Community Based Education Implimentation Guideline.docx

March, 2014

Office of the Directorate for Community Based Education,

Haramaya University

HARAMAYA UNIVERSITYBUILDING THE BASIS FOR DEVELOPMENT

COMMUNITY BASED EDUCATION IMPLEMENTATION GUIDELINE

PREFACE

Consistent, planned and well integrated community based education (CBE) is becoming top urgent issue

in higher teaching-learning institutions in the course of addressing social, economic, ecological and

environmental problems of communities. In line with this, the Ethiopian Government has given due

attention to the enhancement of teaching-learning, research and community engagement to be undertaken

in higher institutions in compliance with existing policies and strategies.

Haramaya University (HU) has been accomplishing the above core activities which have been enabled it

to produce many qualified professionals in diverse fields of natural and social sciences in the process of

contributing trained and skilled manpower to Ethiopia. In so doing, there have been issues that obligate

academic institutions staff and students of HU to be linked with different communities in the fulfillment

of required qualification in different fields of studies from which community based education is evolved.

This indicates that HU has been striving to accomplish community based education (CBE) related

activities since its foundation. However, there hasn’t been organized and consistent CBE guideline to

implement CBE in the University. That means Colleges/Institutes have been practicing CBE in scattered

manner and piecemeal approach due to lack of common and consistent guideline. Thus, the University

has felt the need to integrate CBE into all its programs and implement it in a well organized approach. To

this end, this document presents detailed guideline for harmonized and effective implementation of CBE

in the University.

This guideline is developed by the committee organized by the office of CBE Directorate. Furthermore,

in compilation of this guideline the committee reviewed different documents like CBE manuals collected

from colleges/ institutes, policies of MoE, HU BPR documents and HU Senate Legislation. It is hoped

that this document can help colleges, schools, departments, academic staff, researchers, students of the

University and other stakeholders as a reference material by providing valuable information for consistent

and integrated application of CBE. The guideline is also subjected to future modification to incorporate

any constructive comments that could be identified at any time by consumers in the course of using it.

Finally, the office would like to profoundly thank those who willingly contributed their best in preparing

this guideline.

Sewnet Mengistu (PhD),Director for Community Based Education Directorate,Haramaya University

Haramaya University Community Based Education Guideline 2014 Page i

LIST OF ABBREVIATIONS/ACRONYMS

ADLI Agricultural Development Lead Industrialization

BPR Business Process Re-engineering

CBE Community-Based Education

CBTP Community-Based Training Program

DCBE Director for Community Based Education

ESDP Educations Sector Development Plan

GOs Governmental Organizations

GTP Growth and Transformation Plan

HEI Higher Education Institutions

HSDP Health Sector Development Plan

HU Haramaya University

MoE Ministry of Education

MoFED Ministry of Finance and Economic Development

MoU Memorandum of Understanding

NGOs Non-governmental Organizations

PASDEP Plan for Accelerated & Sustained Development to End Poverty

SRP Student Research Project

THC Training Health Centers

TTP Team Training Program

Haramaya University Community Based Education Guideline 2014 Page ii

TABLE OF CONTENTS

PREFACE i

LIST OF ABBREVIATIONS/ ACRONYMS ii

1. INTRODUCTION 1

2. OPERATIONAL DEFINITIONS OF TERMS AND CONCEPTS 5

3. COMMUNITY BASED EDUCATION CONCEPTS AND PROCESSES 6

3.1. Concepts of Community Based Education 6

3.2. Process of Community Based Education 6

4. APPROACHES AND MODALITIES OF COMMUNITY BASED EDUCATION IN

HARAMAYA UNIVERSITY 9

4.1. University-Industry Linkage 9

4.2. University-School Linkage 9

4.3. Externship 10

4.4. Internship 10

4.5. Community Based Practical Training (CBPT) 10

4.6. Team Training Program (TTP) 11

4.7. Community Attachment 11

4.8. Practical Attachment 11

4.9. Service Learning 12

4.10. Work Based Learning 12

4.11. Collaborative Research Works 12

4.12. Functional Adult Education 12

4.13. Educational Visit/ Trips

4.14. Fieldwork/Clinical Placement

13

13

5. ROLES AND RESPONSIBILITIES OF DIFFERENT ACTORS IN COMMUNITY

BASED EDUCATION 14

5.1. General Provisions 14

5.2. Role and Responsibilities of the University Student 14

5.3. Role and Responsibilities of the University Instructor 16

Haramaya University Community Based Education Guideline 2014 Page iv

5.4. Roles of the Other Stakeholders 17

5.4.1. Stakeholders 17

5.4.2. Roles and Responsibilities of Industries and Business Organizations 18

5.4.3. Roles and Responsibilities of the Other Stakeholders 18

5.5. Roles and Responsibilities of the University Organs 19

5.5.1. Introduction 19

5.5.2. Role and Responsibilities of the Academic/Research Program 19

5.5.3. Roles and Responsibilities of Department/School 20

5.5.4. Roles and Responsibilities of Centers/Institutes/Colleges 21

5.5.5. Roles and Responsibilities of Directorate for Community Based Education 22

5.5.6. Roles and Responsibilities of Vice President(s) and President 23

6. INSTITUTIONAL ACADEMIC NETWORKING AND PARTNERSHIP 24

7. ETHICAL CONSIDERATIONS IN COMMUNITY BASED EDUCATION 25

8. MONITORING AND EVALUATION OF COMMUNITY BASED EDUCATION26

9. REFERENCES

10. ANNEXES

Haramaya University Community Based Education Guideline 2014 Page iv

1. INTRODUCTION

The current Haramaya University (HU) was established as Alemaya College of Agriculture in

1954 and had been functioning as a chartered member of the Addis Ababa University until it was

upgraded to a full-fledged University of Agriculture in May 27, 1985. Still the agricultural based

University was advanced to multidisciplinary university which was named as Alemaya

University in 1994 until it has got its current name Haramaya University in 2006 evolving

different colleges and institutes.

The University has been highly engaged in the expansion and diversification of undergraduate

and graduate programs. Currently, the university is offering 106 undergraduate programs, 104

second degree (M.Sc./M.Ed./MPH) and 14 PhD level training programs under 11 colleges and

one institute. In addition to academic programs, the university has institutes that cater research

and outreach programs. These include the Institute of Pastoral and Agro-pastoral Studies (IPAS),

Institutes of Peace and Development Studies (IPDS), and Institute of Land Tenure (ILT).

