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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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TABLE OF CONTENTS 1. Agenda ………………………………………………………………..…………………………… 2 1.1. General Agenda ……………………………………………………………………….. 2 1.2. Agenda for the 5 Working Groups set up in Tuning Africa I

(Agricultural Sciences, Civil Engineering, Mechanical Engineering, Medicine and Teacher Education) …………………………………………….….. 4

2. Participants …………….…………………………………………………………….…............… 9 WORKING DOCUMENTS 3. DOCUMENT 1: Final version of revised/new programmes developed by SAG members…. 36

3.5. Teacher Education …………………………………...……………………….…..……… 36 3.5.1 Univesity of Zimbabwe ……………………………………...……………………. 36 3.5.2. University of Nigeria - Nsukka, Makerere University (Uganda), Open University of Tanzania and Open University of Nigeria ……………………………………………. 40 3.5.3. University of Namibia and the University of the Western Cape ……………. 52 3.5.4. Université Espoir d'Afrique, Burundi …………………………..……………….. 56 3.5.5. Universidade Eduardo Mondlane, Mozambique ……………………………. 62 3.5.6. Mogadishu University, Somalia ……………………………………………….. 71 3.5.7. Makerere University, Uganda …………………………………..…………… … 81 3.5.8. Katyavala Bwila University, Angola ……………………………………………. 90 3.5.9. Botho UNiversity, Botswana …………………..…………………………………. 116 3.5.10. Benue State University, Makurdi Nigeria ………………………………………. 121 3.5.11. African Virtual University ………………………………………………………… 130 3.5.12. Alexandria University, Egypt ……………………………………………….…….. 134 3.5.13. Arsi University, Ethiopia ……………………………………...………………… 136

4. DOCUMENT 2: Staff Development Strategy for Tuning Africa II …………….…..…….. 141 5. DOCUMENT 3: State of the Art of Credit in the African Higher Education System ……... 157 6. DOCUMENT 4: Consultation Process …………………………………………….……………. 163 7. DOCUMENT 5: Results of consultation on Student Workload in Africa ………………..… 171


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1. AGENDA 1.1. General Agenda

TUNING AFRICA PHASE II Agenda for the Third General Meeting

17 to 19 October 2016 Accra, Ghana

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

Sunday 16 October 2016 Arrival of Tuning Africa II participants 19.00 – 20.30 Registration 20.30 Dinner: Hotel

Monday 17 October 2016 Swiss Spirit Hotel &Suites Alisa Accra, 21 Dr. Isert Road - North Ridge, Accra Ghana Morning Session PLENARY 8.00 – 9.00 Registration 9.00 – 9.30 Official Opening and welcome

H. E. William Hanna, EU Ambassador to Ghana. H. E. Professor Jane Naana Opoku Agyemang, Minister for Education of Ghana Professor Samuel Kwame Offei , Pro Vice-Chancellor of the University of Ghana Dr. Beatrice Njenga, Head of Education Division; African Union Commission


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Chair: Professor Olusola Oyewole, Vice Chancellor of the Federal University of Agriculture Abeokuta and President of the Association of African Universities

9.30 – 10.00 General overview of the main tasks and activities for the Third General

Meeting. Pablo Beneitone, Director Tuning Academy, University of Deusto Julia González, General co-coordinator of Tuning

María Ortiz-Coronado, Tuning Africa Project Manager, University of Deusto Chair: Charles Awono Onana, Director, Ecole Nationale Supérieure Polytechnique, Yaoundé I, Cameroon

10.00 – 10.30 Implementation procedures: staff development strategies: Report on the on-line Course design for outcomes based learning in

higher education New proposals and initiatives:

- New on-line course: Practical Assessment for learning - Workshops and e-workshops for good practices Ahmed ElGohary, President, Egypt-Japan University for Science and Technology (E-JUST) Maria Yarosh, Tuning Academy - University of Deusto Document: Staff Development Strategy for Tuning Africa II Chair: Etienne Ehouan Ehile, Secretary General, Association of African Universities

10.30 – 11.00 Coffee Break 11.00 – 11.30 State of the Art of Credit in the African Higher Education System

Olusola Oyewole, Vice Chancellor of the Federal University of Agriculture Abeokuta and President of the Association of African Universities Document: State of the Art of Credit in the African Higher Education System

Chair: Robert Wagenaar, Director of Tuning Academy, University of Groningen

11.30 – 12.00 Student Workload survey analysis.

Edurne Bartolomé, Tuning Academy, University of Deusto Document: Results of consultation on Student Workload in Africa

Chair: Yohannes Woldetensae, Senior Education Expert, African Union Commission


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12.00 – 12.30 The Student Voice in the African Harmonization Process in Higher Education.

8 short presentations of Workload from the students´ perspective Document: The Student Voice in the African Harmonization Process in Higher Education: some contributions about workload

Chair: Matete Madiba, Director of Student Affairs, University of Pretoria

12.30 – 14.00 Lunch: Hotel

1.2. Agenda for the 5 Working Groups set up in Tuni ng Africa I (Agricultural Sciences, Civil Engineering, Mechanical Engineering , Medicine and Teacher Education)

Monday 17 October 2016 Swiss Spirit Hotel &Suites Alisa Accra, 21 Dr. Isert Road - North Ridge, Accra Ghana AFTERNOON SESSION, WORKING IN SUBJECT AREA GROUPS

Agreements and consensus on the definition of a Cre dit System for Africa Document: Results of consultation on Student Workload in Africa Document: The Student Voice in the African Harmonization Process in Higher Education: some contributions about workload

14.00 – 16.00 Review of the state of the art in rel ation to credits across countries

in the region . General reflection on the relevance of a credit system in Africa. Identification of difficulties for implementation in the institutions.

16.00 – 16.30 Coffee Break 16.30 – 17.30 Workload and the Student Voice in the African Harmonization

Process in Higher Education Analysis of the survey results (from the subject area perspective)

Discussion and main conclusions Presentations by selected students on their answers to questions in the consultation. - What are the different kinds of activities you carry out for your

university work? How much time do you spend on each in a typical week? How different is it during exam times?

- What types of activities would you like to have more time for? What types of activities take too much time now? Would you like to include any other type of activities?


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- Apart from your university work, what other demands (such as other private and professional commitments) do you have on your time in a typical week?

17.30 – 18.00 Summing up: main issues identified by the Subject Area group to be included in the minutes of the SAG:

• Relevance of a continental credit system; issues affecting its adoption that are related to the subject area.

• Main issues arising from the workload consultation for the subject area.

20.00 Dinner: Swiss Spirit Hotel &Suite

Tuesday 18 October 2016 Swiss Spirit Hotel &Suites Accra Ghana PLENARY SESSION The morning will be devoted to a workshop on studen t-centred

approaches to teaching, learning and assessment wit h large classes. The first part will comprise a staff devel opment workshop in which colleagues are fully involved, hands on. T he second part will deconstruct the structure and tasks of the wor kshop enabling colleagues to contribute to the development of a te mplate for creative workshop planning.

09.00 – 10.30 Workshop

Arlene Gilpin and Maria Yarosh, Tuning Academy, University of Deusto 10.30 – 11.00 Coffee Break 11.00 – 12.30 Development of creative template

Arlene Gilpin and Maria Yarosh, Tuning Academy, University of Deusto 12.30 – 14.00 Lunch: Hotel AFTERNOON SESSION, WORKING IN SUBJECT AREA GROUPS Subject area groups have two main tasks for the af ternoon.

First, to explore the potential that institutions h ave with regard to offering staff development workshops, and considera tion of their staff development needs. Second, groups will return to their new and revised programme plans, developed prior to this meeting, and discuss key issues.

14.00 – 16.00 Implementation procedures: strategies and alternatives for staff

development at INSTITUTIONAL level


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Discussion about the strengths of each institution that could be offered to others through workshops - What is already done in terms of staff development by your

institution? - What can your institution offer in terms of good practices? Consideration of the staff development needs in each institution - What are the needs in your institution in relation to staff

development? - How could you find out what support your staff really need in your

institution? Document: Staff Development Strategy for Tuning Africa II

16.00 – 16.30 Coffee Break 16.30 – 18.30 Validation of the revised/new program mes Final review of the programmes. General discussion of the draft proposal, Tuning Recognition

Agreement: Is it feasible to produce a joint document which sets out the common recognition of the revised/new programme elaborated? Groups prepare a brief summary of the main considerations for their subject area.

Document: Draft Tuning Recognition Agreement Document: Final version of revised/new programmes developed by SAG members

20.00 Dinner: Hotel (tbc)

Wednesday 19 October 2016 Swiss Spirit Hotel &Suites Accra Ghana PLENARY SESSION 9.00 – 10.30 Presentation of the agreements and consensus reached by the 8

working groups and by the Tuning Africa Project Advisory Group (TAPAG) Chair: Etienne Ehouan Ehile, Secretary General, Association of African Universities

10.30 – 11.00 Coffee Break 11.00 - 11.30 Tasks planned until the Fourth General Meeting (April 2017) Pablo Beneitone and María Ortiz-Coronado, Tuning Academy,

University of Deusto 11.30 – 12.00 Certificate Ceremony for representatives who have finished the on line

Course design for outcomes based learning in higher education


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Feedback from some participants. 12.00 – 12.30 Closing of Third General meeting.

Etienne Ehouan Ehile, Secretary General, Association of African Universities Pablo Beneitone, Tuning Academy Deirdre Lennan, EU Commission, Directorate General for Education and Culture Beatrice Njenga, Head of Education Division; African Union Commission Yohannes Woldetensae, Senior Education Expert, African Union Commission

12.30 Lunch: Hotel Symposium on Research and Good Practices in competence-based stu dent-centred approaches in higher education 14.00 – 14.15 Welcome and Opening

H. E. Professor Jane Naana Opoku Agyemang, Minister for Education of Ghana (tbc) Professor Damtew Teferra, Professor of Higher Education and leader of Higher Education Training and Development, University of Kwazulu-Natal, South Africa

14.15 – 16.00 Research into competence-based student-centred approaches in higher

education Presentations:

- Jane E. Iloanya, Botho University, Botswana - Democratisation of Teaching and Learning: A Tool for the Practicalisation of the Tuning Approach in Higher Education?

- Alsaeed S. A. Alshamy, Alexandria University, Egypt - Credit Hour System and Student Workload at Alexandria University: A Paradigm Shift

- Kinde Getachew Abebe, Jimma University, Ethiopia - Improving Self-Efficacy and Academic Performance in Applied Mathematics II through an Innovative Classroom Based Strategy: the Case of First Year Engineering Students at Jimma University, Ethiopia

- Fisseha Mikre Weldmeskel, Jimma University, Ethiopia - The Use of Quality Formative Assessment and Students’ Perception on Self-Regulating Learning in University Classrooms

- Brinda Ramasawmy Molaye, University of Mauritius, Mauritius - The Need to Enhance the Employability Skills of Undergraduates in Agriculture. Evidence from Students’ Perceptions and Employers’ Expectations

- Anthony Mugagga Muwagga, Makerere University, Uganda - The Tuning method and its implications for Uganda University curricula, competences and skills

- Lazarus Nabaho, Uganda Management Institute, Uganda - Developing Generic Competences in Life Sciences: The Untold Story of Makerere University College of Health Sciences in Uganda


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Chair: Professor Damtew Teferra, Professor of higher education and leader of Higher Education Training and Development, University of Kwazulu-Natal, South Africa

16.00 – 16.30 Coffee Break 16.30 – 18.15 Accounts and examples of good practices in teaching, learning and

assessment employed in implementing competence-based student-centred approaches in higher education.

Round Table: - Peter Antonio Kwaira, University of Zimbabwe, Zimbabwe -

Students Applying Their Knowldge Of Material Science In Problem-Solving: Implications for competence based-learning at the University of Zimbabwe

- Adams Otuoze U Onuka, University of Ibadan, Nigeria - Competences-Based Assessment Of an Instrumentation Course In Educational Research And Evaluation

- Masaaki Suzuki, Egypt-Japan University of Science and Technology , Egypt - Establishment of a New Undergraduate Programme “Mechatronics” in E-JUST

- Mohamadou SY, Institut Supérieur de Développement Local, Senegal - The improved student-centred E-learning Approach: the experience of ISDL

Chair: Professor Ahmed ElGohary, President of the Egypt-Japan University for Science and Technology (E-JUST)

18.15 – 18.30 Summing Up, Recommendations, Closing the Symposium 20.00 Dinner: Swiss Spirit Hotel &Suites

Departure


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2. PARTICIPANTS The organisational structure of the project is as follows:

• Management Committee • 8 Subject Area Working groups • TAPAG – Tuning Africa Policy Advisory Group

2.1 Management Committee

The responsibility of the Management Committee is to carry out specific tasks required by the project. It is made up of the 9 general co-ordinators of the project and other regional representatives. One co-ordinators of each SAG s will be joining the MC as well.

In addition, in the Management Committee there exists a Coordination Unit in charge of the practical aspects of taking the project forward, and responsible for the administrative and financial management involved in achieving this. This Coordination Unit will be assisted by an IT professional, in charge of keeping online forms and questionnaires up to date, managing virtual discussion fora, administration of the Portal, and the management of all technology necessary for the development of the project.

Management Committee

Spain Julia María GONZÁLEZ FERRERAS Tuning Senior Adviser University of Deusto E-mail: [email protected] The Netherlands Robert WAGENAAR International Tuning Academy. Director University of Groningen E-mail: [email protected] Cameroon Charles AWONO ONANA E-mail: [email protected] Egypt Ahmed Magdy Ibrahim A. ELGOHARY E-mail: [email protected]


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Ghana Charles BARNOR University of Professional Studies, Accra (UPSA) E-mail: [email protected] Germany Margarete SCHERMUTZKI E-mail: [email protected] Ivory Coast Taky Hortense ATTA EPSE DIALLO E-mail: [email protected] Kenya Stanley Muse SHITOTE E-mail: [email protected] Nigeria Olusola Bandele OYEWOLE E-mail: [email protected] Rwanda Digne Edmond RWABUHUNGU R. E-mail: [email protected] South Africa Matete MADIBA E-mail: [email protected] South Africa Damtew TEFERRA E-mail: [email protected] United Kingdom Arlene GILPIN


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E-mail: [email protected] African Union Commission Beatrice K. NJENGA, Head of Education Division E-mail: [email protected] Yohannes WOLDETENSAE , Senior Education Expert E-mail: [email protected] Association of African Universities Ehóuan Etienne EHILE, Secretary General E-mail: [email protected] European Union Deirdre LENNAN Directorate General Education and Culture E-mail: [email protected] Ron HENDRIX EU Delegation to the African Union, Program Manager – Migration, Mobility, Employment & Higher Education E-mail: [email protected]

COORDINATION UNIT Pablo BENEITONE Co-coordinator Tuning project International Tuning Academy, Director Universidad de Deusto - Spain E-mail: [email protected] María ORTIZ-CORONADO LÓPEZ Project Manager Universidad de Deusto - Spain E-mail: [email protected] Sara GOITIA UBIERNA Project assistant Universidad de Deusto - Spain E-mail: [email protected]


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B. Omer OKE AHODEOU Technical Assistant Universidad de Deusto - Spain E-mail: [email protected] 2.2 List of Participants by Subject Area

Currently, 124 academics from 105 African universities are participating in 8 working groups based around different disciplines (Agricultural Sciences, Applied Geology, Civil Engineering, Economics, High Education Management, Mechanical Engineering, Medicine and Teacher Education). The universities selected are centres of national excellence in the disciplines they represent and have demonstrated an ability to engage in dialogue with other institutions that work in the same knowledge areas. They have a significant presence in the system (size of the institution, track record, credibility and academic authority) such that a considerable part of the system is represented by their participation.

AGRICULTURAL SCIENCES Benin K. Dansou KOSSOU Université Catholique de l'Afrique de l´Oest , UCAO-UUC (Phase II) E-mail: [email protected] Benin Bonaventure Cohovi AHOHUENDO (replacing Prof. Houmhouigan at 3GM) Université d'Abomey-Calavi E-mail: [email protected] Burundi Bonaventure MINANI Université de Ngozi E-mail: [email protected] Cameroon Christopher Mubeteneh TANKOU Université de Dschang E-mail: [email protected] Ghana Samuel Kwame OFFEI Esther SAKYI-DAWSON University of Ghana


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E-mail: [email protected] , [email protected] Ivory Coast Taky Hortense ATTA EPSE DIALLO Université Nangui Abrogoua (former Université d'Abobo-Adjamé) E-mail: [email protected] Kenya Prof. Abdi Yakub GULIYE Egerton University E-mail: [email protected] , [email protected] Madagascar R. Jean Baptiste RAMAROSON Universite d'Antananarivo E-mail: [email protected] Mauritius Kamleshwar BOODHOO University of Mauritius E-mail: [email protected] Morocco Ahmed ELAMRANI Université Mohammed Premier E-mail: [email protected] Nigeria Yemi AKEGBEJO-SAMSONS Federal University of Agriculture E-mail: [email protected] Nigeria Olubunmi Abayomi OMOTESHO University of Ilorin E-mail: [email protected] , [email protected] Senegal


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Mariama Wade SENE Université Gaston Berger E-mail: [email protected] , [email protected] Sudan Rashid A. M. HUSSEIN Sudan University of Science and Technology (Phase II) E-mail: [email protected] Swaziland Henry R. MLOZA-BANDA University of Swaziland (Phase II) E-mail: [email protected] , [email protected] , [email protected] Benin – STUDENT representative Adonaï Gad DA MATHA SANTANNA Université Catholique de l'Afrique de l'ouest E-mail : [email protected] Mauritius – STUDENT representative Nigel Yoven ARMOOGUM University of Mauritius E-mail : [email protected] APPLIED GEOLOGY Alger Mouloud NEFIS Ecole Nationale d’Ingénieurs de Tunis E-mail : [email protected] Burkina Faso Ahmed Ousmane BAGRE (replacing Prof. MESSAN at 3GM) 2iE -Institut International d'Ingénierie de l'Eau et de l'Environnement E-mail: [email protected] Cameroon


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Danwe RAIDANDI Université de Maroua E-mail: [email protected] Democratic Republic of Congo M. Louis KIPATA Université de Lubumbashi E-mail: [email protected] Ethiopia Hassen Shube SHEKO Adama Science and Technology University E-mail: [email protected] Ivory Coast Frédéric DOHOU Université des Sciences et Technologies de Côte d'Ivoire (USTCI) E-mail: [email protected] Kenya Bernard K. ROP Jomo Kenyatta University of Agriculture and Technology (JKUAT) E-mail: [email protected] , [email protected] Lybia Alsharef ALBAGHDADY Sebha University E-mail: [email protected] Madagascar Voahangy RATRIMO Université d' Antananarivo E-mail: [email protected] Mauritania Mohamed AWA Université des Sciences, Technologie et Médecine (USTM) E-mail: [email protected] , [email protected]


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Nigeria Ayonma Wilfred MODE University of Nigeria, NSUKKA E-mail: [email protected] Rwanda Digne Edmond RWABUHUNGU R. University of Rwanda E-mail: [email protected] South Sudan David O. O. EVUK Juba University E-mail: [email protected] Tunisia Najet SLIM EP SHIMI Faculté des Sciences de Tunis E-mail : [email protected] Madagascar- STUDENT representative Stellina Cynthia ANDRIATIANA Université d' Antananarivo E-mail: [email protected] Kenya- STUDENT representative Caroline Wambui MAINA Jomo Kenyatta University of Agriculture and Technology (JKUAT) E-mail : [email protected] CIVIL ENGINEERING Alger Mohand HAMIZI Université Mouloud Mammeri de Tizi Ouzou E-mail: [email protected]


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Benin Gossou HOUINOU Université d'Abomey-Calavi (Phase II) E-mail: [email protected] Botswana Oagile KANYETO University of Botswana E-mail: [email protected] Cameroon Robert NZENGWA Université de Douala E-mail : [email protected] Cape Verde Inácio MENDES PEREIRA Universidade Jean Piaget de Cabo Verde (Phase II) E-mail : [email protected] Democratic Republic of Congo Lutimba Hubert MAKENGO Université de Kinshasa E-mail: [email protected] , [email protected] Egypt Gamal A. Abdel-Rabim ABOZEID Assiut University (Phase II) E-mail: [email protected] Egypt Ragaa T. M. ABDELHAKIM (replacing Ayman Ahmed SELEEMAH for 3GM) Tanta University (Phase II) E-mail: [email protected] Ethiopia


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Tadesse Ayalew ZELELE EiABC - Addis Ababa University E-mail: [email protected] , [email protected] Ghana Helen Michelle Korkor ESSANDOH (replacing Mark ADOM-ASAMOAH for 3GM) Kwame Nkirumah University of Science and Technology (Phase II) E-mail: [email protected] Kenya Stanley Muse SHITOTE Moi University E-mail: [email protected] Nigeria Kabiru BALA Ahmadu Bello University E-mail: [email protected] , [email protected] South Africa Wynand J. Van Der Merwe STEYN University of Pretoria E-mail: [email protected] South Sudan James Janthana Bango TUKARI Juba University E-mail: [email protected] Tanzania Ignas Aloys RUBARATUKA University of Dar Es Salaam E-mail: [email protected] , [email protected] Ghana- STUDENT representative Elizabeth Nyarkoa OSEI Kwame Nkrumah University of Science and Technology


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E-mail: [email protected] Sud Sudan- STUDENT representative Jacob Kuot Daniel DOMKOC Juba University E-mail : [email protected] ECONOMICS Alger Ahcene BOUCEID Université 8 mai 1945 Guelma E-mail: [email protected] , [email protected] Angola Mario QUINTAS (replacing José Nicolau SILVESTRE for 3GM) Katyavala Bwila University E-mail: [email protected] Burkina Faso Pam ZAHONOGO UNIVERSITE OUAGA II E-mail: [email protected] Cameroon Henri NGOA TABI Université de Yaoundé II E-mail: [email protected] Cape Verde M. Madalena DUARTE ALMEIDA ISCEE - Instituto Superior Ciências Económicas e Empresariais E-mail: [email protected] Democratic Republic of Congo Edson Sebigunda NIYONSABA Université de Goma (UNIGOM) E-mail: [email protected]


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Djibouti A. Aptidon GOMBOR Université de Djibouti E-mail: [email protected] Egypt HALA M. F. H. SAKR Cairo University E-mail: [email protected] [email protected] Eritrea Melake TEWOLDE TECLEGHIORGIS College of Business and Economics E-mail: [email protected] , [email protected] Ethiopia Maru Shete BEKELE St. Mary's University E-mail: [email protected] Ghana Charles BARNOR University of Professional Studies, Accra (UPSA) E-mail: [email protected] Kenya Consolata Oloo NGALA Masinde Muliro University of Science and Technology (MMUST) E-mail: [email protected] Lesotho Emmanuel Maluke LETETE National University of Lesotho E-mail: [email protected] Morroco


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Abdeljabbar ABDOUNI Université Hassan 1er de Settat E-mail: [email protected] Nigeria Enang B. UDAH University of Calabar E-mail: [email protected] Tanzania Felician L. MUTASA Open University of Tanzania E-mail: [email protected] , [email protected] Lesotho- STUDENT representative Tsepang Juliet KHUMALO National University of Lesotho (NUL) E-mail: [email protected] Kenya – STUDENT representative Jacob Ogari BIYOGO Masinde Muliro University of Science and Technology (MMUST) E-mail : [email protected] HIGHER EDUCATION MANAGEMENT Cameroon Jean TCHITCHOUA Université de Yaoundé II E-mail : [email protected] Egypt Aly Abdel-Hady MESSALLAM Alexandria University E-mail: [email protected] Ethiopia


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Mitiku Bekele GEMEDA Jimma University E-mail: [email protected] Ivory Coast Kodo MICHEL Université Alassane Ouattara E-mail: [email protected] Kenya Stephen Njoka NYAGA Kenyatta University E-mail: [email protected] Mauritius Sunita FACKNAT University of Mauritius E-mail: [email protected] Nigeria Lilian-Rita L. AKUDOLU Nnamdi Azikiwe University, Awka, Nigeria E-mail: [email protected] Nigeria Rhoda Oduwaiye ODUWAIYE University of Ilorin E-mail: [email protected] South Africa Damtew TEFERRA University of Kwazulu Natal E-mail: [email protected] South Africa Rehana EBRAHIM-VALLEY University of Pretoria E-mail: [email protected]


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Tanzania Johnson M. ISHENGOMA UNIVERSITY OF DAR ES SALAAM E-mail: [email protected] , [email protected] The Netherlands Hanneke VAN BRUGGEN Independant Expert E-mail : [email protected] Tunisia Noureddine KRIDIS Université de Tunis E-mail : [email protected] Uganda Ronald BISASO Makerere University E-mail: [email protected] , [email protected] Nigeria – STUDENT representative Chidiebere Isaac OSOUJI Nnamdi Azikiwe University, Awka, Nigeria E-mail: [email protected] Cameroon – STUDENT representative Novel FOLABIT LENA University of Yaounde II E-mail : [email protected] MECHANICAL ENGINEERING Alger Noureddine ABDELBAKI Akli Mohand Oulhadj (Phase II) E-mail: [email protected]


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Cameroon Charles AWONO ONANA Universite de Yaounde I E-mail: [email protected] Democratic Republic of Congo Léonard Mukeba KABEYA Institut Superieur de Techniques Appliquees , ISTA/KINSHASA E-mail: [email protected] , [email protected] Democratic Republic of Congo Jean-Paul Mbay KATOND Université de Lubumbashi (Phase II) E-mail : [email protected] Egypt Chahinaz A. Saleh S. ABDELGHANY Cairo University E-mail: [email protected] [email protected] Egypt Masaaki SUZUKI Egypt-Japan University of Science and Technology (Phase II) E-mail: [email protected] , [email protected] Eritrea Teklebrhan Tuemzghi NEGASH Eritrea Institute of Technology (Phase II) E-mail: [email protected] Ethiopia Baye Molla TIKUYE Dilla University (Phase II) E-mail: [email protected] Ethiopia


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Venkata Ramayya ANCHA Jimma University E-mail: [email protected] , [email protected] Ghana Takyi GABRIEL Kwame Nkirumah University of Science and Technology E-mail: [email protected] , [email protected] Lybia Eyhab A. BARKAH University of Zawia (Phase II) E-mail: [email protected] Malawi Moses Phenias Mngwapa CHINYAMA University of Malawi – The Polytechnic E-mail: [email protected] South Africa Trollip Zwelethu NGEWANA Cape Peninsula University of Technology E-mail: [email protected] , [email protected] South Africa André Eugene MÜLLER Stellenbosch University E-mail: [email protected] Tunisia Yamen MAALEJ Ecole Nationale d’Ingénieurs de Tunis E-mail: [email protected] Zambia Shadrick CHAMA Copperbelt University E-mail: [email protected] , [email protected]


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Egypt – STUDENT representative Mohamed Abdelbassir Khalil ATTIA Cairo University E-mail: [email protected] Ethiopia – STUDENT representative Eyuel Abate LEMMA Jimma University E-mail : [email protected] MEDICINE Alger Merzak GHARNAOUT Universite d'Alger 1 E-mail: [email protected] Democratic Republic of Congo Mannix Imani MASIMANGO (replacing Bisimwa GHISLAIN at 3GM) Université Catholique de Bukavu (Phase II) E-mail : [email protected] Egypt Ahmed Ragab ELSAYED Menoufia University (Phase II) E-mail: [email protected] Egypt Badreldin Mohamad Mesbah ABDELHADY Suez Canal University E-mail: [email protected] Ethiopia Loko Abraham BONGASSIE Mekelle University E-mail: [email protected]


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Kenya Marybeth Cherono MARITIM University of Nairobi E-mail: [email protected], [email protected] Mali Seydou DOUMBIA Université des Sciences, des Techniques et Technologies de Bamako (Phase II) E-mail: [email protected] , [email protected] Morocco Redouane EL FEZZAZI Université Cadi Ayyad de Marrakech E-mail: [email protected] Mozambique Armindo TIAGO Universidade Eduardo Mondlane (Phase II) E-mail: [email protected] Nigeria Lawrence Ulu OGBONNAYA Ebonyi State University Nigeria E-mail: [email protected] Nigeria Olusegun Olusina AKINYINKA University of Ibadan E-mail: [email protected] , [email protected] Senegal Alain Khassim Jacques N'DOYE Universite Cheikh Anta Diop de Dakar E-mail: [email protected] Senegal


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Cheickna SYLLA Université de Thiès (Phase II) E-mail: [email protected] , [email protected] Somalia Abdalla Shariff OSMAN University of Health Sciences (Phase II) E-mail: [email protected] South Africa Jennifer Elizabeth RAMESAR University of Cape Town E-mail: [email protected] Tunisia Ali CHEDLI Faculty of Medicine of Monastir E-mail: [email protected] United Kingdom John E. REILLY Independant Expert E-mail: [email protected] Egypt – STUDENT representative Omnia S. S. A. OTHMAN Suez Canal University E-mail: [email protected] Kenya – STUDENT representative Marie Claire WANGARI University of Nairobi E-mail: [email protected] TEACHER EDUCATION Angola


