……………………………………………………………………………………….. 104

3.34.Ouganda ……………………………………………………………………………………….. 106


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3.35. Zimbabwe …………………………………………………………………………………….. 110

4. DOCUMENT 2: Situation du Crédit dans le Système de l'Enseignement Supérieur en Afrique ……………………………………………………………………………………..…... 112

5. DOCUMENT 3: Processus de Consultation ……………………….…………………………. 118

6. DOCUMENT 4: Résultats de la consultation sur la charge de travail des étudiants en Afrique ………………………………………………………………………………………...… 116


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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 le Groupe consultatif du Projet Tuning Africa (Tuning Africa Project

Advisory Group - TAPAG)

Swiss Spirit Hôtel & Suites Alisa Accra, 21 Dr. Isert Road - North Ridge, Accra Ghana Séance de l’après-midi 14.00 – 16.00 Analyse de l’état des lieux en ce qui concerne les crédits à travers les

pays du continent. Identification des principales actions à définir en vue d’atteindre un

système commun de crédits pour l’Afrique.

Document : État des lieux du système de Crédit dans l’Enseignement supérieur en Afrique

16.00 – 16.30 Pause-café 16.30 – 18.00 Analyse des résultats des enquêtes (du point de vue du CONTINENT).

Quel nombre d’heures un Système de crédits devrait-il avoir pour l’Afrique ? Combien d’heures d’études devraient être exigées étudiants aux pour l’obtention d’un crédit en Afrique ? (heures de contact, étude individuelle et en groupe, examens et préparation aux examens, etc.) Discussion et principales conclusions Document : Résultats de la consultation sur la Charge de travail des Étudiants en Afrique

20.00 Dîner : Swiss Spirit Hôtel & Suites

Mardi 18 octobre 2016 Swiss Spirit Hôtel & Suites Accra Ghana 09.00 – 10.30 Débats avec des représentants des étudiants autour de la Charge de

travail et des Crédits 10.30 – 11.00 Pause-café


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11.00 – 12.30 Accords et consensus sur la définition d’un Système de crédits pour l’Afrique

12.30 – 14.00 Lunch : Hôtel 14.00 – 16.00 Ébauche d’une première proposition à débattre entre tous les

partenaires. Les principaux éléments de la proposition seraient : - Objectif et bénéfices attendus - Nombre d’heures travaillées annuel estimé par les étudiants - Nombre de crédits proposé pour une année académique

16.00 – 16.30 Pause-café 16.30 – 18.00 Principales stratégies pour valider la proposition dans la région.

Les acteurs clés à consulter. Calendrier des travaux et responsabilités.

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

10.30 – 11.00 Pause-café 11.00 - 11.30 Planification des tâches jusqu’à la Quatrième Assemblée générale

(Avril 2017) Pablo Beneitone et María Ortiz-Coronado – Tuning Academy,

Université de Deusto 11.30 – 12.00 Cérémonie de remise des Certificats pour les 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


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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 une approche basée sur les compétences et centrée 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.

- 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


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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 d’une approche basée sur les compétences et centrée 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 : 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: Country Reports Here is a guideline to develop the Country Report on Credit System in each of the African countries. To this purpose, representatives of universities from the same country must agree on a process for the preparation of this report. The report will have a maximum length of 3 pages (Word, Times New Roman 12). It should be discussed with some National Authority of Higher Education in the country, in order to validate the information provided. The deadline to submit the report will be April 30 2016. Once the reports are received, the coordination team of the project will forward them to TAPAG for final review and preparation of the document to consolidate the state of the arts of credit system in Africa. Content

1. Name of the country:

2. Name of the Tuning Africa representatives who prepared the report (Name and University)

3. All information referred in this report was discussed with: (Name of the National Authority of Higher Education in the country with which the information provided was contrasted).

4. Is there any credit system in your country? If the answer is yes, go to question 7 FOR THOSE COUNTRIES THAT DO NOT HAVE A CREDIT SYSTEM

5. Was there ever a credit system in your country? If so, how was it describe it briefly and say why it is no longer being used? Do you know if there are there any plans for developing one?

6. Since there is no credit system in the country, how are the partial periods of study recognized both between universities in your country and between these universities and others in other countries? If there are many variations, briefly describe the most commonly used.

ANSWER IF THE COUNTRY HAS A CREDIT SYSTEM

7. Since when was the credit system in place?

8. How extensive is the system? (do all universities use it? only some? why?)

9. Are there any reference documents on credit system in your country that you can quote? Give references to the main documents.

10. How is the credit measured? (contact hours? contact hours and independent work?,

others?)


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11. How many credits per year does a degree programme have?

12. Is the same measure of credit used for different levels (bachelor, master, PhD)? and for

the different areas? (does the credit have the same value for Law and for Medicine, for example?)

13. How are the credits allocated to a degree programme?

14. Other comments related to the credit that you wish to make?


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3.1. Algérie

1. Name of the country: Algeria

2. Name of the Tuning Africa representatives who prepared the report (Name and University) professor Hamizi Mohand, Mouloud Mammeri University

3. All information referred in this report was discussed with: (Name of the National Authority of Higher Education in the country with which the information provided was contrasted). The Ministry of Higher Education and Scientific Research.

4. Is there any credit system in your country? Yes there is. If the answer is yes, go to question 7 FOR THOSE COUNTRIES THAT DO NOT HAVE A CREDIT SYSTEM

5. Was there ever a credit system in your country? If so, how was it describe it briefly and say why it is no longer being used? Do you know if there are there any plans for developing one? Yes there is.



7. Since when was the credit system in place? Since september 2004.

8. How extensive is the system? (do all universities use it? only some? why?) all Universities use it..


*guide_pratique_systeme_LMD_en_arabe et en français[1]


others?) Education unit is estimated in the form of credits. Credit is the burden of work; lessons, internships, a memorandum of graduation, and individual work. Credit is equal to a number of hours, between 20 and 25 hours a semester and includes teaching hours provided to students in all types of education and self-hours student work.

11. How many credits per year does a degree programme have? Each semester includes 30 credits. -180 credit for the bachelor degree. -120 credit for the Master degree. -PhD obtained after six semesters of study and research.


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12. Is the same measure of credit used for different levels (bachelor, master, PhD)? and for the different areas? (does the credit have the same value for Law and for Medicine, for example?) yes is the same measure for different levels.

13. How are the credits allocated to a degree programme? The academic year match 60 credits and evenly distributed on the hexadecimal as follows; -36 to 40 credits terminate adversarial education and individual work required. -20 to 24 credit remaining end projects and internships.


Consultations take with the professor about 3 hours a week.

Rapport sur le système de crédits et la charge de travail de l’étudiant Pays : ALGERIE Rapport élaboré par :

Abdelbaki Noureddine de l’Université Akli Mohand Oulhadj de Bouira – Algerie

Hamizi Mohand de l’Université Mouloud Mamri de Tizi Ouzou – Algerie

Gharnaout Merzak de l’Université Youcef Benkhadda – Alger1- Algerie

Nefis Mouloud du Centre universitaire de Tamanrasset – Algerie

Bouceid Ahcen de l’Université de Guelma Il est important de souligner que toutes les informations relatées dans ce rapport, ont été soumises à l’avis de la direction des enseignements au sein de notre ministère de l’enseignement supérieur et de la recherche scientifique. Dans un contexte de globalisation et consciente des missions qui sont dévolues à l’université, tant sur le plan interne pour assurer le développement et la maitrise du savoir et du savoir faire, que sur le plan international pour affirmer sa présence en vue de promouvoir les échanges scientifiques et la mobilité humaine à tous les niveaux, L’Algérie a entamé la reforme de son système d’enseignement supérieur à partir de 2001 et s est engagée, depuis septembre 2004, dans ce processus mondialisé de reforme des systèmes d’enseignement supérieur. A la lumière :

des recommandations de la Commission Nationale de Reforme du Système Educatif (CNRSE), relatives aux multiples contraintes qui pèsent sur le système en place et les correctifs à apporter pour permettre à l’université algérienne de tenir pleinement son rôle dans le processus de développement du pays

et conformément aux directives du plan de mise en œuvre de la reforme du système éducatif adopté en Conseil des Ministres le 20 avril 2002,

l’un des principaux axes du programme d’action à court, moyen et long terme, arrêté dans le cadre de la stratégie décennale du développement du secteur pour la période :2004 – 2013, concerne « l’élaboration et la mise en œuvre d’une reforme globale et profonde des enseignements supérieurs, dont la première étape est la mise en place d’une nouvelle architecture des enseignements, accompagnée d’une actualisation et mise à niveau des différents programmes pédagogiques, ainsi que d’une réorganisation de la gestion pédagogique ».


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Cette reforme a pour finalité de permettre à l’université algérienne d’améliorer ses formations pour répondre aux standards internationaux, de mieux favoriser l’intégration des établissements universitaires dans leur environnement socio-économique, d’institutionnaliser la formation continue et de développer les mécanismes de l’auto-formation. En septembre 2004, dix établissements ont été choisis comme établissements pilotes. La généralisation s’est faite d’année en année. Actuellement tous les établissements de l’enseignement sup appliquent le LMD [1]. De ce fait, la nouvelle reforme, a mené donc, à l’adoption de la nouvelle architecture : Licence – Master – Doctorat, ou LMD. Les diplômes nationaux de Licence et de Master s’obtiennent par la capitalisation d’un nombre de crédits :

180 crédits en Licence, à raison de 30 par semestre

120 crédits en Master, à raison de 30 par semestre, au-delà de la Licence.

Doctorat, après trois années de recherche à l’issue d’un Master recherche. La notion de crédit, a été introduite donc dans le système d’enseignement supérieur algérien, en 2004. Au jour d’aujourd’hui, toutes les universités algériennes, appliquent ce système de crédits dans la validation des Unités d’Enseignements (UE). Cependant, les spécialités du domaine médicale, sont les seules qui, n’appliquent pas ce système, et c’est l ancien système qui est toujours en vigueur dans les facultés de médecine. Relativement à la façon dont les crédits sont mesurés, tout d’abord et en référence à l’étude diligentée par la commission européenne, intitulée « Tuning educational structure in europe », on détermine la valeur absolue d’un crédit comme étant l’équivalent de 25 à 30 heures de travail présentiel ajouté au travail individuel. Un parcours de formation est constitué d’un ensemble d’unîtes d’enseignement UE, (fondamentales, méthodologique et transversales). Une unité d’enseignement, associe différentes matières enseignées dans un semestre. Les crédits s’obtiennent par acquisition de chaque unité d’enseignement constitutive du parcours, ou par compensation des UE d’un semestre, en se basant sur la moyenne générale des notes obtenues dans les UE, pondérées par leurs coefficients. Il n’existe pas de règle précise permettant de fixer la proportion : du travail presnetiel (cours, TD, TP, Examens) et travail personnel. Il est généralement admis que cette proportion est de ¾ pour le presentiel et d’1/4 pour le travail personnel Pour ce qui est du nombre de crédits par cursus annuel, il est de 60 crédits, que ce soit en licence ou en master. En Algérie et à l’exception des formations dans le domaine des sciences médicales, où le système LMD (Processus de Bologne) n’a pas été appliqué, les crédits sont en principe partout, mesurés de la même manière et ce, quelque soit, le niveau du cursus et la spécialité choisie, que ce soit en licence, ou en master. Les crédits sont alloués à un programme de diplôme comme suit :

Un semestre correspond à la capitalisation de 30 crédits

Une année comprend 02 semestres, soit 60 crédits

La licence correspond à 03 ans, soit la capitalisation de 180 credits

Le Master correspond à la capitalisation de 120 crédits supplémentaires après la licence, soit 300 crédits après le baccalauréat.


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3.2. Angola

1. Name of the Country – Angola

2. Name of the Tuning representatives who prepared the report : Katyavala Bwila University, by Judite Rosária Cassoma dos Santos

3. The information wasn´t shared with any national authority of higher education but

among Faculties Directors in UKB. Its a pratice in our institutions. So it was shared with Mr. José Nicolau, Ermelinda Cardoso.

4. Is there any credit system in the Country? There isn´t no credit system in Angola till

now.

5. In Angola there was never a credit system at any learning program. There are some movements from some universities including UKB to work towords the credit system. We are studing a way to propose to our High Education Ministry the credit system.

6. Every universities in Angola in undergraduated/master or doctorate programs, classify

their students by values: from 0 to 20. When UKB needs to send students, staff or teachers abroad to attend any program, the host university verify the curriculum and the disciplines composition and then decide how to give equivalence for them. We made aknowledge with credit system during an Exchange program with Porto University.

Benguela, may 5th 2016


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3.3. Benin and Burkina Faso Espace REESAO(Réseau pour l’Excellence de l’Enseignement Supérieur en Afrique de l’Ouest)

1) Depuis 2010

2) Le système est adopté par toutes les universités aussi bien publiques que privées.

3) Tous les pays de l’espace UEMOA(Union Economique Monétaire Ouest Africaine) disposent des documents qui peuvent être reférenciés. Le CAMES( Conseil Africain et Malgache pour l’Enseignement Supérieur) aussi sur son site web www.cames.org ,dispose de documents référenciés.

4) Le système de crédits est structuré en cours de contact( CT,TD,TP) et cours indépendant(TPE) CT : Cours Théoriques TD : Travaux Dirigés TP : Travaux Pratiques TPE : Travail Personnel de l’Etudiant

5) L' année académique est structurée en deux semestres de 30 Crédits par semestre. Chaque semestre compte pour 14 à 16 semaines.

6) 1. Les différents niveaux de grade sont structurés de la façon suivante : Licence : 180 crédits Master : 120 crédits Doctorat : 180 crédits

7) 2 .Cette distribution reste valable pour tous les domaines de l’ espace REESAO

7) De façon générale ,la répartition des crédits suit la règle suivante : - Unité de connaissances fondamentales(12-16)crédits. - Unités de spécialité(12-16)crédits. - Unités de méthodologie(4-9)crédits. - Unités de culture générale(2-4)crédits. 8) No comment. Membres de l’Equipe de Réflexion( REESAO) Nom et Prénoms Pays KOSSOU K. Dansou BENIN HOUINOU Gossou BENIN MESSAN Adamah BURKINA FASO AWA Mohamed MAURITANIE

http://www.cames.org/


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3.4. Botswana

1. Name of the country: Botswana

2. Name of the Tuning Africa representatives who prepared the report (Name and University): Dr Oagile Kanyeto (University of Botswana) and Dr Jane Iloanya (Botho University).

3. All information referred in this report was discussed with: (Name of the National Authority of Higher Education in the country with which the information provided was contrasted). Botswana Qualifications Authority.

4. Is there any credit system in your country? Yes, the National Credit and Qualifications Framework (NCQF).


2014

6. How extensive is the system? (do all universities use it? only some? why?): The NCQF Classification system covers 14 fields of learning as shown in Table 1 below, and has three layers:

(i) Fields of learning, being the broadest combination of learning outcomes with a coherent alignment;

(ii) Subfields of learning, being logical sub classifications of Fields; and (iii) Domains of learning, being the smallest coherent combination of learning

outcomes, having a more narrow and specific alignment.


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Table 1: Fields of Learning currently contained in the NCQF System

Field 1: Agriculture and Nature Conservation Field 2: Business, Commerce and Management Studies Field 3: Culture, Arts and Crafts Field 4: Education, Training and Skills Development Field 5: Generic Skills Field 6: Health and Social Services Field 7: Humanities and Social Sciences Field 8: Information and Communication Technology Field 9: Law and Security Field 10: Manufacturing, Engineering and Technology Field 11: Mining and Quarrying Field 12: Natural Sciences Field 13: Physical Planning and Construction Field 14: Services and Life Sciences

The credit system is not yet being used by universities or colleges. It is being used by the Qualifications Authority to:

establish some consistency in the understanding of what is included within each discipline area; and

enable stakeholders to readily locate part qualifications or qualifications that may be of interest to them.

7. Are there any reference documents on credit system in your country that you can

quote? Give references to the main documents. Yes. CLASSIFICATION OF FIELDS OF LEARNING OF THE NATIONAL CREDIT AND QUALIFICATIONS FRAMEWORK (NCQF), Botswana Qualifications Authority (BQA).


others?): Notional hours, i.e., contact hours as well as independent learning time.

9. How many credits per year does a degree programme have? 120 Credits (1200 notional hours).

10. Is the same measure of credit used for different levels (bachelor, master, PhD)? and for the different areas? (does the credit have the same value for Law and for Medicine, for example?): Yes

11. How are the credits allocated to a degree programme?: By estimating the notional hours required for the learner to acquire the intended learning outcomes.

12. Other comments related to the credit that you wish to make? Currently, Botho University uses the 120 credits per year per degree programme, bench marked against the UK, Australia and New Zealand systems. The University of Botswana uses an average of 30 to 36 Credits per year (15 to 18 Credits per Semester). The University of Botswana credit system is based on contact hours only, where a 3-credit course is has 3 lecture hours per week.


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3.5. Burundi

1. Name of the country : BURUNDI 2. Name of the turning Africa representatives who prepared the report:

Grégoire NDAYONGEJE - Université Espoir d’ Afrique (Hope Africa University). 3. All information referred in this report was discussed with: Venant NYOBEWE ,

Principal adviser of National Commission of Higher Education. 4. Is there any credit system in your country : Yes 5. Since when was the credit system in place: Since 2012. This is the date on which the

country adopted the new system. LMD = (Licence – Maitrise – Doctorat) : Bachelor , master’s degree and PhD.

6. How extensive is the system? Do all universities use it? Only some? Why? The system is good in the country. Yes, all universities use it. The National commission of Higher Education has given two years to all national universities for doing and implementing the system. In the country there are 41 universities and higher institutes. All those universities and higher institutes using the credit system.