Public universities are primarily funded by government to ameliorate social problems through

expansion and transmission of knowledge and skill. At the same time universities cannot also be

isolated from communities of which they are parts and where much of the knowledge is rooted

and finds its meaning. Universities have to integrate Community Based Education (CBE) into

their learning-teaching processes and research undertakings towards fulfilling the educational,

cultural, economic, scientific, technological, industrial, health, environmental, and social needs

of their communities.

Incorporating CBE in Ethiopian HEI is in line with Ethiopian government’s development

program particularly with the strategic objectives and goals of Educational Sector Development

Plan (ESDP). According to the fourth Educational Sector Development Plan (ESDP IV) of 2010

and proclamation no 650/2009, promoting research on knowledge and technology transfer

consistent with the country’s priority needs, and providing community services that cater the

developmental needs of the community are among the main developmental roles of HEI (MoE,

2010). The fourth Health Sector Development Plan (HSDP IV) of 2009 also supports reaching

and empowering the community to ameliorate societal problems and improve households’

health, and livelihoods. More importantly, one of the most important responsibilities of

Haramaya University Community Based Education Guideline 2014 Page 1

Ethiopian HEI in realizing the country’s Growth and Transformation Plan (GTP) of 2010 is a

commitment to support community development in a practical and workable way. Therefore,

engaged universities have to play essential roles for Ethiopia’s economic and social

development. University wide, institutionalized and sustainable commitment to CBE and

research is not only a necessity but also it should be a priority if Ethiopian HEI is to further

improve and strengthen its quality and relevance.

Haramaya University has good deal of experience in managing curricula and non-curricula

related CBE programs with different terminologies including community based training

program, student research program, internship, participatory research, team training, externship,

practicum, practical attachment, experience sharing, and educational trips. These programs have

been providing bases and strong feedbacks for continuous improvement and development of

university’s educational quality in learning- teaching process, research undertakings, and

community engagement. The experience in running CBE has helped the students and instructors

to render service to the community and discharge their social responsibility while improving

their practical and research undertaking skills. However, these CBE programs have long been

characterized by inconsistency and idiosyncratic practices across departments and colleges.

Primarily, lack of detailed and clear university wide guideline on CBE implementation is the

main reason for these piecemeal and fragmented CBE undertakings.

University wide, institutionalized, and integrated CBE can help the University to strengthen its

ability to identify community driven interventions and make meaningful contributions in the

development of the community. Currently, there is an urgent need for the university to make

efforts to link its academic programs to its research and outreach activities in order to make its

training programs relevant to the needs of the stakeholders and the country at large. This requires

the need to make proper linkages with various stakeholders that include the rural community,

urban dwellers, the private sector, governmental and non-governmental organizations at national

and international levels. Institutionalized and integrated CBE programs can create the

opportunity to understand socio-economic, political, and environmental problems that lay down

need driven CBE and research undertakings thereby advancing the university’s intervention in

the community in more meaningful and problem addressing approaches. To this end, planed,

Haramaya University Community Based Education Guideline 2014 P a g e 2

integrated, and effective implementation of CBE is not only important but also a necessity for the

University to discharge its national mandate and contribute its own share in meeting government

development programs.

The general objective of Community Based Education (CBE) at Haramaya University is to

produce professional graduates that meet the required job-related competences and contribute to

enhance the livelihood of community through integrated education, training, research, and

services in the community. In line with the above general objective, this guideline is intended to

facilitate the accomplishment of the following specific objectives of CBE:

Enable students get real life experience in an environment that typically resembles what

students will encounter in later professional life

Provide an opportunity for students to apply the principles and techniques theoretically

learnt into real-life community problem solving situations.

Promote and enhance community based research to identify and solve community

development problems.

Enhance students understanding of community needs, norm, work ethics, employment

demands, responsibilities and opportunities.

Enhance students attitude, interest, and moral values to prepare them for unreservedly serving their community particularly the rural community

Promote and enhance research focusing on knowledge and technology transfer consistent with the country’s priority needs

Design and provide community and consultancy services that cater the developmental

needs of the community

Provide an opportunity for students and academic staff to interact with the community and

thus appreciate field situations for curricula review and improvement

Strengthen Haramaya University’s initiatives and participations in local, national and

international training, research, and development services

Strengthen linkages between Haramaya University and key stakeholders in the community

The purpose of this implementation guideline is, therefore, to direct the University in

establishing priorities and to better serve the needs of its community through institutionalized

and integrated implementation of CBE. This document is primarily meant for promoting

uniformity in the knowledge, understanding, objectives, and implementation of CBE programs,


services, and activities across all institutes, colleges, departments and programs in Haramaya

University. In addition, the guideline can also serve as framework in evaluating the

implementation of CBE programs and make adjustments when necessary.


2. OPERATIONAL DEFINITIONS OF TERMS AND CONCEPTS

Community: rural and urban inhabitants in the mandate areas of the Haramaya University where

Community Based Education takes place.

Community Attachment: a community based activity conducted by health and medical science

students by directly attaching them in different health centers in and around the

mandate of the university.

Externship: is a community based activity conducted mainly by veterinary medicine students

for practicing what they have acquired theoretically with the aim of giving students

brief realistic encounters in their field of study.

Institutional academic networking: the interaction and cooperation made between Haramaya

University with other institutions in and/or outside the country for mutual benefits

in educational and development spheres

Internship: is a community based education program practiced mainly by health and medical

sciences students by directly attaching to hospitals and health centers with learning

goals, and reflects actively on what they are learning.

Partnership: A relationship between colleges in Haramaya University, or the university with

other community/ government/ non-government organizations and institutions

characterized by mutual co-operation and responsibility to achieve a common goal.

Service learning: a community based education program that integrates classroom based

learning with practical activities with primary purpose of serving the community.

Stakeholders: Government (MoE, MoH, regional health and educational bureaus, etc…) and

non-government organizations, institutions and industries which take parts in

Community Based Education activities.


Team Training Program: training program conducted by a mix of students from different

departments in the college of health and medical sciences for gaining competence

and skills through cooperative and collaborative approaches.


3. COMMUNITY BASED EDUCATION CONCEPTS AND PROCESSES

3.1. Concepts of Community Based Education

Community based education is an educational philosophy that is aimed at developing future

professionals with problem identification and solving skills and positive attitudes to serve

society. It is an educational approach rooted in the belief that, if the very objective of education

is to keep learners with realistic, practical and relevant knowledge, skills and attitude that would

contribute to the improvement of the life of people, it should not be limited to the classroom

activities only. Rather, it has to take place in the community where learners meet the final goal of

education: community development and social change.

In community-based education, students are exposed to real community problems and to apply

their knowledge and skills using well defined procedures/steps. This allows deeper under-

standing and full exposure of students to the social and cultural environment and thus come to

understand the important elements of community life and the relationship of these elements to

development factors. Hence, a community based education in the context of Haramaya

University is a well designed and integrative program that engages students, faculty and society

for gaining knowledge and skills, and sharing experience from practical problems in the society.