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Judite R. C. DOS SANTOS (replacing Ermelinda Monteiro Silva CARDOSO for 3GM) Katyavala Bwila University (Phase II) E-mail: [email protected] Botswana Jane F. ILOANYA Botho University (Phase II) E-mail: [email protected] Burundi Grégoire NDAYONGEJE Université Espoir d`Afrique (Phase II) E-mail : [email protected] , [email protected] Egypt Hani Abdelsattar Mohamed FARAG Alexandria University E-mail: [email protected] Ethiopia Birhane Sime GERESSU Arsi University E-mail: [email protected] Gabon Théophile MAGANGA Université Omar Bongo E-mail:[email protected] Gambia Baboucarr NJIE University of The Gambia (Phase II) E-mail: [email protected] , [email protected] Kenya Marilena DJATA CABRAL African Virtual University (Phase II) E-mail: [email protected]


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Mozambique Jorge J.Dos Santos FRINGE Universidade Eduardo Mondlane E-mail: [email protected] Namibia Charmaine B. VILLET University of Namibia E-mail: [email protected] Nigeria Emmanuel Edoja ACHOR Benue State University Makurdi (Phase II) E-mail: [email protected] Nigeria Ibrahim Olatunde SALAWU National Open University of Nigeria E-mail: [email protected] Nigeria Toochukwu Eleazar EJIOFOR (replacing Emmanuel C. OSINEM for 3GM) University of Nigeria, Nsukka E-mail: [email protected] Somalia Mohamed HASSAN NOOR Mogadishu University E-mail: [email protected] , [email protected] South Africa Zubeida Khatoom DESAI University of the Western Cape E-mail: [email protected] Tanzania Honoratha M. K. MUSHI


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Open University of Tanzania E-mail: [email protected] , [email protected] Uganda Mugagga Anthony MUWAGGA Makerere University, College of Education and External Studies School of Education E-mail: [email protected] Zimbabwe Rosemary MOYANA University of Zimbabwe E-mail: [email protected] Angola – STUDENT representative Daniel Tchikoko VINDOSE Katyavala Bwila University E-mail: [email protected] Botswana – STUDENT representative Robert Farayi NYABAWA Botho University E-mail: [email protected]

2.3 List of Participants at Tuning Africa Policy Ad visory Group (TAPAG)

Angola Jose Luis Mateus ALEXANDRE Fórum da Gestao do Ensino Superior nos Países e Regioes de Língua Portuguesa (FORGES) E-mail: [email protected] Burkina Faso Abdoulaye SOMA Conseil Africain et Malgache pour l' Enseignement Superieur (CAMES) E-mail : [email protected] Egypt


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Azza M.M.M. AGHA National Authority for Quality Assurance and Accreditation in Education (NAQAAE) E-mail: [email protected] , [email protected] Ethiopia Mulu Solomon BEZUNEH Ethiopian Chamber of Commerce and Sectoral Associations (ECCSA) E-mail: [email protected] , [email protected] Ghana Fred AWAAH All- African Students Union (AASU) E-mail: [email protected] , [email protected] Ghana Cosmas Dayak Kombat LAMBINI Erasmus Mundus Students and Alumni Association (EMA) E-mail: [email protected] Kenya Rotimi OGIDAN African Council For Distance Education (ACDE) E-mail: [email protected] Kenya Gabriel Nyamwamu MAGOMA Pan African University (PAU) E-mail: [email protected] Kenya Anne Kisaka NANGULU Commission for University Education E-mail: [email protected] Jordan Mohamed Rafat Mahmoud Ahmed ISMAEIL Association of Arab Universities (AARU) E-mail: [email protected]


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Mozambique Ana Maria NHAMPULE National Council for Assessment and Quality Asssurance of Higher Education (CNAQ) E-mail: [email protected] Nigeria Prof. Cideu MAFIANA The African Quality Assurance Network (AfriQAN) E-mail: [email protected] , [email protected] Nigeria Adenike Temidayo OLADIJI Association of West Africa Universities (AWAU) E-mail: [email protected] , [email protected] , [email protected] Nigeria Rachel Jummai OGBE ECOWAS Commission Abuja E-mail: [email protected] Senegal Abdou Lahate CISSÉ National Authority for Quality Assurance (NAQA-Sud) E-mail: [email protected] South Africa Lomthandazo L.T. MAVIMBELA Southern African Development Community (SADC) E-mail: [email protected] South Africa Piyushi KOTECHA Southern African Regional Universities Association (SARUA) E-mail: [email protected] Tanzania


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Alexandre LYAMBABAJE Inter-University Council for East Africa E-mail: [email protected] 2. 4 List of Participants at Symposium Botswana Jane Ebele ILOANYA Botho University E-mail: [email protected] Egypt Masaaki SUZUKI Egypt-Japan University of Science and Technology E-mail: [email protected] Egypt Alsaeed S. A. ALSHAMY Alexandria University E-mail: [email protected] Ethiopia Kinde Getachew ABEBE Jimma University E-mail: [email protected] [email protected] Ethiopia Fisseha Mikre WELDMESKEL Jimma University E-mail: [email protected] [email protected] Mauritius Brinda RAMASAWMY MOLAYE University of Mauritius E-mail: [email protected] Nigeria Adams Otuoze Umoru ONUKA


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University of Ibadan E-mail: [email protected] Senegal Mohamadou SY Institut Supérieur de Développement Local E-mail: [email protected] Uganda Anthony Mugagga MUWAGGA Makerere University E-mail: [email protected] Uganda Lazarus NABAHO Uganda Management Institute E-mail: [email protected] Zimbabwe Peter Antonio KWAIRA University of Zimbabwe E-mail: [email protected]


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WORKING DOCUMENTS 3. DOCUMENT 1: Final version of revised/new program mes developed by SAG members 3.5. TEACHER EDUCATION 3.5.1. University of Zimbabwe PEER REVIEW REPORT–FINAL VERSION

a) Name of the revised programme: Bachelor of Education Honours ((B Ed Hons) Degree .

b) Social need of the revised programme: Graduates will be able to teach at the Advanced High School Level which is the pre- University entry level as well as at the Teachers College level because they will have studied increased content in their subject area.

c) Description of the degree profile of the revised programme in terms of generic and/or subject-specific competences: Graduates will still be engaging all the generic and subject-specific competences, but we shall have more time to learn them and to put them to practise and to work out strategies of imparting those attributes to students at the school level. We have already incorporated them in our teaching and learning activities and in assessment. Because we have an extra year and more courses to be taken per year, it will give us more time to focus on the competences in each subject area.

d) Length and level of the programme: Length: three years instead of the current two years after Teachers College study. Level: Honours level because there is more time and content added to the degree.

e) Future fields, sectors of employment/occupation of graduates: Teaching at higher levels in the school system and at college level which is their core business. The graduates are marketable in other sectors as human resources educators. The new programme will be an advantage in a world where more formal knowledge acquired is always called for.

f) Link of competences with the agreed meta-profile :


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I cannot draw this properly to show the link but on the extreme left it should be written, “Inter-personal skills.” The link is there in that there will be more time to explore knowledge, check understanding and do more practice while ensuring that values and ethics are focused on and disseminated through practice within the context of the new Zimbabwe education curriculum one of whose summative assessment method will be through continuous assessment of work done such as projects, rather than just an end-of-year examination.

g) Definition of the competences and its level:

What is “competency” then? It is “an ability or capability that can be associated with the successful performance of one’s specific job duties.” It is often associated with 3 factors, namely:

• Specific knowledge; • Acquired skills; • Abilities.

Competences represent a dynamic combination of cognitive and meta-cognitive skills, knowledge and understanding, interpersonal, intellectual and practical skills, and ethical values. Eight Core Competences

• Personal mastery of the subject matter studied; • Interpersonal effectiveness; • Organisational stewardship; • Systems thinking;

• Flexibility and adaptability; • Customer service; • Technical expertise; • Creative thinking.

These are to be consciously focused on and developed in this revised programme at the B Ed Honours level.

h) Description of expected learning outcomes relate d to the competences:

Context

Values &

Ethics

Knowledge,

understanding

& Practice


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Students should be able to demonstrate knowledge and practice at the unistructural level; multistructural level, relational and extend ed abstract levels by the way they approach learning and assessment tasks given to them.

i) Short description of the methodology of learning strategy for achieving the competences: As described in task 5.1, the following teaching techniques are used by most of us...

1. Task based teaching where we assign students various tasks including reading materials and research on Internet. The reason for using this approach is that THEY do the learning, and the searching for information while the Lecturer facilitates that learning. That way it is easy to identify the learning outcomes and to pinpoint information gaps.

2. Students do presentations as report backs of their findings in pairs or in small groups of five. This works better than lecturing to students who actually fall asleep if you try to lecture to them for long.

3, If students are studying part time they post their findings as email attachments. Students often ask to come to University during weekends to discuss and share ideas on issues that they have found difficulty in.

4. During face to face sessions for both full time and part time students the Lecturer and students comment on work presented but the Lecturer goes further to deepen and enhance knowledge in the subject matter and to link with pertinent examples and illustrations that are relevant. At this stage, after students have read on their own, brainstormed with each other, presented their ideas in class, they are more amenable to lectures because these become more purposeful and focused.

5. Students are expected to use electronic media such as power point as an aid to project their presentations better. Lecturers do the same. Application of electronic media including use of power points enhances their ICT skills and practice of what they would have learned in their stand-alone ICT compulsory course, which complements the Research Methods course.

j) Structure of the programme: list of courses: The document with this information is quite long, 6 pages long. I need to ask if I can send it to you because it is still a confidential, pending document that needs to go through the Zimbabwe Council for Higher Education with all its course outlines. I am in the western part of the country this week and will be back in Harare on Saturday. If I get permission to send it I will then do so. Our expected date of operating on this document is January 2017.

k) Explanation of the consistency of the programme. ..

Because we follow the outcome based way of teaching there is a close relationship between the programme and the expected display of competences listed on a large framed board which is found in each Faculty and each Department at my University. We do ask students to study the attributes and then ensure that with each completed course they can say whether they are learning these attributes.

l) Internal Quality Control/Enhancement:


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This is done by asking students to fill in a mid-semester evaluation form online in which they answer survey questions on their courses and the general learning atmosphere at the University from registration procedures, library services to security systems that are in place...all these aspects are evaluated. Because it is an online survey, students are frank in the way they evaluate their learning and the Lecturers/Professors that teach them. Upon completing each course, they also fill in a survey form in which they evaluate the teaching/learning of the course and the Lecturer/Professor who taught them. The Quality Assurance Directorate shares the results with all Faculties and where there is need to change or improve, that is done. Where there are good practices, they are emphasised and enhanced.

m) Other relevant aspects... Looks like all aspects have been covered. I must say the online course that we went through with my colleagues was very helpful in sharpening our knowledge on expected learning outcomes, teaching and learning activities and assessment. The team is aligning these well now and hopes to run some workshops for other members of the University to share that knowledge. This is necessary to do.


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3.5.2. University of Nigeria - Nsukka, Makerere Uni versity (Uganda), Open University of Tanzania and O pen University of Nigeria JOINT MASTERS DEGREE PROGRAMME (REVISED): M.Tech Ed ucation Proposed Partners: 1. University of Nigeria, Nsukka; 2. Makerere Uni versity, Uganda; and 3. Open University of Tanzani a and 4. Open University of Nigeria Key aspects Guidelines a) Name of the new or revised programme

Which is the name of the programme? Master of Technology Education (M.Tech. Ed) With Specializations in Agricultural Education Business Education Information Technology Education Home Economics Education Industrial Technical Education

b) Description of the degree profile of the new programme or a revised programme in terms of generic and/or subject-specific competences

What will the graduate be able to know, do, and be after the successful completion of the programme? ( The holder of the degree…will be able to…) The Master of Technology in Teacher Education Programme is developed to prepare professionally qualified individuals who can assume leadership positions in government and private sectors. Graduates from these programmes will also be able to facilitate academic programmes in colleges of education, polytechnics, universities, industry and commerce. The programme is also intended to produce skilled researchers who can apply research to understand and address problems in teaching, learning and improve community services. The programme will build in graduates a trans-disciplinary and systems thinking capacity to:

1. Conduct skills gap analysis/skills needs assessments in relevant occupations through innovative ways 2. Forecast emerging skills due to changing and emerging occupations 3. Apply trans-disciplinary approaches in the design and evaluation of skills development programmes for

formal and informal TVET sectors 4. Create new models of linking TVET programmes with industry and on-the-job related experiences


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5. Conduct meta-analyses of skills development policies for TVET effective governance and involvement of social partners for gender equity

6. Interrogate Teaching and Learning approaches in TVET contexts 7. Adhere to professional ethics in conducting skills training

c) Definition of the length and level of the programme

How long is the programme? At which level is the pr ogramme? To which degree leads the programme? The duration of the Postgraduate Programme shall be 18 Months: Full-time: The minimum duration = Three Semesters The maximum duration = Five Semesters, Successful completion of the M.Tech Ed shall lead to a PhD programme

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

Where will the graduates work in the future? Students who successfully complete this postgraduate programme may be employed in the following positions: (a) Comprehensive Secondary and technical schools principals, vice-principals and teachers of technical and

vocational subjects. (b) Administrators and managers of training programmes in industries. (c) Lecturers/trainers in Vocational and Technical Colleges, Colleges of Education and Polytechnics. (d) Lecturers in degree programmes in Vocational and Technical Education Programmes in Universities. (e) Self-employed in their occupational areas (f) Researchers and consultants in community-based organizations

e) Check-up of the link of the competences with the agreed meta-profile

Are all components of the meta-profile or only the core of the meta-profile included in the descriptio n of the profile? • Knowledge, understanding and Practice (1,3) to these were added 4, 5, 6, 7, 8, 10 from the SAG key


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competences; • Inter-personal skills (5) 14 SAG key competence was added. • Context (2, 4, 6) 9 SAG key competence was added ) • Values & Ethics (7)

f) Definition of the competences (Specify regarding the new or revised programme)

What do you mean when you speak about competence a, b, c…? How does my university describe the Competences constitute the attributes an individual needs to exhibit to interpret or act upon a given situation /context to produce expected programme outcomes. In this context it refers the abilities to be developed in different programme areas of TVET teacher preparation (pedagogically and technically) that will enable students design and implement skills development initiatives. They are capacities that graduating students from the programme exhibit upon completion of the programme to show that they have successfully absorbed or learned or met the programme requirements over a determined period of study.

g) List of the different aspects. Competences for this particular programme? Development of students’ abilities in designing pedagogical models for skills development in the following aspects of TVET depending on their areas of specialization such as: Agricultural Education Business Education Information Technology Education Home Economics Education Industrial Technical Education

h) Specification of the level of the competences described in the new or revised degree profile in each component of the programme (it may vary between the competences)

Which is the expected level of achievement of the c ompetences? The students should exhibit high level of knowledge, understanding skills in the various areas of specialization. In addition they should display very high level of research skills, and be able to apply research findings to solve problems within a teaching and learning setting and within communities

a) Knowledge of the different programme courses ( cognitive : to remember, reproduce, describe,


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distinguish, indicate, analyze, synthesize, give examples, categorize, listen and comprehend, contrast , match, locate information, retrieve, review, select, demonstrate, etc..)

b) Understanding of programme of study (account for, annotate, associate, classify, compare, define, describe, discuss, estimate, exemplify, explain, project, infer, outline, paraphrasing, reorganize, recognize, report, retell, restate, research, review, summarize, translate, etc...)

c) Practice within the different programme courses (apply, integrate, adapt, adopt, analyze, argue, carry out, conclude, construct, demonstrate, dramatize, draw, exhibit, conduct, extract, illustrate, implement, instruct, include, interpret, interview, manipulate, appreciate economic, physical, cultural and social environment , etc....)

d) Interpersonal competences (collaborate, communicate, lead and manage, etc...) e) Values and ethics (support, respect, adhere to rules and regulations of the profession, upgrade their

knowledge and skills, inspire self-confidence and appreciation of cultural in heritage, etc...)

i) Description of the expected learning outcomes related to the competences

Which learning outcomes do you want to achieve? 1. Identify skills gap through analysis and needs assessments process in relevant occupations through

innovative ways

2. Forecast emerging skills due to changing and emerging occupations in Vocational Education, Agriculture, Business and Comerce, Information Technology, Home Economics and Textiles, Industrial Technical sectors

3. Apply trans-disciplinary approaches in the design and evaluation of skills development programmes for formal and informal TVET sectors

4. Create new models of linking TVET programmes with industry and on-the-job related experiences

5. Conduct meta-analyses of skills development policies for TVET effective governance through

involvement of social partners for gender equity

6. Interrogate Teaching and Learning approaches in various TVET contexts

7. Adhere to professional ethics in conducting skills training


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j) Description of the methodology of learning strategy for achieving the competences

How do you manage to make sure that the students re ach the competences? The Master of Technology Education degree will be executed through course work (lectures, seminars, case studies etc), dissertation, and work experiences with industry and commerce . Extensive use of learner-centered participatory teaching methods will be applied to include among other techniques: • Brainstorming, • Discussions over existing/emerging/future issues or ideas, • Interrogations/questioning of arising matters, • Exploration/research in considerations of contextual issues relating to learning content (theories, philosophies, ideologies and experiences reflected in literature) and learners’ contexts. • Practicing what is learnt through assignments/course, tasks, tests, examinations and practical research based projects

k) Specification of the units of the programme (courses, and modules)

How is the programme composed and sequenced? First Semester CORE COURSES (Common to the Five programme Areas) Course Title Units Theories and Administration of Technology Education 4 Research Methods in Technology Education 3 Curriculum Development in Technology Education 3 ICT in Technology Education 3 13 Courses from specialization areas++ 14 Dissertation 6 33

1. AGRICULTURAL EDUCATION 2nd Semester


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Agricultural Resources Management Education 2 Work Experience Designs in Agriculture 2 Agricultural Training Facilities/resources Management 2 Options: (See below) Four units of courses must be chosen from options A, B or C according to the following areas of specialization: A. Technology Education In Production Agriculture Voc Agric Programmes in Crops and Livestock Production 3 Diffusion of Innovations 3 B. Agro-Business Education Business Development plans for Agric ventures in Schools 3 Marketing Management for Agribusiness Firms 3 C. Soil Education Training in Tropical Soils Utilization and Improvement 3 Advanced Soil Fertility 3 3rd Semester Seminar in Agricultural Education 3 Dissertation 6

2. BUSINESS EDUCATION 2nd Semester Foundations of Business Technology Education 3 OPTIONS (See Below) Nine Units of courses must be chosen from options A,B, or C according to areas of specialisation. A. Accounting Technology Education Cost Accounting in Business 3 Financial Accounting in Business 3


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Government Accounting and Policies 3 9 B. Marketing Technology Education Marketing Research and Information Mgt. . 3 Advanced Marketing Management . 3 Marketing and Consumer Behaviour 3 9 C. Office Technology And Management Education Human Relations in Office Organizations 3 Advanced Business Communication 3 Advanced Office Technologies 3 9 3rd Semester Seminar in Business Education 3 Dissertation 6 33

3. INFORMATION TECHNOLOGY EDUCATION 2nd Semester A 3-units course must be chosen from any of the Options A, B or C Options A.Presentation Graphics Applications 3 B. Advanced Computer Architecture/Assembling for Technology Edu. 3 C.Data Communication Architecture and Protocols in Tech. Education 3 Six units of courses must be chosen from any of the Options A, B or C OPTIONS: A. Software Applications For Technology Education Advanced Topics in Database design & Implementation in Tech. Ed 3 Instructional Software Development in Vocational Education 3


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6 B. Hardware Maintenance Management Education Computer Maintenance Management for Vocational Education 3 Hardware security and Digital Forensics 3 6 C. Networking And Communication Technology Data Communication and internet Security in vocational education 3 Wireless communication and Mobile computing Technologies 3 6 Third Semester Seminar in Computer/IT Education 3 Dissertation 6 9 Grand Total 31

4. HOME ECONOMICS EDUCATION 2nd Semester Problems, Issues and Innovations in Home Economics Ed. 3 Options Three units of a course must be chosen from the following 4 options: Family Resources Management Education 3 Nutrition Management Education 3 Child Rights and Development Needs Education 3 Psycho-Social Foundations of Clothing Education 3 Options: Six units of courses must be taken from any of the options A, B, C or D A. Home Management Education Creativity and Entrepreneurship in Family Living Education 3 Human Resources and Social Skills


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Dev. Education 3 6 B. Food & Nutrition Education Food Science Education 3 Nutrition and Disease Education 3 6 C. Clothing And Textiles Education Advanced Textile Studies Education 3 Advanced Pattern Drafting and Clothing Production Techniques 3 6 D. Child Care Education Early Childhood Care for Development Education 3 Perspectives in Parenting Education 3 6 Third Semester Seminar in Home Economics Education 3 Project/Dissertation 6 9 Grand Total of Course Units = 33

5. INDUSTRIAL TECHNICAL EDUCATION Second Semester Facilities Planning in Industrial Education 3


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OPTIONS Six unit of courses must be chosen from options A, B & C. A. Building Construction Technology Construction Management 3 Building Materials Science 3 6 B. Electricity/Electronics Technology Workshop in Electronics Technology 3 Electrical Electronics Instruments and Measurements 3 6 C. Mechanical Technology Industrial Design Technology in Metal/Automobile 3 Automobile Mechatronics 3 6 Third Semester Seminar in Industrial Technical Education 3 Thesis /Dissertaion 6 9 Grand Total = 30


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l) Check-up of the consistency of the programme with the competences, the expected learning outcomes and activities that will lead you to the learning outcomes (overall consistency of the programme)

Are all the learning outcomes included in the progr amme? Are all the units related to one or more learning o utcomes Yes: there is consistency between the programme and the competences planned to be developed. • All the learning outcomes are included in the programme. • All the units are related to more than one learning outcome

++ Areas of Specialization: Agricultural Educa tion Business Education Information Techno logy Education Home Economics Edu cation Industrial Technic al Education

IMPLEMENTATION PLAN FOR THE JOINT REVISED Master of Technology Education (M.Tech. Ed)

a. Process for approval of academic board of the re vised/new programme The agreed Joint Masters Degree programme shall be presented at the Faculty of Vocational and Technical Education Postgraduate Committee after which programme shall be forwarded to Senate Curriculum Committee (with earlier Vice Chancellor’s endorsement letter attached) for final presentation and approval by the University of Nigeria, Nsukka Senate

b. Syllabus of each academic year of the programme

The syllabus shall be as developed and agreed upon by the Partner Universities involved in the implementation of the Joint Masters Degree

c. Strategies for training academic staff in relati on to the revised programme University of Nigeria, Nsukka has well trained staff in different fields of Vocational and Technical Education. Academic staff can be trained on joint degree implementation process through seminars and workshops. Online training by International Tuning Academy (ITA) can also be mounted for all African Universities involved in the Joint Degree programme implementation.


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d. Development of teaching, learning and assessment strategies/tools which will contribute to the impl ementation of the revised programme The teaching, learning and assessment tools required for implementing the revised joint masters degree shall be jointly evolved and agreed upon by the Partner Universities involved in the programme. This will form part of the content for the online training to be provided by the ITA to the universities participating in the joint degree programme.

e. Internal monitoring and quality assurance proced ures planned/expected for the implementation

Firstly the postgraduate regulations related to quality assurance of all participating universities need to be harmonized. Secondly, various Departments of the Faculty of Vocational and Technical Education need to observe the agreed measures and monitored by both Departmental and Faculty Postgraduate Committees.

f. Timetable for the implementation – Three Semesters (18 Months) including Mobility Period

First Semester - Home University 16 weeks – Starting from Mid October Second Semester - Host University (Mobility Period) 16 weeks Third Semester – Home University 16 weeks Dissertation.

g. Other relevant issues Universities in Teacher Education SAG where Technical Teacher Education programmes are offered that can partner in the Joint Masters Degree Programme in Technology Education include: 1. University of Nigeria, Nsukka; 2. Makerere University, Uganda; 3. Open University of Tanzania 4. Open University of Nigeria


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3.5.3. University of Namibia and the University of the Western Cape Revised joint programme at University of Namibia an d the University of the Western Cape (UWC): Master in Education (M.Ed) in Early Childhood Devel opment and Education (ECDE) Preliminary comments The M.Ed (ECDE) will be offered jointly with the University of Western Cape (UWC). The degree is offered by UNAM, in collaboration with UWC. Each country involved in this joint degree has its own process to follow institutionally in order to get the joined programme approved through its University academic structures. At the UNAM this means submission to the relevant department within which the programme will be hosted and through the Faculty of Education structures to our Post-Graduate Studies Centre. This structure will ensure submission to the University Academic Planning Committee and finally the University Senate. After such approval, the revised programme can be offered and re-registered with the National Qualifications Authority for accreditation by our National Council of Higher Education. As is the case with UWC, we will only be able to table this next year (2017) for implementation possibly in 2018. Below we give the outline of the programme as requested by Tuning Africa. a). M.ED in Early Childhood Development and Education which will be offered in collaboration with UWC. At UWC it will be a new programme, whilst at UNAM it will be a revised programme. b) South Africa has identified ECDE as a priority area as it has been a neglected area in state education. It has been left to private providers to address ECDE with disastrous results. Children start school without the basics in place as they have not been exposed to any educational stimuli. c) Although we have been offering a similar Masters programme at UNAM, it has been difficult to recruit qualifying students to this programme for various reasons. Offering this jointly with UWC will ensure adequate numbers of qualifying students recruited to the programme. It will also provide cross-fertilization of ideas, comparative learning and research opportunities, as well as harmonization of this much needed qualification in both our countries.


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c) Above is a diagrammatic representation of the meta-profile of the M.Ed (ECDE). The specific competences relating to this programme are as follows:

1. Skilled researcher who can apply research to address problems in ECDE T&L. 2. Demonstrate expertise in trans-disciplinary foundations of ECDE teaching and learning.

3. Ability to synthesise, integrate and evaluate the trans-disciplinary foundations to T&L.

4. Demonstrate ability to care, support, communicate with and value children as essential to future generations.

5. Demonstrate ability to identify the special needs and demands of children at an early age.

6. Facilitate continuing professional development in innovative ECDE T&L practices.

d) The programme is a master’s programme so it is at a level 9 on the National Qualifications Framework in Namibia.

e) Graduates from this programme would be sought after to work in the following possible fields:

• As lecturers at tertiary institutions • In government departments • In NGOs • In international policy organisations such as UNESCO, UNICEF etc.

f) See © above.

g) A definition of the competences which are all at Level 9 follows:

1. Knowledge of research, ability to carry out a research project on T&L in ECDE; publish research articles on ECDE; apply research findings in improving T&L in ECDE; improve the sector’s ability to positively influence children’s lives

2. Knowledge and understanding of the effects of different disciplines (health, law, sociology, psychology, education, culture, economics) on early childhood development and education.

3. Synthesize and evaluate the collective impact of all the disciplines on ECDE T&L, integrate best practices in the overall early childhood T&L environment.

4. Ability to understand the diversity of children’s socio-cultural, socio-economic, socio-political environments and its influence on their ECDE.

5. Building of meaningful relationships to support families, communities and schools/centres in ECDE.

6. Ability to facilitate the CPD of practitioners as well as their own LLL. h) The expected learning outcomes are as follows: Research methodology

1. Apply various ECDE research theoretical perspectives; 2. Identify research problems and formulate viable research questions in ECDE; 3. Critically review literature related to particular research problems in the programme

field; 4. Apply various quantitative and qualitative research designs, methods and techniques

when conducting research in the programme field; 5. Prepare research proposals in the area; 6. Design appropriate research instruments;


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7. Demonstrate critical understanding of the research process, appropriate research methods and the analysis, interpretation and dissemination of data;

8. Apply research findings on early childhood literacy and early childhood numeracy in devising ECDE programmes.

Theoretical Frameworks 9. Form conceptual understanding of the development of young children in various social

cultural contexts; 10. Provide an overview of ECDE theories from various perspectives; 11. Critique and assess various theories of ECDE as they can be applied in various

programmes for young children; 12. Use theories of learning when developing ECDE programmes and pre-school education

curricula.

Policy and legislation in ECDE

13. Relate understanding of early childhood development theories to policy and practice in ECDE programmes and pre-school education in South Africa;

14. Influence policy development, implementation and change in ECDE

15. Have knowledge of governmental and NGO children affairs

Theoretical approaches to literacy and numeracy dev elopment

16. Construct meanings of early childhood literacy and early childhood numeracy in families, communities and cultures in general and in the South African context in particular;

17. Be familiar with and able to implement various literacy forms i.e. language, writing, print, visual and digital literacy as means of production of knowledge;

18. Interpret and use the theoretical perspectives on early childhood literacy and numeracy; 19. Be familiar with and able to implement various strategies of promoting early childhood

literacy and early childhood numeracy and identify a range of technical aids in the teaching of early childhood literacy and numeracy;

20. Advocate for the incorporation of early childhood literacy and numeracy content and activities in ECDE programmes.

Socio-cultural perspectives on ECDE (engaging and b uilding family, community and school relationships)

21. Assess the relationship between the social-cultural backgrounds of young children and their access to opportunities for early childhood literacy and numeracy development and suggest mediation and forms of assistance in early literacy and numeracy;

22. Facilitate the building of family, community and school relationships; 23. Demonstrate confidence and competence to work with children in diverse cultural

environments. i). Methodology of learning strategy Coursework (50%) and Research – Mini thesis (50%) Mode of delivery: Blended learning approaches Lectures; seminar presentations, group discussions and presentations; field investigations; drafting of research proposals; critical review of research literature; simulations; project-based learning; ICT integrated learning; Open Learning Resources.


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j.) Structure of programme: List of modules

1. Research methodology in education (30 credits): Year-long module to be offered jointly by each institution to both UWC & UNAM students.