7. Are there any reference documents on credit system in your country that you can quote? Give reference to the main documents. Yes there are some documents. The principal is: “La loi No 1/ 22 du 30 Décembre 2011 portant réorganisation de l’Enseignement Supérieur au Burundi (Low No 1 / 22 December 30th,2011 about Reorganization of Burundi Higher Education ).

8. How is the credit measured? (Contact hours? contact hours and independent work? Others? In our country, 1 credit = 25 hours. 15 hours are for lecture presence in class and 10 hours are for individual work.

9. How many credits per year does a degree programme have? A degree programme has 60 credits per year. For one semester, a degree programme has 30 credits per semester.

10. Is the same measure of credit used for different levels (bachelor, master, PhD)? And for the different areas? (Does the credit have the same value for Law and for Medicine, for example? Yes, the same measure of credit is used for different levels, and for different areas. The credits have the same value for different programme. But for the students in some degree progremme like Medicine Engineer, they add some credits.

11. How are the credits allocated to a degree programme? For a degree programme 180 credits are allocated. But in Medicine programme, 420 credits are allocated, and in engineer, 240 credits are allocated.

12. Other comments related to the credit that you wish to make? I think that all information about credit System about our country is given. Rev. Grégoire NDAYONGEJE Université Espoir d’Afrique (Hope Africa University) – BURUNDI


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3.6. Cameroun 1. Name of the country: CAMEROON

2. Name of the Tuning Africa representatives who prepared the report ROBERT

NZENGWA, UNIVERSITY OF DOUALA

3. All information referred in this report was discussed with: THE DAUQ at the MINESUP CAMEROON

4. Is there any credit system in your country? YES If the answer is yes, go to question 7 FOR THOSE COUNTRIES THAT DO NOT HAVE A CREDIT SYSTEM




7. Since when was the credit system in place? 2007

8. How extensive is the system? ALL UNIVERSITIES BOTH PUBLIC AND PRIVATE

9. Are there any reference documents on credit system in your country that you can quote? Give references to the main documents. SEE ATTACHED DOCUMENT

10. How is the credit measured?

ONLY CONTACT HOURS ARE COUNTED BUT PERSONNAL TIME SPENT ON ASSIGNEMENT ARE EVALUATED THROUGH CONSIDERATION OF MARKS OBTAINED ON HOME WORK

11. How many credits per year does a degree programme have? BACHELOR 180 CREDITS MASTER 120 CREDITS PhD 300 CREDITS

12. Is the same measure of credit used for different levels (bachelor, master, PhD)?

and for the different areas? (does the credit have the same value for Law and for Medicine, for example?) BACHELOR AND MASTER LEVELS ARE EVALUATED IN THE SAME WAY BUT DIFFERS FROM ONE AREA TO THE OTHER. IN THE PhD LEVEL IT DEPENDS ON THE DOCTORATE SCHOOL

13. How are the credits allocated to a degree programme?


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AS STATED IN QUESTION 11. BUT THE NUMBER OF HOURS PER CREDIT VARY FROM ONE AREA TO THE OTHER


MODULES DO NOT HAVE THE SAME NUMBER OF UNIT COURSES. IN CERTAIN FACULTIES OR PROFESSIONNAL SCHOOLS MODULES ARE GENERALLY REDUCED TO ONLY ONE UNIT COURSE CALLED ELECTIF. THIS MEANS THAT A STUDENT SHOULD PASS IN ALL THE UNIT COURSES. COMPENSATION IS NOT ALLOWED

TUNING CAMEROUN Réunion autour du système de crédits et charge de travail des étudiants du 02 mars 2016

à Addis Abeba en Ethiopie. L’an deux mil seize et le deux du mois de mars, il s’est tenu à l’hôtel Hilton d’Addis-Abeba en Ethiopie à partir de 8 heures et vingt minutes, sous la présidence du Professeur Awono Onana Charles, une réunion portant sur le système de crédit au Cameroun et la charge de travail des étudiants. L’objectif étant de préparer le rapport du Cameroun sur le Système de crédit et la charge de travail des étudiants qui est attendu par l’équipe de coordination du projet Tuning Afrique phase 2 au plus tard le 30 avril 3016. Les différents points suivant ont été adoptés en attendant leur développement en fonction des documents disponibles :

i) Mise à jour des coordonnées exactes de toutes les personnes impliquées dans le projet Tuning phase 2 au Cameroun.

ii) Faire un rapport sur le projet Tuning en général et le soumettre au Ministre de l’Enseignement Supérieur en prenant soin d’envoyer une copie à chaque Recteur des 8 Universités d’Etat.

iii) Proposer au Ministre et à chaque Recteur de désigner un point focal pour s’associer à nous.

iv) Proposer à chaque Université de prendre en charge son point focal ou ses représentants lors des différentes rencontres en terre Camerounaise pour cette phase 2.

v) Solliciter la mise en place d’un cadre de présentation du projet Tuning Afrique. Le système de crédit est en vigueur au Cameroun depuis 2004 et toutes les Universités sont concernées. Mais il n’y a pas encore une harmonisation au plan national bien que chaque Université ait été obligé d’adopter le système LMD avec crédits. Tout est pris en compte dans ce système, cependant il n’ya pas encore une méthodologie permettant de mesurer le travail personnalisé de l’étudiant (TPE). Le système LMD permet d’avoir 60 crédits par an à raison de 30 par semestre et la même mesure est utilisée. En outre, le système d’allocation des crédits se fait non seulement par semestre, mais aussi en fonction du volume horaire qui est variable d’une université à l’autre au plan national. Pour ne pas courir après les délais, nous avons proposé de ramener la date limite au 31 mars 3016. La réunion a pris fin à 08h 50 mn. Le tableau suivant nous donne les coordonnées des personnes directement impliquées dans Tuning Phase 2 au Cameroun :

Noms et prénoms Emails et Contacts Université Discipline Tuning

Awono Onana [email protected] Yaoundé 1 Ingénierie

mailto:[email protected]


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Charles (+237) 699.07.18.33 Mécanique

Ngoa Tabi Henri [email protected] (+237) 699.83.06.72

Yaoundé 2 Economie

Nzengwa Robert [email protected] (+237) 699.81.87.45

Douala Génie Civil

Raidandi Danwe [email protected] (+237) 6

Maroua Géologie Appliquée

Tankou Mubeteneh Christopher

[email protected] (+237) 697.44.58.93/ 677.66.03.04

Dschang Sciences Agricoles

Tchitchoua Jean [email protected] (+237) 699.25.69.35

Yaoundé 2 Gestion Enseignement Supérieur

Les structures ayant participé à cette réflexion au Cameroun sont : l’Inspection générale académique, la direction en charge de la qualité, les représentant des structures en charge de l’enseignement (université de Yaoundé I et université de Douala). Le rapporteur Tchitchoua Jean







36


37


38


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3.8. Côte d’Ivoire 1. Name of the country: Côte d’Ivoire 2. Name of the Tuning Africa representatives who prepared the report (Name and University)

1. TIHO Seydou Université Nangui Abrogoua 2. Prof KODO Michel Université Allassane Ouattara

3. All information referred in this report was discussed with: (Name of the National Authority of Higher Education in the country with which the information provided was contrasted). Ministère Enseignement supérieur et de la Recherche Scientifique (MESRS) 4. Is there any credit system in your country? Oui (référence Arrêtés N° 248 /MESRS/DGES/ du 13 décembre 2011 organisant la Licence ; N°249/MESRS/DGES/ du 13 décembre 2011 organisant le Master le N°250 /MESRS/DGES/ du 13 décembre 2011 organisant le Doctorat If the answer is yes, go to question 7 FOR THOSE COUNTRIES THAT DO NOT HAVE A CREDIT SYSTEM 5. Was there ever a credit system in your country? If so, how was it describe it briefly and say why it is no longer being used? Do you know if there are there any plans for developing one? 6. Since there is no credit system in the country, how are the partial periods of study recognized both between universities in your country and between these universities and others in other countries? If there are many variations, briefly describe the most commonly used. ANSWER IF THE COUNTRY HAS A CREDIT SYSTEM 7. Since when was the credit system in place? Septembre 2012 8. How extensive is the system? (do all universities use it? only some? why?) Toutes les universités de Côte d’Ivoire 9. Are there any reference documents on credit system in your country that you can quote? Give references to the main documents. Directive 03-2007-CM-UEMOA portant adoption LMD (UEMOA = Union Economique et Monétaire Ouest Africaine); Décret n° 2009-164 du 30 Avril 2009 ; Arrêté N° 248 /MESRS/DGES/ du 13 décembre 2011 organisant la Licence ; Arrêté N°249/MESRS/DGES/ du 13 décembre 2011 organisant le Master Arrêté N°250 /MESRS/DGES/ du 13 décembre 2011 organisant le Doctorat 10. How is the credit measured? (contact hours? contact hours and independent work?, others?) Contact hours and independent work 11. How many credits per year does a degree programme have? 60 credits 12. Is the same measure of credit used for different levels (bachelor, master, PhD)? (Oui) and for the different areas? (does the credit have the same value for Law and for Medicine, for example?) Oui 13. How are the credits allocated to a degree programme? Licence : 180 crédits (3 ans) Master: 120 crédits (2 ans) Doctorat: 180 crédits (3 ans) 14. Other comments related to the credit that you wish to make?


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3.9. Djibouti

1. Name of the country:Djibouti

2. Name of the Tuning Africa representatives who prepared the report (Name and University) : Abdillahi Aptidon Gombor and Bernadette Smeesters

3. All information referred in this report was discussed with: (Name of the National Authority of Higher Education in the country with which the information provided was contrasted : President of University.

4. Is there any credit system in your country? yes If the answer is yes, go to question 7 FOR THOSE COUNTRIES THAT DO NOT HAVE A CREDIT SYSTEM





8. How extensive is the system? (do all universities use it? only some? why?) no, only the Faculty of Medicine hasn’t it, because it is part of the University of Djibouti since 2015

9. Are there any reference documents on credit system in your country that you can quote? Give references to the main documents. The curriculum courses, approved by order of the Government


others?) : contact hours

11. How many credits per year does a degree programme have? 60

12. Is the same measure of credit used for different levels (bachelor, master, PhD)? and for the different areas? (does the credit have the same value for Law and for Medicine, for example?) : yes with the exception of the Faculty of Medicine

13. How are the credits allocated to a degree programme? by decision of the scientific and teaching council, representing the university faculty

14. Other comments related to the credit that you wish to make? no


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3.10. Egypte -Name of the country: Egypt -Name of the groups representatives: Ahmed Ragab (MD,PhD Brussels) Prof.of Otorhinolaryngology, faculty of Medicine, Menoufia University, Egypt -Methods used in answering the needed information: The data was collected according to the spatiality as follows:

Country report about credit system and student workload: (Engineering): 1. Name of the country: Egypt 2. Name of Tuning Africa representative :

Dr. Chahinaz A. R. Saleh (Cairo University) 3. All information referred in this report was discussed with:

- Supreme Council of Universities (SCU), Sector Committee for Engineering, Technological and Industrial Studies

4. Is there any credit system: Yes

7. Since when was credit in place? There are two systems of credits in under-graduate Engineering Education in Egypt:

1- The traditional 2-semester system which started on 1990.

2- The credit hour system which started on 2006.

The pre-1990 system was imitating the British system of engineering education.


The traditional system is adopted universally by all public universities in their 25 colleges of engineering. A few private universities and institutions also adopt the traditional system. In addition, about 50 % of public universities adopt a parallel system based on the US credit hours. The credit hour system is adopted in most private universities.


- Yes , there is a reference which approved by the supreme council of Universities- Sector Committee for Engineering, Technological and Industrial Studies. It is “the reference frame for undergraduate study using the credit hours system- Engineering sector”

10. How is the credit measured? (contact hours? contact hours and independent work?, others?)

Traditional System

The contact hours/ week = 30 hrs.

16 week/semester

Each contact hour = 25 points

Points per semester = 30 x 25 = 750 point

American Credit Hour System

- 1 credit hour = 1clock hour lecture accompanied by 2 hours of independent work = 2 clock hours of tutorials +1 hour of independent work =


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Bachelor degree = 10 semesters

Total points per degree = 7500 point

3 hours of lab - A course of 3 credit

hours is equivalent to 9 hours of total student workload.

11.How many credits per year does a degree program have?

Traditional System

30 contact hours per week for 16 week per semester = 480 contact hour per semester Contact hour per year = 480 x2 = 960 contact hours

American Credit Hour System

About 18 credit hours per semester = 36 credit hours per year.

12. Is the same measure of credit used for different levels (bachelor, master, PhD)? and for the different areas? (does the credit have the same value for Law and for Medicine, for example?) -Bachelor -Master -PhD

The American credit hours system is used almost universally for post-graduate studies in Engineering (M.Sc. and Ph.D). A M.Sc. in Engineering Sciences is worth about 40 credits, of which about 22 credits are allocated for courses and 18 credits for the thesis. A Ph.D. in Engineering Sciences is worth 48 credits, of which 18 credits are allocated for courses, the comprehensive exam, and 30 credits for the Ph.D. thesis.

13. How are the credits allocated to a degree program?

This is usually regulated by the Supreme Council of Universities, the entity responsible for regulation of higher education at the national level. For engineering studies, the Engineering Sector Committee is the entity advising SCU.


ECTS is adopted in some postgraduate programs established between Egyptian and EU universities, usually in interdisciplinary subjects.

Country report about credit system and student workload: (Economics and Political Science): 13. Name of the country: Egypt 14. Name of the Tuning Africa representatives who prepared the report (Name and University)

Professor Hala Sakr, Faculty of Economics and Political Science, Cairo University Pakinam Fikry, Faculty of Economics and Political Science, Cairo University

15. All information referred in this report was discussed with: (Name of the National Authority of Higher Education in the country with which the information provided was contrasted).

Answer: Quality Assurance Center-Cairo University (Prof.Haymen Zein Alabedeen). Also, interviews were conducted with professors from the Faculty of Economics and Political Science who have contributed to the application of the credit hour system in the Faculty (Prof.Sherine Elshawarby, Prof.Mahmoud Elsaid, Prof.Laila Elzeiny).

16. Is there any credit system in your country? Answer: Yes.

7. Since when wasthe credit system in place? Answer: It started in 2015/2016.


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8. How extensive is the system? (do all universities use it? only some? why?) Answer: Only some faculties apply it in Cairo University; such as Faculty of Economics and Political Science, Faculty of Agriculture, Faculty of Dentistry, Faculty of Engineering and Faculty of Science. In addition to that, some faculties apply the system to some programmes only; such as the Faculty of Commerce. This is due to the large number of students, the insufficient number of teaching staff and the insufficient and inadequate infrastructural capacity to apply the system.


Answer: There is no specific reference document on credit system since it differs from one faculty to another depending on its rules and regulations.


Answer: It differs from one faculty to another, for example the Faculty of Economics and Political Science uses contact hours, while the Faculty of Dentistry uses contact hours and independent work.

11. How many credits per year does a degree programme have? Answer: Undergraduate Programme: 36 credit hours per year.

12. Is the same measure of credit used for different levels (bachelor, master, PhD)? Answer: The same measure of credit is used for different levels, however it differs from one area to another.

13. How are the credits allocated to a degree programme? Answer: Undergraduate Programme: In order to obtain a bachelor degree at the Faculty of Economics and Political Science, students must take 142 credit hours divided as follows: Major (89 credit hours) - Faculty Core (41 credit hours) – Minor (12 credit hours). Postgraduate Programme:

Masters: 24 credit hours are allocated for courses while 12 credit hours are allocated for the thesis.

PhD: 24 credit hours are allocated for courses while 48 credit hours are allocated for the thesis.

Country report about credit system and student workload:(Medicine): 1. Name of the country: Egypt 2. Name of Tuning Africa representative :

-Dr. Ahmed Ragab (Menoufia University), Bader Eldin Mosbah (Suez Canal University). 4. Is there any credit system: Yes

7. Since when was credit in place? In undergraduate : The start was in Manchester system in Mansora University and then Ain-Shams 2013 and Menoufia 2014,Alexandria 2014 too. In post graduate: It was started in 2009 in Menoufia University and in Suez Canal 2016 and 5 years before in other universities and now started in most of the universities.


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Most of the universities implement it in postgraduates.


- Yes , there is a reference which approved by the supreme council of Universities National Academic Reference Standards (NARS)


Contact hours


In undergraduate: After completing six years of studies to qualify for an MBBS degree students study a total of 245 credit hours with 40 credit hour/ year.


-Diploma and Master: at least 30 credit hours -PhD: at least 69 credit hours


This is usually regulated by the Supreme Council of Universities, the entity responsible for regulation of higher education at the national level.

Country report about credit hour system and student workload: (Education)

5. Name of the country: Egypt 6. Name of Tuning Africa representative :

Prof. Hani A. Farag (Alexandria University) 7. All information referred in this report was discussed with:

- Supreme Council of Universities (SCU), Sector Committee for Education. 8. Is there any credit system: Yes

7. Since when was credit in place?

Credit Hour System has been in place in Faculty of Education, Alexandria University, since 15/2/2009. It is implemented in the graduate level whereas the undergraduate level is still following the traditional system (One year of two semesters divided into different courses rather than credits).


There are three faculties in charge of Teacher Education in Egypt: Faculty of Education, Faculty of Kindergarten and Faculty of Specific Education.

Credit Hour System is not adopted nationwide as some faculties adopt it whereas others follow the traditional system.

Those faculties adopting Credit Hour System implement it at graduate level whereas undergraduate level programmes adopt the traditional system.