3.2. Process of Community Based Education

Community Based Education, which shall be conducted in the community starts from identifying

the need of community, shaped by the local community at three levels: planning

(curriculum/development, programs, etc.), implementation (teaching-learning process), and

evaluation (or quality control system). Therefore, community based education in the context of

Haramaya university has the following processes/steps.


Figure1. Community Based Education Processes

Needs assessment: is a systematic process of determining and addressing needs, or "gaps" and

desired conditions or "wants" in the community. Hence, community-based education is the

education process connected and controlled by local and university communities on the bases of

their needs, conditions, and development strategy. It is a planned activity: by the community

(group of people) and students; in the community (common geographical locality); about the

community (with common interest); and for the community (with common aspiration).

Therefore, needs assessment in community shall be conducted by the respective colleges/

departments in collaboration with directorate for CBE.

Program designing: this is formulating or establishing a specific community based education

approaches or programs which help to address the needs of community in a way that helps

students to learn or acquire knowledge, attitude and skills from the community. Designing starts

with defining the nature of community needs then based on the nature or scope of the needs,

there shall be setting of objectives, planning and setting strategies to achieve the objectives.

While designing programs, outcomes of the program shall be clearly identified.


Needs AssessmentProgram DesigningProgram ExecutionProgram Monitoring/ Evaluation

Program execution: this is putting a designed CBE program to practice or action. Once program

are designed there shall be well defined procedures/ways in which the program is

executed/conducted. In this regard, the departments/schools/colleges in collaboration with

directorate for CBE shall conduct designed/developed programs in the community.

Monitoring and evaluation: is an assessment of ongoing and completed CBE program, its

design, implementation and results with the aim of providing timely assessments of the

relevance, efficiency, effectiveness, impact and sustainability of the programs and overall

progress against objectives. CBE program monitoring and evaluation provides an early

indication of the likelihood that expected results attained and provides an opportunity to validate

program and make necessary changes in program activities and approaches. There should be

clear monitoring and evaluation procedure/system for each program.


4. APPROACHES AND MODALITIES OF COMMUNITY BASED EDUCATION IN HARAMAYA UNIVERSITY

Haramaya University has different CBE programs which are believed to be the most important in

improving the university’s educational quality in teaching, research, and community

engagement. The CBE programs has a role of not only exposing students to real environment but

also helping the students and instructors to render service to the community and discharge their

social responsibility while improving their practical and research undertaking skills in the

community problems. In general, Community Based Education in Haramaya University has the

following approaches which can be executed through described modalities. Approaches listed

below are not exhaustive and there are conceptual overlapping. There can also be differences in

their application across colleges and institutes which may need further contextualization.

4.1. University-Industry Linkage

This is the channels through which knowledge and technology is transferred and shared between

the university and the industries like factories and different business organizations so that it

would be integrated into products and services. This enhances university academic staff and

students to be linked with industry for collaborative research and consultancy works, and obtain

opportunities in industry for practical experience. The Directorate for Community based

education and concerned academic colleges jointly shall implement planned activities which

include establishing and strengthening linkage along entering Memorandum of Understanding

amongst academic and research institutions and industries. The Directorate for community based

education facilitates conditions for placing university students to industries for practical

attachment and work based learning. It also arranges educational visits for students and

industries and experience sharing for industry workers in the university. Moreover, it facilitates

joint research works and technology innovation by staff members of the university and industry

workers.

4.2. University-School Linkage

This refers to a professional correspondence between Haramaya University and schools in

eastern part of the country. The relationships and interactions between the university and the


schools shall aim at promoting the flow of information, ideas, and integration in achievement of

shared objectives. In line with this, the Directorate for Community Based Education and

concerned academic colleges jointly undertake various education improvement projects in

schools.

4.3. Externship

This is making students walk through at the company, school or hospital and carefully

monitoring by worker volunteers who accept them. The encounter allows learners to apply their

training studying to a real life environment. Externships offer examples of career opportunities.

It is an opportunity for students to observe and ask questions. They can be considered as exterior

research which merges academic setting information with real-world encounter. This experience

prepares students for the shift from school to career. The Directorate for CBE jointly works with

concerned colleges in facilitating students placement and research works at the institutions they

are placed.

4.4. Internship

An internship is the transition of students from study to work by directly attaching in different

health institutions and is a necessary component in order to develop a student’s skills, making

them more advanced and diligent when they finally have the opportunity to be a part of the

working world. It facilitates learning of practicing skills for future work. Internships are typically

one-time work or service experiences related to a student’s major or career goal. The internship

plan generally involves a student working in a professional setting under the supervision and

monitoring of practicing professionals. The directorate for CBE in collaboration with the

concerned colleges facilitate students’ placement and research works at the institutions they are

placed.

4.5. Community Based Practical Training (CBTP)

It is a process of producing practical training activities that is done by assigning students (health

and medical sciences students) in different rural and urban Kebeles for identification of different

health and related problems and to design, implement and manage solutions by students within


the communities. The directorate for CBE shall works with concerned college (s) facilitate

students’ placement in different areas in the community to conduct the program.

4.6. Team Training Program (TTP)

It is community based activities performed by a team created from different departments or

programs in the acquisition of new information, skills, and attitudes essential to effective

performance in a team environment. In this regard different categories of Health and medical

Sciences students are posted at Training Health Centers (THC). With respect to team

effectiveness, which is the degree of success of a team’s performance, individual training is

important to ensure team members are equipped with the knowledge, skills, and abilities

necessary to complete their portions of team tasks. The aim of this program is to equip health and

medical science students in how to solve the complex community health problems in a team.

During this program students of one department are expected to appreciate the role of the

profession of others in solving community health and health related problems.

4.7. Community Attachment

It is a program conducted in the community by assigning students in rural and urban health

centers and hospitals with the aim of exposing students in for practical environment. In addition,

community attachment involves cognitive, affective and relational elements that bind the

university to the community and creates amity (local friendships), sentiment (degree of

satisfaction with the community) and involvement (participation in the community). The

attachment has a tendency creating students sense of belonging, bonding and interacting with the

community. Students from colleges of health and medical sciences are assigned in a health

centers/ hospitals, and conduct the program with collaboration of the CBE directorate with the

agreement made between the university and health center.

4.8. Practical Attachment

Practical attachment is usually a field-based practical training experience that prepares students

for the tasks they are expected to perform on completion of their training. It is any approved field

based practical work carried out by staff and students for the purpose of teaching and/or research in

places within and outside the University control. The Directorate for CBE shall work with all


concerned colleges in facilitating students’ practical attachments within and outside campus. The

directorate does the same thing for partner institutions such as schools, NGOs, GOs that demand

practical attachments for their students.