2. Theoretical frameworks in ECDE (15 credits): semester module to be offered by UNAM to both UWC & UNAM students.

3. Policy and legislation in ECDE (15 credits): semester module: each institution to offer to own students.

4. Theoretical approaches to literacy and numeracy development in ECDE (15 credits): semester module: UWC to both UWC & UNAM students.

5. Socio-cultural perspectives on ECDE (engaging and building family, community and school relationships) (15 credits): semester module: each institution to offer to own students.

6. Mini thesis (90 credits): year-long module: co-supervision of all students by supervisors from both institutions. Total number of credits: 180.

k) Overall consistency

Very good consistency. Modules address all the identified competencies as well as the overall meta-profile of the envisioned graduate in ECDE at a master’s level. l). Internal and external quality control This will happen through regular student feedback and evaluations, faculty peer review processes and university quality assurance programme reviews, which happen every five years or on demand. All modules and theses are subjected to external moderation as per UNAM quality assurance requirements. m.) Other relevant aspects In order to be admitted to the programme, students would need to have achieved a pass of 60% at honours degree level or equivalent. Details of the different modules with assessment strategies still need to be worked on by the UWC and UNAM teams. We also intend seeking funding to enable students from each institution to spend a semester at the collaborating institution. Charmaine Villet UNAM


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3.4.4. Université Espoir dÁfrique, Burundi Proposition du programme de Mastère professionnel 0. NOM DU PROGRAMME REVISE : Mastère en Education Spécialisée 1. INTRODUCTION Ce programme a été révisé dans le sens même d’introduire les compétences basées sur le curriculum et la méthodologie. La philosophie du Projet Tuning II a été adoptée pour réviser convenablement ce programme. Ce programme comprend une série planifiée de cours en vue de préparer l’étudiant à acquérir une expérience dans la profession dènseignant. Les cours en Education Spécialisée permettent à l`étudiant dàcquérir une expérience théorique et pratique dans l`étude des infirmités en apprentissage et des déséquilibres de comportement. Les diplômés de ce programme seront également en mesure de faciliter les programmes dans les collèges, les écoles polytechniques et les universités. Le Master en Education Spécialisée est ouvert à ceux avec un diplôme précédent (en particulier de l'enseignement) et est encore une qualification universitaire axée sur la pratique de l'aide professionnelle et des personnes handicapées dans les professions liées à l'école. Ce programme donne aux étudiants les compétences et qualifications clés requises pour enseigner les personnes atteintes de handicaps et d'incapacités dans diverses institutions. 2. DESCRIPTION Ce Programme en Mastère en Education spécialisée est développé pour préparer et former les individus qui peuvent assumer des postes de direction dans les secteurs gouvernementaux et privés. Le programme vise également à produire des chercheurs qualifiés qui peuvent appliquer la recherche à comprendre et à résoudre les problèmes dans l'enseignement, l'apprentissage et améliorer les services professionnels, commerciaux, et industriels. Ce programme offre une formation académique et professionnelle dans le domaine de lÈducation. Ce programme prévoit le développement professionnel exceptionnel pour ceux qui travaillent déjà dans ce secteur, leur permettant d'approfondir leur compréhension de la façon de développer des compétences en matière d'éducation spécialisée et de pratiques plus inclusives dans leur propre contexte de réglage ou contexte professionnel. Le programme est conçu pour développer et soutenir la carrière des enseignants formés qui sont des professionnels qui enseignent, éducateurs, administrateurs, chercheurs et décideurs. 3. BUT DU PROGRAMME La faculté des Sciences de l’Education offre une formation académique et professionnelle dans le domaine de l’éducation. Le programme en éducation comprend une série planifiée de cours en vue de préparer l’étudiant à acquérir une expérience dans la profession d’enseignant. La préparation à l’enseignement exige une éducation élargie en sciences des arts libéraux, en plus de la préparation professionnelle et de la concentration dans le domaine ou l’étudiant enseignera. Le programme d’Education spécialisée vise à donner aux étudiants une idée des concepts clés, et des compétences en enseignement, basés sur des principes psychologiques et sociologiques qui sont appliquées à la théorie et à la pratique des techniques de l’éducation.


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4. OBJECTIF Les cours en éducation spécialisée permettent à l’étudiant : (a) - L’acquisition d’une expérience théorique et pratique dans l’étude des infirmités en apprentissage et des déséquilibres de comportement ; (b) - L’acquisition d’une formation des formateurs et/ou une formation d’enseignant et conseiller technique ; (c)- L’acquisition d’une formation universitaire dans le domaine des gammes de formation universitaire bien pensée en vue de leur donner des connaissances de base et les capacités nécessaires dans les domaines de l’éducation spécialisée ; (d)- L’acquisition des méthodes de recherche en sciences de l’Education ; (e)- L’acquisition des compétences dans la politique de développement et de gouvernance à travers les partenaires sociaux et l’équité en genre ; (f)- Créer de nouvelles techniques dans le domaine en rapport avec la formation en Education Spécialisée. 5. LES CONDITIONS D’ENTREE

(a) - Avoir terminé avec succès le baccalauréat en éducation ;

(b) - Montrer les capacités de faire un travail de niveau post universitaire (ceci serait confirmé par la réussite des préalables, les cours professionnels, les cours par correspondance, et une expérience appropriée attestant ces capacités) ;

(c) - Satisfaire aux conditions spécifiques d’admission ;

6. CARACTÉRISTIQUES ET AVANTAGES DU COURS L`Education Spécialisée est conçue pour aider les finalistes à acquérir les compétences, les connaissances et les valeurs nécessaires pour se spécialiser dans l'enseignement des personnes ayant des besoins éducatifs spéciaux et d'être capables d'enseigner dans un milieu d'éducation. Les étudiants aborderont les défis des élèves ayant des besoins particuliers de l'éducation, de la langue et des questions d'apprentissage, la prévention des comportements perturbateurs, des difficultés d'apprentissage. 7. DUREE ET LE NIVEAU DU PROGRAMME La durée maximale et minimale du programme d'études supérieures doit être: Programme de Master professionnel Temps plein : La durée minimale = quatre semestres La durée maximale = six semestres Temps partiel : La durée minimale = six semestres La durée maximale = huit semestres


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La réussite du programme peut conduire à l'inscription dans un programme de doctorat 8. FUTURE DOMAINES DE L'EMPLOI Les étudiants qui terminent avec succès ce programme de troisième cycle peuvent être employés dans les secteurs suivants: (a) Dans les directions des écoles secondaires et techniques ou directeurs adjoints, enseignants des matières techniques et professionnelles ; (b) Dans les administrations et / ou gestions de programme de formation dans les industries ; (c) Dans l’enseignement comme Enseignants / formateurs en formation professionnelle dans les collèges techniques, les collèges de l'éducation et des écoles polytechniques ; (d) Dans le domaine de la communication et dans les programmes d'études en formation professionnelle et technique des programmes dans les universités ; (e ) Dans les secteurs publiques ou prives pour tout emploi pertinent a la spécialité. 9. LIENS DE COMPETENCES AVEC META-PROFIL ➢ Contexte (2, 4, 6). ➢ Compétences interpersonnelles(5). ➢ La connaissance, la compréhension et de la pratique (1, 3). ➢ Valeurs éthique et déontologie (7) 10. DEFINITION DES COMPETENCES: Donner à l’ Etudiants tout ce dont il a besoin afin de lui rendre capable de faire face à toute la matière de son enseignement, et lui montrer qu’ il a le devoir à apprendre et étudier certains concepts lui proposés pendant toute la periode de ses études. ( a ) Connaissances de différents cours ou leçons de programmes ( Cognitive : Se rappeler, reproduire, décrire, distinguer indique, analyser, synthétiser, donner des exemples, catégoriser, lister et comprendre, contraster, localiser l’ information, réviser, sélecter, démontrer, etc…) ; ( b). Comprendre le programme de l’ Etude ( Des calculs à propos, des annotations, des associés, la clarification, la comparaison, des définitions, la description, les discussions, les estimations, les explications, les exemples ou illustrations, les projets, les éléments a la ligne, la façon de paraphraser, réorganiser, reconnaitre, report, recherche, révision, résumer, l’interprétation, etc….) ; ( c ). Pratiques avec des différents cours du programme (Apprendre, intégrer, adapter, adopter, analyser, argumenter, enlever, retirer, conclure, construire, démontrer, dramatiser, dessiner, exhiber, conduire, extraire, illustrer, implémenter, instruire, insérer, interpréter, interviewer, manipuler, économiquement apprécier, physique, environnement social et culturel, etc….) ; (d).Compétences interpersonnel (Collaboration, Communication, Diriger et Manager,etc….) ;


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(e). Valeurs et Ethique (supporter, respecter, adhérer a diriger et réguler la profession, élever leurs connaissances et savoirs, inspirer la confiance en soi, et appréciation de l’héritage culturel. Etc…) ; Définition de Compétences génériques choisis pour l ’Education Spécialisée. (a). La capacité de communiquer des idées et des informations en utilisant efficacement les différentes innovations comme parler, aides pédagogiques ; ( b ). La capacité d'appliquer sa propre réflexion intuitive et résoudre les problèmes dans un contexte réel ; (c). La capacité d'être en mesure d'accueillir différentes catégories d'apprenants en fonction de leurs besoins spécifiques ; (d). La capacité de s'engager dans les défis présentes par les difficultés des apprenants ; (e). La capacité à innover, de réflexion et intuitive dans la résolution des situations et défis nouveaux ; (f). La capacité de comprendre le contexte de l'environnement, les besoins économiques et sociaux, éthique et des valeurs en relation avec les interactions sociales ; (g). La capacité à intégrer dans divers environnements en fonction des contextes et des situations de besoins éducatifs spéciaux ; (h), Avoir de connaissances qui proviennent des expériences; (i).La capacité à intégrer des connaissances pédagogiques. Spécifique

(a) Expliquer les avantages et les principes de l’Education Inclusive ;

(b) Elaborer un plan de mise en œuvre du programme d’Education Spécialisée ;

(c) Mener une Evaluation adéquate pour le placement des élèves dans les écoles du programme d’Education Spécialisée ;

(d) Choisir et Utiliser des dispositifs et des technologies appropriées ;

(e) Développer le travail d’Equipe et établir le dialogue entre le milieu éducatif et les autres milieux de connaissances en la matière ;

(f) Développer la créativité intellectuelle de travailler dans l’environnement alternative, en développant les activités éducatives et sociales qui concordent avec les connaissances, les aspirations et les attentes des apprenants en Education Spécialisée.


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11. NIVEAU ATTENDU D’ACCOMPLISSEMENT DES COMPETENCE S Les étudiants doivent présenter un haut niveau de connaissances, et des compétences dans les différents domaines de spécialisation. En outre, ils devraient afficher de très haut niveau de compétences de recherche, et être en mesure d'appliquer les résultats de recherche pour résoudre les problèmes dans un cadre d'enseignement / apprentissage ou au sein des communautés nécessiteuses. 12. LES RESULTATS D'APPRENTISSAGE 1. Identifier les lacunes dans les compétences par l'analyse et l'évaluation des besoins dans les processus métiers concernés par le biais des moyens novateurs ; 2. Prévoir des compétences émergentes dues à l'évolution des professions nouvelles ; 3. Appliquer des approches transdisciplinaires dans la conception et l'évaluation des programmes de développement des compétences pour les secteurs formels et informels ; 4. Créer de nouveaux programmes d’E.S avec l'industrie et les expériences liées dans le domaine ; 5. Mener des méta-analyses des politiques de développement des compétences pour l'E.S gouvernance efficace grâce à la participation des partenaires sociaux ; 6. Capacité de promouvoir l’approche genre et l’égalité des chances. 13. METHODOLOGIE DE STRATEGIE D'APPRENTISSAGE La maîtrise en éducation spécialisée sera exécutée par le travail et la thèse bien sûr, dans lesquels les travaux de cours prédominent sur la recherche et ne représente pas moins de deux tiers de la charge de crédit total. Pour la Méthodologie d’ Apprentissage, il faut :

- Des techniques d’enseignement appropriées ; - Des activités d’apprentissage ; - Des techniques d’Evaluation

14. COURS DU PROGRAMME Première Année. Premier Semestre Des cours généraux Titres des cours Crédits Développement du curriculum de l’Education Spécialisée 3


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Théories et administration de la technologie de l'éducation 4 Méthodes de recherche en Education Spécialisée 3 TIC dans l’enseignement de l'Education Spécialisée 3 13 Deuxième Semestre Cours de domaines de spécialisation Titres des cours Fondement de développement de l’Education Spécialisée 3 Guidance pédagogique et prise en charge des enfants en difficultés scolaire 4 Psychologie appliquée a l’enseignement et a l’apprentissage 3 Enfant différent 3 13 Deuxième Année Première Semestre (ou 3 eme Semestre) Titres des cours Education comparée 3 Trouble du comportement et de l’apprentissage 3 Evaluation des enfants nécessiteux et spéciaux 3 Introduction au langage des aveugles et des sourds muets 4 13 Deuxième Semestre (ou 4 eme Semestre) Mémoire ou projet d’intervention 6 15. RESSOURCES NECESSAIRES POUR APPLIQUER LE PROGRA MME A L'UNIVERSITE a) Formation d'experts dans le domaine de l'Education Spécialisée b) Signer un partenariat avec des centres et Ecoles Spécialisés. c) Equiper la bibliothèque en ouvrages d’Education Spécialisée et en équipement TIC D’autres cours à ajouter

- Pédagogie de l’Education spécialisée (3 crédits) - Psychologie Clinique (3 crédits) - Administration des écoles spécialisées (3 crédits) - Management de l’Education spécialisée (3credits) - Anglais technique (3credits)

16. CONTROLE INTERNE DE QUALITE L’Université Espoir d’ Afrique a établi un système interne et externe de contrôle de la performance des connaissances. A chaque niveau, les enseignants ont un système d’évaluation. Aussi, un système ou les étudiants évaluent leurs enseignant est établie pour ramener les enseignants a travailler sérieusement. Ceci se fait chaque fois après six mois. La Direction d’ Assurance Qualité est aussi à l’œuvre dans l’optique de viser l’excellence.


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3.5.5. Universidade Eduardo Mondlane, Mozambique MESTRADO EM EDUCAÇÃO INCLUSIVA Preâmbulo A Declaração de Salamanca em 1994 e um momento marcante na reflexão global sobre a necessidade de formular políticas e sistemas educacionais tendo como ponto de partida o conceito ampliado de necessidades educativas especiais (NEE). É assim que Moçambique, em 1998, adere a práticas de EI, institucionalizando o Projecto Escolas Inclusivas, que visava o desenvolvimento de um conjunto de estratégias e materiais de formação para uso por professores e formadores de modo a que as escolas regulares respondessem positivamente à diversidade dos alunos. Contudo, em termos concretos, observa-se haver ainda um longo caminho por percorrer para a concretização do espírito de Salamanca.

Efectivamente, só em 2015 a UEM introduziu o primeiro curso de educação inclusiva, a Licenciatura em Língua de Sinais de Moçambique. Na história da UEM, o MEI é o segundo curso que se enquadra na Declaração de Salamanca uma vez ser seu objectivo geral a promoção de competências que habilitem o pós-graduado a intervir nas áreas que abrangem a educação inclusiva, como são as áreas de políticas educativas, educação especial, educação inclusiva, formação profissional e reinserção psicossocial, adequados ao contexto sociocultural de Moçambique. Porque se pretende formar quadros actuantes, com uma intervenção relevante na área de educação inclusiva, a filosofia curricular adoptada é baseada em competências e tem no mestrando o sujeito de construção do conhecimento em colaboração quer com colegas, quer com docentes, quer mesmo com profissionais da área quando na fase do estágio.

O presente currículo, estando em harmonia com a Lei do Ensino Superior nº 27/2009 de 29 de Setembro, corresponde ao segundo ciclo de formação, com a duração de três semestres por se tratar de um Mestrado Profissionalizante. Para além dos módulos do Tronco Comum, este Mestrado compreende módulos de especialização de duas vertentes: (i) Reabilitação e Orientação Psico-educativa e (ii) Gestão e Políticas Públicas e Inclusão. Paralelamente, o currículo está em consonância com o Sistema Nacional de Acumulação e Transferência de Créditos Académicos (SNATCA), totalizando 90 créditos. A forma de culminação de estudos é o estágio e a apresentação do respectivo relatório ou de uma monografia.

O alinhamento deste currículo com a nova visão e missão da UEM consubstancia-se na importância que se confere à pesquisa. Por isso, o estudante dispõe dos módulos de Metodologia de Investigação, Seminário de Pesquisa I e Seminário de Pesquisa II para mobilizar e desenvolver competências necessárias para a condução de uma pesquisa básica.

1. Introdução

O presente documento apresenta o currículo do Curso de Mestrado em Educação Inclusiva (MEI) da Faculdade de Educação (FACED) da Universidade Eduardo Mondlane (UEM). Este curso proporciona aos profissionais da área de educação inclusiva oportunidade para o aprofundamento da sua compreensão e prática de atendimento às Necessidades Educativas Especiais (NEE) no contexto de Moçambique.


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O curso de MEI está desenhado para a formação de profissionais da educação e áreas afins, isto é, formadores, professores, gestores e administradores educacionais, pesquisadores em políticas educacionais, promotores de saúde escolar e intervenção social e comunitária. A concepção deste currículo procura responder às linhas orientadoras preceituadas em diversos documentos, ao nível da UEM, a nível nacional e internacional. A nível interno, responde à missão da FACED que é a “Formação de profissionais de educação e psicologia e realização de estudos científicos que contribuam para a melhoria das práticas nas comunidades, organizações e instituições educativas, e na formulação de políticas educativas” (FACED, 2012:19), alicerçada na sua visão de ser “Um centro de formação, investigação e extensão de referência nacional e regional no saber teórico-prático nas áreas de Educação e Psicologia” (FACED, 2012:18). Deste modo, responde ao desiderato do Plano Estratégico da UEM 2008-2014 que prevê, no objectivo estratégico número 2, a promoção do acesso equitativo a todos os grupos sociais, tendo em atenção os mais vulneráveis, os económica e socialmente desfavorecidos e o equilíbrio de género e, no objectivo estratégico número 4, a promoção e o incentivo à investigação, através do aumento do número de pós-graduados nela envolvidos. Constituem alicerces a nível nacional a Constituição da República, o Programa Quinquenal do Governo para 2015-2019 e o Plano Estratégico da Educação (PEE) 2012-2016 do Ministério da Educação (MINED). Neste sentido, a Constituição da República, no seu artigo 37, estabelece que Os cidadãos portadores de deficiência gozam plenamente dos direitos consignados na Constituição e estão sujeitos aos mesmos deveres com ressalva do exercício ou cumprimento daqueles para os quais, em razão da deficiência, se encontrem incapacitados. O objectivo estratégico número 1 do Programa Quinquenal do Governo para 2015-2019prevê a promoção de um Sistema Educativo inclusivo, eficaz e eficiente que garanta a aquisição das competências requeridas ao nível de conhecimentos, habilidades, gestão e atitudes que respondam às necessidades de desenvolvimento humano. Para materializar este objectivo, foram identificadas várias acções prioritárias, entre elas, Assegurar oportunidades educativas para crianças com Necessidades Educativas Especiais; Reforçar a formação de professores para o ensino inclusivo de alunos com necessidades especiais. O Plano Estratégico da Educação (PEE) 2012-2016 prevê a promoção do direito de todas as crianças, jovens e adultos, a uma educação básica, incluindo aquelas que apresentam dificuldades físicas e/ou de aprendizagem e, portanto, necessitam de uma atenção educativa especial. A estratégia assenta no princípio da inclusão, com vista a assegurar que as crianças, os jovens e os adultos com necessidades educativas especiais e/ou com deficiência, possam frequentar escolas regulares, em vez de serem segregadas em escolas especiais (Ministério da Educação, 2012). A nível internacional, este currículo toma como referência documentos tais como a Declaração Universal dos Direitos Humanos, a Declaração de Jomtien sobre Educação Para Todos que veio a ser reforçada pela declaração de Salamanca, que especifica as várias estratégias para a materialização da abordagem de educação inclusiva e, mais recentemente, o número 4 dos Objectivos de Desenvolvimento Sustentável (ODS) que prevê a criação de condições para uma educação sensível às deficiências e que proporcione ambientes de aprendizagem seguros e não violentos, inclusivos e eficazes para todos. O desenvolvimento do presente currículo teve em consideração as necessidades do mercado de trabalho bem como o rigor científico-técnico inerentes a um curso de pós-graduação. Neste sentido, a equipa de trabalho recolheu sensibilidades e experiências tanto dentro como fora do país, nomeadamente, através da participação no Tuning Africa, no seminário sobre Educação Inclusiva realizado pelo Ministério da Educação e Desenvolvimento Humano, na consultoria da


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Universidade la Sapienza de Roma, bem como a realização do Seminário de reflexão sobre a implementação da Convenção Internacional dos Direitos das Pessoas com Deficiência, realizado pela FACED conjuntamente com a Cooperação Italiana. O Plano Curricular do curso de MEI integra-se no 2º Ciclo de formação de nível superior e confere ao pós-graduado o grau académico de Mestre em Educação Inclusiva.

2. Relevância do curso

A conjuntura política socioeconómica internacional continua a determinar uma sociedade humana caracterizada pela competitividade, desigualdade e exclusão social, o que tem repercussões no tecido social, sobretudo a nível comportamental.

A pós-graduação em Educação Inclusiva é concebida para propiciar que os formandos adquiram conhecimentos e desenvolvam habilidades e valores necessários para lidar com pessoas com NEE e trabalhar na implementação da filosofia da educação inclusiva. Os mestrandos deverão ser capazes de responder aos desafios em áreas específicas de NEE como, por exemplo, questões ligadas à aprendizagem e linguagem precoces, prevenção de comportamentos desviantes, dificuldades de aprendizagem e vários tipos de deficiências tendo em conta a diversidade de contextos, tais como, escolares, familiares e comunitários.

3. Perfil profissional do Pós-graduado

O curso de MEI e concebido com o propósito de promover competências que habilitem o pós-graduado intervir nas áreas que abrangem a educação inclusiva, como por exemplo, em áreas de políticas educativas, educação especial, educação inclusiva, formação profissional e reinserção psicossocial, adequados ao contexto sociocultural de Moçambique. O formando devera estar habilitado a observar e fazer a leitura do fenómeno social com características de exclusão; desenvolver saberes e competências em matérias de actuação preventiva para o despiste da exclusão, promovendo melhor orientação e/ou encaminhamento dessas situações; e contribuir nas comunidades e instituições com programas de intervenção psicossocial. Neste sentido o graduado em EI deve ter capacidade de:

a) Contribuir para a concepção de políticas educativas inclusivas; b) Conceber programas de formação de educadores em EI; c) Realizar o diagnóstico e a orientação em necessidades educativas especiais; d) Implementar intervenção em programas de EI; e) Conceber programas de intervenção em EI; f) Monitorar programas de desenvolvimento em educação inclusiva; g) Avaliar programas de implementação de políticas de inclusão.

4. Descrição do campo profissional

O Mestre em Educação Inclusiva poderá actuar, dentre outras, com as seguintes ocupações no campo profissional:

a) Gestor em Sectores da Educação, Saúde, Trabalho e Acção Social e afins; b) Gestor, técnico ou formador em instituições de orientação e formação profissional; c) Gestor ou formador em Centros de educação inclusiva; d) Gestor ou formador em instituições de formação de professores; e) Gestor ou formador em instituições de educação de infância e de adultos; f) Gestor ou especialista em Centros de reinserção psicossocial; g) Gestor ou técnico em Instituições de planificação curricular; h) Gestor, técnico, investigador ou consultor em Organizações Não-Governamentais

ou em centros comunitários;


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Em termos de formação continuada, o curso de Mestrado em Educação Inclusiva oferece a possibilidade de o graduado prosseguir com os seus estudos, seja através de uma derivação para outro curso de Mestrado em Educação ou área afim, como sobretudo para nível de Doutoramento em Psicologia, Educação ou outra área afim.

5. Competências

A filosofia de formação do presente curso, à semelhança dos demais oferecidos pela FACED, consiste no ensino baseado em competências. A adopção desta abordagem deriva da intenção de se formar profissionais que possam executar as suas tarefas com confiança, num ambiente de trabalho caracterizado por mudanças frequentes e rápidas. Procura-se responder a mudança de um ambiente de trabalho estático, baseado em qualificações e concentrado no trabalho, para um ambiente dinâmico baseado em competências e focalizado no indivíduo. Neste sentido, em concordância com Serbati (2015), busca-se a promoção de uma combinação dinâmica de habilidades cognitivas e metacognitivas, conhecimentos e compreensão, habilidades intelectuais e práticas, bem como valores éticos necessários para um efectivo desempenho da profissão. As competências a serem desenvolvidas no curso de MEI apresentam-se a dois níveis, nomeadamente o de competências genéricas e o de competências específicas.

5.1 Competências Genéricas

Competências genéricas referem-se a capacidades que são necessárias em todos os domínios de conteúdo e podem ser utilizadas em situações profissionais novas (por transferência). A expressão “habilidades para a vida” é usada, por vezes, para designar este grupo de competências, o que mostra que estas competências são, por causa da sua transmissibilidade, o conjunto básico de capacidades para a vida quotidiana, dentro e fora da profissão. O Currículo Baseado em Competências é um modelo curricular que promove o ensino centrado no estudante. As instituições de Ensino Superior definem e descrevem as competências genéricas que promovem. A Faculdade de Educação optou pelas seguintes:

a) Competência de comunicação: capacidade de comunicar ideias e informação, efectivamente, usando uma gama de meios de expressão.

b) Competência de gestão de informação: capacidade de localizar informação,

seleccionar o que é necessário nessa informação, apresentar de uma forma útil, avaliar a própria informação, as fontes e os métodos utilizados para a obter, e armazená-la para que o acesso à mesma seja fácil em caso de necessidade.

c) Competência de liderança: capacidade de usar a experiência e o conhecimento para

capitalizar em oportunidades e desafios, criando uma atmosfera onde os indivíduos de culturas e perspectivas diversas podem trabalhar juntos em prol de uma missão comum.

d) Competência de gestão de projectos: capacidade de desenvolver e documentar uma

estratégia inicial (ou revista) para alcançar objectivos de um projecto, gerindo a alocação de recursos, tempo e colaboração dos colegas e usando uma abordagem estruturada para todas as decisões importantes.


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e) Competência de interacção social: capacidade de interagir efectivamente com outros, quer aos pares, quer em grupos.

f) Competência reflectiva: capacidade de usar/aplicar deliberadamente o auto-

conhecimento, a auto-regulação, a reflexão-em-acção e a compreensão da situação. g) Ética: comprometimento para com a justiça social e aceitação de responsabilidade e

obrigações, defendendo os seus próprios direitos como também os de outros.

h) Competência de concepção (design): reconhecimento de situações críticas/problemáticas na prática profissional e sobre elas conceber e desenvolver soluções exequíveis, aplicando abordagens científicas e metodologicamente adequadas.

i) Competência de investigação: capacidade de aplicar estratégias de busca, em

situações onde o problema e a solução são claramente evidentes e em situações que exigem o pensamento crítico e uma abordagem criativa para alcançar um resultado.

j) Competência em multi-média e TIC: capacidade de usar tecnologias de informação e

comunicação (incluindo multi-media) para aumentar a aprendizagem e aumentar a produtividade pessoal e profissional.

5.2 Competências específicas

As competências específicas referem-se a capacidades dentro de um domínio particular de conteúdo relacionado com a profissão. Nesta sequência, a profissão do mestre em Educação Inclusiva, exige o cumprimento das tarefas-chave referentes aos diferentes domínios de actuação. Estas competências são indicadas no Plano Temático de cada dsisciplina, sendo de destacar as seguintes competências específicas, designadamente de concepção, de diagnóstico, de intervenção, de monitoria e de avaliação.

6. Resultados do curso do MEI (ILOs) No fim do curso, o graduado em MEI deve ser capaz de:

a) Participar, como membro de uma equipa multidisciplinar na concepção de políticas educativas inclusivas;

b) Conceber programas de formação de educadores em EI; c) Realizar o diagnóstico e a orientação em necessidades educativas especiais em

crianças, jovens e adultos; d) Implementar intervenção em programas de EI baseados na escola, família e

comunidade; e) Conceber programas de intervenção em EI baseados na escola, família e

comunidade; f) Monitorar programas de desenvolvimento em educação inclusiva; g) Avaliar programas de implementação de políticas de inclusão.

7. Ligação entre competências, nível de desempenho e meta perfil Segundo Madiba et al. (2014), o desenvolvimento de competências é avaliado e localizado a certo nível. Tendo como base a taxonomia de Bloom, faz-se a previsão do nível de desempenho em que se pode colocar as competências para o curso do MEI. Por outro lado faz-se corresponder as competências ao meta-perfil. Este constitui a representação da estrutura e combinação de competências que proporcionam identidade a área e tem a vantagem de realçar a interligação entre os quatro pontos de referência, nomeadamente o


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contexto, conhecimento, compreensão e prática, valores e ética, bem como habilidades inter-pessoais (Madiba et. al, 2014). Através da tabela 1 ilustra-se a ligação entre as competências, o nível de desempenho e o meta-perfil.