The implementation of Credit Hour System differs from one university to another and the same university from a faculty to another. It even differs among different departments at the same faculty.


45

Thus, in terms of application of Credit System in Egypt, there are variations at the university level, faculty level and department level.


Yes, there is a reference which is approved by the Supreme Council of Universities- Sector Committee for Education. It is titled “Student Guide for post graduate studies according to Credit Hour System".


In general, for all programmes at different departments, duration of an academic hour at my university is 60 minutes (Teaching hour).

1 credit hour is a measuring unit for deciding the weight of each course in the semester.

1 credit hour equals:

1 hour of theoretical lecture per week

Or 2 hours of practical work or laboratory work per week.

Or 4 hours of field work per week across the whole semester.

As far as the programme of "Quality of Educational Systems and Academic Accreditation" is concerned, number of credits per year is 22 credits (22 teaching hours: 18 compulsory and 4 elective).


It differs from a programme to another and also differs at departmental level. As far as the programme of "Quality of Educational Systems and Academic Accreditation" is concerned, number of credits per year is 22 credits (22 teaching hours: 18 compulsory and 4 elective).


The measure of credit for different levels is variable. As far as Education programmes are concerned, there are five different graduate levels:

General Diploma. This is a one-year programme for graduates from Faculties of Arts and Sciences, who would like to work as teachers. Graduates of this programme are awarded the degree of "General Diploma in Education". They are eligible to teach in both middle and secondary schools. General Diploma is 30 credits (30 teaching hours: 28 compulsory and 2 elective).

Professional Diploma is 22 credits (22 teaching hours: 18 compulsory and 4 elective).

Special Diploma is 24 credits (24 teaching hours: 18 compulsory and 6 elective).

MA is 32 credits (32 teaching hours divided into 24 hours for courses and 8 hours for thesis). As far as courses are concerned, they differ from a department to another and from a programme to another. In general, two courses are elective whereas the rest is compulsory.

Ph.D. is 42 credits (42 teaching hours divided into 21 hours for courses and 21 hours for thesis). The 21


46

teaching hours cover a group of courses. The number of courses differs from a department to another and from a programme to another. In general, two courses are elective whereas the rest is compulsory.


This is usually regulated by the Supreme Council of Universities (SCU), the entity responsible for regulation of higher education at the national level. For Education studies, the Education Sector Committee is the entity advising SCU.

It is worth noting that this stage is followed by consultations at departmental levels at each Faculty to decide the allocation of credits and courses.


We wish to have a credit system which is unified at the national level to facilitate student mobility from a university to another at the same country.

A second stage is to have a credit system which is comparable to other African universities to facilitate harmonisation process and student mobility. This issue is of paramount importance when bearing in mind that both Cairo University and Alexandria University have branches in Sudan and are planning to have branches in Republic of Chad and other African countries.

Country report about credit hour system and student workload

(Education) 9. Name of the country: Egypt 10. Name of Tuning Africa representative :

Prof. Hani A. Farag (Alexandria University) 11. All information referred in this report was discussed with:

- Supreme Council of Universities (SCU), Sector Committee for Education.

12. Is there any credit system: Yes

7. Since when was credit in place? Credit Hour System has been in place in Faculty of Education, Alexandria University, since 15/2/2009. It is implemented in the graduate level whereas the undergraduate level is still following the traditional system (One year of two semesters divided into different courses rather than credits).


There are three faculties in charge of Teacher Education in Egypt: Faculty of Education (29), Faculty of Kindergarten (9) and Faculty of Specific Education (17).

Credit Hour System is not adopted nationwide as some faculties adopt it whereas others follow the traditional system.


47

Those faculties adopting Credit Hour System implement it at graduate level whereas undergraduate level programmes adopt the traditional system.

The implementation of Credit Hour System differs from one university to another and the same university from a faculty to another. It even differs among different departments at the same faculty.

Thus, in terms of application of Credit System in Egypt, there are variations at the university level, faculty level and department level.


Yes, there is a reference which is approved by the Supreme Council of Universities- Sector Committee for Education. It is titled “Student Guide for post graduate studies according to Credit Hour System".


In general, for all programmes at different departments, duration of an academic hour at my university is 60 minutes (Teaching hour).

1 credit hour is a measuring unit for deciding the weight of each course in the semester.

1 credit hour equals:

1 hour of theoretical lecture per week

Or 2 hours of practical work or laboratory work per week.

Or 4 hours of field work per week across the whole semester.

As far as the programme of "Quality of Educational Systems and Academic Accreditation" is concerned, number of credits per year is 22 credits (22 teaching hours: 18 compulsory and 4 elective).


It differs from a programme to another and also differs at departmental level. As far as the programme of "Quality of Educational Systems and Academic Accreditation" is concerned, number of credits per year is 22 credits (22 teaching hours: 18 compulsory and 4 elective).


The measure of credit for different levels is variable. As far as Education programmes are concerned, there are five different graduate levels:

General Diploma. This is a one-year programme for graduates from Faculties of Arts and Sciences, who would like to work as teachers. Graduates of this programme are awarded the degree of "General Diploma in Education". They are eligible to


48

teach in both middle and secondary schools. General Diploma is 30 credits (30 teaching hours: 28 compulsory and 2 elective).

Professional Diploma is 22 credits (22 teaching hours: 18 compulsory and 4 elective).

Special Diploma is 24 credits (24 teaching hours: 18 compulsory and 6 elective).

MA is 32 credits (32 teaching hours divided into 24 hours for courses and 8 hours for thesis). As far as courses are concerned, they differ from a department to another and from a programme to another. In general, two courses are elective whereas the rest is compulsory.

Ph.D. is 42 credits (42 teaching hours divided into 21 hours for courses and 21 hours for thesis). The 21 teaching hours cover a group of courses. The number of courses differs from a department to another and from a programme to another. In general, two courses are elective whereas the rest is compulsory.


This is usually regulated by the Supreme Council of Universities (SCU), the entity responsible for regulation of higher education at the national level. For Education studies, the Education Sector Committee is the entity advising SCU.

It is worth noting that this stage is followed by consultations at departmental levels at each Faculty to decide the allocation of credits and courses.


We wish to have a credit system which is unified at the national level to facilitate student mobility from a university to another at the same country.

A second stage is to have a credit system which is comparable to other African universities to facilitate harmonisation process and student mobility. This issue is of paramount importance when bearing in mind that both Cairo University and Alexandria University have branches in Sudan and are planning to have branches in Republic of Chad and other African countries.


49

3.11. Erythrée 1. Name of the country: The State of Eritrea 2. Melake Tewolde Tecleghiorgis College of Business and Economics-Halhale Department of Economics P.O. Box 12 492 Asmara, Eritrea. 3. Professor Tadese Mehari, Executive Director, National Commission for Higher Education (NCHE) P.O.Box 1220 Asmara, Eritrea 4. Credit system in Eritrea The College of Business and Economics, including all other institutions of higher education (IHE) in Eritrea use semester credit system since 1979. The 2008 Guidelines issued by the then National Board for Higher Education 2008 (now National Commission for Higher Education) also clearly show that the students’ load in all IHE is based on semester credit system. Each IHE has two semesters per year, and a semester has 16 weeks. Each student in the BA/BSc/MD degree program is expected to take 15-19 credit hours per semester1. Similarly, the 2015 guidelines for graduate program issued by the NCHE states that a graduate student should accumulate a total of 36-44 credits to qualify for graduation2. Every student will thus have 15-19 contact hours per week. 7. Credit System at the Institutions of Higher Education in Eritrea The College of Business and Economics, in which the Department of Economics belongs to has been part of University of Asmara since its establishment in 1958 (University of Asmara, 1983)3. The College has been offering degree and diploma programs. The College of Business and Economics as part of University of Asmara has adopted credit system since 1979 when the University was converted into public national university by the colonial Ethiopian Government. 8. Extensiveness of the credit system in Eritrea At the time of liberation in 1991, The Government of the State of Eritrea (GoSE) inherited ill-equipped University that does not respond to the skilled labor force demand of the country for its development and reconstruction. Since the liberation of the country in 1991, the Government has given a top priority to the development of education at all levels with the objective of building the required human capital needed for the country’s reconstruction and sustainable economic development. In line with the national development priorities, the GoSE has established seven public institutions of higher education, namely five colleges, one Institute (Eritrea Institute of Technology) and one Medical School (Orota School of Medicine). All IHE in Eritrea offer diploma, BA/BSC/ MD and some have MA/MSC degrees in different disciplines. The NCHE is the governing body of the IHE in Eritrea. It is responsible for formulating and implementing polices and programs for the development and efficient operation of the system of higher education in Eritrea.

1 National Board for Higher Education 2008. Rules and regulations pertaining to Academic performance of Students , January 2008, Asmara. 2 National Commission for Higher Education 2015 Draft Guidelines for graduate programs Credit system of other Colleges and institutes. As already indicated Eritrea has public institutions of higher education which offer degree programs in different disciplines. The number of years and the credits for graduation; however, vary in different institutions . 3 Asmara University 1983. General Catalogue 1983-84 Academic Year.


50

9. Reference documents on credit system Each IHE in Eritrea has its own formally approved curriculum which clearly shows the credit requirement for a student to graduate with a BA/BSc, MA/MSc or MD degree. The duration of stay in the IHE and the credit requirements for graduation also vary depending on the nature of the discipline and the duration of study which ranges from 4-6 years. Thus, all the IHE in Eritrea uniformly use the credit system. Every IHE also has approved curriculum and guidelines on credit system issued by the National Commission for Higher Education. 10. Measurement of Credit system of a degree program Following the independence of Eritrea in 1991, the curriculum of the College of Business and Economics was reviewed during the International Symposium on the Revitalization of the University of Asmara held in 1992. Along these lines, a College-wide curriculum revision was also made in June 1998. The College of Business and Economics also revised its curriculum in 2009 which from the very beginning is based on credit system and it is still using the 2009 approved curriculum (CBE, 2009)4. One credit hour is equal to three working hours of the instructor which is composed of: (i) one hour preparation of the instructor for lecture; (ii) one hour lecture delivered by the instructor to the students in the class; (iii) one hour devoted to tutorials and /or preparation and correction of the assignments given to the students as well as advising the students. In the College of Business and Economics the duration for BA degree student is 4 years. The load of the students in the Department of Economics like other departments in the IHE is based on the lecture hours delivered in the class. This means that a student will have 15 -19 contact hours (lecture hours in the class) per week. The academic performance of the students in all the IHE in the country is evaluated on a semester basis. Academically good standing student is one who has both current and cumulative grade average point (GPA) of 2 and above out of 4. The academic year of all the IHE is September to June, which is divided into two semesters. Semester I: September –January and Semester II: Mid February –June. In all the IHE in Eritrea, the required credit for graduation ranges from 136-144 credits. 11. Credits per year for a BA/BSc /MD degree program Each student in the BA/BSc /MD degree program at the IHE in Eritrea takes 15-19 credit hours per semester. This means a student takes 30-38 credit hours per year. The load of degree student in the College of Business and Economics is 18 credit hours per semester, a total of 36 credit hours per year. In the first year, students take common courses (freshman courses) without being assigned to their respective departments. When students complete their freshman courses, in their 2nd year, they are assigned to their respective Departments based on choice and merit. In the Department of Economics, during 2nd and 3rd year, and first semester at the 4th year level, the students take 18 credit hours per semester, a total of 36 credit hours per year, while in the 2nd semester of their final year, the students take 16 credit hours only. The requirement for BA degree in Economics is 136 credit hours which include:

a) General /freshman courses of 36 credit hours b) Economics courses/Core courses constitute 76 credits. These include the entire

economic courses (economic theory, quantitative economics and applied economics) offered to the Economics students during the four years of their stay at the Department.

c) Related Courses constitute 24 credits. These are Accounting, Management and Public Administration courses offered at different semester to the Economics students by the

4 College Of Business and Economics –Halehale 2009. 2nd Revised Curriculum for Degree and Diploma Program


51

Department of Accounting, Department of Management, and Department of Public Administration respectively.

Courses Number of courses offered Credit hours per course

Total credits per year

General /freshman courses

12 courses per year (6 courses per semester )

3 36

Economics courses

25 courses The students take 12 courses per year (6 courses per semester which include economics and non-economics offered at different semesters during their four year stay in the Department of Economics

3*5

76

Related Courses offered by other departments

8 courses offered to Economics students at different semesters during their four year stay in the Department of Economics.

3 24

Total credits required for BA Degree in Economics 136 credits

12 Measures of credits in different levels (bachelor, master and PhD) The IHE in Eritrea have been predominantly providing BA/BSc/MD programs. The credits in the BA/BSc/MD programs are also measured through credit hours per semester which varies from 15 to 19 credit hours. The six-year MD program produces trained physicians (medical doctors), while the law program covers five years and it produces trained lawyers and awards LLB degree The credit system for law and medicine are thus the same as other fields of studies in Eritrea. The medicine students, however, have lots of practical and lab works as part of their load, and the law students have to do lots of case studies related to their fields as part of their load. 13. Allocation of credits to a degree program In all the IHE in Eritrea, there are departments which have approved degree programs that include all the course description, textbook to be used and the credit hours for each specific course. The courses are categorized by year and semester with their title, codes and credit hours. Then each student is offered 15-19 credit hours by his/her respective department during the beginning of the semester.

*5 One course: Senior Easy in Economics which the students write a Paper in their final year has 4 credit hours


52

3.12. Ethiopie

I. Name of the Country : ETHIOPIA II. Name of Tuning Africa Representatives who prepared the report

1. Dr. Mitiku Bekele Jimma University 2. Prof. Venkata Rammaya Ancha Jimma University

III. Ethiopian Education Strategy Centre (ESC), which is a national authority for higher

education in the country for issues related to credit transfer system, has been consulted and documents prepared by the agency are reviewed.

IV. Yes, all Ethiopian public universities used to follow American credit system till some time ago. In this credit system the credit hours are the number of hours of instruction that the course is scheduled for per week. These instruction hours would only consider face to face contact hours with the instructor. For example these hours could involve lecture hours, tutorial practice/laboratory /workshop and practical instruction. Degree programs require that a specified number of credit hours, and therefore courses, be accumulated by the student as one of the graduation requirements. For example,

4.1 BA Degree in Educational Planning and Management (Modularized and Harmonized Curriculum). European Credit Transfer System (ECTS)

Year III Semester I

SN Module Code

Module Name

Module EtCTS

Course Code

Course Name Course ECTS

Equivalent Cr. Hrs (Old system

Delivery System 1 EdP

M- M1071

Policy in Education

19 EdPM3071

Ethiopian Constitution and Education Laws

3 2 Block

2 EdPM3072

Education Policy Formulation, Implementation and Evaluation

5 3 Block

3 EdPM3073

Decentralized Educational Management

3 2 Block

4 EdPM3074

International and Comparative Education

3 2 Block

5 TECS3075

Curriculum Studies 5 3 Block

6 EdPM- M1081

Supervision and Quality Enhancement in Education

13 EdPM3081

Educational Supervision 5 3 Block

7 EdPM3082

Instructional Leadership 3 2 Block

8 EdPM3083

School Improvement and Quality Management in Education

5 3 Block

9 Senior Essay A

EdPM3084a/ 3101a

Senior Essay A 0 0 parallel

Total 32 32 20

Table 4.2 BSC Degree in Mechanical Engineering (Modularized and harmonized curriculum) European Credit Transfer System (ECTS)

Year IV

Semester I


53

Course Code

Course Title Cr. hr ECTS Lec. Tut. Lab P.

H.S

MEng4251 Material Handling Equipments 3 5 32 48 0 55

MEng4202 IC Engines and Reciprocating Machines

3 5 32 48 0 55

MEng4262 Fluid Power Systems 3 5 32 16 32 55

MEng4221 Motor Vehicle Engineering 3 4 32 0 48 55

MEng4192 Welding, Metal Forming and Casting Laboratory Practice

1 2 0 0 96 0

MEng4203 IC Engine and Turbomachine Lab

1 2 0 0 48 6

MEng4191 Workshop Practice II 2 3 0 0 6 0

Elective I

MEng Elective subject 3 5 32 48 0 55

Total Semester Cr. 19 31 160 160 230 281

NB: H.S means home study

VII. Since inception, all Ethiopian public universities used to follow American Credit System. Then, in the year 2006/7 under Ethio-German Collaboration, Engineering Capacity Building Program (ECBP) was launched and consequent to this initiative all the curricula in engineering faculties were reviewed. As part of this curriculum reform it was decided to switch over from American Credit System to ECTS. In the beginning both of these credit systems used to be mentioned in the curriculum documentation showing their equivalence. But now, as part of harmonization initiative launched by Ministry of Education, Government of FDR of Ethiopia and as per the mandate, ECTS (European Credit Transfer System) has been introduced in all public universities across all the disciplines in 2014/15 which allows the comparability and compatibility of degrees so as to facilitate mobility and credit accumulation.

VIII. Even though ECTS has been in use since 2006/7 in Engineering Fuculties of the

existing universities, as a pilot it was extended to all disciplines in 2011 in four public universities namely Hawasa University, Debre Markos University, Bahir Dar University and Debre Berhan University). Later in 2014/15 it was extended into all public universities and disciplines in the country.