4.9. Service Learning

It integrates community service with academic study to enrich learning, teach civic

responsibility, and strengthen communities. The service activity meets a community need

identified by students. The activity is tied to academic goals and provides an opportunity for

student reflection and celebration. To enable continuous learning, the directorate for CBE with

concerned colleges is involved in facilitating service learning.

4.10. Work Based Learning

It is a strategy that allows students to spend time with adults—whether in a mentoring relation-

ship, role model situation, or informational interaction—to learn about careers. Its aim is to make

learning relevant to real life situations by incorporating industry valued standards to inform

curricula, by providing opportunities for contextual and applied learning, and by promoting

program continuity from Kindergarten to 12 to post secondary education and training. To

improve and enhance capacity building, the directorate with concerned colleges shall be involved

in facilitating work based learning.

4.11. Collaborative Research Works

This is working together of university staffs/researchers and students in different research areas

to achieve the common goal of producing new scientific knowledge. Basically, this activity is

conducted by identifying research partners, institutions and the community at all levels by the

Directorate for CBE and concerned colleges and engaging them in collaborative research works.

4.12. Functional Adult Education

It is an instructional and related support services for adults who are not enrolled in secondary

school, who lack the educational foundation expected of a high school graduate; and whose

inability to speak, read, and write the working language, and compute and solve problems

constitutes a substantial impairment of their ability to obtain, retain and/or function on the job, in


their family and in society commensurate with their real ability. To achieve their life goals and

develop their knowledge and potential, they are in need of programs which help them to

eliminate their inability and raise their level of education and self-sufficiency. This activity is a

collaborative work which involves the Directorate for CBE, the community and concerned

colleges. They undertake demand driven community based education services that contribute for

social and economic development. This includes planning and conducting various tailor-made

short-term trainings for adult people to enhance their life skills, numeracy skills, entrepreneur,

commerce, finance, home economics, environment and natural resource management, health

education and interpersonal skills.

4.13. Educational Visit/Trips

The Directorate for CBE and concerned colleges involve in arranging and facilitating educational

trips and experience sharing for students as well as for academic and research staff by covering

the budget partially or fully as needed. Educational visits and trips are used to enhance the

learning-teaching process for students and instructors by giving them the opportunity to

introduce a subject new to them and gain firsthand experience of a subject already broach. They

also reinforce ideas and concepts already initiated, and extend the idea of group participation and

raising the social awareness of students and instructors by expecting and demanding the highest

level of behavior.

4.14. Fieldwork/Clinical Placement

This is learning by practicing skills for a profession, usually in helping fields such as nursing and

social work. The fieldwork placements provide students with the opportunity to integrate

theoretical and practical knowledge and to develop professional behaviors and skills. This

encourages multidisciplinary practice, reinforcing that the key to good practice is to have

professionals working together successfully with shared skills in reflective practice, engaging

clients in care and ethical practice. The Directorate for CBE and concerned colleges involve in

arranging and facilitating for students and staff in different attachment areas by covering the

budget partially or fully as needed.


5. ROLES AND RESPONSIBILITIES OF DIFFERENT ACTORS IN COMMUNITY BASED EDUCATION

5.1. General Provisions

The actors involved in the implementation of the Haramaya University's community based

education include students, instructors, programs, departments, schools, centers, institutes,

faculties/colleges, directorates, offices of vice presidents and president, community, industries,

schools, research institutes, community organizations, business organizations and government

and non-governmental organizations.

Each actor is expected to engage and contribute towards planning, designing, effective

implementation and evaluation of community-based education and producing competent,

informed and responsible graduates. The actors are, therefore, expected to own the university's

community based education programs and show sincere commitment, shared vision and

collaboration towards its effective implementation.

5.2. Role and Responsibilities of the University Student

The University student shall:

5.2.1. Work to understand science and technology;

5.2.2. Commit to the assigned tasks under the community based education program;

5.2.3. Understand and adhere to the concepts, principles, values, characteristics and

processes of community based education

5.2.4. take individual responsibilities for learning and change;

5.2.5. have team spirit;

5.2.6. accomplish directed tasks diligently and in due time;

5.2.7. assume leadership whenever possible;

5.2.8. be prepared and motivated (psychologically, emotionally, materially and socially) for

learning;

5.2.9. internalize the primary objectives of community based education;


5.2.10. enhance practical knowledge and skills;

5.2.11. build positive attitudes towards society and appreciate its problems

5.2.12. learn endurance;

5.2.13. explore real world knowledge;

5.2.14. foster scientific knowledge, skills and technologies to the society;

5.2.15. appreciate and document indigenous knowledge and skills;

5.2.16. play active role in the promotion of social, environmental, human and animal health ;

5.2.17. play active role in empowering community members particularly women and the

disabled groups and enhancing their participation in problem solving and decision-

making processes;

5.2.18. identify societal and environmental problems that can be input for research and

intervention;

5.2.19. record, analyse, organize and interpret information/data following the annexed

standard framework;

5.2.20. develop report writing and presentation skills as well as research and critical thinking

skills;

5.2.21. conduct action research to solve societal and environmental problems;

5.2.22. use the community based education program as an opportunity to identity potential

self-employment areas;

5.2.23. play active role in societal and institutional transformations;

5.2.24. contribute towards building healthy and sustainable social and natural environment;

5.2.25. design/innovate/create relevant technologies to improve livelihood and environment;

5.2.26. be willing to learn cooperatively/collaboratively with peers;

5.2.27. be willing to learn from the community;

5.2.28. assume responsibility and accountability for his/her learning and understanding;

5.2.29. enhance social and cultural skills;

5.2.30. seek advice and support from his/her advisor and other concerned actors in CBE

program;

5.2.31. enhance theoretical knowledge/assumptions with practical knowledge and

5.2.32. strengthen university-community linkage


5.3. Role and Responsibilities of University Instructor

The instructor shall:

5.3.1. be aware of his/her duties and responsibilities in execution of community based

education;

5.3.2. Take part in need assessment of CBE

5.3.3. Advise and engage students in community based education;

5.3.4. establish cooperative learning team for community based education;

5.3.5. prepare plan of activities for students' learning through community based education;

5.3.6. coordinate learning programs and processes;

5.3.7. supervise students during community based education;

5.3.8. plan and conduct research and studies during community based program;

5.3.9. participate in designing and reviewing community based program;

5.3.10. address and solve societal, institutional, organizational and environmental

problems;

