Tuning Africa IItuningafrica.org/upload/evento/editor/doc/2/booklet...3 1. AGENDA 1.1. General...

Tuning Africa II

Second general meeting

Addis Ababa, 29 February - 2 March 2016

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TABLE OF CONTENTS

1. Agenda ……………………………………………………………………………………………...… 3 1.1. General Agenda …………………...………………………………………..……………… 3 1.2. Agenda for 5 Working Groups set up in Tuning Africa I

(Agricultural Sciences, Civil Engineering, Mechanical Engineering, Medicine and Teacher Education) ………………………………………………………... 6

1.3. Agenda for the 3 NEW Working Groups (Economics, Applied Geology and Higher Education Management) …………………………………..……… 8

2. Participants ………………………………………………………………………………..………… 11

3. Tasks to be done from Cairo (First General Meeting) to Addis Ababa

(Second General Meeting) ………………………………………………………………………… 32 WORKING DOCUMENTS

4. List of Commitments received from Participant Universities regarding the Programmes to be Implemented (TASK 1) ……………………….…… …………………..…………. 36

5. New/Revised Degree Programmes to be implemented and implementation Plans (TASKS 2 and 3) …………...……………………………………………………………………...…..…. 43

5.5. Teacher Education …………………………………...……………………………….…..……… 43 5.5.1. Alexandria University, Egypt ……………………………………………….…………….. 43 5.5.2. Arsi University, Ethiopia ………………………………………...………………………… 51 5.5.3. Botho University, Botswana ……………………………………..……………………….. 53 5.5.4. Katyavala Bwila University, Angola …………………………………………...…………. 58 5.5.5. Makerere University, Uganda …………………………………..………………………… 61 5.5.6. National Open University of Nigeria ……………………………..………………………. 82 5.5.7. The Open University of Tanzania ………………………………..………………………. 87 5.5.8. University of Namibia and the University of the Western Cape in RSA ………… 92 5.5.9. University of Nigeria -- Adama Science and Technology University, Ethiopia; -- Makerere University, Uganda -- University of Zimbabwe …………………………..………… 97 5.5.10. University of the Western Cape, South Africa ………………………………………… 101 5.5.11. Université Espoir d'Afrique, Burundi …………………………..……………………….. 105 5.5.12. University of Gambia ………………………………………..…………………………… 110 5.5.13 Univesity of Zimbabwe ……………………………………...……………………………. 116 5.5.14. Universidade Eduardo Mondlane, Mozambique …………………………...…………. 120 5.5.15. Mogadishu University, Somalia ………………………………………………………… 121

6. On-Line Staff Development Strategy: brief report (TASK 4) ……………………….…….……….. 124

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7. Checklist for Peer Review of New/ Revised Degree Programmes …………….…………..…….. 143 8. Draft proposal for Survey on Student Workload ………………………………………………….. 145

9. Content for the Country Report about Credit System and Student Workload …….…………….. 151

10. How to include Students in Tuning. Draft proposal: The Student Voice in African

Harmonization Process in Higher Education (Student Voice for short) ………...……………… 152

11. Draft proposal for Tuning Africa Symposium on Research and Good Practice …………...….. 157 12. Results of Consultation with Stakeholders ……………………………………………………….….161 12.1. List of Generic Competences ………………………………………….……..…………… 161

12.2. Number of Respondents ……………………………………………………………..……. 161 12.3. Guidelines for Interpretation of Results ………………………………………………….. 161 12.4. Comparison with Tuning Africa Phase I …………………………………..………...…… 163

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1. AGENDA 1.1. General Agenda

TUNING AFRICA PHASE II Agenda for the Second General Meeting

29 February to 2 March 2016 Addis Ababa, Ethiopia

Accommodation Hotel Hilton Menelik II Ave, Addis Ababa 1164 Ethiopia Phone: 251 11 517 0000 http://www3.hilton.com/en/hotels/ethiopia/hilton-addis-ababa-ADDHITW/index.html

Sunday 28 February 2016 Arrival of the participants in Tuning Africa II 19.00 – 20.30 Registration 20.30 Dinner: Hotel Hilton

Monday 29 February 2016 Hotel Hilton Menelik II Ave, Addis Ababa 1164 Ethiopia Phone: 251 11 517 0000 http://www3.hilton.com/en/hotels/ethiopia/hilton-addis-ababa-ADDHITW/index.html Morning Session PLENARY 8.00 – 9.00 Registration 9.00 – 9.30 Official Opening and welcome

H.E Ambassador Gary Quince, Head of EU Delegation to the African Union Dr. Mahama Ouedraogo Ag. Director for Human Resources, Science and Technology African Union Commission H. E. Shiferaw Shigutie, Federal Minister Education of Ethiopia Chair: Yohannes Woldetensae, African Union Commission

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9.30 – 10.00 Update on the Harmonisation, Quality and Accreditation initiative and Erasmus+ Deirdre Lennan, EU Commission, Directorate General for Education and Culture Etienne Ehouan Ehile, Secretary General - Association of African Universities Chair: Olusola Oyewole, Vice Chancellor Federal University of Agriculture, Nigeria and President of the Association of African Universities

10.00 – 10.30 General overview of main tasks and activities for Second General Meeting Pablo Beneitone, Director Tuning Academy - University of Deusto

María Ortiz-Coronado, Tuning Africa project manager – University of Deusto Chair: Damtew Teferra Professor of higher education and leader of Higher Education Training and Development at the University of Kwazulu - Natal, South Africa

10.30 – 11.00 Coffee Break 11.00 – 11.30 Generic Competences: consultation with stakeholders in Tuning Africa. Some

results and a comparison with phase I. Document: Results of Consultation with Stakeholders Edurne Bartolomé, Tuning Academy - University of Deusto

Chair: Charles Awono Onana, Director, Ecole Nationale Supérieure Polytechnique, Yaoundé I, Cameroon

11.30 – 12.00 Implementation phase: quality assurance and enhancement of new or

revised programmes. Strategies for peer review Julia González, General co-coordinator of Tuning

Pablo Beneitone, Director of Tuning Academy

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

12.00 – 12.30 Student Workload and its link to Tuning. First steps to define an African credit

system. Document: Draft proposal for Survey on Student Workload Robert Wagenaar, General co-coordinator of Tuning Pablo Beneitone, Director of Tuning Academy

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

12.30 – 13.00 New initiatives implementing Tuning Africa: - Staff development on – line course - Student Voice in African Harmonization in Higher Education

Document: How to include Students in Tuning. Draft proposal: The Student Voice in African Harmonization Process in Higher Education

- Symposium on Research and Good Practice in Accra, November 2016 Document: Draft proposal for Tuning Africa Symposium on Research and Good Practice

- New Tuning Africa platform and dissemination strategy Maria Yarosh, Omer Boladji and Arlene Gilpin, Tuning Academy Ard Jongsma

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Chair: Etienne Ehouan Ehile, Secretary General - Association of African Universities

13.00 – 14.30 Lunch: Hilton Hotel

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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 29 February 2016 Hotel Hilton Menelik II Ave Addis Ababa Ethiopia Afternoon Session

14.30 – 16.00 Peer Review of revised or/and new programmes

Presentation of checklist suggested for the evaluation of revised or/and new programmes Definition of the internal procedure at SAG level: How they will organize the evaluation of all proposals at each Subject Area Group. Agreements and consensus. Document: Checklist for Peer Review

16.00 – 16.30 Coffee Break 16.30 – 18.00 Each partner must revise one other participant's programme (new or/and

revised) following the checklist proposed. Make comments, remarks and suggestions for improvement.

20.00 Dinner: Hilton Hotel

Tuesday 1 March 2016 Hotel Hilton Menelik II Ave Addis Ababa Ethiopia 09.00 – 10.30 Peer Review of revised or new programmes

Exchange of completed checklists Each participant (as a reviewer of another proposal) must briefly explain suggested improvements on the programmes reviewed. Future steps in relation to the final validation procedures of the programmes to be implemented.

10.30 – 11.00 Coffee Break PLENARY SESSION 11.00 – 13.00 Implementation procedures: strategies and alternatives at TUNING level

Some preliminary results of staff development on – line course. Feedback from tutors and partners. What can Tuning do? Other approaches possible Arlene Gilpin and Maria Yarosh - Tuning Academy

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13.00 – 14.30 Lunch: Hilton Hotel WORKING in SUBJECT AREA GROUPS 14.30 – 16.00 Implementation procedures: strategies and alternatives at SUBJECT

AREA GROUP level What can each Subject Area Group do collaboratively? Implementation procedures: strategies and alternati ves at INSTITUTIONAL level What can individual institutions do for implementation? Brief description of the Implementation Plan in each of the universities at the Subject Area Group.

16.00 – 16.30 Coffee Break 16.30 – 17.30 Student Workload

Contributions and suggestions concerning the questionnaire proposed. − Semester chosen − Strategies for the consultation Document: Draft proposal for Survey on Student Workload Student Voice in African Harmonization Process in H igher Education - How can we publicize the call in our institutions to? - How will we support students Document: How to include Students in Tuning. Draft proposal: The Student Voice in African Harmonization Process in Higher Education

17.30 – 18.30 Summary of the outcomes achieved in t he Subject Area Group.

Assignment of tasks for the coming months. Summary of the outcomes achieved in the working group − Brief description of peer review procedure − Strategies for implementation and staff development in three

categories (at Tuning level, Subject Area Group level and institutional level)

− Comments on Student Workload consultation (semester chosen) − Some ideas for implementing the Student Voice in the African

Harmonization Process in Higher Education. 20.00 Dinner: Hilton Hotel

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1.3. Agenda for the 3 NEW Working Groups (Economics , Applied Geology and Higher Education Management) Monday 29 February 2016 Hotel Hilton Menelik II Ave Addis Ababa Ethiopia Afternoon Session 14.30 – 16.00 Analysis of the survey results on generic competences (from the perspective

of the subject area): Discussion and main conclusions. Document: Results of Consultation with Stakeholders 16.00 – 16.30 Coffee Break 16.30 – 18.00 Analysis of the survey results on subject specific competences: Discussion

and main. Conclusions Document: Results of Consultation with Stakeholders

20.00 Dinner: Hilton Hotel

Tuesday 1 March 2016 Hotel Hilton Menelik II Ave Addis Ababa Ethiopia 09.00 – 10.30 Building Meta-Profiles

Elaboration of a meta–profile combining generic and subject specific competences. Document: Elaboration of Meta – profiles

10.30 – 11.00 Coffee Break 11.00 – 13.00 Building Meta-Profiles

Continuation of discussion. Agreement and consensus on a meta-profile in each subject area group. Consensus on the structure and content.

Document: Elaboration of Meta – profiles 13.00 – 14.30 Lunch: Hilton Hotel 14.30 – 16.00 Student Workload

Contributions and suggestions concerning the questionnaire proposed. − Semester chosen − Strategies for the consultation Document: Draft proposal for Survey on Student Workload Student Voice in African Harmonization Process in H igher Education

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- How can we to publicize the call in our institutions? - How will we support students Document: How to include Students in Tuning. Draft proposal: The Student Voice in African Harmonization Process in Higher Education

16.00 – 16.30 Coffee Break 16.30 – 18.30 Summary of the outcomes achieved in t he Subject Area Group.

Assignment of tasks for the coming months. Summary of the outcomes achieved in the working group − Brief description of results in generic and subject specific

competences (draft version of first chapters of future Subject Area Group publication of results)

− Meta- profile of the subject area − Comments on Student Workload consultation (semester chosen) − Some ideas for implementing Student Voice in African Harmonization

Process in Higher Education 20.00 Dinner: Hilton Hotel

Wednesday 2 March 2016 Hotel Hilton Menelik II Ave Addis Ababa Ethiopia 8.00 – 9.00 Parallel Country meetings in relation t o State of the Arts in each

COUNTRY about credit system and student workload Document: Content for the Country Report about Credit System and Student Workload

PLENARY SESSION 9.00 – 10.30 Presentation of the agreements and consensus reached in the 8 working

groups Chair: Matete Madiba, Director of Student Affairs, University of Pretoria 10.30 – 11.00 Coffee Break 11.00 – 12.00 Tasks planned for time until Third General Meeting (November 2016)

Practical aspects and running of the project. Julia González, Pablo Beneitone and María Ortiz-Coronado – Tuning

Academy – University of Deusto 12.00 – 12.30 Closing of Second General meeting.

Pablo Beneitone, Tuning Academy Deirdre Lennan, EU Commission, Directorate General for Education and Culture Beatrice Njenga, Head of Education Division, African Union Commission

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Chair: Yohannes Woldetensae, African Union Commission 12.30 Lunch: Hilton Hotel Free afternoon 20.00 Dinner: Hilton Hotel

Thursday 3 March 2016 Departure

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2. PARTICIPANTS Organisational Structure 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 10 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 Universidad de 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] Coordinator: Mechanical Engineering Egypt Ahmed ELGOHARY E-mail: [email protected] Coordinator: Medicine Ghana Charles BARNOR University of Professional Studies, Accra (UPSA)

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E-mail: [email protected] Coordinator: Economics Germany Margarete SCHERMUTZKI E-mail: [email protected] Ivory Coast Taky Hortense ATTA EPSE DIALLO E-mail: [email protected] Coordinator: Agricultural Sciences Kenya Stanley Muse SHITOTE E-mail: [email protected] Coordinator: Civil Engineering Nigeria Olusola Bandele OYEWOLE E-mail: [email protected] Rwanda Digne Edmond RWABUHUNGU R. E-mail: [email protected] Coordinator: Applied Geology South Africa Matete MADIBA E-mail: [email protected] Coordinator: Teacher Education South Africa Damtew TEFERRA E-mail: [email protected] Coordinator: Higher Education Maganement United Kingdom Arlene GILPIN 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

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Ehóuan Etienne EHILE, Secretary General 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] B. Omer OKE AHODEOU Technical Assistant Universidad de Deusto Spain E-mail: [email protected]

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2.2 List of Participants by Subject Area

Currently, 123 academics from 107 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 D. Joseph HOUNHOUIGAN 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 Esther SAKYI-DAWSON (replacing Samuel Kwame OFFEI for 2GM) University of Ghana E-mail: [email protected] Ivory Coast Seydou TIHO (replacing Taky Hortense ATTA EPSE DIALLO at 2GM) Université Nangui Abrogoua (former Université d'Abobo-Adjamé) E-mail: [email protected] Kenya Prof. Abdi Yakub GULIYE

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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] , [email protected] Nigeria Olubunmi Abayomi OMOTESHO University of Ilorin E-mail: [email protected] , [email protected] Senegal Mariama W. 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], [email protected] Swaziland Henry R. MLOZA-BANDA University of Swaziland (Phase II) E-mail: [email protected] , [email protected] , [email protected]

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APPLIED GEOLOGY (Phase II) Alger Mouloud NEFIS Ecole Nationale d’Ingénieurs de Tunis E-mail : [email protected] Burkina Faso Adamah MESSAN 2iE -Institut International d'Ingénierie de l'Eau et de l'Environnement E-mail: [email protected] , [email protected] Cameroon 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 Ilias SADKI (replacing Prof. ABE SIKA at the 2GM) Université des Sciences et Technologies de Côte d'Ivoire (USTCI) E-mail: [email protected] , [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

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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] Nigeria Ayonma Wilfred MODE (replacing K. Mosto ONUOHA at 2GM) University of Nigeria, NSUKKA E-mail: [email protected] , [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] CIVIL ENGINEERING Algeria Mohand HAMIZI Université Mouloud Mammeri de Tizi Ouzou E-mail: [email protected] Benin Gossou HOUINOU Université d'Abomey-Calavi (Phase II) E-mail: [email protected] Botswana

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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] Germany Karola K. HAHN Independant expert E-mail: [email protected] Egypt Gamal A. Abdel-Rabim ABOZEID Assiut University (Phase II) E-mail: [email protected] Egypt Ayman Ahmed SELEEMAH Tanta University (Phase II) E-mail: [email protected] Ethiopia Tadesse Ayalew SELELE EiABC - Addis Ababa University E-mail: [email protected] Ghana Mark ADOM-ASAMOAH Kwame Nkirumah University of Science and Technology (Phase II)

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E-mail: [email protected], [email protected], [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] ECONOMICS (Phase II) Alger Ahcene BOUCEID Université 8 mai 1945 Guelma E-mail: [email protected] , [email protected] Angola José Nicolau SILVESTRE Katyavala Bwila University E-mail: [email protected] Burkina Faso Pam ZAHONOGO Université Ouaga II E-mail: [email protected]

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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] 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

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Consolata Oloo NGALA Masinde Muliro University of Science and Technology (MMUST) E-mail: [email protected] Lesotho Retselisitsoe Isaiah THAMAE (replacing Emmanuel Maluke LETETE at 2GM) National University of Lesotho E-mail: [email protected] Morroco 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] 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 Mitiku Bekele GEMEDA Jimma University E-mail: [email protected] Ivory Coast

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Kodo MICHEL (replacing Henri BAH at 2GM) 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] Tanzania Johnson M. ISHENGOMA UNIVERSITY OF DAR ES SALAAM E-mail: [email protected] , [email protected] The Netherlands Hanneke VAN BRUGGEN Independant Expert

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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] MECHANICAL ENGINEERING Alger Noureddine ABDELBAKI Akli Mohand Oulhadj (Phase II) E-mail: [email protected] Cameroon Charles AWONO ONANA Universite de Yaounde I E-mail: [email protected] Democratic Republic of Congo Léonard KABEYA MUKEBA 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 Prof. Ahmed Ali ABOUELSOUD ALI (replacing Masaaki SUZUKI for 2GM) Egypt-Japan University of Science and Technology (Phase II) E-mail: [email protected]

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Eritrea Teklebrhan Tuemzghi NEGASH Eritrea Institute of Technology (Phase II) E-mail: [email protected] Ethiopia Sileshi Kore DUBE Dilla University (Phase II) E-mail: [email protected] Ethiopia 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

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Yamen MAALEJ Ecole Nationale d’Ingénieurs de Tunis E-mail: [email protected] Zambia Shadrick CHAMA Copperbelt University E-mail: [email protected] , [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 2GM) 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] Kenya Marybeth Cherono MARITIM University of Nairobi E-mail: [email protected], [email protected]

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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 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

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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]

TEACHER EDUCATION Angola Ermelinda Monteiro Silva CARDOSO 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 A. M.FARAG Alexandria University E-mail: [email protected] Ethiopia Birhane Sime GERESSU Arsi University E-mail: [email protected]

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Gabon Théophile MAGANGA Université Omar Bongo E-mail:[email protected] Gambia Baboucarr NJIE University of The Gambia (Phase II) E-mail: [email protected] Kenya Marilena DJATA CABRAL African Virtual University (Phase II) E-mail: [email protected] Mozambique Eugenia F. R. COSSA 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 Emmanuel Chukwugozie OSINEM University of Nigeria, Nsukka E-mail: [email protected] Somalia

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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 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] 2. 3 List of Participants at Tuning Africa Policy A dvisory 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 Youhansen EID National Authority for Quality Assurance and Accreditation in Education (NAQAAE) E-mail: [email protected]

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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 (absent) African Council For Distance Education (ACDE) E-mail: [email protected] Kenya Gabriel Nyamwamu MAGOMA Pan African University (PAU) E-mail: [email protected] Jordan Mohamed Rafat Mahmoud Ahmed ISMAEIL Association of Arab Universities (AARU) E-mail: [email protected] 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]

31

Nigeria Rachel Jummai OGBE ECOWAS Commission Abuja E-mail: [email protected] Senegal Papa GUEYE National Authority for Quality Assurance (NAQA-Sud) E-mail: [email protected] South Africa Lomthandazo L.T. MAVIMBELA (absent) Southern African Development Community (SADC) E-mail: [email protected] Tanzania Mayunga Habibu Hemedi NKUNYA (absent) Inter-University Council for East Africa E-mail: [email protected]

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3. TAKS TO BE DONE FROM CAIRO (FIRST GENERAL MEETIN G) TO ADDIS ABABA (SECOND GENERAL MEETING) Four tasks were agreed to be done from the First General Meeting to the coming Second General Meeting (SGM):

1. COMMITMENT of the university regarding the PROGRAMME to be implemented 2. Elaboration of a Proposal of a PROGRAMME 3. Definition of an IMPLEMENTATION PLAN 4. Identification of the team which will be involved in ON-LINE COURSE

Task 1: COMMITMENT of the university regarding the PROGRAMM E to be implemented. As it was presented at First General Meeting in Cairo, Tuning asked each participant University for a document to be amended according to the "commitment" to be signed by Vice Chancellor / President / Rector at each University. Each University was able to modify the letter accordingly to option of implementation chosen:

a) DEVELOP A NEW PROGRAMME b) DEVELOP A NEW PROGRAMME JOINTLY WITH OTHER PARTNER UNIVERSITIES c) INCORPORATE IMPROVEMENTS DEVELOPED IN AN EXISTENT PROGRAMME

(REVISED PROGRAMME) See Model to be completed

Letter of Intent on the degree programme implementation

ACCORDING to the Tuning Methodology in the framework of “Tuning Africa II project”

I, ________________ (name), representative of the University of __________ (name of the University) in ___________(Place and country) confirm that it agrees to DEVELOP A NEW PROGRAMME, denominated ___________________ (name of the Programme) DEVELOP A NEW PROGRAMME JOINTLY WITH University A __________, B_____________ and C ________________, denominated _________________ INCORPORATE IMPROVEMENTS DEVELOPED in the following Programme ___________________ (name of the Programme) I will provide evidence of implementation of the above mentioned programme during the development of Tuning Africa II project. The Letter of Intent is issued in two identical copies in English.

………………………………..

Name of the representative

………………………………...

Position

………………………………….

Date and Place

………………………………….

Signature

Stamp of the Institution

On official paper

33

Task 2: Elaboration of a Proposal of a PROGRAMME Each University must present (individually if the implementation will be only at individual level) or jointly with the other partners (if the implementation will develop a joint/double degree programme) the following PROPOSAL of a PROGRAMME:

Key aspects Peer review Checklist 1. Identify the future fields, sectors of

employment/occupation of graduates Does the description help the student to have a clear idea of future fields/sectors of employment/ occupation possibilities? Is the language comprehensive to perspective students? Is the list of potential jobs/occupations sufficiently detailed?

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

Is it clear which elements of the meta-profile are included in the degree profile and which are not? Is this justified in the description?

3. Define length and level of the programme Is it clear what the length of the programme is? Is the programme bachelor or master or doctoral level? Is a possible progression from this degree to further studies clear described?

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

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

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

Are the competences defined in a user friendly way so they are comprehensive for student and other staff?

6. Specify 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)

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

7. Describe the expected learning outcomes related to the competences

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

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

Are common learning and teaching activities described? Are examples given? Is assessment mentioned?

9. Specify the units of the programme Is there a list of the courses/modules/units

34

(courses, and modules) that makes up the programme?

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)

Does each unit/module/course contribute to the achievement of at least one learning outcome? Are all of the learning outcomes covered in the units/modules/courses of the programme? Is there a progression of the learning outcomes towards the development of each competence? Are complex competences addressed in sufficient link and length in the programme? Are the teaching and learning activities appropriated for each of the learning outcomes of each unit/course/module? Do the assessment method for each unit/module/course measure the achievement of all the unit learning outcomes? Are the teaching and learning activities and assessment tasks aligned logically?