Tabela 1: Competências, nível de desempenho e meta perfil Competência Nível de desempenho Meta Perfil

Contribuir para a concepção de políticas educativas inclusivas

Aplicação: nível 3 da Taxonomia de Bloom

Conhecimento, compreensão e prática

Conceber programas de formação de educadores em EI

Síntese: nível 5 da Taxonomia de Bloom.

Contexto Conhecimento, compreensão e prática Valores e ética

Realizar o diagnóstico e a orientação em necessidades educativas especiais

Avaliação: Nível 6 da Taxonomia de Bloom.

Conhecimento, compreensão e prática Valores e ética

Implementar intervenção em programas de EI

Aplicação: nível 3 da Taxonomia de Bloom

Contexto Conhecimento, compreensão e prática Habilidades inter-pessoais

Conceber programas de Intervenção em EI

Síntese: nível 5 da Taxonomia de Bloom

Contexto Conhecimento, compreensão e prática

Monitorar programas de desenvolvimento em EI

Avaliação: nível 6 da Taxonomia de Bloom

Contexto Conhecimento, compreensão e prática Valores e ética Habilidades inter-pessoais

Avaliar programas de Implementação de políticas de inclusão

Avaliação: nível 6 da Taxonomia de Bloom

Contexto Conhecimento, compreensão e prática Valores e ética Habilidades inter-pessoais

8. Estrutura e duração do curso

A estrutura curricular do curso de MEI compreende dois ciclos de aprendizagem: o tronco comum, composto por 6 módulos e as duas vertentes opcionais, com 4 módulos cada. As duas (2) vertentes opcionais do curso de MEI são as seguintes:

• Ramo 1: Reabilitação e Orientação Psico-educativa • Ramo 2: Gestão e Políticas Públicas e Inclusão

A tabela 2 procura ilustrar a distribuição de competência pelos anos do curso. A mesma mostra que no decurso do primeiro ano o foco estará na aquisição de conhecimentos, desenvolvimento de habilidade e respectiva aplicação. Quanto ao segundo ano será inteiramente devotada para a aplicação, avaliação, analise e síntese. Tabela 2: Estrutura e duração do curso

Período Competências 1º Ano (1º e 2º Semestre)

Aquisição de conhecimentos: 20% do tempo de contacto Desenvolvimento de habilidades: 30% do tempo de contacto Aplicação de conhecimentos e habilidades: 50% do tempo de contacto

2º Ano (1º semestre)

Aplicação de conhecimentos e habilidades: 100% do tempo de contacto

2º Ano (2º semestre)

Avaliação, analise e síntese de conhecimentos: 100% do tempo de contacto


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O curso de MEI tem um conjunto de sete (7) módulos que visam proporcionar conhecimentos e desenvolver competências sobre ferramentas teórico-práticas e procedimentos metodológicos de intervenção e pesquisa na área de educação inclusiva. O curso de MEI compreende duas componentes de formação concomitantes, realizáveis por um período global de 18 meses e que totalizam 90 Créditos Académicos, o equivalente a 2.700 Horas. Tal como ilustra a tabela 3, a componente curricular é constituída por módulos, o correspondente a 66 Créditos, enquanto a componente de elaboração do Relatório de Estágio ou Monografia é constituída por 24 Créditos. Tabela 3: Módulos, créditos, horas e códigos

Ano

Sem

estr

e

Módulo Tipo de Módulo

Nº de Créditos

1º

I Educação para a Cidadania, e Fundamentos das Políticas Inclusivas em NEE

Obrigatório 5

I Metodologias de Investigação em EI Obrigatório 6 I Avaliação e Intervenção em Necessidades

Educativas Especiais Obrigatório 5

I Desenvolvimento Curricular na perspectiva Inclusiva Obrigatório 4 II Intervenção Específica aplicada às NEE Obrigatório 7.5 II Produção de Materiais Ergoterapéuticos Obrigatório 7.5 II Seminário de Pesquisa I Obrigatório 5 II Políticas Públicas para a diversidade: Acessibilidade

e Inclusão Obrigatório 7.5

II Direito, Ordenamento Jurídico e Protecção legal: Exclusão e Violência

Obrigatório 7.5

2º

III Seminário de Pesquisa II Obrigatório 20 III Estágio ou Monografia Obrigatório 24

9. Modelos de Ensino O processo de ensino deve ser visto como um sistema complexo cujos componentes, nomeadamente o professor, o estudante, o contexto, as actividades de aprendizagem e os resultados, interagem na busca de equilíbrio (Biggs, 1996). Neste sentido, não se pode planificar parte do sistema (ex. métodos de ensino) descurando os outros. Decorrente do alinhamento do ensino baseado em competências com o construtivismo e com a abordagem centrada no estudante, este curso irá adoptar estratégias de ensino que colocam sobre o estudante a tarefa de continuamente construir o seu conhecimento, emergindo o docente como um facilitador e co-construtor do conhecimento. Partindo dos pressupostos acima mencionados, no curso de Mestrado em Educação Inclusiva procura-se estabelecer um alinhamento entre os métodos de ensino, as estratégias de aprendizagem e os métodos de avaliação. Através da tabela 3 apresentam-se as linhas gerais deste alinhamento, podendo-se encontra elementos mais específicos nos planos analíticos dos módulos.


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Tabela 4: Métodos de ensino, aprendizagem e avaliaç ão do curso de MEI Métodos de ensino Estratégias de aprendizagem Métodos de avaliação

- Ensino baseado em problemas

- Aulas interactivas - Seminários - Visitas de estudo - Portfolios - Estudos/análises de

caso - Trabalhos/discussões

em pares ou grupos - Projectos - Estágio

- Resolução de problemas - Escuta active, tomada de

notas e questionamento - Leituras, apresentações e

discussão - Observação, tomada de

notas e redacção de relatórios

- Colecção de artefactos/evidências

- Análise e discussão de casos

- Leitura, escuta, análise, tomada de notas e discussão

- Leitura, concepção e redacção

- Observação - Portfólio - Seminários - Relatórios de visitas de

estudo - Ensaios - Trabalhos em grupo - Exames de fim do

semestre - Apresentação oral - Testes escritos - Diário e relatório de

estágio - Relatório do orientador

de estágio

10. Recursos para a implementação do programa

O curso contará com um núcleo de docentes da Faculdade de Educação, que precisa ser reforçado com professores de outras universidades com a dupla experiência, académica e profissional, na área de educação inclusiva, pelo menos durante os primeiros dois a quatro anos do Curso. Esses professores estarão envolvidos em actividades de leccionação de módulos e supervisão de actividades dos mestrandos. A contribuição de docentes visitantes visa, por um lado, conferir maior qualidade e internacionalização, por outro, capacitar o quadro local em termos de leccionação e supervisão. Esta colaboração permitirá que a Faculdade de Educação seja capaz de organizar este curso com o máximo de autonomia académica a médio prazo. Em termos de espaço físico, a FCED dispõe em quantidade satisfatória para albergar este curso. Para tal considera-se a ampliação de espaços existentes, bem como a possibilidade de uso dos espaços partilhados a nível da universidade. A FACED já dispõe de um acervo bibliográfico empregue para os cursos de mestrado em Ciências de Educação e de licenciatura em Psicologia Escolar e de Necessidades educativas especiais. Mesmo existe a plena consciência da necessidade de um reforço significativo deste acervo. Por outro lado coloca-se a necessidade de aquisição de material de apoio, como e o caso do equipamento Braille.

11. Etapas para implementação e elementos de garant ia de qualidade

O processo de implementação do curso de curso de Mestrado em Educação Inclusiva deve obedecer a uma sequência de etapas que vigoram na UEM e em Moçambique. Os mesmos devem também contribuir para a sua garantia da qualidade.

i. Aprovação pela Faculdade de Educação A proposta do curso deve ser apreciada pelo Conselho Científico, pelo Conselho de Direcção e pelo Conselho de Faculdade. ii. Aprovação pelo Conselho Académico


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Com parecer da Direcção Científica da Universidade, a proposta deve ser submetida a apreciação do Conselho Académico. Este é um órgão consultivo do Conselho Universitário e do Reitor. Suas competências incluem, entre outras, pronunciar-se sobre os curricula, a criação de novos cursos, o processo de ensino e aprendizagem, a investigação científica. iii. Aprovação pelo Conselho Universitário Sendo aprovado pelo Conselho Académico, a proposta transita para o Conselho Universitário que é o órgão superior da Universidade Eduardo Mondlane.

iv. Acreditação pelo Conselho Nacional de Avaliação e Garantia de Qualidade O Conselho Nacional de Avaliação e Garantia de Qualidade (CNAQ) é o órgão implementador e supervisor do Sistema Nacional de Avaliação, Acreditação e Garantia de Qualidade do Ensino Superior (SINAQES). O CNAQ assegura a harmonia, a coesão e a credibilidade do sistema de avaliação, acreditação e acompanhamento da qualidade no ensino superior, através da realização de avaliações externas às instituições de ensino superior e acreditação das instituições de ensino superior dos cursos e/ou programas. 12. Referências bibliográficas

Biggs, J. (1996). Enhancing teaching through constructive alignment. Higher Education, 32: 347-364 FACED. (2012). Plano de acção 2012-2016. Maputo: FACED. Madiba, M., Cossa, E. F. R., Desai, Z. K., Hartley, S., Geressu, B. S., Gilpin, A.,…Villet, C. B. (2014). Teacher education. In: Onana, CA, Oyewole OB, Teferra D, Beneitone P, Gonzalez J & Wagenaar R (eds). Tuning and harmonisation of higher education: The African experience. Bilbao: University of Deusto.

Ministério da Educação. (2012). Plano estratégico para Educação 2012-2016. Maputo: Ministério da Educação. Serbati, A. (2015). Implementation of Competence-Based Approach: Stories of Practices and the tuning contribution to academic innovation. Tuning Journal of Higher Education, 3 (1): 19-56.


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3.5.6. Mogadishu University -Somalia

� Name of Programme : Higher Education –Master Degree in Educatio n � Course Name : Educational Management � Programme Duration : 2 years, 4 semesters (semester 1-4) � Credit Hours : 16 weeks per semester,12hrs per week,48hrs per mo nth except

fourth semester 6hrs per week,24hrs per month. � The significance of The Programme: When the civil war broke out in Somalia

,there was destruction of all vital facilities including universities, colleges, schools, and educational gap emerged which led to establishing private education to provide educational opportunities for different levels and Somali government in this period has not been able to play this duty due to the circumstances surrounding the homeland. Our country at the moment recovering and governmental institutions ,public and private education began widely providing services, basing on this, there is a great need and opportunity jobs to educational management field to fill a management gap for both public and private education institutions in Somalia.

� Generic competences of Higher education at Mogadish u University

1. Ability for applying scientific method skills.

2. Ability for conceptual thinking, analysis and synthesis.

3. Professionalism, ethical values and commitment (respect for the well-being and dignity of fellow human beings).

4. Capacity for critical evaluation and self-awareness.

5. Ability to translate knowledge into practice.

6. Objective decision making and practical cost effective problem solving.

7. Capacity to use innovative and appropriate technologies.

8. Flexibility, adaptability and ability to anticipate and respond to new situations.

9. Ability for creative and innovative thinking.

10. Leadership, management and team work skills.

11. Communication and interpersonal skills.

12. Ability to work in an intra and intercultural and/or international context.

13. Ability to evaluate, review and enhance quality.

14. Self-confidence, entrepreneurship spirit and skills.

15. Commitment to preserve African identity and cultural heritage.

16. Information management skills

17. Initiative and entrepreneurial spirit

18. Social responsibility and civic awareness


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� Subject Specific Competence-Educational Management Knowledge

Skills Values

• Capacity to identify and analyse the constitutional characteristics of an organisation .

• Ability to choose how to respond to any situation, regardless of circumstances.

• Capacity to identify, explore and use actual “web” ICT tools.

• Ability to use critically how to organizing educational processes.

• Ability to conduct scientific research methods.

• Leadership skills , • managing human

recourses, • developing human

recourses • critical thinking skills, • solve problem • planning skills, • setting and evaluating

strategies, • finance management • Ability to conduct

research in the field of education and apply the results in educational practice.

• Ability to foster social cooperation with various agencies and community members in order to promote the development of educational processes.

• Ability to adopt the social value of the society.

• Entrepreneurial spirit • Ethical commitment and

professional attitude • Social responsibility and

civic awareness

� Intended Learning Outcomes

• To provide concepts of management and their application in education environment.

• Apply statistics in education management. • Recognize organizational behavior & Organization Theory in Education. • Identify educational Technology • To foster leadership skills • To equip skills of planning, Solving problem, critical thinking and the assessment. • To Apply scientific research in education • To use practically how to organizing educational processes. • To acquire experience of finance management and marketing in educational system • To enhance the skills of human resource development.

• To improve communication skills in management. • To choose title of thesis and prepare dissertation graduation

• To adopt the social value of the society. • To foster ethical commitment and professional attitude


• Social responsibility and civic awareness

� Proposed teaching and learning methods on this cour se Lecturing, discussion, role playing, project, group working ,case study ,answer &answers& questions, solving problems and fish bawl methods.

� Methods of assessing student achievement on this co urse • Oral questions +quizzes + assignments + exercises applied during courses in the

classes /outside of the class(formative evaluation). • Final exam+ reflections at the end of the course (summative evaluation)


73

Course marking Scheme Assessment Mode Marks Assignment 30 Achievement Tests 70

� Critical Evaluation of our proposal

� How The Course will Contribute to the working life of the students

The competencies of this course provide job opportunities to graduates of the country where there is a great need to this specialization since it is covering from civil war. � How The Course Relates to The Main Programme Compet ences and ILOs

• ILO/ Competencies Distribution by Semester Semesters ILOS Competencies Semester One

• To comprehend

concepts of management and their application in education environment.

• Apply statistics in Education management.

• Recognize organizational behavior.

• Identify educational Technology

Knowledge Skills Values Principles Mgmt for Educational administrator. Statistics in Education management. Organizational behavior. Educational Technology

Ability to use principles mgmt for educational administrator. Apply Statistics in Education management.

• To adopt the social value of the society.

• To foster ethical commitment and professional attitude


• Social responsibi


74

lity and civic awareness

Semester Two

• To Apply scientific research in education

• To enhance the skills of human resource development.

• To use critically how to organizing educational processes.

Educational Policy. Curriculum Management & Planned Change. Human Resource Management in Education. Research Methodology in Education Management

Ability to set up and develop educational and curriculum. Ability to practice HRM-HRD theories in education. Apply research methodology skills in education

• foster ethical commitment and professional attitude



Semester Three

• To acquire experience

of finance management and marketing in educational system.

• To enhance the skills of human resource development.

Finance Management in Educational System. Human resource development. Marketing Management in Education.

Ability to use finance management skills in educational system. Ability to develop human resource.


• To foster ethical commitm


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• To analyze organization Theory in Education

Organization Theory in Education

Ability to marketing management in Education. Ability to compare organization Theory in Education and select appropriate ones to be applied for improving educational process

ent and professional attitude



Semester Four

• To foster leadership skills.

• To choose title of thesis and prepare dissertation graduation

Leadership in Education. Dissertation – Educational Management

Ability to leadership skills in education. . Ability to prepare thesis graduation in accordance with research methods.


• To foster ethical commitment and professional attitude

• Ability to foster social cooperati


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on with various agencies and community members in order to promote the development of educational processes.


� How the ILOs are Aligned with Teaching, Learning an d Assessment

Teaching Activities /Lecturer

Learning Activities/Learner Assessment

No ILOs In the class outside of the classroom

In class / outside of the classroom

1 To provide concepts of management and their application in education environment.

Lecturing, Demonstration of main concepts of management on any available devices. Instruction how to apply in educ. Environment. Selecting required materials

Discussion, Reading articles , Presentation methods

Oral questions/quizzes/assignment / final exam

2 Apply statistics in education management.

Describing concept of educational statistic ,providing some practical examples of education in

Practicing activities relating to educational statistic , Presentation, Reading articles

Assignment, as groups or individually. Oral questions/quizzes/ final exam


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Somalia 3 Recognize

organizational behavior & Organization Theory in Education.

Demonstration of main concepts related to organization theories on white board/power point or another available devices(in the class. (Out of the class room) Visiting (teacher+ students) one or more education organizations to identify which organization theories they based on

Discussion. Group work . Case study. Reading articles. Visiting one or more education organizations to identify which organization theories they based on

Assignment, as groups or individually / Oral questions/quizzes/ final exam

4 Identify educational Technology

Explaining concept/types of

educational Technology

,Showing practically some devices to (AVA) used in educational process

Practicing how to use AVA/making some teaching aids from the local environment. Reading articles

Assessing presentations /quizzes/ final exam/assignment

5 To foster leadership skills

Demonstration concept/types of leadership in generally /educational leadership particularly

Reading articles, Discussion, Case study, Presentations

Assessing presentations /quizzes/ final exam/assignment

6 To equip skills of planning, Solving problem, critical thinking and the assessment.

Demonstration planning, solving skills and critical thinking, assessment methods in education

Applying planning, solving skills and critical thinking, assessment methods in education. Reading articles relating to above skills

Assessing /case study /presentations /quizzes/ final exam/assignment

7 To Apply scientific research in education

Overview scientific research in education .Giving samples of educational researches

Practicing/Discussing scientific research in education. Reading articles relating to applied researches

Preparing as a groups/individually researches relating to education in Somalia. Quizzes/ final exam/assignment

8 To use practically how to organize

Highlighting how to organize educational processes.

Analyzing how to organize educational processes. Reading articles relating to applied studies

Preparing, as a groups/individually assignments relating to education


78

educational processes.

Giving models relating to the subject

process in Somalia. Quizzes/ final exam/assignment

9 To acquire experience of finance management and marketing in educational system

Lecturing concept of finance management and marketing in educational system. Giving samples of written financial mgnt system in education

Applying how to set up educational financial policy and marketing methods . Reading articles relating to applied studies

Preparing, as a groups/individually assignments relating to the subject . Quizzes/ final exam/assignment

10 To enhance the skills of human resource development.

Clarifying /Describing skills of human resource development. Providing samples of applied studies

Discussion on skills of human resource development. . Reading articles relating to applied studies

Assignments relating to the subject . Quizzes/ final exam/assignment

11 To improve communication skills in management.

Providing general concept of skills of communication management and its types. Showing some practical models

Pole playing ,discussion, reading articles relating to applied studies


12 To choose title of thesis and prepare dissertation graduation

Demonstration steps of choosing title of thesis and prepare dissertation graduation

Presenting titles of title of thesis to be discussed

Evaluating titles of thesis

13 To adopt the social value of the society.

Awareness constantly /fostering social value of Somali society

Discussion on values of Somali society . reading articles relating to applied studies of Somali culture and values to be presented

Using assessment values methods during & end of the course

14 To foster ethical commitment and professional attitude

Proving /fostering the importance of ethical commitment and professional attitude

Discussion on ethical commitment and professional attitude . reading articles relating to applied studies of ethical commitment and professional attitude

Using assessment values& attitudes methods during & end of the course

15 To foster social cooperation with various agencies and community members in order to promote the

Proving /fostering the importance of social cooperation with various agencies and community members in educational processes

Discussion on social cooperation with various agencies and community members in educational processes



79

development in educational processes.

� Strengths of Institutional Arrangements

T he strengths from current institutional arrangements that will help to make the course a success are as follows:

• Administration and Staffing: Mogadishu University has capacity to implementing this course and achieving its goals as well as it has department of high education programme and the system of staffing is standardized in accordance with Somalia employee act in addition the staff running in this programme ere qualified and committed .

• Resources : are basically available but efforts are being made by MU to get necessary other resources from Interested stakeholders.

• Academic support :M ogadishu University has main academic support such experienced lecturers ,curriculum, and education materials ,it devotes on all efforts to enhance educational process in all levels including high education ,all supports for this regard are welcomed by MU.

• Ministry of education Authentication : Mogadishu University has legitimacy and recognition of MoE.

� Courses of The Programme Semester One

No Courses Hours 1 Principles Mgmt for Educational administrator 3 2 Organizational behavior 3 3 Statistics in Education

management 3

4 Educational Technology 3

Total 12 Semester Two

No Courses Hours 1 Educational Policy 3 2 Curriculum Management &

Planned Change 3

3 Human Resource Management in Education 3 4 Research Methodology in Education Management 3

Total

12

Semester Three

No Courses Hours 1 Finance Management in Educational System 3 2 Human resource development 3 3 Marketing Management in Education 3 4 Organization Theory in Education 3

To

12


80

Semester Four

No Courses Hours

1 Leadership in Education 3 2 Dissertation – Educational Management 3

To

6

September 2016 Mogadishu University Team


81

3.5.7. Makerere University, Uganda

A. Name of the new or revised programme. (Please menti on if it is a New/Revised and/or Joint Programme) This is a new Programme

i) Old name as per Addis meeting : Master in Early childhood Education (ECE) The name now reads:

ii) Master of Education (Early Childhood Development ) MED (ECD) B. Explain the social need of the new or revised progr amme (in case of Joint

Programmes, please describe the other universities involved and its role in the programme).

Different studies and reports (MoES&S, 2001, UWEZO 2015; NAPE, 2015; UNEB 2013) on education in Uganda do revel that in spite of the many changes and reforms there is a suspicion that children are not taught well and are not learning. There are few well trained personnel in early childhood pedagogy, care and management at all levels. The Government of Uganda has made this area of study a national priority by calling for a dramatic increase in the number of qualified early childhood teachers, teacher educators, carers and managers (MOES, 2012 and the National Integrated Early Childhood Development, IECD Policy). Largely, majority of available training in non-degree awarding ECD training institutions in this area is at certificate and diploma level. There is need for universities to provide training at undergraduate and post-graduate levels for leaders in this sector. It’s upon this background that this programme has been designed to provide training at Masters Level for ECD Teachers, Teacher Educators and Managers.

C. Description of the degree profile of the new progra mme or a revised programme in terms of generic and/or subject-specific compete nces.

The Early Childhood Education Programme is aimed at meeting the developing professional needs of the early years and childcare workforce for children 0-6years. The Education Act of 2008 recognises pre-primary as the first level of education intended to prepare children for formal schooling. However, there is shortage of graduate and post-graduate well trained, teachers and trainers of early childhood development to provide quality child care, education and research in Early Childhood Development. The College of Education has a long history of training, supporting and developing secondary education teachers and managers through its Bachelors, Masters and PhD programmes. In terms of the Masters of Education (Early Childhood Development), the College builds on the experience of the Post-Graduate Diploma in Early Childhood Education which was started in 2005 and the short certificate courses run by the Centre of Teaching and Learning Support. The Master of Education (Early Childhood Development) matches closely the Standards for Early Childhood Education, Care and Development nationally and internationally and developed using the Makerere University Guidelines for post-graduate courses. The course is designed to develop graduate level professionals and future leaders in the sector.

The course takes a holistic view of children's development, learning and well-being and covers areas such as:

• Protecting and caring for children

• Working with parents and carers, families, communities and other agencies

• Developing practice in the leadership of others which is informed by an understanding of children and of childhood


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• Developing knowledge and understanding of relevant organisational frameworks

• Developing a critical understanding of policies, practices and legal requirements relevant to the service of ECD

• Fostering understanding in how young children learn and develop

• Leading others in supporting play and learning and in how to encourage children to become healthy, active and achieving

• Supporting teamwork and collaboration

• Business management of the services provided.

Work-based learning will be a major and central feature of this provision.

D. Length and level of the programme.

1. The duration of the degree Master of Education (Early Childhood Development programme) will be two years (four semesters of 17weeks). This is a frame work for the candidates who will do the programme by:

i) Masters by Coursework and Dissertation (Plan A)

ii) Masters by Coursework and School Field Attachment Project and Report (Plan B)

2. While the degree Master of education (ECD) by Research Only (Plan C) will be between two to three years (four to six semesters of 17 weeks each)

E. Future fields, sectors of employment/occupation of graduates.

The programme shall target people who are interested in acquiring advanced knowledge and skills in ECD such as ECE managers, supervisors and ECD advisory teachers, NGO personnel involved in ECE, ECE teacher educators and researchers in ECE. These are individuals with a Bachelor of Education either in Early Childhood Development, primary Education or even secondary education but want to specialise and work in ECD related fields. F. Program competences

7. Skilled researcher who can apply research to address problems in Early Childhood Education teaching and learning

8. Demonstrate expertise in trans-disciplinary foundations of Early Childhood Education teaching and learning

9. Ability to synthesise, integrate and evaluate the trans-disciplinary foundations to Early Childhood Education teaching and learning

10. Demonstrate ability to care, support, communicate with and value children as essential to future generations

11. Demonstrate ability to identify the special needs and demands of children at an early age

12. Facilitate continuing professional development and innovations in Early Childhood Education teaching and learning

13. Ability to synthesise, integrate and evaluate the foundations of Early Childhood Education Teaching and learning

14. Demonstrate ability to care, support, communicate with and value children as essential to future generations and assess the relationship between the social-cultural backgrounds of children and their access to opportunities for early childhood literacy and numeracy development


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15. Build meaningful relationships to support families, communities and ECD learning learning centres

16. Display knowledge of the professional, ethical and human rights issues that may arise in the application of psychology, social studies and education in child-centred research and practice in a variety of contexts

a) Generic

1. Knowledge of early childhood education 2. Leadership and management skills 3. Resourcefulness

4. Communication skills 5. Knowledge of child rights and ethical issues in early childhood education

b) Domain specific

6. Early childhood pedagogy 7. Research Methodology in early childhood education 8. Theoretical frameworks in ECE 9. Policy and legislation in ECE 10. Theoretical approaches to literacy, numeracy and development in the Early

Childhood Education 11. Social-cultural perspectives on ECE( engaging and building family, community

and ECD centre relations)

h) Description of the expected lea rning outcomes related to the competences.

G. Programme Learning Outcomes :

At the end of the program, a graduate should demonstrate ability to: 1) Apply knowledge and skills of research to demonstrate ability to carry out a research

project on ECD ; and apply research findings to improve teaching and learning in ECE.

2) Critique and assess various theories of Early childhood Development as they can be applied in various programmes for young children

3) Use knowledge of the foundations of Early Childhood Education Teaching and learning

to develop and implement various strategies of promoting early childhood literacy and early childhood numeracy and identify a range of technical aids in the teaching of early childhood literacy and numeracy

4) Assess the relationship between the social-cultural backgrounds of children and their

access to opportunities for early childhood literacy and numeracy development and suggest mediation and forms of assistance in early literacy and numeracy

5) Interprete and use the theoretical perspectives on early childhood literacy and

numeracy to facilitate continuing professional development in innovative Early Childhood Education teaching and learning practice

6) Display knowledge of the professional, ethical and human rights issues that may arise

in the application of psychology, social studies and education in child-centred research and practice in a variety of contexts.


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7) Relate their understanding of early childhood development theories to policy and practice in ECD programmes and pre-school education in Uganda to build meaningful relationships to support ECE centres, families and communities

8) Demonstrate knowledge and understanding of the effects of different disciplines (health,

law, sociology, psychology, education, culture and economics) on eary childhood education, care and development to develop and implement educationally relevant activities that meet the diversity of childrens’ socio-cultural, socio-economic, socio-political environments.

i) Short description of the methodology of learning strategy for achieving the competences.

H. Programme Mode of Delivery The programme will be by coursework and research, using blended learning approaches, interactive lectures, seminar presentations, group discussions and presentations, field investigations, drafting of research proposals, reading and analysis of text and critical reviews of research literature, cooperative learning, project-based learning; ICT integrated learning and Open learning resouces.

Modes of Conducting the MED (ECD) Programme

The MED ( ECD), like other masters programmes of Makerere University, will be conducted in any of the following three plans:

i. Masters by Coursework and Dissertation (Plan A) ii. Masters by Coursework and Field Attachment Project and Report (Plan B) iii. Masters by Research only (Plan C)

i) Masters by Coursework and Dissertation (Plan A)

An MED ( ECD) by Coursework and Dissertation shall consist of core and elective courses taught in the first and second semesters of year one and a dissertation arising out of a candidate’s research undertaken in the internship project. The coursework component will make up 45 Credit Units of the workload, which shall be covered in the first two semesters of the programme. The last two semesters of the programme shall be devoted to seminar series and research.

In the first and second semesters of the MED (ECD) by Coursework and Dissertation, the candidate shall be expected to:

i. Attend all the core courses in the discipline, including crosscutting courses. ii. Attend seminars and workshops as required by the SoE iii. Make extensive review of literature relating to the proposed research report. iv. Develop the Research Proposal, Research Instruments and present them to the SoDLL Higher

Degrees and Research Committee for approval. v. Develop a Research Plan with guidance from supervisor(s). The Research Plan should act as a

contract between the student, the supervisor and Makerere University. In the last two semesters of the programme, the MED (ECD) by Research and Dissertation candidate shall be expected to:

i. Present a Research Plan. ii. Collect data. iii. Attend seminars and workshops as required by the SoE. iv. Present preliminary findings. v. Commence on the writing process, data analysis and submission of dissertation. vi. Support the dissertation examination process vii. Refine the dissertation


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I. Structure of the programme: list of units/cour ses/modules.