5.3.11. guide, coach, monitor and assist students in the community based learning process;

5.3.12. evaluate students' performance following the standard;

5.3.13. link students with community, institutions and organizations;

5.3.14. document information, indigenous knowledge and skills, problems, challenges, best

experiences;

5.3.15. ensure that students have made the necessary psychological and material

preparations before they are dispatched;

5.3.16. demonstrate practical skills to students during community based education;

5.3.17. ensure that his/her advisees respect community rules and norms and demonstrate

professionalism while learning;

5.3.18. show willingness to learn from industries and communities;

5.3.19. apply knowledge obtained through community based education program for

advancing scientific knowledge and creating technologies;

5.3.20. foster/promote scientific knowledge, skills, technologies and innovations;

5.3.21. follow up students' learning progress and provide them professional support;

5.3.22. show professionalism in his area;


5.3.23. uphold the objectives of the university;

5.3.24. advocate and communicate about empowerment of women and the disabled group;

5.3.25. take knowledge and experiences from the community;

5.3.26. adopt technologies from industries and

5.3.27. innovate and improve technologies

5.3.28. Inspire the students in science and technology

5.3.29. Motivate and engage students in the meaningful activities

5.3.30. Create open communication within the team

5.3.31. Facilitate learning

5.3.32. Maintain systematic approach;

5.3.33. Have the students do as much work as possible

5.3.34. Establish an environment conducive to open and honest communication

5.3.35. Show trust in and respect for team members

5.3.36. Encourage students to take risks

5.3.37. Encourage accountability

5.4. Roles of the Other Stakeholders

5.4.1. Stakeholders

In addition to students and instructors, other potential stakeholders in community based

education include:

5.4.1.1. educational organizations such as schools, universities, university colleges,

colleges and institutes and education bureaus'

5.4.1.2. industries;

5.4.1.3. citizens;

5.4.1.4. collaborators such as funding organizations;

5.4.1.5. business organizations such as financial institutions and business

companies;

5.4.1.6. research institutes and centers;

5.4.1.7. non-government organizations;


5.4.1.8. community;

5.4.1.9. parks, museums, conservations, sanctuaries;

5.4.1.10.civil and community organizations;

5.4.1.11.health and diagnostic centers and

5.4.1.12.special centers such as information, sports, research, treatment, culture and

youth, conservation and rehabilitation centers

5.4.2. Roles and Responsibilities of Industries and Business Organizations

5.4.2.1. host and orient students;

5.4.2.2. provide students required setting and logistics;

5.4.2.3. assign mentor who demonstrates working procedures, routines, cultures,

norms and values;

5.4.2.4. take part in technology innovations and knowledge advancement efforts;

5.4.2.5. familiarizes students with cutting edge technologies;

5.4.2.6. inspire innovativeness;

5.4.2.7. build students' generic competencies and knowhow (communication skills,

entrepreneurial skills, interpersonal skills, numeracy and analytical skills,

team spirits and managerial skills);

5.4.2.8. shape students' future career aspirations and enhance their job creating

capacity;

5.4.2.9. take part in project related action research processes; and

5.4.2.10.Take part in the need assessment, design and implementation of CBE

5.4.3. Roles and Responsibilities of other Stakeholders

Stakeholders are larger community, schools, research institutes and government and non-

governmental organizations.

Stakeholders of community based education shall:

5.4.3.1. host students and safeguard their wellbeing while at work;


5.4.3.2. provide appropriate orientations regarding safety rules, working

environments, work procedures, expectations, norms and values;

5.4.3.3. facilitate the learning process by providing working space/setting, assigning

mentors and safety equipment ( if necessary);

5.4.3.4. evaluate student performances;

5.4.3.5. provide required information/data;

5.4.3.6. suggest problems and research areas;

5.4.3.7. take part in action research processes;

5.4.3.8. share challenges and experiences;

5.4.3.9. share the vision, mission and core objectives of the planned community

based program;

5.4.3.10.sign memorandum of understanding;

5.4.3.11.own the projects of community based education;

5.4.3.12.suggest solutions to solve societal and environmental problems;

5.4.3.13.maintain linkage with university and

5.4.3.14.provide feedback for improving linkage and quality of education

5.5. Roles and Responsibilities of the University Organs

5.5.1. Introduction

Implementing planned community based education is one of the three principal missions of the

Haramaya University. In this regard, all university organs are expected to execute their

respective responsibilities towards the fulfillment of the mission. The University organs are

academic, research and administrative units of the university that are directly or indirectly

involved in the facilitation, decision-making and overseeing of the community based education.

The university organs are academic or research programs, Departments/Schools,

Centers/Faculties/Institutes/Colleges, Directorate for Community Based Education, Offices of

the Vice President(s) and President. The roles and responsibilities of each organ are shown

below.


5.5.2. Role and Responsibilities of the Academic/Research Program

The academic/research program shall:

5.5.2.1. conduct need assessment and identify relevant areas of community based

education

5.5.2.2. develop/design relevant community based education program for its unit

5.5.2.3. prepare plan and solicit fund for implementation for community based

education

5.5.2.4. facilitate required conditions (human and logistic resources) for

implementation of the planned program

5.5.2.5. monitor and evaluate the implementation

5.5.2.6. collect feedbacks, document and report the processes and outcomes of

community based education

5.5.3. Role and Responsibilities of the Department/School

The department/school shall:

5.5.2.1. conduct need assessment and identify relevant areas of community based

education;

5.5.2.2. develop/design relevant community based education program for its

departments/school;

5.5.2.3. prepare plan and solicit fund for implementation for community based

education;

5.5.2.4. establish linkage with stakeholders of community based education;

5.5.2.5. coach program leaders on planning and implementation of community

based education;

5.5.2.6. ensure that the planned activities of the community based education are in

line with the university's priorities and strategic objectives;

5.5.2.7. facilitate required conditions (human and logistic resources) for

implementation of the planned program;

5.5.2.8. maintain standards in the planning and implementation of the community

based education program across its programs;


5.5.2.9. benchmark best practices in community based education;

5.5.2.10. ensure efficient and effective utilization of resources;

5.5.2.11. monitor and evaluate the implementation and

5.5.2.12. collect feedbacks, document and report the processes and outcomes of

community based education;

5.5.4. Role and Responsibilities of Centers/Institutes/Colleges

The university centers/institutes/colleges shall:

5.5.4.1. coordinate and facilitate need assessment and identification of priority areas

community based education program;

5.5.4.2. coordinate and facilitate human and material conditions for planning and

implementation of community based education;

5.5.4.3. overseas the execution of the community based education program;

5.5.4.4. sign service level agreement with the concerned university organs and other

relevant stakeholders;