11. Name of the new or revised programme Does the name reflect the aims/purpose of the programme?

Task 3 : Definition of an IMPLEMENTATION PLAN Besides the Proposal of a PROGRAMME, each University must elaborate an IMPLEMENTATION PLAN, where it must be specified different steps/stages for the implementation of the individual or joint (new or revised) Programme. For that purpose, each University should explain:

a. Process for approval of academic board of the revised/new programme

b. Syllabus of each academic year of the programme

c. Strategies for training academic staff in relation to the new/revised programme

d. Development of teaching, learning and assessment strategies/tools which will contribute to the implementation of the new/revised programme

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

f. Timetable for the implementation

g. Other relevant issues

Task 4: Identification of the team which will be involved i n ON-LINE COURSE With respect to the ON-LINE COURSE. some details were requested from each participant University: 1.- Language of instruction : English or French

2.- List of participants: it was mentioned a group of five, if the group is bigger they will all have to be coordinated by one person at each University.

The list should include the following details mentioned on the table:

35

Name of the

University Given name

Family name Area

Gender (F/M) E-mail Passport

Role (Coordinator /

Member)

1

2

3

4

5

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4.LIST OF COMMITMENTS RECEIVED FROM PARTICIPANT UNI VERSITIES REGARDING THE PROGRAMMES TO BE IMPLEMENTED (Task 1)

Country Institution Subject

Area Type of

Implementation Name of the Programme revised/new Programme

Jointly with Burundi Université de Ngozi Agricultural

Sciences New Programme Master in Agribusiness in Agronomy and

Agribusiness Faculty and Master in Entrepeneurship in Economy and Law Faculty

Ghana University of Ghana Agricultural Sciences

New Programme Master of Science (MSc) Food Science and Technology

Swaziland University of Swaziland Agricultural Sciences

New Programme Master of Science Crop Protection

Benin Université d'Abomey-Calavi Agricultural Sciences

Revised Programme

Licence Professionnelle en Sciences Agronomiques

Cameroon Université de Dschang Agricultural Sciences

Revised Programme

Licence professionnelle ou Ingénieur des Travaux Agricoles

Ivory Coast Université Nangui Abrogoua Agricultural Sciences

Revised Programme

Master Plant Protection (Master Protection des Végétaux)

Mauritius University of Mauritius Agricultural Sciences

Revised Programme

Bachelor (Hons) Degree in AgricScience and Technology

Morocco Université Mohammed Premier Agricultural Sciences

Revised Programme

Master spécialisé en sciences agroalimentaires et sécurité sanitaire des aliments (MSAA)

Nigeria Federal University of Agriculture Agricultural Sciences

Revised Programme

Aquaculture and Fisheries Management

Nigeria University of Ilorin Agricultural Sciences

Revised Programme

Bachellor Agriculture

Sudan Sudan University of Science and Technology

Agricultural Sciences

Revised Programme

Master of Science (MSc) in Agricultural Engineering

Alger Université Mouloud Mammeri de Tizi Ouzou

Civil Engineering

New Programme Maintenance Réhabilitation du Bâti

37

Cape Verde Universidade Jean Piaget de Cabo Verde

Civil Engineering

New Programme Licenciatura in Civil Engineering

Egypt Assiut University Civil Engineering

New Programme Master Programme in Engineering of Water Resources

Egypt Tanta University Civil Engineering

New Programme Infrastructure Engineering

South Sudan

Juba University Civil Engineering

New Programme Master of Science in Geotechnical Engineering

Botswana University of Botswana Civil Engineering

Revised Programme

All Engineering Programmes

Ghana Kwame Nkirumah University of Science and Technology

Civil Engineering

Revised Programme

BSc Civil Engineering

Kenya Moi University (Rongo University College)

Civil Engineering

Revised Programme

Master of Science in Structiral Engineering

Nigeria Ahmadu Bello University Civil Engineering

Revised Programme

MSc. Transportation Engineering

South Africa Cape Peninsula University of Technology

Mechanical Engineering

New Programme Joint/double

degree

Bachelor of Engineering Technology in Mechanical Engineering/Bachelor of Engineering Technology (Honors) in Mechanical Engineering; Master if Engineering in Mechanical Engineering in Renewable Energy/Master of Engineering in Mechanical engineering in Mechatronics

Copperbelt University, Kwame Nkrumah, University of Malawi The Polytechnic

Democratic Republic of Congo (ex Zaire)

Institut Superieur de Techniques Appliquees, ISTA/KINSHASA


New Programme Joint/double

degree Revised

programme

1; Apprentissage de professionnalisation de l’enseignement supérieur technique sous régional en Afrique Subsaharienne francophone// 2; Reveil d’Apprentissage TUning COngolais et CAmerounnais en ( RATUCOCA)./ 3; Projet sous régional d’Appui à la Professionnalisation et l’Académisation de l’Enseignement Technique Supérieur des Sciences et d’Ingénieurs en Afrique Subsaharienne Francophone” en Sigle « PAPAETS »

Institut Supérieur de Techniques appliquées Kin, L’Ecole Nationale Supérieure Polytechnique de Yaounde et L’Ecole Nationale Supérieure Polytechnique de Brazzaville

38

Zambia Copperbelt University Mechanical Engineering

Joint/dpuble degree

Bachelor of Engineering in Manufacturing and Industrial Engineering

Jimma University, ENIT, National Engineering School of Tunisia, Malawi University of Science and Technology, Kwame Nkhruma University of Science and Technology, Cape Peninsular University of Technology, University of Daresalaam, Stellenbosch University

Alger Akli Mohand Oulhadj Université Mechanical Engineering

New Programme Bachelor in Industrial Maintenance Technology Degree

Ethiopia Jimma University Mechanical Engineering

New Programme Msc in Sustainable Energy engineering; Msc in Mechatronics; Msc in Thermal Systems Engineering

Cairo University, Kwane Nikrumah University of Science and Technology, Copperbelt University

Cameroon Université de Yaounde I Mechanical Engineering

Revised Programme

Master in Computer Engineering


Université de Lubumbashi Mechanical Engineering

Revised Programme

Ingéneur civil option Eléctromécanique

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Egypt Cairo University Mechanical Engineering

Revised Programme

Bachelor of Mechanical Engineering Design (MDE), Faculty of Engineering, Credit Hour Programs

Egypt Egypt-Japan University of Science and Technology


Revised Programme

Mechatronics and Robotics Engineering (3 levels, Bsch, Msc & Ph)

Eritrea Eritrea Institute of Technology Mechanical Engineering

Revised Programme

Mechanical Engireeing Programme

Ghana Kwame Nkirumah University of Science and Technology


Revised Programme

BSc Mechanical Engineering

Malawi University of Malawi - The Polytechnic Mechanical Engineering

Revised Programme

Bachelor of Engineering in Mechanical Engineering

Mali Universite des Sciences, des Techniques et Technologies de Bamako

Medicine Joint/dpuble degree

Master of Science in Molecular Medicine University of Cape Town, University of Thiès

Senegal Université de Thies Medicine Joint/dpuble degree

Master of Science in Molecular Medicine University of Cape Town, University of Science, Tecniques and Technology of Bamako

Egypt Menoufia university Medicine New Programme Practice of Clinical Research

Senegal Universite Cheikh Anta Diop de Dakar Medicine New Programme Diplôme Universitaire Drépanocytose diagnostic et prise en charge


Université Catholique de Bukavu Medicine Revised Programme

Medical education, Crisis and Disaster health management, Care of the elderly, Health Management in areas of scarcity and Molecular Medicine

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Egypt Suez Canal University Medicine Revised Programme

Master of Pediatrics

Ethiopia Mekelle University Medicine Revised Programme

Doctor of Medicine

Kenya University of Nairobi Medicine Revised Programme

Bachelor of Medicine, Bachelor of Surgery

Mozambique Universidade Eduardo Mondlane Medicine Revised Programme

Medicine

Nigeria Ebonyi State University Nigeria Medicine Revised Programme

MBBS Degree

Nigeria University of Ibadan Medicine Revised Programme

Degree of Medicine

Somalia University of Health Sciences Medicine Revised Programme

Bachelor of Medicine and Bachelor of Surgery (MBBS)

South Africa University of Cape Town Medicine Revised Programme

Graduate Entry Programme for the MBCHB degree

Namibia University of Namibia Teacher Education

Joint/double degree

Masters Degree in Early Childhood Education

South Africa University of the Western Cape Teacher Education

Joint/double degree

Master's in Early Childhood Education University of Namibia, University of Uganda

Nigeria University of Nigeria, Nsukka Teacher Education

Joint/dpuble degree

Master in Technology Education (M.Tech Ed)

University of Zimbawe, Makerere University, Adama Science and Technology University

41

Botswana Botho University Teacher education

New Programme Master in Early Chilhood Education University of the Western Cape; Makerere University; University of Nambia

Egypt Alexandria University Teacher Education

New Programme Professional Diploma in Education (Graduate Level). Specialization: Quality of Educational Systems and Academic Accreditation

Gambia University of the Gambia (UTG) Teacher education

New Programme Masters in Special Needs Education and Inclusive Education

Mozambique Universidade Eduardo Mondlane Teacher Education

New Programme Special Needs and Inclusive Education

Nigeria National Open University of Nigeria Teacher Education

New Programme Master of Education – Business Education (M.Ed. Business Education)

Uganda Makerere University Teacher Education

New Programme 1) Bachelor of Education Early Childhood Care Education ( BECCE) 2) Master of Education (Early Childhood Care Education) MED ( ECCE) 3) Post Graduate Diploma in Education (Early Childhood care Education) PGDE ( ECCE)

Angola Katyavala Bwila University Teacher education

Revised Programme

Bachelor's Degree in Education: Training Pedagogy Teachers

Burundi Université Espoir d'Afrique Teacher education

Revised Programme

Mastère en Education Spécialisée

Ethiopia Arsi University Teacher Education

Revised Programme

• Special Needs Education • Adult Education and Community Development • Comparative and International Education

42

Nigeria Benue State University Makurdi Teacher education

Revised Programme

B. Sc. (Ed) Manufacturing Technology

Somalia Mogadishu University Teacher Education

Revised Programme

Educational Administration

Tanzania Open University of Tanzania Teacher Education

Revised Programme

Master in Technology Education (M.Tech. Ed).

Zimbabwe University of Zimbabwe Teacher Education

Revised Programme

Bachelor of Education

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5. NEW/REVISED DEGREE PROGRAMMES TO BE IMPLEMENTED AND IMPLEMENTATION PLANS (Tasks 2 and 3)

5.5. THEACHER EDUCATION

5.5.1. ALEXANDRIA UNIVERSITY, EGYPT

Task 2: Elaboration of a revised programmme proposa l

(A)- Programme name:

Quality of Educational Systems and Academic Accreditation

(B)- Degree Profile:

On completion of the programme, the holder of the degree will be acquainted with the following generic competences:

Number in meta-profile

Generic Competences:

1. Ability for conceptual thinking, analysis and synthesis

2. Professionalism, ethical values and commitment to UBUNTU (respect for the well being and dignity of fellow human beings)

3. Capacity for critical evaluation and self awareness

4. Ability to translate knowledge into practice

5. Objective decision making and practical cost effective problem solving

8. Ability to learn to learn and capacity for lifelong learning

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

10. Ability for creative and innovative thinking

11. Leadership, management and team work skills

12. Communication and interpersonal skills

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

15. Ability to work independently

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16. Ability to evaluate, review and enhance quality

17. Ability to be self-confident in a way that enables the graduate to practice work efficiently.

On completion of the programme, the holder of the degree will be acquainted with the following Subject Specific competences:

- Competences related to Knowledge &Understanding


Competences related to Knowledge &Understanding of :

3. Pedagogical knowledge of specific subject areas in the field of quality assurance and academic accreditation

4. The local and international social, political, economic, cultural and environmental contexts of education

5. National and institutional policies relating to education

- Competences related to Educational Practice and S kills


Competences related to Educational Practice and Ski lls including ability to :

7. Develop schemes of work and teaching plans

8. Select, adapt and use appropriate teaching methods and learning activities

9. Use a range of assessment skills to set, mark and grade learners’ achievement

10. Develop and use teaching, learning and assessment materials, including appropriate ICTs

11. Identify and attend to learners’ needs

12. Manage learners both inside and outside formal classroom contexts

14. Create conducive learning environments that encourage learning

16. Conceptualise and analyse situations to solve problems in class management

17. Participate in basic educational research

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18. Manage time effectively

19. Critically reflect on their work to improve practice

20. Adapt to change

- Competences related to Values and Ethics


Competences related to Values and Ethics including ability to :

21. Care for and support the well-being of all learners

22. Respect socio-cultural diversities (religious; ethnic; linguistic; gender; economic etc)

23. Adhere to the rules and regulations of the profession and institution

24. Maintain equity and fairness among learners and promote inclusive education

25. Continuously upgrade their own knowledge and skills

26. Be a role model

27. Inspire self confidence and appreciation of cultural heritage in learners

- Competences related to Interpersonal competences


Competences related to interpersonal skills :

28. Be sensitive to the feelings of others

29. Collaborate and network with others, including peers, head teachers; professional groups; parents

30. Communicate effectively with different audiences and using appropriate tools, including ICTs, and relevant forms of discourse

31. Lead and manage groups

(C)- Level and Length of the Programme:

Programme level: Professional Diploma in Education (Graduate Studies).

Programme Length: 1 year (2 semesters) Full Time.

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Entry Requirements: Admission to this programme requires a Bachelor degree in Education or a Bachelor degree in Arts and Sciences provided that it is followed by a General Diploma in Education (1 year graduate studies level).

Graduates of this programme hold the degree of Professional Diploma in Education in Quality of Educational Systems and Academic Accreditation.

(D)- Future Fields, Sectors of Employment/Occupatio n of Graduates: Graduates of this programme might work in one or more of the following fields:

- Teachers of different subjects in primary, preparatory and secondary schools, - Trainers in Quality Assurance and Training Units in primary, preparatory and secondary

schools or in the Ministry of Education, - Administrative level in Education, - Peer reviewers/External auditors for the National Authority for Quality Assurance and

Accreditation of Education (NAQAAE) in Egypt, - As a step leading to higher degrees such as Special Diploma in Education; Med and PhD.

(E)- The Link of the Competences with the Agreed Me ta-profile: As mentioned before, on completion of the programme, the holder of the degree will be acquainted with several generic and subject specific competences which cover all components of the agreed meta-profile for Teacher Education as indicated in the following graph.

(F)- Definition of the Competences:

Two different sets of competences are expected to be developed on completion of the revised programme: generic competences and subject-specific ones.

Context

Interpersonal Skills

Knowledge, Understandi

ng &

Values & Ethics

1G; 4G; 5G; 8G; 11G; 16G; 17G. 3S; 7S; 8S; 9S; 10S; 12S; 14S; 16S; 17S; 18S; 19S; 20S; 21S; 25S; 27S.

14G; 4S; 5S

2G; 24S; 26S;

3G; 10G; 12G; 15G; 30S; 31S

23S

22S

9G; 11S; 29S;

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Generic competences are those competences which would be expected of any graduate in any subject area and which are considered important by other academics, employers, students and graduates. These are competences which are common to all or most degrees. In a changing society, these generic competences are very important because they can give students greater flexibility when seeking employment.

Subject-specific competences are those ones which are related to specific knowledge in teacher education programmes. These subject-specific competences give identity and consistency to particular degree programmes and link them to the world of broader professional practice.

Some of these subject-specific competences are related to knowledge &understanding of the subject content: knowledge of the subject(s) to be taught, and basic educational theories related to the psychology of education, methodology and so on. Teacher education programmes have to have a practical element as well, since the outcomes of learning would have to be a person who not only knew, but could also do. Thus, it includes competences related to educational practice and skills. They also include competences related to values and ethics and interpersonal skills as teachers are representing the values and ethics of the society and should be able to transfer them to their students.

(G)- The Expected Level of Achievement of the Compe tences in Each Component of the Programme:

It is expected that on completion of the programme, the holder of the degree will be acquainted with several generic and subject specific competences. He is expected to have good command of such competences.

- the level of achievement for generic competences is expected to be excellent. - the level of achievement for subject-specific competences related to knowledge

&understanding of the subject content is expected to be excellent. - the level of achievement for subject-specific competences related to educational practice and

skills is expected to be excellent. - the level of achievement for subject-specific competences related to values and ethics is

expected to be very good. - the level of achievement for subject-specific competences related to interpersonal skills is

expected to be very good. (H)- The Expected Learning Outcomes Related to the Competences: On completion of the proposed programme, students a re expected to be able to:

- identify the different definitions of Quality, Total Quality Management and Academic Accreditation;

- identify social and cultural aspects of quality assurance; - appraise the rationale behind the importance of implementing Total Quality Management and

Systems of Academic Accreditation in higher education; - clarify the main principles of Total Quality Management in Education; - identify the main features of the philosophy of Total Quality Management in education; - list the requirements for the application of total quality management in education; - identify the benefits of implementing total quality management in education; - indicate the stages/steps of the application of Total Quality Management in education; - know world trends in quality assurance systems; - know standards of implementing quality management in education; - identify different approaches of professional development and educational quality; - identify approaches to school enhancement; - determine the meaning of self-evaluation and its purposes; - indicate the main steps of self-evaluation; - distinguish between the different types of evaluation and the characteristics of each type; - learn about the role of self-evaluation in the professional development of teachers. - clarify the foundations for the use of self-evaluation tools for teachers; - apply the stages/steps of self-evaluation of the institution; - learn the basics of educational research;

48

- practice the methods of data collection for self-evaluation of the institution; - obtain the ability to process and analyze data and information on self evaluation of the

institution. - know the philosophy of academic accreditation; - know the importance of academic accreditation; - distinguish between the different types of Accreditation and the characteristics of each type; - indicate the main stages/steps of Academic Accreditation; - identify the main features of knowledge society; - know how to prepare students for knowledge society; - and know how to prepare educational institutions for knowledge society.

(I)- The Methodology of Learning Strategy for Achie ving the Competences: - Lectures. - Classroom presentations. - Group discussions. - Students Portfolios. - Problem solving. (J)- Specification of the Units of the Programme (Courses and Modules): The programme is comprised of nine compulsory courses and four elective ones which can be studied across two semesters.

Compulsory courses

Code Course title

01654 Conceptual Introduction to Quality

01655 Philosophy of Academic Accreditation

01656 Quality Assurance Management in Education

01657 Educational Research

01658 Assessment of Quality in Educational Institutions

01659 Professional Development and Educational Quality

01660 Approaches to School Enhancement

01661 Preparing Students for Knowledge Society

01662 Preparing Educational Institutions for Knowledge Society

Elective Courses

Every student is eligible to choose two elective courses, which equals four hours, from the following courses.

49

01663 World Trends in Quality Assurance Systems

01664 Standards of Implementing Quality Management in Education

01665 Social and Cultural Aspects of Quality Assurance

01666 Readings in Quality Assurance and Academic Accreditation

(K)- Overall Consistency of the Programme with the Competences, the Expected Learning Outcomes and Activities that will lead to the Learn ing Outcomes:

− The programme is highly consistent with the agreed generic and subject specific competences, the expected learning outcomes and activities that will lead the holder of the degree to achieve the learning outcomes.

− All learning outcomes are included in the programme. − All the units (courses) are related to one or more learning outcomes. − The courses of the programme address all the intended competences which the holder of the

degree should be acquainted with by the end of the programme. Task 3: Implementation plan (A)- Process for Approval of Academic Board of the Revised Programme - Before the implementation stage, the revised programme should go through different councils to be approved. - The revised programme should be approved by the council of Department of Foundations of Education. Next, it should go through the council of Faculty of Education. The last stage of approval is through the University Council. (B)- Syllabus of Each Academic Year of the Revised Programme The revised Programme is a one year (2 semesters) Full Time. Thus, the syllabus of the programme is composed of nine compulsory courses and four elective ones, from which the candidate should choose two courses, as described in the proposal of the programme. (C)- Strategies for Training Academic Staff in rela tion to the Revised Programme A group of training sessions will be provided for academic staff who will teach in the revised programme. These training sessions will include:

- Philosophy of Tuning - Tuning Methodology - Student loads - Competence-based Learning

(D)- Development of Teaching, Learning and Assessme nt Strategies/Tools which will contribute to the Implementation of the Revised Pro gramme - Academic staff who will be involved in the implementation of the revised programme will prepare a guide for students explaining the philosophy of Tuning; Tuning Methodology; student loads; learning and assessment strategies and competence-based learning.

50

(E)- Internal Monitoring and Quality Assurance Proc edures Planned/Expected for the Implementation of the Revised Programme - The head of Department of Foundations of Education and director of Quality assurance Unit will be in charge of monitoring the implementation of the revised programme. (F)- Timetable for the Implementation of the Revise d Programme The revised programme is expected to be implemented in the academic year 2016/2017. (G)- Other Relevant Issues for the Implementation o f the Revised Programme To be considered later.

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5.5.2. ARSI UNIVERSITY, ETHIOPIA Task 2: Elaboration of a revised programmme proposa l College of Education and Behavioral Sciences Rationale Ethiopia, one of the fastest growing economies in Africa is striving to transform its Agricultural lead economy to industrial lead economy in near future. The completed Growth and transformation plan (GTP-I) of the nation has played a significant role in paving the way access to education , health, road, electric and overall economic transformation. Currently, the country is already begun to implement the second Growth and Transformation Plan (GTP-II) by focusing on improving the human resource capacity at all levels and competiveness through providing quality of education. For the achievement of this plan (GTP-II) all sectors; whether Governmental or private, Federal or Regional institute, expected to play a significant role in capacity building within their organizational mission. As this plan is aspiring to dramatically change our country extra ordinary efforts is expected from higher education to design educational programs that can improve the social, political and economic condition through collaboration at national and international level. To this end, Arsi University College of Education and Behavioral Sciences will be highly committed in running the exiting masters program as well as the new designed programs relevant the need of the society. The newly designed program in developmental psychology/ child psychology special need education and adult education and community development will have special attention for the project. Objectives The program intended to achieve the following objectives: Equip trainees with the knowledge, skills and attitude required to become effective in their fields of specialization; Enable trainees to become reflective practitioners who are able to analyze, evaluate and act to improve their own practice and develop further professional knowledge and skills; Develop trainees' capacity to engage in problem solving research related to the disadvantaged groups The curriculum of each field run under the college is recently revised by the department members and external evaluator to incorporate policy and societal expectations. The following are field of specializations in master’s program

• Human Resource and Organizational Development in Education • Educational Leadership • TVET Management • Social Psychology • Educational Psychology • Industrial-Organizational Psychology • Developmental Psychology • Special Needs Education • Counseling psychology • Adult Education and Community Development

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• Comparative and International Education • Teacher Education and Research • Multicultural and International Education

Course and Assessment Each of the above course have their own contents and assessment of learning which include written tests, assignment, presentations, term-papers, and exams portfolio-based as an integral part of the school practicum. The maximum share of written tests and exams should not exceed 50%. The 50% of the assessment should be based on class presentations, term papers, and assignments. Implementation for the new programs The College of Education and Behavioral Sciences completed course preparation, course review and assignment of teachers by incorporating tuning methodologies Feb2016. For online course the College assigned Dr. Aseffa Tafa - Developmental Psychology Dr. Habtamu Mekonnen –Special Need Education Dr. Tolera Negassa – Adult Education and Community Development Selection of students and lunching the program will be on September 2016 Regards Tolera Negassa(PhD) Dean Implementation December 31, 2015 To: Federal Democratic Republic of Ethiopia, Ministry of Education State Minister for General Education AA, Ethiopia From: Birhane Sime Geressu (Ph.D) , Arsi University, College of Education and Behavioral Sciences, Department of Educational Leadership and Management In March 2011, I have been delegated by Adama Science and Technology University to attend tuning Africa –EU projects seminars which were organized by European Union. The project is aimed at establishing joint effort to enhance the quality of the institutions of Higher Education in Africa by improving the cooperation within Africa higher education through networking, mobility of students, scholars and institutional support and innovation. After I attended all seven meeting I presented the outcomes of tuning project to departments and College academic council members and submitted the identified generic and subject specific competences for further validation. After discussion the College academic council and departments in the College synonymously agree on the importance and relevance of identified generic and subject specific competences and decide to use all competences in newly designed curriculum and to amend the existing curriculum. As the implementation process requires national wide participation the College academic council agree the importance of submitting tuning methodology to Federal Democratic Republic of Ethiopia, Ministry of Education for coordination and incorporating African wide accepted competences to national wide harmonized curriculum and dissemination to the all Universities in the country. Hence, I kindly request your esteemed office to examine and facilitate the implementation of tuning methodologies attached with this letter. Best regards Birhane Sime Geressu (Ph.D)

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5.5.3. BOTHO UNIVERSITY, BOTSWANA Task 2: Elaboration of a revised programmme proposa l Masters In Early Childhood Education (ECE)

Activity/Key aspects Guidelines (a) Name of the new or

revised programme Masters In Early Childhood Education

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

The Masters in Early Childhood Education Meta-Profile -The proposed masters in Early Childhood will prepare graduates to be equipped with: good interpersonal skills, knowledge , understanding and good practice, values and ethical conduct, research and innovation.