Course Structure Structure of the Masters of Education ( ECD) The programme shall have two teaching and two research semesters. In the first semester the students will offer one Core Research (EDU 7101), one Core educational Foundations subjects ( EDF 7101) 1 Elective Curriculum studies subject ( CUS 7101) in addition to the 3 Core paper in ECD ( ECD 7101, ECD 7102, ECD 7103) The coursework component will last two semesters. In the second semester the students cover one cross cuting course in education (EDF 7201) and 3 other Core papers in ECD ( EDC 7201, EDC 7202, EDC 7203, EDC 7204, EDC 7205 and EDC 7206 ) Seminar series shall be conducted in both Semesters on topical issues on early childhood as identified by the Department Lecturers and will contribute to Course Work in the various areas of specialization. During the recess term of year one, students will be required to write and defend their research proposals. The Research proposal shall carry 20% of the mark for the research and dissertation. In the Second Year of Registration, the studets shall do research and submit a dissertation by end of third semester (1st Semester of year two). In the forth semester the dissertation shall be marked and the student will defend his/her dissertation in a viva voce before a selected panel of examiners to be able to graduate at the by the end of the second year of registration. The length of the dissertation shall be between 10,000 – 12,000 words (See graduate studies regulations regarding dissertation).

Elective courses are introduced in semester II and are designed to help students develop further grounding in general education. Students will therefore be required to take at least one of the electives offered in a semester.

Cross-cutting Courses

The NCHE Quality Assurance Framework for Ugandan Universities (2006) and the Uganda Higher Education Qualification Framework 2016 recommend the following three cross-cutting courses to be taken by all students of Masters Degree programmes: (1) Scholarly Writing and Publication Skills; (2) Computer Applications in Research; and (3) Research Methodology. The content of these courses is competently covered as follows: Scholarly Writing and Publication Skills in EDU 7101: General Seminar Series dedicated to its coverage. Educational Research is covered in EDU 7101 and EDU 7201 Research Seminar Series, during which students will be required to demonstrate competencies they will have developed in Scholarly Writing and Publication Skills. Computer Applications in Research is introduced in EDU 7101 & EDU 7201 The students will also attend the newly dveloped programme Digital Literacies for 21st Century Learning under the theme: Computer Literacies for Research.It is handled more comprehensively under MDT 7203: Educational Research. Research Methodology & Educational Research is comprehensively covered under EDU 7101 & EDU 7201.

Year One Semester I Course Code Course Name Course Status LH TH PH CH CU


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EDF 7101 Contemporary Issues in Educational Foundations

Core 30 0 30 60 2

EDU7101 Quantitative Research Methods

Core 30 0 30 60 4

ECD 7101 Theories of Early Childhood Development

Core 30 0 30 60 4

ECD 7102 Approaches and Models of Early Childhood

Core 30 0 30 60 4

ECD 7103 Early Childhood Programme Development

Core 15 0 30 30 2

CUS 7101 Contemporary Curriculum issues in Education

Elective 30 0 30 60 4

ECD 7104 Seminar Series 30 0 30 60 4

Year One Semester II Course Code Course Name Course Status LH TH PH CH CU

EDU7201 Qualitative Research Methods

Core 30 0 30 60 4

ECD 7201 Evaluation and Assessment of Young Children

Core 30 0 30 60 4

ECD 7202 Child Care, Health, Nutrition

Core 30 0 30 60 4

ECD 7103 Early Childhood Literacy and Numeracy

Core 15 0 30 60 2

ECD 7204 Play and Material Development in ECD

Core 30 0 30 60 4

MDT 7205 Digital Literacies for 21st Century Learning

Elective 15 0 30 30 2

ECD 7206 Seminar Series 30 0 60 60 4 Year Two Semester One Course Code Course Name Course Status LH PH CH CU


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ECD 7301 Research Proposal Writing

00 120 240 8

ECD 7206 Supervised Field Attachment Project (SFAP)

Core 15 0 30 30 2

ECD 7302 ECD Research Seminar 30 60 00 2 Total Credit Units

10

Year Two Semester II Course Code Course Name Course Status LH PH CH CU

ECD 7401 Proposal writing 00 60 30 2 ECD 7402 Research and

Dissertation Writing 00 120 240 8

Total credit units

10

l) Internal Quality Control/Enha ncement.

The following are the things put in place to achieve quality assurance/enhancement

1. Makerere University recommends that any programme developed should follow the set University procedures namely, incepted at the department, school, College, Senate and NCHE. The programme should be regularly reviewed by an external person with parameters developed by both the NCHE and makerere University directorate of Quality Assurance.

2. The NCHE Quality Assurance Framework for Ugandan Universities (2006) and the Uganda Higher Education Qualification Framework 2016 recommend the following three cross-cutting courses to be taken by all students of Masters Degree programmes: (1) Scholarly Writing and Publication Skills; (2) Computer Applications in Research; and (3) Research Methodology.

3. The nature and Quality of lecturers is vetted by the university. All teachers at this level should possess qualification above that which they teach.

4. Lecturers have to always provide an up dated list of text books or E-sources for students to use in the pedagogy.

5. After every module lecturers as a must have to ask students to provide a written feed back on the suitability of the module.

6. The Grading System For Masters Courses is well stated and has to be followed. 7. Core and elective papers are also clearly indicated


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8. The Programme will be guided by Both the NCHE and makerere University pedagogy and examinations regulations.

m) Other relevant aspects.

The programme in addition to the Quality Assurance above will have the following assessment and Regulations

1. Examination and Assessment Structure and Regula tions

a. Assessment

Assessment for the MED (ECD) programme shall be conducted in adherence to international best practices in and the existing Rules and Regulations governing Makerere University examinations. Student performance shall be accessed through:

i. Formative assessment This shall consist of written assignments, field visits/attachments, practical work, and supervised tests done during the course of the semester.

ii. Summative assessment This shall be administered at the end of each semster. Each student will be required to present themselves to the designated venues to be assessed in each of the courses done. Each course shall be scored out of a total mark of 100%. While the various elements constituting the formative assessment shall normally carry 40% of the total marks, the summative assessment shall carry 60% of the total mark, unless otherwise stated (see Detailed Course Outlines for specific requirements).

iii. The Research Report shall be assessed out of 100%. iv. The Supervised Field Attachment Project shall be assessed out of 100% of which

30% shall come from the Field Supervisors assessment, 40% from the University Supervisor’s assessment of the project progress portfolio that reflect on student’s own experiences in the study area during the Supervised Field Attachment, and 30% from assessment of the Student’s Reflective Journal.

b. Progression on the Programme

Student Progression on the programme will be through: a) Normal Progress, which occurs when a student passes all the courses taken during the

semester; b) Probationary Progress, which occurs when a student either fails a core course or

obtains a GPA or a CGPA less than 3.0. Probationary status shall be removed when either of the two conditions a) and b) above no longer holds.

c) Discontinuation: A student shall be discontinued from the programme if one of the following conditions obtains:

i. Receiving two probations on the same core course. ii. Receiving two consecutive probations based on GPA or CGPA. iii. Fails to pass a submitted Field Attachment Report. iv. Fails to pass a submitted dissertation. v. Student is absent from an examination without a valid reason.

c. Retaking a Course

A student shall be required to retake a course if one of the following reasons obtains: i. Absence from examination without a valid reason. ii. Failing to obtain a pass mark. iii. Need to improve on earlier performance.


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d. Credit Accumulation and Transfer and Exemptions

Credits earned from an education and training provider or authorised assessment body can be used towards attainment of an MED (ECD Degree of Makerere University). The Credit Accumulation and Transfer (CAT) system shall enable a learner earn credits from different related study programmes and still be in position to receive an award of an MED Degree of Makerere University or as prescribed by the NCHE, and The Uganda National Qualification Framework 2016.

On the other hand, a candidate who has acquired prior essential learning as evidenced from previous awards shall be freed from taking some courses. Such a candidate may graduate with a lower graduation load than the normal and may spend less time at Makerere University.

Credit Accumulation and Transfer (CAT) shall apply to uncompleted qualifications (programmes) while exemptions shall apply to completed qualifications. In addition, exempted courses shall not contribute to the student’s final CGPA while transferred and accepted credits shall contribute to the final CGPA.

Credit Accumulation and Transfer shall be guided by the following regulations:

i. A student shall be allowed to transfer credits if she/he meets the minimum admission requirements of Makerere University and those of the MED programme.

ii. Transfer shall only be permitted for programmes and institutions that are accredited by NCHE or any other mandated competent authority.

iii. Although every student is at liberty to transfer from one programme or institution to another, admission to the MED shall be at the discretion of the Graduate Admissions Board of Makerere University. The student is obligated to provide certified, relevant, up-to-date academic records from his/her previous institution for the intending transfer of credits or exemptions.

iv. Transfer of credits shall be permitted by the Graduate Admissions Board when the Board is satisfied that courses or modules that have been completed by the applicant at another accredited institution are relevant to the MED programme.

v. A student shall be required to earn at least 60% of the total credit units from Makerere University so as to receive the Makerere MED ( ECD ) award.

vi. Courses that are transferred and the institutions where they were earned shall clearly be indicated on the transcripts.

vii. The courses that are transferred and allowed by Makerere University shall not exceed 40 credits and shall be included in calculating the student’s Cumulative Grade Point Average (CGPA). Other successfully completed courses that do not necessarily contribute to the CGPA shall be included on the student’s transcript as supplementary courses.

Exemptions shall be guided by the following regulations:

i. The Graduate Admissions Board shall exempt a candidate from a given course if there is evidence of a recognised qualification where such a course or similar courses were offered.

ii. Exemptions shall not exceed 40% of the entire programme. iii. Courses that are exempted shall clearly be indicated on the transcripts but shall not

contribute towards a final CGPA.


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3.5.8. Katyavala Bwila University A) NAME OF THE NEW OR REVISED PROGRAMME TEACHERS TRAINING IN PEDAGOGY – a revised programme . B) EXPLAIN THE SOCIAL NEED OF THE NEW OR REVISED PROGRAMME The teaching of pedagogy in Benguela at ISCED (Instituto Superior de Ciências da Educação in Portuguese) a school of Pedagogy teacher training is relevant, mainly for being the oldest institution of higher education academic in II region, with 23 years to prepare teachers. Although the ISCED experience represents a valuable asset for the professional improvement and qualification, this institution, particularly the Pedagogy has to renew its programmes the curricula with the contexts of high schoolswhere the students comefrom. In the context of the educational reform, there has been an increase in the number and type of schools, with a particular attention to the teacher training schools, a graduation in teaching of Pedagogy, ensures not only the possibility of continue their professionals training in the region, but also meets the demands for training and qualification frameworks for action in the various levels of education. The implementation of such initiatives are relevant since it opens paths for the change of the current patterns of work organization, inspired on the principles concerning the democratic administration of education, building a reflective and critical in the pursuit of self-determination, especially for the communities affected by low levels of the human development.There are schools in diferent levels (primary, secondary, special schols) so, teachers training become a need and an oportunity for this institution in need psychopedagogical training to increase their professional qualifications. The instititute of educational Science (ISCED) meet the Benguela´s society expectations and help in the socio-economic development of the region which prepares the graduates towards the objectives of an integral education. C) DESCRIPTION OF THE DEGREE PROFILE OF THE REVISED PROGRAMME IN TERMS OF GENERIC AND/OR SUBJECT-SPECIFIC COMPETENCES

1.1. Academic degree; The Lei de base do sistema educativo n.º 13/2001 in Portuguese (LBSE/2001) law says that the subsystem of higher education Angolan structured into: undergraduated and postgraduate studies. The present programme awards to the undergraduate level and confers the degree of Bachelor in Pedagogy teatcher training. D) LENGTH AND LEVEL OF THE PROGRAMME: This programme lasts eight semesters, including two semestres for internship and end of course paper. E) FUTURE FIELDS, SECTORS OF EMPLOYMENT/OCCUPATION OF GRADUATES

E. 1. Entrance requirements profile To acess this course, candidates must have passed the secondary schools. It is expected that the applicants have access to pedagogy teacher training; applicants must have completed secondary education. It is expected that who join the teacher training, particularly in Pedagogy. Applicants should be:

a) Primary teachers training school; b) Students from Teacher training Schools (such as: ICRA, ADDP and others) c) Teachers in general; d) Candidates who have training in areas the purposes (Education Sciences and

psychology). E. 2. Employalbility

The Pedagogy teacher training graduates a professionals who in the following fields:


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• Pre-school teachers; • Primary and secondaryteachers; • Educational Professional • Educational Managers and school evaluaters; • Educational researchers.

F) LINK OF THE COMPETENCES WITH THE AGREED GOAL-PRO FILE There is a link between the skills and the meta-profiles established for the course, that refers to what the students will learn in each topic of the subject, according to what the graduates can develop concerning to the teaching and learning processes for the eight semestres. The course provide the graduate in Pedagogy competences which allow them to teach, manage and evaluate schools apart from working in other educational. G) DEFINITION OF THE COMPETENCES AND ITS LEVEL Considering these assumptions, it is expected that the student who gets the graduation in pedagogy has built the desired professional profile, and has developed the following competences:

G. 1. Generic competences The general skills of an undergrate course those that allow the graduates to find jobs and live in a society as good citizen. In this sense, set as generic skills the following:

1. A general and professional culture; 2. Knowledge about children, adolescents, young people and adults, including the specifites of pupils with special educational needs; 3. Knowledge about the cultural, social, economic and political education; 4. Contents of the knowledge areas that make the subject of the training; 5. Pedagogical Knowledge; 6. Knowledge from the experience; 7. Reflective approach and purpose between training institution and the spaces and non-school education; 8. Research on the relationship between school and society, organizational practices of the school work/school and the teaching-learning process. G. 2. Specific skills

The specific skills are those knowledges that enables the graduatedto join the job market and integrate the professional community of the study area. The skills are the following:

G. 2.1. As a professional committed to the society, the undergraduated shall: • Act in a consistent manner with the ethics values, justice and solidarity, aimed at the construction of fair and egalitarian society; • To ensure the dignity of the human being, for the dignity of his work as an educator and diversity among students; • Participate in the process of scientific and pedagogical training for the understanding of the complexity of the human being, and of social life and historical partner institutions; • Be able to develop knowledge in a cooperative and collaborative way, involving students as participants in the process, dialogue on the basis of recognition and mutual respect, without prejudice and discrimination; • Be able to prepare and to carry out research and to contribute to the reflection on the educational and social well-being; • Develop intellectual creativity to work in alternative environments, developing educational and social activities in accordance with the conditions of the students and current aspirations; • Recognize and respect the manifestations and physical, cognitive, emotional learners ' and affective needs of the learners in their individual and collective relationship;


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• Demonstrate awareness of diversity, respecting the environmental-ecological differences, racial-ethnic, gender, generational, sociais classes, and religions, special needs, sexual choices, among others; • Develop teamwork, establishing dialogue between the educational area and other areas of knowledge; • Conduct research to produce knowledge among others: about his students and the socio-cultural reality in which develop their school experiences inside and outside the school, teaching and learning process in different media and educational practices; • Use the teaching and assessement techiniques, learning activities suitable for construction of educational and scientific knowledge; • Study the curriculum guidelines and apply other legal issues to implement critically, execute, assess and submit the results evaluation to the authorities.

G. 2.2. As a professional committed to teach ing, should: • Understand, care for and educate children, youth and adults, in order to contribute to its development in the dimensions, physical, psychological, social and intellectual; • Strengthen the development and learning of subjects at different stages of human development, at various levels and modalities of the educational process; • Apply diversified methods and techniques for learning and evaluation for areas like: languages, mathematics, science, nature, history and geography, interdisciplinary and appropriate way to the various stages of human development, particularly for children and teenagers; • List the languages in the media applied to education, pedagogical-didactic processes, demonstrating mastery of appropriate information and communication technologies to the development of significant learnings; • Promote and facilitate cooperation between the educational institution, the family and the community.

G. 2.3. As a professional committed to the Organiza tion and the school management must: • Be integrated successfully into the world of pedagogical work and school administration; • Cooperate in the administration of high school life and contributing to the promotion of the necessary conditions for the pedagogical work; • Know the cooperative pedagogical work, the experience of the school and the pedagogical relationship in the principles of a democratic society; • Participate in the management of the institutions, as much as students as teachers, contributing to the preparation, implementation, coordination, monitoring and evaluation of the educational projects.

G. 2.4. As a professional committed to the Organiza tion and management of educational practices in non-school structures a nd environments, you should:

• Identify socio-cultural and educational problems in an integrative research stance to tackle complex realities, in order to contribute to the overcoming of social exclusion, racial-ethnic, cultural, religious, economic and other policies; • Participate in the management of the institutions that perform planning, executing, monitoring and evaluating projects and educational programs, non-school environments.

H) DESCRIPTION OF THE EXPECTED LEARNING OUTCOMES RELATED TO THE COMPETENCES Nothing to declare. The program doesnt present the expected learning outcomes. Till now, teachers plan their classes basing on the objective not on intended learning outcomes.


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I) SHORT DESCRIPTION OF THE METHODOLOGY OF LEARNING STRATEGY FOR ACHIEVING THE COMPETENCES In order to achieving the competences, teachers will deal with active methodologies, teaching, learning and assessment techniques. Teachers should focus on methodologies that encourage the participation of students in the teaching-learning process, seeking to promote experiences that enable students to construct knowledge through an active, participative and critical attitude. The following are the suggested :

I. 1. Teachingtechniques The teaching techniques usuallycarriedout by Katyavala Bwila´s teachers are: seminars, tutorials, pairorgroupdiscussion, lectures, preferably with the help of audiovisual resources; Seminars for discussion of texts read in advance; Analysis of videos or texts;

I. 2. Learningactivities Some activities are bothteachingtechiniquesandlearningactivities.Some of them are: seminars, tutorials, assignments, oralpresentations, book (text) review, commented readings of articles or texts on psychology and pedagogy or others; intensiveandextensive Reading anddiscussion, discussions, think-pair-share; Observation of people, groups work with report; Submission of papers in large group; Individual works; Interviews of various kinds, simulated or not; Interviews with professionals; Visits to sites where educators Act; Elaboration of research projects; Analysis of survey data, simulated or real.

I. 3. Assessmenttechniques Givento the diversity of learning objectives in the various educational activities, as well as the variety of pedagogical practices that can be implemented, the course does not establish a single method of evaluation, making the choice of the method at the discretion of the teacher responsible for each activity. However, the methodology of evaluation of each discipline must be provided for in the Discipline plan drawn up by the teacher and approved/in the Department. The methods of assessing include: written tests, oral tests, tests and written works (group or individual). Inthiscourse, studentsassessementwill well madethroughthefollowingtechniques: Essayquestions, Multiplechoicequestions, Oralpresentations, Shorttests, Shortanswerquestions, Peerreview. Teachers somehow will be free to use any assessment technique of the student learning as long as it is appropriate is the nature of the contents to beassessed. In addition to these, other pedagogical practices can be developed by teachers, according to need and objectives of each activity. J) STRUCTURE OF THE PROGRAMME

J. 1 List of the subjects and sources 1. PRECEDENCE SCHEME OF SUBJECTS TABLE:

TEACHING OF PEDAGOGY UNDERGRADUATE COURSE

Nº A inscrição em: Depende da aprovação em:

1 Philosophy Of Education General Philosophy

2 Foreign Language II Foreign Language I

3 3 Portuguese II Portuguese I

4 Differential Psychology And Pedagogy General Psychology And Pedagogy

5 Developmental Psychology General Psychology And Pedagogy

6 Educational Psychology General Psychology And Pedagogy

7 Pedagogical Practice I General Special Pedagogy And Didactics

8 Early Childhood Education Methodology General And Special Education Teaching


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9 Pedagogical Practice II Pedagogical Practice I

10 Special Needs Education Anatomy And Physiology, Developmental

Psychology. Pedagogical Psychology

11 Diagnostic And Psycho Pedagogical Intervention

Anatomy And Human Physiology, Developmental Psychology Pedagogical Epsicologia

12 Educational Research Methodology Scientific Research Methodology

13 Primary School Methodology Early Childhood Education

Scientific Research Methodology

J. 2. Number of hours set out in the plan of study Total number of hours of the course: 3,936 h; Total number of hours of theoretical lessons: 1,520 H; Total number of hours of practical classes (in classroom, laboratory, field work, independent and/or other activities): 672 H; Total number of hours theoretical-practice: 1,328 H; Total number of hours devoted to the work of end of course: 10 hrs/week. Total: 480 Hours = Total number of credit units: 394 UC (ECTS).


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PLANO DE ESTUDO DO CURSO DE LICENCIATURA EM: ENSINO DE PEDAGOGIA

Disciplinas Scheme Nº of hours/week Total ECTS

1º Ano Cód. A 1ºS 2ºS T TP P Total 1ºS 2ºS A

1 General Pedagogy X 3 3 48 48 96 10 2 General Psychology X 3 3 48 48 96 10 3 GeneralDidactics X 3 3 48 48 96 10 4 Special Pedagogy X 3 3 48 48 96 10

5 History and Educational theory X 3 3 48 48 96 10

6 Anatomy and human Physiology X 3 3 48 48 96 9

7 Information and communication technology X 3 3 48 48 96 9

8 Scientific research methodology X 3 3 48 48 96 10 9 General Philosophy X 2 3 32 32 64 6 10 Portuguese X 2 3 32 32 3 11 Foreigner language I X 2 2 32 32 3 12 Portuguese II X 2 2 32 32 3 13 Língua Estrangeira II X 2 2 32 32 3

Total 480 480 960 96

Subjects Scheme Nº of hours/week Total ECTS

2º Year Cód. A 1ºS 2ºS T TP P Total 1ºS 2ºS A 1 Pedagogical Practice I X 12 12 192 192 384 38 2 Developmental psychology X 3 3 48 48 96 9 3 Educational Psychology X 3 3 48 48 96 9 4 General Sociology and X 3 3 48 48 96 9

5 Personal and professional development of Professor X 3 3 48 48 96 10

6 Methodology of early childhood education X 3 3 48 48 96 11

7 Differential Pedagogy and Psychology X 3 3 48 48 96 10 8 Population X 2 2 32 32 3 9 Applied statistics education X 2 2 32 32 3 10 History of Angola X 2 2 32 32 3

Total 512 544 1056 106


3º Ano Cód. A 1ºS 2ºS T TP P Total 1ºS 2ºS A 1 Pedagogical practice II X 6 6 96 96 192 20


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2 Diagnosis and Psychopedagogical Intervention X 3 3 48 48 96 10

3 Educational Planning, management and inspection

X 3 3 48 48 96 9

4 Curriculum development

X 3 3 48 48 96 9 5 Special needs education X 3 3 48 48 96 9

6 Primary school Methodology

X 3 3 48 48 96 11

7 Educational research methodology

X 3 3 48 48 96 10

8 Models and Methodology of educational comunication X 3 3 48 48 96 9

9 Philosophy of education X 2 2 32 32 3 10 Health, safety and environment X 2 2 32 32 3

11 Monitoring, school and professional Orientation

X 2 2 32 32 3

Total 464 496 960 96


4º Ano Cód. A 1ºS 2ºS T TP P Total 1ºS 2ºS A 1 Profissional Internship X 30 30 480 480 48

2 Final Essay

X 30 30 480 480 48

Total 480 480 960 96

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

2. J. 3. Nature 1of the subjects of the course In this topic if specifies the weight of the subjects in the context of the course, making a link between the specificity of training and construction graduate how to be integrated in society social.

Nº Disciplinas Específicas/Nucleares SPECIFIC DISCIPLINES/NUCLEAR

1 Curriculum Development

2 Special Education Teaching

3 General

4 General Pedagogy

5 General Psychology

6 Comparative Education

7 Research Methodology In Education

8 Scientific Research Methodology

9 Primary School Methodology

10 Practical Pedagogical Practice I

11 Early Childhood Education Methodology

12 Educational Methodologies Practice (II)

13 Developmental Psychology

14 Planning, management and Educational Inspection

COMPLEMENTARY DISCIPLINES

15 Philosophy Of Education

16 Anatomy And Human Physiology

17 Information And Communication Technology

18 History And Theory Of Education

19 General Sociology And Education

20 Personal And Professional Development Of Teacher

21 Differential Psychology And Pedagogy

22 Diagnosis And Psychopedagogical Intervention

23 Special Needs Education

24 Models And Methods Of Educational Communication

General Subjects

25 Portuguese Language I

26 Portuguese Language Ii

27 Foreign Language I

28 Foreign Language II

1 São consideradas disciplinas específicas/nucleares, aquelas que constituem o núcleo basilar da formação docente, atendendo as competências apresentadas no perfil de saída (sendo abrangidas pelo capitulo V, secção 2 Art. 72º do regime académico DA UKB 16); quanto as disciplinas complementares, elas servem para apoiar a formação básica dos professores, enquanto as gerais proporcionam um conhecimento global em relação a aspectos transversais a formação docente.


29 General Philosophy

30 Demographics

31 Applied Statistics Education

32 History Of Angola

33 General Subjects

34 Portuguese Language I

K) SHORT EXPLANATION OF THE CONSISTENCY OF THE PROG RAMME WITH THE COMPETENCES, THE EXPECTED LEARNING OUTCOMES AND ACT IVITIES THAT WILL LEAD YOU TO THE LEARNING OUTCOMES (OVERALL CONSISTE NCY OF THE PROGRAMME). The analysis of jurisdiction in Tuning in the various geographic quadrants is not yet complete, is an ongoing serie of discussions on this methodology.Once the program of the course of degree in teaching of Pedagogy aims to prepare teachers who act at the level of schools and also outside of the school context but linked to education.It is considered haverconsistency between the programe and the skills set in it. However, as this study is still at the beginning more additional development is expected. L) INTERNAL QUALITY CONTROL/ENHANCEMENT The UKB has established a quality management system, both internal and external performances evaluation exercises. The assessment of teachers is carried out in accordance with the diferente levels, such as: Evaluation among peers; Evaluation of the teachers (students, each end of semester); Assessment of the immediate superior. This system is under the ISO 9001 pattern, advised by an international agency, the BureauVéritas Certification, who awarded the seal of quality two years ago and has been doing the monitoring for it maintenance. Every six months students evaluate their teachers. M) OTHER RELEVANT ASPECTS As can be seen in the grills of the curriculum of this course, the allocation of ECTS is not clear nor follows the parameters normally established. InAngola, the institutions of higher education does not incorporate the ECTS in their teaching programs, nor nothing similar. The assessment of students is carried out by placing the student in the values of 0 to 20 Task 1 (GROUP) – Final Peer Review REPORT of EACH Programme: Short description of the internal procedure followe d in the Subject Area Group level:

• Members were organized to form three groups on the basis of preferred MA programme that each university decided to adapt/adopt for offering as part of its already existing programmes.

• Preferences were originally expected to confine to the MA programmes already suggested at the Tuning Africa Meeting held in 2014 in Tanzania and later confirmed at the Cairo meeting. The MA programmes developed then were (i) Early Childhood Education -M. ECE, (ii) Special Needs Education -M. SNE and (iii) Technology Education –M. Tech. Ed.

• After the groups were formed, internal group discussions revealed that not each university had followed the original proposal agreed at Cairo, instead some institutions had adapted new programmes that were designed to follow the Tuning approach. For example, Arsi University had developed and presented (for evaluation) a “Master of Arts


Degree in Educational Leadership”. This was one of the programmes which were evaluated at the review session at Adis Ababa. University of Zimbabwe presented an undergraduate programme designed following Tuning principles because the institution until then did not have sufficient qualified persnnel to offer the Master level programmes that were proposed and agreed at Cairo.

• -The situation described above made each of the three groups adopt a different approach in reviewing and evaluating the proposed programmes.

While at the Cairo meeting the following groups were formed: Group 1: Zubeida Desai, Charmane Villet, Muwagga Mugagga, Hani A. Farag; Group 2: Theophil Maganga, Eugenia Cossa, Maida Khan, Gregoire Ndayongeje and Baboucarr Njie and Group 3: Emmanuel Osinem, Rosemary Moyana, Emmanuel Edoja Achor, Buhane Dime and members were initially expected to fall into the three groups formed at the Cairo meeting these groups were reconstituted at Adisababa following revision of interests according to each institutions’ focus and current practices or operations. Names and institutions of the persons involved in t he Peer Review . Group 1: S/N Name of Institution Names of Individuals 1 University of the Western Cape Zubeida Desai 2 Namibia University Charmane Villet 3 Makerere University Muwagga Mugagga 4 Alexandria University Hani A. Farag 5 Botho University Jane Ebele Iloanya Group 2: S/N Name of Institution Names of Individuals 1 Université Omar Bongo Théophile Maganga 2 Eduard Mondlane University Eugenia Cossa 4 UNIVERSITE ESPOIR

D`AFRIQUE Gregoire Ndayongeje

5 University of The Gambia Baboucarr Njie 6 Zimbabwe University Rosemary Moyana, Group 3: S/N Name of Institution Names of Individuals 1 Nigeria University Nsukka Emmanuel Osinem,

2 Arsi University Buhane Dime Geressi, 3 Benue State University Makurdi Emmanuel Edoja Achor 4 The Open University of

Tanzania Honoratha Mushi

Comments, remarks and suggestions for improvement o n EACH Programme following the checklist suggested for the evaluation. Key Aspects (as in the checklist)

Corresponding S/no of Program

Some Questions (as in the

Comments or observations or actions taken to improve the harmonized programme


items checklist) 1 d Additional two future fields/employment sectors of Graduates

were added 2 e Further explanation on the linkage in the major components of

meta-profile 3 c The number of semesters proposed was reduced from four to

three and part-time component removed – considering that first semester will be devoted to core courses at home institution, Second semester for specialization courses in 5 occupational or subject areas of TVET (also regarded as the mobility period at host institutions) and third semester for seminars and Dissertations.