5.5.4.5. ensure appropriate allocation and efficient and effective utilization of

resources;

5.5.4.6. organize and conduct workshop related to community based education;

5.5.4.7. establish institutional linkage and lose partnership with stakeholders and

collaborators;

5.5.4.8. coordinate its units and develop project proposal for soliciting funds for


5.5.4.9. interface, harmonize and integrate activities of its community based

education with its teaching-learning and research efforts;

5.5.4.10. develop working documents, guidelines, forms and or standards

appropriate for implementation of community based education and

5.5.4.11. collect feedback from its customers, communities and other stakeholders

to review and update its community based education program


5.6. Roles and Responsibilities of Directorate for Community Based Education

The Directorate for Community Based Education shall:

5.6.1. direct need assessment, designing, planning and execution of community based

education programs;

5.6.2. coordinate implementation of community based education of different units;

5.6.3. facilitate necessary material, financial and institutional conditions for planning and


5.6.4. establish and strengthen institutional linkages/partnership with stakeholders and

collaborators;

5.6.5. build institutional capacity for productive and sustainable community based

education;

5.6.6. promotes university's strategic plans, implementations and achievements in


5.6.7. improves quality of the community based education through continual

benchmarking best practices;

5.6.8. ensures that the implementation of community based education programs are in line

with the university's core missions and objectives;

5.6.9. ensures that the communities are primary beneficiaries of the planned and executed


5.6.10. organize workshops, forums, symposia, exhibitions and consultative meetings,

related to issues of community based education;

5.6.11. represent the university on matters related to community based education;

5.6.12. document, report and communicate matters related to community based education

to concerned internal and external bodies;

5.6.13. set appropriate and clear guidelines/standards/forms/ for implementing community

based education and

5.6.14. monitor and evaluate processes and outcomes of community based education.


5.7. Roles and Responsibilities of Offices of the Vice President(s) and President

The offices of vice presidents and president shall:

5.7.1. provide the necessary managerial support for planning and implementation


5.7.2. facilitate institutional linkage and sign memorandum of understanding with

stakeholders and collaborators on matters related to community based education;

5.7.3. help the directorate's office in prioritizing strategic areas of community based

education;

5.7.4. allocate adequate financial resources and physical conditions for implementation of

the program;

5.7.5. evaluate and approve plans of works and operational activities of community based

education;

5.7.6. advise and lobby policy makers concerning community based educations and

5.7.7. ensure that the plans and activities of the community based education are in line

with the university's and country's vision, mission and core objectives.


6. INSTITUTIONAL ACADEMIC NETWORKING AND PARTNERSHIPS

An institutional academic networking and partnership is an agreement to do CBE activities

together that will benefit Haramaya University and all involved partners (institutions and

organizations) and bringing results that could not be achieved by operating alone. A successful

partnership and networking enhances the impact and effectiveness of action through combined

and more efficient use of resources; promotes innovation; and is distinguished by a strong

commitment from each partner.

There shall be networking and partnership between or among departments/colleges with the

University and among different institutions and organizations in the country as well as outside

the country with the aim of creating and expanding opportunities for institutions and

organizations to collaborate and exchange, experiences, knowledge, resources and information

relevant to success of CBE activities.

Networking and partnership starts from need assessment and designing appropriate CBE

approaches. In this regard, the directorate for CBE shall work in establishing institutional

networking, close partnership and cooperation with different institutions, organizations inside or

outside the country to strengthen linkage, generate income and deliver community based services

through signing memorandum of understanding.


7. ETHICAL CONSIDERATIONS IN COMMUNITY BASED EDUCATION

In the process of CBE academic staff, students, and other stakeholders enter communities with

diverse culture, belief, custom, social and economic status. As a result, several ethical dilemmas

arise while interacting with communities-respect for diversity. Therefore, there is a need to

follow important ethical lines which enable the involvers to have positive and binding

interactions with the communities. In line with this, fundamental ethical frameworks that guide

Haramaya University students, instructors and stakeholders in implementing community based

education are stated below. All actors in planning, designing and implementing CBE shall:

7.1. take responsibly for maintaining the quality of the professional practice;

7.2. not misrepresent his/her professional qualifications;

7.3. have regard to the safety and wellbeing of themselves and of others;

7.4. respect the uniqueness and diversity of the learning community;

7.5. not assist uneducated person in unauthorized practice;

7.6. not knowingly make false or malicious statements about a colleague and

community;

7.7. not accept any gratuity, gift, or favor that might impair or appear to influence

professional decisions or action;

7.8. have mutual respect and trust with the community;

7.9. act with honesty, integrity and fairness;

7.10. create learning experience with the community;

7.11. give necessary respect for the environment;

7.12. maintain the good image of the university and

7.13. Maintain professional relationship with the community.


8. MONITORING AND EVALUATION OF COMMUNITY BASED EDUCATION

The Monitoring and Evaluation system provides the information needed to assess and guide the

CBE strategy, ensure effective operations, meet internal and external reporting requirements, and

inform future programming. Monitoring and Evaluation should be an integral part of CBE design

as well as CBE implementation and completion. Therefore, this section presents general

framework for M & E and stresses its importance. In planning and conducting M & E, the

questions to be answered are:

1. What does the CBE program wants to do and how in each department/college?

2. What are the specific objectives to be achieved in each department/college?

3. What are the indicators and how will they measure this?

4. How will the data be collected and analyzed?

Monitoring and Evaluation of CBE programs include:

Preparation of Monitoring and Evaluation tools: the directorate for CBE shall have its

own appropriate M&E tools (check list or questionnaire) for each CBE activities/approaches

being conducted by specific department/college.

Timing/scheduling for Monitoring and Evaluation: Monitoring is ongoing process which

shall be conducted during conduction of CBE activities in each department. In this regard

there shall be continuous assessment on the progress of the specific activities by director

with respective department/college while students doing specific CBE activities. On the

other hand Evaluation shall be conducted at the end of each program. The director for CBE

shall conduct evaluation of the CBE activities after the completion in each

department/college.

Preparation for Monitoring and Evaluation: this preparing all the necessary resources

like staffs, transports and financial resources for M&E.

Conducting Monitoring and Evaluation: following the schedule the directorate for CBE

shall conduct the community based activities through visiting in the community where CBE

activities are being conducted in collaboration with department/college. During monitoring

and evaluation there shall be participation of community, institutions, government and non

government organizations.


It should be noted, however, that the structure, processes and modality of M&E may differ from

program to program or depending on the nature of the department's/colleges specific CBE

activities. For some of the common practices, please find attached forms and checklists in the

annex.