( c) Define length and level of the programme

Credits: 180 minimum and 240 maximum (SADC Protocol) Duration: 4 semesters (14-16 weeks per semester including assessment) or equivalents Level : 9 (SADC Protocol) or equivalent masters level

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

ECE centre managers; advisory teachers; NGO personnel involved in ECE; ECE teacher educators, researchers in ECE

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

Specific Competences in ECE 1. Skilled researcher who can apply research to address problems

in ECE T&L 2. Demonstrate expertise in trans-disciplinary foundations of ECE

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

ECE T&L practices. (f) Definition of the

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

1. Knowledge of research, ability to carry out a research project on T&L in ECE; publish research articles on ECE; apply research findings in improving T&L in ECE; 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 ECE 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

54

on their ECE 5. Building of meaningful relationships to support families,

communities and schools/centres in ECE. 6. Ability to facilitate the CPD of practitioners as well as their own

LLL. (g) Specify the level of the

competences All level 9 or equivalents (Masters level)

(h) Describe expected learning outcomes related to the competences

Research methodology 1. Apply various ECD, G&C and IE research theoretical

perspectives; 2. Identify research problems and formulate viable research

questions in ECD, G&C and IE; 3. Critically review literature related to particular research

problems in the three programme fields; 4. Apply various quantitative and qualitative research designs,

methods and techniques when conducting research in the three programme fields;

5. Prepare research proposals in the three areas; 6. Design appropriate research instruments 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 ECD programmes in these areas;

Theoretical Frameworks

9. Form conceptual understanding of the development of young children in various Social cultural contexts;

10. Provide an overview of Early Childhood Development theories from various perspectives;

11. Critique and assess various theories of Early Childhood Development as they can be applied in various programmes for young children;

12. Use theories of learning when developing ECD programmes and pre-school education curricula.

Policy and legislation in ECE 13. Relate their understanding of Early childhood development

theories to policy and practice in ECD programmes and pre-school education in Namibia;

14. Influence policy development, implementation and change in ECE

15. Have knowledge of governmental and NGO children affairs

Theoretical approaches to literacy and child numeracy development

16. Construct meanings of early childhood literacy and early childhood numeracy in families, communities and cultures in

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Task 3: Implementation plan

A) Process for approval of academic board of the ne w programme:

- Market need analysis

- Identification of Curriculum Development Team

general and in the Namibian 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 ECD programmes.

Socio-cultural perspectives on ECE (engaging and building 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 family, community and school relationships

23. Demonstrate confidence to and competence to work with children in diverse cultural environments.

(i) Describe the methodology of learning strategy for achieving the competences

Coursework and Research OR Research only (coursework for non-credit purposes) Mode of delivery: Blended learning approaches Lectures; seminar presentations, group discussions and presentations; field investigations; drafting of research proposals; critical reviews of research literature; simulations; project-based learning; ICT integrated learning; Open Learning Resources (MOOCS)

(j) Specify the units of the programme (courses and modules)

1. Research methodology in education-1 and 2 2. Theoretical frameworks in ECE 3. Policy and legislation in ECE 4. Theoretical approaches to literacy and numeracy development

in ECE. 5. Socio-cultural perspectives on ECE (engaging and building

family, community and school relationships) 6. Practicum /Dissertation

(k) Check the consistency of the programme with competences

Very good consistency. Modules address all the identified competencies as well as the overall meta-profile of the envisioned graduate in ECE at a master’s level.

56

- 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 Descriptor 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

- Year 1- Semester 1

1. Research Methods in Education(1)

2. Theoretical Frameworks in Early Childhood Education

3. Policy and Legislation in Early Childhood Education


1. Theoretical approaches to literacy and numeracy development in Early Childhood Education

2. Socio cultural perspectives on Early Childhood Education


1. Research Methods in Education (2)

2. Practicum In Early Childhood Education


1. Dissertation

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

57

- 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. This programme will be offered in collaboration with any university in the Tuning family, or at individual level by Botho university.

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5.5.4. KATYAVALA BWILA UNIVERSITY, ANGOLA

Task 2: Elaboration of a revised programmme proposa l The Bachelor's Degree in Education, with the Pedagogy option offered by ISCED gives the student training to act as a tutor / teacher / educator, enabled to work in school and non-school environments, assuming different perspectives of integration into the labor market . The pedagogical proposal of the course aims to account for the initial phase of construction of the professional identity of the teacher. Therefore ensures a curricular stream that comprises a set of mandatory content for the training process of students (see curriculum).

a) Name of the programme to revise : Training Pedagogy Teachers; training

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

The Bachelor's Degree in Education, with the Pedagogy option offered by ISCED gives the student training:

• to act as a tutor / teacher / educator, enabled; • to work in school and non-school environments, assuming different perspectives of

integration into the labor market . The pedagogical proposal of the course aims to account for the initial phase of construction of the professional identity of the teacher. Therefore ensures a curricular stream that comprises a set of mandatory content for the training process of students.

c) Definition of the length and level of the programme

d) Identification of the future fields, sectors of employment/occupation of graduates Bachelor: Training teachers of Pedagogy and Psychology for Secondary and General Education, as well as training of trainers for public and private institutions; Degree: Form methodologists in different specific areas of Psychology and Education (Management and Educational Inspection, Primary Education, Early Childhood Education, Special Education and Adult Education).

e) Input Profile Candidates must have requirements that allow them to attend the degree course in Education Sciences, in particular, the 12th Class or equivalent course.

f) Professional Output Profile Teachers trained in Education: Pedagogy option Teach in public and private institutions as Teacher Pedagogy and Psychology; School managers of institutions, inspectors and methodologists in specific areas of education

g) Check-up of the link of the competences with the agreed meta-profile They are not clarifyied correctly.

h) Definition of the competences (Specify regarding the new or revised programme) They are not clarifyied correctly.

i) Description of the expected learning outcomes re lated to the competences • Plan teaching and learning programme; • Planing a research; • Teaching how to teach; • Teachers trained in Education: Pedagogy option • Teach in public and private institutions as Teacher Pedagogy and Psychology; • School managers of institutions, inspectors and methodologists in specific areas of

education

59

j) Description of the methodology of learning strat egy for achieving the competences • Conferences • Seminars • Lectures • Work in group • Pratical tasks

k) Specification of the units of the programme (cou rses, and modules)

The Department of Education has two courses: • Psychology course • Faculty of Education (with four variants: Management and School Inspectorate; Special

education; Primary school (not working); Adult Education (not working).

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

Not every learning outcomes are included in the programme nor their units.

1st Year: 1. General pedagogy 2. General psychology 3. Portuguese I 4. General philosophy 5. Invest methodology. scientific 6. Anatomy and Fisiolog. human 7. Foreign Language I 8. History of Education 9. Computing 10. Logic 11. Psychophysiology

2nd Year: 1. General teaching 2. Developmental Psychology 3. Pedagogical psychology 4. Portuguese II 5. Foreign Language II 6. Education Theory 7. General sociology 8. Sociology of Education 9. Demography 10. Differential pedagogy 11. History of Angola 12. Statistics Applied to Education

3rd year Optional for Variant Management and School Inspection:

1. Teaching Special Pedagogy 2. Curriculum development 3. Models Administration School Management 4. Learning Disabilities 5. Philosophy of Education 6. Monitoring School Vocational Guidance 7. Theory and Practice Psychological Tests 8. Health, Safety and Environment 9. Documentation and Information 10. Educational inspection 11. Special educational needs

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12. Practice methodologies Education 4 Year:

1. Planning and educational management 2. Education System Evaluation 3. Quantitative techniques 4. Education savings 5. Information and Communication Techniques 6. Seminar 7. Personal and Professional Development 8. Practice of Educational Methodologies 9. Comparative education 10. Research Methodology in Education 11. Supervision Inspection Practice

Working Limit Switch


N. O DESCRIPTION TIMETABLE

1 ST YEAR 2ND YEAR 3RD YEAR

a. Process for approval of academic board of the revised/new programme


c. Strategies for training academic staff in relation to the new/revised programme

Online and presencial training, , including pratic activities

Pratical tasks Exchange

Assessement

Pratical tasks

Experimental work

Assessement

d. Development of teaching, learning and assessment strategies/tools which will contribute to the implementation of the new/revised programme


By the internal monitoring team

By the internal monitoring team

By the internal and external monitoring team

f. Other relevant issues Meeting with coleagues at the university

Workshops and seminar with students, teachers and community

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5.5.5. MAKERERE UNIVERSITY, UGANDA

COLLEGE OF EDUCATION AND EXTERNAL STUDIES


NB: Makerere University suggested that we develop t hree new but related programmes as listed below:

A. NAME OF THE PROGRAMME

1) Bachelor of Education Early Childhood Care Education ( BECCE)

2) Master of Education (Early Childhood Care Education) MED ( ECCE)

3) Post Graduate Diploma in Education (Early Childhood care Education) PGDE

( ECCE)

B. DESCRIPTION OF THE DEGREE PROFILES

i) BED (ECCE)

Focuses on the education, care and development of children aged 0-6 years, in partnership with early childhood learning centres, families and communities. A key feature of this course is the equal emphasis given to both the theoretical groundings of early childhood education and the practical application of knowledge and skills in a wide range of early childhood settings. A coordinated programme of professional practice experiences at key points throughout the course will allow pre-service teachers to make the connection between theory and practice, while building both professional and generic employability skills in real care and education environments. In addition, pre-service teachers have the opportunity to tailor their learning experience by specialising in curriculum areas of particular interest

ii) MED (ECCE)

Focuses on the education, care and development of children aged 0-6 years, in partnership with Early Childhood Education learning centres, families and communities and within the Ministry of Education Science technology and Sports. A key feature of this course is the equal emphasis given to both the theoretical groundings of early childhood education and the practical application of knowledge and skills in a wide range of early childhood settings. A coordinated programme of professional practice experiences at key points throughout the course will allow ECCE teachers, social workers and any other personnel working with children to make the connection between theory and practice, while building both professional and generic employability skills in real child care and education environments.

iii) PGDE (ECCE)

A key feature of this course is the equal emphasis given to both the theoretical groundings of early childhood education and the practical application of knowledge and skills in a wide range of early childhood settings. A coordinated programme of professional practice experiences at key points throughout the course will allow pre-service teachers to make the connection between theory and practice, while building both professional and generic employability skills in real child care and education environments.

C) DEFINITION OF THE LENGTH AND LEVEL OF THE PRO GRAMME

i) BED (ECCE)

The duration of the programme is three years (six semesters) for Bachelor of Education (Early Childhood Development). Each semester will take (17) weeks.

ii) MED (ECCE)

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The duration of the programme is two years (four semesters of 17 weeks) for the Master of Education (ECCE)

iii) PGDE ( ECCE)

The duration of the programme is one year (two semesters of 17 weeks each) for the Post-Graduate Diploma (Early Childhood Development).

D) TARGET AND FUTURE FIELDS OF EMPLOYMENT

The programme shall target people who are interested in acquiring knowledge and skills in early childhood Care, Education and Development such as ECE managers, supervisors and advisory teachers, NGO personnel involved in ECE, ECE teacher educators and researchers in ECE.

Employment/Placement

Nursery schools, Kindergartens, Ministry of Education, Science and Technology Ug, NGOs dealing with children welfare, Teacher Training Colleges, Universities, Uganda Police or Prisons officers dealing with children, Orphanages,

E) LINK BETWEEN THE COMPETENCES AND AGREED META-PRO FILE

We only included the core of the meta-profile in the description of the profile.

F) Sought Competencies for all these programmes

It should be noted that though these programmes are at different levels ( Bachelors, masters and Post Graduate Diploma they share in one goal ( Education and care for children between ages 0-6)

The courses take 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

• Developing knowledge and understanding of relevant organisational frameworks

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

• 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.

G) Programme competencies

• Exhibits understanding and skills required in working with children within early years settings and can apply it to promote children’s social, emotional, cognitive, language and physical development

• Knowledgeable and can apply early childhood development theories from various perspectives to develop positive relationships, supportive interactions and responsive teaching when working with all categories of children

• Competency in using theories of learning and appropriate early learning development standards to inteprete, design, implement and evaluate activities using the Learning framework for the 3-6 year olds

63

• Demonstrate the confidence and competence to work with families and children and ways of supporting and engaging families to promote children’s learning in various contexts

• Critically appraise theory and research in psychology, social and scientific studies and education as they relate to childhood and practice in applied settings

• Apply theories from applied social studies, applied psychology and education, to critically examine early years and childhood policies and practices nationally and internationally

• Apply appropriate assessments tools, records and approaches to progressively document the milestones and learning achievements for children

• Demonstrate acceptable code of conduct for ECD professional worker

• Engages in continous, collaborative and reflective learning and practice

a) Generic

1. Knowledge of early childhood education

2. Leadership and management skills in lieu to ECCE

3. Knowledge of child rights and ethical issues in early childhood education

b) Domain specific

1. Early childhood education pedagogy

2. Research Methodology in early childhood education

3. Theoretical frameworks in ECE

4. Policy and legislation in ECE

5. Theoretical approaches to literacy, numeracy and development in the Early Childhood Education

H) LEVEL OF ACHIEVEMENT

These are new programmes which intend to train

i) Pre-service Early child Care Educators, tutors and child social workers

ii) Graduate and Post graduate fellows in ECCE

I) EXPECTED LEARNING OUTCOMES

1) Demonstrate understanding and skills required in working with children within early years settings and can apply it to promote children’s social, emotional, cognitive, language and physical development

2) Apply early childhood development theories from various perspectives to develop positive relationships, supportive interactions and responsive teaching when working with all categories of children

3) Competently utilise theories of learning and appropriate early learning development standards to inteprete, design, implement and evaluate activities using the Learning framework for the 3-6 year olds

4) Effectively care and work with families and children and using appropriate community engagement strategies of supporting and engaging families to promote children’s learning in various contexts

5) Critically engages with theory and research in psychology, social and scientific studies and education as they relate to childhood and practice in applied settings

6) Apply knowledge of the theories from applied social studies, applied psychology and education, to critically examine early years and childhood policies and practices nationally and internationally

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7) Applies knowledge of the Early Learning Development (ELDS) and the ECD Learning framework for 3-6 years to develop and implement appropriate assessments tools, records and approaches to progressively document the milestones and learning achievements for children

8) Demonstrate professionalism in their practice

9) Engages in continous, collaborative and reflective learning and practice

J) METHODOLOGY OF LEARNING STRATERGY

BED (ECCE) & PGDE (ECCE)

The programmes will be by coursework, ECD centre practice and enquiry, 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 resources.

MED (ECCE)

The programme will be by coursework and final written examinations using blended learning approaches, interactive lectures, seminar presentations, group discussions and presentations, field investigations, child study reports, reading and analysis of text and critical reviews of research literature, cooperative learning, project-based learning; ICT integrated learning and open learning resources.

K) COURES AND MODULES

Kindly find these attached in the main programme do cument

J) CONSISSTENCY OF THE PROGRAMMES

The learning outcomes and included in the programmes and they relate to each other.

Task 3: Implementation plan Here in Makerere our implementation Plan follows the university and the Uganda National Council for Higher Education (NCHE) policy recommendations for accreditation

i) NEEDS assessment dialogue with stakeholders ) Already Done .. Tuning, UNICEF Uganda, Ministry of Education Science Technology and Sports, University

ii) Identification of the Team to develop the programme Already Done ..

iii) Bench mark with similar programms Already Done .. with the Teacher Education Tuning group

iv) The Unit ( Department develops a programme ) Already Done..

v) Present the Programme to the School or faculty Already Done..

vi) Present the programme to the College Academic Board Already Done..

vii) Present the Programme to University Directorate of Quality Assurance On going

viii) Present the Programme to University Senate ix) On going x) Present the Programme to NCHE for Review and accreditation

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5.5.5.1 MAKERERE UNIVERSITY, UGANDA

SCHOOL OF EDUCATION

PROPOSED

BACHELOR OF EDUCATION (EARLY CHILDHOOD DEVELOPMENT)

Introduction/Preamble

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 manages through its Bachelors, Masters and PhD programmes. In terms of Early Years and Childcare Courses, 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 Bachelor of Education (Early Childhood Development) matches closely the Standards for Childhood Education, Care and Development nationally and internationally following Makerere University Guidelines for undergraduate courses. The course is designed to develop degree 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:










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

2.0. Justification

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). 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 degree level for leaders in this sector. Its upon this background that this programme has been designed to provide training at degree level for early childhood teachers, teacher educators and managers.

3.0. Program Description

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Focuses on the education, care and development of children aged 0-6 years, in partnership with Early childhood learning centres, families and communities. A key feature of this course is the equal emphasis given to both the theoretical groundings of early childhood education and the practical application of knowledge and skills in a wide range of early childhood settings. A coordinated programme of professional practice experiences at key points throughout the course will allow pre-service teachers to make the connection between theory and practice, while building both professional and generic employability skills in real care and education environments. In addition, pre-service teachers have the opportunity to tailor their learning experience by specialising in curriculum areas of particular interest.

4.0 Program Duration:

The duration of the programme is three years (six semesters) for Bachelor of Education (Early Childhood Development). Each semester will take (17) weeks.

4.1. Programme Mode of Delivery

The programme will be by coursework and final written examinations using blended learning approaches, interactive lectures, seminar presentations, group discussions and presentations, field investigations, child study reports, reading and analysis of text and critical reviews of research literature, cooperative learning, project-based learning; ICT integrated learning and open learning resouces.

5.0 Target group:

The programme shall target people who are interested in acquiring knowledge and skills in Early childhood Care, Education and Development such as ECE centre managers; advisory teachers; NGO personnel involved in ECE; and ECE teacher educators. These are individuals with with a Diploma in Education (Early Childhood Development.

6.0 Admission requirements

A candidate shall be eligible for admission to the Bachelor of Education (Early Childhood Development) , if she/he possesses a Diploma in Education (Early Childhood Development).

7.0 Credit unit system

Instruction shall be by courses quantified into credit units. A Credit or Credit Unit shall be equivalent to one Contact Hour per week per semester. A Contact Hour shall be equivalent to one hour of lecture/clinical or two hours of tutorial practical/field work.

8.0 Course load

The teacher trainee will be required to take 45 hours of 3 credit units per week.

9.0 Coding of courses

Course codes indicate the course, year of study, semester and course number. The first digit for year, the second is semester and the last digits indicate course number (i.e. ECD 1101).

7.0 Examination Regulations and Award

A.Each student shall be assessed through continous assessment (coursework) and final examinations.

a.Coursework in a number of forms shall be used for progressive assessment. These will include course assignments, Projects, School Practice, Child Staudy and Action Research

b.A minimum of two coursework assignments shall be required per course in addition to ECD centre practice, including child study and written examinations

c. Trainees will present a written community based project work compiled into a portifolio after attachment to an ECD centre for hands on experience in child care, teaching or centre management practice.

B. Assessment and Grading

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a) The passmark will be 50%

b.The course shall be graded out of out of a maximum of 100 marks distributed as below

i. Coursework/Continous Assignments-25%

ii.School Practice-Project work report, Child study, Materials production and display-25%

iii.Final written examination -50%

Grading System For Undergraduate (Bachelor of Educa tion, Early childhood Development

Marks(%) Letter Grade Grade Point Interpretation

90-100 A+ 5 Exceptional

80-89 A 5 Excellent

75-79 B+ 4.5 Very Good

70-74 B 4 Good

65-69 C+ 3.5 Fairly Good

60-64 C 3 Fair

55-59 D+ 2.5 Pass

50-54 D 2 Marginal Pass

45-49 E 1.5 Marginal Fail

40-44 E- 1 Clear Fail

Below 40 F 0 Bad Fail

8.0. Programme competences

• Exhibits understanding and skills required in working with children within early years settings and can apply it to promote children’s social, emotional, cognitive, language and physical development

• Knowledgable and can apply early childhood development theories from various perspectives to develop positive relationships, supportive interactions and responsive teaching when working with all categories of children

• Competency in using theories of learning and appropriate early learning development standards to inteprete, design, implement and evaluate activities using the Learning framework for the 3-6 year olds

• Demonstrate the confidence and competence to work with families and children and ways of supporting and engaging families to promote children’s learning in various contexts

• Critically appraise theory and research in psychology, social and scientific studies and education as they relate to childhood and practice in applied settings

• Apply theories from applied social studies, applied psychology and education, to critically examine early years and childhood policies and practices nationally and internationally

• Apply appropriate assessments tools, records and approaches to progressively document the milestones and learning achievements for children

• Demonstrate acceptable code of conduct for ECD professional worker


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c) Generic

4. Knowledge of early childhood education

5. Leadership and management skills


d) Domain specific






11. Social-cultural perspectives on ECE( engaging and building family, community and ECD centre relations)

9.0. Programme Aim :

The aim of this program is to prepare prospective and current early childhood teachers, educators and other early childhood education professionals who are interested in enhancing their knowledge and skills in early childhood education foundations, pedagogy and theory and practices and also facilitate continuing professional development in innovative early childhood education teaching learning approaches to literacy, numeracy and development.