4 b Competence item number 5 was reframed to give a better meaning

5 f Definition of competences further related to TVET g Different aspects of TVET for specialization outlined 6 Levels of competences outlined by UNN adopted 7 i Some Expected learning outcomes were reframed to reflect

specific occupational areas 8 j Methodology outline by Tanzania was adopted 9 k Courses that make up the 5 various specializations were

outlined with units according semesters 10 l Consistencies were checked 11 a The name of the programme was correct but the areas of

Specializations were added, i.e., agriculture Education. Business Education, Information Technology Education, Home Economics Education and Industrial Technical Education.

.


The following table shows the comprehensive review and evaluation of the programme:

Key aspects Guidelines a) Name of the new or revised programme

Which is the name of the programme? Master of Technology Education (M.Tech. Ed) With Specializations in Agricultural Education Business Education Information Technology Education Home Economics Education Industrial Technical Education

b) Description of the degree profile of the new programme or a revised programme in terms of generic and/or subject-specific competences

What will the graduate be able to know, do, and be after the successful completion of the programme? (The holder of the degree…will be able to…) The Master of Technology in Teacher Education Programme is developed to prepare professionally qualified individuals who can assume leadership positions in government and private sectors. Graduates from these programmes will also be able to facilitate academic programmes in colleges of education, polytechnics, universities, industry and commerce. The programme is also intended to produce skilled researchers who can apply research to understand and address problems in teaching, learning and improve community services. The programme will build in graduates a trans-disciplinary and systems thinking capacity to:

8. Conduct skills gap analysis/skills needs assessments in relevant occupations through innovative ways

9. Forecast emerging skills due to changing and emerging occupations



12. Conduct meta-analyses of skills development policies for TVET effective governance and involvement of


social partners for gender equity

13. Interrogate Teaching and Learning approaches in TVET contexts


c) Definition of the length and level of the programme

How long is the programme? At which level is the pr ogramme? To which degree leads the programme? The duration of the Postgraduate Programme shall be 18 Months: Full-time: The minimum duration = Three Semesters The maximum duration = Five Semesters, Successful completion of the M.Tech Ed shall lead to a PhD programme

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

Where will the graduates work in the future? Students who successfully complete this postgraduate programme may be employed in the following positions: (a) Comprehensive Secondary and technical schools principals, vice-principals and teachers of technical and

vocational subjects. (b) Administrators and managers of training programmes in industries. (c) Lecturers/trainers in Vocational and Technical Colleges, Colleges of Education and Polytechnics. (d) Lecturers in degree programmes in Vocational and Technical Education Programmes in Universities. (e) Self-employed in their occupational areas (f) Researchers and consultants in community-based organizations

e) Check-up of the link of the competences with the agreed meta-

Are all components of the meta-profile or only the core of the meta-profile included in the descriptio n of the profile?


profile

• Knowledge, understanding and Practice (1,3) to these were added 4, 5, 6, 7, 8, 10 from the SAG key competences; • Inter-personal skills (5) 14 SAG key competence was added. • Context (2, 4, 6) 9 SAG key competence was added ) • Values & Ethics (7)

f) Definition of the competences (Specify regarding the new or revised programme)

What do you mean when you speak about competence a, b, c…? How does my university describe the Competences constitute the attributes an individual needs to exhibit to interpret or act upon a given situation /context to produce expected programme outcomes. In this context it refers the abilities to be developed in different programme areas of TVET teacher preparation (pedagogically and technically) that will enable students design and implement skills development initiatives. They are capacities that graduating students from the programme exhibit upon completion of the programme to show that they have successfully absorbed or learned or met the programme requirements over a determined period of study.

g) List of the different aspects. Competences for this particular programme? Development of students’ abilities in designing pedagogical models for skills development in the following aspects of TVET depending on their areas of specialization such as: Agricultural Education Business Education Information Technology Education Home Economics Education Industrial Technical Education

h) Specification of the level of the competences described in the new or revised degree profile in each component of the programme (it may vary between the competences)

Which is the expected level of achievement of the c ompetences? The students should exhibit high level of knowledge, understanding skills in the various areas of specialization. In addition they should display very high level of research skills, and be able to apply research findings to solve problems within a teaching and learning setting and within communities


f) Knowledge of the different programme courses ( cognitive : to remember, reproduce, describe,

distinguish, indicate, analyze, synthesize, give examples, categorize, listen and comprehend, contrast , match, locate information, retrieve, review, select, demonstrate, etc..)

g) Understanding of programme of study (account for, annotate, associate, classify, compare, define, describe, discuss, estimate, exemplify, explain, project, infer, outline, paraphrasing, reorganize, recognize, report, retell, restate, research, review, summarize, translate, etc...)

h) Practice within the different programme courses (apply, integrate, adapt, adopt, analyze, argue, carry out, conclude, construct, demonstrate, dramatize, draw, exhibit, conduct, extract, illustrate, implement, instruct, include, interpret, interview, manipulate, appreciate economic, physical, cultural and social environment , etc....)

i) Interpersonal competences (collaborate, communicate, lead and manage, etc...)

j) Values and ethics (support, respect, adhere to rules and regulations of the profession, upgrade their knowledge and skills, inspire self-confidence and appreciation of cultural in heritage, etc...)

i) Description of the expected learning outcomes related to the competences

Which learning outcomes do you want to achieve? 8. Identify skills gap through analysis and needs assessments process in relevant occupations through

innovative ways

9. Forecast emerging skills due to changing and emerging occupations in Vocational Education, Agriculture, Business and Comerce, Information Technology, Home Economics and Textiles, Industrial Technical sectors




12. Conduct meta-analyses of skills development policies for TVET effective governance through involvement of social partners for gender equity

13. Interrogate Teaching and Learning approaches in various TVET contexts


j) Description of the methodology of learning strategy for achieving the competences

How do you manage to make sure that the students re ach the competences? The Master of Technology Education degree will be executed through course work (lectures, seminars, case studies etc), dissertation, and work experiences with industry and commerce . Extensive use of learner-centered participatory teaching methods will be applied to include among other techniques: • Brainstorming, • Discussions over existing/emerging/future issues or ideas, • Interrogations/questioning of arising matters, • Exploration/research in considerations of contextual issues relating to learning content (theories, philosophies, ideologies and experiences reflected in literature) and learners’ contexts. • Practicing what is learnt through assignments/course, tasks, tests, examinations and practical research based projects

k) Specification of the units of the programme (courses, and modules)

How is the programme composed and sequenced? First Semester CORE COURSES (Common to the Five programme Areas) Course Title Units Theories and Administration of Technology Education 4 Research Methods in Technology Education 3 Curriculum Development in Technology Education 3 ICT in Technology Education 3 13 Courses from specialization areas++ 14


Dissertation 6 33

6. AGRICULTURAL EDUCATION

2nd Semester Agricultural Resources Management Education 2 Work Experience Designs in Agriculture 2 Agricultural Training Facilities/resources Management 2 Options: (See below) Four units of courses must be chosen from options A, B or C according to the following areas of specialization: A. Technology Education In Production Agriculture Voc Agric Programmes in Crops and Livestock Production 3 Diffusion of Innovations 3 B. Agro-Business Education Business Development plans for Agric ventures in Schools 3 Marketing Management for Agribusiness Firms 3 C. Soil Education Training in Tropical Soils Utilization and Improvement 3 Advanced Soil Fertility 3 3rd Semester Seminar in Agricultural Education 3 Dissertation 6

7. BUSINESS EDUCATION

2nd Semester


Foundations of Business Technology Education 3 OPTIONS (See Below) Nine Units of courses must be chosen from options A,B, or C according to areas of specialisation. A. Accounting Technology Education Cost Accounting in Business 3 Financial Accounting in Business 3 Government Accounting and Policies 3 9 B. Marketing Technology Education Marketing Research and Information Mgt. . 3 Advanced Marketing Management . 3 Marketing and Consumer Behaviour 3 9 C. Office Technology And Management Education Human Relations in Office Organizations 3 Advanced Business Communication 3 Advanced Office Technologies 3 9 3rd Semester Seminar in Business Education 3 Dissertation 6 33

8. INFORMATION TECHNOLOGY EDUCATION

2nd Semester A 3-units course must be chosen from any of the Options A, B or C Options A.Presentation Graphics Applications 3


B. Advanced Computer Architecture/Assembling for Technology Edu. 3 C.Data Communication Architecture and Protocols in Tech. Education 3 Six units of courses must be chosen from any of the Options A, B or C OPTIONS: A. Software Applications For Technology Education Advanced Topics in Database design & Implementation in Tech. Ed 3 Instructional Software Development in Vocational Education 3 6 B. Hardware Maintenance Management Education Computer Maintenance Management for Vocational Education 3 Hardware security and Digital Forensics 3 6 C. Networking And Communication Technology Data Communication and internet Security in vocational education 3 Wireless communication and Mobile computing Technologies 3 6 Third Semester Seminar in Computer/IT Education 3 Dissertation 6 9 Grand Total 31

9. HOME ECONOMICS EDUCATION 2nd Semester Problems, Issues and Innovations in Home Economics Ed. 3 Options Three units of a course must be chosen from the following 4 options: Family Resources Management Education 3 Nutrition Management Education 3


Child Rights and Development Needs Education 3 Psycho-Social Foundations of Clothing Education 3 Options: Six units of courses must be taken from any of the options A, B, C or D A. Home Management Education Creativity and Entrepreneurship in Family Living Education 3 Human Resources and Social Skills Dev. Education 3 6 B. Food & Nutrition Education Food Science Education 3 Nutrition and Disease Education 3 6 C. Clothing And Textiles Education Advanced Textile Studies Education 3 Advanced Pattern Drafting and Clothing Production Techniques 3 6 D. Child Care Education Early Childhood Care for Development Education 3 Perspectives in Parenting Education 3 6 Third Semester Seminar in Home Economics Education 3 Project/Dissertation 6 9


Grand Total of Course Units = 33

10. INDUSTRIAL TECHNICAL EDUCATION

Second Semester Facilities Planning in Industrial Education 3 OPTIONS Six unit of courses must be chosen from options A, B & C. A. Building Construction Technology Construction Management 3 Building Materials Science 3 6 B. Electricity/Electronics Technology Workshop in Electronics Technology 3 Electrical Electronics Instruments and Measurements 3 6 C. Mechanical Technology Industrial Design Technology in Metal/Automobile 3 Automobile Mechatronics 3 6 Third Semester Seminar in Industrial Technical Education 3


Thesis /Dissertaion 6 9 Grand Total = 30

l) Check-up of the consistency of the programme with the competences, the expected learning outcomes and activities that will lead you to the learning outcomes (overall consistency of the programme)

Are all the learning outcomes included in the progr amme? Are all the units related to one or more learning o utcomes Yes: there is consistency between the programme and the competences planned to be developed. • All the learning outcomes are included in the programme. • All the units are related to more than one learning outcome

IMPLEMENTATION PLAN FOR THE JOINT REVISED Master o f Technology Education (M.Tech. Ed)

The implementation of the programme will follow necessary processes according to decision to be determined at a later stage when partners will have agreed on common procedures. However, the following example of from Nigeria University Nsukka may be considered as an sample of how the programme shall be implemented at an individual institution level. Generally these are major steps although there are high chances of extending the processed when c partnerships get into play.

h. Process for approval of academic board of the re vised/new programme

The agreed Joint Masters Degree programme shall be presented at the Faculty of Vocational and Technical Education Postgraduate Committee after which programme shall be forwarded to Senate Curriculum Committee (with earlier Vice Chancellor’s endorsement letter attached) for final presentation and approval by the University of Nigeria, Nsukka Senate


i. Syllabus of each academic year of the programme

The syllabus shall be as developed and agreed upon by the Partner Universities involved in the implementation of the Joint Masters Degree

j. Strategies for training academic staff in relati on to the revised programme

University of Nigeria, Nsukka has well trained staff in different fields of Vocational and Technical Education. Academic staff can be trained on joint degree implementation process through seminars and workshops. Online training by International Tuning Academy (ITA) can also be mounted for all African Universities involved in the Joint Degree programme implementation.

k. Development of teaching, learning and assessment strategies/tools which will contribute to the impl ementation of the revised programme

The teaching, learning and assessment tools required for implementing the revised joint masters degree shall be jointly evolved and agreed upon by the Partner Universities involved in the programme. This will form part of the content for the online training to be provided by the ITA to the universities participating in the joint degree programme.

l. Internal monitoring and quality assurance proced ures planned/expected for the implementation

Firstly the postgraduate regulations related to quality assurance of all participating universities need to be harmonized. Secondly, various Departments of the Faculty of Vocational and Technical Education need to observe the agreed measures and monitored by both Departmental and Faculty Postgraduate Committees.

m. Timetable for the implementation – Three Semesters (18 Months) including Mobility Period

First Semester - Home University 16 weeks – Starting from Mid October Second Semester - Host University (Mobility Period) 16 weeks Third Semester – Home University 16 weeks Dissertation.

n. Other relevant issues

Universities in Teacher Education SAG where Technical Teacher Education programmes are offered that have shown interest to partner in the Joint Masters Degree Programme in Technology Education include: 1. University of Nigeria, Nsukka; 2. Makerere Univ ersity, Uganda; 3. Open


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University of Tanzania; 4. Open University of Niger ia. Although these institutions have registered interest to partner in the provision of the M.Tech. Ed programme the modalities of the partnership are yet to be discussed and determined.

Master in Early childhood Education (ECE) For the Master in Early childhood Education (ECE) the following were the comments, remarks and suggestions made at the review session following the check list provided.

Key aspects

Some questions

Comments

1. Identify the future fields, sectors of employment of graduates

1.Does the description help students to have a clear idea of future sectors of employment or further study possibilities? 2.Is the language comprehensible to prospective students? 3.Is the list of potential occupations sufficiently detailed?

1. Yes but more elaboration is needed on the future sectors identified; also no mention is made of further study possibilities for specialists in this field. 2. Yes to a large extent. 3. it is detailed in one proposal (UEM) but needs further elaboration in the others

2. Check the link of the competences with the agreed meta-profile

1.Is it clear which elements of the meta-profile are included in the degree profile and which are not? 2. Are the reasons for including the elements justified in the description?

1.It is clear in some but yet to be developed in the others. Needs to be further reviewed. 2. to some extent but there is need to thoroughly go through the proposals and complete it

3. Define length and level of the programme

1.Is it clear what the length of the programme is? 2.Is the programme at bachelor or master level? 3. Is a possible progression from this degree to further study made clear?

1. The length of the programs have been given but they are still subject to further discussion and approval. 2. It is at Masters level for all the programs in this area 3. No, possible progression to further study is not mentioned at all

4. Description of the degree profile of the new programme or a revised programme in terms of generic and/or subject- specific competences

1.Does the description include both generic and subject specific competences? 2.Does the description of the degree profile include all the necessary elements of competences in terms of knowledge, skills, attitudes, values, etc.?

1.Yes attempts have been made to this effect 2. Yes but there is still room for improvement

5. Definition of the competences (Specify regarding the new or revised programme)

1.Are the competences defined in a user friendly way so that they are comprehensible to both students and other staff?

1.Yes they are to a professional but needs to be further clarified for students

6. Specify the level of the competences described in the new or revised degree profile in each component of the

1.Does the document make clear the importance of the development of competences to different expected levels? 2.Are the levels well explained?

1. No they are just briefly mentioned but not justified 2. No they are just described but not


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programme (it may vary between the competences)

explained in detail.

7. Describe the expected learning outcomes related to the competences

1.Have learning outcomes been formulated? 2.Are they clear and well formulated with an action verb, content and context? 3.If so, are these measurable? Can each learning outcome be related to at least one of the competences? 4.Has each competence been expressed in at least one learning outcome? 5.If a student achieves all of the intended learning outcomes will they have developed all of the competences in the programme to an appropriate level?

1.Yes but they are just a summary captured in a table 2. Yes partly for one program but non for the others. 3. partly measurable ; yes each LO is related at least to one competence in one of the programs 4. yes, but can be improved 5. yes to a large extent

8. Describe the methodology of learning strategy for achieving the competences

1.Are common learning and teaching activities described? 2.Are examples given? 3.Is assessment addressed?

1.Yes it is detailed in the proposal 2. yes,examples are given in the proposals 3. No, it is not yet addressed.

9. Specify the units/courses/modules of the programme

Is there a list of the courses/modules/units that make up the programme?

Yes, a tentative list has been provided but can be harmonized by the various proposals

10. Check the consistency of the programme with the competences, the expected learning outcomes and activities that will lead you to the learning outcomes (overall consistency of the programme

1.Does each unit/module/course contribute to the achievement of at least one learning outcome? 2.Are all of the learning outcomes covered in the units/modules/courses of the programme? 3.Is there a progression of the learning outcomes towards the development of each competence? 4.Are complex competences addressed in sufficient length and depth in the programme? 5.Are teaching and learning activities appropriate for the learning outcomes of each unit/course/module? 6.Do the assessment methods for each unit/module/course measure the achievement of all the unit learning outcomes? 7.Are the learning outcomes, teaching and learning activities and assessment tasks aligned logically?

1. Yes but some like ICT are only implied. Need to be detailed in the activities to properly cover all the learning outcomes 2. yes but can be improved 3.yes but can still be improved 4 yes they are addressed but can still be detailed 5. They are more implied than described in detail in some but not mentioned in the others 6. One program mentioned assessment but the rest are yet to mention assessment strategies in their proposal 7. Not yet

11. Name of the new or revised programme

Does the name reflect the aims and purpose of the programme?

Yes but can be further reflected and harmonized alongside other similar programs

The comments and remarks indicate that more work need to be done to meet requirements of a practically comprehensive programme


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Master of Special Needs (M. SNE) For the Master of Special Needs Group, members were of the opinion that each university has all along been implementing majority of the Tuning Africa Principles in their programmes. They thus focused on each institution’s programmes and promised to continue working on the possibility of partnerships in this proposed Tuning Master programme.


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3.5.9. Botho University (a) Name of the new or

revised programme Bachelor of Education in Primary Education ( B E. d. Primary Educ.)

(b) Description of the degree profile of the new programme or a revised programme in terms of generic and/or subject-specific competences

The design of the Bachelor of Education (Primary Education) programme is driven by the desire to implement a teacher education curriculum that aims at balancing development of the teacher’s personal and professional competencies. Particular attention is focused on building pedagogical thinking skills that will enable the graduates of this programme to manage the teaching process at primary level in accordance with contemporary educational knowledge and practice. This will enable them to make informed decisions about their approaches to teaching, subject design and assessment in a variety of contexts and with a diversity of students in mind. Graduates of this programme should possess, but, not limited to the following attributes: -Develop and apply knowledge of the subject matter in Education to be able to teach at the Primary school level and other related areas. - Conduct research and carry out innovative ideas to create the linkages between primary school programmes and the community of practice -Develop interpersonal and professional skills needed for the job of a modern era primary school teacher. Graduates are expected to possess skills in Computing, Educational technology and E’ learning, Entrepreneurship, Communication, Teaching and Working in a Multi-Cultural Environment. -Abide by the professional ethics guiding the teaching profession

( c) Define length and level of the programme

BE .d (Hons)in Primary Education programme is a 4 1/2 year long degree course that intends to address the needs of a contemporary teacher in view of rapid changes in the primary education sector. On a full –time bases , the programme will take –Minimum of Nine Semesters -Part-time bases, the programme takes minimum of Twelve Semesters Upon a successful completion of this programme, graduates could proceed to a Masters degree in Education and further, to a Doctoral Degree

(d) Identify the future fields, sectors of employment/occupation of graduates

Upon a successful completion of this degree programme, graduates could work as 1, Primary school teachers; 2, Primary school administrators; 3, Education Officers attached to the Ministry of Education and skills development.

(e) Check the link of the competences with the agreed meta-profile

Knowledge, understanding,(1 and 3) -Interpersonal skills(5) -Context(2,4,and 6) -Values and ethics (7)

(f) Definition of the competences (specify

Competences refer to the combination of knowledge, understanding, skills and abilities that the students develop and


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regarding the new or revised programme). Please list the different aspects.

build on during the course of their study. As indicated in section B, graduates of the B.Ed degree in Primary Education are expected to possess the following attributes upon a successful completion of the course: 1, Knowledge of the subject matter ( describe, find, identify, list, locate, name, reproduce, recognise, show, state, match , select, remind, retrieve information, demonstrate, refresh, recollect, define) 2, Understanding different aspects of the programme(extend, summarise, distinguish, generalise, contrast, compare, articulate, convert, associate, estimate, determine, predict, grasp, relate, discuss, outline, convert, note, conclude) 3, Practice in the context of the programme and other related fields( execute, exploit, apply, practice, interpret, illustrate, handle, utilize, construct, engage, implement, solve, show, classify, examine, demonstrate , produce, change, complete, experiment, modify) 4, Interpersonal competencies( relate, associate, communicate, engage, manage) 5, Values and Ethics( disciplined, courteous, respect for others, motivate and encourage ,empathise, and be a good Listener)

(g) Specify the level of the competences

All level 8 or equivalents (Bachelor’s level)

(h) List of the different competences

As already specified above

(i) Description of the expected learning outcomes related to the competences

At a successful completion of this programme, graduates are expected to : -Facilitate the process the process of orientation and transition into teaching and learning cultures -Develop leadership and team working skills -Value the need for critical and creative thinking skills essential in the 21st century teaching and learning -Communicate effectively through the use of technology in teaching and learning -Develop the ability to generate and assess new ventures in education and related fields - Identify the context of individual differences in personality traits and abilities of learners -Design multiple methods of assessment at the primary school level -Practice teaching through micro-teaching practicum with and before peers -Apply ethical values to different aspects of teaching and learning environment -Create a conducive teaching and learning environment for those with special needs


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(j) Describe the methodology of learning strategy for achieving the competence

The B.Ed in Primary Education programme targets student teachers who will become primary school teachers. The following teaching and learning strategies will be utilized to achieve the desirable learning outcomes and the competences needed for the profession: 1, Lecture methods 2, Group discussions 3, Individual and group presentations 4, Workshops 5, Role plays 6, Brain storming 7, Micro –teaching and teaching practice

(k)

Specify the units of the programme (courses and modules)

Semester 1 Communication & Study Skills I (10 credits);Philosophy of Education (20 credits);English I (20 credits) Semester 2 Educational Psychology (20 credits); Communication & Study Skills II (10 credits);Basics of Computing (10 credits);Ethics and Value Formation (10 Credits) Year 2 Semester 1 Mathematics Education 1 (20 credits);English II (20 credits);Science Education 1 (20 credits) Semester 2 Educational Technology & e-Learning (20 credits);Social Studies Education 1 (10 credits);Art education I (20 credits) Year 3 Semester 1 Principles and Practice of Education (20 credits);Major (20 Credits);Special Needs Education (20 credits) Semester 2 Elective (20 Credits);Teaching Practice I (40 credits) Year 4 Semester 1 Entrepreneurship (20 credits);Life Skills Education (20 Credits);Major (20 Credits) Semester 2

Setswana (20 Credits);Physical Education (20 Credits);Elective (20 Credits)

Semester 3

Teaching Practice II (40 Credits); Teaching in a Multicultural Environ.(20 Credits) The overall expected learning outcomes of the programme are


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Implementation Plan

A) Process for approval of academic board of the ne w programme: - Market need analysis - Identification of Curriculum Development Team - Develop the structure of the programme - Identify Industry and Academic Advisor and share the generic programme structure

with them - Submit Draft Programme to Academic and Industry Reviewer - Receive their feedback and act on it - Present the Programme to the Faculty Programme Committee (FPC) - Approval of the Programme by FPC - Submit new programme to Accreditation Department - Submit new programme to Botswana Qualifications Authority (Regulatory body) - Prepare Module Descriptors - Send Module Descriptors to the accreditation manager - Programme approval to be communicated to the Faculty Dean - Industry reference forum- every 6 months

B) Syllabus for each academic year of the programme As indicated in the revised programme pr oposal

C) Strategies for Training Academic Staff - In-service training - Workshops, seminars - Curriculum Development Team

D) Development of Teaching, Learning and assessment strategies, tools - Collaborative efforts by Faculty members informed by the outcome/competences

based learning , teaching and assessment strategies E) Internal monitoring and quality assurance proced ures planned/ expected for the

implementation - Approval and accreditation by Botswana Qualifications Authority (BQA) - Qualified members of staff to plan and implement the curriculum

F) Timetable for the implementation - Upon approval by the relevant regulatory bodies, the programme will start in either

July 2016, or January 2017. Any other relevant issue. Botho University is one of the latest additions to the Tuning Family. We are working hard to catch up with the Tuning methodology. The revised programme will be

(L)

Check-up of the consistency of the programme with the competences, the expected learning outcomes and activities that will lead you to the learning outcomes (Overall consistency of the programme.

consistent with the expected competencies and learning activities.


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offered in collaboration with any university in the Tuning family, or at individual level by Botho University.


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3.5.10. Benue State University, Makurdi Nigeria

A) Name of Programme: B. Sc. (ED) MANUFACTURING TEC HNOLOGY-revised

B) Social Need of the Revised Programme Disturbed by high level of unemployment in Nigeria coupled with the fact that almost everything is imported in the country, the government of Nigeria has consistently encouraged technology education at secondary and university levels. Inspite of these, students’ enrolment is low in the programme but government has the political will to encourage the programme being one of the vocational progammes available. More worrisome is the acute shortage of manpower in the area at the secondary school level which is the foundation. Teachers are therefore to be raised through this programme to handle fabrication and metal works at the secondary school level. It is also expected to provide manpower at professional and vocational skill level.

C) Description of the Degree Profile of the Revised Programme in Terms of Generic and/or Subject-Specific Competences The programme leads to the award of first degree, Bachelor of Science Education (B. Sc. Education) in Manufacturing Technology to both those who come in after secondary schools for the four year programme and those who come in with A level certificate for the three years programme.

The Bachelor of Technology in Vocational Education Programme is developed to prepare professionally qualified individuals who can assume leadership positions in government and private sectors. Graduates from these programmes will also be able to facilitate teaching and learning in secondary schools, industry and commerce. The programme is also intended to produce skilled technicians who can apply knowledge gained to understand and address problems in teaching, learning and improve community services. The programme will build in graduates a trans-disciplinary and systems thinking capacity to:

15. Conduct skills gap analysis/skills needs assessments in vocational education through innovative ways

16. Forecast emerging skills due to changing and emerging occupations 17. Apply trans-disciplinary approaches in the design and evaluation of skills

development programmes for formal and informal TVET sectors 18. Create new models of linking TVET programmes with industry and on-the-job

related experiences 19. Conduct meta-analyses of skills development policies for TVET effective

governance through involvement of social partners and gender equity 20. Interrogate Teaching and Learning approaches in TVET contexts 21. Adhere to professional ethics in conducting skills training

D) Length and Level of the Programme Maximum and minimum duration of the undergraduate Programme shall be: The minimum duration = six Semesters for direct entry students and the maximum duration = Eight Semesters for those coming direct from secondary

school. Successful completion of the programme can lead to enrolment for post graduate programmes

E) Future Fields, Sectors of Employment/Occupation of Graduates


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Students who successfully complete this postgraduate programme may be employed in the following positions:

1. Comprehensive Secondary and technical schools as principals, vice-principals and teachers of technical and vocational subjects.

2. Administrators and managers of training programmes in industries. 3. Workshop managers and trainers in industries 4. Technology education researchers

F) Link of the Competences with the Agreed Goal-Pro file There is a link between the skills and the meta-profiles established for the course, that refers to what the students will learn in each topic of the subject, according to what the graduates can develop concerning technology education and learning processes for the eight semesters. The course provides the graduate in manufacturing technology competences which allow them to teach, manage and evaluate schools apart from working in other educational establishments.

G) Definition of Competences : Considering these assumptions, it is expected that the student who gets the graduation in Manufacturing Technology has built the desired professional profile, and has developed the following competences and aattributes that students need to exhibit upon completion of a course of study to show that they absorbed and learned certain concepts over a certain determined period of study.

a) Knowledge of Technology Education ( cognitive : to remember, reproduce,

describe, distinguish, indicate, analyze, synthesize, give examples, categorize, listen and comprehend, contrast, match, locate information, retrieve, review, select, demonstrate, etc..)

b) Understanding of programme of study (account for, annotate, associate, classify, compare, define, describe, discuss, estimate, exemplify, explain, project, infer, outline, paraphrasing, reorganize, recognize, report, retell, restate, research, review, summarize, translate, etc...)

c) Practice within manufacturing technology (apply, integrate, adapt, adopt, analyze, argue, carry out, conclude, construct, demonstrate, dramatize, draw, exhibit, conduct, extract, illustrate, implement, instruct, include, interpret, interview, manipulate, appreciate economic, physical, cultural and social environment , etc....)

d) Interpersonal competences (collaborate, communicate, lead and manage, etc...) e) Values and ethics (support, respect, adhere to rules and regulations of the

profession, upgrade their knowledge and skills, inspire self-confidence and appreciation of cultural in heritage, etc...) These competences could be regrouped into general and specific competencies such as:

1. Generic competences

The general skills of an undergrate course those that allow the graduates to find jobs and live in a society as good citizen. In this sense, set as generic skills the following:

i. A general and professional culture;

ii. Knowledge about technology, properties of metallic materials, welding, etc;

iii. Knowledge about the cultural, social, economic and politics in technology and education;


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iv. Contents of the knowledge areas that make the subject of the training;

v. Pedagogical Knowledge;

vi. Knowledge from the experience;

vii. Reflective approach and purpose between training institution and the industries and other private sectors;

viii. Research on the relationship between school technologies, applications in industry.