IX. Yes, the document by ESC is mainly used for the implementation of the credit

transfer system.

www.dtu.edu.et/.../Harmonised-Academic-Policy for Ethiopian Public Higher Education Institutions www.academia.edu/.../The_Ethiopian_National_QualificationsFramework

X. The credit is measured both in terms of contact hours and students’ independent

work hours. ECTS includes classroom lecture hours, guided tutorials, laboratory/ workshop practices as well as independent work involving home study as illustrated in Table 4.2. Even though the relative proportion of these sub categories might vary depending on the nature of the subject. Roughly it can be taken as one ECTS requiring a total student workload in the range of 25-32 hours per semester. You

http://www.dtu.edu.et/.../Harmonised-Academic-Policy

http://www.academia.edu/.../The_Ethiopian_National_QualificationsFramework


54

can see table 4.2 for the detail break up for concerned subjects in a particular semester of undergraduate program in mechanical engineering.

XI. All programs, on average have 60 ECTS per year.

XII. This measure of credit is used for all Undergraduate programs. At Masters Level, it

is being used in engineering disciplines but it is still to be extended to all disciplines at Masters and PHD level. The credit value for a subject is determined by the nature and complexity of the subject yet there is no differentiation among various disciplines.

XIII. The driving force for credit allocation in our system is realization of the graduate

and program profile. In our country, competency based education is in place. In this regard modularizations of the curricula have been carried out. Therefore, the basis for credit allocation follows the allocation of credits on an individual module basis that addresses specific competency clusters.

Comments Even though curricula have been harmonized, on the assessment part subjectivity among universities persists and it is important to harmonize the assessment as well. Even though, regional initiatives such as East African Credit Transfer System have been worked out, there is the need for continental level initiatives like African Credit Transfer System (ACTS) where Tuning Africa Phase II can bring about consensus and contribute. The students’ participation in the ECTS allocation for different subjects, in earlier Times used to be only to a limited extent. Hence, the Turning Africa Phase II initiative towards involving students’ voices deserves appreciation.


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3.13. Gabon 1) Nom du pays : GABON 2) Nom du Représentant TUNNING : Théophile MAGANGA 3) Le rapport est discuté sous l’autorité du professeur Marc-Louis ROPIVIA, Recteur de l’Université OMAR BONGO. 4) Au Gabon existe un système de crédits dans les universités et établissements d’enseignements supérieur (EES) du Gabon. 7) Le système de crédits est mis en place depuis 2007 (cf. décret n°000940/PR/MESR du 16 octobre 2007 portant application du système LMD dans les universités et les établissements d’Enseignement Supérieur en République Gabonaise, dans le cadre des directives de la Communauté Économique et Monétaire de l'Afrique Centrale (CEMAC). 8) Le Gabon compte trois universités publiques au Gabon à savoir : l’Université OMAR BONGO (UOB), l’Université des Sciences et Techniques de MASUKU (USTM) et l’Université des Sciences de la Santé (USS) qui ont toute basculé dans le système Licence-Master-Doctorat (LMD), Ce système inspiré de celui de Bologne utilise le l’évaluation selon la pratique de crédits. A côté de ces universités subsistent des grandes Écoles professionnelles qui utilisent aussi le système de crédits : l'École Normale supérieure (ENS), l’École Nationale des Sciences de Gestion (ENSG) et quelques programmes internationaux comme le Programme de renforcement de capacités en Afrique (ACBF) à travers le Programme de Formation en Management du Secteur Public (PFMSP) de niveau Master ; programme hébergé conjointement par l’École Nationale d'Administration (ENA) de Libreville et la Faculté de Droit et des Sciences Économiques (FDSE) de l'UOB de libreville. Toutes les écoles d’enseignement supérieur de formation professionnelles et les universités publiques utilisent le système de crédits pour s’arrimer au contexte international. Certains établissements privés reconnus d’utilité publique utilisent également le système de crédits à travers cette dénomination générale LMD (même si ces écoles n'offrent que les programmes de niveaux licence et au mieux master. A ce jour, ce système de crédits est appliqué pour garantir la conformité des programmes au système d'accréditation. Cependant, aucune évaluation n'a été faite pour garantir l'assurance qualité, en termes de conformité de ces différents programmes avec le système LMD de Bologne. 9) Les textes qui fondent l'accréditation à travers le système LMD sont : les directives de la CEAMAC d'une part, et le premier décret d'application qui a été source de controverse dans le milieu universitaire, notamment auprès des étudiants de l'UOB. Ces textes sont les : - Directive n° 01/06-UEAC-019-CM-14 du 10 mars 2006 portant application du système Licence-Master-Doctorat (LMD) dans les universités et établissements de l’Enseignement supérieur de l’espace CEMAC. - Directive n° 2/06-UEAC-CM du 10 mars 2006 portant organisation des études universitaires dans l’espace CEMAC dans le cadre du système LMD. Aussi, notons que le Passage du LMD au Gabon pour l’UOB s’effectue en 2007 en dépit de quelques hésitations (Cf. décret n 000940/PR/MESR du 16 octobre 2007 portant application du système LMD dans les universités et les établissements d’Enseignement Supérieur en République Gabonaise. 10) Le crédit est mesuré en heure présentielle soit un crédit = 10 à 15 heures de présence selon le décret n° 000940/PR/MEBR du 16 octobre 2006. Cependant, il est difficile avec le contexte de grèves émaillant le système universitaire de s’en tenir au temps de présence en classe. A l’expérience, à ce temps se sont ajoutés les travaux de recherche en dehors des cours (lectures, recherches documentaires, devoir à la maison etc…). 11) Un programme selon son niveau comprend : Licence = 180 crédits ; Master = 120 crédits ; Doctorat =180 crédits. 12) La mesure du crédit est allouée de la même façon pour chaque niveau de programme Licence-Master-Doctorat), comme le présente le tableau ci-dessous. La différence réside principalement dans la répartition des unités d’enseignements. Cette répartition est dictée par


56

les départements et les programmes selon les universités, type de Master (recherche ou professionnel). Tableau récapitulatif du système d’accréditation dans les universités et EES du Gabon

Programmes Semestre Crédits Anuité Total crédits

Licence 6 30 crédits/semestre 3 ans minimum 180 crédits

Master 4 30 crédits/semestre 2 ans minimum 120 crédits

Doctorat 6 30 crédits/semestre 3 ans 180 crédits

480 crédits

13) Les crédits sont alloués à un programme d’études selon sa spécificité. Matières fondamentales ; matières subsidiaires. De cette façon, intervient l’importance des unités d’enseignements. 14) Il faut dire que l’accréditation est une pratique résultant du système LMD de Bologne. Donc, imposée aux universités africaines de manière générale et en particulier à celle du Gabon. On ne peut donc pas s’étonner des imperfections relevées par rapport la culture des universités Anglo-Saxon. Ce faisant, les universités gabonaises se cherchent encore et un besoin d’évaluation de la marche parcourue s’impose.

Fait à Libreville le 30 mai 2016 Théophile MAGANGA, Ph.D. MA Sc. Education Directeur de l’Institut Pédagogique National


57


58


59


60


61


62


63

3.16. Lybie Credit system in Libya

1. Introduction Despite the recent political situation in Libya, the higher Education (HE) sector has observed a continuous increasing demand in the number of enrolled students and applicants. The provision of Libyan Higher Education splits between public and private sectors. According to Libyan regulations the HE (undergraduate level only) provided free education for all Libyan citizens and in some cases to non-Libyan students under an umbrella of approved international cooperation between Libya and other countries or international organizations. Sometimes such tolerance in free education and under political own reasons or interest by Libya state, it might be extended to include some students from particular countries or citizenships e.g. Palestine and few African countries. In private sector, education is provided with payment of tuition fees by enrolled. This sector is growing and developed speeder than its partnership public sector. The last one almost depends on the public budget to fund its aspects with one exception for postgraduate level where the student has to pay a specified amount as tuition fee.

2. Admission and requirements for Entering HE The General Secondary Education Certificate (GSC) is on top of the requirements for admission at the University. Each field of study (Faculty) has its minimum united score or grade. The government (Education authorities) usually determines the threshold grade and conditions for all public institutions which are required to stick with those requirements and no tolerance to go beyond or lower them without a permission from this authorities.

3. Offering and Providing of Higher Education Certificates The HE is provided by three types of institutions: Universities, Higher Technical Institutes and Vocational Colleges where only the undergraduate and tertiary levels certificates and degrees are considered and described. Universities awards Bachelor degree with minimum period of 4 years (Equivalent 8 semesters) of study and prescribed number of credits units for most programs after obtaining the secondary school certificate, including all humanitarian and social sciences, Economics, Basic Sciences, agricultural sciences and Technical Medical sciences. Bachelor degrees in dentistry, pharmacy, veterinary medicine, engineering and architecture all require 5 years (10 Semesters) of study and prescribed number of credits units, while the bachelor degree in medicine and surgery requires 6 years of study, and includes a one year residency. The Technical Colleges (TC) established to award Technical Bachelor Degrees. The graduate from such institutions is essentially prepared to enter labor market. Comparing with the university Education, in the vocational education more emphasize on training and practical programs. The regular duration of study is 4 years based on the GSC. For Bachelor degree and Technical Bachelor Degree, students are required to study, on average, a total of 130 – 136 credit hours ( credit hour is one contact teaching hour or two practical training hour ), and this may rise to 150 credit hours for programs in engineering. The third type is Higher Technical Institutes which has strong link with Higher Vocational Colleges and usually considered as before step to it. As both institutions are classified as one category under the name of Vocational and Technical Education and Training. Even there is an allowance of entrance to vocational college from the high institute with flexible requirements. For admission to high institute, the student is required either to be GSC holder or Intermediate Technical Diploma certificate which is at level of secondary school certificate, the only difference it is awarded by technical intermediate institute. Graduates of these institutions are awarded High Technical Diploma or High Vocational Diploma after 3 years study of study. With both types of institution, emphasis is put on practical training with the intention that graduates are fully prepared to enter the labour market. For High Technical Diploma or High Vocational Diploma and , students are required to study, on average, a total of 120 credit hours.

4. Quality Assurance and Accreditation


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In the implementation and adaptation process of Quality Assurance and accreditation in Libya HE goes back to 2004 when the University of Sebha (public university) established a unit within its structure has responsibility of implementation of Quality Assurance in university processes. In 2005 there was appear of interest in this aspect by Higher Education authority when the first committee for national quality assurance and accreditation was appointed at the top of this Authority. The picture became more clear and visible in 2006 by establishing a body whose responsibility is enhance the higher education process in the Libyan universities and HE institutions. The body was born under the name Center for Quality Assurance and accreditation in HE and with the structure of the HE Authority. In beginning stage the center has observed a good progress with support in variety of ways by Libyan authority. In particular in dealing with private institutions existence. The center issued and published a number of documents of guidelines and measures for standards and evaluation of HE processes in both public and private HE institutions. Also according to Libyan regulation and aims of center, the center is responsible and obligated for suggestion and updating the general frames and polices of all academic standards, minimum requirements, criteria and Benchmarks for all scientific programs and study fields, in Libyan HE and any international institution provides HE in Libya. In addition to this, the center is responsible for creating and developing the national qualification and academic equivalence system. Moreover, the center is only official body responsible for external accreditation process. This is done according to the statements and guidelines which issued by the center. One aspect of the quality assurance and accreditation is the program accreditation which is a peer review under supervision of the center. The center within its responsibility is trying to build a bridge between Libyan credit system and Bologna process aiming to widen the chance of Libyan qualifications recognition. The implementation process of national standards has facing a numerous of challenges and obstacles before 2011. At the same time many of institutions and progress within them showed a sort of interest to adapt such standards. From 2011 and in particular since 2014 the quality assurance procedure has experienced more difficulty and challenges as consequences to the political dilemma. The supporting of QA has reduced to its lower level and become not the first priority to governor and education Authority. However, a number of university started to rebuild their own standards for QA within which may considered as consequence of bilateral cooperative or for some other reasons.

Prepared by:

Dr. Alsharef Albaghdady, Tuning Africa Representative, University of Sebha, Libya Tel: +218 94 430 2042/ +218 91 164 6428 E-mail: [email protected] Prof. Dr. A. M. Almathnani, Director of Southern Region for Center of Quality Assurance and Accreditation of Education Institutions, Libya Tel: +218 91 321 2007/ +218 92 535 8070 E-mail: [email protected] Dr. Ali K. S. Alshabani Former Director of Quality Assurance and Accreditation Administration, National Center for Quality Assurance and Accreditation of Education Institutions, Libya Tel:+218 92 609 1562/ + 218 91 353 3965 E-mail: [email protected]



Tel:+218



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3.17. Madagascar

1. Name of the country: MADAGASCAR 2. Name of the Tuning Africa representatives who prepared the report (Name and

University) Université d’Antananarivo – Madagascar

- Dr Randrianary Jean Baptiste RAMAROSON (Ecole Supérieure des Sciences Agronomiques)

- Dr Voahangy RATRIMO (Faculté des Sciences – Géologie Appliquée) 3. All information referred in this report was discussed with: (Name of the National

Authority of Higher Education in the country with which the information provided was contrasted). - Arrêté du Ministère de l’Enseignement Supérieur et de la Recherche Scientifique

4. Is there any credit system in your country? OUI

If the answer is yes, go to question 7 FOR THOSE COUNTRIES THAT DO NOT HAVE A CREDIT SYSTEM




7. Since when was the credit system in place? Suivant le DECRET N° 2008-179 du 15 février 2008 portant réforme du système de l’Enseignement Supérieur et de Recherche en vue de la mise en place du système "Licence, Master, Doctorat" (LMD) Prévu progressivement à partir de l’année 2008 à 2010; Mais le basculement n’est effectif qu’à la rentrée académique 2012-2013

8. How extensive is the system? (do all universities use it? only some? why?) L’Etat avait décrété (DECRET N° 2008-179 du 15 février 2008) que toutes les Enseignements supérieurs à Madagascar doivent appliquer le système LMD et demander une habilitation et ne délivre que les trois grades : Licence, Master et Doctorat qui sont le seul diplôme (grade) reconnu dans toute le pays CHAPITRE PREMIER Art 1er: -Toute offre de formation dispensée par les institutions d’enseignement supérieur publiques ou privées doit faire l’objet d’une habilitation selon la réglementation en vigueur. Est considérée comme institution d’enseignement supérieur toute institution dispensant un enseignement de niveau égal ou supérieur à deux ans après le baccalauréat. L’habilitation est octroyée :

- pour permettre aux institutions d’enseignement supérieur de dispenser des formations qui s’inscrivent dans le cadre de la politique générale de l’Etat en matière d’enseignement supérieur et qui répondent aux normes prévues par le système « Licence, Master, Doctorat » ;


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- à titre de reconnaissance accordée par l’Etat des diplômes délivrés par ces institutions d’enseignement supérieur.

Art. 4. - L’habilitation n’est pas définitive, elle est valable pour une durée de cinq années. Les institutions d’enseignement supérieur qui souhaitent apporter des modifications peuvent soumettre une nouvelle offre de formation seulement deux ans après l’obtention de l’habilitation.

9. Are there any reference documents on credit system in your country that you can quote? Give references to the main documents. - DECRET N° 2008-179 du 15 février 2008 portant réforme du système de l’Enseignement Supérieur et de Recherche en vue de la mise en place du système "Licence, Master, Doctorat" (LMD). (Cf Annexe III.) Le décret n° 2012-831 modifiant certaines dispositions du décret n° 2008-179 du 15 février 2008, portant réforme du système de l’enseignement Supérieure et de Recherche en vue de la mise en place du système LMD . (Cf Annexe II)

10. How is the credit measured? (contact hours? contact hours and independent

work?, others?) Crédits : Un crédit est une unité de mesure, une unité de compte, exprimant la

valeur donnée à une Unité d’Enseignement ou à un Elément Constitutif (EC) d’une UE. Le système de crédit est applicable à toutes les activités d’enseignement y compris stages, mémoires, projets, travail personnel et aussi à toutes les formes d’enseignement (présentiel, ouvert, à distance, en ligne, …)

Au sein des cycles Licence et Master, les formations sont organisées en

semestres et qu’un crédit équivaut à 10heures de travail (travail présentiel, travail personnel): Le décret n° 2012-831 modifiant certaines dispositions du décret n° 2008-179 du

15 février 2008, portant réforme du système de l’enseignement Supérieure et de Recherche en vue de la mise en place du système LMD : décrète la modification suivante :

Article 6-Alinéa 6 : Au lieu de : « ….Un crédit correspond à 20 à 30 heures de travail intégré, dont 7

à 10 heures de travail présentiel et le reste en travail personnel. » Lire :

- Pour un Etablissement de type faculté « ……un crédit correspond à 24 à 36 heures de travail intégré, dont 9 à 12 heures de travail présentiel et le reste en travail personnel. »

- Pour un Etablissement de type Grande Ecole « ……un crédit correspond à 36 à 45 heures de travail intégré, dont 13 à 16 heures de travail présentiel et le reste en travail personnel. »(CF ANNEXE II.)

Offres de formation dans le grade LICENCE : -Durée d’études : 06 semestres ou 3ans -Total des crédits : 180 dont 30 crédits par semestre •

• Offres de formation dans le grade MASTER : -Durée d’études : 04 semestres ou 2 ans après Licence -Total des crédits : 120 dont 30 crédits par semestre

L’Unité d’Enseignement (UE) est la base du dispositif LMD. En effet, toutes les études sont organisées en unités d’enseignement. Une UE peut être une matière ou un ensemble de matières choisies pour leur cohérence dans cet ensemble. Différentes catégories d’UE :

• UE fondamentales qui sont obligatoires et doivent être suivies par tous les étudiants


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• UE complémentaires qui complètent les UE fondamentales du parcours choisi par l’étudiant et doivent être prises obligatoirement afin de valider le parcours de l’étudiant.

• UE libres qui sont au choix Les UE peuvent être donc :

1. Obligatoires ou optionnelles (facultatives) 2. Transférables d’un parcours à l’autre 3. Capitalisables puisque toute validation d’UE est acquise quelle que soit la durée d’un

parcours. 11. How many credits per year does a degree programme have?