10. Programme Learning Outcomes : At the end of this program, a graduate will be able to:

• Demonstrate understanding and skills required in working with children within early years settings and can apply it to promote children’s social, emotional, cognitive, language and physical development

• Apply early childhood development theories from various perspectives to develop positive relationships, supportive interactions and responsive teaching when working with all categories of children

• Competently utilise theories of learning and appropriate early learning development standards to inteprete, design, implement and evaluate activities using the Learning framework for the 3-6 year olds

• Effectively care and work with families and children and using appropriate community engagement strategies of supporting and engaging families to promote children’s learning in various contexts

• Critically engages with theory and research in psychology, social and scientific studies and education as they relate to childhood and practice in applied settings

• Apply knowledge of the theories from applied social studies, applied psychology and education, to critically examine early years and childhood policies and practices nationally and internationally

• Applies knowledge of the Early Learning Development (ELDS) and the ECD Learning framework for 3-6 years to develop and implement appropriate assessments tools, records and approaches to progressively document the milestones and learning achievements for children

• Demonstrate professionalism in their practice


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2.0. Program Structure

Year One: Semester 1

Year Semester Course Code Course Title LH PH CH CU

1 1 CUS1101 Foundations of Curriculum Studies

30 30 2 2

1 1 EDS1101 Sociology of Education: Theories and practice

30 30 2 2

1 1 EDT1101 Professional Ethics for Teachers 30 30 2 2

1 1 EDT1101 Introduction to biological and cognitive perspectives on psychology for early childhood education

30 30 2 2

1 1 ECD1101 Inclusive education and early intervention in early childhood

45 30 3 4

1 1 ECD 1102 Drama Arts in Early Childhood Education

45 30 3 4

1 1 ECD1103 Becoming an Early Childhood Educator

45 30 3 4

1 1 ECD1104 Learning and learners in Early Childhood Education

45 30 3 4

1 1 ECDL1105 Communication Skills for Teaching and Learning in Early Childhood Education

45 30 3 4

1 1 ECDI1106 Early Childhood spaces for children and Childrens’ spaces

45 30 3 4

Total 10 course units

Year One: Semester 2

Year Semester Course

Code

Course Name LH PH CH CU

1 II CUS1201 Curriculum Design, Development and Implementation

30 30 2 2

1 11 EDA1201 Introduction to Theory of Educational Administration and Management

30 30 2 2

1 11 PSY1201 Introduction to developmental and social perspectives on psychology for early childhood education

30 30 2 2

1 11 ECD1201 Emotional and social development in early childhood education

30 30 2 2

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1 11 ECD1202 ICTs for Early Childhood Education

45 30 3 3

1 11 ECD1203 Early childhood learning and development 2

45 30 3 4

1 11 ECD1204 English One: Oral communication

45 30 3 4

1 11 ECD1205 Early childhood visual, media and performing arts

45 30 3 4

1 11 ECD1206 Numeracy and scientific literacy for early childhood teachers

45 30 3 4

1 11 ECD1207 Inquiry in professional practice (Child Care)

45 30 3 4


Year Two: Semester 1


Code


1 11 CUS2101 Educational Technology 30 30 2 2

1 11 EDH2101 Development of Education in Uganda

30 30 2 2

1 11 ECD2101 Child health, nutrition, safety and security

30 30 2 2

1 11 ECD2102 Methods and approaches for early childhood education

30 30 2 2

1 11 ECD2103 Early Childhood Education Numeracy Development

45 30 3 4

1 11 ECD2104 Early childhood English literacies and language development

45 30 3 4

1 11 ECD2105 Play and Pedagogy 45 30 3 4

1 11 ECD2106 Music Arts in Early Childhood Education

45 30 3 4

1 11 ECD2107 Early childhood science and technology education

45 30 3 4

1 11 ECD2108 Introduction to the Learning Framework

45 30 3 4

Total 10course units

Year Two: Semester 2


Code


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11 11 CUS2201 Strategies and Practices in Teaching and Learning

30 30 2 2

11 11 EDC2201 General Theory of Comparative Education

30 30 2 2

11 11 PSY2201 Growth promotion and monitoring 30 30 2 2

11 11 ECD 2201 Cultural education and religious values

30 30 2 2

11 11 ECD2202 Guiding childrens’ behavior in positive learning environments

45 30 3 4

11 11 ECD2203 Child healthy and physical education for young children

45 30 3 4

11 11 ECD2204 English 1: Literacy learning in the early years

45 30 3 4

ECD2205 Early childhood mathematics 1 45 30 3 4

11 11 ECD2206 Inquiry in professional practice 45 30 3 4

11 11 ECD2207 School Practice in Early childhood placements/centres

45 30 3 4


Year Three: Semester 1


Code


111 1 CUS3101 Evaluation of Instruction 30 30 2 2

111 1 EDE3101 Economic Theories and Practice in Education

30 30 2 2

111 1 PSY3101 Including children with special education needs: strategies and approaches

30 30 2 2

111 1 EDS3101 Family and community engagement and Practice

30 30 2 2

111 1 ECD3101 Social and emotional development 45 30 3 4

111 1 ECD3102 Visual arts in early childhood education

45 30 3 4

111 1 ECD3103 Early Learning Development Standards and pre-primary Learning framework

45 30 3 4

111 1 ECD3104 English 2: Literacy in Early Childhood Education

45 30 3 4

111 1 ECD3105 Early Childhood Education Mathematics 2

45 30 3 4

111 1 ECD3106 Fieldwork and Child study 45 30 3 4

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Year Three: Semester 2


Code


111 11 CUS3202 Supervision and Guidance to School Practice

30 30 2 2

111 11 EDP3202 Philosophical orientation to education

30 30 2 2

111 11 PSY3202 Applying psychological approaches to understanding and supporting children’s learning

30 30 2 2

111 11 EDS3202 Development studies in Early Childhood Education

30 30 2 2

111 11 ECD3201 Early Childhood Education Mathematics 3

45 30 3 4

111 11 ECD3202 Early Childhood Education Literacy Approaches and Language Development 3

45 30 3 4

111 11 ECD3203 Assessing and evaluation for young childrens’ learning

45 30 3 4

111 11 ECD3204 Planning and differentiating the Ugandan Learning Framework in early childhood education

45 30 3 4

111 11 ECD3205 Materials development and display

45 30 3 4

111 11 ECD3206 Inquiry in professional practice 3/School Practice in Early Childhood placement/Centres

45 30 3 4


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5.5.5.2. MAKERERE UNIVERSITY, UGANDA


COLLEGE OF EDUCATION AND EXTERNAL STUDIES

SCHOOL OF EDUCATION

PROPOSED

MASTER OF EDUCATION (EARLY CHILDHOOD DEVELOPMENT)

Introduction/Preamble

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 manages 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 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:










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

2.0. Justification

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). 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 post-graduate level for leaders in this sector. Its upon this background that this programme has been designed to provide training at masters level for early childhood teachers, teacher educators and managers.

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1.0. Program Description

2.0. Focuses on the education, care and development of children aged 0-6 years, in partnership with Early Childhood Education learning centres, families and communities.

3.0. A key feature of this course is the equal emphasis given to both the theoretical groundings of early childhood education and the practical application of knowledge and skills in a wide range of early childhood settings. A coordinated programme of professional practice experiences at key points throughout the course will allow Pre-service teachers to make the connection between theory and practice, while building both professional and generic employability skills in real care and education environments. In addition, pre-service teachers have the opportunity to tailor their learning experience by specialising in curriculum areas of particular interest.

4.0 Program Duration:

The duration of the programme is two years (four semesters of 17 weeks) for the Master of Education (Early Childhood Development).

4.1. 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.

5.0 Target group:

The programme shall target people who are interested in acquiring knowledge and skills in Early childhood Care, Education and Development such as ECE managers, supervisors and advisory teachers, NGO personnel involved in ECE, ECE teacher educators and researchers in ECE. These are individuals with a Bachelor of Education (Early Childhood Development).

6.0 Admission requirements

A Candidate will be eligible for admission to the Masters of Education (Early Childhood Development) if he/she possesses a Bachelor of Education (Early Childhood Development).

7.0 Examination Regulations and Award

Each student shall be assessed through continous assessment (coursework) and final examinations.

a.Coursework in a number of forms shall be used for progressive assessment. These will include course assignments, Projects, Child Staudy and Action Research or Design –Based Research

b.A minimum of two coursework assignments shall be required per course in addition to ECD centre practice, including child study and written examinations

c. Trainees will present a written community based project work compiled into a portifolio after attachment to an ECD centre for hands on experience in child care, teaching or centre management practice.

d. For Masters of Education in Early Child Development, each student will undertake research and write a thesis informed by Design-Based Research or action research

Grading System For Masters Courses

Marks(%) Letter Grade Grade Point Interpretation

90-100 A+ 5 Exceptional

80-89 A 5 Excellent

75-79 B+ 4.5 Very Good

70-74 B 4 Good

65-69 C+ 3.5 Fairly Good

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60-64 C 3 Pass

55-59 D+ 2.5 Marginal Fail

50-54 D 2 Clear Fail

45-49 E 1.5 Bad Fail

40-44 E- 1 Qualified Fail

Below 40 F 0 Qualified Fail

8.0 Program competences

i. Demonstrate knowledge and skills in research and apply design-based research to address problems in Early Childhood Education and Development

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

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

iv.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

v. Facilitate continuing professional development in innovative Early Childhood Education Teaching and Learning Practice

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

vii. 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

e) Generic

1.Knowledge of early childhood education

2.Leadership and management skills

3.Resourcefulness

4. Communication skills


f) Domain specific






11. Social-cultural perspectives on ECE( engaging and building family, community and ECD centre relations)

9.0. Programme Aim :

The aim of this program is to prepare prospective and current early childhood teachers, educators and other early childhood education professionals who are interested in enhancing their knowledge and skills in early childhood education trans-disciplinary foundations, pedagogy, theory and research, and

76

also facilitate in continuing professional development in innovative early childhood education teaching learning approaches to literacy, numeracy and development.

10.0. Programme Learning Outcomes :

At the end of this program, a graduate will be able to:

i.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.

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

iii.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

iv. 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

v. 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

vi. 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

vii.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

viii. 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.

Course Structure

Year One Semester I

Course Code Course Name Course Status LH TH PH CH CU

ECD 7101 Foundations of Early Childhood Education

Core 30 0 30 60 4

ECD7102 Qualitative Research Methods

Core 30 0 30 60 4

ECD 7103 Development and Characteristics of All

Young Learners, Including those with special needs

Core 30 0 30 60 4

ECD 7104 Curriculum Design in Early Childhood Education

Core 30 0 30 60 4

ECD 7105 Instructional Strategies Elective 15 0 30 30 2

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for All Young Learners with a Focus on Creative Arts

ECD 7105 Socio-Cultural Perspectives on Early Childhood Education: Engaging and Building Family, Community and School Relationships

Elective 15 0 30 30 2

ECD 7106 Seminar Series 30 0 30 60 4

Year One Semester II

Course Code Course Name Course Status LH TH PH CH CU

EDF 7201 Advanced Studies in Educational Foundations

Core 30 30 45 3

ECD 7201 Reading principles and Practices

Core 30 0 30 60 4

ECD 7202 Quantitative Research Methods

Core 30 0 30 60 4

ECD 7203 Science and Mathematics Instruction in

Early Childhood

Education

Core 30 0 30 60 4

ECD 7204 Observing, Documenting and Assessment in Early Childhood Education

Core 15 0 30 45 3

ECD 7205 Contemporary Issues in Early Childhood Education

Core 15 0 30 30 2

ECD 7206 Creating Effective Learning Environments

Elective 15 0 30 30 2

ECD7207 Early Childhood Research and Practice

Elective 15 0 30 30 2

ECD 7208 Seminar Series 30 0 60 60 4

Year Two Semester One

78

Course Code Course Name Course Status LH PH CH CU

ECD 7301 Research Proposal Writing

00 120 240 8

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 Reseach and Dissertation Writing

00 120 240 8

Total credit units

10

13.0 Examination and Assessment Structure : Specify how students will be assessed and examined. Also includes the pass mark, conditions for retake, normal progress and grading.

E.g. Grading

Marks (%) Letter Grade Grade Point Average

80 – 100 A 5.0

75 – 79.9 B+ 4.5

70 – 74.9 B 4.0

65 – 69.9 B- 3.5

60 – 64.9 C+ 3.0

55 – 59.9 C 2.5

50 – 54.9 C- 2.0

45 – 49.9 D+ 1.5

40 – 44.9 D 1.0

35 – 39.9 D- 0.5

Below 35 E 0

14.0 Teaching and learning methods

Being competence-based, this program will be highly interactive and learner-centred and will use the following methods:

• Interactive lectures

• Group discussion

• Case studies

• Simulations

• Resource persons/ Guest speakers

79

• Field studies

• Presentations

• Child study projects

• Portfolio

• Materials development, display and demonstrations

• Research

15.0 Phase 11: will be the development of detailed course unit descriptions and outlines to facilitate content development.

Required Resources

National Curriculum Development Centre (2005)Learning framework for early childhood development (3-6years of age)

Ministry of Education and Sports (2012) The early childhood development caregivers training framework

Ministry of Education, Science,Technology and Sports (2015) National strategic plan on violence against children in schools [2015-2020]

Suggested Resources/ References

Nutkins, S., McDonald, C., and Stephen, M., (2013) 'Early Childhood Education and Care: An Introduction', Sage.

Bruce, T. (Ed.) (2010). Second Edition Early Childhood; A guide for students. SAGE ISBN 1-4129-2076-0

Anning, A., Cullen, J., Fleer, M., (Ed.) (2004) Early Childhood Education – Society and Culture SAGE 0-7619-4387-0

Arnold, C. (2003) Observing Harry Child Development and Learning 0-5.Berkshire:OUP

Beckett, C. (2007) Child Protection – an introduction SAGE 978-1-4129-2092-6

Browne, A., (2007) 'Teaching and Learning Communication, Language and Literacy'. Paul Chapman Publishing

Bruce, T., (2004) Developing Learning in Early Childhood SAGE 978-0-7619-4176-7

Bruce, T., & Meggitt, C. (2005) Third Edition 'Childcare & Education' Hodder & Stoughton

Clark, a., Kjorholt, A., & Moss, P., (2005) 'Beyond Listening: Children's Perspectives on Early Childhood Services' The Policy Press.

Cole, M. (2002) Professional Values & Practice for Teachers and Student Teachers. London: David Fulton Publishers

Daly, M., Byers, E., Taylor, W., (2006) 'Understanding Early Years Theory in Practice' Heinemann

Daly, M., Byers, E., Taylor, W., (2004) 'Early Years Management in Practice – A Handbook for Early Years Managers' Heinnemann.

Dare, A., & O'Donovan, M., (1997) 'Good Practice in Caring for Young Children with Special Needs' (second edition), Nelson Thornes.

Davenport, G.C., (1994) 'An Introduction to Child Development' Collins Educational.

Donaldson, M. (1978) 'Children's Minds' Flamingo,published by Fontana Paperbacks.

Dowling, M. (2000) 'Young Children's Personal, Social and Emotional Development' SAGE

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Corsaro, W., (2004) The sociology of childhood SAGE 0-7619-8751-7 Fawcett, M., (1996) 'Learning through child observation' Jessica Kingsley Publishing

Fisher, J., (2008) 'Starting from the Child', Third Edition, McGraw Hill.

Fisher, R., (1990) 'Teaching Children to Think' Oxford: Blackwell Education.

Flynn, H. & Starns, B. (2004) Protecting Children: Working together to keep children safe. Heinemann. ISBN 0-435-45679-2

Hayes, L. Nikolic, V. Cabaj, H. (2001) Am I Teaching well? Self-evaluation strategies for effective teachers. Exeter: Learning Matters Ltd.

Holt, J., (1964) 'How Children Fail' Penguin, published by Pitman, OU.

Holt, J., (1967) 'How Children Learn' Penguin, published by Pitman, OU.

Lindon, J. (1993) 'Child Development from Birth to Eight - A Practical Focus' National Children's Bureau

Livingstone, T., (2005) 'Child of Our Time' Bantam Press available atwww.booksattransworld.co.uk

Marsh, J., & Hallett, E., (1999) 'Desirable Literacies'. Paul Chapman Publishing:London

Massey, S. L., (2004) 'Teacher-child Conversation in the Pre-school Classroom'from Early Childhood Education Journal, Vol. 31, No. 4, Summer 2004.

Maynard, T., &Thomas, M., (2004) 'An Introduction to Early Childhood Studies'SAGE McKenry. P. and Price,S., (2005)Families and change SAGE 0-7619-8871-8

Mills,J. & Mills,R. (Ed.) ( 2000) Childhood Studies – A Reader in Perspective of Childhood, Routledge/Falmer. London ISBN 0-415-21415-7

Moss,P. Petrie,P. (2002) From Children's Services to Children's Spaces, Public Policy, Children and Childhood. Routledge/Falmer. London

Moon, J. (2004) A Handbook of Reflective and Experiential Learning London: RoutledgeFalmer

Moyles, J., (1989) 'Just Playing?' OU Moyles, J.R. (Ed.) (2005) 2nd Edition The Excellence of Play Maidenhead: OUP

Macintyre, C. (2001) Enhancing Learning through Play. London: David Fulton Publishers

MacLeod-Brudenell, I. (2004) Advanced Early Years Care & Education Oxford Heinnemann

Medwell, J., & Simpson, F., (2008) Successful Teaching Placement in Scotland Primary and Early Years Learning Matters www.learningmatters.co.uk

Nutbrown, C. (1996) Respectful Educators-Capable Learners. Children's Rights and Early Education. London: Paul Chapman Publishers

Music, G., (2011), 'Nurturing Natures: Attachment and Children's Emotional, Sociocultural and Brain Development', Pyschology Press.

O'Hara, M. (2000) Teaching 3-8 Meeting the Standards for Initial Teacher Training and Induction. London: Continuum

Northedge A, (1990) The Good Study Guide, Open University.

Nutbrown, C., Clough, P., and Selbie, P., (2008) 'Early Childhood Education: History, Philosophy and Experience' _ SAGE

Nutbrown, C., (1999) 'Threads of Thinking' (2nd Edition) London: Paul Chapman Publishing

Nutbrown C. (2006) Key Concepts in Early Childhood Education & Care SAGE

Oates, J., (1994) 'The Foundations of Child Development' OU

O'Hagan, M., & Smith, M., (1999) 'Early Years Childcare and Education: Key Issues' Bailliere Tindall.

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Pugh, G. (1992) Contemporary Issues in the Early Years, working collaboratively with children

Quilliam, S., (1994) 'Child Watching: A Parents' Guide to Children's Body Language' Ward Lock

Race, P., (2005) 'Making Learning Happen' SAGE

Riley, J., (2006) 'Language and Literacy 3 – 7' SAGE

Roffey, S. and O'Reirdan,T. (2001) Young Children and Classroom Behaviour Needs, Perspectives and Strategies. London: David Fulton Publishers

Rogers, B. & McPherson (2009) Behaviour Management with Young ChildrenSAGE

Roskos, K.A., & Christie, J.F., Ed. (2007) 'Play and Early Literacy in Early Childhood- Research from Multiple Perspectives' Second Edition, Taylor & Francis Group

Sharman, C., Cross, W., & Vennis, D., (2000) Second Edition 'Observing Children: A Practical Guide' Cassell

Smidt, S., (2006) 'The Developing Child in the 21st Century' Routledge.

Smidt, S. (2006) The Developing Child in the 21st Century: A global perspective on child development. Routledge. Oxford. ISBN 0-415-38570-9

Smidt, S., (2001) The Early Years A Reader. London: Routledge

Sharman, C., Cross, W., & Vennis, D., (2000) Second Edition 'Observing Children: A Practical Guide' Cassell

Taggart G.L. & Wilson A.P. (2005) Promoting Reflective Thinking in Teachers – 50 Action Strategies, SAGE

Tassoni, P., (2003) 'Supporting Special Needs: Understanding inclusion in the early years' Heinnemann

Waller, T. Ed. (2005) An Introduction to Early Childhood: A Multidisciplinary Approach' Paul Chapman Publishing

Whalley, M. E., (2008) 'Leading Practice in Early Years Settings' from series 'Achieving EYPS', Series Editors: Lyn Trodd and Gill Goodliff, Learning Matters.

Whalley, M. (1997) Working with Parents. London:Hodder & Stoughton

Whitebread, D., and Coltman, P., (2008) 'Teaching and Learning in the Early Years' 3rd Edition, Routledge.

Whitehead, M., (2004) 'Language and Literacy in the Early Years' Third Edition, SAGE

Williams, J., Invernizzi, A., (Ed.) (2004) Children's citizenship – practice, policy and law SAGE 978-1-4129-3538-8

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5.5.6. NATIONAL OPEN UNIVERSITY OF NIGERIA


a. Name of Programme: Master of Education – Business Education (M.Ed.

Business Education)

b. Description of the Degree Profile:

The holder of the degree will be able to:

i. Teach at post-secondary school levels.

ii. Work in a public sector.

iii. Work in a private sector.

iv. Set up personal business.

c. Programme Duration:

Candidates for M.Ed. Business Education shall be required to complete all requirements for the award of the degree including passing all prescribed courses and satisfactorily submission and oral defence of the Masters dissertation in not less than two (2) years and in not more than four (4) years after first registration.

d. Future Fields, sectors of employment

When a student successfully completes this programme, he/she could be:

i. Employed in the public sector as a business education teacher at the post-secondary school level; as a professional in Ministry of Education or Examination body and in public service.

ii. Private sector as business educator or to provide business services that will help to promote the sector.

iii. Self-employed.

e. Only the core of the metal-profile is included in competences.

f. Definition of Competences:

i. When a student acquires the required knowledge in Business Education , it means such student is equipped with the contents of the programme and will be able to apply, design or repurpose such in relevant situations.

ii. The student transfers the acquired knowledge in teaching business education students at post-secondary schools.

iii. Apart from the theoretical knowledge, the student will have the ability of putting into practice in the real world all that he/she learned into actual business activities .

iv. To provide hands-on instruction using emerging information and technology implies that the student will demonstrate versatility when teaching, whereby he/she will be able to engage the students using relevant information and technology as it applies in the context.

v. There are specific teaching skills required of every teacher. In this programme, the students will be equipped with these skills as enumerated in ‘b’ to gain proficiency in imparting the knowledge to their students. With proficiency in these competences, they could be described as professional teacher.

g. List of Competences

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i. Knowledge (Content)

ii. Application

iii. Teaching

iv. Business Ethics

v. Problem solving

vi. Teamwork

h. Specification of Competency Level

Competency 1: Knowledge (Content)

Competency 2: Application

Competency 3: Teaching

Competency 4: Business Ethics

Level 1 Self-Assessments Exercises (SAEs) are presented in each unit. The SMEs are applied questions where the student need to think. Answers are provided at the end of each

Level 2 Four Tutor Marked Assignments will be presented for the student to respond to. Student receives feedback from the facilitator to note area of weakness and

Level 3 There will be a final examination at the end of each semester which will be pen-on-paper. This will form 70% of the total score.

Level 1 Case studies are presented. Student respond to questions asked on the case studies. The case studies are presented to give live scenario and the student is made to respond

Level 2 The items in SMEs and TMAs are designed to enable students apply, synthesise and evaluate situations as it relates to their context.

Level 3 Problem based individual and group assignments will be given. Students are expected to respond using the knowledge gained in the content. Working in group would also give the students opportunity to share and learning happening

Level 1 Students will be given case studies and scenarios in a teaching and learning at the post-secondary school level where they would be required to analyse

Level 2 Problem based scenario in business education will be presented to students. Students are to analyse and make suggestions.

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Competency 5: Problem Solving

Competency 6: Team Work

i. Intended Learning Outcomes:

When students complete the courses in the programme, they will:

i. Have required knowledge in business and teaching which they can apply to themselves and the society towards the economic growth of the nation.

ii. Have the required knowledge to teach business studies/business education courses at the post-secondary school level.

iii. Be able to demonstrate practical and realistic business activities.

iv. Be able to provide hands-on instruction using emerging information and technology.

v. Demonstrate specific teaching skills in:

a. Content development for business education;

Level 1 Students will have a task of studying the business environments in his/her context and relate his/her

Level 2 Student share experiences with colleagues in the class by studying a particular business line or organisation and share experiences on observed career commitment, communication, organisation, decision

Level 1 Given a problem involving business organisation and management; student study the problem and present possible ways of solving the

Level 2 Given problem on each learning outcome and students are put into groups to discuss possible solutions and make presentations through each group presenter. This will form part of Tutor Marked

Level 1 At the beginning of facilitation, students are guided on how to present themselves in the online

Level 2 Students read through at least two persons presentation and identify colleagues with same

Level 3 Topics are presented to Students’ for participation in forums and discussions.