2. Specific skills

The specific skills are those knowledge that enables the graduated to join the job market and integrate the professional community of the study area. The skills are the following:

2a. As a professional committed to the society, the graduate shall: i. Act in a consistent manner with the ethics values, justice and solidarity, aimed at

the construction of fair and egalitarian society as contained in national policy on education;

ii. To ensure the dignity of the human being, for the dignity of his work as an educator and technologist;

iii. Participate in the process of scientific and pedagogical training for the understanding of the complexity of the human being, technology and of social life and the symbiotic nature of science, technology and the society;

iv. Be able to develop knowledge in a cooperative and collaborative way, involving students as participants in the process, dialogue on the basis of recognition and mutual respect, without prejudice and discrimination;

v. Be able to prepare and to carry out research and to contribute to the reflection on the manufacturing, development and social well-being;

vi. Develop intellectual creativity to work in alternative environments, developing technological and social activities in accordance with the conditions of the students and current aspirations;

vii. Recognize and respect the manifestations and physical, cognitive, emotional learners ' and affective needs of the learners in their individual and collective relationship;

viii. Demonstrate awareness of diversity, respecting the environmental-ecological differences, racial-ethnic, gender, generational, socials classes, and religions, special needs, sexual choices, among others;

ix. Develop teamwork, establishing dialogue between the metal technology area and other areas of science knowledge;

x. Conduct research to produce knowledge among others: about his students and the socio-cultural reality in which to develop their school experiences inside and outside the school, teaching and learning process in different industries and practical experience;


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xi. Use the teaching and assessment techniques, learning activities suitable for construction of technological, educational and scientific knowledge;

xii. Study the curriculum guidelines and apply other legal issues to implement critically, execute, assess and submit the results of evaluation to the authorities.

2b. As a professional committed to technology of f abrication: i. Understand, properties of materials and how to combine them to come out with

innovation in technology;

ii. Strengthen the development and learning of subjects at different stages of human development, at various levels and skills in manufacturing or metal works;

iii. Apply diversified methods and techniques for learning and evaluation for areas like: construction, mathematics, science, nature, fabrication and industrial applications;

iv. Promote and facilitate cooperation between the educational institution, industry and the society.

2c. As a professional committed to the work ethics and safety: v. Be integrated successfully into the world of ethics of technology such as

manufacture, environmental impact, human safety and continuity in nature;

vi. Be armed with work ethics that could aid maximum contribution to the promotion of the necessary conditions for industrial development;

vii. Know the cooperative pedagogical work, the experience of the school and the pedagogical relationship in the principles of technology and the society;

viii. Participate in the management of the institutions, as much as students as teachers, contributing to the preparation, implementation, coordination, monitoring and evaluation of the manufacturing and metal projects.

2c. As a professional committed to the Organization and management of industrial set up in formal and non-formal structures: i. Identify socio-cultural and technological challenges that may affect organisational

management and attainment of ILOs;

ii. Participate in the management of the institutions that produce, train in skill acquisition in school and non-school environments.

H) Description of the Expected Learning Outcomes Re lated to the Competences The students should exhibit high level of knowledge, understanding skills in manufacturing technology. In addition they should display very high level of practical knowledge, and be able to apply the skills to solve problems within a teaching and learning setting and within communities. Specifically learners are expected to:

15. Identify skills gap through analysis and needs assessment process in

manufacturing technology through innovative ways

16. Forecast emerging skills due to changing and emerging occupations



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19. Conduct meta-analyses of skills development policies for TVET effective

governance through involvement of social partners and gender equity

20. Interrogate Teaching and Learning approaches in TVET contexts

21. Adhere to professional ethics in conducting skills training I) Short Description of the Methodology of Learning Strategy for Achieving the Competences To achieving the competences, teachers are expected to use active methodologies, teaching, learning and assessment techniques. Teachers should focus on methodologies that encourage the participation of students in the teaching-learning process, seeking to promote experiences that enable students to construct knowledge through an active, participative and critical attitude. They include: Teaching techniques The teaching techniques often used are project method, seminars, tutorials, pair or group discussion, concept mapping, portfolios, preferably with the help of audiovisual resources; Seminars for discussion of texts read in advance; Analysis of videos or texts and laboratory strategy. Learning activities Here we have some activities are both teaching techiniques and learning activities. Some of them are practical works, project works, seminars, tutorials, assignments, oral presentations,; Observation of people, groups work with report; Submission of papers in large group; Individual works; Interviews of various kinds, simulated or not; Interviews with professionals; Visits to sites where educators Act; Elaboration of research projects; Analysis of survey data, simulated or real. Assessment techniques There are numerous evaluation strategies depending on topic treated; making the choice of the method is at the discretion of the teacher responsible for each activity. The methods of assessing include: written tests, oral tests, tests and written works (group or individual), project work. Students’ assessment will be made through the following techniques: Essay questions, Computer aided tests, multiple choice questions, Oral presentations, Short tests, Short answer questions, Peer review and technical drawing.

I) Structure of the Programme: List of Units/Course s/Modules

100 LEVEL, FIRST SEMESTER COURSE CODE COURSE TITLE CREDIT UNITS

GST 111 Communication in English I 2

GST 113 Nigerian Peoples and Culture 2

GST 121 Use of Library, Study Skills and Information Communication Technology 2

EDU 101 History of Education 2

EDU 103 Philosophy of Education 2

VTE 101 Fundamentals of Vocational and Technical Education 2

TED 101 Technical Drawing I 2


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COURSE CODE COURSE TITLE CREDIT UNITS

TED 103 Introduction to Materials and their Application 1

MTH 101 Elementary Mathematics I 3

PHY 101 Mechanics 3

CHM 101 General Chemistry I 3

TOTAL 24 100 LEVELSECOND SEMESTER

COURSE CODES COURSE TITLE CREDIT UNITS

GST 122 Communication in English II 2

GST 112 Logic, Philosophy and Human Existence 2

EDU 102 Introduction to Educational Psychology 2

VTE 102 Improvisation of Equipment 2

TED 102 Technical Writing 2

TED 104 Safety Technology 2

MTH 102 Elementary Mathematics II 3

PHY 102 Heat and Properties of Matter 3

CHM 110 Introduction to Inorganic Chemistry 2

TED 106 Basic Electricity 2

TOTAL 22 200 LEVEL, FIRST SEMESTER

COURSE CODE COURSE TITLE CREDIT UNIT

EPS 201 Entrepreneurship Studies I 2

GST 211 History and Philosophy of Science 2

EDU 201 Sociology of Education 2

EDU 203 Curriculum and Instruction 2

TED 201 Technical Drawing II 2

TED 203 Computer Aided Drafting (CAD) I 2

TED 205 Basic Applied Mechanics 2

MTH 131 Statistics for Physical Sciences and Engineering 4

PRODUCTION TECHNOLOGY (Choose 4 -6 Credits)

MTE 233 Metals and Metal Processes 1

MTE 235 Metal Bulk Deformation Processes 2

MTE 237 Equipment Maintenance 2

MTE 239 Welding & Sheet Metal Fabrication Processes 1

TOTAL 20 - 24


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200 LEVEL, SECOND SEMESTER


EPS 202 Entrepreneurship Studies II 2

GST 222 Peace and Conflict Resolution 2

EDU 202 Educational Psychology 2

EDU 204 Instructional Technology 2

VTE 202 Facilities Planning for VTE 2

VTE 204 Principles and Methods of Teaching in VTE I 2

TED 202 Strength of Materials 2

TED 204 Computer Aided Drafting II 2

PRODUCTION TECHNOLOGY(Choose 4 -8 Credits) MTE 244 Machining Processes I 1

MTE 246 Joining Processes and Equipment 1

MTE 248 Hydraulics and Pneumatics Technology 2

MTE 252 Powder Metallurgy & Ceramics Processes 1

MTE 254 Product Design I 3

TOTAL 20 - 24

300 LEVELFIRST SEMESTER COURSE CODE COURSE TITLE

CREDIT UNIT

EPS 301 Entrepreneurship Vocations I 2

EDU 301 Educational Statistics I 2

EDU 303 Curriculum Studies II 2

EDU 309 Introduction to Guidance and Counseling 2

EDU 403 Tests and Measurement 2

VTE 301 Principles and Methods of Teaching in Vocational and Technical Education II 2

PRODUCTION TECHNOLOGY (Choose 8 -12 Credits)

MTE 361 Foundry Technology I 2

MTE 363 Machining Processes II 1

MTE 365 Plastics Processing 2

MTE 367 Product Design II 2

MTE 369 Production Management 1

MTE 371 Tools and Die Design 2

ETE 331 Energy and Electrical Power Machines 2

TOTAL 18 – 24 300 LEVELSECOND SEMESTER


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EPS 302 Entrepreneurship Vocations II 1

VTE 302 Industrial Training 6

VTE 304 Problems and Projects in Area of Specialization 3

TOTAL 10 400 LEVEL FIRST SEMESTER


EDU 401 Teaching Practice 6

VTE 401 Field Trips to Industry 2

TOTAL 8

400 LEVEL SECOND SEMESTER

COURSE CODE COURSE TITLE

CREDIT UNIT

EDU 302 Educational Research Methods 2

EDU 304 Curriculum Studies II 2

EDU 402 Research Project 6

VTE 402 Planning and Administration of Vocational and Technical Education 2

VTE 404 Seminar in Vocational and Technical Education 2

PRODUCTION TECHNOLOGY

MTE 472 Foundry Technology II 2

MTE 474 Metrology, instrumentation & Quality control processes 2

MTE 476 Physical Metallurgy and Heat Treatment 2

MTE 478 Surface Technology 2

ELECTIVES: Choose 2 Credits from any of

MTE 482 Automated Manufacturing Systems 2

MTE 484 Industrial Facilities Planning 2

ETE 444 Operation and Maintenance of AC/DC Machines 2

ETE 446 Electrical Installation II 2

MTE 486 Machine Design 2

CTE 434 Wood Finishing Technology 2

TOTAL 20– 24

Number of hours set out in the plan of study (Estim ated)

Total number of hours of the course: 3,200 hrs; Total number of hours of theoretical lessons: 1,500 Hrs; Total number of hours of practical classes (in classroom, laboratory, field work, independent and/or other activities): 1000 H;


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Total number of hours theoretical-practice: 500 Hrs; Total number of hours devoted to the work of end of course: 146 hrs. Total: 600 Hours = Total number of credit units: 152 UC (ECTS). K) SHORT EXPLANATION OF THE CONSISTENCY OF THE PROG RAMME WITH THE COMPETENCES, THE EXPECTED LEARNING OUTCOMES AND ACT IVITIES THAT WILL LEAD YOU TO THE LEARNING OUTCOMES This programme is skill oriented and therefore learning in class has to be interfaced with workshop practice and major method of instruction is project to lead the learners towards acquiring the skills. It is considered however that consistency exists between the programme and the skills targeted. L) INTERNAL QUALITY CONTROL/ENHANCEMENT Internal and external system controls exist at Benue State University in managing the system. In evaluation, both internal and external moderation of the instruments exist in addition to performance evaluation exercises by the teacher. The assessment of teachers is carried out in accordance with the different levels, such as: Evaluation among peers; Evaluation of the teachers (students, each end of semester); Assessment of the immediate superior and assessment for promotion all aimed at ensuring quality. M) OTHER RELEVANT ASPECTS There is inconsistency in course distribution across levels at Benue State University, Makurdi because of need for industrial experience such as student work experience scheme (SIWES) and teaching practice with each taking about 12 weeks coming up in 300 and 400 levels.

COMMENTS ON SUGGESTIONS AND REMAKS BY PEER REVIEWER ES AND SUBJECT AREA GROUP The suggestions made by peer reviewers and subject area group were used to modify this final copy submitted. They helped to strengthen the focus of the goals and the listed ILOs and competencies. Some of the suggestions include:

1. Aligning the competencies and the ILOs as well as competencies with the agreed goal profile.

2. Making provision for practical oriented assessment and teaching strategies such as observation, project exhibition as well as strategies like project approach, group work.

3. Stressing the professional commitments as germane to industrial developments, among others


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3.5.11. African Virtual University

Revised version of the AVU Bachelor of Education in Chemistry

(First draft)

a) Name of the new or revised programme. (Please me ntion if it is a

New/Revised and/or Joint Programme) Bachelor of Education in Chemistry – Revised Program

b) Explain the social need of the new or revised pr ogramme (in case of Joint Programmes, please describe the other univers ities involved and its role in the programme).

The Program focuses on the use of ICTs both in and across the curriculum, with a particular focus on Mathematics and Science Education. The program has the following benefits: improve the quality of teaching and learning in maths and sciences through the use of ICTs; increase the number of Mathematics, Sciences, and ICT Basic Skills teachers by expanding access to training through the use of ODeL methodologies; develop and promote research in teacher education in order to encouraging evidence-based decision-making in all aspects of teacher development; and promote regional integration.

The Bachelor of Education in Chemistry will be revised with the Tunning Methodology.

c) Description of the degree profile of the new pro gramme or a revised programme in terms of generic and/or subject-specif ic competences.

The Program delivers the degree of Bachelor of Education in chemistry. The learners will develop the competence to teach Chemistry to Secondary School students through the use of ICTs. The learners will also acquire the capacity to develop research projects in teacher education.

d) Length and level of the programme. The Programme lasts eight semesters.

e) Future fields, sectors of employment/occupation of graduates.

secondary teachers in Biology

f) Link of the competences with the agreed meta-pro file. The competences are all linked to the agreed meta profile :

- Context - Interpersonal capacity - Ethic values - Knowledge, understanding and practice

g) Definition of the competences and its level.

1- Generic Competences

1. Ability for abstract thinking, analysis and synthesis


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2. Capacity to respect the professional and ethical values as well as well being and human dignity (UBUNTU)

3. Ability to be critical and self-critical 4. Ability to apply knowledge in practical situations 5. Ability to identify, pose and resolve problems 6. Skills in the use of information and communications technologies 7. Ability to communicate effectively both in official, national and local language. 8. Capacity to learn how to learn and stay up-to-date with learning continuously 9. Ability to adapt to and act in new situations 10. Capacity to generate new and innovative ideas (creativity) 11. Ability to be a leader, manage and work as a team 12. Ability to communicate and have interpersonal skills 13. Ability to understand and integrate economic and environmental issues 14. Ability to work in a intercultural or intracultural context and in an international

context 15. Ability to work autonomously 16. Ability to evaluate and maintain the quality of work produced 17. Spirit of enterprise and self-confidence 18. Ability to preserve and value the African identity and cultural heritage

2- Specific 1. Capacity to understand both the breadth and depth necessary to teach Chemistry to

Secondary School Students 2. Techno-pedagogical competencies, allowing them to better use technology during

lesson-planning, research, communication, problem-solving, professional development and to, in turn, facilitate their student’s use of ICT as a learning tool

3. Major concepts and assumptions of Chemistry, and relate it to technology and society 4. Principles of Chemistry and create learning experiences that make these aspects of the

subject matter meaningful to students. 5. Relationship between teaching and learning, and create experiences that maximize

learning among students. 6. Capacity to develop resources and educational materials that have interaction of

curriculum and instruction, and plan lessons based upon knowledge of subject matter, available technology and curricula, and curriculum goals.

7. Standard and alternative assessment strategies, and use them to evaluate knowledge, skills, and dispositions to ensure the continuous intellectual and social development of the student.

8. Capacity to assess, evaluate other and self 9. Ability to advise and guide regarding conflict resolution (education for peace) 10. Project Management skills 11. Capacity to understand and apply politics and regulations 12. Ability to work within a team 13. Capacity to respect professional and ethical values : capacity to understand and respect

ethical values of the teacher profession 14. Meaning of life-long learning, and foster relationships with colleagues and agencies in

the larger community to develop professionally 15. Ability for critical thinking, problem solving, creativity and reflexion 16. Capacity to develop employability skills of the learners 17. Ability to inspire learners self confidence

h) Description of the expected learning outcomes re lated to the competences.


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i) Short description of the methodology of learning strategy for achieving the competences.

j) Structure of the programme: l ist of units/courses/modules.

CHEMISTRY

CHM 1101 Introductory Chemistry 1 CHM 1102 Introductory Chemistry II CHM 1103 Volumetric Chemical Analysis CHM 2101 Organic Chemistry 1 CHM 2102 Physical Chemistry 1 CHM 2103 Inorganic Chemistry 1 CHM 3101 Organic Chemistry 2 CHM 3102 Macromolecules in the Biological System CHM 3103 Physical Chemistry 2 CHM 4101 Industrial Chemistry CHM 4102 Environmental Chemistry CHM 4103 Separation, Electronalytical and Spectrochemical Techniques

ICT IN EDUCATION

ELE 1101 ICT Basic Skills 1 ELE 2101 ICT Basic Skills 2 ELE 3101 ICT Basic Skills 3 – Intermediate ELE 4101 ICT Advanced Skills ELA 1103 ICT Integration in Chemistry

TEACHER EDUCATION PROFESSIONAL COURSES

EDU 1101 History of Education EDU 1102 Comparative Education EDU 1103 Philosophy of Education EDU 1104 Introduction to General Psychology EDU 1105 Developmental Psychology

EDU 2101 Curriculum Studies EDU 2102 Teaching Methodology EDU 2103 Classroom Management and Supervision EDU 2104 Educational Communication EDU 2105 Learning Psychology

EDU 3101 Educational Evaluation and Testing EDU 3102 Educational Management EDU 3103 Educational Research EDU 3104 Reflective Teaching

EDU 4101 Introduction to Guidance and Counselling EDU 4102 Special Needs Education EDU 4103 Contemporary Issues in Education EDU 4104 Sociology of Education EDU 4105 Management of School Educational Resources


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k) Short explanation of the consistency of the pro gramme with the competences, the expected learning outcomes and act ivities that will lead you to the learning outcomes (overall consistency of th e programme).

l) Internal Quality Control/Enhancement.

The Program has an embedded Quality assurance Framework. This Program is released as Open Educational Resource (OER) and will be updated regularly and AVU also expects to have the Network of Faculty involved in the development of the Program to make regular updates and comments.

m) Other relevant aspects.

This Program has been developed collaboratively by 11 African universities from Mozambique, Ethiopia, Kenya, Madagascar, Senegal Somalia, Tanzania, Uganda, Zambia and Zimbabwe.

The curriculum has been discussed and agreed upon between subject matter experts of all the participating institutions.

This is an online Program.


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3.5.12. Alexandria University Conclusions from the Peer Review Report

The proposal of a revised programme (Professional Diploma in Education in "Quality of Educational Systems and Academic Accreditation") has been reviewed by a panel of experts in education. Their details are as follows: Name Title Prof. Saif Al Islam Ali Mattar Professor of Educational Policy and Planning Prof. Medhat Ahmed Ali Elnemr Professor of Curricula and Methodology (Science

Education) Prof. Salah Abdel Salam Al Kharashi Professor of Curricula and Methodology (Maths

Education) Prof. Ahmed Kamel Al Hosari Professor of Educational Technology Prof. Mohammad H. Habashi Professor of Measurement and Assessment Prof. Abdel Raziq M. Zayan Professor of Educational Administration

• They have given valuable feedback including adding, deleting and sometimes combining some generic and subject-specific competencies. For example:

- Prof. Saif Mattar has suggested adding a subject-specific competence related to values and ethics, which is: “exemplify a sense of altruism and sacrifice”.

- Prof. Abdel Raziq Zayan suggested adding another generic competence, which is: “Awareness of Regional cultures, history and current contemporary challenges”.

(This point is to be considered later by SAG).

• Most of the reviewers suggested adding a grading scale to the section on the expected level of achievement of the competences in each component of the programme.

(This point has already been addressed as shown in section “H” in the revised proposal).

• They have also suggested some language modifications especially to the intended learning outcomes of the programme by changing some of Bloom’s Taxonomy action verbs.

(This point has already been addressed as shown in section “I” in the revised proposal).

• Three of the reviewers see that there are many courses in that professional diploma and thus suggested a reduction in the number of courses, with greater attention to the elective ones through:

- (a) offering more than four elective courses;

- (b) introducing courses from other departments;

- (c) merging some courses into one course.

(This point is not acceptable as it contradicts wit h the current regulations governing the structure of the programme).


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• Prof. Ahmed Al Hosari suggested greater consistency between the revised proposal of the programme and the existing mission, vision and objectives of the department.

(This point is to be considered later by the depart ment when revising their mission, vision and objectives to include the dimensions of competence-based learning and the harmonisation target).

• Prof. Ahmed Al Hosari suggested that the programme should include a separate course on “Digital Citizenship”.

(This point is not acceptable as it contradicts wit h the current regulations governing the structure of the programme. In addition, it does no t relate to the philosophy and nature of the programme).


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3.5.13. Arsi University, Ethiopia

Elaboration of a revised programme Proposal Arsi University, Ethiopia (New Version) Background The Education and Training policy of Ethiopia 1994 (TGE, 1994), emphasizes decentralization of the management and leadership of the education system as a key strategy to ensure education efficiency, relevance, access, quality, and partnerships with local community in the endeavors making education accessible to all citizens equitably. This decentralization of education management involves the devolution of power and responsibilities of education management to regions and lower levels of education management structures (district and schools). It signifies a paradigm shift in the approaches to education planning and management as compared to centralized system of education planning and management that had been practiced in the country for long years. Obviously, decentralized educational management being underway in the country demands capable and competent educational managers and leaders at various echelons of the education system (school level, district level, zonal level, regional, and federal levels). Thus, following the advent of decentralized educational management in education system of Ethiopia, the gap between demand and supply for competent educational managers and leaders is evident in various documents of MOE regarding the need for managerial and leadership capacity building of decentralized education management. Above all, managerial and leadership capacity building for schools and education offices of various levels (District level, zonal level, regional, and federal levels) has given a strategic priority in the recent General Education Quality Improvement Package (GEQIP) launched since 2007 in the education system of the country. In connection to this management and leadership capacity building of education to effect GEQIP, Teacher Development Program (TDP) blue print (MOE, 2007) acknowledges educational leadership and supervision as professional field of study characterized by established theories and practices; and further points out that those who assume these roles should be equipped with the necessary knowledge, skills, attitudes, professional ethics and professional code of conduct. Hence, this program, therefore, is aimed at satisfying the man power needs of the education system in areas of education management and leadership. Name of the revised Programme

• Master of Arts Degree in Educational Leadership Description of the Degree programme

• This program plays a pivotal role in equipping educational leaders and managers with the required leadership competences in terms of knowledge, skills and attitude to perform leadership activities;

• The holder of the Master Degree in Educational Leadership will have a deeper knowledge, skill and attitude in Educational Planning, Educational Supervision, Financial and Property Management in Education, Project Management in Education, Management of Change and Innovation in Education

Program Goals and Objectives • To provide training in diverse fields as planners, mangers and leaders, trainers,

supervisors, policy advisors and researchers in the area of education that can serve at various levels and in different capacities in education and other sectors;

• To promote educational research to strengthen the ties between educational theory and


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practice, and in educational leadership and policy development, planning and management; • To produce professionals who can carry out educational reforms and innovations, • To prepare students at the undergraduate and graduate levels and higher-level

professionals that enhance the social and economic development of the country; • To provide consultancy and community services in the area of planning and educational

leadership to local communities, government and non-government organizations as well as to the society at large;

• To meet the needs of clients for diversified, relevant and high quality training programs that contributes to the development of the nation in the field of educational planning, management and leadership; and

• To promote the professionalization of educational leadership and management. Duration of the Program The program shall take two year (four semesters) full time study for regular and three years (six semester ) for summer and extension in combination with distance mode of delivery

The program will be delivered through three modes: - Regular program - Extension program - Summer face to face and distance

Master of Arts Degree in Educational Leadership Leads to a Doctoral degree in Educational Policy and Leadership Future Fields, Sectors of Employment / Occupation o f Graduates Graduate of this programme might work as Educational Leader and Human Resource Managers at District, Administrative Zones, Regional Education Bureaus and level Ministry of Education. Although this program is intended to professionalize educational leaders’ capacity to properly manage and lead various educational activities and enhance student learning. Graduate of the program have been also serving, as supervisor of school clusters at both primary and secondary school levels. Link of the Competences with the agreed meta-profil es There is a link between the skills and the meta-profiles. Hence, After Completion of the program, the graduates will be acquainted with the following generic competences and subject specific competences. Generic Competence: The generic competencies expected of graduates through this program are:

• Ability for conceptual thinking , analysis and synthesis • Professionalism , ethical values and commitment to UBUNTU ( respect for the well being

and dignity of fellow human beings) • Capacity for critical evaluation and self awareness • Ability to translate knowledge into practice • Objective decision making and practical cost effective problem solving • Ability to learn and capacity for lifelong learning • Flexibility , adaptability and ability to anticipate and respond to new situations • Ability for creative and innovative thinking • Leadership , management and team work skills • Communication and interpersonal skills • Ability to work in an extra and intercultural and/or international context • Ability to work independently • Ability to evaluate , review and enhance quality • Ability to be self – confident in a way that enables the graduate to practice work

efficiently Professional (Subject Specific) Competence: the professional competencies expected through this program are:


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A. Competencies related to knowledge and understand ing • subject specific Knowledge in the field of educational leadership • the local and international social, economic, cultural and environmental contexts of

educational leadership • National and institutional policies related to educational leadership B. Competencies related to Educational Leadership p ractices and skills • Plan organize, monitor/control, and evaluate managerial activities in education • Mobilize and properly utilize resources • Promote community-school partnership • Supervise and provide professional assistance to schools and teachers • Design, implement, manage education information flows among education stakeholders • Develop education projects, manage their implementation, and evaluate them. • Manage time effectively • Create conducive learning environments that encourage learning • Manage changes and innovations in education • Identify and solve education problems through the application of scientific principles and

methods • Identify and attends to learners needs • Apply leadership knowledge and skills effectively in leading education; that is,

demonstrate the ability and skills of applying various leadership styles/behaviors as per contingent situational factors (legal, political, social, cultural, etc)

C. Competencies related to values and Ethics • Care for and support the well being of all learners • Respect for socio-cultural diversities • Adhere to the rules and regulations of the profession and institution • Maintain equity and fairness among learners and promote inclusive education • Continuously upgrade and skills • Be a role model • Inspire self confidence and appreciation of cultural heritage in learners D. Competences related to interpersonal skills • Be sensitive to feeling of others • Collaborate and network with others , including peers and professional groups • Communicate effectively with different audiences and using appropriate tools, including

ICTs, and relevant forms of discourse • Lead and manage groups

Definition of Competences of the revised program After completion of the program graduates will exhibit the following competences:

• critically understand the theories and concepts of educational management; • taking initiatives in applying the knowledge acquired in their own context; • carry out program evaluation and projects in education • understand educational policy and acquaint them with basic knowledge and

skills which enable them to lead the dynamics of change in educational programs;

• realize the purpose of instructional supervision and quality assurance system in educational institution

Expected Learning Outcomes On completion of the proposed program, graduates are expected to:

• play a leading role in providing, maintaining, and supporting quality education • effectively manage changes, innovations, and diversities in the education system • democratically communicate the various stakeholders of education and education

institution


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• Examine the foundations of educational management from the present perspectives and understand the episode of the development of educational management.

• Demonstrate the ability to plan, organize, analyze and reflect upon their professional experiences based on the theories, concepts and current developments of educational management in general and resource management in education in particular

• Conduct program evaluation and project activities in their respective institutions • Organize and allocate resources for project activities • Collaborate and network with stakeholders to plan and work for school development

The Methodology of Learning Strategy for achieving the competences Delivery Methods According to the nature of the courses various models of delivery wil l be used. These are:-

• Lecture along with active student participation • Demonstration • Term paper • Visiting the educational institutions • Case study • Group discussion • Presentation of assignments, term papers, seminar and projects

Assessment and Evaluation Methods For course works: Continuous assessment like

• Article review • Paper works • Book review • Seminars • Individual and group work • Mid and final examinations • For Practical courses: Practical examination

For thesis and seminars and reports presentation • Quality of paper presented � Way of presentation � Defending material presented

Course Clustering and Integration into Competency-B ased Modules 13.1. Module Outlines and Clustered Courses Module

No Module Name ECTS

01

Foundations and fundamentals of Educational management EdPM 601 Foundations of Educational management 7 EdPM 602 Resource management in education 7 Educational planning and management EdPM 603 Strategic and school development 5 EdPM 612 Project management and program evaluation 5

03

Leadership and supervision in education EdPM 638 Leadership in education 5 EdPM 604 instructional supervision 5 EdPM 613 Educational policy and Management of change 5

04 Application of Knowledge and problem solving EdPM 631 Research Methods in Education 5 EdPM 799 Thesis 10


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I) Implementation Plan 1. Re- consultation ( Employer, Graduates and Students) 2. Completion of review of the program at department level 3. Presenting the program to College Graduate Council and get approval 4. Presenting the program to the University Senate Standing Committee for Graduate

Programs and get approval 5. Present the program to University Senate 6. Commencement of the program


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4. DOCUMENT 2: Staff Development Strategy for Tun ing Africa II

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

I. Staff Development Strategy

Rationale

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

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

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

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

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


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

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

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

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

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

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

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

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

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

Current and proposed staff development activities for Tuning Africa II

On-line courses

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


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

Workshops

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


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

Exchange scheme – actual or virtual

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

Developing Resources on the Tuning website

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


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

Results

The course had 9 ILOs:

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

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

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

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

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

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

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

ILO 1 2 3 4 1 7 45 2 11 41 3 8 44 4 10 42 5 10 42 6 12 40 7 1 11 40 8 14 38 9 1 19 30

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


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

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

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

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

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

� “It has made me a better leader”

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


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

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

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

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

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

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

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

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

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

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

1 to 3 hours 4 to 6 7 to 10 More than 11 21 16 5 4

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


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

Numbers

Out of 47 universities who started the course 18 completed:2

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

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

5 are working on the final tasks (block 7)

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

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

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

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

5 others have a very good chances of completing the course

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

III. Tuning Online Course No 1

Course design for outcomes based learning in higher education

What for?