Art. 11. - Le système LMD fonctionne avec un système de crédits capitalisables et transférables. Un crédit est une unité de mesure qui valorise la charge totale de travail de l’étudiant, présentiel et personnel. Un crédit correspond à 13 à 16 heures de travail présentiel (cours, travaux dirigés, travaux pratiques, cours à distance en ligne) complété au moins par 23 à 29 heures de travail personnel. Le nombre de crédits affecté au stage est déterminé dans le dossier d’habilitation. Le nombre de crédits affectés à chaque unité d’enseignement est fixé sur la base de 30 crédits pour l’ensemble des unités d’enseignement d’un semestre. Un semestre comprend 12 à 17 semaines d’enseignement effectif.

12. Is the same measure of credit used for different levels (bachelor, master, PhD)? and for the different areas? (does the credit have the same value for Law and for Medicine, for example?) Quel que soit les domaines :1 Semestre ( en moyenne entre 12 à 16 semaines) = 30 Crédits - Licence (6 Semestres ou 3ans) = 180 Crédits - Master (10 Semestres ou 5ans) = 300 Crédits (180 + 120 Crédits) - Doctorat (16 Semestres ou 8ans) = 480 Crédits (300 + 180 Crédits) Pour le Faculté : 1 Crédit = 24 à 36 heures de travail intégré dont 27 à 33 heure de travail personnel Pour le Grande Ecole : 1 Crédit = 36 à 45 heures de travail intégré dont 23 à 29 heure de travail personnel

13. How are the credits allocated to a degree programme? CREDIT : Unité qui permet d’attribuer une valeur numérique à la charge de travail requise pour atteindre les objectifs particuliers des cours. Les crédits correspondant à chaque unité d’enseignement (UE) sont octroyés à l’étudiant qui a satisfait aux conditions de validation comprenant toutes les activités d’enseignement y compris stages, mémoires, projets, travail personnel et toutes les formes d’enseignement : présentiel, ouvert, à distance, en ligne… Qu’il s’agisse du cycle Licence ou de celui Master, 30 crédits par semestre sont requis. Ces crédits sont capitalisés et transférables.



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ANNEXE I : ARRETE N° 04.151/2010-MESupReS Portant régime de l’habilitation des offres de formation et fixant la création, les missions, la composition et les règles de fonctionnement de la commission nationale d’habilitation

REPOBLIKAN I MADAGASIKARA Tanindrazana-Fahafahana-Fandrosoana

*********** MINISTERE DE L’ENSEIGNEMENT SUPERIEUR ET DE LA RECHERCHE SCIENTIFIQUE ***********

ARRETE N° 04.151/2010-MESupReS Portant régime de l’habilitation des offres de formation et fixant la création, les missions, la composition et les règles de fonctionnement de la commission nationale d’habilitation

LE MINISTRE DE LENSEIGNEMENT SUPERIEUR ET DE LA RECHERCHE SCIENTIFIQUE, Vu la Constitution ; Vu la loi n°2004-004 du 26 juillet 2004 modifiée par la loi n°2008-011 du 17 juillet 2008 portant orientation générale du système d’Education, d’Enseignement et de Formation à Madagascar ; Vu l’ordonnance n° 2009-001 du 17 mars 2009 conférant les pleins pouvoirs à un Directoire Militaire ; Vu l’ordonnance n° 2009-002 du 17 mars 2009 portant transfert des pleins pouvoirs à Monsieur Andry Nirina RAJOELINA ; Vu la décision exprimée dans la lettre n° 79-HCC du 18 mars 2009 ; Vu l’ordonnance n° 2009-012 du 18 septembre 2009 relative à la réorganisation du Régime de la Transition vers la IVème République ; Vu le décret n°2008-179 du 15 février 2008 portant réforme du système de l’Enseignement Supérieur et de Recherche en vue de la mise en place du système « Licence, Master, Doctorat » (LMD) ; Vu le décret n° 2009-1388 du 20 décembre 2009 portant nomination du Premier Ministre, Chef du Gouvernement de la Transition ; Vu le décret n°2009-1161 du 08 septembre 2009 modifié par le décret n°2010-081 du 24 février 2010 portant nomination des membres du Gouvernement ; Vu le décret n°2009-574 du 08 mai 2009 fixant les attributions du Ministre de l’Enseignement Supérieur et de la Recherche Scientifique ainsi que l’organisation générale de son Ministère ;

ARRETE :

CHAPITRE PREMIER

DU REGIME DE L’HABILITATION DES OFFRES DE FORMATION

Article premier. -Toute offre de formation dispensée par les institutions d’enseignement supérieur publiques ou privées doit faire l’objet d’une habilitation selon la réglementation en vigueur. Est considérée comme institution d’enseignement supérieur toute institution dispensant un enseignement de niveau égal ou supérieur à deux ans après le baccalauréat. L’habilitation est octroyée :


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- pour permettre aux institutions d’enseignement supérieur de dispenser des formations qui s’inscrivent dans le cadre de la politique générale de l’Etat en matière d’enseignement supérieur et qui répondent aux normes prévues par le système « Licence, Master, Doctorat » ;

- à titre de reconnaissance accordée par l’Etat des diplômes délivrés par ces institutions d’enseignement supérieur.

Art. 2. - Les institutions d’enseignement supérieur doivent soumettre leurs offres de formation à la direction chargée de l’enseignement supérieur avant leur ouverture. Ces offres sont examinées par la commission nationale d’habilitation qui donne son avis au Ministre chargé de l’enseignement supérieur pour décision d’habilitation. Dans ce cadre, aucun enseignement ne peut être dispensé sans avoir été préalablement habilité. Art. 3. - La demande d'habilitation explicite l'ensemble des caractéristiques pédagogiques des offres de formation proposées et, notamment, des parcours qui les constituent ainsi que des diplômes qui sanctionnent ces parcours. Elle précise, en particulier, les objectifs de formation, l'organisation des parcours en crédits et l'articulation des unités d'enseignement entre elles, leurs contenus, leurs modalités pédagogiques, les volumes horaires de formation correspondant aux enseignements et à l'encadrement pédagogique, les passerelles prévues, les modalités de validation des parcours, le cas échéant les conditions spéciales d'admission. La demande d'habilitation définit également l'organisation et les responsabilités des équipes de formation. Elle concerne au moins :

- la définition des objectifs des parcours et des méthodes pédagogiques mises en œuvre,

- la description des offres d'emploi identifiées,

- les conditions et modalités d’accès,

- l’effectif minimal d’étudiants pour la viabilité de la formation ainsi que la projection de l’effectif pour les cinq années à venir,

- le projet pédagogique et la structure de formation,

- la coordination des enseignements et l'harmonisation des progressions pédagogiques,

- l’identification des responsables,

- les poursuites d’études possibles,

- les démarches innovantes proposées s'agissant, en particulier, des pratiques pédagogiques différenciées ou individualisées,

- la présentation des dispositifs d’évaluation de la formation et des enseignements,

- les formes du travail pluridisciplinaire,

- la nature des travaux demandés aux étudiants,

- le partenariat avec le secteur économique et professionnel dans l’élaboration et la mise en œuvre du projet de formation,

- les indicateurs de suivi du projet de formation.

S’agissant des institutions publiques d’enseignement supérieur, pour une bonne viabilité, une unité d’enseignement ne peut être ouverte qu’ avec un nombre minimal d’étudiants qui sera mentionné dans le dossier d’habilitation. Art. 4. - L’habilitation n’est pas définitive, elle est valable pour une durée de cinq années. Les institutions d’enseignement supérieur qui souhaitent apporter des modifications peuvent


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soumettre une nouvelle offre de formation seulement deux ans après l’obtention de l’habilitation. S'agissant des renouvellements d'habilitation, la demande explicite le bilan de la formation précédente, notamment les résultats obtenus, les réalisations pédagogiques, les taux de réussite et d’insertion professionnelle observés. Art. 5 - Après avis de la commission nationale d'habilitation, le Ministre chargé de l'enseignement supérieur prend les décisions d'habilitation. Ces décisions fixent les dénominations nationales des diplômes que les institutions sont habilitées à délivrer au niveau des grades et des titres. La liste des formations nationales habilitées est rendue publique chaque année. Art. 6. - Les institutions d’enseignement supérieur peuvent délivrer les diplômes nationaux conjointement avec d'autres institutions d’enseignement supérieur. Art. 7. - Les établissements d’enseignement secondaire dispensant en leur sein un enseignement de niveau égal ou supérieur à deux ans après le baccalauréat sont également régis par les dispositions du présent arrêté et par les textes subséquents en ce qui concerne la formation supérieure. Art. 8. -L’habilitation ne peut pas se substituer à l’accréditation. Toute institution d’enseignement supérieur ou de recherche, publique ou privée, doit déposer une demande d’accréditationselon la réglementation en vigueur au maximum un an après la signature de l’arrêtéd’habilitation. Art. 9. La demande d’habilitation doit être présentée sous forme d’un dossier dont les principales rubriques à renseigner sont fixées par arrêté du Ministre chargé de l’enseignement supérieur. Art. 10. Concernant le dossier de demande d’habilitation, deux cas de figure peuvent se présenter :

- le dossier de première habilitation qui est accompagné du dossier de demande d’ouverture de l’institution selon la réglementation en vigueur;

- le dossier de renouvellement d’habilitation qui est accompagné du ou des rapport(s) concernant le processus d’accréditation.

CHAPITRE II

DE LA COMMISSION NATIONALE D’HABILITATION Art. 11 - Il est créé une commission nationale d’habilitation chargée d’émettre des avis et recommandations sur la demande d’habilitation ou de renouvellement d’habilitation présentée par les institutions d’enseignement supérieur. Art. 12. - La commission nationale d’habilitation est chargée :

- d’examiner la recevabilité du dossier présentant l’offre de formation. Le dossier doit être revêtu du visa du chef de l’institution;

- d’expertiser les demandes d’habilitation présentées par les institutions d’enseignement supérieur publiques ou privées en examinant notamment la validité, la qualité, la faisabilité, la transparence et la pertinence des offres de formation proposées pour habilitation par les institutions d’enseignement supérieur à soumettre au ministère chargé de l’enseignement supérieur ;

- de donner son avis et de faire des recommandations sur l’habilitation demandée.


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Les avis et recommandations de la commission nationale d’habilitation sont consignés dans des procès verbaux transcrits sur un registre coté et paraphé par les membres de la commission. Ces procès-verbaux sont adressés par le président de la commission au Ministre chargé de l’enseignement supérieur qui prend les décisions d’habilitation. Le président de la commission présente un rapport d’activité annuel et le bilan des examens de dossiers de demande ou de renouvellement d’habilitation au Ministre chargé de l’enseignement supérieur. Art. 13. - La commission est constituée de membres titulaires et de membres suppléants qui sont des experts universitaires es-qualité. La commission nationale d’habilitation est composée d’un président représentant le ministère chargé de l’enseignement supérieur et d’un représentant de chaque domaine. Cette commission peut être élargie à des représentants d’autres départements ministériels et secteurs d’activité ainsi qu’à toute personne dont la présence est jugée nécessaire selon les besoins de l’ordre du jour. Pour chaque dossier, après consultation des autres membres, le président de la commission désigne au moins deux rapporteurs spécialistes, choisis au besoin à l’étranger, au moins un mois avant la session. Les rapporteurs visitent au besoin les établissements ayant déposé l’offre de formation. Dans tous les cas, les rapporteurs exposent leur rapport devant la commission. Un secrétariat assure le fonctionnement de la commission. Art. 14. - Les membres de la commission nationale d’habilitation et leurs suppléants sont nommés par arrêté du Ministre chargé de l’enseignement supérieur. Le mandat des membres de la commission est de trois (03) ans renouvelable une fois. Art. 15. - La commission d’habilitation se réunit en session ordinaire deux fois par an sur convocation de son président. Elle peut en outre se réunir en session extraordinaire, en tant que de besoin, soit sur l’initiative de son président, soit à la demande d au moins deux tiers de ses membres. Chaque dossier doit être soumis à la commission d’habilitation au moins six (06) mois avant la mise en place de l’offre de formation. L’ordre du jour de chaque séance et les dossiers y afférents sont communiqués aux membres de la commission, pour étude préalable, huit jours au moins avant la date de la réunion. Dans le cas où la commission arrive à la conclusion qu’ une offre de formation nécessite des améliorations, des suggestions sont proposées à l’institution d’enseignement supérieur concernée qui présentera une version modifiée à la commission pour analyse dans un délai d’un mois. Au besoin, plusieurs navettes peuvent être envisagées. Art. 16. - La commission se réunit valablement en présence de la majorité absolue de ses membres.


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Les membres de la commission expriment leur voix à vote secret. La décision est prise à la majorité des membres présents. En cas de partage égal de voix, celle du président est prépondérante. Art. 17. - Chaque membre de la commission d’habilitation ou leur suppléant, et les membres du secrétariat perçoivent une indemnité forfaitaire par séance. Les rapporteurs perçoivent une indemnité sous forme de consultance. Les frais de transport, d’hébergement et de restauration des membres et des rapporteurs en provenance des régions autres que celle où se tient la réunion sont pris en charge par le ministère chargé de l’enseignement supérieur. Les frais inhérents à la visite des institutions d’enseignement supérieur par les rapporteurs sont pris en charge par le ministère chargé de l’enseignement supérieur.


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ANNEXE III : DECRET N° 2008-179 du 15 février 2008 portant réforme du système de l’Enseignement Supérieur et de Recherche en vue de la mise en place du système "Licence, Master, Doctorat" (LMD)

REPOBLIKAN’I MADAGASIKARA Tanindrazana-Fahafahana-Fandrosoana

**********

MINISTERE DE L’EDUCATION NATIONALE

ET DE LA RECHERCHE SCIENTIFIQUE

DECRET N°2008-179 du 15 février 2008 portant réforme du système de l’Enseignement Supérieur et de Recherche en vue de la mise en place du système « Licence, Master, Doctorat » (LMD)

LE PREMIER MINISTRE, CHEF DU GOUVERNEMENT Vu la Constitution ; Vu la loi n°2003-008 du 5 septembre 2003 modifiant et complétant certaines dispositions de la loi n°95-023 du 05 septembre 1995 portant statut des Enseignants et Chercheurs de l'Enseignement Supérieur ; Vu la Loi n°2004-004 du 26 juillet 2004 portant Orientation Générale du Système d’Education d’Enseignement et de Formation à Madagascar ; Vu l'ordonnance n°92-030 du 31 août 1992 portant création des Universités ; Vu le décret n°89-141 du 31.05 1989 portant ouverture des filières de formation et des enseignements dans les établissements d'enseignement supérieur et de recherche des Universités; Vu le décret n°90-145 du 18 avril 1990 portant ouverture des Instituts Supérieurs de Technologie (I.S.T.) d'Antananarivo et d'Antsiranana ; Vu le décret n°2001-172 du 28 février 2001 portant refonte du décret n°92-688 du 13 juillet 1992 portant création et organisation générale des Instituts Supérieurs de Technologie ; Vu le décret n°92-953 du 3 février 1992 portant création et organisation du Centre National de Télé-enseignement de Madagascar ; Vu le décret n°94-406 du 28 juin 1994 portant modification du décret n°86-209 du 11 juillet 1986 portant création et fixant les statuts de l'INSCAE ; Vu le décret n°95-581 du 06 septembre 1995, modifié par le décret n°2002-1545 du 03 décembre 2002 portant organisation générale de l'Enseignement Supérieur Privé ; Vu le décret n°2000-693 du 13 septembre 2000 portant organisation de la formation de 3ème cycle; Vu le décret n°2007-022 du 20 janvier 2007 portant nomination du Premier Ministre, Chef du Gouvernement ; Vu le Décret n° 2008-028 du 06 janvier 2008 fixant les attributions du Ministre de l’Education Nationale ainsi que l’organisation générale de son Ministère ; Sur proposition du Ministre de l’Education Nationale, En conseil du Gouvernement,

DECRETE : Article premier.- Afin d'assurer, dans le respect des objectifs et missions fixés aux articles 4, 16, 52 et 53 de la loi portant orientation générale du système d'éducation, d'enseignement et de formation à Madagascar et dans la perspective de l'ouverture de l'enseignement supérieure aux réalités nationales et internationales, le passage entre le dispositif réglementaire fixant l'organisation actuelle de l'enseignement supérieur et une nouvelle organisation de cet


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enseignement, le présent décret a pour objet d'instaurer un cadre permettant aux Institutions d'enseignement supérieur et de recherche installées à Madagascar d'adopter le système "Licence Master Doctorat" dans la gestion de leurs activités pédagogiques, académiques et scientifiques.

Titre 1 – Principes généraux Art. 2.- L'application sur le plan national du système "Licence Master Doctorat" (LMD) aux études supérieures et aux diplômes nationaux traduit l'ouverture de l'enseignement supérieur aux réalités nationales et le respect des normes et standards internationaux, la recherche de plus d'efficience et de jouissance du droit à l'éducation, à l'enseignement et à la formation, ainsi que la libéralisation des initiatives et l'encouragement de la créativité. L'enseignement supérieur se caractérise dorénavant par :

1° Une architecture des études fondée principalement sur les trois grades de licence, master, doctorat ; 2° Une organisation des formations en semestres et en unités d'enseignement ; 3° L'adoption d'un système de crédits capitalisables et transférables ; 4° La délivrance d'une annexe descriptive aux diplômes dite "supplément de diplôme" afin d'assurer, dans le cadre de la mobilité nationale et internationale, la lisibilité des connaissances et aptitudes acquises.