Level 4 Students participate in group work, choose their presenters and present their work as may be

85

b. Interacting with students;

c. Creating a learning environment;

d. Using different teaching techniques;

e. Assessment in business education

f. Identification of student needs;

g. Communication;

h. Collaboration;

i. Maintaining professional appearance; and

j. Demonstrating commitment to the profession.

j. Methodology of Learning Strategy

i. The main mode for facilitation shall be online.

ii. The proposed learning management system is Moodle.

iii. Students shall receive orientation on how to run the programme.

iv. The facilitation shall be complemented with lecture videos

v. Students will only be entitled to soft copy course materials.

vi. The examinations shall be written in NOUN study centres and for international students, arrangement shall be made with necessary organisations on where they can take their examinations.

k. Specification of the Unit of Programme

i. The programme shall be made up of courses which will comprise core and electives.

ii. The students will be expected to pass all core courses before they can graduate.

iii. Each course will be structured into Course Guide, Modules and Units

iv. A 2 credit course will have a minimum of 14 units including the course guide and for 3 credit unit a minimum of 21 units.

v. Each Study Unit will be structured thus:

1.0 Introduction

2.0 Intended Learning Outcomes

3.0 The Main Text

4.0 Summary

5.0 Conclusion

6.0 References and Further Readings.

l. Check-up of the Consistency of the Programme with the Competences:

To ensure that the competences set in the programme are met;

i. Courses in the programme shall be detailed to reflect the stated competences. By this way the competences shall be broken down into courses.

ii. Each course learning outcome shall be set to reflect the programme competences.

iii. The course competences shall be developed into Modules; while the module learning outcomes are defined to meet the course competences.

iv. The Module learning outcomes are developed into Study Units.

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a. Process for Programme Approval:

i. The Unit head prepares the Outline Programme Proposal (OPP) and Detailed Programme Proposal (DPP) and present to the school board.

ii. The School Board approves and the Dean presents the DPP to Senate

iii. Senate approves the DPP.

iv. On approval, the course materials are developed, in this instance the online course is designed.

v. The online designed content is presented to a content editor for editing

vi. The course is opened for use

b. Programme Syllabus

On going

c. The staff will be trained through workshops organised within the School or University.

d. The facilities in Moodle, Google and Microsoft Office software shall be used for item development.

e. Internal Monitoring:

The head of unit is to monitor each stage of development to ensure compliance with the competency said as well as university policy and National Universities Commission.

f. Timetable for implementation

S/N Activities Proposed Take-off Time

1 Presentation of DPP to School 24th March, 2016

2 Dean’s presentation of DPP to Senate 10th May, 2016

3 Commencement of design of programme Courses 1st September, 2016

4 Content Editorial Review of Courses 1st , 2016

5 Commencement of Programme 7th October, 2016

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5.5.7. THE OPEN UNIVERSITY OF TANZANIA


FACULTY OF EDUCATION

DEPARTMENT OF ADULT AND DISTANCE EDUCATION

Master in Technology Education (M.Tech. Ed). A Prop osal

ELABORATION OF A PROPOSAL OF A PROGRAMME

Key Aspects Guidelines

a) Name of the new or revised programme


A holder of this degree will have gained technical professional knowledge, skills and values enabling him/her to: facilitate in (a) colleges of education, (b) colleges of vocational training/polytechnics, (c) universities, (d) international organizations including the United Nations (UN), (e) industry and commerce. The programme is also intended to produce skilled researchers who can apply research to comprehend and address problems in teaching, learning and improve community services. Hence, 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

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

6. Interrogate Teaching and Learning approaches in TVET contexts

7. Adhere to professional ethics in conducting skills training


The programme will take:

i) a minimum of three semesters and a maximum of four semesters for Distance learners (two semesters for course work and one for dissertation)

ii) a minimum of two semesters and a maximum of three semesters for Executive/Evening students. (one semester for course work and one for dissertation).

The programme is at the Master level will lead to PhD

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programme for successful graduates. It will lead to employment for the rest.

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

Graduates from this programme may get employed as: (i) Heads of High Schools and principals in Teacher

education or Vocational Training colleges; (ii) Administrators or managers in industrial and

commercial sectors’ training departments/units; (iii) Lecturers/trainers in Teacher Education and

Vocational Training Colleges; (iv) Lecturers for vocational and technical programmes

in Universities. (v) Researchers and consultants in community based

organizations (CBOs) and a variety of employing units that are interested in vocational and technical issues.

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

meta-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)

Competences constitute the ability for an individual to interpret a given situation or context and act upon the same with results of the expected programme outputs and outcomes. They are attributes that graduating students from the programme exhibit upon completion of the programme to show successfully absorbed and learned programme concepts over a determined period of study.

g) List of the different aspects Graduates from this programme will be able to demonstrate: a) 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),

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) Practice interpersonal competences such as collaborating with others, relevantly communicate, lead and manage, etc.

e) Observe acceptable values and ethics (support, respect, adhere to rules and regulations of the

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profession, upgrade their knowledge and skills, inspire self-confidence and appreciation of cultural in heritage, etc)

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)

Students who graduate from this programme should exhibit high level knowledge, practical skills and adherence to values in the various areas of programme specialization. They should display high level of research and consultancy skills that enable them to conduct quality applicable research that is positively potential in addressing existing problems and averting future problems. They should also be able to consult and advise organizations and communities in specific needs that call for expert attention, especially in the teaching and learning of technical areas and in technically focused organizational and community problems.

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

Identify skills gap through analysis and needs assessments processes in relevant occupations through innovative ways ;

1. Identify skills gap through analysis and needs assessments processes in relevant occupations through innovative ways ;

2. Forecast emerging skills due to changing and emerging occupations and technologies ;

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 commerce in relation to on-the-job related experiences ;

5. Conduct meta-analyses of skills development policies for TVET effective governance through involvement of social partners such as gender equity and disability experts ;

6. Interrogate Teaching and Learning approaches in TVET contexts ;

7. Adhere to professional ethics in conducting skills training

8. Provide expert advise/consultancy to vocational and technical colleges, other types of organizations and communities;

9. Provide expert academic facilitation in Vocational Training/polytechnics Colleges and universities.

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

The Master of Technology Education degree will be executed through course work and dissertation, in which course work predominates over research and constitutes not less than two-thirds of the total credit load. Linkages and work experiences with industry and commerce will be required. 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

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tasks, tests, examinations and practical research based projects.

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

Core courses: Titles and Units Theories and Administration of Technology Education (4 units) Research Methods in Technology Education (3 units) Curriculum Development in Technology Education (3 units) ICT in Technology Education (3 units) Total for core courses (13 units) Courses from specialization areas of: (Agricultural Education, Business Education, Vocational Education, Computer Education, Industrial Technical Education, Home Economics Education, (14 units for each specialization opted for) Dissertation (6 units)

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)

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


Different steps/stages specified for the implementation of M.Tech. Ed programme at OUT

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

After completion of the syllabus, the Department of Adult and Distance Education where the programme is housed, will observe normal OUT institutional approval procedures for academic programme approval: (i) Approval by the Board of the Faculty of Education;

(ii) Approval by the OUT Senate; and

(iii) Approval by the Tanzania Commission for Universities (TCU).


The syllabus is under adaption following the proposed Tuning M.Tech. Ed programme developed at the Cairo Meeting in 2015. The Faculty of Education at OUT intends to induct all academic staff to be involved in facilitating M. Tech. Ed. into the African HE initiative of harmonizing academic programmes in light of the Tuning concepts and methods.

c. Strategies for training of academic staff in relation to the revised programme

Facilitators for this programme will be experts in the specialized fields who are already working at OUT and in different universities in Tanzania or outside Tanzania for courses that fail to obtain an in-country expert. This is a viable possibility following open learning institutional provisions of employing part-time academic staff where there is need. Moreover, all M.Tech. Ed. academic staff will be trained on the Tuning concepts and methodologies to ensure that facilitation of the programme is in line with the intended motive of harmonizing HE education programmes in the country and in Africa in general.

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c. Development of teaching, learning and assessment strategies/tools which will contribute to the implementation of the revised programme

• Assessment tools for courses under this programme will be developed in consistence with the development of the study guides/materials (thees will include in-course-content assessment tools and project tasks).

• For each course there will be at least one test and an end of course examination.

• A dissertation will be developed during the last semester of the course.


For each course the TCU monitoring and quality procedure will be observed.

f. Timetable for the implementation

Programme Activity Target time

Completion of adapting/review of M. Tech. Ed. into the Adult Education and Distance Education system

December 2015-April, 2016

approval of the programme in Faculty of Education Board

May, 2016

approval of the programme through Postgraduate Studies Committee and OUT Senate

June 2016

approval of programme at TCU July – September, 2016

Advertizing the and inviting potential students to the Programme

July – October, 2016

Commencement of the programme (November, 2016

g. Other relevant issues NONE so far.

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5.5.8. UNIVERSITY OF NAMIBIA AND THE UNIVERSITY OF THE WESTERN CAPE IN RSA Task 2: Elaboration of a revised programmme proposa l

(Joint Degree Programme: M.Ed in Early Childhood Ed ucation between University of Namibia and the University of the Western Cape in RSA)

Activity/Key aspects Expected outcome

1 Explain commitment of University regarding developing or reforming existing programmes

Open for discussion

2 Name of the new or revised programme

“A trans-disciplinary approach to teaching and learning”

M.Ed in ECE

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

The Master in Early Childhood Education Meta-Profile

4 Define length and level of the programme

Credits: 180 minimum and 240 maximum (SADC Protocol) or equivalents as determined in each collaborating/participating institution

Duration: 4 semesters (14-16 weeks per semester including assessment) or equivalents

Level : 9 (SADC Protocol) or equivalent masters level as determined in each collaborating/participating institution

5 Identify the future fields, sectors of employment/occupation of graduates


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6 Check the link of the competences with the agreed meta-profile

Specific Competences in ECE

7. Skilled researcher who can apply research to address problems in ECE T&L

8. Demonstrate expertise in trans-disciplinary foundations of ECE teaching and learning

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

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 in innovative ECE T&L practices.

7 Definition of the competences (specify regarding the new or revised programme). Please list the different aspects.




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

11. Building of meaningful relationships to support families, communities and schools/centres in ECE.

12. Ability to facilitate the CPD of practitioners as well as their own LLL.

8 Specify the level of the competences

All level 9 or equivalents (Masters level)

9 Describe expected learning outcomes related to the competences

Research methodology

24. Apply various ECD, G&C and IE research theoretical perspectives;

25. Identify research problems and formulate viable research questions in ECD, G&C and IE;

26. Critically review literature related to particular research problems in the three programme fields;

27. Apply various quantitative and qualitative research designs, methods and techniques when conducting research in the three programme fields;

28. Prepare research proposals in the three areas;

29. Design appropriate research instruments

30. Demonstrate critical understanding of the research process, appropriate research methods and the analysis, interpretation and

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dissemination of data.


Theoretical Frameworks

32. Form conceptual understanding of the development of young children in various Social cultural contexts;




Policy and legislation in ECE

36. Relate their understanding of Early childhood development theories to policy and practice in ECD programmes and pre-school education in Namibia;



Theoretical approaches to literacy and numeracy development

39. Construct meanings of early childhood literacy and early childhood numeracy in families, communities and cultures in general and in the Namibian context in particular;

40. 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;








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10

Describe the methodology of learning strategy for achieving the competences

Coursework and Research OR Research only (coursework for non-credit purposes)

Mode of delivery: Blended learning approaches

Lectures; seminar presentations, group discussions and presentations; field investigations; drafting of research proposals; critical reviews of research literature; simulations; project-based learning; ICT integrated learning; Open Learning Resources (MOOCS)

11

Specify the units of the programme (courses and modules)

7. Research methodology in education



10. Theoretical approaches to literacy and numeracy development in ECE.

11. Socio-cultural perspectives on ECE (engaging and building family, community and school relationships)

12

Check the consistency of the programme with competences

Very good consistency. Modules address all the identified competencies as well as the overall meta-profile of the envisioned graduate in ECE on a master’s level.

13

Resources required to continue in the implementation phase

MOU in place, programme team (admin and academic), materials, equipment; financial resources, travel/mobility; experimental ECE centre/school; facilities for teaching; programme accreditation; student bursaries/scholarships


STEPS/STAGES Activity Dates

Programme approval process Faculty management committee

Faculty Board

Post-Graduate Studies committee

Academic Planning Committee

Senate

To be agreed upon by all institutions involved.

Syllabus for each academic year Year 1: Coursework

Research methodology in Education

Theoretical frameworks in ECE

Policy and Legislation in ECE

Theoretical approaches to literacy and numeracy development in ECE


Year 2: Developing a research proposal, source research funding, seek approval to conduct research from ethics committee and other

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stakeholders

Year 3: Conduct research, write report and disseminate findings at joint workshop

Academic staff capacity building Conduct workshops to build capacity for teaching coursework and supervising students’ research projects

Teaching, learning and assessment strategies

Coursework will be taught in block sessions through seminars, student presentations, group discussions on-line and lectures.

Learning will be assessed through active seminar participation, presentations, active deep reflections in online group discussions, written assignments, reflective journaling and supervision of their research project.

Assessment will be cumulative and each of the above activities will contribute 50% towards a final mark.

The research project will contribute the rest of the 50% of the final mark for awarding of the Degree: Master in Education (ECE).

Monitoring and quality assurance Final programme will be approved by Senate.

Research projects will be assessed by peers in sister Faculties on campus as well as external examiners at accredited university outside.

Programme should be accredited by local Quality Assurance Authorities.

Timetable for implementation August 2017 – July 2020

Other relevant issues Discussions with University staff, authority and funding for implementation will have to be considered.

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5.5.9. UNIVERSITY OF NIGERIA -- ADAMA SCIENCE AND T ECHNOLOGY UNIVERSITY, ETHIOPIA; -- MAKERERE UNIVERSITY, UGANDA -- UNIVERS ITY OF ZIMBABWE Task 2: Elaboration of a revised programmme proposa l JOINT MASTERS DEGREE PROGRAMME (REVISED)

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)


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 10. Apply trans-disciplinary approaches in the design and evaluation of skills

development programmes for formal and informal TVET sectors 11. Create new models of linking TVET programmes with industry and on-the-job

related experiences 12. Conduct meta-analyses of skills development policies for TVET effective

governance through involvement of social partners and gender equity 13. Interrogate Teaching and Learning approaches in TVET contexts 14. Adhere to professional ethics in conducting skills training


How long is the programme? At which level is the pr ogramme? To which degree leads the programme? Maximum and minimum duration of the Postgraduate Programme shall be: Full-time: The minimum duration = Four Semesters The maximum duration = Six Semesters Part-time: The minimum duration = Six Semesters The maximum duration = Eight Semesters

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) Check-up of the link of the

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

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competences with the agreed meta-profile

Knowledge, understanding and Practice (1,3) Inter-personal skills (5) Context (2, 4, 6) 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 Attributes 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.

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...)

g) List of the different aspects.

Competences for this particular programme? . As outlined in b) above

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

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

Which learning outcomes do you want to achieve? 10. Identify skills gap through analysis and needs assessments process in

relevant occupations through innovative ways 11. Forecast emerging skills due to changing and emerging occupations 12. Apply trans-disciplinary approaches in the design and evaluation of skills

development programmes for formal and informal TVET sectors 13. Create new models of linking TVET programmes with industry and on-the-job

related experiences 14. Conduct meta-analyses of skills development policies for TVET effective

governance through involvement of social partners and gender equity 15. Interrogate Teaching and Learning approaches in TVET contexts 16. Adhere to professional ethics in conducting skills training

j) Description of the methodology of learning

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 etc) and dissertation, in which course work predominates over research and constitutes not less than two-thirds of the total credit load. Linkages and

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strategy for achieving the competences

work experiences with industry and commerce will be required.

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

How is the programme composed and sequenced? Core courses 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

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 Consistency of the programme (competences and expected outcomes) observed

++ Areas of Specialization: Vocational Education Agricultural Educa tion Business Education IT Education Home Economics Edu cation Industrial Technic al Education Task 3: Implementation plan 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 implementation of the revised pro gramme

The teaching, learning and assessment tools required for implementing the revised joint masters degree shall be jointly evolved and agreed upon by the Parner 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 – Four Semesters including Mobility Period Year 1 First Semester - Home University 16 weeks – Starting from Mid October Second Semester – Home University 16 weeks - Year 2 Third Semester - Host University (Mobility Period) 16 weeks Fourth 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 Educat ion include: 1. University of Nigeria, Nsukka; 2. Adama Science and Technology University, Ethiop ia; 3. Makerere University, Uganda; and 4. University of Zimbabwe.

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5.5.10. UNIVERSITY OF THE WESTERN CAPE, SOUTH AFRICA


Status

Activity/Key aspects Expected outcome

1 Explain commitment of University regarding developing or reforming existing programmes

Open for discussion

2 Name of the new or revised programme

“A trans-disciplinary approach to teaching and learning” M.Ed in ECE

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

The Master in Early Childhood Education Meta-Profile

4 Define length and

level of the programme

Credits: 180 minimum and 240 maximum (SADC Protocol) or equivalents as determined in each collaborating/participating institution Duration: 4 semesters (14-16 weeks per semester including assessment) or equivalents Level : 9 (SADC Protocol) or equivalent masters level as determined in each collaborating/participating institution

5 Identify the future fields, sectors of employment/occupation of graduates


6 Check the link of the competences with the agreed meta-profile

Specific Competences in ECE 13. Skilled researcher who can apply research to address

problems in ECE T&L 14. Demonstrate expertise in trans-disciplinary foundations

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of ECE teaching and learning 15. Ability to synthesise, integrate and evaluate the trans-

disciplinary foundations to T&L 16. Demonstrate ability to care, support, communicate with

and value children as essential to future generations 17. Demonstrate ability to identify the special needs and

demands of children at an early age 18. Facilitate continuing professional development in

innovative ECE T&L practices.

7 Definition of the competences (specify regarding the new or revised programme). Please list the different aspects.




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

17. Building of meaningful relationships to support families, communities and schools/centres in ECE.

18. Ability to facilitate the CPD of practitioners as well as their own LLL.

8 Specify the level of the competences

All level 9 or equivalents (Masters level)

9 Describe expected learning outcomes related to the competences

Research methodology 47. Apply various ECD, G&C and IE research theoretical

perspectives; 48. Identify research problems and formulate viable research

questions in ECD, G&C and IE; 49. Critically review literature related to particular research

problems in the three programme fields; 50. Apply various quantitative and qualitative research designs,

methods and techniques when conducting research in the three programme fields;

51. Prepare research proposals in the three areas; 52. Design appropriate research instruments 53. Demonstrate critical understanding of the research process,

appropriate research methods and the analysis, interpretation and dissemination of data.


Theoretical Frameworks 55. Form conceptual understanding of the development of young

children in various Social cultural contexts;

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Policy and legislation in ECE

59. Relate their understanding of Early childhood development theories to policy and practice in ECD programmes and pre-school education in Namibia;



Theoretical approaches to literacy and numeracy development

62. Construct meanings of early childhood literacy and early childhood numeracy in families, communities and cultures in general and in the Namibian context in particular;

63. 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;








10 Describe the

methodology of learning strategy for achieving the competences

Coursework and Research OR Research only (coursework for non-credit purposes) Mode of delivery: Blended learning approaches Lectures; seminar presentations, group discussions and presentations; field investigations; drafting of research proposals; critical reviews of research literature; simulations; project-based learning; ICT integrated learning; Open Learning

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Resources (MOOCS) 11 Specify the units of

the programme (courses and modules)

12. Research methodology in education 13. Theoretical frameworks in ECE 14. Policy and legislation in ECE 15. Theoretical approaches to literacy and numeracy

development in ECE. 16. Socio-cultural perspectives on ECE (engaging and

building family, community and school relationships) 12 Check the consistency

of the programme with competences

Very good consistency. Modules address all the identified competencies as well as the overall meta-profile of the envisioned graduate in ECE on a master’s level.

13 Resources required to continue in the implementation phase

MOU in place, programme team (admin and academic), materials, equipment; financial resources, travel/mobility; experimental ECE centre/school; facilities for teaching; programme accreditation; student bursaries/scholarships


Implementation Plan for new programme (Masters in E CE)

The following processes are followed for the approval of a new programme:

1. The proposed programme is tabled at the Faculty Academic Planning Committee.

2. If approved, it is forwarded to the Senate Academic Planning Committee.

3. If approved, it is forwarded to the Senate Executive Committee and then to the Senate and Council.

4. After university approval, it is sent simultaneously to the Council on Higher Education (CHE), the Department of Higher Education & Training and the South African Qualifications Authority.

This whole process could take between 12-24 months.

As the course would be offered to students on a part-time basis, 90 credits would be offered each year. The taught modules would be offered in the first year and the mini-dissertation would be done in the second year. It is assumed that teaching staff will have the necessary knowledge and skills to offer the programme. Teaching, learning and assessment strategies are developed whilst designing the programme. All modules plus dissertation are externally moderated and the programme is externally reviewed every five years. The timetable is designed once the programme is accredited by the CHE. Only accredited programmes receive subsidy from the government.

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5.5.11. UNIVERSITÉ ESPOIR D'AFRIQUE, BURUNDI Task 2: Elaboration of a revised programmme proposa l Mastère professionnel: Mastère en Education Spécia lisée 1. INTRODUCTION Le Mastère du programme d’Education Spécialisée est conçu pour préparer et former les individus qui peuvent assumer des postes de direction dans les secteurs gouvernementaux et privés. Ce programme offre une formation académique et professionnelle dans le domaine de lÈducation. 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 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. 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 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. 4. OBJECTIF Les cours en éducation spécialisée permettent à l’étudiant : -L’acquisition d’une expérience théorique et pratique dans l’étude des infirmités en apprentissage et des déséquilibres de comportement. -L’acquisition d’une formation des formateurs ou une formation d’enseignant et conseiller technique. - L’acquisition d’ une gamme de formation universitaire bien pensée en vue de leur donner des connaissances de base et les capacités nécessaires dans le domaines de l’ éducation spécialisée.