2 By the time this booklet went into printing


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

common degree programme) Competence developed:

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

Intended learning outcomes:

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

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

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

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

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

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

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

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

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

Workload:

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

Who is eligible?

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


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Important dates:

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

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

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

Working mode:

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

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

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

Assessment

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

IV. Tuning Online Course No 2


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

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

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

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

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

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

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

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

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

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


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� Part 1 – Block 1- Block 3:

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

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

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

students and other staff

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

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

assessment.

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

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

of your courses Working mode:

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

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

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

Assessment

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

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

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


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

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

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

14.00 – 16.00 Staff Development

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


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Outputs:

� A map of what staff development each member already has in place � A list of institutional strengths/potential offers � A list of key needs by institution � Suggested plans for how institutional needs can be confirmed after the meeting � A list of the support needed in order to prepare and deliver a workshop � An outline plan for a workshop

Task one: FILL IN TEMPLATE 30 mins

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

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

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

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

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

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

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

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

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

Name of Institution

Staff development already available

[What does the institutions

Strengths

[If you were asked to provide a workshop for

Needs

[What areas of teaching learning and


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already provide for staff development?]

colleagues where does your expertise lie in Teaching, Learning

Assessment?]

assessment do you think you and your

colleagues would like to have a workshop

on?]

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

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

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

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

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

Simplified diagram of Kolb’s cycle of learning

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

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


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

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

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

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

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

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

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

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

•

•

•


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5. DOCUMENT 3: State of the Art of Credit in the Af rican 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 countri es Among the 35 countries covered in this survey, twenty five of them have national regulatory agencies. Three of the five countries in North Africa in this study have national regulatory agencies. All the countries in North Africa under this study are committed to the Licentiate-Masters-Doctorate (LMD) reforms.


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

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

Region Countries covered in the study

Countries covered by the Study

Countries with Established Quality Assurance

Regulatory Agencies in the study

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

Egypt, Libya, Sudan, Tunisia

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

Mauritius, Mozambique, Namibia, South Africa,

Swaziland

Botswana, Lesotho, Mozambique, Namibia, South

Africa,

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

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

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

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

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

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

Zimbabwe

Cameroon and Zimbabwe

TOTAL 35


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


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

Value of One Credit Unit Course

Region Where Applicable

Contact Hours Teacher’s Work-load.

1 hr. of lecture over 15 weeks Northern Africa, West 2 hrs of Practical over 15 weeks

Northern Africa

20-25 teaching and learning hours

Northern Africa

3 hours of Practical for 15 weeks

Western Africa

1 hour of Tutorials for 15 weeks

Western Africa, Northern Africa

Learners’ Centred

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

Southern Africa, Eastern Africa

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

East Africa

15 hours Lectures + 10 hours of independent work

East Africa

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

North 30- 60 units South 18-60 units East 36-60 units


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West 30 units, 48 units, 60 units Central 36 – 60 units The credit load for the various programs are different among the regions as shown in Table 4. Table 4 : Credit Loads for Different Programs

Region Bachelor

Masters

Doctorate

Northern 120-180 36 units or 130-136 units

No information provided

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

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

120-136. 360

West 180-360 36 - 180 120 Central 108 - 180 120 300

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

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

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

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

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

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

• There is currently no credit transfer system among institutions in Africa • The load of credit is not comparable among the institutions in Africa

5. Recommendations

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

• There is need for agreement on the Workload of a credit unit • There is need to agree on number of credit units for each year and for the different

programs ( i.e. Bachelors, Masters and Doctorate) • There is need for a harmonized continental credit system that balances Anglo-phone

and Franco-phone countries.


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

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


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6. DOCUMENT 4: Consultation Process Survey on STUDENTS WORKLOAD

Proposal for PARTICIPATING UNIVERSITIES

At the Second General Meeting of the project held in Ethiopia, a strategy was defined for estimating student workload through a questionnaire survey.

A) WHAT TO CONSULT ABOUT?

The survey aims to estimate the real hours of work needed by a student to pass the unit/course/module from the point of view of both academics and students. This requires that each Subject Area Group chooses the same SEMESTER in an Undergraduate DEGREE PROGRAMME.

For example: Bachelor in Agricultural Sciences from the University XYZ is structured in 6 semesters (3 years duration). The survey will be conducted with reference to the fifth semester of studies.

The semester marked in red is the academic period selected to implement the survey. In such semester according to this programme (used only as an example) there are 4 units/courses/modules:


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The survey will be conducted for EACH UNIT/COURSE/MODULE . All the academics who have taught the 4 units/courses/modules in the semester will be surveyed. Some students who have taken and passed any or all of the four units/cours es/modules will also be surveyed .

B) WHO TO CONSULT?

The subjects of study are the academics and students of ALL units/courses/modules in the selected semester.

Every participating university of the Tuning Africa project will conduct surveys to:

1) Academics who have taught these units/courses/modules in the chosen semester (main academics of the unit/course/module, teaching assistants, etc.).

2) Students who have passed the unit/course/module for which they will be surveyed. It is desirable that the student sample is composed of an equal number of students who have obtained very good grades, medium grades and low grades.

C) HOW MANY TO CONSULT?

1) Academics : ALL teachers who have taught the units/courses/modules that are included in the selected semester must be surveyed.

2) Students : 12 students who have passed each of the units/courses /modules included in the selected semester must be surveyed (where there are fewer students who passed the unit/course/course, the total number who have passed will be surveyed).

For example, in Bachelor in Agricultural Sciences quoted above, at least 40 students should be surveyed in total and at least 4 academics. As the survey is conducted PER UNIT/COURSE/MODULE, it may be that one student who, having passed more than one of the units/courses/modules is included in several surveys.

Year Semester Unit/Course/module

Minimum number of

respondents (Teachers)

Minimum number of

respondents (Students)

3 5

Crop Production Technologies 1 12 Posharvest Management and Agricultural Produce Processing 1 12

Project I 1 12


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Agricultural Management and Marketing 1 12

Total 4 48 D) WHAT FORMAT TO USE FOR THE CONSULTATION?

The survey will be conducted for EACH UNIT/COURSE/MODULE , both for students and academics. Annex I is the questionnaire for Academics and Annex II is the questionnaire for Students. The questionnaires consist of 6/7 questions . The questionnaires will be answered on paper and will be managed by the representative of the University in the Tuning Africa project.

E) HOW TO CARRY OUT THE CONSULTATION?

There are 3 steps to follow in relation to the consultation:

1) Preparation of the consultation

Each University participating in each subject area must send to the project manager (MaríaOrtíz Coronado) the following information:

1. Name of the Programme in which the study will be c onducted: (e.g. Bachelor of Education.) 2. Duration of the Programme in years (e.g. 4 years.) 3. Chosen Semester : (e.g. 5th semester.) 4. Name of the Units/Courses/Modules covered in that p eriod: e.g.

i. Unit/Course/Module a: (e.g. Crop Production Technologies.) ii. Unit/Course/Module b: (e.g. Postharvest Management and Agricultural Produce Processing.) iii. Unit/Course/Module c: (e.g. Project I.) iv. Unit/Course/Module d: (e.g. Agricultural Management and Marketing.) v.Unit/Course/Module …

5. Number of calendar weeks in the semester __________ 6. Academic hour in your university is ______ minutes . 7. Number of credits per year (if applicable) __________ 8. Number of hours per credit (if applicable) __________

This information should be sent before 30 March 2016.

Questionnaires will be available on a Web site and access will be possible with a user code that will be supplied. Thus, each of the participating universities in each subject area will have a code to access the questionnaires for students as well as a code to access the questionnaires for academics.

2) Conducting the surveys

In each participating University the subject area should identify the academics and students undertaking the survey. Students and academics should be convened to briefly explain the purpose of the survey. The questionnaire should then be distributed in printed form, and completed during the meeting. This procedure facilitates the collection of information, since in a short session the explanatory talk and data collection can easily be performed.


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3) Loading surveys in the On-line application

The completed questionnaires on paper must be loaded into the on-line application. The Tuning representative in the subject area or an appointed administrative assistant at each University must enter the data from each questionnaire on the website. There will be some funding available for this work. No printed questionnaires should be sent to the pro ject coordination as everything will be entered in an on -line form.

The data must be uploaded by 30 August 2016 . From that date on the information that has not been loaded into the Online Consultation will not be taken into account for the analysis.

F. WHAT IS THE WORK SCHEDULE FOR PARTICIPANTING UNI VERSITIES?

30/03/2016 Delivery by participating universities of the information on the academic period and subjects to be considered in the survey.

30/04/2016 Start of the survey process.

30/08/2016 End of survey process.

With all the information gathered, the project coordination will create the report, including statistical tables and charts that will be discussed at the Third General Meeting in October 2016.


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Annex I

Questionnaire for Academics

Dear Colleague,

This study is part of the Tuning Africa II project. We are conducting a survey to estimate the workload of students by collecting information from ACADEMICS and STUDENTS. Please fill out the form and answer the questions in the unit/course/module which was taught by you during the last academic year. The collected data will be totally anonymous and confidential.

The project Tuning Africa II appreciates your collaboration in providing us with this information.

Instructions for completion:

Each University has informed Points 1-9 by 30 March 2016. You are invited to respond to the items 10-15. Please underline or circle one answer ("Yes" or "No"), if answer is “Yes” please specify the amount of time.

1. Subject area: _________________________________________________________ 2. University: ___________________________________________________________ 3. Programme: _________________________________________________________ 4. Semester/year3_________ 5. Unit/Course/Module___________________________________________ 6. Number of calendar weeks in the semester __________ 7. Academic hour in your university is ______ minutes. 8. Number of credits per year (if applicable) __________ 9. Number of hours per credit (if applicable) __________

10. How many CONTACT HOURS4 in total are there in your unit/course/module during the SEMESTER? ......... hours

11.

From the list below, specify the types of INDEPENDENT WORK you require in the unit/course/module during the SEMESTER. Enter the estimated number of hours which, in your opinion, the student should spend in order to complete the independent study in the unit/course/module.

a. Reading materials (including internet search) Yes, ... hours No b. Fieldwork (site visits, etc.) Yes, ... hours No c. Laboratory work (not counting in contact hours) Yes, ... hours No

d. Preparation of assignments (essays, reports, design work, modelling, interviews, presentations, etc.)

Yes, ... hours No

e. Preparation and follow- up work for scheduled classes

f. Preparation for assessment, final examinations, tests, etc. (summative assessment).

Yes, ... hours No

3Only in case semesters are not equal in duration or in case of a trimester system you are asked to respond to this item for a full academic year. 4Contact hours represent the amount of time spent on face to face teaching in a particular unit/course/module (Including lectures, seminars, clinical practices, supervised labs, project work and field work) as well as on-line interaction in the framework of a learning module and personal counselling.


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g. Other (specify): ........ hours No

12.

How many hours does an AVERAGE student need to complete all the requirements of your unit/course/module in this SEMESTER (taking into account CONTACT HOURS and INDEPENDENT WORK)?

........... hours

13.

How many hours does an AVERAGE student need to complete all the requirements of your unit/course/module per WEEK (taking into account CONTACT HOURS and INDEPENDENT WORK)?

........... hours

14. When planning your unit/course/module, did you estimate the hours students will have to spend on independent work?

Yes No

15. Did you take students’ expectations into consideration when planning the workload for your course?

Yes No

16. Did you take students’ feedback into consideration when planning the workload for your course? Yes No

Thank you for participating in the survey.


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Annex II

Questionnaire for Students

Dear,

This study is part of the Tuning Africa II project. We are conducting a survey to estimate the actual workload of students by collecting information from ACADEMICS and STUDENTS. Please fill out the form and answer the questions in the unit/course/module that you have studied, finalized and passed in the last academic year. The data collected will be totally anonymous and confidential.

The project Tuning Africa II appreciates your collaboration in providing us with this information.

Instructions for completion:

Points 1-9 are pre-filled by the university staff. You need to respond to the items 10-15. Please underline or circle one answer ("Yes" or "No", if answer is “Yes” please specify the amount of time.

1. Subject area: _________________________________________________________ 2. University: ___________________________________________________________ 3. Programme: _________________________________________________________ 4. Semester/year5_________ 5. Unit/Course/Module___________________________________________ 6. Number of calendar weeks in the semester __________ 7. Academic hour in your university is ______ minutes. 8. Number of credits per year (if applicable)__________ 9. Number of hours per credit (if applicable)__________

10. How many CONTACT HOURS6 in total were you given to study this unit/course/module during the SEMESTER?

......... hours

11.

Using the list below, specify the types of INDEPENDENT WORK you used in the unit/course/module during the SEMESTER. Under g. add any other ways of learning that you use that are not included here. Enter the estimated number of hours that you needed to complete the independent work on unit/course/module.

......... hours

a. Reading materials (including internet search) Yes, ... hours No

b. Fieldwork (site visits, etc.) Yes, ... hours No

c. Laboratory work (not counting in contact hours) Yes, ... hours No

d. Preparation of assignments (essays, reports, design work, modelling, interviews, presentations, etc.)

Yes, ... hours No

5 Only in case semesters are not equal in duration or in case of a trimester system you are asked to respond to this item for a full academic year. 6Contact hours represent the amount of time spent on face to face teaching in a particular unit/course/module. (including lectures, seminars, clinical practices, supervised labs, project work and field work) as well as on-line interaction in the framework of a learning module and personal counselling..


170

e. Preparation and follow- up work for scheduled classes Yes, ... hours No

f. Preparing for assessment final examinations, tests, etc. (summative assessment).

Yes, ... hours No

g. Other (specify): .......... hours No

12. How many hours did you spend in the SEMESTER to complete all the requirements of this unit/course/module (taking into account CONTACT HOURS and INDEPENDENT WORK)?

........... hours

13. How many hours per WEEK did you spend (both CONTACT HOURS AND INDEPENDENT WORK) to complete all the requirements of this unit/course/module?

14.. At the beginning of the unit/course/module, were you informed about the number of hours planned for independent work?

Yes No

15. Were you given the opportunity to provide feedback about the workload in this unit/course/module?

Yes No

Thank you for participating in the survey.


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

Region

Countries covered by the Study

Northern

Algeria, Egypt, Libya, Morocco, Mauritania, Tunisia

Southern

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

East

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

West

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

Central

Burundi, Cameroon, Democratic Republic of Congo

TUNING AFRICA

ACADEMIC WORKLOAD STUDY

Deusto, October 2016

How many CONTACT HOURS* in total were you given to study this unit/course/module along the SEMESTER?* Contact hours: the amount of time spent on training in contact with the teacher or otherstaff of the university in the study of a particular unit/course/module. It includes lectures,seminars, clinical practices, labs, project work and field work (supervised).

Mean values for each area and group

01Academics Students

Academics Students

Agricultural Sciences 231,00 346,30Applied geology 365,25 413,05Civil Engineering 346,67 324,21Economics 271,78 301,16Higher Educ. Manag. 126,17 183,26Mechanical Eng. 313,72 320,56Medicine 389,08 337,06Teacher Education 323,08 254,01

Total CONTACT HOURS to study this unit/course/module along the

SEMESTER (1)

How many CONTACT HOURS in total were you given to study this unit/course/module along the SEMESTER?

02

0,00 200,00 400,00 600,00 800,00 1000,00

Agricultural Sciences

Applied geology

Civil Engineering

Economics

Higher Educ. Manag.

Mechanical Eng.

Medicine

Teacher Education

Students

Academics

Academics Students

North 302,24 316,36West 272,95 306,20South 359,74 307,28East 286,58 304,21Central 348,75 339,05


SEMESTER (1)

How many CONTACT HOURS* in total were you given to study this unit/course/module along the SEMESTER?* Contact hours: the amount of time spent on training in contact with the teacher or otherstaff of the university in the study of a particular unit/course/module. It includes lectures,seminars, clinical practices, labs, project work and field work (supervised).

Mean values for each region and group

Academics Students 03

How many CONTACT HOURS in total were you given to study this unit/course/module along the SEMESTER?

04

0,00 200,00 400,00 600,00 800,00 1000,00

North

West

South

East

Central

Students

Academics

05

Mean values for each area and group. The final column containing the total is the sum of all previous columns

Specify the types of INDEPENDENT WORK you promote in the unit/course/module along the SEMESTER.Enter the estimated number of hours which, in your opinion, should the student have in order to complete self-work on unit/course/module.

Specify the types of INDEPENDENT WORK you use to learn the unit/course/module along the SEMESTER.Enter the estimated number of hours that you needed to complete self-work on unit/course /module.

Academics Students

Academics Students Academics Students Academics Students Academics Students Academics Students Academics Students Academics Students Academics Students

Agricultural Sciences 93,50 116,73 33,67 22,54 29,50 22,77 47,67 68,16 53,83 41,97 75,17 211,30 9,00 4,58 342,33 488,05Applied geology 89,92 79,71 50,92 57,26 45,58 44,41 61,58 78,64 65,17 42,91 62,17 137,16 2,83 1,19 378,17 441,28Civil Engineering 183,50 161,86 59,67 27,98 53,50 34,43 141,90 120,70 130,58 92,24 161,33 200,35 13,25 24,82 743,73 662,40Economics 106,17 111,36 11,67 11,83 9,50 2,46 50,44 58,09 75,83 68,06 114,41 131,53 1,56 12,60 369,57 395,92Higher Educ. Manag. 99,21 120,17 14,08 15,88 1,00 3,91 70,63 79,88 35,42 72,53 85,71 134,04 18,75 20,12 324,79 446,53Mechanical Eng. 186,53 117,92 17,44 9,22 51,14 47,57 113,53 96,78 22,78 34,93 122,33 124,29 0,00 3,31 513,75 434,01Medicine 140,98 121,67 46,08 40,31 61,67 41,33 43,34 31,50 114,22 61,34 81,81 101,72 0,00 1,57 488,10 399,43Teacher Education 167,50 170,59 22,70 32,85 22,48 23,79 92,84 127,33 80,81 90,73 112,85 243,79 12,43 6,18 511,62 695,26

INDEPENDENT WORK

Reading texts or literature

Fieldwork (site visits, etc. not supervised)

Laboratory work (not supervised)

Preparation and execution/

presentation of written work

Working with Internet sources

Preparing for interim assessment, final

examOther TOTAL

Total INDEPENDENT WORK to learn the unit/course/module along the SEMESTER

06

0,00 200,00 400,00 600,00 800,00 1000,00


Applied geology

Civil Engineering

Economics

Higher Educ. Manag.

Mechanical Eng.

Medicine

Teacher Education

Students

Academics

Specify the types of INDEPENDENT WORK you promote in the unit/course/module along the SEMESTER.Enter the estimated number of hours which, in your opinion, should the student have in order to complete self-work on unit/course/module.

Specify the types of INDEPENDENT WORK you use to learn the unit/course/module along the SEMESTER.Enter the estimated number of hours that you needed to complete self-work on unit/course /module.

Academics Students

Academics Students Academics Students Academics Students Academics Students Academics Students Academics Students Academics Students Academics Students

North 96,66 83,31 27,53 21,11 17,86 23,72 64,87 66,08 67,28 65,95 88,54 118,40 1,09 0,62 363,82 379,20West 129,51 121,89 39,86 28,07 40,85 30,20 78,40 90,27 78,94 58,88 101,42 197,26 7,92 7,11 476,90 533,67South 202,36 164,87 13,75 29,43 31,43 10,54 105,81 94,06 89,60 66,55 139,07 203,52 16,93 18,96 598,94 587,93East 176,18 159,77 32,21 25,96 38,94 27,16 81,60 94,16 70,62 69,93 117,10 141,15 7,13 12,98 523,78 531,11Central 48,75 46,91 29,00 28,88 32,50 43,67 90,00 46,70 57,50 50,23 87,25 98,16 0,00 4,47 345,00 319,02

INDEPENDENT WORK

Reading texts or literature

Fieldwork (site visits, etc. not supervised)

Laboratory work (not supervised)

Preparation and execution/

presentation of written work

Working with Internet sources

Preparing for interim assessment, final

examOther TOTAL

07

Total INDEPENDENT WORK to learn the unit/course/module along the SEMESTER

8

0,00 200,00 400,00 600,00 800,00 1000,00

North

West

South

East

Central

Students

Academics

(1) As shown on Slide 1(2) As shown on Slide 7

9

TOTAL NUMBER OF HOURS PER SEMESTER AS THE RESULT OF THE SUM OF THE PREVIOUS RESULTS

Academics Students Academics Students Academics Students

Agricultural Sciences 231,00 346,30 342,33 488,05 573,33 834,35Applied geology 365,25 413,05 378,17 441,28 743,42 854,33Civil Engineering 346,67 324,21 743,73 662,40 1090,40 986,61Economics 271,78 301,16 369,57 395,92 641,34 697,08Higher Educ. Manag. 126,17 183,26 324,79 446,53 450,96 629,78Mechanical Eng. 313,72 320,56 513,75 434,01 827,47 754,57Medicine 389,08 337,06 488,10 399,43 877,18 736,50Teacher Education 323,08 254,01 511,62 695,26 834,70 949,27


SEMESTER (1)

Total INDEPENDENT WORK to learn this unit/course/module

along the SEMESTER(2)

TOTAL(1)+(2)

Total CONTACT HOURS and INDEPENDENT WORK to learn the unit/course/module along the SEMESTER

10

0,00 200,00 400,00 600,00 800,00 1000,00


Applied geology

Civil Engineering

Economics

Higher Educ. Manag.

Mechanical Eng.

Medicine

Teacher Education

Students

Academics


Academics Students

% Contact hours vs Independent Work

11

59,71%

40,29%

Contact hours

Independent w ork

41,51%

65,92%

Contact hours

Independent w ork

Applied Geology

Academics Students


12

50,87% 49,13%

Contact hours

Independent w ork

48,35%

51,15%

Contact hours

Independent w ork

Civil Engineering

Academics Students


13

68,21%

31,79%

Contact hours

Independent w ork

32,86%

67,14%

Contact hours

Independent w ork

Economics

Academics Students


14

57,62%

42,38%

Contact hours

Independent w ork

56,80%43,20%

Contact hours

Independent w ork

Higher Education Management

Academics Students


15

72,02%

27,98%

Contact hours

Independent w ork

70,90%

29,10%

Contact hours

Independent w ork

Mechanical Engineering

Academics Students


16

62,09%

37,91%

Contact hours

Independent w ork

57,52%

42,48%

Contact hours

Independent w ork

Medicine

Academics Students


17

55,64%44,36%

Contact hours

Independent w ork

54,23%45,77%

Contact hours

Independent w ork

Teacher Education

Academics Students


18

61,29%

38,71%

Contact hours

Independent w ork

73,24%

26,76%

Contact hours

Independent w ork

TOTAL NUMBER OF HOURS PER SEMESTER AS THE RESULT OF THE SUM OF THE PREVIOUS RESULTS

Academics Students Academics Students Academics Students

North 302,24 316,36 363,82 379,20 666,06 695,56West 272,95 306,20 476,90 533,67 749,85 839,88South 359,74 307,28 598,94 587,93 958,67 895,22East 286,58 304,21 523,78 531,11 810,36 835,31Central 348,75 339,05 345,00 319,02 693,75 658,07


SEMESTER (1)

Total INDEPENDENT WORK to learn this unit/course/module

along the SEMESTER(2)

TOTAL(1)+(2)

19

(1) As shown on Slide 3(2) As shown on Slide 9

Total CONTACT HOURS and INDEPENDENT WORK to learn the unit/course/module along the SEMESTER

20

0,00 200,00 400,00 600,00 800,00 1000,00

North

West

South

East

Central

Students

Academics

North

Academics Students


21

54,62%45,38%

Contact hours

Independent w ork

54,52%45,48%

Contact hours

Independent w ork

West

Academics Students


22

63,60%

36,40%

Contact hours

Independent w ork

63,54%

36,46%

Contact hours

Independent w ork

South

Academics Students


23

62,48%

37,52%

Contact hours

Independent w ork

65,67%

34,33%

Contact hours

Independent w ork

East

Academics Students


24

64,64%

35,36%

Contact hours

Independent w ork

63,58%

36,42%

Contact hours

Independent w ork

Central

Academics Students


25

49,73% 50,27%

Contact hours

Independent w ork

48,48% 51,52%

Contact hours

Independent w ork

26

How many hours does an AVERAGE student need to complete all the requirements of the unit/course/module in this SEMESTER (taking into account CONTACT HOURS and INDEPENDENT WORK)?

How many hours did you spend in the SEMESTER to complete all the requirements of the unit/course/module (taking into account CONTACT HOURS and INDEPENDENT WORK)?

Academics Students

Mean values for each area and group

Academics Students


Hours needed to complete all the requirements of the unit/course/module in this SEMESTER (taking into account

CONTACT HOURS and INDEPENDENT WORK)

Hours needed to complete all the requirements of the unit/course/module in this SEMESTER (taking into account CONTACT HOURS and INDEPENDENT WORK)

27

0,00 200,00 400,00 600,00 800,00 1000,00


Applied geology

Civil Engineering

Economics

Higher Educ. Manag.

Mechanical Eng.

Medicine

Teacher Education

Students

Academics

28

How many hours does an AVERAGE student need to complete all the requirements of the unit/course/module in this SEMESTER (taking into account CONTACT HOURS and INDEPENDENT WORK)?

How many hours did you spend in the SEMESTER to complete all the requirements of the unit/course/module (taking into account CONTACT HOURS and INDEPENDENT WORK)?

Academics Students

Mean values for each region and group

Academics Students


Hours needed to complete all the requirements of the

unit/course/module in this SEMESTER (taking into account

CONTACT HOURS and INDEPENDENT WORK)

Hours needed to complete all the requirements of the unit/course/module in this SEMESTER (taking into account CONTACT HOURS and INDEPENDENT WORK)

29

0,00 200,00 400,00 600,00 800,00 1000,00

North

West

South

East

Central

Students

Academics

30

Respondent reported directly the total number of hours per week (both contact hours and independent work)

How many hours per WEEK does an AVERAGE student study (both CONTACT HOURS AND INDEPENDENT WORK) to complete all the requirements of the unit/course/module?

How many hours per WEEK did you spend (both CONTACT HOURS AND INDEPENDENT WORK) to complete all the requirements of the unit/course/module?

Academics Students

Academics Students


Hours PER WEEK (both CONTACT HOURS AND INDEPENDENT WORK) to

complete all the requirements of the unit/course/module

Hours PER WEEK (both CONTACT HOURS AND INDEPENDENT WORK) to complete all the requirements of the unit/course/module

31

0,00 40,00 80,00 120,00 160,00 200,00


Applied geology

Civil Engineering

Economics

Higher Educ. Manag.

Mechanical Eng.

Medicine

Teacher Education

Students

Academics

32

Respondent reported directly the total number of hours per week (both contact hours and independent work)

How many hours per WEEK does an AVERAGE student study (both CONTACT HOURS AND INDEPENDENT WORK) to complete all the requirements of the unit/course/module?

How many hours per WEEK did you spend (both CONTACT HOURS AND INDEPENDENT WORK) to complete all the requirements of the unit/course/module?

Academics Students

Academics Students


Hours PER WEEK (both CONTACT HOURS AND INDEPENDENT WORK) to

complete all the requirements of the unit/course/module

Hours PER WEEK (both CONTACT HOURS AND INDEPENDENT WORK) to complete all the requirements of the unit/course/module

33

0,00 40,00 80,00 120,00 160,00 200,00

North

West

South

East

Central

Students

Academics

34

Planning the workload for your

unit/course/module, consider necessary to include hours for independent work

Student's expectations and evaluation into consideration when

planning the workload

Aware of the number of hours planned for

the students for independent work

Professor guided you at the beginning of the

unit/course /module on the necessary work load

of each part of the Independent work

Agricultural Sciences 54,55% 48,96% 51,52% 34,99%Applied geology 71,43% 46,89% 49,21% 25,65%Civil Engineering 76,36% 54,09% 50,91% 49,36%Economics 52,94% 28,51% 37,65% 19,00%Higher Educ. Manag. 85,71% 66,73% 75,51% 38,97%Mechanical Eng. 75,34% 60,58% 47,95% 28,21%Medicine 53,13% 28,08% 40,63% 35,86%Teacher Education 58,62% 42,02% 47,41% 29,63%

%Answers from academics saying yes to... %Answers from students saying yes to...

Planning the workload for your

unit/course/module, consider necessary to include hours for independent work

Student's expectations and evaluation into consideration when

planning the workload

Aware of the number of hours planned for

the students for independent work

Professor guided you at the beginning of the

unit/course /module on the necessary work load

of each part of the Independent work

North 59,60% 26,23% 47,68% 32,42%West 62,87% 42,69% 52,69% 22,89%South 56,73% 42,54% 63,46% 37,34%East 76,60% 65,64% 45,74% 52,25%Central 74,55% 74,68% 16,36% 10,85%

%Answers from academics saying yes to... %Answers from students saying yes to...

35

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