Dans cette ouverture de l'enseignement supérieur et de la recherche au système L.M.D., l'Etat, à travers le Ministère chargé de l'Enseignement Supérieur, assume la fonction de régulation, d'habilitation des offres de formation et veille à la qualité de l'enseignement supérieur. Art 3.- L'articulation de la réforme nationale de l'enseignement supérieur au respect des normes et standards internationaux ainsi qu'aux exigences du développement socio-économique et culturel du pays a pour objectifs :

1. d'adopter un système de diplômes facilement lisibles et comparables ; 2. d'organiser l'offre de formation sous forme de "parcours types" de formation

préparant l'ensemble des diplômes nationaux ; 3. de mettre en place un système de "crédits" ; 4. d'intégrer, en tant que de besoin, des approches pluridisciplinaires et d'améliorer la

qualité de la pédagogie, de l'information, de l'orientation et de l'accompagnement de l'étudiant ;

5. de développer la professionnalisation des études supérieures, de répondre aux besoins de formation continue diplômante et de favoriser la validation des acquis de l'expérience, en relation avec les milieux économiques et sociaux ;

6. d'encourager la mobilité, d'accroître l'attractivité des formations malgaches à l'étranger et de permettre la prise en compte et la validation des périodes de formation, notamment à l'étranger;

7. d'intégrer l'apprentissage de compétences transversales telles que la maîtrise des langues vivantes et celles des outils informatiques ;

8. de faciliter la mise en place d'un système d'enseignement par des méthodes faisant appel aux technologies de l'information et de la communication ainsi que le développement de l'enseignement à distance ;

9. de favoriser des formations doctorales répondant aux besoins du développement socio-économique et culturel ;

10. d'intégrer dans les offres de formation les modalités de gestion des flux interne et externe ;


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11. de promouvoir une nouvelle culture académique, notamment par des approches de décloisonnement et par la rénovation des pratiques pédagogiques, d'apprentissage et d'évaluation ;

12. d'encourager l'éducation et la formation tout au long de la vie pour répondre, dans un monde de demain fondé sur une société et une économie de connaissance, aux défis que constituent la compétitivité économique et l'utilisation des nouvelles technologies, ainsi que pour mieux assurer l'égalité des chances et pour améliorer la cohésion sociale et la qualité de la vie ;

13. de promouvoir le passage à la dimension internationale dans l'enseignement supérieur ;

14. d'assurer l'autonomie des institutions d'enseignement supérieur et de recherche ; 15. de promouvoir et de valoriser les activités de recherche.

Titre 2 – Principes pédagogiques Art.4.- Les formations sont articulées autour de "domaines" définis par voie réglementaire. Art.5.- Les parcours types de formation mentionnés à l'article 3 du présent décret sont constitués par des ensembles cohérents d'unités d'enseignement, articulées selon une logique de progression en vue de la La migration vers le système L.M.D. se fait par un basculement progressif à partir de l'année 2007-2008 et se termine au plus tard à la rentrée universitaire 2011-2012. Art.13.- Des textes réglementaires seront pris en tant que de besoin pour préciser le domaine et les modalités d'application du présent décret. Art. 14.- Le Ministre des Finances et du Budget, le Ministre de l'Economie, du Commerce et de l'Industrie, le Ministre de la Fonction Publique, du Travail et des Lois Sociales, le Ministre de la Santé et du Planning Familial et le Ministre de l'Education Nationale et de la Recherche Scientifique sont chargés, chacun en ce qui les concerne, de l'exécution du présent décret qui sera publié au Journal Officiel de la République.

Fait à Antananarivo, le

Par Le Premier Ministre, Chef du Gouvernement : Charles RABEMANJARA Le Ministre de l'Education Nationale et de la Recherche Scientifique, Benjamin Andriamparany RADAVIDSON Le ministre de la Fonction Publique, du Travail et des Lois Sociales, Jacky Mahafaly TSIANDOPY

Le Ministre de la Santé et du Planning Familial, Robinson JEAN LOUIS

Le Ministre des Finances et du Budget, Haja Nirina RAZAFINJATOVO

Le Ministre de l'Economie, du Commerce et de l'Industrie, Ivohasina RAZAFIMAHEFA


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3.18. Malawi MALAWI: THE COUNTRY REPORT ON CREDIT SYSTEM Submitted by: Dr Moses Chinyama, University of Malawi – The Polytechnic

Tuning Africa representative All information referred in this report was discussed with:

Dr Samson MacJessie-Mbewe, Director of Higher Education, Ministry of Education Science Technology

1.0 CREDIT SYSTEMS

i. It was not until 2011 that a credit system was introduced in the constituent colleges of the University of Malawi which also marked the introduction of the same in Malawi.

ii. Not all Universities in Malawi have introduced the credit system. iii. To date two credit systems exist in Malawi and these are:

a. Notional hours-based credit system, and b. Credit-Hour system.

1.1 Credit System Based on Notional Hours (a) A credit summarizes and describes an amount of learning. Students are awarded

credits after they have successfully completed a 'block of learning'; that 'block' might be called a module, a unit or a qualification.

(b) The number of credits awarded to a student is determined by the credit value

assigned to a module, a unit or a whole qualification. (c) A credit is awarded to students who have shown that they have successfully

completed a module, unit or qualification. To do this, they need to meet the specific set of learning outcomes for the unit, module or qualification.

(d) Learning outcomes outline what a successful student will know, understand and be

able to do. It is the achievement of the learning outcomes that is important for the award of credit.

(e) Academic credit is awarded for the successful achievement of sets of learning

outcomes. (f) Students usually demonstrate that they have achieved the learning outcomes of a

module, unit or qualification by completing one or more pieces of assessed work. (g) To be awarded the credits, a student must reach the minimum standard, also known as

the threshold or pass, in the assessment(s). (h) Exceeding the minimum standard does not result in a student being awarded more

credits as the credit value is fixed before assessment. (i) The credit value indicates both 'how much' learning (the amount) is expected and 'how

hard' it is (the relative level of difficulty). Each module or unit has only one level for its credit; qualifications may include modules or units, and thus credit, at more than one level.


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(j) The credit value is set before any student begins their studies for a block of learning. Once a student has successfully achieved the required learning outcomes they can be awarded all of the credits (the credit value) for that block of learning.

(k) The amount of learning indicated by a credit value is based on an estimate that is

worked out using the idea of notional hours of learning. (l) The number of notional hours indicates how long it will take a typical student to achieve

these learning outcomes. All types of learning are included in the estimate of notional hours of learning, including formal classes, self study, revision and assessment.

(m) One credit represents 10 notional hours of learning. If a student starts but does not

complete the learning required they are not awarded any credits. (n) A full-time undergraduate student takes 1200 notional hours for an academic year will

accumulate 120 credits. Where up to 60 credits will be achieved in semester one and 60 credits in semester two.

(o) A full time student should take no more than six modules or 60 credits per semester. 1.1.2 Postgraduate Awards For postgraduate, they will have to take at least 4 Modules per semester for two semesters to accumulate a minimum of 120 credits in year one. In year two, they write a thesis which will give them 60 credits. In total they will be required to accumulate 180 credits to successfully graduate with a masters. 1.2 The Credit Hour System Under this system a credit is defined in terms of face-to-face contact hours per week. If students meet a course facilitator or lecturer for one hour per week, it is a one credit course. It is anticipated that an average undergraduate level course will have three credits. For any one semester, a student shall take a minimum of 15 credit hours. The load of credits may vary for the different Diplomas, Degrees, and Certificates in the different years of study as do other special requirements such as choice of courses, standard of achievement, compulsory courses, pre-requisites, and attachments. At the end of the programme of study, a student is expected to have accumulated a minimum of 120 credit hours. References University of Malawi, (2011), UNIMA Qualifications Framework and Sub-Degree Awards: Policy No. UP 02/09. University of Malawi-The Polytechnic (2011), Rules and Regulations for Academic Assessment Under Modular System. University of Malawi, Chancellor College (2013), Rules and Regulations for Academic Assessment Under A Semester System Part A and B.


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3.19. Mali 1. Name of the country: MALI 2. Name of the Tuning Africa representatives who prepared the report (Name and University)

Seydou Doumbia, Dean of the Faculty of Medicine, University of Sciences, Techniques and Technologies of Bamako (USTTB).

iv. All information referred in this report was discussed with: (Name of the National

Authority of Higher Education in the country with which the information provided was contrasted). With the Head of graduate/equivalency office of the National Directorate of Higher Education

v. Is there any credit system in your country? NO

If the answer is yes, go to question 7 FOR THOSE COUNTRIES THAT DO NOT HAVE A CREDIT SYSTEM

1. Was there ever a credit system in your country? NO, but Mali is in a process of establishing a national credit system in compliance with the West African network for excellence in Higher Education agreement (REESAO). The country has adopted the LMD system.

2. If there are there any plans for developing one?

3. Since there is no credit system in the country, how are the partial periods of study recognized both between universities in your country and between these universities and others in other countries? If there are many variations, briefly describe the most commonly used. The partial Period of study between universities in the country and other universities is recognized by annual grade report and list of courses validated by the student (with reference to passing grade) and signed by academic officials

ANSWER IF THE COUNTRY HAS A CREDIT SYSTEM (Not applicable)


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3.20. Mauritania

Pays : Mauritanie Représentant de Tuning Africa : Mohamed AWA, Université des Sciences, de Technologie et de Médecine de Nouakchott Toutes les informations mentionnées dans le présent rapport ont été discutées avec le Professeur Ahmedou HAOUBA, Président de l’Université des Sciences, de Technologie et de Médecine de Nouakchott et membre du Conseil National de l’Enseignement Supérieur et de la Recherche Scientifique. La Mauritanie a adopté de le système « Licence – Master – Doctorat » depuis l’année universitaire 2008-2009 dans toutes les universités publiques et privées. Cependant, le système n’est pas appliqué à la Faculté de Médecine ni dans les écoles d’ingénieurs et ni à l’Ecole Normale Supérieure. Ce système est régi par plusieurs textes législatifs et réglementaires dont principalement :

1. La loi n° 043-2010 du 21 juillet 2010 relative à l’Enseignement Supérieur et à la Recherche Scientifique ;

2. L’Arrêté n° 1902/MEENESRS du 09 octobre 2011 approuvant le cahier des normes pédagogiques nationales des cycles de licence et de masters ;

3. L’Arrêté n°0841/MEENESRS du 20 mai 2013 relatif aux études doctorales. Le crédit est mesuré en nombre d’heures de cours théoriques et/ou de travaux dirigés et/ou de travaux pratiques, de travaux de terrains, de projets et de stages. En général, le nombre d’heures d’un crédit est d’environ dix (10) heures. L’année académique est structurée en deux semestres de trente (30) crédits chacun et chaque semestre compte entre 14 et 16 semaines. La mesure de crédit utilisée est la même pour la Licence et Master et différente pour le Doctorat. Ainsi, les différents niveaux de grade sont organisés comme suit :

1. 180 crédits pour la licence ;

2. 120 crédits pour le master ;

3. 180 crédits pour le doctorat. Cette distribution est valable pour tous les domaines du système LMD. De façon générale, la répartition des crédits suit la règle suivante : 1 – Pour la Licence : Elle est composée de six semestres avec un minimum de 1800 heures. Chaque semestre compte quatre modules et chaque module dispose de 50 à 120 heures d’enseignement et d’évaluation. Le cycle de Licence comporte 24 modules. Les six semestres de Licence sont organisés comme suit :

1. Un premier semestre d’initiation ;

2. Un second semestre de détermination ;


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3. Un 3ème et un 4ème semestre d’approfondissement ;

4. Un 5ème semestre d’études de base, adapté au caractère fondamental ou professionnel de la licence ;

5. Un 6ème semestre de spécialisation, adapté au caractère fondamental ou professionnel de la licence.

Les quatre premiers semestres du cycle de la Licence sont composés de trois blocs de modules :

1. Un bloc de modules majeurs composé de modules reflétant le caractère disciplinaire représente entre 50% et 70% du volume horaire global des quatre premiers semestres ;

2. Un bloc de modules transversaux composé essentiellement de modules de langues, de communication et d’informatique représente 15% et 25% du volume horaire global des quatre premiers semestres ;

3. Un bloc de modules optionnels composé de modules d’option, de spécialisation ou d’ouverture représentant au maximum 30% volume horaire global des quatre premiers semestres.

Les deux derniers semestres comprennent trois blocs de modules :

4. Un bloc de modules majeurs d’enseignements généraux et de spécialisation dans le domaine de la licence. Ce bloc de modules y compris le projet professionnel et stage représente 70% et 80% du volume horaire global des 5ème et 6ème semestres de la licence ;

5. Un bloc de modules « outils » (Langues, Techniques de communication, Gestion nouvelles technologies, autres), représentant 10% et 15% du volume horaire global des 5ème et 6ème semestres de la licence;

6. Un bloc de modules complémentaires composé de modules d’option, de spécialisation ou d’ouverture en relation avec ;e domaine de formation représentant 10% et 15% volume horaire global des 5ème et 6ème semestres de la licence.

2 – Pour le Master : Le cycle du Master est organisé sur quatre semestres (deux années universitaires) comportant chacun de 2 à 5 modules. Les trois premiers semestres de Master sont composés de trois blocs de modules :

1. Un bloc de modules majeurs reflétant le caractère disciplinaire spécialisé du Master. Il représente 50% du volume horaire global des trois premiers semestres ;

2. Un bloc de modules outils ou support relevant de la mention dont relève la spécialité. Il représente 25% au maximum de du volume horaire global des trois premiers semestres ;

3. Un bloc des modules d’option, support, ou spécialisation, dispensés sous forme de cours, exposés, séminaires ou stages pratiques, représentant 25% au maximum volume horaire global des trois premiers semestres.

Le quatrième semestre comprend également trois blocs repartis ainsi qu’il suit :

4. Deux modules majeurs reflétant le caractère disciplinaire spécialisé du Master représentant 40% du volume horaire global du 4ème semestre;

5. Un module d’outils relevant de la mention dont relève la spécialité, représente 10% au maximum du volume horaire global du 4ème semestre ;


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6. Un module d’application sous forme de recherches, séminaires ou stages pratiques. Il peut également être réservé au stage et/ou mémoire de fin d’étude selon le dispositif du Master. Il compte au moins 50% volume horaire global du 4ème semestre.

3 – Pour le Doctorat : Le Doctorat est constitué de trois années consécutives avec 180 crédits ainsi répartis :

7. Formation complémentaire obligatoire et activités de recherche parallèles de 60 crédits;

8. La thèse (le manuscrit et la soutenance) de 120 crédits.


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3.21. Île Maurice

1. Name of the country: Republic of Mauritius 2. Name of the Tuning Africa representatives who prepared the report (Name and

University) Prof Sunita. Facknath and Mr Kamleshwar.Boodhoo, University of Mauritius

vi. All information referred in this report was discussed with: (Name of the National Authority of Higher Education in the country with which the information provided was contrasted). There is none to contrast with. The university generates its own credit systems and is not governed by any national authority that oversees the credit system.

vii. Is there any credit system in your country? Yes. ANSWER IF THE COUNTRY HAS A CREDIT SYSTEM viii. Since when was the credit system in place? Around 1998

ix. How extensive is the system? (do all universities use it? only some? why?)

Yes the same credit system is used at one other University.

x. Are there any reference documents on credit system in your country that you can quote? Give references to the main documents. Yes It is stipulated in the University of Mauritius Regulations. Click here for more info

xi. How is the credit measured? (contact hours? contact hours and independent work?,

others?)

Almost all Programmes of Studies at the University are structured on the credit system. A credit is a unit of measure, and programmes are based on the following guidelines. Credit Equivalence

(i) 15 hrs of lectures and/or tutorials/seminars: 1 credit (ii) 30 -45 hrs of laboratory/field work: 1 credit (iii) Undergraduate Certificate project: up to 3 credits (iv) Undergraduate Diploma project: 3-6 credits (v) Undergraduate 3-3½ final year project: 6-10 credits (vi) Undergraduate 4 year final year project and Master’s project: 6-12 credits

xii. How many credits per year does a degree programme have? Usually it ranges

between 100-110 credits. Click here for more info.

http://www.uom.ac.mu/Images/Files/Regulations/2014_2015/Chap6.pdf




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xiii. Is the same measure of credit used for different levels (bachelor, master, PhD)? and for the different areas? (does the credit have the same value for Law and for Medicine, for example?) Yes it’s the same measure of credit for all programmes of study except the PhD, as stipulated in the UoM regulations Chapter 6

xiv. How are the credits allocated to a degree programme?

Each module usually consists of an equivalent of 45-90 contact hours comprising lectures, tutorials, laboratory/field work, etc. Each module normally carries 3-6 credits. These are usually allocated by the academic staff teaching in the various modules. It depends on the module status (Introductory, Intermediate or Advanced). Normally a higher credit is allocated to the advanced modules.

xv. Other comments related to the credit that you wish to make? The University is in the process of developing the notional hour system, which may replace the credit system in the near future. Additional Information University Regulations Chapter 3 – University Academic Year Chapter 6 – University Credit System





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3.24. Namibia

1. Name of the country: Namibia

2. Name of the Tuning Africa representatives who prepared the report (Name and University) Dr. Charmaine Villet, University of Namibia

3. All information referred in this report was discussed with: Namibia Qualifications Authority (NQA) (Name of the National Authority of Higher Education in the country with which the information provided was contrasted).