REFERENCES

HUBPR 2012. Haramaya University’s Core Business Process Reengineering Document.

HNSL 2013. Haramaya University’s Senate Legislation,

Magzoub, M. E. 1994. Community-Based Education: Program Implementation and Student

Assessment at the Faculty of Medicine, University of Gezira, Sudan. CIP-gegevens

Koninklijke Bibliotheek, Den Haag.

Melaville, A., Berg, A. C. and Blank, M. J. 2007. Community-Based Learning: Engaging

Students for Success and Citizenship. Coalition for Community Schools, New York.

Villani, C. J. and Atkins, D. 2000. Community-Based Education. School Community Journal, 10

(1). 121-126


ANNEXES

Annex I: Evaluation format for CBE programs in college of health and medical sciences

Evaluation of TTP comprises both process and output levels of the student activities. Evaluators

are immediate supervisors, senior supervisors, and resident staffs based on the evaluation tools.

Before the commencement of the program the students will be informed about the evaluation

criterions. Immediate supervisors are responsible to compile all evaluation marks and submit

grade. The students are evaluated continuously based on their performance and on every forty

night presentation their progress assessment will be communicated to the coordinating office.

Accordingly the evaluation scheduled time is as follows:

S. No Schedule Mark

Immediate

supervisor

Senior supervisor Total

1. Survey report and action

plan

2. Forty night presentation

3. Second forty night

presentation

4. Final report presentation

Total mark


Annex II: CBTP Evaluation Form

Department _____________________

Student’s Name _______________________ ID. No. _______

Status Mark

poor 1

Fair 2

good 3

Very good 4

excellent 5


Encircle the appropriate point for each variable

S.N

o.

Variable of assessment Point Total

Remark

Remark

1 2 3 4 5

1. Demonstrates eagerness in learning

2. Organize work effectively on priority basis

3. Suggests alternatives solutions to a problem

4. Attendance

5. Records and reports daily activity

6. Participates actively in group work and

presentation

7. Practice self criticism and accepts constructive

comments

8. Avoids committing similar errors

9. Deploy theoretical knowledge in practice

10. Assimilates scientific knowledge to local

situation

11. Respect to students, instructors drivers, etc

12. Willingness to accept comment

13. Readiness for each day’s activity

14. Recognize daily schedule ahead of time

15. Regular presence during normal working hours

Total


Annex III: TTP Evaluation Form

Department _____________________

Student’s Name _______________________ ID. No. _______

Status Mark

poor 1

Fair 2

good 3

Very good 4

excellent 5



S.No

.

Variable of assessment Point Total

Remark

Remark

1 2 3 4 5

1. Demonstrates eagerness in learning

2. Organize work effectively on priority basis

3. Suggests alternatives solutions to a problem

4. Attendance

5. Records and reports daily activity

6. Participates actively in group work and

presentation

7. Practice self criticism and accepts constructive

comments

8. Avoids committing similar errors

9. Deploy theoretical knowledge in practice

10. Assimilates scientific knowledge to local situation

11. Respect to students, instructors drivers, etc

12. Willingness to accept comment

13. Readiness for each day’s activity

14. Recognize daily schedule ahead of time

15. Regular presence during normal working hours

16. Works with harmony and respects resident staffs at

the HC

17. Respects the client and Community

18. Personality (E.g. personal hygiene, wearing gown,

etc)

19. Abide by the HC rules & regulation (E.g. follow

HC registration system, appropriate equipment

utilization, etc

Total


Annex IV: Evaluation form (for Presentation)

Supervisory team leader Name ______________________

Date ______________________ Site ______________Group _____________

Status Mark

poor 1

Fair 2

good 3

Very good 4

excellent 5


S.No. Variable of assessment Point Total

mark

Remark

1 2 3 4 5

1. Preparedness, respect to the program

(personality, time mgt, discipline, etc)

2. Organization of the presentation

3. Confidence and fluency of the presenters

4. Content

5. Ability to react for the questions

6. Recognition of the problems

7. Group work achievement as per the action

plan

Total


Annex V: Report writing outline

After the students did their practical activities in the community they should submit well

prepared document in both soft copy and hard copy. The report they submit is expected to be

good in its quality so that it is going to be submitted to kebele where they did their activities. In

addition the report is expected to be secondary source for those individual who want to do further

research on the data collected. Therefore, the following outline should be followed to write

report of community based practical activity.

CBTP – Community diagnosis report

Title: expected to include what is done? Where and when?

Acknowledgment

Table of content

List of figures

List of tables

Abstract/summary: expected to include in brief introduction, general objective of the

program, Methods employed, report/result from the assessment/ community diagnosis and

intervention done, discussion, Conclusion and recommendation (optioned)

1. Introduction: expected to incorporate the Philosophy of CBTP

1.1. Background

1.2. Statement of the problem: stating the problem by the theme of core parts /variable/

2. Literature Review: reviewing literature and/or articles concerning selected variables. It can

be national, regional and woreda reports.

3. Objective: of the program including general and specific objective

4. Definition of terms: defining operationally the terms used for the survey


5. Methods

5.1. Study area:

5.2. Study design:

5.3. Population and sample

5.3.1. Source Population

6. Results: Data are reported, tables, Graphs, figures are include and discussed in the test

7. Discussion: Interpretation of finding, comparisons of finding with other findings

7.1. Problem faced and solution attempted

7.2. Limitation of the program

8. Problem identification and prioritization: listing the identified problems with higher

magnitudes. After that, the identified problems should be prioritized using problem

prioritizing criterion.

9. Action plan objectives: general and specific to the prioritized problems.

10. General plan of action: by using Gannt chart & tables.

11. References

Those reference material used should be listed using numbering style (Vancouver style),

that mean the references should be written in a format as;

o Name of author, title of material, place of publication, name of journal, volume,

number, page.


Annex VI: CBTP – Intervention Report


Acknowledgment

Table of content

List of figures

List of tables





1.1. Background



be national, regional and woreda reports.



5. Methods

5.1. Study area:

5.2. Study design:



6. Action plan result and discussion: the achievements are expected to be presented.

Interpreting under and/or over achievements




7. Recommendation: on the part that cannot be addressed by the intervention implemented.

8. References




number, page.


Annex VII: TTP – Intervention report


Acknowledgment

Table of content

List of figures

List of tables





1.1. Background



be national, regional and Woreda reports.



5. Methods

5.1. Study area:

5.2. Study design:



6. Results and Discussion:


6.1. Community diagnosis (DV site): Data are reported, tables, Graphs, figures are include and

discussed in the test. Interpretation of finding, comparisons of finding with other

findings

6.2. Action plan result and discussion: the achievements are expected to be presented.

Interpreting under and/or over achievements

6.2.1. DV Site

6.2.2. Health center



7. Recommendation: on the part that cannot be addressed by the intervention implemented.

8. References




number, page.