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5. LES CONDITIONS D’ENTREE - Avoir terminé avec succès le baccalauréat en éducation ; - 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) ; - Satisfaire aux autres conditions d’admission ; 6. CARACTÉRISTIQUES ET AVANTAGES DU COURS L`Education Spécialisée est conçue pour aider les gens 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 tout compris. Les étudiants aborderont les défis des élèves ayant des besoins particuliers de l'éducation, de la langue et au début des questions d'apprentissage, la prévention des comportements perturbateurs, et les étudiants de l'enseignement avec 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 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 postes suivants: (a) Comme directeur dans les écoles secondaires et techniques ou directeur adjoints, enseignants des matières techniques et professionnelles. (b) Comme administrateur et / ou gestionnaire de programme de formation dans les industries. (c) Comme Enseignants / formateurs en formation professionnelle dans les collèges techniques, les collèges de l'éducation et des écoles polytechniques. (d) Comme Conférenciers dans les programmes d'études en formation professionnelle et technique des programmes dans les universités. 9. LIENS DE COMPETENCES AVEC META-PROFIL ➢ Contexte ➢ compétences inter-personnelles ➢ la connaissance, la compréhension et de la pratique ➢ valeurs et l'éthique 10. DEFINITION DES COMPETENCES: Compétences génériques spécifiques pour le mastère professionnel en Education Spécialisée. ➢La Capacité à utiliser et appliquer les TIC ➢ La capacité de choisir, l'utilisation et la conception pédagogique innovante et stratégies d'apprentissage ➢ La pensée critique, la résolution de problèmes, la créativité, la réflexion

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➢ capacité d'évaluer et placer des apprenants ➢ Le professionnalisme, l'éthique et les valeurs ➢ La flexibilité, l'adaptabilité et la capacité d'anticiper et de répondre à de nouvelles situations ➢ La Possibilité pour la pensée créative et innovante ➢ Les relations interpersonnelles et de communication ➢L'environnement, la conscience économique et sociale ➢ La Capacité de travailler dans un contexte intra et interculturelle et / ou internationale ➢ La confiance en soi, et l'esprit d'entreprise des compétences Spécifique ➢ Développer une plus profonde compréhension du potentiel d'apprentissage des élèves avec en besoin spéciaux (réagit générique ➢ Une évaluation adéquate et le placement des élèves dans l'enseignement ➢ Expliquer les avantages et les principes de l'éducation inclusive ➢ Choisir et utiliser des dispositifs et des technologies appropriées ➢ Plan de mise en œuvre de programmes pour la doués et talentueux Définition de Compétences génériques choisis pour l’Education Spécialisée. ➢ La capacité de l'utiliser et de la communication, y compris le multimédia pour augmenter l'apprentissage, de la productivité personnelle et professionnelle ➢ La capacité de communiquer des idées et des informations en utilisant efficacement les différentes innovations comme parler, aides pédagogiques ➢ La capacité d'appliquer sa propre réflexion intuitive et résoudre les problèmes dans un contexte réel ➢ La capacité d'être en mesure d'accueillir différentes catégories d'apprenants en fonction de leurs besoins spécifiques ➢ La possibilité d'avoir l'éthique professionnelle, l'engagement, de reconnaître vos droits et les droits d'autrui ➢ La capacité à innover, de réflexion et intuitive dans la résolution des situations et défis nouveaux. ➢ La capacité de comprendre le contexte de l'environnement, les besoins économiques et sociaux, éthique et des valeurs en relation avec les interactions sociales ➢ La capacité à intégrer dans divers environnements en fonction des contextes et des situations de besoins éducatifs spéciaux ➢ La possibilité d'avoir la croyance de soi et l'esprit de continuité et de compétences 11. NIVEAU ATTENDU D’ACCOMPLISSEMENT DES COMPETENCE S Les étudiants doivent présenter un haut niveau de connaissances, la compréhension 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 et d'apprentissage et au sein des communautés. 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 émergents dues à l'évolution des professions émergentes 3. Appliquer des approches transdisciplinaires dans la conception et l'évaluation des programmes de développement des compétences pour les secteurs formels et informels

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4. Créer de nouveaux modèles de lier les programmes d’E.S avec l'industrie et sur le tas expériences liées 5. Mener des méta-analyses des politiques de développement des compétences pour l'E.S gouvernance efficace grâce à la participation des partenaires sociaux et l'égalité des sexes 6. Interroger approches pédagogiques dans des contextes d'E.S 7. Adhérer à l'éthique professionnelle dans la conduite de la formation professionnelle 13. METHODOLOGIE DE STRATEGIE D'APPRENTISSAGE La maîtrise en éducation spécialisée sera exécutée par le travail et la thèse bien sûr, dans lequel les travaux de cours prédominent sur la recherche et ne représente pas moins de deux tiers de la charge de crédit total. 14. COURS DU PROGRAMME Premier Semestre Des cours généraux Cours de Titre Unités Développement du curriculum de l’Education Spécialisée 3 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 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 Troisième Semestre Education comparée 3 Trouble de l’apprentissage 3 Evaluation des enfants différents 3 Introduction au langage des aveugles et des sourds muets 4 13 Quatrième Semestre Thèse 6 15. RESSOURCES NECESSAIRES POUR APPLIQUER LE PROGRA MME A L'UNIVERSITE a) Formation d'experts dans le domaine de l'éducation spécialisée b) Signer un partenariat avec des centres et écoles spécialisés. c) Equiper la bibliothèque en ouvrages et en équipement TIC

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1. Le Processus d’approbation par le Conseil acadé mique du programme adapté Le Conseil Académique va se réunir en date du 23 février 2016; Le conseil aura à analyser les propositions données sur le programme; Le concepteur du programme prendra de temps pour avant tout expliquer aux membres du conseil le projet;

2. Syllabus de chaque année du programme Le programme est déjà conçu, il faut voir ce qui a été envoyé. Les membres du conseil auront à analyser ensemble le syllabus et ils seront demande à l’enrichir progressivement.

3. Stratégies pour la formation académique du staff . Les stratégies pour la formation académique seront arrêtées, et le staff sera formé au mois de Mai 2016. Si possible, l’Université compte inviter deux professeurs. (L’une venant de l’Université de la Tanzanie, et l’autre de l’Université de l’Uganda).

4. Développement des techniques et instruments d’en seignement. En collaboration avec ces derniers (ces visiteurs), nous allons arrêter ensemble des techniques et trouver des instruments d’enseignement, d’apprentissage et évaluation qui contribuent à la réalisation du nouveau programme.

5. Suivi interne et procédure d’assurance qualité Le responsable du projet à l’Université Espoir d’Afrique ainsi que le Directeur d’Assurance Qualité à ladite Université vont faire le suivi interne du programme.

6. Horaire d’exécution

Période Travail prévu

Le 23/2/2016 Réunion du Conseil Académique

Mai 2016 Formation des Staff Académique

La suite La suite après cette formation

Grégoire NDAYONGEJE BURUNDI

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5.5.12. UNIVERSITY OF GAMBIA Task 2: Elaboration of a revised programmme proposa l

Proposal for a Masters degree Programme in Special needs and inclusive education Degree Profile

Name of Program: Special Needs & Inclusive Education

Level: Masters Degree(Professional Masters)MEd

Duration : One and Half Years(3 semesters) for Full Time & 2 Years for Part time

Structure: Full & Part Time

The Masters in Special Needs & Inclusive Education is open to those with a previous degree (especially teaching) and is a practically oriented yet academic qualification for the professional assistance of handicapped and disabled people in schoolrelated occupations. This program imparts to students the competences and key qualifications required for teaching people with handicaps and disabilities in various institutions.

1. INTRODUCTION This programme provides outstanding professional development for those already working in this sector enabling them to deepen their understanding of how to develop skills in special education and more inclusive practices within their own professional setting or country context. The programme is designed to develop and support the careers of trained teachers who are teaching professionals, educational administrators, researchers and policymakers.

2. FEATURES AND BENEFITS OF THE COURSE The Special and Inclusive Education specialization is designed to help people to develop the skills, knowledge and values needed to specialize in the teaching of people with special education needs and to be able to teach in an all inclusive education setting. The students will tackle the challenges of students with special education needs, early language and learning issues, preventing disruptive behaviour, and teaching students with learning difficulties.

3. Employability The graduates from this program will be able to work in the education sector as teachers, managers and administrators in from PreSchool up to University level; in the health and other sectors like Ministries and Care homes Metaprofile: The meta profile was reviewed in relation to the following: ➢ Context ➢ interpersonal skills ➢ knowledge , understanding & Practice ➢ values and ethics

4. ENTRY REQUIREMENTS Admission requires: (i) A Bachelors degree or equivalent in Education or related areas and a minimum of three years work experience in a relevant area. Objectives Generic Competencies specific to SN

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➢ Ability to use and apply ICTs to T&L (2) KUP ➢ Ability to choose, use and design innovative teaching and learning strategies(3)IPS ➢ Critical thinking, problem solving, creativity, reflection(4) IPS & KUP ➢ Ability to assess and place learners(7) C ➢ Professionalism, ethics and values(8) V& E ➢ Flexibility, adaptability and ability to anticipate and respond to new situations(10)IPS ➢ Ability for creative and innovative thinking(11) IPS ➢ Communication and interpersonal skills(13) IPS ➢ Environmental, economic and social consciousness(14) EV ➢ Ability to work in an intra and intercultural and/or international context(15) C ➢ Self confidence, entrepreneurship spirit and skills(18) IPS Specific ➢ Develop a deeper understand of the learning potential of students with SN(responds to generic (3) ➢ Appropriate assessment and placement of students with SNE in education ➢ Advocate for and articulate the benefits and principles of inclusive education ➢ Select and use appropriate assitive devices and technology ➢ Plan implement programmes for the gifted and talented Defining Generic Compentencies chosen for SN ➢ The ability to use IT and communication including multi media to increase learning, personal and professional productivity ➢ The ability to communicate ideas and information effectively using different innovations like talking, teaching aids ➢ The ability to apply ones own reflection intuitively and solve problems in a real context ➢ The ability to be able to accommodate different categories of learners according to their specific needs ➢ The ability to have the professional ethos, commitment, recognize your rights and the rights of others ➢ The ability to be innovative, reflective and intuitive in solving new situations and challenges. ➢ The ability to understand the environmental context, economic and social needs, ethics and values in relation to social interactions ➢ The ability to fit into various environments in relation to contexts and situations of special needs education ➢ The ability to have self belief and the spirit of continuity and skills

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*ALL THE COMPONENTS OF THE META PROFILE ARE INCLUDED IN THE DESCRIPTION OF THE PROFILE

6. COURSE CONTENT The course comprises a range of units related to aspects of special educational needs, inclusion and disability. The program consists of 180 credits, which will be studied in units of 30 credits per semester. All students are required to take the following Core Units : Course Content Core Courses Semester 1 Block 1

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Understanding Special Needs and Inclusive Education (3)Core

Ethics & Professionalism(3) Core Block 2

Understanding theories of Autism(3) Core

Research Methodology(3) Core Semester 2

Block 1

Understanding difficulties in literacy and learning disorder(3)Core

Educational Policy for inclusive education(3) Core

Block 2

(to select two to three electives) Semester 3 Block 1

Research Seminar

Block 2

Case study/ Action Research (6) Electives

Understanding pupil behavior in schools(3) Communication for Learning(3) Teaching Learning Difficulties(3)

Meeting Spec Ed Needs Through Curriculum (3) Speech language and communication difficulties Child and Adolescent mental health

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5.5.13 UNIVESITY OF ZIMBABWE Task 2: Elaboration of a revised programmme proposa l DEPARTMENT OF CURRICULUM AND ARTS EDUCATION TEAM ZIMBABWE

a) Name of the revised programme:

� Bachelor of Education Curriculum and Arts Honours Degree & Bachelor of Education Technical Education Honours Degree. Please notice that I have used names of Departments some of whose members are on the Team Zimbabwe group. The nomenclature of this degree picks up the Department to identify where the student’s specialisation is rooted.

b) Description of degree profile:

� The holder of the degree will have a deeper and wider knowledge of the subject area specialised in, that is Technical Education (specialising in Metal; Wood & Building Technology and Design; Agriculture; Home Economics), English—Linguistics and Literature, History, Religion and Ethics and two Indigenous Languages.

� In addition to the specialisation subjects, the graduate will have a deeper knowledge

of Core subject areas, namely, Pedagogical Issues in the teaching subject area specialised in, Psychology of Education, Sociology of Education and Philosophy of Education; Communication Skills, Computer Application in Education, Educational Research Methodology, Principles of Curriculum Planning and Design, Inclusive Education, Financial Management in Educational Institutions and Dynamics of Guidance and Counselling.

� The holder of this degree will be able to teach the above Humanities and Technical

subjects at Advanced Level in the school system because they would have pursued a competence based curriculum in the Faculty of Education.

c) Definition of the length and level of the progra mme:

� This is a four year degree programme. � Level: Undergraduate level. � The degree leads to a Masters in Education degree which then leads to a Doctoral

degree.

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

� Graduates will work as teachers in High Schools or Teachers Colleges where diplomas are offered.

� They can also work for NGOs and in Industry in the Human Resources Training Departments.

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

� All components of the meta-profile are included in the description of the profile.

f) Definition of the competences of the revised pro gramme:

� The revised programme will be competence based, meaning that students upon

graduation will be expected to exhibit all the generic and subject specific competences in Education, in this case, competences related knowledge and

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understanding of their subject area and the core courses; competences related to educational practice and skills; competences related to values and ethics and competences related to interpersonal and intrapersonal skills.

g) List of the different aspects:

� All the 18 generic competences and the 19th pertaining to ability to mediate conflict

resolution and reconciliation for sustainable and peaceful living environments.

� All the 31 Education specific competences.

h) Specification of the level of the competences de scribed in the new/revised degree profile in each component of the programme:

� Level one: has specific courses some of them introductory as well as some of the

core courses. � Focus is on building up knowledge and understanding of the subject that students

will need to teach, the ones they are specialising in. � Focus is also on the generic competences and the core courses that build up a

teacher.

i) Description of expected learning outcomes:

� By the end of the degree, the graduate must be able to teach their subject with versatility, creativity, innovation and thoughtfulness with the capacity to reflect and use best practices so that the learners can pass well.

� The graduate must also be a continuous learner which would benefit the students he/she teaches as both teacher and student explore new knowledge.

� She/he must also be a researcher for new knowledge which improves the teaching/learning skills.

� While doing all the above, the graduate must be exhibiting the generic competences in appropriate circumstances.

j) Description of the methodology of learning strat egy for achieving the competences:

� Methodology of learning strategy includes student reading first and foremost…they

must read core works suggested by the Lecturers/Professors for each specific course.

� They then read suggested supplementary works. � They can also suggest works that are relevant for the specific course and everyone

including the Lecturer/Professor reads that too. � Class presentations by individual students and by students in pairs or small groups

of three presenters on the works read where they analyse and synthesise issues. � Student analysis and synthesis is enhanced by Professor-led discussions to guide

them and facilitate their delving deeper into the subject being discussed. � Presentations and discussions are to be done using print and electronic media. � Short assignments and longer term research papers will indicate whether outcomes

are going to be achieved ultimately. � Assignments are to be both theoretical and practical. � A Practicum is built into this programme where students will spend at least one to

two semesters practice teaching in the schools. � A summative examination will be set at the end of the semester.

k) Specification of the units of the programme (cou rses, and modules):

� The programme will be done in 8 academic semesters.

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� First two semesters can be done in the Teachers Colleges leaving 6 semesters at University…OR the student can come straight to university from high school, in which case he/she will study for the 8 semesters.

� Each Student is to take 6 courses per semester. � Some courses are core and others are subject specific. � Within the first four semesters, students will go for at least one or two terms’

Practicum. � The courses become more advanced by the last two semesters. � In the last semester, students must register for a Research Project.

l) Check-up of the consistency of the programme wit h the competences, the expected

learning outcomes and activities that will lead you to the learning outcomes (overall consistency of the programme):

� All learning outcomes are included in the programme and these are to be assessed

in each course in each semester. � All units are related to more than one learning outcome.


a) Process for approval of academic board of the re vised/new programme:

� The process begins with members of the Subject Teaching Unit who design their courses for the degree programme.

� At Departmental level, consultations with stakeholders would have been done to ensure that the programme is useful for Zimbabwe.

� A different Departmental Committee on Regulations works on the Regulations that will guide the teaching of these courses.

� Each Teaching Unit has a Coordinator who then presents the courses to the Departmental Board in the context of the Regulations.

� The Board deliberates on those courses and the Regulations and any amendments are done.

� After the Departmental Board, the Chairman of the Department presents the Regulations which now include the various courses to the Faculty Regulations Committee made up representatives from Departments.

� The Faculty Regulations Committee scrutinises the Regulations and any changes needed are referred back to the Department.

� From the Faculty Regulations Committee they are sent to the Senate Sub-Committee on Regulations where they are further scrutinised including developed Course Outlines (syllabuses) for each course. Any needed changes or amendments are referred to the Faculty Regulations Committee which refers them back to the Department.

� From the Senate Sub-committee or Regulations, the documents are presented to the Academic Committee made up of Deans of Faculties. This Committee is an Executive Committee of Senate. It scrutinises the Regulations and if everything is ok, the Regulations are approved on behalf of Senate.

� If the programme is brand new and has not been on offer before, its Regulations are sent to the Zimbabwe Council for Higher Education (ZIMCHE) which further scrutinises them and if found to be ok, registers them. If the programme is not new because it has been in existence in a different form, the Regulations are not sent to ZIMCHE.

� When the above process is completed, the programme can be advertised and offered.

b) Syllabus of each academic year of the programme:

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� The syllabus for each course in any one semester is called a Course Outline with a Purpose, a list of Expected Outcomes, Prescribed Texts, Supplementary Texts, Strategies and Assessment procedures.

� Hard and soft copies of Course Outlines are kept in the Departmental and Faculty offices.

c) Strategies for training academic staff in relati on to the new/revised programme:

� Since the academic staff are the ones that develop the courses and their course

outlines, there is no need to train them in how to teach these courses. However, workshops will need to be run to ensure that everyone can teach the Outcome based curriculum after our own training.

d) Development of teaching, learning and assessment strategies/tools which will

contribute to the implementation of the new/revised programme:

� These will be developed by Team Zim as we are training and will be shared in the Workshop on Outcomes.

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

implementation:

� We have a system whereby students evaluate each course and its Lecturer/Professor at the end of the semester. The evaluation forms are administered by the Senior Assistant Registrar in the Faculty. Once filled in, the forms are handed over to the Chair of the Department who analyses them and discusses the students’ comments with each relevant member of staff.

� We also have a mid-semester electronic student evaluation system where students fill in an electronic form in which they assess the courses and the entire learning environment at the University. This is administered at the Computer Centre under the UZ Quality Assurance Directorate. Results are shared with each Faculty in the University.

� Thirdly we have a peer evaluation system where at least once a year, each staff member is evaluated by another Professor and this is administered under the University Teaching and Learning Centre (UTLC). A report is written and sent to the Chair of the Department to be discussed with each relevant member.

f) Timetable for the implementation:

� The first students on this B.Ed. CAE/Tech Ed Honours programme is expected to

commence in August, 2016 pending the completion of the above process in a).

g) Other relevant issues:

� There is the issue of financing the workshops on Outcomes. We are still brainstorming on how that can be done.

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5.5.14. UNIVERSIDADE EDUARDO MONDLANE, MOZAMBIQUE

Task 3: Implementation plan Comissão para a concepção do Currículo de Mestrado em Educação Inclusiva PLANO DE ACTIVIDADES

N. ACTIVIDADE RESPONSAVEL PRAZO 1 Elaboração e envio da carta de manifestação de interesse Magnífico Reitor 18/12/15 2 Criação da comissão Directora da FACED 11/12/15 3 Leitura de documentos orientadores (Tuning Africa e

UEM) Todos Sempre

4 Processo de elaboração do currículo propriamente dito • Preâmbulo • Introduçao • Relevância do curso • Descrição do campo profissional • Requisitos de ingresso • Objectivos do curso • Perfil do pós-graduado • Perfil profissional do pós-graduado • Perfil ocipacional do Pós-graduado • Modelos de ensino • Estrutura e duração do curso • Conteúdo do curso e plano de estudos • Tronco comum • Sistemas de avaliação • Formas de culminacao dos estudos e supervisão • Classificação final do curso • Tabela de precedências • Recursos para implementação do programa de

pós-graduação

• Programas temáticos das disciplinas Especialistas da Area 5 Submissão do esboço ao Tuning Africa FACED 15/02/16 6 Workshop do esboço Comissão 16/03/16 7 Harmonização da proposta (Draft) tendo em conta as

recomendações do workshop Comissão 30/03/16

8 Submissão ao conselho científico da FACED Comissão 06/04/16 Acomodação das recomendações do conselho cinetífico Comissão Submissão ao conselho da Faculdade Comissão 04/05/16 Acomodação das recomendações do conselho científico Comissão 9 Submissão a direcção científica FACED 03/06/16 Acomodação das recomendacções do conselho cinetífico Comissão 10 Submissão ao conselho acadêmico Direcção Científica da

UEM Jun/julho

11 Submissão ao conselho Universitário Conselho Acadêmico Agosto/Setembro 12 Submissão do currículo aprovado ao Tuning Africa FACED Outubro

Próximo encontro: segunda-feira dia 02 de Fevereiro de 2016 na sala de reuniões as 9 horas.

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5.5.15. MOGADISHU UNIVERSITY, SOMALIA


Task 2 Elaboration of a proposal of a Programme Key aspects Guidelines

A. Programme Name Educational Administration B. Generic Competences of The

Programme � Ability for applying scientific method skills. � Ability for conceptual thinking, analysis and

synthesis. � Professionalism, ethical values and commitment

(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. � Capacity to use innovative and appropriate

technologies. � 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 intra and intercultural

and/or international context. � Ability to evaluate, review and enhance

quality. � Self-confidence, entrepreneurship spirit and

skills.

� Commitment to preserve African identity and

cultural heritage.

C. Programme Duration 2 years, 4 semesters D. Expected Sectors of

Employment � Public & private education sectors, ministry of

education, school umbrellas, head of schools, lecturer of the universities and continuity of learning…

E. MU Definition Of Competence � Competence is a cluster of related abilities, knowledge, and skills that enable a learner to act effectively in the learning situation.

� Competence indicates sufficiency of knowledge and skills that enable someone to act in a wide variety of

situations.

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F. Particular Competences � Leadership, managing human recourses, developing human recourses, critical thinking skills, solve problem and planning skills, setting and evaluating strategies, finance management

G. Achievement Expectation Level � Very good H. Learning Outcomes � To provide concepts of management and their

application in education environment. � To foster leader skills � To equip skills of planning, Solving problem, critical

thinking and the assessment. � To Apply scientific research in education � To enhance the skill of human resource development. � To improve communication skills in management.

I. Methodology of achievement competences

� Reflection � Assignments � Achievement tests

J. Programme Sequence � The course were designed in accordance with logically and psychologically sequences

K. Consistency Programme and Units with Competences

Learning outcomes programme mostly included. Learning outcomes of units are in progress

Task3: implementation plan

A. Process :

� Need assessments

� formulating project,

� formulating objectives and

� assessment

� then to be discussed and approved through the formal board meetings

Syllabus :

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 1Semester Two

No Courses Hours 1 Educational Policy 3

2 Curriculum Management

& Planned Change 3

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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

Total 12

Semester Four

No Courses Hours 1 Leadership in Education 3 2 Dissertation – Educational Management 3

Total 6

C. Strategies of academic staff: 2 workshops: one workshop for admin programme, while the other for academic staff.

D. Strategies of teaching , learning and assessment : � Teaching and learning methods : lecturing , discussion, Group working ,

cooperative learning and assignment methods . � Assessment : continues ( presentation Assignments, small projects and

achievement tests . E. Quality Assurance : Developing clear and timed criteria of monitoring and quality

assurance. F. Timetable : not available , because this programme is in the progress .

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6. ON-LINE STAFF DEVELOPMENT STRATEGY: BRIEF REPORT

Course title

Course design for outcomes based learning in higher education

Course structure: topics addressed

7 blocks

- Block 1: Introduction; the value of reflective practice - Block 2: Competences in course design for higher education: Generic and

Subject Specific - Block 3: Writing Learning Outcomes - Block 4: From Competences to Intended Learning Outcomes (ILOs): developing

competences through sequenced steps of ILOs - Block 5: Teaching, Learning and Assessing the achievement of ILOs - Block 6: Aligning ILOs with appropriate teaching, learning and assessment

activities - Block 7: Team evaluation of an existing course in your subject area and a

detailed proposal for revision of this course or for a replacement with a new one

Intended learning outcomes of the course

Academics who successfully complete this course will have 1. Practised structured reflection on your teaching, your students' learning, as well as on your own professional development as a lifelong learner; 2. Developed a working knowledge and shared language about competence-based learning, and its value for enhancing student learning; 3. Considered what competences your students are expected to develop during a degree programme as a whole in your subject area; 4. Selected one or more courses from the programme and considered which competences can best be developed in it or them; 5. Based on an agreed selected course, written intended learning outcomes (ILOs) that enable students to develop these competences; 6. Practised sequencing ILOs; 7. Compiled an archive of teaching techniques, learning activities and assessment methods appropriate for your work, and linked these to key ILOs in your work; 8. Considered different ways of assessing student achievement of outcomes; 9. Designed together a new course in your subject area or renewed an existing one, demonstrating how competences are developed through sequenced ILOs, and how these are aligned with appropriate teaching, learning and assessment activities.