4. Is there any credit system in your country? Yes If the answer is yes, go to question 7 FOR THOSE COUNTRIES THAT DO NOT HAVE A CREDIT SYSTEM





8. How extensive is the system? (do all universities use it? only some? why?) The system is compulsory. All universities use the system (both private and public)

9. Are there any reference documents on credit system in your country that you can quote? Give references to the main documents. Yes, the “Regulations Setting-up the National Qualifications Framework for Namibia”.


others?) Credits are measured using notional learning hours. One (1) credit equals to ten (10) hours. Notional learning time includes time spent in structured tuition and self-directed learning and practice; and time spent during preparation for and taking assessment.

11. How many credits per year does a degree programme have? A degree programme has a minimum number of 120 credits per year. For example, a four years honours degree will have a minimum of 480 credits.

12. Is the same measure of credit used for different levels (bachelor, master, PhD)? and for the different areas? (does the credit have the same value for Law and for Medicine, for example?)


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Yes. However, the minimum number of credits required for the award of a qualification differ. For example, certificates requires a minimum of 40 credits, diplomas 120, ordinary bachelor’s degree 360, bachelor honours 480 (composite degree) and 120 (split honours), masters 240, and doctorates 360.

13. How are the credits allocated to a degree programme? The minimum credit allocation is the same for all degree programmes. However, the maximum credits may vary from field to field. For example, more practical intense programmes will have more credits allocated to practical sessions than theory.

14. Other comments related to the credit that you wish to make? Namibia has a single qualifications framework which includes general education, further/vocational education and higher education.


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3.25. Nigeria

1. Name of country: Nigeria 2. Name of the Tuning Africa Reps that prepared the report:

(a) Prof O A OMOTESHO (University of Ilorin) (b) Prof Enang B UDAH (University of Calabar) (c) Prof I O SALAWU (National Open University of Nigeria) (d) Prof Kabir BALA (Ahmadu Bello Unuversity, Zaria) (e) Prof Lilian-Rita AKUDOLU ( Nnamdi Azikiwe University) (f) Prof Rhoda ODUWAIYE (University of Ilorin) (g) Prof Ayonma Wilfred MODE (University of Nigeria, Nsukka) (h) Prof Emmanuel C OSINEM (University of Nigeria, Nsukka) (i) Prof L U OGBONNAYA (Ebonyi State University) (j) Prof Olusegun AKINYINKA (University of Ibadan) (k) Prof Yemi AKEGBEJO-SAMSONS (University of Agriculture, Abeokuta)

3. Preamble

The Course Unit system is a system whereby programmes are designed for courses which are weighted and classified into various levels for students in the institutions of higher learning. The Credit system depends on the volume of work required to complete the course and this includes lectures, tutorials and practical. The information in the Nigeria report is based on the Minimum Academic standards (MAS) for undergraduate programmes and Benchmark Minimum Academic Standards (BMAS) for postgraduate programmes in Nigerian universities, published by the National Universities Commission (NUC). The NUC which became a statutory body in 1974is the regulatory agency for university education in Nigeria. Consequently, the NUC determines academic standards and accredits degrees and other academic awards.

4. Is there any credit system in your country?: Yes 5. Since when? : The Course Credit system started in 1968 and became a National

Policy in 1989 with the introduction by the National Universities Commission (NUC) of the National Universities Bench Mark Policy.

6. How extensive? It operates extensively in all the Universities in Arts, Humanities, Social Sciences and Applied/Pure Sciences with the exception of Medicine.

7. Are there Reference Documents? There are several publications and documents from the National Universities Commission Headquarters, Abuja, Nigeria and in most Universities Academic brochures and websites in Nigeria.

8. How is the credit measured? Through Contact hours. 9. How many credits per year does a degree program have? : Each programme has a

minimum of 15 Credit Units per academic semester, i.e., 30 Credit Units per academic session and a maximum of 24 Credit Units per academic semester, i.e. 48 Credit Units per academic session.

10. Is same measure of credit used for different levels? : The same measure of credit is used, for the Masters Degree, a maximum of 36 Units are obtainable while PhD, 48 credits.

11. How are the credits allocated to a degree program? : They are allocated based on practicals, tutorials and lectures.

12. Is the same measure of credit used for different levels: The same measure of credit is used for different levels and for different areas.

13. How are the credits allocated to a degree program?: Credits are allocated to a degree programme based on the volume of work required to complete a course of study. One credit is equivalent to one hour per week per semester of 15 weeks of lectures or two hours of tutorials or three hours per week of laboratory/field/studio work per semester of 15 weeks.


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14. Other comments related to the credit: In Nigeria, one academic session comprises two semesters of approximately 15 weeks.

3. The information in the Nigeria report is based on the Minimum Academic standards (MAS) for undergraduate programmes and Benchmark Minimum Academic Standards (BMAS) for postgraduate programmes in Nigerian universities, published by the National Universities Commission (NUC). The NUC which became a statutory body in 1974 is the regulatory agency for university education in Nigeria. Consequently, the NUC determines academic standards and accredits degrees and other academic awards. 12. The same measure of credit is used for different levels and for different areas. 13. Credits are allocated to a degree programme based on the volume of work required to complete a course of study. One credit is equivalent to one hour per week per semester of 15 weeks of lectures or two hours of tutorials or three hours per week of laboratory/field/studio work per semester of 15 weeks. 14. In Nigeria, one academic session comprises two semesters of approximately 15 weeks.


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3.26. République Démocratique du Congo

I. République Démocratique du Congo, RDC.

II. Participants:

1. Prof. KABEYA MUKEBA, ISTA/Kinshasa; 2. Prof. KIPATA MWABANWA, UNILU/Lubumbashi; 3. Prof. KATOND MBAY Jean-Paul, UNILU/Lubumbashi; 4. Prof. MAKENGO Hubert, UNIKIN/Kinshasa; 5. Prof. NIYONSABA SEBIGUNDA Edson, UNIGOM/Goma; 6. Dr. MASIMANGO IMANI Manix, UCB/Bukavu.

III. Existe-t-il un système de crédits?

Non. Mais il existe un plan encours pour les jours à venir. En RDC, nous avons l’ancien système d’enseignement BAC+5 qui continue dans la quasi-totalité de nos universités. Il existe aussi un système LMD en phase de pilote (test) depuis bientôt quatre ans à l’Université de Lubumbashi. En effet, pour l’ancien système BAC+5 : - Une année d’études (deux semestres) comprend environ 700 à 800 heures

d’enseignement théoriques plus travaux pratiques. - La pondération vaut 15 heures d’activités d’apprentissage au niveau de

l’évaluation du cours (équivalent de crédit en LMD). Par ailleurs, le système LMD en phase pilote, la RDC a adopté un crédit équivalent à 25 heures. Chaque semestre comprend 30 crédits, soit un total de 60 crédits l’année. Toutefois, tenant compte des nos infrastructures modestes et de la faible couverture à l’internet, le pays a adopté pour les heures de contact le double du temps dans la pondération totale. 60 crédits correspondent à 1500 heures par année académique, dont : - 1000 heures des heures théoriques, travaux pratiques et travaux dirigés (40

crédits) ; - 500 heures de temps pour étudiant. Remarque : des disparités existent en fonction de la nature de certains enseignements (cours) et le domaine d’études. Par exemple, après harmonisation des crédits au sein du SAG-Génie civil/Tuning, l’Institut Nationale du Bâtiment et des Travaux Publics de Kinshasa (INBTP) a opté pour 1 crédit équivalent à 15 heures de contact en maintenant un total de 60 crédits par année académique.


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3.27. Rwanda By: Dr. Digne Edmond RWABUHUNGU RWATANGABO, University of Rwanda, Tuning Africa Representative. This country report is based on information’s given by Fred Mugisha, the Ministry of Education Executive Secretary in charge of High Education Council (HEC) and by Dr. Beatrice Mironko in the Quality Assurance Office, College of Science and Technology, University of Rwanda. In Rwanda a credit system exists. This confirms that answer on question 4 is yes, and on question 7, that the credit system is in place in the country since academic year 2008-2009. On question 8 the quality assurance office confirms that all universities in Rwanda used credit system. On question 9, the website www.hec.gov.rw clearly contains documentations on credit system in Rwanda. On question 10, credit in Rwanda is measure as example for 10 credits; lecturer hours involve face-to-face class teaching. Tutor Hours: These involve structured exercises solving, tutorials and practical examples including laboratory work if applicable. Students Hours: Class hours during lectures and tutorials, practical’s, set reading, self-directed study, assignment, preparation and writing of examination. Total Student Hours100 Student Hours Staff Hours

Lectures 24 48

Seminars/Workshop

Practical Classes/Laboratory/Field work 16 32

Structured Exercises/Tutorials 12 24

Set Reading 12

Self-Directed Study 12

Assignments-Preparation and Writing 12

Examination-Preparation and Writing 12

Others

On question 11 at least 120 credits is a degree credit per year in bachelor degree programme. On question 12, credit system is at least 120 credits pet year also for MSc degree while for PhD programme this is different depending if the PhD is done by research or it is an academic programme and of course medicine including clinical practices is different from other programme. On question 13, in Rwanda credit allocated to a degree programme is at least 480 as the bachelor programme is done in 4 year. Kind Regards

http://www.hec.gov.rw/


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3.28. Sénégal

COUNTRY REPORT ABOUT CREDIT SYSTEM

SENEGAL

Name of the country

SENEGAL

Name of the Tuning Africa representatives who prepare the report

Alain NDOYE UCAD Dakar - FMPOS Cheickna SYLLA Université de Thiès - UFR Santé Mariama SENE WADE UGB Saint Louis - UFR S2ATA

National authority of higher education in the country

Ministry of Higher Education and Research

Is there any credit system in the country ?

Yes

Since when the credit system is in place ?

2008

How extensive is the system ?

All universities use it

Are there any reference documents on credit system in your country ?

LOI n° 2011-05 du 30 mars 2011 J.O. N° 6598 du Samedi 25 JUIN 2011

How is the credit mesure ?

Contact hours and independant work = 1 credit = 20 hours

How many credits per year does a degree programme have ?

60 credits

Is the same mesure of credit used for several areas and levels ?

Yes. It’s a national credit

How are the credits allocated to a degree programme ?

It’s allocated by semester


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3.29. Somalie University of health sciences State of the arts about credit system and student workload Content

1. Name of the country Somalia

2. Name of the Tuning Africa representative who prepared the report Abdalla Shariff Osman, University Of Health Sciences

3. Name of the National Authority of Higher education in the country with which the information provided was contrasted The information provided has been discussed with PUNTLAND HIGHER EDUCATION CONSULTANT, Dr. Saeed Faahia

4. Is there any credit system in your country? With the collapse of the Somali state, the Universities were reduced to deserted buildings. All its documents were destroyed or looted. For this reason there is formidable challenges of reviving the country’s higher education system. From 1996, civil society groups, international organization and local educators began a series of higher education initiatives in response to the growing number of secondary graduates seeking to continue their education. These universities mainly use benchmarking to seek quality. There is currently no credit system for the country.

5. Was there ever a credit system in your country? If so, how was it ? Describe it briefly and say why it is no longer being used? Do you know if there are any plans for developing one? There is no data that fully describes the state of the art of credit system in Somalia before it collapsed. Post the collapse all of the valuable documents disappeared and the elites were mostly killed or gravitated to seek refuge. Very few experts are currently alive whom for themselves don’t have all the information. Doctor Saeed Faahia tells us that he remembers 1 credit hour was equivalent to 15 contact hours. He can’t give further details. The federal government has set plans to make sure that the university graduates are able to compete effectively in the global economy of the 21st century. They include:

Setting priorities among disciplines and specializations to ensure that fields critical for national needs are sufficiently enrolled while avoiding an oversupply of graduates in less relevant fields

Ensuring that certified institutions of higher learning have adequate numbers of qualified professionals in planning, management and instructional roles

Ensuring that fiscal and governance structures are transparent and accountable

Devising a system for funding operations, salaries and student scholarships over the long term

6. Since there is no credit system in the country, how are the partial periods of study recognized both between universities in your country and between these universities and others in other countries? Most universities in the region have two academic semesters per year. Most of the bachelor degree programs run for four years with few exceptions. Most institutions allocate 4 credit hours to most of the courses they offer. In most institutions 1 credit hour is equivalent to 15-18 hours student workload.


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3.30. Afrique du Sud

CREDIT SYSTEM: SOUTH AFRICA Rehana Vally

University of Pretoria

The South African participants asked Rehana Vally to compile this report. To ensure consistency in compiling the data, we agreed to use the guidelines provided in the Tuning Academy brochure for the Second General Meeting held in Addis Ababa as a template for this report. In addition, all official data was obtained from the Department of Higher Education and Training (DHET), the Council on Higher Education (CHE) and the South African Qualifications Authority (SAQA) and the current implementation thereof was gleaned from different university websites. In this way, this report provides some ideas about policy and implementation.

Question Information

1. Name of country: South Africa 2. Name of Tuning Africa

representative who prepared the report:

Rehana Vally University of Pretoria

3. Is there a credit system in your country:

YES


Prior to the advent of democracy in 1994, South Africa’s higher education system was characterised by divisions and disparities across racial lines as well as institutional types. Traditionally Technikons and Universities awarded qualifications that were regarded as distinct and articulation across the two systems was at best viewed as difficult. The concept of a unified system in the form of a National Qualifications Framework (NQF) emerged prior to the 1994 democratic elections, but was given substance in the National Training Strategy and the Reconstruction and Development Programme. The bringing together of all learning under a single framework of outcomes-based standards and qualifications was regarded as a major innovation of the democratic government. The South African Qualifications Authority (SAQA) was established in 1995 and the Council on Higher Education (CHE) three years later in 1998. SAQA and the CHE were statutory organisations and it is under their auspices that the National Qualifications Framework (NQF) was established. These two organisations released draft NQF documents for debate in 2001 and 2002. The NQF was passed as a legally binding Act in 2008. It is now referred to as the NQF Act no 67 of 2008.

5. How extensive is the system? (Do all universities use it? Only some? Why?)

The system is well regulated and YES, all universities use it. In fact, it suffices to consult university websites to confirm this.


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Below are some of the key documents you may wish to consult:

South African Qualifications Authority Act no 972 of 2014

National Qualifications Framework Act no 67 of 2008

The Higher Education Qualifications Sub-Framework (HEQSF) of 2013

7. How are credits measured?

Credits, in South Africa, are measured in notional learning hours. They are a measure used to indicate the learning time it would take an average learner to meet the prescribed outcomes. This includes contact time, structured learning, workplace learning (where applicable), assessment and self-study. 10 notional hours = 1 credit.

8. How many credits per year does a degree programme have?

The National Qualifications Framework (NQF) is a single integrated system for the “classification, registration and articulation of quality-assured national qualifications”, as indicated in the NQF Act no 267 of 2008. The Higher Education Qualifications sub-Framework (HEQSF) forms part of the NQF and specifically addresses learning frameworks in higher education. According to the HEQSF, each academic year of 30 weeks has a minimum of 120 credits (for all undergraduate programmes) and 180 credits for Master’s and PhD programmes, assuming an academic year of 45 weeks x 5 workdays x 8 hours = 1 800 learning hours = 180 credits.

9. Is the same measure of credit used for different levels (bachelor, master, PhD)? And for different areas?(does the credit have the same value for Law and Medicine for example?)

YES. All qualifications must comply with the requirements as set out in the HEQSF, with one credit = 10 notional learning hours, and a minimum of 120 credits per academic year (or a minimum of 180 credits for Master’s and PhD programmes per year)

10. How are credits allocated to a degree programme?

The HEQSF provides the basis for integrating all higher education qualifications into the National Qualifications Framework. It also provides the basis and mechanisms for improving the higher education system as well as indicating the articulation routes between qualifications. In this way, it seeks to enhance the flexibility of the system and enable students to move more efficiently over time from one programme


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to another as they pursue their academic or professional careers. All higher education institutions are obliged to implement the requirements of the HEQSF: To adhere to the minimum number of credits per year per degree programme. The core and elective modules (“courses” or “units”) that collectively form the whole programme can be weighted differently (e.g. 15 credits for a semester module as opposed to 30 credits for a year module). Typically institutions decide on a number of lectures, practicals and tutorials per week for a particular module and calculate the estimated learning hours per semester, including self-study time and preparation for assessments. The credit-weighting is not determined in terms of complexity, but in terms of learning hours required by an average student. Postgraduate programmes carry a minimum specific research requirement: an Honours programme has a compulsory research assignment module of 30 credits; whilst a structured Master’s programme has a minimum requirement of 60 research credits and which represents a third of the total credit weighting. The full research Master’s carries 180 credits allocated to the thesis module.


The credit system, which in South Africa is known as Credit Accumulation and Transfer (CAT) within the National Qualifications Framework, supports student mobility across the South African higher education landscape. The rule of thumb is that any student wishing to transfer credits from one degree programme (or from one university) to another must spend the equivalent of two academic years at the institution and only then can the student graduate from that particular university. In other words, for an institution to award a degree, more than 50% of the credits must have been obtained at that institution. Institutions have their internal rules regarding the registration of students wishing to change institutions. As per the NQF and the HEQSF, higher education institutions are obliged to recognise credits obtained. It should be noted that while full qualifications are earned and do not expire, credits for courses can expire if studies have been interrupted. The Department of Higher Education and Training (DHET) in consultation with the Council on Higher


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Education (CHE) has drafted a Policy on Postgraduate Collaborative, Joint and Double Qualifications that are due to be released for public comment.


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3.31. Soudan

1. Name of country: Sudan 2. Name of the Tuning Africa representative who prepared the report:

Sudan University of Science and technology. (Prof. Dr. Yousif M. A. Idris, Secretary of Academic Affairs and Dr. Rania

A.Mokhtar , Director, External Relations Office) 3. All information referred in this report was discussed with the Corporation of Evaluation

and Accreditation, Ministry of Higher Education and Scientific Research. 4. Is there any credit system in your country?