Annex VIII: Mentoring program Evaluation

We continuously seek ways to improve our mentoring activities in particular. As a participant in

the mentoring Program, your feedback is an extremely valuable resource. Please take a few

minutes to complete this evaluation and return it to the program leader.

1. Did you participate in the program as: ______ a mentor or ________ a mentee?

2. What is your occupational series and grade level?__________________

3. Were the objectives of the mentoring program achieved ?

_______ yes_______ partially ________ No

If partially, or not at all, why not ?

4. Do you consider your participation in the mentoring program to have been a success ?


________ yes________ partially _______No

If partially, or not at all, why not?

Please rate questions 5 through 8 using the following:

1= poor, 2= fair, 3=good,4 =Excellent, 5 = outstanding

5. How would you rate the compatibility between yourself and your mentor/mentee?

1 2 3 4 5

6. Overall, how would you rate the effectiveness of the program?

1 2 3 4 5

7. How many hours, on average, did you meet with your mentor/mentee each day ?(Circle one)

Less than 1 hour 1hour 2 hours 3 or more hours

8. Did your supervisor support your participation in this program ?

_________yes ______To some extent ____ No

If you did not receive full support, what did you want or expect?

9. Does the training meet with your expectation?

_________yes _______To some extent ______No

If you did not receive full support, what did you want or expect ?

10. Was the classroom environment conducive for the training?

_____ yes ______To some extent _____No

11. Were the instructional methods effective?

_______yes _____ To some extent _____No

12. Please rate the following . Use ‘X’ to indicate your rating:

Exc. Good Fair poor N/AQuality of content Delivery Clarity and usefulness of visuals Opportunity to ask questions Opportunity for hands-on learning


N/A Not applicable

14. What barriers, if any, did you encounter during the course of the program? 15. What, if anything, do you believe should be change about this program?

16. What topics would you recommend for future program?

GENERAL COMMENTS_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Annex IX: Student Evaluation of Externship Experience

The questions below are intended to help us determine overall benefits you gained from your

externship experience.

Extern’s Name: _________________________________________________

Name of the Organization you externed: _______________________________

Address of the Organization: ______________________________________

Organization Supervisor’s Name: __________________________________

Total number of months worked: _____________________

GENERAL ISSUES

Please rate the following questions about your externship using the following scale:

5 = Strongly

Agree

4 = Agree 3 = Neutral 2 = Disagree 1 = Strongly

Disagree

NA=Not

applicabl

e

This experience gave me a realistic preview of my field of

interest.

5 4 3 2 1 N/A


As a result of my externship, I have a better understanding

of concepts, theories, and skills in my course of study.

5 4 3 2 1 N/A

I was given adequate training. 5 4 3 2 1 N/A

I had regular meetings with my supervisor and received

constructive, on-going feedback.

5 4 3 2 1 N/A

I was provided levels of responsibility consistent with my

ability and was given additional responsibility as my

experience increased.

5 4 3 2 1 N/A

My supervisor was available and accessible when I had

questions/concerns.

5 4 3 2 1 N/A

The work I performed was challenging and stimulating. 5 4 3 2 1 N/A

I was treated on the same level as other employees. 5 4 3 2 1 N/A

I had a good working relationship with my coworkers. 5 4 3 2 1 N/A

There were ample opportunities for learning. 5 4 3 2 1 N/A

I feel that I am better prepared to enter the world of work

after this experience.

5 4 3 2 1 N/A

RESEARCH WORK

1. What is your research topic?

2 What is your sample size?

3 What sampling method and techniques do you employ?

4 How many contacts (phone, e-mail, etc.) have you made with your main supervisor so far?

5. How many times have you reported to your main supervisor (and when?):

If you haven’t, why?


6. Additional information you would like to transmit to your supervisor:

CLINICAL EXPERIENCE

1 How many clinical cases have you attended so far?

Cattle

Sheep

Goat

Others (specify)

2 What are the most common cases in the clinic? And the species affected?

Cattle

Sheep

Goat

Others (specify)

3 How many animals (on average) did you attend per day in the clinic?

LABORATORY EXPERIENCE

1 What laboratory tests and/or procedures have you done so far?

2 What is the most common disease you diagnosed in the laboratory?


ABATTOIR EXPERIENCE

1 How many A/M and P/M inspection have you done so far?

Cattle

Sheep

Goat

Others (specify)

2 What are the most common conditions you encountered at the abattoir?

Cattle

Sheep

Goat

Camels

3 How many samples have you collected/prepared for permanent display?

Parasite samples

Microbiological slides

Pathological/histopathological samples

None (give reason)

5 What reference materials did you use during your externship assignment? (List all those

that apply)

6 Mention the challenges/constraints you faced and the solutions you sought during your

externship.

7 Do you have suggestions or comments as to how CVM might enhance the Externship

Program to benefit student’s experience as an extern?


8 Please provide suggestions you may have for future externs assigned to this site.

9 Overall how would you rate this externship program in terms of learning experience you

gained?

Extern:

Signature Date

Supervisor:

Signature Title Date

Annex X: Externship E val u a tion Form: External Supervisor

To the external supervisor:

Thank you for your participation in the evaluation of the externship students of the College of

Veterinary Medicine, Haramaya University. The D.V.M. Program requires that each externship

student be evaluated at the third tri-mester for their field experiences. The College of Veterinary

Medicine of Haramaya University will highly appreciate your participation in the evaluation

process by filling-up this short evaluation form.

Thank you

Date: _____________________________ Phone: _________________________

Name of Organization/Institution ___________________________________________

Name of Person Completing the Evaluation

_______


Name of Student Evaluated

_______

Excellent Good AverageBelow Average Poor

Ability to work independently 5 4 3 2 1

Ability to work in team 5 4 3 2 1

Reliability 5 4 3 2 1

Initiative 5 4 3 2 1

Punctuality 5 4 3 2 1

Accepts responsibility 5 4 3 2 1

Overall rating 5 4 3 2 1

Comments:

1. What is/are this extern’s major strengths?

2. What is/are this extern’s major weaknesses?

3. Did you find the student adequately prepared for his/her externship assignment?

Yes No (Underline)

Please Comment:

4. Please describe any problem/s your institution faced due to assignment of the externship

students.

5. Please describe any benefit/s your institution gained due to assignment of the externship

students.

6. Can you recommend other institution/organization that might be interested in receiving our

externship students?

7. Do you have any suggestions/recommendations for future externship activities/collaborations?

Signature of evaluator


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