Work mode

The course is done in institutional teams (5-10 persons per team). Each team has a coordinator, who is responsible for organising the team’s work and for reporting the results of the team’s work on the course platform. All the team members have their personal account on the course platform, but only one person per team (normally the coordinator) has the right to post on the forums and upload documents. In some teams the role of the coordinator and that of the spokesperson/reporter are held by two different persons. Institutional teams have face-to-face working meeting (min two per block) and work individually between these meetings. After the last face-to-face meeting of the block, all the team members fill out the end-of-block questionnaire.

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Originally, each block had to be completed in two weeks. For the moment, 3 weeks have been given to the teams for block 1 and another 3-week period for block 2. It will need to be decided by early March if 2-week or 3-week per block pace should be adopted.

Statistics

60 teams from 59 universities have registered for the course: 15 are in Teacher Education, 10 in Civil Engineering, 12 in Agricultural Sciences, 11 in Mechanical Engineering, 11 in Medicine and one in “mixed” Engineering. These teams work in 8 interdisciplinary and multicultural monolingual bigger groups, each group accompanied by a tutor. Six of these groups follow the course in English, while two more do so in French. In total, there are more than 360 participants (290+ in English and 70+ in French). Out of 364 persons who filled out the pre-course questionnaire, 271 are male and 93 female (EN: 207 male and 85 female; FR: 64 male and 8 female).

9 Interesting facts from the pre-course questionnaire

1) Does your university explicitly use learning outcomes (instead of learning objectives, content, etc.) as the starting point for planning and describing new or revised programmes and courses? Yes: 57.4 % No: 42.6 % 2) I have very little time to spend in revising my courses Not true/Disagree: 48 % True/Agree: 52 % 3) Teachers where I work normally have heavy teaching loads which means there is not enough time to reflect on practice and work on new developments Not true/Disagree: 25 % True/Agree: 75 % 4) It is difficult to revise courses alone Not true/Disagree: 39.3 % True/Agree: 60.7 % 5) Advice and support we receive is insufficient Not true/Disagree: 27.7 % True/Agree: 72.3 % 6) University teachers in my country are not trained to teach and so we follow traditional methods we are familiar with from our own education Not true/Disagree: 26.4 % True/Agree: 73.6 % 7) It is difficult to get teams together to work on revisions Not true/Disagree: 32.1 % True/Agree: 67.9 % 8) Preparation and training of the teaching staff for this approach is insufficient Not true/Disagree: 11.5 % True/Agree: 88.5 %

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9) Financial support is insufficient Not true/Disagree: 9.3 % True/Agree: 90.7 %

List of Participants

COUNTRY INSTITUTION SUBJECT AREA NAME POSITION

Benin

Université Catholique de l'Afrique de l´Oest , UCAO-UUC

Agricultural Science

Dansou K. KOSSOU Coordinator

Benin



Barnabe DENON Member

Benin



Expedit VISSIN Member

Benin



Richard Gilles AGBOKPANZO Member

Benin


Agricultural Science Bonaventure BOYI Member

Benin Université d'Abomey-Calavi


Bonaventure Cohovi AHOHUENDO

Coordinator



Mireille TOYI Member



Fernande HONFO Member



Augustin AOUDJI Member



Nicodème FASSINOU Member



Harold HOUNHOUI-GAN Member



Guénolé AKOUEDEGNI Member

Burundi Universite de Ngozi


Bonaventure MINANI Coordinator



Liboire NGENDAHAYO Member


Agricultural Science Ascension DINIRAGORA Member



Siméon NYANDWI Member



Eric UWIMANA Member

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Cameroon Université de Dschang


Christopher Mubeteneh TANKOU

Coordinator


Agricultural Science Honore BEYEGUE DJONKO Member



Fritz OBEN TABI Member



Fidele NKODO Member



Boris Merlain DJOUSSE KANOUO

Member

Ghana University of Ghana


Samuel OFFEI coordinator



George ANNOR Member



Firibu Kwesi SAALIA Member



Esther SAKYI-DAWSON Member



Maame Yaakwah BLAY Member



Angela PARRY-HANSON KUNADU

Member

Ivory Coast Université Nangui Abrogoua


Taky Hortense ATTA EPSE DIALLO

Coordinator


Agricultural Science Seydou TIHO Member



Koffi Eric KWADJO Member



N'Golo Abdoulaye KONE Member



Assiri E.Patrice KOUAME Member

Mauritius University of Mauritius


Kamleshwar BOODHOO Coordinator



Francoise DRIVER Member



Arvind RUGGOO Member



Dayawatee GOBURDHUN Member



Sunita SANTCHURN Member



Brinda RAMASAWMY Member



Vishwakalyan BHOYROO Member


Agricultural Science Vinod LALLJEE Member



Shane HURDOWAR Member



Navin BOODIA Member



Sunita FACKNATH Member

Morocco Université Agricultural Ahmed ELAMRANI Coordinator

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Mohammed Premier

Science

Morocco Université Mohammed Premier


Azzouz BOUKROUTE Member



Malika ABID Member



Atika MIHAMOU Member



Mohamed ADDI Member



Mimoun MOUSSAOUI Member



Rachid HAJBI Member



Mimoun CHOURAK Member

Nigeria Federal University of Agriculture


Yemi AKEGBEJO-SAMSONS Coordinator



Dominic ODULATE Member



Oluwaseun OJELADE Member


Agricultural Science Olubunmi AGBEBI Member



Ikililu ABDULRAHEEM Member

Nigeria University of Ilorin Agricultural

Science Olubunmi Abayomi OMOTESHO

Coordinator


Science Yekeen Abiola ABAYOMI Member


Science Abdulazeez MUHAMMAD-LAWAL

Member


Science Gbolagade Benjamin ADESIJI Member


Science Oluyemisi Bolajoko FAWOLE Member


Science Abdulrasaq Kannike MUSA Member


Science Timothy Rotimi FAYEYE Member


Science Abraham Oluwatowo FALOLA Member


Science Benedict Toyin AJIBADE Member



Rania MOKHTAR Coordinator

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Yousif IDRIS Member



Eisa ELTAYEB Member



Abubaker SIDEEG Member


Agricultural Science Talaat WAHBY Member

Swaziland University of Swaziland


Henry R. MLOZA BANDA, Coordinator



Nonophile NKAMBULE Member



Thembelihle DLAMINI Member



Victoria KELLY Member


Agricultural Science Priscilla S. DLAMINI Member



Sibusiso M. KHUMALO Member


Civil Engineering

Mohand HAMIZI Coordinator

1


Civil Engineering

Naceur Eddine HANNACHI Member


Civil Engineering

Said BOUKAIS Member


Civil Engineering

Amar KAHIL Member


Civil Engineering

Leyla BOUZID Member


Civil Engineering

Hocine HAMMOUM Member


Civil Engineering

Mohans Said KACHI Member


Civil Engineering

Gossou HOUINOU Coordinator


Civil Engineering Crépin ZEVOUNOU Member


Civil Engineering

Luc ZINSOU Member


Civil Engineering

Taofic BACHAROU Member


Civil Engineering

Adolphe Défodji TCHEHOUALI Member

130


Civil Engineering

Inacio PEREIRA Coordinator


Civil Engineering

Verônica PIRES Member


Civil Engineering

José Mário PINA Member


Civil Engineering Adilson BARROS Member


Civil Engineering

Lucelino VICENTE Member

Egypt Assiut University Civil

Engineering Gamal ABOZEID Coordinator


Engineering Hassan MOHAMED Member


Engineering Mohamed ABDO Member


Engineering Wael ELHAMY Member


Engineering Mostafa SAMIR Member

Egypt Tanta University Civil

Engineering Ayman SELEEMAH Coordinator


Engineering Marawan SHAHIN Member


Engineering Mahmoud ELBOUGHDADI Member

Egypt Tanta University Civil Engineering

Ragaa ABDELHAKIM Member


Engineering Mohamed ELSHEMY Member

Ghana

Kwame Nkirumah University of Science and Technology

Civil Engineering

Kwaku Amaning ADJEI Coordinator

Ghana


Civil Engineering

Helen Michelle Korkor ESSANDOH

Member

Ghana


Civil Engineering

Frederick OWUSU-NIMO Member

Ghana


Civil Engineering

Russell Owusu AFRIFA Member

Ghana


Civil Engineering

Mark ADOM-ASAMOAH Member

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Kenya Moi University Civil

Engineering Stanley SHITOTE Coordinator


Engineering Cornelius SITTERS Member


Engineering Benard OMONDI Member


Engineering Viola SALBEI Member


Engineering Patrick JANGAYA Member


Engineering Simiyu SITATI Member


Engineering Augustine Makokha Member

Kenya Moi University Civil Engineering

John Githaiga Member

Nigeria Ahmadu Bello University

Civil Engineering

Yusuf Dada AMARTEY Coordinator


Civil Engineering

Adekunle Taiwo OLOWOSULU Member


Civil Engineering

Jibrin MOHAMMED KAURA Member


Civil Engineering

Abdulfatai Adinoyi MURANA Member


Civil Engineering Shehu Muhammad Member

South Sudan Juba University Civil

Engineering James Janthana Bango TUKARI

Coordinator


Engineering James Henry Tadiwe UVOKU Member


Engineering Gyavira Taban WANI Member


Engineering Chol Deng ABEL Member


Engineering William Adiang Owach DOK Member

South Sudan Juba University Civil Engineering

Julius Samuel Juma WALLA Member

Tanzania University of Dar es Salaam

Civil Engineering

Ignas RUBARATUKA Coordinator


Civil Engineering

Ambrose SHIRIMA Member


Civil Engineering

John MAKUNZA Member


Civil Engineering

Henry MELEKI Member


Civil Engineering Emmanuel LEO Member


Civil Engineering

Justine KESSY Member

Alger Akli Mohand Oulhadj Université


Mohamed AISSAOUI Coordinator



Hakim DJAFER KHODJA Member

Alger Akli Mohand Mechanical Ahcen ARBAOUI Member

132

Oulhadj Université Engineering



Ali LARGHET Member



Noureddine ABDELBAKI Member

Democratic Republic of Congo (ex

Zaire)

Université de Lubumbashi


Jean Paul KATOND MBAY Coordinator


Zaire)



Moise MUKEPE Member


Zaire)



Flory KISEYA Member


Zaire)



Idriss KYONI NKULU Member


Zaire)



Innocent MUHEME Member


Zaire)



Francois NTAMBWE KADINDA Member


Mohamed. M MEGAHED Coordinator


Mohamed H. GADALLAH Member


Ahmed Y. SHASH Member


Yasser, H.I. ANIS Member


Tamer ABDELMAGUID Member


Chahinaz, S. ABDEL GHANY Member


Ehab A. ABDELHAFIEZ Member

Egypt

Egypt-Japan University of Science and Technology


Suzuki MASAAKI Coordinator

Egypt



Abdelfatah MOHAMED Member

Egypt



Ahmed ABOELSOUD Member

133

Egypt


Mechanical Engineering Mohamed FANNI Member

Egypt



Samy ASSAL Member

Egypt



Ahmed FATHELBAB Member

Egypt



Victor PARQUE Member

Egypt



Yasser FAROUK Member

Egypt



Mohamed ABDELHAMED Member

Eritrea Eritrea Institute of Technology

Mechanical Engineering Ashok KUMAR Coordinator



Yousif HASSAN Member



Frezghi KEBEDE Member



Medhanie EMBAYE Member



Ghbreamlak ARHA Member



Tedros GHEBREMESKEL Member



Kiflom BEREKET Member



Teklebrhan NEGASH Member



Kibrom TEMANU Member


Venkata Ramayya ANCHA Coordinator


Adula Bekele HUNDE Member

Ethiopia Jimma University Mechanical Engineering Yohannis Mitiku TOBO Member


Getachew Shunki TIBA Member


Million Merid AFESE Member


Mamuye Busier YESUF Member


Sera Work AMSALU Member

134

Ghana


Mechanical Engineering Gabriel TAKYI Coordinator

Ghana



Richard OPOKU Member

Ghana



Frank NYARKO Member

Ghana



Denis Edem DZEBRE Member

Ghana



Francis DAVIS Member

Malawi University of Malawi - The Polytechnic


Theresa MKANDAWIRE Coordinator



Gregory GAMULA Member



Faidess MWALE Member



Witness KUOTCHA Member


Mechanical Engineering Suzgo KAUNDA Member



Trollip Zwelethu NGEWANA Coordinator



Simphiwe NQABISA Member



Cletus Mathew MAGODA Member



Tendai CHIPANGA Member



Innocent OKOLOKO Member

Tunisia Ecole Nationale d’Ingénieurs de Tunis


Yamen MAALEJ Coordinator



Asma BELHADJ Member

135



Charfeddine MRAD Member



Ali AKROUT Member



Jalel BRIKI Member

Zambia Copperbelt University


Shadrick CHAMA Coordinator



Allan MUSONDA Member



Felix MUSONDA Member



Musonda KABASO Member



Chilala BOWA Member



Wezi NKONDE Member


Zaire)

Université Catholique de Bukavu

Medicine Mannix MASIMANGO IMANI Coordinator


Zaire)


Medicine Baudouin MANWA BUDWAGA

Member


Zaire)


Medicine Guy MULINGANYA Member


Zaire)


Medicine Jeff KABINDA MAOTELA Member


Zaire)


Medicine Fabrice CIKOMOLA Member

Egypt Menoufia university

Medicine Ahmed RAGAB Coordinator


Medicine Ahmed FARAG Member

Egypt Menoufia university Medicine Seham RAGAB Member


Medicine Rehab SAMAKA Member


Medicine Wafa ZAHRAN Member


Medicine Nancy ASAD Member

Egypt Suez Canal University

Medicine Badr ABDELHADY Coordinator

136


Medicine Tarek YOUSEF Member

Egypt Suez Canal University Medicine Mohamad HEFNY Member


Medicine Omar DESSOUKI Member


Medicine Rania MAHMOUD Member


Medicine Noha KAMEL Member


Medicine Mona MOHAMAD Member

Ethiopia Mekelle University Medicine Loko Abraham BONGASSIE Coordinator

Ethiopia Mekelle University Medicine Fasika Amdeslasie GEBREKIRKOS

Member

Ethiopia Mekelle University Medicine Yohannes Tadelle GEBREMARIAM

Member

Ethiopia Mekelle University Medicine Frehiwot Daba GUTEMA Member

Ethiopia Mekelle University Medicine Miskir Ambaye ZEKEWOS Member

Kenya University of Nairobi Medicine Marybeth Cherono MARITIM Coordinator

Kenya University of Nairobi

Medicine Daniel OJUKA Member


Medicine Edwin WALONG Member


Medicine Moses MASIKA Member


Medicine Beda OLABU Member

Mali

Universite des Sciences, des Techniques et Technologies de Bamako

Medicine Seydou DOUMBIA Coordinator

Mali


Medicine Modibo SANGARE Member

Mali


Medicine Souncalo DAO Member

Mali


Medicine Boubacar MAIGA Member

Mali


Medicine Adegne Piere TOGO Member

137

Mali


Medicine Ousmane FAYE Member

Mali


Medicine Mohamed A. KEITA Member

Mozambique Universidade Eduardo Mondlane

Medicine Armindo Daniel TIAGO Coordinator


Medicine Humberto MUQUINGUE Member


Medicine Beatriz Manuel CHONGO Member


Medicine Tavares MADEDE Member


Medicine Sérgio CHIBUTE Member


Medicine Mohsin SIDAT Member

Nigeria Ebonyi State University Nigeria

Medicine Lawrence Ulu OGBONNAYA Coordinator


Medicine Basil Chukwuma EZEOKPO Member


Medicine Festus Ehigiator IYARE Member


Medicine Agama Nnachi EGWU Member


Medicine Theclar N EZEONU Member

Nigeria University of Ibadan

Medicine Olusegun AKINYINKA Coordinator


Medicine Adebola O. OGUNBIYI Member


Medicine Adebola E. ORIMADEGUN Member


Medicine Ayotunde J. FASUNLA Member

Nigeria University of Ibadan Medicine

Adefolarin O. MALOMO Member


Medicine Ikeolu LAGUNJU Member


Medicine Sikiru Adekola BABARINDE Member

Somalia University of Health Sciences

Medicine Abdifatah Jibriel ARARSO Coordinator


Medicine Abdalla Sharrif OSMAN Member

138


Medicine Najmo Abdirizak HUSSEIM Member

Somalia University of Health Sciences Medicine Said Jaamac FAARAH Member


Medicine Abdalla Abdirizak ABDIRAHMAN

Member

South Africa University of Cape Town

Medicine Jennifer RAMESAR Coordinator


Medicine Maria JOSE Member


Medicine Noor PARKER Member


Medicine Rajkumar RAMESAR Member


Medicine Tina WESSELS Member


Medicine Lynelle GOVENDER Member

Angola Katyavala Bwila University

Teacher education

Judite Rosária Cassoma dos SANTOS

Coordinator


Teacher education

António LOLINO Member


Teacher education

Botelho Isalino JIMBI Member


Teacher education Domingos MAKUMBI Member


Teacher education

José Maria SASSOMA Member


Teacher education

Quinjica Francisco MARTINHO Member


Teacher education

Cipriana Gomes Semedo Furtado CALENGUE

Member


Teacher education

António Tiago SAPALO Member

Botswana Botho University Teacher

Education Jane Ebele ILOANYA Coordinator

Botswana Botho University Teacher Education

Ivy Rose MATHEW Member


Education Aarthi NAGAPPAN Member


Education Tom Ochieng ATONGA Member


Education Norman RUDHUMBU Member


Education David ONYANGO Member

Burundi Université Espoir d'Afrique

Teacher education Grégoire NDAYONGEJE Coordinator


Teacher education

Vénérand BAKEVYUMUSAYA Member


Teacher education

Jacques NIMPAGARITSE Member


Teacher education

Linnet KASAYAK Member

Burundi Université Espoir Teacher Jacqueline MUREKASENGE Member

139

d'Afrique education

Egypt Alexandria University

Teacher Education

Alsaeed ALSHAMY Coordinator


Teacher Education

Doaa IBRAHIM Member


Teacher Education

Khaled KOTB Member


Teacher Education

Shimaa BAHNACY Member


Teacher Education

Shimaa ELHABASHI Member

Gambia University of The Gambia (UTG)

Teacher education

Baboucarr NJIE Coordinator


Teacher education

Lang Sarjo JADAMA Member


Teacher education

Bakary SINGHATEH Member


Teacher education

Ousainou LOUM Member


Teacher education Ebou KAH Member

Kenya African Virtual University

Teacher education

Marilena CABRAL Coordinator


Teacher education

Sofia ALEXANDRE Member


Teacher education

Aissatou TOUNKARA Member


Teacher education

Philise RASUGU Member


Teacher education

Elizabeth MBASU Member


Teacher Education

Eugénia COSSA Coordinator


Teacher Education

Domingos BUQUE Member


Teacher Education

Jorge FRINGE Member


Teacher Education

Cristina TOMO Member


Teacher Education

Augusto GUAMBE Member


Teacher Education Lénia MAPELANE Member

Namibia University of Namibia

Teacher Education

Erkkie HAIPINGE Coordinator


Teacher Education

Maria C. KEYTER Member


Teacher Education

Christa H. ALEXANDER Member

140


Teacher Education

Allen M. CHAINDA Member


Teacher Education Charmaine B. VILLET Member

Nigeria Benue State University Makurdi

Teacher education

Emmanuel Edoja ACHOR Coordinator


Teacher education

Benedict Iorza LABE Member


Teacher education

Joseph Audu OBIDA Member


Teacher education

Naomi DOKI Member


Teacher education

Andrew TYOWUA Member


Teacher education

Terungwa AZENDE Member


Teacher education

Edwin ESEIGBE Member


Teacher education

Benard Tarza TYUBEE Member


Teacher education

Chris ORNGU Member


Teacher education

Anthony Kaase FYANKA Member

Nigeria National Open University of Nigeria

Teacher Education

Ibrahim O. SALAWU Coordinator


Teacher Education

Juliet O INEGBEDION Member


Teacher Education

Yewande O OGUNLEYE Member


Teacher Education

R.N. TILIJE Member


Teacher Education

Enokela J. EJEMBI Member


Teacher Education

Lucy LAWANI Member

Nigeria University of Nigeria, Nsukka

Teacher Education

Emmanuel Chukwugozie OSINEM

Coordinator


Teacher Education

Chijioke Jonathan OLELEWE Member


Teacher Education

Toochukwu Eleazar EJIOFOR Member


Teacher Education

Chiamaka Adaobi CHUKWUONE

Member


Teacher Education

Tobias Chibueze ORJI Member


Teacher Education

Oliver Okechukwu OKANAZU Member


Teacher Education

Florence Obiageli IFEANYIEZE Member

141

Somalia Mogadishu University

Teacher Education

Mohamed HASSAN NOOR Coordinator


Teacher Education Said ABUBAKAR Member


Teacher Education

Muna ABDULLAHI MOHAMED Member


Teacher Education

Ali DAHIR MOHAMED Member


Teacher Education

Zaima ABDULLAHI H-MOHAMED

Member

South Africa University of the Western Cape

Teacher Education

Zubeida DESAI Coordinator


Teacher Education

Vuyokazi NOMLOMO Member


Teacher Education

Princess SHANDU-OMUKUNYI Member


Teacher Education

Melanie LUCKAY Member


Teacher Education

Trevor MOODLEY Member


Teacher Education

Rajendran GOVENDER Member

Tanzania Open University of Tanzania

Teacher education

Honoratha M. K. MUSHI Coordinator


Teacher education

Daphina LIBENT RWEYEMAMU Member


Teacher education

Michael NG’UMBI Member


Teacher education

Elinami SWAI Member


Teacher education

Grace KISSASSI Member

Uganda Makerere University

Teacher Education

Nicholas ITAAGA Coordinator


Teacher Education

Yudataddeo KAAHWA Member


Teacher Education

Badru MUSISI Member


Teacher Education

Rogers KATEGAYA Member


Teacher Education

Victoria TAMALE Member

Zimbabwe University of Zimbabwe

Teacher Education

Rosemary MOYANA Coordinator


Teacher Education

Fenton RUPARANGANDA Member


Teacher Education Barbara Chiedza MANYARARA Member


Teacher Education

Ruth Barbra GORA Member


Teacher Education

Manasa Munashe MADONDO Member


Teacher Education

Peter KWAIRA Member

Zimbabwe University of Teacher Nicholas SITHOLE Member

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Zimbabwe Education

143

7. CHECKLIST FOR PEER REVIEW OF NEW/REVISED DEGREE PROGRAMMES

Key aspects

Some questions

Comments

1. Identify the future

fields, sectors of employment of graduates

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

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

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

3. Define length and level of the programme

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

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

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

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

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

6. Specify the level of the competences described in the new or revised degree profile in each component of the programme (it may vary between the

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

144

competences)

7. Describe the expected learning outcomes related to the competences

Have learning outcomes been formulated? Are they clear and well formulated with an action verb, content and context? If so, are these measurable? Can each learning outcome be related to at least one of the competences? Has each competence been expressed in at least one learning outcome? 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?

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

Are common learning and teaching activities described? Are examples given? Is assessment addressed?