Yes, there is a credit system in Sudan. 7. Since when was the credit system in place

The credit system was in place since mid seventies when it was introduced for the first time in Gazera University. In SUST it was implemented in some colleges in 2002, then in 2008 in all SUST colleges.

8. How extensive is the system? (Do all universities use it? Only some? Why?) The system is used now by almost all Sudanese universities, particularly at undergraduate level.

9. Are there any reference documents on credit system in your country that you can quote? give reference to the mail documents. Each university has its own academic regulations for this system.

10. How is the credit measured? (Contact hours?, contact hours and independent work?, others?) The credit system is measured using contact hours (lectures, practical classes and tutorials).

11. How many credits per year does a degree programme have? The number of credits per year varies from one program to another and from one university to another. In SUST it is in the range of 35-40 per year, in two semesters.

12. Is the same measure of credits used for different levels (bachelor, master, PhD)? and for the different areas? (Does the credit have the same value for Low and for Medicine, for example?) The credit system is now applicable to bachelor level in all Sudanese Universities, and in some for master and PhD level; however, SUST is in the process of applying it to master and PhD levels. The credit has the same value for different areas.

13. How are the credits allocated to degree programme? The number of credits allocated to each programs is subject to the minimum requirements set (for a model college and consequently a program) by a specific area sub-committees of the Higher Education Council, which is the governing body of higher education in Sudan.

14. Other comments related to the credit that you wish to make? In the current system, the evaluation of the student credit achievement per course is based on the percentage system. The system is a modified credit system based on a fixed study program wherein the course is offered only once per year, however, the examinations for the programs courses are offered each semester.


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3.32. Swaziland

1. Name of the country: Swaziland

2. Name of the Tuning Africa representatives who prepared the report: H. R. Mloza Banda

3. All information referred in this report was discussed with:

There exists a Swaziland Council of Higher Education. Credit system not yet regulated by the Council

4. Is there any credit system in your country?: Yes If the answer is yes, go to question 7 FOR THOSE COUNTRIES THAT DO NOT HAVE A CREDIT SYSTEM




7. Since when was the credit system in place? 2015/16 Academic Year at University of Swaziland

8. How extensive is the system? (do all universities use it? only some? why?) No. Only at University of Swaziland

9. Are there any reference documents on credit system in your country that you can quote? Give references to the main documents. University of Swaziland Calendar 2015/2016.


others?) 10.1 Bachelor programmes Lecture hour Contact Hour: 50 minutes = 1 credit Practical Hour Laboratory/ Clinical: 50-60 minutes = 0.33 credit a. Postgraduate programmes (all programmes) Lecture hour Contact Hour: 50 minutes = 1 credit


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Practical Hour Laboratory/ Clinical: 50-60 minutes = 0.67 credit

11. How many credits per year does a degree programme have? Variable, depends on programme. Bachelors Minimum 18 credits per semester. Minimum of 144 at end of 4 years (8 semesters) Postgraduate programmes (all programmes) Minimum 12 credits per semester for full time students

12. Is the same measure of credit used for different levels (bachelor, master, PhD)? and for the different areas? (does the credit have the same value for Law and for Medicine, for example?) See 10 and 11 above

13. How are the credits allocated to a degree programme? Bachelors 4-year degree programme: minimum 144 credits at end of 4 years 5-year degree programme: minimum 180 credits at end of 5 years (Distance Education) Masters Core courses: 24-27 Elective courses: 6-9 Sub-total for courses: 30-36 Thesis: 12 Total for Master’s Degree: 42-48 PhD* Core courses: 20 Elective courses: 15 Sub-total for courses: 35 Dissertation: 30 Total for Doctoral Degree: 65 *Currently under review to reduce credits for electives to 9 and add 6 credits to core courses



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3.33. Tanzanie

1. Name of the country: Tanzania

2. Name of the Tuning Africa representatives who prepared the report (Name and University): Ignas Aloys Rubaratuka (University of Dar es Salaam) Johnson M Ishengoma (University of Dar es Salaam) Honoratha M.K. Mushi (Open University of Tanzania) Felician L. Mutasa (Open University of Tanzania)

3. All information referred in this report was discussed with: (Name of the National Authority of Higher Education in the country with which the information provided was contrasted). Mr. Ibrahim Mtweve, Tanzania Commission for Universities

4. Is there any credit system in your country? Yes If the answer is yes, go to question 7 FOR THOSE COUNTRIES THAT DO NOT HAVE A CREDIT SYSTEM




7. Since when was the credit system in place? Approved in 2012

8. How extensive is the system? (do all universities use it? only some? why?) Yes, all universities because the system is mandated by the Tanzania Commission for Universities.

9. Are there any reference documents on credit system in your country that you can quote? Give references to the main documents. Yes, the University Qualifications Framework and Credit Accumulation and Transfer Guidelines published by Tanzania Commission for Universities


others?) Is measured by notional (average learning) hours which include contact hours, independent hours, seminar hours and time for assignments

11. How many credits per year does a degree programme have? 120 credits

12. Is the same measure of credit used for different levels (bachelor, master, PhD)? and for the different areas? (does the credit have the same value for Law and for Medicine, for example?) Yes. The difference is the duration in terms of years however the credit is used for all levels


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13. How are the credits allocated to a degree programme?. The allocation varies from programme to programme. The learning outcomes are formulated for the required courses which can be core or non-core/elective depending on the percentage contribution on achieving the expected learning outcome. The formulated courses will be weighed against the standard benchmark which is 360 credits for three years bachelor degree, this is equivalent to 120 credits per year and 60 credit per semester

14. Other comments related to the credit that you wish to make? Since we agreed to use the credit system defined in terms of notional hours it becomes easy be measure the workload for both students and academic staff, hence easy to successful achievement of the expected learning outcomes.


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3.34. Ouganda

xvi. Name of the country: UGANDA xvii. Name and University)

MUWAGGA MUGAGGA ANTHONY of MAKERERE UNIVERSITY KAMPALA UGANDA

xviii. All information referred in this report was discussed with: (Name of the National Authority of Higher Education in the country with which the information provided was contrasted). UGANDA NATIONAL COUNCIL FOR HIGHER EDUCATION (NCHE)

xix. Is there any credit system in your country? There has been no formal or any organized Credit system in Uganda. Though some people like the former Vice Chancellor of Mbarara University and former Director Makerere University School of Graduate Training ( Prof Kayanja in a Stakeholders Higher Education Forum held in April ) argues that Makerere University has implicitly since 1970 been using a kind of credit system accepting to transfer and receive students from other neighboring countries given the centrality of Makerere University in the region. To date Makerere University has taken a central lead and introduced a Credit system which move it seems has been followed by all other Universities Due to the many wars in the East Africa, that is Southern Sudan, Congo, Rwanda, Burundi, Somalia and Uganda itself, It was felt that there was a need to regulate and monitor the mobility of students ( those who were coming in and those leaving Uganda’s higher Education institutions: There was a need to foster, regulate the movement and the implied Credit accumulation and transfer in the country. The NCHE in 2006 set out to study the feasibility of the credit system thus coming up with a credit frame work ( kind of minimum standard for the same on which the different Universities would create their own. Uganda NCHE has created bench marks for credit accumulation and transfer. The NCHE came up with documents to regulate and guide Higher education and these all service the credit system so far incepted and they include:

a. A list of all recognized institutions of Higher Learning in Uganda b. Bench marks for Higher Education Uganda c. Bench marks for Post Graduate Certificates d. Uganda Higher Education Qualification Frame work

The Uganda Higher Education Qualification Framework (UHEQF) as a key document is designed to show how different higher education qualifications relate to each other and provides a basis for comparability of qualifications using a common language. It is intended to help learners make informed decisions on the qualifications they wish to pursue. The # framework enables learners to identify progression pathways suitable for their chosen career. The framework, benchmarked on best regional and international practices, encourages lifelong learning and provides for the promotion of an integrated and labour market--‐‐driven higher education and training at all learning outlets including the world of work. It is built on a credit system that enables the quantification of the volume of learning and on learning outcomes that describe what learners are expected to understand or demonstrate at every stage. The framework is structured into levels to depict an increasing complexity of learning achievements, responsibility and autonomy conferred upon the learners. It also provides for a mechanism for naming and interpreting of higher education qualifications” (UHEQF Draft 0 up dated in 2016 page 1.)


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xx. How extensive is the system? The credit system has not been extensive. It was incepted by Makerere University the prime University and a dream for all candidates in Uganda especially for doctoral and other very specialized post graduate programmes such as Human Medicine especially at post graduate level, Veterinary, Agriculture, Engineering. As a result in all disciplines all other universities are setting up their own credit systems because if not their students (graduates cannot be admitted for post graduate programe in Makerere University if they so wish to join Makerere after their first degree. But this is a new development since mid 2000. Earlier it seems there was no clear way to accumulate and transfer from one university to another and it was done on individual basis. xxi. Are there any reference documents on credit system in your country that you can

quote? Give references to the main documents. There has been no reference document apart from the NCHE UHEQF Draft 0 up dated in 2016 NB: Each University senate has been setting its rules and guidelines.

UGANDA’S PROPOSED CREDIT SYSTEM as per April 2016 Important issues in NCHE credit guide ( these are directly cited from the above document )

i) A credit is a quantitative measure that represents the volume of learning or academic load required to attain set learning outcomes. The volume of learning or an academic load of a learner is an aggregation of all learning activities such as lectures, tutorials/seminars, assignments, practical training independent study, research work, and fieldwork, as well as preparing for and sitting for examinations.

ii) A course unit or module with more credit units will generally require more learning time than any other course or module at the same level with lesser credits units. In the case of the UHEQF,

iii) The rule of thumb for relating notional hours to contact hours is that one lecture hour requires on average two extra hours for undergraduate programmes and three additional hours for masters, PGDs and PGC programmes.

xxii. How is the credit measured? (contact hours? contact hours and independent

work?, others?) 1. In the Proposed NCHE (UHEQF) document, One credit unit is equivalent

to 10 notional hours. This definition of credit units is opposed to the current practice where credit units are defined in terms of lecture hours. The concept of notional hours looks at the learning workload from the learner’s perspective and therefore aggregates all learning activities that s/he is involved in order to achieve intended learning outcomes. Translating from the current practice of defining credit units in terms of contacts to the new way of defining them in terms of notional hours may require some considerable effort.

ii) In the current Makerere University system a Credit implies contact hours and ONE credit unit (CU) equals 15 contact hours but this could also include the independent work by the students since these are hard to quantify.

xxiii. How many credits per year does a degree programme have?

For undergraduate programmes the minimum standard by the NCHE is 120 credits BUT as the bench mark notes

NB: A course unit or module with more credit units will generally require more learning time than any other course or module at the same level with lesser credits units. In the case of the UHEQF,


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For example Student offering Bachelor of Science with Education will have more credits because of the nature of the programme skewed to many practicals as opposed to the Arts programme which may have no or very few practical learning.

NB: For Makerere University for all Post graduate and graduate programmes all modules or course units cannot have less than 3 credits.’ Hence the rule is Compulsory courses 4 credits electives 3 credits

xxiv. Is the same measure of credit used for different levels (bachelor, master, PhD)? and for the different areas? (Does the credit have the same value for Law and for Medicine, for example?) Here the answer is a yes and No The same definition stands for all programmes but the nature of content and learning dictate how the credit is assigned to a programme

xxv. How are the credits allocated to a degree programme? Its allocated depending on the pedagogical activities and depends on the course units the compulsory ones have more credits than the electives.

xxvi. Other comments related to the credit that you wish to make? 1) The move to have a uniform Credit system for Uganda begun in 2006 2) It should be noted that the Credit system only applies to Universities but not in

other higher education institutions. These have their own systems but which are recognized.

3) Any module or course unit should not have less than 3 credits 4) Makerere University has been practicing a seemingly credit system since 1970

and the reason for this are: There were too many people who all the time wanted to transfer or run away from Uganda to study abroad due to political persecution the university always found a way of enabling these transfer to other universities abroad most especially during Amin’s regime ( 1971- 1979) and between 1980-1985 civil war .

5) In 2006 Uganda NCHE received funding from the Rockefeller Foundation to study and incept a Credit system in Uganda

6) The Pilot study on the feasibility of the Credit system or a case of Minimum standards was done on the following programmes

Agriculture Medicine Environment studies Civil Engineering

7) The NCHE Uganda Higher Education Qualification Frame work is a kind of minimum standard document from which universities can establish their own depending on the programme in question.

8) There is always a possibility of Credit transfer abuse if not well defined. ( It was noted that some students wanted to run away from certain universities or join prime universities using this system circumventing the original entry points so some other policies are set in place eg: a. You cannot transfer more than 60% of the credits to another University. The

university which offers over 60% of the credits is the awarding institution. b. In case you want to transfer to a certain university you should have the

necessary entry requirements comparable or higher than those possessed by those already in the system.

9) The debate on the Credit system is ongoing. 10) We hope when the credit system is fully realized students will be more

comfortable and looking for potential courses from universities which may be


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more specialized or have better pedagogical over heads or comparative advantage ion certain programmes.


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3.35. Zimbabwe

1. Name of the country: Zimbabwe 2. Name of the Representative who prepared the report:

Rosemary Moyana, University of Zimbabwe.

3. All information referred to in this report was obtained from the Zimbabwe Council for Higher Education (ZIMCHE).

4. Is there any credit system in Zimbabwe: Yes.

7. Since when was the credit system in place: From the inception of each new university, except the University of Zimbabwe. At the University of Zimbabwe the credit system will start being used in August 2016. The University will be migrating from the Course Unit system. 8. How extensive is the system? Fifteen Universities in Zimbabwe currently use the credit system with the University of Zimbabwe starting in August 2016 to use that system. As they reported at the 13 to 14 April 2016 ZIMCHE workshop on Harmonising University Education in Zimbabwe focusing on the Credit System, they researched on that system and adopted it. 9. Reference documents: Emmanuel Ngara, “Situational Analysis of the Credit System and Minimum Body of Knowledge in Zimbabwe.” Paper prepared for the Harmonisation Workshop, February 2016. Zimbabwe Council for Higher Education. The paper makes reference to the South African Quality Assurance body (SAQUA). It also makes reference to the national systems of Universities in South Africa such as the University of KwaZulu-Natal, the UK (England, Wales and Northern Ireland) and the European Higher Education Credit Transfer and Accumulation System (ETCS). In addition, the document refers to DoE, 2007. 10. How is the credit measured? Fourteen universities including the University of Zimbabwe starting from August 2016, reported that they use the credit hour system also known as the Credit Accumulation and Transfer System (CATS), which measures contact hours per week. “The Credit Hour Approach is based on the number of ‘contact hours’ per week and per semester. This should include any time that the lecturer spends with students such as lecture time and laboratory time. A credit hour is normally based on the number of contact hours per week” (Ngara E A, “Situational Analysis…” power point 5). Two universities use the Notional hours approach. “Notional study hours (also referred to as “learning hours”) represent an estimate of the time spent by an average full time equivalent student to master a unit of learning” (Ngara, E A, “Situational Analysis…” power point 6). The hours referred to under the Notional hours approach include learning activities of the student, inclusive of contact time (lecture time), private study, research, assignment writing and examinations (Ibid, power point 6). Under this approach, “10 notional study hours amount to one credit.” 11. How many credits per year does a degree programme have? Under the Notional Study Hours approach, “a year’s undergraduate programme is worth 120 credits.” A three year Bachelors degree which would have 3 600 Notional Study Hours is worth 360 credits. A four year Bachelors degree = 4 800 Notional Study Hours = 480 credits.


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For those universities using the Credit Hour system, one contact hour = one credit. If a student takes six courses per semester, each worth 3 credits, therefore, total credits for that semester would be 18 credits. Credits per year (two semesters) = 36; and for the 3-year degree = 108 credits. For a four year degree = 144 credits, and so on. Universities on the Credit Hour system are calculating credits this way (Ngara, E A, “Situational Analysis…” Table 2: Comparison of the calculation of credits and hours in some Zimbabwean universities and institutions in some other countries). In order to calculate or measure student performance, the Grade Point Average system is used where measurement is 0-4, 4 being A; 3 = B; C = 2; D = 1 and F = 0 (Ngara, E A, “Situational Analysis…” power point 7 and Table 1: Student Assessment–the Grade Point Average). 12. Is the same measure of credit used for different levels (bachelor, master, PhD) and for the different areas? Yes…but for the Masters degree for example, students earn many credits in a shorter time than the Bachelors. For a two year Masters degree under the Notional Study Hours approach, it would be for 3 600 hours and worth 360 credits. PhD degrees are by research mostly so we are still working on how to allocate credits to them. 13. How are the credits allocated to a degree programme? …as described in numbers 11 and 12 above. 14. Other comments related to the credit that I wish to make… The above systems in Zimbabwean universities are still institutionally individualistic. The Zimbabwe Council for Higher Education’s workshop of 13 and 14 April 2014 aimed at beginning the process of harmonising all universities so that they use a system that is understood by all, especially a system that is understood by students and university staff to facilitate student mobility within Zimbabwean universities and elsewhere. The process is not yet complete. Discussion was done and suggestions were given as to the way forward to harmonise this system among other issues. The outcome of this effort will see all universities harmonised around either the Credit Hour or the Notional Study Hour systems.

Rosemary Moyana University of Zimbabwe


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4. DOCUMENT 2: 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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5. DOCUMENT 3: 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/année6_________ 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

6Vous 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/année7_________ 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

7 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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6. DOCUMENT 4: 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) (ex Zaire)