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

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

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)

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

11. Name of the new or revised programme

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

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8. DRAFT PROPOSAL FOR SURVEY ON STUDENTS WORKLOAD

For the Second General Meeting of the project held in Ethiopia, a method has been defined for estimating student workload using 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 teachers and students. This requires that each Subject Area Group chooses the same SEMESTER in an Undergraduate DEGREE PROGRAMME. For example: the 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 that 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 teachers 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/courses/modules will also be surveyed . B) WHO TO CONSULT? The subjects of study are the teachers and students of ALL units/courses/modules in the selected semester. Each of the participating universities in the different subject areas in the Tuning Africa project will conduct surveys to: 1) Teachers must be selected who have taught these units/courses/modules in the chosen semester (main teachers of the unit/course/module, teaching assistants, etc.). 2) Students must 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) Teachers : ALL the teachers who have taught the units/courses/modules that are included in the selected semester must be surveyed. 2) Students : 10 students who have passed must be selected each of the units/courses/modules included in the selected seme ster (where there are fewer students who passed the unit/course/course, the total number who have passed will be surveyed). For example, in Bachelor Agricultural quoted above, at least 40 students should be surveyed in total and at least 4 teachers. As the survey is conducted PER UNIT/COURSE/MODULE, it may b e that one student who, having passed more than one of the units/courses/modules is included in several surveys.

D) WHAT FORMAT TO USE FOR THE CONSULTATION?

The survey will be conducted for EACH UNIT/COURSE/MODULE , both for students and teachers. Annex I is the questionnaire for teachers and Annex II is the questionnaire for Students. Each questionnaire consists of 6 questions . The questionnaires will be answered on paper and will be managed by the representative of the University in the Tuning Africa project.

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E) HOW TO DO 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 (María Ortíz Coronado) the following information: 1. Name of the Programme in which the study will be c onducted: (eg Bachelor of Education.) 2. Duration of the Programme in years (eg 4 years.) 3. Semester chosen : (eg 5th semester.) 4. Name of the Units/Courses/Modules covered in that p eriod: e.g. i. Unit/Course/Module a: (eg Crop Production Technologies.) ii. Unit/Course/Module b: (eg Posharvest Management and Agricultural Produce Processing.) iii. Unit/Course/Module c: (eg Project I.) iv. Unit/Course/Module d: (eg Agricultural Management and Marketing.) v. Unit/Course/Module … This information should be sent before 30 March 2016. Questionnaires will be available on a Web site and access to each participating university will be possible with a user code that will be supplied. Thus, each of the participating universities in each subject area will have an access code to the questionnaires for students and another one for teachers. 2) Conducting the surveys In each participating University the subject area should identify the teachers and students undertaking the survey. Students and teachers 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. 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 in each University must enter the data from each questionnaire on the website. There will be funding available for this work. No printed questionnaires at all should be sent to the project 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.

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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 November 2016

Annex I

Questionnaire for Teachers 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 TEACHERS 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: Points 1-7 are pre-filled by the university administration staff. You need to respond to the items 9-13. 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_________ 5. Number of calendar weeks in the semester __________ 6. Unit/Course/Module___________________________________________ 7. Academic hour in your university is ______ minutes.

8. How many CONTACT HOURS1 in total are there in your unit/course/module during the SEMESTER? ......... hours

9.

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 texts or literature Yes, ... hours No b. Fieldwork (site visits, etc.) Yes, ... hours No c. Laboratory work (not supervised by you) Yes, ... hours No

d. Preparation and presentation of written work (essays, reports, design work, modelling)

Yes, ... hours No

e. Working with Internet sources Yes, ... hours No f. Preparing for interim assessment, final examinations, tests, Yes, ... hours No

1 Contact hours - the amount of time spent on face to face teaching in a particular unit/course/module. It includes lectures, seminars, clinical practices, supervised labs, project work and field work.

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etc. g. Other (specify): ........ hours No

10.

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

11.

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

12. When planning your unit/course/module, did you estimate the hours students will have to spend on independent work?

Yes No

13. Did you take students’ expectations and feedback into consideration when planning the workload for your course?

Yes No

Thank you for participating in the survey.

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 TEACHERS 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 1-7 are pre-filled by the university administration staff. You need to respond to the items 9-13. 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_________ 5. Number of calendar weeks in the semester __________ 6. Unit/Course/Module___________________________________________ 7. Academic hour in your university is ______ minutes.

8. How many CONTACT HOURS2 in total were you given to study this unit/course/module during the SEMESTER?

......... hours

2 Contact hours - the amount of time spent on face to face with the teacher or other staff of the university in the study of a particular unit/course/module. It includes lectures, seminars, clinical practices, supervised labs, project work and field work.

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9.

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 texts or literature Yes, ... hours No

b. Fieldwork (site visits, etc.) Yes, ... hours No

c. Laboratory work (not supervised by the teacher) Yes, ... hours No

d. Preparation and presentation of written work (essays, reports, design work, modelling)

Yes, ... hours No

e. Working with Internet sources Yes, ... hours No

f. Preparing for interim assessment, final examinations, tests, etc.

Yes, ... hours No

g. Other (specify): ........ hours No

10. 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

11. How many hours per WEEK did you spend (both CONTACT HOURS AND INDEPENDENT WORK) to complete all the requirements of this unit/course/module?

12.. At the beginning of the unit/course/module, were you informed about the number of hours planned for independent work?

Yes No

13. 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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9. CONTENT FOR THE COUNTRY REPORT ABOUT CREDIT SYSTEM AND STUDENT WORKLOAD

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

1. Name of the country:

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

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

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

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

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

ANSWER IF THE COUNTRY HAS A CREDIT SYSTEM

7. Since when was the credit system in place?

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

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

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

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

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

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

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

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

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10. HOW TO INCLUDE STUDENTS IN TUNING AFRICA. DRAFT PROPOSAL: The

Student Voice in African Harmonization Process in H igher Education (Student Voice for short)

Aim is to bring the students voices into the harmonization discussions in Africa which is totally consistent with student centred education. The structure of their contribution will mirror all ours - representatives will attend each Tuning general meeting, and between encounters they will explore the themes that we are working on. So, for example, we will start with student workload. Students can make their voices heard in two ways: they will have wholly student based discussions locally and internationally within subject areas, and for each Tuning general meeting up to 16 students will be selected to receive scholarships to attend. The role of the students is to help us refine the implementation processes in each subject area. Which students can participate and how do they join The students recruited by each Tuning participant in the project initially should all be studying in the department, in a degree programme at the same level as the one each participant is redesigning or creating. They will be given access to an online working space at Tuning Africa website (www.tuningafrica.org); they will be given questions that are relevant to the current stage of the project; and will be guided by the Tuning experts through the whole subsequent process. These first layer students will be asked to reach out to other students studying the same subject area. The second layer of students have to be from the same degree level and subject but can be recruited from any local or national institution of higher education and can be given access to the same Tuning Africa website. What will the students do? Between the meetings the first layer students will be given questions that are relevant to the current stage of the project and asked to gather opinions from other students (second layer) in their own country. The first layer students from each country have to prepare one country report for their subject area and upload to the Tuning Website. Next, the first layer students will work in international subject area level-specific groups online to prepare an international report3. All international reports will be made available on the Tuning Africa II website and students will be selected to present their group’s findings at the next Tuning Africa II general meeting (November 2016). How will the students be selected to attend the Tun ing Africa II general meetings We propose to offer 16 scholarships for each Tuning Africa II general meeting. They will be awarded on merit

- timely completion of work; - respecting the guidelines; - the quality of the work assessed by peers, Subject Area Group coordinators and the

Tuning Academy experts.

3 For international it is expected to include at least the countries that are involved in the Subject Area Group.

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Peer-assessment

1) When the individually prepared and group prepared national reports are in, students will be asked to rate each one in their subject area (using the criteria provided by Tuning). If the national report is prepared by more than one person, peer-assessment within the national team will also happen managed by the Tuning experts

2) All will be rated by the students who have prepared the reports for the subject area, using a checklist provided by the Tuning experts.

3) The international reports will be similarly assessed. International reports will be peer-assessed within the subject area by all the authors.

Assessment by Tuning Subject Area Group coordinator s: The Coordinator of each Subject Area Group can participate in the report rating processes if they wish. The processes outlined above will be applied to selecting students for each of the Tuning Africa general meetings. What each Subject Area Group member needs to do

1) Launch the call. 2) After the students have volunteered have a short meeting with them to clarify the

processes and explain how they can register on the Tuning Africa website (no more than 30 minutes).

3) Provide logistical support, if necessary. Guidelines for the Students 123 universities from 42 African countries are currently working, guided by the African Union and the Tuning Academy, on revising existing higher education programmes or creating new (often joint) Bachelor and Master degree programmes. In order for these programmes to be truly student centred, the academics need to hear the students’ voices. They need to be informed by what students think. We invite you to be one of these students and bring your fellow students’ voices into the higher education harmonization discussions in Afric a. By participating you will

- ensure that the voices of students from your institution and country are heard in university reform;

- participate in a Pan-African initiative of current and future importance (the African Harmonization process);

- to gain experience of national and international networking, working in intercultural teams;

- produce reports in creative ways that can be presented by selected students at international seminars;

- potentially to prepare work for publication; - enhance your CV; - have fun.

Participation will contribute to developing of a very wide range of graduate competences that future employers will appreciate, including:

● Self confidence, entrepreneurial spirit and skills. ● Commitment to preserve and to add value to the African identity and cultural heritage ● Professionalism, ethical values and commitment to UBUNTU (respect for the well

being and dignity of fellow human beings).

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● Leadership, management and teamwork skills. ● Capacity to use innovative and appropriate technologies. ● Communication and interpersonal skills. ● Capacity for critical evaluation and self awareness. ● Ability to evaluate, review and enhance quality. ● Ability to work in an intra and intercultural and/or international context. ● Ability to communicate effectively in official/ national and local language. ● Ability for creative and innovative thinking.

A. How to join the Tuning Africa Online Working Spa ce?

To be able to join the online working space, where you will also find all the detailed guidelines, please send the following information to Maria Ortiz-Coronado ([email protected])

Your name(s):

Your surname(s):

Your university:

Your subject area (please choose one) Agricultural Sciences, Applied Geology, Civil Engineering, Economics, Higher Education Management, Mechanical Engineering, Medicine, Teacher Education

Your degree programme:

Your email address (you use this to access the online working space and will receive all the Portal-related emails on this address):

B. What questions to explore at the local and natio nal level

There are three obligatory and two optional questions for this first stage Obligatory questions are about your workload : 1. What are the different kinds of activities you do for your university work? How much time you spend on each in a typical week? How is it different during exam times? 2. 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 types of activities? Please respond to these questions both for a typical week and for exam times (two sets of responses) 3. 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? Say what these are and roughly how much time they take Optional questions are about your future 1. What job would you like to get (a) when you leave the university and (b) in ten-years’ time? 2. What skills and competences are needed to get and do these jobs? What skills and competences would you need to develop to get these jobs? How will you demonstrate these abilities to potential employers? * “you” refers to you and each of the student respondents

C. How to collect the opinions of other students

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The students you recruit as informants have to be from the same degree level and subject as you but can be enrolled in any local or national institution of higher education. You will need to put the number of students reached, their gender and their institutions on the Tuning Africa Website. You are encouraged to diversify the background of informants as much as possible (gender, socio-economic background). You can put the questions to these students in any way you like (through organising a meeting, through social media, through asking them to complete a questionnaire, through interviewing them, using the internet, etc. etc.) The students can be asked and can answer in any language you want, but if this is not done in English, you will need to (1) indicate which language(s) you used for communication, (2) upload to the Tuning Africa Website the translated version of the questions you use and (3) translate into English/French any direct quotes you might want to use in your national report.

D. How to report the national results The report can be done in any form(at) you like but you will need to meet the following criteria: • You report should include a description of the sample, showing the numbers (at least

20), how it is gender-balanced, how it is diverse (students from different years of studies; not only from your university, if possible; part-time/full-time, etc.)

• It should be clear how you collected your fellow students’ opinions (technology/methodology and languages)

• You need to address all the questions • It must be clear what different students think about each of the questions addressed • It should be clear what your respondents said, on the one hand, and what

generalisations and/or conclusions you have drawn from what they said, on the other. You will need to upload the report (in English or French) to the Tuning Africa Website, indicating the names of all those who produced it. The deadline for uploading the final version of your report is 30 June 2016 .

E. How to work on international reports Each subject area group in the project comprises from 12 to 18 institutions from different African countries, all of whom will upload a national report. You will probably have to produce two international reports: one for Bachelor’s level and one for Master’s level.. You will need to negotiate with the authors of all the reports from your subject area and agree on two teams (one for each degree), on the way and the schedule to produce these. Upload on the Tuning Africa Website by 1 August 2016 your agreed way of working (task distribution (summarising, writing, editing, etc.) and internal deadlines, etc). The international reports will need to be uploaded to the Tuning Africa website by 1 September 2016 .

F. How to rate the reports Both national and international reports are rated against the criteria by the student participants and the Tuning Subject Area coordinators.

G. What next All international reports will be uploaded to the Tuning Africa II website. All students who meet the criteria will be considered eligible for a scholarship to attend the 3rd Tuning Africa general meeting (November 2016) and present their group’s findings. Up to 2 scholarships can be awarded per subject area, taking into account the merit of the work done.

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Following the autumn meeting, there will be two further meetings in 2017, one in Africa and one in Europe. New guidelines will be provided for these next stages of work and each time a selected number of students will be considered for scholarship award.

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11. DRAFT PROPOSAL FOR TUNING AFRICA SYMPOSIUM ON RESEARCH AND

GOOD PRACTICE We would like to invite you to submit a proposal for the Symposium on Research and Good Practice , which will form part of the Tuning Africa II 3rd General Meeting (7 – 10 November 2016).

All Tuning Africa project participants are invited to take part. Participation is also open to other academics from the universities who form part of the Tuning Africa consortium.

Teachers and researchers from other universities can also apply and, if selected , submit their full paper for publication (free of charge) and attend the Tuning Africa Symposium on Research and Good Practice (with all the associated expenses covered by the project).

The Tuning Africa Symposium Research and Good Practice will give you a chance to present your research and good practice in the domain of competences-based student-centred approach in higher education .

If your proposal is accepted, you will have an opportunity to:

- share your research and good practice with colleagues from other universities and countries, as well as with Tuning experts and researchers, in thematic sessions;

- submit your paper for publication in TJHE, Tuning Journal for Higher Education , a peer-reviewed international journal; as well as

- make your voice heard by policymakers from Africa and EU. - prepare a paper that you could submit as part of an application for a

Tuning Research Scholarship in Deusto

Deadline for abstract submission: 31 May 2016

Types of proposals accepted:

1) Research papers on a competence-based student-centred approach in higher education

2) Stories and examples of good practices in teaching, learning and assessment (successful attempts to implement a competence-based student-centred approach in higher education from which other university teachers can learn).

Topics:

For research papers: 1) analysing and evaluating the impact produced by the Tuning projects at the level of particular higher education programmes/institutions/countries/regions; 2) approaches to learning, teaching and assessment of generic and subject-specific competences – concrete examples of what is done within higher education degrees accompanied by enhancement proposals based on both theoretical and empirical data; 3) staff development initiatives that facilitate the implementation of competence-based approach – critical evaluation of their effectiveness and how well they meet the needs; 4) curriculum reform and the incorporation of the

For stories and examples of teaching good practices: 1) Course Design (i.e. describe how you did a competences design in your programme, or learning outcomes design in your course unit; who was involved in the process; which were the generic competences considered and why…) 2) Classroom Management (i.e. describe how you managed your first day in class, what you asked from students or what you shared with them; or describe how you dealt with large classes and how you engaged students; or how you connected learning with their future jobs …) 3) Teaching and learning methods (i.e. describe concrete examples of methods you used in the classroom, for example successful lecturing, or strategies you implemented to engage students, or

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Tuning approach in institutional and national policies.

ways in which you used problem based learning, or technology you included in class and the positive effects and impact of these strategies, …) 4) Learning styles (i.e. describe the learning style you privileged in your teaching, such as active learning -engaging students in activities-, e-learning -using online spaces-, collaborative learning -making students working in groups-, or experiential learning - creating real field contexts or projects for students, etc.) 5) Assessment methods (i.e. describe how you developed competence-based assessment, what methods you used, or peer assessment strategies you performed in class, or examples in which you used assessment for learning for formative purposes; ways in which you give students timely feedback on their assessment tasks …) 6) Reflection on your teaching (i.e. describe how you collected feedback from students, or how you developed a self-evaluation of your teaching, …)

Structure of the abstracts:

For research papers: i. INTRODUCTION ii. THEORETICAL FRAMEWORK iii. RESEARCH QUESTIONS, METHODOLOGY AND SAMPLE iv. FINDINGS v. DISCUSSION AND CONCLUSION iv. Bibliography You need to cover points i-v within 1 page of text (Times New Roman, font size 11)

For stories and examples of teaching good practices: i. WHY/WHAT FOR - Aim of the good practice ii. WHO - Context and actors involved (teachers, undergraduate or graduate students, …) iii. WHAT – description of the teaching practice that has been done (choose one of the topics) iv. WHEN – time needed to implement the teaching practice v. WHERE - logistical and practical resources needed vi. RESULTS (if any) (feedback from students, impact on students’ learning, …) vii. SUGGESTIONS for implementation and transferability; strengths and weaknesses, challenges. You need to cover all these points within 1 page of text (Times New Roman, font size 11)

How to submit:

To submit your abstract (online), please click on this link.

What happens after the selection process:

If your proposal is selected , you will be notified by 30 June 2016.

You will then need to confirm your willingness to:

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1) to present your research or practice in the Tuning Africa Symposium on Research and Good Practice (within the framework of Tuning Africa II 3rd General Meeting) – registering before 10 September 2016.

2) develop your proposal into a full paper Full papers will need to be elaborated and submitted prior to the presentation - by 15 September 2016. Please keep in mind that

● for research paper: the length of the manuscript is between 5000 and 12000 words; and

● for good practices paper: the length of the manuscript is between 3000 and 5000 words

Full papers will be submitted through the Tuning Journal for Higher Education online submission system, following the submission guidelines (www.tuningjournal.org/about/submissions#onlineSubmissions). They will then undergo the full review process.

Minor changes after the Tuning Africa Symposium on Research and Good Practice will be allowed in full papers, in order to add any elements which might emerge during the presentation and discussion. If amended, the resulting papers will need to be submitted again via the online submission system of the Tuning Journal for Higher Education platform by 10 December 2016.

If your proposal is selected your travel expenses and accommodation expenses will be covered by the Tuning Africa project.

If your proposal is not selected , you are still welcome to participate in the Tuning Africa Symposium on Research and Good Practice. Your costs will be covered, however, only if you are a Tuning Africa II project participant.

Selection Panel

All proposals will be evaluated by an international scientific advisory board, composed of experts in the field: members of the Tuning Academy, Editors and members of the Editorial Board of the Tuning Journal for Higher Education (TJHE)

At a glance 31 May 2016 Deadline for abstract submission, both for research

papers and for stories and examples of good practice. To submit your abstract, click here.

30 June 2016 Selection results announced

1 – 31 July 2016 Authors of accepted presentation proposals need to confirm their willingness to continue with the process of developing the full paper and presenting it during the Research and Good Practice Symposium.

15 September 2016 Submission of full papers. (Please remember that only researchers and academics who have

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submitted a full paper can present their work in the Research and Good Practice Symposium).

7 - 10 November 2016 Tuning Africa II 3rd general meeting, within which the Research and Good Practice Sessions will take place. Exact date(s) and hours will be announced later.

10 December 2016 Possible re-submission of full papers after the presentation. Minor changes are allowed in order to include comments emerged during the presentation.

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12. RESULTS OF CONSULTATION WITH STAKEHOLDERS 12.1. List of Generic Competences of Graduates from African Universities

GENERIC COMPETENCE 1. Ability for conceptual thinking, analysis and synthesis 2. Professionalism, ethical values and commitment to UBUNTU (respect for the well being and dignity of fellow human beings) 3. Capacity for critical evaluation and self awareness 4. Ability to translate knowledge into practice 5. Objective decision making and practical cost effective problem solving 6. Capacity to use innovative and appropriate technologies 7. Ability to communicate effectively in official/ national and local language 8. Ability to learn to learn and capacity for lifelong learning 9. Flexibility, adaptability and ability to anticipate and respond to new situations

10. Ability for creative and innovative thinking

11. Leadership, management and team work skills 12. Communication and interpersonal skills 13. Environmental and economic consciousness 14. Ability to work in an intra and intercultural and/or international context 15. Ability to work independently 16. Ability to evaluate, review and enhance quality 17. Self confidence, entrepreneurial spirit and skills 18. Commitment to preserve and to add value to the African identity and cultural heritage

12.2. Number of respondents

NUMBER OF RESPONDENTS: GENERIC COMPETENCES

NUMBER OF RESPONDENTS: SUBJECT SPECIFIC COMPETENCES

12.3. Guidelines for interpretation

The results for specific competences are presented for every combination of Area/Group and separately for Ratings and Rankings as displayed in the corresponding labels on each

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slide. The results for generic competences are presented separately for each combination of Area/Group and for all areas together separated by groups.

Ratings It refers to the means for each competence in the 1 to 4 scale. Each competence was rated in terms of importance and achievement, so there are two results for each competence. The first graphic displays results ordered from the most important to least important competence. Of course the mean for achievement does not follow strictly a descending pattern, as the reference for this order is the mean for importance. It should be noted that the maximum value for the mean is 4 and the minimum is 1 . The mean for achievement is normally lower than the mean for importance. This is no surprise as this is the case in all other previous TUNING studies (and most studies using this double scale of 'importance' and 'achievement' show similar results). But of course the gap between both means is relevant as it shows how far both means are. A wide gap between two competences is more relevant if the competence is rated as a highly important competence. After the graphic, the same means are provided in a table where the competences have been ordered by the mean of the importance rating score (descending order) as it was done in the graphics before.

Ranking In the questionnaire, respondents chose the five most important competences. In order to analyze the results, the first chosen competence was assigned 5 points, the second one 4 points, the third one 3 points, the fourth 2 points and 1 point to the fifth and last one. The competences not chosen were assigned zero points. Therefore if all respondents chose one given competence as the first one, the mean of this assigned score would yield a top 5 for the mean of this competence. In the same manner, a given competence never chosen by any of the respondents among the top five would yield a mean of zero. The graphic shows the competences in descending order using this score. After this graphic, the same results are given in the corresponding table where competences are ordered in ascending order.

Correlations At the end of these results, correlations among the means given by groups have been calculated. This correlation coefficient measures the sign and intensity of the relationship between the means of the four groups considered in each result: importance, achievement and ranking. This most used coefficient has a minimum value of -1 (maximum possible negative relationship) and a maximum value of +1 (maximum possible positive relationship). A zero would indicate the absence of relationship between the results of any pair of given groups. As you may observe all correlations are positive, as expected. Note that a negative correlation would indicate that two given groups are behaving in an opposite manner. A correlation close to 1 for two groups, let's say Academics and Students as an example, shows that the means obtained for the set of competences behave in a very similar manner. If this correlation refers to Importance, as an example again, it would mean that when a competence is judged by Academics as very important, Students have considered this competence as very important too (that does not imply that the means are equal in both groups, but both means will be high relatively in each group). In the same manner if a given competence is judged by Academics among the least important ones, Students will consider this competence as a competence of least importance (once again that does not imply that the means are equal in both groups, but both means will be relatively low in each group).

Comparing importance and achievement separately bet ween groups Two final slides are including showing graphics for importance and achievement ratings separately with four groups altogether in each graphic. This graphics allows for

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comparison between different groups. The competences are ordered just as they were listed in the original questionnaire.

12.4. Comparison with Tuning Africa Phase I

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